周5-3-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，内容涵盖告知/分享/回复信写作与“友情故事”读后续写，提供读后续写微技能（6类协同伏笔）、四步提分步骤（理要素情线、思情节、伏笔协同、语言协同）及真题改编案例（2022浙江首考）作为学习支架。 资料以核心素养为导向，通过6类协同伏笔（如主题、人设、特定物）培养思维逻辑，四步步骤结合“高冷学霸搭档”故事案例提升语言表达与续写连贯性，助力学生掌握写作策略，为教师提供结构化教学方案，适合高三学生升学备考需求。

Wednesday　考场作文研析 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 读后续写微技能5　6类协同伏笔　原续高度融洽 分析原文时留意并圈出可能的伏笔,在续写中注意6类协同。 1.主题的协同:原文如有标题,就是主题;原文前两段如涉及总结或议论性文字,续写应围绕该主题;结尾应升华点题。2.人物说的某句话:可能是主旨或续写中的可协同点。3.人设的协同:人物的善良、坚强、自信等性格应推动续写情节的发展。4.人物要解决的问题或要探寻的谜题:如Week 6 Friday读后续写原文中对海豚秘密的描写。5.特定物的协同:如Week 4好题探索2025全国一卷读后续写中的biscuits。6.语言的协同:仿效原文利用词汇、长短句和修辞手法等对细节的描写。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 好题探索　(2022·浙江首考改编) 　　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 Dr. Henderson was assigning (指定) project mates for his psychology class, I secretly hoped that he would pair me with my best friend or at least a classmate I could have some fun with.① Above all, I hoped he wouldn’t assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparently had a personality to match.② As fate (命运) would have it, Dr. Henderson very 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid.③ I went up to my new teammate and introduced myself. He looked at me as though I weren’t there.④ I felt he treated me as though I would hold him back and probably make him fail to get an A in the course.  He wasn’t 为害怕拖搭档后腿,表现消极埋下伏笔 mean or abusive; he just gave me the impression that he could do whatever project we dreamed up better if he did it alone.  第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 Needless to say, I didn’t look forward to an entire term of being brushed off, but I tried to make the best of it and didn’t say anything for fear that I would make things worse. The project required each team to develop a hypothesis (假说), set up an experiment to test the hypothesis, do the statistical analysis and present the findings. Whatever grade the team received would be shared by both students.  第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 When my teammate and I met to discuss our project, I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good grades—the exact opposite of me. I actually wanted to drop the class at one point, but stopped short because I didn’t want to give him the satisfaction of my chickening out. I decided to stick to it no matter what.  After long discussions we somehow agreed to do a study on the psychological well-being of teenagers. I wasn’t sure what it meant exactly, but at least we had a topic. 第 1 页 Week 5　告知/分享/回复信&“友情故事”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。 　　We started to meet regularly to draw up our plans. 　　One day I got word that he was admitted to hospital for a serious disease. 请参考附录二~六 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 提分步骤1　读原文　理基本要素和2情线 Who I, my teammate, Dr. Henderson When before the assignment→during the discussion Where classroom, lab, hospital What 当Dr. Henderson分配项目搭档时,“我”希望和最好的朋友或玩得来的同学分在一组,但博士偏偏把“我”和一个高冷学霸分在一组。学霸根本不把“我”放在眼里;“我”也不甘被看扁,硬着头皮开启了课题。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 理2情线 第 1 页 Week 5　告知/分享/回复信&“友情故事”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　We started to meet regularly to draw up our plans. ◆衔接1　衔接首句“开始定期见面制订计划”:“我”对他的看法的改变(衔接原文中的extremely serious)或对他认识的加深。 ◆过渡句1　搭档给“我”的新印象→“我”的表现 (不愿拖后腿)。 ◆衔接2　尾句衔接第二段首句中的“得知他住院”:一起做项目的过程中,搭档开始有体力不支的症状。Para. 2　One day I got word that he was admitted to hospital for a serious disease. 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 ◆衔接3　衔接首句中的“得知他重病住院”:“我”去医院看望并安慰搭档。 ◆过渡句2　“我”努力完成剩下的课题任务→课题获得A等→告诉搭档,搭档开心致谢。 ◆结尾+主题　(协同续写第一段情节)两人成为朋友,比成功更重要的是友谊。 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。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 原文伏笔点 过渡句中可与伏笔协同的细节 人设协同 Para. 1　... work with the fiercely competitive and extremely serious fellow Para. 2　I felt he treated me as though I would hold him back; he just gave me the impression that he could do whatever project we dreamed up better if he did it alone→面对成绩优秀而高傲的搭档感到自卑 第一段涉及的项目进行过程中协同描写“我”依从搭档的想法而保留自己的观点,延续消极表现;可添加“我”询问他严肃的原因。 Para. 5　... I didn’t want to give him the satisfaction of my chickening out. I decided to stick to it no matter what.→不临阵退缩;好强;勇于坚持 第二段协同描写“我”在搭档生病后一改消极表现,没有退缩反而努力做完剩下的课题任务。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 情节协同 Para. 2　... make him fail to get an A Para. 4　...would be shared by both students. 第二段协同描写经过努力,“我们”的课题获得A等,是共同的成功。 Para. 2　I felt ... as though ...; he just gave me the impression ...→最初“我”对搭档的感觉 续写两段中蕴含着“我”的改变:“我”对搭档看法的改变;“我”对课题态度的改变。 第 1 页 Week 5　告知/分享/回复信&“友情故事”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.语气诙谐幽默,利用口语As fate would have it, being brushed off, chickening out等进行幽默轻松的表达。2.复合句(原文①②③)陈述事实。3.虚拟语气描写人物神态(原文④)。续写时应学会借鉴和仿效原文语言特点,如续写第一段可写“我”的投入是two cents’ worth,第二段可写“我”的showmanship,这样才能与原文语言风格保持一致。 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 完成《核心默练》10分钟 随堂微练5 第 1 页 Week 5　告知/分享/回复信&“友情故事”读后续写 $