读后续写解读与构思入门课件-2025届高三英语一轮复习

PART 01 读后续写试题介绍 1 续写试题特点 读后续写是一种综合考察学生语言知识、理解能力及思维能力的题型。在答题时，考生需要厘清原文故事的四要素及其关联逻辑，构思符合原文情节发展脉络的续写框架，并综合运用多种表现手法来丰富故事的细节。 2 梳理原文信息：把握续写框架脉络。 读 续写构思：从构思两段主要情节到构思所给段首句的衔接句和结尾句，最后结合“五所”补充两段具体情节。 思 情节优化：初稿完成后如何对其进行润色，丰富人物形象，衔接前后内容，以及如何适当运用表现手法。 写 答题过程 续写答题过程 3 From the given text — To the new text? 2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写 It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! 4 I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration (懊恼). I knew the coach meant well — he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. From the given text — To the new text? David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer — that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. From the given text — To the new text? 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 We sat down next to each other, but David wouldn’t look at me. __________________________________________ I watched as David moved up to the starting line with the other runners. ___________________________________ From the given text — To the new text? 读 梳理原文信息 01 8 梳理原文信息 主题 环境 人物 情节结构 情节线索 细节描写 语言技巧 情节 表现手法 梳理原文信息 9 初读原文，对故事内容有了总体把握后，可以尝试总结归纳故事主题。需要注意，读后续写故事的主题通常反映积极向上的人生观、价值观，对读者具有一定的启示和教育意义；同时需要注意，主题是贯彻和统领全文的概念。因此，总结主题时最好有相应的故事内容做支撑，避免天马行空或以偏概全。 概论 主题（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 10 案例 通过阅读2022年真题的原文和续写段首句可知，故事讲述了小学生David因脑疾影响无法像正常人一样跑步，害怕被嘲笑而决定放弃准备已久的越野跑，在特殊教育老师“我”的鼓励下，最终成功完成越野跑的故事。故事的主题是“直面挑战，超越自我”。续写中的人物塑造、情节发展和环境描写需紧扣故事主题。 主题（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 11 故事中的环境包括自然环境和人文环境。环境描写除了展现人物的心理状态外，有时也作为铺垫，为后文蓄势。明确原文中的故事环境，除了可以掌握续写的时空信息外，也可以对接下来的故事发展有所把握。 概论 环境（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 12 案例 故事第一段交代了时空背景（the day of the big cross-country run, the route through thick evergreen forest）。原文情节发生在比赛开始前，位置在比赛的起跑点附近。因此，续写时不能出现与比赛无关的地点。 环境（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 13 故事中的人物包括主要人物及次要人物。主要人物的行为通常会引导情节的发展变化，次要人物也并非可有可无，而是对情节发展起推动作用。在阅读故事时，先明确出场人物及人物之间的关系，阅读过程中可以标记与人物相关的内容，分析人物的性格特征与情感态度，更好地把握人物特点。 概论 人物（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 14 案例 根据原文和续写两段段首句可知，David和“我”是故事的主要人物，两人是师生关系；教练和其他同学是次要人物。在续写时要把握好主次人物，不能在次要人物上着墨过多。 根据插叙内容（David had a brain disease which prevented him from walking or running like other children…）与David的外貌（He was small for ten years old）、动作（his small body rocking from side to side as he swung his feet forward）和神态（His usual big toothy smile was absent today），可以总结出David“身残志坚”的人物形象。 人物（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 15 案例 根据原文中关于“我”（walked over and asked, quickly searched for the coach, bit back my frustration, was proud of his strong determination）和次要人物（the coach meant well, his classmates thought of him as a regular kid）的描写，可以总结出大家对David的关爱。在续写中，应根据主次人物的特点进行合理的人物刻画。David在前文中的形象是“身残志坚”，续写中可以从人物的这一特点出发设计David在比赛过程中的具体表现。 人物（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 16 梳理出故事中的情节线和与之对应的主人公情感线索，也就基本把握了故事发展的脉络。在这个基础之上，可以按照“开端”→“发展”→“高潮”→“结局”模式对故事进行划分。正确划分续写故事的情节结构，可以明确续写所处的情节发展阶段，使续写情节与原文内容更融洽。 概论 情节（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 17 案例 故事的情节结构是：David怕被嘲笑，决定不参加越野跑（开端）→“我”弄清缘由，鼓励David（发展）→在“我”的鼓励下，David决定勇敢面对挑战，参加越野跑（高潮）→David经过努力，成功完成越野跑（结局）。