2026屆新高考英語(yǔ)沖刺復(fù)習(xí)讀后續(xù)寫(xiě)構(gòu)思技巧

高考英語(yǔ)讀后續(xù)寫(xiě)是考查學(xué)生閱讀理解、邏輯思維和語(yǔ)言表達(dá)能力的綜合題型。讀后續(xù)寫(xiě)的原文通常由兩條主線引導(dǎo)，一條叫做劇情線(Plotline)，另一條叫做情感線(Emotionline)。

劇情線是文章中的明線。一篇記敘文會(huì)先交代故事背景和主要人物，并在此基礎(chǔ)之上展開(kāi)故事情節(jié)。隨著劇情的逐步推進(jìn)，故事發(fā)展到高潮部分，主人公需要采取行動(dòng)，使問(wèn)題得到解決或使矛盾得到平息，并最終結(jié)束劇情。在讀后續(xù)寫(xiě)中，需要牢牢把握劇情主線的走向，分析故事發(fā)展的前因后果，借助劇情發(fā)展來(lái)理解和構(gòu)思故事中人物的行為?！径x】故事的外在事件發(fā)展，包括沖突、行動(dòng)、轉(zhuǎn)折、結(jié)局等。【作用】推動(dòng)故事向前發(fā)展，提供邏輯框架?！娟P(guān)鍵點(diǎn)】必須與原文伏筆一致；通過(guò)“因果鏈”連接事件。情感線是文章中的暗線。每個(gè)故事都不只是為了講清一件事情的來(lái)龍去脈，而是要包含作者想要傳達(dá)的人物情緒，這種情緒往往貫穿全文，并在故事結(jié)尾時(shí)自然結(jié)束或得到升華。在整個(gè)故事的發(fā)展過(guò)程中，主人公的情感伴隨事件發(fā)展逐步產(chǎn)生變化，每當(dāng)事件發(fā)展有重大變化時(shí)，人物的內(nèi)心世界就會(huì)產(chǎn)生相應(yīng)改變。在讀后續(xù)寫(xiě)中，把握好人物情感的變化，可以使續(xù)寫(xiě)內(nèi)容更貼合人物性格，從而達(dá)到續(xù)寫(xiě)內(nèi)容與給定原文情感上的融洽?！径x】人物內(nèi)心的情緒變化，如恐懼→勇氣、孤獨(dú)→溫暖、憤怒→和解?！咀饔谩吭鰪?qiáng)故事感染力，引發(fā)讀者共鳴。【關(guān)鍵點(diǎn)】情緒變化需有觸發(fā)事件；通過(guò)環(huán)境、動(dòng)作、心理描寫(xiě)外化情感。要想高效構(gòu)思續(xù)寫(xiě)內(nèi)容，需要從文本分析、情節(jié)設(shè)計(jì)、語(yǔ)言潤(rùn)色三個(gè)層面入手，并結(jié)合具體例子進(jìn)行實(shí)戰(zhàn)演練。（2023新課標(biāo)II卷讀后續(xù)寫(xiě)真題分析）WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny;andunlikelytobeanyoneelse’schoice.Whatdidthehorsethink,ashespedthroughthenight?Didhegettired?Havedoubts?Didhewanttoquit?Isympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’shorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.IcheckedoutahalfdozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloud,andsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin,Iwouldn’tcare.給定首句：Para.1Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Para.2Iwenttomyteacher’sofficeaftertheawardpresentation.高效構(gòu)思四步法:一、文本深度分析（5分鐘）核心要素提取

【沖突】第二語(yǔ)言寫(xiě)作的自卑vs教師信任的激勵(lì)

