全国2卷读后续写课件-高三英语一轮复习专项

用“十句五定法”来写2025年全国Ⅱ卷When(time)What(conflict冲突)♥

Where(setting场景)

Emotionalchange:

Who(characters)

Theme（主题）:♥读后续写三步骤步骤一：读（4分钟）“Whatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu(秋雨),forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsorevenlosepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn’tstop,theentirelecturewouldberuined.“It’sokay,professor,”Ishrugged(耸肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.注意：(1)续写词数应为150个左右；(2)请按如下格式在答题卡的相应位置作答。Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Manyofmyclassmatesgotinterestedandcameuptomeafterclass.初次见面常被问名字，而这对作为爱尔兰留学生的“我”来说是首个挑战。汉语发音系统与英语差异大，“我”的中文名“秋雨”让很多英语母语者难以正确发音，自我介绍时需多次解释仍无果。一次讲座上，教授在三十名同学面前反复跟“我”学念名字，“我”因担心同学厌烦而放弃纠正，尴尬时刻以全班哄笑告终。此事后“我”不再纠正他人对自己名字的发音，虽避免了过度解释的不适，却意识到可能因此失去分享自身文化身份的机会。完成步骤一：读When(time)What(conflict冲突)

Where(setting场景)

Emotionalchange:

Who(characters)

Theme（主题）:作者在爱尔兰留学期间日常见面场景、讲座场景，课堂堂论中作者（中国留学生）、英语母语者（同学、教授等

）作者中文名因汉英发音差异难被英语母语者正确发音，纠正与不纠正产生的矛盾，及由此引发的文化分享机会流失担忧从因名字难被正确发音需反复解释的无奈，到讲座上的尴尬，再到放弃纠正后的释然与发现可能失去文化分享机会的失落人与社会：跨文化交流情节分析：我细致的讲解了我的名字的文化含义。（寓意精彩）他们追问关于其他中国汉字赋予名字的含义，我的解释/交流两国不同的文化。不再害怕在外国朋友面前纠正自己名字的发音；通过这个举动，搭建了跨文化交流的桥梁。步骤二：思（列提纲）（十句五定法）思路：二首定一框

①衔接所给句para1,⑤衔接所给句para2，⑥衔接所给句para2，⑨故事结局，⑩主题升华，其余用“六所”原则(所见，所思，所做，所说，所闻，所感）第一段：Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.第二段：Manyofmyclassmatesgotinterestedandcameuptomeafterclass.①⑥②⑦③⑧④⑨⑤⑩衔接上一句---准备解释（情绪+动作/心理）解释“秋”“雨”二字的寓意父母取名的期盼衔接下一句---我注意到同学们的表情（体现感兴趣）衔接上一句---同学们进一步的提问情绪动作情节自然发展（围绕中国汉字的魅力）正向结局：不再害怕在外国友人面前纠正自己名字的发音。主题升华：搭建跨文化交流的桥梁。第一段：Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.第二段：Manyofmyclassmatesgotinterestedandcameuptomeafterclass.①深吸一口气，我站起身。⑥他们兴奋地围住我，问道：“这两个字怎么写？中文名背后还有更多故事吗？”②“‘秋雨’有诗意的含义。‘秋’代表秋天，是个丰收且宁静美好的季节。‘雨’意为雨，在中国文化里常带来平静与灵感。⑦我拿出笔记本，在纸上写下“秋雨”，并讲解汉字的艺术。③它就像轻柔的秋雨滋养大地。⑧我们聊起文化差异，我感受到一种温暖的联结。④我父母给我取这个名字，希望我的人生如秋雨般美好且有意义。⑨从那以后，我不再害怕在他人面前温和地纠正发音。⑤我说话时，注意到同学们的眼睛因好奇而发亮。⑩正是这段经历让我意识到，即便通过一个名字分享文化身份，也能搭建起沟通的桥梁。Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.①衔接上一句---做解释的准备Takingadeepbreath,Istoodup.②解释“秋”“雨”“‘Qiuyu’hasapoeticmeaning.‘Qiu’representsautumn,aseasonofharvestandserenebeauty.‘Yu’meansrain,whichinChinesecultureoftenbringsasenseofcalmandinspiration.③寓意It’slikethegentleautumnrainnourishingtheearth,carryingthehopeforafruitfullife.”④父母的期待Myparentsgavemethisname,hopingI’dhavealifeasbeautifulandmeaningfulasautumnrain.”⑤衔接下一句---同学们的反应AsIspoke,Inoticedmyclassmates’eyeslightupwithcuriosity.动作面：v-ingwhich非限制性定从；asenseof动作面：v-ing动作面：v-ingwith+情绪名词Manyofmyclassmatesgotinterestedandcameuptomeafterclass.⑥先接上一句---同学们进一步提问Theysurroundedmeexcitedly,asking,“Howtowritethesetwocharacters?AretheremorestoriesbehindChinesenames?”⑦“我”回答问题（汉字）Itookoutanotebook,wrote“秋雨”onapieceofpaperandexplainedtheartofChinesecharacters.⑧交流文化差异Thenwetalkedaboutculturaldifferences,whichmademefeelawarmconnection.Awaveofprideoverwhelmedmeextremely.⑨结局---不再害怕纠正自己名字的发音Fromthenon,Iwasnolongerafraidtocorrectpronunciationsgentlyinfrontof