读后续写专题一 语篇解读、情节梳理与构思 导学案（含答案）2025届高三上学期英语二轮复习专项
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| 名称 | 读后续写专题一 语篇解读、情节梳理与构思 导学案（含答案）2025届高三上学期英语二轮复习专项 |  | |
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| 更新时间 | 2025-01-08 19:23:34 | ||
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Continuation Writing读后续写专题一 语篇解读、情节梳理与构思
学习目标
To cultivate students to have a clear map of the structures and obtain a good understanding of the whole text.
To lead students to analyze the plot of the story and the changing emotions of David.
3) To practice the basic steps of Continuation Writing.
一、读后续写“解题三步骤”
浅层信息获取：when, where, who, what
分析人物性格特点
Read 深度解读语篇 理清情节和情感
深层文本解读 明确故事主题
品味写作风格和语言
Think 推测情节发展 结合所给两段首句
构思写作框架 结合正能量和原文呼应
动作描写
Write生动编写故事 情感描写
环境描写
语言运用
二、怎么读？
（1）边读边用中文把主要情节写下来。特别注意情节发展和情感变化，总结人物性格特征。
（2）主要情节即“记叙文六要素”：人物、时间、地点、起因 、经过、结果。(即谁、在什么时间、什么地方，因为什么、发生什么问题、结果怎样。)
三、读后续写三个原则
1. 原文一致原则
内容要前后衔接，上下连贯，语言表达风格一致。
曲折性原则（过程性）（问题problems→解决solutions）
凡是故事都应有跌宕起伏，其中人物会遇到困难或问题，但最终能解决。
正能量原则（结局性）
故事内容一定要正能量，故事的结局是美满的。如：迷路了，但最终一定回到家；失败或遇到困难，但最终一定能成功；吵架了，一定和好等。
四、实战演练（2022年全国新高考）
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.”
I bit back my frustration (懊恼). I knew the coach meant well-he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
We sat down next to each other, but David wouldn’t look at me._____________
_____________________________________________________________________
_____________________________________________________________________
I watched as David moved up to the starting line with the other runners.______
_____________________________________________________________________
_____________________________________________________________________
Step1 快速浏览短文，选出最佳答案
1.What’s the style of the passage
A.Narration (记叙文) B. Exposition (说明文) C. Argumentation (议论文)
2.What tense should we use if we will continue to write
A. The simple past tense 一般过去时
B. The simple future tense 一般将来时
C. The simple present tense 一般现在时
Step 2 深度解读文本—— 找出故事基本要素
When:______________________________________________________________
Where:______________________________________________________________
Who:_______________________________________________________________
(the main characters:__________________ )
What:_______________________________________________________________
Why:________________________________________________________________
How
注意：续写时不要随意增加人物。
Step 3 找线索（找出与人物相关的事件或描述，包括所说、所做等）
Step 4 找细节
1.What is the personality of David
_____________________________________________________________________
2.What is the problem David faced with now
_____________________________________________________________________
3.How did the problem come about
_____________________________________________________________________
4.What’s David’s feeling
_____________________________________________________________________
5.How did the special education teacher feel about David’s decision
_____________________________________________________________________
What did she do
_____________________________________________________________________
What kind of person is the teacher
_____________________________________________________________________
Considering the problem David facing, if you were the teacher, what would you do to solve the problem
Step 5 理清情节和情感发展
原文部分 续写部分
Story Mountain(故事山)
请思考并讨论：
What is the theme of the passage
_____________________________________________________________________
What is the end of the story
_____________________________________________________________________
Step 6 推测情节发展，构思写作框架
▲结合首句和正能量原则确定两段结尾。
We sat down next to each other, but David wouldn’t look at me.
根据第二段首句，第一段最后应该是：___________________________________
I watched as David moved up to the starting line with the other runners.
结合正能量结尾，第二段结尾应该是：_____________________________________
▲结合首句和原文呼应原则，构思两段情节细节。
Para1:
We sat down next to each other, but David wouldn’t look at me.
Para2:
I watched as David moved up to the starting line with the other runners.
