读后续写（情节逻辑+情感连贯）-2026年高考英语新题型解析模板

高考英语新题型解析模板
读后续写
情节逻辑+情感连贯 主题升华+价值引导
（20题） （20题）
考查目标
① 文本理解深度
② 逻辑推理能力
③ 情感把握能力
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高考英语新题型
高考英语新题型解析模板
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高考英语新题型试题模版
读后续写（情节逻辑 + 情感连贯）
题型说明
本套试题聚焦高考英语读后续写核心能力要求，以“情节逻辑连贯”和“情感表达
顺畅”为核心考查点，兼顾文本理解深度、逻辑推理能力与情感把握能力。题型涵盖
情节逻辑补全、情感线索匹配、续写方向预判、情节合理性判断、图表辅助续写等
新形式，每道题配套情节发展流程图、情感变化折线图、人物关系思维导图等多模
态图表，帮助考生梳理文本脉络。所有试题均提供完整前文文本、明确解题要求、
精准配套图表描述、规范续写答案及详细解析，全面适配高考读后续写“理解原文+
合理续写”的考查导向。
试题 1（主题：校园互助·意外困境中的成长）
题型：情节逻辑补全+情感线索匹配
1.题目要求
阅读下面短文，根据短文内容补全情节发展逻辑链（填写①-③处情节节点），
匹配人物情感变化线索（将 A-D与情感阶段①-④对应），并基于补全的逻辑链和情
感线索，续写短文结尾两段（每段 150词左右）。要求：情节符合逻辑，情感表达
连贯，与原文风格一致。
2.前文文本
Lily, a senior two student, had been looking forward to the school English speech
contest for weeks. She had spent every evening practicing her speech, hoping to win the
first prize to make her sick grandma proud. However, on the morning of the contest, when
she took out her speech manuscript from her schoolbag, she found it was gone. Panic
surged through her as she rummaged through her bag repeatedly—there was no sign of the
manuscript. Her desk mate Tom noticed her anxiety and asked what was wrong. Lily
choked up and told him about the missing manuscript. Tom frowned and said, “Don’t worry,
Lily. We’ll figure something out.”
3.图表描述
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4.答案
一、情节逻辑补全：①Tom提议根据记忆重构手稿 ②两人利用课间 10分钟共同
梳理演讲要点③Lily凭借重构的要点完成演讲准备
二、情感线索匹配：①-A；②-B；③-C；④-D
三、续写片段：
Paragraph 1: Without hesitation, Tom pulled out his notebook and said, “Let’s
reconstruct the manuscript together. You told me about the main points last week, right
Let’s list them first.” Lily nodded eagerly, and the two of them bent over the notebook,
scribbling down the key arguments and examples she could remember. Tom kept reminding
her of the details she had mentioned before, such as the story of her grandma encouraging
her to learn English. Ten minutes passed quickly, and they finally finished a simplified
version of the speech. Lily read through it quickly, her eyes filled with gratitude. “Thank
you, Tom. I couldn’t have done this without you,” she said sincerely.
Paragraph 2: When Lily stepped onto the stage, her hands were still a little shaky, but
she thought of Tom’s help and grandma’s expectation, and took a deep breath. She began to
speak, and as she went on, the words flowed more smoothly. She even added some
impromptu expressions based on her real feelings. When she finished, the audience burst
into warm applause. The result came out soon—Lily won the second prize. She ran to Tom
and hugged him tightly. “We did it!” she said with tears in her eyes. Later, when she told
her grandma the story on the phone, grandma laughed and said, “It’s not just the prize that
matters, but the friend who helped you.” Lily nodded, knowing that this contest experience
would be a precious memory in her life.
5.解析
1.考查目标：本题考查文本理解深度（把握“演讲比赛” “手稿丢失”核心冲
突）、逻辑推理能力（基于“互助”主题补全情节链）、情感把握能力（匹配人物在
不同情节阶段的情感变化）。
2.解题思路：①情节补全：结合前文“Tom提出帮忙”的线索，后续情节需围绕
“解决手稿问题”展开，从“提议重构”到“共同梳理”再到“完成准备”，形成完整的问题
解决逻辑链，符合校园互助的合理情节发展；②情感匹配：从“发现丢失的焦虑”到
“得到帮助的温暖”，再到“准备演讲的紧张期待”，最后“比赛结束的释然欣慰”，情感
变化与情节推进形成呼应；③续写创作：需紧扣补全的情节链和情感线索，通过细
节描写（如 Tom帮梳理要点的动作、Lily演讲时的心理）强化逻辑连贯和情感真
挚，结尾升华“友谊比奖项更重要”的主题，与原文风格一致。
3.逻辑与情感要点：情节逻辑核心是“困境-互助-解决”，不可出现“突然找到手
稿”等突兀情节；情感表达需通过动作、语言、心理描写体现，避免直白抒情，如用
“choked up” “eyes filled with gratitude”等细节传递情感。
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试题 2（主题：亲情守护·无声的陪伴）
题型：续写方向预判+图表辅助续写
1.题目要求
阅读下面短文，根据短文内容和配套的人物情感变化思维导图，预判合理的续
写方向（写出 2个核心续写方向），并基于预判方向续写短文结尾两段（每段 150
词左右）。要求：续写方向符合原文逻辑，续写内容情感连贯，细节真实可感。
2.前文文本
Xiao Ming had been in a bad mood for days. His grades in the recent math exam
dropped sharply, and he felt ashamed to face his parents, especially his father who had
always been strict with him. Every evening when he got home, he would lock himself in his
room, refusing to talk to anyone. His mother noticed his depression but didn’t say anything.
She just prepared his favorite meals every day and left a glass of warm milk on his desk
before he went to bed. One night, Xiao Ming accidentally stayed up late to review. When he
walked out of the room to get some water, he saw his father sitting on the sofa, dozing off
with a math review book in his hand.
3.图表描述
4.答案
一、续写方向预判：1. Xiao Ming主动与父亲沟通，父亲表达理解与鼓励，Xiao
Ming重拾学习信心；2. Xiao Ming发现父亲为帮他补数学做的准备，内心深受触
动，主动向父亲请教，父子共同攻克学习难题。
二、续写片段：
Paragraph 1: Xiao Ming’s heart tightened when he saw his father. He walked over
quietly and was about to wake him up when he noticed the notes written in the margin of
the review book—they were detailed explanations of the math problems he had got wrong
in the exam. It turned out that his father had noticed his poor exam result and had been
trying to figure out how to help him without putting pressure on him. At that moment, Xiao
Ming’s eyes were filled with tears. He gently patted his father’s shoulder. His father woke
up, rubbed his eyes, and said softly, “You’re still up Don’t push yourself too hard. Math is
not that difficult. We can study it together.”
Paragraph 2: Xiao Ming choked up and said, “Dad, I’m sorry for letting you down. I
was so afraid of your criticism that I didn’t dare to tell you about the exam.” His father
smiled and patted his head: “I know you’ve been working hard. Everyone has setbacks.
What matters is how we face them. From tomorrow on, I’ll accompany you to review math
every evening.” Since then, every evening, the father and son would sit at the desk together.
His father explained the difficult problems patiently, and Xiao Ming listened carefully and
asked questions actively. With his father’s help, Xiao Ming’s math grades improved
gradually. He also realized that his father’s strictness was actually deep love. The silent陪
伴 of his family gave him the courage to face difficulties bravely.
5.解析
1.考查目标：本题考查文本理解深度（把握“考差抑郁-父母无声陪伴”的核心关
系）、逻辑推理能力（基于人物关系和情感线索预判续写方向）、情感把握能力
（通过续写展现人物情感转变的连贯性）。
2.解题思路：①续写方向预判：结合前文“父亲深夜看数学书”的细节和思维导
图中“情感转变触发点=父亲的无声陪伴”，可预判“沟通破冰”或“共同攻克难题”两个
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核心方向，均符合“亲情守护”的主题逻辑；②续写创作：需紧扣“父亲的笔记”这一关
键细节，作为情感转变的触发点，通过 Xiao Ming 的心理描写（heart tightened、
filled with tears）展现情感波动，再通过父子对话推动情节发展，结尾体现“亲情给予
勇气”的主题升华，确保情感从“抑郁逃避”到“感恩振作”的连贯转变。
3.逻辑与情感要点：情节逻辑核心是“发现父爱-沟通破冰-共同成长”，需避免出
现“父亲批评” “突然考满分”等不符合情感转变逻辑的情节；情感表达需依托细节，
如父亲的“margin notes” “soft voice”，Xiao Ming的“choked up”等，让情感转变自然可
信。
试题 3（主题：社会实践·陌生人的温暖）
题型：情节合理性判断+续写补全
1.题目要求
阅读下面短文和 3个候选续写情节（①-③），判断哪些情节符合原文逻辑和情
感基调（标注“合理”或“不合理”并说明理由），选择 2个合理情节补全续写内容，完
成两段续写（每段 150词左右）。要求：情节连贯，情感真挚，契合“陌生人的温
暖”主题。
2.前文文本
During the summer vacation, Li Hua participated in a social practice activity—
volunteering at a community elderly care center. One afternoon, she was asked to
accompany an elderly grandma, Grandma Wang, to the park for a walk. Grandma Wang
was in poor health and walked slowly. On the way to the park, a sudden rainstorm came. Li
Hua quickly helped Grandma Wang hide under a bus shelter, but they didn’t bring an
umbrella. The rain showed no sign of stopping, and Grandma Wang began to cough. Li Hua
was anxious, wondering how to get back to the care center.
