2026届高考英语-重难点练习卷20-读后续写——情节协同“问题—解决”模式与情感链条导学案（含答案）
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| 名称 | 2026届高考英语-重难点练习卷20-读后续写——情节协同“问题—解决”模式与情感链条导学案（含答案） |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-03-15 00:00:00 | ||
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2026高考英语·重难点练习卷20
读后续写——情节协同“问题—解决”模式与情感链条
【核心知识·深度解读】
读后续写是高考英语写作的重要题型，要求考生在理解原文的基础上，根据所给段落开头语进行续写，使之构成一篇完整的短文。评分标准强调：与原文的协同性（内容、风格、逻辑）、情节的合理性、语言的丰富性。近三年真题显示，高分续写普遍采用“问题—解决”模式（Problem-Solution Pattern），并清晰呈现人物的情感变化链条。
一、情节协同：问题—解决模式
该模式是记叙文最经典的结构，续写部分通常需要完成以下阶段：
① 问题出现/加剧：原文结尾往往留下一个问题或冲突，续写第一段需承接并展现问题的发展。
② 尝试解决：人物采取行动，可能经历挫折或转折。
③ 问题解决：最终找到办法，冲突化解。
④ 结局/感悟：事件结束，人物获得成长或领悟。
二、情感链条（Emotional Arc）
人物的情感变化是续写的灵魂，需与情节同步推进。常见情感链条：
紧张/焦虑 → 希望/决心 → 挫折/失望 → 坚持/合作 → 成功/释然 → 喜悦/感悟
情感词要具体（如 heart pounding, tears welling up, a wave of relief），避免空洞的“happy/sad”。
三、协同技巧
① 人物协同：续写中的人物性格、语言风格应与原文一致（如原文中主角胆小，续写中不可能突然变得鲁莽）。
② 情节协同：利用原文中埋下的伏笔（如一件物品、一句话）作为解决问题的关键。
③ 语言协同：模仿原文的句式、修辞（如原文多用短句营造紧张感，续写也应保持）。
四、解题步骤
① 读原文，抓要素：人物、地点、冲突、伏笔。
② 析开头，定方向：根据所给段落开头句，推断本段内容（第一段往往承接冲突，第二段解决问题）。
③ 列提纲，设情感：规划两段的情节和情感变化点。
④ 写初稿，重协同：确保与原文无缝衔接。
⑤ 检查润色：时态一致、逻辑连贯、语言丰富。
题型：阅读下面短文，根据所给段落开头语续写两段，使之构成一个完整的故事。
专项突破·读后续写
Task 1 (迷路的小孩)
原文： It was a sunny Saturday. Little Tom, aged five, went to the city park with his mother. The park was crowded with people flying kites, playing games, and enjoying picnics. Tom was excited to see a vendor selling ice cream. He tugged at his mother's sleeve. "Mom, can I have an ice cream " he asked. His mother handed him some money and said, "Wait here. I'll just tie my shoelace." But when she looked up, Tom was gone. Panic seized her. She searched everywhere, calling his name, but there was no answer.
续写第一段开头： Tom, meanwhile, had wandered far away, holding his ice cream, and soon realized he was lost.
续写第二段开头： Just then, a familiar voice called out his name.
Task 2 (帮助邻居的老人)
原文： Mr. Jenkins, a retired teacher living alone, noticed that his new neighbor, a young woman named Lisa, seemed to be struggling. She had just moved in with her little daughter, and her husband was away on business. One evening, Mr. Jenkins saw Lisa trying to fix a broken bicycle, looking frustrated. He remembered that he had some tools in his garage. He walked over and offered help.
续写第一段开头： Lisa gratefully accepted his offer, and together they worked on the bike.
续写第二段开头： A few days later, Lisa knocked on Mr. Jenkins' door with a homemade cake.
Task 3 (考试失利后的鼓励)
原文： Emily had always been a top student, but she failed her mid-term math exam. She felt devastated and ashamed. She hid the test paper in her backpack and didn't tell her parents. The next day at school, she avoided her friends and sat alone during lunch. Her best friend, Sarah, noticed something was wrong and approached her.
续写第一段开头： "Hey, are you okay " Sarah asked gently, sitting down beside her.
