浙江省2019年高考英語(yǔ)二輪復(fù)習(xí) 讀后續(xù)寫(xiě)專(zhuān)練（一）至（四）訓(xùn)練.doc

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讀后續(xù)寫(xiě)專(zhuān)練 答案提供詳盡解析，旨在指導(dǎo)考生拓展寫(xiě)作思路，提升寫(xiě)作能力。 讀后續(xù)寫(xiě)專(zhuān)練(一) A (2018金麗衢十二校高三第二次聯(lián)考)閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。 It was an unusually quiet day in the emergency room on December 25.Quiet, that is, except for those who were standing around the nurses’ station plaining about having to work Christmas Day. I was triage nurse that day and had just been out to the waiting room to clean up. Just then five bodies showed up at my triage desk, a pale woman and four small children. “Are you all sick？” I asked suspiciously. “Yes，” she said weakly and lowered her head. But when it came to descriptions of their present problems, things got a little vague. Two of the children had headaches, but the headaches weren’t acpanied by the normal body language of holding the head or trying to keep it still. Two children had earaches, but only one could tell me which ear was affected. The mother plained of a cough but seemed to work to produce it. Something was wrong, but I didn’t say anything. I explained to the mother that it might be a little while before a doctor saw her. She responded, “Take your time; it’s warm in here.” She turned and, with a smile, guided her children into the waiting room. On a hunch (call it nursing judgment), I checked the chart after the admitting clerk had finished registering the family. No address — they were homeless. The waiting room was warm. I looked out at the family huddled by the Christmas tree. The smallest one was pointing at the television and exclaiming something to her mother. The oldest one was looking at her reflection in a decoration on the Christmas tree. I went back to the nurses’ station and mentioned we had a homeless family in the waiting room.The nurses, plaining about working Christmas, turned to passion for a family just trying to get warm on Christmas. Then our team went into action, much as we do when there’s a medical emergency.But this one was a Christmas emergency. A special Christmas party was to be held. 注意： 1．所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右； 2．至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3．續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好； 4．續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Paragraph 1： We were all offered a free meal in the hospital cafeteria on Christmas Day, Paragraph 2： When the party ended, as the family walked to the door to leave, 一、試題詳解 1．核心內(nèi)容 短文主要內(nèi)容為：圣誕節(jié)當(dāng)日，作者在醫(yī)院護(hù)士站加班時(shí)遇到無(wú)家可歸的一家人，一位母親帶著四個(gè)孩子以看病為由留在醫(yī)院候診室取暖。得知這件事，護(hù)士站所有的護(hù)士停止了對(duì)加班的抱怨，用心地為這家人舉辦了一個(gè)緊急而特殊的圣誕聚會(huì)，不僅給這一家人帶來(lái)了溫暖，也為自己留下了難忘的記憶。 2．