專題06讀后續寫關鍵之快速構思故事情節(講義)目錄TOC\o"13"\p""\h\z\u考點讀后續寫之快速故事故事情節1頁【真題研析·規律探尋】1頁一、研讀文本1精讀文本,掌握關鍵信息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展方向1頁4分析文章的用詞特點和行文風格1頁二、根據已知，構思續寫思路1.四句話語定框架1頁2.構思情節三注意1頁【真題研析】2頁【模擬演練】3頁考點06讀后續寫關鍵之快速構思故事情節在考場上閱讀讀后續寫故事后，快速構思續寫故事情節是至關重要的首要一步，有了正確的、合乎全文的故事構思，才能讓續寫得以順利進行。構思思路不清楚會導致在續寫的過程中處于進退兩難的境地，因為考場上的時間是有限的。因此，構思故事情節是至關重要的一環。為保證形式合乎邏輯的、主題正確的和情節合理的故事，我們需要認真做到一下幾點：一、研讀文本1．精讀文本,掌握關鍵信息根據記敘文六要素: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),最后有了什么發展(How)等,精讀短文,明確故事人物關系,理清故事主要事件,并找到該篇短文的寫作線索理清情節脈絡,把握情感變化,領會主旨要義。繼而順藤摸瓜,連環設問,步步為營,合乎邏輯地預測后續情節發展,直至勾畫出清晰的整體脈絡。2．理清記敘文的3大線索即時間線、情節線和情感線。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，為續寫做好準備。只有對原文的脈絡線索和段落結構有正確和深刻的理解，續寫的內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展方向這一點至關重要。只有把握了文章的主旨意圖，才能很好地完成續寫。確保續寫的內容和原文要有邏輯上的一致性，并能回應原文的信息。4．分析文章的用詞特點和行文風格考生要仔細閱讀給定的上文，在充分理解文章內容的基礎上，認真體會上文的用詞特點和行文風格，只有這樣才能使續寫的內容在語言色彩上和行文風格上與所給文章保持高度一致。二、根據已知，構思續寫思路精讀原文找準了線索、確定了主題后,即可順應原文情節和兩段給定的首句,用四句話搭建續寫情節框架。1.四句話語定框架Step1:續寫大方向+段首句→正能量的結局Step2:續寫第一段首句+第二段首句→第一段的框架Step3:續寫第一段的最后一句→銜接第一段和第二段Step4:續寫第二段的首句+正能量結局→第二段的框架2.構思情節三注意①續寫中情節的設計要符合人物形象的刻畫和主題的凸顯。好的故事情節和語篇框架是讀后續寫得高分的第一要素。②續寫中的情節設計必須依據情節發展和常識。在給定的框架內,可按“所見、所聞、所想、所做、所感”等給每段寫5至8個句子。讀后續寫的情節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續寫中的情節設計要盡可能簡潔。一般就是續寫一個到兩個解決方案的組合。如:別人的安慰讓我鎮定下來,然后耐心等待,不一會兒救援人物出現,脫險結束。核心情節共三句,中間是感情的變化。【真題研析】(2022·新高考全國Ⅰ卷)閱讀下面材料,根據其內容和所給段落開頭語續寫兩段,使之構成一篇完整的短文。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:續寫詞數應為150左右。Paragraph1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

Paragraph2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

【模擬演練】閱讀下面材料,根據其內容和所給段落開頭語續寫兩段,使之構成一篇完整的短文。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