高考英语读后续写技巧show don't tell课件(共11张)
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高中英语优质课读后续写描写技能让喜怒哀描写更有画面感精品PPT课件
confusionpuzzle尴尬embarassedembarassment羞愧ashamedshame捂嘴张嘴惊讶head低头点头摇头挠头facedrooponesheadnodonesheadshookonesheadscratchoneshead发亮高兴脸红苍白lightupflushbepaleeyeface闪烁兴奋扫视四周凝视盯着怒视mouthsparksparklescanaroundgazeatstareatglareatcoveronesmouthdropopentears滚落模糊视线rolltrickledownbluronesvisiontomysurperiseamazementhenoddedhisheadnotunderstandingaword
I was so delighted that I couldn't help jumping up and down. So delighted was I that I couldn't help jumping up and down.
moved exhaustion
with tears blurring her eyes with foot shaking.
模糊 blu(r视on线e’s)vision
To my surperise/amazement, he nodded his head，not understanding a word.
body hand reach伸o出ut o手ne’s hand hold握on住e’s手hand raise举on起e’s手hand rub o搓ne手’s hand
How to make moods descriptions picturesque?
I was so delighted that I couldn't help jumping up and down. So delighted was I that I couldn't help jumping up and down.
moved exhaustion
with tears blurring her eyes with foot shaking.
模糊 blu(r视on线e’s)vision
To my surperise/amazement, he nodded his head，not understanding a word.
body hand reach伸o出ut o手ne’s hand hold握on住e’s手hand raise举on起e’s手hand rub o搓ne手’s hand
How to make moods descriptions picturesque?
读后续写之动作链 课件-高三下学期英语作文复习专项
Summary S h o w, d o n ’ t t e l l
题材 题材
Skill1: 主语一致的主要动作≥2: Skill :从 面部/肢体和语言心理 多个方面编织
主+谓语动词A ，B and(then) C 动作面
Skill 2: 当出现两个动作， 1.Doing...,主句, doing...
原句
动作A
动作B
动作C
Seeing the gift, the boy widened his mouth in
surHperifseelt,hgaappvyetoa big sompeinleedahnids thensmbiulerdst incte a gift.
hesitation.
Homework
分解动作微写作： 1.She won the first prize in the race. 2.Tom thanked Jay.
Thank you !
Show, don’t tell
读后续写之“动作链”和动作“面”
读后续写作为记叙文，其核心只有一个，那就是“人”。因此一 切的笔墨，都是为了塑造人物形象，使人物更加饱满。
How to make your continuation writing vivid and attractive?
Dialogues
心理
肢体
面部
Encouraged by the teacher’s words, Lucy raised her
hand, whispering, “I’ll do it.”
主+谓, doing... and doing...
1.他欣喜若狂，在雨中又唱又跳。
全国新高考英语续写等作文技巧与方法公开课PPT
全国新高考英语续写等作文技巧与方 法教学P PT--PP T执教 课件【 推荐】
全国新高考英语续写等作文技巧与方 法教学P PT--PP T执教 课件【 推荐】
Paragraph 1 Suddenly a little rabbit jumped out in front of my horse. Instinctively, I yelled out loud,pulling on the reins hard in order to stop the horse. But uselessly, the horse sped off the track into another direction. Dad followed closely behind, calling out to tell me how to soothe the terrified horse and I did as told. Finally, the horse calmed down,but we seemed to get lost, unable to go back to the mountain road. Paragraph 2 We had no idea where we were and it was getting dark.Tears of fear and regret filled my eyes. We got stuck in the forest. Much to our delight, the sound of water in the distance caught our attention and drove us to the riverbank. Dad proposed that we should walk along the river which may lead us to the farm house and nothing seemed better than that. Time appeared to be merrier and shorter when I stayed together with Dad and before long the farm house came into sight. Finally, we arrived home safely just in time for supper. What a thrilling but memorable experience it was!
全国新高考英语续写等作文技巧与方 法教学P PT--PP T执教 课件【 推荐】
Paragraph 1 Suddenly a little rabbit jumped out in front of my horse. Instinctively, I yelled out loud,pulling on the reins hard in order to stop the horse. But uselessly, the horse sped off the track into another direction. Dad followed closely behind, calling out to tell me how to soothe the terrified horse and I did as told. Finally, the horse calmed down,but we seemed to get lost, unable to go back to the mountain road. Paragraph 2 We had no idea where we were and it was getting dark.Tears of fear and regret filled my eyes. We got stuck in the forest. Much to our delight, the sound of water in the distance caught our attention and drove us to the riverbank. Dad proposed that we should walk along the river which may lead us to the farm house and nothing seemed better than that. Time appeared to be merrier and shorter when I stayed together with Dad and before long the farm house came into sight. Finally, we arrived home safely just in time for supper. What a thrilling but memorable experience it was!
