资源简介

(共23张PPT)
——以2023年新高考Ⅰ卷读后续写为例
初识高中读后续写——
技能讲练：如何进行文本解读和情节构思
2023年全国新高考Ⅰ卷读后续写
2023年全国新高考Ⅰ卷读后续写
原文材料350 词以内，要求续写的文章150 词左右
续写两个自然段，每段开头语已经给出；
所给原文阅读材料以富有情节的记叙文为主，话题贴近生活，内容为问题解决.
读后续写的3个特点：
1
2
3
初识高考读后续写
衔接
情节
语言
连贯
语句间
初识高考读后续写
深度解读语篇
Read
浅层信息获取：when, where, who, what
深层文本解读
理清情节和情感
分析人物性格特点
明确故事主题
品味写作风格和语言
Think
结合所给两段首句
结合正能量和原文呼应
生动编写故事
动作描写
情感描写
环境描写
语言运用
推测情节发展
构思写作框架
Write
读后续写“解题三步骤”
（1）边读边用中文把主要情节写下来。特别注意情节发展和情感变化, 总结人物性格特征。
（2）主要情节即“记叙文六要素”：人物、时间、地点、起因 、经过、结果。(即谁、在什么时间、什么地方，因为什么、发生什么问题、结果怎样。)
读后续写 怎么读？
1.原文一致原则
内容要前后衔接, 上下连贯, 语言表达风格一致。
2.曲折性原则（过程性）（问题problems 解决solutions）
凡是故事都应有跌宕起伏，其中人物会遇到困难或问题，但最终能解决。
3.正能量原则（结局性）
故事内容一定要正能量, 故事的结局是美满的。如: 迷路了，但最终一定回到家; 失败或遇到困难, 但最终一定能成功；吵架了，一定和好等。
读后续写“解题三原则”
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。
①When I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
②So, why did he suddenly force me to do something at which I was sure to fail His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give a try.
③I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith(银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.
④What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s fabled horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
⑤When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoy-ment of writing. If I didn’t win, I didn’t care.
要求：阅读已知文本，从视角、时空线、情节线、情感线和主题等角度，厘清文章脉络，把握人物身份、关系及性格特点、事件发展的基本线索、故事的主要矛盾，寻求续写的支撑点和伏笔，同时感受原文的语言风格。（10 min）
when
where
who
what
how
why
from my teacher’s suggestion to the announcement of the contest results
social studies class, the teacher's office
my social studies teacher, I, my older sister
I refused to enter a writing contest.
I was not good at writing in English because English was not my mother tongue.
I completed a story with great effort.
Story
浅层解读文本——找出故事基本要素
1. my social studies teacher
2. I (a middle school student)
3. my older sister
Who are the main characters
Three characters(who)
结合短文和所给两段的首句都出现“我”和老师
注意：续写时不要随意增加人物。
1. my social studies teacher
2. I (a middle school student)
视角 第一人称
时空线
情节线
情感线
情节概述
语言
1. 时间线：老师提出参赛建议；收到比赛结果通知（无具体时间）。
2. 空间线：社会学科教室；老师的办公室。
1. 故事以写作比赛为主线，讲述了中学时期的“我”在老师的鼓励下，从最初不愿意参加写作比赛，到努力钻研，最终提交参赛作品的经历。
2. 根据续写段首句提供的信息，续写段将依次叙述“我”得知意外获奖时的心理感受等情况，以及领奖后去老师办公室的场景。
“我”的心路历程:
1. 原文部分：self-abased 、Doubt、unwilling→ encouraged→ agreed→ committed→satisfied
2. 续写部分：satisfied → surprised /pleased→inspired
在老师的鼓励下,“我” 突破重重困难、实现成长。
心理活动描写、非谓语动词、反复修辞等,使文章丰富厚重，增强叙述的画面感。
深层文本解读
1.What is the personality of “I”
1.Dare to try；brave
2.Good at thinking
3.Strong willed, diligent and hardworking
4.positive
人物形象分析
2.What is the personality of “my social studies teacher”
人物形象分析
1.Appreciate students and be good at letting them showcase their talents in different ways.
