2024届高三英语二轮复习读后续写：用手语的新同学 讲义-
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| 名称 | 2024届高三英语二轮复习读后续写：用手语的新同学 讲义- |  | |
| 格式 | docx | ||
| 文件大小 | 20.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-05-04 19:27:54 | ||
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文档简介
读后续写：用手语的新同学
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Looking over the top of the book, I glanced across at the new girl named Rochelle. She only joined our class at the beginning of the week. It must be hard starting a new school in the middle of the year.
At last, the bell went for the end of the day. I spotted Rochelle running towards a tall woman who must be her mum. Then I saw a surprising thing. Rochelle's mum was waving her arms around and making shapes with her fingers, and Rochelle was doing the same with hers. It was like they were talking to each other with their hands. Oh, could her mother be deaf My mind was filled with questions.
The next day, I was reading this week's words when I felt a tap(轻拍) on my shoulder. I looked up and Rochelle was standing in front of me. “Shall we test each other " she asked, pointing to my spelling book.
“Yes, of course," I replied. But I was still wondering how to ask the questions that had been tumbling(翻腾) around in my head since yesterday.
“So, um, that hand thing you did with your mum..”
“Signing.”
“Yeah, signing. Is it because she's, um. deaf ”
“Yes, both my parents are deaf, so I communicate with them through signs.”
“Oh, I'm sorry. That must be really difficult.” I could tell by the frown on Rochelle's face that I'd said something wrong, but I didn't know what. “So, did your parents need someone to help them look after you when you were a baby ”
“Of course not,” Rochelle got annoyed. “Why would being deaf mean they can't look after me Being deaf doesn't mean they're stupid," she was almost shouting. “In fact, they're much cleverer than most people I know.”
Hearing that, I got hot all over. I didn't say her parents were stupid. But before I could explain, the bell went and she strode(阔步行走)out of the classroom. I hurried after her, but when I tried to speak to her, she kept her back to me as if I were her enemy.
Paragraph 1: After school, I saw Rochelle and her mother moving their hands quickly.
Paragraph 2: All of a sudden, Rochelle was coming over to me, with her eyes watery and red.
前文主要内容：
Rochelle是我们班新转来的学生。我观察到Rochelle和她的妈妈用手语交流，因好奇询问的过程中，无意说出对他父母不礼貌的话，两人之间产生误会。她感到生气，不再理我转身离开。
本文主要特点解读：
本文一个显著的特点是采用了大量的对话，展现了我和Rochelle产生误会的全过程，这一点将延续至续写片段。
同时，第一人称的叙述使得Rochelle的心理需要我们自己去揣摩，并加以想象构思可能的情节内容。
写作中可能遇到的问题：
需要注意，叙事主人公是看不懂手语的，所以我们有结论之后一定不能急于在第一段中展示，只有可能留在第二段中通过Rochelle本人的叙述侧面表达出来。对于第二段，可能遇到的问题是如何合理把握两人交流时的心态转变，Rochelle带着对自己过激行为的歉疚，而主人公先是延续了之前的惶恐和愧疚，在交流的过程中双方互相解开心结释怀。
文本分析
Looking over the top of the book, I glanced across at the new girl named Rochelle. She only joined our class at the beginning of the week. It must be hard starting a new school in the middle of the year.(此处作为背景信息，要在续写片段加以呼应，联想到后文her eyes watery and red，可以构思情节Rochelle曾因父母为聋哑人遭到歧视)
At last, the bell went for the end of the day. I spotted Rochelle running towards a tall woman who must be her mum. Then I saw a surprising thing. Rochelle's mum was waving her arms around and making shapes with her fingers, and Rochelle was doing the same with hers. It was like they were talking to each other with their hands. Oh, could her mother be deaf My mind was filled with questions.
The next day, I was reading this week's words when I felt a tap(轻拍) on my shoulder. I looked up and Rochelle was standing in front of me. “Shall we test each other " （不起眼的情节加以利用，作为结尾，与前文呼应，构思巧妙）she asked, pointing to my spelling book.
“Yes, of course," I replied. But I was still wondering how to ask the questions that had been tumbling(翻腾) around in my head（可积累） since yesterday.（我的好奇心加上我询问的的犹豫不决为后文续写段中我不敢上前解释埋下伏笔）
“So, um, that hand thing you did with your mum..”
“Signing.”
