讀后續(xù)寫專題迅速構(gòu)建法課件高三英語(yǔ)二輪復(fù)習(xí)

讀后續(xù)寫專題：迅速構(gòu)建法課標(biāo)要求根據(jù)《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》，讀后續(xù)寫試題一般由閱讀和續(xù)寫兩部分組成，閱讀部分由一篇不超過(guò)350字的不完整記敘文組成，要求學(xué)生根據(jù)閱讀部分和后面兩個(gè)段首提示句續(xù)寫兩段，共約150字，從而將故事續(xù)寫完整。根據(jù)高考改革已實(shí)施地區(qū)的讀后續(xù)寫試題評(píng)分細(xì)則可知，總分25分，按七個(gè)檔次進(jìn)行評(píng)分；評(píng)分時(shí)，主要從內(nèi)容、語(yǔ)言表達(dá)和篇章結(jié)構(gòu)三個(gè)方面考查：（1）續(xù)寫內(nèi)容的質(zhì)量、續(xù)寫的完整性以及與原文情境的融洽度;（2）所使用詞匯和語(yǔ)法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性；（3）上下文的銜接和全文的連貫性。一、試題規(guī)律人與自我類（有4次命題，占比4/14）的故事多以主人公勇敢挑戰(zhàn)、克服困難終于戰(zhàn)勝自我、提升自我、實(shí)現(xiàn)自我突破等積極意義為主題。一、試題規(guī)律人與自然類（有5次命題，占比5/14）的故事主要集中在兩大主旋律上：一是人與自然和諧相處，創(chuàng)造美好世界（例如2023年1月浙江卷）；另一主旋律是遭遇野獸，冷靜思考、積極應(yīng)對(duì)，終克困難取得勝（例如，浙江卷初期的3次命題）。一、試題規(guī)律人與社會(huì)類（命題次數(shù)與人與自然相同，有5次，占比5/14）的故事主要強(qiáng)調(diào)了要團(tuán)結(jié)互助，以共創(chuàng)美好未來(lái)。一、試題規(guī)律總結(jié)人與自我或人與社會(huì)故事走向主人公面對(duì)困難，冷靜應(yīng)對(duì)，勇于拼搏，終獲成功人與自然或人與社會(huì)故事走向倡導(dǎo)和諧相處，團(tuán)結(jié)互助，最終實(shí)現(xiàn)目標(biāo)或者取得成功一、試題規(guī)律主題升華句一（主要適合克服困難，提升自我）：Rightatthismoment/Whencomingback/Whilereflectingontheentirematter,I/wesuddenlyhadtheideathatwecouldalwaysovercomethedifficulties/achieveour

dreams/

targets/ambitionswhen

confrontedwith

difficulties/challenges

onlyifwekeptcalm/positiveandfightagainstthembravely.主題升華句二（適合和諧相處或者互幫互助）：Rightatthismoment/Whencomingback/Whilereflectingontheentirematter,I/wesuddenlyhadtheideathatwecouldalwaysmakeabetter/greenerworldifwelivepeacefullyandharmoniouslywiththewildlife/helpeachotherkindly二、解題策略“兩讀明基調(diào)”就是通過(guò)方法不同的兩次閱讀分別確定文章的主要特征和主題意義，形成對(duì)文章的整體把握，確定文章的寫作基調(diào)?！拔寰涠ㄇぁ本褪峭ㄟ^(guò)構(gòu)思對(duì)續(xù)寫內(nèi)容起關(guān)鍵作用的五個(gè)句子，進(jìn)而確定文章的主題框架，形成文章寫作的支架?！皟勺x明基調(diào)，五句定乾坤”二、解題策略（一）兩讀明基調(diào)1.“一讀”：第一遍通讀清要素，明主題記敘文六要素WhoWhenWhereWhatWhyHowWhoWhenWhatwho=文章的人稱when=文章的時(shí)態(tài)what=文章的主題用H(human)+數(shù)字（將出現(xiàn)的每一個(gè)人物用數(shù)字從小大標(biāo)記下來(lái)）；類似地，時(shí)間可以用T①、T②……，地點(diǎn)用P①、P②……，事件用W來(lái)標(biāo)記WhenMaryenteredtheSouthPolePenguinResearchLab,shesawherfriendTomgentlystroking(輕撫)apenguininhisarms.Aschildrenofthelabscientists,MaryandTomoftenobservedtheemperorpenguinsthatwerestudiedtounderstandhowtheyadaptedtoextremetemperatures--insightsthatcouldaidhumansurvival.“We'rethirteen,Tom.It'stimetogrowupandstopplayingwiththelabpenguins,”saidMaryasshestartedcleaning.“They'reresearchanimals,notpets."“Butthebirdslistentome!”insistedTom，hisbreathformingacloudinthefreezingair.“You'rejusttryingtobeapenguinwhispereragain，”Maryreplied，shakingherheadwithagentlesmile.Thepenguinsseemedplayful,astheywalked,dove,swamandchasedtheirlivefishforsportbeforeeating.Suddenly,analarmrangoutandredlightsflashed,signalingaproblem.Thekidsrushiedovertolookintoit.“I'scolderthanbefore-there'siceformingonthewater,'notedTom.Thoughalwayscold,Maryhadneverseeniceherebefore.Shecheckedthehabitatmonitorandfoundthatthetemperaturehadgonedownalot.