版權(quán)說明:本文檔由用戶提供并上傳,收益歸屬內(nèi)容提供方,若內(nèi)容存在侵權(quán),請進行舉報或認領(lǐng)
文檔簡介
談后續(xù)寫(一)--
寫前構(gòu)思
(BeforeWriting)A^T
SHOW
A@(DEF-jHIJ^LMSO^PQ^
sruwQS7xYsvifflHHH
goopinaaffitt
CONTENTS
(武漢市二月調(diào)考2023)
Amandalivedinabigmoderncity.Duetothehigh-speed
developmentofeconomy,familiesfromdifferentbackgroundscame
heretofindabetterlife.Amanda'sclassmateandfriend,Rama,was
fromoneofthosefamilies.Onedayafterschool,AmandaandRama
werechattingandRamamentionedhowmuchshemissedherfriends
andhometown."Itishardtoleave/5Ramasighed,"butmyfamily
neededtobesomewherethatiseasiertomakealiving.Holding
Rama'shands,Amandaencouragedhertosharemoreandsheknew
Ramalovedtosinganddancewithherfriendsbackinherhometown.
AfterlearningaboutRama'sstory,Amandastartedtonoticemore
studentslikeRamainherschool.Forthefirsttimesherealizedthat
thosestudentslookedsadintheireyes.Sometimesbecauseoftheir
differentaccents,theycouldn'tcommunicatewellwithothers,which
madethemalwayssitorstandsilentlyatthebackoftheclassroom.
“Theyarehavingahardtime,weshouldshowthemkindnessand
love!”shetoldhermotheroneday.Amandaaskedhermotherwhat
shecoulddotohelpmakethemfeelwelcome.Amanda'smother
suggested,"Whataboutusingart?Maybeitwillbeeasierto
communicatethroughart."Amandathoughtforawhileandnodded.
LikeherfriendRama,Amandalovedallformsofart,likepainting,
singing,dancing,andperforming,throughwhichshecouldtell
differentstories-aboutherfamily,andherlife.
Thenextday,AmandawenttotheActivityCenterinherschooland
proposedherplanofanartshow.Theofficerthoughtitagreatidea.
Inspiredandexcited,Amandasetaboutherplanwithseveralfriends.
AttheActivityCentertheyfiledaroomwithpaper,paintandpencils.
Theyevenmadeasmallstage!Everythingready,theyinvitedallthe
newstudentsinherschoolandAmandaencouragedthemtoshare
somethingspecialabouttheirhometowninanyartform.ToAmanda's
surprise,nooneresponded.
Amazingly,Ramasteppedforwardtobreaktheice.___________
Everythingseemedtochangeafterthatartshow.______________
Amazingly,Ramasteppedforwardtobreakjheice?^4加5心幽15t。
simplesentences,
沖血咚.1"1Aa/vift?麗
比全施版'田岫以儂血b_加住inconsistentwiththe北加
givenpassage
禽…)㈤3絲絲儂L的毋緩-償3^1―紜毛巨儂也心,
Everythingseemedtochangeafterthatartshow._£g%C
功2也>〃沖°/力也.如泌_也dnotcloselyconnected〃-勺
伴乜UL一比—4業(yè)——如加〕叫beS/MG勿'〃M勺.7力的q欣"I
滋聞嗎麗小她J盤必/如創(chuàng)始的%.產(chǎn)、e、的“
題型解讀評分標準
r讀后續(xù)寫第五檔(21?25分)
與所給短文融洽度高,與所提供各段落開頭語銜接
?1.考查考生對原文的理解以及根據(jù)原文的
I內(nèi)容創(chuàng)作結(jié)尾的能力合理;內(nèi)容豐曷;J
所使用語法結(jié)構(gòu)和詞匯豐富、準確,可能有些許錯
52.考查與所給短文及段落開頭語的銜接程誤,但完全不影響意義表達;有效地使用了語句間
的連接成分,使所續(xù)寫短文結(jié)構(gòu)緊湊。
I度
第一檔(1?5分)
1?3.續(xù)寫內(nèi)容的豐富性
與所給短文和開頭句的銜接較差;
產(chǎn)出內(nèi)容太少;
?4.應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準確性
卜5.續(xù)寫內(nèi)容上下文的連貫性語法結(jié)構(gòu)單調(diào),有較多語法錯誤結(jié)構(gòu)與詞匯錯誤嚴
重影響了意義的表達;
缺乏語義間的連接成分,全文內(nèi)容不連貫。
錯誤歸因:文本理解不透徹;Howtoimprove:
fullyunderstand
寫前構(gòu)思不仔細thegivenpassage;
plotlogically
???02方法指導(dǎo)
Stepl.彳q用"5ws”理清原文大急
Amanda,thenextdaytheActivityCenter
Rama
whowhenwhere
5ws
whydidwhatdidAmandado?
