【课件】2023届高三英语写作专项读后续写研讨讲座课件

读后续写专题研讨讲座ContuniitaonWritgni2022年新高考全国Ⅰ卷英语·读后续写执教老师：长沙市弘益高级中学

瞿献锋01Warmup:PickandtryStep1Warmup:Pickandtry

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Readitaloud:

Uponhearingthesadnews,myheartsank.EmotionalTip1:

Completethesentence:Atthatmoment,Iwasseizedbyasenseofsadnessandcouldn’thelp____________.cryingbitterlyLogicalTip2:

Askyourdesk-matetoreaditaloud:Waitinganxiouslyfortheteachertoannouncetheresultoftheexam,Istaredatthepaperheldintheteacher'shands.OrganizedTip3:

Actitout:Terriblyunhappy,Ihidthepaperandloweredmyhead,thinkingwhatIshoulddonext.VididTip4:

5Surprise!

Hereisapresentforyou!Step1Warmup:Pickandtryogical

rganized

motional

ividOEVOLLVEReadandfocusontheplotWaitinganxiouslyfortheteachertoannouncetheresultoftheexam,Istaredatthepaperheldintheteacher'shands.Uponhearingthesadnews,myheartsank.Terriblyunhappy,Ihidthepaperandloweredmyhead,thinkingwhatIshoulddonext.Atthatmoment,Iwasseizedbyasenseofsadnessandcouldn'thelpcryingbitterly.Aseriesofeventstoformthestoryofanovel,play,film,etc.

Thetwinscarriedthebreakfastupstairsandwoketheirmotherup.Theysaid:“HappyMother’sDay!Iloveyou,Mom!”Motherfeltveryhappyandsurprised,andshehuggedthetwinsimmediately.Thetwinsweresoexcitedthattheykissedtheirmotheronthecheek.Thenmotherlookedatfatherandthetwinshappily.Fathersuggested:“Haveatry,darling!Theymadeitforyou!”Mothertastedandpraisedthetwins.Thetwinsjumpedwithjoyandafeelingoflovefilledthewholeroom.Forexample:Q1:Whatis“plot”?Q2:Howcanwedevelopaplot?WhyWhatWhoHowWhereWhentimeplacecharactersmatterreasonsfeelingsReadandthink02Step2Readandthink

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”

Task1:Readforthebasicinformation.Step2Readandthink

Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.

MainCharactersSchool’scoachClassmates/kidsAspecialeducationteacherDavid:withabraindiseaseStep2ReadandthinkMainElementswherewhowhatwhy/howthebigcross-countryrunstudentsfromsevendifferentprimaryschoolsDavid,

teacher,coach,classmates/kidsDavidwantedtogiveuptheevent.Davidfeltsad.Teacher/classmatesencouragedhim....Step2ReadandthinkStep2ReadandthinkTask2:ExploretheconflictsthroughcluesCharactersDetailsFeelingsPossiblefutureactions

Step2ReadandthinkProblem-solvingbridgeBeginningEndingDaviddidn’twanttorun.Davidfinallyran.WhatIsaidordidhelpedhimfacethechallenge.challengedeterminationCoachgaveDavidthechoicetorunornot.Step2ReadandthinkTask3:AnalysethetwogivensentencesPara1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

Para2:

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

WhatdidIdecidetodo?WhatshouldIdotomakehimdeterminetorun?...Why?Whatwashedoingthen?Howwashefeelingthen?Howdidheperformintherace?HowdidIfeelwhenseeinghimperformthatway?Whatwastheotherkids’responsetohisperformance?→Davidfinallyran.Step2ReadandthinkTask4:DeveloptheplotsPara.1

Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Pattinghimgentlyonhisshoulder,Isaidinasoftvoice,“Younevermissedasinglepractice.Youalwaysfinishedeveryrun.Doyouwantyoureffortstoendupinvain?”David,whatcountsmostistotrythebestofyourabilityinwhateveryou’redoing.Q1：WhatdidIdecidetodo?Andhow?Q2：WhatwasDavid’sresponsetomywords?Hearingthesewords,heturnedhishead,tearsshininginhiseyes,andmurmured（saysth.inasoftquietvoice）“butotherkidswilllaughatme.Maybewhatthecoachsaidisright”[withglum(quietandunhappy)looksonhisface.]Q3：WhatwasDavid’sfinaldecision?Hewipedthetearsoff,walkinghardtowardsthestartinglinestepbystep.Hearingmywords,hefinallymadeuphismindtorunandIurgedhimtogotothestartingline.Step2ReadandthinkDavid’sEmotionsQ4:HowdidDavidfeel?Hejustduckedhisheadandstaredathisownshoes,tryingnottomakeeyecontactwithme.Judgingfromhisexpression,itwasevidentthathewastrappedinadilemma.Finally,hedecidedtorun.sadfrustrateddeterminedStep2ReadandthinkTask4:DeveloptheplotsPara.2

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Q1：WhatdidIseeandhowdidIfeelwhenseeinghimrunthatway?Q2：Howdidheperformintherace?Q3:Whatwastheotherkids’responsetohisperformance?Step2ReadandthinkBeforerunningWhilerunningAfterrunningHelookedbackatmeandIcasthimanencouragingsmile.Hisclassmateswelcomedhimwhilethecoachwasapparentlypuzzledabouthisappearance.Thentheracebegan.AlltherunnersshotoutlikearrowsexceptDavid./Astheshotsoftheracerangout,everyonejustrushedforward,onlyasmallthinbodywasstaggering(rockfromsidetoside)behind.However,heclenchedhisteethandswunghislegswithallthestrength.AlthoughDavidwasthelasttocrossthefinishingline,noonelaughedathim.Instead,allthekidsincludingthosefromotherschoolseruptedintoabigapplause,cheeringforhisdeterminationandpersistence.Step2ReadandthinkDavid’s&MyEmotionsWhenDavidfinishedtherun...Hisbigtoothysmileoccurredagain.Atthatmoment,aflushofadmirationandjoysweptoverme.

