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前言 3

前言：新高考讀后續(xù)寫實(shí)踐指南 基礎(chǔ)版

讀后續(xù)寫和概要寫作新高考地區(qū)，如浙江省，高考試卷中書面表達(dá)的重要題型。讀后續(xù)

寫和概要寫作都屬于綜合性語言測試，通過閱讀與寫作緊密結(jié)合，把語言輸入與輸出整合在

同一語境中，主要考查出學(xué)生的文本解讀能力，合理想象能力，情節(jié)構(gòu)思能力，創(chuàng)新表達(dá)能

力和語言運(yùn)用能力。

本書有別于普通的高考書面表達(dá)助學(xué)讀物，以最新考試大綱、課程標(biāo)準(zhǔn)和考試說明為依

據(jù)，整合一線教師教學(xué)資源，由浙江、上海等地名師歷經(jīng)兩年反復(fù)研討和課堂實(shí)踐，最終匯

編成書，為幫助學(xué)生適應(yīng)新高考，完善備考策略提供精準(zhǔn)輔導(dǎo)，助力高中英語外語教學(xué)。

為提高讀后續(xù)寫技能的針對性，編者吃透最新《普通高等學(xué)校招生全國統(tǒng)一考試英語科

考試說明》的精神，嚴(yán)格按照話題、語言、思維和運(yùn)用等方面進(jìn)行編寫，全面開發(fā)續(xù)寫微技能，

領(lǐng)先全國！

本書第一章為讀后續(xù)寫微技能；第二章為細(xì)節(jié)描寫集錦；第三章為讀后續(xù)寫篇章訓(xùn)練。

所有內(nèi)容力求貼近高考，嚴(yán)謹(jǐn)科學(xué)。

通過本書，你將獲得以下 14 個微技能：

1. 如何快速多角度解讀前文內(nèi)容

2. 如何解讀擬定標(biāo)題

3. 如何瞬間構(gòu)思微型故事

4. 如何根據(jù)劃線詞構(gòu)思情節(jié)

