[新高考]记叙文的读后续写教案及附件

新高考英语·记叙文的读后续写

执教者：

授课班级：

时间：

I.Learning objectives（学习目标）

Through this period, the students will be able to: master how to complete a narrative article.

1.analyse a given narrative passage and classify the ten given words.

2.plot logically a reasonable ending on the underlined words and the given two sentences.

3.learn the ways to write vividly.

4.Learn the criteria of continuation writing.

II.Learning procedures（学习步骤）

Step 1. Lead in: What five elements are there in a narrative article?

Step 2. Analyse the given passage.

Step 3. Logical plotting

Step 4. Vivid writing

Step 5. Group creation work for the ending of the given passage.

Step 6. Presentation of volunteering groups.

Step 7. Sum up

附1：

阅读下面短文，根据所给情节进行续写，使之构成一个完整故事。

A funny thing happened to Arthur when he was on the way to work one day. As he walked along Park Avenue near

the First National Bank, he heard the sound of someone trying to start a car. He tried again and again but couldn’t get the car moving. Arthur turned and looked inside at the face of a young man who looked worried. Arthur stopped and asked, “It looks like you’ve got a problem,” Arthur said.

“I’m afraid so. I’m in a big hurry and I can’t start my car.”

“Is there something I can do to help? Arthur asked. The young man looked at the two suitcasesin the back seat and then said, “Thanks. If you’re sure it wouldn’t be too much trouble, you could help me get these suitcases into a taxi.”

“No trouble at all. I’d be glad to help.”

The young man got out and took one of the suitcases from the back seat. After placing it on the ground, he turned to get the other one. Just as Arthur picked up the first suitcase and started walking, he heard the long loud noise of an alarm(警报).

It was from the bank. There had been a robbery!

Park Avenue had been quiet a moment before. Now the air was filled with the sound of the alarm and the shouts of people running from all directions. Cars stopped and the passengers joined the crowd in front of the bank. People asked each other, “What happened?” But everyone had a different answer.

Arthur, still carrying the suitcase, turned to look at the bank and walked right into the young woman in front of him.

She looked at the suitcase and then at him. Arthur was surprised. “Why is she looking at me like that?” He thought. “The suitcase! She thinks I’m the bank thief!”

Arthur looked around at the crowd of people. He became frightened, and without another thought, he started to run.

注意：

1.所续写短文的词数应为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:

As he was running, Arthur heard the young man shouting behind, “Stop, stop! ”…_______________________ ________________________________________________________________________________________________

________________________________________________________________________________________________ Paragraph 2:

The taxi st opped in front of the Police Station and Arthur…_________________________________________

________________________________________________________________________________________________ ________________________________________________________________________________________________

