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高考英語讀后續寫微技能訓練8
【訓練】閱讀下面短文，根據所給情節進行續寫，使之構成一個完整的故事。
（2023新高考Ⅰ卷）When I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply:“Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (銀匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.
What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
注意： 1. 續寫詞數應為 150 左右; 2. 請按如下格式在答題卡的相應位置作答。
A few weeks later, when I almost forgot the contest, there came the news.
I went to my teacher’s office after the award presentation.
1. 梳理原文
讀五要素 （1） Who I, my social studies teacher, Paul Revere’s horse
（2） When when I was in middle school
（3） Where at school
（4） How I (not confident→uncertain and confused→hopeful→tired and doubtful→close to quitting→persistent→_____)
my social studies teacher (concerned→hopeful→_____)
（5） What (main idea) “我”上中學的時候，社會學老師叫我參加寫作比賽，由于英語是“我”的第二語言，“我”不擅長英語寫作，于是“我”毫不猶豫地拒絕了。但是在老師的鼓勵下，“我”同意去試一試。“我”在準備比賽的過程中倍感疲憊、甚至有過懷疑、想過放棄，但最終堅持了下來。在“我”完成寫作時，“我”深深地體會到了寫作帶給“我”的快樂，“我”已經不在乎輸贏了
1. 梳理原文
續寫策略與線索 （6） Writing Clues 第一段：“我”獲獎的消息→“我”獲獎后的反應→老師和其他同學的反應→“我”參加頒獎典禮→想和老師分享喜悅和感謝老師
第二段：在辦公室見到老師的情境→老師鼓勵“我”→“我”感謝老師→“我”從此喜歡上寫作并取得成功→正是老師的幫助和“我”的堅持以及決心使“我”收獲成功
2. 續寫故事
第一段微技能訓練：
首句已給出： A few weeks later, when I almost forgot the contest, there came the news.
第一句銜接句承上（銜接首句的內容）：
我獲獎了/我獲得了二等獎。
I ______________________________________________________________________.第二句動作+心理一：看到名單上有我的名字時，我簡直不敢相信自己的眼睛。
I _____________________________when __________________________ on the list.
第三句動作+心理二：我的同學們哈哈大笑，難以置信地盯著我，而我們的老師又是喝彩又是鼓掌，對著我眨眼。My classmates________________________, _______________ in open disbelief while our teacher _____________________, winking at me.
Writing Tips:從首句傳來了消息來銜接，這消息就是我獲獎了。
won an award/won the second prize
couldn't believe my eyes
seeing/I saw my name
roared with laughter
staring at me
cheered and clapped
第四句對話描寫：“祝賀你！你成功了！”他高興地笑起來。
“Congratulations! You _____________!” he ________________________.
第五句動作描寫三：重要的日子終于來了。/頒獎典禮見證了我生命中的光輝時刻。
Then ________________./The award presentation __________ the shining moment of my life.
第六句動作+心理三：當我終于站在頒獎典禮的舞臺上，受到雷鳴般的掌聲祝賀時，我激動不已。When I finally ___________________ the award presentation and ________________ by thunderous applause, I ___________________________________________.
第七句銜接句啟下（結合第二段首句，結束第一段）：
我迫不及待地想和老師分享我的喜悅，我想對老師表示我衷心的感謝。
I __________________________ my joy with my teacher and
____________________________________ .
made it
Writing Tips:根據第二段段首句頒獎儀式后我去了老師的辦公室可知，我想和老師分享喜悅和感謝老師。
laughed with delight
came the big day
witnessed
stood on the stage of
was congratulated
was brimming with excitement/was really excited
could hardly wait to share
express my heartfelt gratitude to him
第二段微技能訓練：
首句已給出： I went to my teacher’s office after the award presentation.
第一句銜接句承上（銜接首句的內容）：
老師熱情地迎接我，對我說了幾次“干得不錯”，并幾次拍我的肩膀，這極大地鼓舞了我。
My teacher ___________________with several well-dones and a few pats on my shoulders, which _____________________________.
第二句對話一：他接著鼓勵我：“堅持下去，你一定會成為一名優秀的作家。”
“Keep going and ____________________ a good writer,” he added.
第三句心理+動作一：我懷著極大的尊敬和欽佩之意，感謝老師對我的鼓勵和信任。
With ___________ and admiration, I ______________________________________ and trust in me.
Writing Tips:根據第一句頒獎儀式后我去了老師的辦公室可知，接著就要寫和老師見面時的情景。
greeted me warmly
inspired me a lot
you will surely be
great respect
thanked my teacher for his encouragement
第四句心理+動作二：那學期我對寫作產生了興趣，我充分享受寫作的快樂。
I ______________________ that semester and a lot of ________________.
