2026届高考英语二轮复习：高中英语读后续写 课件(共34张PPT)
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| 名称 | 2026届高考英语二轮复习：高中英语读后续写 课件(共34张PPT) |
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| 文件大小 | 17.5MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-01-08 00:00:00 | ||
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(共34张PPT)
2023年高考英语全国卷（I II）
读后续写
在我上中学的时候，我的社会学老师鼓励我参加一个写作比赛。我不假思索地拒绝了。我不喜
欢写作。我来自古巴，所以英语只是我的第二语言。写作于我是如此艰难且痛苦，以至于我的老
师允许我把关于泰坦尼克号沉没的论文作为口头报告演一出独幕剧,我在其中扮演所有的角色。
没有人比他笑得更厉害了。
那么,他为什么突然强迫我去做一件我注定会失败的事呢 他回答说:“因为我喜欢你的故事。如
果你愿意努力,我认为你是有希望做成的。因为他的鼓励,我同意一试。
我选择保罗 里维尔的马作为我的主题。（美国革命时期的一段脍炙人口的史实：）保罗 里维
尔是美国波士顿地区一名银匠，在1775年4月18日深夜，他纵马疾驶至列克星敦，将侦察到英军
将要前来的军情紧急通报给了那里的人们。我的故事将会以马的口吻来阐述,这不是一个聪明的
想法,但很有趣；而且不太可能和别人雷同。
那匹在黑夜中疾驰的马,它在想什么呢 它会累吗？有疑虑吗 想过放弃吗？我即刻表示认同。
我累了,有过怀疑,想过放弃。但是,就像里维尔传说中的马一样,我继续前进，我努力奋进。我检查
了拼写，还请姐姐纠正我的语法。我从图书馆借了六本关于保罗 里维尔的书，甚至还读了几本。
当我把作文交给老师以后，他读过大声笑道：“太好了!来，现在再写一遍。”于是，我一遍又一
遍地写了又写。当我最终完成的时候，想要赢得比赛的想法早已被抛到九霄云外，取而代之的是
写作带来的享受。就算我赢不了，我也不会在乎。
书名：Lighting the Candle: A Wild Ride
作者：Carmen Agra Deedy
出版时间：1, June, 2021
来源：
https://www./story/lighting-the-candle-a-wild-ride
读（问题思考）：
1. 5W+1H是否在阅读时已经全部迅速获取？
when and where：故事发生的时间、地点
who：故事的主要人物
what：故事的主要情节
how：故事的发生、发展、高潮、结尾
信息获取过程建议整体化，读题后迅速自测。
文章主线：一个英语是第二语言的巴西小孩在老师的鼓励下参加
比赛并获奖。
文本中词汇是续写必备，哪些词汇虽陌生但可以通
过语境猜出含义？
必备词汇 (这两组词很关键，若词义不明就可能影响到整个作答方向。)
contest 比赛
award presentation 颁奖典礼
挑战词汇：
apply yourself:to work at sthor study sthvery hard 勤奋工作，努力学习
have a good shot：to have a chance to achieve, attain, or have success in something 有希
望、机会做成某事
shot：(n.)the act of trying to do or achieve sth尝试，努力（以上两组词通过后文中
encouraged... give it a try可以猜到是关于努力尝试和获得成功。）
sympathize：to support sb/sth赞同，支持（通过后文I got tired，I had doubts……基本可
以正确推断出词义，对续写影响不大。）
check sthout:toborrow sthfrom an official place, for example, a book from a library (从图
书馆等) 借出（语境中有books...library...read, ，对续写影响不大）
背景故事知多少？
题目中提到的两个背景事件：
1. the sinking of the Titanic （泰坦尼克号沉船事件）
2. the Lexington Accident （莱克星顿事件/莱克星顿的枪声）
1912年面世的巨型游轮泰坦尼克号是当时世界上体积最庞大、内部设施最豪华的客运轮船
，有“永不沉没”的美誉。然而，在它的首次航行中在与一座冰山相撞，造成船体破裂，沉
入了大西洋。泰坦尼克号沉船还因为由詹姆斯 卡梅隆指导的电影《泰坦尼克号》，而
让“Jack & Rose”的故事家喻户晓。
在考试题目中，主人公的论文是围绕泰坦尼克号的沉船事件展开的。因为他的写作水平有
限，社会学老师让他用表演的方式将自己研究该话题的论文表演出来，并一人饰演所有角
色。这场表演逗得老师开怀大笑。“Writing was so difficult and painful for me that... No one
laughed harder than he did.”在考试续写的过程中，该背景知识可能并不会对我们的理解和
作答造成影响，但是我们可以思考将此处内容设计成一个“echo(回应)”。这里我们可以充分
相信学生的创造力，丰富程度会远超我们一线教师的想象力。
莱克星顿事件/莱克星顿的枪声出现在高考试卷上，对于文科生来说应该是一大福音了。
续（谋篇布局）：