高考英语读后续写技巧show don't tell
face body voice
face body voice
秀，不要说—环境
thunder windows
wind
Thunders were roaring 狂吼
Biting rain was violently beating against the windows The trees were dancing madly with wind in the
excitement
face body voice
Her cheeks turned red and her eyebrows narrowed.
She clenched her fists and jammed them into her sides.
She growled at me through clenched teeth.
Байду номын сангаас
• “秀，不要说”是一种写作技巧，广泛应用于小说和非小说的各种写作中，意思是让 读者自己去从文字的描述中体验故事的含义和情感，而不是被动地接受作者直白的 描述和陈述。从读者的能动性来说，前者中读者是主动的，后者中则是被动的。
• 如：1.She felt cold. • 2.She pulled her collar up, tightened her scarf, shoved her hands deep
秀，不要说—情感
face body voice
His smile broadened from ear to ear.
He clapped his hands together and jumped up and down with joy.
He giggled and squealed with
高考英语读后续写公开课件
After planning the trip, we gathered clothes and supplies, and began our great adventure. We reached the Superior National Forest in northern Minnesota by early evening. On our way to the campsite, Steve pointed to a small house faraway in one of the mountains, saying that it was the ranger station (护林站) where the forester worked. 2020/11/12
Tired enough, we climbed into our sleeping bags early and talked about our plans for fishing the next day. We were still talking quietly when a sudden north wind picked up; the temperature dropped and it began to snow. Steve found a way to increase the temperature inside the tent. He dragged a log from the forest to the opposite side of the campfire. Then he wrapped aluminum foil (铝箔) around the log. The heat from the fire reflected off the foil and into the tent. Soon images of lake fish 2020/11/12 were filling my dreams.
Tired enough, we climbed into our sleeping bags early and talked about our plans for fishing the next day. We were still talking quietly when a sudden north wind picked up; the temperature dropped and it began to snow. Steve found a way to increase the temperature inside the tent. He dragged a log from the forest to the opposite side of the campfire. Then he wrapped aluminum foil (铝箔) around the log. The heat from the fire reflected off the foil and into the tent. Soon images of lake fish 2020/11/12 were filling my dreams.
高中英语《读后续写》公开课优秀课件(经典、完美、值得收藏)
写作过程
读懂大意， 理清脉络
主要是根据记叙文的六要素弄清文章大意， 特别要弄清故事的人物，时态(通常是一般 过去时)，事件(故事的起因和经过)，语言 特色(以便在续写时语言特色前后一致，保 持不变)，等等。
人物时态和事件 语言特色不要变
characters I, the shop assistant, a teenage boy, a young mother,
修改润色，整洁誊写
思考再三，把修正润色后 的续写整洁地写入答卷。
I always wondered how people would react if I tried to approach a total stranger for help in a busy place like a street corner or in a crowded mall. I personally have always hurried past a stranger who tried to catch my attention in a busy place or when I am rushing around. Yesterday I had a taste of being stuck in such a desperate situation where my only hope of help would have to come from a total stranger.
Paragraph 1:
At that point I saw a young mother with her two kids.
Paragraph 2:
Finally a man wearing a cheap T-shirt and dirty jeans seemed to notice me.
超实用高考英语复习课件：读后续写思路点拨课件
3.Tense(时态): Past tense ? The simple present tense?
