適用于新高考新教材備戰(zhàn)2025屆高考英語一輪總復習寫作專項提升讀后續(xù)寫第2講5“讀”原文理清故事脈絡課件外研版

第二講5“讀”原文,理清故事脈絡讀后續(xù)寫中,讀是為了更好地寫。在續(xù)寫文章之前,學生需細讀文章內容,積累文章中出現(xiàn)的詞、句表達等。畫出文中提到的關鍵人物,找出故事發(fā)展的線索和脈絡,抓住關鍵人物的性格、語言、動作中體現(xiàn)出來的細節(jié),分析文章表達的主題思想,梳理閱讀文本的邏輯結構,并對續(xù)寫內容進行合理的想象,為后續(xù)自主創(chuàng)作搭建合理的情景模型。1.讀主題讀后續(xù)寫的主題主要有助人、救人、趣事、親情、友情、歷險、勵志、個人成長、關愛動物、生活哲理等。讀懂這些主題有利于續(xù)寫部分主旨大意的確立。2.讀要素讀后續(xù)寫,屬于記敘文體裁。記敘文通過再現(xiàn)故事經歷去表達感情、揭示道理、啟發(fā)他人。我們通過讀所給的不完整故事,來提煉出記敘文六要素(who,what,when,where,why,how),進而弄清文章大意和主題。3.讀三線閱讀文本時要抓住時間線、情節(jié)線和情感線。必要時可以列出這些線索,以更好地理解文章,為續(xù)寫做好準備。只有對原文的脈絡線索和段落結構有正確的和深刻的理解,續(xù)寫的內容才能和原文骨肉相連,契合緊密。4.讀沖突沖突是指兩個以上勢不兩立的方面之間的矛盾沖突。沒有沖突,就沒有故事情節(jié)。沖突的類型包括人的自我掙扎、人與人之間的沖突(角色之間的沖突)、人與社會的抗爭、人與自然的矛盾(角色與環(huán)境的沖突)等。矛盾沖突決定了雙線(情節(jié)線和情感線)的跌宕起伏。5.讀語言風格分析文章的用詞特點和行文風格,以使續(xù)寫的內容在語言色彩和行文風格上與所給文章保持一致。畫出關鍵詞、伏筆詞,思考如何合理用于自己的寫作中。典型例題(2023浙江1月卷)Iwasinvitedtoacookoutonanoldfriend’sfarminwesternWashington.Iparkedmycaroutsidethefarmandwalkedpastamilkinghousewhichhadapparentlynotbeenusedinmanyyears.Anoiseatawindowcaughtmyattention,soIenteredit.Itwasahummingbird(蜂鳥),desperatelytryingtoescape.Shewascoveredinspider-webs(蛛網)andwasbarelyabletomoveherwings.SheceasedherstruggletheinstantIpickedherup.Withthebirdinmycuppedhand,Ilookedaroundtoseehowshehadgottenin.Thebrokenwindowglasswasthelikelyanswer.Istuffedapieceofclothintotheholeandtookheroutside,closingthedoorsecurelybehindme.WhenIopenedmyhand,thebirddidnotflyaway;shesatlookingatmewithherbrighteyes.Iremovedthestickyspider-websthatcoveredherheadandwings.Still,shemadenoattempttofly.Perhapsshehadbeenstrugglingagainstthewindowtoolongandwastootired?Ortoothirsty?AsIcarriedheruptheblackberry-linedpathtowardmycarwhereIkeptawaterbottle,shebegantomove.Istopped,andshesoontookwingbutdidnotimmediatelyflyaway.Hovering(懸停),sheapproachedwithinsixinchesofmyface.Foraverylongmoment,thistinycreaturelookedintomyeyes,turningherheadfromsidetoside.Thensheflewquicklyoutofsight.Duringthecookout,Itoldmyhostsaboutthehummingbirdincident.Theypromisedtofixthewindow.AsIwasdeparting,myfriendswalkedmetomycar.Iwasstandingbythecarwhenahummingbirdflewtothecenterofourgroupandbeganhovering.Sheturnedfrompersontopersonuntilshecametome.Sheagainlookeddirectlyintomyeyes,thenletoutasqueakingcallandwasgone.Foramoment,allwerespeechless.Thensomeonesaid,“Shemusthavecometosaygoodbye.”注意:1.續(xù)寫詞數(shù)應為150左右;2.請按如下格式作答。Afewweekslater,Iwenttothefarmagain._____________________________________________________________________________________________________________________________________________________________________________________________________________________Iwasjustabouttoleavewhenthehummingbirdappeared._________________________________________________________________________________________________________________________________________________________________________________________________________讀文導引1.讀主題:人與自然——關愛動物,人與動物和諧相處2.讀要素:通過閱讀所給材料,可以得出前五個要素如下:5WWhenIwasinvitedtoacookout.Whereanoldfriend’sfarmWho主要人&物:Hummingbird,I次要人物:myfriendsWhatIsavedahummingbird.WhyThebrokenwindowglasswasthelikelyanswer.3.讀雙線

時間線情節(jié)線Beforethecookout(paras.1-5):inthemilkinghouse:Isavedahummingbird.Istuffedapieceofclothintothehole.outside:Thebirddidn’tflyandlookedatme.blackberry-linedpath:Thebirdtookwing,approachedme,lookedintomyeyes,andflewaway.時間線情節(jié)線Duringthecookout(para.6)toldmyhostsabout......promisedtofixthewindowAfterthecookout(para.6)bythecar:Thehummingbirdseemedtocometosaygoodbye.4.讀沖突幾個星期后,“我”再次回到農場,蜂鳥沒有出現(xiàn),在“我”將要離開農場時,蜂鳥出現(xiàn)了。5.讀語言風格文章側重動作描寫,運用了大量的動詞(短語),如stuffed,opened,removed,carriedherup,stopped等,并運用動作描寫“Hovering(懸停),sheapproachedwithinsixinchesofmyface.Foraverylongmoment,thistinycreaturelookedintomyeyes,turningherheadfromsidetoside.”來描述蜂鳥對作者心懷感恩。續(xù)寫時要側重動作描寫。跟蹤訓練運用“‘5讀’原文”法理清下列讀后續(xù)寫的脈絡(2022新高考全國Ⅰ卷)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthethickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallforten-year-olds.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:續(xù)寫詞數(shù)應為150左右。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

_____________________________________________________________________________________________________________________________________________________________________________________________________IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.______________________________________________________________________________________________________________________________________________________________________________________________讀文導引1.讀主題:人與自我——突破身體局限2.讀要素人物:

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_______________________________________________________________________________________________________________________David,I(aspecialeducationteacher),thecoachonthedayofthebigcross-countryrunatthestartinglineDavidhadabraindiseaseandhewasworried