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2023届高考英语作文备考：2022年新高考1卷真题读后续写 课件（12张ppt）
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这是一份2023届高考英语作文备考：2022年新高考1卷真题读后续写 课件（12张ppt），共12页。PPT课件主要包含了Setting，读故事，Happy，Determined，Hesitant，Admired，Surprised ，Frustrated，Detemined，续故事等内容，欢迎下载使用。
SPET+3C原则，是指S---setting (time, place, characters)P---pltE---emtinsT---themeC---cnflictsC---cluesC---characteristics f language
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。 It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute (路线) thrugh thick evergreen frest. I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children. He hesitated and then said he had decided nt t run. What was wrng? He had wrked s hard fr this event! I quickly searched the crwd fr the schl’s cach and asked him what had happened. “I was afraid that kids frm ther schls wuld laugh at him,” he explained uncmfrtably. “I gave him the chice t run r nt, and let him decide.” I bit back my frustratin (懊恼). I knew the cach meant well — he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward. David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger — that’s all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.注意：1. 续写词数应为 150 左右；2. 请按如下格式在答题卡的相应位置作答。We sat dwn next t each ther, but David wuldn’t lk at me.________________________________________ I watched as David mved up t the starting line with the ther runners._________________________________
Time---- the day f the big crss-cuntry runPlace---- the race spt (a place with thick ...)Characters:I---- a special educatin teacher f David’s schlDavid ----a ten-year-ld by with a brain disease; unable t walk r run like ther kids;rck frm side t side while walking
Plt & Emtins
Thugh unable t walk r run like ther kids, David was treated equally as a regular kid and usually lived a happy life in the schl.He decided t take part in the crss-cuntry run and practiced very hard, never missing a single practice, thugh he was always finished his run lng after the thers.He was asked t decide by himself whether t run r nt n the run day because the cach was afraid he was laughed at by the kids frm ther schls. He was standing by himself ff the side by a fence but his usual big tthy smile was absent.
Depressed / Lst and dwn
As a special educatin teacher, I was familiar with the challenges David faced and was prud f his strng determinatin.I fund David standing alne by a fence, nt warming up and walking the rute like ther runners befre the race. I asked his cach and learned the reasn. After making sure David culd run if he wanted, I turned t find him cming twards me.
Cnflicts1. 最终David参加比赛了吗？是什么让他改变了主意？2. 比赛过程中，其他学校的孩子嘲笑David了吗？为什么有或没有嘲笑他？
读后续写一般都用正能量结尾。所以其他学校的孩子们应该没有嘲笑David，反而会很敬佩他，会为他的身残志坚和不畏困难坚持到最后的精神而鼓掌。
-----所以根据事情的发展顺序和所给的首句，Cnflict 1 就是第一段要解决的内容，第二段就解决Cnflict 2.
Clues----首句线索
Para1:We sat dwn next t each ther, but David wuldn’t lk at me.Para2:I watched as David mved up t the starting line with the ther runners.
What did I decide t d?What and hw did I say t him then, making him determined t run?
----I managed t persuade David t jin in the race.
----Thugh David finished the run lng after the ther children, he was admired and respected by ther kids.
Clues ---- 原文线索
1. His usual big tthy smile was absent tday.2. After making sure ..., his small bdy rcking frm side t side as he swung his feet frward.3. He always participated t the best f his ability in whatever they were ding.4. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish.5. ..., I was familiar with the challenges DAvid faced and was prud f his strng determinatin.
比赛结束时，受到在场师生的鼓励和钦佩甚至尊敬，David很可能有这个表情。
可以用来描述David赛跑时的样子----动作描述
两个always的部分可以用来描述David在比赛时的结果：他不可能跑赢别人，但仍坚持跑完全程。这可能是有些同学容易忽视的地方。
此处是我能够成功鼓励David参加越野赛跑的基础。所以续写第一段时可以参照此句。
这是David最令人敬佩的品质，也应该是“我”说服他参赛的关键点。
原文中哪些句子可用作原文线索？
特定的人物在特定的时间和地点做出特定的事情，说特定的话语，有特定的情感，这些特定的因素是有内在联系的，即有它特定的逻辑关系。所以在续故事的细节时，细节必须合乎原文中的时间地点等背景信息所设定的逻辑；也要合乎主要人物的身份逻辑；这也是读后续写内容上的协同发展。此文中围绕David是否参加这次越野赛的关键是：他特殊的走路和跑步的姿势可能会引起不熟悉他的人的嘲笑，会伤害到他，所以教练让他自己决定。而他平时的惯常做法就是这里的伏笔，可作为原文线索在续写中复现。“我”作为学校的一个特殊教育老师，又对他的困境和平常的表现很熟悉，还对他的身残志坚倍感骄傲，所以在比赛中前夕，我才会很关注他，并能成功鼓励他勇敢面对挑战，超越自我。
