【專家講座】高中英語讀后續(xù)寫交流課件

故事續(xù)寫教學(xué)研討故事續(xù)寫教學(xué)研討?題型分析?寫作技能?基礎(chǔ)夯實?沖刺提高?題型分析?寫作技能?基礎(chǔ)夯實?沖刺提高題型分析題型分析高考故事續(xù)寫發(fā)展歷程始于2016年10月時間：日?夜?日?夜?日地點：森林人物：夫妻事件：迷路高考故事續(xù)寫發(fā)展歷程始于2016年10月時間：日?夜?日?夜2017年6月時間：日地點：野外人物：朋友事件：遇狼2017年11月時間：日?夜?日地點：戶外人物：家人事件：旅行2018年6月時間：日?夜地點：草原?森林人物：父子事件：迷路Future?2017年6月時間：日地點：野外人物：朋友事件：遇狼2017時間日夜兼有地點戶外室內(nèi)？故事續(xù)寫人物夫妻朋友家人師生?總結(jié)故事續(xù)寫?？疾煊忻?、有危機的事件。情節(jié)矛盾（人&人）(人&動物)(人&自然)時間日夜兼有地點戶外室內(nèi)？故事續(xù)寫人物夫妻朋友家人師生?總結(jié)題型分析：輸入文本輸入文本文本提示與結(jié)構(gòu)?續(xù)寫原文?Para.1首句?Para.2首句70%?十個關(guān)鍵詞題型分析：輸入文本輸入文本文本提示與結(jié)構(gòu)?續(xù)寫原文?Para?確定主題?根據(jù)Para.1與Para.2開頭語的提示內(nèi)容以及原文最后一段的情節(jié)，確定Para.1開頭與結(jié)束可能出現(xiàn)的情節(jié)?根據(jù)Para.2開頭語的提示內(nèi)容以及文章的主題，確定第二段開頭可能出現(xiàn)的情節(jié)以及結(jié)尾部分內(nèi)容?10個關(guān)鍵詞在一定程度上確定了情節(jié)發(fā)展的一些主要因素，包括了主要人物(maincharacter)、主要地點(place)、主要事件(event)以及主要場景(scene)等。所以，我們可以通過分析10個劃線關(guān)鍵詞預(yù)測續(xù)寫部分可能出現(xiàn)的情節(jié)，根據(jù)需要選擇關(guān)鍵詞?確定主題?根據(jù)Para.1與Para.2開頭語的提示內(nèi)容以AVacationwithMyMother（2017.06）?Ihadaninterestingchildhood.Itwasfilledwithsurpriseandamusement,allbecauseofmymother---loving,sweet,yetabsent-mindedandforgetful.OnestrangefamilytripwetookwhenIwaselventellsalotabouther.?MytwosetsofgrandparentslivedinColoradoandNorthDakota,andmyparentsdecidedtospendafewweeksdrivingtothosestatesandseeingallthesightsalongtheway.Asthefirstdayofourtripapproached,David,myeight-year-oldbrother,andIunwillinglysaidgoodbyetoallofourfriends.Whoknewifwewouldeverseethemagain?Finally,themomentofourdeparturearrived,andweloadedsuitcases,books,games,campingequipment,andatentintothecarandbravelydroveoff.Webravelydroveoffagaintwohourslaterafterwe'dreturnedhometogetthepurseandtraveler‘schecksMomhadforgotten.?DavidandIwerealwaysalittlenervouswhenusinggasstationbathroomifMomwasdrivingwhileDadslept:“Youstandoutsidethedoorandplaylookout(放哨)whileIgo,andI'llstandoutsidethedoorandplaylookoutwhileyougo.”Ihadterriblepicturesinmymind:“Honey,wherearethekids?”“What?!Oh,Gosh…Ithoughttheywerebeingawfullyquite.”Wewereneveractuallyleftinastrangecity,butwewerenotabouttotakeanychance.?Onthefourthorfifthnight,wehadtroublefindingahotelwithavacancy.Afterdrivinginvainforsometime,Momsuddenlygotagreatidea:Whydidn'twefindahousewithalikely-lookingbackyardandaskifwecouldsetuptentthere?DavidandIbecamenervous.Toourgreatrelief,Dadturneddowntheidea.Momnevercouldunderstandourobjections(反對).Ifastrangefamilyshoweduponherfrontdoorstep,Momwouldhavebeendelighted.Shethinkseveryoneintheworldisasniceassheis.Wefinallyfoundavacancyinthenexttown.AVacationwithMyMother（201注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2.