专题3.03 续写中的情感传递-2024年新高考英语读后续写提分技能

这是一份专题3.03 续写中的情感传递-2024年新高考英语读后续写提分技能，共11页。试卷主要包含了03 续写中的情感传递等内容，欢迎下载使用。

背景回顾
1
抒情是与叙事相对的概念。一般地说，抒情偏于表现作者自己的主观世界，叙事偏于再现客观世界；抒情偏于用话语的声音组织和画面来象征性地表现感情，叙事偏于用话语的意义来讲故事。抒情作为一种主观表现，并不脱离现实，而是对现实生活的反映与评价。感情源于对现实的感受，没有真实的生活感受，便没有真正价值的抒情。对现实感受的深浅，又往往取决于对现实认识的深浅程度。所以抒情总是包含着对现实的反映。抒情是一种特殊的反映方式，抒情反映的对象主要是社会生活的精神方面。现实生活并不只是物质生活，它害包括现实存在着的精神生活。文学抒情主要从一个侧面反映了特定的社会心理、精神状态与时代精神。抒情反映必带主观色彩，即情感反映了主体与对象之间的特定关系；抒情反映具有评价性，即抒情中所表现出来的赞美、向往、同情、憎恶等情感倾向都不同程度地含有对现实的价值判断。抒情也是对现实的一种意识中的改造：通过创造性想象，抒情主体把现实之物转化为贯注了主观情思的想象，使外在世界成为一个与内心世界协调融洽的审美世界。
高中英语读后续写是一种将语言输出与输入紧密结合、旨在加速提高学生语言运用能力的一种方法。读后续写的过程注重激发学生的写作热情，培养学习者写作目的意识、读者群意识以及写作方向意识，鼓励学生进行合作交流。纵观浙江卷高考英语读后续写试题，我们不难发现，读后续写在很大程度上也是在考查学生对故事情感的感知、理解与深层推理的能力，同时也体现了《普通高中英语课程标准（2017年版2020年修订）》（以下简称《课程标准》）在学业质量评价的要求。
《课程标准》在“学业质量”部分指出，高中英语学业质量以学生在语言能力、文化意识、思维品质和学习能力等方面的核心素养为基础，结合高中英语课程标准的内容以及高中学生英语学习的进阶情况，重点描述高中学生在特定问题情境中运用英语解决问题的能力和表现。同时，课程标准也将“学业质量水平”设置为三个水平，并明确指出“水平二”是英语高考命题的主要依据。“水平二”对书面表达的“质量描述”如下：
表1：高中英语学业质量水平二（节选）
例如， 2021年1月浙江省高考英语读后续写遵循了课程标准学业质量“水平二”2-13所强调的对人物的经历、情感态度、事件发展的过程及特征等的表达能力的考查。这在很大程度上引发了学生结合自己的人生经历、对家庭情感的进一步的回顾与思考。特别是在家庭生活的重要时刻，如重大的节假日，家庭成员之间的情感的维系与表达方式等。例如，此次读后续写的原文的第二段中的“All f us were hard at wrk at the kitchen table, with my mm filming the annual event”这一句，刻画了节日来临之时家庭内部成员关系融洽、家庭生活多彩的氛围，这就为后文以及续写中，学生该如何处理意外引发的情感变化，提供了一个思考的基础。
方法策略
2
读后续写教学需要情感培养，通过情感上 的共鸣，学生才能对给定的文章进行续写。如果没有进行情感渗透，那么学生在学习的过程中，只是将知识和技能进行浅层的提升，对于读后续写的认知程度只停留在完成基本任务的 阶段，没有进行情感的深层体验，这样学生就 会缺乏对读后续写学习的整体兴趣和积极性。 情感对于教学的影响看似无用，但是其实际的影响十分深远，可以影响到学生对课程的整体态度，而态度决定行为，行为决定结果，如果 教师不进行情感培养，读后续写教学的效果必 定会受到影响。所以，在读后续写教学过程中，教师不能只注重知识和能力的培养，还要关注学生的情感体验和升华，积极引导学生以开朗的心态接纳读后续写教学，从而帮助学生不断提升自身英语语言能力。
情感表达是读后续写任务解决的必要手段之一。实际上，英语读后续写源语篇中有大量的表达情感的细节刻画。例如：
“Tm! ”she cried. “Help!”（2016年10月，浙江卷）[害怕/担忧]
If nly she had nt left her mbile phne in that bag with Tm. （2016年10月，浙江卷）[遗憾/后悔]
Mac’s heart jumped. （2017年6月，浙江卷）[恐惧/害怕]
I had an interesting childhd. It was filled with surprises and amusements, all because f my mther---lving, sweet, yet absent-minded and frgetful.（2017年11月，浙江卷）[开心/幸福]
