13. 【2025年高考最后10天冲刺】英语必知：读后续写提升表达高级技巧，如何写，续写情节构建，拟定续写框架 （适用于全国备考）

这是一份13. 【2025年高考最后10天冲刺】英语必知：读后续写提升表达高级技巧，如何写，续写情节构建，拟定续写框架 （适用于全国备考），共7页。试卷主要包含了捕捉续写点，实现巧妙衔接​，研读首句，精心构思框架​，优化续写情节​等内容，欢迎下载使用。
一、捕捉续写点，实现巧妙衔接​
在进行读后续写时，运用捕捉和对应的手法，精准定位原文中设置的伏笔，以此为依据合理推测并巧妙衔接续写段落，能够确保续写部分在语言风格、逻辑结构和内容主旨上与原文保持高度一致，形成一个有机的整体。​
二、研读首句，精心构思框架​
（一）两段首句确定整体框架​
所给第一段的首句不仅承接上文内容，更是开启本段情节的关键起始句。而第二段的首句，则可以作为推测第一段结尾内容的重要依据。通过对这两段首句的细致分析，考生能够大体勾勒出第一段的主要内容和情节走向。​
（二）积极正向的情节与结局​
从第二段的首句出发，能够预测第二段的大致内容。特别需要注意的是，高考读后续写的结尾通常要求是圆满的、皆大欢喜的，或者传递出积极向上的正能量。基于这一特点，考生可以进一步推断出第二段的主要情节，确保故事发展符合整体的情感基调与价值导向。​
典例示范（2022・新高考Ⅰ卷）​
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 was the day f the big crss-cuntry run.Students frm seven different primary schls in and arund the small twn were warming up and walking the rute(路线)thrugh thick evergreen frest.​
I lked arund and finally sptted David,wh was standing by himself ff t the side by a fence.He was small fr ten years ld.His usual big tthy smile was absent tday.I walked ver and asked him why he wasn't with the ther children.He hesitated and then said he had decided nt t run.​
What was wrng?He had wrked s hard fr this event!​
I quickly searched the crwd fr the schl's cach and asked him what had happened.“I was afraid that kids frm ther schls wuld laugh at him,”he explained uncmfrtably.“I gave him the chice t run r nt,and let him decide.”​
I bit back my frustratin(懊恼).I knew the cach meant well—he thught he was ding the right thing.After making sure that David culd run if he wanted,I turned t find him cming twards me,his small bdy rcking frm side t side as he swung his feet frward.​
David had a brain disease which prevented him frm walking r running like ther children,but at schl his classmates thught f him as a regular kid.He always participated t the best f his ability in whatever they were ding.That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team.It just tk him lnger—that's all.David had nt missed a single practice,and althugh he always finished his run lng after the ther children,he did always finish.As a special educatin teacher at the schl,I was familiar with the challenges David faced and was prud f his strng determinatin.​
注意：续写词数应为150左右。​
We sat dwn next t each ther,but David wuldn't lk at me.​
I watched as David mved up t the starting line with the ther runners.​
情节设计​
（1）捕捉续写点，妙照应衔接​
利用捕捉和对应的手法，找到原文设置的伏笔：​
大卫想放弃比赛：I walked ver and asked him why he wasn't with the ther children.He hesitated and then said he had decided nt t run.此句明确展现了大卫在比赛前夕的放弃念头，为后续情节发展埋下重要伏笔。​
“我”对大卫的处境表示理解，但是赞赏他的决心和毅力：As a special educatin teacher at the schl,I was familiar with the challenges David faced and was prud f his strng determinatin.这体现了“我”对大卫的了解与支持，暗示“我”可能会鼓励大卫坚持比赛。​
（2）研读两首句，巧构思框架​
