【知識精研】高考英語復習讀后續(xù)寫練習+在四川尋找南瓜慶祝萬圣節(jié)+課件

高考英語讀后續(xù)寫語篇練習在四川尋找南瓜慶祝萬圣節(jié)1題目分析讀后續(xù)寫題目再現(xiàn)范文呈現(xiàn)努力方向2Part1題目呈現(xiàn)3續(xù)寫原文“Shewantsawhat?”barkedthefruitseller.IwasinoneofthemanystreetmarketsofLuzhou,asmallcitylocatedinChina’sSichuanProvince.Already,acrowdofcuriouson-lookerswasgathering:white-hairedgrandmas,toothlessoldmen,mothersholdinginfants.Everyonewaswaiting,wonderingwhytheforeignerwascausingsuchafuss(大驚小怪).Itookadeepbreath.Thecrowdleanedin.“Doyouhaveapumpkin?”Iaskedasclearlyaspossible.AmotherholdinganinfantexplainedtherewasnopumpkinhereinEnglish.IhadtomoveontoyetanothermarketinmysearchforHalloween.AsanAmericanEnglishteacherinChina,theurgewasstrongtoexplainmycountry’sculturaltraditionstomystudents.I’dhadplentyofsuccessinteachingtheChineseaboutsignificantUnitedStatesholidaysandevents,Halloweenbeingoneofthem.YetIwasnowinanewteachingposition,inadifferentregionofthecountrywhichseemstohaveeverykindofproduceknowntomanexcepttheoneIwantedforOct.31.4續(xù)寫原文IhadlearnedthatinteachingaboutHalloween,therewasnosubstitute(替代品)foracarvedpumpkin.Descriptionsproducedblankstares.Drawingsweremisinterpreted.Picturesonlypuzzled.Sure,Icouldgiveupshowingarealjack-o’-lantern(南瓜燈)tomystudents.Icouldlectureonthehistoryofthistradition,whichhaditsorigininoldbeliefsaboutthereturnofthespiritsofdeadpeople.Wecouldhaveagoatwearingmasks,androle-playtrick-or-treat.Butnothingcouldcomparewiththepumpkin.Forthatreason,Iwaswillingtogothroughjustaboutanythingtofindapumpkinformystudents.Inanothersectionofthecity,Iheadedtoabigmarket.“Doyouhaveapumpkin?”IaskedthesellerIsaw.“Awhat?”sheseemedtobeataloss.However,Ididn’tknowhowtomakeherunderstandwhatIwanted.5段首句Para1：Suddenly,anideaoccurredtome.Para2：OnOct.31，Ibroughtthecarefully-carvedpumpkinintotheclass.6Part2題目分析7續(xù)寫原文分析8這個故事以人物為線索展開，講述了作者作為一名在中國教英語的美國人，在教授學生關(guān)于萬圣節(jié)的文化傳統(tǒng)時，發(fā)現(xiàn)沒有南瓜作為教學道具，這對他來說是不可或缺的。盡管他嘗試了各種方式解釋和尋找南瓜，但由于所在地區(qū)似乎沒有南瓜這種農(nóng)產(chǎn)品，他遇到了很大的困難。然而，為了讓學生更好地理解和體驗萬圣節(jié)文化，他堅持不懈地尋找南瓜。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9續(xù)寫思路分析Para1：

“Suddenly,anideaoccurredtome.”