Step7 衔接
根据Step6所提的问题，关注续写内容：
与前文的衔接
围绕David参加越野跑这条主线，做好与前文的呼应：David是一个意志坚定的孩子，他没有放弃、没有被嘲笑，反而得到喝彩和鼓励。
与所给首句的衔接
第一段首句为We sat down next to each other, but David wouldn’t look at me.，续写的下一句主角应该是I或David。“我”认为David内心的真实想法是什么？
第二段首句为I watched as David moved up to the starting line with the other runners.，续写的下一句应该是描述此时“我”的内心感受。也可以David为主角，描述其坚定的神情。
▲在首句中先定位关键人或事物，最好让其成为下一句的主角或配角，以确保无缝衔接。
第一段末与第二段首的衔接
由于第二段段首是I watched as David moved up to the starting line with the other runners.，第一段的段末主角应该是David---毅然决定参加越野跑，并走向场地。
▲在第二段的首句找好能连接上段的桥梁，即定位关键信息，在书写第一段段末时让其自然出现。
思路一
第一段：David放弃参跑，沮丧郁闷---“我”鼓励他遵从本心，战胜自我---David毅然参跑。
第二段：David参跑，不行摔倒---全场鼓励，深受鼓舞---不屈不挠，勇往直前。
思路二
第一段：David放弃参跑，沮丧郁闷。“我”跟他回忆过往，赞赏他的不屈不挠的意志力和决心。David深受鼓舞，决定不再放弃。
第二段：David参跑。因身有残疾跑步左右摇晃，速度上落后很多。但并没有因此而受嘲笑，反而得到大家的尊重和鼓励。教练为自己感到羞愧。David完成赛跑，笑靥如花。
Step8下笔成文
对上面的问题作出回答即可；如果可能，先打草稿。
注意:
①可遵循7+7原则，平均分配两段内容(每段内容大致为七句话，平均每句话 10个词左右)
②有效使用语句间的连接成分（如表示时间顺序的衔接词afterwards, after a while, later, finally等，表示空间顺序的衔接词next to, at the end of, on the right/left等，表示解释说明的过渡词unexpectedly, surprisingly, disappointingly, happily, unfortunately等等），将所构思内容条理清楚、连贯流畅地表达出来。
③故事要相对完整，不可让读者自己去猜测结局。
三问自我
一问：续写中的时态用对了吗(通常为一般过去时)？
二问：续写内容中人物人称是否一致？
三问：是否紧扣一个主题，与前文前呼后应、连贯自然？
We sat down next to each other, but David wouldn’t look at me._____________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I watched as David moved up to the starting line with the other runners.______
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Step9慧心巧译启新程 文思泉涌展身手
1.很明显，虽然他很沮丧，很难过，但他不想放弃。
___________, he wouldn’t like to give up although ___________________________.
2.我不知道该对他说什么才好，就转过身来，拍了拍他的肩膀(pat sb. on the shoulder )，平静地说，只要他下定决心，什么也挡不住他。
At a loss what to say to him, _____________________________________________, saying calmly that nothing would _______________ if he _____________________.
3.“跟着自己的心走。我就在你身后。”
_________________________________________________________________________________________________________________________________________
突然，大卫抬起头，神情坚决。
____________ David raised his head _____________________________________.
“我将全力以赴，”大卫用坚定的声音说，站起来向起跑线走去。
“I shall go in for it,” David said _________________________, ________________ and ________________the starting line.
6.看到大卫走到起跑线上，我很高兴，松了一口气，教练也如释重负地笑了。
__________(see) David go to the starting line, I was so __________ and _________, and the coach also smiled ________________.
7. 比赛开始了。所有的孩子都跑得很快。
__________________________________________________________________________________________________________________________________________8. 然而，大卫绊(trip)了一跤。我的心一沉(sink)。
__________________________________________________________________________________________________________________________________________
9. 就在这时，来自不同学校的老师、家长和孩子们雷鸣般的叫声涌了进来：“加油，大卫。你能做到的！”
_________________, _____________________________ from teachers, parents, and kids from different schools came _________________(flood) in, “Come on, David. __________________________!”
大卫深受鼓舞，重新站起来继续跑。
_______________________, David ________________________and ran on.
其他的赛跑者都跑在前面很远了，但大卫仍在拼命地跑。我为他感到骄傲。
All the other runners had got far ahead, _____________________________________
_____________________________________________________________________
答案：
Step1
A 2.A
Step2
When:It was the day of the big cross-country run.
Where:thick evergreen forest
Who:1.Students from seven different primary schools in and around the small town.
2.I 3.David 4.the school’s coach 5.his classmates
(the main characters:I David )
What:He hesitated and then said he had decided not to run.
