2025届新高考英语冲刺复习：读后续写

Continuationwriting2025届新高考英语冲刺复习读后续写Step1Warmup:Pickandtry

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5realizedherfaultapologized要点3：CathyandOllie：要点1：Cathy续写第一段：OlliewasmadatCathyforgettinghimintotrouble.要点2：Olliecomfortedteacherworkedhardtogethermadegreatprogressatmathsthanked要点3主题意义：要点1Cathy续写第二段：OllieprovedtobeagoodteacherforCathy.要点2Olliehappierreturned与之前获得Cathy给他的那些物质相比Realsuccessandhappinesscomefromhardwork.Fiveweekslater,Cathymadegreatprogressatmaths,whichmadeherashappyasafishinthewater.(20词)CharactersofthemainfiguresMrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy-hisnamewasBernard-hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon'tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish.”kindthoughtfulkind,caring,active,enthusiastic,intelligentMrs.MeredithJohn,Harry,Clara.

TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.……warm-hearted,united,caringCharactersofthemainfiguresVillagersStoryWhenWhereWhoWhat

Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredith'shomekindandthoughtful/Shespentagreatdealoftimevisitingthepoor/earnsomemoney;sprangtohisfeetandcried/jumpedupallattention/Astheeconomy……Readforwritingmaterials—细读原文，探寻写作素材What'sBernard'sfamilycondition?Howdidtheyhelphim?writingmaterialsFocusontwogivensentencesPara.1WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.Para.2Witheverythingready,Bernardstartedoutonhisnewbusiness.TheysucceedinmakingpopcornTheyputtheirgoodideaintopracticeBernardsoldpopcornDidheearnmoney?写作步骤ReadThinkWrite1)浅层信息理解：4W2)深层信息理解：故事发展开头语Predicttheplotproperly1)Actions动作的丰富性2)Feelings情感表达的多样性3)Surroundings恰当运用环境描写

Getthemainidea1)故事主要发展情节2)文章风格3)写作主题4)Language语言的运用

Readitaloud:

Uponhearingthesadnews,出yheartsank.EmotionalTip:Completethesentence:Atthatmoment,Iwasseizedbyasenseofsadnessandcouldn’thelp____________.cryingbitterlyLogicalTip:Askyourdesk-matetoreaditaloud:Waitinganxiouslyfortheteachertoannouncetheresultoftheexam,Istaredatthepaperheldintheteacher'shands.OrganizedTip:Actitout:Terriblyunhappy,Ihidthepaperandloweredmyhead,thinkingaboutwhatIshoulddonext.VididTip:Step1Warmup:Pickandtryogical

rganized

motional

ividLOVEEVOLLOVE

ReadandfocusontheplotWaitinganxiouslyfortheteachertoannouncetheresultoftheexam,Istaredatthepaperheldintheteacher'shands.Uponhearingthesadnews,myheartsank.Terriblyunhappy,Ihidthepaperandloweredmyhead,thinkingaboutwhatIshoulddonext.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:Whatisthe"plot”?Q2:Howcanwedevelopaplot?WhyWhatWhoHowWhereWhentimeplacecharactersmatterreasonsfeelingsStep2Readandthink

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.1Wesatdownnexttoeachother,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：WhatdidIseeandhowdidIfeelwhenseeinghim?runthatway?Q2：Howdidheperformintherace?Q3:Whatwastheotherkids’responsetohisperformance?Step2ReadandthinkBeforerunningWhilerunningAfterrunningHelookedbackatmeandIcasthimanencouragingsmile.Hisclassmateswelcomedhimwhilethecoachwasapparentlypuzzledabouthisappearance.Thentheracebegan.AlltherunnersshotoutlikearrowsexceptDavid./Astheshotsoftheracerangout,everyonejustrushedforward,onlyasmallthinbodywasstaggering(rockfromsidetoside)behind.However,heclenchedhisteethandswunghislegswithallthestrength.AlthoughDavidwasthelasttocrossthefinishingline,noonelaughedathim.Instead,allthekidsincludingthosefromotherschoolseruptedintoabigapplause,cheeringforhisdeterminationandpersistence.Step2ReadandthinkDavid’s&MyEmotionsWhenDavidfinishedtherunning...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,weshouldreadthegiventextforthebasicinformation,exploretheconflictsthroughclues,analysethetwogivensentences,anddeveloptheplots.readBeforewriting,weshould

readthegiventextforthebasicinformation,

exploretheconflictsthroughclues,

analysethetwogivensentences,and

developtheplots.SummaryPART03WriteandshareStep4WriteandshareChooseaparagraphandwritedowntheplot.Shareyourwork.Step4WriteandshareHisusualbigtoothysmilewasabsenttoday.Aftermakingsure...,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.He

alwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,he

didalwaysfinish....,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.Shareyourwork.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SummaryStep5LearnandappreciatePara.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.