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练习 专题13-读后续写写作方法与步骤-备战高考英语【应用文+读后续写】讲练测（高考新题型）
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这是一份练习 专题13-读后续写写作方法与步骤-备战高考英语【应用文+读后续写】讲练测（高考新题型），共21页。试卷主要包含了动词等内容，欢迎下载使用。
Part I
"读后续写"是高考英语中新增加的一种写作题型，从2016年开始应用于高考综合改革试点省份的高考中、并且将随着高考综合改革试点的推广在全国范围内使用。在将来，越来越多的学生将会在高考英语中遇到读后续写这种题型。在开始学习如何进行读后续写之前，让我们先来了解一下读后续写这类写作题型的具体要求。
要求考生在理解一篇不完整文章的基础上，充分调动想象创新思维，大胆预测文章缺失部分的内容走势，进行充满个性色彩的设计，并用英语进行续写表达。所提供短文词数在350左右，划线词语涉及到名词(词组)、动词(词组)、介词(词组)和形容词等，其中，以名词(词组)为主，在续写中至少要使用5个关键词语，需要注意：在使用关键词语时根据时态和语态的需要，可以改变动词的形式，可以改变名词的单复数，但不要改变关键词语在原文中的含义和词性；多以记叙文故事类文章或者夹叙夹议类文章为主，故事情节有曲折、有起伏，但故事线索的逻辑性比较强。
1.创造性：即发挥想象力，该题型具有一定的开放性，考生需用自己的语言对故事情节进行内容创造；
2.逻辑性：即根据已提供的关键信息，按照可能的合理的方向续写，使文章逻辑结构完整；
3.丰富性：即语言能力的充分体现，词汇句法的准确与复杂程度，细节描写的生动性等都将让故事更加立体饱满。
1.读后续写题型解读
到目前为止，已经有许多省份在高考英语中开始了对读后续写的考查。下面我们以2017年6月浙江省高考真题为例，一起来分析一下读后续写的考查重点。
阅读下面的短文，根据所给情节进行续写，使之构成一个完整的故事。
On a bright, warm July afternn, Mac Hllan, a primary schl teacher, was cycling frm his hme t Alaska with his friends. One f his friends had stpped t make a bicycle repair, but they had encuraged Mac t carry n, and they wuld catch up with him sn. As Mac pedaled (骑行) alng alne, he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
Then Mac heard quick and lud breathing behind him. “Man, that’s a big dg!” he thught. But when he lked t the side, he saw instantly that it wasn’t a dg at all, but a wlf, quickly catching up with him.
Mac’s heart jumped. He fund ut his can f bear spray. With ne hand n the bars, he fired the spray at the wlf. A bright red clud envelped the animal, and t Mac’s relief, it fell back, shaking its head. But a minute later, it was by his side again. Then it attacked the back f Mac’s bike, tearing pen his tent bag. He fired at the wlf a secnd time, and again, it fell back nly t quickly restart the chase (追赶).
Mac was pedaling hard nw. He waved and yelled at passing cars but was careful nt t slw dwn. He saw a steep uphill climb befre him. He knew that nce he hit the hill, he’d be easy caught up and the wlf’s teeth wuld be tearing int his flesh.
At this mment, Paul and Becky were driving their car n their way t Alaska. They didn’t think much f it when they saw tw cyclists repairing their bike n the side f the rad. A bit later, they sptted what they, t, assumed was a dg running alngside a man n a bike. As they gt clser, they realized that the dg was a wlf. Mac heard a large vehicle behind him. He pulled in frnt f it as the wlf was catching up fast, just a dzen yards away nw.
注意：
1. 所续写短文的词数应为150左右；
2. 应使用5个以上短文中标有下划线的关键词语；
3. 续写部分分为两段，每段的开头语已为你写好；
4. 续写完成后，请用下划线标出你所使用的关键词语。
Paragraph1:
The car abruptly stpped in frnt f him.
Paragraph2:
After minutes later,the ther tw cyclists arrived.
从2017年浙江省高考真题中我们可以发现，读后续写的考试形式与教育部考试中心颁布的《普通高等学校招生全国统一考试英语科考试说明》（高考综合改革试验省份试用）中的描述相同，提供了一段350词以内的语言材料（体裁多以记叙文为主），故事没有结束但是留有线索，让考生得以缘写文章。题目要求考生根据已经给出的故事信息，结合已经写好的两个开头语，应用材料中5个以上标有下划线的关键词语，完成一篇约150词的作文（150词不包括已给出的两段的开头语）。
读后续写不是让考生毫无依据地编故事，而是要求考生在读懂原文的基础上，找到原文给出的线索，然后用丰富、准确的语言完成一篇与原文紧密结合的读后续写作文。总体来说，
2.读后续写写作特点
在进行读后续写时有以下几点需要考生注意∶
①重在描述
读后续写的重点在于情节描述。描述过程中应加入更多的具体动作和情感描写，用具体动作代模地名表达。同学们往往比较擅长写"结论性"语言，例如"She felt really nervus and…"样的句子虽然在语法上没有错误，但是且按用形容词来表达会导致续写只呈现抽象的结论，而没有"画面械"、不会给读者留下深刻的印象。所以，同"们在进行读后续写时，一定要注重描述，讲究生动和画面感。本书第二章中为大家提供了一些用来描述情绪和动作的高频词（短语），希望大家能学以致用。
②关注语言
在高考英语写作中，考生所采用的句型结构在一定程度上会影响阅卷老师对考生写作水平的判断。考生尤其应该避免句型单一化、如通篇使用定语从句，因为这样会让阅卷老师觉得考生对各种句型掌握得不够充分。考生在进行读后续写时应该有意识地多使用不同的句型结构和语法点，比如非谓语、形容词作状语、虚拟语气等。本书第三章中对这些相关语法点进行了讲解。
③注意衔接
由于阅卷老师的阅卷时间十分有限，所以考生一定要在作文中使用清晰的逻辑衔接词，这样可以帮助老师快速抓住文章结构，促使老师更好地理解文章主旨，同时也可以显示出考生写作时严谨的逻辑。在读后续写当中，时间线索串联最为重要，例如upn ne's arrival、then、hwever、besides、while等衔接词，能够为文章提供明确的时间线索，很好地承接上下文，同学们在日常学习中应该多多积累。
④正向结局
从情节上来看，历年真题多以户外经历为主。考生需要注意设计的结局应是正向的化险为夷。例如，浙江省2016年11月的高考读后续写真题中讲述了简和丈夫野营时因吵架而走散迷路的故事，这个故事的结局应设计为简最终获救了;2017年6月的高考读后续写真题中讲述了马克和朋友骑车去阿拉斯加，朋友由于车坏而停下修车，马克单独前行却在途中遇到狼的故事，这个故事的结局应是马克最终成功脱险;2017年11月的高考读后续写真题中讲述了作者一家四口去祖父母家乡自驾旅游，作者的母亲很健忘，但结局应是由于母亲的健忘，途中发生了有趣的事情;2018年6月的高考读后续写真题中讲述了作者和父亲去西部荒原度假时骑马游玩、却在途中迷路的故事，结局应是作者和父亲平安找到了路。同学们在写作时一定要抓住文中线索，把握好故事发展方向。
对于读后续写这样的写作题型，同学们平时一定要多积累好词好句，进行大量的句子翻译练习，并且找到合适的写作步骤，这样才能在考场上有限的时间内完成一篇高分作文。
Part II简单实用易得分的五四三法则
五四三法则
5R解读故事
1. Read fr characters
2. Read fr cnflict/prblems
3. Read fr plt
4. Read fr emtinal changes
5. Read fr theme
4句确定框架
Step 1：先写最后一句（主题句）
Step 2：再写衔接句（第一段的最后一句）
Step 3：根据所给段首语句写角色的情感
Step 4：补全续写每段的中间内容
3大续写原则
1. Actin — Respnse原则：一个角色的所言、所行、所感和所想会引起其他角色的一系列反应。每段对话1-2句，不一定两个人都要说话，无声的动作也是一种respnse。
2. Cnflict — Slutin原则：一般而言第二段会有问题的slutin。（同时思考：能否在第一段出现一个问题，然后把它解决了或者没有解决。一方面是增加看点，另一方面也是给第二段作铺垫。）
3. Negative — Psitive原则：写作中一定要有情感的变化，无论前面是怎样的情感，最终都应该是积极的。
第二步：4句确定框架
读后续写不同于其他作文，有时候可能需要先倒着写。
Step 1：先写最后一句（主题句）
Step 2：再写衔接句（第一段的最后一句）
Step 3: 根据所给段首语句写角色的情感
根据第一段提示写：
根据第二段提示写：
Step 4：补全续写每段的中间内容
第三步：3大续写原则
1. Actin—Respnse原则
2. Cnflict—Slutin原则
3. Negative—Psitive原则
读下面材料，根据其内容和所给段落开头语续写两端，使之构成一篇完整的短文。
Mike licked the last f the mint chclate chip ice cream. It was almst time t leave. He jumped int the car with his parents and headed ff t the Olympic-sized pl fr the big swim meet.
When his race came up, Mike was cnfident. He was strng and swift. Mike climbed ut the pl, smiling. He had just wn first place, making him the fastest by in his age grup.
"Cngratulatins, sn," his father said. His mm gave him a hug, even thugh he was saking wet.
A week later, it was time fr anther swim meet. Like befre, Mike decided t enjy his favrite ice cream flavr. Mike remembered that the last time he had wn a race, he als ate mint chclate chip ice cream first. Maybe he'd win again.
He’s taken first place again in his race. Mike was feeling pretty gd. As it turned ut, Mike decided t have sme mint chclate chip Ice cream befre every ne f the next few swim meets. He began t think f it as his lucky charm. After several mnths f placing in the tp psitins f every race he swam, Mike was feeling unbeatable. And he wuldn’t admit it, but all that ice cream was adding a few punds t his athletic swimmer's build.
It didn’t take lng after that fr Mike t start cming in secnd place-and then third-and then last place in his races. The lucky mint chclate chip ice cream had lst its magic.
On the day f his next swim meet, his mther sat dwn at the table with him. “Mike, we all lve ice cream, but it's nt healthy fr yur bdy t eat s much f it. Maybe it's time t quit the sweet treats fr a while, especially befre yu g swimming.