Why:1.I was afraid that kids from other schools would laugh at him
2.I gave him the choice to run or not, and let him decide.
Step3
David:
standing by himself was absent decided not to run hard for this event
rocking from side to side brain disease to the best of his ability
had not missed he did always finish
I:
looked around walked over quickly searched bit back my frustration
making sure turned to challenges strong determination
School’s coach:
laugh at
His classmates:
regular unusual
Step4:
determined, persistent, positive, hardworking...
He hesitated and then said he had decided not to run.
He had worked so hard for this event!
David had a brain disease which prevented him from walking or running like other children.
He always participated to the best of his ability in whatever they were doing.
David had not missed a single practice, and although he always finished his run long after the other children, he did always finish.
I was afraid that kids from other schools would laugh at him.
I gave him the choice to run or not, and let him decide.
afraid, worried,unhappy,hesitant
surprised,frustrated
I looked around and finally spotted David.
I walked over and asked him why he wasn’t with the other children.
I quickly searched the crowd for the school’s coach and asked him what had happened.
I bit back my frustration. I knew the coach meant well.
After making sure that David could run if he wanted, I turned to find him coming towards me.
I was familiar with the challenges David faced and was proud of his strong determination.
kind,caring,considerate
Step5
身残志坚，积极向上，挑战自我的精神
正能量结尾：David顽强地克服各种困难，最终完成比赛，表现出积极向上，挑战自我的精神
Step6
最终David改变了主意，决定要参加跑步比赛。
He changed his mind and decided to run.
David克服了各种困难，最终完成比赛。
Finally, David passed the finishing line.
Step9
▲【满分范文】
We sat down next to each other, but David wouldn’t look at me. Obviously, he wouldn’t like to give up although frustrated and quite upset. At a loss what to say to him, I turned and patted him on the shoulder, saying calmly that nothing would get in his way if he was determined to do it. “Just follow your heart. I’m right here behind you.” Suddenly David raised his head with a determined look. “I shall go in for it,” David said with a firm voice, rose to his feet and headed for the starting line.(84)
I watched as David moved up to the starting line with the other runners. Seeing David go to the starting line, I was so delighted and relieved, and the coach also smiled with relief. The race began. All kids ran swiftly. However, David tripped and fell. My heart sank. Just then, thunderous shouts from teachers, parents, and kids from different schools came flooding in, “Come on, David. You can make it!” Greatly encouraged, David picked himself up and ran on. All the other runners had got far ahead, but David kept running as fast as he could. I was so proud of him.(89)
学习目标
To cultivate students to have a clear map of the structures and obtain a good understanding of the whole text.
To lead students to analyze the plot of the story and the changing emotions of David.
3) To practice the basic steps of Continuation Writing.
一、读后续写“解题三步骤”
浅层信息获取：when, where, who, what
分析人物性格特点
Read 深度解读语篇 理清情节和情感
深层文本解读 明确故事主题
品味写作风格和语言
Think 推测情节发展 结合所给两段首句
构思写作框架 结合正能量和原文呼应
动作描写
Write生动编写故事 情感描写
环境描写
语言运用
二、怎么读？
（1）边读边用中文把主要情节写下来。特别注意情节发展和情感变化，总结人物性格特征。
（2）主要情节即“记叙文六要素”：人物、时间、地点、起因 、经过、结果。(即谁、在什么时间、什么地方，因为什么、发生什么问题、结果怎样。)
三、读后续写三个原则
1. 原文一致原则
内容要前后衔接，上下连贯，语言表达风格一致。
曲折性原则（过程性）（问题problems→解决solutions）
凡是故事都应有跌宕起伏，其中人物会遇到困难或问题，但最终能解决。
正能量原则（结局性）
故事内容一定要正能量，故事的结局是美满的。如：迷路了，但最终一定回到家；失败或遇到困难，但最终一定能成功；吵架了，一定和好等。
四、实战演练（2022年全国新高考）
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.”
