2024届高考英语 读后续写复习 课件(共70张PPT)

(共70张PPT)
第二部分　读后续写
宏观感知
[题型解读]　读后续写考题提供一段350 词以内的语言材料，要求考生依据该材料内容和所给段落开头语进行续写(150 词左右)，将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。从试题结构来看，读后续写评价的是书面理解能力和书面表达能力。因此，在写作之前，首先要读懂文本、理清故事情节，然后再构思故事的发展和结局。
[命题特点]　该题型一方面考查学生对所学语言的实际运用能力，另一方面也培养学生的发散思维能力。
读后续写不是随心所欲地写，而是根据题目要求，在读懂原文的基础上，利用原材料的素材、线索和情节等充分发挥想象力和创造力来续写。
通过对高考真题中读后续写的分析，我们可得出它的四大命题特点：
[评分原则]
1．本题总分为25分，按五个档次进行评分。
2．评分时，应主要从内容、词汇语法和篇章结构等方面考虑。
(1)与所给短文及段落开头语的衔接程度；
(2)内容的合理性；
(3)应用语法结构和词汇的丰富性和准确性；
(4)上下文的连贯性。
3．评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。
4．评分时还应注意：
(1)词数少于130的，从总分中减去2分；
(2)书写较差以致影响交际的，可将分数降低一个档次；
(3)单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑，英、美拼写及词汇用法均可接受。
[评分标准]
档次 描述
第五档 (21－25分) (1)创造了丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高。
(2)使用了多样并且恰当的词汇和语法结构，可能有个别小错，但完全不影响理解。
(3)有效地使用了语句间衔接手段，全文结构清晰，前后呼应，意义连贯。
档次 描述
第四档 (16－20分) (1)创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较高。
(2)使用了比较多样并且恰当的词汇和语法结构，可能有些许错误，但不影响理解。
(3)比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
档次 描述
第三档 (11－15分) (1)创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关。
(2)使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。
(3)基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
档次 描述
第二档 (6－10分) (1)内容或逻辑上有一些重大问题，续写不够完整，与原文情境有一定程度的脱节。
(2)所使用的词汇有限，语法结构单调，错误较多，影响理解。
(3)未能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。
档次 描述
第一档 (1－5分) (1)内容或逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节。
(2)所使用的词汇非常有限，语法结构单调，错误很多，严重影响理解。
(3)几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
0分 所写内容太少或无法看清以致无法评判；所写内容全部抄自原文或与题目要求完全不相关。未作答。
[失分原因]
1．不符合基本要求：词数少于130；两段的词数比例失调；随意分段；时态错误；抄袭原文等。
2．内容不合逻辑：缺乏合理想象；续写部分与给定材料之间的逻辑、续写两段内容之间的逻辑以及续写部分与所给开头语之间的逻辑不连贯。
3．语言不够丰富恰当：所使用语法结构与词汇的丰富性、准确性不够；刻意使用生僻词汇和复杂句式，不考虑与原文语言风格的一致性。
4．脑洞开太大：想象不合理；续写部分立意不高；价值观有争议。
第一讲　如何解读文本——读文有技法
技法指导
一、梳理故事情节，读出有效信息
读后续写是一种将阅读和写作紧密结合起来进行考查的新题型，语篇类型一般是记叙文或夹叙夹议文。故事通过设置较为真实的问题情境，考查学生能否运用英语基础知识准确理解文章故事情节，并结合所给文本材料及两个段落首句，分析篇章结构、情节脉络，发挥其独立思考能力，展开合理想象。运用英语词汇、语法等基础写作技能，完成一篇与给定材料有逻辑衔接，情节和结构完整的短文。学生可以根据实际情景和续写文章的特点利用以下微技能来梳理原文本的故事情节。
微技能一
要素串联法
读后续写以记叙文为主，记叙文是以记人、叙事、写景、状物为主，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，读文审题，理解文本是第一步。为了使续写部分和给定材料共同构成一个逻辑衔接、情节完整的短文，必须在文本大意和叙述意图的统领下分析所给文本的情境模式，即五个W一个H(who, when, where, what, why和how)。梳理所给文本的主要内容，即人物、时间、
地点、事件起因、经过和结果，为续写的情节构思提供依据与方向。需要注意的是，不一定每篇文章都包含这六个要素，所以当无法找全这六要素时不要纠结，应快速列出已找出的要素，简单串联，梳理出原文本的故事情节。该方法适用于所有读后续写文本。
【典例1】　(2022·新高考Ⅰ卷)
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。
It was the day of the big cross-country run.Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence.He was small for ten years old.His usual big toothy smile was absent today.I walked over and asked him why he wasn't with the other children.He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school's coach and asked him what had happened.“I was afraid that kids from other schools would laugh at him，” he explained uncomfortably.“I gave him the choice to run or not, and let him decide.”
