初中英語讀后續(xù)寫概要寫作教案

PAGEPAGE1目錄TOC\o"1-1"\h\z\uLesson1讀后續(xù)寫導(dǎo)入 2Lesson2分析與發(fā)展情景模式 21Lesson3添加細(xì)節(jié)構(gòu)建句群 34Lesson4沿用語言特點與詞匯句式升級 53Lesson5讀后續(xù)寫綜合訓(xùn)練 73Lesson6概要初識，歸納篩選 88Lesson7提煉合并，變換表達(dá) 108Lesson8邏輯銜接，綜合練習(xí) 131

Lesson1讀后續(xù)寫導(dǎo)入學(xué)習(xí)目標(biāo)1、了解讀后續(xù)寫命題規(guī)律和趨勢：考試要求、評分標(biāo)準(zhǔn)、考查特點和選材特點。2、范文賞析--讀后續(xù)寫常見問題：高分范文和低分范文對比，指出低分問題。3、掌握讀后續(xù)寫寫作步驟：讀-思-寫-劃。4、能夠準(zhǔn)確歸納文本大意，推斷敘述意圖。課前檢測【15min】一、閱讀下列短文，選出影響文章邏輯與銜接的句子，并說出理由。①Theparkwasempty,exceptforachildwhostoodjustontheothersideofthefence,alittlegirlaboutsevenyearsold,thinandpale,withdarkeyesanddarkhair—cutshortandragged.②Thestatisticsonneglectedchildreninourcountryprobablyfallshortoftheactualnumber.③Thechildworenocoat,onlyabrowncottonskirtthatwastoobigforherandasolid,long-sleevedyellowblousewithrhine-stonebuttons.④Herfingernailsweredirtyandbroken,thetipsofherfingersbluewithcold.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________答案：上文中的句②影響了文章的邏輯與銜接。這個句子用客觀的語氣總結(jié)性陳述了“被忽視的孩子的統(tǒng)計數(shù)量可能比實際的少”。而其他句子都用來描寫一個特別的孩子，屬于小說的風(fēng)格，無論是意義還是文句，句②與其他三句都不一致。二、閱讀下列短文，判斷其情節(jié)是否完整，并說出理由。WhenAlicewassixteen,Iwastheonewhowantedtorunawayfromhome.itwaspainfultoseethechangescomingoverher.Sheskippedschool,andrefusedtocommunicate.Itriedbeingfirm,butitdidn’twork.Isawadarkfutureformyoncesweetdaughter.OneschooldayAlicereturnedhomeverylate.Withaquarrelinview,IwassurprisedtoseeAlicewasworried.“IhopeIdidtherightthing,Mom,”Alicesaid.“Isawacat,allbloodybutalive.Icarriedittothevet’s,andwasaskedtomakepaymentimmediately.AsIcouldn’treachanyoneatthephonenumberonthecat’stag,Ihadtopaythebill.”Inthefollowingdays,theownerstillcouldn’tbecontacted.Alicepaidthevettocontinuetreatment.Igrewanxious,whatifthefamilyhadsimplyleftthecatbehind?Aweekwentby.AwomancalledtospeaktoAlice.“Sheisatschool.”Isaid.“Youhaveawonderfuldaughter,”shesaid,apparentlyintears.Herfamilyhadjustreturnedfromabroad,andgotamessagefromthevet.Theircatwasrecovering,thankstoAlice’shelp.”Wecan’twaittohugCuddlesagain.”shesobbed.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________答案：本文開始部分寫到母親對于處于叛逆期的女兒很是頭疼，接著敘述了一件女兒救助小貓的事情。但就全文而言，這一事件與開始母親眼中那個“未來一片黑暗”的女兒不相符，因缺乏中間情節(jié)，本文的結(jié)尾也無法與開頭呼應(yīng)或者產(chǎn)生聯(lián)系，情節(jié)不完整的記敘文會令讀者無法理解作者的寫作意圖。三、閱讀下列短文，判斷其組織結(jié)構(gòu)是否合理；如不合理，請說明理由并重新排序。①Ontheway,wespottedamanholdingapieceofpaperthatsaid,“Lostmyjob.Familytofeed.”②Theygotapples,asandwichandabottleofjuice.Thenmy17-year-oldsuggestedgivinghimagiftcard.③Inthestore,Iaskedeachofmykidstopicksomethingtheythoughtour“friend”therewouldappreciate.④Ithoughtaboutit.Wewerelowoncashourselves...⑤MykidsandIwereheadingintothesupermarketovertheweekend.⑥Whenwehandedhimthebagoffood,helitupandthankeduswithwateryeyes.