专题二 第二讲 如何建构续写情节（课件PPT）-【新高考方案】2024高考英语一轮复习（新教材 新高考 人教版）

第二讲 如何建构续写情节 开始 第二讲　如何建构续写情节　 读后续写的最重要的部分就是建构续写情节。考生在构思续写情节时除了分析续写给文中的故事要素、两条线索、一个主题、语言风格和人物性格以外，还必须使情节符合人物的生活逻辑、情感逻辑和思维习惯等。建构情节要紧紧围绕故事主题，符合给文的叙事节奏并与续写给文的情节发展相衔接。我们可以借助思维导图、故事基本要素和搭建续写支架这三个方法来建构情节。 方法一　 借助思维导图 思维导图是一种利用结构简图来分析并组织故事脉络的辅助工具，其特点是形象直观、重点突出、层次清晰。利用思维导图建构情节的过程如下： 1．理解续写给文，了解故事背景 续写给文的首段一般会点明故事的背景。所以，要充分阅读并理解首段，了解故事的背景，即“某人在何时何地做了什么事”。 2．梳理续写给文，理清事件线索 续写给文中一般会有一条或两条事件线索，即“什么人在什么时间做了什么事”，考生可以按照这个思维简要记录故事线索。同时，事件线索中隐含了人物的情感，考生可以把情感记录下来，把握人物的情感线索。根据这两种线索就可以很容易地进行续写部分的情节创写。 3．阅读两段首句，合理预测情节 根据续写所给的两段首句，结合续写给文中的事件线索，就可以合理地预测续写部分的故事情节了。注意，所创写的情节必须符合人们的正常思维和逻辑。 [典题示例]　(2022·浙江6月高考改编) 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。 I needed to do something in my community(社区) in order to complete the community service hours required to graduate from high school. Some of my friends had signed up to spend time at a soup kitchen, so I did, too. It seemed like a good thing to do. I thought that we would just be passing out dinners to those in need, but I found out we would be doing everything from preparing to serving the dinner. We began preparing the food, from mixing salad dressing to separating frozen meat. Much still needed to be done before dinner was served, but already outside the building many homeless people were gathering. It wasn't until a couple of hours later that we opened the doors and began serving dinner. As the line of people came toward me, I got a little scared. I'd come face to face with the homeless: How should I act? How would they treat me? Would they hate me for having more than they did? While some of the people looked very friendly, some of them looked so dangerous. I didn't have too much time to worry about it. I was assigned (分配) to serve the salad with the lady next to me. She smiled at me and said if I needed help, she'd be right there, which I found quite comforting. I had never seen so many people wanting food. They were of all ages and nationalities. Most of them wore clothes that were torn and dirty. Some looked like they had totally giv