资源简介 读 后 续 写读后续写考题提供一段350 词以内的语言材料,要求依据该材料内容和所给段落开头语进行续写(150词左右),将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。从试题结构来看,读后续写评价的是书面理解能力和书面表达能力。因此,在写作之前,首先要读懂文本、厘清故事情节,然后再构思故事的发展和结局。卷别 主题语境·话题 主题意义2024 新课标Ⅰ卷 人与社会·与出租车司机的诚信之约 培养诚实守信的美好品德浙江1月卷 人与自我·运用心术解决日常生活的难题 个人成长,适应校园2023 新课标Ⅰ卷 人与自我·教师鼓励,提升写作信心 个人成长浙江1月卷 人与自然·救助被蜘蛛网困住的蜂鸟 人与动物和谐相处2022 新高考Ⅰ卷 人与自我·残疾小学生参加越野赛 挑战自我浙江6月卷 人与社会·给无家可归的人分发食物 关心贫苦之人,奉献友爱之心浙江1月卷 人与社会·与搭档做研究项目 与人合作,个人成长档次 描述第五档 (21-25分) (1)创造了丰富、合理的内容,富有逻辑性,续写完整,与原文情境融洽度高。 (2)使用了多样并且恰当的词汇和语法结构,可能有个别小错,但完全不影响理解。 (3)有效地使用了语句间衔接成分,全文结构清晰,前后呼应,意义连贯。第四档 (16-20分) (1)创造了比较丰富、合理的内容,比较有逻辑性,续写比较完整,与原文情境融洽度较高。 (2)使用了比较多样并且恰当的词汇和语法结构,可能有些许错误,但不影响理解。 (3)比较有效地使用了语句间衔接成分,全文结构比较清晰,意义比较连贯。第三档 (11-15分) (1)创造了基本合理的内容,有一定的逻辑性,续写基本完整,与原文情境相关。 (2)使用了简单的词汇和语法结构,有一些错误或不恰当之处,但基本不影响理解。 (3)基本有效地使用了语句间衔接成分,全文结构基本清晰,意义基本连贯。第二档 (6-10分) (1)内容或逻辑上有一些重大问题,续写不够完整,与原文情境有一定程度的脱节。 (2)所使用的词汇有限,语法结构单调,错误较多,影响理解。 (3)未能有效地使用语句间衔接成分,全文结构不够清晰,意义不够连贯。第一档 (1-5分) (1)内容或逻辑上有较多重大问题,或有部分内容抄自原文,续写不完整,与原文情境基本脱节。 (2)所使用的词汇非常有限,语法结构单调,错误很多,严重影响理解。 (3)几乎没有使用语句间衔接成分,全文结构不清晰,意义不连贯。0分 所写内容太少或无法看清以致无法评判;所写内容全部抄自原文或与题目要求完全不相关。未作答。 读懂大意,厘清脉络。读所给的不完整故事,弄清故事的主题和大意,故事发生的时间、地点,以及故事中的人物(人物之间的关系,人物的情感变化)、事件(故事的起因和经过,包括“问题”或“冲突”与解决)和语言特色等。 细读首句,构思框架。仔细阅读所给两段的首句,由第二段首句可知第一段尾句的大致内容,因此,确定第一段的框架;由第二段首句与圆满结局,可确定第二段的框架。 增加细节,补充完整。根据情节发展的逻辑和常识,在已确定的框架内,添加合理的细节。可按“所遇、所见、所闻、所做、所想、所感”等六“所”去构想五个左右的细节。值得注意的是,不要偏离主题。 修改润色,整洁誊写。审读初稿,注意情节是否合理,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,工整地誊写在答卷上。(2022·新高考Ⅰ卷 )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。It was the day of the big cross-country run.Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.I looked around and finally spotted David,who was standing by himself off to the side by a fence.He was small for ten years old.His usual big toothy smile was absent today.I walked over and asked him why he wasn't with the other children.He hesitated and then said he had decided not to run.What was wrong?He had worked so hard for this event!I quickly searched the crowd for the school's coach and asked him what had happened.“I was afraid that kids from other schools would laugh at him,” he explained uncomfortably.“I gave him the choice to run or not,and let him decide.”I bit back my frustration ( 懊 恼 ).I knew the coach meant well—he thought he was doing the right thing.After making sure that David could run if he wanted,I turned to find him coming towards me,his small body rocking from side to side as he swung his feet forward.David had a brain disease which prevented him from walking or running like other children,but at school his classmates thought of him as a regular kid.He always participated to the best of his ability in whatever they were doing.That was why none of the children thought it unusual that David had decided to join the cross-country team.It just took him longer—that's all.David had not missed a single practice,and although he always finished his run long after the other children,he did always finish.As a special education teacher at the school,I was familiar with the challenges David faced and was proud of his strong determination.