2026届高考英语一轮总复习写作培优高分进阶第2部分读后续写第2讲续写文本解读课件

这是一份2026届高考英语一轮总复习写作培优高分进阶第2部分读后续写第2讲续写文本解读课件，共19页。PPT课件主要包含了第二讲　续写文本解读，厘清人物关系，it a try 等内容，欢迎下载使用。
读后续写的体裁以记叙文为主，记叙文是以写人物的经历和事物发展变化为主要内容的一种文体形式。要写好续写文章，深刻理解文本是第一步。理解文本要注意以下几个方面。一、浅层信息获取1．抓住记叙文的六要素记叙文的六要素即人物、时间、地点、事件的起因、经过和结果，读后续写所提供的文本已给出了前几个要素。因此阅读文本时要紧扣所给的要素。
2．厘清人物关系阅读时要关注文章写作视角，即写作人称，标记文中的主要人物，并厘清这些主要人物之间的关系，如亲子关系、师生关系、同学关系等，这对于此后的续写至关重要。
二、深层文本解读1．把握两大线索即情节线和情感线。阅读文本时要抓住这两条主线，以便更好地理解文章，为续写做好准备。只有对原文的脉络线索有正确和深刻的理解，续写的内容才能和原文骨肉相连，契合紧密。
2．明确故事主旨读后续写的主题体现立德树人精神，围绕家庭亲情、个人成长、校园生活、人与人之间守望互助、人与自然和动物的和谐相处创设情境。因此，广大考生在做读后续写题目时，应在此范围内正确判断其主题，保证自己的续写内容正确体现主题、不偏离主题。
3．抓住伏笔与铺垫对于作者而言，“挖坑”和“填坑”是创作的一大乐趣。就像完形填空题型中的“复现”一样，文章中重要的细节本来就会反复出现，反复被强调。对于读后续写而言，要求续写内容要和所给短文一脉相承，最好的方式就是呼应所给短文中的细节。抓住可以呼应的细节，可以帮助我们打开思路。而且有些时候，前文的细节对续写部分会起到限定作用，忽略了重要的细节，很可能导致“故事续写”变成前后矛盾的“续写事故”。
【典例示范】(2023·新高考Ⅰ卷)When I was in middle schl, my scial studies teacher asked me t enter a writing cntest.I said n withut thinking.I did nt lve writing.My family came frm Brazil, s English was nly my secnd language.Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts.N ne laughed harder than he did.
S, why did he suddenly frce me t d smething at which I was sure t fail? His reply：“Because I lve yur stries.If yu're willing t apply yurself, I think yu have a gd sht at this.” Encuraged by his wrds，I agreed t give it a try.I chse Paul Revere's hrse as my subject.Paul Revere was a silversmith(银匠) in Bstn wh rde a hrse at night n April 18,1775 t Lexingtn t warn peple that British sldiers were cming, My stry wuld cme straight frm the hrse's muth.Nt a brilliant idea, but funny; and unlikely t be anyne else's chice.
What did the hrse think, as he sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately.I gt tired.I had dubts.I wanted t quit.But, like Revere's hrse, I kept ging.I wrked hard.I checked my spelling.I asked my lder sister t crrect my grammar.I checked ut a half-dzen bks n Paul Revere frm the library.I even read a few f them.
When I handed in the essay t my teacher, he read it, laughed ut lud, and said，“Great.Nw, write it again.”I wrte it again, and again and again.When I finally finished it, the thught f winning had given way t the enjyment f writing.If I didn't win, I wuldn't care.注意：续写词数应为150左右。
A few weeks later, when I almst frgt the cntest, there came the news.
I went t my teacher's ffice after the award presentatin.
一、浅层信息获取1．抓住记叙文的六要素
I, my scial studies teacher, my lder sister
When I was in middle schl
in middle schl
my scial studies teacher
I(a middle schl student)
my lder sister
二、深层文本解读1．把握两大线索
my teacher asked me t enter a writing cntest→my teacher encuraged me t have a try→I chse a subject and began t write
resistant→willing t d→persistent→enjyable
2.明确故事主旨本文以人物为线索展开，讲述了作者上中学的时候，社会学老师邀请作者参加一个写作比赛。作者不喜欢写作，于是想都没想就拒绝了。但是在老师的鼓励下，作者同意试一试。作者在写作过程中虽然很累，但是没有放弃，坚持下来了。在作者最终完成写作时，作者感到写作让他很快乐，他已经不在乎输赢了。本文主题体现了立德树人的精神，彰显了人性的光辉。
3．抓住伏笔与铺垫①老师让我参加作文大赛：_____________________________________________________________________________________________②我的英语是第二语言：_______________________________________________________________________③受到老师的鼓励去参赛：______________________________________________________
When I was in middle schl, my scial
studies teacher asked me t enter a writing cntest.
My family came frm Brazil, s English was
nly my secnd language.
Encuraged by his wrds, I agreed t give