3.图表描述
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4.答案
一、情节合理性判断：①合理；理由：快递小哥作为陌生人，主动帮助老人和
志愿者，契合“陌生人的温暖”主题，情节自然且符合现实逻辑。②不合理；理由：
原文未提及“同学”相关线索，突然出现同学送物品的情节过于突兀，且偏离“陌生人”
的主题核心。③不合理；理由：前文未交代 Grandma Wang有亲戚在附近，情节缺乏
铺垫，且无法体现“陌生人的温暖”主题。
二、续写片段（基于情节①补全）：
Paragraph 1: Just as Li Hua was at a loss, a delivery guy rode over on his electric bike
and stopped under the bus shelter. He saw Grandma Wang coughing and Li Hua’s anxious
expression, and asked kindly, “Are you two stuck here by the rain Do you need a ride ” Li
Hua’s eyes lit up and she nodded quickly: “Yes, please! We need to get back to the
community elderly care center nearby.” The delivery guy smiled and said, “No problem.
Let’s go.” He first helped Grandma Wang get on the bike carefully, then took out a large
raincoat from the trunk and covered her tightly, making sure she wouldn’t get wet. Li Hua
held an umbrella for them and walked beside the bike.
Paragraph 2: On the way, the rain kept pouring down, but the delivery guy rode slowly
and steadily to avoid jolting Grandma Wang. He even asked from time to time if Grandma
Wang was feeling okay. When they arrived at the elderly care center, Li Hua thanked him
repeatedly and wanted to pay him some money as a reward. But the delivery guy waved his
hand and said, “It’s nothing. Helping others is a small thing. Take good care of the
grandma.” Then he rode away in the rain. Li Hua stood at the door, watching his back,
feeling warm in her heart. She realized that the world was full of kindness, and even a
stranger’s small act of help could bring great warmth to others. This social practice
experience made her understand the true meaning of helping others.
5.解析
1.考查目标：本题考查文本理解深度（把握“暴雨困境-志愿者护老”的核心情
节）、逻辑推理能力（判断情节的合理性与主题契合度）、情感把握能力（通过续
写传递“陌生人温暖”的真挚情感）。
2.解题思路：①情节判断：核心依据是“主题契合度”和“情节铺垫性”，情节①聚
焦“陌生人帮助”，符合主题且无突兀感；情节②③或偏离主题或缺乏铺垫，故不合
理；②续写创作：需围绕“快递小哥帮助”的核心情节，通过细节描写（帮助上车、
用雨衣遮挡、缓慢骑行）展现陌生人的善意，再通过 Li Hua的心理描写（eyes lit
up、feeling warm）传递情感，结尾升华“善意传递温暖”的主题，确保情节逻辑连
贯，情感真挚自然。
3.逻辑与情感要点：情节逻辑核心是“困境-陌生人帮助-走出困境-感悟善意”，
需通过动作和语言细节构建真实的帮助场景；情感表达需从“焦虑无助”到“惊喜感激”
再到“温暖感悟”，层层递进，避免空洞抒情。
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试题 4（主题：成长感悟·克服恐惧）
题型：情感线索梳理+续写创作
1.题目要求
阅读下面短文，根据短文内容梳理主人公的情感变化线索（填写下表），并结
合梳理的情感线索续写短文结尾两段（每段 150词左右）。要求：情感变化连贯，
情节符合成长主题，细节描写生动。
2.前文文本
Xiao Hong had always been afraid of speaking in public. Every time she had to give a
presentation in class, she would stutter and her face would turn red. Her English teacher,
Miss Zhang, noticed her fear and encouraged her to participate in the school’s English
story-telling competition. At first, Xiao Hong refused firmly, saying, “I can’t do it. I’ll
make a fool of myself.” But Miss Zhang patted her shoulder and said, “Don’t be afraid. I’ll
help you practice. Courage is not the absence of fear, but the willingness to face it.” With
Miss Zhang’s repeated encouragement, Xiao Hong finally agreed to try. She chose a story
about a little bird overcoming fear to fly, and began to practice with Miss Zhang’s help.
3.图表描述
4.答案
一、情感变化梳理表： 3.①紧张、忐忑但期待 ②老师的鼓励给予了信心，对克
服恐惧有了一丝向往 4.③紧张、坚定 ④想到老师的帮助和故事中小鸟的勇气，决心
勇敢面对 5.⑤释然、自豪⑥成功完成演讲，得到了老师和同学的认可
二、续写片段：
Paragraph 1: The day of the competition finally came. When Xiao Hong walked onto
the stage, she felt her heart beating wildly. She looked down at the audience and saw Miss
Zhang smiling at her, giving her a thumbs-up. Suddenly, she thought of the little bird in the
story—how it had mustered up the courage to spread its wings and fly despite its fear.
Taking a deep breath, Xiao Hong began to tell the story. At first, her voice was a little shaky,
but as she got into the story, she forgot her nervousness. She used vivid gestures and
intonations to show the little bird’s fear and courage, and the audience listened attentively.
Paragraph 2: When Xiao Hong finished her story, the audience broke into loud
applause. She bowed deeply and walked off the stage, her face flushed with excitement.
Miss Zhang came over and hugged her tightly: “You did it! I’m so proud of you.” Xiao
Hong smiled through tears: “Thank you, Miss Zhang. It’s your encouragement that made
me brave.” Although she didn’t win the first prize, Xiao Hong felt that she had won a
bigger victory—she had overcome her fear of public speaking. From then on, she no longer
shrank back when facing public presentations. She knew that as long as she had the courage
to try, she could overcome any difficulty. This experience became an important step in her
growth.
5.解析
1.考查目标：本题考查文本理解深度（把握“克服公开演讲恐惧”的成长主
题）、逻辑推理能力（梳理情感变化与情节的关联）、情感把握能力（通过续写展
现情感的连贯转变与成长感悟）。
2.解题思路：①情感梳理：结合成长主题，从“开始练习”的“紧张忐忑”到“比赛
现场”的“紧张坚定”，再到“结束后”的“释然自豪”，形成完整的情感转变链，触发因
素需紧扣“老师鼓励” “故事启发” “成功认可”等关键情节；②续写创作：需以“比赛现
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场”为核心场景，通过细节描写（heart beating wildly、Miss Zhang’s thumbs-up、shaky
voice→forgot nervousness）展现情感变化，用“小鸟的故事”呼应前文，形成情节闭
环，结尾升华“勇气尝试=成长”的主题，确保情感与情节深度融合。
3.逻辑与情感要点：情节逻辑核心是“接受挑战-现场突破-成长感悟”，需避免出
现“突然不紧张” “意外夺冠”等不符合情感转变规律的情节；情感表达需依托心理和
动作细节，让“克服恐惧”的过程真实可信，成长感悟自然升华。
试题 5（主题：邻里温情·意外的援手）
题型：情节发展预测+图表辅助解析
1.题目要求
阅读下面短文，根据短文内容和配套的情节发展预测图表，预测后续情节的 3
个关键节点，并用一段话说明预测依据，再基于预测节点续写短文结尾两段（每段
150词左右）。要求：预测符合逻辑，续写内容情感连贯，体现邻里温情。
2.前文文本
Uncle Li, who lived alone, was a retired gardener. He loved planting flowers and
always kept the small garden in front of his building tidy and beautiful. Every summer, the
flowers in the garden bloomed brightly, attracting many neighbors to appreciate them. One
evening, a strong wind blew suddenly, followed by heavy rain. Uncle Li was worried about
his flowers, but he had a bad leg and couldn’t go out to protect them. He sat by the window,
watching the wind and rain beat the flowers, feeling helpless. At that moment, he saw a
figure in the rain, walking towards his garden with a plastic cloth in his hand.
