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提分策略三　理线索——3处关联，构思续写情节
　　构思续写情节时，学生需要再次快速读原文，通过关键词句把握原文段落大意，推测续写情节。同时，结合对原文情节线和情感线的把握，以及两段所给首句中的已知信息进行推测，合理构建续写微框架。
一、聚焦段落：总结段落大意，推断续写段落主旨
通过关键词句总结原文段落大意，结合文章要素、线索、主旨意图和段首语思考续写部分的段落大意，从宏观方面把握续写段落的内容、方向，避免出现脱离原文现象。
二、聚焦伏笔：识别原文伏笔，预测续写微情景
在故事续写中，伏笔是串联前后情节的隐形线索，精准识别与呼应伏笔能让续写逻辑严密、主题突出。识别伏笔可从四方面切入：抓主旨词，紧扣文章核心主题，挖掘与之关联的情节细节；找复现词，关注反复出现的关键事物、场景或表述；觅灵感词，捕捉阅读时引发联想的特殊词汇；析情感句，剖析人物情感转变相关语句。找到伏笔后，可据此预测续写中的微情景，使续写内容既承接原文脉络，又能合理推进故事发展，让伏笔在后续情节中自然呼应，推动故事走向高潮、揭示主题。
三、聚焦首句：构思故事情节，构建续写故事框架
在续写故事时，段落首句是串联情节的关键节点。学生需以原文情节为基础，紧扣文章主题与段落大意，巧妙衔接两段首句，精准把握故事发展脉络，解决前文的矛盾冲突，完成由高潮到结局的故事叙述。
　　（2025 全国二卷）“What is your name？” is a question most frequently asked when people meet for the first time.But for me， it was the first challenge I encountered as an international student in Ireland.
　　The pronunciation system of the Chinese language is quite different from that of English.For native speakers of English， some Chinese words are rather difficult to pronounce.My given name Qiuyu （秋雨）， for instance， happened to be a great challenge for many of them.Every time I gave a self－introduction， I had to explain how to pronounce my name at least five times， yet they still could not say it the way I did.
　　Once in a lecture， the professor tried repeating my name after me over and over in front of thirty classmates.I really did not know whether I should continue correcting him or simply drop the matter.I feared that my classmates might grow tired of my efforts or even lose patience with me.After all， I did care about how others would think of me.I realized that if I didn’t stop， the entire lecture would be ruined.“It’s okay， professor，” I shrugged （耸肩）.The awkward moment ended with the class erupting into laughter.I forced a smile， unsure how to respond further.
　　After that incident， I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name， I just smiled and nodded approvingly.This approach spared me the discomfort of having to over－explain.However， I soon found that by doing so， I might be losing something more important： the opportunity to share a small part of my cultural identity.
注意：（1）续写词数应为150个左右；（2）请按如下格式作答。
　　In a class discussion， I was invited to explain the meaning of my name.　 　
　 　
　 　
　 　
　　Many of my classmates got interested and came up to me after class.　 　
　 　
　 　
一、总结段落大意，推断续写段落主旨
1.找出每段的关键句
第一段 But for me， it was the first challenge I encountered as an international student in Ireland.
第二段 My given name Qiuyu （秋雨）， for instance， happened to be a great challenge for many of them.
第三段 I forced a smile， unsure how to respond further.
第四段 After that incident， I stopped acting as a “Chinese teacher.”
