2024年高考英語寫作專題05 讀后續(xù)寫綜述（講義）（解析版）

專題05讀后續(xù)寫綜述(講義)

目錄

考點讀后續(xù)寫綜述-------------------------------------------------------------------------------------------------------------------1頁

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【真題研析·規(guī)律探尋】----------------------------------------------------------------------------------------------------2頁

考向1考查人和動物之間的和諧相處----------------------------------------------------------------------------------------------------------2頁

考向2考查完善自我，自我成長----------------------------------------------------------------------------------------------------------------3頁

考向3考查超越自我-------------------------------------------------------------------------------------------------------------------------------4頁

考向4考查家庭生活、親情故事----------------------------------------------------------------------------------------------------------------6頁

【核心提煉·考向探究】----------------------------------------------------------------------------------------------------7頁

(一)讀后續(xù)寫特點-------------------------------------------------------------------------------------7頁

(二)讀后續(xù)寫評分標(biāo)準(zhǔn)---------------------------------------------------------------------------------7頁

(三)讀后續(xù)寫簡單寫作步驟-------------------------------------------------------------------------------------------------------------------------------8頁

(四)讀后續(xù)寫寫作原則-------------------------------------------------------------------------------------------------------------------------------------9頁

【題型特訓(xùn)·命題預(yù)測】-------------------------------------------------------------------------------------------------------------9頁

預(yù)測考向1考查考查自我成長---------------------------------------------------------------------------------------------------------------------------9頁

預(yù)測考向2考查親情故事--------------------------------------------------------------------------------------------------------------------------------11頁

預(yù)測考向3考查生活故事--------------------------------------------------------------------------------------------------------------------------------13頁

預(yù)測考向4考查人與動物和諧相處-------------------------------------------------------------------------------------------------------------------14頁

考點05讀后續(xù)寫綜述

考情分析：分析2020-2023年新高考讀后續(xù)寫考向分布。

試卷類型年份體裁原文字?jǐn)?shù)話題

新高考I卷2023記敘文324邀請參加寫作比賽

新高考I卷2022記敘文335鼓勵David越野跑

新高考I卷2021記敘文306母親節(jié)的驚喜

新高考I卷2020記敘文325幫助別人度過難關(guān)

命題規(guī)律

規(guī)律1:讀后續(xù)寫的文章以記敘文為主,故事情節(jié)有曲折、有起伏,但是故事線索的邏輯性比較

強,選材都比較貼近中學(xué)生的生活;

規(guī)律2:新高考的三次讀后續(xù)寫均出自主題語境“人與自我”之“生活與學(xué)習(xí)、做人與做事”,都

是關(guān)于個人、家庭生活和認(rèn)識自我、豐富自我、完善自我等方面的故事;

規(guī)律3:學(xué)生需要根據(jù)自己的生活常識或者社會經(jīng)驗,依照故事發(fā)展需要,合理地豐富、有條

理地增加一些次要的情節(jié),比如人物的表情、動作、心理活動等。

命題預(yù)測

根據(jù)近幾年的高考命題分析，2024年高考讀后續(xù)寫考查人與自我的人物故事可能性很大，

也有可能是人和動物之間的和諧相處。

考向1考查人和動物之間的和諧相處

(2023年1月新高考浙江卷)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。（絕對的經(jīng)典之作，人鳥情未了。素材非常感人）

Iwasinvitedtoacookoutonanoldfriend’sfarminwesternWashington.Iparkedmycaroutsidethefarmand

walkedpastamilkinghousewhichhadapparentlynotbeenusedinmanyyears.Anoiseatawindowcaughtmy

attention,soIenteredit.Itwasahummingbird(蜂鳥),desperatelytryingtoescape.Shewascoveredin

spider-webs(蛛網(wǎng))andwasbarelyabletomoveherwings.SheceasedherstruggletheinstantIpickedherup.

Withthebirdinmycuppedhand,Ilookedaroundtoseehowshehadgottenin.Thebrokenwindowglasswas

thelikelyanswer.Istuffedapieceofclothintotheholeandtookheroutside,closingthedoorsecurelybehindme.

