资源简介

(共17张PPT)
Mother’s gift
Continuation Writing
Interpretation of the Text文本解读
这是一篇记叙文。文章叙述了作者“我”回忆一则儿时失意之事，后来在母亲的引导下，“我”终于醒悟成长的故事。
在文本阅读过程中，我们可侧重记叙文的六要素“who，when， where，what，why和how”中的“who，when和what＂对整个文章做一个梳理，概括出大意，从而根据时间的推进与故事的情节发展理解全文。
文章的时间、情节和情感线比较容易把握，在理解文本的过程中，可结合上下文了解母女之间的沟通方式，依托情节“选角色”的发展中，逐渐深入理解文本，为最后的续写输出做好各方面准备。
时间线： One lunchtime when I was in the third grade. / when I went home for lunch that day. 实际上，第二、三两段出现的时间线索是同一个时间。作者在首段介绍了母女之间的日常，展示了她们之间的亲密关系－－尽管学校很近，每天放学我会第一时间回家，而母亲也会等在家门口。
故事情节线：“我”一开始被老师选为话剧表演的主角——公主。但是由于自己台词现场表现能力欠缺，最终被换成旁白的角色。故事情节进入发展期。在受了打击之后，母亲感受到了“我”内心中的失落。她并没有直接言语安慰，而是带“我”来到花园里，通过比较艳丽夺目的玫瑰和平凡温馨的蒲公英，让“我”明白一个道理——每个人都有自己的美丽。故事情节进入较高潮时期。而最高潮应是续写的两段话——母亲的言语对我人生的启迪。
两条故事情感线:读后续写的文本侧重情感积极向上的走向，因此，在作者回忆儿时与母亲之间难忘的经历的时候，拿出这件很有教育意义的事情，不但回忆事件，也回忆母亲。①文章从一开始就从侧面反映出“我”依赖母亲的情感，因为每天放学都是飞奔回家，投入母亲的怀抱。②在第二段学校选角事件中，“我”信任母亲，找母亲一起练习，排练。由于后来自己临场能力欠佳，被老师换角。在失落之余，母亲以蒲公英为载体，深入浅出地引导我，用比拟的智慧让我体会到人生的真谛，与此同时，也体现出“我”感激母亲，对她教育智慧的终身难忘之情感。
Analysis of Teac
Step 1: Read for the main information
The story is about …
ho
W
here
hen
W
W
hat
W
hy
ow
H
Tip:
Don’t read word by word, just scan it to find out & underline the key words about: time/place/persons/event
ho
1.When the noon bell rang, I would race breathlessly home. My mother would be standing at the top of the the stairs, smiling down at me.
2 I had been picked to be the princess in the school play, and for weeks my mother had rehearsed my lines so hard with me.
3.Finally my teacher took me aside. She explained that she had written a narrator's part to the play, and asked me to change roles.
4.Relieved that she had guessed my pain, I started to cry as I told her what had happened.
She listened and smiled encouragingly.
hen
1. One when I was in will stay with me always.
2. I didn’t tell my mother what had happened when I went home .
tense(时态)
the simple past tense
lunchtime
the third grade
for lunch that day
here
1. When the noon bell rang, I would race breathlessly . My mother would be standing , smiling down at me.
2. But no matter how easily I acted , as soon as I stepped , every word disappeared from my head.
3. Instead of suggesting we practice my lines, she asked if I wanted to walk .
home
at the top of the the stairs
at home
on stage
in the yard
hat
1. I had been picked in the school play...
2. She explained that she had written a narrator's part to the play,
and asked me .
3. Her word, kindly expressed, , especially when I saw
my part go to another girl.
as soon as I stepped on stage, every word from my head.
to be the princess
disappeared
to change roles
still hurt
hy
hat
1. Instead of suggesting we practice my lines, she asked if I wanted to .
2. “I think I' m going to ,” She said, pulling up by its roots. “From now on, we’ ll have in this garden.”
dig up all these weeds
only roses
walk in the yard
Ideology ＆ morality:(思想品德—成长教育)
All flowers are beautiful---even dandelions.
Every flower gives pleasure in its own way.
And that is true of people too.
hy
A story
（时态）when
where
who
what
why
how
Basic elements for a story
Read for the main information
One lunchtime when I was in the third grade. (para 2) when I went home for lunch that day. (para 3)
in the yard （Where）
my mother and I
to dig up all these weeds/have only roses
my teacher asked me to change roles
how
the plot line
to be the princess
to be a narrator
my mother sensed my pain
my mother's words
two kinds of flowers in the yard
Step 2: Read for the main plot（情节）

Character
Objects
Behavior
Description
I; mother
dandelions; flower
sense; bend down; smile
kindly; lovely; beautiful;
1. the given information
Para. 1 “But you will be a beautiful narrator,” she said,
Para. 2 After the play, I took home the flower.
2. the underlined words
I，mother，kindly，sense，lovely，bend down，dandelions，beautiful，flower，smile
Step 3: Infer the ending (G-N 策略)
Para. 1 “But you will be a beautiful narrator,” she said,
Para. 2 After the play, I took home the flower.
Interpretation of G & Inference of N 解读&推断
Q3: What is the flower
Q4: Who gave the flower to me
Q5: How did I feel after receiving the flower
Q1: What did I do with the flower
Q2: Where did I put this dandelion
Q3: What did mother say and do to me
Q4: What life lesson did I learn from this experience
Tip: The two given sentences can give us some clues on the plot development.
Q1: What else did mother say to her
Q2: What did mother do to comfort me
rose or dandelion
Mother's gift
mother
I
1. exchange your works to do some polishing.
2. students' works show and assessment:
self evaluate or mutual evaluate the writing.
3. to appreciate one possible version.
several minutes for writing the last two paragraphs of the story.
Step 4: Continue the story
Step 5: Polish your writing
to appreciate one possible version
Para. 1
“But you will be a beautiful narrator,” she said, reminding me of how much I loved to read stories aloud to her. “The narrator’s part is every bit as important as the part of a princess.” Her constant encouragement filled me with pride but before the night of the performance, I suddenly felt nervous backstage. My teacher came over to me. “Your mother asked me to give this to you,” she said, handing me a dandelion. Looking at it, I knew my mother was out there.
Para. 2
After the play, I took home the flower and my mother pressed it between two sheets of paper in a dictionary, laughing as she did that, “we were perhaps the only people who would press such a sorry-looking weed（一株不起眼的野草）.” After all these years, I often look back on our lunchtimes together, bathed in the soft midday light. For this, I am forever grateful, because smiles on mother’s face and her kind act foster(培育） a man like me now！
第五档(21－25) 评分标准：
——与所给短文融洽度高，与所提供各段落开头语衔接合理。
——内容丰富，应用了5个以上短文中标出的关键词语。
——所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义表达。
——有效地使用了语句间的连接成分，使所续写短文结构紧凑。
SUMMARY：how to continue a story
Step 1: Read for the main information
(when, where, who, what, how, why)
Step 2: Read for the main plot
Step 3: Infer the ending (G-N strategy)
(the plot, the underlined words, two given sentences)
Step 4: Continue the story
Step 5: Polish your writing
(refer to the criteria for assessment 评价标准)

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