高考总复习优化设计二轮用书英语(新高考)专题6 NO.1　写作总策略•破解读后续写3策略

高考总复习优化设计GAOKAOZONGFUXIYOUHUASHEJI2024专题六读后续写NO.1写作总策略•破解读后续写3策略策略一策略二目录索引0102策略三03策略一解透读后续写,熟知评分标准题型解读读后续写将阅读与写作联系起来,旨在考查考生综合运用语言的能力。读后续写属于半开放性写作,对写作细节没有明确的要求,但原文及续写段落的提示语却限制了情节的发展方向。续写部分要和原文及续写提示语在逻辑及语篇连贯性上保持一致,但在细节上考生可以自由发挥。该题型旨在考查学生的综合语言运用能力,对考生的能力要求体现在以下三个方面:1.阅读理解能力。考生通过阅读给出的部分,掌握故事发生的时间、地点和背景,弄清人物之间的关系,理清线索与故事的发展方向,以便为续写部分情节和结局的设计做好准备。2.书面表达能力。与应用文不同,故事续写除了要求考生掌握丰富的词汇和句式外,还需要考生具有较强的内容构思能力。书面表达能力主要体现在以下三个方面:(1)把握短文关键信息和语言特点的能力。考生需要了解阅读部分的主要内容,弄清楚其关键词和语言结构的使用情况。(2)准确运用语言的能力。考生在词汇和语言结构的使用方面要力求准确、恰当,能够根据内容需要使用较为高级的词汇和语言结构。(3)对语篇结构的把控能力。考生需要掌握上下文的逻辑关系,续写的段落要语意连贯。3.创造性思维能力。读后续写要求考生在掌握故事情节和人物关系的基础上,利用发散性思维和创造性思维对故事的发展走向展开合理、合情的想象,构织出与原文衔接自然、内容合理、与原文语言风格一致的段落。评分标准档次评分标准解读第七档(22~25分)①内容新颖、丰富,富有逻辑,续写完整,与原文情境融洽度高;②词汇和语法结构丰富恰当,语言错误少;③上下文衔接有效,结构清晰,意义连贯。第六档(18~21分)①内容丰富、合理,较有逻辑性,续写较为完整,与原文情境融洽度较高;②词汇和语法结构恰当,有个别错误;③衔接手段比较有效,结构比较清晰,意义比较连贯。档次评分标准解读第五档(15~17分)①内容合理,有一定的逻辑性,续写基本完整,与原文情境相关;②词汇和语法结构使用比较恰当,有些许错误;③使用了衔接手段,结构比较清晰,意义比较连贯。第四档(11~14分)①内容完整,有些情节不合理或逻辑性不强,与原文基本相关;②使用了简单的词汇和语法结构,有部分语言错误,个别部分影响理解;③有衔接意识,结构基本清晰,意义基本连贯。档次评分标准解读第三档(6~10分)①内容和逻辑上有一些重大问题,续写不够完整,与原文有一定程度脱节;②使用的词汇有限、语法结构单调,错误多,影响理解;③不能使用衔接手段,全文结构不够清晰,意义欠连贯。第二档(1~5分)①内容和逻辑上有重大问题,内容抄自原文,续写不完整,与原文基本脱节;②使用的词汇、语法结构有限,错误极多,严重影响理解;③几乎没有使用衔接手段,全文结构不清晰,意义不连贯。第一档(0分)未作答;内容太少,无法评判;所写内容全部抄自原文或与题目不相关。评分细则1.本题总分为25分,按七个档次进行评分。2.评分时,应主要从内容、词汇语法和篇章结构三个方面考虑,具体为:(1)续写内容的质量、完整性以及与原文情境的融洽度;(2)所使用词汇和语法结构的准确性、恰当性和多样性;(3)上下文的衔接和全文的连贯性。3.评分时,应先根据作答的整体情况确定其所属的档次,然后以该档次的要求来综合衡量,确定或调整档次,最后给分。4.评分时还应注意:(1)词数少于120的,酌情扣分;(2)书写较差以致影响交际的,酌情扣分;(3)单词拼写和标点符号是写作规范的重要方面,评分时应视其对交际的影响程度予以考虑,英、美式拼写及词汇用法均可接受。策略二遵循4步解题,力求续写高分[典例](2022新高考全国Ⅰ卷,读后续写)Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:1.续写词数应为150左右;2.请按如下格式作答。Wesatdownnexttoeachother,butDavidwouldn’tlookatme._____________________________________________________________________________________________________________________________________________________________________________________________IwatchedasDavidmoveduptothestartinglinewiththeotherrunners._