寫(xiě)作思路 (1)明確故事人物。 故事中主要人物為作者(護(hù)士)、護(hù)士站的護(hù)士們、無(wú)家可歸的一家人(一位母親和四個(gè)孩子)。 (2)理清故事主要事件。 作者(值班護(hù)士)遇到前來(lái)看病的一家人；作者發(fā)現(xiàn)這一家人無(wú)家可歸，想以看病為由留在醫(yī)院候診室取暖；作者將此事告訴其他護(hù)士，護(hù)士們出于同情，決定幫助這一家人舉行一個(gè)緊急而特殊的圣誕聚會(huì)。 (3)根據(jù)已知人物、事件及續(xù)寫(xiě)段落的開(kāi)頭語(yǔ)預(yù)測(cè)故事發(fā)展。 故事總體的發(fā)展可能是護(hù)士們?cè)诙虝r(shí)間內(nèi)精心為這一家人準(zhǔn)備圣誕聚會(huì)，這一家人度過(guò)了溫暖而美好的圣誕節(jié)，并向醫(yī)院的護(hù)士們表達(dá)他們的感激之情。續(xù)寫(xiě)第一段：護(hù)士們圣誕節(jié)這一天在醫(yī)院可以領(lǐng)取免費(fèi)餐，很可能他們用這個(gè)機(jī)會(huì)為聚會(huì)準(zhǔn)備了食物。過(guò)圣誕節(jié)還需要準(zhǔn)備禮物，可以寫(xiě)護(hù)士們?nèi)绾蜗朕k法準(zhǔn)備禮物。這一段主要描述護(hù)士們精心準(zhǔn)備的過(guò)程。續(xù)寫(xiě)第二段：聚會(huì)結(jié)束，這一家人準(zhǔn)備離開(kāi)。這樣的場(chǎng)合可以描寫(xiě)這一家人的感受和反應(yīng)。他們內(nèi)心一定是充滿(mǎn)感激的，也一定會(huì)通過(guò)言語(yǔ)和行為表達(dá)這種感激之情。同時(shí)，可以考慮護(hù)士們的反應(yīng)和感受，對(duì)照文章一開(kāi)始的抱怨，護(hù)士們此刻的內(nèi)心應(yīng)該也是感動(dòng)和幸福的。 (4)結(jié)合下劃線詞語(yǔ)羅列寫(xiě)作要點(diǎn)。 結(jié)合下劃線詞語(yǔ)和短文內(nèi)容，展開(kāi)盡可能豐富的想象，羅列出盡可能多的故事發(fā)展情節(jié)。例如，第一段可以通過(guò)提出以下問(wèn)題來(lái)獲取寫(xiě)作要點(diǎn)： What did the nurses prepare for the Christmas party? How did the nurses get what they needed for the party in such a short time? Where was the party held? What did the family do in the party? Did they enjoy the party? 第二段可以通過(guò)提出以下問(wèn)題來(lái)獲取寫(xiě)作要點(diǎn)： How did the family feel after the party? What did they say to the nurses when they left? What did they do when they left? How did the nurses feel when the family left? Did they still plain about working on Christmas Day? 二、參考范文 Paragraph 1： We were all offered a free meal in the hospital cafeteria on Christmas Day, so we asked for that meal and prepared a banquet for our Christmas guests. We also needed presents, so we put together candies, fruits and other things available from different apartments. Rushing in and out of the waiting room, our team made great efforts to make a warm party to meet the needs of the homeless family who just wanted to warm themselves on Christmas Day. Paragraph 2： When the party ended, as the family walked to the door to leave, the mother came running back, gave me a hug and whispered, “Thanks for being our angels today.” As she got back to her children, they all waved one more time. Inside the nurses’ station, there stood a group of nurses with tears of joy in their eyes, who worked a Christmas Day that they will never forget. 三、范文解析 范文圍繞短文的內(nèi)容進(jìn)行了合情合理的續(xù)寫(xiě)。根據(jù)原文的最后一句話，以及續(xù)寫(xiě)第一段所給的開(kāi)頭語(yǔ)，可以推測(cè)文章接下來(lái)描述護(hù)士們忙著準(zhǔn)備聚會(huì)的過(guò)程。根據(jù)生活常識(shí)，聚會(huì)需要準(zhǔn)備食物、禮物。根據(jù)上文，聚會(huì)的地點(diǎn)應(yīng)該在候診室，護(hù)士們匆忙進(jìn)出，為準(zhǔn)備聚會(huì)付出了極大的努力。第二段根據(jù)所給的開(kāi)頭語(yǔ)“聚會(huì)結(jié)束，一家人準(zhǔn)備離開(kāi)”，描述離開(kāi)時(shí)這一家人表示感激的語(yǔ)言和行為。同時(shí)，呼應(yīng)短文開(kāi)頭護(hù)士們的埋怨的情緒，描述故事結(jié)尾護(hù)士們的感受，通過(guò)情感的變化體現(xiàn)故事的主題。 