1

前言 3

前言：新高考读后续写实践指南 基础版

读后续写和概要写作新高考地区，如浙江省，高考试卷中书面表达的重要题型。读后续

写和概要写作都属于综合性语言测试，通过阅读与写作紧密结合，把语言输入与输出整合在

同一语境中，主要考查出学生的文本解读能力，合理想象能力，情节构思能力，创新表达能

力和语言运用能力。

本书有别于普通的高考书面表达助学读物，以最新考试大纲、课程标准和考试说明为依

据，整合一线教师教学资源，由浙江、上海等地名师历经两年反复研讨和课堂实践，最终汇

编成书，为帮助学生适应新高考，完善备考策略提供精准辅导，助力高中英语外语教学。

为提高读后续写技能的针对性，编者吃透最新《普通高等学校招生全国统一考试英语科

考试说明》的精神，严格按照话题、语言、思维和运用等方面进行编写，全面开发续写微技能，

领先全国！

本书第一章为读后续写微技能；第二章为细节描写集锦；第三章为读后续写篇章训练。

所有内容力求贴近高考，严谨科学。

通过本书，你将获得以下 14 个微技能：

1. 如何快速多角度解读前文内容

2. 如何解读拟定标题

3. 如何瞬间构思微型故事

4. 如何根据划线词构思情节

5. 如何巧妙衔接

6. 如何设计精彩的结尾

7. 如何设计对话

8. 如何识别定位提升描写技能

9. 如何通过外貌描写塑造人物形象

10. 如何通过心理描写塑造人物形象

11. 如何通过动作描写塑造人物形象

12. 如何通过场景描写塑造人物形象

13. 如何通过语言描写塑造人物形象

14. 如何采用修辞用法为文章增色

编者立足课堂实践，反复研讨，多维度，深层次，全方位开发续写微技能，在编排上循

序渐进，逐步提升，让你学了一个章节，掌握一种技能，提高一点分值。

4 新高考英语读后续写实践指南

本书将在以下几个方面协助你提高写作能力：

1. 采用学练结合方式，注重实效： 本书在阐述每个板块的特点与重要性之后，举一案例，

详细解析，然后编制几个习题训练微技能，并提供参考答案。这种基于“原理—案例—解析—

训练—校正”学练结合的实效型编写方式让学生举一反三，触类旁通。

2. 体验独创性过程写作：为了增强本书的操作性，本书的编写概念是从句式入手，段落

跟进，篇章结局。续写过程技能包括如何解读原文？如何构思情节（包括如何营造冲突）？

如何细腻表达？如何增添亮点？如何保持语言风格一致？在篇章续写这一章节中特别增加了

过程写作支架，从写作内容，写作思路，写作技能和写作语言等方面为学生提供过程写作支架，

以“师生共思共写”的训练方式提升学生的思维能力和续写能力。

3. 从微入手，直击本质，解决根源问题：本书编写理念定位“新课标、新考纲、新作文”。

编写内容定位“思维、语言、技能”，立求让学生“掌一技，做一题，会一类”。因此，本

书既可作为高一、高二师生课堂续写教学的参考和学习用书，同时也是高三师生高考复习，

提高续写得分的良师益友。特别指出的是，本书在教师带领下使用，效果更佳。

4. 一线名师亲授技能：本书所有资源来自全省一线教师的教学素材，编委均为长期奋战

在高中英语教学第一线教学名师、各地市骨干教师、高级教师，具有丰富的教学经验和备考

策略。在篇章部分，特意增加了来自一线名师的六篇下水作文（2018 年 6 月的高考读后续写），

可谓精彩纷呈，各具特色。

5. 开发实战提高路径和互动性学习工具。批改网智能写作扫码批改，秒批秒改，为每所

学校打造写作大数据，提供个性化服务，“私家英语资源库”微信公众平台为您实时线上答疑。

本书与《新高考概要写作实践指南精读版》为姊妹篇。基础版与精读版，珠联璧合，助

你写作所向无敌！

新高考是新挑战，更是新机遇！虽几经校改，但书中仍难免会有不足之处，恳请广大师

生批评指正，反馈缺点与错误，提出修改意见，我们一起努力，共同进步！

目录 1

目　录

第一章 读后续写微技能

　第一节 多角度解读前文内容

　第二节 赏析标题 巧拟标题

　第三节 快速构思微型故事

　第四节 进行多维度衔接

　第五节 设计精彩结尾

　第六节 设计有效对话

　第七节 识别、定位和提升描写技能

　　　（一）描写存在的问题

　　　（二）如何定位描写

　　　（三）如何提升描写技能

　第八节 通过细节描写塑造人物形象

　　　（一）通过动作描写塑造人物形象

　　　（二）通过场景描写塑造人物形象