____________________________________________________________________________________________________________________________________________________________________________________________步骤一读透文本1.主题分析通过原文和续写段首句可知:本文讲述了小学生David因脑疾无法像常人一样跑步,害怕被嘲笑而决定放弃准备已久的越野跑,在特殊教育老师“我”的鼓励下,最终成功完成越野跑的故事。故事的主题是“直面挑战,超越自我”。续写中的人物塑造、情节发展和环境描写需紧扣故事主题。2.情节分析①情节结构分析按照冲突(conflict)→行动(action)→解决(resolution)的结构模式分析:本文的情节结构是David怕被嘲笑,决定不参加越野跑(冲突)→在“我”的鼓励下,David决定勇敢面对挑战、参加越野跑(行动)→David经过努力,成功完成越野跑(解决)。②情节线索分析原文展示了故事的“冲突”部分,续写两段分别为故事的“行动”和“解决”部分。故事围绕David是否参加越野跑展开。越野跑是故事的情节线索之一。根据原文,David因害怕被嘲笑而决定不参加越野跑,但事实上他在赛前刻苦训练,为越野跑全力以赴,经过“我”的鼓励,David决定直面挑战并成功完成比赛。David的情感变化是故事的另一个情节线索,从跑前到跑后,David有以下情感变化:determined(训练时)→afraidofbeinglaughedat(越野跑)→determined(经过“我”的鼓励)→proud(越野跑后)。续写两段的内容需围绕越野跑和David的心理变化展开。③情节安排技巧分析在原文中,David虽因脑疾无法像其他孩子一样正常跑步,但每次练习都全力以赴、做到最好。该情节(Hehadworkedsohardforthisevent!...Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing...Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.)为David最终成功完成越野跑埋下了伏笔。续写第一段中“我”对David的鼓励应与原文中David想参加越野跑但害怕被嘲笑的情节呼应。续写第二段中David越野跑中的具体表现应与原文中他因脑疾而跑步困难的情节呼应。3.人物分析①主次人物及人物关系分析根据原文和续写两段段首句可知,David和“我”是故事的主要人物,二人是师生关系;教练和其他同学是次要人物。根据续写两段段首句可知,在续写第一段中,会出现主要人物David和“我”。在续写第二段中,David和“我”仍然是主要人物,次要人物(教练和其他同学)可能会出现。②人物特点分析根据插叙内容(Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren.)与David的外貌(Hewassmallfortenyearsold.)、动作(hissmallbodyrockingfromsidetosideasheswunghisfeetforward)和神态(Hisusualbigtoothysmilewasabsenttoday),可以总结出David“身残志坚”的人物形象。根据原文中关于“我”(walkedoverandasked,quicklysearchedforthecoach,bitbackmyfrustration,wasproudofhisstrongdetermination)和次要人物(thecoachmeantwell,hisclassmatesthoughtofhimasaregularkid)的描写,可以总结出大家对David的关爱。在续写中,应根据主次人物的特点进行合理的人物刻画。David在前文中的形象是“身残志坚”,续写中可以从这一人物特点出发设计David比赛过程中的具体表现。4.环境分析根据原文和续写段首句可知,故事的“冲突”和“行动”部分发生在孩子们去参加越野跑经过的常绿林(evergreenforest)中,故事的“解决”部分发生在越野跑线路上。5.表达技巧分析①语言技巧分析故事采用第一人称视角,使用了记叙(包括顺叙和插叙)和描写的表达方式。②语言特点分析故事语言通俗易懂,形象生动。语篇长短句结合,包含简单句、并列句和复合句(如定语从句、宾语从句和状语从句)三大基本句型,词汇丰富,衔接自然。续写时应注意保持语言特点的统一,可适当使用高级句式。步骤二构思情节1.构思续写两段情节根据故事的主题、情节、人物和环境分析,原文呈现了故事的“冲突”部分:David怕被嘲笑,决定不参加越野跑。续写两段分别是故事的“行动”和“解决”部分:在“我”的鼓励下,David决定勇敢面对挑战,参加越野跑(行动)