WhenIopenedmyhand,thebirddidnotflyaway;shesatlookingatmewithherbrighteyes.Iremovedthe

stickyspider-websthatcoveredherheadandwings.Still,shemadenoattempttofly.Perhapsshehadbeen

strugglingagainstthewindowtoolongandwastootired?Ortoothirsty?

AsIcarriedheruptheblackberry-linedpathtowardmycarwhereIkeptawaterbottle,shebegantomove.I

stopped,andshesoontookwingbutdidnotimmediatelyflyaway.

Hovering(懸停),sheapproachedwithinsixinchesofmyface.Foraverylongmoment,thistinycreature

lookedintomyeyes,turningherheadfromsidetoside.Thensheflewquicklyoutofsight.

Duringthecookout,Itoldmyhostsaboutthehummingbirdincident.Theypromisedtofixthewindow.AsI

wasdeparting,myfriendswalkedmetomycar.Iwasstandingbythecarwhenahummingbirdflewtothecenter

ofourgroupandbeganhovering.Sheturnedfrompersontopersonuntilshecametome.Sheagainlookeddirectly

intomyeyes,thenletoutasqueakingcallandwasgone.Foramoment,allwerespeechless.Thensomeonesaid,

“Shemusthavecometosaygoodbye.”

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紙的相應(yīng)位置作答。

Afewweekslater,Iwenttothefarmagain.

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Iwasjustabouttoleavewhenthehummingbirdappeared.

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【經(jīng)典范文】

Afewweekslater,Iwenttothefarmagain.Asmycarneareditmythoughtsdriftedbacktothemoment

whenIrescuedthehummingbirdfromthespider’sweb.Irushedbacktothedesertedhouse.Itwasagreat

comfortthattheoriginalholeinthewindowwasnowheretobefound.Leavingthehouse,Icouldn’thelp

wonderinghowitwasgettingonnow.Haditmanagedtofinditswaybackhome,orwasitstilloutthere

somewherestrugglingtosurvive?

Iwasjustabouttoleavewhenthehummingbirdappeared.Aflashofmovementcaughtmyattention.Iturned

aroundtoseethesamehummingbirdhoveringintheair.Itseemedthatthebirdwaswaitingforme,itsbeadyeyes

lockedonmineasiftryingtoconveysomedeep,unspokengratitude.Ifeltasurgeofreliefandaweatthesightof

thissoundandgratefulcreature,andIknewthatIwouldalwayscherishthememorieswesharedasIclimbedinto

mycaranddroveaway.

考向2考查完善自我，自我成長

(2022·新高考全國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。

Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthe

smalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.

IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewas

smallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’t

withtheotherchildren.Hehesitatedandthensaidhehaddecidednottorun.

Whatwaswrong?Hehadworkedsohardforthisevent!

Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkids

fromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlet

himdecide.”

Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.After

makingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrocking

fromsidetosideasheswunghisfeetforward.

Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhis

classmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheywere

doing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.

Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrun

longaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,Iwasfamiliarwith

thechallengesDavidfacedandwasproudofhisstrongdetermination.

注意:續(xù)寫詞數(shù)應(yīng)為150左右。

Paragraph1:

Wesatdownnexttoeachother,butDavidwouldn’tlookatme.

Paragraph2:

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.

【經(jīng)典范文】

Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Pattinghimonthebacksoftly,Iquietlysaid,

“David,ifyoudon’twanttoruntoday,nooneisgoingtomakeyou.Butifyouarenotrunningbecauseyouare

afraidsomeoneisgoingtolaughatyou,thatisnotagoodenoughreason.Youknow,youcan’tstopothersfrom

laughingatyou,butyoucandecidewhatyouwanttodo.”IheldmybreathasDavidtookthisin.Thenhelookedat

thefieldandsaidwithfiercebutquietdetermination,“I’mgonnarun.”

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Atthesoundofthesignalgunshot,the

runnersshotoutlikebullets,exceptDavid.Hedraggedhislegswithgreatefforts,stepbystep.Thoughleftfar

behind,hekeptstrivingtowardshissetgoalatafirmpace.Witheveryone’sencouragement,hefinallycrossedthe

finishingline,achievinghisbestrecordever.Peopleweredeeplymovedbyhisperseveranceanditwasthedearest

thinginsportsmanship.Withthepowertoconquerhimself,hecanconqueranythingonthewaytoapromising

future.

