寒假提升-第06讲 读后续写提升讲解2025年高二英语寒假衔接讲练 (人教版)

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详细讲解：
一、读后续写的特点与要求
阅读理解是基础
1、首先要对给定的阅读材料进行深入理解。包括把握故事的主题、人物性格、情节发展脉络、
情感基调等诸多方面。
例如，在一篇以友情为主题的故事中，要注意文中体现朋友之间相互关心、支持的细节，这将为续写部分奠定情感基础。
2、关注故事中的关键信息，如时间、地点、人物关系等设定。比如，如果故事发生在一个古老的小镇，续写时也要考虑这个环境背景对情节的潜在影响，如古老建筑可能成为情节发展的场景，小镇的传统习俗可能左右人物的行为。
3、续写情节的合理性
续写的情节要与原文自然衔接。不能脱离原文的情节线索和逻辑，应是原文情节的合理延续。例如，原文中主人公遇到了一个难题，续写部分就应该围绕主人公如何解决这个难题或者难题带来的进一步影响来展开。
4、情节发展要符合生活实际和常识。避免出现过于离奇、不符合逻辑的情节。比如，在一个现实题材的故事中，人物不能突然拥有超自然的能力来解决问题，除非原文有相关的伏笔。
5、人物塑造的连贯性
续写过程中，人物的性格和形象要与原文保持一致。如果原文中的人物是勇敢、乐观的，续写部分也应该体现这些性格特点。例如，原文中的主人公面对困难总是勇往直前，那么在续写遇到新的挑战时，也应该展现出他 / 她的勇敢品质。
6、人物的情感变化要符合情节发展。随着情节的推进，人物的情感应该是自然过渡的。比如，主人公在经历挫折后会感到沮丧，但在得到朋友的鼓励后，又会重拾信心。
7、语言风格的一致性
续写部分的语言风格要和原文相匹配。如果原文是轻松幽默的风格，续写也应该用诙谐的语言来保持整体风格；如果原文是严肃深沉的，续写语言也要庄重、沉稳。例如，原文使用了大量的对话来推动情节，续写时也可以适当通过人物对话来延续故事。
二、读后续写做题步骤
1、仔细阅读原文，把握关键细节
阅读原文时，可以通过标记重要信息来加深理解。如标记人物的性格特点相关的语句（“她总是乐于助人，脸上时常带着微笑”）、情节转折点（“然而，在关键时刻，他的车却抛锚了”）、环境描写（“夜幕降临，寒风呼啸，整个森林显得格外阴森”）等。
2、梳理故事的情节线索，最好能简单地列出故事的发展脉络。例如，故事的线索可能是 “主人公出发去探 险→遇到困难→得到初步帮助→又面临新挑战”，这样在续写时就可以沿着这条线索继续构思情节。
3、合理构思情节，制造冲突与高潮
在构思情节时，可以从不同角度思考。比如，从人物关系角度，可以让人物之间产生误会然后化解；从环境角度，可以利用恶劣的环境增加人物的困难，然后让人物克服困难。
4、适当制造冲突来吸引读者。冲突可以是人物之间的矛盾、人物与环境的对抗或者人物内心的挣扎。例如，主人公想要完成一个任务，但身边的人都不理解并加以阻止，这就形成了人物之间的冲突。
设置情节高潮，让故事更加跌宕起伏。高潮部分可以是主人公面临最大的挑战或者做出关键的抉择。比如，主人公在生死关头决定牺牲自己拯救他人，这就是一个情节高潮。
5、生动描写人物，体现性格与情感
通过人物的语言、动作、神态、心理等方面的描写来塑造人物形象。例如，“他紧握着拳头，涨红了脸，大声说道：‘我绝对不会放弃的！’” 通过动作（紧握拳头）、神态（涨红了脸）和语言描写，生动地展现了一个性格倔强、意志坚定的人物形象。
6、描写人物情感变化时，要细腻入微。可以使用一些情感词汇来增强表达效果。比如，从 “起初，她满心欢喜，期待着即将到来的聚会” 到 “当她发现自己被朋友遗忘时，心中满是失落和孤独”，这样的情感变化描写能让人物更加真实。
7、巧妙运用环境描写，烘托氛围
环境描写可以为故事营造氛围，推动情节发展。在紧张的情节中，可以用黑暗、寂静的环境来烘托紧张气氛。例如，“黑暗中，只有他的脚步声在空荡荡的走廊里回响，每一步都仿佛敲在他的心上，让他愈发紧张。”
环境描写还可以暗示人物的命运或者情节的走向。比如，“阳光透过云层洒在大地上，似乎预示着主人公即将走出困境，迎来希望。”
8、丰富语言表达，注意语法和词汇
积累丰富的词汇和多样的句式，避免语言的单调。可以使用同义词替换来增加文采。比如，用 “疾驰” 代替 “快速跑”，用 “静谧” 代替 “安静”。
9、运用各种句式，如倒装句、强调句、复合句等。例如，“Never had he felt s desperate as in that mment.（他从来没有像那一刻那样绝望。）” 使用倒装句增强了语言的表现力。
注意语法的正确使用，避免出现时态混乱、主谓不一致等错误。在写作过程中，要仔细检查语法，确保句子结构完整、合理。
三、读后续写提升诀窍
（一）深度理解原文
1、剖析情节线索：仔细梳理原文的故事情节，明确故事的开端、发展和暂时的结尾状态。例如，原文是一个冒险故事，要找出主人公冒险的起因（如寻找宝藏）、途中遇到的阻碍（如恶劣天气、敌人等）以及目前所处的困境（如被困在山洞）。将这些情节节点记录下来，为续写提供清晰的线索方向。
把握人物形象：深入分析人物的性格、动机和情感。注意文中描述人物性格的关键词，如 “勇敢”“善良”“胆小” 等，以及人物的行为和语言细节。比如，一个总是在关键时刻帮助他人的人物，其性格核心可能是善良和乐于助人。在续写中，要让人物的行为符合这些已有的性格特征。
2、领会主题思想：理解原文想要传达的主题，如友谊的珍贵、坚持的力量、自我成长等。主题是续写的灵魂，续写的情节和人物发展都应围绕主题展开。例如，如果主题是自我成长，续写可以写主人公在后续的经历中如何克服自己的弱点，实现心智的成熟。
