策略篇-聚焦6大策略满分续写不是梦课件高三英语复习

专题六读后续写读后续写以“以读促写”为核心，强调读写的深度融合。续写时应先以阅读为基，通过阅读精准把握原文情节、人物特质与语言风格，理清叙事脉络、提炼关键信息及语篇主题，进而合理预测故事走向；再以创作为本，创作层面则需在确保人物性格、情节逻辑与原文一致的前提下，挖掘新颖叙事角度。这种“输入—输出”同步联动的模式，本质是对考生阅读理解深度与语言表达能力的高阶综合考查。【把握考情——5年高考命题分析】卷别主题语境·话题启示续写情节专家说考情2025年全国一卷人与社会·兄弟间的冰释前嫌弘扬亲情中理解与包容的重要性反思过错→带饼干登门道歉→拥抱沉默→谈心和解→领悟亲情1.记叙文的阅读理解能力(1)浅层的信息定位能力：When,Where,Who,What,Why,How等；(2)深层的文本分析能力：2．由读到写的思维能力(1)细读两段续写的开头语，理顺续写段落之间的逻辑关系；(2)围绕文章主旨脉络，合理续写故事情节。3．记叙文的书面表达能力2025年全国二卷人与社会·向外国同学解释中文姓名含义弘扬文化因交流而理解，因理解而共鸣发音困境→课堂陷尴尬→弃纠音之举→文化觉醒→同学共鸣→感悟文化分享价值2024年新课标卷人与自我·协商解决车费支付问题弘扬诚实守信和爱心传递的中华传统美德无法支付车费→协商如何解决车费→达成一致→履行承诺→两人成为朋友→感悟2023年新课标卷人与自我·老师鼓励“我”参加写作比赛努力终将有回报得知获奖→分享快乐→参加颁奖仪式→感谢老师→老师的鼓励→感悟2022年新高考卷人与自我·残疾小学生参加越野赛坚定信念是成功的关键鼓励→下决心→遭遇挫折→坚持→成功→感悟2021年新高考卷人与自我·为妈妈做早餐用劳动表达爱面临困境→得到父亲帮助→重新尝试→取得成功→母亲感动【深研命题·把握考情】——以问题为导向探析备考策略考场作答“五”问题缺乏想象力，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原文内容的简单重复。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。续写内容不恰当，与文章主旨不符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，就会导致续写内容偏离原文。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，不能根据其构建续写情节，从而导致续写的内容与提示语的衔接度不高。语言表达不恰当片面追求“高级、复杂”，生搬硬套痕迹明显；与原文不一致、不和谐、不协调。不顾原文特点，只求个性张扬或辞藻华丽，弄巧成拙，文章可读性降低。精准备考过“四”关核减细节•更新观念，适应新高考要求；•保证“读后续写”解题时间；•习惯写较长文章(150词左右)，一次考试写两篇(80词＋150词)。用足时间时间是保障，考生要给续写留足25－30分钟才是续写分数达到23以上的关键。规避误区•使用超标、超纲等生僻词汇，以及过多人物对话；•片面追求语言结构“复杂性”和华丽辞藻，套用、堆砌过多所谓“高级语言形式”。亮点提升•故事具有可读性、合理性、真实性；•续写部分与原文部分和谐、一致；•注重故事发展、人物特征、语言特点；•关注段首语提示与本段内容的一致性；•真正“讲”故事。策略篇——聚焦6大策略，满分续写不是梦策略一双线同步分析，理清文章脉络“双线同步分析”是读后续写中精准锚定创作方向的核心技法，其关键在于读原文，弄清楚原文“显性情节线”与“隐性情感/逻辑线”，并通过同步分析实现续写与原文的深度契合，最终达成“明主题、精聚焦”的效果。典题示例阅读下面材料，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。(2025·全国二卷)“What'syourname？”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu(秋雨),forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates,IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsoreventhepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn'tstop,theentirelecturewouldberuined.“It'sokay,professor，”Ishrugged(耸肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.注意：1.续写词数应为150左右；2．请按如下格式在相应位置作答。Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Manyofmyclassmatesgotinterestedandcameuptomeafterclass.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________技法14要素串联核心点，快速理清情节线理清行文4大要素(即：开端、发展、高潮、结果)，注意结合记叙文要素；梳理好故事情节。【注意】通常故事的开端和发展为给出的阅读部分，故事的高潮和结局为续写部分。明确文章各个部分属于哪一要素，对于把握续写情节方向和内容方向大有裨益。技法23角度锁定关键词句，把握情感基调角度1锁定细节用词以下从“动作描写、心理刻画、场景渲染”角度，拆解原文与续写的细节用词，看如何推动情节、传递情感：原文语句细节类型名师剖析Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.动作＋结果反复“explain”但“couldnotsay”，突出名字发音的文化冲突，为后续尴尬场景做铺垫。Ifearedthatmyclassmatesmightgrowtiredofmyeffortsoreventhepatiencewithme.心理描写展现“我”因文化差异产生的自卑、忐忑，解释为何放弃纠正发音。Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.场景＋神态“eruptingintolaughter”渲染尴尬氛围，“forcedasmile”强化“我”的无助与文化身份的失落。角度2细品人物语言从“语言动机、身份塑造、情感变化”切入，拆解原文与续写中人物对话的作用，看如何推动文化交流与自我成长：人物语言说话人隐含动机/性格名师剖析“It'sokay,professor，”Ishrugged.我因怕同学厌烦，选择妥协；体现“我”对文化差异的自卑、回避为后续“丢失文化身份”的反思做铺垫。同学无直接对话，但“theclasseruptingintolaughter”是“无声回应”同学对发音差异的无意识调侃，反映跨文化交流初期的陌生与隔阂角度3巧借环境描写从“环境烘托情感、暗示冲突、助推和解”角度，看原文与续写如何用环境细节服务故事：原文场景环境细节名师剖析课堂自我介绍(隐含环境：教室、同学注视)无直接自然环境描写，但“lecture”、“thirtyclassmates”构建出公共、正式的社交环境营造出一种有压力的氛围，强化“我”因名字发音问题产生的紧张、不安，为后续尴尬局面(全班哄笑)做铺垫，凸显文化差异带来的冲突。续写第一段(课堂讨论)Theclassroomwasbathedinthesoftglowofafternoonsunlight.用温暖、安静且日常的环境，与原文课堂的尴尬氛围形成对比，暗示这是一个更适合“分享、交流”的场景，烘托“我”从紧张到愿意敞开心扉的心理转变，为“解释名字含义”营造积极氛围，推动情节从“回避文化差异”向“主动分享文化”发展。续写第二段(课后走廊)Thehallwayoutsidewasfilledwiththecrisp,coolairofanIrishautumn,thechatterofstudentsdriftinglikescatteredleaves.以秋天特有的清冷又带着生机的环境，呼应名字“秋雨(Qiuyu)”中的“秋”元素，形成文化与自然环境的呼应；进一步烘托“文化分享带来积极连接”的温暖感，凸显“主动交流能打破文化隔阂”的主题。精彩范文Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.AsIrosetomyfeet,theclassroomfellsilent.“‘Qiu’isautumn,theseasonofgoldenleavesandcoolwinds.‘Yu’meansrain,whichnourishestheearth，”Ibegan,myhandsslightlytrembling.“InChineseculture,autumnsymbolizespeace—atimetoreflect.”Isharedhowmyparentsnamedmeafterarainyautumnafternoonwhentheyadoptedastraycat,hopingI'dcarrykindnessinmyheart.Theprofessorleanedforward,commenting,“That'sbeautiful—doesithaveapoeticlink？”Inodded,recitingalineaboutautumnrainwashingoldstones.Afewstudentswroteitdown,theireyescurious.Manyofmyclassmatesgotinterestedandcameuptomeafterclass.Liam,aboywithaguitarslungoverhisshoulder,grinned,saying,“Pleaseteachmetosayitright！”Iguidedhim,“Qiu—like‘chew’，yu—like‘you’butsofter.”Hepracticed,andwhenhegotit,thegroupcheered.AnaaskedtotakeaphotooftheChinesecharactersinmynotebook.Eventheprofessorsmiled,“I'llgetitrightbynextclass,Ipromise.”Aswelaughed,Irealizedmynamewasnolongerabarrier.Itwasastory,abridge—andtoday,I'dsharedapieceofmyworld.策略二5步连环发问，构思情节框架续写两段首句均已给出，学生应分析所给段首句，捕捉其中的核心词，然后从行为、情感、结果等角度思考，连环发问，构思故事的发展方向。常见的设问方式如下：典题示例阅读下面材料，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。(2025·浙江卷1月)Kevinwasprettybored.Hismotherwasatwork,andhisfatherhadbeenawayonbusiness.Therefore,hewasleftinthecareofMrs.Hill,anoldladywholivednextdoor.Hisparentshadraisedthe12-year-oldtobeagoodboy.Henevergotintotrouble,thoughsometimeshewantedtodoriskythings.Mrs.Hillwasasleep.Kevinsighed(叹息)andhopedsomethingexcitingwouldhappen.Suddenly,amovementoutsidecaughthiseye.Mrs.Hill'sfrontwindowfacedMr.andMrs.Green'shouseacrossthestreet.Thecouplehadbothgonetowork,soitwasstrangethatsomeonewasoverthere.Kevinstaredatthemanattheirfrontdoor.Suddenly,themanjumpedthroughanopenwindowintothehouse.Withhisheartinhismouth,KevingrabbedMrs.Hill'shomephoneandcalledthepolice.Thinkingthatthemanmightgetawaywithwhateverhewantedbeforethepolicearrived,Kevindecidedtodosomething.HerushedoutofMrs.Hill'shouseandcrossedthestreetquickly.Grabbingabranchfromacut-downtree,hejumpedinthroughthewindow.