全国百强校2025年新高考英语复习读后续写提分课件6 第六讲　深耕词汇句式　成就表达有效

这是一份全国百强校2025年新高考英语复习读后续写提分课件6 第六讲　深耕词汇句式　成就表达有效，共41页。PPT课件主要包含了fail，灾难性的，disaster，faithful，faithfully，事实上，actual，怀孕的，pregnancy，evaluation等内容，欢迎下载使用。
　　在读懂要素和主题、读通情节和感情发展并精析写作手法之后，如何尝试使用获取的信息，并且应用到自己的写作中？最有效的做法就是把获取的信息与已经学过的语言知识结合起来——挖掘语篇中的知识点，然后尝试使用到续写语篇中。这样，除了可以做到续写内容和原文的连贯，也可以达到语言的一致性和衔接性。
　　在深耕的过程中，可以从三个方面进行挖掘：　　1．高级词汇；　　2．高频语块；　　3．语法结构(各类从句、非谓语动词及特殊句式等)
　　/满分语法结构/1．动词的联动：动词1，动词2和动词3◆Facing the whle class, Tm cleared his thrat, greeted everyne plitely and then began his recitatin.　面对全班同学，汤姆清了清嗓子，礼貌地和大家打招呼，然后开始背诵。
2．with复合结构◆With his heart racing, the by pretended t be annyed.　男孩心跳加速，假装很生气。3．句型及s＋adj./adv.置于句首引起的部分倒装◆She perfrmed s elegantly that the entire class was ttally absrbed in it.她表演得如此优雅，以至于全班同学都全神贯注于其中。◆S astnished was I that I frze at the spt.我是如此惊讶，以至于当场愣住了。
4．nt als...及nt 置于句首引起的部分倒装◆I can nt nly change myself fr the better, but als cntribute t the happiness f my daughter and my family！　我觉得我不仅能让自己变得更好，还能为女儿和家人的幸福做出贡献！◆Nt nly can reading enrich ur minds, but it can als teach us t distinguish between right and wrng.　阅读不仅可以丰富我们的思想，还教我们分辨是非。
5．n 、 及否定词置于句首引起的部分倒装◆N sner had the perfrmance begun than the lights went ut, leaving the audience in the dark.演出一开始，灯就熄灭了，观众们处于一片漆黑中。6．“nly＋状语”置于句首引起的部分倒装◆Only with ur jint effrts can we live in harmny with nature.　只有通过我们的共同努力，我们才能与自然和谐相处。
7．as引导让步状语从句引起的部分倒装◆Tired as she was, Judy remained t patiently cmfrt the ld lady.尽管很累，但朱迪仍然耐心地安慰着那个老太太。8．which 引导非限制性定语从句◆Several newspapers crwded t interview him, which put him under the sptlight.几家报纸蜂拥而至采访他，这使他备受关注。
9．what引导名词性从句◆What the children need is the prper guidance and active invlvement.孩子们需要的是适当的引导和积极的参与。
10．形容词(短语)作状语◆Afraid that I might hurt the lvely small creature, I let ut a cry t stp my hrse.我害怕会伤到这个可爱的小家伙，于是大叫一声让我的马停下来。◆Cld and frightened, he culdn't help trembling.他又冷又害怕，禁不住颤抖起来。
11．非谓语作状语(1)v.-ing作状语，和句子的主语构成主动关系◆Hearing that I was in truble, he came t my aid withut delay.听说我遇到了麻烦，他立即来帮助我。(2)v.-ed作状语，和句子的主语构成被动关系◆Absrbed in the bk, he didn't ntice me enter the rm.　他完全被这本书所吸引，没有注意到我进入房间。
(3)t d 不定式作目的状语◆Tm practices n a daily basis t express himself mre clearly and fluently in the cmpetitin.　汤姆每天都在练习，是为了在竞赛中更清晰、流利地表达自己。(4)v.-ing 作结果状语，表示自然而然的结果◆Mre highways have been built, making it much easier fr peple t travel frm ne place t anther.更多高速公路的建成让人们的出行变得更容易。
(5)nly t d 表示出乎意料的结果◆I turned arund, nly t see my car mve suddenly away frm me.我转过身来，却看见我的车突然离开了我。
