第18讲读后续写入门 导学案-2026-2027学年初高中英语衔接复习专项

初升高英语暑假衔接学习手册 Day 18 · 第 18 讲 读后续写入门：人物、情节、情绪与动作 项目 内容 版本 导学案 建议用时 30-40 分钟 学习程式 情境观察 → 规律发现 → 知识梳理 → 分层练习 → 语篇应用 → 学习打卡 学习目标 了解读后续写的题型与基本要求；能读出人物、目标、困难、尝试和情绪线；能根据段首句划定两段边界；能用动作链、情绪变化和前后呼应完成两段续写。 本讲学习程式 认识读后续写题型 → 分析微型语篇的基本信息、冲突和情绪线 → 用段首句预测两段内容 → 学习开头、动作、情绪、衔接和结尾 → 完成分层练习与标准续写 → 使用续写自评表订正 一、题型认识：什么是读后续写 读后续写不是自由编故事。考生先阅读一篇未结束的记叙文，再根据原文内容和两个给定段落的开头语续写两段，使故事完整、连贯。 题型要素 具体说明 提供内容 一篇未完的记叙文＋两个段落开头语 写作任务 接着两个段首句分别续写一段 常见要求 两段合计150词左右；人物、时态、视角和情节与原文一致 核心能力 读懂原文线索、预测合理发展、用动作和情绪推动故事、完成主题回应 基本原则 原文决定故事能往哪里走，段首句决定每一段从哪里开始 先读后写 读后续写中，“读”决定内容是否合理，“写”决定内容能否清楚、生动地呈现。没有文本分析，语言再华丽也容易偏离原文。 二、文本分析：先学会怎样读 （一）读基本信息，不急着想结局 阅读下面的微型续写材料，第一次阅读只提取原文已经确定的信息。 On Friday afternoon, Lucy's class was preparing a small book exhibition. Lucy was responsible for a poster introducing the class's favourite stories. She had spent two evenings drawing it and carefully writing each title. Just before the exhibition, a bottle of water fell from a desk. Water spread across the poster, washing away several words and colours. Lucy quickly lifted it, but the centre was already badly damaged. She tried to rewrite the titles, yet the wet paper tore under her pen. Lucy stared at the poster in silence. There was only half an hour left, and she believed she had ruined the group's work. Her classmate Amy looked at the damaged paper, then opened a box containing coloured cards from another display. "The poster does not have to look exactly the same," Amy said. 所给段首句 Paragraph 1: Amy placed the coloured cards beside the wet poster. Paragraph 2: When the exhibition opened, Lucy stood beside their new poster. 阅读要素 原文信息 这条信息限制了什么 人物 ________________ ________________ 时间与地点 ________________ ________________ 人物目标 ________________ ________________ 核心困难 ________________ ________________ 已经尝试 ________________ ________________ （二）找出“未解决的问题” 把情节压缩成一条因果链。续写应从最后一个尚未解决的困难继续，而不是重新讲前面的故事。 制作展览海报 → 水打湿海报 → Lucy尝试重写 → 湿纸被写破 → Lucy认为自己毁了小组任务 → Amy拿出彩色卡片 → ____________________ 原文停笔处仍未解决的问题：________________________________________________ （三）追踪情绪变化 原文动作或语言 人物情绪 对续写的提示 spent two evenings; carefully writing 认真、期待 海报原本对Lucy很重要 quickly lifted it; tried to rewrite 着急、努力补救 她没有立刻放弃 stared...in silence; believed she had ruined... ________________ ________________ Amy opened a box; said it need not look the same 出现希望 帮助方式应利用彩色卡片 （四）用段首句划定两段边界 位置 段首约束 应写内容 第一段起点 Amy把彩色卡片放在湿海报旁 两人如何用卡片改造海报 第一段终点 ________________ 必须为展览开幕和新海报完成作准备 第二段起点 展览开幕，Lucy站在新海报旁 观众反应、Lucy情绪变化及感悟 第二段结尾 ________________ 回应“损坏并不等于彻底失败”或合作与创造 三、续写方法：再学习怎样写 （一）段落开头要紧接段首句 题目已经给出每段第一句。考生写出的下一句应回答段首句自然产生的问题，不要重复段首句，也不要重新介绍背景。 所给段首句 下一句应回应的问题 自然接写示例 Amy placed the coloured cards beside the wet poster. 她为什么拿出卡片？准备怎样使用？ She suggested covering the damaged centre with the cards and writing one book title on each of them. When the exhibition opened, Lucy stood beside their new poster. 海报效果怎样？观众有什么反应？ Several visitors stopped at once, attracted by the bright cards arranged across the poster. （二）用动作链推动情节 一个有效动作链通常包含“提出行动—具体实施—遇到反应—产生结果”。不要只写人物决定做什么，却没有写行动怎样发生。 