2026届高三英语二轮复习讲义：第4部分　写作技能升华篇　专题2　读后续写　（含解析）

这是一份2026届高三英语二轮复习讲义：第4部分　写作技能升华篇　专题2　读后续写　（含解析），共17页。学案主要包含了高分开头，漂亮结尾5法等内容，欢迎下载使用。
一、高分开头
如何写好读后续写，在高考中博取阅卷老师的眼球，获得梦寐以求的高分？如何让学生的作品在高考中脱颖而出？这是很多老师和学生一直不懈努力的课题。一个好的故事开头就好比是一个香味十足的诱饵，诱使读者上钩并且饶有趣味地读完。而一个拙劣的故事开头，一定会让读者大倒胃口，昏昏欲睡。
妙招1 巧用形容词/副词(短语)
①Happily and excitedly, they went t the supermarket fr what they needed.
②Exhausted and hungry, I wndered if we culd find ur way back.
妙招2 巧用分词(短语)
Seeing the mess in the kitchen, he immediately understd what had happened, but he wasn't upset.
妙招3 巧用高级句式
①I was stuck fr five r six minutes thugh it felt much lnger.My brther came up with an idea that he culd cut the pumpkin with a knife.(同位语从句)
②At the very mment, the helicpter arrived.It hvered ver the camp, causing strng wind that blew the bear unsteady n his feet.(非谓语动词＋定语从句)
妙招4 巧用倒装结构
Dad pened the bx and a sweet little dg appeared.Hardly had the little dg cme ut when Pppy came ver t lick it as if it were a lng-lst friend.
妙招5 巧用强调句结构
That vide was psted the day befre Hallween.It was my brther wh did that fr amusement.
二、漂亮结尾5法
读后续写不能虎头蛇尾，在篇末也要用心设计。由于文章的故事性、情节性强，所以续写的结尾可以是自然的升华议论，亦可以是其他方式结尾。常见的结尾方式有画面定格、对话收尾、主题升华、结尾留白和首尾呼应等。
妙招1 画面定格法
(1)人物动作的画面定格
Slwly, almst reluctantly, she placed her arm with apparently unaccustmed affectin arund her mther's shulders and gently guided her back int the crwd.
慢慢地，几乎是不情愿地，她用胳膊搂住母亲的肩膀，带着明显不习惯的慈爱，轻轻地领着她回到人群中。
(2)特殊寓意的写景画面
Lking up, I saw the sun shine brighter than I ever knew befre.
抬头一看，我看到太阳比我以前所知道的还要明亮。
妙招2 对话收尾法
When asked hw the reunin with his father will change his life, Chester said, “I gt family everywhere, s it might lead t many mre trips nw.”
当被问及与父亲团聚将如何改变他的生活时，切斯特说：“我到处都有家人，所以现在可能会导致更多的旅行。”
妙招3 主题升华法
As a prverb says, “Every cin has tw sides.” Making full use f yur strength is yur achievement.Please remember that in n case will yu give up especially in truble.Gd is fair t everyne.
正如谚语所说，“事物都有两面性。”充分利用你的力量就是你的成就。请记住，无论如何你都不要放弃，尤其是在麻烦中。上帝对每个人都是公平的。(借用名言警句来升华主题)
妙招4 结尾留白法
“Wuld yu be interested in jining me in a bite t eat？”I asked.“I'd lve t，” she replied, her eyes sparkling like diamnds.And, this was the beginning f the end t my mnths f heartbreak fllwing Betsy's death.
“你有兴趣和我一起吃点东西吗？”我问道。“我很乐意去，”她回答，眼睛像钻石一样闪闪发光。这是我在贝特西死后几个月的心碎终于开始慢慢愈合。(故事结尾留白，给予读者想象空间)
妙招5 首尾呼应法
开头：It was summer, and my dad wanted t treat me t a vacatin like never befre.He decided t take me n a trip t the Wild West.
结尾：Never had I had such a thrilling yet dangerus vacatin befre.The special trip t the Wild West was deeply engraved in my mind.
●真题体验
(2025·全国Ⅱ卷)
“What is yur name？” is a questin mst frequently asked when peple meet fr the first time.But fr me, it was the first challenge I encuntered as an internatinal student in Ireland.
The prnunciatin system f the Chinese language is quite different frm that f English.Fr native speakers f English, sme Chinese wrds are rather difficult t prnunce.My given name Qiuyu(秋雨), fr instance, happened t be a great challenge fr many f them.Every time I gave a self-intrductin, I had t explain hw t prnunce my name at least five times, yet they still culd nt say it the way I did.
Once in a lecture, the prfessr tried repeating my name after me ver and ver in frnt f thirty classmates.I really did nt knw whether I shuld cntinue crrecting him r simply drp the matter.I feared that my classmates might grw tired f my effrts r even lse patience with me.After all, I did care abut hw thers wuld think f me.I realized that if I didn't stp, the entire lecture wuld be ruined.“It's kay, prfessr，” I shrugged(耸肩)．The awkward mment ended with the class erupting int laughter.I frced a smile, unsure hw t respnd further.
After that incident, I stpped acting as a “Chinese teacher.” Instead f crrecting thers when they were struggling t prnunce my name, I just smiled and ndded apprvingly.This apprach spared me the discmfrt f having t ver-explain.Hwever, I sn fund that by ding s, I might be lsing smething mre imprtant：the pprtunity t share a small part f my cultural identity.
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。
In a class discussin, I was invited t explain the meaning f my name.
Many f my classmates gt interested and came up t me after class.
