新高考英语读后续写教学策略探究(湖北襄阳）.docx

新高考英语读后续写与概要写作教学策略探究 浙江省天台中学 汤杰礼 第一部分 读后续写 一、浙江省英语新高考改革简介 二、读后续写定义 三、读后续写评分原则解读 《普通高等学校招生全国统一考试英语科考试说明》 1. 提供一篇350词以内的材料，要求考生依据材料内容、所给段落开头语及所标关键词续写（150词左右），将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。 （满分25分） 评分依据 考查维度 与所给短文及段落开头语的衔接程度 篇章的逻辑和衔接 内容的丰富性和对所标出关键词的应用情况 情节的推进和融洽 应用语法结构和词汇的丰富性和准确性 语言的丰富和准确 上下文的连贯性 文章的贯通和流畅 2. 第五档（21—25） = 1 \* GB3 ①融洽度高，与所提供各段落开头语衔接合理。 = 2 \* GB3 ②内容丰富，应用了5个及以上短文中标出的关键语。 = 3 \* GB3 ③所使用语法结构和词汇丰富、准确，可能有些错误，但完全不影响意义表达。 = 4 \* GB3 ④有效地使用了语句间的连接成分，使所续写短文结构紧凑。 3. 读后续写评分原则解读 = 1 \* GB2 ⑴ 本题总分为25分，按5个档次给分。 = 2 \* GB2 ⑵ 评分时，先根据所续写短文的内容和语言初步确定其属档次，然后以该档次的要求来衡量、确定或调整档，最后给分。 = 3 \* GB2 ⑶ 词数少于130的，从总分中减去2分。 = 4 \* GB2 ⑷ 评分时，应主要从以下四个方面考虑： = 1 \* GB3 ①与所给短文及段落开头语的衔接程度； = 2 \* GB3 ②内容的丰富性和对所给关键词的覆盖情况； = 3 \* GB3 ③应用语法结构和词汇的丰富性和准确性； = 4 \* GB3 ④上下文的连贯性。 = 5 \* GB2 ⑸ 拼写与标点符号是语言准确性的一个重要方面，评分时，应视其对交际的程度予以考虑。 = 6 \* GB2 ⑹ 如书写较差以致影响交际，可将分数降低一个档次 四、考读后续写的理论依据 五、学生读后续写习作中存在的问题 1. 读：文本解读不到位； 2. 写： = 1 \* GB3 ①与原文融洽度不高，逻辑衔接不够流畅； = 2 \* GB3 ②词汇意义不清，理解和意义的传达有误； = 3 \* GB3 ③语言的混搭导致逻辑不清晰； = 4 \* GB3 ④叙事平铺直叙，语言表达干瘪，人物动作不够生动，人物情绪描写不到位，整体形象不够丰满； 六、读后续写教学与训练策略 The little boy A little boy selling magazines for school walked up to a house that people rarely visited. The house was very old and shabby and the owner hardly ever came out. When he did come out, he would not say hello to his neighbors or passers-by but simply just glare at them. The boy knocked on the door and waited, sweating from fear of the old man. The boy’s parents told him to stay away from the house, and a lot of the other neighborhood children were told the same thing from their parents. Dust found the boy lingering on and hesitating what to do. As he was ready to walk away, the door slowly opened. “What do you want?” the old man said impatiently. The little boy was very afraid but he had a quota(份额) to meet for school with selling the magazines. So he got up the courage and said, “Uh, sir, I am selling these magazines and uh, I was wondering if you would like to buy one from me.” The old ma