资源简介

(共37张PPT)
Continuation Writing
读后续写
3 steps
Step 1
读 Reading
Step 2
续 Predicting
Step 3
写 Writing
一：分析文本，理清情节和情感、确定主题
情节：
在某时间某地点某人发生了什么事情？/遇到了什么困难？
情感：
自卑；焦虑；害怕；抵触新事物；自傲；
主题：
展现积极的情感
个人成长类文本
二：续写
解决遇到的困难
消极的情感得以转变
注意：
时态：过去时
人称：看主人公
人物：找到影响故事发展的主要人物；不增加人物
情节：只解决文中呈现的问题，不增加旁支情节
语言：人物间的谈话不能通篇都是 直接引语
升华：弘扬真善美
个人成长类文本
Triiiiiingggggggggggg，the bell rang(嗡嗡作响;按铃). Suddenly I felt my heart beating(跳动;敲击) wildly(极其;疯狂地) and fear rose(rise增加) within me.I was nervous as I started to feel sick(恶心的)，really sick.I ran to the bathroom and cleaned my face with water. I felt my heart pounding(猛打;连续重击) in my chest(胸膛)，hard and loud as I looked into the mirror(镜子) and murmured(低语)“Come on，you can do this.”
阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
试题再现
para. 1 情绪描写--紧张害怕--自我激励
一、分析文本，理清情节和情感、确定主题
Some were looking forward to this moment for ages, but not me. I become very anxious every time I imagine how uncomfortable it would be on the stage(舞台), and being the center(中心) of attention. If it was a speech, I could manage(处理;管理), but repeating(重复) a scene(场景) from a movie that has already been done by professional actors(专业的演员) is simply hard because we might get compared to(对比) them. But there was no choice. It was arranged(安排) by my art teacher, Mr.Smith,who is a tall handsome gentleman(英俊的绅士) wearing big smiles all the time. He is one of the most famous teachers in our school and students love his performance classes a lot.
para. 2 解释紧张原因--重现影视经典；引出人物Mr. Smith
一、分析文本，理清情节和情感、确定主题
有克服焦虑的能力，但害怕对比，不相信自己
思考：Mr. Smith是不是主要人物？他的性格特点对后面的剧情发展的作用
As I made it(成功到达) to the school hall(大厅). I went over(复习;检查) the script(剧本)in my head. Suddenly I tensed(紧张) as I couldn‘t remember all the lines(台词;歌词;诗行). Once I was there in the school hall, my brain literally(确实地;简直;按照字面意义地) stopped working because of all the noise and the tension(紧张;焦虑) in the air.
para. 3 表演之前，由于大厅内的噪音和紧张气氛，我大脑一片空白
As soon as the teachers who were supposed to(应该做…) judge(判断;评判) our performances entered(进入), the crowd(人群;拥挤) became quiet and the performances began. I was really nervous until the first performer was called, because I was really tired of being the first in everything as my name was the first in the register(n.&v.登记;注册).//
But the more I waited, the more tired I got of waiting. There came a point(倒装) where I who once was feeling sick and scared(害怕的) of performing，wanted to go on stage and get my performance done.
para. 4 表演开始，没有被第一个叫到，我的焦虑得到一点缓解。
但漫长的等待让我想迫不及待地完成表演。
My heart beat faster than ever and as I walked onto the stage,I was even shaking(shake v.颤抖;抖动).When I got up along with my friend, I had a good look around. There were 50 to 60 people. Then I felt really stupid(愚蠢的) for being scared of having an audience(观众).
para. 5 上台时紧张--上台后不再那么害怕。
表演可以正常进行
Para. 1-2 情绪描写--紧张害怕
解释紧张原因并引出人物Mr. Smith
Para. 3-4 表演之前，大厅内我大脑一片空白
漫长的等待让我不再害怕，想尽早完成表演
Para. 5 上台后不再紧张
一、分析文本，理清情节和情感、确定主题
PART1
PART3
PART2
I was about to introduce myself and start to perform when I saw a smiling face.
When I got off the stage , Mr. Smith walked up to congradulate me.
续Para1
续Para2
故事“冲突”？
我在准备表演经典片段前的紧张不自信
冲突的解决？
Mr.Smith给我的鼓励让我相信自己，最终表演成功
topic (故事升华)
overcome the fear
believe yourself !
The biggest enemy is yourself.
