知識(shí)回顧
1
分詞的結(jié)構(gòu)
1.一般型結(jié)構(gòu)
一般型結(jié)構(gòu)是指分詞或分詞短語(yǔ)在句子中充當(dāng)狀語(yǔ)時(shí)，其邏輯主語(yǔ)與句子主語(yǔ)一致 (邏輯主語(yǔ)是非謂語(yǔ)動(dòng)詞動(dòng)作的執(zhí)行者或承受者；它們?cè)谶壿嬌洗嬖谥髦^關(guān)系或動(dòng)賓關(guān)系，但不能直接作非謂語(yǔ)動(dòng)詞的主語(yǔ)，因此叫邏輯主語(yǔ)。如：
Opening the drawer, he tk ut a revlver.（其中 pening 是分詞，它的邏輯主語(yǔ)是句子主語(yǔ)he）
現(xiàn)在分詞和過(guò)去分詞在一般型中的區(qū)別：兩種分詞作狀語(yǔ)是，都可表時(shí)間，原因，條件，讓步，方式， 伴隨等。但是，現(xiàn)在分詞表主動(dòng)關(guān)系，過(guò)去分詞表被動(dòng)關(guān)系 。如：
Stepping carelessly ff the pavement, he was kncked dwn by the bus.(分詞stepping的邏輯主語(yǔ)是he，和句子主語(yǔ)he一致，且he和stepping 是主動(dòng)關(guān)系，所以用動(dòng)詞 step 的現(xiàn)在分詞形式)
Once published,this bk will be very ppular.(分詞 published 的邏輯主語(yǔ)是this bk，和句子主語(yǔ)一致，且 this bk 和published是被動(dòng)關(guān)系，所以用動(dòng)詞 publish 的過(guò)去分詞形式)
判斷分詞作狀語(yǔ)時(shí)，到底該用現(xiàn)在分詞還是過(guò)去分詞，主要看要作分詞的動(dòng)詞和句子的主語(yǔ)是什么關(guān)系 。主動(dòng) 關(guān)系就用現(xiàn)在分詞，被動(dòng)關(guān)系就用過(guò)去分詞 。如：
the news, they were all excited. (用動(dòng)詞hear的分詞形式填空 )
at by everybdy, she had my sympathy. (用動(dòng)詞laugh的分詞形式填空 )
上述句子中，動(dòng)詞hear和句子主語(yǔ)they 是主動(dòng)關(guān)系，所以應(yīng)用 hear 的現(xiàn) 在分詞形式 hearing；動(dòng)詞laugh和句子主語(yǔ)she是被動(dòng)關(guān)系，所以應(yīng)用laugh的過(guò)去分詞形式laughed.
2.獨(dú)立主格結(jié)構(gòu)
當(dāng)分詞的邏輯主語(yǔ)與句子的主語(yǔ)不一致時(shí)，則應(yīng)將分詞的邏輯主 語(yǔ)補(bǔ)出來(lái)，且放置分詞之前，這種分詞結(jié)構(gòu)被稱作獨(dú)立主格結(jié)構(gòu)。獨(dú)立主格結(jié)構(gòu)的特點(diǎn)有：獨(dú)立主格結(jié)構(gòu)由兩部分組成，前一部分是名詞或者代詞，后一部分是分詞，前后兩部分具有邏輯主謂關(guān)系；獨(dú)立主格結(jié)構(gòu)的邏輯主語(yǔ)與句子的主語(yǔ)不同，它獨(dú)立存在；分詞與前面的名詞或代詞，是主謂關(guān)系；獨(dú)立主格結(jié)構(gòu)一般有逗號(hào)與主句分開(kāi)。
現(xiàn)在分詞和過(guò)去分詞都有獨(dú)立主格結(jié)構(gòu) 。邏輯主語(yǔ)都需要補(bǔ)出來(lái)。但是，現(xiàn)在分詞與邏輯主語(yǔ)是主動(dòng)關(guān)系，過(guò)去分詞與邏輯主語(yǔ)是被動(dòng)關(guān)系。例如：
