高中英语读后续写公开课-

英语读后续写讲评公开课课件ppt

选取合适的文本，激发学生对故事的兴趣和想象力。引导学生分析文本中的情节和人物特点，为续写做好准备。让学生尝试续写故事，并给予指导和建议。对学生的作品进行点评和分享，帮助他们提高写作能力和创造力。
案例二：情感表达续写
学生作品展示原文情感表达分析续写内容与情感表达点评与总结
案例三：语言运用续写
写作指导等
实践：在读后续写的教学中，可以尝试选择一些有趣的素材，引导学生发挥想象力，鼓励他们大
胆尝试写作
效果：通过这些措施，可以有效地提高学生的写作兴趣和信心，提高他们的写作
水平
学生写作能力差异较大
定义：学生之间存在写作能力的差异原因：语言基础、学习态度、学习方法等对策：分层教学，针对不同水平的学生提供不同的指导和资源实践案例：分享分层教学经验，提供具体操作方法
运用多样化的教学策略：采用讲解、示范、案例分析、小组讨论等多种教学策略，帮助学生更好地理解和掌握知识。
保持与原文风格一致
写作技巧
展开合理想象
突出重点，详略得当
语言生动，引人入胜
语言运用
续写语言与原文风格一致运用适当的修辞手法避免语法错误和拼写错误表达清晰、连贯、流畅
案例一：故事情节续写
背景介绍：介绍故事背景和人物关系语言运用：分析文本中的语言特点和修辞手法续写思路：根据故事情节和人物性格，提出合理的续写思路点评与反思：对续写结果进行点评，并反思教学过程中的优点和不足
学生缺乏写作兴趣与信心
原因：可能因为写作难度较大，或者是对写作的主题不
感兴趣
对策：可以采取一些措施来激发学生的写作兴趣，例如选择适合学生的主题，提供写作模板，给予
教学策略

读后续写之动作描写公开课课件 2023届高考英语作文备考

The bell ringing, all the students entered the classroom.
part 2: 非谓语结构
④ 动作的逻辑主语不一致时 —— 独立主格结构（主1+非谓语，主语2+谓语）
她颤抖着手，缓缓打开了包裹。
She opened the parcel slowly. Her hands was trembling.
He took a taxi to the police station.
part 1: A, B and C→动作三连结构
如何拆解动作？
将结果性的动作，分解成更细致的连贯性的微动作，使动作结果过程化
part 1: A, B and C→动作三连结构
the steps we should take to eat spicy strips
planned to make French toast and chicken porridge. They had watched their mother in the kitchen. There was nothing to it. Jenna and Jeff knew exactly what to do.
④ 动作的逻辑主语不一致时 ——独立主格结构（主1+非谓语，主语2+谓语）
Practice
1. 她登上(board)飞机，坐在座位上，寻找她的书。 __S_h_e_b_o_a_r_d_e_d_t_h_e_p_l_an_e_,_s_a_t_o_n__h_er__se_a_t_a_n_d__th_e_n__lo_o_k_e_d__fo_r_h_e_r_b_o_o_k_._________ 2. 意识到我负担不起继续深造学习，我不得不停止追逐我的梦想。 R__e_a_li_z_in_g__th_a_t_I_c_a_n_'t__af_f_o_rd__to__c_o_n_ti_n_u_e_m__y_f_u_r_th_e_r_s_t_u_d_y_, I__h_a_d_t_o_s_to_p__c_h_a_si_n_g_ m__y__d_re_a_m__. ______________________________________________________ 3. 看没有人注意到我们，我就把圣诞礼物放下，敲了敲他的门铃。 _S_e_e_i_n_g_n_o__o_t_h_e_r_p_e_o_p_l_e_n_o_t_i_c_e_u_s_,_I_p_l_a_c_e_d_t_h_e__C_h_r_is_t_m__as__p_r_e_se_n_t__d_o_w_n__a_n_d_ _p_o_u_n_d_e_d__h_i_s_d_o_o_r_b_e_l_l.___________________________________________ 4. 受到老师的鼓舞，他举起手，小声说道： “我来(volunteer)”。 __E_n_c_o_u_r_a_g_e_d_b_y__t_h_e_t_e_a_c_h_e_r'_s_w__o_rd__s,__h_e_r_a_is_e_d__h_is__h_a_n_d_,_w__h_is_p_e_r_in__g_“_I__

