资源简介

(共30张PPT)
Continuation Writing
——How to plot a story
At the end of the class, you will be able to:
(1) acquire the basic skills of how to plot a story;
(2) apply the skills to plot a story.
Learning objectives
高考读后续写真题一览
时间 体裁 故事情节 主题语境
2023.6 记叙文 在老师的鼓励下，主人公参加作文比赛，并赢得比赛。 人与自我
2022.6 记叙文 在越野比赛前，老师帮助David重拾信心并参加了比赛。 人与自我
2021.6 记叙文 在母亲节，双胞胎为母亲做早餐失败后爸爸帮忙完成了早餐。 人与自我
2021.1 记叙文 汽车抛锚，墨西哥一家人帮忙修理。 人与社会
人与自然，人与社会，人与自我
人与自我
情节
评分标准
语言
衔接
What difficulties are you faced with in continuation writing （ ）
A. Plot B. Language C. Coherence
Before-class Survey
问题2：情节不连贯，逻辑性不强。
问题1：文本解读不到位，续写情节偏离原文。
学情反馈
问题3：续写情节中人物特征不突出，细节描写不够生动。
问题4：未能升华主题或者主题升华脱离原文主题。
the given sentences
main idea
characters
theme
How to plot a story
Read for the main idea
Read for the theme
Read for characters
Read the given sentences carefully
When I was in middle school, my social studies teacher asked me to enter a writing contest, I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny, and unlikely to be anyone else’s choice.
What did the horse think, as sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
Para. 1 A few weeks later, when I almost forgot the contest, there came the news.
Para. 2 I went to my teacher’s office after the award presentation.
2023年新高考真题 主题语境：人与自我
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。（满分25分）
Read for the main idea
Main idea
I did not love but my social media asked me to enter a writing . I worked hard and finally it, gaining the of writing.
Tip 1：
读文本的主要大意，有利于了解整体故事内容。
writing
teacher
contest
finished
enjoyment
When I was in middle school, my social studies teacher asked me to enter
a writing contest, I said no without thinking. I did not love writing. My family
came from Brazil, so English was only my second language.
Writing was so difficult and painful for me that my teacher
had allowed me to present my paper on the sinking of the Titanic by acting out a play,
where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny, and unlikely to be anyone else’s choice.
What did the horse think, as sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
Read for the theme
Tip 2：
读故事主题，帮助定好故事基调，有利于在故事结尾进行准确的主题升华。
theme
Read for the theme
I did not love writing. Writing was so difficult and painful for me...
I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
Read for the theme
To inspire people to challenge themselves when facing . Work hard and the result will be .
How to connect the theme with theme sublimation(主题升华)？
Example: I felt more confident in myself than before because I had learned the secret to success lies in hard work.
difficulties
rewarding
Read for Characters
Tip 3：
读人物性格，有利于续写人物的动作和情绪。
--“I”
“I”
Personalities
(1)I said no without thinking. I did not love writing.
(2)Writing was so difficult and painful.
(3) I did not love writing.
(4) Writing was so difficult and painful.
(5) ... I finally finished it...
(6) ...to present my paper on the sinking of the Titanic
(7) ...by acting out a play, where I played all the parts
hard-working,
persistent
active
brave
lack of confidence
(8) I kept going. I worked hard.I checked my spelling. I asked my older sister to correct my grammar...
(9) I wrote it again, and again and again.
Match the characters’ personalities with the given sentences.
Read for Characters
--my teacher
My teacher
Personalities
(1) ...my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play...
(2) No one laughed harder than he did.
(3) ...he read it, laughed out loud...
(4) “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
(5) ...he read it, laughed out loud and said, “Great. Now, write it again.”
demanding
encouraging
caring
outgoing
Read the given sentences carefully
Para. 1 A few weeks later, when I almost forgot the contest, there came the news.
Para. 2 I went to my teacher’s office after the award presentation.
Tip 4：
认真、详细阅读续写所给出的首句，有利于我们定好续写情节走向。
Circle the key words of the given sentences and plot the story by asking questions about the given sentences.
Read the given sentences carefully
Para. 1 A few weeks later, when I almost forgot the contest, there came the news.
(1) What was the news
I won the contest.
(2) How did I react to the news
Feelings: I was surprised and excited；Actions: I jumped and smiled.
(3) Did I participate in the award presentation
Yes.
(4) What would I do in the award presentation
Feeling: I was excited.
Actions: I received the award and think of my teacher.
Para. 2 I went to my teacher’s office after the award presentation.
theme: self-challenge
characters: active
the given sentence of Para. 2
Para. 1 A few weeks later, when I almost forgot the contest, there came the news. I won the first prize! Although a little surprised, I knew that I deserved the prize. I had made every effort to make my writing perfect. At the award presentation ceremony, the headmaster presented me with the award, congratulating me on winning the first prize. My fellow students applauded me loudly, many showing great admiration. Overwhelmed by the feelings of being proud of myself, I thought of my social studies teacher, without whom I couldn’t have won the contest. I decided to thank him in person.
