初識高中讀后續(xù)寫技能講練如何進行文本解讀和情節(jié)構思以2023年新高考Ⅰ卷讀后續(xù)寫為例課件

——以2023年新高考Ⅰ卷讀后續(xù)寫為例初識高中讀后續(xù)寫——技能講練：如何進行文本解讀和情節(jié)構思2023年全國新高考Ⅰ卷讀后續(xù)寫2023年全國新高考Ⅰ卷讀后續(xù)寫原文材料350詞以內，要求續(xù)寫的文章150詞左右續(xù)寫兩個自然段，每段開頭語已經(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，內容為問題解決.讀后續(xù)寫的3個特點：123初識高考讀后續(xù)寫

銜接情節(jié)語言連貫語句間初識高考讀后續(xù)寫深度解讀語篇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明確故事主題品味寫作風格和語言Think結合所給兩段首句結合正能量和原文呼應生動編寫故事動作描寫情感描寫環(huán)境描寫語言運用推測情節(jié)發(fā)展構思寫作框架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,總結人物性格特征。（2）主要情節(jié)即“記敘文六要素”：人物、時間、地點、起因、經(jīng)過、結果。(即誰、在什么時間、什么地方，因為什么、發(fā)生什么問題、結果怎樣。)讀后續(xù)寫

怎么讀？原則內容要前后銜接,上下連貫,語言表達風格一致。原則（過程性）（問題problems解決solutions）凡是故事都應有跌宕起伏，其中人物會遇到困難或問題，但最終能解決。原則（結局性）故事內容一定要正能量,故事的結局是美滿的。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”要求：閱讀已知文本，從視角、時空線、情節(jié)線、情感線和主題等角度，厘清文章脈絡，把握人物身份、關系及性格特點、事件發(fā)展的基本線索、故事的主要矛盾，尋求續(xù)寫的支撐點和伏筆，同時感受原文的語言風格。（10min）whenwherewhowhathowwhyfrommyteacher’ssuggestiontotheannouncementofthecontestresultssocialstudiesclass,theteacher'sofficemysocialstudiesteacher,I,myoldersisterIrefusedtoenterawritingcontest.IwasnotgoodatwritinginEnglishbecauseEnglishwasnotmymothertongue.Story淺層解讀文本——找出故事基本要素1.mysocialstudiesteacher2.I(amiddleschoolstudent)3.myoldersisterWhoarethemaincharacters?Threecharacters(who)結合短文和所給兩段的首句都出現(xiàn)“我”和老師注意：續(xù)寫時不要隨意增加人物。1.mysocialstudiesteacher2.I(amiddleschoolstudent)視角

第一人稱時空線情節(jié)線情感線情節(jié)概述語言1.時間線：老師提出參賽建議；收到比賽結果通知（無具體時間）。2.空間線：社會學科教室；老師的辦公室。在老師的鼓勵下,“我”突破重重困難、實現(xiàn)成長。心理活動描寫、非謂語動詞、反復修辭等,使文章豐富厚重，增強敘述的畫面感。深層文本解讀1.Whatisthepersonalityof“I”?1.Daretotry；brave2.Goodatthinking3.Strongwilled,diligentandhardworking人物形象分析2.Whatisthepersonalityof“mysocialstudiesteacher”?人物形象分析1.Appreciatestudentsandbegoodatlettingthemshowcasetheirtalentsindifferentways.2.Goodatencouragingstudents1.WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest,Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.2.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”

Encouragedbyhiswords,Iagreedtogiveitatry.AforcedwritingtaskAdoomedfailureAtryingheartWhatwastheconflictpresentedinthispart?Whatwasthesolutiontotheconflict?深度文本解讀Part.1AuniqueideaAself-suspiciousmindAworkingheartWhatwastheconflictpresentedinthispart?AforcedwritingtaskAdoomedfailureAtryingheartWhatwasthesolutiontotheconflict?Part.1深度文本解讀

5.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloudandsaid,“Great.Now,writeitagain.”

Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin.Iwouldn’tcare.AuniqueideaAself-suspiciousmindAworkingheartWhatwastheconflictpresentedinthispart?AforcedwritingtaskAdoomedfailureAtryingheartAfinishedwritingArepeatedrequirementAdeterminedheartWhatwasthesolutiontotheconflict?Part.3Part.1深度文本解讀BeginningEndingconflict?原文部分續(xù)寫部分StoryMountainAuniqueideaAself-suspiciousmindAworkingheartAforcedwritingtaskAdoomedfailureAtryingheartAfinishedwritingArepeatedrequirementAdeterminedheartPart.3Part.1深度文本解讀Para.1Afewweekslater,whenIalmost

forgotthecontest,therecamethenews.Para.2Iwenttomyteacher’officeaftertheaward

presentation.生：得知獲獎[1]生：經(jīng)歷授獎[2]生：急于分享[3]師：表達祝賀[1]生：表示感激[2]生：恍然大悟[3]梳理文章思路

結合首句和原文呼應原則，構思兩段情節(jié)細節(jié)。Para1:Afewweekslater,whenIalmostforgotthecontest,therecamethenews._______________________________________________________________Para2:_______________________________________________________________“我”聽到這個消息后會有什么樣的心理感受？這時應該想到了誰?

可以確定這個消息肯定是“我”參賽獲獎的消息。1.“我”在教師辦公室說了什么？2.老師有什么樣的反應？3.“我”最終收獲了什么？思考構思文章情節(jié)梳理文章思路Topic：

堅持不懈地努力、勇于挑戰(zhàn)自我，可以成就更好的自己.Also:老師的欣賞和鼓勵會對學生產(chǎn)生積極的影響