2024届高考英语二轮总复习 写作专项提升 读后续写 3步构思课件(共32张PPT)
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| 名称 | 2024届高考英语二轮总复习 写作专项提升 读后续写 3步构思课件(共32张PPT) |  | |
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(共32张PPT)
第三讲 3步构思,圆合续写文章
构思续写故事时,可以根据对故事六要素的分析构思续写主要情节。结合两个段首句进一步确定续写内容框架,包括情节的发展方式、主要人物的结局以及人物最终获得的启示等。在构思具体情节时,要综合考虑前文留下的情节、人物等相关线索,补充符合故事逻辑和人物特征的内容。故事基调需积极向上,具有正能量。
在构思及创作的过程中,需要注意以下几点:
主题:续写内容应围绕故事主题展开,在结尾处可使用适当的方法照应主题、升华主旨。
情节:续写故事情节应与原文紧密衔接,保持情节线索连贯,注意呼应伏笔,并照应前文。
人物:续写故事需承接前文对主次人物的塑造,展现人物间的关系发展,解决矛盾。
环境:续写时需关注前文及段首句中的环境提示,设置恰当的故事场景,存在多个场景时需注意衔接。
第一步 构思续写两段主要情节
在下笔写作前,首先需要根据续写故事的第一段和第二段的主要情节进行设计。可以结合原文解读中对主题、人物、环境等要素分析以及续写第一段、第二段首句分析展开。
在构思主要情节内容时,需要关注以下几个关键问题:
1.故事主题
续写的主要情节要围绕故事的主题展开。需要注意的是,主题应当是自然展现,而非作者强加给故事的,因此需要通过情节的铺设进行呈现。在呈现故事主题时,可以进行如下思考:当前的情节与主题之间有什么样的联系 如何增强这种联系
2.情节结构及线索
构思主要情节需参照前文的情节结构,如果故事尚处于行动阶段,则需要设计有效的行动;如果故事已经发展到了解决阶段,则需要将更多笔墨放在冲突的解决和人物获得的启示上。情节结构不仅影响着故事的走向,也影响着故事的发展节奏,因此构思时需要适当控制情节,不要“天马行空”冲出原有的情节框架,也不要过于缓慢地推进情节,导致故事无法控制在有限的篇幅内。
3.续写第一段、第二段首句
构思主要情节需参考题目中给出的两个段首句。这两个段首句通常含有情节、人物、环境等方面的描写或暗示。情节需要沿着段首句铺设的场景展开,如果段首句中提到了故事中的主次人物,则续写时也要设计相应人物的活动。
第二步 构思续写“四点”内容
初步确定主要情节后,思考故事的主人公如何面对所处的局面,可以采取哪些行动,以及最终会得到怎样的结果,这样就有了基本的故事框架。接下来,就需要对续写段落中的“四点”进行创造。
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句;
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句;
点④:文章结尾升华,给予读者正能量,揭示和强调主题。
这“四点”的写作,决定了整篇续写故事的发展方向,按照写作要求的不同侧重方向,可以再将这四点划分为段首三点和结尾一点。
段首三点指的是与段首句相关的三个点,即紧接两段段首句之后的两个点和第一段结尾的一个点。通过分析这三点可以保证整体故事的连贯性。第一点要限定剧情走向,同时为下文的展开留出足够的写作空间;第二点要达成两段之间的衔接,过渡不能突兀;第三点不仅要衔接第二段开头语,也要开始收束剧情,为结尾作铺垫。在创作过程中,要培养衔接意识,关注原文的隐藏信息。“四点”的创造,是有多种可能性的,不是唯一的。
确定前三点的内容时,需要关注原文及段首句中的环境提示,选取恰当的时间和场景展开故事。当续写进行到结尾部分的时候,需要关注情节、人物、主题等要素的发展情况。首先是情节结构的完整性。在情节结构方面,题干要求续写呈现出“一个完整的故事”,因此结尾处不应毫无缘由地引入新人物或开启新剧情。另外还需关注人物塑造的完整性,如果续写中包含主人公对某一问题的思考,在结尾处应该体现出思考的结果和人物的成长。此外,在故事结尾处可通过画面定格、情感升华、主题提炼等手段升华故事主题,给读者留下更深刻的印象。
第三步 构思续写段落细节
结合前两步总结出的主要情节及续写段落首尾内容,可以基本确定续写的主体框架。接下来需要补充续写两段中的细节。在构思细节的过程中,综合考虑分析原文中的情节线索、情节安排、人物特点、环境等因素。
1.情节线索