高中英语读后续写讲评课(公开课)超实用课件

( 主从复合句--非限制性定语从句 ) 5.原文没有对话，续写中也要__尽__量__少__用__对话。
2
When I was about to say goodbye, the girl asked if I'd had lunch.________________ _____________________________________________________________________ ...
所见
没有吃午餐
水果农场的生活所闻、所说
给我(面包)装有水果的纸袋挥手告别我感谢了他们
所思所做
After they left, I got into my Jeep and opened the paper bag._______ ...
环境描写袋子里有水果、$20(便签)
语言描写便签内容
9 郭俊雄 When I caught sight of this sentence, I felt so warm
and happy.
10 刘思豪
The family were so kind. They were the rays of sunshine in my life, shining at the buttom of my heart.I will follow
( 非谓语作宾语 )
3. Each time these things happened, I was sick of the way most people hadn't bothered to help. ( 主从复合句--状语从句)
4. He sized up the situation and called for his daughter, who spoke English.

高考英语读后续写-无灵主语有灵动公开课示范课课教案(、好用)

高考英语读后续写－无灵主语有灵动公开课示范课优质课教案（精品、好用）一、教学目标1. 让学生掌握无灵主语的定义和用法。

2. 培养学生运用无灵主语进行读后续写的能力。

3. 提高学生对英语文章整体结构的把握能力。

二、教学内容1. 无灵主语的概念及例子。

2. 无灵主语在句子中的功能和作用。

3. 如何运用无灵主语进行读后续写。

4. 读后续写的基本步骤和技巧。

三、教学过程1. 引入：通过一个简单的句子让学生感受无灵主语的存在，激发学生的兴趣。

2. 讲解：详细讲解无灵主语的定义、功能和作用，并通过例子进行说明。

3. 练习：让学生进行无灵主语的句子仿写，巩固所学知识。

4. 应用：引导学生运用无灵主语进行读后续写，培养学生实际运用能力。

四、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况和提问回答。

2. 练习完成情况：检查学生无灵主语句子的仿写和读后续写作品的质量。

3. 学生反馈：收集学生对课堂内容的反馈意见，以便进行教学调整。

五、教学资源1. PPT课件：展示无灵主语的定义、功能和作用，以及读后续写的步骤和技巧。

2. 练习素材：提供一些无灵主语的句子和段落，供学生仿写和读后续写。

3. 参考资料：为学生提供一些关于无灵主语和读后续写的参考资料，以便课后自主学习。

六、教学步骤1. 引入：通过一个简单的句子让学生感受无灵主语的存在，激发学生的兴趣。

2. 讲解：详细讲解无灵主语的定义、功能和作用，并通过例子进行说明。

3. 练习：让学生进行无灵主语的句子仿写，巩固所学知识。

4. 应用：引导学生运用无灵主语进行读后续写，培养学生实际运用能力。

七、教学方法1. 讲授法：讲解无灵主语的定义、功能和作用。

2. 示范法：通过例子演示如何运用无灵主语进行读后续写。

3. 练习法：让学生进行无灵主语的句子仿写和读后续写。

4. 互动法：引导学生相互交流、讨论，提高课堂参与度。

