專題06讀后續(xù)寫關(guān)鍵之快速構(gòu)思故事情節(jié)（講義）（原卷版）

專題06讀后續(xù)寫關(guān)鍵之快速構(gòu)思故事情節(jié)(講義)目錄TOC\o"13"\p""\h\z\u考點(diǎn)讀后續(xù)寫之快速故事故事情節(jié)1頁【真題研析·規(guī)律探尋】1頁一、研讀文本1精讀文本,掌握關(guān)鍵信息1頁2理清記敘文的3大線索1頁3確定文章主題和故事的發(fā)展方向1頁4分析文章的用詞特點(diǎn)和行文風(fēng)格1頁二、根據(jù)已知，構(gòu)思續(xù)寫思路1.四句話語定框架1頁2.構(gòu)思情節(jié)三注意1頁【真題研析】2頁【模擬演練】3頁考點(diǎn)06讀后續(xù)寫關(guān)鍵之快速構(gòu)思故事情節(jié)在考場上閱讀讀后續(xù)寫故事后，快速構(gòu)思續(xù)寫故事情節(jié)是至關(guān)重要的首要一步，有了正確的、合乎全文的故事構(gòu)思，才能讓續(xù)寫得以順利進(jìn)行。構(gòu)思思路不清楚會導(dǎo)致在續(xù)寫的過程中處于進(jìn)退兩難的境地，因為考場上的時間是有限的。因此，構(gòu)思故事情節(jié)是至關(guān)重要的一環(huán)。為保證形式合乎邏輯的、主題正確的和情節(jié)合理的故事，我們需要認(rèn)真做到一下幾點(diǎn)：一、研讀文本1．精讀文本,掌握關(guān)鍵信息根據(jù)記敘文六要素:5W1H,什么人(Who)什么時間(When)在什么地方(Where)因為什么(Why)做了什么事情(What),最后有了什么發(fā)展(How)等,精讀短文,明確故事人物關(guān)系,理清故事主要事件,并找到該篇短文的寫作線索理清情節(jié)脈絡(luò),把握情感變化,領(lǐng)會主旨要義。繼而順藤摸瓜,連環(huán)設(shè)問,步步為營,合乎邏輯地預(yù)測后續(xù)情節(jié)發(fā)展,直至勾畫出清晰的整體脈絡(luò)。2．理清記敘文的3大線索即時間線、情節(jié)線和情感線。閱讀文本時要抓住這三條主線。必要時可以列出這些線索，以更好地理解文章，為續(xù)寫做好準(zhǔn)備。只有對原文的脈絡(luò)線索和段落結(jié)構(gòu)有正確和深刻的理解，續(xù)寫的內(nèi)容才能和原文銜接緊密，情境融洽度高。3．確定文章主題和故事的發(fā)展方向這一點(diǎn)至關(guān)重要。只有把握了文章的主旨意圖，才能很好地完成續(xù)寫。確保續(xù)寫的內(nèi)容和原文要有邏輯上的一致性，并能回應(yīng)原文的信息。4．分析文章的用詞特點(diǎn)和行文風(fēng)格考生要仔細(xì)閱讀給定的上文，在充分理解文章內(nèi)容的基礎(chǔ)上，認(rèn)真體會上文的用詞特點(diǎn)和行文風(fēng)格，只有這樣才能使續(xù)寫的內(nèi)容在語言色彩上和行文風(fēng)格上與所給文章保持高度一致。二、根據(jù)已知，構(gòu)思續(xù)寫思路精讀原文找準(zhǔn)了線索、確定了主題后,即可順應(yīng)原文情節(jié)和兩段給定的首句,用四句話搭建續(xù)寫情節(jié)框架。1.四句話語定框架Step1:續(xù)寫大方向+段首句→正能量的結(jié)局Step2:續(xù)寫第一段首句+第二段首句→第一段的框架Step3:續(xù)寫第一段的最后一句→銜接第一段和第二段Step4:續(xù)寫第二段的首句+正能量結(jié)局→第二段的框架2.構(gòu)思情節(jié)三注意①續(xù)寫中情節(jié)的設(shè)計要符合人物形象的刻畫和主題的凸顯。好的故事情節(jié)和語篇框架是讀后續(xù)寫得高分的第一要素。②續(xù)寫中的情節(jié)設(shè)計必須依據(jù)情節(jié)發(fā)展和常識。在給定的框架內(nèi),可按“所見、所聞、所想、所做、所感”等給每段寫5至8個句子。讀后續(xù)寫的情節(jié)需要和原文邏輯融洽,幫助原文作者“圓”全文,并且讓人感到自然。③續(xù)寫中的情節(jié)設(shè)計要盡可能簡潔。一般就是續(xù)寫一個到兩個解決方案的組合。如:別人的安慰讓我鎮(zhèn)定下來,然后耐心等待,不一會兒救援人物出現(xiàn),脫險結(jié)束。核心情節(jié)共三句,中間是感情的變化?！菊骖}研析】(2022·新高考全國Ⅰ卷)閱讀下面材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文。Itwasthedayofthebigcrosscountryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplainedunfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecrosscountryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:續(xù)寫詞數(shù)應(yīng)為150左右。Paragraph1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

Paragraph2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

【模擬演練】閱讀下面材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文。Ittookplaceinateacher’sfamily.Oneday,Benwasplayingbasketballinthelivingroomafterschool,whenheaccidentallythrewtheballatavasesittingontheshelf.Thevasedroppedtothefloorandalargepiecebrokeoff.WhatmadeBenmoreupsetwasthatthevasewasnotamondecorationbutanantique,whichwashandeddownthroughgenerationsfromthe18thcentury.Itwasalsohismother’sfavouritepossession.Tocoverhisterribleaction,theterrifiedboygluedthepiecestogetherhastilyandputthevasebacktoitsplace.Asthemotherherselfdustedthevaseeveryday,shenaturallynoticedthecracks(裂紋)thatevening.Tohersurprise,therepairworkwasactuallyverygood.Atdinnertime,sheaskedherboyifhebrokethevase.Fearingpunishment,thesuddenlyinspiredboysaidthataneighbour’scatjumpedinfromthewindowandhecouldn’tdriveitawaynomatterhowhardhetried.Itracedaroundthelivingroomandfinallyknockedthevaseoffitsshelf.Hismotherwasquiteclearthathersonwaslying,forallthewindowswereclosedbeforesheleftforworkeachmorningandopenedaftershereturned.However,inthefaceofherson’snervouseyesandthesuspiciouslooksoftheotherfamilymembers,Ben’smotherremainedcalm.Sherealizedsheshouldn’tjustsimplyblameandpunishhersonforlying.Shecameupwithanotheridea.Beforegoingtobed,theboyfoundanotefromhismotherinhisroom,askinghimtogotothestudyatonce.Theboythoughthewouldnowbepunished,butashehadalreadylied,hewasdeterminedtodenyeverythingtotheend,nomatterhowangryhismumbecame.Inthestudy,calmlybathedinthelight,hismother’sfaceshowednosignofanger.Onseeinghersonpushopenthedoorandcautious