第1講破解讀后續(xù)寫2大策略高考總復(fù)習(xí)優(yōu)化設(shè)計GAOKAOZONGFUXIYOUHUASHEJI2025策略一熟知評分標(biāo)準(zhǔn)策略二遵循4步解題目錄索引0102考情表解卷別年份原文文體主題原文詞數(shù)主題語境主題內(nèi)容新課標(biāo)Ⅰ/Ⅱ卷2024記敘文人與社會與出租車司機的誠信之約3252023記敘文人與自我老師幫助作者培養(yǎng)寫作興趣3182022記敘文人與自我鼓勵殘疾學(xué)生參加越野賽跑308命題趨勢讀后續(xù)寫所選材料以記敘文為主,且具有一定的故事性、趣味性和延展性,便于考生發(fā)揮想象力進(jìn)行續(xù)寫。上下文連貫性較強,語言難度適中,便于考生感知、品讀和借鑒使用。給出續(xù)寫段落首句,在一定程度上限制著故事的發(fā)展方向,防止想象漫無邊際。策略一熟知評分標(biāo)準(zhǔn)檔次評分標(biāo)準(zhǔn)解讀第七檔(22—25分)①內(nèi)容新穎、豐富,富有邏輯,續(xù)寫完整,與原文情境融洽度高;②詞匯和語法結(jié)構(gòu)豐富恰當(dāng),語言錯誤少;③上下文銜接有效,結(jié)構(gòu)清晰,意義連貫。第六檔(18—21分)①內(nèi)容豐富、合理,較有邏輯性,續(xù)寫較為完整,與原文情境融洽度較高;②詞匯和語法結(jié)構(gòu)恰當(dāng),有個別錯誤;③銜接手段比較有效,結(jié)構(gòu)比較清晰,意義比較連貫。檔次評分標(biāo)準(zhǔn)解讀第五檔(15—17分)①內(nèi)容合理,有一定的邏輯性,續(xù)寫基本完整,與原文情境相關(guān);②詞匯和語法結(jié)構(gòu)使用比較恰當(dāng),有些許錯誤;③使用了銜接手段,結(jié)構(gòu)比較清晰,意義比較連貫。第四檔(11—14分)①內(nèi)容完整,有些情節(jié)不合理或邏輯性不強,與原文基本相關(guān);②使用了簡單的詞匯和語法結(jié)構(gòu),有部分語言錯誤,個別部分影響理解;③有銜接意識,結(jié)構(gòu)基本清晰,意義基本連貫。檔次評分標(biāo)準(zhǔn)解讀第三檔(6—10分)①內(nèi)容和邏輯上有一些重大問題,續(xù)寫不夠完整,與原文有一定程度脫節(jié);②使用的詞匯有限、語法結(jié)構(gòu)單調(diào),錯誤多,影響理解;③不能使用銜接手段,全文結(jié)構(gòu)不夠清晰,意義欠連貫。第二檔(1—5分)①內(nèi)容和邏輯上有重大問題,內(nèi)容抄自原文,續(xù)寫不完整,與原文基本脫節(jié);②使用的詞匯、語法結(jié)構(gòu)有限,錯誤極多,嚴(yán)重影響理解;③幾乎沒有使用銜接手段,全文結(jié)構(gòu)不清晰,意義不連貫。第一檔(0分)未作答;內(nèi)容太少,無法評判;所寫內(nèi)容全部抄自原文或與題目不相關(guān)。評分細(xì)則1.本題總分為25分,按七個檔次進(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)三個方面考慮,具體為:(1)續(xù)寫內(nèi)容的質(zhì)量、完整性以及與原文情境的融洽度;(2)所使用詞匯和語法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性;(3)上下文的銜接和全文的連貫性。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120的,酌情扣分;(2)書寫較差以致影響交際的,酌情扣分;(3)單詞拼寫和標(biāo)點符號是寫作規(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、美式拼寫及詞匯用法均可接受。策略二遵循4步解題[典例印證](2022新高考Ⅰ卷)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.請按如下格式在相應(yīng)位置作答。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.步驟一讀透文本1.主題分析

通過原文和續(xù)寫段首句可知:本文講述了小學(xué)生David因腦疾無法像常人一樣跑步,害怕被嘲笑而決定放棄準(zhǔn)備已久的越野跑,在特殊教育老師“我”的鼓勵下,最終成功完成越野跑的故事。故事的主題是“直面挑戰(zhàn),超越自我”。續(xù)寫中的人物塑造、情節(jié)發(fā)展和環(huán)境描寫需緊扣故事主題。2.情節(jié)分析

