（读后续写详解）2025年高考全国II卷英语试题

TEACHING 2025 高考新课标II卷 英语读后续写解析 爱疯大课堂版权所有，更多高中英语资料，尽在爱疯大课堂英语公众号！ 高考读后续写题目命题趋势解读 2022年高考读后续写真题 题材与情境： 2022年题目聚焦于个人成长与突破，涉及到的体育运动是长跑，主要人物是一位老师以及一位身体有障碍但决心参与的学生。 任务与挑战： 题目的挑战在于展现主人公在面对外界偏见和个人挑战时的坚持和勇气。 情感与发展： 这个故事的情感强调了包容、坚持和自我超越，呈现了一种励志和感人的氛围。 2023年高考读后续写真题 题材与情境： 2023年的题目与个人成长和语言学习挑战有关，背景是一个学生初次尝试写作比赛。 任务与挑战： 题目要求展现主角需要克服初次的恐惧和自我怀疑，最终发现自己对写作的喜爱和才能。 情感与发展： 情感上从自我怀疑到自信和成功的转变，展现了个人成长和自我实现的主题。 2024年高考读后续写真题 题材与情境： 2024年的题目聚焦于助人为乐。设定在一个国际旅行的紧急情境中，主人公与出租车司机Gunter在交通和支付上遇到了挑战。 任务与挑战： 考生需要续写的内容涉及如何解决支付问题，以及在数日后与Gunter的再次交流。题目要求考生处理紧张的情境，展示主人公在困境中的应对策略。 情感与发展： 故事从紧张和焦急的起点发展到最后的解决方案，涉及人与人之间的信任和帮助。 高考读后续写题目命题趋势解读 2025年高考II卷读后续写真题 题材与情境： 融入了“人与自我”与“人与社会”。聚焦文化认同与自我表达，讲述一位中国留学生在国外因名字发音问题产生困扰的经历。 任务与挑战： 续写主人公在课堂上解释名字含义，以及课后与同学的交流，展现其从退让到表达自我的转变。 情感与发展： 情感从压抑到自信，体现自我认同的建立和文化自豪的觉醒。 与2022年到2024年的题目相比，2025年的题目具有以下特点和变化： 一、主题类型：从单一成长主题走向融合主题表达 2022至2023年题目聚焦于“人与自我”的成长，如身体挑战、心理突破；2024年转向“人与他人”的互助与信任；2025年II卷则融合“人与自我”与“人与社会”，在自我认同中寻求文化沟通与他人理解，主题更立体丰富。 二、情境设置：从任务情境转向真实生活语境 前几年多为比赛、旅行等具体任务情境，强调情节推进与事件处理；2025年II卷则更贴近日常校园生活，以课堂讨论为背景，考查学生对真实文化冲突的表达能力与情感共鸣。 三、写作重点：从事件解决转向内心转变与情感认同 2022–2024年重在完成任务、解决问题、获得成果；而2025年II卷更强调心理层面的变化，重点在于角色内心的觉醒、自我接受以及文化身份的表达，提升了写作的深度和思辨性。 高考读后续写题目命题趋势解读 2022–2024年命题特点总结 2025年II卷命题新变化 主题类型 以单一主题为主，聚焦“人与自我”或“人与社会”，如成长突破、助人为乐 融合“人与自我”与“人与社会”，体现文化认同与人际互动双重线索 情境设置 多设定在特定任务情境中，如比赛、旅行、演讲等场景 更贴近生活，聚焦校园课堂，注重真实文化交流场景 任务重点 注重完成具体任务、克服外部困难，如完成长跑、解决支付问题 注重心理变化与文化表达，强调自我认同与内心成长 情感发展 从焦虑、害怕到坚持、自信，体现个人成长线 从压抑、自我怀疑到坦然表达、文化自豪，呈现身份觉醒与文化共鸣 第四部分 读后续写 文 体：记叙文 题 材：个人成长、文化交流 主题语篇：人与自我、人与社会 语篇内容： 作者在爱尔兰留学时，别人总是说不对她的中文名字，这让她很苦恼。一开始她总是耐心纠正别人，但一次课堂上的尴尬经历后，她不再坚持纠正，选择默默接受错误的发音。可后来她发现，这样虽然省事，却也错过了让别人了解她的机会。 真题回顾：2025新课标II卷读后续写 “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. 真题回顾：2025新课标II卷读后续写 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. 真题回顾：2025新课标II卷读后续写 续写第一段首句：In a class discussion, I was invited to explain the meaning of my name. 续写第二段首句：Many of my classmates got interested and came up to me after class. 第一步：通读原文 理清脉络 1、读懂文章大意 “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. 引出问题：名字成为挑战 情节一： 开篇以“What is your name?”引出话题，点出我初到爱尔兰求学时面临的第一个挑战就是自己的名字发音难以被准确读出。 情节解读： 为后文的内心冲突埋下伏笔。 第一步：通读原文 理清脉络 1、读懂文章大意 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. 具体困难：名字发音困难 情节二： 解释中文发音与英文的不同，自己的名字“Qiuyu”对英语母语者来说是个难题，每次自我介绍都需要重复讲解发音至少五遍，但仍不能被正确读出来。 情节解读： 这一段通过细节描写强调了“文化障碍”，同时体现我的挫败感与无力感。 第一步：通读原文 理清脉络 1、读懂文章大意 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. 情节三： 下雨后大家转移到屋内，但我不愿意让狗进屋，哥哥感到不满，决定离开。 情节解读： 冲突加剧，哥哥的离开成为两人关系紧张的直接结果，我也成功维护了整个聚会的秩序。 冲突升级：课堂的尴尬经历 情节三： 一次课堂上教授当众练习我的名字发音却失败，我陷入两难（继续纠正还是放弃），担心影响课堂、担心同学不耐烦。最终我选择妥协，停止纠正，这个尴尬场面以一阵笑声草草结束。 情节解读： 这是我妥协的场景，我的选择展现了内心的矛盾心理和对他人看法的在意。