浙江省2019年高考英語二輪復習 讀后續(xù)寫專練（一）至（四）訓練.doc

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讀后續(xù)寫專練 答案提供詳盡解析，旨在指導考生拓展寫作思路，提升寫作能力。 讀后續(xù)寫專練(一) A (2018金麗衢十二校高三第二次聯(lián)考)閱讀下面短文，根據所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。 It was an unusually quiet day in the emergency room on December 25.Quiet, that is, except for those who were standing around the nurses’ station plaining about having to work Christmas Day. I was triage nurse that day and had just been out to the waiting room to clean up. Just then five bodies showed up at my triage desk, a pale woman and four small children. “Are you all sick？” I asked suspiciously. “Yes，” she said weakly and lowered her head. But when it came to descriptions of their present problems, things got a little vague. Two of the children had headaches, but the headaches weren’t acpanied by the normal body language of holding the head or trying to keep it still. Two children had earaches, but only one could tell me which ear was affected. The mother plained of a cough but seemed to work to produce it. Something was wrong, but I didn’t say anything. I explained to the mother that it might be a little while before a doctor saw her. She responded, “Take your time; it’s warm in here.” She turned and, with a smile, guided her children into the waiting room. On a hunch (call it nursing judgment), I checked the chart after the admitting clerk had finished registering the family. No address — they were homeless. The waiting room was warm. I looked out at the family huddled by the Christmas tree. The smallest one was pointing at the television and exclaiming something to her mother. The oldest one was looking at her reflection in a decoration on the Christmas tree. I went back to the nurses’ station and mentioned we had a homeless family in the waiting room.The nurses, plaining about working Christmas, turned to passion for a family just trying to get warm on Christmas. Then our team went into action, much as we do when there’s a medical emergency.But this one was a Christmas emergency. A special Christmas party was to be held. 注意： 1．所續(xù)寫短文的詞數(shù)應為150左右； 2．至少使用5個短文中標有下劃線的關鍵詞語； 3．續(xù)寫部分分為兩段，每段的開頭語已為你寫好； 4．續(xù)寫完成后，請用下劃線標出你所使用的關鍵詞語。 Paragraph 1： We were all offered a free meal in the hospital cafeteria on Christmas Day, Paragraph 2： When the party ended, as the family walked to the door to leave, 一、試題詳解 1．核心內容 短文主要內容為：圣誕節(jié)當日，作者在醫(yī)院護士站加班時遇到無家可歸的一家人，一位母親帶著四個孩子以看病為由留在醫(yī)院候診室取暖。得知這件事，護士站所有的護士停止了對加班的抱怨，用心地為這家人舉辦了一個緊急而特殊的圣誕聚會，不僅給這一家人帶來了溫暖，也為自己留下了難忘的記憶。 2．寫作思路 (1)明確故事人物。 故事中主要人物為作者(護士)、護士站的護士們、無家可歸的一家人(一位母親和四個孩子)。 (2)理清故事主要事件。 作者(值班護士)遇到前來看病的一家人；作者發(fā)現(xiàn)這一家人無家可歸，想以看病為由留在醫(yī)院候診室取暖；作者將此事告訴其他護士，護士們出于同情，決定幫助這一家人舉行一個緊急而特殊的圣誕聚會。 (3)根據已知人物、事件及續(xù)寫段落的開頭語預測故事發(fā)展。 故事總體的發(fā)展可能是護士們在短時間內精心為這一家人準備圣誕聚會，這一家人度過了溫暖而美好的圣誕節(jié)，并向醫(yī)院的護士們表達他們的感激之情。續(xù)寫第一段：護士們圣誕節(jié)這一天在醫(yī)院可以領取免費餐，很可能他們用這個機會為聚會準備了食物。過圣誕節(jié)還需要準備禮物，可以寫護士們如何想辦法準備禮物。這一段主要描述護士們精心準備的過程。續(xù)寫第二段：聚會結束，這一家人準備離開。這樣的場合可以描寫這一家人的感受和反應。他們內心一定是充滿感激的，也一定會通過言語和行為表達這種感激之情。同時，可以考慮護士們的反應和感受，對照文章一開始的抱怨，護士們此刻的內心應該也是感動和幸福的。 (4)結合下劃線詞語羅列寫作要點。 結合下劃線詞語和短文內容，展開盡可能豐富的想象，羅列出盡可能多的故事發(fā)展情節(jié)。例如，第一段可以通過提出以下問題來獲取寫作要點： What did the nurses prepare for the Christmas party? How did the nurses get what they needed for the party in such a short time? Where was the party held? What did the family do in the party? Did they enjoy the party? 