周12-3-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，围绕“文化沟通”主题的读后续写展开，包含心理活动描写微技能讲解、2025年全国二卷真题研析、四步续写步骤（读原文理要素、思情节原则、思伏笔协同、协同语言表达）及语料积累，为学生构建系统的学习支架。 资料特色突出，深度融合核心素养，通过内心独白、心理动词等微技能提升语言表达能力，以留学生名字发音困境案例培养跨文化沟通意识，借助“321”“CARE”原则训练逻辑思维品质，语料积累与结尾升华句助力学习策略优化。能帮助学生提升读写能力，为教师提供清晰的教学路径，尤其适合高三学生关注升学考试重点，高效备考。

Wednesday　考场作文研析 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 读后续写微技能12　点缀心理活动　推动情节发展 在续写时适当描写人物心理活动,可推动故事情节的发展。1.内心独白:对自己说话或提问,直接描写自己的内心活动。2.用表想法、计划和感受的动词,如feel, think, picture, reflect, consider, imagine, wonder, guess, suspect, expect, believe, sense, realize等,引出人物心理活动。3.利用It hit/struck/occurred to sb. that .../There was a voice inside that .../Sb. heard a whispering voice from his/her heart that ...等句式引出人物心理活动,如It hit him that a little bit kindness will be rewarded with a large amount of benefit. 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 好题探索　(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.① 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 1 页 Week 12　短文/帖子&“文化沟通”读后续写 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.②  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.③ I feared that my classmates might grow tired of my efforts or even lose patience with me.④ 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.⑤ “It’s okay, professor,” I 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.⑦  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.⑥ 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.   第 1 页 Week 12　短文/帖子&“文化沟通”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。 　　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. 请参考附录二~六 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 提分步骤1　读原文　理基本要素和2情线 Who I (determined, patriotic), the professor, my classmates When once in a lecture→after that incident→in a class discussion Where on campus What 中国留学生秋雨因中文名发音屡陷尴尬,在课堂纠音事件后选择放弃纠正他人,却陷入文化身份失落的困境。 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 理2情线 第 1 页 Week 12　短文/帖子&“文化沟通”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　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 1 页 Week 12　短文/帖子&“文化沟通”读后续写 ◆衔接2　尾句衔接第二段首句“我的许多同学很感兴趣,下课后都来找我”:“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) 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 ◆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　尾句(感悟升华),协同原文尾段尾句中“我身份中珍贵的一部分”:自豪地分享,找到自己失落已久的一部分。 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 12　短文/帖子&“文化沟通”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. 3　I did care about how others think of me→敏感于他人评价 “It’s okay, professor,”I shrugged (耸肩).→妥协 第一段可描写“我”自信介绍“秋雨”的含义。 第二段可描写身份自豪感觉醒(proudly sharing)。 情节协同 Para. 3　the professor tried repeating my name after me over and over; shrugged; erupting into laughter→课堂纠音失败→教授反复出错→“我”耸肩妥协→学生哄笑 续写可描写场景:“我”课堂解释“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”补充中文名字文化内涵。 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 物的 协同 “我”的名字:“how to pronounce”(原文反复出现) “struggling to pronounce”(障碍符号) 第一段可描写“我”解释“秋雨”在中国文化中的含义。 第二段可描写同学们请“我”教他们写汉字。 主题 协同 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 第二段结尾可升华:分享文化身份中宝贵的一部分“sharing a cherished part of my identity”。 第 1 页 Week 12　短文/帖子&“文化沟通”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.时间状语从句和宾语从句(原文①②③④⑤)呈现人物心理活动。2.简单句(原文⑥)描写人物神态和肢体动作。3.形容词短语作状语描写人物情感(原文⑦)。 (提示:多种续写结尾句见答案) 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 结尾句: ①The classroom, once a place of tension, became a space where my name wasn’t just heard but understood, and where I no longer shrugged away my identity but wore it proudly, like autumn leaves in the rain. 教室曾经是个令我紧张的地方,但如今在这里,我的名字不仅被听见,更被理解;我不再耸肩回避我的身份,而是像雨中的秋叶一般,骄傲地展现它。 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 ②Now 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. 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、连接的机会,也是一个提醒自己的机会:我的身份,值得每一次解释。 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 原文续写语料积累　①spare /speə(r)/ vt. 省得;免去 ②drop the matter 停止/放弃此事　③care about 在乎;关心　④erupt into laughter 突然大笑　⑤nod approvingly 赞许地点头　⑥cultural identity 文化认同;文化身份 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 完成《核心默练》10分钟 随堂微练12 第 1 页 Week 12　短文/帖子&“文化沟通”读后续写 $