考向3考查超越自我

(2023·新高考全國I卷)WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.

Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecond

language.Writingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthe

sinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.

So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyour

stories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreed

togiveitatry.

IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseat

nightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcome

straightfromthehorse’smouth.Notabrilliantidea,butfunny;andunlikelytobeanyoneelse’schoice.

Whatdidthehorsethink,ashespedthroughthenight?Didhegettired?Havedoubts?Didhewanttoquit?I

sympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’shorse,Ikeptgoing.I

workedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.Icheckedoutahalfdozen

booksonPaulReverefromthelibrary.Ievenreadafewofthem.

WhenIhandedintheessaytomyteacher,hereadit,laughedoutloud,andsaid,“Great.Now,writeitagain.”

Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytothe

enjoymentofwriting.IfIdidn’twin,Iwouldn’tcare.

注意:

1.續(xù)寫詞數(shù)應(yīng)為150個左右；

2.請按如下格式在答題卡的相應(yīng)位置作答。

Afewweekslater,whenIalmostforgotthecontest,therecamethenews.

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Iwenttomyteacher’sofficeaftertheawardpresentation.

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【經(jīng)典范文】

Afewweekslater,whenIalmostforgotthecontest,therecamethenews.IwasinformedthatIwonthefirst

prizeinthewritingcontestandthattherewouldbeanawardpresentationintwodays.Iwassohappytohearthe

newsthatIimmediatelyshareditwithmyteacher.“Iknewyou’dwin!Iamproudofyou.Youmadeit!”hesaid

excitedly.Thencamethebigday.WhenIwasinvitedtothestagetoreceivetheaward,Iexpressedmythanksto

myteacher.Isaid,“It’syouwhomakemefallinlovewithwriting,mysocialstudiesteacher.Withoutyour

recognitionandguidance,Icouldn’thavewrittenthisarticle.Againthankyouverymuch!”

Iwenttomyteacher’sofficeaftertheawardpresentation.Myteacherwaswaitingforme.Holdingmyhands,

hesaid“Congratulations!Youareagoodwriter,sokeepwriting.”“YouknowIdidn’tlikewritingbefore,butnow

Iamcrazyaboutit!Iwilltrymybesttocreategoodworks.”Isaidseriously.Sincethen,Ihavewrittenmanygood

worksandnowIamafamouswriter.Iowemysuccesstomysocialteacherwhoisabeaconinmylifeontheroad

towriting.

考向4考查家庭生活、親情故事

(2021·新高考全國I卷)

AMOTHER’SDAYSURPRISE

ThetwinswerefilledwithexcitementastheythoughtofthesurprisetheywereplanningforMother’sDay.

HowpleasedandproudMotherwouldbewhentheybroughtherbreakfastinbed.TheyplannedtomakeFrench

toastandchickenporridge.Theyhadwatchedtheirmotherinthekitchen.Therewasnothingtoit.JennaandJeff

knewexactlywhattodo.

Thebigdaycameatlast.Thealarmrangat6a.m.Thepairwentdownthestairsquietlytothekitchen.They

decidedtoboiltheporridgefirst.Theyputsomericeintoapotofwaterandleftittoboilwhiletheymadethe

Frenchtoast.Jeffbroketwoeggsintoaplateandaddedinsomemilk.Jennafoundthebreadandputtwoslicesinto

theeggmixture.Next,Jeffturnedonthesecondstoveburnertoheatupthefryingpan.Everythingwasgoing

smoothlyuntilJeffstartedfryingthebread.Thepanwastoohotandthebreadturnedblackwithinseconds.Jenna

threwtheburntpieceintothesinkandputintheothersliceofbread.Thistime,sheturneddownthefiresoit

cookednicely.

ThenJeffnoticedsteamshootingoutofthepotandthelidstartingtoshake.Thenextminute,theporridge

boiledoverandputoutthefire.Jennapanicked.Thankfully,Jeffstayedcalmandturnedoffthegasquickly.Butthe

stovewasamessnow.JennatoldJefftocleanitupsotheycouldcontinuetocooktherestoftheporridge.But

Jeff’shandtouchedthehotburnerandhegaveacryofpain.Jennamadehimputhishandincoldwater.Thenshe

caughtthesmellofburning.Ohdear!Thepieceofbreadinthepanhadturnedblackaswell.

