2025届高考英语二轮专题复习与测试专题六读后续写第一讲掌握关键技法

这是一份2025届高考英语二轮专题复习与测试专题六读后续写第一讲掌握关键技法，共20页。
[命题探究]
读后续写任务要求考生在一篇350词以内的语言材料基础上，根据该材料内容和所给段落开头语进行续写，将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的150词左右的短文。该题型既考查学生对语言知识的运用能力，又考查学生的发散性思维能力和创造性思维能力。
记叙文往往通过生动形象的事件来反映生活、表达作者的思想情感，因此具有自然的连贯性、清晰的结构性、生动的表达性，更适用于读后续写题型。该部分所选语言材料一般是以记事为主的记叙文，其中心思想蕴含在具体材料中，通过对人、事、物的生动描写来表现；难度适中，易于理解。
续写部分要求考生在理解所给材料的基础上，进行合理的推理和演绎，并运用语言知识和技巧，恰当地表达对自我、社会和自然的正确认知和积极态度，以提升其批判性思维和创新思维能力。
该题型分值25分，建议用时30分钟左右。考生可根据阅读进展适当地做笔记及构思草稿，以保证最后行文的流畅性和正确性。
[考查能力]
1．语篇解码能力
(1)直接信息定位的能力；
(2)把握语篇关键信息和语言特点的能力；
(3)通过阅读语言材料，直接提取记叙文的六要素：When、Where、Wh、What、Why、Hw，并通过分析，确定语篇关键词，并感知其语言结构的使用情况；
(4)概括归纳主题的能力：主题即语篇的灵魂。运用3R阅读：读文本(Read the lines)→读字里行间(Read between the lines)→读文本之外(Read beynd the lines)，概括、归纳、解读语篇表达的主题、思想或价值观；
(5)对语篇深层分析的能力：厘清故事的发展线索(情节线索、感情线索)，明确文本的主要矛盾冲突，关注故事的语言风格。
2．由输入到输出的思维转换能力
(1)基于两段续写给出的段首句，顺承原文语篇的故事情节及逻辑关系，将输入信息有效地转化为输出信息的基础；
(2)根据原文语篇、两个段落之间的逻辑关系，围绕文章的主题和核心脉络，有效地将已有认知合理转化为输出语篇，构建合理的情节。
3．记叙文的书面表达能力
(1)语言的准确性：能够准确、恰当地使用所学词汇和语言结构；
(2)语言的丰富性：词汇、句式、语法的多样性，情感表达的多样性；
(3)语篇的连贯性：内容连贯(故事大意一致、写作意图一致、情感态度一致)，语句连贯(衔接词的准确使用)，语言连贯(语言风格一致)。
4．核心价值和思维认知能力
考生在运用英语语言能力的过程中，展现自身良好的道德素质及价值观和世界观。考生在将所学知识迁移到新情境中，创造出新认知(包含丰富的内容，详细和生动的情景、态度和情感描述)的同时，体现自身对中外优秀文化的理解和鉴赏能力以及文化自信和思辨能力。
[答题流程]
第一讲 掌握关键技法
关键技法之词法——巧用升级路径，词汇超群出众
升级路径1 笼统词→具体词
笼统词的特点在于意义广泛、搭配性强，常见的笼统词包括make、have、take 等。但由于笼统词的数量较少，多次使用会导致文章中的单词重复率过高，文章枯燥无味。
具体词的特点在于能精确描写一个具体事物、具体动作和具体情节，因此，为了让描写的对象生动形象，考生可以选择适合语境的具体词，使文章富有变化，表达更鲜明。
典例
1.When I heard my name called, I stepped nt the stage, tears steaming dwn my face.
→When I heard my name annunced, I stepped nt the stage, tears steaming dwn my face.
(2023·新高考全国卷Ⅰ)
2.At the sight f the mess in the rm, Mther turned t lk at the children.
→At the sight f the mess in the rm, Mther turned t glare at the children.
3.With nly twenty secnds left, I ran t the line.
→With nly twenty secnds left, I rushed/dashed/darted t the line.
