还剩8页未读，
继续阅读
成套系列资料，整套一键下载
专题3.01 续写中的问题解决思维-2024年新高考英语读后续写提分技能
展开
这是一份专题3.01 续写中的问题解决思维-2024年新高考英语读后续写提分技能，共11页。试卷主要包含了01 续写中的问题解决思维， 提出相关问题，梳理原文主线， 自主设计问题，列出写作提纲， 总结归纳所得，确保续写成文等内容，欢迎下载使用。
背景回顾
1
《普通高中英语课程标准（2017年版2020年修订）》（以下简称《课程标准》）指出，高考应重点考查学生的英语理解能力和表达能力。其中理解能力包括在特定的情境中，学生对口头和书面语篇的理解能力、对其作出反应的能力以及从中获取信息的能力等；表达能力指学生应用英语进行口头或书面表达的能力，特别是在真实的情境中利用英语传递信息、沟通交际、表达观点与意图、阐释情感的能力等。可见，英语高考考查的重点是学生在真实的问题情境中分析问题和解决问题的能力，以对学生的学科核心素养的发展状况作出客观的评价。
问题解决能力指的是学生面临问题情境时，在没有现成、可行的方法能够利用时，学生将已有的知识经验进行重组、加工，找到突破问题的方法与途径，从而将已知情境转为目标情境、直至问题解决的能力。学生问题解决的过程一般包括理解与分析问题、探究与形成方法、制定与实施计划、总结与得出结论、讨论与反思结果等五个阶段。问题解决能力的基本要素包括理解与提炼、分析与表达、推理与实践、总结与反思等四个部分。问题解决能力的提升，需要学生在日常的学习过程中，基于特定的情境，充分体验问题解决的全过程，并将问题解决能力的诸要素，应用到此过程中。
《课程标准》指出，高中英语课程倡导实践英语学习活动观，引导学生通过自主学习、合作学习与探究学习等方式，发展多元思维和批判性思维，进而提高学生的英语学用能力。但是，无论是英语“学”的能力，还是“用”的能力，都需要学生在真实的情境中，在学习了解、应用实践、迁移创新中，学会问题解决，从而能够有效地利用英语获取、阐释和评判语篇意义，达到正确而愉悦地表达观点、意图与情感的目的。
方法策略
2
问题解决思维触发“问题解决”教学。“问题解决”教学模式是以问题为中心，以学生为主体，教师加以引导的一种教学模式。在“问题解决”的教学模式下，学生将面临一系列未经历过的情境，并在这种情境下探究新的方法以解决困难。此教学模式极大的提高了学生的自主性和创新性，同时也体现了以学生为主导的教学理念。在此模式下，教师采用“问题”或“问题链”模式有助于帮助学生理清文本逻辑，使整篇文章在一条线索的串联下展开。在“问题解决”教学模式下，学生可以更加自主地思考，随心所欲地在小组内交流，并开展有意义、高效的师生合作，从而形成了“自主设计---小组讨论---教师引导”的课堂模式。“问题解决”模式既符合课程标准的理念，同时也培养了学生的英语学科核心能力。以海南省 2020 年高考读后续写试题为例，基于问题解决的英语读后续写教学流程如下：
1. 提出相关问题，梳理原文主线
学生在续写前应该理解原文，将原文情境与自身经历相结合，构建一个新的情境模型，然后再创建内容，以确保续写的文章能在内容与逻辑方面和原文保持连贯。教师在原文分析中指导学生从内容方面解读文本逻辑能够帮助学生准确抓住故事线索。教师可以在原文的基础上提出几个关键问题，学生带着问题去读文章，在此基础上，学生可以根据自己基于“问题解决”模式探索读后续写教学策略思考的答案去分析文章，把握文章线索，概括文章大
意，并理解作者的写作目的。
例如，海南省 2020 年高考读后续写的阅读语篇讲述了在经济危机的大环境下，善良的 Meredith 太太和她的三个孩子想方设法帮助一个贫困家庭的小男孩的故事。原文故事到这里戛然而止，留出了续写的思维空间。根据布鲁姆的认知理论，问题链的设计需包含由低阶向高阶的问题。故我们可以设计以下问题链，让学生阅读文章，寻找答案：
（1）Wh are included in this stry？Where did thestry happen？When did the stry happen？What happened inthisstry？Hw did they want td t slve the prblem？
此举意在引导学生有目的地了解文章大意，获取文章基本信息，尽量保证续写文章不会出现细节性的错误。细读环节结束后，就文本结构提问，形成如下问题链：
（2）Hw many aspects are included in the stry？What are they？
此举意在引导学生进一步归纳和整理文本，训练学生内化信息的能力，构建语篇框架。
2. 自主设计问题，列出写作提纲
语篇连贯体现在两个方面，其一是关联词的连贯，其二是内容与思维方面的连贯，即上句与下句之间是否逻辑清晰，内容合理。要写好逻辑清晰的文章，不仅要关注原文语篇，续写所给出的首句也十分重要。
例如，2020 年海南省高考读后续写的第一段所给首句为“WhenMrs.Mededithheard f Jhn’s idea,she thught it wasa gd ne,t.”这一句是故事发展的关键，可从 Mrs.Meredith 同意后孩子们是准备如何去帮助 Bernard 来展开。在此，我们可以提出两个关键问题：
（3）Did Mrs.Meredithagree with their idea？What did they d t help Bernard？
第二段所给首句与前文“Bernard can take it arund t the husesandsellit.”呼应，可以从 Bernard 卖出爆米花后的所感以及 Mrs.Meredith 的孩子们帮助 Bernard后的感受拓展。故我们可以引导学生提出问题
（4）Hw isBernard’s new business？What’sthe feeling f Bernard？What’s the feeling f thse children？
学生可以根据问题链自主设计自己的写作提纲，剖析作者的写作思路，形成结构框架。问题链的设计使学生的逻辑层层递进，从而使续写文章的结构紧凑，上下连贯。
3. 合作解决问题，展示任务成果
建构主义理论认为，知识不仅是个体在与物理环境的交互中建构起来的，而且社会性的交互 ( 协作 ) 更加重要。我们可以引导组内学生再次围绕文本内容提出一系列有关经验性，评价性的问题，引发学生继续思考，对于存在分歧的地方再次讨论，最终每个小组呈现出一篇完整的构思提纲，使文本理解在这一步继续深入。本环节是对课堂学习成果的潜移与检测，以问题化的框架解决一个新的问题，同时升华主题，激发学生的情感态度价值观。
4. 总结归纳所得，确保续写成文
梳理归纳出本节课未解决的问题以及新出现的问题，学生尝试在续写的过程中自己思考，不断提出具有创造性、批判性的问题，形成自主解决问题的通路。通过高效合作的课堂不断完善自己的思考，激活其可持续性的学习行为，提升思维品质。在问题链的引导下，学生的续写文章逻辑紧密，文章结构清晰，线索明了，极大的促进了学生思维逻辑的发展。