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。

Asthetwinslookedaroundthemindisappointment,theirfatherappeared.

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Thetwinscarriedthebreakfastupstairsandwoketheirmotherup.

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【經(jīng)典范文】

Asthetwinslookedaroundthemindisappointment,theirfatherappeared.Father’sappearingwaslikeasavior

tothetwochildren.Undertheguidanceoftheirfather,theytookpositiveactionsandstartedalloveragain.They

madethebreadandthenwentoncookingporridge.Fatherhelpedthemadjustthefire,whichwasthekeyto

success.Itwasallrightthistime.Deliciousbreakfastwasready.Howhappytheywere!

Thetwinscarriedthebreakfastupstairsandwoketheirmotherup.Whentheirmothersawthedeliciousand

perfectbreakfastinfrontofher,shewasverysurprised.Itwasnotonlythegift,buttheloveofthechildrenforher

thatmovedherverymuch.Thetwochildrencouldfinishcookingabreakfast,whichshedidn’texpect.The

childrensaidloudly,“HappyMother’sDay!”Motherhuggedthemtightlyandkissedthemagainandagain.

(一)讀后續(xù)寫特點

讀后續(xù)寫多以記敘文故事類文章為主，而且主題多與社會，自然和自我相結(jié)合。因此，做好讀后續(xù)寫

的英語寫作的前提是研究記敘文的行文規(guī)律以及了解讀后續(xù)寫的考察能力：

一、把握短文關(guān)鍵信息和語言特點的能力。學(xué)生需要了解所給短文的主要內(nèi)容，清楚其關(guān)鍵詞和語

言結(jié)構(gòu)的使用情況，并通過續(xù)寫短文表現(xiàn)出來。

二、語言運用的準(zhǔn)確性和豐富性。學(xué)生能準(zhǔn)確、恰當(dāng)?shù)厥褂盟鶎W(xué)詞匯和語言結(jié)構(gòu)，還能夠根據(jù)內(nèi)容

需要使用較多、較復(fù)雜的詞匯和語言結(jié)構(gòu)。

三、對語篇結(jié)構(gòu)的把控能力。學(xué)生需要掌握上下文邏輯關(guān)系，所續(xù)寫的短文與所給短文及段落開頭

語之間要有連貫性，所續(xù)寫的短文內(nèi)語句要連貫、有序。

四、創(chuàng)造性思維能力。學(xué)生所續(xù)寫的短文要具有較豐富的內(nèi)容，包含詳細(xì)和生動的情景、態(tài)度和感

情描述。

(二)讀后續(xù)寫評分標(biāo)準(zhǔn)

一、評分細(xì)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)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。

3．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)語句間的銜接和全文的連貫性。

4．評分時還應(yīng)注意：

(1)詞數(shù)少于120的，酌情扣分；

(2)書寫較差以致影響閱卷的，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、美拼

寫及詞匯用法均可接受。

二、各檔次的給分范圍和要求

1．第五檔(21～25分)

情節(jié)設(shè)置合理，內(nèi)容豐富完整，富有邏輯性，與原文情境融洽度高；使用了豐富多樣的詞匯和語法結(jié)

構(gòu)，語言錯誤很少，且完全不影響理解；有效地使用了語句間的銜接手段。

2．第四檔(16～20分)

情節(jié)設(shè)置比較合理，內(nèi)容比較豐富完整，富有邏輯性，與原文情境融洽度較高；使用了比較豐富的詞

匯和語法結(jié)構(gòu)，錯誤較少，但不影響理解；比較有效地使用了語句間的銜接手段。

3．第三檔(11～15分)

情節(jié)設(shè)置基本合理，內(nèi)容比較完整，有一定的邏輯性，續(xù)寫基本完整，與原文話題相關(guān)；使用了簡單

的詞匯和語法結(jié)構(gòu)，有一些錯誤和不恰當(dāng)之處，但基本不影響理解；基本有效地使用了語句間的銜接手段。

4．第二檔(6～10分)

