2026届高考二轮英语复习：读后续写专题 课件(共13张PPT)
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| 名称 | 2026届高考二轮英语复习：读后续写专题 课件(共13张PPT) |  | |
| 格式 | pptx | ||
| 文件大小 | 33.6MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-07-16 20:52:53 | ||
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文档简介
(共13张PPT)
2025年广州一模
读后续写 中国功夫
Review 解题步骤
1. “五找”读原文
找大意，找人物，找三线 （时空线 情节线 情感线），找冲突，找主题
2.“四句”定框架
Para.1 首句衔接句（衔1）
Para.1 结尾句（衔2）
Para.2 首句衔接句（衔3）
Para.2 尾句
3.“六所”补三线
4.检查润色
Li Ming was a 17-year-old exchange student from China. With a heart full of dreams and a little bit of nervousness, he flew to the United Kingdom to start a new adventure. He had always imagined what it would be like to walk through the historic streets of England and meet people from different parts of the world. But as soon as he arrived at his new school, he felt a little unsure.
In his new class, Li Ming struggled to start conversations with his British classmates. They spoke so quickly and used words and phrases he didn't understand. When he tried to join their conversations, he felt shy about his accent and worried that he might say something wrong. He also noticed that British students seemed to value their personal space more than he was used to, which made it even harder for him to find the right moment to start a meaningful talk.
Group work was even harder. During a group project in literature class, Li Ming had trouble explaining his ideas clearly, feeling like his ideas were getting lost in translation. And he started to doubt himself.
Social events outside of class were just as difficult. At a school party, Li Ming watched his classmates laugh, dance, and sing along to the latest pop songs. He felt left out, not knowing the songs or the dance moves. He wanted to join the fun, but the fear of looking silly kept him on the sidelines.
One day, the school announced a talent show, Li Ming, who practiced traditional Chinese kung fu, really wanted to try. While he was hesitating, a group of British students interested in cultural performances invited him to join them. Li Ming agreed.
During their practice, the group was amazed by Li Ming’s Chinese kung fu.__________________
After the show, Li Ming noticed some changes happening.___________________
Underline “who, when, and where” in the passage
The story is about Li Ming, an , who met some after arriving at in the United Kingdom.
exchange student
challenges
his new school
Para.1:Li Ming flew to the UK. Then he arrived at his new school .
Para. 2 :
He struggled to start conversation with British classmates.
Para. 3 :
His ideas got lost in translation during a group project
Para.4 :He felt left out while classmates lagughed and dance to pop songs.
Para.5 :
The school announced a talent show and British students invited him to join.
Para.1
Para.2
Emotion
Plot
Beginning
Ending
Climax
Analyze the plot, emotion, conflict, theme of the story
eager/hopeful but a little nervous
& unsure
shy, worried and hard
harder &doubtful
feared/defeated disconnected
hesitant and
a little hopeful
language barrier
different personal space
Para.1:Li Ming flew to the UK. Then he arrived at his new school .
Para. 2 :
He struggled to start conversation with British classmates.
Para. 3 :
His ideas got lost in translation during a group project
Para.4 :He felt left out while classmates lagughed and dance to pop songs.
Para.5 :
The school announced a talent show and British students invited him to join.
Para.1
Para.2
Emotion
Plot
Beginning
Ending
Climax
Analyze the plot, emotion, conflict, theme of the story
eager/hopeful but a little nervous
& unsure
shy, worried and hard
harder &doubtful
feared/defeated disconnected
hesitant and
a little hopeful
language barrier
different personal space
Theme: Self-growth
孤立→融合
因语言文化差异陷入社交困境，通过展示中国功夫重建自信融入集体，实现跨文化理解和个人成长。
Analyze the given sentences
Para.1: During their practice, the group was amazed by Li Ming’s Chinese kung fu. 在他们练习期间，这个团队对李明的中国功夫惊叹不已。 Para.2: After the show, Li Ming noticed some changes happening.
表演结束后，李明察觉到一些变化正在发生。
衔1 衔3
衔2 尾句
(theme/ending)
......
......
文化交流，包容合作，克服恐惧，自信成长
Analyze the given sentences
Para.1: During their practice, the group was amazed by Li Ming’s Chinese kung fu. 在他们练习期间，这个团队对李明的中国功夫惊叹不已。 Para.2: After the show, Li Ming noticed some changes happening.
表演结束后，李明察觉到一些变化正在发生。
衔1 衔3
衔2 尾句
(theme/ending)
......