The girl staring at him , he didn’t knw what t say. (句中現(xiàn)在分詞staring與邏輯主語(yǔ)the girl 是主動(dòng)關(guān)系，相當(dāng)于As the girl stared at him, …）
Her wrk dne, she sat dwn fr a cup f tea. （句中過(guò)去分詞dne與邏輯主語(yǔ)her wrk 是被動(dòng)關(guān)系，相 當(dāng) 于 When her wrk was dne, …）
3.垂懸分詞
分詞的主語(yǔ)既不與句子主語(yǔ)一致，分詞本身又非獨(dú)立主格結(jié)構(gòu)，這種分詞在語(yǔ)法上被稱作垂懸分詞，也叫無(wú)依著分詞。垂懸分詞從起源上來(lái)說(shuō)，是語(yǔ)言的錯(cuò)誤使用，即將分詞的主語(yǔ)與句子的主語(yǔ)錯(cuò)誤聯(lián)系，從而產(chǎn)生垂懸分詞，所以有人又叫它錯(cuò)關(guān)聯(lián)分詞 。
垂懸分詞通常出現(xiàn)在句子開(kāi)頭或接近開(kāi)頭的位置，與句子中的其 它成分不產(chǎn)生必要的句法關(guān)系，特別是它與句子主語(yǔ)無(wú)邏輯關(guān)系。鑒于這種特點(diǎn)，垂懸分詞別名為：獨(dú)立分詞或孤立分詞?，F(xiàn)在分詞和過(guò)去分詞都可用作垂懸分詞 。垂懸分詞多數(shù)為現(xiàn)在分詞，少數(shù)為過(guò)去分詞 。例如：
Being Christmas，the gvernment ffices were clse. (句中being為現(xiàn)在分詞，它的邏輯主語(yǔ)既不是句子主語(yǔ) the gvernment,前面也沒(méi)有放置邏輯主語(yǔ))
Granted that yu are right，yu shuld nt get angry.(句中g(shù)ranted 是過(guò)去分詞， 它的邏輯主語(yǔ)既不是句子主語(yǔ) yu,前面也沒(méi)有放置邏輯主語(yǔ))
垂懸分詞與一般分詞不一樣，是一種超常規(guī)的語(yǔ)言現(xiàn)象，但其用途與形式相對(duì)固定，應(yīng)引起我們足夠的重視。正因?yàn)榇箲曳衷~的使用場(chǎng)合及數(shù)量相對(duì)有限，英語(yǔ)學(xué)習(xí)者一方面要學(xué)會(huì)理解并掌握這一超常語(yǔ)言現(xiàn)象，另一方面切記不要將其它一般分詞 (遵循主謂一致原則)模仿垂懸分詞使用，因?yàn)楫吘勾箲曳衷~的產(chǎn)生源于錯(cuò)誤聯(lián)系，違反了主謂一致原則。
分詞作狀語(yǔ)時(shí)的歧義排除方式
英語(yǔ)分詞在句子中作狀語(yǔ)時(shí)，常用來(lái)表 示時(shí)間、條件、原因、讓步、結(jié)果、方式和伴隨情況等意義。分詞狀語(yǔ)前有時(shí)有連接詞時(shí)，連接詞作其類別符號(hào)，這些類別符號(hào)明確地界定了分詞的語(yǔ)法范疇和語(yǔ)義范疇。 當(dāng)分詞前沒(méi)有這些類別符號(hào)時(shí)，其狀語(yǔ)意義有時(shí)就顯得模糊、不確定，甚至產(chǎn)生歧義。分詞狀語(yǔ)的歧義范圍通 常在時(shí)間、條件、原因及讓步意義之間。
（1）分詞兼作時(shí)間和條件狀語(yǔ)，語(yǔ)句以充足理由表述客觀規(guī)律。例如：
Healed, water changes int vapr.
上述句子有兩種描述：
When healed, water changes int vapr.
If healed, water changes int vapr.
（2）分詞兼作時(shí)間和原因狀語(yǔ)，反映了時(shí)序關(guān)系與因果關(guān)系的緊密聯(lián)系.。例如：
Healed, water changed int vapr.
上述句子有兩種描述：
When healed, the water changed int vapr.
Because it was healed, the water changed int vapr.