“Theheatermustbebroken!"Maryquicklysentamessagetoheirparents'researchteam;whowereconductingoutdoorstudies.Withtheadultsaway,thekidswouldhavetodealwiththefreezingconditionsuntilhelparrived.TimedraggedasMaryandTomanxiouslywaited.Theincreasingcoldcausedthemtoshake.“Iwonderwhatemperorpenguinsdoinextremecold,sincetheystayinthePoleallwinterinsteadofgoing,somewherewarmer,"askedMary.“Theyhuddle(擠作一團(tuán)),”Tomanswered.“Theyhuddletogethertightlysothatthebirdsinhemiddlewillbewarmenough.”“Whatabouttheonesontheedge"Maryasked.“Theypushtheirwaytowardsthecenter，andthenmovebackouttotheedge,andstrugglebackagain.Scientistsintheearly21stcenturyrecordedit.”Herepliedashestaredatthelargecrowdofthepenguinsinthelab.(2024年3月廣東一模試題)H②TomH②TomH②TomH②TomH①M(fèi)aryH②TomH①M(fèi)aryH①M(fèi)aryH①M(fèi)aryH①M(fèi)aryH①M(fèi)aryH①M(fèi)aryH①M(fèi)aryH②TomH①M(fèi)ary主人公是Mary（H①）和Tom（H②）WhenMaryenteredtheSouthPolePenguinResearchLab,shesawherfriendTomgentlystroking(輕撫)apenguininhisarms.Aschildrenofthelabscientists,MaryandTomoftenobservedtheemperorpenguinsthatwerestudiedtounderstandhowtheyadaptedtoextremetemperatures--insightsthatcouldaidhumansurvival.“We'rethirteen,Tom.It'stimetogrowupandstopplayingwiththelabpenguins,”saidMaryasshestartedcleaning.“They'reresearchanimals,notpets."“Butthebirdslistentome!”insistedTom，hisbreathformingacloudinthefreezingair.“You'rejusttryingtobeapenguinwhispereragain，”Maryreplied，shakingherheadwithagentlesmile.Thepenguinsseemedplayful,astheywalked,dove,swamandchasedtheirlivefishforsportbeforeeating.Suddenly,analarmrangoutandredlightsflashed,signalingaproblem.Thekidsrushiedovertolookintoit.“I'scolderthanbefore-there'siceformingonthewater,'notedTom.Thoughalwayscold,Maryhadneverseeniceherebefore.Shecheckedthehabitatmonitorandfoundthatthetemperaturehadgonedownalot.“Theheatermustbebroken!"Maryquicklysentamessagetoheirparents'researchteam;whowereconductingoutdoorstudies.Withtheadultsaway,thekidswouldhavetodealwiththefreezingconditionsuntilhelparrived.TimedraggedasMaryandTomanxiouslywaited.Theincreasingcoldcausedthemtoshake.“Iwonderwhatemperorpenguinsdoinextremecold,sincetheystayinthePoleallwinterinsteadofgoing,somewherewarmer,"askedMary.“Theyhuddle(擠作一團(tuán)),”Tomanswered.“Theyhuddletogethertightlysothatthebirdsinhemiddlewillbewarmenough.”“Whatabouttheonesontheedge"Maryasked.“Theypushtheirwaytowardsthecenter，andthenmovebackouttotheedge,andstrugglebackagain.Scientistsintheearly21stcenturyrecordedit.”Herepliedashestaredatthelargecrowdofthepenguinsinthelab.(2024年3月廣東一模試題)WhenMaryenteredtheSouthPolePenguinResearchLad（T①）時(shí)態(tài)用一般過(guò)去時(shí)WhenMaryenteredtheSouthPolePenguinResearchLab,shesawherfriendTomgentlystroking(輕撫)apenguininhisarms.Aschildrenofthelabscientists,MaryandTomoftenobservedtheemperorpenguinsthatwerestudiedtounderstandhowtheyadaptedtoextremetemperatures--insightsthatcouldaidhumansurvival.