Mike unwillingly agreed. He went t the swim meet, and didn’t perfrm well. His father ffered t g running with him a few days a week t help him feel better and strengthen his muscles. The extra weight sn disappeared, and Mike fund himself breathing easier at swim practices.
It was the last meet f the seasn, and Mike wasn’t sure what t expect. He felt healthy again, but he didn’t knw if he still had any speed in the pl.
注意:
1. 所续写短文的字数应为150左右；
2. 至少使用五个短文中标有下划线的关键词语；
3. 续写部分分为两段，每段的开头语已为你写好；
4. 续写完成后，请用下划线标出你所使用的关键词语
Paragraph 1 :
As he drve int the water, he kicked his legs and stretched his arms as far as he culd.
Paragraph 2 :
His jaw drpped as he realized he had beaten his wn best time ,and everyne else t.
如何快速写：
第一步：Analyze the stry：5Rs
1. Read fr characters:
Mike, his parents, Ice cream, teammates
2. Read fr cnflict / prblems：
Ice cream and Mike’s perfrmance: Whether is it a Lucky charm
3. Read fr plt:
4. Read fr emtinal changes:
When his race came up, Mike was cnfident
Mike was feeling pretty gd.
After several mnths f placing in the tp psitins f every race he swam, Mike was feeling unbeatable.
Mike unwillingly agreed.
5. Read fr theme
What cntributes t Mike’s success in swimming?
第二步：四句步定框架：写读后续写不同于写其它作文，有可能需要先倒着写的
Step 1: 先把最后一句写好，即：主题句
Mike realized that ne’s lucky charm was nthing but his diligence.
Step 2: 再把衔接句写好，即第一段的最后一句：
He dashed t the finish line.
Step 3: 紧接着每段的提示语句写角色的情感：
As he dve int the water, he kicked his legs and stretched his arms as far as he culd.
It struck endless energy and mtivatin int his bdy.
Mike’s jaw drpped as he realized he had beaten his wn best time, and everyne else’s t.
The flwers in his heart were already in blm.
接下来就是把每段的中间补充完整，记住三大原则：
1.Actin—Respnse原则：角色A的所言、所行、所感、所想会引起其它角色的一系列反应的。每段对话1-2句，不一定两个人都要说话，无声的动作也是一种respnse。
2.Cnflict—Slutin原则：一般而言第二段会有问题的slutin，但本文和高考的读后续写文章出题不一样，因为slutin在所给文章中就已经有了。
同时思考：能否在第一段出现一个问题，然后把它解决了或者没有解决。一方面是增加看点，另一方面也是给第二段铺垫。
3.Negative—Psitive原则：写作中一定要体现情感的变化，无论前面是这样的变化，最终都是积极的。
最终：
As he dve int the water, he kicked his legs and stretched his arms as far as he culd.
1. It struck endless energy and mtivatin int his bdy. （心情）
2.“This is where I belng. I can win the race,” thught he, his teeth clenched and his eyes fixed n the finish line frward. （内心独白）
3.Suddenly, tw figures whizzed past, which startled him. （心情变化））
4. Fearing t fall behind, he felt his heart punded frantically and his mind went blank. （解释心情变化和问题）
5. Just then, he thught f his sweat and his father’s encuraging smile. （问题的解决方法）
6. Gradually, his wrry gave way t his cnfidence and the last 5 minutes saw him dash t the finish line, fllwed by the end f the race. （衔接句）
Mike’s jaw drpped as he realized he had beaten his wn best time, and everyne else’s t.
7. The flwers in his heart were already in blm. （心情变化）
8. Hwever, he knew he deserved the hnr f champinship. （拓展）
9. His parents came up and gave him a high five, grinning frm ear t ear. （次要角色的回应）
10. “Hey, why nt try yur favrite ice cream and celebrate!” said his father, patting his n the shulder. （对话1）
11. “Thanks, Dad, but I have given up the ice cream. It’s nt such a lucky charm at all.” His eyes shne with wisdm.（对话2）
12. It was that day that Mike realized that ne’s lucky charm was nthing but his diligence.（照应开头的主旨句）
Part III 读后续写备考：“三步法”、四策略 、五注意
“三步法”搞定读后续写
“三步法”是指审题、构思和润色。这里以2020年高考浙江卷的读后续写为例，谈谈“三步法”的运用。
阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。（注：根据全国卷读后续写的特点，删除了原题中的划线词及续写要求）
One fall，my wife Elli and I had a single gal： t phtgraph plar bears. We were staying at a research camp utside“ the plar bear capital f the wrld”—the twn f Churchill in Manitba，Canada.
Taking pictures f plar bears is amazing but als dangerus. Plar bears—like all wild animals—shuld be phtgraphed frm a safe distance. When Im face t face with a plar bear，I like it t be thrugh a camera with a telepht lens. But smetimes，that is easier said than dne. This was ne f thse times.
As Elli and I cked dinner，a yung male plar bear wh was playing in a nearby lake sniffed，and smelled ur garlic bread.
The hungry bear fllwed his nse t ur camp，which was surrunded by a high wire fence. He pulled and bit the wire. He std n his back legs and pushed at the wden fence psts.
Terrified，Elli and I tried all the bear defense actins we knew. We yelled at the bear，hit pts hard，and fired blank shtgun shells int the air. Smetimes lud nises like these will scare bears ff. Nt this plar bear thugh—he just kept trying t tear dwn the fence with his massive paws（爪子）.
I radied the camp manager fr help. He tld me a helicpter was n its way，but it wuld be 30 minutes befre it arrived. Making the best f this clse encunter（相遇），I tk sme pictures f the bear.
Elli and I feared the fence wuldn’t last thrugh 30 mre minutes f the bears punishment. The camp manager suggested I use pepper spray. The spray burns the bears eyes，but desn't hurt them. S I apprached ur uninvited guest slwly and，thrugh the fence，sprayed him in the face. With an angry rar（吼叫），the bear ran t the lake t wash his eyes.
注意：
1. 所续写短文的词数应为150左右;
2. 续写部分分为两段，每段的开头语已为你写好。
Paragraph1：A few minutes later，the bear headed back t ur camp. ____________________________________________
___________________________________________________
Paragraph2：At that very mment，the helicpter arrived.__________________________________________________________________________________________________________
一、审题
审题是最重要的步骤，务必认真对待。读后续写的审题不止是审题目要求了，而是审读所给语言材料和所给段落首句等，在审读这些内容时，要重点弄清以下五点。
1. 审人称。审原材料的人物和续写部分的人物需要用哪种人称出现在续写文章里，要特别注意原材料里“拟人化”的人物其人称代词的选用。
2. 审时态。审原材料的主体时态，多种时态的混合使用;审续写部分的时态选择。
3. 审情节。一方面，审原材料的故事情节。续写部分要求“根据所给情节进行续写”，表明续写内容是原材料故事情节的延续，因此原材料的故事情节是续写部分的“指南针”，指引续写部分的方向。另一方面，审续写部分每段的开头语，领悟续写部分每段的开头语的提示作用，从而探索续写部分组织材料的导向。
4. 审结构。审原材料篇章结构和写作特点，找出原材料主旨句或主旨段及细节材料，明白细节材料是如何围绕中心思想而展開的，明白这个“中心思想”不只是原材料的中心思想更是续写部分的中心思想，是续写部分的灵魂，是组织材料的框架，千千万万不同的材料可以倒进这个框架，但目的只有一个：服务中心思想。绝对不能离开中心思想的“势力范围”。
5. 审衔接。审原材料的尾段特别是尾段的尾句与续写首段的开头语的衔接关系，从这个“关系”中可以窥探续写首段的情节构思方向：是接着尾句继续写下去或是与尾段并列还是接着尾段的反方向续写，等等。审续写首段的尾句与续写第二段开头语的衔接关系，要承上启下，让两个段落衔接自然，发挥“红娘”的作用，因此该特殊位置的句意务必认真对待。审续写第二段的结束句，句意要充满正能量，升华文章主题，发挥“画龙点睛”的作用，不仅“使之构成一个完整的故事”，而且具有积极的教育意义。
2020年高考浙江卷的读后续写可以这样审题。
①人称：Elli是第三人称，the bear是“拟人化”的人物，对应代词是he，him，his。续写段落以第一人称为主。
②时态：原材料和续写部分的主体时态都是一般过去时态。
③情节：“我”和妻子Elli共有一个目标：拍到北极熊的照片。有一天，夫妻俩在科研营地做饭时一只北极熊闻到面包味来到营地，北极熊要穿过营地围栏。夫妻俩使用很多方法抵御北极熊，情况危急，同时拍到北极熊的一些照片，幸好最后脱险。拍到北极熊的照片是不容易的。
④结构：原材料篇章结构清楚易懂，第二段是主旨段，“But smetimes，that is easier said than dne. This was ne f thse times.”是主旨句，是中心思想（拍到北极熊的照片说的比做的容易，这便是其中一次经历）。其他段落是细节描写服务中心思想。
⑤衔接：原材料的尾句“With an angry rar（吼叫），the bear ran t the lake t wash his eyes.”与续写首段开头语“A few minutes later，the bear headed back t ur camp ”衔接自然，可以接着尾句情节续写;续写首段的尾句必须与续写第二段开头语“At that very mment，the helicpter arrived.”有合理逻辑联系，该句意思要认真构思;续写第二段的结束句句意要有满满正能量，要谨慎构思。
二、构思
构思是指组织材料。经过认真的审题之后就可以为续写搜集材料，可以使用各种各样的材料构思情节，但材料要符合“与所给短文融洽度高，与所提供各段落开头语衔接合理”的要求，并且要围绕全文中心思想而展开。如2020年高考浙江卷的读后续写可以这样构思。
构思续写第一段：
由材料尾句“With an angry rar（吼叫），the bear ran t the lake t wash his eyes.”和所给首段首句”A few minutes later，the bear headed back t ur camp.”构思：We saw this. We thught anther danger was n the way.
由原文第五段“夫妻俩使用很多方法抵御北极熊，同时拍到北极熊的一些照片，情况危急”构思：We wanted t turned the bear arund. Elli threw ur bread as far as pssible. The bear smelled the bread and ran back fr it. I tk this gd pprtunity t phtgraph the bear. The flashing camera attracted his attentin. The bear dashed back again and rared angrily. The bear gathered all his pwer t pull dwn the fence. The bear gt in. I attempted t use pepper spray t frce him ff but failed.
