2025年高考英语全国二卷读后续写解读与示范 讲义（素材）
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| 名称 | 2025年高考英语全国二卷读后续写解读与示范 讲义（素材） |  | |
| 格式 | docx | ||
| 文件大小 | 16.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-06-17 18:21:31 | ||
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文档简介
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文章。
"What's your name " is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered/ came across/ met/ ran into as an international student in Ireland.
The pronunciation system of the Chinese language is quite different from that/ system of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or myself. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. "It's okay, professor," I shrugged (耸肩). The awkward/ embarrassing moment ended with the class erupting/ burst into laughter. I forced a smile, unsure how to stop further. After that incident, I stopped acting as a "Chinese teacher." Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort/ unease of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
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。
In a class discussion, I was invited to explain the meaning of my name.______________________
Many of my classmates got interested and came up to me after class.____________________
第一步 读文抓要素，奠定续写基石
1. 精准提炼故事要素（5W1H）
Who（人物）：国际学生 “我”（中文名 “秋雨”）、爱尔兰教授、同学。
Where（地点）：爱尔兰大学课堂、班级讨论场景。
When（时间）：留学期间的课堂互动时刻。
What（事件）：“我” 因中文名 “秋雨” 的发音困扰，从反复纠正他人到无奈接受，却意识到可能失去文化认同的机会。
Why（原因）：中英发音体系差异， native speakers 难以准确发出 “秋雨” 的音，“我” 在尴尬中妥协。
How（方式）：“我” 从主动解释发音到被动微笑接受，最终在文化认同与沟通便利间寻求平衡。
2. 梳理故事情节脉络
开端：留学爱尔兰，中文名 “秋雨” 的发音成为初次社交的挑战。
发展：课堂上教授反复念错名字，“我” 在纠正与尴尬中选择妥协，此后不再主动解释发音。
转折：放弃纠正后，“我” 意识到这可能让自己失去分享文化身份的机会，内心产生矛盾。
第二步 构思定框架，紧扣段首创情节
1. 主题引领，突出核心价值
核心主题：文化认同的坚守与跨文化沟通的智慧 —— 通过名字的故事，展现个体在文化差异中的自我认同与主动分享。
价值升华方向：名字不仅是符号，更是文化的载体；主动解释差异而非妥协，才能实现真正的文化交流。
2. 巧用段首句，拓展故事框架
第一段开头句：“In a class discussion, I was invited to explain the meaning of my name.”
思考方向：
解释 “秋雨” 的字面含义（“autumn rain”）与文化意境（如古诗中的浪漫、伤感意象）。
结合个人经历，说明名字对自己的意义，呼应前文 “文化身份” 的思考。
框架示例：
“In a class discussion, I was invited to explain the meaning of my name. ‘Qiu means autumn,’ I began, tracing the character in the air, ‘and yu is rain. In Chinese poetry, autumn rain often carries feelings of nostalgia or hope.’ I shared how my mother named me after a poem, hoping I’d embrace life’s gentle rhythms. The class fell silent, some scribbling notes, others murmuring ‘Qiu-yu’ slowly. For the first time, I didn’t feel the urge to correct their pronunciation—instead, I saw curiosity light up their faces.”
第二段开头句：“Many of my classmates got interested and came up to me after class.”
思考方向：
同学主动询问更多文化细节（如其他中文名的含义、汉字结构等）。
“我” 的积极回应如何促进跨文化交流，体现 “分享文化身份” 的意义。
框架示例：
“Many of my classmates got interested and came up to me after class. ‘Can you write my name in Chinese ’ asked Lisa, handing me a notebook. As I drew the characters for ‘Lisa,’ I explained how each stroke carries meaning. A group gathered around, asking about their own names’ possible Chinese translations. One boy even tried pronouncing ‘秋雨’ again, this time with careful tones. I smiled, realizing that by sharing the story behind my name, I’d built a bridge—one that let others step into my culture, instead of me shrinking to fit theirs.”
3. 打磨衔接句，实现自然过渡
段间衔接：第一段结尾可强调 “同学们的反应让我意识到分享的价值”，为第二段同学主动交流做铺垫。
例：“As I finished speaking, the professor nodded, saying, ‘Thank you for bringing that beauty into our class.’ His words made me realize: my name wasn’t a barrier, but a key.”
句间衔接：用 “for instance”“then”“as” 等连词串联动作与情感，如：“Then Lisa leaned forward, her eyes shining: ‘Tell me more about the poem your mother loved.’”
