2026届高考英语二轮复习：读后续写 课件(共18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18张PPT) |
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| 格式 | pptx | ||
| 文件大小 | 5.8MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-12-27 03:50:04 | ||
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文档简介
(共18张PPT)
01
应用文写作
第一节 应用文：关于“校园共享经济”的发言稿
假定你是李华，在口语课上英语老师要求同学们讨论“校园
共享经济”，请你写一篇发言稿，内容包括：
1. 具体的内容（旧物共享、物品交换等）；
2. 共享的好处。
参考词汇：校园共享经济 campus sharing economy
注意：
1. 写作词数应为80个左右；
2. 请按如下格式在答题纸的相应位置作答。
Dear teacher and classmates，
校园共享经济指的是在校园内部，学生之间通过共享、交换、租赁等方式，提高物品利用率的经济模式。
发言稿结构与内容要点
开头（自我介绍与点题）：简洁明了，问候并引出话题。
主体（具体内容与好处）：
具体内容：根据题目提示，举出1-2个校园内具体的共享例子。
旧物共享/交易：如教科书、课外书、笔记、自行车、体育器材等。
物品交换：如“图书交换角”、“以物易物集市”等。
技能共享：虽然题目未明确要求，但高水平的同学可以提及，如“技能交换”（我 教你编程，你教我绘画），这体现了共享经济的更高级形态。
共享的好处：从2-3个角度阐述。
经济实惠：节省开支，减少重复购买。
环保节约：提高资源利用率，符合绿色校园理念。
促进交流：增加同学间的互动，营造互助和谐的校园氛围。
结尾（总结与呼吁）：总结观点，并发出倡议。
One possible version：
Dear teacher and classmates，
Today, I’d like to share my thoughts on “campus sharing economy”. Just as the name suggests, campus sharing economy means we students make our unused resources available to those in need through sharing, like the used book corner in the class and the shared umbrellas in our dining hall. We can also exchange or share other items that are temporarily unused. Through sharing, we can not only reduce our daily expenses but also do good to our environment indirectly. At the same time, sharing activities can create opportunities for students to interact and strengthen community bonds．
In a word, it is of great benefit to us and let’s keep promoting this good practice!
Thanks for your listening!
范文与精讲
Dear teacher and classmates,
Today, I'm delighted to share my thoughts on "campus sharing economy," a fantastic practice that is making our school life better. （开头直接点题，表达个人观点）
Specifically, it can take various forms. For instance, we can set up second-hand book markets where seniors sell or pass on their textbooks to juniors. Also, "item swap" events for things like sports equipment or learning materials are great ideas.
The benefits are obvious. Firstly, it saves us a significant amount of money. Secondly, it's environmentally friendly by reducing waste. Most importantly, it fosters a strong sense of community and connection among students.
Let's embrace the sharing spirit and contribute to a greener, more connected campus! Thank you. （结尾发出呼吁，简洁有力）
范文与精讲-语言升级版
Dear teacher and classmates,
Have you ever considered turning our campus into a vibrant community where idle items find new lives Today, I'm thrilled to elaborate on the "campus sharing economy".
This concept can be realized through various channels. For instance, establishing a second-hand textbook platform can significantly ease juniors' financial burden while allowing seniors to recoup some costs. Likewise, regular swap meets for items like sports gear装备 or electronic accessories配件 are also brilliant ideas.
The merits are threefold. Economically, it lightens our financial load. Ecologically, it champions sustainable development by maximizing resource efficiency. Socially, it weaves a tighter web of connection and mutual support among us students.
Let's join hands to foster this eco-friendly and communal spirit on our campus! Thank you.
