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2026年高考英语读后续写全攻略（命题规律 预测突破 强化集训）
一、近5年（2021–2025）高考读后续写 整体分析
1. 体裁：100% 记叙文（故事类）
原文：300–400词记叙文，有明确人物、场景、冲突、情感线。
结构：开端→发展→高潮前戛然而止→续写两段（各约75词，共150词左右）。
主题语境：集中三大类：
（1）人与自我（约40%）：成长、勇气、坚持、自我认知、文化身份。
（2）人与社会（约40%）：亲情、友情、和解、诚信、互助、责任。
（3）人与自然/动物（约20%）：救援、保护、陪伴、敬畏生命。
2. 情节模式：常见三种结构：
1）问题解决型：遇到麻烦→努力→成功/释然（最常考）
2）情感转变型：误解/自卑→事件触动→理解/自信（高频）
3）意外转折型：平静→突发危机→化解与感悟（高频）
3. 语言特点
原文：短句多、动作/神态/心理描写多、情感线清晰 。
续写要求：人设不变、情感连贯、逻辑闭环。
多用非谓语、复合句、情绪细节描写，少平铺直叙。
二、2026年高考读后续写预测
1.主题预测
首选：成长+责任+文化自信（如传统节日体验、非遗学习、家乡变化）。
次选：亲情/友情和解、勇气追梦、善意传递、人与自然。
2.情节预测
伏笔更隐蔽，反转更自然：前文埋小细节，续写呼应。
情感线：低落→努力→温暖/释然
3.注意事项
1）贴合原文、逻辑合理、主题正向
2）不跑偏：人物不变、场景不变、冲突延续、情感连贯。
3）少用简单句：多非谓语、定语从句、状语从句
4）衔接：段内顺、段间连、首尾呼应
三、2026年高考读后续写满分突破
4.高分突破技法
第一步：审题5分钟
圈出：人物（性格）、冲突、情感基调、场景、关键词。
两段首句定方向：第一段：行动+细节+情绪变化。第二段：高潮+结局+感悟（1句升华）
第二步：构思2分钟（逻辑闭环）
5.必备高分句型库
1).非谓语（必加分）
Hearing/Seeing…, sb. did…
Unable to hide…, tears rolled down.
Feeling…, he rushed to…
2).with 复合结构
With tears in eyes, she…
With the sun setting, …
With his heart beating wildly, …
3).倒装 / 强调
Never had he felt so…
Only then did he realize…
It was… that changed…
4).情感升华句
Love and hope spread everywhere.
The seed of kindness finally bloomed.
It is persistence that makes perfect.
5).三大描写套语
动作描写
rushed over / stepped forward / pulled out
knelt down / hugged tightly / held back tears
cast a glance at / catch sight of
心理描写
a mixture of fear and excitement
relief washed over him
heart sank / beat wildly
unable to hide his sadness
环境描写
The sun bathed… in golden light.
A gentle wind blew…
The sky turned dark.
Silence filled the air.
四、2026年高考读后续写预测强化集训
1
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
The setting sun bathed the simple mud-walled African savanna classroom in golden afterglow. Lin Wan clutched her crumpled China return ticket, her voice soft as a breeze: "Children, I'm heading back to China next week." A hush fell — so still, she heard acacia leaves whisper outside. Amina twisted her dress hem, eyes red as ripe hibiscus. Kamal bowed his head, tracing the Chinese "ai" (love) Lin Wan taught him on his desk, jaw set tight, refusing to cry.
A faint, heavy sadness lingered afterward. The children stopped swarming with questions, moving quietly as if hiding a secret. Amina arrived early to polish Lin Wan's podium and straighten the chalk; Kamal squatted behind the classroom, scratching stone marks in the dirt, clamming up when asked. Lin Wan bought colored pencils as a gift, but Amina shook her head, tears spilling: "Teacher Lin, we don't want pencils. We want you to stay."
The afternoon before her departure, Lin Wan heard a commotion — raised voices, sniffs, and whimpers. She found the children huddled: Kamal gripped a crumpled paper, urgent: "We must show Teacher Lin our work!" Amina cried, "What if she worries we're not ready " Spotting her, they fell silent. Amina looked up, eyes glistening: "Teacher Lin, can you come to the classroom first tomorrow We have something for you."
Dawn still pale, Lin Wan pulled her suitcase to the classroom — door locked, a wooden plank propped against it, scrawled with lopsided Chinese: "Answer three questions to leave." Kamal peeked out, serious as an adult: "First, what does ‘persistence' mean " Lin Wan knelt, gentle: "It means keeping going, even when it's hard."
