2/27試卷第=page11頁，共=sectionpages33頁專題09讀后續(xù)寫之2020-2025高考真題01讀后續(xù)寫六年高考考情統(tǒng)計(jì)年份卷別主題話題類型2025全國一卷人與社會(huì)家庭聚會(huì)中兄弟產(chǎn)生嫌隙后和解家庭親情類全國二卷人與自我跨文化交流意識(shí)到文化身份認(rèn)同個(gè)人成長類浙江1月卷人與社會(huì)/自我勇尋真相并且學(xué)會(huì)共情的重要性生活故事類八省聯(lián)考卷人與社會(huì)/動(dòng)物鐵漢柔情讓我感動(dòng)流浪犬守護(hù)者關(guān)愛動(dòng)物類2024新課標(biāo)I&II卷人與社會(huì)車站履行承諾還錢給出租車司機(jī)個(gè)人成長類浙江1月卷人與自我利用腦圖來確定方位找到教學(xué)樓校園生活類九省聯(lián)考卷人與自然志愿者訓(xùn)練意外發(fā)現(xiàn)海豚的秘密關(guān)愛動(dòng)物類2023新課標(biāo)I&II卷人與自我老師鼓勵(lì)參加作文比賽終獲大獎(jiǎng)寫作競賽類浙江1月卷人與自然作者兩次與蜂鳥的神奇邂逅感悟關(guān)愛動(dòng)物類2022新課標(biāo)I&II卷人與自我鼓勵(lì)身殘志堅(jiān)男孩參加校越野賽越野比賽類浙江6月卷人與社會(huì)為社區(qū)無家可歸的人們發(fā)放食物助人為樂類浙江1月卷人與社會(huì)與“最不合拍”搭檔終成為好朋友校園生活類2021新課標(biāo)I&II卷人與社會(huì)孩子母親節(jié)給媽媽做早餐送驚喜家庭親情類浙江6月卷人與自我作者上學(xué)時(shí)一次打工掙錢的經(jīng)歷個(gè)人成長類浙江1月卷人與社會(huì)少年頭意外卡在南瓜中爆紅網(wǎng)絡(luò)生活故事類2020新課標(biāo)I&II卷人與社會(huì)三個(gè)孩子幫助貧困家庭孩子掙錢個(gè)人成長類浙江7月卷人與自然與北極熊面對(duì)面的一次脫險(xiǎn)經(jīng)歷關(guān)愛動(dòng)物類浙江1月卷人與自然幫助寵物狗重獲快樂收獲新伙伴關(guān)愛動(dòng)物類02讀后續(xù)寫六年高考話題解讀考點(diǎn)五年考情（2020-2025）命題趨勢考點(diǎn)1人與自我（6年4考）2025全國二卷—學(xué)生因名字意識(shí)到文化身份；2024浙江1月卷—腦圖定位找目標(biāo)；2023新課標(biāo)I&II卷--寫作比賽逆襲獲獎(jiǎng)；2022新課標(biāo)I&II卷—?dú)埣材泻⒓釉揭芭堋?.三大考點(diǎn)交替考查，貼近校園，貼近生活，貼近學(xué)生。2.通過研讀材料，利用段首句，續(xù)寫合理的情節(jié)走向，體現(xiàn)人物合理情感狀態(tài)。3.故事的結(jié)尾都傳遞正能量，矛盾得到圓滿解決，人際關(guān)系更加融洽。4.綜合考查學(xué)生閱讀、歸納、思辨和寫作能力，引導(dǎo)學(xué)生堅(jiān)定理想信念、提升品德修養(yǎng)?？键c(diǎn)2人與社會(huì)（6年5考）2025全國一卷—鬧別扭的兄弟和解；2025浙江1月卷—看到陌生人進(jìn)入鄰居家后；2024新課標(biāo)I&II卷—誠信回報(bào)陌生司機(jī)相助；2021新課標(biāo)I&II卷—母親節(jié)驚喜早餐；2020新課標(biāo)卷—愛心爆米花幫鄰居脫困?？键c(diǎn)3人與自然（6年4考）2025八省聯(lián)考卷—機(jī)車黨硬漢柔情；2024九省聯(lián)考卷—海豚的秘密百寶箱；2023浙江1月卷—蜂鳥奇遇記；2023四省聯(lián)考卷—呵護(hù)小松鼠回家。03讀后續(xù)寫題型深度指導(dǎo)一、故事主題從表格中，我們不難找出該題型選題上的一些共性:故事主題主要傾向于選擇家庭趣事或溫馨小事，或者驚險(xiǎn)刺激、充滿懸念的野外遇險(xiǎn)故事、善舉助人、難忘回憶:故事主要角色的屬性較為固定;故事主要場景一般是家中或者野外。由此可見，在對(duì)所給文章進(jìn)行續(xù)寫時(shí)，動(dòng)作、語言、神態(tài)和心理的描寫是四大基本要素。備考時(shí)，考生需重點(diǎn)積果這四大要素的常用及出彩表達(dá)，并不斷進(jìn)行相應(yīng)主題的練習(xí)。此外，考生也應(yīng)注意積累環(huán)境描寫以及動(dòng)物描寫相關(guān)的表達(dá)，并對(duì)一些節(jié)日風(fēng)俗有基本了解。二、能力要求讀后續(xù)寫是創(chuàng)造性地將“閱讀”與“寫作”融為一體的新題型，難度較大。能夠更加有效地考查考生的語言綜合運(yùn)用能力、思維能力、學(xué)習(xí)能力和書面表達(dá)能力。反映考生在面對(duì)生活實(shí)踐或?qū)W習(xí)探索情境中，運(yùn)用正確的思維方法，有效結(jié)合英語語言學(xué)科知識(shí)，認(rèn)識(shí)問題、分析問題和解決問題的綜合素質(zhì)。讀后續(xù)寫所提供的材料一般都是故事性較強(qiáng)的文章。