（3）分詞兼作原因和讓步狀語(yǔ)，反映了 對(duì)因果規(guī)律的不同心理預(yù)設(shè)。例如：
Weighing abut eighty kils, the bx culdn’t be carried by the prter alne.
上述句子有兩種解釋：
Since the bx weighed abut eighty kils, the prter culdn’t carry it by himself alne.
Althugh the bx weighed abut eighty kils, the prter culdn’t carry it by himself alne.
綜上所述，分詞兼作時(shí)間狀語(yǔ)和條件狀語(yǔ)時(shí)，可以用 when 或者 if 描述其深層結(jié)構(gòu)，這類語(yǔ)句一般表述客觀規(guī)律或者客觀真理。這一語(yǔ)言現(xiàn)象的邏輯意義為：以when為時(shí)序關(guān)聯(lián)詞的語(yǔ)句含有全稱肯定假言命題，以if 為條件關(guān)聯(lián)詞的語(yǔ)句含有充分條件假言命題。原因狀語(yǔ)有時(shí)與時(shí)間、條件或讓步狀語(yǔ)兼類。分詞兼作時(shí)間狀語(yǔ)和原因狀語(yǔ)的現(xiàn)象反映了時(shí)序關(guān)系和因果關(guān)系的邏輯聯(lián)系：時(shí)序關(guān)系是因果關(guān)系的前提，因果關(guān)系透過(guò)事物發(fā)展時(shí)序，揭示事物發(fā)展規(guī)律；分詞兼作條件狀語(yǔ)和原因狀語(yǔ)時(shí)，語(yǔ)句以充足理由表述事物的因果規(guī)律；分詞兼作原因狀語(yǔ)和讓步狀語(yǔ)時(shí)，無(wú)論作哪種釋義，語(yǔ)句所隱含的因果規(guī)律都是同一的，所不同的只是說(shuō)話人對(duì)結(jié)果的心理預(yù)設(shè)不同。
方法策略
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在讀后續(xù)寫(xiě)中， 要提高讀后續(xù)寫(xiě)的語(yǔ)言表達(dá)能力，僅僅強(qiáng)調(diào)詞匯和語(yǔ)法學(xué)習(xí)是遠(yuǎn)遠(yuǎn)不夠的。我們除了掌握讀后續(xù)寫(xiě)常用的一些詞語(yǔ)外，在平時(shí)的學(xué)習(xí)中還要注意積累一些常用句式，特別是分詞與狀語(yǔ)從句的轉(zhuǎn)換與使用，并晨讀背誦、默寫(xiě)、仿寫(xiě)，最后做到在讀后續(xù)寫(xiě)中運(yùn)用自如。
一、用分詞為讀后續(xù)寫(xiě)增色的策略
1.心理狀態(tài)類分詞凸顯人物情緒狀態(tài)
例如：Knwing that she was ill, he was s wrried that he even frgt t eat dinner.
Delightedly realizing that he was cming t help her, she sat dwn in relief.
2.感官類分詞突出人物的動(dòng)作回應(yīng)
例如：Seeing /Watching the bear tearing dwn the fence, she was thrilled with terrr.
Glancing at the dark frest in the distance, she stepped back t the cabin in anxiety.
Feeling nervus, he std there frzen.
3.反思類分詞提升人物對(duì)事件的認(rèn)知
例如：Thinking that she wuld see her sn sn, she walked quickly twards her huse and was wearing a big smile.
Recalling/Thinking back n the days they spent tgether, she felt cherished and expressed the gratitude t thse things he did fr her.
4.情感情緒類分詞強(qiáng)化人物的心理體驗(yàn)
例如：Cherishing the gratitude twards the villagers, he pick the phne with the purpse f sharing sme heartfelt wrds with them.
Overwhelmed with terrr, she just ran as quickly as he culd t get ut f the ld castle.
Exhausted by the gssips, he finally left her and let g f all the memries there.
5.“否定祈使句+典型動(dòng)作類分詞”深化表述目的
例如：Dn’t just stand there t d nthing, everything waving at yu in fact.
Dn’t hesitate t attend the party, jining yur fellws and sharing yur happiness.
