讀后續(xù)寫(xiě)的文本解讀和情節(jié)構(gòu)建 高三下學(xué)期英語(yǔ)作文復(fù)習(xí)專(zhuān)項(xiàng)

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Writing讀后續(xù)寫(xiě)文du本分析和情節(jié)構(gòu)建讀后續(xù)寫(xiě)文本分析和情節(jié)構(gòu)建01文本分析讀各段落大意讀主要人物讀各人物的情感變化，語(yǔ)言以及動(dòng)作讀重復(fù)詞，抓住故事主題做好“四讀”深度解讀語(yǔ)篇推測(cè)情節(jié)發(fā)展構(gòu)思寫(xiě)作框架生動(dòng)編寫(xiě)故事分析人物性格特點(diǎn)理清情節(jié)和情感深層文本解讀明確故事主題品味寫(xiě)作風(fēng)格和語(yǔ)言推測(cè)情節(jié)發(fā)展構(gòu)思寫(xiě)作框架結(jié)合所給兩段首句結(jié)合正能量和原文呼應(yīng)生動(dòng)編寫(xiě)故事動(dòng)作描寫(xiě)情感描寫(xiě)環(huán)境描寫(xiě)語(yǔ)言運(yùn)用

Paragraph1:JustasIwasabouttostart,Dadsaid,“Joanna,it’syourturntodothedishes.”____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Bang!Lookingatthebig“F”onmypaper,IstartedtoreflectonwhatIhaddonethesedays.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。

WhenmylittlebrotherTomwasfour,Momsaidsomethinglike“I’dgiveanythingtohaveafewmorehoursintheday.”AndTomsaid,“Whydon’twebuyabiggerclock?”Iftimeworkedthatway,Icouldhaveusedanextra-bigclocklastweek!Ourteacherhadaskedustomakeanartprojectshowinghowplantseat.“Ican’tbelieveweonlyhavetwonightstofinishit,”Noahsaidwithasigh.“IhavenoideahowI’llgetminedone.”Ididn’tsayanything.NotbecauseIwasnervous—Iwasn’tnervousatall.Iloveartprojects!Infact,IwassorelaxedthatIdidn’tworkontheprojectatallonMondaynight.IplannedtostarttheminuteIgothomefrombaseballpracticeonTuesday.Buttherewasjustonething.IforgotbaseballwouldrunlaterthanusualbecauseitwasthedayofBaseballBuddies,whichhappenseverymonth,andit’sachanceforusolderstudentstopractisebaseballwiththeadorableyoungerkids.ThesecondIgothome,Ithrewtheentirecraftbox(手工盒)ontothekitchentable,tookoutmy“HowPlantsEat”paper,andstartedtowork.Butjustthen,thetelephonerang.ItwasmyfriendOllie,whosaidhisgrandmotherAbuelahadjustmadecookiesandwantedtoknowifI’dcomehelpdecoratethem.Ilovedecoratingcookies,andIloveAbuela’sworld-famousThanksgivingcookiesthatonlyhappenonceayear!Ihadnochoice.Ihadtogo.OllieandIputallthestarcookieswithredjamfillinginonegroup,andallthesnowflakeswithwhitecream-cheesefillinginanother.Itwas7o’clockwhenIfinallygothome.Iplannedtoworkonmyprojectrightafterweate.Butthenanotherinterruptionhitme.1.1深層解讀（characters)1.Whatisthepersonalityof“I”?1.overconfident

2.notstrong-minded1.2深層解讀（characters)1.Whatisthepersonalityof“I”?3.notgoodattimemanagement1.3深層解讀（plotsandemotionalchanges)PlotsEmotionsrelaxed,notnervousunexpectedunexpected,happyanxious，nervous1.Iwasaskedtomakeanartprojectwithtwonights.2.ThebaseballpracticeranlaterthanusualonTuesdayafternoon.3.Olliecalledtoinvitemetodecoratecookiestogether.4.At7o’clockIplannedtoworkonmyproject.Butanotherinterruptionme.2.主題（theme)Wehadbetternotputoffthingstilltomorrow.Itiswisetowellmanagetime.1.Whatisthethemeofthestory?構(gòu)思情節(jié)的方法1.提問(wèn)法2.場(chǎng)景法在寫(xiě)的過(guò)程中,需要刻畫(huà)細(xì)節(jié)沖突,注重連貫表達(dá)?？坍?huà)細(xì)節(jié)需要用心理描寫(xiě)、動(dòng)作描寫(xiě)、環(huán)境描寫(xiě)和語(yǔ)言描寫(xiě)等來(lái)增加寫(xiě)作的生動(dòng)性和可讀性。豐富細(xì)節(jié)描寫(xiě)Paragraph1:JustasIwasabouttostart,Dadsaid,“Joanna,it’syourturntodothedishes.”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Bang!Lookingatthebig“F”onmypaper,IstartedtoreflectonwhatIhaddonethese

days.

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結(jié)合首句和原文呼應(yīng)原則；兩段銜接原則；正能量原則提問(wèn)法1.WhatdidIfeelwhenIhadtodothedishes?2.Howmuchtimewasleftfortheartproject?3.WhyIwouldgeta“F”inPara2?1.WhatlessondidIlearnfromthisexperience?2.WhatchangesdidImake?Paragraph1:JustasIwasabouttostart,Dadsaid,“Joanna,it’syourturntodothedishes.”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Bang!Lookingatthebig“F”onmypaper,IstartedtoreflectonwhatIhaddonethese

days.

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結(jié)合首句和原文呼應(yīng)原則；兩段銜接原則；正能量原則場(chǎng)景法Scene1.我的感受以及我洗碗的過(guò)程（動(dòng)作+心理）Scene2.倉(cāng)促完成老師布置的任務(wù)（動(dòng)作+心理）

Scene3.上交老師（動(dòng)作+心理）Scene1.反思我之前的所做所為（動(dòng)作+心理）Scene2.我的改變（動(dòng)作）Scene3.我的感悟（心理）參考范文Paragraph1:JustasIwasabouttostart,Dadsaid,“Joanna,it’syourturntodothedishes.”Ihadnochoicebuttodothedishesinahurry.WhenIfinallyputthelastdishaway,itwasalreadynineo’clock.Atthatmoment,allmycalmnessseemedtohaveevaporatedintothinair,insteadIfeltlikeaswarmofbutterfliesflutteringinmystomach.AlthoughIsomehowmanagedtogetmyworkdone,itwasf