2025高二英语读后续写专项训练20篇

2025最新高二英语读后续写专项训练20篇（新高考适用）读后续写要求考生根据给定文本的情节、人物和语言风格，续写两段（约150词/段），使故事完整且逻辑连贯。以下20篇训练材料涵盖情感冲突、成长蜕变、善意传递、人与自然等高频主题，每篇提供原文（含结尾留白）、续写方向提示、参考范文及点评，帮助学生掌握“情节构思→细节描写→语言润色”的全流程技巧。训练1：情感冲突类——母女误解与和解原文Miahadbeendreamingoftheschooldanceformonths.Shehadpickedouttheperfectdress—alightblueonethatmadehereyesshine—andpracticedherstepsinfrontofthemirroragainandagain.Butwhensheexcitedlytoldhermomshewantedtogo,Momfrowned.“It’saschoolnight,Mia.Youhaveanimportantmathtesttomorrow.Stayinguplatedancingwon’thelpyourgrades.”Mia’sfacefell.“ButMom,it’sthelastdanceoftheyear!”shebegged.“Allmyfriendsaregoing,andI’llstudyextrahardafter.”Momcrossedherarms.“No.

Studycomesfirst.”Miastormedtoherroom,slammedthedoor,andcriedsilently.Thatnight,shelayinbed,staringattheceiling,herheartheavywithdisappointment.续写方向：

-第一段：描述Mia次日与妈妈的互动（如早餐时的沉默/冲突升级？妈妈的态度是否有微妙变化？）；

-第二段：续写舞蹈当天或之后的情节（如Mia是否去跳舞？妈妈是否改变心意？最终的和解方式？）。核心线索：妈妈的“拒绝”源于对学业的担忧，Mia的“失望”源于对社交的渴望；需通过细节（如表情、动作、对话）体现情感转变。训练2：成长蜕变类——克服舞台恐惧原文Leohadalwaysbeenafraidofpublicspeaking.Wheneverhehadtostandinfrontoftheclass,hishandsshook,hisvoicetrembled,andhismindwentblank.SowhenhisEnglishteacherannouncedapoetryrecitalcompetition,Leowantedtohideunderhisdesk.Buthisbestfriend,Max,pattedhisshoulder.“Comeon,Leo.You’vegotagreatvoice.Justtry!”Reluctantly,Leosignedup.Forweeks,hepracticedinfrontofthemirror,thenintheemptyclassroom,theninfrontofMax.Butasthecompetitiondayapproached,hisnervousnessgrew.Onthemorningoftheevent,hewokeupwithastomachacheandkeptthinking,“WhatifIforgetthelines?Whatifeveryonelaughs?”Whenhisnamewascalled,hewalkedtothestageslowly,hislegsfeelinglikejelly.续写方向：

-第一段：描述Leo上台后的初始表现（如忘词/声音发抖？观众反应？）；

-第二段：续写他如何克服恐惧（如某句话/某个眼神的触动？自我鼓励？最终结果？）。核心线索：Leo的恐惧源于“自我怀疑”，突破需要“外部鼓励+内在勇气”；可通过动作描写（如深呼吸、握紧拳头）和心理描写（如“我必须试试”）推动情节。训练3：善意传递类——陌生人的温暖原文Itwasafreezingwinterevening,andSophiewaswalkinghomefromthelibrary.Shehadmissedthelastbus,andherphonewasdead,soshecouldn’tcallherparents.Thewindcutthroughherthincoat,andherhandswerenumb.Justasshewasabouttocry,avoicecalledout,“Hey,kid.Youlooklost.”Sheturnedtoseeanoldmanwithakindface,wrappedinathickscarf.“Imissedthebus,andmyphonedied,”Sophiesaid,hervoicetrembling.“Wheredoyoulive?”themanasked.Sophietoldhimheraddress.“Well,I’mgoingthatway.Hoponmysled,”hesaid,pointingtoawoodensledpulledbyhisdog.Sophiehesitated.“Areyousure?Idon’twanttobeatrouble.”“Nonsense.It’stoocoldtowalkalone,”themansmiled.续写方向：