5. 如何巧妙銜接

6. 如何設(shè)計精彩的結(jié)尾

7. 如何設(shè)計對話

8. 如何識別定位提升描寫技能

9. 如何通過外貌描寫塑造人物形象

10. 如何通過心理描寫塑造人物形象

11. 如何通過動作描寫塑造人物形象

12. 如何通過場景描寫塑造人物形象

13. 如何通過語言描寫塑造人物形象

14. 如何采用修辭用法為文章增色

編者立足課堂實(shí)踐，反復(fù)研討，多維度，深層次，全方位開發(fā)續(xù)寫微技能，在編排上循

序漸進(jìn)，逐步提升，讓你學(xué)了一個章節(jié)，掌握一種技能，提高一點(diǎn)分值。

4 新高考英語讀后續(xù)寫實(shí)踐指南

本書將在以下幾個方面協(xié)助你提高寫作能力：

1. 采用學(xué)練結(jié)合方式，注重實(shí)效： 本書在闡述每個板塊的特點(diǎn)與重要性之后，舉一案例，

詳細(xì)解析，然后編制幾個習(xí)題訓(xùn)練微技能，并提供參考答案。這種基于“原理—案例—解析—

訓(xùn)練—校正”學(xué)練結(jié)合的實(shí)效型編寫方式讓學(xué)生舉一反三，觸類旁通。

2. 體驗(yàn)獨(dú)創(chuàng)性過程寫作：為了增強(qiáng)本書的操作性，本書的編寫概念是從句式入手，段落

跟進(jìn)，篇章結(jié)局。續(xù)寫過程技能包括如何解讀原文？如何構(gòu)思情節(jié)（包括如何營造沖突）？

如何細(xì)膩表達(dá)？如何增添亮點(diǎn)？如何保持語言風(fēng)格一致？在篇章續(xù)寫這一章節(jié)中特別增加了

過程寫作支架，從寫作內(nèi)容，寫作思路，寫作技能和寫作語言等方面為學(xué)生提供過程寫作支架，

以“師生共思共寫”的訓(xùn)練方式提升學(xué)生的思維能力和續(xù)寫能力。

3. 從微入手，直擊本質(zhì)，解決根源問題：本書編寫理念定位“新課標(biāo)、新考綱、新作文”。

編寫內(nèi)容定位“思維、語言、技能”，立求讓學(xué)生“掌一技，做一題，會一類”。因此，本

書既可作為高一、高二師生課堂續(xù)寫教學(xué)的參考和學(xué)習(xí)用書，同時也是高三師生高考復(fù)習(xí)，

提高續(xù)寫得分的良師益友。特別指出的是，本書在教師帶領(lǐng)下使用，效果更佳。

4. 一線名師親授技能：本書所有資源來自全省一線教師的教學(xué)素材，編委均為長期奮戰(zhàn)

在高中英語教學(xué)第一線教學(xué)名師、各地市骨干教師、高級教師，具有豐富的教學(xué)經(jīng)驗(yàn)和備考

策略。在篇章部分，特意增加了來自一線名師的六篇下水作文（2018 年 6 月的高考讀后續(xù)寫），

可謂精彩紛呈，各具特色。

5. 開發(fā)實(shí)戰(zhàn)提高路徑和互動性學(xué)習(xí)工具。批改網(wǎng)智能寫作掃碼批改，秒批秒改，為每所

學(xué)校打造寫作大數(shù)據(jù)，提供個性化服務(wù)，“私家英語資源庫”微信公眾平臺為您實(shí)時線上答疑。

本書與《新高考概要寫作實(shí)踐指南精讀版》為姊妹篇。基礎(chǔ)版與精讀版，珠聯(lián)璧合，助

你寫作所向無敵！

新高考是新挑戰(zhàn)，更是新機(jī)遇！雖幾經(jīng)校改，但書中仍難免會有不足之處，懇請廣大師

生批評指正，反饋缺點(diǎn)與錯誤，提出修改意見，我們一起努力，共同進(jìn)步！

目錄 1

目　錄

第一章 讀后續(xù)寫微技能

　第一節(jié) 多角度解讀前文內(nèi)容

　第二節(jié) 賞析標(biāo)題 巧擬標(biāo)題

　第三節(jié) 快速構(gòu)思微型故事

　第四節(jié) 進(jìn)行多維度銜接

　第五節(jié) 設(shè)計精彩結(jié)尾

　第六節(jié) 設(shè)計有效對話

　第七節(jié) 識別、定位和提升描寫技能

　　　（一）描寫存在的問題

　　?。ǘ┤绾味ㄎ幻鑼?/p>

　　　（三）如何提升描寫技能

　第八節(jié) 通過細(xì)節(jié)描寫塑造人物形象

　　?。ㄒ唬┩ㄟ^動作描寫塑造人物形象

　　?。ǘ┩ㄟ^場景描寫塑造人物形象

　　?。ㄈ┩ㄟ^外貌描寫塑造人物形象

　　　（四）通過心理描寫塑造人物形象

　　?。ㄎ澹┩ㄟ^語言描寫塑造人物形象

　　?。┻\(yùn)用修辭手法為文章增色

第二章 細(xì)節(jié)描寫素材分類集錦

　第一節(jié) 準(zhǔn)確生動的動作描寫 50 句

　第二節(jié) 烘托主題的場景描寫 60 句

2 新高考英語讀后續(xù)寫實(shí)踐指南

　第三節(jié) 富有特點(diǎn)的外貌描寫 50 句

　第四節(jié) 細(xì)微形象的心理描寫 40 句

　第五節(jié) 地道口頭交際語 50 句

　第六節(jié) 精彩英語修辭表達(dá) 40 句

　第七節(jié) 抒情、評述、議論微寫作 55 句

　第八節(jié) 豐富文章語法結(jié)構(gòu)的表達(dá) 40 句

第三章 支架式讀后續(xù)寫過程寫作篇章

　第一節(jié) 記敘文：錯誤的寄存柜

　第二節(jié) 記敘文：無聲的表達(dá)