⑦Steepingoutnotonlyhelpedabrotherinneed,italsogavemykidsthesweettasteofhelpingothers.⑧Allthekidsdeclaredsomethingtheycoulddoawaywithfortheweek.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________答案：本文的組織結(jié)構(gòu)不合理。首先通讀整段，掌握其大意為“我”帶孩子去超市，并買東西幫助了一個人，所以文章開頭應(yīng)該為⑤。其次，梳理人物關(guān)系，第①出現(xiàn)的求助男士與第③句中出現(xiàn)“our‘friend’”，以及第⑦句中的“abrotherinneed”應(yīng)該指同一個人。但場景的無序性轉(zhuǎn)換讓人無法理解人物之間的關(guān)系。另外，文章中的動作先后順序很混亂，如應(yīng)該先“spottedamanholding...”，然后決定幫助他等等。通過梳理文章中的人物和事件發(fā)生的先后主次關(guān)系，重新組織本文結(jié)構(gòu)，合理的順序為：⑤①③②④⑧⑥⑦。課中講解一、讀后續(xù)寫命題規(guī)律和趨勢（一）考試要求讀后續(xù)寫作為浙江英語高考題型,以及山東省高考英語改革后的新題型,是一種常見的“給材料作文”,符合高考大綱對學(xué)生英語語言知識運用能力考查的要求。它要求學(xué)生在閱讀完一篇還未寫完的文章之后,根據(jù)所給出的開頭語和關(guān)鍵詞語把這篇未寫完的文章補(bǔ)充完整。讀后續(xù)寫要緊扣文章前文所述,去推想之后可能出現(xiàn)的情況,要展開合理、充分的想象,構(gòu)思適當(dāng)?shù)那楣?jié),寫成一篇完整的文章，主要考查學(xué)生的記敘文閱讀理解能力，由讀到寫的思維能力和記敘文書面表達(dá)能力。讀后續(xù)寫有助于培養(yǎng)學(xué)生的想象能力、創(chuàng)新思維能力和語言表達(dá)能力。（二）評分標(biāo)準(zhǔn)Ⅰ、評分原則1.本題總分為25分,按5個檔次給分。2.評分時,先根據(jù)所續(xù)寫短文的內(nèi)容和語言初步確定其所屬檔次,然后以該檔次的要求來衡量、確定或調(diào)整檔次,最后給分。3.詞數(shù)少于130的,從總分中減去2分。4.評分時,應(yīng)主要從以下四個方面考慮：（1）與所給短文及段落開頭語的銜接程度；（2）內(nèi)容的豐富性和對所標(biāo)出關(guān)鍵詞語的應(yīng)用情況；（3）應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性；（4）上下文的連貫性。5.拼寫與標(biāo)點符號是語言準(zhǔn)確性的一個重要方面,評分時,應(yīng)視其對交際的影響程度予以考慮。6.如書寫較差以致影響交際,可將分?jǐn)?shù)降低一個檔次。Ⅱ、各檔次的給分范圍和要求檔次描述第五檔（21—25）—與所給短文融洽度高,與所提供各段落開頭語銜接合理。—內(nèi)容豐富,應(yīng)用了5個以上短文中標(biāo)出的關(guān)鍵詞語。—所使用語法結(jié)構(gòu)和詞匯豐富、準(zhǔn)確,可能有些許錯誤,但完全不會影響意義表達(dá)?！行У厥褂昧苏Z句間的連接成分,使所續(xù)寫短文結(jié)構(gòu)緊湊。第四檔（16—20）—與所給短文融洽度較高,與所提供各段落開頭語銜接較為合理?！獌?nèi)容比較豐富,應(yīng)用了5個以上短文中標(biāo)出的關(guān)鍵詞語?！褂谜Z法結(jié)構(gòu)和詞匯較為豐富、準(zhǔn)確,可能有些許錯誤,但不影響意義表達(dá)。—比較有效地使用了語句間的連接成分,使所續(xù)寫短文結(jié)構(gòu)緊湊。第三檔（11—15）—與所給短文關(guān)系較為密切,與所提供各段落開頭語有一定程度的銜接。—寫出了若干有關(guān)內(nèi)容,應(yīng)用了4個以上短文中標(biāo)出的關(guān)鍵詞語。—應(yīng)用的語法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求,雖有一些錯誤,但不影響意義表達(dá)?！獞?yīng)用簡單的語句間連接成分,使全文內(nèi)容連貫。第二檔（6—10）—與所給短文有一定的關(guān)系,與所提供各段落開頭語有一定程度的銜接?！獙懗隽艘恍┯嘘P(guān)內(nèi)容,應(yīng)用了3個以上短文中標(biāo)出的關(guān)鍵詞語?！Z法結(jié)構(gòu)單調(diào),詞匯項目有限,有些語法結(jié)構(gòu)和詞匯方面的錯誤,影響了意義的表達(dá)?！^少使用語句間的連接成分,全文內(nèi)容缺少內(nèi)容連貫性。第一檔（1—5）—與所提供短文和開頭語的銜接較差?！a(chǎn)出內(nèi)容太少,很少使用短文中標(biāo)出的關(guān)鍵詞語?！Z法結(jié)構(gòu)單調(diào),詞匯項目很有限,有較多語法結(jié)構(gòu)和詞匯方面的錯誤,嚴(yán)重影響了意義的表達(dá)?！狈φZ句間的連接成分,全文內(nèi)容不連貫。0白卷、內(nèi)容太少無法評判或所寫內(nèi)容與所提供內(nèi)容無關(guān)。（三）考查特點1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2.應(yīng)使用5個以上短文中標(biāo)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(biāo)出你所使用的關(guān)鍵詞語。（四）選材特點1.所需閱讀的短文詞數(shù)在350以內(nèi)；2.多以記敘文故事類文章或者夾敘夾議類文章為主,故事情節(jié)有曲折、有起伏,但是,故事線索的邏輯性比較強(qiáng)。二、范文賞析閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個完整的故事。Theeventthatstandsoutin