→David经过努力,成功完成越野跑(解决)。2.构思续写“四点”内容通过续写两段的段首句,可以确定每段故事的情节发展、场景和人物。

Paragraph1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.①根据第一段段首句可知,本段故事场景为越野跑赛场下,接下来“我”要和David进行沟通,鼓励他参加越野跑。②根据第二段段首句可知,在第一段结尾处,David改变想法,决定参加越野跑。

Paragraph2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.①根据第二段段首句可知,本段故事场景为越野跑线路上,接下来应该是David参加越野跑的具体表现。②根据故事主题和情节结构分析,段尾应该是David成功完成越野跑的场景。

3.构思续写段落细节续写第一段情节构思:展开细节时,可以尝试回答如下问题并考虑多种可能性:①WhatdidIsaytoencourageDavidtojointhecross-countryrun?②HowdidDavidreacttomyencouragement?③WhatwasDavid’sdecisionafterthetalk?根据以上问题,续写第一段的具体情节可以是:“我”通过分析David很想参加越野跑却害怕被嘲笑的心理,鼓励他勇敢面对挑战、超越自我→David在“我”的鼓励下由消极变得积极→David下定决心参加越野跑(坚定)。续写第二段情节构思:展开细节并照应主题时,可以尝试回答如下问题并考虑多种可能性:①WhatdifficultydidDavidhaveinthecross-countryrun?②HowdidpeoplereacttoDavid’sperformanceintherun?③Whatwastheresultofthecross-countryrun?根据以上问题,续写第二段的具体情节可以是:David在越野跑中落后或出现意外情况(紧张/担心)→他人对David的鼓励和关爱→David成功完成越野跑(兴奋/自豪)。步骤三打磨写作1.创作初稿:We

sat

down

next

to

each

other

but

David

wouldn’t

look

at

me.Iknewhefearedthatothersmightlaughathim.Icomfortedandencouragedhim.Afterhearingmywords,Davidmadehisdecisiontorun.I

watched

as

David

moved

up

to

the

starting

line

with

the

other

runners.

Somestudentsfromotherschoolslookedathimcuriously.David’sschoolmateswelcomedhim.Davidfelloverbecauseoftheslipperymudbuthegotupandcontinued.FinallyhecrossedthefinishinglineandIwasproudofhim.2.优化初稿:We

sat

down

next

to

each

other

but

David

wouldn’t

look

at

me.Hisconfidencewasindangerofburstinglikeabubble.Itwasclearthathefearedhewouldbejudgedforhisappearanceratherthanhischaracter.KnowingDavidtrustedme,Iclearedmythroatandsaid,“Beautifulforest,isn’tit?”Slowlyandcuriously,heraisedhisheadandlookedaround.Icontinued,“That’sbecausethosetreesneverstopreachingforthesky,regardlessoftheirpositionorshape.Theyneverletothersdefinethem.”Onhearingthis,Davidgotupwithoutaword.Buttherewasasparkleinhiseyes.Hehadmadeadecision.I

watched

as

David

moved

up

to

the

starting

line

with

the

other

runners.