　第三節(jié) 記敘文：風(fēng)雪回家路

　第四節(jié) 記敘文：悲傷的愛情故事

　第五節(jié) 記敘文：斷弦的小提琴

第一章　讀后續(xù)寫高分寫作微技能 1

第一章　讀后續(xù)寫微技能

讀后續(xù)寫題型即提供一段 350 詞以內(nèi)的語言材料，要求考生依據(jù)該材料內(nèi)容、所給段落

開頭語和所示關(guān)鍵詞進(jìn)行續(xù)寫（150 詞左右），將其發(fā)展成一篇與給定材料有邏輯銜接，情

節(jié)架構(gòu)自然，而且結(jié)構(gòu)完整的短文（教育部考試中心，2015）。《考試說明》指出，在讀后

續(xù)寫評分時，主要應(yīng)從以下四個方面考慮：（1）與所給短文及段落開頭語的銜接程度；（2）

內(nèi)容的豐富性和對所標(biāo)出關(guān)鍵詞語的應(yīng)用情況；（3）語法結(jié)構(gòu)和詞匯運(yùn)用的豐富性和準(zhǔn)確性；

（4）上下文的連貫性。結(jié)合評分依據(jù)和課堂實(shí)踐，筆者發(fā)現(xiàn)學(xué)生在讀后續(xù)寫中主要存在以下

幾個問題：

1. 解讀原文不到位，導(dǎo)致續(xù)寫文不對題。

2. 語篇缺少鋪墊和過渡，情節(jié)缺乏連貫，偏離主線，讓人不知所云。

3. 內(nèi)容缺乏創(chuàng)新性，言之無物；細(xì)節(jié)描寫不到位；描寫與敘述不分，運(yùn)用比例失調(diào)。

4. 語言不規(guī)范，不地道。語言存在諸多中式表達(dá)現(xiàn)象，學(xué)生沒有養(yǎng)成用英語思維的習(xí)慣。

要寫好一篇文章，涉及的因素有很多，而寫作基礎(chǔ)是重中之重。沒有扎實(shí)的語言基礎(chǔ)，

寫作就如同憑空建造空中樓閣，只能望洋興嘆。本章著眼寫作語言基礎(chǔ)，全面探討讀后續(xù)寫

所需要的 14 個微技能。從細(xì)微入手，從小處著眼，全面解決學(xué)生日常寫作中的根源問題。葛

炳芳老師在《英語閱讀教學(xué)的綜合視野》這一著作中提出的：文本的處理包括三個方面：內(nèi)容、

語言、思維。其中，內(nèi)容包括：事實(shí)、觀點(diǎn)與文化。語言包括：文字、修辭與篇章。思維包

括邏輯、評判與創(chuàng)造。三者相輔相成，不可分割，但各有所側(cè)重。在本章節(jié)，我們將從內(nèi)容、

語言和思維這三個方面，探討這 14 個微技能，夯實(shí)寫作基礎(chǔ)。

內(nèi)容處理方面的微技能主要包括：如何多角度解讀前文內(nèi)容；如何解讀標(biāo)題并擬定標(biāo)題。

語言方面處理的微技能主要包裹：通過細(xì)節(jié)描寫塑造人物形象，主要有：通過動作描寫、

場景描寫、外貌描寫、心理描寫、語言描寫塑造人物形象以及如何運(yùn)用修辭，為文章增色。

思維層面處理的微技能主要包括：如何快速構(gòu)思微型故事；如何根據(jù)劃線詞巧妙構(gòu)思情

節(jié)；如何進(jìn)行多維度銜接；如何設(shè)計精彩結(jié)尾；如何設(shè)計有效對話；如何識別定位并提升描

寫技能 。本章將逐項(xiàng)展開以上講解，以學(xué)練結(jié)合的方式進(jìn)行。

第一節(jié)　多角度解讀前文內(nèi)容

讀后續(xù)寫是高考寫作新題型，要求考生對所讀材料進(jìn)行續(xù)寫，將其發(fā)展成一篇與給定材

料有邏輯銜接，情節(jié)架構(gòu)自然，而且結(jié)構(gòu)完整的短文（教育部考試中心，2015）。相比其它體裁，

2 新高考英語讀后續(xù)寫實(shí)踐指南

記敘文的話題一般更貼近生活，有一定趣味性，給學(xué)生的想象空間較大，上下文連貫性較強(qiáng)，

語言容易把握，更適合于讀后續(xù)寫。因此本書的讀后續(xù)寫主要從記敘文展開。

什么是記敘文呢？記敘文是以記人、敘事、寫景、狀物為主，以寫人物的經(jīng)歷和事物發(fā)

