读后续写Tools of trade 学案-高三英语写作专项.docx

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1、一、请根据两个提示句进行故事续写，150词左右。My sixth-grade students were seated in a large circle on the floor of our classroom. Each student held a different tool in his or her hand, such as a hammer, a flashlight, and even an awl. The lesson had gone perfectly. The students discussed how words are like toolsthey have

2、 the ability to build or to destroy, and they discovered how the right tool used at the right time for the right job can cause great results. The sixth graders freely shared personal stories of how they had experienced someones words used as a tool, to wound or to heal.I watched and listened with a

3、sense of satisfactionthey got it! It was one of those times when I was proud of the magic of being a teacherto have the opportunity to watch young people discover a greater truth about life, about each other, and about themselves.A few days later, one of my students, Laura, had an unexpected and unc

4、haracteristic outburst of destructive behaviors in class. She refused to work with her group. I was aware from reading Lauras file that she had struggled with disobedient behavior in previous years, but we had developed a good relationship and she was always a respectful, thoughtful, and positive co

5、ntributor to our class. Her behavior caught me off guard. I asked her to excuse herself and told her I would visit with her in our next door team center in just a minute. She refused to leave and sat silently glaring at me from the back of the room. I rather firmly told her she needed to excuse hers

6、elfthis was NOT optional. She knew I meant it. She marched from the back of the room to our classroom door, shooting me an angry look, and slammed the door as she left for the team meeting room.I continued our lesson and when the students were working together in their groups, I gently closed our cl

7、assroom door behind me, then marched the five steps next door to our meeting room where Laura was seated. In an unexpected and uncharacteristic gesture of frustration, I slammed the meeting room door behind me. As I stood over her, I began to express how disrespectful and uncalled-for her behavior h

8、ad been to our class. Her behavior angered me and I was sharp in my tone and my words. Without looking at me, she absorbed my anger.When I paused for her response, she slowly turned and smugly stated, “Youre using your tool against me.”For the rest of the day and the rest of the year, Laura never ha

9、d another outburst.二、原作品读Tools of the TradeThere are days when I find it necessary to step outside my classroom and check to be sure that my name is still in the TEACHER space over my door. Sometimes I feel that I am a student in my classroomrather thanthe teacher.My sixth-grade studentswere seatedi

10、n a large circle on the floor of our classroom. Each student held a different tool in his or her hand. The lesson had gone perfectly. The students discussed how words are like toolsthey have the ability to build or to destroy, and they discovered how the right tool used at the right time for the rig

11、ht job canyieldgreat results. The sixth graders freely sharedpersonalstories of how they hadexperiencedsomeones words used as a tool, to wound or toheal, and some even bravely shared how they had personally used their words at times as tools to hurt or to help others.I watched and listened witha sen

12、se of satisfactionthe students wereengaged,attentive, and enjoying the lesson. They got it! It was one of those times when I sat back andreveledin themagicof being a teacherto have the opportunity to watch young people discover a greater truth about life, about each other, and about themselves.A few

13、 days later, one of my students, Laura, had an unexpected anduncharacteristicoutburstofdisruptive defiancein class. She refused to work with her group. I wasawarefrom reading Lauras file that she hadstruggledwithdefiantbehaviorinpreviousyears, but we had developed a goodrapportand she was always a r

14、espectful, thoughtful, andpositivecontributorto our class. Her behaviorcaught me off guard. I asked her to excuse herself and told her I would visit with her in our next door team center in just a minute. She refused to leave and sat silentlyglaring atme from the back of the room. I rather firmly to

15、ld her she needed to excuse herselfthis was NOToptional. She knew Imeant it. She marched from the back of the room to our classroom doorhuffingand shooting me an angry look, thenproceededto slam the door as she left for the team meeting room.I continued our lesson and when the students were working

16、together in their groups, Imotionedto myaidethat I was going to step out to visit with Laura. I gently closed our classroom door behind me, thenmarchedthe five steps next door to our meeting room where Laura was seated. In an unexpected and uncharacteristicgestureoffrustration, I slammed the meeting

17、 room door behind me. As I stood over her, I began to express howdisrespectfulanduncalled-forher behavior had been to our class. Her defiance hadtriggereda wave of out-of-character anger in me and Iwas sharp in my toneandharshwith my words.Without looking at me, sheabsorbedthebruntof my anger with a

18、rigidandsteely exterior. When Ipausedfor herresponse, she slowly turned andsmuglystated, “Youre using your tool against me.”I was speechless. There are times as a teacher when you areat a critical crossroadswith a student and the road you choose willmake all the difference. The truth of Lauras words

