知識(shí)回顧
1
詞塊指的是事先預(yù)制好且被頻繁使用的多個(gè)詞的組合。詞塊被視作語(yǔ)言輸入、記憶、儲(chǔ)存、 輸出的最小單位，它是語(yǔ)法、語(yǔ)義和語(yǔ)境的結(jié)合體，有著固定的形式。因?yàn)樵~塊所具有的語(yǔ)篇功能可以高效地處理語(yǔ)言文本信息，所以它能更好地幫助學(xué)生理解文本、把握篇章結(jié)構(gòu)、獲取關(guān)鍵信息，提高學(xué)生閱讀的有效性，并為學(xué)生的語(yǔ)言產(chǎn)出奠定堅(jiān)實(shí)的基礎(chǔ)。
詞塊存在的形式可能是單個(gè)詞匯，也有可能是多詞詞匯，并且較高頻率地出現(xiàn)在口語(yǔ)、寫(xiě)作、閱讀等，具有固定形式及意義的詞語(yǔ)結(jié)構(gòu)。根據(jù)詞匯內(nèi)部的語(yǔ)義聯(lián)系和句法功能將詞塊分為以下四種：（1）聚合詞：指具有習(xí)語(yǔ)性質(zhì)的固定短語(yǔ)，其中的單詞不能任意替換，如in particular 等；（2）搭配詞組：指在一起出現(xiàn)頻率較高的詞語(yǔ)，如“動(dòng)詞＋名詞”“形容詞＋名詞”take sth. fr granted，a heavy smg 等；（3）慣用話語(yǔ)：指形 式固定或半固定的具有固定語(yǔ)用功能的單詞組 合。它們既可以是完整的句子，也可以是句子的開(kāi) 頭，如 If I were yu，I wuld...；（4）句子框架和引語(yǔ)：形式和功能半固定或固定的詞塊，通常用在書(shū) 面語(yǔ)中。如 Firstly... Secndly... Finally...等。近年來(lái)，國(guó)內(nèi)外學(xué)者逐步認(rèn)識(shí)到詞塊具有重要的功能，體現(xiàn)在提高口語(yǔ)交際的流利性、正確性及得體性，有利于克服詞匯習(xí)得的高原現(xiàn)象，提高學(xué)生學(xué)習(xí)的動(dòng)機(jī)與語(yǔ)言理解力等功能，從而能更好地應(yīng)用于寫(xiě)作中。
詞塊理論強(qiáng)調(diào)記憶和積累大量詞塊，因?yàn)檫@既可以 增強(qiáng)學(xué)生學(xué)習(xí)英語(yǔ)的成就感，又能提高學(xué)生的語(yǔ)言輸入。學(xué)生通過(guò)積累大量的詞塊可以提高閱讀速度，增強(qiáng)和激發(fā)學(xué)習(xí)英語(yǔ)的成就感和興趣，提高閱讀理解過(guò)程中 的信息處理效率。而學(xué)習(xí)興趣不足是英語(yǔ)學(xué)習(xí)者的主要障礙之一，閱讀材料的連貫程度可以減輕學(xué)生的記憶負(fù)擔(dān)，使學(xué)生能將更多的記憶容量騰出來(lái)思考閱讀文本材料的結(jié)構(gòu)和上下文的聯(lián)系。詞塊教學(xué)注重詞塊本身和各個(gè)詞塊之間的連貫性、整體性，能使學(xué)生閱讀材料時(shí)更為流暢，從而激發(fā)學(xué)生的閱讀興趣。
方法策略
2
讀后續(xù)寫(xiě)所給材料一般為記敘文，記敘文中人物的心理描寫(xiě)往往占很大比例。精彩的情緒描寫(xiě)有助于豐富人物形象、推動(dòng)情節(jié)發(fā)展和突出文章的主題。在考試緊張的氛圍和有限的時(shí)間內(nèi)，要完成 150 字左右的續(xù)寫(xiě)創(chuàng)作，對(duì)筆者所在學(xué)校的學(xué)生來(lái)講，難度是極大的。很多時(shí)候，學(xué)生雖能構(gòu)思出比較好的情節(jié)，但因詞匯的匱乏難以訴諸筆端，導(dǎo)致情節(jié)空洞或脫節(jié)，甚至為了湊滿字?jǐn)?shù)胡亂拼湊。
一般來(lái)講，記敘文肯定有情節(jié)沖突，故事人物肯定有情緒波動(dòng)，符合語(yǔ)境的情緒描寫(xiě)既能使人物豐滿，又有助于情節(jié)的渲染，就是成功的續(xù)寫(xiě)，我們稱之“情節(jié)不夠，情緒來(lái)湊”。因此，引導(dǎo)學(xué)生積累各種情緒詞塊，在續(xù)寫(xiě)部分多花筆墨描寫(xiě)特定環(huán)境下人物的心理活動(dòng)，是有效完成續(xù)寫(xiě)任務(wù)的最有效途徑之一。例如，近幾年浙江省高考讀后續(xù)寫(xiě)真題的主要情節(jié)，以及適合的情緒詞塊，具體見(jiàn)下表：
表1：故事情節(jié)與可適用的情緒描寫(xiě)
