边读边问，攻克高考读后续写的读与续

边阅读边提问是一种有效的深度学习方法，它不仅有助于读者掌握文章内容，还能深化对文章主题的理解。此外，这种方法也是实现与原文高度契合的续写的关键。那么，考生在阅读高考读后续写材料时，应该如何进行有效提问呢？以下将以2024年新高考全国I卷读后续写为例，进行详细分析。

一、边阅读边提问，攻克读后续写的阅读部分

高考读后续写的阅读材料通常是记叙文。考生在阅读时，应该带着以下问题进行：故事的主要人物是谁（who）？他们有什么性格特点？他们在何时（when）、何地（where）、做了何事（what）？人物的情感态度是如何变化的（how）？作者讲述这个故事想要传达的价值观是什么（why），即文章的主题是什么？

在阅读时，考生首先应提问故事的叙述人称是第几人称？通常，叙事视角的主人公就是主要人物之一。同时，考生应圈出人名（首字母大写）。故事中至少应有两个主要人物。在本文中，由于是以第一人称视角叙述，因此“I”是主要人物之一。通过阅读，我们可以迅速确定另一个主要人物是Gunter。那么“I”和Gunter之间的关系是什么呢？从第一自然段“I ran like crazy through the airport building and jumped into the first taxi on the rank…”和第二自然段“That was when I met Gunter”中，我们可以推断出“I”是乘客，Gunter是出租车司机。

接下来，考生应提问：主要人物的性格特点是什么？从“When I was about to give up，Gunter fished out his little phone and rang up a friend…”可知，Gunter在沟通障碍解决问题时，显示出他的耐心和善良。而“Gunter parked the taxi behind the bus，turned around，and looked at me with a big smile on his face. ‘We made it.’ he said.”这一描述则体现了Gunter乐观积极的性格。

考生还需提问：故事发生的时间和地点是什么？从“I met Gunter on a cold， wet and unforgettable evening in September”和“I had planned to fly to Vienna and take a bus to Prague for a conference…”中，我们可以知道故事发生在一个寒冷潮湿的9月夜晚，地点是机场到汽车站的路上以及汽车站。

然后，考生应继续提问：“I”和Gunter之间发生了什么故事？故事的高潮是什么？第一自然段介绍了背景，即“I”乘坐飞机前往维也纳，然后计划乘坐公交车前往布拉格参加会议，但由于暴风雨导致航班晚点，只剩下30分钟时间赶最后一班车。第二和第三自然段描述了Gunter尽力准时将“I”送到汽车站。第四和第五自然段则是故事的高潮，即“I”因没带零钱且车站取款机故障，无法支付Gunter车费。

此外，考生还应提问：主要人物的情感态度是怎样变化的？通过阅读，我们可以看到“I”一下飞机就急于赶往布拉格，此时心情是焦虑的（anxious）。而在向Gunter多次说明目的地时，由于Gunter很困惑，“I”感到绝望（desperate）。由“After a heated discussion that lasted what seemed like a century…”可知，当我听到Gunter与他的朋友激烈讨论如何前往汽车站时，我感到非常焦虑和担忧（worried）。由“Thankfully，there was a long queue still waiting to board…”可知，当我抵达汽车站，发现尽管只剩下2分钟汽车就要发车，但还有很多人在排队等候，我感到无比庆幸（thankful）。由“I flashed him an apologetic smile as I pulled out my Portuguese bankcard”可知，当我意识到自己没有足够的零钱支付车费时，我感到羞愧和歉意（ashamed and sorry）。由 “A feeling of helplessness washed over me as I saw the bus queue thinning out”可知，当我目睹排队的人群逐渐减少，而Gunter还未成功取到钱时，我感到了极度的无助（helpless）。

最后，我们还要提问：文章的主题是什么？文章的主题是陌生人之间的互相信任和帮助。这个故事讲述了作者在一次出差途中，与出租车司机Gunter共同克服困难，解决支付车费问题的经历。它传达了一个信息：即使在陌生的环境中，人与人之间也能建立起信任，并通过诚信和善良的行为来解决问题。通过边阅读边提问的方法，读者不仅能够深入理解故事情节，还能挖掘文章的深层主题，从而实现从表面到深层的理解过程。

二、边阅读边提问，攻克读后续写的续写部分

边阅读边提问不仅是理解文章的有效手段，也是构建续写情节的重要方法。在续写时，我们应该结合阅读材料、续写的两段的首句和正能量的原则来进行有效提问，从而预测情节发展。

看到续写首句“I ran back to Gunter and told him the bad news”时，我们可以自问：我向Gunter传达了什么坏消息？根据前文“…popped my card in，only to read the message： Out of order. Sorry.”，我们可以推断出坏消息是取款机故障，我无法取出钱来支付车费。接下来，我们继续提问：Gunter对这一消息有何反应？他会说什么？做什么？他的情感态度如何？可以想象，Gunter可能会感到惊讶、失望和焦急（surprised amp; disappointed amp; anxious）。他可能没想到取款机会出问题，面对即将发车的汽车和我无法支付的情况，他可能会显得有些茫然和无助（lost amp; helpless）。我的反应又是怎样的呢？我可能会感到非常抱歉、尴尬和焦虑（sorry amp; embarrassed amp; anxious）。我可能会满脸通红地向Gunter道歉，并尽力思考解决方案。我应该如何解决车费问题呢？