I bit back my frustration (懊恼). I knew the coach meant well-he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer -that's all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
We sat down next to each other, but David wouldn’t look at me._____________
_____________________________________________________________________
_____________________________________________________________________
I watched as David moved up to the starting line with the other runners.______
_____________________________________________________________________
_____________________________________________________________________
Step1 快速浏览短文，选出最佳答案
1.What’s the style of the passage
A.Narration (记叙文) B. Exposition (说明文) C. Argumentation (议论文)
2.What tense should we use if we will continue to write
A. The simple past tense 一般过去时
B. The simple future tense 一般将来时
C. The simple present tense 一般现在时
Step 2 深度解读文本—— 找出故事基本要素
When:______________________________________________________________
Where:______________________________________________________________
Who:_______________________________________________________________
(the main characters:__________________ )
What:_______________________________________________________________
Why:________________________________________________________________
How
注意：续写时不要随意增加人物。
Step 3 找线索（找出与人物相关的事件或描述，包括所说、所做等）
Step 4 找细节
1.What is the personality of David
_____________________________________________________________________
2.What is the problem David faced with now
_____________________________________________________________________
3.How did the problem come about
_____________________________________________________________________
4.What’s David’s feeling
_____________________________________________________________________
5.How did the special education teacher feel about David’s decision
_____________________________________________________________________
What did she do
_____________________________________________________________________
What kind of person is the teacher
_____________________________________________________________________
Considering the problem David facing, if you were the teacher, what would you do to solve the problem
Step 5 理清情节和情感发展
原文部分 续写部分
Story Mountain(故事山)
请思考并讨论：
What is the theme of the passage
_____________________________________________________________________
What is the end of the story
_____________________________________________________________________
Step 6 推测情节发展，构思写作框架
▲结合首句和正能量原则确定两段结尾。
We sat down next to each other, but David wouldn’t look at me.
根据第二段首句，第一段最后应该是：___________________________________
I watched as David moved up to the starting line with the other runners.
结合正能量结尾，第二段结尾应该是：_____________________________________
▲结合首句和原文呼应原则，构思两段情节细节。
Para1:
We sat down next to each other, but David wouldn’t look at me.
Para2:
I watched as David moved up to the starting line with the other runners.
Step7 衔接
根据Step6所提的问题，关注续写内容：
与前文的衔接
围绕David参加越野跑这条主线，做好与前文的呼应：David是一个意志坚定的孩子，他没有放弃、没有被嘲笑，反而得到喝彩和鼓励。
与所给首句的衔接
第一段首句为We sat down next to each other, but David wouldn’t look at me.，续写的下一句主角应该是I或David。“我”认为David内心的真实想法是什么？
第二段首句为I watched as David moved up to the starting line with the other runners.，续写的下一句应该是描述此时“我”的内心感受。也可以David为主角，描述其坚定的神情。
▲在首句中先定位关键人或事物，最好让其成为下一句的主角或配角，以确保无缝衔接。
第一段末与第二段首的衔接
由于第二段段首是I watched as David moved up to the starting line with the other runners.，第一段的段末主角应该是David---毅然决定参加越野跑，并走向场地。
▲在第二段的首句找好能连接上段的桥梁，即定位关键信息，在书写第一段段末时让其自然出现。
思路一
第一段：David放弃参跑，沮丧郁闷---“我”鼓励他遵从本心，战胜自我---David毅然参跑。
第二段：David参跑，不行摔倒---全场鼓励，深受鼓舞---不屈不挠，勇往直前。
思路二
第一段：David放弃参跑，沮丧郁闷。“我”跟他回忆过往，赞赏他的不屈不挠的意志力和决心。David深受鼓舞，决定不再放弃。
第二段：David参跑。因身有残疾跑步左右摇晃，速度上落后很多。但并没有因此而受嘲笑，反而得到大家的尊重和鼓励。教练为自己感到羞愧。David完成赛跑，笑靥如花。
Step8下笔成文
对上面的问题作出回答即可；如果可能，先打草稿。
注意:
①可遵循7+7原则，平均分配两段内容(每段内容大致为七句话，平均每句话 10个词左右)
②有效使用语句间的连接成分（如表示时间顺序的衔接词afterwards, after a while, later, finally等，表示空间顺序的衔接词next to, at the end of, on the right/left等，表示解释说明的过渡词unexpectedly, surprisingly, disappointingly, happily, unfortunately等等），将所构思内容条理清楚、连贯流畅地表达出来。
③故事要相对完整，不可让读者自己去猜测结局。
三问自我
一问：续写中的时态用对了吗(通常为一般过去时)？
二问：续写内容中人物人称是否一致？
三问：是否紧扣一个主题，与前文前呼后应、连贯自然？
We sat down next to each other, but David wouldn’t look at me._____________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I watched as David moved up to the starting line with the other runners.______
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Step9慧心巧译启新程 文思泉涌展身手
1.很明显，虽然他很沮丧，很难过，但他不想放弃。
___________, he wouldn’t like to give up although ___________________________.
2.我不知道该对他说什么才好，就转过身来，拍了拍他的肩膀(pat sb. on the shoulder )，平静地说，只要他下定决心，什么也挡不住他。
At a loss what to say to him, _____________________________________________, saying calmly that nothing would _______________ if he _____________________.