【伏筆】馬匹象征（堅(jiān)持）、反復(fù)修改（成長(zhǎng)過(guò)程）

【情感線】抗拒→嘗試→享受→驚喜（需延續(xù)至續(xù)寫(xiě)）主題定位

通過(guò)“寫(xiě)作比賽”體現(xiàn)：

【明線】比賽結(jié)果揭曉

【暗線】自我認(rèn)同的建立（需在續(xù)寫(xiě)中通過(guò)對(duì)話/心理描寫(xiě)強(qiáng)化）文本深度分析情節(jié)設(shè)計(jì)語(yǔ)言升級(jí)策略常見(jiàn)誤區(qū)與精修方案二、情節(jié)設(shè)計(jì)（8分鐘）雙線推進(jìn)：獲獎(jiǎng)信息反應(yīng)激動(dòng)通知老師回憶寫(xiě)作歷程頒獎(jiǎng)場(chǎng)景與老師對(duì)話未來(lái)決心關(guān)鍵情節(jié)設(shè)計(jì)：第一段（接首句1）：

【消息內(nèi)容】電話通知/郵件（Iwonfirstprize!）

【反應(yīng)描寫(xiě)】AwaveofdisbeliefsweptovermeasIstaredattheemailnotification,myfingerstremblingonthekeyboard.2.第二段（接首句2）：

【對(duì)話設(shè)計(jì)】老師：Thisprovesyou’reabornstoryteller!

學(xué)生：It’syourfaiththatunlockedmyvoice.

【主題升華】Writingwasnolongerastruggle—ithadbecomeabridgeconnectingmyBraziliansoulwithEnglishwords.三、語(yǔ)言升級(jí)策略（7分鐘）1.修辭升級(jí)

原始句：Iwashappy.

升級(jí)為：(動(dòng)作)Tearswelledupinmyeyes+(比喻)likemorningdewonthemanuscriptpages,+(內(nèi)心獨(dú)白)“Thisishowdreamstaste,”Iwhispered.2.文化呼應(yīng)技巧

融入保羅·里維爾馬的象征：LikeRevere’shorsegallopingthroughthenight,Irealizedtruecourageisn’ttheabsenceoffear,butthewilltocarryon.3.高分句型

【倒裝句】NotuntilthatmomentdidIunderstandmyteacher’swisdom.

【同位語(yǔ)從句】Thetruth,thatcreativityexceedslanguagebarriers,finallydawnedonme.完整續(xù)寫(xiě)示范Paragraph1

Afewweekslater,whenIalmostforgotthecontest,therecamethenews.

Theprincipal’svoicecrackedwithexcitementthroughthephone:“Congratulations!Yourstorywonthestatechampionship!”Frozenindisbelief,Iclutchedthereceiver,vividmemoriesflashingback—countlessnightswrestlingwithdictionaries,mysister’spatientgrammarcorrections,andmostimportantly,myteacher’sunwaveringbelief.Rushingtohisclassroom,Iburstout,“Wedidit!”Hiseyessparkledbrighterthanthetrophyawaitingme.Paragraph2

Iwenttomyteacher’sofficeaftertheawardpresentation.“Thathorse’svoiceyoucreated?”Heleanedforward,tappingmymedal.“Itwasactuallyyourownbraveryspeaking.”MythroattightenedasIresponded,“Butyouweretheonewhohearditfirst.”Sunlightstreamedthroughthewindow,illuminatingtheframedawardbetweenus—nolongerjustaprize,butatestamenttohowfarateacher’strustcouldcarryastudent.Fromthatdayon,Iwrotenotforcompetitions,butforthejoyofbridgingworldswithwords.詳細(xì)的構(gòu)思方法與示例一、文本分析：抓住核心要素在動(dòng)筆前，必須透徹理解原文，提取關(guān)鍵信息，確保續(xù)寫(xiě)與原故事邏輯一致。

