2026届高三英语二轮复习课件：专题6　读后续写　第2讲　抓核心线索,厘故事脉络（含解析）

这是一份2026届高三英语二轮复习课件：专题6　读后续写　第2讲　抓核心线索,厘故事脉络（含解析），共35页。PPT课件主要包含了角度1　锁定细节用词，角度2　细品人物语言，角度3　巧借环境描写等内容，欢迎下载使用。
线索1　提炼架构要点,梳理故事情节
线索2　锁定关键词句,把握情感基调
目 录 索 引
线索3　明确核心冲突,做好情节准备
方式1　四要素串联核心点,掌握人物活动
读后续写的文章一般是记叙文,事情的发展过程包括“开端、发展、高潮、结果”,也就是行文结构4大要素,找到这4个结构要素对梳理情节非常重要。梳理情节时要注意结合记叙文六要素,即时间(when)、地点(where)、人物(character)、起因(reasn)、经过(curse)及结果(ending)。
[典例] (2024新课标Ⅰ卷)情节梳理如下:
[注意]通常故事的开端和发展为给出的阅读部分,故事的高潮和结局为续写部分。明确文章各个部分属于哪一要素,对于把握续写情节方向和内容大有裨益。
方式2　依据时空线索,分析主要情节
[典例] (2023浙江1月卷) 时空线索如下:
通过上述分析可知故事情节如下:到朋友农场参加露天烧烤,被一个声音吸引→进入挤奶房发现一只蜂鸟被困于蛛网中→拯救蜂鸟→蜂鸟没有立刻飞走,盯着作者看后飞走→烧烤过程中作者告诉东道主此事→餐后蜂鸟飞回来,好像是说再见→(续写第一段)几周后,作者重回农场,想到了什么?做了什么?感觉是怎样的?→(续写第二段)蜂鸟出现后,它如何表现?作者有什么反应?作者感悟到了什么?
方式3　切分文本结构,明确发展方向
记叙文的行文结构包括4大要素,即“起、承、转、合”,对于故事情节较曲折的文章来说,找到这四个结构要素对梳理文章情节非常重要。文章遵循“起→承→转→合”的结构特点,对应故事的“发生→发展→转折或高潮→结局”。
[典例] (2022新高考Ⅰ卷)情节梳理如下:
情感基调指的是文章的感情色彩,作者的基本观点的情感取向,也就是作者想要表达的总的情感态度,如是欢乐的还是悲伤的,是激昂豪迈的还是委婉含蓄的,是积极向上的还是消沉的等。只有准确把握原文本的情感基调,考生才能使续写的内容与原文融合在一起。
例:[2024新课标Ⅰ、Ⅱ卷] mment I gt ff the plane,I ran like crazy thrugh the airprt building and jumped int the first taxi n the rank withut a secnd thught.  a heated discussin that lasted fr what seemed like a century, Gunter put his phne dwn and started the car.  this mment,Gunter pinted twards the waiting hall f the bus statin. There,at the entrance,was a cash machine.I jumped ut f the car,made a mad run fr the machine,and ppped my card in,nly t read the message: “Out f rder.Srry.” 
名师剖析曲线处的内容通过夸张的修辞手法刻画出作者的焦急心情。横线处的内容体现出Gunter总能保持冷静,由此可推测出故事走向是Gunter帮助作者成功赶上了车。
例:[2024新课标Ⅰ、Ⅱ卷]That was when I met Gunter.I tld him where I was ging,but he said he hadn’t heard f the bus statin.I thught my prnunciatin was the prblem,s I explained again mre slwly,but he still lked cnfused.When I was abut t give up,Gunter fished ut his little phne and rang up a friend.After a heated discussin that lasted fr what seemed like a century,Gunter put his phne dwn and started the car.  parked the taxi behind the bus,turned arund,and lked at me with a big smile n his face.“We made it,” he said. 
名师剖析从原文有关对话的描写可以看出,Gunter认真负责并且很有耐心,也可以看出Gunter非常热心,希望帮助作者赶上车,这些描写可以帮助学生推测后面Gunter的语言和行为。
例:[2024新课标Ⅰ、Ⅱ卷]I met Gunter n a cld,wet and unfrgettable evening in September.I had planned t fly t Vienna and take a bus t Prague fr a cnference.Due t a big strm,my flight had been delayed by an hur and a half... ,with just tw minutes t spare we rlled int the bus statin. Thankfully,there was a lng queue(队列) still waiting t bard the bus.Gunter parked the taxi behind the bus,turned arund,and lked at me with a big smile n his face.“We made it,” he said. 
Just then I realised that I had zer cash in my wallet.I flashed him an aplgetic smile as I pulled ut my Prtuguese bankcard.He tried it several times,but the card machine just did nt play alng.A feeling f helplessness washed ver me as I saw the bus queue thinning ut. 名师剖析曲线处的内容是自然环境描写,说明了故事起因,交代了主人公相遇的时间,通过环境的潮湿阴冷烘托作者的焦急心情。横线处的句子是对车站环境的描写,看到排队队伍时,作者松了一口气,但当队伍越来越短,作者还没有付钱给Gunter时,作者越发无助。通过前后对比凸显出情绪的变化,烘托迫切气氛。
对记叙文而言,矛盾冲突是决定其情节发展的关键,这种矛盾冲突可能是一个人内心的内在冲突,也有可能是与他人、与环境的外在冲突,但无论内在还是外在,矛盾冲突都是一个故事的精髓。读后续写中续写内容往往是冲突的解决与结局,冲突的解决方式也会在原文中或明或暗地有所提示。考生可以从以下三个角度来挖掘核心冲突,找到核心冲突的解决方式。
方式1　重视首段背景信息
文章首段可能会出现核心冲突产生的原因,因此我们在阅读的过程中要善于发现这些伏笔。[典例] (2024新课标Ⅰ& Ⅱ)I met Gunter n a cld,wet and unfrgettable evening in September.I had planned t fly t Vienna and take a bus t Prague fr a cnference.Due t a big strm,my flight had been delayed by an hur and a half.I tuched dwn in Vienna just 30 minutes befre the departure f the last bus t Prague.The mment I gt ff the plane,I ran like crazy thrugh the airprt building and jumped int the first taxi n the rank withut a secnd thught.
