初識(shí)高中讀后續(xù)寫(xiě)技能講練如何進(jìn)行文本解讀和情節(jié)構(gòu)思以2023年新高考Ⅰ卷讀后續(xù)寫(xiě)為例課件

——以2023年新高考Ⅰ卷讀后續(xù)寫(xiě)為例初識(shí)高中讀后續(xù)寫(xiě)——技能講練：如何進(jìn)行文本解讀和情節(jié)構(gòu)思2023年全國(guó)新高考Ⅰ卷讀后續(xù)寫(xiě)2023年全國(guó)新高考Ⅰ卷讀后續(xù)寫(xiě)原文材料350詞以?xún)?nèi)，要求續(xù)寫(xiě)的文章150詞左右續(xù)寫(xiě)兩個(gè)自然段，每段開(kāi)頭語(yǔ)已經(jīng)給出；所給原文閱讀材料以富有情節(jié)的記敘文為主，話(huà)題貼近生活，內(nèi)容為問(wèn)題解決.讀后續(xù)寫(xiě)的3個(gè)特點(diǎn)：123初識(shí)高考讀后續(xù)寫(xiě)

銜接情節(jié)語(yǔ)言連貫語(yǔ)句間初識(shí)高考讀后續(xù)寫(xiě)深度解讀語(yǔ)篇Read淺層信息獲取：when,where,who,what深層文本解讀理清情節(jié)和情感分析人物性格特點(diǎn)明確故事主題品味寫(xiě)作風(fēng)格和語(yǔ)言Think結(jié)合所給兩段首句結(jié)合正能量和原文呼應(yīng)生動(dòng)編寫(xiě)故事動(dòng)作描寫(xiě)情感描寫(xiě)環(huán)境描寫(xiě)語(yǔ)言運(yùn)用推測(cè)情節(jié)發(fā)展構(gòu)思寫(xiě)作框架Write讀后續(xù)寫(xiě)“解題三步驟”（1）邊讀邊用中文把主要情節(jié)寫(xiě)下來(lái)。特別注意情節(jié)發(fā)展和情感變化,總結(jié)人物性格特征。（2）主要情節(jié)即“記敘文六要素”：人物、時(shí)間、地點(diǎn)、起因、經(jīng)過(guò)、結(jié)果。(即誰(shuí)、在什么時(shí)間、什么地方，因?yàn)槭裁?、發(fā)生什么問(wèn)題、結(jié)果怎樣。)讀后續(xù)寫(xiě)

怎么讀？原則內(nèi)容要前后銜接,上下連貫,語(yǔ)言表達(dá)風(fēng)格一致。原則（過(guò)程性）（問(wèn)題problems解決solutions）凡是故事都應(yīng)有跌宕起伏，其中人物會(huì)遇到困難或問(wèn)題，但最終能解決。原則（結(jié)局性）故事內(nèi)容一定要正能量,故事的結(jié)局是美滿(mǎn)的。如:迷路了，但最終一定回到家;

失敗或遇到困難,但最終一定能成功；吵架了，一定和好等。讀后續(xù)寫(xiě)“解題三原則”要求：閱讀已知文本，從視角、時(shí)空線(xiàn)、情節(jié)線(xiàn)、情感線(xiàn)和主題等角度，厘清文章脈絡(luò)，把握人物身份、關(guān)系及性格特點(diǎn)、事件發(fā)展的基本線(xiàn)索、故事的主要矛盾，尋求續(xù)寫(xiě)的支撐點(diǎn)和伏筆，同時(shí)感受原文的語(yǔ)言風(fēng)格。（10min）whenwherewhowhathowwhyfrommyteacher’ssuggestiontotheannouncementofthecontestresultssocialstudiesclass,theteacher'sofficemysocialstudiesteacher,I,myoldersisterIrefusedtoenterawritingcontest.IwasnotgoodatwritinginEnglishbecauseEnglishwasnotmymothertongue.Story淺層解讀文本——找出故事基本要素1.mysocialstudiesteacher2.I(amiddleschoolstudent)3.myoldersisterWhoarethemaincharacters?Threecharacters(who)結(jié)合短文和所給兩段的首句都出現(xiàn)“我”和老師注意：續(xù)寫(xiě)時(shí)不要隨意增加人物。1.mysocialstudiesteacher2.I(amiddleschoolstudent)視角