從上表可見(jiàn)，文章雖各不相同，但情緒總有相似。教師可以在讀后續(xù)寫(xiě)指導(dǎo)課中，提供給學(xué)生合適的情緒詞塊，為學(xué)生續(xù)寫(xiě)創(chuàng)作搭建語(yǔ)言支架。同時(shí)，在讀后續(xù)寫(xiě)講評(píng)課時(shí)指導(dǎo)學(xué)生積累詞塊，培養(yǎng)學(xué)生用詞塊進(jìn)行表達(dá)的意識(shí)。例如，2017 年6月真題Mac 途中遇狼，讓學(xué)生積累恐懼情緒的詞塊，如“have（ne’s）heart in（ne’s）muth”“scared t death”“One’s heart std still.”“A fld /wave f fear welled up in sb./swept sb.”等。那么，學(xué)生在遇到類似情節(jié)，如人熊大戰(zhàn)時(shí)，就可以直接調(diào)用表示恐懼的詞塊描寫(xiě)害怕熊沖破柵欄的恐懼，減少學(xué)生寫(xiě)作所花時(shí)間，并提高語(yǔ)言的正確性。
▲運(yùn)用詞塊為讀后續(xù)寫(xiě)增色的路徑
在讀后續(xù)寫(xiě)教學(xué)中應(yīng)用詞塊理論能夠提高學(xué)生續(xù)寫(xiě)語(yǔ)言的準(zhǔn)確性和地道性，還能提高他們續(xù)寫(xiě)文章的連貫性和邏輯性，也能使其快速搭建文章框架從整體上組織篇章。
示例分析
閱讀下面的短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。
When I was eleven years ld, I had a big accident. I get scared even nw when I think abut that time. I went skating near my huse. There were many peple, and I saw sme f them falling n the ice.
It was my first time t g ice skating, s I was nervus. I was wndering hw t skate.
I went with a friend wh was very skillful. He spent sme time teaching me hw t skate,but I didn't learn much. He left me and skated all arund. As sn as he left, I fell dwn. I envied the ther peple because they culd skate well.
I was bred because I kept falling s I tk ff my skates and just walked arund n the ice in my shes. It was cld and my hands were frzen.
Suddenly, I stepped n smething that was nt hard. What was it？ It was a weak place in the ice. When I stepped there, I sank under the ice. I thught that I was ging t die, but I did my best t grab smething t get ut frm under the ice. I tried t grab the edge f the ice, but it was very difficult fr an eleven-year-ld.
It seemed like a very lng time, like a year. Then, frtunately, smene helped me. He grabbed my arms and pulled me up. S, I lived and I'm still alive tday.
I thanked him. At that time, my friend came back. I was annyed at him because he was suppsed t take care f me, but he didn't. He was embarrassed. When I tk a taxi hme, the taxi driver was surprised and asked what had happened. I didn't want t say anything because I was tired and scared. Even nw, whenever I think abut that time, I feel uncmfrtable. I dn't want t g skating again even nw.