4. 升华主题句，提升文章格调
结尾升华：结合名字与文化认同，点明 “主动分享” 的意义。
例：“From that day on, I no longer feared mispronunciations. My name, like a small autumn rain, could water the soil of cross-cultural understanding—if only I had the courage to let it fall.”
第三步 成文润语言，打造高分范文
佳作展示
In a class discussion, I was invited to explain the meaning of my name. “‘Qiu’ is the falling leaves and cool breeze of autumn,” I said, tracing the character on the whiteboard, “and ‘yu’ is the gentle rain that waters the earth. Together, they paint a scene from my hometown—when rain drizzles through golden maple trees.” I added how my grandmother used to recite Li Qingzhao’s lines about autumn rain, linking my name to generations of stories. The classroom grew quiet, with some students mouthing “Qiu-yu” slowly. The professor smiled: “So your name is a poem itself.”
Many of my classmates got interested and came up to me after class. A girl named Mikey showed me a Chinese character tattoo he’d wanted to get—“Is this really ‘courage’ ” We spent ten minutes discussing strokes and meanings. Another student asked if I could help name his future pet after a Chinese flower. As I wrote “梅花” (plum blossom) for him, he whispered, “I’ll pronounce it carefully, like how you explained ‘Qiu-yu’.” That day, I learned that when we share the stories behind our names, we’re not just teaching pronunciation—we’re inviting others to hold a piece of our hearts.
佳作点评
情节连贯：从解释名字含义到同学主动互动，紧扣 “文化分享” 主题，呼应前文 “失去文化身份” 的矛盾。
细节生动：通过 “tracing the character”“mouthing ‘Qiu-yu’” 等动作描写，以及 Li Qingzhao 诗词、汉字纹身等文化元素，增强画面感。
语言亮点：使用比喻（“name is a poem”“inviting others to hold a piece of our hearts”）和场景描写，升华主题的同时展现英语表达能力。
逻辑严密：从 “尴尬妥协” 到 “主动分享” 的转变自然，通过课堂讨论和课后互动，层层递进地体现文化沟通的意义。
下水文1
In a class discussion, I was invited to explain the meaning of my name. On stepping onto the platform，a wave of excitement/ nervousness swallowed me/ With a butterfly in my stomach, I stepped onto the platform. Seeing the sincere smiles on their faces, I calmed down. With a deep breath, I decided to embrace this opportunity to share with them something. "The name Qiuyu (秋雨) carries profound symbolism in Chinese culture. Literally meaning 'autumn rain,' it represents nature's poetic image, autumn embodies maturity and wisdom gained through life's seasons, while rain signifies renewal and quiet resilience. Traditionally, Chinese names are chosen to empower virtues, Qiuyu thus reflects a hope for harvesting and nourishing. To my surprise, the professor asked me to write the characters on the board, and as I did, the class applauded thrillingly, captivated by the graceful chese characters--my name.
Many of my classmates got interested and came up to me after class. "Could you teach us to say it properly " one asked, while another exclaimed, "It’s like poetry! could you please offer me a name wth profound Chinese culture " Their genuine curiosity warmed and reached me. From then on, instead of nodding at mispronunciations, I patiently guided them, letter by letter, syllable by syllable. We call each other's Chinese names, playing roles of celebrities in diverse Chinese dynasties. What once felt like an awkward barrier/ challenge between us became a bridge—one that connected/ related/ linked my heritage/ culture to their eagerness/ urge/ longing to learn. In those moments, I realized my name wasn’t just a label/ sign, it was a story waiting to be shared/ discovered/ recognised/ identified.
下水文2
P1: In a class discussion, I was invited to explain the meaning of my name. Standing before my classmates, I hesitated for a moment, then took a deep breath. "My name, Qiuyu, means ‘Autumn Rain’ in Chinese," I began, my voice steady yet filled with affection and pride. "It symbolizes the clearness and purity of rain in autumn, a time of both gathering and reflection." As I spoke, I saw fascination and admiration in their eyes, their faces lighting up with interest. For the first time, I realized that my name, which I once felt awkward about, could be a bridge connecting me to my culture and to them, opening doors to understanding and appreciation.
P2: Many of my classmates got interested and came up to me after class.They approached me with questions about Chinese names, traditions, and festivals, their eyes shining with genuine interest in my heritage. With each conversation, I felt a sense of pride and delight growing within me as I shared stories of my culture that I had once kept hidden. One classmate, after listening intently, exclaimed, "Your name is so beautiful, it makes me want to learn more about China." That moment, I stood there feeling fulfilled, understanding that by embracing my cultural identity, I had not only gained respect but also fostered a deeper understanding and appreciation of diversity among my peers. My name, Qiuyu, is now a symbol of meaningful cultural sharing, reminding me to tell our stories and honor Chinese culture every time I mention it.