[分析]本段交代了故事发生的背景:作者在九月份的一个寒冷、下着雨的傍晚遇见了Gunter,暴雨导致作者的飞机延误了一个半小时,作者在距离末班车出发仅剩半个小时的时候下的飞机。一下飞机就慌忙上了出租车,可见时间很仓促。这为下文作者没带现金,付不了车费作了铺垫。
方式2　挖掘隐藏情节伏笔
核心冲突的解决方案可能在故事的中间段落已被暗示出来。中间段落是故事发展的过程,在这个过程中,作者也可以设置解决核心冲突的伏笔。
[典例] (2022新高考Ⅰ卷) 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 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.
[分析]根据原文中的“he had decided nt t run”和“He had wrked s hard fr this event!”可知,David最后决定不参加比赛,但是前期已经为比赛付出了极大的努力。由此可判断David内心是渴望参加比赛的。再结合“David culd run if he wanted”可知,如果David愿意,David依然可以参赛,由此可以判断,解决本文核心冲突的关键在于David自己内心的坚定,为后面 David 踏上赛道埋了伏笔。
方式3　用好尾段冲突暗示
一些读后续写所给语篇尾段的描述体现了人物内心冲突或人物关系冲突的迹象或开端,而续写段落应该是冲突的发展、高潮,在语篇尾段中准确捕捉冲突的伏笔可帮助我们合理构思情节的发展和高潮。
[典例1] (2022浙江1月卷)After lng discussins we smehw agreed t d a study n the psychlgical well-being f teenagers.I wasn’t sure what it meant exactly,but at least we had a tpic.[分析]上文描述作者成绩一般。面对一个专心学习、成绩优秀但自傲的合作伙伴,作者感到自卑、消极。尾段介绍,经过长时间的讨论,作者与合作伙伴最终设法确定了项目主题,这为续写部分中他们定期研讨项目情节做好了铺垫。“I wasn’t sure what it meant exactly”这句话也为续写段落中作者在项目研讨中的表现埋下了伏笔。
[典例2] (2021浙江6月卷)My labrs lasted abut tw weeks,and the farmer said there might be mre wrk,but I wasn’t interested.I decided it was nt fair that I had t cntribute my mney.[分析]上文描述作者得知他打工挣来的钱要贴补家庭开销而不能随心花了,为此他心情不悦。所以在尾段中,作者可能还有更多的工作要做但他并不感兴趣,作者认为把自己挣来的钱贡献出来不公平。这为下文,即续写段落中他与父亲就他挣到的钱的用途产生冲突埋下了伏笔。
阅读下面材料,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。(2025全国二卷)“What is yur name?” is a questin mst frequently asked when peple meet fr the first time.But fr me,it was the first challenge I encuntered as an internatinal student in Ireland.
The prnunciatin system f the Chinese language is quite different frm that f English.Fr native speakers f English,sme Chinese wrds are rather difficult t prnunce.My given name Qiuyu(秋雨),fr instance,happened t be a great challenge fr many f them.Every time I gave a self-intrductin,I had t explain hw t prnunce my name at least five times,yet they still culd nt say it the way I did.
Once in a lecture,the prfessr tried repeating my name after me ver and ver in frnt f thirty classmates.I really did nt knw whether I shuld cntinue crrecting him r simply drp the matter.I feared that my classmates might grw tired f my effrts r even lse patience with me.After all,I did care abut hw thers wuld think f me.I realized that if I didn’t stp,the entire lecture wuld be ruined.“It’s kay,prfessr,” I shrugged (耸肩).The awkward mment ended with the class erupting int laughter.I frced a smile, unsure hw t respnd further.After that incident,I stpped acting as a “Chinese teacher.” Instead f crrecting thers when
they were struggling t prnunce my name,I just smiled and ndded apprvingly.This apprach spared me the discmfrt f having t ver-explain. Hwever,I sn fund that by ding s,I might be lsing smething mre imprtant:the pprtunity t share a small part f my cultural identity.注意:1.续写词数应为150个左右;2.请按如下格式在相应位置作答。
In a class discussin,I was invited t explain the meaning f my name.                                                                                                                                                           Many f my classmates gt interested and came up t me after class.                                                                                                                                                            
In a class discussin,I was invited t explain the meaning f my name.My heart raced as thirty pairs f eyes turned t me.Taking a deep breath,I traced the Chinese characters in the air:“qiū means glden autumn,and yǔ is gentle rain that nurishes the earth.In my culture,this name carries wishes fr wisdm and grwth.” T my astnishment,the prfessr repeated “Qiūyǔ” with remarkable clarity,his blue eyes sparkling with newfund understanding.A hush fell ver the rm,and then Maria frm Italy murmured,“It’s like petry!” The tensin I’d carried since that awkward lecture began melting away.