2024屆高中英語(yǔ)讀后續(xù)寫技能講練：如何進(jìn)行文本解讀和情節(jié)構(gòu)思課件(共23張PPT)

第第頁(yè)2024屆高中英語(yǔ)讀后續(xù)寫技能講練：如何進(jìn)行文本解讀和情節(jié)構(gòu)思課件(共23張PPT)(共23張PPT)

——以2023年新高考Ⅰ卷讀后續(xù)寫為例

初識(shí)高中讀后續(xù)寫——

技能講練：如何進(jìn)行文本解讀和情節(jié)構(gòu)思

2023年全國(guó)新高考Ⅰ卷讀后續(xù)寫

2023年全國(guó)新高考Ⅰ卷讀后續(xù)寫

原文材料350詞以內(nèi)，要求續(xù)寫的文章150詞左右

續(xù)寫兩個(gè)自然段，每段開頭語(yǔ)已經(jīng)給出；

所給原文閱讀材料以富有情節(jié)的記敘文為主，話題貼近生活，內(nèi)容為問題解決.

讀后續(xù)寫的3個(gè)特點(diǎn)：

1

2

3

初識(shí)高考讀后續(xù)寫

銜接

情節(jié)

語(yǔ)言

連貫

語(yǔ)句間

初識(shí)高考讀后續(xù)寫

深度解讀語(yǔ)篇

Read

淺層信息獲?。簑hen,where,who,what

深層文本解讀

理清情節(jié)和情感

分析人物性格特點(diǎn)

明確故事主題

品味寫作風(fēng)格和語(yǔ)言

Think

結(jié)合所給兩段首句

結(jié)合正能量和原文呼應(yīng)

生動(dòng)編寫故事

動(dòng)作描寫

情感描寫

環(huán)境描寫

語(yǔ)言運(yùn)用

推測(cè)情節(jié)發(fā)展

構(gòu)思寫作框架

Write

讀后續(xù)寫“解題三步驟”

（1）邊讀邊用中文把主要情節(jié)寫下來。特別注意情節(jié)發(fā)展和情感變化,總結(jié)人物性格特征。

（2）主要情節(jié)即“記敘文六要素”：人物、時(shí)間、地點(diǎn)、起因、經(jīng)過、結(jié)果。(即誰(shuí)、在什么時(shí)間、什么地方，因?yàn)槭裁?、發(fā)生什么問題、結(jié)果怎樣。)

讀后續(xù)寫怎么讀？

1.原文一致原則

內(nèi)容要前后銜接,上下連貫,語(yǔ)言表達(dá)風(fēng)格一致。

2.曲折性原則（過程性）（問題problems解決solutions）

凡是故事都應(yīng)有跌宕起伏，其中人物會(huì)遇到困難或問題，但最終能解決。

3.正能量原則（結(jié)局性）

故事內(nèi)容一定要正能量,故事的結(jié)局是美滿的。如:迷路了，但最終一定回到家;失敗或遇到困難,但最終一定能成功；吵架了，一定和好等。

讀后續(xù)寫“解題三原則”

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。

①WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.

②So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofailHisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveatry.

③IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny;andunlikelytobeanyoneelse’schoice.

④Whatdidthehorsethink,ashespedthroughthenightDidhegettiredHavedoubtsDidhewanttoquitIsympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’sfabledhorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.Icheckedoutahalf-dozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.

⑤WhenIhandedintheessaytomyteacher,hereadit,laughedoutloud,andsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoy-mentofwriting.IfIdidn’twin,Ididn’tcare.

要求：閱讀已知文本，從視角、時(shí)空線、情節(jié)線、情感線和主題等角度，厘清文章脈絡(luò)，把握人物身份、關(guān)系及性格特點(diǎn)、事件發(fā)展的基本線索、故事的主要矛盾，尋求續(xù)寫的支撐點(diǎn)和伏筆，同時(shí)感受原文的語(yǔ)言風(fēng)格。（10min）

when

where

who

what

how

why

frommyteacher’ssuggestiontotheannouncementofthecontestresults

socialstudiesclass,theteacher'soffice

mysocialstudiesteacher,I,myoldersister

Irefusedtoenterawritingcontest.

IwasnotgoodatwritinginEnglishbecauseEnglishwasnotmymothertongue.

Icompletedastorywithgreateffort.

