2025新高考英语读后续写通关讲练 1. 读后续写题型解码 讲义-2026届高三英语上学期一轮复习专项

2025新高考英语读后续写通关讲练 第1讲 读后续写题型解码 一、题型解密 从2025年起，全国新高考卷新增了读后续写这一新题型，将“阅读”与“写作”创造性深度结合起来。读后续写是整套试卷中分值最高、最能考察学生英语核心素养的题型。该题型不仅考查学生的语言表达能力，更考验逻辑思维与创造力。 读后续写满分25分。提供一段350词左右的语言材料，要求考生依据该材料内容和所给段落开头语进行续写(150词左右)，将其发展成为一篇与给定材料有逻辑衔接、情节和结构完整的短文。 二、考情图解 年份 长度 体裁 主题语境 话题 内容 2025 313+22 记叙文 人与社会 家庭关系修复 主人公因宠物狗安置问题与丧偶兄长产生矛盾，最终通过自我反思达成和解。 298+27 记叙文 人与社会 跨文化交际 留学生 Qiuyu 因中文名发音被误解，课堂上解释名字含义并展示中华文化。 2024 321+25 记叙文 人与社会 跨文化交流 由于出租车司机Gunter的帮助，作者 成功赶上了去布拉格的巴士，许诺事后 还款。 2023 319 +24 记叙文 人与自我 师生情谊 作者中学时的一位老师鼓励作者参加 写作比赛。 2022 308+27 记叙文 人与自我 身残志坚 作者说服患有脑疾的大卫不要放弃即 将开始的越野赛。 2021 310+22 记叙文 人与自我 浓厚亲情 母亲节当天双胞胎为母亲做早饭，给母 亲惊喜。 2020 314 +25 记叙文 人与自我 乐于助人 三个孩子设法帮助家境贫穷的小男孩。 3、 命题规律 1. 体裁：以记叙文（含故事、生活片段、人物经历等）为主，偶见夹叙夹议文本 2. 主题语境：以人与自我和人与社会为主，人与自我侧重个人成长、情感体验、自我认知与突破。人与社会则聚焦人际关系、社会交往、集体与个体的互动。但也可能会涉及人与自然主题，围绕人与自然的互动、生态保护、生命敬畏展开。 3. 题材内容：贴近学生生活经验(话题多为学生熟悉的场景，如校园、家庭、旅行、日常交往等)；情节留白与开放性(原文结尾通常不闭合，会留下“矛盾待解决”“悬念待揭晓”“情感待深化”的空间)；含微冲突或情感转折(原文往往包含一个小型冲突如意见分歧、意外事件、情感困境等或情感转折点如从尴尬到释然、从困惑到顿悟，这一“冲突/转折”正是续写的核心触发点) 4. 情感基调：强调感恩、温暖、友爱、励志等积极向上的正面情感。 4、 评分细则 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，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为： (1)创造内容的质量，续写的完整性以及与原文情境的融洽度。 (2)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，先根据作答的整体情况初步确定其所属档次，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个的，酌情扣分。 (2)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。英、 美拼写及词汇用法均可接受。 (3) 书写较差以致影响交际的，酌情扣分。 二、五个档次给分范围和要求 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。 使用了恰当且多样的词汇和语法结构，可能有个别小错，但完全不影响理解。 有效地使用了语句间衔接手段，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。 使用了比较恰当、多样的词汇和语法结构，可能有些许错误，但不影响理解。 比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯 第三档 (11-15分) 创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关。 使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。 基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯 第二档 ( 6 -1 0 分 ) 内容或逻辑上有一些重大问题，续写不够完整，与原文情境有一定程度脱节。 所使用的词汇有限，语法结构单调，错误较多，影响理解。 未能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯 第一档 ( 1 - 5 分 ) 内容或逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节。 所使用的词汇有限，语法结构单调，错误很多，严重影响理解。 几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯 零分 未作答；所写内容太少或无法看清以致无法评判；所写内容全部抄自原文或与题目要求完全不相关 从上述档次给分范围可以看出：读后续写的评分围绕内容质量与语言表达双核心，主要聚焦以下四大维度： 1. 融洽度：需与原文在人物性格、故事背景、主题基调上高度统一。不能出现与原文设定相悖的情节（如原本谨慎的角色突然鲁莽行事），情感氛围需延续（如原文温馨则续写不可突兀严肃），确保续写内容“像原文的自然延伸”。 2. 情节丰富：拒绝空洞的概括性叙述，需融入具体细节描写（动作、语言、心理、环境等）。情节应有合理的推进或波折，如通过人物对话展现矛盾化解过程，用环境描写烘托情感变化，避免“流水账式”的简单情节。 3. 语法和词汇：语法使用准确无误，能灵活运用不同句式（如复合句、非谓语动词、倒装句等）；词汇选择恰当且多样，避免重复用词，可根据语境使用精准表达（如情感描写用“hesitated”“sighed”等动词替代笼统的“felt”）。 4. 衔接和逻辑：续写部分与原文、续写内部段落间衔接自然，需合理使用过渡词（如however、therefore、meanwhile等）或过渡句；情节发展符合逻辑因果，无突兀转折（如未铺垫的“突然和解”），确保故事线流畅连贯。 5、 解题方法---七三四法则 一、七个不： 1. 不增加人物：原文人物关系是情节基础，新增人物易导致脉络混乱，需围绕现有角色展开故事。 2. 不增加旁枝末节：避免引入与原文核心冲突无关的情节（如突然插入新事件），确保续写聚焦主线。 3. 不用过多对话：对话需服务于情节推进或情感表达，过多对话易使内容碎片化，应平衡对话与叙述、描写。 4. 不用负能量结局：需契合原文积极导向，结局应体现温暖、成长或和解，避免悲伤、消极的收尾。 5. 不在结尾设置悬疑：续写需完成情节闭环，结尾应明确情感或事件走向，不可留下新的悬念。 6. 不偏离原文主题：需紧扣原文核心主旨（如“文化认同”“亲情和解”），不可脱离主题另起炉灶。 二、三个原则 1. 与原文一致原则：人物性格、场景设定、情感基调需与原文高度统一，如原文幽默风格不可突转严肃。 2. 曲折原则：情节需有合理波折，避免平铺直叙，可通过“小障碍-解决过程”增强故事性（如和解前的犹豫、尝试）。 3. 正能量原则：续写内容需传递积极价值观，如包容、勇敢、亲情等，符合命题的正向引导要求。 （三）四个步骤： 1. 通读全文，理清脉络：梳理原文人物、场景、核心冲突（如“名字发音尴尬”“兄弟因狗争执”），明确故事主线。 2. 抓住关键构思框架：围绕原文留白处构思情节走向，确定“冲突如何解决”“情感如何发展”的大致框架。(具体参考第二讲五定10句定框法) 3. 