深圳市一模英语读后续写讲解课件高三英语二轮专题复习

ThePowerofTruth（坚持真相）第二节读后续写（满分25分）阅读下面材料，根据其内容和所给段落开头语续写一段，使之构成一篇完整的短文。Inourweeklystaffmeeting,oureditorAshleywasnotpleasedwiththequalityofourreporting.“Ourreadershipiswaydown.WeneedbetterstoriesforthisThursday’sschoolnewspaper.Doesanybodyhaveanyideas?Shesaid.IhandedhermyarticleaboutourbasketballteambeatingDeerfieldHighSchoolthepreviousnightbyonepoint.“Sportsstoriesarefun,”shesaid,“butnotgoodenoughforthefrontpage.Weneedsomethingtoreallygetpeople’sattention.Afterourmeeting,weleftthenewsroomtogetherandheardsomeonescreaming,“Perryismissing!”Perrywasabigredparrotandhadbeenourschoolmascot(吉祥物)fortenyears.Heplayedanimportantroleinstudents’livesbothinandoutofclass.Hehadalsobeenaconstantpresenceatschoolevents,inspiringasenseofunityamongstudents.EveryonegatheredaroundPerry’semptycage,heartbroken.Suddenly,astudentfromthecrowdcameoverandshowedmeaphoto.“You’reareporterfortheschoolpaper,right?Ihappenedtotakethisyesterday,”hesaid.InthephotowasaDeerfieldHighSchoolbasketballplayerwithsomethinglargehiddenunderhisshirtaroundthesizeofaparrot.“HemusthavestolenPerrytogetbackatusforwinningthegame!”Ashleycried.Wehurriedbacktothenewsroom,agreeingtorunthephotoonthefrontpagewiththeheadline“DeerfieldStealsPerry.”“Thisisjustthestoryweneed.Everyonewillreadit,”Ashleysaidconfidently.Aftersheleft,Itookacloserlookatthephoto.Theclockinthebackgroundread4:15pm,butourgameagainstDeerfieldhadn’tstarteduntil4:30pm.WhywouldtheboyhavetakenPerrybeforeweevenplayed?Anuneasyfeelingcameovermethatwemighthavefalselyaccusedsomeone.IwenttoPerry’susualcaretakertoaskifheknewPerrywasmissing.“He’snotmissing.He’sretired.He’sreadyforsomequieterdays,”hesaid.Learningthetruth,IimmediatelytoldAshleyandsuggestedwritingastorytosaygoodbyetoPerry.

Part1TextanalysisandAppreciation【写作任务分析】

该写作任务围绕“我”对真相的坚持，从而使得Ashley从急功近利、混淆事实到尊重真相、传递正能量转变，创设了人与自我、品质锤炼、社会责任的主题语境，传递互帮互助，相互影响，共建良好社会秩序的价值观。该写作任务注重引导学生分析原文中的伏笔与协同现象，通过文本信息锚定主题导向，通过段首句衔接确定写作范畴。更为可贵的是，本文具有深厚的社会现实性，反映了当今社会假新闻频发，新闻失实愈演愈烈，其背后的原因或许是素养缺乏下的情绪先行，价值观歪曲下的“流量为王”，该选题贴合当代高中生的现实生活与未来发展。综合来看，本题主要渗透了四种核心能力：强大的文本理解能力、敏锐的情感共鸣能力、丰厚的生活回归能力、适切的逻辑衔接能力，引导学生在故事发展中体现逻辑推理和情感转变，从而使得写作内容更加连贯和自然。整体而言，这是一个高质量的写作任务，能够激发学生的思维深度和情感表达，促使他们在写作过程中全面发挥自身能力。

Step2:Readforlanguages语言协同1、用词相仿：全文的动词时态主要以一般过去时为主，动词较多，文章动感强，如倒数第二段，动词的连贯性体现出Ashley的人设。形容词和副词较少，语言相对较为平实。2、句式相近：句式比较丰富，但没有特别难的结构，符合主人公学生身份的语言特点，不简单也不繁复。

3、修辞相似作者运用拟人的手法，凸显Perry的重要性。从侧面解释说明Ashley急于利用Perry吸引读者。4、语气相通文章第一段的设问一方面给读者留下悬念，另一方面也表达了Ashley对goodstory的渴望和无奈。HemusthavestolenPerrytogetbackatusforwinningthegame!这一句用了感叹号，强烈的语气表达了Ashley的兴奋之情。同时这“盖棺定论”的口吻也和下文的真相形成明显对比，为主题作铺垫。Step3:Readforcluesandcharacters内容协同(原文1)Inourweeklystaffmeeting,oureditorAshleywasnotpleasedwiththequalityofourreporting.“Ourreadershipiswaydown.WeneedbetterstoriesforthisThursday’sschoolnewspaper.Doesanybodyhaveanyideas?”shesaid.IhandedhermyarticleaboutourbasketballteambeatingDeerfieldHighSchoolthepreviousnightbyonepoint.“Sportsstoriesarefun,”shesaid,“butnotgoodenoughforthefrontpage.Weneedsomethingtoreallygetpeople’sattention.

(原文2)“HemusthavestolenPerrytogetbackatusforwinningthegame!”Ashleycried.Wehurriedbacktothenewsroom,agreeingtorunthephotoonthefrontpagewiththeheadline“DeerfieldStealsPerry.”“Thisisjustthestoryweneed.Everyonewillreadit,”Ashleysaidconfidently.

(原文3)Aftersheleft,Itookacloserlookatthephoto.Theclockinthebackgroundread4:15pm,butourgameagainstDeerfieldhadn’tstarteduntil4:30pm.WhywouldtheboyhavetakenPerrybeforeweevenplayed?Anuneasyfeelingcameovermethatwemighthavefalselyaccusedsomeone.IwenttoPerry’susualcaretakertoaskifheknewPerrywasmissing.“He’snotmissing.He’sretired.He’sreadyforsomequieterdays,”hesaid.Learningthetruth,IimmediatelytoldAshleyandsuggestedwrit