第五句動作三：從那時起，就像Paul Revere的馬一樣，我一直堅持寫作，并取得了穩步的進步。
From then on, like Paul Revere’s horse, I just _____________________________________________.
第六句動作四：盡管英語是第二語言對我來說是一項挑戰，但我從未停止過寫作。
I _______________________ despite _________________ of learning English as a second language.
got a taste for writing
enjoyment
kept on writing and made steady progress
never stopped writing
the challenge
第七句回歸主題，感情升華：正是老師的幫助以及我的毅力和決心促使我堅持寫作并取得了一些成就。
It was _____________________________________________________ that motivated me to persist in writing and got some success.
my teacher’s help as well as my perseverance and determination
Tim had high respect for his father, Mike, who was also his teacher. With a burning sense of responsibility, Mike loved his job so much that he always went the extra mile.
In the very early morning, Tim could always see Mike busy with breakfast for him. Later on, they went to school together to accompany the students to greet a new day of learning. At table, Mike exchanged what he knew in school with Tim. Typically, Mike would always wear a shiny smile for the funny moments; frown for his students' problems or challenges. At that moment, Tim did feel his father's passion for the class.
Having finished the housework and said goodnight to Tim, Mike, eventually, sat at his desk peacefully and buried himself in what he enjoyed. In the delicate light of a lamp, he made preparations for the next day, trying to make what students found boring in the textbook come to life.
Sometimes, Mike worried Tim might be envious of the attention he gave to other children. However, Tim didn't complain about it. Instead, he admired his dedication and love. It was one of the qualities that made Mike such a fantastic father.
Tim liked making videos of activities in daily life, and kept his camera handy in case there was any opportunity to capture footage (捕捉片段). Also, he captured some of Mike's.
微技能運用
One weekend, Tim approached Mike’s room, hoping to get advice on making videos for the next class meeting themed Love, only to find Mike staring at the photos of his students on the wall, a little upset.
“What happened ” Tim asked as he stepped into Mike’s room.
“You know, some of your classmates recently have been rebellious (叛逆的). Despite discipline and heartfelt communications, they’re still breaking rules, skipping classes and complaining about my strictness. Though I could be demanding sometimes, I'm concerned about them.” Mike sighed.
Thinking of his upsetting classmates who couldn't sense Mike's efforts, Tim decided to try to do his part in helping Mike out in secret. With an idea flashing into his mind, he knew what the video was about.
注意： 1. 續寫詞數應為 150 左右; 2. 請按如下格式在答題卡的相應位置作答。
Tim started working on the video.
The students, along with Mike got surprised when the video came to an end.
1. 梳理原文
讀五要素 （1） Who
（2） When
（3） Where
（4） How
Tim’s home, at school
Tim, Tim’s father Mike, the rebellious students
One weekend
Tim (respectful→thoughtful→concerned→_____); Mike (loving→worried→concerned→upset→_____); the rebellious students(naughty→badly-behaved→_____)
1. 梳理原文
讀五要素 （5） What (main idea)
續寫策略與線索 （6） Writing Clues
Tim的爸爸Mike是一位責任心強、有愛心的老師，他同時也是Tim的老師。他深愛他的學生，可是總有調皮搗蛋的學生逃課、違反紀律、抱怨老師管得太嚴。Tim理解、尊重父親以及他的職業，他喜歡順手拍下身邊的事物以及父親的工作日常。在一次準備以“愛”為主題的班會的過程中，Tim看著為幫助那些搗蛋學生而發愁的父親，突然有了主意。
第一段：Tim為制作視頻而準備一些素材（父親的工作日常：備課改作業等）→制作視頻→完成視頻→Tim的感受→班會上播放視頻；第二段：播放視頻后全班學生的反應→調皮學生的反應、話語和對于“愛”的感受→Mike的反應→父子的互動→Tim拍下這難忘的時刻。
2. 續寫故事
Tim started working on the video. He stayed up late to secretly record the scene where Mike was burying himself in preparing lessons with concentration. He also captured his father correcting and grading papers, sometimes frowning in puzzlement and sometimes smiling with relief. With the previous snaps of Mike’s communicating with the rebellious students, Tim began to compose the short clips. When the video was completed, he was deeply touched. He also had a better understanding of his father and his job. Then came the class meeting. Tim clicked on his video.
The students, along with Mike got surprised when the video came to an end. The whole class fell silent, with tears in their eyes. The rebellious students ducked their heads, lost in thought. Then one of them stood up and approached Mike, saying sincerely, “I’m sorry for being bad.” “Thank you for your love and devotion to us all. And we won’t let you down!” he added. Mike gave him an encouraging pat on the shoulder. The class broke into thunderous applause. In this scene, Mike cast a relieved smile on his son who had captured that impressive moment.

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