专题03 读懂原文（课件） -2026年高考英语读后续写支架式讲练精美课件

读 后 续 写 专题三 读懂原文 高考英语读后续写支架式训练 01 解构原文要素 contents 02 预测合理走向 04 情节协同效应 03 设计闭环结构 与原文融洽度高， 与提示句衔接合理 01 解构原文要素 1. 核心冲突 定位故事的核心矛盾(如：人物困境、意外事件、未实现的目标)。 例：原文描述“登山者遇暴雪迷路” → 冲突是“生存挑战与自救”。 2. 人物特质 分析主角的性格、行为模式、情感变化(通过动作、对话、心理描写推断)。 例：若主角前文多次“犹豫不决”，续写不宜突然变得果敢。 3.伏笔与线索 标记关键细节(如：环境变化、特殊物品、次要人物的暗示)。 例：前文提到“背包里的旧地图”，续写可能用它脱困。 4.主题倾向 判断原文主题(友情、成长、环保等)，续写需延续一致性。 例：主题是“勇气” → 续写应体现主角战胜恐惧。 01 解构原文要素 读什么？ When Where Who What How 5W 1H characters, events, time, place, etc.. 读情节 Conflict / problem / suspense 读人物 personality / emotional changes 阅读是续写的前提和基础。 The development of the story Relationship between people 01 解构原文要素 读什么？ 提取关键要素（5W1H）——快速定位故事框架 What (事件)：原文的核心事件(如：登山遇险、家庭矛盾)。 Who (人物)：主角的性格、与其他角色的关系(如：内向的儿子与严厉的父亲)。 Where/When (环境)：时间、地点是否影响情节(如：暴风雨夜的森林→环境需成为续写阻力)。 Why (原因)：冲突的根源(如：迷路是因主角固执不听劝告)。 How (方式)：前文解决问题的线索(如：主角擅长观察植物，可能利用此技能脱困)。 01 解构原文要素 读什么？ when time where place, surroundings who main character: background character: what what happened? How the feelings of each character 01 解构原文要素 读什么？ beginning development climax ending A sequence of events Each event causes or leads to the next. Read for plot turning point falling action 01 解构原文要素 读什么？ 分析情感冲突——驱动情节发展的引擎 情感冲突需通过“外部动作+内部心理”双线呈现： 外部动作：人物的具体行为（如：颤抖的手、逃避的眼神）。 内部心理：直接描写(如：She wondered if she should apologize...) 或间接暗示(如：窗外雨滴比喻泪水)。 【高分技巧】在续写段首句给定后，立即用1-2句话呼应前文情感状态。 例：给定句：He opened the letter with a deep breath. 续写：The handwriting was unmistakably his father’s, though shaky now. Memories of their last argument flooded in—how stubborn he had been... 01 解构原文要素 读什么？ negative positive confused anxious take it seriously unhappy not discouraged worried happy optimistic Read for characters Examples of emotional changes 01 解构原文要素 读什么？ Story When Where Who What The Meredith family lived in a small community. As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. Mrs. Meredith's home Mrs. Meredith &her own children, John, Harry, Clara & Bernard and his mother and father&villagers Read for writing materials—细读原文，探寻写作素材 Writing materials 01 解构原文要素 读什么？ Characters of the main figures Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help. When she had time, she would bring food and medicine to them. One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy - his name was Bernard - had interested her very much. “I wish you could see him,” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I don't see what he can do.” After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money,” said Clara. “His family is suffering so much.” “So do I,” said Harry. “We really should do something to assist them.” For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish.” kind thoughtful kind, caring, active, enthusiastic, intelligent Mrs.Meredith John, Harry, Clara. 01 解构原文要素 读什么？ Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help. When she had time, she would bring food and medicine to them. One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy - his name was Bernard - had interested her very much. “I wish you could see him,” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I don't see what he can do.” After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money,” said Clara. “His family is suffering so much.” “So do I,” said Harry. “We really should do something to assist them.” For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish.” Writing materials Characters of the main figures 01 解构原文要素 读什么？ The Meredith family lived in a small community. As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges. Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. …… warm-hearted, united, caring Villagers Characters of the main figures 01 解构原文要素 读什么？ The Meredith family lived in a small community. As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges. Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. …… Writing materials Characters of the main figures 01 解构原文要素 What What's Bernard's family condition? How did Meredith's family help him? One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy - his name was Bernard - had interested her very much. “I wish you could see him,” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I don't see what he can do.” After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money,” said Clara. “His family is suffering so much.” “So do I,” said Harry. “We really should do something to assist them.” For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish .” The other children also jumped up all attention. When John had an idea, it was sure to be a good one. I'll tell you what we can do,” said John. “You know that big box of com Uncle John sent us? Well, we can make popcorn, and put it into paper bags, and Bernard can take it around to the houses and sell it.” 01 解构原文要素 What What's Bernard family condition? How did Meredith's family help them? One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy - his name was Bernard - had interested her very much. “I wish you could see him,” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I don't see what he can do.” After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money,” said Clara. “His family is suffering so much.” “So do I,” said Harry. “We really should do something to assist them.” For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish .” The other children also jumped up all attention. When John had an idea, it was sure to be a good one. I'll tell you what we can do,” said John. “You know that big box of com Uncle John sent us? Well, we can make popcorn, and put it into paper bags, and Bernard can take it around to the houses and sell it.” Writing materials 01 解构原文要素 读什么？ Useful expressions: kind and thoughtful / earn some money Vivid description:sprang to his feet(一跃而起) and cried/ jumped up all attention Useful sentences: ♦Meredith spent a great deal of time visiting the poor. ♦There was a man sick in bed, his wife, could not go out to work ♦As the economy was in decline, …… People were trying to help each other meet the challenges. ♦“You know that big box of corn Uncle John sent us? Well, we can make popcorn, and put it into paper bags, and Bernard can take it around to the houses and sell it. Writing Materials——原文中的写作素材 01 解构原文要素 读什么？ Story When Where Who What As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges. Mrs. Meredith's home kind and thoughtful/She spent a great deal of time visiting the poor/earn some money;sprang to his feet and cried/ jumped up all attention/As the economy…… What's Bernard's family condition? How did they help him? writing materials 02 预测合理走向 想什么？ 1.首句定位法 给定续写段的首句往往暗示情节方向，需分析其与原文的逻辑衔接： 时间/空间线索：如As night fell...，需描写夜晚相关事件。 情感转折：如Tears blurred her eyes...，需解释哭泣原因及后果。 2.双线交织原则 情节线(外部事件) + 情感线(内心变化)需同步推进： 例：主角“寻找出路(情节)”的同时“回忆父亲的鼓励(情感升华)”。 3.避免逻辑硬伤 禁止引入超现实元素(如突然出现魔法)、违背前文人设的行为。 02 预测合理走向 想什么？ Focus on two given sentences Para.1 When Mrs. Meredith heard of John's idea, she thought it was a good one, too. Para.2 With everything ready, Bernard started out on his new business. They succeed in making popcorn They put their good idea into practice Bernard sold popcorn Did he earn money? Para.1 When Mrs. Meredith heard of John's idea, she thought it was a good one, too. Para.2 With everything ready, Bernard started out on his new business. 巧用原文，构造情节--Brainstorming Writing materials（原文素材） Useful expressions: kind and thoughtful / earn some money earn some money Vivid description:sprang to his feet(一跃而起) and cried/ jumped up all attention Useful sentences: ♦Meredith spent a great deal of time visiting the poor. ♦There was a man sick in bed, his wife, could not go out to work ♦As the economy was in decline, …… People were trying to help each other meet the challenges. ♦“You know that big box of corn Uncle John sent us? we can make popcorn, and put it into paper bags, and Bernard can take it around to the houses and sell it. Plot analysis Plot analysis 03 设计闭环结构 写什么？ 推断续写方向——从伏笔到闭环 根据给定段落首句的逻辑关系选择方向： 因果关系：首句是结果，需补全原因(如：She burst into tears. → 前文须铺垫挫折)。 转折关系：首句含but/however (如：But the map was wrong. → 需写新危机)。 递进关系：首句含finally/then (如：Then an idea struck her. → 需具体化解决方案)。 【反例警示】 若原文无任何铺垫，续写突然出现“陌生人救援”或“超能力”即属逻辑断裂。 03 设计闭环结构 写什么？ Para.1 When Mrs. Meredith heard of John's idea, she thought it was a good one, too. Some detailed information of Mrs. Meredith Her reaction 衔接首句主人公——Well begun is half done Para.1 When Mrs. Meredith heard of John's idea, she thought it was a good one, too. Write and polish para1 ♦Mrs. Meredith's reaction? ♦What did Meredith's children do next? ♦Bernard's reaction? Tip: Use advanced sentence patterns Tip：Add detailed description ♦The result——successful ♦All things ready——their reaction ♦How to to make everthing ready? Useful expressions: kind and thoughtful / earn some money Vivid description:sprang to his feet(一跃而起) and cried/ jumped up all attention Useful sentences: ♦“You know that big box of corn Uncle John sent us? Well, we can make popcorn, and put it into paper bags, and Bernard can take it around to the houses and sell it. Writing materials（原文素材） Use detailed description &advanced sentences Excitement 1. His face lit up with excitement. 