至少使用5個短文中標有下劃線的關(guān)鍵詞語；3.續(xù)寫部分分為兩段，每段的開頭語已為你寫好；4.續(xù)寫完成后，請用下劃線標出你所使用的關(guān)鍵詞語。Paragraph1:Thenextdaywerememberedthebrand-newtentwehadbroughtwithus.Paragraph2:Wedrovethroughseveralstatesandsawlotsofgreatsightsalongtheway.注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2.至少使用5?主題：Avacationwithmyloving,sweet,yetabsent-mindedandforgetfulmum.?第一段情節(jié)：thebrand-newtent，forget,solvetheproblem?第二段情節(jié)：greatsightsindifferentstates?關(guān)鍵詞分類：whoMomDadDavidhowabsent-minded;forgetful;nicewhatcampingtroubletenttrip?關(guān)鍵詞分布：第一段：mom,dad,David，forget,tent第二段：trip,nice?主題：Avacationwithmyloving寫作技能Plots&Language寫作技能Plots&Language01Plots|情節(jié)推進1.問題鏈推進2.時間推進3.情感推進01Plots|情節(jié)推進1.問題鏈推進2.時間推進3.情感推問題鏈推進通過故事“六要素”設(shè)計問題鏈問題鏈推進通過故事“六要素”設(shè)計問題鏈教學(xué)案例以人教版高中英語必修教材第三模塊Unit1UsingLanguage：ASADLOVESTORY為例，該文本是一篇典型的敘事類文本。上課教師根據(jù)“六要素”（5W1H）梳理已知文本情節(jié)，即：1.Whendidthestoryhappen?2.Wheredidthestoryhappen?3.Whowerethemaincharacters?4.Whathappenedonthatday?5.Whydidhedoso?6.HowcouldLiFangsolvetheproblem?教學(xué)案例以人教版高中英語必修教材第三模塊Unit1Usi最后一個問題，HowcouldLiFangsolvetheproblem?其實是對下文未知情節(jié)的推斷。但是，問題6的切口比較大，學(xué)生常常不知道該如何回答。因此，可以按照上文中對第二輪問題鏈設(shè)計的思路，將疏導(dǎo)未知情節(jié)的問題6再細化成：1.WhatwouldhesaytoHuJin?(HowwouldheexplainthesituationtoHuJin?)2.WhatwouldHuJinsayafterhearingthenews?3.WhatwouldLiFangandHuJindonext?4.Howdidtheyfeel?這些問題更細化且切口更小，更容易回答。最后一個問題，HowcouldLiFangsolve根據(jù)這樣的問題鏈和討論的結(jié)果，學(xué)生撰寫了故事的結(jié)局。以下為學(xué)生習(xí)作：“Em…”LiFangfalteredwithembarrassment.“Tobehonest,Imadeamistake.Ithoughtweweresupposedtomeetatthecoffeeshop.”“Areyouserious?”SaidHuJin,“Howcarelessyouare!Didyoupayanyattentiontothisdate?Itwasawasteoftimewaitingforyou!“It'sallmyfault.”SaidLiFang,“I'msosorry,Iwasalwayscomplainingthatyoudidn'tturnup,butIhadnevermanagedtothinkthatitwasIthatmixedupwiththecoffeeandtea.However,Iboughtagiftforyou.Thoughitwasthrownbyme.CanIbuysomethingelseasanapologyforyou?Afterall,Iloveyou!”Afterhearinghiswords,HuJindidnotannoyanymore.Infact,sheknewthattheylovedeachother,soshesaid:”Yourapologyisaccepted.Ishouldhavecalledyoujustnow.Andway,Iloveyou,too.”Afteraconversation,theybrokedownthebarriersbetweenthem,andtheyleadahappylifeforever.