-2024届高三英语二轮作文复习专题读后续写之如何构思情节 课件(共19张PPT)
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| 名称 | -2024届高三英语二轮作文复习专题读后续写之如何构思情节 课件(共19张PPT) |  | |
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| 更新时间 | 2024-05-28 21:01:37 | ||
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(共19张PPT)
读后续写之
如何构思情节
解决学习生活难题
延时符
人与自我
克服困难
325词
Learning aims
2
1
3
Students can work out an outline based on the analysis of the sample text;
Students can realise the significance of the story--“What is true bravery ”
Students can accumulate(积累) useful expression and apply them properly.
卷别 情节 主题
2023年全国卷 参加非母语的写作比赛 勇气
2023年1月浙江卷 救助受伤小鸟后放归自然 爱护动物、和谐共存
2022年全国卷 身体残疾学生参加越野跑 勇气、信念的力量
2022年1月浙江卷 与不喜欢的人分在一组做研究 正确与人交往
2022年6月浙江卷 参与社区慈善服务 守望相助、自我成长
2021年全国卷 为母亲做早餐 珍惜家人、热爱家庭
2021年1月浙江卷 万圣节雕南瓜被卡住 积极看待囧事
近三年高考读后续写分析
学校生活、人间大爱、亲情
正面、和谐、积极
CAFE策略
为了续写出情节逻辑合理、结构完整的故事，可以围绕 CAFE 提问来没计续写情节。
CAFE 分别指代：
C :
A :
F :
E :
在设计故事情节时，主人公的动作行为、
心理感受以及环境可根据情节需要灵活增减。
tips
What is CAFE
Each letter stands for a word, can you guess it
（Characters）指故事里的主人公；
（Actions）主人公的动作行为；
（Feelings )主人公的心理感受；
（Environment）故事发生时的环境。
续写三步走 读→定→写
1
2
3
Eva
How do we complete the writing
Reading 读大意 划要素
Predicting 定情节&框架
Writing写
实例分析
2024年1月浙江首考
Eva spent the first week of high school trying to keep her head above water. One of the major headaches for her was finding her way in the huge school building. It was a six-story building. On each floor hallways stretched in four directions, leading to classrooms, laboratories, and teachers’ offices. Somewhere in the building, there was also a library, a cafeteria, and a gym.
Having a poor sense of direction, Eva found it impossible to get around in such a huge building. All the different hallways and rooms were too much to think about, let alone commit to memory. She decided that she would memorize where her classes were and then pretend that the rest of the place didn’t exist.
In her first PE class, Eva was shocked when Coach Pitt announced that everyone had to run one mile around the track outside. She searched the faces of her classmates for signs of panic. There was nothing she feared more than having to run a whole mile. To Eva, “a mile” was used to describe long distances. It was ten miles from her home to her grandfather’s, and that always seemed like a long way, even in a car!
When Coach Pitt blew his whistle (哨子), Eva figured she would be left in the dust. However, while some of her classmates edged ahead, others actually fell behind. “ It’s just the beginning,” she thought. “ I’ll come in last for sure.”
Soon Eva began to breathe hard, with her heart pounding and legs shaking. Feeling desperate, Eva started using a mind trick on herself. She stopped thinking about the word “mile.” Instead, she focused on reaching the shadow cast on the track by an oak tree up ahead. Then she concentrated on jogging to the spot where the track curved (拐弯). After that, she tried to see if she could complete her first lap. One lap turned into two, then three, then four.
实例分析
step1 分析原文
who
when
where
what
how
读五要素
the first week of high school
Eva
in the school building; on the playground
unable to find the ditection; feared a mile running task
Eva(anxious→worried and scared →focused→surprised→..)
On the first week of high school,because of the poor sense of direction Eva couldn’t find her way in the school and feared a mile running task.
时间+地点+人物+原因+问题
实例分析
step1 分析原文
Story mountain
Eva found it
in such a huge building.
impossible
to get around
There was nothing
she feared more than having to run a whole mile.
Beginning
Development
Climax
Feeling desperate, Eva started
using
a mind trick on herself.
续写部分
Para.1
Para.2
Resolution
Ending
实例分析
step2 设计故事情节
围绕着 CAFE 提问,设计故事情节
What did Pitt do？
Eva
What did she do？
How did she feel？
How did Pitt feel？
Character
Action
Feeling
Environment
What did they see ？How about the weather time
Coach Pitt
P1:When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
P2:Eva decided to use the same trick to deal with the school building.