3.图表描述
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4.答案
一、预测关键节点：①神秘人物用塑料布为花朵搭建遮挡棚 ②Uncle Li发现神
秘人物是邻居小孩 Xiao Qiang ③暴雨过后，Uncle Li向 Xiao Qiang道谢，两人一起
整理花园
二、预测依据：结合前文“Uncle Li腿伤无助” “神秘人物带塑料布走向花园”的线
索，预测节点需围绕“神秘人物帮助保护花朵”展开；选择“邻居小孩”作为帮助者，符
合“邻里温情”的主题，且情节更具温情；从“搭建遮挡棚”到“发现身份”再到“后续整
理道谢”，形成“帮助-知晓-感恩”的逻辑递进，契合结局导向。
三、续写片段：
Paragraph 1: The figure was Xiao Qiang, a primary school student who lived in the
same building. He had always liked the flowers in Uncle Li’s garden and often came to help
Uncle Li water them. Seeing the heavy rain, he was worried that the flowers would be
destroyed, so he ran home to get a large plastic cloth and came to protect the flowers. He
struggled to spread the plastic cloth over the flower beds, holding the four corners tightly
with stones. The rain soaked his clothes, but he didn’t care. Uncle Li watched him from the
window, his eyes filled with tears. He wanted to go out to help, but his leg hurt so much
that he couldn’t move.
Paragraph 2: After the rain stopped, Uncle Li slowly walked out of the house with his
crutches. Xiao Qiang was still there, tidying up the fallen petals. “Xiao Qiang, thank you so
much,” Uncle Li said, patting his shoulder. Xiao Qiang smiled and said, “Uncle Li, it’s
nothing. I like your flowers. I don’t want them to be destroyed.” Uncle Li nodded happily.
He picked a bunch of the most beautiful flowers and gave them to Xiao Qiang. “These are
for you, my little hero,” he said. Xiao Qiang took the flowers and jumped for joy. From
then on, Xiao Qiang often came to help Uncle Li take care of the garden. The small garden
not only bloomed with beautiful flowers but also with the warm friendship between
neighbors.
5.解析
1.考查目标：本题考查文本理解深度（把握“独居老人护花无助”的核心困
境）、逻辑推理能力（基于线索预测情节发展节点）、情感把握能力（通过续写传
递“邻里温情”的真挚情感）。
2.解题思路：①情节预测：紧扣“神秘人物援手”的核心线索，结合“邻里温情”主
题，预测“搭建遮挡棚（行动）-发现身份（认知）-道谢整理（情感升华）”的递进节
点，确保每个节点都围绕“保护花朵”和“邻里互助”展开；②续写创作：通过细节描写
（Xiao Qiang冒雨搭塑料布、衣服湿透）展现帮助的真诚，用 Uncle Li的“tears filled
with eyes”传递感动，结尾用“共同照料花园”的情节升华邻里情，确保情节逻辑连
贯，情感自然流露。
3.逻辑与情感要点：情节逻辑核心是“困境-援手-感恩-情谊升华”，需避免出现
“神秘人物是陌生人” “花朵全部完好无损”等偏离主题或不切实际的情节；情感表达
需依托动作和心理细节，如 Xiao Qiang 的“struggled to spread”、Uncle Li 的“patting
his shoulder”，让邻里温情真实可感。
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试题 6（主题：动物陪伴·困境中的慰藉）
题型：情感共鸣分析+续写补写
1.题目要求
阅读下面短文，分析主人公与小动物之间的情感共鸣点（写出 2个核心共鸣点
并说明理由），并基于情感共鸣点补写续写内容，完成两段续写（每段 150词左
右）。要求：情感共鸣真实，情节符合逻辑，语言细腻。
2.前文文本
After moving to a new town with her parents, Lucy felt lonely and couldn’t adapt to
the new school. She had no friends and often stayed alone in her room after school. One
afternoon, when she was walking in the backyard, she found a small, weak cat lying under
the tree. The cat had a hurt paw and looked at her with fear in its eyes. Lucy felt sorry for it.
She gently picked up the cat, took it home, and treated its paw carefully. She named the cat
Mimi. From then on, Mimi became her constant companion. Every time Lucy felt sad,
Mimi would rub against her hand and purr softly.
3.图表描述
4.答案
一、情感共鸣分析表： 1. ①孤独与弱小的共情 ②Lucy刚搬家孤独无友，Mimi
受伤弱小恐惧，两者都处于困境中，产生了本能的共情，让 Lucy主动帮助 Mimi 2.
③悲伤与慰藉的共鸣 ④Lucy悲伤时需要陪伴，Mimi用亲近、呼噜声给予慰藉；
Mimi得到 Lucy的照顾后，也用陪伴回报，形成相互慰藉的情感共鸣
二、续写片段：
Paragraph 1: One day, Lucy came home from school with tears in her eyes. She had
been laughed at by her classmates because she couldn’t answer the teacher’s question. She
threw herself on the bed, and Mimi jumped onto the bed immediately. It rubbed against her
cheek with its soft fur and purred loudly, as if saying, “Don’t be sad. I’m here with you.”
Lucy hugged Mimi tightly, burying her face in its fur. The warmth of Mimi’s body and its
gentle purr made her feel much better. She told Mimi about her troubles, as if Mimi could
understand everything.
Paragraph 2: A few days later, when Lucy was playing with Mimi in the backyard, a
girl from her class, Lily, passed by. Lily loved cats very much and couldn’t help stopping to
watch them. “Your cat is so cute! What’s its name ” Lily asked. “Its name is Mimi,” Lucy
replied shyly. They started talking about Mimi, and Lucy found that Lily was very friendly.
With Mimi as the bridge, Lucy made her first friend in the new town. Gradually, Lucy
became more outgoing and made more friends. She knew that Mimi not only gave her
companionship but also helped her open her heart. The small cat had brought light and
warmth to her lonely days in the new town.
5.解析
1.考查目标：本题考查文本理解深度（把握“Lucy孤独-救助Mimi-相互陪伴”的
核心关系）、逻辑推理能力（分析情感共鸣点的合理性）、情感把握能力（通过续
写展现情感共鸣的递进与影响）。
2.解题思路：①情感共鸣分析：从“困境共情”和“相互慰藉”两个维度切入，结合
原文“Lucy孤独” “Mimi弱小受伤” “Mimi慰藉 Lucy”的细节，说明两者情感共鸣的基
础；②续写创作：以“Lucy被嘲笑悲伤”为情节切入点，通过Mimi的慰藉细节（rub
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cheek、purred loudly）强化情感共鸣，再以“Mimi为桥梁结交朋友”推动情节发展，
结尾升华“Mimi带来温暖与改变”的主题，确保情感共鸣贯穿始终，情节逻辑连贯。
3.逻辑与情感要点：情节逻辑核心是“孤独-陪伴-慰藉-成长”，Mimi的角色需贯
穿始终，作为情感共鸣的载体和情节发展的推动因素；情感表达需细腻，通过 Lucy
的心理变化（tears in eyes→feel better→shy→outgoing）展现情感共鸣带来的积极影
响，让“动物陪伴的力量”真实可信。
试题 7（主题：师生情谊·关键时刻的鼓励）
题型：续写情节逻辑链构建+情感表达分析
1.题目要求
阅读下面短文，构建续写情节的逻辑链（用“→”连接 5个以上情节节点），分
析续写中需重点体现的 3个情感表达要点，再基于逻辑链完成两段续写（每段 150
词左右）。要求：逻辑链清晰连贯，情感表达贴合人物身份，情节符合师生情谊主
题。
2.前文文本
Wang Tao was a student who was good at sports but poor at English. He had always
thought that English was useless and refused to study it. His English teacher, Mr. Chen,
didn’t give up on him. He often talked to Wang Tao after class, trying to make him
understand the importance of English. But Wang Tao always turned a deaf ear. One day, the
school announced that there would be an international youth sports exchange activity, and
students who wanted to participate needed to pass an English test. Wang Tao was eager to
participate—this was his dream—but he was worried about the English test. He stood
outside the classroom, looking frustrated.
3.图表描述
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4.答案
一、续写情节逻辑链：Mr. Chen发现Wang Tao的沮丧→主动询问原因→提出课
后辅导的建议→Wang Tao同意并开始努力学习→Mr. Chen 针对性辅导体育相关英语
词汇和句型→Wang Tao认真练习，进步明显→参加英语测试并顺利通过→成功入选
交流活动，向Mr. Chen道谢
二、情感表达要点：1. Wang Tao 的情感变化：从沮丧、担忧到坚定、努力，再
到成功后的感激、自豪，体现成长过程；2. Mr. Chen 的情感表达：从关注、耐心到
欣慰、鼓励，体现对学生的关爱与责任；3. 师生互动中的情感共鸣：通过辅导中的
细节（耐心讲解、认真倾听）展现相互理解与信任，凸显师生情谊。
三、续写片段：
Paragraph 1: Mr. Chen noticed Wang Tao standing outside the classroom and walked
over. “What’s wrong, Wang Tao ” he asked gently. Wang Tao lowered his head and said, “I
really want to participate in the international sports exchange, but I’m afraid I can’t pass the
English test.” Mr. Chen smiled and said, “Don’t worry. As long as you are willing to work
hard, I’ll help you. I can tutor you after class every day, focusing on the English vocabulary
and sentences related to sports.” Wang Tao looked up at Mr. Chen, his eyes filled with hope.
He nodded firmly: “Thank you, Mr. Chen! I will work hard.”