【解题示范】 第一步：精读短文，掌握关键信息。
本文以人物为线索展开，主要讲述了作者作为国际学生在爱尔兰因中文名字发音难而遭遇挑战，之后在一次课堂讨论中分享名字含义，意识到分享文化身份重要性，并借此与同学增进文化理解的故事。
第二步：根据已知，构思续写思路。
1．由第一段首句内容“在课堂讨论中，我被邀请解释我名字的含义。”可以思考以下问题：Q1：作者如何解释“秋雨”的含义？Q2：同学们会作何反应？
2．由第二段首句内容“我的许多同学都很感兴趣，下课后都来找我。”可以思考以下问题：Q1：作者如何与同学们进一步互动？Q2：作者的感受如何？Q3：文化分享带来了什么改变？
第三步：结合情景，添加具体细节。
1．续写第一段可解释“秋”与“雨”的象征意义(如秋天的诗意、雨水的滋养)，通过具体意象(如“autumn harvest”“gentle rain”)赋予名字深层含义。描写同学们的反应(如好奇、赞叹等)时要体现文化输出的积极反馈，对比此前单纯纠正发音的无效性。
2．续写第二段可描写具体互动场景：如同学们询问自己名字的发音或探讨中英命名在姓氏顺序、寓意偏好等方面的差异。最后可升华主旨，描写作者从这次文化分享中得到的收获。
第四步：拟写草稿，修改错词病句。
在搭建好写作框架和基本内容后，开始着手打草稿，对罗列的要点进行重新筛选和整合，适当拓展要点，尽量使用表意准确、形象生动、符合以英语为母语的人的习惯表达方式的高级词汇，同时应注意长短句结合，让句式灵活多变，以体现考生深厚的语言功底，使文章更出彩。
第五步：润色成篇，规范誊写文章。
在誊写文章时，还需要对语言进行修饰、润色，恰当运用衔接手段，以使文本紧凑流畅。
【优秀作文赏析】
In a class discussin, I was invited t explain the meaning f my name. Standing up, I felt a mix f nervusness and excitement.“My name, Qiuyu, cmbines the characters fr autumn and rain in Chinese，” I began, my vice steady.“Autumn represents harvest and maturity, while rain symblizes nurishment and grwth.Tgether, they embdy a time f abundance and renewal.” As I spke, I nticed the rapt attentin f my classmates, their eyes reflecting curisity and respect.It was a mment f cnnectin, a bridge built between cultures thrugh the simple act f sharing my name.
Many f my classmates gt interested and came up t me after class. They surrunded me, their questins puring ut like a stream.“What ther names have beautiful meanings in Chinese？” “Can yu teach us hw t write ur names in Chinese characters？” I smiled, feeling a warmth spread thrugh me.I tk ut a piece f paper and began t sketch ut characters, explaining each strke and its significance.Thrugh this interactin, I realized that by embracing my cultural identity, I was nt nly preserving my heritage but als enriching the lives f thse arund me.It was a small yet meaningful step twards fstering cultural understanding and appreciatin.
(2025·贵州省毕节市高三一模)
Entering the eighth grade meant a new classrm t me, but the change had nthing t d with me.Frm my perspective, a classrm was just a classrm.I lnged fr the utdr wrld, the hills f Tennessee where I was raised.My teachers didn't value the attractin f hidden caves, gentle streams and the wild bears, just as I didn't find much interest in math, histry and the art f calligraphy.My head teacher ften tld me, “Duglas, yu need t cncentrate n yur study instead f daydreaming.”
Hwever, the rugged land, the wildlife and the adventures that awaited utdrs were all I culd think abut while I was chained t my eighth-grade desk.It seemed t me that there were tw types f peple in the wrld：thse wh belnged t the classrms and thse wh belnged t the muntains.The teacher, Miss Ck, seemed t knw which ne I belnged t and had put me far away frm the windw.
“Duglas Clark.” She caught me when I was daydreaming and said she'd visit my parents if it cntinued.I made a jke n her.The class laughed, but Miss Ck did nt.“Hw clever！” she said.“I think yu shuld stay after schl and share mre f yur cleverness.”
After schl, I was waiting fr Miss Ck's punishment in the classrm when she came in and said t me.“I want yu t tell me what yu lve abut the wrld utside that windw，” she said.
I was s puzzled that I didn't knw what t say.Was she setting sme kind f trap？But Miss Ck really seemed interested.She listened attentively and even smiled as I shared my thught with her.“I'd like yu t write a 100-wrd stry abut the utdr adventure yu enjyed mst.” She said and let me g hme.
I turned in my paper the next day and waited fr Miss Ck's reactin.“This stry was wnderful！” She said.
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。
“I wuld like yu t write anther stry, but remember t d yur ther assignments first，” Miss Ck said.
Miss Ck read dzens f my stries that year.
【范文】
“I wuld like yu t write anther stry, but remember t d yur ther assignments first，” Miss Ck said. Her wrds made me realize that I needed t balance my passin fr the fascinating utdr wrld and my bring schlwrk.Frm then n, I cmmitted myself t the classes and submitted my assignments n time every day.Gradually I fund it was easy fr me t understand what the teachers taught and began t fall in lve with the schl subjects.At the same time, encuraged by the teacher, I picked up my pen and recrded my bservatin and feelings f the wrld ut f the windw.
Miss Ck read dzens f my stries that year. She gave me precius advice n writing each time, which mtivated me t keep writing.With her supprt, I nt nly imprved my writing but als became interested in my studies.I began t lk frward t the classes, which gave me the chance t learn and grw.I was really grateful that Miss Ck pened a dr t the sea f knwledge fr me, where I knew I belnged t the classrm as well as the utdr wrld.