知識回顧
1
高考英語作文的評分標(biāo)準(zhǔn)強(qiáng)調(diào)文章語言的“連貫性”和“復(fù)雜性”。高考英語作文最高一檔的給分范圍和要求：“覆蓋所有的內(nèi)容要點；應(yīng)用了較多的語法結(jié)構(gòu)和詞匯；語法結(jié)構(gòu)或詞匯方面有些許錯誤，但為盡力使用復(fù)雜結(jié)構(gòu)或較高級詞匯所致；具備較強(qiáng)的語言運(yùn)用能力；能有效地使用語句問的連接成分，使全文結(jié)構(gòu)緊湊”。顯然，考生要得高分，除了文章要點全、語法正、表達(dá)準(zhǔn)、結(jié)構(gòu)整、邏輯順、卷面潔外，考生還得掌握句型與詞語的運(yùn)用及行文(過渡承啟)技巧，以增強(qiáng)語言的表達(dá)力和文章的邏輯性，提高文章檔次。
語篇結(jié)構(gòu)的“連貫性”在語言表達(dá)中起著非常重要的作用?！斑B貫性”主要是就句子之間的銜接和文章段落的過渡而言的。它要求段落中句與句之間、全文段落與段落之間的組織與安排以一種明晰的、合乎邏輯的順序進(jìn)行，做到條理清楚、層次分明。這樣的篇章結(jié)構(gòu)才能讓評卷老師迅速而準(zhǔn)確地捕捉文章信息。反之，敘述順序混亂、前言不搭后語的文章會因“缺乏可讀性”而被判為較低的得分檔次。因此，英語讀后續(xù)寫中，考生就必然要關(guān)注促進(jìn)語篇連貫的銜接方式的使用。
▲讀后續(xù)寫常用語篇銜接手段分析
1.照應(yīng)
照應(yīng)指用代詞等語法手段來表示語義關(guān)系，即在語篇中某個名詞或概念第二次或重復(fù)出現(xiàn)時應(yīng)使用恰當(dāng)?shù)拇~或其他成分替代它。根據(jù)韓禮德和哈桑的觀點，英語中的照應(yīng)主要分為3 類：人稱照應(yīng)、指示照應(yīng)、比較照應(yīng)。
（1）人稱照應(yīng)：人稱照應(yīng)是通過人稱代詞（如I、yu、he、she、they、him、her、them 等）、所屬限定詞（如yur、his、her、their等)和所屬代詞(如mine、his、hers、theirs 等）來實現(xiàn)的。
（2）指示照應(yīng)：用于指示照應(yīng)的詞也可以分為3 類：名詞性指示詞：this、that、these、thse；定冠詞the；副詞性指示詞：her，their、nw、then。
（3）比較照應(yīng)： 比較照應(yīng)指使用一些有比較意義的形容詞或副詞的比較級表達(dá)連貫的語義（如same、as、s、equal、such、similarly、differently、ther、therwise、likewise等表示的照應(yīng)關(guān)系）。
2.替代和省略
（1）替代：替代是用其他詞代替上文的提及的內(nèi)容，這樣可以避免重復(fù)，達(dá)到語言凝練，語句連貫的目的。替代有名詞性替代（如ne、nes、sme 等）、動詞性替代（如d、des、did、ding、dne 等）和從句性替代（如s、nt 等）。
（2）省略：省略的作用同替代相似，省略可以使上下語義聯(lián)系緊密，強(qiáng)調(diào)作者要表達(dá)的中心意思。省略大致分為3類：名詞性省略、動詞性省略、分句性省略。
3.連接詞
連接詞指表示能把兩個或多個短句銜接起來的表達(dá)一定邏輯關(guān)系的詞。韓禮德（1976）把它們表示的關(guān)系分為4 大類：增補(bǔ)（如and、als、t、furthermre等）、轉(zhuǎn)折或?qū)Ρ龋ㄈ鏱ut、yet、still、nevertheless、thugh、while、hwever等）、原因或結(jié)果（如because、fr、as、since等）和時間（如first、secnd、third等）。
4.詞匯銜接
詞匯銜接指通過詞的重復(fù)、同義、反義、上下義、互補(bǔ)、整體與部分等關(guān)系來使語篇語義連貫。
方法策略
2
表1：高考英語讀后續(xù)寫中的銜接手段舉例
▲實現(xiàn)讀后續(xù)寫語篇銜接與連貫策略
一、整體審視語篇，確定話題主題
文章語篇的連貫是以內(nèi)容的合理布局為前提的。因此，要想寫出一篇高分作文，審題是關(guān)鍵的一步，
一般堅持以下幾個步驟：
（1）審讀情景材料：即對試題所提供的“情景” (包括目的、對象、時間、地點、內(nèi)容等)及其“形式” (一般為圖畫、圖表、提綱等)予以全面的了解，同時不可忽視最后提供的“注意”。