续写第二段开头： Encouraged by Sarah's words, Emily decided to talk to her teacher.
Task 4 (车站的陌生人)
原文： On a cold winter night, David was waiting for the last bus at the station. He had lost his wallet and had no money for a taxi. He was exhausted and hungry. An elderly man sitting nearby noticed his shivering and asked, "Are you alright, young man " David explained his situation. The man smiled warmly and offered him a sandwich.
续写第一段开头： David hesitated at first but then accepted the sandwich gratefully.
续写第二段开头： When the bus finally arrived, the man handed David a bus ticket.
Task 5 (第一次演讲)
原文： Leo had always been shy, but his teacher chose him to represent the class in the school speech contest. He practiced day and night, memorizing every word. On the day of the contest, he stood backstage, his heart pounding. He could hear the applause for the previous speaker. His name was called. He walked onto the stage, faced the audience, and his mind went blank.
续写第一段开头： For a moment, Leo stood frozen, unable to utter a word.
续写第二段开头： After a deep breath, he began to speak, slowly at first.
参考范文及协同分析
Task 1 参考范文
Tom, meanwhile, had wandered far away, holding his ice cream, and soon realized he was lost. He looked around—everything was unfamiliar. The crowd seemed to swallow him. His ice cream melted, dripping onto his hand, but he didn't notice. Tears welled up in his eyes. "Mom! Mom!" he cried, but his voice was drowned by the noise. He sat down on a bench, hugging his knees, feeling small and scared. He remembered his mother telling him to stay put if he ever got lost. So he stayed there, hoping she would find him.
Just then, a familiar voice called out his name. He looked up and saw his mother running towards him, her face wet with tears. She knelt down and hugged him tightly. "Tom, I was so worried!" she sobbed. Tom buried his face in her shoulder. "I stayed put, just like you said," he whispered. His mother held him tighter. "You did the right thing, sweetheart." Hand in hand, they walked home, the sun warming their backs. Tom learned that even in fear, following advice could lead to safety.
协同分析： ①情节协同：原文母亲系鞋带时孩子走失，续写第一段展现孩子迷路后的无助，并利用原文“stay put”的伏笔；第二段母亲找到孩子，情感从恐惧到安慰。②情感链条：害怕→无助→希望→安心→温暖。③语言协同：使用“melted, dripping”“tears welled up”等具体描写，延续原文细腻风格。
Task 2 参考范文
Lisa gratefully accepted his offer, and together they worked on the bike. Mr. Jenkins showed her how to adjust the chain and tighten the brakes. Lisa listened carefully, occasionally asking questions. As they worked, they chatted—about the neighborhood, her daughter, and his years as a teacher. The bike was soon fixed, and Lisa's face lit up with a smile. "Thank you so much, Mr. Jenkins. I couldn't have done it without you." He waved it off. "That's what neighbors are for."
A few days later, Lisa knocked on Mr. Jenkins' door with a homemade cake. "This is for you, to say thanks," she said warmly. Mr. Jenkins was touched. He invited her in, and they shared tea and cake. From then on, a friendship blossomed. Lisa's daughter often visited him, and he taught her to read. The small act of kindness had created a bond that enriched all their lives.
协同分析： ①情节协同：原文Jenkins主动帮忙，续写第一段完成修车过程；第二段Lisa回馈蛋糕，友谊加深，体现“善有善报”。②情感链条：感激→快乐→感动→温暖。③细节协同：修车过程具体（chain, brakes），蛋糕细节符合人物设定。
Task 3 参考范文
"Hey, are you okay " Sarah asked gently, sitting down beside her. Emily bit her lip, tears threatening to spill. Finally, she pulled out the crumpled test paper. "I failed," she whispered. Sarah looked at the paper, then at her friend. "It's just one test, Emily. You're still the smartest person I know." She put an arm around her. "Everyone fails sometimes. The important thing is to learn from it." Emily felt a tiny spark of hope. Maybe it wasn't the end of the world.
Encouraged by Sarah's words, Emily decided to talk to her teacher. After school, she knocked on Mrs. Chen's door. To her surprise, Mrs. Chen smiled warmly and said, "I was hoping you'd come." They reviewed the mistakes together, and Mrs. Chen offered extra help. Emily left the classroom with a lighter heart. She realized that facing failure with courage and support could turn it into a stepping stone.
