2025版高考英语一轮总复习写作培优第2部分第1讲如何解读文本__读文有技法课件

这是一份2025版高考英语一轮总复习写作培优第2部分第1讲如何解读文本__读文有技法课件，共60页。PPT课件主要包含了评分标准，技法指导，寻找文本要素，hesitated，airport等内容，欢迎下载使用。

宏观感知[题型解读]　读后续写考题提供一段350 词以内的语言材料，要求考生依据该材料内容和所给段落开头语进行续写(150 词左右)，将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。从试题结构来看，读后续写评价的是书面理解能力和书面表达能力。因此，在写作之前，首先要读懂文本、理清故事情节，然后再构思故事的发展和结局。
[命题特点]　该题型一方面考查学生对所学语言的实际运用能力，另一方面也培养学生的发散思维能力。读后续写不是随心所欲地写，而是根据题目要求，在读懂原文的基础上，利用原材料的素材、线索和情节等充分发挥想象力和创造力来续写。
通过对高考真题中读后续写的分析，我们可得出它的四大命题特点：
[评分原则]1．本题总分为25分，按五个档次进行评分。2．评分时，应主要从内容、词汇语法和篇章结构等方面考虑。(1)与所给短文及段落开头语的衔接程度；(2)内容的合理性；(3)应用语法结构和词汇的丰富性和准确性；(4)上下文的连贯性。
3．评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。4．评分时还应注意：(1)词数少于130的，从总分中减去2分；(2)书写较差以致影响交际的，可将分数降低一个档次；(3)单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑，英、美拼写及词汇用法均可接受。
[失分原因]1．不符合基本要求：词数少于130；两段的词数比例失调；随意分段；时态错误；抄袭原文等。2．内容不合逻辑：缺乏合理想象；续写部分与给定材料之间的逻辑、续写两段内容之间的逻辑以及续写部分与所给开头语之间的逻辑不连贯。3．语言不够丰富恰当：所使用语法结构与词汇的丰富性、准确性不够；刻意使用生僻词汇和复杂句式，不考虑与原文语言风格的一致性。4．脑洞开太大：想象不合理；续写部分立意不高；价值观有争议。
第一讲　如何解读文本——读文有技法
一、梳理故事情节，读出有效信息读后续写是一种将阅读和写作紧密结合起来进行考查的新题型，语篇类型一般是记叙文或夹叙夹议文。故事通过设置较为真实的问题情境，考查学生能否运用英语基础知识准确理解文章故事情节，并结合所给文本材料及两个段落首句，分析篇章结构、情节脉络，发挥其独立思考能力，展开合理想象。运用英语词汇、语法等基础写作技能，完成一篇与给定材料有逻辑衔接，情节和结构完整的短文。学生可以根据实际情景和续写文章的特点利用以下微技能来梳理原文本的故事情节。
微技能一要素串联法读后续写以记叙文为主，记叙文是以记人、叙事、写景、状物为主，以写人物的经历和事物发展变化为主要内容的一种文体形式。要写好续写文章，读文审题，理解文本是第一步。为了使续写部分和给定材料共同构成一个逻辑衔接、情节完整的短文，必须在文本大意和叙述意图的统领下分析所给文本的情境模式，即五个W一个H(wh, when, where, what, why和hw)。梳理所给文本的主要内容，即人物、时间、
地点、事件起因、经过和结果，为续写的情节构思提供依据与方向。需要注意的是，不一定每篇文章都包含这六个要素，所以当无法找全这六要素时不要纠结，应快速列出已找出的要素，简单串联，梳理出原文本的故事情节。该方法适用于所有读后续写文本。
【典例1】　(2022·新高考Ⅰ卷)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。It was the day f the big crss-cuntry run.Students frm seven different primary schls in and arund the small twn were warming up and walking the rute (路线) thrugh thick evergreen frest.
I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence.He was small fr ten years ld.His usual big tthy smile was absent tday.I walked ver and asked him why he wasn't with the ther children.He hesitated and then said he had decided nt t run.What was wrng? He had wrked s hard fr this event!I quickly searched the crwd fr the schl's cach and asked him what had happened.“I was afraid that kids frm ther schls wuld laugh at him，” he explained uncmfrtably.“I gave him the chice t run r nt, and let him decide.”
I bit back my frustratin (懊恼)．I knew the cach meant well—he thught he was ding the right thing.After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward.
David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid.He always participated t the best f his ability in whatever they were ding.That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team.It just tk him lnger—that's all.David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish.As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.注意：1.续写词数应为150左右；2．请按如下格式作答。
We sat dwn next t each ther, but David wuldn't lk at me.
