高三英语一轮复习读后续写关键要会“读”和实战演练讲义.docxVIP

读后续写，顾名思义先读后写，没有读，写就无从谈起。而读什么，怎么读？ “会读”是续写的关键以下是一些方法和技巧可以帮助我们找到作者对情节推动发展的伏笔线索： 读背景（setting）作者通常会通过对环境、人物、物品等的详细描写来埋下伏笔线索。这些细节可能与后续情节密切相关，因此我们需要仔细观察并记下这些细节。 读象征（symbol）作者可能会借用一些人物或物品，在后续情节中扮演关键角色或发挥重要作用。注意作者对这些人物或物品的特殊描述，这可能是作者为后续情节的发展做出的暗示。 读对话（dialogue）人物之间的对话经常包含暗示和隐喻，这些可以揭示后续情节的发展方向。留意人物之间的隐含意义和暗示，它们可能透露出一些重要线索。 读矛盾（contradiction）通过文中后续出现的矛盾来引起情节的发展。当文本中出现看似矛盾或不合情理的情况时，这可能是作者为后续情节的发展刻意设计的。留意这些矛盾和反转，它们可能暗示着情节的转折点。????需要注意的是，寻找作者对情节推动发展的伏笔线索需要细致入微地阅读和分析文本。通过仔细观察和推理，我们可以发现作者故意安排的线索，从而更好地理解和欣赏故事的情节发展。 案例分析1：2020新高考I卷（山东卷）? One morning she told her children about a family she had visited the day before.?There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy.?The little boy—his name was Bernard—had interested her very much.?“I?wish you could see him,”?she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I don’t see what he can do.” 划线1-2部分透露的信息是Bernard是家里唯一的顶梁柱，经济来源。下文必然是开始创业为家人赚钱。划线2还透露“我”的无奈，不知如何帮助，下文自然推出孩子们出谋划策的情节发展。 案例分析2：2023年新高考I卷 When I was in middle school, my social studies teacher asked me to enter a writing contest,?I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by?acting out a play, where I played all the parts.?No one laughed harder than he did. 从划线部分一读出我的不自信，划线部分二读出老师对我的欣赏，看我表演的那份开心。所以，成功离不开老师的激励和陪伴，也可以作为升华的主题备选项。 What did the horse think, as he sped?through the night? Did he get tired? Have doubts? Did he want to quit??I?sympathized immediately.?I got tired. I had doubts. I wanted to quit.?But, like Revere’s horse, I kept going.?I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.此部分读出了作者态度的转变，由不喜欢变得的坚持