They opened the door: desks pushed aside, a stone path lined with bright painted stones — pictures of her teaching, flying kites, braiding Amina's hair. "If you leave, will your love stay " Amina asked. Lin Wan nodded, tears pricking her eyes: "It will grow brighter every day." Kamal held out a tattered cloth bag: "You said education ignites light, not illuminates the road. Can we be that next light "
注意：
1.续写词数应为150左右；
2.请按如下格式在答题卷的相应位置作答。
Lin Wan opened the bag and saw the children's dreams and their rough teaching logs.
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Months later, Lin Wan received a photo from the children.
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2
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 family's daily routine of collecting bottles and cans had always been a hidden part of my life, something I kept secret from my friends and peers. The recycling center in Bushwick was like a second home to me, a place where my mother and I would bring our collected items in a shopping cart, going through the streets with a mixture of pride and embarrassment.
My family collected bottles from sunup to sundown all year long. My mother left at dawn to collect cans, and when she returned 12 hours later, I helped her pull the shopping cart among the six long blocks to the recycling center through the streets of Bushwick. Although this center had been like my second home for the past years, I had kept it mostly a secret. I couldn't bear the idea of my friends knowing that my family relied on collecting cans and bottles for survival. I felt guilty for being embarrassed, but I couldn't help it. Even though I had a lot of friends and was a social butterfly, I was not ready to trust someone else.
Then in the summer before my senior year I took a college essay course. We were asked to tell a time when we faced a challenge, setback, or failure and how it affected us, and what we learned from the experience. I chose to write about the impact my neighborhood's gentrification(社区改造) had on me, and how that led me to volunteer with officials in my community who were trying to fight it. At the end of my essay, only the last sentence mentioned can collecting.
One day after class, my teacher asked me to discuss my essay draft. "Your story has potential; however it is not about personal growth. How about telling me more about the can collecting " So I was faced with sharing my secret. But he was my teacher and I trusted him, so I rewrote the essay. This time, I poured my heart into it, detailing the struggles, the pride, and the lessons I had learned from my family's daily routine.
Two days later, unexpectedly my teacher asked some students including me to share our essays in class.
注意：
1.续写词数应该为150个左右；
2.请按如下格式在答题卡的相应位置作答。
The day of sharing our essays in class came.
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As I finished reading, I looked up to see my classmates' faces.
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3
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。
As a young child, I used to have no confidence in myself. Even when I was in the sixth grade, I still couldn't ride a bike smoothly, a skill that many of my friends had mastered at a younger age. It made me feel like a slow learner, and the more I compared myself to others, the more I felt hopeless.
However, my elder brother Bob, who was always my source of inspiration and support, noticed my problem. He believed that I could get over this challenge, and he offered to help me learn how to ride a bike. At first, I was doubtful, thinking that I couldn't master it. But Bob's trust in me finally convinced (说服) me.
One day, we decided to go to a small slope (斜坡) near my home. Bob believed that it could make it easier for me to learn to ride. As we walked towards the slope, he kept encouraging me, "It's not as hard as you think. You just need to get on and give it a try."
Once we reached the slope, Bob first explained the basic rules of riding a bike and the importance of keeping balance. Then he helped me onto the bike and gave me a gentle push. All at once, I felt the wind rushing past me as I started rolling down the slope. My heart was a mixture of excitement and fear. I couldn't focus on keeping my balance or keeping the bike in the right direction so my first try ended in hitting into the bushes (灌木丛) beside the slope unluckily. It was too much pain. As I stood up from the ground, the thought of giving up came flooding my heart.
注意：
1.续写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
Just at that moment, Bob rushed over.
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With such encouragement, I pulled myself together and biked again.
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4
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。
In our weekly staff meeting, our editor Ashley was not pleased with the quality of our reporting. "Our readership is way down. We need better stories for this Thursday's school newspaper. Does anybody have any ideas " she said.
I handed her my article about our basketball team beating Deerfield High School the previous night by one point. "Sports stories are fun," she said, "but not good enough for the front page. We need something to really get people ‘s attention."
After our meeting, we left the newsroom together and heard someone screaming, "Perry is missing!" Perry was a big red parrot and had been our school mascot (吉祥物) for ten years. He played an important role in students' lives, both in and out of class. He had also been a constant presence at school events, inspiring a sense of unity among students.