“We'rethirteen,Tom.It'stimetogrowupandstopplayingwiththelabpenguins,”saidMaryasshestartedcleaning.“They'reresearchanimals,notpets."“Butthebirdslistentome!”insistedTom，hisbreathformingacloudinthefreezingair.“You'rejusttryingtobeapenguinwhispereragain，”Maryreplied，shakingherheadwithagentlesmile.Thepenguinsseemedplayful,astheywalked,dove,swamandchasedtheirlivefishforsportbeforeeating.Suddenly,analarmrangoutandredlightsflashed,signalingaproblem.Thekidsrushiedovertolookintoit.“I'scolderthanbefore-there'siceformingonthewater,'notedTom.Thoughalwayscold,Maryhadneverseeniceherebefore.Shecheckedthehabitatmonitorandfoundthatthetemperaturehadgonedownalot.“Theheatermustbebroken!"Maryquicklysentamessagetoheirparents'researchteam;whowereconductingoutdoorstudies.Withtheadultsaway,thekidswouldhavetodealwiththefreezingconditionsuntilhelparrived.TimedraggedasMaryandTomanxiouslywaited.Theincreasingcoldcausedthemtoshake.“Iwonderwhatemperorpenguinsdoinextremecold,sincetheystayinthePoleallwinterinsteadofgoing,somewherewarmer,"askedMary.“Theyhuddle(擠作一團(tuán)),”Tomanswered.“Theyhuddletogethertightlysothatthebirdsinhemiddlewillbewarmenough.”“Whatabouttheonesontheedge"Maryasked.“Theypushtheirwaytowardsthecenter，andthenmovebackouttotheedge,andstrugglebackagain.Scientistsintheearly21stcenturyrecordedit.”Herepliedashestaredatthelargecrowdofthepenguinsinthelab.(2024年3月廣東一模試題)Theheatermustbebroken（W①）Thekidswouldhavetodealwiththefreezingconditionsuntilhelparrived.（W②）WhenMaryenteredtheSouthPolePenguinResearchLab,shesawherfriendTomgentlystroking(輕撫)apenguininhisarms.Aschildrenofthelabscientists,MaryandTomoftenobservedtheemperorpenguinsthatwerestudiedtounderstandhowtheyadaptedtoextremetemperatures--insightsthatcouldaidhumansurvival.“We'rethirteen,Tom.It'stimetogrowupandstopplayingwiththelabpenguins,”saidMaryasshestartedcleaning.“They'reresearchanimals,notpets."“Butthebirdslistentome!”insistedTom，hisbreathformingacloudinthefreezingair.“You'rejusttryingtobeapenguinwhispereragain，”Maryreplied，shakingherheadwithagentlesmile.Thepenguinsseemedplayful,astheywalked,dove,swamandchasedtheirlivefishforsportbeforeeating.Suddenly,analarmrangoutandredlightsflashed,signalingaproblem.Thekidsrushiedovertolookintoit.“I'scolderthanbefore-there'siceformingonthewater,'notedTom.Thoughalwayscold,Maryhadneverseeniceherebefore.Shecheckedthehabitatmonitorandfoundthatthetemperaturehadgonedownalot.“Theheatermustbebroken!"Maryquicklysentamessagetoheirparents'researchteam;whowereconductingoutdoorstudies.Withtheadultsaway,thekidswouldhavetodealwiththefreezingconditionsuntilhelparrived.TimedraggedasMaryandTomanxiouslywaited.Theincreasingcoldcausedthemtoshake.“Iwonderwhatemperorpenguinsdoinextremecold,sincetheystayinthePoleallwinterinsteadofgoing,somewherewarmer,"askedMary.“Theyhuddle(擠作一團(tuán)),”Tomanswered.“Theyhuddletogethertightlysothatthebirdsinhemiddlewillbewarmenough.”