Week 11 Thursday 巧学续写微技能（课件PPT）-高中英语提分写作周周赢读后续写（高中通用）

这是一份高中英语同步教学课件，围绕“校园生活 & 欢声笑语篇”展开，包含国际生秋雨名字续写任务分析、微技能指导（如“321”原则、CARE原则）、伏笔协同表格、语言特点协同及续写范例，构建从文本分析到写作实践的完整学习支架。 资料特色显著，融合核心素养，通过跨文化身份认同主题（文化意识）、伏笔逻辑分析（思维品质）、语言句式指导（语言能力）提升学生续写能力，创新“以旧带新”情节设计，如秋雨解释名字文化内涵引导文化分享，帮助学生增强文化自信，为教师提供结构化教学工具。适合高中各年级，尤其高三学生可通过此资料强化高考续写题型的情节构建与文化表达能力，提升应试与跨文化沟通素养。

Week 11 校园生活&欢声笑语篇 Thursday　巧学续写微技能 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 好题探索　国际生秋雨　(2025·全国二卷) 阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。 “What is your name?”is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland. The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did. Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter.① I feared that my classmates might grow tired of my efforts or even lose patience with me.② After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined.③“It’s okay, professor,”I 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.⑤ After that incident, I stopped acting as a“Chinese teacher”. Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly.④ This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity. 注意:1.续写词数应为150个左右;2.请按如下格式在以下位置作答。 　　 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 In a class discussion, I was invited to explain the meaning of my name. Many of my classmates got interested and came up to me after class. (请参考素材5,素材8,素材11,主题素材1,高分句式1-55,附录二-三) 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 理6要素 ①Who I, the professor, my classmates ②When once in a lecture→after that incident→in a class discussion ③Where on campus 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 ④What A Chinese student’s name pronunciation struggle undermines her cultural identity in Ireland. ⑤Problem 在课堂上被误读名字时,“我”陷入两难境地:坚持纠正可能惹人厌烦,妥协则牺牲文化认同 ⑥Theme 跨文化身份认同、语言障碍、文化差异中的自我接纳与文化传播 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 微技能1　读原文和首句　理2情线 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 微技能2　思续写情节　“以旧带新”2原则(“321”原则——3衔接、2过渡、1主题;“CARE”原则——coherence, action, response, emotion) Para. 1　In a class discussion, I was invited to explain the meaning of my name. ◆衔接1　衔接首句中的“我被邀请解释我名字的含义”:“我”是否纠结迟疑? ◆过渡句1　教授是否鼓励?同学们是否也有促进作用?→“我”如何解释自己的名字?“我”在解释名字时的感受?同学们和教授是什么反应? 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 ◆衔接2　尾句衔接段二首句中的“我的许多同学很感兴趣”:“我”是否会补充介绍中文名字的文化内涵? Para. 2　Many of my classmates got interested and came up to me after class. ◆衔接3　衔接首句“我的许多同学很感兴趣,下课后都来找我”:同学们围过来,他们对什么感兴趣(如怎么写“秋雨”这两个汉字、其他有趣的中文名字)? ◆过渡句2　“我”对同学们的问题是什么反应?→“我”做了什么? ◆结尾+主题　协同原文尾段尾句中的“我”身份中珍贵的一部分:找到自己失落已久的一部分。 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 微技能3　思伏笔巧协同　原续更融洽 捕捉原文所设伏笔,充盈细节并合理协同,以使续写情节围绕主题,且在逻辑、内容上更符合原文基调。 可协同处 原文伏笔(线索) 续写部分协同设置 人设的协同 Para.3 I did care about how others would think of me→对他人的评价很敏感 “It’s okay, professor,”I shrugged.→妥协 段一可描写“我”自信地介绍“秋雨”的含义 段二可描写身份自豪感(proudly sharing) 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 情节的协同 Para.3 the professor tried repeating my name after me over and over; erupting into laughter; shrugged →课堂纠音失败→教授反复出错→同学们哄笑→“我”耸肩妥协 续写可描写场景:“我”在课堂上解释“秋雨”的文化内涵→教授正确发音(professor repeated correctly)→同学们好奇,主动求教→“我”补充中文名字的文化内涵 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 物的协同 “我”的名字:how to pronounce (原文反复出现) struggling to pronounce (障碍符号) 段一可描写“我”解释“秋雨”在中国文化中的含义 段二可描写同学们请“我”教他们写汉字(teach us to write in Chinese) 主题的协同 Para.4 I might be losing something more important: the opportunity to share a small part of my cultural identity →文化身份的丢失 段二结尾可升华:分享文化身份中宝贵的一部分(sharing a cherished part of my identity) 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 微技能4　协同原文语言特点　写3好表达(准确、丰富、地道) 原文语言特点　1.时间状语从句和宾语从句(原文①②③)呈现人物心理活动。2.简单句(原文④)描写人物神态和肢体动作。3.形容词短语作状语(原文⑤)描写人物情感。 