考前预测2025年高考读后续写考前预测

日期：2025-05-27 16:59 点击：

一、预测理由

纵观 2020 - 2024 年的高考读后续写真题，题材多聚焦于日常生活中的人物经历与情感故事，旨在考查学生对常见生活场景的理解、逻辑推理以及语言运用能力。这些故事贴近学生生活，容易引发共鸣，同时也能检验学生能否运用英语准确描述情节发展、人物情感与动作等。

从情节发展来看，真题往往设置一些困境或挑战，如 2020 年新高考 Ⅰ 卷中 Bernard 一家的经济困境，2021 年新高考卷中双胞胎为妈妈准备早餐时状况百出，2022 年新高考卷中 David 因身体疾病在跑步比赛前的犹豫，2023 年新课标卷中作者在写作比赛中面临的困难，以及 2024 年新课标卷中 “我” 在支付出租车费上遇到的麻烦等。这些困境为续写提供了丰富的空间，也考查学生解决问题、推动情节发展的能力。

基于以上对历年真题的分析，预测 2025 年高考新课标卷读后续写仍会围绕日常生活场景展开，给出一个具有一定困境或冲突的故事开头，要求学生续写两段，合理解决问题并升华主题。

二、预测题目

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。

Emma was looking forward to the school's art exhibition. She had spent weeks creating a beautiful painting of a forest at sunset. The colors were vivid, and every detail was carefully crafted (绘制). She was sure her painting would stand out.

On the day of the exhibition setup, Emma carried her painting carefully to the school gymnasium. As she was walking in, she accidentally ran into another student, Jack. He was also bringing his art piece, a large ceramic sculpture. The collision (意外相撞) was so sudden that Emma's painting tube slipped from her hand and fell to the ground. To her horror, the corner of the painting was scratched, and a small tear appeared.

Emma's eyes filled with tears. “Oh no! My painting! What am I going to do?” she cried. Jack looked extremely guilty. ‘I'm so sorry, Emma. I didn’t mean to. It was an accident,” he said. The other students around them stopped and stared, not knowing what to do.

Emma knew that the exhibition was starting soon, and there was no time to go home and get another painting. She felt like all her hard work had been ruined.

注意：

1. 续写词数应为 150 左右；

2. 请按如下格式在答题纸的相应位置作答。

Just then, Mrs. Smith, the art teacher, walked over and saw what had happened.

With everyone’s help, Emma’s painting was transformed into something even more special.

三、写作指导

1.读题与分析

(1)把握故事脉络

故事围绕 Emma 准备参加学校艺术展的画作展开，画作意外受损是冲突点。

(2)明确人物关系

主要人物有 Emma（画作受损的学生）、Jack（不小心撞了 Emma 的学生）和 Mrs. Smith（艺术老师）。

(3)分析段首句

第一段首句“Just then, Mrs. Smith, the art teacher, walked over and saw what had happened.” 提示接下来老师会介入解决问题，思考老师可能采取的行动和建议。

第二段首句“With everyone's help, Emma's painting was transformed into something even more special.” 表明故事将朝着积极方向发展，要构思大家如何帮助 Emma 让画作变得更独特。

2.情节构思

第一段续写思路

Mrs. Smith 可能先安慰 Emma，让她冷静下来。接着查看画作受损情况，提出一些补救的办法，比如利用学校艺术工作室的材料对受损处进行修补或创意加工。也可以让 Jack 参与进来，一起想办法弥补过错，如 Jack 提供一些他雕塑作品的元素融入到 Emma 的画作修改中。

第二段续写思路

同学们纷纷伸出援手，有的帮忙找材料，有的出谋划策。Emma 在大家帮助下，对画作进行创作性修改，比如将划痕和 tear 巧妙地融入新的画面元素，如把划痕画成一条蜿蜒的小溪，tear 处画成一只飞起的小鸟。最终完成的画作不仅弥补了缺陷，还因大家的创意变得更有内涵和艺术感，在展览上获得成功，Emma 也收获了友谊和成长。

3. 语言运用

(1)情感描写词汇

描述 Emma 的心情可用 “heart - broken（心碎的）”“desperate（绝望的）”“frustrated（沮丧的）”；描述 Jack 的愧疚用 “guilty（内疚的）”“ashamed（羞愧的）”。

(2)动作描写词汇

如描述 Mrs. Smith 查看画作的动作 “examined（仔细检查）”“inspected（查看）”；描述同学们帮忙的动作 “rushed to help（赶紧帮忙）”“offered assistance（提供帮助）” 等。

