知識(shí)回顧
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環(huán)境、情節(jié)、人物是英語讀后續(xù)寫敘事的三要素，而人物是三要素的核心，它貫穿于整篇故事中，連接著環(huán)境與情節(jié)，使得整篇故事的層次結(jié)構(gòu)更為豐富、立體。正是因?yàn)楣适轮腥宋镄蜗蟮呢S富多樣，故事的故事情節(jié)才跌宕 起伏、曲折離奇。學(xué)生在閱讀、學(xué)習(xí)小說的過程中，可以深刻感悟到作者在情節(jié)架構(gòu)、環(huán)境營(yíng)造、人物刻畫、敘事表達(dá)等方面的技巧，這些感悟非常有利于提高學(xué)生的寫作能力。一方面，故事中情節(jié)的架構(gòu)、敘事表達(dá)上的技巧能夠幫助學(xué)生掌握敘事類作文的寫作技巧。另一方面，作者在刻畫人物時(shí)用到的動(dòng)作、語言、心理描寫等可以被學(xué)生借鑒、運(yùn)用。另外，故事中的其他寫作技巧，如懸念的設(shè)置、伏筆的埋設(shè)、細(xì)節(jié)的刻畫等都非常值得學(xué)生學(xué)習(xí)，并讓學(xué)生運(yùn)用于日常寫作中。
青少年學(xué)生的人格還未完全定型，他們對(duì)世界的認(rèn)知很容易受到外部環(huán)境的影響，稍有不慎，就有可
能被眼花繚亂的信息所迷惑，造成思想上、道德上的滑坡。因此，在學(xué)生身心發(fā)展的關(guān)鍵時(shí)期，教師可借助學(xué)科教學(xué)對(duì)學(xué)生開展適當(dāng)?shù)慕逃?，引?dǎo)學(xué)生形成正確的人格。而讀后續(xù)寫的故事在引導(dǎo)學(xué)生形成正確情感態(tài)度與價(jià)值觀上具有明顯優(yōu)勢(shì)，每一篇優(yōu)秀的故事都是作者思想的濃縮，蘊(yùn)含著作者本人積極、向上的世界觀、人生觀以及價(jià)值觀。學(xué)習(xí)并分析優(yōu)秀的故事作品，可以讓學(xué)生的情感態(tài)度與價(jià)值觀在潛移默化中受到積極影響，形成正確人格。
▲故事類語篇塑造人物的方法
故事類語篇塑造人物的方法、方式有如下幾種：肖像描寫，心理描寫，行動(dòng)描寫，語言描寫，細(xì)節(jié)描寫、正面描寫(直接描寫)和側(cè)面描寫(間接描寫)。
(1)肖像描寫。對(duì)人物形象的外部特征進(jìn)行描繪的手法，具體的包括容貌、身材、表情、衣著、姿態(tài)等描寫。它對(duì)于人物性格和人物形象的完整體現(xiàn)，有著重要的烘托作用。因?yàn)槿宋锏耐獠刻卣骺偸峭宋飪?nèi)在的心理活動(dòng)、精神狀態(tài)相聯(lián)系的。
(2)動(dòng)作描寫。對(duì)人物在典型環(huán)境中的行為動(dòng)作進(jìn)行描寫的手法。典型的動(dòng)作描寫，不僅要寫出人物在特定情勢(shì)下的行動(dòng)，還要寫出人物以何種獨(dú)特的方式完成這個(gè)動(dòng)作，通過對(duì)人物動(dòng)作的描寫可以透露出人物內(nèi)在的心靈世界。
(3)語言描寫。具體包括對(duì)話、獨(dú)白、旁白以及對(duì)語氣情態(tài)的描寫。對(duì)人物語言的描寫要注意人物語言的個(gè)性化，要與人物的身份經(jīng)歷、文化修養(yǎng)、習(xí)慣愛好、心理狀態(tài)以及所處的特定場(chǎng)合吻合。
(4)心理描寫。對(duì)人物在一定情景中的想法、感觸、情緒意識(shí)等進(jìn)行的具體刻畫?？梢灾苯咏沂救宋锏膬?nèi)心世界，交代人物的思想基礎(chǔ)和行動(dòng)的內(nèi)在依據(jù)。有時(shí)可直接由作者進(jìn)行描繪，或由人物的獨(dú)白、夢(mèng)幻來進(jìn)行披露，有時(shí)可以間接地通過景物及人物肖像、動(dòng)作、語言、所處環(huán)境及遭遇等來進(jìn)行折射。
(5)細(xì)節(jié)描寫。細(xì)節(jié)描寫指對(duì)生活中那些細(xì)致而又特別富有表現(xiàn)力的典型環(huán)節(jié)所作的特寫式描寫。它是敘事性文章的最小的描寫單位。它把事物細(xì)微本質(zhì)的情狀特點(diǎn)，鮮明逼真地呈現(xiàn)出來。細(xì)節(jié)描寫在文章描寫中的地位看似閑筆或贅筆，信手拈來，無關(guān)緊要，可有可無；但都是作者精心的設(shè)置和安排，不能隨意取代。一篇文章，恰到好處地運(yùn)用細(xì)節(jié)描寫，能起到烘托環(huán)境氣氛、刻畫人物性格和揭示主題思想的作用。
