第06讲 2025年全国二卷高考读后续写真题写作微技能：文化符号转身（复习讲练）2027年高考英语一轮复习读后续写高分突破

第06讲 从真题习得读后续写写作微技能：文化符号转身 （2025年全国二卷·读后续写) 高考场·真题再现 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。 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. ________________________________________________________________________________________________________________________________________________________________________________________ 善工具·技法锤炼 文化符号转身 1、 什么是文化符号转身？ 文化符号转身是指让一个承载文化差异的具体符号，从“距离的来源”翻转为“连接的入口”。 同一个符号，在故事开头制造尴尬，在结尾促成靠近。Qiuyu 的名字就是这样的样本： · 开头：名字 = 念不出的发音障碍（距离） · 结尾：名字 = 秋天的雨，一个让人围上来的故事（桥梁） 符号没变，功能变了。这个"功能反转"，就是跨文化续写的通用母题。 2、 可复制的三步结构：符号 → 翻译 → 桥 步骤 做什么 Qiuyu 篇 ① 锁符号 找一个具体、可感、承载差异的小东西——不是“中国文化”这种大词 名字 Qiuyu（秋雨） ② 做翻译 不要求对方“接受差异”，而是讲出差异背后的意义 不讲声调，讲“autumn rain”——季节、诗意、父母的期许 ③ 让它转身 用对方的主动反应，证明符号从壁垒变成了桥 课后同学围上来、问东问西 3、 任何跨文化题，先问三句： 1.承载差异的那个符号是什么？ （名字 / 一道菜 / 一个节日 / 一个汉字 / 一种习俗） 2.它现在造成了什么摩擦或距离？ 3.续写里，它通过"讲出意义"会变成什么连接？对方会做出哪个主动动作？ 真题练·学以致用 · 原文结构（续写前要完成的部分） 第一步：符号锁定——名字 = 发音障碍（距离来源） 维度 原文呈现 符号本身 My given name Qiuyu（秋雨） 它的功能 “a great challenge for many of them”——念不出来 距离如何产生 每次自我介绍要解释至少五遍，还是念不对 最尴尬的场景 教授当众反复念，三十个同学注视，“class erupting into laughter” 她的应对 shrug + “It's okay” + forced a smile——假解决 关键句： "This approach spared me the discomfort... However, I soon found that by doing so, I might be losing something more important." → 作者暗示：符号的功能不是固定的，可以变；但她的选择让它停留在“障碍”，代价是丢掉文化身份。 · 续写需要完成的链条 第二步：完成"翻译"——把名字从发音障碍换成文化故事 In a class discussion, I was invited to explain the meaning of my name. 核心任务：让 Qiuyu 从“念不出的音”变成“一个让人好奇的故事”。 步骤 写什么 为什么 旧恐惧闪回 心跳、想起那次哄笑、犹豫一秒 让第二次选择有对照，不是“突然自信” （1）衔接1 我的心脏突然漏跳了一拍，仿佛又回到了那间讲堂，三十双眼睛盯着我。但这一次，气氛完全不同——没有人在费力念我的名字，没有人在笑，他们都在等待，眼里充满好奇。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ My heart suddenly skipped a beat. For a moment, I was back in that lecture hall, thirty pairs of eyes fixed on me. But this time, the feeling was completely different. No one was struggling to pronounce my name, no one laughing. They were waiting, their eyes full of curiosity. 步骤 写什么 为什么 这次开口 讲 meaning：autumn rain、季节、父母期许 执行“翻译”——把文化差异讲给对方听 （2）情绪推进 “秋雨，”我开口说，“在中文里意味着秋天的雨。我的父母根据我出生的季节给我取名，希望我能像秋雨一样——温柔地落在秋叶上，既安静又稳定。” 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ “Qiuyu,” I began, “means autumn rain in Chinese. My parents named me after the season I was born in. They hoped I would be like the autumn rain — falling gently on the leaves, quiet and steady.” 步骤 写什么 为什么 听众反应 不是笑，是安静、点头、好奇 证明符号功能已变：从尴尬 → 吸引 （3）衔接2 我停了下来，环顾四周。同学们身体向前倾。我能看到他们眼中的好奇心。几个同学甚至在笔记本上记下了这些。第一次，我的名字不是需要纠正的东西——而是可以分享的东西。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ I paused and looked around. All the classmates leaned forward. I could see the curiosity in their eyes. A few classmates were even taking notes. For the first time, my name was not something I needed to correct — it was something I could share. 第三步：完成"桥"——让符号功能彻底反转 Many of my classmates got interested and came up to me after class. 核心任务：用对方的主动动作，证明名字从“距离”变成了“连接”。 步骤 写什么 为什么 对方靠近 课后围上来、有人再试一遍、有人问自己的名字中文怎么说 连接由对方完成，不是她单方面宣告 （1）衔接3 一个女孩小心翼翼地试着念"秋雨"，慢慢地，一个字一个字地念。这一次，她几乎念对了。看到我点头，她的眼睛亮了起来，又认真地重复了一遍。