李燕玲
浙江省绍兴市越城区袍中路8号越州中学 浙江 绍兴312000
一、背景
疫情当前，网课是我们利用信息化手段实施教学的探索和应用，网课也成为了保证孩子们安全的前提下不耽误学习的一种救急也是创新的手段。
二、教学实践中遇到的问题
新高考改革以来，浙江省的高考作文中的读后续写对于很多同学而言是一个非常棘手的问题。大部分的读后续写都要求学生对某一动作进行过程性描述，不知如何进行描述，缺乏过程性描述的技巧，这些都是我们同学们在平时写作中碰到的问题。对于老师而言，如何开展读后续写的教学，如何利用大量的试卷习题中的阅读理解、完形填空等文本材料来促进我们的写作，都是我们亟需解决的问题。
三、网课教学实践
本次授课对象为高三学生，具备一定的英语基础知识和基本技能，但是绝大部分同学读后续写能力欠佳，对于如何利用平时的阅读、完型填空等素材来促进写作知之甚少。为此，在本次网课授课过程中精心挑选了几篇我们试卷中的阅读理解和完形填空并且进行深入剖析，以期帮助同学们能更好把握文章结构、理解篇章含义并在此基础上学习如何进行过程性描述并对文中的好词好句进行仿写。现就网课过程中的其中一节课为例，浅要谈谈如何利用平时试卷中的文本进行以读促写。
本次授课内容分为两个课时，第一课时主要就完型和阅读的文本进行分析并进行答案的核对。第二课时就完型和阅读中出现的过程性描述进行深入分析，并对文中的好词好句进行仿写。现就第二课时的内容进行详细的分析。
教学目标：通过本节课的学习，学生能在具体语境中掌握并学会运用词汇：exhausted, desperately, freezing ,slide ,tremble, lower, soul, privilege等并且将逐步理解并掌握以下表述：back and forth, sth rule(s), upside down ,crawl into ,disappear into the crowd等。通过教师的引导，学生将学会并掌握续写中过程性描述的一些技巧，并且在具体的语境下通过仿写强化该技巧。
教学思路：在文本解读的基础之上，对文本进行深入剖析，引导学生掌握过程性描述的技巧，并且将这些技巧结合具体的语境进行仿写。
教学过程：
Step 1 lead in
Watch a video about how a swimmer and ask the Ss several questions about it
1.Was it easy to reach the finishing line?
2.How long did it take the swimmer to reach the finishing line?
3.What did he do to help himself to reach the finishing line?
4.What did he say when he recall this experience?
【设计说明】这一环节的视频导入，活跃课堂气氛，吸引学生的眼球，另外能让学生更为直观的感受到游泳的选手是如何到达终点线，为下文探讨如何写人游泳救人做好准备。
Step 2 Reading to write
Ask them to read the material again and find out how did the author try to describe a process and then share the answers with the whole class.
原文1.For a moment, I thought that he wanted to pass me and return to his father, so I carefully helped him to stand up. But instead, he leaned forward and held his head up towards me. Oh, he wanted to say something to me; I lowered my head to receive his message. Wrong again! What I did receive was such a loud kiss on the cheek that everyone could hear it . The boy calmly returned to his seat, leaned back and continued looking out of the window.
Tip : Use a series of specific verbs to describe the process and details.
Step 3 Writing a process
Recall the plot of the continuation writing in the second mock examination, and ask Ss to write a short paragraph about how Mike saved the two kids who had dropped into the river by accident.
After sharing what the Ss present, T share her own version by using the tips mentioned before.
原文1： For a moment, I thought that he wanted to pass me and return to his father, so I carefully helped him to stand up. But instead, he leaned forward and held his head up towards me. Oh, he wanted to say something to me; I lowered my head to receive his message. Wrong again! What I did receive was such a loud kiss on the cheek that everyone could hear it . The boy calmly returned to his seat, leaned back and continued looking out of the window.
一度，我认为他是想要先救那个男孩子，然后把男孩子传递给我，所以我焦虑地等着接住这个男孩。
For a moment, I thought that he wanted to get to the boy first and pass him to me, so I anxiously waited to catch the boy.
但是取而代之的是，他向前游，钻到激流(rip currents)里。
But instead, he swam forward and reached down into the rip currents（激流）.
哦，我找不到他了，我多害怕他没能把孩子们救上来；我向前倾并呼喊救命。
Oh, I couldn’t find him and I was afraid of his failure of saving the kids; I leaned forward and shouted for help.
我又错了！我所看见的是他的手臂下各有一个孩子，他气喘吁吁地游回来了。Mike筋疲力尽地到达了岸边，仔细检查了两个孩子，如释重负地把他们交还给了他们的母亲。
Wrong again! What I did see was that he swam back breathlessly with one child under his arm. Mike reached the bank exhaustedly, examined the two kids carefully and returned them to their mother with relief.
四、反思
1.俗话说，熟读唐诗三百首，不会作诗也会吟。通过对阅读理解、完型填空在试题讲解的基础上进行文本的分析，能够有效帮助同学们把握文本结构，掌握写作技巧并将之运用到读后续写中去。换句话而言，有时候这些文本无形之中在帮助我们对于如何写好读后续写提供了范例，我们在平时的教学过程中要学会引导，让同学们进行相关的积累。相信，只要我们在平时的授课过程中多注重引导，让同学们进行一定的积累，自然而然我们的写作水平就会提高了。
2.在网课具体授课的过程中，因为并非面对面的授课，有些时候同学们的反馈和课堂中的反馈时间上和过程中存在着一定的差异，所以我们在具体的授课过程中要将这些因素考虑进去，对课件的布局和设置要合理。