读后续写（主题升华+价值引导）-2026年高考英语新题型解析模板

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 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 考查目标
① 文本理解深度 ① 立意提升能力
② 逻辑推理能力 ② 创意表达能力
③ 情感把握能力
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高考英语新题型解析模板 01
应用文写作·读后续写
（主题升华+价值引导）
题型说明
本套试题聚焦高考读后续写核心素养考查，以 “主题升华” 和
“价值引导” 为核心，覆盖成长感悟、社会责任、文化传承、情感共
鸣等高频主题。题型设计突出 “创意表达” 与 “立意提升” 双重目
标，包含 “立意层级补全” “价值冲突决策” “主题升华句创作”
等新形式，配套多模态图表（立意提升框架图、价值取向思维导图、
情感 - 主题关联图等）引导学生深化思考。每道题均提供完整前文文
本、明确题目要求、精准图表描述、规范答案及深度解析，助力学生
提升立意挖掘与创意表达能力。
试题 1（主题：成长感悟 直面缺憾）
题型：立意层级补全 +创意续写
1. 题目要求
阅读下面短文，补全 “立意提升框架图”（①-③处），基于最高层级立意创
作两段续写（每段 150 词左右）。要求：立意符合 “直面缺憾” 主题，创意表达
贴合情节逻辑，情感真挚且体现成长感悟。
2. 前文文本
Lily had always dreamed of playing the piano in the school concert. She practiced for
months, but a week before the performance, she accidentally sprained her wrist. The doctor
told her she couldn’t play for at least a month. Lily felt heartbroken—all her efforts
seemed wasted. She locked herself in her room, refusing to talk to anyone. Her piano
teacher, Ms. Wang, visited her with a bouquet of sunflowers. “Every flower has its own
beauty, even if it’s not in full bloom,” Ms. Wang said gently.
3. 图表描述
图表说明：层级需层层递进，从 “情绪表达” 到 “价值认可” 再到 “生命
感悟”，引导立意深度提升。
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4. 答案
一、立意层级补全：
① 为错过音乐会感到遗憾和不甘，抱怨命运的不公；
② 虽然未能参赛，但练习过程中的坚持与进步是宝贵的成长；
③ 缺憾也是成长的一部分，接受不完美，在新的领域绽放价值。
二、续写片段：
Paragraph 1: Lily stared at the sunflowers, their bright petals glowing in the sunlight.
Ms. Wang’s words echoed in her mind. She slowly picked up a pencil and drew the
flowers on a piece of paper—something she had loved as a child but abandoned for piano
practice. As she sketched, she felt the frustration fading away. Her wrist still ached, but
the joy of creating returned. Ms. Wang watched quietly and said, “Your talent isn’t
limited to the piano. Every experience, even painful ones, can lead you to new discoveries.”
Paragraph 2: On the day of the concert, Lily didn’t sit in the audience feeling sorry
for herself. Instead, she brought her sketches to the school hall. She decorated the stage
with her drawings of sunflowers, adding a warm touch to the performance. When her
classmate played a piano piece, Lily stood beside the stage, explaining the story behind
her art to the audience. After the concert, many students praised her work. Lily smiled,
realizing that missing the piano performance wasn’ t a failure— it was a chance to
rediscover her passion for art. She learned that life’s 缺憾 often hide new possibilities,
and true growth lies in facing them with courage.
5. 解析
考查目标：
本题考查立意提升能力（从表层遗憾到深层生命感悟的递进）、创意表达能
力（基于主题设计 “以画补憾” 的创意情节）、情感把握能力（体现从沮丧到释
然的情感转变）。
解题思路：
① 立意补全：遵循 “情绪 - 价值 - 感悟” 的递进逻辑，表层立意聚焦直接
情绪，中层认可过程价值，深层挖掘缺憾的积极意义，符合 “直面缺憾” 的主
题内核；
② 创意续写：设计 “重拾绘画” 的创意情节，既呼应前文 “钢琴梦碎” 的
困境，又为主题升华提供载体，避免情节俗套；通过 “装饰舞台” “讲解画作”
的细节，让缺憾转化为独特价值，凸显立意；
③ 主题升华：结尾通过 Lily 的感悟点明 “缺憾藏新机” 的核心，实现从个
人经历到生命哲理的提升，符合高阶立意要求。
逻辑与价值要点：
情节逻辑核心是 “困境 - 觉醒 - 创意转化 - 成长感悟”，避免出现 “突然康
复参赛” 等不符合主题的情节；价值引导聚焦 “接受不完美” “多元价值实现”，
传递积极向上的人生态度，体现成长类主题的核心素养要求。
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试题 2（主题：社会责任 微小行动的力量）
题型：价值冲突决策 +主题升华句创作
1. 题目要求
阅读下面短文，分析主人公面临的价值冲突（填写冲突双方），基于 “微小
行动改变现状” 的价值取向续写两段短文（每段 150 词左右），并在结尾创作 1
句主题升华句。要求：冲突分析准确，创意情节体现社会责任，升华句简洁深刻。
2. 前文文本
Tom noticed that the community park was becoming increasingly messy—garbage
piled up in corners, and the benches were covered with graffiti. Most residents complained
but did nothing, saying “It’s not my job” or “One person can’t change anything.”
Tom felt troubled. He wanted to clean up the park but worried about being laughed at for
“wasting time.” His little sister, Amy, saw his hesitation and said, “Even a small seed
can grow into a big tree, Tom.”
3. 图表描述
图表说明：通过决策树清晰呈现价值选择过程，引导学生理解 “个人与集体”
“行动与观望” 的价值权衡。
4. 答案
一、价值冲突分析：
① 冲突 A：顾虑他人嘲笑，质疑个人行动的有效性，选择随波逐流；
② 冲突 B：坚守社会责任，相信微小行动的累积效应，主动采取行动改善环
境。
二、续写片段：
Paragraph 1: Amy’ s words touched Tom. He decided to take action. The next
morning, he woke up early with a trash bag and a brush. He picked up garbage in the park
and scrubbed the graffiti off the benches. A few passersby glanced at him, some with
indifference, but Tom didn’t stop. To his surprise, after an hour, an old man joined him
with a broom. “Young man, you’re doing a good thing,” the man said. Soon, two
teenagers stopped to help too. Together, they cleaned up the entire park, making it tidy and
beautiful again.
Paragraph 2: When Tom’s neighbors saw the clean park, they were ashamed of their
previous inaction. Some brought potted plants to decorate the paths, and others posted
“Keep the Park Clean” signs. From then on, residents took turns maintaining the park’
s hygiene. Every weekend, Tom and Amy organized a small “Park Care” activity for
kids, teaching them about environmental protection. Looking at the lively and clean park,
Tom smiled.
主题升华句：Small actions may seem insignificant alone, but when woven together,
they can create great change—social responsibility begins with the courage to take the first
step.