02
读后续写
一、梳理原文信息
It was 4：00 in the morning．Earlier， about a dozen of us，
dressed in the jackets and pants provided by the tour company， were
picked up at our hotel and driven to a location 6，500 feet above sea
level．We were now gathered at the crater（火山口） of a volcano．
My husband and I had signed up for the Maui Downhill．He
encouraged me to challenge myself and assured me it wouldn’t matter
that I hadn’t been on a bike since I was fifteen．
The man leading the tour called out instructions to our group．We
were to ride behind him．
“Your bike goes where your eyes go，” he told us．
True to its name， this was a downhill ride．It didn’t demand
strength， but it did require a comfort level on the bike， which I
quickly determined I didn’t have．
Downhill All the Way
一、梳理原文信息
One by one， we climbed on our bikes and began following our leader down the volcano’s winding road．But I wasn’t used to this kind of road and was trying to steer（引导） the front tire into each turn， grasping the handlebars with shaky hands．Afraid to go faster and fall down the cliff（悬崖）， I quickly fell behind．My husband hung back to keep an eye on me， which only added to the pressure I felt．
I was the kid who hated gym class．Team sports and relay races made me anxious that I’d cause my side to lose．As an adult， I’d always been careful to stay in my lane and stick to my strengths．I’d mostly managed to avoid embarrassing situations where I appeared weak or foolish and missed many adventures．
Then our leader waved us all to a stop at the side of the road to allow a line of cars to pass．Traffic， this early？ On a volcano？ Why on earth had I agreed to this ride？
“We ride as fast as the slowest rider，” he announced．“If anyone here feels uncomfortable or feels like they can’t keep up， raise your hand．”
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题纸的相应位置作答。
I had the urge to raise my hand but I looked around before doing so．
For the rest of that ride， I was second in line， right behind our leader．
情绪链应该是：恐惧/焦虑 → 犹豫/羞愧 → 决心/尝试 → 专注/控制 → 享受/自信。
常见误区提醒（可用于学生指导）
立刻变成骑车高手 不符合人物设定 仍紧张，但能控制车速，学会信任自行车与领队
丈夫或领队代替解决问题 削弱个人成长主题 外部鼓励只是催化剂，决定和勇气来自内心
忽略“团队速度”设定 偏离主题 应体现团队等待、鼓励的氛围，呼应主题
二. 核心原则：先分析，再续写。
误区：拿到题目直接构思情节 → 容易偏离主题。
正确路径：像侦探一样分析原文，抓住 PET 三条线：
P - 人物
E - 事件/情绪
T - 主题
人物形象： I是个怎样的人？
核心冲突： 故事表面的和深层的矛盾是什么？
故事主题： 作者想通过这个故事告诉我们什么？
PET分析法：
“我”：缺乏自信、害怕拖累团队、不擅长运动的成年人
丈夫：鼓励型、支持性、有耐心
领队：专业、有组织能力、注重团队
表层冲突：骑车技术不熟练 vs 陡峭蜿蜒的火山路
个人速度 vs 团队行进速度
深层冲突：自我怀疑 vs 渴望突破
逃避舒适区 vs 迎接冒险
害怕被评判 vs 不愿拖累他人
主题关键词：克服恐惧、个人成长、团队包容、信任与勇气
主题句：成长，始于直面恐惧的那一刻。
三.开头句解读
第一句：I had the urge to raise my hand but I looked around before doing so．
核心任务：描写一个“无声的戏剧性时刻”。外部动作很小（只是环顾四周），但内心活动要极其丰富。
写作技巧：
感官描写：不要只写“看到”，要写“看到并如何解读”。例如：“I met my husband's gaze, which was filled not with impatience but with unwavering belief.”
内心独白：直接引用内心的想法。“‘Are you really going to quit ’ a voice inside me whispered. ‘And prove every fear you've ever had about yourself is right ’”
象征手法：可以将“举起的手”象征为“习惯性的逃避”，而“放下手”则象征着“选择面对”。
第二句：For the rest of that ride， I was second in line， right behind our leader．
核心任务：展现一个“从技术到心态的渐进式转变”，并巧妙呼应前文。
写作技巧：
呼应技巧 (Call Back)：这是获取高分的关键。必须再次提及并实践领队的核心指导：“Your bike goes where your eyes go.” 可以这样写：“I locked my eyes on the leader's back, living out his wisdom: my bike went where my eyes went, smoothly tracing his path.” 这样的呼应显示了学生对原文的理解和运用能力。
身体感觉描写：从负面感受到正面感受的转变。“My white-knuckled grip on the handlebars gradually loosened. The wind, once a terrifying roar in my ears, now felt like a refreshing caress on my face.”
隐喻升华：将骑行体验隐喻为人生感悟。“This was more than a bike ride; it was a lesson in trust—trust in the leader, trust in the bike, and ultimately, trust in myself.”