3、关注细节描写：留意原文中的环境、动作、神态、语言等细节描写。这些细节可能会为续写提供灵感，或者成为续写部分与原文衔接的重要线索。例如，原文提到了 “古老城堡墙壁上神秘的符号”，续写时就可以围绕这些符号展开情节，比如主人公解读符号，发现宝藏的线索。
（二）巧妙构思情节
1、延续情节发展：基于原文的情节线索，自然流畅地延续故事。可以从解决原文留下的问题或悬念入手。比如，原文主人公被困在山洞，续写就可以写主人公如何寻找出口，或者等待救援的过程中发生的事情。
2、制造情节冲突：合理地设置冲突，使故事更具吸引力。冲突可以是外部冲突，如人物与环境、人物与他人之间的矛盾；也可以是内部冲突，即人物内心的挣扎。例如，续写中让主人公在寻找出口的过程中遭遇另一个寻宝者的抢夺，这就是外部冲突；或者主人公在面临危险时，内心产生了退缩和坚持的斗争，这是内部冲突。
3、构建情节高潮：安排情节的高潮部分，让故事达到紧张或感人的顶点。高潮可以是主人公面临生死抉择、情感爆发或者真相大白的时刻。例如，在与抢夺者的斗争中，主人公被逼到悬崖边，此时就是情节的高潮，读者会非常关注主人公的命运。
4、设置圆满结局：虽然结局不一定要皆大欢喜，但应该让故事有一个合理的、令人满意的结束。结局可以是主人公成功解决问题、实现目标，也可以是在失败中得到了宝贵的经验教训。比如，主人公最终找到了宝藏，或者虽然没有找到宝藏，但明白了冒险的真正意义。
（三）生动刻画人物
1、通过多种描写手法展现人物：运用语言、动作、神态、心理描写来丰富人物形象。例如，“他的嘴唇颤抖着，声音沙哑地说：‘我不能放弃。’双手紧紧地握住工具，额头上青筋暴起。” 这里通过语言、动作和神态描写，生动地表现了人物的紧张和坚定。
2、展现人物情感变化：让人物的情感随着情节的发展而自然变化。可以通过细腻的心理描写来体现。比如，主人公一开始充满希望地寻找宝藏，当遇到困难时感到焦虑和沮丧，在关键时刻又重新燃起希望，这些情感变化使人物更加立体真实。
3、突出人物性格成长：如果原文有体现人物成长的线索，续写时要进一步强化这一点。例如，一个原本胆小的主人公，在经历一系列冒险后，逐渐变得勇敢，续写可以通过具体的情节和细节描写来展现这种性格的转变，如主人公主动面对危险，保护他人。
（四）灵活运用环境描写
1、烘托氛围：根据情节的需要，用环境描写来营造不同的氛围。在紧张的情节中，可以用黑暗、寂静、狂风暴雨等环境来增强紧张感。比如，“夜幕笼罩着森林，四周寂静得可怕，只有树枝被风吹动发出的‘沙沙’声，仿佛有无数双眼睛在黑暗中窥视着他。”
2、推动情节发展：环境可以成为情节发展的一个因素。例如，恶劣的天气可能阻碍主人公的行动，或者特殊的地理环境（如河流涨水阻断道路）可以为故事带来新的挑战或转机。
3、暗示人物命运和主题：环境描写有时可以暗示人物的命运或故事的主题。例如，阳光明媚的环境可能暗示主人公的前途光明，或者在困难时刻出现的一缕阳光象征着希望和转机。
（五）优化语言表达
1、积累高级词汇和短语：平时多积累能够准确、生动地表达意思的词汇和短语，避免使用过于简单和平庸的表达。例如，用 “疾驰” 代替 “快速跑”，用 “静谧” 代替 “安静”，用 “怒目圆睁” 代替 “生气地看着”。
2、运用多样化句式：使用不同类型的句子结构，如复合句、并列句、倒装句、强调句等，使语言更富有变化。例如，“Nt nly did he vercme the difficulties, but he als helped thers.（他不仅克服了困难，还帮3助了别人。）” 使用倒装句增强了表达效果。
3、注意语言风格统一：续写的语言风格要与原文保持一致。如果原文是正式、严谨的风格，续写也应如此；如果原文是轻松、幽默的风格，续写也要保持这种风格。同时，要注意语法正确、拼写无误，使文章更加通顺流畅。
1．（23-24高二上·河南·期末）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。
Once, a small village farmer had the misfrtune f wing a large sum f mney t a village mney lender. The mney lender was ld, unmarried and fancied f marrying the farmer’s beautiful daughter.
One day, the farmer went t the mney lender t ask him fr sme mre time t return the lan. The mney lender pretended t be angry fr a while and then prpsed a bargain (交易). The mney lender said that if the farmer culd nt repay his debt, he wuld be punished r he had an ptin t let him marry his daughter and all his debt wuld be frgiven.
Bth the farmer and his daughter were frightened by the prpsal. There was n way the farmer culd pay back the mney sn but he did nt want his beautiful daughter t marry the ld and cruel mney lender.
