读后续写原材料快速解读：从步骤方法到教学落地指南 讲义-2026届高三英语二轮复习专项

读后续写原材料快速解读：从步骤方法到教学落地指南 在写读后续写的时候，你的学生有没有这种情况： 读不懂，想不出，写不好 1） 原文读不懂就下笔 2） 续写内容和原文不呼应 3） 不明白主旨结尾乱升华 4） 段首句上下文不 连贯 5） 思维逻辑混乱 根本的原因就是原材料没有读懂。 读后续写作为高考英语的新题型，其本质是“读写创”的深度融合，对学生的文本深度加工能力提出了前所未有的高要求。学生普遍面临的“读不懂、想不出、写不好”困境，其根源往往在于第一步——“读”的失效。这篇文章根据本人教学实际，系统梳理一下读后续写的命题特征与能力要求，并聚焦于“如何有效读懂原材料”这一核心问题，结合高考真题与教学实践，提出一套可操作的解读策略。 一、 读后续写的命题特征与能力要求：为何“读懂”是基石 读后续写要求考生依据一段350词以内的语言材料及所给段落开头语，续写150词左右，形成一篇逻辑衔接、情节结构完整的短文。这绝非简单的语言输出，而是一个综合性的问题解决过程。它评价的是学生的书面理解能力和书面表达能力，考查对所学语言知识的实际运用与发散思维。 从能力构成看，它要求考生调动四个层面的知识（词汇、语法、语篇、语用）和两项核心技能（阅读与写作），并贯穿逻辑思维—批判性思维—创造性思维—逻辑思维的完整思维链条。高分标准（如浙江卷第五档21-25分）明确指向三个评价维度：内容（丰富、合理、有逻辑、与原文融合度高）、语言（词汇语法多样恰当、错误少）、结构（衔接自然、全文连贯）。由此可见，“读懂”是后续所有“创造”与“表达”的绝对前提，它决定了续写内容是否能在正确的轨道上运行。 2、 学生“读不懂”的表现与根源：从表层信息到深层结构 学生的常见问题，如内容上与原文脱节、情感描写空洞、主旨把握偏差、逻辑混乱等，均可追溯至阅读阶段的失败。其根源在于未能对文本进行深度加工，停留在浅层信息的捕捉，而忽略了故事的深层结构、情感脉络与作者意图。 3、 如何读懂原材料：一套系统化的解读策略 1.Orientation（指向）: ，它相当于故事背景，包括故事发生的时间、地点、人物关系，起因等信息。这是故事发展的基础，也是故事的必备要素。一个故事有了背景，才会有起因，发展，才能回答what happened?的问题。 2. Complicating action（复杂行动）: 它是故事结构中的核心推进环节，指那些直接引发故事冲突、推动情节从起始向高潮发展的一系列进展性的行为。” 3. Evaluation:评价 叙述者对故事发生的原因、要点及讲故事的目的进行评论等。 4. Resolution: 结局 指故事中核心冲突的最终处理结果。 一篇文章看它是否是一个故事，主要看有没有这三个要素：背景orientation,有进展的行为complicating action 和结局resolution，只要有了这三个要素，这一定是一个故事。 阅读中读的重点：故事背景和进展---orientation（一般出现在第一段，也有出现在第二段的情况）和complicating actions两部分 续写要写的是：继续讲what happened到how the story ended---进展和结局 那么到底该如何懂懂原材料？步骤如下： 第一步：orientation 故事的指向，在故事背景中，找出时间，地点，人物，起因等 第二步：complicating action 划出推动情节向前发展的一系列进展性的行为 在清晰掌握故事背景之后，抓住complicating actions,把无关信息迅速脱离掉，学生读不懂，是因为没有梳理出情节，会感到混乱。有的故事段落其实夹杂了很多背景信息或评价信息，这些信息大篇幅的存在于这个故事当中，就很容易把学生带偏了，只有时刻抓住complicating action，才能坚定自信地瞄准要读的东西。 第三步：区分complicating action 和evaluation，更准的抓主线 故事中的evaluation（评价）要素不是必备要素。在作者讲故事的时候，停止了对故事情节的讲述，开始分析或者评析故事中的人物，或者情景，也可以是人物心理活动的描述，或者对人物性格，态度去刻画，体现了讲故事人的情感偏向. 但它不是必备要素。学生在阅读原材料时，把这部分文字去掉，对于抓住故事核心主线起着非常重要的作用。 以2023年全国一卷高考题为例： 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 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 cheeked 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. 第一步：故事背景（Orientation） 时间：in middle school 人物：I ，my social studies teacher 地点：未提（in the school） 起因： My social studies teacher asked me to enter a writing contest, I said no without thinking. I did not love writing. Encouraged by his words, I agreed to give it a try. 第二步：Complicating action（复杂行动）: 理解故事发展的一系列进展性的行为，抓住核心和主线。 从一开始的“say no”--- chose----got tired---to quit---kept going---worked hard---checked---asked---read----handed in---wrote again---finished作者为参加写作的整个过程了解的清清楚楚。 第三步：区分complicating action 和evaluation，更准确的抓主线 以2025年全国二卷高考题为例： 第二节（满分25分） 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.  第一步：故事背景（Orientation） 时间：as an international student 地点：in Ireland 人物：I, the professor, native speakers of English 起因：*For native speakers of English, some Chinese words are rather difficult to pronounce. 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.  *I stopped acting as a “Chinese teacher. *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.  第二步：Complicating action（复杂行动）: 理解故事发展的一系列进展性的行为，抓住核心和主线。 从教授的try repeating my name---I shrugged---stopped acting---found---be losing something.这个主线索非常明确了作者从一开始的妥协回避到最后主动打破沉默，勇敢分享自己的语言文化的过程。 第三步：区分complicating action 和evaluation，更准的抓主线 故事段落夹杂了评价信息，这些信息大篇幅的存在于这个故事当中，很容易把学生带偏了，所以忽略不读，只有时刻抓住complicating action，才能坚定自信地瞄准要读的东西。 学科网（北京）股份有限公司 $