讀后續(xù)寫unit1Readingforwriting一、主題語境1、人與自我

2、人與社會

3、人與自然二、題型解密考察方式

滿分25分。

提供一段350詞左右的語言材料，要求考生依據(jù)該材料內(nèi)容、所給段落開頭語和所標示關(guān)鍵詞進行續(xù)寫(150詞左右)，將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文?？荚嚧缶V《考試說明》要求要求考生在理解一篇不完整文章的基礎上，充分調(diào)動想象創(chuàng)新思維，大膽預測文章缺失部分的內(nèi)容走勢，進行充滿個性色彩的設計，并用英語進行續(xù)寫表達。材料特點故事性強，主題有一定的背景，材料有趣味性，內(nèi)容能延伸，能激發(fā)學生的想象力和續(xù)寫沖動。閱讀材料難度適當，易于理解和模仿。給分原則(1)與所給短文及段落開頭語的銜接程度;

(2)內(nèi)容的豐富性和對所給關(guān)鍵詞語的覆蓋情況；

(3)應用語法結(jié)構(gòu)和詞匯的豐富性和準確性;

(4)上下文的連貫性。檔次描述第五檔（21-25分）與所給短文融洽度高，與所提供各段浴開頭語街接合里;內(nèi)容豐富，應用了5個以上短文中的關(guān)鍵詞語；所使用語法結(jié)構(gòu)和詞匯豐富、準確，可能有些許錯誤，但完全不影響意義表達：有效地使用了語句間的連接成分，使所續(xù)寫短文結(jié)構(gòu)緊湊。第四檔（16-20分）與所給短文融洽度較高，與所提供各段洛開頭語街接較為合理：內(nèi)容比較豐富，應用了5個以上短文中的關(guān)鍵詞語；所使用語法結(jié)構(gòu)和詞匯較為豐富、準確，可能有些許錯誤，但完全不影響意義表達;比較有效地使用了語句間的連接成分，使所續(xù)寫短文結(jié)構(gòu)緊湊。檔次描述第三檔（11-15分）所給短文關(guān)系較為密切，與所提供各段落開頭語有一定程度的街接：寫出了若干有關(guān)內(nèi)容，應用了4個以上短文中的關(guān)鍵詞語；應用的語法結(jié)構(gòu)和詞匯能滿足任務的要求，雖有一些錯誤，但不影響意義的表達。第二檔（6-10分）與所給短文有一定的關(guān)系，與所提供各段洛開頭語有一定程度的街接：寫出了一些有關(guān)內(nèi)容，應用了3個以上短文中的關(guān)鍵詞語；語法結(jié)構(gòu)單調(diào)、詞匯項目有限，有些語法結(jié)構(gòu)和詞匯方面的錯誤，彤響了意義的表達;較少使用語句間的連接成分，全文內(nèi)容缺少連貫性。檔次描述第一檔（1-5分）所給短文與開頭語銜接較差；產(chǎn)出內(nèi)容太少，很少使用短文中的關(guān)鍵詞；語法結(jié)構(gòu)單調(diào)，詞匯項目很有限，有較多的語法結(jié)構(gòu)和詞匯方面的錯誤，影響了意義表達較少使用語句間的連接成分，全文內(nèi)容不連貫注意！0分：白卷、內(nèi)容太少無法判斷或所寫內(nèi)容與所提供的內(nèi)容無關(guān)?？鄯?分：所續(xù)寫短文的詞應為150左右，但所寫詞數(shù)少于130需要扣2分。能力考察1、旨在考查學生的綜合語言運用能力。2、與應用文不同，故事續(xù)寫要求學生掌握豐富的詞匯和句式3、注重學生的內(nèi)容構(gòu)思和情節(jié)銜接的能力。4、記敘文閱讀理解能力，5、由讀到寫的思維能力，記敘文的書面表達能力續(xù)寫特點

可以利用“七三四法則”

