2024年高考真題讀后續(xù)寫-2025屆高三英語二輪復(fù)習(xí)專項(xiàng)

TheStruggletoCatchtheBusContinuationWritingHaveyoueverencountereddifficultiesduringyourjourney?Step1Lead-in1，ThekeyelementsofastoryAstoryalwaysinvolvescharacters’ongoingactionsandfeelingsindifferentsettings.Astory1.Characters(who)2.Actions(what)3.Feelings(how+why)4.Settings(when+where)Step2Textanalysis2.Readforthebasicinformation1）What’sthematiccontext?manandselfmanandsocietymanandnature2)What’sthetypeoftext?narrativewritingWhenInacoldeveninginSeptemberWhereInViennaWhoI,TaxidriverGunterWhyIhurriedlytookataxitocatchthelastbusduetomyflightbeingdelayed.WhatIdidn’thaveanycashandtriedseveralmethodsbutcouldn’tpaythetaxifare,andthebuswasabouttoleave.3)

Readingforsettings(5w)climax（高潮）development（發(fā)展）introduction(開端)ending（結(jié)尾）3ReadingforplotsIhurriedlytookataxitocatchthelastbusduetomyflightbeingdelayed.Ilackedcashandtriedmultiplewaysbutcouldn’tpaythetaxi,andthebuswasabouttodepart.IranbacktoGunterandtoldhimthebadnews.Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.Beginning3ReadingforplotsDevelopmentClimaxGuntereventuallygotmetothestationontime.MidpointEndinganxiousrelievedhelpless

？

？Gunterfishedouthislittlephoneandrangupafriend.helpfulnessandtrustbetweenstrangers(1)Finally,withjusttwominutestosparewerolledintothebusstation.(2)4Readingforthemeclues:Atthismoment,Gunterpointedtowardsthewaitinghallofthebusstation.(3)Paragraph1:I

ranbacktoGunterandtoldhimthebadnews._______________________________________________________Paragraph2:Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised._______________________________________________________Step3PredicttheplotsI

ranbacktoGunterandtoldhimthebadnews.

Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised.

P1ItoldGunterthetruth,andGunterhelpedme.Ipromisedtopayhimback.P1rolesplotsroleI

Gunter

verbs

emotionsI;Gunter①HowdidIfeel?③WhatdidGunterdo?②WhatdidIdo?④WhatpromisedidImake?Step3PredicttheplotsP2P2rolesplotsroleGunter

verbsemotionsIpaidhimbackandexpressedmygratitudetohim.I

Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised.

I;Gunter①WhatdidIsay?②WhatdidIdo?③HowdidGunterreact?Step3PredicttheplotsI

ranbacktoGunterandtoldhimthebadnews.

Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised.

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2）3）4）5）6）

7)

8）9）10）11）12）

Kindnessmakesabigdifference.Whatwasthebadnews?GunterknewIwouldcall.Ileftwithoutpaying.GuntersaidOK.Ifeltmoved.Iwrotehisnumberdown.Ipromisedtopayhimback.Weappointedtomeet.Iofferedanextra$10tip.Gunterrefusedthetip.Ifeltmoved.Step4WriteStep5Assessment￡Groupwork:exchangeyourwritingwithyourgroupmembersandassesstheirwritingaccordingtothectiteria(標(biāo)準(zhǔn))andexplainyourassessment.Eachgrouprecommendsonestudenttosharethetheirassessmentandthegoodexpressionsofthewriting.

Possibleversions

I

ranbacktoGunterandtoldhimthebadnews.

“Sorry,Ican’ttakecashout.”Isaidembarrassedly,withmyfaceburning.Hearingmywords,Gunterrepliedwiththefamiliarsmileonhisface,“That’sOK,justgoahead,youcanpaymeatyourconvenience.”SosurprisedandmovedwasIthatIcouldn’tsayawordout.Asthebusqueuebecameshorter,Gunterpointedtowarditandsaidtome,“Itisyourturn.”Realizingitwastimetoleave,Itookoutmynotebook,askedGunter’snumberandwroteitdownhurriedly.Atthesametime,IpromisedfirmlythatIwouldcallhimandpaidhimbackassoonaspossible.Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised.ThemomentGunterpickedupthephone,Icouldn'twaittointroducemyself.GunterseemedtoknowIwasgoingtocall,andhesaidsoftly,"Iknow."Wemadeanappointmenttomeetatthedepartureplace.Aswemetthefollowingday,Ihuggedhimtightlylikewewerelong-time-no-seeoldfriends,andIexpressedmygreatgratitudetohim.Ipaidhimbackandofferedanextra$10tip,however,herefusedthetip,onlytoacceptthetaxifare,saying“Itisnotabigdeal.”Suddenly,awarmcurrentwashedoverme.ItwasatthattimethatIrealizedthatasmallkindnessactioncouldmakesuchabigdifference!

PossibleversionsAttheendoftheclassExcellentNotbad

FairIcananalyzethetextsystematically.Icandraftlogicallyusingpredictionandplots.Icanfindsomeerrsinthedraftsandcorrectthem.Self-assessmentAssignment1.Reciteandappreciatethesampleessay2.Polishyourwriting

教學(xué)闡釋課程名稱教學(xué)指導(dǎo)思想TheStruggletoCatchtheBus1.發(fā)展英語學(xué)科核心素養(yǎng)，落實(shí)立德樹人的根本任務(wù)2.關(guān)注主題意義，制定指向核心素養(yǎng)的教學(xué)目標(biāo)3.實(shí)踐英語學(xué)習(xí)活動(dòng)觀，著力提高學(xué)生能力。內(nèi)容分析

本課包含一個(gè)語篇，以第一人稱講述了一位出租車司機(jī)幫助我解決車費(fèi)支付問題的故事。本文的主題是“人與社會(huì)”。本課的主題意義是彰顯人與人之間相互信任，互相幫助，傳遞溫暖。本文是一篇記述文。語言總體較為平實(shí)，描寫生動(dòng)，文中很多動(dòng)作描寫彰顯了出租車司機(jī)岡特信任他人和樂于助人的美好形象。希望學(xué)生能夠培養(yǎng)出誠(chéng)實(shí)守信的美好品質(zhì)。

學(xué)情分析1.讀不到位：學(xué)生能基本上讀懂故事，但不會(huì)系統(tǒng)地分析文本，不清楚如何獲得寫作線索。2.寫不到位：學(xué)生能簡(jiǎn)單的敘述，寫作情節(jié)偏離主線，有時(shí)邏輯混亂，時(shí)態(tài)也混亂，銜接不當(dāng)，句式單一，細(xì)節(jié)描寫少。

教學(xué)目標(biāo)及教學(xué)重難點(diǎn)1.通過分析文本，引導(dǎo)學(xué)生從主題語境。篇章結(jié)構(gòu)，故事情節(jié)等角度去深度解析文本，幫助學(xué)生理順情節(jié)發(fā)展，抓住核心人物性格，確保學(xué)生續(xù)寫邏輯準(zhǔn)確。2.通過主位推進(jìn)幫助學(xué)生搭建文章邏輯結(jié)構(gòu)，解決學(xué)