19、 and our team centers quotepenetratedmyconsciencelike a sharpscalpel.I knew at that moment the right thing to do was to humblybend my knee, kneel down next to her chair, and softly say, “Youre right, Laura, you are so right. I have used my words unwisely and unkindly. Will you forgive me?” I paused

20、and waited silently next to her chair and gently put my hand on her arm toreassureher of mysincerity. Her defiance slowlymelted away.She turned andlooked me in the eyeand simply said, “Yes, I forgive you, Mrs. Ekre. Im sorry, too.” We continued to visit a bit longer and shared a few laughs and a cou

21、ple of tears.Eventually, we walked back into the classroom together.For the rest of the day and the rest of the year, Laura never had another outburst. At the end of the year, she wrote me a beautiful letter about how she loved being in my class and that some of the most important lessons she learne

22、d, she learned in Room 25.Attached tothe note was a small keya tool, she said, for a language arts teacher who taught her how important words can be. Itserves asmyreminderof a lesson I taught as a teacher but one I really learned from my student.二、生词识记：单词音标词性释义单词音标词性释义yieldjildvt.产出aideedn.助手persona

23、lp:snladj.个人的marchm:tvt.行走experienceksprintsvt.经历gesturedestrn.姿态；动作healhi:lvi.愈合frustrationfrstrenn.沮丧；气馁engagedngeddadj.参与的; 忙的disrespectdsrspektn.不尊重attentivetentvadj.专心的uncalled-fornkldf adj.不恰当的revelrevlvi.陶醉于triggertrvt.触发magicmdkn.神奇力量harshhadj.严厉的disruptivedsrptvadj.破坏性的absorbbz:bvt.经受；承受def

24、iancedfansn.蔑视bruntbrntn.的冲力awareweradj.意识到的rigidrddadj.固执的strugglestrglvi.苦苦挣扎steelystiliadj.强硬的defiantdfantadj.挑衅的exteriorkstrin.外观behaviorbhevjrn.行为；举止pausep:zvi.停顿；暂停previouspri:visadj.先前的responserspntsn.回应；回答rapportrp n.融洽smuglysmliadv.沾沾自喜地positivepz.tvadj.乐观的penetratepentretv.渗透contributorknt

25、rb.j.trn.做出贡献的人consciencekn.tntsn.良知；良心optionalpnladj.可选择的scalpelsklpln.解剖刀huffhfv.怒气冲冲sinceritysnsertin.真诚；诚实proceedprsi:dvi.继续进行eventuallyventjuliadv.最后；终于motionmnv.移动reminderrmandrn.起提醒作用的东西短语释义短语释义rather than而不是at a critical crossroads在紧要时刻be seated就坐make all the difference起效果；有作用a sense of sati

26、sfaction满足感bend ones knee单膝跪地catch sb. off guard让某人措手不及melt away逐渐消失；渐渐平息glare at怒视look sb. in the eye直视某人mean it当真；说到做到be attached to附在上be sharp in ones tone说话刻薄、尖刻serve as充当II. Read to understand1. Fill in the blanks about the change of characters emotionTimeThe authors emotionThe supporting evide

27、nceWhen giving the lessonWhen knowing Lauras defiant behaviorWhen Laura refused the authors demandWhen lecturing LauraWhen hearing Lauras statement “Youre using your tool against me”.When apologizing to LauraAfter Laura showed her forgiveness2. Why did the author slam the meeting room door? Please f

28、ind the supporting evidence.3. What did the author do to make Laura realize her own mistake?4. How to understand “Sometimes I feel that I am a student in my classroom rather than the teacher.”?5.Why did the author use “trade” in the title?III. Read to appreciate:Fill in the blanks according to Chine

29、se translations1. 他的行为让我措手不及。Her behavior_. (Action)2. 她拒绝离开，静静地坐在教室后面瞪我。She refused to leave and sat silently_ _ me from the back of the room. (Action)3. 她从教室后面走到门口怒气冲冲地瞪了我一眼，然后砰地关上了门,去了团队会议室。She_from the back of the room to our classroom door_and_me an angry look, then_to slam the door as she_the

30、team meeting room. (Action)4. 我走出了教室, 轻轻地关上了门，往隔壁教室走了五步，来到了劳拉所在的会议室。心里涌出不常有的挫败感, 我不由得砰地把门关上了。I gently_our classroom door behind me, then_the five steps next door to our meeting room where Laura was seated. In an unexpected and uncharacteristic gesture of frustration, I_the meeting room door behind m

31、e. (Action+Emotion)5. 那一刻我知道正确的做法是屈膝跪在她的椅子边，轻轻地对她说：“你说得对，劳拉，你真地说得对, 是我说了不恰当、不得体的话。你能原谅我么？I knew at that moment the right thing to do was to humbly_my knee,_next to her chair, and, “Youre right, Laura, you are so right. I have used my words unwisely and unkindly. Will you forgive me?” (Action)6. 我停下来

