专题二　读后续写增分指导（语法写作）-【新高考方案】2026年高考英语一轮总复习（人教 主题复习版）

专题二　读后 续写增分指导 读后续写主要考查考生的快速读文能力和短时续写能力。该题型要求考生先阅读一篇350词左右的短文，短文一般是非完整的、情节丰富的记叙文(考查最多)或条理清晰的说明文或富含哲理的议论文(考查较少)，然后根据要求和提示(续写部分给出的两个段落的开头语)进行合理地续写，使之与所给材料在情节发展、语言风格和人物特征上高度一致，浑然一体。续写词数要求150左右。 一、评分原则 1．本题总分为25分，按五个档次进行评分。 2．评分时，应从内容、词汇语法和篇章结构三个方面考虑，具体为： (1)续写内容的质量、完整性以及与原文情境的融洽度。 (2)所使用词汇和语法结构的准确性、恰当性和多样性。 (3)上下文的衔接和全文的连贯性。 3．评分时，应先根据作答的整体情况确定其所属的档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。 4．评分时还应注意： (1)词数少于120的，酌情扣分。 (2)书写较差以致影响交际的，酌情扣分。 (3)单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑，英、美拼写及词汇用法均可接受。 二、评分标准(第五档和第四档) 档次 描述 第五档 (21－25分) —创造了丰富合理的内容，富有逻辑性，续写完整，与原文情境融洽度高。 —有效使用了多样且恰当的词汇和语法结构，表达流畅，语言错误少，且完全不影响理解。 —有效地使用了语句间的衔接手段，全文结构清晰，意义连贯。 第四档 (16－20分) —创造了比较丰富合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较高。 —比较有效使用了多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，但完全不影响理解。 —比较有效地使用了语句间的衔接手段，全文结构比较清晰，意义比较连贯。 第一讲　如何深度读文，顺文构思 与原文情境融洽度高，与所提供的各段落开头语衔接连贯、合理，是续写的基本要求，也是最重要的评分标准。如何做到这两点，这里给大家介绍一下“523”读思技法。 一、“5R法”读前文 1．Read for characters(读人物) 续写前文一般有2到3个主要人物，其余为次要人物。确定故事中人物的主次、身份、性格特点等有利于理解故事情节，并为续写后文做好准备。 2．Read for plots(读情节) 续写前文一般有一条清晰的故事情节线索，即故事的发展脉络，它包括开端、发展、高潮和结局。理清故事发展脉络有助于设计续写两段的故事情节。 3．Read for emotions(读情感) 续写前文中人物的情感大多较为明显，而且随着故事的发展，人物的情感会有起伏变化，如由喜转悲，或由悲转喜。具体的情感主要有“悲伤、失望、高兴、兴奋、满意、自豪”等。理清续写前文中人物的情感变化有助于设计续写两段的故事情节并确定故事情节走向。 4．Read for conflicts(读冲突) 续写前文在发展过程中一般都会出现一些暂时无法解决的矛盾或问题，也就是故事冲突。理清这些故事冲突有助于确定续写两段的故事情节走向。 5．Read for theme(读主题) 续写前文一般都不会给出明确的故事主题，而是让考生通过阅读前文，创设出一个符合前文故事情节的主题。续写故事的常考主题有：诚信、感恩、善良、自信、和谐、友好等。考生在阅读完前文后，可以根据故事情节、故事冲突和人物情感等，确定一个合乎前文情理的故事主题。 二、“2句法”定框架 借助“5R法”读前文所得出的信息，迅速用“2句法”确定续写故事的框架，这有助于确保续写故事不会偏离前文的故事主题和情节。读后续写不同于其他作文，可采用倒推法进行构思。 第1句：先写续写第二段的结尾句(主题句) 第2句：再写续写第一段的结尾句(过渡句) 三、“3原则”建情节 建构故事情节时，为确保故事情节与前文的融洽度高并且符合故事中人物的身份、文化习俗和思维方式等，就必须遵循以下三个原则： 1．Action—Response原则：一个角色的行为之后必定会有其他角色的反应，说话或动作、情绪表达等都是可能的反应。 2．Conflict—Solution原则：续写第一段或第二段必定会把前文中的冲突解决掉，这就是“冲突—解决”原则。当然，也可以在第一段增加必要的冲突并在第二段中给予解决。 3．Negative—Positive原则：无论前文中人物的情感如何，续写结尾时，对人物情感的处理必须是积极向上的，传递正能量。 [典题例析] (2024·新高考Ⅰ卷)阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 I met Gunter on a cold, wet and unforgettable evening in September. I had planned to fly to Vienna and take a bus to Prague for a conference. Due to a big storm, my flight had been delayed by an hour and a half. I touched down in Vienna just 30 minutes before the departure of the last bus to Prague. The moment I got off the plane, I ran like crazy through the airport building and jumped into the first taxi on the rank without a second thought. That was when I met Gunter. I told him where I was going, but he said he hadn't heard of the bus station. I thought my pronunciation was the problem, so I explained again more slowly, but he still looked confused. When I was about to give up, Gunter fished out his little phone and rang up a friend. After a heated discussion that lasted for what seemed like a century, Gunter put his phone down and started the car. Finally, with just two minutes to spare we rolled into the bus station. Thankfully, there was a long queue (队列) still waiting to board the bus. Gunter parked the taxi behind the bus, turned around, and looked at me with a big smile on his face. “We made it，” he said. Just then I realised