注意：
1.所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右；
2.應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3.續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好；
4.續(xù)寫(xiě)完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)．
Paragraph 1：
It was lng befre I went skating nce again,
Paragraph 2：
Hwever, ever since then I haven't fund any time t g skating,
1.提取詞塊
詞塊是有效建構(gòu)語(yǔ)篇的語(yǔ)言材料，我們可以指導(dǎo)學(xué)生分類積累各種詞塊，構(gòu)建詞塊關(guān)系網(wǎng)，擴(kuò)充續(xù)寫(xiě)的詞匯量。基于上述寫(xiě)作任務(wù)，由于該文本是記敘文，主要描述了主人公第一次滑冰時(shí)的經(jīng)歷，所以我們要提醒學(xué)生在積累詞塊時(shí)關(guān)注記敘文的語(yǔ)言風(fēng)格和文本邏輯。這樣可以引導(dǎo)他們將詞塊與情境進(jìn)行關(guān)聯(lián)，豐富續(xù)寫(xiě)語(yǔ)言。
表2：源語(yǔ)篇中的詞塊分類整理
2.構(gòu)思詞塊
原文提供了兩個(gè)續(xù)寫(xiě)段落的首句和 8 個(gè)關(guān)鍵 詞，這些線索指明了續(xù)寫(xiě)故事的發(fā)展方向。我們指導(dǎo)學(xué)生根據(jù)兩個(gè)段落的開(kāi)頭語(yǔ)和關(guān)鍵詞推理續(xù)寫(xiě)情節(jié)，構(gòu)思詞塊，并指出推理時(shí)要注意上下文的邏 輯和銜接，鼓勵(lì)多種續(xù)寫(xiě)思路。我們可以通過(guò)小組討論的形式激發(fā)學(xué)生的思維，促使他們?cè)O(shè)想故事發(fā)展的各種可能性，并把這些懸念有選擇地用于續(xù)寫(xiě)中。然后，利用所提供的關(guān)鍵詞和兩個(gè)段落的開(kāi)頭語(yǔ)引導(dǎo)寫(xiě)作思路的發(fā)展，使學(xué)生通過(guò)認(rèn)真理解這兩句話正確推斷續(xù)寫(xiě)故事的發(fā)展方向。最后，指導(dǎo)學(xué)生按照預(yù)設(shè)故事的發(fā)展情節(jié)，以詞塊的形式寫(xiě)出續(xù)寫(xiě)提綱，要求續(xù)寫(xiě)的故事合情合理，與原文銜接緊密。例如：
學(xué)生呈現(xiàn)的續(xù)寫(xiě)提綱：
Para.1：
accmpanied by a friend—take special care f me—manage nt t fall dwn—learn t skate
well—becme cnfident.[使用的關(guān)鍵詞：fall dwn，skate well，take care f，fall dwn]
Para.2：
be ccupied in wrking—learn a lt frm—face desperatin—have the patience t d—never lse heart —in case f failure.[使用的關(guān)鍵詞：skillful，went skating，scared]
在學(xué)生分享各自的寫(xiě)作提綱時(shí)，我們可以指導(dǎo)他們收集并分類地道的詞塊，提取豐富的寫(xiě)作語(yǔ)言，方便在續(xù)寫(xiě)時(shí)提取和運(yùn)用。例如，有學(xué)生收集并分類的詞塊如下：
情感表達(dá) ：terrr gripped sb./feel the bld/pumping thrugh ne’s veins/be ut f breath sigh with relief/a wave f relief flded ver sb.