Step1: Analyze the reading material 故事背景
介绍 Mrs. Meredith
介绍 Bernard一家
－
孩子们想办法帮助Bernard
Words and expressions needed possibly
• 1. 贫穷的 • 2. 迫不及待做... • 3. 第一次尝试 • 4. 成功做某事 • 5. 告知某人某事 • 6. 高兴得跳起来 • 7. 购买一台二手爆米花机器 • 8. 熟练；掌握 • 9. 教某人做某事 • 10. 学会使用机器制作爆米花
• 1.badly off • 2. can hardly wait to do sth. • 3. at the first attempt • 4. succeed in doing sth. • 5. inform sb. of sth. • 6. jump with joy • 7. purchase a used popcorn machine • 8. get the hang of • 9. teach sb. sth • 10. learn how to make popcorn with the
（1）写作思路
本篇书面表达为读后续写，给定的阅读材料主要讲述了Meredith夫人鼓励她的 孩子们去帮助一个穷人家的孩子Bernard去赚钱，然后她的儿子约翰想通过爆 米花来帮助Bernard。续写的第一段可以围绕Meredith夫人的孩子们所做的准 备工作来展开，比如准备爆米花、纸袋等；续写的第二段可以围绕Meredith夫 人的孩子们（尤其是约翰）在成功帮助Bernard赚取第一桶金后如何继续助 力。由于描述的是发生过的事情，因此续写的两段的时态都应以一般过去时为 主，人称以第三人称为主。
Step1: Analyze the reading material 故事背景
介绍 Mrs. Meredith
介绍 Bernard一家
－
孩子们想办法帮助Bernard
Words and expressions needed possibly
• 1. 贫穷的 • 2. 迫不及待做... • 3. 第一次尝试 • 4. 成功做某事 • 5. 告知某人某事 • 6. 高兴得跳起来 • 7. 购买一台二手爆米花机器 • 8. 熟练；掌握 • 9. 教某人做某事 • 10. 学会使用机器制作爆米花
• 1.badly off • 2. can hardly wait to do sth. • 3. at the first attempt • 4. succeed in doing sth. • 5. inform sb. of sth. • 6. jump with joy • 7. purchase a used popcorn machine • 8. get the hang of • 9. teach sb. sth • 10. learn how to make popcorn with the
（1）写作思路
本篇书面表达为读后续写，给定的阅读材料主要讲述了Meredith夫人鼓励她的 孩子们去帮助一个穷人家的孩子Bernard去赚钱，然后她的儿子约翰想通过爆 米花来帮助Bernard。续写的第一段可以围绕Meredith夫人的孩子们所做的准 备工作来展开，比如准备爆米花、纸袋等；续写的第二段可以围绕Meredith夫 人的孩子们（尤其是约翰）在成功帮助Bernard赚取第一桶金后如何继续助 力。由于描述的是发生过的事情，因此续写的两段的时态都应以一般过去时为 主，人称以第三人称为主。
高中英语“读后续写”专题 共11张PPT
Secret Skills
2.Feasts：Feelings Expressions Actions Speeches Thoughts Surroundings
Secret Skills
①Feelings：人的感觉，自然是重要的一环。人的感觉往往决 定了语境和它们的情节，如果能够把这一环做好，高分那就不 远了！ ②Expressions：表情描述。脸部的表情可以让人物的形象变 得更加生动形象！③Actions：人物的一举一动，无时无刻体现 着人物的性格。只有更加吸引人的动作描写，才能让高分更有 戏！ ④Speeches：说话的词语，千千万万，万万千千，通过积累说 话的动词，才可以让自己有话“说”！ ⑤Thoughts：用一句话概括，就是“Different thoughts whizzed about in his mind.” ⑥Surroudings：环境描写，这是一把双刃剑，用好了就是高 分，用不好就会适得其反，因为这是最浪费字数的一种方法。 对于这一种方法，慎用，用了就一定要用好！
高考英语读后续写之答题策略
1.就语篇研读时对宏观结构的分析 研读语篇时，首先应尝试回答三个基本问题：What——语篇的 主题和内容；Why——语篇的深层涵义；How——语篇的文体特 征、内容结构和语言特点。
2.语篇研读时对微观结构的分析 以2018年6月浙江英语高考卷中读后续写题的原文为例，文中所 使用的衔接和连贯成分的具体表达如下： ①衔接。衔接是语篇的有形网络，是通过语法手段（时间关联成 分、地点关联成分、照应、替代、省略等）和词汇手段（复现关 系、同现关系等）来剖析词义、句法和句与句之间的关系来识别 语篇衔接的方法。 ②连贯。连贯是语篇的无形网络，指语篇中语义的关联。连贯存 在于语篇的底层，通过逻辑推理来达到语义连接，通过分析语篇 整体结构来理解其深刻涵义。
高一英语读后续写入门教学课件
三、学生训练务必得法
教师的教学能力最终要转化为学生的学习能力，对高三学生而言，就是要通过 训练转化为学生的答题能力。一是严格限时训练。限时训练就是让学生在规定 时间内做完训练题目，既训练速度，又锻炼准确度。限时训练可短可长，可以 是课前十分钟，可以是一节课，但必须坚决做到即练即评，长期坚持，通过教 师评阅提升学生答题速度和效度，做到日日清，周周清，月月清，适应高考临 场答题要求。二是严格规范答题。要认真研究高考原题和高考答案，根据学生 的答题情况认真进行比对。要把学生在考试时的原生态答卷原汁原味地展示出 来，再让学生自己对照答案进行打分、评价，找出与标准答案的差距，小组内 相互交流、讨论，制定答题标准模板，保证将来一分不丢。三是突出变式训练 。对于临界生的典型错题或遗漏知识点，要进行变式训练，一题多变进行训练 ，把错题作为“母题”，至少进行一题五变以上，让学生写出每道题的解题思路 ，最后总结出此类变式的特点和解题入手点。
Thanks for your listening!