协同分析： ①情节协同：第一段朋友安慰，第二段找老师解决问题。②情感链条：羞愧→希望→释然→感悟。③语言协同：对话自然，“spark of hope”“lighter heart”等表达细腻。
Task 4 参考范文
David hesitated at first but then accepted the sandwich gratefully. He took a bite, and the warmth of the food spread through him. "Thank you," he murmured. The man smiled. "I've been in your shoes before. Life can be tough, but kindness makes it easier." They sat in silence for a while, the cold wind biting, but David felt a strange comfort. The man's words lingered in his mind.
When the bus finally arrived, the man handed David a bus ticket. "This should get you home," he said. David's eyes widened. "I can't take this—" "Consider it a gift," the man interrupted. "And one day, you can pay it forward." David boarded the bus, his heart full. Looking back, he saw the man waving. He vowed that someday, he would help a stranger in need, just as he had been helped.
协同分析： ①情节协同：第一段接受食物，接受安慰；第二段接受车票，感悟“pay it forward”。②情感链条：犹豫→感激→温暖→决心。③主题协同：陌生人善意、传递爱心，与原文“kindness”呼应。
Task 5 参考范文
For a moment, Leo stood frozen, unable to utter a word. The audience stared, a sea of expectant faces. His palms were sweaty, his heart raced. He saw his teacher in the front row, nodding encouragingly. He took a shaky breath. The silence felt endless. Then he remembered his teacher's words: "Just pretend you're talking to a friend." He looked at a friendly face in the crowd and forced a small smile.
After a deep breath, he began to speak, slowly at first. The words started to flow. He spoke about his topic—the importance of reading—with growing confidence. His voice grew stronger. When he finished, there was a moment of silence, then thunderous applause. Leo grinned, a wave of relief and joy washing over him. He had conquered his fear. He walked off stage, knowing he had done something he never thought possible.
协同分析： ①情节协同：第一段紧张空白，第二段恢复并成功演讲。②情感链条：恐惧→紧张→鼓励→自信→喜悦。③细节协同：老师鼓励、假装对朋友说话等细节真实可信。
读后续写——情节协同“问题—解决”模式与情感链条
【核心知识·深度解读】
读后续写是高考英语写作的重要题型，要求考生在理解原文的基础上，根据所给段落开头语进行续写，使之构成一篇完整的短文。评分标准强调：与原文的协同性（内容、风格、逻辑）、情节的合理性、语言的丰富性。近三年真题显示，高分续写普遍采用“问题—解决”模式（Problem-Solution Pattern），并清晰呈现人物的情感变化链条。
一、情节协同：问题—解决模式
该模式是记叙文最经典的结构，续写部分通常需要完成以下阶段：
① 问题出现/加剧：原文结尾往往留下一个问题或冲突，续写第一段需承接并展现问题的发展。
② 尝试解决：人物采取行动，可能经历挫折或转折。
③ 问题解决：最终找到办法，冲突化解。
④ 结局/感悟：事件结束，人物获得成长或领悟。
二、情感链条（Emotional Arc）
人物的情感变化是续写的灵魂，需与情节同步推进。常见情感链条：
紧张/焦虑 → 希望/决心 → 挫折/失望 → 坚持/合作 → 成功/释然 → 喜悦/感悟
情感词要具体（如 heart pounding, tears welling up, a wave of relief），避免空洞的“happy/sad”。
三、协同技巧
① 人物协同：续写中的人物性格、语言风格应与原文一致（如原文中主角胆小，续写中不可能突然变得鲁莽）。
② 情节协同：利用原文中埋下的伏笔（如一件物品、一句话）作为解决问题的关键。
③ 语言协同：模仿原文的句式、修辞（如原文多用短句营造紧张感，续写也应保持）。
四、解题步骤
① 读原文，抓要素：人物、地点、冲突、伏笔。
② 析开头，定方向：根据所给段落开头句，推断本段内容（第一段往往承接冲突，第二段解决问题）。
③ 列提纲，设情感：规划两段的情节和情感变化点。
④ 写初稿，重协同：确保与原文无缝衔接。
⑤ 检查润色：时态一致、逻辑连贯、语言丰富。
题型：阅读下面短文，根据所给段落开头语续写两段，使之构成一个完整的故事。
专项突破·读后续写
Task 1 (迷路的小孩)
原文： It was a sunny Saturday. Little Tom, aged five, went to the city park with his mother. The park was crowded with people flying kites, playing games, and enjoying picnics. Tom was excited to see a vendor selling ice cream. He tugged at his mother's sleeve. "Mom, can I have an ice cream " he asked. His mother handed him some money and said, "Wait here. I'll just tie my shoelace." But when she looked up, Tom was gone. Panic seized her. She searched everywhere, calling his name, but there was no answer.