表面上是自我保护，实际上也意味着开始与外界减少交流。 第一步：通读原文 理清脉络 1、读懂文章大意 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. 心理转变：从纠正到沉默，再到反思 情节四： 课堂事件后，我不再纠正同学的发音，只是微笑点头，以避免尴尬。但很快意识到，这样虽然减少了外在冲突，却失去了表达自我、分享文化身份的机会。 情节解读： 这是内心觉醒的开始，我反思自己对“文化让步”的后果，从而引出主题——坚持名字的发音，不只是语言准确，而是文化身份的一部分。 第一步：通读原文 理清脉络 2、梳理关键信息 5W1H 文章关键信息 人物（Who） 一位来自中国的留学生（作者） 时间（When） 留学期间 地点（Where） 爱尔兰 起因（Why） 她的中文名字发音对英语母语者来说很难发准，导致交流困难 做了何事（What） 起初不断纠正别人发音，后来选择不再纠正，只是微笑应对 结果如何（How） 虽然避免了尴尬，但她意识到也失去了展示自己的机会 第一步：通读原文 理清脉络 2、梳理关键信息 文章主题是： ·人与社会——在交流中获得理解与接纳 我一开始因为名字难发音而感到尴尬，选择不再纠正他人，试图减少交流中的不愉快。但当课堂上我被邀请解释名字含义时，我决定不再回避，而是勇敢表达。 ·人与自我——在介绍自我中找回自我认同 曾经为了省去麻烦，我压抑了表达自我的冲动。但通过讲述自己名字的故事，我找回了表达自我、传递文化的机会。 第一步：通读原文 理清脉络 2、梳理关键信息 主题故事走向可参考（来自《主题语境语料库》： 主题 类别 故事基本走向 续写内容预测 人与自我 信心建立类 主人公面对自我怀疑，最终通过努力和坚持建立信心，完成挑战。 （续写原文）自我怀疑 （续写预测）→积极的自我对话→获得成就感→感知自身的内在力量 人与社会 校园友情类 校园里，学生们因一些矛盾产生冲突和分歧。通过沟通和互相尊重理解，学生们解除了误会，最后建立了深厚的友谊。 （续写原文）因为冲突和分歧，感到沮丧和失落 （续写预测）→面对分歧，共同解决问题→问题得到解决→双方重归于好→感悟沟通和互相理解的重要性，感慨友情的力量。 ·伏笔1：名字难读，反复解释仍被误读 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. 伏笔解读： 这句话体现了“我”的无奈与挫败感，也反映了文化差异带来的沟通障碍。反复纠正无果，让“我”逐渐感到力不从心，并埋下后续选择沉默的动因。 续写中可以写： 在课堂上再次谈到自己的名字时，“我”终于决定不再逃避，而是用清晰、自信的方式解释它的含义，让别人真正理解它背后的文化。 3、分析原文伏笔 第一步：通读原文 理清脉络 ·伏笔2：曾在课堂上引发尴尬，放弃纠正他人 I feared that my classmates might grow tired of my efforts or even lose patience with me. 伏笔解读： 这句话揭示了“我”内心的自我怀疑与顾虑，担心自己的坚持让别人厌烦，因此选择放弃纠正。这为后续重新开口讲述自己名字的契机与转变做铺垫。 续写中可以写： 这次，我不再担心别人会不会觉得麻烦，因为我明白，表达自己的文化是一种值得坚持的事情。 3、分析原文伏笔 第一步：通读原文 理清脉络 ·伏笔3：意识到保持沉默意味着自我的流失 I might be losing something more important: the opportunity to share a small part of my cultural identity. 伏笔解读： 这句话道出了“我”内心的矛盾和觉醒。虽然沉默减少了交流的障碍，但也失去了表达和传递自己文化的机会，形成情感上的缺失。 续写中可以写： 当同学们课后围绕我提出问题时，我意识到，分享我的名字，其实也是在让他们认识真实的我和我的文化。 3、分析原文伏笔 第一步：通读原文 理清脉络 ·伏笔4：课堂上的氛围渲染 The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further. 伏笔解读： 这里提到了课堂上的尴尬插曲——教授不停地念我的名字但是念不对，我放弃纠正，避免更多的麻烦。整个课堂都是尴尬的笑声。 续写中可以写： 当同学们听到我介绍完自己的名字后，一开始是沉默的思考，后面是掌声和赞赏，不再是尴尬的课堂氛围，代表着介绍名字背后的意义打动了同学们。 3、分析原文伏笔 第一步：通读原文 理清脉络 第二步：依据首句 构思框架 1、翻译两段首句 （1）续写第一段首句译文： _______________________________________________________________________ （2）续写第二段首句译文： _______________________________________________________________________ 在一次课堂讨论中，我被邀请解释我名字的含义。 许多同学对这个话题产生了兴趣，下课后纷纷主动找我交流。 第二步：依据首句 构思框架 2、构思续写框架 （两段首句定一框）由两段首句可知，第一段主要写/故事会怎样发展： _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 我被邀请解释自己的名字→我要如何解释自己的名字，我的名字有什么含义，在解释的时候，课堂上同学们的反应是什么？ 这个部分需要学生展开联想，对“秋雨”这个名字的含义做出合理的解释，并使用细节描写，描写整个课堂环境、同学们的反应和我的内心活动。 第二步：依据首句 构思框架 2、构思续写框架 （二框二首正能量）由第二段首句和正向结局可知，第二段主要写/故事应如何收尾： _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 同学们对我的名字产生兴趣，主动来找我→她们会有怎么样的举动？我和同学们之间会有什么互动？文章中的问题是否被解决？我会意识到什么？ 这个部分需要学生拓展故事情节，发展故事，引导故事走向结局。