讀后續(xù)寫(xiě)An+A+for+Mrs.+Bartlett 高一下學(xué)期英語(yǔ)讀后續(xù)寫(xiě)專(zhuān)題

AnAforMrs.Bartlett5R——解讀故事ReadforcharactersReadforconflict/problemsReadforplotReadforemotionalchangesReadforthemeReading審題：⑴

文體：_______⑵

人稱(chēng)：_________⑶

時(shí)態(tài)：__________⑷5Ws：

who_____________________________________________when_____________________________________where___________what________________________記敘文第一人稱(chēng)一般過(guò)去時(shí)I(awell-roundedtopstudent)Mrs.Bartlett(apersonofinsightvisionandthoughtfulness)MissytheboywhobarelyspokeEnglish(Mauro)thegirlwhowasalwayscoveredbyskirtsthatwentdowntoheranklesinmyninth-gradeworldhistoryclassthegirlwhowasoftenwearingverystrangeandunusualclotheswithfancyitemsclassroomWeweretocreateaposteraroundwhatwewerestudyingroups,butIwasincludedin“theleastpopulargroupwiththreemisfits”ReadingwhyMrs.Bartlettneverforgottobringoutthepotentialofallherstudents.conflict？IwassittingnexttoMissy

inmyninth-gradeworldhistoryclasswhenMrs.Bartlettannouncedanewproject.Ingroups,weweretocreateaposteraroundwhatwewerestudying.Onapieceofpaper,wewrotethenamesofthreefriendswewantedinourgroup.Aftercollectingalltherequests,Mrs.Bartlettinformedusthatshewouldtakeintoconsiderationthenameswechoseandwouldletusknowtheresultsthenextday.Iwasawell-roundedtopstudentintheclass,soIhadnodoubtIwouldgetthegroupofmychoice.Therewereonlyahandfulofsociablydecentpeopleintheclass,andMissywasoneofthem.Iknewwehadchoseneachother.全面的n.少數(shù)人；一把好交際地；合群地得體的Thenextday,Ianxiouslyawaitedtheclass.Afterthebellrang,MissyandIstoppedtalkingasMrs.Bartlettcalledforourattention.Shestartedtocalloutnames.Whenshereachedgroupthree,Missy’snamewascalled.SoI’mingroupthree,Ithought.Thesecond,thirdandfourthmembersofthegroupwerecalled.Mynamewasnotincluded.Therehadtobesomemistake!ThenIheardit.Thelastgroup:“Mauro,Juliette,Rachel,Karina.”Icouldfeelthetearswellinmyeyes.HowcouldIfacebeinginthatgroup—

theboywhobarelyspokeEnglish,theonegirlwhowasalwayscoveredbyskirtsthatwentdowntoherankles,andtheothergirlwhowasoftenwearingverystrangeandunusualclotheswithfancyitems.Theycertainlyfellintothecategoryoftheleastpopularinourclass.Theywereconsideredmisfits(不合群的人)!類(lèi)別；種類(lèi)Theremustbesomethingwrong!Mrs.Bartlettwassuchapersonofinsightvisionandthoughtfulnessthatsheneverforgottobringoutthepotentialofallherstudents.Oh,howbadlyIwantedtobewithmyfriends.FinallyIwasdeterminedtoconvinceherIshouldbeinthe“good”group.bringout使顯現(xiàn)；使表現(xiàn)出注意：1.續(xù)寫(xiě)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。Paragraph1:IfoughtbacktearsasIwalkeduptoMrs.Bartlett.Paragraph2:Halfwaythroughtheweek,Ifeltmyselfenjoyingthecompanyofthesethree

misfits.WhatdidIintendtodo?(e.g.WhatwouldIsay?)Didmydemandwork?(e.g.HowwouldMrs.Bartlettrespond?)Whatwouldhappendnext?What’stheendingofthestory?(WhathaveIlearnt?)Howwillthisstorydevelopnext?theme？climax（高潮）development（發(fā)展）introduction(開(kāi)端)ending（結(jié)尾）3大續(xù)寫(xiě)原則Action—Response原則：角色A的所言、所行、所感、所想會(huì)引起其他角色的一系列反應(yīng)。每段對(duì)話1-2句，不一定兩個(gè)人都要說(shuō)話，無(wú)聲的動(dòng)作也是一種response。Conflict

