读后续写微技能1：如何读文 导学案-2026届高三英语上学期一轮复习专项

读后续写微技能：熟读精思，见微知著 【题型解读】 读后续写的语篇多以故事类记叙文为主，语篇词数为350左右。主要围绕人与自然、人与社会、人与自我三大主题。故事内容贴近生活，主题积极向上，文本难度适中，逻辑性较强。该题型充分体现了高考的立德树人，促进核心素养落地生根的导向。 读后续写主要考查同学们的阅读理解和写作等语言综合能力，具体包括同学们的语言表述能力，对文章的理解能力，对文章结构的把握能力和对情节发展的判断、构思能力。同学们只有在准确、深刻理解原文的基础上，对情节的发展方向做出准确的判断，合理构思故事情节，才能续写出好的段落。 【读文思维导图】 【四个步骤】 1. 通读全文，理清脉络 读所给的不完整故事，借助“5W1H工具”提炼故事的六要素 (时间、地点、人物、事件的起因、经过和结果)，弄清大意和主题，理清故事的主要人物和事件脉络。当中, 需要特别留意故事里的人物、时态 (通常是一般过去时)、事件(起因和经过)、故事的结构特点及语言特色，以便在续写时保持上下文一致。牢记一句口诀：人物时态和事件，语言特色不要变。 (1) 读大意，抓中心主题 把故事六要素结合起来，我们即可得知原文大意：Arthur在帮助一位年轻人搬行李箱时，银行警钟突然大响。他因抬着行李箱而被怀疑是抢劫犯，过于害怕，他便拿着行李箱逃跑了。 (2)读人物，找续写人物 读续写两段的首句可知，Arthur和那位年轻人是续写内容的关键人物，故年轻女士及人群可以排除不要。 (3)读时态，选续写时态 通读全文可知，该故事主要是用一般过去时讲述的，故续写内容的时态也应一致。 (4) 读结构，辨划分方式 弄清故事的结构特点及表现形式，选择合适的方式划分段落，常用的有4： ①以时空变化划分(指时间和地点)； ②以人物思想感情的变化来划分； ③按记叙内容的变化来划分； ④按描述角度的变化、事情发展的阶段来划分。 (5) 读语言，定风格特色 挖掘文本语言表达风格，模仿原文语言写句子。使续写部分的语言风格与原文的风格相一致，以促进语言协同。此外，如果原文有较多对话, 续写也可出现对话；如原文没有对话, 尽量少用对话形式。 2. 抓住关键，构思框架 仔细阅读原文，只要抓住三个关键句：续写部分的两段首句和续写第一段的最后一句，再结合正能量结尾，按照故事发展的要素(起因、经过、转折、高潮、结局), 便可构建大致框架, 合理设计后续情节。紧记口诀： 两段首句定一框，二框二首正能量。即由续写的第一段首句与第二段首句确定第一段的框架；第二段的框架，由第二段首句与正能量结尾来确定。 3. 增加细节，展开续写 在已定框架范围内，依据情节发展和生活常识，推断故事中人物所见、所闻、所思、所说、所做，选择性地加入多角度的细节性描写，增加故事的可信度、真实度和饱满度，给每段增加约5至8个具体细节，我们称之为“58细节添加法”。 4. 检查优化，整洁誊写 最后，默读初稿，注意检查全文的故事情节是否完整，所续写内容是否符合逻辑，与所给段首句语义是否衔接，上下文是否连贯，语言风格特色是否与前文一致。在修改润色之后, 整齐工整地誊写在答卷上。 【具体步骤】 1.读情节 读透故事情节，重点抓住两条线：⑴明线，即动作线：理顺主要人物的动作过程， 我们阅读时采取标注动词的方法，关注动词呈现的先后顺序，弄清故事中人物做了什么。⑵暗线，即情感线：阅读过程中，重点标注表示人物情感的形容词和副词。如果找不到描写人物情感的形容词或副词，可以通过动作或对话，分析情感变化。 【实例分析】 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。 Arthur was messy. He didn’t try to make messes, neither did he try to clean up much. His socks never made it into the hamper(洗衣篮 ). And he only picked up his toys when Mom threatened to throw them away. Most days, Mom followed Arthur around the house and cleaned up after him. She brushed the crumbs (碎屑) into her hand and threw them away after meals. She picked up his socks and made sure they got washed, dried and folded neatly be- fore going back in the drawer. One day, Mom asked Arthur to pick up his toy trains. He was reading a comic book and he was still reading, saying nothing. The trains had been on the living room floor since the morning. “You know what, Arthur? I’m not going to ask you again. I’m done cleaning today. ”And with that，Mom put her feet up on the sofa and picked up a book to read. At dinner time, Arthur noticed that there was a big pile of crumbs at his place at the table. After dinner, Arthur’s feet felt cold. He went to his room and opened his drawer, but the drawer was empty. “Mom, where are my socks?” Arthur called. “ There weren’t any socks in your hamper, so I didn’t wash them,” Mom said. Arthur felt unhappy. Now his feet would be cold, unless he wanted to wear dirty socks from the floor. He decided to stay barefoot. When it was time for bed, Arthur said good night to Mom and turned to go upstairs. Arthur stepped right on his toy train in his bare feet. “Ouch!” cried Arthur. “That really hurt !” 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 。 Para. 1: He turned to mom for help. However, Mom was still reading _______________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2: Having put away the toy train, he caught sight of the dirty _______________________________________________________________________________________________________________________________________________________________________________________________________________ ⑴标注动词，理顺情节 首先标注描写 Arthur 和 Mom 的动词，推断人物性格特征。 ①描写 Arthur 的动词 ... he only picked up his toys when Mom threatened to throw them away. ... .. One day, Mom asked Arthur to pick up his toy trains. He was reading a comic book and he was still reading, saying nothing ...... Arthur’s feet felt cold. He went to his room and opened his drawer, but the drawer was empty. “ Mom, where are my socks?” Arthur called ...... Arthur stepped right on his toy train in his bare feet.“Ouch!” cried Arthur.“That really hurt !” Arthur不主动收拾自己的物品，除非妈妈说要扔掉才行动。当妈妈叫他收拾玩具火车， 他无动于衷，继续看书；当脚凉了，在抽屉里没有找到袜子，于是对妈妈喊叫；上楼进房间，不小心踩到了玩具火车，脚很痛。从动词呈现的先后顺序就能明晰故事发展的情节， 也能体会到Arthur有不整理自己物品的坏习惯。 ②描写 Mom 的动词 Most days, Mom followed Arthur around the house and cleaned up after him. She brushed the crumbs (碎屑 ) into her hand and threw them away after meals. She picked up his socks and made sure they got washed, dried and folded neatly before going back in the drawer. And with that, Mom put her feet up on the sofa and picked up a book to read. 由此可以看出，很多时候妈妈都是帮 Arthur 收拾东西，但有一天，妈妈一反常态， 翘起脚看书，不帮收拾了。可以推断，妈妈已意识到过度帮助孩子不是好事，要想办法教育孩子了。 ⑵关注人物情感的变化 我们要重点标注反映人物情感状态的形容词或者副词，以及语言描写。 以 Arthur 为例。 Arthur was messy. He didn’t try to make messes ... Arthur’s feet felt cold. He went to his room and opened his drawer, but the drawer was empty. “Mom, where are my socks?” Arthur called... “There weren’t any socks in your hamper, so I didn’t wash them,” Mom said. Arthur felt unhappy ...... Arthur said good night to Mom and turned to go upstairs. Arthur stepped right on his toy train in his bare feet. “ Ouch! ” cried Arthur. “That really hurt !” 从这些形容词和 Arthur 所说的话不难发现他情感的变化：一直messy，因为有妈妈帮着整理→ 妈妈叫他捡玩具火车，他“无动于衷”→ 脚变“冷”，无袜子，询问无果→“不开心”， 因为妈妈没有帮他洗袜子→“生气委屈”，因为他踩到了玩具火车，脚痛 。从暗线分析，也能理顺文章的情节走向，理清文章脉络。为续写提供了情节支持与人物性格的“人设”支持，避免写偏 。 2.读语言 读后续写要做到“内容要创造，语言要模仿”。为此，我们读的时候，务必关注文章的语言特点和风格，以便让“写”有道可循，为续写做好语言的模仿和铺垫。语言特点和风格主要体现在以下两个方面： ⑴宏观方面：首先是文体，读后续写的文章多为记叙文，以故事的形式呈现，语言生动，描写丰富，如环境描写、动作和心理描写的语言都比较丰富。其次叙事的顺序一般是按照时间先后顺序。所以学生阅读时，要特别标记表示时间衔接的过渡词。 ⑵微观方面：首先关注时态。故事一般用过去时态，如一般过去时，过去完成时，过去将来时等等。其次，关注文章的谋篇行文形式，在表达作者情感方面是否通过强化动作描写和对话描写？ 最后，标记重复使用的高频动词或者名词，在续写文章中可以“借用”；同 时，关注一些句式，如 with 表示伴随等；过去分词和现在分词的使用。这些语言现象在续写中的使用能够增加情节的融洽度，让阅卷老师觉得，原文与续写段落风格是一致的。 结合以上两点，回归本文，我们要借用或模仿的语言有： ⑴动词的使用。文中使用了大量的动词，形成动作链，增强了情境的画面感。如描写妈妈如何收拾整理物品的语言就非常具体生动，如 follow, clean up, brush, throw, pick up, get washed, dry, fold 等 。 Most days, Mom followed Arthur around the house and cleaned up after him. She brushed the crumbs ( 碎屑 ) into her hand and threw them away after meals. She picked up his socks and made sure they got washed, dried and folded neatly before going back in the drawer. 因此，我们要模仿这种行文技巧，让先后发生的几个动词形成动作链，有利于增强文章的感染力。 ⑵语言描写。需要提醒的是，语言描写要与人物当时的动作和情感保持一致。如： “You know what, Arthur？ I’m not going to ask you again. I’m done cleaning today. ”And with that, Mom put her feet up on the sofa and picked up a book to read. 对话内容“你知道吗，Arthur？ 我不会再问你，我今天打扫完了。”与动作“把脚搁在沙发上，拿起一本书来读”表达的内容是一致的：妈妈不再帮他收拾了。 ⑶衔接词语。本文使用了以下表示时间的过渡性短语或从句： One day, Mom asked Arthur to pick up his toy trains ... At dinner time, Arthur noticed that there was a big pile of crumbs at his place at the table. After dinner, Arthur’s feet felt cold. He went to his room and opened his drawer, but the drawer was empty. “Mom, where are my socks？” Arthur called. When it was time for bed, Arthur said good night to Mom and turned to go upstairs ... 我们在续写过程中，也要学会模仿原文这种衔接手法，使叙事更加连贯清晰。 3.读首句 首句即命题者给出的需要我们续写的两个段落的首句。如何读懂首句至关重要，因为 首句就是“潜台词”，隐含着情节的走向，读懂它，我们就能合理地推断情节，构思续写框架。 ⑴关注句意衔接 首先，解读原文最后一句与所给续写首段的首句的句意，推测下一句的情节，避免句意逻辑断层。 原文末句：Arthur stepped right on his toy train in his bare feet. “Ouch!” cried Arthur.“That really hurt ! ” (阿瑟光着脚正好踩在他的玩具火车上。“哎哟!” 亚瑟叫道。“真的很疼!”) 续写的首段首句：He turned to mom for help. However, Mom was still reading and said nothing. (他向妈妈求助。