that I had zero cash in my wallet. I flashed him an apologetic smile as I pulled out my Portuguese bankcard. He tried it several times, but the card machine just did not play along. A feeling of helplessness washed over me as I saw the bus queue thinning out. At this moment, Gunter pointed towards the waiting hall of the bus station. There, at the entrance, was a cash machine. I jumped out of the car, made a mad run for the machine, and popped my card in, only to read the message: “Out of order. Sorry.” 注意：1.续写词数应为150左右； 2．请按如下格式作答。 I ran back to Gunter and told him the bad news.　 Four days later, when I was back in Vienna, I called Gunter as promised.　 技法演示 第一步：“5R法”读前文 1．Read for characters(读人物) 主要人物 I (the author), Gunter 人物身份 I was a strange visitor in Vienna; Gunter was a taxi driver. 人物性格 I and Gunter were both honest, straight and kind. 2.Read for plots(读情节) 在九月一个难忘的夜晚，因风暴导致航班延误一个半小时，“我”匆忙下飞机赶乘去布拉格的末班车。在机场“我”跳上第一辆出租车，遇到了司机Gunter。由于他没听说过“我”要去的汽车站，他打电话询问朋友后送“我”到达目的地，到达时“我”发现没钱支付车费，而出租车上的刷卡机也无法使用。Gunter指给“我”一台取款机，但机器却坏了。 3．Read for emotions(读情感) (1)作者的情感：下飞机打车时，十分着急；Gunter把“我”送到车站时，“我”很感激；付车费给Gunter时，“我”发现身上没有现金，感到抱歉；用卡支付时，发现无法刷卡，“我”感到无助；Gunter指点“我”去取款机取款时，机器出现故障，“我”感到失望。 (2)Gunter的情感：Gunter听不懂“我”要去哪里，帮“我”询问时，很有耐心；Gunter把“我”及时送到车站，很高兴；Gunter等着“我”付钱时，很有耐心。 4．Read for conflicts(读冲突) “我”在异国他乡乘坐出租车后没现金支付车费，也刷不了卡。(可以思考续写部分该如何支付车费) 5．Read for theme(读主题) 通读前文后，根据故事中的主要人物和事件可知，本故事的续写主题可以是“信任、善良、真诚”等。 第二步：“2句法”定框架 利用“5R法”读前文得出的信息，可以写出两个关键句子如下： 第1句：先写续写第二段的结尾句(主题句) ①(信任) He has restored my faith in humanity. 他恢复了我对人性的信心。 ②(善良) A small act of kindness could make a great difference to others. 一个小小的善举可能会对别人产生很大的影响。 ③(热心) I felt grateful to have such a friend, Gunter, who is warm­hearted, honest and helpful. 我很感激有Gunter这样的朋友，他热心、诚实、乐于助人。 第2句：再写续写第一段的结尾句(过渡句) ①I gave him a big wave through the bus window. 我隔着车窗使劲地向他挥了挥手。 ②We exchanged contact information before I got on the bus. 在我上车之前，我们交换了联系方式。 ③An intense wave of gratitude surrounded me like a beam of sunlight, throwing me into a sense of warmth. 一股强烈的感激之情如一束阳光围绕着我，让我感到温暖。 第三步：“3原则”建情节 依据“5R法”读前文得出的信息和“2句法”确定的故事框架，再利用“3原则”可以建构出续写故事情节： 续写第一段：Gunter听到“我”的坏消息后，没有生气或失望，而是催“我”赶紧上车并安慰“我”说不用付钱了。“我”如释重负，要了他的电话号码并承诺返回后再联系他。然后赶紧上了车，汽车发动后，“我”感到欣慰和感激。 续写第二段：“我”和Gunter再次见面了，把车费给了他，并且对他表示感谢。这次难忘的经历让“我”意识到善良的行为会给他人带来积极的影响。 完成读后续写 I ran back to Gunter and told him the bad news.　 Four days later, when I was back in Vienna, I called Gunter as promised.　 　 第二讲　如何营造故事冲突 故事情节是故事中最容易吸引人的地方，而情节中最能吸引人的就是故事冲突(干扰事件)。发生在主要人物身上的一系列“冲突”能使故事悬念迭出，吸引读者继续阅读。冲突能够推动情节的发展，使之走向高潮。由于续写词数的限制，冲突不易设置过多。冲突应主要聚焦主要人物对主要事件的抉择，即主要事件对主要人物态度的转变或人物性格的塑造。营造故事冲突的三个阶段和三个技巧如下： 一、营造冲突的三个阶段 (一)发现干扰事件，捕捉故事冲突 故事开始时，主要人物的生活一般来说很平静、稳定。如果没有干扰事件，故事就会平淡无奇。相反，如果故事中出现了一些干扰性事件(故事冲突)，那么主要人物的生活就会曲折起伏，故事就变得有吸引力。找到续写原文中的干扰事件，并尝试设计解决方案，这就是捕捉到了故事冲突。 (二)分析人物性格，推动冲突发展 故事中主、次人物的性格不同。积极的性格主要是热心、善良、温和、体贴、无私、坚毅、严厉等；消极的性格主要是冷酷、自私、怯懦、傲慢、粗暴、虚伪、吝啬、偏执等。只有通过分析，辨明主、次人物的性格，才能更好地推动冲突的发展。 (三)设计最后危机，结束故事冲突 续写部分的两段往往蕴含着故事的高潮和结局，这个高潮就是最后的“危机”，它可以加剧故事冲突，使情节更具有戏剧性，也可以结束故事冲突，使情节更加完整。营造这个最后的“危机”可以让读者与主要人物产生共鸣，从而提升故事的可读性。 二、营造冲突的三个技巧 (一)描写内心矛盾 描写人物的内心矛盾，有助于抓住读者的心，引发读者积极思考，让读者融身其中，有助于推动故事情节的发展。 [典例]　(2023·浙江1月高考范文)“Is she still OK? Can I see her again? Has the broken window been fixed？” I thought to myself. 