Paragraph 2: From that day on, every afternoon after class, Wang Tao would go to the
office to study English with Mr. Chen. Mr. Chen prepared a lot of sports-related English
materials for him, such as the names of sports events, technical terms, and communication
sentences. He explained them patiently and asked Wang Tao to practice speaking. Wang
Tao studied very hard—he memorized words every morning and evening, and practiced
dialogues with Mr. Chen. Gradually, his English improved. When the test results came out,
Wang Tao passed successfully. He ran to Mr. Chen’s office and shouted excitedly: “Mr.
Chen, I passed!” Mr. Chen patted his shoulder happily: “I knew you could do it!” This
experience made Wang Tao realize the importance of English and the warmth of Mr. Chen’s
care. He decided to keep learning English well.
5.解析
1.考查目标：本题考查文本理解深度（把握“Wang Tao偏科-渴望交流-英语担忧”
的核心困境）、逻辑推理能力（构建完整的情节逻辑链）、情感把握能力（精准展
现师生双方的情感变化与共鸣）。
2.解题思路：①逻辑链构建：以“Mr. Chen帮助- Wang Tao努力”为核心，从“发
现问题”到“提出建议” “开始辅导” “努力进步” “通过测试” “情感升华”，构建完整的问
题解决与成长逻辑链，每个节点都紧扣“师生互助”和“英语提升”；②情感表达分析：
聚焦师生双方的情感变化，Wang Tao从“沮丧”到“感激”，Mr. Chen从“关注”到“欣
慰”，通过互动细节传递情感共鸣；③续写创作：紧扣逻辑链节点，通过对话和动作
细节（Mr. Chen的 gentle ask、Wang Tao的 firm nod）展现师生互动，用“针对性辅导
体育英语”的细节体现辅导的合理性，结尾升华“理解师生情谊+重视英语”的主题，
确保逻辑与情感统一。
3.逻辑与情感要点：情节逻辑核心是“困境-帮助-努力-成功-成长”，辅导内容需
贴合Wang Tao的“体育特长”，让英语学习更有针对性；情感表达需符合师生身份，
Mr. Chen的鼓励要耐心真诚，Wang Tao的努力要坚定可信，避免过于夸张的情感表
达。
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试题 8（主题：家庭责任·意外中的成长）
题型：情节冲突解决路径设计+续写
1.题目要求
阅读下面短文，设计 2条合理的情节冲突解决路径（每条路径包含 3个以上关
键节点），选择其中 1条路径续写短文结尾两段（每段 150词左右）。要求：解决
路径符合家庭责任主题，续写情节逻辑连贯，情感表达体现成长感悟。
2.前文文本
Zhao Ying was a spoiled only child who never helped with housework. Her parents
were always busy with work, but they still tried their best to satisfy all her needs. One day,
her mother fell ill and was hospitalized. Her father had to take care of her mother in the
hospital and couldn’t go home. Zhao Ying was left alone at home. When she got home from
school, she found the house was messy, and there was no food to eat. She felt hungry and
helpless. For the first time, she realized how hard her parents worked every day. She didn’t
know what to do.
3.图表描述
4.答案
一、情节冲突解决路径设计： 路径 1：Zhao Ying打电话向奶奶求助→奶奶远程
指导她做饭、整理房间→成功做好简单的饭菜，整理好房间→主动去医院看望父
母，分享自己的变化→承担起照顾自己和分担家庭责任的意识 路径 2：Zhao Ying查
看手机教程学习做家务→尝试做饭（虽然失败但不放弃）→成功做出简单饭菜，整
理房间→给父母发消息报平安，表达关心→父母欣慰，Zhao Ying理解家庭责任
二、续写片段（选择路径 1）：
Paragraph 1: Feeling helpless, Zhao Ying took out her phone and called her grandma.
She told grandma about her situation, and grandma said gently: “Don’t be afraid, Yingying.
Grandma will teach you how to cook and tidy up the room. First, go to the kitchen and find
some rice. Wash the rice twice, then put it into the rice cooker and add the right amount of
water.” Zhao Ying followed grandma’s instructions step by step. Although she was a little
clumsy, she finally cooked the rice. Then, grandma taught her how to stir-fry a tomato egg
dish. When the meal was ready, Zhao Ying tasted it—it was not as delicious as her mother’s,
but she felt very proud.
Paragraph 2: After dinner, Zhao Ying tidied up the messy living room and her
bedroom. The next day, she bought some fresh fruits and went to the hospital to visit her
parents. When her parents saw her, they were surprised. Zhao Ying handed the fruits to her
mother and said softly: “Mom, I cooked by myself yesterday. I know you and dad are very
hard. From now on, I will help with housework and take care of myself.” Her mother held
her hand, tears in her eyes: “My baby has grown up.” Zhao Ying smiled. She realized that
family responsibility was not something far away, but something she could do with her own
hands. This experience made her grow up overnight.
5.解析
1.考查目标：本题考查文本理解深度（把握“Zhao Ying娇生惯养-父母不在-独自
面对家务”的核心冲突）、逻辑推理能力（设计合理的冲突解决路径）、情感把握能
力（通过续写展现 Zhao Ying的成长与家庭责任意识的觉醒）。
2.解题思路：①路径设计：两条路径均围绕“学习做家务、承担责任”展开，路
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径 1依托“奶奶指导”，情节更贴近家庭温情；路径 2依托“手机教程”，更符合现代学
生的生活实际，均能体现成长主题；②续写创作：选择路径 1，通过“奶奶远程指导”
的细节展现帮助的温暖，用“clumsy but proud”的心理描写体现 Zhao Ying 的初步成
长，再通过“看望父母、表达关心”的情节升华家庭责任意识，确保情节逻辑递进，
情感自然转变。
3.逻辑与情感要点：情节逻辑核心是“无助-求助-学习-实践-成长”，做家务的过
程需真实可信，避免出现“突然精通家务”的突兀情节；情感表达需从“无助”到“自豪”
再到“理解责任”，层层递进，通过母亲的“tears in eyes”强化成长的感染力，凸显家庭
责任主题。
试题 9（主题：友情坚守·误会的化解）
题型：情感变化折线图补全+续写
1.题目要求
阅读下面短文，补全主人公情感变化折线图（填写①-④处情感状态），并基于
补全的情感变化图续写短文结尾两段（每段 150词左右）。要求：情感变化符合误
会化解的逻辑，续写情节连贯，体现友情坚守的主题。
2.前文文本
Chen Yu and Lin Hao had been best friends since childhood. They did everything
together and always supported each other. One month before the high school entrance exam,
they made an appointment to study together every weekend at the community library.
However, for three consecutive weekends, Lin Hao didn’t show up. Chen Yu waited for him
for a long time each time, but Lin Hao didn’t even send a message to explain. Chen Yu felt
angry and hurt—he thought Lin Hao had forgotten their friendship and only cared about his
own study. He decided not to talk to Lin Hao anymore. One day after school, Chen Yu saw
Lin Hao walking into an old people’s home with a bag of fruits in his hand.
3.图表描述
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4. 答案
一、情感变化折线图补全：3.①疑惑、好奇（想知道 Lin Hao为什么失约去养老
院）→4.②愧疚、理解（明白 Lin Hao失约的原因，为自己的误解感到愧疚）→5.③
释然、珍惜（误会化解，更加珍惜友情）
二、续写片段：
Paragraph 1: Chen Yu was confused. He followed Lin Hao into the old people’s home
and saw him walking towards an old grandma sitting by the window. Lin Hao put down the
fruits, knelt down beside the grandma, and said softly: “Grandma, I’m here to see you. How
are you feeling today ” The grandma held his hand tightly and said with a smile: “I’m fine,
Hao Hao. You don’t have to come every weekend. You should focus on your study.” Chen
Yu suddenly realized—maybe Lin Hal's grandma was ill, and he had to take care of her,
which was why he couldn’t keep their appointment. Chen Yu felt a surge of guilt.
Paragraph 2: Chen Yu walked over and said, “Lin Hao, I’m sorry. I misunderstood
you.” Lin Hao was surprised to see him. He explained: “My grandma fell ill last month and
was sent to the old people’s home. My parents are busy, so I come to take care of her every
weekend. I should have told you earlier, but I was afraid you would worry.” Chen Yu shook
his head: “It’s my fault. I should have asked you instead of being angry with you.” They
looked at each other and smiled. From then on, they adjusted their study plan—they would
study together on weekdays after school, and Chen Yu would go to the old people’s home
with Lin Hao on weekends to help take care of the grandma. Their friendship became
stronger because of this misunderstanding.
