写作第4部分 第2讲 备考建议与解题方略-【优化探究】2025年高考英语一轮复习高考总复习配套课件（人教版2019）

第二讲　备考建议与解题方略 专项提能 循序写作 [备考建议] 一、给教师的建议 1．课堂教学中微型训练 教师在教授课文或讲评语篇练习及试卷时，可要求学生对故事后续内容进行猜测，可以是一个情节，一个语段，也可以是一两个句子，将续写训练穿插于课堂教学的过程中，让学生不经意间就完成了一个微型的续写任务。 2．由易到难渐进式训练 教师要让学生由浅入深，循序渐进地进行训练。所提供的材料一定要适合学生的实际情况，让绝大多数学生都能读得懂，写得出，并根据学生的表现适时给予积极评价和鼓励，以使学生消除对该题型的恐惧和焦虑。同时，要想方设法调动学生的想象力和逻辑思维能力，从而激发学生的写作热情。 二、给考生的建议 1．在阅读中尝试预测后续内容 在平时阅读故事类文章时，读到适当的位置时，可以暂停，根据已读部分的故事脉络，设想几种可能的结尾，最后对照原文的结尾，看自己的设想与原文是否一致。 2．在阅读中积累细节描写素材 在平时阅读中，要多留意故事类文章结构和语言表达，对人物性格的刻画，人物外貌的描写，心理或情感描写，动作描写，语言描写，以及天气、景物描写和环境描写等的好词、好句、好片段，做好分类积累，以备续写之用。 3．注意积累记叙文的关联词语 记叙文在表达时间先后，引出故事起因、发展以及故事起承转合等时可能用到一些表达法。学生必须熟练并能灵活运用这些表达法。如： 表示时间 several days ago (几天前)，the other day (不久前某一天)，at first (起初)，at the beginning (在开始时)，then (然后)，ten minutes later (十分钟后)，later on (后来)，in the days that followed (在接下来的日子里)，after that (在那之后)，from then on (从那时起)，since then (从那时以来)，in no time (立即)，immediately (立即)，at once (马上)，finally (最后)，eventually (最后)，ultimately (最后)，in the end (最后) 表示时间 (1)was/were doing sth.when...正在做某事时， 突然…… (2)was/were about to do sth.when...正要做某事时，突然…… (3)was/were on the point of doing sth.when...正要做某事时， 突然…… (4)There was a time when...曾有一段时间…… (5)It was the first time that sb.had done sth.这是某人第一次做某事 (6)as soon as/the moment/the minute/the instant...一……就…… (7)no sooner...than.../hardly...when...一……就…… (8)It was not long before...没过多久就…… 表示让步 in spite of (尽管，虽然)，regardless of (不顾，不管)，despite (尽管，即使) 表示转折、结果 luckily/fortunately (幸运的是)，unluckily/unfortunately (不幸的是)，end up doing sth.(以做某事结束)，surprisingly/to one's astonishment(令某人惊讶的是)，happily/to one's delight (令某人高兴的是)，regrettably/It is regrettable that... (令人遗憾的是……)，It turned out that... (结果表明/原来……) 最后感悟 It finally dawned (on me) that he had been lying. 最后(我)才明白他在说谎。 Not until then did I realise that...直到那时我才意识到……　 4.多练多写熟悉续写套路 只有在游泳中才能学会游泳。考生除了在阅读中积累素材外，一定要多练多写，每周至少写一篇。要熟悉评分标准，按标准以及本书提供的方法步骤去写，在适量的练习中总结适合自己的方法和套路，就一定能在高考中取得理想成绩。  [解题方略] 读后续写的关键在于对上文线索的提取和延续。时空线、情感线和情节线为已给文本的信息挖掘、立体理解提供了入手的维度。续写两段的提示句为后续故事的发展提供了经度。经纬网的编织为下文的续写提供了大体的框架和方向。“一核”保证了情感、价值的正方向和正能量，体现了“立德树人”任务的达成。“同质”的提出保证续写文章的基调及文风与上文的一致性，使得文章前后一体、浑然天成。 一、“三线两段一核同质”理论解读 三线：(1)时空线：指的是故事发生的时间变化和空间的转移。厘清时空线有利于把握住故事的细节和框架。 (2)情感线：指的是主人公的情绪发展。厘清情感线有利于把握续写部分主人公情绪的发展方向。 (3)情节线：指的是主题故事的情节变化。把握住时空线和情感线有利于通过对情节线的分析挖出文章的伏笔。 两段：(1)续写第一段首句提示。首句确定该段第二句的发展方向。结合第二段的首句提示可确定续写第一段的内容及方向。 (2)续写第二段首句提示。首先，第二段的首句要和第一段的结尾吻合；其次，第二句也要与首句的内容和逻辑吻合。通过提示句的引导，两个段落的内容要与上文形成完美的闭环。 一核：指的是核心价值观，也可以说是核心内容与思想。核心内容要与上文无缝衔接，思想要积极正向。 (1)人与自我的主题要凸显经过矛盾的克服、问题的解决，自己获得了或在过程中体现了积极的、有青春活力的、有追求的、能突破自我、热于奉献的性情和特质。 (2)人与社会的主题要凸显人与人之间的热情和互助、对社会(社区等)的贡献等，要传递社会正能量，对读者有启发和励志作用，要引起读者的共鸣和效仿。 (3)人与自然的主题要凸显对自然的热爱和探索、对动植物的爱护或保护等，要表达出和谐发展的理念和思想。 同质：指的是续写的内容要与上文在文风上吻合，在基调上相符。如上文作者用的多是短小精练的句子，续写就不能过多地使用长难句。如上文的风格是激情荡漾，续写的内容就不能是平铺直叙。同质性是多数学生在续写时容易忽略的方面。 