宏觀感知[題型解讀]　讀后續(xù)寫考題提供一段350 詞以內(nèi)的語言材料，要求考生依據(jù)該材料內(nèi)容和所給段落開頭語進(jìn)行續(xù)寫(150 詞左右)，將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文。從試題結(jié)構(gòu)來看，讀后續(xù)寫評價的是書面理解能力和書面表達(dá)能力。因此，在寫作之前，首先要讀懂文本、理清故事情節(jié)，然后再構(gòu)思故事的發(fā)展和結(jié)局。
[命題特點(diǎn)]　該題型一方面考查學(xué)生對所學(xué)語言的實(shí)際運(yùn)用能力，另一方面也培養(yǎng)學(xué)生的發(fā)散思維能力。讀后續(xù)寫不是隨心所欲地寫，而是根據(jù)題目要求，在讀懂原文的基礎(chǔ)上，利用原材料的素材、線索和情節(jié)等充分發(fā)揮想象力和創(chuàng)造力來續(xù)寫。
通過對高考真題中讀后續(xù)寫的分析，我們可得出它的四大命題特點(diǎn)：
[評分原則]1．本題總分為25分，按五個檔次進(jìn)行評分。2．評分時，應(yīng)主要從內(nèi)容、詞匯語法和篇章結(jié)構(gòu)等方面考慮。(1)與所給短文及段落開頭語的銜接程度；(2)內(nèi)容的合理性；(3)應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性；(4)上下文的連貫性。
3．評分時，應(yīng)先根據(jù)作答的整體情況確定其所屬的檔次，然后以該檔次的要求來綜合衡量，確定或調(diào)整檔次，最后給分。4．評分時還應(yīng)注意：(1)詞數(shù)少于130的，從總分中減去2分；(2)書寫較差以致影響交際的，可將分?jǐn)?shù)降低一個檔次；(3)單詞拼寫和標(biāo)點(diǎn)符號是寫作規(guī)范的重要方面，評分時應(yīng)視其對交際的影響程度予以考慮，英、美拼寫及詞匯用法均可接受。
[失分原因]1．不符合基本要求：詞數(shù)少于130；兩段的詞數(shù)比例失調(diào)；隨意分段；時態(tài)錯誤；抄襲原文等。2．內(nèi)容不合邏輯：缺乏合理想象；續(xù)寫部分與給定材料之間的邏輯、續(xù)寫兩段內(nèi)容之間的邏輯以及續(xù)寫部分與所給開頭語之間的邏輯不連貫。3．語言不夠豐富恰當(dāng)：所使用語法結(jié)構(gòu)與詞匯的豐富性、準(zhǔn)確性不夠；刻意使用生僻詞匯和復(fù)雜句式，不考慮與原文語言風(fēng)格的一致性。4．腦洞開太大：想象不合理；續(xù)寫部分立意不高；價值觀有爭議。
第一講　如何解讀文本——讀文有技法
一、梳理故事情節(jié)，讀出有效信息讀后續(xù)寫是一種將閱讀和寫作緊密結(jié)合起來進(jìn)行考查的新題型，語篇類型一般是記敘文或夾敘夾議文。故事通過設(shè)置較為真實(shí)的問題情境，考查學(xué)生能否運(yùn)用英語基礎(chǔ)知識準(zhǔn)確理解文章故事情節(jié)，并結(jié)合所給文本材料及兩個段落首句，分析篇章結(jié)構(gòu)、情節(jié)脈絡(luò)，發(fā)揮其獨(dú)立思考能力，展開合理想象。運(yùn)用英語詞匯、語法等基礎(chǔ)寫作技能，完成一篇與給定材料有邏輯銜接，情節(jié)和結(jié)構(gòu)完整的短文。學(xué)生可以根據(jù)實(shí)際情景和續(xù)寫文章的特點(diǎn)利用以下微技能來梳理原文本的故事情節(jié)。
微技能一要素串聯(lián)法讀后續(xù)寫以記敘文為主，記敘文是以記人、敘事、寫景、狀物為主，以寫人物的經(jīng)歷和事物發(fā)展變化為主要內(nèi)容的一種文體形式。要寫好續(xù)寫文章，讀文審題，理解文本是第一步。為了使續(xù)寫部分和給定材料共同構(gòu)成一個邏輯銜接、情節(jié)完整的短文，必須在文本大意和敘述意圖的統(tǒng)領(lǐng)下分析所給文本的情境模式，即五個W一個H(wh, when, where, what, why和hw)。梳理所給文本的主要內(nèi)容，即人物、時間、
地點(diǎn)、事件起因、經(jīng)過和結(jié)果，為續(xù)寫的情節(jié)構(gòu)思提供依據(jù)與方向。需要注意的是，不一定每篇文章都包含這六個要素，所以當(dāng)無法找全這六要素時不要糾結(jié)，應(yīng)快速列出已找出的要素，簡單串聯(lián)，梳理出原文本的故事情節(jié)。該方法適用于所有讀后續(xù)寫文本。
【典例1】　(2022·新高考Ⅰ卷)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)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 (路線) 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 (懊惱)．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：1.續(xù)寫詞數(shù)應(yīng)為150左右；2．請按如下格式作答。
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.
