如何解读文本，读文有技法读后续写作文指导课件---2024届高考英语一轮复习

如何解读文本——读文有技法 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。 　　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5W1H(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。 要素串联法 【典例1】　 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 hi