2024年高考真題讀后續(xù)寫-2025屆高三英語二輪復(fù)習(xí)專項

TheStruggletoCatchtheBusContinuationWritingHaveyoueverencountereddifficultiesduringyourjourney?Step1Lead-in1，ThekeyelementsofastoryAstoryalwaysinvolvescharacters’ongoingactionsandfeelingsindifferentsettings.Astory1.Characters(who)2.Actions(what)3.Feelings(how+why)4.Settings(when+where)Step2Textanalysis2.Readforthebasicinformation1）What’sthematiccontext?manandselfmanandsocietymanandnature2)What’sthetypeoftext?narrativewritingWhenInacoldeveninginSeptemberWhereInViennaWhoI,TaxidriverGunterWhyIhurriedlytookataxitocatchthelastbusduetomyflightbeingdelayed.WhatIdidn’thaveanycashandtriedseveralmethodsbutcouldn’tpaythetaxifare,andthebuswasabouttoleave.3)

Readingforsettings(5w)climax（高潮）development（發(fā)展）introduction(開端)ending（結(jié)尾）3ReadingforplotsIhurriedlytookataxitocatchthelastbusduetomyflightbeingdelayed.Ilackedcashandtriedmultiplewaysbutcouldn’tpaythetaxi,andthebuswasabouttodepart.IranbacktoGunterandtoldhimthebadnews.Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.Beginning3ReadingforplotsDevelopmentClimaxGuntereventuallygotmetothestationontime.MidpointEndinganxiousrelievedhelpless

？

？Gunterfishedouthislittlephoneandrangupafriend.helpfulnessandtrustbetweenstrangers(1)Finally,withjusttwominutestosparewerolledintothebusstation.(2)4Readingforthemeclues:Atthismoment,Gunterpointedtowardsthewaitinghallofthebusstation.(3)Paragraph1:I

ranbacktoGunterandtoldhimthebadnews._______________________________________________________Paragraph2:Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised._______________________________________________________Step3PredicttheplotsI

ranbacktoGunterandtoldhimthebadnews.

Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised.

P1ItoldGunterthetruth,andGunterhelpedme.Ipromisedtopayhimback.P1rolesplotsroleI

Gunter

verbs

emotionsI;Gunter①HowdidIfeel?③WhatdidGunterdo?②WhatdidIdo?④WhatpromisedidImake?Step3PredicttheplotsP2P2rolesplotsroleGunter

verbsemotionsIpaidhimbackandexpressedmygratitudetohim.I

Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised.

I;Gunter①WhatdidIsay?②WhatdidIdo?③HowdidGunterreact?Step3PredicttheplotsI

ranbacktoGunterandtoldhimthebadnews.

Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised.

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2）3）4）5）6）

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8）9）10）11）12）

Kindnessmakesabigdifference.Whatwasthebadnews?GunterknewIwouldcall.Ileftwithoutpaying.GuntersaidOK.Ifeltmoved.Iwrotehisnumberdown.Ipromisedtopayhimback.Weappointedtomeet.Iofferedanextra$10tip.Gunterrefusedthetip.Ifeltmoved.Step4WriteStep5Assessment￡Groupwork:exchangeyourwritingwithyourgroupmembersandassesstheirwritingaccordingtothectiteria(標(biāo)準(zhǔn))andexplainyourassessment.Eachgrouprecommendsonestudenttosharethetheirassessmentandthegoodexpressionsofthewriting.

Possibleversions

I

ranbacktoGunterandtoldhimthebadnews.

“Sorry,Ican’ttakecashout.”Isaidembarrassedly,withmyfaceburning.Hearingmywords,Gunterrepliedwiththefamiliarsmileonhisface,“That’sOK,justgoahead,youcanpaymeatyourconvenience.”SosurprisedandmovedwasIthatIcouldn’tsayawordout.Asthebusqueuebecameshorter,Gunterpointedtowarditandsaidtome,“Itisyourturn.”Realizingitwastimetoleave,Itookoutmynotebook,askedGunter’snumberandwroteitdownhurriedly.Atthesametime,IpromisedfirmlythatIwouldcallhimandpaidhimbackassoonaspossible.Fourdayslater,whenI

wasbackinVienna,lcalledGunter

aspromised.ThemomentGunterpickedupthephone,Icouldn'twaittointroducemyself.GunterseemedtoknowIwasgoingtocall,andhesaidsoftly,"Iknow."Wemadeanappointmenttomeetatthedepartureplace.Aswemetthefollowingday,Ihuggedhimtightlylikewewerelong-time-no-seeoldfriends,andIexpressedmygreatgratitudetohim.Ipaidhimbackandofferedanextra$10tip,however,herefusedthetip,onlytoacceptthetaxifare,saying“Itisnotabigdeal.”Suddenly,awarmcurrentwashedoverme.ItwasatthattimethatIrealizedthatasmallkindnessactioncouldmakesuchabigdifference!

PossibleversionsAttheendoftheclassExcellentNotbad

FairIcananalyzethetextsystematically.Icandraftlogicallyusingpredictionandplots.Icanfindsomeerrsinthedraftsandcorrectthem.Self-assessmentAssignment1.Reciteandappreciatethesampleessay2.Polishyourwriting

教學(xué)闡釋課程名稱教學(xué)指導(dǎo)思想TheStruggletoCatchtheBus1.發(fā)展英語學(xué)科核心素養(yǎng)，落實立德樹人的根本任務(wù)2.關(guān)注主題意義，制定指向核心素養(yǎng)的教學(xué)目標(biāo)3.實踐英語學(xué)習(xí)活動觀，著力提高學(xué)生能力。內(nèi)容分析

本課包含一個語篇，以第一人稱講述了一位出租車司機幫助我解決車費支付問題的故事。本文的主題是“人與社會”。本課的主題意義是彰顯人與人之間相互信任，互相幫助，傳遞溫暖。本文是一篇記述文。語言總體較為平實，描寫生動，文中很多動作描寫彰顯了出租車司機岡特信任他人和樂于助人的美好形象。希望學(xué)生能夠培養(yǎng)出誠實守信的美好品質(zhì)。

學(xué)情分析1.讀不到位：學(xué)生能基本上讀懂故事，但不會系統(tǒng)地分析文本，不清楚如何獲得寫作線索。2.寫不到位：學(xué)生能簡單的敘述，寫作情節(jié)偏離主線，有時邏輯混亂，時態(tài)也混亂，銜接不當(dāng)，句式單一，細節(jié)描寫少。

教學(xué)目標(biāo)及教學(xué)重難點1.通過分析文本，引導(dǎo)學(xué)生從主題語境。篇章結(jié)構(gòu)，故事情節(jié)等角度去深度解析文本，幫助學(xué)生理順情節(jié)發(fā)展，抓住核心人物性格，確保學(xué)生續(xù)寫邏輯準(zhǔn)確。2.通過主位推進幫助學(xué)生搭建文章邏輯結(jié)構(gòu)，解決學(xué)