(6)白描和工筆。白描指使用最簡(jiǎn)潔的筆墨，不加烘托地勾勒出生動(dòng)、傳神的形象。工筆指用細(xì)膩入微、工整細(xì)密的筆觸，對(duì)人物和環(huán)境進(jìn)行精雕細(xì)琢的描寫方法。表達(dá)的文字細(xì)膩、色彩濃郁，往往借助對(duì)比、比喻、比擬、夸張等修辭手法，把客觀事物復(fù)雜斑斕的狀貌，具體而細(xì)致地表現(xiàn)出來。在故事類語篇中常用來寫景和展示人物心理。
(7)正面描寫和側(cè)面描寫。正面描寫，即直接描寫，是對(duì)所描寫的人物、事件等作正面、直接的刻畫，不借助于人和媒介物的烘托。側(cè)面描寫，即間接描寫，是對(duì)所描寫的對(duì)象不作直接的刻畫，而是借助于對(duì)媒介物的描寫，來烘托所要描寫的人或物。這種筆法比較含蓄、委婉，給讀者留下較大的自由想象空間，增加描寫對(duì)象的主題內(nèi)涵和藝術(shù)感染力。
(8)環(huán)境描寫。環(huán)境是小說“三要素”之一，環(huán)境描寫自然是小說重要的描寫手法。“辨析環(huán)境描寫”已經(jīng)涉及，不再贅述。
方法策略
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故事類語篇人物形象的分析方法
1.在情節(jié)發(fā)展中分析人物形象
情節(jié)是小說中用以表現(xiàn)主題或人物性格的一系列有組織的生活事件。我們需要從情節(jié)的發(fā)展中把握人物形象，因?yàn)榍楣?jié)是人物性格形成和發(fā)展的歷史，在事件發(fā)展的過程中，才能顯現(xiàn)出人物靈魂深處的東西來，離開了情節(jié)，就不知道人物怎樣做事，也就無法分析人物性格特征。要了解人物性格，必須透過情節(jié)中發(fā)生的事情這種外在現(xiàn)象去剖析現(xiàn)象背后的本質(zhì)。故事情節(jié)或是發(fā)展了人物性格，或是表現(xiàn)了人物性格。所以，分析小說的情節(jié)也是我們分析人物的一把鑰匙。
2.從塑造人物的方法中分析
小說的核心任務(wù)就是通過刻畫人物、塑造典型人物形象來揭示社會(huì)生活的某些本質(zhì)方面，從而表現(xiàn)作品的主題的。所以，要評(píng)價(jià)小說中的人物形象，就要認(rèn)真分析作者對(duì)人物的描寫——肖像描寫、語言描寫、行動(dòng)描寫、心理描寫、細(xì)節(jié)描寫等等，從而評(píng)價(jià)人物的性格特征，進(jìn)而發(fā)掘出各色人物善惡美丑的精神世界。辨析人物描寫的方法，除了肖像（外貌、神態(tài)、服飾）描寫，動(dòng)作細(xì)節(jié)描寫、語言描寫、心理描寫等直接描寫外，還要注意其它人或景的烘托。
3.借助環(huán)境描寫分析人物形象
環(huán)境是為人物而設(shè)置的，小說中的人物是生活在特定的歷史背景和特定的生活環(huán)境之中的，人物的思想感情總要打上時(shí)代的烙印，留下環(huán)境的痕跡。環(huán)境對(duì)人物性格的體現(xiàn)起著強(qiáng)化作用。作者為了表現(xiàn)人物豐富復(fù)雜的性格，往往為人物設(shè)置各種不同的環(huán)境，用以“刺激”人物，以記錄其種種行為，從而顯露出性格。
4.借助作者傾向分析人物形象
主題是小說作家在描寫、敘述人物性格、人物命運(yùn)時(shí)顯示出的對(duì)生活的理解和認(rèn)識(shí)。我們要在閱讀中認(rèn)識(shí)和評(píng)價(jià)人物的性格、品質(zhì)、典型性和社會(huì)意義，體會(huì)作者的感情傾向。
英語讀后續(xù)寫中刻畫人物形象的方法
1.利用情緒描寫，凸顯人物性格
情緒描寫是指對(duì)于人物在特定場(chǎng)景中的主觀心理狀態(tài)和變化的描寫，而由于某種特定事件而引發(fā)的情緒一定會(huì)伴隨外部特征的表現(xiàn)，例如面部表情、眼神、肢體動(dòng)作等，因此高中英語教師在訓(xùn)練學(xué)生進(jìn)行情緒描寫時(shí)可以先激發(fā)學(xué)生的想象力，想象不同的情緒特征會(huì)有怎樣的外部表現(xiàn) 。例如人在內(nèi)心不安和焦急的時(shí)候可能會(huì)來回踱步、眉頭緊皺；人在憤怒的時(shí)候可能會(huì)滿臉通紅、拳頭緊握；人在悲痛的時(shí)候可能會(huì)兩手抱頭、沉默不語……
