【知識(shí)精研】高考英語(yǔ)復(fù)習(xí)讀后續(xù)寫練習(xí)+在四川尋找南瓜慶祝萬(wàn)圣節(jié)+課件

高考英語(yǔ)讀后續(xù)寫語(yǔ)篇練習(xí)在四川尋找南瓜慶祝萬(wàn)圣節(jié)1題目分析讀后續(xù)寫題目再現(xiàn)范文呈現(xiàn)努力方向2Part1題目呈現(xiàn)3續(xù)寫原文“Shewantsawhat?”barkedthefruitseller.IwasinoneofthemanystreetmarketsofLuzhou,asmallcitylocatedinChina’sSichuanProvince.Already,acrowdofcuriouson-lookerswasgathering:white-hairedgrandmas,toothlessoldmen,mothersholdinginfants.Everyonewaswaiting,wonderingwhytheforeignerwascausingsuchafuss(大驚小怪).Itookadeepbreath.Thecrowdleanedin.“Doyouhaveapumpkin?”Iaskedasclearlyaspossible.AmotherholdinganinfantexplainedtherewasnopumpkinhereinEnglish.IhadtomoveontoyetanothermarketinmysearchforHalloween.AsanAmericanEnglishteacherinChina,theurgewasstrongtoexplainmycountry’sculturaltraditionstomystudents.I’dhadplentyofsuccessinteachingtheChineseaboutsignificantUnitedStatesholidaysandevents,Halloweenbeingoneofthem.YetIwasnowinanewteachingposition,inadifferentregionofthecountrywhichseemstohaveeverykindofproduceknowntomanexcepttheoneIwantedforOct.31.4續(xù)寫原文IhadlearnedthatinteachingaboutHalloween,therewasnosubstitute(替代品)foracarvedpumpkin.Descriptionsproducedblankstares.Drawingsweremisinterpreted.Picturesonlypuzzled.Sure,Icouldgiveupshowingarealjack-o’-lantern(南瓜燈)tomystudents.Icouldlectureonthehistoryofthistradition,whichhaditsorigininoldbeliefsaboutthereturnofthespiritsofdeadpeople.Wecouldhaveagoatwearingmasks,androle-playtrick-or-treat.Butnothingcouldcomparewiththepumpkin.Forthatreason,Iwaswillingtogothroughjustaboutanythingtofindapumpkinformystudents.Inanothersectionofthecity,Iheadedtoabigmarket.“Doyouhaveapumpkin?”IaskedthesellerIsaw.“Awhat?”sheseemedtobeataloss.However,Ididn’tknowhowtomakeherunderstandwhatIwanted.5段首句Para1：Suddenly,anideaoccurredtome.Para2：OnOct.31，Ibroughtthecarefully-carvedpumpkinintotheclass.6Part2題目分析7續(xù)寫原文分析8這個(gè)故事以人物為線索展開(kāi)，講述了作者作為一名在中國(guó)教英語(yǔ)的美國(guó)人，在教授學(xué)生關(guān)于萬(wàn)圣節(jié)的文化傳統(tǒng)時(shí)，發(fā)現(xiàn)沒(méi)有南瓜作為教學(xué)道具，這對(duì)他來(lái)說(shuō)是不可或缺的。盡管他嘗試了各種方式解釋和尋找南瓜，但由于所在地區(qū)似乎沒(méi)有南瓜這種農(nóng)產(chǎn)品，他遇到了很大的困難。然而，為了讓學(xué)生更好地理解和體驗(yàn)萬(wàn)圣節(jié)文化，他堅(jiān)持不懈地尋找南瓜。點(diǎn)1：位于續(xù)寫第一段段首，流暢銜接前面的記敘文和第一段段首語(yǔ)；點(diǎn)2：位于續(xù)寫第一段段尾，流暢銜接第二段段首句；點(diǎn)3：位于續(xù)寫第二段段首，續(xù)寫銜接第二段段首語(yǔ)；點(diǎn)4：文章結(jié)尾升華，給予讀者正能量，揭示和強(qiáng)調(diào)主題。情節(jié)構(gòu)建的重點(diǎn)9續(xù)寫思路分析Para1：

“Suddenly,anideaoccurredtome.”