把握好续写细节中的情节线索(明线、暗线)发展,是这个环节最重要的任务。明线是前文中明显的情节线索,如时间推移、事件发展、事物变化等。续写时需要牢牢把握其走向,分析故事发展的前因后果,借助剧情发展来理解和构思人物的行为。暗线又称情感线,在整个故事的发展过程中,每当事件发展有重大变化时,人物的内心世界就会产生相应改变。把握好人物情感的变化,可以使续写内容更贴合人物性格,从而达到续写内容与给定原文情感上的融洽。在设计具体情节时,可以结合前面梳理好的情节框架,在其中填入合理的内容,如新的事件以及与之相应的人物情感变化等。需要注意的是,情节的明暗两条线虽然总体走向一致,但可以不完全重合。另外,根据原文对暗线的处理情况,可以选择性地隐藏一些人物情感,或使用间接的方式(动作、神态等描写)呈现。
2.情节安排
如果原文中存在伏笔,则续写时需要设计情节与之呼应;如果原文中留下了悬念,则续写时也需对其进行解答。此外,两段续写内容之间也应当形成照应,使故事更为融洽,浑然一体。
3.人物以及人物关系
构思时要注意前期划分的主次人物及他们之间的关系,使人物的行为符合人物关系,同时需要考虑人物以及人物关系是否随着情节的推进发生了变化。
4.人物特点
需要根据解读原文时分析得出的人物特点,对人物的行动、思想等进行合理创造。需要从人物本身出发,明确他们对冲突的看法,他们可能会采取的行动以及冲突解决后他们的感受。
5.环境
有些故事的段首句对续写的场景做出了限制,构思具体情节时需要考虑人物如何在这些场景中活动,以及剧情展开是否会引导人物回到前文中提及过的场景。
对具体情节展开构思时,可以从总结好的情节发展出发,梳理全文逻辑。
典型例题(2023新高考全国Ⅰ卷)
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 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左右;
2.请按如下格式作答。
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. ____________
_____________________________________________________________________________________________________________________________________________________________________________________________
构思导引
一、构思续写两段主要情节
根据故事的主题、情节、人物和环境分析,作者上中学的时候,社会学老师邀请作者参加一个写作比赛。作者不喜欢写作,于是想都没想就拒绝了。但是在老师的鼓励下,作者同意试一试。作者在写作过程中虽然很累,但是没有放弃,坚持下来了。在作者最终完成写作时,作者感到写作让他很快乐,他已经不在乎输赢了。续写两段分别是比赛的“结果”和“冲突的解决部分”:比赛消息传来——作者获奖——颁奖后来到老师办公室——老师鼓励作者——作者坚持写作。
二、构思续写“四点”内容
通过续写两段的段首句可以确定每段故事的情节发展、场景和人物。
三、构思续写段落细节
展开细节时,可以尝试回答如下问题并考虑多种可能性:
根据以上问题,续写第一段的具体情节可以是:作者获奖→作者感受→同学们的反应→出席颁奖仪式。
续写第二段的具体情节可以是:作者去老师办公室→感激老师→老师鼓励作者→从此坚持写作。
【参考范文】
A few weeks later,when I almost forgot the contest,there came the news.I won first place! Hearing such unexpected news,I was struck dumb! Standing rooted to the spot,never had I thought that I could win first place in an English writing contest.All my classmates roared and cast unbelievable glances at me. Two days later,I went to attend a grand award presentation.Striding onto the podium with my chest puffing out in pride,I couldn’t conceal my sense of achievement.The host presented me with the award and congratulated me. Thunderous applause erupted from the audience.A tingle of pleasure shot through me as I savoured the sweet taste of winning.With all the self-doubt vanishing into air,I decided to visit my teacher.