　　　（三）通过外貌描写塑造人物形象

　　　（四）通过心理描写塑造人物形象

　　　（五）通过语言描写塑造人物形象

　　　（六）运用修辞手法为文章增色

第二章 细节描写素材分类集锦

　第一节 准确生动的动作描写 50 句

　第二节 烘托主题的场景描写 60 句

2 新高考英语读后续写实践指南

　第三节 富有特点的外貌描写 50 句

　第四节 细微形象的心理描写 40 句

　第五节 地道口头交际语 50 句

　第六节 精彩英语修辞表达 40 句

　第七节 抒情、评述、议论微写作 55 句

　第八节 丰富文章语法结构的表达 40 句

第三章 支架式读后续写过程写作篇章

　第一节 记叙文：错误的寄存柜

　第二节 记叙文：无声的表达

　第三节 记叙文：风雪回家路

　第四节 记叙文：悲伤的爱情故事

　第五节 记叙文：断弦的小提琴

第一章　读后续写高分写作微技能 1

第一章　读后续写微技能

读后续写题型即提供一段 350 词以内的语言材料，要求考生依据该材料内容、所给段落

开头语和所示关键词进行续写（150 词左右），将其发展成一篇与给定材料有逻辑衔接，情

节架构自然，而且结构完整的短文（教育部考试中心，2015）。《考试说明》指出，在读后

续写评分时，主要应从以下四个方面考虑：（1）与所给短文及段落开头语的衔接程度；（2）

内容的丰富性和对所标出关键词语的应用情况；（3）语法结构和词汇运用的丰富性和准确性；

（4）上下文的连贯性。结合评分依据和课堂实践，笔者发现学生在读后续写中主要存在以下

几个问题：

1. 解读原文不到位，导致续写文不对题。

2. 语篇缺少铺垫和过渡，情节缺乏连贯，偏离主线，让人不知所云。

3. 内容缺乏创新性，言之无物；细节描写不到位；描写与叙述不分，运用比例失调。

4. 语言不规范，不地道。语言存在诸多中式表达现象，学生没有养成用英语思维的习惯。

要写好一篇文章，涉及的因素有很多，而写作基础是重中之重。没有扎实的语言基础，

写作就如同凭空建造空中楼阁，只能望洋兴叹。本章着眼写作语言基础，全面探讨读后续写

所需要的 14 个微技能。从细微入手，从小处着眼，全面解决学生日常写作中的根源问题。葛

炳芳老师在《英语阅读教学的综合视野》这一著作中提出的：文本的处理包括三个方面：内容、

语言、思维。其中，内容包括：事实、观点与文化。语言包括：文字、修辞与篇章。思维包

括逻辑、评判与创造。三者相辅相成，不可分割，但各有所侧重。在本章节，我们将从内容、

语言和思维这三个方面，探讨这 14 个微技能，夯实写作基础。

内容处理方面的微技能主要包括：如何多角度解读前文内容；如何解读标题并拟定标题。

语言方面处理的微技能主要包裹：通过细节描写塑造人物形象，主要有：通过动作描写、

场景描写、外貌描写、心理描写、语言描写塑造人物形象以及如何运用修辞，为文章增色。

思维层面处理的微技能主要包括：如何快速构思微型故事；如何根据划线词巧妙构思情

节；如何进行多维度衔接；如何设计精彩结尾；如何设计有效对话；如何识别定位并提升描

写技能 。本章将逐项展开以上讲解，以学练结合的方式进行。

第一节　多角度解读前文内容

读后续写是高考写作新题型，要求考生对所读材料进行续写，将其发展成一篇与给定材

料有逻辑衔接，情节架构自然，而且结构完整的短文（教育部考试中心，2015）。相比其它体裁，

2 新高考英语读后续写实践指南

记叙文的话题一般更贴近生活，有一定趣味性，给学生的想象空间较大，上下文连贯性较强，

语言容易把握，更适合于读后续写。因此本书的读后续写主要从记叙文展开。

什么是记叙文呢？记叙文是以记人、叙事、写景、状物为主，以写人物的经历和事物发

展变化为主要内容的一种文体形式。它的特点是通过生动形象的事件来反映生活并表达作者

的思想情感。记叙文常见的表达方式是叙述、描写、抒情、议论和说明。其中，叙述和描写

是记叙文最常见的表达方式。

一、 记叙文怎么读

记叙文的解读一般可以遵循以下四个视角：要素、情节、细节、关键句。

1. 读要素

记叙文有六要素，即 5W 词和 1H 词——“who、what、where、when、why、how”。因此，

我们往往可以有以下设问：“Who is it about?” “What happens?” “Where does it happen?”