①情節(jié)結(jié)構(gòu)分析按照沖突(conflict)→行動(action)→解決(resolution)的結(jié)構(gòu)模式分析:本文的情節(jié)結(jié)構(gòu)是David怕被嘲笑,決定不參加越野跑(沖突)→在“我”的鼓勵下,David決定勇敢面對挑戰(zhàn)、參加越野跑(行動)→David經(jīng)過努力,成功完成越野跑(解決)。②情節(jié)線索分析原文展示了故事的“沖突”部分,續(xù)寫兩段分別為故事的“行動”和“解決”部分。故事圍繞David是否參加越野跑展開。越野跑是故事的情節(jié)線索之一。根據(jù)原文,David因害怕被嘲笑而決定不參加越野跑,但事實上他在賽前刻苦訓(xùn)練,為越野跑全力以赴,經(jīng)過“我”的鼓勵,David決定直面挑戰(zhàn)并成功完成比賽。David的情感變化是故事的另一個情節(jié)線索,從跑前到跑后,David有以下情感變化:determined(訓(xùn)練時)→afraidofbeinglaughedat(越野跑前)→determined(經(jīng)過“我”的鼓勵)→proud(越野跑后)。續(xù)寫兩段的內(nèi)容需圍繞越野跑和David的心理變化展開。③情節(jié)安排技巧分析在原文中,David雖因腦疾無法像其他孩子一樣正常跑步,但每次練習(xí)都全力以赴、做到最好。該情節(jié)(Hehadworkedsohardforthisevent!...Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing...Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.)為David最終成功完成越野跑埋下了伏筆。續(xù)寫第一段中“我”對David的鼓勵應(yīng)與原文中David想?yún)⒓釉揭芭艿ε卤怀靶Φ那楣?jié)呼應(yīng)。續(xù)寫第二段中David越野跑中的具體表現(xiàn)應(yīng)與原文中他因腦疾而跑步困難的情節(jié)呼應(yīng)。3.人物分析

①主次人物及人物關(guān)系分析根據(jù)原文和續(xù)寫兩段的段首句可知,David和“我”是故事的主要人物,二人是師生關(guān)系;教練和其他同學(xué)是次要人物。根據(jù)續(xù)寫兩段的段首句可知,在續(xù)寫第一段中,會出現(xiàn)主要人物David和“我”。在續(xù)寫第二段中,David和“我”仍然是主要人物,次要人物(教練和其他同學(xué))可能會出現(xiàn)。②人物特點分析根據(jù)插敘內(nèi)容(Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren...)與David的外貌(Hewassmallfortenyearsold.)、動作(hissmallbodyrockingfromsidetosideasheswunghisfeetforward)和神態(tài)(Hisusualbigtoothysmilewasabsenttoday.),可以總結(jié)出David“身殘志堅”的人物形象。根據(jù)原文中關(guān)于“我”(walkedoverandasked,quicklysearchedthecrowdfortheschool’scoach,bitbackmyfrustration,wasproudofhisstrongdetermination)和次要人物(thecoachmeantwell,hisclassmatesthoughtofhimasaregularkid)的描寫,可以總結(jié)出大家對David的關(guān)愛。在續(xù)寫中,應(yīng)根據(jù)主次人物的特點進(jìn)行合理的人物刻畫。David在前文中的形象是“身殘志堅”,續(xù)寫中可以從這一人物特點出發(fā)設(shè)計David比賽過程中的具體表現(xiàn)。4.環(huán)境分析

根據(jù)原文和續(xù)寫段首句可知,故事的“沖突”和“行動”部分發(fā)生在孩子們?nèi)⒓釉揭芭芙?jīng)過的常綠林(evergreenforest)中,故事的“解決”部分發(fā)生在越野跑線路上。5.表達(dá)技巧分析