动作环节 示例 提出行动 Amy suggested using the cards to cover the torn part. 具体实施 Lucy dried the poster while Amy cut the cards into smaller shapes. 配合或困难 Some cards slipped at first, so they used stronger tape. 阶段结果 At last, every missing title appeared on a bright card. 动词选择 优先使用能够看见过程的具体动词，如lift、spread、cut、hold、tape、point和step back。少用反复的do、make、go，也不要连续堆放无关动作。 （三）用“触发—表现—变化”刻画情绪 情绪不能独立漂浮。先写什么事情触发情绪，再用一个动作、表情或一句话让情绪可见，最后表现情绪怎样变化。 情绪 触发事件 动作化表现 变化作用 失望 看到海报破损 Lucy stared at the torn paper, unable to say a word. 情绪停在低点 出现希望 Amy提出卡片方案 Lucy looked up and touched one of the bright cards. 从沉默转向参与 紧张 观众走近海报 She held her breath as the first visitors stopped. 等待外界反应 释然与自信 观众称赞创意 Her shoulders relaxed, and she began explaining their new design. 由被动等待转向主动介绍 避免把所有情绪都写成heart beat fast、tears filled her eyes。动作应符合人物、场景和情绪强度。 （四）第一段结尾要搭桥 第一段结尾应准备第二段首句中已经出现的时间、地点、人物或物件。第二段以展览开幕为起点，第一段末尾就应写到海报完成并准备展示。 不连贯：They felt happy. → When the exhibition opened, Lucy stood beside their new poster. 连贯：They stepped back from the completed poster and carefully placed it at the entrance for the next day's exhibition. （五）结尾完成“结果＋回应” 结尾先交代核心困难的结果，再回应人物成长、合作意义或原文中的关键物件。不要突然跳到多年以后，也不要只写空泛口号。 结尾功能 示例 结果 The new poster attracted more visitors than Lucy had expected. 人物认识 Lucy realised that a mistake could become the beginning of a better idea. 回扣原文 The water had washed away some words, but it had not washed away their effort. （六）始终保持四项一致 人物一致：不随意增加能够直接解决问题的新人物。 时态一致：原文以一般过去时叙事，续写也以一般过去时为主。 视角一致：原文使用第三人称，就继续使用he、she或人物姓名。 逻辑一致：困难的解决需要过程，不能用巧合或突然成功跳过关键行动。 四、分层练习 A. 回看第二部分的微型语篇，完成文本分析。 1. Lucy的目标是什么？________________________________________________________ 2. 原文结束时仍未解决的困难是什么？__________________________________________ 3. Amy拿出的彩色卡片可能怎样帮助解决问题？__________________________________ 4. 根据第二段首句，第一段结尾至少要写到什么？________________________________ B. 根据上下文，选择最能推动情节的一项。 1. The model plane fell before the test. Leo stared at its broken wing. His teammate should next ________. A. suggest checking the loose joint B. win the final prize immediately C. leave school for another city D. forget why they built the plane 2. Mia heard her name called for the speech. To show nervousness through action, she could ________. A. hold the note card tightly B. become the best speaker C. understand every question D. receive a gold medal 3. After two failed tries, the robot finally moved. Which reaction is most natural? A. The team exchanged surprised smiles. B. The team had never built a robot. C. The classroom changed into a stadium. D. The teacher cancelled the successful test. 4. The second paragraph begins, "The next morning, Jay returned the repaired camera to Mr Lee." The first paragraph should end with ________. A. Jay completing or planning the repair B. Mr Lee buying a different school C. Jay forgetting the damaged camera D. the story moving ten years forward C. 修改不一致之处，使句子能够接续一般过去时、第三人称的校园故事。 1. Lucy looked at the broken poster. I will repair it at home. → __________________________ 2. Ben was too shy to speak, but he suddenly gives a perfect hour-long speech. → ____________ 3. The two classmates were alone in the lab. A famous engineer suddenly solved everything. → ______ 4. Paragraph 2 begins with the class cheering, but Paragraph 1 ends before the show starts. → ________ D. 