4.I thught that I am very bad. I've been nly fcusing n myself.
→I thught that I am very selfish. I've been nly fcusing n myself.
5.There was nly a flicker f light in the distance, yet it filled them with hpe.
→There was merely a flicker f light in the distance, yet it filled them with hpe.
[巩固练习]
1．名词
2.动词
3.形容词和副词
升级路径2 低阶词汇→高阶词汇
从某种程度上讲，英语写作本身是一个展现学生词汇量的过程。如果通篇文章都是低阶词汇，评分自然不会太高。因此，适当地使用一些高阶词汇是一个提高写作含金量的非常有效的做法。
典例
1.I dn't want t waste s much time ver such a small thing.
→I dn't want t waste s much time ver such an unimprtant/insignificant thing.
2.The advice the ld man gave Tm was very imprtant.
→The advice the ld man gave Tm was very significant/vital/critical.
3.I shuld be free any time after schl next week.
→I shuld be available any time after schl next week.
[巩固练习]
升级路径3 单词→短语
为了增加文章词汇的丰富性并达到长短句错落有致的效果，可将写作中的一些单词用与其意义相近的短语来替换，从而在含义不变的基础上，丰富文章的层次和结构。
典例
1.It just danced n my hand t shw its happiness. I was s mved that I cried.
→It just danced n my hand t shw its happiness. I was s mved that I burst int tears.
(2023·浙江卷1月)
2.It was a lng day full f sweat and we were all tired.
→It was a lng day full f sweat and we were all wrn ut.
3.During the muntain－climbing, we helped each ther and paid special attentin t ur safety.
→In the curse f the muntain－climbing, we helped each ther and paid special attentin t ur safety.
4.I'm nt ging t bear yu and I'm ging t d whatever suits me best.
→I'm nt ging t put up with yu and I'm ging t d whatever suits me best.
[巩固练习]
升级路径4 运用有表现力的状语
恰当地使用富有表现力的副词或介词短语作状语，能够使文章描写更加生动形象，文章更加丰富多彩、更加富有生机和活力。考生在使用这些状语时，要注意把握这些词汇的确切内涵，并且符合故事发展的内在逻辑，符合上下文的语境。
介词with或in后加表示情绪、个性等的名词，经常可以与相应的副词互换，恰当地使用此结构可以增加表达的多样性。
典例
1.The day was bitterly cld; the mn was shining brightly in the sky.
2．Having n chice, I slwly raised the bk, hping t hide myself.
3．I was quietly, jyfully and patiently watching as the sun painted a brand－new day.
4．On ur way back hme, my father held me tightly, wearing a big frwn.
5．She gazed up at him, glwing happily.
→She gazed up at him, glwing with happiness.
6．Like a lamp, the mn shne frm abve. The stars twinkled their eyes curiusly.
→Like a lamp, the mn shne frm abve. The stars twinkled their eyes with curisity.