a special educatin
the big crss-cuntry run
and even decided nt t run
a brain disease
have a talk and
encurage him t g n
2.串聯(lián)寫作要素，梳理故事情節(jié)這是大型越野賽跑的日子，來自小鎮(zhèn)及其周圍不同小學(xué)的學(xué)生正在熱身，準(zhǔn)備參加越野比賽→David獨(dú)自站在籬笆旁邊，準(zhǔn)備放棄比賽→“我”感到很納悶，因?yàn)樗麨榇藴?zhǔn)備了很多，每次訓(xùn)練都沒落下過→他的教練告訴“我”，David害怕其他學(xué)校的學(xué)生笑話他的跑步姿勢，因?yàn)樗加心X疾，走路和跑步姿勢和正常孩子不一樣→“我”是一名特殊教育老師，因此很了解David的心情，也很佩服他的毅力→“我”想和他聊一聊。
微技能二時空順序串聯(lián)法讀后續(xù)寫的文本故事性很強(qiáng)，一般都會由一系列小情節(jié)構(gòu)成，每個情節(jié)就是不同時間、不同空間下人物的具體活動，因此，學(xué)生也可以根據(jù)時間、地點(diǎn)的變化來梳理原文本的故事情節(jié)。歷險類的文章大都遵循一定的時間/空間順序，情節(jié)發(fā)展脈絡(luò)分明，層次清晰，所以此方法對于歷險類的文章尤為適用。
【典例2】　閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。It was summer, and my dad wanted t treat me t a vacatin like never befre.He decided t take me n a trip t the Wild West.We tk a plane t Albuquerque, a big city in the state f New Mexic.We reached Albuquerque in the late afternn.Uncle Paul, my dad's friend, picked us up frm the airprt and drve us up t his farm in Pecs.
His wife Tina cked us a delicius dinner and we gt t knw his sns Ryan and Kyle.My dad and I spent the night in the guestrm f the farm huse listening t the frgs and water rlling dwn the river nearby.Very early in the mrning，Uncle Paul wke us up t have breakfast.“The day starts at dawn n my farm，” he said.After breakfast, I went t help Aunt Tina feed the chickens, while my dad went with Uncle Paul t take the sheep ut t graze (吃草)．I was impressed t see my dad and Uncle Paul riding hrses.They lked really cl.
In the afternn, I asked Uncle Paul if I culd take a hrse ride, and he said yes, as lng as my dad went with me.I wasn't ging t take a hrse ride by myself anyway.S, my dad and I put n ur new cwby hats, gt n ur hrses, and headed slwly twards the muntains.“Dn't be late fr supper，” Uncle Paul cried，“and keep t the track s that yu dn't get lst！” “OK！” my dad cried back.After a while Uncle Paul and his farm huse were ut f sight.It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene.It lked like a beautiful wven (編織的) blanket spread ut upn the grund just fr us.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2．請按如下格式作答。
Suddenly a little rabbit jumped ut in frnt f my hrse.