I had the urge to raise my hand but I looked around before doing
so．The rest of our group， a mix of ages and genders， looked
unconcerned as they stood astride their bikes．I knew it would soon be
obvious to everyone that I didn’t know what I was doing．I imagined
each person’s annoyance as I slowed the pace and ruined what should
have been the highlight of their trip．Without looking at my husband，
I raised my hand with embarrassment．“Come up front behind
me，” our leader said．
One possible version：
For the rest of that ride， I was second in line， right behind our
leader．The leader showed me how to lean into turns instead of
steering into them．I simulated what he did， and I started out
awkward．Amazingly， once I relaxed， my body remembered how
to ride．I gradually overcame my fear and gained confidence．My
bike ride inspired me to say yes to other experiences， too．I’ve
realized that once I let go of the belief that I had to be good at
something in order to participate， new possibilities opened up．
I had the urge to raise my hand but I looked around before doing so. My eyes met my husband's. He wasn't frustrated; instead, he gave me an encouraging nod. I then glanced at the other riders, whose faces showed patience, not annoyance. The leader's words, "We ride as fast as the slowest rider," echoed in my ears, not as a blame but as a collective responsibility. A sudden determination surged within me. Lowering my unraised hand, I took a deep breath and said, "I'm okay. Let's keep going."
（情节：观察环境→受到丈夫和队友的鼓励→理解团队规则→内心产生决心→做出不举手的决定）
For the rest of that ride, I was second in line, right behind our leader. Seeing my struggle, he positioned me there. "Remember," he called over his shoulder, "eyes on me, not the cliff!" I fixed my gaze on his back, trusting him to guide the way. Miraculously, my hands steadied, and my bike followed his path smoothly. The paralyzing fear melted away, replaced by the thrilling sensation of gliding through the cool morning air. For the first time, I understood the joy of the adventure. Reaching the bottom, I was no longer the anxious woman from the top; I was someone who had faced her fear and conquered it, downhill all the way. （情节：领队主动帮助→应用核心技巧“眼睛看路”→身心状态转变→体验从恐惧到喜悦→结尾点题并完成人物成长弧光）
分析是方向，构思是蓝图，语言是砖瓦。
祝你下笔有神，续写精彩！
01
应用文写作
第一节 应用文：关于“校园共享经济”的发言稿
假定你是李华，在口语课上英语老师要求同学们讨论“校园
共享经济”，请你写一篇发言稿，内容包括：
1. 具体的内容（旧物共享、物品交换等）；
2. 共享的好处。
参考词汇：校园共享经济 campus sharing economy
注意：
1. 写作词数应为80个左右；
2. 请按如下格式在答题纸的相应位置作答。
Dear teacher and classmates，
校园共享经济指的是在校园内部，学生之间通过共享、交换、租赁等方式，提高物品利用率的经济模式。
发言稿结构与内容要点
开头（自我介绍与点题）：简洁明了，问候并引出话题。
主体（具体内容与好处）：
具体内容：根据题目提示，举出1-2个校园内具体的共享例子。
旧物共享/交易：如教科书、课外书、笔记、自行车、体育器材等。
物品交换：如“图书交换角”、“以物易物集市”等。
技能共享：虽然题目未明确要求，但高水平的同学可以提及，如“技能交换”（我 教你编程，你教我绘画），这体现了共享经济的更高级形态。
共享的好处：从2-3个角度阐述。
经济实惠：节省开支，减少重复购买。
环保节约：提高资源利用率，符合绿色校园理念。
促进交流：增加同学间的互动，营造互助和谐的校园氛围。
结尾（总结与呼吁）：总结观点，并发出倡议。
One possible version：
Dear teacher and classmates，
Today, I’d like to share my thoughts on “campus sharing economy”. Just as the name suggests, campus sharing economy means we students make our unused resources available to those in need through sharing, like the used book corner in the class and the shared umbrellas in our dining hall. We can also exchange or share other items that are temporarily unused. Through sharing, we can not only reduce our daily expenses but also do good to our environment indirectly. At the same time, sharing activities can create opportunities for students to interact and strengthen community bonds．
In a word, it is of great benefit to us and let’s keep promoting this good practice!
Thanks for your listening!