[巩固练习1]
[巩固练习2]
关键技法之句法——妙用句法结构，句式精美绝伦
在读后续写中句子就是灵魂，丰富的句子能够更好地刻画人物和故事。因此，丰富句子的内涵和外延，能够有效地提高得分的档次。
一般情况下，提分最高效的方法就是恰当地使用高级的句法结构。因此，考生首先要掌握基本的扩句技巧，然后再记牢一些高分语法结构，就能够在读后续写的写作中更胜一筹了。
如虎添翼扩句法
扩句指在简单句的基本主干的基础上，增加细节，用描述性的语言(状语、定语、补语等)使句子内容更充实，句子表达更形象。
句法一 添加/改写状语
句中作状语成分的主要有副词、非谓语、介词短语(with复合结构)、独立主格结构或者状语从句。
1．Hearing the bad news, he was frzen t the spt.(非谓语)
2．Exhausted as we were, we felt ur time and effrt wrthwhile. (状语从句)
3．T her great jy, the ld man, wh was familiar with the gegraphical characteristics, infrmed her f the way t the lake. (介词短语)
4．Frtunately, the rescuers arrived in time and the little girl was saved.(副词)
句法二 添加/升级形容词
1．Seeing the fierce bear, he was frightened.(添加/升级形容词)
2．With a cnfused lk n his face, my father asked me what I was up t.(添加形容词)
句法三 添加连词/从句引导词
1．With the time mving n, I felt happy because I learned a lt f things.(连词)
2．The ld man is unwilling t leave New Yrk, where he has lived fr decades. (定语从句引导词)
3．The incident left me a really amazing memry, which wuld last a lng time in my mind.(定语从句引导词)
句法四 补充顺承、递进、因果、转折等衔接词
1．I have cntributed a great deal t helping him achieve his dream. Therefre, in my inner heart, I felt happy.(因果衔接词)
2．Hwever, instead f blaming them fr their carelessness, their father just patted them n the back, cmfrting “Dn't wrry！”(转折衔接词)
锦上添花塑结构
读后续写的评分标准中，有一项是要求我们的作文句式多样化。因此，通过应用复杂的语法结构，变换文章的写作结构，能够有效地构建高分续写语篇。
结构一 善用从句
(一)名词性从句
主语从句
1.It suddenly struck/hit/ccurred t me that playing against the ther team is a great learning pprtunity.
我突然意识到，与另一支队伍比赛是一个很好的学习机会。
2．With his hard wrk, it is n wnder that he made such great prgress in writing.
他勤奋努力，难怪他在写作中取得如此大的进步。
3．It is well－knwn t all that where there is a will, there is a way.
众所周知，有志者事竟成。
4．Therefre, it ges withut saying that it is this mtt that brings me mtivatin and encuragement.
因此，不言而喻，正是这句箴言给我带来了动力和鼓励。
5．What impressed him mst is that his mther never lst faith in him.
让他印象最深的是，他的母亲从未对他失去信心。
同位语从句
1.The thught that we might have gt lst in such darkness added t ur helplessness.
一想到我们可能在这样的黑暗中迷路了，我们就更加无助了。
2．Wrd came that I had wn the first prize in the cmpetitin, making me extremely excited.
我在竞赛中获得一等奖的消息传来，让我十分激动。
3．The fact that he didn't want t cperate with me really hurt me.
他不想和我合作的事实真的伤害了我。
4．They were shcked at the news that their hmetwn had been flded.
他们对家乡被洪水淹没的消息感到震惊。
宾语从句
1.I jumped at the idea and vlunteered t buy whatever was necessary t make a pizza.
我欣然接受了这个想法，并自愿购买制作比萨所需的一切东西。
2．As a freshman, he was at a lss what (he was) t d t fit in with the new envirnment.
作为一名大一新生，他不知道该怎么做才能适应新环境。
3．After what seemed like ages, they finally made it t the tp f the muntain.
经过了很长时间，他们终于到达了山顶。
表语从句
1.Nw, the nly prblem is whether the new plan can slve the prblem.
现在，唯一的问题是这项新计划是否能解决问题。
2．The reasn why Jerry tld a lie was that he was afraid f being punished fr breaking the vase.
杰瑞说谎的原因是他怕因打破花瓶而受到惩罚。
3．It seemed as if the wrld was cming t an end.
似乎世界末日即将来临。
(二)定语从句
1.Despite his pr health, he managed t cmplete the training, which was extremely tugh.
尽管身体不好，他还是努力完成了极其艰苦的训练。
2．At the thught f seeing her family, whm she had nt seen fr a lng time, especially her cute little sister, a feeling f happiness and warmth tk hld f her.
一想到要见到久别重逢的家人，尤其是她可爱的小妹妹，一种幸福和温暖的感觉攫住了她。
3．Every wrd in the letter was the best encuragement that inspired her nt t give up.
信中的每一个字都是最好的鼓励，激励着她不要放弃。
4．Frtunately，I had a mther wh was always ffering supprt, n matter what happened.
幸运的是，我有一位无论发生什么事，总是支持我的母亲。
5．Tall grasses and trees dtted the plains, which were alive with the African wildlife.