Tom’smemoryhappenedonemorningwhenTomwasonlytenyearsold.Hewasathomewithhiseldersister

Jane.Tomwasdoinghishomeworkwhenheheardraisedvoices.Atfirsthethoughtnothingofitsincecustomersinthemotorcycleshopdirectlybelowtheir

flat

oftenbecameloud,buthesoonrealizedthistimeitwasdifferent.“Quick!

Quick!Removethemotorcyclesfromtheshop.”someoneyelled.Thenathickburningsmellfilledtheair.WhenTomopenedthefrontdooroftheirflattoinvestigate,athickcloudof

smoke

greetedhim.Themotorcycleshophadcaughtfireandpeoplewererunningandcrying.Jane,whohadbeenplayingtheviolininherroom,hurriedtothelivingroom.They

rushed

outofthe

door

andalongthecorridor（走廊）throughthesmoke.TheywereheadingtowardsthestairwayatthefarendofthecorridorwhenJanestoppedinhertrack.Sheturnedaroundandheadedbackthewaytheycame.Tomhadnoideawhatshewasdoing,buthefollowedsuit.Janehadsuddenlyrememberedtheladyinher70swholivednextdoortothem,whotheycalledMakcik,Malayforauntie.JanebeganbangingonMakcik’sdoor,butgotnoanswer.Asthesmokethickenedaroundthem,Tomcouldseemanyoftheirneighbors—somestillintheirpajamas—runningforsafety.Thethoughtof

fear

crossedhismind.

“Shewouldhaverunforsafetylikeeveryoneelse!”Tomcried.However,Janerefusedtogiveup.“IknowMakcik’sstillinside.”ShesaidshewasfamiliarwithMakcik’sdailyroutineandwascertainshewouldstillbesleeping.She

pounded

thedoor.“Go

downstairs.Gonow!Go!”

注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2.應(yīng)使用5個以上短文中標(biāo)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(biāo)出你所使用的關(guān)鍵詞語。Paragraph1:Tomnoticedtheflamewasreachingup.

________________________________________________________________________________________________________________________________________________________Paragraph2:Luckily,someneighborspassingbystoppedandofferedhelp.