文章通俗易懂，故事線索的邏輯性較強(qiáng)，要求考生續(xù)寫的部分多是故事發(fā)展的高潮或結(jié)局。情節(jié)曲折跌宕，線索性和邏輯性較強(qiáng)。1.創(chuàng)造性：即發(fā)揮想象力，該題型具有一定的開放性，考生需用自己的語言對(duì)故事情節(jié)進(jìn)行內(nèi)容創(chuàng)造；2.邏輯性：即根據(jù)已提供的關(guān)鍵信息，按照可能的合理的方向續(xù)寫，使文章邏輯結(jié)構(gòu)完整；3.豐富性：即語言能力的充分體現(xiàn)，詞匯句法的準(zhǔn)確與復(fù)雜程度等都將讓故事更加立體飽滿。三、評(píng)分標(biāo)準(zhǔn)評(píng)分檔次內(nèi)容語法銜接五檔(21-25分）與所給短文融洽度高，與所提供各段落開頭語銜接合理，富有邏輯性，續(xù)寫完整；使用了多樣且恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu)，可能有個(gè)別小錯(cuò)，但完全不影響理解；有效的使用了語句間銜接手段，全文結(jié)構(gòu)清晰緊湊，意義連貫。四檔(16-20分）與所給短文融洽度較高，與所提供各段落開頭語銜接較為合理，比較富有邏輯性，續(xù)寫比較完整；使用了比較多樣且恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu)，可能有些許錯(cuò)誤，但不影響理解；比較有效的使用了語句間銜接手段，全文結(jié)構(gòu)比較清晰，意義比較連貫。三檔(11-15分）創(chuàng)造了基本豐富合理的內(nèi)容，有一定的邏輯性，續(xù)寫基本完整，與原文情境相關(guān)；使用了簡單的詞匯和語法結(jié)構(gòu)，有一些錯(cuò)誤或不恰當(dāng)之處，但基本不影響理解；使用了簡單的語句間銜接手段，使全文內(nèi)容連貫。二檔(6-10分）內(nèi)容或邏輯有一些重大問題，續(xù)寫不夠完整，與原文情境有一定程度脫節(jié)；所使用的詞匯有限，語法結(jié)構(gòu)單調(diào)，錯(cuò)誤較多，影響理解；未能有效地使用語句間銜接手段，全文結(jié)構(gòu)不夠清防晰，意義不夠。一檔(1-5分)內(nèi)容或邏輯有較多重大問題，續(xù)寫不完整，或有部分內(nèi)容抄自原文，與原文情境基本脫節(jié)；所使用的詞匯有限，語法結(jié)構(gòu)單調(diào)，錯(cuò)誤很多，嚴(yán)重影響理解；幾乎沒有使用語句間銜接手段，全文結(jié)構(gòu)不清晰，意義不連貫。0分未作答，或者所寫內(nèi)容太少；無法看清以致無法判斷評(píng)判，所寫內(nèi)容全抄原文或與題目要求完全不符。四、734原則七個(gè)不要：1.不要盲目增加人物：續(xù)寫內(nèi)容應(yīng)聚焦原文已有的人物，新增人物會(huì)使故事失去平衡，分散情節(jié)焦點(diǎn)，讓故事難以圍繞原有的核心人物和主線發(fā)展。2.不要增加旁支情節(jié)：續(xù)寫情節(jié)必須緊扣原文主線，旁支情節(jié)易導(dǎo)致故事偏離主題，使整體結(jié)構(gòu)松散，無法有效推動(dòng)故事朝著合理的方向發(fā)展。3.不要用過多小對(duì)話：對(duì)話可豐富故事，但過多會(huì)使文本冗長繁雜，影響敘事節(jié)奏和流暢性，應(yīng)合理控制對(duì)話比例，以更好地展現(xiàn)故事發(fā)展。4.不要用負(fù)能量結(jié)局：故事結(jié)尾需傳遞正能量，體現(xiàn)勇氣、善良、正義、團(tuán)結(jié)等積極價(jià)值觀，給讀者帶來希望和鼓舞，避免消極、悲觀或不良導(dǎo)向的結(jié)局。5.不要在文末設(shè)懸念：續(xù)寫要給讀者完整的結(jié)束感，避免在文末留下無法解答的懸念，否則會(huì)使故事顯得不完整，不符合續(xù)寫任務(wù)要求。6.不要偏離原文主題：續(xù)寫始終要圍繞原文主題展開，深入挖掘和升華主題，使新內(nèi)容與原文自然融合，共同傳達(dá)一個(gè)明確且連貫的主題思想。7.不要違背邏輯常理：人物行為和情節(jié)發(fā)展必須符合現(xiàn)實(shí)邏輯和生活常理，不能出現(xiàn)與人物性格、背景以及現(xiàn)實(shí)情況相悖的不合理情節(jié)。三個(gè)原則：1.文本一致性原則：續(xù)寫內(nèi)容在人稱、時(shí)態(tài)、事件等方面要與原文保持高度統(tǒng)一。使用與原文一致的人稱視角，保證敘述連貫；遵循原文時(shí)態(tài)，維持故事時(shí)間線的一致性；事件發(fā)展要基于原文情節(jié)，符合其內(nèi)在邏輯。2.情節(jié)曲折性原則：為增強(qiáng)故事的可讀性和吸引力，續(xù)寫時(shí)可適當(dāng)設(shè)置沖突與矛盾，如人物之間的意見分歧、目標(biāo)受阻、意外情況等，但沖突要合理且最終能得到妥善解決。3.結(jié)尾正能量原則：整個(gè)故事，包括續(xù)寫部分，要傳遞積極向上的價(jià)值觀，展現(xiàn)人性美好、困難克服、成長進(jìn)步等正面內(nèi)容。