背景回顧
1
2012 年王初明提出讀后續(xù)寫法，通過“讀”輸入故事的 情節(jié)主線 ，細(xì)節(jié)信息及文體特點 ，再通過“續(xù)寫”，結(jié)合輸入內(nèi)容和自身理解 ，在保持與原文一致的情況下半開放式的設(shè) 計新的情節(jié) ，產(chǎn)生協(xié)同效應(yīng) 。根據(jù)協(xié)同效應(yīng)的原理，文秋芳進(jìn)一步提出，輸入促進(jìn)輸出，把輸入與輸出之間有機聯(lián)系在一起，提高學(xué)習(xí)者的輸入效能，并將輸入中獲得的信息吸收內(nèi)化，最終提高輸出的質(zhì)量。在這些讀后續(xù)寫設(shè)計理念的背后，傳達(dá)出對續(xù)寫部分的關(guān)鍵要求， 即一定要考生在輸入階段準(zhǔn)確地把握住原文的文體風(fēng)格和基本情節(jié)走向之后 ，在保持整體一致的前提下續(xù)寫原文。正如王初明所提倡的，要通過模仿不斷獲取新的語言知識，將內(nèi)容創(chuàng)造與語言模仿有機結(jié)合，強力打造語言表達(dá)能力，才能做到以讀促寫，協(xié)同提升語言能力。
根據(jù)高考命題要求，讀后續(xù)寫閱讀部分為350詞左右的記敘文，話題貼近考生生活，具有一定的趣味性，常以人物的經(jīng)歷或事件的發(fā)展變化為主，以敘述和描寫為主要表達(dá)方式 。這就要求，在考生續(xù)寫的150 詞左右的內(nèi)容中既要合理地敘述故事情節(jié)，又要對故事中主要人物的心理活動，動作表情及外部環(huán)境等方面進(jìn)行生動地描述。而后者恰恰是考生經(jīng)常忽略或者做得不夠的地方。有部分考生寫作的內(nèi)容基本上是敘述情節(jié)，缺乏甚至沒有任何描寫，或者有簡單的描寫但是語言使用不正確。造成這一情況背后的原因除了考生語言基礎(chǔ)之外還有考生對這一文體內(nèi)容模仿寫作經(jīng)驗過少，閱讀量不夠等。而在寫作與模仿實踐中，對句子擴展或壓縮就非常重要。
方法策略
2
▲讀后續(xù)寫中的句子擴展
在讀后續(xù)寫中， 有的同學(xué)寫的短句過多， 內(nèi)容不具體，缺乏生動性，導(dǎo)致詞數(shù)不夠。我們可以在簡短句的基礎(chǔ)上恰 當(dāng)添加定語、狀語等修飾成分或增加并列結(jié)構(gòu)等， 擴展句子， 豐富內(nèi)容, 使表達(dá)更具體 、更形象 。
（一）利用同位語擴充句子
同位語主要使用名詞短語和同位語從句 。
例如： (2016年10月浙江卷)
She saw her husband. 她看到了她的丈夫 。
There, she saw her husband, a man staring at her, wearing an expressin f relief. 在那里， 她看到了她的丈夫， 一 個正盯著 她看的男人， 帶著寬慰的表情 。
【分析】在句首添加了 地點狀語There，在 husband 后面增加了同位語 a man staring at her，其后還有一個分詞短語 wearing an expressin f relief 做狀語， 補充說明丈夫看著她時 流露出來的表情。這種形象具體的描寫，增加了畫面感，也提升了整個句子的層次 。
（二）利用狀語擴充句子
添加的狀語，可以是副詞、非謂語動詞、介詞短語和狀語從句等 。
例如： (2016 年 10 月浙江卷)
Jane walked n. 簡繼續(xù)走 。
Jane walked n fr quite a lng time. 簡繼續(xù)走了很長時間 。
With n path t fllw, Jane walked n fr quite a lng time. 因為無路可循， 簡繼續(xù)走了很長時間 。
【分析】添加 fr quite a lng time 和 with n path t fllw 兩個做狀語的介詞短語后， 句子表達(dá)更為生動具體了 。
（三）利用定語擴充句子
定語擴句的主要方式是使用形容詞、非謂語動詞、介詞短語和定語從句等 。
例如：
His mther wrks in a big cmpany. 他母親在一家大公司工作 。
His lving mther, wh used t be an excellent English teacher in a middle schl, nw wrks in a big cmpany. 他的慈母，曾經(jīng)是一名優(yōu)秀的中學(xué)英語老師， 現(xiàn)在在一家大公司工作。
【分析】我們在主語 mther 前添加了形容詞lving，更形象地說明了his mther的特征； 在mther后面添加了wh used t be an excellent English teacher in a middle schl，內(nèi)容 更豐富，讓讀者更加了解母親 。
（四）遞進(jìn)式擴充句子
對先后發(fā)生的兩個或多個連貫動作，可以采用遞進(jìn)式 。主要方式有 (1) 用 and 連接； (2) 用 after that, additinally, furthermre, what’s mre, t make things wrse 等 。
例如：
Mac then jumped ff the bicycle. 然后麥克從自行車上跳了下來 。
Mac then jumped ff the bicycle and he was ready t fight against the wlf. 麥克從自行車上跳下來，準(zhǔn)備跟狼搏斗 。
【分析】 “ 跳下自行車”與“準(zhǔn)備搏斗”兩個連貫動作，讓 Mac 準(zhǔn)備跟狼搏斗的形象躍然紙上。
（五）轉(zhuǎn)折式擴充句子
表示轉(zhuǎn)折的有 but, hwever 等。
例如：
Jane kept mving. 簡繼續(xù)往前走 。
Jane kept mving, but the farther she walked, the mre cnfused she became. 簡繼續(xù)往前走， 但她走得越遠(yuǎn)， 就越感到困惑 。
【分析】添加后面的轉(zhuǎn)折分句后，暗示著“她可能迷路了”。
（六）因果式擴充句子
除了引導(dǎo)原因狀語從句和結(jié)果狀語從句的連詞后，還 有 due t, wing t, n accunt f, because f, as a result f 等 表 示 原因，therefre, as a result 等表示結(jié)果 。
例如：
He has brken his leg. 他摔壞了腿 。
He has brken his leg and therefre he can’t walk.他摔壞了腿，因此不能走路了 。
▲讀后續(xù)寫中的句子壓縮
雖然讀后續(xù)寫的語料不同，但在續(xù)寫的寫作中，根據(jù)需要進(jìn)行語段壓縮的方法是可以通用的。常用的壓縮語段的方法有如下幾種：
1. 摘取法。找出語段材料的主旨句，直接摘取關(guān)鍵成分作為答案?；蛘邔⒎稚⒃诟骶渲械闹匾畔⒄页鰜恚￡P(guān)鍵詞語，再將其進(jìn)行連綴。
2. 概括法。沒有中心句，也沒有明顯關(guān)鍵詞的閱讀材料，如果要壓縮出主要內(nèi)容，則可以采用概括法，分別用一兩個恰當(dāng)?shù)脑~語去概括文句的意思，再組合答案。
3. 整合法。如果語段材料沒有中心句，其體現(xiàn)材料主旨的關(guān)鍵詞語可能分散在幾個句子中，這就需要考生將分散在各處的關(guān)鍵詞語找出來，將包含重要信息的句子加以綜合概括，然后將找出的關(guān)鍵詞與概括出來的內(nèi)容加以整合，形成符合題干要求的短句。
4. 替換法。閱讀材料中有能夠體現(xiàn)語段主旨的中心句，且中心句中有關(guān)鍵的詞語，這時候就可以運用此法將指示代詞替換成語意明確的詞語。
5. 補充法。閱讀材料中有能夠體現(xiàn)語段主旨的中心句，但將其壓縮成主干后，還需要在中心詞前面補充出修飾、限制性的定語，才能讓句意完整明確，這時候就可以運用補充法為主干中心詞補出修飾、限定性的詞語。