“I'm ging t miss yu s much, Pppy, "said the tall, thin teenager. He bent dwn t hug his ld friend gdbye. He std up, hugged his parents, and smiled, trying nt t let his emtins(情绪)get the better f him.（2020年1月，浙江卷）[依依不舍]
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”（2020年，新高考I卷）[同情]
It was tiring wrk, but I lked frward t the pay, even thugh I wasn't sure hw much it wuld amunt t.（2021年6月，浙江卷）[坚定决心]
人物情感变化历程的自主探究示例
下面我们将结合2021年1月浙江省英语高考读后续写试题的分析为例，简要谈谈读后续写是如何依据课程标准的评价要求、在亲情传递的过程中促进学生的思维认知能力提升的。
2021年1月浙江卷读后续写为记叙文。文章以第一人称的角度叙述了一个作者万圣节去农场里采摘南瓜，制作万圣节南瓜灯，参与选拔赛，但是作者不知道南瓜的重量，于是为了证明自己胜出就把头伸进南瓜，但最终作者的头卡在掏空的南瓜里面了。这篇文章以“头试南瓜---身陷窘境---智取脑袋---分享经历”为故事主线，以“兴奋---焦虑---害怕---释然”这条情感线为辅线，向读者呈现由窘态变趣味的故事。该续写以作者的情感变化为主要考查角度，展现了家庭内部的日常生活乐趣，并进而通过关键词提示以及细节刻画，能引发学生关于如下问题的思考：
1.家庭与个人需要之间的矛盾如何处理？
文章第一个提示词“pumpkin”是本文的主题词之一，全文的故事就是围绕这个词展开的，同时这个词也预示了作者与弟弟之间的冲突产生的根源。而提示词“dad”“Jasn”与“mm”也进一步引发学生对家庭成员之间的日常的交往活动的思考。“pumpkin”与三位家庭成员的关键词提示，能引发学生进一步思考如何在家庭生活中正确地处理个人的需求与家庭成员之间的矛盾，从而让学生能在续写中围绕与家庭成员之间的关系处理，来合理地展开故事的延续。
2.年长子女如何维系与弟妹之间的亲情？
文章第一段中的“In the pumpkin field, I cmpete with my three brthers and sisters”、第二段中的“This year, it was hard t tell whether my prize r the ne chsen by my 14-year-ld brher, Jasn, was the winner”以及第四段中的“ Jasn helping t supprt the weight, I bent back ver the table t give it smewhere t rest”这三处叙述，给学生展现了作为家里的年长子女的作者，与自己的弟弟Jasn之间的冲突与友爱，进而能引发学生进一步思考：在自己深陷困境的情况下，自己的对手来帮助自己，自己该如何应对？结合文章的家庭成员关键词提升，这一问题将直接影响续写第一段的细节刻画：Jasn能帮作者完全摆脱困境吗？Dad与Mm又有何反应呢？
3.心理落差的负面情绪该如何正确释放？
根据文章第一段最后一句中的“ the eldest child I have an advantage”，我们可以体会到作者对自己是家里年长的子女的优越感与自信。但是，第四段尾句中的“ vice sunding unnaturally lud in the enclsed space”却将这种优越感与自信完全吞没了。那么，这一心理落差又该如何应对呢？结合续写第一段中的“ felt much lnger”这一焦虑心态的刻画，以及续写第二段首句的新的信息“That vide”，学生会进一步思考在续写部分作者该如何通过合理的方式，释放这种负面情绪。
实践强化
3
1．（2022·河北石家庄·二模）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。
Ollie Simmns was gd at maths, but Ruby Riley wasn’t. Well, Ruby didn’t think she was. She sat next t Ollie and s she just cpied him. This was the best way she had fund t d maths and she didn’t have t think at all.