5. 解析
1.考查目标：本题考查文本理解深度（把握“好友失约-产生误会-发现疑点”的核
心情节）、逻辑推理能力（补全符合误会化解逻辑的情感变化）、情感把握能力
（通过续写展现情感变化的连贯性与友情的坚守）。
2.解题思路：①情感折线图补全：结合“误会产生-发现疑点-了解真相-化解误
会”的情节逻辑，补全情感状态需体现递进性。看到 Lin Hao走进养老院时，Chen Yu
的愤怒会转化为疑惑，想探究失约真相；了解到 Lin Hao照顾生病奶奶的真相后，会
因自己的误解感到愧疚，同时理解好友的难处；误会化解后，友情得以坚守，情感
自然过渡到释然与珍惜。②续写创作：需以“跟踪探究真相”为核心情节，通过 Lin
Hao与奶奶的对话揭示失约原因，再通过 Chen Yu主动道歉的互动推动误会化解，结
尾用“调整学习计划、共同照顾奶奶”的细节升华友情，确保情感变化与情节发展紧
密衔接。3.逻辑与情感要点：情节逻辑核心是“误会-探究-理解-和解-升华”，不可出
现“Lin Hao刻意隐瞒” “激烈争吵”等破坏友情基调的情节；情感表达需依托对话和心
理细节，如 Lin Hao的“softly”、Chen Yu的“surge of guilt”，让误会化解的过程真实可
信，凸显“坚守友情需相互理解”的主题。
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试题 10（主题：成长挑战·第一次独立远行）
题型：情节细节补全+情感表达点评
1.题目要求
阅读下面短文，补全续写所需的 3个关键情节细节（①-③），点评续写片段中
体现情感连贯的 2处细节描写，再基于补全的细节完成两段续写（每段 150词左
右）。要求：情节细节符合“独立远行成长”主题，情感描写贴合人物心理变化，逻
辑连贯。
2.前文文本
For 16-year-old Zhang Lei, the summer vacation was special—he decided to take a
train alone to visit his aunt in another city. It was his first time traveling alone, and his
parents were worried but decided to let him try. Before leaving, his mother packed his
suitcase carefully, and his father taught him how to buy tickets and take care of himself on
the train. On the day of departure, Zhang Lei stood at the train station, holding his suitcase
tightly. He felt excited but also a little nervous. When the train arrived at the platform,
Zhang Lei took a deep breath and got on the train with his suitcase. He found his seat
according to the ticket, put his suitcase under the seat, and sat down. Looking out the
window, he watched his parents wave goodbye to him until their figures disappeared.
Suddenly, he realized that he was really alone on the journey, and a trace of unease crept
into his heart.
3.图表描述
4.答案
一、关键情节细节补全：①邻座奶奶不小心打翻水杯，弄湿了 Zhang Lei的背包
②Zhang Lei冷静处理，先安慰奶奶，再用纸巾擦拭背包，还主动帮奶奶整理物品 ③
火车临时停靠小站，Zhang Lei误将随身背包落在站台，发现后及时向列车员求助找
回
二、情感表达点评：1. “a trace of unease crept into his heart”细节：通过心理描写
精准展现 Zhang Lei从“兴奋紧张”到“独自不安”的情感过渡，贴合第一次独立远行的
少年心理，为后续情感成长做铺垫； 2. “Zhang Lei calmed down and patted the
grandmas hand gently”细节：用动作描写体现 Zhang Lei从“不安慌乱”到“冷静担当”的
情感转变，凸显独立过程中的成长，情感连贯且真实可感。
三、续写片段：
Paragraph 1: Just as Zhang Lei was adjusting his mood, the grandma sitting next to
him accidentally knocked over her water cup. The water spilled on Zhang Leis backpack
and the floor. The grandma looked flustered and kept apologizing: "Im so sorry, kid! I didnt
mean it." Zhang Lei was stunned for a moment, and the unease in his heart surged again.
But he quickly calmed down, patted the grandmas hand gently, and said, "Its okay, grandma.
Dont worry." He took out the tissues his mother had prepared for him from his pocket, first
wiped the water on the backpack, then cleaned the water on the floor. He also helped the
grandma put her water cup in a safe place to avoid spilling again.
Paragraph 2: When the train arrived at a small station for a temporary stop, Zhang Lei
got off the train to get some fresh air. He walked around the platform for a while, and when
he heard the train whistle, he hurried back to the train. After sitting down, he suddenly
found that his 随身 backpack was gone—he had left it on the platform. Zhang Leis heart
skipped a beat, and he felt anxious. Remembering his fathers words about asking staff for
help when in trouble, he immediately went to find the train conductor. The conductor
comforted him and quickly contacted the station staff. With their help, Zhang Lei got his
backpack back. When the train finally arrived at the destination, Zhang Lei saw his aunt
waiting for him. He told his aunt about the journey, and his aunt praised him: "Youve
grown up and can handle things alone!" Zhang Lei smiled, feeling that this first
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independent trip had made him gain a lot.
5.解析
1.考查目标：本题考查文本理解深度（把握“第一次独立远行”的核心场景与成
长主题）、逻辑推理能力（补全符合旅行场景和成长逻辑的关键细节）、情感把握
能力（点评并展现人物情感从“不安”到“冷静担当”的连贯转变）。
2.解题思路：①情节细节补全：围绕“独立应对小状况”核心，选择“邻座水杯打
翻” “背包遗落”两个典型旅行小插曲，从“遭遇状况”到“处理状况”再到“解决状况”，
形成完整的成长逻辑链，细节符合火车旅行的真实场景；②情感点评：聚焦人物情
感转变的关键细节，从初始的“不安”到应对状况时的“冷静”，再到解决问题后的“自
信”，点评需结合文本细节说明情感连贯的合理性；③续写创作：紧扣补全的细节，
通过对话和动作描写展现 Zhang Lei应对状况的过程，用心理描写（heart skipped a
beat、anxious）体现情感波动，结尾以 aunt的表扬升华“成长”主题，确保情节与情
感深度融合。
3.逻辑与情感要点：情节逻辑核心是“独立远行-遭遇小状况-主动解决-获得成
长”，避免出现“全程无波折”或“过度夸张的困难”等不符合成长逻辑的情节；情感表
达需贴合少年第一次独立远行的心理特点，从“紧张不安”到“冷静应对”的转变需自
然，通过具体动作和语言细节体现，避免直白抒情。
试题 11（主题：自然探索·勇气与发现）
题型：情节转折设计+续写创作
1.题目要求
阅读下面短文，设计 2处合理的情节转折（每处转折需说明转折逻辑），并基
于设计的转折续写短文结尾两段（每段 150词左右）。要求：转折符合自然探索主
题，情节逻辑连贯，情感表达体现“勇气带来发现”的感悟。
2.前文文本
Xiao Ye loved nature and often read books about wild plants and animals. During the
summer vacation, he went to his grandfathers countryside home. His grandfather told him
that there was a "mysterious valley" at the foot of the mountain behind the village, where
there were many rare plants, but few villagers dared to go there because the road was steep
and there were rumors of wild animals. Xiao Ye was curious about the valley. One morning,
he secretly took his grandfathers compass and a small basket, and set off for the mysterious
valley. The road to the valley was indeed steep—he had to hold onto the branches to climb
up. After walking for an hour, he finally saw the entrance of the valley. Just as he was about
to step in, he heard a strange sound from inside the valley.
3.图表描述
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4.答案
一、情节转折设计：1. 转折 1：Xiao Ye发现怪声并非野生猛兽发出，而是一只
trapped的 small deer被藤蔓缠住了腿；逻辑支撑：用“动物困境”替代“猛兽威胁”，既
保留探索的紧张感，又为后续“救助动物”的勇气行为做铺垫，符合自然探索中“尊重
生命”的内核。2. 转折 2：救助小鹿后，小鹿主动引导 Xiao Ye深入山谷，让他发现
了爷爷口中的珍稀 medicinal plant；逻辑支撑：以“动物回报”推动情节发展，将“救助
行为”与“探索发现”关联，凸显“勇气与善意带来收获”的主题，符合自然探索的合理
逻辑。
二、续写片段：
Paragraph 1: Xiao Yes heart beat faster, but he didn't run away. He remembered his
grandfathers words: "When exploring nature, courage doesn't mean being reckless, but
being calm." He held the compass tightly and walked slowly into the valley. Following the
sound, he found a small deer trapped in a bush—its leg was wrapped tightly by thick vines,
and it was making painful cries. Xiao Ye felt sorry for the deer. He carefully approached it,
whispered softly to comfort it, and then tried to untie the vines. The vines were tough, and
his hands were scratched by the thorns, but he didn't give up. After ten minutes of hard
work, he finally freed the deer. The deer rubbed his hand with its head, as if thanking him.
Paragraph 2: To Xiao Yes surprise, the deer didn't leave. It took a few steps forward
and looked back at him, as if inviting him to follow. Xiao Ye hesitated for a moment, then
followed the deer deep into the valley. The valley was full of green plants, and the air was
fresh. After walking for a while, the deer stopped in front of a cluster of plants with purple
flowers. Xiao Ye looked carefully and realized that this was the rare medicinal plant his
grandfather had mentioned—Ganoderma lucidum. He was so excited! He took out his
notebook and drew a sketch of the plant, and didnt pick any of them. When he got back to
his grandfathers home, he told his grandfather about the experience. Grandfather praised
him: "You not only have the courage to explore, but also the kindness to help life. Thats the
true meaning of exploring nature."
