高一英语下学期读后续写讲评师生关系课件

读后续写阅读下面材料，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。①Tylerwasenrolledin报名参加，入学

myseniorclassforaterm.Hehadimpulse-control(冲动控制)andanger-managementissues.Hehadbeensuspended(停课)manytimesinpreviousyears.Whenheenteredmyclass,Ithoughttheworst.②Tylersatinthebackrow.EverytimeItalkedtotheclass,Iwouldaskstudentsquestions,callingthembyname.Unfortunately,everytimeIcalledonTyler,hewouldrespondwithajoke.Ifhegotananswerwrong,hewouldbecomeangry.③Aboutamonthintotheyear,IwasstilltryingtoconnectwithTyler.Icanusuallygetstudentsinvolvedin投入classdiscussionsoratleasthavethemsitquietlyandattentively(专心地).Bycontrast(相比之下),Tylerwasoftenloudandsometimesrude.④Hehadbeeninsomuchtroubleovertheyears.Heexpectedhisteacherstoknowabouthispast:abouthowmanytimeshehadbeensenttotheofficeorsuspendedfromschool.Ihadfoundthatthesesortsofreferrals(移交)werenotveryeffectiveandthathewouldreturnfromtheofficebehavingworsethanbefore.主句，非谓语（ing）⑤Oneday,Tylerwastalkingover打断某人讲话；在别人说话时插嘴mewhileIwasteaching.Istoppedmylessonandsaid,“Tyler,whydon’tyoujoininourdiscussioninsteadofhavingoneofyourown?”Withthat,hegotupfromhischair,pusheditoverandyelledsomething.Ican’trememberwhathesaidotherthan除了thatheincludedsomeimpolitewords.IsentTylerstraightto直接送往theoffice,andhereceivedaweek’ssuspension.⑥Tothispoint,thiswasoneofmyworstteachingexperiences.Tyler’sangerwasalmosttoomuchforme.TheweekwhenTylerwassuspendedfromschoolwasawonderfultime.However,thesuspensionweekwouldsooncometoanend结束,andIwasfearfulof害怕hisreturn.⑦OnthedayofTyler’sreturn,Istoodatthedoorawaitinghim.Atlasthecame,walkingwithhishandsinhispockets.

Iapologizedforthequarrel争吵thatwehadinthemiddleofclass,finallybreakingtheice打破僵局.动作链：主语+谓1，谓2and谓3主句，非谓语（ing）主句，现在分词作结果状语（自然而然的结果-ing）读后续写Asparkofsurpriseflashedacrosshisface.…

Asparkof+情绪名词+flashedacrossone’sface某人脸上闪过一丝…情绪一、Captureconflictsinthestory.抓住冲突1.WhatkindofboywasTylerbefore?Hehadimpulse-control

and

anger-management

problems.Hewasoftenloudand

rude

inclass.Hehadbeen

suspended

fromschoolmanytimes.Whenever

hewascalledonorgotanswerswrong,hewouldbecome

angry.读后续写2.WhathappenedbetweenTylerandme?Oneday,TylertalkedloudlywhileIwasteaching.Iaskedhimtojoinintheclassdiscussionpolitely

(polite).Heflew(fly)intoanger,pushedhischairoverandshoutedrudewords.ThenIsenthimtotheoffice,andhegotaone-weeksuspension.读后续写3.WhatdidIdotodealwiththeconflictbetweenTylerandme?WhenTylerreturnedtoschoolafterthesuspension,Igreetedhimattheschooldoor,apologizing(apologize)forourquarrel,whichsuccessfullybroketheicebetweenus.读后续写读后续写原文：...Iapologizedforthequarrelthatwehadinthemiddleofclass,finallybreakingtheice.续写段：Asparkofsurpriseflashedacrosshisface.(Pillar1)(Pillar2)二、Setplotsbasedon2pillars,extendandpolishsentences.基于支柱定情节，提语言Conflict(specific)→Solution(logicandreasonable)→Ending(Inspiring)读后续写Pillar2:(Ending+direction)