1.5W1H分析法（Who,When,Where,What,Why,How）

Who：明確主要人物及其性格（如勇敢、善良、猶豫等）。

When/Where：時(shí)間、地點(diǎn)是否影響情節(jié)發(fā)展（如暴風(fēng)雨夜、荒野求生等）。

What：核心沖突是什么（如迷路、爭(zhēng)吵、意外事故等）。

Why：沖突的起因（如誤解、意外、性格差異等）。

How：如何解決沖突（如合作、頓悟、外界幫助等）。2.情感線索分析

原文中人物的情緒變化（如從恐懼→勇敢、憤怒→和解）。

環(huán)境描寫(xiě)是否暗示情感（如陰天暗示壓抑，陽(yáng)光象征希望）。

二、情節(jié)設(shè)計(jì)：合理構(gòu)建續(xù)寫(xiě)框架續(xù)寫(xiě)通常分兩段，第一段解決沖突，第二段升華主題?？刹捎靡韵路椒ǎ?/p>

1.八步情節(jié)法（適用于完整故事架構(gòu)）

情緒鋪墊（如緊張、猶豫）

細(xì)節(jié)描寫(xiě)（動(dòng)作、環(huán)境）

轉(zhuǎn)折事件（如意外發(fā)生）

轉(zhuǎn)機(jī)出現(xiàn)（如幫助、靈感）

短暫失望（如計(jì)劃失敗）

新想法（人物決定改變策略）

結(jié)局（沖突解決）

點(diǎn)題升華（感悟、成長(zhǎng)）。

2.動(dòng)作鏈構(gòu)造法（細(xì)化人物行為）

避免簡(jiǎn)單動(dòng)詞，用2-3個(gè)連貫動(dòng)作增強(qiáng)畫(huà)面感：

公式：動(dòng)作=前置動(dòng)作+核心動(dòng)作+后續(xù)反應(yīng)3.五所細(xì)節(jié)法（豐富內(nèi)容）

所見(jiàn)（環(huán)境、人物表情）、所聞（對(duì)話、自然聲音）、所做（具體動(dòng)作）、所說(shuō)（關(guān)鍵對(duì)話）、所思/所感（心理描寫(xiě)）。

Itwasthedayofthebig

cross-country

run.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroutethroughthickevergreenforest.Ilookedaroundandfinallyspotted

David,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednotto

run.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’s

coach

andaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoiceto

run

ornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthe

coach

meantwell

—hethoughthewasdoingtherightthing.Aftermakingsurethat

David

could

run

ifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.David

hadabraindiseasewhichpreventedhimfromwalkingor

running

likeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Thatwaswhynoneofthechildrenthoughtitunusualthat

David

haddecidedtojointhe

cross-country

team.Itjusttookhimlonger

—that’sall.

David

hadnotmissedasinglepractice,andalthoughhealwaysfinishedhis

run

longaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacher,Iwasfamiliarwiththechallenges

David

facedandwasproudofhisstrongdetermination.Wesatdownnexttoeachother,but

David

wouldn’tlookatme.Isaidgentlyandquietly,“Noonecanchangeyourmind,exceptyourself.Ifyoudesiretochallengeyourself,thereisnothingtodowithothers’thoughts.”Hesatstillwithadeepbreath.“Youhaveafullpreparationbeforethisevent,whichisthemostimportantreasonwhyyoushowuphere”.Iaddedwithasinceretone.Hearingmywords,

David

turnedtometremlinglywithtearsspillingoutofhiseyesandexpressedhehadmadeafirmdeterminationtofinishthe

cross-country

run.His

coach

heardwhat

David

saidandgavemealook

—thekindthatwasmoredeterminedthananyoneelse’s.注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為100詞左右；2.請(qǐng)按如下格式在相應(yīng)位置作答。Iwatchedas

David

moveduptothestartinglinewiththeotherrunners._____________________________________Astheracebegan,David’sunevenstridesdrewstares.________________________________________Example針對(duì)該讀后續(xù)寫(xiě)內(nèi)容的5W1H分析主角：David特征：腦疾患兒(smallbodyrockingfromsidetoside)成長(zhǎng)?。簭耐丝s(toothlesssmileabsent)到堅(jiān)定(squaredshoulders)→

