文档文本内容
2025 年全国新高考Ⅱ卷读后续写解析
引言解读
本文以 “我” 在爱尔兰留学的经历为引，围绕名字 “秋雨” 的发音困境展开，展现了跨文化交流
中语言差异带来的尴尬与纠结。从反复解释仍难被正确读出，到因担心影响他人而妥协，再到对 “失去
分享文化身份” 的反思，既呈现了个体的心理挣扎，也为后续围绕名字展开的文化交流埋下伏笔，凸显
了名字作为文化符号在跨文化互动中的特殊意义。
原文解码(what to read)
“What is your name? ” is a question most frequently asked when people meet for the first time.
But for me, it was the first challenge I encountered as an international student in Ireland.
The pronunciation system of the Chinese language is quite different from that of English. For
native speakers of English, some Chinese words are rather difficult to pronounce. My given name
Qiuyu（秋雨）, for instance, happened to be a great challenge for many of them. Every time I gave
a self-introduction, I had to explain how to pronounce my name at least five times, yet they still
could not say it the way I did.
Once in a lecture, the professor tried repeating my name after me over and over in front of thirty
classmates. I really did not know whether I should continue correcting him or simply drop the matter.
I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I
did care about how others would think of me. I realized that if I didn't stop, the entire lecture would
be ruined. “It's okay, professor,” I shrugged （耸肩）. The awkward moment ended with the class
erupting into laughter. I forced a smile, unsure how to respond further.
After that incident, I stopped acting as a “Chinese teacher. ” Instead of correcting others when
they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach
spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might
be losing something more important: the opportunity to share a small part of my cultural identity.
注意：
（1）续写词数应为150 个左右；
（2）请按如下格式在答题卡的相应位置作答。
In a class discussion,I was invited to explain the meaning of my name.____________________
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Many of my classmates got interested and came up to me after class.______________________
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文本解读：拆解已知信息
（1）段落大意表
Para.
who
what
when
Emotion
1
2
3
4
（2）关键线索标记
时间：
_________________________________________________________________________________
_________________________________________________________________________________
地点：
_________________________________________________________________________________
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人物关系：
_________________________________________________________________________________
_________________________________________________________________________________
未解决冲突：
_________________________________________________________________________________
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学生常见误读案例：“我” 的名字 “秋雨（
Qiuyu
）” 因中英文发音体系差异，英语母语
者很难正确发音，即使 “我” 多次解释，他人仍无法准确读出；教授在讲座上反复模仿也
难以正确发音
构思逻辑(what to write)
主旨推导：锚定续写方向
（1）原文情感词 / 动作词提炼
情感词：_________________________________________________________
动作词：_________________________________________________________
（2）主旨预判
_________________________________________________________________________________
_________________________________________________________________________________
语言提升(how to write)
语言积累：场景化表达库
（1）高频动词 / 动词短语：
pronounce
、
explain
、
correct
、
share
、
introduce
、
struggle with
、
care about
、
fear
、
realize
、
ruin
、
spare
、
lose
、
approach
、
chat
（2）高分句型
动作描写类
v-ing/v-ed +
①
其它，主语 + 动作 1 + 其它
eg: Taking a deep breath, I started to explain the meaning of my name to the class.
② 主语 + 动作 1 + 动作 2，and 动作 3 + 其它
eg: I stood up, smiled at the classmates and began my introduction.
情感描写类
③ 形容词 1 and 形容词 2，主语 + 动词 + 其它
eg: Nervous but excited, I felt my heart beating fast when I was invited to speak.
Sb. felt a sense of +
④
情绪名词 + welling up from one’s heart.
eg: I felt a sense of pride welling up from my heart when my classmates praised my name.
主旨句
⑤ 强调句型
eg: It was the opportunity to share my culture that I cherished most.
⑥ 倒装句
eg: Only by communicating openly can we bridge the cultural gap.
⑦ 定语从句
eg: The name, which carries rich cultural meaning, became a bridge between us.
其它
With
⑧
复合结构
eg: With their eyes full of curiosity, they listened carefully to my words.
⑨ 无灵主语
eg: A warm atmosphere filled the classroom as we talked about different cultures.
⑩ 独立主格结构
eg: Class over, many classmates came up to ask me more about Chinese names.
（3）小试牛刀
① 意识到自己的错误后，我知道是时候主动联系哥哥，修复我们的关系了。
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② 深吸一口气，我站起来，开始介绍我的名字的含义。
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③ 既焦虑又犹豫，我不知道该如何开始我的解释。
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④ 当同学们对我的名字表现出兴趣时，我心中涌起一股幸福感。
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⑤ 我非常珍视这个分享我的文化的机会。
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⑥ 我从未想过我的名字能让我们的距离更近。
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⑦ 那个充满温暖的时刻，让我明白了沟通的重要性。
_________________________________________________________________________________
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⑧ 他们脸上洋溢着灿烂的笑容，鼓励我继续说下去。
_________________________________________________________________________________
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⑨ 当我们分享关于名字的有趣故事时，空气中充满了笑声。
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⑩ 问题提出来后，我尽力一个一个地回答。
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实践演练
续写实操：从构思到落笔
情节构思三原则
逻辑连贯：
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细节支撑：
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呼应主旨：
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迁移训练
总结与迁移
1)
核心步骤回顾
文本解读融主旨，段落拆解要素明。
人事物时情细看，时空人物冲突清。
背景信息莫轻弃，误读陷阱要绕行。
情感动作细提炼，主旨方向早判定。
贴合原文不偏离，核心思想显其形。
价值导向藏文中，呼应主题贯始终。
2)
知识迁移创新
假设场景：作为交换生的李明在法国上学，他的姓氏 “李（Li）” 在法语中发音特殊，常
被读错，他既想让同学正确发音，又怕过于较真引起不快，一次小组讨论中，大家聊到各自
姓氏的来源，李明被邀请分享。
Hearing the question, Liming smiled and started to share. _________________________
_________________________________________________________________________________
_________________________________________________________________________________
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After the discussion, a boy walked up to Liming.___________________________________
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