2023年高考英语考前冲刺复习：读后续写 专题讲义.docx

1、2023年高考英语考前冲刺复习：读后续写 专题讲义读后续写题型具有阅读理解与写作产出的互动性，对学生的考查更加全面，既能考查学生的真实语言运用能力，又能考查学生的发散思维能力和创造能力。读后续写的话题贴近生活，有一定的趣味性，选材多以发生的故事为主，涉及了情感类、历险类、励志类和哲理类。近5年的具体考情如下：年份卷别话 题类别2022年新高考I&卷帮助David重拾自信，继续参加越野比赛励志类2022年浙江6月卷在施食处为无家可归的人提供膳食的经历情感类2022年浙江1月卷与“最不合拍”的搭档成为好友情感类2021年新高考I&卷在母亲节给妈妈做早餐情感类2021年浙江6月卷“我”的暑假工作报酬

2、情感类2021年浙江1月卷少年意外将头卡在南瓜中爆红网络历险类2020年新高考I&卷做爆米花帮Bernard解决家庭经济困难情感类2020年浙江7月卷熊口脱险记历险类2020年浙江1月卷主人与宠物狗之间的深厚感情情感类2018年浙江6月卷骑马观景历险记历险类第一节 如何梳理故事情节读后续写要求考生在理解一篇不完整的文章的基础上,充分发挥想象力，大胆预测文章后续部分的情节发展，进行合乎逻辑的续写。如果考生不知道原文讲的情节是什么，原文情节已经发展到哪里，续写就无从谈起。考生必须先梳理出原文本的故事情节，才能在延续原文情节的基础上合理构建故事，顺利完成续写任务。考生可以根据实际情景和续写文章的特点

3、利用以下提分技能来梳理原文本的故事情节。提分技能1 要素串联法读后续写的文本多为情节丰富的记叙文，所以我们可以通过阅读文本，找出记叙文的六要素（when，where，who，what，why，how），然后将这几个要素有机地串联起来，就可以梳理出原文本的主要情节。需要注意的是，不一定每篇文章都包含这六个要素，所以当无法找全六要素时，要快速列出已找出的要素，简单串联，梳理出原文本的故事情节。提分技能2 时空顺序法读后续写的文本故事性很强，一般都会由一系列小情节构成，每个情节就是不同时间、空间下人物的具体活动，因此，考生也可以根据时间、地点及人物活动的变化来梳理原文本的故事情节。提分技能3 叙述结

4、构法考生可以先给文章各段落标上序号，然后按照故事的开端（Beginning）、发展（Development）、高潮（Climax）和结局（Ending）来切分文章结构，进而梳理出原文本的故事情节。典例剖析【2018年浙江6月卷】It was summer, and my dad wanted to treat me to a vacation like never before. He decided to take me on a trip to the Wild West.We took a plane to Albuquerque, a big city in the state of

5、New Mexico. We reached Albuquerque in the late afternoon. Uncle Paul, my dads friend,picked us up from the airport and drove us up to his farm in Pecos.His wife Tina cooked us a delicious dinner and we got to know his sons Ryan and Kyle. My dad and I spent the night in the guestroom of the farm hous

6、e listening to the frogs and water rolling down the river nearby. Very early in the morning, Uncle Paul woke us up to have breakfast.“The day starts at dawn on my farm,”he said. After breakfast, I went to help Aunt Tina feed the chickens, while my dad went with Uncle Paul to take the sheep out to gr

7、aze（吃草）. I was impressed to see my dad and Uncle Paul riding horses. They looked really cool.In the afternoon, I asked Uncle Paul if I could take a horse ride, and he said yes, as long as my dad went with me. I wasnt going to take a horse ride by myself anyway. So, my dad and I put on our new cowboy

8、 hats,got on our horses, and headed slowly towards the mountains. “Dont be late for supper,”Uncle Paul cried,“and keep to the track so that you dont get lost!”“OK!”my dad cried back. After a while Uncle Paul and his farm house were out of sight. It was so peaceful and quiet and the colors of the bro

9、wn rocks,the deep green pine trees,and the late afternoon sun mixed to create a magic scene. It looked like a beautiful woven（编织的）blanket spread out upon the ground just for us.注意：1.所续写短文的词数应为150左右；2.至少使用5个短文中标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词语。Suddenly a little rabbit jumped

10、out in front of my horse. We had no idea where we were and it was getting dark. 前面介绍了三种梳理故事情节的方法，第一种适用于所有读后续写文本，第二种适用于出现多处时空转换的文本，第三种适用于有较强脉络性的文本。这里用以上三种提分技能分别对该篇文章进行剖析：（一）仔细阅读以上短文，根据要素串联法来梳理原文情节。要素具体内容WhenDuring a summer vacationWhereAt Uncle Pauls farm in PecosWhoI,Dad,Uncle Paul,Aunt TinaWhatMy D