高大的草和树点缀着平原，它们与非洲野生动物一起生活。
6．Everyne burst ut laughing, which miraculusly tk away my embarrassment.
大家哄堂大笑，这奇迹般地消除了我的尴尬。
7．I'll never frget the day n which I jined the animal prtectin rganizatin.
我永远不会忘记我加入动物保护组织的那一天。
(三)状语从句
1.The nurse encuraged me t visit Suki s that she wuld nt be s lnesme.
护士鼓励我去看望苏琪，这样她就不会那么孤独了。(目的状语从句)
2．As sn as I wrapped the scarf arund David's neck, David's face lit up with jy.
我一把围巾绕在大卫的脖子上，他的脸上就露出了喜悦的神色。(时间状语从句)
3．Every time yu lk at a sunflwer, yu will feel the whle wrld starts t smile.
每次你看着一株向日葵时，你将会感到整个世界都开始微笑。(时间状语从句)
4．One mrning, as I was hurrying t schl, I nticed a child staring at me ut f a small windw n the first flr.
一天早上，当我匆匆赶往学校时，我注意到一个孩子正从一楼的一个小窗口盯着我看。(时间状语从句)
5．The mment the ambulance arrived, Simmns was rushed t the hspital withut delay.
救护车一到，西蒙斯立即被送往医院。(时间状语从句)
6．Sensing his hesitatin, Mark jked Jhn culd make gd use f the bat if necessary.
感觉到他的犹豫，马克开玩笑说，如果必要的话，约翰可以好好利用球棒。(条件状语从句的省略)
7．Thugh tired, they all laughed with massive satisfactin.
虽然很累，但他们都非常满意地笑了。(让步状语从句的省略)
8．It didn't take lng befre they figured ut hw t slve the prblem.
没过多久，他们就想出了如何解决这个问题。(时间状语从句)
9．We have made such prper arrangements that we can have a gd rest after the whle day's hard wrk.
经过一整天的辛苦工作，我们做了适当的安排，可以好好休息一下了。(结果状语从句)
10．Sue was s kind and cnsiderate that everyne hped t be friends with her.
苏是如此的善良和体贴，每个人都希望和她成为朋友。(结果状语从句)
结构二 妙用非谓语
1.On my last visit, she gave me an envelpe, saying it cntained her email address.
在我上次来访时，她给了我一个信封，说里面有她的电子邮件地址。(v.－ing作状语)
2．Instead, all the kids including thse frm ther schls erupted int a big applause, cheering fr his determinatin and persistence.
相反，所有的孩子，包括其他学校的孩子，都爆发出热烈的掌声，为他的决心和坚持欢呼。(v.-ing作状语)
3．Burning with curisity, she ran away frm the riverbank and acrss the field t chase after the rabbit.
她好奇地从河岸跑开，穿过田野去追那只兔子。(v.-ing作状语)
4．A yung man came t the plice statin, surrunded by a grup f jurnalists.
一个年轻人来到警察局，身边围着一群记者。(v. -ed作状语)
5．I culd hardly believe my ears, tears welling up in my eyes.
我简直不敢相信自己的耳朵，泪水夺眶而出。(独立主格结构)
6．With the gentle breeze sftly kissing my face, I went hme with my lvely child gratefully.
微风轻拂着我的脸，我怀着感激的心情带着我可爱的孩子回家了。(with复合结构)
结构三 形容词(短语)作状语
1.Unable t answer the teacher's questin, all the students kept silent.
回答不出老师的问题，学生们都保持沉默。
2．With the help f the helicpter, Mary gt ut f the frest and saw her husband, safe and sund.
在直升机的帮助下，玛丽安然无恙地出了森林，见到了她的丈夫。
3．Curius t knw what the crwd in the shp was staring at, Harry edged his way inside and squeezed in.
哈利很好奇，想知道商店里的人群在看什么，于是便挤了进去。
结构四 部分或完全倒装
1.S shcked was I that I was dumbfunded with my eyes wide pen.
