專題02 微觀剖析 分步突破讀后續(xù)寫（含答案解析）新高考英語讀后續(xù)寫提分講練測

專題02微觀剖析分步突破讀后續(xù)寫（解析版）第一部分分步突破2024年新課標I卷&II卷讀后續(xù)寫第二部分跟蹤訓練2023年新課標I卷&II卷讀后續(xù)寫第一部分分步突破2024年新課標I卷&II卷讀后續(xù)寫第一步細讀原文獲取有效信息讀后續(xù)寫基本以記敘文為主，記敘文是以記人、敘事為主，以敘述人物的經歷和事物的發(fā)展變化為主要內容的一種文體。要寫好續(xù)寫文章，理解文本是第一步。典例展示（2024年新課標I卷&II卷）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。ImetGunteronacold,wetandunforgettableeveninginSeptember.IhadplannedtoflytoViennaandtakeabustoPragueforaconference.Duetoabigstorm,myflighthadbeendelayedbyanhourandahalf.ItoucheddowninViennajust30minutesbeforethedepartureofthelastbustoPrague.ThemomentIgotofftheplane,Iranlikecrazythroughtheairportbuildingandjumpedintothefirsttaxiontherankwithoutasecondthought.ThatwaswhenImetGunter.ItoldhimwhereIwasgoing,buthesaidhehadn'theardofthebusstation.Ithoughtmypronunciationwastheproblem,soIexplainedagainmoreslowly,buthestilllookedconfused.WhenIwasabouttogiveup,Gunterfishedouthislittlephoneandrangupafriend.Afteraheateddiscussionthatlastedforwhatseemedlikeacentury,Gunterputhisphonedownandstartedthecar.Finally,withjusttwominutestosparewerolledintothebusstation.Thankfully,therewasalongqueue(隊列)stillwaitingtoboardthebus.Gunterparkedthetaxibehindthebus,turnedaround,andlookedatmewithabigsmileonhisface."Wemadeit,"hesaid.JustthenIrealisedthatIhadzerocashinmywallet.IflashedhimanapologeticsmileasIpulledoutmyPortuguesebankcard.Hetrieditseveraltimes,butthecardmachinejustdidnotplayalong.AfeelingofhelplessnesswashedovermeasIsawthebusqueuethinningout.Atthismoment,Gunterpointedtowardsthewaitinghallofthebusstation.There,attheentrance,wasacashmachine.Ijumpedoutofthecar,madeamadrunforthemachine,andpoppedmycardin,onlytoreadthemessage:"Outoforder.Sorry."注意：（1）續(xù)寫詞數(shù)應為150個左右；（2）請按如下格式在答題紙的相應位置作答。IranbacktoGunterandtoldhimthebadnews.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________題源分析文章來源于BudgetTraveller網(wǎng)站/meet-gunter-the-best-taxi-driver-in-vienna-austria/文本信息整合一、淺層的信息定位文本6要素（5W+1H）文本內容Who（人物）I,TaxidriverGunterWhen（時間）InacoldeveningSeptemberWhere（地點）InViennaWhat（事件）Ididn’tpayanycashandtriedseveralmethodsbutcouldn’tpaythetaxifare,andthebuswasabouttoleave.Why（起因）Ihurriedlytookataxitocatchthelastbusduetomyflightbeingdelayed.How（結果）續(xù)寫中介紹深層的文本分析1.理清故事的發(fā)展脈絡細讀文本，梳理文章的情節(jié)線和情感線，如下：情節(jié)線：參加會議暴風雨航班延誤下飛機后打車去公共汽車站車上溝通不暢汽車還有兩分鐘就開發(fā)現(xiàn)沒帶現(xiàn)金銀行卡也支付不了去取款機取錢告訴Gunter壞消息重回維也納情感線：緊張焦慮（下飛機時）→無助焦慮（說不清公交車站）→感激（到達車站）→著急（無法支付車費）可以清晰地在“情節(jié)山”上展示出來：2.明確文本地主旨大意和寫作意圖本文主題是“人與社會：信任和守諾”。概括文本大意可知，作者在一次因風暴延誤的旅途中，匆忙搭乘出租車前往車站趕最后一班去布拉格的公共汽車。司機岡特不熟悉車站位置，通過電話求助后順利抵達。到達時作者卻發(fā)現(xiàn)自己沒帶現(xiàn)金，嘗試用葡萄牙銀行卡支付沒有成功，而車站的取款機也故障了。所以續(xù)寫部分應該是根據(jù)第一段首句“IranbacktoGunterandtoldhimthebadnews.”和第二段首句“Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.”可知第一段續(xù)寫應該涉及到“出租車司機聽到壞消息后的反應，主人公獲得司機電話號碼及承諾支付”。再根據(jù)第二段首句可知，該部分的續(xù)寫應該著重敘述作者兌現(xiàn)了承諾、再次表達謝意并升華“信任與守信”的主旨。（第一段主要圍繞主要人物的遇困→脫困，側重考查學生分析問題和解決問題的能力。續(xù)寫的第二部分主要是正能量結局→感悟升華，體現(xiàn)學生的世界觀和價值觀。讀后續(xù)寫題型完美地體現(xiàn)了語言學習的兩大功能——“語用”和“育人”。）第二步根據(jù)首句構建情節(jié)框架續(xù)寫第一段首句“我跑回到Gunter跟前，告訴了他這個壞消息”，針對第一段續(xù)寫情節(jié)我們可以提出以下問題：①Gunter聽到這個壞消息的反應是怎么樣呢？②沒法支付車費的問題怎么解決呢？③Gunter如何看待解決的方法呢？根據(jù)“解決問題原則”和續(xù)寫第二段首句“四天后，當我回到維也納，正如承諾的那樣我打了電話給Gunter”可知續(xù)寫第一段的情節(jié)可以是：①Gunter不知所措。