1. 如何在已给框架下合理续写？
续写的思路并不唯一，只要能够自圆其说，言之有物，情节合理，语言丰富
都是好故事。
A few weeks later, when I almost forgot the contest, there came the news.①
_______________________________________________________________________________
____②_______________________________________________________________________
I went to my teacher’s office after the award presentation.③
_______________________________________________________________________________
_______________________④__________________________________________________
在完成续写的过程中，我们可以首先思考上图中标注位置上四句话的内容。
首先，可以先判断出④号结尾句的方向或文章主题立意和升华的方向。根据
已给文本的内容，主人公最终应该从写作比赛的获奖中收获了自信，爱上了
写作，怀着对老师的感激踏上了未来的写作之旅。话题围绕个人成长、逐梦
人生。
①号句与已给首句衔接，可以提到消息的具体内容。比较合理的猜想是比赛
获奖了。
②号句受限于第一段的发展和第二段首句的内容。可以描述去领奖的过程和
心情。此外，整个第一段需要提及关于award presentation的情况。
③号句可以描述主人公站在老师办公室门前的动作和心情。
情境线
Para.1:
我得知比赛获奖——人物心理变化——感谢老师——去参加颁奖典礼——收
获奖杯和感悟（获奖感言）
注意：同学们也许会选择没得奖这条描写线路，后面他去看了颁奖典礼落寞
而归，收到老师的鼓励，重获自信。但是，虽情节发展合理，原文中一些细
节描写其实埋下了故事后面发展的可能性，要与原先的人物心态和处境形成
反差，“When I finally finished it, the thought of winning had given way to
the enjoyment of writing. If I didn’t win, I wouldn’t care.” 所以，如果他并不
在意比赛结果，那么如果被通知没得奖，为什么还要去参加颁奖典礼呢？由
此我们考虑，选择让主人公得奖的续写路线是较为合理的。
Para.2
站在老师办公室门外的心情和动作——敲门、开门——老师的语
言和表情——我的反应、对话——从那以后
最后的情节既可以定焦现在，也可以展望未来。
主人公的情感线：
并不擅长语言学习，抗拒——收到鼓舞愿意一试——赢得比赛心
怀感恩——获得自信爱上写作
如何利用已知情节创造echo？
“echo”就是我们在续写中创作出的能够和已给原文中某些情节或文字形成照
应的部分（sthto echo the overt and latent clues in the original text）。
灵感来自于拉波夫叙事模式中最后一环节coda的意义。它是为了和现实世界
发生关联，使读者对某个方面有更深刻的理解和思考。其理论依据源于认知
语言学语篇连接现象中的foreshadowing-echoing伏笔照应。
伏应的巧妙运用可以极大程度增加语篇的思想深度和文学效果。对此，全国
各地有很多不同的叫法，有flash back、协同、照应、回扣等，我们叫它“回
响（echo）”, 其实在文学和艺术创作中这种foreshadow forward, echo back
的表现形式叫“callback“。
①horse原文中出现了I chose Paul Revere’s horse as my subject.
/from the horse’ mouth/But, like Revere’s horse, I kept going. 既
然主人公参赛的作品是从马的角度来叙述的，那么我们可以在续
写结尾处描写未来不知疲惫地继续这条写作之路。Despite the
challenges and odds laying ahead, I never stopped writing, like
Revere’s horse never stopped speeding that night.
②laugh原文中多次提及老师的笑。第一次No one laughed harder than he
did. (此处有很多同学选择)；第二次When I handed in the essay to my
teacher, he read it, laughed out loud, and said...。第一次的笑被好玩的场景
逗笑，第二次是因为看到看到主人公创作中的有趣情节觉得好玩而发笑。那
么，我们在续写中可以延续老师的笑，比如在为学生打开办公室的门时发出
a knowing smile会心一笑，在看到学生成功后给于人生的指导并意味深长
地笑a significant smile。我班同学在考后回忆到，他运用原文原句写出了老
师打开办公室门后高兴的样子。Noone laughed harder than he did in the
office. But this time, instead of playing jokes on me, he conveyed his sincere
appreciation of my achievements within that laughter.