5.解析
1.考查目标：本题考查文本理解深度（把握“神秘山谷探索”的核心场景与“勇气”
主题）、逻辑推理能力（设计符合主题和场景的情节转折）、情感把握能力（通过
续写展现“勇气-救助-发现”的情感递进与感悟）。
2.解题思路：①情节转折设计：围绕“自然探索”主题，避免将“怪声”设计为无意
义的惊吓，而是转化为“可解决的困境”（小鹿被困），再通过“小鹿引导”的转折将探
索推向高潮，两次转折均服务于“勇气带来收获”的主题；②续写创作：通过细节描
写（held the compass tightly、hands scratched by thorns）展现 Xiao Ye的勇气与坚持，
用“小鹿的回报”推动发现情节，结尾以爷爷的点评升华主题，确保情节转折自然，
情感连贯。
3.逻辑与情感要点：情节逻辑核心是“探索遇悬念-勇敢面对-善意救助-获得回报
（发现）”，需避免出现“随意采摘珍稀植物” “过度神化自然”等不符合自然探索伦理
的情节；情感表达需从“紧张害怕”到“冷静勇敢”再到“兴奋感悟”，层层递进，通过动
作和心理细节体现，让“勇气与善意的价值”真实可信。
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试题 12（主题：诚信友善·意外的回报）
题型：情感共鸣构建+续写补全
1.题目要求
阅读下面短文，构建主人公与他人的 2处情感共鸣点（说明共鸣的核心与表
现），并基于共鸣点补全续写内容，完成两段续写（每段 150词左右）。要求：情
感共鸣真实可信，情节符合“诚信友善”主题，逻辑连贯。
2.前文文本
On a rainy afternoon, Li Ming was on his way home from school. He passed a small
convenience store and noticed an old man standing at the door, looking worried. The old
man was holding a wet wallet in his hand. Li Ming walked over and asked, "Grandpa,
whats wrong with you " The old man sighed and said, "I just bought some things here, but I
accidentally dropped my wallet. When I found it, the money inside was wet, and I cant use
it to pay the bus fare to go home." Li Ming looked at the old mans wet clothes and the
worried expression on his face, and he thought of his own grandfather. He decided to help
the old man.
3.图表描述
4.答案
一、情感共鸣点构建：1. ①亲情联想共鸣 ②对长辈的心疼与关爱 Li Ming看到
old man担忧，联想到自己的 grandfather，产生心疼与帮助的意愿 2.③诚信感恩共鸣
④善意帮助与真诚回报的双向奔赴 老 man收到帮助后，主动留下联系方式表示要归
还费用，Li Ming拒绝报酬，两人因诚信与友善产生更深的情感连接
二、续写片段：
Paragraph 1: Li Ming took out his pocket money from his schoolbag and handed it to
the old man: "Grandpa, heres my pocket money. You can use it to buy a bus ticket." The old
man was surprised and waved his hand: "No, no, I cant take your money, kid." Li Ming
smiled and said, "Its okay, grandpa. My grandfather often tells me that we should help
those in need. You can pay me back when you have the chance, or you dont have to. The
most important thing is that you can get home safely." The old man looked at Li Mings
sincere eyes and finally took the money. He took out a pen and wrote down his phone
number on a piece of paper: "This is my phone number. You must call me so that I can
return the money to you."
Paragraph 2: A few days later, Li Ming received a call from the old man. The old man
invited him to his home for a visit. When Li Ming arrived, the old man gave him double the
money he had given before, but Li Ming only took the original amount. The old man smiled
and said, "You are such an honest and kind child. I want to give you a small gift to thank
you." He took out a book about the stories of honest people and gave it to Li Ming. Li Ming
was very happy. He read the book carefully when he got home. He realized that being
honest and kind not only helped others, but also brought happiness to himself. This
experience made him more determined to stick to the virtues of honesty and kindness.
5.解析
1.考查目标：本题考查文本理解深度（把握“雨天助老”的核心场景与“诚信友善”
主题）、逻辑推理能力（构建真实可信的情感共鸣点）、情感把握能力（通过续写
展现善意与诚信带来的情感连接）。
2.解题思路：①情感共鸣构建：从“亲情联想”和“诚信感恩”两个维度切入，第一
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个共鸣点基于“对长辈的共情”，为帮助行为提供情感基础；第二个共鸣点基于“双向
的善意与诚信”，推动情节升华，符合“诚信友善”的主题内核；②续写创作：通过对
话细节（Li Ming的真诚劝说、老 man的坚持归还）展现情感共鸣，用“赠送诚信故
事书”的情节强化主题，结尾以 Li Ming的感悟收尾，确保情感从“帮助的善意”到“诚
信的共鸣”再到“坚守美德的决心”连贯递进。
3.逻辑与情感要点：情节逻辑核心是“发现困境-善意帮助-诚信回报-感悟美
德”，需避免出现“老 man过度回报” “Li Ming主动索要报酬”等破坏主题的情节；情
感表达需依托真诚的对话和动作细节，如 Li Ming的“sincere eyes”、老 man的“smiled
and said”，让诚信与友善的情感共鸣自然可信。
试题 13（主题：团队合作·困境中的共赢）
题型：情节逻辑链完善+续写点评
1.题目要求
阅读下面短文，完善续写情节的逻辑链（补充①-④处关键节点），点评续写片
段中体现“团队合作”的 3处细节描写，再基于完善的逻辑链完成两段续写（每段 150
词左右）。要求：逻辑链清晰连贯，细节描写贴合团队合作主题，情感表达体现“共
赢”感悟。
2.前文文本
Our class was going to participate in the schools outdoor survival competition. The
competition required each team to complete three tasks: building a tent, finding wild fruits,
and crossing a small river, within a limited time. Our team had four members: me (the team
leader), Xiao Qiang who was good at sports, Xiao Ya who was careful, and Lin Lin who
was knowledgeable about plants. At first, we didnt get along well—Xiao Qiang wanted to
rush through the tasks, while Xiao Ya insisted on being careful. We argued for a long time
and wasted a lot of time. When we finally started to build the tent, we found that we had
missed a key part of the tent bracket. It was getting dark, and we were all anxious. I knew
that we had to work together to get out of the predicament.
3.图表描述
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4.答案
一、情节逻辑链完善：①我召集团队成员冷静沟通，明确分工：Xiao Qiang寻
找可用的替代材料，Xiao Ya整理现有帐篷部件，Lin Lin利用植物知识判断材料安全
性 ②Xiao Qiang找到结实的树枝，Lin Lin确认树枝可用，两人合作加工树枝作为替
代支架 ③Xiao Ya精准对接替代支架与帐篷主体，我协调各环节进度，团队高效完成
帐篷搭建④借助搭建帐篷建立的默契，团队协作完成后续找野果、过河任务
二、续写点评： 1. “I called everyone together and said, Were a team. Only by
working together can we solve the problem.”细节：通过语言描写展现团队 leader的协
调作用，点明“团队合作”的核心，为后续分工协作奠定基础；2. “Xiao Qiang found
thick branches, and Lin Lin checked them carefully to make sure they were not rotten. They
worked together to cut the branches to the right length with a knife.”细节：用动作描写展
现两人的分工协作，体现“优势互补”的团队合作特点，推动困境解决；3. “With the
tacit understanding we had built, we divided the tasks again for finding wild fruits and
crossing the river. Xiao Ya recorded the location of wild fruits, Lin Lin identified which
ones were edible, and Xiao Qiang helped us carry them across the river.”细节：通过多角
色分工描写，展现团队合作的连贯性与默契度，印证“合作带来高效”的主题。
三、续写片段：
Paragraph 1: I called everyone together and said, "Were a team. Only by working
together can we solve the problem. Lets stop arguing and divide the tasks." Everyone
nodded. I assigned the tasks: "Xiao Qiang, youre good at sports, go find some thick
branches that can be used as tent brackets. Lin Lin, go with him to check if the branches are
safe and usable. Xiao Ya, please sort out the existing tent parts and see how to connect them
with the branches." After assigning the tasks, we immediately took action. Xiao Qiang ran
into the woods, and soon found several thick branches. Lin Lin checked them carefully and
said, "These branches are solid and safe." Then they worked together to cut the branches to
the right length with a knife.
Paragraph 2: When they came back with the branches, Xiao Ya had already sorted out
the tent parts. She pointed to the connection points and said, "We can tie the branches to the
tent poles with ropes." We worked together—Xiao Qiang held the branches steadily, Xiao
Ya tied the ropes tightly, Lin Lin helped adjust the angle, and I checked the stability. After
half an hour of hard work, we finally built the tent. With the tacit understanding we had
built, we divided the tasks again for finding wild fruits and crossing the river. Xiao Ya
recorded the location of wild fruits, Lin Lin identified which ones were edible, and Xiao
Qiang helped us carry them across the river. In the end, we completed all the tasks on time
and won the third prize. Standing on the podium, we looked at each other and smiled. We
all realized that the strength of a team is far greater than the sum of individual strengths,
and only through cooperation can we achieve win-win results.