在构思续写时，考生还需要逆向思维，根据第二自然段的首句来推测第一自然段的结尾。由“Four days later，when I was back in Vienna，I called Gunter as promised.”可知，我的解决方案是承诺在返回维也纳时支付车费。面对这种情况，Gunter可能会有什么反应？考虑到Gunter的性格特点和正能量的原则，我们可以推测Gunter会信任我，同意我的提议。

第二自然段的首句提到四天后我回到维也纳，按照承诺给Gunter打电话。我们可以继续提问：Gunter接到电话后的反应是什么？他可能会感到惊讶和高兴（surprised amp; delighted），并会尽快赶到约定的地点。他可能会对我这个陌生人能够履行承诺感到惊讶，同时也为能够收到车费而高兴。我会做什么？说什么？我的情感态度是什么？可我很感激（thankful），会感谢他的信任和善良，支付车费，并给予他可观的小费作为感谢。面对这种情况，Gunter可能会有什么反应？他可能会因为帮助了我而感到高兴（delighted），但作为一个善良的人，他可能会拒绝小费，只接受车费。

最后，我们可以问：我和Gunter的故事就这样结束了吗？鉴于Gunter的善良和乐观，以及我的诚实守信，我们可能会成为好朋友，并保持联系。我从这次经历中学到了什么？我决定今后如何行动？从这个故事中，我可能明白了陌生人之间也可以建立信任，善良和信任可以让世界更美好。我决定将这种善良传递给他人。

以下通过边阅读边提问、自问自答构思情节，深度学习2024年新高考全国I卷读后续写时所提的问题和回答的汇总。

I ran back to Gunter and told him the bad news．

Q1： What was the bad news？

The bad news was that I couldn’t withdraw cash from the ATM because it was out of order．

Q2： How did Gunter react to the situation？ （feelings/actions/words/thoughts）

Feelings：He felt surprised，disappointed，and a bit worried．

Actions：He was at a loss for a moment，not sure how to resolve the issue．

Words：“What？ That’s such bad luck！”

Q3： How did I react to the situation？

Feelings：I felt deeply embarrassed，apologetic，and extremely anxious．

Actions：I offered a sincere apology to Gunter and strained to think of a solution．

Words：“I’m so sorry about this. I didn’t expect the ATM to be broken.”

Q4： How to solve the problem？

I proposed that I would pay the fare upon my return from Prague．

Q5： How did Gunter react to the situation？

He hesitated for a moment but then agreed to my proposal，jotting down his phone number for me to contact him later．

The ending of paragraph one： Despite the delay，I managed to board the bus to Prague，promising to settle the fare with Gunter on my return．

Four days later， when I was back in Vienna， I called Gunter as promised．

Q1： How did Gunter react to the situation？ （feelings/thoughts/actions/words）

Feelings： He was both surprised and pleased．

Actions： He promptly arranged to meet me at the agreed location．

Words： “I didn’t expect you to actually call back！ That’s great.”

Q2： How did I react to the situation？

Feelings： I felt a sense of gratitude towards Gunter．

Actions： I arranged to meet him at the bus station，where I intended to pay him the fare and offer a tip for his kindness．

Words： “Thank you so much. Your kindness means a lot to me. Can we meet at the bus station at 3 pm. today？ I’ll take care of the payment then.”

Q3： How did Gunter react to the situation？

Feelings： He was delighted to receive the fare but insisted on refusing the tip．

Actions： He accepted the fare with a smile but pushed away the extra money．

Words： “It was my pleasure to help. The tip isn’t necessary.”

Q4： What happened to us after the experience？

We forged a strong friendship and maintained regular contact．

Q5： What did I learn from the experience？

I learned that even a small act of kindness can brighten someone’s day，and it’s trust and honesty that shape the world．

Q6： What did I decide to do in the future？

I resolved to continue spreading kindness to others in any way I could．

The ending of paragraph two： With the fare settled and a new friendship formed，I parted with Gunter，looking forward to our next encounter．

One possible version：

I ran back to Gunter and told him the bad news. As he processed the information，his face mixed with a complex blend of surprise，disappointment，and concern.“What？ This is such terrible luck，” he exclaimed. My own worry and discomfort mounted，my cheeks reddening with embarrassment. I was at a complete loss for how to rectify the situation. Then，an idea struck me，and I proposed，“Could I settle my taxi fare upon my return from Prague？ This is my last chance to catch the bus，and the meeting is crucial for me. Please！” I immediately offered him my business card and my watch as a guarantee. Gunter took my business card but declined to accept my watch. He hurriedly wrote down his phone number，handed it to me，and expressed with sincerity，“I hope you’ll honor your promise.” Overwhelmed with gratitude，I shook his hand firmly，promising I would keep my word. I then dashed to the bus with all my might and managed to secure a spot．

