板块三 专题六 第一讲 明方向——宏观把握，感知读后续写-（教师用书Word）【领跑高中】2025版高考英语二轮专题复习

该高中英语读后续写备考讲义紧扣高考核心要求，围绕“把握写作意图、合理想象创作”考点，以“精读获取关键信息、构思续写情节、打磨精彩语篇”三步解题流程为架构，通过考点梳理、方法指导及2023新课标Ⅰ卷真题详解，帮助学生建立从文本理解到语言表达的完整解题逻辑，体现复习的系统性与针对性。 讲义突出思维品质与语言能力培养，如引导学生精读原文提取故事要素、分析情感线索，结合段落首句定向构思情节，通过范文亮点分析（如无灵主语句、非谓语动词运用）提升表达精准性。设置从情节构思到语言打磨的分层训练，配合即时反馈，助力学生高效突破难点，为教师把控复习节奏、提升教学实效提供有力支持。

专题六　读后续写 聚焦高考·明晰考向 年份 卷别 语篇类型 主题语境 主题内容 文章词数 名师指津 2024 新课标Ⅰ、Ⅱ卷 记叙文 人与自我 善良的出租车司机 326 1.读后续写的文章以记叙文为主，故事情节曲折起伏，逻辑性较强，选材通常贴近学生的生活。 2.读后续写选材需具备以下特征：阅读材料要有趣，内容能延伸；难度要适当，易于理解和模仿；长度应适宜，有丰富的内容。 2023 新课标Ⅰ、Ⅱ卷 记叙文 人与自我 老师帮助作者培养写作兴趣 318 2022 新高考Ⅰ、Ⅱ卷 记叙文 人与自我 鼓励残疾学生参加越野赛跑 308 第一讲　明方向——宏观把握，感知读后续写 　　读后续写要求学生能有效把握文章的写作意图和人物的情感态度，读懂所给材料并紧紧围绕所给材料，对故事的发展和结局进行合理想象和创作。该题型的命题特点如下： 　　（1）选材以故事类记叙文为主，内容有趣，故事线索逻辑性强； 　　（2）所给出的段落开头语与上文联系紧密，指明了续写的方向； 　　（3）读写并重，先读透所给材料才能使续写的内容不偏离主线； 　　（4）续写段落内容的情节不唯一，可根据自己的理解续写不同的内容。 规范写作——续写应遵循的三步解题流程 第一步：精读原文，获取关键信息 第二步：利用信息，构思续写情节 第三步：遣词造句，打磨精彩语篇 　　（2023·新课标Ⅰ卷）When I was in middle school， my social studies teacher asked me to enter a writing contest.I said no without thinking.I did not love writing.My family came from Brazil， so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play， where I played all the parts. No one laughed harder than he did. 　　So， why did he suddenly force me to do something at which I was sure to fail？ His reply：“Because I love your stories.If you’re willing to apply yourself， I think you have a good shot at this.” Encouraged by his words， I agreed to give it a try. 　　I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith （银匠） in Boston who rode a horse at night on April 18， 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea， but funny； and unlikely to be anyone else’s choice. 　　What did the horse think， as he sped through the night？ Did he get tired？ Have doubts？ Did he want to quit？ I sympathized immediately.I got tired.I had doubts.I wanted to quit. But， like Revere’s horse， I kept going.I worked hard.I checked my spelling.I asked my older sister to correct my grammar.I checked out a half-dozen books on Paul Revere from the library.I even read a few of them. 　　When I handed in the essay to my teacher， he read it， laughed out loud， and said，“Great. Now， write it again.” I wrote it again， and again and again.When I finally finished it， the thought of winning had given way to the enjoyment of writing.If I didn’t win， I wouldn’t care. 注意：1.续写词数应为150左右； 2.请按如下格式作答。 　　A few weeks later， when I almost forgot the contest， there came the news.　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　 　　I went to my teacher’s office after the award presentation.　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　 第一步：精读原文，获取关键信息 1.确定文章主题 　　本文讲述了一名英语为第二语言的中学生，在老师的鼓励下，参加英语写作比赛并获奖的故事。内容贴近学生生活，情节发展清晰，很好地体现了“立德树人”的价值取向。 2.提取故事要素 Who my social studies teacher， I， my older sister　 When when I was in middle school Why My teacher encouraged me to enter a writing contest. What When I finally finished it， the thought of winning had given way to the enjoyment of writing. 