第二段可以通過提出以下問題來獲取寫作要點： How did the family feel after the party? What did they say to the nurses when they left? What did they do when they left? How did the nurses feel when the family left? Did they still plain about working on Christmas Day? 二、參考范文 Paragraph 1： We were all offered a free meal in the hospital cafeteria on Christmas Day, so we asked for that meal and prepared a banquet for our Christmas guests. We also needed presents, so we put together candies, fruits and other things available from different apartments. Rushing in and out of the waiting room, our team made great efforts to make a warm party to meet the needs of the homeless family who just wanted to warm themselves on Christmas Day. Paragraph 2： When the party ended, as the family walked to the door to leave, the mother came running back, gave me a hug and whispered, “Thanks for being our angels today.” As she got back to her children, they all waved one more time. Inside the nurses’ station, there stood a group of nurses with tears of joy in their eyes, who worked a Christmas Day that they will never forget. 三、范文解析 范文圍繞短文的內容進行了合情合理的續(xù)寫。根據原文的最后一句話，以及續(xù)寫第一段所給的開頭語，可以推測文章接下來描述護士們忙著準備聚會的過程。根據生活常識，聚會需要準備食物、禮物。根據上文，聚會的地點應該在候診室，護士們匆忙進出，為準備聚會付出了極大的努力。第二段根據所給的開頭語“聚會結束，一家人準備離開”，描述離開時這一家人表示感激的語言和行為。同時，呼應短文開頭護士們的埋怨的情緒，描述故事結尾護士們的感受，通過情感的變化體現(xiàn)故事的主題。 四、提煉歸納 1．立足主體拓展情節(jié) 萬事開頭難。續(xù)寫最難的是從何開始。在這一點上我們可以立足主體。主體的選擇應參考短文所提供的關鍵詞語以及續(xù)寫兩段給出的開頭語。然后從主體出發(fā)，結合故事情節(jié)的發(fā)展，提出以主體為中心的各個問題，進行篩選和整合。例如范文中我們抓住“our team (nurses)”，“the family”以及“the party”三個主體，第一段的續(xù)寫根據首句主語We以及原文的最后一句“A special Christmas party was to be held.”來確定本段的主體為“our team”和“the party”，圍繞這兩個主體確定本段圍繞“How did our team prepare for the party？”這個話題展開。第二段根據時間狀語從句中的主語“the family”來確定本段的主體“the family”，結合故事發(fā)展，確定本段圍繞“How did the family react to what we did？”這個話題展開。 2．巧妙利用空間名詞銜接 記敘文經常按照時間順序或空間順序來銜接語篇。在進行構思續(xù)寫的時候，時間順序往往是最先考慮到的。但很多時候，空間名詞的巧妙利用不僅可以起到銜接的作用，還可以給人以生動的畫面感。例如范文第一段的續(xù)寫中，“Rushing in and out of the waiting room”，以及第二段的“Inside the nurses’ station”兩個空間名詞的使用，既銜接了前后的內容，又以一種鏡頭切換的方式給人以生動的畫面感。 B (2018臺州中學高三上學期統(tǒng)練)閱讀下面短文，根據所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。 Steve, a twelveyearold boy with alcoholic parents, was about to be lost forever, by the U．S.education system. He could read, yet, in spite of his reading skills, Steve was failing. He had been failing since first grade. Steve was a big boy, looking more like a teenager than a twelveyearold, yet, Steve went unnoticed ... until Miss White came. Miss White was a smiling, young, beautiful lady. For the first time in his young life, Steve couldn’t take his eyes off his teacher; yet, still he failed. In the middle of the first semester of school, the entire seventh grade was tested for basic skills.Steve hurried through his tests, and continued to dream of other things. His heart was not in school, but in the woods, where he often escaped alone camping there, trying to shut out the sights, sounds and smells of his alcoholic home. No one checked on him to see if he was safe. No one knew he was gone, because no one cared. Oddly, Steve never missed a day of school. One day, Miss White’s impatient voice broke into his daydreams. “Steve！” Startled, he turned to look at