“Yeah, signing. Is it because she's, um. deaf ”
“Yes, both my parents are deaf, so I communicate with them through signs.”
“Oh, I'm sorry. That must be really difficult.” I could tell by the frown on Rochelle's face that I'd said something wrong, but I didn't know what. “So, did your parents need someone to help them look after you when you were a baby ”
“Of course not,” Rochelle got annoyed. “Why would being deaf mean they can't look after me Being deaf doesn't mean they're stupid," she was almost shouting. （我无意识的话语激怒了Rochelle，两人之间产生矛盾）
“In fact, they're much cleverer than most people I know.”（他们充满智慧该如何呈现，在续写部分我们选择的体现方式是妈妈以平静的态度开导Rochelle，使她意识到“我“可能是无意的，再加之我的道歉，令她肯定妈妈的话，并与我尽释前嫌）
Hearing that, I got hot all over. I didn't say her parents were stupid. But before I could explain,(暗示续写部分“我“将要进行解释) the bell went and she strode(阔步行走)out of the classroom. I hurried after her, but when I tried to speak to her, she kept her back to me as if I were her enemy.（大量细节体现，我在之后将向Rochelle解释我的无意，续写部分要重点突出）
下水文
After school, I saw Rochelle and her mother moving their hands quickly. Though I couldn’t figure out even a word of their speechless conversation, it’s not hard to tell through the crimson face of Rochelle that she was truly angry about that. Having lost the courage to take one more step, I tried to hide myself in the crowd, sneaking the two talking, ashamed of my thoughtless words pared to Rochelle, whose hands kept trembling, her mother seemed to be quite placid, always responding to her gently. But that was what shamed me most—I had spoken so insolent words about such a woman! I dared not to face Rochelle, being more than willing to escape.虽然我连他们的谈话一个字也不理解，但从罗谢尔的脸上不难看出她真的很生气。我失去了要更进一步的勇气，试图躲在人群中，偷听两人说话，为我之前轻率的话感到羞愧。与罗谢尔不断颤抖的双手相比，她的母亲似乎很平静，总是温柔地回应她。但这是最让我羞愧的——我对这样一个女人说过如此傲慢的话！我不敢面对罗谢尔，更想着逃跑。
All of a sudden, Rochelle was coming over to me, with her eyes watery and red. Perceiving her approaching, I felt the mess of thoughts in my head and the image of her sorrowful expression just turning into mush in a flash. Subconsciously, I just blurted out “Sorry, Rochelle”. biting my lips, I continued, “Actually, that’s not what I mean...” Hearing that, she paused for a second,” Maybe it’s me. You know, it’s hard to start a new life here, I’ve heard a lot of awful judgments. So I just thought you are the same.” She forced a bitter smile. Speechless and concerned, I gathered her in my arms and embraced her tightly as a comfort. The speechless interaction went on with a waft of a gentle breeze blowing over us, blowing over the scar, blowing over the discrimination.” Shall we test each other tomorrow ” I chuckled.看到她走近了，我感到脑子里的思想一团糟，她那悲伤的表情在一瞬间变成了混乱。潜意识地，我只是脱口而出：“对不起，罗谢尔”。我咬着嘴唇，接着说：“事实上，那不是我的意思……”听到这句话，她停顿了一下，“也许是我。”你知道，在这里很难开始新的生活，我听过很多可怕的判断。所以我只是以为你也一样。”她勉强苦笑了笑。我不出话来，关切地把她抱在怀里，紧紧地拥抱她，作为一种安慰。这种无言的互动继续进行着，一阵微风吹过我们身上，吹过伤疤，吹过歧视。”我们明天要互相试一下吗？”我咯咯地笑了起来。
写作思路：
注意到Rochelle和她妈妈在用手语沟通，那么应该思考她们到底在讲什么？如果我们的目光仅局限在前文中，会发现线索并不明确，因此应当有大局观，大胆利用第二段的开头句进行推断。我们发现Rochelle含泪向我而来，与先前不理我形成对比，那么这是否就代表着Rochelle对我态度的变化？而这种变化是否就是从她与妈妈的交流中产生的？所以可以猜测通过沟通，她的妈妈成功开解了她的不满情绪。然而需要注意，叙事主人公是看不懂手语的，所以我们有结论之后一定不能急于在第一段中展示，只有可能留在第二段中通过Rochelle本人的叙述侧面表达出来。那么第一段就应当着重从主人公的视角看Rochelle和她妈妈的交流，写Rochelle的激动，妈妈的耐心，写主人公内心的愧疚与不安，为第二段的尽释前嫌叙事，就形成了严谨的故事结构。第二段在第一段的基础上，叙述两个主人公解除误会的过程。在这个大过程中，需要点明第一段中设置的悬念，即Rochelle和妈妈在谈论什么，同时在故事进行过程中挖掘主旨，这里我们关注聋哑人的子女遭受歧视的现象，而“我”的意义在于对一个痛苦的心灵伸出了援助之手，文章将采用开放式结尾，“我”并未解决问题，但至少是一个好转的开端。