例如，2021年新高考I卷讀后續(xù)寫題目的寫作為例，試卷給出的短文描寫了一對(duì)雙胞胎決定在母親節(jié)這一天為母親悄悄做一頓早飯，給母親一個(gè)驚喜，然而在做飯的過程中遇到了種種困難的小故事。我們?cè)谧屑?xì)閱讀原文以后，發(fā)現(xiàn)了一些關(guān)鍵信息：驚喜；做飯；困難。閱讀題目給出的兩個(gè)自然段的段首句后，我們基本可以確定故事情節(jié)的大致走向：父親出現(xiàn)幫助雙胞胎完成了這頓早飯，母親收到了這份生日驚喜非常感動(dòng)。通過思考和分析，大部分學(xué)生都認(rèn)為這個(gè)故事的情節(jié)比較簡(jiǎn)單，故事線也比較明顯，人物也是日常生活中常見的人物 。為了將普通的父親和母親的人物形象刻畫得更加入木三分，我們可以進(jìn)行換位思考：If yu were a father wh were wken up by a nise when he was sleeping in the mrning, and came t the kitchen, yu fund that tw children had made a mess f the kitchen, what wuld yu feel? 我們馬上想到這位父親這時(shí)候應(yīng)該是非常生氣的，臉上會(huì)帶著憤怒的表情氣沖沖地來到廚房 。因此我們可以說：Judging frm his expressin, he was very angry when he saw the mess in the kitchen. 我們?cè)谟糜⒄Z進(jìn)行人物的情緒描寫時(shí)，常出現(xiàn)用詞和表達(dá)生硬，缺乏感受力和生命力等問題，無法將人物性格表現(xiàn)得豐滿形象，因此我們可以通過身體各個(gè)部位的表現(xiàn)來側(cè)面襯托人物情緒，運(yùn)用比喻、 夸張等修辭手段提升語言的感染力和表現(xiàn)力，使人物形象躍然紙上，給人以難以磨滅的印象。
2.細(xì)化動(dòng)作描寫，刻畫思想品質(zhì)
人的動(dòng)作受其思想和性格的影響。在記敘文中作者通過對(duì)人物的動(dòng)作進(jìn)行具體而細(xì)致的描寫，能從側(cè) 面襯托人物的思想品質(zhì)和性格特征，表現(xiàn)人物的心理活動(dòng)，推動(dòng)故事情節(jié)的發(fā)展。成功的動(dòng)作描寫能夠使 讀者感受到人物的栩栩如生，充分展示人物的內(nèi)心世 界，將人物形象樹立得更加鮮明、完整和立體。例如，2021年新高考I卷讀后續(xù)寫的第一自然段父親出場(chǎng)以后，為了推動(dòng)故事情節(jié)的發(fā)展，這里要對(duì)父親的一系列動(dòng)作 進(jìn)行描寫，比如父親拍了拍雙胞胎的肩膀鼓勵(lì)他們，父親決定要幫他們做飯等。我們可以這樣描述父親的動(dòng)作：The father learned abut the twins’ plan. He patted them n the shulder and said that he wuld help them finish the surprise breakfast.我們還可以用非謂語動(dòng)詞將兩句話合并，并在動(dòng)詞前添加副詞使表述更加生動(dòng)：After learning abut the twins’ plan, the father happily patted them n the shulders and prmised that …
