讀后續(xù)寫：基于Conflict –Resolution的情節(jié)設(shè)計 -以2022新高考I卷為例課件-2024屆高考英語作文復(fù)習(xí)專項

基于Conflict–Resolution的情節(jié)設(shè)計--以2022新高考I卷為例>>GOContinuationWriting>>Step1ReviewStep1Step2Step3Step4讀續(xù)寫Check定人物明確矛盾補充解決沖突的過程ThemeEmotionPlotCharactersConflictsSetting說+看+聽+感覺+做+環(huán)境描寫Theproblem

wassolved!Conflict

1

thirsty

but

couldn’t

reach

the

waterResolution

1put

a

stone

insidegotmorestonesnot

enough

stones

Conflict

2Resolution

2Thewatercameup.>>Step2Lead-inStory-telling

Conflict：needvs.difficultiesReadFindPlotforstoryelements尋找故事要素>>Step3Learning

objectivesconflicts(s)andresolution(s)尋找沖突和解決辦法theprocessofresolvingconflicts構(gòu)思解決過程>>Step4ReadfortheelementsofthestoryItwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.01020304SettingsCharactersWhenWhere05Whoarethey?>>Step4ReadfortheelementsofthestorySettingsCharacterswhenwhereWhoarethey?Whatkindofpersonsarethey?(身份/特征/態(tài)度/品質(zhì)）Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.06>>Step4ReadfortheelementsofthestoryItwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.01020304SettingsCharactersWhenWhere05Whoarethey?Whatkindofpersonsarethey?(身份/特征/態(tài)度/品質(zhì)）>>Step4ReadfortheelementsofthestorySettingsCharacterswhenwhereWhoarethey?Whatkindofpersonsarethey?(身份/特征/態(tài)度/品質(zhì)）Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.06>>Step4ReadfortheelementsofthestoryItwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.01020304SettingsCharactersWhenWhere05Whoarethey?Whatkindofpersonsarethey?(身份/特征/態(tài)度/品質(zhì)）>>Step4Readfortheelementsofthestory—plots&emotionsThoughwith

abraindisease,Davidtriedhisbesttoprepareforthecross-countryrun.

Daviddecidednottorun.Para1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.depressedPara.2IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.David’sRunCoachgavehimthechoicetorunornot

ontherunday.Climax(whatmakestheconflictworse)(themostsuspensefulevent)Conflict:eagertotakepartinthecross-countryrunbutafraidofbeinglaughedatbystudentsfromotherschools.determinedoptimisticself-doubtful,nervous,upsetdiscouragedConflict

2:run

vs.braindiseaseCanyouguesswhatwillhappennext?Para1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Para2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Tip1:逆行推出第一段和第二段結(jié)尾Ending2:Hedecidedtorun.Ending1:Davidfinishedtherun.Whatcanwelearnfromthisstory?>>Step4Readfortheelementsofthestory—themeBeaherotoyourself!Whatcanwelearnfromthisstory?>>Step4Readfortheelementsofthestory—themeDowhatyoucanwithwhatyouhave!Whatcanwelearnfromthisstory?>>Step4Readfortheelementsofthestory—themePara1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Para1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.>>Step5Designplots—定人物、定辦法決定上場一我和David的互動二Tip2:

Resolutions：借助原文工具/原文角色charactersresolutionsI,David我的鼓勵David自身的determinationPara1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Para1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.>>Step5Designplots—定人物、定辦法決定上場一我和David的互動二Tip3:補充解決沖突的過程1.Why?Whatwashedoingthen?

Howwashefeelingthen?2.

WhatdidIdoatfirsttomakehimdecidetorun?3.

What

was

David’sresponse?Groupwork:Completetheresolution!(Task7)Para1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.>>Step5Designplots—定細(xì)節(jié)決定上場一我和David的互動二1David的情緒的外露2我安慰David（說了什么？做了什么？）3David的反應(yīng)（動作？情緒？說？)4我繼續(xù)安慰和鼓勵（說了什么？做了什么？）David的動作+臉部表情+情緒Para1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.說+看+聽+感覺+做+環(huán)境描寫沮喪、低落、糾結(jié)、沉默拍肩膀安慰，語言疑慮、淚花、對話繼續(xù)安慰，引出主題思想看向賽場,點頭，微笑Action—Response>>Step5Designplots—定細(xì)節(jié)Coherence(連貫性)foreshadowing在續(xù)寫中的運用1.Hisusualbigtoothysmilewasabsenttoday.2.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.3.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.用來描寫他上場前情緒的轉(zhuǎn)變用來當(dāng)作我說服他的話determination是貫穿文本的主題，是主人公前后變化的主因Tip4:照抄原文不可恥（1）簡單版：Davidwasdepressed/upset/low-spirited.（2）升級版：>>Step6WritePara1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.一我和David的互動（看聽感想說和做）1David的情緒的外露：沮喪、低落、糾結(jié)、沉默（情緒+動作+體態(tài)語）_______________________,hesatsilentlywith_______________(頭低垂).Depressedandlow-spiritedhisheaddroppinghisfaceburiedin

hishandsTip5:Show,nottell!（1）簡單版：Itriedtogivehimsomecomfort.