2.Good at encouraging students
3.strict
1. When I was in middle school, my social studies teacher asked me to enter a writing contest, I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
2. So, why did he suddenly force me to do something at which I was sure to fail His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
A forced writing task
A doomed failure
A trying heart
What was the conflict presented in this part
What was the solution to the conflict
深度文本解读
Part.1
3. I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny, and unlikely to be anyone else's choice.
4. What did the horse think, as sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere's horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
A unique idea
A self-suspicious mind
A working heart
What was the conflict presented in this part
A forced writing task
A doomed failure
A trying heart
What was the solution to the conflict
Part.2
Part.1
深度文本解读
5. When I handed in the essay to my teacher, he read it, laughed out loud and said, “Great. Now, write it again.” I wrote it again, and again and again.When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win. I wouldn’t care.
A unique idea
A self-suspicious mind
A working heart
What was the conflict presented in this part
A forced writing task
A doomed failure
A trying heart
A finished writing
A repeated requirement
A determined heart
What was the solution
to the conflict
Part.3
Part.2
Part.1
深度文本解读
Beginning
Ending
conflict
原文部分
续写部分
Story Mountain
A unique idea
A self-suspicious mind
A working heart
A forced writing task
A doomed failure
A trying heart
A finished writing
A repeated requirement
A determined heart
Part.3
Part.2
Part.1
深度文本解读
Para.1 A few weeks later, when I almost
forgot the contest, there came the news.
Para.2 I went to my teacher’office after the award
presentation.
生：得知获奖
[1]
生：经历授奖
[2]
生：急于分享
[3]
师：表达祝贺
[1]
生：表示感激
[2]
生：恍然大悟
[3]
梳理文章思路
结合首句和原文呼应原则，构思两段情节细节。
Para1:
A few weeks later, when I almost forgot the contest, there came the news. __
_____________________________________________________________
Para2:
I went to my teacher’s office after the award presentation.______________
_______________________________________________________________
“我”听到这个消息后会有什么样的心理感受？这时应该想到了谁
可以确定这个消息肯定是“我”参赛获奖的消息。
1.“我”在教师办公室说了什么？
2. 老师有什么样的反应？
3.“我”最终收获了什么？
思考
构思文章情节
衔接句1：消息的内容。由续写第一段首句“the contest, the news”和第二续写段首句“after the award presentation”可知，“the news”是写作比赛获奖的消息。至于消息是接到书信通知、电子邮件、电话通知还是学校广播，只要合情合理都可以。
过渡句1：得知获奖消息后，“我”当时的内心感受：惊讶、兴奋。从第二段首句“after the award presentation”可知，续写第一段需要补充颁奖典礼情节。在颁奖典礼上,可以描写“我”上台领奖的心理活动、发表获奖感言等细节。
衔接句2：:从续写第二段首句“I went to the teacher’s office after the award presentation. ”可知,颁奖典礼带来的成就感和快乐,使“我”迫不及待地想与老师分享。
衔接句3：在老师办公室,老师的开心和骄傲溢于言表,老师发自内心地祝贺“我”。
过渡句2：“我”由衷地感谢老师。
梳理文章思路
Topic：
坚持不懈地努力、勇于挑战自我，可以成就更好的自己.
Also:老师的欣赏和鼓励会对学生产生积极的影响.
Go beyond one’s limits.
超越突破自我，
挑战无限可能！
theme
What can we learn from this story
理解文章主题
读后续写“阅读和构思”步骤
深度解读语篇
Read
浅层信息获取：when, where, who, what...
深层文本解读
理清情节和情感
分析人物性格特点
明确故事主题
品味写作风格和语言
Think
结合所给两段首句
结合正能量定结尾
推测情节发展
构思写作框架
Summary

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