读后续写叙事结构分析（以2025高考全国卷二续写为例） 讲义-2026届高三英语上学期一轮复习专项

读后续写（记叙文）情节结构分析 1. 叙事弧、故事山 五幕结构大致幕长 第一幕：10% 第二幕：45% 第三幕：5% 第四幕：35% 第五幕：5% 五幕式故事结构分析《西游记》 开端： 唐僧受命取经，收徒组队，冲突起点（八十一难）。 发展： 西行路上，历经磨难（妖、魔、人、心），团队磨合成长，冲突深化升级。 高潮： 抵达灵山，经历凌云渡、索贿风波、取得真经（核心目标达成，伴随最终波折）。 解决： 携经东归，完成传经使命，补足最后一难，复命后被召回灵山。 结局： 如来封赏，师徒成佛/受封，金箍脱落，功成正果。 2. 双线：情节线和情感线 3. 情节推进逻辑： 1　 问题解决（故事山） 2　 时间顺序 3　 空间转换 4　 因果链条 5　 人物情感/心理变化 6　 道具驱动、照应伏笔 案例分析 2025高考全国卷二读后续写 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。 （注意：阴影部分为读题过程中需要梳理的故事要素） “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。 In a class discussion, I was invited to explain the meaning of my name. Many of my classmates got interested and came up to me after class. 1. 读题: 故事情节分析 高潮：课堂名字危机 教授反复念错 全班哄笑、强笑妥协、放弃纠正 helpless,out of place，regretful 发展 日常发音困境 多次纠正失败 frustrated 解决：受邀解释文化含义 分享"秋雨"意象 教授尊重认同 relieved 开端 初始文化冲突 名字构成沟通障碍 challenged 结局 同学感兴趣 名字化为文化桥梁 connected 2. 读题：主题、矛盾冲突 主题：人与社会（跨文化沟通） 矛盾冲突：名字读音、跨文化沟通 3. 读题：人称视角point-of-view (POV). 1st person POV：第一人称局限性较大 I tiptoed across the floor, hoping not to disturb him.” 3rd person limited 限制性第三人称 She tiptoed across the floor, her entire body tense as she fought to stay quiet. 3rd person omniscient 第三人称全能视角 As she tiptoed across the room, he pretended to be asleep. She thought her quiet steps weren’t disturbing him, but she was wrong. Beneath the covers, he clenched his fists. 4. 读题：人物性格、年龄、身份 5. 内容构建 In a class discussion, I was invited to explain the meaning of my name. (1) My feelings. Worried, hesitant. (2) I explained the meaning of “Qiuyu”. “Qiu” means autumn and “Yu” means rain. Further explanation. (3) The professor’s / my classmates’ response? Greatly impressed, respectful. (4) My feelings. A moment of connection. Many of my classmates got interested and came up to me after class. (5) What did they do? Surrounded me and asked questions. (6) My response? Explained and pronounced patiently. (7) The solution of my problem. I transformed the explanation into an occasion to share my cultural identity. (8) A proper ending. My name was no longer a challenge but a bridge. 6. 情节推进逻辑 1　 动机→行为→反应→结果（因果链条） 动机：受邀解释名字——行为：阐释意象——反应：教授示范+同学赞叹——结果：获得情感联结 新动作：同学包围提问——反应：教学书写+宽容回应——结果：名字化为文化桥梁 2　 问题解决：文化孤独——文化认同 3　 情节闭环符号（道具驱动）：开端困境：全班哄笑 → 全班求学 名字：尴尬的发音难题 → 文化连接桥梁 身体语言：“耸肩”防御 → “空中书写”开放姿态 4　 命题者角度分析主题：人与社会 跨文化沟通 5　 前后对比形成情节闭环、完整的人物成长弧线 1 学科网（北京）股份有限公司 $$