12．强调句型(1)强调句型：it is/was ＋被强调部分＋that/wh...◆It is this meaningful experience that highlights everything gd utside f the virtual wrld t them！　正是这种有意义的体验向他们展示了虚拟世界之外的一切美好！(2)对谓语动词的强调：d/des/did＋动词原形◆He did stress the imprtance f first aid.他确实强调了急救的重要性。
13．无灵主语：用抽象意义的名词代替人作主语◆The sight f rescuers filled me with relief.看到救援人员让我如释重负。14．独立主格结构◆She rared, tears streaming dwn.她怒吼着，眼泪流了下来。
15．but fr/withut 引起的虚拟语气◆But fr/Withut Nrwd's quick thinking, she culdn't have been rescued and recvered s well.要不是诺伍德思维敏捷，她不可能获救并恢复得这么好。16．被动句：可以强调动作本身，增加叙述的生动性◆All arrangements shuld be cmpleted prir t yur departure.你出发之前应该做好安排。
[典题示例]　　阅读下面的材料，完成以下任务。　　I'm an English self-learner, but English is nt my first language. Tday I am an English teacher. I wuld like t say that failures are nt disastrus. Have faith, keep mving n, and never give up hpe, and yu will see yur hard wrk pay ff.
　　I was a slw learner when I was little. Befre five, I culdn't even speak in full sentences. Unlike mst ther children, I seldm interacted with thers; I neither cried nr threw tantrums (发脾气). My extreme quietness made my parents wnder if I was mentally slw, but they were nt sure. Actually, I have t cnfess that my memries f my early childhd are quite unclear.
　　My learning prblems were the result f my mther taking sme medicine when she became pregnant with me. Althugh I was brn withut any physical defects (缺陷), the medicine did affect my early intellectual develpment. When I was in elementary schl, I learned very slwly and was as quiet as a dll. While my teacher was teaching, my mind ften wandered utside the classrm t the playgrund. As a fifth grader, I finally started interacting with my classmates. That was the first time in my memry that I had had sme friends.
　　After heading at full speed fr my junir high educatin, my learning situatin gt stuck in the mud again. In my cuntry, students entering junir high schl had t take an IQ test. It was a test fr schls t evaluate students' learning abilities s that they culd arrange them int different levels f classes based n their IQ test scres. I was placed in the “bttm class” as a result f my belw-average IQ scre.
Mst f my teachers taught us using easy and slw methds because they cnsidered us incapable f learning much. Hwever, despite that, I never lst faith that I might ne day succeed as if t prve that when Gd clses a dr, he will definitely pen up a big windw. A miracle ccurred. That's when I discvered a strng passin fr English.
