读后续写,中小学外语教学（模版）

第一篇：读后续写,中小学外语教学（模版）

2016年第01期：关于一年两考高考英语试卷中读后续写设计的研究（中小学外语教学，北京师范大学）

【要

摘】新推出的一年两考高考英语试卷将取消短文改错题，增加读后续写题。本文阐述了读后续写题的理论基础、试题和评分标准设计，并采用定性与定量相结合的研究方法验证了读后续写试题的信度、效度、难度、区分度和可操作性，证实了该试题的可行性。

【关键词】高考英语；写作；读后续写

一、引言

作为高考综合改革试点省市，浙江和上海将启动外语科目一年两次考试，这是高考考试形式的一次重要改革。此次考试招生制度改革的另一项任务则是深化高考考试内容改革，即在实现考试形式改革的同时进一步改进高考各学科考试内容。高考英语科引进读后续写就是在这一认识的基础上进行的。读后续写试题将于2016年用于高考综合改革试点省份的高考中，之后将随着高考综合改革试点的推广在全国范围内使用。

作为高利害考试，高考考试内容和形式的任何变动都会引起社会的极大关注。在对考试进行改革前，考试研究人员势必会进行相应的实证性研究，征求各方意见，以确保考试推出后能具有必需的信度、效度和难度，圆满完成为高校选拔优秀人才和促进中学教学的任务。本文中，作者拟简述引进读后续写题过程中在理论和实践层面的思考，并就相关实证性研究结果进行讨论。

二、理论基础

基于Pickering & Garrod（2004）提出的互动协同模式（Interactive Alignment Model），王初明（2011）提出了外语学习的有效途径：互动→理解→协同→产出→习得。他认为学习者的理解能力总是超出其产出能力，两者间的不平衡会产生拉平效应，较弱的产出能力在与理解能力的互动、协同过程中会不断提高。王敏和王初明（2014）总结了针对英语专业二年级学生的实证性研究结果并指出：读后续写过程中存在协同效应，协同效应可强化或扩张学习者的语言表征，帮助他们把从阅读理解中获取的词汇、语法信息应用于续写当中，由此提高语言运用能力。王初明（2012）指出，读后续写是结合阅读理解进行写作练习的一种方法，是提高外语学习效率的好方法。

读后续写与目前语言教学和测试界倡导的综合性测试模式相吻合。Carroll（1961）及其他学者提出了综合性语言测试的概念，认为测试应关注语言的整体交际效果，而非特定的结构或词汇；Davies等（1995）将综合性语言测试定义为综合若干语言成分的测试，因为这类测试在考查说和写技能的同时考查理解和听的技能。各种模式相结合是语言活动的本来面目。在这一理论的指导下，国际上某些外语类考试开始引进一些听写或读写结合的题型，主要是边听边记录关键信息，将书信、短文作为写作的输入材料；某些考试则要求以听到和读到的材料为基础完成短文写作。然而，长期以来，人们对这种综合性试题一直存有争论，主要是质疑关于写作能力的推论，认为写作成绩较差有可能是因为没有读懂阅读材料。而读后续写可以通过控制阅读材料的类型和难度来解决这一问题，能够清楚地反映出学生的英语写作水平，而且会对英语教学产生良好的促进作用，颇有研究和应用价值。

三、读后续写题的设计 1.测试目的和内容

读后续写是一种将阅读与写作紧密结合的考查形式，旨在考查学生的综合语言运用能力，主要聚焦在以下四个方面：

一是把握短文关键信息和语言特点的能力。学生需要了解给定短文的主要内容，清楚其关键词和语言结构的使用情况，并通过续写短文表现出来。

二是语言运用的准确性和丰富性。期望学生在词汇和语言结构的使用方面准确、恰当，能够根据内容需要使用较多、较复杂的词汇和语言结构。三是对语篇结构的把控能力。考查学生对上下文逻辑关系的掌握情况，希望学生续写的短文语句连贯、有序。四是创造性思维能力。这是对学生续写短文内容的要求，期望学生续写的短文具有较丰富的内容。该试题具有一定的开放性，要求学生详细和生动地描述情景、态度和感情（教育部，2003），符合课程标准的要求和学生的能力水平。2.语篇选择

王初明（2012）认为，读后续写中的阅读材料会影响考生的续写表现，材料选得好可直接产生良性学习效应。在设计读后续写时应注意：阅读材料要有趣，内容能延伸；难度要适当，易于理解和模仿；长度应适宜，有丰富的内容。在常见的阅读材料中，说明文和议论文难以符合有趣的原则，且往往要求学生对阅读材料的主题有一定的背景知识，能够产出内容丰富、具有一定说服力的语言材料。对于高中毕业生而言，这样的要求显然偏高。此外，英语考试主要关注学生的语言能力，而非知识面和思辨能力，因此这两种文体不宜用于高考英语的读后续写中。相比而言，记叙文话题一般更贴近生活，有一定趣味性，给学生的想象空间较大，上下文连贯性较强，语言难度较易把握，更适合用于高考英语的读后续写中。值得注意的是，用于大规模、高利害的考试中时，读后续写选取的阅读材料一定要使不同水平、背景的考生都能找到自己的切入点，有内容可写。3.答题要求

出于督促考生现场原创和控制评分误差的考虑，设计试题时宜对考生的答题提出一些限制性要求。比如，可以要求考生续写时运用所给短文中标有下划线的词语，或在给定段首句的基础上完成短文续写。作为高利害考试，高考必须采取措施防止事先背诵后的“套写”，同时对产出内容进行适当限制，以保障考试评卷的准确性和科学性。标有下划线的单词或词组可以是阅读材料中的关键词，也可以是原作者使用的比较地道和有特色的表达；段首句可以是原材料所省去段落的第一句话，也可以是命题人根据故事情节发展拟定的一句话。又如，可以要求考生在规定词数内完成短文续写。在教学中进行读后续写练习时，应当鼓励学生多写，写得越长越好（王初明，2012），这有利于培养学生的创造性思维能力和语言表达能力。但在考试中，由于时间有限，需要对考生产出内容的长度加以限制。

4.评分标准设计

Weigle（2002）认为，评分标准和各档次分值描述语的制订对于写作构念的测量和确保考试效度至关重要，因为它或明确或隐含地代表着考试设计的理论基础，会充分体现考试设计者期望测量的技能或能力。Bachman（1990）强 调，评分标准必须清楚、准确，能使评卷人员清楚地区分不同的等级，以保证评分的信度。读后续写为读写结合性试题，考查考生在阅读基础上的写作能力，其评分标准的制订应该充分体现这方面的特点，可以具体落实在评分要点、分数分配和评分方法的确定中。

基于读后续写题读写结合的特点和评分标准的要求，设计人员初步确定以下四项内容为读后续写的评分要点：（1）与所给短文及段落开头语的衔接程度；（2）内容的丰富性和对所标出关键词语的应用情况；（3）应用语法结构和词汇的丰富性和准确性；（4）上下文的连贯性。

试题赋分由试题在试卷中的权重决定，与考生完成试题所耗费的时间密切相关。读后续写需要考生在阅读理解的基础上创造性地写作，试题的复杂性比应用文稍高一些，要求考生投入的时间和精力自然也要稍多一些。在充分考虑这些特点以及整个试卷各个部分的分数权重后，设计人员决定赋予读后续写25分的分值（试卷总分为150分）。

（刘庆思，2009）。高考阅卷时间紧、任务重，读后续写的评阅宜采用整体评分法。但为确保阅卷人准确理解评分标准，保证试卷评阅的准确性，在对其进行培训时可以引入分项评分的概念。因此，既需要为读后续写制订整体评分标准，也需要制订分项的评分要求。写作的评分方法主要分为两种：一种是整体评分法，即阅卷人通读考生写出的材料后给出一个总体分数；另一种是分项评分法，即阅卷人从不同的视角评阅考生写出的材料，如语言的准确性、语言的丰富性、上下文的连贯性等，分别给出分数。两种评分方法各有利弊 5.预期的后效作用

考试设计者和研究人员日益关心考试的后效作用，Alderson在为Cheng等（2004）的书作序时指出，考试的后效和反拨作用已经成为教育测量领域的一项核心研究内容。Bachman（2010）更是将后效放在测试开发框架的首要位置，指出测试设计人员在开发一项测试之前就要先预估后效。测试领域的关注焦点从信度转到效度再到后效的变迁是社会进步的表现，也是考试发展的必然（杨惠中，2015）。

引进读后续写是期望引起对综合语言运用能力发展的关注，帮助提高外语教学和学习的效率。考试是对教学的检测，同时服务于教学。选好并用对题型是测试产生正面反拨作用的一项基本保证；读后续写是旨在加速提高学生语言运用能力的方法（王初明、亓鲁霞，2013），期望它能够促进学生写作能力的提升。

四、针对读后续写题进行的验证性研究

为检查读后续写题在实际应用中的情况，研究人员将命制好的试题编成一套试卷（包括两篇阅读理解、一篇完形填空、一篇语法填空、一道应用文写作和一道读后续写题），在四个省十所不同水平的中学中进行了试测，1180名高三学生参加了试测。学生答卷结束后填写了调查问卷，回答完成续写所需的时间、写作策略的使用、题型理解和题型检测构念等问题。32位中学教师在经过培训后，参加了试卷评阅工作，填写了教师调查问卷；评卷结束后，研究人员对其中的13位评卷教师就题型构念、题目难度、学生表现、评分情况和可能的反拨效应等方面的问题进行了访谈。研究人员对收集到的各类数据进行了定量和定性相结合的统计分析，探究读后续写试题的难度、区分度、信度、效度和可操作性。1.试题的难度

学生的问卷调查结果显示，77%的学生认为读后续写比他们所熟悉的应用文写作难，接受访谈的教师也普遍认为读后续写较难。原因主要有以下两个：一是题型较新，从未进行过训练，学生和教师不熟悉；二是读写结合的题型在SOLO分类法体系中属于关联结构的认知层次或者更高，学生需理解并能通过语言产出延续信息间的关系，是较高能力级别的试题。试测结果表明，读后续写的难度为0.55，明显高于应用文写作的难度（0.67）。

研究人员根据罗少茜（2009）的任务型语言测试任务难度框架中的信息、语言、能力表现条件、支持四个维度共13个难度因素对测试中使用的应用文写作和读后续写进行难度评分。最低难度为0分，最高难度为39分。评分结果显示，应用文写作的难度为9.67，而读后续写的难度为27。2.试题的区分度和信度

使用多面Rasch模型对学生层面进行分析后发现，学生能力值基本呈正态分布，全距为8.43 logits，跨度较大，说明试题能较好地区分不同水平学生的写作能力。学生平均能力为-0.27，标准差为2.39；标准误的平均值为0.44，标准差为0.47；分隔系数为3.62，分隔信度为0.93，说明此次分数的差异源自学生能力的差异，而非测量误差，试题测量信度较高。3.试题的效度