续写第一段(场景1 内心纠结但教授鼓励　场景2 解释名字的字面意义和象征意义　场景3 尴尬消失,同学尊重,教授正确重复名字) 场景1　内心纠结但教授鼓励(介词短语过渡) 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 1.我坐在那儿,迟疑片刻,脑海中闪过无数次纠正发音的场景。(形容词作状语+“无灵”主语句) For a moment, I sat there, 　　　　. My mind 　　　　the familiar scenes of 　　　　 .   场景3　尴尬消失,同学尊重,教授正确重复名字 hesitant replayed correcting pronunciation 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 2.随着解释,我最初的尴尬逐渐消散,同学们眼中闪烁着好奇与尊重。(“无灵”主语句) As I spoke, 　　　　　　　　　　　　　and I noticed my classmates’ eyes _________________________________.   3.令人惊讶的是,教授若有所思地点头,这次准确地重复了我的名字,笑着说:“所以它承载着深刻的文化意义。” Surprisingly, 　　　　　　　　　　　　　　　　　and repeated my name correctly this time, smiling, “So, it carries deep cultural significance.”   my initial awkwardness faded sparkling with curiosity and respect the professor nodded thoughtfully 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 续写第二段(场景4 同学们提出问题　场景5 分享更多中文起名传统　场景6 在分享中涌起自豪感) 场景4　同学们提出问题 4.他们围在我的课桌旁,好奇地抛来一连串问题。(非谓语动词+独立主格) They gathered around my desk, 　　　　　　　　　　　　　　　, 　　　　　　　　　　　　　.   场景5　分享更多中文起名传统 showering me with questions their voices full of curiosity 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 5.面对他们渴望的面庞,我微笑着拿出纸笔,分享更多的中文起名传统。(非谓语动词作状语) 　　　　　　　　　　　　　　　　　, I smiled, took out a piece of paper as well as a pen, and shared more about Chinese naming traditions.   满分结尾句(可多种) 6.我不仅仅是在教发音;我是在骄傲地分享我身份中珍贵的一部分。那种感觉就像在那场课堂讨论中,我找到了自己失落已久的一部分。 I wasn’t just teaching pronunciation; 　　　　　　　　　　　　　　　　　　　　　　　　　　. It felt like finding a missing piece of myself, right there in that class discussion.  Surrounded by their eager faces I was proudly sharing a cherished part of my identity 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 7.如今,当有人念错我的名字时,我不再将其视为错误,而是一个机会——一个分享、沟通的机会,也是一个提醒自己的机会:我的身份,值得每一次解释。 Now when someone stumbles over my name, I see it not as a mistake but an opportunity—　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 .  to share, to connect, and to remind myself that my identity is worth every explanation 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 In a class discussion, I was invited to explain the meaning of my name. For a moment, I sat there, hesitant. My mind replayed the familiar scenes of correcting pronunciation. But seeing the professor's encouraging nod, I took a deep breath. “My name, Qiuyu, means autumn rain in Chinese,” I began, “Autumn represents harvest and maturity, while rain symbolizes nourishment.” As I spoke, my initial awkwardness faded and I noticed my classmates' eyes sparkling with curiosity and respect. Surprisingly, the professor nodded thoughtfully and repeated my name correctly this time, smiling, “So, it carries deep cultural significance.” Encouraged, I added how Chinese names often 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 reflect parents' wishes and hopes. Many of my classmates got interested and came up to me after class. They gathered around my desk, showering me with questions, their voices full of curiosity. “Can you teach us how to write your name in Chinese characters? ” “What other names have beautiful meanings in Chinese? ” Surrounded by their eager faces, I smiled, took out a piece of paper as well as a pen, and shared more about Chinese naming traditions. As I explained, a 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 surge of pride welled up inside me. I wasn't just teaching pronunciation; I was proudly sharing a cherished part of my identity. It felt like finding a missing piece of myself, right there in that class discussion. 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 原文续写语料积累 ①　　　　 vt. 省得;免去　　　　　　　　　　 ②　　　　　　　　　 停止/放弃此事  ③　　　　　　　　 在乎;关心 ④　　　　　　　　　　　　 突然大笑  ⑤　　　　　　　　 赞许地点头 ⑥　　　　　　　　　 文化认同;文化身份  spare drop the matter care about erupt into laughter nod approvingly cultural identity 第 ‹#› 页 Week 11　校园生活&欢声笑语篇 $