（2）提取主題思想：在審題的同時，要注意從所給材料中提煉出一個主題，即作文的中心。它是全文成敗的關(guān)鍵所在，因
為“評分說明”明確指出： “對緊扣主題的適當(dāng)發(fā)揮不予扣分”。一般來講，文章的中心不超出高中生學(xué)習(xí)和日常生活中的所見所聞。
（3）進(jìn)行信息取舍：確定主題之后，就要依據(jù)所需文體(多為應(yīng)用文、記敘文或說明文)，圍繞中心對所獲取的信息進(jìn)行篩選，以突出重點。
（4）列舉表述要點：這是評分標(biāo)準(zhǔn)規(guī)定的最主要標(biāo)準(zhǔn)，即是否“覆蓋了所有內(nèi)容要點”。動筆寫作之前，最好在草稿紙上列出要點，以免因時間緊等原因而遺漏。
（5）確定主題句：段落通常由一個表示段落中心思想的主題句和一些用來說明、描寫、論證該主題的發(fā)展句構(gòu)成。段落的主題句非常重要，對段落的各句起到提綱挈領(lǐng)的作用。一般情況下，主題旬的位置都在段落的開頭，清楚明了地告訴讀者該段落將要陳述的內(nèi)容。為了便于展開下文，主題句一般要具備以下兩個特點：
①內(nèi)容要明確具體，具有特定性和單一性，切忌籠統(tǒng)。比較：
a. Learning English is imprtant.
Learning English is imprtant fr middle schl students.
b. Tm is a gd student．
Tm is a hard-wrking student.
上述例句中的第二句要比第一句具體、明確得多。
②語言要簡潔，開門見山。如下面是題為“Hnesty(談?wù)\實)”一文中的開頭：
Hnesty is ne f the best virtues. An hnest man is always trusted and respected. On the cntrary, ne wh tells lies is regarded as a “l(fā)iar”, and is lked dwn upn by hnest peple.
二、拓展主題語句，注意語篇連貫
主題句僅僅是提出基本觀點，而要使評卷老師理解你的觀點，就必須展開主題，就要考慮如何組織安排語句，也就是說，文章詞與詞、句與句之間必須銜接密切，具有連貫性。因此，文章語句和段落就要進(jìn)行適當(dāng)排序，并要根據(jù)所表達(dá)的具體內(nèi)容選擇適當(dāng)?shù)倪B接方式，常用的方法有以下幾種：
巧用過渡詞語，理順句子邏輯關(guān)系。為了使文章在整體上結(jié)構(gòu)嚴(yán)密，渾然一體，增強(qiáng)文章的說服力和感染力，保證段落或文章的連貫，考生應(yīng)該在句子與句子之間，甚至段落與段落之間，恰當(dāng)?shù)厥褂靡恍┻^渡性詞語，使文意表達(dá)清晰、流暢。過渡連接詞按語義劃分為以下最常見的幾種類型：(見下表)
表2：過渡銜接詞舉例
例如：
The rm was disgusting. By the far windw was a trash can piled high with crumpled papers. In the middle f the rm was a rund size bed with rtting fruits. The path between the bed and the drway, where 1 was standing, was full f dirty clthes and ld newspapers. (通過選擇參照物，然后巧妙運(yùn)用表示空間順序的連接詞，給讀者一個清楚的空間觀念。用準(zhǔn)確的方位詞說明空間的具體位置，就仿佛給了閱卷老師一幅空間布置圖或?qū)в螆D。)
（2）使用平行結(jié)構(gòu)，增強(qiáng)語感節(jié)奏和順暢度。平行結(jié)構(gòu)的使用是一種修辭手法，其中既有詞匯的重復(fù)，又有純粹的語法結(jié)構(gòu)的重復(fù)。重復(fù)使用相同的結(jié)構(gòu)，不僅能使句子或段落節(jié)奏勻稱，還可以起到強(qiáng)調(diào)或承上啟下的作用，從而引起評卷老師的注意。
詞的重復(fù)是常用的連接手法，它可強(qiáng)調(diào)你所要表達(dá)的意思，也必然讓人把眼前的句子與前面的句子聯(lián)
系起來，如同用一根線將整個段落貫穿成一個整體，從而增強(qiáng)句子的語感節(jié)奏，使句與句之間的銜接更加
緊密、順暢。例如：
a.I lve life; I lve nature; and I lve peace.