11、ad and I went on vacation to Uncle Pauls farm.The next day my father andI rode our horses,but we were getting further and further away from the farmWhyWe were attracted by the beautiful sceneryHowWe rode our horses将上述要素串联后，梳理出原文本的故事情节如下：我和爸爸去佩科斯河的保罗叔叔的农场里度假度假期间的第二天，我和爸爸去骑马因为被眼前的美景所吸引，我们离农场越来越远（二）仔细阅

12、读以上短文，根据时空顺序法来梳理原文情节。时 间地点人 物 活 动One summer dayAt homeDad decided to take me on a trip to the Wild WestIn the late afternoonAt Albuquerque airportUncle Paul picked us up and drove us up to his farmThe first night on the farmIn the guestroom of the farm houseDad ad I listened to the frogs ad water ro

13、lling down the river nearlyEarly in the next morningAt Uncle Pauls farm houseI helped Aunt Tina feed the chickens.Dad and Uncle Paul took the sheep out on horseback to graze In the afternoonIn the mountainsI got the permission to ride a horse with my fathers company将上述要素串联后，梳理出原文本的故事情节如下：暑假父亲决定带我去狂野

14、的西部旅行下午在机场保罗叔叔叔接我去他的农场一在农场的第一个晚上父亲和我聆听蛙鸣和河流的声音一度假期间的第二天早晨，我帮蒂娜阿姨喂鸡，父亲和保罗叔叔带羊去山脊上吃草下午我得到允许和父亲一起去骑马，他们离农场越来越远（三）仔细阅读以上短文，根据叙述结构法来梳理原文情节。结构情节BeginningDad decided to take me on a new trip to the Wild WestDevelopmentUncle Paul picked us up and drove us up to his farmDad and I listened to frogs and water

15、rolling down the river nearby at nighI helped Tina feed the chickens. Dad and Paul took the sheep out on horse-back to grazeI got the permission to ride a horse with my fathers companyA little rabbit jumped out in front of my horseClimaxWe had no idea where we were and it got darkEnding?将上述分析串联后可以梳理

16、出原文本的故事情节如下：父亲决定去狂野的西部旅行保罗叔叔来机场接我们我和父亲夜宿保罗叔叔的农场羡慕野外骑马父亲陪伴我骑马骑马意外遇到兔子夜幕降临，我和父亲迷路了。第二节 如何深度分析文本明确续写大方向梳理完故事情节后，是不是马上就着手写了呢？答案是否定的。因为原文中出现的人、事、物、矛盾冲突等在后面很可能会涉及，所以我们还需要在了解原文情节的基础上，再将自己抽离出来，针对原文的感情基调、人物关系、人物特点和矛盾冲突进行分析，只有这样才可以避免出现续写的内容与原文自相矛盾或背道而驰的情况。提分技能4 确定感情基调感情基调是指文章的感情色彩、情感取向，即作者表达的情感态度，如：是幽默诙谐还是严肃、

17、是欢快愉悦还是伤感、是积极向上还是消沉。学生在进行续写前必须确定好感情基调，这样续写的情感方向才不会跑偏，才能与所给原文紧密结合。策略1：通过文中的形容词或动词把握感情基调例1 【2022年1月浙江卷节选】When Dr. Henderson was assigning（指定）project mates for his psychology class, I secretly hoped he would pair me with my best friend or at least a classmate I could have some fun with.Dr.Henderson ver

18、y deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid.Here was this challenging student who had a reputation for single-mindedness and good gradesthe exact opposite of me.I decided to stick to it no matter what.通过原文第一段中的I wanted

19、 to avoid可以看出作者并不想分到这位新队友，由此可推知作者的心理是抗拒的。同时，原文中“stick to it”表明作者虽然不想和他成为队友，但是仍然坚持下去，由此可推知作者的心理是坚毅的。由此可以确定，原文本的感情基调是积极的，故事的结局极有可能是作者改变了对队友的看法。策略2：通过文中对话把握感情基调例2 【2020年新高考&卷节选】“I wish we could help him to earn money，”said Clara.“His family is suffering so much.”“So do I,” said Harry,“We really should

20、do something to assist them. ”For some moments,John said nothing,but,suddenly, he sprang to his feet and cried,“I have a great idea！ I have a solution that we can all help accomplish（完成）.从对话内容中的“I wish we could help him to earn money”及“We really should do some-thing to assist them可以看出孩子们听了母亲讲述小男孩家里面

21、临的困难后都想要帮助小男孩赚钱。同时，根据文中其他孩子的回答，如“So do l”及“I have a great idea”可以看出孩子们也团结起来共同想办法来帮助这个小男孩。因此可以确定文章的感情基调是互助友爱、乐观积极的。策略3：通过所给段首句把握感情基调例3 【2021年浙江6月卷节选】When I brought my paycheck homeit was $119my dad wanted to talk to me.I was surprised that my dad allowed me to use the money as I wished. 根据段首句提示可知，“我很