Characteristics f the language
原文语言通俗易懂，长短句结合，包含简单句，并列句和复合句（三大从句都有出现）；非谓动结构正在文中也被灵活运用；还含有少量直接引语。词汇丰富，衔接自然。续写时考虑语言特点的协同统一，可以使用高级句式。
SPET+3C原则，是指S---setting (time, place, characters)P---pltE---emtinsT---themeC---cnflictsC---cluesC---characteristics f language
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。 It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute (路线) thrugh thick evergreen frest. I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children. He hesitated and then said he had decided nt t run. What was wrng? He had wrked s hard fr this event! I quickly searched the crwd fr the schl’s cach and asked him what had happened. “I was afraid that kids frm ther schls wuld laugh at him,” he explained uncmfrtably. “I gave him the chice t run r nt, and let him decide.” I bit back my frustratin (懊恼). I knew the cach meant well — he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward. David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger — that’s all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.注意：1. 续写词数应为 150 左右；2. 请按如下格式在答题卡的相应位置作答。We sat dwn next t each ther, but David wuldn’t lk at me.________________________________________ I watched as David mved up t the starting line with the ther runners._________________________________
Time---- the day f the big crss-cuntry runPlace---- the race spt (a place with thick ...)Characters:I---- a special educatin teacher f David’s schlDavid ----a ten-year-ld by with a brain disease; unable t walk r run like ther kids;rck frm side t side while walking
Plt & Emtins
Thugh unable t walk r run like ther kids, David was treated equally as a regular kid and usually lived a happy life in the schl.He decided t take part in the crss-cuntry run and practiced very hard, never missing a single practice, thugh he was always finished his run lng after the thers.He was asked t decide by himself whether t run r nt n the run day because the cach was afraid he was laughed at by the kids frm ther schls. He was standing by himself ff the side by a fence but his usual big tthy smile was absent.
Depressed / Lst and dwn
As a special educatin teacher, I was familiar with the challenges David faced and was prud f his strng determinatin.I fund David standing alne by a fence, nt warming up and walking the rute like ther runners befre the race. I asked his cach and learned the reasn. After making sure David culd run if he wanted, I turned t find him cming twards me.
Cnflicts1. 最终David参加比赛了吗？是什么让他改变了主意？2. 比赛过程中，其他学校的孩子嘲笑David了吗？为什么有或没有嘲笑他？
读后续写一般都用正能量结尾。所以其他学校的孩子们应该没有嘲笑David，反而会很敬佩他，会为他的身残志坚和不畏困难坚持到最后的精神而鼓掌。
-----所以根据事情的发展顺序和所给的首句，Cnflict 1 就是第一段要解决的内容，第二段就解决Cnflict 2.
Clues----首句线索
Para1:We sat dwn next t each ther, but David wuldn’t lk at me.Para2:I watched as David mved up t the starting line with the ther runners.
What did I decide t d?What and hw did I say t him then, making him determined t run?
----I managed t persuade David t jin in the race.
----Thugh David finished the run lng after the ther children, he was admired and respected by ther kids.
Clues ---- 原文线索
1. His usual big tthy smile was absent tday.2. After making sure ..., his small bdy rcking frm side t side as he swung his feet frward.3. He always participated t the best f his ability in whatever they were ding.4. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish.5. ..., I was familiar with the challenges DAvid faced and was prud f his strng determinatin.
比赛结束时，受到在场师生的鼓励和钦佩甚至尊敬，David很可能有这个表情。
可以用来描述David赛跑时的样子----动作描述
两个always的部分可以用来描述David在比赛时的结果：他不可能跑赢别人，但仍坚持跑完全程。这可能是有些同学容易忽视的地方。
此处是我能够成功鼓励David参加越野赛跑的基础。所以续写第一段时可以参照此句。
这是David最令人敬佩的品质，也应该是“我”说服他参赛的关键点。
原文中哪些句子可用作原文线索？
特定的人物在特定的时间和地点做出特定的事情，说特定的话语，有特定的情感，这些特定的因素是有内在联系的，即有它特定的逻辑关系。所以在续故事的细节时，细节必须合乎原文中的时间地点等背景信息所设定的逻辑；也要合乎主要人物的身份逻辑；这也是读后续写内容上的协同发展。此文中围绕David是否参加这次越野赛的关键是：他特殊的走路和跑步的姿势可能会引起不熟悉他的人的嘲笑，会伤害到他，所以教练让他自己决定。而他平时的惯常做法就是这里的伏笔，可作为原文线索在续写中复现。“我”作为学校的一个特殊教育老师，又对他的困境和平常的表现很熟悉，还对他的身残志坚倍感骄傲，所以在比赛中前夕，我才会很关注他，并能成功鼓励他勇敢面对挑战，超越自我。
Characteristics f the language
原文语言通俗易懂，长短句结合，包含简单句，并列句和复合句（三大从句都有出现）；非谓动结构正在文中也被灵活运用；还含有少量直接引语。词汇丰富，衔接自然。续写时考虑语言特点的协同统一，可以使用高级句式。
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