動(dòng)作描寫(xiě) ：stand up n the ice/head ut/fall dwn/dive int/take care f
經(jīng)歷感悟：express ur gratitude/be determined t d/have n submissin/face difficulty bravely
3.連句成篇
我們讓學(xué)生在續(xù)寫(xiě)提綱的指導(dǎo)下運(yùn)用收集的詞塊連句成篇，完成續(xù)寫(xiě)任務(wù)，目的是讓他們?cè)趥€(gè)性化運(yùn)用中鞏固所積累的詞塊。例如，學(xué)生提供了以下作文初稿（黑體字部分使用了 所積累的詞塊）：
Paragraph 1
It was lng befre I went skating nce again, accmpanied by ne f my friends. I felt the bld pumping thrugh my veins, when I std n then ice. I was careful and cautius this time. My friend tk special care f me,and I was s frtunate this time that I managed nt t fall dwn. I expressed my gratitude t my friend fr her help.Gradually I learned t skate well and became skillful. I felt very cnfident and n lnger scared.
Paragraph 2
Hwever,ever since then I haven’t fund any time t g skating,nt because I d nt like skating, but because I am t busy wrking. I’ve learned a lt frm these tw skating experiences. We all have mments f desperatin. But if we can face difficulty bravely,that’s when we find ut hw strng we really are. Whatever yu d,yu must have the patience t d it as well as the skill. Remember: never get t much pride because f victry r lse heart in case f failure
4.修改內(nèi)化
在學(xué)生完成初步寫(xiě)作之后，讓學(xué)生以評(píng)分標(biāo)準(zhǔn)為依據(jù)欣賞同伴作文，有助于他們了解評(píng)分標(biāo)準(zhǔn)，明晰續(xù)寫(xiě)要求，增強(qiáng)運(yùn)用主題詞塊的意識(shí)。在寬松和開(kāi)放的 賞析過(guò)程中，學(xué)生積極參與到同伴作文的評(píng)價(jià)過(guò) 程中，并反思自身的寫(xiě)作過(guò)程，促進(jìn)了自身寫(xiě)作意識(shí)的提高。
（1）詞塊升級(jí)
我們可以指導(dǎo)學(xué)生用積累的詞塊優(yōu)化自己的寫(xiě)作初稿，并要求其精挑細(xì)選詞塊，確保圍繞寫(xiě)作主題所使用的詞塊都精準(zhǔn)和地道。例如：
be busy wrking → be devted t wrking;
like skating→ be keen n skating;
learn t d sth. → grasp the skill f
（2）句子仿寫(xiě)
指導(dǎo)學(xué)生回讀原文，分析原文在語(yǔ)言表達(dá)方面的顯著特點(diǎn)，觀察是否有各種從句、特 殊句型等高級(jí)句式，使他們通過(guò)模仿與創(chuàng)造來(lái)優(yōu)化和升級(jí)句子，力求在句式層面與原文的表達(dá)風(fēng)格保持一致。例如：
I was wndering hw t skate（原文）→ She patiently explained t me hw t start.
I went with a friend wh was very skillful.（原文）→ Thugh I culdn’t be like thers，wh culd skate well.
I get scared even nw when I think abut that time.（原文）→ As fr the skating，maybe I culd be n the ice again when my baby is grwn up and asks me ne hundred times!
I didn’t want t say anything because I was tired and scared.（原文）→Because immediately I dived int the applying fr the suitable jbs.
（3）改寫(xiě)段落
在詞塊提升和句子仿寫(xiě)完成之后，指導(dǎo)學(xué)生改寫(xiě)文章中的某一段，旨在引導(dǎo)他們優(yōu)化續(xù)寫(xiě)文章的詞塊搭配、句型結(jié)構(gòu)和銜接手段，并運(yùn)用語(yǔ)篇框架詞塊。（要求學(xué)生根據(jù)故事情節(jié)，發(fā)揮想象，改寫(xiě)文章段落。）例如，以續(xù)寫(xiě)文章的第二段為例，學(xué)生進(jìn)行了如下修改：
Hwever, ever since then I haven’t fund any time t g skating, because immediately I dived int the applying fr the suitable jbs. And then, frtunately, I met my hney and gt married. As was expected, ne baby came int the wrld and was nw smiling t me every day. As fr the skating, maybe I culd be n the ice again when my baby is grwn up and asks me ne hundred times!