3.掌握两条线索 布局 情节 情感 开端 My social studies teacher asked me to enter a writing contest. I refused. lack of confidence 发展 My teacher said he loved my stories. I chose a subject and began to write. I decided to have a try. creative， persistent 高潮 I polished my essay again and again. I didn’t care about the result. 结局 ？ ？ 4.把握语言特征 （1）品语言，保持语言风格一致 所给材料第二段中的心理描写（So，why did he suddenly force me to do something at which I was sure to fail？ /Encouraged by his words， I agreed to give it a try.）较好地表现了“我”的疑惑，突出了老师善于激励学生的人物形象，推动了情节发展。 （2）品动作，增加语言生动性 所给材料第五段中的动作链（ When I handed in the essay to my teacher，he read it， laughed out loud， and said， “ Great. Now， write it again.”）的有效运用，使一位和蔼可亲而又善于抓住机会激励学生的教师形象跃然纸上。 第二步：利用信息，构思续写情节 1.寻找伏笔，找到切口 本故事的伏笔句体现在第四段中But， like Revere’s horse， I kept going.和第五段最后两句When I finally finished it， the thought of winning had given way to the enjoyment of writing.If I didn’t win， I wouldn’t care.。因此，可在续写中描述“我”获奖后的反应、对老师的感激之情以及“我”的感悟（只要我们持之以恒地付诸努力，就可以克服困难并从中获得乐趣）。 2.研读首句，确定方向 （1）由两个段首句确定第一段内容；由续写第二段开头语中的award presentation可知，第一段可描写获奖消息、“我”获奖后的反应以及颁奖典礼上发生了什么。 （2）由续写第二段的首句和正能量结尾确定第二段内容；由续写第二段开头语内容“颁奖仪式后我去了老师办公室”可知，续写第二段可描写“我”对老师表达感激之情以及老师的反应和“我”的感悟。 3.细节构思，搭建框架 续写段 情节 情感 续写 第一段 What was the news about？ How did I feel after knowing the news？ What happened at the award presentation？ excited， delighted 续写 第二段 How did I express my gratitude to my teacher？ How did my teacher react？ What did I learn from the experience？ grateful， heartfelt 4.设计精彩，合理结尾 　　本文主题语境为人与自我，主题群为生活与学习和做人与做事。文章通过“我”害怕参加写作比赛到比赛获奖这一经历，体现了“认识自我，完善自我”的成长过程，引导学生树立积极的生活态度。因此，在续写第二段的结尾可点明文章主旨。 示例：I was inspired to keep writing and exploring my creativity with perseverance. 解读：结尾通过个人感悟，升华主题。 第三步：遣词造句，打磨精彩语篇 　　A few weeks later， when I almost forgot the contest， there came the news.①I won first place！②My heart skipped a beat and disbelief washed over me.At the award presentation hosted in the school hall， the headmaster kindly presented me with a certificate of achievement.My face lit up with joy as I accepted the award.My smile was filled with pride.A round of applause rang through the hall. 　　I went to my teacher’s office after the award presentation.③“Congratulations again！I knew you had it in you，” he said warmly， signaling me to take a seat.“Thank you，” I replied， with a mixture of gratitude and excitement.I reflected on my initial doubts and hesitations.Sometimes， all ④it takes is someone who believes in us， someone who sees our potential even when we don’t see it ourselves.⑤Leaving his office that day， I felt a renewed sense of purpose and determination.I knew this was just the beginning.I was inspired to keep writing and exploring my creativity with perseverance. 【亮点分析】 1.句①解释说明段落首句中的news的内容。 2.句②是无灵主语句，生动描写出当时“我”的震惊，提升了语言档次，使场景更生动、具体。 3.句③通过语言和动作描写，形象地表达出老师的反应。 4.句④定语从句和句⑤非谓语动词的使用，保证了语言表达的多样性和丰富性。 5 / 5 学科网（北京）股份有限公司 $