然而，妈妈仍然在看书，什么也没说) 由此推断，下一句的信息应该是写亚瑟的反应，而且是一些负面情绪的反应，因为他受 伤了，求助妈妈，但妈妈无动于衷。所以亚瑟要么生气，要么不解，要么委屈等等。这里通过一些动作以及语言描写来勾画当时的情绪。如：Seeing his mother’s response, he burst into anger. “Why are you so cold!” He shouted ... 其次，通过第二段首句反推第一段的情节发展，做好续写首段末尾与第二段首句的句意衔接 。 续写第二段首句：Having put away the toy train, he caught sight of the dirty socks. (他把玩具火车放好后，看到了脏袜子) 由句中“having put away the toy train”可推断，第一段应该要写 Arthur如何收拾玩具火车的情节。当然，是什么驱使他完成这个动作，按照故事情感的发展由消极走向积极的原则，可以推断他认识到自己的错误，怀着懊悔和羞愧情感完成了“收拾”的动作。 ⑵读出 “首句”的关键信息，合理推测续写情节 如第一段首句的关键信息是亚瑟求助妈妈，“妈妈没有回应”。据此，可自我设问：最终妈妈帮助了Arthur吗？帮助了他什么呢？怎么帮助？为什么帮助了他？这些问题链的提出，有利于使情节逐渐浮出水面，情节不会远离核心内容。又如第二段首句的关键信息是“看到了脏袜子了”。 因此，后面的写作思路应该是围绕着如何处理脏袜子，而不是其他物品。 综上所述，除了读原文以外，源语篇的“读”还包括读题目提供的首句，千万不要忽略续写首句的重要性。我们要读出“写作关键信息”，为续写内容做好逻辑衔接。 4.读主题 根据高考试题育人功能可知，读后续写故事的最后，问题、矛盾或冲突最终一定会得到解决。故事中的人物经过一系列情绪或心理活动之后，必将从消极走向积极，最终明白一个道理或者实现了自我成长。就本例子而言，亚瑟从一个messy 的男孩，在妈妈的教育和帮助下，学会自律和独立，最终改掉“脏乱”的坏习惯，实现了自我成长。 【文本分析】 本文以人物为线索展开，讲述了亚瑟经常东西混乱，东西随地乱丢，脏衣袜从不自己清洗。但在妈妈的教育引导之下，他改变了这个坏毛病。 【思路点拨】 1.段落续写： 由第一段首句内容“亚瑟向妈妈求助，但是妈妈只是继续读若书没有说什么”可知，第一段可描写妈妈面对亚瑟的求助并没有像往常一样帮他收拾东西，而是希望他能意识到自己的坏毛病。 ②由第二段首句内容“他把玩具火车放好后，突然看见了脏袜子”可知，第二段可描写亚瑟看见自己的脏袜子后，意识到自己洗衣服是他的责任，所以开始自己收拾东西，自己洗衣袜。 2.续写线索：向妈妈求助——妈妈不帮助——亚瑟勃然大怒——醒悟——自己动手 【佳作展现】 Para. 1: He turned to mom for help. However, Mom was still reading _______________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2: Having put away the toy train, he caught sight of the dirty _______________________________________________________________________________________________________________________________________________________________________________________________________________ 【举一反三】 1.(2022新课标I&II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。 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! 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. 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. 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. Para. 1: We sat down next to each other, but David wouldn’t look at me. _______________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2: I watched as David moved up to the starting line with the other runners. _______________________________________________________________________________________________________________________________________________________________________________________________________________ 2.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。 At age fifty, I found myself on a rocky path. I lacked self-confidence. I realized that I had consistently put other people’s needs and expectations ahead of my own. I remember looking in a mirror one rainy afternoon and seeing a person who no longer recalled who she was, what she loved to do, and what she was capable of doing. Not only did I avoid adventure, but I also held back from pursuing just about anything else I had longed for in my youth. By age fifty, I still hadn’t pursued my interest in art, playing the guitar, and singing. I hadn’t become a forest ranger, geologist, or paleontologist. Instead, I played it safe. Then a new friend entered my life. He picked up on my soul’s unspoken desires. “How about backpacking for five days in Yosemite National Park?” he asked. “Sure!” I said, wanting to impress him with who I wanted to be, not who I had become. And then I thought, “Backpacking? I can’t go backpacking! I’m a girl. Backpacking’s dangerous!” Because I liked this guy so much, though, I worked through my fears and trained like mad for a month so I could go backpacking with him. I had never felt so full of self-doubt, but I kept reminding myself: Isn’t this what I always wanted? Isn’t this supposed to be who I am, or who I think I