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ One girl carefully tried to say "Qiuyu," slowly, word by word. This time, she got the pronunciation almost right. Seeing me nod, her eyes lit up, and she repeated it again with great care. 步骤 写什么 为什么 符号转身 曾经让她尴尬的名字，现在成了话题、桥梁、礼物 完成主题：不是融入，是双向靠近 （2）情节推进（一定围绕核心人物展开，含回扣伏笔或情绪变化） 另一个女孩也很好奇，想知道她自己的名字用中文怎么说。"我叫 Emily，"她说，"它在中文里是什么意思？"我告诉她，Emily 可以翻译成"艾美丽"，意思是"美丽的爱"。她开心地笑了。那一刻，我发现，这已经不再是单向的对话，而是真正的交流。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ Another girl was also curious and wondered how her own name would sound in Chinese. “I'm Emily.” she said. “What does it mean in Chinese?” I told her that Emily could be translated as “Ai Mei Li,” which means “beautiful love.” She smiled happily. At that moment, I realized this was no longer a one-way conversation, but a true exchange. 步骤 写什么 为什么 升维收束 一句话点明“障碍 → 桥梁”的转变 用具象收尾，不喊口号 (3) 结尾 看着他们重复那个曾经让我如此尴尬的名字，我终于明白了：我的名字从来不是一堵需要我为之道歉的墙，而是一扇门——我所要做的，只是打开它。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ Watching them repeat the word that had once caused me so much embarrassment, I finally understood: my name was never a wall I had to feel ashamed of. It was a door — and all I had ever needed to do was open it. 风向标·评分标准 第五档（很好）(21～25分)： (1)与所给短文融洽度高，与所提供各段落开头语衔接非常合理，文章内容新颖、丰富、合理，非常有逻辑性，续写完整； (2)所使用语法结构和词汇丰富、准确，语言错误很少，且完全不影响意义表达； (3)自然有效地使用了语句间的连接成分，使所续写短文结构紧凑，全文结构非常清晰，前后呼应，意义非常连贯。 锚高分·连句成篇 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. ________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 【范文达标版】 总词数：165 In a class discussion, I was invited to explain the meaning of my name. My heart suddenly skipped a beat. For a moment, I was back in that lecture hall, eyes fixed on me. But this time, the feeling was different. No one was struggling, no one laughing. They were waiting, eyes full of curiosity. "Qiuyu means autumn rain," I said, "quiet and steady." I paused and looked around. All the classmates leaned forward. A few were taking notes. For the first time, my name was not something to correct, but something to share. Many of my classmates got interested and came up to me after class. One girl tried "Qiuyu" slowly and got it almost right. Seeing me nod, her eyes lit up. Another asked how her name sounded in Chinese. "I'm Emily." she said. I told her it meant "beautiful love." She smiled happily. Watching them repeat the word that had caused me embarrassment, I finally understood: my name was never a wall to be ashamed of. It was a door — and I just needed to open it. 【范文高分版】 总词数：170 In a class discussion, I was invited to explain the meaning of my name. My heart suddenly skipped a beat — for a moment, I was back in that lecture hall. But this time, no one was struggling or laughing. They were waiting, curious. "Qiuyu means autumn rain," I said, "quiet and steady." I paused. All the classmates leaned forward; some took notes. For the first time, my name was not something to correct, but something to share. Many of my classmates got interested and came up to me after class. One girl tried "Qiuyu" slowly and got it almost right; her eyes lit up as she repeated it. Another asked how her own name sounded in Chinese. "I'm Emily." she said. "It means beautiful love," I told her. She smiled. Watching them repeat the word that had once embarrassed me, I finally understood: my name was never a wall I had to feel ashamed of. It was a door — and all I needed to do was open it. 