完成性格閉環(huán)特殊教育老師：角色作用→催化劑(Noonecanchangeyourmind的鼓勵(lì))→

推動(dòng)情節(jié)但未搶?xiě)蛉合瘢浩渌苷遊從潛在嘲笑者(教練擔(dān)憂)轉(zhuǎn)為支持者(protectivecircle)→

體現(xiàn)主題反轉(zhuǎn)]；對(duì)方教練[態(tài)度轉(zhuǎn)變(taughtushowtoreallycompete)→

成人視角的反思]1.WHO（人物）2.WHAT（事件）核心事件：越野跑比賽中殘疾學(xué)生的參與關(guān)鍵轉(zhuǎn)折點(diǎn)：David決定參賽集中沖線起跑時(shí)受關(guān)注對(duì)手主動(dòng)陪伴群體自發(fā)護(hù)航主題升華：體育精神＞比賽勝負(fù)（theirownrulesforthisrace）3.WHEN（時(shí)間）時(shí)間壓縮技巧：全程僅描寫(xiě)三個(gè)核心時(shí)段：起跑瞬間(startinggunfired)賽中轉(zhuǎn)折(boyfromarivalschoolslowed)沖線時(shí)刻(finalstretch)符合高考要求：150詞內(nèi)必須聚焦高潮段落4.WHERE（地點(diǎn)）環(huán)境要素運(yùn)用：森林賽道(thickevergreenforest→原文呼應(yīng))終點(diǎn)線(spectatorsliningtheroute)象征意義：Evergreentreesstoodtaller→永恒的道德教育Crunchingonforestpath→團(tuán)結(jié)的聽(tīng)覺(jué)意象5.WHY（原因）行為動(dòng)機(jī)合理性：人物行為動(dòng)機(jī)依據(jù)David對(duì)手學(xué)生老師堅(jiān)持參賽主動(dòng)陪伴旁觀不干預(yù)前文"notmissedasinglepractice"兒童天然的共情（與成人教練形成對(duì)比）尊重學(xué)生自主性（與前文教練選擇呼應(yīng)）高考評(píng)分重點(diǎn)：所有行為必須基于原文已有設(shè)定6.HOW（方式）語(yǔ)言實(shí)現(xiàn)手法：【動(dòng)作鏈描寫(xiě)】Swaying（疾?。鷖quared（決心）→crunching（團(tuán)結(jié)）→glowing（成就）【感官描寫(xiě)】聽(tīng)覺(jué)：startinggun,whisperingbranches視覺(jué)：tearsreplacedbyjoyfuldisbelief【隱喻運(yùn)用】Metronome比喻既體現(xiàn)疾病特征，又暗示最終群體節(jié)奏統(tǒng)一【結(jié)構(gòu)技巧】采用“三幕式”結(jié)構(gòu)：underline{沖突}(起跑時(shí)的擔(dān)憂)→underline{反轉(zhuǎn)}(同伴支持)→underline{解決}(集體沖線+教練反思)高考應(yīng)用價(jià)值高分續(xù)寫(xiě)需做到：人物一致性（David始終努力但身體受限）情節(jié)必然性（兒童比成人更易展現(xiàn)純粹善意）主題具象化（用“集體降速陪跑”代替說(shuō)教）語(yǔ)言經(jīng)濟(jì)學(xué)（150詞內(nèi)完成完整起承轉(zhuǎn)合）人物一致性情節(jié)必然性主題具象化語(yǔ)言經(jīng)濟(jì)學(xué)情感線索分析