二、“三线两段一核同质”例示 例示一 (2023·新课标Ⅰ、Ⅱ卷)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：续写词数应为150左右。 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. ________ __________________________________________________________ 三线·文本剖析 时间线：When I was in middle school，my social studies teacher asked me to...→ (Later)... I agreed to give it a try.→I chose Paul Revere's horse as my subject.→I got tired.I had doubts.I wanted to quit. →...I kept going. →When I handed in the essay to my teacher...→When I finally finished it... 情节线：作者来自移民家庭，英语只是他的第二语言，写作是他非常头疼的事，但老师却安排他参加写作竞赛。在老师的鼓励下，作者想到一个独特的写作视角：以1775年4月18日晚驮着主人向人们传递英军来犯情报的马的角度去讲述故事。作者理解这匹马，因为作者也有相似的心境。这匹马的精神鼓励作者查阅史料，用心写作。终于，作者完成了作品，享受到了写作的快乐。 情感线：初始阶段对写作的不热爱(I said no without thinking. I did not love writing.)→勉为其难的尝试心态 (Encouraged by his words，I agreed to give it a try.)→遇挫时的放弃心态(I got tired.I had doubts.I wanted to quit.) →自我调适后的坚持(...I kept going.)→坚持之后的逐优心态(I worked hard.I checked my spelling.I asked my older sister to... I checked out...I even read...)→写作兴趣初见端倪(I wrote it again，and again and again.) →写作兴趣的最终养成(the thought of winning had given way to the enjoyment of writing. If I didn't win，I wouldn't care.) 两段·续写提示 由续写第一段首句内容“几个星期后，当我几乎忘记比赛的时候，传来了消息”和续写第二段首句“颁奖后我去了老师的办公室”可知，第一段可描写作者获得比赛一等奖，在颁奖典礼上作者表达了对社会老师的感激。 由续写第二段首句内容“颁奖后我去了老师的办公室”可知，第二段可描写老师鼓励作者继续写作，自此作者坚持写作并取得了成功，作者将这一切归功于自己的老师。 一核·价值取向 坚持可以取得超乎想象的好结果；兴趣是最好的老师；学会感恩。 同质·文风、基调 上文运用了较多的心理描写(如：So，why did he suddenly force me to do something at which I was sure to fail？)和形象的动作描写(如：When I handed in the essay to my teacher，he read it，laughed out loud，and said，“Great.Now，write it again.”)，为了使续写的内容在语言色彩和行文风格上与上文保持一致，续写时要侧重心理与动作的描写。 [范文展示] A few weeks later，when I almost forgot the contest，there came the news. I still remember it was a Monday morning in spring and that I was the only winner whose native language wasn't English.Dominated by an overwhelming sense of excitement and pride，I simply stood on the spot 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, with which in my hands, I thought of my social teacher. Without my teacher's encouragement and guidance, I wouldn't have made much progress in writing in English. 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. 例示二 (2022·新高考Ⅰ、Ⅱ卷)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 him longer—that's all.David had not missed a single practice, and although he always finished his run long after the other children, he did always finish.As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. 注意：续写词数应为150左右。 We sat down next to each other, but David wouldn't look at me. ____________________________________________________________________________________________________________________  I watched as David moved up to the starting line with the other runners. ___________________________________________________ __________________________________________________________  三线·文本剖析 时间线：David, a student with a brain disease, prepared himself for the big cross-country run at school.