多维评·复盘进阶 项目 填写内容 学生姓名 ____________________ 写作题目 2025年全国二卷读后续写真题 写作日期 ____________________ 互评同学姓名 ____________________ 本次核心 训练点 □ 情绪链追踪梳理 □ 句式多样化运用 □ 连句成篇逻辑衔接 □ 五档评分标准对标 · 总分汇总与档位确认 评分类型 自评总分 互评总分 最终得分（师评） 本次得分对应高考档位 得分 □ 五档（21-25 分） □ 四档（16-20 分） □ 三档（11-15 分） □ 二档（6-10 分） □ 一档（0-5 分） · 三级评语反馈 评价主体 评语内容 学生自评评语 对本次写作的整体评价、核心亮点、最明显的不足： 同学互评评语 对本次写作的亮点肯定、可落地的改进建议： 教师评语 对标五档标准的针对性反馈、高分提升路径： · 自我反思与进步规划 1. 本次写作的核心亮点（对标五档标准，我完全做到了的点）： ____________________________________________________________________________________________ ____________________________________________________________________________________________ 2. 本次写作的主要失分点 / 待改进的核心问题（对标五档标准，我还有哪些差距）： ____________________________________________________________________________________________ ____________________________________________________________________________________________ 3. 对比上一次写作，我取得的明确进步是： ____________________________________________________________________________________________ ____________________________________________________________________________________________ 4. 针对本次写作的不足，我下一步的具体提升计划（可落地、可检验）： ____________________________________________________________________________________________ ____________________________________________________________________________________________ 5. 我下一次写作的目标分数 / 档位是： ____________________________________________________________________________________________ 6. 我下一次写作一定要使用的句式或词汇： ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 1 / 19 学科网（北京）股份有限公司 $ 第06讲 从真题习得读后续写写作微技能：文化符号转身 （2025年全国二卷·读后续写) 高考场·真题再现 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。 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. ________________________________________________________________________________________________________________________________________________________________________________________ 善工具·技法锤炼 文化符号转身 1、 什么是文化符号转身？ 文化符号转身是指让一个承载文化差异的具体符号，从“距离的来源”翻转为“连接的入口”。 同一个符号，在故事开头制造尴尬，在结尾促成靠近。Qiuyu 的名字就是这样的样本： · 开头：名字 = 念不出的发音障碍（距离） · 结尾：名字 = 秋天的雨，一个让人围上来的故事（桥梁） 符号没变，功能变了。这个"功能反转"，就是跨文化续写的通用母题。 2、 可复制的三步结构：符号 → 翻译 → 桥 步骤 做什么 Qiuyu 篇 ① 锁符号 找一个具体、可感、承载差异的小东西——不是“中国文化”这种大词 名字 Qiuyu（秋雨） ② 做翻译 不要求对方“接受差异”，而是讲出差异背后的意义 不讲声调，讲“autumn rain”——季节、诗意、父母的期许 ③ 让它转身 用对方的主动反应，证明符号从壁垒变成了桥 课后同学围上来、问东问西 3、 任何跨文化题，先问三句： 1.承载差异的那个符号是什么？ （名字 / 一道菜 / 一个节日 / 一个汉字 / 一种习俗） 2.它现在造成了什么摩擦或距离？ 3.续写里，它通过"讲出意义"会变成什么连接？对方会做出哪个主动动作？ 真题练·学以致用 · 原文结构（续写前要完成的部分） 第一步：符号锁定——名字 = 发音障碍（距离来源） 维度 原文呈现 符号本身 My given name Qiuyu（秋雨） 它的功能 “a great challenge for many of them”——念不出来 距离如何产生 每次自我介绍要解释至少五遍，还是念不对 最尴尬的场景 教授当众反复念，三十个同学注视，“class erupting into laughter” 她的应对 shrug + “It's okay” + forced a smile——假解决 关键句： "This approach spared me the discomfort... However, I soon found that by doing so, I might be losing something more important." → 作者暗示：符号的功能不是固定的，可以变；但她的选择让它停留在“障碍”，代价是丢掉文化身份。 · 续写需要完成的链条 第二步：完成"翻译"——把名字从发音障碍换成文化故事 In a class discussion, I was invited to explain the meaning of my name. 核心任务：让 Qiuyu 从“念不出的音”变成“一个让人好奇的故事”。 