背景回顧
1
英語閱讀的過程首先是分析語言的過程。只有當(dāng)學(xué)生對文本的語言能夠進行初步的分析，后續(xù)信息的提取、整合，思維能力的提升才有可能完成。因此，語言處理是讀后續(xù)寫必不可少的一個環(huán)節(jié)。
不同的文章，語言上各具特色，有的語言明白曉暢、簡潔清麗，有的語言通俗易懂、形象生動，有的語言凝練含蓄、形象生動、情理相諧、意境深廣，有的語言精練準(zhǔn)確、樸素自然、清新明快、親切感人。不同作者有不同語言風(fēng)格特點，有的豪放，有的婉約。分析文章的語言就是對文章的這些特點結(jié)合文本做出分析。分析文章的角度有：
從詞語角度分析。 第一看詞語是不是有豐富含義，第二看詞語的特點。如果詞語有深刻含義，像比喻義，雙關(guān)義等可以使語言具有含蓄蘊藉的特點。如果大量使用雙聲詞、疊韻詞、擬聲詞等，可以使語言具有朗朗上口的特點，富有音樂美。如果大量使用了動詞、形容詞可以使語言形象生動，如果使用了較多描寫色彩的詞，可以使語言形象，富于變化。
從修辭格的角度分析?？匆蠓治龅木渥?、語段甚至文章是否使用了修辭格。比喻的作用主要是：化平淡為生動，化深奧為淺顯，化抽象為具體，化冗長為簡潔。所以使用比喻可以使語言生動、形象、簡潔。當(dāng)然，使用比擬也有這樣的效果。排比的作用是加強語勢，強調(diào)內(nèi)容，加重感情，反問句的作用是加強語氣，所以它們可以使語言具有氣勢。對偶的作用是節(jié)奏鮮明，音韻和諧，讀來瑯瑯上口，便于傳誦記憶?？鋸埖淖饔檬怯欣谕怀鍪挛锏谋举|(zhì)和特征，鮮明地表現(xiàn)出作者對事物的感情態(tài)度，所以可以增加語言的生動性。借代的作用是以簡代繁，以實代虛，以奇代凡，以事代情，可以引人聯(lián)想。使表達收到形象突出、特點鮮明、具體生動的效果。
從語體風(fēng)格的角度分析。書面語體一般都使用長句、復(fù)句、結(jié)構(gòu)嚴謹?shù)耐耆洹２季謱哟畏置?、邏輯關(guān)系嚴謹。因此語言的明確性、簡要性、規(guī)格性是這種語體的基本要求?？谡Z語體是適應(yīng)“面談”的交際需要而形成的，所以也叫談話語體?？谡Z語體的主要特點是：平易自然，不事雕琢，有跳躍性，生動活潑，有強烈的生活氣息。
從文體特點角度分析。選好文本后先要確定是實用類文本還是文學(xué)類文本，然后分類了解各種類型文本的具體小類。（1）記敘類文本的語言特色： “生動形象，富有表現(xiàn)力”是記敘文的總特色。從記敘文的語言構(gòu)成有：敘述性語言，對話性語言，抒情性語言，描寫性語言和議論性語言。敘述性語言要客觀化，對話性語言要個性化，抒情性語言要情感化，描寫性語言要細節(jié)化，議論性語言要深刻化。所以在記敘文的總特色下還要考慮記敘文語言的客觀化、個性化、情感化、細節(jié)化、深刻化特點。（2）說明文類文本語言特色： 準(zhǔn)確、簡潔、富有表現(xiàn)力是說明文的語言特色。一篇具體的說明文，由于說明對象、讀者對象和作者語言風(fēng)格的不同，其語言特色可以平實見長，也可以生動活潑見長?；蚋爬?，或具體；或簡潔，或豐腴；或精練，或詳盡；或平易樸實，或幽默風(fēng)趣。認真分析文章所用到的各種說明方法，各種說明方法在文章中的科學(xué)運用，正是說明文語言特色的正確體現(xiàn)。（3）議論類文本的語言特色：準(zhǔn)確、鮮明、富有概括力是議論文的語言特色。議論文的論點一定要鮮明，作者的褒貶態(tài)度也一定要鮮明，議論文的語言概括力特別強，常常用比較抽象的詞語表現(xiàn)豐富的內(nèi)容。注意理解句子中定語、狀語等修飾限制成分，反復(fù)琢磨關(guān)鍵語句中的關(guān)鍵性詞語。
從句式使用的角度分析。在一定的語言壞境中，選用不同句式會使文章的語言呈現(xiàn)不同的特點。所以我們還要看文章在句式使用上有沒有特點。例如看是否長句和短句相結(jié)合。長句的修飾、限制成分多，結(jié)構(gòu)嚴謹。短句的句式短小，表意靈巧，能明確、簡捷、有力地表達思想感情，特別是表達激動、強烈的感情或渲染緊張的氣氛，很適宜用短句.長句和短句各有不同的修辭作用，在文章中長短句并用，可以使語言變化多姿，錯綜靈活。另外還可以看是否整句和散句的結(jié)合使用，是否使用了變式句等等。
方法策略
2
讀后續(xù)寫文本語言形式的分析方法