P1: I was about to introduce myself in start to perform when I saw a smiling face. P2:When I got off the stage, Mr Smith walked up to congratulate me
①How did Mr Smith congratulate me (动作+语言)
②what’s my reaction to the teacher (show thanks)
第二句:定P1尾句与P2首句的衔接句
第四句:定结尾句
第五句:定升华句
第一句:定接P1首句的衔接句(接心理/动作)
第三句:定接P2首句的衔接句(接心理/动作)
（表演成功）
（从此我克服了舞台恐惧）
(战胜自我，困难面前最大的敌人就是自己)
Which five sentences can be fixed based on the given sentences
(看到老师，受到鼓舞）
(老师肯定表扬)
二、确定五个句子 构思框架
①a sming face指代谁？(Mr. Smith)
②what happened next when I meet the person (perform well)
由第一段首句I was about to introduce myself in start to perform when I saw a smiling face.设问如下：
①a smling face指代谁？
(Mr. Smith)
老师做了什么？竖起大拇指，
②what happened next when I meet the person
(perform well)
at the thought of ...深呼吸，冷静下来，专注于表演，信心
③what’s the result
表演成功;收获大家的掌声（cheers/applause）
二、分析续写段首，确定续写方向
续写线索：
看到老师，得到鼓励——勇敢自信表演——表演成功
根据第二段首句When I got off the stage, Mr Smith walked up to congratulate me.设问如下：
①How did Mr Smith congratulate me
(动作+语言)
hold one’s hands ;pat sb. on one’s shoulder
②what’s my reaction to the teacher
(show thanks)hug sb. tightly，convey one’s gratitude 眼泪涌起
故事结尾：
克服舞台恐惧；我不再害怕表演
结尾升华
(战胜自我)
续写线索：
老师肯定+表扬-----表达对老师的感激----感悟
1.我正准备自我介绍并开始表演时，（突然）我看到了一个微笑的面庞。（be about to do sth....when...）
2. 那是史密斯先生，他像往常一样面带甜美笑容。（定从）
3. 他竖起大拇指并向我投来鼓励的表情。（thumb ）
4. 看到这一幕，我松了一口气(吐出一口缓解的气)，感觉更加放松了。（非谓语作状语 sigh relief）
5. 我的台词似乎从脑海中倾泻而出，我那汗津津的手也终于找到了合适的位置。（seem to do sweaty adj.）
6. 我想象自己是一位电影明星，竭尽全力去展现角色的情感。（imagine +宾语+宾补 effort bring out）
7. 令所有人高兴的是，我的表演流畅自然（ 以...方式表演）。to one’s +n.
8. 表演一结束，大厅里响起了雷鸣般的掌声，我知道自己成功了。（thunderous adj.）
9. 当我走下舞台，Mr.Smith向我走来祝贺我。
10. 我情不自禁地给了他一个大大的拥抱。（can’t help doing）
11. 我看着他说道：“谢谢您。如果没有您的鼓励，我是不可能
成功的。”if it had not been for XXX, I would not have done sth.
12. 史密斯先生告诉我，最大的敌人其实是我自己。
13. 我点了点头，微笑着看着他（非谓做状语），并承诺会抓住更多的这样的机会来练习。(nod, grab)
14. 之后，我又进行了几次表演，逐渐克服了舞台恐惧。
15. 我要把这归功于史密斯先生，这位高大、帅气、总是面带微笑的老师。（owe sth.to... 同位语）
16. 我从未有过这样一种独特的经历，它深深地印在了我的脑海里，并在我的余生中产生了深远的影响。（never句首，半倒装，定从 be engraved in/on..被铭刻在... profound adj.深远的）
I was about to introduce myself and start to perform when I saw a smiling face. It was Mr. Smith, who wears his sweet smile as usual. He showed his thumb up and threw me a look of encouragement.(1.解释a smiling face)Seeing this, I breathed a sigh of relief, feeling more relaxed. My lines seemed to pour in from my mind and my sweaty hands finally found their right position. I imagined myself a movie star and spared no effort to bring out the emotions of the character.(2.看到smiling face 后我的反应及改变)To everyone's delight, I performed in a smooth and natural way. Once the performance was done, thunderous applause filled the hall and I knew that I made it.(3.最终结果成功)
When I got off the stage, Mr.Smith walked up to congratulate me. I could not help giving him a big hug. I looked at him and said, “Thank you. I wouldn't have made it if it had not been for your encouragement.”(1.我对于Mr.Smith 祝贺的反应)Mr.Smith told me the biggest fear was actually myself. I nodded, smiling at him and promised to grab more chances like this to practise.(2.Mr.Smith对于我的指导及我的回应)After that, I made several more performances and gradually overcame the stage fear. I would owe it to Mr. Smith, the tall, handsome, smiling teacher. (3.我的收获)Never before had I got such a unique experience, which was engraved in my mind and had a profound influence in the rest of my life.
