高考英语二轮-读后续写微技能之环境描写（复习讲义）（全国通用）（学生版）

这是一份高考英语二轮-读后续写微技能之环境描写（复习讲义）（全国通用）（学生版），共15页。
01 \l "_Tc31597" 析·考情精解2
02 \l "_Tc19863" 构·知能架构4
03 \l "_Tc306" 破·考点攻坚5
\l "_Tc26902" 真题动向（2024•6月新高考全国Ⅰ卷）5
\l "_Tc700" 必备知识6
\l "_Tc700" 关键能力7
\l "_Tc700" 命题预测9
（2024·6月新高考全国Ⅰ卷）
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I met Gunter n a cld, wet and unfrgettable evening in September. I had planned t fly t Vienna and take a bus t Prague fr a cnference. Due t a big strm, my flight had been delayed by an hur and a half. I tuched dwn in Vienna just 30 minutes befre the departure f the last bus t Prague. The mment I gt ff the plane, I ran like crazy thrugh the airprt building and jumped int the first taxi n the rank withut a secnd thught.
That was when I met Gunter. I tld him where I was ging, but he said he hadn't heard f the bus statin. I thught my prnunciatin was the prblem, s I explained again mre slwly, but he still lked cnfused. When I was abut t give up, Gunter fished ut his little phne and rang up a friend. After a heated discussin that lasted fr what seemed like a century, Gunter put his phne dwn and started the car.
Finally, with just tw minutes t spare we rlled int the bus statin. Thankfully, there was a lng queue (队列) still waiting t bard the bus. Gunter parked the taxi behind the bus, turned arund, and lked at me with a big smile n his face. “We made it,” he said.
Just then I realised that I had zer cash in my wallet. I flashed him an aplgetic smile as I pulled ut my Prtuguese bankcard. He tried it several times, but the card machine just did nt play alng. A feeling f helplessness washed ver me as I saw the bus queue thinning ut.
At this mment, Gunter pinted twards the waiting hall f the bus statin. There, at the entrance, was a cash machine. I jumped ut f the car, made a mad run fr the machine, and ppped my card in, nly t read the message: “Out f rder. Srry.”
注意：
(1)续写词数应为150左右；
(2)请按如下格式在答题卡的相应位置作答。
Paragraph 1: I ran back t Gunter and tld him the bad news.
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Paragraph 2: Fur days later, when I was back in Vienna, I called Gunter as prmised.
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功能一：推动情节（制造压力、促成转变）
这类描写的核心是，让环境成为情节的“加速器”或“转折点”。
功能二：烘托心理（外化内心、反衬情绪）
这类描写的核心是，让环境成为人物内心的“晴雨表”或“反光镜”。
能力1 基础辨识—— 看懂环境在“做什么”（选择题）
情境1：The last rays f the sun were disappearing behind the hills, casting lng, dark shadws acrss the empty playgrund. He knew he had t find his way hme befre it was cmpletely dark.
问题：此处环境描写的主要作用是？
A. 单纯描述黄昏景色。
B. 为人物行动制造紧迫感和客观障碍。
C. 表达人物对校园的喜爱。
情境2：The whle classrm was buzzing with excited chatter abut the upcming hliday. Sarah sat quietly by the windw, tracing the raindrps as they slid dwn the glass.
问题：此处环境描写的主要作用是？
A. 交代故事发生在雨天。
B. 表现 Sarah 善于观察。
C. 用热闹的环境反衬人物的孤独或安静心事。
能力2应用升级——让环境“动”起来（微写作）
题目1：推动情节（制造障碍/提供转机）
原句：雨下得很大。
情境：放学后，Jack没带伞，但必须赶到医院看望生病的奶奶。他站在教学楼门口。
你的任务：请续写1-2句话，通过描写“大雨”来制造困难或展现转机，推动情节。
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题目2：烘托心理（外化或反衬情绪）
原句：阳光很好。
情境：Mary刚刚得知自己最要好的朋友即将转学去另一个城市。周末，她独自一人坐在公园的长椅上。
你的任务：请续写1-2句话，通过描写“阳光”来外化她的失落或反衬她的心情，烘托心理。
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能力3综合创作——在情境中完整运用（续写片段）
情境：今天是Alex的十六岁生日。他的父母在外地忙于一个重要项目，朋友们也似乎都忘了这个日子。下午，他收到一条群发消息，提醒大家周末有场大型派对，但依然没人提起他的生日。傍晚，他独自一人骑着车，不知不觉来到了城市边缘一片安静的海滩。
注意：(1)续写词数应为150左右：
(2)请按如下格式在答题卡的相应位置作答。
Paragraph 1: Standing n the quiet beach, Alex felt the vast emptiness f the sea mirrr his wn disappintment.