相关分析表明，读后续写与应用文写作的相关系数达到0.698，与完形填空的相关系数为0.518，与阅读理解的相关系数为0.443，均具显著性意义。但即使与应用文写作重合的方差也不足49%，说明该题所考查内容明显有别于其他试题。对学生的问卷调查显示，93%的学生认为读后续写既考查写作能力，也考查阅读理解能力和逻辑思维能力。评卷教师认为，针对读后续写题，表达能力非常重要，阅读能力是基础，发散性思维能力也起到一定的作用。

接受访谈的教师反映，进行读后续写时，学生有内容可写，非常感兴趣；此类练习容易进行，有利于培养学生关注语篇、模仿语言的能力；能够同时锻炼学生的写作、阅读和逻辑思维能力，有助于综合语言运用能力的发展，具有很好的后效作用。

4.试题的解答与评阅

问卷调查结果显示，69.8%的学生可以在30分钟内完成读后续写，符合设计预期。使用多面Rasch模型对评分员层面和评分量表层面进行分析的结果表明，评分员的评分与模型的拟合度较好，评分可信。评分教师基本使用了评分量表上的所有分值，这一方面说明样本学生离散程度较高，另一方面也说明量表有利于教师对学生的答卷进行评判。

五、对中学英语教学的启示

《普通高中英语课程标准（实验）》（教育部，2003）在基本理念部分明确指出：“高中英语课程应……着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。”读后续写呼应了课程标准提出的这一理念，并且将获取信息和处理信息与用英语思维和表达紧密结合起来，这一举措有助于促进学 生综合语言运用能力的发展，为其进一步的学习和发展奠定基础。中学英语教学和评测从读后续写的研发和操作中可以得到以下几点启示：

1.将写作与阅读教学结合进行是提高学生英语写作能力的有效途径 读后续写是测试手段，也是一种学习方法，教师在日常教学中可以引导学生在阅读时认真分析文本内容和语言，并将分析结果应用于之后的续写中，帮助学生通过语言模仿和内容创新不断提高自己的写作能力。读后续写的操作简单易行，任何难度适宜、内容恰当的短文都可以作为读后续写的素材。但需要注意的是，在日常练习中不要设置段首句、关键词或续写词数等的限制，而应鼓励学生主动思考、自主表达，充分发挥和展示自己的语言运用能力。2.应关注学生综合语言运用能力的培养 语言是一个有机的整体，现实生活中语言使用的情景也往往是多模态并存。语言教学应该适当地回归语言的本来面目，引导学生关注语言的整体性，注意听、说、读、写技能之间的内在联系，重视语言的真实性，着力培养学生多技能综合的语言运用能力。

3.进行读后续写的练习时宜鼓励学生主动、积极表达 在内容方面应允许学生大胆构想，在语言方面应鼓励学生模仿原文用词和语言结构。对学生练习中出现的语言错误可指出，但不要过分追究。

六、结论

读后续写得到了语言习得理论的支撑，呼应了外语考试对综合语言运用能力考查的诉求，并且经过了实证性研究的验证，能够有效地以考促学，对外语教学有着非常积极的后效作用，适合用于高考这样的高利害考试。关于试题难度较高的问题，将会随着考生对题型的熟悉及适量的训练得到一定程度的缓解。此外，通过控制语篇内容，选择所需关键词和确定段首句，也可以达到降低试题难度的目的。

然而，读后续写这一题型毕竟是在世界范围内首次应用于大规模的高利害考试，还需要在实践测试中不断改革和完善。本文作者声明：未经本人及北京师范大学中小学外语教学编辑部书面同意，任何媒体不得转载或摘编本文。

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注：本研究得到了北京师范大学外文学院教育测量研究所的大力支持，在此表示感谢。

附作者信息：陈康

刘庆思

教育部考试中心

第二篇：读后续写分话题语料库整理：成长篇

读后续写分话题语料库整理：成长篇

一、成长篇有关的环境描写：

Silence penetrated the room.(沉默穿透房间)

二、成长篇有关的情绪描写：

1.成长篇有关的伤心描写：

1.把它放回去，我慢慢地骑车去学校，痛苦得麻木了。

2.Putting it back, I rode slowly on to school, numb with misery.3.She couldn’t help sobbing(忍不住哭泣), tears rolling down like a broken string of beads(一串断线的珠子).）

4.“Thats it?” Aram said, his heart sinking（他的心沉下去了）.5.Sadness overwhelmed him（悲伤淹没了他）so suddenly that he couldnt think of a word to say.2、成长篇有关的高兴描写：

1.Karie grinned(grin)as she read the label on the box.2.Dad looked at the paper, with his lips curving into a smile（他的嘴唇弯成了微笑）.3.Hearing that, Karie grinned from ear to ear, a wave of happiness flooding over her（幸福的浪潮涌上她的心头）.4.I nodded slightly, and my daughter’s frowning face slowly broke into a smile（露出了笑容）.3、成长篇有关的惭愧描写：

1.She was overwhelmed / overcome/ consumed with guilt and shame(被内疚和羞愧淹没).2.A wave of guilt swept over me(一阵恐惧向我袭来)and I had to admit the fact that I had gone to the movies and that was the real reason why I was late.3.Hearing their talk on the phone,I hung my head shamefully(羞愧得低下头来)with tears running down my face.4.成长篇有关的尴尬描写：

Standing frozen as ice, never had I thought about being trapped in such a dilemma that I was flooded with overwhelming awkwardness and panic(我感到无比的尴尬和恐慌).5、成长篇有关的紧张描写：

1.She told the teacher the truth , with her heart thumping / pounding/ pumping like a drum(她的心跳得像打鼓一样).2.Having paced up and down restlessly(不安地来回走动)in front of the the teachers office, she finally gathered courage and plodded in.3.Then came the moment, and with butterflies in his stomach（非常紧张）, he made his way to the platform.6、成长篇有关的惊讶描写：

Raising her eyebrows in surprise, Mrs Rossi froze, as if rooted on the ground（仿佛定格在那里）.7、成长篇有关的感激描写：

I looked at her, tears of love and gratitude(感动和爱的泪水)welling up in my eyes.三、成长篇有关的动作描写

1、成长篇有关的犯错的描写：

1.Considering there was no way to persuade my mother to let me take the watch, I decided to wait for her to step outside and slip the watch into my pocket(把手表塞进口袋).So I did.2.Karie stuffed the test paper into backpack(把试卷塞进背包里)and explained that she was just too excited.2、成长篇有关的修辞的描写：

1.The door opened and out came a very thin woman(一个很瘦的女人走出来).2.Memories flooded back.(记忆如潮水一样涌来)

3.The December morning breeze brushed my long, black hair.(抚摸我黑黑的长发)as I stepped towards the doors of Hagenberg High.3、成长篇有关的教育与成长的描写：

1.“That’s not the right way.Patience, Will.Patience,” a voice echoed in my ears(一个声音在我耳边回响)after the boys left.2.After saying that with her face flushed red(满脸通红), she handed the paper and the prize to the teacher.3.With those words, he stroke her curls affectionately(深情地抚摸着她的卷发).4.We often take for granted the very things that most deserve our gratitude(那些值得我们感恩的事情我们经常当作理所当然).5.I plucked up my courage and took my first step(鼓起勇气迈出第一步)onto the suspension bridge, then another, I inched forward, all the way holding on tight to the handrail.四、成长篇话题结尾的主题升华句

1.我确信，将来每当我失去耐心时，我都会记住祖父的话。

I knew for sure that every time I lost patience in the future I would remember my grandfather’s words.2.这是我第一次真正体会到这份礼物的意义——耐心。

It was the first time that I had truly realized the meaning of the gift---patience.3.It dawned on Aram that（Aram突然想到）“One should stick to his/her dream no matter what happens.”

4.Outside the bakery, the birds perching on the top of the branches chirruped happily（栖息在树枝顶端的鸟儿欢快地叽叽喳喳）, as if celebrating their achievement.读后续写分话题语料库整理：动物篇

一、动物类有关的情绪描写：

1、动物类有关的高兴描写：

1.Her parents watched them playing around and smiled with relief（轻松地笑了）–Poppy was back to her old cheerful self!

2.I had just finished washing the lunch dishes when the door slammed and Becky rushed in, cheeks flushed with excitement（激动得面红耳赤）.3.Receiving a positive answer, Sam was wild with joy（欣喜若狂）and Roland, wagging his tail merrily, as if intoxicated（好像喝醉一样）.2、动物类有关的放松描写：

1.Once the helicopter landed, we got onto it in no time, excited and relieved（又兴奋又放松）.2.Seeing all of these,we sighed with relief（放松地叹气）, sparkles of delight arising in our faces.3、动物类有关的害怕描写：

1.Terrified（非常害怕）, Elli and I tried all the bear defense actions we knew.2.Seeing the approach of the polar bear, I froze with terror, too scared to move an inch（被恐惧吓呆，害怕到动也不能动）.3.A numbing chill gripped me（一种麻木的寒战擢紧了我）.4.Thinking of the wolf’s bloody mouth, Mac was nearly dead with fright（几乎给吓死）

5.I was seized by a strong sense of horror（被一种强烈的恐惧感所控制）, my palms sweating.4、动物类有关的难过描写：

1.Feeling a little upset and furious（感到有点难过和生气）, I somehow came holding a long stick, trying to drive him out.2.Immediately, I knelt down to hug him and tears began to well up in my eyes uncontrollably（眼泪无法控制地涌上我的眼眶）.3.I wiped the tears from my eyes（擦掉我的眼泪）, heart beating wildly.5、动物类有关的内心想法描写：

1.He knew that once he hit the hill, hed be easy caught up and the wolfs teeth would be tearing into his flesh（狼的牙齿会撕咬他的肉）.2.He stood up, hugged his parents, and smiled, trying not to let his emotions（情绪）get the better of him（让他的情绪不能自制）.3.It was on this day that I learned the true lesson of sharing（学习到分享的真正的教训）and witnessed the only miracle I have seen with my own eyes.二、动物类有关的动作描写

1、动物类有关的求助与获救的描写：

1.Having pulled the massive body out of the stump, Brian cleaned the wounds（清洁伤口）and then gave him careful treatment.Becky knelt down and tended to the wolf（蹲下来照顾狼）together with Brian.2.Using a rock as the supporting point, I unlocked the chain and set the wolf free（放走这只狼）.2、动物类有关的与动物搏斗/接触的描写：

1.Sometimes loud noises like these will scare bears off.Not this polar bear though — he just kept trying to tear down the fence with his massive paws（用它巨大的爪子).2.So I approached our uninvited guest slowly and, through the fence, sprayed him in the face（朝他脸上喷雾）.With an angry roar(吼叫), the bear ran to the lake to wash his eyes.3.Seeing the wolf back off（看到狼撤退）, Paul quickly unlocked the door, and the frightened man climbed into the car in no time, shutting the door behind him heavily.4.Anxiously yet gently, he knelt down beside the baby fawn, carefully stretched his arms（小心伸出他的双臂）, and sent the two or three tablespoons to its mouth.5.He crouched gingerly in front of the fawn（小心翼翼地蹲在小鹿面前）, stretching out his hands with the water in the palms.“Drink it!” he murmured.三、动物类有关的动物神态和动作的描写：