Step2Readandthink

PossibleWritingContents01我鼓励David,使他心理想法发生变化。02David采纳我的建议，愿意参加比赛。03比赛过程中David努力克服自身的困难，同学们为他加油助威。04完成比赛，主题升华：他战胜了自己，无关名次，而是他的勇敢和坚定让这一切成为可能。Para1Para2Step2ReadandthinkBeforewriting,weshould

readthegiventextforthebasicinformation,exploretheconflictsthroughclues,analysethetwogivensentences,anddeveloptheplots.readBeforewriting,weshould

readthegiventextforthebasicinformation,exploretheconflictsthroughclues,analysethetwogivensentences,anddeveloptheplots.SummaryWriteandshare03Step4WriteandshareChooseaparagraphandwritedowntheplot.Shareyourworks.Step4WriteandshareHisusualbigtoothysmilewasabsenttoday.Aftermakingsure...,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish....,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.Possibleexpressionswecanusewhilewriting比赛结束时，受到在场师生的鼓励和钦佩甚至尊敬，David很可能有这个表情。

可以用来描述David赛跑时的样子——动作描述always的部分可以用来描述David在比赛时的结果：他不可能跑赢别人，但仍坚持跑完全程。这可能是有些同学容易忽视的地方。此处是我能够成功鼓励David参加越野赛跑的基础。所以续写第一段时可以参照此句。这是David最令人敬佩的品质，也应该是“我”说服他参赛的关键点。Step4WriteandshareChooseaparagraphandwritedowntheplot.Shareyourworks.Step4Writeandshare

thelanguageshouldbevivid.thecontentshouldbeinterrelated.theplotshouldbeevident.thevalueshouldbewarm.Whilewriting,weshouldremember:view语言要生动内容要相关情节要明了价值要温暖SummaryLearnandappreciate04Step5LearnandappreciatePara.1Wesatdownnexttoeachother,butDavidwouldn'tlookatme.

Hejustduckedhisheadandstaredathisownshoes.Iaskedhimifhereallydecidednottorun.Henodded,bitinghislip.“Look,”Isaidcalmly,“Younevermissedasinglepractice.Youalwaysfinishedeveryrun.Doyouwantyoureffortstoendupinvain?”Hehesitatedalotandmurmured;“Otherkidswilllaughatme.”

Iassuredhimthathewouldbethebestrunneronconditionthathefinishedtherun.Hearingmywords,hefinallymadeuphismindtorunandIurgedhimtogotothestartingline.Task1:AppreciatetheparagraphsStep5LearnandappreciateIwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

HelookedbackatmeandIcasthimanencouragingsmile.Thentheracebegan.Alltherunnersshotoutlikearrows.Icheeredforhimandheadedtowardsthefinishingline.Astimeworeon,otherrunnersfinishedtherunbutIcaughtnosightofDavid.Afterwhatseemedlikecenturies,Ifinallysawheshowedupwithhisforeheadsweatingheavily.Iheldmybreathashislegsseemedtogiveout.AlthoughDavidwasthelasttocrossthefinishingline,noonelaughedathim.ThunderousapplauseeruptedfromthekidswitheveryonehailingDavid.Hisbigtoothysmileoccurredagain.Itclickedthathehurdledhisfearandfulfilledhispotential,andtheunremittingeffortwasworthit.Para.2Step5LearnandappreciateCohesion①Cohesion②Cohesion③Cohesion④

所给句1与后文所给句2与前文所给句2与后文结尾主题句与前文Cohesionisanimportantmeanstomakeupatext.衔接是构成语篇的一个重要手段。Step5LearnandappreciateTask2:Evaluatethefollowingparagraphs

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Seeinghisfacefilledwithanxiety,Ifeltsad,decidingtotalksomethingwithhim.TurningtoDavid,Ismiled,“David,Look,whatawonderfulevent!”“Yeah!”Davidsmiledweakly,bowinghishead.Pattingonhisshoulder,Isaidinasoftvoice,“Iheardyouhadworkedsohardforthisevent.HowIadmireyourstrongdetermination.Whynotgiveitatry?”

“Teacher,Iamafraidkidsfromotherschoolswilllaughatme.Ithinkwhatthecoachsaidisright,”murmuredDavid,withglumlooksonhisface.“ButDavid,whatcountsmostistoparticipatetothebestofyourabilityinwhateverwe’redoing.Doyouagree?”Afteratemporaryhesitation,Davidnoddedinagreement,finallydecidingtojoininthecross-countryteam.Para.1Step5Learnandappreciate

Iwatcheda