2026版创新设计高考总复习英语(外研版)教师用-第二讲　读文有技巧-如何读

第二讲读文有技巧——如何读读是为了更好地写。续写之前,学生需要阅读文章内容,确定文章的主题和情节脉络。要抓住文中关键人物的性格、语言、动作中体现出来的细节,并梳理阅读文本的逻辑结构。同时,积累文中的主题词句,熟悉写作风格、修辞手法等,并对续写内容进行合理的想象,为后续的自主创作搭建合理的情境模型。一、读要素和主题——确定续写基调读后续写一般是记叙文。我们通过读所给文本来提炼出记叙文六要素(who、what、when、where、why和how),弄清文章大意和主题,理清文章脉络,把握续写情节的大致走向。【典例】(2020·新高考Ⅰ卷)TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy—hisnamewasBernard—hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon’tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.“Itellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus?Well,wecanmakepopcorn(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”二、读所给段首句——确定续写框架第一段首句是原文内容的衔接和延伸,第二段首句是第一段内容的衔接和延伸。在第一段最后往往有与第二段首句相关联的语句,这样两段之间自然衔接,思路一致,形成一个整体。学生可以尝试倒推法,因为第二段首句就是第一段内容的延伸,从第二段首句着手,就可以知道第一段所发生的事情,从而推知第一段续写内容。【典例】(2022·新高考Ⅰ卷)...Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:续写词数应为150个左右。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

点拨:(1)根据第二段首句可知,David和其他选手一起站在起跑线,可以反推出作者在续写第一段成功说服David参加比赛。而从全文立意、情节传达正能量的角度可以推出,David跑完了比赛。(2)在情节设计上,应以作者与David的互动为落脚点。于是情节设计思路如下:第一段:David引起作者注意——说服David参加比赛——David思考后决定参加比赛。第二段:作者给予David鼓励——David坚持跑完全程——情感升华:David感受到挑战自我的成就感。三、读人物性格——塑造人物形象阅读文本时我们常有一种代入感,感觉故事主人公就如同我们身边的熟人,甚至是与我们自己性格一样的人。因此,无论主人公的个性多么鲜明和生动,也包含普遍意义的共性。所以塑造人物时要凸显其性格特征。【典例】(浙江卷改编)Ihadaninterestingchildhood:Itwasfilledwithsurpriseandamusements,allbecauseofmymother—loving,sweet,andyetabsent-mindedandforgetful.OnestrangefamilytripwetookwhenIwaseleventellsalotabouther.MytwosetsofgrandparentslivedinColoradoandNorthDakota,andmyparentsdecidedtospendafewweeksdrivingtothosestatesandseeingallthesightsalongtheway.Asthefirstdayofourtripapproached,David,myeight-year-oldbrother,andIunwillinglysaidgood-byetoallofourfriends.Whoknewifwe’deverseethemagain?Finally,themomentofourdeparturearrived,andweloadedsuitcases,books,games,campingequipment,andatentintothecarandbravelydroveoff.Webravelydroveoffagaintwohourslaterafterwe’dreturnedhometogetthepurseandtraveler’schecksMomhadforgotten.DavidandIwerealwaysalittlenervouswhenusinggasstationbathroomsifMomwasdrivingwhileDadslept:“YoustandoutsidethedoorandplaylookoutwhileIgo,andI’llstandoutsidethedoorandplaylookoutwhileyougo.”Ihadterriblepicturesinmymind:“Honey,wherearethekids?”“What?!Oh,Gosh...Ithoughttheywerebeingawfullyquiet.”Wewereneveractuallyleftbehindinastrangecity,butweweren’tabouttotakeanychances...点拨:阅读文本,体会加黑部分的用法文中对主人公mymother的性格用形容词loving、sweet、absent-minded、forgetful进行了描绘。因为妈妈健忘(absent-mindedandforgetful),第一段中可以设计妈妈忘记带野炊灶具的情节;因为妈妈善良有爱心(lovingandsweet),所以可设计妈妈故意把新帐篷落在宿营地,留给无家可归的人,让他们遮风避雨。使用forgetful一词把妈妈的善良和健忘完美结合,一语双关。这两个情节内容与原材料对妈妈的人设前后呼应,高度契合。四、读情节冲突——丰富故事情节冲突是指两个或两个以上对立方的矛盾冲突。没有冲突,就没有故事情节的发展。冲突的类型包括个人的自我挣扎、人与人之间的冲突(角色之间的冲突)、人与社会的抗争、人与自然的矛盾(角色与环境的冲突)等。矛盾冲突决定了双线(情节线和情感线)的跌宕起伏。【典例】(2020·浙江7月卷改编)Onefall,mywifeElliandIhadasinglegoal:tophotographpolarbears.Wewerestayingataresearchcampoutside“thepolarbearcapitaloftheworld”—thetownofChurchillinManitoba,Canada.Takingpicturesofpolarbearsisamazingbutalsodangerous.Polarbears—likeallwildanimals—shouldbephotographedfromasafedistance.WhenI’mfacetofacewithapolarbear,Ilikeittobethroughacamerawithatelephotolens.Butsometimes,thatiseasiersaidthandone.Thiswasoneofthosetimes.AsElliandIcookeddinner,ayoungmalepolarbearwhowasplayinginanearbylakesniffed,andsmelledourgarlicbread.Thehungrybearfollowedhisnosetoourcamp,whichwassurroundedbyahighwirefence.Hepulledandbitthewire.Hestoodonhisbacklegsandpushedatthewoodenfenceposts.Terrified,ElliandItriedallthebeardefenseactionsweknew.Weyelledatthebear,hitpotshard,andfiredblankshotgunshellsintotheair.Sometimesloudnoiseslikethesewillscarebearsoff.Notthispolarbearthough—hejustkepttryingtoteardownthefencewithhismassivepaws(爪子).Iradioedthecampmanagerforhelp.Hetoldmeahelicopterwasonitsway,butitwouldbe30minutesbeforeitarrived.Makingthebestofthiscloseencounter(相遇),Itooksomepicturesofthebear.ElliandIfearedthefencewouldn’tlastthrough30moreminutesofthebear’spunishment.ThecampmanagersuggestedIusepepperspray.Thesprayburnsthebears’eyes,butdoesn’thurtthem.SoIapproachedouruninvitedguestslowlyand,throughthefence,sprayedhimintheface.Withanangryroar(吼叫),thebearrantothelaketowashhiseyes.Afewminuteslater,thebearcamebacktoourcamp...点拨:(文中加黑部分)表现出作者与熊的冲突逐渐升级的三次对抗:五、读语言风格——追求语言协同续写是对原文的延续与收尾,因此语言风格上也要求与原文保持一致,这样才能实现内容的浑然一体。点拨:(1)2020年浙江7月卷读后续写原文在语言运用上表现出了丰富性,现对其语言特点进行如下分析。写作手法例句动名词短语Takingpicturesofpolarbearsisamazingbutalsodangerous.(心理活动)with短语Withanangryroar,thebearrantothelaketowashhiseyes.(动作描写;情感描写)分词结构Terrified,ElliandItriedallthebeardefenseactionsweknew.(情感描写)Makingthebestofthiscloseencounter,Itooksomepicturesofthebear.(动作描写)定语从句AsElliandIcookeddinner,ayoungmalepolarbearwhowasplayinginanearbylakesniffed,andsmelledourgarlicbread.(场景描写;动作描写)Thehungrybearfollowedhisnosetoourcamp,whichwassurroundedbyahighwirefence.(场景描写)虚拟语气ThecampmanagersuggestedIusepepperspray.(情感描写)(2)朗读下面续写短文,