語言是思維的載體，續(xù)寫的內(nèi)容要以語言為基礎(chǔ)。我們可以從以下視角分析給定文中的語言形式。
（一）挖掘語篇主題
《普通高中英語課程標(biāo)準(zhǔn)》（2017 年版2020年修訂）指出所有的語言活動都應(yīng)該在一定的主題語境下進行，學(xué)生對主題語境的探究是學(xué)生學(xué)習(xí)語言的最重要內(nèi)容，直接影響學(xué)生語篇理解的程度、思維發(fā)展的水平和語言學(xué)習(xí)的成效。續(xù)寫具有較大的靈活性，相對于受內(nèi)容限制的命題寫作而言，更具開放性，因此續(xù)寫文章往往別具一格，但亦容易出現(xiàn)跑題偏題的情形。因此，學(xué)生首先要明白“寫什么”，才能知道“如何寫”，即用什么樣的語言表達主題。
2016年10月浙江高考英語的讀后續(xù)寫短文講述了一對夫妻Jane和Tm去森林露營，因為爭吵，Jane負氣獨自走進森林而后迷路的經(jīng)歷。通過仔細閱讀，學(xué)生能夠發(fā)現(xiàn)Jane在森林中尋路時內(nèi)心想到的都是丈夫Tm，并后悔與他發(fā)生爭執(zhí)，在困境中更加堅定自己對Tm 的情感。文中一些語句表現(xiàn)了 Jane 對 Tm 真摯的情感，如：“Tm!”she cried“Help!”Lying awake in the dark, wanted very much t be with Tm and her family. She wanted t hld Tm and tell him hw much she lved him. 學(xué)生可以通過這些語句發(fā)現(xiàn)文章的主題，即夫妻間的真情。如果學(xué)生只是單純描寫Jane的恐懼、傷心甚至絕望，而沒有觸及 Jane 對 Tm 的思念，結(jié)尾處也沒有重聚后的情感描寫，則文章的主題就沒有得到體現(xiàn)和升華。為了突出主題，學(xué)生可以在續(xù)寫中運用think abut, dream f, miss, hug, burst int tears等詞語，也可以在結(jié)尾處寫 Hlding Tm tightly, Jane said“I lve yu s much!”既運用了文中的非謂語動詞做狀語的結(jié)構(gòu)，又變換運用了給定文中的語言，形成續(xù)寫部分與給定文本語言風(fēng)格和表達方式的一致。
（二）理順語篇基調(diào)
像音樂作品一樣，基調(diào)就是文章的音調(diào)。一篇文章的開始往往奠定了全文的基調(diào)。筆者讀到一篇短文，講述了一位史密斯先生健忘，有時話說到一半居然忘了自己在說什么。他的妻子只能不斷地提醒他開會、上課，甚至吃飯等日常事宜。史密斯先生是一所知名大學(xué)的教授，他的健忘使他很尷尬。一個炎熱的夏天，史密斯教授打算帶孩子們乘坐三個小時的火車去海邊的一個小鎮(zhèn)度假。為了增加旅行的神秘性和趣味性，史密斯教授事先沒有告訴孩子們小鎮(zhèn)的名字，可是當(dāng)他與孩子們到達車站時自己卻忘記了小鎮(zhèn)的名字。幸運的是他的一個同事恰好出現(xiàn)在車站，他拜托同事照看孩子們，自己返回家中查詢小鎮(zhèn)的名字。妻子驚訝地發(fā)現(xiàn)自己的丈夫出現(xiàn)在家門口，問清緣由后她將地址寫在紙上以防史密斯教授忘記。十分鐘后，妻子驚訝地發(fā)現(xiàn)史密斯先生再次出現(xiàn)在家門口。整個故事讀起來很有趣，文中 bad memry, famus, frgetful, embarrassment等詞奠定了文章幽默的基調(diào)，學(xué)生需要巧妙運用趣味性的語言續(xù)寫史密斯教授的健忘事跡。
（三）揣摩感情色彩
讀后續(xù)寫題提供的文本多是記敘文，文章通常有豐富的人物描寫，尤其是心理描寫和動作描寫。這兩種描寫往往透露出人物的感情色彩。學(xué)生把握住人物的感情色彩就能根據(jù)感情這條線續(xù)寫文章。
2020年7月浙江高考英語的讀后續(xù)寫短文講述了一對夫妻與北極熊對抗，之后成功脫險的故事。文中一些語句反映出主人公的感情變化。如：
When I face t face with a plar bear, I like it t be thrugh a camera with a telephne lens.