我震惊得睁大眼睛，呆在原地。
2．Nt until then did Megan pur ut what had been disturbing her the whle day.
直到那时梅根才说出了困扰她一整天的事。
3．N sner had Tu Yuyu stepped n the stage than the audience brke int thunderus applause.
屠呦呦一上台，台下就爆发出雷鸣般的掌声。
4．Hardly had we fully enjyed the great scenery when we arrived at ur camp.
我们还没来得及欣赏这美丽的景色就到达了营地。
5．At the frnt dr std Jane's husband wh suffered great anxiety when she was nwhere t be fund.
站在前门的是简的丈夫，他在找不到简的时候非常焦急。
6．Such is the key t success—a little bit mre effrts and a little bit mre determinatin, and yu will create a little bit mre miracle.
这就是成功的秘诀——多一点点努力，多一点点决心，你就能创造出多一点点的奇迹。
结构五 强调句型
1.It wasn't until I unpacked the bread at hme that I realized that I'd brken the rules again.
直到我在家里打开面包的包装，我才意识到我又违反了规定。
2．She firmly believed that it was my daily visit that cntributed t her quick recvery.
她坚信，正是我每天的来访使她迅速康复。
3．He did have the talent—his vice was clear and cnvincing, and his speech was lgical and well－rganized.
他确实很有天赋——他的声音清晰且有说服力，他的演讲逻辑清晰且有条理。
结构六 虚拟语气
1.But fr this experience, I wuldn't have realized that I shuld spend mre time with my family.
要不是这次经历，我就不会意识到我应该花更多的时间和家人在一起。
2．Steven lwered his head with embarrassment, wishing he hadn't made that slip f tngue.
史蒂文尴尬地低下头，真希望刚才没有口误。
3．“If nly I had listened t my mther's advice！” the little girl whispered t herself.
小女孩低声对自己说，“要是我当初听取了妈妈的建议该多好！”
4．Given ne mre chance, I wuldn't have judged a persn by his appearance.
再给我一次机会的话，我不会再以貌取人。
结构七 “动词＋宾语＋宾语补足语”结构及it作形式宾语
1.At the mment, I fund myself filled with great guilt but greatly mved.
那一刻，我发现自己非常愧疚，但也非常感动。
2．Smiling at each ther, we felt the evening just made everything wrthwhile.
我们面带微笑，觉得今晚让一切都值得。
3．Seeing the plar bear n the mve, Grss was greatly puzzled.
看到北极熊在移动，格罗斯感到非常困惑。
阅读下面的材料，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。
(2024·新高考考前预测卷一)Every night as the whle family fell asleep, Catalina wuld slide frm hme t the Cerr Tll bservatry (天文台). Papa was the mechanic (修理工)f the bservatry, but during the day Papa wuld nt allw her t get clser t the telescpes there. Only at night, Catalina was allwed in with the permissin f the night staff.
Catalina lved helping t service the grand telescpes, the eyes that lked ut int the universe. She wanted badly t be an astrnmer smeday. Adults never tk her dream seriusly. Even her father laughed，“Maybe yu'll be hired t clean the ffices.”
One day in library, Catalina was reading a plant jurnal when she stpped at the picture f an unusual white flwer. “It's called wild carrt.” A Spanish astrnmer, wh she saw several times in the bservatry, std behind her. “Pretty, isn't it? I've always liked that flwer, because it lks like a galaxy.”
“A spiral galaxy (旋涡星系)，” she whispered. Blnd eyebrws climbed the scientist's frehead. “Indeed. And what is yur name, yung lady？” he asked.
“I'm Catalina Slis.”
“Eduard Slis' daughter? The mechanic？”
“Yes.” She gave a lk at him. “I want t be an astrnmer when I grw up.”
He laughed kindly, n lnger meeting her eyes, and patted her n the shulder. “Yes, f curse, my dear. Wrk hard in schl, and it culd happen.”
