2026屆新高考英語沖刺復習讀后續(xù)寫構(gòu)思技巧

高考英語讀后續(xù)寫是考查學生閱讀理解、邏輯思維和語言表達能力的綜合題型。讀后續(xù)寫的原文通常由兩條主線引導，一條叫做劇情線(Plotline)，另一條叫做情感線(Emotionline)。

劇情線是文章中的明線。一篇記敘文會先交代故事背景和主要人物，并在此基礎之上展開故事情節(jié)。隨著劇情的逐步推進，故事發(fā)展到高潮部分，主人公需要采取行動，使問題得到解決或使矛盾得到平息，并最終結(jié)束劇情。在讀后續(xù)寫中，需要牢牢把握劇情主線的走向，分析故事發(fā)展的前因后果，借助劇情發(fā)展來理解和構(gòu)思故事中人物的行為?！径x】故事的外在事件發(fā)展，包括沖突、行動、轉(zhuǎn)折、結(jié)局等。【作用】推動故事向前發(fā)展，提供邏輯框架?！娟P(guān)鍵點】必須與原文伏筆一致；通過“因果鏈”連接事件。情感線是文章中的暗線。每個故事都不只是為了講清一件事情的來龍去脈，而是要包含作者想要傳達的人物情緒，這種情緒往往貫穿全文，并在故事結(jié)尾時自然結(jié)束或得到升華。在整個故事的發(fā)展過程中，主人公的情感伴隨事件發(fā)展逐步產(chǎn)生變化，每當事件發(fā)展有重大變化時，人物的內(nèi)心世界就會產(chǎn)生相應改變。在讀后續(xù)寫中，把握好人物情感的變化，可以使續(xù)寫內(nèi)容更貼合人物性格，從而達到續(xù)寫內(nèi)容與給定原文情感上的融洽?！径x】人物內(nèi)心的情緒變化，如恐懼→勇氣、孤獨→溫暖、憤怒→和解?！咀饔谩吭鰪姽适赂腥玖?，引發(fā)讀者共鳴?！娟P(guān)鍵點】情緒變化需有觸發(fā)事件；通過環(huán)境、動作、心理描寫外化情感。要想高效構(gòu)思續(xù)寫內(nèi)容，需要從文本分析、情節(jié)設計、語言潤色三個層面入手，并結(jié)合具體例子進行實戰(zhàn)演練。（2023新課標II卷讀后續(xù)寫真題分析）WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny;andunlikelytobeanyoneelse’schoice.Whatdidthehorsethink,ashespedthroughthenight?Didhegettired?Havedoubts?Didhewanttoquit?Isympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’shorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.IcheckedoutahalfdozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloud,andsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin,Iwouldn’tcare.給定首句：Para.1Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Para.2Iwenttomyteacher’sofficeaftertheawardpresentation.高效構(gòu)思四步法:一、文本深度分析（5分鐘）核心要素提取

【沖突】第二語言寫作的自卑vs教師信任的激勵

【伏筆】馬匹象征（堅持）、反復修改（成長過程）

【情感線】抗拒→嘗試→享受→驚喜（需延續(xù)至續(xù)寫）主題定位

通過“寫作比賽”體現(xiàn)：

【明線】比賽結(jié)果揭曉

【暗線】自我認同的建立（需在續(xù)寫中通過對話/心理描寫強化）文本深度分析情節(jié)設計語言升級策略常見誤區(qū)與精修方案二、情節(jié)設計（8分鐘）雙線推進：獲獎信息反應激動通知老師回憶寫作歷程頒獎場景與老師對話未來決心關(guān)鍵情節(jié)設計：第一段（接首句1）：

【消息內(nèi)容】電話通知/郵件（Iwonfirstprize!）

【反應描寫】AwaveofdisbeliefsweptovermeasIstaredattheemailnotification,myfingerstremblingonthekeyboard.2.第二段（接首句2）：

【對話設計】老師：Thisprovesyou’reabornstoryteller!

學生：It’syourfaiththatunlockedmyvoice.

【主題升華】Writingwasnolongerastruggle—ithadbecomeabridgeconnectingmyBraziliansoulwithEnglishwords.三、語言升級策略（7分鐘）1.修辭升級

原始句：Iwashappy.