I went to my teacher’s office after the award presentation.Shoving the half-closed door open,I stepped inside with my trophy.Seeing my coming,my teacher raised his head,gave me a thumb and praised,“Well done!” I suppressed my ecstasy,and blurted out,“Without your encouragement and belief in me,I couldn’t have won the prize!” “No,you deserve the prize.It was your willingness to try that defeated your self-doubt! Remember:Never define your life with something you haven’t even tried!” my teacher replied.Suddenly, it all clicked into place with my teacher’s words.It dawned on me that everything would be possible if I wanted to try.
跟踪训练
运用“3步构思”创作故事情节
My Best Teaching Experience
Tyler was only in my senior class for a semester.He had been suspended(使停学) many times in previous years because of his anger issues. When he entered my class,I thought the worst.
Tyler sat in the back row.Every time I talked to the class,I would ask students questions,calling them by name.Unfortunately,every time I called on Tyler,he would respond with a joke.If he got an answer wrong,he would become angry.
About a month into the year,I was still trying to connect with Tyler.I can usually get students involved in class discussions or at least have them sit quietly and attentively(专心地).By contrast,Tyler was often loud and sometimes rude.
He had been in so much trouble over the years.He expected his teachers to know about his past:about how many times he had been sent to the office or suspended from school.I had found that these sorts of referrals(移交) were not very effective and that students would return from the office behaving worse than before.
One day,Tyler was talking over me while I was teaching.I stopped my lesson and said,“Tyler,why don’t you join in our discussion instead of having one of your own ”With that,he got up from his chair,pushed it over and yelled something.I can’t remember what he said other than that he included some impolite words.I sent Tyler straight to the office,and he received a week’s suspension.
To this point,this was one of my worst teaching experiences.Tyler’s anger was almost too much for me.The week Tyler was suspended from school was a wonderful time,and we got a lot accomplished as a class.However,the suspension week would soon come to an end,and I was fearful of his return.
续写要求:
1.续写词数应为150左右;
2.请按如下格式作答。
On the day of Tyler’s return,I stood at the door awaiting him.__________
_____________________________________________________________________________________________________________________________________________________________________________________________
A spark of surprise flashed across his face._________________________
_____________________________________________________________________________________________________________________________________________________________________________________________
(一)构思续写两段主要情节
结合原文解读中对主题、情节、人物、环境等要素的分析以及对续写第一段、第二段首句的分析,可以构思续写第一段和第二段的主要情节。
续写第一段的主要情节为:
续写第二段的主要情节为:
“我”在班级门口与Tyler进行了沟通。
“我”和Tyler之间的矛盾消除,Tyler朝着好的方向转变。
(二)构思续写“四点”内容
根据原文解读和两个段首句推测两段首尾部分“四点”(①②③④)的内容,确保段落当中和段落之间情节连贯以及文章的主题和结局积极向上。
Tyler 出现/“我”
看到Tyler。
“我”说了一些让
Tyler 惊讶的话。
Tyler 惊讶的其他表现/Tyler惊讶的原因。
Tyler转变之后取得的进步/Tyler向“我”
表达感谢/“我”对Tyler转变的感想。
(三)构思续写段落细节
确定合适的主干情节之后,接下来构思两段的具体细节。
①Tyler came,but still showed no respect for me.
②I thought of what had happened before and felt I should try a different way.
③I apologized for the quarrel that we had in the class.
根据以上问题,续写第二段的具体情节可以是:
_____________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
①He had never heard an apology from a teacher before.
②He felt ashamed and apologized to me.
③I was glad to hear that and sent him back to class.
④He behaved like a good student.
⑤I realized the power of understanding.
【参考范文】
On the day of Tyler’s return,I stood at the door awaiting him.At last he came,walking with his hands in his pockets.That image immediately brought back memories of the boy throwing a tantrum in class the other day.Yet I managed to restrain my anger this time.These past few days,I had been building a wall between us with blame and punishment,so I thought to myself that maybe I should try another way.“I want to apologize for the quarrel that we had in the middle of class,and I’m really sorry if it hurt your feelings,”I said,finally breaking the ice.
A spark of surprise flashed across his face.The naughty boy froze there, staring at me with wide eyes.It was clear that he had never heard an apology from a teacher before.“It is I who should say sorry,”he murmured,his face burning with shame.“I should have learned to control myself.” With a smile,I stepped forward and patted him on his shoulder,signaling to him to go back to his seat.In the following days,Tyler didn’t misbehave in class anymore and took an active part in class discussions.I had never expected “understanding” could make such a huge difference—it turned one of my worst teaching experiences into perhaps the best one.