一開始主人公非常興奮：
Terrified, Elli and I tried all the bear defense actins we knew. We yelled at the bear, hit pts hard, and fired blank shtgun shells int the air.
受到北極熊的進攻時，主人公感到驚恐。尤其是terrified一詞直接表明主人公面臨北極熊的威脅時的恐懼心理。Yelled, hit和 fired 三個動詞描述了主人公為嚇退北極熊所采取的應(yīng)急措施。三個動詞的連續(xù)使用和先后順序顯示出聲響越來越大，這凸顯夫婦倆的恐懼愈加強烈。三個動詞的使用讓抽象的terrified一詞更加生動真實。
With an angry rar（吼叫）, the bear ran t the lake t wash his eyes.
當(dāng)北極熊眼睛受到噴霧的刺激而跑開給主人公逃離爭取了時間，此時主人公因暫時脫險而松了一口氣。通過仔細閱讀，學(xué)生可以發(fā)現(xiàn)主人公的感情線為：興奮——驚恐——放松。在閱讀時，學(xué)生學(xué)習(xí)了如何運用形容詞來描述人物的感情色彩，也學(xué)習(xí)了如何運用動作描寫來渲染人物的內(nèi)心感受，從而在續(xù)寫部分模仿運用。
（四）品味詞性使用
第三點中提及形容詞和動詞可以用來描寫人物的感情色彩。在2020年7月浙江高考英語讀后續(xù)寫這篇短文里原作者運用不同詞性的詞刻畫北極熊的兇猛形象，如：
As Elli and I cked dinner, a yung male plar bear wh was playing in a nearby lake sniffed, and smelled ur garlic bread. The hungry bear fllwed his nse t ur camp, which was surrunded by a high wire fence. He pulled and bit the wire. He std n his back legs and pushed at the wden fence psts.
原作者運用了一系列的動詞來描寫北極熊的動作：sniffed, smelled, fllwed, pulled, bit, std 和pushed生動形象地描繪了北極熊如何尋找食物。從聞嗅到跟蹤再到推拉，北極熊饑餓難忍，迫切想要吃到咖喱面包，步步逼近主人公的住所，預(yù)示危險的來臨，與下文主人公的恐懼心理緊密聯(lián)系。教師可以引導(dǎo)學(xué)生發(fā)現(xiàn)一連串動詞的使用，那么學(xué)生在續(xù)寫部分就會想方設(shè)法運用動詞來描述主人公與北極熊斗智斗勇的場面，達到與原作者語言風(fēng)格的一致。除了動詞，形容詞和副詞也常被使用。
2017年6月浙江高考英語讀后續(xù)寫講述了Mac與好友騎自行車去阿拉斯加，途中同伴修理自行車，Mac 獨自一人前行，遇到狼的襲擊的故事。原作者對狼的進攻的刻畫十分生動，如：
Then Mac heard quick and lud breathing behind him.“Man, that’s a big dg!”he thught. But when he lked t the side, he saw instantly that it wasn’t a dg at all, but a wlf, quickly catching up with him.