展變化為主要內(nèi)容的一種文體形式。它的特點(diǎn)是通過生動形象的事件來反映生活并表達(dá)作者

的思想情感。記敘文常見的表達(dá)方式是敘述、描寫、抒情、議論和說明。其中，敘述和描寫

是記敘文最常見的表達(dá)方式。

一、 記敘文怎么讀

記敘文的解讀一般可以遵循以下四個視角：要素、情節(jié)、細(xì)節(jié)、關(guān)鍵句。

1. 讀要素

記敘文有六要素，即 5W 詞和 1H 詞——“who、what、where、when、why、how”。因此，

我們往往可以有以下設(shè)問：“Who is it about?” “What happens?” “Where does it happen?”

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

有時候一個文本并不具備所有的要素，可能只會涉及到其中的三到四個 ，我們可以根據(jù)

具體文本尋讀具體要素。只要把這幾個基本要素弄清楚了，文章的主要內(nèi)容也就清晰地展現(xiàn)

在我們面前了。

案例 1

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

版必修四第一單元課文 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】這是一段典型的記敘文文本，所以我們可以通過尋讀文中的六要素，快速

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

第一章　讀后續(xù)寫高分寫作微技能 3

“the evening”，我們可以推斷出事情發(fā)生的時間是“from morning to evening”。文中第一

段也直接告訴讀者事情發(fā)生的地點(diǎn)是“Gombe National Park in East Africa”。通讀全段，事件

人物也是顯而易見的，我們可以歸納為“we”或者“our group”。而提取六要素中的“what，

how”往往是比較困難的一步。對于基礎(chǔ)較弱的同學(xué)，可以借助文本中的“關(guān)鍵詞”完成

這一步驟。關(guān)鍵詞往往是文本中能概括或者提示一段話主旨大意的某個詞語，多以動詞或

者名詞形式出現(xiàn)。比如在這段文字的描述中，我們可以聚焦在“visit, watch, sit, wait, follow,

realize”這些動詞上，這樣就不難概括出該段主要描述的是我們通過跟蹤觀察大猩猩，進(jìn)一

步了解大猩猩的生活習(xí)俗這一事件。六要素中最后一個“why”則可以在文中的第二句和第

三句推斷出來。綜上所述，我們可以完成以下表格：

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

通過以上表格填寫，我們可知本段大意為：Following Jane’s way to study chimps, we

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

2. 讀情節(jié)

情節(jié)是指在敘事性文學(xué)作品中，旨在表現(xiàn)人物之間相互關(guān)系以及一系列生活事件的發(fā)展

過程，如聯(lián)系、矛盾、同情、反感等的主要脈絡(luò)。它由一系列展示人物性格和表現(xiàn)人物與人物、

人物與環(huán)境之間相互關(guān)系的具體事件構(gòu)成。一般包括開端、發(fā)展、高潮、結(jié)局等部分。接下

來讓我們來探討如何概括故事情節(jié)。

（1）根據(jù)時間關(guān)鍵詞

時間關(guān)鍵詞在記敘文理解中起著重要作用，時間轉(zhuǎn)換往往標(biāo)志著事件的轉(zhuǎn)換。讀者在解

讀文章時，要不斷追蹤時間信息，在時間轉(zhuǎn)變的條件下將記敘文分割為不同事件。

案例 2

請快速瀏覽這篇文章，找出體現(xiàn)事件變化的時間關(guān)鍵詞。（2017 年 6 月高考讀后續(xù)寫）

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 ( 騎行 )

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

this beautiful place someday.

4 新高考英語讀后續(xù)寫實(shí)踐指南

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（追趕）.

