高考英语一轮-如何设计续写情节（复习课件）（全国通用）

这是一份高考英语一轮-如何设计续写情节（复习课件）（全国通用），共60页。PPT课件主要包含了一不增加人物，二不增加旁支情节，三不用过多对话，四不用负能量结局，五不在文末设置悬念，六不偏离原文主题，七不违背逻辑常理，原文一致原则，曲折性原则，正能量原则等内容，欢迎下载使用。
考点1. “七三四法则”
凡是故事都应有跌宕起伏，其中人物会遇到困难或问题，但最终能解决。
故事内容一定要正能量，弘扬社会主义核心价值观。如迷路了但最终一定回到了家；失败了或遇到困难了，但最终一定成功了；吵架了但最后一定是言归于好，和睦相处；犯错了，最后一定会改过自新，重新做人；贼逃了，最后一定是绳之以法，等等。
内容要前后衔接，上下连贯,语言表达风格一致。
读所给的不完整故事，弄清大意和主题，理清故事的主要人物和事件。
仔细阅读所给两段的首句，结合正能量结尾，思考大致框架。
依据情节发和常识，在确定的框架内，可按“所见/遇所想，所为所感”等构思具体细节。
思考再三，把修正润色后的续写整洁地写入答卷。
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 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 years ld. His usual big tthy smile was absent tday. l 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 participate 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 alng schl, I was familiar with the challenges David faced and was prud f his strng determinatin.
注意:1. 续写词数应为150左右;2. 请按如下格式在答题卡的相应位置作答。 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.
写作步骤1——通读全文，理清脉络
1、读要素，弄懂故事大意
2、读人物，抓住关键人物
3、读时态，确定主题时态
本篇预设情节讲述了作者上中学的时候，因为英语是第二语言，所以写作是让作者头疼的事情。社会学老师邀请作者参加一个写作比赛，作者想都没想就拒绝了。但是在老师的鼓励下，作者同意试一试。作者选择了一个新颖的角度来创作，并努力克服了很多困难。在最终完成写作时，作者发现自己找到了写作的乐趣，已经不在乎输赢了。
I，my scial studies teacher，
一般过去时
写作步骤2——依据首句，构思框架
两段首句定一框二框二首正能量
1、读懂两段首句，生成写作框架
第一段首句译文：A few weeks later, when I almst frgt the cntest, there came the news.几周后，当我几乎已经忘了这个比赛时，消息传来了。第二段首句译文：I went t my teacher’s ffice after the award presentatin. 颁奖典礼结束后我去了老师的办公室。
写作步骤2——十句五定，构思框架
第一段首句后的衔接句：sb did,独立主格被告知我写作比赛的第一名，我惊掉了下巴。I was infrmed that I had wn the first prize in the writing cntest, my jaw drpping in astnishment. 第一段尾句（须与第二段首句衔接）：独立主格，sb did，非谓语，定语从句我拿着奖杯，我激动不已，知道它不仅属于我，也属于我的老师，没有他，我不太可能获得奖品。Excitement chking my wrds, I held the trphy, knwing that it nt nly belngs t me, but als t my teacher, withut whm I wuldn’t have likely received the prize.
第二段首句后的衔接句：hardly had sb dne when sb did, did, and did,+adj我的老师一看到我带着奖杯来了，就站起来,伸出双臂拥抱我，热情洋溢。Hardly had my teacher caught sight f my cming with the trphy, when he std up, stretched his arms ut and hugged me, enthusiastic.
第二段的倒数第二句故事结局：with sth ding/dne，sb did老师的鼓励在我心中回响，一种将写作坚持到底的决心从我的心底油然而生。With my teacher’s encuragement eching in my heart, a determinatin t cntinue my writing effrts rse frm my heart.第二段的尾句升华：宾从； 从句 从那一刻起，我意识到这是一次如此变革性的旅程，它教会了我毅力的力量和超越舒适区的乐趣。And frm that mment n, I realize that it was such a transfrmative jurney that taught me the pwer f perseverance and the jy f pushing beynd ne's cmfrt znes.
（para 1）A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the 写 teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. and guidance, I culdn’t have written this article. Again thank yu very much!”（para 2) I went t my teacher’s ffice . My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
analyze the functin f para1
和续写第二段开头语的呼应和衔接
prize in the writing cntest and that there wuld be an award presentatin in tw days.
after the award presentatin
stage t receive
the award,
I expressed my thanks t my
Withut yur recgnitin
（前文）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.
