高考英語(yǔ)復(fù)習(xí)讀后續(xù)寫練習(xí)：戶外之行：比常規(guī)課堂更有力的生態(tài)教育+課件

高考英語(yǔ)讀后續(xù)寫語(yǔ)篇練習(xí)戶外之行：比常規(guī)課堂更有力的生態(tài)教育1題目分析讀后續(xù)寫題目再現(xiàn)范文呈現(xiàn)努力方向2Part1題目呈現(xiàn)3續(xù)寫原文AnOutdoorTripThatSpeaksLouderThanARegularClassOneday,asJack,ascienceteacher,stressedthepressingneedforprotectingTangerineDarters,akindoffish,studentsinhisclassseemeduninterestedandbored.Jackcontinued,buthisstudentsshowedlittleenthusiasm.Hepausedforamoment,allowingthesilencetosettleintheclassroom.Thenhewentoninadifferentway.“Imagine,”Jackbegan,hisvoicefilledwithpassion,“thefeelingofwading(趟水)throughtheclearshallowwatersofPigeonRiver,surroundedbythegentlesunlight.PicturethecolorsoftheTangerineDartersastheygracefullyswimthroughthecurrents,theirorangebellies(肚子)shininglikeraysofsunshine,orinthatmoment,aTangerineDarterinyourhands,itsorangebellyshininginthesunlight.”Hepaintedavividpicturewithhiswords.Curiositylitinhisstudents’eyesastheybentforward,eagertoknowmore.4續(xù)寫原文Jackcontinued,“Thedartersareverypickyabouttheirhabitats.Theplacewheretheyliveshouldbeveryclean,andslightpollutioncoulddrivethemawayorevenendangertheirveryexistence.”AsJackspoke,hispassionspreadquicklyamonghisstudents,whostartedtoaskquestions,wantingtoknowmoreabouttheTangerineDarters.Inspiredbytheirnewfoundinterest,Jackhadanidea.WhynottakestudentstothePigeonRiver,wheretheycanwitnessthebeautyoftheTangerineDartersfirsthand?5續(xù)寫原文Aweeklater,theywereonthetriptothePigeonRiverinCanton,NorthCarolina,wheretheenvironmentwaswellpreservedincomparisonwithotherindustrialareas.SunshinebouncedoffthePigeonRiver,andcoolwaterflowedoverrocksandboulders(卵石)—thepreferredhabitatofTangerineDarters.WithJack,itwasthefirsttimethatthestudentshadstoodintheshallowwater,eagertoseetheirtargetofthisfishecologyclassfieldtrip.6段首句Paragraph1:Suddenly,Jackbentandquicklycaughtafish.Paragraph2:Seeingthestudents’interestedlooks,Jackraisedaquestion.7Part2題目分析8續(xù)寫原文分析9科學(xué)老師杰克在課堂上強(qiáng)調(diào)保護(hù)橘色鏢鱸（一種魚(yú)類）的緊迫性時(shí)，學(xué)生們表現(xiàn)得毫無(wú)興趣、十分無(wú)聊。杰克停頓片刻后，換了一種充滿激情的方式繼續(xù)講解。他繪聲繪色地描述在清澈的淺水中趟水，周圍是柔和的陽(yáng)光，橘色鏢鱸優(yōu)雅地在水流中穿梭，橙色的腹部像陽(yáng)光一樣閃耀，甚至手中握著一條橘色鏢鱸的情景。這生動(dòng)的描述引起了學(xué)生們的好奇心，他們紛紛前傾身體，渴望了解更多。杰克接著介紹這種魚(yú)對(duì)棲息地很挑剔，生存環(huán)境必須非常干凈，輕微的污染都可能使其消失或危及它們的生存。隨著杰克的講述，他的熱情迅速感染了學(xué)生，他們開(kāi)始提問(wèn)，對(duì)橘色鏢鱸表現(xiàn)出濃厚的興趣。受到學(xué)生們新產(chǎn)生的興趣的啟發(fā)，杰克有了一個(gè)主意，帶學(xué)生們?nèi)ケ笨_來(lái)納州的鴿子河，讓他們親眼目睹橘色鏢鱸的美麗。一周后，他們踏上了前往鴿子河的旅程，那里的環(huán)境與其他工業(yè)區(qū)相比保存得很好。陽(yáng)光灑在鴿子河上，清涼的河水在巖石和卵石間流淌，這正是橘色鏢鱸喜愛(ài)的棲息地。