2026屆新高考英語熱點(diǎn)精準(zhǔn)復(fù)習(xí)讀后續(xù)寫常見語篇模式培養(yǎng)學(xué)生的思維能力1.opinion

—facts

pattern2.problem—solution

pattern3.general—particular

pattern4.question—answer

pattern5.claim—response

pattern(主張與反應(yīng))6.goal—achievement

pattern(目標(biāo)與實(shí)現(xiàn))7.opportunity—taking

pattern(機(jī)會(huì)與獲取)得體的語言、合理的內(nèi)容知已知彼高考英語寫作評(píng)價(jià)的標(biāo)準(zhǔn)內(nèi)容:完整性,合理性語言:正確性,得體性語篇:鏈接連貫,文體意識(shí)如何寫好應(yīng)用文?比如給外教的口語安排提建議,用you

should

do...是正確的(語法正確、詞匯正確),但不得體(交際),得體的說法應(yīng)該是lwonder

if

youcouldCould

you

please..;應(yīng)用文服務(wù)于日常生活的交際性文本提綱中不出現(xiàn),但一定要寫的1.交際目的:為什么寫這篇作文?2.得體的結(jié)語:結(jié)尾句looking

forward

to

your

early

reply在什么信件中使用合適?(2023年6月新高考卷)假定你是李華,外教Ryan準(zhǔn)備將學(xué)生隨機(jī)分為兩人一組,讓大家課后練習(xí)口語,你認(rèn)為這樣分組存在問題。請(qǐng)你給外教寫一封郵件,內(nèi)容包括:1.說明問題;2.提出建議。能力考察:理性批判周圍事物,并創(chuàng)造性地表達(dá)自己的觀點(diǎn)。開放的要點(diǎn)

提示型寫作問題:不同的同學(xué)會(huì)看到不同的問題(課后、隨機(jī)、兩人一組,都可能是問題);提出建議:在說明是什么問題、分析問題了,才能據(jù)此提出建議;問題提得合理、建議也寫好,同時(shí)問題和建議之間要有關(guān)聯(lián)，有l(wèi)ogic語篇邏輯:問題—解決問題批判思維:存在什么問題?創(chuàng)造性思維:提出建議一解決問題讀后續(xù)寫是基于故事部分內(nèi)容的閱讀,運(yùn)用邏輯思維和創(chuàng)造性思維能力,把故事補(bǔ)充完整。讀后續(xù)寫讀重要,還是寫重要?寫重要!三七開!三分讀,七分寫邏輯比語言重要!特征1:篇幅短一307詞~324詞之間。特征2:語言簡(jiǎn)單一一沒有生詞,有生詞就必須得加注,不能造成閱讀障礙,因?yàn)橐獪y(cè)量的是寫作能力。特征3:主題鮮明且唯一,文本不會(huì)是晦澀難懂的。讀后續(xù)寫提供的文章,有什么特征?(比如幫助別人收到了20

dollars,要還回去(回饋社會(huì)體現(xiàn)、助人為樂的主題,這才是主題的完整)讀什么?讀出主角、主線、主題續(xù)什么?response/solution/conflicts/details“完整”不僅是內(nèi)容的完整,更要是主題的完整歷史不會(huì)重復(fù)它的內(nèi)容但會(huì)反復(fù)他的規(guī)律新體驗(yàn)新技能場(chǎng)景模式微情感變“心動(dòng)”法則

"PS"

法則緊張害怕釋然挫敗抵觸愉悅不變1.提煉主題(鮮明正向、點(diǎn)題升華)2.3+3模式、2+1結(jié)構(gòu)3.語言(協(xié)同、得體)讀后續(xù)寫比如一道讀后續(xù)寫題,一位小朋友辦了一份報(bào)紙叫做Oak