由第二段所给首句“At that very mment，the helicpter arrived.”构思尾句：He was a great danger t us.
构思续写第二段：
由“At that very mment，the helicpter arrived”推测：直升机来到后，夫妻俩如何与北极熊周旋。可以这样构思：The helicpter prduced nises. The helicpter was a giant. It was mre pwerful than him. We hid urselves behind the helicpter. The bear was terrified nt t cme frward. We were safe. The bear wuld nt like t leave. The bear wanted t attack us. The bear made sme aggressive actins. Smetimes he glared at us. Smetimes he rared t us. Smetimes he watched the helicpter in a funny way.
由原文情节“夫妻俩共有一个目标：拍到北极熊的照片”，构思：We tk the pictures f all his “psts”.
由全文主旨“幸好最后脱险”，构思：Then we left in the helicpter.
由“续写第二段的结束句要有积极的教育意义”，构思：Plar bears needed prtecting.
综上所述，两个自然段的“构思”如下：
A few minutes later，the bear headed back t ur camp. We saw this. We thught anther danger was n the way. We wanted t turned the bear arund. Elli threw ur bread as far as pssible. The bear smelled the bread and ran back fr it. I tk this gd pprtunity t phtgraph the bear. The flashing camera attracted his attentin. The bear dashed back again and rared angrily. The bear gathered all his pwer t pull dwn the fence. The bear gt in. I attempted t use pepper spray t frce him ff but failed. He was a great danger t us.
At that very mment，the helicpter arrived. The helicpter prduced nises. The helicpter terrified the bear nt t cme frward. We were safe. We hid urselves behind the helicpter. The bear wuld nt like t leave. The bear wanted t attack us. The bear made sme aggressive actins. Smetimes he glared at us. Smetimes he rared t us. Smetimes he watched the helicpter in a funny way. We tk the pictures f all his“ psts”. Then we left in the helicpter. Plar bears needed prtecting.
三、润色
根据评分标准“所使用语法结构和词汇丰富、准确”“有效地使用了语句间的连接成分，使所续写短文结构紧凑”去润色，把“构思”的句子进行修改，使得行文流畅，逻辑合理，语意连贯，语法正确，英语味浓。
为使语言形象生动，避免所有句子都以主语开头，可以把表语或状语前置使用倒装结构;避免句式单一，要灵活应用分词短语、with的复活结构、强调句、并列句、主从复合句、省略句;避免使用表意笼统化的词汇，应该使用表意具体的高级词汇;还要注意长短句相间;为增强文章的可读性，根据上下文的逻辑关系，可恰当添加过渡性的词语或连接词，如nt nly ... but als，either ... r ...，hwever，as a result，what’s mre，in additin 等。
上面的构思可以这样润色：
A few minutes later，the bear headed back t ur camp. Seeing this，we thught anther danger was n the way. T turned the bear arund，Elli threw ur bread as far as pssible and smelling the bread，the bear ran back fr it. S I tk this gd pprtunity t phtgraph him. With the camera flashing，the bear dashed back again，raring angrily. Besides，the bear gathered all his pwer t pull dwn the fence and gt in. I attempted t use pepper spray t frce him ff but failed. Obviusly，he was a great danger.
At that very mment，the helicpter arrived. The helicpter prducing nises scared the bear a distance away. We were safe. Hwever，the bear wuld nt like t leave but t attack us. Therefre，he made sme aggressive actins. Smetimes he glared at us. Smetimes he rared t us. Smetimes he watched the helicpter in a funny way. We hurried t take the pictures f all his “psts”. Then we left in the helicpter，realizing plar bears needed prtecting.
上面续写的两个段落与每段的开头语能很好衔接，段落之间也能够衔接;细节描写生动，逻辑性强，续写情节能够根据原材料情节进行续写，构成一个完整的故事。语法运用正确，英语味浓，多次使用现在分词作状语，with的复合结构，不定式作目的状语前置，长短句相间;文章的可读性强，多次使用过渡性的词语或连接词。
四步搞定读后续写
读后续写对师生来说，都是一种新题型，也是一种新的挑战，如何写好这类作文，笔者认为，对初学者来说，按四个步骤来写，容易掌握。请看下面的例题：
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。续写的词数应为150左右。
Jenny was the nly child in her hme. She had a quarrel with her mther that afternn and she ran ut f the huse angrily. She culdn’t help weeping when she thught f the sclding frm her mther. Having wandered in the street fr hurs， she felt a little hungry and wished fr smething t eat. She std beside a stand fr a while， watching the middle-aged seller busy ding his business. Hwever， with n mney in hand， she sighed and had t leave.
The seller behind the stand nticed the yung girl and asked， “Hey， girl， yu want t have the ndles？”
“Oh， yes ... but I dn’t have mney n me，”she replied.
“That’s nthing. Ill treat yu tday，”said the man.“Cme in.”
The seller brught her a bwl f ndles， whse smell was s attractive. As she was eating， Jenny cried silently.
“What is it？”asked the man kindly.
“Nthing， actually I was just tuched by yur kindness！”said Jenny.“Even a stranger n the street will give me a bwl f ndles， while my mther drve me ut f the huse. She shwed n care fr me. She is s merciless cmpared t a stranger！”
Hearing the wrds， the seller smiled，“Girl， d yu really think s？ I nly gave yu a bwl f ndles and yu thanked me a lt. But it is yur mther wh has raised yu since yu were a baby. Can yu number the times she cked fr yu？ Have yu expressed yur gratitude t her？”
Jenny sat there， speechless and numb with shck; she remembered Mthers familiar face and weathered hands.“Why did I nt think f that？ A bwl f ndles frm a stranger made me feel grateful， but I have never thanked my mum fr what she has dne fr me.”
On the way hme， Jenny made up her mind t make an aplgy t her mther fr her rudeness as sn as she arrived hme.
Paragraph 1：
Nearing the drway， Jenny tk a deep breath.
Paragraph 2：
A gentle tuch n her hair called her mind back.
第一步，读懂大意， 理清脉络
根据记叙文的六要素弄清文章大意，特别要弄清故事的人物及人物之间的关系、时态（通常是一般过去时）、事件（故事的起因和经过），以及语言特色（以便在续写时语言特色前后一致，保持不变），等等。 本文的人物和事件如下：
据此可知，所给材料主要情节或故事发展的脉络如下：
●珍妮跟母亲吵架，离家出走，街上游荡几个钟后，感觉饥饿。
●好心人给她一碗面吃，她感动流泪。
●这位陌生人告诉她，母亲将她养大，给她做了无数次饭菜，应当感谢她的母亲。
●珍妮意识到自己错了，决定回家向妈妈道歉。
●珍妮跟母亲吵架，离家出走，街上游荡几个钟后，感觉饥饿。
●好心人给她一碗面吃，她感动流泪;这位陌生人告诉她，母亲将她养大，给她做了无数次饭菜，应当感谢她的母亲。
●珍妮意识到自己错了，决定回家向妈妈道歉。
另外，本文的语言特色：
（1）有较多的人物對话。
（2）用了较为高级的语法结构。如：
形容词作补语：
Jenny sat there， speechless and numb with shck.
分词短语作状语：
She std beside a stand fr a while， watching ...
Hearing the wrds， the seller smiled ...
第二步，细读首句，构思框架
仔细阅读所给两段的首句，结合正能量结尾，思考大致框架。本题所给两段首句为：
Nearing the drway， Jenny tk a deep breath.（走到门口，珍妮深吸了一口气）
A gentle tuch n her hair called her mind back.（轻轻一碰她的头发，她的思绪又回来了）
由续写的第一段首句与第二段首句确定第一段的框架。
由第一段首句可知，珍妮应是鼓起勇气敲门回家，但从第二段首句来看，“轻轻碰她的头发”的应是母亲，因为人物就三个，续写中一般不要随意冒出一个新的人物，除非情节发展的需要;“思维回来”说明第一段中，珍妮回家没见到母亲，在回忆跟母亲吵架的事，或在回忆母亲多年的关爱。第二段才出现母亲，第一段应是母亲不在家，那么母亲去哪里了呢？根据常识，女儿出走，应是找她女儿去了。
第二段的框架，由第二段首句与正能量结尾来确定。
故事内容一定要正能量，弘扬社会主义核心价值观。如迷路了但最终一定回到了家;失败了或遇到困难了，但最终一定成功了;吵架了但最后一定是言归于好，和睦相处;犯错了，最后一定会改过自新，重新做人;贼逃了，最后一定是绳之以法，等等。
因此，根据正能量原则，本文的结尾，应是母女和好。
第二段的框架是，母亲回来，女儿道歉，母亲原谅，母女和好。
第三步，增加细节，开始写作
在已定框架范围内，依据情节发展和生活常识，推断故事中人物所见、所闻、所思、所说、所做等给每段增加5至8个具体细节。如本题的第一段可以构思以下细节：
第一段
鼓足勇气，推门进屋
母亲外出，不知何处
累而难过，沙发上坐
争吵场面，浮现脑海
自己粗鲁，愧对其母
母亲责骂，皆因关爱
自感羞愧，泪流脸颊
第二段
抬头一望，看见母亲
到处找你，你在这里
母亲虽累，松了口气
扑入怀里，道歉致谢
母亲听后，喜在心头
根据一致性原则，除内容上要语义衔接，上下连贯外，语言风格也要一致，应使用分词语短和形容词作状语等。
在确定框架、增加细节之后，就可以开始写作了。
第四步，修改润色，整洁誊写
初稿完成后要认真检查，注意语义是否衔接，前后是否连贯，事件是否符合逻辑，语言特色是否与前文一致。在修改润色之后，整齐工整地誊写在答卷上。
参考范文
Paragraph 1：
Nearing the drway， Jenny tk a deep breath. When she pushed the dr pen and entered the huse， she fund her mther was nt in. Tired and sad， she sank dwn nt the sfa.“Where culd my mther be？”she wndered.“Was she still angry with me？”Again， the scene f the quarrel appeared in her mind. She remembered her rudeness t her mther. Realizing that all the sclding frm her mther was due t the fact that her mther really cared a lt abut her， she felt rather ashamed， and tears began t rll dwn her cheeks.