______________________________________________________________________________________________________________________________________1.優(yōu)秀作文--作文檔次與得分區(qū)間：第五檔（21-25分）Paragraph1:Tomnoticedtheflamewasreachingup.Frozenwithfear,hestoodrootedtothespot.HecomprehendedthegravityofthesituationandheldJane’shadtightly.Atthattime,bothofthemwerecoughingandtheireyeswerestinging.Timeseemedtostandstill,thoughtheywereprobablythereforonlytwoorthreeminutes.TombeggedJanetorunforsafetyasquicklyaspossible.Janetriedtoshieldhernosefromthechokingsmokeandshookherhead.Shekeptpoundingagainstthedoor.Tomburstoutcrying.Paragraph2:Luckily,someneighborspassingbystoppedandofferedhelp.AsenseofstrengthimmediatelyreplacedthemountingfearandanxietyinJane’smind.ShetoldthemMakcikmustbestillintheroom.Theyforcedthedooropenwithalltheirmight.Sureenough,Makcikwaslyinginbed,unconscious.Shewascarrieddownstairsandthenrushedtothehospital,whereshefinallycametoherself.PeopleintheneighborhoodfeltrelivedandJaneandTom’sjoywasimmense.與所給短文及段落開頭與的銜接程度：續(xù)寫部分承接了故事的脈絡(luò)，從原文的公寓失火，Jane趕回去救老婦人到續(xù)寫部分克服困難得以成功救人，符合原文的情節(jié)發(fā)展。另外，續(xù)寫部分與兩段的開頭語銜接也十分緊密。內(nèi)容的豐富性和對所給關(guān)鍵詞與的覆蓋情況：續(xù)寫內(nèi)容豐富，由救人的危險和困難到眾人幫忙，最后一起脫險，情節(jié)合理又豐富。關(guān)鍵詞語的使用方面，本篇合理地利用了10個關(guān)鍵詞語里面的8個展開劇情。應(yīng)用語法結(jié)構(gòu)與詞匯的豐富性和準(zhǔn)確性：本文運用定語從句（Shewascarrieddownstairsandthenrushedtothehospital,whereshefinallycametoherself.）等語法結(jié)構(gòu)，更是準(zhǔn)確運用了root、comprehend、sting、shield、immense等好詞，使得全文十分生動形象。上下文的連貫性：續(xù)寫部分情節(jié)銜接緊湊連貫，句子之間意義緊密相連。也有銜接詞though和Sureenough等來承接情節(jié)的變化，因此全文十分連貫。2.中檔作文—作文檔次和得分區(qū)間：第四檔（16-20分）Paragraph1:Tomnoticedtheflamewasreachingup.Thefireseemedtobeeverywhere.Hewastooafraidtomove.Suddenly,Janeyelledathim,“Comeon!Helpmetoopenthedoor!”theytriedagainandagainbutthedoorcouldn’topen.Indespair,TomaskedJanetorundownstairstogether.Janedidn’tlisten.Shewasdeterminedtosavetheoldlady.Shekeptpoundingagainstthedoor.Tomburstoutcrying.Paragraph2:Luckily,someneighborspassingbystoppedandofferedhelp.Withsomanypeoplehavingcome,Tomwasmuchmorerelaxed.JanetoldthemMakcikmustbestillintheroom.Together,theyfinallyopenedthedoor.OneofthemcarriedMakcikonhisbackandran.Theyfollowedbehind.Then,everybodywassafe.Janecriednotbecauseshewassadbutbecauseshewastoohappyandtooexcited.Tomlaughed,cametoJaneandgaveherabighug.與所給短文及段落開頭與的銜接程度：續(xù)寫部分沿著原文故事的發(fā)展方向，繼續(xù)寫Jane堅持救人并成功逃出火場，復(fù)合原文的情節(jié)發(fā)展。另外，續(xù)寫的內(nèi)容與兩段的開頭語銜接十分緊密。內(nèi)容的豐富性和對所給關(guān)鍵詞與的覆蓋情況：續(xù)寫情節(jié)十分合理，由情勢危急而開不了老婦人的門，到眾人幫忙而成功，既體現(xiàn)了Jane的美好品德，也體現(xiàn)了團(tuán)結(jié)的重要性。關(guān)鍵詞語的使用方面，本篇合理地利用了10個關(guān)鍵詞語中的5跟展開劇情。應(yīng)用語法結(jié)構(gòu)與詞匯的豐富性和準(zhǔn)確性：本文運用了一些too...to，with獨立主格結(jié)構(gòu)等號的結(jié)構(gòu)，雖然用詞上比較普通，但是沒有錯誤且基本準(zhǔn)確。上下文的連貫性：續(xù)寫部分情節(jié)銜接緊湊連貫，也注意句子之間的銜接，因此全文十分連貫。3.低檔作文—作文檔次與得分區(qū)間：第二檔（6-10分）Paragraph1:Tomnoticedtheflamewasreachingup.Tomwascrying.Hedon’tknowwhy.WhenJanesaid,“Comeon!Don’tcry!Weneedtosaveher.Weneedtobrave!”Tomstoppedcry.Tomtrytoopenthedoor.AndJanetrytoo.Thentheypulltogether.Great!Thedoorwasopened.Oh!Shewassleeping!Janemadehimwakeupbutfail.Tomwantedtocarryher.ButMakcikwastooheavy.Tomcan’tcarry.Paragraph2:Luckily,someneighborspassingbystoppedandofferedhelp.Butactually,theydon’thelp.Whentheyseethebigfire,theyjustranaway.Tomwassad,buthewasalsoangry.Hesaid,“Don’tworry!Icancarryher.”Tomtryveryhard.JanewasveryhappytoseeastrongTom.Theydidn’tnotranquicklybuttheycameout.Afterthat,firemancameintheirtruck.Andquicklytheyputoutfire.