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.Astheeconomywas

indecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomake

endsmeet.Peopleweretryingtohelpeachothermeetthechallenges.

Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthe

poor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbring

foodandmedicinetothem.

Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasaman

sickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittle

boy—hisnamewasBernard—hadinterestedherverymuch.

“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelp

tohismother.Hewantsverymuchtoearnsomemoney,butIdon’tseewhathecando.”

Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphim

toearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”

“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”

Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreat

idea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”

Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagood

one.“Itellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus?Well,we

canmakepopcorn(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesand

sellit.”

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,butat

schoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityin

whatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedto

jointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,and

althoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecial

educationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhis

strongdetermination.

注意:续写词数应为150个左右。

Wesatdownnexttoeachother,butDavidwouldn’tlookat

me.

IwatchedasDavidmoveduptothestartinglinewiththeother

runners.

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,all

becauseofmymother—loving,sweet,andyetabsent-mindedandforgetful.Onestrangefamilytripwe

tookwhenIwaseleventellsalotabouther.

MytwosetsofgrandparentslivedinColoradoandNorthDakota,andmyparentsdecidedtospenda

fewweeksdrivingtothosestatesandseeingallthesightsalongtheway.Asthefirstdayofourtrip

approached,David,myeight-year-oldbrother,andIunwillinglysaidgood-byetoallofourfriends.Who

knewifwe’deverseethemagain?Finally,themomentofourdeparturearrived,andweloaded

suitcases,books,games,campingequipment,andatentintothecarandbravelydroveoff.Webravelydrove

offagaintwohourslaterafterwe’dreturnedhometogetthepurseandtraveler’schecksMomhad

forgotten.

DavidandIwerealwaysalittlenervouswhenusinggasstationbathroomsifMomwasdriving

whileDadslept:“YoustandoutsidethedoorandplaylookoutwhileIgo,andI’llstandoutsidethedoor

andplaylookoutwhileyougo.”Ihadterriblepicturesinmymind:“Honey,wherearethekids?”“What?!

Oh,Gosh...Ithoughttheywerebeingawfullyquiet.”Wewereneveractuallyleftbehindinastrange

city,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:tophotographpolar

bears.Wewerestayingataresearchcampoutside“thepolarbearcapitaloftheworld”—thetownof

ChurchillinManitoba,Canada.

Takingpicturesofpolarbearsisamazingbutalsodangerous.Polarbears—likeallwildanimals—

shouldbephotographedfromasafedistance.WhenI’mfacetofacewithapolarbear,Ilikeittobe

throughacamerawithatelephotolens.Butsometimes,thatiseasiersaidthandone.Thiswasoneofthose

times.

AsElliandIcookeddinner,ayoungmalepolarbearwhowasplayinginanearbylakesniffed,and

smelledourgarlicbread.

Thehungrybearfollowedhisnosetoourcamp,whichwassurroundedbyahighwirefence.He

pulledandbitthewire.Hestoodonhisbacklegsandpushedatthewoodenfenceposts.

Terrified,ElliandItriedallthebeardefenseactionsweknew.Weyelledatthebear,hitpotshard,and

firedblankshotgunshellsintotheair.Sometimesloudnoiseslikethesewillscarebearsoff.Notthispolar

bearthough—hejustkepttryingtoteardownthefencewithhismassivepaws(爪子).

Iradioedthecampmanagerforhelp.Hetoldmeahelicopterwasonitsway,butitwouldbe30

minutesbeforeitarrived.Makingthebestofthiscloseencounter(相遇),Itooksomepicturesofthebear.

ElliandIfearedthefencewouldn’tlastthrough30moreminutesofthebear’spunishment.The

campmanagersuggestedIusepepperspray.Thesprayburnsthebears’eyes,butdoesn’thurtthem.SoI

approachedouruninvitedguestslowlyand,throughthefence,sprayedhimintheface.Withan

angryroar(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)

Terrified,ElliandItriedallthebeardefenseactionsweknew.(情感描写)

分词结构Makingthebestofthiscloseencounter,Itooksomepicturesofthebear.(动作描

写)

AsElliandIcookeddinner,ayoungmalepolarbearwhowasplayinginanearby

lakesniffed,andsmelledourgarlicbread.(场景描写;动作描写)

定语从句

Thehungrybearfollowedhisnosetoourcamp,whichwassurroundedbyahigh

wirefence.(场景描写)

虚拟语气ThecampmanagersuggestedIusepe