“When does it happen?” “Why does it happen?” “How does it happen?”。

有时候一个文本并不具备所有的要素，可能只会涉及到其中的三到四个 ，我们可以根据

具体文本寻读具体要素。只要把这几个基本要素弄清楚了，文章的主要内容也就清晰地展现

在我们面前了。

案例 1

请读以下文本段落，找出文中六要素：who、what、where、when、why、how。（人教

版必修四第一单元课文 A Student of African Wildlife 中的第一段）

① It is 5:45 a.m. and the sun is just rising over Gombe National Park in East Africa.

② Following Jane’s way of studying chimps, our group are all going to visit them in the forest.

③ Jane has studied these families of chimps for many years and helped people understand how

much they behave like humans. ④ Watching a family of chimps wake up is our first activity of the

day. ⑤ This means going back to the place where we left the family sleeping in a tree the night

before. ⑥ Everybody sits and waits in the shade of the trees while the family begins to wake up and

move off. ⑦ Then we follow as they wander into the forest. ⑧ Most of the time, chimps either feed

or clean each other as a way of showing love in their family. ⑨ Jane warns us that our group is going

to be very tired and dirty by the afternoon and she is right. ⑩ However, the evening makes it all

worthwhile. 11 We watch the mother chimp and her babies play in the tree. 12 Then we see them go

to sleep together in their nest for the night. 13 We realize that the bond between members of a chimp

family is as strong as in a human family.

【案例解析】这是一段典型的记叙文文本，所以我们可以通过寻读文中的六要素，快速

掌握本段大意。从该段的第一句话“5:45 a.m.”，第 9 句的“by the afternoon”和第 10 句的

第一章　读后续写高分写作微技能 3

“the evening”，我们可以推断出事情发生的时间是“from morning to evening”。文中第一

段也直接告诉读者事情发生的地点是“Gombe National Park in East Africa”。通读全段，事件

人物也是显而易见的，我们可以归纳为“we”或者“our group”。而提取六要素中的“what，

how”往往是比较困难的一步。对于基础较弱的同学，可以借助文本中的“关键词”完成

这一步骤。关键词往往是文本中能概括或者提示一段话主旨大意的某个词语，多以动词或

者名词形式出现。比如在这段文字的描述中，我们可以聚焦在“visit, watch, sit, wait, follow,

realize”这些动词上，这样就不难概括出该段主要描述的是我们通过跟踪观察大猩猩，进一

步了解大猩猩的生活习俗这一事件。六要素中最后一个“why”则可以在文中的第二句和第

三句推断出来。综上所述，我们可以完成以下表格：

When from morning to evening

Where Gombe National Park

Who we

What We realize the bond between chimps is strong by following and observing them.

How follow and observe the chimps all day long

Why follow Jane’s way to study more about chimps

通过以上表格填写，我们可知本段大意为：Following Jane’s way to study chimps, we

observe the chimps all day long and realize the bond between them is strong.

2. 读情节

情节是指在叙事性文学作品中，旨在表现人物之间相互关系以及一系列生活事件的发展

过程，如联系、矛盾、同情、反感等的主要脉络。它由一系列展示人物性格和表现人物与人物、

人物与环境之间相互关系的具体事件构成。一般包括开端、发展、高潮、结局等部分。接下

来让我们来探讨如何概括故事情节。

（1）根据时间关键词

时间关键词在记叙文理解中起着重要作用，时间转换往往标志着事件的转换。读者在解

读文章时，要不断追踪时间信息，在时间转变的条件下将记叙文分割为不同事件。

案例 2

请快速浏览这篇文章，找出体现事件变化的时间关键词。（2017 年 6 月高考读后续写）

On a bright, warm July afternoon, Mac Hollan, a primary school teacher, was cycling from his

home to Alaska with his friends. One of his friends had stopped to make a bicycle repair, but they

had encouraged Mac to carry on, and they would catch up with him soon. As Mac pedaled ( 骑行 )

along alone, he thought fondly of his wife and two young daughters at home. He hoped to show them

this beautiful place someday.

4 新高考英语读后续写实践指南

Then Mac heard quick and loud breathing behind him. “Man, that’s a big dog!” he thought.

But when he looked to the side, he saw instantly that it wasn’t a dog at all, but a wolf, quickly

catching up with him.

Mac’s heart jumped. He found out his can of hear spray. With one hand on the bars, he fired

the spray at the wolf. A bright red cloud enveloped the animal, and to Mac’s relief, it fell back,

shaking its head. But a minute later, it was by his side again. Then it attacked the back of Mac’s

bike, tearing open his tent bag. He fired at the wolf a second time, and again, it fell back only to

quickly restart the chase（追赶）.