难点在于阐述个人的感悟，升华整篇文章的主题。本篇文章为双主题。 第二步：依据首句 构思框架 3、写好五个关键句 第一段首句：I realized it was me who was at fault. ↓ 第一段首句后衔接句:（紧扣首句内容，加入人物感知，细化场景，推动情节向前推进） _______________________________________________________________________ _______________________________________________________________________ ... 第一段结尾衔接句:（总结本段内容，设置转折或伏笔，顺势引出下文） _______________________________________________________________________ _______________________________________________________________________ With a mix of fears of being laughed at and a desire to grasp the opportunity to build up my cultural identity, I plucked up my courage and began to explain. My professor nodded and gave me a big thumbs up, saying, “It’s a beautiful name.” I was surprised and relieved. 第二步：依据首句 构思框架 3、写好五个关键句 第二段首句：She grabbed the flashlight and rushed to the hayloft. ↓ 第二段首句衔接句:（紧扣第二段首句，细化人物行为或心理，继续推动故事发展） _______________________________________________________________________ _______________________________________________________________________ ... 正向结局句（结局）/主题升华句：（清晰呈现结果或人物变化，总结全文/点明文章主题，提炼情感主旨） _______________________________________________________________________ _______________________________________________________________________ Some tried to pronounce my name correctly while others asked me questions about the Chinese name culture. I came to realize that by sharing my name and its culture, I began a journey of self-discovery and braced a whole new world of cultural exchange. 第三步：六字真经 展开续写 构思本段可能出现的人物后，借助“六字真经——看听想讲做感”，设想人物会如何行动、如何思考，从而推动故事发展或引向结局。 续写第一段（人物会如何推动故事发展） 本段主要人物：I、classmates （sb.）I + （sth.）被邀请介绍自己的名字，我的感情是：害怕又渴望表达自己 + （sth.）（情节设计）我开始解释我名字的含义 （sb.）classmates + （sth.）（伏笔回收）同学们爆发出热烈的掌声 （sb.）I + （sth.）我的感情：惊讶、欣慰、如释重负 第三步：六字真经 展开续写 构思本段可能出现的人物后，借助“六字真经——看听想讲做感”，设想人物会如何行动、如何思考，从而推动故事发展或引向结局。 续写第二段（人物会如何引导故事走向结局） 本段主要人物：I、classmates （sb.）classmates + （sth.）（伏笔回收）同学们纷纷来学如何正确读我的名字 + （sth.）（情节设计）同学们来询问中文名字文化 （sb.）I + （sth.）（伏笔回收）这次我没有保持沉默和尴尬，而是耐心解答问题 + （sth.）我感觉到非常自豪，并且找回了自己 （主题升华）我逐渐意识到，通过分享我的名字及其背后的文化，我开启了一段自我发现的旅程，并迈入了文化交流的全新世界。 In a class discussion, I was invited to explain the meaning of my name. With a mix of fears of being laughed at and a desire to grasp the opportunity to build up my cultural identity, I plucked up my courage and began to explain. “My name is Qiuyu which means Autumn rain in Chinese. In Chinese culture Autumn is gentle and poetic so my name symbolizes quite strength and calm reflection.” When I finished, my classmates fell in a moment of silence and then burst into applause. My professor nodded and gave me a big thumbs up, saying, “It’s a beautiful name.” I was surprised and relieved. 