her. “Pay attention！” She began to go over the test results for the seventh grade. “You all did pretty well，” she told the class，“except for one boy, and it breaks my heart to tell you this, but ...” She hesitated, pinning Steve to his seat with a sharp stare, her eyes searching his face. “The smartest boy in the seventh grade is failing my class！” She just stared at Steve, as the class spun around for a good look. Steve dropped his eyes and carefully examined his fingertips. After that, Steve still wouldn’t do his homework. Even as the punishments became more severe, he remained stubborn. “Just try it! ONE WEEK！” He was unmoved. “You’re smart enough! You’ll see a change！” Nothing fazed him. “Give yourself a chance! Don’t give up on your life！” Nothing. “Steve! Please! I care about you！” Wow! Suddenly, Steve got it! Someone cared about him? Someone, so beautiful and perfect, CARED ABOUT HIM？！ 注意： 1．所續(xù)寫短文的詞數(shù)應為150左右； 2．至少使用5個短文中標有下劃線的關鍵詞語； 3．續(xù)寫部分分為兩段，每段的開頭語已為你寫好； 4．續(xù)寫完成后，請用下劃線標出你所使用的關鍵詞語。 Paragraph 1： Steve went home from school, thoughtful, that afternoon.　 Paragraph 2： The following Monday, Miss White, gave a quiz on the weekend homework.　 一、試題詳解 1．核心內容 短文主要內容為：12歲的男孩Steve的父母都是酒鬼，為逃離滿是酒精味的家，他常一個人去樹林里露營。自上學以來他考試從未及格，從來沒有人關注和關心他，直到他七年級的時候遇到了Miss White。Steve“愛”上了這位年輕漂亮的女老師，但即便如此，無論老師怎么關注他，在全班同學面前鼓勵他，他在學習上還是無動于衷，考試還是不及格。直到有一次老師對他說她很關心他，這一句話他才聽進去了。 2．寫作思路 (1)明確故事人物。 故事中主要人物為七年級男孩Steve和他的老師Miss White。 (2)理清故事主要事件。 Steve因家庭原因性格孤僻，缺乏關注和關心，考試從未及格，直到遇到Miss White，情況才得以改變。 (3)根據已知人物、事件及續(xù)寫段落的開頭語預測故事發(fā)展。 故事總體的發(fā)展可能是Steve聽進去了老師的那句“我關心你”，內心受到了極大的沖擊，開始思考與改變。第一段續(xù)寫根據首句“那天下午，Steve滿懷思緒地回家”可以推斷這一天的回家過程一定有所不同。結合上文，Steve的父母是酒鬼，他討厭待在家里，常常一個人去樹林玩，所以那天下午回家之后他還是有可能去樹林，但這一次一定是與學習有關。第二段續(xù)寫根據首句“周一老師進行了周末作業(yè)的測試”，可以預測這一次考試Steve的表現(xiàn)肯定出乎老師的預料，他應該通過了考試。 (4)結合下劃線詞語羅列寫作要點。 結合下劃線詞語和短文內容，展開盡可能豐富的想象，羅列出盡可能多的故事發(fā)展情節(jié)。例如，根據第一段首句抓住關鍵詞語“went home”可以提出以下問題來獲取寫作要點： What did Steve usually do when he went home after school? What did he usually see when he went home? How did he feel at home? Did he do something different that afternoon? If he did, what was different this time? 第二段可以根據首句提示羅列兩個人物的以下關鍵詞來獲取寫作要點： Steve: hurried through the test, handed in the test paper, sat in the seat, looked at Miss White, the smartest boy in the seventh grade，passed the test； Miss White: went through the paper, examined it carefully, wore a surprised look, looked at Steve, smile等。 二、參考范文 Paragraph 1： Steve went home from school, thoughtful, that afternoon.Walking into the house, he took a look around. Both parents were drunken and passed out, the room filled with smell of alcohol! With a look of disgust, he quickly gathered up his camping equipment, a jar of peanut butter, a loaf of bread, a bottle of water ... and this time, his schoolbooks. Determined, he headed for the woods. Paragraph 2： The following Monday, Miss White, gave a quiz on the weekend homework. Steve hurried through the test, and was the first to hand in his paper. With a look of surprise, Miss White took his paper. Obviously puzzled, she began to look it over. Steve walked back to his desk, sitting and looking at the beautiful lady. Miss White’s face was in total shock! Suddenly, her face broke into a bright smile. The smartest boy in the seventh grade had just passed his first test! 