四、提煉歸納 1．立足主體拓展情節(jié) 萬(wàn)事開(kāi)頭難。續(xù)寫(xiě)最難的是從何開(kāi)始。在這一點(diǎn)上我們可以立足主體。主體的選擇應(yīng)參考短文所提供的關(guān)鍵詞語(yǔ)以及續(xù)寫(xiě)兩段給出的開(kāi)頭語(yǔ)。然后從主體出發(fā)，結(jié)合故事情節(jié)的發(fā)展，提出以主體為中心的各個(gè)問(wèn)題，進(jìn)行篩選和整合。例如范文中我們抓住“our team (nurses)”，“the family”以及“the party”三個(gè)主體，第一段的續(xù)寫(xiě)根據(jù)首句主語(yǔ)We以及原文的最后一句“A special Christmas party was to be held.”來(lái)確定本段的主體為“our team”和“the party”，圍繞這兩個(gè)主體確定本段圍繞“How did our team prepare for the party？”這個(gè)話題展開(kāi)。第二段根據(jù)時(shí)間狀語(yǔ)從句中的主語(yǔ)“the family”來(lái)確定本段的主體“the family”，結(jié)合故事發(fā)展，確定本段圍繞“How did the family react to what we did？”這個(gè)話題展開(kāi)。 2．巧妙利用空間名詞銜接 記敘文經(jīng)常按照時(shí)間順序或空間順序來(lái)銜接語(yǔ)篇。在進(jìn)行構(gòu)思續(xù)寫(xiě)的時(shí)候，時(shí)間順序往往是最先考慮到的。但很多時(shí)候，空間名詞的巧妙利用不僅可以起到銜接的作用，還可以給人以生動(dòng)的畫(huà)面感。例如范文第一段的續(xù)寫(xiě)中，“Rushing in and out of the waiting room”，以及第二段的“Inside the nurses’ station”兩個(gè)空間名詞的使用，既銜接了前后的內(nèi)容，又以一種鏡頭切換的方式給人以生動(dòng)的畫(huà)面感。 B (2018臺(tái)州中學(xué)高三上學(xué)期統(tǒng)練)閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。 Steve, a twelveyearold boy with alcoholic parents, was about to be lost forever, by the U．S.education system. He could read, yet, in spite of his reading skills, Steve was failing. He had been failing since first grade. Steve was a big boy, looking more like a teenager than a twelveyearold, yet, Steve went unnoticed ... until Miss White came. Miss White was a smiling, young, beautiful lady. For the first time in his young life, Steve couldn’t take his eyes off his teacher; yet, still he failed. In the middle of the first semester of school, the entire seventh grade was tested for basic skills.Steve hurried through his tests, and continued to dream of other things. His heart was not in school, but in the woods, where he often escaped alone camping there, trying to shut out the sights, sounds and smells of his alcoholic home. No one checked on him to see if he was safe. No one knew he was gone, because no one cared. Oddly, Steve never missed a day of school. One day, Miss White’s impatient voice broke into his daydreams. “Steve！” Startled, he turned to look at her. “Pay attention！” She began to go over the test results for the seventh grade. “You all did pretty well，” she told the class，“except for one boy, and it breaks my heart to tell you this, but ...” She hesitated, pinning Steve to his seat with a sharp stare, her eyes searching his face. “The smartest boy in the seventh grade is failing my class！” She just stared at Steve, as the class spun around for a good look. Steve dropped his eyes and carefully examined his fingertips. After that, Steve still wouldn’t do his homework. Even as the punishments became more severe, he remained stubborn. “Just try it! ONE WEEK！” He was unmoved. “You’re smart enough! You’ll see a change！” Nothing fazed him. “Give yourself a chance! Don’t give up on your life！” Nothing. “Steve! Please! I care about you！” Wow! Suddenly, Steve got it! Someone cared about him? Someone, so beautiful and perfect, CARED ABOUT HIM？！ 