高考讀后續(xù)寫(xiě)情節(jié)構(gòu)思與語(yǔ)言提升2025年全國(guó)新高考Ⅱ卷LearningObjectives理解原文中因名字發(fā)音引發(fā)的跨文化困境及核心主旨。掌握緊扣原文、邏輯連貫且有細(xì)節(jié)支撐的續(xù)寫(xiě)技巧。體會(huì)跨文化交流中分享文化身份的意義。CONTENTS目錄原文解碼(whattoread)01構(gòu)思邏輯(whattowrite)02語(yǔ)言提升(howtowrite)03遷移訓(xùn)練04實(shí)踐演練04PARTONE原文解碼(whattoread)【續(xù)寫(xiě)原文】

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01“Whatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu（秋雨）,forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmates

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01mightgrowtiredofmyeffortsorevenlosepatiencewithme.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.【續(xù)寫(xiě)原文】

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01【續(xù)寫(xiě)原文】注意：（1）續(xù)寫(xiě)詞數(shù)應(yīng)為150個(gè)左右；（2）請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname._____________________________________________________________________________________________________________________Manyofmyclassmatesgotinterestedandcameuptomeafterclass.___________________________________________________________________________________________________________________________________________________________________________________段落大意

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01Para.whowhatwhenemotion1

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作為國(guó)際學(xué)生的“我”“我”“我”、教授、三十名同學(xué)“我”初次見(jiàn)面時(shí)，名字成為“我”在愛(ài)爾蘭遇到的第一個(gè)挑戰(zhàn)中文發(fā)音與英語(yǔ)差異大，“我”的名字“秋雨”很難被英語(yǔ)母語(yǔ)者正確發(fā)音，每次自我介紹都要多次解釋一次講座上，教授在全班同學(xué)面前反復(fù)模仿“我”的名字發(fā)音，“我”因擔(dān)心影響講座而停止糾正，場(chǎng)面尷尬那次事件后，“我”不再糾正他人對(duì)自己名字的發(fā)音，雖避免了不適，但發(fā)現(xiàn)可能失去了分享文化身份的機(jī)會(huì)剛到愛(ài)爾蘭時(shí)一次講座中日常自我介紹時(shí)講座事件之后無(wú)奈、困擾耐心又無(wú)奈尷尬、糾結(jié)、不安釋然又失落、反思關(guān)鍵線索

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01時(shí)間：_________________________________________________________?地點(diǎn)：_________________________________________________________?人物關(guān)系：_________________________________________________________?未解決沖突：_________________________________________________________“我”在愛(ài)爾蘭當(dāng)國(guó)際學(xué)生期間（包含初次見(jiàn)面時(shí)、日常自我介紹時(shí)、一次講座中、講座事件之后等具體時(shí)間點(diǎn)）愛(ài)爾蘭（具體場(chǎng)景包括進(jìn)行自我介紹的場(chǎng)合、講座現(xiàn)場(chǎng)等）“我”與愛(ài)爾蘭的教授、同學(xué)（存在文化差異下的交流關(guān)系）“我”在是否糾正他人對(duì)自己名字的發(fā)音之間存在矛盾，既不想因過(guò)度解釋而讓他人不適，又不想失去分享自身文化身份的機(jī)會(huì)

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01學(xué)生常見(jiàn)誤讀案例“我”的名字“秋雨（Qiuyu）”因中英文發(fā)音體系差異，英語(yǔ)母語(yǔ)者很難正確發(fā)音，即使“我”多次解釋，他人仍無(wú)法準(zhǔn)確讀出；教授在講座上反復(fù)模仿也難以正確發(fā)音PARTTWO構(gòu)思邏輯(whattowrite)主旨推導(dǎo)

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02原文情感詞/動(dòng)作詞提煉?情感詞：_________________________________________________________?動(dòng)作詞：_________________________________________________________?主旨預(yù)判?________________________________________________________________________________________________________________________challenge、difficult、feared、awkward、discomfort、importantasked、encountered、pronounce、gave、explain、repeating、correcting、shrugged、erupting、smiled、nodded、losing、share本文圍繞“我”在愛(ài)爾蘭作為國(guó)際學(xué)生，因名字發(fā)音問(wèn)題所面臨的困境展開(kāi)，體現(xiàn)了跨文化交流中因語(yǔ)言差異帶來(lái)的挑戰(zhàn)，后續(xù)續(xù)寫(xiě)可能會(huì)圍繞“我”如何借助解釋名字含義的機(jī)會(huì)，既化解發(fā)音帶來(lái)的尷尬，又成功分享自身文化身份，實(shí)現(xiàn)更好的跨文化交流展開(kāi)。PARTTHREE語(yǔ)言提升(howtowrite)語(yǔ)言積累：場(chǎng)景化表達(dá)庫(kù)