Paragraph 2：
A gentle tuch n her hair called her mind back. She raised her head and saw the familiar face f her mther.“Here yu cme！I’ve been lking fr yu，”she said， tired and relieved. Jenny culdn’t help thrwing herself int her mthers arms. “Mum， I’m s srry and thank yu fr all yu have dne fr me.”She expressed her sincere aplgy and great gratitude. Hearing this， her mther smiled， patting her back gently.
读后续写，五步成文
在指导学生进行读后续写时，通常要求学生按照“读全文——找伏笔——巧构思——定锚点——精打磨”五个步骤进行思路的梳理和写作。以下通过一份例题分析，介绍这五个步骤的具体操作。
[题目呈现]
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
My presentatin was hrrible. I lst the client（客户）. My bss wuldn’t lk me in the eye and the rest f my day was spent in relative silence——I was left alne， in reality. Finally， I left my air-cnditined ffice and f curse， utside it was ht as hell（地狱）. I was ht literally and figuratively as three buses passed， t full t stp and then the ne that did stp shuld have kept ging because the air cnditining wasn’t wrking.
I barded the bus but was unable t stand it， s I squeezed my way ff at the next stp. I wuld just walk the mile and a half t hme. I annyed further， as I cntinued my jurney. I refused t take ff my jacket， purpsely， maximizing my frustratin（沮丧）——“when it rains， let it pur” was my philsphy（态度）.
A blck frm my building， I heard the water splashing（溅） and kids screaming（尖声叫）s I knew the fire hydrant（消防栓）had been turned n. Withut even thinking abut taking an alternate rute， I turned the crner， sure enugh， there was a grup f children playing water. They were plitely n the lkut t stp the water frm spraying n any passer-by， s when they saw me they stpped the water and when they saw my mean lk， they even gt quiet. The yunger nes in bathing suit， the girls wearing shwer caps and the bys with water guns all stared at me as I started t pass by.
Then I nticed a little ne， n lder than five， hlding a water gun dwn by his side， eyeing me a little harder than the thers. I eyed him back. Then his brther， wh I had seen arund the neighbrhd， ndded at him like he was saying，“I dare yu.” My eyes tightened a little further as I cmmunicated my wn “I dare yu” t the five-year-ld. Then his eyes mved， planning his escape rute thrugh the alley， and in that split secnd I knew I was ging t get saked.
注意：
1. 所续写短文的词数应为150左右;
2. 续写部分分为两段， 每段的开头语已为你写好。
And he gt me， behind my ear， befre he ran twards his exit.
_________________________________________________
_________________________________________________
I culdn’t remember my last fight._____________________
_________________________________________________
[步骤详解]
步骤一，读全文，构思续写框架
我们在读完全篇和给出的段首句之后，可以对文章进行总结和合理预测：作者从文章开始因丢掉客户受到老板的冷眼心情沮丧，到回家途中酷热天气下挤车的不顺，路上偶遇小孩水战。文章最后一句表示一场大战一触即发。
根据“正向结局”的思路，我们可以预测后文应该是作者通过和孩子们的水战“冲突”带来的舒爽，情绪从dwn到up，由郁闷沮丧到轻松愉快。
再根据所给的两句段首句可知，第一段应该是水战的具体描写，第二段应该是水战结束后作者的反思：他認识到生活中尽管会有不如意，但是快乐也是无处不在的，于是调整好自己的心情，决定重新出发，信心满满面对生活，迎接新的挑战。
构思的时候一定要读懂给出的两个段首句。And he gt me， behind my ear， befre he ran tward his exit. 由he gt me可知，小孩已经射中我了。如果我们接下来再写小孩如何瞄准我和扣扳机，那就重复了。befre he ran tward his exit说明小孩跑了。I culdn't remember my last water fight. 既然都不记得了，如果还写自己小时候打水仗的回忆就是自相矛盾。第二段应主要描写作者打水仗后的感受和感悟。
步骤二，找伏笔，以增加契合度
我们应该在所给材料中划出一些伏笔，以便在续写中重现，让续写和原文看起来契合度更高。如，my jacket， my “when it rain let it pur” philsphy， fire hydrant， water gun， alley， five-year-ld， his brther等。
另外，我们还可以通过观察语篇的优质表达感受其语言风格，选词方面尽量与其接近。如：squeeze my way ff， water splash， bathing suit/shwer cap， get saked等。
步骤三，巧构思，想好续写内容
我们在构思时先想好每段大概可以写几个点，分几句话写。因行数所限，每段5个点就差不多了，每个点1～2句话，当然还要看你写的是长句还是短句。如：
第一段：And he gt me， behind my ear， befre he ran tward his exit. ①我的情绪（惊讶/不耐烦/愤怒？）——②奋起反击（追，拿到水枪）——③其他小孩jin——④情绪变好——⑤给水仗写个结尾句（浑身湿透但开心）
第二段：I culdn’t remember my last water fight.①但这次不一样，印象深刻——②生活中的浮躁vs冷静——③心态要调整，发现生活的小美好——④thanks t the kids——⑤总结/升华
经过这轮的构思，相信就能紧扣主线，不会有某个点一发不可收拾而与主题相关性大的细节反倒描写不够的问题。而且基本不会超行，保证卷面相对美观。
步骤四，定锚点，写好关键位置句
关键位置句是指以下四个句子：
第一段所给首句后的句子，该段最后一个句子;
第二段所给首句后的句子，全文最后一个句子。
这些句子在文中占重要位置，对全文起到起承转合的作用。这些句子限制了故事的发展思路和结局，写好了能够体现我们的审题以及把握原文细节的能力，体现我们对语篇结构的把控能力，给阅卷老师留下良好印象。写作前，可在草稿纸上写下故事重要情节的单词或词组，简单起草文章发展脉络。如想降低难度，也可以使用一两句中文简单概括续写段落的大意，然后朝该思路用英语续写故事。
全文最后一个句子可以适当对全文进行总结或提升，让阅卷老师觉得文章完整且有深度，读完回味无穷。如2021八省联考题目，陌生人帮助修车后，还偷偷返还作者给的报酬。这个故事是“助人”主题，结尾便可融入陌生家庭不计回报的帮助给作者所带来的冲击或者感慨，并将其向人生思考、传递善良等角度升华。优秀结尾如下：
Even small acts f kindness can make a big difference. 即使是小小的善举也能带来很大的不同。
The memry f this unexpected encunter will never fade frm my mind. 关于这次意外相遇的记忆永远不会从我的脑海中消失。
Even tday， I still regard this experience as treasured memry. 直到今天，我仍然把这段经历当作珍贵的回忆。
It was at that mment that I realized such acts f kindness are pprtunities t knw hw gd it feels t be kind and helpful. 就在那一刻，我意识到这样的善举是一个机会，让我知道善良和乐于助人的感觉有多好。
The family made me really mved， and I finally understd it is kindness and help that make the wrld g arund. 这个家庭让我很感动，我终于明白，是善良和帮助让世界运转。
Since then I’ve decided t help thers mre， as kindness is ne thing that really deserves t be passed n frm ne t anther. 从那时起，我决定多帮助别人，因为善良是一件真正应该传递的东西。
步骤五，精打磨，确保作品质量
续写中，在保证语言通畅的前提下，应尽量多使用各类从句、非谓语动词、倒装句、强调句等。另外，恰当运用心理描写、环境描写，以及描述性的动作词汇，来描写细节、烘托气氛，使文章充满真情实感和可读性。注意不要过多使用对话描写，对话最多不要超过两个话轮。最后，我们还要检查全文的故事情节是否完整，所续写内容是否符合逻辑，与原文和所给段首提示语是否连贯，语法结构、句型结构是否使用准确，所续写内容的词数是否达标，标点符号的使用、单词拼写与字母大小写等等。
按照这五个步骤，我们基本就能续写出情节连贯且与原文风格类似的作品。请看作文范例以及学生优秀作文。
[作文范例]
And he gt me， behind my ear befre he ran twards the exit. Hardly culd I believe that I shuld be bullied by a 5-year-ld by！Thinking f all that had happened that day — my lss f an imprtant client， my cld receptin frm my bss， my failure t bard an air-cnditined bus， I culd n lnger cntain my anger. Swiftly I grabbed a water gun frm ne little devil and sht at him. Then all the ther children jined in. A fierce water battle started. It was quite thrilling and was like rain puring dwn. By and by the water battle became a refreshing game n such a ht day t us. I gt saked but laughed as I’d never laughed befre.
I culdn’t remember my last water fight. But the ne that happened tday wuld decidedly remain deeply rted in my memry. After the fight， all the frustratin and depressin that had been building up inside me came t a cmplete stp. I became aware that althugh life may nt g as we expect， there is never a shrtage f fun and excitement in this wrld. And I wuld be cnfident and brave， ready t face any challenge. I wuld embrace life with all my might.
[学生习作]
And he gt me， behind my ear befre he ran twards the exit. My mind filled with anger， I culd hardly cntain myself and rushed t get back at him. Hwever， seeing the inncent eyes and teen spirit behind them， I recalled my philsphy and thus an alternative was revealed.“When it rains， let it pur”， whispering the wrds t myself， I turned t the fire hydrant and swiftly turned it back n. Hearing the water splashing ut， the frightened kids knew what t d and all the water guns were pinted t the new player， me. As I screamed and gt wet tgether with the kids， I culd nt nly feel the heat disappearing， but als my frustratin. My hrrible presentatin， my lsing the client desn’t matter anymre as I spent a wnderful time with the kids.
I culdn’t remember my last water fight. Living in the mdern sciety， we are ften encuntered with unprecedented level f stress in the wrkplaces. Overwhelmed by frustratins and setbacks， we tend t ignre the predicaments that mst f us are deprived f the chance t cl urselves dwn. When my jacket was getting heavier because f the water， I culd feel a part f me， filled with tensin and stress， was cleansed. Rather than blaming the kids fr making my ear wet， I wanted t thank them fr teaching me such a lessn -- we are all engines wrking tirelessly n the planet but smetimes we need t cl dwn， bth the surface and the cre， t run greater miles.