情節(jié)設(shè)置不夠合理，內(nèi)容不完整，邏輯存在較大問題，與原文情境有一定程度的脫節(jié)；所用詞匯有限，

語法結(jié)構(gòu)單調(diào)，錯誤較多，影響理解；未能有效地使用語句間的銜接手段。

5．第一檔(1～5分)

情節(jié)設(shè)置完全不合理，續(xù)寫不完整，毫無邏輯，或部分內(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)混亂，嚴(yán)重影響理解；幾乎沒有使用語句間的銜接手段。

6．零分：

未作答，所寫內(nèi)容太少或無法看清以致無法評判；所寫內(nèi)容全部抄自原文或與題目要求完全不相關(guān)。

(三)讀后續(xù)寫簡單寫作步驟

讀后續(xù)寫的過程主要包括讀文(Read)、設(shè)計(Plot)、初稿(Draft)和潤色(Polish)四個步驟，具體如下：

1．讀文

通過閱讀定位所提供語言材料的核心信息，包括文章主題、篇章結(jié)構(gòu)、寫作要素(5W1H)、情感變化等，

目的是梳理內(nèi)容的發(fā)展脈絡(luò)和推進(jìn)方向。本步驟的關(guān)鍵在于高效的閱讀，要求學(xué)生在盡可能短的時間內(nèi)，

基于對某種語言的掌握，利用分析綜合、分類比較、歸納演繹、抽象概括等邏輯思維技能，理清語篇的情

節(jié)脈絡(luò)，積極尋找有效信息。

2．設(shè)計

(1)續(xù)寫第一段的內(nèi)容設(shè)計既要考慮與上文的融洽銜接，同時也要考慮本段和續(xù)寫最后一段開頭語的呼

應(yīng)和銜接，而后者是容易忽視的部分。簡言之，第一段的內(nèi)容設(shè)計要成功搭建本段與上下文的橋梁；

(2)續(xù)寫第二段是文章的結(jié)尾，要關(guān)注與文章開頭的遙相呼應(yīng)，根據(jù)具體語境弘揚感情的真、人性的善

或拼搏的美，從而凸顯主題，升華精神?？紤]利用抒情和議論等表達(dá)方式使得畫龍點睛之處能夠表露文章

深處蘊含的主題意蘊、思想感情或人生哲理；

(3)靈活運用各種描寫手法，以幫助打造鮮活靈動的人物形象和豐富充實的情節(jié)鏈條。以動作描寫、語

言描寫和心理描寫為主，輔之以恰當(dāng)?shù)耐饷裁鑼懞铜h(huán)境描寫。情節(jié)的推動主要靠動作描寫，要完整描繪每

一動作的前因和后果。語言描寫包括獨白和對話，可以反映人物情感、行為動機，或預(yù)示和推動故事情節(jié)