读后续写：
句子扩写5大绝招
不少同学在造句子的时候，有以下的苦恼：
1.句子简单 2.无话可说 3.语言苍白无力 4.无法得到阅卷老师青睐。
其中“句子太简单”是一个比较普遍的问题。有的同学也不是不愿意写长句子，而是怕写错！怕有语法错误。今天我们这节课，我就用句子扩写的诀窍，手把手教大家在读后续写中写出高分句子。
“句子扩写”是指在主干的基础上添枝加叶，让句子内容更丰富，句子表达更形象。今天我会教给大家五大绝招，让一个简单句子，立刻变复杂，而且保证没有语法错误！是不是很期待呢！？我们马上开始吧！
读后续写：句子扩写5大绝招
为了让大家更容易看清这些方法，本节课从始至终，我会用下面这个简单句子来举例说明：
The girl unwrapped her gift box.
女孩打开了她的礼品盒。
这里unwrap表示打开，相当于open。wrap是个动词：“包裹”。un是个前缀，表示“否定”。un+wrap，就表示：不包裹了，即“打开”。
04/
第4招：加With 复
合结构
03/
第3招：加非谓语动
词
02/
第2招：加介词短语
01/
第1招：加形容词
05/
第5招：加定语从句
目录
第1招：加形容词
01
这里的形容词，范围比较广，可以是一个形容词，也可以是：并列形容词或者形容词短语。我们来看下面三个例句：
The innocent girl unwrapped her delicate gift box.这个天真的女孩打开了她精致的礼盒。
（ 这里的innocent天真的，是个形容词，作用是修饰名词girl）
第1招：加形容词
Curious and excited, the girl unwrapped her gift box.这个女孩好奇而兴奋，打开了她的礼品盒。
（curious and excited是并列的形容词，放在句子开头，作状语，表现了小女孩打开礼品盒时候的心理状态:好奇而兴奋！）
Full of joy, the girl unwrapped her gift box. 女孩满心喜悦，打开了她的礼品盒。
形容词短语full of joy, 放在句子开头，作状语，作用跟上一句一样，体现了小女孩的内心喜悦的状态。
第1招：加形容词
第2招：加介词短语
02
先看下面两个例句：
Without any hesitation, the girl unwrapped her gift box.那女孩毫不犹豫地打开了她的礼品盒。
In surprise, the girl unwrapped her gift box. 那女孩惊讶地打开了她的礼盒。
这两个句子中两个介词短语Without any hesitation毫不犹豫和in surprise惊讶地，也是为动作unwrap服务的，句首做状语，体现了打开礼品盒时候伴随着的心理状态。
第3招：加非谓语动词
03
第3招：加非谓语动词
这种结构，在句子开头出现doing sth, 我们在前面的课程中，也提到过。请看下面的例句：
Screaming with excitement, the girl unwrapped her gift box.那女孩兴奋地尖叫着，打开了她的礼品盒。
Screaming with excitement（兴奋地尖叫）在句首做状语。需要注意的是，这种非谓语动词结构也可以放在句中，句尾，如果放在句中，需要一前一后出现两个逗号。
请看下面两句：
The girl, screaming with excitement, unwrapped her gift box. (放在句中，有两个逗号)
The girl unwrapped her gift box, screaming with excitement. (放在句尾)
Held by her mom, the girl unwrapped her gift box. 女孩被她妈妈抱着，打开了她的礼品盒。
这里没有用doing,而是用了done, 即held，为什么呢？因为hold“抱着”这个动作和女孩the girl之间形成了被动关系，所以就用 done的形式。
第5招：加With 复合结构
With her mouth wide open, the girl unwrapped her gift box.那女孩张大了嘴巴，打开了她的礼盒。
With her heart beating wildly, the girl unwrapped her gift box. 女孩心怦跳动，打开她的礼盒。
在这里，需要引申一个知识点，就是with的复合结构，也可放在一个名词的后面充当定语，请看例句：
The girl with long black hair unwrapped her delicate gift box.那个黑色长发的女孩打开了她那精致的礼品盒。
在主语girl后添加with long black hair作定语，能更形象地描写the girl的特征。
第5招：加定语从句
05
定语从句放在名词的后面，为名词添加了更多的修饰信息。比如
The girl unwrapped her gift box which she had been looking forward to.女孩打开了她一直期待的礼品盒。
The girl unwrapped her gift box which was tied with red ribbon.那女孩打开了她用红丝带系好的礼品盒。
把上面的方法融合在一起，形成一个超级长句。先回忆一下原句：The girl unwrapped her gift box.那女孩打开了她的礼盒。
With her heart beating wildly, the innocent girl, held by her mom and screaming with excitement, unwrapped her delicate gift box which she had been looking forward to without any hesitation.
这个天真的女孩的心疯狂地跳动着，被妈妈抱着，兴奋地尖叫着，毫不犹豫地打开了她一直期待着的精致的礼品盒。
综合演练

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