文中形容詞quick和lud描寫了狼急促的喘息聲，透露出危險的臨近，營造了緊張的氣氛。副詞instantly和quickly進一步描寫了狼緊跟在后的動作，危險逐步逼近。
（五）觀察句式特點
不同文體的句式特點不同，不同作者的句式特點也不相同。學(xué)生在分析文本語言時需要觀察句式特點，例如2016年浙江高考英語讀后續(xù)寫：
With n path t fllw, Jane just walked n frquite a lng time. After she had climbed t a high place, she turned arund, hping t see the lake. T her surprise, she saw nthing but frest and, far beynd, a snwcapped muntain tp. She suddenly realized that she was lst.
原作者使用了非謂語動詞，并且長短句交錯，富有節(jié)奏感，學(xué)生在續(xù)寫時也要使用相近的句式。
（六）體會修辭之美
“新課程標(biāo)準(zhǔn)”將比喻、擬人、強調(diào)、反諷、夸張、對仗等修辭手段在語篇中的表意功能及常見用法列為選修提高類的語篇知識內(nèi)容。這便強調(diào)了修辭手段及其在解讀語篇中的重要性。
2018 年浙江高考英語讀后續(xù)寫講述了一位父親帶兒子去西部體驗鄉(xiāng)村生活，父子倆騎馬馳騁在田野中后迷路的故事。給定文本中有幾處運用了修辭手法描繪大自然的美麗，如：It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene. It lked like a beautiful wven blanket spread ut upn the grund just fr us.
create一詞采用了擬人的修辭手法，賦予巖石、松樹和夕陽人類特征，彰顯大自然的生命力。作者將魔幻的景色比喻成地毯，讓讀者有身臨其境之感，在腦海中想象當(dāng)時的美麗景象。這里，教師可以提問學(xué)生“為什么不比喻成圖畫，而是比喻成地毯？”很多文學(xué)作品都用詩畫描繪自然美景，所謂“如詩如畫”。這里可以用picture代替blanket，但blanket一詞才更能讓讀者感覺到作者漫步在大自然中。雖然句中沒有出現(xiàn)walked一詞，但blanket一詞卻能讓讀者充分想象讀者徜徉在森林中的愜意。
實踐強化
3
基礎(chǔ)演練
A
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。
I culdn’t bear it any lnger! My best friend had gne fr lunch with the mst ppular girl in class, leaving me t eat my tuna sandwich alne in the library. Wrse still, during dance class, my partner, a by, refused t hld my hand and bad muthed me behind my back, further feeding my anger. It was, withut a dubt, my wrst day in schl. I was hurt and mad, and lking fr a target t release my anger.
When I gt hme frm schl , Mther had baked peanut butter ckies and piled them up n a plate. She even artfully decrated each ne with ryal icing and tpped it with sugar. “Culdn’t yu have made chclate. chip?” I said mdily. “I culd have,” she replied frm the laundry rm, “but I made peanut butter nes. Eat them while they’re still ht, sweetie.” Althugh I thught Mther was rather unthughtful, I caved in and tk a few bites unwillingly in the end. Later, when she pulled a grilled chicken frm the ven and sang a merry tune, I smehw gt annyed again — Never mind that Mther had busied herself the whle afternn with the cking just t put this ht meal n the table. I wanted hamburgers.
“Nbdy even likes that kind f fd, Mum! Why didn’t yu make hamburgers?” I cmplained. Mther tk a deep breath, ran her fingers thrugh her messy hair and lked int my eyes with a puzzled lk. “Sweetheart, yu’ve never cmplained abut having it befre. What’s up?” she said matter-f-factly.
It was frm there that all went dwnhill. I screamed and cmplained nnstp until Mther hit her limit. Unable t cntain her anger,” N dinner fr yu! G t bed nw !”she explded. It was the first time that Mther had gt mad at me. Nbdy seemed t care abut me, including my belved mther! Ultimately, we had a shuting match in the hallway. I strmed t my bedrm, anger munting up within me.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請按如下格式在答題卡的相應(yīng)位置作答。
I screamed and wept bitterly in bed.
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Then a thick, juicy smell f hamburgers greeted my nse.
