2025届新高考英语复习 如何解读文本读文有技法读后续写作文指导

2025届新高考英语精品复习如何解读文本——读文有技法读后续写作文指导一、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。

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5W1H(who,when,where,what,why和how)。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。要素串联法【典例1】

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。Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:1.续写词数应为150左右;2.请按如下格式作答。

Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

⁠1.寻找文本要素写作要素具体内容WhoDavid,I(①

aspecialeducationteacherattheschool),acoachWhenItwasthedayof②

thebigcross-countryrun.WhereinasmalltownWhatThoughDavidhadworkedsohardfortheevent,

he

③

hesitatedandevendecidednottorun.WhyDavidhad④

abraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,sohewasafraidthatkidsfromotherschoolswouldlaughathim.HowTheschool’scoachgaveDavidthechancetojoinbutlethimdecide.AndI,aspecialeducationteacherattheschool,wasproudofhisstrongdeterminationandtriedto⑤

haveatalkandencouragehimtogoon.aspecialeducationthebigcross-countryrunhesitatedandevendecidednottorunabraindiseasehaveatalkandencouragehimtogoon2.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。

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。Itwassummer,andmydadwantedtotreatmetoavacationlikeneverbefore.HedecidedtotakemeonatriptotheWildWest.时空顺序串联法WetookaplanetoAlbuquerque,abigcityinthestateofNewMexico.WereachedAlbuquerqueinthelateafternoon.UnclePaul,mydad’sfriend,pickedusupfromtheairportanddroveusuptohisfarminPecos.HiswifeTinacookedusadeliciousdinnerandwegottoknowhissonsRyanandKyle.MydadandIspentthenightintheguestroomofthefarmhouselisteningtothefrogsandwaterrollingdowntherivernearby.Veryearlyinthemorning,UnclePaulwokeusuptohavebreakfast.“Thedaystartsatdawnonmyfarm,”hesaid.Afterbreakfast,IwenttohelpAuntTinafeedthechickens,whilemydadwentwithUnclePaultotakethesheepouttograze(吃草).IwasimpressedtoseemydadandUnclePaulridinghorses.Theylookedreallycool.Intheafternoon,IaskedUnclePaulifIcouldtakeahorseride,andhesaidyes,aslongasmydadwentwithme.Iwasn’tgoingtotakeahorseridebymyselfanyway.So,mydadandIputonournewcowboyhats,gotonourhorses,andheadedslowlytowardsthemountains.“Don’tbelateforsupper,”UnclePaulcried,“andkeeptothetracksothatyoudon’tgetlost!”

“OK!”mydadcriedback.AfterawhileUnclePaulandhisfarmhousewereoutofsight.Itwassopeacefulandquietandthecolorsofthebrownrocks,thedeepgreenpinetrees,andthelateafternoonsunmixedtocreateamagicscene.Itlookedlikeabeautifulwoven(编织的)blanketspreadoutuponthegroundjustforus.注意:1.续写词数应为150左右;2.请按如下格式作答。

Suddenlyalittlerabbitjumpedoutinfrontofmyhorse.

Wehadnoideawherewewereanditgotdark.

1.寻找文本要素时间地点人物活动

onesummerdayathomeDaddecidedto①

takemeonatriptotheWildWest.inthelateafternoonatAlbuquerque②

airportUnclePaulpickedusupanddroveusuptohisfarm.

thefirstnightonthefarmintheguestroomofthefarmhouseDadandI③

listenedtothefrogsandwaterrollingdowntherivernearby.续表takemeonatriptotheWildWestairportlistenedtothefrogsandwaterrollingdowntherivernearby时间地点人物活动

④

veryearlyinthenextmorningatUnclePaul’sfarmhouseIhelpedAuntTinafeedthechickens.DadandUnclePaultookthesheepouttograzeonhorse-back.intheafternooninthemountainsIgotthepermissionand⑤

rodeahorsewithmydad’scompany.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。veryearlyinthenextmorningrodeahorse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。

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。确定感情基调1.通过文中的形容词或动词把握感情基调【典例1】

Thehouseseemedquietasatombwithouttheboylivingthere.Allthatweek,Poppydidn’tseeminterestedinherdinner,herfavoritetoy,oreveninherdailywalk.Herownersweresadtoo,buttheyknewtheirsonwouldbebacktovisit.Poppydidn’t.Theyofferedthedogsomeofherfavoritepeanutbuttertreats.Theyevenlethersitonthesofa,buttheoldgirljustwasn’therusualcheerfulself.Herownersstartedtogetworried.“WhatshouldwedotocheerPoppyup?”askedDad.

“We’vetriedeverything.”分析:节选部分通过对小狗Poppy的心理描写(didn’tseeminterestedin)表明了Poppy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(offered,let)和心理描写(getworried)表明男孩的父母一直在积极想办法让Poppy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Poppy又开心起来了。2.通过人物对话把握感情基调【典例2】

Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.

“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.