原文展示了故事的“开端”和“发展”前半部分，续写两段分别为故事的“发展”到“高潮”和“结局”部分。 情节（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 18 故事中既有明显的情节线索，如时间推移、事件发展、事物变化等，又有相关人物或明或暗的情感态度。在整个故事的发展过程中，每当事件发展有重大变化时，人物的内心世界就会产生相应的情感变化。续写时需要牢牢把握情节线索的走向，分析故事发展的前因后果，借助剧情发展来理解和构思人物的行为，把握好人物情感的变化，使续写内容更贴合故事发展及人物性格，从而实现续写内容与给定原文的融洽度目标。 概论 情节（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 19 案例 故事的情感线索是“我”的心理变化。从比赛开始前到结束后，“我”有以下心理变化：proud（David训练时）→frustrated（发现David丧失信心）→relieved（成功说服David）→cheerful（David完成越野跑后）。续写两段的内容需体现“我”在David参赛过程中的情感变化。 故事围绕David是否参加越野跑比赛展开。比赛是故事的事件线索。在原文中，David因害怕被嘲笑而决定不参加越野跑，但事实上他曾在赛前刻苦训练，为越野跑全力以赴。续写两段内容需围绕“我”的鼓励和David决定直面挑战并成功完成比赛的情节展开。 情节（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 20 续写故事中常见的表现手法主要包括细节描写和语言技巧。其中，细节描写多与出场人物相关，包括动作、神态、肖像、语言等，也包含人物的所见、所闻、所感等。而语言技巧则主要表现在词、句和修辞手法的使用上。在阅读原文时，需要关注其中的表现手法，方便写作时效仿运用。 概论 表现手法（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 21 案例 故事运用了丰富的细节描写。如人物的神态描写“His usual big toothy smile was absent today.”以及动作和心理活动“I bit back my frustration. I knew the coach meant well — he thought he was doing the right thing.”等。语言技巧方面，故事语篇长短句结合，包含简单句、并列句和复合句（如定语从句、宾语从句和状语从句）三种句型；词汇丰富；衔接自然。续写时应注意保持语言特点的前后一致，可适当使用人物神态、动作、心理活动等描写和高级句式。 表现手法（以2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写为例） 22 …… 主题 环境 A Cross-country Run 人物 本文的主题是“直面挑战，超越自我”。小学生David因脑疾影响无法像正常人一样跑步，害怕被嘲笑而决定放弃准备已久的越野跑，在特殊教育老师“我”的鼓励下，最终成功完成越野跑。 故事第一段交代了时空背景（the day of the big cross-country run, the route through thick evergreen forest）。原文情节发生在比赛开始前，位置在比赛的起跑点附近。 身体残疾（David had a brain disease which prevented him from walking or running like other children... his small body rocking from side to side as he swung his feet forward） 主要人物 David 关心爱护（walked over and asked, quickly searched for the coach, bit back my frustration, was proud of his strong determination, the coach meant well, his classmates thought of him as a regular kid） I 越野跑比赛当天，我发现David情绪低落。 学校教练担心David被嘲笑，让David自己决定是否参赛。 David身有残疾，但一直为比赛刻苦训练。 我和David坐下来 …… 我看着David走向起跑线…… 情节 高潮 ？ ？ 我为David感到骄傲。 我尽力忍住懊恼。 我感到疑惑不解。 结局 ？ 发展 开端 发展 发展 Summary 思 续写构思构思三步走 02 24 在原文最后一段中，随着“我”对之前David的努力和坚持的回顾以及“我”作为老师对于David所处情境的理解，情节仍在继续发展，接下来“我”和David之间会有进一步的沟通交流。 1. 续写第一段的主要情节为： 2. 续写第二段的主要情节为： 在“我”的鼓励下，David决定勇敢面对挑战，参加越野跑。 David经过努力，成功完成越野跑。 Step 1 定主线——构思两段主要情节 25 四点 1. 续写第一段的段首衔接句 2. 续写第一段的段尾衔接句 3. 续写第二段的段首衔接句 4. 结尾句 Step 2 设四点——构思所给段首句的衔接句和结尾句 在构思这一处衔接句时可以结合原文情节和所给段首句“We sat down next to each other, but David wouldn’t look at me.”分析，推断下一步的情节发展。 1) 考虑以David的“所感”衔接段首句，例如：His confidence was in danger of bursting like a bubble. 2) 考虑以I的“所感”和“所做”衔接段首句，例如：Feeling his inner struggle, I patted David on the shoulder. 四点 1. 续写第一段的段首衔接句 2. 续写第一段的段尾衔接句 3. 续写第二段的段首衔接句 4. 结尾句 Step 2 设四点——构思所给段首句的衔接句和结尾句 在构思这一处衔接句时需要和第二个段首句“I watched as David moved up to the starting line with the other runners.”做好衔接，第二个段首句中出现了David朝起跑线走去的场景，所以在构思这一处时需要考虑在此之前David有哪些表现，以实现和第二个段首句的语义连贯。 1) 考虑以David的“所说”衔接第二段的段首句，例如：After hesitating for a while, David said in a low but determined voice, “I want to run!” 2) 考虑以David的“所做”衔接第二段的段首句，例如：David stood up with a sparkle in his eyes. 四点 1. 续写第一段的段首衔接句 2. 续写第一段的段尾衔接句 3. 续写第二段的段首衔接句 4. 