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】該篇中表示時間的關(guān)鍵詞有“on…July afternoon”、“as”、 “then”、“

But when he…”、“a minute later”、 “then”、“now”等等，這些時間關(guān)鍵詞緊湊串聯(lián)，

給我們展現(xiàn)了Mac在騎行過程中，被狼追趕，危機(jī)四伏這樣一個非常有畫面感的場景，同時“at

this moment” “a bit later” “As they got close”這些時間關(guān)鍵詞又從另一個視角，告知讀者

救援的機(jī)會也在逐漸靠近。從這兩方面的時間對比中，我們能體會到當(dāng)時現(xiàn)場的危險和緊迫，

快速的掌握文章整體的文風(fēng)和下文的走向。

（2）根據(jù)地點(diǎn)關(guān)鍵詞

地點(diǎn)關(guān)鍵詞顯示了地點(diǎn)的變化，標(biāo)示了情節(jié)的不斷發(fā)展。把握住了地點(diǎn)，也就抓住了情

節(jié)的變化。

案例 3

A trip on “The True North”（人教版必修三第五單元）。

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　讀后續(xù)寫高分寫作微技能 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】該文章描述了李黛宇等人在加拿大乘坐火車的旅游經(jīng)歷。這輛名為“The

True North”的列車，起駛于 Vancouver, 最終駛向 Toronto. 我們在梳理文章內(nèi)容的時候，可以

找出含有地點(diǎn)的句子 , 如上文中斜體的句子。通過這些句子，我們可以緊抓住火車途經(jīng)的幾

個站點(diǎn)，最終形成一條貫穿文章的地點(diǎn)線索。如下所示：Vancouver—The Rocky Mountains—

Calgary—A province—Thunder Bay—Toronto.

（3）根據(jù)事件發(fā)展主線

許多文章情節(jié)的展開或作者的情感表達(dá)都寄托在某一事件上。那么這個事件的人物、起

因、開端、發(fā)展、高潮、結(jié)局就是文章的線索，它貫穿全文。只要找到了這個線索，情節(jié)的

來龍去脈也就容易把握了。

案例 4

請在通讀文章后，完成表格填寫。（2016 年 10 月高考讀后續(xù)寫）

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 新高考英語讀后續(xù)寫實(shí)踐指南

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】 材料講述了 Jane 在一次戶外野營時因小事與丈夫 Tom 賭氣，獨(dú)自離開野

營地后在森林中迷路的故事。Jane 和 Tom 是故事的核心人物。 “l(fā)ake”和 “stream” 是故事

發(fā)生的關(guān)鍵地點(diǎn)。故事發(fā)生的背景在文中第一段和第二段做了陳述，因此我們不難找到開端

是 Jane 和 Tom 的爭吵導(dǎo)致 Jane 出走。文中第三段和第四段重點(diǎn)描述了隨著天色漸晚，Jane

仍然迷路以及她后悔的心情。這部分的描寫突出了 Jane 困難的處境。文中第五、六兩段則出

現(xiàn)了轉(zhuǎn)機(jī)：Jane 找到了食物和水源，并聽到直升機(jī)的聲音。這個部分我們可以視為是本文的

高潮。那么文章的后續(xù)發(fā)展必定是圍繞直升機(jī)展開，而 Jane 的最終結(jié)局也應(yīng)該是被成功營救。

第一章　讀后續(xù)寫高分寫作微技能 7

【參考答案】

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. 讀細(xì)節(jié)

細(xì)節(jié)描寫是指對人物某些細(xì)小的言行舉止或細(xì)微事物的描寫，有時候也把細(xì)致的自然環(huán)