StreetNews,它變成了當(dāng)?shù)鼐用竦男畔⒔涣髌脚_(tái)。如果續(xù)寫結(jié)尾升華寫"The

Oak

Street

News

builds

a

harmoniouscommunity”讀后續(xù)寫1.提煉主題(鮮明正向、點(diǎn)題升華)升華,要有度!不要滿嘴跑火車!這是“滿嘴跑火車"的結(jié)尾,一份報(bào)紙何來這么大的力量?合理的升華應(yīng)該是:Oak

street

news

built

up

aconnectionbetween

neighbours.第二段的3=2+1指的是,首句關(guān)鍵詞2個(gè)問題)+全文總結(jié)性1個(gè)問題x(升華)2.學(xué)會(huì)提問(3+3模式、2+1結(jié)構(gòu))3+3模式是指每個(gè)續(xù)寫的段落提三個(gè)問題第一段3=2+1指的是,在續(xù)寫的一個(gè)段落內(nèi),前2個(gè)問題是就已給出的句子(尤其是關(guān)鍵詞)來提出的2個(gè)問題);后1個(gè)問題是transitional/briding

question,是與下一段形成銜接的過渡性問題。教育部考試研究院:高度重視讀后續(xù)寫開頭句的提示符合1——續(xù)寫語言符合故事發(fā)生的場(chǎng)合A.情感場(chǎng)合——高興?悲傷?B.物理場(chǎng)合——教室里?操場(chǎng)上?C.文化場(chǎng)合——例如,故事發(fā)生在哪個(gè)國(guó)家?符合2——續(xù)寫語言要符合生活(續(xù)寫的情節(jié),在生活中是否會(huì)發(fā)生?)3.語言(協(xié)同、得體)3.語言(協(xié)同、得體)4符合——文體意識(shí)原文是描寫性的語言，續(xù)寫就多用描寫性;原文是對(duì)話性質(zhì),后文就多對(duì)話。符合3——續(xù)寫語言要符合說話者的身份(性別,年齡,職業(yè),社會(huì)階層)例子:有一位美國(guó)底層男孩(沒啥文化)通過個(gè)人奮斗實(shí)現(xiàn)了職場(chǎng)成功,剛得升職加薪,就買了一新車,開在路上,老人朝他招手,他沒停車,老人朝他的車扔了一塊石頭,砸出一塊大窟窿,續(xù)寫第一句Staring

