全国二卷读后续写秋雨课件-高三英语一轮复习

Continuationwriting

读后续写初认识（七三五四法则）读后续写考查什么？lavlanguageability语言能力:阅读和写作01lavcreativethinking02思维品质:想象能力和创新精神由《考试说明》样题及近几年高考真题中所给的段落首句可知，续写的故事情节发展都是由原文的人物所推进，因此强行增加人物有可能会偏离情节发展。题目要求“考生根据所给情节进行续写”，旨在延续原材料的故事情节，并不是要发展新情节。在续写中展示对话，虽能丰富内容和语言，增强语篇的连贯性，但使用过多的对话，会显得篇幅累赘且很难在限定的词数里把整个后续的情节发展补充完整。七不法则1.不增加人物2.不增加旁支情节3.不用过多对话结局设计绝对不能负能量。内容应该积极向上，能增长知识或传播正能量。题目要求是“使之成为一篇完整的短文”，若在文末设置悬念，就会给人一种还没结束的感觉，这样的故事是不完整的。续写的情节应时刻围绕着短文的主题去推进。情节和细节的想象要合理，既符合生活常识，又具有逻辑性。4.不设计负能量结局happyending5.不在文末设置悬念6.不偏离原文主题7.

不违背逻辑常理

三大原则3大原则

人设命题意图1.Action—Response原则

细节性原则2.problem—Solution原则

曲折性原则3.Negative—Positive原则

正能量原则角色A的行为引起其他角色的反应：所(见想做说)故事的发展、高潮、结尾情感积极正能量

五读

5Rs1.Readforcharacters（人物）2.Readforproblems（问题）3.Readforplot（情节）4.Readforemotionalchanges（情感变化）5.Readfortheme（主题）5R解读4句定框架para1para2衔接句(瞻前)过渡句(顾后)衔接句(瞻前)主题句(升华)四句定框架发展结尾2025Ⅱ卷读后续写秋雨StepI.IndependentlearningStepI.IndependentlearningStepI.Independentlearning

Whatisthestorymainlyabout?StepI.IndependentlearningReadfor五读

5RscharactersplotemotionalchangesproblemsthemeI(秋雨),professor,classmatesOtherscan’tpronounce“QiuYu”MyconstantcorrectionscausedembarrassmentInolongercorrectedthem.IworriedIwouldlosemyculturalidentityembarrassed➡compromised➡worriedconflict(冲突)betweenavoidingembarrasmentandpreservingculturalidentity.culturalidentity;transculturalcommunicationStepII.Specificexplanationpara1para2衔接句(瞻前)过渡句(顾后)衔接句(瞻前)主题句(升华)四句定框架发展结尾Iexplainedmyname“QiuYu”.:classmatesgotinterstedandtheprofessorpraisedmeMyclassmatessurrounded

andaskedaboutChinesenamesPositive/solution:Inolongerfeelembarassedculturalidentity;transculturalcommunicationResponseStepII.Specificexplanation衔接句(瞻前)Iexplainedmyname“QiuYu”.StepII.Specificexplanationemotion衔接句(瞻前)Iexplainedmyname“QiuYu”.with的复合结构actionconversationwithbutterfliesinmystomachwalkedtothefrontandtookadeepbreathexplainingWithbutterfliesinmystomach,Iwalkedtothefrontandtookaexplaining,

“QiumeansautumninChinese,whichemotiondeepbreath,isaseasonofwheatfieldsandredleaves,symbolizingharvest.Yureferstoraindropsthatnurturelife.”

StepII.Specificexplanationemotion衔接句(瞻前)Iexplainedmyname“QiuYu”.StepII.SpecificexplanationIconcluded,“Together,theypaintabeautifulandvividpicturewithautumnrainfallingonthewheatfeild.”过渡句(顾后)Theclassroomfellsilent,withmyclassmates'eyessparklingwith

Response:classmatesgotinterstedandtheprofessorpraisedmecuriosity.Theprofessornoddedwarmlyandsaid,"What

beautifulmeaningsyournamecarries!"StepII.Specificexplanation衔接句(瞻前)Myclassmatessurrounded

andaskedaboutChinesenamesStepII.Specificexplanation"CanyoutellmemoreaboutChinesenames?"onegirlasked.衔接句(瞻前)Myclassmatessurrounded

andaskedaboutChinesenamesAboysmiledandasked,"Itriedpronouncing'Qiuyu'correctlyafteryourexplanation.Itfeelsmoremeaningfulnow."EvenChinesenamesoftencarryparentalexpectationsandculturalmeanings.aclassmateaskedtogivehimaChinesename.IsharedhowLaughterfilledeverycorneroftheclassroom.StepII.Specificexplanation结尾Now,wheneversomeonemispronounces"Qiuyu",Inolongerhesitate.Instead,Ismileandsay,"Letmetellyouthestorybehindit."Positive/solution:InolongerfeelembarassedStepII.SpecificexplanationItwasthestorybehindmyname

thatturnedasimplepronunciationchallengeintoabeautifulculturalbridge.主题句(升华)culturalidentity;transculturalcommunicationStepIII.CooperativelearningStepⅣ.practiceInaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Withbutterfliesinmystomach,Iwalkedtothefrontandtookadeepbreath,explaining,“QiumeansautumninChinese,whichisaseasonofwheatfieldsandredleaves,symbolizingharvest.Yureferstoraindropsthatnurturelife.”

Iconcluded,“Together,theypaintabeautifulandvividpicturewithautumnrainfallingonthewheatfeild.”Theclassroomfellsilent,withmyclassmates’eyessparklingwithcuriosity.Theprofessornoddedwarmlyandsaid,“Whatbeautifulmeaningsyournamecarries!”Manyofmyclassmatesgotinterestedandcameuptomeafterclass.“CanyoutellmemoreaboutChinesenames?”onegirlasked.Aboysmiledandasked,“Itriedpronouncing‘Qiuyu’correctlyafteryourexplanation.Itfeelsmoremeaningfulnow.”Evenaclassmateaskedtogi