附2：读后续写评价表

注：依据《考试说明》“读后续写各档次的给分范围和要求”研制。

附3：新高考读后续写各档次的给分范围和要求（总分25分）

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What is a climax of a story? (什么是故事高潮?) More tension=satisfying climax 文学故事中的高潮 ( climax )故事的主要场景 (key scene )也通常是故事的转折点 ( turning point )，是指故事达到最紧张或扣人心弦的那一部分。高潮有时候是剧情中的" 危机" 点。有时候, 它只是达到关键时刻或者转折点, 发生了一些事情, 或者主角必须做出决定, 从而导致一个结果或其他。我们在分析叙事类故事或者小说故事的时候常常用下面的图表来表示故事情节。常见故事高潮示例： 1. A little girl has been searching for her lost dog. All of a sudden, she hears a bark coming from around the corner, and she looks around to see . . . 2. Kevin has worked very hard to try out for the soccer team at school. The coach has posted a list of this year's team members on his office door. Kevin walks forward to look at the list . . . . 3. Mary's parents have been discussing whether or not to move to another state. They call Mary and her sister down to talk with them about their decision . . . 4. Lois has performed in the state gymnastics finals. She waits anxiously to hear the names of the winners. The announcer says, "And first place goes to . . ." 文学名著中的一些故事高潮 1. The deaths of Romeo （who kills himself because he thinks Juliet is dead） and Juliet （who kills herself when she awakes and sees Romeo dead）. Romeo and Juliet, Shakespeare （罗密欧和朱丽叶，莎士比亚） 2. When Gaston and the townspeople come to attack the beast, and Belle admits her love for the beast. Beauty and the Beast, Disney （美女与野兽，迪士尼） 3. In "The Three Little Pigs," suspense builds up until the confrontation between the third pig and the wolf. This confrontation is the climax. （三只小猪） How to create a climax of a story? （如何营造故事的高潮？）方法 1. 增加外部冲突增加外部冲突是一种明显有效的可以达到故事高潮的方式。冲突带来紧迫感, 将故事推向必要的解决或崩溃。 1）角色之间的冲突（人物观点差异, 竞争需要等）如：2017 年11 月浙江英语高考：On the fourth or fifth night, we had trouble finding a hotel with a vacancy. After driving in vain for some time, Mom suddenly got a great idea: Why didn't we find a house with a likely-looking backyard and ask if we could set up tent there? David and I became nervous. 开车找旅馆--- 徒劳无功--- 母亲建议搭帐篷在他人后院---David 和我倍感紧张，心有不悦（母子的观点不一）

高中英语作文读后续写集锦

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。续写的词数应为150左右。 In the 1970s. when I was a new teacher at a school in Detroit, I was arranged to teach a particularly talented class. The students included a little girl named Mary Kay, who had spent only one year at our school- the year that I had her in my third-grade class. Her father was Billy Kim, a quite famous man He was from South Korea. His daughter Mary Kay could speak beautiful English, and loved smiling. She had great respect for learning and never made trouble in class. In one class, I asked Mary Kay to read an article in our book out loud. To my surprise, although Mary Kay could speak beautiful, flowing English she was poor in reading. She even mispronounced many words. Immediately, the kids in the class laughed at her. Then I said to Mary Kay, Why don’t you go and write some words in your native language on the blackboard for everyone? Mary Kay's eyes suddenly brightened, and she walked with a smile to the board, full of new-found confidence. The other children watched as she wrote word after word along with her name in her native language. The whole class immediately watched with a bit of respect and amazement, not pity. Then one of the students said, "Write my name Mary Kay.” And she did. Then more students asked. Soon, the whole class had their names on the board, and Mary Kay became a heroine. She could do something the others could not. She went from feeling inadequate(能力不足的)to feeling proud. In the following days, I still often encouraged Mary Kay . After Mary Kay finished her third grade, I had never met her and lost contact with her. About 30 years later, I happened to meet with her father in a local church. And I decided to ask him about Mary Kay, so I introduced myself first. Paragraph 1: “Hel, Mr. Kim, I’m Sophia brown,” I said .__________________________________________________________________________ _________________ Paragraph 2: She told me how much my class had influenced lecture._________________________________________________________________________ ______________ 参考答案： Paragraph 1: Hello, Mr. Kim, I'm Sophia Brown, "I said." was your daughters third-grade teacher when your family was living in Detroit. Do you remember me? I added. All of a sudden, his eyes were filled with surprise. Then he said excitedly, “Yes. Mrs. Brown. Mary Kay has been looking for you for thirty years! Then he sent my phone number to Mary. Not long afterward, my phone rang. It was Mary Kay, who had become a grown woman and also a teacher. I was so glad that we were connected again . Paragraph 2 She told me how much my class had influenced her life. It increased her confidence in herself, and most importantly, it led to her later determination to influence her students as I did on her. Not long after that talk, Mary went to further study at Harvard University and became a professor. She continued to influence lives for decades to follow. I had never thought one action mattered so much. Meanwhile, I was glad that she kept encouraging and supporting her students who might face what she had faced. I was proud of her.