與靜態(tài)的肖像描寫相比，動(dòng)作描寫貴在能夠?qū)⑷宋锏膭?dòng)態(tài)特征確切生動(dòng)地表現(xiàn)出來。在進(jìn)行動(dòng)作描寫時(shí)，學(xué)生通常出現(xiàn)動(dòng)詞和句式重復(fù)使用的現(xiàn)象，在表述上也經(jīng)常出現(xiàn)句式雜糅和表述不清的錯(cuò)誤。教師在訓(xùn)練學(xué)生進(jìn)行讀后續(xù)寫活動(dòng)時(shí)，應(yīng)引導(dǎo)學(xué)生學(xué)會(huì)將人物的一系列動(dòng)作進(jìn)行分解，然后通過謂語動(dòng)詞和非謂語動(dòng)詞將幾個(gè)動(dòng)作串聯(lián)在句子中，使表述重點(diǎn)突出，語法正確，句意明確 。除此之外，為了使表述更加簡(jiǎn)單明了，學(xué)生在寫作時(shí)應(yīng)盡量使用一些語義明確的特殊動(dòng)詞避免使用語義不明確的普通動(dòng)詞，例如盡量選用 whisper/state/shut/prmise 等有具體含義的“說”來代替無具體含義的“say”。
3.強(qiáng)化心理描寫，展現(xiàn)內(nèi)心獨(dú)白
心理描寫是對(duì)人物內(nèi)心心理活動(dòng)的描寫，能夠?qū)崟r(shí)展現(xiàn)文章中人物對(duì)于特殊事物的內(nèi)心感受和真實(shí)想法，有直接描寫和間接描寫之分 。直接描寫主要是通過內(nèi)心獨(dú)白的方式來直接展現(xiàn)人物的想法，而間接描寫是結(jié)合環(huán)境描寫、動(dòng)作描寫等方式側(cè)面表現(xiàn)人物的內(nèi)心活動(dòng)。
在用英語進(jìn)行人物活動(dòng)刻畫時(shí)，應(yīng)該注重表現(xiàn)方式的多樣化，避免重復(fù)使用“feel/think/sense”等詞匯，以免給人以語言刻板、僵硬的印象 。以2021年新高考I卷讀后續(xù)寫題目為例，試卷提供的原文中有一個(gè)細(xì)節(jié)可以利用到我們的續(xù)寫中，那就是Jeff的手在做飯的時(shí)候受傷了 。母親在看到Jeff的手以后，一定會(huì)明白自己兒子手受傷的原因，內(nèi)心一定是萬分感動(dòng)和心疼的。這時(shí)候可以運(yùn)用一些細(xì)致的心理描寫來展現(xiàn)母親的內(nèi)心世界。例如 A warm current surged in her heart, and her eyes were mistened by the pain as if being pricked by a needle. 除此之外還可以運(yùn)用環(huán)境描寫來側(cè)面烘托人物的內(nèi)心感受，將人的五官感受與周圍的環(huán)境相關(guān)聯(lián)，通過聯(lián)想使人物與環(huán)境融合為一體 。例如，在母親的臥室中充滿著食物的香氣，這仿佛使臥室中也變得更加充滿魅力，更加可愛動(dòng)人了……
與動(dòng)作描寫、語言描寫、肖像描寫這種看得見聽 得著的表現(xiàn)方式不同，心理描寫能夠展現(xiàn)人物內(nèi)心復(fù) 雜的心理活動(dòng)，揭示人物靈魂深處的世界，使人物形 象更加立體、直觀。
4.升華語言描寫，抒發(fā)情感態(tài)度
在讀后續(xù)寫中，對(duì)人物語言的描寫是抒發(fā)人物情感態(tài)度，反映人物內(nèi)心世界的重要手段 。在記敘文中缺乏了語言描寫就缺少了身臨其境的參與感，缺少了說服力和表現(xiàn)力。對(duì)人物的語言描寫要做到生動(dòng)簡(jiǎn)潔，符合人物身份特征，體現(xiàn)人物性格特點(diǎn)，避免出現(xiàn) 學(xué)生腔 。在用英語進(jìn)行語言描寫時(shí)首先要注意標(biāo)點(diǎn) 符號(hào)和字母大小寫的規(guī)范性，其次要簡(jiǎn)短有力，不要 長(zhǎng)篇大論地引用，一般來說一篇文章中語言的描寫控 制在三句話以內(nèi)。
為了使語言描寫給文章增光添彩，我們要學(xué)會(huì)將語言描寫運(yùn)用到文章的關(guān)鍵位置，使語言描寫對(duì)于推動(dòng)劇情發(fā)展和展現(xiàn)人物性格發(fā)揮最大作用 。以 2021年新高考I卷讀后續(xù)寫題目為例， 在第二段續(xù)寫中為了推動(dòng)劇情發(fā)展，可以使用簡(jiǎn)潔的 語言描寫來完成從廚房到母親臥室的場(chǎng)景切換，使劇情發(fā)展和故事講述更加自然，段與段之間銜接得更加 緊密。例如“Happy Mther’s Day!”They culdn’t hide their excitement and shuted in unisn.為了進(jìn)一步 展現(xiàn)母子之間的溫情脈脈，在文章收尾的部分我們也 可以用語言描寫的形式展現(xiàn)母親收到這份驚喜以后的感動(dòng)和欣慰。