八、教学注意事项1. 针对不同学生的英语水平，适当调整教学内容和难度。

2023-2024学年高一下学期读后续写公开课ASpecialChristmas教学设计

十．典型例题讲解
为了更好地实现本节课的教学目标，我们采用了以下三种教学方法：
1.1 情境教学法：通过设定具体的圣诞节情境，让学生在真实的环境中学习和运用英语。例如，在讲解故事情节时，教师可以邀请学生扮演故事中的角色，进行角色扮演练习，从而提高他们的语言运用能力。
1.2 任务型教学法：将学生分成小组，分配不同的任务，让学生在完成任务的过程中相互交流、合作，共同解决问题。例如，教师可以让学生分组讨论故事中的文化差异，并撰写小组报告，从而培养他们的团队协作能力和批判性思维能力。
2.2 教学软件：利用教学软件，教师可以轻松地组织课堂活动，管理学生作业，为学生提供个性化的学习建议。例如，教师可以使用教学软件发布读后续写任务，监控学生的写作进度，并及时给予反馈。
2.3 网络资源：利用网络资源，教师可以为学生提供更多的学习资料，拓展他们的知识面。例如，教师可以推荐一些与圣诞节相关的英语文章、视频等资源，让学生在课后进行自主学习。
为了巩固本节课的教学内容和目标，我布置了以下作业：
1. 阅读理解练习：要求学生选择一篇与圣诞节相关的英语文章进行阅读，并完成相关的阅读理解题目。通过这道题目，学生能够提高自己的阅读理解能力和词汇运用能力。
2. 读后续写练习：要求学生根据本节课所学的故事情节，进行一次读后续写的练习。学生需要运用所学的语言知识和写作技巧，续写故事的情节。通过这道题目，学生能够提高自己的写作能力和创造力。
教学内容与学生已有知识的联系：
1. 教材章节：《ASpecialChristmas》为高一下学期英语读后续写课程，与教材中相关单元内容相呼应，如词汇、语法、阅读理解等。
2. 内容列举：课程涉及的故事情节、人物关系、情感表达等，均与学生已学习的英语知识紧密相关。通过本节课的学习，学生能够将已掌握的词汇、语法等语言知识运用到写作实践中，提高读后续写能力。同时，课程中的文化元素也有助于拓宽学生的国际视野，培养跨文化交际能力。

《Continuationwriting读后续写》公开课优秀课件(精品)

兴趣。
课程评价
课程设计合理，内容丰富，涵盖了读后续写的各个方面，有助于学生全面掌握写作技巧。
教师授课认真，专业水平高，能够很好地引导学生思考和解决问题。
课程注重实践，让学生通过大量的练习来提高写作能力，取得了很好的教学效果。
课程改进
针对不同水平的学生，可以设计更加个性化的教学内容，以满足不同学生的需求。
03
教学内容
BIG DATA EMPOWERS TO CREATE A NEW
ERA
读后续写的定义
总结词：明确概念
详细描述：读后续写是一种写作技巧，要求学生在阅读一篇文章或故事后，根据文章的内容和情节，继续创作出后续的情节或结局。这种写作方式旨在培养学生的创造性和逻辑思维能力。
读后续写的技巧
BIG DATA EMPOWERS TO CREATE A NEW ERA
《continuationwriting读后续写》公开课优秀课件(精品)
汇报人：可编辑 2023-12-25
• 课程介绍 • 教学方法 • 教学内容 • 课程效果 • 课程总结
目录
CONTENTS
01
课程介绍
BIG DATA EMPOWERS TO CREATE A NEW
需求。
增加实践机会
为学生提供更多的实践机会，让他们在实际操作中提高读后续写
的技能。
加强个性化指导
针对不同学生的需求，提供更加个性化的指导，帮助他们更好地
掌握读后续写的技巧。
THANKS
感谢观看
总结词
掌握关键技巧
详细描述
在读后续写过程中，学生需要掌握一些关键技巧。首先，学生需要理解原文的主题和情节，以便更好地延续故事的发展。其次，学生需要发挥想象力，创作出与原文情节相符合的后续情节。此外，学生还需要注意语言的表达和风格的统一。