境和社會環(huán)境描寫視為細(xì)節(jié)描寫。細(xì)節(jié)描寫是刻畫人物性格，揭示人物內(nèi)心世界，表現(xiàn)人物

細(xì)微復(fù)雜情感，點(diǎn)化人物關(guān)系，暗示人物身份處境，推動情節(jié)發(fā)展，增強(qiáng)故事氛圍，揭示主

題思想的重要方式。細(xì)節(jié)是生動的，就像是樹干上的花朵和綠葉。因此細(xì)節(jié)描寫是記敘文描

寫中的核心部分 , 有了細(xì)節(jié)描寫 , 文章就有了生氣。細(xì)節(jié)描寫可以分為與人物相關(guān)的細(xì)節(jié)描寫

和與場景、環(huán)境有關(guān)的細(xì)節(jié)描寫。因?yàn)槿宋锛?xì)節(jié)描寫在記敘文中占有很大的比重，所以此處

我們著重分析人物細(xì)節(jié)描寫。那么我們該怎么通過分析人物的細(xì)節(jié)描寫“讀懂”人物，揭示

主題呢？我們可以關(guān)注人物所看、所說、 所做、所聞、所想與所感。人物的語言能表現(xiàn)人物

的出身、教養(yǎng)、經(jīng)歷和性格，讓人讀了如聞其聲，如見其人。人物的所作所為是其思想和性

格的表現(xiàn)。人物的內(nèi)心世界是很豐富的，心理描寫能充分揭示出人物內(nèi)心的喜、怒、哀、樂、

愛慕、思念、苦悶、痛苦、怨恨、驚恐、嫉妒等等情感變化。人物思想感情的變化又推動了

情節(jié)的發(fā)展。當(dāng)讀者抓住人物情感變化主線時，往往就厘清了文章的情節(jié)，如 Elias’ story（人

教版必修一 第五單元）。此文中 Elias 的情緒變化貫穿始終：從最初在金礦找到工作時對生

活的知足，到?jīng)]有身份證而面臨失業(yè)時的沮喪，再到經(jīng) Mandela 幫助重獲工作時的欣喜，轉(zhuǎn)

至黑人遭遇不平等待遇時的憤怒。若讀者在閱讀時能抓住這條人物情感變化的主線，即可預(yù)

測并續(xù)寫故事。

案例 5

文本同上一案例，請根據(jù)文中人物的動作語言，分析人物的性格特征。（2016 年 10 月

份高考讀后續(xù)寫前文）

8 新高考英語讀后續(xù)寫實(shí)踐指南

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】通過分析人物行為，可知 Jane 性格急躁，容易生氣，但她同時也非常聰明，

能夠通過溪流去尋找湖泊，知道黃色顏色醒目能夠遠(yuǎn)距離地吸引搜救者。此外，Jane 也非常

愛 Tom，對自己單獨(dú)離開的行為很后悔。從 Tom 的言行中，我們也可以推測他脾氣急躁但具

有豐富的野營知識等。因此我們可以完成下表：

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. 讀關(guān)鍵句

關(guān)鍵句是指在文章中有重要地位和作用的句子。他們往往是不同層次的中心句，或者是

第一章　讀后續(xù)寫高分寫作微技能 9

結(jié)構(gòu)上的領(lǐng)起句、總結(jié)句和重要的過渡句或者是表達(dá)上有特色的句子。我們可以把它們分為

“中心句”、“過渡句”、“哲理深厚句子”三種類型。

（1）中心句

中心句一般告訴讀者整個文章的主旨大意。有些名著往往在第一句話就交代了故事的人

物與事件有些甚至是整部著作的神韻所在。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.” 他是個獨(dú)自在灣流

中一條小船上釣魚的老人，至今已經(jīng)有 84 天了，一條魚也沒逮?。ā独先伺c海》 歐內(nèi)斯特 ?

海明威）。

（2）過渡句

段落的開頭或末尾往往有一些過渡性的句子。找到了過渡句，也就找到了一條把握文章

整體內(nèi)容的捷徑。人教版必修二 第四單元 Reading —How Daisy learned to help wildlife 中有一

些過渡句。

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 新高考英語讀后續(xù)寫實(shí)踐指南

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幾個句子分別為：“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.” 這些句子把 Daisy 所去過的三個地方用自然的方式銜接起來，

使得讀者能在很短時間內(nèi)，理清 Daisy 的路徑，把握文章大意。

（3）哲理深厚的句子

在夾敘夾議的記敘文中，議論的片段是文中作者情感表達(dá)的突破口。讀者可以通過對

這一部分的解讀，概括全文，深化中心，了解作者行文的目的，準(zhǔn)確把握其情感內(nèi)涵。例如

人教版 必修四 Unit4 Body language 中的閱讀文章 Communication, no problem? 文章的 1-3 自

然段描述了作者在機(jī)場接見留學(xué)生時目睹的因不同溝通習(xí)俗所引起的尷尬場景，文章 4-5 自

然段是作者的總結(jié)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，我們可以推斷文章的作者是想通過這些事例告訴我們習(xí)俗沒有好壞之分，