總之，讀后續(xù)寫對(duì)學(xué)生的思維能力和創(chuàng)造能力要 求較高 。培養(yǎng)學(xué)生在讀后續(xù)寫中寫出個(gè)性化的故事 情節(jié)和立體化的人物形象不是一蹴而就的，需要教師 在平時(shí)的閱讀課中不斷分析和滲透寫作技巧，在寫作 課中開展精細(xì)化的引導(dǎo)和個(gè)性化的評(píng)價(jià)反饋，鼓勵(lì)學(xué) 生熱愛寫作、勤于寫作，不斷創(chuàng)作出具有獨(dú)特鮮活個(gè) 性的人物形象。
實(shí)踐強(qiáng)化
3
續(xù)寫語篇中人物刻畫的策略分析框架導(dǎo)引
1．（2022·重慶市涪陵高級(jí)中學(xué)校模擬預(yù)測(cè)）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
That night, after a cuple f restless hurs, Dra wke up suddenly at midnight. She went t her bathrm. Stepping n the carpet she nticed it was damp. Lking ut, she fund that muddy water was inching up the wd-paneled walls! She ran t her father’s bedside. “Daddy, Daddy,” she cried, shaking him vilently. “Wake up. There’s water in the huse!”
Bareft and wearing nly shrts, Dykstra walked t the entrance and pened the dr. What he saw shk him wide-awake. Duchess, their dg, was standing just utside the dr, her feet in six inches f water. That meant the radway, their nly means f escape, was flded. He hid his anxiety. They climbed up the ladder-like stairs t a lft (閣樓) abve the living rm. Frm there they culd hear the water filling the rm belw, creeping (緩慢地行進(jìn)) tward them. Suddenly the whle huse trembled as if struck by an earthquake. The next instant they fund themselves flating, and the wden huse being swept alng the river! Terrified that the cabin wuld sink and take them dwn with it, Dykstra decided that they wuld have t get ut. Wrapping his arms tightly rund his daughter, he plunged (猛沖) int the icy water.
The huse was behind them nw, chasing them thrugh the darkness. Befre he culd get ut f its path, the huse – pushed by the tremendus (巨大的) pwer f the water – pinned him at the trunk. His ribs (肋骨) were crushed. His left leg was brken. He lst cnsciusness. Then the huse shifted, releasing him. Dra fund herself drifting dwnstream, her uncnscius father beside her. “Dn’t die, Daddy!” she cried. “Please!”