实践强化
3
1.（2022·湖南岳阳·三模）阅读下面材料, 根据所给情节进行续写, 使之构成一篇完整的短文。
Jennie Grant lay n a ct (小床) near the windw. She had been lying in that same place fr many weeks. One f her legs was shrter than the ther, and the dctr had fastened a heavy weight t it in rder t make it grw. But she must be still all the time.
Every mrning befre her father went t wrk, he mved her ct clse t the windw s she culd lk ut. There was nt much t see, fr the buildings were high. But she lved t watch the swallws against the sky, and there was a flck f dves that ften alighted (飞落) n the rf acrss the way. Still she became very tired with nthing t d and n ne t play with.
One day Mrs. Brightly came t see if she culd help her. On the way hme, she was busy thinking abut Jennie. Suddenly she said t herself, “I knw what I’ll d. There are my tw little sisters wh have plenty f mney and hardly ever think f anyne but themselves, and there are sme ther little neighbrs. We will have a little ‘Sunshine Band’ and make her happy, and the children will enjy ding smething fr smene wh needs help. They will find that ‘it is mre blessed t give than t receive.’ ”
She wrte ntes t the girls, asking them t cme t her huse Mnday afternn. Then she tld them the plan. They decided t fill a pretty basket t stand by Jennie’s bed, and tk it t her n her birthday. Everything was t be put in packages, s her pleasure wuld last a lng time, and everything was t be smething fr Jennie t d. Week after week they met and wrked n the articles fr the basket. They enjyed it s much that they culd hardly wait fr Jennie’s birthday t cme.
注意：1.所续写短文的词数应为150左右；
2.续写部分分为两段，每段的开头语已为你写好。
Paragraph 1:
One bright mrning when Jennie pened her eyes, she remembered it was her birthday.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
The girls enjyed their giving s much that they decided t be “Sunshiners” all the year rund and asked Jennie t jin.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
One bright mrning when Jennie pened her eyes, she remembered it was her birthday. The first thing she saw was a big basket beside her bed, and n tp a label that said, “Reach in and take ut a package when yu dn’t knw what else t d. Frm ‘The Sunshiners’ ” She put her hand under the cver f the basket and felt the bundles. It was the little bx that held the dll. Jennie had a delightful time cutting ut patterns and making clthes fr the dll. She did nt pen any mre f her bundles fr a day r tw, fr she wanted t make them last.
The girls enjyed their giving s much that they decided t be “Sunshiners” all the year rund and asked Jennie t jin. She culd quickly think f nice things t d. Mnths later, when the weight was taken ff her ft and she was able t walk, she was always helping thse in truble and give them jy, as every true “Sunshiner” shuld. The girls als fund the changes n their wn as they were mre ptimistic in face f adversity. Althugh receiving much praise, they thught they just became the persn they culd be.