-第一段：描述Sophie与老人同行的过程（如路上的对话？天气的恶劣？Sophie的感受变化？）；

-第二段：续写到家后的情节（如Sophie如何回报老人？老人离开时的场景？她的内心感悟？）。核心线索：老人的“善意”打破Sophie的防备，需通过细节（如“厚围巾”“狗拉雪橇”）体现温暖；结尾可升华“陌生人之间的信任与温暖”。训练4：人与自然类——救赎与共生原文Ethanhadalwayshatedtheraccoonsinhisbackyard.Theyduguphisgarden,knockedoverthetrashcans,andmadeamesseverynight.Oneevening,hesetupatrap,determinedtocatchthemandtakethemfaraway.Thenextmorning,hefoundasmallraccoontrappedinthecage,itseyeswidewithfear.Itwasjustababy,nobiggerthanhisfist.Ethan’sheartsoftenedalittle,buthestillcarriedthecagetohiscar.Ashedrovetothewoods,theraccoonwhimperedsoftly,reachingoutitstinypawthroughthebars.Ethanlookedatit,andforthefirsttime,hewondered:Washereallydoingtherightthing?续写方向：

-第一段：描述Ethan在森林边缘的犹豫（如内心的挣扎？最终做了什么决定？）；

-第二段：续写后续他与小浣熊的关系（如小浣熊是否再次出现？Ethan的态度变化？人与自然的新平衡？）。核心线索：Ethan从“厌恶驱赶”到“反思救赎”，需通过动作（如“松开笼子”“后退一步”）和心理（如“它只是饿了”）体现转变；结尾可点明“尊重生命才能和谐共生”。训练5：友情考验类——误会与信任原文LilyandAnnahadbeenbestfriendssincekindergarten.Theysharedsecrets,helpedeachotherwithhomework,andalwayssattogetheratlunch.Butlastweek,Lilyfoundherfavoritebracelet—agiftfromhergrandma—missing.SherememberedwearingitatAnna’shousethedaybefore.WhensheaskedAnnaifshe’dseenit,Annalookednervous.“Uh…Idon’tknow.Maybeyouleftitatthepark?”Lily’sheartsank.“Anna,Iwasonlyatyourhouse!”shesnapped.Anna’sfaceturnedred.“Ididn’ttakeit,Lily.Whywouldyouthinkthat?”Thetwogirlsstaredateachotherinsilence.Sincethen,theyhadn’tspoken,andLilyfeltahollowacheinherchest.续写方向：

-第一段：描述Lily后续的行动（如再次寻找手链？偶然发现真相？）；

-第二段：续写两人和解的情节（如手链如何被找到？Anna的解释？Lily的道歉？）。核心线索：误会源于“焦虑与猜疑”，和解需要“坦诚与行动”；可通过细节（如手链藏在沙发缝里/Anna偷偷寻找的证据）推动情节反转。使用建议1.精读原文：圈画关键细节（人物情绪、环境描写、伏笔），分析结尾留白的“潜在方向”（如冲突升级？意外转折？温暖结局？）。2.构思情节：确保续写两段与原文逻辑连贯（人物性格一致）、情感递进（如从绝望到希望）、主题升华（如善意、成长、自然和谐）。3.细节描写：用动作（如“攥紧衣角”“轻轻拥抱”）、语言（如“我其实…”）、环境（如“寒风中温暖的灯光”）增强画面感。4.语言润色：避免口语化，多用复合句（如“Althoughshewasscared,shetookadeepbreathandsteppedontothestage.”）和高级词汇（如“tremble→quiver”“angry→furious”）。附：参考范文示例（训练1节选）

第一段：Thenextmorning,MiaavoidedeyecontactwithMomatbreakfast.Mompushedaplateofeggstowardherandsighed,“Mia,Iknowyou’reupset.ButIjustwantthebestforyou.”Miamuttered,“YounevercareaboutwhatIwant.”Mom’sfacesoftened.“Ido.ButI’mworriedyou’llbetootiredtofocusonthetest.”(通过对话体现妈妈态度的微妙松动)

第二段：Onthenightofthedance,MomknockedonMia’sdoor.“Icheckedyourtestschedule.It’sactuallynextweek,”shesaidwithasmile.“Gohavef