序号
内容
Part I
高考英语读后续写题型分析
Part II
简单实用易得分的五四三法则
Part III
读后续写备考：“三步法”、四策略 、五注意
Part I
"读后续写"是高考英语中新增加的一种写作题型，从2016年开始应用于高考综合改革试点省份的高考中、并且将随着高考综合改革试点的推广在全国范围内使用。在将来，越来越多的学生将会在高考英语中遇到读后续写这种题型。在开始学习如何进行读后续写之前，让我们先来了解一下读后续写这类写作题型的具体要求。
要求考生在理解一篇不完整文章的基础上，充分调动想象创新思维，大胆预测文章缺失部分的内容走势，进行充满个性色彩的设计，并用英语进行续写表达。所提供短文词数在350左右，划线词语涉及到名词(词组)、动词(词组)、介词(词组)和形容词等，其中，以名词(词组)为主，在续写中至少要使用5个关键词语，需要注意：在使用关键词语时根据时态和语态的需要，可以改变动词的形式，可以改变名词的单复数，但不要改变关键词语在原文中的含义和词性；多以记叙文故事类文章或者夹叙夹议类文章为主，故事情节有曲折、有起伏，但故事线索的逻辑性比较强。
1.创造性：即发挥想象力，该题型具有一定的开放性，考生需用自己的语言对故事情节进行内容创造；
2.逻辑性：即根据已提供的关键信息，按照可能的合理的方向续写，使文章逻辑结构完整；
3.丰富性：即语言能力的充分体现，词汇句法的准确与复杂程度，细节描写的生动性等都将让故事更加立体饱满。
1.读后续写题型解读
到目前为止，已经有许多省份在高考英语中开始了对读后续写的考查。下面我们以2017年6月浙江省高考真题为例，一起来分析一下读后续写的考查重点。
阅读下面的短文，根据所给情节进行续写，使之构成一个完整的故事。
On a bright, warm July afternn, Mac Hllan, a primary schl teacher, was cycling frm his hme t Alaska with his friends. One f his friends had stpped t make a bicycle repair, but they had encuraged Mac t carry n, and they wuld catch up with him sn. As Mac pedaled (骑行) alng alne, he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
Then Mac heard quick and lud breathing behind him. “Man, that’s a big dg!” he thught. But when he lked t the side, he saw instantly that it wasn’t a dg at all, but a wlf, quickly catching up with him.
Mac’s heart jumped. He fund ut his can f bear spray. With ne hand n the bars, he fired the spray at the wlf. A bright red clud envelped the animal, and t Mac’s relief, it fell back, shaking its head. But a minute later, it was by his side again. Then it attacked the back f Mac’s bike, tearing pen his tent bag. He fired at the wlf a secnd time, and again, it fell back nly t quickly restart the chase (追赶).
Mac was pedaling hard nw. He waved and yelled at passing cars but was careful nt t slw dwn. He saw a steep uphill climb befre him. He knew that nce he hit the hill, he’d be easy caught up and the wlf’s teeth wuld be tearing int his flesh.
At this mment, Paul and Becky were driving their car n their way t Alaska. They didn’t think much f it when they saw tw cyclists repairing their bike n the side f the rad. A bit later, they sptted what they, t, assumed was a dg running alngside a man n a bike. As they gt clser, they realized that the dg was a wlf. Mac heard a large vehicle behind him. He pulled in frnt f it as the wlf was catching up fast, just a dzen yards away nw.
注意：
1. 所续写短文的词数应为150左右；
2. 应使用5个以上短文中标有下划线的关键词语；
3. 续写部分分为两段，每段的开头语已为你写好；
4. 续写完成后，请用下划线标出你所使用的关键词语。
Paragraph1:
The car abruptly stpped in frnt f him.
Paragraph2:
After minutes later,the ther tw cyclists arrived.
从2017年浙江省高考真题中我们可以发现，读后续写的考试形式与教育部考试中心颁布的《普通高等学校招生全国统一考试英语科考试说明》（高考综合改革试验省份试用）中的描述相同，提供了一段350词以内的语言材料（体裁多以记叙文为主），故事没有结束但是留有线索，让考生得以缘写文章。题目要求考生根据已经给出的故事信息，结合已经写好的两个开头语，应用材料中5个以上标有下划线的关键词语，完成一篇约150词的作文（150词不包括已给出的两段的开头语）。
读后续写不是让考生毫无依据地编故事，而是要求考生在读懂原文的基础上，找到原文给出的线索，然后用丰富、准确的语言完成一篇与原文紧密结合的读后续写作文。总体来说，
2.读后续写写作特点
在进行读后续写时有以下几点需要考生注意∶
①重在描述
读后续写的重点在于情节描述。描述过程中应加入更多的具体动作和情感描写，用具体动作代模地名表达。同学们往往比较擅长写"结论性"语言，例如"She felt really nervus and…"样的句子虽然在语法上没有错误，但是且按用形容词来表达会导致续写只呈现抽象的结论，而没有"画面械"、不会给读者留下深刻的印象。所以，同"们在进行读后续写时，一定要注重描述，讲究生动和画面感。本书第二章中为大家提供了一些用来描述情绪和动作的高频词（短语），希望大家能学以致用。
②关注语言
在高考英语写作中，考生所采用的句型结构在一定程度上会影响阅卷老师对考生写作水平的判断。考生尤其应该避免句型单一化、如通篇使用定语从句，因为这样会让阅卷老师觉得考生对各种句型掌握得不够充分。考生在进行读后续写时应该有意识地多使用不同的句型结构和语法点，比如非谓语、形容词作状语、虚拟语气等。本书第三章中对这些相关语法点进行了讲解。
③注意衔接
由于阅卷老师的阅卷时间十分有限，所以考生一定要在作文中使用清晰的逻辑衔接词，这样可以帮助老师快速抓住文章结构，促使老师更好地理解文章主旨，同时也可以显示出考生写作时严谨的逻辑。在读后续写当中，时间线索串联最为重要，例如upn ne's arrival、then、hwever、besides、while等衔接词，能够为文章提供明确的时间线索，很好地承接上下文，同学们在日常学习中应该多多积累。
④正向结局
从情节上来看，历年真题多以户外经历为主。考生需要注意设计的结局应是正向的化险为夷。例如，浙江省2016年11月的高考读后续写真题中讲述了简和丈夫野营时因吵架而走散迷路的故事，这个故事的结局应设计为简最终获救了;2017年6月的高考读后续写真题中讲述了马克和朋友骑车去阿拉斯加，朋友由于车坏而停下修车，马克单独前行却在途中遇到狼的故事，这个故事的结局应是马克最终成功脱险;2017年11月的高考读后续写真题中讲述了作者一家四口去祖父母家乡自驾旅游，作者的母亲很健忘，但结局应是由于母亲的健忘，途中发生了有趣的事情;2018年6月的高考读后续写真题中讲述了作者和父亲去西部荒原度假时骑马游玩、却在途中迷路的故事，结局应是作者和父亲平安找到了路。同学们在写作时一定要抓住文中线索，把握好故事发展方向。
对于读后续写这样的写作题型，同学们平时一定要多积累好词好句，进行大量的句子翻译练习，并且找到合适的写作步骤，这样才能在考场上有限的时间内完成一篇高分作文。
Part II简单实用易得分的五四三法则
五四三法则
5R解读故事
1. Read fr characters
2. Read fr cnflict/prblems
3. Read fr plt
4. Read fr emtinal changes
5. Read fr theme
4句确定框架
Step 1：先写最后一句（主题句）
Step 2：再写衔接句（第一段的最后一句）
Step 3：根据所给段首语句写角色的情感
Step 4：补全续写每段的中间内容
3大续写原则
1. Actin — Respnse原则：一个角色的所言、所行、所感和所想会引起其他角色的一系列反应。每段对话1-2句，不一定两个人都要说话，无声的动作也是一种respnse。
2. Cnflict — Slutin原则：一般而言第二段会有问题的slutin。（同时思考：能否在第一段出现一个问题，然后把它解决了或者没有解决。一方面是增加看点，另一方面也是给第二段作铺垫。）
3. Negative — Psitive原则：写作中一定要有情感的变化，无论前面是怎样的情感，最终都应该是积极的。
第二步：4句确定框架
读后续写不同于其他作文，有时候可能需要先倒着写。
Step 1：先写最后一句（主题句）
Step 2：再写衔接句（第一段的最后一句）
Step 3: 根据所给段首语句写角色的情感
根据第一段提示写：
根据第二段提示写：
Step 4：补全续写每段的中间内容
第三步：3大续写原则
1. Actin—Respnse原则
2. Cnflict—Slutin原则
3. Negative—Psitive原则
读下面材料，根据其内容和所给段落开头语续写两端，使之构成一篇完整的短文。
Mike licked the last f the mint chclate chip ice cream. It was almst time t leave. He jumped int the car with his parents and headed ff t the Olympic-sized pl fr the big swim meet.
When his race came up, Mike was cnfident. He was strng and swift. Mike climbed ut the pl, smiling. He had just wn first place, making him the fastest by in his age grup.
"Cngratulatins, sn," his father said. His mm gave him a hug, even thugh he was saking wet.
A week later, it was time fr anther swim meet. Like befre, Mike decided t enjy his favrite ice cream flavr. Mike remembered that the last time he had wn a race, he als ate mint chclate chip ice cream first. Maybe he'd win again.
He’s taken first place again in his race. Mike was feeling pretty gd. As it turned ut, Mike decided t have sme mint chclate chip Ice cream befre every ne f the next few swim meets. He began t think f it as his lucky charm. After several mnths f placing in the tp psitins f every race he swam, Mike was feeling unbeatable. And he wuldn’t admit it, but all that ice cream was adding a few punds t his athletic swimmer's build.
It didn’t take lng after that fr Mike t start cming in secnd place-and then third-and then last place in his races. The lucky mint chclate chip ice cream had lst its magic.
On the day f his next swim meet, his mther sat dwn at the table with him. “Mike, we all lve ice cream, but it's nt healthy fr yur bdy t eat s much f it. Maybe it's time t quit the sweet treats fr a while, especially befre yu g swimming.