2024届高考英语读后续写公开课课件

Tip 2 : Predict the plot of para.2 based on the text and the second given sentence. (reasonable&positive)
Step 4 Brainstorm the content of para.1
Para.1 Nearing the doorway, Jenny took a deep breath. ... _________________________________
nervous and ashamed
sad
She_w_a_n_d_e_r_e_d__ in the street for hours, _h_u_n_g_r_y___ and wishing for something to eat.
Para .2 A gentle touch on her hair called her mind back....
relieved and happy
The theme of the passage is _u_n_d_e_rs_t_a_n_d_in_g__m_o_t_h_e_r’_s_lo_v_e__a_n_d_i_m_p_r_o_v_in_g___ _t_h_e_r_e_la_t_io_n_s_h_i_p_b_e_t_w_e_e_n_p_a_r_e_n_t_s_a_n_d_c_h_i_ld_r_e_n_. ____________________
touched, grateful
Para .1 Nearing the doorway, Jenny took a deep breath....
angry
She was offereda__b_o_w_l_o_f_n_o_o_d__le_s_and she thanked the seller.

高一英语读后续写微技能公开课说课稿

高一英语读后续写微技能公开课说课稿To Show, Not to Tell读后续写(continuation writing)是一种将阅读与写作紧密结合的考查形式，是模仿与创造、学习与运用相结合的写作活动。

读后续写不仅要求学生能读懂故事情节发展，更要求学生能够在理解基础上拓展内容和展开细节描写。

在实际的写作训练中, 大部分学生往往只关注情节, 不知如何拓展内容和展开细节描写，从而导致续写部分词数不足，内容单调、空洞，没有真情实感或者没有个性特征。

基于以上存在的现状，在高一英语备课组的指导下，我设计了这堂主题为“To show, not to tell”的读后续写细节微技能指导的公开课。

本节课的取材较为广泛，有人教版和外研版教材中的部分叙事性文本，有所教班级正在进行的整本书阅读书目Charlotte’ Web 以及本学期两次考试读后续写题目。

引导学生关注文本中的细节描写，使用To show, not to tell的写作微技能，基于英语学习活动观设计了不同层次的活动任务，指向学生的深度学习和核心素养。

（一）教学设计基于学生已经接触过读后续写的实际，本课创造性地使用了各种素材，在梳理文本的基础上，引导学生关注细节描写，赏析To show和To tell两种方式呈现出来的不同效果，并进一步思考哪一种方式会创造出更生动、更引人入胜的故事情境，培养学生描述与阐释、分析与判断的应用实践能力，并形成To show, not to tell的写作概念。

在对具体的三个To show 的技巧学习部分，本节课设计了三个循环: 赏析-总结-应用，从而帮助学生迅速将所学技能落实。

最后通过一个语段的改写进行知识的迁移创新。

综上，本课的设计思路是:1）What is to show? What is to tell?2）Why do we have to show, not to tell?3) How to show?4) Show it!（二）存在问题及改进措施在实际的教学过程中，由于课堂容量大，时间意识有待加强。

高中英语读后续写公开课课件共18张PPT

【2018浙江高考真题】
It was summer, and my dad wanted to treat me to a vacation like never before. He decided to take me on a trip to the Wild West. We took a plane to Albuquerque, a big city in the state of New Mexico. We reached Albuquerque in the late afternoon. Uncle Paul, my dad's friend, picked us up from the airport and drove us up to his farm in Pecos.
In the afternoon, I asked Uncle Paul if I could take a horse ride, and he said yes, as long as my dad went with me. I wasn‘t going to take a horse ride by myself anyway. So, my dad and I put on our new cowboy hats, got on our horses, and headed slowly towards the mountains. “Don’t be late for supper,” Uncle Paul cried, “and keep to the track so that you don’t get lost!” “OK!” my dad cried back. After a while Uncle Paul and his farm house were out of sight. It was so peaceful and quiet and the colors of the brown rocks, the deep green pine trees, and the late afternoon sun mixed to create a magic scene. It looked like a beautiful woven (编织的) blanket spread out upon the ground just for us.【答题时需注意】

