師者引導(dǎo)英語讀后續(xù)寫-高三英語上學(xué)期一輪復(fù)習(xí)

續(xù)寫思路：遭遇困難（學(xué)業(yè)不順、交友困難、家境貧困、突發(fā)事故）→→→伸出援手（老師、長輩）情況改善（措施、改變）升華主題（感謝、感悟）“學(xué)校一—師者引導(dǎo)〞“學(xué)校一師者引導(dǎo)〞的一個(gè)重要預(yù)設(shè)情節(jié)是學(xué)生在學(xué)校中遇到的一些困難，如學(xué)習(xí)上落后、自我認(rèn)知失調(diào)（自牛、意志消遠(yuǎn)、缺乏進(jìn)取心)、人際關(guān)系上和他人相處不愉快，或是生活上的挫折（家庭重大變故，經(jīng)濟(jì)困難）等；續(xù)寫情節(jié)中通常是受到了老師或長輩的幫助后，情況得到改善，最后表示感謝和表達(dá)感悟。續(xù)寫情節(jié)中，在描寫具體的幫助方法或是最終情況的改善時(shí)，通?？梢詫?duì)應(yīng)預(yù)設(shè)情節(jié)中所遇困難的細(xì)節(jié)來展開。在處理學(xué)校生活中遇到的問題時(shí)，常見的措施有：語言上，師長可以找同學(xué)談心（conversation），表揚(yáng)鼓勵(lì)學(xué)生(praiseandencouragement)，使其重拾自信心，為克服困難做好情緒保障。行動(dòng)上，針對(duì)具體問題，師長提供相應(yīng)的幫助。若學(xué)習(xí)上遇到因難，可提供鋪導(dǎo)或傳授學(xué)習(xí)方法(tutororsharestudyingmethods)；若家庭生活中遇到困難，可走訪家庭(a

homevisit)，提供物質(zhì)上的幫助（materialhelp）等。Yearsago,mydaughterHopewasinafourth-gradeclasswithagroupofchildrenintheneighborhood.MostofthechildreninHope'sclasshadatleastoneparentworkinginafactory.Hopelovedherclassandoftentoldmestoriesofherclassmates,includingaboynamedRobertwhowasintroublealot.Healwaysstoodinthecornerforpoorbehaviorinclass.Ivolunteeredtoactas"theclassroommom",meaningbringingsnacksandplanningpartiesandspecialoutingsforherclass,eventhoughIworkedfull-timeasasocialworker.OnedayIsawRobertstandinginthecornerandaskedtheteacherifhecouldjoinourMother'sDayparty.Sherefused,sayingheneededtolearnalesson.Iwasn'tsurewhathehaddonetomaketheteacherplacehiminthecorner,butIfeltsadforhimasweatecakesandplayedgameswhilehecontinuedtofacethecorner.Aftertheparty,IaskedHopewhatwaswrongwithRobert.“Itseemedthathewenttoschoolonlyforbasketball.Hedidn'tlistentoourteacherinclassandhetalkedback.Ifyouwerehismother,Ibethewouldn'ttalkback,”Hopesaid.IknewRobert'smotherworkedlonghoursinthepaper-makingfactory.Iknewshewasagoodwoman,whofoundithardtocareforherfourchildrenalone.Shetriedherbest,butIwassurethereweredayswhenshefelthopelessandwasunabletomanageit.HopesaidRobertoftengotangryinclasswhenhedidn'tknowtheanswertoaquestionandcouldn'treadaswellastheotherchildren.Hope'swordsstruckmeandmademethinkaboutwhetherIcouldhelpRobertonaone-to-onebasis.HisteacherallowedmetocometwodaysaweekduringmylunchbreakandhelpRobertwithreading.Wereadsecond-grade-levelbooks,thehighestlevelhecouldmaster.Slowlyhebegantomasterthesebooks,almostenjoyingthem.

Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.