四個(gè)銜接：1.續(xù)寫第一段第二句：銜接（給出的）第一段首句：第一段第二句要緊密承接第一段首句的情節(jié)和話題，自然延續(xù)故事發(fā)展，通過合理的動(dòng)作、心理、環(huán)境等描寫，將首句所開啟的情節(jié)進(jìn)一步展開。2.續(xù)寫第一段尾句：銜接（給出的）第二段首句：第一段尾句要巧妙設(shè)置懸念或過渡，為第二段首句的出現(xiàn)做好鋪墊，使兩段之間在情節(jié)和邏輯上無縫銜接，讀者能自然地從第一段過渡到第二段。3.續(xù)寫第二段第二句：銜接（給出的）第二段首句：同理，第二段第二句要依據(jù)第二段首句的內(nèi)容繼續(xù)推進(jìn)故事，深入挖掘首句所蘊(yùn)含的情節(jié)發(fā)展可能性，保持故事的連貫性。4.續(xù)寫第二段尾句：銜接前文并升華原文主旨：第二段尾句不僅要總結(jié)整個(gè)續(xù)寫故事，與前文情節(jié)呼應(yīng)，還要對(duì)原文主旨進(jìn)行升華，從故事中的具體事件提煉出更具普遍意義和深度的主題思想，使文章更具內(nèi)涵。五個(gè)步驟：1.精讀原文：仔細(xì)研讀給定材料，梳理出故事的“5W1H”，即時(shí)間（When）、地點(diǎn)（Where）、人物（Who）、事件起因（Why）、經(jīng)過（What）和結(jié)果（How）。明確故事的核心沖突、人物性格特點(diǎn)和情感變化，把握文章的主旨和寫作意圖，為續(xù)寫奠定堅(jiān)實(shí)基礎(chǔ)。2.分析首句：認(rèn)真分析所給的兩段開頭語，理解其在情節(jié)發(fā)展中的作用和方向指引。思考如何從首句出發(fā)，自然地展開故事，確保續(xù)寫內(nèi)容與開頭語緊密銜接，符合邏輯。3.構(gòu)思情節(jié)：基于對(duì)原文和首句的理解，結(jié)合“7-3-4”

原則，構(gòu)思合理且富有創(chuàng)意的情節(jié)?？紤]故事的發(fā)展方向、沖突解決方式以及人物的成長變化等，設(shè)計(jì)出完整的故事框架，包括主要情節(jié)的起承轉(zhuǎn)合。同時(shí)，要注意情節(jié)的合理性和可行性，避免出現(xiàn)荒誕離奇或不符合邏輯的情節(jié)。4.豐富細(xì)節(jié)：在構(gòu)思好情節(jié)的基礎(chǔ)上，通過細(xì)節(jié)描寫使故事更加生動(dòng)、具體、充實(shí)。運(yùn)用人物的動(dòng)作、語言、神態(tài)、心理描寫，以及環(huán)境描寫等，增強(qiáng)故事的真實(shí)感和感染力，讓讀者能夠更好地融入故事之中。例如，通過細(xì)膩的心理描寫展現(xiàn)人物在面對(duì)困難時(shí)的掙扎與抉擇，通過生動(dòng)的環(huán)境描寫烘托氛圍，推動(dòng)情節(jié)發(fā)展。5.檢查修改：完成續(xù)寫后，仔細(xì)檢查文章的語法錯(cuò)誤、詞匯拼寫錯(cuò)誤、語句通順度以及邏輯連貫性。檢查是否遵循了“7-3-4”

原則，內(nèi)容是否與原文緊密銜接，情節(jié)是否合理完整，語言表達(dá)是否準(zhǔn)確恰當(dāng)?shù)?。?duì)發(fā)現(xiàn)的問題及時(shí)進(jìn)行修改和完善，確保提交的作文質(zhì)量較高。04讀后續(xù)寫六年高考真題再現(xiàn)考點(diǎn)01人與自我類讀后續(xù)寫【2025全國二卷】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?！癢hatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu(秋雨),forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsorevenlosepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn’tstop,theentirelecturewouldberuined.“It’sokay,professor,”Ishrugged(聳肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.注意：(1)續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；(2)請按如下格式在答題卡的相應(yīng)位置作答。InaclassdiscussionIwasinvitedtoexplainthemeaningofmyname._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Manyofmyclassmatesgotinterestedandcameuptomeafterclass._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Onepossibleversion:Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Standingup,Ifeltamixofnervousnessandexcitement.