In an attempt t persuade the farmer t accept his deal, the tricky mney lender made an attractive cnditin in deciding the fate (命运) f the father and daughter. He wuld keep a black and a white pebble (鹅卵石) in a bag. The girl then had t chse a pebble which wuld decide her fate. If she picked the black pebble, she wuld have t marry the mney lender and her father’s debt wuld be frgiven. If she picked the white pebble, she did nt need t marry the mney lender and her father’s debt wuld still be frgiven. If she refused t pick the pebble, the farmer wuld be thrwn int prisn.
They were standing n a path filled with pebbles. The mney lender even called the nearby villagers t witness the event, s that n party culd walk away frm their wrds. The mney lender bent ver, picked tw pebbles and kept them in a mney bag. The sharp-eyed girl nticed that he had picked tw black pebbles instead f a black and a white. He then asked the girl t pick a pebble frm the bag.
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。
The girl was cnfused abut what t d.
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The mney lender dared nt admit his dishnesty in frnt f the villagers.
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2．（23-24高二下·江苏镇江·期末）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 friend Carle’s birthday was appraching and I wndered what t give her as a gift. I had tw pts f beautiful flwers and I knew Carle liked flwers. Hwever, the tw pts f flwers were rare and I brught them frm a frest very far away, which tk me great effrt. S, I hesitated.
There wasn’t a clud in the sky n ne warm June mrning when Carl e and I started ut fr a day f shpping. We had learned f a quilt (被子) shp which had unique quilts created by skilled wmen frm a nearby cmpany. Carle’s heart was set n finding a blue- and- white quilt t put the finishing tuch n her guest bedrm.
We parked the car next t the nly traffic light in twn, heading twards the quilt shp. But next dr, a newly pened small stre that sld pretty clthes, shes, etc. attracted us. S we first walked int this stre, where we admired the mst wnderful cllectin f umbrella s we had ever seen. As I ran my fingers acrss ne special umbrella, I heard myself whisper, “These are the mst beautiful umbrellas...”I lved the items s much.