分析：作者既希望蜂鸟能安然无恙，又渴望能再见到蜂鸟，还担心窗户没有修好，作者此时的内心冲突被放大了，其目的是吸引读者思考“蜂鸟真的会如作者所愿，再次安全出现而不是被困在房子里吗？” (二)突出角色转变 角色转变是读后续写中的一个重要切入点，通过角色的变化来推动故事情节的发展。例如，一个角色可能从被动变为主动，或者从一个状态转变到另一个状态，这种转变可以是因为内在的觉醒，也可能是外在环境的改变所导致。 [典例]　(2023·浙江1月高考范文)It seemed as if the bird was waiting for me, its beady eyes locked on mine as if trying to convey some deep, unspoken gratitude. 分析：文中作者实际上是去找蜂鸟的，作者是主角，而此处却写道“蜂鸟似乎在等作者出现”，这时，蜂鸟成了主角，这种角色的转变，增强了故事的趣味性和吸引力。 (三)增加外部冲突 冲突带来紧迫感，可以将故事推向高潮。增加外部冲突就是在描写时，故意增加一种让人意想不到的事件来突显故事的曲折，这是一种明显有效的可以使故事达到高潮的方式。 [典例]　(2022·新高考Ⅰ卷范文)All the runners contested for the lead, just with David struggling to keep up. Unluckily, he suddenly slipped over. Without hesitation, he picked himself up and ran slowly with heavy steps after the others into the forest trail. 分析：此处，增加了David跑步时摔倒这一意外的冲突，突显了故事的曲折性，使故事更有紧迫感，并逐渐把故事推向高潮——David最后坚强地站起来，并坚持完成了比赛。 [典题例析] (2022·浙江1月高考改编)阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 When Dr. Henderson was assigning (指定) project mates for his psychology class, I secretly hoped that he would pair me with my best friend or at least a classmate I could have some fun with. Above all, I hoped he wouldn't assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparently had a personality to match. As fate (命运) would have it, Dr. Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid. I went up to my new teammate and introduced myself. He looked at me as though I weren't there. I felt he treated me as though I would hold him back and probably make him fail to get an A in the course. He wasn't mean or abusive; he just gave me the impression that he could do whatever project we dreamed up better if he did it alone. Needless to say, I didn't look forward to an entire term of being brushed off, but I tried to make the best of it and didn't say anything for fear that I would make things worse. The project required each team to develop a hypothesis (假说), set up an experiment to test the hypothesis, do the statistical analysis and present the findings. Whatever grade the team received would be shared by both students. When my teammate and I met to discuss our project, I was uneasy. Here was this challenging student who had a reputation for single­mindedness and good grades — the exact opposite of me. I actually wanted to drop the class at one point, but stopped short because I didn't want to give him the satisfaction of my chickening out. I decided to stick to it no matter what. After long discussions we somehow agreed to do a study on the psychological well­being of teenagers. I wasn't sure what it meant exactly, but at least we had a topic. 注意：1.续写词数应为 150 左右； 2．请按如下格式作答。 We started to meet regularly to draw up our plans.　 　 One day I got word that he was admitted to the hospital for a serious disease.　 [营造故事冲突] (一)发现干扰事件，捕捉故事冲突 主要人物的原本想法：在心理课上与自己喜欢的同学一起做任务。 干扰事件1：被老师分配到与“我”不喜欢的同学一个组 可能的影响：Can we get along well with each other？ 冲突形式：与自我的冲突，与他人的冲突 干扰事件2：有一段时间，“我”想退出课程, 可能的影响：What should I do to affect our project? 冲突形式：与自我的冲突 干扰事件3：队友生病住院, 可能的影响：Can our group get good grades? 冲突形式：与自我的冲突，与他人的冲突 (二)分析人物性格，推动冲突发展 主要人物(I)性格 kind, peaceful, determined and brave 主要人物(I)性格缺陷 unconfident and contradictory 营造的冲突 I actually wanted to drop the class at one point.