b. I am a by f 17 and I am studying at high schl nw. I am gd at English and I can talk with freign turists in English freely.
上述例子使用的是詞匯的重復(fù)，下面的段落則通過使用相同的語法結(jié)構(gòu)保證了文章的連貫與流暢。
a.If I have the hnr t be chsen as a vlunteer, besides the abve, I will wrk hard and creatively, but never be lazy. I will fllw the law and discipline, but never break them. I will take the pprtunity t make fiends with the athletes and visitrs, and help them make the 2008 Olympic Games a great success.
b. My mther has passed alng t me certain rules fr getting alng with thers. Dn’t argue with parents; they will think yu dn’t lve them. Dn’t argue with children; they will think themselves victimized. Dn’t argue with spuses; they will think yu are a tiresme mate. Dn’t argue with strangers; they will think yu are nt friendly. My mther’s rules, in fact, can be summed up in tw wrds. Dn’t argue.
(3)靈活運(yùn)用代詞，避免成分冗余。除了過渡性詞語外，省略、替代和所指等技巧同樣可以連句成段，避免羅嗦和重復(fù)，以保持段落的連貫性。名詞或代詞是很重要的關(guān)系指引詞，它們不僅能指明句子內(nèi)部某些詞之問的關(guān)系，而且能溝通和建立句子和句子之間意義上的聯(lián)系，從而使段落中前后句子的意義邏輯地、有條理地聯(lián)系起來，起到承上啟下的作用。例如：
a.Hwever, the number f students wh enjy reading ppular science articles dubles that f thse wh pre-reading articles abut learning methds. (句中使用代詞that代替the number, thse代替students, 既避免了重復(fù)和單調(diào)，又顯得簡潔明了，過渡自然。)
b.While surfing the Internet, I happened t see yur ntice frm which I knew yu were eager t have a Chinese friend. (句中關(guān)系代詞which引導(dǎo)的非限制性定語使得主從句意義連貫。)試比較：While surfing the Internet, I happened t see yur ntice. Frm the ntice I knew yu were eager t have a Chinese friend.
(4)巧用同義反義詞，文章連貫中見文采。同義詞與反義詞用得好，可以避免出現(xiàn)單詞重復(fù)，避免文章內(nèi)容單調(diào)。文章在連貫的同時還能適當(dāng)增加文采，給人耳目一新的感覺。例如：
I like music, especially classical music. I am als interested in phtgraphy because it allws me t recrd the beautiful mments in my life. In fact, I like meeting peple and enjy talking with them. Believing we all need help frm each ther, I appreciate friend’s help and I am willing t help anyne in need.
（5）巧用分詞短語或獨立結(jié)構(gòu)。簡化句子結(jié)構(gòu)可以增強(qiáng)表達(dá)效果。巧妙利用分詞短語或獨立主格結(jié)構(gòu)能使句子化繁為簡，把復(fù)合句變?yōu)楹唵尉?；恰?dāng)使用獨立成分可以使句子的表達(dá)形式豐富多樣，從而起到增強(qiáng)語言表達(dá)效果的作用。它們各有特點：分詞要堅持邏輯主語一致原則，而獨立主格結(jié)構(gòu)要堅持主語不一致原則；獨立成分為約定成俗的固定形式，不受邏輯主語限制。如：Judging frm…, Frankly speaking (T be frank)等。試看下列句子：
(1)Cmpared with ther teachers, Mr. Mre pays mre attentin t his way f teaching. (分詞短語)
(2)Weather permitting, we are ging t visit yu tmrrw. =If weather permits we are ging t visit yu tmrrw. (獨立主格結(jié)構(gòu))
試比較以下兩個例句：
(原句)The driver escaped; he left the ld man lying n the rad.
