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(共24张PPT)
读后续写（一）
写前构思
（Before Writing）
CONTENTS
01
02
03
HEADLINE HERE
Thought for customer service "is the sacred mission of hi design.
考题分析
方法指导
实战演练
01
考题分析
(武汉市二月调考 2023)
Amanda lived in a big modern city. Due to the high-speed development of economy, families from different backgrounds came here to find a better life. Amanda’s classmate and friend, Rama, was from one of those families.One day after school, Amanda and Rama were chatting and Rama mentioned how much she missed her friends and hometown. “It is hard to leave,” Rama sighed, “but my family needed to be somewhere that is easier to make a living.” Holding Rama’s hands, Amanda encouraged her to share more and she knew Rama loved to sing and dance with her friends back in her hometown.
After learning about Rama’s story, Amanda started to notice more students like Rama in her school. For the first time she realized that those students looked sad in their eyes.Sometimes because of their different accents, they couldn’t communicate well with others,which made them always sit or stand silently at the back of the classroom.
“They are having a hard time, we should show them kindness and love!” she told her mother one day. Amanda asked her mother what she could do to help make them feel welcome.Amanda’s mother suggested, “What about using art Maybe it will be easier to communicate through art.” Amanda thought for a while and nodded. Like her friend Rama, Amanda loved all forms of art, like painting, singing, dancing, and performing, through which she could tell different stories--about her family, and her life.
The next day, Amanda went to the Activity Center in her school and proposed her plan of an art show. The officer thought it a great idea. Inspired and excited, Amanda set about her plan with several friends. At the Activity Center they flled a room with paper, paint and pencils. They even made a small stage! Everything ready, they invited all the new students in her school and Amanda encouraged them to share something special about their hometown in any art form. To Amanda’s surprise, no one responded.
Amazingly, Rama stepped forward to break the ice. __________
Everything seemed to change after that art show. _____________
simple sentences
inconsistent with the given passage
not closely connected
读后续写
1.考查考生对原文的理解以及根据原文的内容创作结尾的能力
2.考查与所给短文及段落开头语的衔接程度
3.续写内容的丰富性
4.应用语法结构和词汇的丰富性和准确性
5.续写内容上下文的连贯性
题型解读
第五档（21-25分）
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；
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。
第一档（1-5分）
与所给短文和开头句的衔接较差；
产出内容太少；
语法结构单调，有较多语法错误结构与词汇错误严重影响了意义的表达；
缺乏语义间的连接成分，全文内容不连贯。
评分标准
错误归因：文本理解不透彻；
写前构思不仔细
How to improve:
fully understand the given passage;
plot logically
02
方法指导
Maya
Amanda,
Rama
a cold autumn
the next day
In the classroom--in the the Activity Center
To help students like Rama adapt to the new life
Amanda organized an art show
Step1.利用“5ws”理清原文大意
did Amanda do
did
Amanda
do that
Step2.利用“曲线图”获取细节信息
beginning
climax
ending
(conflict / problem)
beginning
climax
ending
What would happen
Rama _________ how much she________ her friends and hometown
Amanda __________ her to ____ more and she knew Rama loved to sing and dance
Amanda started to _____more students like Rama in her school
Amanda ______ her mother what she
could do to help make them feel welcome.
Amazingly, Rama stepped forward to break the ice.
Everything seemed to change after that art show.
Amanda _______ the Activity Center and ________ her plan of an art show
To Amanda’s surprise, no one __________.
Amanda’s character: _______________
Theme：___________
one possbile version
mentioned
missed
encouraged
share
notice
asked
went to
proposed
responded
kind / helpful...
care / love
Para1: Amazingly, Rama stepped forward to break the ice.
时间：
空间：
主要人物：
关键情节：
Para2: Everything seemed to change after that art show.
时间：
空间：
主要人物：
关键情节：
At the beginning of the art show
In the Activity Center
Amanda, Rama, other new students
Plot1. What did Rama do to break the ice
Plot2. How did other students respond
Plot3. What was the art show like
After the art show
At school
Plot1. What was the change
Plot2. What did Rama say to Amanda
Plot3. How did Amanda feel
Amanda, Rama, other new students
Step3.利用“两句话”合理构思续写内容
Conclusion
利用“两句话”合理构思续写内容
Step 1
利用“5ws”理清原文大意
Step 2
利用“曲线图”获取细节信息
Step 3
03
实战演练
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.”
I bit back my frustration (懊恼). I knew the coach meant well-he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer --that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
We sat down next to each other, but David wouldn’t look at me._____________
I watched as David moved up to the starting line with the other runners._______
Task 1:5ws
_______________
_______________
_______________
did I feel frustrated
was David’s decision
Task1. 5ws
who
what
why
when
where
①
⑥
②
③
④
⑤
beginning
climax
ending
Task 2: development
Students _________________and walking the route through forest.
I looked around and finally
___ David,who was _______
I ______ and asked him why
he wasn’t with others children.
He _________ and said he decided
not to run.
The coach ________ uncomfortably that he let David decide to run or not.
I _____ to find him coming towards me.
We sat down next to each other, but David wouldn’t look at me.
I watched as David moved up to the starting line with the other runners.
David’s character: _______________
Theme：___________
one possbile version
I was familiar with the challeges David
faced and _____his strong determination.
determinded
A disabled body with a strong will
Para1: We sat down next to each other, but David wouldn’t look at me.
时间：
空间：
主要人物：
关键情节：
Para2: I watched as David moved up to the starting line with the other runners.
时间：
空间：
主要人物
关键情节：
Plot1. What did ______________________
Plot2.How did David ________________
Plot3. Did_______________________________
Plot1.What _______________
Plot2. How ________________________
Plot3. What _________________
Task 3: plotting
one possbile version
respond
I say/do
I persuade David
did David do
did others respond/feel
was the result
before the run
thick evergreen forest
David, I
ready to run
the starting line
David, I, other runners
Plot before you write.
A good plot wins.
三思而后写
善谋者胜
Plotting really matters!
Homework
Try to finish writing one paragraph.

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