2.总结原文段落大意
第一段：遇求学挑战，名发音受阻
第二段：中英音相异，名屡念错讹
第三段：课堂陷尴尬，尴尬收场矣
第四段：弃纠音之举，失文化分享
3.推断续写段落主旨
初读原文可知，故事围绕 “我” 的中文名字发音在英文语境中遭遇的挑战展开，通过名字发音困境与放弃纠正后的反思，展现文化差异带来的困扰，以及 “我” 对分享文化身份的渴望。基于文章要素、线索与主旨意图，结合原文段落大意和续写段首句可推测出续写段落的段意：
续写第一段：课堂受邀释义，主动分享文化。
续写第二段：课后交流热烈，深化文化共鸣。
二、识别原文伏笔，预测续写微情景
伏笔 预测情节
Every time I gave a self－introduction， I had to explain how to pronounce my name at least five times， yet they still could not say it the way I did. 续写第一段中，“我”解释名字含义时会结合发音难点，用文化意象帮助同学理解，如“秋”的季节意境与“雨”的韵律美，让同学体会中文发音的独特性
The awkward moment ended with the class erupting into laughter.I forced a smile， unsure how to respond further. 续写第一段中，“我”主动解释名字时，会呼应此前的尴尬场景，通过从容的表达化解过去的窘迫，让课堂氛围从尴尬转为轻松
I soon found that by doing so， I might be losing something more important： the opportunity to share a small part of my cultural identity. 续写第一段是“我”弥补遗憾的关键场景——通过解释“秋雨”的文化内涵，主动搭建文化桥梁；续写第二段中同学的兴趣则直接体现“文化分享”的成功
三、构思故事情节，构建续写故事框架
1.围绕第一段首句“In a class discussion， I was invited to explain the meaning of my name.”可以提出的“三问”如下：
Q1：What did I think of？
站在讲台上的“我”，深吸一口气时，脑海中闪过过往因名字发音引发的尴尬经历，同时也意识到这是一个打破文化隔阂的契机。想到名字中“秋”与“雨”承载的丰收、滋养之意，以及蕴含的诗意，内心涌起分享文化的渴望，决定通过名字搭建起文化沟通的桥梁。
Q2：What did I do？
“我” 先对名字进行拆分解释，阐述 “秋” 和 “雨” 的字面含义与象征意义；接着，回忆起有关秋雨的中国诗词，顺势背诵几句，用富有感染力的文化元素吸引同学；同时，通过生动的语言描述，将名字背后的美好愿景传递给大家，使同学们沉浸在中文名字独特的文化意境之中。
Q3：What was the class reaction？
课堂安静，学生们认真听讲，为第二段首句“Many of my classmates got interested and came up to me after class.”及同学们积极与“我”互动埋下伏笔。
2.结合段意和第二段首句“Many of my classmates got interested and came up to me after class.”，续写第二段的“四问”，以问题的圆满解决、正能量的传递为宗旨，具体为：
Q1：How did the classmates appear？
同学以“surrounded （围拢）”“asking questions one after another （接连提问）”的方式热情出场，用“sparkling eyes（闪亮的眼睛）”等神态描写，生动展现出同学们对中文名字文化的浓厚兴趣，营造出积极热烈的互动氛围，自然承接首句“Many of my classmates got interested and came up to me after class”，为后续文化交流做足铺垫。
Q2：What did the classmates do？
同学们主动表达赞美，如女孩赞叹名字像诗，还踊跃提问，追问其他中文名字及故事。通过具体的语言和行为描写，展现同学们从好奇到渴望深入了解的过程，推动“我”分享更多文化知识，使文化交流场景更加丰富立体。
Q3：What did I feel？
“我”从过往因名字发音产生的困扰，转变为耐心解答时的从容，最后离开教室时充满“pride （自豪）”。这种情感变化与原文中“失去分享文化身份机会”的遗憾形成鲜明对比，体现出矛盾的圆满解决——“我”成功通过名字分享文化，获得认可与尊重。
Q4：How did the story end up？ What did the author hope to convey in the story？
采用“主旨靓句式”结尾，以“by sharing the story of my name， I had built a bridge between my culture and theirs”点明文章主旨，强调名字作为文化载体的重要性，以及跨文化交流中理解与分享的意义，使故事在深刻的感悟中自然收尾，升华主旨，实现正能量的传递。
【范文示例】
　　In a class discussion， I was invited to explain the meaning of my name.Standing before my classmates， I took a deep breath and began，“‘Qiu’ represents autumn， a season of harvest and quietness.‘Yu’ means rain， which nourishes everything.Together， they carry the hope of a fruitful and peaceful life.” As I spoke， images of Chinese poetry about autumn rain flashed through my mind， and I couldn’t help but recite a few lines.The classroom fell silent， with everyone listening attentively.
Many of my classmates got interested and came up to me after class.A group of them surrounded me， asking questions one after another.One girl with sparkling eyes said， “Qiuyu， your name is like a beautiful poem! I never knew a name could hold so much meaning.” Another classmate asked about other Chinese names and their stories.I spent the next half－hour patiently answering them， even writing down some suitable Chinese characters for those who wanted new names.When I left the classroom， I felt a sense of pride.By sharing the story of my name， I had built a bridge between my culture and theirs.