一一擊破讀后續(xù)寫。七三四法則一、七個“不”1、不增加人物2、不增加旁支情節(jié)3、不用過多對話4、不用負能量結(jié)局5、不在文末設置懸念6、不偏離原文主題7、不違背邏輯常理三、四個步驟二、三個原則七三四法則一、七個“不”三、四個步驟二、三個原則1、原文一致原則2、正能量原則3、曲折性原則七三四法則一、七個“不”三、四個步驟1、讀懂大意，理清文章脈絡2、細度句首，構(gòu)思框架3、增加細節(jié)，開始寫作4、修改潤色，整齊謄寫二、三個原則三、解題指導典型問題1、文本解讀：不夠透徹2、情節(jié)與主旨：情節(jié)違背主旨大意3、續(xù)寫段落之間：續(xù)寫兩段話，兩段話之間銜接較差4、段落開頭與后續(xù)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.

IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.

Whatwaswrong?Hehadworkedsohardforthisevent!

Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”

Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.

Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.

注意：

1.續(xù)寫詞數(shù)應為150左右;

2.請按如下格式在答題卡的相應位置作答.

Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

______________________________________________________________________________________________________________________________________________________________________________________________

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

______________________________________________________________________________________________________________________________________________________________________________________________Cleartheplotdiagram（理清脈絡）1、Exposition：Thisincludestheintroductionofcharactersandsetting.2、Risingaction:Thisincludestheeventsleadinguptothemainproblemorconflict.3、Climax:Thisiswhentheproblemreachesahighpoint.4、Fallingaction:Thisiswhenthecharactersworktosolvetheproblemorconflict.5、Resolution:Thisishowthingsendupinthestory.

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.

Paragraph1第一句句點明：when、what第二句點明：who、where

IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.Paragraph2核心人物risingactionParagraph3Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Paragraph4Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.Paragraph4Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.四、情節(jié)推動續(xù)寫1Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

我們挨著坐著，但大衛(wèi)不愿看我一眼?！盜watchedasDavidmoveduptothestartinglinewiththeotherrunners.續(xù)寫2我看著大衛(wèi)和其他選手一起走到起跑線上。由第一段和第二段所提供的句子推斷，第一段發(fā)生了什么？由第二段所提供的內(nèi)容猜想接下來會發(fā)生什么？經(jīng)歷挫折與苦難，最后情感升華？ResolutionThisishowthingsendupinthestory.五、點滴積累【點睛】[高分句型1].Youhaveafullpreparationbeforethisevent,whichisthemostimportantreasonwhyyoushowuphere.(由which引導的非限制性定語從句和why引導的限制性定語從句)[高分句型2].Hearingmywords,Davidturnedtometremblinglywithtearsspillingoutofhiseyesandexpressedhehadmadeafirmdeterminationtofinishthecross-countryrun.(現(xiàn)在分詞作狀語和省略that的賓語從句)[高分句型3].Itwashisbraveheartandstrongfaiththatcouldmakesomethingunusualhappenfinally.(含有Itwas…that結(jié)構(gòu)的強調(diào)句型)詞匯激活詞匯激活情緒類：①熱情：enthusiastically/withgreatpassion②驕傲：beproudof/takepridein1.Heartknottedwithsth.(excitement）心中滿是喜悅例子：Heartknottedwithguilt,heloweredhisheadandadmittedhisfauit.(心中滿是快疚，他低下頭，承認了自己的錯誤。）詞匯激活2.Ifeltmybreathcaughtsomewhereinmychest.（我感覺我的呼吸在我的胸中驟停了一下）

緊張？驚喜？快樂？意外？難過？高興？3.(...）mingledwith(...），（xxxx感情混合著xxxx感情）例子：(Disappointment)mingledwith(frustration),Imademywaytothebusstop.（沮喪夾雜著失望，我默默向公共汽車站走去）詞匯激活4.witha（sinking）heart...帶著...的心情例子：Withasinkingheart,Imademyw