與所給短文及段落開頭與的銜接程度：與所給短文有一定關(guān)系，情節(jié)在一定程度上與原文的聯(lián)系不緊密，且開頭語中有offeredhelp，所以眾人不幫助有些違背邏輯。另外，與開頭語銜接也不是特別好，例如第一段所續(xù)寫的第一句與第一段的開頭語銜接不融洽。內(nèi)容的豐富性和對所給關(guān)鍵詞與的覆蓋情況：寫出了一些有關(guān)的內(nèi)容，但是較為簡單單調(diào)，又有一定的邏輯不合理的情況，且僅僅用了4個劃線詞語。應(yīng)用語法結(jié)構(gòu)與詞匯的豐富性和準(zhǔn)確性：文章句式單調(diào)，大多為簡單句。詞匯運用較少，而且有不少語法錯誤。例如通篇存在的動詞時態(tài)問題，一定程度上影響了意思的表達(dá)。上下文的連貫性：上下文連貫性欠佳。由于文章邏輯上欠合理，上下文的銜接生硬。三、讀后續(xù)寫寫作步驟Ⅰ.讀1.精讀文章,確定文章線索。如是以時間為線索還是以空間為線索等,這有利于“順藤摸瓜”。2.仔細(xì)審題,明確續(xù)寫要求。如字?jǐn)?shù)限制、使用幾處下劃線關(guān)鍵詞語、續(xù)寫段落的首句提示等,做到“心中有數(shù)”。Ⅱ.思回扣原文,想象續(xù)寫內(nèi)容?？焖倩刈x短文,揣摩文章的思路,結(jié)合段首的提示語和劃線詞語提示,確定續(xù)寫段落的內(nèi)容。Ⅲ.寫擬寫草稿,修改錯詞病句。結(jié)合提示語和文中劃線的關(guān)鍵詞擬寫出草稿,注意句子結(jié)構(gòu)的多樣性,語言的豐富性,上下文的銜接。Ⅵ.劃標(biāo)出所使用的原材料中標(biāo)有下劃線的關(guān)鍵詞語。最后謄寫文字時,務(wù)必做到“字跡工整、清晰”。四、歸納文本大意，推斷敘述意圖請仔細(xì)閱讀下面的短文以及某同學(xué)的續(xù)寫段落，回答問題。Afriendofmine,namedPaul,receivedanexpensivecarfromhisbrotherasaChristmaspresent.OnChristmasEvewhenPaulcameoutofhisoffice,astreeturchin（頑童）waswalkingaroundtheshiningcar.“Isthisyourcar,sir?”heasked.Paulanswered,“Yes,mybrothergaveittomeforChristmas.”Theboywassurprised.“Youmeanyourbrothergaveittoyouanditdidcostyounothing?Sir,Iwish...”hehesitated.Paulthoughtofcourseheknewwhattheboywanted,butwhattheboysaidsurprisedhimgreatly.“Iwish,”theboywenton,“thatIcouldbeabrotherlikethat.”Paullookedattheboyinsurprise,andthenhesaidagain,“Wouldyouliketotakearideinmycar?”“Oh,yes.I’dloveto,”theboyanswered.Afterashortride,theboyturnedandwithhiseyesshining,said,“Sir,wouldyouminddrivinginfrontofmyhouse?”Paulsmiledalittle.Hethoughtheknewwhattheboywanted.Hewantedtoshowhisneighborsthathecouldridehomeinabigcar.“Willyoustopwherethosetwostepsare?”theboyasked.Hegotandranuptothesteps.____________________________________________________________________________________________________________________________________________________________某同學(xué)的續(xù)寫：Hegotandranuptothesteps.Afewminuteslater,hewentoutwiththreeboys.“Look,thisisthecarthattookmehome.”theboysaidexcitedly.“Ibetthatyouhaveneverseensuchacar.”Allthethreeboyslookedenviouslyatthecar,wishingtotakearide.Paulsmiledandtookallofthemoutforaride.問題：該同學(xué)的續(xù)寫段落和所給短文的銜接程度如何?為什么?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________答案：該同學(xué)的續(xù)寫段落和所給短文的銜接不理想。所給短文的大意為：Aboy,whowishedtobeabrotherlikePaul’s,askedPaultogivehimaridehomeinthecargivenbyPaul’sbrotherasaChristmasgift.其敘述意圖是：Topraisetheidealofbrotherhood.閱讀續(xù)寫部分可知，小男孩要求乘坐Paul的小汽車是為了炫耀。而根據(jù)所給短文，這個男孩是為了想要成為Paul的哥哥那樣的人，也就是一個給予的人。因此，這樣的續(xù)寫與文本大意不符，也就不能實現(xiàn)其頌揚手足情誼典范的敘述意圖?！军c撥】：1.讀后續(xù)寫不是無視所給短文的獨立創(chuàng)作，而是順著原作者的思路完成未完結(jié)的文本。動手續(xù)寫前，首先要認(rèn)真閱讀所給短文，把握其文本大意和敘述意圖。2.續(xù)寫部分要在文本大意和敘述意圖上與所給短文保持一致。3.記敘文的文本大意和敘述意圖通常比較含蓄，需要對主要人或物的描寫以及相關(guān)事件進(jìn)行梳理，才能提煉文本大意和敘述意圖，這一過程被稱為歸納文本大意和推斷敘述意圖。（1）繼續(xù)類文章的文本大意（mainidea）回答寫了什么的問題，指文本的主要內(nèi)容，即圍繞主要人或物描述的主要事件及其結(jié)果。（2）繼續(xù)類文章的敘述意圖（purpose）回答為什么寫的問題，指作者通過文本主要內(nèi)容傳遞給讀者的信息，可以是情，也可以是理。閱讀下面這篇短文，回答問題。Darioandhismotherlovedtheirnewapartment.Thelivingroomwaslargeenoughfortheirpiano.Thatnight,thetwoofthemsatsidebysideatthepiano.Theyplayedjazzmusictocelebratetheirnewhome.Theloudmusicfilledtheroomandmadethemfeelveryhappy.Thenextmorning,however,theirhappinessdisappeared.Someonehadleftanoteundertheirdoorduringthenight.Oneoftheirneighborhadwrittentocomplain(抱怨)aboutthesoundofthepiano.Dario’smotheraskedthebuildingsuperintendent(管理員)ifheknewanythingaboutit.Buthesaidthattheywereallnicepeopleandhecouldn’timagineanyofthemhaddonethat.Laterthatmorning,Dariosuggestedthattheywritealettertotheirneighborsandapologizefortheirplaying.