实例分析
step2 设计故事情节
P1. When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
Eva
Character
Action
Feeling
Environment
考虑衔接
ran excitedly
come up an idea
unexpected
happy
praised Eva
satisfied
The sun is shining brightly.
Coach Pitt
P2. Eva decided to use the same trick to deal with the school building.
实例分析
step2 设计故事情节
Para2:Eva decided to use the same trick to deal with the school building.
结局
Eva
Positive ending 采用同样的方法来记住学校大楼，并且最终成功
升华
Eva 通过这件事获得的感悟
实例分析
step2 设计故事情节
第一句
第二句
第三句
第四句
第五句
衔接Para1 首句 心理/动作
三衔接 一靓尾
Para.1 When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
衔接Para2 首句
Para.2 Eva decided to use the same trick to deal with the school building.
第六句
第七句
第八句
第九句
第十句
衔接Para2 首句 心理/动作
结尾&升华
思考：
哪3句是衔接句？
1.A/An look/expression of ＋情感名词＋flashed
across/spread across one’s face.
eg. A look of excitement flashed across her face.
2.A wave/sense of ＋情感名词＋swept over/flooded over/overwhelmed sb.
eg.A sense of warmth swept over her,she couldn’t utter a single word.
02 实例分析
step3 完成写作
Useful Sentences
情绪
①A/An look/expression of ＋情感名词＋spread across one’s face.
eg. A look of excitement flashed across her face.
②A wave/sense of ＋情感名词＋swept over/flooded over sb.
eg.A sense of warmth swept over her,she couldn’t utter a
single word.
动作
① Doing..., ..... ② with + n + doing/done/to do
eg.Staring at the towering teaching building, Eva came up with a good idea,
with a smile blooming across her face.
升华
As long as we don’t give up hope and make every effort to overcome all difficulties,we will surely achieve our goal.
实例分析
step3写作
P1:When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ P2:Eva decided to use the same trick to deal with the school building. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第一句 衔接Para 1首句 心理/动作
第二句
第三句
第五句 衔接Para 2首句
第四句
第一句 衔接Para 1首句 心理/动作
第二句
第三句
第四句
第五句 衔接Para 2首句
Eva:ran excitedly; unexpected
Pitt: praised Eva; satisfied;
positive ending; harvest
come up an idea
find the direction in the school building
02 实例分析
step4 Self-assessment
档次 评分细则
第五档 （21-25分） 与所给短文融洽度高，与所提供各段落开头语衔接合理。内容丰富，应用了5个以上短文中标出的关键词语.所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义的表达。有效地使用了语句间的连接成分，使所续写短文结构紧凑。
第四档 （16-20分） 与所给短文融洽度高，与所提供各段落开头语衔接较为合理。内容比较丰富，应用了4个以上短文中标出的关键词语。所使用语法结构和词汇较为丰富、准确，可能有些许错误，但不影响意义的表达。比较有效地使用了语句间的连接成分，使所续写短文结构紧凑
第三档 （11-15分） 与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接。写出了若干有关内容，应用了4个以上短文中标出的关键词语。应用的语法结构和词汇能够满足任务的要求，虽有一些错误，但不影响意义表达。应用简单的语句间的连接成分，使全文内容连贯。
第二档 （6-10分） 与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接。写出了一些有关内容，应用了3个以上短文中标出的关键词语。语法结构单调，词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达。较少使用语句间的连接成分，全文内容缺少连贯性。
第一档 （1-5分） 与所提供短文和开头语的衔接较差。产出内容太少，很少使用短文中标出的关键词语。语法结构单调，词汇项目很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达。
缺乏语句间的连接成分，全文内容不连贯。
02 实例分析
step4 Peer-assessment
语法结构 倒装 状语 无灵主语 定语从句 名词性从句
强调句
是否应用 Hardly 倒装 so that 倒装 as倒装 done,doing状语 形容词状语 with状语 独立主格作状语 情绪名词作主语 时间名词作主语 who引导的非限制性定从 what 引导情绪类名词性从句 突然想到
Summary
围绕着 CAFE 提问,设计故事情节
C: character A: action
F: feeling E: environment
深度解读语篇
浅层信息获取：when, where, who, what, how
深层文本解读
理清情节和情感
明确故事主题
写
定
三衔接
一靓尾
心理描写 情感描写 动作描写 语言运用
第1句：衔接Para 1 首句 心理/动作
第5句：根据Para 2 首句
第6句：衔接Para 2 首句 心理/动作
第10句：靓尾--主题/升华
Assignment
Polish your writing and retell the
story to your classmates at least 3
classmates.
