2024届高考英语一轮复习专题二读后续写第二节指导篇课件

这是一份2024届高考英语一轮复习专题二读后续写第二节指导篇课件，共36页。
♥梳理故事情节一、技巧点拨 读后续写要求考生在理解一篇不完整的文章的基础上，充分发挥想象力，大胆预测文章后续部分的情节发展，进行合乎逻辑的续写。如果考生不知道原文讲的情节是什么，原文情节已经发展到哪里，续写就无从谈起。考生必须理解所提供的文本并梳理出原文本的故事情节，才能在延续原文情节的基础上合理构建故事，顺利完成续写任务。考生可以根据实际情景和续写文章的特点，利用以下技能来梳理原文本的故事情节：
1.要素串联法。读后续写的文本多为情节丰富的记叙文，所以我们可以通过阅读文本，找出记叙文的六要素(when, where, wh, what, why, hw),然后将这六要素有机地串联起来，就可以梳理出原文本的主要情节。2.时空顺序法。读后续写的文本故事性很强，一般都会由一系列小情节构成，每个情节就是在不同时间、空间下人物的具体活动，因此考生可以根据时间、地点及人物活动的变化来梳理原文本的故事情节。3.叙述结构法。考生可以先给文章各段标上序号，然后按照故事的开端(beginning)、发展(develpment)、高潮(climax)和结局(ending)来切分文章结构，进而梳理出原文本的故事情节。
二、典例示范It was summer, and my dad wanted t treat me t a vacatin like never befre. He decided t take me n a trip t the Wild West.We tk a plane t Albuquerque, a big city in the state f New Mexic. We reached Albuquerque in the late afternn. Uncle Paul, my dad’s friend, picked us up frm the airprt and drve us up t his farm in Pecs.
His wife Tina cked us a delicius dinner and we gt t knw his sns Ryan and Kyle. My dad and I spent the night in the guestrm f the farm huse listening t the frgs and water rlling dwn the river nearby. Very early in the mrning, Uncle Paul wke us up t have breakfast. “The day starts at dawn n my farm,” he said. After breakfast, I went t help Aunt Tina feed the chickens, while my dad went with Uncle Paul t take the sheep ut t graze(吃草). I was impressed t see my dad and Uncle Paul riding hrses. They lked really cl.
In the afternn, I asked Uncle Paul if I culd take a hrse ride and he said yes as lng as my dad went with me. I wasn’t ging t take a hrse ride by myself anyway. S, my dad and I put n ur new cwby hats, gt n ur hrses, and headed slwly twards the muntains. “Dn’t be late fr supper,” Uncle Paul cried, “and keep t the track s that yu dn’t get lst!” “OK!” my dad cried back. After a while, Uncle Paul and his farm huse were ut f sight. It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene. It lked like a beautiful wven(编织的) blanket spread ut upn the grund just fr us.
注意：1.续写词数应为150左右；2.请按如下格式在相应位置作答。Suddenly a little rabbit jumped ut in frnt f my hrse. ______________________________________________________________________________________________________________________________
We had n idea where we were and it gt dark. ______________________________________________________________________________________________________________________________
三、解题步骤1.巧妙运用要素串联法、时空顺序法和叙述结构法
2.串联基本故事情节 “我”和爸爸去保罗叔叔的农场度假→度假第二天，“我”和爸爸去骑马→被眼前的景色吸引，距离农场越来越远
3.适当丰富故事情节 暑假父亲决定带“我”去旅行→下午在机场保罗叔叔接“我”去他的农场→在农场的第一个晚上父亲和“我”聆听蛙鸣和河流的声音→第二天早晨，“我”帮阿姨喂鸡，父亲和保罗叔叔带羊去吃草→下午“我”得到允许和父亲一起去骑马，距离农场越来越远
4.使故事情节定型 父亲决定去旅行→保罗叔叔来接“我”们→“我”和父亲在保罗叔叔的农场夜宿→羡慕野外骑马→父亲陪“我”骑马→骑马意外遇到兔子→夜幕降临，“我”和父亲迷路了
We had n idea where we were and it gt dark. Exhausted and hungry, I wndered if we culd find ur way back. I kept shuting fr help, hping my shuts culd be heard by smene, but there was n reply. Dad sunded a little wrried as he reminded me t calm dwn. It was then that my mind raced. “Listen, Dad, the rushing river water,” I shuted excitedly, “we can return t the farm huse dwn the river.” Befre lng, we caught sight f the lights in the distance. We knew we were safe. What a thrilling vacatin we had! 