升級為：(動作)Tearswelledupinmyeyes+(比喻)likemorningdewonthemanuscriptpages,+(內(nèi)心獨白)“Thisishowdreamstaste,”Iwhispered.2.文化呼應技巧

融入保羅·里維爾馬的象征：LikeRevere’shorsegallopingthroughthenight,Irealizedtruecourageisn’ttheabsenceoffear,butthewilltocarryon.3.高分句型

【倒裝句】NotuntilthatmomentdidIunderstandmyteacher’swisdom.

【同位語從句】Thetruth,thatcreativityexceedslanguagebarriers,finallydawnedonme.完整續(xù)寫示范Paragraph1

Afewweekslater,whenIalmostforgotthecontest,therecamethenews.

Theprincipal’svoicecrackedwithexcitementthroughthephone:“Congratulations!Yourstorywonthestatechampionship!”Frozenindisbelief,Iclutchedthereceiver,vividmemoriesflashingback—countlessnightswrestlingwithdictionaries,mysister’spatientgrammarcorrections,andmostimportantly,myteacher’sunwaveringbelief.Rushingtohisclassroom,Iburstout,“Wedidit!”Hiseyessparkledbrighterthanthetrophyawaitingme.Paragraph2

Iwenttomyteacher’sofficeaftertheawardpresentation.“Thathorse’svoiceyoucreated?”Heleanedforward,tappingmymedal.“Itwasactuallyyourownbraveryspeaking.”MythroattightenedasIresponded,“Butyouweretheonewhohearditfirst.”Sunlightstreamedthroughthewindow,illuminatingtheframedawardbetweenus—nolongerjustaprize,butatestamenttohowfarateacher’strustcouldcarryastudent.Fromthatdayon,Iwrotenotforcompetitions,butforthejoyofbridgingworldswithwords.詳細的構(gòu)思方法與示例一、文本分析：抓住核心要素在動筆前，必須透徹理解原文，提取關(guān)鍵信息，確保續(xù)寫與原故事邏輯一致。

1.5W1H分析法（Who,When,Where,What,Why,How）

Who：明確主要人物及其性格（如勇敢、善良、猶豫等）。

When/Where：時間、地點是否影響情節(jié)發(fā)展（如暴風雨夜、荒野求生等）。

What：核心沖突是什么（如迷路、爭吵、意外事故等）。

Why：沖突的起因（如誤解、意外、性格差異等）。

How：如何解決沖突（如合作、頓悟、外界幫助等）。2.情感線索分析

原文中人物的情緒變化（如從恐懼→勇敢、憤怒→和解）。

環(huán)境描寫是否暗示情感（如陰天暗示壓抑，陽光象征希望）。

二、情節(jié)設計：合理構(gòu)建續(xù)寫框架續(xù)寫通常分兩段，第一段解決沖突，第二段升華主題。可采用以下方法：

1.八步情節(jié)法（適用于完整故事架構(gòu)）

情緒鋪墊（如緊張、猶豫）

細節(jié)描寫（動作、環(huán)境）

轉(zhuǎn)折事件（如意外發(fā)生）

轉(zhuǎn)機出現(xiàn)（如幫助、靈感）

短暫失望（如計劃失?。?/p>

新想法（人物決定改變策略）

結(jié)局（沖突解決）

點題升華（感悟、成長）。

2.動作鏈構(gòu)造法（細化人物行為）

避免簡單動詞，用2-3個連貫動作增強畫面感：

公式：動作=前置動作+核心動作+后續(xù)反應3.五所細節(jié)法（豐富內(nèi)容）

所見（環(huán)境、人物表情）、所聞（對話、自然聲音）、所做（具體動作）、所說（關(guān)鍵對話）、所思/所感（心理描寫）。

Itwasthedayofthebig

cross-country

run.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroutethroughthickevergreenforest.Ilookedaroundandfinallyspotted

David,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednotto

run.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’s

coach

andaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoiceto

run

ornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthe

coach

meantwell

—hethoughthewasdoingtherightthing.Aftermakingsurethat

David

could

run

ifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.David

hadabraindiseasewhichpreventedhimfromwalkingor

running

likeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.Thatwaswhynoneofthechildrenthoughtitunusualthat

David

haddecidedtojointhe

cross-country

team.Itjusttookhimlonger

—that’sall.