(描写内心矛盾) (三)设计最后危机，结束故事冲突 设计的危机 队友显得很脆弱 合理性分析 第二段开头提到“我的队友生病了”，据此可知，取得最优秀的成绩压力很大。所以，设计队友显得很疲惫和脆弱这一冲突是合理的。这样，“我”就必须一个人担负起做实验的重任。 完成读后续写 We started to meet regularly to draw up our plans.　 One day I got word that he was admitted to the hospital for a serious disease.　 　 [即时训练] 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Molly and her husband Rex ran a used bookstore in a small town. People, mostly kids, came here to read books, sell books and buy books. The morning had been full of rain, and passers­by were walking with narrow eyes under umbrellas. Molly rested both her hands on the counter and leaned (倾斜) forward to watch the world outside in the rain while Rex was busy sorting out books on the bookshelves. Rick, who sat on the floor burying himself in reading a hardback illustrated book, was the only customer in such a rainy day. Rick was a regular customer to the bookstore and he never sold a book or bought a book. He just read books. “Can you keep this book for me？” Molly heard a shy voice and looked down to find it was little Rick that stood before the counter, holding the illustrated book and asked. “Sure！” Molly nodded encouragingly. But the uncertainty remained on Rick's face. “I'll be back really soon. Promise, tomorrow if I can.” Molly nodded to him as seriously as she was treating an adult. Molly wanted to ask him if there was anything difficult, but she kept silent. Anyway, she put the illustrated book in a drawer in case anyone else would take it. Most of the second­hand books in her store were unique. If it was sold, she would fail to keep her promise. Rick didn't return the following day, or the day after that. Molly was somehow disappointed. Rex suggested placing the illustrated book on the bookshelf so that others could read it or take it. In Rex's opinion, children made promises all the time and they promised all kinds of things. When they came to a store and were attracted by something, they promised to come back and they asked the shopkeeper not to let anyone else take the things they wanted away. It happened all the time. 注意：1.续写词数应为150左右； 2．请按如下格式作答。 But Molly insisted that they should wait and keep the book.　 Rick pushed the door open and rushed to the counter holding his money box.　 [营造故事冲突] (一)发现干扰事件，捕捉故事冲突 原文的情节：Molly坚守承诺，为Rick保留着他许诺要买的那本书。 干扰事件 Rick didn't return the following day, or the day after that. 可能的影响 作为一个孩子，Rick可能已经忘记了买书的约定。 故事冲突 Molly的丈夫建议把书重新摆上书架，继续租售。 冲突形式 与其他人的冲突 (二)分析人物性格，推动冲突发展 人物性格 Rick：内向、热爱阅读；Molly：善良、守诺；Rex：不相信孩子会守诺 可能的影响 Will the book be placed on the bookshelf again？ 营造的冲突1 Molly不同意把书继续租售(增加外部冲突) 营造的冲突2 Rick是否还会出现(描写内心矛盾) (三)设计最后危机，结束故事冲突 营造的冲突3 Rick再一次出现在书店，他还记得买书的约定吗？ 合理性分析 通过续写第二段首句中的holding his money box可以合理推测：Rick应该是信守当时的诺言，攒够钱回来买书了。 完成读后续写 But Molly insisted that they should wait and keep the book.　 Rick pushed the door open and rushed to the counter holding his money box.　 　 第三讲　如何丰富文章内容 “创造了丰富合理的内容”是读后续写最高档水平的评分细则之一。“内容的丰富性”要求续写部分详实、生动地描述情景、态度和感情等，要求情节扣人心弦。要想做到续写内容丰富，叙述非常重要，能很好地推动故事情节的发展，但细节描写也不可或缺。要达到叙述与细节的融合，应遵守“叙述与描写共进”的原则。 一、情节推进 续写部分的故事情节在语言风格上要与原文保持一致。推进情节时，可以从语法角度和思维角度设计语言，做到叙述和描写共同推进。 (一)语法角度 1．用准“时态和句式” 读后续写部分的情节叙述多用表示过去的时态(一般过去时或过去进行时)。句式上，常会用到八种基本句型、三大从句(名词性从句、定语从句和状语从句)和一些特殊句式(倒装句、强调句和省略句等)。