I watched as David mved up t the starting line with the ther runners.
a special educatin
the big crss-cuntry run
and even decided nt t run
a brain disease
have a talk and
encurage him t g n
2.串联写作要素，梳理故事情节这是大型越野赛跑的日子，来自小镇及其周围不同小学的学生正在热身，准备参加越野比赛→David独自站在篱笆旁边，准备放弃比赛→“我”感到很纳闷，因为他为此准备了很多，每次训练都没落下过→他的教练告诉“我”，David害怕其他学校的学生笑话他的跑步姿势，因为他患有脑疾，走路和跑步姿势和正常孩子不一样→“我”是一名特殊教育老师，因此很了解David的心情，也很佩服他的毅力→“我”想和他聊一聊。
微技能二时空顺序串联法读后续写的文本故事性很强，一般都会由一系列小情节构成，每个情节就是不同时间、不同空间下人物的具体活动，因此，学生也可以根据时间、地点的变化来梳理原文本的故事情节。历险类的文章大都遵循一定的时间/空间顺序，情节发展脉络分明，层次清晰，所以此方法对于历险类的文章尤为适用。
【典例2】　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。It was summer, and my dad wanted t treat me t a vacatin like never befre.He decided t take me n a trip t the Wild West.We tk a plane t Albuquerque, a big city in the state f New Mexic.We reached Albuquerque in the late afternn.Uncle Paul, my dad's friend, picked us up frm the airprt and drve us up t his farm in Pecs.
His wife Tina cked us a delicius dinner and we gt t knw his sns Ryan and Kyle.My dad and I spent the night in the guestrm f the farm huse listening t the frgs and water rlling dwn the river nearby.Very early in the mrning，Uncle Paul wke us up t have breakfast.“The day starts at dawn n my farm，” he said.After breakfast, I went t help Aunt Tina feed the chickens, while my dad went with Uncle Paul t take the sheep ut t graze (吃草)．I was impressed t see my dad and Uncle Paul riding hrses.They lked really cl.
In the afternn, I asked Uncle Paul if I culd take a hrse ride, and he said yes, as lng as my dad went with me.I wasn't ging t take a hrse ride by myself anyway.S, my dad and I put n ur new cwby hats, gt n ur hrses, and headed slwly twards the muntains.“Dn't be late fr supper，” Uncle Paul cried，“and keep t the track s that yu dn't get lst！” “OK！” my dad cried back.After a while Uncle Paul and his farm huse were ut f sight.It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene.It lked like a beautiful wven (编织的) blanket spread ut upn the grund just fr us.注意：1.续写词数应为150左右；2．请按如下格式作答。
Suddenly a little rabbit jumped ut in frnt f my hrse.
We had n idea where we were and it gt dark.
take me n a trip t the Wild West
listened t the frgs and water rlling dwn the river nearby
very early in
the next mrning
2.串联写作要素，梳理故事情节暑假时爸爸带“我”去体验西部野外生活→“我们”暂住在保罗叔叔的农场小屋里，农场旁边有一条小河→第二天早上，爸爸与保罗叔叔骑着马去牧羊→下午“我”也得到允许和爸爸一起骑马到大山里。
二、寻找切入点，理顺情节线索梳理完故事情节后，是不是马上就要着手写了呢？答案是否定的。因为原文本中出现的人、事、物、矛盾冲突等在后面很可能会涉及，所以我们还需要在了解原文本情节的基础上，再将自己抽离出来，针对原文本的感情基调、人物关系、人物特点和矛盾冲突进行分析，只有这样才可以防止续写的内容与原文本自相矛盾或背道而驰的情况发生。
微技能一确定感情基调感情基调指文章的感情色彩，作品基本观点的情感取向，即作者表达的情感态度，如：是幽默诙谐还是沉闷、是欢快愉悦还是伤感、是积极向上还是消沉。学生在进行续写前必须先确定感情基调，这样续写的情感方向才不会跑偏，才能与所给原文紧密结合。确定感情基调，可以运用以下4种策略。
1．通过文中的形容词或动词把握感情基调【典例1】　(2020·1月浙江高考节选)The huse seemed quiet as a tmb withut the by living there. All that week, Pppy didn't seem interested in her dinner, her favrite ty, r even in her daily walk. Her wners were sad t, but they knew their sn wuld be back t visit. Pppy didn't.
They ffered the dg sme f her favrite peanut butter treats. They even let her sit n the sfa, but the ld girl just wasn't her usual cheerful self. Her wners started t get wrried.“What shuld we d t cheer Pppy up？” asked Dad. “We've tried everything.”分析：节选部分通过对小狗Pppy的心理描写(didn't seem interested in)表明了Pppy因为男孩的离开而变得郁郁寡欢；通过对男孩父母的动作描写(ffered, let)和心理描写(get wrried)表明男孩的父母一直在积极想办法让Pppy重新开心起来。由此可以确定，原文本的感情基调是积极向上的，故事的结局肯定是Pppy又开心起来了。
2．通过人物对话把握感情基调【典例2】　(2020·新高考Ⅰ卷节选)After their mther left the rm, the children sat thinking abut Bernard. “I wish we culd help him t earn mney，” said Clara.“His family is suffering s much.”“S d I，” said Harry. “We really shuld d smething t assist them.”