5. 解析
考查目标：本题考查价值判断能力（分析并选择积极价值取向）、创意表达
能力（设计 “带动他人” 的创意情节）、立意升华能力（创作简洁深刻的主题
句）。
解题思路：
① 价值冲突分析：精准捕捉 “个人行动与集体责任” “消极观望与积极行
动” 的核心冲突，体现高考对社会责任素养的考查；
② 创意续写：设计 “从个人行动到集体参与” 的情节递进，通过 “老人加
入” “青少年助力” “居民共建” 的细节，创意展现 “微小行动的感染力”，避
免单一化的个人清洁情节；
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③ 主题升华：结尾句紧扣 “微小与伟大” “个人与集体” 的关系，将具体
行动上升为社会责任的普遍哲理，语言简洁且富有感染力。
逻辑与价值要点：
情节逻辑核心是 “个人觉醒 - 主动行动 - 带动他人 - 集体共建”，符合 “微
小行动改变现状” 的价值取向；价值引导聚焦 “社会责任的落地” “公民意识
的培养”，传递 “勿以善小而不为” 的积极理念，契合高考对核心素养的要求。
试题 3（主题：文化传承 青春的担当）
题型：主题关联图补全 +创意情节设计
1. 题目要求
阅读下面短文，补全 “文化 - 行动 - 立意” 关联图（①-③处），设计 1 个
体现 “青春传承” 的创意情节，完成两段续写（每段 150 词左右）。要求：关联
图逻辑连贯，创意情节贴合青少年身份，立意凸显文化传承的时代价值。
前文文本
Mai's grandfather was a master of traditional Chinese kite-making. His kites, with
exquisite patterns and flexible frames, were famous in the local area. However, young
people were more interested in modern toys, and no one wanted to learn the craft.
Grandfather often sighed, “This craft will die with me.” Mai felt sad. She had watched
her grandfather make kites since childhood and admired his skill. One day, she saw a
group of foreign tourists visiting the local cultural street, looking curious about traditional
crafts but unable to understand their stories.
2. 图表描述
图表说明：关联图需体现 “文化是什么 - 青年做什么 - 传承为什么” 的逻
辑链，引导创意与立意深度绑定。
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3. 答案
一、关联图补全：
① 学习风筝制作，结合现代审美与外语优势，向游客讲解风筝文化；
② 让传统工艺被更多人了解，搭建文化传播桥梁，赋予传统文化时代活力；
③ 青春的担当在于让传统文化 “活” 在当下，在传承中创新，在传播中延
续。
二、续写片段：
Paragraph 1: Mei made up her mind to learn kite-making from her grandfather. Every
weekend, she sat beside him, observing how he cut bamboo frames and painted patterns.
She asked her grandfather to teach her the meanings behind each design—phoenix for
prosperity, dragon for courage. Meanwhile, Mei used her English skills to translate these
cultural stories into English. She also added modern elements to her kites, such as painting
cartoon characters on the wings. Grandfather was delighted to see his granddaughter’s
enthusiasm and taught her all his skills.
Paragraph 2: One month later, Mei set up a small booth on the cultural street. She
displayed her grandfather’ s classic kites and her own creative works. When foreign
tourists passed by, she greeted them in English and explained the cultural connotations of
the kites. “ This phoenix kite represents good luck in Chinese culture, ” she said,
showing a brightly colored kite. The tourists listened with great interest and even asked to
learn basic kite-making skills. Mai's booth became popular, and many young people also
came to ask about kite-making. Grandfather smiled proudly, realizing that his craft would
not be lost—it would be carried forward by a new generation.
4. 解析
考查目标：
本题考查文化理解能力（把握传统工艺的传承困境）、创意表达能力（设计
“中英结合 + 现代创新” 的传承方式）、立意提升能力（凸显青春传承的时代价
值）。
解题思路：
① 关联图补全：紧扣 “青少年身份” 设计行动（结合外语、现代审美），行
动价值聚焦 “传播与创新”，立意上升到 “青春担当与时代传承”，逻辑层层递
进；
② 创意续写：将 “学习技艺” “文化翻译” “现代创新” “对外传播” 等
创意元素融合，既符合青少年的知识技能特点，又为文化传承提供了新颖路径，
避免单纯 “学习手艺” 的俗套情节；
③ 主题升华：通过祖父的态度转变，凸显 “青春力量让传统文化重生” 的
核心立意，将个人行动上升为文化传承的普遍命题，体现时代性与价值性。
逻辑与价值要点：
情节逻辑核心是 “发现困境 - 主动学习 - 创意传承 - 文化传播”，符合 “青
春担当” 的主题；价值引导聚焦 “传统文化的创新性发展” “青少年的文化自
信与责任”，传递 “传承不是固守，而是让文化适应时代” 的积极理念，契合高
考对文化素养的考查要求。
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试题 4（主题：情感共鸣 理解与包容）
题型：情感 - 立意递进图补全 +创意对话设计
1. 题目要求
阅读下面短文，补全 “情感变化 - 立意递进” 图（①-③处），设计 1 段体
现 “理解与包容” 的创意对话，完成两段续写（每段 150 词左右）。要求：情感
变化连贯，对话符合人物身份，立意凸显 “换位思考” 的价值。
2. 前文文本
Xiao Ming’s new deskmate, Li Hua, was a quiet boy who always wore old clothes.
He rarely talked and never joined group activities. Some classmates laughed at him for
being “stingy” and “boring.” Xiao Ming also kept his distance, thinking Li Hua was
unfriendly. One day, Xiao Ming accidentally saw Li Hua feeding stray cats after school. Li
Hua gently stroked the cats and shared his bread with them, a soft smile on his face—
something Xiao Ming had never seen before.
3. 图表描述
图表说明：情感变化需与立意递进同步，引导学生从 “表象判断” 到 “深
层理解”，提升立意深度。
4. 答案
一、情感 - 立意递进图补全：
① 疏远、偏见，认为 Li Hua 冷漠、不合群；
② 惊讶、好奇，疑惑外表与行为的反差；
③ 愧疚、友善，理解 Li Hua 的处境与善良。
二、续写片段：
Paragraph 1: Xiao Ming was shocked. He walked over and greeted Li Hua. Li Hua
was surprised at first but then smiled. “They’re so poor without a home,” Li Hua said,
looking at the cats. Xiao Ming sat down beside him and asked, “Why don’t you join us
in activities ” Li Hua’s smile faded. “My family is not well-off. I have to help my
mom do part-time jobs after school, so I don’t have time. And I’m afraid you’ll laugh
at my old clothes,” he said softly. Xiao Ming felt guilty for judging Li Hua without
knowing his story. “I’m sorry for being so unfriendly,” he said sincerely.
Paragraph 2: “Your kindness to stray cats is amazing,” Xiao Ming added. “Those
classmates who laughed at you are wrong. You’re a warm person.” Li Hua’s eyes lit
up. The next day, Xiao Ming told his classmates about Li Hua’ s kindness. He also
invited Li Hua to join their group project. Li Hua hesitated at first but agreed. During the
project, Li Hua showed great creativity and responsibility, impressing everyone. Gradually,
more classmates became friends with Li Hua. Xiao Ming learned that everyone has a story
behind their appearance, and true understanding comes from looking beyond the surface
and putting oneself in others’ shoes.