（para 1）A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”（para 2) I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
analyse the functin f para 2
根据具体语境弘扬感情的真、人性的美或拼搏的美
（前文）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.
关注与文章开头的遥想呼应
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.（para 1）A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”（para 2) I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
analyse the functin f para 2
恰当结束收尾，体现故事的完整性考虑利用抒情和议论等表达方式，从高度上表露文章深处蕴涵的主题意蕴、思想感情或人生哲理。结尾起到画龙点睛的作用。
It was the day f the big crss­cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute (路线) thrugh 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 years ld. 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 crss­cuntry 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：1. 续写词数应为150个左右；2. 请按如下格式在答题卡的相应位置作答。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. __________________________________________________________________________________________________________________________________________________________________
practice: write sentences
（para1)We sat dwn next t each ther, but David wuldn't lk at me.
第1句话：What’s I and David’s reactin? behavir? facial expressin?(作者和David的反应)
第5句话：David’s determinatin t jin in the run(David决定参加比赛)
(para2)I watched as David mved up t the starting line with the ther runners.
(para2)I watched as David mved up t the starting line with the ther runners.
第6句话：Describe David’s running(David跑步相关的状况)
第9句话：David finish the run.（故事的结局）
第10句话：I feel prud.（情感的升华）
We sat dwn next t each ther, but David wuldn't lk at me. I said gently and quietly, “N ne can change yur mind, except yurself. If yu desire t challenge yurself, there is nthing t d with thers’ thughts.”He sat still with a deep breath.“Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here”, I added with a sincere tne. Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. His cach heard what David said and gave me a lk-the kind that was mre determined than anyne else's.
第1句话：描述作者和David的反应
第5句话：David决定参加
I watched as David mved up t the starting line with the ther runners. The race started. It seemed that the runway was extremely lng fr yung children, nt t mentin a child with a brain disease. David insisted n running as if he had frgtten all his weaknesses, thugh he was tripped ver within the a few kilmeters. It didn't take lng befre he picked himself up again and cntinued his missin. Classmates all appeared n the racing track, cheering fr him. “Cme n! Yu can make it! We are prud f yu!” they shuted enthusiastically. T everyne’s jy, he reached the final line and ranked the 20th, It was n mre imprtant whether he wn the first place r nt. It was his brave heart and strng faith that culd make smething unusual happen finally.
第6句话：David跑步相关的状况
第10句话：情感的升华
T celebrate his girlfriend’s birthday, Luke Frtune drve frm a small twn in Central Oregn t Prtland, where he parked his car in a paid garage vernight. The next mrning, he fund the car’s windw had been smashed (打碎), alng with his dreams fr the future: His backpack and cmputer were gne. “Everything imprtant t me was n that cmputer,” said Frtune, 21, wh is studying t becme a paramedic (护理人员). “My classwrk, every paper I’d written, and all the prgrams I needed fr my paramedic tests. Every letter I was wrking n fr jb applicatins. I felt sick.”
Tw days after the theft, anther yung man was standing utside his apartment, als in Prtland. Masud Almazruei, 29, is an exchange student frm the United Arab Emirates. He had been apprached by a man wh said he had a cmputer fr sale. Only ＄200. Almazruei, wh had been in the United States fr nly a year, admits that he was inncent. But he needed a cmputer, s he bught it, tk it hme, and turned it n. Within secnds, he saw files and phtgraphs. “I wndered wh wuld sell a cmputer with all f this n it,” he said. “I realized it culd be stlen.” Almazruei fund what appeared t be the wner’s cell phne number and called it. “ This guy with a thick accent tld me he had my cmputer,”
Frtune said. “He tld me the stry and said it was his fault. I thught it was a scam (骗局). I tld him if he really had the cmputer, he shuld take it t the plice.” Sn after, a plice fficer called Frtune t say that a man had drpped the cmputer ff and had said he was srry. He passed alng the man’s number.Paragraph 1: Frtune called and thanked Almazruei and insisted n paying him a reward f ＄200, the mney he was ut.Paragraph 2: A stry abut the tw yung men’s experience made it t the lcal papers.
