讀后續(xù)寫(xiě)專題研討講座ContuniitaonWritgni2022年新高考全國(guó)Ⅰ卷英語(yǔ)·讀后續(xù)寫(xiě)執(zhí)教老師：長(zhǎng)沙市弘益高級(jí)中學(xué)

瞿獻(xiàn)鋒01Warmup:PickandtryStep1Warmup:Pickandtry

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Readitaloud:

Uponhearingthesadnews,myheartsank.EmotionalTip1:

Completethesentence:Atthatmoment,Iwasseizedbyasenseofsadnessandcouldn’thelp____________.cryingbitterlyLogicalTip2:

Askyourdesk-matetoreaditaloud:Waitinganxiouslyfortheteachertoannouncetheresultoftheexam,Istaredatthepaperheldintheteacher'shands.OrganizedTip3:

Actitout:Terriblyunhappy,Ihidthepaperandloweredmyhead,thinkingwhatIshoulddonext.VididTip4:

5Surprise!

Hereisapresentforyou!Step1Warmup:Pickandtryogical

rganized

motional

ividOEVOLLVEReadandfocusontheplotWaitinganxiouslyfortheteachertoannouncetheresultoftheexam,Istaredatthepaperheldintheteacher'shands.Uponhearingthesadnews,myheartsank.Terriblyunhappy,Ihidthepaperandloweredmyhead,thinkingwhatIshoulddonext.Atthatmoment,Iwasseizedbyasenseofsadnessandcouldn'thelpcryingbitterly.Aseriesofeventstoformthestoryofanovel,play,film,etc.

Thetwinscarriedthebreakfastupstairsandwoketheirmotherup.Theysaid:“HappyMother’sDay!Iloveyou,Mom!”Motherfeltveryhappyandsurprised,andshehuggedthetwinsimmediately.Thetwinsweresoexcitedthattheykissedtheirmotheronthecheek.Thenmotherlookedatfatherandthetwinshappily.Fathersuggested:“Haveatry,darling!Theymadeitforyou!”Mothertastedandpraisedthetwins.Thetwinsjumpedwithjoyandafeelingoflovefilledthewholeroom.Forexample:Q1:Whatis“plot”?Q2:Howcanwedevelopaplot?WhyWhatWhoHowWhereWhentimeplacecharactersmatterreasonsfeelingsReadandthink02Step2Readandthink

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”

Task1:Readforthebasicinformation.Step2Readandthink

Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.

MainCharactersSchool’scoachClassmates/kidsAspecialeducationteacherDavid:withabraindiseaseStep2ReadandthinkMainElementswherewhowhatwhy/howthebigcross-countryrunstudentsfromsevendifferentprimaryschoolsDavid,

teacher,coach,classmates/kidsDavidwantedtogiveuptheevent.Davidfeltsad.Teacher/classmatesencouragedhim....Step2ReadandthinkStep2ReadandthinkTask2:ExploretheconflictsthroughcluesCharactersDetailsFeelingsPossiblefutureactions

Step2ReadandthinkProblem-solvingbridgeBeginningEndingDaviddidn’twanttorun.Davidfinallyran.WhatIsaidordidhelpedhimfacethechallenge.challengedeterminationCoachgaveDavidthechoicetorunornot.Step2ReadandthinkTask3:AnalysethetwogivensentencesPara1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

Para2:

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

WhatdidIdecidetodo?WhatshouldIdotomakehimdeterminetorun?...Why?Whatwashedoingthen?Howwashefeelingthen?Howdidheperformintherace?HowdidIfeelwhenseeinghimperformthatway?Whatwastheotherkids’responsetohisperformance?→Davidfinallyran.Step2ReadandthinkTask4:DeveloptheplotsPara.1

Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Pattinghimgentlyonhisshoulder,Isaidinasoftvoice,“Younevermissedasinglepractice.Youalwaysfinishedeveryrun.Doyouwantyoureffortstoendupinvain?”David,whatcountsmostistotrythebestofyourabilityinwhateveryou’redoing.Q1：WhatdidIdecidetodo?Andhow?Q2：WhatwasDavid’sresponsetomywords?Hearingthesewords,heturnedhishead,tearsshininginhiseyes,andmurmured（saysth.inasoftquietvoice）“butotherkidswilllaughatme.Maybewhatthecoachsaidisright”[withglum(quietandunhappy)looksonhisface.]Q3：WhatwasDavid’sfinaldecision?Hewipedthetearsoff,walkinghardtowardsthestartinglinestepbystep.Hearingmywords,hefinallymadeuphismindtorunandIurgedhimtogotothestartingline.Step2ReadandthinkDavid’sEmotionsQ4:HowdidDavidfeel?Hejustduckedhisheadandstaredathisownshoes,tryingnottomakeeyecontactwithme.Judgingfromhisexpression,itwasevidentthathewastrappedinadilemma.Finally,hedecidedtorun.sadfrustrateddeterminedStep2ReadandthinkTask4:DeveloptheplotsPara.2

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Q1：WhatdidIseeandhowdidIfeelwhenseeinghimrunthatway?Q2：Howdidheperformintherace?Q3:Whatwastheotherkids’responsetohisperformance?Step2ReadandthinkBeforerunningWhilerunningAfterrunningHelookedbackatmeandIcasthimanencouragingsmile.Hisclassmateswelcomedhimwhilethecoachwasapparentlypuzzledabouthisappearance.Thentheracebegan.AlltherunnersshotoutlikearrowsexceptDavid./Astheshotsoftheracerangout,everyonejustrushedforward,onlyasmallthinbodywasstaggering(rockfromsidetoside)behind.However,heclenchedhisteethandswunghislegswithallthestrength.AlthoughDavidwasthelasttocrossthefinishingline,noonelaughedathim.Instead,allthekidsincludingthosefromotherschoolseruptedintoabigapplause,cheeringforhisdeterminationandpersistence.Step2ReadandthinkDavid’s&MyEmotionsWhenDavidfinishedtherun...Hisbigtoothysmileoccurredagain.Atthatmoment,aflushofadmirationandjoysweptoverme.