am, or who I claim I am? For an entire month, I climbed local hills with an increasing number of water bottles in my backpack until it matched in pounds what I had to carry on the trip. My heart pounded out of my chest. My legs trembled and my back ached in as many places. And then the day finally came when my friend took me out with him into the wilderness at Yosemite. Day One’s hike proved to be the shortest walk, but the biggest reality check. I couldn’t have been more relieved to drop the forty-pound backpack to the ground when we got to a clearing that would serve as our campsite for the night. When my friend reminded me we would take a two-mile satellite hike to the North Dome before dinner, I forced a smile and replied, “Clearly, I haven’t suffered enough today.” 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。 Para. 1: The rest of the trip was struggling. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2: After the adventure my friend loaded my backpack in the car. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $ 读后续写微技能：熟读精思，见微知著 【题型解读】 读后续写的语篇多以故事类记叙文为主，语篇词数为350左右。主要围绕人与自然、人与社会、人与自我三大主题。故事内容贴近生活，主题积极向上，文本难度适中，逻辑性较强。该题型充分体现了高考的立德树人，促进核心素养落地生根的导向。 读后续写主要考查同学们的阅读理解和写作等语言综合能力，具体包括同学们的语言表述能力，对文章的理解能力，对文章结构的把握能力和对情节发展的判断、构思能力。同学们只有在准确、深刻理解原文的基础上，对情节的发展方向做出准确的判断，合理构思故事情节，才能续写出好的段落。 【读文思维导图】 【四个步骤】 1. 通读全文，理清脉络 读所给的不完整故事，借助“5W1H工具”提炼故事的六要素 (时间、地点、人物、事件的起因、经过和结果)，弄清大意和主题，理清故事的主要人物和事件脉络。当中, 需要特别留意故事里的人物、时态 (通常是一般过去时)、事件(起因和经过)、故事的结构特点及语言特色，以便在续写时保持上下文一致。牢记一句口诀：人物时态和事件，语言特色不要变。 (1) 读大意，抓中心主题 把故事六要素结合起来，我们即可得知原文大意：Arthur在帮助一位年轻人搬行李箱时，银行警钟突然大响。他因抬着行李箱而被怀疑是抢劫犯，过于害怕，他便拿着行李箱逃跑了。 (2)读人物，找续写人物 读续写两段的首句可知，Arthur和那位年轻人是续写内容的关键人物，故年轻女士及人群可以排除不要。 (3)读时态，选续写时态 通读全文可知，该故事主要是用一般过去时讲述的，故续写内容的时态也应一致。 (4) 读结构，辨划分方式 弄清故事的结构特点及表现形式，选择合适的方式划分段落，常用的有4： ①以时空变化划分(指时间和地点)； ②以人物思想感情的变化来划分； ③按记叙内容的变化来划分； ④按描述角度的变化、事情发展的阶段来划分。 (5) 读语言，定风格特色 挖掘文本语言表达风格，模仿原文语言写句子。使续写部分的语言风格与原文的风格相一致，以促进语言协同。此外，如果原文有较多对话, 续写也可出现对话；如原文没有对话, 尽量少用对话形式。 2. 抓住关键，构思框架 仔细阅读原文，只要抓住三个关键句：续写部分的两段首句和续写第一段的最后一句，再结合正能量结尾，按照故事发展的要素(起因、经过、转折、高潮、结局), 便可构建大致框架, 合理设计后续情节。紧记口诀： 两段首句定一框，二框二首正能量。即由续写的第一段首句与第二段首句确定第一段的框架；第二段的框架，由第二段首句与正能量结尾来确定。 3. 增加细节，展开续写 在已定框架范围内，依据情节发展和生活常识，推断故事中人物所见、所闻、所思、所说、所做，选择性地加入多角度的细节性描写，增加故事的可信度、真实度和饱满度，给每段增加约5至8个具体细节，我们称之为“58细节添加法”。 4. 检查优化，整洁誊写 最后，默读初稿，注意检查全文的故事情节是否完整，所续写内容是否符合逻辑，与所给段首句语义是否衔接，上下文是否连贯，语言风格特色是否与前文一致。在修改润色之后, 整齐工整地誊写在答卷上。 【具体步骤】 1.读情节 读透故事情节，重点抓住两条线：⑴明线，即动作线：理顺主要人物的动作过程， 我们阅读时采取标注动词的方法，关注动词呈现的先后顺序，弄清故事中人物做了什么。⑵暗线，即情感线：阅读过程中，重点标注表示人物情感的形容词和副词。如果找不到描写人物情感的形容词或副词，可以通过动作或对话，分析情感变化。 【实例分析】 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。 Arthur was messy. He didn’t try to make messes, neither did he try to clean up much. His socks never made it into the hamper(洗衣篮 ). And he only picked up his toys when Mom threatened to throw them away. Most days, Mom followed Arthur around the house and cleaned up after him. She brushed the crumbs (碎屑) into her hand and threw them away after meals. She picked up his socks and made sure they got washed, dried and folded neatly be- fore going back in the drawer. One day, Mom asked Arthur to pick up his toy trains. He was reading a comic book and he was still reading, saying nothing. The trains had been on the living room floor since the morning. “You know what, Arthur? I’m not going to ask you again. I’m done cleaning today. ”And with that，Mom put her feet up on the sofa and picked up a book to read. At dinner time, Arthur noticed that there was a big pile of crumbs at his place at the table. After dinner, Arthur’s feet felt cold. He went to his room and opened his drawer, but the drawer was empty. “Mom, where are my socks?” Arthur called. “ There weren’t any socks in your hamper, so I didn’t wash them,” Mom said. Arthur felt unhappy. Now his feet would be cold, unless he wanted to wear dirty socks from the floor. He decided to stay barefoot. When it was time for bed, Arthur said good night to Mom and turned to go upstairs. Arthur stepped right on his toy train in his bare feet. “Ouch!” cried Arthur. “That really hurt !” 