Mac was pedaling hard now. He waved and yelled at passing cars but was careful not to slow

down. He saw a steep uphill climb before him. He knew that once he hit the hill, he’d be easily

caught up and the wolf’s teeth would be tearing into his flesh.

At this moment, Paul and Beeky were driving their car on their way to Alaska. They didn’t

think much of it when they saw two cyclists repairing their bike on the side of the road. A bit later,

they spotted what they, too, assumed was a dog running alongside a man on a bike. As they got

closer, they realized that the dog was a wolf. Mac heard a large vehicle behind him. He pulled in

front of it as the wolf was catching up fast, just a dozen yards away now.

【案例解析】该篇中表示时间的关键词有“on…July afternoon”、“as”、 “then”、“

But when he…”、“a minute later”、 “then”、“now”等等，这些时间关键词紧凑串联，

给我们展现了Mac在骑行过程中，被狼追赶，危机四伏这样一个非常有画面感的场景，同时“at

this moment” “a bit later” “As they got close”这些时间关键词又从另一个视角，告知读者

救援的机会也在逐渐靠近。从这两方面的时间对比中，我们能体会到当时现场的危险和紧迫，

快速的掌握文章整体的文风和下文的走向。

（2）根据地点关键词

地点关键词显示了地点的变化，标示了情节的不断发展。把握住了地点，也就抓住了情

节的变化。

案例 3

A trip on “The True North”（人教版必修三第五单元）。

Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their

cousins in Montreal on the Atlantic coast. Rather than take the aero plane all the

way, they decided to fly to Vancouver and then take the train from west to east

across Canada. The thought that they could cross the whole continent was exciting.

Their friend, Danny Liu, was waiting at the airport. He was going to take them and their

baggage to catch “The true north”, the cross – Canada train. On the way to the station,

he chatted about their trip. “You ‘re going to see some great scenery. Going eastward,

第一章　读后续写高分写作微技能 5

you’ll pass mountains and thousands of lakes and forests as well as wide rivers and large

cities. Some people have the idea that you can cross Canada in less than five days, but they

forget the fact that Canada is 5,500kilometres from coast to coast. Here in Vancouver, you’re

in Canada’s warmest part .People say it is Canada’s most beautiful city, surrounded by

mountains and the Pacific Ocean. Skiing in the Rocky Mountains and sailing in the harbor

make Vancouver one of Canada’s most popular cities to live in. Its population is increasing

rapidly. The coast there that the trees are extremely tall, some measuring over 90 meters.”

That afternoon aboard the train, the cousins settled down in their seats. Earlier that day,

when they crossed the Rocky Mountains, they managed to catch sight of some mountain

goats and even a grizzly bear and an eagle. Their next shop was Calgary, which is famous for

the Calgary Stampede. Cowboys from all over the world come to compete in the Stampede.

Many of them have a gift for riding wild horses and can win thousands of dollars in prizes.

After two days’ travel, the girls began to realize that Canada is quite empty. At school,

they had learned that most Canadians live within a few hundred kilometers of the USA

border, and that Canada’s population is only slightly over thirty million, but now they

were amazed to see covered thousands of aces. After dinner, they were back in an urban

area, the busy port city of Thunder Bay at the top of the Great Lakes. Because of the Great

Lakes, they learned, Canada has more fresh water than any other country in the world. In

fact, it has one-third of the world’s total fresh water, and much of it is the Great Lakes.

That night as they slept, the train rushed across the top of Lake Superior, through the great forests

and southward towards Toronto.

【案例解析】该文章描述了李黛宇等人在加拿大乘坐火车的旅游经历。这辆名为“The

True North”的列车，起驶于 Vancouver, 最终驶向 Toronto. 我们在梳理文章内容的时候，可以

找出含有地点的句子 , 如上文中斜体的句子。通过这些句子，我们可以紧抓住火车途经的几

个站点，最终形成一条贯穿文章的地点线索。如下所示：Vancouver—The Rocky Mountains—

Calgary—A province—Thunder Bay—Toronto.

（3）根据事件发展主线

许多文章情节的展开或作者的情感表达都寄托在某一事件上。那么这个事件的人物、起

因、开端、发展、高潮、结局就是文章的线索，它贯穿全文。只要找到了这个线索，情节的

来龙去脉也就容易把握了。

案例 4

请在通读文章后，完成表格填写。（2016 年 10 月高考读后续写）

Para1: One weekend in July, Jane and her husband, Tom, had driven three hours to camp

overnight by a lake in the forest. Unfortunately, on the way an unpleasant subject came up and they

6 新高考英语读后续写实践指南

started to quarrel. By the time they reached the lake, Jane was so angry that she said to Tom, “I’m

going to find a better spot for us to camp” and walked away.

