第1讲 读后续写先读懂——“读什么”（教师用书word）-【金版新学案】2025年高考英语高三总复习大一轮复习讲义（外研版2019）

第一讲　读后续写先读懂——“读什么” 读后续写语篇一般是350词左右的记叙文，多用过去时态。学生在考试中往往感觉读后续写时间不够用，多是因为阅读速度太慢、理解不准确、抓不住重点等原因，给后续写作造成障碍，难以写出合格的文章。本节就阅读时如何快速掌握重要信息，梳理情节，向学生们介绍了掌握以下几个技能： 微技能一　标注六大要素 记叙文是以记人、叙事为主，阅读语篇时重点关注文本的六大要素，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，阅读中应快速列出已找出的要素，梳理出原文本的故事情节。 微技能二　串联时空顺序 读后续写的文本故事性很强，一般都会由一系列小情节构成，每个情节就是不同时间、不同空间下人物的具体活动，因此，学生可以根据时间、地点的变化来梳理原文本的故事情节。 微技能三　确定情感基调 情感基调指文章的感情色彩，即作者表达的情感态度，如：是幽默诙谐还是沉闷、是欢快愉悦还是伤感、是积极向上还是消沉。确定情感基调也就把握了原文人物的性格特征，这样续写人物的心理情感才不会跑偏，才能与所给原文紧密结合。阅读中可以通过文中的形容词或动词、人物对话以及环境描写来判断情感基调。 学生用书第519页 微技能四　厘清人物关系 读后续写中有时会涉及含有多个人物、关系较为复杂的语篇，这时，厘清人物关系就很关键，可以帮助学生更加合理地预设文中人物的后续行为，从而让续写情节更加合理。边读原文边画出人物关系图，可以帮助学生快速清晰地了解文中人物之间的关系，为续写服务。 微技能五　分析矛盾冲突 读后续写记叙文原文本中大多会有一个矛盾冲突点，续写的内容就是顺着矛盾冲突的发展脉络，找到解决矛盾冲突点的过程。因此，明确矛盾冲突点是非常重要的。矛盾冲突点主要体现在人物所想达到的目的与目前阻碍其达到这一目的的因素上。续写的大方向就是通过提供清除障碍、达成目标的方式和方法解决这一矛盾冲突。 【技能典例】 (2023·新课标Ⅰ/Ⅱ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。 When I was in middle school, my social studies teacher asked me to enter a writing contest, I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did. So, why did he suddenly force me to do something at which I was sure to fail? His reply：“Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.”Encouraged by his words, I agreed to give it a try. I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice. What did the horse think, as he sped through the night? Did he get tired? Have doubts? Did he want to quit? I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them. When I handed in the essay to my teacher, he read it, laughed out loud, and said，“Great. Now, write it again.”I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win，I wouldn’t care. 注意：1.续写词数应为150左右； 2．请按如下格式作答。 A few weeks later, when I almost forgot the contest, there came the news. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ I went to my teacher’s office after the award presentation. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 1．寻找六大要素 (1)who：I, my teacher, Paul Revere, my sister (2)when：in middle school (3)where：my school (4)what：a writing contest (5)why：My teacher loved my stories and he encouraged me to enter the contest. 学生用书第520页 (6) how：I chose Paul Revere’s horse as my subject; I got tired but kept going; I worked hard; I asked my sister for help; I checked out books; I wrote it again and again and again． 2．串联时空顺序 作者不喜欢英语写作→但在学校老师让作者参加写作比赛→作者决定尝试→努力准备：在家求助姐姐；在学校去图书馆查阅。 3．确定情感基调 (1)根据动作said no, not love writing以及形容词difficult and painful可知，作者不喜欢英语写作，故不愿意参加比赛。 (2)作者和老师的对话，老师说喜欢作者的故事，而且认为作者能行。所以从和老师的对话可以判断，作者情感态度发生了转变，决定试一试。 4．厘清人物关系 (1)My social studies teacher encouraged me to enter a writing contest. (2)Paul Revere’s horse is the character in my writing. (3)My older sister helped me correct my grammar. 5．分析矛盾冲突 原文展示的矛盾点有两个，第一个是老师让“我”参加写作比赛，但是“我”不愿意，经过老师劝说，“我”转变了态度。第一个矛盾点在原文中解决。第二个矛盾点是“我”认为自己英语不好不喜欢写作，但是“我”坚持努力准备，这和预期结果形成新的矛盾，这是续写的关键内容。 【参考范文】 A few weeks later, when I almost forgot the contest, there came the news. I still remember it was a Monday morning in spring, when my teacher called me to his office, telling me that I had taken first place in the writing contest, and that I was the only winner whose native language wasn’t English. Dominated by an overwhelming sense of excitement and pride at his words, I simply stood there dumbfounded, and my feet, as if rooted to the ground, couldn’t move a bit. The next day, I was presented with my award and a certificate at the ceremony. I went to my teacher’s office after the award presentation. Giggling instantly with a broad smile spreading on his face, he told me that he was proud of my wonderful performance. It was at that moment that a warm surge of streams washed through my body, and the image of the horse emerged in my mind, encouraging me to continue writing. Indeed, I got a taste of victory and learned to pursue my dream with perseverance, whatever difficulties might arise. 学科网（北京）股份有限公司 $$