注意:续写词数应为150个左右。We sat down next to each other,but David wouldn't look at me.______________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I watched as David moved up to the starting line with the other runners. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第一步:读懂大意,厘清脉络。读短文与所给段落首句,弄清以下几点。1.六要素:抓住六要素,弄清故事的主要内容。2.情节线:梳理故事的主要情节。作者得知David决定放弃越野赛跑后感到很惊讶→马上寻找学校教练询问原因→获悉原因后虽沮丧但庆幸David仍有参加比赛的机会→打算找David说服他参赛→看到David摇摇晃晃向自己走来,想起平日里他刻苦练习的样子3.情感线:shocked→confused→frustrated→glad(由作者得知David想跑就能跑可推断)→worried→relieved→excited(由作者试图说服 David 与正向结局可推断)注意:情节线与情感线,可用以下故事山来说明:4.故事主题:师生情和励志 第二步:细读首句,构思框架。1.两段首句定一框。即由续写的两段首句确定第一段的大致框架。①续写第一段首句“我们挨着坐,但 David 并没有看向我。”显然,这里是作者准备说服David参赛但 David仍然是犹豫的。②由第二段首句“我看着 David 和其他运动员朝起跑线走去。”可知,经过作者的努力说服,David不再犹豫,决定参赛了。第一段的尾句应是 “David 跟作者说他决定参赛”。第一段的框架如下:We sat down next to each other,but David wouldn't look at me...David hesitated,then made up his mind and said firmly,“I will run.”2.二框二首正能量。即由第二段首句与圆满结局,可确定第二段的框架。圆满结局应是David尽全力跑完比赛。结合原文材料,还可以加上David的笑容。第二段的框架如下:I watched as David moved up to the starting line with the other runners...David raised his arms in triumph (胜利的喜悦)as he crossed the finish line with wild cheers and applause.The familiar David with his big toothy smile was back! 第三步:增加细节,补充完整。1.第一段,作者和 David 挨着坐在一起,作者尽力说服David参赛。结合原文材料中学校教练的话语及常识,可添加以下细节:①作者向David确认他是否真的决定不参加比赛;David 仍然低头沉默着;②作者很担忧,继续劝说,问他是他自己的原因还是因为害怕别人的目光才放弃比赛;③继续劝说,因为陌生人而放弃自己一直以来的努力不值得;④David 犹豫再三,最终下定决心参赛。2.第二段,由故事逻辑及人物设定可知,David参赛时作者会如何表现,而David比赛结果又如何。具体如下:①David 比赛时,作者会在一旁大喊加油;②David 的同学也会一并喊加油;③其他的参赛者跑得很快,David按照他的节奏去跑;④作者在终点站等David,但其他人都回来了,还没看见David;⑤过了一阵子,David才到终点;⑥现场的人都在鼓掌和尖叫,恭喜David完成比赛;David 往日的笑容又回来了。 第四步:修改润色,整洁誊写。We sat down next to each other,but David wouldn't look at me. His eyes deliberately avoided mine,with his limbs unavoidably shaking. “It's not the real you,David,” I patted him gently on the back and said quietly. “You have prepared so much for it. Look at my eyes and tell me. Do you want to run?” I held my breath as David looked up. Inspired,he took a deep breath,gathered his courage and said,“I will have a try.”I watched as David moved up to the starting line with the other runners. The starter's gun sounded! David spared no effort to run as if he had forgotten all his weaknesses,but he still tripped within a few kilometers. My heart sank. As I started to shout encouragement,his classmates all appeared,cheering him on. “Come on,David. You can do it!” they shouted enthusiastically. Touched,he picked himself up and started again. Finally,he crossed the finish line with wild cheers and applause. Excitement swallowed him and he embraced me tightly. At that time,I knew he had already overcome the darkness stuck in his mind.1 / 7读 后 续 写读后续写考题提供一段350 词以内的语言材料,要求依据该材料内容和所给段落开头语进行续写(150词左右),将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。