高考英语高三英语读后续写模拟练习（二）导学案.docx

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1、高考英语读后续写模拟练习（二）【学习目标】After this class, you will be able to:1. Design the ending echoing the theme.2. Analyze the plot of the story.3. Know how to tell a story and write the ending correctly. 4.Get inspiration from the story.【课中导学】阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一个完整的短 文。Several years ago, I traveled by

2、 train to Stockholm. I was visiting two friends who were to meet me at the train station. I stood there waiting for my first friend to arrive and in the midst of all the hurrying passengers that Friday afternoon, 1 heard a weak voice; it sounded like a question. I turned and saw a young man standing

3、 with a white canc （ 拐 杖 ）,his suitcase by his feet. I approached and asked,uDo you need help?”“YesJhe replied, nodding his head, appearing relieved.He had been trying for some time, unsuccessfully, to get someones attention. He had missed his train home. His cell phone battery was dead, and he need

4、ed to call his mother to tell her of the circumstances.This young man named Mustafa, I found out, had just completed his first week at a school for the blind. He went to school on Mondays and returned home on Fridays. Of course I helped him call his mother. I did not understand what he spoke with he

5、r on my cell phone, but I could tell the language was Swedish. Of course the next problem was finding the right train home and telling his mother the new arrival time. Yet in this disordered train station, I did not want to miss connecting with my friend Bogdan who was on his way to the spot where w

6、e were standing.Before I could dial the number to call Bogdan, he was suddenly already there. I described the problem and Bogdan took the young mans arm and wc were off on our adventure to help get Mustafa home. While sorting out where his home was, what train, and what time, my second friend Marcel

7、lo called and wondered where we were. Soon he joined us. It happened that Marcello speaks 12 languages. 注意：1 .续写词数应为15（）左右；.请按如下格式在答题卡的相应位置作答。Marcellos gift in language was a great advantage.Now we were leading Mustafa to his train.Activity 1. Design an ending echoing the theme.Activity 2. Individua

8、l work: Find out the elements of a story: who/ what/ when/ where /howwhowhatwhenwherehowActivity 3. Pair work:Discuss the plot and then fill in the table.Paragraph 1:Paragraph 2:TimeplacecharactersEventsChange in moodActivity 4. Group work: To tell a storyActivity 5. Individual work: Write the endin

9、g.第二节（总分值25分）Marcellos gift in language was a great advantage.Now we were leading Mustafa to his train.Task6. HomeworkHomework:l.Pair work: Change your drafts and common on them in the assessment criteria for writing.Assessment Criteria for writingItems（条目）Levels（档次）Cohesion（与所给短文和段落开头衔接融合程度） Use of

10、 underlined words（下划线词汇使用情况） Content （内容的丰富性） Accuracy of language（语法结构和词汇使用的准确性） Variety of language（语法结构和词汇使用的丰富性） Coherence（上下文以及语句间的连贯性） 2. Individual work: Polish your writing.3. Group work:Share your revised draft.参考范文MarceHos gift in laneuaqe was a qreat advantage. Now we could talk with Must

11、afa more effectively, learning about more information about him. Later, Marcello called Mustafa mother in Swedish. We told her not to worry about her son. We also told her that her son had missed his train so we helped him choose another train. In the end, we let Mustafa talk with his mother on the

12、phone. He was grateful for our help and told his mother the time of his arrival.Paragraph 2:Now we were leading Mustafa to his train. And we set off to find the train platform. Then it was time to help him get on the train, and its best to find a seat with someone who could look after Mustafa and help him get off the train. Unexpectedly, a woman on the train suddenly recognized Mustafa. It turned out that she was a teacher at his school, and Mustafa was just her student. What a coincidence! That was the end of our adventure.