2025最新高二英語(yǔ)讀后續(xù)寫(xiě)專(zhuān)項(xiàng)訓(xùn)練20篇（新高考適用）讀后續(xù)寫(xiě)要求考生根據(jù)給定文本的情節(jié)、人物和語(yǔ)言風(fēng)格，續(xù)寫(xiě)兩段（約150詞/段），使故事完整且邏輯連貫。以下20篇訓(xùn)練材料涵蓋情感沖突、成長(zhǎng)蛻變、善意傳遞、人與自然等高頻主題，每篇提供原文（含結(jié)尾留白）、續(xù)寫(xiě)方向提示、參考范文及點(diǎn)評(píng)，幫助學(xué)生掌握“情節(jié)構(gòu)思→細(xì)節(jié)描寫(xiě)→語(yǔ)言潤(rùn)色”的全流程技巧。訓(xùn)練1：情感沖突類(lèi)——母女誤解與和解原文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.續(xù)寫(xiě)方向：

-第一段：描述Mia次日與媽媽的互動(dòng)（如早餐時(shí)的沉默/沖突升級(jí)？媽媽的態(tài)度是否有微妙變化？）；

-第二段：續(xù)寫(xiě)舞蹈當(dāng)天或之后的情節(jié)（如Mia是否去跳舞？媽媽是否改變心意？最終的和解方式？）。核心線索：媽媽的“拒絕”源于對(duì)學(xué)業(yè)的擔(dān)憂(yōu)，Mia的“失望”源于對(duì)社交的渴望；需通過(guò)細(xì)節(jié)（如表情、動(dòng)作、對(duì)話）體現(xiàn)情感轉(zhuǎn)變。訓(xùn)練2：成長(zhǎng)蛻變類(lèi)——克服舞臺(tái)恐懼原文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.續(xù)寫(xiě)方向：

-第一段：描述Leo上臺(tái)后的初始表現(xiàn)（如忘詞/聲音發(fā)抖？觀眾反應(yīng)？）；

-第二段：續(xù)寫(xiě)他如何克服恐懼（如某句話/某個(gè)眼神的觸動(dòng)？自我鼓勵(lì)？最終結(jié)果？）。核心線索：Leo的恐懼源于“自我懷疑”，突破需要“外部鼓勵(lì)+內(nèi)在勇氣”；可通過(guò)動(dòng)作描寫(xiě)（如深呼吸、握緊拳頭）和心理描寫(xiě)（如“我必須試試”）推動(dòng)情節(jié)。訓(xùn)練3：善意傳遞類(lèi)——陌生人的溫暖原文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.續(xù)寫(xiě)方向：

-第一段：描述Sophie與老人同行的過(guò)程（如路上的對(duì)話？天氣的惡劣？Sophie的感受變化？）；

-第二段：續(xù)寫(xiě)到家后的情節(jié)（如Sophie如何回報(bào)老人？老人離開(kāi)時(shí)的場(chǎng)景？她的內(nèi)心感悟？）。核心線索：老人的“善意”打破Sophie的防備，需通過(guò)細(xì)節(jié)（如“厚圍巾”“狗拉雪橇”）體現(xiàn)溫暖；結(jié)尾可升華“陌生人之間的信任與溫暖”。訓(xùn)練4：人與自然類(lèi)——救贖與共生原文Ethanhadalwayshatedtheraccoonsinhisbackyard.Theyduguphisgarden,knockedoverthetrashcans,andmadeamesseverynight.Oneevening,hesetupatrap,determinedtocatchthemandtakethemfaraway.Thenextmorning,hefoundasmallraccoontrappedinthecage,itseyeswidewithfear.Itwasjustababy,nobiggerthanhisfist.Ethan’sheartsoftenedalittle,buthestillcarriedthecagetohiscar.Ashedrovetothewoods,theraccoonwhimperedsoftly,reachingoutitstinypawthroughthebars.Ethanlookedatit,andforthefirsttime,hewondered:Washereallydoingtherightthing?續(xù)寫(xiě)方向：

-第一段：描述Ethan在森林邊緣的猶豫（如內(nèi)心的掙扎？最終做了什么決定？）；

-第二段：續(xù)寫(xiě)后續(xù)他與小浣熊的關(guān)系（如小浣熊是否再次出現(xiàn)？Ethan的態(tài)度變化？人與自然的新平衡？）。核心線索：Ethan從“厭惡驅(qū)趕”到“反思救贖”，需通過(guò)動(dòng)作（如“松開(kāi)籠子”“后退一步”）和心理（如“它只是餓了”）體現(xiàn)轉(zhuǎn)變；結(jié)尾可點(diǎn)明“尊重生命才能和諧共生”。訓(xùn)練5：友情考驗(yàn)類(lèi)——誤會(huì)與信任原文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.續(xù)寫(xiě)方向：

-第一段：描述Lily后續(xù)的行動(dòng)（如再次尋找手鏈？偶然發(fā)現(xiàn)真相？）；

-第二段：續(xù)寫(xiě)兩人和解的情節(jié)（如手鏈如何被找到？Anna的解釋?zhuān)縇ily的道歉？）。核心線索：誤會(huì)源于“焦慮與猜疑”，和解需要“坦誠(chéng)與行動(dòng)”；可通過(guò)細(xì)節(jié)（如手鏈藏在沙發(fā)縫里/Anna偷偷尋找的證據(jù)）推動(dòng)情節(jié)反轉(zhuǎn)。使用建議1.精讀原文：圈畫(huà)關(guān)鍵細(xì)節(jié)（人物情緒、環(huán)境描寫(xiě)、伏筆），分析結(jié)尾留白的“潛在方向”（如沖突升級(jí)？意外轉(zhuǎn)折？溫暖結(jié)局？）。2.構(gòu)思情節(jié)：確保續(xù)寫(xiě)兩段與原文邏輯連貫（人物性格一致）、情感遞進(jìn)（如從絕望到希望）、主題升華（如善意、成長(zhǎng)、自然和諧）。3.細(xì)節(jié)描寫(xiě)：用動(dòng)作（如“攥緊衣角”“輕輕擁抱”）、語(yǔ)言（如“我其實(shí)…”）、環(huán)境（如“寒風(fēng)中溫暖的燈光”）增強(qiáng)畫(huà)面感。4.語(yǔ)言潤(rùn)色：避免口語(yǔ)化，多用復(fù)合句（如“Althoughshewasscared,shetookadeepbreathandsteppedontothestage.”）和高級(jí)詞匯（如“tremble→quiver”“angry→furious”）。附：參考范文示例（訓(xùn)練1節(jié)選）

第一段：Thenextmorning,MiaavoidedeyecontactwithMomatbreakfast.Mompushedaplateofeggstowardherandsighed,“Mia,Iknowyou’reupset.ButIjustwantthebestforyou.”Miamuttered,“YounevercareaboutwhatIwant.”Mom’sfacesoftened.“Ido.ButI’mworriedyou’llbetootiredtofocusonthetest.”(通過(guò)對(duì)話體現(xiàn)媽媽?xiě)B(tài)度的微妙松動(dòng))

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