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2021届英语新高考“大作文”读后续写备考及应试策略解读

更新时间:2020-12-30浏览:评论: 条

根据考试中心发布的《基于高考评价体系的高考英语科考试内容改革实施路径》中关于书面表达考查内容“书面表达包含内容、词汇语法、篇章结构和写作规范,反映这4个要素的英语科书面表达能力应具有以下特征:1)内容完整并且清楚、合理,逻辑性强,符合写作目的与情境;2)词汇和语法结构多样并且使用准确、恰当;3)整体结构清晰,句间和段间衔接有效,意义连贯;4)单词拼写正确,标点、大小写等符合规范。”
读后续写命题表述,“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。”(满分25分)该表述可以解读为,“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。”
读后续写定义:要求学生在理解一篇不完整文章的基础上,充分调动想象创新思维,大胆预测文章缺失部分的内容走势,进行充满个性色彩的设计,并用英语进行续写表达。
读后续写是在传统题型考查基础上对学生语言能力的考查的一大提升。该题型是“读+写”较为完美的结合,即英语综合运用能力从单纯的“输出”转变为“输入+输出+创新+逻辑思维”的综合考查。教育部考试中心《普通高等学校招生全国统一考试大纲》(从2020届不再提供)中关于“阅读”和“写作”的表述分别如下:
1.阅读
要求考生能读懂书、报、杂志中关于一般性话题的简短文段以及公告、说明、广告等,
并能从中获取相关信息。考生应能:
(1)理解主旨和要义
(2)理解文中具体信息
(3)根据上下文推断生词的词义
(4)作出判断和推理
(5)理解文章的基本结构
(6)理解作者的意图、观点和态度
2.写作
要求考生根据题示进行书面表达。考生应能:
(1)清楚、连贯地传递信息,表达意思
(2)有效运用所学语言知识
1.关于阅读:如何阅读:信息获取--判断推理--文章结构哦--观点态度--(when, where, who, what),不同层次的信息获取决定信息输出的层次。
深层次的信息理解:故事发展的主要情节,包含行为(Behaviors)、线索(clues)和人物情感 (feelings);
文章风格:人称、时态以及记叙的特点。
2.关于写作(续写):
核心点:所给段落开头语及所标关键词(有点试卷没有给定关键词)
关键词分类(自拟关键词):人物、行为、外貌、心理、表情、情感、地点、故事结局等。
连接词、句法以及修辞手法:恰当的连接词、长短句(简单句、复合句)的交替使用,比喻、拟人等修辞手法。
句法(特殊结构)用法示例:早上,满怀激动喜悦的心情,我们乘校车到达目的地。
(1).Early in the morning, we arrived at the destination, happy and excited.(形容词表状态)
(2)Early in the morning, we reached the destination happily and excitedly.(副词表达描写)
(3)Early in the morning, we made it to the destination with happiness and excitement.
(介词短语表达描写)
(4)Early in the morning, we got to the destination feeling happy and excited.
(分词短语表达描写)
3.内容呈现:
1.字迹工整:所有字母笔画分开,f/g/t/i/y做到无勾或短勾;大小、间距适当;
2.篇幅充实:在给定的关键句(关键词)基础上逻辑合理进行表述,词类运用得体,每段至少6-7句。
3.语言丰富:无基本语法错误;有连接词;有形容词和副词;有从句和非谓语动词,被动语态等结构;
4.内容得体:情节发展顺畅、符合原文逻辑、有故事有高潮、有合理的创新,体现作者的写作目的和意图。
2020年山东高考英语试卷“读后续写”写作部分示例
第二节(满分25分)
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。
The Meredith family lived in a small community. As the economy was in decline, 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 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.”
“So do I,” said Harry. “We really should do something to assist them.”
For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish (完成).”
The other children also jumped up all attention. When John had an idea, it was sure to be a good one. I’ll tell you what we can do,” said John. “You know that big box of com Uncle John sent us? Well, we can make popcorn (爆米花), and put it into paper bags, and Bernard can take it around to the houses and sell it.”
(文长320字)
注意:
1. 续写词数应为150左右:
2. 请按如下格式在答题卡的相应位置作答。
给定的两段开头句
(1)When Mrs. Meredith heard of John's idea, she thought it was a good one, too.
(2)With everything ready. Bernard started out on his new business.
2021届英语新高考“大作文”读后续写备考及应试策略解读
2021届英语新高考“大作文”读后续写备考及应试策略解读
《新课程标准》提出了英语学科核心素养:语言能力、思维品质、文化品格和学习能力。
语言能力:阅读和写作
思维品质:想象能力和创新精神
对第五档(21-25)作文的描述:
(1) 与所给短文融洽度高, 与所提供各段落开头语衔接合理。
(2) 内容丰富,应用了5个以上短文中标出的关键词语(所给段首句)。
(3) 所使用语法结构和词汇丰富、准确,可能有些许错误,但完全不影响意义表达; 有效地使用了语句间的连接成分,使所需写短文结构紧凑。
对第四档(16-20)作文的描述:
(1). 与所给短文融洽度较高, 与所提供各段落开头语衔接较为合理。
(2) 内容比较丰富,应用了5个以上短文中标出的关键词语。
(3)所使用语法结构和词汇较为丰富、准确,可能有些许错误,但不影响意义表达;
(4)比较有效地使用了语句间的连接成分,使所续写短文结构紧凑。
2021届英语新高考“大作文”读后续写备考及应试策略解读
2021届英语新高考“大作文”读后续写备考及应试策略解读
教育部考试中心普通高考考试说明概要写作评分原则
2021届英语新高考“大作文”读后续写备考及应试策略解读
2021届英语新高考“大作文”读后续写备考及应试策略解读
教育部考试中心考试说明“读后续写”评分标准
2021届英语新高考“大作文”读后续写备考及应试策略解读
2021届英语新高考“大作文”读后续写备考及应试策略解读
教育部考试中心普通高考考试说明“读后续写”评分标准
文章可读性和科学性考量
读后续写的“三步法”
2021届英语新高考“大作文”读后续写备考及应试策略解读
 
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