根據(jù)這樣的問題鏈和討論的結(jié)果，學(xué)生撰寫了故事的結(jié)局。以下為學(xué)時間推進Inthemorning,theyawokeoutsideanotherHowardJohnson's,andthistimeVingowentin.Thegirlinsistedthathejointhem.Heseemedveryshy,andorderedblackcoffeeandsmokednervouslyastheyoungpeoplechatteredaboutsleepingonbeaches.Whentheyreturnedtothebus,thegirlsatwithVingoagain,andafterawhile,slowlyandpainfully,hetoldhisstory.HehadbeeninjailinNewYorkforthepastfouryears,andnowhewasgoinghome.----GoingHome時間推進Inthemorning,theyawokeouts情感推進分析各個角色的“情感線”情感推進分析各個角色的“情感線”2016年11月高考續(xù)寫典型案例(段二)ItwasdaybreakwhenJanewokeup.Sunshineembracedtheforestplain.Inhersleepyeyes,ahelicopterwasrightinthesky.Wildwithjoy,shejumpedup,grabbingtheblouseandflourishingitwhilecrying.Thehelicopterspottedherandbegantolandonthegrass.“It'sTom!Iknowhewill…h(huán)ewillcome!”ApairofquiveringhandreachedJane'scheek.“ThankGod!Ifanythinghappenedtoyou,I'llneverforgivemyself.Theyhuggedmoretightly.I'msorry.Janesaid.情感可以是：adjectives,verbs,repetitions,conversations2016年11月高考續(xù)寫典型案例(段二)Itwasdaybr02Language02Language動作描寫范例（頭部描寫范例）頭發(fā)：1.sthmakeone'shairrise使頭發(fā)豎起來（怒懼驚激）2.runone'sfingerthroughone'shair撩頭發(fā)3.comb梳頭發(fā)眉毛：1.sbfrown皺眉2.raise/cockone'seyebrows（表驚訝）/eyebrow（表懷疑）翹起眉毛/挑眉耳朵：1.one'searsperk/prickup/sbperk/prickupone'searsatthesoundof豎起耳朵聽…眼睛：1.aflashof…crossone'seyes眼中閃過一陣…2.blink眨眼3.rollone'seyes翻白眼4.meetone'sgaze迎著/迎視某人目光5.eyesdarttowards眼睛掃向6.stareat凝視7.glareat怒視臉頰：sbwinceatasuddenpain畏縮，臉部肌肉的抽搐（疼痛/不安）動作描寫范例（頭部描寫范例）頭發(fā)：1.sthmakeon2017年6月高考故事續(xù)寫習(xí)作范例“Hopin!”PaulroaredatMac.Sensingarayofhope,Macjumpedofthebikeandflungitatthewolfwithallhismight!Instantlyhestormedtowardsthecarathisdesperateeffort.Butthebikedidn'tmakeabigdifference.Thebeastchasedhimandplungedathim,bitinghisanklethemomentheflungopenthedoor.Asurgeofpainpiercinghisbody,Mactightenedhisgriponthedoorhandle.“Gotohell!”Hegaveaheavykickatitsheadandflunghimselfintothecar.Rightbeforehecouldslamthedoor,Paulsteppedhardonthepedalandthecarwhizzedoff,leavingthebeasthowlingbehind.