“Myname,Qiuyu,combinesthecharactersforautumnandraininChinese,”Ibegan,myvoicesteady.“Autumnrepresentsharvestandmaturity,whilerainsymbolizesnourishmentandgrowth.Together,theyembodyatimeofabundanceandrenewal.”AsIspoke,Inoticedtheraptattentionofmyclassmates,theireyesreflectingcuriosityandrespect.Itwasamomentofconnection,abridgebuiltbetweenculturesthroughthesimpleactofsharingmyname.Manyofmyclassmatesgotinterestedandcameuptomeafterclass.Theysurroundedme,theirquestionspouringoutlikeastream.“WhatothernameshavebeautifulmeaningsinChinese?”“CanyouteachushowtowriteournamesinChinesecharacters?”Ismiled,feelingawarmthspreadthroughme.Itookoutapieceofpaperandbegantosketchoutcharacters,explainingeachstrokeanditssignificance.Throughthisinteraction,Irealizedthatbyembracingmyculturalidentity,Iwasnotonlypreservingmyheritagebutalsoenrichingthelivesofthosearoundme.Itwasasmallyetmeaningfulsteptowardsfosteringculturalunderstandingandappreciation.【解析】【導(dǎo)語】本文以人物為線索展開，主要講述了作者作為國際學(xué)生在愛爾蘭因中文名字發(fā)音難而遭遇挑戰(zhàn)，之后在一次課堂討論中分享名字含義，意識(shí)到分享文化身份重要性，并借此與同學(xué)增進(jìn)文化理解的故事?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容“在課堂討論中，我被邀請解釋我名字的含義?！笨芍?，第一段可描寫作者在課堂討論中解釋自己名字的含義，并感受到同學(xué)們的專注和尊重，意識(shí)到這是一個(gè)文化交流的契機(jī)。②由第二段首句內(nèi)容“我的許多同學(xué)都很感興趣，下課后都來找我?！笨芍?，第二段可描寫課后同學(xué)們對(duì)作者名字背后的文化產(chǎn)生濃厚興趣，紛紛提問，作者通過教他們寫中文名字，進(jìn)一步加深了彼此的文化理解和欣賞。2.續(xù)寫線索：課堂受邀請解釋名字的含義——作者闡釋名字的寓意——同學(xué)們專注傾聽——同學(xué)們對(duì)名字背后的文化感興趣——作者教他們寫中文名字——感悟文化橋接3.詞匯激活行為類①代表：represent/standfor②解釋：explain/illustrate③保護(hù)：preserve/protect情緒類①緊張：nervousness/tension②興奮：excitement/thrill【點(diǎn)睛】【高分句型1】AsIspoke,Inoticedtheraptattentionofmyclassmates,theireyesreflectingcuriosityandrespect.(運(yùn)用了as引導(dǎo)的狀語從句以及獨(dú)立主格結(jié)構(gòu))【高分句型2】Throughthisinteraction,Irealizedthatbyembracingmyculturalidentity,Iwasnotonlypreservingmyheritagebutalsoenrichingthelivesofthosearoundme.(運(yùn)用了that引導(dǎo)的賓語從句和“notonly...butalso...”連接兩個(gè)并列結(jié)構(gòu))【2025浙江1月卷】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。