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 。 Para. 1: He turned to mom for help. However, Mom was still reading _______________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2: Having put away the toy train, he caught sight of the dirty _______________________________________________________________________________________________________________________________________________________________________________________________________________ ⑴标注动词，理顺情节 首先标注描写 Arthur 和 Mom 的动词，推断人物性格特征。 ①描写 Arthur 的动词 ... he only picked up his toys when Mom threatened to throw them away. ... .. One day, Mom asked Arthur to pick up his toy trains. He was reading a comic book and he was still reading, saying nothing ...... Arthur’s feet felt cold. He went to his room and opened his drawer, but the drawer was empty. “ Mom, where are my socks?” Arthur called ...... Arthur stepped right on his toy train in his bare feet.“Ouch!” cried Arthur.“That really hurt !” Arthur不主动收拾自己的物品，除非妈妈说要扔掉才行动。当妈妈叫他收拾玩具火车， 他无动于衷，继续看书；当脚凉了，在抽屉里没有找到袜子，于是对妈妈喊叫；上楼进房间，不小心踩到了玩具火车，脚很痛。从动词呈现的先后顺序就能明晰故事发展的情节， 也能体会到Arthur有不整理自己物品的坏习惯。 ②描写 Mom 的动词 Most days, Mom followed Arthur around the house and cleaned up after him. She brushed the crumbs (碎屑 ) into her hand and threw them away after meals. She picked up his socks and made sure they got washed, dried and folded neatly before going back in the drawer. And with that, Mom put her feet up on the sofa and picked up a book to read. 由此可以看出，很多时候妈妈都是帮 Arthur 收拾东西，但有一天，妈妈一反常态， 翘起脚看书，不帮收拾了。可以推断，妈妈已意识到过度帮助孩子不是好事，要想办法教育孩子了。 ⑵关注人物情感的变化 我们要重点标注反映人物情感状态的形容词或者副词，以及语言描写。 以 Arthur 为例。 Arthur was messy. He didn’t try to make messes ... Arthur’s feet felt cold. He went to his room and opened his drawer, but the drawer was empty. “Mom, where are my socks?” Arthur called... “There weren’t any socks in your hamper, so I didn’t wash them,” Mom said. Arthur felt unhappy ...... Arthur said good night to Mom and turned to go upstairs. Arthur stepped right on his toy train in his bare feet. “ Ouch! ” cried Arthur. “That really hurt !” 从这些形容词和 Arthur 所说的话不难发现他情感的变化：一直messy，因为有妈妈帮着整理→ 妈妈叫他捡玩具火车，他“无动于衷”→ 脚变“冷”，无袜子，询问无果→“不开心”， 因为妈妈没有帮他洗袜子→“生气委屈”，因为他踩到了玩具火车，脚痛 。从暗线分析，也能理顺文章的情节走向，理清文章脉络。为续写提供了情节支持与人物性格的“人设”支持，避免写偏 。 2.读语言 读后续写要做到“内容要创造，语言要模仿”。为此，我们读的时候，务必关注文章的语言特点和风格，以便让“写”有道可循，为续写做好语言的模仿和铺垫。语言特点和风格主要体现在以下两个方面： ⑴宏观方面：首先是文体，读后续写的文章多为记叙文，以故事的形式呈现，语言生动，描写丰富，如环境描写、动作和心理描写的语言都比较丰富。其次叙事的顺序一般是按照时间先后顺序。所以学生阅读时，要特别标记表示时间衔接的过渡词。 ⑵微观方面：首先关注时态。故事一般用过去时态，如一般过去时，过去完成时，过去将来时等等。其次，关注文章的谋篇行文形式，在表达作者情感方面是否通过强化动作描写和对话描写？ 最后，标记重复使用的高频动词或者名词，在续写文章中可以“借用”；同 时，关注一些句式，如 with 表示伴随等；过去分词和现在分词的使用。这些语言现象在续写中的使用能够增加情节的融洽度，让阅卷老师觉得，原文与续写段落风格是一致的。 结合以上两点，回归本文，我们要借用或模仿的语言有： ⑴动词的使用。文中使用了大量的动词，形成动作链，增强了情境的画面感。如描写妈妈如何收拾整理物品的语言就非常具体生动，如 follow, clean up, brush, throw, pick up, get washed, dry, fold 等 。 Most days, Mom followed Arthur around the house and cleaned up after him. She brushed the crumbs ( 碎屑 ) into her hand and threw them away after meals. She picked up his socks and made sure they got washed, dried and folded neatly before going back in the drawer. 因此，我们要模仿这种行文技巧，让先后发生的几个动词形成动作链，有利于增强文章的感染力。 ⑵语言描写。需要提醒的是，语言描写要与人物当时的动作和情感保持一致。如： “You know what, Arthur？ I’m not going to ask you again. I’m done cleaning today. ”And with that, Mom put her feet up on the sofa and picked up a book to read. 对话内容“你知道吗，Arthur？ 我不会再问你，我今天打扫完了。”与动作“把脚搁在沙发上，拿起一本书来读”表达的内容是一致的：妈妈不再帮他收拾了。 ⑶衔接词语。本文使用了以下表示时间的过渡性短语或从句： One day, Mom asked Arthur to pick up his toy trains ... At dinner time, Arthur noticed that there was a big pile of crumbs at his place at the table. After dinner, Arthur’s feet felt cold. He went to his room and opened his drawer, but the drawer was empty. “Mom, where are my socks？” Arthur called. When it was time for bed, Arthur said good night to Mom and turned to go upstairs ... 我们在续写过程中，也要学会模仿原文这种衔接手法，使叙事更加连贯清晰。 3.读首句 首句即命题者给出的需要我们续写的两个段落的首句。如何读懂首句至关重要，因为 首句就是“潜台词”，隐含着情节的走向，读懂它，我们就能合理地推断情节，构思续写框架。 ⑴关注句意衔接 首先，解读原文最后一句与所给续写首段的首句的句意，推测下一句的情节，避免句意逻辑断层。 原文末句：Arthur stepped right on his toy train in his bare feet. “Ouch!” cried Arthur.“That really hurt ! ” (阿瑟光着脚正好踩在他的玩具火车上。“哎哟!” 亚瑟叫道。“真的很疼!”) 续写的首段首句：He turned to mom for help. However, Mom was still reading and said nothing. (他向妈妈求助。然而，妈妈仍然在看书，什么也没说) 由此推断，下一句的信息应该是写亚瑟的反应，而且是一些负面情绪的反应，因为他受 伤了，求助妈妈，但妈妈无动于衷。所以亚瑟要么生气，要么不解，要么委屈等等。这里通过一些动作以及语言描写来勾画当时的情绪。如：Seeing his mother’s response, he burst into anger. “Why are you so cold!” He shouted ... 其次，通过第二段首句反推第一段的情节发展，做好续写首段末尾与第二段首句的句意衔接 。 续写第二段首句：Having put away the toy train, he caught sight of the dirty socks. (他把玩具火车放好后，看到了脏袜子) 由句中“having put away the toy train”可推断，第一段应该要写 Arthur如何收拾玩具火车的情节。当然，是什么驱使他完成这个动作，按照故事情感的发展由消极走向积极的原则，可以推断他认识到自己的错误，怀着懊悔和羞愧情感完成了“收拾”的动作。 ⑵读出 “首句”的关键信息，合理推测续写情节 如第一段首句的关键信息是亚瑟求助妈妈，“妈妈没有回应”。据此，可自我设问：最终妈妈帮助了Arthur吗？帮助了他什么呢？怎么帮助？为什么帮助了他？这些问题链的提出，有利于使情节逐渐浮出水面，情节不会远离核心内容。又如第二段首句的关键信息是“看到了脏袜子了”。 因此，后面的写作思路应该是围绕着如何处理脏袜子，而不是其他物品。 综上所述，除了读原文以外，源语篇的“读”还包括读题目提供的首句，千万不要忽略续写首句的重要性。我们要读出“写作关键信息”，为续写内容做好逻辑衔接。 4.读主题 根据高考试题育人功能可知，读后续写故事的最后，问题、矛盾或冲突最终一定会得到解决。故事中的人物经过一系列情绪或心理活动之后，必将从消极走向积极，最终明白一个道理或者实现了自我成长。就本例子而言，亚瑟从一个messy 的男孩，在妈妈的教育和帮助下，学会自律和独立，最终改掉“脏乱”的坏习惯，实现了自我成长。 【文本分析】 本文以人物为线索展开，讲述了亚瑟经常东西混乱，东西随地乱丢，脏衣袜从不自己清洗。但在妈妈的教育引导之下，他改变了这个坏毛病。 【思路点拨】 1.段落续写： 由第一段首句内容“亚瑟向妈妈求助，但是妈妈只是继续读若书没有说什么”可知，第一段可描写妈妈面对亚瑟的求助并没有像往常一样帮他收拾东西，而是希望他能意识到自己的坏毛病。 ②由第二段首句内容“他把玩具火车放好后，突然看见了脏袜子”可知，第二段可描写亚瑟看见自己的脏袜子后，意识到自己洗衣服是他的责任，所以开始自己收拾东西，自己洗衣袜。 2.续写线索：向妈妈求助——妈妈不帮助——亚瑟勃然大怒——醒悟——自己动手 【佳作展现】 He turned mom for help, however, Mom was still reading and said nothing. Seeing his mother's response, he burst into anger. “why are you so cold!” he shouted. But mom just closed the book, staring at him, stating calmly, “all of your pain results from your bad habits.” Furious but weak in words, Arthur turned back sharply and stepped upstairs with lame legs. Arthur came to realize it was he that could solve the problem by himself.Tears of regret filling the eyes, he quietly picked up the toy train and put it in the box. Having put away the toy train, he caught sight of the dirty socks. It suddenly struck him that it was also his duty to do the washing himself. Having collected the socks, he sank them in water, then gazing at them without knowing what to do. Just as he was scratching his head, mom came over and told him how to wash them softly, His face lighting up. Arthur sprang up into his mom’s warm hug. Stroking Arthur’s hair, Mom smiled with satisfaction for his getting rid of the bad habit. 【赏析】 1.词汇激活 (1)行为类 ①求助：turned mom for help/turn to mom/ask mom for help ②盯着：stare at him/gaze at him ③看见：caught sight of / clap eyes on (2)情绪类 ①生气：burst into anger /gct mad/bc angry ②开心：his face lighting up / brighten up 2.|高分句型 1.Seeing his mother's response, he burst into anger.（用现在分词作状语，使句子史为高级) 2. It suddenly struck him that it was also his duty to do the washing himself.