2025年全国2卷读后续写 课件 -2026届高三英语一轮复习专项

该高中英语高考复习课件聚焦读后续写题型，依据高考评价体系梳理了情节衔接、情感发展、主题升华三大核心考点，通过“十句五定法”和“六所原则”（所见、所闻、所感、所说、所做、所思）分析考点权重，明确情节合理性占40%、文化元素融入占30%的高频考查方向，构建了系统的答题思路体系。 课件亮点在于“三步读析+十句提纲+真题仿写”的备考策略，如以留学生名字故事为实例，用“首尾定框架”确保逻辑连贯，“文化细节植入”提升内容深度，培养学生语言表达能力和跨文化思维品质。特设“情节发展模板”和“情感变化图谱”，帮助学生掌握续写技巧，教师可据此开展精准训练，助力高考冲刺。

用“十句五定法”来写2025年全国Ⅱ卷 When(time) What(conflict 冲突)♥   Where(setting 场景)   Emotional change:   Who(characters)   Theme（主题）:♥ 读后续写三步骤 步骤一：读（4分钟） “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. 初次见面常被问名字，而这对作为爱尔兰留学生的 “我” 来说是首个挑战。 汉语发音系统与英语差异大，“我” 的中文名 “秋雨” 让很多英语母语者难以正确发音，自我介绍时需多次解释仍无果。 一次讲座上，教授在三十名同学面前反复跟 “我” 学念名字，“我” 因担心同学厌烦而放弃纠正，尴尬时刻以全班哄笑告终。 此事后 “我” 不再纠正他人对自己名字的发音，虽避免了过度解释的不适，却意识到可能因此失去分享自身文化身份的机会。 完成步骤一：读 When(time) What(conflict 冲突)   Where(setting 场景)   Emotional change:   Who(characters)   Theme（主题）: 作者在爱尔兰留学期间 日常见面场景、讲座场景，课堂堂论中 作者（中国留学生）、英语母语者（同学、教授等 ） 作者中文名因汉英发音差异难被英语母语者正确发音，纠正与不纠正产生的矛盾，及由此引发的文化分享机会流失担忧 从因名字难被正确发音需反复解释的无奈，到讲座上的尴尬，再到放弃纠正后的释然与发现可能失去文化分享机会的失落 人与社会：跨文化交流 情节分析： 我细致的讲解了我的名字的文化含义。（寓意精彩） 他们追问关于其他中国汉字赋予名字的含义，我的解释/交流两国不同的文化。 不再害怕在外国朋友面前纠正自己名字的发音；通过这个举动，搭建了跨文化交流的桥梁。 步骤二：思（列提纲）（十句五定法） 思路：二首定一框 ①衔接所给句para 1, ⑤衔接所给句para2，⑥衔接所给句para2，⑨故事结局，⑩主题升华，其余用“六所”原则(所见，所思，所做，所说，所闻，所感） 第一段：In a class discussion, I was invited to explain the meaning of my name. 第二段：Many of my classmates got interested and came up to me after class. ① ⑥ ② ⑦ ③ ⑧ ④ ⑨ ⑤ ⑩ 衔接上一句---准备解释（情绪+动作/心理） 解释“秋”“雨” 二字的寓意 父母取名的期盼 衔接下一句---我注意到同学们的表情（体现感兴趣） 衔接上一句---同学们进一步的提问 情绪 动作 情节自然发展（围绕中国汉字的魅力） 正向结局：不再害怕在外国友人面前纠正自己名字的发音。 主题升华：搭建跨文化交流的桥梁。 第一段：In a class discussion, I was invited to explain the meaning of my name. 第二段：Many of my classmates got interested and came up to me after class. ①深吸一口气，我站起身。 ⑥他们兴奋地围住我，问道：“这两个字怎么写？中文名背后还有更多故事吗？” ②“‘秋雨’有诗意的含义。‘秋’代表秋天，是个丰收且宁静美好的季节。‘雨’意为雨，在中国文化里常带来平静与灵感。 ⑦我拿出笔记本，在纸上写下 “秋雨”，并讲解汉字的艺术。 ③它就像轻柔的秋雨滋养大地。 ⑧我们聊起文化差异，我感受到一种温暖的联结。 ④我父母给我取这个名字，希望我的人生如秋雨般美好且有意义。 ⑨从那以后，我不再害怕在他人面前温和地纠正发音。 ⑤我说话时，注意到同学们的眼睛因好奇而发亮。 ⑩正是这段经历让我意识到，即便通过一个名字分享文化身份，也能搭建起沟通的桥梁。 In a class discussion, I was invited to explain the meaning of my name. ①衔接上一句---做解释的准备 Taking a deep breath, I stood up. ②解释“秋”“雨” “‘Qiuyu’ has a poetic meaning. ‘Qiu’ represents autumn, a season of harvest and serene beauty. ‘Yu’ means rain, which in Chinese culture often brings a sense of calm and inspiration. ③寓意 It’s like the gentle autumn rain nourishing the earth, carrying the hope for a fruitful life.” ④父母的期待 My parents gave me this name, hoping I’d have a life as beautiful and meaningful as autumn rain.” ⑤衔接下一句---同学们的反应 As I spoke, I noticed my classmates’ eyes light up with curiosity. 动作面：v-ing which非限制性定从；a sense of 动作面：v-ing 动作面：v-ing with+情绪名词 Many of my classmates got interested and came up to me after class. ⑥先接上一句---同学们进一步提问 They surrounded me excitedly, asking, “How to write these two characters? Are there more stories behind Chinese names?” ⑦“我”回答问题（汉字） I took out a notebook ,wrote “秋雨” on a piece of paper and explained the art of Chinese characters. ⑧交流文化差异 Then we talked about cultural differences,which made me feel a warm connection. A wave of pride overwhelmed me extremely. ⑨结局---不再害怕纠正自己名字的发音 From then on, I was no longer afraid to correct pronunciations gently in front of others. ⑩主题升华：搭建跨文化交流的桥梁 It was this experience that made me realize that sharing my cultural identity, even through a name, could build bridges. adv修饰动词；动作面 动作链 which非限制性定从； A wave of 情绪名词 overwhelmed sb. from then on; be afraid to do 强调句 $