實踐強化
3
基礎(chǔ)演練
A
（2022·山東·肥城市教學(xué)研究中心模擬預(yù)測）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。
Spelling was my favrite subject in furth grade. Every week I memrized the new wrds, and by Friday I was prepared t take the spelling test. I usually gt all the wrds right. My teacher, Mrs Casazza, usually wrte “Excellent!”n the tp f my paper.
One day, Mrs Casazza annunced t the class that we wuld have a spelling bee (拼字比賽) n Thursday. “Oh, n,” I thught. Last mnth when I had t stand in the frnt f the class and give a bk reprt, my arms shk s badly that it was hard t read my paper. I was very cnscius f the twenty-seven pairs f eyes n me and all I wanted t d was t run back t my seat. A spelling bee wuld be even wrse. I wuldn’t have a paper t read frm!
After lunch n Thursday, Mrs Casazza explained the rules. “Say the wrd, spell it, and then say it again,” she said. “Be careful nt t repeat any letters.” One at a time, she prnunced a wrd fr each student t spell. Tw bys made mistakes right away and had t sit dwn. With sweaty hands, I waited fr my turn. After the girl next t me crrectly spelled her wrd, Mrs Casazza called my name and said “Yur wrd is ‘ech.’”
“Ech,” I started. Then my mind went blank. Everyne was lking at me, waiting fr me t speak ut the first letter. But I culdn’t think. My face gt ht and I was unable t finish the wrd. Mrs Casazza had t let me sit dwn. Afterwards, Mrs Casazza said it wrked s well that she decided t have a spelling bee every Thursday.
Afraid that I’d mess up again, I didn’t want t g t schl the fllwing Thursday. “What’s wrng?” my mther asked. I tld her abut the spelling bee and explained that I was nervus when they were all lking at me. “Yu’re a gd speller and yu d s well in yur tests, s just believe in yurself,” Mum said.
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。
The encuragement frm Mum gave me much cnfidence in myself.
____________________________________________________________________________________________________________________________________________________________
“Very gd,” Mrs Casazza said with a cheerful smile n her face.
____________________________________________________________________________________________________________________________________________________________
源語篇句子擴展壓縮導(dǎo)引
【答案】
The encuragement frm Mum gave me much cnfidence in myself. Sn the spelling bee was cming again and my wrd was“piece”. “Piece,” I started. “P. ” The strange feeling that everyne was staring at me began t appear again，but I remembered what Mum had said.Taking a deep breath, I had a big smile n my face. My mind cleared and I cncentrated. Nw did the wrd start with P-I r P-E? I knew this. We’d learned that there is a “pie” in“piece”. “I-E-C-E,” I said. “Piece.”
“Very gd，” Mrs Casazza said with a cheerful smile n her face. I did it nce, s I knew I culd d it again. Thrughut the year, I even wn a few spelling bees. It wrked s well that I had s much fun frm the spelling bee and lked frward t it every Thursday. Thanks t my mther, I wasn’t afraid f standing in the frnt f the class. Nw, I have mre cnfidence in myself at schl, jumping at the chance t give speeches and bk reprts.
【寫作解析】本文以人物為線索，講述了作者四年級時參加拼寫比賽，但由于緊張不自信，在第一次比賽中失敗?；氐郊液螅艿綃寢尩墓膭?，終于戰(zhàn)勝自己內(nèi)心的恐懼，在下一次比賽時有了出色的表現(xiàn)。
1. 段落續(xù)寫：
①由第一段首句內(nèi)容“媽媽的鼓勵給我我極大的自信”可知，第一段描述作者的媽媽鼓勵了作者，于是作者開始重拾信心并開始認(rèn)真練習(xí)的過程。
②由第二段首句內(nèi)容“非常棒！Mrs. Casazza臉上洋溢著歡快的笑容”可知，第二段描述作者在經(jīng)過認(rèn)真的練習(xí)之后，有了很大的進(jìn)步，得到Mrs. Casazza的認(rèn)可與贊揚，并取得出色成績，由此獲得了自信。