5. 解析
考查目标：本题考查情感把握能力（体现从偏见到理解的连贯变化）、创意
表达能力（设计贴合人物身份的对话）、立意提升能力（凸显 “换位思考” 的核
心价值）。
解题思路：
① 情感 - 立意补全：遵循 “负面偏见 - 观察转折 - 理解包容” 的情感逻辑，
与 “表象判断 - 深层理解” 的立意递进同步，符合 “情感驱动立意” 的创作规
律；
② 创意对话：通过 “询问原因” “真诚道歉” 的对话设计，自然揭示 Li
Hua 沉默的背后原因，避免生硬的说教；对话语言符合青少年的表达习惯，情感
真挚，推动情节发展；
③ 主题升华：结尾通过 Xiao Ming 的感悟点明 “换位思考” 的核心，将个人
经历上升为与人相处的普遍哲理，立意从 “个人友谊” 提升到 “人性理解” 的
层面。
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逻辑与价值要点：
情节逻辑核心是 “偏见 - 观察 - 沟通 - 理解 - 接纳”，符合 “理解与包容”
的主题；价值引导聚焦 “破除刻板印象” “换位思考” “人性本善”，传递积极
的人际交往理念，契合高考对情感态度与价值观的考查要求。
试题 5（主题：梦想坚持 逆境中的成长）
题型：逆境 -行动 -立意框架补全 + 创意转折设计
1. 题目要求
阅读下面短文，补全 “逆境 - 行动 - 立意” 框架（①-③处），设计 1 个体
现 “逆境成长” 的创意转折，完成两段续写（每段 150 词左右）。要求：框架逻
辑清晰，转折自然合理，立意凸显 “梦想的力量”。
2. 前文文本
Emma loved writing and dreamed of publishing her own novel. She spent a year
writing her first book and sent it to ten publishers, but all of them rejected her. Some said
her story was “ too ordinary,” while others thought it “ lacked depth.” Emma felt
discouraged and threw her manuscript into a drawer. Her father found the manuscript and
read it carefully. He said to Emma, “Every great writer faced rejection. What matters is
not how many times you fall, but how many times you get up.”
3. 图表描述
图表说明：行动需体现 “创意”，避免简单的 “重新投稿”，立意需从 “坚
持” 上升到 “成长与蜕变”。
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4. 答案
一、框架补全：
① 历时一年创作的小说遭遇十次出版社拒绝，被评价为 “普通” “缺乏深
度”；
② 开设文学博客分享小说片段，收集读者反馈并修改完善，同时创作短篇故
事积累经验；
③ 梦想的力量不仅在于坚持，更在于在逆境中学会倾听、成长与创新，让初
心在蜕变中更加坚定。
二、续写片段：
Paragraph 1: Inspired by her father’s words, Emma took out her manuscript. Instead
of sending it to publishers again, she had an idea—she created a blog and posted chapters
of her novel online. She invited readers to leave comments and suggestions. To her surprise,
many readers loved her story and gave valuable feedback. Some said they connected with
the characters ’ struggles, while others suggested adding more vivid details. Emma
revised her novel carefully, incorporating the readers’ ideas. She also started writing
short stories, which helped her improve her writing skills.
Paragraph 2: Six months later, a literary agent found Emma ’ s blog and was
impressed by her revised novel and loyal readers. She offered to represent Emma and sent
the manuscript to a renowned publisher. This time, the publisher accepted it! When Emma
held her published novel in her hands, she cried tears of joy. She realized that the
rejections were not failures—they were opportunities to grow. Her father was right: getting
up after falling is what defines success. Emma’s dream came true, not just because she
persisted, but because she learned to adapt and grow in the face of adversity.
5. 解析
考查目标：本题考查逆境应对的创意表达能力（设计 “博客分享 + 读者互动”
的创新行动）、立意提升能力（从 “坚持” 上升到 “成长与蜕变”）、逻辑构建能
力（搭建 “逆境 - 行动 - 突破” 的完整框架）。
解题思路：
① 框架补全：精准概括核心逆境，创意行动突出 “互联网 + 创作” 的时代
特点，避免传统情节；立意聚焦 “逆境中的成长”，比单纯的 “坚持” 更具深度，
符合高阶立意要求；
② 创意续写：设计 “博客分享” 的创意情节，既解决了 “投稿被拒” 的困
境，又为 “修改完善” 提供了合理载体，同时增加了 “读者互动” 的新鲜元素，
让情节更具吸引力；
③ 主题升华：结尾通过 Emma 的感悟，将 “拒绝” 转化为 “成长机会”，
凸显 “梦想不仅需要坚持，更需要成长” 的核心立意，实现从个人经历到人生
哲理的提升。
逻辑与价值要点：
情节逻辑核心是 “投稿被拒 - 创意分享 - 读者反馈 - 修改完善 - 成功出版”，
转折自然，创意十足；价值引导聚焦 “逆境中的创新与成长” “倾听与包容的重
要性”，传递 “灵活坚持” 的梦想观，契合高考对成长类主题的核心素养考查。
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试题 6（主题：社会责任 青春抗疫的担当）
题型：价值行动矩阵补全 +创意场景设计
1. 题目要求
阅读下面短文，补全 “价值 - 行动” 矩阵（①-③处），设计 1 个体现 “青
春抗疫” 的创意场景，完成两段续写（每段 150 词左右）。要求：矩阵逻辑对应，
场景贴合现实，立意凸显青少年的社会责任担当。
2. 前文文本
During the COVID-19 pandemic, Tom ’ s community was locked down. Many
elderly residents couldn’t go out to buy food and medicine, and the community staff were
overwhelmed. Tom, a high school student, wanted to help but didn’t know how—he was
too young to be a professional volunteer, and his parents worried about his safety. One day,
he saw his neighbor Grandma Li struggling to carry a heavy bag of vegetables. “Grandma,
let me help you,” Tom said instinctively.
3. 图表描述
矩阵说明：行动需贴合青少年身份，具备可行性与创意性，避免超出能力范
围的行动，价值与行动一一对应。
4. 答案
一、价值 - 行动矩阵补全：
① 组建 “青春跑腿队”，为独居老人代购生活物资与药品，送货上门；
② 定期给老人打电话、视频聊天，分享趣事，缓解孤独感；
③ 制作防疫知识手抄报与短视频，在社区群分享，协助社区宣传。
二、续写片段：
Paragraph 1: Helping Grandma Li made Tom realize he could do more. He called his
classmates Xiao Yu and Lily, and they formed a “ Youth Errands Team. ” They
registered with the community and offered to buy groceries and medicine for elderly
residents. Every morning, they collected shopping lists from the community office, bought
the items carefully, and delivered them to the seniors’ doors. They also took the time to
ask about their health. For Grandma Li, who lived alone, Tom often stayed to chat for a few
minutes, telling her about his online classes and funny stories.
Paragraph 2: To help with community 防疫，Tom and his teammates made short
videos about mask-wearing and hand-washing, using simple and interesting language.
They also created posters with 防疫 tips and posted them on community notice boards.
Their actions inspired other teenagers in the community to join. Soon, the “ Youth
Errands Team ” grew to ten members. The community staff praised them for being
“young but responsible.” Tom’s parents were proud of him too. During the lockdown,
Tom learned that responsibility doesn’t depend on age—even small acts of kindness can
make a big difference in difficult times.