【写作解析】本文以人物为线索展开。讲述的是为了让腿生长的珍妮格兰特，在腿上绑着重物，躺在帆布床上，她的父亲上班之前，会把她的床移到靠近窗户的地方，让她可以看见外面，布莱特太太想出方法帮助珍妮，她和其他一些小邻居为珍妮的生日准备一个漂亮的篮子，她们迫不及待地想要珍妮的生日到来给她送礼物。之后她们邀请珍妮加入她们的“阳光者”，去做一些力所能及的事情帮助别人。
1.段落续写
由第一段首句内容“一个晴朗的早晨，珍妮睁开眼睛，想起今天是她的生日。”可知，第一段描写在珍妮生日到来这天，收到了布莱特太太和其他小邻居给她准备的礼物，一个大篮子，珍妮收到礼物后非常高兴。
由第二段首句内容“女孩们很喜欢她们的付出，她们决定全年都做“阳光者”，并邀请珍妮加入。”可知，女孩们觉得为别人付出是很快乐的，并且邀请珍妮加入，一起做阳光者，所以本段描写邀请珍妮加入之后她们接下来所做的事情，以及带来的快乐和感悟。
2.续写线索：珍妮躺卧在家——布莱特太太想帮助她——想出主意——实施计划——收到礼物——邀请珍妮加入“阳光者”——感悟。
3.词汇激活
行为类：①决定：decide/determine；②带来：take/bring；③想到：think f/cme up with
情绪类：①高兴：delightful/cheerful/jyful；②积极：ptimistic/psitive
【典型句式】
【句型1】It was the little bx that held the dll. (使用It was…that的强调句式)
【句型2】She did nt pen any mre f her bundles fr a day r tw, fr she wanted t make them last.(使用fr引导原因状语从句)
【句型3】Althugh receiving much praise, they thught they just became the persn they culd be.(使用althugh引导让步状语从句)
2．（2022·湖北省罗田县第一中学模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段话，使之构成一篇完整的短文。
The e-mail request came in t Ekiben restaurant in Baltimre late n a Thursday afternn in March: tempura brccli(天妇罗花椰菜). The man wh sent the e-mail didn't actually want the fd itself. He was writing n behalf f his mther-in-law, wh adred the dish. He went n t explain that she was nw in the final stages f lung cancer at her hme in Vermnt and that he was hping t get the recipe t make it fr her there.
Steve Chu, ne f the Asian restaurant's c-wners, read the e-mail and quickly replied with an alternative suggestin. "Thanks fr reaching ut." he wrte. "We'd like t meet yu in Vermnt and make it fresh fr yu."
Brandn Jnes, the sn-in-law, was shcked. He e-mailed back, saying, "Yu d knw that this is Vermnt we're talking abut, right?" said Brandn. But Steve respnded, "N prblem. Yu tell us the date, time, and lcatin and we'll be there."
Fr the past six years, every time Brandn's mther-in-law visited Baltimre, the first place she wanted t g was Ekiben s she culd have that brccli. "I really wanted her t have it ne mre time," Brandn said.
"She had always tld us, 'When I'm n my deathbed, I want t have that brccli,'" recalled Brandn's wife. Rina Jnes.
注意：1. 续写词数应为150词左右；
2. 续写部分分为两段，每段的开头语已为你写好。
Paragraph 1:
That Friday after wrk, a day after receiving Brandn's e-mail, Chu and his team were ready t set ff. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
As sn as the dr was pened, the mther recgnized the amazing smell as well as Chu and his cwrkers. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
That Friday after wrk, a day after receiving Brandn’s e-mail, Chu and his team were ready t set ff. They laded his truck with a ht plate and a cler filled with ingredients and then headed fr Vermnt. They stayed vernight in a htel and drve the next day t the apartment where Rina's mther lived. As sn as Chu and his team pulled int the parking lt, they gt t wrk. They pulled dwn the gate f the truck, hked the ht plate t the truck's pwer prt, and started cking and deep-frying. In additin t tempura brccli, they made tfu with peanut sauce and sme steamed rice. After neatly bxing everything up, they kncked n their custmer's dr.
As sn as the dr was pened, the mther recgnized the amazing smell as well as Chu and his cwrkers. She was s happy and tuched that tears welled up in her eyes. She kept saying, "I dn't understand. Yu drve all the way up here t ck fr me? I culdn't believe it!" "It is an hnr t help fulfill yur wishes," Chu said, "there is a lt f gd, psitive energy in ding this." Rina was happy that her mther was able t enjy her belved brccli ne last time. "My mm cried later abut their genersity, and s did I," Rina said, "I'll always carry that psitive
【写作解析】本文以人物为线索展开，讲述了餐厅老板朱和他的团队收到布兰登的求助邮件后驱车前往佛蒙特州为他身患癌症的岳母制作她最爱吃的天妇罗花椰菜的暖心故事。
1.段落续写：
①由第一段首句内容“周五下班后，在收到布兰登的电子邮件一天后，朱和他的团队准备出发。”可知，第一段可描写朱和他的团队做好准备工作后驱车前往佛蒙特州、找到丽娜母亲的住处并为她制作她最爱吃的天妇罗花椰菜以及其他食物。
②由第二段首句内容“门一打开，这位母亲就闻出了那股神奇的气味，也认出了朱和他的同事们。”可知，第二段可描写丽娜和母亲看到朱和他的同事们的反应以及对他们的感谢并决定将这份善意传递下去。
2.续写线索：做好准备——找到丽娜母亲的住处——制作美食——闻出气味并认出朱——既高兴又感动——感谢——决定传递善意
3.词汇激活
行为类：①出发：set ff/set ut；②前往：head fr/leave fr；③认出：recgnize/identify
情绪类：①高兴的：happy /delighted；②感动的：tuched /mved
【典型句式】
[句型1]. As sn as Chu and his team pulled int the parking lt, they gt t wrk.（运用了as sn as引导的时间状语从句）
[句型2]. "It is an hnr t help fulfill yur wishes," Chu said,（运用了it作形式主语）
3．（2022·辽宁·东北育才学校二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。续写的词数应为150词左右
One day when I was 5 years ld, my dad headed fr wrk while my mum drve me t the twn fr shpping. Sn we gt t a supermarket. While my mum was picking up vegetables, I sptted sme attractive apples, which lked big and red and smelt pleasant. All f a sudden I had the desire t eat apples. I begged my mum t buy sme and she agreed.