最后，讓學(xué)生根據(jù)教師的指導(dǎo)方法完成作文的修改稿，這樣可以提供給他們更多的模仿語(yǔ)言、 內(nèi)化詞塊和提升寫(xiě)作水平的機(jī)會(huì)。可見(jiàn)，運(yùn)用詞塊進(jìn)行讀后續(xù)寫(xiě)教學(xué)有助于培養(yǎng)學(xué)生的詞塊意識(shí)，提高其組詞成句、 連句成篇，以及謀篇布局的能力，從而提高其英語(yǔ)寫(xiě)作水平。
實(shí)踐強(qiáng)化
3
續(xù)寫(xiě)中利用詞塊的策略導(dǎo)引
1．（2022·全國(guó)·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(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
Letting g f Ginger
Feeding the stray cats(流浪貓) in my neighbrhd used t be part f my daily rutine. I did it ut f cmpassin(同情) and lve fr animals.
When I went hme frm schl, I usually fund several stray cats in the cmmunity. They had sharp ears, thin bdies and lng tails. They culdn’t help but surrund the garbage can and pick ut the garbage t eat. When their nses smelled the fragrance f the snacks in my hands, they std in frnt f me pitifully, as if they wanted t ask me fr smething t eat. When I saw that they were pitiful, I gave them ne f the snacks. When they were full, they wuld wag their tails cntentedly, as if t thank me.
But last mnth, my favrite cat named Ginger entered a new stage f life: she gave birth t a litter f cute kitties! Thrilled and excited, I bught them a brand-new cat nest, fd bwls and even a large pack f cat fd s that Ginger culd take care f her babies with a full stmach. I place the whle package f lve and care behind the bushes s that they’d be safe and sund.
Hwever, a few days later I fund ut that what I bught fr Ginger was gne! I started lking fr Ginger and her nest right away. T my surprise, a prperty(物業(yè)) manager shwed up and tld me smething that was rather shcking and unacceptable. “I knw what yu’re lking fr,” said the middle-aged man. “Relax. The cat family is safe, and they didn’t need what yu bught fr them.”
注意：1. 續(xù)寫(xiě)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。
My mind was filled with questins and anger, but he seemed prepared.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I understd what he said.
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【參考范文】
My mind was filled with questins and anger, but he seemed prepared. “Ginger, if that’s her name, is an independent creature. She can manage herself with r withut yu. I understand yur willingness t help, but yu are nt ging t keep her as a pet, right? Ginger shuld take respnsibility fr herself. Hwever, by prviding her with every refinement, yu’re making her mre and mre dependent n human beings. Yu’ve been making life way t easy fr them — and that’s n gd fr any wildlife.”
I understd what he said. Fr Ginger and her kitties, my care and lve are a blessing, but they may diminish their independent nature. As a helper, I was ding t much. I shuld let them be wh they really are. A helper desn’t always have t “help”.
【寫(xiě)作分析】本文以人物為線索展開(kāi)，講述了作者好心照顧一只流浪貓媽媽和一窩貓仔兒，卻被物業(yè)經(jīng)理告知不應(yīng)該這樣做，要讓小動(dòng)物鍛煉獨(dú)自生存的能力。
1.段落續(xù)寫(xiě)：
①由第一段首句內(nèi)容“我心中充滿了疑問(wèn)和憤怒，但他似乎做好了準(zhǔn)備。”可知，第一段可描寫(xiě)作者和物業(yè)經(jīng)理之間的對(duì)話。
②由第二段首句內(nèi)容“我理解他說(shuō)的話?！笨芍?，第二段可描寫(xiě)作者理解物業(yè)經(jīng)理的話以及感悟。
2.續(xù)寫(xiě)線索：疑問(wèn)和憤怒——經(jīng)理解釋——理解——感悟
3.詞匯激活
行為類
①對(duì)……負(fù)責(zé)：take respnsibility fr / be respnsible fr
②.提供：prvide/ffer
③.理解：understand / cmprehend
情緒類
①.憤怒：anger/ rage
②.關(guān)愛(ài)：lve/care
【典型句式】
[句型1]. Hwever, by prviding her with every refinement, yu’re making her mre and mre dependent n human beings.（運(yùn)用了動(dòng)名詞作賓語(yǔ)）
[句型2]. I shuld let them be wh they really are.（運(yùn)用了wh引導(dǎo)的表語(yǔ)從句）
2．（2022·河北邯鄲·二模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
With the late afternn sun setting n his farm, Steve finished feeding his hrses and decided t g hme. His tw sns, Danny, 6, and Claus, 3, fllwed behind.