2024届高三英语读后续写公开课

Extended Writing——Reading for WritingⅠ Teaching aims:1)To cultivate students to have a clear map of the structures and obtain a good understanding of the whole text.2)To lead students to analyze the plot of the story and the changing emotions of Jenny.3)To teach students how to assess a passage in terms of specific criteria including coherence, transition, content, language, etc.Ⅰ Teaching important points:Grasp the plot development and the emotional line of the text as a whole.Ⅰ Teaching difficult points:The completeness of the continuation and the harmony with the context of the original text.Ⅰ Teaching methods:student-oriented learning; cooperative learning; practiceⅠ Teaching procedures:Presentation materials：阅读下列材料，根据其内容和所给段落开头续写两段，使之构成一篇完整的短文，续写的字数应在150左右。

Jenny was the only child in her home. She had a quarrel with her mother that afternoon and she ran out of the house angrily. She couldn't help weeping when she thought of the scolding from her mother. Having wandered in the street for hours, she felt a little hungry and wished for something to eat. She stood beside a stand for a while, watching the middle-aged seller busy doing his business. However, with no money in hand, She sighed and had to leave.The seller behind the stand, noticed the young girl and asked, “ Hey, girl, you want to have the noodles?”“oh yes... but I don't have money on me” she replied.“That's nothing. I'll treat you today,” said the man.“Come in”The seller brought her a bowl of noodles, whose smell was so attractive. As she was eating, Jenny cried silently.“What is it?” asked the man kindly.“Nothing, actually I was just touched by your kindness!” said Jenny. “Ev en a stranger on the street will give me a bowl noodles, while my mother drove me out of the house. She showed no care for me. She is so merciless compared to a stranger!”Hearing the words, the seller smiled, “Girl, do you really think so? I only gave you a bowl of noodles and you thank me a lot. But it is your mother who has raised you since you were baby. Can you remember the times she cooked for you? Have you expressed your gratitude to her?”Jenny sat there speechless and numb with shock; she remembered mother's familiar face and weathered hands. “Why did I not think of that? A bowl of noodles from a stranger made me feel grateful, but I have never thanked my mum for what she has done for me.”On the way home Jenny made up her mind to make an apology to her mother for her rudeness as soon as she arrived home.Paragraph 1 Nearing the doorway, Jenny took a deep breath. ________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Paragraph 2 A gentle touch on her hair called her mind back. _______________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________Step 1 Warming-up: (5mins)1)Ask the students two questions：Did you ever have a quarrel with your parent?Do you know how to fix a broken relationship after a quarrel?2)Then ask the students to watch a video telling mother love.Step 2 While reading (15mins)1)Ask the students to find the six elements in the story.2)Ask the students to read the text again and draw a plot line and anemotional line.3)After drawing the plot line and emotional line, get the students to think:What questions will come into your mind seeing the given sentences?4)Ask the students to draw a mind map to make predictions about what to write in Para1. andPara 2. by using some adjectives and phrasal verbs (动词短语).Step 3 Presentation (20mins)Ask the students to show their writings in front of the whole class.Step4 Summary Summarize the steps to continue a story.Step5 Assignment Complete your writing according to the Assessment Criteria for Writing, and then share your writing with your classmates.。

高中英语读后续写写作指导公开课课件——A Brave Granny

读后续写公开课课件
——A Brave Granny
3 points for G. 1 points for any
challenge or
1.Main idea & Analysis of grannycontribution.
2.Para.1 : A good match? Why or why not?
face it?” “Yes, FoIgr tnheorfiersttrheeasgoniv, Ieknnoswetnhatet tnhecree are a lot of people around meNaontdaI gtrouosdt thmeamtc. hT!hen I believe
that the integrity will defeat evil. Luckily, he did not have a gun.” Turing down the TV, I was so encouraged by the Granny who was brave enough. (Written by a very helpful girl)
but foundMitshse tchreimpionianlt.had ran away. They asked GrNanont ya gifosohdemhaatcdh!hurted. “I bet there’s
no gun in his pocket, and actually I’m right, so it’s not difficult for me to get away from the trouble.” She answered. ……(Written by a handsome boy)