5. 解析
考查目标：
本题考查社会责任的创意表达能力（设计 “青春跑腿队” 等贴合青少年的
行动）、逻辑构建能力（补全 “物质 - 精神 - 信息” 的行动矩阵）、立意提升能
力（凸显 “责任与年龄无关” 的核心）。
解题思路：
① 矩阵补全：行动设计紧扣青少年的能力范围，“代购物资” “精神陪伴”
“防疫宣传” 分别对应不同需求，形成立体的帮助体系，价值与行动高度契合；
② 创意场景：“青春跑腿队” 的场景设计兼具现实性与创意性，既符合疫情
防控的背景，又体现了青少年的组织能力与担当，避免单一化的个人行动；
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③ 主题升华：结尾通过 Tom 的感悟点明 “责任无关年龄” 的核心立意，将
个人行动上升为青少年群体的社会责任，传递 “青春有担当” 的积极理念，契
合时代主题与高考考查方向。
逻辑与价值要点：
情节逻辑核心是 “发现需求 - 组建团队 - 多维帮助 - 群体响应”，符合 “抗
疫担当” 的主题；价值引导聚焦 “青少年的社会参与” “责任意识的培养”，传
递 “勿以龄小而不为” 的责任观，体现核心素养中的社会责任要求。
试题 7（主题：文化自信 传统与现代的融合）
题型：文化融合创意表补全 +立意升华
1. 题目要求
阅读下面短文，补全 “传统 - 现代” 融合创意表（①-③处），基于创意表
内容续写两段短文（每段 150 词左右），并提炼 1 句体现 “文化自信” 的核心立
意。要求：创意表逻辑清晰，续写体现融合过程，立意凸显文化的生命力。
2. 前文文本
Lily's mother ran a traditional Chinese clothing store. However, few young people
visited the store—they preferred trendy Western-style clothes. The store's business was
getting worse, and her mother was considering closing it. Lily loved the beautiful silk
fabrics and exquisite embroidery of traditional clothing, but she also understood young
people's love for fashion. She thought, “Why can't traditional clothing be fashionable ”
One day, she saw a fashion show on TV where designers incorporated traditional elements
into modern outfits.
3. 图表描述
图表说明：创意需具备可操作性，能够解决 “传统服装不受年轻人欢迎”
的困境，为立意升华提供支撑。
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4. 答案
一、融合创意表补全：
① 丝绸面料、传统刺绣（龙凤、花卉图案）、盘扣设计；
② 简约版型、个性化定制、适配日常穿搭与社交场景；
③ 设计 “轻国风” 系列服装，采用传统丝绸与刺绣元素，搭配简约现代版
型，提供个性化图案定制服务，通过社交媒体推广。
二、续写片段：
Paragraph 1: Inspired by the fashion show, Lily shared her idea with her mother. Her
mother was hesitant at first but agreed to let her try. Lily designed a series of “ light
national style” clothes—she used soft silk fabrics with delicate floral embroidery, paired
with simple dresses and jackets that were suitable for daily wear. She also offered custom
services, allowing customers to choose their favorite embroidery patterns. To promote the
new collection, Lily took photos of the clothes and posted them on social media, sharing
the stories behind the traditional elements.
Paragraph 2: The posts quickly gained attention. Many young people were attracted
by the unique combination of tradition and modernity. They visited the store to try on the
clothes and share their photos online. Soon, the store became popular among young people.
A fashion blogger even featured Lily's designs in a video, calling them “a perfect blend of
culture and fashion.” Lily’s mother was delighted and decided to keep the store open.
Lily realized that traditional culture doesn’t have to be outdated—it can be integrated
with modern life to attract young people.
核心立意：
文化自信源于对传统的坚守与创新，让传统文化融入现代生活，才能使其永
葆生命力。
5. 解析
考查目标：本题考查文化创新的创意表达能力（设计 “轻国风” 融合方案）、
逻辑构建能力（补全 “传统 - 现代 - 融合” 的创意表）、立意提升能力（凸显
“文化自信” 的核心价值）。
解题思路：
① 创意表补全：精准提取传统元素，把握现代年轻人的时尚需求，融合创意
兼具传统韵味与现代实用性，可操作性强，直接回应短文困境；
② 创意续写：通过 “设计新系列” “个性化定制” “社交媒体推广” 等情
节，完整展现融合创意的落地过程，情节紧凑且符合商业逻辑；“时尚博主推广”
的细节增加了情节的时代感与创意性；
③ 主题升华：核心立意紧扣 “坚守与创新” 的关系，将具体的服装设计上
升到文化自信的层面，体现 “传统文化生命力在于适应时代” 的深刻感悟，符
合高考对文化素养的高阶考查。
逻辑与价值要点：
情节逻辑核心是 “发现困境 - 产生创意 - 实践推广 - 获得成功”，符合 “传
统与现代融合” 的主题；价值引导聚焦 “文化自信的实践路径” “传统文化的
创新性发展”，传递 “尊重传统、拥抱现代” 的文化态度，契合时代发展与高考
命题趋势。
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试题 8（主题：成长感悟 感恩与回馈）
题型：感恩 - 行动 - 立意关联图补全 +创意回馈设计
1. 题目要求
阅读下面短文，补全 “感恩 - 行动 - 立意” 关联图（①-③处），设计 1 个
体现 “感恩回馈” 的创意行动，完成两段续写（每段 150 词左右）。要求：关联
图逻辑连贯，行动贴合人物身份，立意凸显 “感恩是成长的必修课”。
2. 前文文本
Xiao Hong grew up in a poor family. Her mother worked three jobs to support her
education, and her teacher Ms. Chen often helped her with tuition fees and gave her books.
Xiao Hong studied hard and was admitted to her dream university. Before leaving for
college, she wanted to do something special to thank her mother and Ms. Chen, but she
had no money to buy expensive gifts. She thought, “ Gratitude doesn't have to be
expensive—it’s about sincerity.”
3. 图表描述
图表说明：行动需避免物质化，突出 “创意” 与 “真诚”，立意需从 “个
人感恩” 上升到 “成长素养”。
4. 答案
一、关联图补全：
① 制作 “时光相册”，收集从小到大与母亲的合影，配上手写感谢信，记录
母亲的辛劳与关爱；
② 整理自己的学习笔记与错题本，附上一封感恩信，送给 Ms. Chen 作为教
学参考，帮助更多同学；
③ 感恩是成长的必修课，真诚的回馈不在于价值高低，而在于铭记他人的善
意，并将这份温暖传递下去。
二、续写片段：
Paragraph 1: Xiao Hong spent a week preparing her gifts. For her mother, she
collected old photos from drawers—her mother holding her as a baby, working late at night,
and cheering for her at graduation. She pasted them into a handmade album and wrote next
to each photo: “Thank you, Mom, for working so hard to give me a better life.” For Ms.
Chen, she sorted out her high school notes, marking key knowledge points and common
mistakes. She wrote in the letter: “You taught me not only knowledge but also kindness. I
hope these notes can help your future students.”
Paragraph 2: On the day before leaving, Xiao Hong gave the gifts to her mother and
Ms. Chen. Her mother hugged her tightly, tears streaming down her face. “My daughter
has grown up,” she said proudly. Ms. Chen was deeply touched by the thoughtful gift.