3 / 4(共25张PPT)
提分策略三　
理线索——3处关联，构思续写情节
目录
策略指导
典例示法
策略指导
　　构思续写情节时，学生需要再次快速读原文，通过关键词句
把握原文段落大意，推测续写情节。同时，结合对原文情节线和
情感线的把握，以及两段所给首句中的已知信息进行推测，合理
构建续写微框架。
一、聚焦段落：总结段落大意，推断续写段落主旨
通过关键词句总结原文段落大意，结合文章要素、线索、主旨意图和
段首语思考续写部分的段落大意，从宏观方面把握续写段落的内容、
方向，避免出现脱离原文现象。
二、聚焦伏笔：识别原文伏笔，预测续写微情景
在故事续写中，伏笔是串联前后情节的隐形线索，精准识别与呼应伏
笔能让续写逻辑严密、主题突出。识别伏笔可从四方面切入：抓主旨
词，紧扣文章核心主题，挖掘与之关联的情节细节；找复现词，关注
反复出现的关键事物、场景或表述；觅灵感词，捕捉阅读时引发联想
的特殊词汇；析情感句，剖析人物情感转变相关语句。找到伏笔后，
可据此预测续写中的微情景，使续写内容既承接原文脉络，又能合理
推进故事发展，让伏笔在后续情节中自然呼应，推动故事走向高潮、
揭示主题。
三、聚焦首句：构思故事情节，构建续写故事框架
在续写故事时，段落首句是串联情节的关键节点。学生需以原文情节
为基础，紧扣文章主题与段落大意，巧妙衔接两段首句，精准把握故
事发展脉络，解决前文的矛盾冲突，完成由高潮到结局的故事叙述。
典例示法
　　（2025·全国二卷）“What is your name？” is a question most
frequently asked when people meet for the first time.But for me， it was
the first challenge I encountered as an international student in Ireland.
　　The pronunciation system of the Chinese language is quite different
from that of English.For native speakers of English， some Chinese words
are rather difficult to pronounce.My given name Qiuyu （秋雨）， for
instance， happened to be a great challenge for many of them.Every time
I gave a self-introduction， I had to explain how to pronounce my name at
least five times， yet they still could not say it the way I did.
　　Once in a lecture， the professor tried repeating my name after me
over and over in front of thirty classmates.I really did not know whether I
should continue correcting him or simply drop the matter.I feared that my
classmates might grow tired of my efforts or even lose patience with
me.After all， I did care about how others would think of me.I realized
that if I didn’t stop， the entire lecture would be ruined.“It’s okay，
professor，” I shrugged （耸肩）.The awkward moment ended with the
class erupting into laughter.I forced a smile， unsure how to respond
further.
　　After that incident， I stopped acting as a “Chinese teacher.”
Instead of correcting others when they were struggling to pronounce my
name， I just smiled and nodded approvingly.This approach spared me
the discomfort of having to over-explain.However， I soon found that by
doing so， I might be losing something more important： the opportunity
to share a small part of my cultural identity.
注意：（1）续写词数应为150个左右；
（2）请按如下格式作答。
　　In a class discussion， I was invited to explain the meaning of my
name. 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　
　 　　　　　 　　　　　　 　　
　　　　　　　　　　　　　　　　　　　 　 　　 　
　　　　　　　　 　　　　　　　　　　　 　 　
　　　　　　　　　　　　　　　　　　　 　 　 　
　　Many of my classmates got interested and came up to me after
class. 　　　
　　　　　 　　　　　　 　　
　　　　　　　　　　　　　　　　　　　 　 　　 　
　　　　　　　　 　　　　　　　　　　　 　 　
　　　　　　　　　　　　　　　　　　　 　 　 　
一、总结段落大意，推断续写段落主旨
1. 找出每段的关键句
第一段 But for me， it was the first challenge I encountered as an
international student in Ireland.
第二段 My given name Qiuyu （秋雨）， for instance， happened to be a great challenge for many of them.
第三段 I forced a smile， unsure how to respond further.
第四段 After that incident， I stopped acting as a “Chinese teacher.”
