(浙江选考)2019版高考英语大二轮复习专题五写作提升练3读后续写

(完整word)2019届高考读后续写练习5篇(高二)(word版可编辑修改) 编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（(完整word)2019届高考读后续写练习5篇(高二)(word版可编辑修改)）的内容能够给您的工作和学习带来便利。

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读后续写一、考纲解读提供一段350词以内的语言材料，要求考生依据该材料内容、所给段落开头语和所标示关键词进行续写（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。

二、原题分析①原文材料350词以内，所续写文章150词左右。

②原文多是情节丰富的记叙文，偶有少量的议论文。

③原文给出10处左右的标有下划线的关键词语，所续写短文应使用5个以上。

④续写部分分为两段．．,每段开头语已经给出。

⑤续写部分分为两大类别：1)半开放性质。

必须依据文章的语境逻辑推理续写。

2)完全开放性质。

可以依据文章的思路，自己发挥。

三、注意事项①词数要求。

②与所给短文及段落开头语的衔接程度。

③内容的丰富性和对所标出关键词语的应用.④应用语言结构和词汇的丰富性和准确性.⑤上下文的连贯性.四、评分原则①本题总分为25分，按5个档次给分。

②评分时，先根据所续写短文的内容和语言初步确定其所属档次,然后以该档次的要求来衡量、确定或调整档次，最后给分。

③词数少于130的,从总分中减去2分。

④评分时，应主要从以下四个方面考虑：(1)与所给短文及段落开头语的衔接程度；（2）内容的丰富性和对所标出关键词语的应用情况;（3)应用语法结构和词汇的丰富性和准确性;（4)上下文的连贯性.⑤拼写与标点符号是语言准确性的一个重要方面，评分时，应视其对交际的影响程度予以考虑。

第二讲读后续写【技法指导】题型特点读后续写的阅读材料一般是词数大约为350词以内的记叙文。

考生要在此文的后面接着续约150词左右的文字与前文构成一个完整的故事。

一般来说，记叙文浅显易懂，但故事情节多曲折动人，故事线索的逻辑性也较强。

阅读材料虽然是一篇不完整的文章，但是它有趣，内容能延伸。

要求考生续写的部分多是故事发展的高潮或结局。

写作要求考生在读懂原文的基础上，在规定时间内展开合理的想象，并运用所学的英语知识完成一篇约150词左右的续写。

考生所续写的部分要有创新性和想象力，不是原文的抄写或胡编乱造，同时，还要带有原文色彩(必须使用原文5处以上的关键词语)。

续写一般分为两类：半开放性续写和完全开放性续写。

半开放性续写要求考生务必根据文章的逻辑推理续写。

完全开放性续写则要求考生依据文章的思路自由发挥。

续写时要尽可能与原材料的中心思想和语言风格上保持一致。

写作步骤①审题：速读阅读材料和写作要求，明确写作任务。

②读文：细读阅读材料，确定文章体裁和题材(话题)。

注意文中的关键词，也就是故事中的时间、地点、人物和事件，特别要标记能描述事件发展过程的词和短语。

③谋段：先仔细阅读续写部分所给出的两段段首文字，再构思这两段要写的段落大意。

根据确定好的段落大意，选出每一段可能要用到的原文中带下划线的关键词。

结合这些关键词，确定每一段的写作要点。

这两段加起来要能写出10到15个句子，以满足续写词数要求。

④初写：按照第三步谋段时确定好的写作要点进行初写。

写作时要注意所用的人称和时态要与原材料一致另外，还要注意尽可能地减少表达上的语法错误。

如果遇到语言上的表述困难，可多参考原阅读材料中的有关语句。

⑤定稿：写好初稿后，考生要结合原材料中故事线索读一读自己续写的内容。

既要确保不出现与原材料相矛盾的地方，又要做到内容上前后连贯，语句通顺。

最后规范誊写并标出使用过的原材料中下划线的关键词语。

【典例示法】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。

写作提升练（四）读后续写1(2018·浙江宁波5月模拟）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。

Jenny was the only child in her home.She had a quarrel with her mother that afternoon and she ran out of the house angrily.She couldn’t help weeping sorrowfully when she thought of the scolding from her mother。

Having wandered aimlessly in the street for hours,she felt a little hungry and wished for something to eat,but it was not even possible for her，since she had nothing with her。

She stood beside a stand for a while,watching the middle-aged seller busy doing his business。

However,with no money in hand，she sighed and had toleave。

The seller behind the stand noticed the young girl and asked，“Hey,girl，you want to have the noodles？”“Oh,yes.。

