2025版高考英语一轮总复习写作培优第2部分第2讲如何构思情节__构思有技能课件

这是一份2025版高考英语一轮总复习写作培优第2部分第2讲如何构思情节__构思有技能课件，共46页。
一、读后续写情节构思两技能微技能一根据续写大方向和段落开头语构思框架结合所给的两个续写段落开头语以及读后续写要有积极正能量的结尾这一原则，我们可以构思出故事的大致框架和结局。具体分为以下三步：
第一步：由续写大方向和所给段落开头语拟定一个积极正能量的结局。第二步：根据续写第一段的段落开头语和第二段的段落开头语构思出第一段的框架。第三步：根据第二段的段落开头语和拟定的结局构思出第二段的框架。
【典例1】　(2022·6月浙江高考改编)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。I needed t d smething in my cmmunity (社区) in rder t cmplete the cmmunity service hurs required t graduate frm high schl. Sme f my friends had signed up t spend time at a sup kitchen, s I did, t. It seemed like a gd thing t d.
I thught that we wuld just be passing ut dinners t thse in need, but I fund ut we wuld be ding everything frm preparing t serving the dinner. We began preparing the fd, frm mixing salad dressing t separating frzen meat. Much still needed t be dne befre dinner was served, but already utside the building many hmeless peple were gathering. It wasn't until a cuple f hurs later that we pened the drs and began serving dinner.
As the line f peple came tward me, I gt a little scared. I'd cme face t face with the hmeless: Hw shuld I act? Hw wuld they treat me? Wuld they hate me fr having mre than they did? While sme f the peple lked very friendly, sme f them lked s dangerus. I didn't have t much time t wrry abut it. I was assigned (分配) t serve the salad with the lady next t me. She smiled at me and said if I needed help, she'd be right there, which I fund quite cmfrting.
I had never seen s many peple wanting fd. They were f all ages and natinalities. Mst f them wre clthes that were trn and dirty. Sme lked like they had ttally given up n life, while thers seemed t be making the best f the situatin, smiling and jking. Sme were better ff than thers, but they all needed a gd meal and a warm place t eat. It saddened me t think f hw many peple there were wh didn't have a place t call hme and that the nly fd they gt came frm a sup kitchen. 注意：1.续写词数应为150左右；2．请按如下格式作答。
As they came in my directin, I put n my brightest and happiest smile.
I was s happy that I had earned my service hurs in this way.
第一步：预设结局：为了完成高中毕业所需的社区服务时间，作者需要在所在的社区做点事情，于是作者去了施粥所，作者发现准备过程中要做的事情很多，作者看到无家可归的人靠近时心里有点害怕，但是却忙得没有时间去担心这些，作者看到了年龄和国籍各不相同的人，这让作者感到很难过。本着设定积极正能量结局的原则，可将续写部分的结局设定为作者参与此次活动的感悟。
第二步：构思第一段框架：由第一段开头语“当他们朝我走来的时候，我露出了最灿烂、最幸福的笑容。”可知，第一段可描写作者是如何为无家可归的人施粥的。第三步：构思第二段框架：由第二段开头语“我很高兴我用这种方式赢得了我的服务时间。”可知，第二段可描写作者对这次社区服务的感悟。
微技能二在框架内依托段落开头语连环发问，设定具体情节在已构思好的框架范围内，依据逻辑常理和生活常识，本着不增加核心人物、解决问题又不节外生枝的原则，推断故事中人物的“5所”(所见、所闻、所说、所思、所做)。为使情节推进更顺畅，我们可以采用发问的形式，然后对这些问题设置合情合理的答案，将这些答案串起来后，可构成这个框架的范文。
【典例2】　(2021·浙江1月高考改编)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。Pumpkin (南瓜) carving at Hallween is a family traditin.We visit a lcal farm every Octber.In the pumpkin field, I cmpete with my three brthers and sister t seek ut the biggest pumpkin.My dad has a rule that we have t carry ur pumpkins back hme，and as the eldest child I have an advantage—I carried an 85-punder back last year.
This year, it was hard t tell whether my prize r the ne chsen by my 14-year-ld brther，Jasn, was the winner.Unfrtunately we frgt t weigh them befre taking ut their insides, but I was determined t prve my pint.All f us were hard at wrk at the kitchen table，with my mm filming the annual event.I'm unsure nw why I thught frcing my head inside the pumpkin wuld settle the matter，but it seemed t make perfect sense at the time.
With the pumpkin resting n the table，hle uppermst, I bent ver and pressed my head against the pening.At first I gt jammed just abve my eyes and then, as I went n with my task, unwilling t quit, my nse briefly prevented entry.Finally I managed t put my whle head int it, like a crk (软木塞) frced int a bttle.I was able t straighten up with the huge pumpkin resting n my shulders.