如： ①Some of his friends laughed at him, thinking it was a waste of time.(一般过去时) 他的一些朋友嘲笑他，认为这是浪费时间。 ②The headmaster smiled at Jim.(基本句型：主谓宾) 校长对吉姆笑了笑。 ③What further astonished and touched me was that he handed me some cash for taking a bus.(主语从句和表语从句) 更令我惊讶和感动的是，他给了我一些坐公交车的钱。 ④Never had I thought that I could win the prize in writing.(倒装句) 我从来没有想到我能在写作上获奖。 2．用活“无灵主语句” “无灵主语句”就是用表示“抽象概念、心理感觉、事物名称或时间地点”等的非人称名词作主语，以人的动作或行为的“有灵动词”(如：gain, get, seize, fail, see, find等)作谓语的句子。如： ①The beautiful scenery gained the place quite a reputation. 美景使这个地方颇有名气。 ②A strong sense of relief seized Tom, tears streaming down his cheeks. 汤姆如释重负，眼泪顺着脸颊流了下来。 ③The light of the sun shone on us, witnessing the start of a new friendship. 阳光照在我们身上，见证了一段新的友谊的开始。 (二)思维角度 叙述时，要确保思维连贯，逻辑严密，句子和句群在意义上要有关联，自然顺畅。续写时，可以先把段落划分成几个句群，然后再展开叙述和描写。比如，2022年新高考Ⅰ卷读后续写第一段的叙述可以划分如下： We sat down next to each other, but David wouldn't look at me. He lowered his head and rubbed his hands.“You don't want to give up，do you？” I asked in a soft voice. He nodded with tears in his eyes but still hesitated.(句群1：询问原因) Then I showed him some photos. In a few pictures, he is described he loves sports and he enjoys running every day; In some others it indicates that he benefits a lot from sports and is laughing with his classmates happily.(句群2：悉心安慰) His face lit up and David — hard­working, determined, and full of positive energy — came alive. He looked up at me, promising to find his true self again.(句群3：充满信心) 从上面的例子来看，故事情节的叙述分成了三个句群：作者询问David放弃比赛的原因；作者悉心安慰David；David充满信心，决定参加比赛。这三个句群思维连贯、语意关联、层次分明。这种语言设计值得借鉴。 二、细节描写 细节描写是读后续写中必不可少的一种写作手段。它通过对人物的肖像、神态、动作、心理和对话等的详细描述来表现人物性格、塑造人物形象。它也可通过环境描写和场景描写等来烘托人物的情感。 1.肖像描写 肖像描写即描绘人物的面貌特征，它包括人物的身材、容貌、服饰、打扮以及表情、仪态风度等。肖像描写的目的是以 “形” 传 “神”，刻画人物的性格特征，反映人物的内心世界。 ①Father had white hair, looking very old, with some wrinkles on his forehead.(容貌) 父亲有一头白发，看起来很老，额头上有些皱纹。 ②My deskmate is 1.8 meters tall with a strongly­built body and sun­tanned skin, making him look like a sportsman.(身材) 我的同桌一米八的个子，身材结实，皮肤晒得黑黑的，使他看起来像一位运动员。 2.神态描写 对人物的五官、眼神等动作和变化的描写可以帮助读者领悟人物的心理。神态描写通常伴随肢体描写，使人物的形象立体丰满，栩栩如生。 ①I will never forget the broad smile on my father's face. 我永远不会忘记我父亲脸上灿烂的笑容。 ②He nodded and bit his lip, tears welling up in his eyes. 他点点头，咬着嘴唇，泪眼汪汪。 3.动作描写 动作描写是指对人物的整个身体或身体的某一部位的走、跑、跳、哭、笑、喊等动作的细节描写。它们可以反映人物的内心活动或思想态度等。 ①With a squeaking call, she dived towards me and hovered before my face, looking at me with her bright eyes. 它尖声叫着，向我扑来，在我面前盘旋，用它明亮的眼睛看着我。 ②Mother ran in my direction, gathered me into her arms, and kept patting my back gently. 妈妈朝我这个方向跑过来，把我拥入怀抱，不停地轻轻拍着我的后背。 4.心理描写 通过对人物心理的描写，读者能直观地了解人物的内心，体会其行为、动作背后的含义。人物的心理活动可以通过人物的所思所想和内心独白直接呈现，也可以通过景物烘托、人物动作和神态等间接呈现。 ①A feeling of gratitude washed over me as I heard his words. 当我听到他的话时，一种感激之情涌上心头。 ②She felt a rush of excitement as she prepared to take the stage, her hands trembling with anticipation.当她准备登上舞台时，她感到一阵兴奋涌上心头，双手颤抖着，心里充满着期待。 5.对话描写 对话描写鲜明地展示人物的性格，生动地表现人物的思想感情，深刻地反映人物的内心世界，使读者“闻其声，如见其人”。 ①“May I have your phone number? I will call you and return the money I owe you. I promise I will keep my word！” I added. “能告诉我你的电话号码吗？我会打电话给你，把欠你的钱还给你。我保证我会遵守诺言！”我补充说。 ②Looking at Gunter with the biggest and sincerest smile since adulthood, I said, “Thanks. You've really made my day.” and then rushed to board the bus. 