After getting all the grceries, we went fr a walk in a park in the twn and didn’t return until it was clse t nn. Upn arriving hme, my mum left the bag f apples in the sitting rm and went t prepare the lunch in the kitchen. Right there and then I culd hardly wait t taste the apples, s I tk ne and had a big bite even withut washing it. Hwever, t my disappintment, it wasn’t as sweet as expected. Luckily, when I tried anther, it was satisfying this time. When I was enjying it, my mum called me t give sme apples t ur neighbur. Julie, an ld lady living clse t ur hme.
Julie lived by herself. She was a kind lady and treated me very well. When my parents had n time t lk after me, I wuld g t hers and she wuld help take care f me. And she liked chatting and even playing with me. S when my mum asked me t deliver sme apples t her, I was very glad t d that.
I fund a plastic bag in which t put sme apples. But I hesitated just befre picking them up. “Sme apples are nt that delicius. I shuld send sme gd nes t Grandma Julie.” I thught. But hw culd I tell the sweet nes frm the rest? I wndered because I had n idea hw t find it ut just by their appearance.
Paragraph 1:
Then all at nce, a clever idea hit me.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Returning hme frm Julies hme. I tld my mum what I had dne with the apples.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Then all at nce, a clever idea hit me. I culd distinguish the delicius nes frm the nt s delicius nes by having a bite f each apple. Then I grabbed every apple, had a small bite and divided them int tw bags. N sner had I finished tasting all the apples than I tk the nes tasting gd t Julie’s huse. She thanked me heartfeltly when I handed the apples t her. I culd feel her suspicin when she saw the bitten apples, but she said nthing. Prudly, I went hme.
Returning hme frm Julies hme. I tld my mum what I had dne with the apples. With pride in mind, I heard my mm laughing ludly. Failing t hld back her laughing, she tapped my shulder and said, “My dear, let’s g t Julie’s hme t have an explanatin.” After Mm explained the whle thing t Julie, Julie burst ut laughing as well, praising me at the same time. She understd my behavir and thught highly f my thughtfulness. My mm didn’t blame me, prtecting my naivete as a child. Until nw, I have still felt amused abut my behavir every time I had apples.
【写作解析】本文为一篇说明文。讲述了作者小时候的一次经历。和妈妈去逛街回来，买了一兜苹果，妈妈让我给邻居送去，我为了给邻居送更甜的苹果，我将每个苹果都尝了一口。这次经历让我到现在都觉得好笑。
1.段落续写：
①由第一段首句内容“立刻，我就想到了一个好主意”可知，本段可以写“我”为了区分苹果味道的好坏，将每个苹果都尝了一口，然后将尝起来比较甜的苹果给邻居Julie送了过去。
②由第二段首句内容“我一从Julie家回来，就将我如何区分苹果的方法告诉了妈妈。”可知，本段可以写妈妈听到我的方法后，忍不住大笑起来，然后妈妈带着我去Julie家解释。妈妈为了保持我的纯真，并没有责备我，但是我直到现在，一吃苹果，就会想到小时候那次有趣的经历。
2.续写线索：想到好主意——将每个苹果咬一口，尝味道——将更甜的苹果给Julie送去——告诉妈妈我的方法——妈妈带我去解释——至今想起来还觉得好笑
3.词汇积累：
行为类：（1）区分：distinguish→tell apart；（2）控制：hld back→cntrl/cntain；（3）责备：blame→reprve
情绪类：（1）由衷地：heartfeltly→frm the bttm f heart；（2）体贴：thughtfulness→cnsideratin；
（3）笑的：amused→cmical/ridiculus
【典型句式】