第四步：赏析高分范文 （下水文1：来自广州市第九十七中学 庄英如老师） Many of my classmates got interested and came up to me after class. Some tried to pronounce my name correctly while others asked me questions about the Chinese name culture. This time instead of feeling annoyed and embarrassed, I guided them patiently and humorously. They were amazed when I told them the origins and stories of some popular family names in my culture. What once an awkward moment now became my source of pride. I came to realize that by sharing my name and its culture, I began a journey of self-discovery and braced a whole new world of cultural exchange. 第四步：赏析高分范文 （下水文1：来自广州市第九十七中学 庄英如老师） In a class discussion, I was invited to explain the meaning of my name. （1）With a mix of fears of being laughed at and a desire to grasp the opportunity to build up my cultural identity, I plucked up my courage and began to explain, “My name is Qiuyu which means Autumn rain in Chinese. In Chinese culture Autumn is gentle and poetic so my name symbolizes quite strength and calm reflection.” （2）When I finished, my classmates fell in a moment of silence and then burst into applause. My professor nodded and gave me a big thumbs up, saying, “It’s a beautiful name.” I was surprised and relieved. 得分点（1）： 细节描写到位，突出人物情感。这句话通过心理描写展现出“我”面对选择时的犹豫与勇气，情绪真实。 得分点（2）： 细节描写到位，渲染故事气氛。用“silence”到“applause”的对比，渲染故事气氛，代表名字背后的意义打动了同学们，增强故事感染力。 第四步：赏析高分范文 （下水文1：来自广州市第九十七中学 庄英如老师） Many of my classmates got interested and came up to me after class. （3）Some tried to pronounce my name correctly while others asked me questions about the Chinese name culture. （4）This time instead of feeling annoyed and embarrassed, I guided them patiently and humorously. They were amazed when I told them the origins and stories of some popular family names in my culture. What once an awkward moment now became my source of pride. （5）I came to realize that by sharing my name and its culture, I began a journey of self-discovery and braced a whole new world of cultural exchange. 得分点（3）： 合理的情节设计，推动情节发展。描写同学课后的反应，丰富与同学交流的细节，与原文形成对比。 得分点（4）： 细节描写到位，体现人物成长。通过“耐心”“幽默”等词语，表现出“我”的情感变化与积极心态，是对原文“强颜欢笑”的反差式成长。 得分点（5）： 精彩的主题升华句。精彩的主题升华，升华为个人成长与文化交流的结合 第四步：赏析高分范文 （下水文1：来自广州市第九十七中学 庄英如老师） In a class discussion, I was invited to explain the meaning of my name. I paused for a moment, the memory of past awkward introductions flashing through my mind. But this time, I chose not to avoid it. “Qiuyu means ‘autumn rain’ in Chinese,” I said with a steady voice. “It stands for quiet strength, calmness, and the beauty of change.” I explained how my parents gave me this name, hoping I would grow into someone gentle but strong. As I spoke, the classroom fell silent—not out of discomfort, but interest. Some students smiled, others nodded thoughtfully. For the first time, I felt I wasn’t just asking them to repeat a sound—I was sharing a story, a piece of who I was. 