增加细节，展开续写：融入动作、心理、环境等细节描写（如“手指攥紧衣角”“雨声敲打着窗户”），让情节更生动。 4. 检查优化、整洁誊写：核对是否符合“七个不”和“三个原则”，修正语法错误与衔接问题，确保卷面整洁。 【真题演练】 2025年全国高考一卷 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。 My wife and I wanted to share our new home with family and friends by hosting a small gathering in the early summer. She had prepared lots of snacks, while my job was to have the backyard in order. There was plenty of space for the kids to run and play. There was just one thing I hadn’t counted on: My brother chose to bring his dog Toby, a 50-pound ball of fire. Though friendly, he could easily knock over my niece’s small boys and my six-month-old granddaughter. So, when my brother showed up, I asked him to watch Toby and keep him outside. My plan was working out just fine. Toby was using up his energy by running back and forth in the backyard and giving the kids plenty of room. Unexpectedly, after supper, the weather changed. It started to rain and everyone went indoors. It was an awkward moment. I didn’t want Toby to be running around in the house, and my brother wasn’t happy with driving home with a wet dog. Eventually, my brother decided to leave rather than force the issue. A few days passed, and I hadn’t heard anything from my brother. I texted him and expressed wishes for him to come out again. His reply came as a surprise — a shock, actually: “Not a chance.” Clearly, he was unhappy over the way we had parted. After all, I had left him little choice. Well, he’ll get over it, I reasoned. Two months passed. My wife suggested I get in touch with my brother, but I resisted, thinking he should call first. However, my conscience (良心) kept bothering me. I tried to put myself in my brother’s shoes. He was facing health issues and his wife of thirty-five years had passed away a few months earlier. Toby was his constant companion, the one who kept him going. 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。 I realized it was me who was at fault. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ With the biscuits my wife had made, I arrived at my brother’s door. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 答案解析 本文以人物为线索展开，讲述了作者因担心弟弟的狗Toby影响聚会，要求弟弟看好狗，后因天气变化导致弟弟提前离开并心生芥蒂。两个月后作者意识到自己的过错，主动带着妻子做的饼干登门道歉，最终兄弟俩和解的故事，展现了亲情中理解与包容的重要性。 1. 段落续写： ①由第一段首句内容“我意识到是我错了。” 可知，第一段可描写作者反思自己在聚会上只顾控制局面，忽视了Toby对弟弟的重要性，因骄傲迟迟未联系弟弟，最终通过电话留言道歉并约定见面。 ②由第二段首句内容“带着妻子做的饼干，我来到了弟弟家门口。”可知，第二段可描写弟弟开门时的惊讶与沉默，兄弟俩拥抱和解，坐在门廊上谈心，看着Toby依偎在弟弟腿边，明白亲情修复的意义。 2. 续写线索：反思过错——电话留言道歉——约定见面——带饼干登门——拥抱沉默——谈心和解——领悟亲情 3. 词汇激活 行为类 ①道歉：apologize/say sorry/make an apology ②拥抱：hug/embrace ③重建：rebuild/restore/reconstruct 情绪类： ①宽慰：relief/comfort/satisfaction/ease ②惊讶：surprised /shocked/astonished 【点睛】[高分句型1] I had been so focused on keeping the party under control that I failed to consider how important Toby was to my brother during this difficult time.（运用了“so...that...”引导结果状语从句以及how引导宾语从句） [高分句型2] One evening, I picked up the phone and left him a voice message, apologizing for my behavior and asking if we could meet.（运用了现在分词短语作状语以及if引导的宾语从句） [高分句型 3] As I watched Toby gently rest his head on my brother’s leg, I knew we were finally on the path to healing.