③the Titanic选择“巴西学生参赛失败”续写路线的同学，可以参
考下面这位同学的想法。他说当考场上看到了泰坦尼克号，满脑
子都是Jack和Rose的船沉末时仍然优雅奏乐的老绅士。所以当主
人公在颁奖典礼上看到别人拿奖自己落选时，“As my beloved
“Titanic” wassinking, I could still hear my own piece of melody
being played, believing in myself despite the elements. ”（成功用
到了新教材中学到的brave the elements）
④sister这一条比较简单，在得知获奖信息的时候可以第一时间
分享给姐姐。
⑤Brazil有同学将主人公巴西裔的背景用在了上台领奖的时候。I
received the award and expressed mygratitude in Brazilian
accent...（如果能找到一位巴西有名的作家，携带他的作品一起
，让主人公立志成为第二个“somebody”，会更理想。）
老师的下水作文1
A few weeks later, when I almost forgot the contest, there came the news.
I was nestled in the tranquility of mycozy room when the phone ringingsnapped me back to reality. It was my social studies teacher who was on the other end. Without any pleasantries, he blurtedout, “Your story claimed the top! You made it!”，inaloud voice with unspoken
pride. As a student who was always struggling with the intricacies of English, I couldn’t
believe I had clinched an English writing contest. My heartwas a flurry of emotions; ecstasy,
excitement, uncertainty...As scheduled, I came to the award presentation ceremony several
days later. When I was standingon the stage, holding the trophy awkwardly, I awoke to the
realization that my teacher had ignited my deep-seated passion for writing and gifted me
with the strong confidence against all odds. I couldn’t wait to see him.
I went to my teacher’s office after the award presentation.With the trophy clutched
tightly in my hand, I knocked lightly on the door. Then I saw him beckoning me in, with a
knowing smile. “That’s really something! Congratulations!”, he beamed. Right there, infront
of my respectedteacher, my blushing face spoke for itself. I stuttered with, “Thank... you...,
for all you did, for... bringing me the joy of writing.” That was a moment of understanding, a
moment of gratitude to a mentorwho had walked the extra mile to help a student to
explore his new-found adorefor writing, and also a moment that paved the way for my
future career path which was turning a struggling non-native English speaker into an
acclaimed author.
老师的下水作文2
A few weeks later, when Ialmost forgot the contest, there came the
news.Iwas awarded the first prize owing to my original writing style. At that
point, a wave of thrill washed over me on knowing my hard work and
dedication had paid off. That award was not just the recognitionof my
efforts, but also a testament to the effectiveness of my teacher’s guidance
and support. It was my teacher who offered me the opportunity to showcase
my talent and gave me the confidence to continue pursuing my passion for
writing.
Iwent to my teacher’s office after the award presentation.The moment I
saw the familiar face, tears welled up in my eyes. “Good news ” he walked up
to me with an expectant look. I nodded proudly. With excitementspreading
overhis whole face, he held my hands firmly, saying, “Great, you made it.”
“The journey to success is not smooth,”he continued, “Determination and
optimism are what it takes to conquer your fear and accomplish your
goal.Remember, never say never.”
2022年高考英语全国卷
读后续写
第二节(满分25分)
67.阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarming
upandwalkingtheroute(路线)throughthickevergreenforest.
IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.His
usualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhe
haddecidednottorun.
Whatwaswrong Hehadworkedsohardforthisevent!
Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschools
wouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”
Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavid
couldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.
Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtof
himasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Thatwaswhynoneofthechildren
thoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasingle
practice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacheratthe
school,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.
注意：
1.续写词数应为150左右;
2. 请按如下格式在答题卡的相应位置作答。
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.
____________________________________________________________________________________________
Viewing 看 To view : ①文章段数、字数②写作字数，段，行，句③写作时间
Opening/Beginning
Build-up
Climax
Ending
②Read for the plot (the missing plots)
Resolution
(Conflicts/Problems/ Dilemma)
Reading读
Story Mountain
Reading读
To read for:
①story elements
②plot (the missing plot)
③relationship between the2 given sentences.
第二节(满分25分)①Readforstoryelements
67.阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltown
werewarmingupandwalkingtheroute(路线)throughthickevergreenforest.
IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallforten
yearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.
Hehesitatedandthensaidhehaddecidednottorun.
Whatwaswrong Hehadworkedsohardforthisevent!
Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromother
schoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”
Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.Aftermakingsure
thatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideashe
swunghisfeetforward.
Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmates
thoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Thatwaswhy
noneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’s
all.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedid
alwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudof
hisstrongdetermination.
Wesatdownnexttoeachother,butDavidwouldn’tlookatme.
___________________________________________________________________________________________
I watched as David moved up to the starting line with the other runners.
____________________________________________________________________________________________
Reading读
Continuation续
Can the following sentences successfully continue the story, and why
1.Davidbecamethefirst/second/third/forthtoarriveatthefinishingline.
