讀后續(xù)寫寫作策略指導(dǎo)

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高考命題不僅是教育的檢測場，更是風(fēng)向標(biāo)。讀后續(xù)寫題型的頻繁出現(xiàn)，是全國新高考改革的一個(gè)重要表現(xiàn)，為我們指明了英語學(xué)科教學(xué)和學(xué)習(xí)的方向。

然而，從實(shí)際得分來看，學(xué)生們普遍缺乏應(yīng)對(duì)此項(xiàng)考查的能力?？荚嚂r(shí)長不變，但考生的閱讀量、寫作量增加了，對(duì)能力要求大幅度提高，大家紛紛表示“讀不懂、做不完、難到哭”。

“讀后續(xù)寫”究竟在考查什么？我們?nèi)绾巫霾拍軕?yīng)對(duì)好這場教育改革？核心素養(yǎng)題型要求評(píng)分標(biāo)準(zhǔn)命題分析續(xù)寫步驟考查能力備考應(yīng)試策略CONTENTS

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【一、題型要求】

讀后續(xù)寫任務(wù)要求考生在一段350詞以內(nèi)的語言材料基礎(chǔ)上，根據(jù)該材料內(nèi)容、所給段落開頭語進(jìn)行續(xù)寫，將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的150詞左右的短文。寫作文體主要考查敘事類文體，所選材料一般具有較強(qiáng)的故事性、邏輯性的特點(diǎn)。材料主要涉及學(xué)生的實(shí)際生活或?qū)W生關(guān)心的話題。續(xù)寫要彰顯人性光輝，體現(xiàn)人與自然和諧相處。這樣的文章才更適合考查學(xué)生的邏輯思維、批判性思維和創(chuàng)新思維能力。卷別來源體裁原文字?jǐn)?shù)話題2021年新高考全國I卷記敘文306母親節(jié)的禮物浙江卷6月記敘文315暑假打工薪水浙江卷1月記敘文348萬圣節(jié)南瓜趣事2020年新高考全國I卷記敘文325幫助弱者脫困浙江卷7月記敘文330與熊對(duì)抗脫險(xiǎn)浙江卷1月記敘文350撫慰狗狗心傷2018浙江卷6月記敘文325度假騎馬迷路2017浙江卷6月記敘文348騎行途中偶遇狼浙江卷11月記敘文343健忘媽媽趣事2016浙江卷10月記敘文335吵架出走迷路

從上面表格中我們能夠看出，讀后續(xù)寫通常是記敘文為主，所考察的主題為人與自然，人與動(dòng)物或者人與自我。這要求，我們?cè)谄綍r(shí)教學(xué)和復(fù)習(xí)備考時(shí)，需要有針對(duì)地訓(xùn)練和復(fù)習(xí)。

【二、命題分析】近六年（2016-2021）年高考英語讀后續(xù)寫考查情況一覽表

【三、考查能力】

讀后續(xù)寫是一種將閱讀與寫作緊密結(jié)合的綜合性語言測試。主要關(guān)注學(xué)生以下四個(gè)方面的能力∶1、把握短文關(guān)鍵信息和語言特點(diǎn)的能力

學(xué)生需要了解所給短文的主要內(nèi)容，清楚其語言結(jié)構(gòu)的使用情況，并通過續(xù)寫短文表現(xiàn)出來。2、語言運(yùn)用的準(zhǔn)確性和豐富性

學(xué)生能準(zhǔn)確、恰當(dāng)?shù)厥褂盟鶎W(xué)詞匯和語言結(jié)構(gòu)，還能夠根據(jù)內(nèi)容需要使用較多、較復(fù)雜的詞匯和語言結(jié)構(gòu)。3、對(duì)語篇結(jié)構(gòu)的把控能力

學(xué)生需要掌握上下文邏輯關(guān)系，所續(xù)寫的短文與所給短文及段落開頭語之間要有連貫性，所續(xù)寫的短文語句要連貫、有序。4、創(chuàng)造性思維能力

學(xué)生所續(xù)寫的短文要具有較豐富的內(nèi)容。包含詳細(xì)和生動(dòng)的情景、態(tài)度和感情描述。

【四、評(píng)分標(biāo)準(zhǔn)】讀后續(xù)寫的評(píng)分標(biāo)準(zhǔn)分為5檔，為了更清晰地對(duì)比各檔的評(píng)分細(xì)則，下面從5個(gè)方面進(jìn)行縱向?qū)Ρ取?/p>