"What's your name " is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered/ came across/ met/ ran into as an international student in Ireland.
The pronunciation system of the Chinese language is quite different from that/ system of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or myself. After all, I did care about how others would think of me. I realized that if I didn't stop, the entire lecture would be ruined. "It's okay, professor," I shrugged (耸肩). The awkward/ embarrassing moment ended with the class erupting/ burst into laughter. I forced a smile, unsure how to stop further. After that incident, I stopped acting as a "Chinese teacher." Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort/ unease of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.
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。
In a class discussion, I was invited to explain the meaning of my name.______________________
Many of my classmates got interested and came up to me after class.____________________
第一步 读文抓要素，奠定续写基石
1. 精准提炼故事要素（5W1H）
Who（人物）：国际学生 “我”（中文名 “秋雨”）、爱尔兰教授、同学。
Where（地点）：爱尔兰大学课堂、班级讨论场景。
When（时间）：留学期间的课堂互动时刻。
What（事件）：“我” 因中文名 “秋雨” 的发音困扰，从反复纠正他人到无奈接受，却意识到可能失去文化认同的机会。
Why（原因）：中英发音体系差异， native speakers 难以准确发出 “秋雨” 的音，“我” 在尴尬中妥协。
How（方式）：“我” 从主动解释发音到被动微笑接受，最终在文化认同与沟通便利间寻求平衡。
2. 梳理故事情节脉络
开端：留学爱尔兰，中文名 “秋雨” 的发音成为初次社交的挑战。
发展：课堂上教授反复念错名字，“我” 在纠正与尴尬中选择妥协，此后不再主动解释发音。
转折：放弃纠正后，“我” 意识到这可能让自己失去分享文化身份的机会，内心产生矛盾。
第二步 构思定框架，紧扣段首创情节
1. 主题引领，突出核心价值
核心主题：文化认同的坚守与跨文化沟通的智慧 —— 通过名字的故事，展现个体在文化差异中的自我认同与主动分享。
价值升华方向：名字不仅是符号，更是文化的载体；主动解释差异而非妥协，才能实现真正的文化交流。
2. 巧用段首句，拓展故事框架
第一段开头句：“In a class discussion, I was invited to explain the meaning of my name.”
思考方向：
解释 “秋雨” 的字面含义（“autumn rain”）与文化意境（如古诗中的浪漫、伤感意象）。
结合个人经历，说明名字对自己的意义，呼应前文 “文化身份” 的思考。
框架示例：
“In a class discussion, I was invited to explain the meaning of my name. ‘Qiu means autumn,’ I began, tracing the character in the air, ‘and yu is rain. In Chinese poetry, autumn rain often carries feelings of nostalgia or hope.’ I shared how my mother named me after a poem, hoping I’d embrace life’s gentle rhythms. The class fell silent, some scribbling notes, others murmuring ‘Qiu-yu’ slowly. For the first time, I didn’t feel the urge to correct their pronunciation—instead, I saw curiosity light up their faces.”
第二段开头句：“Many of my classmates got interested and came up to me after class.”
思考方向：
同学主动询问更多文化细节（如其他中文名的含义、汉字结构等）。
“我” 的积极回应如何促进跨文化交流，体现 “分享文化身份” 的意义。
框架示例：
“Many of my classmates got interested and came up to me after class. ‘Can you write my name in Chinese ’ asked Lisa, handing me a notebook. As I drew the characters for ‘Lisa,’ I explained how each stroke carries meaning. A group gathered around, asking about their own names’ possible Chinese translations. One boy even tried pronouncing ‘秋雨’ again, this time with careful tones. I smiled, realizing that by sharing the story behind my name, I’d built a bridge—one that let others step into my culture, instead of me shrinking to fit theirs.”
3. 打磨衔接句，实现自然过渡
段间衔接：第一段结尾可强调 “同学们的反应让我意识到分享的价值”，为第二段同学主动交流做铺垫。
例：“As I finished speaking, the professor nodded, saying, ‘Thank you for bringing that beauty into our class.’ His words made me realize: my name wasn’t a barrier, but a key.”
句间衔接：用 “for instance”“then”“as” 等连词串联动作与情感，如：“Then Lisa leaned forward, her eyes shining: ‘Tell me more about the poem your mother loved.’”
4. 升华主题句，提升文章格调
结尾升华：结合名字与文化认同，点明 “主动分享” 的意义。
例：“From that day on, I no longer feared mispronunciations. My name, like a small autumn rain, could water the soil of cross-cultural understanding—if only I had the courage to let it fall.”
