读后续写--2023年普通高等学校招生全国统一考试新课标Ⅱ卷+学会文本解析和情节延申 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”核心题型，依据高考评价体系梳理了人物弧光构建、情感线索延续、主题升华等考查维度，通过2023新课标Ⅱ卷真题分析，明确“情节逻辑衔接”占45%、“情感细节描写”占30%的高频考点分布，归纳出两段式写作的标准化构思框架。 课件亮点在于“真题精析+素养融合”的备考路径，如以2023年续写真题为载体，通过“原文伏笔挖掘-情感变化轨迹梳理-衔接词精准运用”三步法，培养学生的语言能力和思维品质。配套“续写逻辑链模板”和“易错点警示”，助力学生掌握主题呼应技巧，教师可据此开展针对性训练，提升学生应试得分率与综合语言运用能力。

2023年普通高等学校招生全国统一考试（新课标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 个左右； 请按如下格式在答题卡的相应位置作答。 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. 1. 原文核心信息梳理 要素 内容 作用 人物 冲突 主题 伏笔 一、文本分析环节 1. 原文核心信息梳理 要素 内容 作用 人物 “我”（怕写作的学生）、鼓励型老师 老师是推动“我”转变的关键人物 冲突 我害怕写作→老师强迫参赛→反复修改后爱上写作 构建“抗拒→尝试→热爱”的人物弧光 主题 “the enjoyment of writing”（写作的乐趣） 续写必须呼应的核心主旨 伏笔 老师说“Because I love your stories”、“If I didn’t win, I wouldn’t care” 为续写中“获奖”和“主题升华”铺垫 一、文本分析环节 2. 原文语言风格与情感基调 语言：口语化且细腻，通过“played all the parts”“laughed harder than he did”等细节展现师生互动的温暖。 情感：从“恐惧”到“释然”再到“热爱”，情绪变化是续写的核心线索。 二、写作环节 1. 续写核心原则 不偏离原文线索：必须围绕“Paul Revere’s horse”的比赛展开，不能自行更换主题。 情感延续：延续“我”从“抗拒”到“热爱”的情绪变化，加入具体动作、神态细节让情感更真实。 主题呼应：结尾必须点题“the enjoyment of writing”，完成思想升华。 2. 两段式构思拆解 第一段（A few weeks later...） 情节逻辑：遗忘比赛→意外获奖→回忆修改过程→体会到写作的乐趣。 衔接词：when...suddenly...（时间衔接）、even now...（情感衔接）。 第二段（I went to my teacher’s office...） 情节逻辑：与老师对话→老师点明写作的本质→“我”的顿悟→后续行动（如坚持写作）。 衔接词：as soon as...（场景衔接）、his words made me realize that...（逻辑衔接）。 三、“汉语提示+衔接词”翻译练习 几周后，当我几乎已经忘了比赛这件事，就在这时，消息传来了。校长在广播里宣布，我获得了这次写作比赛的一等奖。同学们都转过头来为我欢呼，我坐在座位上，一下子愣住了。那一刻，所有熬夜修改作文的夜晚、所有怀疑自己写的马的故事的瞬间，都变得值得了。至今我还能想起老师说的那句话：“享受写作本身就好。” 颁奖典礼结束后，一回到学校，我就去了老师的办公室。他正坐在桌前批改作业，桌上还放着我改了好几遍的作文草稿。他看着我笑着说：“我就知道你写的这匹马有自己的故事，你不是在写历史，而是给了这匹马一个说话的机会。”他的话让我明白，写作不是为了拿奖，而是在把想法变成文字的过程里找到快乐。从那天起，我就随身带着一个小本子，一有有趣的想法就记下来写成小故事。 几周后，当我几乎已经忘了比赛这件事，就在这时，消息传来了。校长在广播里宣布，我获得了这次写作比赛的一等奖。同学们都转过头来为我欢呼，我坐在座位上，一下子愣住了。那一刻，所有熬夜修改作文的夜晚、所有怀疑自己写的马的故事的瞬间，都变得值得了。至今我还能想起老师说的那句话：“享受写作本身就好。” A few weeks later, when I had almost forgotten the contest, just then the news came. ___________________________________________ ____________________________________________________________ 翻译第一段： 颁奖典礼结束后，一回到学校，我就去了老师的办公室。他正坐在桌前批改作业，桌上还放着我改了好几遍的作文草稿。他看着我笑着说：“我就知道你写的这匹马有自己的故事，你不是在写历史，而是给了这匹马一个说话的机会。”他的话让我明白，写作不是为了拿奖，而是在把想法变成文字的过程里找到快乐。从那天起，我就随身带着一个小本子，一有有趣的想法就记下来写成小故事。 As soon as I returned to school after the award presentation, I went to my teacher’s office. ____________________________________________________ _________________________________________________________________ 翻译第一段： 几周后，当我几乎已经忘了比赛这件事，就在这时，消息传来了。校长在广播里宣布，我获得了这次写作比赛的一等奖。同学们都转过头来为我欢呼，我坐在座位上，一下子愣住了。那一刻，所有熬夜修改作文的夜晚、所有怀疑自己写的马的故事的瞬间，都变得值得了。至今我还能想起老师说的那句话：“享受写作本身就好。” A few weeks later, when I had almost forgotten the contest, just then the news came. The principal announced over the loudspeaker that I had won first prize in the writing competition. My classmates turned to cheer for me, and I sat there, completely amazed. At that moment, all the nights I stayed up revising my essay and all the times I doubted my story about the horse felt worth it. To this day, I still remember what my teacher said: “Just enjoy the writing itself.” 颁奖典礼结束后，一回到学校，我就去了老师的办公室。他正坐在桌前批改作业，桌上还放着我改了好几遍的作文草稿。他看着我笑着说：“我就知道你写的这匹马有自己的故事，你不是在写历史，而是给了这匹马一个说话的机会。”他的话让我明白，写作不是为了拿奖，而是在把想法变成文字的过程里找到快乐。从那天起，我就随身带着一个小本子，一有有趣的想法就记下来写成小故事。 As soon as I returned to school after the award presentation, I went to my teacher’s office. He was sitting at his desk grading papers, with my heavily revised essay draft on the table. Looking at me, he smiled and said, “I knew the horse in your story had its own voice. You weren’t just writing history—you gave the horse a chance to speak.” His words made me realize that writing wasn’t about winning prizes, but about finding joy in turning ideas into words. From that day on, I carried a small notebook with me, jotting down interesting ideas and turning them into short stories whenever I could. A few weeks later, when I had almost forgotten the contest, just then the news came. The principal announced over the loudspeaker that I had won first prize in the writing competition. My classmates turned to cheer for me, and I sat there, completely amazed. At that moment, all the nights I stayed up revising my essay and all the times I doubted my story about the horse felt worth it. To this day, I still remember what my teacher said: “Just enjoy the writing itself.” As soon as I returned to school after the award presentation, I went to my teacher’s office. He was sitting at his desk grading papers, with my heavily revised essay draft on the table. Looking at me, he smiled and said, “I knew the horse in your story had its own voice. You weren’t just writing history—you gave the horse a chance to speak.” His words made me realize that writing wasn’t about winning prizes, but about finding joy in turning ideas into words. From that day on, I carried a small notebook with me, jotting down interesting ideas and turning them into short stories whenever I could. $