2026届高考英语二轮复习：读后续写课件(共20张PPT)
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| 名称 | 2026届高考英语二轮复习：读后续写课件(共20张PPT) |  | |
| 格式 | pptx | ||
| 文件大小 | 16.1MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-25 05:56:38 | ||
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(共20张PPT)
读后续写专题1
校园生活
Continuation writing
1
Read and analyse
My Best Teaching Experience
Tyler was only in my senior class for a semester. He had been suspended (使停学) several times in previous years because he had difficulty controlling his anger. 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 by calling out their names. Unfortunately, every time I called Tyler’s name, he would respond with a joke. If he got an answer wrong, he would become angry.
About a month into the school year, I was still trying to connect with Tyler. I could usually get students involved in class discussions or at least have them sit quietly while paying attention. 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 behaving worse than before.
One day, Tyler kept interrupting 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 ” When I said that, he got up from his chair, pushed it over and shouted at me. I can’t remember what he said but he used bad words. I sent Tyler straight to the office, and he was told not to come to school for a week.
Para.1: On the day of Tyler’s return, I stood at the door awaiting him.
Para.2: A spark of surprise flashed across his face.
Who are the main characters and what are they like
How is the passage organised
What’s the theme of the passage
Analysis
Main Characters
I:
1. I could usually get students involved in class discussions
(认真负责)
2. Every time I called Tyler’s name...; Tyler, why don’t you join in our discussion...
(关心学生)
Tyler:
had difficulty controlling his anger (易怒)
Beginning
Ending
Tyler had difficulty controlling his anger.
I awaited his return at the door.
What I said or did surprised Tyler.
Tyler shouted at me and was suspended
again.
We had a conversation and understood each other.
Plot
How did my emotions change
worried
I thought about what Tyler had done in my class and felt worried.
angry
Angered by Tyler’s disrespectful attitude again, I recalled the bad memories.
calm down
I knew that blame and punishment only made our relation worse.
My Emotions
SHOOL EDUCATION
2
Organise your writing
Step 1 定主线——构思两段主要情节
Para. 1: On the day of Tyler’s return, I stood at the door awaiting him.
Para. 2: A spark of surprise flashed across his face.
→Tyler came back and I communicated with him.
→Tyler realized his problems and tried to change his behaviors.
Step 2 确定两段首尾衔接句、结局句以及升华句
Paragraph 1 Paragraph 2 1 衔接para1 首句 6 衔接para2 首句
2 7
3 8
4 9 结局（正能量）
5 衔接para2 首句 10 升华主题
Step 3 剩余内容3大补充原则：
1）动作-反应-其他角色反应
2）人物对话及对话后的反应
3）人物心理活动及做出反应
适当用上衔接词：immediately, without hesitation, then, after a while, on arrival, with all the work done, however, instead, on/ upon doing…..
paragraph 1
第一句 情感描写，使用情感万能句：Sb. felt a sense of+情绪名词+welling up in sb’s heart and surging through sb.
第二句 细节描写，使用非谓语结构：
Doing/Having done/Done by A, 主语+谓语 B, doing C
第三句 细节描写，使用with复合结构
第四句 细节描写，使用倒装句：
No sooner had sb done than sb did
第五句 过渡衔接句，使用从句或形容词作状语
1-4句式顺序可根据需要进行调整
paragraph 2
第一句 情感描写: 情绪名词A was replaced first by 情绪名词B, and then by 情绪名词C
第二句 细节描写
第三句 所感、所悟
第四句 结局（正能量）
第五句 主题升华句，使用强调句/倒装句
适当用上衔接词：immediately, without hesitation, then, after a while, on arrival, with all the work done, however, instead, on/ upon doing…..
其他可供选择的句式：
Not only+部分倒装， but also +陈述句
强调句: It is/was….that/ who…
虚拟语气
without/ but for+n., 主语+would/ could have done
要不是….某人就会….