32、，静静地坐在她的椅子旁边，轻轻地把手放在她的手臂上，向她保证我的诚意。她的反抗慢慢消失了。I_and waited silently next to her chair and gently_my hand on her arm to_her of my sincerity. Her defiance slowly_. (Action)IV. Language in use(1)Application of the key words: Fill in the blanks according to the Chinese sentences1. 他们正谈得来劲。They were_ in c

33、onversation.2. 她发现有个高高的黑影在注视着她。She was_ of a tall dark figure watching her.3. 此时他已经挣扎着下了床。By this time hed managed to _ out of bed.4. 她坐了下来，接着告诉我有关她滑雪度假的事情。She sat down and _ to tell me about her skiing holiday.5. 她冲进我的办公室，质问我为甚么没写报告。She_ into my office demanding to know why I hadnt written my repor

34、t.6. 朱迪思躺在沙发椅上专心致志地看书。Judith lay on the settee, _ in her book.7. 她停下来喘了口气，接着继续慢跑。She_ to get her breath back and then carried on jogging.8. 他一直处于消沉状态。He was in a _ of permanent depression.(2)Imitation of the scenes：1. She marched from the back of the room to our classroom doorhuffing and shooting me

35、 an angry look, then proceeded to slam the door as she left for the team meeting room.模仿：他冲进家门，怒气冲冲地瞪了妻子一眼，然后甩上门走了。2.humbly bend my knee, kneel down next to her chair, and softly say, “Youre right, Laura, you are so right. I have used my words unwisely and unkindly. Will you forgive me?” I paused an

36、d waited silently next to her chair and gently put my hand on her arm to reassure her of my sincerity.模仿：描写一个向妈妈道歉请求谅解的场景。Key:一、读后续写I was speechless. I knew at that moment the right thing to do was to humbly bend my knee, kneel down next to her chair, and I softly said “Youre right, Laura, I have us

37、ed my words unwisely and unkindly. Will you forgive me?” I paused and waited silently and gently put my hand on her arm. Her defiance slowly melted away. She turned and looked me in the eye and simply said, “Yes, I forgive you, Mrs. Ekre. Im sorry, too.” We continued to visit a bit longer and shared

38、 a few laughs and a couple of tears. Eventually, we walked back into the classroom together.At the end of the year, she wrote me a beautiful letter about how she loved being in my class and that some of the most important lessons she learned in Room 25. Attached to the note was a small keya tool, sh

39、e said, for a language arts teacher who taught her how important words can be. It serves as my reminder of a lesson I taught as a teacher but one I really learned from my student.II. Read to understand1. Fill in the blanks about the change of characters emotionTimeThe authors emotionThe supporting e

40、videnceWhen giving the lessonsatisfiedI watched and listened with a sense of satisfaction.When knowing Lauras defiant behaviorat a lossHer behavior caught me off guard.When Laura refused the authors demanda little angryI rather firmly told her she needed to excuse herselfthis was NOT optional.When l

41、ecturing Lauravery angry /furiousHer defiance had triggered a wave of out-of-character anger in me and I was sharp in my tone and harsh with my words.When hearing Lauras statement “Youre using your tool against me”.regretfulI knew at that moment the right thing to do was to humbly bend my knee, knee

42、l down next to her chair, and softly sayWhen apologizing to LaurasincereI paused and waited silently next to her chair and gently put my hand on her arm to reassure her of my sincerity.After Laura showed her forgivenesshappyWe continued to visit a bit longer and shared a few laughs and a couple of t

43、ears.2.Because she felt frustrated and a little angry; we can draw the conclusion from “In an unexpected and uncharacteristic gesture of frustration, I slammed the meeting room door behind me.”3. She apologized to Laura sincerely.4. The author made the same mistake as Laura, and she admitted it and

44、apologized, which set an example for Laura to correct her own mistake.5. Easier said than done. As a teacher, we all know the importance of the art of language but sometimes we just ignore it. While teaching others, we are also students learning from others.III. Read to appreciate1. caught me off gu

45、ard2. glaring at3.marched；huffing；shooting；proceeded；left for4. closed；marched；slammed5.bend；kneel down；softly say6. paused；put；reassure；melted awayIV. Language in use(1)Application of the key words:1.engaged2. aware3. struggle4. proceeded5. marched6. absorbed7. paused8. state(2)Imitation of the scenes：1. He dashed into his house, shot his wife an angry look in a huff, then slammed the door and left.2. I bent my knee, knelt down next to my mother, and said softly: “Sorry, mom, its my fault,