Hereceivedcuriousglancesfromrunnersfromotherschoolsbutawarmwelcomefromhisschoolmates.ThencameashotfromthestartingpistolandDaviddashedforward.Theslipperymudthrewhimoffbalance,buthegotupwithdetermination.Seeinghimdisappearintothewoods,Iheadedforthedestinationwiththeschool’scoach.Manyrunnerswithdrewfromtheracealongtheway,butnotDavid.Heboundedandhobbledandploddedtowardsthefinishingline,wheretheaudiencecheeredloudlyashecrossed.Ifeltproudtoseethatbig,toothysmilebackonhisface.【名师点评】1.初稿第一段开头提到David的担心的状态。优化后的内容使用了比喻的修辞手法,形象生动地展现了David对自己没有信心的状态(...wasindangerofburstinglikeabubble)并加入了

“我”的心理描写(Itwasclearthathefeared...),使得David和“我”的人物形象更加真实饱满。2.优化后的第一段中,非谓语动词结构“KnowingDavidtrustedme”的使用,描写了“我”的内心感受。此处非谓语动词作伴随状语,提升了句式多样性。3.初稿第一段中描述“我”安慰和鼓励David时写到“Icomfortedandencouragedhim.”,这是概括性的叙述。可以将这一场景展开,加入一些细节描写,如“Iclearedmythroat”并展现“我”在安慰和鼓励David的过程中说的具体内容:“我”以常绿林为例,鼓励David不要被他人定义。要像这些树一样努力成长。整个过程十分应景,与前文内容联系自然紧密。4.优化后的第一段加入了在“我”安慰和鼓励David的过程中,David的动作描写(...heraisedhisheadandlookedaround;Davidgotupwithoutaword)和神态描写(Buttherewasasparkleinhiseyes)。通过这些侧面描写展现了David在整个过程中的情绪变化,画面感很强。5.初稿第二段开头,在看到David入场后,外校学生和本校学生有不同的反应。优化的内容在展现外校学生的反应时加入了神态描写(curiousglances),呼应了前文,优化后的第二段在表现David的比赛过程时,从最开始的David向前冲“dashedforward”到后来摔倒“Theslipperymudthrewhimoffbalance”再到最后坚定地站起来“gotupwithdetermination”,一系列的动作描写将David参赛的过程展现得栩栩如生,也凸显了David不惧困难、坚定的性格特点。6.优化后的第二段中,非谓语动词结构“Seeinghimdisappearintothewoods”的使用,自然衔接了前后的场景变化(赛场上和赛场下),使得内容过渡自然。7.优化后的第二段使用多个动词展现了David冲过终点线的场景,例如“bounded”“hobbled”“plodded”,将整个画面呈现在读者面前,同时也表现出David跑步时的艰难状态,呼应了前文中David的跑步状态“...hissmallbodyrockingfromsidetosideasheswunghisfeetforward.”。8.优化后的第二段结尾,通过“我”的心理描写“Ifeltproudtosee...”升华了主题,同时照应了前文中“我”对David的看法“...proudofhisstrongdetermination”。而最后David的脸上又有了他的“big,toothysmile”更是呼应了前文中“Hisusualbigtoothysmilewasabsenttoday.”的情节,使得整个文章的内容前后非常连贯。步骤四认真誊写【多样表达】We

sat

down

next

to

each

other,but

David

wouldn’t

look

at

me.Ireachedoutmyhandandpattedhimontheshouldergently,sayingthathewasagreatboywithastrongdeterminationandthatfacedwithdifficultieshealwaystriedhisbesttoovercomethem.Davidgraduallyraisedhishead.Lookinghimintheeye,Itoldhimnottogiveupafterhehadtrainedalot.Henoddedwithgratitudeandstoodup.Ihuggedhimtightlyandthenhewalkedawayslowlybutfirmly.I