“These notes are more valuable than any expensive present,” she said. “You’ve
learned to pass on kindness, which is the best result of my teaching.” As Xiao Hong
boarded the train to college, she felt a warm sense of gratitude. She knew that the love and
help she received had shaped her into a better person. In college, she volunteered at the
campus charity shop, hoping to help others just like her mother and Ms. Chen had helped
her.
5. 解析
考查目标：
本题考查感恩主题的创意表达能力（设计 “时光相册” “学习笔记” 等真
诚创意的行动）、立意提升能力（从 “个人感恩” 上升到 “温暖传递”）、情感把
握能力（体现真挚的感恩情感）。
解题思路：
① 关联图补全：行动设计紧扣 “无需金钱、真诚创意” 的要求，“时光相册”
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贴合母亲的情感需求，“学习笔记” 结合 Ms. Chen 的教师身份，针对性强；立意
聚焦 “感恩与传递”，提升了主题的深度；
② 创意续写：通过 “制作相册” “整理笔记” 的细节描写，展现感恩行动
的真诚与用心，避免俗套的物质化情节；“志愿帮助他人” 的结尾，呼应立意中
的 “温暖传递”，让情节更具完整性与升华感；
③ 主题升华：结尾通过 Xiao Hong 的感悟，将个人感恩转化为 “传递善意”
的成长行动，立意从 “感谢特定的人” 上升到 “感恩作为一种成长素养”，符合
高考对成长类主题的核心考查。
逻辑与价值要点：
情节逻辑核心是 “心怀感恩 - 创意准备 - 真诚回馈 - 传递善意”，符合 “感
恩与回馈” 的主题；价值引导聚焦 “感恩的真谛” “善意的传递” “成长的内
涵”，传递 “真诚无价、温暖相传” 的积极理念，契合青少年的成长需求与高考
的价值导向。
试题 9（主题：社会责任 守护自然的青春力量）
题型：问题 -行动 -立意框架补全 + 创意方案设计
1. 题目要求
阅读下面短文，补全 “环境问题 - 创意行动 - 核心立意” 框架（①-③处），
设计 1 个体现 “青春护绿” 的创意方案，完成两段续写（每段 150 词左右）。要
求：框架逻辑清晰，方案具备可行性，立意凸显 “青少年的生态责任”。
2. 前文文本
During a school field trip to the countryside, Xiao Yu noticed that the local forest was
being destroyed—many trees were cut down, and plastic garbage was scattered everywhere.
The river nearby was polluted, and fish could no longer be seen. The villagers said they
didn’t know how to protect the environment, and the local government didn’t have
enough funds for ecological restoration. Xiao Yu was deeply worried. She discussed the
problem with her classmates and decided to take action to protect the forest.
3. 图表描述
图表说明：行动需体现 “创意” 与 “可行性”，避免空泛的口号式行动，立
意需从 “保护环境” 上升到 “生态责任与可持续发展”。
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4. 答案
一、框架补全：
① 森林遭砍伐、垃圾污染、河流受污，村民环保意识薄弱，政府资金不足；
② 发起 “青春护绿计划”：制作环保科普手册发放给村民，利用社交媒体宣
传森林保护的重要性；组织同学周末参与植树造林与垃圾清理；发起 “废品回收
换树苗” 活动，鼓励村民参与；
③ 青少年是生态保护的生力军，生态责任不在于年龄大小，而在于行动的勇
气与坚持，守护自然就是守护人类的未来。
二、续写片段：
Paragraph 1: Xiao Yu and her classmates divided into groups to implement their
“Youth Green Protection Plan.” One group researched environmental knowledge and
made colorful brochures, explaining the importance of forests and how to reduce pollution
in simple language. They distributed the brochures to villagers and held small lectures in
the village square. Another group organized a weekend clean-up activity—they brought
gloves and garbage bags, picked up plastic waste in the forest, and sorted it for recycling.
They also planted 50 young trees near the river, with each tree labeled with a student’s
name to take responsibility for its growth.
Paragraph 2: To encourage more villagers to participate, they launched a “Waste
Recycling for Saplings ” campaign. Villagers could exchange plastic bottles and
cardboard for saplings to plant around their homes. The campaign was a great success—
many villagers joined in, and the village became cleaner and greener. The local
government also noticed their efforts and provided funding for more saplings and garbage
bins. Six months later, when Xiao Yu and her classmates revisited the village, they were
delighted to see new trees growing, the river cleaner, and villagers actively protecting the
environment. Xiao Yu realized that protecting nature is everyone’s responsibility, and
young people can use their creativity and enthusiasm to make a real difference.
5. 解析
考查目标：
本题考查生态责任的创意表达能力（设计 “青春护绿计划” 的多维创意方
案）、逻辑构建能力（搭建 “问题 - 行动 - 改善” 的完整框架）、立意提升能力
（凸显 “青少年的生态担当”）。
解题思路：
① 框架补全：精准概括多维度环境问题，创意行动涵盖 “科普宣传” “实
际清理” “村民参与” 三个层面，方案具体可行，符合青少年的能力范围；立意
聚焦 “青春担当” 与 “可持续发展”，提升了主题的时代价值；
② 创意续写：通过 “分组行动” “废品换树苗” 等情节，展现创意方案的
落地过程，情节丰富且有层次感；“政府支持” 的细节增加了情节的现实性与积
极导向，避免单纯的学生行动；
③ 主题升华：结尾通过 Xiao Yu 的感悟，将个人行动上升到 “青少年群体的
生态责任”，立意从 “保护环境” 上升到 “守护未来”，契合高考对社会责任与
生态素养的考查要求。
逻辑与价值要点：
情节逻辑核心是 “发现问题 - 设计方案 - 多维行动 - 村民参与 - 环境改善”，
符合 “青春护绿” 的主题；价值引导聚焦 “青少年的生态参与” “环保意识的
普及” “可持续发展理念”，传递 “绿水青山就是金山银山” 的生态观，体现时
代主题与核心素养要求。
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试题 10（主题：成长感悟 突破自我设限）
题型：自我设限 - 突破行动 -立意递进图补全 +创意挑战设计
1. 题目要求
阅读下面短文，补全 “自我设限 - 突破行动 - 立意递进” 图（①-③处），
设计 1 个体现 “突破自我” 的创意挑战，完成两段续写（每段 150 词左右）。要
求：递进逻辑清晰，挑战贴合人物特点，立意凸显 “成长源于自我突破”。
2. 前文文本
Jack was a shy boy who was afraid of public speaking. He would freeze up even when
answering questions in class, let alone giving a speech. His English teacher encouraged
him to participate in the school English speech contest, but Jack refused firmly. “I’m
too shy. I’ll make a fool of myself,” he said. One day, Jack watched a TED talk by a
former shy person who had become a confident speaker. The speaker said, “The only
limit to your growth is the one you set for yourself.”