【四、評(píng)分標(biāo)準(zhǔn)】由以上縱向?qū)Ρ确治隹芍?，評(píng)分標(biāo)準(zhǔn)主要強(qiáng)調(diào)以下幾點(diǎn)∶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;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。

【五、續(xù)寫步驟】三大步六小步閱讀理解思考構(gòu)思語言表達(dá)

閱讀欣賞故事，明確語篇類型和要素

思考與構(gòu)思語篇結(jié)構(gòu)和故事脈絡(luò)

組織句子，書面表達(dá)

【五、續(xù)寫步驟】三大步六小步閱讀理解

閱讀欣賞故事，明確語篇類型和要素①

深度閱讀，讀懂故事明確故事情節(jié)、人物關(guān)系、文章脈絡(luò)(發(fā)生→發(fā)展→高潮→結(jié)尾)和語篇結(jié)構(gòu)

已知－閱讀

未知－寫作思考構(gòu)思語言表達(dá)

【五、續(xù)寫步驟】三大步六小步思考構(gòu)思

思考與構(gòu)思語篇結(jié)構(gòu)和故事脈絡(luò)故事

開始

遇到困難困難加劇問題解決②思考文章各部分內(nèi)在邏輯關(guān)系，特別是續(xù)寫部分和其他部分關(guān)系，做符合故事發(fā)展邏輯的預(yù)測。③根據(jù)"段落開頭語"提示，構(gòu)思、規(guī)劃段落內(nèi)容。閱讀理解語言表達(dá)

【五、續(xù)寫步驟】三大步六小步閱讀理解思考構(gòu)思語言表達(dá)

組織句子，書面表達(dá)定調(diào)Whathppened?Whatwillhappen?④列提綱，分2段，7-8句/段，150詞。⑤打草稿，順?biāo)悸?，補(bǔ)細(xì)節(jié)，續(xù)情節(jié)，

語言表達(dá)自然收尾。⑥修改錯(cuò)誤，譽(yù)抄到答題卡上。

解題步驟精析

1、讀文——讀出有效信息

第一個(gè)步驟通過閱讀定位所提供語言材料的核心信息，包括核心單詞、短語和句子等，目的是梳理內(nèi)容的發(fā)展脈絡(luò)和推進(jìn)方向。本步驟的關(guān)鍵在于高效的閱讀，要求學(xué)生在盡可能短的時(shí)間內(nèi)，基于對(duì)某種語言的掌握，利用分析綜合、分類比較、歸納演繹、抽象概括等邏輯思維技能，洞穿語篇的文脈肌理，積極尋找有效信息。

2、構(gòu)思——推測后續(xù)情節(jié)

第二個(gè)步驟是根據(jù)所給文章情節(jié)和每段的首句，構(gòu)思出與上下文內(nèi)容連貫、豐富充實(shí)、自然流暢、引人入勝的情節(jié)走勢(shì)。?續(xù)寫第一段的內(nèi)容設(shè)計(jì)既要考慮與上文的融洽銜接，同時(shí)也要考慮本段和

最后一段開頭語的呼應(yīng)和銜接，而后者是容易忽視的部分。簡言之，第一

段的內(nèi)容設(shè)計(jì)要成功搭建本段與前文、后文的橋梁。?續(xù)寫第二段是文章的結(jié)尾，要關(guān)注與文章開頭的遙相呼應(yīng)，根據(jù)具體語境

弘揚(yáng)感情的真、人性的善或拼搏的美，從而凸顯主題，升華精神?？紤]利

用抒情和議論等表達(dá)方式使得畫龍點(diǎn)睛之處能夠表露文章深處蘊(yùn)涵的主題

意蘊(yùn)、思想感情或人生哲理。?靈活運(yùn)用各種描寫手法，以幫助打造鮮活靈動(dòng)的人物形象和豐富充實(shí)的故

事情節(jié)。

3、寫作一一寫出出彩作文

第三個(gè)步驟是按照情節(jié)鏈條進(jìn)行初稿的撰寫。此過程應(yīng)注意以下幾點(diǎn)：?分析原文語言表達(dá)方面的顯著特征，觀察有無直接引語、各類從句、特

