读后续写讲解课件-2024届高三英语一轮复习

用TEAM框架 突破高考英语 读后续写 第一部分 阅读梳理原文 第1周 双线梳理原文 构思精彩续写 一、策略指导 在读后续写中，读是输入，写是输出，只有在读的过程中提取有效的文本信息才能更好地续写故事。读后续写以记叙文为主，记叙文主要描写人物经历和事物发展变化，因此在读的过程中一定要从文本双线即文本的情节线和人物的情感线出发，结合记叙文的五大要素来梳理原文内容，这样才能续写出合理的文章。 二、梳理原文 1.梳理原文要素 首先，应该略读文章，了解文章体裁、时态和人称，续写时才能使用正确的人称视角、运用正确的时态。 其次，通过梳理原文六要素即Who，When，Where，How，What来确定文章的主题大意，了解原文中的人物、时间、地点、主要人物的情感变化、写作目的等。 读六要素 (1) Who (2) When (3) Where (4) How (5) What (main idea) Who were the main characters What was the main idea When did it happen Where did it happen How did he/she feel 2.梳理原文情节情感双线 利用“故事山”来对原文的情节进行梳理，把握故事的beginning/background→rising action→climax→falling action→ending/solution等的情节走向，以及每个阶段主人公的情感变化，从而合理推测续写情节，明确写作方向。 beginning/background（para ） 情节： 情感： rising action（para ） 情节： 情感： climax（para ） 情节： 情感： falling action （续写para1） ending/solution （续写para2） 3.梳理续写段首句 续写前，除了梳理原文的情节情感双线，还应剖析文章所给的两句段首句。根据段首句，从情节线和情感线两个方面提出问题，对续写部分的情节和情感走向进行合理的推测。 三、实例分析 （2021年6月浙江卷 ）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。 My dad, George, only had an eighth grade education. A quiet man, he didn’t understand my world of school activities. From age 14, he worked. And his dad, Albert, took the money my dad earned and used it to pay family expenses. I didn’t really understand his world either: He was a livestock trucker, and I thought that I would surpass（超过）anything he had accomplished by the time I walked across the stage at high school graduation. Summers in the mid-70s were spent at home shooting baskets, hitting a baseball, or throwing a football, preparing for my future as a quarterback on a football team. In poor weather, I read about sports or practiced my trombone（长号）. The summer before my eighth grade I was one of a group of boys that a neighboring farmer hired to work in his field. He explained our basic task, the tractor fired up and we were off, riding down the field looking for weeds to spray with chemicals. After a short way, the farmer stopped and pointed at a weed which we mi