第二講讀文有技巧——如何讀讀后續(xù)寫讀是為了更好地寫。續(xù)寫之前,學生需要閱讀文章內容,確定文章的主題和情節(jié)脈絡。要抓住文中關鍵人物的性格、語言、動作中體現(xiàn)出來的細節(jié),并梳理閱讀文本的邏輯結構。同時,積累文中的主題詞句,熟悉寫作風格、修辭手法等,并對續(xù)寫內容進行合理的想象,為后續(xù)的自主創(chuàng)作搭建合理的情境模型。一、讀要素和主題——確定續(xù)寫基調讀后續(xù)寫一般是記敘文。我們通過讀所給文本來提煉出記敘文六要素(who、what、when、where、why和how),弄清文章大意和主題,理清文章脈絡,把握續(xù)寫情節(jié)的大致走向?！镜淅?/p>

(2020·新高考Ⅰ卷)The

Meredith

familylivedinasmallcommunity.Asthe

economy

was

in

decline,somepeopleinthetownhadlost

their

jobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretrying

to

help

each

othermeetthechallenges.Mrs.Meredithwasamostkind

and

thoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasa

man

sick

in

bed,his

wife,whotook

care

of

him

and

could

not

go

out

to

work,andtheirlittleboy.The

little

boy—hisnamewasBernard—hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoher

own

children,John,Harry,and

Clara.“Heissuchahelptohismother.He

wants

very

much

to

earn

some

money,butIdon’tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelp

him

to

earn

money,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddo

something

to

assist

them.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprang

to

his

feetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”Theotherchildrenalsojumpedupallattention.WhenJohn

had

an

idea,itwassuretobeagoodone.“Itellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus?Well,we

can

make

popcorn

(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”二、讀所給段首句——確定續(xù)寫框架第一段首句是原文內容的銜接和延伸,第二段首句是第一段內容的銜接和延伸。在第一段最后往往有與第二段首句相關聯(lián)的語句,這樣兩段之間自然銜接,思路一致,形成一個整體。學生可以嘗試倒推法,因為第二段首句就是第一段內容的延伸,從第二段首句著手,就可以知道第一段所發(fā)生的事情,從而推知第一段續(xù)寫內容。【典例】

(2022·新高考Ⅰ卷)...Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:續(xù)寫詞數(shù)應為150個左右。點撥:(1)根據(jù)第二段首句可知,David和其他選手一起站在起跑線,可以反推出作者在續(xù)寫第一段成功說服David參加比賽。而從全文立意、情節(jié)傳達正能量的角度可以推出,David跑完了比賽。(2)在情節(jié)設計上,應以作者與David的互動為落腳點。于是情節(jié)設計思路如下:第一段:David引起作者注意——說服David參加比賽——David思考后決定參加比賽。第二段:作者給予David鼓勵——David堅持跑完全程——情感升華:David感受到挑戰(zhàn)自我的成就感。三、讀人物性格——塑造人物形象閱讀文本時我們常有一種代入感,感覺故事主人公就如同我們身邊的熟人,甚至是與我們自己性格一樣的人。因此,無論主人公的個性多么鮮明和生動,也包含普遍意義的共性。所以塑造人物時要凸顯其性格特征。【典例】

(浙江卷改編)Ihadaninterestingchildhood:Itwasfilledwithsurpriseandamusements,allbecauseofmymother—loving,sweet,andyetabsent-mindedandforgetful.OnestrangefamilytripwetookwhenIwaseleventellsalotabouther.MytwosetsofgrandparentslivedinColoradoandNorthDakota,andmyparentsdecidedtospendafewweeksdrivingtothosestatesandseeingallthesightsalongtheway.Asthefirstdayofourtripapproached,David,myeight-year-oldbrother,andIunwillinglysaidgood-byetoallofourfriends.Whoknewifwe’deverseethemagain?Finally,themomentofourdeparturearrived,andweloadedsuitcases,books,games,campingequipment,andatentintothecarandbravelydroveoff.Webravelydroveoffagaintwohourslaterafterwe’dreturnedhometogetthepurseandtraveler’schecksMomhadforgotten.DavidandIwerealwaysalittlenervouswhenusinggasstationbathroomsifMomwasdrivingwhileDadslept:“YoustandoutsidethedoorandplaylookoutwhileIgo,andI’llstandoutsidethedoorandplaylookoutwhileyougo.”Ihadterriblepicturesinmymind:“Honey,where