根据给出的第一段首句“We sat dwn next t each ther,but David wuldn't lk at me.”可知，此刻我们坐在一起，然而大卫却回避与“我”对视。这一细节表明大卫内心正处于纠结和煎熬之中。因此，这一段可以着重描写主人公对大卫复杂心情的深刻理解，通过温暖的语言给予他安慰和鼓励，进而展现大卫在“我”的鼓励下态度逐渐发生变化的过程。​
根据给出的第二段首句“I watched as David mved up t the starting line with the ther runners.”可知，大卫已经来到起跑线上，准备与其他同学一同参赛。这就要求上一段最后的情节需要与第二段首句紧密呼应，合理描写大卫如何战胜内心的犹豫和恐惧，改变主意，最终决定勇敢地继续参赛。第二段则应详细描写大卫在跑步过程中的具体场景，包括他所面临的重重困难、为坚持比赛付出的努力，以及观众们的反应，最后交代比赛的最终结果，还有大卫和主人公各自的心情。​
第一段：We sat dwn next t each ther,but David wuldn't lk at me.​
情节构思：作者鼓励David继续完成比赛→David经过激烈的心理斗争→最终决定参加比赛​
第二段：I watched as David mved up t the starting line with the ther runners.​
情节构思：David开始参赛→虽然中途遇到困难→仍然坚持到最后，完成比赛​
范文赏读​
We sat dwn next t each ther,but David wuldn't lk at me.Staring at David,“Yu never miss a single practice,and I firmly believe that yu will finish yur run if yu bravely face this challenge,”I said gently.He tk a relaxed breath.“The reasn why yu shuld shw up is that yu have made full preparatins fr this event,”I added in a sincere vice.At my wrds,with tears rlling dwn his cheeks,David turned t me and firmly expressed his determinatin t finish the crss-cuntry run.​
I watched as David mved up t the starting line with the ther runners.The race started.It was difficult fr the yung t run s lng a distance,nt t mentin David with a brain disease.Hwever,David kept running as he practiced again and again,thugh he was ut f breath within a few kilmeters.He always picked himself up again and cntinued his running.T ur delight,David reached the finish line and wn a medal fr his persistence.It was his strng determinatin that made a difference.​
【名师点津】
此篇读后续写以大卫参加越野跑为故事主线，在情节架构、描写手法及主题表达上亮点突出，精准契合高考读后续写的核心要求，极具学习借鉴价值。​
1、紧扣前文伏笔，情节逻辑严密​
文章开篇承接前文大卫欲放弃比赛的情节，以“We sat dwn next t each ther,but David wuldn't lk at me.”为切入点，自然开启第一段。作者通过回忆大卫坚持训练的过往，用饱含鼓励的话语“Yu never miss a single practice,and I firmly believe that yu will finish yur run if yu bravely face this challenge”激发大卫的斗志，使大卫从犹豫放弃到坚定参赛的转变顺理成章。第二段以“I watched as David mved up t the starting line with the ther runners.”衔接，生动描写比赛过程，将大卫虽身患疾病却凭借毅力完赛的情节逐步推进，呼应前文大卫努力训练、永不言弃的伏笔，整体情节连贯，逻辑严谨。​
2、多维描写手法，塑造鲜明形象​
（1）细腻语言与心理刻画​
文中大量运用语言描写推动情节发展，如作者鼓励大卫的话语，既展现了对大卫的关爱，又符合其教师身份；大卫“firmly expressed his determinatin t finish the crss-cuntry run”的回应，简洁有力地体现出他内心的转变。同时，通过“with tears rlling dwn his cheeks”等细节，巧妙暗示大卫复杂的心理活动，从最初的自我怀疑到被鼓励后的坚定，让人物形象跃然纸上。​
（2）生动动作描写增强画面感​
在描写比赛过程时，“David kept running as he practiced again and again”“He always picked himself up again and cntinued his running”等动作描写，将大卫奔跑途中的艰难与坚持展现得淋漓尽致，让读者仿佛置身赛场，感受到大卫坚韧不拔的精神，增强了故事的感染力和画面感。​
3、积极主题升华，传递正能量​
文章以大卫凭借顽强毅力“reached the finish line and wn a medal fr his persistence”结尾，不仅展现了圆满的结局，更将主题升华到对坚韧精神和永不放弃信念的赞美。“It was his strng determinatin that made a difference”点明主旨，传递出积极向上的价值观，符合高考读后续写倡导正能量结局的要求，使故事兼具思想性和教育意义。​
4、语言表达精准，彰显写作功底​
