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(共19张PPT)
Continuation Writing
常见故事模型讲练1（学校——师者引导）
Part 1题目呈现续写原文
Years ago, my daughter Hope was in a fourth grade class with a group of children neighbourhood. Most of the children in Hope’s class had at least one parent working in a factory. Hope loved her class and often told me stories of her classmates, including a boy named Robert who was in trouble a lot. He always stood in the corner for poor behavior in class. I volunteered to act as “the classroom mom”, meaning brought snacks and planned parties and special outings for her class, even though I worked full-time as a social worker.
One day I saw Robert standing in the corner and asked the teacher if he could join our Mother ’s Day party. She refused, saying he needed to learn a lesson. I wasn't sure what he had done to make the teacher place him in the corner, but I felt sa d for him as we ate cakes and played games while he continued to face the corner. After the party, I asked Hope what was wrong with Robert.“ It seemed that he went to school only for basketball. He didn’t listen to our teacher in class and he talked back. If you were his mother, I bet he wouldn't talk back,” Hope said. I knew Robert’s mother worked long hours in the paper-making factory. I knew she was a good woman, who found it hard to care for her four children alone. She tried her best, but I was sure there were days when she felt hopeless and was unable to manage it.
续写原文Hope said Robert often got angry in class when he didn't know the answer to a question and couldn't read aswell as the other children. Hope’s words struck me and made me think about whether I could help Robert on a one-to-one basis. His teacher allowed me to come two days a week during my lunch break and help Robert with reading. We read second grade-level books, the highest level he could master.注意：1.续写词数应为 150词左右；2.请按如下格式作答。Slowly he began to master these books, almost enjoying them..At the end of the fourth grade, Robert and his classmates took the final exams..Part 2题目分析人物角色梳理WhoPersonalityHopeHope’s motherRobertteacherclassmatesRobert’s motheroutgoingkindwarm-heartedhelpfulnaughtybad-temperedstrictgood but busyexhausted主主预设情节梳理Hope, my daughter in the fourth grade, oftenstories with me about her classmates, including Robert.Robert was alwaysfor his bad behaviors in class:payingattention in classtalking backgettingwhen not knowing the answerRobert’s mom had little time toher four children.I decided toRobert, starting withbooks.↓↓↓toldpunishednoangrycare forhelpsecond-grade-level高分标准
故事要围绕主要人物展开
详细刻画人物角色及情感
有效地使用连接成分，使结构紧凑
运用丰富的词汇、合适的句式结构和正确的修辞手法，使描写更生动
第一段和第二段的内容衔接自然，逻辑合理通顺
续写内容与所给短文融洽度高，语言风格保持一致，思想积极向上
续写思路分析
一.梳理文章人物角色
1. Hope
2. Hope’s mother
3. Robert
4. teacher
5. Robert’s mother
6. his classmates
Action
所做
Response
所思说做
Emotion
所感受
动作描写
动作描写
语言描写
心理描写
情绪描写
二.根据ARE原则构建续写情节
环境描写
Environment
点1：位于续写第一段段首，流畅衔接前面的记叙文和第一段段首语；
点2：位于续写第一段段尾，流畅衔接第二段段首句；
点3：位于续写第二段段首，续写衔接第二段段首语；
点4：文章结尾升华，给予读者正能量，揭示和强调主题。
情节构建的重点
续写思路分析Para 1：Slowly he began to master these books, almost enjoying them.Q1：How did Robert behave in class now Q2:How did the teacher encourage him Q3: What progress did Robert make in reading ActionResponseEmotion+Action续写思路分析Para 2：At the end of the fourth grade, Robert and his classmates took the final exams.Q1：What news did Robert bring me Q2: What did I do to encourage him Q3: How did Robert react to my encouragement Q4: What was my thinking in the end Action+EmotionEmotion+ResponseResponse续写思路分析Q1：How did Robert behave in class now (Action)Q2:How did the teacher ecourage him (Response)Q3: What progress did Robert make in reading (Emotion+Action)Q1：What news did Robert bring me (Action+Emotion)Q2: What did I do to ecourage him (Emotion+Response)Q3: How did Robert react to my encouragement (Response)Q4: What was my thinking in the end (主题升华句)续写注意要点时态的正确把握语言描写中正确使用标点符号说话人+说话内容(说后面用逗号，引号内第一个字母大写，句尾标点符号放在引号内）He said, “You are kind.”说话内容+说话人(1.陈述句引号内用逗号，引号外第一个字母小写；2.疑问句或感叹句引号内用问号或者感叹号，引号外第一个字母小写。）“You may both go,” he said.Part 3范文呈现范文呈现Slowly he began to master these books, almost enjoying them.Being more flexible in thinking and more focused in class, he managed to make big progress. According to Hope, Robert almost turned into a different person, who could answer the teacher's question carefully and correctly. The teacher praised him and asked him to continue with his efforts. In our following reading task during lunchtime , Robert happily shared his ideas and requested to be given more books. After that day, I raised the level of reading to Grade 3 and Grade 4, much faster than I expected.范文呈现At the end of the fourth grade, Robert and his classmates took the final exams.After the exam, he came to my house with Hope. His eyes flashed with excitement, and he told me that he thought he did well in the exam, much better than before. I patted him on his shoulder and said with a smile,“You are a clever boy. I know you can make it , not just in learning.”With a blush flashing on his face, he came forward and hugged me, saying gently,“Thank you, thank you...”I also hugged him, and I knew this child would have a promising future, no matter what the result of this exam was.Part 4故事模型提炼故事模型总结
伸出援手
学校——师者引导
遭遇困难
情况改善
升华主题
学业不顺、交友困难家境贫寒、突发事故
老师、长辈
措施、改变
感激、感悟
Given information
Continuation
Writing
Assignments
Polish your own essays 2. Accumulate the useful expressions

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