【句型1】Failing t hld back her laughing, she tapped my shulder and said, “My dear, let’s g t Julie’s hme t have an explanatin. (运用了现在分词作状语)
【句型2】N sner had I finished tasting all the apples than I tk the nes tasting gd t Julie’s huse. (运用了部分倒装)
背景回顾
1
《普通高中英语课程标准（2017年版2020年修订）》（以下简称《课程标准》）指出，高考应重点考查学生的英语理解能力和表达能力。其中理解能力包括在特定的情境中，学生对口头和书面语篇的理解能力、对其作出反应的能力以及从中获取信息的能力等；表达能力指学生应用英语进行口头或书面表达的能力，特别是在真实的情境中利用英语传递信息、沟通交际、表达观点与意图、阐释情感的能力等。可见，英语高考考查的重点是学生在真实的问题情境中分析问题和解决问题的能力，以对学生的学科核心素养的发展状况作出客观的评价。
问题解决能力指的是学生面临问题情境时，在没有现成、可行的方法能够利用时，学生将已有的知识经验进行重组、加工，找到突破问题的方法与途径，从而将已知情境转为目标情境、直至问题解决的能力。学生问题解决的过程一般包括理解与分析问题、探究与形成方法、制定与实施计划、总结与得出结论、讨论与反思结果等五个阶段。问题解决能力的基本要素包括理解与提炼、分析与表达、推理与实践、总结与反思等四个部分。问题解决能力的提升，需要学生在日常的学习过程中，基于特定的情境，充分体验问题解决的全过程，并将问题解决能力的诸要素，应用到此过程中。
《课程标准》指出，高中英语课程倡导实践英语学习活动观，引导学生通过自主学习、合作学习与探究学习等方式，发展多元思维和批判性思维，进而提高学生的英语学用能力。但是，无论是英语“学”的能力，还是“用”的能力，都需要学生在真实的情境中，在学习了解、应用实践、迁移创新中，学会问题解决，从而能够有效地利用英语获取、阐释和评判语篇意义，达到正确而愉悦地表达观点、意图与情感的目的。
方法策略
2
问题解决思维触发“问题解决”教学。“问题解决”教学模式是以问题为中心，以学生为主体，教师加以引导的一种教学模式。在“问题解决”的教学模式下，学生将面临一系列未经历过的情境，并在这种情境下探究新的方法以解决困难。此教学模式极大的提高了学生的自主性和创新性，同时也体现了以学生为主导的教学理念。在此模式下，教师采用“问题”或“问题链”模式有助于帮助学生理清文本逻辑，使整篇文章在一条线索的串联下展开。在“问题解决”教学模式下，学生可以更加自主地思考，随心所欲地在小组内交流，并开展有意义、高效的师生合作，从而形成了“自主设计---小组讨论---教师引导”的课堂模式。“问题解决”模式既符合课程标准的理念，同时也培养了学生的英语学科核心能力。以海南省 2020 年高考读后续写试题为例，基于问题解决的英语读后续写教学流程如下：
1. 提出相关问题，梳理原文主线
学生在续写前应该理解原文，将原文情境与自身经历相结合，构建一个新的情境模型，然后再创建内容，以确保续写的文章能在内容与逻辑方面和原文保持连贯。教师在原文分析中指导学生从内容方面解读文本逻辑能够帮助学生准确抓住故事线索。教师可以在原文的基础上提出几个关键问题，学生带着问题去读文章，在此基础上，学生可以根据自己基于“问题解决”模式探索读后续写教学策略思考的答案去分析文章，把握文章线索，概括文章大
意，并理解作者的写作目的。
例如，海南省 2020 年高考读后续写的阅读语篇讲述了在经济危机的大环境下，善良的 Meredith 太太和她的三个孩子想方设法帮助一个贫困家庭的小男孩的故事。原文故事到这里戛然而止，留出了续写的思维空间。根据布鲁姆的认知理论，问题链的设计需包含由低阶向高阶的问题。故我们可以设计以下问题链，让学生阅读文章，寻找答案：
（1）Wh are included in this stry？Where did thestry happen？When did the stry happen？What happened inthisstry？Hw did they want td t slve the prblem？
此举意在引导学生有目的地了解文章大意，获取文章基本信息，尽量保证续写文章不会出现细节性的错误。细读环节结束后，就文本结构提问，形成如下问题链：
（2）Hw many aspects are included in the stry？What are they？
此举意在引导学生进一步归纳和整理文本，训练学生内化信息的能力，构建语篇框架。
2. 自主设计问题，列出写作提纲
语篇连贯体现在两个方面，其一是关联词的连贯，其二是内容与思维方面的连贯，即上句与下句之间是否逻辑清晰，内容合理。要写好逻辑清晰的文章，不仅要关注原文语篇，续写所给出的首句也十分重要。
例如，2020 年海南省高考读后续写的第一段所给首句为“WhenMrs.Mededithheard f Jhn’s idea,she thught it wasa gd ne,t.”这一句是故事发展的关键，可从 Mrs.Meredith 同意后孩子们是准备如何去帮助 Bernard 来展开。在此，我们可以提出两个关键问题：
（3）Did Mrs.Meredithagree with their idea？What did they d t help Bernard？
第二段所给首句与前文“Bernard can take it arund t the husesandsellit.”呼应，可以从 Bernard 卖出爆米花后的所感以及 Mrs.Meredith 的孩子们帮助 Bernard后的感受拓展。故我们可以引导学生提出问题
（4）Hw isBernard’s new business？What’sthe feeling f Bernard？What’s the feeling f thse children？
学生可以根据问题链自主设计自己的写作提纲，剖析作者的写作思路，形成结构框架。问题链的设计使学生的逻辑层层递进，从而使续写文章的结构紧凑，上下连贯。
3. 合作解决问题，展示任务成果
建构主义理论认为，知识不仅是个体在与物理环境的交互中建构起来的，而且社会性的交互 ( 协作 ) 更加重要。我们可以引导组内学生再次围绕文本内容提出一系列有关经验性，评价性的问题，引发学生继续思考，对于存在分歧的地方再次讨论，最终每个小组呈现出一篇完整的构思提纲，使文本理解在这一步继续深入。本环节是对课堂学习成果的潜移与检测，以问题化的框架解决一个新的问题，同时升华主题，激发学生的情感态度价值观。
4. 总结归纳所得，确保续写成文
梳理归纳出本节课未解决的问题以及新出现的问题，学生尝试在续写的过程中自己思考，不断提出具有创造性、批判性的问题，形成自主解决问题的通路。通过高效合作的课堂不断完善自己的思考，激活其可持续性的学习行为，提升思维品质。在问题链的引导下，学生的续写文章逻辑紧密，文章结构清晰，线索明了，极大的促进了学生思维逻辑的发展。