从试题结构来看,读后续写评价的是书面理解能力和书面表达能力。因此,在写作之前,首先要读懂文本、厘清故事情节,然后再构思故事的发展和结局。卷别 主题语境·话题 主题意义2024 新课标Ⅰ卷 人与社会·与出租车司机的诚信之约 培养诚实守信的美好品德浙江1月卷 人与自我·运用心术解决日常生活的难题 个人成长,适应校园2023 新课标Ⅰ卷 人与自我·教师鼓励,提升写作信心 个人成长浙江1月卷 人与自然·救助被蜘蛛网困住的蜂鸟 人与动物和谐相处2022 新高考Ⅰ卷 人与自我·残疾小学生参加越野赛 挑战自我浙江6月卷 人与社会·给无家可归的人分发食物 关心贫苦之人,奉献友爱之心浙江1月卷 人与社会·与搭档做研究项目 与人合作,个人成长档次 描述第五档 (21-25分) (1)创造了丰富、合理的内容,富有逻辑性,续写完整,与原文情境融洽度高。 (2)使用了多样并且恰当的词汇和语法结构,可能有个别小错,但完全不影响理解。 (3)有效地使用了语句间衔接成分,全文结构清晰,前后呼应,意义连贯。第四档 (16-20分) (1)创造了比较丰富、合理的内容,比较有逻辑性,续写比较完整,与原文情境融洽度较高。 (2)使用了比较多样并且恰当的词汇和语法结构,可能有些许错误,但不影响理解。 (3)比较有效地使用了语句间衔接成分,全文结构比较清晰,意义比较连贯。第三档 (11-15分) (1)创造了基本合理的内容,有一定的逻辑性,续写基本完整,与原文情境相关。 (2)使用了简单的词汇和语法结构,有一些错误或不恰当之处,但基本不影响理解。 (3)基本有效地使用了语句间衔接成分,全文结构基本清晰,意义基本连贯。第二档 (6-10分) (1)内容或逻辑上有一些重大问题,续写不够完整,与原文情境有一定程度的脱节。 (2)所使用的词汇有限,语法结构单调,错误较多,影响理解。 (3)未能有效地使用语句间衔接成分,全文结构不够清晰,意义不够连贯。第一档 (1-5分) (1)内容或逻辑上有较多重大问题,或有部分内容抄自原文,续写不完整,与原文情境基本脱节。 (2)所使用的词汇非常有限,语法结构单调,错误很多,严重影响理解。 (3)几乎没有使用语句间衔接成分,全文结构不清晰,意义不连贯。0分 所写内容太少或无法看清以致无法评判;所写内容全部抄自原文或与题目要求完全不相关。未作答。 读懂大意,厘清脉络。读所给的不完整故事,弄清故事的主题和大意,故事发生的时间、地点,以及故事中的人物(人物之间的关系,人物的情感变化)、事件(故事的起因和经过,包括“问题”或“冲突”与解决)和语言特色等。 细读首句,构思框架。仔细阅读所给两段的首句,由第二段首句可知第一段尾句的大致内容,因此,确定第一段的框架;由第二段首句与圆满结局,可确定第二段的框架。 增加细节,补充完整。根据情节发展的逻辑和常识,在已确定的框架内,添加合理的细节。可按“所遇、所见、所闻、所做、所想、所感”等六“所”去构想五个左右的细节。值得注意的是,不要偏离主题。 修改润色,整洁誊写。审读初稿,注意情节是否合理,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,工整地誊写在答卷上。(2022·新高考Ⅰ卷 )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。It was the day of the big cross-country run.Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.I looked around and finally spotted David,who was standing by himself off to the side by a fence.He was small for ten years old.His usual big toothy smile was absent today.I walked over and asked him why he wasn't with the other children.He hesitated and then said he had decided not to run.What was wrong?He had worked so hard for this event!I quickly searched the crowd for the school's coach and asked him what had happened.“I was afraid that kids from other schools would laugh at him,” he explained uncomfortably.“I gave him the choice to run or not,and let him decide.”I bit back my frustration ( 懊 恼 ).I knew the coach meant well—he thought he was doing the right thing.After making sure that David could run if he wanted,I turned to find him coming towards me,his small body rocking from side to side as he swung his feet forward.David had a brain disease which prevented him from walking or running like other children,but at school his classmates thought of him as a regular kid.He always participated to the best of his ability in whatever they were doing.That was why none of the children thought it unusual that David had decided to join the cross-country team.It just took him longer—that's all.David had not missed a single practice,and although he always finished his run long after the other children,he did always finish.As a special education teacher at the school,I was familiar with the challenges David faced and was proud of his strong determination.