“Stoprightthere!Youmustleaverightnow！”hecalledout,holdingthebranchwithbothhands.Themanfrozeforasecond,butwhenhesawtheskinnyboyhebreathedasighofrelief.“Hey,kid,putthatdown.Itwasmyhome.Myparentsusedtolivehereandmyfather'swatchwashere，”heexplained,tryingtoliftafloorboard.Atthatmoment,thesoundsofapolicecarechoed(回响)intheair.Themanstoodupinapanic,thenranthroughthehousetowardthewindowandjumpedout.Kevinfollowedoutandtoldthearrivingpoliceofficerswhathadhappened.Theypursuedandarrestedtheman.KevinwentbacktoMrs.Hill'shouse.Somehowhewasn'tsurehehaddonetherightthing.“Whatifhehastoldthetruth？”hethoughttohimself.Theman'swordssoundedprettyconvincing.注意：1.续写词数应为150左右；2．请按如下格式在相应位置作答。WhenMr.andMrs.Greengothome,Kevinwenttotalktothem.________________________________________________________________________________________________________________________________________________________________________________________________________________________KevinandMr.Greentookthewatchtheyhadfoundtothepolicestation.________________________________________________________________________________________________________________________________________________________________________________________________________________________名师剖析以下按照“续写段落→连环发问→情节设想”的逻辑，拆解故事续写思路，让情节更有层次：续写第一段：有提示句“WhenMr.andMrs.Greengothome,Kevinwenttotalktothem.”可知，格林夫妇回到家时，Kevin向格林夫妇解释他所做的什么事情呢？格林夫妇的反应和真相的揭露是什么呢？由此，我们可以进行以下连环发问，构思情节：连环发问情节构想1.Kevin找Green夫妇说什么？Kevin如实讲述自己看到“陌生人”闯入、报警并追捕的过程，包括自己的担忧(怕误会好人)。2.Green夫妇什么反应？表面感谢Kevin勇敢，Mr.Green却因“陌生人”身份有特殊关联(如伏笔是亲戚)，表现出犹豫、若有所思。3.对话中发现什么关键信息？Mr.Green透露“陌生人”是自己兄弟，来取家族传家宝(手表)，让Kevin陷入“误会好人”的不安。4.如何衔接下段找手表？Green夫妇带Kevin去house找“被藏的手表”，为下段去警局做铺垫。5.这段要突出什么？展现Kevin的诚实、Green夫妇的复杂情绪，以及“误会”产生的转折，推动故事矛盾发展。续写第二段：由提示句“KevinandMr.Greentookthewatchtheyhadfoundtothepolicestation.”可知，Kevin和Mr.Green去警察局解释情况，以及事情解决后他们的感受和Kevin学到的教训。由此，我们可以进行以下连环发问，构思情节：连环发问情节构想1.去警局路上发生什么？Mr.Green解释手表是家族heirloom(传家宝)，强调重要性，让Kevin后续又愧疚又好奇。2.警局里什么情况？警察核实“陌生人”身份(确为兄弟)，已释放等候；Kevin当面解释＋道歉，双方和解。3.手表怎么处理？Mr.Green将找到的手表交给兄弟，亲情和解，也让Kevin明白“勇敢但需求证”的道理。4.结尾如何升华？Kevin收获成长(懂得行动前核实，但助人初心没错)，Green一家感谢他，呼应“好人有好报＋成长主题”。5.这段要突出什么？化解误会、展现善意传递，完成从“惊险追捕”到“温暖和解＋成长”的闭环。谋篇逻辑1.冲突制造：先通过“Kevin抓贼”制造紧张，再用“陌生人身份反转”形成误会冲突；2．情感递进：Kevin从“勇敢行动”→“怀疑不安”→“误会解除后的成长”，情绪线清晰；3．主题升华：借“误会与和解”，既肯定Kevin助人的勇敢，又点明“了解全貌再行动”的道理，贴合青少年成长主题，让故事有波折、有温度、有启发。