We had n idea where we were and it gt dark.
take me n a trip t the Wild West
listened t the frgs and water rlling dwn the river nearby
very early in
the next mrning
2.串聯(lián)寫作要素，梳理故事情節(jié)暑假時爸爸帶“我”去體驗(yàn)西部野外生活→“我們”暫住在保羅叔叔的農(nóng)場小屋里，農(nóng)場旁邊有一條小河→第二天早上，爸爸與保羅叔叔騎著馬去牧羊→下午“我”也得到允許和爸爸一起騎馬到大山里。
二、尋找切入點(diǎn)，理順情節(jié)線索梳理完故事情節(jié)后，是不是馬上就要著手寫了呢？答案是否定的。因?yàn)樵谋局谐霈F(xiàn)的人、事、物、矛盾沖突等在后面很可能會涉及，所以我們還需要在了解原文本情節(jié)的基礎(chǔ)上，再將自己抽離出來，針對原文本的感情基調(diào)、人物關(guān)系、人物特點(diǎn)和矛盾沖突進(jìn)行分析，只有這樣才可以防止續(xù)寫的內(nèi)容與原文本自相矛盾或背道而馳的情況發(fā)生。
微技能一確定感情基調(diào)感情基調(diào)指文章的感情色彩，作品基本觀點(diǎn)的情感取向，即作者表達(dá)的情感態(tài)度，如：是幽默詼諧還是沉悶、是歡快愉悅還是傷感、是積極向上還是消沉。學(xué)生在進(jìn)行續(xù)寫前必須先確定感情基調(diào)，這樣續(xù)寫的情感方向才不會跑偏，才能與所給原文緊密結(jié)合。確定感情基調(diào)，可以運(yùn)用以下4種策略。
1．通過文中的形容詞或動詞把握感情基調(diào)【典例1】　(2020·1月浙江高考節(jié)選)The huse seemed quiet as a tmb withut the by living there. All that week, Pppy didn't seem interested in her dinner, her favrite ty, r even in her daily walk. Her wners were sad t, but they knew their sn wuld be back t visit. Pppy didn't.
They ffered the dg sme f her favrite peanut butter treats. They even let her sit n the sfa, but the ld girl just wasn't her usual cheerful self. Her wners started t get wrried.“What shuld we d t cheer Pppy up？” asked Dad. “We've tried everything.”分析：節(jié)選部分通過對小狗Pppy的心理描寫(didn't seem interested in)表明了Pppy因?yàn)槟泻⒌碾x開而變得郁郁寡歡；通過對男孩父母的動作描寫(ffered, let)和心理描寫(get wrried)表明男孩的父母一直在積極想辦法讓Pppy重新開心起來。由此可以確定，原文本的感情基調(diào)是積極向上的，故事的結(jié)局肯定是Pppy又開心起來了。
2．通過人物對話把握感情基調(diào)【典例2】　(2020·新高考Ⅰ卷節(jié)選)After their mther left the rm, the children sat thinking abut Bernard. “I wish we culd help him t earn mney，” said Clara.“His family is suffering s much.”“S d I，” said Harry. “We really shuld d smething t assist them.”
Fr sme mments, Jhn said nthing, but, suddenly, he sprang t his feet and cried, “I have a great idea! I have a slutin that we can all help accmplish (完成)．” 分析：從節(jié)選部分的對話中可以看出，孩子們都想幫助Bernard賺錢，并且其中一個孩子Jhn還想到了幫助的辦法。由此可以確定，文章的感情基調(diào)是互助友愛、樂觀積極的。
3．通過所給段落開頭語把握感情基調(diào)【典例3】　(2020·7月浙江高考節(jié)選)At the very mment, the helicpter arrived.分析：根據(jù)本段段落開頭語提示可知，就在那時候直升機(jī)來了。由此推斷，故事的結(jié)局會圓滿。
4．通過環(huán)境描寫把握感情基調(diào)【典例4】　It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene. It lked like a beautiful wven(編織的)blanket spread ut upn the grund just fr us.分析：這段環(huán)境描寫突出了環(huán)境的美好，從側(cè)面體現(xiàn)了作者當(dāng)時愉悅的心情。
微技能二厘清人物關(guān)系讀后續(xù)寫中有時會涉及含有多個人物、關(guān)系較為復(fù)雜的語篇，這時，厘清人物關(guān)系就很關(guān)鍵，可以幫助學(xué)生更加合理地預(yù)設(shè)文中人物的后續(xù)行為，從而讓續(xù)寫情節(jié)更加合理。邊讀原文邊畫出人物關(guān)系圖可以幫助學(xué)生快速清晰地了解文中人物之間的關(guān)系，為續(xù)寫服務(wù)。
【典例5】　(浙江高考改編)On a bright, warm July afternn, Mac Hllan, a primary schl teacher, was cycling frm his hme t Alaska with his friends. One f his friends had stpped t make a bicycle repair, but they had encuraged Mac t carry n, and they wuld catch up with him sn. As Mac pedaled (騎行) alng alne, he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
Then Mac heard quick and lud breathing behind him. “Man, that's a big dg！” he thught. But when he lked t the side, he saw instantly that it wasn't a dg at all, but a wlf, quickly catching up with him.Mac's heart jumped. He fund ut his can f bear spray. With ne hand n the bars, he fired the spray at the wlf. A bright red clud envelped the animal, and t Mac's relief, it fell back, shaking its head. But a minute later, it was by his side again. Then it attacked the back f Mac's bike, tearing pen his tent bag. He fired at the wlf a secnd time, and again, it fell back nly t quickly restart the chase (追趕)．
Mac was pedaling hard nw. He waved and yelled at passing cars but was careful nt t slw dwn. He saw a steep uphill climb befre him. He knew that nce he hit the hill, he'd be easily caught up and the wlf's teeth wuld be tearing int his flesh.