I bit back my frustration (懊恼)．I knew the coach meant well—he thought he was doing the right thing.After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid.He always participated to the best of his ability in whatever they were doing.That was why none of the children thought it unusual that David had decided to join the cross-country team.It just took him longer—that's all.David had not missed a single practice, and although he always finished his run long after the other children, he did always finish.As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
注意：1.续写词数应为150左右；
2．请按如下格式作答。
We sat down next to each other, but David wouldn't look at me.
I watched as David moved up to the starting line with the other runners.
1.寻找文本要素
写作要素 具体内容
Who David, I (①_____________________ teacher at the school), a coach
When It was the day of ②___________________________.
Where in a small town
What Though David had worked so hard for the event, he ③_______
_________________________.
a special education
the big cross-country run
hesitated
and even decided not to run
写作要素 具体内容
Why David had ④_________________ which prevented him from walking or running like other children, so he was afraid that kids from other schools would laugh at him.
How The school's coach gave David the chance to join but let him decide. And I, a special education teacher at the school, was proud of his strong determination and tried to ⑤_____________
______________________.
a brain disease
have a talk and
encourage him to go on
2.串联写作要素，梳理故事情节
这是大型越野赛跑的日子，来自小镇及其周围不同小学的学生正在热身，准备参加越野比赛→David独自站在篱笆旁边，准备放弃比赛→“我”感到很纳闷，因为他为此准备了很多，每次训练都没落下过→他的教练告诉“我”，David害怕其他学校的学生笑话他的跑步姿势，因为他患有脑疾，走路和跑步姿势和正常孩子不一样→“我”是一名特殊教育老师，因此很了解David的心情，也很佩服他的毅力→“我”想和他聊一聊。
微技能二
时空顺序串联法
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，每个情节就是不同时间、不同空间下人物的具体活动，因此，学生也可以根据时间、地点的变化来梳理原文本的故事情节。历险类的文章大都遵循一定的时间/空间顺序，情节发展脉络分明，层次清晰，所以此方法对于历险类的文章尤为适用。
【典例2】　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。
It was summer, and my dad wanted to treat me to a vacation like never before.He decided to take me on a trip to the Wild West.
We took a plane to Albuquerque, a big city in the state of New Mexico.We reached Albuquerque in the late afternoon.Uncle Paul, my dad's friend, picked us up from the airport and drove us up to his farm in Pecos.
His wife Tina cooked us a delicious dinner and we got to know his sons Ryan and Kyle.My dad and I spent the night in the guestroom of the farm house listening to the frogs and water rolling down the river nearby.Very early in the morning，Uncle Paul woke us up to have breakfast.“The day starts at dawn on my farm，” he said.After breakfast, I went to help Aunt Tina feed the chickens, while my dad went with Uncle Paul to take the sheep out to graze (吃草)．I was impressed to see my dad and Uncle Paul riding horses.They looked really cool.
In the afternoon, I asked Uncle Paul if I could take a horse ride, and he said yes, as long as my dad went with me.I wasn't going to take a horse ride by myself anyway.So, my dad and I put on our new cowboy hats, got on our horses, and headed slowly towards the mountains.“Don't be late for supper，” Uncle Paul cried，“and keep to the track so that you don't get lost！” “OK！” my dad cried back.After a while Uncle Paul and his farm house were out of sight.It was so peaceful and quiet and the colors of the brown rocks, the deep green pine trees, and the late afternoon sun mixed to create a magic scene.It looked like a beautiful woven (编织的) blanket spread out upon the ground just for us.
注意：1.续写词数应为150左右；
2．请按如下格式作答。
Suddenly a little rabbit jumped out in front of my horse.
We had no idea where we were and it got dark.