Perhaps it was the cry f the little girl that stirred Dykstra t cnsciusness. In the pale mnlight, Dykstra sptted an island frmed by sme rubbish that had gt caught in sme treetps. Fighting against the current and his pain, he swam tward it. Dra climbed nt the small pile f timbers (木材) and pulled her father, wh was fighting fr breath, frm the rushing water nt the timbers. Nw, Dra realized, it was up t her t help him.
注意：1. 續(xù)寫詞數(shù)應(yīng)為150詞左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Just then she was astnished t see a figure appear ut f nwhere.
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Suddenly a vice frm smewhere n the distant hillside brke the darkness.
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【參考范文】
Just then she was astnished t see a figure appear ut f nwhere.He was Dra's uncle wh was a big man with bright eyes.Seeing that Dra and her father were in critical cnditin, he quickly extended a helping hand.“Cme n Dra，we shuld act psitively”said the uncle.He helped Dra mve her father t a high place. At the mment, Dra's father was dying. The man immediately tk first-aid measures such as artificial respiratin, and then helped his father's injured leg with a simple bandage.The questin nw is hw t send Dra's father t the hspital fr further treatment as sn as pssible?
Suddenly a vice frm smewhere n the distant hillside brke the darkness.“Hld n, we're cming t save yu” smene shuted in the distance. It turned ut that the rescue team called by Dra's uncle was cming twards them. As night fell, the weather gradually became cler, and the three f them shivered in the cld wind. “We are finally ging t be saved.”Dra thught. When the rescue team came, they transprted them t the safe place and sent Dra's father t the hspital in time.Dra was grateful.“What an unfrgettable day! Thanks t my uncle and the rescue team, we were saved.” Said Dra.
【寫作分析】本文以人物遇險(xiǎn)為線索展開，講述了朵拉和她的父親遇到了暴風(fēng)雨，且父親受傷嚴(yán)重，并被困水中，危急時(shí)刻朵拉的叔叔及時(shí)出手相助，最后救援隊(duì)也及時(shí)趕到，最后朵拉和父親全部獲救的故事。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“就在這時(shí)，她驚訝地看到一個(gè)身影不知從哪里冒了出來?！笨芍?，第一段可描寫這個(gè)人的身份特征，和朵拉與他一起救父親的過程。
②由第二段首句內(nèi)容“突然，遠(yuǎn)處山坡上傳來一個(gè)聲音，打破了黑暗?！笨芍?，第二段可描寫這個(gè)聲音的來源，以及他們最后被救援隊(duì)營(yíng)救的情況。
2.續(xù)寫線索：遇險(xiǎn)——叔叔出現(xiàn)——急救——救援隊(duì)出現(xiàn)——得救——感悟
3.詞匯激活
行為類
①突然出現(xiàn)：appear ut f nwhere/appear suddenly
②伸出援助之手：extend a helping hand/lend a helping hand
③轉(zhuǎn)移：mve/shift
情緒類
①驚訝的：astnished/suprised
②感謝：be grateful/shw her gratitude
【典型句式】
【句型1】He was Dra's uncle wh was a big man with bright eyes.(運(yùn)用了wh引導(dǎo)的定語從句)
【句型2】Seeing that Dra and her father were in critical cnditin, he quickly extended a helping hand.(運(yùn)用了現(xiàn)在分詞作伴隨狀語)
2．（2022·山東日照·二模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
One day，when I was a freshman in high sch1. I saw a kid frm my class walking hme frm sch1. His name was Kyle. It lked like he was carrying all f his bks. I thught t myself，“Why wuld anyne bring hme all his bks n a Friday? He must be silly. ”I had quite a weekend planned，s I shk my head and went n.
As I was walking,I saw a grup f kids running tward him. They ran at him，kncking all his bks ut f his arms and he landed in the dirt. His glasses went flying. He lked up and I saw this terrible sadness in his eyes.
My heart went ut t him. S. I ran t him. As he was lking fr his glasses，I saw tears in his eyes. I handed him his glasses. He lked at me and said，“Thanks!”There was a big smile n his face. It was ne f thse smiles that shwed real gratefulness. I helped him pick up his bks，and asked him where he lived. It turned ut he lived near me，s I asked him why I had never seen him befre. He said he had gne t private schl befre cming t this sch1.