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讀后續(xù)寫語言分析框架導(dǎo)引
【參考范文】
I screamed and wept bitterly in bed. All that crying finally released my uncntrllable anger. As I calmed dwn and my breathing became regular, the day’s events began t unfld in my mind. A sharp pang f fault hit me. Why had I treated Mther as a target t release my anger? If I had shared abut my wes, Mther wuld have listened. The mre I thught abut my actins, the heavier my heart felt. Then, I heard strange sunds cming frm the kitchen. Puzzled, I pened my bedrm dr, tipteing twards the kitchen.
Para. 2:
Then a thick, juicy smell f hamburgers greeted my nse. Sensing my ftsteps, Mther lked up, asking tentatively, “Want sme?” I tk a bite guiltily, shedding regretful tears. “Mm, I’m awfully srry fr being awful t yu tday. I had a bad day at schl. I dn’t deserve this.” I aplgized. “I shuld have guessed yu’re in a tugh spt, srry, hney. I remember thse grwing up years.” Mther smiled and gave me a bear hug. There was nthing like mther’s uncnditinal lve — that night, I shuld have been punished; instead, Mther dished up a hearty prtin f grace.
【寫作指導(dǎo)】本文以人物為線索展開，講述了作者在學(xué)校過得很糟糕，于是回家把母親當(dāng)作發(fā)泄對象，不停地指責(zé)母親所做的食物不和胃口。最后他們大吵一架，作者回房間在床上哭，反思自己的行為后，心情沉重。結(jié)果看見母親在廚房做自己想吃的漢堡包，非常內(nèi)疚，母親最后原諒了作者。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“我躺在床上嚎啕大哭。”可知，第一段可描寫作者在房間反思自己的行為，非常后悔。
②由第二段首句內(nèi)容“接著，一股濃濃的、多汁的漢堡包的香味撲面而來。”可知，第二段可描寫作者下樓發(fā)現(xiàn)母親在做自己想吃的漢堡包，兩人最后和好。
2.續(xù)寫線索：大哭——心情沉重——走向廚房——母親做好漢堡——作者流淚——兩人和好
3.詞匯激活
行為類：（1）尖叫：scream/ yell；（2）失望：release/ set free；（3）道歉：aplgize/ make an aplgy fr
情緒類：（1）艱難：tugh / hard；（2）困惑：puzzled /cnfused
【典型句式】
[句式1] As I calmed dwn and my breathing became regular, the day’s events began t unfld in my mind. (運用了as引導(dǎo)時間狀語從句)
[句式2] If I had shared abut my wes, Mther wuld have listened. (運用了虛擬語氣)
綜合演練
B
1．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。
Sadie, a 100-pund German Shepherd, was very anxius and especially uneasy arund humans. Due t her anxiety issues, she had been turned dwn by three shelters. She eventually was taken in by the Ramap-Bergen Animal Refuge in New Jersey, which is a shelter where dgs g when ther shelters culd nt rehuse them. The dgs wh end up in this shelter can smetimes spend the rest f their days withut a family t lve. Thankfully, there was ne persn ut there wh was willing t give Sadie a hme.
The first time Sadie saw Brian Myers, she just immediately jumped n him kissed his face and kncked his glasses and mask ff. Myers just thught he lved this dg. He wanted t give this dg a chance, and believed they culd wrk thrugh her issues. S he adpted her withut a secnd thught.
He thught he was rescuing her. Little did he knw he was saving his savir(救星).
When Myers tk Sadie hme, she put her paws n his shulders t lick his face, thanking him fr giving her a chance. She wuld g with Myers wherever he went, tracking all his mvements. The tw develped a lving and respectful bnd. Sadie slept n Myers’ bed at night—plitely. They succeeded in wrking thrugh all her anxiety issues.
One night Myers wke up t use the bathrm and when he gt up, he felt his legs give ut frm underneath him and he fell t the flr. He had n feeling n his left side and culdn’t stand up in the crawl space between his bed and the wall. Myers knew he was in truble.
It was really frightening—he culdn’t get up and didn’t realize at that mment that he’d had a strke. His cellphne was n the dresser abut 15 feet away, but there was n way he culd get it. He laid there n the flr wndering, “Hw lng will I be stuck here befre smene finds me?”