A sales clerk hurried t my side. “Perhaps yu’d like t try ne f them ut,” she suggested. I pened the attractive umbrella. Underneath it, I felt wnderfully carefree and sheltered frm the whle wrld. But with new things t buy, there was n mney fr expensive umbrellas. Besides, even if I culd affrd ne, it wuldn’t be a practical purchase. Back in the secnd grade, I had nce eyed a beautiful, pink umbrella in a department stre windw. “I need a beautiful umbrella,” I said t my mther. “N, yu need a practical umbrella,” she said. “Besides, yu might lse it.” With tears in my eyes, I put dwn that pink umbrella!
Cming back frm my memry, I tld the clerk, “Thanks fr shwing me the umbrella.” Then, I headed next dr t the quilt shp, a few steps ahead f Carle.
注意：Ⅰ.续写词数应为150个左右;2.请按如下格式作答。
When her steps caught up with mine, I nticed a lng, thin bx under her arm.
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Back hme, I tk the umbrella sent by Carle and walked twards my flwers.
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3．（23-24高二下·吉林松原·期末）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。
It started with a phne call frm my sn, Nate. “Mm, there’s a dg here. She needs help. She’s lst, hungry and afraid f peple. Nbdy can catch her. We tried, but she runs.
I bet yu can catch her. Please?” My teenage sn’s dramatic plea (恳求) came frm a visitr center where he vlunteered.
“Nt nw,” I bjected. I lve dgs, but at that mment I did nt want t take n anther prject.
“Can yu please just take a lk at her when yu cme pick me up?” He had cnfidence in my abilities.
When I arrived t pick Nate up, I fund the dg he described. Her state was bad with all the diseases in a stray dg. She watched us cautiusly, her tail giving the ccasinal hpeful wag befre retreating between her legs as she shied away frm any apprach. Her eyes, hwever, were warm and pleading. She wanted t cnnect but she was afraid.
Many years f wrking with all kinds f distressed animals had hardened my heart. I thught f a thusand reasns why I culd nt take a dirty dg hme. I wanted t get a dg that I culd use as a therapy (治疗) dg. I culd see that this sad dg was nt therapy dg material. Therapy dgs cnnect t peple in ways that can understand human better. I turned and walked away.
I cnvinced Nate t wait a few days t see if the dg’s wner wuld magically appear. Secretly, I was expecting the dg wuld disappear. But she didn’t.
A friend with a small animal rescue shelter tk her fr quarantine (检疫) and treatment. I knew she was safe but the dg’s eyes haunted me. That lnging lk kept returning t my mind, pleading fr cnnectin. After a cuple f weeks, I gave in and brught the dg hme with me. She was quickly accepted by ther dgs in my hme. Cleaned up and fed, she lked like a shrt and strng Brder Cllie (博得牧羊犬) with gld and white fur. I named her Leala.
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。
A mnth r s later, at a rutine checkup, what the vet (兽医) said excited me.
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Within anther mnth, Leala and I were in a therapy dg training class.
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4．（23-24高二下·江西·期末）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。
Years later, I might still remember that small library. It was a winter day when I came t the library. The sunlight was bright but nt warm. It was a typical suthern winter day, windless but cld.
The winter vacatin was crucial fr me, and studying in the library culd efficiently imprve my studies. I std in frnt f the dr with my backpack. On the bard n the dr read: “Cmmunity Library”. I pushed the dr pen. Behind the service desk sat an ld man with gray hair and dark skin, wearing reading glasses. When he saw me, he pushed his glasses up.
“Hell, I live nearby. My hme is small and nisy. Can I study here?” I asked. The ld man lked me ver and ndded. I then mved t a table in the crner. After lunch every day, I wuld cme t the library. Mst f the time, it was just the ld man and me, and the nly sund was the hum (嗡嗡声) f the ld air cnditiner.
When I felt t cld r tired f reading, I wuld get up and mve arund. Gradually, the ld man wuld ask me if I needed ht water. Smetimes he brught me subject-related bks. We had brief cnversatins smetimes. The ld man grew up in the cuntryside and didn’t have much educatin. He wrked in a factry when he was yung, and after retiring, he came t the cmmunity library t wrk.
Every day, I studied until sunset. When it was abut time fr the ld man t get ff wrk, I wuld pack up and get ready t leave. He wuld als stand up and tidy up. After I left, he wuld clse the dr, ending his day’s wrk.
One afternn, I went t the library t return sme bks. The ld man was very happy that day and handed me a bk, saying, “I fund a bk n the far right f the shelf in the crner. I’m sure yu’ll like it” I ndded, tk the bk, and thanked him.
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。
A week later, I went t return the bk, nly t find an ld lady lcking the dr.
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“Then why did the library clse arund 4 pm during the last few weeks?” I asked.
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一、书面表达
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二、书面表达
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三、书面表达
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四、书面表达