As they headed fr the huse, the tw bys ran ahead f their father, wh stpped t clse the gate. Danny paused at an ld well. Unknwn t him, the bard cvering the well had grwn easily brken ver time. When Danny stepped n it, it caved in. Steve had just finished lcking the gate when he turned arund and saw nly his yunger sn.
“Where’s Danny?” he shuted. “He fell in the hle!” Claus said. Steve quickly realized what had happened. Danny culd barely swim! He ran t the well and heard Danny screaming quite way belw. Desperately, he jumped in .
Steve hit the freezing water at the bttm f the well. He lifted his head ut f the water and grabbed Danny, wh was panicked, trying t stay aflat in water that was t deep fr either f them t stand.
Knwing they culd flat in the ice-cld water fr nly a shrt time, Steve pulled his sn up nt his chest and tried all means t stand upright with tw legs against the narrw well walls fr supprt. His bdy was still partly submerged (淹沒(méi)). “Dad, yu can pull us ut nw,” Danny said.
If nly it were that easy. There was n way he culd climb ut. Lking up t see Claus lking dwn at them frm the tp f the well, Steve shuted, “Claus, yu’re ging t have t be a big by and save us. Yu have t g ut t the rad and get smene t help. OK?” “OK, Daddy.” Claus yelled and ran t the rad.
注意：
1. 續(xù)寫(xiě)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。
Abut 15 minutes later, Edmen and Sam, their neighbrs, were driving by Steve’s farm when they nticed Claus alne by the side f the rad, waving.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Frty-sme minutes after he’d jumped int the well t save his sn, Steve came ut, cld and wet.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
Abut 15 minutes later, Edmn and Sam, their neighbrs, were driving by Steve’s farm when they nticed Claus alne by the side f the rad, waving. Hearing the accident frm Claus, they picked him up and sped t Steve’s huse. Upn arrival, Edmn quickly jumped ff the truck and grabbed a lng thick rpe. Then he and Sam rushed t the well. “Steve,” Edmn shuted, “We’re ging t send a rpe dwn t yu.” “OK, I’ll send Danny up first.” Steve shuted back, freezing dwn there. With the rpe tied arund, the by was pulled ut first.
Frty-sme minutes after he’d jumped int the well t save his sn, Steve came ut, cld and wet. Just as his neighbrs reached ut t grab him, he cllapsed t the grund. Struggling t his feet, Steve hugged his neighbrs tightly, whispering “Yu save ur lives! Thank yu!” Fr him, wrds culdn’t express his gratitude fr their timely rescue and they were his gd neighbrs frever. “Daddy!” Danny and Claus cried, rushing t Steve. Steve held them tightly in arms, cherishing them like never befre, and tears welled up in the eyes f this tugh guy.
