周1-3-Wednesday 考场作文研析（课件PPT）-高中英语提分写作周周赢应用文+读后续写（高中通用）

这是一份高中英语同步教学课件，聚焦“建议信”与“校园生活”读后续写，通过“读懂原文理情线知主题”微技能讲解，结合2023新高考Ⅰ卷真题分析，构建“理要素—思情节—伏笔协同—语言协同”四步续写学习支架，涵盖情节发展线梳理、情感变化线分析及主题协同方法。 资料特色鲜明，以“321”“CARE”原则培养思维品质，通过伏笔协同（如语言、人设、动作衔接）提升语言能力，结合真题中“我”与马的共情及“列克星顿”暗喻升华主题，助力学生掌握续写逻辑与地道表达，为教师提供系统教学策略，尤其适合高三学生备考升学考试。

Wednesday　考场作文研析 第 1 页 Week 1　建议信&“校园生活”读后续写 读后续写微技能1　读懂原文　理2情线知主题 1.理情节发展线　续写原文通常包含8个要素:角色(who)[人或动物,角色的情感(emotion)、性格(personality)、动作(action)和话语(speech)等]、故事发生的时间(when)、故事发生的地点(where)、故事的发生(what)(起)→发展(承)→转折或高潮(转)→结果(合)、起因(why)、方式(how)、视角(perspective,第一或第三人称)、主题(theme)。找到这些要素后,将它们串成“什么人/物在何时何地做了什么事,结果如何”,即可知原文大意。 第 1 页 Week 1　建议信&“校园生活”读后续写 2.掌情感变化线　①看情感/神态描写:圈出与情感相关的形容词、副词、名词/介词短语等,如表“高兴的”的joyful, delight, to one’s joy, smiling face, excited look等。②揣摩人物动作、对话和心理描写。③关注场景和环境描写:如欢快的场景表现人物的愉悦,阴雨的天气则烘托了人物的坏心情。 3.协同于一个主题(theme)　主题是某个观念、某种意义、某种对人物或事件的诠释,是体现在故事中的对生活的深刻理解。作者可能用标题、一个词、一句话或一段话体现主题,续写主题应协同原文主题。 第 1 页 Week 1　建议信&“校园生活”读后续写 好题探索　(2023·新高考Ⅰ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。 When I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did. (思考:把要写的内容演出来;“我”的性格如何? )  第 1 页 Week 1　建议信&“校园生活”读后续写 So, why did he suddenly force me to do something at which I was sure to fail? His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try. (思考:老师为何喜欢“我”的作品?其他人是否喜欢? )  (思考:马的目的地Lexington是否可暗喻为“我”比赛的终点? ) 　　I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story 第 1 页 Week 1　建议信&“校园生活”读后续写 would come straight from the horse’s mouth. Not a brilliant idea, but funny, and unlikely to be anyone else’s choice. (评价性形容词, 用对比强调反差和创意的独特)  第 1 页 Week 1　建议信&“校园生活”读后续写 What did the horse think, as he sped through the night? Did he get tired? Have doubts? Did he want to quit? I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.→“我”沉迷写“马”,与它共情(“我”如这匹马,虽疲惫、自我怀疑,却不断前行)  第 1 页 Week 1　建议信&“校园生活”读后续写 When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care. →态度反转,以写为乐, 不care比赛结果(思考:真的不在乎吗? )  第 1 页 Week 1　建议信&“校园生活”读后续写 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。 　　A few weeks later, when I almost forgot the contest, there came the news. I went to my teacher’s office after the award presentation. 请参考附录二~六 第 1 页 Week 1　建议信&“校园生活”读后续写 提分步骤1　读原文　理基本要素和2情线 Who I, my social studies teacher Wheen when I was in middle school Where in middle school What 老师喜欢“我”的作品,让“我”参加写作比赛。因语言不通,“我”排斥写作,但在老师的鼓励下,“我”没有退缩,努力坚持并参加了比赛。 