“Damnit!”Mac,withallthebreathknockedoutofhim,laywherehefell,“JesusChrist!Thankyou!”2017年6月高考故事續(xù)寫習(xí)作范例“Hopin!”Paulr對話描寫：簡短+地道+量少MomandI,asurgeoffragrancesweepingover,trodlightlythroughdaisies,liliesandacoupleofunknownflowers.“Wow!”Imurmuredtomyself,“IwishIhadbeenhereearlier!”Pickingaflower,Idashedtomom.“Here!”Ireachedoutmyhand,“Thisisforyou.”Mom,withherfacecracking/broadeningintoabright/bigsmile,tookitover,“Thankyou,sweetheart!”Mombentdown,sweepingmeintoahug.Lookingupatthesky,wesawsunlightfilteringthroughoverlappedclouds.對話描寫：簡短+地道+量少MomandI,asurgeoff環(huán)境描寫：烘托氣氛、畫龍點睛從視覺角度描寫環(huán)境可以分類為社會環(huán)境和自然環(huán)境的描寫。其中，社會環(huán)境是指能反映社會、時代特征的建筑、場所、陳設(shè)等景物以及民俗民風(fēng)等。自然環(huán)境是指自然界的景物，如季節(jié)變化、風(fēng)霜雨雪、山川湖海、森林原野等，對表現(xiàn)人物身份、地位、行動，表達人物心情，渲染氣氛都具有重要作用。在故事續(xù)寫中，自然環(huán)境的描寫更加易用，并且，一般來說，故事續(xù)寫中的場景主要發(fā)生在戶外的大自然中，這也為自然環(huán)境的描寫提供了充分機會。環(huán)境描寫：烘托氣氛、畫龍點睛從視覺角度描寫環(huán)境可以分類為社會2016年10月高考一篇高分作文的開頭首句：Paragraph1:Butnomorehelicopterscameanditwasgettingdarkagain.Clustersofstarsdecoratedthevastsky,weaklyshininginthemoon-eclipseddarkness.Paragraph2:ItwasdaybreakwhenJanewokeup.Sunshineembracedtheforestplain.2016年10月高考一篇高分作文的開頭首句：Paragrap聲音描寫飛禽走獸花鳥魚蟲，金木水火土風(fēng)雷電聲音描寫飛禽走獸花鳥魚蟲，金木水火土風(fēng)雷電聲音描寫例句一、單獨成句，加感嘆號或者省略號Crack!Thestickbrokeintwo.二、擬聲詞可以做動詞/名詞1.Thecockintheyardcroweditsfirstround.2.Hefeltasifhemustshoutandsing,heseemedtohearabouthimtherustleofunceasingandinnumerablewings.三、擬聲詞做副詞Thelogswereburningbrisklyinthefire.聲音描寫例句一、單獨成句，加感嘆號或者省略號Crack!T夯實基礎(chǔ)Input&Output夯實基礎(chǔ)Input&Output01Input1.教材2.課外素材01Input1.教材2.課外素材教材的使用ASadStoryHealthyEatingPowerofNature......教材的使用ASadStoryHealthyEating必修三課文拓展范例：“Em…”LiFangfalteredwithembarrassment.“Tobehonest,Imadeamistake.Ithoughtweweresupposedtomeetatthecoffeeshop.”“Areyouserious?”SaidHuJin,“Howcarelessyouare!Didyoupayanyattentiontothisdate?Itwasawasteoftimewaitingforyou!“It'sallmyfault.”SaidLiFang,“I'msosorry,Iwasalwayscomplainingthatyoudidn'tturnup,butIhadnevermanagedtothinkthatitwasIthatmixedupwiththecoffeeandtea.However,Iboughtagiftforyou.Thoughitwasthrownbyme.CanIbuysomethingelseasanapologyforyou?Afterall,Iloveyou!”Afterhearinghiswords,HuJindidnotannoyanymore.Infact,sheknewthattheylovedeachother,soshesaid:”Yourapologyisaccepted.Ishouldhavecalledyoujustnow.Andway,Iloveyou,too.”Afteraconversation,theybrokedownthebarriersbetweenthem,andtheyleadahappylifeforever.