三、范文解析 范文第一段根據開頭語提示“那天下午，Steve滿懷思緒地回家”可推知，之后描寫了他回家以后發(fā)生的變化。根據前面的短文，我們了解到Steve的家庭情況：父母是酒鬼，他討厭家里的樣子、聲音和味道，為逃避這些，他常常一個人跑去樹林露營。根據這些信息范文首先描寫了Steve回家以后看到的家里的情景：父母醉酒昏睡，家里酒氣熏天。Steve對于這些感到惡心厭惡，于是帶上露營設備、食物和水去樹林。但是這一次因為老師的那句話，他帶上了課本，臉上露出堅定的表情，表明了他內心的改變。第二段根據首句應該描寫課堂測試的情況，根據上文預測結果應該是通過了考試。范文將考試過程中Steve和老師的動作、表情和心理都細致地呈現(xiàn)出來。 四、提煉歸納 1．充分挖掘文章信息 讀后續(xù)寫不是天馬行空，而是要在充分了解原文內容的基礎上根據原文的邏輯線索去拓展文章的情節(jié)。換句話說，續(xù)寫的內容要能在文章中找到支持的證據。所以續(xù)寫構思時要充分挖掘文章的信息，不僅僅關注關鍵詞語和主體的故事情節(jié)，還要關注一些貌似不重要的細節(jié)。這篇范文的第一段就充分關注了文中關于“his alcoholic parents”以及“he often escaped alone camping there (in the woods)”的細節(jié)，在續(xù)寫時描寫了家里的場景以及他去樹林的行動。 2．以“行為動作”為中心 續(xù)寫需對文章的情節(jié)進行拓展，而情節(jié)的發(fā)展應該以“行為動作”為中心，因此在續(xù)寫時要注意關注動作的延續(xù)，豐富動詞的使用，避免整段描寫心理感受。對表情、感受等的描寫應作為修飾和補充。例如這篇文章第一段的續(xù)寫容易寫成心理活動，如Steve回家以后想：“……”第二段范文對考試過程的描寫用了“hurried through, hand in, took, look over, walked back, broke into”等動詞，還用狀語等形式描寫表情和感受，如“With a look of surprise, Obviously puzzled”等，避免簡單敘述結果，大筆墨描寫感受的情況。 C (2018浙江省名校聯(lián)盟高三第二次聯(lián)考)閱讀下面短文，根據所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。 In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get — a teaching job at what I considered a distant wild area: western New Jersey.My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen — teaching English. School started, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth grade class who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher.I wanted to make literature e alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room. In college I had been taught that a successful educator should ignore bad behavior. So I did.I was confident that the bad behavior would disappear as I gave my students positive attention. But in fact, humans particularly teenagers rarely seem reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise. My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes. 注意： 1．所續(xù)寫短文的詞數(shù)應為150左右； 2．至少使用5個短文中標有下劃線的關鍵詞語； 3．續(xù)寫部分分為兩段，每段的開頭語已為你寫好； 4．續(xù)寫完成后，請用下劃線標出你所使用的關鍵詞語。 Paragraph 1： After class, I took a deep breath and walked into his office.　 Paragraph 2： Fifteen years later, I still drive that winding road to the same school.　 一、試題詳解 1．核心內容 短文的主要內容為：一位剛工作的年輕新教師在課堂上無視和放任孩子們的違紀現(xiàn)象。有一天，素以嚴格、做事雷厲風行聞名的校長在聽課時發(fā)現(xiàn)了課堂無序和老師的不作為，憤然離開教室。 2．寫作思路 (1)明確故事人物。 該事件的主要人物是學校校長、新教師(作者)以及他的學生。 (2)理清故事主要事件。 新教師雖抱有滿腔熱情投入教學，卻不知如何正確處理學生在課堂上的違紀行為；行事嚴格的學校校長在聽課時發(fā)現(xiàn)了老師的不作為并憤然離開。 (3)根據已知人物、事件，以及續(xù)寫段落的開頭語預測事件的發(fā)展。 該事件的總體發(fā)展趨勢可能是下課后新教師戰(zhàn)戰(zhàn)兢兢地走進校長辦公室準備接受校長的嚴厲批評，并做好了可能隨時被炒魷魚的心理準備。結果出人意料，校長語重心長地和教師分析了問題，并給出了良好的建議。深受影響的新教師反思自我，逐漸成長為一名優(yōu)秀的教育工作者。續(xù)寫第一段：下課之后，新教師走進校長辦公室，等待校長的批評，但出乎意料的是校長并沒有嚴厲責備新老師，而是耐心地分析問題，并提供了一些可行的建議。新教師深受鼓舞，下定決心好好干。續(xù)寫第二段：15年過后該教師仍然在那所學校教學，還和校長經常坐在一起談論學生的問題。在校長的影響下，教師明白了教育的真諦，并成長為一名成功的教育工作者。 (4)結合下劃線詞語羅列寫作要點。 結合下劃線詞語和短文內容，通過提問的方式豐富故事情節(jié)。第一段中根據開頭語，提出以下問題來豐富故事： What did the boss say? How did the new teacher respond to the boss? What would the boss do? Was the teacher fired? If the teacher was not fired, what would he do with the students? 第二段可以通過下列問題來獲取寫作要點： Did the teacher still ignore the bad behavior of his students? What’s the relationship between the boss and the teacher? Did he enjoy his work? What kind of teacher would he bee? 