高中英语读后续写Continuation Writing公开课精品PPT课件

scared
cautious
happy relaxed
curious
In the house Climax
frightened
a run-down house
? Feelings?
a perfect holiday a long way off
On the beach
Development
on the beach
Beginning
relieved
frightened:
1.Mac’s panic rose // felt shivery at…
2.A huge fear flowed through his body.
3.She felt so scared that she felt her throat tightened. 4.Their heart beat wildly, with their legs trembling.
Krin and Paula
leisurely walked … made some sandcastles collected shells
?
a perfect holiday a long way off
On the beach
Tip 1: clarify the plot with an outline.
02 Infer the development
Paragraph 1:
“Let’s get out of here, Paula.” screamed Krin.
• •
WPhaerr.1e could run out of the house?How did they 源自anage to run out?

高中英语读后续写描写技巧指导公开课PPT课件

Techniques(技巧) of detail polishing
Who sounds more convincing(有信服力的)?
Tom I was nervous.
I was nervous. My face began to sweat(流汗).
Tip1: use detailed descriptions
Jack
nervous
How did they feel?
angry
1. cast a nervous glance at…
2. his heart beat wildly
3. his hands/body/legs slightly
shake/tremble
4. be swallowed by nervousness
3. his hands/body/legs slightly shake/tremble
One possible version:
4. be swallowed by nervousness
5. 6.
Hdhoiaswrfeantcoeottculoornonknpemacloetmdeinscthriepetyioens?
5. dare not look mom in the eye
6. his face turn pale
7. take a deep breath
8. close his eyes
David
1. shout/yell 2. her voice tremble 3. clench her fists 4. her eyes were wide open 5. glare at him 6. be consumed with anger 7. stamp her foot 8. point at …