实践强化
3
1.（2022·湖南岳阳·三模）阅读下面材料, 根据所给情节进行续写, 使之构成一篇完整的短文。
Jennie Grant lay n a ct (小床) near the windw. She had been lying in that same place fr many weeks. One f her legs was shrter than the ther, and the dctr had fastened a heavy weight t it in rder t make it grw. But she must be still all the time.
Every mrning befre her father went t wrk, he mved her ct clse t the windw s she culd lk ut. There was nt much t see, fr the buildings were high. But she lved t watch the swallws against the sky, and there was a flck f dves that ften alighted (飞落) n the rf acrss the way. Still she became very tired with nthing t d and n ne t play with.
One day Mrs. Brightly came t see if she culd help her. On the way hme, she was busy thinking abut Jennie. Suddenly she said t herself, “I knw what I’ll d. There are my tw little sisters wh have plenty f mney and hardly ever think f anyne but themselves, and there are sme ther little neighbrs. We will have a little ‘Sunshine Band’ and make her happy, and the children will enjy ding smething fr smene wh needs help. They will find that ‘it is mre blessed t give than t receive.’ ”
She wrte ntes t the girls, asking them t cme t her huse Mnday afternn. Then she tld them the plan. They decided t fill a pretty basket t stand by Jennie’s bed, and tk it t her n her birthday. Everything was t be put in packages, s her pleasure wuld last a lng time, and everything was t be smething fr Jennie t d. Week after week they met and wrked n the articles fr the basket. They enjyed it s much that they culd hardly wait fr Jennie’s birthday t cme.
注意：1.所续写短文的词数应为150左右；
2.续写部分分为两段，每段的开头语已为你写好。
Paragraph 1:
One bright mrning when Jennie pened her eyes, she remembered it was her birthday.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
The girls enjyed their giving s much that they decided t be “Sunshiners” all the year rund and asked Jennie t jin.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
One bright mrning when Jennie pened her eyes, she remembered it was her birthday. The first thing she saw was a big basket beside her bed, and n tp a label that said, “Reach in and take ut a package when yu dn’t knw what else t d. Frm ‘The Sunshiners’ ” She put her hand under the cver f the basket and felt the bundles. It was the little bx that held the dll. Jennie had a delightful time cutting ut patterns and making clthes fr the dll. She did nt pen any mre f her bundles fr a day r tw, fr she wanted t make them last.
The girls enjyed their giving s much that they decided t be “Sunshiners” all the year rund and asked Jennie t jin. She culd quickly think f nice things t d. Mnths later, when the weight was taken ff her ft and she was able t walk, she was always helping thse in truble and give them jy, as every true “Sunshiner” shuld. The girls als fund the changes n their wn as they were mre ptimistic in face f adversity. Althugh receiving much praise, they thught they just became the persn they culd be.