(修正句)The driver escaped, leaving the ld man lying n the rad. (分詞短語)
（6）使用同位語。避免重復(fù)，明晰句意。同位語的應(yīng)用不僅能避免重復(fù)，還可以使文章表述自然、流暢，起到很好的連接作用。例如：
Als we can bth write and talk t each 0theT n the Skype, a prgram that can carry sunds as well as wrds.
I am Wangshan, a girl f sixteen, presently attending Beijing Yangguang Middle schl.
（7）使用過渡句，自然銜接句子和段落。過渡句在句子與句子、段落與段落之間起到承上啟下的作用，使句子或段落之間的銜接自然、連貫，邏輯合理，結(jié)構(gòu)嚴(yán)謹(jǐn)，故極為重要。例如：
The summer hliday is cming. Our class have had a discussin abut what t d during the
hliday…Sme are in favr f staying at hme…
Hwever, thers prefer t g ut fr traveling since it can increase their knwledge and braden their hrizns. But they will lse the chance f getting t knw the utside wrld.
三、文末闡釋結(jié)論，確保首尾呼應(yīng)
文章結(jié)尾的作用是概括全文內(nèi)容，進(jìn)一步強(qiáng)調(diào)或肯定文章的中心思想，使文章意義表達(dá)得更加深刻，
也使文章首尾呼應(yīng)，結(jié)構(gòu)完整，連貫自然。用于結(jié)論段的常用語有：frm this pint f view(從這個觀點來看) /in a wrd(總而言之)/in cnclusin(綜上所述) /Thus, it can be cncluded that…(因此，我們可以得知...)
等。例如：
In a wrd, t read the riginal wrk is better than t see the film based n it.
Obviusly, we can draw the cnclusin that gd manners arise frm pliteness and respect fr thers.
綜上所述，語言的連貫性主要體現(xiàn)在句與句、段與段之間。句與句之間要前后呼應(yīng)，形成句句相連，環(huán)環(huán)相扣，讀起來一氣呵成；同樣，段與段之間也要過渡自然，不可各自獨立使文章失去整體性。語言連
貫性是評價一篇文章優(yōu)劣的標(biāo)準(zhǔn)之一。缺乏連貫性，敘述順序混亂，前言不搭后語的文章會因“缺乏可讀
性“而被判為較低的得分檔次。只有有效地使用語句間的連接成分，使全文結(jié)構(gòu)緊湊，語篇連貫性強(qiáng)的文
章才能得到高分檔次。
實踐強(qiáng)化
3
基礎(chǔ)演練
A
（2022·福建福州·三模）閱讀下面材料，報據(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 was angry abut my father in the first year f cllege, because he didn’t care abut my feelings all.
One day I had a serius quarrel with him. I was fed up with his directin and crrectin. Hw culd he interfere with my life and my study plans? Hw culd he understand the imprtance f my university activities? The nly thing that he cared abut was my academic perfrmance! He didn’t understand my wrld and I didn’t understand his, either.
I strmed ut and sighed all the way t schl. Suddenly I realized that I didn’t have the assignment that was due: a thught card. This class was taught by Dr. Sidney B．Simn. The thught card was the admissin ticket t his class. He wuld return them t us with his cmment.
My first thught card read, “All that glitters(發(fā)光) is nt gld.” He cmmented, “What des this qute mean t yu? Is it significant?” Obviusly, he was taking it seriusly. I surely didn’t want t reveal myself t him.
The week prgressed. Dr. Simn’s class was quite brilliant. He challenged us t think and cme up with ur wn respnses. But I had n handling strategies t deal with it.
The secnd Tuesday came. I wrte n my card, “The mst imprtant thing in cmmunicatin is t hear what isn’t being said.” The next day the card came back: “Yu seem t need a listener. Is this imprtant t yur life?” I culdn’t remember a teacher caring persnally abut me since primary schl.
