讀后續(xù)寫真題2025年新高考II卷：文化認(rèn)同困境1試題再現(xiàn)2試題分析3寫作思路4范文賞析目錄CONTENTS2025試題再現(xiàn)歷年高考英語讀后續(xù)寫真題分析01“Whatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu（秋雨）,forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsorevenlosepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn'tstop,theentirelecturewouldberuined.“It'sokay,professor,”Ishrugged（聳肩）.Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.注意:1.續(xù)寫詞數(shù)應(yīng)為150左右;2,請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname._________________________________________________________________________________________________________________Paragraph2:Manyofmyclassmatesgotinterestedandcameuptomeafterclass._________________________________________________________________________________________________________________閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。2025試題分析歷年高考英語讀后續(xù)寫真題分析02

本文以身為國際學(xué)生的“我”在愛爾蘭的經(jīng)歷展開，圍繞名字發(fā)音這一日常事件，展現(xiàn)了文化差異帶來的困擾以及“我”在面對(duì)這種情況時(shí)從逃避到重新找回文化認(rèn)同并積極分享的轉(zhuǎn)變過程，體現(xiàn)了在跨文化交流中保持文化自信、積極傳播本土文化的重要性。故事梗概1.情節(jié)起點(diǎn)：被邀請(qǐng)解釋名字Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.作為題目提供的段首句，起到了承上啟下的作用。Iinhaledslowly,steadyingmyselfasmemoriesflashedby—thenaquietresolverosewithinme.Thiswasmychancetoreclaimmyidentity.引出主角的心理準(zhǔn)備，為情感展開埋下伏筆。2.內(nèi)心轉(zhuǎn)變：從緊張到堅(jiān)定Iinhaledslowly...aquietresolverosewithinme.Thiswasmychancetoreclaimmyidentity.展現(xiàn)主角的心理成長，承接前文“逃避與壓抑”的背景。使用細(xì)膩的心理描寫+生動(dòng)的比喻增強(qiáng)情感真實(shí)感。3.交流互動(dòng)：被理解、被回應(yīng)“Thatsoundsbeautiful!”oneofthemsaid.Theirgenuineinterestfilledmewithawarmsenseofbeingunderstood.外部回應(yīng)體現(xiàn)主角努力的價(jià)值。同學(xué)與教授的參與讓情節(jié)更真實(shí)、豐滿。4.主題升華：文化認(rèn)同與自我接納Culturaldifferencesarenotbarriers,butbridges...Ifound...arenewedprideinwhoIwas.最后一段明確升華主旨，呼應(yīng)文章最初的文化身份沖突。顯示出主角從“適應(yīng)”到“自信分享”的完整人物成長。2025寫作思路歷年高考英語讀后續(xù)寫真題分析03Tip1:findingtheelementstofillingthechart.[Tense:___________]pastTip3:前文線索文脈走向

Tip2:框架設(shè)計(jì)

Tip3:段落1：課堂場(chǎng)景（回應(yīng)開頭句1）

教授態(tài)度轉(zhuǎn)變（對(duì)比前文尷尬）前文：教授念錯(cuò)名→全班哄笑續(xù)寫：教授主動(dòng)邀請(qǐng)解釋（體現(xiàn)尊重）揭示名字內(nèi)涵秋雨=AutumnRain（直譯）文化象征：豐收/詩意（Harvestseason&poeticimagery）同學(xué)反應(yīng)埋線教室氛圍：安靜聆聽（vs前文哄笑）關(guān)鍵句："Thirtypairsofeyesfocusedonme,butthistimewithgenuinecuriosity."Tip3:段落2：課后場(chǎng)景（回應(yīng)開頭句2）

跨文化破冰同學(xué)動(dòng)作：hesitantlyapproached（體現(xiàn)文化謹(jǐn)慎）經(jīng)典對(duì)話："MayItrypronouncingit?"（呼應(yīng)發(fā)音困境）雙向文化交換主角教發(fā)音→

同學(xué)分享愛爾蘭名字故事（如Siobhán的發(fā)音）成長升華主角頓悟：名字是文化橋梁（非障礙）關(guān)鍵句："Mynamewasnolongerabarrier,butakeyunlockingculturalexchange."Tip4:語言策略與亮點(diǎn)

1.文化意象深化原文線索續(xù)寫延伸英文表達(dá)秋雨（季節(jié)）聯(lián)系愛爾蘭多雨氣候"JustlikeIreland'snourishingrains"發(fā)音困境用注音符號(hào)可視化教學(xué)"Qiulike'chew',Yulike'yoo'"Tip4:語言策略與亮點(diǎn)

2.情感動(dòng)詞升級(jí)前文情緒續(xù)寫轉(zhuǎn)變動(dòng)詞選用尷尬→從容demonstrated(取代explained)自我懷疑→自信beamedwithprideTip4:語言策略與亮點(diǎn)

3.首尾呼應(yīng)設(shè)計(jì)開頭伏筆回收：前文："classeruptingintolaughter"續(xù)寫："laughternowwarmedtheclassroom"（情感反轉(zhuǎn)）結(jié)尾主題升華："Thatday,Qiuyuwasn'tjustaname—itwasaninvitationtoconnect."Tip5:analysisthestyleofthearticle——確保續(xù)寫內(nèi)容上下文一致描寫方式：語言、動(dòng)作、情緒、心理、環(huán)境、肖像描寫????微技能1——句式多樣、節(jié)奏豐富，使用了各種句式結(jié)構(gòu)?復(fù)合句：Iinhaledslowly,steadyingmyselfasmemoriesflashedby...插入破折號(hào)：that—atlast—soundedperfect.排比與對(duì)比：notjustunderstanding,butarenewedpride...Tip5:analysisthestyleofthearticle——確保續(xù)寫內(nèi)容上下文一致微技能2——比喻優(yōu)美，意境清新

myheartthumpinglikesoftraindropsonautumnleaves→

生動(dòng)形象，契合“秋雨”主題。autumnrainismorethanweather—it’samood→

語言詩意，突出文化意境。微技能3——高級(jí)詞匯和表達(dá)reclaimmyidentity（找回身份）genuinecuriosity（真誠的好奇心）awkwardnesssurroundingmyname（名字帶來的尷尬）arenewedprideinwhoIwas（重新找回的自豪）