3.“跟着自己的心走。我就在你身后。”
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突然，大卫抬起头，神情坚决。
____________ David raised his head _____________________________________.
“我将全力以赴，”大卫用坚定的声音说，站起来向起跑线走去。
“I shall go in for it,” David said _________________________, ________________ and ________________the starting line.
6.看到大卫走到起跑线上，我很高兴，松了一口气，教练也如释重负地笑了。
__________(see) David go to the starting line, I was so __________ and _________, and the coach also smiled ________________.
7. 比赛开始了。所有的孩子都跑得很快。
__________________________________________________________________________________________________________________________________________8. 然而，大卫绊(trip)了一跤。我的心一沉(sink)。
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9. 就在这时，来自不同学校的老师、家长和孩子们雷鸣般的叫声涌了进来：“加油，大卫。你能做到的！”
_________________, _____________________________ from teachers, parents, and kids from different schools came _________________(flood) in, “Come on, David. __________________________!”
大卫深受鼓舞，重新站起来继续跑。
_______________________, David ________________________and ran on.
其他的赛跑者都跑在前面很远了，但大卫仍在拼命地跑。我为他感到骄傲。
All the other runners had got far ahead, _____________________________________
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答案：
Step1
A 2.A
Step2
When:It was the day of the big cross-country run.
Where:thick evergreen forest
Who:1.Students from seven different primary schools in and around the small town.
2.I 3.David 4.the school’s coach 5.his classmates
(the main characters:I David )
What:He hesitated and then said he had decided not to run.
Why:1.I was afraid that kids from other schools would laugh at him
2.I gave him the choice to run or not, and let him decide.
Step3
David:
standing by himself was absent decided not to run hard for this event
rocking from side to side brain disease to the best of his ability
had not missed he did always finish
I:
looked around walked over quickly searched bit back my frustration
making sure turned to challenges strong determination
School’s coach:
laugh at
His classmates:
regular unusual
Step4:
determined, persistent, positive, hardworking...
He hesitated and then said he had decided not to run.
He had worked so hard for this event!
David had a brain disease which prevented him from walking or running like other children.
He always participated to the best of his ability in whatever they were doing.
David had not missed a single practice, and although he always finished his run long after the other children, he did always finish.
I was afraid that kids from other schools would laugh at him.
I gave him the choice to run or not, and let him decide.
afraid, worried,unhappy,hesitant
surprised,frustrated
I looked around and finally spotted David.
I walked over and asked him why he wasn’t with the other children.
I quickly searched the crowd for the school’s coach and asked him what had happened.
I bit back my frustration. I knew the coach meant well.
After making sure that David could run if he wanted, I turned to find him coming towards me.
I was familiar with the challenges David faced and was proud of his strong determination.
kind,caring,considerate
Step5
身残志坚，积极向上，挑战自我的精神
正能量结尾：David顽强地克服各种困难，最终完成比赛，表现出积极向上，挑战自我的精神
Step6
最终David改变了主意，决定要参加跑步比赛。
He changed his mind and decided to run.
David克服了各种困难，最终完成比赛。
Finally, David passed the finishing line.
Step9
▲【满分范文】
We sat down next to each other, but David wouldn’t look at me. Obviously, he wouldn’t like to give up although frustrated and quite upset. At a loss what to say to him, I turned and patted him on the shoulder, saying calmly that nothing would get in his way if he was determined to do it. “Just follow your heart. I’m right here behind you.” Suddenly David raised his head with a determined look. “I shall go in for it,” David said with a firm voice, rose to his feet and headed for the starting line.(84)
I watched as David moved up to the starting line with the other runners. Seeing David go to the starting line, I was so delighted and relieved, and the coach also smiled with relief. The race began. All kids ran swiftly. However, David tripped and fell. My heart sank. Just then, thunderous shouts from teachers, parents, and kids from different schools came flooding in, “Come on, David. You can make it!” Greatly encouraged, David picked himself up and ran on. All the other runners had got far ahead, but David kept running as fast as he could. I was so proud of him.(89)