“Whatabouttheonesontheedge"Maryasked.“Theypushtheirwaytowardsthecenter,andthenmovebackouttotheedge,andstrugglebackagain.Scientistsintheearly21stcenturyrecordedit.”Herepliedashestaredatthelargecrowdofthepenguinsinthelab.Topicsentence主題意義：向自然學(xué)習(xí)，就能幫助人類提高幸存。人類要向大自然學(xué)習(xí)，就能克服困難，取得成功：Rightatthemoment,thechildrensuddenlyrealizedkeenlythathumanscouldalwayssurviveandsucceedonlyifwelearnfromnaturewisely.二、解題策略（一）兩讀明基調(diào)2.“二讀”：第二遍跳讀查細(xì)節(jié)，找呼應(yīng)注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答?！癐haveanideatostaywarm!”Tomshoutedexciedly.________Twoandahalfhourslater,theparentsreturnedwithhelp.________這個(gè)idea內(nèi)容是什么？WhenMaryenteredtheSouthPolePenguinResearchLab,shesawherfriendTomgentlystroking(輕撫)apenguininhisarms.Aschildrenofthelabscientists,MaryandTomoftenobservedtheemperorpenguinsthatwerestudiedtounderstandhowtheyadaptedtoextremetemperatures--insightsthatcouldaidhumansurvival.“We'rethirteen,Tom.It'stimetogrowupandstopplayingwiththelabpenguins,”saidMaryasshestartedcleaning.“They'reresearchanimals,notpets."“Butthebirdslistentome!”insistedTom，hisbreathformingacloudinthefreezingair.“You'rejusttryingtobeapenguinwhispereragain，”Maryreplied，shakingherheadwithagentlesmile.Thepenguinsseemedplayful,astheywalked,dove,swamandchasedtheirlivefishforsportbeforeeating.Suddenly,analarmrangoutandredlightsflashed,signalingaproblem.Thekidsrushiedovertolookintoit.“I'scolderthanbefore-there'siceformingonthewater,'notedTom.Thoughalwayscold,Maryhadneverseeniceherebefore.Shecheckedthehabitatmonitorandfoundthatthetemperaturehadgonedownalot.“Theheatermustbebroken!"Maryquicklysentamessagetoheirparents'researchteam;whowereconductingoutdoorstudies.Withtheadultsaway,thekidswouldhavetodealwiththefreezingconditionsuntilhelparrived.TimedraggedasMaryandTomanxiouslywaited.Theincreasingcoldcausedthemtoshake.“Iwonderwhatemperorpenguinsdoinextremecold,sincetheystayinthePoleallwinterinsteadofgoing,somewherewarmer,"askedMary.“Theyhuddle(擠作一團(tuán)),”Tomanswered.“Theyhuddletogethertightlysothatthebirdsinhemiddlewillbewarmenough.”“Whatabouttheonesontheedge"Maryasked.“Theypushtheirwaytowardsthecenter，andthenmovebackouttotheedge,andstrugglebackagain.Scientistsintheearly21stcenturyrecordedit.”Herepliedashestaredatthelargecrowdofthepenguinsinthelab.(2024年3月廣東一模試題)企鵝在寒冷天氣中會(huì)擠作一團(tuán)，中間的企鵝很暖和，邊緣的企鵝用力向中間擠，通過(guò)位置不斷變換，所有的企鵝都能保暖。二、解題策略（二）五句定乾坤一條道路有了起點(diǎn)和終點(diǎn)，人們就不容易跑偏。同樣的，如果我們能首先確定了續(xù)寫兩段各自的首尾句，那我們也就能確定續(xù)寫內(nèi)容的主要框架，不容易寫跑題。讀后續(xù)寫的兩段都給出了第一句話，我們分別標(biāo)記為1、3句，第一段的結(jié)尾句我們命名為第2句，第二段的結(jié)尾句則命名為第4句，再加上閱讀第一遍后已經(jīng)確定了的全文主題升華句為第5句。二、解題策略（二）五句定乾坤二、解題策略（二）五句定乾坤在意義和邏輯上建立聯(lián)系“WarmerasIam,Istillmissmyparents.”MarysaidtoTom.倒推二、解題策略（二）五句定乾坤是故事的結(jié)尾句，也是孩子們向企鵝學(xué)習(xí)取暖保護(hù)自己的故事的最后結(jié)尾句Hearingthepraise,thechildrenlookedateachotherandsmiledsweetly.二、解題策略（三）細(xì)節(jié)點(diǎn)龍睛“Ihaveanideatostay