主要是根据记叙文的六要素弄清文章大意，特别要弄清故事的人物，时态(通常是一般过去时)，事件(故事的起因和经过)，语言特色(以便在续写时语言特色前后一致，保持不变)，等等。
Step 1 读懂大意，理清脉络
人物时态和事件语言特色不要变
Frtune起初并不相信Almazruei说的话，因为如果是真的，他应该把电脑交给警察，随后，警察就找到Frtune，告诉他电脑找回了。
Almazruei找到了疑似事主的电话号码并打电话给他解释说明。
Almazruei说他在一个男人那里买下了这台电脑，并发现里面还有很多文件和照片，所以他认为这部电脑是被偷了的。
Frtune十分难过因为电脑里的东西对他十分重要。直到一个交换生Almazruei打电话给他。
为了给女朋友庆生，Frtune开车从小镇前往波兰，在付费车库把车停了一夜后，他的车玻璃被砸碎，里面的电脑和书包都不见了。
从第一段首句可知Frtune在之前误会了Almazruei，他要给回200美元作为感谢，根据正能量原则，Almazruei不会收他的钱；根据第二段首句，这两个年轻人的故事上了当地的报纸更暗示了Almazruei拒绝了那200美元，如果收下了，后面就没故事了，也不会登上报纸，所以要发挥想象，拓展故事。
Paragraph 1: Frtune called and thanked Almazruei and insisted n paying him a reward f ＄200, the mney he was ut.(Frtune给Almazruei打电话，对他表示感谢，并坚持给他200美元作为回报，这是他损失的钱。)Paragraph 2: A stry abut the tw yung men’s experience made it t the lcal papers.(关于这两个年轻人经历的故事上了当地报纸。)
第二段首句说到两人的故事登上了报纸，说明大家都知道了这件事，包括一些知名人士。根据正能量原则，如果第一段Almazruei没有收下Frtune的200美元，那么他会因为他的善心和诚实得到别的回报，
Paragraph 2: A stry abut the tw yung men’s experience made it t the lcal papers.(关于这两个年轻人经历的故事上了当地报纸。)
Step 2 增加细节，开始写作
在已定框架范围内，依据情节发展和生活常识，推断故事中人物所见、所闻、所思、所说、所做等给每段增加5至8个具体细节。
Paragraph 1: Frtune called and thanked Almazruei and insisted n paying him a reward f ＄200, the mney he was ut.(Frtune给Almazruei打电话，对他表示感谢，并坚持给他200美元作为回报，这是他损失的钱。)
根据构思的大致框架，推断故事中人物所见、所思、所说、所做等每段增加五至七个具体细节或叫“57细节法”。
根据一致性原则，除内容上要语义衔接，上下连贯外，语言风格也要一致，应使用分词语短和形容词作状语， 同时注意使用从句。
Step 3 修改润色，整洁誊写
审读初稿，注意语义是否衔接，前后是否连贯，事件是否符合逻辑，语言特色是否与前文一致。在修改润色之后，整齐工整地誊写在答卷上。
Paragraph 1: Frtune called and thanked Almazruei and insisted n paying him a reward f ＄200, the mney he was ut. Almazruei refused. He said it was his mistake t buy the cmputer frm smene he didn’t knw and he was the ne t shulder the respnsibility. Mre imprtantly, he said, it was his hnr t return the prperty t the rightful wner. “I saw a pht f this man in his paramedic unifrm,” Almazruei said. “They help peple. He is a gd man. I dn't want my mney back.”
Paragraph 2: A stry abut the tw yung men’s experience made it t the lcal papers. Overnight, Almazruei became a husehld name and received numerus cmpliments fr his kindness. One day he gt a call frm the president f Prtland State University, where Almazruei is studying ecnmics. Impressed with his student’s hnesty, the president gave Almazruei a new MacBk Pr. “We thught since yu gave back the laptp, we shuld give yu a laptp s that yu’ll have ne,” he tld him. “We’re very prud f yu.”