注意： 1．所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右； 2．至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3．續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好； 4．續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Paragraph 1： Steve went home from school, thoughtful, that afternoon.　 Paragraph 2： The following Monday, Miss White, gave a quiz on the weekend homework.　 一、試題詳解 1．核心內(nèi)容 短文主要內(nèi)容為：12歲的男孩Steve的父母都是酒鬼，為逃離滿(mǎn)是酒精味的家，他常一個(gè)人去樹(shù)林里露營(yíng)。自上學(xué)以來(lái)他考試從未及格，從來(lái)沒(méi)有人關(guān)注和關(guān)心他，直到他七年級(jí)的時(shí)候遇到了Miss White。Steve“愛(ài)”上了這位年輕漂亮的女老師，但即便如此，無(wú)論老師怎么關(guān)注他，在全班同學(xué)面前鼓勵(lì)他，他在學(xué)習(xí)上還是無(wú)動(dòng)于衷，考試還是不及格。直到有一次老師對(duì)他說(shuō)她很關(guān)心他，這一句話他才聽(tīng)進(jìn)去了。 2．寫(xiě)作思路 (1)明確故事人物。 故事中主要人物為七年級(jí)男孩Steve和他的老師Miss White。 (2)理清故事主要事件。 Steve因家庭原因性格孤僻，缺乏關(guān)注和關(guān)心，考試從未及格，直到遇到Miss White，情況才得以改變。 (3)根據(jù)已知人物、事件及續(xù)寫(xiě)段落的開(kāi)頭語(yǔ)預(yù)測(cè)故事發(fā)展。 故事總體的發(fā)展可能是Steve聽(tīng)進(jìn)去了老師的那句“我關(guān)心你”，內(nèi)心受到了極大的沖擊，開(kāi)始思考與改變。第一段續(xù)寫(xiě)根據(jù)首句“那天下午，Steve滿(mǎn)懷思緒地回家”可以推斷這一天的回家過(guò)程一定有所不同。結(jié)合上文，Steve的父母是酒鬼，他討厭待在家里，常常一個(gè)人去樹(shù)林玩，所以那天下午回家之后他還是有可能去樹(shù)林，但這一次一定是與學(xué)習(xí)有關(guān)。第二段續(xù)寫(xiě)根據(jù)首句“周一老師進(jìn)行了周末作業(yè)的測(cè)試”，可以預(yù)測(cè)這一次考試Steve的表現(xiàn)肯定出乎老師的預(yù)料，他應(yīng)該通過(guò)了考試。 (4)結(jié)合下劃線詞語(yǔ)羅列寫(xiě)作要點(diǎn)。 結(jié)合下劃線詞語(yǔ)和短文內(nèi)容，展開(kāi)盡可能豐富的想象，羅列出盡可能多的故事發(fā)展情節(jié)。例如，根據(jù)第一段首句抓住關(guān)鍵詞語(yǔ)“went home”可以提出以下問(wèn)題來(lái)獲取寫(xiě)作要點(diǎn)： What did Steve usually do when he went home after school? What did he usually see when he went home? How did he feel at home? Did he do something different that afternoon? If he did, what was different this time? 第二段可以根據(jù)首句提示羅列兩個(gè)人物的以下關(guān)鍵詞來(lái)獲取寫(xiě)作要點(diǎn)： Steve: hurried through the test, handed in the test paper, sat in the seat, looked at Miss White, the smartest boy in the seventh grade，passed the test； Miss White: went through the paper, examined it carefully, wore a surprised look, looked at Steve, smile等。 二、參考范文 Paragraph 1： Steve went home from school, thoughtful, that afternoon.Walking into the house, he took a look around. Both parents were drunken and passed out, the room filled with smell of alcohol! With a look of disgust, he quickly gathered up his camping equipment, a jar of peanut butter, a loaf of bread, a bottle of water ... and this time, his schoolbooks. Determined, he headed for the woods. Paragraph 2： The following Monday, Miss White, gave a quiz on the weekend homework. Steve hurried through the test, and was the first to hand in his paper. With a look of surprise, Miss White took his paper. Obviously puzzled, she began to look it over. Steve walked back to his desk, sitting and looking at the beautiful lady. Miss White’s face was in total shock! Suddenly, her face broke into a bright smile. The smartest boy in the seventh grade had just passed his first test! 