我带着长大以来最大、最真诚的微笑看着冈特说：“谢谢。你真的让我很开心。”然后赶紧上了车。 6.环境描写 环境描写是指对人物所处的具体的社会环境和自然环境的描写。环境描写可以烘托氛围，折射出人物的心理状态，与人物的思想感情密不可分。恰到好处的环境描写会使读者身临其境，使文章更加引人入胜。 It was so peaceful and quiet here and the colors of the brown rocks, the deep green pine trees, and the late afternoon sun mixed to create a magic scene. It looked like a beautiful woven blanket spread out upon the ground just for us.(自然环境) 这里非常静谧安宁，棕色的岩石、深绿色的松树和晚霞，五颜六色交织在一起，构成了一幅神奇的场景。它看起来就像为我们铺展在地上的一条编织的漂亮毯子。 7.场景描写 场景描写是指对人物参加活动的场景的描写。常见的续写场景描写有：体育比赛场景、音乐或舞蹈演出场景、危险中救人的场景、家人或朋友互助的场景等。这些场景描写能给读者带来强烈的画面感。 I watched as David moved up to the starting line with the other runners. The starter's gun sounded, and David leaned forward with the other children. But he had only run a few metres before he tripped and fell flat on the ground.(体育比赛) 我看着大卫和其他赛跑者一起走上起跑线。发令员的枪声响起，大卫和其他孩子一起向前倾身(起跑)。但他只跑了几米就绊了一下，摔倒在地上。 [即时训练] 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 “Come on, Ben，” I said, pointing to the floor of my car. “Let's go for a hike.” But he refused to jump in. Instead, he kept dancing nervously around my feet, and then sat down on the ground, looking up at me with sad eyes. Having changed the command for several times, I lost my patience eventually. I took him up and threw him into my car. Ben seemed very scared. “Stay there，” I ordered angrily, raising my voice. That was my first afternoon with the three­year­old dog I was adopting, and it was the first time for our daily hike. I'd taken Ben in reluctantly, as a temporary solution for Tommy, my best friend. She was trying to find a new home for the dog, which was rescued from a shelter and had been kept long in a cage there. Tommy knew why I was unwilling to give Ben a permanent home. Three months earlier, I'd lost my beloved dog, Bantam, who'd been with me for 15 years. I wasn't ready to let a new dog into my life yet. But I'd agreed to help Tommy out while she continued her search for a permanent home for Ben. Actually, Ben had a boyish enthusiasm toward anything new. He was also a sweet dog. One morning, he even came to the steps where I sat. He shyly looked at me, then walked over and put one of his feet on my knee. At that very moment, I realized that he did show affection, in his own way. But he stubbornly refused to get in the car for our hikes, no matter how hard I tried to persuade him to get in the car. Every day, I had to lift him up and placed him in the back seat. “Why wouldn't Ben jump into the car？” I kept wondering about Ben's strange behavior. 注意：1.续写词数应为150左右； 2．请按如下格式作答。 One day, I lost my patience again.　 　 The next afternoon, I called Ben over and let him watch as I removed the cage from the car.　 　 第四讲　如何设计衔接与结尾 “有效地使用了语句间的衔接手段，全文结构清晰，意义连贯”是读后续写最高档次的评分细则之一。根据此标准，考生在备考时必须注意从以下几处设计续写语言：首句接续、情节叙述、细节描写、段落过渡和故事结尾。本讲主要从首句接续、段落过渡和故事结尾三个方面讲解。 一、首句接续 续写部分所给的两段首句控制着故事的基本情节和发展方向，因此，接续好段落首句特别重要。接续首句时，注意从首句中人物的动作和情感入手，可以利用语法手段或细节描写进行接续。 1．利用语法手段接续 ①(2024·新高考Ⅰ卷续写第一段)I ran back to Gunter and told him the bad news. Caught in such a dilemma, I could obviously feel a wave of helplessness and anxiety sweeping over me.(分词短语) ②(2024·新高考Ⅰ卷续写第二段)Four days later, when I was back in Vienna, I called Gunter as promised. Delighted and excited, we agreed to meet at the same place where we last met.