续写第一段开头： Tom, meanwhile, had wandered far away, holding his ice cream, and soon realized he was lost.
续写第二段开头： Just then, a familiar voice called out his name.
Task 2 (帮助邻居的老人)
原文： Mr. Jenkins, a retired teacher living alone, noticed that his new neighbor, a young woman named Lisa, seemed to be struggling. She had just moved in with her little daughter, and her husband was away on business. One evening, Mr. Jenkins saw Lisa trying to fix a broken bicycle, looking frustrated. He remembered that he had some tools in his garage. He walked over and offered help.
续写第一段开头： Lisa gratefully accepted his offer, and together they worked on the bike.
续写第二段开头： A few days later, Lisa knocked on Mr. Jenkins' door with a homemade cake.
Task 3 (考试失利后的鼓励)
原文： Emily had always been a top student, but she failed her mid-term math exam. She felt devastated and ashamed. She hid the test paper in her backpack and didn't tell her parents. The next day at school, she avoided her friends and sat alone during lunch. Her best friend, Sarah, noticed something was wrong and approached her.
续写第一段开头： "Hey, are you okay " Sarah asked gently, sitting down beside her.
续写第二段开头： Encouraged by Sarah's words, Emily decided to talk to her teacher.
Task 4 (车站的陌生人)
原文： On a cold winter night, David was waiting for the last bus at the station. He had lost his wallet and had no money for a taxi. He was exhausted and hungry. An elderly man sitting nearby noticed his shivering and asked, "Are you alright, young man " David explained his situation. The man smiled warmly and offered him a sandwich.
续写第一段开头： David hesitated at first but then accepted the sandwich gratefully.
续写第二段开头： When the bus finally arrived, the man handed David a bus ticket.
Task 5 (第一次演讲)
原文： Leo had always been shy, but his teacher chose him to represent the class in the school speech contest. He practiced day and night, memorizing every word. On the day of the contest, he stood backstage, his heart pounding. He could hear the applause for the previous speaker. His name was called. He walked onto the stage, faced the audience, and his mind went blank.
续写第一段开头： For a moment, Leo stood frozen, unable to utter a word.
续写第二段开头： After a deep breath, he began to speak, slowly at first.
参考范文及协同分析
Task 1 参考范文
Tom, meanwhile, had wandered far away, holding his ice cream, and soon realized he was lost. He looked around—everything was unfamiliar. The crowd seemed to swallow him. His ice cream melted, dripping onto his hand, but he didn't notice. Tears welled up in his eyes. "Mom! Mom!" he cried, but his voice was drowned by the noise. He sat down on a bench, hugging his knees, feeling small and scared. He remembered his mother telling him to stay put if he ever got lost. So he stayed there, hoping she would find him.
Just then, a familiar voice called out his name. He looked up and saw his mother running towards him, her face wet with tears. She knelt down and hugged him tightly. "Tom, I was so worried!" she sobbed. Tom buried his face in her shoulder. "I stayed put, just like you said," he whispered. His mother held him tighter. "You did the right thing, sweetheart." Hand in hand, they walked home, the sun warming their backs. Tom learned that even in fear, following advice could lead to safety.
