2025年高考英语新课标II卷读后续写事讲义-2026届高三英语上学期一轮复习专项

2025年高考英语新课标II卷读后续写事讲义 试题如下： 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。   “What is your name?” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland.     The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.      Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined. “It’s okay, professor,” I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further.      After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity.  注意： (1) 续写词数应为150个左右； (2) 请按如下格式在答题卡的相应位置作答。 Para 1. In a class discussion, I was invited to explain the meaning of my name.  Para 2. Many of my classmates got interested and came up to me after class.  2025年高考新课标II卷读后续写语篇讲述了主人公在爱尔兰留学时经常因老师或同学难以正确发出自己的名字——“秋雨”二字的音而感到困扰，后来选择妥协，不再认真纠正，但也逐渐意识到这样就失去了寻求文化认同的机会。 这道读后续写题主题深刻（文化身份认同），逻辑清晰（困境→妥协→反思→新机会），为续写提供明确指引。核心挑战在于主角如何在被邀请解释名字含义的机会中完成华丽转身——从被动接受错误发音的“妥协者”，转变为名字文化含义的自信分享者，最终领悟坚持文化身份的价值。续写需紧扣开头句，重点描绘主角在课堂解释名字的文化内涵时的自豪感和同学的积极反应，以及课后交流带来的积极转变和最终认知升华，同时兼顾语言精炼和立意自然深化。 新课标指出，英语学科核心素养之一“文化意识”指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的跨文化认知、态度和行为取向。要求学生“坚定文化自信”，“具备一定的跨文化沟通和传播中华文化的能力”。这道续写试题充分体现了这一要求。 原文语篇分析 结构 •Para. 1-2 引入：由于中英文发音系统差异，让别人叫出“我”名字（秋雨）成为“我”在爱尔兰留学遇到的第一个挑战。 •Para 3 具体事例：一次课堂上，教授发“我”名字的音时反复出错，“我”因怕耽误课堂和引起反感而尴尬让步，最终同学哄笑。 •Para 4 妥协及后果：“我”放弃纠正，微笑点头接受错误发音。这样做带来了表面便利（避免不适和过度解释），但“我”也意识到丢失了文化身份认同的机会。 语言   第一人称叙述，有较多的心理活动描写。口语化、叙事性强（如使用“once”, “I really did not know”, “I shrugged”, “spared me the discomfort”）。 立意 在跨文化交流语境中，勇于展现文化自信，传扬优秀文化。 个人名字是文化身份的重要象征。妥协于他人（即使出于便利或礼貌）对名字的正确发音（及背后的含义）可能导致个人文化身份的削弱或忽视。  核心价值：鼓励拥抱自己的文化身份，积极、自信地与他人分享文化背景的美好与独特性（即使在沟通初期存在障碍）。强调在跨文化交流中，沟通理解是双向的，既需要对方的努力，也需要自己主动展示和解释。  成长方向：主角需要从被动接受错误发音的“妥协者”，转变为主动介绍文化内涵的“沟通者”或“文化大使”。 写作要点与难点 Para 1: 1.要回应核心冲突：体现主角如何抓住这次被邀请的机会，克服之前无奈放弃的被动心理，积极、自豪地解释名字的含义。 2.难点在于如何准确、简洁并富有感染力地解释“秋雨”的中文意境和文化美感，让外国友人也能体会到这其中蕴含的独特文化意象。 Para 2: 1.自然结尾：可自然结束在主角对这次沟通经历的积极感受，如：“I realized sharing my culture wasn't a burden, but a precious gift.” 或看着同学们兴趣盎然的讨论自己名字的画面感到温暖，不必再引入新冲突。要点明“坚持文化身份认同的价值”。 2.难点在于主题（文化认同的重要性）需要通过生动的情节、真实的感受和自然的领悟来体现，避免在结尾直接说教式地点明。要让读者从主角的体验中感受到这个道理。 习作分析与修改 习作     In a class discussion, I was invited to explain the meaning of my name. This time, I decided to focus on the cultural indication instead of the pronunciation. I came up to the blackboard and wrote down two big characters—秋雨。I then explained: “秋means autumn, 雨means rain. In my hometown, which is a southern city in China, it barely rains in autumn. Thus, autumn rain is precious. By giving me this name, my parents convey to me that they value me as the apple of their eyes. So as you can see, our given name always bears parents’ blessing or expectation.” I also mentioned that there is a well-known author named Yu Qiuyu, with whom I happen to share the same given name.       Many of my classmates got interested and came up to me after class. They asked me to introduce more about the hidden meaning of Chinese name. I gave more examples—婷often means slim and elegant, while 博 is often linked with broadness. With more questions and answers, they came to realize that every Chines name is unique, full of cultural meaning and far from being just a phonetic symbol. Looking at their amazed expression, I know that I’ve seized the opportunity to share a part of my cultural identity and more important, our fascinating traditional culture.     优点 1.紧扣题目要求：完全围绕所给段落开头语展开续写，完成了故事接续的任务。 2.回应核心冲突：很好地把握住了原文主旨——从妥协到主动分享文化身份。