I was in Philadelphia fr a cnference when I saw an ad in the htel. A nearby theater was shwing a dcumentary （纪录片） abut several lcal animal shelters that were helping t save abandned dgs acrss the cuntry. I lve animals, and I felt an urge t g t this fundraising event. Hwever, nne f my c-wrkers wuld g with me, and I was wrried abut walking n the street alne at night. I resigned myself t spending the evening in my htel rm, but as sn as I gt back t my rm I felt restless and bred. The theater where the event was taking place was nly abut five blcks frm the htel, and the area arund the htel didn't seem particularly dangerus. S, I decided t brave it. I gathered up my wallet and rm key and set ff. It was already getting dark and the streets were nearly deserted. I managed t find the street the theater was n, but when I turned the crner, I stpped in shck. In frnt f the theater were a grup f bikers-very big, tugh-lking bikers.
I've knwn lts f mtrcycle enthusiasts and mst are nice peple. Hwever, in this case, I was a wman all alne, in a strange neighbrhd, at night, and there were twenty r s very large men-all wearing insignia（徽章） that indicated they were in sme srt f club- standing befre me. Warning bells began t sund in my head, and my heart was punding. Was I at the right theater? Had I misread the date f the event? A sign utside the theater tld me that I was in the right place n the right evening. Nevertheless, I wndered if I shuld rush back t my htel instead f walking thrugh that crwd f bikers. I finally decided that I wuld be safer inside the theater. Hpefully, the bikers wuld have gne away by the time the film was ver. (状从)
注意：（1） 续写词数应为150个左右； （2） 请按如下格式在答题卡的相应位置作答。Paragraph 1: I hurried int the theater, nly t find there were even mre bikers inside. Paragraph 2: When the film began, I realized that the bikers were an animal rescue grup.
1. 分类与续写分析文章类型：悬念解开型（悬念起于主角对机车党成员的恐惧，通过情节发展揭示他们的善意）构思分析：· 布局：1. 第一段：承接原文情节，展现主人公进入剧院后的反应，以及与机车党互动的初步描写。2. 第二段：解开悬念，展示机车党成员的真实身份及情节高潮，结尾呼应主题。· 提炼框架：1. 主角进入剧院后的观察与情绪反应。2. 主角与机车党互动，反转机车党的形象。3. 主题升华：传递爱与善意。
· 实施要点：1. 动作描写与心理描写相结合，增强代入感。2. 精准承接原文，通过细节填充逻辑。3. 通过对机车党的细节刻画实现反转效果。· 注意事项：1. 承接原文语言风格，保持连贯性。2. 巧妙融入环境描写、时间过渡词汇。避免生硬的情节推动，确保自然流畅
Paragraph 1:I hurried int the theater, nly t find there were even mre bikers inside. The sight made my heart skip a beat. The rm was buzzing with their chatter, laughter, and the ccasinal clinking f heavy bts against the flr(名词并列). They seemed entirely at ease, ccupying the space(非谓语动词做伴随动作) as thugh it was their secnd hme(状从). I hesitated by the entrance, my mind racing with dubts(独立主格). Just as I cnsidered slipping ut unnticed(状从+unnticed做主语补语或状语), I caught sight f smething unexpected: flyers and psters scattered n the tables(非谓语动词做后置定语), all featuring images f adrable dgs.(独立主格) Intrigued despite my nervusness(非谓语动词短语做原因状语), I cautiusly mved t an empty seat at the back, trying t blend int the shadws(非谓语动词做伴随动作).Clink v.使 叮铃[叮当]作响;  be at ease 自在舒适Slip ut 溜出去； scatter vi.散落；adrable adj.可爱的； blend v.混入；混合；
Paragraph 2:When the film began, I realized that the bikers were an animal rescue grup(宾从). The dcumentary pened with tuching ftage f abandned dgs(with 复合短语做后置定语) being cared fr and adpted(非谓语动词做后置定语), and t my astnishment, many f the bikers in the audience appeared n screen as the rescuers. Their tugh exterirs melted away as the film highlighted their cmpassin and dedicatin(状从). Sme f them even teared up as the stries unflded(状从), and I felt my earlier fear disslve int a deep sense f admiratin. By the time the credits rlled(定从), I culdn’t resist appraching ne f them t express my appreciatin(非谓语动词做目的状语). Their leader, a burly【adj. 魁梧的,强壮的; 】 man with a kind smile(后置定语), tld me, “We may lk tugh, but ur hearts are sft fr these animals.” That night, I walked back t my htel, nt nly feeling safe but inspired by the kindness(非谓语动词做伴随动作) I had witnessed(定从).