（2）升級版：>>Step6WritePara1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.一我和David的互動（看聽感想說和做）(動作鏈+話語)2我安慰David（說了什么？做了什么？）“Allofusthinkyouarethebest,”Ipattedonhisshoulderandtriedtogivehimsomecomfort.（1）簡單版：Davidlookedupatme/shookhishead/cried.（2）升級版：>>Step6WritePara1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.一我和David的互動（看聽感想說和做）動作鏈+情緒+話語3David的反應(yīng)：看著我/搖搖頭/哭泣Hearing

thesewords,Davidlookedupatme,withtearsshininginhiseyes.“Iknowyoudo,buthowaboutthekidsfromotherschools?”（1）簡單版：I

continuedencouraginghim.（2）升級版：>>Step6WritePara1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.一我和David的互動（看聽感想說和做）動作鏈+話語I

lookedstraightintohiswateryeyesandcontinuedencouraginghim,“Itdoesn’tmatterwhatothersthinkofyou,butitisyourstrongdeterminationthatreallymatters，isn’tit?”4我繼續(xù)安慰和鼓勵（說了什么？做了什么？）（1）簡單版：Daviddecidedtorun.（2）升級版：>>Step6WritePara1:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.動作面（動作+臉部表情+情緒）David

turnedtothefieldandnoddedhisheadfirmly,wearingausualbigtoothysmile.決定上場二看向賽場,點頭，微笑>>Step6WritePara1:Wesatdownnexttoeachother,butDavidwouldn‘tlookatme.Depressedandlow-spirited,hesatsilentlywithhisheaddropping.“Allofusthinkyouarethebest,”Ipattedonhisshoulderandtriedtogivehimsomecomfort.Hearing

thesewords,Davidlookedupatme,withtearsshininginhiseyes.“Iknowyoudo,buthowaboutthekidsfromotherschools?”I

lookedstraightintohiswateryeyesandcontinuedencouraginghim,“Itdoesn’tmatterwhatothersthinkofyou,butitisyourstrongdeterminationthatreallymatters，isn’tit?”David

turnedtothefieldandnoddedhisheadfirmly,wearingausualbigtoothysmile.>>Step7Summary六讀四部三原則1Setting4Plot3Emotion6ConflictTheme25Characters>>Step7SummaryStep1先寫最后一句主旨句Step2再寫第一段最后一句Step3根據(jù)段首句用簡單句描寫出2-4個場景Step4補全說+看+聽+感覺+做+環(huán)境描寫六讀四步三原則Action—Response一個角色的所言、所行、所感和所想會引起其他角色的一系列反應(yīng)。Conflict—Solution凡是故事都應(yīng)有跌宕起伏或矛盾沖突，其中人物會遇到困難或問題，但最終能解決。原文一致曲折性正能量Negative—Positive故事內(nèi)容一定要傳遞正能量，圍繞“真善美”的大主題去設(shè)計情節(jié)，弘揚社會主義核心價值觀。如迷路了但最終一定回到了家;

失敗了或遇到困難了,但最終一定成功了;吵架了但最后一定是言歸于好,和睦相處;

犯錯了,

最后一定會改過自新,重新做人;

賊逃了,

最后一定是繩之以法。ATTENTION：Creative并不意味著天馬行空的想象，讀后續(xù)寫和一般故事創(chuàng)作不一樣在于它是有一定框架和指引的，是帶著鐐銬在跳舞。讀后續(xù)寫必須是有邏輯的，在此之上的創(chuàng)意才是令人欣賞的。3大原則>>Step7SummaryStep5FinishPara.2byyourself.Para2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.一賽前Althoughhefinishedhisrunlongaftertheotherchildren,hedidfinish.二賽中三比賽結(jié)果1看到David出現(xiàn)，同學(xué)教練反應(yīng)3David的表現(xiàn)：和以前一樣4其他人反應(yīng)：沒有嘲笑他，而是歡呼Notsurprisingly,hewasthelastonetocrossthefinishingline.Andallofusweregladtowait.charactersconflictsresolutionsI,David,otherrunners害怕被嘲笑腦病影響跑步strongdetermination別人沒嘲笑，反而鼓勵Step5FinishPara.2byyourself.Para2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.一賽前Althoughhefinishedhisrunlongaftertheotherchildren,hedidfinish.二賽中三比賽結(jié)果HowdidDavidperformintherace?WhatdidIandthecoachfeelwhenseeinghimperformthatway?Whatwastheotherkids’responsetohisperformance?1看到David出現(xiàn)，同學(xué)教練反應(yīng)2David的表現(xiàn)：和以前一樣3其他人反應(yīng)：沒有嘲笑他，而是歡呼Notsurprisingly,hewasthelastonetocrossthefinishingline.Andallofusweregladtowait.Step5FinishPara.2byyourself.Para2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.一賽前二賽中1看到David出現(xiàn)，同學(xué)教練反應(yīng)2David的表現(xiàn)：和以前一樣同學(xué)歡迎，教練困惑（動作+情緒）Seeing

him

showingup,hisclassmatesgavehimawarmwelcomewhilethecoachwasapparentlypuzzledabouthisappearance槍聲響起，David出發(fā)，和往常一樣身體左右搖晃，不久就落后了,但仍堅持Asthegunfired,Davidsetoffathisusualpace.Asexpected,David’sskinnybodyrockedfromsidetoside,andsoonwasleftfarbehind.

However,withstrongdetermination,hestruggledtokeeprunning