2.Whenhefinallyarrivedatthefinishingline,theaudiencestoodupfromtheir
seatsexcitedlyandcheeredforhimloudly.
3.AllhisclassmateswereshockedwhenDavidshowedupatthestartingline.
4.Davidhadadisease,soitwasdifficultforhimtocompletethecross-countryrun.
5.I’veneverseenanyonelikeDavidwhohavesuchproblems,indeepsorrow.
Let’sframethestructure.
Continuation 续
沮丧、低头、掩面
（使用过去分词作状语/with的复合结构完成）
bury one’s face/head in 把脸/头埋在……里面
hang/bend/lower/bow one’s head 垂下头/低下头
drop/lower one’s eyes 垂下眼睛
reach for sb’ hand 伸手抓住某人的手
catch hold of sb’s arm 抓住某人的手臂
put/ throw one’s arms around sb. 拥抱某人
Word bank
Seizedbyaburstoffrustrationand
anxiety,heloweredhishead,withhis
faceburiedinhishands.
Writing 写
不安、犹豫，轻拍，鼓励
（使用并列形容词作状语完成）
Abitawkwardandhesitant,Igentlypattedonhisshoulder
andencouragedhim/saidtohim,“Iamalwaysconfidentof
yourabilityandproudofyou.Goahead!”
“对于比赛来说决心和毅力才是最重要的，不要轻言放弃。”
(使用独立主格完成)
听到鼓励，开心，抬头，眼里有光
Upon/onhearingmyencouragement,
/Delighted to hear my encouragement,
David raised his head slowly, eyes
glittering/sparkling/twinklingwithhope.
Word bank
sparkle/glitter/ twinkle
sb’s face lights up/brights up
wear a smile on her face
crack a smile 展颜微笑
a bright /shining smile spread/crosses sb’s face
他含着泪用颤抖却坚定地语气说：
“我愿意试一试。”
（使用副词开句）
Tearfully/With tears in eyes,/ Tears swirling in his eyes, he
replied/respondedinatrembling/shiveringbutfirmingtone,“I’dliketo
giveitatry.”
We sat down next to each other, but David
wouldn’t look at me. Seized by a surge of
frustrationandanxiety,heloweredhisheadand
staredathisshoes,buryinghisfaceinhishands.
Abitawkwardandhesitant,Igentlypattedonhis
shoulder and encouraged him, “I am always
confidentofyourabilityandproudofyou.Go
ahead!”Onhearingmyencouragement,David
raisedhisheadslowly,eyesglitteringwithhope.
Tearfully, he responded in a trembling but
firmingtone,“I’dliketogiveitatry.”Then,he
rosetohisfeetslowlywithnotouchofhesitation
asheusuallydidatschool.（99words）
Para 1:
分词作状语/with的复合结构
并列形容词作状语
On… （时间状语）
独立主格
副词
状语从句
Para 2:
比赛开始
（使用修辞）
落后，艰难
（使用并列句完成）
我们的加油
（使用现在分词作状语完成）
意志坚决，证明自己
（使用倒装句完成）
冲线，欢呼
（使用the moment/instant 时间状从完成）
升华
（使用强调句完成）
Awhistleannouncedthebeginningofthecross-countryrun
withalltheparticipantsrunninglikeanarrow.However,David
wasleftfarbehindandhewasapparentlyoutofbreathwith
increasinglyheavyfootsteps.Fullofamixofexcitement,I
yelledoutfromthedistance,hopingtoofferhimmorestrength.
Atthattime,sodeterminedwasDavidthatweknowhewill
not pass up the opportunity to prove himself. The
moment/instant he approached the finishing line, he was
greatlywelcomedbythunderousapplausefromtheaudience.It
ishisdeterminationandperseverancethatmadehimchallenge
hislimitstocompletethetaskandwintherespectofall.
修辞手法
并列句
现在分词作状语
倒装句式
时间状从(the moment/instant)
强调句
Brush-up foreshadowing
echoing
the coach
Awhistleannouncedthebeginningofthecross-countryrun,
alltheparticipantsranlikeanarrow.However,Davidwasleft
far behind and he was apparently out of breath with
increasinglyheavyfootsteps.Fullofamixofexcitementand
uneasiness,Iyelledoutfromthedistance,hopingtoofferhim
morestrength.Atthattime,sodeterminedwasDavidthatwe
knowhewillnotpassuptheopportunitytoprovehimself.The
moment/instant he approached the finishing line, he was
greatlywelcomedbythunderousapplausefromtheaudience,
among which stood the cheering coach. It is his
determinationandperseverancethatmadehimchallengehis
limitstocompletethetaskandwintherespectofall.