at

the

bigblack

hole,Harry

broke

into

cold

sweat.一位同學(xué)寫:Harry

said,my

friend,youbrokemy

new

car

which

I

bought

two

days

ago.第一,情況緊急,怎么一下子說出來這么長(zhǎng)的句子?第二,Harry是一個(gè)社會(huì)底層沒啥文化的男孩,怎么會(huì)在口語中用定語從句?Ilookedaroundthecrowdedwaitingroomatthehospitalandsighed.Wouldthedoctorbeabletoseemyeight-year-oldsonnext?Itriedsteadyingtheicepack(冰袋)overhisforehead,butitwasnouse.Icouldn’tstopshaking.Thewoundinhisforeheadwasdeep,butatleastbloodwasn’tpouringfromitanymore.Hisfacewasfulloftears,heseemedreallybraveforhisage.Ihandedhimtheicepack,andhecoveredhisforeheadwithit.HewasdoingamuchbetterjobthanIhad.WewereatthehospitalbecauseanotherchildhadthrownarockatLukeduringclassbreakashewasrunningaroundthecorner.Histeachercalledme,andwhenIarrived,Ifoundhiminherlap.Histeacherwascaringforhiswound,tryingtokeephimcalm.Shefeltterribleaboutwhathadhappened,butIknewnoneofitwasherfault.Lukereceivedfourstitches(縫合)anddidn’tcryoncethroughoutthewholetreatment.Forthenexttwodays,hiseyewasswollen（腫脹的）shutandblackandblue.IfeltlikeI’dhadamininervousbreakdown.EverytimeItriedtosleeportendtohousework,horriblethoughtscameintomymind.Fearhadtakenover,andthenthefearturnedtoanger.Iwasangrywiththechildwho’dthrowntherock.Ijustcouldn’tshakeit.Whatwasshethinking?Sheshould’veknownbetter.Luke’sheadmasterandteachercalledmethateveningtoseehowhewasfeelingandtoldmeKatie,thegirl,feltterrible.Iwantedtostandupformyson,dotherightthing,protecthim.Thenextday,Luke’steacherstoppedby（順便拜訪）toseehowhewasfeelinganddroppedoffaget-wellcardthatKatiehadmade.LukeandIreaditseveraltimes,andIcouldn’thelpbutfeelalittlechokedup（使人感動(dòng)）.Itwasasincereapology.Paragraph1:IwantedthistobeateachablemomentforLuke.Paragraph2:Later,Luke’steachertoldusKatiewasrelievedafterreadingourletter.ReadforCharactersIworried;angry;caring;understanding;forgiving;educativeLukeIlookedaroundthecrowdedwaitingroomatthehospitalandsighed.Wouldthedoctorbeabletoseemyeight-year-oldsonnext?Itriedsteadyingtheicepack(冰袋)overhisforehead,butitwasnouse.Icouldn’tstopshaking.Thewoundinhisforeheadwasdeep,butatleastbloodwasn’tpouringfromitanymore.Hisfacewasfulloftears,heseemedreallybraveforhisage.Ihandedhimtheicepack,andhecoveredhisforeheadwithit.HewasdoingamuchbetterjobthanIhad.WewereatthehospitalbecauseanotherchildhadthrownarockatLukeduringclassbreakashewasrunningaroundthecorner.Histeachercalledme,andwhenIarrived,Ifoundhiminherlap.Histeacherwascaringforhiswound,tryingtokeephimcalm.Shefeltterribleaboutwhathadhappened,butIknewnoneofitwasherfault.Lukereceivedfourstitches(縫合)anddidn’tcryoncethroughoutthewholetreatment.Forthenexttwodays,hiseyewasswollen（腫脹的）shutandblackandblue.IfeltlikeI’dhadamininervousbreakdown.EverytimeItriedtosleeportendtohousework,horriblethoughtscameintomymind.Fearhadtakenover,andthenthefearturnedtoanger.Iwasangrywiththechildwho’dthrowntherock.Ijustcouldn’tshakeit.Whatwasshethinking?Sheshould’veknownbetter.Luke’sheadmasterandteachercalledmethateveningtoseehowhewasfeelingandtoldmeKatie,thegirl,feltterrible.Iwantedtostandupformyson,dotherightthing,protecthim.Thenextday,Luke’steacherstoppedby（順便拜訪）toseehowhewasfeelinganddroppedoffaget-wellcardthatKatiehadmade.LukeandIreaditseveraltimes,andIcouldn’thelpbutfeelalittlechokedup（使人感動(dòng)）.Itwasasincereapology.Paragraph1:IwantedthistobeateachablemomentforLuke.Paragraph2:Later,Luke’steachertoldusKatiewasrelievedafterreadingourletter.Readforplots如何快速梳理故事情節(jié)線與情感線Tip1:找時(shí)間線索，時(shí)間變化帶來情節(jié)的發(fā)展Tip2：找地點(diǎn)線索Tip3：分析人物對(duì)話Ilookedaroundthecrowdedwaitingroomatthehospitalandsighed.Wouldthedoctorbeabletoseemyeight-year-oldsonnext?Itriedsteadyingtheicepack(冰袋)overhisforehead,butitwasnouse.Icouldn’tstopshaking.Thewoundinhisforeheadwasdeep,butatleastbloodwasn’tpouringfromitanymore.Hisfacewasfulloftears,heseemedreallybraveforhisage.Ihandedhimtheicepack,andhecoveredhisforeheadwithit.HewasdoingamuchbetterjobthanIhad.WewereatthehospitalbecauseanotherchildhadthrownarockatLukeduringclassbreakashewasrunningaroundthecorner.Histeachercalledme,andwhenIarrived,Ifoundhiminherlap.Histeacherwascaringforhiswound,tryingtokeephimcalm.Shefeltterribleaboutwhathadhappened,butIknewnoneofitwasherfault.Lukereceivedfourstitches(縫合)anddidn’tcryoncethroughoutthewholetreatment.Forthenexttwodays,hiseyewasswollen（腫脹的）shutandblackandblue.IfeltlikeI’dhadamininervousbreakdown.EverytimeItriedtosleeportendtohousework,horriblethoughtscameintomymind.Fearhadtakenover,andthenthefearturnedtoanger.Iwasangrywiththechildwho’dthrowntherock.Ijustcouldn’tshakeit.Whatwasshethinking?Sheshould’veknownbetter.Luke’sheadmasterandteachercalledmethateveningtoseehowhewasfeelingandtoldmeKatie,thegirl,feltterrible.Iwantedtostandupformyson,dotherightthing,protecthim.Thenextday,Luke’steacherstoppedby（順便拜訪）toseehowhewasfeelinganddroppedoffaget-wellcardthatKatiehadmade.LukeandIreaditseveraltimes,andIcouldn’thelpbutfeelalittlechokedup（使人感動(dòng)）.Itwasasincereapology.Paragraph1:IwantedthistobeateachablemomentforLuke.Paragraph2:Later,Luke’steachertoldusKatiewasrelievedafterreadingourletter.ReadforthemesIlookedaroundthecrowdedwaitingroomatthehospitalandsighed.Wouldthedoctorbeabletoseemyeight-year-oldsonnext?Itriedsteadyingtheicepack(冰袋)overhisforehead,butitwasnouse.Icouldn’tstopshaking.Thewoundinhisforeheadwasdeep,butatleastbloodwasn’tpouringfromitanymore.Hisfacewasfulloftears,heseemedreallybraveforhisage.Ihandedhimtheicepack,andhecoveredhisforeheadwithit.HewasdoingamuchbetterjobthanIhad.WewereatthehospitalbecauseanotherchildhadthrownarockatLukeduringclassbreakashewasrunningaroundthecorner.Histeachercalledme,andwhenIarrived,Ifoundhiminherlap.Histeacherwascaringforhiswound,tryingtokeephimcalm.Shefeltterribleaboutwhathadhappened,butIknewnoneofitwasherfault.Lukereceivedfourstitches(縫合)anddidn’tcryoncethroughoutthewholetreatment.Forthenexttwodays,hiseyewasswollen（腫脹的）shutandblackandblue.IfeltlikeI’dhadamininervousbreakdown.EverytimeItriedtosleeportendtohousework,horriblethoughtscameintomymind.Fearhadtakenover,andthenthefearturnedtoanger.Iwasangrywiththechildwho’dthrowntherock.Ijustcouldn’tshakeit.Whatwasshethinking?Sheshould’veknownbetter.Luke’sheadmasterandteachercalledmethateveningtoseehowhewasfeelingandtoldmeKatie,thegirl,feltterrible.Iwantedtostandupformyson,dotherightthing,protecthim.Thenextday,Luke’steacherstoppedby（順便拜訪）toseehowhewasfeelinganddroppedoffaget-wellcardthatKatiehadmade.LukeandIreaditseveraltimes,andIcouldn’thelpbutfeelalittlechokedup（使人感動(dòng)）.Itwasasincereapology.Paragraph1:IwantedthistobeateachablemomentforLuke.Paragraph2:Later,Luke’steachertoldusKatiewasrelievedafterreadingourletter.Readforhint伏筆Ilookedaroundthecrowdedwaitingroomatthehospitalandsighed.Wouldthedoctorbeabletoseemyeight-year-oldsonnext?Itriedsteadyingtheicepack(冰袋)overhisforehead,butitwasnouse.Icouldn’tstopshaking.Thewoundinhisforeheadwasdeep,butatleastbloodwasn’tpouringfromitanymore.Hisfacewasfulloftears,heseemedreallybraveforhisage.Ihandedhimtheicepack,andhecoveredhisforeheadwithit.HewasdoingamuchbetterjobthanIhad.WewereatthehospitalbecauseanotherchildhadthrownarockatLukeduringclassbreakashewasrunningaroundthecorner.Histeachercalledme,andwhenIarrived,Ifoundhiminherlap.Histeacherwascaringforhiswound,tryingtokeephimcalm.Shefeltterribleaboutwhathadhappened,butIknewnoneofitwasherfault.Lukereceivedfourstitches(縫合)anddidn’tcryoncethroughoutthewholetreatme