tipte [?t?pt??] vi. 踮著腳走；躡手躡腳地走
pace [pe?s] vi. 踱步，走來走去
slip [sl?p]sneak [sni?k] vi. 潛行；偷偷溜走
rush [r??]dash [d??] Strm in/utchargevi. 匆忙；猛沖
Cntinuatin Writing—t make actin descriptins vivid
Requirements f curriculum standards fr cntinuatin writing (讀后續(xù)寫課程標(biāo)準(zhǔn)要求)
《普通高中英語課程標(biāo)準(zhǔn)》明確提出能續(xù)寫語篇,并在高考命題中以寫作部分的考試形式提出，考生閱讀故事性短文,根據(jù)其中情節(jié),續(xù)寫故事,使之完整. 浙江省于2016年高考首次采用讀后續(xù)寫題型,隨著高考綜合改革的推進(jìn),該題型在其它很多省份得以推廣。讀后續(xù)寫將閱讀理解與寫作實(shí)踐,模仿與創(chuàng)造力相結(jié)合,充分體現(xiàn)了語言學(xué)習(xí)的創(chuàng)造性建構(gòu)過程. 讀后續(xù)寫,對(duì)學(xué)生閱讀,思維,文化,寫作能力進(jìn)行綜合考查,體現(xiàn)了英語學(xué)科的核心素養(yǎng)。
讀 后 續(xù) 寫 高 考 真 題
ObjectivesBy the end f the class, we are able t 1) create actin chains(動(dòng)作鏈)； 2) vivify and mdify(修飾) the actins； 3) create actin scene(動(dòng)作面) frm multi-dimensinal perspectives (多維視角).
Hw t make yur actin descriptins vivid?
1. Mr.Bean attempted t cheat in the exam. During the exam, Mr. bean lked arund, slwly mved twards his deskmate, and attempted t glance at his answers. 2. He gt up in the mrning. He dragged himself ut f the bed in the mrning. 3. The by said srry t his father. The by hung his head t the grund and mumbled an aplgy t his father. 4. The meat is delicius. The meat makes my muth water. 5.The news made me surprised. The news made my jaw drp.6. The by heard mm’s wrds, smiled and jumped ff the tree. Hearing mm’s wrds, the by smiled and jumped ff the tree. Hearing mm’s wrds, the naughty by smiled cheerfully with his eyes shining with excitement and jumped ff the tree skillfully like a mnkey.
用更細(xì)致的動(dòng)作代替結(jié)果性的動(dòng)作，可使抽象動(dòng)作層次化、過程化，并附加修飾詞或升級(jí)句式可使讀者在閱讀時(shí)腦海中自然而然地構(gòu)建出電影般的畫面感。
Step 1 Read and discver---which f the fllwing sentences are mre vivid? Why? Hw?
Mr. Bean attempted t cheat in the exam.
Pre-actin （先前動(dòng)作）
Trans-actin(過渡動(dòng)作)
Pst-actin后續(xù)動(dòng)作
During the exam, Mr. bean lked arund, slwly mved twards his deskmate, and attempted t glance at his answers.
Actin descriptin具體的動(dòng)作描寫
Step 2 Hw t create actin chains---break ne general actin dwn int several cncrete actins. 將結(jié)果性的動(dòng)作，根據(jù)時(shí)間軸分解成更細(xì)致的連貫性的微動(dòng)作，使動(dòng)作結(jié)果過程化
Sentence pattern 1: Sb did A, did B and did C 動(dòng)作依次發(fā)生時(shí)
Learn t create actin chains—t shw, nt t tell.
吃完早飯，Tm 去上學(xué). Pre-actin: Trans-actin: Pst-actin:
After breakfast, Tm picked up his schl bag, said gdbye t his parents, walked ut f the huse and headed t schl.
Step3 Hw t mdify修飾the actin t make it mre vivid?
After breakfast, Tm quickly/swiftly/anxiusly threw his schlbag nt his back, withut saying gdbye t his parents, _________________ut f the huse, and headed fr schl.
by using adverbs t make actin mre vivid.
rushed/strmed
picked up his schl bag and said gdbye t his parents
Said gdbye t his parents and walked ut f the huse
went t schl/headed t schl
by using cncrete verbs t make actin mre vivid
After having breakfast, he _________________________tk ver his schlbag frm his mm, __________________ said gdbye t his parents，walked ut f the huse, and headed fr schl.
cheerfully/merrily
chirped嘰嘰喳喳，歡快地說,/mumbled嘟噥，含糊地說
happily/slwly/gratefully
2. My father patted me n the shulder and encuraged me never t give up my dreams.
My father patted me n the shulder, encuraging me never t give up my dreams.