在杰克的帶領(lǐng)下，學(xué)生們第一次站在淺水中，熱切地期待著看到這次魚(yú)類生態(tài)學(xué)實(shí)地考察的目標(biāo)。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(yǔ)；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(yǔ)；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)10續(xù)寫思路分析Paragraph1:Suddenly,Jackbentandquicklycaughtafish.突然，杰克彎下腰，迅速抓住了一條魚(yú)。他緩緩直起身，手中高高舉起那條橘色鏢鱸，興奮地喊道：“同學(xué)們，看！這就是我們心心念念的橘色鏢鱸！”陽(yáng)光灑在魚(yú)身上，它橙色的腹部閃爍著迷人的光芒，如同一塊珍貴的寶石。學(xué)生們立刻圍了過(guò)來(lái)，臉上洋溢著驚喜和激動(dòng)的神情。他們紛紛伸長(zhǎng)脖子，想要近距離觀察這條神奇的魚(yú)。有的學(xué)生忍不住伸出手，輕輕觸摸魚(yú)光滑的鱗片，感受它的生命力?！巴?，它好漂亮??！”“原來(lái)橘色鏢鱸長(zhǎng)這樣，比我想象中還要好看！”學(xué)生們你一言我一語(yǔ)，興奮地交流著自己的感受。杰克一邊耐心地解答學(xué)生們的問(wèn)題，一邊向他們介紹橘色鏢鱸的生活習(xí)性和特點(diǎn)。在這親身觀察和交流的過(guò)程中，學(xué)生們對(duì)橘色鏢鱸的了解不再停留在書(shū)本上，而是變得更加直觀和深刻。11續(xù)寫思路分析Paragraph2:Seeingthestudents’interestedlooks,Jackraisedaquestion.看到學(xué)生們充滿興趣的神情，杰克提出了一個(gè)問(wèn)題?！巴瑢W(xué)們，現(xiàn)在你們親眼看到了橘色鏢鱸，也知道了它們對(duì)生存環(huán)境的要求非常高。那么，大家想一想，如果鴿子河的水質(zhì)受到污染，這些美麗的魚(yú)兒會(huì)怎么樣呢？我們又該如何保護(hù)它們的棲息地呢？”學(xué)生們陷入了沉思，片刻之后，紛紛舉起手發(fā)表自己的看法。有的學(xué)生說(shuō)要減少生活污水的排放，有的學(xué)生提議要加強(qiáng)對(duì)河流周邊工廠的監(jiān)管，還有的學(xué)生表示要向更多的人宣傳保護(hù)水資源的重要性。杰克認(rèn)真地傾聽(tīng)著每一個(gè)學(xué)生的發(fā)言，不時(shí)點(diǎn)頭表示贊許。他對(duì)學(xué)生們的想法給予了充分的肯定，并鼓勵(lì)他們將這些想法付諸實(shí)踐。這次戶外實(shí)地考察，不僅讓學(xué)生們學(xué)到了豐富的科學(xué)知識(shí)，更在他們心中種下了保護(hù)生態(tài)環(huán)境的種子，讓他們明白保護(hù)自然、愛(ài)護(hù)生物是每個(gè)人的責(zé)任。12Part3范文呈現(xiàn)13范文呈現(xiàn)Suddenly,Jackbentandquicklycaughtafish.Hestraightenedupslowly,holdingtheTangerineDarterhighinhishandandshoutingexcitedly,"Look,同學(xué)們！ThisistheTangerineDarterwe'vebeenlongingfor!"Thesunlightshoneonthefish,anditsorangebellysparkledcharmingly,likeapreciousgem.Thestudentsimmediatelygatheredaround,theirfacesbeamingwithsurpriseandexcitement.Theystretchedtheirnecksoneafteranother,eagertoobservethemagicalfishupclose.Somestudentscouldn'thelpreachingouttheirhandstogentlytouchthesmoothscalesofthefish,feelingitsvitality."Wow,it'ssobeautiful!""TheTangerineDarterisevenmorebeautifulthanIimagined!"Thestudentstalkedtoeachother,excitedlysharingtheirfeelings.Jackpatientlyansweredthestudents'questionswhileintroducingthelivinghabitsandcharacteristicsoftheTangerineDartertothem.Intheprocessofthispersonalobservationandcommunication,thestudents'understandingoftheTangerineDarterwasnolongerlimitedtowhattheyhadreadinbooksbutbecamemoreintuitiveandprofound.14范文呈現(xiàn)Seeingthestudents'interestedlooks,Jackraisedaquestion."Students,nowthatyouhaveseentheTangerineDarterwithyourowneyesandknowthattheyhaveveryhighrequirementsfortheirlivingenvironment.So,let'sthinkaboutit.WhatwillhappentothesebeautifulfishifthewaterqualityofthePigeonRiverispolluted?Andhowshouldweprotecttheirhabitats?"Thestudentsfellintodeepthought.Afterawhile,theyraisedtheirhandsoneafteranothertoexpresstheiropinions.Somestudentssaidthatweshouldreducethedischargeofdomesticsewage,somestudentsproposedtostrengthenthesupervisionoffactoriesaroundtheriver,andsomestudentssaidthatweshouldpublicizetheimportanceofprotectingwaterresourcestomorepeople.Jacklistenedcarefullytoeachstudent'sspeechandnoddedinapprovalfromtimetotime.Hefullyaffirmedthestudents'ideasandencouragedthemtoputtheseideasintopractice.Thisoutdoorfieldtripnotonlyenabledthestudentstolearnrichscientificknowledgebutalsoplantedtheseedsofprotectingtheecologicalenvironmentintheirhearts,makingthemunderstandthatprotectingnatureandcaringforlivingthingsiseveryone'sresponsibility.15升級(jí)版范文呈現(xiàn)Suddenly,Jackbentdownandswiftlycaughtafish.Slowly,hestraightenedup,holdingtheTangerineDarteraloft,hisvoicefilledwithexcitementasheexclaimed,"Look,同學(xué)們！ThisistheveryTangerineDarterwe'vebeeneagerlywaitingtosee!"Thesunlightdanceduponthefish,itsorangebellyglisteninglikeapreciousgemstone.Instantly,thestudentsswarmedaround,theirfacesaglowwithsurpriseandelation.Theycranedtheirnecks,eachvyingforacloserlookatthewondrouscreature.Somestudentscouldn'tresisttheurgeandgentlyreachedouttotouchthesmoothscalesofthefish,experiencingitsvibrantlifeforce."Wow,it'sincrediblybeautiful!""TheTangerineDarterisevenmorestunningthanI'dimagined!"Thestudentschatteredanimatedly,sharingtheirthoughtsandfeelingswithoneanother.Jackpatientlyfieldedtheirquestions,skillfullyinterweavingexplanationsaboutthefish'slivinghabitsanduniquecharacteristics.Throughthishands-onobservationandinteractivecommunication,thestudents'understandingoftheTangerineDartertranscendedtheconfinesoftextbooks,becomingfarmoretangibleandprofound.16升級(jí)版范文呈現(xiàn)Observingthestudents'eagerexpressions,Jackposedathought-provokingquestion."Students,nowthatyou'velaideyesontheTangerineDarterandarewellawareofitsstringentrequirementsforitshabitat.Let'sponderthis:WhatwouldbecomeofthesemagnificentfishifthewaterqualityofthePigeonRiverweretobepolluted?Andhowcanwegoaboutsafeguardingtheirprecioushabitats?"Thestudentsfellintoadeepsilence,theirbrowsfurrowedinconcentration.Momentslater,handsshotuponeafteranotherastheyeagerlysharedtheirideas.Somestudentsadvocatedfo