watched

as

David

moved

up

to

the

starting

line

with

the

other

runners.Whentherunbegan,helookedbackoverhisshoulderandwavedatmewithconfidence.Atthesametime,hisusualbigtoothysmileappearedonhisfaceagain.Thoughheranslowerthanothers,hekeptonrunningandrunning.Nokidsfromotherschoolsmadefunofhim.Instead,allpresentcheeredhimonandadmiredhiscourageandstrongwill.Tomyrelief,itwasthroughthisrunthatDavidbecamemuchstronger.策略三明确失分原因避免重蹈覆辙1.缺乏想象力,简单重复原文内容考生续写的故事缺乏想象力,叙述单一,以至于内容简单,词数远远少于150。甚至有些续写内容仅仅是对原文内容的简单重复。2.续写内容不符合常识和逻辑有些考生在续写中走向了另一个极端,想象力非常丰富,但情节荒诞离奇,不符合生活常识和逻辑。3.续写内容不恰当,与文章主旨不符续写的内容一般是故事的延续、情感态度的延伸或故事的高潮。考生如果不能准确地把握原文本的主题及原文本所奠定的基调,不清楚人物之间的关系,不了解人物特点,就会导致续写内容与原文偏离。4.续写内容与所给提示语的衔接度不高考生忽视了所给提示语对续写内容的指引作用,不能抓住其中的关键信息,不能据此构建续写情节,从而导致续写的内容与提示语的衔接度不高。5.语言不够丰富、恰当,描写不够生动基础词汇掌握不扎实、语块积累不足、语法掌握得不牢固、忽视语言风格的一致性会导致语言不够丰富及准确性不高。而描述性词汇的不足及使用不当则会导致续写段落语言不生动,影响写作的质量。课堂应用运用四步法完成下列读后续写:(2023新高考全国Ⅱ卷)WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest,Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(银匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny,andunlikelytobeanyoneelse’schoice.Whatdidthehorsethink,asspedthroughthenight?Didhegettired?Havedoubts?Didhewanttoquit?Isympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’shorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.Icheckedoutahalf-dozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloudandsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin.Iwouldn’tcare.注意:1.续写词数应为150左右;2.请按如下格式作答。Afewweekslater,whenIalmostforgotthecontest,therecamethenews.______________________________________________________________________________________________________________________________________________________________________________________________Iwenttomyteacher’sofficeaftertheawardpresentation.__________________________________________________________________________________________________________________________________________________________________________________________________________A

few

weeks

later,when

I

almost

forgot

the

contest,there

came

the

news.Tomydelight,Iwonfirstplace.Myteacherwasverydelighted,andmyclassmatesstaredatmeindisbelief.Thefollowingweek,thewinnersmetwiththeheadofthesponsoringorganization.Wewerestandingintheofficewaitingforthepresentationwhenawomancamein,whisperingsomethingtohim.Thenheclearedhisthroatandexplainedthattherehadbeenanembarrassingmistake.Iwasnowthesecond-placewinner.I

went

to

my

teacher’s

office

after

the

award

presentation.Tearsineyes,Iexpressedmydoubts.Ourentrieswereanonymous.Howcouldshehaveknownwhichchildhadwonwhat?Myteachercomfortedmeandtoldmethatwinningwasnotimportant,butwhatmatteredwasthatItookthefirststepandshouldkeepgoing.Fromthatdayon,Igotatasteforwriting.Ilearnedtorespectawriter’slaborandperseverance.And—despitethechallengesofwritingdisabilitiesandEnglishasasecondlanguage—Ineverstoppedwriting.[多样表达]Possible

version

1A

few

weeks

later,when

I

almost

forgot

the

contest,there

came

the

news.Alltheparticipantsshouldattendtheawardpresentation.Iwasexcitedbutnervous.Everytimeanamewascalled,myheartracedwithexpectation.Eachtimeonewinnerstoodandwalkedtothestagetoreceivetheirawards,myheartsunkheartbreakingly.Ultimately,theyannouncedthefirstprizewinner—me.Icouldn’tbelieveit!AmixtureofshockandjoysurgedthroughmeasIm