6.特征類分詞升華人物/場(chǎng)景描述
例如：Characterized by the beautiful seaside, the city is always crwded with laughter and cheers f the turists.
Featured by the quietness, it is a gd place t relax yurself there.
Characterized by the shyness befre the public, she is always cautius when amng the students.
7.獨(dú)立主格結(jié)構(gòu)增添敘事活力
例如： She saw the bear appraching quickly, her legs shaking.
He walked int the classrm with jy, his hands hlding the prize high.
She didn’t knw hw t answer her sn, her heart brken.
8.垂懸分詞讓表達(dá)更緊湊
例如：Speaking f the plan f the jurney, the children were always filled with jy and hpe as well.
Judging frm her clthes, we knw that she was still wrried and had n interest in makeup.
二、利用分詞整合續(xù)寫(xiě)語(yǔ)篇的策略舉例
在整合讀后續(xù)寫(xiě)語(yǔ)篇的過(guò)程中，我們可以利用分詞結(jié)構(gòu)，進(jìn)一步優(yōu)化句子表達(dá)，讓敘事、描寫(xiě)、抒情更加有力度。
（2020，新高考I卷）The Meredith family lived in a small cmmunity. As the ecnmy was in decline, sme peple in the twn had lst their jbs. Many f their families were struggling t make ends meet. Peple were trying t help each ther meet the challenges.
Mrs. Meredith was a mst kind and thughtful wman. She spent a great deal f time visiting the pr. She knew they had prblems, and they needed all kinds f help. When she had time, she wuld bring fd and medicine t them.
One mrning she tld her children abut a family she had visited the day befre. There was a man sick in bed, his wife, wh tk care f him and culd nt g ut t wrk, and their little by. The little by -his name was Bernard-had interested her very much.
“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.”
After their mther left the rm, the children sat thinking abut Bernard. “I wish we culd help him t earn mney,” said Clara. “His family is suffering s much.”
“S d I,” said Harry. “We really shuld d smething t assist them.”
Fr sme mments, Jhn said nthing, but, suddenly, he sprang t his feet and cried, “I have a great idea! I have a slutin that we can all help accmplish(完成).”
The ther children als jumped up all attentin. When Jhn had an idea, it was sure t be a gd ne. “I tell yu what we can d,” said Jhn. “Yu knw that big bx f crn Uncle Jhn sent us? Well, we can make ppcrn(爆米花), and put it int paper bags, and Bernard can take it arund t the huses and sell it.”
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。
When Mrs. Meredith heard f Jhn's idea, she thught it was a gd ne, t.
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With everything ready, Bernard started ut n his new business.
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文章講述了熱心的Mrs. Meredith與孩子們得知Bernard 家的生活困難后， 想辦法幫助他掙錢(qián)補(bǔ)貼家用 的故事。文章給出的部分講到 Mrs. Meredith的三個(gè)孩子想 出“做爆米花去賣(mài)”的主意，后面的內(nèi)容則需要我們?nèi)ダm(xù)寫(xiě)。根據(jù)給定的續(xù)寫(xiě)段落的兩個(gè)首句，我們可以推斷續(xù)寫(xiě)段 落1的內(nèi)容應(yīng)包括：三個(gè)孩子積極準(zhǔn)備， 最后成功邀請(qǐng)Bernard加人賣(mài)爆米花的活動(dòng)中；而續(xù)寫(xiě)段落2的內(nèi)容則應(yīng)包括：Bernard賣(mài)爆米花的過(guò)程，以及他的感受。在敘事的過(guò)程中，我們可以在文中靈活運(yùn)用分詞狀語(yǔ)結(jié)構(gòu)，讓續(xù)寫(xiě)語(yǔ)篇的整體表達(dá)效果得到提升。例如：
Paragraph 1:
When Mrs. Meredith heard f Jhn’s idea, she thught it was a gd ne, t. Having exchanged glances with Mrs. Meredith, Jhn immediately arranged different tasks fr Harry and Clara. Harbring great excitement, Harry and Clara ran ut, intending t brrw a ppcrn machine. And Jhn, verwhelmed with jy t, dashed t Bernard’s hme. It was in a ?ash that Jhn fund Bernard, and tld him his plan. “Dn’t hesitate t jin us, cntributing t sme family incme.”Jhn added, vice laden with expectatin. Facing this gracius invitatin, Bernard was at a lss fr what t say. N sner had he ndded than Jhn grasped his hand and dragged him away.Later, these children gt tgether at Jhn’s hme and started t make ppcrn.