时间 地点 人物活动
one summer day at home Dad decided to
①____________________________.
in the late afternoon at Albuquerque ②_________ Uncle Paul picked us up and drove us up to his farm.
take me on a trip to the Wild West
airport
1.寻找文本要素
时间 地点 人物活动
the first night on the farm in the guestroom of the farm house Dad and I ③____________________
________________________________________.
④__________ ———————— at Uncle Paul's farm house I helped Aunt Tina feed the chickens. Dad and Uncle Paul took the sheep out to graze on horse-back.
listened to the frogs and water rolling down the river nearby
very early in
the next morning
时间 地点 人物活动
in the afternoon in the mountains I got the permission and ⑤_____________ with my dad's company.
rode a horse
2.串联写作要素，梳理故事情节
暑假时爸爸带“我”去体验西部野外生活→“我们”暂住在保罗叔叔的农场小屋里，农场旁边有一条小河→第二天早上，爸爸与保罗叔叔骑着马去牧羊→下午“我”也得到允许和爸爸一起骑马到大山里。
二、寻找切入点，理顺情节线索
梳理完故事情节后，是不是马上就要着手写了呢？答案是否定的。因为原文本中出现的人、事、物、矛盾冲突等在后面很可能会涉及，所以我们还需要在了解原文本情节的基础上，再将自己抽离出来，针对原文本的感情基调、人物关系、人物特点和矛盾冲突进行分析，只有这样才可以防止续写的内容与原文本自相矛盾或背道而驰的情况发生。
微技能一
确定感情基调
感情基调指文章的感彩，作品基本观点的情感取向，即作者表达的情感态度，如：是幽默诙谐还是沉闷、是欢快愉悦还是伤感、是积极向上还是消沉。学生在进行续写前必须先确定感情基调，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。确定感情基调，可以运用以下4种策略。
1．通过文中的形容词或动词把握感情基调
【典例1】　(2020·1月浙江高考节选)
The house seemed quiet as a tomb without the boy living there. All that week, Poppy didn't seem interested in her dinner, her favorite toy, or even in her daily walk. Her owners were sad too, but they knew their son would be back to visit. Poppy didn't.
They offered the dog some of her favorite peanut butter treats. They even let her sit on the sofa, but the old girl just wasn't her usual cheerful self. Her owners started to get worried.“What should we do to cheer Poppy up？” asked Dad. “We've tried everything.”
分析：节选部分通过对小狗Poppy的心理描写(didn't seem interested in)表明了Poppy因为男孩的离开而变得郁郁寡欢；通过对男孩父母的动作描写(offered, let)和心理描写(get worried)表明男孩的父母一直在积极想办法让Poppy重新开心起来。由此可以确定，原文本的感情基调是积极向上的，故事的结局肯定是Poppy又开心起来了。
2．通过人物对话把握感情基调
【典例2】　(2020·新高考Ⅰ卷节选)
After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money，” said Clara.“His family is suffering so much.”
“So do I，” said Harry. “We really should do something to assist them.”
For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish (完成)．”
分析：从节选部分的对话中可以看出，孩子们都想帮助Bernard赚钱，并且其中一个孩子John还想到了帮助的办法。由此可以确定，文章的感情基调是互助友爱、乐观积极的。
3．通过所给段落开头语把握感情基调
【典例3】　(2020·7月浙江高考节选)At the very moment, the helicopter arrived.
分析：根据本段段落开头语提示可知，就在那时候直升机来了。由此推断，故事的结局会圆满。
4．通过环境描写把握感情基调
【典例4】　It was so peaceful and quiet and the colors of the brown rocks, the deep green pine trees, and the late afternoon sun mixed to create a magic scene. It looked like a beautiful woven(编织的)blanket spread out upon the ground just for us.
分析：这段环境描写突出了环境的美好，从侧面体现了作者当时愉悦的心情。
微技能二
厘清人物关系
读后续写中有时会涉及含有多个人物、关系较为复杂的语篇，这时，厘清人物关系就很关键，可以帮助学生更加合理地预设文中人物的后续行为，从而让续写情节更加合理。边读原文边画出人物关系图可以帮助学生快速清晰地了解文中人物之间的关系，为续写服务。
【典例5】　(浙江高考改编)
On a bright, warm July afternoon, Mac Hollan, a primary school teacher, was cycling from his home to Alaska with his friends. One of his friends had stopped to make a bicycle repair, but they had encouraged Mac to carry on, and they would catch up with him soon. As Mac pedaled (骑行) along alone, he thought fondly of his wife and two young daughters at home. He hoped to show them this beautiful place someday.