[解题技法]1．高级词汇——请写出以下词汇的含义及词形变化。failure n．________→_____ v．失败disastrus adj._____________→_________ n．灾难faith n．____________→_________ adj.忠诚的→___________ adv.忠诚地；如实地actually adv._________→_______ adj.实际的；真实的cnfess v．______________
pregnant adj._________→__________ n．怀孕evaluate v．________________→___________ n．评价；评估arrange v．_______→____________ n．安排place v．______average adj._____________________cnsider v．______→____________ adj.考虑周到的→_____________ adj.相当多的→______________ n．仔细考虑
arrangement
cnsiderable
cnsideratin
succeed v．________→___________ adj.成功的→_____________ adv.成功地→________ n．成功pay ff_________interact with sb.______________elementary schl_______at full speed_______get stuck_______
successfully
(be) based n__________________as a result f_________________________be incapable f________lse faith______________________
(作为)……的结果、由于
2．亮点句型——总结应用到的句型。(1)I neither cried nr threw 为_________，表示“____________________”。(2)Althugh① I was brn withut any physical defects (缺陷), the medicine did affect② my early intellectual develpment. ①althugh引导_________从句，表示“______”。②did affect 是对谓语动词的强调。一般情况下，用“____________ ＋动词原形”表示。
(3)When I was in elementary schl, I learned very slwly and was as quiet as a dll. as ＋adj./adv.＋ as 表示______比较(4)That was the first time in my memry that I had had sme friends.句型“This/That/It is/was the time＋(that)从句”表示“_______________________”。在此句型中，当主句为一般现在时或一般将来时时，从句的谓语动词用___________；当主句为一般过去时时，从句的谓语动词用___________。
这/那是第……次做某事
(5)After heading at full speed fr my junir high educatin, my learning situatin gt stuck in the mud again. After ＋ding 充当_______状语。(6)In my cuntry, students entering junir high schl had t take an IQ test. v．-ing 充当_____语，修饰名词____________。
(7)It was a test fr schls t evaluate students' learning abilities s that they culd arrange them int different levels f classes based n their IQ test scres.s that 引导_______状语从句。(8)Hwever, despite① that, I never lst faith that I might ne day succeed as if t prve② that when Gd clses a dr, he will definitely pen up a big windw③.
①despite 表示“________”。②“as if ＋t d 不定式”是“as if ＋主句主语 ＋ 将来时”的省略。He rushes ut f the rm as if he will meet sme imprtant persn.→He rushes ut f the rm ______________sme imprtant persn.③可以整句背诵。(9)That's when I discvered a strng passin fr English. when 引导_______从句。
as if t meet
　　阅读下面的材料，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。　　(2022·湖南四校高三调研)On a Saturday afternn in Wichita Falls, Texas, three kids talked and laughed happily as they tk turns riding a scter (滑板车) n their quiet street. 11-year-ld TJ Smith had just jumped ff the scter as his neighbrs Kim, age 7, claimed her turn, and Julie, 9, lked n.
Ten minutes later, Kim sat dwn n the scter t catch her breath. That was when a bearded man with a head f messy hair appeared. The kids didn't see where he came frm, but they saw exactly what happened next：Withut saying a wrd, the man picked Kim up ff the scter and calmly stepped away.
　　 The guy held Kim gently like a baby and just walked dwn the street. In fact, the calm way the man behaved led TJ t believe that he must be a relative f Kim's. But smething wasn't right. “I culd see Kim's face，” TJ said. “She was scared.”
　　As the man walked n, Kim's fear transfrmed int weeps, and then she cried fr help. She began kicking and mving, trying t get free f the man's cntrl. “What are yu ding？” Julie shuted. But the man, undisturbed, just walked the length f the blck until he reached an alley(小巷) and disappeared.
　　 TJ was frightened, yet he never thught abut the danger t himself. The nly thing he wanted t d was t get Kim back. But what was a 4-ft-tall kid ging t d t stp a grwn man? “I wanted t help, but I culdn't d it myself，” he thught t himself. “Tell Kim's parents, Julie！” He shuted as he started running twards the alley. 　　Kim's parents were relaxing n the sfa in their living rm when their frnt dr burst pen.　　注意：续写词数应为150左右。
　　“A bad guy just picked Kim up and tk her away！” yelled Julie.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
　　At that very mment, Kim's parents arrived._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
One pssible versin：　　“A bad guy just picked Kim up and tk her away！” yelled Julie. S shcked were Kim's parents that they jumped up frm the sfa and rushed ver t Julie. Learning what had happened, they phned the plice withut delay. The next mment, they jumped int their car and drve ff directed by Julie. By then TJ had reached the alley, but the man was nwhere t be seen. “I must find Kim，” TJ said t himself.
He ran alng the alley t the end, where he sptted the man walking twards a white huse. “Stp! Stp！” With these wrds, he charged at the guy fearlessly and held fast t Kim.Hwever hard the guy tried t get rid f TJ, TJ wuldn't give in.