One evening, Catalina eyescanned the tp f the bservatry as usual. Suddenly she nticed the angle f the ne-meter telescpe was unusual. The telescpe was pinted dwn, lwer than she had ever seen it. Catalina learned frm Papa hw dangerus it wuld be. If left like it was, the telescpe wuld mve past its limit and be damaged. S withut hesitatin she gt inside the bservatry.
注意：续写词数应为150个左右。
She saw the Spanish scientist buried in wrk there. ________________________________________________________
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The scientist's wrds meant a lt t her.____________________
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One pssible versin：
She saw the Spanish scientist buried in wrk there. Catalina walked ver t him and greeted him with a smile. She tld him there was smething wrng with the telescpe. The Spanish scientist immediately realized the seriusness f the prblem and sent a mechanic there t check and repair it. Having handled the emergency, the scientist sincerely thanked her fr her carefulness. T Catalina's surprise, he praised her, saying the cautiusness and carefulness are the essential qualities n tp f abundant prfessinal knwledge and adding she has the ptential t be an astrnmer.
The scientist's wrds meant a lt t her. Catalina tk these wrds t heart and wrked diligently every day. Years passed by, and after graduating frm cllege, Catalina applied fr a jb at the Cerr Tll bservatry. T her delight, she was hired as an assistant astrnmer, wrking alngside the same Spanish scientist wh had praised her all thse years ag. Finally, her childhd dream had becme a reality, and Catalina knew that nthing was impssible as lng as she kept chasing her dreams.考试年份
试卷名称
考查体裁
文章话题
2024
新高考全国卷Ⅰ
记叙文
诚信以报热心出租车司机
浙江卷1月
记叙文
一公里长跑实现勇敢女孩的成长
2023
新高考全国卷Ⅰ
记叙文
老师鼓励作者参加写作比赛
浙江卷1月
记叙文
作者与蜂鸟的不解之缘
2022
新高考全国卷Ⅰ
记叙文
作者鼓励残疾学生参加赛跑
浙江卷6月
记叙文
社区服务活动使作者收获良多
浙江卷1月
记叙文
和学霸合作，历经曲折完成任务
笼统词
具体词
thing
business公事，商务，事情；issue问题；affair事件；matter事态；event大事；stry传闻，新闻报道的事
advantage
virtue美德；merit优点，功绩；benefit优势，益处；value价值
disadvantage
shrtcming缺点，短处；drawback缺点，不利条件；defect缺陷
mistake
fault过错；errr错误，差错
way
methd/means/apprach方式，方法
笼统词
具体词
walk
wander 漫步； strll溜达；stagger蹒跚；trudge跋涉； tipte踮着脚走，蹑手蹑脚地走
run
charge猛冲；rush/dash/dart飞奔；gallp疾驰；trip欢快地走/跑/跳；hurry匆忙；march行进，游行示威
lk
stare凝视；examine审查，(仔细地)检查；glance瞥一眼；bserve观察；ntice注意到
say/talk
annunce宣布；argue争论；chat闲聊；cmplain抱怨；debate辩论；discuss讨论；murmur低语； whisper低语，耳语；persuade说服； explain解释；add 补充说；repeat 重复说；reply/respnd回答；cmment评论，发表意见；declare宣布
cry
weep哭泣，流泪；sb啜泣，呜咽
laugh
chuckle轻声地笑；giggle咯咯地笑，傻笑
eat
bite咬；chew咀嚼；devur狼吞虎咽地吃；swallw吞下，咽下
drink
sip 小口喝，抿
want
desire渴望
catch
capture捕获；grasp抓紧，抓牢；seize抓住，捉住
hit
pat轻拍；beat打，打败；strike撞击
break
crack裂开，破开；damage损坏；ruin破坏，毁灭；destry摧毁
笼统词
具体词
happy
excited/thrilled兴奋的；pleasant令人愉快的；jyful欢喜的；delighted高兴的；cntent/satisfied满意的
sad
depressed沮丧的，抑郁的； upset不高兴的，失望的，沮丧的；annyed烦恼的；disappinted失望的
imprtant
vital至关重要的；crucial/critical决定性的；significant意义重大的；primary首要的；prfund深刻的
bad
mean卑鄙的；evil邪恶的；selfish自私的；disgusting令人厌恶的；terrible/awful糟糕的，可怕的；unpleasant令人不快的
gd
excellent优秀的；awesme令人惊叹的；utstanding/exceptinal杰出的；stunning极好的；striking惊人的；extrardinary令人惊奇的；grand宏伟的；amazing了不起的，惊人的；attractive/appealing吸引人的；graceful/elegant优雅的
big
large大的，广泛的；huge/giant巨大的；enrmus庞大的
very
terribly极度地；extremely极其；highly非常；greatly大大地；significantly显著地
nearby
neighbring邻近的，毗邻的
all
cmpletely/ttally彻底地；abslutely绝对地；fully充分地
nly
merely只不过；simply仅仅，只是
n.