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Paragraph 2: Curisity pulled him frward.
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考向1《火车站的老人口琴手》
（2025·安徽省十校联考）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
The train statin was bustling (喧闹的) as I sat n a cld metal bench, watching the chas (混乱) unfld arund me. Travelers rushed by, each with their wn destinatins, their wn stries. Yet I sat there, still and purpseless. My suitcase rested beside me, but unlike everyne else, I had n destinatin. I had left my hmetwn, tired f the never-ending rutine, but the escape I had lnged fr brught n relief. Instead, it left me alne, separated frm a wrld I nce believed I understd. The nise, the peple, the annuncements - all f it seemed distant, as thugh I were watching life happen frm behind a glass wall.
As I stared aimlessly, a wrinkled ld man walked past me, pushing an verladed cart f junk. He paused a few feet away, scanning the area, befre sitting dwn crss-legged n the flr near me. His clthes were muddy, and his hands lked rughened by years f hard wrk. I watched as he reached int his cart and pulled ut a harmnica (口琴), pressing it t his lips. The first nte was shaky, but sn a simple, beautiful meldy (旋律) filled the air. Strangely, the chatic statin grew quieter, as thugh his music had wrked magic.
At first, I felt cnfused - why here, and why nw? But as I watched him play, I nticed smething remarkable. His face lit up, nt with jy exactly, but with a deep cntentment that seemed ut f place in his circumstances. Peple started slwing dwn t listen. A yung girl tugged at her mther's cat, wanting t stay. A businessman, hurriedly checking his phne, paused t drp a cin in the ld man’s hat. It struck me hw a man with s little culd share s much.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
With a hesitant step, I apprached the ld man, wanting t understand the surce f his cntentment.
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After hearing what he said, I felt a glimmer f hpe as I reached fr my wn suitcase.
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考向2《皮划艇探险遇险记》
（2026·湖北武汉开学考）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Sean Rystn, and his lng-time friend, Tlin Annis had a traditin t head ut fr an expeditin every ther year. In 2016, they decided t kayak (划皮艇) the Rcks Natinal Lakeshre, a challenging rute n Lake Superir.
On September 13, they laded up n fd and camping devices, climbed int their kayaks, and pushed ff frm a beach near the natinal park’s headquarters. They planned t return in a week. They mved thrugh small waves and headed nrtheast. Sn the lakeshre’s trademark cliffs (悬崖) began t rise n their right. Away frm the shre, the head wind grew t the frecasted 10 knts — and kept rising. Still, they never cnsidered turning arund.
They had been rwing maybe 90 minutes when, quite suddenly, the waves grew t tw metres and steepened. The wind rse t an intense 20 knts, putting them in danger f flipping ver. “It went bad fast!” shuted Tlin, wh was in the lead abut 20 metres ahead f Sean. Meanwhile, the wind pushed them clser t the cliff, where the waves became even steeper and rlled them int the water.
Sean managed t get back t kayak, hlding nt it fr stability, and then paddled using his free hand. But he culdn’t make any prgress against the strng wind. “My arms are giving ut.” Sean thught t himself, “I gtta call nw.” Using a VHF radi clipped t his life jacket, Sean called: “Mayday, tw kayakers stuck.” But the tall cliffs blcked the signal frm reaching anyne. When he raised his head, his friend had disappeared frm sight. The man yelled t his friend at the tp f his lungs, but there’s n reply.
Sean struggled until the waves finally pushed him away frm the shreline and farther ut in the lake. Exhausted, he flated n his back and cnsidered his ptins. Sean decided t turn dwnwind, twards the beach where they had launched that mrning. It was 5 kilmeters away. “I’m a swimmer.” Sean talked himself up and started kicking.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
Luckily, after abut three hurs, Sean saw the beach within reach.
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The rescue team headed ut immediately fr Tlin
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考向3《登山迷路遇险》
（2025·浙江杭州期末）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It was early autumn when the schl rganized a weekend camping trip t a nearby muntain frest. The air was crisp, the leaves were turning glden, and the students were buzzing with excitement. After weeks f studying and exams, everyne welcmed the chance t enjy nature and relax utdrs.