(形容词短语) ③(2022·浙江1月高考续写第一段)We started to meet regularly to draw up our plans.The more we met, the more I knew his ability.(固定句型) 2．利用细节描写接续 ①(2024·新高考Ⅰ卷续写第一段)I ran back to Gunter and told him the bad news.He frowned instantly, hit by shock obviously.(动作描写) ②(2024·新高考Ⅰ卷续写第二段)Four days later, when I was back in Vienna, I called Gunter as promised.A few minutes later, a taxi came into my sight, in which was exactly Gunter, still with friendly bright smile on his face.(场景描写) ③(2023·新高考Ⅰ卷续写第二段)I went to my teacher's office after the award presentation.Giggling instantly with a broad smile spreading on his face, he told me that he was proud of my wonderful performance.(神态描写) ④(2022·新高考Ⅰ卷续写第一段)We sat down next to each other, but David wouldn't look at me.A flood of sympathy and sadness surged in my heart.(心理描写) 二、段落过渡 续写部分的两个段落在情节上是自然顺承、连贯一致的故事片段。因此，两个段落之间的衔接过渡十分重要。续写过渡句时，要从时间、空间、逻辑意义或心理变化等角度考虑才能写好前后两段的过渡句。 1．时间角度 (2024·新高考Ⅰ卷续写第一段尾句) ... With a final push, Gunter sent me onto the bus at the last minute, and my new­found friend disappeared into the darkness of the night.(4天前的晚上) (第二段首句)(4天后)Four days later, when I was back in Vienna，I called Gunter as promised ... 2．空间角度 (2022·新高考Ⅰ卷续写第一段尾句) ... Without hesitation, he wiped away the tears and struggled to his feet to embrace the challenge.(David擦干眼泪，站起来迎接挑战) (第二段首句)(起跑线上)I watched as David moved up to the starting line with the other runners ... 3．逻辑意义 (2021·浙江1月高考续写第一段尾句) ...Then Mom told me she had just filmed me managing to pull my head out of the pumpkin.(视频被录制完成) (第二段首句)(视频被发到网上)That video was posted the day before Halloween ... 4．心理变化 (2024·浙江1月高考续写第一段尾句) ...Eva's perspective shifted, and she began to see challenges as opportunities for growth rather than obstacles to overcome.(变得乐观) (第二段首句)(信心更坚定)Eva decided to use the same trick to deal with the school building. 三、故事结尾 读后续写的原文往往是一个扣人心弦的故事，因此，为故事设计一个精彩的结尾尤为重要，因为好的结尾可以让读者感觉到意犹未尽，回味无穷。写好一个结尾常用的方式有：哲理升华、自然顺承、呼应开头、寓情于景和人物对话。 1.哲理升华 哲理升华式结尾就是以富含哲理的议论句或名言警句等作为对故事或人物的评价，凸显文章主旨的一种结尾方式。 如2024年新高考Ⅰ卷中读后续写的哲理升华式结尾可以设计如下： ①I felt blessed to have such a warm­hearted friend like Gunter. ②I couldn't help thinking: Trust between people is really like magic. ③I also knew that no matter where I lived, Gunter's kindness and trust would be a beacon of hope and humanity on my journey, and I decided to pass it on. 2.自然顺承 自然顺承式结尾是指顺着续写原文中的故事情节发展，自然地从故事的开端、发展、高潮到故事结束的一种结尾方式。这种结尾往往采用叙述性语言，给人以简洁明快的感觉。 [典例]　(2023·浙江1月高考)I felt a surge of relief and awe at the sight of this sound and grateful creature, and I knew that I would always cherish the memories we shared as I climbed into my car and drove away. 分析：看到蜂鸟，作者感到宽慰和敬畏——上车离开时，意识到自己会永远珍惜这一段回忆。本结尾以空间切换为转折点，自然结束故事，留给读者足够的思考空间。 3.呼应开头 呼应开头式结尾是指续写部分最后一句中的部分用语与续写原文的开头部分的某部分用语相呼应。这种方式不会偏离主题，而且能保证文章前后逻辑上的一致，能唤起读者心理上的共鸣。 [典例]　(2024·浙江1月高考读写) 开头：One of the major headaches for her was finding her way in the huge school building.It was a six­story building. 结尾：She was no longer overwhelmed by the size of the building, but instead saw it as an opportunity to improve herself. 分析：原文开头部分提到Eva对学校巨大的教学楼感到头疼；结尾部分呼应开头，讲述了她不再为巨大的教学楼感到担忧。 4.寓情于景 寓情于景是指在叙述故事时，表面上以描写景物结尾，而实际上，作者是通过景物寄托某种感情。