【写作解析】本文以人物为线索展开。讲述的是为了让腿生长的珍妮格兰特，在腿上绑着重物，躺在帆布床上，她的父亲上班之前，会把她的床移到靠近窗户的地方，让她可以看见外面，布莱特太太想出方法帮助珍妮，她和其他一些小邻居为珍妮的生日准备一个漂亮的篮子，她们迫不及待地想要珍妮的生日到来给她送礼物。之后她们邀请珍妮加入她们的“阳光者”，去做一些力所能及的事情帮助别人。
1.段落续写
由第一段首句内容“一个晴朗的早晨，珍妮睁开眼睛，想起今天是她的生日。”可知，第一段描写在珍妮生日到来这天，收到了布莱特太太和其他小邻居给她准备的礼物，一个大篮子，珍妮收到礼物后非常高兴。
由第二段首句内容“女孩们很喜欢她们的付出，她们决定全年都做“阳光者”，并邀请珍妮加入。”可知，女孩们觉得为别人付出是很快乐的，并且邀请珍妮加入，一起做阳光者，所以本段描写邀请珍妮加入之后她们接下来所做的事情，以及带来的快乐和感悟。
2.续写线索：珍妮躺卧在家——布莱特太太想帮助她——想出主意——实施计划——收到礼物——邀请珍妮加入“阳光者”——感悟。
3.词汇激活
行为类：①决定：decide/determine；②带来：take/bring；③想到：think f/cme up with
情绪类：①高兴：delightful/cheerful/jyful；②积极：ptimistic/psitive
【典型句式】
【句型1】It was the little bx that held the dll. (使用It was…that的强调句式)
【句型2】She did nt pen any mre f her bundles fr a day r tw, fr she wanted t make them last.(使用fr引导原因状语从句)
【句型3】Althugh receiving much praise, they thught they just became the persn they culd be.(使用althugh引导让步状语从句)
2．（2022·湖北省罗田县第一中学模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段话，使之构成一篇完整的短文。
The e-mail request came in t Ekiben restaurant in Baltimre late n a Thursday afternn in March: tempura brccli(天妇罗花椰菜). The man wh sent the e-mail didn't actually want the fd itself. He was writing n behalf f his mther-in-law, wh adred the dish. He went n t explain that she was nw in the final stages f lung cancer at her hme in Vermnt and that he was hping t get the recipe t make it fr her there.
Steve Chu, ne f the Asian restaurant's c-wners, read the e-mail and quickly replied with an alternative suggestin. "Thanks fr reaching ut." he wrte. "We'd like t meet yu in Vermnt and make it fresh fr yu."
Brandn Jnes, the sn-in-law, was shcked. He e-mailed back, saying, "Yu d knw that this is Vermnt we're talking abut, right?" said Brandn. But Steve respnded, "N prblem. Yu tell us the date, time, and lcatin and we'll be there."
Fr the past six years, every time Brandn's mther-in-law visited Baltimre, the first place she wanted t g was Ekiben s she culd have that brccli. "I really wanted her t have it ne mre time," Brandn said.
"She had always tld us, 'When I'm n my deathbed, I want t have that brccli,'" recalled Brandn's wife. Rina Jnes.
注意：1. 续写词数应为150词左右；
2. 续写部分分为两段，每段的开头语已为你写好。
Paragraph 1:
That Friday after wrk, a day after receiving Brandn's e-mail, Chu and his team were ready t set ff. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
As sn as the dr was pened, the mther recgnized the amazing smell as well as Chu and his cwrkers. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
That Friday after wrk, a day after receiving Brandn’s e-mail, Chu and his team were ready t set ff. They laded his truck with a ht plate and a cler filled with ingredients and then headed fr Vermnt. They stayed vernight in a htel and drve the next day t the apartment where Rina's mther lived. As sn as Chu and his team pulled int the parking lt, they gt t wrk. They pulled dwn the gate f the truck, hked the ht plate t the truck's pwer prt, and started cking and deep-frying. In additin t tempura brccli, they made tfu with peanut sauce and sme steamed rice. After neatly bxing everything up, they kncked n their custmer's dr.
As sn as the dr was pened, the mther recgnized the amazing smell as well as Chu and his cwrkers. She was s happy and tuched that tears welled up in her eyes. She kept saying, "I dn't understand. Yu drve all the way up here t ck fr me? I culdn't believe it!" "It is an hnr t help fulfill yur wishes," Chu said, "there is a lt f gd, psitive energy in ding this." Rina was happy that her mther was able t enjy her belved brccli ne last time. "My mm cried later abut their genersity, and s did I," Rina said, "I'll always carry that psitive
【写作解析】本文以人物为线索展开，讲述了餐厅老板朱和他的团队收到布兰登的求助邮件后驱车前往佛蒙特州为他身患癌症的岳母制作她最爱吃的天妇罗花椰菜的暖心故事。
1.段落续写：
①由第一段首句内容“周五下班后，在收到布兰登的电子邮件一天后，朱和他的团队准备出发。”可知，第一段可描写朱和他的团队做好准备工作后驱车前往佛蒙特州、找到丽娜母亲的住处并为她制作她最爱吃的天妇罗花椰菜以及其他食物。
②由第二段首句内容“门一打开，这位母亲就闻出了那股神奇的气味，也认出了朱和他的同事们。”可知，第二段可描写丽娜和母亲看到朱和他的同事们的反应以及对他们的感谢并决定将这份善意传递下去。
2.续写线索：做好准备——找到丽娜母亲的住处——制作美食——闻出气味并认出朱——既高兴又感动——感谢——决定传递善意
3.词汇激活
行为类：①出发：set ff/set ut；②前往：head fr/leave fr；③认出：recgnize/identify
情绪类：①高兴的：happy /delighted；②感动的：tuched /mved
【典型句式】
[句型1]. As sn as Chu and his team pulled int the parking lt, they gt t wrk.（运用了as sn as引导的时间状语从句）
[句型2]. "It is an hnr t help fulfill yur wishes," Chu said,（运用了it作形式主语）
3．（2022·辽宁·东北育才学校二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。续写的词数应为150词左右
One day when I was 5 years ld, my dad headed fr wrk while my mum drve me t the twn fr shpping. Sn we gt t a supermarket. While my mum was picking up vegetables, I sptted sme attractive apples, which lked big and red and smelt pleasant. All f a sudden I had the desire t eat apples. I begged my mum t buy sme and she agreed.