精彩范文WhenMr.andMrs.Greengothome,Kevinwenttotalktothem.Heexplainedhowhehadwitnessedthestrangemanenteringtheirhouseandhowhewasarrested.Mr.andMrs.Greenlistenedattentively,withamixtureofsurpriseandgratitudeontheirfaces.Mrs.GreenhuggedKevin,thankinghimforhisbravery.Mr.Green,however,lookedthoughtful.HeaskedKevintodescribethemanindetailandthenrevealedthatthemanwasindeedhisyoungerbrother,whohadcometoretrieveawatchtheirfatherhadleftbehind.Kevin'seyeswidenedinshock.KevinandMr.Greentookthewatchtheyhadfoundtothepolicestation.Ontheway,Mr.Greenexplainedthatthewatchwasafamilyheirloom,passeddownfromgenerationtogeneration.Atthepolicestation,theyexplainedthesituationtotheofficers,whoweresurprisedbutunderstanding.Theman,whohadbeenreleasedafterhisidentitywasverified,waswaitingoutside.HesmiledweaklyatKevin,whofeltamixofembarrassmentandrelief.Mr.Greenhandedoverthewatchtohisbrotherwithapatontheback,andtheyallagreedtokeepintouch.Kevinlearnedanimportantlessonthatday:alwaysverifythefactsbeforetakingaction,butneverhesitatetohelpthoseinneed.策略三识别原文伏笔，预测续写情景一、如何识别原文伏笔伏笔暗示了故事的发展方向，在续写中呼应伏笔可以增强文章的前后协同性和逻辑性。寻找伏笔通常可以从以下三个地方寻找：1．首段伏笔：原文首段一般会介绍故事发生的背景、人物性格等，为可能出现的冲突做好铺垫，因此，在阅读过程中要善于发现这些伏笔。2．情节伏笔：为了续写的需要，命题者会在故事的发展过程中通过人物的语言、动作和心理描写展现某些细节，以此作为提示信息，让考生在续写时展开想象，回扣原文。3．尾段伏笔：在原文的尾段往往暗示续写内容的发展方向。找到伏笔后，可据此预测续写中的微情景，使续写内容既承接原文脉络，又能合理推进故事发展，让伏笔在后续情节中自然呼应，推动故事走向高潮、揭示主题。下面以2025·全国二卷为例，梳理如下：伏笔1Paragraph3：Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates,IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsoreventhepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn'tstop,theentirelecturewouldberuined.“It'sokay,professor，”Ishrugged(耸肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.伏笔类型原文伏笔内容分析续写呼应建议情感伏笔名字发音困境：•教授课堂反复念错•“耸肩/假笑”的尴尬反应累积的挫败感为后续文化觉醒蓄力续写Para．1讲解时展示汉字书写：“秋＝丰收季节，雨＝滋养万物”(视觉化化解发音难题)伏笔2Paragraph4：Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.伏笔类型原文伏笔内容分析续写呼应建议主题伏笔核心矛盾：•“为免尴尬放弃纠正”vs“失去分享文化身份的机会”点明文化认同的重要性，为后续态度转变铺垫续写Para．2结尾需呼应主题：“看着他们那惊讶的表情，我明白自己已经成功地抓住了这个机会，得以向他们分享一部分我的文化特质，更重要的是，还有我们那极具魅力的传统文化。”二、构思故事情节，预测续写情景【双线梳理锚定文化内核】情节线：发音困境→课堂沉默→文化觉醒→受邀解读→同学共鸣情感线：frustrated(挫败)→embarrassed(尴尬)→culturallylost(文化迷失)→determined(坚定)→culturallyproud(文化自豪)读—情节构建思—双线梳理精彩范文Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Caughtoffguardbytheinvitationbutdeterminedtosharemyculturethistime,Istoodupandwalkedtothewhiteboard,writing“秋雨”inboldcharacterswhileexplaining:“Qiuyumeans‘autumnrain’inChinese.Autumnmeanstheharvestseasonandrainsymbolizesnourishmentforalllivingthings.”Glancingaround,Isawheadsnoddingthoughtfully,notjustpoliteacknowledgement,butgenuinefascination.AsIspoke,Inoticedtheeagerattentionofmyclassmates,theireyesreflectingcuriosityandrespect.Itwasaconnection,abridgebuiltbetweenculturesthroughthesimpleactofsharingmyname.Manyofmyclassmatesgotinterestedandcameuptomeafterclass.Theysurroundedme,theirquestionspouringoutlikeastream.