1、熊：

1.As Elli and I cooked dinner, a young male polar bear who was playing in a nearby lake sniffed, and smelled our garlic bread（嗅着，闻着我们的大蒜面包）.2.He pulled and bit the wire.He stood on his back legs（用他的后腿站起来）and pushed at the wooden fence posts.3.The bear reared up ,attacked the fence and even desired to tear down us（想要撕裂我们）with flames blazing in its eyes（怒火在他的眼里燃烧）owing to the dreadful spray.3.Then it attacked the back of Macs bike, tearing open his tent bag（撕开他的帐篷袋）.4.One of Mac’s friends picked out some raw meat and threw it to the wolf.Satisfied with what he got（对他得到的很满意）, the wolf ran into the woods.2、狗狗：

1.Poppy approached with caution, trying not to scare the puppy.Sure enough, it was only moments later that the ball of fur lifted its head out of the box（把它的头伸出盒子）to peep at its new home and its new friend.2.The fluffy little creature examined her new surroundings curiously, and then quickly fixed her gaze at Poppy, who was nudging her nose toward the new dog and wagging her tail vigorously（用力地摇动尾巴）.3.她使劲摇晃。她高兴得叫了起来。她微笑着，舌头伸出来。

She wagged furiously.She barked with joy.She smiled, her tongue lolling out as she investigated the surprise.4.He yawned and stretched his body（打哈欠，伸展身体）as he heard the slowly approaching footsteps of Mrs.Proudfoot.“Come have your lunch dear!” said Mrs.Proudfoot with her usual fondness for him and he wagged his tail affectionately in return.5.一条厚毛黄色牧羊犬一路小跑而来,低着头,舌头耷拉着,滴着口水.尾巴懒洋洋地卷着,大声地喘着气.A thick-furred yellow shepherd dog came trotting down the road, head low, tongue lolling and dripping.Its tail limply(柔软地,软绵绵地)curled, and it panted(气喘,喘息)loudly.6.But Spotty seemed to take no notice of me and hid under my bed, his whole body trembling and his eyes full of terror and distrust（他整个身体都在颤抖，眼里充满恐惧和不信任）.7.Upon seeing us, Spotty rose awkwardly to his feet（笨拙地站起来）, wagging his tail and his eyes sparkling with excitement.8.Spotty looked at me, licking my cheeks as if to tell me something（舔着我的脸颊好像要告诉我什么）.3、鹿：

The mother deer lowered her head and licked my boy’s cheek gently, as if expressing gratitude（低下头舔我的男孩的脸颊，好像在表达感激）.4、狼：

1.So angry was the wolf that it kept roaring（那只狼的太生气了，一直咆哮）and smacking the window violently.2.Confused and frightened at my approach, the wolf backed away（逐渐后退）,pilling hard on the trap chain.3.I extended my hands,and they tentatively suckled at my fingers（试探性地吮吸我的手指）.4.So tender were the pups that（小狼们如此脆弱以至于）it was impossible for them to resist danger without mothers protection.5.After gaining freedom, she howled at me with her head low（低着头对我嚎叫）, showing her gratitude.Then, the mother wolf led her pups to go forward, disappearing in the forest.6.All of sudden, beautiful mid-sized-pool came into my sight, with a group of wolves scattered around, licking water or lying on the grass leisurely（舔着水，或者休闲地躺在草地上）.

四、动物类话题结尾的主题升华句

1.Despite the chill autumn wind, their home was filled with the warmth of love and reunion（充满爱和团聚的温暖）.2.The rain that came that day was a miracle（那天下的雨是一场奇迹）, saving our farm, just like my boy saved a life.3.Appearing to be feeling better, the wolf slowly raised his head and gave a gentle kiss to Becky’s hand as if to express thanks（好像在表达感谢）.What a warm scene!

4.Sometimes only a little kindness can ignite something shining, making the world more beautiful and harmonious（让世界更加美丽和和谐）.5.Many years has passed since Spotty left us, but the valuable lesson he taught me will remain in my memory（他教给我的珍贵的教训会一直在我记忆里）.五、动物类话题的短语表达

1、外貌描写

1.a pair of large watery eyes 一双水汪汪的大眼睛

2.two big round eyes 两只圆溜溜的大眼睛

3.beady/sparkling/twinkling eyes 小珠般圆亮的/亮晶晶的/闪闪发亮的 眼睛

4.a nose like a small black gem 一颗黑宝石般的鼻子

5.long/muscular/skinny/spindly legs 长的/肌肉发达的/皮包骨的/干瘦的 腿

6.fur is as white as snow 皮毛像雪一样洁白

7.a long little tail 一条长长的小尾巴

8.little ears on the top of the heard 头顶上长着对小耳朵

2、动作描写

wag the tail 摇尾巴

smell/sniff 嗅

bark/yap/yelp 狗吠

lick 舔

put the ears up 把耳朵竖起来

shake the whole body 抖动全身

bite the corner of the coat 咬住衣角

rub their necks and backs with their paws 用爪子摩擦它们的脖子和背部

hold it tightly with the paws 用爪子紧紧按住

fall on its back 摔得四脚朝天

run around me 围着我跑

keep scratching you with his front paws 用前爪不停挠你

raise its whole body on its hind legs 用后腿支起全身

leap to its feet 跳起来

rest the nose in its paws 把鼻子搁在爪子里

读后续写分话题语料库整理：救人篇

一、救人有关的场景描写：

1.救人有关的自然场景描写：

1.As I floated on, a huge wave whistled(一个巨浪呼啸而来)and approached us.2.The big wind roared through our ears(在耳边咆哮), and we were pushed away from the shore farther and farther.3.he fierce waves showed no sign of dying down(没有消退的迹象).4.The sea was rough(汹涌的；风浪大的)that day and it was difficult to handle(控制)the bodyboard.2.救人有关的人文场景描写：

1.A distant sound reached our ears(传入耳朵)

2.At that moment, a shrill whistle(汽笛声)ripped the air(划破天空).3.When we were at a loss of what to do, there were rasping(刺耳的)shouts(喊叫声)rising from the distance(从远处升起).二、救人有关的情绪描写：

1.救人有关疲倦的情绪描写

1.Drown in the sea, I lost my balance(失去了平衡)but seized the bodyboard tightly.2.Time passing us, tiredness engulfed(包围/淹没/严重影响)us with my feet stiff/numb(僵硬/麻木)and shivering.3.Exhausted as we were(尽管很累), we didn’t stop.Gritting out teeth, we kept swimming.4.After what seemed a century, I felt extremely fatigued(非常累)while swimming hard to keep myself afloat.5.Casting a look at Tom, I could tell he was also apparently worn-out(明显地精疲力尽了)

2.救人有关害怕的情绪描写

1.Exhausted and cold, the thought that we might die here flashed across my mind，which made me quiver with an uncontrollable terror/horror/fright(难以控制地发抖)

2.Looking at the vast sea, I felt a sense of fear surging through my whole body(在身体涌动)

3.As time ticked by, fear crept upon my heart(爬上我心头)and I could hardly tell how long I could plough on(前行).4.The thought of hopelessness sent shivers down my spine(让我后脊背发凉)

5.I was flooded with a sense of horror(被恐惧感淹没)

6.Seeing this, I felt my fear growing/increasing(剧增)inside.7.I felt a wave of anxiety(一阵焦虑)swept over my body(袭来).8.The unexpected crash left the girls in panic(陷入恐慌).3.救人有关如释重负的情绪描写

1.Ensuing their safety, I felt a surge of triumph.(感到一阵胜利的喜悦)

2.Hearing the news, I couldnt help restraining my excitement.(情难自抑)

3.On hearing the good news, Tom and I sighed in great relief(如释重负地叹了口气), grinning merrily at each other.4.Smiling in relief(如释重负地微笑), I felt a rush of pride(感到一阵自豪).5.Overjoyed(狂喜)to see a boat coming to our rescue, Tom and I breathed a sigh of relief.(如释重负地松了口气)

4.救人有关挣扎努力的情绪描写

1.“We need to think out a way!” I muttered(喃喃自语), scratching my head.(绞尽脑汁)

2.We spared no effort to(不遗余力地)swim towards the shore.三、救人有关的动作描写：

1.救人有关的医疗描写：

That night, word came from the hospital that the two kids were in good condition(状态很好).2.救人有关的受伤症状描写：

1.Roy lay on the ground nearby moaning in pain(痛苦地呻吟).2.Ada saw that one of his legs was bent a little sideways(弯向一边)between the knee and the ankle.A broken(break)leg!

3.痛苦的眼泪从Roy的脸颊流下来，Roy发出一阵痛苦的呻吟，额头上满是冷汗。（独立主格，with结构）

Sorrowful tears rolling down Roy’s cheeks, Roy let out a sudden painful moan with cold sweats on his forehead.4.His right leg was pushed under a stone.He looked weak and unconscious(虚弱无意识).3.救人有关的实施救援的过程的描写：

1.尽管紧张而焦虑，诺伍德努力让自己镇静下来，对西蒙斯进行了急救。

Nervous and anxious, Norwood struggled to calm herself down and carried out first aid to Simmons.2.诺伍德和她的朋友们把西蒙斯放到平躺的位置，打开了她的呼吸道。

Norwood and her friends laid Simmons on her back and opened her airway.似乎过了半小时，西蒙斯恢复了知觉。

3.After what seemed to be half an hour, Simmons regained her consciousness.看到西蒙斯从昏倒中醒来，诺伍德松了一口气。

4.Seeing Simmons wake up from passing out, Norwood breathed a sigh of relief.5.最终，医生赶到了，把西蒙斯送往医院。

Ultimately, doctors arrived and rushed Simmons to the hospital.6.No sooner had they finished doing that（他们一完成）than Victor came back with

Roy’s mother and a villager driving a truck following them.7.Patting their faces to wake them up, we continuously told them to be strong.After what seemed a century, I felt extremely exhausted while swimming hard to keep myself afloat（拼命游来保持浮在水面）.8.Salt stinging(刺痛)my eyes, I could hardly tell how long I could hold on.But I still shouted in my head: focus.In sheer desperation(在绝望中), I finally caught sight of some boats with lifeguards on them heading towards us in the distance(在远处朝我们而来).3.救人有关的事件报道的描写：

1.一名记者碰巧目睹了现场，并在当地电台报道。

A reporter happened to witness the scene and reported it at the local station.2.一名目击这一事件的人拍了照片并贴到了推特上。许多人都很喜欢，它大受欢迎，尤其是在西蒙的学校。

A person who witnessed this incident had photographed it and posted it on the twitter（把它发到推特上）.Many likes were given and it became a hit, especially at Simon’s school.读后续写分话题语料库整理：亲情篇