How did his kung fu amazed the group
How was the show
What were these changes
对比之前（Para.2-4)
What did he realize after his adaptive process
language barrier,
different personal space,
group project difficulty,
difficult social events outside of school.
......
Write the following two paragraghs
Para.1: During their practice, the group was amazed by Li Ming’s Chinese kung fu. 在他们练习期间，这个团队对李明的中国功夫惊叹不已。
衔1
衔2
How did his kung fu amazed the group
How was the show
What were his classmates’ response 同学反应（动作+神态）
How did Li Ming feel
How did they prepare for the talent show
Para.2: After the show, Li Ming noticed some changes happening.
表演结束后，李明察觉到一些变化正在发生。
衔3
尾句
......
What were these changes
Write the following two paragraghs
What did he realize after his adaptive process
对比之前（Para.2-4)
language barrier → 正常交流
different personal space→尊重文化差异
group project difficulty→主动加入，主动发言
difficult social events outside of school→占据C位置
总结：不适应→适应
参考范文
Paragraph 1: During their practice, the group was amazed by Li Ming's Chinese kung fu. Showcasing the charm of ancient tradition, his movements were fluid as silk, driving away his prior struggles in group projects. Wide-mouthed, the group watched him spin and strike, clenching their fists and leaning forward. The moment Li Ming finished performing, they gathered around him, asking him to teach them some basic/easy moves, with their eyes sparkling with wonder and admiration. Following his instruction, the students tried to imitate his moves. Laughters drove away his usual silence in social events. Instead of standing on the sidelines, he featured in the kung fu performance and led the team to win the first prize in the show eventually.
参考范文
Paragraph 2: After the show, Li Ming noticed some changes happening. Never before had this happened: Classmates approached him with genuine curiosity, inquirying about kung fu and Chinese traditions. During their next literature group project, a group invited him to discuss and share his views. With newfound power, his accent, once a source of doubt, now drew attentive nods. The stage lights had faded, but the warmth remained, inspiring Li Ming to open his mind and adapt to the new surroundings. It was via confidence, active efforts and collaboration that Li Ming embraced his cultural identity not as a barrier, but as a bridge linking diverse cultres.
Checklist Your performance
Do you know the plot, emotion, conflict, theme of this continuation writing 5 4 3 2 1
Do you know how to analyze the given two sentences 5 4 3 2 1
Do you know how to write the four key sentences 5 4 3 2 1
What impresses you most:
I still need to improve:
Self-assessment
Homework
Compulsory homework：
1. Revise your own writing.
2025年广州一模
读后续写 中国功夫
Review 解题步骤
1. “五找”读原文
找大意，找人物，找三线 （时空线 情节线 情感线），找冲突，找主题
2.“四句”定框架
Para.1 首句衔接句（衔1）
Para.1 结尾句（衔2）
Para.2 首句衔接句（衔3）
Para.2 尾句
3.“六所”补三线
4.检查润色
Li Ming was a 17-year-old exchange student from China. With a heart full of dreams and a little bit of nervousness, he flew to the United Kingdom to start a new adventure. He had always imagined what it would be like to walk through the historic streets of England and meet people from different parts of the world. But as soon as he arrived at his new school, he felt a little unsure.
In his new class, Li Ming struggled to start conversations with his British classmates. They spoke so quickly and used words and phrases he didn't understand. When he tried to join their conversations, he felt shy about his accent and worried that he might say something wrong. He also noticed that British students seemed to value their personal space more than he was used to, which made it even harder for him to find the right moment to start a meaningful talk.
Group work was even harder. During a group project in literature class, Li Ming had trouble explaining his ideas clearly, feeling like his ideas were getting lost in translation. And he started to doubt himself.
Social events outside of class were just as difficult. At a school party, Li Ming watched his classmates laugh, dance, and sing along to the latest pop songs. He felt left out, not knowing the songs or the dance moves. He wanted to join the fun, but the fear of looking silly kept him on the sidelines.
One day, the school announced a talent show, Li Ming, who practiced traditional Chinese kung fu, really wanted to try. While he was hesitating, a group of British students interested in cultural performances invited him to join them. Li Ming agreed.
During their practice, the group was amazed by Li Ming’s Chinese kung fu.__________________
After the show, Li Ming noticed some changes happening.___________________
Underline “who, when, and where” in the passage
The story is about Li Ming, an , who met some after arriving at in the United Kingdom.
exchange student
challenges
his new school
Para.1:Li Ming flew to the UK. Then he arrived at his new school .
Para. 2 :
He struggled to start conversation with British classmates.