2. Hugging the gift to her chest, she looked up excitedly and her eyes welled up with tears. 3.Unable to contain her excitement, she jumped with joy. 4.When she heard the news, her heart pounded with excitement. 5. Looking at the beautiful sight, Mom could hardly conceal her excitement. Happiness 1. Relief filled his heart, with a bright smile spreading across his face. 2. Norah was so happy that she almost jumped up and tears filled her eyes. 3.When Santa walked into the room, my daughter clapped and jumped up and down. 4.Jennifer’s sleepy eyes opened wide and her face wore a smile that brightened up the whole room. Stand up—Read Sit down—Polish 03 设计闭环结构 写什么？ When Mrs. Meredith heard of John's idea, she thought it was a good one, too. “What a wonderful plan! I will give you a hand.” she said, with her face lighting up. Soon they hurried to see Bernard and told him their plan excitedly. Hearing that, Bernard jumped wildly into air with his hands waving. Then the four kids took out the big box of corn sent by Uncle John. Mother was responsible for making paper bags. John and Bernard were occupied in popping the corn while Harry and Clara put it into the paper bags. Everyone was devoted to their job. Seeing all paper bags filled with delicious popcorn, they wiped the sweat on the face with a bright smile spreading across their face. 细节描写&高级句型 原文素材改编复现 03 设计闭环结构 写什么？ Para.2 With everything ready, Bernard started out on his new business. 衔接首句主人公 Writing materials（原文素材） Useful expressions: earn some money/ kind and thoughtful kind and thoughtful Vivid description:sprang to his feet(一跃而起) and cried/ jumped up all attention Useful sentences: ♦Meredith spent a great deal of time visiting the poor. ♦There was a man sick in bed, his wife, could not go out to work ♦As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges. ♦“…… Bernard can take it around to the houses and sell it. ♦How did he sell popcorn? ♦Did he earn money? ♦What about his father? ♦When Mrs Meredith came to visit them again, what happened? 03 设计闭环结构 写什么？ With everything ready, Bernard started out on his new business. He visited the neighbors from door to door to sell his popcorn. In spite of struggling to make ends meet, people in the small community were willing to do everything in their power to help Bernard. Owing to countless helping hands, the little boy gradually earn some money. As a result, his dad who was sick in bed received timely medical treatment. The poor family was brightened up day by day. When Mrs. Meredith came to visit them again, Bernard hugged her tightly with tears streaming down his face. Together, little love can make a difference. 细节描写&高级句型 原文素材改编复现 04 情节协同效应 快速问答延伸：“保持一致性”的三大维度 人物一致性：性格、能力、价值观不可突变（如：前文自私的角色不会突然无私）。 情节一致性：事件发展符合因果链（如：迷路因指南针损坏→续写需利用其他方式导航）。 风格一致性：语言风格（如：原文多对话则续写保持对话驱动；原文多心理描写则延续细腻文风）。 04 情节协同效应 人物关系网 主角 💪 勇敢 😨 焦虑 🦉 智慧 心理状态：前文描写中提取，如：biting nails 😬 紧张 配角 关系性质 ❤支持 / ⚔️对抗 / ❓未知 如：母亲角色标⚔ 但❤潜在表示表面反对实则关心 04 情节协同效应 时空坐标系 ⏰时间轴 场景📍 关键时间点：🌞 白天→🌙 夜晚→⛈ 暴风雨(影响情节紧迫性) 例：小屋🏠→森林🌲→悬崖⛰️(用图标标注危险等级：⚠→☠) 📈 📉 情绪曲线 用💔 / 💛 / 💙 表示愤怒、希望、悲伤 04 情节协同效应 矛盾发展链 冲突爆发(💥 引爆点) 例：🚗 车祸 / 💔 激烈争吵 升级/转折(🔄 变化符号) 工具：❗外部事件(如：🆘求救信号) / 💡内心觉醒 (如：🎻 想起父亲的小提琴) 解决方向(❓开放箭头) 提示：根据给定首句二选一(如：🆘他人救援 vs 💪 自主脱困) 04 情节协同效应 深度分析 明线 vs 暗线对比表 明线（表面事件） 暗线（隐藏情感/象征） 男孩修理破损的自行车🚲 对父亲离世的逃避（车=未完成的承诺） 邻居送来苹果派🥧 社区关怀暗示主角需接受外界帮助 暴雨冲垮道路🌧️ 内心崩溃的隐喻 04 情节协同效应 原文伏笔标注系统 三步高亮法： 黄色：人物特质（如：She always avoided eye contact → 自卑）。 粉色：关键物品（如：a pocket watch with broken hands → 后续需修复时间隐喻）。 绿色：环境暗示（如：the sky darkened prematurely → 危机预警）。 真题案例： The old lighthouse’s light flickered weakly. ➔ 粉色高亮：灯塔=希望象征，续写需体现“光彻底熄灭→重新点亮”。 【错误示范】若忽略此伏笔，续写“直接获救”则偏离主题。 04 情节协同效应 文化背景补充 弹窗式注解（在相关原文旁加💬 图标） 西方习俗： 例：原文prom night → 补充：💡毕业舞会在西方文化中=青春/遗憾的象征。 文学象征： 例：乌鸦在西方文学常代表厄运(🖤 续写中不宜转为吉祥物)。 地域知识： 例：原文设在美国西部 → 补充：⚠ 荒漠中缺水危机需优先解决(非雨林解法)。 【对比训练】 给出中式vs西式情节反应(如：收到礼物时，西方人常当面拆开表示惊喜，而中式续写可能误判为“不礼貌”)。 读 后 续 写 Thank You！ 高考英语读后续写支架式训练 $$