One day the teacher said, “We will be having a maths test after lunch.” Ruby felt there was a mth mving its wings inside her. “Can I cpy ff yu?” she whispered t Ollie. Ollie thught fr a minute. “What will yu give me?” he whispered back. Ruby shwed Ollie a stne she had. It was rund and smth and the clur f the sea. “OK!” he said, “Give me the stne, and then yu can cpy me.” Ollie Simmns gt ne hundred percent in the maths test and s did Ruby. Their names went n the tp f the maths champs chart.
Every week there was a maths test and every week Ollie Simmns and Ruby Riley gt ne hundred percent. Ollie had t share the tp place with Ruby, but it was wrth it. He had a trch, a key chain, a glf ball and a gift bx!
One day, there was a maths test again. This time, Ruby picked a watch, thinking everything wuld g as usual—Ollie wuld let her cpy and they wuld g n the tp f the chart tgether again. But she was wrng. The headmaster came int Ruby’s class. “I want t see Ollie Simmns,” she said. Ollie was gne fr a lng time. Then the dr pened. It was the headmaster again. “Ruby Riley,” she said, “Cme with me, please.” Ruby felt like a bird in a cage—there was n way t escape. The headmaster tld Ruby that every lunchtime fr five weeks she had t d maths. “Yu have t learn t think fr yurself,” she said. “And Ollie has t learn a lessn, t. He’s ging t teach yu.”
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。
Ollie was mad at Ruby fr getting him int truble.
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Ollie prved t be a gd teacher fr Ruby.
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【答案】
Ollie was mad at Ruby fr getting him int truble. Hanging her head dwn, Ruby felt s regretful and shameful in that she realized it was her fault that put them int this situatin. “I am s srry that I’d like t make a sincere aplgy t yu.” Shaking her head, Ruby turned t Ollie with tears. Seeing this situatin, Ollie felt his cheeks burning with fire and started t cmfrt Ruby. “We’re suppsed t make up fr this fault tgether.” Ruby wiped her tears and was determined t spare n effrt t learn math with Ollie.
Ollie prved t be a gd teacher fr Ruby. As time went by, with the assistance f Ollie, Ruby’s academic perfrmance f math had becme higher and higher. Ultimately, Ollie Simmns and Ruby Riley gt ne hundred percent in the final examinatin nce again. But this time, the headmaster expressed the warm cngratulatins t them sincerely. “Cngratulatins n yu! Yu’ve really dne a gd jb and I am s prud f yu.” the headmaster said excitedly. They felt extremely delighted while hearing what the headmaster said and became the best and clsest friends. What an unfrgettable and meaningful experience!
【写作解析】本文以人物为线索展开，讲述了Ruby请求同桌Ollie在数学考试时让自己抄袭，并答应Ollie送他礼物，因此两人每周数学测验都获得了满分。校长发现他们考试抄袭这件事后，要求Ruby连续五周在午餐时间学习数学，并让Ollie帮助她。
1. 段落续写：
①由第一段首句内容“Ollie因为Ruby给他惹麻烦而生气。”可知，第一段可描写Ruby后悔给Ollie带来麻烦，所以向他道歉，然后下定决心努力学好数学。
②由第二段首句内容“Ollie证明了自己是Ruby的好老师。”可知，第二段可描写在Ollie的帮助下，Ruby的数学进步很大，两人得到了校长的表扬，也因此成为了最好的朋友。
2. 续写线索：道歉——安慰——努力学习——取得进步——得到表扬——感受
3. 词汇激活
行为类：①道歉：make an aplgy t sb./aplgize t sb./say srry t sb.；②安慰：cmfrt/cheer up；③努力：spare n effrt/try ne’s best
情绪类：①后悔的：regretful/srry；②开心的：delighted/chuffed/cheerful/pleased
【典型句式】
[句型1]. Hanging her head dwn, Ruby felt s regretful and shameful in that she realized it was her fault that put them int this situatin.(现在分词作状语和it was…that…强调句型)
[句型2]. I am s srry that I’d like t make a sincere aplgy t yu. (连词s…that引导的结果状语从句)
[句型3]. They felt extremely delighted while hearing what the headmaster said and became the best and clsest friends.(while引导的时间状语从句的省略和what引导的宾语从句)
2．（2022·山东菏泽·二模）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。
Gemma jumped ff the schl bus feeling thrughly miserable. Tday had been ne f the wrst days f her life. Hw culd she shw her face at schl ever again? It was a ttal shame. She wuld nt face her classmates at all next Mnday mrning.