将下列句子按逻辑顺序排列，构成一个包含动作、结果和情绪变化的续写片段。 A. With Amy holding the paper steady, Jack carefully added the missing title. B. Jack looked at the unfinished poster and admitted that he had erased the title by mistake. C. When they stepped back, the poster finally looked complete. D. Instead of blaming him, Amy brought a ruler and a new marker. E. Jack smiled with relief and thanked Amy for staying to help. ________ → ________ → ________ → ________ → ________ 五、语篇应用：高考读后续写题型体验 第二节（满分25分） 67. 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。 Maya had volunteered to collect stories for the school's History Day. Her group planned to interview Mrs Lin, a retired teacher who had worked at the school for forty years. Maya prepared six questions and borrowed a recorder from the media room. She wanted the interview to sound professional. When Mrs Lin arrived, Maya checked the recorder twice. The first few minutes went smoothly. Mrs Lin described her first classroom and the games students once played during breaks. Then the recorder gave a short beep and went silent. Maya pressed every button, but the screen remained dark. Her teammate Ben offered his phone, yet its battery was almost empty. Maya's face grew hot. Without a recording, she thought the interview would be useless. She apologised to Mrs Lin and suggested ending early. Mrs Lin, however, did not seem upset. She asked Maya what part of the story she remembered best. Maya mentioned the winter when students had shared one small heater. Mrs Lin smiled. "Then you were listening," she said. Ben opened his notebook and wrote down the detail. Maya slowly did the same. Soon their pages were filling with names, places and questions that grew naturally from Mrs Lin's answers. 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。 Seeing Maya's disappointment, Mrs Lin took an old school badge from her bag. The next morning, Maya stood before the class with the badge in her hand. 六、续写自评表 完成续写后逐项检查，并在“修改记录”中写出需要调整的情节、句子或词语。 序号 自评项目 做到 基本做到 待改进 修改记录 1 两段都接住所给段首句，第一段结尾能自然引出第二段 □ □ □ ____________ 2 人物、时态、视角和原文信息保持一致 □ □ □ ____________ 3 问题的解决有行动过程，没有依靠巧合或突然成功 □ □ □ ____________ 4 情绪随情节自然变化，并有适量动作或语言描写 □ □ □ ____________ 5 第二段结尾回应原文困难或故事主题 □ □ □ ____________ 6 词数接近150词，拼写、时态、标点和书写正确清楚 □ □ □ ____________ 初升高英语暑假衔接学习手册 · 第18讲 · 第 1 页 学科网（北京）股份有限公司 $ 初升高英语暑假衔接学习手册 Day 18 · 第 18 讲 读后续写入门：人物、情节、情绪与动作 项目 内容 版本 答案解析 建议用时 30-40 分钟 学习程式 情境观察 → 规律发现 → 知识梳理 → 分层练习 → 语篇应用 → 学习打卡 订正方法 先检查续写是否接住段首句和原文，再检查人物、时态、视角与逻辑，最后修改语言。不要用漂亮句子掩盖情节断裂。 一、题型认识要点 读后续写由未完记叙文、两个段首句和两段约150词续写组成。评分不仅关注语言，还关注续写内容与原文、段首句之间的连贯性。做题顺序应坚持先读后写。 二、文本分析答案与解析 人物：Lucy；Amy；classmates。时间与地点：Friday afternoon，教室中的图书展准备现场；人物目标：Lucy完成介绍班级最喜爱故事的海报；核心困难：海报被水打湿，文字和颜色受损，湿纸又被写破；已经尝试：Lucy拿起海报并尝试重写。 情节链末项：Amy用彩色卡片提出新的修补方案。未解决的问题：两人能否在半小时内把损坏的海报改造成可展示的新海报。 情绪分析：stared in silence和believed she had ruined the group's work表现Lucy失望、自责；Amy的动作和语言使解决问题出现希望。 