Then Mac heard quick and loud breathing behind him. “Man, that's a big dog！” he thought. But when he looked to the side, he saw instantly that it wasn't a dog at all, but a wolf, quickly catching up with him.
Mac's heart jumped. He found out his can of bear spray. With one hand on the bars, he fired the spray at the wolf. A bright red cloud enveloped the animal, and to Mac's relief, it fell back, shaking its head. But a minute later, it was by his side again. Then it attacked the back of Mac's bike, tearing open his tent bag. He fired at the wolf a second time, and again, it fell back only to quickly restart the chase (追赶)．
Mac was pedaling hard now. He waved and yelled at passing cars but was careful not to slow down. He saw a steep uphill climb before him. He knew that once he hit the hill, he'd be easily caught up and the wolf's teeth would be tearing into his flesh.
At this moment, Paul and Becky were driving their car on their way to Alaska. They didn't think much of it when they saw two cyclists repairing their bike on the side of the road. A bit later, they spotted what they, too, assumed was a dog running alongside a man on a bike. As they got closer, they realized that the dog was a wolf. Mac heard a large vehicle behind him. He pulled in front of it as the wolf was catching up fast, just a dozen yards away now.
分析：
上图清晰地呈现了文章中人物之间的关系：Mac 和朋友一起骑行，中途分开；Mac被狼袭击，想要逃脱；Paul和Becky是路人。厘清了人物之间的关系，在续写的时候就不会出现前后人物指代不一致、张冠李戴等情况。
微技能三
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、健忘、勇敢、热心、机智、冷静等。分析人物特点可以帮助我们理解故事情节，推断故事发展方向，同时对续写时的人物描写有指导作用。我们可以通过分析人物的外貌、动作、心理等细节描写获取人物特点。
【典例6】　Mac's heart jumped. He found out his can of bear spray. With one hand on the bars, he fired the spray at the wolf.
分析：根据这三句中的动作描写可知，主人公 Mac并没有变得惊慌失措，而是开始与狼搏斗，这说明他是一个遇事非常冷静且勇敢的人。
微技能四
分析矛盾冲突
读后续写记叙文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，明确矛盾冲突点是非常重要的。矛盾冲突点主要体现在人物所想达到的目的与目前阻碍其达到这一目的的因素上。续写的大方向就是通过提供清除障碍、达成目标的方式和方法解决这一矛盾冲突。由于在历险类题材的读后续写中，原文中的矛盾冲突点通常较为明显，因此，在这里我们以矛盾冲突点不明显的非历险类题材的读后续写为例，讲解如何分析矛盾冲突。
【典例7】　I had an interesting childhood. It was filled with surprises and amusements, all because of my mother—loving, sweet, and yet absent-minded and forgetful. One strange family trip we took when I was eleven tells a lot about her.
My two sets of grandparents lived in Colorado and North Dakota, and my parents decided to spend a few weeks driving to those states and seeing all the sights along the way. As the first day of our trip approached, David, my eight-year-old brother, and I unwillingly said good-bye to all of our friends. Who knew if we'd ever see them again Finally, the moment of our departure arrived, and we loaded suitcases, books, games, camping equipment, and a tent into the car and bravely drove off. We bravely drove off again two hours later after we'd returned home to get the purse and traveler's checks Mom had forgotten.
分析：根据选文第二段中的“my parents decided to spend a few weeks driving to those states and seeing all the sights along the way”可知，文中主人公想要达成的目标是进行一次顺利的旅行。根据第一段中的“my mother—loving, sweet, yet absent-minded and forgetful”和第二段最后一句可知，一家人刚刚出发去旅行就因为母亲忘带钱包和旅行支票而返回，因此阻碍他们达成目标的因素是母亲的健忘。所以续写部分应该围绕“母亲的健忘”给这次旅行带来的小插曲以及他们如何解决这一问题并最终顺利、愉快地完成此次旅行展开。
在确定了原文本的感情基调、厘清了人物关系、掌握了人物特点、明确了矛盾冲突之后，续写时就本着解决矛盾冲突的目的，依据原文的感情基调、人物关系、人物特点等因素，朝着积极的结局去续写文章。
三、考场读文流程再现，确保思维不跑偏
【典例】　(2021·新高考Ⅰ卷)
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。
A MOTHER'S DAY SURPRISE
The twins were filled with excitement as they thought of the surprise they were planning for Mother's Day.How pleased and proud Mother would be when they brought her breakfast in bed.They planned to make French toast and chicken porridge.They had watched their mother in the kitchen.There was nothing to it.Jenna and Jeff knew exactly what to do.