背诵积累
关于拥抱的表达：
1. Speechless and tearful, I gathered him in my arms and embraced him tightly.我含泪无言，把他搂在怀里，紧紧地拥抱着他。
2. Clinging to each other, we ultimately realized the deep affection between us and felt blissful as if we were in possession of everything.我们紧紧抓住对方，最终意识到我们之间深深的感情，并感到幸福，就好像我们拥有了一切一样。
3. The moment he showed up, his mother wrapped/swept(sweep) him in her arms with tears finally gushing out of eyes. 2他一出现，他的母亲就把他抱在怀里，泪水终于从眼睛里喷涌而出。
关于风的表达：
1. A gentle breeze wafted through her soft hair.一阵微风轻轻地吹拂过她柔软的头发。
2.The wind , soft and cold, clicked through tree branches and stirred the bushes.风，柔和而又冷，猛烈地穿过树枝，搅动着灌木丛。
3.The piercing wind made her face tingle.刺耳的风使她的脸刺痛了。
提示：
写此类作文，一定要通读原文，关注续写首段的关联，构思合理的故事内容，特别要注意三处衔接，①续写首段开头，②续写首段结尾与第二段开头的衔接，③续写第二段开头。以第二段开头为例，给出的句子是描写Rochelle的，那么一般情况下有两种衔接方法。一种是紧接着描写她接下来的举动，另一种则是写“我”看到她，我的举动。当没有特别出彩的思路时，这两种无疑是最保险的方法。当没有写作思路时，建议反复阅读原文，挖掘可以前后呼应的情节，结合给出段首句加以合理规划。
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Looking over the top of the book, I glanced across at the new girl named Rochelle. She only joined our class at the beginning of the week. It must be hard starting a new school in the middle of the year.
At last, the bell went for the end of the day. I spotted Rochelle running towards a tall woman who must be her mum. Then I saw a surprising thing. Rochelle's mum was waving her arms around and making shapes with her fingers, and Rochelle was doing the same with hers. It was like they were talking to each other with their hands. Oh, could her mother be deaf My mind was filled with questions.
The next day, I was reading this week's words when I felt a tap(轻拍) on my shoulder. I looked up and Rochelle was standing in front of me. “Shall we test each other " she asked, pointing to my spelling book.
“Yes, of course," I replied. But I was still wondering how to ask the questions that had been tumbling(翻腾) around in my head since yesterday.
“So, um, that hand thing you did with your mum..”
“Signing.”
“Yeah, signing. Is it because she's, um. deaf ”
“Yes, both my parents are deaf, so I communicate with them through signs.”
“Oh, I'm sorry. That must be really difficult.” I could tell by the frown on Rochelle's face that I'd said something wrong, but I didn't know what. “So, did your parents need someone to help them look after you when you were a baby ”
“Of course not,” Rochelle got annoyed. “Why would being deaf mean they can't look after me Being deaf doesn't mean they're stupid," she was almost shouting. “In fact, they're much cleverer than most people I know.”
Hearing that, I got hot all over. I didn't say her parents were stupid. But before I could explain, the bell went and she strode(阔步行走)out of the classroom. I hurried after her, but when I tried to speak to her, she kept her back to me as if I were her enemy.
Paragraph 1: After school, I saw Rochelle and her mother moving their hands quickly.
Paragraph 2: All of a sudden, Rochelle was coming over to me, with her eyes watery and red.