Mike unwillingly agreed. He went t the swim meet, and didn’t perfrm well. His father ffered t g running with him a few days a week t help him feel better and strengthen his muscles. The extra weight sn disappeared, and Mike fund himself breathing easier at swim practices.
It was the last meet f the seasn, and Mike wasn’t sure what t expect. He felt healthy again, but he didn’t knw if he still had any speed in the pl.
注意:
1. 所续写短文的字数应为150左右；
2. 至少使用五个短文中标有下划线的关键词语；
3. 续写部分分为两段，每段的开头语已为你写好；
4. 续写完成后，请用下划线标出你所使用的关键词语
Paragraph 1 :
As he drve int the water, he kicked his legs and stretched his arms as far as he culd.
Paragraph 2 :
His jaw drpped as he realized he had beaten his wn best time ,and everyne else t.
如何快速写：
第一步：Analyze the stry：5Rs
1. Read fr characters:
Mike, his parents, Ice cream, teammates
2. Read fr cnflict / prblems：
Ice cream and Mike’s perfrmance: Whether is it a Lucky charm
3. Read fr plt:
4. Read fr emtinal changes:
When his race came up, Mike was cnfident
Mike was feeling pretty gd.
After several mnths f placing in the tp psitins f every race he swam, Mike was feeling unbeatable.
Mike unwillingly agreed.
5. Read fr theme
What cntributes t Mike’s success in swimming?
第二步：四句步定框架：写读后续写不同于写其它作文，有可能需要先倒着写的
Step 1: 先把最后一句写好，即：主题句
Mike realized that ne’s lucky charm was nthing but his diligence.
Step 2: 再把衔接句写好，即第一段的最后一句：
He dashed t the finish line.
Step 3: 紧接着每段的提示语句写角色的情感：
As he dve int the water, he kicked his legs and stretched his arms as far as he culd.
It struck endless energy and mtivatin int his bdy.
Mike’s jaw drpped as he realized he had beaten his wn best time, and everyne else’s t.
The flwers in his heart were already in blm.
接下来就是把每段的中间补充完整，记住三大原则：
1.Actin—Respnse原则：角色A的所言、所行、所感、所想会引起其它角色的一系列反应的。每段对话1-2句，不一定两个人都要说话，无声的动作也是一种respnse。
2.Cnflict—Slutin原则：一般而言第二段会有问题的slutin，但本文和高考的读后续写文章出题不一样，因为slutin在所给文章中就已经有了。
同时思考：能否在第一段出现一个问题，然后把它解决了或者没有解决。一方面是增加看点，另一方面也是给第二段铺垫。
3.Negative—Psitive原则：写作中一定要体现情感的变化，无论前面是这样的变化，最终都是积极的。
最终：
As he dve int the water, he kicked his legs and stretched his arms as far as he culd.
1. It struck endless energy and mtivatin int his bdy. （心情）
2.“This is where I belng. I can win the race,” thught he, his teeth clenched and his eyes fixed n the finish line frward. （内心独白）
3.Suddenly, tw figures whizzed past, which startled him. （心情变化））
4. Fearing t fall behind, he felt his heart punded frantically and his mind went blank. （解释心情变化和问题）
5. Just then, he thught f his sweat and his father’s encuraging smile. （问题的解决方法）
6. Gradually, his wrry gave way t his cnfidence and the last 5 minutes saw him dash t the finish line, fllwed by the end f the race. （衔接句）
Mike’s jaw drpped as he realized he had beaten his wn best time, and everyne else’s t.
7. The flwers in his heart were already in blm. （心情变化）
8. Hwever, he knew he deserved the hnr f champinship. （拓展）
9. His parents came up and gave him a high five, grinning frm ear t ear. （次要角色的回应）
10. “Hey, why nt try yur favrite ice cream and celebrate!” said his father, patting his n the shulder. （对话1）
11. “Thanks, Dad, but I have given up the ice cream. It’s nt such a lucky charm at all.” His eyes shne with wisdm.（对话2）
12. It was that day that Mike realized that ne’s lucky charm was nthing but his diligence.（照应开头的主旨句）
Part III 读后续写备考：“三步法”、四策略 、五注意
“三步法”搞定读后续写
“三步法”是指审题、构思和润色。这里以2020年高考浙江卷的读后续写为例，谈谈“三步法”的运用。
阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。（注：根据全国卷读后续写的特点，删除了原题中的划线词及续写要求）
One fall，my wife Elli and I had a single gal： t phtgraph plar bears. We were staying at a research camp utside“ the plar bear capital f the wrld”—the twn f Churchill in Manitba，Canada.
Taking pictures f plar bears is amazing but als dangerus. Plar bears—like all wild animals—shuld be phtgraphed frm a safe distance. When Im face t face with a plar bear，I like it t be thrugh a camera with a telepht lens. But smetimes，that is easier said than dne. This was ne f thse times.
As Elli and I cked dinner，a yung male plar bear wh was playing in a nearby lake sniffed，and smelled ur garlic bread.
The hungry bear fllwed his nse t ur camp，which was surrunded by a high wire fence. He pulled and bit the wire. He std n his back legs and pushed at the wden fence psts.
Terrified，Elli and I tried all the bear defense actins we knew. We yelled at the bear，hit pts hard，and fired blank shtgun shells int the air. Smetimes lud nises like these will scare bears ff. Nt this plar bear thugh—he just kept trying t tear dwn the fence with his massive paws（爪子）.
I radied the camp manager fr help. He tld me a helicpter was n its way，but it wuld be 30 minutes befre it arrived. Making the best f this clse encunter（相遇），I tk sme pictures f the bear.
Elli and I feared the fence wuldn’t last thrugh 30 mre minutes f the bears punishment. The camp manager suggested I use pepper spray. The spray burns the bears eyes，but desn't hurt them. S I apprached ur uninvited guest slwly and，thrugh the fence，sprayed him in the face. With an angry rar（吼叫），the bear ran t the lake t wash his eyes.
注意：
1. 所续写短文的词数应为150左右;
2. 续写部分分为两段，每段的开头语已为你写好。
Paragraph1：A few minutes later，the bear headed back t ur camp. ____________________________________________
___________________________________________________
Paragraph2：At that very mment，the helicpter arrived.__________________________________________________________________________________________________________
一、审题
审题是最重要的步骤，务必认真对待。读后续写的审题不止是审题目要求了，而是审读所给语言材料和所给段落首句等，在审读这些内容时，要重点弄清以下五点。
1. 审人称。审原材料的人物和续写部分的人物需要用哪种人称出现在续写文章里，要特别注意原材料里“拟人化”的人物其人称代词的选用。
2. 审时态。审原材料的主体时态，多种时态的混合使用;审续写部分的时态选择。
3. 审情节。一方面，审原材料的故事情节。续写部分要求“根据所给情节进行续写”，表明续写内容是原材料故事情节的延续，因此原材料的故事情节是续写部分的“指南针”，指引续写部分的方向。另一方面，审续写部分每段的开头语，领悟续写部分每段的开头语的提示作用，从而探索续写部分组织材料的导向。
4. 审结构。审原材料篇章结构和写作特点，找出原材料主旨句或主旨段及细节材料，明白细节材料是如何围绕中心思想而展開的，明白这个“中心思想”不只是原材料的中心思想更是续写部分的中心思想，是续写部分的灵魂，是组织材料的框架，千千万万不同的材料可以倒进这个框架，但目的只有一个：服务中心思想。绝对不能离开中心思想的“势力范围”。
5. 审衔接。审原材料的尾段特别是尾段的尾句与续写首段的开头语的衔接关系，从这个“关系”中可以窥探续写首段的情节构思方向：是接着尾句继续写下去或是与尾段并列还是接着尾段的反方向续写，等等。审续写首段的尾句与续写第二段开头语的衔接关系，要承上启下，让两个段落衔接自然，发挥“红娘”的作用，因此该特殊位置的句意务必认真对待。审续写第二段的结束句，句意要充满正能量，升华文章主题，发挥“画龙点睛”的作用，不仅“使之构成一个完整的故事”，而且具有积极的教育意义。
2020年高考浙江卷的读后续写可以这样审题。
①人称：Elli是第三人称，the bear是“拟人化”的人物，对应代词是he，him，his。续写段落以第一人称为主。
②时态：原材料和续写部分的主体时态都是一般过去时态。
③情节：“我”和妻子Elli共有一个目标：拍到北极熊的照片。有一天，夫妻俩在科研营地做饭时一只北极熊闻到面包味来到营地，北极熊要穿过营地围栏。夫妻俩使用很多方法抵御北极熊，情况危急，同时拍到北极熊的一些照片，幸好最后脱险。拍到北极熊的照片是不容易的。
④结构：原材料篇章结构清楚易懂，第二段是主旨段，“But smetimes，that is easier said than dne. This was ne f thse times.”是主旨句，是中心思想（拍到北极熊的照片说的比做的容易，这便是其中一次经历）。其他段落是细节描写服务中心思想。
⑤衔接：原材料的尾句“With an angry rar（吼叫），the bear ran t the lake t wash his eyes.”与续写首段开头语“A few minutes later，the bear headed back t ur camp ”衔接自然，可以接着尾句情节续写;续写首段的尾句必须与续写第二段开头语“At that very mment，the helicpter arrived.”有合理逻辑联系，该句意思要认真构思;续写第二段的结束句句意要有满满正能量，要谨慎构思。
二、构思
构思是指组织材料。经过认真的审题之后就可以为续写搜集材料，可以使用各种各样的材料构思情节，但材料要符合“与所给短文融洽度高，与所提供各段落开头语衔接合理”的要求，并且要围绕全文中心思想而展开。如2020年高考浙江卷的读后续写可以这样构思。
构思续写第一段：
由材料尾句“With an angry rar（吼叫），the bear ran t the lake t wash his eyes.”和所给首段首句”A few minutes later，the bear headed back t ur camp.”构思：We saw this. We thught anther danger was n the way.
由原文第五段“夫妻俩使用很多方法抵御北极熊，同时拍到北极熊的一些照片，情况危急”构思：We wanted t turned the bear arund. Elli threw ur bread as far as pssible. The bear smelled the bread and ran back fr it. I tk this gd pprtunity t phtgraph the bear. The flashing camera attracted his attentin. The bear dashed back again and rared angrily. The bear gathered all his pwer t pull dwn the fence. The bear gt in. I attempted t use pepper spray t frce him ff but failed.