典例故事模型分析本篇讀后續(xù)寫中，預(yù)設(shè)情節(jié)提到Robert在校的主要問題—一上課注意力不集中、頂嘴、回答不上問題時(shí)惱羞成怒、閱讀能力只能達(dá)到2年級(jí)水平。續(xù)寫情節(jié)中描寫Robert在“我”的幫助下所取得的進(jìn)步就可以和問題一一對(duì)應(yīng)，即：“上課注意力不集中”→“頂嘴、回答不上問題時(shí)惱羞成怒”→“閱讀能力只能達(dá)到2年級(jí)水平”→預(yù)設(shè)情節(jié)中的人物除了“我”和Robert之外，還有Hope，以及學(xué)校的老師，在續(xù)寫情節(jié)中，可以加人這些人物的情感或動(dòng)作來推動(dòng)故事的發(fā)展。切忌再憑空捏造其他不重要的人物。“思維更靈活，上課更專注”；“因課堂認(rèn)真并正確回答問題而受到老師的表揚(yáng)”“閱讀能力提升到4年級(jí)水平”1）由第一段首句內(nèi)容“Slowlyhebegantomasterthesebooks,almostenjoyingthem.（慢慢地，他開始掌握這些書里面的內(nèi)容，而且?guī)缀跸矚g上了。）”可知，第一段應(yīng)該主要描寫Robert在作者的幫助下取得進(jìn)步的具體表現(xiàn)。同學(xué)們可以嘗試著思考以下問題：Q1:HowdidRobertbehaveinclassnow？（對(duì)照預(yù)設(shè)情節(jié)中badbehavior的三點(diǎn)表現(xiàn)來思考）Q2:Howdidtheteacherencouragehim?03：WhatprogressdidRobertmakeinreading？（對(duì)照預(yù)設(shè)情節(jié)中他原來的readingability來思考)Q1:HowdidRobertbehaveinclassnow？（對(duì)照預(yù)設(shè)情節(jié)中badbehavior的三點(diǎn)表現(xiàn)來思考）Q2:Howdidtheteacherencouragehim?03：WhatprogressdidRobertmakeinreading？（對(duì)照預(yù)設(shè)情節(jié)中他原來的readingability來思考)Hebegantomasterthesebooks,almostenjoyingthem.Hewasmorefocusedinclass.Hebegantomakebigprogress.Theteacherpraisedhimandaskedhimtocontinuewithhisefforts.Hecouldanswertheteacher'squestioncarefullyandcorrectly.Slowlyhebegantomasterthesebooks,almostenjoyingthem.Beingmoreflexibleinthinkingandmorefocusedinclass,hemanagedtomakebigprogress.AccordingtoHope,Robertalmostturnedintoadifferentperson,whocouldanswertheteacher'squestioncarefullyandcorrectly.Theteacherpraisedhimandaskedhimtocontinuewithhisefforts.Inourfollowingreadingtaskduringlunchtime,Roberthappilysharedhisideasandrequestedtobegivenmorebooks.Afterthatday,IraisedthelevelofreadingtoGrade3andGrade4,muchfasterthanIexpected.2）由第二段首向內(nèi)容“Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.（四年級(jí)結(jié)束時(shí)，Robert和他的同學(xué)參加了期未考試。）”可知，第二段可描寫Robert覺得他在考試中表現(xiàn)很好，來作者家里感謝作者。同學(xué)們可以嘗試著思考以下問題：Ql:WhatnewsdidRobertbringme？（往正向結(jié)局的方向思考)Q2:WhatdidIdotoencouragehim?Q3:Howdidhereacttomyencouragement?04:Whatwasmythinkingintheend?Ql:WhatnewsdidRobertbringme？（往正向結(jié)局的方向思考)Q2:WhatdidIdotoencouragehim?Q3:Howdidhereacttomyencouragement?04:Whatwasmythinkingintheend?Hetoldmethathethoughthedidwellintheexam,muchbetterthanbefore.Ipattedhimonhisshoulderandsaidwithasmile,"Youareacleverboy.Iknowyoucanmakeit,notjustinlearning."Withablushflashingonhisface,hecameforwardandhuggedme,sayinggently,"Thankyou,thankyou..."Iknewthischildwouldhaveapromisingfuture,nomatterwhattheresultoft