一、亲情有关的情绪描写：

1、亲情有关的开心描写：

1.“我想给你一个惊喜！”他指向一个包装精美的盒子，眼里闪烁着光芒。（with结构）

“I wanted to surprise you!” he pointed at a neatly wrapped box with his eyes gleaming.2.看到他的家人围坐着，和谐地待在一起，卡特感觉到一种幸福感。（doing非谓语）

Seeing his families sitting together and staying together harmoniously, Cater felt a surge of happiness.3.欢快的歌唱飘荡在房间里，两姐妹沉浸在音乐的美中。（独立主格）

Cheerful singing floating in the room, the two sisters immersed themselves in the beauty of the music.4.一股幸福与温暖流遍全身，妈妈轻轻地亲了两个姐妹。

A surge of happiness and warmth running through her, mom kissed the two sisters gently.5.他抬起头，跑去拿来红色的小车，递给Carter，脸上展现着灿烂的笑容。

He rose his head, bounced to fetch the red car, and handed to Cater with a big smile spread across her face.2、亲情有关的紧张描写：

很快就到演出时间了。我偷偷向外，看着观众，黑暗的剧院里挤满了人。我的心跳得更快了。

Soon, it was the curtain time.I peeped out at the audience and noticed that the darkened theater was full.My heart beat faster.3、亲情有关的生气描写：

1.他生气地握紧拳头，但是弟弟却激动地挥着手。

He folded his fist angrily, but his younger brother waved his hands excitedly.2.Jackson试着说什么，但Carter太生气了，他一个字也听不进去。（对比，夸张）

Jackson kept saying something, but so angry was Carter that he couldn’t even hear a word.3.红色小汽车映入他的眼帘，他突然被生气和愤怒的情绪淹没。（被动）

With the bright red car coming into his sight, he was suddenly overwhelmed with a feeling of anger and rage.4.他从来没想过他弟弟会把他的模型车涂成红色。（倒装）

Never before in his life could he imagine that his brother would paint his model car.5.Cater咬紧牙，紧紧握住他的拳头，用难以控制的着火般的眼睛怒视着Jackson（doing非谓语）

Cater clenched his teeth and fold his fist tightly, glaring at Jackson with burning eyes out of control.4.亲情有关的内疚描写：

一想到我对他所做的一切，遗憾和内疚就像没休止的潮水一样向我袭来。

Thinking about what I had done to him, regret and guilt overwhelmed me like endless tides.5、亲情有关的感激描写：

如果没有亨利的帮助，我就不会顺利地完成我的演出了。But for Henry’s help, I wouldn’t have finished my performance smoothly.6、亲情有关的烦恼描写：

Watching Shirley’s smile fading away, Peter frowned(frown).二、亲情类有关的动作描写：

1、亲情类有关的表示犯错的动作描写

1.To cover his terrible action（为了掩盖他糟糕的行为，不定式作状语）, the terrified boy glued the pieces together hastily and put the vase back to its place.2.Fearing punishment（害怕惩罚，现在分词作状语）, the suddenly inspired boy said that a neighbour’s cat jumped in from the window and he couldn’t drive it away no matter how hard he tried.3.时间似乎静止了，我屏住呼吸，等待着我应得的残酷惩罚。（用系动词+ing作伴随状语 ；定语从句。

Time seemed to stop as I held my breath, waiting for the harsh punishments that I deserved.2、亲情类有关的表示道歉的动作描写

1.“对不起，”他说到，轻轻的摸摸Jackson的头。

“I’m so sorry.”he said, gently petting Jackson’s head.2.Approaching his little brother（走近他的弟弟）, he gently petted Jackson’s head, saying, ”I’m so sorry for losing my temper, because I preferred blue at first, but now I think red is also a good choice.”

3.亲情类有关的表示原谅的动作描写

他妈妈把手指放在他嘴唇让他停止说话，在他额头上吻了一下，然后走出了书房。（动作链）

His mother silenced him by gently putting her finger on his lips，gave a soft kiss on his forehead and walked out of the study.4、亲情类有关的表示帮助的动作描写

1.就在这时，Henry注意到我的尴尬，前来帮助我。他帮我擦去眼泪，弯下腰来，为我系了一个漂亮的蝴蝶结。“搞定。”（动作链）

At that time, Henry, who noticed my embarrassment, came to my aid.He wiped away my tears, bent down and tied a beautiful knot.“It’s done.”

2.Henry轻轻拍拍我的肩膀/耸耸肩（V-ing），笑着对我说：“没什么。我们是一家人，不是吗？”

Patting me gently on my shoulder / Shrugging his shoulder, he smiled/ grinned, ”Not a problem.We are family, arent we?“

5、亲情类有关的表示尴尬的动作描写

1.“But, Mum, I…”, attempting to make something clear, Ben awkwardly uttered nothing but some words（尴尬地挤出几个字）.2.我想去系好带子，但是无论我怎么努力我都没办法弄好。我站在舞台上不知所措, 泪水夺眶而出.I wanted to fasten the knot, but however hard I tried, I just couldn’t make it.Standing on the stage, I was at a loss what to do next（茫然不知所措）, with tears rolling down.6、亲情类有关的表示回忆的动作描写

1.在这时，毫无预料地，Carter突然想起Billy躺在地上哭的回忆，一直在他脑海回旋，提醒着他一些事情。（无灵主语句；doing非谓语；and连接两个同时进行的动作）

2.At that moment, unexpectedly, the memory of the sight of Billy crying on the ground occurred to Carter, hovering in his mind and reminding him something.7、亲情类有关的动作描写

1.我在房间里慢慢地准备和家人一起去社区剧院（V-ing伴随）。我还没有心情登上舞台。

I was in my room slowly getting ready to head to the community theater with the rest of my family.I wasnt in the mood for being onstage.2.Dexter was yelling(喊叫)and waving his hands at(向...挥舞着手)his little brother.3.Dexter yelled(喊叫), gave his younger brother a hard shove(给...狠狠一幢)and knocked him to the ground(撞倒在地).三、亲情类话题的结尾句

1、亲情类话题结尾的主题升华句

1.From then on, the three chocolates rang the alarm in his heart every time he intended to lie, reminding him to be honest提醒他要诚实(非谓语).2.I nodded firmly, knowing a flower of kindness and friendship began to blossom（善良和友谊之花开放）in both of our hearts.3.正是亨利的善良让我感受到了我们家庭的温暖。我会用心珍惜它的。

It was Henry’s kindness that made me feel the warmth from our family.I will treasure it with all my heart.2、亲情类话题结尾的常见对话结尾

“Darling, it doesn’t matter”, Daddy said in such a warm voice that I stopped crying and lifted my head.“Its love that counts(爱更重要).”

3、亲情类话题结尾的自然结尾

At the same time, all of them laughed with excitement, the laughter echoing in the room(在房间里回荡).4、亲情类话题结尾的环境衬托式结尾

A golden shaft of sunlight(一大片金黄的阳光), filtering in through the window and, together with love between family members, warmed up two young souls.5、亲情类话题结尾的原文呼应式结尾：

1.Radiant laughter burst out from the room constantly, and the whole family was enveloped in overwhelming happiness(包围在强烈的幸福中).2.From then on, Amanda and Li embarked on(开始)a life as Amanda imagined——going to park together, reading books together.读后续写分话题语料库整理：趣事篇

一、趣事篇有关的情绪描写：

1、趣事篇有关的紧张描写：

Sweating and nearly tearing（汗流浃背，眼泪差点流下来）, I could imagine how silly and strange I was at that moment based on the continuing laughter from my parents and Jason.2、趣事篇有关的尴尬描写：

她立刻涨红了脸，感到尴尬几乎把她整个包围起来。

Blushing scarlet instantly, she felt embarrassment almost wreathed her entirely.3、趣事篇有关的感激描写：

1.谢谢。她紧紧抓住打开的袋子，充满了感激和温暖。

‘Thanks.’ Clinging her hands to the bag opening, she was overwhelmed by a surge of gratitude and warmth.2.这两个强壮的陌生人点亮了她的一天。

The two strong strangers undoubtedly lit her day up.4、趣事篇有关的后悔描写：

With every angle tried in vain for my nose’s prevention, I was overwhelmed by a feeling of extreme regret and annoyance（被一种极度的遗憾和烦恼所淹没）.5、趣事篇有关的开心描写：

1.We all jumped to our feet, dancing and screaming with joy（开心得欢呼雀跃）.2.她停了下来，心中洋溢着欢快的心情，拿出一把硬币，扭头把它们攥在他们的手里，尽管两个男人的表情都很惊讶。

Brimming over with bright feeling and joy, she stopped, fished out a handful coins and tuned around to squeeze them in their fists despite two mens astonished expression.6、趣事篇有关的恐惧描写：

1.但是恐惧攫住了她。But fear seized her.2.她避免眼神接触，转身面对着电梯门。

Avoiding eye contact, she turned around and faced the lift doors as they closed.3.她恐慌。Panic consumed her.4.她的心一沉，汗流浃背。Her heart sank and sweat poured.7、趣事有关的思维想法描写：

那人的话把她震回到现实，他们确实准备帮助她。

The man’s word jolted her back into reality that they actually prepared to help her.二、趣事有关的动作描写

1、趣事有关的有关困境的描写：

1.He frequently tripped over his own two feet（经常被自己的双脚绊倒）, and he could drop just about anything.2.Im unsure now why I thought forcing my head inside the pumpkin would settle the matter, but it seemed to make perfect sense at the time（当时似乎很有道理）.3.Finally I managed to put my whole head into the pumpkin（试着把我的整个脑袋都放进南瓜里）, like a cork(软木塞）forced into a bottle.三、趣事类话题结尾的主题升华句

1.Undoubtedly, it became the most unforgettable Halloween even if I still had no idea of whose pumpkin was heavier yet.2.晚餐前的这段不可思议的经历教会了她，永远不要以貌取人，对不认识的人怀有最大的善意。

The incredible experience before her dinner taught her that never judge one person depending on his appearance and harbor the biggest kindness to people unknown.读后续写分话题语料库整理：助人篇

一、助人有关的环境描写：

1、助人有关的困难环境描写：

1.As the economy was in decline(经济衰退), some people in the town had lost their jobs.Many of their families were struggling to make ends meet(使收支平衡).2.The icy wind howled across the empty street(在空旷的街上呼啸)and it was an unusually quiet day in the emergency room on December twenty-fifth.3.I took off, but had gone only a few miles when black smoke poured(黑烟冒出来)from the back of my car.4.The darkness was gathering(黑夜慢慢降临)as she wobbled(颤颤巍巍)in high heels along the side of the highway.二、助人有关的情绪描写：

1、助人有关的感谢描写：

Now, I was definitely grateful to her for extending a helping hand(伸出援手).2、助人有关的感动描写：

1.In a flash, with tears welling up in my eyes, I was touched beyond words(感动得说不出话来).I felt so warm as if there were nine suns in my chest.2.I nodded in gratitude, eyes glistening with held-back tears(眼睛因为强忍的泪水而闪耀).3.Stunned and moved(惊讶又感动), I stared at the note, feeling a pang of guilt about my previous thought that all people were indifferent.4.“My car broke down on the highway and without her help, I would never have made it home（不可能回到家）in my high heels.” she continued, exposing her blistered(起泡的)ankles.5.Then through my blurred vision(通过我模糊的视野)I saw a lady stepping out of the car.6.Surprised and moved, the mother stood rooted to the ground, and then bowed low to us, weeping tears of joy（流下开心的眼泪）.7.Tears stinging my eyes(眼泪刺痛了我的眼睛), I threw open the door,pulled her inside and hugged her tightly.3、助人有关的开心描写：

1.His face beamed with happiness（幸福地笑了）, “ Oh , I would like to have that!”（2021广州2月联考）

2.Watching me wolfing them down, the family grinned from ear to ear（咧开嘴笑了）, so did I.（2021年1月八省联考）

4、助人有关的尴尬描写：

A flush/blush of embarrassment came to my cheeks（我顿时尴尬得脸红）at the sound of my stomach grumbling.5、助人有关的害怕描写：

1.I woke up in a cold sweat, alarmed（很害怕）.2.My face pressed against the window and I found it hard to breathe（感觉很难呼吸）.3.My heart shuddered(我的心在颤抖)at the thought of how painfully Becki staggered(踉跄)along the dark highway.4.His 14-year-old son, who was filming the rescue, yelled in panic(恐慌地叫喊),“Dad, jump out!Get out!”