由第二段所给首句“At that very mment，the helicpter arrived.”构思尾句：He was a great danger t us.
构思续写第二段：
由“At that very mment，the helicpter arrived”推测：直升机来到后，夫妻俩如何与北极熊周旋。可以这样构思：The helicpter prduced nises. The helicpter was a giant. It was mre pwerful than him. We hid urselves behind the helicpter. The bear was terrified nt t cme frward. We were safe. The bear wuld nt like t leave. The bear wanted t attack us. The bear made sme aggressive actins. Smetimes he glared at us. Smetimes he rared t us. Smetimes he watched the helicpter in a funny way.
由原文情节“夫妻俩共有一个目标：拍到北极熊的照片”，构思：We tk the pictures f all his “psts”.
由全文主旨“幸好最后脱险”，构思：Then we left in the helicpter.
由“续写第二段的结束句要有积极的教育意义”，构思：Plar bears needed prtecting.
综上所述，两个自然段的“构思”如下：
A few minutes later，the bear headed back t ur camp. We saw this. We thught anther danger was n the way. We wanted t turned the bear arund. Elli threw ur bread as far as pssible. The bear smelled the bread and ran back fr it. I tk this gd pprtunity t phtgraph the bear. The flashing camera attracted his attentin. The bear dashed back again and rared angrily. The bear gathered all his pwer t pull dwn the fence. The bear gt in. I attempted t use pepper spray t frce him ff but failed. He was a great danger t us.
At that very mment，the helicpter arrived. The helicpter prduced nises. The helicpter terrified the bear nt t cme frward. We were safe. We hid urselves behind the helicpter. The bear wuld nt like t leave. The bear wanted t attack us. The bear made sme aggressive actins. Smetimes he glared at us. Smetimes he rared t us. Smetimes he watched the helicpter in a funny way. We tk the pictures f all his“ psts”. Then we left in the helicpter. Plar bears needed prtecting.
三、润色
根据评分标准“所使用语法结构和词汇丰富、准确”“有效地使用了语句间的连接成分，使所续写短文结构紧凑”去润色，把“构思”的句子进行修改，使得行文流畅，逻辑合理，语意连贯，语法正确，英语味浓。
为使语言形象生动，避免所有句子都以主语开头，可以把表语或状语前置使用倒装结构;避免句式单一，要灵活应用分词短语、with的复活结构、强调句、并列句、主从复合句、省略句;避免使用表意笼统化的词汇，应该使用表意具体的高级词汇;还要注意长短句相间;为增强文章的可读性，根据上下文的逻辑关系，可恰当添加过渡性的词语或连接词，如nt nly ... but als，either ... r ...，hwever，as a result，what’s mre，in additin 等。
上面的构思可以这样润色：
A few minutes later，the bear headed back t ur camp. Seeing this，we thught anther danger was n the way. T turned the bear arund，Elli threw ur bread as far as pssible and smelling the bread，the bear ran back fr it. S I tk this gd pprtunity t phtgraph him. With the camera flashing，the bear dashed back again，raring angrily. Besides，the bear gathered all his pwer t pull dwn the fence and gt in. I attempted t use pepper spray t frce him ff but failed. Obviusly，he was a great danger.
At that very mment，the helicpter arrived. The helicpter prducing nises scared the bear a distance away. We were safe. Hwever，the bear wuld nt like t leave but t attack us. Therefre，he made sme aggressive actins. Smetimes he glared at us. Smetimes he rared t us. Smetimes he watched the helicpter in a funny way. We hurried t take the pictures f all his “psts”. Then we left in the helicpter，realizing plar bears needed prtecting.
上面续写的两个段落与每段的开头语能很好衔接，段落之间也能够衔接;细节描写生动，逻辑性强，续写情节能够根据原材料情节进行续写，构成一个完整的故事。语法运用正确，英语味浓，多次使用现在分词作状语，with的复合结构，不定式作目的状语前置，长短句相间;文章的可读性强，多次使用过渡性的词语或连接词。
四步搞定读后续写
读后续写对师生来说，都是一种新题型，也是一种新的挑战，如何写好这类作文，笔者认为，对初学者来说，按四个步骤来写，容易掌握。请看下面的例题：
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。续写的词数应为150左右。
Jenny was the nly child in her hme. She had a quarrel with her mther that afternn and she ran ut f the huse angrily. She culdn’t help weeping when she thught f the sclding frm her mther. Having wandered in the street fr hurs， she felt a little hungry and wished fr smething t eat. She std beside a stand fr a while， watching the middle-aged seller busy ding his business. Hwever， with n mney in hand， she sighed and had t leave.
The seller behind the stand nticed the yung girl and asked， “Hey， girl， yu want t have the ndles？”
“Oh， yes ... but I dn’t have mney n me，”she replied.
“That’s nthing. Ill treat yu tday，”said the man.“Cme in.”
The seller brught her a bwl f ndles， whse smell was s attractive. As she was eating， Jenny cried silently.
“What is it？”asked the man kindly.
“Nthing， actually I was just tuched by yur kindness！”said Jenny.“Even a stranger n the street will give me a bwl f ndles， while my mther drve me ut f the huse. She shwed n care fr me. She is s merciless cmpared t a stranger！”
Hearing the wrds， the seller smiled，“Girl， d yu really think s？ I nly gave yu a bwl f ndles and yu thanked me a lt. But it is yur mther wh has raised yu since yu were a baby. Can yu number the times she cked fr yu？ Have yu expressed yur gratitude t her？”
Jenny sat there， speechless and numb with shck; she remembered Mthers familiar face and weathered hands.“Why did I nt think f that？ A bwl f ndles frm a stranger made me feel grateful， but I have never thanked my mum fr what she has dne fr me.”
On the way hme， Jenny made up her mind t make an aplgy t her mther fr her rudeness as sn as she arrived hme.
Paragraph 1：
Nearing the drway， Jenny tk a deep breath.
Paragraph 2：
A gentle tuch n her hair called her mind back.
第一步，读懂大意， 理清脉络
根据记叙文的六要素弄清文章大意，特别要弄清故事的人物及人物之间的关系、时态（通常是一般过去时）、事件（故事的起因和经过），以及语言特色（以便在续写时语言特色前后一致，保持不变），等等。 本文的人物和事件如下：
据此可知，所给材料主要情节或故事发展的脉络如下：
●珍妮跟母亲吵架，离家出走，街上游荡几个钟后，感觉饥饿。
●好心人给她一碗面吃，她感动流泪。
●这位陌生人告诉她，母亲将她养大，给她做了无数次饭菜，应当感谢她的母亲。
●珍妮意识到自己错了，决定回家向妈妈道歉。
●珍妮跟母亲吵架，离家出走，街上游荡几个钟后，感觉饥饿。
●好心人给她一碗面吃，她感动流泪;这位陌生人告诉她，母亲将她养大，给她做了无数次饭菜，应当感谢她的母亲。
●珍妮意识到自己错了，决定回家向妈妈道歉。
另外，本文的语言特色：
（1）有较多的人物對话。
（2）用了较为高级的语法结构。如：
形容词作补语：
Jenny sat there， speechless and numb with shck.
分词短语作状语：
She std beside a stand fr a while， watching ...
Hearing the wrds， the seller smiled ...
第二步，细读首句，构思框架
仔细阅读所给两段的首句，结合正能量结尾，思考大致框架。本题所给两段首句为：
Nearing the drway， Jenny tk a deep breath.（走到门口，珍妮深吸了一口气）
A gentle tuch n her hair called her mind back.（轻轻一碰她的头发，她的思绪又回来了）
由续写的第一段首句与第二段首句确定第一段的框架。
由第一段首句可知，珍妮应是鼓起勇气敲门回家，但从第二段首句来看，“轻轻碰她的头发”的应是母亲，因为人物就三个，续写中一般不要随意冒出一个新的人物，除非情节发展的需要;“思维回来”说明第一段中，珍妮回家没见到母亲，在回忆跟母亲吵架的事，或在回忆母亲多年的关爱。第二段才出现母亲，第一段应是母亲不在家，那么母亲去哪里了呢？根据常识，女儿出走，应是找她女儿去了。
第二段的框架，由第二段首句与正能量结尾来确定。
故事内容一定要正能量，弘扬社会主义核心价值观。如迷路了但最终一定回到了家;失败了或遇到困难了，但最终一定成功了;吵架了但最后一定是言归于好，和睦相处;犯错了，最后一定会改过自新，重新做人;贼逃了，最后一定是绳之以法，等等。
因此，根据正能量原则，本文的结尾，应是母女和好。
第二段的框架是，母亲回来，女儿道歉，母亲原谅，母女和好。
第三步，增加细节，开始写作
在已定框架范围内，依据情节发展和生活常识，推断故事中人物所见、所闻、所思、所说、所做等给每段增加5至8个具体细节。如本题的第一段可以构思以下细节：
第一段
鼓足勇气，推门进屋
母亲外出，不知何处
累而难过，沙发上坐
争吵场面，浮现脑海
自己粗鲁，愧对其母
母亲责骂，皆因关爱
自感羞愧，泪流脸颊
第二段
抬头一望，看见母亲
到处找你，你在这里
母亲虽累，松了口气
扑入怀里，道歉致谢
母亲听后，喜在心头
根据一致性原则，除内容上要语义衔接，上下连贯外，语言风格也要一致，应使用分词语短和形容词作状语等。
在确定框架、增加细节之后，就可以开始写作了。
第四步，修改润色，整洁誊写
初稿完成后要认真检查，注意语义是否衔接，前后是否连贯，事件是否符合逻辑，语言特色是否与前文一致。在修改润色之后，整齐工整地誊写在答卷上。
参考范文
Paragraph 1：
Nearing the drway， Jenny tk a deep breath. When she pushed the dr pen and entered the huse， she fund her mther was nt in. Tired and sad， she sank dwn nt the sfa.“Where culd my mther be？”she wndered.“Was she still angry with me？”Again， the scene f the quarrel appeared in her mind. She remembered her rudeness t her mther. Realizing that all the sclding frm her mther was due t the fact that her mther really cared a lt abut her， she felt rather ashamed， and tears began t rll dwn her cheeks.
