2025屆高考英語(yǔ)精準(zhǔn)沖刺復(fù)習(xí) 讀后續(xù)寫的情節(jié)推進(jìn)和細(xì)節(jié)描寫

2025屆高考英語(yǔ)精準(zhǔn)沖刺復(fù)習(xí)

讀后續(xù)寫的情節(jié)推進(jìn)和細(xì)節(jié)描寫創(chuàng)造新穎、豐富、合理的內(nèi)容是讀后續(xù)寫最高檔水平的評(píng)分細(xì)則之一?！皟?nèi)容的豐富性”要求續(xù)寫部分詳實(shí)、生動(dòng)地描述情景、態(tài)度和感情等,要求情節(jié)有扣人心弦之感。要想做到豐富續(xù)寫內(nèi)容,敘述是必須的,能很好地推動(dòng)故事情節(jié)的發(fā)展,但細(xì)節(jié)描寫也是不可或缺的，能使寫作更有畫(huà)面感。遵守“敘述與描寫共進(jìn)”的原則,同時(shí)必須要有定位意識(shí),即在寫作過(guò)程中,抓住文章的主旨,分別根據(jù)兩個(gè)段殳首句,找到兩個(gè)切入點(diǎn)(如一個(gè)人物、一件物品、一個(gè)地點(diǎn)),從這個(gè)切入點(diǎn)出發(fā)，各自選取一個(gè)場(chǎng)景,有針對(duì)性地直指文章主旨并對(duì)主要人、事、物展開(kāi)描寫。兩個(gè)續(xù)寫段落的兩個(gè)場(chǎng)景應(yīng)該是確定的，在續(xù)寫的過(guò)程中不能隨意添加與原文無(wú)無(wú)關(guān)的場(chǎng)景。這就如電影中的“慢鏡頭”,給人以足夠的鏡頭感,以期達(dá)到一種視覺(jué)和精神上的共鳴。讀后續(xù)寫1.情節(jié)推進(jìn)1.1語(yǔ)法角度1.2思維角度2.細(xì)節(jié)描寫01.用準(zhǔn)時(shí)態(tài)和句式02.用活“無(wú)靈主語(yǔ)句”2.1外貌描寫2.2動(dòng)作描寫2.3心理描寫2.4對(duì)話描寫2.5環(huán)境描寫2.6場(chǎng)景描寫Contents1.情節(jié)推進(jìn)續(xù)寫部分的故事情節(jié)在語(yǔ)言風(fēng)格上要與前文保持一致。推進(jìn)情節(jié)時(shí),可以從語(yǔ)法角度和思維角度設(shè)計(jì)語(yǔ)言,并注意控制好節(jié)奏,要敘述和描寫共同推進(jìn)。1.1語(yǔ)法角度01.用準(zhǔn)“時(shí)態(tài)和句式”讀后續(xù)寫部分的情節(jié)敘述多用表示過(guò)去的時(shí)態(tài)(一般過(guò)去時(shí)或過(guò)去進(jìn)行時(shí))。句式上,常會(huì)用到八種基本句型、三大從句(名詞性從句、定語(yǔ)從句和狀語(yǔ)從句)和特殊句式(倒裝句、強(qiáng)調(diào)句和省略句等)。1.事實(shí)證明，只要我們保持冷靜，就總有辦法擺脫困難。Itturnedoutthatthere’salwaysawayoutofanydifficultsituationaslongaswestayclam.（it作形式主語(yǔ)）Iwasabsolutelyunderstandingwhathefeltinhismind.（賓語(yǔ)從句）2.我完全理解他心里的感受。3.沐浴在溫暖的陽(yáng)光和溫和的風(fēng)中，他們承諾永遠(yuǎn)在一起。Bathedinthewarmsunlightandmildwind,theypromisedtobealwayswitheachother.（狀語(yǔ)從句）1.1語(yǔ)法角度02.用活“無(wú)靈主語(yǔ)句”“無(wú)靈主語(yǔ)句”就是用表示“抽象概念、心理感覺(jué)、事物名稱或時(shí)間地點(diǎn)”等的非人稱名詞作主語(yǔ),以表示人或社會(huì)團(tuán)體的動(dòng)作和行為的“有靈動(dòng)詞”(如:gain/get/seize/fail/release/shock/excite/annoy/witness/see/find等)作謂語(yǔ)的句子。1.過(guò)去的經(jīng)驗(yàn)教會(huì)我一次成功不是終點(diǎn)，我們要保持謙遜，不被成功沖昏了頭腦。Pastexperiencehastaughtmethatonesuccessisnotfinal,weshouldstayhumbleandneverletitgotoourhead.Thesmellofbreakfastfilledtheairinthekitchen.2.早餐的香味彌漫在廚房的空氣中。3.一見(jiàn)到他的老朋友，一種幸福的感覺(jué)席卷了他。Atthesightofhisoldfriend,awaveofhappinesssweptoverhim.1.1語(yǔ)法角度推進(jìn)情節(jié)時(shí),要確保思維連貫,句子和句群在意義上要有關(guān)聯(lián),不可碎片化。續(xù)寫時(shí),可以先把段落根據(jù)意義分成幾個(gè)片段,然后再展開(kāi)敘述和描寫。比如,2022年新高考I卷讀后續(xù)寫第一段的敘述片段可以劃分如下:Wesatdownnexttoeachother,butDavidwouldn'tlookatme.Heloweredhisheadandrubbedhishands."Youdon'twanttogiveup,doyou?”Iaskedinasoftvoice.Henoddedwithtearsinhiseyesbutstillhesitated.