修辞手法
并列句
现在分词作状语
倒装句式
时间状从(the
moment/instant)
强调句
定语从句
2023年高考英语全国卷（I II）
读后续写
在我上中学的时候，我的社会学老师鼓励我参加一个写作比赛。我不假思索地拒绝了。我不喜
欢写作。我来自古巴，所以英语只是我的第二语言。写作于我是如此艰难且痛苦，以至于我的老
师允许我把关于泰坦尼克号沉没的论文作为口头报告演一出独幕剧,我在其中扮演所有的角色。
没有人比他笑得更厉害了。
那么,他为什么突然强迫我去做一件我注定会失败的事呢 他回答说:“因为我喜欢你的故事。如
果你愿意努力,我认为你是有希望做成的。因为他的鼓励,我同意一试。
我选择保罗 里维尔的马作为我的主题。（美国革命时期的一段脍炙人口的史实：）保罗 里维
尔是美国波士顿地区一名银匠，在1775年4月18日深夜，他纵马疾驶至列克星敦，将侦察到英军
将要前来的军情紧急通报给了那里的人们。我的故事将会以马的口吻来阐述,这不是一个聪明的
想法,但很有趣；而且不太可能和别人雷同。
那匹在黑夜中疾驰的马,它在想什么呢 它会累吗？有疑虑吗 想过放弃吗？我即刻表示认同。
我累了,有过怀疑,想过放弃。但是,就像里维尔传说中的马一样,我继续前进，我努力奋进。我检查
了拼写，还请姐姐纠正我的语法。我从图书馆借了六本关于保罗 里维尔的书，甚至还读了几本。
当我把作文交给老师以后，他读过大声笑道：“太好了!来，现在再写一遍。”于是，我一遍又一
遍地写了又写。当我最终完成的时候，想要赢得比赛的想法早已被抛到九霄云外，取而代之的是
写作带来的享受。就算我赢不了，我也不会在乎。
书名：Lighting the Candle: A Wild Ride
作者：Carmen Agra Deedy
出版时间：1, June, 2021
来源：
https://www./story/lighting-the-candle-a-wild-ride
读（问题思考）：
1. 5W+1H是否在阅读时已经全部迅速获取？
when and where：故事发生的时间、地点
who：故事的主要人物
what：故事的主要情节
how：故事的发生、发展、高潮、结尾
信息获取过程建议整体化，读题后迅速自测。
文章主线：一个英语是第二语言的巴西小孩在老师的鼓励下参加
比赛并获奖。
文本中词汇是续写必备，哪些词汇虽陌生但可以通
过语境猜出含义？
必备词汇 (这两组词很关键，若词义不明就可能影响到整个作答方向。)
contest 比赛
award presentation 颁奖典礼
挑战词汇：
apply yourself:to work at sthor study sthvery hard 勤奋工作，努力学习
have a good shot：to have a chance to achieve, attain, or have success in something 有希
望、机会做成某事
shot：(n.)the act of trying to do or achieve sth尝试，努力（以上两组词通过后文中
encouraged... give it a try可以猜到是关于努力尝试和获得成功。）
sympathize：to support sb/sth赞同，支持（通过后文I got tired，I had doubts……基本可
以正确推断出词义，对续写影响不大。）
check sthout:toborrow sthfrom an official place, for example, a book from a library (从图
书馆等) 借出（语境中有books...library...read, ，对续写影响不大）
背景故事知多少？
题目中提到的两个背景事件：
1. the sinking of the Titanic （泰坦尼克号沉船事件）
2. the Lexington Accident （莱克星顿事件/莱克星顿的枪声）
1912年面世的巨型游轮泰坦尼克号是当时世界上体积最庞大、内部设施最豪华的客运轮船
，有“永不沉没”的美誉。然而，在它的首次航行中在与一座冰山相撞，造成船体破裂，沉
入了大西洋。泰坦尼克号沉船还因为由詹姆斯 卡梅隆指导的电影《泰坦尼克号》，而
让“Jack & Rose”的故事家喻户晓。
在考试题目中，主人公的论文是围绕泰坦尼克号的沉船事件展开的。因为他的写作水平有
限，社会学老师让他用表演的方式将自己研究该话题的论文表演出来，并一人饰演所有角
色。这场表演逗得老师开怀大笑。“Writing was so difficult and painful for me that... No one
laughed harder than he did.”在考试续写的过程中，该背景知识可能并不会对我们的理解和
作答造成影响，但是我们可以思考将此处内容设计成一个“echo(回应)”。这里我们可以充分
相信学生的创造力，丰富程度会远超我们一线教师的想象力。
莱克星顿事件/莱克星顿的枪声出现在高考试卷上，对于文科生来说应该是一大福音了。
续（谋篇布局）：
1. 如何在已给框架下合理续写？
续写的思路并不唯一，只要能够自圆其说，言之有物，情节合理，语言丰富
都是好故事。
A few weeks later, when I almost forgot the contest, there came the news.①