4. An idea occurred to/ struck/ hit sb…某人突然想到…
5. The sight/ though of+ n. made sb.+ 情感形容词/ filled sb. with + 情感名词
6. adj. and/but adj., sb. did sth.
7. As +n./ adj.+主语+be，主语+谓语.
paragraph 1
第一句 Thinking of his previous behavior, I felt a sense of worry welling up in my heart and surging through me.
第二句 However, as his teacher and an adult I was, I should control my temper this time.
第三句 Then he came, walking unruly with his hands in pocket, as if nothing had happened.
第四句 No sooner had he come to the class then I said to him, “I want to apologize for what I said that day, and I’m really sorry if it hurt you.”
第五句 “What’s more, welcome back.” I added, wearing a smile on my face.
paragraph 2
第一句 Astonished and shocked, Tyler stood still, just staring at me but not knowing what to say.
第二句 It was clear that he had never thought that I would make an apology first.
第三句 Minutes later, he bowed and said sorry to me, and then rushed to the classroom.
第四句 From then on, he not only behaved himself in the classroom, but also took an active part in class discussion.
第五句 But for this experience, I would have never learnt the charm of understanding—it turned one of my worst teaching experience into perhaps the best one.
SHOOL EDUCATION
3
Write and check.
paragraph 1
On the day of Tyler’s return, I stood at the door awaiting him.Thinking of his previous behavior, I felt a sense of worry welling up in my heart and surging through me. However, as his teacher and an adult I was, I should control my temper this time. Then he came, walking unruly with his hands in pocket, as if nothing had happened. No sooner had he come to the class then I said to him, “I want to apologize for what I said that day, and I’m really sorry if it hurt you.” “What’s more, welcome back.” I added, wearing a smile on my face.
paragraph 2
A spark of surprise flashed across his face. Astonished and shocked, Tyler stood still, just staring at me but not knowing what to say. It was clear that he had never thought that I would make an apology first. Minutes later, he bowed and said sorry to me, and then rushed to the classroom. From then on, he not only behaved himself in the classroom, but also took an active part in class discussion. But for this experience, I would have never learnt the charm of understanding—it turned one of my worst teaching experience into perhaps the best one.
THANKS！
读后续写专题1
校园生活
Continuation writing
1
Read and analyse
My Best Teaching Experience
Tyler was only in my senior class for a semester. He had been suspended (使停学) several times in previous years because he had difficulty controlling his anger. 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 by calling out their names. Unfortunately, every time I called Tyler’s name, he would respond with a joke. If he got an answer wrong, he would become angry.
About a month into the school year, I was still trying to connect with Tyler. I could usually get students involved in class discussions or at least have them sit quietly while paying attention. 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 behaving worse than before.
One day, Tyler kept interrupting 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 ” When I said that, he got up from his chair, pushed it over and shouted at me. I can’t remember what he said but he used bad words. I sent Tyler straight to the office, and he was told not to come to school for a week.
Para.1: On the day of Tyler’s return, I stood at the door awaiting him.
Para.2: A spark of surprise flashed across his face.
Who are the main characters and what are they like
How is the passage organised
What’s the theme of the passage
Analysis
Main Characters
I:
1. I could usually get students involved in class discussions
(认真负责)
2. Every time I called Tyler’s name...; Tyler, why don’t you join in our discussion...
(关心学生)
Tyler:
had difficulty controlling his anger (易怒)
Beginning
Ending
Tyler had difficulty controlling his anger.
I awaited his return at the door.
What I said or did surprised Tyler.
Tyler shouted at me and was suspended
again.
We had a conversation and understood each other.
Plot
How did my emotions change
worried
I thought about what Tyler had done in my class and felt worried.
angry
Angered by Tyler’s disrespectful attitude again, I recalled the bad memories.
calm down
I knew that blame and punishment only made our relation worse.
My Emotions
SHOOL EDUCATION
2
Organise your writing
Step 1 定主线——构思两段主要情节
Para. 1: On the day of Tyler’s return, I stood at the door awaiting him.