前文主要内容：
Rochelle是我们班新转来的学生。我观察到Rochelle和她的妈妈用手语交流，因好奇询问的过程中，无意说出对他父母不礼貌的话，两人之间产生误会。她感到生气，不再理我转身离开。
本文主要特点解读：
本文一个显著的特点是采用了大量的对话，展现了我和Rochelle产生误会的全过程，这一点将延续至续写片段。
同时，第一人称的叙述使得Rochelle的心理需要我们自己去揣摩，并加以想象构思可能的情节内容。
写作中可能遇到的问题：
需要注意，叙事主人公是看不懂手语的，所以我们有结论之后一定不能急于在第一段中展示，只有可能留在第二段中通过Rochelle本人的叙述侧面表达出来。对于第二段，可能遇到的问题是如何合理把握两人交流时的心态转变，Rochelle带着对自己过激行为的歉疚，而主人公先是延续了之前的惶恐和愧疚，在交流的过程中双方互相解开心结释怀。
文本分析
Looking over the top of the book, I glanced across at the new girl named Rochelle. She only joined our class at the beginning of the week. It must be hard starting a new school in the middle of the year.(此处作为背景信息，要在续写片段加以呼应，联想到后文her eyes watery and red，可以构思情节Rochelle曾因父母为聋哑人遭到歧视)
At last, the bell went for the end of the day. I spotted Rochelle running towards a tall woman who must be her mum. Then I saw a surprising thing. Rochelle's mum was waving her arms around and making shapes with her fingers, and Rochelle was doing the same with hers. It was like they were talking to each other with their hands. Oh, could her mother be deaf My mind was filled with questions.
The next day, I was reading this week's words when I felt a tap(轻拍) on my shoulder. I looked up and Rochelle was standing in front of me. “Shall we test each other " （不起眼的情节加以利用，作为结尾，与前文呼应，构思巧妙）she asked, pointing to my spelling book.
“Yes, of course," I replied. But I was still wondering how to ask the questions that had been tumbling(翻腾) around in my head（可积累） since yesterday.（我的好奇心加上我询问的的犹豫不决为后文续写段中我不敢上前解释埋下伏笔）
“So, um, that hand thing you did with your mum..”
“Signing.”
“Yeah, signing. Is it because she's, um. deaf ”
“Yes, both my parents are deaf, so I communicate with them through signs.”
“Oh, I'm sorry. That must be really difficult.” I could tell by the frown on Rochelle's face that I'd said something wrong, but I didn't know what. “So, did your parents need someone to help them look after you when you were a baby ”
“Of course not,” Rochelle got annoyed. “Why would being deaf mean they can't look after me Being deaf doesn't mean they're stupid," she was almost shouting. （我无意识的话语激怒了Rochelle，两人之间产生矛盾）
“In fact, they're much cleverer than most people I know.”（他们充满智慧该如何呈现，在续写部分我们选择的体现方式是妈妈以平静的态度开导Rochelle，使她意识到“我“可能是无意的，再加之我的道歉，令她肯定妈妈的话，并与我尽释前嫌）
Hearing that, I got hot all over. I didn't say her parents were stupid. But before I could explain,(暗示续写部分“我“将要进行解释) the bell went and she strode(阔步行走)out of the classroom. I hurried after her, but when I tried to speak to her, she kept her back to me as if I were her enemy.（大量细节体现，我在之后将向Rochelle解释我的无意，续写部分要重点突出）
下水文