“WhatothernameshavebeautifulmeaningsinChinese？”“CanyouteachushowtowriteournamesinChinesecharacters？”Ismiled,astrongsenseofprideandwarmthoverwhelmingme.Atthatmoment,standingthereexplainingeachquestion,IfeltaprofoundsenseoffulfillmentandawarmunderstandingspreadthroughmeasIembracedmyculturalidentity.Byfullyembracingmyculturalidentity,Inotonlykeptmyheritagealivebutalsobroughtnewrichnesstothelivesofthosearoundme.Thissmall,meaningfulstephelpedbuildbridgesofculturalunderstandingandappreciation.策略四利用紧张冲突，营造故事高潮文学故事中的高潮(climax)是故事的主要场景(keyscene)，也通常是故事的转折点(turningpoint)，是指故事达到最紧张或扣人心弦的那一部分。高潮有时是剧情中的“危机”点，有时是到达关键时刻或者转折点，发生了一些事情，或者主角必须做出决定，从而导致一个结果或其他。我们在分析叙事类故事或者小说故事的时候常常用图表来表示故事情节。一、增加外部冲突增加外部冲突是一种推动情节或达到故事高潮的方式。冲突带来紧迫感，将故事推向必要的解决或崩溃。按照Problem—Solution(问题—解决)和Negative—Positive(消极—积极)的构思原则，冲突的结局是可以化解的，是正能量的。1．角色之间的冲突(人物观点差异、竞争需要等)[典例1](2025·全国一卷)...Unexpectedly,aftersupper,theweatherchanged.Itstartedtorainandeveryonewentindoors.Itwasanawkwardmoment.Ididn'twantTobytoberunningaroundinthehouse,andmybrotherwasn'thappywithdrivinghomewithawetdog.Eventually,mybrotherdecidedtoleaveratherthanforcetheissue.Afewdayspassed,andIhadn'theardanythingfrommybrother.Itextedhimandexpressedwishesforhimtocomeoutagain.Hisreplycameasasurprise—ashock,actually:“Notachance.”分析：作者起初认为兄弟应先低头，忽视了兄弟在丧妻、健康问题下的脆弱情绪，将房屋整洁置于兄弟情感需求之上；兄弟则因作者的“不近人情”感到受伤，以“Notachance”的冷漠回应表达不满，双方对彼此的情感需求和处境缺乏理解，认知上的偏差加剧了矛盾。2.角色之间的冲突(行为与立场冲突)[典例2](2025·全国一卷)Therewasplentyofspaceforthekidstorunandplay.TherewasjustonethingIhadn'tcountedon:MybrotherchosetobringhisdogToby,a50-poundballoffire.Thoughfriendly,hecouldeasilyknockovermyniece'ssmallboysandmysix-month-oldgranddaughter.So,whenmybrothershowedup,IaskedhimtowatchTobyandkeephimoutside....Itwasanawkwardmoment.Ididn'twantTobytoberunningaroundinthehouse,andmybrotherwasn'thappywithdrivinghomewithawetdog.Eventually,mybrotherdecidedtoleaveratherthanforcetheissue.分析：聚会下雨时，作者坚持不让狗进屋，担心弄脏新家、影响孩子安全，立场基于对房屋整洁和家人安全的维护；兄弟则不愿让相伴多年的狗淋雨，尤其在妻子离世后，狗已成为精神支柱，其行为源于对狗的情感依赖。双方因对“狗的安置”这一具体事件的处理方式截然不同，产生直接对立。3.角色与环境之间的冲突[典例3](2025·浙江卷1月)Kevinwasprettybored.Hismotherwasatwork,andhisfatherhadbeenawayonbusiness.Therefore,hewasleftinthecareofMrs.Hill,anoldladywholivednextdoor.Hisparentshadraisedthe12-year-oldtobeagoodboy.Henevergotintotrouble,thoughsometimeshewantedtodoriskythings.Mrs.Hillwasasleep.Kevinsighed(叹息)andhopedsomethingexcitingwouldhappen.Suddenly,amovementoutsidecaughthiseye.分析：Kevin所处的环境是父母因工作忙碌不在家，他被安置在邻居Mrs.Hill家照看。这一环境设定本身就营造出一种孤独、无聊的氛围，与Kevin内心渴望刺激、冒险的天性产生冲突。一个充满活力、有时想做冒险之事的12岁男孩，被困在安静、老妇人熟睡的房间里，这种环境极大地限制了他的行为，使得他内心的躁动与外界环境的平静格格不入。4.时间的紧迫：决策变得紧急[典例4](2023·浙江卷6月)Thecarabruptlystoppedinfrontofhim.