必修三課文拓展范例：“Em…”LiFangfalteredw課外素材開發(fā)電影讀本典范英語地道經(jīng)典英美國家英文原版教材改編權(quán)威大學(xué)英語課文提升英語流利說文本精選流行課外素材開發(fā)電影讀本典范英語地道經(jīng)典英美國家英文原版教材改編02Output1.從小做起：單句寫作2.點滴匯聚：片段寫作（場景描寫3.一氣呵成：故事續(xù)寫等）02Output1.從小做起：單句寫作2.點滴匯聚：片段寫作單句寫作是文章的“細胞”教師需要引導(dǎo)學(xué)生創(chuàng)作各種情況中的單句描寫，如在各種情感中可以使用的單句，各種邏輯情況下可以使用的單句。例如：描寫“情感”的單句喜、怒、哀、慮、懼、驚、激、期、疑、恨、妒、閑、尬單句寫作是文章的“細胞”教師需要引導(dǎo)學(xué)生創(chuàng)作各種情況中的單句場景寫作是文章的“血肉”場景分類：1.時間角度：早、中午、傍晚、夜晚2.天氣角度：晴天、陰天、雨天、雪天……3.地點角度：金（戶內(nèi)）、木（森林）、水（溪湖河海）、火、土（郊外、山地）4.事件性質(zhì)角度：正面（開心）、負面（傷心、危險）場景寫作是文章的“血肉”場景分類：1.時間角度：早、中午、傍故事續(xù)寫（平時習(xí)作）?要求學(xué)生必須使用自己寫過、積累過的單句、場景寫作素材。?沒有人天生是莎士比亞，學(xué)生需要的，更多是積累與熟練。?多角度、有規(guī)劃、循序漸進地推進高中三年的教學(xué)故事續(xù)寫（平時習(xí)作）?要求學(xué)生必須使用自己寫過、積累過的單句沖刺提高Limits+Guidance=Accuracy沖刺提高Limits+Guidance=Accuracy考前最后沖刺階段Limits+Guidance=Accuracy1.Limits:Usethemostimpressivesentencestructures.2.Guidance:(1)Pre-writing:Offerdifferentkindsofexamplesofthewholestories.(2)Post-writing:Cataloguedifferentexpressions考前最后沖刺階段Limits+Guidance=Accura后話合作寫作閱讀后話合作寫作閱讀You!ThankYou!Thank故事續(xù)寫教學(xué)研討故事續(xù)寫教學(xué)研討?題型分析?寫作技能?基礎(chǔ)夯實?沖刺提高?題型分析?寫作技能?基礎(chǔ)夯實?沖刺提高題型分析題型分析高考故事續(xù)寫發(fā)展歷程始于2016年10月時間：日?夜?日?夜?日地點：森林人物：夫妻事件：迷路高考故事續(xù)寫發(fā)展歷程始于2016年10月時間：日?夜?日?夜2017年6月時間：日地點：野外人物：朋友事件：遇狼2017年11月時間：日?夜?日地點：戶外人物：家人事件：旅行2018年6月時間：日?夜地點：草原?森林人物：父子事件：迷路Future?2017年6月時間：日地點：野外人物：朋友事件：遇狼2017時間日夜兼有地點戶外室內(nèi)？故事續(xù)寫人物夫妻朋友家人師生?總結(jié)故事續(xù)寫?？疾煊忻?、有危機的事件。情節(jié)矛盾（人&人）(人&動物)(人&自然)時間日夜兼有地點戶外室內(nèi)？故事續(xù)寫人物夫妻朋友家人師生?總結(jié)題型分析：輸入文本輸入文本文本提示與結(jié)構(gòu)?續(xù)寫原文?Para.1首句?Para.2首句70%?十個關(guān)鍵詞題型分析：輸入文本輸入文本文本提示與結(jié)構(gòu)?續(xù)寫原文?Para?確定主題?根據(jù)Para.1與Para.2開頭語的提示內(nèi)容以及原文最后一段的情節(jié)，確定Para.1開頭與結(jié)束可能出現(xiàn)的情節(jié)?根據(jù)Para.2開頭語的提示內(nèi)容以及文章的主題，確定第二段開頭可能出現(xiàn)的情節(jié)以及結(jié)尾部分內(nèi)容?10個關(guān)鍵詞在一定程度上確定了情節(jié)發(fā)展的一些主要因素，包括了主要人物(maincharacter)、主要地點(place)、主要事件(event)以及主要場景(scene)等。所以，我們可以通過分析10個劃線關(guān)鍵詞預(yù)測續(xù)寫部分可能出現(xiàn)的情節(jié)，根據(jù)需要選擇關(guān)鍵詞?確定主題?