2022届全国新高考英语备考复习读后续写师生情课件

2022届全国新高考英语备考复习

读后续写师生情2022届全国新高考英语备考复习

读后续写师生情1Ihavebeenintheteachingprofessionmorethanthirtyyears,andoneofthebestteachersIhaveeverknownwasMr.Rowe.Iwasluckyenoughtoco-teachfourthgradewithhim.Mr.RowehadinfinitepatienceandunderstandingandIlearnedsomuchfromhim.Hecouldperformmiracles,liketheoneheperformedwithSteven,oneoftheunhappiestkidsIhadeversaw.Stevencouldn’tstandschool.Hedidn’tlikethekidswhoraisedtheirhandsandknewalltheanswers,andmostimportantly,hedidn’tlikehimself.

ThefirstdayhewalkedintoMr.Rowe’sclassroom,heignoredtheotherstudents,lookingangryandannoyed,andslidintohischair,knockingacoupleoftextbooksontothefloor.Mr.RowewalkedovertohimandtouchedSteven’sshoulder,butStevenpulledaway.Nevertheless,Mr.Rowewelcomedhim,“Hi,Steven.I’mhappyyouareinmyclass.Wearegonnahaveagreatyear.StevenlookedaroundtheroomasifMr.Rowemustbemistaken.NoteacherinhisrightmindwouldwantSteventobepartofhisclassroom.So,whileMr.Roweseemedcheerfulandrelaxedthatdayofschool,itseemedthatStevenwasangryandconfused.Thatdayafterclass,Mr.RowechoseSteventopitch(投球)thekickballatbreak.“Hey,Steven,”Mr.Rowecommented,“Youaregoodatpitchingthings.Letmeshowyoumysecrettrick.“Mr.RowetaughtStevenoneofthetricksthatnotasinglekidcouldperform.Stevenlearnedfastanddidquitewell!Everyonecheeredforhim.Afterthekickball,StevensatasclosertoMr.Roweinclassashecould.Whenaquestionwasasked,Stevenlitup;heknewtheanswer!Heraisedhishands.Whenheansweredthequestionhisvoiceshook.However,hegottherightanswer!Hesaid,withMr.Rowe,hisdaysoffourthgradepromisedwonderful.Thatisnotsosaythateverydaywentsmoothly,butitwasevidentthatStevengrewtoloveMr.Rowemoreandmorewitheachpassingday.Para.1:Timepassedquicklythatyear,andbeforeweallknewit,itwasthelastdayofschool._______Para.2:Manyyearslater,Mr.RoweandIweresurprised_____________________________________Ihavebeenintheteachingpr2构思情节时要注意1.围绕主角（Steven和Mr.Rowe），紧扣主题（师生情谊，老师对学生的影响），抓住主线（师生之间的互动），设计和描写主角之间互动的场景，以此凸显师生情谊之深。动作描写、情绪等细节描写相结合；2.不随意增添新的角色（原文中没有任何提及过的角色不能加），不改变每一段的故事背景（如：第一段写最后一个上学日里发生的故事；第二段写多年以后发生的故事）；3.减少对白或啰嗦的背景；对故事的主旨有意义的内容，可以用简洁的直接引语写出来（如：Patientlyandproudly,heexplainedtoushowhemadeasuccessofhimselfthroughyears’efforts.Then,inatoneofsincerity,hesaid,“Mr.Rowe,Iowemysuccesstoyourdefinitepatienceandunderstanding.”Hearingthis,

Mr.Rowesmiledandnoddedknowingly.）；4.矛盾集中化（集中写体现师生情谊深的场景），用衬托（Students迫不及待要回家而Steven不愿离去）构思情节时要注意3Para.1:Timepassedquicklythatyear,andbeforeweallknewit,itwasthelastdayofschool.描写离开学校时Steven对Mr.Rowe的依依惜别之情。Para.2:Manyyearslater,Mr.RoweandIweresurprised…再见Steven的时候，看到Steven巨大的变化（成功的商人，为学校捐赠；成为运动员；再回学校应聘教师，回报Rowe先生对他的关爱和教育等）心里非常欣慰，感慨教育能够创造奇迹（主题的升华）。Para.1:Timepassedquicklyt4Thebellrang,indicatingthebeginningofthelong-awaitedvacation.Inundisguisedexhilaration,studentshastily

packedtheirbagsanddashedoutoftheclassroom.铃响了，预示着期待已久的假期开始了。在毫不掩饰的兴奋中，学生们匆匆收拾好书包，冲出教室。Drizzlefloatingintheairasaterminationofpreciouscampuslife,thewholeclasswereenvelopedinthesorrowfulpartingatmosphere.