①語言技巧分析故事采用第一人稱視角,使用了記敘(包括順敘和插敘)和描寫的表達(dá)方式。②語言特點分析故事語言通俗易懂,形象生動。語篇長短句結(jié)合,包含簡單句、并列句和復(fù)合句(如定語從句、賓語從句和狀語從句)三大基本句型,詞匯豐富,銜接自然。續(xù)寫時應(yīng)注意保持語言特點的統(tǒng)一,可適當(dāng)使用高級句式。步驟二構(gòu)思情節(jié)1.構(gòu)思續(xù)寫兩段情節(jié)根據(jù)故事的主題、情節(jié)、人物和環(huán)境分析,原文呈現(xiàn)了故事的“沖突”部分:David怕被嘲笑,決定不參加越野跑。續(xù)寫兩段分別是故事的“行動”和“解決”部分:在“我”的鼓勵下,David決定勇敢面對挑戰(zhàn),參加越野跑(行動)→David經(jīng)過努力,成功完成越野跑(解決)。2.構(gòu)思續(xù)寫“四點”內(nèi)容通過續(xù)寫兩段的段首句,可以確定每段故事的情節(jié)發(fā)展、場景和人物。

Paragraph1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.①根據(jù)第一段段首句可知,本段故事場景為越野跑賽場下,接下來“我”要和David進(jìn)行溝通,鼓勵他參加越野跑。②根據(jù)第二段段首句可知,在第一段結(jié)尾處,David改變想法,決定參加越野跑。

Paragraph2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.①根據(jù)第二段段首句可知,本段故事場景為越野跑線路上,接下來應(yīng)該是David參加越野跑的具體表現(xiàn)。②根據(jù)故事主題和情節(jié)結(jié)構(gòu)分析,段尾應(yīng)該是David成功完成越野跑的場景。

3.構(gòu)思續(xù)寫段落細(xì)節(jié)續(xù)寫第一段情節(jié)構(gòu)思:展開細(xì)節(jié)時,可以嘗試回答如下問題并考慮多種可能性:①WhatdidIsaytoencourageDavidtojointhecross-countryrun?②HowdidDavidreacttomyencouragement?③WhatwasDavid’sdecisionafterthetalk?根據(jù)以上問題,續(xù)寫第一段的具體情節(jié)可以是:“我”通過分析David很想?yún)⒓釉揭芭軈s害怕被嘲笑的心理,鼓勵他勇敢面對挑戰(zhàn)、超越自我→David在“我”的鼓勵下由消極變得積極→David下定決心參加越野跑(堅定)。續(xù)寫第二段情節(jié)構(gòu)思:展開細(xì)節(jié)并照應(yīng)主題時,可以嘗試回答如下問題并考慮多種可能性:①WhatdifficultydidDavidhaveinthecross-countryrun?②HowdidpeoplereacttoDavid’sperformanceintherun?③Whatwastheresultofthecross-countryrun?根據(jù)以上問題,續(xù)寫第二段的具體情節(jié)可以是:David在越野跑中落后或出現(xiàn)意外情況(緊張/擔(dān)心)→他人對David的鼓勵和關(guān)愛→David成功完成越野跑(興奮/自豪)。步驟三打磨寫作1.創(chuàng)作初稿:We

sat

down

next

to

each

other,but

David

wouldn’t

look

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me.Iknewhefearedthatothersmightlaughathim.Icomfortedandencouragedhim.Afterhearingmywords,Davidmadehisdecisiontorun.I

watched

as

David

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the

starting

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with

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runners.Somestudentsfromotherschoolslookedathimcuriously.David’sschoolmateswelcomedhim.Davidfelloverbecauseoftheslipperymudbuthegotupandcontinued.FinallyhecrossedthefinishinglineandIwasproudofhim.2.優(yōu)化初稿:We

sat

down

next

to

each

other,but

David

wouldn’t

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at

me.Hisconfidencewasindangerofburstinglikeabubble.Itwasclearthathefearedhewouldbejudgedforhisappearanceratherthanhischaracter.KnowingDavidtrustedme,Iclearedmythroatandsaid,“Beautifulforest,isn’tit?”Slowlyandcuriously,heraisedhisheadandlookedaround.Icontinued,“That’sbecausethosetreesneverstopreachingforthesky,regardlessoftheirpositionorshape.Theyneverletothersdefinethem.”O(jiān)nhearingthis,Davidgotupwithoutaword.Buttherewasasparkleinhiseyes.Hehadmadeadecision.I

watched

as

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other

runners.Hereceivedcuriousglancesfromrunnersfromotherschoolsbutawarmwelcomefromhisschoolmates.ThencameashotfromthestartingpistolandDaviddashedforward.Theslipperymudthrewhimoffbalance,buthegotupwithdetermination.Seeinghimdisappearintothewoods,Iheadedforthedestinationwiththeschool’scoach.Manyrunnerswithdrewfromtheracealongtheway,butnotDavid.Heboundedandhobbledandploddedtowardsthefinishingline,wheretheaudiencecheeredloudlyashecrossed.Ifeltproudtoseethatbig,toothysmilebackonhisface.【名師點評】1.初稿第一段開頭提到David的擔(dān)心的狀態(tài)。優(yōu)化后的內(nèi)容使用了比喻的修辭手法,形象生動地展現(xiàn)了David對自己沒有信心的狀態(tài)(...wasindangerofburstinglikeabubble)并加入了