22、惊讶，我的父亲允许我按照自己的意愿使用这笔钱。”也就是说，作者的父亲不再要求作者将赚的钱贴补家用了。由此可推知，兹事应该是父亲同意了作者自由支配报酬，作者也接受了在农场工作来为家庭做出贡献的美满结局。策略4：通过环境描写把握感情基调例4 【2018年浙江6月卷节选】.It was so peaceful and quiet and the colors of the brown rocks, the deep green pine trees, and the late afternoon sun mixed to create a magic scene. It looked like a

23、beautiful woven（编织的勺）blanket spread out upon the ground just for us.这段环境描写描绘了深绿色的松树和傍晚的阳光交织在一起的景象，同时使用比喻手法“It looked like a beautiful woven blanket spread out upon the ground”将地上的光影比作铺在地上的毯子，构造了一个安静样和的场景，从侧面体现了作者和父亲当时愉悦的心情。提分技能5 厘清人物关系读后续写中有时会涉及含有多个人物、关系较为复杂的语篇，这时，厘清人物关系就很关键，可以帮助学生更加合理地预设文中人物的后续行为，从

24、而让续写情节更加合理。边读原文边画出人物关系图可以帮助学生快速清晰地了解文中人物间的关系，为续写服务。提分技能6 分析人物特点人物特点主要指人物的性格特征、如：乐观、善良、坚毅、勇敢、热心、机智、冷静。分析人物特点可以帮助我们理解故事情节，推断后续发展，同时，对续写时的人物描写有很好的指导作用。策略1：通过外貌、动作、心理等细节描写获取人物特点例1 【2022年浙江1月卷节选】Needless to say,I didnt look forward to an entire term of being brushed off, but I tried to make the best of i

25、t and didnt say anything for fear that I would make things worse.When my teammate and I met to discuss our project, I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good gradesthe exact opposite of me. I actually wanted to drop the class at one point,but

26、 stopped short because I didnt want to give him the satisfaction of my chickening out. I decided to stick to it no matter what.原文中I didnt look forward to表明作者不想和老师分配的新队友合作。同时后文提到“I tried to make the best of”可以看出他仍然努力做到最好、担心因为自己把事情弄得更糟，这说明他是一个顾全大局，有责任心的人。后文“I actually wanted to drop the class at one p

27、oint提到作者一度考虑过退课。同时“I didnt want to give him the satisfaction of my chickening out. I decided to stick to it no matter what.”这句的心理描写表明作者最终还是坚持了下来，这也说明了作者是一个坚毅、不服输的人。策略2：通过对话描写正面获取人物特点例2 【2020年新高考I&卷节选】After their mother left the room，the children sat thinking about Bernard.“I wish we could help him t

28、o earn money,”said Clara.“His family is suffering so much.”“So do I,”said Harry.“We really should do something to assist them.”根据孩子们的对话“I wish we could help him to earn money及His family is suffering so much.可以看出Clara希望能够帮助Bernard，因为他的家庭遭受了如此多的不幸。由此可以看出Clara是一个善良，热心且有同情心的人。提分技能7 分析矛盾冲突读后续写记叙文原文本中大多会有

29、一个矛盾冲突点，续写的内容就是解决矛盾冲突点的过程。因此明确矛盾冲突点是非常重要的。矛盾冲突点主要体现在人物所想达到的目的与目前阻碍其达到其目的的因素上。续写的大方向就是通过提供清除障碍、达成目标的方法以解决相应的矛盾冲突。由于在历险类题材的读后续写中，原文中的矛盾冲突点通常较为明显，因此，在这里我们以矛盾冲突点不明显的非历险类题材的读后续写为例，讲解如何分析矛盾冲突。例 【2022年新高考I&卷节选】.His usual big toothy smile was absent today. I walked over and asked him why he wasnt with the o

30、ther 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 schools coach and asked him what had happened.“I was afraid that kids from other schools would laugh at him,he explained uncomfortably.I gave h

31、im the choice to run or not,and let him decide.”根据文章选段中的What was wrong？He had worked so hard for this event！可知，David 为这次越野跑付出了很大的努力。同时根据“His usual big toothy smile was absent today.”和“He hesitated and then said he had decided not to run.可知，David似乎没有平常开心，他决定不参加比赛。又根据I was afraid that kids from other