1. Mary saw the ring n the table and felt a little shcked.
Seeing the ring n the table , Mary felt a little shcked.
同一對(duì)象同時(shí)發(fā)出不同動(dòng)作
使用具體的動(dòng)詞構(gòu)建動(dòng)作鏈
Ding短語, +主句 = 主句，+ding短語(主動(dòng))
使用副詞或介詞短語修飾動(dòng)作
構(gòu)建基礎(chǔ)肢體動(dòng)作鏈Actin-chain
Step 4 Hw t create actin scene—?jiǎng)幼麈?+ 情感、環(huán)境、心理、語言
After having breakfast, he quickly threw his schlbag n his back, withut saying gdbye t his parents, rushed /strmed ut f the huse, and headed fr schl_________________________. Mm’s kind warning _________________can never catch up with him.
_________________________________________________________(此處加入環(huán)境描寫)
anxiusly/with anxietywith butterflies in his stmach/ like a cat n ht bricks.
On a ht mrning, there was n wind. The sun had already begun t burn.
“be careful”
After having breakfast, he slwly picked up his schlbag, cheerfully chirped gdbye t his parents, singing ut f the huse, and headed fr schl like a happy bird.
__________________________________________________(此處加入環(huán)境描寫)
The sky was blue, and birds were singing happily in the trees. Even flwers were smiling at him.
小結(jié): 動(dòng)作鏈 + 環(huán)境、心理、語言= 構(gòu)建動(dòng)作面 actin scene 把動(dòng)作鏈和心理活動(dòng)，語言，環(huán)境等結(jié)合，形成動(dòng)作面，從多個(gè)角 度描繪一個(gè)場(chǎng)景scene
actin chains
cnversatins
actin scene
surrundings
innerthughts
Examples: Yu failed an imprtant exam and felt sad. What wuld yur best friend d? Yu tried cking fr the first time. What wuld yu d? Yu hesitated t take part in a cmpetitin. What wuld yur teacher r parents r friends d?Yu met a beggar. What wuld yu d? Yu met a little puppy幼犬 abandned被拋棄的 n the rad, sick and helpless. What wuld yu d? ……...
Wrk with yur teammates, imagine a scene, act it ut with yur partner and then write it ut by using what we have learned tday.
Step5 shw yur creativity. (learn t create tasks根據(jù)所學(xué)自己編題)
Yu failed an imprtant exam and felt sad. What wuld yur best friend d?
As sn as I learned the result, I felt the wrld came t an end. Feeling extremely sad, I culdn‘t help but burst ut crying n my seat. Tears rlling dwn my face uncntrllably, I was ttally absrbed in my miserable wrld when my desk mate nticed me. She came ver and asked me what happened in a gentle vice. Hwever, I was just t sad t say anything. She sat silently beside me, ffering tissues紙巾 patiently. Finally I managed t cntrl myself and tld her that I failed the exam. She cmfrted, “ I believe yu. Yu are always excellent, and yu are always a rle mdel t me. Yu can prve yurself next time.” Her wrds seemed t have magic pwer, which made me feel calm and regain my cnfidence. I hugged her tightly t shw my heartfelt gratitude. I als realized what a great friend she was!
Step 6 make a summary f this class and give cmments n ur classmates.
Task1: remember useful expressins and reflect： ①what have yu learned in this class? ② can yu apply these methds t yur writing in the future exams?Task2:chse ne f the scenes and try t describe it vividly by applying what we have learned during this class.(任選一個(gè)場(chǎng)景加以描寫) Scene 1 跳水救人 Henry jumped int the river and saved Rbert. Scene 2 在全班面前進(jìn)行演講 Tm gave a speech in frnt f the whle class.
形容詞：excited/angry/nervus/misty淚眼朦朧的/tearful眼淚汪汪的;jaw-drpping令人瞠目結(jié)舌的副詞：desperately / +情感類名詞：with delight/excitement/unwavering堅(jiān)定不移的 determinatinwith+身體部位：with ne’s sweaty hands/weather-beaten face 飽經(jīng)風(fēng)霜的臉with復(fù)合結(jié)構(gòu)：with ne’s heart beating/punding wildly; with hesitatin/excitement/sadness/regret written n ne’s face其他介詞短語：in a(n) sft/gentle/lw/excited/deep/quiet/lud vice；withut hesitatin;at a snail’s pace 蝸行，非常緩慢 like a cat n ht bricks如熱鍋上的螞蟻 with/have butterflies in ne’s stmach心里 忐忑不安的、七上八下的 n pins and needles 如坐針氈 like a happy bird 像一只快樂的小鳥
加入修飾詞，如副詞，介詞短語，使動(dòng)作更情緒化，從而使人物表達(dá)更鮮活
語言的優(yōu)美必須有語言的積累

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