Para2: With no path to follow, Jane just walked on for quite a long time. After she had climbed

to a high place, she turned around, hoping to see the lake. To her surprise, she saw nothing but

forestland, far beyond, a snow-capped mountain top. She suddenly realized that she was lost.

Para3: “Tom!” she cried. “Help!”

Para4: No reply. If only she had not left her mobile phone in that bag with Tom. Jane kept

moving, but the farther she walked, the more confused she became. As night was beginning to fall,

Jane was so tired that she had to stop for the night. Lying awake in the dark, Jane wanted very much

to be with Tom and her family. She wanted to hold him and tell him how much she loved him.

Para5: Jane rose at the break of day, hungry and thirsty. She could hear water trickling（滴落）

somewhere at a distance. Quickly she followed the sound to a stream. To her great joy, she also saw

some berry bushes. She drank and ate a few berries. Never in her life had she tasted anything better

than those. Feeling stronger now, Jane began to walk along the stream and hoped it would lead her to

the lake.

Para6: As she picked her way carefully along the stream, Jane heard a helicopter. Is that for me?

Unfortunately, the trees made it impossible for people to see her from above. A few minutes later,

another helicopter flew overhead. Jane took off her yellow blouse, thinking that she should go to an

open area and flag them if they came back again.

Characters

Beginning

development

The climax is when…

How will the problem be solved? (in your opinion)

【案例解析】 材料讲述了 Jane 在一次户外野营时因小事与丈夫 Tom 赌气，独自离开野

营地后在森林中迷路的故事。Jane 和 Tom 是故事的核心人物。 “lake”和 “stream” 是故事

发生的关键地点。故事发生的背景在文中第一段和第二段做了陈述，因此我们不难找到开端

是 Jane 和 Tom 的争吵导致 Jane 出走。文中第三段和第四段重点描述了随着天色渐晚，Jane

仍然迷路以及她后悔的心情。这部分的描写突出了 Jane 困难的处境。文中第五、六两段则出

现了转机：Jane 找到了食物和水源，并听到直升机的声音。这个部分我们可以视为是本文的

高潮。那么文章的后续发展必定是围绕直升机展开，而 Jane 的最终结局也应该是被成功营救。

第一章　读后续写高分写作微技能 7

【参考答案】

Characters Jane and Tom

Beginning Jane and Tom quarreled with each other and Jane was so angry. So

she walked away.

It got worse when… Jane walked on for quite a long time but lost her way. Unfortunately,

the night was beginning to fall.

The climax was when… The next day, she heard the sound of a helicopter but the helicopter

didn’t find her.

How will the problem be

solved? (in your opinion)

Maybe, with the help of her yellow blouse, Jane would be found by

the helicopter.

3. 读细节

细节描写是指对人物某些细小的言行举止或细微事物的描写，有时候也把细致的自然环

境和社会环境描写视为细节描写。细节描写是刻画人物性格，揭示人物内心世界，表现人物

细微复杂情感，点化人物关系，暗示人物身份处境，推动情节发展，增强故事氛围，揭示主

题思想的重要方式。细节是生动的，就像是树干上的花朵和绿叶。因此细节描写是记叙文描

写中的核心部分 , 有了细节描写 , 文章就有了生气。细节描写可以分为与人物相关的细节描写

和与场景、环境有关的细节描写。因为人物细节描写在记叙文中占有很大的比重，所以此处

我们着重分析人物细节描写。那么我们该怎么通过分析人物的细节描写“读懂”人物，揭示

主题呢？我们可以关注人物所看、所说、 所做、所闻、所想与所感。人物的语言能表现人物

的出身、教养、经历和性格，让人读了如闻其声，如见其人。人物的所作所为是其思想和性

格的表现。人物的内心世界是很丰富的，心理描写能充分揭示出人物内心的喜、怒、哀、乐、

爱慕、思念、苦闷、痛苦、怨恨、惊恐、嫉妒等等情感变化。人物思想感情的变化又推动了

情节的发展。当读者抓住人物情感变化主线时，往往就厘清了文章的情节，如 Elias’ story（人

教版必修一 第五单元）。此文中 Elias 的情绪变化贯穿始终：从最初在金矿找到工作时对生

活的知足，到没有身份证而面临失业时的沮丧，再到经 Mandela 帮助重获工作时的欣喜，转

至黑人遭遇不平等待遇时的愤怒。若读者在阅读时能抓住这条人物情感变化的主线，即可预

测并续写故事。

案例 5

文本同上一案例，请根据文中人物的动作语言，分析人物的性格特征。（2016 年 10 月

份高考读后续写前文）

8 新高考英语读后续写实践指南

Figures Behaviors Characters and Feelings

Jane

so angry, walked away

hoping to see the lake, wanted very much to be

with Tom and tell him how much she loved him.