第三讲 3步构思,圆合续写文章
构思续写故事时,可以根据对故事六要素的分析构思续写主要情节。结合两个段首句进一步确定续写内容框架,包括情节的发展方式、主要人物的结局以及人物最终获得的启示等。在构思具体情节时,要综合考虑前文留下的情节、人物等相关线索,补充符合故事逻辑和人物特征的内容。故事基调需积极向上,具有正能量。
在构思及创作的过程中,需要注意以下几点:
主题:续写内容应围绕故事主题展开,在结尾处可使用适当的方法照应主题、升华主旨。
情节:续写故事情节应与原文紧密衔接,保持情节线索连贯,注意呼应伏笔,并照应前文。
人物:续写故事需承接前文对主次人物的塑造,展现人物间的关系发展,解决矛盾。
环境:续写时需关注前文及段首句中的环境提示,设置恰当的故事场景,存在多个场景时需注意衔接。
第一步 构思续写两段主要情节
在下笔写作前,首先需要根据续写故事的第一段和第二段的主要情节进行设计。可以结合原文解读中对主题、人物、环境等要素分析以及续写第一段、第二段首句分析展开。
在构思主要情节内容时,需要关注以下几个关键问题:
1.故事主题
续写的主要情节要围绕故事的主题展开。需要注意的是,主题应当是自然展现,而非作者强加给故事的,因此需要通过情节的铺设进行呈现。在呈现故事主题时,可以进行如下思考:当前的情节与主题之间有什么样的联系 如何增强这种联系
2.情节结构及线索
构思主要情节需参照前文的情节结构,如果故事尚处于行动阶段,则需要设计有效的行动;如果故事已经发展到了解决阶段,则需要将更多笔墨放在冲突的解决和人物获得的启示上。情节结构不仅影响着故事的走向,也影响着故事的发展节奏,因此构思时需要适当控制情节,不要“天马行空”冲出原有的情节框架,也不要过于缓慢地推进情节,导致故事无法控制在有限的篇幅内。
3.续写第一段、第二段首句
构思主要情节需参考题目中给出的两个段首句。这两个段首句通常含有情节、人物、环境等方面的描写或暗示。情节需要沿着段首句铺设的场景展开,如果段首句中提到了故事中的主次人物,则续写时也要设计相应人物的活动。
第二步 构思续写“四点”内容
初步确定主要情节后,思考故事的主人公如何面对所处的局面,可以采取哪些行动,以及最终会得到怎样的结果,这样就有了基本的故事框架。接下来,就需要对续写段落中的“四点”进行创造。
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句;
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句;
点④:文章结尾升华,给予读者正能量,揭示和强调主题。
这“四点”的写作,决定了整篇续写故事的发展方向,按照写作要求的不同侧重方向,可以再将这四点划分为段首三点和结尾一点。
段首三点指的是与段首句相关的三个点,即紧接两段段首句之后的两个点和第一段结尾的一个点。通过分析这三点可以保证整体故事的连贯性。第一点要限定剧情走向,同时为下文的展开留出足够的写作空间;第二点要达成两段之间的衔接,过渡不能突兀;第三点不仅要衔接第二段开头语,也要开始收束剧情,为结尾作铺垫。在创作过程中,要培养衔接意识,关注原文的隐藏信息。“四点”的创造,是有多种可能性的,不是唯一的。
确定前三点的内容时,需要关注原文及段首句中的环境提示,选取恰当的时间和场景展开故事。当续写进行到结尾部分的时候,需要关注情节、人物、主题等要素的发展情况。首先是情节结构的完整性。在情节结构方面,题干要求续写呈现出“一个完整的故事”,因此结尾处不应毫无缘由地引入新人物或开启新剧情。另外还需关注人物塑造的完整性,如果续写中包含主人公对某一问题的思考,在结尾处应该体现出思考的结果和人物的成长。此外,在故事结尾处可通过画面定格、情感升华、主题提炼等手段升华故事主题,给读者留下更深刻的印象。
第三步 构思续写段落细节
结合前两步总结出的主要情节及续写段落首尾内容,可以基本确定续写的主体框架。接下来需要补充续写两段中的细节。在构思细节的过程中,综合考虑分析原文中的情节线索、情节安排、人物特点、环境等因素。
1.情节线索
把握好续写细节中的情节线索(明线、暗线)发展,是这个环节最重要的任务。明线是前文中明显的情节线索,如时间推移、事件发展、事物变化等。续写时需要牢牢把握其走向,分析故事发展的前因后果,借助剧情发展来理解和构思人物的行为。暗线又称情感线,在整个故事的发展过程中,每当事件发展有重大变化时,人物的内心世界就会产生相应改变。把握好人物情感的变化,可以使续写内容更贴合人物性格,从而达到续写内容与给定原文情感上的融洽。在设计具体情节时,可以结合前面梳理好的情节框架,在其中填入合理的内容,如新的事件以及与之相应的人物情感变化等。需要注意的是,情节的明暗两条线虽然总体走向一致,但可以不完全重合。另外,根据原文对暗线的处理情况,可以选择性地隐藏一些人物情感,或使用间接的方式(动作、神态等描写)呈现。
2.情节安排
如果原文中存在伏笔,则续写时需要设计情节与之呼应;如果原文中留下了悬念,则续写时也需对其进行解答。此外,两段续写内容之间也应当形成照应,使故事更为融洽,浑然一体。
3.人物以及人物关系
构思时要注意前期划分的主次人物及他们之间的关系,使人物的行为符合人物关系,同时需要考虑人物以及人物关系是否随着情节的推进发生了变化。
4.人物特点
需要根据解读原文时分析得出的人物特点,对人物的行动、思想等进行合理创造。需要从人物本身出发,明确他们对冲突的看法,他们可能会采取的行动以及冲突解决后他们的感受。