②我對Gunter許下承諾某天某地支付打車費。③Gunter欣然同意我的承諾，我及時趕上班車。根據(jù)“解決問題原則”、“正能量原則”和“符合文章主題原則”，結局是我按約支付了車費。再結合續(xù)寫第二段首句“四天后，當我回到維也納，正如承諾的那樣我打了電話給Gunter”，針對第二段續(xù)寫情節(jié)我們可以提出以下問題：①我打電話給他之后做了什么？②Gunter是什么樣的回應？③最后主題升華是什么？回答問題可知續(xù)寫第二段的情節(jié)可以是：①我和Gunter見面表達感謝和報答。②Gunter拒絕我的報答，我們成了朋友。③體現(xiàn)“陌生人善意”或“信任與守信”的主題升華?！緟⒖挤段摹縄ranbacktoGunterandtoldhimthebadnews.Helookedatmeindisbelief,askingmewhattodo.Givinghimanotherapologeticsmile,IaskedhimforadelayinpaymentandpromisedtocallhimandpayhimbackthemoneyIowedhim.Tomysurprise,Gunterwrotedownhisphonenumberwithouthesitationandgaveittome.“Justkeepyourpromise,Sir.”Afeelingofgratitudewashedoverme.Igavehimafirmhandshake,jumpedoutofthecarandmadeamaddashforthebusandjumpedontoitjustbeforeitleft.Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.Wemetatthebusstationwherehehaddroppedmeofffourdaysbefore.AssoonasIsawhim,Igavehimabighug.Itoldhimthatthankstohiskindnessandtimelyhelp,everythinghadgonesmoothly.Ipaidhimfortheride,alongwithageneroustip,whichhedeclined.Ifeltblessedtohavemetsuchawarm-heartedman.Afterthat,webecamegoodfriendsandkeptintouchwitheachotherregularly.第二部分跟蹤訓練2023年新課標I卷&II卷讀后續(xù)寫（2023年新課標I卷&II卷）閱讀下面材料,根據(jù)其內容和所給段落開頭語續(xù)寫兩段,使之構成一篇完整的短文。WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny;andunlikelytobeanyoneelse’schoice.Whatdidthehorsethink,ashespedthroughthenight?Didhegettired?Havedoubts?Didhewanttoquit?Isympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’shorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.IcheckedoutahalfdozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloud,andsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin,Iwouldn’tcare.注意:1.續(xù)寫詞數(shù)應為150個左右；2.請按如下格式在答題卡的相應位置作答。Afewweekslater,whenIalmostforgotthecontest,therecamethenews.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Iwenttomyteacher’sofficeaftertheawardpresentation.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________第一步細讀原文獲取有效信息文本信息整合淺層的信息定位閱讀文本并完成下列表格文本6要素（5W+1H）文本內容Who（人物）When（時間）Where（地點）What（事件）Why（起因）How（結果）續(xù)寫中介紹參考答案mysocialstudiesteacherandIwhenIwasinmiddleschoolinmyschoolMysocialstudiesteacheraskedmetoenterawritingcontest.Encouragedbyhiswords,Iagreedtogiveitatry.二、深層的文本分析1.理清故事的發(fā)展脈絡細讀文本，梳理文章的情節(jié)線和情感線，如下：情節(jié)線：___________________________________________________________________________情感線：___________________________________________________________________________參考答案情節(jié)線：拒絕參賽→嘗試參加→以馬的口吻寫作→想放棄→繼續(xù)堅持→不在乎是否能獲獎情感線：自我否定→自我嘗試→自我創(chuàng)新→自我懷疑→自我堅持→自我突破明確文本地主旨大意和寫作意圖本文的主題語境屬于______________。文章講述了________________________________________________________________________________________________________________________________________________________________________________________。寫作意圖____________________________________________________________________________________________參考答案人與自我：個人成長的故事本不喜歡寫作的我在老師的鼓勵下，通過自己的努力，不但嘗試參加了寫作比賽，而且通過自己的堅持不懈完成了參賽作品，實現(xiàn)了自我突破。寫作意圖：表達對老師的感激：感激老師的鼓勵和幫助讓我意識到心之所愿，無所不成。我通過自己嘗試堅持和突破得到了成長。第二步根據(jù)首句構建情節(jié)框架________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________參考答案①由第一段首句內容“幾個星期后，當我?guī)缀跬洷荣惖臅r候，傳來了消息?！焙偷诙问拙洹邦C獎后我去了老師的辦公室。”可知，第一段可描寫作者獲得比賽一等獎，在頒獎典禮上作者表達了對社會老師的感激。②由第二段首句內容“頒獎后我去了老師的辦公室?！笨芍?，第二段可描寫老