【寫(xiě)作分析】本文講述了一個(gè)關(guān)于救援的故事。主人公史蒂夫喂完馬后，和兩個(gè)兒子丹尼和克勞斯一起回家。在史蒂夫停下來(lái)關(guān)門時(shí)，丹尼踩在覆蓋在井上的木板上，由于木板老化斷裂，他掉進(jìn)了井里。因?yàn)榈つ釒缀醪粫?huì)游泳，史蒂夫立即跳入井里救他，但因?yàn)樗?，兩人都站不住，無(wú)法逃出。史蒂夫讓井口的克勞斯去找人求助，克勞斯答應(yīng)了，立即跑向馬路。
1.段落續(xù)寫(xiě)：
①由第一段首句內(nèi)容“大約15分鐘后，他們的鄰居埃德蒙和薩姆開(kāi)車經(jīng)過(guò)史蒂夫的農(nóng)場(chǎng)時(shí)，他們注意到克勞斯獨(dú)自一人在路邊揮手?！笨芍谝欢慰擅鑼?xiě)埃德蒙和薩姆是如何對(duì)史蒂夫和丹尼進(jìn)行救援的。
②由第二段首句內(nèi)容“史蒂夫跳進(jìn)井里救兒子四十多分鐘后，他出來(lái)了，渾身又冷又濕?！笨芍诙慰擅鑼?xiě)史蒂夫獲救后與兒子的交流和對(duì)鄰居的感激。
2.續(xù)寫(xiě)線索：展開(kāi)救援——丹尼獲救——繼續(xù)救援——史蒂夫獲救——感激鄰居——更加珍惜家人
3.詞匯激活
行為類
①.一到，在到達(dá)時(shí)：upn arrival/as sn as sb. arrive (arrives/arrived)
②.抓住，抓起：grab/catch hld f
③.擁抱：hug/embrace
情緒類
①.感激：gratitude/appreciatin
②.珍愛(ài)某人：cherish sb./lve sb. dearly
【典型句式】
[句型1]. With the rpe tied arund, the by was pulled ut first. （運(yùn)用了with的復(fù)合結(jié)構(gòu)在句中作狀語(yǔ)）
[句型2]. Just as his neighbrs reached ut t grab him, he cllapsed t the grund. （運(yùn)用了由as引導(dǎo)的時(shí)間狀語(yǔ)從句）
3．（2022·江蘇·新沂市第一中學(xué)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(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。
Mr. Dawsn was an ld gruch (脾氣壞的人), and everyne in twn knew it. Kids knew nt t g int his yard t pick a delicius apple, even ff the grund, because ld Dawsn, they said, wuld cme after yu with his ball bullet gun.
One Friday, 12-year-ld Janet was ging t stay all night with her friend Amy. They had t walk by Dawsn’s huse n the way t Amy’s huse, but as they gt clse Janet saw him sitting n his frnt prch and suggested they crss ver t the ther side f the street. Like mst f the children, she was scared f the ld man because f the stries she’d heard abut him.
Amy said nt t wrry, Mr. Dawsn wuldn’t hurt any-ne. Still, Janet was grwing mre nervus with each step clser t the ld man’s huse. When they gt clse enugh, Dawsn lked up with his usual frwn, but when he saw it was Amy, a brad smile changed his entire face as he said, “Hell Miss Amy. I see yu’ve gt a little friend with yu tday.”
Amy smiled back and tld him Janet was staying vernight and they were ging t listen t music and play games. Dawsn tld them that sunded fun, and ffered them each a fresh picked apple ff his tree. They gladly accepted. Dawsn had the best apples in twn.
When they gt ut f Dawsn’s earsht, Janet asked Amy, “Everyne says he’s the meanest man in twn. Hw cme was he s nice t us?”
Amy explained that when she first started walking past his huse he wasn’t very friendly and she was afraid f him, but she pretended he was wearing an invisible smile and s she always smiled back at him. It tk a while, but ne day he half-smiled back at her.
注意：
1. 續(xù)寫(xiě)詞數(shù)應(yīng)為150詞左右；
2. 請(qǐng)按下面格式在答題卡相應(yīng)位置作答。
After sme mre time, he started smiling real smiles and then started talking t her.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“An invisible smile?” questined Janet. “Yes,” answered Amy.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
After sme mre time, he started smiling real smiles and then started talking t her. Just a“hell” at first, then mre and mre. Smetimes they wuld talk abut neighbrs fr a lng time and shared sme delicius fd. Surprisingly, Amy said he always ffers her an apple nw, and is always very kind. “My grandma tld me that if I pretended I wasn’t afraid and pretended he was smiling an invisible smile at me and I smiled back at him, sner r later he wuld really smile. Grandma says smiles are easily spread.” Added Amy.
“An invisible smile?” questined Janet. “Yes,” answered Amy. “Everyne wears an invisible smile if yu bserve carefully.” Amy cntinued, “Grandma nce tld me that if we smile t smene, mst peple can’t resist ur smile after a while. They will als respnd with a smile r ther kind behavirs.” With wide eyes and an pen muth, Janet listened carefully and full f wrship. Suddenly, she seemed t think f smething, grabbing Amy’s hands and running t Mr. Dawsn’s. “Shw him ur smile!” said Janet. If yu want t be accepted by thers, yu must first learn t accept thers.