With all these memries filling my mind, I raced t class. Just utside th dr, I tk a card and wrte, “I have the mst terrible Dad f the wrld!” Then I dashed in. Lking up at me, he reached ut fr the card, and I tk my seat. The mment I sat dwn, I felt terrible. I didn’t mean t let that ut. That night I had difficiulty sleeping. What if he cntacted my dad?
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。
On Wednesday mrning I came t class with mixed feelings.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I held the card tightly, thinking abut his wrds.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
源語篇銜接機(jī)制分析導(dǎo)引
【答案】
On Wednesday mrning I came t class with mixed feelings. At first, Dr. Sidney B. Simn. did nt return the card t me. I sat in my usual seat, pening the bk with wrry and fear. I thught that Dr. Sidney B. Simn must have tld my father abut this. What was waiting fr me was anther mre severe argument. After class, as I was walking t the dr f the classrm, it was Dr. Sidney B. Simn wh was calling my name. Then he tld me that he wuld be my listener and exchanged the card with the wrds “Gd medicine is hard, but gd advice is hard t hear”.
I held the card tightly, thinking abut his wrds. I was wndering whether I shuld tell my father what had happened these days. I fund my father waiting fr me at the schl gate with the gift I had always wanted. That day, I walked hme with my father. The setting sun shne n us, casting ur shadws n the rad. Cars f varius clrs passed by us, but they did nt affect ur cnversatin. We talked a lt that day, and it seemed that the jurney frm hme t schl had als been shrtened.
【寫作解析】本文是一篇記敘文，以人物為線索展開，講述了作者與父親之間發(fā)生矛盾后，在課堂上寫的卡片中，老師了解到了作者當(dāng)下所遇到的問題。充當(dāng)學(xué)生的傾聽者，諄諄教誨學(xué)生。最后學(xué)生受啟發(fā)，且與父親和解的故事。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“星期三早上，我懷著復(fù)雜的心情來上課?！笨芍?，第一段可描寫作者在課堂上的心理活動以及和老師之間互動。
②由第二段首句內(nèi)容“我緊緊握著卡片，想著他的話?！笨芍?，第二段可描寫作者受到老師的啟發(fā)后，與父親之間發(fā)生的事情。
2.續(xù)寫線索：與父親爭吵——寫卡片——回卡片——和老師交談——與父親和解
3.詞匯激活
行為類：①認(rèn)為：think /cnsider /suppse；②走向：walk t/mve twards/head fr；③影響：affect/influence /impact
情緒類：①復(fù)雜的：mixed /cmplex /cmplicated；②擔(dān)心：wrry /anxiety/cncern
【典型句式】
[句型1]What was waiting fr me was anther mre severe argument.（由連接詞what引導(dǎo)的主語從句）
[句型2]After class, as I was walking t the dr f the classrm, it was Dr. Sidney B. Simn wh was calling my name.（由as引導(dǎo)的時間狀語從句，從句中包含強(qiáng)調(diào)句型It is…wh/that…）
[句型3] I was wndering whether I shuld tell my father what had happened these days.（由whether引導(dǎo)的賓語從句，從句部分又是包含由what引導(dǎo)的賓語從句）
綜合演練
B
1．（2022·福建南平·三模）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。
Yu’re Never T Old t Learn
The student arrived early, sat frnt and center, and std ut in my classrm in mre ways than ne. I’d say that he had abut 40 years n his classmates in my class at Califrnia State University Ls Angeles. He eagerly jumped int class discussins, with his humr and wisdm f experience. And he was always respectful f the ther students’ viewpints, as if each f them were a teacher. Jerry Valencia walked in with a smile—and he left with ne t.
“These students gave me the cnfidence that I didn’t need t feel bad abut my age,” Valencia says.
One day, I sptted Valencia n campus. He said he wuld have t stp taking classes that term and reapply fr next year. By then, he hped t have earned enugh mney frm cnstructin jbs and have his student-lan papers in rder. But he said he was still cming t campus t attend events r see friends. He asked whether he culd still sit in n my class.
Sure, I said. But he wuldn’t get any credit.
N prblem, he said.
Sn there he was again, back at his ld desk, frnt and center, jumping int ur discussins n hw t find and tell stries in Ls Angeles—a 63-year-ld junir with as much energy and curisity as any f the yungsters in class.