這個句子暗示了故事的主角（美國英語教師）在經(jīng)過一番努力后，突然想到了一個可能解決困境的方法。之前的努力都以失敗告終，因為她在市場上找不到南瓜，而當?shù)厝藢Α澳瞎稀币辉~也感到陌生。因此，主角可能會想到其他途徑來解決問題，或者利用現(xiàn)有的資源來創(chuàng)造一個類似南瓜燈的物品。10續(xù)寫思路分析Para2：“OnOct.31,Ibroughtthecarefully-carvedpumpkinintotheclass.”這句話暗示著故事的最終解決方案：主角成功找到了一個南瓜，并且將其雕刻成南瓜燈帶入課堂。這表明她最終克服了困難，實現(xiàn)了目標，給學生們帶來了一次有意義的文化體驗。11續(xù)寫思路分析故事的發(fā)展方向在故事的進一步發(fā)展中，主角可能會想到一個巧妙的辦法來解決南瓜缺乏的問題。例如，突然的靈感可能促使她在當?shù)厥袌鰧ふ翌愃频奈锲罚蚴强紤]使用其他類型的蔬菜來代替南瓜。比如，她可能發(fā)現(xiàn)了一種形狀接近的水果或蔬菜，或者她甚至動手購買了一些大橙子、土豆或西葫蘆來雕刻成類似南瓜燈的樣式。12續(xù)寫思路分析故事的發(fā)展方向在這樣一個替代方案下，她可能通過與學生和當?shù)厣特湹臏贤ǎ罱K在最后一刻完成了這個項目。而且，即使不是傳統(tǒng)的南瓜，學生們還是能夠通過這個活動感受到萬圣節(jié)的氣氛和美國的文化傳統(tǒng)。13續(xù)寫思路分析故事的發(fā)展方向最終，在10月31日這一天，她把精心雕刻的“南瓜燈”帶進課堂，學生們看到了她的創(chuàng)意成果，既驚訝又興奮。雖然這個“南瓜燈”并非標準的南瓜，但它依然代表了她努力傳播美國文化的決心與創(chuàng)意。14續(xù)寫思路分析故事的結(jié)局故事的結(jié)尾可能會是一個溫馨的場景，學生們圍繞著這個“南瓜燈”，參與到萬圣節(jié)的慶?；顒又校瑢W習到了節(jié)日的背景、習俗，并通過角色扮演或是其他活動體驗到了這一傳統(tǒng)節(jié)日的樂趣。15續(xù)寫思路分析故事可能的發(fā)展方向“Suddenly,anideaoccurredtome.Whynotusealargeorangesquashinsteadofapumpkin?Afterall,theshapeandcolorwerealmostidentical.Ispenttherestofthedaycarvingitwithcare,andbynightfall,Ihadabeautiful,glowinglantern.OnOct.31,Ibroughtthecarefully-carvedpumpkinintotheclass.Thestudents’eyeslitupastheysawthefamiliarorangeglow.Despitethedifferencesinourtraditions,thislittlegesturehelpedbridgetheculturalgap.Weallgatheredaroundit,sharingstoriesofHalloweenandwhatitmeanttous.Itwasamomentofconnection—onethatnoblankstarecoulddiminish.”16Part3范文呈現(xiàn)17范文呈現(xiàn)Suddenly,anideaoccurredtome.Icouldbridgethelanguagegapwithvisuals!Idrewasimplesketchofapumpkin,completewithastemontopandthecharacteristicridges(紋路).“Ineedsomethinglikethis,”Isaid,showingmydrawingtotheseller.Shestudiedthesketchwithcuriosity,thenlookedupatme,understandingdawningonherface.Afteramoment,shedisappearedbehindapileofproduceandsoonreturnedwitharound,orangepumpkin.“That’sit!”Iexclaimed,myfacelitupwithjoy.ImmediatelyIrushedbackhome,startingtocarvemybeautifulpumpkin.18范文呈現(xiàn)OnOct.31,Ibroughtthecarefully-carvedpumpkinintotheclass.Thestudentsgatheredaround,theireyeswidewithcuriosityastheyobservedthedelicatelycarvedfacewithaflickeringcandleinside.Itwasindeedatraditionaljack-o’-lantern,anditcapturedtheessenceoftheholiday.Asthelightcastshadowsaroundtheroom,IbegantotellthemabouttheoriginsofHalloween,thelegendsofspiritsandthecustomofcarvingpumpkinstodriveoffevilspirits.Theylistenedattentively,eyesfixedonme.Wewereallconnectedthroughtheuniversallanguageofcelebrationandtraditiondespitetheculturaldifferences.19AI范文呈現(xiàn)Suddenly,anideaoccurredtome.IrealizedthatifIcouldn’tfindapumpkininLuzhou,Icouldatleastmakeone.Afterafewhoursofsearchingthroughvariousstoresandmarkets,Iboughtalargeorangemelonthatresembledapumpkininshapeandcolor.Themelonwasnotideal,butitwouldhavetodo.Withasharpknife,Icarefullycarveditintotheshapeofajack-o'-lantern,cuttingouteyes,anose,andawide,smilingmouth.Holdingthemakeshiftpumpkininmyhands,Icouldn’thelpbutfeelexcited,imaginingthelooksofsurpriseonmystudents’faceswhentheysawit.20AI范文呈現(xiàn)OnOct.31,Ibroughtthecare