.but I don’t have money on me。

.。

” she replied。

“That’s nothing.I’ll treat you today，” said the man.“Come in。

写作提升练(六)概要写作1阅读下面短文,根据其内容写一篇60词左右的概要。

A new,first-of-its-kind study examines the connection between teacher burnout and students’ stress levels.Researchers from the University of British Columbia collected saliva (唾液) samples from over 400 elementary school children,grades from four to seven,at 17 public schools.Cortisol (皮质醇) levels were then assessed from the samples as the hormone is commonly used as a biological indicator ofstress.Correspondingly,teacher burnout was determined through survey results.Investigators found that in classrooms in which teachers experienced more burnout,or feelings of emotional exhaustion,students’ cortisol levels were elevated (提升).Higher cortisol levels in elementary school children have been linked to learning difficulties as well as mental health problems.The study appears in the journal SocialScience&Medicine.“This suggests that stress contagion (蔓延) might be taking place in the classroom among students and their teachers,” said Eva Oberle,Ph.D.,the study’s lead author.Indeed,the relationship between student stress and teacher burnout is a chicken and egg question.“It is unknown what came first,elevated cortisol or teacher burnout.We consider the connection between student and teacher stress a cyclical problem in the classroom.” Oberle said a stressful classroom climate could be a result of inadequate support for teachers,which may impact teachers’ ability to effectively manage their students.A poorly managed classroom can contribute to students’ needs not being met and increasing stress.This could be reflected in elevated cortisol levels in students.Alternatively,stress could originate from students,who may be more challenging to teach because of increases in anxiety,behavioral problems,or special needs.In this case,teachers could feel overwhelmed and report higher levels of burnout.“Our study is a reminder of the systemic issues facing teachers and educators as classroom sizes increase and supports for teachers are cut,” said Oberle.“It is clear from a number of recent research studies that teaching is one of the most stressful professions,and that teachers need adequate resources and support in their jobs in order to battle burnout and relieve stress in the classroom,” said University of British Columbia education professor Kimberly Schonert Reichl,Ph.D.,the study’s co-author.“If we do not support teachers,we risk the damage of students.”2(2018·浙江新昌中学高三模拟)阅读下面短文,根据其内容写一篇60词左右的内容概要。

2019浙江最新读后续写VS概要写作汇编5篇1.【浙江省兰溪市外国语中学2019届高三英语适应性考试】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。

The rain came down steady and hard. Jason Storie heard it but was not worried as he prepared for a day of caving with five friends in a remote spot 80 miles northwest of h is home in Duncan, on Canada’s Vancouver Island.It was 6 a.m. on December 5, 2015. As a newcomer to the sport, Jason had gone caving only four times. This would be his toughest outing yet: a cave called Cascade. It was dangerous enough that the entrance was blocked by a locked metal door to keep the casual cavers out. About a mile long and 338 feet deep,Cascade was full of tums and barely passable tight squeezes.Jason was new among the group, with the least experience and, at 43, older by a decade or more. It was his friend Andrew Munoz, 33, who introduced him to the sport. Unlike Jason,Andrew was an expert caver-a former caving guide, actually.They hiked a bit before coming to the door, which sat in the ground—you’d miss it if you weren’t looking for it. It was 10 a.m. With their way lighted by headlamps, they walked down a narrow passage studded with sharp rocks. The silence was broken by adrip-drip-drip from above. Soon the drip turned into a light but steady flow, and they were wading in water up to their ankles, then to their shins.Two hours later, they approached one of the features that made the cave unique: a narrow passage not big enough to stand up in that led into a short, tight downhill. This had a name: Bastard’s Crawl. Four streams met here, and indeed, the water was flowing more quickly. The sound of the water had turned into a roar. When they finally neared the top of the Crawl, there were barely four inches of air left between the water and the ceiling，not enough for them to keep their heads up to breathe. They came to terrifying realization that they were in danger！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。

高考英语满分作文万能模板读后续写距离高考还有一段时间，不少有经验的老师都会提醒考生，愈是临近高考，能否咬紧牙关、学会自我调节，态度是否主动积极，安排是否科学合理，能不能保持良好的心态、以饱满的情绪迎接挑战，其效果往往大不一样。

以下是本人从事10多年教学经验总结出的以下学习资料，希望可以帮助大家提高答题的正确率，希望对你有所帮助，有志者事竟成！另附高考复习方法和考前30天冲刺复习方法。

【题型分析与写作方法】题型解析：读后续写是写作的一种新题型，顾名思义就是我们在阅读一篇还未写完的文章之后，按照语段所给的开头写出两个语段（约150词），从而把这篇文章未写完的部分补充完整，使之浑然一体。

读后续写不仅要求考生准确使用词汇和语言框架，会合理润色语言，更重要的是，它还要求考生能够明白应该如何整理续写内容，以使得其形成和前文统一连贯的、能够表述完整信息的表达内容。

应该说，这种题型是阅读理解和书面表达的沟通桥梁，它不仅考查了考生在阅读文章的基础上分析文章逻辑的能力，又考查了考生的创造力、想象力，以及运用准确丰富的语言进行表达的能力。

解题方法：下面是读后续写类作文的写作步骤：1.读文精读文章，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，这样有利于考生“顺藤摸瓜”完成续写。

确定文章体裁和主要内容（话题）。

注意文中的关键词，也就是故事中的时间、地点、人物和事件等信息。

2.审题仔细审题，明确续写要求。

一般短文后面的“注意”都有对此次短文续写的具体要求，如词数限制、续写段落的首句提示，这样考生才能做到“心中有数”。

3.谋段在读文、审题的基础上，先仔细阅读续写部分所给出的两段段首文字，再构思这两段要写的段落大意。

根据原文情节确定好段落大意，找出每一段的写作要点，然后再补充相关细节和常识，这两段加起来要能写出10到15个句子，以满足续写词数的要求。