這個(gè)句子暗示了故事的主角（美國(guó)英語(yǔ)教師）在經(jīng)過(guò)一番努力后，突然想到了一個(gè)可能解決困境的方法。之前的努力都以失敗告終，因?yàn)樗谑袌?chǎng)上找不到南瓜，而當(dāng)?shù)厝藢?duì)“南瓜”一詞也感到陌生。因此，主角可能會(huì)想到其他途徑來(lái)解決問(wèn)題，或者利用現(xiàn)有的資源來(lái)創(chuàng)造一個(gè)類似南瓜燈的物品。10續(xù)寫思路分析Para2：“OnOct.31,Ibroughtthecarefully-carvedpumpkinintotheclass.”這句話暗示著故事的最終解決方案：主角成功找到了一個(gè)南瓜，并且將其雕刻成南瓜燈帶入課堂。這表明她最終克服了困難，實(shí)現(xiàn)了目標(biāo)，給學(xué)生們帶來(lái)了一次有意義的文化體驗(yàn)。11續(xù)寫思路分析故事的發(fā)展方向在故事的進(jìn)一步發(fā)展中，主角可能會(huì)想到一個(gè)巧妙的辦法來(lái)解決南瓜缺乏的問(wèn)題。例如，突然的靈感可能促使她在當(dāng)?shù)厥袌?chǎng)尋找類似的物品，或是考慮使用其他類型的蔬菜來(lái)代替南瓜。比如，她可能發(fā)現(xiàn)了一種形狀接近的水果或蔬菜，或者她甚至動(dòng)手購(gòu)買了一些大橙子、土豆或西葫蘆來(lái)雕刻成類似南瓜燈的樣式。12續(xù)寫思路分析故事的發(fā)展方向在這樣一個(gè)替代方案下，她可能通過(guò)與學(xué)生和當(dāng)?shù)厣特湹臏贤?，最終在最后一刻完成了這個(gè)項(xiàng)目。而且，即使不是傳統(tǒng)的南瓜，學(xué)生們還是能夠通過(guò)這個(gè)活動(dòng)感受到萬(wàn)圣節(jié)的氣氛和美國(guó)的文化傳統(tǒng)。13續(xù)寫思路分析故事的發(fā)展方向最終，在10月31日這一天，她把精心雕刻的“南瓜燈”帶進(jìn)課堂，學(xué)生們看到了她的創(chuàng)意成果，既驚訝又興奮。雖然這個(gè)“南瓜燈”并非標(biāo)準(zhǔn)的南瓜，但它依然代表了她努力傳播美國(guó)文化的決心與創(chuàng)意。14續(xù)寫思路分析故事的結(jié)局故事的結(jié)尾可能會(huì)是一個(gè)溫馨的場(chǎng)景，學(xué)生們圍繞著這個(gè)“南瓜燈”，參與到萬(wàn)圣節(jié)的慶?；顒?dòng)中，學(xué)習(xí)到了節(jié)日的背景、習(xí)俗，并通過(guò)角色扮演或是其他活動(dòng)體驗(yàn)到了這一傳統(tǒng)節(jié)日的樂(lè)趣。15續(xù)寫思路分析故事可能的發(fā)展方向“Suddenly,anideaoccurredtome.Whynotusealargeorangesquashinsteadofapumpkin?Afterall,theshapeandcolorwerealmostidentical.Ispenttherestofthedaycarvingitwithcare,andbynightfall,Ihadabeautiful,glowinglantern.OnOct.31,Ibroughtthecarefully-carvedpumpkinintotheclass.Thestudents’eyeslitupastheysawthefamiliarorangeglow.Despitethedifferencesinourtraditions,thislittlegesturehelpedbridgetheculturalgap.Weallgatheredaroundit,sharingstoriesofHalloweenandwhatitmeanttous.Itwasamomentofconnection—onethatnoblankstarecoulddiminish.”16Part3范文呈現(xiàn)17范文呈現(xiàn)Suddenly,anideaoccurredtome.Icouldbridgethelanguagegapwithvisuals!Idrewasimplesketchofapumpkin,completewithastemontopandthecharacteristicridges(紋路).“Ineedsomethinglikethis,”Isaid,showingmydrawingtotheseller.Shestudiedthesketchwithcuriosity,thenlookedupatme,understandingdawningonherface.Afteramoment,shedisappearedbehindapileofproduceandsoonreturnedwitharound,orangepumpkin.“That’sit!”Iexclaimed,myfacelitupwithjoy.ImmediatelyIrushedbackhome,startingtocarvemybeautifulpumpkin.18范文呈現(xiàn)OnOct.31,Ibroughtthecarefully-carvedpumpkinintotheclass.Thestudentsgatheredaround,theireyeswidewithcuriosityastheyobservedthedelicatelycarvedfacewithaflickeringcandleinside.Itwasindeedatraditionaljack-o’-lantern,anditcapturedtheessenceoftheholiday.Asthelightcastshadowsaroundtheroom,IbegantotellthemabouttheoriginsofHalloween,thelegendsofspiritsandthecustomofcarvingpumpkinstodriveoffevilspirits.Theylistenedattentively,eyesfixedonme.Wewereallconnectedthroughtheuniversallanguageofcelebrationandtraditiondespitetheculturaldifferences.19AI范文呈現(xiàn)Suddenly,anideaoccurredtome.IrealizedthatifIcouldn’tfindapumpkininLuzhou,Icouldatleastmakeone.Afterafewhoursofsearchingthroughvariousstoresandmarkets,Iboughtalargeorangemelonthatresembledapumpkininshapeandcolor.Themelonwasnotideal,butitwouldhavetodo.Withasharpknife,Icarefullycarveditintotheshapeofajack-o'-lantern,cuttingouteyes,anose,andawide,smilingmouth.Holdingthemakeshiftpumpkininmyhands,Icouldn’thelpbutfeelexcited,imaginingthelooksofsurpriseonmystudents’faceswhentheysawit.20AI范文呈現(xiàn)OnOct.31,Ibroughtthecare