At this mment, Paul and Becky were driving their car n their way t Alaska. They didn't think much f it when they saw tw cyclists repairing their bike n the side f the rad. A bit later, they sptted what they, t, assumed was a dg running alngside a man n a bike. As they gt clser, they realized that the dg was a wlf. Mac heard a large vehicle behind him. He pulled in frnt f it as the wlf was catching up fast, just a dzen yards away nw.
上圖清晰地呈現(xiàn)了文章中人物之間的關(guān)系：Mac 和朋友一起騎行，中途分開；Mac被狼襲擊，想要逃脫；Paul和Becky是路人。厘清了人物之間的關(guān)系，在續(xù)寫的時候就不會出現(xiàn)前后人物指代不一致、張冠李戴等情況。
微技能三分析人物特點(diǎn)人物特點(diǎn)主要指人物的性格特征，如：樂觀、善良、健忘、勇敢、熱心、機(jī)智、冷靜等。分析人物特點(diǎn)可以幫助我們理解故事情節(jié)，推斷故事發(fā)展方向，同時對續(xù)寫時的人物描寫有指導(dǎo)作用。我們可以通過分析人物的外貌、動作、心理等細(xì)節(jié)描寫獲取人物特點(diǎn)。
【典例6】　Mac's heart jumped. He fund ut his can f bear spray. With ne hand n the bars, he fired the spray at the wlf.分析：根據(jù)這三句中的動作描寫可知，主人公 Mac并沒有變得驚慌失措，而是開始與狼搏斗，這說明他是一個遇事非常冷靜且勇敢的人。
微技能四分析矛盾沖突讀后續(xù)寫記敘文原文本中大多會有一個矛盾沖突點(diǎn)，續(xù)寫的內(nèi)容就是解決矛盾沖突點(diǎn)的過程。因此，明確矛盾沖突點(diǎn)是非常重要的。矛盾沖突點(diǎn)主要體現(xiàn)在人物所想達(dá)到的目的與目前阻礙其達(dá)到這一目的的因素上。續(xù)寫的大方向就是通過提供清除障礙、達(dá)成目標(biāo)的方式和方法解決這一矛盾沖突。由于在歷險類題材的讀后續(xù)寫中，原文中的矛盾沖突點(diǎn)通常較為明顯，因此，在這里我們以矛盾沖突點(diǎn)不明顯的非歷險類題材的讀后續(xù)寫為例，講解如何分析矛盾沖突。
【典例7】　I had an interesting childhd. It was filled with surprises and amusements, all because f my mther—lving, sweet, and yet absent-minded and frgetful. One strange family trip we tk when I was eleven tells a lt abut her.
My tw sets f grandparents lived in Clrad and Nrth Dakta, and my parents decided t spend a few weeks driving t thse states and seeing all the sights alng the way. As the first day f ur trip apprached, David, my eight-year-ld brther, and I unwillingly said gd-bye t all f ur friends. Wh knew if we'd ever see them again? Finally, the mment f ur departure arrived, and we laded suitcases, bks, games, camping equipment, and a tent int the car and bravely drve ff. We bravely drve ff again tw hurs later after we'd returned hme t get the purse and traveler's checks Mm had frgtten.