第一段终点：两人完成新海报并把它放到展览位置；第二段结尾：观众认可新设计，Lucy认识到失误可以通过合作和创造转化为新方案。 【解析】这些预测都来自原文中的时间限制、彩色卡片和第二段首句中的new poster。不能突然换地点、增加专业设计师或让旧海报自动恢复。 三、续写方法要点 开头：下一句回应段首句产生的自然问题，不重复背景。动作：按照“提出行动—具体实施—遇到反应—产生结果”形成动作链。情绪：按照“触发事件—动作或语言表现—情绪变化”展开。衔接：第一段末尾准备第二段首句中的时间、地点、人物或物件。结尾：写清结果，并回应人物成长或原文主题。 四、分层练习A参考答案 1. Lucy要完成用于图书展的故事推荐海报。 2. 海报严重受损，距离展览只剩半小时，现有修补方法失败。 3. 两人可以用彩色卡片遮盖破损处，并把缺失的书名分别写在卡片上。 4. 第一段至少应写到新海报完成并被放到展览位置。 四、分层练习B答案与解析 1. A【逻辑错误】检查松动连接处能直接推动修复；B、C、D跳离当前困难。 2. A【词义错误】握紧卡片是紧张时可观察的动作；其余选项是结果或能力陈述。 3. A【逻辑错误】模型成功后交换惊喜微笑符合事件结果；B、C、D与成功测试矛盾或无关。 4. A【逻辑错误】第二段归还已修好的相机，第一段应完成或计划修理，才能形成前后衔接。 四、分层练习C参考答案 1. Lucy looked at the broken poster and decided that she would repair it at home. 2. Ben was too shy to speak, but he took a breath and began with the sentence he had practised. 3. The two classmates checked the instructions together and tried to solve the problem step by step. 4. Paragraph 1 should continue through the show and end with the class beginning to cheer. 四、分层练习D答案与解析 【答案】B → D → A → C → E 【解析】B交代错误和困难；D用Instead of承接并表现Amy的反应；A写两人合作修补；C呈现完成结果；E以Jack的放松和感谢收束情绪。 五、语篇应用答案与解析 【答案】One possible version: Seeing Maya's disappointment, Mrs Lin took an old school badge from her bag. She explained that a student had given it to her after the school's first history show. As Maya examined the faded badge, Mrs Lin described how students had collected stories without phones or recorders. Encouraged, Maya stopped worrying and listened carefully. She asked follow-up questions while Ben noted details. Before leaving, Mrs Lin lent her the badge for the next day's presentation. The next morning, Maya stood before the class with the badge in her hand. Instead of playing a recording, she showed the badge and retold the stories behind it. Ben added details, and their classmates listened with growing interest. When the presentation ended, applause filled the room. Maya realised that the failed recorder had taught her to notice words, expressions and memories. The best stories, she now understood, were preserved not only by machines but also by careful listeners. Word count: 约154词 【解析】 【导语】本文以校园历史采访为线索，讲述Maya过度依赖录音设备，设备故障后一度想放弃；在Mrs Lin和Ben的引导下，她改用倾听、追问和笔记完成采访，并理解了认真倾听对保存故事的重要性。 【详解】1. 段落续写： ①由第一段首句可知，本段应写Mrs Lin借旧校徽讲述往事，Maya从物件和讲述中重新投入采访，并为第二天展示做好准备。 ②由第二段首句可知，本段应写Maya带着校徽完成课堂展示，获得积极回应，并感悟设备之外的倾听与记录同样能够保存故事。 2. 续写线索：拿出校徽—讲述旧事—重新倾听—追问记录—借出校徽—课堂展示—获得掌声—感悟倾听 3. 词汇激活： 行为类：examine / look at；retell / tell again；preserve / keep 情绪类：disappointed / upset；encouraged / inspired；with growing interest / more and more interested 【点睛】【高分句型1】Encouraged, Maya stopped worrying and listened carefully.（运用了过去分词作状语） 【高分句型2】The best stories, she now understood, were preserved not only by machines but also by careful listeners.（运用了not only...but also...结构和插入语） 六、续写自评表使用说明 自评维度 订正方法 段首衔接 分别圈出两段首句中的人物、动作和时间，检查前一句是否为下一段创造条件。 四项一致 逐段核对人物、一般过去时、第三人称和原文事实，不引入无依据的解决者。 解决过程 标出推动问题解决的两至三个动作，删除依赖巧合或一步成功的情节。 情绪动作 检查情绪是否随事件变化，每个关键情绪配一项自然动作或语言。 主题回应 检查末句是否回应录音失败、倾听或保存故事，而不是空泛说“难忘”。 语言形式 最后统一检查时态、代词、拼写、标点和约150词的篇幅。 初升高英语暑假衔接学习手册 · 第18讲 · 第 1 页 学科网（北京）股份有限公司 $