2024届高三英语写作专项读后续写研讨讲座课件
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Ending
Step 2 R•eaWdhaatnddidthI idnekcide to do? • Why? What was he
• What should I do to
doing then?
Task
3: mrAuannk?eahlyimsedettheremitnwe too
giv• eHnowsweanstheenfceeelisng
Q2: How can we develop a plot?
time place characters matter reasons feelings
How
02 Read and think
Step 2 Read and think
Task1: Read for the basic information.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.
i
i
2 0 2 2 年 新 高 考 全 国Ⅰ 卷 英 语 ·读后 续 写
执教老师：长沙市弘益高级中学 瞿献锋
01
Warm up: Pick and try
Step 1 Warm up: Pick and try
12 3
Read it aloud:
Upon hearing the sad news, my heart sank.
David, teacher, coach, classmates/kids
why /ho
wh o
the big cross-country
run students from seven where
different primary schools
wha t
w
David felt sad. Teacher/classmates encouraged him. ...
Waiting anxiously for the teacher to announce the result of the exam, I stared at the paper held in the teacher's hands.
Tip3:
Organized
Act it out:
Terribly unhappy, I hid the paper and lowered my head, thinking what I should do next.
Task4: Develop the plots
Para.1 We sat down next to each other, David wouldn’t Qlo1o：kWathmated. id I decide to do? And how?
Patting him gently on his shoulder, I said in a soft voice, “You never missed a single practice. You always finished every run. Do you want your efforts to end up in vain?”
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education
• How did he perform in the race? • How did I feel when seeing him perform that way? • What was the other kids’ response to his performance?
Step 2 Read and think
Step 2 Read and think
I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线) through thick evergreen forest.
Tip4:
Vidid
Surprise!
Here is a present for you!
5
Step 1 Warm up: Pick and try
LO VE
Read and focus on the plot
Waiting anxiously for the teacher to announce the result of the exam, I stared at the paper held in the teacher's hands. Upon
then?
Para 1• : .W.. e sat down next to each other, but David
wouldn’t look at me.
→ David finally ran.
Para 2: I watched as David moved up to the starting line with the other runners.
hearing the sad news, my heart sank. Terribly unhappy, I hid the paper and
lowered my head, thinking what I should do next. At that moment, I was seized by a sense of sadness and couldn't help crying bitterly.
Q2：DWavhida,twwhatscDouanvtisdm’osstriesstpootrnystehetobemstyofwyoourdr asb?ility in whatever
Hyoeua’rinrge dthoeinseg.words, he turned his head, tears shining in his eyes, and murmured（say sth. in a soft quiet voice） “but other kids will laugh at me. Maybe what the coach said is right” [with glum (quiet
you, Mom!” Mother felt very happy and surprised, and she hugged the twins immediately. The twins were so excited that they kissed their mother on the cheek. Then mother looked at father and the twins happily. Father suggested: “Have a try, darling! They made it for you!” Mother tasted and praised the twins. The twins jumped with joy and a feeling of love filled the whole room.
Tip1:
Emotional
Complete the sentence:
At that moment, I was seized by a sense of sadness and couldn’t help __c_r_y_i_n_g__b__it_t.erly
Tip2 :
Logical
Ask your desk-mate to read it aloud:
Problem-solving bridge
David didn’t want to run.
Coach gave David the choice to run or not.
What I said or did helped him face the challenge.
Beginning
David finally ran.
What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let
Q1: What is “plot”?
A series of events to form the story of a novel, play, film, etc.
For example:
The twins carried the breakfast upstairs and woke their mother up. They said: “Happy Mother’s Day! I love
David wanted to give up the event.
Step 2 Read and think
Task2: Explore the conflicts through clues
Possible
Characters
Details
Feelings
future actions
Step 2 Read and think
Step 2 Read and think
Main Characters
A special education teacher
David: with a brain disease
School’s coach
Classmates /kids
Step 2 Read and think
Main Elements
Step 2 R•eaWdhaatnddidthI idnekcide to do? • Why? What was he
• What should I do to
doing then?