2. 續(xù)寫線索：媽媽鼓勵——收獲信心——認(rèn)真練習(xí)——重新比賽——獲得認(rèn)可
3. 詞匯激活
行為類：①面帶微笑：have a big smile n face→wear a big smile n face；②集中注意力：cncentrate→fcus；③抓住機會：jump at the chance→take advantage f the pprtunity；④做某事很愉快：have fun frm ding sth.→have a gd time in ding sth.
情緒類：①擔(dān)心：be afraid f→be scared f；②給與信心：give much cnfidence→lift ne’s spirits
【典型句式】
【句型1】Taking a deep breath, I had a big smile n my face.(運用了非謂語動詞作狀語)
【句型2】It wrked s well that I had s much fun frm the spelling bee and lked frward t it every Thursday.(運用了s…that….引導(dǎo)結(jié)果狀語從句)
綜合演練
B
1．（2022·湖北·模擬預(yù)測）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。
An A fr Mrs. Bartlett
I was sitting next t Missy in my ninth-grade wrld histry class when Mrs. Bartlett annunced a new prject. In grups, we were t create a pster arund what we were studying.
On a piece f paper, we wrte the names f three friends we wanted in ur grup. After cllecting all the requests, Mrs. Bartlett infrmed us that she wuld take int cnsideratin the names we chse and wuld let us knw the results the next day. I was a well-runded tp student in the class, s I had n dubt I wuld get the grup f my chice. There were nly a handful f sciably decent peple in the class, and Missy was ne f them. I knew we had chsen each ther.
The next day, I anxiusly awaited the class. After the bell rang, Missy and I stpped talking as Mrs. Bartlett called fr ur attentin. She started t call ut names. When she reached grup three, Missy’s name was called. S I’m in grup three, I thught. The secnd, third and furth members f the grup were called. My name was nt included. There had t be sme mistake!
Then I heard it. The last grup: “ Maur, Juliette, Rachel, Karina. ” I culd feel the tears well in my eyes. Hw culd I face being in that grup — the by wh barely spke English, the ne girl wh was always cvered by skirts that went dwn t her ankles, and the ther girl wh was ften wearing very strange and unusual clthes with fancy items. They certainly fell int the categry f the least ppular in ur class. They were cnsidered misfits (不合群的人)!
There must be smething wrng! Mrs. Bartlett was such a persn f insight, visin and thughtfulness that she never frgt t bring ut the ptential f all her students. Oh, hw badly I wanted t be with my friends. Finally I was determined t cnvince her I shuld be in the “ gd ” grup.
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。
Paragraph 1:
I fught back tears as I walked up t Mrs. Bartlett.
____________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Halfway thrugh the week, I felt myself enjying the cmpany f these three misfits.
____________________________________________________________________________________________________________________________________________________________________________________________
【答案】
I fught back tears as I walked up t Mrs. Bartlett. Befre I pened my muth, she gently placed a hand n my shulder, saying with a knwing smile, “ I knw what yu want, but yur grup needs yu. ” S stunned was I that I culdn’t utter a single wrd fr a mment. She had seen smething in me that I hadn’t seen. Suddenly, a mixture f guilt as well as pride seized me. The pwer f being trusted made me stand straighter. “ I’ll help them. ” I replied in a firm vice. I culdn’t believe it came ut f my muth, but it did.