Amng the students were fur clse friends: Le, Eric, Jasn, and Alice. Thugh their persnalities were quite different, they made a great team. Alice, the nly girl in the grup, was smart and well- prepared. She had brught alng a cmpass, a map, and even a first-aid kit.
After arriving at the campsite, the students pitched their tents, gathered firewd, and helped prepare a simple meal. The campsite was surrunded by tall pine trees, and in the distance, a muntain stream culd be heard. The teachers reminded everyne t stay within the marked area and never g ff-trail alne.
After lunch, the students were allwed t explre in small grups. Le's grup decided t fllw a trail leading up a hill. Accrding t Alice, there was a small lkut pint that ffered a beautiful view f the valley.
As they walked, Jasn kept running ahead, calling the thers t hurry. "Let's see what's up there!" he shuted. Alice fllwed clsely behind, hlding the map. Le walked at a steady pace, checking that n ne fell behind. Eric lagged at the end, clearly nervus abut being s deep in the frest.
The path became narrwer as they climbed. Birds chirped in the trees, and dry leaves crunched under their shes. The sunlight filtered thrugh the branches abve, casting dancing shadws n the grund. After abut an hur, they reached the edge f a rcky area cvered in leaves. The trail began t twist mre than expected, and many landmarks they passed didn't match what was n the map.
“I think the viewpint is just beynd this slpe (斜坡),”Jasn said, pinting excitedly.
Le lked uncertain. "Let’s be careful. It lks slippery."
But befre anyne culd stp him, Jasn had already climbed ahead.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题纸的相应位置作答。
Just as he reached the tp f the slpe, his ft slipped.
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With the first aid finished, they realized a new challenge: hw t get back.
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必备知识
功能一：推动情节（制造压力、促成转变）
功能二：烘托心理（外化内心、反衬情绪）
能力1
基础辨识—— 看懂环境在“做什么”（选择题）
能力2
应用升级——让环境“动”起来（微写作）
能力3
综合创作——在情境中完整运用（续写片段）
考向1
《火车站的老人口琴手》（新情境）
考向2
《皮划艇探险遇险记》（新情境）
考向3
《登山迷路遇险》（新情境）
命题轨迹透视
通过对近三年（2023-2025）高考英语读后续写真题的梳理，我们可以发现环境描写在高考读后续写中 “戏份”不多，但作用关键，其考查正从背景板转向催化剂。从真题中我们可以把环境描写分为三大类：
第一类：环境作为“核心叙事与抒情载体”（功能强度最高）
典型例题： 2024年6月新高考全国I卷（Gunter与出租车）
分析： 环境（cld, wet evening, thinning queue, rain-cvered windw）不再是背景，而是驱动情节、制造压力、凝结情感的主动力。它完美示范了如何让环境“活”起来参与故事。
第二类：环境作为“关键情节要素或情感催化剂”（功能性强）
典型例题：
2023年1月浙江卷（营救蜂鸟）： milking huse, brken windw。环境（废弃房屋、破窗）是引发整个事件的导火索和关键场景，没有它就没有故事。