Gemma walked slwly up the tree-lined hill tward the park. She needed time alne t think and cry. Her mm wuldn’t be hme frm wrk fr anther hur r s and she needed fresh air and sunlight after being in schl all day. She needed s much mre than that; what she needed was a brain transplant. Reading ut lud in class tday had been terrifying, annying, embarrassing; she hated every mment f it. She was sweating, her vice shk, her face flushed red, and her heart punded uncntrllably. Breathing nrmally was simply impssible in the fear and panic she felt. Gemma wished the grund had pened up and swallwed her whle, which wuld have been preferable. She std befre the class feeling like a fl. She had heard the whispered cmments between her classmates, and had seem the lk n her English teacher’s face as she went back t her seat.
Gemma headed fr the bench in the walled rse garden that she ften visited, as far away frm peple as pssible. She tk ff her heavy backpack and put it dwn heavily n the hard seat. The backpack was full f schl bks and she was glad t get it ff her shulders. She never wanted t g back t schl. She sighed deeply, buried her face in her hands, and began t sb in despair. She was sure ther kids didn’t have this prblem. Sme f her classmates even lked like they were enjying reading ut lud and tk great delight in being the center f attentin. Gemma didn’t knw what she was ging t d.
“Hell, are yu alright, dear?” Startled (惊吓), Gemma abruptly pulled her hands away frm her face and lked up in the directin f the vice, embarrassed that smene had seen her crying.
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。
Paragraph 1:
Unexpectedly, her English teacher came up and watched her with kindness and cncern.
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Paragraph 2:
Gemma walked hme feeling like she was walking a little taller and there was a spring in her steps.
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【答案】
Unexpectedly, her English teacher came up and watched her with kindness and cncern. Sitting dwn n the bench, next t Gemma, the teacher patted her shulder gently, saying, “I knw yu were just t nervus, but it’s kay. Actually, mst f us, like yu, nce experienced reading setbacks in public. As the saying ges, practice makes perfect. With mre practice, yu’re sure t make it next time, aren’t yu?” Her English teacher had a lng heart-t-heart talk with Gemma. Realizing her lack f practice, Gemma felt a sudden sense f relief. She was aware f what t d then. When they walked ut f the rse park hand in hand, Gemma felt like a whlly different figure.
Gemma walked hme feeling like she was walking a little taller and there was a spring in her steps. Tday, what her teacher said made her think a lt. She had already gt a detailed plan n what t d next. Nw she began t practise reading ut lud at mirrr in her rm time and again. “What are yu ding, Gemma?” Her mther’s antius vice came frm the dr. Gemma tld mum what had happened. Her mum gave Gemma a big thumb-up and encuraged her t vercme the difficulty bravely.
【写作解析】本文以人物为线索，主要讲述杰玛觉得自己在全班面前大声朗读的表现非常糟糕而暗自伤心哭泣，随后被英语老师发现了，老师安慰和鼓励她只要多加练习就能表现得更好，杰玛便释怀了，并制定计划努力练习，还得到了妈妈的鼓励。
1. 段落续写
①由第一段首句“出乎意料的是，她的英语老师走了过来，和蔼而关切地看着她”可知，第一段可以围绕老师如何安慰杰玛以及杰玛的回应和举措从神态、动作、语言等方面展开描写。为与下一段首句呼应，杰玛肯定感到释怀了。
②由第二段首句“杰玛走回家，感觉自己越发昂首阔步，脚步变得轻快许多”可知，第二段可围绕杰玛释怀后如何锻炼自己的朗读水平来描写，与此同时，还可以描写杰玛的母亲对杰玛刻苦练习的肯定和鼓励。
2. 续写线索：安慰杰玛——释然——练习朗读——家人鼓励
3. 词汇激活
行为类：①意识到：realize/be aware f/recgnize；②鼓舞：encurage/cheer；③克服：vercme/cnquer/surmunt
情绪类：①紧张的：nervus/anxius/tense；②勇敢地：bravely/bldly/fearlessly/curageusly
【典型句式】
【句型1】Tday, what her teacher said made her think a lt.（运用了what引导的主语从句）
【句型2】Gemma tld mum what had happened.（运用了what引导的宾语从句）
3．（2022·河北·模拟预测）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。
One day, father, mther and I were n ur way t Hubble's stre n the Main Street t get thse things needed fr the upcming Christmas. As we passed Eatn's department stre, we stpped as usual t d a bit f windw shpping.