3. 配套图表描述
图说明：行动需 “循序渐进”，避免一次性的剧烈突破，立意需从 “克服害
羞” 上升到 “自我成长” 的普遍哲理。
4. 答案
一、递进图补全：
① 害怕公众目光，担心出错被嘲笑，自我否定表达能力；
② 从 “小声朗读” 到 “小组分享” 再到 “班级演讲” 的阶梯式挑战，录
制演讲视频自我复盘，寻求老师同学的鼓励；
③ 成长的最大障碍是自我设限，勇敢迈出舒适区，循序渐进地挑战自我，才
能实现真正的成长与蜕变。
二、续写片段：
Paragraph 1: The speaker ’ s words resonated deeply with Jack. He decided to
challenge himself step by step. First, he practiced reading English passages aloud in his
room every day, recording himself and listening for areas to improve. Then, he joined his
class’s English study group and volunteered to share short stories. At first, his voice was
small and he avoided eye contact, but his classmates encouraged him: “You’re doing
great, Jack!” With their support, Jack gradually gained confidence. He then asked his
teacher for help, who gave him tips on body language and tone.
Paragraph 2: When the speech contest arrived, Jack signed up nervously but
determinedly. On the day of the contest, he stood on the stage, his hands slightly trembling.
But as he began to speak, he remembered his months of practice and his classmates’
encouragement. He spoke more and more confidently, sharing his experience of
overcoming shyness. When he finished, the audience burst into warm applause. Jack didn’
t win the first prize, but he felt like a winner—he had broken through his self-imposed
limit. He realized that growth isn’t about being perfect; it’s about having the courage to
face your fears and take action. From then on, Jack no longer let shyness hold him back—
he actively participated in class discussions and even joined the school’s debate club.
5. 解析
考查目标：
本题考查自我突破的创意表达能力（设计 “阶梯式挑战” 的行动方案）、逻
辑构建能力（补全 “设限 - 突破 - 成长” 的递进逻辑）、立意提升能力（凸显
“自我设限是最大障碍” 的核心感悟）。
解题思路：
① 递进图补全：精准捕捉 Jack“自我否定、害怕嘲笑” 的核心心理设限，
创意行动设计为 “朗读 - 小组分享 - 班级演讲” 的阶梯式挑战，符合害羞性格
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高考英语新题型解析模板 031
的突破规律，可行性强；立意从具体的 “克服害羞” 上升到 “自我设限与成长”
的普遍哲理，提升了主题深度；
② 创意续写：通过 “录制复盘” “小组分享” “老师指导” 等细节，展现
突破过程的循序渐进，情节真实可感，避免 “突然变自信” 的突兀情节；“参与
辩论俱乐部” 的结尾，体现突破后的持续成长，让情节更完整；
③ 主题升华：结尾通过 Jack 的感悟，点明 “自我设限是最大障碍” 的核心
立意，将个人经历上升到 “成长需要勇气与行动” 的人生哲理，符合高考对成
长类主题的高阶考查。
逻辑与价值要点：
情节逻辑核心是 “心理设限 - 受到启发 - 阶梯突破 - 获得成长”，符合 “突
破自我设限” 的主题；价值引导聚焦 “自我认知的突破” “舒适区的挑战”
“成长的勇气”，传递 “相信自己、勇于尝试” 的积极理念，契合青少年的成长
心理与高考的价值导向。
试题 11（主题：情感共鸣 陌生人的善意）
题型：善意 -传递 -立意框架补全 + 创意共鸣设计
1. 题目要求
阅读下面短文，补全 “善意触发 - 创意传递 - 核心立意” 框架（①-③处），
设计 1 个体现 “善意传递” 的创意情节，完成两段续写（每段 150 词左右）。要
求：框架逻辑连贯，情节温暖真挚，立意凸显 “善意是世界的暖阳”。
2. 前文文本
On a rainy evening, Lucy missed the last bus and had no money to take a taxi. She
stood at the bus stop, shivering with cold and worry. A stranger, Ms. Wang, noticed her and
offered to give her a ride. “I live nearby. Let me take you home,” Ms. Wang said with a
smile. Lucy was hesitant at first, but Ms. Wang’s kind eyes made her feel safe. During
the ride, Ms. Wang talked to Lucy gently, easing her anxiety. When they arrived at Lucy’
s home, Lucy wanted to pay Ms. Wang, but she refused. “Just pass on the kindness to
someone else someday,” Ms. Wang said.
3. 图表描述
图表说明：传递方式需 “创意” 且 “温暖”，避免简单的 “重复帮助”，立
意需从 “个人善意” 上升到 “社会温情”。
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4. 答案
一、框架补全：
① 雨天主动搭载错过末班车的 Lucy 回家，拒绝报酬，鼓励她传递善意；
② 发起 “雨天暖心包” 活动，准备雨伞、热水、公交卡等物资，在公交站
免费发放给有需要的人；
③ 善意是世界的暖阳，它不分大小，不分彼此，只要人人传递一份善意，就
能汇聚成温暖整个社会的力量。
二、续写片段：
Paragraph 1: Ms. Wang’s kindness stayed in Lucy’s heart. She decided to pass on
the warmth. She saved her pocket money and bought ten umbrellas, several thermos bottles,
and some cheap bus cards. She made “Rainy Day Warmth Kits” and asked her friends
to join her. Every rainy evening, they went to busy bus stops and handed out the kits to
people who were stranded by the rain. “This is a free umbrella for you. Just pass on the
kindness when someone else needs it,” Lucy said to an old man who had been waiting for
the bus for a long time.
Paragraph 2: The “Rainy Day Warmth Kits” became popular in the community.
Many people were touched by Lucy’ s action and volunteered to help. Some donated
umbrellas and supplies, while others joined the distribution team. One day, Lucy saw a
young man giving his umbrella to a mother with a baby. The mother thanked him, and he
said, “Just pass it on.” Lucy smiled, knowing that Ms. Wang’s kindness had grown
into a chain of warmth. She realized that kindness is like a seed—when you plant it, it
grows and blooms, bringing joy and hope to others. In a world full of challenges, a little
kindness can make a big difference.
5. 解析
考查目标：
本题考查善意传递的创意表达能力（设计 “雨天暖心包” 的传递方式）、立
意提升能力（从 “个人善意” 上升到 “社会温情”）、情感把握能力（体现温暖
真挚的情感）。
解题思路：
① 框架补全：精准概括 Ms. Wang 的善意行为，创意传递方式 “雨天暖心包”
贴合触发场景，兼具实用性与温暖感；立意聚焦 “善意的汇聚与传递”，提升了
主题的社会价值；
② 创意续写：通过 “准备物资” “组织朋友” “社区响应” 等情节，展现
善意传递的规模化与影响力，情节温暖且有层次感；“年轻人传递雨伞” 的细节，
形成善意传递的闭环，呼应框架逻辑；
③ 主题升华：结尾通过 Lucy 的感悟，将个人传递善意的行为上升到 “社会
温情” 的层面，立意从 “感谢与回报” 上升到 “人人向善” 的普遍理念，符合
高考对情感态度与价值观的考查要求。
逻辑与价值要点：
情节逻辑核心是 “接受善意 - 感恩立志 - 创意传递 - 群体响应 - 温情蔓延”，
符合 “善意传递” 的主题；价值引导聚焦 “善意的力量” “社会温情的构建”
“公民责任的体现”，传递 “人人献出一点爱，世界更美好” 的积极理念，契合
时代精神与高考的价值导向。
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试题 12（主题：文化传承 非遗的青春表达）
题型：非遗 -创新 -立意矩阵补全 + 创意表达设计
1. 题目要求
阅读下面短文，补全 “非遗项目 - 青春创新 - 核心立意” 矩阵（①-③处），
设计 1 个体现 “非遗青春化” 的创意表达形式，完成两段续写（每段 150 词左
右）。要求：矩阵逻辑对应，创意形式贴合青少年喜好，立意凸显 “非遗的时代
生命力”。
2. 前文文本
Xiao Ting’s grandmother was a inheritor of traditional paper-cutting, a national
intangible cultural heritage. However, young people were not interested in this traditional
craft, and grandmother worried that it would be lost. Xiao Ting loved paper-cutting but
found that the traditional patterns were too old-fashioned for young people. She wanted to
make paper-cutting popular among her peers. One day, she saw her classmates using
stickers on their notebooks and phone cases. “Why can’t paper-cutting be made into
stickers ” she thought.