A lt f Valencia’s classmates apparently knew he culdn’t affrd that term’s tuitin but was still ding the hmewrk.
“Here he is, willingly taking a class fr the jy f it and benefit f learning,” says Jessica Espinsa, a 25-year-ld junir. “Yu dn’t see that in ur generatin.”
Valencia shwed up and tk the final exam t. Afterward, students were chatting, and I happened t hear Valencia say he wanted t stay in schl until he earned a master’s degree, and befre that it had taken him 12 years t finish cllege.
Twelve years?
I needed t hear mre.
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。
Brn int a pr big family, life was nt easy fr yung Valencia.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the years that fllwed, Valencia struggled t finish cllege.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Brn int a pr big family, life was nt easy fr yung Valencia. He was s pr that he ften did nt knw where his next meal was cming frm. But he has always been full f desire fr learning. When he was thirteen, he began t wrk in cnstructin. He didn’t give up his dream f ging t schl. He went t schl while making mney. Althugh it was hard, learning brught him hpe and strength. After unremitting effrts, he was finally admitted t the cllege. He felt excited and happy.
In the years that fllwed, Valencia struggled t finish cllege. He was in and ut f schl, he said, subject t his wrk schedule and whether he had mney fr classes. He had earned his assciate f arts degree ver the summer, then transferred t Cal State LA t start n his bachelr’s. He believes that learning is the mst imprtant thing in life and age can’t hinder yur pace f learning. He always says it’s never t ld t learn.
2．（2022·山東泰安·三模）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。
A Christmas Gse Kept Them Warm
This late in December, my yunger brther, Buddy Earl, and I were n an imprtant missin: G t Uncle Tmmie’s place and get a gse. The hike ver Little Muntain and back t get there wuld be wrth it. Uncle Tmmie raised the best geese arund, and he’d ffered t give us ne fr Christmas dinner.
Dark cluds were gathering in the sky abve and a cld wind came in frm the nrth. The snw wuld be falling sn enugh. Uncle Tmmie met us at the dr with a wrried expressin. “I’m nt rushing yu bys ff, ” he said, “but the way the wind is picking up, yu better get the gse and head fr hme. ”
I didn’t argue. Having scped（迅速抱?。﹗p a gse in the yard and held him tightly under my arm, I said a quick thank yu and gdbye. Buddy and I had what we came fr: the best Christmas dinner ever. A light snw started as we began climbing up Little Muntain. We didn’t talk fr a while. The snw came dwn harder and the wind seemed t blw straight thrugh my cat. I strked（輕撫）the gse’s head and said , “I wish we had feathers t keep us warm like yu, r heavier cats.”
The gse hid his head clser t his feathered bdy. By the time we reached the tp f the muntain, bth Buddy Earl and I were in hrrr. We culd barely see thrugh the snw spinning （旋轉(zhuǎn)）arund us. Thunder crashed and flashes f lightning made the trees appear as giant mnsters reaching ut with fingers.
“Dug, I'm freezing,” Buddy Earl said. “I think we shuld g back.” But we were clser t hme than t Uncle Tmmie’s huse. We had t push n. I was s cld, my legs getting s stiff, I hnestly wndered if we wuld make it.
I grasped Uncle Tmmie’ s gse clser t my chest. That bird was the nly thing warm abut 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。
With an idea ccurring t me, I stepped t my brther and asked him t pen his cat.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Settled in frnt f the warm stve, we explained hw the gse had kept us frm freezing.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
With an idea ccurring t me, I stepped t my brther and asked him t pen his cat. “Are yu crazy?” he was cnfused. When he saw I was serius he slwly unzipped his cat and pened it. I placed the warm gse inside his cat and zipped it back up. “Keep the gse’s head ut s he can breathe.” Buddy Earl sighed happily. My plan was wrking. We passed the gse back and frth between us all the way dwn. He didn’t cmplain abut it either. At the ft f the muntain, we left the wind and whirring snw behind. When Mum met us with her pen arms. I shwed Mum the gse inside my cat.