Level A
Polish your writing and continue another story.
Level B
thank you
读后续写之
如何构思情节
解决学习生活难题
延时符
人与自我
克服困难
325词
Learning aims
2
1
3
Students can work out an outline based on the analysis of the sample text;
Students can realise the significance of the story--“What is true bravery ”
Students can accumulate(积累) useful expression and apply them properly.
卷别 情节 主题
2023年全国卷 参加非母语的写作比赛 勇气
2023年1月浙江卷 救助受伤小鸟后放归自然 爱护动物、和谐共存
2022年全国卷 身体残疾学生参加越野跑 勇气、信念的力量
2022年1月浙江卷 与不喜欢的人分在一组做研究 正确与人交往
2022年6月浙江卷 参与社区慈善服务 守望相助、自我成长
2021年全国卷 为母亲做早餐 珍惜家人、热爱家庭
2021年1月浙江卷 万圣节雕南瓜被卡住 积极看待囧事
近三年高考读后续写分析
学校生活、人间大爱、亲情
正面、和谐、积极
CAFE策略
为了续写出情节逻辑合理、结构完整的故事，可以围绕 CAFE 提问来没计续写情节。
CAFE 分别指代：
C :
A :
F :
E :
在设计故事情节时，主人公的动作行为、
心理感受以及环境可根据情节需要灵活增减。
tips
What is CAFE
Each letter stands for a word, can you guess it
（Characters）指故事里的主人公；
（Actions）主人公的动作行为；
（Feelings )主人公的心理感受；
（Environment）故事发生时的环境。
续写三步走 读→定→写
1
2
3
Eva
How do we complete the writing
Reading 读大意 划要素
Predicting 定情节&框架
Writing写
实例分析
2024年1月浙江首考
Eva spent the first week of high school trying to keep her head above water. One of the major headaches for her was finding her way in the huge school building. It was a six-story building. On each floor hallways stretched in four directions, leading to classrooms, laboratories, and teachers’ offices. Somewhere in the building, there was also a library, a cafeteria, and a gym.
Having a poor sense of direction, Eva found it impossible to get around in such a huge building. All the different hallways and rooms were too much to think about, let alone commit to memory. She decided that she would memorize where her classes were and then pretend that the rest of the place didn’t exist.
In her first PE class, Eva was shocked when Coach Pitt announced that everyone had to run one mile around the track outside. She searched the faces of her classmates for signs of panic. There was nothing she feared more than having to run a whole mile. To Eva, “a mile” was used to describe long distances. It was ten miles from her home to her grandfather’s, and that always seemed like a long way, even in a car!
When Coach Pitt blew his whistle (哨子), Eva figured she would be left in the dust. However, while some of her classmates edged ahead, others actually fell behind. “ It’s just the beginning,” she thought. “ I’ll come in last for sure.”
Soon Eva began to breathe hard, with her heart pounding and legs shaking. Feeling desperate, Eva started using a mind trick on herself. She stopped thinking about the word “mile.” Instead, she focused on reaching the shadow cast on the track by an oak tree up ahead. Then she concentrated on jogging to the spot where the track curved (拐弯). After that, she tried to see if she could complete her first lap. One lap turned into two, then three, then four.
实例分析
step1 分析原文
who
when
where
what
how
读五要素
the first week of high school
Eva
in the school building; on the playground
unable to find the ditection; feared a mile running task
Eva(anxious→worried and scared →focused→surprised→..)
On the first week of high school,because of the poor sense of direction Eva couldn’t find her way in the school and feared a mile running task.
时间+地点+人物+原因+问题
实例分析
step1 分析原文
Story mountain
Eva found it
in such a huge building.
impossible
to get around
There was nothing
she feared more than having to run a whole mile.
Beginning
Development
Climax
Feeling desperate, Eva started
using
a mind trick on herself.
续写部分
Para.1
Para.2
Resolution
Ending
实例分析
step2 设计故事情节
围绕着 CAFE 提问,设计故事情节
What did Pitt do？
Eva
What did she do？
How did she feel？
How did Pitt feel？
Character
Action
Feeling
Environment
What did they see ？How about the weather time
Coach Pitt
P1:When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
P2:Eva decided to use the same trick to deal with the school building.
实例分析
step2 设计故事情节
P1. When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
Eva
Character
Action
Feeling
Environment
考虑衔接
ran excitedly
come up an idea
unexpected
happy
praised Eva
satisfied
The sun is shining brightly.