♥分析文本，明确续写方向一、技巧点拨 梳理完故事情节后，我们还需要在了解原文情节的基础上，针对原文的感情基调、人物关系、人物特点和矛盾冲突进行分析，只有这样才能避免出现续写的内容与原文自相矛盾或背道而驰的情况。1.确定感情基调。感情基调是指文章的感情色彩、情感取向，即作者表达的情感态度。考生在续写前必须确定好感情基调，这样续写的情感方向才不会跑偏，才能与所给原文紧密结合。考生可通过文中的形容词、动词把握感情基调，也可通过文中对话、所给段首句子等来把握感情基调。
2.厘清人物关系。读后续写中，有时会涉及含有多个人物，较为复杂，这时厘清人物关系就非常关键。边读原文边画出人物关系图，可以帮助考生快速清晰地了解文中人物间的关系，为续写打下基础。
3.分析人物特点。人物特点主要指人物的性格特征，如：乐观、善良、坚毅、热心、冷静、机智等。分析人物特点，可以帮助我们理解故事情节，推断后续发展，同时对续写时的人物描写有很好的指导作用。我们可以通过外貌、动作、心理等细节描写获取人物特点，也可以通过对话描写正面获取人物特点。
4.分析矛盾冲突。读后续写的原文本中大多会有一个矛盾冲突点，续写的内容就是解决矛盾冲突点的过程。因此明确矛盾冲突点非常重要，续写的大方向就是通过提供清除障碍达成目标的方法，以解决相应的矛盾冲突。
二、典例示范(2022·浙江1月卷)When Dr.Hendersn was assigning(指定) prject mates fr his psychlgy class, I secretly hped he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all, I hped he wuldn’t assign me t wrk with the fiercely cmpetitive and extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate(命运) wuld have it, Dr.Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.
I went up t my new teammate and intrduced myself. He lked at me as thugh I weren’t there. I felt he treated me as thugh I wuld hld him back and prbably make him fail t get an A in the curse. He wasn’t mean r abusive; he just gave me the impressin he culd d whatever prject we dreamed up better if he did it alne.
Needless t say, I didn’t lk frward t an entire term f being brushed ff, but I tried t make the best f it and didn’t say anything fr fear that I wuld make things wrse.The prject required each team t develp a hypthesis(假说), set up an experiment t test the hypthesis, d the statistical analysis and present the findings. Whatever grade the team received wuld be shared by bth students.
When my teammate and I met t discuss ur prject, I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades — the exact ppsite f me. I actually wanted t drp the class at ne pint, but stpped shrt because I didn’t want t give him the satisfactin f my chickening ut. I decided t stick t it n matter what.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.
注意：1.续写词数应为150左右；2.请按如下格式在相应位置作答。We started t meet regularly t draw up ur plans. ______________________________________________________________________________________________________________________________One day I gt wrd that he was admitted t hspital fr a serius disease. ______________________________________________________________________________________________________________________________
三、解题步骤 结合这篇文章，我们从情感基调、人物关系、人物特点和矛盾冲突几个角度进行分析。
1.情感基调原文第一段中的“Abve all, I hped he wuldn’t assign me t wrk with the fiercely cmpetitive and extremely serius fellw wh always wre dark clthes and apparently had a persnality t match.”通过形容词cmpetitive和serius来描述作者不想合作的同学的特点，表明了作者不想与之共事的原因；根据第一段末的“I wanted t avid”可看出，作者并不想分到这位新队友，作者的心理是抗拒的。根据第五段中的“stick t it”可表明，作者虽然不想和他成为队友，但是仍然要坚持下去，可知作者是坚毅、不服输的。由此看出，原文渲染的感情基调是积极向上和具有正能量的。
2.人物关系 结合原文的叙述可知，Dr.Hendersn和作者以及这个男生是师生关系，这位男生是作者的新队友，Dr.Hendersn是这个项目的组织者，老师把作者和他在班上想回避的那个人分到了一起。