Fr sme mments, Jhn said nthing, but, suddenly, he sprang t his feet and cried, “I have a great idea! I have a slutin that we can all help accmplish (完成)．” 分析：从节选部分的对话中可以看出，孩子们都想帮助Bernard赚钱，并且其中一个孩子Jhn还想到了帮助的办法。由此可以确定，文章的感情基调是互助友爱、乐观积极的。
3．通过所给段落开头语把握感情基调【典例3】　(2020·7月浙江高考节选)At the very mment, the helicpter arrived.分析：根据本段段落开头语提示可知，就在那时候直升机来了。由此推断，故事的结局会圆满。
4．通过环境描写把握感情基调【典例4】　It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene. It lked like a beautiful wven(编织的)blanket spread ut upn the grund just fr us.分析：这段环境描写突出了环境的美好，从侧面体现了作者当时愉悦的心情。
微技能二厘清人物关系读后续写中有时会涉及含有多个人物、关系较为复杂的语篇，这时，厘清人物关系就很关键，可以帮助学生更加合理地预设文中人物的后续行为，从而让续写情节更加合理。边读原文边画出人物关系图可以帮助学生快速清晰地了解文中人物之间的关系，为续写服务。
【典例5】　(浙江高考改编)On a bright, warm July afternn, Mac Hllan, a primary schl teacher, was cycling frm his hme t Alaska with his friends. One f his friends had stpped t make a bicycle repair, but they had encuraged Mac t carry n, and they wuld catch up with him sn. As Mac pedaled (骑行) alng alne, he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
Then Mac heard quick and lud breathing behind him. “Man, that's a big dg！” he thught. But when he lked t the side, he saw instantly that it wasn't a dg at all, but a wlf, quickly catching up with him.Mac's heart jumped. He fund ut his can f bear spray. With ne hand n the bars, he fired the spray at the wlf. A bright red clud envelped the animal, and t Mac's relief, it fell back, shaking its head. But a minute later, it was by his side again. Then it attacked the back f Mac's bike, tearing pen his tent bag. He fired at the wlf a secnd time, and again, it fell back nly t quickly restart the chase (追赶)．
Mac was pedaling hard nw. He waved and yelled at passing cars but was careful nt t slw dwn. He saw a steep uphill climb befre him. He knew that nce he hit the hill, he'd be easily caught up and the wlf's teeth wuld be tearing int his flesh.
At this mment, Paul and Becky were driving their car n their way t Alaska. They didn't think much f it when they saw tw cyclists repairing their bike n the side f the rad. A bit later, they sptted what they, t, assumed was a dg running alngside a man n a bike. As they gt clser, they realized that the dg was a wlf. Mac heard a large vehicle behind him. He pulled in frnt f it as the wlf was catching up fast, just a dzen yards away nw.
上图清晰地呈现了文章中人物之间的关系：Mac 和朋友一起骑行，中途分开；Mac被狼袭击，想要逃脱；Paul和Becky是路人。厘清了人物之间的关系，在续写的时候就不会出现前后人物指代不一致、张冠李戴等情况。
微技能三分析人物特点人物特点主要指人物的性格特征，如：乐观、善良、健忘、勇敢、热心、机智、冷静等。分析人物特点可以帮助我们理解故事情节，推断故事发展方向，同时对续写时的人物描写有指导作用。我们可以通过分析人物的外貌、动作、心理等细节描写获取人物特点。
【典例6】　Mac's heart jumped. He fund ut his can f bear spray. With ne hand n the bars, he fired the spray at the wlf.分析：根据这三句中的动作描写可知，主人公 Mac并没有变得惊慌失措，而是开始与狼搏斗，这说明他是一个遇事非常冷静且勇敢的人。
微技能四分析矛盾冲突读后续写记叙文原文本中大多会有一个矛盾冲突点，续写的内容就是解决矛盾冲突点的过程。因此，明确矛盾冲突点是非常重要的。矛盾冲突点主要体现在人物所想达到的目的与目前阻碍其达到这一目的的因素上。续写的大方向就是通过提供清除障碍、达成目标的方式和方法解决这一矛盾冲突。由于在历险类题材的读后续写中，原文中的矛盾冲突点通常较为明显，因此，在这里我们以矛盾冲突点不明显的非历险类题材的读后续写为例，讲解如何分析矛盾冲突。
【典例7】　I had an interesting childhd. It was filled with surprises and amusements, all because f my mther—lving, sweet, and yet absent-minded and frgetful. One strange family trip we tk when I was eleven tells a lt abut her.