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03高頻動(dòng)詞/動(dòng)詞短語(yǔ)：pronounce、explain、correct、share、introduce、strugglewith、careabout、fear、realize、ruin、spare、lose、approach、chat高分句型動(dòng)作描寫(xiě)類①v-ing/v-ed+其它，主語(yǔ)+動(dòng)作1+其它eg:Takingadeepbreath,Istartedtoexplainthemeaningofmynametotheclass.②

主語(yǔ)+動(dòng)作1+動(dòng)作2，and動(dòng)作3+其它eg:Istoodup,smiledattheclassmatesandbeganmyintroduction.

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03情感描寫(xiě)類③

形容詞1and形容詞2，主語(yǔ)+動(dòng)詞+其它eg:Nervousbutexcited,IfeltmyheartbeatingfastwhenIwasinvitedtospeak.④Sb.feltasenseof+情緒名詞+wellingupfromone’sheart.eg:Ifeltasenseofpridewellingupfrommyheartwhenmyclassmatespraisedmyname.語(yǔ)言積累：場(chǎng)景化表達(dá)庫(kù)

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03主旨句⑤

強(qiáng)調(diào)句型eg:ItwastheopportunitytosharemyculturethatIcherishedmost.⑥

倒裝句eg:Onlybycommunicatingopenlycanwebridgetheculturalgap.⑦

定語(yǔ)從句eg:Thename,whichcarriesrichculturalmeaning,becameabridgebetweenus.語(yǔ)言積累：場(chǎng)景化表達(dá)庫(kù)

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03其它⑧With復(fù)合結(jié)構(gòu)eg:Withtheireyesfullofcuriosity,theylistenedcarefullytomywords.⑨

無(wú)靈主語(yǔ)eg:Awarmatmospherefilledtheclassroomaswetalkedaboutdifferentcultures.⑩

獨(dú)立主格結(jié)構(gòu)eg:Classover,manyclassmatescameuptoaskmemoreaboutChinesenames.語(yǔ)言積累：場(chǎng)景化表達(dá)庫(kù)小試牛刀

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03①意識(shí)到自己的錯(cuò)誤后，我知道是時(shí)候主動(dòng)聯(lián)系哥哥，修復(fù)我們的關(guān)系了。__________________________________________________________________________________________________________________________②深吸一口氣，我站起來(lái)，開(kāi)始介紹我的名字的含義。__________________________________________________________________________________________________________________________Realizingmymistake,Iknewitwastimetotaketheinitiativetocontactmybrotherandrepairourrelationship.Takingadeepbreath,Istoodupandbegantointroducethemeaningofmyname.小試牛刀

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03③既焦慮又猶豫，我不知道該如何開(kāi)始我的解釋。__________________________________________________________________________________________________________________________④當(dāng)同學(xué)們對(duì)我的名字表現(xiàn)出興趣時(shí)，我心中涌起一股幸福感。__________________________________________________________________________________________________________________________Anxiousandhesitant,Ididn'tknowhowtostartmyexplanation.Ifeltasenseofhappinesswellingupfrommyheartwhenmyclassmatesshowedinterestinmyname.小試牛刀

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03⑤我非常珍視這個(gè)分享我的文化的機(jī)會(huì)。__________________________________________________________________________________________________________________________⑥我突然意識(shí)到，自己忽視了他生命中最重要的伴侶。__________________________________________________________________________________________________________________________ItwasthechancetosharemyculturethatIvaluedgreatly.NeverhadIthoughtthatmynamecouldbringuscloser.小試牛刀

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03⑦那個(gè)充滿溫暖的時(shí)刻，讓我明白了溝通的重要性。__________________________________________________________________________________________________________________________⑧他們臉上洋溢著燦爛的笑容，鼓勵(lì)我繼續(xù)說(shuō)下去。__________________________________________________________________________________________________________________________Themoment,whichwasfullofwarmth,mademeunderstandtheimportanceofcommunication.Withabigsmileontheirfaces,theyencouragedmetogoon.小試牛刀