Unit3FamilyMatters读后续写公开课教案-高中英语

读后续写文本解读和情节构思By Wu LiTeaching topic:读后续写文本解读和情节构思Lesson type:A writing lessonTeaching aims:1. Students can learn to get the main idea and the plot and analyze the characters’ personalities.2.Students can make predictions and analyze the language style.3. Students can be grateful to their mothers.Teaching important and difficult points:1.Students learn to get the plot and analyze the characters’ personalities.2.Students make predictions according to the two given sentences.Emotion and attitude:Students can learn to be grateful to their mothers and know the importance of motherly love.Teaching methods:1.Taskbased teaching approach2.Cooperative language learning approachTeaching aids:A system of multimedia, textbook , a video about mother’s whole life,the exercise paper.Teaching proceduresStep 1 Lead in1.Students enjoy a song about mother.2.Students read the learning objectives.1.Step 2 Whilereading(1)How to read: 读情节，定主题，析人物性格Task1: Read the passage and write down the plot of each part.（个人活动）Once upon a time , there was a big apple tree . A little boy loved to e and play around it every day . He climbed to the top of the tree , ate the apples , and took a nap under the shadow . He loved the tree and the tree also enjoyed playing with him .As time went by , the little boy grew up and he no longer played around the tree .One day , the boy came back to the tree , appearing sad ." e and play with me ," the tree asked the boy gently ." I am no longer a kid ; I won ' t play around trees anymore ," the boy replied ." I want toys . I need money to buy them ." " Sorry , but I don ' t have money . However , you can pick all my apples and sell them . Then , you will have money ."the tree answered. The boy was so excited that he picked all the apples on the tree and left happily . The boy didn ' t e back after that .relax myself . Can you give me a boat ?" said the boy. "Use my trunk to build the boat . You can sail and be happy ." the tree replied. So the boy cut the tree trunk to make a boat . He went sailing and did not show up for a long time ..1. "e and play with me," the tree asked the boy gently.______________2. "Sorry, but I don't have money. However, you can pick all my apples and sell them."_________________3. One hot summer day, the boy returned and the tree was delighted.__________4. Use my trunk to build the boat. You can sail and be happy._______________5. He climbed to the top of the tree, ate the apples and took a nap under theshadow.____________6. "I want toys. I need money to buy them." ... The boy was so excited that he picked all the apples on the tree and left happily. The boy didn't e back after that.___________7. So the boy cut the tree trunk to make a boat. He went sailing and did not show up for a long time.______________（2）How to think: 结合所给两段首句, 结合正能量和原文呼应Task 1 Read the sentences and discuss in groups to predict the plot and the contents(内容) according to the questions.（小组合作）Paragraph 1:Many years later , the boy finally returned.1.Why did the boy returned？2. What would he ask for？3. What was the situation of the apple tree？2. How would she treat the boy according to her personality？Paragraph 2:The apple tree is our mother.___________________1.What did the author want to convey(传达)？2. What do you know about your mother？2.How to write: 根据文章风格进行续写，动作，情感，环境，语言描写Task1. analyze the sentences of the passage and conclude the features.对话特点：________________________________________________________ Task 2 . Try to make your own writing.After class （课后检测）Assignment: 完成两段读后续写参考词汇：描述人性格的参考词汇：adaptable 有适应能力的；ambitious有雄心的；capable有能力的；mitted 尽心尽力的；considerate/thoughtful体贴的；demanding苛求的；diligent勤奋的；experienced有经验的；grateful感激的；indifferent冷漠的；responsible负责任的；adventurous有冒险精神的；caring乐于助人的；dependable可靠的；easygoing随和的；faithful忠诚的；patient耐心的，tolerant宽容的；determined意志坚定的；generous慷慨的；independent独立的；reliable可信赖的；broadminded宽宏大量的；downtoearth务实的；gentle温柔的；kindhearted善良的；naughty顽皮淘气的；naive幼稚单纯的；rude粗鲁的；selfish自私的；ungrateful 忘恩负义的；greedy贪心的；callous冷酷无情的；forgetful健忘的；rebellious 叛逆的；thoughtless不顾他人感受的；对话描写单词“说”参考：murmur低声喃喃说；shout with joy高兴地喊叫；scream 尖叫; respond回答；cried(sadly)哭；sob（sobbed）抽泣；explain解释；talk to oneself自言自语；apologized道歉；fort gently温柔地安慰；动作描写：smiled微笑bend（bent）弯腰；lean one’s back against把背靠在......put one’s hands to one’s cheeks用双手捂住脸；have a seat请坐；e here来这里；stand silently静静地站着；tears rolled down one’s cheeks泪水顺着某人脸颊留下来；let sb down让某人失望了；；心理情绪性格描写：feel tired感觉疲倦的；regretful 后悔的；without plaint 没有抱怨；selfless无私的；worried担心的；get old变老了；guilty内疚的；shameful 惭愧的；sad悲伤的；painful痛苦的；短语：take care of照顾；try one’s best to do尽力做；be in trouble有困难；offer to help提供帮助；ask for nothing in return不求回报；sincere love真诚的爱；care for关心；关爱；devote oneself to sth全身心投入。

高中英语读后续写：一个拼字男孩的故事(公开课)

friends
apologized to her
confident, cocky
modest, friendly finally understood the
words of her sister
friendly the best of the best
Paragraph 1 When it was his turn again, Theo stood frozen for the longest
Read for the language
Environment
1. Silence settled over the hall.
Specific verbs
Sentence patterns
1. glance back at … 2. applauded with … 3. presented … to … 4. lifted both arms into… 5. raced towards.. 6. rolled her eyes… 7. Crossed her arms… 8. Made a sour face… 9. shrugged… 10. Shook her head…
注意： 1．所续写的短文的词数应为150左右； 2．至少使用5个短文中标有下划线的关键词语； 3．续写部分分为两段，每段的开头语已为你写好； 4．续写完成后，请用下划线标出你所使用的关键词语。 Paragraph 1：
When it was his turn again, Theo stood frozen for the longest moment.
在本课处理时王老师认为前文故事情节不难理解重点要引导学生关注故事人物的性格theo的自大必定让他轻敌没有好好准备下一场比赛最终theo像deandra预言的那样遇到了强劲的对手止步countybee的比赛