【課件】讀后續(xù)寫題型解讀 理論點(diǎn)撥 -2025屆高三英語上學(xué)期一輪復(fù)習(xí)專項(xiàng)

讀后續(xù)寫題型概述讀后續(xù)寫理論點(diǎn)撥簡(jiǎn)介What’syouropinionaboutasecondchild?讀后續(xù)寫是一種新型的寫作形式，作為一種全新的高考題型，于2016年10月首次在浙江英語高考卷中亮相，并沿用至今。它將閱讀和寫作結(jié)合，考查英語學(xué)科核心素養(yǎng)。一篇優(yōu)秀的續(xù)寫作文不僅要準(zhǔn)確地?cái)⑹鲆粋€(gè)故事，還要使敘述的故事出彩。這要求寫作者具備扎實(shí)的語言功底，同時(shí)能靈活、準(zhǔn)確地使用各種文學(xué)性的表達(dá)手法。該題型提供一段350詞以內(nèi)的語言材料，以記敘文為主，故事情節(jié)有曲折、有起伏，故事線索的邏輯性比較強(qiáng)。要求考生依據(jù)該材料內(nèi)容和所給段落開頭語進(jìn)行續(xù)寫（150詞左右），將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)架構(gòu)自然與結(jié)構(gòu)完整的短文。題型概述What’syouropinionaboutasecondchild?在新課標(biāo)全國I卷讀后續(xù)寫真題的題干中，要求和分析如下圖：

注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。占高考全卷分?jǐn)?shù)的六分之一，可見讀后續(xù)寫能力的提升十分關(guān)鍵第二節(jié)（滿分25分）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。強(qiáng)調(diào)故事的完整性不可再進(jìn)一步分段強(qiáng)調(diào)原文和段首語的提示作用讀后續(xù)寫的評(píng)分標(biāo)準(zhǔn)What’syouropinionaboutasecondchild?一、評(píng)分原則：1、本題總分為25分，按檔次給分。2、評(píng)分時(shí)，先根據(jù)所續(xù)寫短文的內(nèi)容和語言初步確定其所屬檔次，

然后以該檔次的要求來衡量、確定或調(diào)整檔次，最后給分。3、評(píng)分時(shí)，應(yīng)主要從以下四個(gè)方面考慮：（1）與所給短文及段落開頭語的銜接程度；（2）應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性；（3）內(nèi)容的豐富性；

（4）上下文的連貫性；第五檔

創(chuàng)造了新穎、豐富、合理的內(nèi)容，富有邏輯性，續(xù)寫完整，與原文情景融洽度高。（內(nèi)容合理性）

使用了多樣且恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu)，表達(dá)流暢，語言錯(cuò)誤很少，且完全不影響理解。（語言準(zhǔn)確性）

自然有效的使用了段落間、句間銜接手段，全文結(jié)構(gòu)清晰、前后呼應(yīng)、意義連貫。（語篇連貫性）

reasonableandcoherent讀后續(xù)寫的評(píng)分標(biāo)準(zhǔn)What’syouropinionaboutasecondchild?一、評(píng)分原則：4.拼寫與標(biāo)點(diǎn)符號(hào)是語言準(zhǔn)確性的一個(gè)重要方面，評(píng)分時(shí)，

應(yīng)視其對(duì)交際的影響程度予以考慮。5.如書寫較差，以至影響交際，可將分?jǐn)?shù)降低一個(gè)檔次。6.詞數(shù)少于120的，酌情扣分。情節(jié)構(gòu)思

1.負(fù)轉(zhuǎn)正的行文思路2.段首句的前后影響；3.找到可呼應(yīng)的細(xì)節(jié)；一切答案都在原文寫作指導(dǎo)三大原則01原文一致原則

內(nèi)容要前后銜接，上下連貫語言表達(dá)風(fēng)格一致。03曲折性原則凡是故事都應(yīng)有跌宕起伏，其中人物會(huì)遇到困難或問題，但最終能解決。02正能量原則

故事內(nèi)容一定要正能量，弘揚(yáng)社會(huì)主義核心價(jià)值觀。如迷路了但最終一定回到了家；失敗了或遇到困難了，但最終一定成功了；吵架了但最后一定是言歸于好，和睦相處；犯錯(cuò)了，最后一定會(huì)改過自新，重新做人；賊逃了，最后一定是繩之以法，等等。1.讀懂大意，理清脈絡(luò)讀所給的不完整故事，弄清大意和主題，理清故事的主要人物和事件。依據(jù)情節(jié)發(fā)展和常識(shí)，在確定的框架內(nèi)，可按“所見/所想，所為/所感”等構(gòu)思具體細(xì)節(jié)。2.細(xì)讀首句，構(gòu)思框架仔細(xì)閱讀所給兩段的首句，結(jié)合正能量結(jié)尾，思考大致框架。3.增加細(xì)節(jié)，開始寫作4.修改潤(rùn)色，整潔謄寫思考再三，把修正潤(rùn)色后的續(xù)寫整潔地寫入答卷。

讀后續(xù)寫的四個(gè)步驟高考真題再現(xiàn)

2020年7月新高考全國卷讀后續(xù)寫真:

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet（收支平衡）.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy—hisnamewasBernard—hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon’tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.“I’lltellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus?Well,wecanmakepopcorn(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡上的相應(yīng)位置作答。

WhenMrs.MeredithheardofJohn’sidea,shethoughtitwasagoodone,too.________________________________________

Witheverythingready,Bernardstartedoutonhisnewbusiness.______________________________________________1.讀懂大意，理清脈絡(luò)讀所給的不完整故事，弄清大意和主題，理清故事的主要人物和事件。characterwhen/wheremainideaconflict/problemtheme

2020年7月新高考全國卷讀后續(xù)寫真:

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet（收支平衡）.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.TheMeredithfamilyMrs.MeredithOnemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy—hisnamewasBernard—hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon’tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”JohnHarryandClaraamansickinbed,hiswifeBernard事件梳理characterahelpfulfamily:Mrs.Meredith,John,HarryandClara;afamilyinneed:Bernard(theson),thesickmanandhiswifewhen/where

2020年7月新高考全國卷讀后續(xù)寫真:

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet（收支平衡）.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.TheMeredithfamilyMrs.Meredithinasmallcommunity事件梳理characterahelpfulfamily:Mrs.Meredith,John,HarryandClara;afamilyinneeded:Bernard(theson),thesickmanandhiswifewhen/whereinasmallcommunitymainidea

2020年7月新高考全國卷讀后續(xù)寫真:

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet（收支平衡）.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.TheMeredithfamilyMrs.Meredithinasmallcommunity____________________________________________________Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy—hisnamewasBernard—hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon’tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”JohnHarryandClaraamansickinbed,hiswifeBernard_____________________________________________________________________________________________________________________________________________________________________________“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.“I’lltellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus?Well,wecanmakepopcorn(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”__________________________________________________________________________________________________事件梳理characterahelpfulfamily:Mrs.Meredith,John,HarryandClara;afamilyinneeded:Bernard(theson),thesickmanandhiswifewhen/whereinasmallcommunitymainideaMr.MeredithandherthreechildrenwantedtohelpBernard,aboywhowantedtomakemoneytosupporthisparents.TheycameupwiththegreatideaofmakingpopcornforBernardtosell.事件梳理characterwhen/wheremainideaconflict/problem注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡上的相應(yīng)位置作答。

WhenMrs.MeredithheardofJohn’sidea,shethoughtitwasagoodone,too.________________________________________

Witheverythingready,Bernardstartedoutonhisnewbusiness.___________________________________________________________________________________________________事件梳理characterwhen/wheremainideaconflict/problemhowtosellpopcorntohelpBernardmakemoney?theme

2020年7月新高考全國卷讀后續(xù)寫真:

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet（收支平衡）.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.TheMeredithfamilyMrs.Meredithinasmallcommunity_________________________________________________事件梳理characterwhen/wheremainideaconflict/problemhowtosellpopcorntohelpBernardmakemoney?themelove,helpeachotheranddogooddeeds事件梳理characterwhen/wheremainideaconflict/problemtheme結(jié)合對(duì)原文脈絡(luò)和兩情線（情節(jié)發(fā)展線、情感變化線）的把握，根據(jù)兩段所給首句中的已知（舊信息）推測(cè)新信息，合理推出續(xù)寫框架。情節(jié)發(fā)展線：→→→情感變化線：Mrs.Meredith樂于助人Mrs.Meredith給三個(gè)小孩講述Bernard一家情況孩子們渴望幫助他John想出賣爆米花的好主意Mrs.Meredith樂于助人（同情關(guān)愛之情）孩子們了解Bernard情況后想辦法（低落困惑之情）想出計(jì)劃后（激動(dòng)興奮之情）→→結(jié)合對(duì)原文脈絡(luò)和兩情線（情節(jié)發(fā)展線、情感變化線）的把握，根據(jù)兩段所給首句中的已知（舊信息）推測(cè)新信息，合理推出續(xù)寫框架。2.細(xì)讀首句，構(gòu)思框架仔細(xì)閱讀所給兩段的首句，結(jié)合正能量結(jié)尾，思考大致框架。（Para.1）WhenMrs.MeredithheardofJohn’sidea,shethoughtitwasagoodone,too._____________________________________________________________________________________________

（Para.2）Witheverythingready,Bernardstartedoutonhisnewbusiness.________________________________________________witheverythingready所做準(zhǔn)備Mrs.Meredith所說所做如何讓Bernard知道計(jì)劃Bernard反應(yīng)如何制作爆米花孩子行動(dòng)去哪里賣賣給誰順利賣完了嗎Bernard的收獲和感受點(diǎn)題（體現(xiàn)社會(huì)主義核心價(jià)值觀）startedoutonhisnewbusiness

WhenMrs.MeredithheardofJohn’sidea,shethoughtitwasagoodone,too.Aplanwasmade,andworkwasallocatedwithinminutes.WhileMrs.Meredithsoughtoutthelargestpaninherpossession,thechildrenwenttofindBernardandtellhimtheidea.Thelittleboywassothankfulthathewaslostforwords.SoontheMeredithhouseholdwasfilledwithlaughter.Thearomaspreadoutformiles.Neighborspoppedtheirheadsoutoftheirwindowsinsearchofitssource.Whentheworkwasdone,Bernar