3. 配套图表描述
矩阵说明：创新需 “年轻化” 且 “可传播”，能够解决 “非遗不受年轻人
欢迎” 的困境，立意需从 “传承” 上升到 “非遗的时代生命力”。
4. 答案
一、矩阵补全：
① 传统剪纸（国家级非遗），特点：手工制作、图案传统（花鸟、吉祥符号）、
艺术价值高但形式单一；
② 设计 “潮流剪纸贴纸”，将传统图案与现代元素（动漫角色、星座符号、
网络热词）结合，制作成可粘贴的文创产品，通过校园市集、社交媒体推广；
③ 非遗的生命力在于创新，用青春的视角与表达形式激活传统，让非遗走进
年轻人的生活，才能实现真正的传承与发展。
二、续写片段：
Paragraph 1: Xiao Ting shared her idea with her grandmother, who agreed to let her
try. She studied traditional paper-cutting patterns and combined them with popular anime
characters and constellation symbols. For example, she cut a paper-cut of a cat wearing
traditional Chinese clothing, and a dragon shaped like a constellation. She then laminated
the paper-cuts to make them into durable stickers. Her classmates were excited when they
saw the stickers—they loved the unique combination of tradition and fashion. Xiao Ting
sold the stickers at the school’s cultural market and donated part of the money to support
her grandmother’s paper-cutting workshops.
Paragraph 2: To promote paper-cutting further, Xiao Ting posted videos of her
making the stickers on social media. She showed the process of cutting paper with
traditional scissors and explained the cultural meanings behind the patterns. The videos
went viral, attracting thousands of views. Many young people commented that they wanted
to learn paper-cutting. Xiao Ting organized a “Paper-Cutting Workshop” at school,
where her grandmother taught students the basic skills. The workshop was a great
success—more and more young people became interested in paper-cutting. Grandmother
smiled proudly, saying, “You’ve given paper-cutting a new life.” Xiao Ting realized
that 非遗 doesn’t have to be old-fashioned—it can be cool and trendy if you innovate it
in a way that young people love.
5. 解析
考查目标：
本题考查非遗传承的创意表达能力（设计 “潮流剪纸贴纸” 的创新形式）、
逻辑构建能力（补全 “非遗 - 创新 - 传承” 的矩阵）、立意提升能力（凸显 “非
遗的时代生命力”）。
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高考英语新题型解析模板 037
解题思路：
① 矩阵补全：精准概括传统剪纸的特点与困境，创新形式 “潮流贴纸” 贴
合青少年的消费与传播习惯，兼具传统韵味与现代时尚；立意聚焦 “创新激活传
统”，提升了主题的时代价值；
② 创意续写：通过 “设计贴纸” “校园售卖” “社交媒体推广” “开设工
坊” 等情节，完整展现非遗创新的落地与传播过程，情节丰富且符合年轻人的行
为逻辑；“病毒式视频” 的细节增加了情节的时代感与创意性；
③ 主题升华：结尾通过 Xiao Ting 的感悟，将具体的剪纸创新上升到 “非遗
传承的普遍规律”，立意从 “个人行动” 上升到 “非遗的时代生命力”，契合高
考对文化素养与创新能力的考查要求。
逻辑与价值要点：
情节逻辑核心是 “发现困境 - 产生创意 - 实践创新 - 推广传播 - 获得认可”，
符合 “非遗青春化” 的主题；价值引导聚焦 “非遗的创新性传承” “青少年的
文化创新责任” “传统与现代的融合”，传递 “传承非遗不是固守，而是让其适
应时代” 的积极理念，契合文化强国战略与高考命题趋势。
试题 13（主题：成长感悟 劳动的价值）
题型：劳动 - 收获 - 立意递进图补全 +创意劳动设计
1. 题目要求
阅读下面短文，补全 “劳动实践 - 成长收获 - 立意递进” 图（①-③处），
设计 1 个体现 “劳动价值” 的创意劳动场景，完成两段续写（每段 150 词左右）。
要求：递进逻辑清晰，场景贴合青少年生活，立意凸显 “劳动是成长的必修课”。
2. 前文文本
Tom was a spoiled boy who never did any housework. He thought labor was “tiring”
and “meaningless.” One summer vacation, his parents sent him to his grandfather’s
farm in the countryside. Grandfather asked Tom to help with farm work—watering the
vegetables, feeding the chickens, and harvesting fruits. Tom complained constantly at first.
He hated getting his hands dirty and felt exhausted after a day’s work. But grandfather
said, “You’ll understand the value of labor when you see the fruits of your efforts.”
3. 图表描述
图说明：劳动实践需 “创意” 且 “有意义”，避免单纯的体力劳动，收获需
从 “技能” 到 “品格” 递进，立意需体现劳动的教育价值。
读后续写（主题升华+价值引导）038
高考英语新题型解析模板 039
4. 答案
一、递进图补全：
① 主动设计 “有机果蔬礼盒”，挑选、清洗、包装自己种植的果蔬，附上手
写的 “种植日记”，送给亲戚朋友；
② 掌握了蔬菜种植、家禽喂养、果蔬保鲜与包装的实用技能；
③ 培养了责任感、坚持的品格，学会了珍惜食物，感恩他人的劳动付出。
二、续写片段：
Paragraph 1: As Tom worked on the farm, he gradually noticed the changes— the
vegetables he watered grew taller, the chickens he fed laid more eggs, and the fruits he
harvested were sweet and juicy. He began to take pride in his work. One day, he had an
idea: he wanted to make “organic fruit and vegetable gift boxes” for his parents and
friends. He carefully selected the freshest tomatoes, cucumbers, and apples, washed them
gently, and packed them into beautiful boxes. He also wrote a “farming diary” to go with
each box, recording the process of planting and harvesting. “This is the fruit of my labor,”
Tom thought proudly.
Paragraph 2: When Tom sent the gift boxes to his parents, they were shocked and
moved. “Our son has grown up,” his mother said, hugging Tom. His friends loved the
gift boxes too—they thought the fruits and vegetables were delicious and the farming diary
was interesting. Tom realized that labor was not meaningless at all. He had learned how to
grow food, how to persist in difficult tasks, and how to take responsibility. He also
understood how hard his parents and grandfather worked to provide for him. From then on,
Tom volunteered to do housework at home. He knew that labor was not just about getting
things done—it was about growing into a better person.