6、助人有关的修辞描写：

1.We chatted freely as if we were friends for many years(就像多年的好友).2.Inside was also a note(里面是一张纸条）, reading, “Dear friend, may you have a good trip!Please pass it to those in need.”

3.The car pulled in front of the house, and out of it emerged my precious daughter(从车里出来了我的宝贝女儿）, making her way up the steps.三、助人有关的动作描写

1、助人有关的有关求助的描写：

She prayed for help(祈祷着帮助）and dragged herself forward.2、助人有关的有关帮助的描写：

1.For some moments, John said nothing, but, suddenly, he sprang to his feet(他跳了起来)and cried, “I have a great idea!I have a solution that we can all help accomplish.”

2.Right as I was about to give up, a Mexican family in a small truck pulled over, and the father bounded out(跳出来).3、助人有关的有关细节描述的描写：

1.他们围坐在挂满了装饰的圣诞树周围，明亮的眼睛盯着圣诞树下的各种各样包装漂亮的礼物。

They contentedly cuddled up to each other by the Christmas tree decorated/bedecked/ornamented with ornaments, starry/twinkling eyes fixed on various beautifully wrapped presents.2.紧紧抓住一个礼物在手里，最小的孩子恳求地望进妈妈吃惊的眼睛，结果被完全拒绝了。孩子的眼泪一滴滴无声掉落，不舍地放下礼物。妈妈转过身，用瘦削的脏手拭去眼泪，内心被沮丧和无力撕扯。

Grasping a present in her hand tightly, the youngest kid looked imploringly into her mother’s surprised eyes, only to be greeted with a complete refusal.Silently and constantly, tears rolled down her cheeks.Eventually, the kid reluctantly put it down, with eyes lingering on the present.As the mother turned around to stealthily wipe away her tears with her skinny, dirty right hand, her heart was torn by frustration and powerlessness.3.我快步回到护士站，泪眼朦胧地把我所看到的分享给护士们，并且邀请他们为这个可怜的家庭做一些有意义的事情。

I zoomed/zipped/whizzed back to the nurses’ station, tearfully shared what I had seen with the nurses, and eagerly invited them to do something meaningful for the poor family.四、助人类话题结尾的主题升华句

1.It is love that makes the world go round（是爱让世界运转）and Bernard felt it deep in his little heart.2.I made up my mind to pass on “love” to others（传递爱给其他人）.Just as a saying goes : “ Roses given, fragrance in hand（赠人玫瑰，手有余香）.”

3.From that day on, every time I meet someone who needs help, I always reach out to them, hoping to pass on the kindness（希望传递善意）that Mexican family offered me.4.Sometimes, a small act of kindness may be powerful enough to make a huge difference（会有很大不同）.5.One simple act of kindness is a blessing for both the giver and the receiver（对给与者和接受者的祝福）.6.Never underestimate the power of your action（永远不要低估你行动的力量）.With one small gesture, you may not only spread love, but also positively influence others lives.7.No good deed ever goes wasted.Therefore, share your love from your heart today and fill your life with acts of kindness（让你的人生充满善举）.8.As they were leaving, the mother hugged each of us and whispered, “You’re our angels and it’s your love that warms us up（是你的爱温暖了我们）!”

9.Many years have passed, but I will never forget the lesson Arthur taught me: Life is meaningful when you can give a hand to those in trouble（当你帮助有麻烦的人时，人生是有意义的）.10.在潮湿的窗外，雪花在寒风中飞舞，而在温暖的等候室里，爱把寒冷的冬天驱走，大人们在分享“盛宴”，说着笑着，孩子们开心满意地打开礼物。

Out of the steamy window, snowflakes still danced in the chilly wind, while inside the warm waiting room, love had driven the cold winter away, with adults sharing the “feast”, talking and laughing, and kids opening the presents, cheerful and satisfied.读后续写分话题语料库整理：友情篇

一、友情篇有关的情绪描写：

1、友情篇有关的开心描写：

1.他非常激动，露齿而笑。

Excitement crept over his heart and made him grin from ear to ear.2.I collapsed into my seat, relieved and energized by（变得轻松有活力）the whole thrilling experience.3.Throughout the entire flight, images of the dinner with Luke popped into my head（突然出现在我脑海里）.4.Picturing Fahad’s awkward face when he found his wallet gone, Asad couldn’t help sniggering（我忍不住窃笑）.2、友情篇有关抉择的描写：

At that moment, memories of childhood and words of being honest rang beside his ears.“Whenever you’re faced with dilemma（你面临困境时）, always choose to be an honest good guy.”

3、友情篇有关伤心的描写：

1.Asad noticed someone squatting on the roadside, shoulders heaving and dipping.It was Fahad, who buried his face in his hands, silently weeping（把脸埋进手里，静静地哭泣）.2.My mother was sad too．With tears in her eyes（眼含热泪），she packed my clothes and wrapped snacks for me．

3.But I was also sad as I would never again see the new friends I had made here．While we packed，we kept talking and crying as we would soon part（因为快要分离，我们一直聊天，一直哭）．

4、友情篇有关内疚的描写：

1.Overwhelmed by guilt（充满内疚）, Asad quickly picked up the wallet and strode to Fahad, “I found it over there, and I think it is yours.”

2.Murmuring in a low voice（小声地低语）, he dodged Asad’s shining eyes, somehow even not daring to look into them.3.She now could do nothing but feel the regret burning in her heart（感觉内疚在她心里燃烧）.二、友情篇有关的动作描写

1、友情篇有关的相聚的描写：

There we were, sitting across the table from each other in the middle of a parking lot, toasting each other with champagne and grinning from ear to ear brightly（笑得合不拢嘴）.2、友情篇有关的人物的描写：

1.Ashley’s hair was tangled（头发乱糟糟的), and her clothes were dirty.2.“My dear,” he said, straightening his shoulders（挺直他的肩膀)and buttoning the top button of his shirt, “I would be honored.”

3、友情篇有关的困难与帮助描写：

1.Not knowing what to do（不知道该做什么), he walked out of the classroom and sat on a bench in front of the canteen.2.When Ariana gave the lunch to Ashley, she saw tears well up in Ashley’s eyes（眼泪都流出来了).4、友情篇有关的原谅/和好的描写：

1.Blushed, she broke the silence（打破沉默), “I am sorry again.I didn’t mean to hurt you.” Tears streaming down, she continued, “I should have talked to you earlier.” I stood up and reached out to hug her（伸出手拥抱她), “I am sorry, too.I should have been more generous.”

2.At that moment, we both realized we were an indispensable part of each other’s life（彼此生命不可或缺的一部分).三、友情篇话题结尾的主题升华句

It was on that very day that Asad made his first friend in the new school, and he truly reckoned the value of sincerity and honesty（明白真诚和诚实的价值)in a relationship.读后续写分话题语料库整理：旅途和历险篇

一、旅途和历险有关的环境描写：

1.Bathed in the warm sunlight and balmy wind（沐浴在温暖的阳光和惬意的微风）, they promised to be always with each other.2.Unfortunately, the darkness drowned everything（黑暗淹没了一切）.3.The snow had stopped, but sometime later a powerful wind must have kicked up the flames of our dying fire（我们熄灭的火的火焰被点燃）.4.Winding rivers were merrily flowing（蜿蜒的河流欢快地流淌着）.There stood lofty mountains and deep valleys.There lay sunny beaches.二、旅途和历险有关的情绪描写：

1、旅途和历险有关的心理活动描写：

Lying awake in the dark（在黑暗中醒着躺在那里）, Jane wanted very much to be with Tom and her family.2、旅途和历险有关的兴奋描写：

Never for a moment had Jane been so ecstatic that（Jane从来没有如此狂喜）she hugged Tom tightly.3、旅途和历险有关的紧张描写：

The fear and despair（害怕和绝望）that had been building up inside my body just came to an end.4、旅途和历险有关的难过描写：

His dream—The Trip of a Lifetime—was vanishing before his eyes（在他眼前消失）.5、旅途和历险有关的开心描写：

1.Letting out a scream of thrill（发出激动的尖叫声）, Mom located a clearing and immediately guided us to pitch the tent.2.Our hearty laughter was dissolved（我们发自内心的笑消散）into that absolutely good night.3.So many troubles and surprises of interest to share.And the house was filled with loud laughter of joy（充满了开心的大笑）.4.My soul silently rejoiced（我发自内心窃窃欣喜).三、旅途和历险有关的动作描写

1、旅途和历险有关的有关求助与获救的描写：

1.Without hesitation, she waved her yellow blouse wildly（疯狂挥动她的黄色衬衫）, shouting, “Help!”

2.He yelled, but the sound of the rushing water drowned him out（流水的声音把他淹没）.3.Whitson knew it was a slim hope（知道希望渺茫）.But he wrote “6-15 19:00 We are stuck here@ the waterfall.Get help please” and pushed the note into the bottle.4.The first thing he did was to seek shelter from the freezing wind and snow（躲避严寒的风雪）.5.The father contacted the police,and a search team was gathered to look for the missing teenager（一个搜救队聚集去寻找失踪的少年）.6.They knew the clock was ticking,and Nicholas stood a better chance of survival（生存的机会更大）the earlier they found him.2、旅途和历险有关的有关冒险的描写：

1.So, my dad and I put on our new cowboy hats，got on our horses，and headed slowly towards the mountains（慢慢地向山走去）.2.Never had I seen such a lovely creature in my life, so I followed its track without thinking twice（不假思索地追随它的足迹）.3.In the process of seeking for it, I was totally immersed in the charm of nature（完全沉浸在大自然的魅力中）.4.Whats worse, he didnt have any food or water with him, let alone his cell phone or other supplies（更不要说他的手机和其他日用品）.5.We were in the middle of nowhere, wearing only underwear, with our supplies burnt into ashes（把我们的物品烧成灰烬）, including our cellphones.3、旅途和历险有关的有关脱险的描写：

Ultimately, we were back, safe and sound（安然无恙）.四、旅途和历险类话题结尾的主题升华句

Sitting in the guestroom, I found it really blissful to be accompanied by our beloved ones（有我们所爱的人陪伴真的很幸福）.