Everyone gathered around Perry's empty cage, heartbroken. Suddenly, a student from the crowd came over and showed me a photo. "You're a reporter for the school paper, right I happened to take this yesterday," he said. In the photo was a Deerfield High School basketball player with something large hidden under his shirt around the size of a parrot.
"He must have stolen Perry to get back at us for winning the game!" Ashley cried. We hurried back to the newsroom, agreeing to run the photo on the front page with the headline "Deerfield Stole Perry." "This is just the story we need. Everyone will read it," Ashley said confidently.
After she left, I took a closer look at the photo. The clock in the background read 4:15 pm, but our game against Deerfield hadn't started until 4:30 pm. Why would the boy have taken Perry before we even played An uneasy feeling came over me that we might have falsely accused someone.
I went to Perry's usual caretaker to ask if he knew Perry was missing. "He's not missing. He's retired. He's ready for some quieter days," he said. Learning the truth, I immediately told Ashley and suggested writing a story to say goodbye to Perry.
注意：
1.续写词数应为150左右:
2. 请按如下格式在答题卡的相应位置作答。
To my surprise, Ashley insisted on reporting the "Deerfield Stole Perry" story.
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On Thursday, the paper came out with the headline "Bye-Bye, Perry" on the front page.
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5
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。
Frank, a six-year-old boy, was interested in playing piano, so his mother found him a tutor. He showed great passion at the very beginning. However, bored with day-after-day practice, Frank couldn't tolerate sitting at the piano. Sometimes when he was required to play a bit difficult melodies, the results were not exactly graceful flowing music, even though he tried his best. Gradually, his enthusiasm began to fade away.
Wishing to encourage her young son's progress on the piano, his mother took the boy to a Paderewski concert. When they reached the entrance of the theatre where the concert was held, they saw a crowd of music lovers stream into the hall. The little boy was awed by what he saw and he felt a little thrilled. They then walked in with the crowds and found their places. After they were seated, the mother spotted a friend in the audience and walked down the aisle to greet her.
Seizing the opportunity to explore the wonders of the concert hall, the little boy rose to his feet and eventually explored his way through a door marked "NO ADMITTANCE." When the house lights dimmed and the concert was about to begin, the mother returned to her seat and discovered that the child was missing. The mother glanced around the hall and her little son was nowhere to be seen. Feeling desperate and trembling with fear, she fished in the bag for her phone and was about to call the police when suddenly, the curtains parted and spotlights focused on the impressive Steinway (斯坦威钢琴) on stage.
Paragraph 1:
The mother saw her little boy sitting at the key-board, playing Twinkle, Twinkle Little Star.
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Paragraph 2:
At that moment, Paderewski made his entrance and sat beside the boy, whispering "Don't quit. Keep playing."
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五、【参考答案与深度解析】
1
Lin Wan opened the bag and saw the children's dreams and their rough teaching logs. Each dream was a childish note with simple words: some kids wanted to be teachers like her to educate more villagers, some hoped to learn more to build their hometown, all tied to the light of education she lit for them. The logs recorded how they taught younger children Chinese characters and math with sticks on the ground every day after class. Tears filled her eyes as she hugged the kids tightly, her voice trembling: "You are already the bright light, and your love and persistence will light up the whole savanna." She left all her teaching books, a box of chalk and a long encouraging letter before she set off.
Months later, Lin Wan received a photo from the children. In the photo, the mud-walled classroom was tidy, with more kids sitting inside, and Kamal was standing at the podium teaching Chinese, writing the character "ai" clearly on the blackboard. Beside it were the words "Education ignites light" in both Chinese and English. A short letter was in the envelope: they kept teaching each other every day, and more parents sent their kids to learn. Lin Wan smiled with tears, knowing the seed of education she sowed had taken root and bloomed. The light of hope was passing on endlessly in the warm savanna, brightening every child's future.