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請按如下格式在答題卡的相應(yīng)位置作答。
Meanwhile, Sadie sensed that smething bad was happening.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thanks t Sadie, Myers was rushed t hspital.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】Meanwhile, Sadie sensed that smething bad was happening. She ran quickly t Myers and shuted at him. As Myers did nt respnd, she was wrried and spun in circles. “Sadie, g and get the cellphne!” Myers said t Sadie, staring at his cellphne n the drawer. Thanks t the usual tacit understanding, Sadie understd Myers’ wrds and fetched it. Surprisingly, Sadie, under Myers’ guidance, dialed the emergency number — Myers’ mther’s number. After knwing the situatin, Myers’ mther called the emergency center. It wasn’t lng befre the ambulance arrived.
Thanks t Sadie, Myers was rushed t the hspital. Due t timely treatment, Myers was ut f danger, but suffered frm a few after-effects — unsteady walking. Fr a lng time afterwards, Sadie accmpanied Myers in rehabilitatin training. Nw Myers can take care f himself in everyday life. He always says that he thught he had given Sadie a chance, but what he didn’t expect was that Sadie had given him a bigger ne — a sencnd life.
【寫作指導(dǎo)】文章以人與狗的情感展開，講述Myers收養(yǎng)了一見人就非常緊張的牧羊犬Sadie，他們相處融洽，感情深厚，無論Myers去哪兒Sadie都要跟著。一天夜里，Myers起來去洗手間，卻摔倒了，他無法動彈，夠不著幾米外的手機，心想著不知道要在地上躺多久才會被發(fā)現(xiàn)。
1.段落續(xù)寫
①由第一段首句“與此同時，Sadie感到有不好的事情發(fā)生”可知，下文可描寫Sadie來到Myers的身邊，并在他的指導(dǎo)下取來的手機，撥通了電話，最終聯(lián)系上的急救中心。
②由第二段首句“多虧了Sadie，Myers被及時送往醫(yī)院”可知，下文可描寫Myers脫離生命危險，在Sadie的陪伴下慢慢康復(fù)，以及他的感悟。
2.續(xù)寫線索：Sadie感覺不妙——看到Myers著急——在Myers的指導(dǎo)下取來電話——聯(lián)系到Myers的媽媽——救護車趕來——Myers被及時送往醫(yī)院——脫離生命危險——在Sadie陪伴下康復(fù)——感悟
3.詞類激活
行為類
①沖：run quickly/ rush/dash
②明白：understand/be aware f
③陪伴：accmpany/keep sb. cmpany
④照顧：take care f/lk after
情緒類
①擔(dān)心：be wrried/be anxius
②令人驚訝地：surprisingly/astnishingly
【典型句式】[句式1]“Sadie, g and get the cellphne!” Myers said t Sadie, staring at his cellphne n the drawer.（運用了現(xiàn)在分詞作狀語）
[句式2]It wasn’t lng befre the ambulance arrived.（運用了befre引導(dǎo)時間狀語從句）
[句式3]He always says that he thught he had given Sadie a chance, but what he didn’t expect was that Sadie had given him a bigger ne — rebirth.（運用了that引導(dǎo)的賓語從句和表語從句，以及what引導(dǎo)的主語從句）
2．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。
It seemed like it had nly been a few years ag that Indig had first rushed thrugh ur dr. Her underbelly shwed the signs f the litter she’d recently delivered. She had a nse fr truble. On ne ccasin, I had cme hme t find that she’d eaten a five-pund bag f flur. She was cvered in white pwder, and flur paw prints were everywhere, including, incredibly, n the cuntertps(臺板). I asked the dg what the hell had happened, and Indig just lked at me with a glance that said, I cannt imagine what yu are referring t.
Time raced by. Our children grew up and went ff t university. The mirrr, which had reflected a yung mum when Indig first arrived, nw shwed a wman in late middle age. I had surgery fr cataracts(白內(nèi)障). I began t lse my hearing. We all turned grey: me, my spuse(配偶), the dg.
In August 2017, I tk Indig fr ne last walk. She was slw and unsteady n her paws. She lked up at me sadly. Yu did say yu’d take care f me when the time came, she said. Yu prmised, Jenny. She died that mnth, a tennis ball by her side. I’d wned a successin f dgs since 1964, each ne f them a witness t a particular stage f my life. But with the lss f Indig, all that was ver. The days f my dgs, I nw understd, were dne at last.
But ne mrning, as I was passing the Bed ’n’ Biscuit in my car, smehw I pulled ver. I culd at least lay eyes upn ne cute dg, a tiny sweet thing. What harm culd it d? She had a sft face.
