2024届高三英语二轮复习：读后续写语言描写课件

这是一份2024届高三英语二轮复习：读后续写语言描写课件，共37页。PPT课件主要包含了say，speak，tell，talk，cry，shout，scream，whisper，chorus，add等内容，欢迎下载使用。

reassuringly
impatiently
thughtfully
breathlessly
in a lw tne/vice
in a sft/gentle/mild tne
in a sft vice
in an excited/angry vice
in a whisper
in surprise
with a smile
with abslute certainty
with false enthusiasm
with great seriusness
with sudden reslutin
speak with passin
thrugh gritted teeth
mutter between teeth
rar with laughter
let ut a scream f hrrr
wrds f cmfrt
utter a cry f jy/grief
1. 她轻蔑地说， “你最好就只能做到这样吗？”2. “戴维，快点儿！” 哈里不耐烦地说。
使“说”具有画面感，可以使用具体词，或者用副词、介词短语、分词短语等：
“Is that the best yu can d?” she sneered.
“Cme n, David,” Harry said impatiently.
3. “你在牙缝里嘀咕什么呢?”仙女生气地问。4. “起来，起来!”旺卡先生大声笑着说。
“What are yu muttering between yur teeth?” asked the Fairy in an angry vice.
“Get up, get up!” cried Mr. Wnka, raring with laughter.
“这才像你，亲爱的!我们会得到什么?”乔喊道。大家都冷静地想了一会儿，梅格仿佛看到了自己漂亮的双手，便宣布道，“我要给她买一副漂亮的手套。”
“That’s like yu, dear! What will we get?” exclaimed J. Everyne thught sberly fr a minute, then Meg annunced, as if the idea was suggested by the sight f her wn pretty hands, “I shall give her a nice pair f glves.”
一、完成句子 运用晨读表格中的必备单词/高级词块，把下面的句子补充完整。
1. 我试图说上几句安慰的话。I tried t ffer _______________________.2. 他的声音渐渐放低成了耳语。His vice died away _____________.
a few wrds f cmfrt
in a whisper
3. 她叹了口气：“好吧，我们现在无能为力了。”“Well, there is nthing we can d abut it nw,” she ________.4. 父亲用兴奋的口吻告诉儿子，今天他从他的经理那里得到了一条蓝色缎带，这令他很惊讶。The father tld his sn ____________________ that he was given a blue ribbn by his manager, which made him surprised.
in an excited vice
5. 那男孩嘴里咕哝着什么，好像什么也没听见似的。The by ________________________________________, as if he had heard nthing.
muttered smething between his
二、篇章练习 阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。续写词数应为150左右。
(2021届福建泉州质监) A teacher in New Yrk decided t hnr each f her senirs in high schl by telling them the difference they each made. She called each student t the frnt f the class, ne at a time. First she tld them hw the student made a difference t her and the class. Then she presented each f them with a blue ribbn (缎带) imprinted with gld letters which read, “Wh I Am Makes a Difference.”
Afterwards the teacher decided t d a class prject t see what kind f influence recgnitin wuld have n a cmmunity. She gave each f the students three mre ribbns and instructed them t g ut and spread this acknwledgment ceremny. Then they were t fllw up n the results, see wh hnred whm and reprt back t the class in abut a week. One f the bys in the class went t a junir manager in a nearby cmpany and hnred him fr helping him with his career planning. The by gave him a blue ribbn and put it n his shirt. Then he gave him tw extra ribbns, and tld him what it was all abut.
Later that day the junir manager went in t see his bss, wh had been nted, by the way, as being kind f a cnceited (傲慢的) fellw. He seated his bss dwn and he tld him that he deeply admired him fr being a creative genius. The bss seemed very surprised. The junir manager asked him if he wuld accept the gift f the blue ribbn and give him permissin t put it n him. His surprised bss said, “Well, sure.” The junir manager tk the blue ribbn and placed it right n his bss’s jacket abve his heart.
As he gave him the last extra ribbn, he said, “Wuld yu d me a favr? Wuld yu take this extra ribbn and pass it n by hnring smebdy else? The yung by wh first gave me the ribbns is ding prject in schl and we want t keep this recgnitin ceremny ging and find ut hw it affects peple.”