小雨飘在空中，结束了宝贵的校园生活，全班同学都沉浸在悲伤的离别气氛中。

Thebitternessofunwillingdeparture

pervadingtheair,//Thesorrowofforthcomingseparationdescendingontheclassroom,

groupsofstudentsapproachedtheirteacherswithbunchesofbloomingrosesinhandstobidlastfarewellandextendearnestgratitude.空气中弥漫着不愿离去的苦涩，//即将离别的悲伤笼罩着教室，一群群学生手捧一束盛开的玫瑰走向老师，向他们道别，表达诚挚的谢意。Thebellrang,indicatingthe5Withtheend-of-termbellechoingintheair,everyonebutStevenstoodupinlineandhuggedMr.Roweonebyonetoexpresstheiraffectionateappreciation.学期结束的钟声在空中回荡，除了史蒂文，每个人都站起来，一个接一个地拥抱罗先生，表达他们深情的感激之情。ThewholeclasswereimmersedinthebubblingraptureoftheupcomingholidaywhileStevensatmotionlesslyinthecornerwithheaddrooping,whoseemedtheonlyoneexcluded

fromtheholidaydelight.全班同学都沉浸在即将到来的假期的兴高采烈之中，而史蒂文却一动不动地坐在角落里，低着头，似乎是唯一一个被排除在节日快乐之外的人。Thoughsurroundedbystudentssoakedintears,Mr.RowenoticedStevencurleduponthechairwithasealedmouthandblood-drainedface.

尽管周围都是泪流满面的学生，罗伊还是注意到史蒂文蜷缩在椅子上，紧闭着嘴，面无血色。Withtheend-of-termbellecho6Arippleofexcitementattheupcomingholidayswent

throughthestudents,exceptSteven,whostoodinthebackoftheclassroom,speechlessandmotionless,seeminglyattemptingtoholdback/suppresstheoverwhelmingemotions.即将到来的假期让学生们兴奋不已，除了史蒂文，他站在教室后面，一言不发，一动不动，似乎想要控制住自己无法抑制的情绪。Studentswereimmersedin

theexhilarationoftheimminentvacation,exceptSteven,whosatmotionlessly,

restedhischininthehands

andgazedattheblackboardblankly,reminiscingabout

thepastyearwithMr.Rowe.学生们沉浸在即将到来的假期的喜悦之中，只有史蒂文一动不动地坐着，双手托着下巴，茫然地盯着黑板，回忆着和罗先生一起度过的一年。Arippleofexcitementatthe7Inchinghiswayinsideourofficerestlessly,hetookhesitantstepstowardsMr.Rowe.Hesitantandtense,StevenconstantlyplayedwithhisfingersandsneakedapeekatMr.Rowefromtimetotime.Chokedwithsobs,hestoodnailedtothespotbesideMr.Rowe,

thoroughlytorturedbytheutterreluctanceofbeingseparatedfromhim.Drownedinthesorrowofdepartureand

eludingeyecontactwithMr.Rowe,Steven

stumbledoverhisword,“Thanksforallyourlovingcare,Mr.Rowe.”However,Stevensatmotionlesslyinthecornerwithhisheaddrooping.SceneaftersceneoftheunforgettableexperiencewithMr.Rowecamefloodingin,onlytodeepenthebitternessoftheupcomingdeparture.Inchinghiswayinsideouroff8Hisfaintvoicegraduallyfadedintoslightsobs,deeplypenetratingmyheartlikeasharpneedle.他微弱的声音渐渐变成了轻微的呜咽，像一根锋利的针一样深深地刺入我的心。Hismoistenedeyesbrimmingwithmelancholytears,StevenraisedhisquiveringarmstogiveMr.Roweapassionateembrace,expressinghisappreciationforMr.Rowe‘spurekindness.Pausingforawhilewithtearsofsadness

spinninginhiseyes,Steven

squeezedoutasentencewhichsoundedlikeamurmur,“Thanksforshapingmeintoabetterman.”ItwasStevenwho

pacedinafteramomentaryhesitationashiseyeswerebrimmingwithcrystaltears.DeterminedtoexpresstheappreciationforMr.Rowe’skindness,heaccelerated/quickenedhispaceforward,an

elaborategifttightlyclutchedinhands.史蒂文犹豫了一会儿，眼睛里噙满了晶莹的泪水，他走了进来。为了表达对罗先生好意的感激之情，他加快了脚步，手里紧紧攥着一份精心制作的礼物。Hisfaintvoicegraduallyfade9Stevesat

inthechairaloneand

castasadlookatus,his

puffyeyesbrimmingwithbittertears.Afterbiddingfarewelltohisbelovedstudentsonebyone,Mr.RowespottedSteventrudgingtowardshimhesitantly.Heartthumpingfiercelyinside,Stevenraisedhishead,gazedatMr.Rowewithemotionaleyesreflectingprofoundgratitude.在一个接一个地和他心爱的学生道别后，罗先生发现史蒂文步履蹒跚地向他走来，显得有些犹豫。史蒂文的心怦怦直跳，他抬起头，深情地注视着罗先生，眼里流露出深深的感激之情。AtthesightofthemelancholyonSteven’sface,Mr.Rowecameuptohim,stooped/crouched

