讀后續(xù)寫An+A+for+Mrs.+Bartlett 高一下學期英語讀后續(xù)寫專題

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

文體：_______⑵

人稱：_________⑶

時態(tài)：__________⑷5Ws：

who_____________________________________________when_____________________________________where___________what________________________記敘文第一人稱一般過去時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)!類別；種類Theremustbesomethingwrong!Mrs.Bartlettwassuchapersonofinsightvisionandthoughtfulnessthatsheneverforgottobringoutthepotentialofallherstudents.Oh,howbadlyIwantedtobewithmyfriends.FinallyIwasdeterminedtoconvinceherIshouldbeinthe“good”group.bringout使顯現；使表現出注意：1.續(xù)寫詞數應為150左右；2.請按如下格式在答題卡的相應位置作答。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(開端)ending（結尾）3大續(xù)寫原則Action—Response原則：角色A的所言、所行、所感、所想會引起其他角色的一系列反應。每段對話1-2句，不一定兩個人都要說話，無聲的動作也是一種response。Conflict

—Solution原則：針對問題/沖突，找到解決方法。Negative

—Positive原則：寫作中一定要有情感的變化，無論前面是怎樣的情感，最終都應該是積極的。Weweretocreateaposteringroups,andeveryonewrotethenamesofthreefriendswewantedinourgroupasareferenceforMrs.Bartlett.introduction(開端)Thenextday,Mrs.Bartlettstartedtocalloutnames.development（發(fā)展）KnowingIwasintheleastpopulargroupwithwhomIconsideredmisfits,IwenttoMrs.BartletttoconvinceherIshouldbeinthe“good”group.However,Mrs.Bartlettencouragedmetohelpthem.Iaccepted.Igotalongwellwithmygroupmemberandgainedadeeperunderstandingofthem.Wedidwellinourproject.ending（結尾）climax（高潮）Plot：confidentanxiousshockedaggrieved委屈的

enjoyed?試圖說服老師——老師期望——接受任務——完成任務——感悟與成長續(xù)寫線索：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)寫應圍繞我跟老師見面后的語言、動作、神情等展開描寫，包括傾訴“我”對分組結果的不解，如何說服老師把我分在“優(yōu)生組”等，以及老師的回答、反應和舉措等。為與下一段首句呼應，“我”一定是說服未遂，繼續(xù)和這三個不合群的人在同一個組。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“這周過半的時候，我覺得自己很享受這三個不合群的人的陪伴”可知，續(xù)寫應圍繞“我”與組員們完成項目的過程和結果，與此同時，“我”的心態(tài)發(fā)生了轉變，理解了老師的良苦用心，明白了應該拋棄成見，學會接納和包容的做人哲學。Paragraph2:Halfwaythroughtheweek,Ifeltmyselfenjoyingthecompanyofthesethreemisfits.Theprojectwasgoingsmoothlywithourjointefforts.Besides,IfoundoutMaurowasstrugglingwithEnglish,JulietteworelongskirtsbecauseofherreligionandRacheldreamedtobeafashiondesigner.Theyweren’