—Solution原則：針對(duì)問(wèn)題/沖突，找到解決方法。Negative

—Positive原則：寫(xiě)作中一定要有情感的變化，無(wú)論前面是怎樣的情感，最終都應(yīng)該是積極的。Weweretocreateaposteringroups,andeveryonewrotethenamesofthreefriendswewantedinourgroupasareferenceforMrs.Bartlett.introduction(開(kāi)端)Thenextday,Mrs.Bartlettstartedtocalloutnames.development（發(fā)展）KnowingIwasintheleastpopulargroupwithwhomIconsideredmisfits,IwenttoMrs.BartletttoconvinceherIshouldbeinthe“good”group.However,Mrs.Bartlettencouragedmetohelpthem.Iaccepted.Igotalongwellwithmygroupmemberandgainedadeeperunderstandingofthem.Wedidwellinourproject.ending（結(jié)尾）climax（高潮）Plot：confidentanxiousshockedaggrieved委屈的

enjoyed?試圖說(shuō)服老師——老師期望——接受任務(wù)——完成任務(wù)——感悟與成長(zhǎng)續(xù)寫(xiě)線索：WhatwouldIsay?WhatwouldIdo?Myfacialexpressions?Whatwouldtheteachersay?Mymentalactivity?Myactions?由第一段首句“我忍著眼淚走向Mrs.Bartlett”可知，續(xù)寫(xiě)應(yīng)圍繞我跟老師見(jiàn)面后的語(yǔ)言、動(dòng)作、神情等展開(kāi)描寫(xiě)，包括傾訴“我”對(duì)分組結(jié)果的不解，如何說(shuō)服老師把我分在“優(yōu)生組”等，以及老師的回答、反應(yīng)和舉措等。為與下一段首句呼應(yīng)，“我”一定是說(shuō)服未遂，繼續(xù)和這三個(gè)不合群的人在同一個(gè)組。Paragraphl:IfoughtbacktearsasIwalkeduptoMrs.Bartlett.

BeforeIopenedmymouth,shegentlyplacedahandonmyshoulder,sayingwithaknowingsmile,“Iknowwhatyouwant,butyourgroupneedsyou.”SostunnedwasIthatIcouldn’tutterasinglewordforamoment.ShehadseensomethinginmethatIhadn’tseen.Suddenly,amixtureofguiltaswellasprideseizedme.Thepowerofbeingtrustedmademestandstraighter.“I’llhelpthem.”Irepliedinafirmvoice.Icouldn’tbelieveitcameoutofmymouth,butitdid.由第二段首句“這周過(guò)半的時(shí)候，我覺(jué)得自己很享受這三個(gè)不合群的人的陪伴”可知，續(xù)寫(xiě)應(yīng)圍繞“我”與組員們完成項(xiàng)目的過(guò)程和結(jié)果，與此同時(shí)，“我”的心態(tài)發(fā)生了轉(zhuǎn)變，理解了老師的良苦用心，明白了應(yīng)該拋棄成見(jiàn)，學(xué)會(huì)接納和包容的做人哲學(xué)。Paragraph2:Halfwaythroughtheweek,Ifeltmyselfenjoyingthecompanyofthesethreemisfits.Theprojectwasgoingsmoothlywithourjointefforts.Besides,IfoundoutMaurowasstrugglingwithEnglish,JulietteworelongskirtsbecauseofherreligionandRacheldreamedtobeafashiondesigner.Theyweren’