Kevinwasprettybored.Hismotherwasatwork,andhisfatherhadbeenawayonbusiness.Therefore,hewasleftinthecareofMrs.Hill,anoldladywholivednextdoor.Hisparentshadraisedthe12-year-oldtobeagoodboy.Henevergotintotrouble,thoughsometimeshewantedtodoriskythings.Mrs.Hillwasasleep.Kevinsighed(嘆息)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(回響)intheair.Themanstoodupinapanic,thenranthroughthehousetowardthewindowandjumpedout.Kevinfollowedoutandtoldthearrivingpoliceofficerswhathadhappened.Theypursuedandarrestedtheman.KevinwentbacktoMrs.Hill’shouse.Somehowhewasn’tsurehehaddonetherightthing.“Whatifhehastoldthetruth?”hethoughttohimself.Theman’swordssoundedprettyconvincing.注意：（1）續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；（2）請按如下格式在答題紙的相應(yīng)位置作答。WhenMr.andMrs.Greengothome,Kevinwenttotalktothem.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________KevinandMr.Greentookthewatchtheyhadfoundtothepolicestation.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Onepossibleversion: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.【導(dǎo)語】本文人物為線索展開，講述Kevin在父母不在家時(shí)，看到一男子闖入格林夫婦家，他報(bào)警并阻止男子，男子被捕后他懷疑自己是否做對(duì)?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容“當(dāng)格林夫婦回到家時(shí)，凱文去和他們交談?！笨芍?，第一段可描述Kevin向格林夫婦解釋他所做的事情，以及格林夫婦的反應(yīng)和真相的揭露。②由第二段首句內(nèi)容“凱文和格林先生帶著他們找到的手表去了警察局?！笨芍?，第二段可描述第二段可描寫Kevin和Mr.Green去警察局解釋情況，以及事情解決后他們的感受和Kevin學(xué)到的教訓(xùn)。2.續(xù)寫線索：Kevin向Green夫婦解釋——Green夫婦的反應(yīng)——真相揭露——Kevin和Green去警察局——事情解決——Kevin的感受和教訓(xùn)3.詞匯激活：行為類①進(jìn)入：enter/comeinto②擁抱：hug/embrace③找回：retrieve/getback④核實(shí)：verify/confirm情緒類①吃驚：surprise/astonishment②感激：gratitude/appreciation③寬慰：relief/comfort【點(diǎn)睛】[高分句型1]Mrs.GreenhuggedKevin,thankinghimforhisbravery.(運(yùn)用了現(xiàn)在分詞作狀語)[高分句型2]Atthepolicestation,theyexplainedthesituationtotheofficers,whoweresurprisedbutunderstanding.(運(yùn)用了who引導(dǎo)的非限制性定語從句)【2024浙江1月卷】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。Evaspentthefirstweekofhighschooltryingtokeepherheadabovewater.Oneofthemajorheadachesforherwasfindingherwayinthehugeschoolbuilding.Itwasasix-storybuilding.Oneachfloor,hallwaysstretchedinfourdirections,leadingtoclassrooms,laboratories,andteachers’offices.Somewhereinthebuilding,therewasalsoalibrary,acafeteria,andagym.Havingapoorsenseofdirection,Evafounditimpossibletogetaroundinsuchahugebuilding.Allthedifferenthallwaysandroomsweretoomuchtothinkabout,letalonecommittomemory.Shedecidedthatshewouldmemorizewhereherclasseswereandthenpretendthattherestoftheplacedidn’texist.InherfirstPEclass,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(拐彎).Afterthat,shetriedtoseeifshecouldcompleteherfirstlap.Onelapturnedintotwo,thenthree,thenfour.