根據(jù)Para.1與Para.2開頭語的提示內(nèi)容以AVacationwithMyMother（2017.06）?Ihadaninterestingchildhood.Itwasfilledwithsurpriseandamusement,allbecauseofmymother---loving,sweet,yetabsent-mindedandforgetful.OnestrangefamilytripwetookwhenIwaselventellsalotabouther.?MytwosetsofgrandparentslivedinColoradoandNorthDakota,andmyparentsdecidedtospendafewweeksdrivingtothosestatesandseeingallthesightsalongtheway.Asthefirstdayofourtripapproached,David,myeight-year-oldbrother,andIunwillinglysaidgoodbyetoallofourfriends.Whoknewifwewouldeverseethemagain?Finally,themomentofourdeparturearrived,andweloadedsuitcases,books,games,campingequipment,andatentintothecarandbravelydroveoff.Webravelydroveoffagaintwohourslaterafterwe'dreturnedhometogetthepurseandtraveler‘schecksMomhadforgotten.?DavidandIwerealwaysalittlenervouswhenusinggasstationbathroomifMomwasdrivingwhileDadslept:“Youstandoutsidethedoorandplaylookout(放哨)whileIgo,andI'llstandoutsidethedoorandplaylookoutwhileyougo.”Ihadterriblepicturesinmymind:“Honey,wherearethekids?”“What?!Oh,Gosh…Ithoughttheywerebeingawfullyquite.”Wewereneveractuallyleftinastrangecity,butwewerenotabouttotakeanychance.?Onthefourthorfifthnight,wehadtroublefindingahotelwithavacancy.Afterdrivinginvainforsometime,Momsuddenlygotagreatidea:Whydidn'twefindahousewithalikely-lookingbackyardandaskifwecouldsetuptentthere?DavidandIbecamenervous.Toourgreatrelief,Dadturneddowntheidea.Momnevercouldunderstandourobjections(反對).Ifastrangefamilyshoweduponherfrontdoorstep,Momwouldhavebeendelighted.Shethinkseveryoneintheworldisasniceassheis.Wefinallyfoundavacancyinthenexttown.AVacationwithMyMother（201注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2.至少使用5個短文中標有下劃線的關(guān)鍵詞語；3.續(xù)寫部分分為兩段，每段的開頭語已為你寫好；4.續(xù)寫完成后，請用下劃線標出你所使用的關(guān)鍵詞語。Paragraph1:Thenextdaywerememberedthebrand-newtentwehadbroughtwithus.Paragraph2:Wedrovethroughseveralstatesandsawlotsofgreatsightsalongtheway.注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2.至少使用5?主題：Avacationwithmyloving,sweet,yetabsent-mindedandforgetfulmum.?第一段情節(jié)：thebrand-newtent，forget,solvetheproblem?第二段情節(jié)：greatsightsindifferentstates?關(guān)鍵詞分類：whoMomDadDavidhowabsent-minded;forgetful;nicewhatcampingtroubletenttrip?關(guān)鍵詞分布：第一段：mom,dad,David，forget,tent第二段：trip,nice?主題：Avacationwithmyloving寫作技能Plots&Language寫作技能Plots&Language01Plots|情節(jié)推進1.問題鏈推進2.時間推進3.情感推進01Plots|情節(jié)推進1.問題鏈推進2.時間推進3.情感推問題鏈推進通過故事“六要素”設(shè)計問題鏈問題鏈推進通過故事“六要素”設(shè)計問題鏈教學(xué)案例以人教版高中英語必修教材第三模塊Unit1UsingLanguage：ASADLOVESTORY為例，該文本是一篇典型的敘事類文本。上課教師根據(jù)“六要素”（5W1H）梳理已知文本情節(jié)，即：1.Whendidthestoryhappen?2.Wheredidthestoryhappen?3.Whowerethemaincharacters?4.Whathappenedonthatday?5.Whydidhedoso?6.HowcouldLiFangsolvetheproblem?