第 1 页 Week 1　建议信&“校园生活”读后续写 理2情线 第 1 页 Week 1　建议信&“校园生活”读后续写 提分步骤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　A few weeks later, when I almost forgot the contest, there came the news. ◆衔接1　衔接首句中的“the news”:消息是什么(如愿获奖)?是否是参加颁奖典礼的消息(协同第二段首句中的“the award presentation”)? 第 1 页 Week 1　建议信&“校园生活”读后续写 ◆过渡句1　“我”是什么反应?老师是什么反应?同学们是什么反应?→①如须发言,如何准备获奖感言?“我”发言时是否会提到“马”的写作创意?→同学们是什么反应?老师是什么反应?②如无须发言,颁奖人如何夸赞“我”的写作创意?“我”是什么反应?“我”想到了什么(反复塑造“马”的日子)? ◆衔接2　尾句衔接第二段首句中的“went to my teacher’s office”:为什么打算去老师办公室? 第 1 页 Week 1　建议信&“校园生活”读后续写 Para. 2　I went to my teacher’s office after the award presentation. ◆衔接3　衔接首句中的“我来到老师的办公室”:“我”进老师办公室前听到了什么(笑声或是朗读“我”的作品的声音)? ◆过渡句2　和老师的互动:老师看到“我”的奖杯是什么反应?→老师说了什么?→“我”是什么反应?“我”说了什么?“我”的感受是什么? ◆结尾+主题　明白写作的真谛:①协同原文首段中的I did not love writing,“我”由不喜欢写作到热爱写作的历程,犹如奔马坚持前行(升华主旨);②协同原文中的Lexington, 以暗喻写开始(embark on)下一段奔向“列克星顿”的写作之旅(高级升华)。 第 1 页 Week 1　建议信&“校园生活”读后续写 提分步骤3　思伏笔巧协同　原续更融洽 捕捉原文所设伏笔,合理协同衔接,以使续写段落在逻辑和内容上与原文高度融洽。 原文伏笔点 过渡句中可与伏笔协同的细节 人设协同 Para. 1　My family came from Brazil, so English was only my second language.→“我”的人设 第一段描写“我”是唯一一个母语不是英语的获奖者;或“我”用略带巴西口音的(a slight Brazilian accent)英语发表获奖感言,获得全场的掌声。 Para. 1　No one laughed harder than he did. Para. 5　he read it, laughed out loud, and said→老师的人设:大笑;语言的协同 第一段描写老师听“我”发表获奖感言时或得知“我”获奖后的反应(none laughed harder than he did)。 第二段可描写他的大笑(be greeted with his loud laughter/he laughed even harder)。 第 1 页 Week 1　建议信&“校园生活”读后续写 情节协同 Para. 2　“Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.”Encouraged by his words, I agreed to give it a try. Para. 5　Great. Now, write it again.→老师的鼓励、鞭策 第二段描写老师赞扬“我”的作品受大家的喜爱;“我”感激老师激励“我”参加写作比赛和对“我”的不断鼓励;老师再次鼓励“我”继续写作。 Para. 5　the thought of winning had given way to the enjoyment of writing→态度的转变,“无灵”主语句 第二段描写“我”告诉老师“我”爱上了写作: my previous dislike for writing gave way to a strong passion for keeping writing。 第 1 页 Week 1　建议信&“校园生活”读后续写 物的协同 “我”参赛作品中的“horse” 第一段:想起努力创作“马”的那些日子。 第二段尾句:化身为“马”,踏上新的“列克星顿”之旅。 第 1 页 Week 1　建议信&“校园生活”读后续写 提分步骤4　协同原文语言　写3好表达(准确、丰富、地道) 1.大量短句:原文第四段用四个问句询问马的感受, 继而用比喻回答设问,描写“我”如马一样,也有过疲惫、疑虑和想要放弃的时候。接着利用短句描写具体细节: worked, checked, correct, read。2.重复手法:原文第五段通过 “wrote it again, and again and again”强调“我”不断地重复写作的过程,增强节奏感。3.强调反差:原文第三段中的“Not a brilliant idea, but funny, and unlikely to be anyone else’s choice.”,“Not a brilliant idea, but funny”是一种对比,说明创意很有趣,继而用unlikely强调创意的独特。 第 1 页 Week 1　建议信&“校园生活”读后续写 完成《核心默练》10分钟 随堂微练1 第 1 页 Week 1　建议信&“校园生活”读后续写 $