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03⑨

當(dāng)我們分享關(guān)于名字的有趣故事時(shí)，空氣中充滿了笑聲。__________________________________________________________________________________________________________________________⑩

問(wèn)題提出來(lái)后，我盡力一個(gè)一個(gè)地回答。__________________________________________________________________________________________________________________________Laughterfilledtheairaswesharedinterestingstoriesaboutnames.Questionsraised,Itriedmybesttoanswerthemonebyone.PARTFOUR實(shí)踐演練情節(jié)構(gòu)思三原則

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04邏輯連貫：________________________________________________________________________________________________________________________細(xì)節(jié)支撐：________________________________________________________________________________________________________________________呼應(yīng)主旨：________________________________________________________________________________________________________________________續(xù)寫(xiě)內(nèi)容需承接前文“我”因名字發(fā)音問(wèn)題的困擾以及對(duì)失去分享文化身份機(jī)會(huì)的反思，在“我”被邀請(qǐng)解釋名字含義時(shí)，自然地引出對(duì)“秋雨”含義的介紹，與前文的文化身份主題相呼應(yīng)，后續(xù)同學(xué)課后感興趣前來(lái)交流也符合正常的情節(jié)發(fā)展。在描寫(xiě)“我”解釋名字含義時(shí)，可以加入具體的關(guān)于“秋”和“雨”在中華文化中的象征意義，如秋天的收獲、雨的滋潤(rùn)等；描寫(xiě)同學(xué)反應(yīng)時(shí)，可以加入他們的表情、動(dòng)作等細(xì)節(jié)，如點(diǎn)頭、提問(wèn)、記錄等，讓情節(jié)更生動(dòng)。通過(guò)“我”對(duì)名字含義的解釋以及與同學(xué)的交流，體現(xiàn)跨文化交流的意義，呼應(yīng)前文“分享文化身份”的主旨，展現(xiàn)文化溝通帶來(lái)的積極影響。寫(xiě)作示例

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04Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Itookadeepbreathandsaid,"MynameisQiuyu.'Qiu'referstoautumn,aseasonofharvestandbeautyinChineseculture.Thegoldenleaves,ripefruitsallmakeautumncharming.'Yu'meansrain,whichwaterstheearthandbringsvitality.Together,theystandforapoeticsceneofautumnrain."AsIspoke,Isawcuriosityintheireyes.Manyofmyclassmatesgotinterestedandcameuptomeafterclass.Agirlasked,"DoeseveryChinesenamehavesuchbeautifulmeanings?"Inoddedandsharedmoreexamples.Wetalkedhappily,andIfelttheculturalgapnarrowing.ItwasthenthatIknewmynamecouldbeawonderfulbridgeforcommunication.得分點(diǎn)

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04情節(jié)與前文邏輯連貫，詳細(xì)解釋了名字含義體現(xiàn)細(xì)節(jié)支撐，通過(guò)交流展現(xiàn)跨文化溝通意義呼應(yīng)主旨，運(yùn)用了多種句型使表達(dá)生動(dòng)。PARTFIVE遷移訓(xùn)練核心步驟回顧

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05文本解讀融主旨，段落拆解要素明。?人事物時(shí)情細(xì)看，時(shí)空人物沖突清。?背景信息莫輕棄，誤讀陷阱要繞行。?情感動(dòng)作細(xì)提煉，主旨方向早判定。?貼合原文不偏離，核心思想顯其形。?價(jià)值導(dǎo)向藏文中，呼應(yīng)主題貫始終。知識(shí)遷移創(chuàng)新

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05假設(shè)場(chǎng)景：作為交換生的李明在法國(guó)上學(xué)，他的姓氏“李（Li）”在法語(yǔ)中發(fā)音特殊，常被讀錯(cuò)，他既想讓同學(xué)正確發(fā)音，又怕過(guò)于較真引起不快，一次小組討論中，大家聊到各自姓氏的來(lái)源，李明被邀請(qǐng)分享。Hearingthequestion,Limingsmiledandstartedtoshare.________________________________________________________________________________________________________________________________________________Afterthediscussion,aboywalkeduptoLiMing.________________________________________________________________________________________________________________________________________________參考范文

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05Hearingthequestion,Limingsmiledandstartedtoshare."MyfamilynameisLi,whichisoneofthemostcommonsurnamesinChina,"hesaid,pausingtotracethecharacter"Li"intheairwithhisfing