原文中人物的情緒變化（如從恐懼→勇敢、憤怒→和解）。

環(huán)境描寫(xiě)是否暗示情感（如陰天暗示壓抑，陽(yáng)光象征希望）。

示例：

【原文】David是個(gè)腦癱男孩，準(zhǔn)備參加越野賽，但擔(dān)心被嘲笑。教練讓他自己決定是否參賽。

【分析】

沖突：David的身體條件vs.參賽決心

情感：自卑→猶豫→堅(jiān)定

可能發(fā)展：他最終參賽，并贏得尊重。

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners,hisslightframedwarfedbytallercompetitorsyetradiatingquietdetermination.Asthestartingsignalechoedthroughtheforest,thepacksurgedforwardwhileDavid,movingwithdeliberateprecision,beganhisrhythmicgait-eachlaboredstepatestamenttohisunwaveringresolve.(90words)

Astheracebegan,David’sunevenstridesdrewcuriousstaresfrombystanders.Withhisclassmatesgraduallyrecognizinghisstruggle,theyadjustedtheirpace,formingaprotectivecirclearoundhim.Whatbeganassilentobservationsoontransformedintothunderousapplauseasspectators,movedbythisdisplayofsolidarity,rosetotheirfeetwhenDavidcrossedthefinishlinenotasachampionbyconventionalstandards,butastheundisputedherooftheday.(70words)Possibleversion:三、語(yǔ)言潤(rùn)色：提升表達(dá)檔次1.高級(jí)句式

分詞結(jié)構(gòu)：radiatingquietdetermination,movedbythisdisplay

with復(fù)合結(jié)構(gòu)：withhisclassmatesgraduallyrecognizing

虛擬語(yǔ)氣：hadtheynotsloweddown...（雖未直接使用但可自然融入）

破折號(hào)結(jié)構(gòu)：用于補(bǔ)充說(shuō)明和強(qiáng)調(diào)

比喻修辭：atestamenttohisunwaveringresolve

對(duì)比結(jié)構(gòu)：notas...butas...2.情緒描寫(xiě)替換

①簡(jiǎn)單：Hewasnervous.

升級(jí)為：Hisfingerstrembledagainsthisthighs,andhisshallowbreathsformedtinyclouds.②簡(jiǎn)單：Theyweresurprised.

升級(jí)為：Theirinitialconfusionsoongavewaytodawningrealization.③簡(jiǎn)單：Hewastiredbuthappy.

升級(jí)為：Hewassweat-streakedandradiant.④簡(jiǎn)單：Peoplecheered.

升級(jí)為：Theentirecoursehadtransformedintoaseaofcheeringvoices.3.萬(wàn)能結(jié)尾句（升華主題）以下是一些適用于不同主題的萬(wàn)能升華結(jié)尾句，幫助你提升文章的深度和感染力：【助人類】Intheend,itwasn’taboutgrandgestures—justasimpleactofcompassionthatchangedeverything.Thatmomenttaughtmethatkindness,nomatterhowsmall,canrippleoutwardinwayswemayneversee.Sometimes,thegreateststrengthliesnotinliftingourselves,butinliftingothersalongtheway.Theworldmaybevast,buteventhetiniestlightcanguidesomeoneoutofthedarkness.【成長(zhǎng)類】Thatday,Irealizedthatgrowthdoesn’tcomefromcomfort—itcomesfromthechallengeswechoosetoface.Lifeisn’taboutwaitingforthestormtopass,butlearninghowtodanceintherain.Thehardestbattlesaren’tfoughtwithfists,butwiththequietdeterminationtokeepgoing.Failurewasn’ttheend—itwasjustthebeginningofalessonIneededtolearn.【堅(jiān)持/毅力類】Victoryisn’talwaysaboutcrossingthefinishlinefirst—it’saboutrefusingtostopuntilyoudo.Successisn’tmeasuredintrophies,butintheobstaclesweovercometoearnthem.Thedifferencebetweenimpossibleandpossibleliesinaperson’sdetermination.【人生哲理類】Lifedoesn’tgiveuswhatwewant—itgivesuswhatweneedtobecomewhowe’remeanttobe.Happinessisn’tfoundinperfecti