(3)连接词与过渡句

使用“fortunately（幸运地）”“suddenly（突然）”“with the help of（在…… 的帮助下）” 等连接词使文章更连贯。

四、满分范文

Just then, Mrs. Smith, the art teacher, walked over and saw what had happened. She quickly came to Emma’s side and gently patted her shoulder. “Don't worry, Emma. Accidents happen. Let’s see what we can do.” Mrs. Smith carefully examined the damaged painting and said, “I think we can fix this. There are some art supplies in the studio. Jack, why don’t you come with us? You can help make up for this.” Jack nodded eagerly, still looking guilty. In the studio, Mrs. Smith found some paints and brushes that matched Emma’s colors. She suggested that they could turn the mark into a small path in the forest and the tear into a flying butterfly.

With everyone’s help, Emma's painting was transformed into something even more special. The other students gathered around, offering ideas. Some added tiny shiny bits to make it special, and others helped mix the paints. Emma, with a newfound determination, started to repaint. As she worked, she realized that the accident had actually opened up new creative possibilities. When the painting was finally finished, it looked amazing. The added elements made the forest scene more lively and full of charm. At the exhibition, Emma’s painting attracted a lot of attention. People praised not only its beauty but also the story behind it. Emma was grateful to everyone. She learned that sometimes, with a little help and a positive attitude, setbacks can turn into something wonderful.

五、范文点评

1. 内容方面

(1)紧扣原文与段首句

范文紧密围绕原文 Emma 画作受损的情节展开，第一段老师的出现及采取的行动自然合理，符合段首句的引导。第二段着重描述大家帮助 Emma 让画作变得更特别的过程，与段首句呼应，且完整地解决了故事中的冲突，使情节发展流畅且富有逻辑性。

(2)情节丰富合理

在情节构思上，巧妙地将受损的划痕和 tear 转化为森林中的小路和蝴蝶，同学们帮忙找材料、出主意等细节丰富了故事内容，展现了大家共同解决问题的场景，同时也体现了积极向上的主题，即面对挫折通过努力和团结可以实现转变。

2. 语言方面

(1)词汇运用准确生动

使用了丰富的情感和动作描写词汇，如“patted（轻拍）”“examined（检查）”“eagerly（急切地）”“newfound determination（新产生的决心）” 等，准确地描绘了人物的状态和情感，使故事更具画面感。

(2)句式多样

文中运用了多种句式，如祈使句“Don't worry, Emma.”，宾语从句 “I think we can fix this.”，时间状语从句 “As she worked, she realized that...” 等，丰富了文章的语言结构，显示出作者较强的语言运用能力。

3. 篇章结构方面

(1)衔接自然

通过“Just then”“With everyone's help” 等连接词以及 “Mrs. Smith, the art teacher”“Jack”“Emma” 等人物的明确指代，使段落之间、句子之间过渡自然，文章整体连贯性强。

(2)逻辑清晰

从画作受损后的惊慌，到老师介入提出办法，再到同学们帮忙完成画作并在展览上获得成功，故事按照清晰的逻辑顺序推进，读者能够轻松理解故事发展过程。

 

预测理由

基于2020-2024年中国高考英语试卷读后续写题的分析，以下是预测2025年新课标卷读后续写题目的依据：

主题趋势:

2020-2024年主题分析：过去五年的读后续写题目均围绕正能量、情感联结和个人成长展开，强调社会主义核心价值观。例如：

2020年新高考Ⅰ卷：邻里互助，传递善良。

2021年新高考卷：家庭关爱，体现孝心。

2022年新高考卷：师生鼓励，展现坚持与勇气。

2023年新课标卷：个人努力，追求写作的成长。

2024年新课标卷：陌生人之间的帮助，传递信任。

2025年1月浙江卷：勇敢行动，正义感与反思。

2025年1月八省联考：克服偏见，理解与接纳。

趋势总结：题目倾向于日常生活场景，传递温暖、互助、勇气和成长的主题，注重情感共鸣和德育导向。2025年6月高考预计会延续这一趋势，聚焦人与人之间的联结，突出温暖与信任。

题材特点:

题材多为叙述性文本，情节简单但富有情感张力，场景贴近学生生活（如家庭、社区、学校、旅行等）。

题目设计通常包含冲突或挑战（如经济困难、意外事故、个人障碍、误解等），通过主人公的行动或他人的帮助解决，展现积极价值观。

2025年1月八省联考引入了“误解与接纳”的新角度，表明命题可能进一步探索社会偏见或陌生人互动的主题。

语言难度:

阅读材料和续写要求控制在3000课标词范围内，语言简洁，情节清晰，避免超纲词汇，确保考生能理解并续写。

续写部分要求考生运用描述性语言、情感表达和逻辑衔接，展现语言能力和叙事技巧。

命题趋势:

新高考改革后，读后续写题型自2020年起成为新高考Ⅰ卷和Ⅱ卷的固定题型，2023-2024年新课标卷延续这一形式，2025年预计保持稳定。

题目通常提供两段续写起点，分别解决冲突和发展情感高潮，字数要求150左右，强调逻辑连贯和情感升华。

基于以上分析，2025年6月高考新课标卷读后续写题目可能聚焦社区或陌生人之间的互助，以误解与和解为核心，结合日常生活场景，传递温暖与信任的主题。以下是预测题目。

预测题目

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 a rainy Saturday afternoon, and Lily was on her way to the community library to return some books. The small town she lived in was quiet, and the library was a cozy place where she loved spending her weekends. As she walked, she noticed an old man sitting on a bench, soaked by the rain. He was holding a worn-out bag, and his clothes looked thin and ragged. Lily felt a pang of sympathy but hesitated. She had heard stories about strangers in town and wasn’t sure if she should approach him.

The rain grew heavier, and Lily saw the man shiver. She remembered her mother’s words: “Kindness starts with a small step.” Taking a deep breath, she walked over and offered him her umbrella. The man looked surprised but took it with a faint smile. “Thank you, young lady,” he said softly. His voice was gentle, but his eyes seemed sad. Lily asked if he needed help, and he explained he was waiting for a bus to visit his daughter, but he had missed the last one.

Lily felt torn. She wanted to help, but the library was about to close, and she had promised her mother to be home before dark. As she stood there, unsure of what to do, a woman from the library stepped out and recognized the old man. “Mr. Thompson!” she called. “You’re still here?” She explained to Lily that Mr. Thompson was a regular visitor who often shared stories with the children at the library but had been struggling since his wife passed away.

Lily felt a mix of relief and guilt. She had almost walked away without helping. She decided to stay a little longer and talk to Mr. Thompson. He shared that he had no money for another bus ticket until Monday. The library woman offered to call his daughter, but the phone line was busy. Lily thought of the few coins she had saved for a snack. It wasn’t much, but maybe it could help.

注意：

续写词数应为150左右；

请按如下格式在答题纸的相应位置作答。

Lily reached into her pocket and pulled out her coins.

Mr. Thompson’s daughter arrived at the library later that afternoon.

预测理由补充

主题契合：题目延续了2020-2024年高考读后续写的温暖互助主题，聚焦陌生人之间的善良与理解，呼应2025年1月八省联考的“误解与接纳”趋势。

场景贴近生活：社区图书馆和雨天是学生熟悉的场景，易于引发共鸣，便于续写。

冲突设计：Lily的犹豫（害怕陌生人 vs. 善良本能）与Mr. Thompson的困境（错过公交、孤单无助）构成情节张力，符合高考命题模式。

语言控制：材料使用3000课标词范围内的词汇（如“rainy,” “library,” “umbrella,” “kindness”），确保考生能理解并续写。

德育导向：通过Lily的行动和Mr. Thompson的故事，传递“勿以善小而不为”的价值观，符合高考育人功能。

写作指导

为帮助考生在读后续写题型中获得高分，以下是具体写作指导：

理解材料，抓住主线：

仔细阅读材料，提炼核心情节和情感主题。预测题目中，核心是Lily克服犹豫帮助Mr. Thompson，主题是善良与信任。

关注人物情感变化（如Lily从犹豫到行动，Mr. Thompson从孤单到温暖）和故事冲突（如错过公交、缺少钱）。

续写时确保故事逻辑连贯，与材料情节自然衔接。

结构清晰，两段分工：

第一段：解决主要冲突（如Lily用自己的钱帮助Mr. Thompson），展现行动力和情感转变。使用动作描写（如“handed the coins”）和心理描写（如“felt a warm glow”）增强生动性。

第二段：推动情节高潮（如Mr. Thompson的女儿到来），升华情感，传递正能量。加入对话或细节描写（如“smiled warmly”）强化感染力。

每段约75-80词，控制总词数在150左右。

语言表达：

词汇：使用3000课标词范围内的高频词和短语，如“help,” “kind,” “smile,” “thankful,” “warmth”等。适当加入情感类词汇（如“relieved,” “grateful”）和动作类词汇（如“rushed,” “handed”）。

句型：混合简单句、复合句和复杂句，展示语言多样性。例如：

简单句：She gave him the coins.