David

hadnotmissedasinglepractice,andalthoughhealwaysfinishedhis

run

longaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacher,Iwasfamiliarwiththechallenges

David

facedandwasproudofhisstrongdetermination.Wesatdownnexttoeachother,but

David

wouldn’tlookatme.Isaidgentlyandquietly,“Noonecanchangeyourmind,exceptyourself.Ifyoudesiretochallengeyourself,thereisnothingtodowithothers’thoughts.”Hesatstillwithadeepbreath.“Youhaveafullpreparationbeforethisevent,whichisthemostimportantreasonwhyyoushowuphere”.Iaddedwithasinceretone.Hearingmywords,

David

turnedtometremlinglywithtearsspillingoutofhiseyesandexpressedhehadmadeafirmdeterminationtofinishthe

cross-country

run.His

coach

heardwhat

David

saidandgavemealook

—thekindthatwasmoredeterminedthananyoneelse’s.注意：1.續(xù)寫詞數(shù)應為100詞左右；2.請按如下格式在相應位置作答。Iwatchedas

David

moveduptothestartinglinewiththeotherrunners._____________________________________Astheracebegan,David’sunevenstridesdrewstares.________________________________________Example針對該讀后續(xù)寫內(nèi)容的5W1H分析主角：David特征：腦疾患兒(smallbodyrockingfromsidetoside)成長?。簭耐丝s(toothlesssmileabsent)到堅定(squaredshoulders)→

完成性格閉環(huán)特殊教育老師：角色作用→催化劑(Noonecanchangeyourmind的鼓勵)→

推動情節(jié)但未搶戲群像：其他跑者[從潛在嘲笑者(教練擔憂)轉(zhuǎn)為支持者(protectivecircle)→

體現(xiàn)主題反轉(zhuǎn)]；對方教練[態(tài)度轉(zhuǎn)變(taughtushowtoreallycompete)→

成人視角的反思]1.WHO（人物）2.WHAT（事件）核心事件：越野跑比賽中殘疾學生的參與關(guān)鍵轉(zhuǎn)折點：David決定參賽集中沖線起跑時受關(guān)注對手主動陪伴群體自發(fā)護航主題升華：體育精神＞比賽勝負（theirownrulesforthisrace）3.WHEN（時間）時間壓縮技巧：全程僅描寫三個核心時段：起跑瞬間(startinggunfired)賽中轉(zhuǎn)折(boyfromarivalschoolslowed)沖線時刻(finalstretch)符合高考要求：150詞內(nèi)必須聚焦高潮段落4.WHERE（地點）環(huán)境要素運用：森林賽道(thickevergreenforest→原文呼應)終點線(spectatorsliningtheroute)象征意義：Evergreentreesstoodtaller→永恒的道德教育Crunchingonforestpath→團結(jié)的聽覺意象5.WHY（原因）行為動機合理性：人物行為動機依據(jù)David對手學生老師堅持參賽主動陪伴旁觀不干預前文"notmissedasinglepractice"兒童天然的共情（與成人教練形成對比）尊重學生自主性（與前文教練選擇呼應）高考評分重點：所有行為必須基于原文已有設定6.HOW（方式）語言實現(xiàn)手法：【動作鏈描寫】Swaying（疾病）→squared（決心）→crunching（團結(jié)）→glowing（成就）【感官描寫】聽覺：startinggun,whisperingbranches視覺：tearsreplacedbyjoyfuldisbelief【隱喻運用】Metronome比喻既體現(xiàn)疾病特征，又暗示最終群體節(jié)奏統(tǒng)一【結(jié)構(gòu)技巧】采用“三幕式”結(jié)構(gòu)：underline{沖突}(起跑時的擔憂)→underline{反轉(zhuǎn)}(同伴支持)→underline{解決}(集體沖線+教練反思)高考應用價值高分續(xù)寫需做到：人物一致性（David始終努力但身體受限）情節(jié)必然性（兒童比成人更易展現(xiàn)純粹善意）主題具象化（用“集體降速陪跑”代替說教）語言經(jīng)濟學（150詞內(nèi)完成完整起承轉(zhuǎn)合）人物一致性情節(jié)必然性主題具象化語言經(jīng)濟學情感線索分析