(片段1:詢問(wèn)原因)ThenIshowedhimsomephotos,someshowinghimrunningeveryday,andsomelaughingwithhisclassmates.(片段2:悉心安慰)HisfacelitupandthatDavid,hard-working,determined,fullofpositiveenergy,camealive.Helookedupatme,promisingtofindhistrueselfagain.(片段3:回心轉(zhuǎn)意)從上面的例子來(lái)看,故事情節(jié)的推進(jìn)分成了三個(gè)片段:作者詢問(wèn)David放棄跑步的原因;作者悉心安慰David;David回心轉(zhuǎn)意，決定參加跑步。這三個(gè)片段在思維上層次分明,連貫一致。這種語(yǔ)言設(shè)計(jì)十分值得借鑒。2.細(xì)節(jié)描寫細(xì)節(jié)描寫是讀后續(xù)寫中不可缺少的一種寫作手段。它通過(guò)對(duì)人物的肖像、神態(tài)、動(dòng)作、心理和對(duì)話等的詳細(xì)描述來(lái)表現(xiàn)人物性格,塑造人物形象。它也可通過(guò)環(huán)境描寫和場(chǎng)景描寫等來(lái)烘托人物的情感。2.1外貌描寫外貌描寫即描繪人物的面貌特征,它包括人物的身材、容貌、服飾、打扮以及表情、儀態(tài)風(fēng)度、習(xí)慣性特點(diǎn)等。外貌描寫的目的是以“形”傳“神”,刻畫(huà)人物的性格特征,反映人物的內(nèi)心世界。1.父親有一頭白發(fā),看起來(lái)很老,額頭上有些皺紋。Fatherhadwhitehair,lookingveryold,withsomewrinklesonhisforehead.(容貌)Hissun-burntfaceandarmsandhisslim,strongbodyarejustlikethoseofmillionsofChinesefarmers,forwhomhehasstruggledforthepastfivedecades.(體形)2.他那曬黑的臉、臂和瘦長(zhǎng)結(jié)實(shí)的身體,就像過(guò)去50年里他為之奮斗的數(shù)百萬(wàn)中國(guó)農(nóng)民一樣。3.我沒(méi)有穿跑步服;就是一件普通的T恤和短褲。Iwasn'twearingrunningclothes;justanormalT-shirtandshorts.(衣著)2.2動(dòng)作描寫動(dòng)作描寫是指對(duì)人物的整個(gè)身體或身體的某一部位的走、跑、跳、哭、笑、喊等動(dòng)作的細(xì)節(jié)描寫。它們可以表示人物的內(nèi)心活動(dòng)和思想態(tài)度等。1.母親提著一籃子面包和黃油走在前面，我們端著早餐跟在后面。Motherleadtheway,carryingthebasketofbreadandbutter,whilewefollowedwithourbasket.Shefeltuneasy,hermouthwideopening,armswavingandlegskicking.2.她感到不安，嘴巴張的大大的，雙臂揮舞，兩腿亂踢。3.我和妻子擁抱在一起，幸福的淚水順著她的臉頰滾落下來(lái)。MywifeandIthrewourarmsaroundeachother,tearsofhappinessrollingdownhercheeks.2.3心理描寫心理描寫是對(duì)人物在特定環(huán)境下的心理狀態(tài)、精神面貌和內(nèi)心活動(dòng)的描寫。通過(guò)對(duì)人物心理的描寫，讀者能直觀地了解人物的心靈,體會(huì)其行為動(dòng)作背后的含義。人物的心理活動(dòng)可以通過(guò)人物的所思所想和內(nèi)心獨(dú)白直接呈現(xiàn),也可以通過(guò)景物烘托、人物動(dòng)作和神態(tài)等間接呈現(xiàn)。1.在頒獎(jiǎng)典禮上，我接受了獲獎(jiǎng)證書(shū)，極度緊張和興奮。Attheawardpresentation,Iacceptedtheawardcertificate,extremelynervousandexcited.Hiseyeswerefilledwithtearsashishardworkeventuallypaidoff.2.當(dāng)他的努力工作最終得到回報(bào)時(shí),他的眼里充滿了淚水。3.我們回家的路上，我感到一種溫暖的感覺(jué)在我的心中。Aswemadeourwaybackhome,Ifeltasenseofwarmthinmyheart.2.4對(duì)話描寫對(duì)話描寫可以鮮明地展示人物的性格，生動(dòng)地表現(xiàn)人物的思想感情,深刻地反映人物的內(nèi)心世界,使讀者“聞其聲,如見(jiàn)其人”。1.大衛(wèi)的同學(xué)走近他說(shuō):“讓我們一起跑吧?！盌avid'sclassmatesapproachedhimandsaid,