①机会chance→pprtunity
②后果result→curriculum/curse
③选择chice→cnsequence
④方法way→prfessin
⑤课程lessn→alternative/ptin
⑥职业jb→influence/impact
⑦影响effect→apprach/means
⑧建议advice→guidance/prpsal
v.
⑨遇到 meet→encunter
⑩决定 decide→appreciate
⑪拥有 wn→determine
⑫发生happen→acquire
⑬给予 give→pssess
⑭感谢thank→accmplish/achieve
⑮获得 get→ccur
⑯完成finish→infrm
⑰告诉 tell→ffer
adj.
⑱明显的bvius→apparent/evident
⑲幸运的lucky→challenging/tugh
⑳充足的enugh→frtunate/blessed
㉑丰富的rich→thrilled
㉒困难的difficult→adequate
㉓激动的excited→cautius
㉔小心谨慎的careful→abundant
看见
see→catch sight f
引起
cause→lead t/result in/give rise t
容忍，忍受
bear→put up with
考虑
cnsider→ accunt/cnsideratin
应该
shuld→be suppsed t
使用
use→make use f/take advantage f
记住
remember→keep/bear(...)in mind
参观；游览
visit→pay a visit t
意识到
realize→be aware f
喜欢，热衷于
like→have a passin fr/be keen n
开始
begin→get dwn t
提出
raise→put frward
渴望
desire→lng fr
决定
decide→make up ne's mind
哭
cry→burst int tears/burst ut crying
来临
cme→draw near
遇见
meet→cme acrss
思考
think→pnder ver
认为
think→hld the view
影响
affect→have an effect/influence/impact n
拥有
wn→be in pssessin f
相信
believe→be cnvinced f
累
tired→wrn ut
强调
stress→lay/place emphasis n
解决
slve→wrk ut/figure ut
代替
replace→take the place f
适合
suit→be suitable fr
拒绝
refuse→turn dwn
吸引
attract→appeal t
通常
usually→mre ften than nt
消极描写性副词
中性描写性副词
积极描写性副词
impatiently不耐烦地
angrily生气地
weakly虚弱地，微弱地
anxiusly焦虑地，不安地，担忧地
clumsily笨拙地
blankly茫然地
greedily贪婪地
reluctantly不情愿地
helplessly无助地
hpelessly绝望地，无望地
rudely粗鲁地，无礼地
nervusly紧张地
desperately绝望地，拼命地
vilently猛烈地，剧烈地
quietly悄悄地
slightly轻微地
silently默默地
swiftly迅速地
curiusly好奇地
unexpectedly出乎意料地，意外地
hurriedly匆忙地
tightly紧紧地
particularly/especially尤其
mdestly谦虚地
plitely有礼貌地
gratefully感激地
sincerely真诚地
bravely勇敢地
firmly坚定地；
坚决地
eagerly渴望地；
热切地
prudly自豪地
cnsiderately考虑周到地，
体谅地
①silently→in silence
②sympathetically→with patience
③hurriedly→in a sympathy
④cautiusly→with excitement