We talked all the way hme. and I carried his bks. He turned ut t be a pretty cl kid. I asked him if he wanted t play ftball n Saturday with me and my friends. He said yes. The mre I gt t knw Kyle，the mre I liked him. Mnday mrning came，and Kyle carried all his bks again. I stpped him and helped him carry half the bks. Over the next fur years，Kyle and I became best friends.
When we were senirs，Kyle was the best student in ur class. He was chsen t give a speech at the cming graduatin ceremny.
注意：1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
When graduatin day arrived，I saw Kyle and fund he was a little nervus.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Kyle said he had planned t quit schl that day befre he saw me.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
When graduatin day arrived, I saw Kyle and fund he was a little nervus. I went ver t hug him and said, “Hey, big guy, yu’ll be great!” He smiled and thanked me. Then he tk his place and started his speech, in which he thanked his parents, teachers, his classmates... especially his friends wh helped him g thrugh thse tugh years. “A gd friend can make a difference t yu,” he added. T my surprise, he tld the stry f the first day we met.
Kyle said he had planned t quit schl that day befre he saw me. He thught he perfrmed prly in schl and let his parents dwn. Fr a lng time he had been suffering depressin. He ended up cnsidering leaving schl. That was why I saw him carrying his stuff hme that day. “Thankfully, my friend ffered me a hand and that changed my mind.” Hearing his wrds, I felt warmth fill me. Only then did I realize with ne small actin yu can make a difference and change a persn’s life.
【寫作分析】本文以人物為線索展開，講述了作者偶遇一位同班同學(xué)受欺負(fù)，主動(dòng)伸出援手并與他最終成為好友的故事。后來好朋友坦白，是我不經(jīng)意的幫助給了他希望。改變了他的人生。
1．段落續(xù)寫
①由第一段首句內(nèi)容“當(dāng)畢業(yè)到來那天，我見到了Kyle，發(fā)現(xiàn)他有一點(diǎn)緊張”可知，第一段描寫Kyle因?yàn)橐l(fā)表畢業(yè)演講而緊張，演講中他特別提到了我們第一次相遇的場(chǎng)景，并感謝我對(duì)他的幫助。
②由第二段首句內(nèi)容“Kyle說，那天遇到我之前，他已經(jīng)打算輟學(xué)了”可知，這一段描述Kyle遇到我之前，遇到的煩惱以及遇到我之后心態(tài)發(fā)生變化的過程，最終重拾信心燃起希望。
2. 續(xù)寫線索：遇見Kyle——上臺(tái)前緊張——鼓勵(lì)Kyle——演講中感謝我——回憶，感悟
3. 詞匯激活
行為類：
①擁抱：hug→embrace
②感到沮喪：suffer depressin→feel depressed
③產(chǎn)生影響：make a difference→have imprtant influence n
④提供幫助：ffer sn. a hand→ d sb. a favr
情緒類
①驚喜：surprised→delighted
②充滿感激地：thankfully→gratefully
【典型句式】
【句型1】Then he tk his place and started his speech, in which he thanked his parents, teachers, his classmates... especially his friends wh helped him g thrugh thse tugh years.(運(yùn)用了“介詞+關(guān)系代詞”和wh引導(dǎo)限制性定語從句)
【句型2】That was why I saw him carrying his stuff hme that day.(運(yùn)用了why引導(dǎo)表語從句)
3．（2022·福建泉州·模擬預(yù)測(cè)）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
One windy day in March, Kitty Miller was n her way t schl when she glanced int a stre windw and saw a great pile f lvely red apples. “Oh,” She exclaimed (驚呼). “Hw lvely! If nly Mamma culd have ne!” Immediately, the stre wner recgnized the familiar girl and asked her t pick ne. Kitty just shk her head and ran away shyly.
Kitty’s mther was extremely pr. She had been a dressmaker ever since Kitty’s father died, and had t wrk hard t earn a living fr herself and Kitty. Unfrtunately, she had recently becme very sick and had t lie in bed all day lng. When Kitty was away at schl, the huse was incredibly cld and cheerless. She missed her little angel — that is what she called Kitty. Kitty tk great care f her mther. She cked her fd, mstly sup. They culd nt affrd fresh fruit. Kitty wuld even sing t her mther at night.