Amanda
TohelpstudentslikeRamathat?Amandaorganizedanartshow
adapttothenewlife
S+ep2.刊用“曲儀?”焚取徇節(jié)值息
-------------------------------------------------------------------
climax(conflict/problem)
ending
beginning
onepossbileversion'ToAmanda'ssurprise,noone]
responded.J
AmandawenttotheAcHVityCente
andproposedherplanofanartshov
climax
Amandaaskedhermotherwhatshe1Amazingly,Ramastepped
^coulddotohelpmakethemfeelwelcome..forwardtobreaktheice.
AmandastartedtonoticemoreAmanda's
,studentslikeRamainherschool1
character:
Amandaencouragedhertokind/heloful...
sharemoreandsheknewRama
Everythingseemedtochan年
Jovedtosinganddance______
aftert\_h_a_t_a_r_tshow.
Ramamentionedhow
muchshemissedherWhatwouldha
friendsandhometownTheme:
beginningcareZIQV?ending
Step3.刊用“兩句話”合理病思供罵內(nèi)幕
Paral:Amazingly,Ramasteppedforwardto[breaktheice」
時間:Atthebeginningoftheartshow
空間:IntheActivityCenter
主要人物:Amanda,Rama,othernewstudents
關(guān)鍵情節(jié)Plotl.WhatdidRamadotobreaktheice?
Plot2.Howdidotherstudentsrespond?
Plot3.Whatwastheartshowlike?
Para2:Everythingseemedto|changeafterthatartshow.]
時間:Aftertheartshow
空間:Atschool
主要人物:Amanda,Rama,othernewstudents
關(guān)鍵情節(jié)?Plotl.Whatwasthechange?
Plot2.WhatdidRamasaytoAmanda?
Plot3.HowdidAmandafeel?
Conclusion
Step1Step2Step3
利用"5ws”理清利用“曲線圖”獲利用"兩句話”合
原文大意取細節(jié)信息理構(gòu)思續(xù)寫內(nèi)容
Itwasthedayofthebigcross-countryrun.Studentsfromseven
differentprimaryschoolsinandaroundthesmalltownwere
warmingupandwalkingtheroute(路線)throughthickevergreen
forest.
IlookedaroundandfinallyspottedDavid,whowasstandingby
himselfofftothesidebyafence.Hewassmallfortenyearsold.
Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandasked
himwhyhewasn'twiththeotherchildren.Hehesitatedandthen
saidhehaddecidednottorun.
Whatwaswrong?Hehadworkedsohardforthisevent!
Iquicklysearchedthecrowdfortheschool9scoachandasked
himwhathadhappened."Iwasafraidthatkidsfromotherschools
wouldlaughathim,"heexplaineduncomfortably."Igavehimthe
choicetorunornot,andlethimdecide.”
Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell-he
thoughthewasdoingtherightthing.AftermakingsurethatDavid
couldrunifhewanted,Iturnedtofindhimcomingtowardsme,his
smallbodyrockingfromsidetosideasheswunghisfeetforward.
Davidhadabraindiseasewhichpreventedhimfromwalkingor
runninglikeotherchildren,butatschoolhisclassmatesthoughtof
himasaregularkid.Healwaysparticipatedtothebestofhisability
inwhatevertheyweredoing.Thatwaswhynoneofthechildren
thoughtitunusualthatDavidhaddecidedtojointhecross-country
team.Itjusttookhimlonger--that'sall.Davidhadnotmisseda
singlepractice,andalthoughhealwaysfinishedhisrunlongafterthe
otherchildren,hedidalwaysfinish.Asaspecialeducationteacherat
theschool,IwasfamiliarwiththechallengesDavidfacedandwas
proudofhisstrongdetermination.
Wesatdownnexttoeachother,butDavidwouldn'tlookat
me.
IwatchedasDavidmoveduptothestartinglinewiththeother
runners.
Task/:5ws
whowhenwhere
5ws
whvdidIfeelwhatwasDavid'sdecision?
"frustrated?
Tasfe/e5ws
whenwherewhowhat
第二節(jié)(滿分⑤Ibitbackmyfiustration(懊惱).Iknewthecoachmeantwell—hethoughthewas
料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文。
doingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedto
fUtwasthedayofthebigcross-country贏Studentsfromsevendifferent
findhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswung
:sch(x)i;Tiand高ound底而同iHS瑞Jwerewarmingupandwalkingtheroute(路
hisfeetforward.
線)throughthickevergreenforegt.