Settled in frnt f the warm stve, we explained hw the gse had kept us frm freezing. “We can’t have time fr dinner,” Buddy Earl and I said in chrus. This gse might have saved ur lives. We had t save his! Mama agreed and prmised nt t eat him either. I dn’t remember what we ate. I just knw it wasn’t gse. Charley, as we named him, lived ut his life piddling arund the yard and pnd, bssing arund the chickens we kept fr eggs. Daddy even bught a cuple mre geese t keep Charley cmpany. A life as the mst imprtant bird this side f Little Muntain was fitting fr ur her and the answer t my prayer.
試題
句子表達(dá)舉例
銜接手段分析
2016/10，浙江
By the time they reached the lake, Jane was s angry that she said t Tm. “I’m ging t find a better spt fr us t camp” and walked away.
照應(yīng)：she/us
連接詞：
2017/6，浙江
As Mac pedaled (騎行) alng alne, he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
照應(yīng)：he/them
詞匯銜接：as/and
2018/6，浙江
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(編織的) blanket spread ut upn the grund just fr us.
照應(yīng)：it/us
連接詞：and
2020/1，浙江
The huse seemed quiet as a tmb withut the by living there.
照應(yīng)：there
2020，新高考I卷
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”
照應(yīng)：her/his
連接詞：and/but
2021/1，浙江
My excitement was shrt- I gt int a panic as I pressed firmly against the table and mved my head arund trying t find the right angle， but it was n use. "I can't get it ut!" I shuted， my vice sunding unnaturally lud in the enclsed space.
照應(yīng)：my/I
連接詞：as/and/but
2021年，新高考I卷
But Jeff’s hand tuched the ht burner and he gave a cry f pain. Jenna made him put his hand in cld water. Then she caught the smell f burning. Oh dear! The piece f bread in the pan had turned black as well.
照應(yīng)：he/his
連接詞：and/but/then/as well
邏輯關(guān)系
常見過渡詞語
表示添加信息
and, als, t, besides, mrever, as well as, either…r, neither…nr…, furthermre, in additin, what is mre, nt nly…but als, wrse still
表示轉(zhuǎn)折關(guān)系
but, yet, hwever, althugh, n the ther hand, therwise, while, rather, still, nevertheless，in spite f, n the cntrary, whereas, in cntrast
表示遞進(jìn)關(guān)系
besides, again, mrever, wrse still, abve all, certainly, furthermre, what’s mre, in additin, imprtant f all, t make matter wrse
表示因果關(guān)系
s, fr, therefre, as a result, because, wing t, due t, thanks t, therefre, since, thus, hence, n accunt f, cnsequently, as a cnsequence, it fllws that…
表示條件關(guān)系
as(s)lng as, if, unless, n cnditin that
表示解釋、說明關(guān)系
actually, in fact, such as, fr example／instance, and s n, accrding t, after all, even, indeed, it is time, f curse, specifically, truly, namely, that is, that is t say, in ther wrds, t tell yu the truth, an illustratin f, t be specific, t illustrate
表示強(qiáng)調(diào)
Indeed, in fact, surely, certainly, truly, especially, n dubt, withut any dubt, bviusly, abve all, It is…that…
表示時間順序關(guān)系
nw, after, after that, at first, in the beginning, t begin with, later, next, finally, sn, suddenly, befre, when, while, as, during, first…secnd…, then, in the end, afterwards, after a while, immediately, all f a sudden, at that mment, as sn as, frm nw n, frm then n, meanwhile, nt…until, eventually
表示空間順序關(guān)系
n the right／left, in the middle／center f／back／frnt f, here, there, next t, n ne side f…n the ther side f, n the ft／tp／end
表示結(jié)論
as yu knw, as far as I knw, n the whle, in ne’s pinin, in shrt, in brief, in a wrd, in general
段落
句子
銜接方式分析
1
I was angry abut my father in the first year f cllege, because he didn’t care abut my feelings all.
2
He didn’t understand my wrld and I didn’t understand his, either.
3
Suddenly I realized that I didn’t have the assignment that was due: a thught card.
4
Obviusly, he was taking it seriusly. I surely didn’t want t reveal myself t him.
5
He challenged us t think and cme up with ur wn respnses. But I had n handling strategies t deal with it.
7
Then I dashed in. Lking up at me, he reached ut fr the card, and I tk my seat. The mment I sat dwn, I felt terrible.

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