When Kitty reached the schl that day, her thughts were full f her sick mther and the lvely red apples. She was usually an excellent student, but that day she made s many mistakes that the teacher lked at her in surprise. The little girl culd nly sit at her desk, with her bk befre her, and dream f thse red apples.
When schl was dismissed, Kitty started slwly hmeward. She had walked nly a shrt distance when she saw a man in frnt f her drp his wallet. Running quickly frward, she picked it up. The wallet felt quite heavy in Kitty’s little hand.
“There must be a gd deal f mney in it,” thught Kitty. “Hw I wish I culd keep it, s that I wuld then be able t purchase a red apple fr Mamma, and s many ther things she needs.”
注意：1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Kitty knew this wuld nt be right, s she hurried after the man.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The stre wner saw the familiar girl rushing in, ne dllar in hand.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
Kitty knew this wuld nt be right, s she hurried after the man. Tuching him n the arm, she said, “Please, Sir. Yu drpped yur wallet.” “Thank yu, dear,” said the gentleman, taking the wallet. Then, nticing hw prly dressed she was, he said, “Why didn’t yu keep the wallet, my child?” “Because that wuld be stealing,” replied Kitty. “But,” she cntinued hnestly, “befre I thught I must give it back t yu, I did wish I culd keep it, fr then I culd buy Mamma a red apple.” Hearing this, the man handed her a dllar and said,” Yu are a gd girl. Take the dllar s that yu can buy yur mther a red apple.” Then, the man said gdbye t Kitty and left. With the dllar, Kitty happily ran t the stre.
The stre wner saw the familiar girl rushing in, ne dllar in hand. He quickly picked ut the biggest, rundest, and reddest apple and gave it t Kitty. Taking the apple, kitty was very happy and handed the dllar t the wner. But the wner didn’t take it, saying, “Yu keep it and the apple is free.” Kitty was s pleased and thanked the kind stre wner. Then, she went back hme. Her mther was surprised t see the apple and the dllar. Kitty tld her mther the whle stry. Her mther kissed her and said, “Yu see, dear, it always pays t be hnest and truthful.”
【寫作分析】本文以人物為線索展開，講述了Kitty想給生病的母親買一個(gè)蘋果，但是卻沒有錢買。一天她放學(xué)路上，她看到一個(gè)男人掉了一個(gè)錢包，她拾起錢包，里面有很多錢，雖然她很想給母親買蘋果，但是她還是決定把錢包還給主人。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“Kitty知道這樣不對(duì)，所以她趕緊去追那個(gè)男人。”可知，第一段可描寫Kitty追上男人把錢包還給男人，男人因?yàn)樗氖敖鸩幻两o了她一美元。
②由第二段首句內(nèi)容“店主看見那個(gè)熟悉的女孩，手里拿著一美元沖了進(jìn)來”可知，第二段可描寫店主免費(fèi)給了Kitty一個(gè)蘋果，Kitty非常高興，回家把蘋果和一美元給了母親。
2.續(xù)寫線索：追上男人——還給男人錢包——男人給Kitty一美元——Kitty買蘋果——店主免費(fèi)給蘋果——Kitty很高興，把蘋果和錢拿回家——媽媽表揚(yáng)她
3.詞匯激活
行為類
①注意到：ntice/pay attentin t
②回復(fù)：reply/respnd/answer
③回家：g back hme/return hme
情緒類
①感謝某人：thank sb./be grateful t sb.
②高興的：happy/pleased/delighted
【典型句式】
[句型1] Tuching him n the arm, she said, “Please, Sir. Yu drpped yur wallet.” (運(yùn)用了非謂語動(dòng)詞做狀語)
[句型2] Take the dllar s that yu can buy yur mther a red apple.(運(yùn)用了s that引導(dǎo)的目的狀語從句)
刻畫層面
源語篇典型例句
續(xù)寫中可能用的的句子
肖像描寫
動(dòng)作描寫
語言描寫
心理描寫
細(xì)節(jié)描寫
環(huán)境描寫

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專題1.02 源語篇的風(fēng)格及解讀-2024年新高考英語讀后續(xù)寫提分技能
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專題1.01 源語篇的語類及解讀-2024年新高考英語讀后續(xù)寫提分技能
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