⑥D(zhuǎn)avidhadabraindiseasewhichpreventedhimfromwalkingorrunninglike
(jjj2ookedaroundandfinallyspotted;khowasstandingbyhimselfofftothe
otherchildren,butatschoolhi^lass^^Jhoughtofhimasaregularkid.Healways
sidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsent
participatedtothebestofhisabilityinwhatevertheyweredoing.Thatwaswhynone
today.Iwalkedoverandaskedhimwltyhewasn'twiththeotherchildren.He
ofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-country
hesitatedandthensaidhehaddecidednottorun.
③Whatwaswrong?Hehadworkedsohardfbrthisevent!team.Itjusttookhimlonger-thafsall.Davidhadnotmissedasinglepractice,and
④Iquicklysearchedthecrowdfb{theschool'scoach|andaskedhimwhathadalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.
happened."IwasafraidthatBkidsJitpmghfimghoolslwouldlaughathim,“heAsaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavid
explainedunccmfortaHy."10a業(yè)him.挫runornQtandlethjnijgcjde.”facedandwasproudofhisstrongdetermination.
Task2:developmentonepossbileversion
IwasfamiliarwiththechallegesDavid
facedandhisstrongdeterminatioclimaxItofindhimcoming
Thecoachuncomfortablytowardsme.
thatheletDaviddecidetorunor
HeandsaidhedecidedrWesatdownnexttoeachother;but
Davidwouldn'tlookatme.
nottorun.David's
Iandaskedhimwhycharacter:
Iwatcneaasuaviamoveauf
hewasn'twithotherschildren.determinded
tothestartinglinewiththe
IlookedaroundandfinallyQthecxumiers?一/
David,whowa]
ending
Students_________________and
Theme:
yalkingtheroutetlyoughforest.J
Adisabledbodywithastrongwill
beginning
Task3:ploiiingonepossbileversion''
Paral:Wesatdownnexttoeachother,butDavidpouldn'tlookatm可
時間:beforetherun
空間:thickevergreenforest
主要人物:David,I
關(guān)鍵情
溫馨提示
- 1. 本站所有資源如無特殊說明,都需要本地電腦安裝OFFICE2007和PDF閱讀器。圖紙軟件為CAD,CAXA,PROE,UG,SolidWorks等.壓縮文件請下載最新的WinRAR軟件解壓。
- 2. 本站的文檔不包含任何第三方提供的附件圖紙等,如果需要附件,請聯(lián)系上傳者。文件的所有權(quán)益歸上傳用戶所有。
- 3. 本站RAR壓縮包中若帶圖紙,網(wǎng)頁內(nèi)容里面會有圖紙預(yù)覽,若沒有圖紙預(yù)覽就沒有圖紙。
- 4. 未經(jīng)權(quán)益所有人同意不得將文件中的內(nèi)容挪作商業(yè)或盈利用途。
- 5. 人人文庫網(wǎng)僅提供信息存儲空間,僅對用戶上傳內(nèi)容的表現(xiàn)方式做保護處理,對用戶上傳分享的文檔內(nèi)容本身不做任何修改或編輯,并不能對任何下載內(nèi)容負責(zé)。
- 6. 下載文件中如有侵權(quán)或不適當內(nèi)容,請與我們聯(lián)系,我們立即糾正。
- 7. 本站不保證下載資源的準確性、安全性和完整性, 同時也不承擔(dān)用戶因使用這些下載資源對自己和他人造成任何形式的傷害或損失。
最新文檔
- 2025年度智能交通設(shè)施租賃合同3篇
- 2024年水磨石地坪系統(tǒng)分包施工合同3篇
- 2024年消費信貸個人協(xié)議
- 2024年食堂建筑項目施工與安全生產(chǎn)協(xié)議3篇
- 2025年度社會保障補貼合同范本3篇
- 2025年度出口企業(yè)出口貨物檢驗檢疫與憑證獲取合同3篇
- 2024年項目經(jīng)理雇傭協(xié)議
- 2024餐飲店加盟技術(shù)轉(zhuǎn)讓合同
- 2024年虛擬現(xiàn)實技術(shù)研發(fā)合作協(xié)議
- 2025年度新型工業(yè)園區(qū)租賃合同書3篇
- 第二章 熱力學(xué)基本定律
- 英語聽力考場建設(shè)方案
- 義務(wù)教育教科書英語Go for it七年級上冊單詞表
- 第一章 電力系統(tǒng)潮流計算1
- ICU常用鎮(zhèn)靜藥物介紹及藥學(xué)監(jiān)護
- 粉末丁腈橡膠使用方法
- 大氣課程設(shè)計-—袋式除塵器
- 蘇科版七年級生物學(xué)(上)教學(xué)工作總結(jié)
- 阿特拉斯擰緊機技術(shù)方案
- 中國人民財產(chǎn)保險股份有限公司理賠稽查管理暫行辦法
- 鋼管、管件表面積計算公式(精編版)
評論
0/150
提交評論