讀后續(xù)寫課件2023屆高考英語復(fù)習(xí)

談后續(xù)寫（一）--

寫前構(gòu)思

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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(píng)分標(biāo)準(zhǔn)

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(duì)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(zhǔn)確，可能有些許錯(cuò)

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(dá)；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(zhǔn)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(cuò)誤結(jié)構(gòu)與詞匯錯(cuò)誤嚴(yán)

重影響了意義的表達(dá)；

缺乏語義間的連接成分，全文內(nèi)容不連貫。

錯(cuò)誤歸因：文本理解不透徹;Howtoimprove:

fullyunderstand

寫前構(gòu)思不仔細(xì)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(shí)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(shí)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(xì)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(shí)間：beforetherun

空間：thickevergreenforest

主要人物：David,I

關(guān)鍵情