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高考读后续写文本
（1）Eva spent the first week of high school trying to keep her head above water. One of the major headaches for her was finding her way in the huge school building. It was a six-story building. On each floor, hallways stretched in four directions, leading to classrooms, laboratories, and teachers’ offices. Somewhere in the building, there was also a library, a cafeteria, and a gym.
（2）Having a poor sense of direction, Eva found it impossible to get around in such a huge building. All the different hallways and rooms were too much to think about, let alone commit to memory.She decided that she would memorize where her classes were and then pretend that the rest of the place didn’t exist.
（3）In her fast P.E. class, Eva was shocked when Coach Pitt announced that everyone had to run one mile around the track outside. She searched the faces of her classmates for signs of panic. There was nothing she feared more than having to run a whole mile. To Eva, “a mile was used to describe long distances. It was ten miles from her home to her grandfather’s, and that always seemed like along way, even in a car!
（4）When Coach Pitt blew his whistle (哨子), Eva figured she would be left in the dust. However, while some of her classmates edged ahead, others actually fell behind. “Its just the beginning,she thought.“I'll come in last for sure.”
（5）Soon Eva began to breathe hard, with her heart pounding and legs shaking. Feeling desperate, Eva started using a mind trick on herself. She stopped thinking about the word “mile”. Instead, she focused on reaching the shadow cast on the track by an oak tree up ahead. Then she concentrated on jogging to the spot where the track curved（拐弯）. After that, she tried to see if she could complete her first lap. One lap turned into two, then three, then four.
P 1: When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
P 2: Eva decided to use the same trick to deal with the school building.
2024 年1月浙江高考读后续写学案
Preparatory work
一．Figure out the meaning of the phrases.
trying to keep her head above water
major headaches
six-story building
hallways stretched in four directions
poor sense of direction
commit to memory
pretend that the rest of the place didn't exist
8.shocked when announced
9.searched the faces for signs of panic
10.run a whole mile
11.left in the dust
12.heart pounding and legs shaking
13.using a mind trick
14.focused on reaching
15.the shadow cast on the track
16.spot where the track curved
plete her first lap
二．Read the passage and translate the expressions in bold.
Eva spent the first week of high school trying to keep her head above water.
All the different hallways and rooms were too much to think about, let alone commit to memory.
She searched the faces of her classmates for signs of panic.
There was nothing she feared more than having to run a whole mile.
When Coach Pitt blew his whistle(哨子), Eva figured she would be left in the dust.
However, while some of her classmates edged ahead, others actually fell behind.
Instead, she focused on reaching the shadow cast on the track by an oak tree up ahead.
Then she concentrated on jogging to the spot where the track curved(拐弯).
One lap turned into two, then three, then four.
三、Read the passage and fill in the table
读 Characters When/where:
What Conflict/problem:
Theme
写 两段主旨 Para 1： Para 2：
衔接 Para 1： Para 2：
4协同 人设： 情节： 物： 语言：
四.Read for the main plot.
In class
Step 1. Find out the conflict and solution.
conflict: solution:
conflict: solution:
Step 2. Figure out the writing purpose.
Step 3. Finish the following exercise.
1.凝视着高耸的教学楼，伊娃想出了一个好主意，脸上绽放着笑容。（V-ing;with复合结构 ）
______________________, Eva came up with a good idea,_____________________.
2.随着每个小目标的实现，最终目标自然会实现。(with的复合结构）________________________________, the ultimate goal will be naturally achieved.
3.她的努力得到了老师的肯定，老师称赞她的创新思维。(定语从句)
Her efforts were acknowledged by the teacher,_________________ for her innovative thinking.
4.同学们的点头和赞许的微笑呼应了她自己的惊讶和满足。(无灵主语)
Her classmates’_____________________________ her own surprise and satisfaction.
Step 4.Plan the plot(情节) .
Paragraph1:When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
Paragraph2: Eva decided to use the same trick to deal with the school building.
Step 5.Respond to the details mentioned in the given material.
Eva spent the first week of high school trying to keep her head above water.
续写照应1:Finally, she had managed to“keep her head above water”, which gave her opportunity to fit in with the new school life.
2.Having a poor sense of direction, Eva found it impossible to get around in such a huge building.
续写照应2:
3.She decided that she would memorize where her classes were and then pretend that the rest of the place didn't exist.
续写照应3:
Step 6.Write the story.