这种结尾可以使读者发挥想象，体会情景之外作者的真正情感和用意。 [典例]　And after a while, the little deer was able to stand up and walked away. It was rescued! Waving goodbye to it, Harry and David felt relieved. At this moment, the whole forest woke up, the moonlight fading and winds singing to welcome the dawn. 分析：续写部分描述的是救治小鹿，使它重返森林。结尾处寓情于景，以晨曦来临，森林苏醒的情景传递了人与自然和谐相处的理念，以景寓情，升华了主旨。 5.人物对话 人物对话式结尾是指在续写段落的结尾，用简短的人物对话来揭示或照应主题的结尾方式。人物的对话能让读者“听”到人物的内心。 [典例]　(2022·新高考Ⅰ卷)I ran towards David and gave him a bear hug. “You made it！” His eyes twinkled with delight, saying, “Thank you. It was you who made me realize that just be myself, and I can be the master of my destiny.” 分析：此处以对话结尾，形象直观地呈现出作者看到David成功完成比赛时的激动与欣慰，以及David对作者的感激之情，衬托出师生情深谊重。 [即时训练] 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Grandpa's Old Chair It was the annual cleaning day for the family. John and his mom were busy cleaning the house. They cleaned upstairs, downstairs, inside and outside until everything was spotless. Exhausted, they sank into the couch. Just then, John's mom noticed an old chair that was faded and worn. That chair was for John's grandpa, who had lived with them since John's grandma had died. “John, come and help me.” John's mom sprang to her feet. “We'll take the chair outside. The garbage truck is picking up on our block tomorrow.” As they attempted to move the chair, John's grandpa made his way through the door. Seeing what was happening, he quickly tried to stop them. “No！” he protested. “You can't take my chair.” “But it's so old ...” John's mom argued. “We'll buy you a new one.” “No，” he persisted, trying to push his chair back into place. John's mom finally let go of the chair and left the room. With a sigh of relief, the old man sank into his chair and closed his eyes. “Grandpa, why won't you let us get rid of the chair？” John asked. “You don't understand, John.” His grandpa shook his head and said, “I sat in this chair with your grandma right here when I asked her to marry me. And I sat in this chair the night your father was born. Many years later，” Grandpa's voice broke, “I sat in this chair when the doctor called and told me that your grandma was ill. I was lost without her, but the chair gave me comfort and warmth.” The old man's sadness seemed to grow as he recalled that fateful (重大影响的) day. “I understand now.” John looked at his grandpa and said, “This is not just an old chair. It is more like a friend.” “Yes，” he nodded. “We've gone through a lot together.” However, that night, when John and his grandpa were asleep, John's mom and dad carried the chair outside. It was a starless night. Spring had gone away and snow fell silently from the black sky and covered Grandpa's chair with a blanket of white. 注意：1.续写词数应为150左右； 2．请按如下格式作答。 The next morning, John was woken by the garbage truck pulling up to the house. 　 Hearing this, John's mom looked at Grandpa and slowly walked towards him. 　 [衔接过渡] 1．段首接续句 第一段： 　 　 (用首句的主语接续；动作描写；分词作补语；独立主格结构) 第二段：　 　　 　(用首句的主语接续；动作描写；宾语从句) 2．段落过渡句 (逻辑意义衔接) 　 　　 3．故事结尾句 ①自然式结尾： 　　 ②对话式结尾： 　 完成读后续写 The next morning, John was woken by the garbage truck pulling up to the house.　 　 Hearing this, John's mom looked at Grandpa and slowly walked towards him.　 　 3 / 20 学科网（北京）股份有限公司 $$