【体裁】记叙文 故事阅读类
【解析】【分析】本篇书面表达是读后续写。本文讲述了中国支教老师林晚即将返回中国，告知非洲孩子们后，孩子们满心不舍，默默为她准备惊喜；离开前一天，孩子们邀请林晚次日先到教室，并用木板写下问题"闯关"；林晚到达后，看到孩子们准备的彩绘石头路，回答完三个关于爱与坚持的问题后，卡马尔递上一个破旧的布袋，询问林晚他们能否成为教育传递的下一束光的故事。段落续写：①由第一段首句"林晚打开袋子，看到了孩子们的梦想和他们粗糙的教学日志。"可知，本段可描写袋子里的物品与林晚的感动。②由第二段首句"几个月后，林晚收到了孩子们寄来的一张照片。"可知，本段可描写照片内容与教育之光的传递。写作时注意准确运用时态，上下文意思连贯，符合逻辑关系，尽量使用自己熟悉的单词句式，同时也要注意使用高级词汇和高级句型使文章显得更有档次。
【点评】该续写内容紧密承接上文，第一段围绕打开布袋后看到的内容展开，详细描述了孩子们的梦想和粗糙的教学日志，自然地引出林婉的感动与回应，还交代了她离开前留下的物品；第二段写几个月后收到照片，描述照片中的场景以及孩子们的进步，与前文"教育点燃光"的主题相呼应，情节发展流畅自然。文中有一些好的词句，例如：Tears filled her eyes as she hugged the kids tightly, her voice trembling: "You are already the bright light, and your love and persistence will light up the whole savanna."运用了独立主格结构作状语；In the photo, the mud-walled classroom was tidy, with more kids sitting inside, and Kamal was standing at the podium teaching Chinese, writing the character "ai" clearly on the blackboard.运用with复合结构以及现在分词作状语。
2
The day of sharing our essays in class came. My heart pounded as I stood up, holding my essay tightly. Taking a deep breath, I began to read. I told them about my family's daily routine of collecting bottles and cans, the early mornings my mother spent searching, and the long walks to the recycling center. I shared my feelings of embarrassment and pride, and how I had grown from this experience. My voice trembled a bit at first, but as I continued, I felt a sense of relief wash over me.
As I finished reading, I looked up to see my classmates' faces. To my surprise, there were no signs of mockery or disdain. Instead, I saw expressions of admiration and understanding. Some of my classmates even nodded in approval. One of my friends came up to me and said, "I had no idea, but I respect you so much for your family's hard work and for sharing this with us." Another classmate added, "Your story is so inspiring." I felt a warmth spread through my chest. For the first time, I realized that my family's can collecting was not something to be ashamed of, but a source of strength and pride.
【体裁】记叙文 故事阅读类
【解析】【分析】本篇书面表达是读后续写。通过阅读文章可知，本文讲述了作者一家靠收集瓶罐为生，作者对此既骄傲又尴尬，一直向朋友隐瞒。高三前暑假的大学论文课上，作者起初写社区改造影响，仅文末提收集瓶罐，老师建议多写此经历。因信任老师，作者重写详述其中感悟。后在课堂分享时，作者鼓起勇气讲述，意外获同学钦佩理解，从而意识到家庭收集瓶罐经历是力量与骄傲的源泉，而非耻辱。段落续写：①由第一段首句内容"在课堂上分享作文的日子到了。"可知，第一段可描写作者在课堂上分享作文的经过。②由第二段首句内容"读完后，我抬头看到了同学们的脸。"可知，第二段可描写作者惊讶于同学们的反应，没有任何嘲笑或蔑视的迹象。相反，是钦佩和理解的表情。写作时注意准确运用时态，上下文意思连贯，符合逻辑关系，尽量使用自己熟悉的单词句式，同时也要注意使用高级词汇和高级句型使文章显得更有档次。
【点评】该续写部分与原文紧密衔接，自然流畅地延续了故事情节。作者通过描述在课堂上分享作文的过程，以及同学们的反应，成功地构建了一个完整且富有感染力的故事结尾。续写内容不仅回应了原文中作者内心的挣扎和成长，还通过同学们的正面反馈，进一步强化了主题，即面对困难和挑战时的勇气和自我接纳的重要性。文中有一些好的词句，例如：My heart pounded as I stood up, holding my essay tightly.运用了as引导的时间状语从句以及非谓语动词中的现在分词作状语； For the first time, I realized that my family's can collecting was not something to be ashamed of, but a source of strength and pride.运用了从属连词that引导的宾语从句。
3
Just at that moment, Bob rushed over. "Are you OK " He asked worriedly, helping me clean my clothes. I nodded, trying not to cry out. "Everyone falls when they're learning to ride a bike. Just try again and you'll make it." He kept encouraging me. Then he picked up the bike, helping me push the bike onto the top of the slope. He prepared me for the second try, and said, "Just be more careful and focused. I'm sure you can do it."