After getting all the grceries, we went fr a walk in a park in the twn and didn’t return until it was clse t nn. Upn arriving hme, my mum left the bag f apples in the sitting rm and went t prepare the lunch in the kitchen. Right there and then I culd hardly wait t taste the apples, s I tk ne and had a big bite even withut washing it. Hwever, t my disappintment, it wasn’t as sweet as expected. Luckily, when I tried anther, it was satisfying this time. When I was enjying it, my mum called me t give sme apples t ur neighbur. Julie, an ld lady living clse t ur hme.
Julie lived by herself. She was a kind lady and treated me very well. When my parents had n time t lk after me, I wuld g t hers and she wuld help take care f me. And she liked chatting and even playing with me. S when my mum asked me t deliver sme apples t her, I was very glad t d that.
I fund a plastic bag in which t put sme apples. But I hesitated just befre picking them up. “Sme apples are nt that delicius. I shuld send sme gd nes t Grandma Julie.” I thught. But hw culd I tell the sweet nes frm the rest? I wndered because I had n idea hw t find it ut just by their appearance.
Paragraph 1:
Then all at nce, a clever idea hit me.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Returning hme frm Julies hme. I tld my mum what I had dne with the apples.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Then all at nce, a clever idea hit me. I culd distinguish the delicius nes frm the nt s delicius nes by having a bite f each apple. Then I grabbed every apple, had a small bite and divided them int tw bags. N sner had I finished tasting all the apples than I tk the nes tasting gd t Julie’s huse. She thanked me heartfeltly when I handed the apples t her. I culd feel her suspicin when she saw the bitten apples, but she said nthing. Prudly, I went hme.
Returning hme frm Julies hme. I tld my mum what I had dne with the apples. With pride in mind, I heard my mm laughing ludly. Failing t hld back her laughing, she tapped my shulder and said, “My dear, let’s g t Julie’s hme t have an explanatin.” After Mm explained the whle thing t Julie, Julie burst ut laughing as well, praising me at the same time. She understd my behavir and thught highly f my thughtfulness. My mm didn’t blame me, prtecting my naivete as a child. Until nw, I have still felt amused abut my behavir every time I had apples.
【写作解析】本文为一篇说明文。讲述了作者小时候的一次经历。和妈妈去逛街回来，买了一兜苹果，妈妈让我给邻居送去，我为了给邻居送更甜的苹果，我将每个苹果都尝了一口。这次经历让我到现在都觉得好笑。
1.段落续写：
①由第一段首句内容“立刻，我就想到了一个好主意”可知，本段可以写“我”为了区分苹果味道的好坏，将每个苹果都尝了一口，然后将尝起来比较甜的苹果给邻居Julie送了过去。
②由第二段首句内容“我一从Julie家回来，就将我如何区分苹果的方法告诉了妈妈。”可知，本段可以写妈妈听到我的方法后，忍不住大笑起来，然后妈妈带着我去Julie家解释。妈妈为了保持我的纯真，并没有责备我，但是我直到现在，一吃苹果，就会想到小时候那次有趣的经历。
2.续写线索：想到好主意——将每个苹果咬一口，尝味道——将更甜的苹果给Julie送去——告诉妈妈我的方法——妈妈带我去解释——至今想起来还觉得好笑
3.词汇积累：
行为类：（1）区分：distinguish→tell apart；（2）控制：hld back→cntrl/cntain；（3）责备：blame→reprve
情绪类：（1）由衷地：heartfeltly→frm the bttm f heart；（2）体贴：thughtfulness→cnsideratin；
（3）笑的：amused→cmical/ridiculus
【典型句式】
【句型1】Failing t hld back her laughing, she tapped my shulder and said, “My dear, let’s g t Julie’s hme t have an explanatin. (运用了现在分词作状语)
【句型2】N sner had I finished tasting all the apples than I tk the nes tasting gd t Julie’s huse. (运用了部分倒装)
相关试卷
专题3.08 读后续写必备的词块策略-2024年新高考英语读后续写提分技能： 这是一份专题3.08 读后续写必备的词块策略-2024年新高考英语读后续写提分技能，共14页。试卷主要包含了08 读后续写必备的词块策略， smart 聪明的，， tack 老练、机智，， acute 敏锐的，， exquisite 灵敏的，等内容，欢迎下载使用。
专题3.04 人际意义与读后续写的意义构建-23年新高考英语读后续写提分技能： 这是一份专题3.04 人际意义与读后续写的意义构建-23年新高考英语读后续写提分技能，共16页。
专题3.03 续写中的情感传递-2024年新高考英语读后续写提分技能： 这是一份专题3.03 续写中的情感传递-2024年新高考英语读后续写提分技能，共11页。试卷主要包含了03 续写中的情感传递等内容，欢迎下载使用。
