人教版高考英语一轮复习读后续写第2讲5“读”原文,理清故事脉络写作专项课件

这是一份人教版高考英语一轮复习读后续写第2讲5“读”原文,理清故事脉络写作专项课件，共20页。PPT课件主要包含了读双线 ，confused，determined等内容，欢迎下载使用。

读后续写中,读是为了更好地写。在续写文章之前,学生需细读文章内容,积累文章中出现的词、句表达等。画出文中提到的关键人物,找出故事发展的线索和脉络,抓住关键人物的性格、语言、动作中体现出来的细节,分析文章表达的主题思想,梳理阅读文本的逻辑结构,并对续写内容进行合理的想象,为后续自主创作搭建合理的情景模型。
1.读主题读后续写的主题主要有助人、救人、趣事、亲情、友情、历险、励志、个人成长、关爱动物、生活哲理等。读懂这些主题有利于续写部分主旨大意的确立。2.读要素读后续写,属于记叙文体裁。记叙文通过再现故事经历去表达感情、揭示道理、启发他人。我们通过读所给的不完整故事,来提炼出记叙文六要素(wh,what,when,where,why,hw),进而弄清文章大意和主题。
3.读三线阅读文本时要抓住时间线、情节线和情感线。必要时可以列出这些线索,以更好地理解文章,为续写做好准备。只有对原文的脉络线索和段落结构有正确的和深刻的理解,续写的内容才能和原文骨肉相连,契合紧密。4.读冲突冲突是指两个以上势不两立的方面之间的矛盾冲突。没有冲突,就没有故事情节。冲突的类型包括人的自我挣扎、人与人之间的冲突(角色之间的冲突)、人与社会的抗争、人与自然的矛盾(角色与环境的冲突)等。矛盾冲突决定了双线(情节线和情感线)的跌宕起伏。
5.读语言风格分析文章的用词特点和行文风格,以使续写的内容在语言色彩和行文风格上与所给文章保持一致。画出关键词、伏笔词,思考如何合理用于自己的写作中。
典型例题(2023浙江1月卷)I was invited t a ckut n an ld friend’s farm in western Washingtn. I parked my car utside the farm and walked past a milking huse which had apparently nt been used in many years.A nise at a windw caught my attentin,s I entered it.It was a hummingbird(蜂鸟),desperately trying t escape.She was cvered in spider-webs(蛛网) and was barely able t mve her wings.She ceased her struggle the instant I picked her up.With the bird in my cupped hand,I lked arund t see hw she had gtten in.The brken windw glass was the likely answer.I stuffed a piece f clth int the hle and tk her utside,clsing the dr securely behind me.
When I pened my hand,the bird did nt fly away;she sat lking at me with her bright eyes.I remved the sticky spider-webs that cvered her head and wings.Still,she made n attempt t fly.Perhaps she had been struggling against the windw t lng and was t tired?Or t thirsty?As I carried her up the blackberry-lined path tward my car where I kept a water bttle,she began t mve.I stpped,and she sn tk wing but did nt immediately fly away.Hvering(悬停),she apprached within six inches f my face.Fr a very lng mment,this tiny creature lked int my eyes,turning her head frm side t side.Then she flew quickly ut f sight.
During the ckut,I tld my hsts abut the hummingbird incident.They prmised t fix the windw.As I was departing,my friends walked me t my car.I was standing by the car when a hummingbird flew t the center f ur grup and began hvering.She turned frm persn t persn until she came t me.She again lked directly int my eyes,then let ut a squeaking call and was gne.Fr a mment,all were speechless.Then smene said,“She must have cme t say gdbye.”注意:1.续写词数应为 150 左右;2.请按如下格式作答。
A few weeks later,I went t the farm again. _____________________________________________________________________________________________________________________________________________________________________________________________________________________I was just abut t leave when the hummingbird appeared._________________________________________________________________________________________________________________________________________________________________________________________________________
读文导引1.读主题:人与自然——关爱动物,人与动物和谐相处2.读要素:通过阅读所给材料,可以得出前五个要素如下:
4.读冲突几个星期后,“我”再次回到农场,蜂鸟没有出现,在“我”将要离开农场时,蜂鸟出现了。5.读语言风格文章侧重动作描写,运用了大量的动词(短语),如stuffed,pened,remved, carried her up,stpped等,并运用动作描写“Hvering(悬停),she apprached within six inches f my face.Fr a very lng mment,this tiny creature lked int my eyes,turning her head frm side t side.”来描述蜂鸟对作者心怀感恩。续写时要侧重动作描写。
跟踪训练运用“‘5读’原文”法理清下列读后续写的脉络(2022新高考全国Ⅰ卷)It was the day f the big crss-cuntry run.Students frm seven different primary schls in and arund the small twn were warming up and walking the rute (路线) thrugh the thick evergreen frest.I lked arund and finally sptted David,wh was standing by himself ff t the side by a fence.He was small fr ten-year-lds.His usual big tthy smile was absent tday.I walked ver and asked him why he wasn’t with the ther children.He hesitated and then said he had decided nt t run.What was wrng?He had wrked s hard fr this event!
I quickly searched the crwd fr the schl’s cach and asked him what had happened.“I was afraid that kids frm ther schls wuld laugh at him,” he explained uncmfrtably.“I gave him the chice t run r nt,and let him decide.”I bit back my frustratin (懊恼).I knew the cach meant well—he thught he was ding the right thing.After making sure that David culd run if he wanted,I turned t find him cming twards me,his small bdy rcking frm side t side as he swung his feet frward.
David had a brain disease which prevented him frm walking r running like ther children,but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team.It just tk him lnger—that’s all.David had nt missed a single practice,and althugh he always finished his run lng after the ther children,he did always finish.As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.注意:续写词数应为150左右。
We sat dwn next t each ther,but David wuldn’t lk at me. _____________________________________________________________________________________________________________________________________________________________________________________________________I watched as David mved up t the starting line with the ther runners. ______________________________________________________________________________________________________________________________________________________________________________________________
读文导引1.读主题:人与自我——突破身体局限2.读要素人物: _________________________________________________________ 时间: _________________________________________________________ 地点: _________________________________________________________ 起因: _______________________________________________________________________________________________________________________ 经过: _______________________________________________________________________________________________________________________
David,I (a special educatin teacher),the cach n the day f the big crss-cuntry run at the starting line David had a brain disease and he was wrried that students frm ther schls might laugh at him. Thugh David practiced hard,he decided nt t take part in the crss-cuntry run.
3.读三线时间线:the day f the big crss-cuntry run→finally sptted David→then→　　　　　　　　　　　　　　　　　　　　　　 情节线:选手们在起跑线前热身→David一个人站在远离跑道的篱笆前→我询问David和教练他为什么放弃比赛→我非常了解David面对的挑战并为他的坚强感到自豪。感情线:happy→　　　　　→frustrated→　　　　　 
after making sure that David culd run if he wanted