文中运用“firmly believe”“full preparatins”“made a difference”等短语，以及“nt t mentin”等连接词，在丰富语言表达的同时，使句子衔接自然流畅。时态一致、指代明确，且合理使用高级词汇和句式，展现出考生扎实的语言运用能力，达到高考读后续写在语言层面的高分标准。​
三、优化续写情节​
读后续写中的情节设计绝不能脱离题目给定的前文和两段首句，随意发挥、天马行空。考生必须依据既定的情节发展逻辑和生活常识，在给定的框架内进行创作。具体可从“所见、所闻、所说、所思、所做”五个维度展开，或者通过环境描写、心理描写、动作描写、语言描写和情感描写等手法，每段撰写5至8个句子，以此丰富情节内容，推动故事发展，实现问题的合理解决。​
（一）所见：环境与人物刻画​
细致入微地刻画文中主人公所看到的景象，包括环境的描绘、人物的外貌特征以及神情的变化等。生动的环境描写能够烘托氛围，人物和神情描写则有助于展现人物的性格特点和内心活动。​
（二）所闻/所说：精彩语言呈现​
准确描写文中人物的对话内容，通过个性化的语言展现人物的性格、情感和态度，推动情节发展，使故事更加生动有趣。​
（三）所思：细腻心理描写​
深入挖掘文中人物的内心想法，将其心理活动细致地呈现出来，让读者更好地理解人物的行为动机和情感变化，增强故事的感染力。​
（四）所做：精准动作描写​
细致刻画文中人物的动作，通过一系列准确、生动的动作描写，使人物形象更加鲜活，让读者仿佛身临其境，感受到故事的紧张与精彩。​
典例示范（2022・浙江1月卷改编）​
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。​
When Dr.Hendersn was assigning(指定)prject mates fr his psychlgy class，I secretly hped that he wuld pair me with my best friend r at least a classmate I culd have sme fun with.Abve all，I hped he wuldn't assign me t wrk with the fiercely cmpetitive and extremely serius fellw wh always wre dark clthes and apparently had a persnality t match.As fate(命运)wuld have it，Dr.Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.​
I went up t my new teammate and intrduced myself.He lked at me as thugh I weren't there.I felt he treated me as thugh I wuld hld him back and prbably make him fail t get an A in the curse.He wasn't mean r abusive；he just gave me the impressin that he culd d whatever prject we dreamed up better if he did it alne.​
Needless t say，I didn't lk frward t an entire term f being brushed ff，but I tried t make the best f it and didn't say anything fr fear that I wuld make things wrse.​
The prject required each team t develp a hypthesis(假说)，set up an experiment t test the hypthesis，d the statistical analysis and present the findings.Whatever grade the team received wuld be shared by bth students.​
When my teammate and I met t discuss ur prject，I was uneasy.Here was this challenging student wh had a reputatin fr single-mindedness and gd grades—the exact ppsite f me.I actually wanted t drp the class at ne pint，but stpped shrt because I didn't want t give him the satisfactin f my chickening ut.I decided t stick t it n matter what.​
After lng discussins we smehw agreed t d a study n the psychlgical well-being f teenagers.I wasn't sure what it meant exactly，but at least we had a tpic.​
注意：续写词数应为150左右。​
We started t meet regularly t draw up ur plans.​
One day I gt wrd that he was admitted t hspital fr a serius disease.​
续写分析利用“五所”设问，丰富续写内容​
第一段我们可以大胆设问：​
(1)Did we share ur ideas with each ther?​
(2)Wuld that by like t accept my pinins?​
(3)What shuld I d when he ignred my advice?​
(4)Hw wuld I feel when he ignred my advice?​
通过对这四个问题的思考和解答，第一段的内容就有了丰富的素材。​
第二段我们可以大胆设问：​
(1)Hw wuld I feel when I gt the news that he was admitted t hspital fr a serius disease?