“Maybewecouldgoandvisiteveryoneinperson.”hismothersaid.“Whatifweinvitedthemtocomehereforapartyinstead?Darioasked.Theybothlovedtheidea.Overthenextfewdays,theysentoutinvitationsandprepareddessertsfortheirguests.Theydecoratedtheapartmentwithstreamers(彩帶)andpartylights.Finally,thedayofthepartyarrived.Someguestsbroughtpresents.Othersbroughtflowers.Someevenbroughtdessertstoshare.Onewoman,Mrs.Gilbert,presentedDario’smotherwithabookofpianomusicbyChopin.“Iheardyouplayingtheothernight,”shesaid.“Thesoundswokemeoutofbed.Iworriedthatyoumightplaylikethiseverynight.SoIwroteashortnote.Ihopeyoudon’tthinkIdislikedtheplaying.”Dario’smothersmiledatMrs.Gilbert.“Ithinkmaybeweoweyouanapology.”shesaid.“Ididn’trealizehowlateitwaswhenwewereplaying.Maybeweshouldplaysomequietermusicatnight.“Youplay,youplay!”Mrs.Gilbertsaid.“Ilikewhatyouplay!Justnotsoloudatnight.”Shepointedtothebookshehadgiventhem.“Thesesongsarenotsuchloudmusic.”“Thesesongsarebeautifulmusic.”Dario’smothersaid.“Wewillbehappytoplaythemintheevening.”“Andwewon’tplaysoloudorlate!”Dariosaid.Hewasalreadylookingforwardtopracticingthenewmusic.Morethanthat,however,hewashappytoseethebigsmileonhismother’sface.Itgavehimafeelingofwarmthandmadehimfeelthattheywerehomeatlast.1.What’sthemainideaofthispassage?________________________________________________________________________________________________________________________________________________________________________________________2.What’sthepurposeofthepassage?________________________________________________________________________________________________________________________________________________________________________________________3.Generally,whatelements（要素）doesamainideainclude?________________________________________________________________________________________________________________________________________________________________________________________4.Howtoinferthepurposeofatextbasedonitsmainidea?________________________________________________________________________________________________________________________________________________________________________________________答案：1.Darioandhismother,whohadjustmovedintoanewapartment,heldapartyandhadtheneighborhoodimproved.2.Totelltheimportanceofmutualunderstandingbetweenneighbors.3.Generally,thefollowingelementsareincludedinamainidea:character/object,time,location,eventandresults,amongwhichtimeandlocationcanbeleftoutdependingonthenecessity.（一般情況下，文本大意含有一下要素：人/物、時間、地點、事件和結(jié)果，其中時間和地點有時可以視其必要性而取舍。）4.推斷敘述意圖就是在把握文本大意的基礎(chǔ)上，追問作者選擇文本大意要素及其敘述手法背后的原因，也就是作者寫此文本的目的?！军c撥】：1.歸納記敘文的文本大意常用方法是要素歸納法，即找出記敘文的六要素（時間、地點、人物和事情的起因、經(jīng)過和結(jié)果），并將它們概括表達(dá)為“什么人/物（什么時間/地點）做了什么事，最終結(jié)果如何”。2.推斷繼續(xù)問敘述意圖的常用方法是提問法，首先問自己“本文的中心話題時什么?”；然后問自己通過上述六要素及其敘述手法的選擇，“作者向讀者傳達(dá)了有關(guān)該話題的什么情或理?”或“作者想讓讀者有什么樣的感受或體驗?”【過關(guān)檢測】【12min】閱讀下面的短文，回答問題。