讀后續(xù)寫常見故事模型講練1課件高三英語上學期一輪復習

ContinuationWriting

常見故事模型講練1（學校——師者引導）FairyPart1題目呈現(xiàn)2續(xù)寫原文Yearsago,mydaughterHopewasinafourthgradeclasswithagroupofchildrenneighbourhood.MostofthechildreninHope’sclasshadatleastoneparentworkinginafactory.Hopelovedherclassandoftentoldmestories

ofherclassmates,includingaboynamedRobertwhowasintroublealot.Healwaysstoodinthecornerforpoor

behaviorinclass.Ivolunteeredtoactas“theclassroommom”,meaningbroughtsnacksandplannedpartiesand

specialoutingsforherclass,eventhoughIworkedfull-timeasasocialworker.OnedayIsawRobertstandinginthecornerandaskedtheteacherifhecouldjoinourMother’sDayparty.Sherefused,sayingheneededtolearnalesson.Iwasn'tsurewhathehaddonetomaketheteacherplacehimin

thecorner,butIfeltsadforhimasweatecakesandplayedgameswhilehecontinuedtofacethecorner.Afterthe

party,IaskedHopewhatwaswrongwithRobert.“Itseemedthathewenttoschoolonlyforbasketball.Hedidn’t

listentoourteacherinclassandhetalkedback.Ifyouwerehismother,Ibethewouldn'ttalkback,”Hopesaid.I

knewRobert’smotherworkedlonghoursinthepaper-makingfactory.Iknewshewasagoodwoman,whofound

ithardtocareforherfourchildrenalone.Shetriedherbest,butIwassurethereweredayswhenshefelthopeless

andwasunabletomanageit.續(xù)寫原文HopesaidRobertoftengotangryinclasswhenhedidn'tknowtheanswertoaquestionandcouldn'treadaswellastheotherchildren.Hope’swordsstruckmeandmademethinkaboutwhetherIcouldhelpRobertona

one-to-onebasis.HisteacherallowedmetocometwodaysaweekduringmylunchbreakandhelpRobertwith

reading.Wereadsecondgrade-levelbooks,thehighestlevelhecouldmaster.注意：1.續(xù)寫詞數(shù)應為150詞左右；2.請按如下格式作答。Slowlyhebegantomasterthesebooks,almostenjoyingthem..Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams..4Part2題目分析5人物角色梳理6WhoPersonalityHopeHope’smotherRobertteacherclassmatesRobert’smotheroutgoingkindwarm-heartedhelpfulnaughtybad-temperedstrictgoodbutbusyexhausted主主預設(shè)情節(jié)梳理7Hope,mydaughterinthefourthgrade,often

storieswithmeaboutherclassmates,includingRobert.Robertwasalways

forhisbadbehaviorsinclass:paying

attentioninclasstalkingbackgetting

whennotknowingtheanswerRobert’smomhadlittletimeto

herfourchildren.Idecidedto

Robert,startingwith

books.↓↓↓toldpunishednoangrycareforhelpsecond-grade-level高分標準故事要圍繞主要人物展開詳細刻畫人物角色及情感有效地使用連接成分，使結(jié)構(gòu)緊湊運用豐富的詞匯、合適的句式結(jié)構(gòu)和正確的修辭手法，使描寫更生動第一段和第二段的內(nèi)容銜接自然，邏輯合理通順續(xù)寫內(nèi)容與所給短文融洽度高，語言風格保持一致，思想積極向上續(xù)寫思路分析一.梳理文章人物角色1.Hope2.Hope’smother3.Robert4.teacher5.Robert’smother6.hisclassmatesAction

所做

Response所思說做Emotion

所感受動作描寫動作描寫語言描寫心理描寫情緒描寫二.根據(jù)ARE原則構(gòu)建續(xù)寫情節(jié)環(huán)境描寫Environment點1：位于續(xù)寫第一段段首，流暢銜接前面的記敘文和第一段段首語；點2：位于續(xù)寫第一段段尾，流暢銜接第二段段首句；點3：位于續(xù)寫第二段段首，續(xù)寫銜接第二段段首語；點4：文章結(jié)尾升華，給予讀者正能量，揭示和強調(diào)主題。情節(jié)構(gòu)建的重點續(xù)寫思路分析Para1：Slowlyhebegantomasterthesebooks,almostenjoyingthem.

Q1：HowdidRobertbehaveinclassnow?Q2:Howdidtheteacherencouragehim?Q3:WhatprogressdidRobertmakeinreading?11ActionResponseEmotion+Action續(xù)寫思路分析Para2：Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.

Q1：WhatnewsdidRobertbringme?Q2:WhatdidIdotoencouragehim?Q3:HowdidRobertreacttomyencouragement?Q4:Whatwasmythinkingintheend?12Action+EmotionEmotion+ResponseResponse續(xù)寫思路分析Q1：HowdidRobertbehaveinclassnow?(Action)Q2:Howdidtheteacherecouragehim?(Response)Q3:WhatprogressdidRobertmakeinreading?(Emotion+Action)Q1：WhatnewsdidRobertbringme?(Action+Emotion)Q2:WhatdidIdotoecouragehim?(Emotion+Response)Q3:HowdidRobertreacttomyencouragement?(Response)Q4:Whatwasmythinkingintheend?(主題升華句)13續(xù)寫注意要點時態(tài)的正確把握語言描寫中正確使用標點符號說話人+說話內(nèi)容(說后面用逗號，引號內(nèi)第一個字母大寫，句尾標點符號放在引號內(nèi)）

Hesaid,“Youarekind.”說話內(nèi)容+說話人(1.陳述句引號內(nèi)用逗號，引號外第一個字母小寫；2.疑問句或感嘆句引號內(nèi)用問號或者感嘆號，引號外第一個字母小寫。）“Youmaybothgo,”hesaid.14Part3范文呈現(xiàn)15范文呈現(xiàn)Slowlyhebegantomasterthesebooks,almostenjoyingthem.Beingmoreflexiblein

thinkingandmorefocusedinclass,hemanagedtomakebigprogress.AccordingtoHope,

Robertalmostturnedintoadifferentperson,whocouldanswertheteacher'squestion

carefullyandcorrectly.Theteacherpraisedhimandaskedhimtocontinuewithhisefforts.

Inourfollowingreadingtaskduringlunchtime,Roberthappilysharedhisideasandrequested

tobegivenmorebooks.Afterthatday,IraisedthelevelofreadingtoGrade3andGrade4,

muchfasterthanIexpected.16范文呈現(xiàn)Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.Afterthe

exam,hecametomyhousewithHope.Hiseyesflashedwithexcitement,andhetoldme

thathethoughthedidwellintheexam,muchbetterthanbefore.Ipattedhimonhis

shoulderandsaidwithasmile,“Youareacleverboy.Iknowyoucanmakeit,notjustin

learning.”Withablushflashingonhisface,hecameforwardandhuggedme,saying

gently,“Thankyou,thankyou...”Ialsohuggedhim,andIknew