第三步 成文润语言，打造高分范文
佳作展示
In a class discussion, I was invited to explain the meaning of my name. “‘Qiu’ is the falling leaves and cool breeze of autumn,” I said, tracing the character on the whiteboard, “and ‘yu’ is the gentle rain that waters the earth. Together, they paint a scene from my hometown—when rain drizzles through golden maple trees.” I added how my grandmother used to recite Li Qingzhao’s lines about autumn rain, linking my name to generations of stories. The classroom grew quiet, with some students mouthing “Qiu-yu” slowly. The professor smiled: “So your name is a poem itself.”
Many of my classmates got interested and came up to me after class. A girl named Mikey showed me a Chinese character tattoo he’d wanted to get—“Is this really ‘courage’ ” We spent ten minutes discussing strokes and meanings. Another student asked if I could help name his future pet after a Chinese flower. As I wrote “梅花” (plum blossom) for him, he whispered, “I’ll pronounce it carefully, like how you explained ‘Qiu-yu’.” That day, I learned that when we share the stories behind our names, we’re not just teaching pronunciation—we’re inviting others to hold a piece of our hearts.
佳作点评
情节连贯：从解释名字含义到同学主动互动，紧扣 “文化分享” 主题，呼应前文 “失去文化身份” 的矛盾。
细节生动：通过 “tracing the character”“mouthing ‘Qiu-yu’” 等动作描写，以及 Li Qingzhao 诗词、汉字纹身等文化元素，增强画面感。
语言亮点：使用比喻（“name is a poem”“inviting others to hold a piece of our hearts”）和场景描写，升华主题的同时展现英语表达能力。
逻辑严密：从 “尴尬妥协” 到 “主动分享” 的转变自然，通过课堂讨论和课后互动，层层递进地体现文化沟通的意义。
下水文1
In a class discussion, I was invited to explain the meaning of my name. On stepping onto the platform，a wave of excitement/ nervousness swallowed me/ With a butterfly in my stomach, I stepped onto the platform. Seeing the sincere smiles on their faces, I calmed down. With a deep breath, I decided to embrace this opportunity to share with them something. "The name Qiuyu (秋雨) carries profound symbolism in Chinese culture. Literally meaning 'autumn rain,' it represents nature's poetic image, autumn embodies maturity and wisdom gained through life's seasons, while rain signifies renewal and quiet resilience. Traditionally, Chinese names are chosen to empower virtues, Qiuyu thus reflects a hope for harvesting and nourishing. To my surprise, the professor asked me to write the characters on the board, and as I did, the class applauded thrillingly, captivated by the graceful chese characters--my name.
Many of my classmates got interested and came up to me after class. "Could you teach us to say it properly " one asked, while another exclaimed, "It’s like poetry! could you please offer me a name wth profound Chinese culture " Their genuine curiosity warmed and reached me. From then on, instead of nodding at mispronunciations, I patiently guided them, letter by letter, syllable by syllable. We call each other's Chinese names, playing roles of celebrities in diverse Chinese dynasties. What once felt like an awkward barrier/ challenge between us became a bridge—one that connected/ related/ linked my heritage/ culture to their eagerness/ urge/ longing to learn. In those moments, I realized my name wasn’t just a label/ sign, it was a story waiting to be shared/ discovered/ recognised/ identified.
下水文2
P1: In a class discussion, I was invited to explain the meaning of my name. Standing before my classmates, I hesitated for a moment, then took a deep breath. "My name, Qiuyu, means ‘Autumn Rain’ in Chinese," I began, my voice steady yet filled with affection and pride. "It symbolizes the clearness and purity of rain in autumn, a time of both gathering and reflection." As I spoke, I saw fascination and admiration in their eyes, their faces lighting up with interest. For the first time, I realized that my name, which I once felt awkward about, could be a bridge connecting me to my culture and to them, opening doors to understanding and appreciation.
P2: Many of my classmates got interested and came up to me after class.They approached me with questions about Chinese names, traditions, and festivals, their eyes shining with genuine interest in my heritage. With each conversation, I felt a sense of pride and delight growing within me as I shared stories of my culture that I had once kept hidden. One classmate, after listening intently, exclaimed, "Your name is so beautiful, it makes me want to learn more about China." That moment, I stood there feeling fulfilled, understanding that by embracing my cultural identity, I had not only gained respect but also fostered a deeper understanding and appreciation of diversity among my peers. My name, Qiuyu, is now a symbol of meaningful cultural sharing, reminding me to tell our stories and honor Chinese culture every time I mention it.