Theheavyrainwassuddenandviolentonacoldnightovertenyearsago.Mybuswasnotgoingallthewayalongitsnormalroutethiseveningandhadstoppedatastationbecauseofflashflooding.Withtwokilometersstilltogo,Iwasrunningoutoftimetopickupmythenfour-year-olddaughterfromherchildcarecenter.Iwalkedthroughknee-highwaterinthepouringrainwithdifficultyandarrivedatthedaycareextremelywetbutIwasgladtobeonlyafewminuteslate.NowIcouldfacethenextproblem.Ihadnowayofgettinghome.itwasaround6p.m.andtherewerenobusesandIcouldn’taffordataxi.Homewastoofartowalkintherainwithayoungchildanditwasquicklygettingdark.Westoodoutsidethecenterstaringattherainpouringdown,showingnosignofstopping.Caughtupinthoughts,Inoticedanotherparentpullupandraceinsidetocollecthischildtenminuteslater.Ididnotrecognizehimandmythoughtturnedbacktomycurrentsituation.“Howfarareyougoing?”avoiceasked.Iturnedaroundofacethemanwho’darrivedlatetofetchhischild.IcouldhardlybelievethatherewasachanceofliftandIstumbledovermywordstellinghimwhereIlived.Hethencasuallyofferedtotakeus,saying,“I’mgoingthatway.”Iwascompletelywetanddidn’tknowhowI’davoidgettingthecarseatwet.Asifhecouldnotseeforhimself,InervouslyinformedhimthatIwaswet.Buthedidn’tseemtomind,andwassimplyhappytodousafavor.Tothisday,Iamstillgrateful,andIgetgoosebumpshenIthinkabouttheeveningthatmydaughterandIwereleftindifficultiesbutforthekindnessofthisstranger.1.What’sthemainideaofthispassage?________________________________________________________________________________________________________________________________________________________________________________________2.What’sthepurposeofthepassage?________________________________________________________________________________________________________________________________________________________________________________________答案：1.Amotherandherchild,whogotcaughtinaheavyrain,werehelpedoutbyastranger,whoofferedthemalift.2.Toexpressthemother’sgratitudetothestrangerwhohelpedherout.補(bǔ)救練習(xí)【20min】閱讀下面2篇短文，回答其后問題。PassageAAfunnythinghappenedtoArthurwhenhewasonthewaytoworkoneday.AshewalkedalongParkAvenueneartheFirstNationalBank,heheardthesoundofsomeonetryingtostartacar.Hetriedagainandagainbutcouldn'tgetthecarmoving.Arthurturnedandlookedinsideatthefaceofayoungmanwholookedworried.Arthurstoppedandasked,“Itlookslikeyou'vegotaproblem,”Arthursaid.“I'mafraidso.I'minabighurryandIcan'tstartmycar.”“IstheresomethingIcandotohelp?”Arthurasked.Theyoungmanlookedatthetwosuitcasesinthebackseatandthensaid,“Thanks.Ifyou'resureitwouldn'tbetoomuchtrouble,youcouldhelpmegetthesesuitcasesintoataxi.”“Notroubleatall.I'dbegladtohelp.”Theyoungmangotoutandtookoneofthesuitcasesfromthebackseat.Afterplacingitontheground,heturnedtogettheotherone.JustasArthurpickedupthefirstsuitcaseandstartedwalking,heheardthelongloudnoiseofanalarm.Itwasfromthebank.Therehadbeenarobbery(搶劫)!ParkAvenuehadbeenquietamomentbefore.Nowtheairwasfilledwiththesoundofthealarmandtheshoutsofpeoplerunningfromalldirections.Carsstoppedandthepassengersjoinedthecrowdinfrontofthebank.Peopleaskedeachother,“Whathappened?”Buteveryonehadadifferentanswer.Arthur,stillcarryingthesuitcase,turnedtolookatthebankandwalkedrightintotheyoungwomaninfrontofhim.Shelookedatthesuitcaseandthenathim.Arthurwassurprised.“Whyisshelookingatmelikethat?”Hethought.“Thesuitcase!ShethinksI'mthebankthief!”Arthurlookedaroundatthecrowdofpeople.Hebecamefrightened,andwithoutanotherthought,hestartedtorun.1.這篇短文屬于什么文體?這種文體的基本要素有哪些?