Nt lng after, I gt a call frm the Bed ’n’ Biscuit, ur dg daycare(日托所). One f their custmers was leaving, and her dg which was the ne I saw that mrning, Chle, needed a hme. Given ur recent lss, they asked, might ur family be interested in adpting her?
注意：
1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好；
Paragraph 1：
I tld them that we were srry but we wuldn’t be adpting any mre dgs.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2：
When Chle entered ur huse, she was cautius, uncertain.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
I tld them that we were srry but we wuldn’t be adpting any mre dgs. With Indig, ur baby dg passing away, ur huse seemed quiet as a tmb, messy and lifeless. The lss f Indig seemed t deprive me f my lve fr any cute and lvely dg. What if I suffer the lss again? Out f nwhere, the dg kept flashing thrugh my mind and I was enchanted by that tiny sweet thing. Once again, I set ff t the Bed ’n’ Biscuit and adpted that tiny sweet thing named Chle, fearful but delighted.
When Chle entered ur huse, she was cautius, uncertain. Every time we hugged her, she stepped back a little, her eyes filled with anxiety as well as curisity. With days ging by, ur passin drve her frward and she was willing t embrace us enthusiastically. Every time we returned hme frm wrk, happy kisses frm Chle wuld rain upn ur faces and the huse wuld immediately be turned int a sea f happiness. Frtunately, with Chle’s cmpany, ur life was refreshed as if ur Indig were still here with us.
【寫作指導(dǎo)】本文以人物為線索展開，講述了作者的狗Indig一直陪伴著作者一家，和作者一起變老，但這只狗最終老死了，作者決定不再養(yǎng)狗。隨后作者看到一只可愛的小狗，后來作者得知，這只狗叫Chle，它的主人要離開了，現(xiàn)在它需要一個家。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“我和他們說很抱歉，告訴他們我們不會再領(lǐng)養(yǎng)狗了。”可知，第一段可描寫作者失去了心愛的狗Indig，她害怕失去，所以不想養(yǎng)狗，但是回想起可愛的Chle，作者最終決定要去收養(yǎng)這只狗。
②由第二段首句內(nèi)容“當(dāng)Chle進入我們家時，她很謹慎，一切對于她來說都是未知的。”可知，第二段可描寫Chle來到作者家很謹慎，但是隨著作者一家對Chle的關(guān)愛，它開始和作者一家很親，作者的生活又開始充滿生機。
2.續(xù)寫線索：告訴日托所不領(lǐng)養(yǎng)狗——解釋不再養(yǎng)狗的原因——害怕失去——不斷想起可愛的Chle——決定收養(yǎng)——Chle很謹慎——關(guān)懷Chle——Chle和作者一家很親——生活又開始充滿生機
3.詞匯激活
行為類：①出發(fā)：set ff /start ff/start ut；②后退：step back /retreat/draw back；③回家：return hme /g back hme
情緒類：①害怕的：fearful /afraid；②高興的：delighted /happy/pleased
【典型句式】
[句式1] With Indig, ur baby dg passing away, ur huse seemed quiet as a tmb, messy and lifeless.(運用了with復(fù)合結(jié)構(gòu))
[句式2] Every time we hugged her, she stepped back a little, her eyes filled with anxiety as well as curisity.(運用了獨立主格結(jié)構(gòu))
[句式3] Frtunately, with Chle’s cmpany, ur life was refreshed as if ur Indig were still here with us.(運用了as if引導(dǎo)的虛擬語氣)
項目
源語篇代表性句子或詞語等
語篇宏觀層
語篇主題
/
故事基調(diào)
It was, withut a dubt, my wrst day in schl. I was hurt and mad, and lking fr a target t release my anger.(para.1)
語篇結(jié)構(gòu)
/
語篇微觀層
高級句式
My best friend had gne fr lunch with the mst ppular girl in class, leaving me t eat my tuna sandwich alne in the library. (para.1)
經(jīng)典用詞
Wrse still/withut a dubt (para.1)
典型修辭
I strmed t my bedrm, anger munting up within me.(para.4)
情感傳遞
I culdn’t bear it any lnger! (para.1)
“Nbdy even likes that kind f fd, Mum! Why didn’t yu make hamburgers?” I cmplained.(para.3)

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