發(fā)展。心理描寫聚焦于某一境況下人物的內(nèi)心活動，可以細(xì)膩地展示人物跌宕起伏的心路歷程。外貌描寫

和環(huán)境描寫的使用應(yīng)根據(jù)情節(jié)發(fā)展和主題表達(dá)的實際需要。

3．初稿

按照情節(jié)鏈條進(jìn)行初稿的撰寫。此過程應(yīng)注意以下幾點：

(1)分析原文語言表達(dá)方面的顯著特征，觀察有無直接引語、各類從句、特殊句型、非謂語動詞等。通

過模仿和創(chuàng)造，盡量提高與原文的協(xié)同，力求在各個語言層次(關(guān)鍵詞、短語和句型等)的表達(dá)風(fēng)格上和原文

保持一致。

(2)先在頭腦里組織整個句子的語法結(jié)構(gòu)和內(nèi)容走勢，然后動筆書寫，從而下筆流暢、整潔美觀，避免

字字艱難、反復(fù)涂改。

(3)對詞匯的選擇務(wù)必字斟句酌、精挑細(xì)選。文章是語言文字編成的織錦，詞匯是構(gòu)成文章唯一的材料，

是文章的色彩和音色，要確保圍繞主題之下的詞匯使用在理性思維引導(dǎo)下，能夠豐富多彩和恰當(dāng)合理。

4．潤色

核查連接詞、詞數(shù)、語法詞匯和標(biāo)點等方面。核查有無連接詞的使用；如無，應(yīng)增添連接詞，以保持

上下文的銜接和連貫。詞數(shù)控制在150～160范圍內(nèi)為佳。最后通讀全文，核查標(biāo)點和語法詞匯。

(四)讀后續(xù)寫寫作原則

讀后續(xù)寫的寫作中，我們應(yīng)該注意下面幾個寫作原則：

1．傳遞正能量

續(xù)寫故事應(yīng)符合積極的生活態(tài)度和價值取向，主題必須是積極向上的，問題得到解決，矛盾沖突得到

化解，呈現(xiàn)完美結(jié)局。

2．把握兩大主線

(1)故事的發(fā)展線索；

(2)主人公情感變化的線索。

3．四句定主體

(1)根據(jù)給出的續(xù)寫第一段的首句，提出問題、預(yù)設(shè)故事情節(jié)發(fā)展走向，確定續(xù)寫第一段的續(xù)寫內(nèi)容；

(2)根據(jù)給出的續(xù)寫第二段的首句，確定續(xù)寫第一段的最后一句，以保證兩段之間的銜接過渡；

(3)根據(jù)給出的續(xù)寫第二段的首句，思考故事如何結(jié)尾，從而確定續(xù)寫第二段的續(xù)寫內(nèi)容；

(4)確定文章最后一句，思考如何與前文做好首尾呼應(yīng)，給故事安排一個完美的結(jié)局。

【2024年高考命題預(yù)測】

根據(jù)近幾年的高考命題分析，2024年高考讀后續(xù)寫考查人與自我的人物故事可能性很

大，也有可能是人和動物之間的和諧相處。

預(yù)測考向1考查自我成長

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。

Itwastimeforgraduatestohuntforjobs.Themajorityofthemdidn’thaveworkingexperiencefortheyhad

spentmostoftheirtimeatschoolstudyingacademicsubjects.Itwasnotuntiltheygraduatedfromcollegethatthey

realizeditwasachallengeforthemtolandjobs.

Jimmy,oneofthesejobhunters,wasayoungacademicallyexcellentperson.Oneday,aftermakinggood

preparations,hewenttoapplyforamanagerialpositioninabigcompany.Inspiteoffiercecompetition,he

managedtopassthefirstinterview.Whataluckydog!Jimmywasinformedtocomeforthenextroundinafew

days—thelastinterviewforthecompanytomakethefinaldecision.

Thebigdayfinallycame.Hedressedneatly,thegreytiematchingperfectlythedecentsuit.Bloodrushingto

hisfaceandheartpoundingheavily,hetriedtocalmdown,andthentookafewdeepbreaths.Itwashisturn.

Theinterviewer,anelegantlady,discoveredfromtheCVthattheyouth’sacademicachievementswere

excellentalltheway,fromthesecondaryschooluntilthepostgraduateresearch.Afterseveralroundsofquestions

relatedtotheposition,sheasked,“Haveyoueverdoneanypart-timejobs?”“None.”Afterawhile,theinterviewer

askedwhopaidforJimmy’sschoolfees.Theyouthansweredinalowvoice,“MyfatherpassedawaywhenIwas

oneyearold,soitwasmymotherwhopaidforallmyschoolfees.”

Shecontinued,“Whatdidyourmotherdo?”“Mymotherworkedasaclothescleaner.”Theladyrequestedthe

youthtoshowhishands.Theyouthshowedapairofhandsthatweresmoothandperfect.

Theinterviewerpausedforasecond,leaningagainstthechair,“Haveyoueverhelpedyourmotherwashthe

clothesbefore?”Ashamed,Jimmyreplied,“Never.Mymotheralwayswantedmetostudyandreadmorebooks.

Furthermore,mymothercanwashclothesfasterthanme.”Shenodded,adding,“Ihavearequest.Whenyougo

backtoday,goandcleanyourmother’shands,andthenseemebackheretomorrowmorning.”

注意：

1.續(xù)寫的詞數(shù)應(yīng)為150左右；

2.請按如下格式在答題卡相應(yīng)位置作答。

Backhome,Jimmyrequestedhismothertolethimcleanherhands.

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

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________

Thenextmorning,Jimmywenttotheinterviewer’soffice.