⑤patiently→with hurry
⑥excitedly→with pride
⑦prudly→with cautin
⑧cnfidently→with cnfidence
重点
掌握
(1)句首用it作形式主语，将真正的主语放在句尾，避免头重脚轻；
(2)what引导的主语从句。
重点掌握
that引导的同位语从句，解释说明抽象名词fact、news、truth、idea、wrd、suggestin的内容。
重点
掌握
宾语从句是最常见的名词性从句，能够更简单明了地表达复杂或丰富的意义；也能够增加句子的灵活性，并且强调重点信息。
重点掌握
表语是用来说明主语的身份、性质、品性、特征和状态的一种成分，最常见的表语从句：
(1)that 引导的表语从句，构成“ that...”或“the reasn that...”；
(2)whether 引导的表语从句；
(3) as if/as thugh类表语从句。
重点
掌握
关系代词wh、whm、whse、that、which、as引导的定语从句是写作的一大亮点，先行词为人时，用wh 或whm引导定语从句，先行词为物时，用which或that引导定语从句；此外，还有which和as引导的非限制性定语从句，以及“介词＋关系代词”引导的定语从句。
重点
掌握
状语从句在句子中修饰谓语动词、非谓语动词、定语、状语或整个句子，能够让文章更加生动。根据其作用可分为时间、地点、原因、条件、目的、结果、让步、方式和比较九类从句。其中，读后续写中的高频提分点为：状语从句和状语从句的省略。
状语从句的引导词：
(1)时间状语从句：when、while、as、as sn as、the mment、every time；
(2)目的/结果状语从句：、s that；
(3)让步状语从句：althugh、thugh、while、even if/thugh；
(4)比较状语从句：the mre...、、n 。
重点掌握
恰当地运用非谓语对简单句和复杂句进行转换，不仅显得句式多样，句子活泼，而且可使表达更简洁、更高级。高分结构如下：
(1)v.－ing(特别关注v.－ing作结果状语，表示自然而然的结果)；
(2)v.-ed；
(3)t d不定式(特别关注 t d不定式作目的状语；nly t d作结果状语，表示出乎意料的结果)；
(4)with复合结构；
(5)独立主格结构。
重点
掌握
形容词(短语)作状语用来表达主语的状态，或解释某个动作的原因、结果或与之伴随的状态。形容词(短语)往往用逗号和主句隔开。
重点掌握
倒装用于表示对特定句子结构或句子成分的强调。倒装句的使用丰富了语言表达，让句式更加多样。因此，适当使用倒装会使文章的表达更生动，让阅卷老师眼前一亮。
部分倒装：
(1)“s＋adj./adv.”置于句首引起的部分倒装，强调某种情绪；
(2)nt until、、n 、nly then置于句首，引起的部分倒装，强调动作发生的时间。
完全倒装：
(1)为了强调时间、地点，而将时间、地点状语放在句首；
(2)such位于句前作表语，往往作为升华、总结和强调。
重点掌握
强调句型可以突出重点，增强表达效果，将表达提高一个层次，使句式更加丰富。
一般采用两种形式：
(1)强调句型：It ；
(2)借助助动词d/des/did强调谓语动词。
重点掌握
虚拟语气用来表示一种假设，而不是客观事实，所说的是条件，不一定是事实，或者与事实完全相反，常用来表达惊异、惋惜、遗憾、理应如此等含义，在续写中可以用来表达比较强烈的感情。常见结构如下：
(1)没……的话，某人就……：Withut..., sb. fr..., sb. wuld...；
(2)希望……： wishing...；
(3)但愿、只要、如果……就好了：If nly...；
(4)如果再有一次机会，某人会……：Given ne mre chance, sb. wuld...
重点
掌握
“动词＋宾语＋宾语补足语”结构是读后续写中不可缺少的高分结构，正确掌握这种结构能够为续写篇章增色不少。为使句子结构保持平衡，也会用it作形式宾语，而将真正的宾语(动词不定式或宾语从句)置于后面。
常见用于“动词＋宾语＋宾语补足语”结构的动词如下：
(1)五看 lk at、see、watch、bserve、ntice；
(2)三让make、let、have；
(3)两听hear、listen t；
(4)一感觉feel。
注意：find和get也用于此结构。