Paragraph 2：
A gentle tuch n her hair called her mind back. She raised her head and saw the familiar face f her mther.“Here yu cme！I’ve been lking fr yu，”she said， tired and relieved. Jenny culdn’t help thrwing herself int her mthers arms. “Mum， I’m s srry and thank yu fr all yu have dne fr me.”She expressed her sincere aplgy and great gratitude. Hearing this， her mther smiled， patting her back gently.
读后续写，五步成文
在指导学生进行读后续写时，通常要求学生按照“读全文——找伏笔——巧构思——定锚点——精打磨”五个步骤进行思路的梳理和写作。以下通过一份例题分析，介绍这五个步骤的具体操作。
[题目呈现]
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
My presentatin was hrrible. I lst the client（客户）. My bss wuldn’t lk me in the eye and the rest f my day was spent in relative silence——I was left alne， in reality. Finally， I left my air-cnditined ffice and f curse， utside it was ht as hell（地狱）. I was ht literally and figuratively as three buses passed， t full t stp and then the ne that did stp shuld have kept ging because the air cnditining wasn’t wrking.
I barded the bus but was unable t stand it， s I squeezed my way ff at the next stp. I wuld just walk the mile and a half t hme. I annyed further， as I cntinued my jurney. I refused t take ff my jacket， purpsely， maximizing my frustratin（沮丧）——“when it rains， let it pur” was my philsphy（态度）.
A blck frm my building， I heard the water splashing（溅） and kids screaming（尖声叫）s I knew the fire hydrant（消防栓）had been turned n. Withut even thinking abut taking an alternate rute， I turned the crner， sure enugh， there was a grup f children playing water. They were plitely n the lkut t stp the water frm spraying n any passer-by， s when they saw me they stpped the water and when they saw my mean lk， they even gt quiet. The yunger nes in bathing suit， the girls wearing shwer caps and the bys with water guns all stared at me as I started t pass by.
Then I nticed a little ne， n lder than five， hlding a water gun dwn by his side， eyeing me a little harder than the thers. I eyed him back. Then his brther， wh I had seen arund the neighbrhd， ndded at him like he was saying，“I dare yu.” My eyes tightened a little further as I cmmunicated my wn “I dare yu” t the five-year-ld. Then his eyes mved， planning his escape rute thrugh the alley， and in that split secnd I knew I was ging t get saked.
注意：
1. 所续写短文的词数应为150左右;
2. 续写部分分为两段， 每段的开头语已为你写好。
And he gt me， behind my ear， befre he ran twards his exit.
_________________________________________________
_________________________________________________
I culdn’t remember my last fight._____________________
_________________________________________________
[步骤详解]
步骤一，读全文，构思续写框架
我们在读完全篇和给出的段首句之后，可以对文章进行总结和合理预测：作者从文章开始因丢掉客户受到老板的冷眼心情沮丧，到回家途中酷热天气下挤车的不顺，路上偶遇小孩水战。文章最后一句表示一场大战一触即发。
根据“正向结局”的思路，我们可以预测后文应该是作者通过和孩子们的水战“冲突”带来的舒爽，情绪从dwn到up，由郁闷沮丧到轻松愉快。
再根据所给的两句段首句可知，第一段应该是水战的具体描写，第二段应该是水战结束后作者的反思：他認识到生活中尽管会有不如意，但是快乐也是无处不在的，于是调整好自己的心情，决定重新出发，信心满满面对生活，迎接新的挑战。
构思的时候一定要读懂给出的两个段首句。And he gt me， behind my ear， befre he ran tward his exit. 由he gt me可知，小孩已经射中我了。如果我们接下来再写小孩如何瞄准我和扣扳机，那就重复了。befre he ran tward his exit说明小孩跑了。I culdn't remember my last water fight. 既然都不记得了，如果还写自己小时候打水仗的回忆就是自相矛盾。第二段应主要描写作者打水仗后的感受和感悟。
步骤二，找伏笔，以增加契合度
我们应该在所给材料中划出一些伏笔，以便在续写中重现，让续写和原文看起来契合度更高。如，my jacket， my “when it rain let it pur” philsphy， fire hydrant， water gun， alley， five-year-ld， his brther等。
另外，我们还可以通过观察语篇的优质表达感受其语言风格，选词方面尽量与其接近。如：squeeze my way ff， water splash， bathing suit/shwer cap， get saked等。
步骤三，巧构思，想好续写内容
我们在构思时先想好每段大概可以写几个点，分几句话写。因行数所限，每段5个点就差不多了，每个点1～2句话，当然还要看你写的是长句还是短句。如：
第一段：And he gt me， behind my ear， befre he ran tward his exit. ①我的情绪（惊讶/不耐烦/愤怒？）——②奋起反击（追，拿到水枪）——③其他小孩jin——④情绪变好——⑤给水仗写个结尾句（浑身湿透但开心）
第二段：I culdn’t remember my last water fight.①但这次不一样，印象深刻——②生活中的浮躁vs冷静——③心态要调整，发现生活的小美好——④thanks t the kids——⑤总结/升华
经过这轮的构思，相信就能紧扣主线，不会有某个点一发不可收拾而与主题相关性大的细节反倒描写不够的问题。而且基本不会超行，保证卷面相对美观。
步骤四，定锚点，写好关键位置句
关键位置句是指以下四个句子：
第一段所给首句后的句子，该段最后一个句子;
第二段所给首句后的句子，全文最后一个句子。
这些句子在文中占重要位置，对全文起到起承转合的作用。这些句子限制了故事的发展思路和结局，写好了能够体现我们的审题以及把握原文细节的能力，体现我们对语篇结构的把控能力，给阅卷老师留下良好印象。写作前，可在草稿纸上写下故事重要情节的单词或词组，简单起草文章发展脉络。如想降低难度，也可以使用一两句中文简单概括续写段落的大意，然后朝该思路用英语续写故事。
全文最后一个句子可以适当对全文进行总结或提升，让阅卷老师觉得文章完整且有深度，读完回味无穷。如2021八省联考题目，陌生人帮助修车后，还偷偷返还作者给的报酬。这个故事是“助人”主题，结尾便可融入陌生家庭不计回报的帮助给作者所带来的冲击或者感慨，并将其向人生思考、传递善良等角度升华。优秀结尾如下：
Even small acts f kindness can make a big difference. 即使是小小的善举也能带来很大的不同。
The memry f this unexpected encunter will never fade frm my mind. 关于这次意外相遇的记忆永远不会从我的脑海中消失。
Even tday， I still regard this experience as treasured memry. 直到今天，我仍然把这段经历当作珍贵的回忆。
It was at that mment that I realized such acts f kindness are pprtunities t knw hw gd it feels t be kind and helpful. 就在那一刻，我意识到这样的善举是一个机会，让我知道善良和乐于助人的感觉有多好。
The family made me really mved， and I finally understd it is kindness and help that make the wrld g arund. 这个家庭让我很感动，我终于明白，是善良和帮助让世界运转。
Since then I’ve decided t help thers mre， as kindness is ne thing that really deserves t be passed n frm ne t anther. 从那时起，我决定多帮助别人，因为善良是一件真正应该传递的东西。
步骤五，精打磨，确保作品质量
续写中，在保证语言通畅的前提下，应尽量多使用各类从句、非谓语动词、倒装句、强调句等。另外，恰当运用心理描写、环境描写，以及描述性的动作词汇，来描写细节、烘托气氛，使文章充满真情实感和可读性。注意不要过多使用对话描写，对话最多不要超过两个话轮。最后，我们还要检查全文的故事情节是否完整，所续写内容是否符合逻辑，与原文和所给段首提示语是否连贯，语法结构、句型结构是否使用准确，所续写内容的词数是否达标，标点符号的使用、单词拼写与字母大小写等等。
按照这五个步骤，我们基本就能续写出情节连贯且与原文风格类似的作品。请看作文范例以及学生优秀作文。
[作文范例]
And he gt me， behind my ear befre he ran twards the exit. Hardly culd I believe that I shuld be bullied by a 5-year-ld by！Thinking f all that had happened that day — my lss f an imprtant client， my cld receptin frm my bss， my failure t bard an air-cnditined bus， I culd n lnger cntain my anger. Swiftly I grabbed a water gun frm ne little devil and sht at him. Then all the ther children jined in. A fierce water battle started. It was quite thrilling and was like rain puring dwn. By and by the water battle became a refreshing game n such a ht day t us. I gt saked but laughed as I’d never laughed befre.
I culdn’t remember my last water fight. But the ne that happened tday wuld decidedly remain deeply rted in my memry. After the fight， all the frustratin and depressin that had been building up inside me came t a cmplete stp. I became aware that althugh life may nt g as we expect， there is never a shrtage f fun and excitement in this wrld. And I wuld be cnfident and brave， ready t face any challenge. I wuld embrace life with all my might.
[学生习作]
And he gt me， behind my ear befre he ran twards the exit. My mind filled with anger， I culd hardly cntain myself and rushed t get back at him. Hwever， seeing the inncent eyes and teen spirit behind them， I recalled my philsphy and thus an alternative was revealed.“When it rains， let it pur”， whispering the wrds t myself， I turned t the fire hydrant and swiftly turned it back n. Hearing the water splashing ut， the frightened kids knew what t d and all the water guns were pinted t the new player， me. As I screamed and gt wet tgether with the kids， I culd nt nly feel the heat disappearing， but als my frustratin. My hrrible presentatin， my lsing the client desn’t matter anymre as I spent a wnderful time with the kids.
I culdn’t remember my last water fight. Living in the mdern sciety， we are ften encuntered with unprecedented level f stress in the wrkplaces. Overwhelmed by frustratins and setbacks， we tend t ignre the predicaments that mst f us are deprived f the chance t cl urselves dwn. When my jacket was getting heavier because f the water， I culd feel a part f me， filled with tensin and stress， was cleansed. Rather than blaming the kids fr making my ear wet， I wanted t thank them fr teaching me such a lessn -- we are all engines wrking tirelessly n the planet but smetimes we need t cl dwn， bth the surface and the cre， t run greater miles.
序号
内容
Part I
高考英语读后续写题型分析
Part II
简单实用易得分的五四三法则
Part III
读后续写备考：“三步法”、四策略 、五注意
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