2025年新高考全国I卷（兄弟与狗）： started t rain。下雨是推动情节转折的核心外部事件，迫使所有人进屋，将“狗能否进屋”的矛盾瞬间激化。
特点：环境是情节锁链中不可或缺的一环，直接改变人物处境，引发或激化核心冲突。
第三类：环境作为“背景或人物心境的模糊映衬”（功能性弱）
典型例题：
2023年6月新高考全国I卷（写作比赛）：全文无任何具体环境描写，故事完全发生在抽象的学校和家庭空间。
2024年1月浙江卷（Eva跑步）：操场、树荫、弯道仅是主角心理策略的分解目标，属于功能性地点，不承担渲染氛围或情绪的作用。
2025年1月浙江卷（少年凯文）：邻居家的房子是事件发生地，但未被赋予任何环境特征以烘托气氛。
2025年新高考全国II卷（名字“秋雨”）：教室是社交尴尬发生的场所，但环境本身是中性的。
特点：环境仅仅是事件发生的地点名称，是静态的、模糊的容器，不参与氛围营造或心理外化。
考点频次总结
核心考查能力
2025年
2024年
2023年
问题解决与策略迁移
全国I卷：修复家庭矛盾，主动道歉并提出解决方案。
浙江1月卷：青少年如何通过调查求证，解决“见义勇为”后的道德疑虑。
新高考I卷：乘客通过“承诺-履约”的策略解决车费支付危机。
浙江1月卷：Eva将“目标分解法”从跑步迁移到解决校园迷路问题。
新高考I卷：通过“化难为易”的策略（选择有趣视角、反复修改）解决写作难题。
情感修复与关系重建
全国I卷（核心）：兄弟因宠物产生隔阂，需通过理解、道歉和行动修复亲情。
身份认同与文化沟通
全国II卷（核心）：从因名字发音尴尬而回避，到主动解释名字含义、传播文化，完成从“适应者”到“传播者”的身份转变。
信任建立与善意回馈
新高考I卷（核心）：司机对陌生乘客的信任，以及乘客如期返回履行承诺，完成“善意接收-回馈”的闭环。
浙江1月卷（核心）：人与蜂鸟之间超越物种的信任与“感恩式”回馈。
心理突破与认知升级
浙江1月卷：通过具体方法克服对“长跑”和“复杂环境”的恐惧，实现自我认知的突破（“我能行”）。
新高考I卷：对写作从“恐惧痛苦”到“享受过程”的认知转变，发现自我潜能。
道德判断与求证精神
浙江1月卷（核心）：在“见义勇为”与“可能冤枉好人”之间产生道德焦虑，并通过实际行动（询问邻居、前往警局）寻求真相，体现理性与善良的结合。
成长领悟与价值升华
所有卷别：最终都导向积极的领悟，如亲情可贵、文化自信、善良需智慧等。
2026命题
预测
高考不要求大段写景。它更倾向于考查你能否识别并利用原文给出的1-2个关键环境元素（如：雨、破窗、长队），并让它们在续写中发挥具体、关键的作用。
未来备考的重点不是学习如何描写“美丽的夕阳”，而是练习如何描写 “正在落山的夕阳如何让主角感到时间紧迫” 。即，让环境 “动”起来，并拥有明确的 “戏剧任务”（如：倒计时、制造障碍、烘托转变）。
核心功能
适用情境
例句
制造紧迫感
考试、比赛、赶时间
1. The clck n the wall was ticking ludly, reminding him that time was running ut.
（墙上的钟大声滴答作响，提醒他时间不多了。）
2. Seeing the line getting shrter and shrter, his anxiety grew.
（看着队伍越来越短，他的焦虑越来越强。）
制造障碍/困境
遇到困难、计划受阻
1. The rain was nw s heavy that it was difficult t see the rad ahead clearly.
（雨下得太大，很难看清前方的路。）
2. A sudden thick fg made it impssible t find the way.
（突然出现的浓雾让人无法找到路。）
提供转机/希望
绝处逢生、找到方法
1. Just then, the sun came ut frm behind the cluds, lighting up a path thrugh the trees.
（就在这时，太阳从云后出来，照亮了穿过树林的一条小路。）
2. He heard a faint sund in the distance — it was the sund f peple talking!
（他听到远处微弱的声音——是有人说话的声音！）
核心功能
适用情境
例句
外化焦虑压力
紧张、不安、压力大
1. The nly sund in the rm was the nervus tapping f his pen n the desk.
（房间里唯一的声音是他钢笔在桌上紧张的敲击声。）
2. Lking ut the windw, the busy street and crwded peple nly made him feel mre lst.
（看向窗外，繁忙的街道和拥挤的人群只让他感觉更加迷茫。）
外化喜悦宁静
开心、释然、平静
1. A feeling f peace washed ver him as he watched the gentle sunlight fill the rm.
（看着柔和的阳光洒满房间，一种平静的感觉淹没了他。）
2. Everything was quiet, but it was a gd, cmfrting quiet.
（万籁俱寂，但这是一种美好、令人安心的寂静。）
反衬孤独失落
孤独、伤感、格格不入
1. Frm utside, he culd hear the happy sunds f a party, which made him feel even mre alne in his rm.
（从外面，他能听到聚会的欢快声音，这让他在房间里感到更加孤独。）
2. It was a beautiful, sunny day, which felt almst wrng when his heart was s heavy.
（那是个美好、晴朗的日子，这在他心情如此沉重时几乎感觉不对。）