第三篇：读后续写的解答策略和教学建议

读后续写的解答策略和教学建议

摘要：读后续写题型结合阅读理解进行写作，将语言输入与输出紧密结合，将语言的模仿与创造性使用有机结合，将语言的学习与运用切实结合，旨在考查学生的综合语言运用能力。答题时，考生要把握短文核心内容，理清写作思路，使续写内容与原文之间逻辑衔接、情节和结构完整。教师在进行读后续写的教学中，形式要多样，方法要灵活，选文要适合，评价要促学，从而提高学生的读写能力，使理解与产出紧密结合起来。

关键词：读后续写；解答策略；教学建议

浙江作为高考综合改革试验省份，将于2016年10月启动英语学科一年两考的第一次高考。新高考将出现新的写作题型———读后续写。这一题型一经公布，立即引起了社会的极大关注。对于这样一个全新的写作题，考生在考试时该如何解答呢？教师又该如何开展相应的教学呢？我们先来认识一下读后续写这一题型。

一、题型解读

读后续写是一种将阅读与写作紧密结合的考查方式，旨在考查学生的综合语言运用能力[1]。读后续写题型结合阅读理解进行写作练习，将语言输入与输出紧密结合，将语言的模仿与创造性使用有机结合，将语言的学习与运用切实结合，是提高外语学习效率的好方法[2]。）题型叙述（一

提供一段350词之内的语言材料，要求考生依据该材料内容、所给段落开头语和所标示关键词进行续写（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[3]6。

（二）阅卷角度

1.与所给短文及段落开头语的衔接程度；2.内容的丰富性和对所给关键词语的覆盖情况；3.应用语法结构和词汇的丰富性和准确性；4.上下文的连贯性[3]6-7。

（三）考查内容

以阅读理解为基础，以写作为产出。阅读是输入、是基础，写作是输出、是提升。读后续写题考查语言知识（词汇、语法等）、阅读能力（阅读技巧、理解能力、文本分析等）、逻辑思维能力和写作能力。

（四）选文体裁特色

以记叙文为主，一般不会出现说明文或议论文。因为记叙文话题更贴近生活，上下文连贯性强，结构清晰，在结尾处常有结局（结论）或提升，更适合用于读后续写题型。

（五）选文题材特色

故事性强，主题有一定的背景，材料有趣味性，内容能延伸，能激发学生的想象力和续写冲动。阅读材料难度适当，易于理解和模仿。

（六）题型特点

试题兼顾引导和限制。10个画线词汇（续写中必须选用5个以上）、段落要求以及每段的开头语，既能引导考生顺势构思，又能防止考生偏离主题无限想象，便于准确评分。

二、答题策略

下面，举一具体实例，来谈谈如何进行读后续写的写作。

（一）题目

阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。

es,specificallyherhearing,todeterminewhereshewasandhowtoadapttohernewenviron-ment.Hehelpedherbefriendthebusdriverswhocouldwatchoutforher,andsaveherEachmorningtheymadeto-gether,andMarkwouldtakeataxibacktohisoffice.Althoughthatmeanthehadtotravelthroughthecityandtheroutinewascostlyandexhausting,MarkknewitwasonlyamatteroftimebeforeSusanwouldbeabletoridethebusonherown.Hebelievedinher.Finally,Susandecidedthatshewasreadytotrythetriponherown.Mondaymorningarrived.Beforesheleft,sheembracedherhusbandtight-ly,hereyesfilledwithofgratitudeforhisloyalty,hispatience,andhisShefeltshewassoluckyforhehadgivenheragiftmorepowerfulthansight.注意： RightbesideYou IthadbeenayearsinceSusan,thirty-four,becameblind.Astheresultofamedicalaccidentshewassightless,suddenlythrownintoaworldofanger,frustrationandself-pity.Onceanindependentwoman,Susannowbecameapowerless,helplessburdenoneveryonearoundher.Nomatterhowmuchshecriedorprayed,sheknewthepainfultruththathersightwasnev-ergoingtoreturn.AllshehadtoclingtowasherhusbandMark.MarkwasanAirForceofficerandhelovedSusanwithallhisheart.Whenshefirstlosthersight,hewatchedhersinkintoandhebe-camedeterminedtouseeverymeanspossibletohelphiswife.Finally,Susanfeltreadytoreturntoherjob,buthowwouldshegetthere?Sheusedtotakebutshewasnowtoofrightenedtogetaroundthecitybyherself.MarkvolunteeredtoridethebuswithSusaneachmorningandeveninguntilshegotthehangofit.Andthatisexactlywhathappened.Fortwoweeks,Mark,andall,accompaniedSusantoandfromworkeachday.Hetaughtherhowtorelyonherothersens-12 教学月刊·中学版教学参考2016/5 1.所续写短文的词数应为150左右；2.应使用5个以上短文中标有下划线的关键词语；

3.续写部分分为两段，每段的开头语已为你写好； 4.续写完成后，请用下划线标出你所使用的关键词语。Paragraph1: Shesaidgoodbyeand,forthefirsttime,theywenttheirseparateways.Paragraph2: OnFridaymorning,asSusanwassteppingontothebusasusual,thedriversaid,“Miss,Isureenvyyou.”Curious,Susanaskedthedriverwhy.（二）答题步骤1.把握短文核心内容

仔细阅读所给短文，把握短文核心内容是完成续写的前提。“RightbesideYou”一文的核心内容为：Susan由于一次医疗事故而导

致双目失明。处于极度悲伤的Susan得到了丈夫Mark真挚而深沉的爱和体贴的帮助。在Mark无微不至的关爱、鼓励和照顾下，Susan重拾自信，积极面对新的生活，同时也让我们理解了爱的真谛。

2.理清写作思路（1）明确故事人物关系

故事中的主要人物为Susan,Mark,thebusdriver。Susan和Mark是一对夫妻，thebusdriver是Susan上下班途中的公交司机。

（2）理清故事主要事件

Susan因为一次医疗事故而导致双目失明；Susan极度悲伤，对生活失去了信心；Mark对Susan不离不弃，帮助Susan重拾信心；Su-san在Mark的帮助下，能够独立面对新的生活。

（3）预测故事发展

根据已知人物、事件及要求续写段落的首句可以预测故事总体的发展应该是Susan在Mark的帮助下，重拾信心，能够独立地面对新生活。

根据要求续写段落

Paragraph

1提供的开头语“Shesaidgoodbyeand,forthefirsttime,theywenttheirseparateways”可以预测，下文可能是描写Susan第一次独自乘公交车的具体情景。这一情景将通过动作描写来展现一位盲人在公共场合的行为。这样的预测内容紧跟文本，合乎逻辑。从Paragraph2提供的开头语“OnFridaymorning,asSusanwassteppingontothebusasusual,thedriversaid,‘Miss,Isureen-vyyou.’Curious,Susanaskedthedriverwhy”可以预测，接下来就是司机解释了为什么羡慕Susan的原因。这原因可能是对前

面Mark所做事情的一个总结，也可能是进一步拓展，Mark为Susan做的一些其他令人感动的事情。

（4）罗列写作要点

结合选文中画线词语和文本内容，展开尽可能丰富的想象，罗列出尽可能多的故事发展情节。例如，第一段可以通过问以下问题来获取写作要点。

Question1:CouldSusangotoworkonherown? Points:Shehadsomedifficulty;Shemadeherwaycarefullyupthestepswiththewhitecane;Shegotonthebuscarefullyandslowly...Question2:Howdidshemakeherway?Points:Shepaidthedriver;Shefeltherwaytotheseat;Sheputdownherbriefcaseandplacedhercaneagainstherleg...第二段可以通过问以下问题来获取写作要点。

Question3:WhydidthedriverenvySusan?Points:Herhusbandwatchedandaccompa-niedhereverytimeshewenttowork;Hewatchedhercrossthestreetandgointoherof-ficebuilding...Question4:HowdidSusanfeelaftershegottheanswer? Points:Shewasexcitedanddeeplymovedtotearswhenshegotthetruth;Shewasfullofgratitudeandhappiness...3.完成续写任务

Shemadeherwaycarefullyupthestepswiththewhitecane.Shepaidandthen,usingherhandstofeelthelocationofsettledintoone.Sheplacedherbriefc

aseonherlapandrestedhercaneagainstherleg.Monday,Tuesday,Wednes-day,Thursday...,eachdayeverythingwentperfectly.Shewasdoingit!Youknow,everymorningforthepastweek,afinelookinggentlemaninahasbeenstandingacrossthecornerwatch-ingyouwhenyougetoffthebus.Hemakessureyoucrossthestreetsafelyandhewatchesyouuntilyouenteryourofficebuilding.Youareoneluckylady,”thebusdriversaid.Whensheknewthefact,tearspoureddownSusan

’scheeks,tearsfullofgratitudeandhappinessaswell.Susanknewthatshewouldn’thavemadesuchgreatprogresswithoutMark’shelp.It’sMark’sthatbroughtlightinto

三、答题技巧

（一）合理拓展情节

读后续写首先要读通给定文本，把握故事的人物和事件。在此基础上根据提示对故事的发展做出合情合理又合乎逻辑的预测。为了将预测过程显性化，可以通过设问的方式，将预测重点以问题的方式显示出来，有利于后续写作时的信息整理和语言组织。在以上例子中，我们通过四个问题来拓展整理自己的写作思路。这四个问题以事情发展的进程以及Susan的变化为中心，问题之间有一定的逻辑联系，符合故事发展的合理结局。

（二）有效运用连接手段

在具体的写作过程中我们要对罗列的要点进行筛选和整合，还要考虑写作要点之间连接手段的有效运用，例如范文中forthefirsttime,eachday等词的运用体现时间上的逻辑关系。这些连接词的使用可以使文本更加紧凑连贯。

四、教学建议

读后续写需要学习者先理解原文，构建情境模式，而后创造性地续写内容。在创作过程中，学习者需与原文的情境模式协同，以确保 教学月刊·中学版 教学参考2016/5 续写的内容和语言与原文连贯。

语言理解的主要方式有听和读，语言产出的主要形式有说和写。从听说读写四种基本语言技能来看，理解和产出有四种组合，分别是：听说结合、听写结合、读说结合、读写结合。这些结合都能促进语言学习，但是它们的区别是理解与产出结合的强度不同。两者结合越紧密，交互协同越强劲，拉平效应越显著，学习效率越高。以理解与产出紧密结合的标准来衡量，读后续写不仅将理解与产出紧密结合起来，而且符合外语语境下听说机会较少而读写条件充分的特点，是一种提高外语学习效率的好方法。基于以上认识，我们提出以下教学建议。