Task
3: mrAuannk?eahlyimsedettheremitnwe too
giv• eHnowsweanstheenfceeelisng
Q2: How can we develop a plot?
time place characters matter reasons feelings
How
02 Read and think
Step 2 Read and think
Task1: Read for the basic information.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.
i
i
2 0 2 2 年 新 高 考 全 国Ⅰ 卷 英 语 ·读后 续 写
执教老师：长沙市弘益高级中学 瞿献锋
01
Warm up: Pick and try
Step 1 Warm up: Pick and try
12 3
Read it aloud:
Upon hearing the sad news, my heart sank.
David, teacher, coach, classmates/kids
why /ho
wh o
the big cross-country
run students from seven where
different primary schools
wha t
w
David felt sad. Teacher/classmates encouraged him. ...
Waiting anxiously for the teacher to announce the result of the exam, I stared at the paper held in the teacher's hands.
Tip3:
Organized
Act it out:
Terribly unhappy, I hid the paper and lowered my head, thinking what I should do next.
Task4: Develop the plots
Para.1 We sat down next to each other, David wouldn’t Qlo1o：kWathmated. id I decide to do? And how?
Patting him gently on his shoulder, I said in a soft voice, “You never missed a single practice. You always finished every run. Do you want your efforts to end up in vain?”
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education
• How did he perform in the race? • How did I feel when seeing him perform that way? • What was the other kids’ response to his performance?
Step 2 Read and think
Step 2 Read and think
I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route(路线) through thick evergreen forest.
Tip4:
Vidid
Surprise!
Here is a present for you!
5
Step 1 Warm up: Pick and try
LO VE
Read and focus on the plot
Waiting anxiously for the teacher to announce the result of the exam, I stared at the paper held in the teacher's hands. Upon
then?
Para 1• : .W.. e sat down next to each other, but David
wouldn’t look at me.
→ David finally ran.
Para 2: I watched as David moved up to the starting line with the other runners.
hearing the sad news, my heart sank. Terribly unhappy, I hid the paper and
lowered my head, thinking what I should do next. At that moment, I was seized by a sense of sadness and couldn't help crying bitterly.
Q2：DWavhida,twwhatscDouanvtisdm’osstriesstpootrnystehetobemstyofwyoourdr asb?ility in whatever
Hyoeua’rinrge dthoeinseg.words, he turned his head, tears shining in his eyes, and murmured（say sth. in a soft quiet voice） “but other kids will laugh at me. Maybe what the coach said is right” [with glum (quiet
you, Mom!” Mother felt very happy and surprised, and she hugged the twins immediately. The twins were so excited that they kissed their mother on the cheek. Then mother looked at father and the twins happily. Father suggested: “Have a try, darling! They made it for you!” Mother tasted and praised the twins. The twins jumped with joy and a feeling of love filled the whole room.
Tip1:
Emotional
Complete the sentence:
At that moment, I was seized by a sense of sadness and couldn’t help __c_r_y_i_n_g__b__it_t.erly
Tip2 :
Logical
Ask your desk-mate to read it aloud:
Problem-solving bridge
David didn’t want to run.
Coach gave David the choice to run or not.
What I said or did helped him face the challenge.
Beginning
David finally ran.
What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let
Q1: What is “plot”?
A series of events to form the story of a novel, play, film, etc.
For example:
The twins carried the breakfast upstairs and woke their mother up. They said: “Happy Mother’s Day! I love
David wanted to give up the event.
Step 2 Read and think
Task2: Explore the conflicts through clues
Possible
Characters
Details
Feelings
future actions
Step 2 Read and think
Step 2 Read and think
Main Characters
A special education teacher
David: with a brain disease
School’s coach
Classmates /kids
Step 2 Read and think
Main Elements