三、范文解析 范文第一段根據(jù)開(kāi)頭語(yǔ)提示“那天下午，Steve滿(mǎn)懷思緒地回家”可推知，之后描寫(xiě)了他回家以后發(fā)生的變化。根據(jù)前面的短文，我們了解到Steve的家庭情況：父母是酒鬼，他討厭家里的樣子、聲音和味道，為逃避這些，他常常一個(gè)人跑去樹(shù)林露營(yíng)。根據(jù)這些信息范文首先描寫(xiě)了Steve回家以后看到的家里的情景：父母醉酒昏睡，家里酒氣熏天。Steve對(duì)于這些感到惡心厭惡，于是帶上露營(yíng)設(shè)備、食物和水去樹(shù)林。但是這一次因?yàn)槔蠋煹哪蔷湓?，他帶上了課本，臉上露出堅(jiān)定的表情，表明了他內(nèi)心的改變。第二段根據(jù)首句應(yīng)該描寫(xiě)課堂測(cè)試的情況，根據(jù)上文預(yù)測(cè)結(jié)果應(yīng)該是通過(guò)了考試。范文將考試過(guò)程中Steve和老師的動(dòng)作、表情和心理都細(xì)致地呈現(xiàn)出來(lái)。 四、提煉歸納 1．充分挖掘文章信息 讀后續(xù)寫(xiě)不是天馬行空，而是要在充分了解原文內(nèi)容的基礎(chǔ)上根據(jù)原文的邏輯線索去拓展文章的情節(jié)。換句話說(shuō)，續(xù)寫(xiě)的內(nèi)容要能在文章中找到支持的證據(jù)。所以續(xù)寫(xiě)構(gòu)思時(shí)要充分挖掘文章的信息，不僅僅關(guān)注關(guān)鍵詞語(yǔ)和主體的故事情節(jié)，還要關(guān)注一些貌似不重要的細(xì)節(jié)。這篇范文的第一段就充分關(guān)注了文中關(guān)于“his alcoholic parents”以及“he often escaped alone camping there (in the woods)”的細(xì)節(jié)，在續(xù)寫(xiě)時(shí)描寫(xiě)了家里的場(chǎng)景以及他去樹(shù)林的行動(dòng)。 2．以“行為動(dòng)作”為中心 續(xù)寫(xiě)需對(duì)文章的情節(jié)進(jìn)行拓展，而情節(jié)的發(fā)展應(yīng)該以“行為動(dòng)作”為中心，因此在續(xù)寫(xiě)時(shí)要注意關(guān)注動(dòng)作的延續(xù)，豐富動(dòng)詞的使用，避免整段描寫(xiě)心理感受。對(duì)表情、感受等的描寫(xiě)應(yīng)作為修飾和補(bǔ)充。例如這篇文章第一段的續(xù)寫(xiě)容易寫(xiě)成心理活動(dòng)，如Steve回家以后想：“……”第二段范文對(duì)考試過(guò)程的描寫(xiě)用了“hurried through, hand in, took, look over, walked back, broke into”等動(dòng)詞，還用狀語(yǔ)等形式描寫(xiě)表情和感受，如“With a look of surprise, Obviously puzzled”等，避免簡(jiǎn)單敘述結(jié)果，大筆墨描寫(xiě)感受的情況。 C (2018浙江省名校聯(lián)盟高三第二次聯(lián)考)閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。 In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get — a teaching job at what I considered a distant wild area: western New Jersey.My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen — teaching English. School started, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth grade class who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher.I wanted to make literature e alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room. In college I had been taught that a successful educator should ignore bad behavior. So I did.I was confident that the bad behavior would disappear as I gave my students positive attention. But in fact, humans particularly teenagers rarely seem reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise. My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes. 注意： 1．所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右； 2．至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3．