注意:1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:WhenCoachPittsaid“Nicework!”toheratthefinishline,Evawassurprised.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Evadecidedtousethesametricktodealwiththeschoolbuilding.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】WhenCoachPittsaid“Nicework!”toheratthefinishline,Evawassurprised.Inthevastexpanseofherschool,agirlwithpoordirectionalskillsstruggledtonavigateandoftengotlost.Oneday,duringgymclass,sheobservedauniquewaytofindherway-followingtheshadowsoftrees.Asthesuncastitsrays,thegirlnoticedhowtheshadowscreatedpatternsontheground,guidingherpath.Shetookaleapoffaithandfollowedtheshadows,surprisingherselfwitheachturnandstretch.Hereffortswerenoticedbytheteacher,whopraisedherinnovativethinking.Evadecidedtousethesametricktodealwiththeschoolbuilding.Sheusedtheshadowstonavigatetheschoolhallways,findherclasses,andevenlocatetheschool'svariousfacilities.Thisnewfoundskillnotonlyhelpedthegirlnavigateherschoolbutalsoinstilledinherasenseofconfidenceandadventure.Shelearnedexcitedlythatwithalittlecreativityandobservation,anychallengecouldbeovercome.Andwitheachstepshetook,sheleftbehindalegacyofinspirationforthosewhofollowedinherfootsteps,knowingthatevenwithoutaclearsenseofdirection,there'salwaysawaytofindone'sway.【解析】【導(dǎo)語】本文以人物為線索展開，講述了高中生Eva因?yàn)榉较蚋胁粡?qiáng)，經(jīng)常在學(xué)校里迷路，在一次體育課上教練要求他們沿著校園跑步的時(shí)候Eva發(fā)現(xiàn)跟著樹的影子能找到方向，她通過這個(gè)方法重新認(rèn)識(shí)到了校園?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容“當(dāng)Pitt教練在終點(diǎn)線對(duì)她說:“干得好!”，伊娃很驚訝。”可知，第一段可描寫Eva通過自己追隨影子的方法找到方向，并且受到了教練的稱贊。②由第二段首句內(nèi)容“Eva決定用同樣的手段來記住學(xué)校大樓。”可知，第二段可描寫Eva通過記住影子的方法來記住學(xué)校大樓并且通過這件事之后的感悟。2.續(xù)寫線索：方向感太差記不住學(xué)校建筑的位置——體育課上繞著學(xué)校跑卻找不到方向——害怕最后一名心里非常緊張——跟隨影子找到方向——受到教練的贊賞——獲得感悟3.詞匯激活行為類①努力做某事：struggletodosth./strivetodosth.②導(dǎo)航：navigate/guide③了解：learn/know/acknowledge情緒類①使某人驚訝：surprisesb./astonishsb.②激動(dòng)地：excitedly/inexcitement【點(diǎn)睛】[高分句型1]Hereffortswerenoticedbytheteacher,whopraisedherinnovativethinking.（who引導(dǎo)的非限制性定語從句）[高分句型2]Shelearnedthatwithalittlecreativityandobservation,anychallengecouldbeovercome.