读2 后续写
2摆正态度
读后续写是什么？ 2
评分原则
档次 得分
评分标准
第三档
内容和逻辑上有一些重大问题，续写不够完整，与原 文有一定程度脱节：一所用的词汇有限，语法结构单 6-10 调，错误较多且比较低级，影响理一未能有效地使用 语句间街接手段，全文结构不够清晰，意义欠连贯。
1 内容和逻辑上有较多重大问题。2 有部分内
容抄自原文，续写不完整，与原文情境基本脱节。
态
第二档
1-5 3 所使用的词汇非常有限，语法结构单调，错误极
度
多，严重影响理解。4 几乎没有使用语句问街接手
问
段，全文结构不清晰，意义不连贯。
题
高考英语读后续写PPT教学课件
a snake
clue 线索
Paragraph 1：As Roman was farther from the snake, he jumped to the window and grabbed the curtain. Paragraph 2：After the rescue team caught and took the snake away, everyone went inside the home.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
clue 线索
Paragraph 1：As Roman was farther from the snake, he jumped to the window and grabbed the curtain. Paragraph 2：After the rescue team caught and took the snake away, everyone went inside the home.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
Two kids were trying to hide into each other's back. "What an old trick!" Roman thought and threw it over kids.
Only then did Roman realize that the snake was real, not a toy. He threw the snake over kids because he thought it was a fake snake and kids were playing some tricks.
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excitement
face body voice
Her cheeks turned red and her eyebrows narrowed.
She clenched her fists and jammed them into her sides.
She growled at me through clenched teeth.
face body voice
face body voice
秀，不要说—环境
thunder windows
wind
Thunders were roaring 狂吼
Biting rain was violently beating against the windows The trees were dancing madly with wind in the
into her pockets and turned her face away from the biting wind. •
• 我们来对比一下两句话，第1句话，作者直接告诉读者她很冷，而第2 句话则通过她的一系列动作，把衣领拉高，裹紧围巾，手插到口袋里 并把脸侧开来躲避刺骨的寒风，让读者真真切切地感受到了“冷”。两
• “秀，不要说”是一种写作技巧，广泛应用于小说和非小说的各种写作 中，意思是让读者自己去从文字的描述中体验故事的含义和情感，而 不是被动地接受作者直白的描述和陈述。从读者的能动性来说，前者 中读者是主动的，后者中则是被动的。
• 如：1.She felt cold. • 2.She pulled her collar up, tightened her scarf, shoved her hands deep
rain.
秀，不要说—环境
sound stars
Not a single sound could be heard except my own heartbeat.
Clusters of stars decorated the vast sky, weakly shining in the
moon-eclipsed darkness.
moon
Like a dim lamp, the moon
shone above.
秀，不要说—环境
秀，不要说—环境
• Choose a person, a scene, a moment, etc.
• Create a detailed and vivid descipition (looks, feelings, actions, surroudnings.)
秀，不要说—情感Βιβλιοθήκη face body voice
His smile broadened from ear to ear.
He clapped his hands together and jumped up and down with joy.
He giggled and squealed with
face body voice
Her cheeks turned red and her eyebrows narrowed.
She clenched her fists and jammed them into her sides.
She growled at me through clenched teeth.
face body voice
face body voice
秀，不要说—环境
thunder windows
wind
Thunders were roaring 狂吼
Biting rain was violently beating against the windows The trees were dancing madly with wind in the
into her pockets and turned her face away from the biting wind. •
• 我们来对比一下两句话，第1句话，作者直接告诉读者她很冷，而第2 句话则通过她的一系列动作，把衣领拉高，裹紧围巾，手插到口袋里 并把脸侧开来躲避刺骨的寒风，让读者真真切切地感受到了“冷”。两
• “秀，不要说”是一种写作技巧，广泛应用于小说和非小说的各种写作 中，意思是让读者自己去从文字的描述中体验故事的含义和情感，而 不是被动地接受作者直白的描述和陈述。从读者的能动性来说，前者 中读者是主动的，后者中则是被动的。
• 如：1.She felt cold. • 2.She pulled her collar up, tightened her scarf, shoved her hands deep
rain.
秀，不要说—环境
sound stars
Not a single sound could be heard except my own heartbeat.
Clusters of stars decorated the vast sky, weakly shining in the
moon-eclipsed darkness.
moon
Like a dim lamp, the moon
shone above.
秀，不要说—环境
秀，不要说—环境
• Choose a person, a scene, a moment, etc.
• Create a detailed and vivid descipition (looks, feelings, actions, surroudnings.)
秀，不要说—情感Βιβλιοθήκη face body voice
His smile broadened from ear to ear.
He clapped his hands together and jumped up and down with joy.
He giggled and squealed with