續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好； 4．續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Paragraph 1： After class, I took a deep breath and walked into his office.　 Paragraph 2： Fifteen years later, I still drive that winding road to the same school.　 一、試題詳解 1．核心內(nèi)容 短文的主要內(nèi)容為：一位剛工作的年輕新教師在課堂上無(wú)視和放任孩子們的違紀(jì)現(xiàn)象。有一天，素以嚴(yán)格、做事雷厲風(fēng)行聞名的校長(zhǎng)在聽(tīng)課時(shí)發(fā)現(xiàn)了課堂無(wú)序和老師的不作為，憤然離開(kāi)教室。 2．寫(xiě)作思路 (1)明確故事人物。 該事件的主要人物是學(xué)校校長(zhǎng)、新教師(作者)以及他的學(xué)生。 (2)理清故事主要事件。 新教師雖抱有滿(mǎn)腔熱情投入教學(xué)，卻不知如何正確處理學(xué)生在課堂上的違紀(jì)行為；行事嚴(yán)格的學(xué)校校長(zhǎng)在聽(tīng)課時(shí)發(fā)現(xiàn)了老師的不作為并憤然離開(kāi)。 (3)根據(jù)已知人物、事件，以及續(xù)寫(xiě)段落的開(kāi)頭語(yǔ)預(yù)測(cè)事件的發(fā)展。 該事件的總體發(fā)展趨勢(shì)可能是下課后新教師戰(zhàn)戰(zhàn)兢兢地走進(jìn)校長(zhǎng)辦公室準(zhǔn)備接受校長(zhǎng)的嚴(yán)厲批評(píng)，并做好了可能隨時(shí)被炒魷魚(yú)的心理準(zhǔn)備。結(jié)果出人意料，校長(zhǎng)語(yǔ)重心長(zhǎng)地和教師分析了問(wèn)題，并給出了良好的建議。深受影響的新教師反思自我，逐漸成長(zhǎng)為一名優(yōu)秀的教育工作者。續(xù)寫(xiě)第一段：下課之后，新教師走進(jìn)校長(zhǎng)辦公室，等待校長(zhǎng)的批評(píng)，但出乎意料的是校長(zhǎng)并沒(méi)有嚴(yán)厲責(zé)備新老師，而是耐心地分析問(wèn)題，并提供了一些可行的建議。新教師深受鼓舞，下定決心好好干。續(xù)寫(xiě)第二段：15年過(guò)后該教師仍然在那所學(xué)校教學(xué)，還和校長(zhǎng)經(jīng)常坐在一起談?wù)搶W(xué)生的問(wèn)題。在校長(zhǎng)的影響下，教師明白了教育的真諦，并成長(zhǎng)為一名成功的教育工作者。 (4)結(jié)合下劃線詞語(yǔ)羅列寫(xiě)作要點(diǎn)。 結(jié)合下劃線詞語(yǔ)和短文內(nèi)容，通過(guò)提問(wèn)的方式豐富故事情節(jié)。第一段中根據(jù)開(kāi)頭語(yǔ)，提出以下問(wèn)題來(lái)豐富故事： What did the boss say? How did the new teacher respond to the boss? What would the boss do? Was the teacher fired? If the teacher was not fired, what would he do with the students? 第二段可以通過(guò)下列問(wèn)題來(lái)獲取寫(xiě)作要點(diǎn)： Did the teacher still ignore the bad behavior of his students? What’s the relationship between the boss and the teacher? Did he enjoy his work? What kind of teacher would he bee? 二、參考范文 Paragraph 1： After class, I took a deep breath and walked into his office.I said nothing, just thinking that I would be fired.To my great surprise, my boss didn’t glare at me with burning eyes. Instead, he patiently named my problems that as a teacher I shouldn’t have ignored the bad behavior of my students. We discussed how I could deal with the situation I met. Finally, I was encouraged and full of confidence when leaving the office. Paragraph 2： Fifteen years later, I still drive that winding road to the same school.My boss and I always sit together, talking about the new students and their problems. In fact, he bees my teacher by teaching me the truth of education — “The secret to education lies in respecting the pupil.” Thanks to the help I received from him that first year, I have grown as a successful educator as he is now. 三、范文解析 范文根據(jù)所提示的內(nèi)容進(jìn)行了合情合理的續(xù)寫(xiě)。該文章對(duì)學(xué)生以后的職業(yè)生涯有著良好的引導(dǎo)和啟示作用，告訴我們要正視職業(yè)中所遇到的問(wèn)題，并積極面對(duì)和解決問(wèn)題。