My excitement was shrt-lived.The pumpkin was heavy.“I'm ging t set it dwn, nw，” I said, and with Jasn helping t supprt its weight, I bent back ver the table t give it smewhere t rest.It was nly when I tried t remve my head that I realized getting ut was ging t be less straightfrward than getting in.When I pulled hard, my nse gt in the way.I gt int a panic as I pressed firmly against the table and mved my head arund trying t find the right angle，but it was n use.“I can't get it ut！” I shuted, my vice sunding unnaturally lud in the enclsed space.注意：1.续写词数应为150左右；2．请按如下格式作答。
I was stuck fr five r six minutes thugh it felt much lnger.
That vide was psted the day befre Hallween.
分析：1．由第一段开头语“虽然时间只过去了五六分钟，但还是感觉要长得多。”可知，作者急于想把头弄出来。我们可以大胆设问：(1)Hw did I feel then?(2)Hw did thers feel?(3)Wh came t help me?(4)Hw did he help me?(5)What did mther d then?根据这五个问题，第一段就有内容可写了。
2．由第二段开头语“这段视频是在万圣节前发布的。”可知，第二段可描写作者的头被卡在南瓜里这段视频在网上的走红情况，以及视频走红后对作者一家和作者的影响。我们可以大胆设问：(1)What influence did it bring?(2)Hw many views did it cause?(3)Hw did it influence my brther and me?这样，根据设问，整理答案，适当扩充，再运用合适的动作描写、心理描写和一些高级句式和高级表达，用适当的过渡词语，就组成了一篇完整的文章。
二、考场构思流程再现，确保续写合情合理构思流程一根据续写大方向和段落开头语构思框架【典例】　以2021年新高考Ⅰ卷为例，试题见第一讲(三、考场读文流程再现，确保思维不跑偏)。
As the twins lked arund them in disappintment, their father appeared.
The twins carried the breakfast upstairs and wke their mther up.
第一步：预设结局由上一讲的学习我们已经知道续写的大方向是围绕Jenna和Jeff在缺乏做饭经验的情况下如何做好早餐并成功给妈妈惊喜展开。结合所给的两个续写段首开头语可知，这对双胞胎做饭失败了，正当他们失望地看着周围时，他们的爸爸出现了；这对双胞胎端着早餐上楼叫醒了妈妈。本着设定积极正能量结局的原则，再结合原文开篇所渲染的欢快愉悦的感情基调可将本篇续写部分的结局设定为“妈妈看到孩子们为自己准备的惊喜很开心”。
第二步：构思第一段框架由续写第一段的段落开头语和续写第二段的段落开头语可知，本段主要讲的应该是他们是怎样做好早餐的，三个人在此过程中分别发挥了什么作用。但是本段不能涉及妈妈，因为此时妈妈还未睡醒。
第三步：构思第二段框架由续写第二段的段落开头语和拟定的结局可知，本段主要讲的应该是妈妈看到早餐后开心的表现和家人之间的互动。其中应该会涉及较多的神态描写、心理描写和动作描写。
构思流程二在框架内依托段落开头语连环发问，设定具体情节——设定第一段具体情节根据续写第一段的开头语可知，正当这对双胞胎失望地看着周围时，他们的爸爸出现了。所以本段主要讲的应该是爸爸出现以后发生的事情。对于具体情节，我们可以作以下预测：
1．爸爸看到厨房里的状况会有什么反应？父母通常对自己的孩子非常了解，所以当爸爸看到厨房里一片狼藉，再想到今天恰好是母亲节时，他应该就明白孩子们想要做什么了；续写要解决的主要问题是如何让这对双胞胎顺利地将早餐做好，并送给妈妈，所以可预设爸爸主动提出帮助他们。(可以想象这对双胞胎听到爸爸要帮忙时高兴的心情)
2．爸爸和双胞胎会如何分工合作？由原文可知，这对双胞胎没有做饭经验，不仅没有做好早餐，还将厨房弄得一团糟。由此可推测，接下来他们应该会负责打扫厨房，同时由爸爸来做早餐。(可以想象他们做这些工作时的情景)
3．早餐做好后，爸爸和双胞胎会做些什么？爸爸知道孩子们想要给妈妈惊喜，所以在帮助孩子们做完早餐后他应该会回到床上(装睡)；由于早餐是给妈妈的母亲节惊喜，所以双胞胎会比较郑重地端给妈妈。(可以涉及爸爸回去时的动作描写并想象双胞胎会有哪些动作来体现郑重)
通过以上设问和回答，我们可以将本段的具体情节设计如下： 正当双胞胎失望地环顾四周时，他们的爸爸出现了→爸爸明白他们在做什么并主动提出要帮忙，孩子们非常高兴→爸爸帮忙做饭，孩子们则负责打扫厨房。很快，厨房就打扫干净了，早饭也做好了→爸爸悄悄地回到床上，Jenna和Jeff准备好早餐托盘
设定第二段具体情节根据续写第二段的开头语可知，这对双胞胎端着早餐上楼并叫醒了他们的妈妈。结合前面的分析可知，本段主要讲的是妈妈看到早餐后的反应以及家人之间的互动。对于具体情节，我们可以作以下预测；1．这对双胞胎叫醒妈妈后会做些什么呢？这对双胞胎非常爱妈妈。根据生活常识可知，小孩子通常会通过拥抱来表达对妈妈的爱，所以他们应该会给妈妈一个拥抱，并祝她母亲节快乐。(可以想象双胞胎此时的具体动作神情和语言)
2．妈妈听到孩子们的祝福后会有什么反应呢？妈妈会抱着孩子们，并将身旁的丈夫摇醒来分享她的喜悦。(可以涉及一些对妈妈的动作、神态和心理描写)3．爸爸会有什么反应呢？由上文可知，爸爸知道孩子们想要给妈妈惊喜，在帮他们做好早餐后便回到床上(装睡)，所以爸爸会假装感到惊讶。(可以涉及一些对爸爸的神态描写)
4．妈妈接下来会做些什么？妈妈会品尝早餐，并对孩子们为自己准备的惊喜予以肯定。(可以想象妈妈品尝早餐的动作以及尝过之后的具体语言)通过以上设问和回答，我们可以将本段的具体情节设计如下： 双胞胎把早餐端上楼，叫醒了妈妈→他们拥抱妈妈并喊道“母亲节快乐，亲爱的妈妈！”→妈妈紧紧地抱住了双胞胎。她惊讶地看着早餐盘，并摇醒爸爸→爸爸看到早餐时假装很惊讶→妈妈咬了一口三明治，说这是她吃过的最好吃的三明治。孩子们和父亲偷偷地互相眨了眨眼。