5. 解析
考查目标：
本题考查劳动主题的创意表达能力（设计 “有机果蔬礼盒” 的创意劳动）、
立意提升能力（从 “技能收获” 上升到 “品格成长”）、情感把握能力（体现从
厌恶到热爱的情感转变）。
解题思路：
① 递进图补全：创意劳动 “有机果蔬礼盒” 贴合农场场景，兼具实用性与
创意性，体现了 Tom 的主动性；成长收获从 “技能” 到 “品格” 层层递进，符
合劳动教育的核心目标；立意聚焦 “劳动的教育价值”，提升了主题的深度；
② 创意续写：通过 “观察作物生长” “制作礼盒” “撰写日记” 等细节，
展现 Tom 对劳动态度的转变，情节真实可感，避免 “突然热爱劳动” 的突兀；
“家人朋友的认可” 的细节，强化了劳动的价值感，推动情感与立意的升华；
③ 主题升华：结尾通过 Tom 的感悟，点明 “劳动是成长必修课” 的核心立
意，将具体的农场劳动上升到 “劳动育人” 的普遍哲理，符合高考对劳动教育
与成长素养的考查要求。
逻辑与价值要点：
情节逻辑核心是 “厌恶劳动 - 被迫参与 - 主动创意 - 收获认可 - 感悟价值”，
符合 “劳动的价值” 的主题；价值引导聚焦 “劳动教育的意义” “责任感的培
养” “珍惜与感恩”，传递 “劳动创造价值、劳动塑造品格” 的积极理念，契合
国家劳动教育政策与高考的价值导向。
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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. 配套图表描述
4. 答案
一、情感细节赏析：
"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."
细节解析：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。
"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."
细节解析：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（主题升华+价值引导）042
高考英语新题型解析模板 043
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）。
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。
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（主题升华+价值引导）044
高考英语新题型解析模板 045
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：
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；
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”；
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
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）。
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。
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（主题升华+价值引导）046
高考英语新题型解析模板 047
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. 配套图表描述
4. 答案
一、情节呼应设计：
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。
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
考查目标：
读后续写（主题升华+价值引导）048
高考英语新题型解析模板 049
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）。
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。
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（主题升华+价值引导）050
高考英语新题型解析模板 051
4. 答案
一、情节障碍设置：
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。
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。
三、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 presentation. Gradually, the content came back to his mind.
Paragraph 2: Xiao Jun opened his mouth and began to speak. His voice was small and
a little shaky at first. Suddenly, he heard a few classmates whispering in the back row. His
body stiffened, and he almost stopped speaking. But he looked at his Chinese teachers
encouraging eyes, and he told himself: "I cant give up. I have to finish it." He raised his
voice a little and continued his presentation. As he spoke, he became more and more
confident, and his voice became clearer and more fluent. When he finished speaking, the
classroom burst into warm applause. His teacher smiled and said, "Xiao Jun, you did a
great job! Youve made great progress." Xiao Jun felt a sense of accomplishment. He
realized that he could overcome his shyness and step out of his comfort zone.
三、续写点评：
"He closed his eyes, took a deep breath, and tried to recall the key points of his
presentation"
细节解析：通过动作描写展现 Xiao Jun 在 “大脑空白” 的困境中主动调整状
态的努力，体现他突破自我的决心，是自我突破的关键起点。
"He raised his voice a little and continued his presentation"
细节解析：用动作和语言细节展现 Xiao Jun 在面对 “同学议论” 的压力时不
放弃的坚持，体现他对过往害羞自我的超越，让自我突破的过程真实可感。
5. 解析
考查目标：
本题考查文本理解深度（把握 “害羞少年挑战公开演讲” 的核心困境）、逻
辑推理能力（设置合理的障碍推动情节）、情感把握能力（通过续写展现自我突
破过程中的情感变化，精准点评关键细节）。
解题思路：
①障碍设置：结合 “害羞、怕公开表达” 的人物特点，选取 “忘词” “同
学议论” 两个真实且可克服的障碍，既符合现实逻辑，又能通过 “克服障碍”
的过程凸显自我突破的主题；②续写创作：通过细节描写（legs trembling、face
burning、deep breath）展现 Xiao Jun 面对障碍时的紧张与挣扎，用 “自我鼓励”
“老师的眼神” 作为突破的支撑，结尾以 “掌声” “老师表扬” 强化突破后的
成就感，确保情感从 “紧张退缩” 到 “坚持突破” 再到 “自信自豪” 连贯递
进；③续写点评：聚焦突破过程中的关键动作细节，分析其如何体现主人公的心
理变化和自我超越，确保点评精准贴合主题。
逻辑与情感要点：
情节逻辑核心是 “挑战来临 - 遭遇障碍 - 主动克服 - 实现突破”，障碍的设
置需 “适度”，既不能过于简单让突破无意义，也不能过于困难让突破不真实；
情感表达需贴合害羞少年的心理特点，通过细腻的心理和动作描写展现 “挣扎 -
坚持 - 突破” 的情感变化，让自我突破的成长过程真实可信。
读后续写（主题升华+价值引导）052
高考英语新题型解析模板 053
试题 18（主题：环保行动 少年的责任）
题型：情节推进节点设计 +续写创作
1. 题目要求
阅读下面短文，设计续写情节的 4 个核心推进节点（用 “→” 连接），并基
于设计的节点续写短文结尾两段（每段 150 词左右）。要求：节点符合 “环保行
动” 主题逻辑，续写内容体现 “少年责任”，情节连贯，情感真挚。
2. 前文文本
During the summer vacation, Xiao Hao and his classmates participated in a
community volunteer activity. When they cleaned the communitys small river, they were
shocked by what they saw: the river was full of garbage—plastic bags, beverage bottles,
and leftover food. The water was turbid and smelly, and there were no fish or shrimps in
the water. An old resident passing by sighed and said, "This river used to be clear and
clean. We used to play by the river when we were young. But now its like this." Xiao Hao
felt very sad. He thought that he should do something to make the river clean again. He
discussed with his classmates, and they decided to take action.
3. 图表描述
4. 答案
一、情节推进节点设计：
调研污染源头→制定环保清理方案→组织志愿清理行动→制作环保宣传海报
呼吁居民参与→定期维护小河环境
二、续写片段：
Paragraph 1: First, Xiao Hao and his classmates investigated the source of the
pollution. They found that some residents dumped garbage into the river at will, and some
small restaurants nearby discharged waste water into the river. After clarifying the source,
they held a discussion and made a detailed plan. They divided into two groups: one group
was responsible for cleaning the garbage in the river, and the other group was responsible
for making publicity materials. The next day, they brought gloves, garbage bags, and
shovels to the river. They rolled up their sleeves and began to pick up the garbage.
Although the river water was smelly, no one complained. They worked together and picked
up a lot of garbage in one morning.
Paragraph 2: While cleaning, they also put up the environmental protection posters
they made. The posters had vivid pictures and clear words, calling on residents to pr