Halfway thrugh the week, I felt myself enjying the cmpany f these three misfits. The prject was ging smthly with ur jint effrts. Besides, I fund ut Maur was struggling with English, Juliette wre lng skirts because f her religin and Rachel dreamed t be a fashin designer. They weren’t misfits, just peple that n ne cared enugh abut t try t understand — except Mrs. Bartlett. I was lucky t be given a chance t see ther peple in a new light. Mrs. Bartlett gave us an A n that assignment, which shuld be handed back, fr she was the ne wh truly deserved it.
2．（2022·山東濱州·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。
When the Gilberts first mved t the city, they began lking fr a new hme. Fr their daughter Elise, aged 12, her dream-like huse will have a big backyard with grass and flwers.
“I hpe it will have a tree where there birds can play.” Elise’s brther Frank, a bird-lver, eched her mre than nce.
But it was nt easy t find a huse that pleased them. Fr six weeks the Gilberts hunted and hunted. At last, they fund ne and mved int the new huse. Hwever, there was nt a blade f grass anywhere, r even a small bush. Smth cncrete nly! Out f expectatin, in ne crner f the yard std a tall white flagple. At the ft f the ple was a lw place filled t the edge with clear, sparkling water.
“I dn’t suppse that we shall be able t make friends with the birds...” Elise was in lw spirits. Frank, biting his lips, said nthing.
The next day was Saturday. Elise and her Mum went ut shpping as usual. Frank went ut int the yard and examined the flagple fr a lng time. As he std lking at the hard cncrete, he thught t himself, “It des seem lnesme.” Then smething made him lk up, tw little birds fluttering abve the bead arund the tp f the flagple! “Well,” cried the surprised by, “I d believe birds wuld cme here t live if they had nly half a chance!”
Hearing Frank’s excited vice, Mr. Gilbert stepped ut f the huse and neared him. As a matter f fact, his father had already read thrugh Frank’s mind thse days. “D nt frget tmrrw is yur sister’s birthday.”
“Of curse nt!” Frank ndded firmly, “I’ll give her a big surprise and wuld yu please lend me a hand?” “My pleasure!”
注意：1.續(xù)寫的詞數(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。
The tw smiled and went dwn int the cellar.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next mrning, high up n the ple was a neat little bird huse.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
The tw smiled and went dwn int the cellar. That evening Elise brrwed Frank’s blue pencil. After supper Frank went t the cellar carrying a little wden huse. He shwed it t his father prudly. “Tmrrw will be Elise’s birthday. I must get up in time t surprise her” he said. The next mrning, when Frank and Elise std lking at the flagple, they were bth surprised at what they saw.
The next mrning, high up n the ple was a neat little bird huse. The neat little bird huse with the sign, “Huse fr rent.” A little belw it was anther sign, “Bath dwnstairs” with a hand pinting t the ft f the ple. The little lw place there was full f clear water. Their parents set the bx f beautiful flwers alng the little pl. Elise had a happy birthday.句子擴展
原句
擴展句
Be careful nt t repeat any letters.
Yu shuld be careful nt t repeat any letters.
With sweaty hands, I waited fr my turn.
I waited fr my turn while my hands were sweating.
句子壓縮
原句
壓縮句
Every week I memrized the new wrds, and by Friday I was prepared t take the spelling test.
Every week I memrized the new wrds, and by Friday t take the spelling test.
Last mnth when I had t stand in the frnt f the class and give a bk reprt, my arms shk s badly that it was hard t read my paper.
Last mnth standing in the frnt f the class t give a bk reprt, my arms shk s badly that it was hard t read my paper.