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。After an exhausting day,Jack wandered in the street，smiling while thinking f his students.Jack was a respectable and cnsiderate teacher while his students tk gd care f him, t.
Suddenly, a familiar figure flashed int Jack's eyes.It was Mark, his junir high schl teacher.With thrill, Jack dashed frward, greeting enthusiastically，“Mr. Mark，hw are yu？” Taking ut his presbypia (老花镜)，Mark studied the passinate yung man in frnt f him, hesitated fr a mment, and gt cnfused，“Srry? Have we met befre？”
Nt disappinted at all，Jack intrduced himself in delight，“Srry, Mr. Mark.I'm Jack Smith，frm Class 2，Grade 8，graduating frm Kevin Junir High Schl in 2001.Nw I'm a teacher.” Hearing the wrds, Mark was puzzled but als delighted, asking a series f questins，“Why can't I remember yu? Are yu a teacher nw？” In spite f pr eyesight，Mark did have such a brilliant memry that he culd even remember almst all his students，“Well, in fact, yu nly tk charge f ur class fr nly ne day, and smething happened that day.I became a teacher because f yur inspiratin.”
The ld Mark, curius, kept raising questins such as when they met, hw he had inspired him t be a teacher, and s n.“One day, a friend f mine came in with a nice new watch.I was s crazy abut it that I decided t take it and I did.After a shrt while, my friend fund it disappear and immediately reprted t the teacher，yu, wh happened t be in charge f ur class fr that day because ur teacher was ill.”
A mixture f emtins flated in Jack's eyes n recalling the shameful histry.That day, Mark came and tld the whle class that smene in the class culd nt find his watch and whever tk it, please return it.Jack was t frightened t hand it in.注意：1.续写词数应为150左右；2．请按如下格式作答。
Then，Mark clsed the dr and tld all the students t get up.
But Mark kept searching everyne's pckets.
第一步：预设结局本文以一块手表为线索展开，讲述了学生Jack对老师Mark的感恩。Jack偷了同学的新手表，老师Mark让拿表的同学归还，但是文章最后作者提到他太害怕了以至于无法还表。这就为下文内容埋下了伏笔，根据续写正能量的原则，可以预设结局为：老师想法寻找手表，最终找到了手表但又没伤害学生。
第二步：连环发问由第一段的段落开头语(然后，Mark关上门，叫所有的学生都站起来)可知，第一段可描写Mark搜查的过程以及Jack的害怕和羞愧。可以进行如下设问：(1)What did the teacher ask them t d?(2)What did the teacher d?(3)Hw did Jack feel when the teacher fund the watch in his pcket?由第二段的段落开头语(但Mark一直在搜每个人的口袋)可知，第二段可描写Mark搜查完全体学生后把手表交还失主，继续上课，没有张扬，以及Jack的无限感激与教训和感悟。可以进行如下设问：
(1)What did the teacher d after he finished searching?(2)Did the teacher tell the wner wh stle the watch?(3)Hw did Jack feel?
【参考范文】Then，Mark clsed the dr and tld all the students t get up.He asked the students t face the wall and cver their eyes with handkerchiefs.Then he searched the students' pckets ne by ne.When Mark fund the watch frm Jack's pcket, Jack was afraid and ashamed with n place t hide himself.He thught that he wuld be cndemned and punished by Mark, despised by his classmates and branded with a bad mark that wuld never be erased in his life.