Coach Pitt
P2. Eva decided to use the same trick to deal with the school building.
实例分析
step2 设计故事情节
Para2:Eva decided to use the same trick to deal with the school building.
结局
Eva
Positive ending 采用同样的方法来记住学校大楼，并且最终成功
升华
Eva 通过这件事获得的感悟
实例分析
step2 设计故事情节
第一句
第二句
第三句
第四句
第五句
衔接Para1 首句 心理/动作
三衔接 一靓尾
Para.1 When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
衔接Para2 首句
Para.2 Eva decided to use the same trick to deal with the school building.
第六句
第七句
第八句
第九句
第十句
衔接Para2 首句 心理/动作
结尾&升华
思考：
哪3句是衔接句？
1.A/An look/expression of ＋情感名词＋flashed
across/spread across one’s face.
eg. A look of excitement flashed across her face.
2.A wave/sense of ＋情感名词＋swept over/flooded over/overwhelmed sb.
eg.A sense of warmth swept over her,she couldn’t utter a single word.
02 实例分析
step3 完成写作
Useful Sentences
情绪
①A/An look/expression of ＋情感名词＋spread across one’s face.
eg. A look of excitement flashed across her face.
②A wave/sense of ＋情感名词＋swept over/flooded over sb.
eg.A sense of warmth swept over her,she couldn’t utter a
single word.
动作
① Doing..., ..... ② with + n + doing/done/to do
eg.Staring at the towering teaching building, Eva came up with a good idea,
with a smile blooming across her face.
升华
As long as we don’t give up hope and make every effort to overcome all difficulties,we will surely achieve our goal.
实例分析
step3写作
P1:When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ P2:Eva decided to use the same trick to deal with the school building. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第一句 衔接Para 1首句 心理/动作
第二句
第三句
第五句 衔接Para 2首句
第四句
第一句 衔接Para 1首句 心理/动作
第二句
第三句
第四句
第五句 衔接Para 2首句
Eva:ran excitedly; unexpected
Pitt: praised Eva; satisfied;
positive ending; harvest
come up an idea
find the direction in the school building
02 实例分析
step4 Self-assessment
档次 评分细则
第五档 （21-25分） 与所给短文融洽度高，与所提供各段落开头语衔接合理。内容丰富，应用了5个以上短文中标出的关键词语.所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义的表达。有效地使用了语句间的连接成分，使所续写短文结构紧凑。
第四档 （16-20分） 与所给短文融洽度高，与所提供各段落开头语衔接较为合理。内容比较丰富，应用了4个以上短文中标出的关键词语。所使用语法结构和词汇较为丰富、准确，可能有些许错误，但不影响意义的表达。比较有效地使用了语句间的连接成分，使所续写短文结构紧凑
第三档 （11-15分） 与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接。写出了若干有关内容，应用了4个以上短文中标出的关键词语。应用的语法结构和词汇能够满足任务的要求，虽有一些错误，但不影响意义表达。应用简单的语句间的连接成分，使全文内容连贯。
第二档 （6-10分） 与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接。写出了一些有关内容，应用了3个以上短文中标出的关键词语。语法结构单调，词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达。较少使用语句间的连接成分，全文内容缺少连贯性。
第一档 （1-5分） 与所提供短文和开头语的衔接较差。产出内容太少，很少使用短文中标出的关键词语。语法结构单调，词汇项目很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达。
缺乏语句间的连接成分，全文内容不连贯。
02 实例分析
step4 Peer-assessment
语法结构 倒装 状语 无灵主语 定语从句 名词性从句
强调句
是否应用 Hardly 倒装 so that 倒装 as倒装 done,doing状语 形容词状语 with状语 独立主格作状语 情绪名词作主语 时间名词作主语 who引导的非限制性定从 what 引导情绪类名词性从句 突然想到
Summary
围绕着 CAFE 提问,设计故事情节
C: character A: action
F: feeling E: environment
深度解读语篇
浅层信息获取：when, where, who, what, how
深层文本解读
理清情节和情感
明确故事主题
写
定
三衔接
一靓尾
心理描写 情感描写 动作描写 语言运用
第1句：衔接Para 1 首句 心理/动作
第5句：根据Para 2 首句
第6句：衔接Para 2 首句 心理/动作
第10句：靓尾--主题/升华
Assignment
Polish your writing and retell the
story to your classmates at least 3
classmates.
Level A
Polish your writing and continue another story.
Level B
thank you