(
课件网) 一 记叙文读后续写 一 布局谋篇 1．记叙文的阅读理解能力 (1)浅层的信息定位能力：when, where, who, what, why, how等 (2)深层的文本分析能力 2．由读到写的思维能力 (1)细读两段续写的开头语，理顺续写段落的逻辑关系； 3．记叙文的书面表达能力 (1)语言的丰富：词汇、句式、语法的多样性；情感表达的多样性；词汇使用的丰富性。 (2)语篇的连贯性：内容连贯(故事大意一致，写作意图一致)；语句连贯(衔接词的准确使用)；语言连贯(语言风格一致)。 学生易错归纳 1．词数不够，情节过于肤浅，描写不详细，人物对话不到位。 2．续写内容与文章主旨不符合，故事情节与上文不连贯，没有充分考虑到所给的段落提示句对续写故事发展的提示、衔接、引导和一定程度的限制作用。有的甚至瞎编乱造，不顾及上文各情节之间的逻辑关系。 3．语言基本功欠缺，语法结构错误，词汇贫乏，人称混乱，时态混用。 4．表达内容不丰富，语言能力不强，缺乏可读性。 5．书写不规范，字迹不工整，难识别。 秒杀技巧 一、熟读原文，合理续写 培养由读到写的思维能力，所写的内容要和原文在观点、逻辑、结构、用词等方面保持一致。因此，读懂原文很关键。阅读时要具备下面的两个能力： 1．浅层的信息定位能力：知道what, when, where, who, why, how等。 2．深层的文本分析能力：理清故事的发展线索；明确文本的主要矛盾；关注故事的语言风格。只有读懂文章具备了这些能力，才能写出合理的续写。 二、关注4个衔接，逻辑顺畅 1．关注段落内部句与句之间的衔接； 2．关注与续写段落首句之间的衔接； 3．关注两个续写段落之间的衔接； 4．关注上下文之间的前后呼应。 三、牢记6个高分标准 1．故事要围绕主要人物展开。 2．详细刻画人物角色及其情感。 3．有效使用连接成分，结构紧凑。 4．运用丰富的词汇、语法结构和修辞使描写生动。 5．第一段和第二段的内容衔接自然，逻辑合理通顺。 6．续写内容与所给短文融洽度高，语言风格保持一致， 思想积极向上。 四、增分的3个手段 1．增加细节 2．营造冲突 五、避免两个雷区 1．情节设计要符合生活实际和文章逻辑，避免太过离奇。 2．叙述力求精炼、生动、连贯，对话不要太多，书面化的长句不宜太多。 五步写作法流程： 写作步骤 The Meredith family lived in a small community（社区）. As the economy was in decline（处于衰退状态）, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges. Mrs. Meredith was a most kind and thoughtful（体贴的） woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help. When she had time, she would bring food and medicine to them. One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy—his name was Bernard—had interested her very much. “I wish you could see him，” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I don't see what he can do.” After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money，” said Clara. “His family is suffering so much.” “S ... ...