第一人稱(chēng)時(shí)空線(xiàn)情節(jié)線(xiàn)情感線(xiàn)情節(jié)概述語(yǔ)言1.時(shí)間線(xiàn)：老師提出參賽建議；收到比賽結(jié)果通知（無(wú)具體時(shí)間）。2.空間線(xiàn)：社會(huì)學(xué)科教室；老師的辦公室。在老師的鼓勵(lì)下,“我”突破重重困難、實(shí)現(xiàn)成長(zhǎng)。心理活動(dòng)描寫(xiě)、非謂語(yǔ)動(dòng)詞、反復(fù)修辭等,使文章豐富厚重，增強(qiáng)敘述的畫(huà)面感。深層文本解讀1.Whatisthepersonalityof“I”?1.Daretotry；brave2.Goodatthinking3.Strongwilled,diligentandhardworking人物形象分析2.Whatisthepersonalityof“mysocialstudiesteacher”?人物形象分析1.Appreciatestudentsandbegoodatlettingthemshowcasetheirtalentsindifferentways.2.Goodatencouragingstudents1.WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest,Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.2.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”

Encouragedbyhiswords,Iagreedtogiveitatry.AforcedwritingtaskAdoomedfailureAtryingheartWhatwastheconflictpresentedinthispart?Whatwasthesolutiontotheconflict?深度文本解讀Part.1AuniqueideaAself-suspiciousmindAworkingheartWhatwastheconflictpresentedinthispart?AforcedwritingtaskAdoomedfailureAtryingheartWhatwasthesolutiontotheconflict?Part.1深度文本解讀

5.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloudandsaid,“Great.Now,writeitagain.”

Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin.Iwouldn’tcare.AuniqueideaAself-suspiciousmindAworkingheartWhatwastheconflictpresentedinthispart?AforcedwritingtaskAdoomedfailureAtryingheartAfinishedwritingArepeatedrequirementAdeterminedheartWhatwasthesolutiontotheconflict?Part.3Part.1深度文本解讀BeginningEndingconflict?原文部分續(xù)寫(xiě)部分StoryMountainAuniqueideaAself-suspiciousmindAworkingheartAforcedwritingtaskAdoomedfailureAtryingheartAfinishedwritingArepeatedrequirementAdeterminedheartPart.3Part.1深度文本解讀Para.1Afewweekslater,whenIalmost

forgotthecontest,therecamethenews.Para.2Iwenttomyteacher’officeaftertheaward

presentation.生：得知獲獎(jiǎng)[1]生：經(jīng)歷授獎(jiǎng)[2]生：急于分享[3]師：表達(dá)祝賀[1]生：表示感激[2]生：恍然大悟[3]梳理文章思路

結(jié)合首句和原文呼應(yīng)原則，構(gòu)思兩段情節(jié)細(xì)節(jié)。Para1:Afewweekslater,whenIalmostforgotthecontest,therecamethenews._______________________________________________________________Para2:_______________________________________________________________“我”聽(tīng)到這個(gè)消息后會(huì)有什么樣的心理感受？這時(shí)應(yīng)該想到了誰(shuí)?

可以確定這個(gè)消息肯定是“我”參賽獲獎(jiǎng)的消息。1.“我”在教師辦公室說(shuō)了什么？2.老師有什么樣的反應(yīng)？3.“我”最終收獲了什么？思考構(gòu)思文章情節(jié)梳理文章思路Topic：

堅(jiān)持不懈地努力、勇于挑戰(zhàn)自我，可以成就更好的自己.Also:老師的欣賞和鼓勵(lì)會(huì)對(duì)學(xué)生產(chǎn)生積極的影響