She cried, “Help!”, confused, so tired, hungry

and thirsty.

I’m going to find a better spot for us to camp,

followed the sound, hoped it would lead her to the

lake, should go to an open area and flag them

Tom

had driven three hours to camp overnight

started to quarrel

【案例解析】通过分析人物行为，可知 Jane 性格急躁，容易生气，但她同时也非常聪明，

能够通过溪流去寻找湖泊，知道黄色颜色醒目能够远距离地吸引搜救者。此外，Jane 也非常

爱 Tom，对自己单独离开的行为很后悔。从 Tom 的言行中，我们也可以推测他脾气急躁但具

有丰富的野营知识等。因此我们可以完成下表：

Figures Behaviors Characters and Feelings

Jane

so angry, walked away bad-tempered, stubborn

,impulsive

hoping to see the lake, wanted very much to be with

Tom and tell him how much she loved him.

regretful, love Tom, eager to

come back to Tom

She cried , “Help!”, confused, so tired, hungry

and thirsty.

scared

I’m going to find a better spot for us to camp,

followed the sound, hoped it would lead her to the

lake, should go to an open area and flag them

clever, experienced

Tom

had driven three hours to camp overnight love camping, experienced

started to quarrel bad-tempered, stubborn

4. 读关键句

关键句是指在文章中有重要地位和作用的句子。他们往往是不同层次的中心句，或者是

第一章　读后续写高分写作微技能 9

结构上的领起句、总结句和重要的过渡句或者是表达上有特色的句子。我们可以把它们分为

“中心句”、“过渡句”、“哲理深厚句子”三种类型。

（1）中心句

中心句一般告诉读者整个文章的主旨大意。有些名著往往在第一句话就交代了故事的人

物与事件有些甚至是整部著作的神韵所在。例如， “He was an old man who fished alone in a

skiff in the Gulf Stream and he had gone 84 days now without taking a fish.” 他是个独自在湾流

中一条小船上钓鱼的老人，至今已经有 84 天了，一条鱼也没逮住（《老人与海》 欧内斯特 •

海明威）。

（2）过渡句

段落的开头或末尾往往有一些过渡性的句子。找到了过渡句，也就找到了一条把握文章

整体内容的捷径。人教版必修二 第四单元 Reading —How Daisy learned to help wildlife 中有一

些过渡句。

Daisy had always longed to help endangered species of wildlife. One day she woke

up and found a flying carpet by her bed.”Where do you want to go?” it asked. Daisy

responded immediately.”I’d like to see some endangered wildlife,” she said.” Please

take me to a distant land where I can find the animal that gave fur to make this sweater.”

At once the carpet flew away and took her to Tibet. There Daisy saw an antelope looking

sad. It said, “We’ re being killed for the wool beneath our stomachs. Our fur is being

used to make sweaters for people like you. As a result, we are now an endangered species.”

At that Daisy cried, “I’m sorry I didn’t’ t know that. I wonder what is being done to

help you. Flying carpet, please show me a place where there’ s some wildlife protection.”

The flying carpet travelled so fast that next minute they were in Zimbabwe. Daisy turned around and

found that she was being watched by an elephant.”Have you come to take my photo?”it asked. In

relief Daisy burst into laughter.” Don’ t laugh,” said the elephant,” We used to be an endangered

species. Farmers hunted us without mercy. They said we destroyed their farms, and money from

tourists only went to the large tour companies.” So the government decided to help. They allowed

tourists to hunt only a certain number of animals if they paid the farmers. Now the farmers are

happy and our numbers are increasing. So good things are being done here to save local wildlife”.

Daisy smiled.” That’ s good news. It shows the importance of wildlife protection, but I’ d like to help

as the WWF suggests.” The carpet rose again and almost at once they were in a thick rainforest. A

monkey watched them as it rubbed it self.” What are you doing?” asked Daisy.”I’m protecting

myself from mosquitoes,” it replied.”When I find a millipede insect, I rub it over my body. It

contains a powerful drug which affects mosquitoes. You should pay more attention to the rainforest

where I live and appreciate how the animals live together. No rainforest, no animals, no drugs.”