With such encouragement, I pulled myself together and biked again. As I kept trying, I found that only by letting go of my nervousness could I keep my body balanced. The more relaxed I was, the farther I rode and the more confident I became. Finally I completely mastered the skill of riding a bike. As I turned the bike around and rode back up to Bob, I could see the pride in his eyes. Thanks to my great brother, I was able to ride a bike! It was he who helped me gain confidence in myself.
【体裁】记叙文
【解析】【分析】本篇书面表达是读后续写。通过阅读文章可知，该篇记叙文以人物为线索展开，讲述了作者小时候因为缺乏自信而不会骑自行车，但在哥哥Bob的鼓励和帮助下，勇敢地迈出了学习骑自行车的第一步。初次尝试并不成功，甚至摔下来导致了疼痛，这让作者产生了放弃的念头。段落续写：由第一段首句内容"就在这时，Bob冲了过来。"可知，第一段可描写Bob替作者整理衣服并鼓励她再次尝试的过程。由第二段首句内容"在这样的鼓励下，我振作起来，再次骑上了自行车。"可知，第二段可描写作者成功学会了骑自行车以及对Bob的感谢。续写线索： 整理衣服——鼓励再次尝试——学会骑自行车——感谢。写作时要注意准确运用时态，上下文意思要连贯，符合句际间和段际间的逻辑关系，尽量使用自己熟悉的词汇及句式，同时也要注意使用高级词汇和高级句型来提升文章的档次。
【点评】1. 本篇书面表达表达上要点齐全，上下文连贯，使用了一定数量的句式结构，让句子表达更加生动传神，同时使用了较多的高级词汇和固定短语，提高了文章的档次，体现了对英语书面表达熟练的驾驭能力。 例如："Are you OK " He asked worriedly, helping me clean my clothes.（运用了现在分词做状语）；Then he picked up the bike, helping me push the bike onto the top of the slope.（运用了现在分词做状语）；As I kept trying, I found that only by letting go of my nervousness could I keep my body balanced.（运用了that引导的宾语从句以及"only+状语"置于句首引起的部分倒装结构）； It was he who helped me gain confidence in myself.（运用了强调句）。
2. 读后续写步骤如下
（1）精读文章，确定文章线索。每篇文章都有各自独特的写作思路，通过精读文章，找到该篇文章的写作线索，比如是以时间为线索还是以空间为线索等，这样有利于考生"顺藤摸瓜"。
（2）仔细审题，明确续写要求。一般短文后面的"注意"都有对此短文续写的具体要求，如字数限制、使用几处下划线关键词语、续写段落的首句提示，这样考生能做到"心中有数"。
（3）回扣原文，揣摩续写思路。根据文章后面的要求，再次快速回读短文，抓住文章的思路，结合段首的提示语，最终确定续写段落的思路，同时结合文章划线词语提示，确定续写段落的内容。
（4）拟写草稿，修改错词病句。在确定了思路和内容之后，最关键的就是结合提示语或者文中划线的关键词语拟写草稿。拟写时，注意句子结构的多样性、语言的丰富性，并通过句与句之间连接词的正确使用，使上下文连贯。
（5）标出续写部分中使用到的原材料中标有下划线的关键词语。这一点可以帮助考生检查关键词语的使用情况并根据情况做出修改。最后在誊写文字时，务必做到字迹工整与清晰。
3. 在做此类试题时，读到适当的位置，可以短暂停顿，根据已读部分文章的脉络，对文章进行发散思维，设想可能的几种结尾；经常实施微型化训练，也就是对所读文章的某一段落进行设想。根据某段落的首句提示，结合文章的上文对该段进行合理设想，推断该段可能要讲述的内容。
4
To my surprise, Ashley insisted on reporting the "Deerfield Stole Perry" story. "This is the very story we need to attract more readers," she argued. To convince her, I defended that if we wrote this article, we would be telling a lie. Noticing her hesitant expression, I further explained the potential harm it would cause to the player and our, paper ‘s reputation. After some discussion, Ashley finally gave in, "OK, let's try with real stories." Then I went to gather all the necessary information to write an article about Perry and the precious memories we shared over the years.
On Thursday, the paper came out with the headline "Bye-Bye, Perry" on the front page. Soon, it sparked heated discussions among students about Perry. Many were disappointed with Perry's sudden departure, but were comforted by the fact that he was in good care. The story also evoked sweet memories of Perry. Some students even requested to share their stories of him in our paper! Seeing the story's success, Ashley came to me and said sincerely, "You are right! It's a good story." Her words brought me a great sense of fulfillment. Indeed, true stories might not always draw attention, but they have the power to touch and connect.