“Getintothecar.”PaulshoutedatMac.MacjumpedoffthebikeandslidintothecarwithoutdelayasthewolfwasjusttwostepsawayandwasabouttotearMacintopieces.Whatanarrowescape.分析：汽车突停面前——急喊上车——Mac上车避险——饿狼近在咫尺(此情此景，刻不容缓)5.增加的障碍：人物角色必须克服挑战，以达到目标[典例5](2018·浙江卷6月)Butbeforewejumpedoffthehorses,wefoundthatwehadbeenoffthebeatentrackandgotlost.Wehadnoideawherewewereanditgotdark.Exhaustedandhungry,Iwonderedifwecouldfindourwayback.分析：马儿受惊——草原迷路(障碍1)——天色渐黑(障碍2)——又累又饿(障碍3)——心理恐慌(障碍4)二、放大内心冲突放大内心冲突(角色的内心斗争)也有助于建立一个高度紧张和不确定的时刻。[典例](2025·全国一卷)Twomonthspassed.MywifesuggestedIgetintouchwithmybrother,butIresisted,thinkingheshouldcallfirst.However,myconscience(良心)keptbotheringme.Itriedtoputmyselfinmybrother'sshoes.Hewasfacinghealthissuesandhiswifeofthirty-fiveyearshadpassedawayafewmonthsearlier.Tobywashisconstantcompanion,theonewhokepthimgoing.分析：作者在兄弟失联后，经历了从抗拒道歉到愧疚反思的转变。一方面受“自己没错”的固执心态影响，不愿主动；另一方面，随着对兄弟处境的共情加深，内心的责任感与对亲情的珍视使其陷入自我挣扎，这是人物内在的情感冲突，也是推动情节发展的关键。这些冲突围绕“亲情与现实考量”“自我与他人需求”展开，最终通过作者的主动道歉实现和解，凸显了理解与宽容在化解矛盾中的作用。三、利用环境描写增加不确定性充分利用环境描写可以起到烘托故事高潮的作用。当故事角色在碰到困难时，我们往往要加大笔墨来描写故事环境的黑暗、恐怖和不祥。Immediately,anabsolutedarknessruledtheforest.Evenworse,thetemperaturesuddenlydroppeddramatically.(黑暗、寒冷)Itdidn'ttakelongfortheforesttobeenvelopedindarkness.Herrasping(发出刺耳的声音)breathsteamedinthemoonlightandherthroatwasparched(使干燥)fromthirst.(黑暗、寒冷、口渴)典题示例阅读下面材料，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。(2024·浙江卷1月)Evaspentthefirstweekofhighschooltryingtokeepherheadabovewater.Oneofthemajorheadachesforherwasfindingherwayinthehugeschoolbuilding.Itwasasix-storybuilding.Oneachfloor,hallwaysstretchedinfourdirections,leadingtoclassrooms,laboratories,andteachers'offices.Somewhereinthebuilding,therewasalsoalibrary,acafeteria,andagym.Havingapoorsenseofdirection,Evafounditimpossibletogetaroundinsuchahugebuilding.Allthedifferenthallwaysandroomsweretoomuchtothinkabout,letalonecommittomemory.Shedecidedthatshewouldmemorizewhereherclasseswereandthenpretendthattherestoftheplacedidn'texist.InherfirstP．E.class,EvawasshockedwhenCoachPittannouncedthateveryonehadtorunonemilearoundthetrackoutside.Shesearchedthefacesofherclassmatesforsignsofpanic.Therewasnothingshefearedmorethanhavingtorunawholemile.ToEva,“amile”wasusedtodescribelongdistances.Itwastenmilesfromherhometohergrandfather's,andthatalwaysseemedlikealongway,eveninacar!WhenCoachPittblewhiswhistle(哨子),Evafiguredshewouldbeleftinthedust.However,whilesomeofherclassmatesedgedahead,othersactuallyfellbehind.“It'sjustthebeginning，”shethought.“I'llcomeinlastforsure.”SoonEvabegantobreathehard,withherheartpoundingandlegsshaking.Feelingdesperate,Evastartedusingamindtrickonherself.Shestoppedthinkingabouttheword“mile”.Instead,shefocusedonreachingtheshadowcastonthetrackbyanoaktreeupahead.Thensheconcentratedonjoggingtothespotwherethetrackcurved(拐弯).Afterthat,shetriedtoseeifshecouldcompleteherfirstlap.Onelapturnedintotwo,thenthree,thenfour.