此外，對(duì)自己的職業(yè)要有正確的認(rèn)識(shí)和定位，通過(guò)了解職業(yè)價(jià)值觀來(lái)明確自己的努力方向，以實(shí)現(xiàn)自己真正的價(jià)值。因此，在第一段中，續(xù)寫(xiě)重點(diǎn)為新教師在校長(zhǎng)的指導(dǎo)下明白自己的問(wèn)題所在，并下定決心做出改變。第二段的重點(diǎn)落在在長(zhǎng)期的教育教學(xué)工作中和校長(zhǎng)的影響下，教師悟出了教育的真諦，成為一名出色的教育工作者。 四、提煉歸納 1．保持與原文的同一性 所謂“同一”就是主題的同一、人物的同一和線索的同一。主題的同一就是在續(xù)寫(xiě)時(shí)緊扣所給的開(kāi)頭語(yǔ)和短文的中心思想，不得脫離原主題，并對(duì)原主題進(jìn)行深化和升華。例如本篇文章的主題就是教師通過(guò)在教育過(guò)程中遇到的問(wèn)題來(lái)明確自己職業(yè)的努力方向，成長(zhǎng)為一名優(yōu)秀的教育工作者。人物的同一即不隨意添加新人物，在已給人物的基礎(chǔ)上，遵循人物特點(diǎn)發(fā)展的規(guī)律性。本篇文章的主要人物新教師，是在層層選拔、競(jìng)爭(zhēng)激烈的情況下獲得的教師這份工作，自身對(duì)這份職業(yè)充滿(mǎn)了理想主義的熱情。以人物的性格來(lái)續(xù)寫(xiě)，該教師即使遇到問(wèn)題，也會(huì)堅(jiān)持不懈。線索的同一就是要遵循原文明示或暗示的線索，充分發(fā)揮自己的主觀想象，發(fā)展故事，完成符合邏輯的推理和續(xù)寫(xiě)。續(xù)寫(xiě)的第二段的開(kāi)頭是“15年后教師還在這所學(xué)校任教”，根據(jù)這樣的暗示，可以推理出外表看似嚴(yán)格苛刻的校長(zhǎng)在事后給了教師必要的職業(yè)指導(dǎo)，并幫助他逐漸成長(zhǎng)為優(yōu)秀的教育工作者。 2．保證整篇文章的完整性 所續(xù)寫(xiě)的部分與已給部分結(jié)合在一起，必須是一篇完整的文章。因此要注意銜接自然，根據(jù)原文交代的情節(jié)通過(guò)想象來(lái)發(fā)展故事，預(yù)測(cè)結(jié)果。因?yàn)槿宋锸怯洈⑽牡闹黧w，所以續(xù)寫(xiě)的故事情節(jié)可以圍繞人物的語(yǔ)言、心理、活動(dòng)、表情等加以豐富，也可以用提問(wèn)題的形式來(lái)擴(kuò)充內(nèi)容。最后根據(jù)文章邏輯合理推理出故事的結(jié)局，或給出一個(gè)啟示性的總結(jié)或評(píng)論，這樣更能起到深化和升華主題的作用。 讀后續(xù)寫(xiě)專(zhuān)練(二) A (2018寧波市高三模擬)閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。 We have all heard the expression：“Remember to stop and smell the roses.” But, how often do we really take time out of our busy fastpaced lives to notice the world around us? I have reflected back on one situation many times since it happened and have learned several powerful lessons from it. I am as guilty as anyone of ignoring the world around in this manner, especially when I am driving on California’s overcrowded streets. A short time ago, however, I witnessed an event that showed me how being wrapped up in my own little world has kept me from being fully aware of the bigger world picture around me. I was driving to a business appointment and, as usual, I was planning in my mind what I was going to say. I came to a very busy crossroads where the stoplight had just turned red. “All right，” I thought to myself, “I can beat the next light if I race ahead of the pack.” My mind and car were in autopilot, ready to go when suddenly my absentminded state was broken by an unforgettable sight. A young couple, both blind, was walking arminarm across this busy crossroads with cars whizzing by in every direction. The man was holding the hand of a little boy, while the woman was holding something tightly in her hands that sling to her chest, obviously carrying a child. Each of them had a white walking stick extended, searching for clues to navigate them across the crossroads. Initially I was moved. They were overing what I felt was one of the most feared handicaps — blindness. “Wouldn’t it be terrible to be blind？” I thought. With