3.人物特点 第五段中的“When my teammate and I met t discuss ur prject, I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades — the exact ppsite f me.”提到，当作者和他的队友讨论课题的时候，作者感到不安。因为作者的成绩并不好，并且难以专心。同时该段中的“…I didn’t want t give him the satisfactin f my chickening ut. I decided t stick t it n matter what.”提到，作者并不想输，无论如何也要坚持下去，这说明了作者勇于面对困难，是个有责任心的人。
4.矛盾冲突 文章第一段提到，作者希望老师能够把自己和最好的朋友分到一起，但是老师却安排了他想避开的人。结合后面的“I tried t make the best f it”及“I decided t stick t it n matter what.”可知，虽然作者面临重重困难，但是仍然努力坚持做到最好。由此可知，续写部分应该围绕作者在面临困难的情况下改变对队友的看法，最终顺利完成课题展开。
四、参考范文We started t meet regularly t draw up ur plans. At first, I didn’t ffer many ideas. Hwever, as ur prject prgressed, I gradually gt invlved because I fund him quite patient and tlerant, never failing t respnd t my cnfusins, in a very serius manner. He even readily accepted my prpsal that we cnduct a questinnaire survey amng us students, which gave me a great sense f satisfactin. As the prject went n smthly, ur relatinship deepened and I fund that he was just intrvert, cl n the utside. 
One day I gt wrd that he was admitted t hspital fr a serius disease. It struck me almst like a blt frm the blue. When I visited him in the hspital, I fund him, my teammate, lying n the bed, lking pale. That sight really stung my heart, s I felt like ding smething fr him, mre exactly, fr ur team. Afterwards, I spent a whle week preparing fr the presentatin, ging thrugh all the figures and ding rehearsals fr the presentatin ver and ver again. As it turned ut, Dr.Hendersn gave an “A” fr ur prject. It was the best gift fr his recvery and als a tken f ur everlasting friendship. 
♥合理构思续写情节 考生应该分析所给的段首句，捕捉其中的核心词，然后自我设置有关行为、情感、结果等能引领故事发展的问题，从而推动情节的发展。常见的设问方式有：1.What did the writer/the characters d?2.Hw did the writer/the characters feel?3.What was the result?4.Hw will the stry develp?5.Hw shuld Paragraph 1 be ended reasnably?6.What’s the writer’s pinin f the thing?
当考生在平时训练中熟悉这些通用的问题链，并能够结合具体情节选取适用的设问方式，那么在考场中便能运用这些问题链构架出具体的故事情节。
♥做到语言生动形象一、添加状语 在写作过程中，我们通常通过添加状语来交代时间、原因、目的、条件、方式、心理状态等。通过这种方式，可以使得句意更加清楚明了，同时也可以使语言更加丰富多样。①Old Peter sat in his empty restaurant.→Feeling frustrated, ld Peter sat in his empty restaurant.②The by later went up t his teacher and said srry.→Deeply aware f his mistakes, the by later went up t his teacher and said srry.
二、细化动作描写 在读后续写过程中，动作描写占有很大的比例。考生在续写过程中存在的典型问题就是动作描写不够生动，描写人物动作时粗略带过，对于一些微小的动作的描写往往兼顾不到。解决这一问题的有效方法之一就是在写作过程中细化动作，把原来的动作分解成一连串细微的动作。这样才能使描述的人物更立体，场景更有画面感，动作更流畅自然。①Jasn gt n a taxi.→Jasn stpped a taxi, jumped in with his suitcase and tld the driver, “G t the plice statin, please.”②The yung mther gathered her sn int her arms.→The yung mther dashed frward, knelt dwn and gathered her sn int her arms.
三、把静态变成动态 在对人物和事物进行描写时，如果只有静态的描写，往往会显得呆板，这时我们可以将这些静态描写转换成动态描写，赋予这些客观事物以运动感、活力感、变化感，使其“活”起来。在读后续写中，恰当地使用动态描写可以更加鲜活地表现人物和事物，使文章更加引人入胜。①Upn hearing the bad news, she felt very sad.→Upn hearing the bad news, her heart ached, tears streaming dwn her cheeks.②She was nervus while waiting.→While waiting, she nervusly paced up and dwn utside the rm.