The big day came at last.The alarm rang at 6 a．m..The pair went down the stairs quietly to the kitchen. They decided to boil the porridge first.They put some rice into a pot of water and left it to boil while they made the French toast.Jeff broke two eggs into a plate and added in some milk.Jenna found the bread and put two slices into the egg mixture.Next, Jeff turned on the second stove burner to heat up the frying pan. Everything was going smoothly until Jeff started frying the bread.The pan was too hot and the bread turned black within seconds.Jenna threw the burnt piece into the sink and put in the other slice of bread. This time, she turned down the fire so it cooked nicely.
Then Jeff noticed steam shooting out of the pot and the lid starting to shake.The next minute, the porridge boiled over and put out the fire.Jenna panicked.Thankfully, Jeff stayed calm and turned off the gas quickly.But the stove was a mess now.Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge.But Jeff's hand touched the hot burner and he gave a cry of pain. Jenna made him put his hand in cold water.Then she caught the smell of burning.Oh dear！The piece of bread in the pan had turned black as well.
注意：1.续写词数应为150左右；
2．请按如下格式作答。
As the twins looked around them in disappointment, their father appeared.
As the twins looked around them in disappointment, their father appeared.
The twins carried the breakfast upstairs and woke their mother up.
梳理故事情节，读出有效信息
读文流程一
1．寻找文本要素
写作要素 具体内容
When ①_________________________________
Where in the kitchen
Who the twins (Jenna and Jeff)，②________________
on the morning of Mother's Day
mother, father
写作要素 具体内容
What Jenna and Jeff decided to cook French toast and chicken porridge for their mother. But because of their ③________________,they made a mess of the kitchen and Jeff got burned on his hand.
Why They were planning a surprise for Mother's Day.
inexperience
2.串联写作要素，梳理故事情节
Jenna和Jeff这对双胞胎计划在母亲节为妈妈准备一份惊喜→他们决定这天早上为妈妈做法式吐司和鸡肉粥→由于没有烹饪经验，他们把厨房弄得一团糟，Jeff还烫伤了手……(他们能否做好早餐并成功给妈妈惊喜呢？)
读文流程二
寻找切入点，理顺情节线索
1．通过文中描写主人公的形容词或动词把握感情基调。
原文第一段第一、二句对这对双胞胎的心理描写表明了他们对于即将进行的母亲节计划感到非常兴奋，并且他们认为妈妈看到这份惊喜后会非常开心和自豪。由此可以看出，原文本渲染的氛围是温馨的，感情基调是欢快愉悦的。
2．通过思维导图厘清人物关系
双胞胎中Jenna是女儿，Jeff是儿子，他们想要在母亲节这天早上为妈妈做一顿早餐作为惊喜送给她。厘清了这些人物关系，在续写时就能正确把握人物之间的情感，让情节朝着既合乎情理，又合乎逻辑的方向发展。
3．通过心理和动作描写获取人物特点
原文第一段第一句提到，这对双胞胎想到要为妈妈准备母亲节惊喜就非常兴奋，这说明他们非常爱妈妈。原文最后一段提到，粥溢出把火浇灭了之后，Jenna惊慌失措，Jeff清理火时手触碰到了炉子被烫了。这说明他们两人都没有做饭经验。
4．分析矛盾冲突
根据原文第一段中的“How pleased and proud Mother would be when they brought her breakfast in bed. They planned to make French toast and chicken porridge.”可以看出，主人公Jenna和Jeff 想要达成的目标是给妈妈做早餐，带给妈妈母亲节的惊喜。再根据原文第一段中的“They had watched their mother in the kitchen.”以及第二、三段提及的一系列事故可知，他们只是看过妈妈做早餐，自己操作过程中状况百出，早餐计划即将失败。因此，阻碍他们达成目标的因素是两人都缺乏做饭经验。所以续写部分应该围绕他们在缺乏做饭经验的情况下如何顺利完成计划展开。