32、schools would laugh at him”可知，David之所以没有参赛是因为教练告诉他可能会遭到其他学校学生的嘲笑。因此，阻碍David参赛的因素是畏惧旁人的嘲笑。所以续写部分应该围绕David追寻自己的内心，不理会别人的看法，克服困难最终战胜自己并重回赛场展开。在确定了原文本的感情基调、厘清了人物关系、掌握了人物特点、明确了矛盾冲突之后，续写时应本着解决矛盾冲突的目的，依据原文的感情基调、人物关系、人物特点等因素，朝着积极的结局去续写文章。典例剖析 【2022年浙江1月卷】When Dr.Henderson was assigning（指定）project mates for

33、his psychology class，I secretly hoped he would pair me with my best friend or at least a classmate I could have some fun with Above all,I hoped he wouldnt assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparently had a personality to mat

34、ch. As fate （命运）would have it，Dr.Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid.I went up to my new teammate and introduced myself. He looked at me as though I were not there. I felt he treated me as though I

35、 would hold him back and probably make him fail to get an A in the course. He wasnt mean or abusive; he just gave me the impression he could do whatever project we dreamed up better if he did it alone.Needless to say,I didnt look forward to an entire term of being brushed off, but I tried to make th

36、e best of it and didnt say anything for fear that I would make things worse.The project required each team to develop a hypothesis（假说），set up an experiment to lest the hypothesis, do the statistical analysis and present the findings. Whatever grade the team received would be shared by both students.

37、When my teammate and I met to discuss our project, I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good gradesthe exact opposite of me. I actually wanted to drop the class at one point, but stopped short because I didnt want to give him the satisfaction

38、 of my chickening out. I decided to stick to it no matter what.After long discussions we somehow agreed to do a study on the psychological well-being of teenagers. I wasnt sure what it meant exactly, but at least we had a topic. 注意：1.所续写短文的词数应为150左右；2.至少使用5个短文中标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完

39、成后，请用下划线标出你所使用的关键词语。We started to meet regularly to draw up our plans. One day I got word that he was admitted to hospital for a serious disease. 1.通过文中描写主人公的形容词或动词把握感情基调原文第一段第二句“I hoped he wouldnt assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clot

40、hes and apparently had a personality to match.”通过用形容词“competitive”和“serious”来描述作者不想合作的同学的性格特点，表明了作者不想与之共事的原因。通过原文第一段末的“I wanted to avoid”可以看出作者并不想分到这位新队友，由此可推知作者的心理是抗拒的。同时原文第五段中“stick to it”表明作者虽然不想和他成为队友但是仍然坚持下去，由此可推知作者是坚毅、不服输的。由此可以看出，原文渲染的感情基调是积极向上和正能量的。2.通过思维导图厘清人物关系由人物关系图可知，Dr.Henderson和作者以及这个男生

41、是师生关系，这个男生是作者的新队友，Dr.Henderson是这个项目的组织者，老师将作者和他在班上想回避的那个人分配在了一起。厘清了这些人物关系后，在续写时就能正确把握人物之间的情感，让情节朝着既合乎情理，又合乎逻辑的方向发展。3.通过心理和动作描写获取人物特点原文第五段第一、二句When my teammate and I met to discuss our project，I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good gradesth

42、e exact opposite of me.提到，当作者和他的队友讨论课题的时候，作者感到很不安。因为作者的成绩并不好，并且难以专心。同时该段中的I didnt want to give him the satisfaction of my chickening out. I decided to stick to it no matter what提到，作者并不想认输，所以作者决定无论如何都要坚持下来。这说明作者勇于面对困难，是个有责任心的人。4.分析矛盾冲突根据原文第一段第一句中的I secretly hoped he would pair me with my best friend

43、or at least a classmate I could have some fun with.可知，当老师在分配队友的时候，作者希望老师能将他和最好的朋友分成一组。再根据本段最后一句As fate would have it，Dr.Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid，及后面两段描写的新队友对作者的态度以及作者的心理活动可知，老师给作者安排了他想避开

44、的人，并且当作者主动向新队友介绍自己时，自己还被他无视了。根据原文第三段第一句中的“I tried to make the best of it”及第五段最后一句“I decided to stick to it no matter what.”可知，作者虽然面临重重困难但是仍然努力坚持做到最好。因此，使得作者几次退缩的原因就在于作者对于新队友不完整的认知。所以续写部分应该围绕作者在面临困难的情况下改变对队友的看法，最终顺利完成课题展开。【高分范文】We started to meet regularly to draw up our plans. At first, I didnt offe

45、r many ideas However,as our project progressed,I gradually got involved because I found him quite patient and tolerant, never failing to respond to my confusions, in a very serious manner. He even readily accepted my proposal that we conduct a questionnaire survey among us students,which gave me a g

46、reat sense of satisfaction. As the project went on smoothly, our relationship deepened and l found that he was just introvert,cool on the outside.One day I got word that he was admitted to hospital for a serious disease. It struck me almost like a bolt from the blue. When I visited him in the hospital,I found him,my teammate,lying on the bed,looking pale. That sight really stung my heart, so I felt like doing something for him,