【体裁】记叙文
【解析】本篇书面表达是读后续写。通过阅读文章可知，本文讲述了作者在一家报社工作，他们的吉祥物佩里被迪尔菲尔德高中的篮球运动员偷走了，调查得知是佩里退休了。阿什利本来想报道被偷这件事，但是作者说明了可能对选手和报纸的声誉造成的潜在伤害。最后阿什利放弃了，他们报道了佩里退休的新闻，这一报道取得了成功。段落续写：①由第一段首句内容"令我惊讶的是，阿什利坚持要报道‘迪尔菲尔德偷走了佩里'的故事"可知，第一段可描写作者反对这一决定，说明了其中的危害以及他们最后决定报道佩里退休的事情。②由第二段首句内容"周四，报纸头版的标题是‘再见，佩里'"可知，第二段可描写报道佩里退休的新闻产生的影响以及取得成功。写作时注意准确运用时态，上下文意思连贯，符合逻辑关系，尽量使用自己熟悉的单词句式，同时也要注意使用高级词汇和高级句型使文章显得更有档次。
【点评】该续写在内容、结构、语言和主题上均表现出色，通过一场"吉祥物失踪乌龙"巧妙引出新闻伦理的讨论，最终以温情告别收尾，既符合校园生活的真实感，又传递了"真实比猎奇更动人"的深刻主题。文中有一些好的词句，例如： To convince her, I defended that if we wrote this article, we would be telling a lie. 运用了that引导宾语从句； Many were disappointed with Perry's sudden departure, but were comforted by the fact that he was in good care. 运用了that引导同位语从句。
5
The mother saw her little boy sitting at the key-board, playing Twinkle, Twinkle Little Star. Heart in mouth, the mother just stared at the awful sight, not knowing what to do next. But soon she regained her composure, trying to come up with some ideas. She waved to the boy and called his name in a low voice, but he was so absorbed that he made no response. The mother couldn't help but raise her voice, only to make the audience disturbed and began to whisper. Ultimately the boy sensed something unusual and turned around. What he saw definitely astounded him and he paused involuntarily.
At that moment, Paderewski made his entrance and sat beside the boy, whispering "Don't quit. Keep playing." Paderewski started playing with the child. Together, the old master and the young novice transformed a frightening situation into a wonderfully creative experience. The splendid music filled the entire hall and lingered in everyone's ears. With the last note finished, the crowd all stood and clapped, expressing their appreciation for their perfect performance. The little boy hugged his big partner and murmured, "I will never give up. I will keep learning and playing the piano."
【体裁】记叙文
【解析】【分析】本篇书面表达是读后续写。通过阅读文章可知，本文讲述了六岁的小孩 Frank 去听伟大的钢琴家 Paderewski 的钢琴演奏时，自己无意中走上舞台演奏，钢琴家保护一个小孩子的童心和梦想的故事。段落续写：①由第一段首句内容"妈妈看见孩子坐在钢琴旁，弹奏着一闪一闪亮晶晶。"可知，第一段可描写妈妈的紧张心理以及想叫住小孩的过程。②由第二段首句内容"帕杰雷夫斯基走上舞台，快速来到小男孩身边并告诉他不要停止弹琴。"可知，第二段可描写钢琴大师和小男孩一起演奏，小男孩重新找打了学习钢琴的动力。写作时注意准确运用时态，上下文意思连贯，符合逻辑关系，尽量使用自己熟悉的单词句式，同时也要注意使用高级词汇和高级句型使文章显得更有档次。
【点评】该续写与原文情节紧密相连，无缝衔接。原文中提到小男孩在音乐会现场失踪，续写部分直接描述了母亲发现小男孩坐在钢琴前弹奏的情景，情节发展合理且引人入胜。语言运用准确流畅，词汇丰富多样，句式结构多变，既符合英文表达习惯，又能很好地传达出作者想要表达的意思。同时，续写部分还巧妙地运用了一些修辞手法，如比喻、拟人等，增强了文章的感染力和可读性。文中有一些好的词句，例如： Heart in mouth, the mother just stared at the awful sight, not knowing what to do next.运用了独立主格结构，现在分词作伴随状语；With the last note finished, the crowd all stood and clapped, expressing their appreciation for their perfect performance.运用了with复合结构和现在分词作伴随状语。
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