Para. 2: A spark of surprise flashed across his face.
→Tyler came back and I communicated with him.
→Tyler realized his problems and tried to change his behaviors.
Step 2 确定两段首尾衔接句、结局句以及升华句
Paragraph 1 Paragraph 2 1 衔接para1 首句 6 衔接para2 首句
2 7
3 8
4 9 结局（正能量）
5 衔接para2 首句 10 升华主题
Step 3 剩余内容3大补充原则：
1）动作-反应-其他角色反应
2）人物对话及对话后的反应
3）人物心理活动及做出反应
适当用上衔接词：immediately, without hesitation, then, after a while, on arrival, with all the work done, however, instead, on/ upon doing…..
paragraph 1
第一句 情感描写，使用情感万能句：Sb. felt a sense of+情绪名词+welling up in sb’s heart and surging through sb.
第二句 细节描写，使用非谓语结构：
Doing/Having done/Done by A, 主语+谓语 B, doing C
第三句 细节描写，使用with复合结构
第四句 细节描写，使用倒装句：
No sooner had sb done than sb did
第五句 过渡衔接句，使用从句或形容词作状语
1-4句式顺序可根据需要进行调整
paragraph 2
第一句 情感描写: 情绪名词A was replaced first by 情绪名词B, and then by 情绪名词C
第二句 细节描写
第三句 所感、所悟
第四句 结局（正能量）
第五句 主题升华句，使用强调句/倒装句
适当用上衔接词：immediately, without hesitation, then, after a while, on arrival, with all the work done, however, instead, on/ upon doing…..
其他可供选择的句式：
Not only+部分倒装， but also +陈述句
强调句: It is/was….that/ who…
虚拟语气
without/ but for+n., 主语+would/ could have done
要不是….某人就会….
4. An idea occurred to/ struck/ hit sb…某人突然想到…
5. The sight/ though of+ n. made sb.+ 情感形容词/ filled sb. with + 情感名词
6. adj. and/but adj., sb. did sth.
7. As +n./ adj.+主语+be，主语+谓语.
paragraph 1
第一句 Thinking of his previous behavior, I felt a sense of worry welling up in my heart and surging through me.
第二句 However, as his teacher and an adult I was, I should control my temper this time.
第三句 Then he came, walking unruly with his hands in pocket, as if nothing had happened.
第四句 No sooner had he come to the class then I said to him, “I want to apologize for what I said that day, and I’m really sorry if it hurt you.”
第五句 “What’s more, welcome back.” I added, wearing a smile on my face.
paragraph 2
第一句 Astonished and shocked, Tyler stood still, just staring at me but not knowing what to say.
第二句 It was clear that he had never thought that I would make an apology first.
第三句 Minutes later, he bowed and said sorry to me, and then rushed to the classroom.
第四句 From then on, he not only behaved himself in the classroom, but also took an active part in class discussion.
第五句 But for this experience, I would have never learnt the charm of understanding—it turned one of my worst teaching experience into perhaps the best one.
SHOOL EDUCATION
3
Write and check.
paragraph 1
On the day of Tyler’s return, I stood at the door awaiting him.Thinking of his previous behavior, I felt a sense of worry welling up in my heart and surging through me. However, as his teacher and an adult I was, I should control my temper this time. Then he came, walking unruly with his hands in pocket, as if nothing had happened. No sooner had he come to the class then I said to him, “I want to apologize for what I said that day, and I’m really sorry if it hurt you.” “What’s more, welcome back.” I added, wearing a smile on my face.
paragraph 2
A spark of surprise flashed across his face. Astonished and shocked, Tyler stood still, just staring at me but not knowing what to say. It was clear that he had never thought that I would make an apology first. Minutes later, he bowed and said sorry to me, and then rushed to the classroom. From then on, he not only behaved himself in the classroom, but also took an active part in class discussion. But for this experience, I would have never learnt the charm of understanding—it turned one of my worst teaching experience into perhaps the best one.
THANKS！