After school, I saw Rochelle and her mother moving their hands quickly. Though I couldn’t figure out even a word of their speechless conversation, it’s not hard to tell through the crimson face of Rochelle that she was truly angry about that. Having lost the courage to take one more step, I tried to hide myself in the crowd, sneaking the two talking, ashamed of my thoughtless words pared to Rochelle, whose hands kept trembling, her mother seemed to be quite placid, always responding to her gently. But that was what shamed me most—I had spoken so insolent words about such a woman! I dared not to face Rochelle, being more than willing to escape.虽然我连他们的谈话一个字也不理解，但从罗谢尔的脸上不难看出她真的很生气。我失去了要更进一步的勇气，试图躲在人群中，偷听两人说话，为我之前轻率的话感到羞愧。与罗谢尔不断颤抖的双手相比，她的母亲似乎很平静，总是温柔地回应她。但这是最让我羞愧的——我对这样一个女人说过如此傲慢的话！我不敢面对罗谢尔，更想着逃跑。
All of a sudden, Rochelle was coming over to me, with her eyes watery and red. Perceiving her approaching, I felt the mess of thoughts in my head and the image of her sorrowful expression just turning into mush in a flash. Subconsciously, I just blurted out “Sorry, Rochelle”. biting my lips, I continued, “Actually, that’s not what I mean...” Hearing that, she paused for a second,” Maybe it’s me. You know, it’s hard to start a new life here, I’ve heard a lot of awful judgments. So I just thought you are the same.” She forced a bitter smile. Speechless and concerned, I gathered her in my arms and embraced her tightly as a comfort. The speechless interaction went on with a waft of a gentle breeze blowing over us, blowing over the scar, blowing over the discrimination.” Shall we test each other tomorrow ” I chuckled.看到她走近了，我感到脑子里的思想一团糟，她那悲伤的表情在一瞬间变成了混乱。潜意识地，我只是脱口而出：“对不起，罗谢尔”。我咬着嘴唇，接着说：“事实上，那不是我的意思……”听到这句话，她停顿了一下，“也许是我。”你知道，在这里很难开始新的生活，我听过很多可怕的判断。所以我只是以为你也一样。”她勉强苦笑了笑。我不出话来，关切地把她抱在怀里，紧紧地拥抱她，作为一种安慰。这种无言的互动继续进行着，一阵微风吹过我们身上，吹过伤疤，吹过歧视。”我们明天要互相试一下吗？”我咯咯地笑了起来。
写作思路：
注意到Rochelle和她妈妈在用手语沟通，那么应该思考她们到底在讲什么？如果我们的目光仅局限在前文中，会发现线索并不明确，因此应当有大局观，大胆利用第二段的开头句进行推断。我们发现Rochelle含泪向我而来，与先前不理我形成对比，那么这是否就代表着Rochelle对我态度的变化？而这种变化是否就是从她与妈妈的交流中产生的？所以可以猜测通过沟通，她的妈妈成功开解了她的不满情绪。然而需要注意，叙事主人公是看不懂手语的，所以我们有结论之后一定不能急于在第一段中展示，只有可能留在第二段中通过Rochelle本人的叙述侧面表达出来。那么第一段就应当着重从主人公的视角看Rochelle和她妈妈的交流，写Rochelle的激动，妈妈的耐心，写主人公内心的愧疚与不安，为第二段的尽释前嫌叙事，就形成了严谨的故事结构。第二段在第一段的基础上，叙述两个主人公解除误会的过程。在这个大过程中，需要点明第一段中设置的悬念，即Rochelle和妈妈在谈论什么，同时在故事进行过程中挖掘主旨，这里我们关注聋哑人的子女遭受歧视的现象，而“我”的意义在于对一个痛苦的心灵伸出了援助之手，文章将采用开放式结尾，“我”并未解决问题，但至少是一个好转的开端。
背诵积累
关于拥抱的表达：
1. Speechless and tearful, I gathered him in my arms and embraced him tightly.我含泪无言，把他搂在怀里，紧紧地拥抱着他。
2. Clinging to each other, we ultimately realized the deep affection between us and felt blissful as if we were in possession of everything.我们紧紧抓住对方，最终意识到我们之间深深的感情，并感到幸福，就好像我们拥有了一切一样。
3. The moment he showed up, his mother wrapped/swept(sweep) him in her arms with tears finally gushing out of eyes. 2他一出现，他的母亲就把他抱在怀里，泪水终于从眼睛里喷涌而出。
关于风的表达：
1. A gentle breeze wafted through her soft hair.一阵微风轻轻地吹拂过她柔软的头发。
2.The wind , soft and cold, clicked through tree branches and stirred the bushes.风，柔和而又冷，猛烈地穿过树枝，搅动着灌木丛。
3.The piercing wind made her face tingle.刺耳的风使她的脸刺痛了。
提示：
写此类作文，一定要通读原文，关注续写首段的关联，构思合理的故事内容，特别要注意三处衔接，①续写首段开头，②续写首段结尾与第二段开头的衔接，③续写第二段开头。以第二段开头为例，给出的句子是描写Rochelle的，那么一般情况下有两种衔接方法。一种是紧接着描写她接下来的举动，另一种则是写“我”看到她，我的举动。当没有特别出彩的思路时，这两种无疑是最保险的方法。当没有写作思路时，建议反复阅读原文，挖掘可以前后呼应的情节，结合给出段首句加以合理规划。