高考英语 重难点专项突破练习卷20 读后续写——情节协同“问题—解决”模式与情感链条 导学案含答案

这是一份高考英语 重难点专项突破练习卷20 读后续写——情节协同“问题—解决”模式与情感链条 导学案含答案，共10页。
核【核心知识·深度解读】
读后续写是高考英语写作的重要题型，要求考生在理解原文的基础上，根据所给段落开头语进行续写，使之构成一篇完整的短文。评分标准强调：与原文的协同性（内容、风格、逻辑）、情节的合理性、语言的丰富性。近三年真题显示，高分续写普遍采用“问题—解决”模式（Prblem-Slutin Pattern），并清晰呈现人物的情感变化链条。
一、情节协同：问题—解决模式
该模式是记叙文最经典的结构，续写部分通常需要完成以下阶段：
① 问题出现/加剧：原文结尾往往留下一个问题或冲突，续写第一段需承接并展现问题的发展。
② 尝试解决：人物采取行动，可能经历挫折或转折。
③ 问题解决：最终找到办法，冲突化解。
④ 结局/感悟：事件结束，人物获得成长或领悟。
二、情感链条（Emtinal Arc）
人物的情感变化是续写的灵魂，需与情节同步推进。常见情感链条：
紧张/焦虑 → 希望/决心 → 挫折/失望 → 坚持/合作 → 成功/释然 → 喜悦/感悟
情感词要具体（如 heart punding, tears welling up, a wave f relief），避免空洞的“happy/sad”。
三、协同技巧
① 人物协同：续写中的人物性格、语言风格应与原文一致（如原文中主角胆小，续写中不可能突然变得鲁莽）。
② 情节协同：利用原文中埋下的伏笔（如一件物品、一句话）作为解决问题的关键。
③ 语言协同：模仿原文的句式、修辞（如原文多用短句营造紧张感，续写也应保持）。
四、解题步骤
① 读原文，抓要素：人物、地点、冲突、伏笔。
② 析开头，定方向：根据所给段落开头句，推断本段内容（第一段往往承接冲突，第二段解决问题）。
③ 列提纲，设情感：规划两段的情节和情感变化点。
④ 写初稿，重协同：确保与原文无缝衔接。
⑤ 检查润色：时态一致、逻辑连贯、语言丰富。
题型：阅读下面短文，根据所给段落开头语续写两段，使之构成一个完整的故事。
专项突破·读后续写
Task 1 (迷路的小孩)
原文： It was a sunny Saturday. Little Tm, aged five, went t the city park with his mther. The park was crwded with peple flying kites, playing games, and enjying picnics. Tm was excited t see a vendr selling ice cream. He tugged at his mther's sleeve. "Mm, can I have an ice cream?" he asked. His mther handed him sme mney and said, "Wait here. I'll just tie my shelace." But when she lked up, Tm was gne. Panic seized her. She searched everywhere, calling his name, but there was n answer.
续写第一段开头： Tm, meanwhile, had wandered far away, hlding his ice cream, and sn realized he was lst.
续写第二段开头： Just then, a familiar vice called ut his name.
Task 2 (帮助邻居的老人)
原文： Mr. Jenkins, a retired teacher living alne, nticed that his new neighbr, a yung wman named Lisa, seemed t be struggling. She had just mved in with her little daughter, and her husband was away n business. One evening, Mr. Jenkins saw Lisa trying t fix a brken bicycle, lking frustrated. He remembered that he had sme tls in his garage. He walked ver and ffered help.
续写第一段开头： Lisa gratefully accepted his ffer, and tgether they wrked n the bike.
续写第二段开头： A few days later, Lisa kncked n Mr. Jenkins' dr with a hmemade cake.
Task 3 (考试失利后的鼓励)
原文： Emily had always been a tp student, but she failed her mid-term math exam. She felt devastated and ashamed. She hid the test paper in her backpack and didn't tell her parents. The next day at schl, she avided her friends and sat alne during lunch. Her best friend, Sarah, nticed smething was wrng and apprached her.
续写第一段开头： "Hey, are yu kay?" Sarah asked gently, sitting dwn beside her.
续写第二段开头： Encuraged by Sarah's wrds, Emily decided t talk t her teacher.
Task 4 (车站的陌生人)
原文： On a cld winter night, David was waiting fr the last bus at the statin. He had lst his wallet and had n mney fr a taxi. He was exhausted and hungry. An elderly man sitting nearby nticed his shivering and asked, "Are yu alright, yung man?" David explained his situatin. The man smiled warmly and ffered him a sandwich.
续写第一段开头： David hesitated at first but then accepted the sandwich gratefully.
续写第二段开头： When the bus finally arrived, the man handed David a bus ticket.
Task 5 (第一次演讲)
原文： Le had always been shy, but his teacher chse him t represent the class in the schl speech cntest. He practiced day and night, memrizing every wrd. On the day f the cntest, he std backstage, his heart punding. He culd hear the applause fr the previus speaker. His name was called. He walked nt the stage, faced the audience, and his mind went blank.
续写第一段开头： Fr a mment, Le std frzen, unable t utter a wrd.
续写第二段开头： After a deep breath, he began t speak, slwly at first.
参考范文及协同分析
Task 1 参考范文
Tm, meanwhile, had wandered far away, hlding his ice cream, and sn realized he was lst. He lked arund—everything was unfamiliar. The crwd seemed t swallw him. His ice cream melted, dripping nt his hand, but he didn't ntice. Tears welled up in his eyes. "Mm! Mm!" he cried, but his vice was drwned by the nise. He sat dwn n a bench, hugging his knees, feeling small and scared. He remembered his mther telling him t stay put if he ever gt lst. S he stayed there, hping she wuld find him.