（运用了as引导时间状语从句以及省略that的宾语从句） 参考范文 I realized it was me who was at fault. I had been so focused on keeping the party under control that I failed to consider how important Toby was to my brother during this difficult time. My pride had kept me from reaching out, and now months had passed without a proper conversation. One evening, I picked up the phone and left him a voice message, apologizing for my behavior and asking if we could meet. To my relief, he called back the next day, and we agreed to get together soon. With the biscuits my wife had made, I arrived at my brother’s door. He opened it with a surprised smile, and for a moment, neither of us spoke. Then we hugged — something we hadn’t done since before his wife passed away. We sat on the porch with Toby resting beside us, and I handed him the box of biscuits. “Thank you,” he said quietly. We talked for hours, laughing, remembering old times, and slowly rebuilding what had been lost. As I watched Toby gently rest his head on my brother’s leg, I knew we were finally on the path to healing. （2025年全国高考二卷） 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。 “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. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Many of my classmates got interested and came up to me after class. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 答案解析 本文以人物为线索展开，主要讲述了作者作为国际学生在爱尔兰因中文名字发音难而遭遇挑战，之后在一次课堂讨论中分享名字含义，意识到分享文化身份重要性，并借此与同学增进文化理解的故事。 1.段落续写： ①由第一段首句内容“在课堂讨论中，我被邀请解释我名字的含义。”可知，第一段可描写作者在课堂讨论中解释自己名字的含义，并感受到同学们的专注和尊重，意识到这是一个文化交流的契机。 ②由第二段首句内容“我的许多同学都很感兴趣，下课后都来找我。”可知，第二段可描写课后同学们对作者名字背后的文化产生浓厚兴趣，纷纷提问，作者通过教他们写中文名字，进一步加深了彼此的文化理解和欣赏。 2.续写线索：课堂受邀请解释名字的含义——作者阐释名字的寓意——同学们专注倾听——同学们对名字背后的文化感兴趣——作者教他们写中文名字——感悟文化桥接 3.词汇激活 行为类 ①代表：represent/stand for ②解释：explain/illustrate ③保护：preserve/protect 情绪类 ①紧张：nervousness/tension ②兴奋：excitement/thrill 【点睛】【高分句型1】As I spoke, I noticed the rapt attention of my classmates, their eyes reflecting curiosity and respect.(运用了as引导的状语从句以及独立主格结构) 【高分句型2】Through this interaction, I realized that by embracing my cultural identity, I was not only preserving my heritage but also enriching the lives of those around me.(运用了that引导的宾语从句和“not only...but also...”连接两个并列结构) 参考范文 In a class discussion, I was invited to explain the meaning of my name. Standing up, I felt a mix of nervousness and excitement. “My name, Qiuyu, combines the characters for autumn and rain in Chinese,” I began, my voice steady. “Autumn represents harvest and maturity, while rain symbolizes nourishment and growth. Together, they embody a time of abundance and renewal.” As I spoke, I noticed the rapt attention of my classmates, their eyes reflecting curiosity and respect. It was a moment of connection, a bridge built between cultures through the simple act of sharing my name. Many of my classmates got interested and came up to me after class. They surrounded me, their questions pouring out like a stream. “What other names have beautiful meanings in Chinese?” “Can you teach us how to write our names in Chinese characters?” I smiled, feeling a warmth spread through me. I took out a piece of paper and began to sketch out characters, explaining each stroke and its significance. Through this interaction, I realized that by embracing my cultural identity, I was not only preserving my heritage but also enriching the lives of those around me. It was a small yet meaningful step towards fostering cultural understanding and appreciation. 学科网（北京）股份有限公司 $