2. 总结原文段落大意
第一段：遇求学挑战，名发音受阻
第二段：中英音相异，名屡念错讹
第三段：课堂陷尴尬，尴尬收场矣
第四段：弃纠音之举，失文化分享
3. 推断续写段落主旨
初读原文可知，故事围绕 “我” 的中文名字发音在英文语境中遭遇
的挑战展开，通过名字发音困境与放弃纠正后的反思，展现文化差异
带来的困扰，以及 “我” 对分享文化身份的渴望。基于文章要素、
线索与主旨意图，结合原文段落大意和续写段首句可推测出续写段落
的段意：
续写第一段：课堂受邀释义，主动分享文化。
续写第二段：课后交流热烈，深化文化共鸣。
二、识别原文伏笔，预测续写微情景
伏笔 预测情节
Every time I gave a self-introduction， I had to explain how to pronounce my name at least five times， yet they still could not say it the way I did. 续写第一段中，“我”解释名字含义时会结合发音难点，用文化意象帮助同学理解，如“秋”的季节意境与“雨”的韵律美，让同学体会中文发音的独特性
伏笔 预测情节
The awkward moment ended with the class erupting into laughter.I
forced a smile， unsure how to respond further. 续写第一段中，“我”主动解释名字时，会呼应此前的尴尬场景，通过从容的表达化解过去的窘迫，让课堂氛围从尴尬转为轻松
I soon found that by doing so， I might be losing something more
important： the opportunity to share a small part of my cultural
identity. 续写第一段是“我”弥补遗憾的关键场景——通过解释“秋雨”的文化内涵，主动搭建文化桥梁；续写第二段中同学的兴趣则直接体现“文化分享”的成功
三、构思故事情节，构建续写故事框架
1. 围绕第一段首句“In a class discussion， I was invited to explain the
meaning of my name.”可以提出的“三问”如下：
Q1：What did I think of？
站在讲台上的“我”，深吸一口气时，脑海中闪过过往因名字发音引
发的尴尬经历，同时也意识到这是一个打破文化隔阂的契机。想到名
字中“秋”与“雨”承载的丰收、滋养之意，以及蕴含的诗意，内心
涌起分享文化的渴望，决定通过名字搭建起文化沟通的桥梁。
Q2：What did I do？
“我” 先对名字进行拆分解释，阐述 “秋” 和 “雨” 的字面含义与
象征意义；接着，回忆起有关秋雨的中国诗词，顺势背诵几句，用富
有感染力的文化元素吸引同学；同时，通过生动的语言描述，将名字
背后的美好愿景传递给大家，使同学们沉浸在中文名字独特的文化意
境之中。
Q3：What was the class reaction？
课堂安静，学生们认真听讲，为第二段首句“Many of my classmates
got interested and came up to me after class.”及同学们积极与“我”互
动埋下伏笔。
2. 结合段意和第二段首句“Many of my classmates got interested and
came up to me after class.”，续写第二段的“四问”，以问题的圆满
解决、正能量的传递为宗旨，具体为：
Q1：How did the classmates appear？
同学以“surrounded （围拢）”“asking questions one after
another （接连提问）”的方式热情出场，用“sparkling eyes（闪
亮的眼睛）”等神态描写，生动展现出同学们对中文名字文化的
浓厚兴趣，营造出积极热烈的互动氛围，自然承接首句“Many of
my classmates got interested and came up to me after class”，为
后续文化交流做足铺垫。
Q2：What did the classmates do？
同学们主动表达赞美，如女孩赞叹名字像诗，还踊跃提问，追问其他
中文名字及故事。通过具体的语言和行为描写，展现同学们从好奇到
渴望深入了解的过程，推动“我”分享更多文化知识，使文化交流场
景更加丰富立体。
Q3：What did I feel？
“我”从过往因名字发音产生的困扰，转变为耐心解答时的从容，最
后离开教室时充满“pride （自豪）”。这种情感变化与原文中“失
去分享文化身份机会”的遗憾形成鲜明对比，体现出矛盾的圆满解
决——“我”成功通过名字分享文化，获得认可与尊重。
Q4：How did the story end up？ What did the author hope to convey in
the story？
采用“主旨靓句式”结尾，以“by sharing the story of my name， I had
built a bridge between my culture and theirs”点明文章主旨，强调名字
作为文化载体的重要性，以及跨文化交流中理解与分享的意义，使故
事在深刻的感悟中自然收尾，升华主旨，实现正能量的传递。
【范文示例】
　　In a class discussion， I was invited to explain the meaning of my
name.Standing before my classmates， I took a deep breath and began，
“‘Qiu’ represents autumn， a season of harvest and quietness.‘Yu’
means rain， which nourishes everything.Together， they carry the hope
of a fruitful and peaceful life.” As I spoke， images of Chinese poetry
about autumn rain flashed through my mind， and I couldn’t help but
recite a few lines.The classroom fell silent， with everyone listening
attentively.
　　Many of my classmates got interested and came up to me after
class.A group of them surrounded me， asking questions one after
another.One girl with sparkling eyes said， “Qiuyu， your name is like
a beautiful poem！ I never knew a name could hold so much meaning.”
Another classmate asked about other Chinese names and their stories.I
spent the next half-hour patiently answering them， even writing down
some suitable Chinese characters for those who wanted new names.When
I left the classroom， I felt a sense of pride.By sharing the story of my
name， I had built a bridge between my culture and theirs.
THANKS
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