【寫(xiě)作分析】本文以人物為線索展開(kāi)，講述了道森先生是個(gè)老愛(ài)發(fā)牢騷的人，大家都知道，孩子們都不敢去摘他家的蘋(píng)果，12歲的珍妮特要和她的朋友艾米過(guò)夜。在去艾米家的路上，他們不得不經(jīng)過(guò)道森家，珍妮特很害怕，但是艾米叫她不要害怕，道森對(duì)這艾米微笑，還給了她們蘋(píng)果，珍妮特很好奇，艾米解釋了原因，就是假裝他臉上帶著看不見(jiàn)的微笑。
1.段落續(xù)寫(xiě)：
①由第一段首句內(nèi)容“又過(guò)了一段時(shí)間，他開(kāi)始真正地微笑，然后開(kāi)始和她說(shuō)話?！笨芍谝欢慰擅鑼?xiě)艾米和道森之間的友好是如何發(fā)展的。
②由第二段首句內(nèi)容““看不見(jiàn)的笑容？”珍妮特質(zhì)疑道。”可知，第二段可描寫(xiě)艾米給珍妮特解釋看不見(jiàn)的微笑到底是怎么起作用的。
2.續(xù)寫(xiě)線索：友好的發(fā)展——奶奶的解釋——微笑的作用——感悟
3.詞匯激活
行為類
①提供：ffer sb. sth./give sb. sth.
②告訴：tell sb. that/infrm sb. that
③展示：shw sb. sth./display sth. t sb.
情緒類
①友好：kind/hearty
②認(rèn)真地：carefully/meticulusly
【典型句式】
[句型1]. My grandma tld me that if I pretended I wasn’t afraid and pretended he was smiling an invisible smile at me and I smiled back at him, sner r later he wuld really smile. (由that引導(dǎo)的賓語(yǔ)從句和if引導(dǎo)的條件狀語(yǔ)從句)
[句型2].Grandma nce tld me that if we smile t smene, mst peple can’t resist ur smile after a while. (由that引導(dǎo)的賓語(yǔ)從句和if引導(dǎo)的條件狀語(yǔ)從句)
詞塊類別
源語(yǔ)篇中的詞塊舉例
詞級(jí)詞塊
動(dòng)作描寫(xiě)
see sb. falling n the ice/take ff my skates/step n sth./sink under ice/grab the edge
f the ice/pull me up
情緒描寫(xiě)
get scared/envy ther peple/get bred/be annyed at/be embarrassed/feel uncmfrtable
環(huán)境描寫(xiě)
be cld and my hands were frzen
句級(jí)詞塊
I was wndering hw t d sth. / I went with a friend wh...
When I stepped there,I thught that ...
The taxi driver asked what Whenever I think abut,I...
語(yǔ)篇詞塊
語(yǔ)篇框架詞塊
It was my first time t sn as he left/I... suddenly/I... It seemed like a very lng time/like a year.
Then, frtunately, dn’t want t... even nw.
邏輯銜接詞
Because/s/but/and then/at that time/unfrtunately.
我已有的詞塊儲(chǔ)備
（1）動(dòng)詞描寫(xiě)：
（2）心理描寫(xiě)：
（3）場(chǎng)景描寫(xiě)：

源語(yǔ)篇詞塊整理
詞塊類別
源語(yǔ)篇中的詞塊舉例
詞級(jí)詞塊
動(dòng)作描寫(xiě)
情緒描寫(xiě)
環(huán)境描寫(xiě)
句級(jí)詞塊
語(yǔ)篇詞塊
語(yǔ)篇框架詞塊
邏輯銜接詞
續(xù)寫(xiě)中可利用的詞塊歸納
（1）動(dòng)詞描寫(xiě)：
（2）心理描寫(xiě)：
（3）場(chǎng)景描寫(xiě)：

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