段落續(xù)寫：①由第一段首句內(nèi)容“在課堂討論中，我被邀請(qǐng)解釋我名字的含義?！笨芍?，第一段可描寫作者在課堂討論中解釋自己名字的含義，并感受到同學(xué)們的專注和尊重，意識(shí)到這是一個(gè)文化交流的契機(jī)。②由第二段首句內(nèi)容“我的許多同學(xué)都很感興趣，下課后都來找我?！笨芍?，第二段可描寫課后同學(xué)們對(duì)作者名字背后的文化產(chǎn)生濃厚興趣，紛紛提問，作者通過教他們寫中文名字，進(jìn)一步加深了彼此的文化理解和欣賞。續(xù)寫線索：課堂受邀請(qǐng)解釋名字的含義——作者闡釋名字的寓意——同學(xué)們專注傾聽——同學(xué)們對(duì)名字背后的文化感興趣——作者教他們寫中文名字——感悟文化橋接2025范文賞析歷年高考英語讀后續(xù)寫真題分析04語法填空課堂講述Inaclassdiscussion,Iwasinvitedto_______________（解釋名字含義）.I_______________（深吸一口氣）steadyingmyselfasmemoriesflashedby—then_______________（沉靜的決心涌上心頭）.Thiswasmychanceto_____________（重塑自我身份）.Ifacedtheclasswith_______________（些許緊張）,myheart_______________（如秋葉上的細(xì)雨般怦怦直跳）."Qiuyu,"Ibegan,"means_______________（秋雨）—anamemyparentsgavemetoreflect______________（沉靜與堅(jiān)韌）."Ipaused,scanningtheroom."InChineseculture,autumnrainismorethanweather—it’s_______________（一種意境）,_______________（反思的時(shí)刻）,forslowingdownand_______________（品味夏日喧囂后的美）."Afewclassmates_______________（身體前傾）,intrigued."Thatsoundsbeautiful!"onesaid.Their_______________（真誠的興趣）filledmewith_______________（被理解的溫暖）.語法填空課后共鳴Manyclassmates_______________（課后走向我）.Theirfaces,_______________（綻放友好笑容）,reflected_______________（真摯的好奇）astheyaskedabout_______________（更多中國文化細(xì)節(jié)）.Someeven_______________（反復(fù)練習(xí)發(fā)音）"Qiuyu".Eventheprofessorapproached,offering_______________（完美發(fā)音的"秋雨"）.Atthatmoment,_______________（無形的隔閡）and_______________（長久的不安）meltedaway.Theawkwardnesssurroundingmynamevanished,replacedby_______________（身份被真正看見與珍視的感動(dòng)）.語法填空文化頓悟Theireffortsmademerealize:culturaldifferencesarenot_______________（障礙）,but_______________（連接與共鳴的橋梁）.Byopeningup,Iwasbuilding_______________（植根于尊重與好奇的連接）.Andindoingso,Ifoundnotjustunderstanding,but_______________（煥然新生的自豪）—allowingmeto_______________（擁抱真實(shí)的自我）.答案參考explainthemeaningofmyname→

解釋名字含義inhaledslowly→

深吸一口氣aquietresolverosewithinme→

沉靜的決心涌上心頭reclaimmyidentity→

重塑自我身份slightnervousness→

些許緊張thumpinglikesoftraindropsonautumnleaves→

如秋葉上的細(xì)雨般怦怦直跳autumnrain→

秋雨calmnessandquietstrength→

沉靜與堅(jiān)韌amood→

一種意境amomentforreflection→

反思的時(shí)刻appreciatingthebeautythatcomesaftersummer’schaos→

品味夏日喧囂后的美leanedforward→

身體前傾genuineinterest→

真誠的興趣awarmsenseofbeingunderstood→

被理解的溫暖cameuptomeafterclass→

課后走向我litwithfriendlysmiles→

綻放友好笑容genuinecuriosity→

真摯的好奇otheraspectsofChineseculture→

更多中國文化細(xì)節(jié)triedagaintopronounce"Qiuyu"correctly→

反復(fù)練習(xí)發(fā)音anearnest"Qiuyu"thatsoundedperfect→

完美發(fā)音的"秋雨"theinvisibledistance→

無形的隔閡long-helddiscomfort→

長久的不安aprofoundsenseofmyidentitybeingtrulyseenandvalued→

身份被真正看見與珍視的感動(dòng)barriers→

障礙bridgesforconnectionandsharedappreciation→

連接與共鳴的橋梁aconnectionrootedinrespectandcuriosity→

植根于尊重與好奇的連接arenewedprideinwhoIwas→

煥然新生的自豪embracemyauthenticself→

擁抱真實(shí)的自我范文賞析Para1:Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Standingup,Ifeltamixofnervousnessandexcitement.“Myname,Qiuyu,combinesthecharactersforautumnandraininChinese,”Ibegan,myvoicesteady.“Autumnrepresentsharvestandmaturity,whilerainsymbolizesnourishmentandgrowth.Together,theyembodyatimeofabundanceandrenewa