_______________________________________________________________________________
____②_______________________________________________________________________
I went to my teacher’s office after the award presentation.③
_______________________________________________________________________________
_______________________④__________________________________________________
在完成续写的过程中，我们可以首先思考上图中标注位置上四句话的内容。
首先，可以先判断出④号结尾句的方向或文章主题立意和升华的方向。根据
已给文本的内容，主人公最终应该从写作比赛的获奖中收获了自信，爱上了
写作，怀着对老师的感激踏上了未来的写作之旅。话题围绕个人成长、逐梦
人生。
①号句与已给首句衔接，可以提到消息的具体内容。比较合理的猜想是比赛
获奖了。
②号句受限于第一段的发展和第二段首句的内容。可以描述去领奖的过程和
心情。此外，整个第一段需要提及关于award presentation的情况。
③号句可以描述主人公站在老师办公室门前的动作和心情。
情境线
Para.1:
我得知比赛获奖——人物心理变化——感谢老师——去参加颁奖典礼——收
获奖杯和感悟（获奖感言）
注意：同学们也许会选择没得奖这条描写线路，后面他去看了颁奖典礼落寞
而归，收到老师的鼓励，重获自信。但是，虽情节发展合理，原文中一些细
节描写其实埋下了故事后面发展的可能性，要与原先的人物心态和处境形成
反差，“When I finally finished it, the thought of winning had given way to
the enjoyment of writing. If I didn’t win, I wouldn’t care.” 所以，如果他并不
在意比赛结果，那么如果被通知没得奖，为什么还要去参加颁奖典礼呢？由
此我们考虑，选择让主人公得奖的续写路线是较为合理的。
Para.2
站在老师办公室门外的心情和动作——敲门、开门——老师的语
言和表情——我的反应、对话——从那以后
最后的情节既可以定焦现在，也可以展望未来。
主人公的情感线：
并不擅长语言学习，抗拒——收到鼓舞愿意一试——赢得比赛心
怀感恩——获得自信爱上写作
如何利用已知情节创造echo？
“echo”就是我们在续写中创作出的能够和已给原文中某些情节或文字形成照
应的部分（sthto echo the overt and latent clues in the original text）。
灵感来自于拉波夫叙事模式中最后一环节coda的意义。它是为了和现实世界
发生关联，使读者对某个方面有更深刻的理解和思考。其理论依据源于认知
语言学语篇连接现象中的foreshadowing-echoing伏笔照应。
伏应的巧妙运用可以极大程度增加语篇的思想深度和文学效果。对此，全国
各地有很多不同的叫法，有flash back、协同、照应、回扣等，我们叫它“回
响（echo）”, 其实在文学和艺术创作中这种foreshadow forward, echo back
的表现形式叫“callback“。
①horse原文中出现了I chose Paul Revere’s horse as my subject.
/from the horse’ mouth/But, like Revere’s horse, I kept going. 既
然主人公参赛的作品是从马的角度来叙述的，那么我们可以在续
写结尾处描写未来不知疲惫地继续这条写作之路。Despite the
challenges and odds laying ahead, I never stopped writing, like
Revere’s horse never stopped speeding that night.
②laugh原文中多次提及老师的笑。第一次No one laughed harder than he
did. (此处有很多同学选择)；第二次When I handed in the essay to my
teacher, he read it, laughed out loud, and said...。第一次的笑被好玩的场景
逗笑，第二次是因为看到看到主人公创作中的有趣情节觉得好玩而发笑。那
么，我们在续写中可以延续老师的笑，比如在为学生打开办公室的门时发出
a knowing smile会心一笑，在看到学生成功后给于人生的指导并意味深长
地笑a significant smile。我班同学在考后回忆到，他运用原文原句写出了老
师打开办公室门后高兴的样子。Noone laughed harder than he did in the
office. But this time, instead of playing jokes on me, he conveyed his sincere
appreciation of my achievements within that laughter.