范文与精讲
Dear teacher and classmates,
Today, I'm delighted to share my thoughts on "campus sharing economy," a fantastic practice that is making our school life better. （开头直接点题，表达个人观点）
Specifically, it can take various forms. For instance, we can set up second-hand book markets where seniors sell or pass on their textbooks to juniors. Also, "item swap" events for things like sports equipment or learning materials are great ideas.
The benefits are obvious. Firstly, it saves us a significant amount of money. Secondly, it's environmentally friendly by reducing waste. Most importantly, it fosters a strong sense of community and connection among students.
Let's embrace the sharing spirit and contribute to a greener, more connected campus! Thank you. （结尾发出呼吁，简洁有力）
范文与精讲-语言升级版
Dear teacher and classmates,
Have you ever considered turning our campus into a vibrant community where idle items find new lives Today, I'm thrilled to elaborate on the "campus sharing economy".
This concept can be realized through various channels. For instance, establishing a second-hand textbook platform can significantly ease juniors' financial burden while allowing seniors to recoup some costs. Likewise, regular swap meets for items like sports gear装备 or electronic accessories配件 are also brilliant ideas.
The merits are threefold. Economically, it lightens our financial load. Ecologically, it champions sustainable development by maximizing resource efficiency. Socially, it weaves a tighter web of connection and mutual support among us students.
Let's join hands to foster this eco-friendly and communal spirit on our campus! Thank you.
02
读后续写
一、梳理原文信息
It was 4：00 in the morning．Earlier， about a dozen of us，
dressed in the jackets and pants provided by the tour company， were
picked up at our hotel and driven to a location 6，500 feet above sea
level．We were now gathered at the crater（火山口） of a volcano．
My husband and I had signed up for the Maui Downhill．He
encouraged me to challenge myself and assured me it wouldn’t matter
that I hadn’t been on a bike since I was fifteen．
The man leading the tour called out instructions to our group．We
were to ride behind him．
“Your bike goes where your eyes go，” he told us．
True to its name， this was a downhill ride．It didn’t demand
strength， but it did require a comfort level on the bike， which I
quickly determined I didn’t have．
Downhill All the Way
一、梳理原文信息
One by one， we climbed on our bikes and began following our leader down the volcano’s winding road．But I wasn’t used to this kind of road and was trying to steer（引导） the front tire into each turn， grasping the handlebars with shaky hands．Afraid to go faster and fall down the cliff（悬崖）， I quickly fell behind．My husband hung back to keep an eye on me， which only added to the pressure I felt．
I was the kid who hated gym class．Team sports and relay races made me anxious that I’d cause my side to lose．As an adult， I’d always been careful to stay in my lane and stick to my strengths．I’d mostly managed to avoid embarrassing situations where I appeared weak or foolish and missed many adventures．
Then our leader waved us all to a stop at the side of the road to allow a line of cars to pass．Traffic， this early？ On a volcano？ Why on earth had I agreed to this ride？
“We ride as fast as the slowest rider，” he announced．“If anyone here feels uncomfortable or feels like they can’t keep up， raise your hand．”
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题纸的相应位置作答。
I had the urge to raise my hand but I looked around before doing so．
For the rest of that ride， I was second in line， right behind our leader．
情绪链应该是：恐惧/焦虑 → 犹豫/羞愧 → 决心/尝试 → 专注/控制 → 享受/自信。
常见误区提醒（可用于学生指导）
立刻变成骑车高手 不符合人物设定 仍紧张，但能控制车速，学会信任自行车与领队
丈夫或领队代替解决问题 削弱个人成长主题 外部鼓励只是催化剂，决定和勇气来自内心
忽略“团队速度”设定 偏离主题 应体现团队等待、鼓励的氛围，呼应主题
二. 核心原则：先分析，再续写。
误区：拿到题目直接构思情节 → 容易偏离主题。
正确路径：像侦探一样分析原文，抓住 PET 三条线：
P - 人物
E - 事件/情绪
T - 主题
人物形象： I是个怎样的人？
核心冲突： 故事表面的和深层的矛盾是什么？
故事主题： 作者想通过这个故事告诉我们什么？
PET分析法：
“我”：缺乏自信、害怕拖累团队、不擅长运动的成年人
丈夫：鼓励型、支持性、有耐心
领队：专业、有组织能力、注重团队
表层冲突：骑车技术不熟练 vs 陡峭蜿蜒的火山路
个人速度 vs 团队行进速度
深层冲突：自我怀疑 vs 渴望突破
逃避舒适区 vs 迎接冒险
害怕被评判 vs 不愿拖累他人
主题关键词：克服恐惧、个人成长、团队包容、信任与勇气
主题句：成长，始于直面恐惧的那一刻。
三.开头句解读
第一句：I had the urge to raise my hand but I looked around before doing so．
核心任务：描写一个“无声的戏剧性时刻”。外部动作很小（只是环顾四周），但内心活动要极其丰富。
写作技巧：
感官描写：不要只写“看到”，要写“看到并如何解读”。例如：“I met my husband's gaze, which was filled not with impatience but with unwavering belief.”