Step2Readandthink

PossibleWritingContents01我鼓勵(lì)David,使他心理想法發(fā)生變化。02David采納我的建議，愿意參加比賽。03比賽過(guò)程中David努力克服自身的困難，同學(xué)們?yōu)樗佑椭?4完成比賽，主題升華：他戰(zhàn)勝了自己，無(wú)關(guān)名次，而是他的勇敢和堅(jiān)定讓這一切成為可能。Para1Para2Step2ReadandthinkBeforewriting,weshould

readthegiventextforthebasicinformation,exploretheconflictsthroughclues,analysethetwogivensentences,anddeveloptheplots.readBeforewriting,weshould

readthegiventextforthebasicinformation,exploretheconflictsthroughclues,analysethetwogivensentences,anddeveloptheplots.SummaryWriteandshare03Step4WriteandshareChooseaparagraphandwritedowntheplot.Shareyourworks.Step4WriteandshareHisusualbigtoothysmilewasabsenttoday.Aftermakingsure...,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish....,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.Possibleexpressionswecanusewhilewriting比賽結(jié)束時(shí)，受到在場(chǎng)師生的鼓勵(lì)和欽佩甚至尊敬，David很可能有這個(gè)表情。

可以用來(lái)描述David賽跑時(shí)的樣子——?jiǎng)幼髅枋鯽lways的部分可以用來(lái)描述David在比賽時(shí)的結(jié)果：他不可能跑贏別人，但仍堅(jiān)持跑完全程。這可能是有些同學(xué)容易忽視的地方。此處是我能夠成功鼓勵(lì)David參加越野賽跑的基礎(chǔ)。所以續(xù)寫(xiě)第一段時(shí)可以參照此句。這是David最令人敬佩的品質(zhì)，也應(yīng)該是“我”說(shuō)服他參賽的關(guān)鍵點(diǎn)。Step4WriteandshareChooseaparagraphandwritedowntheplot.Shareyourworks.Step4Writeandshare

thelanguageshouldbevivid.thecontentshouldbeinterrelated.theplotshouldbeevident.thevalueshouldbewarm.Whilewriting,weshouldremember:view語(yǔ)言要生動(dòng)內(nèi)容要相關(guān)情節(jié)要明了價(jià)值要溫暖SummaryLearnandappreciate04Step5LearnandappreciatePara.1Wesatdownnexttoeachother,butDavidwouldn'tlookatme.

Hejustduckedhisheadandstaredathisownshoes.Iaskedhimifhereallydecidednottorun.Henodded,bitinghislip.“Look,”Isaidcalmly,“Younevermissedasinglepractice.Youalwaysfinishedeveryrun.Doyouwantyoureffortstoendupinvain?”Hehesitatedalotandmurmured;“Otherkidswilllaughatme.”

Iassuredhimthathewouldbethebestrunneronconditionthathefinishedtherun.Hearingmywords,hefinallymadeuphismindtorunandIurgedhimtogotothestartingline.Task1:AppreciatetheparagraphsStep5LearnandappreciateIwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

HelookedbackatmeandIcasthimanencouragingsmile.Thentheracebegan.Alltherunnersshotoutlikearrows.Icheeredforhimandheadedtowardsthefinishingline.Astimeworeon,otherrunnersfinishedtherunbutIcaughtnosightofDavid.Afterwhatseemedlikecenturies,Ifinallysawheshowedupwithhisforeheadsweatingheavily.Iheldmybreathashislegsseemedtogiveout.AlthoughDavidwasthelasttocrossthefinishingline,noonelaughedathim.ThunderousapplauseeruptedfromthekidswitheveryonehailingDavid.Hisbigtoothysmileoccurredagain.Itclickedthathehurdledhisfearandfulfilledhispotential,andtheunremittingeffortwasworthit.Para.2Step5LearnandappreciateCohesion①Cohesion②Cohesion③Cohesion④

所給句1與后文所給句2與前文所給句2與后文結(jié)尾主題句與前文Cohesionisanimportantmeanstomakeupatext.銜接是構(gòu)成語(yǔ)篇的一個(gè)重要手段。Step5LearnandappreciateTask2:Evaluatethefollowingparagraphs

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Seeinghisfacefilledwithanxiety,Ifeltsad,decidingtotalksomethingwithhim.TurningtoDavid,Ismiled,“David,Look,whatawonderfulevent!”“Yeah!”Davidsmiledweakly,bowinghishead.Pattingonhisshoulder,Isaidinasoftvoice,“Iheardyouhadworkedsohardforthisevent.HowIadmireyourstrongdetermination.Whynotgiveitatry?”

“Teacher,Iamafraidkidsfromotherschoolswilllaughatme.Ithinkwhatthecoachsaidisright,”murmuredDavid,withglumlooksonhisface.“ButDavid,whatcountsmostistoparticipatetothebestofyourabilityinwhateverwe’redoing.Doyouagree?”Afteratemporaryhesitation,Davidnoddedinagreement,finallydecidingtojoininthecross-countryteam.Para.1Step5Learnandappreciate

Iwatcheda