→On the spot of the event, David was ready to give up the race.→The author searched the crowd for the school's coach.→The author knew the reason why David wanted to give up and found David coming towards him/her. 情节线：作者是一名特殊教育教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说准备放弃比赛。作者从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。 情感线：David: 在校准备比赛时的坚韧和乐观(David had not missed a single practice; His usual big toothy smile)→比赛现场初时的胆怯 (who was standing by himself off to the side by a fence)→现场的不甘(find him coming towards me) Author: 一开始对David参赛的期盼 (I looked around and finally spotted David)→获知David准备退赛时的懊恼(I bit back my frustration)→弄清事情原委的急切(I quickly searched the crowd for the school's coach) 两段·续写提示 由续写第一段首句内容“我们挨着坐，但大卫不愿看我一眼”和续写第二段首句内容“我看着大卫和其他选手一起走到起跑线上”可知，第一段可描写作者鼓励大卫继续完成比赛，大卫经过激烈的心理斗争，最终决定参加比赛。 由续写第二段首句内容“我看着大卫和其他选手一起走到起跑线上”可知，第二段可描写大卫开始参赛，虽然中途遇到困难，但仍然坚持到最后完成了比赛。 一核·价值取向 在大卫赛前准备弃赛的情况下，作者让他追随自己的内心，不理会别人的看法，大卫决定参赛。尽管遇到了困难，但他最终战胜了自己。大卫最终参赛已无关名次，我们需要学习的是他的勇敢和坚定。同时，我们应该记住，适时的鼓励对人们来说是大有裨益的。 同质·文风、基调 1．上文对话较少，尽管首段续写需要有语言的鼓励，但不能写出对话形式的段落。除了部分语言，也可以描述作者向大卫传递信心和勇气的肢体语言。 2．整篇文章的重心在大卫身上，要减少对作者的渲染和描述。 [范文展示] We sat down next to each other, but David wouldn't look at me.I said gently and quietly, “No one can change your mind, except yourself.If you desire to challenge yourself, there is nothing to do with others' thoughts.” He sat still with a deep breath.“You have a full preparation before this event, which is the most important reason why you show up here，” I added with a sincere tone.Hearing my words, David turned to me tremblingly with tears swelling out of his eyes and expressed he had made a firm determination to finish the cross-country run.His coach heard what David said and gave me a look—the kind that was more determined than anyone else's. I watched as David moved up to the starting line with the other runners. The race started.It seemed that the runway was extremely long for young children, not to mention a child with a brain disease.David insisted on running as if he had forgotten all his weaknesses, though he was tripped over within a few kilometers.It didn't take long before he picked himself up again and continued his mission.Classmates all appeared on the racing track, cheering for him.“Come on! You can make it! We are proud of you！” they shouted enthusiastically.To everyone's joy, he reached the final line and ranked the 20th.It was no more important whether he won first place or not.It was his brave heart and strong faith that could make something unusual happen finally. $$