第四步：赏析高分范文（下水文2） Many of my classmates got interested and came up to me after class. They asked how to write my name in Chinese, what other names meant, and even how to greet someone in Chinese. One classmate said, “Your name sounds like poetry.” Another shared that she had always been curious about Chinese culture but didn’t know where to start. I smiled—this time, not out of politeness, but from genuine joy. I realized I had done more than explain a word—I had opened a door. That day, I no longer felt like an outsider, but someone understood and respected—because I had finally learned that true belonging comes from being myself. 第四步：赏析高分范文（下水文2） In a class discussion, I was invited to explain the meaning of my name. （1）I paused for a moment, the memory of past awkward introductions flashing through my mind. But this time, I chose not to avoid it. （2）“Qiuyu means ‘autumn rain’ in Chinese,” I said with a steady voice. “It stands for quiet strength, calmness, and the beauty of change.” I explained how my parents gave me this name, hoping I would grow into someone gentle but strong. （3）As I spoke, the classroom fell silent—not out of discomfort, but interest. Some students smiled, others nodded thoughtfully. For the first time, I felt I wasn’t just asking them to repeat a sound—I was sharing a story, a piece of who I was. 得分点（1）： 细节描写到位，回应原文伏笔。通过“停顿”和“记忆闪现”展现我的内心的挣扎，为即将开口做出情绪铺垫，细节真实自然。 得分点（2）： 合理的情节设计，推动故事发展。清晰介绍名字内涵，加入父母命名的寓意，使故事更具情感温度，强化名字背后的文化传承与个体认同。 得分点（3）： 细节描写到位，渲染故事氛围。用具体的动作描写写出同学们的反应，体现出同学们的认可和接受。 第四步：赏析高分范文（下水文2） Many of my classmates got interested and came up to me after class. （4）They asked how to write my name in Chinese, what other names meant, and even how to greet someone in Chinese. One classmate said, “Your name sounds like poetry.” Another shared that she had always been curious about Chinese culture but didn’t know where to start. （5）I smiled—this time, not out of politeness, but from genuine joy. I realized I had done more than explain a word—I had opened a door. （6）That day, I no longer felt like an outsider, but someone understood and respected—because I had finally learned that true belonging comes from being myself. 得分点（4）： 合理的情节设计，推动故事发展。展示课后与同学的互动细节，拓展了语言交流到文化兴趣的发展，合理推动情节进展。 得分点（5）： 细节描写到位，突出人物情感。将“微笑”从“礼貌”转为“喜悦”，用细节表现人物内心真正的释放与认同感，情感自然。 得分点（6）： 精彩的主题升华句。结尾句完美总结全文，从“尴尬回避”到“自信表达”的情感闭环，点明“归属感”的本质来源，升华深刻有力。 第四步：赏析高分范文（下水文2） 感谢观看 THANKS EDUCATIONAL AND TEACHING 爱疯大课堂版权所有，更多高中英语资料，尽在爱疯大课堂英语公众号！ $$