（一）形式要多样

读后续写的教学形式除了读写结合外，还可以用听说结合、听写结合、读说结合等。比如，听说结合可以是先听后复述，或听后说出每一段的段落大意；听写结合有各种听写方式，包括听后写出文本的主题大意；读说结合有读后口头复述课文，或读后进行小组讨论以把握故事发展线索。

（二）方法要灵活

为了帮助学生理清思路，教学时可以保留被抹去段落的主题句或者段落首句；或者提供开头或结尾，要求续写中间部分；或者画出阅读材料中有助于续写的短语、句型或关键词，提醒学生运用；或者让学生分小组讨论阅读材料的续写内容，加强互动，激活想象力，合作完成续写任务。

（三）选文要适合

阅读材料的语言难度要控制，要易于模仿。生词太多、语言太难会影响理解，不利于续写。阅读材料不宜太短。阅读材料是模仿的样板，材料适当长一些，内容就丰富一些，语言变化也多些，这样续写思路更加明确，协同更易发生，内容更加连贯。多向学生推荐阅读材料，进行不加限制的续写，启发思维，提高阅读写作能力，巩固语言知识。如推荐OHenry的短篇小说“TheCopandtheAnthem”“TheGiftoftheMagi”“TheLastLeaf”“ACosmopoliteinaCafe”以及MarkTwain的“RunningforGover-nor”等等。

（四）评价要促学

批改和评分要以促学为导向。评分标准要包括内容和语言两个方面：续写的内容要求思维清晰，想象丰富，与阅读材料的内容连贯；语言表达要求准确流畅，使用阅读材料中的词语和句型较多且恰当。

概要写作是一种控制性的写作形式，要求考生对试卷提供的文章用简洁、精练的语言进行简要概括，写出文章的主要意思。概要写作需要学生关注文本的遣词造句、谋篇布局，需要学生准确把握篇章结构和中心思想，需要学生学会分析、判断、归纳与概括，对学生的语

言基础、阅读技能和思维能力都提出了更高的要求。

一、题型特征与要求

概要写作所选阅读材料的长度在350个词以内，体裁以说明文、议论文和记叙文为主。

该题型的写作要求为：阅读短文，然后根 参考文献：

［１］刘庆思，陈康．关于一年两考高考英语］．中小学外语试卷中读后续写设计的研究［Ｊ

教学（中学篇），２０１６（１）：２．

［２］王初明．读后续写———提高外语学习［Ｊ］．外语界，效率的一种有效方法２０１２（５）：２．

［３］中华人民共和国教育部考试中心．普

通高等学校招生全国统一考试英语科考试说明（高考综合改革试验省份试用）（第一版）［Ｍ］．北京：高等教育出版社，２０１５．

第四篇：《中小学外语教学》2007年第6～12期目录

《中小学外语教学》2007年第6～12期目录

第6期

理论与实践

任务型阅读的整体教学设计/杨延从//6-1 体态语在英语课堂中的运用/陈钧//6-5 英语课堂中的预设与生成/葛炳芳//6-10 新课程理念下中学英语词汇教学的问题与对策/张献臣//6-14 英语阅读教学中如何解读文章的标题/张春霞//6-19 对初中英语课堂教学中几个常见问题的观察与分析/袁复恩//6-23 课堂导入活动失败的原因及对策/夏飞华，刘涛//6-27 读“对一篇英语阅读课文的15种处理方法”有感/孟庆忠，朱玉霞//6-32 高中课型课例交流与研究

NSEFC Student’s Book 2 Unit 2（阅读课）//6-35

语法探究

浅析表示因果关系的英语表达法/王磊//6-40 从“距离”看一般过去时的三种用法/钟颖//6-43 同位语从句的句式特点分析/英成亮//6-45

信息栏

欢迎订阅2007年下半年《中小学外语教学》（中学篇）和邮购2006年《中小学外语教学》（中学篇）合订本//6-封三

欢迎订阅2007年下半年《中小学外语教学》（小学篇）和邮购2006年《中小学外语教学》（小学篇）合订本//6-封三

欢迎邮购《第六届全国高中英语教学观摩案例集》VCD光盘//6-封四

第7期

理论与实践

在写作教学中训练语篇衔接与语义连贯意识/苏克银//7-1 课改前后高中英语教师课堂提问的对比——一项基于课堂语料库的调查/陈泽璇，何广铿//7-7 由一节高一英语写作课引发的思考/陈娟//7-13 初中英语任务型课堂中教师话语功能特征的分析/张强//7-17 以师生对话日志提高学生的语言运用能力/张冠文//7-22 外研版初一（下册）Module2课堂教学活动设计/贾丽洋//7-26

高中课型课例交流与研究

SEFC Book 2B Unit 14（语法课）//7-30 语法探究

关于英语定语的几个问题/朱元富//7-34 英语中的first name和last name与汉语中的“名”和“姓”/刘长庆，张正斌//7-38

试题交流

2007年普通高等学校招生全国统一考试 英语（北京卷）//7-41

信息栏 欢迎邮购《第六届全国高中英语教学观摩案例集》VCD光盘//7-封四

第8期

理论与实践

中学生英语语音学习观念与策略的调查/冯茵，周榕//8-1 国外英语教材的编写特色及设计思路评析/孙东晖，孙迎晖//8-6 农村初中英语教师个人教学效能感调查研究/刘晓萍//8-11 以近义词为例谈如何进行语料库研究/芦雪瑾//8-15 角色扮演教学活动中的问题与对策/吴海鹰//8-19 “做中学”不等于“用中学”——谈任务型语言教学的核心理念/吕吉尔//8-23 高中课型课例交流与研究

SEFC Book 2A Unit 6（阅读课）//8-26 限时阅读训练

The Great Transformation//8-31 The Ties//8-32

试题交流

2007年普通高等学校招生全国统一考试英语（全国卷Ⅰ）//8-33

语法探究

英语强语势形容词用法/徐昌和//8-41 “情态动词+不定式完成式”用法解析/李玲//8-43 零冠词特性以及不定冠词或定冠词的省略/李宝忱//8-48

信息栏

欢迎邮购《第六届全国高中英语教学观摩案例集》VCD光盘//8-封四

第9期

理论与实践

剑桥英语教学能力认证考试（TKT）介绍及其启示/李华//9-1 高中英语写作教学中的合作学习/杨瑞华//9-4 高中英语教师用教学意识及语用知识现状调查/高瑞阔//9-10 初三英语复习教学的问题研究/马黎//9-15 新课程视角下的高中英语学法指导/刘骁明//9-18 谈中学英语课堂教学的有效导入/曹刚阳//9-22 语篇分析在完形填空解题中的应用/刘俊芳，张义//9-25 语法填空题型及其教学实践/张怀恩//9-30

试题交流

2007年全国普通高等学校招生统一考试英语（上海卷）//9-36 语义重复的错误类型及对策/胡洁元//9-46 信息栏

2008年《中小学外语教学》（中学篇）提高定价的启事//9-封四 欢迎邮购《第六届全国高中英语教学观摩案例集》VCD光盘//9-封四

第10期

理论与实践

高中学生英语自主阅读能力的实验研究/全亚军//10-1 高中英语小说教学模式探究/周建红//10-8 英语阅读练习设计与阅读策略培养/熊金霞//10-11 巧用激励性评语，培养学生英语写作能力/王青//10-17 用ESA反弹型理论解读中学英语任务型教学/杨银华//10-20 英语教学中几种实用的多媒体技术/张力//10-24 高中课型课例交流与研究

NSEFC必修模块1 Unit5（泛读课）//10-29 试题交流

2007年普通高等学校招生全国统一考试英语（广东卷）//10-33 语法探究

特种定语从句/李志//10-42 高中教材中的系动词用法小议/张颜，张晓云//10-46 信息栏

欢迎订阅2008年《中小学外语教学》（中学篇）//10-封四

欢迎邮购《第六届全国高中英语教学观摩案例集》VCD光盘//10-封四

第11期

理论与实践

新课标下的高中英语报刊阅读教学/戴军熔//11-1 对我国现行英语课程标准的理论思考/勒妍，何广铿//11-6 德国的外语教学改革及启示/肖建芳//11-12 对高考英语试题原创性的质疑——以2007年全国及各省市试卷中单项填空题为例/杨行胜//11-15 语境在语法教学中的重要作用/钱希洁//11-19 初中英语教师常规教学能力调研分析报告/马黎//11-23 教学机智在课堂中的巧妙运用/盛艳萍//11-28 课堂小组活动低效的成因与反思/黄耀//11-31 高中英语听力教学的新思路/刘丹//11-34 高中课型课例交流与研究

NSEFC Module 3 Unit 5（综合写作课）//11-38 试题交流

（台湾）大学入学考试2007学学科能力测验试题（英文考科）//11-42 语法探究

浅议表示条件的英语表达法/周红映，王磊//11-47 信息栏

欢迎订阅2008年《中小学外语教学》（中学篇）//11-封四

欢迎邮购《第六届全国高中英语教学观摩案例集》多媒体光盘//11-封四

第12期 理论与实践

图式理论、语料库和外语阅读教学/王宗迎//12-1 新课程理念下的课文阅读教学/梁厚富//12-7 浅谈任务型教学的本土化/周亚君//12-11 英语教师职业发展的制约因素与对策/孙平华//12-16 新课程背景下的中学英语词汇教学方法/李志欣//12-20 优化读后活动的方法与设计读后活动的原则/陈玉平//12-24 高中课型课例交流与研究

NSEFC Book 4 Unit 2（综合技能课）//12-28 《牛津高中英语》（译林版）必修1 Module 1（听说课）//12-32 语法探究

英语倒装句的强制性与必要性/林云舟//12-36 英语口语中特殊形式的疑问句/苏克银//12-40 what用法与高考试题分析/秦国清//12-43 信息栏

《中小学外语教学》（中学篇）第ⅩⅩⅩ卷（2007年第1-12期）总目录//12-47 欢迎订阅2008年《中小学外语教学》（中学篇）//12-封四

欢迎邮购《第六届全国高中英语教学观摩案例集》多媒体光盘//12-封四

第五篇：《中小学外语教学(中学篇)》2008年第1~11期

期11～1年第2008》《中小学外语教学（中学篇）期1第 理论与实践 //1-1 章振邦/谈谈我国中学英语教学中的语法问题 //1-4 谢家成/中学英语教材词汇语料库调查杨善竑/年新课改实验区高考英语试卷 2007以新课程理念推进高考英语改革——简要评析 //1-9 //1-14 张燕/高中英语写前活动的设计

//1-21 胡洁元，杨海英/高考书面表达阅卷情况分析与写作指导英汉差异对学生英语写作的影响//1-28 殷志勇/

//1-33孟庆忠/高考英语阅读理解新题型考点分析与解题点拨

高中课型课例交流与研究 //1-40（阅读与写作课）NSEFC Book 3 Unit 8 语法探究 //1-45 王平/英语介词省略初探 //1-47 梁莲红/浅谈“非人称主语句” 信息栏 封四//1-（中学篇）年《中小学外语教学》2008欢迎订阅