Paragraph 1： That night the bss came hme t his 14-year-ld sn. ________________________________________Paragraph 2： “My days are really busy and I dn’t pay a lt f attentin t yu,” cntinued the father. ___________ ____________________________________
1. 读要素，弄懂故事大意本文大意：______________________________
给学生缎带来表达感激之意。仪式不断传播开来，一位经理向一位被认为很傲慢的老板送上了缎带并表达了自己的钦佩之情后，告诉他要将仪式继续下去。
一位老师发起了一场致谢仪式，并送
2. 读人物，理清人物关系________________________________________3. 读时态，确定主体时态________________________________________
4. 读结构，了解叙述方式第____段：__________________________________第____段：__________________________________续写部分：__________________________________ 由此可见，材料是按照________________来划分的。我们在构思续写时应从这个叙述方式去进行拓展。
主要介绍了这场送缎带致谢仪式的背景
主要讲述了某公司的经理收到了一位学生
续写第一段父亲(老板)回家后找到儿子，
送的缎带后，他向他的老板送上了缎带并表达了自己的钦佩之情
可推断是要把缎带送给他；第二段父亲对儿子解释说因工作忙而忽略了他，这里则是送缎带的原因
5. 读语言，把握语言特色原文中的语言特色：(1) 宾语从句
First she tld them hw the student made a difference t her and the class.
Afterwards the teacher decided t d a class prject t see what kind f influence recgnitin wuld have n a cmmunity.
Later that day the junir manager went in t see his bss, wh had been nted, by the way, as being kind f a cnceited fellw.
The yung by wh first gave me the ribbns is ding prject in schl and we want t keep this recgnitin ceremny ging and find ut hw it affects peple.
(3) 并列动词描述动作(4) as引导时间状语从句
Then they were t fllw up n the results, see wh hnred whm and reprt back t the class in abut a week.
As he gave him the last extra ribbn, he said, “Wuld yu d me a favr? Wuld yu take this extra ribbn and pass it n by hnring smebdy else?
1. 读懂两段首句第一段首句译文：________________________第二段首句译文：________________________第一段框架：____________________________第二段框架：____________________________
当天晚上老板回到家后，来到了14岁的儿子身旁。
父亲继续说：“我实在太忙了，没怎么关注到你。”
父亲告诉儿子他得到了经理的赞赏，他
希望能将额外的那条缎带送给儿子并告诉儿子他很重要。
父亲的语言消除了儿子心中的悲伤，儿子很感动并拥抱了父亲。
第一段首句后的衔接句：第一段尾句(须与第二段首句衔接)：
“As I was driving hme, I thught I shuld hnr yu with the blue ribbn,” the father raised his vice in a certain tne.
The father tld his sn in an excited vice that he was given a blue ribbn by his manager, which made him surprised.
第二段首句后的衔接句：
“I really shuldn’t have ignred yu.” the father sighed and put the ribbn in the by’s hand.
3. 写好一个升华句即第二段的尾句(即文尾句)。能体现故事圆满结局的句子或故事给我们的启示的句子：
The by raised his head and murmured a thank yu with tears in his eyes, “Dad, I was the by wh gave yur manager a ribbn.”
基于第一段的框架，我们可以补充以下细节：对父亲(老板)的心理描写(__________________________)→儿子的神态描写(__________________________)→ 父亲的语言描写(__________________________)
父亲的语言描写(___________________)→ 父亲的动作描写(__________________)→儿子的动作描写(____________________)→父亲的语言描写(_________________________)→儿子的动作和语言描写(_____________________________)
基于第二段的框架，我们可以补充以下细节：
表示感谢，并告诉父亲经理的缎带是他送的
向儿子表达他对自己的重要性
Paragraph 1： That night the bss came hme t his 14-year-ld sn. The father tld his sn in an excited vice that he was given a blue ribbn by his manager, which made him surprised. He said, “it’s amazing that he explained hw he admired me, thinking me a creative genius.” The by muttered smething between his teeth, as if he had heard nthing. “As I was driving hme, I thught I shuld hnr yu with the blue ribbn,” the father raised his vice in a certain tne.
Paragraph 2： “My days are really busy and I dn’t pay a lt f attentin t yu,” cntinued the father. “I really shuldn’t have ignred yu.” the father sighed and put the ribbn in the by’s hand. The by hugged his father and started sbbing (啜泣). “Yu really make a difference t me, which is frm the bttm f my heart,” the father spke wrds f cmfrt. The by raised his head and murmured a thank yu with tears in his eyes, “Dad, I was the by wh gave yur manager a ribbn.”
[范文亮点] 以上续写的两个段落与每段的首句能很好地衔接起来，且段落之间也衔接自然。两个段落的情节设计合理，逻辑性强，可读性强，与所给短文融合度高。第一段是父亲对儿子表达心声，与生活中很多父子关系有所对应；第二段是儿子受到父亲真情流露的触动，接受父亲的道歉，热泪盈眶，引发读者共鸣。结局与原文既有呼应又出人意料，令人回味。 全文遵守原文一致原则，语法结构丰富，如现在分词作状语、非谓语动词、with的复合结构、状语从句及定语从句等。同时，细节描写生动真实，使用了虚拟语气更为文章添彩。