10 新高考英语读后续写实践指南

Daisy was amazed.”Flying carpet, please take me home so I can tell WWF and we can begin

producing this new drug. Monkey, please come and help.” The monkey agreed. The carpet flew

home. As they landed, things began to disappear. Two minutes later everything had gone - the

monkey, too. So Daisy was not able to make her new drug. But what an experience! She had learned

so much! And there was always WWF...

如 第 一 段 文 末：“Flying carpet, please show me a place where there’s some wildlife

protection”； 第 二 段 文 初：“The flying carpet travelled so fast that next minute they were in

Zimbabwe”；第二段文末和第三段文初的几个句子分别为：“So good things are being done

here to save local wildlife. Daisy smiled. ‘That’s good news. It shows the importance of wildlife

protection, but I’d like to help as the WWF suggests.’ The carpet rose again and almost at once

they were in a thick rainforest.” 这些句子把 Daisy 所去过的三个地方用自然的方式衔接起来，

使得读者能在很短时间内，理清 Daisy 的路径，把握文章大意。

（3）哲理深厚的句子

在夹叙夹议的记叙文中，议论的片段是文中作者情感表达的突破口。读者可以通过对

这一部分的解读，概括全文，深化中心，了解作者行文的目的，准确把握其情感内涵。例如

人教版 必修四 Unit4 Body language 中的阅读文章 Communication, no problem? 文章的 1-3 自

然段描述了作者在机场接见留学生时目睹的因不同沟通习俗所引起的尴尬场景，文章 4-5 自

然段是作者的总结性文字：“These actions are not good or bad, but are simply ways in which

cultures have developed. Not all members of a culture behave in the same way. In general, though,

studying international customs can certainly help avoid difficulties in today’s world of cultural

crossroads!”此段，我们可以推断文章的作者是想通过这些事例告诉我们习俗没有好坏之分，

只要我们善于学习和沟通，那么不同国家的人们就能实现轻松交往。

总之，如何能读懂记叙文涉及到很多方面，读者需要根据文章不同的特点寻找合适的解

读方法。要素、情节、人物、关键句这四个视角能帮助我们读懂文章大意和作者的意图。此外，

细节描写也能决定文章走向，比如描写战争的场面，为了让读者也能身临其境，作者可以用

语言让其看到天空的灰暗、战争的血腥，听见炮火的轰鸣，感受战友离世的悲伤。很多时候，

要素、情节、人物、关键句这四个视角往往不是孤立的，而是互相融合的，这就需要我们多

看多读多思考，从综合视野上去分析考虑文本。那么下面就让我们尝试着多看多读多思考吧！

二、微技能训练

实战演练一：请找出文中六要素，并概括本文内容。

John Blanchard stood up, straightened his army uniform, and studied the crowd making their

way through the station. He looked for the girl whose heart he knew, but whose face he didn’t, the

第一章　读后续写高分写作微技能 11

girl with a rose.

His interest in her began thirteen months ago in a library. Taking a book off the shelf, he found

himself fascinated, not with the words of the book, but with the notes penciled in the margin ( 页边

的空白 ). The soft handwriting showed a thoughtful soul and brilliant mind. In front of the book, he

discovered the owner’s name, Miss Hollis Maynell. With time and effort he found her address. She

lived in New York City. He wrote her a letter introducing himself and inviting her to correspond ( 通

信 ). The next day he was shipped overseas for military service.

During the next year and one month, the two begun to know each other by mail. Each letter was

a seed falling on both hearts. A romance was budding. Blanchard asked for a photograph, but she

refused. She felt that if he really cared, it wouldn’t matter what she looked like.

When the day finally came for his return from Europe, they scheduled their first meeting --7: 00

p.m. at the Grand Central Station in New York. “You’ll recognize me,” she wrote, “by the red

rose.”

“I will wear my dress.” So at 7:00 he was in the station looking for a girl whose heart he

loved, but whose face he’d never seen before.

A young lady was coming toward him. Her figure was long and slim; her blonde hair lay back

from her ears; her eyes were blue as flowers; her lips and chin had a gentle firmness, and in her pale

green suit she was like springtime coming alive. He went toward her, entirely forgetting to notice

that she was not wearing a rose. As he moved, a middle-aged woman whispered, “Going my way,

Sir?”

Who _________________________________Where _________________________________

When ________________________________ What __________________________________

How _________________________________Why ___________________________________

Main idea: ___________________________________________________________________

实战演练二：请根据情节发展，完成下面填空。

During lunchtime, Emma suggested going to the zoo to feed the animals and her mum agreed.

“We’ll stop by the bakery and pick some bread up, if you like. Now hurry up and eat

and then we’ll go. It’s going to be a lovely day. Gran is coming with us. She’ll be here any

minute,” Mum said, “Go and get your shoes on and then we’ll go.”