复合句：Though she was nervous, Lily decided to help.

复杂句：Feeling a mix of guilt and relief, Lily watched as the old man smiled gratefully.

衔接：使用过渡词（如“then,” “meanwhile,” “finally”）和代词指代（如“the old man”指Mr. Thompson）确保逻辑流畅。

情感升华：

高考读后续写强调正能量，续写需体现人物成长或情感联结。例如，Lily通过帮助Mr. Thompson学会信任他人，Mr. Thompson因陌生人的善意重拾希望。

结尾可通过细节（如微笑、拥抱）或对话（如“Thank you for your kindness”）点题，升华主题。

常见失分点及应对：

偏离主题：避免引入无关情节（如Lily突然去别的地方）。续写需紧扣材料，聚焦帮助Mr. Thompson。

语言超纲：避免使用复杂词汇（如“philanthropy”）或低频表达，保持语言简洁。

逻辑混乱：确保两段情节衔接自然，避免突兀转折（如女儿无故出现）。

字数不当：严格控制150词左右，过长或过短可能扣分。

高分技巧：

细节描写：用具体动作、表情或环境描写（如“rain pattered on the umbrella”）增强画面感。

情感共鸣：通过心理描写（如“Lily’s heart warmed”）或对话传递人物情感。

多样表达：适当使用短语（如“lend a hand,” “in a flash”）和句式变化，展示语言能力。

检查语法：注意时态一致（材料为过去时，续写也用过去时），避免拼写错误。

满分范文

Lily reached into her pocket and pulled out her coins. Though it was only enough for a snack, she handed them to Mr. Thompson with a shy smile. “It’s not much, but maybe it can help you get a bus ticket,” she said. Mr. Thompson’s eyes lit up, and he nodded gratefully. The library woman, touched by Lily’s kindness, offered to drive him to the bus station. Lily felt a warm glow in her heart, realizing a small act could make a big difference. She waved as they left, the rain no longer feeling so cold.

Mr. Thompson’s daughter arrived at the library later that afternoon. She rushed in, her face full of worry, but relaxed when she saw her father safe. “Thank you, young lady,” she said to Lily, her voice warm. Mr. Thompson shared how Lily’s kindness had given him hope. Lily blushed, feeling proud yet humble. As they hugged, the library filled with warmth, proving that even a small gesture could brighten someone’s day.

字数：152

范文点评

优点：

情节连贯：第一段解决Mr. Thompson的困境（Lily给钱，图书馆员提供帮助），第二段推动高潮（女儿到来，情感升华），与材料无缝衔接。

情感升华：通过Lily的心理变化（从犹豫到温暖）和Mr. Thompson的感恩，传递“善良改变生活”的主题，符合高考育人导向。

语言精准：使用课标词范围内的高频词（如“smile,” “warm,” “help”），句式多样（如“Though it was only enough…”，“…her face full of worry”），展现语言能力。

细节生动：动作描写（如“handed them with a shy smile”）、环境描写（如“rain no longer feeling so cold”）和对话（如“Thank you, young lady”）增强画面感和感染力。

字数适当：152词，接近150词要求，结构紧凑。

可改进之处：

词汇多样性：虽已使用高频短语，可适当加入更多情感短语（如“a surge of relief”）或动作短语（如“dashed to the station”），进一步提升语言丰富度。

第二段深度：女儿的到来略显直接，可增加一两句她的背景（如“she had been worried all day”），使情感更饱满。

文化细节：可加入轻微的文化元素（如“Lily remembered a Chinese saying about kindness”），增强文化契合度，但需避免生硬。

评分依据（参照高考评分标准）：

内容（5分）：情节合理，续写紧扣材料，解决冲突并升华主题，得5分。

连贯性（5分）：两段逻辑清晰，过渡自然（“The library woman, touched by…”衔接前后），得5分。

语言（5分）：词汇和句式多样，语法准确，情感表达生动，得5分。

总分：15/15（满分）。

考生备考建议

熟悉题型：多练习2020-2024年真题，分析情节结构和情感主线，模仿范文练习续写。

积累表达：整理高频词汇和短语（如“lend a hand,” “heart warmed”），练习描述动作、情感和环境。

模拟练习：每周完成1-2篇读后续写，控制150词，注重逻辑和情感升华。

检查习惯：写完后检查时态、拼写和逻辑，确保无低级错误。

时间管理：高考时建议用20-25分钟完成读后续写，先花5分钟构思提纲，确保情节清晰。

通过以上指导和范文，考生可掌握读后续写高分技巧，轻松应对2025年高考！