5.环境
有些故事的段首句对续写的场景做出了限制,构思具体情节时需要考虑人物如何在这些场景中活动,以及剧情展开是否会引导人物回到前文中提及过的场景。
对具体情节展开构思时,可以从总结好的情节发展出发,梳理全文逻辑。
典型例题(2023新高考全国Ⅰ卷)
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 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左右;
2.请按如下格式作答。
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. ____________
_____________________________________________________________________________________________________________________________________________________________________________________________
构思导引
一、构思续写两段主要情节
根据故事的主题、情节、人物和环境分析,作者上中学的时候,社会学老师邀请作者参加一个写作比赛。作者不喜欢写作,于是想都没想就拒绝了。但是在老师的鼓励下,作者同意试一试。作者在写作过程中虽然很累,但是没有放弃,坚持下来了。在作者最终完成写作时,作者感到写作让他很快乐,他已经不在乎输赢了。续写两段分别是比赛的“结果”和“冲突的解决部分”:比赛消息传来——作者获奖——颁奖后来到老师办公室——老师鼓励作者——作者坚持写作。
二、构思续写“四点”内容
通过续写两段的段首句可以确定每段故事的情节发展、场景和人物。
三、构思续写段落细节
展开细节时,可以尝试回答如下问题并考虑多种可能性:
根据以上问题,续写第一段的具体情节可以是:作者获奖→作者感受→同学们的反应→出席颁奖仪式。
续写第二段的具体情节可以是:作者去老师办公室→感激老师→老师鼓励作者→从此坚持写作。
【参考范文】
A few weeks later,when I almost forgot the contest,there came the news.I won first place! Hearing such unexpected news,I was struck dumb! Standing rooted to the spot,never had I thought that I could win first place in an English writing contest.All my classmates roared and cast unbelievable glances at me. Two days later,I went to attend a grand award presentation.Striding onto the podium with my chest puffing out in pride,I couldn’t conceal my sense of achievement.The host presented me with the award and congratulated me. Thunderous applause erupted from the audience.A tingle of pleasure shot through me as I savoured the sweet taste of winning.With all the self-doubt vanishing into air,I decided to visit my teacher.
I went to my teacher’s office after the award presentation.Shoving the half-closed door open,I stepped inside with my trophy.Seeing my coming,my teacher raised his head,gave me a thumb and praised,“Well done!” I suppressed my ecstasy,and blurted out,“Without your encouragement and belief in me,I couldn’t have won the prize!” “No,you deserve the prize.It was your willingness to try that defeated your self-doubt! Remember:Never define your life with something you haven’t even tried!” my teacher replied.Suddenly, it all clicked into place with my teacher’s words.It dawned on me that everything would be possible if I wanted to try.