“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,

“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(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John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】

Attheverymoment,thehelicopterarrived.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】

Itwassopeacefulandquietandthecolorsofthebrownrocks,thedeepgreenpinetrees,andthelateafternoonsunmixedtocreateamagicscene.Itlookedlikeabeautifulwoven(编织的)blanketspreadoutuponthegroundjustforus.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。

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。厘清人物关系【典例5】

(浙江高考改编)

Onabright,warmJulyafternoon,MacHollan,aprimaryschoolteacher,wascyclingfromhishometoAlaskawithhisfriends.Oneofhisfriendshadstoppedtomakeabicyclerepair,buttheyhadencouragedMactocarryon,andtheywouldcatchupwithhimsoon.AsMacpedaled(骑行)alongalone,hethoughtfondlyofhiswifeandtwoyoungdaughtersathome.Hehopedtoshowthemthisbeautifulplacesomeday.ThenMacheardquickandloudbreathingbehindhim.

“Man,that’sabigdog!”hethought.Butwhenhelookedtotheside,hesawinstantlythatitwasn’tadogatall,butawolf,quicklycatchingupwithhim.Mac’sheartjumped.Hefoundouthiscanofbearspray.Withonehandonthebars,hefiredthesprayatthewolf.Abrightredcloudenvelopedtheanimal,andtoMac’srelief,itfellback,shakingitshead.Butaminutelater,itwasbyhissideagain.ThenitattackedthebackofMac’sbike,tearingopenhistentbag.Hefiredatthewolfasecondtime,andagain,itfellbackonlytoquicklyrestartthechase(追赶).Macwaspedalinghardnow.Hewavedandyelledatpassingcarsbutwascarefulnottoslowdown.Hesawasteepuphillclimbbeforehim.Heknewthatoncehehitthehill,he’dbeeasilycaughtupandthewolf’steethwouldbetearingintohisflesh.Atthismoment,PaulandBeckyweredrivingtheircarontheirwaytoAlaska.Theydidn’tthinkmuchofitwhentheysawtwocyclistsrepairingtheirbikeonthesideoftheroad.Abitlater,theyspottedwhatthey,too,assumedwasadogrunningalongsideamanonabike.Astheygotcloser,theyrealizedthatthedogwasawolf.Macheardalargevehiclebehindhim.Hepulledinfrontofitasthewolfwascatchingupfast,justadozenyardsawaynow.分析:如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。

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’sheartjumped.Hefoundouthiscanofbearspray.Withonehandonthebars,hefiredthesprayatthewolf.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。分析人物特点

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】

Ihadaninterestingchildhood.Itwasfilledwithsurprisesandamusements,allbecauseofmymother—loving,sweet,andyetabsent-mindedandforgetful.OnestrangefamilytripwetookwhenIwaseleventellsalotabouther.分析矛盾冲突MytwosetsofgrandparentslivedinColoradoandNorthDakota,andmyparentsdecidedtospendafewweeksdrivingtothosestatesandseeingallthesightsalongtheway.Asthefirstdayofourtripapproached,David,myeight-year-oldbrother,andIunwillinglysaidgood-byetoallofourfriends.Whoknewifwe’deverseethemagain?Finally,themomentofourdeparturearrived,andweloadedsuitcases,books,games,campingequipment,andatentintothecarandbravelydroveoff.Webravelydroveoffagaintwohourslaterafterwe’dreturnedhometogetthepurseandtraveler’schecksMomhadforgotten.分析:根据选文第二段中的myparentsdecidedtospendafewweeksdrivingtothosestatesandseeingallthesightsalongtheway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mymother—loving,sweet,yetabsent-mindedandforgetful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】

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

SURPRISEThetwinswerefilledwithexcitementastheythoughtofthesurprisetheywereplanningforMother’sDay.HowpleasedandproudMotherwouldbewhentheybroughtherbreakfastinbed.TheyplannedtomakeFrenchtoastandchickenporridge.Theyhadwatchedtheirmotherinthekitchen.Therewasnothingtoit.JennaandJeffknewexactlywhattodo.Thebigdaycameatlast.Thealarmrangat6a.m.Thepairwentdownthestairsquietlytothekitchen.Theydecidedtoboiltheporridgefirst.TheyputsomericeintoapotofwaterandleftittoboilwhiletheymadetheFrenchtoast.Jeffbroketwoeggsintoaplateandaddedinsomemilk.Jennafoundthebreadandputtwoslicesintotheeggmixture.Next,Jeffturnedonthesecondstoveburnertoheatupthefryingpan.EverythingwasgoingsmoothlyuntilJeffstartedfryingthebread.Thepanwastoohotandthebreadturnedblackwithinseconds.Jennathrewtheburntpieceintothesinkandputintheothersliceofbread.Thistime,sheturneddownthefiresoitcookednicely.ThenJeffnoticedsteamshootingoutofthepotandthelidstartingtoshake.Thenextminute,theporridgeboiledoverandputoutthefire.Jennapanicked.Thankfully,Jeffstayedcalmandturnedoffthegasquickly.Butthestovewasamessnow.JennatoldJefftocleanitupsotheycouldcontinuetocooktherestoftheporridge.ButJeff’shandtouchedthehotburnerandhegaveacryofpain.Jennamadehimputhishandincoldwater.Thenshecaughtthesmellofburning.Ohdear!Thepieceofbreadinthepanhadturnedblackaswell.注意:1.续写词数应为150左右;2.请按如下格式作答。

Asthetwinslookedaroundthemindisappointment,theirfatherappeared.