二、參考范文 Paragraph 1： After class, I took a deep breath and walked into his office.I said nothing, just thinking that I would be fired.To my great surprise, my boss didn’t glare at me with burning eyes. Instead, he patiently named my problems that as a teacher I shouldn’t have ignored the bad behavior of my students. We discussed how I could deal with the situation I met. Finally, I was encouraged and full of confidence when leaving the office. Paragraph 2： Fifteen years later, I still drive that winding road to the same school.My boss and I always sit together, talking about the new students and their problems. In fact, he bees my teacher by teaching me the truth of education — “The secret to education lies in respecting the pupil.” Thanks to the help I received from him that first year, I have grown as a successful educator as he is now. 三、范文解析 范文根據所提示的內容進行了合情合理的續(xù)寫。該文章對學生以后的職業(yè)生涯有著良好的引導和啟示作用，告訴我們要正視職業(yè)中所遇到的問題，并積極面對和解決問題。此外，對自己的職業(yè)要有正確的認識和定位，通過了解職業(yè)價值觀來明確自己的努力方向，以實現(xiàn)自己真正的價值。因此，在第一段中，續(xù)寫重點為新教師在校長的指導下明白自己的問題所在，并下定決心做出改變。第二段的重點落在在長期的教育教學工作中和校長的影響下，教師悟出了教育的真諦，成為一名出色的教育工作者。 四、提煉歸納 1．保持與原文的同一性 所謂“同一”就是主題的同一、人物的同一和線索的同一。主題的同一就是在續(xù)寫時緊扣所給的開頭語和短文的中心思想，不得脫離原主題，并對原主題進行深化和升華。例如本篇文章的主題就是教師通過在教育過程中遇到的問題來明確自己職業(yè)的努力方向，成長為一名優(yōu)秀的教育工作者。人物的同一即不隨意添加新人物，在已給人物的基礎上，遵循人物特點發(fā)展的規(guī)律性。本篇文章的主要人物新教師，是在層層選拔、競爭激烈的情況下獲得的教師這份工作，自身對這份職業(yè)充滿了理想主義的熱情。以人物的性格來續(xù)寫，該教師即使遇到問題，也會堅持不懈。線索的同一就是要遵循原文明示或暗示的線索，充分發(fā)揮自己的主觀想象，發(fā)展故事，完成符合邏輯的推理和續(xù)寫。續(xù)寫的第二段的開頭是“15年后教師還在這所學校任教”，根據這樣的暗示，可以推理出外表看似嚴格苛刻的校長在事后給了教師必要的職業(yè)指導，并幫助他逐漸成長為優(yōu)秀的教育工作者。 2．保證整篇文章的完整性 所續(xù)寫的部分與已給部分結合在一起，必須是一篇完整的文章。因此要注意銜接自然，根據原文交代的情節(jié)通過想象來發(fā)展故事，預測結果。因為人物是記敘文的主體，所以續(xù)寫的故事情節(jié)可以圍繞人物的語言、心理、活動、表情等加以豐富，也可以用提問題的形式來擴充內容。最后根據文章邏輯合理推理出故事的結局，或給出一個啟示性的總結或評論，這樣更能起到深化和升華主題的作用。 讀后續(xù)寫專練(二) A (2018寧波市高三模擬)閱讀下面短文，根據所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。 We have all heard the expression：“Remember to stop and smell the roses.” But, how often do we really take time out of our busy fastpaced lives to notice the world around us? I have reflected back on one situation many times since it happened and have learned several powerful lessons from it. I am as guilty as anyone of ignoring the world around in this manner, especially when I am driving on California’s overcrowded streets. A short time ago, however, I witnessed an event that showed me how being wrapped up in my own little world has kept me from being fully aware of the bigger world picture around me. I was driving to a business appointment and, as usual, I was planning in my mind what I was going to say. I came to a very busy crossroads where the stoplight had just turned red. “All right，” I thought to myself, “I can beat the next light if I race ahead of the pack.” My mind and car were in autopilot, ready to go when suddenly my absentminded state was broken by an unforgettable sight. A young couple, both blind, was walking arminarm across this busy crossroads with cars whizzing by in every direction. The man was holding the hand of a little boy, while the woman was holding something tightly in her hands that sling to her chest, obviously carrying a child. Each of them had a white walking stick extended, searching for clues to navigate them across the crossroads. Initially I was moved. They were overing what I felt was one of the most feared handicaps — blindness. “Wouldn’t it be terrible to be blind？” I thought. With