结尾句 Step 2 设四点——构思所给段首句的衔接句和结尾句 在构思这一处衔接句时可以结合续写第一段的段尾句及续写第二段所给段首句“I watched as David moved up to the starting line with the other runners.”分析，推断下一步的情节发展。 1) 考虑以I的 “所见”衔接第二段的段首句，例如：Some students from other schools looked at him curiously. 2) 考虑以David的“所做”衔接第二段的段首句，例如：Signal rung out, everyone rushed up while he lagged behind others for his strange running style. 四点 1. 续写第一段的段首衔接句 2. 续写第一段的段尾衔接句 3. 续写第二段的段首衔接句 4. 结尾句 Step 2 设四点——构思所给段首句的衔接句和结尾句 29 结尾时要考虑照应“直面挑战，超越自我”的故事主题。 画面定格式结尾：I felt proud to see that big, toothy smile back on his face. 这一结尾形式将故事最后的画面定格在David脸上重现的笑容，故事结束得流畅自然。同时结尾句中的“toothy smile”呼应了原文第二段中“His usual big toothy smile was absent today.”“toothy smile”最后终于回到了David的脸上，保证了情节的完整性。 情感升华式结尾：I realized the real meaning of being a special education teacher: love can brighten more children’s lives. 这一结尾形式以“我”的感悟“love can brighten more children’s lives”为结尾，使整个故事的情感得到了升华，给读者以启迪。 四点 1. 续写第一段的段首衔接句 2. 续写第一段的段尾衔接句 3. 续写第二段的段首衔接句 4. 结尾句 Step 2 设四点——构思所给段首句的衔接句和结尾句 30 五“所”问答填细节 What did the character... see（所见） hear（所闻） say（所说） do（所做） think/feel（所思/感） Step 3 填细节——结合“五所”问答，补充具体情节 31 For example: 原文的叙述视角为第一人称，因此本段需要从“我”的视角出发，描述David从情绪低落、拒绝参赛到重拾信心的过程。结合前文及段首句可以看出，“我”对David非常了解，David也信任“我”，因此两个人才有可能“sit down next to each other”。而David此时知道“我”是来劝说他参赛的，但他内心纠结，因此“wouldn’t look at me”。本段应重点描写“我”开导David的过程以及David的回应。展开细节时，可以尝试回答如下问题并考虑多种可能性： 续写第一段 32 For example: 根据以上问题，续写第一段的具体情节可以是：“我”理解David很想参加越野跑却害怕被嘲笑的心理，鼓励他勇敢面对挑战、超越自我→David在“我”的鼓励下心态由消极变得积极→David下定决心参加越野跑。 a) What did I think?（所思） b) What did I say?（所说） c) What did David do?（所做） 续写第一段 33 For example: 本段侧重越野跑比赛这一事件。结合段首句、原文与续写第一段的情节，本段需要照应的内容包括：教练的担忧有没有应验？David对于这件事的反应与“我”开导他之前有怎样的区别？由于本段视角依然是第一人称，因此不必记叙比赛全程的所有细节，尤其要省略“我”无法感知的细节。展开细节并照应主题时，可以尝试回答如下问题并考虑多种可能性： 续写第二段 34 For example: 根据以上问题，续写第二段的具体情节可以是：其他选手对David的鼓励和关爱→David在越野跑中落后或出现意外情况（“我”：紧张/担心）→David成功完成越野跑（“我”：兴奋/自豪）。 a) What did David do?（所做） b) How did the story end?（所思） 续写第二段 35 ② What did I say? ① What did I think? ③ What did David do? I knew he feared that others might laugh at him. I comforted and encouraged him. After hearing my words, David made his decision to run. 五“所”问答展情节 36 ① What did David do? ② How did the story end? David fell over because of the slippery mud but he got up and continued. Finally he crossed the finishing line and I was proud of him. 五“所”问答展情节 37 串“句” 成段构情节 We sat down next to each other, but David wouldn’t look at me. His confidence was in danger of bursting like a bubble. ① I knew he feared that others might laugh at him. ② I comforted and encouraged him. ③ After hearing my words, David made his decision to run. David stood up with a sparkle in his eyes. 38 串“句”成段构情节 I watched as David moved up to the starting line with the other runners. Some students from other schools looked at him curiously. ① David fell over because of the slippery mud but he got up and continued. ② Finally he crossed the finishing line and I was proud of him. I felt proud to see that big, toothy smile back on his face. 39 写 情节优化 03 40 We sat down next to each other, but David wouldn’t look at me. I knew he feared that others might laugh at him. I comforted and encouraged him. After hearing my words, David made his decision to run. 