are

the

kids?”“What?!Oh,Gosh...Ithoughttheywerebeingawfullyquiet.”Wewereneveractuallyleftbehindinastrangecity,butweweren’tabouttotakeanychances...點撥:閱讀文本,體會加黑部分的用法文中對主人公mymother的性格用形容詞loving、sweet、absent-minded、forgetful進行了描繪。因為媽媽健忘(absent-mindedandforgetful),第一段中可以設計媽媽忘記帶野炊灶具的情節(jié);因為媽媽善良有愛心(lovingandsweet),所以可設計媽媽故意把新帳篷落在宿營地,留給無家可歸的人,讓他們遮風避雨。使用forgetful一詞把媽媽的善良和健忘完美結合,一語雙關。這兩個情節(jié)內容與原材料對媽媽的人設前后呼應,高度契合。四、讀情節(jié)沖突——豐富故事情節(jié)沖突是指兩個或兩個以上對立方的矛盾沖突。沒有沖突,就沒有故事情節(jié)的發(fā)展。沖突的類型包括個人的自我掙扎、人與人之間的沖突(角色之間的沖突)、人與社會的抗爭、人與自然的矛盾(角色與環(huán)境的沖突)等。矛盾沖突決定了雙線(情節(jié)線和情感線)的跌宕起伏?！镜淅?/p>

(2020·浙江7月卷改編)Onefall,mywifeElliandIhadasinglegoal:tophotographpolarbears.Wewerestayingataresearchcampoutside“thepolarbearcapitaloftheworld”—thetownofChurchillinManitoba,Canada.Takingpicturesofpolarbearsisamazingbutalsodangerous.Polarbears—likeallwildanimals—shouldbephotographedfromasafedistance.WhenI’mfacetofacewithapolarbear,Ilikeittobethroughacamerawithatelephotolens.Butsometimes,thatiseasiersaidthandone.Thiswasoneofthosetimes.AsElliandIcookeddinner,ayoungmalepolarbearwhowasplayinginanearbylakesniffed,andsmelledourgarlicbread.The

hungry

bear

followed

his

nose

to

our

camp,which

was

surrounded

by

a

high

wire

fence.He

pulled

and

bit

the

wire.He

stood

on

his

back

legs

and

pushed

at

the

wooden

fence

posts.Terrified,ElliandItriedallthebeardefenseactionsweknew.Weyelledatthebear,hitpotshard,andfiredblankshotgunshellsintotheair.Sometimesloudnoiseslikethesewillscarebearsoff.Notthispolarbearthough—he

just

kept

trying

to

tear

down

the

fence

with

his

massive

paws

(爪子).I

radioed

the

camp

manager

for

help.He

told

me

a

helicopter

was

on

its

way,but

it

would

be

30

minutes

before

it

arrived.Makingthebestofthiscloseencounter(相遇),Itooksomepicturesofthebear.ElliandIfearedthefencewouldn’tlastthrough30moreminutesofthebear’spunishment.ThecampmanagersuggestedIusepepperspray.Thesprayburnsthebears’eyes,butdoesn’thurtthem.So

I

approached

our

uninvited

guest

slowly

and,through

the

fence,sprayed

him

in

the

face.With

an

angry

roar

(吼叫),the

bear

ran

to

the

lake

to

wash

his

eyes.Afewminuteslater,thebearcamebacktoourcamp...點撥:(文中加黑部分)表現(xiàn)出作者與熊的沖突逐漸升級的三次對抗:五、讀語言風格——追求語言協(xié)同續(xù)寫是對原文的延續(xù)與收尾,因此語言風格上也要求與原文保持一致,這樣才能實現(xiàn)內容的渾然一體。點撥:(1)2020年浙江7月卷讀后續(xù)寫原文在語言運用上表現(xiàn)出了豐富性,現(xiàn)對其語言特點進行如下分析。寫作手法例句動名詞短語Taking

pictures

of

polar

bears

is

amazing

but

also

dangerous.(心理活動)with短語With

an

angry

roar,the

bear

ran

to

the

lake

to

wash

his

eyes.(動作描寫;情感描寫)分詞結構Terrified,Elli

and

I

tried

all

the

bear

defense

actions

we

knew.(情感描寫)Making

the

best

of

this

close

encounter,I

took

some

pictures

of

the

bear.(動作描寫)定語從句As

Elli

and

I

cooked

dinner,a

young

male

polar

bear

who

was

playing

in

a

nearby

lake

sniffed,and

smelled

our

garlic

bread.(場景描寫;動作描寫)The

hungry

bear

followed

his

nose

to

our

camp,which

was

surrounded

by

a

high

wire

fence.(場景描寫)虛擬語氣The

camp

manager

suggested

I

use

pepper

spray.(情感描寫)(2)朗讀下面續(xù)寫短文,體會其語言協(xié)同風格Afewminuteslater,thebearheadedb