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________

【經(jīng)典范文】

Backhome,Jimmyrequestedhismothertolethimcleanherhands.Hismotherfeltstrangebutwithmixed

feelings,sheshowedherhandstothekid.Itwasthefirsttimehehadnoticedthatthereweresomanybruisesinher

hands.Histearsfellashecleanedherhands.Thiswasalsothefirsttimehehadrealizedthatitwasthebruisesin

themother’shandsthatwerethepricethatthemotherhadtopayforhisgraduation,academicexcellenceandhis

future.Aftercleaninghismother’shands,theyouthquietlywashedalltheremainingclothesforhismother.That

night,motherandsontalkedforaverylongtime.

Thenextmorning,Jimmywenttotheinterviewer’soffice.“Whathaveyoudoneandlearned,youngman?”

Jimmyansweredwithtearsinhiseyes,“Icleanedmymother’shandsandalltheremainingclothes.”Thelady

nodded,“Pleasesharesomethingwithme.”Theyouthsaid,“Firstly,Iknownowwhatappreciationis.Withoutmy

mother,therewouldnotbethesuccessfulmetoday.Additionally,byworkingtogetherandhelpingmymother,I

nowrealizehowdifficultandtoughitistogetsomethingdone.Ultimately,Ihavelearnedtoappreciatethe

importanceandvalueoffamilyrelationship.”Theinterviewersmiled,“ThisiswhatIamlookingfortobemy

manager.Youarehired.Congratulations!”

【解析】本文以人物為線索展開，講述了學(xué)業(yè)優(yōu)秀的吉米去參加招聘面試，他從中學(xué)到研究生的學(xué)習(xí)成績

一直都很優(yōu)秀。在面試官得知，從小失去父親的吉米，一直由做洗衣工的母親獨自撫養(yǎng)，既沒有做過兼職

工作，也沒有幫助母親洗過衣服后，面試官讓吉米回家給母親洗手的故事。

1.段落續(xù)寫：

①由第一段首句內(nèi)容“回到家，吉米請求他的母親讓他給她洗手?！笨芍?，第一段可描寫吉米請求給母親洗手，

第一次看清母親雙手的樣子及他的感觸。

②由第二段首句內(nèi)容“第二天早上，吉米來到面試官的辦公室?！笨芍?，第二段可描寫吉米見到面試官后，跟

面試官講述自己做了什么和內(nèi)心的感悟。

2.續(xù)寫線索：母親感到很奇怪——吉米給母親洗手——發(fā)現(xiàn)母親滄桑的雙手——感動落淚——幫母親洗衣服

和母親交流——跟面試官講述自己做了什么——分享自己的感悟——被錄取

預(yù)測考向2考查親情故事

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。

ItwasChristmastime1974.Iwastenyearsold,butIwasnotlookingforwardtoChristmas.Theprevious

springmymotherhadmovedourfamilyfromruralAlabamatosunnySouthernCalifornia.MylittlebrotherTodd,

andIwereleavingbehindallofourextendedfamily.ThiswouldbemyfirstChristmasawayfromAlabama.

Iwasafat,awkwardchildwithahigh-pitchedvoiceandaheavysouthernaccent.Myfirstdayatmynew

school,Iwenttothefrontofmyfourthgradeclasstointroducemyself.AllIsaidwasmynameandwhereIwas

from.Theclassburstintolaughterwithjeersof“Hetalksfunny”.Ittooktheteachertwominutestorestoreorder.

IwassodisappointedthatIwenttoagasstationafterschoolandusedthephonebooth(亭子)theretoplacea

calltomygrandmother.IwasgoingtoaskherwhetherIcouldreturntoAlabamaandlivewithherandwhethershe

wouldsendmethemoneyforabustickethome.Butthelinewasbusy,anddespiteseveralattempts,Ididn’tget

through.

MyGrannywaseverythinggoodaboutChristmas.Herlanguageoflovewasfood.Shewouldspendweeks

cookingforChristmasEvewhenallofherchildrenandgrandchildrenwouldgatheratherhouse.Everyfavorite

dishdessertandcakeswasmade.Hertableandsideboardgroaned(發(fā)吱嘎聲)undertheweightofthefood.My

cousins,mybrotherandIwouldburstthroughherbackdoor,ourarrivalannouncedbytherhymeoffiv