“我”的心理描寫(Itwasclearthathefeared...),使得David和“我”的人物形象更加真實飽滿。2.優(yōu)化后的第一段中,非謂語動詞結(jié)構(gòu)“KnowingDavidtrustedme”的使用,描寫了“我”的內(nèi)心感受。此處非謂語動詞作伴隨狀語,提升了句式多樣性。3.初稿第一段中描述“我”安慰和鼓勵David時寫到“Icomfortedandencouragedhim.”,這是概括性的敘述。可以將這一場景展開,加入一些細(xì)節(jié)描寫,如“Iclearedmythroat”并展現(xiàn)“我”在安慰和鼓勵David的過程中說的具體內(nèi)容:“我”以常綠林為例,鼓勵David不要被他人定義。要像這些樹一樣努力成長。整個過程十分應(yīng)景,與前文內(nèi)容聯(lián)系自然緊密。4.優(yōu)化后的第一段加入了在“我”安慰和鼓勵David的過程中,David的動作描寫(...heraisedhisheadandlookedaround;Davidgotupwithoutaword)和神態(tài)描寫(Buttherewasasparkleinhiseyes)。通過這些側(cè)面描寫展現(xiàn)了David在整個過程中的情緒變化,畫面感很強。5.初稿第二段開頭,在看到David入場后,外校學(xué)生和本校學(xué)生有不同的反應(yīng)。優(yōu)化的內(nèi)容在展現(xiàn)外校學(xué)生的反應(yīng)時加入了神態(tài)描寫(curiousglances),呼應(yīng)了前文,優(yōu)化后的第二段在表現(xiàn)David的比賽過程時,從最開始的David向前沖“dashedforward”到后來摔倒“Theslipperymudthrewhimoffbalance”再到最后堅定地站起來“gotupwithdetermination”,一系列的動作描寫將David參賽的過程展現(xiàn)得栩栩如生,也凸顯了David不懼困難、堅定的性格特點。6.優(yōu)化后的第二段中,非謂語動詞結(jié)構(gòu)“Seeinghimdisappearintothewoods”的使用,自然銜接了前后的場景變化(賽場上和賽場下),使得內(nèi)容過渡自然。7.優(yōu)化后的第二段使用多個動詞展現(xiàn)了David沖過終點線的場景,例如“bounded”“hobbled”“plodded”,將整個畫面呈現(xiàn)在讀者面前,同時也表現(xiàn)出David跑步時的艱難狀態(tài),呼應(yīng)了前文中David的跑步狀態(tài)“...hissmallbodyrockingfromsidetosideasheswunghisfeetforward.”。8.優(yōu)化后的第二段結(jié)尾,通過“我”的心理描寫“Ifeltproudtosee...”升華了主題,同時照應(yīng)了前文中“我”對David的看法“...proudofhisstrongdetermination”。而最后David的臉上又有了他的“big,toothysmile”更是呼應(yīng)了前文中“Hisusualbigtoothysmilewasabsenttoday.”的情節(jié),使得整個文章的內(nèi)容前后非常連貫。步驟四認(rèn)真謄寫【多樣表達(dá)】We

sat

down

next

to

each

other,but

David

wouldn’t

look

at

me.Ireachedoutmyhandandpattedhimontheshouldergently,sayingthathewasagreatboywithastrongdeterminationandthatfacedwithdifficultieshealwaystriedhisbesttoovercomethem.Davidgraduallyraisedhishead.Lookinghimintheeye,Itoldhimnottogiveupafterhehadtrainedalot.Henoddedwithgratitudeandstoodup.Ihuggedhimtightlyandthenhewalkedawayslowlybutfirmly.I

