introduction

This article introduces the increasing importance of post reading continuation as a method of combining reading comprehension and written expression in the college entrance examination English, as well as the requirements of the "Curriculum Standards" for comprehensive language practice activities. Analyzed the problems that students face in writing after reading, such as content deviation, casual language, lack of writing habits, insufficient self-evaluation ability, and fear of difficulties. Based on the guidance and problem analysis of the Curriculum Standards, the author's school has conducted research on multi round continuation teaching of English literary works. This article will elaborate on the "three-dimensional advanced" multi round continuation teaching model.

Construction of the "3D Advanced" Multi round Continuation Teaching Mode

This article introduces the construction of the "Three Dimensional Advanced" multi round continuation teaching model for English literary works, including theoretical basis, implementation process, and model architecture. Multi round continuation writing enhances interactive intensity and density through segmented reading and continuation. The pattern architecture emphasizes the horizontal focus and vertical improvement of the three dimensions of content, theme, and language. The first few rounds focus on content and language, while the last round focuses on theme exploration.

Practical measures for the "3D Advanced" multi round continuation teaching mode

This article introduces the practical measures of the "3D Advanced" multi round continuation teaching mode, taking "The Hedgehog Girl Amy" in the 8th level of "Exemplary English" as an example, and elaborates on the two stages of teaching preparation and implementation. In the preparation stage, teachers need to select literary works with literary and educational value, such as the 24 literary readers of "Exemplary English", and determine the number of continuation rounds based on the length, difficulty, and students' reading and writing abilities of the readers. At the same time, teachers need to plan their teaching schedule and class hours to ensure that students complete multiple rounds of writing 24 reading materials within two years.

conclusion

After two years of research, the multi round continuation teaching strategy for English literary works has significantly improved students' abilities in content design, language use, and theme extraction. Students' writing habits, evaluation abilities, and attitudes have all undergone positive changes, from relying on teacher evaluation to being able to evaluate themselves and their peers, and from rejection to confidence and willingness to try. The teaching mode demonstrates the construction, implementation, and results through specific cases, emphasizing the importance of language learning for students in the continuation process and stimulating writing motivation. At the same time, it is pointed out that further research is needed on the guidance of multiple rounds of continuation writing for students of different reading materials, ages, and levels, as well as the correlation with the theme of the textbook.