(Inspiring)Q：Whatwillbetheendingofthestory?结尾：Tyler表现得像个好学生了。Hebehavedlikeagoodstudent.【详细版】Tyler在课上再也不行为不当了，并且积极参与我们的讨论。Tylerdidn’tmisbehaveinclassanymoreandparticipatedinourdiscussionactively.扩句：介词短语（在接下来的日子里）＋主句Inthedaysthatfollowed/Inthefollowingdays,Tylerdidn’tmisbehaveinclassanymoreandparticipatedinourdiscussionactively.读后续写升华：我意识到了理解的力量。Irealizedthepowerofunderstanding.【详细版】我从未想到理解可以产生这么大的影响。Ihadneverexpected“understanding”couldmakesuchahugedifference.扩句：主句＋同位语（它把我最糟糕的一次教学经历变成了最好的一次）Ihadneverexpected“understanding”couldmakesuchahugedifference—itturnedoneofmyworstteachingexperiencesintoperhapsthebestone.读后续写Pillar1:Event→Response（主角和配角：所见、所感、所做、所言）Asparkofsurpriseflashedacrosshisface.WhatdidTylerdo?（所做）Thenaughtyboyfrozethere.（freeze-froze-frozen）扩句：主句＋非谓语（那个淘气的男孩愣在那里，睁大眼睛盯着我。）Thenaughtyboyfrozethere,staringatmewithwideeyes.WhatdidTylerthink?（所想）Itwasclearthathehadneverheardanapologyfromateacherbefore.“ItisIwhoshouldsaysorry,”hemurmured（喃喃低语）,hisfaceburningwithshame.“Ishouldhavelearnedtocontrolmyself.”读后续写WhatdidIdo?（所做）Isteppedforwardandpattedhimonhisshoulder.扩句：With复合结构＋主句＋非谓语Withasmile,Isteppedforwardandpattedhimonhisshoulder,signaling（示意）tohimtogobacktohisseat.读后续写Sample:

Asparkofsurpriseflashedacrosshisface.

Thenaughtyboyfrozethere,staringatmewithwideeyes.

Itwasclearthathehadneverheardanapologyfromateacherbefore.“ItisIwhoshouldsaysorry,”hemurmured（喃喃低语）,hisfaceburningwithshame.“Ishouldhavelearnedtocontrolmyself.”Withasmile,Isteppedforwardandpattedhimonhisshoulder,signaling（示意）tohimtogobacktohisseat.Inthedaysthatfollowed,Tylerdidn’tmisbehaveinclassanymoreandparticipatedinclassdiscussions.Ihadneverexpected“understanding”couldmakesuchahugedifference—itturnedoneofmyworstteachingexperiencesintoperhapsthebestone.（108words）读后续写三、主题提炼人与自我（品行修养、情绪管理、师生相处、自我成长）写作立意：1.教育不止管教，更需理解与共情

2.正视青少年情绪问题，温柔引导胜过严厉批评

3.人际交往中主动退让、真诚沟通能化解矛盾

4.叛逆少年内心渴望被尊重、被善待读后续写四、巩固提升

（1）Asparkofsurpriseflashedacrosshisface.Neverhadheimaginedthat（他从未想过）histeachershouldhaveapologizedtohim.Frozenthere（愣在那里）,hestaredat（盯着）

mewithwideeyes.Sensinghisembarrassment（感受到他的尴尬）,Iwalkeduptohim,tookhishandandledhimtotheseatwithasmilingface.Justatthatmoment,hemurmured（喃喃低语）:“Iamterriblysorry!Thankyouforyourforgiving!”Afterthatday,hetriedtojoininourdiscussionandlistenedtoothersattentively（专注地）.EverytimeIlookedbackonthe“terrible”teachingexperience,Icouldn’thelpsmilin