-2024届高三英语二轮复习读后续写G+N策略发情节构建 课件(共20张PPT)
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| 名称 | -2024届高三英语二轮复习读后续写G+N策略发情节构建 课件(共20张PPT) |  | |
| 格式 | pptx | ||
| 文件大小 | 153.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-31 17:22:18 | ||
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文档简介
(共20张PPT)
读后续写之构思情节
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 he 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.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
Paragraph 1：
A few weeks later, when I almost forgot the contest, there came the news.________
___________________________________________________________________
___________________________________________________________________
Paragraph 2：
I went to my teacher’s office after the award presentation._____________________
____________________________________________________________________
____________________________________________________________________
How to do the logical plotting
“G+N” strategy
“G” (Given information): Information from the text and the first sentence of 2 paragraphs.
“N” (New information) : Information that is got by asking and answering questions related to the key words.
Plot mountain
Beginning
(开端)
Climax
(高潮)
Rising action
(发展)
When I was in middle school, I refused to enter a writing contest because English was only my second language.
My teacher encouraged me, so I agreed. But when writing, I wanted to quit but still kept writing.
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 plot
Ending
(结局)
Falling action
(尾声)
A few weeks later, when I almost forgot the contest, there came the news. _____________________________________________________________________________________________________________________________________________________________________
I went to my teacher’s office after the award presentation.
_____________________________________________________________________________________________________________________________________________________________________
根据段首句推断续写情节
1. What was the news
2. How did I feel
3. What was the reaction of my teacher and classmates
1. Why did I go to the teacher’s office
2. What would I say to my teacher
3. What would my teacher feel and say
Predict Plot
1. What was the news
2. How did I feel
Para 1:
3. What was the reaction of my teacher and classmates
I won the first place.
Hearing the news, I couldn't believe my ears.
1. My classmates gave me a look of disbelief at first, and then cheered and clapped happily.
2. When I presented the award certificate to my teacher, his eyes glistening with tears and he reached out his hands and hugged me tightly.
1. Why did I go to the teacher’s office
2. What would I say to my teacher
3. What would my teacher feel and say
Para 2:
Predict Plot
I wanted to share the news with my teacher.
I expressed my sincerest gratitude to the teacher.
My teacher felt so excited and he would say, “I’m so proud of you. It’s your own hard work that paid off. Believe in yourself and you can write better and better.” ”
Homework
1. Use G+N strategy to organize the plot.
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn't with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school's coach and asked him what had happened. "I was afraid that kids from other schools would laugh at him," he explained uncomfortably. "I gave him the choice to run or not, and let him decide."
I bit back my frustration (懊恼). I knew the coach meant well -- he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -- that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
Paragraph 1：
We sat down next to each other, but David wouldn’t look at me.________________
___________________________________________________________________
___________________________________________________________________
Paragraph 2：
I watched as David moved up to the starting line with the other runners.__________
____________________________________________________________________
____________________________________________________________________
1. Read for characters
2. Read for conflicts
3. Read for the plot
4. Read for emotional changes
5. Read for the theme
David and I
David worked so hard for the big cross-country run, but he suddenly decided to give up.
David, who had leg disability caused by brain disease, decided to give up the running competition for fear of being laughed at. As his teacher, I encouraged him to join in and I was proud of his strong will.
frustrated---positive
I was familiar with the challenges David faced and was proud of his strong determination.
Given information
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
We sat down next to each other, but David wouldn’t look at me.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
I watched as David moved up to the starting line with the other runners.
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
1. Why did David not look at me
2. What did we talk about
3. What would he do then
1. How did David perform in the race
2. What was the result of the race
3. What was other student’s response to his performance
1. Why did David not look at me
2. What did we talk about
3. What would he do then
New information
Para 1:
Because he felt a bit embrassment and hesitated.
He took my advice and decided to run the race.
He told me the reason why he decided to give up. I told him that it was a good chance for him to prove himself. I really hoped that he could continue.
1. How did David perform in the race
2. What was the result of the race
3. What was other student’s response to his performance
Para 2:
New information
He did not perform well in the race because of the illness.
No one laughed at him though his the last one to finish the race. Instead, other kids gave David thunderous applause.
He was the last to cross the finishing line.
We sat down next to each other, but David wouldn’t look at me. I said gently, “You’re eager to run, right ” “Yes, but I’m afraid…”said David in a low voice, with his head dropping. “I know you’re afraid of being laughed at, but I think it’s a good chance for you to prove yourself. You have been working so hard for the run, and I’m so proud of you, David. If you really want to run, don’t let anything or anybody stop you.” David looking up at me, his usual big toothy smile came back. “I have decided to run.” he said determinedly.
Possible version:
I watched as David moved up to the starting line with the other runners. He looked back at me and I cast him an encouraging smile. Then the race began. All the runners shot out like arrows. I cheered for him and headed towards the finishing line. As time wore on, other runners finished the run but I caught no sight of David. After what seemed like centuries, I finally saw he showed up with his forehead sweating heavily. I held my breath as his legs seemed to give out. Although David was the last to cross the finishing line, no one laughed at him. Thunderous applause erupted from the kids with everyone hailing David. His big toothy smile occurred again. It clicked that he hurdled his fear and fulfilled his potential, and the unremitting effort was worth it.