教學(xué)案例以人教版高中英語必修教材第三模塊Unit1Usi最后一個問題，HowcouldLiFangsolvetheproblem?其實是對下文未知情節(jié)的推斷。但是，問題6的切口比較大，學(xué)生常常不知道該如何回答。因此，可以按照上文中對第二輪問題鏈設(shè)計的思路，將疏導(dǎo)未知情節(jié)的問題6再細化成：1.WhatwouldhesaytoHuJin?(HowwouldheexplainthesituationtoHuJin?)2.WhatwouldHuJinsayafterhearingthenews?3.WhatwouldLiFangandHuJindonext?4.Howdidtheyfeel?這些問題更細化且切口更小，更容易回答。最后一個問題，HowcouldLiFangsolve根據(jù)這樣的問題鏈和討論的結(jié)果，學(xué)生撰寫了故事的結(jié)局。以下為學(xué)生習(xí)作：“Em…”LiFangfalteredwithembarrassment.“Tobehonest,Imadeamistake.Ithoughtweweresupposedtomeetatthecoffeeshop.”“Areyouserious?”SaidHuJin,“Howcarelessyouare!Didyoupayanyattentiontothisdate?Itwasawasteoftimewaitingforyou!“It'sallmyfault.”SaidLiFang,“I'msosorry,Iwasalwayscomplainingthatyoudidn'tturnup,butIhadnevermanagedtothinkthatitwasIthatmixedupwiththecoffeeandtea.However,Iboughtagiftforyou.Thoughitwasthrownbyme.CanIbuysomethingelseasanapologyforyou?Afterall,Iloveyou!”Afterhearinghiswords,HuJindidnotannoyanymore.Infact,sheknewthattheylovedeachother,soshesaid:”Yourapologyisaccepted.Ishouldhavecalledyoujustnow.Andway,Iloveyou,too.”Afteraconversation,theybrokedownthebarriersbetweenthem,andtheyleadahappylifeforever.根據(jù)這樣的問題鏈和討論的結(jié)果，學(xué)生撰寫了故事的結(jié)局。以下為學(xué)時間推進Inthemorning,theyawokeoutsideanotherHowardJohnson's,andthistimeVingowentin.Thegirlinsistedthathejointhem.Heseemedveryshy,andorderedblackcoffeeandsmokednervouslyastheyoungpeoplechatteredaboutsleepingonbeaches.Whentheyreturnedtothebus,thegirlsatwithVingoagain,andafterawhile,slowlyandpainfully,hetoldhisstory.HehadbeeninjailinNewYorkforthepastfouryears,andnowhewasgoinghome.----GoingHome時間推進Inthemorning,theyawokeouts情感推進分析各個角色的“情感線”情感推進分析各個角色的“情感線”2016年11月高考續(xù)寫典型案例(段二)ItwasdaybreakwhenJanewokeup.Sunshineembracedtheforestplain.Inhersleepyeyes,ahelicopterwasrightinthesky.Wildwithjoy,shejumpedup,grabbingtheblouseandflourishingitwhilecrying.Thehelicopterspottedherandbegantolandonthegrass.“It'sTom!Iknowhewill…h(huán)ewillcome!”ApairofquiveringhandreachedJane'scheek.“ThankGod!Ifanythinghappenedtoyou,I'llneverforgivemyself.Theyhuggedmoretightly.I'msorry.Janesaid.