殊句型、非謂語動(dòng)詞等。通過模仿和創(chuàng)造，盡量提高與原文的協(xié)同，力

求在各個(gè)語言層次(用詞、短語和句型等)的表達(dá)風(fēng)格上和原文保持一致。?先在頭腦里組織整個(gè)句子的語法結(jié)構(gòu)和內(nèi)容走勢(shì)，然后動(dòng)筆書寫，從而

下筆流暢、整潔美觀，避免字字艱難、反復(fù)涂改。?對(duì)詞匯的選擇務(wù)必字斟句酌、精挑細(xì)選。文章是語言文字編成的織錦,

詞匯是構(gòu)成文章唯一的材料，是文章的色彩和音色，要確保圍繞主題之

下的詞匯使用在理性思維引導(dǎo)下能夠豐富多彩和恰當(dāng)合理。

【六、備考應(yīng)試策略】備考語言理解1、深度閱讀，忌走馬觀花。

Readforinformation.Readbetweenlines.

Readbeyondwords.欣賞故事之美，欣賞語言之美。2、邊閱邊想，理清故事脈絡(luò)。

閱讀過程中，要讀懂文章內(nèi)容，更要思考語篇結(jié)構(gòu)、各部分之間的邏輯關(guān)系。邊讀邊記，勾

畫體現(xiàn)文章脈絡(luò)的"關(guān)鍵詞"，或者畫出"思維導(dǎo)圖"。3、積極閱讀，強(qiáng)化訓(xùn)練思維，增強(qiáng)"預(yù)測"能力。

閱讀故事時(shí)，要邊讀邊預(yù)測故事情節(jié)，并隨著閱讀的進(jìn)程，驗(yàn)證自己的推測是否正確。4、增加課外閱讀。特別是文學(xué)作品的閱讀。重視文學(xué)素養(yǎng)的養(yǎng)成、語言表達(dá)的積累（語言風(fēng)格,

表達(dá)方式等）。

主題∶人與社會(huì)、人與自然、人與自我。

短篇故事為主∶人與人、人與動(dòng)物、人與環(huán)境等。

不建議閱讀∶童話故事、玄幻故事、科幻故事等。5、主題引領(lǐng)、語篇依托、學(xué)以致用、真實(shí)合理。

提高欣賞他人故事、用英語講故事的能力，注重講故事，而非解題。

學(xué)會(huì)通過語篇這個(gè)媒介，與文章作者進(jìn)行深入的溝通和思想交流。以作者視角、作者手法、

作者特色繼續(xù)完成作者沒有講完的故事;而不是另起爐灶，獨(dú)立成篇;更不是以答題人的身份

去解題。這樣，故事才真實(shí)，才具有感染力，才有可讀性?！?/p>

【六、備考應(yīng)試策略】1、培養(yǎng)“表達(dá)”欲望，強(qiáng)化“表達(dá)”能力。

備考中，盡可能“讀寫結(jié)合”，培養(yǎng)用英語表達(dá)的欲望，愛上英語寫作，

養(yǎng)成“我手寫我心”的習(xí)慣。2、恰當(dāng)使用表達(dá)方式，目標(biāo)是：

①與原文語言風(fēng)格和語言特色一致;

②不片面追求"高級(jí)、復(fù)雜"的語言形式;

③恰當(dāng)改變句式或表達(dá)方式，前提是與原文保持一致;

④學(xué)以致用，提高表達(dá)層次。3、注意使用

行動(dòng)、表情、心理活動(dòng)等細(xì)節(jié)描寫。

多種語言表達(dá)形式：單詞、短語、句子——介詞、名詞、動(dòng)詞、副詞、形

容詞、非謂語、介詞短語，簡單句、復(fù)合句、倒裝句、從句、強(qiáng)調(diào)句等。

原則：以講清故事為準(zhǔn)，忌堆砌，恰當(dāng)、適時(shí)、不違和。少用或不用人物

對(duì)話。備考語言表達(dá)→

【六、備考應(yīng)試策略】1、時(shí)間不夠用——無法認(rèn)真、順利完成“理解→構(gòu)思→表達(dá)”全過程。2、理解不到位——跑題。3、構(gòu)思不充分——故事不真實(shí)、不符合邏輯、可讀性差。4、語言表達(dá)——片面追求“高級(jí)、復(fù)雜”，生搬硬套痕跡明顯；與原文