（运用主语从句，更能彰显语言功底） 【举一反三】 (2022新课标I&II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。 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! 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. 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. 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. Para. 1: We sat down next to each other, but David wouldn’t look at me. _______________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2: I watched as David moved up to the starting line with the other runners. _______________________________________________________________________________________________________________________________________________________________________________________________________________ 【佳作展现】 We sat down next to each other, but David wouldn’t look at me. I said gently and quietly, “No one can change your mind, except yourself. If you desire to challenge yourself, there is nothing to do with others’ thoughts.” He sat still with a deep breath. “You have a full preparation before this event, which is the most important reason why you show up here”, I added with a sincere tone. Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. His coach heard what David said and gave me a look—the kind that was more determined than anyone else’s. I watched as David moved up to the starting line with the other runners. The race started. It seemed that the runway was extremely long for young children, not to mention a child with a heart disease. David insisted on running as if he had forgotten all his weaknesses, though he was tripped over within the a few kilometers. It didn’t take long before he picked himself up again and continued his mission. Classmates all appeared on the racing track, cheering for him. “Come on! You can make it! We are proud of you!” they shouted enthusiastically. To everyone’s joy, he reached the final line and ranked the 20th. It was no more important whether he won the first place or not. It was his brave heart and strong faith that could make something unusual happen finally. 【文本分析】 本文以赛跑为线索展开。作者是一名特殊教育教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。作者让大卫追寻自己的内心，不理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。 【思路点拨】 1.段落续写： ①由第一段首句内容“我们挨着坐着，但大卫不愿看我一眼。”和第二段首句内容”我看着大卫和其他选手一起走到起跑线上。”可知，第一段可描写作者鼓励大卫继续完成比赛，大卫经过强烈的心理斗争，最终决定参加比赛。 ②由第二段首句内容“我看着大卫和其他选手一起走到起跑线上。”可知，第二段可描写大卫开始参赛，虽然中途遇到困难，仍然坚持到最后，完成比赛。 2.续写线索：鼓励大卫——心理变化——决定参赛——克服困难——加油助威——完成比赛 【赏析】 1.词汇激活： 行动类： ①深呼吸：with a deep breath/breathe deeply ②坚持做：insisted on doing/be stick to doing 情绪类： ①热情：enthusiastically /with great passion ②骄傲：be proud of/take pride in 【点睛】[高分句型1]. You have a full preparation before this event, which is the most important reason why you show up here. (由which引导的非限制性定语从句和 why引导的限制性定语从句) 2.高分句型 1) Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. (现在分词作状语和省略that的宾语从句) 2) It was his brave heart and strong faith that could make something unusual happen finally. (含有It was…that结构的强调句型) 2.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。 At age fifty, I found myself on a rocky path. I lacked self-confidence. I realized that I had consistently put other people’s needs and expectations ahead of my own. I remember looking in a mirror one rainy afternoon and seeing a person who no longer recalled who she was, what she loved to do, and what she was capable of doing. Not only did I avoid adventure, but I also held back from pursuing just about anything else I had longed for in my youth. By age fifty, I still hadn’t pursued my interest in art, playing the guitar, and singing. I hadn’t become a forest ranger, geologist, or paleontologist. Instead, I played it safe. Then