③the Titanic选择“巴西学生参赛失败”续写路线的同学，可以参
考下面这位同学的想法。他说当考场上看到了泰坦尼克号，满脑
子都是Jack和Rose的船沉末时仍然优雅奏乐的老绅士。所以当主
人公在颁奖典礼上看到别人拿奖自己落选时，“As my beloved
“Titanic” wassinking, I could still hear my own piece of melody
being played, believing in myself despite the elements. ”（成功用
到了新教材中学到的brave the elements）
④sister这一条比较简单，在得知获奖信息的时候可以第一时间
分享给姐姐。
⑤Brazil有同学将主人公巴西裔的背景用在了上台领奖的时候。I
received the award and expressed mygratitude in Brazilian
accent...（如果能找到一位巴西有名的作家，携带他的作品一起
，让主人公立志成为第二个“somebody”，会更理想。）
老师的下水作文1
A few weeks later, when I almost forgot the contest, there came the news.
I was nestled in the tranquility of mycozy room when the phone ringingsnapped me back to reality. It was my social studies teacher who was on the other end. Without any pleasantries, he blurtedout, “Your story claimed the top! You made it!”，inaloud voice with unspoken
pride. As a student who was always struggling with the intricacies of English, I couldn’t
believe I had clinched an English writing contest. My heartwas a flurry of emotions; ecstasy,
excitement, uncertainty...As scheduled, I came to the award presentation ceremony several
days later. When I was standingon the stage, holding the trophy awkwardly, I awoke to the
realization that my teacher had ignited my deep-seated passion for writing and gifted me
with the strong confidence against all odds. I couldn’t wait to see him.
I went to my teacher’s office after the award presentation.With the trophy clutched
tightly in my hand, I knocked lightly on the door. Then I saw him beckoning me in, with a
knowing smile. “That’s really something! Congratulations!”, he beamed. Right there, infront
of my respectedteacher, my blushing face spoke for itself. I stuttered with, “Thank... you...,
for all you did, for... bringing me the joy of writing.” That was a moment of understanding, a
moment of gratitude to a mentorwho had walked the extra mile to help a student to
explore his new-found adorefor writing, and also a moment that paved the way for my
future career path which was turning a struggling non-native English speaker into an
acclaimed author.
老师的下水作文2
A few weeks later, when Ialmost forgot the contest, there came the
news.Iwas awarded the first prize owing to my original writing style. At that
point, a wave of thrill washed over me on knowing my hard work and
dedication had paid off. That award was not just the recognitionof my
efforts, but also a testament to the effectiveness of my teacher’s guidance
and support. It was my teacher who offered me the opportunity to showcase
my talent and gave me the confidence to continue pursuing my passion for
writing.
Iwent to my teacher’s office after the award presentation.The moment I
saw the familiar face, tears welled up in my eyes. “Good news ” he walked up
to me with an expectant look. I nodded proudly. With excitementspreading
overhis whole face, he held my hands firmly, saying, “Great, you made it.”
“The journey to success is not smooth,”he continued, “Determination and
optimism are what it takes to conquer your fear and accomplish your
goal.Remember, never say never.”
2022年高考英语全国卷
读后续写
第二节(满分25分)
67.阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarming
upandwalkingtheroute(路线)throughthickevergreenforest.
IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.His
usualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhe
haddecidednottorun.
Whatwaswrong Hehadworkedsohardforthisevent!
Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschools
wouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”
Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavid
couldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.
Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtof
himasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Thatwaswhynoneofthechildren
thoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasingle
practice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacheratthe
school,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.
注意：
1.续写词数应为150左右;
2. 请按如下格式在答题卡的相应位置作答。
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.
____________________________________________________________________________________________
Viewing 看 To view : ①文章段数、字数②写作字数，段，行，句③写作时间
Opening/Beginning
Build-up
Climax
Ending
②Read for the plot (the missing plots)
Resolution
(Conflicts/Problems/ Dilemma)
Reading读
Story Mountain
Reading读
To read for:
①story elements
②plot (the missing plot)
③relationship between the2 given sentences.
第二节(满分25分)①Readforstoryelements
67.阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltown
werewarmingupandwalkingtheroute(路线)throughthickevergreenforest.
IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallforten
yearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.
Hehesitatedandthensaidhehaddecidednottorun.
Whatwaswrong Hehadworkedsohardforthisevent!
Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromother
schoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”
Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.Aftermakingsure
thatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideashe
swunghisfeetforward.
Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmates
thoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Thatwaswhy
noneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’s
all.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedid
alwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudof
hisstrongdetermination.
Wesatdownnexttoeachother,butDavidwouldn’tlookatme.
___________________________________________________________________________________________
I watched as David moved up to the starting line with the other runners.
____________________________________________________________________________________________
Reading读
Continuation续
Can the following sentences successfully continue the story, and why
1.Davidbecamethefirst/second/third/forthtoarriveatthefinishingline.
2.Whenhefinallyarrivedatthefinishingline,theaudiencestoodupfromtheir
seatsexcitedlyandcheeredforhimloudly.