注意：1.续写词数应为150左右；2．请按如下格式在相应位置作答。WhenCoachPittsaid“Nicework！”toheratthefinishline,Evawassurprised.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evadecidedtousethesametricktodealwiththeschoolbuilding.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________高分思维1.故事概要故事讲述了高中生Eva因为方向感不强，经常在学校里迷路。在一次体育课上，教练要求他们沿着校园跑步。Eva通过先到达树影，然后再到达下一个拐弯处，之后一圈一圈地跑的方法完成了一英里的跑步。之后她意识到可以用同样的方法去记忆学校的建筑，从而不再迷路。2．角色与角色之间的冲突内部冲突：高中生Eva方向感太差记不住学校建筑的位置，在体育课上绕着学校跑，她害怕成为最后一名，心里非常紧张，缺乏自信。这种内心冲突给下文埋下了伏笔，暗示下文的情节发展方向。3．高分范文参考范文WhenCoachPittsaid“Nicework！”toheratthefinishline,Evawassurprised.Lookingaround,sherealizedwhathercoachmeant.Insteadofbeingleftinthedust,shefoundherselfamongthetopthree.“Ijustcan'tbelieveit，”Evagasped,unabletocontainherexcitement.Hermouthcurvedupintoasmileandherfacelitupwithasenseofconfidence.Themindtrickhadworkedwondersandtheword“mile”wasnolongeramonsterforher.Shefeltenergetic,refreshedandpowerfulandbelievedshecouldovercomeanyobstacleinherlife,includingherpoorsenseofdirection.Evadecidedtousethesametricktodealwiththeschoolbuilding.Shestoppedrackingherbrainsforwhichdirectiontogo.Instead,shecreatedadetailedmapofthesix-storybuilding,highlightingkeylandmarkswithdifferentcolours.Breakingdowntheroutesintosmallersections,sheexploredeachday,oneatatime.Daysturnedintoweeks,andnownavigatingthehugebuildingseemedlikeapieceofcake.Thisepisodeservedasareminderthatwithgreatdeterminationandaclevermindtrick,onecanachieveanythingandreachfar.范文赏析①情节合理，描写生动，语言连贯，前后衔接。②动作描写：Lookingaround,curvedupintoasmile,gasped。③情感描写：unabletocontainherexcitement,herfacelitup。④高级词汇：beleftinthedust,contain,curveup,workwonders,refreshed,powerful,obstacle,rackherbrains,navigate,determination。⑤高级句式：Lookingaround是现在分词作伴随状语；highlightingkeylandmarkswithdifferentcolours是现在分词作伴随状语。策略五画龙点睛之笔，精彩开头结尾一、如何写好第一段的段首、段尾和第二段的段首读后续写精彩开头能快速衔接原文，让续写内容自然融入故事脉络，写出来的文章才能“天衣无缝”，融洽度高。那么如何写出靓丽的开头呢？因此，考生要两关注，从写作涉及的内容和语法手段来具体设计故事的段首开端。(一)两关注，解决“写什么”的问题1．关注段首三点段首三点指的是与段首句相关的三个点，即紧接两段段首句之后的两个点和第一段结尾的一个点。点①：位于续写第一段段首，流畅衔接原文和续写第一段段首语；点②：位于续写第一段段尾，流畅衔接续写第二段段首语；点③：位于续写第二段段首，流畅衔接第二段段首语。通过关注这三点可以保证整体故事的连贯性。第一点要限定情节走向，同时为下文的展开留出足够的写作空间；第二点要达成两段之间的衔接，过渡不能突兀；第三点不仅要衔接第二段段首语，还要考虑如何完美结束故事。在写作过程中，要培养衔接意识和整体意识。2．关注故事背景与人物动作描写在开头时，适度的环境描写可以渲染气氛、烘托人物，给人物的出场造势；同样，运用一连串的行为动词对人物动作加以描写，可以让人物活灵活现、动感十足，人物特征跃然纸上。所以，对背景和动作的细节描写也是常见的一类开头方式。①(2025·全国一卷)Thefrontyard,oncelivelyandfulloflife,nowfeltabandoned.DeadleavescrunchedbeneathmyfeetasIapproached,likewhispersofthestrainedrelationshipbetweenmybrotherandme.