My tw sets f grandparents lived in Clrad and Nrth Dakta, and my parents decided t spend a few weeks driving t thse states and seeing all the sights alng the way. As the first day f ur trip apprached, David, my eight-year-ld brther, and I unwillingly said gd-bye t all f ur friends. Wh knew if we'd ever see them again? Finally, the mment f ur departure arrived, and we laded suitcases, bks, games, camping equipment, and a tent int the car and bravely drve ff. We bravely drve ff again tw hurs later after we'd returned hme t get the purse and traveler's checks Mm had frgtten.
分析：根据选文第二段中的“my parents decided t spend a few weeks driving t thse states and seeing all the sights alng the way”可知，文中主人公想要达成的目标是进行一次顺利的旅行。根据第一段中的“my mther—lving, sweet, yet absent-minded and frgetful”和第二段最后一句可知，一家人刚刚出发去旅行就因为母亲忘带钱包和旅行支票而返回，因此阻碍他们达成目标的因素是母亲的健忘。所以续写部分应该围绕“母亲的健忘”给这次旅行带来的小插曲以及他们如何解决这一问题并最终顺利、愉快地完成此次旅行展开。
在确定了原文本的感情基调、厘清了人物关系、掌握了人物特点、明确了矛盾冲突之后，续写时就本着解决矛盾冲突的目的，依据原文的感情基调、人物关系、人物特点等因素，朝着积极的结局去续写文章。
三、考场读文流程再现，确保思维不跑偏【典例】　(2021·新高考Ⅰ卷)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。
A MOTHER'S DAY SURPRISEThe twins were filled with excitement as they thught f the surprise they were planning fr Mther's Day.Hw pleased and prud Mther wuld be when they brught her breakfast in bed.They planned t make French tast and chicken prridge.They had watched their mther in the kitchen.There was nthing t it.Jenna and Jeff knew exactly what t d.
The big day came at last.The alarm rang at 6 a． pair went dwn the stairs quietly t the kitchen. They decided t bil the prridge first.They put sme rice int a pt f water and left it t bil while they made the French tast.Jeff brke tw eggs int a plate and added in sme milk.Jenna fund the bread and put tw slices int the egg mixture.Next, Jeff turned n the secnd stve burner t heat up the frying pan. Everything was ging smthly until Jeff started frying the bread.The pan was t ht and the bread turned black within secnds.Jenna threw the burnt piece int the sink and put in the ther slice f bread. This time, she turned dwn the fire s it cked nicely.
Then Jeff nticed steam shting ut f the pt and the lid starting t shake.The next minute, the prridge biled ver and put ut the fire.Jenna panicked.Thankfully, Jeff stayed calm and turned ff the gas quickly.But the stve was a mess nw.Jenna tld Jeff t clean it up s they culd cntinue t ck the rest f the prridge.But Jeff's hand tuched the ht burner and he gave a cry f pain. Jenna made him put his hand in cld water.Then she caught the smell f burning.Oh dear！The piece f bread in the pan had turned black as well.注意：1.续写词数应为150左右；2．请按如下格式作答。
As the twins lked arund them in disappintment, their father appeared.
The twins carried the breakfast upstairs and wke their mther up.
梳理故事情节，读出有效信息读文流程一1．寻找文本要素
n the mrning f Mther's Day
mther, father
inexperience
2.串联写作要素，梳理故事情节Jenna和Jeff这对双胞胎计划在母亲节为妈妈准备一份惊喜→他们决定这天早上为妈妈做法式吐司和鸡肉粥→由于没有烹饪经验，他们把厨房弄得一团糟，Jeff还烫伤了手……(他们能否做好早餐并成功给妈妈惊喜呢？)
读文流程二寻找切入点，理顺情节线索1．通过文中描写主人公的形容词或动词把握感情基调。原文第一段第一、二句对这对双胞胎的心理描写表明了他们对于即将进行的母亲节计划感到非常兴奋，并且他们认为妈妈看到这份惊喜后会非常开心和自豪。由此可以看出，原文本渲染的氛围是温馨的，感情基调是欢快愉悦的。
2．通过思维导图厘清人物关系
双胞胎中Jenna是女儿，Jeff是儿子，他们想要在母亲节这天早上为妈妈做一顿早餐作为惊喜送给她。厘清了这些人物关系，在续写时就能正确把握人物之间的情感，让情节朝着既合乎情理，又合乎逻辑的方向发展。
3．通过心理和动作描写获取人物特点原文第一段第一句提到，这对双胞胎想到要为妈妈准备母亲节惊喜就非常兴奋，这说明他们非常爱妈妈。原文最后一段提到，粥溢出把火浇灭了之后，Jenna惊慌失措，Jeff清理火时手触碰到了炉子被烫了。这说明他们两人都没有做饭经验。