3.AllhisclassmateswereshockedwhenDavidshowedupatthestartingline.
4.Davidhadadisease,soitwasdifficultforhimtocompletethecross-countryrun.
5.I’veneverseenanyonelikeDavidwhohavesuchproblems,indeepsorrow.
Let’sframethestructure.
Continuation 续
沮丧、低头、掩面
（使用过去分词作状语/with的复合结构完成）
bury one’s face/head in 把脸/头埋在……里面
hang/bend/lower/bow one’s head 垂下头/低下头
drop/lower one’s eyes 垂下眼睛
reach for sb’ hand 伸手抓住某人的手
catch hold of sb’s arm 抓住某人的手臂
put/ throw one’s arms around sb. 拥抱某人
Word bank
Seizedbyaburstoffrustrationand
anxiety,heloweredhishead,withhis
faceburiedinhishands.
Writing 写
不安、犹豫，轻拍，鼓励
（使用并列形容词作状语完成）
Abitawkwardandhesitant,Igentlypattedonhisshoulder
andencouragedhim/saidtohim,“Iamalwaysconfidentof
yourabilityandproudofyou.Goahead!”
“对于比赛来说决心和毅力才是最重要的，不要轻言放弃。”
(使用独立主格完成)
听到鼓励，开心，抬头，眼里有光
Upon/onhearingmyencouragement,
/Delighted to hear my encouragement,
David raised his head slowly, eyes
glittering/sparkling/twinklingwithhope.
Word bank
sparkle/glitter/ twinkle
sb’s face lights up/brights up
wear a smile on her face
crack a smile 展颜微笑
a bright /shining smile spread/crosses sb’s face
他含着泪用颤抖却坚定地语气说：
“我愿意试一试。”
（使用副词开句）
Tearfully/With tears in eyes,/ Tears swirling in his eyes, he
replied/respondedinatrembling/shiveringbutfirmingtone,“I’dliketo
giveitatry.”
We sat down next to each other, but David
wouldn’t look at me. Seized by a surge of
frustrationandanxiety,heloweredhisheadand
staredathisshoes,buryinghisfaceinhishands.
Abitawkwardandhesitant,Igentlypattedonhis
shoulder and encouraged him, “I am always
confidentofyourabilityandproudofyou.Go
ahead!”Onhearingmyencouragement,David
raisedhisheadslowly,eyesglitteringwithhope.
Tearfully, he responded in a trembling but
firmingtone,“I’dliketogiveitatry.”Then,he
rosetohisfeetslowlywithnotouchofhesitation
asheusuallydidatschool.（99words）
Para 1:
分词作状语/with的复合结构
并列形容词作状语
On… （时间状语）
独立主格
副词
状语从句
Para 2:
比赛开始
（使用修辞）
落后，艰难
（使用并列句完成）
我们的加油
（使用现在分词作状语完成）
意志坚决，证明自己
（使用倒装句完成）
冲线，欢呼
（使用the moment/instant 时间状从完成）
升华
（使用强调句完成）
Awhistleannouncedthebeginningofthecross-countryrun
withalltheparticipantsrunninglikeanarrow.However,David
wasleftfarbehindandhewasapparentlyoutofbreathwith
increasinglyheavyfootsteps.Fullofamixofexcitement,I
yelledoutfromthedistance,hopingtoofferhimmorestrength.
Atthattime,sodeterminedwasDavidthatweknowhewill
not pass up the opportunity to prove himself. The
moment/instant he approached the finishing line, he was
greatlywelcomedbythunderousapplausefromtheaudience.It
ishisdeterminationandperseverancethatmadehimchallenge
hislimitstocompletethetaskandwintherespectofall.
修辞手法
并列句
现在分词作状语
倒装句式
时间状从(the moment/instant)
强调句
Brush-up foreshadowing
echoing
the coach
Awhistleannouncedthebeginningofthecross-countryrun,
alltheparticipantsranlikeanarrow.However,Davidwasleft
far behind and he was apparently out of breath with
increasinglyheavyfootsteps.Fullofamixofexcitementand
uneasiness,Iyelledoutfromthedistance,hopingtoofferhim
morestrength.Atthattime,sodeterminedwasDavidthatwe
knowhewillnotpassuptheopportunitytoprovehimself.The
moment/instant he approached the finishing line, he was
greatlywelcomedbythunderousapplausefromtheaudience,
among which stood the cheering coach. It is his
determinationandperseverancethatmadehimchallengehis
limitstocompletethetaskandwintherespectofall.
修辞手法
并列句
现在分词作状语
倒装句式
时间状从(the
moment/instant)
强调句
定语从句