(通过“视觉＋环境描写＋拟人＋比喻”的写作手法，成功地使读者有身临其境之感)②(2024·浙江卷1月)Staringatthetoweringteachingbuilding,Evacameupwithagoodidea,withasmilebloomingacrossherface.(通过行为动作描绘出生动的场景，引人入胜)(二)语法手段——四巧用，解决“怎样写”的问题语法手段通过丰富表达形式、强化逻辑关联、精准传递情感，有效解决“如何让续写内容生动、连贯、有感染力”的问题，让文字既符合语法规范，又充满叙事张力。1．巧用非谓语动词，让场景更鲜活通过现在分词、过去分词展现动作的伴随性，使画面感瞬间增强，避免句式单调。①(2025·全国一卷)Takingadeepbreath,Iknocked.Whenheopenedit,hiseyesshowedsurprise,followedbyafamiliarsadness.(体现出我忐忑的心情和兄弟内心积压的委屈与伤感)②(2025·全国一卷)Istoodinthebackyard,lookingatthenow-emptyspacewhereTobyhadoncerunaround.(将失落情绪具象化)③(2025·全国一卷)Sittingaloneinthegloom-filledlivingroom,Istaredatthefamilyphotosonthewall.(将失落沮丧的情绪融入场景描写)④(2024·新课标Ⅰ卷)Havingwavedgoodbyetohim,Isprintedtowardsthebus,leavinghimbehindwithapromisetosettlethefareuponmyreturn.(强调了作者匆忙赶车的场景)⑤(2024·新课标Ⅰ卷)Sensingmyfrustration,Gunterpattedmeontheshoulder,grinning,“Itisokay.Forgetaboutthefareandgocatchyourbus.”(使表达具有动态画面感)⑥(2022·新高考Ⅰ卷)Heburiedhisheadinhishands,sobbing.(渲染了这个残疾学生的失落与沮丧)2．巧用复合句，让逻辑更连贯①(2025·全国一卷)Thoughmythroatwentdry,Iforcedoutthewords:“I'msorry”．②(2024·新课标Ⅰ卷)Afteraheateddiscussionthatlastedforwhatseemedlikeacentury,Gunterputhisphonedownandstartedthecar.(宾语从句)③(2024·浙江卷1月)Lookingaround,sherealizedwhathercoachmeant.(what引导宾语从句)④(2024·新课标Ⅰ卷)Wemetatthebusstationwherehehaddroppedmeofffourdaysbefore.(定语从句)3．巧用情感副词，让情绪更精准①(2025·全国一卷)Unexpectedly,mybrother'seyessoftenedwhenhesawthebiscuits.②(2025·全国一卷)Gently,heplacedahandonmyshoulder.(gently暗示关系破冰的温柔，使情感表达更有层次)4．巧用特殊句式，让表达更灵动①(2025·全国一卷)Withaheavysigh,Istoodup,squaredmyshoulders,anddecidedtoswallowmypride.(动作链)②(2025·浙江卷1月)Thesettingsuncastlongshadowsacrossthelawnashenervouslyapproached.(该句通过“副词＋动作”的组合，结合环境描写，从细节刻画、氛围渲染、情感表达三个维度增强了画面感和感染力)③(2025·全国一卷)Hispalmsweresweatyasherecountedtheentireincident,hisvoicetremblingslightly.(独立主格)④(2024·浙江卷1月)Breathlessandexhausted,sherealizedthatovercomingseeminglythetoughestchallengesjustneededasmartstrategylikehermindtrick.(两个并列形容词作状语)⑤(2025·全国一卷)Istaredatthefamilyphotosonthewall,memoriesofourchildhoodfloodingback.(无灵主语句)⑥(2024·新课标Ⅰ卷)Itoldhimthatitwasthankstohiskindnessandtimelyhelpthateverythinghadgonesmoothly.(强调句)二、如何写好第二段的段尾在读后续写中，结尾发挥着非常重要的作用，精彩的结尾好似画龙点睛，让人回味无穷。我们应该根据文章的主题，借助丰富的句式来打造完美结尾。下面简要介绍几种常用的读后续写的结尾方法。构建公式1呼应点题式结尾1.主角＋learned＋和标题/主题呼应(2025·全国一卷)Fromthenon,Ilearnedthatinfamilyrelationships,understandingandtolerancearethekeytokeepingourbondstrongandwarm.从那以后，我明白了在家庭关系中，理解与包容是让我们的关系维系紧密而温暖的关键。2．总结语，主角＋realized＋和主题呼应(2025·全国二卷)ItwasatthatmomentthatIrealizedthatbysharingthemeaningofmyname,Iwasnotonlyintroducingourculturebutalsobuildingabridgebetweenus.就在那一刻，我意识到，通过分享我的名字的含义，我不仅介绍了我们的文化而且在我们之间架起了一座桥梁。3．Itdawnedon/occurredto/struck＋主角＋that...＋和首段伏笔呼应(2024·新课标Ⅰ卷)Itsuddenlydawnedonmethatweshouldalwayshavefaithinkindness,andeverytimeIthink