Just then, a familiar vice called ut his name. He lked up and saw his mther running twards him, her face wet with tears. She knelt dwn and hugged him tightly. "Tm, I was s wrried!" she sbbed. Tm buried his face in her shulder. "I stayed put, just like yu said," he whispered. His mther held him tighter. "Yu did the right thing, sweetheart." Hand in hand, they walked hme, the sun warming their backs. Tm learned that even in fear, fllwing advice culd lead t safety.
协同分析： ①情节协同：原文母亲系鞋带时孩子走失，续写第一段展现孩子迷路后的无助，并利用原文“stay put”的伏笔；第二段母亲找到孩子，情感从恐惧到安慰。②情感链条：害怕→无助→希望→安心→温暖。③语言协同：使用“melted, dripping”“tears welled up”等具体描写，延续原文细腻风格。
Task 2 参考范文
Lisa gratefully accepted his ffer, and tgether they wrked n the bike. Mr. Jenkins shwed her hw t adjust the chain and tighten the brakes. Lisa listened carefully, ccasinally asking questins. As they wrked, they chatted—abut the neighbrhd, her daughter, and his years as a teacher. The bike was sn fixed, and Lisa's face lit up with a smile. "Thank yu s much, Mr. Jenkins. I culdn't have dne it withut yu." He waved it ff. "That's what neighbrs are fr."
A few days later, Lisa kncked n Mr. Jenkins' dr with a hmemade cake. "This is fr yu, t say thanks," she said warmly. Mr. Jenkins was tuched. He invited her in, and they shared tea and cake. Frm then n, a friendship blssmed. Lisa's daughter ften visited him, and he taught her t read. The small act f kindness had created a bnd that enriched all their lives.
协同分析： ①情节协同：原文Jenkins主动帮忙，续写第一段完成修车过程；第二段Lisa回馈蛋糕，友谊加深，体现“善有善报”。②情感链条：感激→快乐→感动→温暖。③细节协同：修车过程具体（chain, brakes），蛋糕细节符合人物设定。
Task 3 参考范文
"Hey, are yu kay?" Sarah asked gently, sitting dwn beside her. Emily bit her lip, tears threatening t spill. Finally, she pulled ut the crumpled test paper. "I failed," she whispered. Sarah lked at the paper, then at her friend. "It's just ne test, Emily. Yu're still the smartest persn I knw." She put an arm arund her. "Everyne fails smetimes. The imprtant thing is t learn frm it." Emily felt a tiny spark f hpe. Maybe it wasn't the end f the wrld.
Encuraged by Sarah's wrds, Emily decided t talk t her teacher. After schl, she kncked n Mrs. Chen's dr. T her surprise, Mrs. Chen smiled warmly and said, "I was hping yu'd cme." They reviewed the mistakes tgether, and Mrs. Chen ffered extra help. Emily left the classrm with a lighter heart. She realized that facing failure with curage and supprt culd turn it int a stepping stne.
协同分析： ①情节协同：第一段朋友安慰，第二段找老师解决问题。②情感链条：羞愧→希望→释然→感悟。③语言协同：对话自然，“spark f hpe”“lighter heart”等表达细腻。
Task 4 参考范文
David hesitated at first but then accepted the sandwich gratefully. He tk a bite, and the warmth f the fd spread thrugh him. "Thank yu," he murmured. The man smiled. "I've been in yur shes befre. Life can be tugh, but kindness makes it easier." They sat in silence fr a while, the cld wind biting, but David felt a strange cmfrt. The man's wrds lingered in his mind.
When the bus finally arrived, the man handed David a bus ticket. "This shuld get yu hme," he said. David's eyes widened. "I can't take this—" "Cnsider it a gift," the man interrupted. "And ne day, yu can pay it frward." David barded the bus, his heart full. Lking back, he saw the man waving. He vwed that smeday, he wuld help a stranger in need, just as he had been helped.
协同分析： ①情节协同：第一段接受食物，接受安慰；第二段接受车票，感悟“pay it frward”。②情感链条：犹豫→感激→温暖→决心。③主题协同：陌生人善意、传递爱心，与原文“kindness”呼应。
Task 5 参考范文
Fr a mment, Le std frzen, unable t utter a wrd. The audience stared, a sea f expectant faces. His palms were sweaty, his heart raced. He saw his teacher in the frnt rw, ndding encuragingly. He tk a shaky breath. The silence felt endless. Then he remembered his teacher's wrds: "Just pretend yu're talking t a friend." He lked at a friendly face in the crwd and frced a small smile.
After a deep breath, he began t speak, slwly at first. The wrds started t flw. He spke abut his tpic—the imprtance f reading—with grwing cnfidence. His vice grew strnger. When he finished, there was a mment f silence, then thunderus applause. Le grinned, a wave f relief and jy washing ver him. He had cnquered his fear. He walked ff stage, knwing he had dne smething he never thught pssible.
协同分析： ①情节协同：第一段紧张空白，第二段恢复并成功演讲。②情感链条：恐惧→紧张→鼓励→自信→喜悦。③细节协同：老师鼓励、假装对朋友说话等细节真实可信。
教学使用建议： 建议学生先独立分析原文的人物、冲突和伏笔，再根据开头句推测续写方向。写作时注意：①第一段通常承接冲突，展现人物努力；②第二段解决问题并升华主题。完成后可与范文对比，看情节协同和情感描写上的差距。鼓励学生多读优秀范文，积累情感描写的词汇和句式。