downandpattedhisshoulder.“What’sup?”askedMr.Roweinatoneoftendersolicitude.看到史蒂文愁容满面，罗先生走到他跟前，弯下腰来拍拍他的肩膀。“怎么了？“罗先生用温柔而关切的口吻问道。Mr.Roweheldhiminatenderembrace,andconsoledhimwithasmilingface.罗先生温柔地抱住了他，并微笑着安慰他。Stevesatinthechairalonea10Timehadleftsometracesonhisface,convertinghimintoamature,gentleandconfidentman.岁月在他脸上留下了痕迹，把他变成了一个成熟、温柔、自信的人。Everythingchangedwiththepassageoftime,especiallythemournful/melancholyandfurious/hostile

expressiononSteven’sfaceevaporatedwithouttrace,replacedbyconstantsmileandoptimism.随着时间的推移，一切都变了，尤其是史蒂文脸上悲伤/忧郁、愤怒/敌意的表情消失得无影无踪，取而代之的是持续的微笑和乐观。Whatamazedmewasnotonlyhisunrivalledachievementsinbaseballasapitcher,butalsohisdecentbehaviorandintimatetemperament,withouttheslightesttraceofhispast.令我惊讶的不仅是他作为一名投手在棒球运动中取得的无与伦比的成就，还有他那没有一丝过往痕迹的得体举止和亲切气质。Intoourofficecameadecentgentlemandressedinawell-tailoredsuit,radiantwithconfidenceandoptimism.一位体面的绅士走进我们的办公室，他穿着一套剪裁考究的西装，自信而乐观，容光焕发。Timehadleftsometracesonh11WhatcontributedtothiseducationalmiraclemustbeMr.Rowe’sunconditionallove,mutelymeltingtheice

thathadoncefrozenanindifferentheart,andpassionatelyilluminating

thesoulthathadbeenburiedinthesuffocatingsolitude.Peoplewholackloveandconfidencesometimesneedaray

ofsunlighttodispelthehazewhichhinderstheirabilitytobreakthrough.Andforsure,Mr.Rowewasthatsunlight.Inhiseyes,whichweresparklingwithnomorehatebutmerriment,Iwitnessedthetransformationmadebyinfinitepatienceanddeepunderstanding.Irealizedtheencouragements’magicalpowerinsavinganisolatedsoulandreconstructingaperson’slife.TheselflessloveofMr.Rowewasengraved/etched

deeplyon

myheart.我意识到鼓励的神奇力量，拯救一个孤立的灵魂，重建一个人的生活。罗先生的无私之爱深深地铭刻在我的心中。Whatcontributedtothiseduca12Timepassedquicklythatyear,andbeforeweallknewit,itwasthelastdayofschool.Occupiedwithourwork,itwassometimebeforewetooknoticeofatremblingfigureatthedoor,whosteppedforwardandrevealedhimselftobeSteven.Withbloodrushingtohisface,hestuffedtworoughlywrappedpresentsintoourhandsbefore

timidityevidentlygotbetterholdofhim,andthenhepulledhisarmshastilyaway.Mr.Roweraisedhiseyebrowsinastonishment,butaknowingsmileflickeredacrosshisface

ashestoopeddowntoholdhiminatenderembrace.Thescene,whichdrewawonderfulclosetothatyear,wasmylastmemoryoflittleSteven.Manyyearslater,Mr.RoweandIweresurprised.Onabrightmorning,theofficedoorwasgentlypulledopen.Insidecameaneatly-dressedgentlemanwhoworeagrinofraptureandconfidence.“I’mback,Mr.Rowe.”saidStevencheerfully,whothrewhimselfintoMr.Rowe’sarmsandhuggedhimtightly.Themomentwhentheygazedateachotherandgrinnedfromeartoeardeeplytouchedme.Itdawnedonmethatthemagicalpowerofateacher’scareandpatiencecouldtrulysaveanisolatedsoulandreconstructaperson’slife.Timepassedquicklythatyear,13Timepassedquicklythatyear,andbeforeweallknewit,itwasthelastdayofschool.Theend-of-termbellrang,indicatingthebeginningofthelong-awaitedvacation.Inundisguisedexhilaration,students

hastily

packedtheirbagsanddashedoutoftheclassroom,exceptSteven,whogazed

blanklyatothers,hiseyesfulloftears.Seeingthis,Mr.Rowecameuptohim,croucheddownandaskedinatoneoftendersolicitude,“What’sup?”Throughstifledsobs,Steventoldhimthathewouldtransfertoanotherschool.“Idon’twanttoleaveyou,”heexclaimed,flinginghisarmsaroundMr.Rowe,whopattedhisbackgentlya