5.解析
1.考查目标：本题考查文本理解深度（把握“户外生存比赛-团队分歧-困境解决”
的核心情节）、逻辑推理能力（完善团队合作的情节逻辑链）、情感把握能力（点
评并展现团队从“分歧”到“协作”再到“共赢”的情感变化）。
2.解题思路：①逻辑链完善：以“沟通分工-协作加工-搭建帐篷-后续任务”为核
心，每个节点都体现“团队成员优势互补”，从解决眼前的“帐篷支架缺失”困境，到借
助默契完成后续任务，形成完整的“合作共赢”逻辑链；②续写点评：聚焦团队合作
的关键细节，包括 leader的协调、成员的分工协作、默契的形成，点评需结合文本
说明细节如何体现团队合作；③续写创作：通过任务分配的对话、搭建帐篷的动作
描写展现团队协作过程，用“完成后续任务” “获得奖项”的情节升华主题，确保情节
逻辑与情感变化（焦虑-冷静-默契-自豪）连贯。
3.逻辑与情感要点：情节逻辑核心是“分歧困境-沟通分工-协作解决-默契共
赢”，需避免出现“单靠个人解决问题” “忽视团队成员优势”等不符合主题的情节；情
感表达需从“焦虑争吵”到“冷静协作”再到“自豪感悟”，通过团队互动细节体现，让
“团队合作的价值”真实可感。
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试题 14（主题：文化传承·少年的担当）
题型：续写方向限定+情感细节赏析
1.题目要求
阅读下面短文，根据限定的续写方向（“少年主动学习传统技艺，助力文化传
承”），赏析续写片段中体现“文化认同”的 2处情感细节，再完成两段续写（每段
150词左右）。要求：续写内容严格贴合限定方向，情感细节真实，逻辑符合文化传
承主题。
2.前文文本
Xiao Meis grandmother was a traditional paper-cut artist. Her paper-cuts were
exquisite and vivid, and were loved by the villagers. However, with the development of
modern society, fewer and fewer young people were willing to learn this traditional craft.
Grandmother often sighed and said, "Im afraid this paper-cut craft will be lost in the
future." Xiao Mei felt sad when she heard her grandmothers words. She had watched her
grandmother make paper-cuts since she was a child, and she thought the paper-cuts were
very beautiful. One day, the village committee announced that it would hold a "Traditional
Culture Festival" and invited villagers to display their traditional crafts. Grandmother shook
her head and said, "No one likes paper-cuts anymore. Its useless to display them."
3.图表描述
4.答案
一、情感细节赏析： 1. "Xiao Mei held her grandmothers hand tightly and said,
Grandma, I want to learn paper-cut from you. I dont want this craft to be lost."细节：通过
“held tightly”的动作和真诚的语言，展现 Xiao Mei主动承担传承责任的决心，情感从
“心疼奶奶”升华为“守护文化”的责任感，体现初步的文化认同；2. "When Xiao Mei
finished her first paper-cut of a butterfly, she looked at it with joy and said, Grandma, its
beautiful! Paper-cut is such a wonderful craft."细节：用“joy”的心理描写和赞美语言，
展现 Xiao Mei学习过程中对传统技艺的认可与喜爱，情感从“被动心疼”转变为“主动
热爱”，深化文化认同。
二、续写片段：
Paragraph 1: Xiao Mei held her grandmothers hand tightly and said, "Grandma, I want
to learn paper-cut from you. I dont want this craft to be lost. Lets display your paper-cuts at
the Culture Festival together." Grandmother was surprised and looked at Xiao Mei with
tears in her eyes: "Really, my child Do you really want to learn " Xiao Mei nodded firmly:
"Yes, grandma. Ive always thought your paper-cuts are beautiful." Grandmother smiled
happily. She took out her paper-cut tools and began to teach Xiao Mei. She taught Xiao Mei
how to hold the scissors, how to design the patterns, and how to cut smoothly. Xiao Mei
learned very carefully. Even though her fingers were sore, she didnt stop.
Paragraph 2: After a week of hard practice, Xiao Mei could cut some simple patterns,
such as butterflies, flowers, and rabbits. On the day of the Traditional Culture Festival,
Xiao Mei and her grandmother set up a small booth. They displayed grandmothers
exquisite paper-cuts and Xiao Meis works. At first, few people noticed their booth. Xiao
Mei was a little nervous, but she took a deep breath and began to demonstrate paper-cutting
on the spot. Her skillful movements attracted many people, especially the children. They
gathered around to watch and asked Xiao Mei to teach them. Xiao Mei patiently taught the
children how to cut simple patterns. Grandmother stood aside, watching with a smile. At
the end of the festival, their booth won the "Most Popular Traditional Craft Booth" award.
Xiao Mei held the award and said proudly: "Grandma, we did it! Paper-cut will not be lost."
5.解析
读后续写（情节逻辑+情感连贯） 042
高考英语新题型
高考英语新题型解析模板
43
1.考查目标：本题考查文本理解深度（把握“传统剪纸技艺传承困境”的核心场
景）、逻辑推理能力（贴合限定方向构建续写情节）、情感把握能力（赏析并展现
少年从“心疼”到“热爱”再到“自豪”的文化认同情感变化）。
2.解题思路：①情感细节赏析：聚焦 Xiao Mei主动学习的关键动作和语言，分
析其情感从“个人心疼”到“文化责任”的升华，体现文化认同的逐步深化；②续写创
作：紧扣“主动学习-共同展示-吸引传承”的限定方向，通过学习过程的细节（fingers
were sore but didnt stop）展现坚持，用“现场演示吸引孩子”的情节体现传承效果，结
尾以获奖和自豪的感悟升华主题，确保情感与情节深度融合。
3.逻辑与情感要点：情节逻辑核心是“发现传承困境-主动学习技艺-共同展示推
广-助力文化传承”，需避免出现“突然精通技艺” “过度商业化推广”等不符合文化传承
内核的情节；情感表达需贴合少年视角，从“单纯心疼奶奶”到“理解技艺价值”再到
“承担传承责任”，情感变化自然真实，通过具体动作和语言细节体现。
试题 15（主题：挫折应对·从失败到成长）
题型：情感变化曲线补全+续写解析
1.题目要求
阅读下面短文，补全主人公面对挫折的情感变化曲线（填写①-④处情感状
态），并结合补全的曲线解析续写片段的情感连贯性，再完成两段续写（每段 150
词左右）。要求：情感变化符合挫折应对的逻辑，续写内容体现“从失败到成长”的
主题，解析精准到位。
2.前文文本
Da Wei loved playing basketball and dreamed of joining the school basketball team.
He practiced hard every day after school, shooting, dribbling, and running. The selection
for the basketball team was held last week. Da Wei was full of confidence, but he was too
nervous during the selection—he missed several key shots and made many mistakes in
passing. In the end, he failed to join the team. Da Wei was very sad. He sat alone on the
basketball court for a long time, watching the other members of the team practice. He felt
that all his efforts were in vain and wanted to give up playing basketball.
3.图表描述
读后续写（情节逻辑+情感连贯） 044
高考英语新题型
高考英语新题型解析模板
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4.答案
一、情感变化曲线补全：3.①重拾信心、决心坚持 ②坚定、努力 ③释然、自豪
（接受失败，认可努力的价值）
二、续写解析：续写片段围绕“受教练启发-重新努力-获得成长”的情节展开，情
感连贯性体现在三个层面：1.从“悲伤沮丧”到“重拾信心”的转折自然：通过教练的鼓
励（“Failure is not the end, but a chance to improve”）精准击中 Da Wei的内心，让情
感转变有合理支撑；2. 从“决心坚持”到“坚定努力”的递进流畅：用“every day after
school” “practiced harder”等细节展现持续的努力，情感从“一时的决心”转化为“长期
的坚持”；3.从“努力付出”到“释然自豪”的升华到位：结尾 Da Wei虽未进入球队，但
认可了自己的成长，情感从“追求结果”转变为“重视过程”，契合“挫折促成长”的主
题，情感连贯且有深度。
三、续写片段：
Paragraph 1: Just as Da Wei was about to leave the basketball court, the school
basketball coach, Mr. Li, walked over. He sat down next to Da Wei and said softly: "I saw
your performance in the selection. You are very talented, but you were too nervous. Failure
is not the end, but a chance to improve. Dont give up your dream." Da Wei looked up at Mr.
Li and said sadly: "But I failed. All my efforts were in vain." Mr. Li shook his head: "No,
your efforts are not in vain. Your dribbling has improved a lot. As long as you overcome
your nervousness and keep practicing, you will succeed." Mr. Lis words made Da Wei feel
warm. He decided not to give up.