内心独白：直接引用内心的想法。“‘Are you really going to quit ’ a voice inside me whispered. ‘And prove every fear you've ever had about yourself is right ’”
象征手法：可以将“举起的手”象征为“习惯性的逃避”，而“放下手”则象征着“选择面对”。
第二句：For the rest of that ride， I was second in line， right behind our leader．
核心任务：展现一个“从技术到心态的渐进式转变”，并巧妙呼应前文。
写作技巧：
呼应技巧 (Call Back)：这是获取高分的关键。必须再次提及并实践领队的核心指导：“Your bike goes where your eyes go.” 可以这样写：“I locked my eyes on the leader's back, living out his wisdom: my bike went where my eyes went, smoothly tracing his path.” 这样的呼应显示了学生对原文的理解和运用能力。
身体感觉描写：从负面感受到正面感受的转变。“My white-knuckled grip on the handlebars gradually loosened. The wind, once a terrifying roar in my ears, now felt like a refreshing caress on my face.”
隐喻升华：将骑行体验隐喻为人生感悟。“This was more than a bike ride; it was a lesson in trust—trust in the leader, trust in the bike, and ultimately, trust in myself.”
I had the urge to raise my hand but I looked around before doing
so．The rest of our group， a mix of ages and genders， looked
unconcerned as they stood astride their bikes．I knew it would soon be
obvious to everyone that I didn’t know what I was doing．I imagined
each person’s annoyance as I slowed the pace and ruined what should
have been the highlight of their trip．Without looking at my husband，
I raised my hand with embarrassment．“Come up front behind
me，” our leader said．
One possible version：
For the rest of that ride， I was second in line， right behind our
leader．The leader showed me how to lean into turns instead of
steering into them．I simulated what he did， and I started out
awkward．Amazingly， once I relaxed， my body remembered how
to ride．I gradually overcame my fear and gained confidence．My
bike ride inspired me to say yes to other experiences， too．I’ve
realized that once I let go of the belief that I had to be good at
something in order to participate， new possibilities opened up．
I had the urge to raise my hand but I looked around before doing so. My eyes met my husband's. He wasn't frustrated; instead, he gave me an encouraging nod. I then glanced at the other riders, whose faces showed patience, not annoyance. The leader's words, "We ride as fast as the slowest rider," echoed in my ears, not as a blame but as a collective responsibility. A sudden determination surged within me. Lowering my unraised hand, I took a deep breath and said, "I'm okay. Let's keep going."
（情节：观察环境→受到丈夫和队友的鼓励→理解团队规则→内心产生决心→做出不举手的决定）
For the rest of that ride, I was second in line, right behind our leader. Seeing my struggle, he positioned me there. "Remember," he called over his shoulder, "eyes on me, not the cliff!" I fixed my gaze on his back, trusting him to guide the way. Miraculously, my hands steadied, and my bike followed his path smoothly. The paralyzing fear melted away, replaced by the thrilling sensation of gliding through the cool morning air. For the first time, I understood the joy of the adventure. Reaching the bottom, I was no longer the anxious woman from the top; I was someone who had faced her fear and conquered it, downhill all the way. （情节：领队主动帮助→应用核心技巧“眼睛看路”→身心状态转变→体验从恐惧到喜悦→结尾点题并完成人物成长弧光）
分析是方向，构思是蓝图，语言是砖瓦。
祝你下笔有神，续写精彩！