讀后續(xù)寫常見故事模型講練1課件高三英語上學(xué)期一輪復(fù)習(xí)

ContinuationWriting

常見故事模型講練1（學(xué)?！獛熣咭龑?dǎo)）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(yīng)為150詞左右；2.請(qǐng)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(yù)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(biāo)準(zhǔn)故事要圍繞主要人物展開詳細(xì)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(yùn)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(dòng)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(fēng)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(dòng)作描寫動(dòng)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(diǎn)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(diǎn)2：位于續(xù)寫第一段段尾，流暢銜接第二段段首句；點(diǎn)3：位于續(xù)寫第二段段首，續(xù)寫銜接第二段段首語；點(diǎn)4：文章結(jié)尾升華，給予讀者正能量，揭示和強(qiáng)調(diào)主題。情節(jié)構(gòu)建的重點(diǎn)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(diǎn)時(shí)態(tài)的正確把握語言描寫中正確使用標(biāo)點(diǎn)符號(hào)說話人+說話內(nèi)容(說后面用逗號(hào)，引號(hào)內(nèi)第一個(gè)字母大寫，句尾標(biāo)點(diǎn)符號(hào)放在引號(hào)內(nèi)）

Hesaid,“Youarekind.”說話內(nèi)容+說話人(1.陳述句引號(hào)內(nèi)用逗號(hào)，引號(hào)外第一個(gè)字母小寫；2.疑問句或感嘆句引號(hào)內(nèi)用問號(hào)或者感嘆號(hào)，引號(hào)外第一個(gè)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