注意:续写词数应为150个左右。We sat down next to each other,but David wouldn't look at me.______________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I watched as David moved up to the starting line with the other runners. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第一步:读懂大意,厘清脉络。读短文与所给段落首句,弄清以下几点。1.六要素:抓住六要素,弄清故事的主要内容。2.情节线:梳理故事的主要情节。作者得知David决定放弃越野赛跑后感到很惊讶→马上寻找学校教练询问原因→获悉原因后虽沮丧但庆幸David仍有参加比赛的机会→打算找David说服他参赛→看到David摇摇晃晃向自己走来,想起平日里他刻苦练习的样子3.情感线:shocked→confused→frustrated→glad(由作者得知David想跑就能跑可推断)→worried→relieved→excited(由作者试图说服 David 与正向结局可推断)注意:情节线与情感线,可用以下故事山来说明:4.故事主题:师生情和励志 第二步:细读首句,构思框架。1.两段首句定一框。即由续写的两段首句确定第一段的大致框架。①续写第一段首句“我们挨着坐,但 David 并没有看向我。”显然,这里是作者准备说服David参赛但 David仍然是犹豫的。②由第二段首句“我看着 David 和其他运动员朝起跑线走去。”可知,经过作者的努力说服,David不再犹豫,决定参赛了。第一段的尾句应是 “David 跟作者说他决定参赛”。第一段的框架如下:We sat down next to each other,but David wouldn't look at me...David hesitated,then made up his mind and said firmly,“I will run.”2.二框二首正能量。即由第二段首句与圆满结局,可确定第二段的框架。圆满结局应是David尽全力跑完比赛。结合原文材料,还可以加上David的笑容。第二段的框架如下:I watched as David moved up to the starting line with the other runners...David raised his arms in triumph (胜利的喜悦)as he crossed the finish line with wild cheers and applause.The familiar David with his big toothy smile was back! 第三步:增加细节,补充完整。1.第一段,作者和 David 挨着坐在一起,作者尽力说服David参赛。结合原文材料中学校教练的话语及常识,可添加以下细节:①作者向David确认他是否真的决定不参加比赛;David 仍然低头沉默着;②作者很担忧,继续劝说,问他是他自己的原因还是因为害怕别人的目光才放弃比赛;③继续劝说,因为陌生人而放弃自己一直以来的努力不值得;④David 犹豫再三,最终下定决心参赛。2.第二段,由故事逻辑及人物设定可知,David参赛时作者会如何表现,而David比赛结果又如何。具体如下:①David 比赛时,作者会在一旁大喊加油;②David 的同学也会一并喊加油;③其他的参赛者跑得很快,David按照他的节奏去跑;④作者在终点站等David,但其他人都回来了,还没看见David;⑤过了一阵子,David才到终点;⑥现场的人都在鼓掌和尖叫,恭喜David完成比赛;David 往日的笑容又回来了。 第四步:修改润色,整洁誊写。We sat down next to each other,but David wouldn't look at me. His eyes deliberately avoided mine,with his limbs unavoidably shaking. “It's not the real you,David,” I patted him gently on the back and said quietly. “You have prepared so much for it. Look at my eyes and tell me. Do you want to run?” I held my breath as David looked up. Inspired,he took a deep breath,gathered his courage and said,“I will have a try.”I watched as David moved up to the starting line with the other runners. The starter's gun sounded! David spared no effort to run as if he had forgotten all his weaknesses,but he still tripped within a few kilometers. My heart sank. As I started to shout encouragement,his classmates all appeared,cheering him on. “Come on,David. You can do it!” they shouted enthusiastically. Touched,he picked himself up and started again. Finally,he crossed the finish line with wild cheers and applause. Excitement swallowed him and he embraced me tightly. At that time,I knew he had already overcome the darkness stuck in his mind.1 / 7 展开更多...... 收起↑ 资源列表 63 第三部分 读后续写 第一节 解题指导(学生版).docx 63 第三部分 读后续写 第一节 解题指导(教师版).docx