“What a silly dress!” mther suddenly pinted t a dress in the fancy windw. “Wh wuld need such a big red dress?”
Then, ttally ut f character, father went t mther and started dancing n the sidewalk as if they were at a dancing party.
“Dear, it is fr dancing parties,” father laughed. “I hpe I culd buy it fr yu as a Christmas gift.”
“Oh, stp that!” she rdered and her cheeks became redder than usual. Mther, f all peple, was nt ne t spend mney n things that were nt practical. “There are things we need mre than this.”
As we cntinued dwn the street, mther turned back many times. “My gdness! They shuld shw smething a persn really needs!”
But father liked buying smething that mther might nt really need, whenever the budget allwed. Of curse, he'd get a sclding, but it was all dne with the best intentin.
Like the time he brught hme the electric stve years ag. In ur ld kitchen, mther was still cking year-rund n a wden stve. In summer, the kitchen wuld be s ht that even the huseflies wuldn't cme inside. One day, Dad surprised her with a fancy new electric stve. She prtested, saying that the wden stve cked just fine, that the electric stve was t dear and that it wuld cst t much t run it. Since then she nly used it n special ccasins.
On Christmas Eve, we drve past the stre again and fund that the big red dress was gne!
“Wh’d be fl enugh t buy such a big red dress?” mther whispered in disbelief as we drve away.
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。
I quickly stle a lk at Dad.
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I’ll never frget what I saw the next mrning.
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【答案】
I quickly stle a lk at Dad. He tuched me with his elbw and shk his head. But the excitement in his eyes cnfirmed his secret. Suddenly my heart was filled with mre lve fr my father than I thught it culd hld! But I casually turned arund and caught mther still shaking her head in disbelief. She lwered the windw and had a final lk as we rde n up the street. I was almst certain that I detected a disappintment in her eyes.
I’ll never frget what I saw the next mrning. I watched as mther pened a large bx that read “Eatn’s Big Red” n its lid. With trembling hands she tuched the nice material f Big Red. Her face was as bright as the star that shne n ur Christmas tree in the crner f the small rm. “Yu shuldn’t have…” was her unsuccessful attempt at sclding Dad.
【写作解析】本文以人物和大红裙子为线索展开，描述了作者的母亲在商店橱窗外第一次看到漂亮的大红裙子，被深深吸引的表情以及和家人谈论时故作不喜欢的样子，以及圣诞节前，作者一家再次进城时，母亲发现橱窗里的大红裙子不见时难以置信的表情。
1.段落续写：
①由第一段首句内容 “我赶紧偷看了爸爸一眼。”可知，第一段可描写作者父亲神秘和狡黠的神情和动作以及母亲内心对于大红裙子不见了的惊讶与失望。
②由第二段首句内容“我永远不会忘记第二天早上我所看到的一切。”可知，第二段可描写作者父亲送出大红裙子时，对母亲的爱意与期待以及母亲收到礼物时的惊讶和激动之情。
2.续写线索：橱窗里的大红裙子——圣诞节前消失的大红裙子——红裙消失父亲的神秘和母亲的失落——圣诞节早晨父亲的神秘礼物——母亲的惊讶与激动。
3.词汇激活
行为类：①偷偷看: steal a lk at/peek at/thrw a glance at；②发现: detect/ntice/discern；③充满了: be filled with/be full f /be crwded with
情绪类：①失望: disappintment/regret/despair；②惊讶: disbelief/incredible
【典型句式】
【句型1】But I casually turned arund and caught mther still shaking her head in disbelief.(运用了现在分词作宾语补足语)
【句型2】Her face was as bright as the star that shne n ur Christmas tree in the crner f the small rm.(运用了that引导的定语从句)
序号
质量描述
2-13
能在书面表达中有条理地描述自己或他人的经历，阐述观点，表达情感态度；能描述事件发生、发展的过程；能描述人或事物的特征、说明概念；能概述所读语篇的主要内容或续写语篇。
2-14
能在表达过程中有目的地选择词汇和语法结构，确切表达意思，体现意义的逻辑关联性；能使用多模态语篇资源，达到特殊的表达效果。