Appreciate a possible version
the news
the reaction of “I”
the award presentation
think of the teacher
the award presentation
Summary
Read for the main idea
Read for the theme
Read for characters
Read the given sentences carefully
Question: What could we do when plotting a story in continuation writing
Learn to practice！
In the first and second grades, I was extremely shy. I had friends, but it just wasn’t in my personality to be very outgoing, even if I knew someone well. I was even quieter with strangers, and so I wasn’t very good at meeting new people. I was afraid that I would do or say something wrong. So in our school’s annual grand play, I usually sat in a secluded (僻静的) corner to watch the performance alone. I hoped to sit in the background and watch the actors sweat in front of all those pairs of eyes. One day in the third grade, my teacher Mrs. Sally called me into her office and said, “Oh, Mary, you’re great at memorizing things, and you have such a sweet personality. Perfect for Jenny!” But I bowed my head and dared not speak. The teacher saw this and then said, “Of course, plenty of girls would love the role, and 1 could find somebody else. But I hope you could try it for me. I had you in mind for Jenny while writing the play! If you really don’t want to, I won’t force you. It’s your choice.” My mind was spinning (转动) faster than the windmill (风车) on the school playground. Mrs. Sally, whom I loved and admired, wanted me to play this role. She believed in me. My eyes moved across the room to a poster I had never noticed before. It showed a shooting star and read, “If you reach for the stars, you might at least grab a piece of the moon.” I looked into Mrs. Sally’s shining blue eyes and said, “Okay, I’ll try.” I realized it was time to throw off my shy mask and show the world who I really was. In the following five months, the teacher taught me how to set, put on makeup, memorize lines, create costumes and so on. Gradually, I mastered my lines and songs.
Para. 1 The big day came at last.
Para. 2 At that time, Mrs. Sally came backstage for her final check-up and noticed my nervousness.
Activity 1 Read for the main idea
Main idea: I was extremely , but my
hoped me to play a . Under the trust and guidance of my teacher, I decided to have a and gradually my lines and songs.
shy
role
try
mastered
teahcer
I was extremely shy. I had friends... I was even quieter with strangers, and so I wasn’t very good at meeting new people.
But I bowed my head and dared not speak...But I hope you could try it for me...I looked into Mrs. Sally’s shining blue eyes and said, “Okay, I’ll try.”
In the following five months, the teacher taught me how to set, put on makeup, memorize lines, create costumes and so on. Gradually, I mastered my lines and songs.
theme
Activity 2 Read for the theme
To encourage people to themselves. And through , people will be .
challenge
efforts
successful
Activity 3 Read for Characters
--“I”
“I” Personalities
(1) I was extremely shy. I had friends, but it just wasn’t in my personality to be very outgoing... I was even quieter with strangers...
shy, quiet
(2) “Oh, Mary, you’re great at memorizing things, and you have such a sweet personality. Perfect for Jenny!”
have a good memory,
sweet personality
(3) In the following five months, the teacher taught me how to set, put on makeup, memorize lines, create costumes and so on. Gradually, I mastered my lines and songs.
hard-working, persistent
Discussion: Infer the character’s personalities from the given sentences.
--my teacher
My teacher Personalities
(1) “Oh, Mary, you’re great at memorizing things, and you have such a sweet personality. Perfect for Jenny!”
encouraging
(2) But I hope you could try it for me. I had you in mind for Jenny while writing the play! If you really don’t want to, I won’t force you. It’s your choice.”
caring,
tender
patient
(3) In the following five months, the teacher taught me how to set, put on makeup, memorize lines, create costumes and so on.
Activity 3 Read for Characters
Para. 1 The big day came at last.
Para. 2 At that time, Mrs. Sally came backstage for her final check-up and noticed my nervousness.
Activity 4 Read the given sentences carefully
Discuss with your partners and write down at least 3 related questions of Para.1 to help you plot the story.
Para. 1 The big day came at last.
(1) What was the big day
(2) How did I react to the big day
(3) Did the perfomance start
Activity 4 Read the given sentences carefully
main idea: play a role
theme: self-challenge
characters: shy, quiet
the given sentence of Para. 2
Para. 2 At that time, Mrs. Sally came backstage for her final check-up and noticed my nervousness.
Activity 5 Write your story
Para. 1 A few weeks later, I went to the farm again.
(1) What was the big day
(2) How did I react to the big day
(3) Did the perfomance start
main idea: play a role
theme: self-challenge
characters: shy, quiet
the given sentence of Para. 2
In the last sentence of this paragraph, you should mention “my nervousness”!
Para. 2 At that time, Mrs. Sally came backstage for her final check-up and noticed my nervousness.
Activity 6 Presentation and Evaluation
读后续写情节构建评价表
评价项目 分值 得分
符合原文人物性格特点 1 2 3
紧扣原文主题，弘扬正能量 1 2 3
与段首句衔接合理 1 2 3
总分
Summary
Read for the main idea
Read for the theme
Read for characters
Read the given sentences carefully
Homework
Complete the whole story after class;
Pay special attention to the plot to make your story develop reasonably.
Thank you!

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