Para. 3 :
His ideas got lost in translation during a group project
Para.4 :He felt left out while classmates lagughed and dance to pop songs.
Para.5 :
The school announced a talent show and British students invited him to join.
Para.1
Para.2
Emotion
Plot
Beginning
Ending
Climax
Analyze the plot, emotion, conflict, theme of the story
eager/hopeful but a little nervous
& unsure
shy, worried and hard
harder &doubtful
feared/defeated disconnected
hesitant and
a little hopeful
language barrier
different personal space
Para.1:Li Ming flew to the UK. Then he arrived at his new school .
Para. 2 :
He struggled to start conversation with British classmates.
Para. 3 :
His ideas got lost in translation during a group project
Para.4 :He felt left out while classmates lagughed and dance to pop songs.
Para.5 :
The school announced a talent show and British students invited him to join.
Para.1
Para.2
Emotion
Plot
Beginning
Ending
Climax
Analyze the plot, emotion, conflict, theme of the story
eager/hopeful but a little nervous
& unsure
shy, worried and hard
harder &doubtful
feared/defeated disconnected
hesitant and
a little hopeful
language barrier
different personal space
Theme: Self-growth
孤立→融合
因语言文化差异陷入社交困境，通过展示中国功夫重建自信融入集体，实现跨文化理解和个人成长。
Analyze the given sentences
Para.1: During their practice, the group was amazed by Li Ming’s Chinese kung fu. 在他们练习期间，这个团队对李明的中国功夫惊叹不已。 Para.2: After the show, Li Ming noticed some changes happening.
表演结束后，李明察觉到一些变化正在发生。
衔1 衔3
衔2 尾句
(theme/ending)
......
......
文化交流，包容合作，克服恐惧，自信成长
Analyze the given sentences
Para.1: During their practice, the group was amazed by Li Ming’s Chinese kung fu. 在他们练习期间，这个团队对李明的中国功夫惊叹不已。 Para.2: After the show, Li Ming noticed some changes happening.
表演结束后，李明察觉到一些变化正在发生。
衔1 衔3
衔2 尾句
(theme/ending)
......
How did his kung fu amazed the group
How was the show
What were these changes
对比之前（Para.2-4)
What did he realize after his adaptive process
language barrier,
different personal space,
group project difficulty,
difficult social events outside of school.
......
Write the following two paragraghs
Para.1: During their practice, the group was amazed by Li Ming’s Chinese kung fu. 在他们练习期间，这个团队对李明的中国功夫惊叹不已。
衔1
衔2
How did his kung fu amazed the group
How was the show
What were his classmates’ response 同学反应（动作+神态）
How did Li Ming feel
How did they prepare for the talent show
Para.2: After the show, Li Ming noticed some changes happening.
表演结束后，李明察觉到一些变化正在发生。
衔3
尾句
......
What were these changes
Write the following two paragraghs
What did he realize after his adaptive process
对比之前（Para.2-4)
language barrier → 正常交流
different personal space→尊重文化差异
group project difficulty→主动加入，主动发言
difficult social events outside of school→占据C位置
总结：不适应→适应
参考范文
Paragraph 1: During their practice, the group was amazed by Li Ming's Chinese kung fu. Showcasing the charm of ancient tradition, his movements were fluid as silk, driving away his prior struggles in group projects. Wide-mouthed, the group watched him spin and strike, clenching their fists and leaning forward. The moment Li Ming finished performing, they gathered around him, asking him to teach them some basic/easy moves, with their eyes sparkling with wonder and admiration. Following his instruction, the students tried to imitate his moves. Laughters drove away his usual silence in social events. Instead of standing on the sidelines, he featured in the kung fu performance and led the team to win the first prize in the show eventually.
参考范文
Paragraph 2: After the show, Li Ming noticed some changes happening. Never before had this happened: Classmates approached him with genuine curiosity, inquirying about kung fu and Chinese traditions. During their next literature group project, a group invited him to discuss and share his views. With newfound power, his accent, once a source of doubt, now drew attentive nods. The stage lights had faded, but the warmth remained, inspiring Li Ming to open his mind and adapt to the new surroundings. It was via confidence, active efforts and collaboration that Li Ming embraced his cultural identity not as a barrier, but as a bridge linking diverse cultres.
Checklist Your performance
Do you know the plot, emotion, conflict, theme of this continuation writing 5 4 3 2 1
Do you know how to analyze the given two sentences 5 4 3 2 1
Do you know how to write the four key sentences 5 4 3 2 1
What impresses you most:
I still need to improve:
Self-assessment
Homework
Compulsory homework：
1. Revise your own writing.