Story

淺層解讀文本——找出故事基本要素

1.mysocialstudiesteacher

2.I(amiddleschoolstudent)

3.myoldersister

Whoarethemaincharacters

Threecharacters(who)

結(jié)合短文和所給兩段的首句都出現(xiàn)“我”和老師

注意：續(xù)寫時(shí)不要隨意增加人物。

1.mysocialstudiesteacher

2.I(amiddleschoolstudent)

視角第一人稱

時(shí)空線

情節(jié)線

情感線

情節(jié)概述

語(yǔ)言

1.時(shí)間線：老師提出參賽建議；收到比賽結(jié)果通知（無具體時(shí)間）。

2.空間線：社會(huì)學(xué)科教室；老師的辦公室。

1.故事以寫作比賽為主線，講述了中學(xué)時(shí)期的“我”在老師的鼓勵(lì)下，從最初不愿意參加寫作比賽，到努力鉆研，最終提交參賽作品的經(jīng)歷。

2.根據(jù)續(xù)寫段首句提供的信息，續(xù)寫段將依次敘述“我”得知意外獲獎(jiǎng)時(shí)的心理感受等情況，以及領(lǐng)獎(jiǎng)后去老師辦公室的場(chǎng)景。

“我”的心路歷程:

1.原文部分：self-abased、Doubt、unwilling→encouraged→agreed→committed→satisfied

2.續(xù)寫部分：satisfied→surprised/pleased→inspired

在老師的鼓勵(lì)下,“我”突破重重困難、實(shí)現(xiàn)成長(zhǎng)。

心理活動(dòng)描寫、非謂語(yǔ)動(dòng)詞、反復(fù)修辭等,使文章豐富厚重，增強(qiáng)敘述的畫面感。

深層文本解讀

1.Whatisthepersonalityof“I”

1.Daretotry；brave

2.Goodatthinking

3.Strongwilled,diligentandhardworking

4.positive

人物形象分析

2.Whatisthepersonalityof“mysocialstudiesteacher”

人物形象分析

1.Appreciatestudentsandbegoodatlettingthemshowcasetheirtalentsindifferentways.

2.Goodatencouragingstudents

3.strict

1.WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest,Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.

2.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofailHisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.

Aforcedwritingtask

Adoomedfailure

Atryingheart

Whatwastheconflictpresentedinthispart

Whatwasthesolutiontotheconflict

深度文本解讀

Part.1

3.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny,andunlikelytobeanyoneelse'schoice.

4.Whatdidthehorsethink,asspedthroughthenightDidhegettiredHavedoubtsDidhewanttoquitIsympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere'shorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.Icheckedoutahalf-dozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.

Auniqueidea

Aself-suspiciousmind

Aworkingheart

Whatwastheconflictpresentedinthispart

Aforcedwritingtask

Adoomedfailure

Atryingheart

Whatwasthesolutiontotheconflict

Part.2

Part.1

深度文本解讀

5.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloudandsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin.Iwouldn’tcare.

Auniqueidea

Aself-suspiciousmind

Aworkingheart

Whatwastheconflictpresentedinthispart

Aforcedwritingtask

Adoomedfailure

Atryingheart

Afinishedwriting

Arepeatedrequirement

Adeterminedheart

Whatwasthesolution

totheconflict

Part.3

Part.2

Part.1

深度文本解讀

Beginning

Ending

conflict

原文部分

續(xù)寫部分

StoryMountain

Auniqueidea

Aself-suspiciousmind

Aworkingheart

Aforcedwritingtask

Adoomedfailure

Atryingheart

Afinishedwriting

Arepeatedrequirement

Adeterminedheart

Part.3

Part.2

Part.1

深度文本解讀

Para.1Afewweekslater,whenIalmost

forgotthecontest,therecamethenews.

Para.2Iwenttomyteacher’officeaftertheaward

presentation.

生：得知獲獎(jiǎng)

[1]

生：經(jīng)歷授獎(jiǎng)

[2]

生：急于分享

[3]

師：表達(dá)祝賀

[1]

生：表示感激

[2]

生：恍然大悟

[3]

梳理文章思路

結(jié)合首句和原文呼應(yīng)原則，構(gòu)思兩段情節(jié)細(xì)節(jié)。

Para1:

Afewweekslater,whenIalmostforgotthecontest,therecamethenews.__

_____________________________________________________________

Para2:

Iwenttomyteacher’sofficeaftertheawardpresentation.______________

_______________________________________________________________

“我”聽到這個(gè)消息后會(huì)有什么樣的心理感受？這時(shí)應(yīng)該想到了誰(shuí)

可以確定這個(gè)消息肯定是“我”參賽獲獎(jiǎng)的