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這是一份專題3.08 讀后續(xù)寫必備的詞塊策略-2024年新高考英語讀后續(xù)寫提分技能，共14頁。試卷主要包含了08 讀后續(xù)寫必備的詞塊策略， smart 聰明的，， tack 老練、機智，， acute 敏銳的，， exquisite 靈敏的，等內(nèi)容，歡迎下載使用。

專題3.04 人際意義與讀后續(xù)寫的意義構(gòu)建-23年新高考英語讀后續(xù)寫提分技能：

這是一份專題3.04 人際意義與讀后續(xù)寫的意義構(gòu)建-23年新高考英語讀后續(xù)寫提分技能，共16頁。

專題3.03 續(xù)寫中的情感傳遞-2024年新高考英語讀后續(xù)寫提分技能：

這是一份專題3.03 續(xù)寫中的情感傳遞-2024年新高考英語讀后續(xù)寫提分技能，共11頁。試卷主要包含了03 續(xù)寫中的情感傳遞等內(nèi)容，歡迎下載使用。

英語朗讀寶

相關(guān)試卷 更多

專題3.02 續(xù)寫中的情節(jié)構(gòu)思-2024年新高考英語讀后續(xù)寫提分技能

專題3.02 續(xù)寫中的情節(jié)構(gòu)思-2024年新高考英語讀后續(xù)寫提分技能
專題3.01 續(xù)寫中的問題解決思維-2024年新高考英語讀后續(xù)寫提分技能

專題3.01 續(xù)寫中的問題解決思維-2024年新高考英語讀后續(xù)寫提分技能
專題2.05 分詞狀語讓續(xù)寫更流暢-2024年新高考英語讀后續(xù)寫提分技能

專題2.05 分詞狀語讓續(xù)寫更流暢-2024年新高考英語讀后續(xù)寫提分技能
專題2.01 續(xù)寫中的銜接與連貫-2024年新高考英語讀后續(xù)寫提分技能

專題2.01 續(xù)寫中的銜接與連貫-2024年新高考英語讀后續(xù)寫提分技能
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