“Let’sruntogether."“Howmuchdowestillneedtopayforanewtruck?"Askedmymother.2.“我們買一輛新卡車還需要多少錢?”我的媽媽問(wèn)。3.“我也是。”哈利說(shuō)?！拔覀冋娴膽?yīng)該做些什么來(lái)幫助他們?！薄癝odoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”2.5環(huán)境描寫環(huán)境描寫是指對(duì)人物所處的具體的社會(huì)環(huán)境和自然環(huán)境的描寫。環(huán)境描寫可以烘托氛圍,折射出人物的心理狀態(tài),與人物的思想感情密不可分。“一切景語(yǔ)皆情語(yǔ)”,讀者可以根據(jù)環(huán)境描寫推測(cè)出人物的心理環(huán)境描寫對(duì)情節(jié)的發(fā)展變化進(jìn)行鋪墊和暗示,從而豐富文章內(nèi)容。恰到好處的環(huán)境描寫會(huì)使讀者身臨其境,使文章更加引人入勝。1.在回家的路上，我感覺(jué)到路邊的花像天使一樣，在風(fēng)中搖曳，在陽(yáng)光下翩翩起舞。Whilewalkingbackhome,Ifeltthelowersliningthepathlooklikeangles,swayinginthewind,dancinginthesun.Theicecreamtruckwasparkedjustaroundthecorner,shiningbrightlyinthesunshine,asifwaitingtorewardthethreeadventurerswithamostgeneroustreatfortheirpatienceanddetermination.2.冰淇淋車就停在拐角處，在陽(yáng)光下閃閃發(fā)光，好像在等著用最慷慨的款待來(lái)獎(jiǎng)勵(lì)這三個(gè)冒險(xiǎn)者的耐心和決心。外面刮著風(fēng)，我蜷縮成一團(tuán)，漸漸地閉上了眼睛。Withwindblowingoutside,Icurledupintoaballandgraduallyclosedmyeyes.3.2.5場(chǎng)景描寫場(chǎng)景描寫是指對(duì)人物參加活動(dòng)的場(chǎng)景的描寫。常見(jiàn)的續(xù)寫場(chǎng)景描寫有:體育比賽場(chǎng)景、音樂(lè)或舞蹈演出場(chǎng)景、危險(xiǎn)中救人的場(chǎng)景、家人或朋友互助的場(chǎng)景等。這些場(chǎng)景描寫能給讀者帶來(lái)強(qiáng)烈的畫(huà)面感。1.我看著大衛(wèi)和其他賽跑者一起走上起跑線。發(fā)令員的槍聲響起,大衛(wèi)和其他孩子一起向前傾身。但他只走了幾米就絆倒了,摔倒在了地上。IwatchedasDavidmoveduptothestartinglinewiththeotherrunners. Thestartersgunsounded,andDavidleanedforwardwiththeotherchildren.Buthehadonlygoneafewmetersbeforehetrippedandfellflatontheground.(體育比賽場(chǎng)景)

WhenthehostannounceditwasJane’sturn,shewaswheeledontothestage.Janewasgreetedwithwarmapplause.Asshebegantosing,theaudiencegotabsorbedinherbeautifulvoice.Secondsafterherperformance,alltheaudiencerosewiththunderouscheers.(音樂(lè)演出場(chǎng)景)2.當(dāng)主持人宣布輪到簡(jiǎn)時(shí)，她被推到了舞臺(tái)上。簡(jiǎn)受到熱烈的掌聲歡迎。當(dāng)她開(kāi)始唱歌時(shí)，觀眾被她優(yōu)美的嗓音吸引住了。他的表演結(jié)束幾秒鐘后，所有的觀眾都起立，發(fā)出雷鳴般的歡呼聲。限時(shí)訓(xùn)練閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭請(qǐng)續(xù)寫兩段,使之構(gòu)成一篇完整的短文。Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn'twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool'scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,"heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell,hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger,that'sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意:1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請(qǐng)按如下格式作答Paragraph1:

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.

Paragraph2:

IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Paragraph1:

Wesatdownnexttoeachother,butDavidwouldn'tlookatme.“Iknowyou’vebeenpracticinghard,justgoandproveyourself.”Hearingmywords,Davidshotmeaquickglanceandhunghishead,“Idoubtw