步骤 写什么 为什么 旧恐惧闪回 心跳、想起那次哄笑、犹豫一秒 让第二次选择有对照，不是“突然自信” （1）衔接1 我的心脏突然漏跳了一拍，仿佛又回到了那间讲堂，三十双眼睛盯着我。但这一次，气氛完全不同——没有人在费力念我的名字，没有人在笑，他们都在等待，眼里充满好奇。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ 步骤 写什么 为什么 这次开口 讲 meaning：autumn rain、季节、父母期许 执行“翻译”——把文化差异讲给对方听 （2）情绪推进 “秋雨，”我开口说，“在中文里意味着秋天的雨。我的父母根据我出生的季节给我取名，希望我能像秋雨一样——温柔地落在秋叶上，既安静又稳定。” 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ 步骤 写什么 为什么 听众反应 不是笑，是安静、点头、好奇 证明符号功能已变：从尴尬 → 吸引 （3）衔接2 我停了下来，环顾四周。同学们身体向前倾。我能看到他们眼中的好奇心。几个同学甚至在笔记本上记下了这些。第一次，我的名字不是需要纠正的东西——而是可以分享的东西。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ 第三步：完成"桥"——让符号功能彻底反转 Many of my classmates got interested and came up to me after class. 核心任务：用对方的主动动作，证明名字从“距离”变成了“连接”。 步骤 写什么 为什么 对方靠近 课后围上来、有人再试一遍、有人问自己的名字中文怎么说 连接由对方完成，不是她单方面宣告 （1）衔接3 一个女孩小心翼翼地试着念"秋雨"，慢慢地，一个字一个字地念。这一次，她几乎念对了。看到我点头，她的眼睛亮了起来，又认真地重复了一遍。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ 步骤 写什么 为什么 符号转身 曾经让她尴尬的名字，现在成了话题、桥梁、礼物 完成主题：不是融入，是双向靠近 （2）情节推进（一定围绕核心人物展开，含回扣伏笔或情绪变化） 另一个女孩也很好奇，想知道她自己的名字用中文怎么说。"我叫 Emily，"她说，"它在中文里是什么意思？"我告诉她，Emily 可以翻译成"艾美丽"，意思是"美丽的爱"。她开心地笑了。那一刻，我发现，这已经不再是单向的对话，而是真正的交流。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ 步骤 写什么 为什么 升维收束 一句话点明“障碍 → 桥梁”的转变 用具象收尾，不喊口号 (3) 结尾 看着他们重复那个曾经让我如此尴尬的名字，我终于明白了：我的名字从来不是一堵需要我为之道歉的墙，而是一扇门——我所要做的，只是打开它。 请在下方横线处作答，书写你的句子：________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ 风向标·评分标准 第五档（很好）(21～25分)： (1)与所给短文融洽度高，与所提供各段落开头语衔接非常合理，文章内容新颖、丰富、合理，非常有逻辑性，续写完整； (2)所使用语法结构和词汇丰富、准确，语言错误很少，且完全不影响意义表达； (3)自然有效地使用了语句间的连接成分，使所续写短文结构紧凑，全文结构非常清晰，前后呼应，意义非常连贯。 锚高分·连句成篇 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. ________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 多维评·复盘进阶 项目 填写内容 学生姓名 ____________________ 写作题目 2025年全国二卷读后续写真题 写作日期 ____________________ 互评同学姓名 ____________________ 本次核心 训练点 □ 情绪链追踪梳理 □ 句式多样化运用 □ 连句成篇逻辑衔接 □ 五档评分标准对标 · 总分汇总与档位确认 评分类型 自评总分 互评总分 最终得分（师评） 本次得分对应高考档位 得分 □ 五档（21-25 分） □ 四档（16-20 分） □ 三档（11-15 分） □ 二档（6-10 分） □ 一档（0-5 分） · 三级评语反馈 评价主体 评语内容 学生自评评语 对本次写作的整体评价、核心亮点、最明显的不足： 同学互评评语 对本次写作的亮点肯定、可落地的改进建议： 教师评语 对标五档标准的针对性反馈、高分提升路径： · 自我反思与进步规划 1. 本次写作的核心亮点（对标五档标准，我完全做到了的点）： ____________________________________________________________________________________________ ____________________________________________________________________________________________ 2. 本次写作的主要失分点 / 待改进的核心问题（对标五档标准，我还有哪些差距）： ____________________________________________________________________________________________ ____________________________________________________________________________________________ 3. 对比上一次写作，我取得的明确进步是： ____________________________________________________________________________________________ ____________________________________________________________________________________________ 4. 针对本次写作的不足，我下一步的具体提升计划（可落地、可检验）： ____________________________________________________________________________________________ ____________________________________________________________________________________________ 5. 我下一次写作的目标分数 / 档位是： ____________________________________________________________________________________________ 6. 我下一次写作一定要使用的句式或词汇： ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 1 / 19 学科网（北京）股份有限公司 $