Paragraph 2: From that day on, Da Wei practiced basketball harder than before. Every
day after school, he would go to the basketball court to practice shooting and passing. He
asked Mr. Li for advice on how to overcome nervousness, and Mr. Li told him to practice in
front of his classmates. Da Wei followed Mr. Lis advice. At first, he was still nervous, but
gradually, he became more confident. Three months later, the school held a basketball
friendly match. Da Wei was invited to play as a substitute. He played calmly and made
several wonderful passes and shots, helping his team win the match. Although he still hadnt
joined the school team, Da Wei was very proud of himself. He realized that failure was not
terrible. What was terrible was giving up. The process of overcoming setbacks was the
most precious growth.
5.解析
1.考查目标：本题考查文本理解深度（把握“篮球选拔失败-挫折应对”的核心情
节）、逻辑推理能力（补全符合挫折应对逻辑的情感变化曲线）、情感把握能力
（解析并展现情感从“沮丧放弃”到“坚持成长”的连贯性）。
2.解题思路：①情感曲线补全：结合挫折应对的一般规律，从“失败后的沮丧”
到“受启发后的信心”，再到“努力中的坚定”，最后到“成长后的释然自豪”，形成“低
谷-回升-高峰”的合理曲线；②续写解析：聚焦情感转变的关键节点，分析教练鼓
励、持续努力、实战突破对情感变化的推动作用，说明情感连贯的合理性；③续写
创作：通过教练的语言启发、Da Wei的持续努力细节、实战中的突破，展现情感变
化过程，结尾以“重视过程大于结果”的感悟升华主题，确保情节与情感逻辑统一。
3.逻辑与情感要点：情节逻辑核心是“遭遇挫折-陷入沮丧-受到启发-坚持努力-获
得成长”，需避免出现“突然获得成功” “忽视努力过程”等不符合挫折应对逻辑的情
节；情感表达需贴合少年面对失败的真实心理，从“否定自我”到“重新认可自我”，再
到“超越自我”，情感变化层层递进，通过具体的心理和动作细节体现。
读后续写（情节逻辑+情感连贯） 046
高考英语新题型
高考英语新题型解析模板
47
试题 16（主题：爱心传递·微小善意的力量）
题型：情节呼应设计+续写创作
1.题目要求
阅读下面短文，设计 2处情节呼应（说明呼应的核心与作用），并基于呼应设
计续写短文结尾两段（每段 150词左右）。要求：情节呼应自然，贴合“爱心传递”
主题，情感表达真挚，逻辑连贯。
2.前文文本
On a cold winter morning, Xiao Ting was on her way to school. She saw an old lady
selling hot sweet potatoes by the roadside. The old lady was wearing thin clothes and
shivering with cold. Xiao Ting felt sorry for her. She took out all her pocket money and
bought two sweet potatoes. The old lady was very grateful and gave her an extra sweet
potato. Xiao Ting smiled and said, "Grandma, keep it. You need to keep warm." She took
the two sweet potatoes and left. When she arrived at school, she found that her classmate
Xiao Hong didnt bring breakfast and was sitting at her desk hungry. Xiao Ting thought of
the old ladys grateful smile and decided to share her sweet potatoes with Xiao Hong.
3.图表描述
4.答案
一、情节呼应设计：1. 呼应 1：Xiao Hong受 Xiao Ting分享行为的启发，主动
将自己的围巾送给了卖红薯的 old lady；核心与作用：呼应 Xiao Ting最初对老 lady
的帮助，形成“Xiao Ting助老→Xiao Hong助老”的爱心传递链，体现善意的直接传
递，强化主题；2.呼应 2：几天后，Xiao Ting发现 old lady的摊位旁多了几个学生志
愿者帮忙吆喝、取暖；核心与作用：呼应 Xiao Ting和 Xiao Hong的善意行为，将个
人爱心升级为群体爱心，形成“个体善意→群体善意”的传递，深化“微小善意汇聚大
力量”的主题。
二、续写片段：
Paragraph 1: Xiao Ting handed one of the sweet potatoes to Xiao Hong and said,
"Xiao Hong, I have two sweet potatoes. Lets share them." Xiao Hong was surprised and
grateful: "Thank you, Xiao Ting! You are so kind." She took the sweet potato and took a
bite. It was warm and sweet, and she felt warm in her heart. After Xiao Ting told her about
the old lady selling sweet potatoes in the cold, Xiao Hong felt sorry for the old lady too.
After school, Xiao Hong ran home, took out her new scarf, and went to the roadside where
the old lady was selling sweet potatoes. She put the scarf around the old ladys neck and said,
"Grandma, its cold. This scarf is for you." The old lady was moved to tears: "Thank you,
good child."
Paragraph 2: A few days later, when Xiao Ting passed the roadside again, she was
surprised to see that there were several students standing next to the old ladys stall. They
were helping the old lady吆喝, and some of them even brought hot water for her. It turned
out that Xiao Hong had told her classmates about the old ladys situation, and everyone
wanted to help. The old lady was surrounded by the students, and her face was full of
smiles. Xiao Ting walked over and joined them. The cold wind was still blowing, but the
roadside was full of warmth. Xiao Ting realized that a small act of kindness could pass on
like this, bringing warmth to more people. She decided to keep passing on kindness and
make the world a warmer place.
5.解析
读后续写（情节逻辑+情感连贯） 048
高考英语新题型
高考英语新题型解析模板
49
1.考查目标：本题考查文本理解深度（把握“冬日助老-分享善意”的核心情
节）、逻辑推理能力（设计自然且贴合主题的情节呼应）、情感把握能力（通过续
写展现爱心传递过程中的真挚情感）。
2.解题思路：①情节呼应设计：围绕“爱心传递”核心，设计“直接传递”（Xiao
Hong助老）和“间接传递”（群体助老）两层呼应，既呼应初始的善意行为，又推动
情节升级，让爱心传递的逻辑更完整；②续写创作：通过 Xiao Hong送围巾的细节
呼应 Xiao Ting的助老行为，用“同学群体帮忙”的情节呼应两人的善意，结尾以 Xiao
Ting的感悟升华主题，通过环境描写（cold wind vs warmth）烘托情感，确保情节呼
应自然，情感真挚。
3.逻辑与情感要点：情节逻辑核心是“个体微小善意-直接传递-群体扩散-温暖汇
聚”，需避免出现“过度夸张的爱心行为” “刻意的呼应设计”等破坏真实感的情节；情
感表达需依托细节，如 old lady的“moved to tears”、学生的“helping吆喝”，让爱心传
递的温暖感真实可感，情感从“个人善意”升华为“群体温暖”，层层递进。
试题 17（主题：自我突破·超越过往的自己）
题型：情节障碍设置+续写点评
1.题目要求
阅读下面短文，设置 2处阻碍主人公自我突破的合理障碍（说明障碍的合理性
与作用），并基于设置的障碍续写短文结尾两段（每段 150词左右），点评续写中
体现“自我突破”的 2处关键细节。要求：障碍符合主题逻辑，续写内容情感连贯，
点评精准。
2.前文文本
Xiao Jun was a shy boy who never dared to express his opinions in public. He always
hid behind others and was afraid of being noticed. His Chinese teacher assigned a class
assignment—each student had to give a presentation on their favorite book in front of the
whole class. Xiao Jun was very worried. He wanted to complete the assignment well, but he
was too afraid of speaking in public. He stayed up late to prepare the presentation materials,
but every time he practiced in front of the mirror, he would stutter and blush. The day
before the presentation, Xiao Jun even thought about asking for leave to avoid it. But he
also thought: "Maybe this is a chance to change myself."
3.图表描述
读后续写（情节逻辑+情感连贯） 050
高考英语新题型
高考英语新题型解析模板
51
4.答案
一、情节障碍设置：1.障碍 1：Presentation当天，Xiao Jun上台前突然忘记部分
内容，大脑一片空白；合理性与作用：贴合“紧张害羞”的人物特点，是公开表达中
常见的困境，增加自我突破的难度，让突破过程更真实；2. 障碍 2：Presentation过
程中，有同学小声议论，让 Xiao Jun更加紧张，差点中断演讲；合理性与作用：进
一步强化公开表达的压力，考验主人公的坚持与勇气，通过克服该障碍，凸显“超越
自我”的主题，让突破更有说服力。
二、续写片段：
Paragraph 1: The day of the presentation finally came. When it was Xiao Juns turn, he
stood up slowly, his legs trembling slightly. He walked to the front of the classroom, and
just as he was about to speak, his mind went blank. All the content he had prepared
disappeared. He felt his face burning and his hands sweating. The classroom was quiet, and
he could hear his own rapid heartbeat. He wanted to run away, but he remembered his
thought of "changing himself". He closed his eyes, took a deep breath, and tried to recall
the key points of his pr