原文中人物的情緒變化（如從恐懼→勇敢、憤怒→和解）。

環(huán)境描寫是否暗示情感（如陰天暗示壓抑，陽光象征希望）。

示例：

【原文】David是個腦癱男孩，準備參加越野賽，但擔心被嘲笑。教練讓他自己決定是否參賽。

【分析】

沖突：David的身體條件vs.參賽決心

情感：自卑→猶豫→堅定

可能發(fā)展：他最終參賽，并贏得尊重。

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners,hisslightframedwarfedbytallercompetitorsyetradiatingquietdetermination.Asthestartingsignalechoedthroughtheforest,thepacksurgedforwardwhileDavid,movingwithdeliberateprecision,beganhisrhythmicgait-eachlaboredstepatestamenttohisunwaveringresolve.(90words)

Astheracebegan,David’sunevenstridesdrewcuriousstaresfrombystanders.Withhisclassmatesgraduallyrecognizinghisstruggle,theyadjustedtheirpace,formingaprotectivecirclearoundhim.Whatbeganassilentobservationsoontransformedintothunderousapplauseasspectators,movedbythisdisplayofsolidarity,rosetotheirfeetwhenDavidcrossedthefinishlinenotasachampionbyconventionalstandards,butastheundisputedherooftheday.(70words)Possibleversion:三、語言潤色：提升表達檔次1.高級句式

分詞結(jié)構(gòu)：radiatingquietdetermination,movedbythisdisplay

with復合結(jié)構(gòu)：withhisclassmatesgraduallyrecognizing

虛擬語氣：hadtheynotsloweddown...（雖未直接使用但可自然融入）

破折號結(jié)構(gòu)：用于補充說明和強調(diào)

比喻修辭：atestamenttohisunwaveringresolve

對比結(jié)構(gòu)：notas...butas...2.情緒描寫替換

①簡單：Hewasnervous.

升級為：Hisfingerstrembledagainsthisthighs,andhisshallowbreathsformedtinyclouds.②簡單：Theyweresurprised.

升級為：Theirinitialconfusionsoongavewaytodawningrealization.③簡單：Hewastiredbuthappy.

升級為：Hewassweat-streakedandradiant.④簡單：Peoplecheered.

升級為：Theentirecoursehadtransformedintoaseaofcheeringvoices.3.萬能結(jié)尾句（升華主題）以下是一些適用于不同主題的萬能升華結(jié)尾句，幫助你提升文章的深度和感染力：【助人類】Intheend,itwasn’taboutgrandgestures—justasimpleactofcompassionthatchangedeverything.Thatmomenttaughtmethatkindness,nomatterhowsmall,canrippleoutwardinwayswemayneversee.Sometimes,thegreateststrengthliesnotinliftingourselves,butinliftingothersalongtheway.Theworldmaybevast,buteventhetiniestlightcanguidesomeoneoutofthedarkness.【成長類】Thatday,Irealizedthatgrowthdoesn’tcomefromcomfort—itcomesfromthechallengeswechoosetoface.Lifeisn’taboutwaitingforthestormtopass,butlearninghowtodanceintherain.Thehardestbattlesaren’tfoughtwithfists,butwiththequietdeterminationtokeepgoing.Failurewasn’ttheend—itwasjustthebeginningofalessonIneededtolearn.【堅持/毅力類】Victoryisn’talwaysaboutcrossingthefinishlinefirst—it’saboutrefusingtostopuntilyoudo.Successisn’tmeasuredintrophies,butintheobstaclesweovercometoearnthem.Thedifferencebetweenimpossibleandpossibleliesinaperson’sdetermination.【人生哲理類】Lifedoesn’tgiveuswhatwewant—itgivesuswhatweneedtobecomewhowe’remeanttobe.Happinessisn’tfoundinperfecti