师者引导英语读后续写-高三英语上学期一轮复习

续写思路：遭遇困难（学业不顺、交友困难、家境贫困、突发事故）→→→伸出援手（老师、长辈）情况改善（措施、改变）升华主题（感谢、感悟）“学校一—师者引导〞“学校一师者引导〞的一个重要预设情节是学生在学校中遇到的一些困难，如学习上落后、自我认知失调（自牛、意志消远、缺乏进取心)、人际关系上和他人相处不愉快，或是生活上的挫折（家庭重大变故，经济困难）等；续写情节中通常是受到了老师或长辈的帮助后，情况得到改善，最后表示感谢和表达感悟。续写情节中，在描写具体的帮助方法或是最终情況的改善时，通常可以对应预设情节中所遇困难的细节来展开。在处理学校生活中遇到的问题时，常见的措施有：语言上，师长可以找同学谈心（conversation），表扬鼓励学生(praiseandencouragement)，使其重拾自信心，为克服困难做好情绪保障。行动上，针对具体问题，师长提供相应的帮助。若学习上遇到因难，可提供铺导或传授学习方法(tutororsharestudyingmethods)；若家庭生活中遇到困难，可走访家庭(a

homevisit)，提供物质上的帮助（materialhelp）等。Yearsago,mydaughterHopewasinafourth-gradeclasswithagroupofchildrenintheneighborhood.MostofthechildreninHope'sclasshadatleastoneparentworkinginafactory.Hopelovedherclassandoftentoldmestoriesofherclassmates,includingaboynamedRobertwhowasintroublealot.Healwaysstoodinthecornerforpoorbehaviorinclass.Ivolunteeredtoactas"theclassroommom",meaningbringingsnacksandplanningpartiesandspecialoutingsforherclass,eventhoughIworkedfull-timeasasocialworker.OnedayIsawRobertstandinginthecornerandaskedtheteacherifhecouldjoinourMother'sDayparty.Sherefused,sayingheneededtolearnalesson.Iwasn'tsurewhathehaddonetomaketheteacherplacehiminthecorner,butIfeltsadforhimasweatecakesandplayedgameswhilehecontinuedtofacethecorner.Aftertheparty,IaskedHopewhatwaswrongwithRobert.“Itseemedthathewenttoschoolonlyforbasketball.Hedidn'tlistentoourteacherinclassandhetalkedback.Ifyouwerehismother,Ibethewouldn'ttalkback,”Hopesaid.IknewRobert'smotherworkedlonghoursinthepaper-makingfactory.Iknewshewasagoodwoman,whofoundithardtocareforherfourchildrenalone.Shetriedherbest,butIwassurethereweredayswhenshefelthopelessandwasunabletomanageit.HopesaidRobertoftengotangryinclasswhenhedidn'tknowtheanswertoaquestionandcouldn'treadaswellastheotherchildren.Hope'swordsstruckmeandmademethinkaboutwhetherIcouldhelpRobertonaone-to-onebasis.HisteacherallowedmetocometwodaysaweekduringmylunchbreakandhelpRobertwithreading.Wereadsecond-grade-levelbooks,thehighestlevelhecouldmaster.Slowlyhebegantomasterthesebooks,almostenjoyingthem.

Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.

典例故事模型分析本篇读后續写中，预设情节提到Robert在校的主要问题—一上课注意力不集中、顶嘴、回答不上问题时恼羞成怒、阅读能力只能达到2年级水平。续写情节中描写Robert在“我”的帮助下所取得的进步就可以和问题一一对应，即：“上课注意力不集中”→“顶嘴、回答不上问题时恼羞成怒”→“阅读能力只能达到2年级水平”→预设情节中的人物除了“我”和Robert之外，还有Hope，以及学校的老师，在续写情节中，可以加人这些人物的情感或动作来推动故事的发展。切忌再凭空捏造其他不重要的人物。“思维更灵活，上课更专注”；“因课堂认真并正确回答问题而受到老师的表扬”“阅读能力提升到4年级水平”1）由第一段首句内容“Slowlyhebegantomasterthesebooks,almostenjoyingthem.（慢慢地，他开始掌握这些书里面的内容，而且几乎喜欢上了。）”可知，第一段应该主要描写Robert在作者的帮助下取得进步的具体表现。同学们可以尝试着思考以下问题：Q1:HowdidRobertbehaveinclassnow？（对照预设情节中badbehavior的三点表现来思考）Q2:Howdidtheteacherencouragehim?03：WhatprogressdidRobertmakeinreading？（对照预设情节中他原来的readingability来思考)Q1:HowdidRobertbehaveinclassnow？（对照预设情节中badbehavior的三点表现来思考）Q2:Howdidtheteacherencouragehim?03：WhatprogressdidRobertmakeinreading？（对照预设情节中他原来的readingability来思考)Hebegantomasterthesebooks,almostenjoyingthem.Hewasmorefocusedinclass.Hebegantomakebigprogress.Theteacherpraisedhimandaskedhimtocontinuewithhisefforts.Hecouldanswertheteacher'squestioncarefullyandcorrectly.Slowlyhebegantomasterthesebooks,almostenjoyingthem.Beingmoreflexibleinthinkingandmorefocusedinclass,hemanagedtomakebigprogress.AccordingtoHope,Robertalmostturnedintoadifferentperson,whocouldanswertheteacher'squestioncarefullyandcorrectly.Theteacherpraisedhimandaskedhimtocontinuewithhisefforts.Inourfollowingreadingtaskduringlunchtime,Roberthappilysharedhisideasandrequestedtobegivenmorebooks.Afterthatday,IraisedthelevelofreadingtoGrade3andGrade4,muchfasterthanIexpected.2）由第二段首向内容“Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.（四年级结束时，Robert和他的同学参加了期未考试。）”可知，第二段可描写Robert觉得他在考试中表现很好，来作者家里感谢作者。同学们可以尝试着思考以下问题：Ql:WhatnewsdidRobertbringme？（往正向结局的方向思考)Q2:WhatdidIdotoencouragehim?Q3:Howdidhereacttomyencouragement?04:Whatwasmythinkingintheend?Ql:WhatnewsdidRobertbringme？（往正向结局的方向思考)Q2:WhatdidIdotoencouragehim?Q3:Howdidhereacttomyencouragement?04:Whatwasmythinkingintheend?Hetoldmethathethoughthedidwellintheexam,muchbetterthanbefore.Ipattedhimonhisshoulderandsaidwithasmile,"Youareacleverboy.Iknowyoucanmakeit,notjustinlearning."Withablushflashingonhisface,hecameforwardandhuggedme,sayinggently,"Thankyou,thankyou..."Iknewthischildwouldhaveapromisingfuture,nomatterwhattheresultoft