Thank You!
读后续写之构思情节
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 he 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.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
Paragraph 1：
A few weeks later, when I almost forgot the contest, there came the news.________
___________________________________________________________________
___________________________________________________________________
Paragraph 2：
I went to my teacher’s office after the award presentation._____________________
____________________________________________________________________
____________________________________________________________________
How to do the logical plotting
“G+N” strategy
“G” (Given information): Information from the text and the first sentence of 2 paragraphs.
“N” (New information) : Information that is got by asking and answering questions related to the key words.
Plot mountain
Beginning
(开端)
Climax
(高潮)
Rising action
(发展)
When I was in middle school, I refused to enter a writing contest because English was only my second language.
My teacher encouraged me, so I agreed. But when writing, I wanted to quit but still kept writing.
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 plot
Ending
(结局)
Falling action
(尾声)
A few weeks later, when I almost forgot the contest, there came the news. _____________________________________________________________________________________________________________________________________________________________________
I went to my teacher’s office after the award presentation.
_____________________________________________________________________________________________________________________________________________________________________
根据段首句推断续写情节
1. What was the news
2. How did I feel
3. What was the reaction of my teacher and classmates
1. Why did I go to the teacher’s office
2. What would I say to my teacher
3. What would my teacher feel and say
Predict Plot
1. What was the news
2. How did I feel
Para 1:
3. What was the reaction of my teacher and classmates
I won the first place.
Hearing the news, I couldn't believe my ears.
1. My classmates gave me a look of disbelief at first, and then cheered and clapped happily.
2. When I presented the award certificate to my teacher, his eyes glistening with tears and he reached out his hands and hugged me tightly.
1. Why did I go to the teacher’s office
2. What would I say to my teacher
3. What would my teacher feel and say
Para 2:
Predict Plot
I wanted to share the news with my teacher.
I expressed my sincerest gratitude to the teacher.
My teacher felt so excited and he would say, “I’m so proud of you. It’s your own hard work that paid off. Believe in yourself and you can write better and better.” ”
Homework
1. Use G+N strategy to organize the plot.
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn't with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school's coach and asked him what had happened. "I was afraid that kids from other schools would laugh at him," he explained uncomfortably. "I gave him the choice to run or not, and let him decide."
I bit back my frustration (懊恼). I knew the coach meant well -- he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -- that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
Paragraph 1：
We sat down next to each other, but David wouldn’t look at me.________________
___________________________________________________________________
___________________________________________________________________
Paragraph 2：
I watched as David moved up to the starting line with the other runners.__________
____________________________________________________________________
____________________________________________________________________
1. Read for characters
2. Read for conflicts
3. Read for the plot
4. Read for emotional changes
5. Read for the theme
David and I
David worked so hard for the big cross-country run, but he suddenly decided to give up.
David, who had leg disability caused by brain disease, decided to give up the running competition for fear of being laughed at. As his teacher, I encouraged him to join in and I was proud of his strong will.
frustrated---positive
I was familiar with the challenges David faced and was proud of his strong determination.
Given information
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
We sat down next to each other, but David wouldn’t look at me.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
I watched as David moved up to the starting line with the other runners.
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
1. Why did David not look at me
2. What did we talk about
3. What would he do then
1. How did David perform in the race
2. What was the result of the race
3. What was other student’s response to his performance
1. Why did David not look at me
2. What did we talk about
3. What would he do then
New information
Para 1:
Because he felt a bit embrassment and hesitated.
He took my advice and decided to run the race.
He told me the reason why he decided to give up. I told him that it was a good chance for him to prove himself. I really hoped that he could continue.
1. How did David perform in the race
2. What was the result of the race
3. What was other student’s response to his performance
Para 2:
New information
He did not perform well in the race because of the illness.
No one laughed at him though his the last one to finish the race. Instead, other kids gave David thunderous applause.
He was the last to cross the finishing line.
We sat down next to each other, but David wouldn’t look at me. I said gently, “You’re eager to run, right ” “Yes, but I’m afraid…”said David in a low voice, with his head dropping. “I know you’re afraid of being laughed at, but I think it’s a good chance for you to prove yourself. You have been working so hard for the run, and I’m so proud of you, David. If you really want to run, don’t let anything or anybody stop you.” David looking up at me, his usual big toothy smile came back. “I have decided to run.” he said determinedly.
Possible version:
I watched as David moved up to the starting line with the other runners. He looked back at me and I cast him an encouraging smile. Then the race began. All the runners shot out like arrows. I cheered for him and headed towards the finishing line. As time wore on, other runners finished the run but I caught no sight of David. After what seemed like centuries, I finally saw he showed up with his forehead sweating heavily. I held my breath as his legs seemed to give out. Although David was the last to cross the finishing line, no one laughed at him. Thunderous applause erupted from the kids with everyone hailing David. His big toothy smile occurred again. It clicked that he hurdled his fear and fulfilled his potential, and the unremitting effort was worth it.
Thank You!