跟踪训练
运用“3步构思”创作故事情节
My Best Teaching Experience
Tyler was only in my senior class for a semester.He had been suspended(使停学) many times in previous years because of his anger issues. When he entered my class,I thought the worst.
Tyler sat in the back row.Every time I talked to the class,I would ask students questions,calling them by name.Unfortunately,every time I called on Tyler,he would respond with a joke.If he got an answer wrong,he would become angry.
About a month into the year,I was still trying to connect with Tyler.I can usually get students involved in class discussions or at least have them sit quietly and attentively(专心地).By contrast,Tyler was often loud and sometimes rude.
He had been in so much trouble over the years.He expected his teachers to know about his past:about how many times he had been sent to the office or suspended from school.I had found that these sorts of referrals(移交) were not very effective and that students would return from the office behaving worse than before.
One day,Tyler was talking over me while I was teaching.I stopped my lesson and said,“Tyler,why don’t you join in our discussion instead of having one of your own ”With that,he got up from his chair,pushed it over and yelled something.I can’t remember what he said other than that he included some impolite words.I sent Tyler straight to the office,and he received a week’s suspension.
To this point,this was one of my worst teaching experiences.Tyler’s anger was almost too much for me.The week Tyler was suspended from school was a wonderful time,and we got a lot accomplished as a class.However,the suspension week would soon come to an end,and I was fearful of his return.
续写要求:
1.续写词数应为150左右;
2.请按如下格式作答。
On the day of Tyler’s return,I stood at the door awaiting him.__________
_____________________________________________________________________________________________________________________________________________________________________________________________
A spark of surprise flashed across his face._________________________
_____________________________________________________________________________________________________________________________________________________________________________________________
(一)构思续写两段主要情节
结合原文解读中对主题、情节、人物、环境等要素的分析以及对续写第一段、第二段首句的分析,可以构思续写第一段和第二段的主要情节。
续写第一段的主要情节为:
续写第二段的主要情节为:
“我”在班级门口与Tyler进行了沟通。
“我”和Tyler之间的矛盾消除,Tyler朝着好的方向转变。
(二)构思续写“四点”内容
根据原文解读和两个段首句推测两段首尾部分“四点”(①②③④)的内容,确保段落当中和段落之间情节连贯以及文章的主题和结局积极向上。
Tyler 出现/“我”
看到Tyler。
“我”说了一些让
Tyler 惊讶的话。
Tyler 惊讶的其他表现/Tyler惊讶的原因。
Tyler转变之后取得的进步/Tyler向“我”
表达感谢/“我”对Tyler转变的感想。
(三)构思续写段落细节
确定合适的主干情节之后,接下来构思两段的具体细节。
①Tyler came,but still showed no respect for me.
②I thought of what had happened before and felt I should try a different way.
③I apologized for the quarrel that we had in the class.
根据以上问题,续写第二段的具体情节可以是:
_____________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
①He had never heard an apology from a teacher before.
②He felt ashamed and apologized to me.
③I was glad to hear that and sent him back to class.
④He behaved like a good student.
⑤I realized the power of understanding.
【参考范文】
On the day of Tyler’s return,I stood at the door awaiting him.At last he came,walking with his hands in his pockets.That image immediately brought back memories of the boy throwing a tantrum in class the other day.Yet I managed to restrain my anger this time.These past few days,I had been building a wall between us with blame and punishment,so I thought to myself that maybe I should try another way.“I want to apologize for the quarrel that we had in the middle of class,and I’m really sorry if it hurt your feelings,”I said,finally breaking the ice.
A spark of surprise flashed across his face.The naughty boy froze there, staring at me with wide eyes.It was clear that he had never heard an apology from a teacher before.“It is I who should say sorry,”he murmured,his face burning with shame.“I should have learned to control myself.” With a smile,I stepped forward and patted him on his shoulder,signaling to him to go back to his seat.In the following days,Tyler didn’t misbehave in class anymore and took an active part in class discussions.I had never expected “understanding” could make such a huge difference—it turned one of my worst teaching experiences into perhaps the best one.