2026屆高考英語一輪總復(fù)習(xí)寫作培優(yōu)高分進(jìn)階第2部分讀后續(xù)寫第2講續(xù)寫文本解讀課件

這是一份2026屆高考英語一輪總復(fù)習(xí)寫作培優(yōu)高分進(jìn)階第2部分讀后續(xù)寫第2講續(xù)寫文本解讀課件，共19頁。PPT課件主要包含了第二講　續(xù)寫文本解讀，厘清人物關(guān)系，it a try 等內(nèi)容，歡迎下載使用。
讀后續(xù)寫的體裁以記敘文為主，記敘文是以寫人物的經(jīng)歷和事物發(fā)展變化為主要內(nèi)容的一種文體形式。要寫好續(xù)寫文章，深刻理解文本是第一步。理解文本要注意以下幾個方面。一、淺層信息獲取1．抓住記敘文的六要素記敘文的六要素即人物、時間、地點(diǎn)、事件的起因、經(jīng)過和結(jié)果，讀后續(xù)寫所提供的文本已給出了前幾個要素。因此閱讀文本時要緊扣所給的要素。
2．厘清人物關(guān)系閱讀時要關(guān)注文章寫作視角，即寫作人稱，標(biāo)記文中的主要人物，并厘清這些主要人物之間的關(guān)系，如親子關(guān)系、師生關(guān)系、同學(xué)關(guān)系等，這對于此后的續(xù)寫至關(guān)重要。
二、深層文本解讀1．把握兩大線索即情節(jié)線和情感線。閱讀文本時要抓住這兩條主線，以便更好地理解文章，為續(xù)寫做好準(zhǔn)備。只有對原文的脈絡(luò)線索有正確和深刻的理解，續(xù)寫的內(nèi)容才能和原文骨肉相連，契合緊密。
2．明確故事主旨讀后續(xù)寫的主題體現(xiàn)立德樹人精神，圍繞家庭親情、個人成長、校園生活、人與人之間守望互助、人與自然和動物的和諧相處創(chuàng)設(shè)情境。因此，廣大考生在做讀后續(xù)寫題目時，應(yīng)在此范圍內(nèi)正確判斷其主題，保證自己的續(xù)寫內(nèi)容正確體現(xiàn)主題、不偏離主題。
3．抓住伏筆與鋪墊對于作者而言，“挖坑”和“填坑”是創(chuàng)作的一大樂趣。就像完形填空題型中的“復(fù)現(xiàn)”一樣，文章中重要的細(xì)節(jié)本來就會反復(fù)出現(xiàn)，反復(fù)被強(qiáng)調(diào)。對于讀后續(xù)寫而言，要求續(xù)寫內(nèi)容要和所給短文一脈相承，最好的方式就是呼應(yīng)所給短文中的細(xì)節(jié)。抓住可以呼應(yīng)的細(xì)節(jié)，可以幫助我們打開思路。而且有些時候，前文的細(xì)節(jié)對續(xù)寫部分會起到限定作用，忽略了重要的細(xì)節(jié)，很可能導(dǎo)致“故事續(xù)寫”變成前后矛盾的“續(xù)寫事故”。
【典例示范】(2023·新高考Ⅰ卷)When I was in middle schl, my scial studies teacher asked me t enter a writing cntest.I said n withut thinking.I did nt lve writing.My family came frm Brazil, s English was nly my secnd language.Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts.N ne laughed harder than he did.
S, why did he suddenly frce me t d smething at which I was sure t fail? His reply：“Because I lve yur stries.If yu're willing t apply yurself, I think yu have a gd sht at this.” Encuraged by his wrds，I agreed t give it a try.I chse Paul Revere's hrse as my subject.Paul Revere was a silversmith(銀匠) in Bstn wh rde a hrse at night n April 18,1775 t Lexingtn t warn peple that British sldiers were cming, My stry wuld cme straight frm the hrse's muth.Nt a brilliant idea, but funny; and unlikely t be anyne else's chice.
What did the hrse think, as he sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately.I gt tired.I had dubts.I wanted t quit.But, like Revere's hrse, I kept ging.I wrked hard.I checked my spelling.I asked my lder sister t crrect my grammar.I checked ut a half-dzen bks n Paul Revere frm the library.I even read a few f them.
When I handed in the essay t my teacher, he read it, laughed ut lud, and said，“Great.Nw, write it again.”I wrte it again, and again and again.When I finally finished it, the thught f winning had given way t the enjyment f writing.If I didn't win, I wuldn't care.注意：續(xù)寫詞數(shù)應(yīng)為150左右。
A few weeks later, when I almst frgt the cntest, there came the news.
I went t my teacher's ffice after the award presentatin.
一、淺層信息獲取1．抓住記敘文的六要素
I, my scial studies teacher, my lder sister
When I was in middle schl
in middle schl
my scial studies teacher
I(a middle schl student)
my lder sister
二、深層文本解讀1．把握兩大線索
my teacher asked me t enter a writing cntest→my teacher encuraged me t have a try→I chse a subject and began t write
resistant→willing t d→persistent→enjyable
2.明確故事主旨本文以人物為線索展開，講述了作者上中學(xué)的時候，社會學(xué)老師邀請作者參加一個寫作比賽。作者不喜歡寫作，于是想都沒想就拒絕了。但是在老師的鼓勵下，作者同意試一試。作者在寫作過程中雖然很累，但是沒有放棄，堅(jiān)持下來了。在作者最終完成寫作時，作者感到寫作讓他很快樂，他已經(jīng)不在乎輸贏了。本文主題體現(xiàn)了立德樹人的精神，彰顯了人性的光輝。
3．抓住伏筆與鋪墊①老師讓我參加作文大賽：_____________________________________________________________________________________________②我的英語是第二語言：_______________________________________________________________________③受到老師的鼓勵去參賽：______________________________________________________
When I was in middle schl, my scial
studies teacher asked me t enter a writing cntest.
My family came frm Brazil, s English was
nly my secnd language.
Encuraged by his wrds, I agreed t give