（that引導(dǎo)的賓語從句）【2023新課標(biāo)I&II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。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.注意:1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Afewweekslater,whenIalmostforgotthecontest,therecamethenews.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Iwenttomyteacher’sofficeaftertheawardpresentation.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Afewweekslater,whenIalmostforgotthecontest,therecamethenews.IwasinformedthatIwonthefirstprizeinthewritingcontestandthattherewouldbeanawardpresentationintwodays.IwassohappytohearthenewsthatIimmediatelyshareditwithmyteacher.“Iknewyou’dwin!Iamproudofyou.Youmadeit!”hesaidexcitedly.Thencamethebigday.WhenIwasinvitedtothestagetoreceivetheaward,Iexpressedmythankstomyteacher.Isaid,“It’syouwhomakemefallinlovewithwriting,mysocialstudiesteacher.Withoutyourrecognitionandguidance,Icouldn’thavewrittenthisarticle.Againthankyouverymuch!”Iwenttomyteacher’sofficeaftertheawardpresentation.Myteacherwaswaitingforme.Holdingmyhands,hesaid“Congratulations!Youareagoodwriter,sokeepwriting.”“YouknowIdidn’tlikewritingbefore,butnowIamcrazyaboutit!Iwilltrymybesttocreategoodworks.”Isaidseriously.Sincethen,IhavewrittenmanygoodworksandnowIamafamouswriter.Iowemysuccesstomysocialteacherwhoisabeaconinmylifeontheroadtowriting.【解析】【導(dǎo)語】本文以人物為線索展開，講述了作者上中學(xué)的時(shí)候，社會(huì)學(xué)老師邀請作者參加一個(gè)寫作比賽。作者不喜歡寫作，于是想都沒想就拒絕了。但是在老師的鼓勵(lì)下，作者同意試一試。作者在寫作過程中雖然很累，但是沒有放棄，堅(jiān)持下來了。在作者最終完成寫作時(shí)，作者感到寫作讓他很快樂，他已經(jīng)不在乎輸贏了。【詳解】1.段落續(xù)寫：①由第一段首句內(nèi)容“幾個(gè)星期后，當(dāng)我?guī)缀跬洷荣惖臅r(shí)候，傳來了消息?！焙偷诙问拙洹邦C獎(jiǎng)后我去了老師的辦公室?！笨芍?，第一段可描寫作者獲得比賽一等獎(jiǎng)，在頒獎(jiǎng)典禮上作者表達(dá)了對(duì)社會(huì)老師的感激。②由第二段首句內(nèi)容“頒獎(jiǎng)后我去了老師的辦公室。”可知，第二段可描寫老師鼓勵(lì)作者繼續(xù)寫作，自此作者堅(jiān)持寫作取得了成功，作者將這一切歸功于自己的老師。2.續(xù)寫線索：比賽消息傳來——作者獲獎(jiǎng)——高興——頒獎(jiǎng)典禮感謝老師——頒獎(jiǎng)后來到老師辦公室——老師告訴作者堅(jiān)持寫作——作者表達(dá)了對(duì)寫作的喜愛——作者寫作取得了成功——感激老師3.詞匯激活行為類①告知：inform/tell②成功做到：makeit/succeed③表達(dá)：express/convey情緒類①高興的：happy/glad②激動(dòng)地：excitedly/withexcitement【點(diǎn)睛】[高分句型1]IwasinformedthatIwonthefirstprizeinthewritingcontestandthattherewouldbeanawardpresentationintwodays.（運(yùn)用了由連接詞that引導(dǎo)的賓語從句）[高分句型2]It’syouwhomakemefallinlovewithwriting,mysocialstudiesteacher.（運(yùn)用了強(qiáng)調(diào)句）[高分句型3]Iowemysuccesstomysocialteacherwhoisabeaconinmylifeontheroadtowriting.