情感可以是：adjectives,verbs,repetitions,conversations2016年11月高考續(xù)寫典型案例(段二)Itwasdaybr02Language02Language動作描寫范例（頭部描寫范例）頭發(fā)：1.sthmakeone'shairrise使頭發(fā)豎起來（怒懼驚激）2.runone'sfingerthroughone'shair撩頭發(fā)3.comb梳頭發(fā)眉毛：1.sbfrown皺眉2.raise/cockone'seyebrows（表驚訝）/eyebrow（表懷疑）翹起眉毛/挑眉耳朵：1.one'searsperk/prickup/sbperk/prickupone'searsatthesoundof豎起耳朵聽…眼睛：1.aflashof…crossone'seyes眼中閃過一陣…2.blink眨眼3.rollone'seyes翻白眼4.meetone'sgaze迎著/迎視某人目光5.eyesdarttowards眼睛掃向6.stareat凝視7.glareat怒視臉頰：sbwinceatasuddenpain畏縮，臉部肌肉的抽搐（疼痛/不安）動作描寫范例（頭部描寫范例）頭發(fā)：1.sthmakeon2017年6月高考故事續(xù)寫習(xí)作范例“Hopin!”PaulroaredatMac.Sensingarayofhope,Macjumpedofthebikeandflungitatthewolfwithallhismight!Instantlyhestormedtowardsthecarathisdesperateeffort.Butthebikedidn'tmakeabigdifference.Thebeastchasedhimandplungedathim,bitinghisanklethemomentheflungopenthedoor.Asurgeofpainpiercinghisbody,Mactightenedhisgriponthedoorhandle.“Gotohell!”Hegaveaheavykickatitsheadandflunghimselfintothecar.Rightbeforehecouldslamthedoor,Paulsteppedhardonthepedalandthecarwhizzedoff,leavingthebeasthowlingbehind.“Damnit!”Mac,withallthebreathknockedoutofhim,laywherehefell,“JesusChrist!Thankyou!”2017年6月高考故事續(xù)寫習(xí)作范例“Hopin!”Paulr對話描寫：簡短+地道+量少MomandI,asurgeoffragrancesweepingover,trodlightlythroughdaisies,liliesandacoupleofunknownflowers.“Wow!”Imurmuredtomyself,“IwishIhadbeenhereearlier!”Pickingaflower,Idashedtomom.“Here!”Ireachedoutmyhand,“Thisisforyou.”Mom,withherfacecracking/broadeningintoabright/bigsmile,tookitover,“Thankyou,sweetheart!”Mombentdown,sweepingmeintoahug.Lookingupatthesky,wesawsunlightfilteringthroughoverlappedclouds.對話描寫：簡短+地道+量少MomandI,asurgeoff環(huán)境描寫：烘托氣氛、畫龍點睛從視覺角度描寫環(huán)境可以分類為社會環(huán)境和自然環(huán)境的描寫。其中，社會環(huán)境是指能反映社會、時代特征的建筑、場所、陳設(shè)等景物以及民俗民風(fēng)等。自然環(huán)境是指自然界的景物，如季節(jié)變化、風(fēng)霜雨雪、山川湖海、森林原野等，對表現(xiàn)人物身份、地位、行動，表達人物心情，渲染氣氛都具有重要作用。在故事續(xù)寫中，自然環(huán)境的描寫更加易用，并且，一般來說，故事續(xù)寫中的場景主要發(fā)生在戶外的大自然中，這也為自然環(huán)境的描寫提供了充分機會。環(huán)境描寫：烘托氣氛、畫龍點睛從視覺角度描寫環(huán)境可以分類為社會2016年10月高考一篇高分作文的開頭首句：Paragraph1:Butnomorehelicopterscameanditwasgettingdarkagain.Clustersofstarsdecoratedthevastsky,weaklyshininginthemoon-eclipseddarkness.Paragraph2:ItwasdaybreakwhenJanewokeup.Sunshineembracedtheforestplain.2016年10月高考一篇高分作文的開頭首句：Paragrap聲音描寫飛禽走獸花鳥魚蟲，金木水火土風(fēng)雷電聲音描寫飛禽走獸花鳥魚蟲，金木水火土風(fēng)雷電聲音描寫例句一、單獨成句，加感嘆號或者省略號Crack!Thestickbrokeintwo.二、擬聲詞可以做動詞/名詞1.Thecockintheyardcroweditsfirstround.2.Hefeltasifh