优化后 优化表达美情节 41 We sat down next to each other, but David wouldn’t look at me. His confidence was in danger of bursting like a bubble. It was clear that he feared he would be judged for his appearance rather than his character. Knowing David trusted me, I cleared my throat and said, “Beautiful forest, isn’t it?” Slowly and curiously, he raised his head and looked around. I continued, “That’s because those trees never stop reaching for the sky, regardless of their position or shape. They never let others define them.” On hearing this, David got up without a word. But there was a sparkle in his eyes. He had made a decision. 优化表达美情节 42 初稿第一段开头提到David内心担忧的状态。优化后的内容使用了比喻的修辞手法，形象生动地展现了David对自己没有信心的状态（…was in danger of bursting like a bubble）。此外，还加入了“我”的心理描写（It was clear that he feared…），使得David和“我”的人物形象更加真实饱满。 优化后的第一段中，使用非谓语动词结构“Knowing David trusted me”，描写了“我”的内心感受。此处非谓语动词作伴随状语，提升了句式多样性。 优化表达美情节 43 初稿第一段中描述“我”安慰和鼓励David时写到“I comforted and encouraged him”，属于概括性的叙述。可以将这一场景展开，加入一些细节描写，如“I cleared my throat”并写明“我”在安慰和鼓励David的过程中说的具体内容：“我”以常绿林为例，鼓励David不要被他人定义，要像这些树一样努力生长。整个过程十分应景，与前文内容联系自然紧密。 优化后的第一段加入了在“我”安慰和鼓励David的过程中，David的动作描写（…he raised his head and looked around；…David got up without a word）和神态描写（But there was a sparkle in his eyes）。通过这些侧面描写展现了David在整个过程中的情绪变化，画面感强烈。 优化表达美情节 44 I watched as David moved up to the starting line with the other runners. Some students from other schools looked at him curiously. David fell over because of the slippery mud but he got up and continued. Finally he crossed the finishing line and I was proud of him. 优化后 优化表达美情节 45 I watched as David moved up to the starting line with the other runners. He received curious glances from runners from other schools but a warm welcome from his schoolmates. Then came a shot from the starting pistol and David dashed forward. The slippery mud threw him off balance, but he got up with determination. Seeing him disappear into the woods, I headed for the destination with the school’s coach. Many runners withdrew from the race along the way, but not David. He bounded and hobbled and plodded towards the finishing line, where the audience cheered loudly as he crossed. I felt proud to see that big, toothy smile back on his face. 优化表达美情节 46 初稿第二段开头，在看到David入场后，外校学生们有了一些反应。优化后的内容加入了本校学生们的反应，和外校学生们的反应截然不同，照应了原文中本校学生们对David的友善态度，也为比赛奠定了积极的基调。在展现外校学生们的反应时加入了神态描写（curious glances），呼应了前文中教练的担心。 优化后的第二段在描写David的比赛过程时，从最开始的David向前冲“dashed forward”到后来摔倒“The slippery mud threw him off balance”再到最后坚定地站起来“got up with determination”，一系列的动作描写将David参赛的过程展现得栩栩如生，也凸显了David不惧困难、直面挑战的性格特点。 优化表达美情节 47 优化后的第二段中，非谓语动词结构“Seeing him disappear into the woods”的使用，自然衔接了前后的场景变化（赛场上和赛场下），内容过渡自然。 优化后的第二段使用多个动词展现了David冲过终点线的场景“bounded”“hobbled”“plodded”，将整个画面呈现在读者面前，同时也表现出David跑步时的艰难状态，呼应了前文中David的跑步状态“…his small body rocking from side to side as he swung his feet forward.”。 优化表达美情节 48 优化后的第二段结尾，通过“我”的心理描写“I felt proud to see…”升华了主题，同时照应了前文中“我”对David的看法“…proud of his strong determination”。而最后David的脸上又有了他的“big toothy smile”更是呼应了前文中“His usual big toothy smile was absent today”的情节，文章内容非常连贯。 优化表达美情节 49 THANKS! 汇报人：WPS Let’s enjoy the continuation writing and make it an enjoyable journey! $$