26 专题六 第二讲 利用文本信息，预测续写情节（Word教参）-【优化指导】2024高考英语二轮复习高中总复习·第2轮（新教材）

第二讲 　利用文本信息，预测续写情节 [对应学生用书P125] 做读后续写时，对所给文本后面的故事情节及故事结尾的推断是写好读后续写的前提。高考所给的读后续写形式是半开放性的，这种形式既可以让考生充分发挥想象力，又能让考生有章可循。考生在推测后续情节时一般根据两个方面：第一是所给文章的情节，特别是伏笔之处；第二是所给每段的首句。 一、捕捉续写点，妙照应衔接 原文主题和原文设置的伏笔均为续写点，通过捕捉续写点，合理构思需要续写的段落，以使其照应原文，衔接自然，做到在语言、逻辑和内容上符合原文基调。 二、研读两首句，巧构思框架 1．两段首句定一框 所给第一段的首句既能承接上文，也是本段的起始句，由第二段的首句可以推测第一段的结尾内容。通过这两段首句可以大体推断第一段的内容。 2．二框二首正能量 第二段的首句既可以推测第一段的结尾内容，还可以预测第二段的内容，尤其注意结尾一定是圆满的、皆大欢喜的内容或者正能量的结局。由此可以推断第二段的主要情节。 3．利用“五所”设问，丰富续写内容 以上步骤仅仅定出了写作框架，在构思时，还要进行情节扩充，让续写有血有肉。建议大家写“五所”(所见、所闻、所说、所思、所做)，并对此进行设问，可以有效地丰富续写的主要情节。 (1)所见：环境描写/人物描写/神情描写 (2)所闻、所说：语言描写 (3)所思：心理描写 (4)所做：动作描写 三、四个顺畅呼应，进行有效衔接 1．给出的首段首句与续写首句的衔接； 2．给出的次段首句与续写首段尾句的衔接； 3．给出的次段首句与续写次段首句的衔接； 4．文章主题意义与文章结尾升华的衔接。 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。 (2022·浙江1月卷改编)When Dr.Henderson was assigning(指定) project mates for his psychology class，I secretly hoped that he would pair me with my best friend or at least a classmate I could have some fun with.Above all，I hoped he wouldn't assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparently had a personality to match.As fate(命运) would have it，Dr.Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid． I went up to my new teammate and introduced myself.He looked at me as though I weren't there.I felt he treated me as though I would hold him back and probably make him fail to get an A in the course.He wasn't mean or abusive; he just gave me the impression that he could do whatever project we dreamed up better if he did it alone. Needless to say，I didn't look forward to an entire term of being brushed off，but I tried to make the best of it and didn't say anything for fear that I would make things worse. The project required each team to develop a hypothesis(假说)，set up an experiment to test the hypothesis，do the statistical analysis and present the findings.Whatever grade the team received would be shared by both student