协同分析： ①情节协同：原文母亲系鞋带时孩子走失，续写第一段展现孩子迷路后的无助，并利用原文“stay put”的伏笔；第二段母亲找到孩子，情感从恐惧到安慰。②情感链条：害怕→无助→希望→安心→温暖。③语言协同：使用“melted, dripping”“tears welled up”等具体描写，延续原文细腻风格。
Task 2 参考范文
Lisa gratefully accepted his offer, and together they worked on the bike. Mr. Jenkins showed her how to adjust the chain and tighten the brakes. Lisa listened carefully, occasionally asking questions. As they worked, they chatted—about the neighborhood, her daughter, and his years as a teacher. The bike was soon fixed, and Lisa's face lit up with a smile. "Thank you so much, Mr. Jenkins. I couldn't have done it without you." He waved it off. "That's what neighbors are for."
A few days later, Lisa knocked on Mr. Jenkins' door with a homemade cake. "This is for you, to say thanks," she said warmly. Mr. Jenkins was touched. He invited her in, and they shared tea and cake. From then on, a friendship blossomed. Lisa's daughter often visited him, and he taught her to read. The small act of kindness had created a bond that enriched all their lives.
协同分析： ①情节协同：原文Jenkins主动帮忙，续写第一段完成修车过程；第二段Lisa回馈蛋糕，友谊加深，体现“善有善报”。②情感链条：感激→快乐→感动→温暖。③细节协同：修车过程具体（chain, brakes），蛋糕细节符合人物设定。
Task 3 参考范文
"Hey, are you okay " Sarah asked gently, sitting down beside her. Emily bit her lip, tears threatening to spill. Finally, she pulled out the crumpled test paper. "I failed," she whispered. Sarah looked at the paper, then at her friend. "It's just one test, Emily. You're still the smartest person I know." She put an arm around her. "Everyone fails sometimes. The important thing is to learn from it." Emily felt a tiny spark of hope. Maybe it wasn't the end of the world.
Encouraged by Sarah's words, Emily decided to talk to her teacher. After school, she knocked on Mrs. Chen's door. To her surprise, Mrs. Chen smiled warmly and said, "I was hoping you'd come." They reviewed the mistakes together, and Mrs. Chen offered extra help. Emily left the classroom with a lighter heart. She realized that facing failure with courage and support could turn it into a stepping stone.
协同分析： ①情节协同：第一段朋友安慰，第二段找老师解决问题。②情感链条：羞愧→希望→释然→感悟。③语言协同：对话自然，“spark of hope”“lighter heart”等表达细腻。
Task 4 参考范文
David hesitated at first but then accepted the sandwich gratefully. He took a bite, and the warmth of the food spread through him. "Thank you," he murmured. The man smiled. "I've been in your shoes before. Life can be tough, but kindness makes it easier." They sat in silence for a while, the cold wind biting, but David felt a strange comfort. The man's words lingered in his mind.
When the bus finally arrived, the man handed David a bus ticket. "This should get you home," he said. David's eyes widened. "I can't take this—" "Consider it a gift," the man interrupted. "And one day, you can pay it forward." David boarded the bus, his heart full. Looking back, he saw the man waving. He vowed that someday, he would help a stranger in need, just as he had been helped.
协同分析： ①情节协同：第一段接受食物，接受安慰；第二段接受车票，感悟“pay it forward”。②情感链条：犹豫→感激→温暖→决心。③主题协同：陌生人善意、传递爱心，与原文“kindness”呼应。
Task 5 参考范文
For a moment, Leo stood frozen, unable to utter a word. The audience stared, a sea of expectant faces. His palms were sweaty, his heart raced. He saw his teacher in the front row, nodding encouragingly. He took a shaky breath. The silence felt endless. Then he remembered his teacher's words: "Just pretend you're talking to a friend." He looked at a friendly face in the crowd and forced a small smile.
After a deep breath, he began to speak, slowly at first. The words started to flow. He spoke about his topic—the importance of reading—with growing confidence. His voice grew stronger. When he finished, there was a moment of silence, then thunderous applause. Leo grinned, a wave of relief and joy washing over him. He had conquered his fear. He walked off stage, knowing he had done something he never thought possible.
协同分析： ①情节协同：第一段紧张空白，第二段恢复并成功演讲。②情感链条：恐惧→紧张→鼓励→自信→喜悦。③细节协同：老师鼓励、假装对朋友说话等细节真实可信。