主角在课堂上自信地解释名字含义，课后与同学积极交流，解决了原文中“丢失文化身份”的担忧。 3.文化内涵阐释清晰：清晰解释了“秋雨”的字面意思（autumn rain），并赋予了具体（家乡少见秋雨）和个人化（父母珍视）的文化内涵。引用同名作家也增加了趣味性和文化深度。 4.课后互动拓展：第二段描述了课后同学的兴趣点（中文名的隐藏含义），并举了其他例子 （婷、博）来丰富对中国名字文化的介绍，强化了分享效果。 5.结尾点题：结尾直接呼应了原文的核心——“分享文化身份和文化”，点明了此次经历的意义。 6.叙述基本流畅：整体叙述比较清晰，语言基本达意。 改进建议 1.课堂场景临场感不足： 缺乏听众（老师和同学）反应的细节描写。解释名字时同学的反响（专注？好奇？点头？）能增强互动感和主角的情绪体验。 2.“秋雨”的文化意境挖掘稍浅： “秋雨”本身在中国文化中有更丰富的意象（诗意、宁静、感伤、丰收的前奏等），若能加入一句带过其普遍意境，会更丰满。如：“It evokes imagery of coolness, tranquility, and poetry in Chinese literature.” 或者 “It suggests the unique beauty and feeling of transition that autumn rain brings.” 3.课后交流内容略“硬”： ①“They asked me to introduce more about the hidden meaning of Chinese name.”：表达可以更自然。同学可能更自然地表达好奇：“I love the story of your name! Do other Chinese names have meanings like that?” 或 “That's fascinating! Tell us more about Chinese names.” ②举其他名字例子（婷、博）是好的尝试，但与主角名字的“秋雨”调性稍有出入。“秋雨”更偏重自然意象和文化气息，可以补充自然意象相关的名字（如“雪”、“晨”等），或解释父母选择名字时的普遍寓意来源。 4.语言表达细节： ①“came up to the blackboard”：在课堂上，老师邀请后走上讲台是合理的，但更地道的可能是“I walked to the blackboard”。老师更可能是示意/邀请主角到讲台或站起来解释。 ②“By giving me this name, my parents convey to me that they value me as the apple of their eyes.”：意思对，“the apple of their eyes” 稍显口语化，略显直白。“convey to me that...” 可以优化为更简洁的表达：“my parents expressed how much they cherished me” 或 “... signified their deep love and hope for me”。 ③“far from being just a phonetic symbol”：意思好，表达可更自然：“rather than merely phonetic labels” 或 “more than just sounds to call someone by”。 ④“Looking at their amazed expression, I know that I’ve seized the opportunity...”： ⑤时态：这里讲述过去事件，“I know” 应改为 “I knew”。 ⑥结尾升华稍显概括： “our fascinating traditional culture” 稍显宏大空洞，可以更紧密地与名字的文化联系结合起来。 修改后范文 （保持原意，增强细节、流畅性和语言表达）     In a class discussion, I was invited to explain the meaning of my name. Slightly nervous but determined not to shy away this time, I smiled and walked to the front. I wrote the two characters “秋雨” boldly on the blackboard. “秋 means autumn,” I began, my voice gaining confidence. “雨 means rain. Where I come from in southern China, autumn rains are rare, making them precious. My parents named me ‘Qiuyu’ to express how treasured I am to them. In Chinese culture, autumn rain often evokes images of poetic beauty and gentle change.” Seeing nods of understanding, I continued: “So, you see, Chinese given names are never arbitrary; they carry deep wishes and blessings from our families.”     Many of my classmates got interested and came up to me after class. “That’s amazing! Are most Chinese names packed with meaning like yours?” “Yes!” I replied happily. To illustrate, I explained, “For instance, ‘雪’ often suggests pureness, and ‘晨’ implies hope and brightness.” Gradually, their expressions shifted from curiosity to genuine appreciation, as they realized each Chinese name is a unique blend of culture and personal significance, far beyond just a sound. Looking at their engaged faces and the spark of understanding in their eyes, I knew I hadn’t just shared the story of my name—I’d opened a small, precious window for my foreign friends to learn more about our culture. 03 结语 这道看似简单的“名字困境”续写题，正是新课标文化意识考查的生动缩影。它启示我们：高考英语备考远不止于语法词汇，核心素养的培养已成决胜关键。 •备考中应有意识地积累中国传统文化元素（节日、习俗、名字文化等）的英文表达方法，并练习阐释其内涵与情感价值，避免仅停留在表层翻译。像“秋雨”这样富有意境的词汇，要能说出其背后的“中国故事”。  •学会透过叙事表象（如发音困扰），敏锐捕捉并升华试题的深层价值导向（如文化认同、交流互鉴、自信表达），并在续写中通过具体情节和感受自然流露，而非贴标签式地说教。 高考不仅检验语言能力，更是在选拔能用英语讲好中国故事的未来人才。这道题提醒每位未来的考生：深厚的文化底蕴和自信的表达力，才是考场破局、迈向未来的制胜法宝。 学科网（北京）股份有限公司 $$