封四//1-欢迎邮购《第六届全国高中英语教学观摩案例集》多媒体光盘 第 期2 理论与实践 //2-1 朱文英/高中英语阅读教学中的拓展实践 //2-6 何忠花/新课程理念下培养学生英语思维能力的方法 //2-13 温爱英/从学生答题情况看语法和词汇教学“一条龙”构建中小学英语教学体系——从张家港市基础教育阶段英语教学衔接研讨会谈起 //2-18 葛文山等/ //2-22 曾龄香/高中英语词汇教学的几种可行性策略、//2-26高彩凤，徐浩/高中阶段英语写作中错误反馈的教学建议

//2-30 关世民/中学英语写作教学薄弱问题分析与解决对策第七届全国中学（初中）英语教学观摩研讨会教案选登

（一）//2-34谢慧萍/ 高中课型课例交流与研究

//2-41（阅读课）1 Unit 4必修NSEFC 语法探究 //2-46 张向阳/简析附加疑问句的习惯用法 信息栏

封四]//2-号2第[首届“小学英语新课程探索”教学观摩与研讨会通知 期3第 理论与实践

王/从课堂教学看新课程理念的落实——第七届全国中学（初中）英语教学观摩研讨会评析 //3-1 蔷 //3-7 胡庆芳/英语课堂教学的问题诊断与实践改进

//3-13 谢慧萍/支架理论在英语合作学习种的运用

//3-18 高晓茔，辜向东/高考英语自主命题卷书面表达题的特色与问题滕家庆/行动研究在农村初中英语阅读教学中的应用//3-23

//3-29 陈钧/中学高水平英语学习者口语自我纠错的个案研究

//3-36朱萍/第七届全国中学（初中）英语教学观摩研讨会教案选登

（二）高中课型课例交流与研究 //3-42（语法复习课）NSEFC Book 7 Unit 4语法探究 /主动形式表被动意义的类型及特点 //3-47袁小林信息栏

//3-48 欢迎邮购《第七届全国中学（初中）英语教学观摩研讨会案例集》多媒体光盘 封四//3-首届“小学英语新课程探索”教学观摩与研讨会通知 期

4第 理论与实践 Language Foreign Present to Prescriptions Past From Methods: Teaching Principles/William Littlewood//4-1

//4-14 在理想与现实之间求索——提升英语教师新课程执行力的前期实践

//4-19 俞炎燊/任务的主要二维与高中英语教案设计

//4-26 郑允贤，郑志恋/中学英语教师反思性教学例谈初识MICRO-TEACHING//4-30 蒋启华/

//4-33 张千/培养初中学生自主评价能力有效途径的尝试 //4-36 邱耀德/从一节初中英语教学观摩课看外语教学中情感教育的不足

//4-39 陆建芳/第七届全国中学（初中）英语教学观摩研讨会教案选登

（三）语法探究和this从一道高考题看//4-46 林有苗/用法的差异that 信息栏 //4-48 欢迎邮购《第七届全国中学（初中）英语教学观摩研讨会案例集》多媒体光盘（中学篇）《中小学外语教学》年2007和邮购（中学篇）《中小学外语教学》年2008欢迎订阅合订本 封三//4-

封四//4-首届“小学英语新课程探索”教学观摩与研讨会通知

期5第 理论与实践 1 Module 在反思与探究中提高课堂合作学习的实效性——对教学北师大版高中英语教材/一课的反思Unit 1 Communication Workshop A Class Survey//5-1 孔繁华 //5-7 徐文丽/话语分析理论在阅读教学中的应用 //5-11 程菁华/从挖掘教材内涵入手培养高中学生的英语阅读能力

//5-17 石锡伍/利用教材资源开展写作训练的策略

沈晓彦/高考命题求“新”的必要性和策略分析——对近几年高考英语试题雷同现象的思考 //5-22

//5-26 郝群/中学生英语写作常见语言错误及其纠正策略探讨

//5-31 葛巧霞/高中英语课堂生成性教学资源的处理策略

//5-35 尚晓兰/北师大版高中英语教材使用中的问题及其解决方案郭竞/第七届全国中学（初中）英语教学观摩研讨会教案选登

（四）//5-39 高中课型课例交流与研究)//5-45 综合技能课NSEFC Module 1 Unit 4（信息栏（中学年《中小学外语教学》2007（中学篇）和年下半年《中小学外语教学》2008欢迎订阅

封三//5-篇）合订本 封四//5-欢迎邮购《第七届全国中学（初中）英语教学观摩研讨会案例集》多媒体光盘 期

6第理论于实践

//6-1 吴飒，唐灵芝/补习对中学生英语学习得影响 //6-6 邸磊/北京市中学英语市级骨干教师科研状况调查报告年高考（江苏卷）说明中“任务型阅读”2008高考英语“任务型阅读”题型示例指瑕——以 孟庆忠—/为例3题型示例 //6-14 凌蕙/从一节语法课看“学生的主体意识”

//6-18 韩程峰/指导高中生在英语阅读中运用调控策略/一节高三书面表达讲评课的教学设计//6-21 刘涛，夏飞华

//6-25 诸复帼/由赴澳语言培训引发的教学反思 //6-28 陶小威/联想教学方法在中学英语教学中的应用 高中课型课例交流与研究

//6-33（阅读课）SEFC Book 2A Unit 9 语法探究/英语介词短语的名物化现象探究//6-38 邓道宣 //6-41 余绍榛/高中虚拟语气用法归纳 //6-46 袁军/的语法功能have可以表达“存在”吗？——从意念角度谈have

信息栏（中学篇）和年下半年《中小学外语教学》2008

欢迎订阅（中学年《中小学外语教学》2007 封三//6-篇）合订本 封三//6-欢迎邮购《第六届全国高中英语教学观摩案例集》多媒体光盘 封四//6-欢迎邮购《第七届全国中学（初中）英语教学观摩研讨会案例集》多媒体光盘 期

7第理论与实践

//7-1 关世民/中学英语教材“二次开发”的意义、内容与权限 //7-6 程彩玲，张荣/高中学生英语词汇学习策略使用情况调查 //7-12 程菁华/课文复述的有效方法 //7-18 王学儒/运用词块理论提高学生的英语写作能力

//7-23 胡庆芳/加强词汇教学有效性的课堂实践研究 //7-28 白治堂/高中英语语法教学：从故事、规则道语感 //7-32 刘辉/在课堂教学中培养学生的听力策略——以一节听力预测策略教学课为例 //7-35 黄海丽/提高课堂教学有效性的三种方法

试题交流2008//7-40 年普通高等学校招生全国统一考试英语（全国卷Ⅰ）

语法探究 //7-47 戴海荣，李宝忱/年一道高考题谈起2007介词运用难点例析——从

信息栏（中学年《中小学外语教学》2007（中学篇）和年下半年《中小学外语教学》2008欢迎订阅

封四//7-篇）合订本

期8第

理论与实践 //8-1 张金秀/对教学设计内涵的理解及实践诊断 //8-5 马黎/新课程理念下初中毕业英语学业考试的命题原则 //8-14 陈文宜，何安平/版高中英语新教材的阅读预测技能联系设计探究07

//8-21 李晓博/教师如何做有深度的叙事研究侯敏华/将“以学生为主体”的意识渗透到课堂设计中——一节阅读课的设计、实施与反思 //8-24 等 //8-29 宋德龙/高中英语词汇教学与测试策略的研究小组合作式写作教学的实践与思考//8-33 殷志勇/ //8-37 孙亚，张瑞雪/谈语用能力的可教性

试题交流 //8-41 年普通高等学校招生全国统一考试英语（全国卷Ⅱ）2008

语法探究/并非总是表示否定little与few//8-48 林有苗

信息栏（中学篇）合年《中小学外语教学》2007（中学篇）和年《中小学外语教学》2009欢迎订阅

封四//8-订本 期9第 理论与实践 //9-1 谢家成，何安平/中学英语教材附录词汇表的语料库研究与理据探究

//9-6 葛炳芳/——有效教研的实践与探索BEFORE //9-10 翁玲凤/教师校本培训实践研究——以浙江省两所中学为个案苏克银/高中英语口语评估的任务类型设计初探//9-14

//9-19 徐浩/从需求与供给角度看初中英语教师培训

//9-22 孙自挥/中学英语教师的学科教学知识调查研究

//9-26 鲍金芬/初中英语课堂教师有效话语的个案分析与研究 试题交流 //9-30 年普通高等学校招生全国统一考试英语（北京卷）2008

语法探究

//9-39 张向阳/简析反身代词的句法作用和习惯用法

//9-43 徐觉庆/的用法概述to 信息栏 //9-48 欢迎邮购《第七届全国中学（初中）英语教学观摩研讨会案例集》多媒体光盘年《中小学外语教学》2007（中学篇）和年《中小学外语教学》2009欢迎订阅（中学篇）合封三//9-订本

封四//9-（带光盘）Longman Dictionary of American English欢迎邮购 期10第 理论与实践葛文山/语文教学给英语教学的三个启示//10-1 熊/试谈课堂教学中的口语交际任务——第七届全国中学（初中）英语教学观摩研讨会有感 //10-6 金霞，张琳琳 //10-12 胡洁元/（浙江卷）书面表达评卷分析与解题指导NMET 2008 //10-18 戴建敏/借鉴阅读材料培养学生的写作能力 //10-27 杜志娴/在情境中教学理念指导初中定语从句教学的案例/初中英语语法整体教学的尝试//10-33 冒晓飞

试题交流 //10-37 年普通高等学校招生全国统一考试英语（上海卷）2008 语法探究 //10-46 王志勇/的用法any与some从语用学角度辨析 信息栏Longman Dictionary of American English欢迎邮购 封三//10-（带光盘）（中学篇）《中小学外语教学》年2007和邮购（中学篇）《中小学外语教学》年2009欢迎订阅 封四//10-合订本 11第期 理论与实践 //11-1 陈琳/让“多语种、高质量、一条龙”愿望完满实现 //11-6 王宗迎，何广铿/写作的影响EFL时间限制和任务类型对杨/年华南地区初中毕业学业考试英语试题评析2008以新课程理念推进中考英语改革—— //11-12 延从 //11-21 黄丽燕/新课程背景下英语高考备考及考试策略 //11-30 鲁蓉蓉/英语课堂中教师话语结构的分析 //11-35 林才回/高中英语阅读读后活动设计的问题与思考 //11-41 俞红珍/华东地区外语教学法研究会第十五届年会综述 语法探究的用法whatever从高考英语试题看//11-46 邓道宣/

信息栏

封三//11-（带光盘）Longman Dictionary of American English欢迎邮购（中学篇）《中小学外语教学》年2007和邮购（中学篇）《中小学外语教学》年2009欢迎订阅

封四//11-合订本