Emma ate her lunch and then ran into her room to get her shoes. The problem was that she

could only find one of them. She looked for the other one under her bed, but all she could see were

dirty towels and pants. She moved some of her toys out of the way, but still couldn’t find her shoe.

After she’d checked everywhere she could in her room, she ran into the kitchen. “Hi, Gran,” she

12 新高考英语读后续写实践指南

called to her grandma, who had just arrived. “Mum, I can’t find my shoe. Will you wait while I

am looking for it?” she asked.

Her mum thought about how many times she’d told Emma to clean her room. She whispered

something to Gran and then said to Emma:“You will have to stay at home. Your dad and I will take

Ryan to the zoo. Gran will stay here with you.”

“No, mum. Please wait for me. I want to go to the zoo,” Emma cried.

“I’m sorry, Emma. I’ve told you a dozen times to clean your room and you ignored me.

You can’t find your shoe now. It’s your own fault for not doing as I asked to. You will stay at

home with Gran.”

Emma ran into her bedroom, sobbing. Her mum came to the door. “Emma, clean that room of

yours before I get home. I’ve told Gran not to give you any sweets until you finish it.” Her mum

went out to the car with Ryan and Emma’s dad and then they drove away.

1. Character:____________________________________________________________

2. Beginning:___________________________________________________________

3. It got worse when_____________________________________________________

4. The climax was when__________________________________________________

5. How would the problem be solved?_______________________________________

6.Main idea:________________________________________________ ___________

实战演练三：阅读文章 , 找出文章中揭示主题的关键句

When my son was 11 years old, he got a small job helping out with a traveling carnival in our

town. He didn’t come home at lunch time, phoning instead to tell me he was fine and had found

a few days’ work helping out at an exhibit. He turned up for supper as usual however after he

finished work.

I asked him how he had managed at lunch and he told me he had made some new friends at the

carnival, some young men who were twin brothers, and their mom and dad. They had paid him a few

dollars and invited him for lunch in return for helping them set up their exhibit and wanted him to

return the next day to help with other chores ( 杂务 ).

I was glad he had found new friends but a little worried about the type of people who might be

traveling in a carnival. “Oh, Mom, these are just normal everyday people like anyone else. They

just work at a carnival instead of in a store or something”. “Come down tomorrow and meet them

yourself.” he said.

So the next day I went to the carnival and to the exhibit he had directed me to. The twin

brothers turned out to be Siamese ( 连体的 ) twins, joined at the chest. He hadn’t thought this fact

第一章　读后续写高分写作微技能 13

was noteworthy( 重要的 ) enough to mention. When I brought it to him, he said, “Yes, I noticed

that too. Do you know that their mom has to make all their clothes because it’s so difficult to find

anything to fit them? They’re also really good cooks. Today, Joe, the one on the right, made me

spaghetti for lunch.”

What others see first in a person is not what a child considers important. Where I saw Siamese

twins, he saw people having difficulty buying clothes that fit, and young men who were good cooks.

It was a lesson I have thought about many times over the years.

关键句 :_________________________________________________________________

Main idea_______________________________________________________________

第二节　赏析标题 巧拟标题

在浙江省 2017 年 11 月高考中的读后续写试题“A vacation with my mother”中，首次为

读后续写的前文加上了标题，这又为我们解读前文提供了一个新的视角。众所周知，记叙文

的标题是文本的有机组成部分，与文本的主旨大意有着密切的联系。作者常常借助标题透露

文本的主题和情节发展的主线，帮助读者认识和理解文本内容。好的标题可以激发读者的阅

读兴趣并给人以启发。我们还可以通过标题加强对文本的印象。因此，记叙文中的标题是我

们解读文章的利器，往往起到画龙点睛的作用。

一、五种标题类型

1. 以事件为标题：这类标题在叙事性记叙文中所占比例较多，体现文章主要事件，通过

解读标题能获取文章的中心事件。

案例 1

John Snow Defeat “King Cholera”（人教版必修五，第一单元）。该文本介绍了英国著

名医生 John Snow 通过考察、分析、探究的科学方法，发现并控制“霍乱”这一当时伦敦致

命性传染病的过程。 根据这个标题，我们可以思考 Who is John Snow? What is King Cholera?

How does John Snow defeat King Cholera? 在解答完这些问题后，我们也基本上读懂了这篇文

章的核心内容。

2. 以人物为标题：这类标题一般指明了文章的主角，表达出作者的情感或者具有某种象

征意义。

案例 2

A Student of African Wildlife（人教版必修四， 第一单元）。在读前读者可能会产生疑问

Why does the woman look like an expert rather than an ordinary student? 读后读者能了解到 Jane