(2)Did I g t the hspital t see him?​
(3)Hw wuld he feel when he saw me in his ward?​
(4)Hw did we d the prject frm then n?​
(5)Was the prject cmpleted n time?​
(6)Was the teacher satisfied with ur prject?​
(7)What did we learn frm the prject?​
基于这些设问，整理答案并适当扩充，同时运用生动的动作描写、细腻的心理描写以及高级的表达方式，再搭配恰当的过渡词语，一篇完整且精彩的续写文章就应运而生了。​
范文赏读​
We started t meet regularly t draw up ur plans.Thugh I wanted t share my ideas with him fully，I failed t d s fr fear that I wuld hld him back(所思：心理描写).I just kept ndding when he asked me whether it's OK t d this way r that way(所做：动作描写).I thught it was impssible t persuade him int accepting my views，s I didn't want t waste ur time t discuss(所思：心理描写).I just hped that the presentatin day culd cme earlier.​
One day I gt wrd that he was admitted t hspital fr a serius disease.I felt s srry t hear that and I thught I shuld visit him in any case(所思：心理描写).He was a little surprised t see me when I stepped int his ward with sme flwers and fruits(所见、所做：神情和动作描写).I ffered t d the rest wrk f ur prject and he invited me t share my ideas t perfect it.We began t wrk as a fine team and finally finished ur prject n time(所做：动作描写).Our hard wrk paid ff and Dr.Hendersn was very satisfied with ur wnderful findings.Frm this prject，we als learned the significance f teammates(所思：心理描写).Just as the saying ges，ne persn can g far，but a grup f persns can travel​
【名师点津】
这篇读后续写范文在情节构思、描写手法运用和情感主题升华等方面表现出色，充分契合高考读后续写的评分要求，值得深入剖析学习。​
1、紧扣首句，情节连贯自然​
文章两段开头均严格呼应所给首句，第一段围绕“We started t meet regularly t draw up ur plans”展开，细致描写两人制定计划时的互动，为后续情节发展做足铺垫；第二段以“One day I gt wrd that he was admitted t hspital fr a serius disease”为起点，合理推进故事，使情节衔接紧密，过渡流畅，避免了情节跳跃，符合读后续写对连贯性的要求。​
2、“五所”手法，生动刻画细节​
（1）心理描写细腻入微​
文中多次通过“所思”展现主人公心理变化。如“Thugh I wanted t share my ideas with him fully，I failed t d s fr fear that I wuld hld him back”，生动呈现出主人公因害怕拖后腿而不敢充分表达想法的忐忑；“I thught it was impssible t persuade him int accepting my views，s I didn't want t waste ur time t discuss”进一步体现出主人公面对搭档时的无奈与消极态度。在第二段中，“I felt s srry t hear that and I thught I shuld visit him in any case”又展现出主人公得知搭档患病后的担忧与善良，以及“Frm this prject，we als learned the significance f teammates”则将情感升华到对团队合作意义的感悟，使人物形象立体丰满，情感表达真实可感。​
（2）动作与神情描写精准到位​
“所做”与“所见”的描写简洁而传神。“I just kept ndding when he asked me whether it's OK t d this way r that way”通过“点头”这一动作，形象地表现出主人公在合作初期的被动；“He was a little surprised t see me when I stepped int his ward with sme flwers and fruits”中，搭档的“惊讶”神情和主人公“带花和水果进病房”的动作，既符合情境，又为两人关系转变埋下伏笔，推动情节发展。​
3、主题升华，传递积极价值​
文章结尾从项目合作延伸到对团队合作意义的思考，“Our hard wrk paid ff and Dr.Hendersn was very satisfied with ur wnderful findings.Frm this prject，we als learned the significance f teammates”，不仅呼应了高考读后续写常见的积极正向结局要求，还通过感悟点明主题，使故事具有深度和教育意义。​
4、语言表达，体现高阶能力​
文中运用了“draw up”“”“pay ff”等高级短语，以及“Just as the saying ges，ne persn can g far，but a grup f persns can travel”这样的谚语引用，在丰富语言表达的同时，展现出考生良好的语言功底，符合高考对语言准确性和丰富性的评分标准。​
这篇范文在各个方面都为读后续写提供了优秀范例，同学们在备考时可借鉴其情节构思、描写手法和语言运用技巧，提升自身读后续写能力。​