Continuation Writing 课件 -2025-2026学年高一英语作文复习专项

Continuation Writing ---How to construct a plot                           Learning objectives: At the end of the class, you are expected to: Understand the basic structure of the text, make reasonable prediction according to the context of the story and complete the continuation writing. Use the writing vocabulary and sentence patterns related to the text flexibly. Know the meaning of the text --“What exactly is success related to” Lead in: Watch a movie clip and make a prediction. Lead in 1.Who are the main characters in the movie clip? Mei Mei and her mother 2.Is there any conflict between the characters? What is it? Her mother discovers intimate drawings of Devon and reacts with shock and anger. 3. What will happen next? Lead in How do we complete the continuation writing? 1 2 3 写作 Writing Reading 读大意 划要素 定情节&框架 Predicting Read Task1. Read for setting. Find out the five elements. who when where what why I’m an English self-learner, but English is not my first language. Today I am an English teacher. I would like to say that failures are not disastrous. Have faith, keep moving on, and never give up hope, and you will see your hard work pay off. I was a slow learner when I was little. Before five, I couldn’t even speak in full sentences. Unlike most other children, I seldom interacted with others; I neither cried nor threw tantrums. My extreme quietness made my parents wonder if I was mentally slow, but they were not sure. Actually, I have to confess that my memories of my early childhood are quite unclear. My learning problems were the result of my mother taking some medicine when she became pregnant with me. Although I was born without any physical defects(缺陷), the medicine did affect my early intellectual development.When I was in elementary school, I learned very slowly and was as quiet as a doll. While my teacher was teaching, my mind often wandered outside the classroom to the playground. As a fifth grader, I finally started interacting with my classmates. That was the first time in my memory that I had some friends. Read After heading at full speed for my junior high education, my learning situation got stuck in the mud again. In my country, students entering junior high school had to take an IQ test. It was a test for schools to evaluate students’ learning abilities so that they could arrange them into different levels of classes based on their IQ test scores. I was placed in the “bottom class” as a result of my below-average lQ score. Most of my teachers taught us using easy and slow methods because they considered us incapable of learning much. However, I never wanted to lose faith that I might one day succeed. To prove that when God closes a door, he will definitely open up a big window, a miracle occurred. That’s when I discovered a strong passion for English. Paragraph 1: At the age of 13, I found myself deeply interested in English. Paragraph 2: My story proves everyone has the ability to learn. Read Read Elements of the story who when where what why I / a “slow” English self-learner who became an English teacher later Before five; in elementary school;in the fifth grade;in junior high school In my home country: in elementary and junior high school Early failure and low IQ labels are not disastrous. Faith and persistence will eventually pay off. Despite drug-caused slow start, bottom-class placement and quietness, I found passion for English, kept going, and succeeded. Analyze Task 2: Read for the plot. Rising plot ① Medicines affected intelligence Before 5--no full sentences Rising plot 1 Rising plot 2 Rising plot 3 Climax Background Ending Analyze Rising plot ② In elementary school: started interacting with classmates. Rising plot 1 Rising plot 2 Rising plot 3 Climax Background Ending Task 2: Read for the plot. Analyze Rising plot ③ In junior high school: in the “bottom class”; easy and slow methods; never give up Rising plot 1 Rising plot 2 Rising plot 3 Climax Background Ending Task 2: Read for the plot. Analyze Climax passion for English Rising plot 1 Rising plot 2 Rising plot 3 Climax Background Ending Task 2: Read for the plot. Analyze Rising plot 1 Rising plot 2 Rising plot 3 Climax Background Ending Task 2: Read for the plot. Paragraph 1: At the age of 13, I found myself deeply interested in English. Paragraph 2: My story proves everyone has the ability to learn. Predict Task 3: Make a prediction. What will happen next? Para. 1: At the age of 13, I found myself deeply interested in English. Para. 2: My story proves everyone has the ability to learn. Have a discussion with your group members and use CAFE to ask as many related questions as you can. C(Characters)故事里的主人公 A(Actions)主人公的动作行为 F(Feelings)主人公的心理感受 E(Environment)故事发生时的环境 Task 3: Make a prediction. What will happen next? Para. 1: At the age of 13, I found myself deeply interested in English. 可能问题：What have I done in learning English? What difficulties have I encountered? How did I overcome them? What achievements have I made in English? Para. 2: My story proves everyone has the ability to learn. 考虑衔接：be interested in; see a light of hope; never give up; put...into practice; have trouble (in) doing sth; no matter how/what... in addition to; what’s more; in a word Predict Task 3: Make a prediction. What will happen next? Predict happy ending＋subliming(升华) Everyone has the ability to learn. Success is related to effort and perseverance, not intelligence. Don’t lose confidence when studying and only in this way will you win. Writing Tips: Start your continuation with a new plot based on what has happened; Include different types of details; Write in the same tone and tense as the original story; Use descriptive language. Write Write Task 4: Try to write. happy ending+sublimation（升华） Writing Let’s share our stories! Reflection What exactly is success related to? effort and perseverance, not intelligence Don’t lose confidence and only in this way will you win. Writing Writing Tips: Correct the spelling and grammar mistakes; Replace the common expressions with special words or advanced sentence structures; Add some cohesive words to make the story coherent. Summary 一读 二定 三写 Shallow information acquisition： who when where what why how Deeply interpret the text+clarify the plot and emotions and the story theme.+Design a storyline around “CAFE” C(Characters) A(Actions) F(Feelings) E(Environment) Psychological description, emotional description, action description, language using competence 心理描写 情感描写 动作描写 语言运用 Homework Level A Exchange and polish your writing to make the story vivid and detailed. Level B Polish your writing based on what you have learned today and retell the story to your classmates (at least 3 classmates) Thanks!                           $