只要我們善于學(xué)習(xí)和溝通，那么不同國家的人們就能實(shí)現(xiàn)輕松交往。

總之，如何能讀懂記敘文涉及到很多方面，讀者需要根據(jù)文章不同的特點(diǎn)尋找合適的解

讀方法。要素、情節(jié)、人物、關(guān)鍵句這四個視角能幫助我們讀懂文章大意和作者的意圖。此外，

細(xì)節(jié)描寫也能決定文章走向，比如描寫戰(zhàn)爭的場面，為了讓讀者也能身臨其境，作者可以用

語言讓其看到天空的灰暗、戰(zhàn)爭的血腥，聽見炮火的轟鳴，感受戰(zhàn)友離世的悲傷。很多時候，

要素、情節(jié)、人物、關(guān)鍵句這四個視角往往不是孤立的，而是互相融合的，這就需要我們多

看多讀多思考，從綜合視野上去分析考慮文本。那么下面就讓我們嘗試著多看多讀多思考吧！

二、微技能訓(xùn)練

實(shí)戰(zhàn)演練一：請找出文中六要素，并概括本文內(nèi)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　讀后續(xù)寫高分寫作微技能 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 ( 頁邊

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: ___________________________________________________________________

實(shí)戰(zhàn)演練二：請根據(jù)情節(jié)發(fā)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 新高考英語讀后續(xù)寫實(shí)踐指南

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:________________________________________________ ___________

實(shí)戰(zhàn)演練三：閱讀文章 , 找出文章中揭示主題的關(guān)鍵句

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 ( 雜務(wù) ).

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 ( 連體的 ) twins, joined at the chest. He hadn’t thought this fact

第一章　讀后續(xù)寫高分寫作微技能 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.

關(guān)鍵句 :_________________________________________________________________

Main idea_______________________________________________________________

第二節(jié)　賞析標(biāo)題 巧擬標(biāo)題

在浙江省 2017 年 11 月高考中的讀后續(xù)寫試題“A vacation with my mother”中，首次為

讀后續(xù)寫的前文加上了標(biāo)題，這又為我們解讀前文提供了一個新的視角。眾所周知，記敘文

的標(biāo)題是文本的有機(jī)組成部分，與文本的主旨大意有著密切的聯(lián)系。作者常常借助標(biāo)題透露

文本的主題和情節(jié)發(fā)展的主線，幫助讀者認(rèn)識和理解文本內(nèi)容。好的標(biāo)題可以激發(fā)讀者的閱

讀興趣并給人以啟發(fā)。我們還可以通過標(biāo)題加強(qiáng)對文本的印象。因此，記敘文中的標(biāo)題是我

們解讀文章的利器，往往起到畫龍點(diǎn)睛的作用。

一、五種標(biāo)題類型

1. 以事件為標(biāo)題：這類標(biāo)題在敘事性記敘文中所占比例較多，體現(xiàn)文章主要事件，通過

解讀標(biāo)題能獲取文章的中心事件。

案例 1

John Snow Defeat “King Cholera”（人教版必修五，第一單元）。該文本介紹了英國著

名醫(yī)生 John Snow 通過考察、分析、探究的科學(xué)方法，發(fā)現(xiàn)并控制“霍亂”這一當(dāng)時倫敦致

命性傳染病的過程。 根據(jù)這個標(biāo)題，我們可以思考 Who is John Snow? What is King Cholera?

How does John Snow defeat King Cholera? 在解答完這些問題后，我們也基本上讀懂了這篇文

章的核心內(nèi)容。

2. 以人物為標(biāo)題：這類標(biāo)題一般指明了文章的主角，表達(dá)出作者的情感或者具有某種象

征意義。

案例 2

A Student of African Wildlife（人教版必修四， 第一單元）。在讀前讀者可能會產(chǎn)生疑問

Why does the woman look like an expert rather than an ordinary student? 讀后讀者能了解到 Jane