发布时间 : 星期四 文章2020高考英语新题型：读后续写或概要写作更新完毕开始阅读ed4eb219bed126fff705cc1755270722192e59ad
高考英语新题型：读后续写或概要写作
读后续写
读后续写主要关注以下四个方面的能力:
把握短文关键信息和语言特点的能力。学生需要了解所给短文的主要内容，清楚其关键词和语言结构的使用情况，并通过续写短文表现出来。
（2）语言运用的准确性和丰富性。学生能准确、恰当地使用所学词汇和语言结构，还能够根据内容需要使用较多、较复杂的词汇和语言结构。
（3）对语篇结构的把控能力。学生需要掌握上下文逻辑关系，所续写的短文与所给短文及段落开头语之间要有连贯性，所续写的短文内语句要连贯、有序。
（4）创造性思维能力。学生所续写的短文要具有较丰富的内容，包含详细和生动的情景、态度和感情描述。 “读后续写”答题攻略如下：
（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，例如什么人(who)什么时间(when)在什么地方(where)因为什么(why)做了什么事儿(what)，最后有了什么发展(how)。
（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。 （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。这一步是得分的关键。
例题示意（选自《一遍过》高中英语选择性必修第一册）：
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。续写的词数应为150左右。
Sally had an anxiety disorder that made her fail to speak in social situations. I`m a nurse and use Bella to help children in my community, to
bring them joy, comfort and confidence. I thought back to when I first brought Bella to the school.
That morning in January, her teacher led us to a room by the school office. “Sally hasn't spoken outside her home for two years,” she told me. “Her parents have taken her to doctors, but nothing has worked. ”A little girl stood shyly just inside the doorway. Her eyes brightened when she noticed my dog.
“This is Isabella Rose. I call her Bella,” I said. “Would you like to pet her? She doesn`t know anyone here and she`d like to meet you. She does tricks. Would you like to see?”
Sally nodded. I moved my hand. Bella lay down and then rolled over. Sally`s eyes cheered up. We visited the school once a week. I showed Sally the hand signals for various commands. She was a natural for Bella, maybe because she couldn't rely on the spoken word herself. Bella sensed that and responded. Soon Sally was able to take Bella through her paces all on her own. I could see her standing taller, more sure of herself each time we met.
One morning in March when she was working with Bella, I heard a tiny voice, barely a whisper: “Good dog.” Sally didn`t take her eyes off Bella, but I wanted to jump for joy. Sally spoke a little more each week, only to Bella at first，but then to me. She started giving voice commands with her
hand signals and her confidence rose. Still, she hadn`t spoken in her classroom and the school year was winding itself down.
Now, five-year-old Sally stood nervously in front of her kindergarten class, with Bella, my trained dog, sitting calmly by her side. Her classmates focused their attention on Sally, waiting for her to speak. It was June -only one week of school left - but they had never heard her voice.
Paragraph 1： Not a word came out. Paragraph 2：
The next week, she told me she wanted to try again, looking up at me with determination.
【文章大意】 Sally患有焦虑性障碍，但是她似乎与作者训练的小狗Bella一见如故，Bella能帮助 Sally树立信心开口说话吗？
【写作思路】