Paragraph1: When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised,
Checklist
Grammar points（Choose at least 2 points） V-ing 做状语 定从 With 复合结构 无灵主语 a logical and reasonable plot foreshadowing and echoing
yes（ ） yes（ ） yes（ ） yes（ ）
no（ ） no（ ） no（ ） no（ ）Part I:Interpretation of the Text文本解读
主题语境：人与自我 主题意义：自我成长 学会解决问题
What:文章讲述了Eva第一周努力适应高中生活。她面临的一个主要难题是在一所庞大的学校建筑中找到自己的路。在学校有各种不同功能房间(教室、实验室、老师办公室、图书馆、健身房等)的六层大楼里面完全找不到方向，这使她感到很迷茫，体育课，老师让大家绕着跑道跑一英里，对于她来说，坐车10英里的路途都觉得遥远。Eva本认为自己肯定是一英里跑步的最后一名，担心自己会是最后一名这时绝望中的Eva突然想使用心术，关注前方橡树的倒影，集中精神关注转弯的地方，而不是距离，就这样重复一圈又一圈顺利完成“一英里”跑步。
Why：本故事为“人与自我”“人与社会”主题语境，围绕“学校生活”中的经典主题，聚焦于“如何在新学校中找到对应的功能场馆”这一日常生活的常见问题展开探讨，揭示了事物运行的规律：小目标到大目标，不熟悉到熟悉，以及通过完成小目标对于解决“大”困难的重要作用。故事利用学校新生遇到的常见问题(适应新学校的环境，精准定位学校的场馆)和常见情景(如何完成长跑)，唤起了学生的回忆和情感记忆，让学生学会用分解任务的方法解决问题，从而使自己顺利适应新环境，迎接未来更多的挑战。
How：
语篇类型：记叙文；时态：一般过去时
人称：文章以第三人称视角叙述，读者可以洞察一切，包括Eva的各种心理活动和想法。读者得以轻松地以上帝视角，熟知关键人物的内心和情感变化。
语言特征：这个故事最明显的语言特征是意象化，对困难栩栩如生的刻画，让这些困难更加可视化，让学生，尤其是有类似经历的学生，身临其境，实现共情。
篇章结构：文章可分为两个部分，第一部分为第1和第2段。
第1段：错综复杂的教学楼让刚入学的Eva很头疼。
第2段：方向感差的Eva决定只记自己教室的位置，忽略其他地方。
第二部分为第3到第5段。
第3段：体育课上Eva需要跑一英里，她很害怕跑这么远的距离。
第4段：Eva担心自己会跑最后一名。
第5段：Eva在累和绝望中运用心理策略，专注短期目标，帮助她完成跑步。
故事线：Eva在教学楼容易迷路→先用“只记自己教室位置”暂时解决问题→体育课上Eva担心自己跑倒数第一→快坚持不住的时候，Eva运用了心理策略→
情感线：Eva苦恼→不自信→静下心来思考→……
Part II: Teaching Objectives:
Be able to sort out main information based on the narrative writing style, main plots of the passage, the author’s feelings and character.
Apply Micro-skills( a logical and reasonable plot; identify foreshadowing and echoing; use grammar points:V-ing acts as adverbial; attributive clause;the composite structure of with and inanimate subject ) in continuation writing.
Evaluate a writing, give constructive feedback to others and polish your own writing.
4)Inspire students to solve problems by breaking them into smaller tasks, encourage them to smoothly adapt to the new environment and embrace more challenges in the future.
Procedures Ss’ activities T’s activities Intention
Step1 Greetings and Lead in 1.Ss’ presentation 2.Recall their memories and answer the question Based on Ss’ report, T asks questions according to her report. To stimulate Ss' interest in learning and introduce the topic of this class.
Step2 1.Review the main information 2.Check the main plot Answer the questions; 2. Based on the plot line, Ss can conclude the author’s feelings . T help Ss recall the basic elements of the story they previewed. 2. Guide Ss to get the plot line and emotion line of the story. To get Ss to be familiar with the content of the story, as well as perceive the author’s feelings.
Step 3 1.Read for the conflict and solution 2.Read for the theme and language Ss read para 1.2.5 and summarize the conflict and solution. Understand the deep meaning of the mind trick. Ss can figure out the grammar points and apply them to exercise. Understand the definition of foreshadowing and write the appropriate echoing sentences to the details mentioned in the given material. 1.Require Ss to read the relevant paragraph and summarize the conflict and solution. 2.Guide Ss to get the theme of the story. 3.Appreciate language, find the grammar point and finish relevant exercise. 4.Find out foreshadowing and respond to the details mentioned in the given material. 1.To enable Ss to summarize the theme. 2.To make Ss familiar with using Micro-skills( V-ing acts adverbial; Attributive clause; the composite structure of with and inanimate subject ).
Step 4 Plan the plot Ss think about the writing content in paragraph 1 and 2, then share with partners. Ask Ss to think: What would happen according to the two sentences given for each paragraph？ To help Ss to extend the plot and get ready for the writing task.
Step 5 Write the story Complete the writing task. Ask Ss to complete the writing task by using Micro-skills and plan a logical and reasonable plot. To make Ss practise their newly acquired writing skills.
Step 6 Evaluation Appreciate other's writings according to the checklist. Require Ss to evaluate writings according to the checklist. To help Ss improve their writing ability.
Step 8 Summary & Assignment Appreciate the theme. 2.Finish writing the second paragraph 1.Conclude the theme: encourage Ss to smoothly adapt to the new environment and embrace more challenges in the future. 2.Finish writing the second paragraph To inspire students to solve problems by breaking them into smaller tasks.
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