a new friend entered my life. He picked up on my soul’s unspoken desires. “How about backpacking for five days in Yosemite National Park?” he asked. “Sure!” I said, wanting to impress him with who I wanted to be, not who I had become. And then I thought, “Backpacking? I can’t go backpacking! I’m a girl. Backpacking’s dangerous!” Because I liked this guy so much, though, I worked through my fears and trained like mad for a month so I could go backpacking with him. I had never felt so full of self-doubt, but I kept reminding myself: Isn’t this what I always wanted? Isn’t this supposed to be who I am, or who I think I am, or who I claim I am? For an entire month, I climbed local hills with an increasing number of water bottles in my backpack until it matched in pounds what I had to carry on the trip. My heart pounded out of my chest. My legs trembled and my back ached in as many places. And then the day finally came when my friend took me out with him into the wilderness at Yosemite. Day One’s hike proved to be the shortest walk, but the biggest reality check. I couldn’t have been more relieved to drop the forty-pound backpack to the ground when we got to a clearing that would serve as our campsite for the night. When my friend reminded me we would take a two-mile satellite hike to the North Dome before dinner, I forced a smile and replied, “Clearly, I haven’t suffered enough today.” 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。 Para. 1: The rest of the trip was struggling. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Para. 2: After the adventure my friend loaded my backpack in the car. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【佳作展现】 The rest of the trip was struggling. My feet, covered in wounds, ached with every step. Just when we were closing in on the end, a wrong turn stretched the final two miles into five — a steep uphill climb. By the last one mile, my hiking boots had got broken so I had to take them off and walk in my socks slowly, which made me feel significantly better than with the boots. When we finally reached the car and dropped the backpacks to the ground for the last time, I felt an immense weight fall off not only my shoulders, but also my soul. I felt as light as a feather. After the adventure my friend loaded my backpack in the car. I sank into the passenger seat and pulled out the mirror from the bag behind the front seat. There in the mirror, I saw the reflection of that high mountain I once feared now fading like a beautiful photo flown into the blue sky. And I also saw someone who I hadn’t seen in a while — a more bright-eyed, confident and determined me. I also saw someone full of adventure, gratitude, and newly-found wisdom. And I knew from that moment forward, I’d never lose myself again. 【文本分析】 本文以人物为线索展开，讲述了朋友邀请作者参加约塞米蒂国家公园的五天背包旅行。旅行中，作者经历体力极限的考验，但当抵达终点卸下背包时，不仅摆脱了身体的重负，更挣脱了心灵的桎梏。最终作者重新看见那个眼神明亮、充满自信与冒险精神的自己，决心从此不再迷失。 【思路点拨】 1.段落续写： ①由第一段首句内容“接下来的旅程全程都充满了艰辛”可知，第一段可描写作者在旅途中的遭遇以及结果。 ②由第二段首句内容“探险结束后，朋友把我的背包装进了车里”可知，第二段可描写作者旅行后的感受。 2.续写线索：脚受伤——靴子坏了——到达目的地——回到车上——感悟 【赏析】 1.词汇激活 行为类 ①延伸：stretch/extend ②到达：reach/arrive at ③取出：pull out/take out 情绪类 ①害怕：fear/be afraid of ②自信：confident/self-assured 2.高分句型 1)My feet, covered in wounds, ached with every step.（运用了过去分词结构作非限制性定语） 2)By the last one mile, my hiking boots had got broken so I had to take them off and walk in my socks slowly, which made me feel significantly better than with the boots.（运用了关系代词which引导的非限制性定语从句） 3)And I also saw someone who I hadn’t seen in a while — a more bright-eyed, confident and determined me.（运用了who引导的限制性定语从句） 学科网（北京）股份有限公司 $