Four days later，when I was back in Vienna，I called Gunter as promised. He was visibly startled and thrilled to hear from me. “I didn’t think you’d actually call back，” he said，his voice brimming with joy. “Thank you so much for your kindness. You’ve been incredibly helpful，” I replied genuinely. “Could you pick me up at the bus station at 3 pm. today？ I’ll settle the bill then.” Without a moment’s hesitation，Gunter agreed. Upon our meeting，I expressed my heartfelt appreciation and paid him for the round trip，adding a generous tip for his kindness. He accepted the fare but declined the tip，insisting，“It was my pleasure. I’m happy I could help you.” His words filled me with warmth and gratitude. From that day on，Gunter and I have maintained a strong friendship and consistent communication. I am determined to pass on the kindness and love I received．

三、结语

在阅读高考读后续写的材料时，我们主要围绕着记叙文六要素进行提问。这包括：故事的主要人物是谁（who）？这些人物之间有何关系？他们各自具有怎样的性格特点？故事发生在何时（when）、何地（where）、发生了何事（what）？人物的情感态度是如何变化的（how）？以及作者通过这个故事想要传达的价值观是什么（why）？

在续写时，我们的问题主要围绕“How did sb. react to the situation？”，即“在特定的情境下，主要人物说了什么、做了什么、想了什么，以及他们的情感态度如何”。这样的提问有助于我们深入理解人物的心理和行为的动机，从而更加准确地预测故事的发展。

在故事的结尾部分，我们通过回答“What did sb. learn from the experience？”和“What did sb. decide to do in the future？”这样的问题，不仅能够升华文章的主题，还能够促进深度学习的发生。这种方法不但帮助我们更好地理解故事内容，而且在续写时让我们做到保持与原文主题和风格的一致性，从而实现与原文高度契合的续写。通过边阅读边提问，考生能够提高自己的阅读理解能力和创造性写作能力，为攻克高考读后续写打下坚实的基础。

练习：

When I was in middle school， my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil， so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play， where I played all the parts. No one laughed harder than he did.

So， why did he suddenly force me to do something at which I was sure to fail？ His reply： “Because I love your stories. If you’re willing to apply yourself， I think you have a good shot at this.” Encouraged by his words， I agreed to give it a try.

I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith （银匠） in Boston who rode a horse at night on April 18， 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea， but funny; and unlikely to be anyone else’s choice.

What did the horse think， as he sped through the night？ Did he get tired？ Have doubts？ Did he want to quit？ I sympathized immediately. I got tired. I had doubts. I wanted to quit. But， like Revere’s horse， I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them.

When I handed in the essay to my teacher， he read it， laughed out loud， and said， “Great. Now， write it again.” I wrote it again， and again and again. When I finally finished it， the thought of winning had given way to the enjoyment of writing. If I didn’t win， I wouldn’t care.

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。

A few weeks later， when I almost forgot the contest， there came the news.

I went to my teacher’s office after the award presentation.

One possible version：

A few weeks later， when I almost forgot the contest， there came the news. I was informed that I had won the first prize， and the award ceremony would take place in just three days. Stunned， I could hardly believe my ears; I felt as if I were rooted to the spot. Reflecting on the days I had spent crafting the story and the energy I had poured into it， tears began to well up in my eyes. I whispered to myself， “I did it！” Time seemed to crawl until， at last， the big day arrived. I was excited and still in disbelief as I received the award， feeling as though I were in a dream. Amid the crowd， I saw my teacher beaming with pride， his smile stretching from ear to ear. It struck me then that I owed him a debt of gratitude.

I went to my teacher’s office after the award presentation. Upon seeing me， he congratulated me with a wide， toothy smile. “Thank you， Mr. Smith，” I said sincerely. “Without your encouragement， I wouldn’t have won this prize or found joy in writing.” “You deserve this award，” he replied， “It’s your hard work and perseverance that have brought you this victory.” He then approached me， patting my shoulder gently and encouraging me to keep writing. Overwhelmed， I found myself speechless and could only express my gratitude by hugging him tightly. It was through this experience that I learned a valuable lesson： facing challenges bravely and never giving up can lead us to realize that our potential is truly boundless.

【作者简介：中学英语一级教师，广东省台山市台师高级中学英语教师，广东省麦剑平名教师工作室省级学员，台山市高中英语科核心教研组成员，台山市2022-2024年“市级骨干教师”，2022年度台山市学校“德育工作先进个人”。在《广东教育·高中》杂志公开发表3篇论文，1篇论文获得台山市一等奖和2篇二等奖。主持1项省级、1市级课题和2项县级课题。积极参与各种教育教学比赛，曾获得江门市教师基本功比赛一等奖，江门市高考模拟试题命题比赛一等奖】

责任编辑 吴昊雷