分析：根據(jù)選文第二段中的“my parents decided t spend a few weeks driving t thse states and seeing all the sights alng the way”可知，文中主人公想要達(dá)成的目標(biāo)是進(jìn)行一次順利的旅行。根據(jù)第一段中的“my mther—lving, sweet, yet absent-minded and frgetful”和第二段最后一句可知，一家人剛剛出發(fā)去旅行就因?yàn)槟赣H忘帶錢包和旅行支票而返回，因此阻礙他們達(dá)成目標(biāo)的因素是母親的健忘。所以續(xù)寫部分應(yīng)該圍繞“母親的健忘”給這次旅行帶來的小插曲以及他們?nèi)绾谓鉀Q這一問題并最終順利、愉快地完成此次旅行展開。
在確定了原文本的感情基調(diào)、厘清了人物關(guān)系、掌握了人物特點(diǎn)、明確了矛盾沖突之后，續(xù)寫時就本著解決矛盾沖突的目的，依據(jù)原文的感情基調(diào)、人物關(guān)系、人物特點(diǎn)等因素，朝著積極的結(jié)局去續(xù)寫文章。
三、考場讀文流程再現(xiàn)，確保思維不跑偏【典例】　(2021·新高考Ⅰ卷)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
A MOTHER'S DAY SURPRISEThe twins were filled with excitement as they thught f the surprise they were planning fr Mther's Day.Hw pleased and prud Mther wuld be when they brught her breakfast in bed.They planned t make French tast and chicken prridge.They had watched their mther in the kitchen.There was nthing t it.Jenna and Jeff knew exactly what t d.
The big day came at last.The alarm rang at 6 a． pair went dwn the stairs quietly t the kitchen. They decided t bil the prridge first.They put sme rice int a pt f water and left it t bil while they made the French tast.Jeff brke tw eggs int a plate and added in sme milk.Jenna fund the bread and put tw slices int the egg mixture.Next, Jeff turned n the secnd stve burner t heat up the frying pan. Everything was ging smthly until Jeff started frying the bread.The pan was t ht and the bread turned black within secnds.Jenna threw the burnt piece int the sink and put in the ther slice f bread. This time, she turned dwn the fire s it cked nicely.
Then Jeff nticed steam shting ut f the pt and the lid starting t shake.The next minute, the prridge biled ver and put ut the fire.Jenna panicked.Thankfully, Jeff stayed calm and turned ff the gas quickly.But the stve was a mess nw.Jenna tld Jeff t clean it up s they culd cntinue t ck the rest f the prridge.But Jeff's hand tuched the ht burner and he gave a cry f pain. Jenna made him put his hand in cld water.Then she caught the smell f burning.Oh dear！The piece f bread in the pan had turned black as well.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2．請按如下格式作答。
As the twins lked arund them in disappintment, their father appeared.
The twins carried the breakfast upstairs and wke their mther up.
梳理故事情節(jié)，讀出有效信息讀文流程一1．尋找文本要素
n the mrning f Mther's Day
mther, father
inexperience
2.串聯(lián)寫作要素，梳理故事情節(jié)Jenna和Jeff這對雙胞胎計劃在母親節(jié)為媽媽準(zhǔn)備一份驚喜→他們決定這天早上為媽媽做法式吐司和雞肉粥→由于沒有烹飪經(jīng)驗(yàn)，他們把廚房弄得一團(tuán)糟，Jeff還燙傷了手……(他們能否做好早餐并成功給媽媽驚喜呢？)
讀文流程二尋找切入點(diǎn)，理順情節(jié)線索1．通過文中描寫主人公的形容詞或動詞把握感情基調(diào)。原文第一段第一、二句對這對雙胞胎的心理描寫表明了他們對于即將進(jìn)行的母親節(jié)計劃感到非常興奮，并且他們認(rèn)為媽媽看到這份驚喜后會非常開心和自豪。由此可以看出，原文本渲染的氛圍是溫馨的，感情基調(diào)是歡快愉悅的。
2．通過思維導(dǎo)圖厘清人物關(guān)系
雙胞胎中Jenna是女兒，Jeff是兒子，他們想要在母親節(jié)這天早上為媽媽做一頓早餐作為驚喜送給她。厘清了這些人物關(guān)系，在續(xù)寫時就能正確把握人物之間的情感，讓情節(jié)朝著既合乎情理，又合乎邏輯的方向發(fā)展。
3．通過心理和動作描寫獲取人物特點(diǎn)原文第一段第一句提到，這對雙胞胎想到要為媽媽準(zhǔn)備母親節(jié)驚喜就非常興奮，這說明他們非常愛媽媽。原文最后一段提到，粥溢出把火澆滅了之后，Jenna驚慌失措，Jeff清理火時手觸碰到了爐子被燙了。這說明他們兩人都沒有做飯經(jīng)驗(yàn)。

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