（運(yùn)用了who引導(dǎo)的限制性定語從句）【2022新課標(biāo)I&II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。Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請按如下格式在答題卡的相應(yīng)位置作答.Wesatdownnexttoeachother,butDavidwouldn’tlookatme.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Isaidgentlyandquietly,“Noonecanchangeyourmind,exceptyourself.Ifyoudesiretochallengeyourself,thereisnothingtodowithothers’thoughts.”Hesatstillwithadeepbreath.“Youhaveafullpreparationbeforethisevent,whichisthemostimportantreasonwhyyoushowuphere”,Iaddedwithasinceretone.Hearingmywords,Davidturnedtometremblinglywithtearsspillingoutofhiseyesandexpressedhehadmadeafirmdeterminationtofinishthecross-countryrun.HiscoachheardwhatDavidsaidandgavemealook—thekindthatwasmoredeterminedthananyoneelse’s.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Theracestarted.Itseemedthattherunwaywasextremelylongforyoungchildren,nottomentionachildwithaheartdisease.Davidinsistedonrunningasifhehadforgottenallhisweaknesses,thoughhewastrippedoverwithintheafewkilometers.Itdidn’ttakelongbeforehepickedhimselfupagainandcontinuedhismission.Classmatesallappearedontheracingtrack,cheeringforhim.“Comeon!Youcanmakeit!Weareproudofyou!”theyshoutedenthusiastically.Toeveryone’sjoy,hereachedthefinallineandrankedthe20th.Itwasnomoreimportantwhetherhewonthefirstplaceornot.Itwashisbraveheartandstrongfaiththatcouldmakesomethingunusualhappenfinally.【導(dǎo)語】本文以賽跑為線索展開。作者是一名特殊教育教師，在大型越野賽跑那天，發(fā)現(xiàn)患有大腦疾病的大衛(wèi)獨(dú)自站在一旁。作者問其原因，他說準(zhǔn)備放棄比賽。從教練口中得知，因?yàn)閾?dān)心同學(xué)們會(huì)嘲笑大衛(wèi)，所以教練想讓大衛(wèi)自己去決定是否參加賽跑。作者讓大衛(wèi)追尋自己的內(nèi)心，不理會(huì)別人的看法，大衛(wèi)最終參賽，盡管遇到困難，他戰(zhàn)勝了自己，這已經(jīng)無關(guān)名次，而是他的勇敢和堅(jiān)定讓這一切成為可能?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容“我們挨著坐著，但大衛(wèi)不愿看我一眼?！焙偷诙问拙鋬?nèi)容”我看著大衛(wèi)和其他選手一起走到起跑線上?！笨芍?，第一段可描寫作者鼓勵(lì)大衛(wèi)繼續(xù)完成比賽，大衛(wèi)經(jīng)過強(qiáng)烈的心理斗爭，最終決定參加比賽。②由第二段首句內(nèi)容“我看著大衛(wèi)和其他選手一起走到起跑線上?！笨芍?，第二段可描寫大衛(wèi)開始參賽，雖然中途遇到困難，仍然堅(jiān)持到最后，完成比賽。2.續(xù)寫線索：鼓勵(lì)大衛(wèi)——心理變化——決定參賽——克服困難——加油助威——完成比賽3.詞匯激活：行動(dòng)類：①深呼吸：withadeepbreath/breathedeeply②堅(jiān)持做：insistedondoing/besticktodoing情緒類：①熱情：enthusiastically/withgreatpassion②驕傲：beproudof/takepridein【點(diǎn)睛】[高分句型1].Youhaveafullpreparationbeforethisevent,whichisthemostimport