________________________________________________________________________________________________________________________________________________________________________________________2.What’sthemainideaofthispassage?________________________________________________________________________________________________________________________________________________________________________________________3.What’sthepurposeofthepassage?________________________________________________________________________________________________________________________________________________________________________________________答案：1.記敘文?；疽匕ǎ簑ho,where,when,what,why,how2.AfunnythinghappenedtoArthurwhenhewasonthewaytoworkoneday.3.Toamusereaders.PassageBTwothingschangedmylife:mymotherandawhiteplasticbikebasket.Ihavethoughtlongandhardaboutitandit’strue.Iwouldbeadifferentpersonifmymomhadn’tturnedasillybicycleaccessoryintoalifelessonIcarrywithmetoday.Mymotherandfatherwereunitedintheirwayofraisingchildren,butitmostlyfelltomymothertoactuallycarryitout.Lookingback,Ihonestlydon’tknowhowshedidit.Managingthefamilybudgetmusthavebeenaveryhardtask,butshemadeitlookeffortless.Ifwecomplainedaboutnothavingwhatourneighborhoodkidsdid,we’dhearsomethinglike,“Idon’tcarewhatso–and–sogotforhisbirthday,youarenotgettingaTVinyourroom/acarforyourbirthdaya/lavishsweet16party.”Wehadtopayforwhatwewantedbydoingchoresaroundthehouse.Icanstillrememberhowlongittooktopolishthelegsofourcoffeetable.Mybrotherscannodoubtrememberhoursspentcleaningthehouse.LikethetwolittlegirlsgrowingupattheWhiteHouse,wemadeourownbeds(nooneleftthehouseuntilthatwasdone)andpickedupafterourselves.Wehadtokeeptrackofourbelongings,andifsomethingwaslost,itwasnotreplaced.Itwassummerand,oneday,mymotherdrovemetothebikeshoptogetatirefixedandthereitwasinthewindow,White,shiny,plasticanddecoratedwithflowers,thebasketwinkedatmeandIknewIknewIhadtohaveitonmybike.“It’sbeautiful,”mymothersaidwhenIpointeditouttoher,“Whataneatbasket.”Itriedtoholdoffatfirst,Iplayeditcoolforashortwhile.ButthenIguessIcouldn’tstanditanylonger:“Mon,please,canIplease,pleasegetit?I’lldoextraworkforaslongasyousay,I’lldoanything,butIneedthatbasket,Ilovethatbasket.Please,Mom.Please?”(385words)Paragraph1:Iwasdesperate.___________________________________________________________________________Paragraph2:Dayslatertheunthinkablehappened.__________________________________________________________1.What’sthemainideaofthispassage?________________________________________________________________________________________________________________________________________________________________________________________2.What’sthepurposeofthepassage?________________________________________________________________________________________________________________________________________________________________________________________答案：1.Theauthor,eagerforafavoritebikebasket,finallypaidforitbydoingchores.2.Tosharewithreaderstheideaofhavingchildrenpayforwhattheywant.鞏固練習(xí)【12min】Compassionisadesirewithinustohelpothers.Witheffort,wecantranslatecompassionintoactions.Anexperiencehastweekendshowedmethisistrue.Iworkpart-timeinasupermarketacrossfromabuildingfortheelderly.Theseoldpeopleareourmaincustomers,andit’snothardtolosepatienceovertheirslowness.ButlastSunday,oneagedgentlemanappearedtoteachmeavaluablelesson.Thisuntidymanwalkeduptomyregister（收款機(jī)）withaboxofbiscuits.Hesaidhewasoutofcash,hadjustmov