watched

as

David

moved

up

to

the

starting

line

with

the

other

runners.Whentherunbegan,helookedbackoverhisshoulderandwavedatmewithconfidence.Atthesametime,hisusualbigtoothysmileappearedonhisfaceagain.Thoughheranslowerthanothers,hekeptonrunningandrunning.Nokidsfromotherschoolsmadefunofhim.Instead,allpresentcheeredhimonandadmiredhiscourageandstrongwill.Tomyrelief,itwasthroughthisrunthatDavidbecamemuchstronger.課堂應(yīng)用運用四步法完成下列讀后續(xù)寫:(2024新課標(biāo)Ⅰ卷)ImetGunteronacold,wetandunforgettableeveninginSeptember.IhadplannedtoflytoViennaandtakeabustoPragueforaconference.Duetoabigstorm,myflighthadbeendelayedbyanhourandahalf.ItoucheddowninViennajust30minutesbeforethedepartureofthelastbustoPrague.ThemomentIgotofftheplane,Iranlikecrazythroughtheairportbuildingandjumpedintothefirsttaxiontherankwithoutasecondthought.ThatwaswhenImetGunter.ItoldhimwhereIwasgoing,buthesaidhehadn’theardofthebusstation.Ithoughtmypronunciationwastheproblem,soIexplainedagainmoreslowly,buthestilllookedconfused.WhenIwasabouttogiveup,Gunterfishedouthislittlephoneandrangupafriend.Afteraheateddiscussionthatlastedforwhatseemedlikeacentury,Gunterputhisphonedownandstartedthecar.Finally,withjusttwominutestosparewerolledintothebusstation.Thankfully,therewasalongqueue(隊列)stillwaitingtoboardthebus.Gunterparkedthetaxibehindthebus,turnedaround,andlookedatmewithabigsmileonhisface.“Wemadeit,”hesaid.JustthenIrealisedthatIhadzerocashinmywallet.IflashedhimanapologeticsmileasIpulledoutmyPortuguesebankcard.Hetrieditseveraltimes,butthecardmachinejustdidnotplayalong.AfeelingofhelplessnesswashedovermeasIsawthebusqueuethinningout.Atthismoment,Gunterpointedtowardsthewaitinghallofthebusstation.There,attheentrance,wasacashmachine.Ijumpedoutofthecar,madeamadrunforthemachine,andpoppedmycardin,onlytoreadthemessage:“Outoforder.Sorry.”注意:(1)續(xù)寫詞數(shù)應(yīng)為150個左右;(2)請按如下格式在相應(yīng)位置作答。IranbacktoGunterandtoldhimthebadnews.

Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.

參考范文I

ran

back

to

Gunter

and

told

him

the

bad

news.Learningthatthecashmachinewasoutoforder,hethoughtforawhileandcrackedasmile,saying,“Forgetthefare,please.Justcatchyourbus.”Hiswordshitmejustlikearayofsunshineonthecoldandwetevening.Ijustdidn’tknowhowtodescribemyfeelings.Filledwithexcitementandgratitude,IexpressedmysincerethankstohimandpromisedthatIwouldrepayhimafterreturningtoViennaaftertheconference.Andthenweexchangedphonenumbersandwavedgoodbye.Four

days

later,when

I

was

back

in

Vienna,I

called

Gunter

as

promised.Afterheansweredmyphone,Itoldhimwithouthishelp,Iwouldhavemissedmyconference.HearingIwantedtoseehimandrepaythetaxifare,Guntersaid,“Youareanhonestman.Butpleasekeepthemoney.”Iinsisted.SohesaidifIreallydesiredtorepayhim,nexttimeIsawothersinneedandgavethemahelpinghand.Frozenwithgreatshock,IwasmovedbyhisgestureandmadeadecisionthatIwouldpassonhiskindnesstomaketheworldfulloflove.【多樣表達(dá)】

Possible

version

1I

ran

back

to

Gunter

and

told

him

the

bad

news.Iexplainedtohimtheurgencyofcatchingthebus,emphasizingthatotherwiseIwouldbeforcedtostayovernightandbuyanewticketthenextmorning.Ultimately,Isuggested,“IwillreturntoViennain4days.Ifit’sOKwithyou,Icanpayyouthen,withanadditional10eurosasagestureofmygratitude.”Followinganuncomfortablepause,hesimplynodded,saying,“Iagreetothisarrangementandtrustyou.”Ithankedhimwiththebiggestsmileyoucanimagine,andweexchangedcontactinformationbeforeIgotonthebus.Four

days

later,when

I

was

back

in

Vienna,I

called

Gun