不一致、不和諧、不協(xié)調(diào)。不顧原文特點(diǎn)，只求個(gè)性張揚(yáng)或辭藻華麗,

弄巧成拙，文章可讀性降低。5、只重視“寫”，忽視“讀和思”——“寫”失去基礎(chǔ)、造成跑題，不

一致、不協(xié)調(diào)、不真實(shí)等諸多影響得分檔次的問題。應(yīng)試突出問題

【六、備考應(yīng)試策略】√故事具有可讀性、合理性、真實(shí)性；√續(xù)寫部分與原文部分和諧、一致；√注重故事發(fā)展、人物特征、語言特點(diǎn)；√關(guān)注段首語提示與本段內(nèi)容的一致性;√真正“講”故事。應(yīng)試解決方案核減細(xì)節(jié)直奔主題?更新觀念，適應(yīng)新高考要求。?減少“應(yīng)用文寫作”所占時(shí)間，保證“讀后續(xù)寫”解題時(shí)間。?習(xí)慣寫較長文章(150詞左右)，一次考試寫兩篇(80＋150)。用足時(shí)間讀寫結(jié)合?應(yīng)用文寫作，80詞，15分鐘：易超詞、超時(shí)。?讀后續(xù)寫，150詞，30-35分鐘。避免ｘ使用超標(biāo)、超綱等生僻詞匯，以及過多人物對(duì)話；ｘ片面追求語言結(jié)構(gòu)“復(fù)雜性”和華麗辭藻，套用、堆砌使用

過多所謂“高級(jí)語言形式”。追求

【六、備考應(yīng)試策略】深入理解，故事讀懂;巧妙設(shè)計(jì)，情理之中;前呼后應(yīng)，渾然天成;語言地道，實(shí)感真情;書寫規(guī)范，秀外慧中。讀后續(xù)寫高分標(biāo)準(zhǔn)謀篇布局

契合原文

---Continuationwriting

2020年6月新高考全國1卷ContinuationwritingFigureoutthethemeTip1：探尋原文線索Tip2：銜接首句主人公Tip2：巧用原文，構(gòu)造情節(jié)Tip3：提升句型Tip4：細(xì)節(jié)描寫謀篇布局

細(xì)讀原文，探尋素材

Tip1.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy—

hisnamewasBernard

—

hadinterestedherverymuch.2020年新高考全國1卷

“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon’tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney.”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.“Itellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus？Well,wecanmakepopcorn(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。WhenMrs.MeredithheardofJohn’sidea,shethoughtitwasagoodone,too.____________________________________________________________________________________________________________________Witheverythingready,Bernardstartedoutonhisnewbusiness._________________________________________________________________________________________________________________StoryWhenWhereWhoWhat

TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Mrs.Meredith'shomeMrs.Meredith&herownchildren,John,Harry,Clara&Bernardandhismotherandfather&villagers

Readforwritingmaterials—細(xì)讀原文，探尋寫作素材WritingmaterialsCharactersofthemainfigures

Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy-hisnamewasBernard-hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon'tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish.”kindthoughtfulkind,caring,active,enthusiastic,intelligentMrs.MeredithJohn,Harry,Clara.

Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.

Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy-hisnamewasBernard-hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon'tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish.”WritingmaterialsCharactersofthemainfigures

TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.

Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.……warm-hearted,united,caringCharactersofthemainfiguresVillagers

TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.

Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.……CharactersofthemainfiguresWritingmaterialsStoryWhenWhereWhoWhat

Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredith'shomekindandthoughtful/Shespentagreatdealoftimevisitingthepoor/earnsomemoney;sprangtohisfeetandcried/jumpedupallattention/Astheeconomy……Readforwritingmaterials—細(xì)讀原文，探尋寫作素材What'sBernard'sfamilycondition?Howdidtheyhelphim?writingmaterialsWhatWhat'sBernard'sfamilycondition?HowdidMeredith'sfamilyhelphim?

Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy-hisnamewasBernard-hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon'tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish.”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.I'lltellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcomUncleJohnsentus?Well,wecanmakepopcorn,andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”WhatWhat'sBernardfamilycondition?HowdidMeredith'sfamilyhelpthem?

Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy-hisnamewasBernard-hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon'tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish.”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.I'lltellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcomUncleJohnsentus?Well,wecanmakepopcorn,andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”WritingmaterialsUsefulexpressions:kindandthoughtful/earnsomemoneyVividdescription:sprangtohisfeet(一躍而起)andcried/jumpedupallattentionUsefulsentences:?Meredithspentagreatdealoftimevisitingthepoor.?Therewasamansickinbed,hiswife,couldnotgoouttowork?Astheeconomywasindecline,……Peopleweretryingtohelpeachothermeetthechallenges.?“YouknowthatbigboxofcornUncleJohnsentus?Well,wecanmakepopcorn,andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.

WritingMaterials——原文中的寫作素材

怎樣充分運(yùn)用段首句?Tip2.Para.1WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.Para.2Witheverythingready,Bernardstartedoutonhisnewbusiness.巧用原文，構(gòu)造情節(jié)--BrainstormingWritingmaterials（原文素材）Usefulexpressions:

kindandthoughtful/earnsomemoneyearnsomemoneyVividdescription:sprangtohisfeet(一躍而起)andcried/jumpedupallattentionUsefulsentences:?Meredith

spentagreatdealoftimevisitingthepoor.?Therewasamansickinbed,hiswife,couldnotgoouttowork?Astheeconomywasindecline,……Peopleweretryingtohelpeachothermeetthechallenges.?“YouknowthatbigboxofcornUncleJohnsentus?wecanmakepopcorn,andputitintopaperbags,and

Bernardcantakeitaroundtothehousesandsellit.

Plotanalysis

PlotanalysisPara.1WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.SomedetailedinformationofMrs.Meredith

Herreaction銜接首句主人公——Wellbegunishalfdone怎樣運(yùn)用段首句Tip2.①歸類素材，構(gòu)造情節(jié)②銜接首句主人公Constructtheplot

“謀篇布局”Tip1細(xì)讀原文，探尋線索Tip2充分利用段首句Tip3提升句型Tip4細(xì)節(jié)描寫①歸類素材，構(gòu)造情節(jié)②銜接首句主人公Para.1WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.Writeandpolishpara1

?Mrs.Meredith'sreaction??WhatdidMeredith'schildrendonext?

?Bernard'sreaction?

Tip5:UseadvancedsentencepatternsTip6：Adddetaileddescription?Theresult——successful?Allthingsready——theirreaction?Howtotomakeeverthingready?Usefulexpressions:kindandthoughtful/earnsomemoneyVividdescription:sprangtohisfeet(一躍而起)andcried/jumpedupallattentionUsefulsentences:?“YouknowthatbigboxofcornUncleJohnsentus?Well,wecanmakepopcorn,andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.Writingmaterials（原文素材）Usedetaileddescription&advancedsentencesExcitement1.Hisfacelitupwithexcitement.2.Huggingthegifttoherchest,shelookedupexcitedlyandhereyeswelledupwithtears.3.Unabletocontainherexcitement,shejumpedwithjoy.4.Whensheheardthenews,herheartpoundedwithexcitement.5.Lookingatthebeautifulsight,Momcouldhardlyconcealherexcitement.Happiness1.Relieffilledhisheart,withabrightsmilespreadingacrosshisface.

2.Norahwassohappythatshealmostjumpedupandtearsfilledhereyes.3.WhenSantawalkedintotheroom,mydaughterclappedandjumpedupanddown.

4.Jennifer’ssleepyeyesopenedwideandherfaceworeasmilethatbrightenedupthewholeroom.Standup—ReadSitdown—PolishWhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.“Whatawonderfulplan!Iwillgiveyouahand.”shesaid,with

herfacelightingup.

SoontheyhurriedtoseeBernardandtoldhimtheirplanexcitedly.

Hearingthat,Bernardjumpedwildlyintoairwithhishandswaving.Thenthefourkidstookout

thebigboxofcornsentbyUncleJohn.Motherwasresponsibleformakingpaperbags.JohnandBernard

wereoccupiedin

poppingthecornwhileHarryandClara

putitinto

thepaperbags.Everyonewasdevotedtotheirjob.Seeing

all