Paragraph 2:
With everything ready, Bernard started ut n his new business. At the beginning, characterized by the shyness, Bernard failed t sell sme ppcrn.Hwever, encuraged by Jhn, he gradually gain curage and sld sme ppcrn successfully. With time ging by, Bernard attracted a large quantity f peple. Therefre, it didn’t take lng befre Bernard sld all his ppcrn. Seeing the mney brught by his labr, he culdn’t help jumping with excitement. The next tw minutes witnessed the by run jumping t Mrs.Meredith. “Thank yu, Mrs. Meredith.”Bernard said simply in frnt f this Lady, eyes seeming t shine with tears. “By, it’s als a pleasure t help yu. G hme t help yur father. ”said the kind wmen, face radiating bundless lve.
上述范文中劃?rùn)M線的分詞狀語(yǔ)有效地傳達(dá)了有關(guān)動(dòng)作、情感以及特征等信息，同時(shí)也豐富了句式結(jié)構(gòu)，為續(xù)寫(xiě)語(yǔ)篇增色、增效。
實(shí)踐強(qiáng)化
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續(xù)寫(xiě)語(yǔ)篇中分詞狀語(yǔ)的使用策略導(dǎo)引
1．（2022·河北保定·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。
An Encunter in a Department Stre
Candle hlders, picture frames and s n surrunded me in a husehld gds stre. While my husband and I waited fr cnstructin t be finished in ur new huse, I enjyed seeking decrating ideas. A figurine n ne f the shelves attracted my attentin, and I picked it up. It was beautiful, made f cast brnze. A wman was dancing with a yung girl, their faces caught in a mment f pure jy, and the girl lked up lvely at what culd nly be her mther.
Memries flded in I remembered my daughter, Laura, my sn, Glenn, and me dancing arund the living rm. I was a nurse, which meant lng shifts at the hspital, s I cherished these mments with my kids. “Having s fun,” as Laura used t say.
I culd see bth f my children nw — Glenn dancing t the recrd player as Laura spun rund and rund. Time had passed in the blink f an eye. Nw my husband and I were mving ut f the huse they’d grwn up in. Laura has children f her wn and wrks as a designer. Glenn als wrks in a design cmpany.
I had t buy it, and knew just where I’d put it in the new huse. It wuld be put n the side f the fireplace in the living rm. Only ne thing culd make my purchase mre perfect: if this figurine were part f a set, the ther piece f a mther dancing with a by. It was pssible I’d find ne.
Determined, I searched the entire stre. I carefully scanned every shelf. There was n cmpanin figurine anywhere, nr a salespersn t help me. Maybe the cashier will knw, I thught. I headed t the registers. As I std in the checkut line, I sptted an lder wman walking quickly with smething like a figurine in ne f her hands.
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。
I stepped aside, s the wman culd get past.
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I asked the cashier abut the wman helping me.
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【參考范文】
I stepped aside, s the wman culd get past. But when she suddenly stpped in frnt f me, I saw that she was hlding a figurine similar t mine. T my surprise, she held it ut t me. It was a wman, a by dancing with her. I accepted her ffering. Hw did she knw just what I was lking fr? Befre I culd gather myself enugh even t say thank yu, the wman walked away with smiles.
I asked the cashier abut the wman helping me. “Des she wrk in the stre?” I asked. The cashier said her name was Mary. Mary desn’t wrk here but she is very warm-hearted and ften helps custmers chse the right gds. Befre I left the stre, I tk anther lk arund fr the wman wh’d sent me back t happy memries f my children. I fund her at last and shwed my sincere thanks t her.
【寫(xiě)作分析】本文以人物為線索展開(kāi)，講述了作者在百貨公司看到了一個(gè)很喜歡的小雕像，但這個(gè)小雕像是一套的一部分，另一件是一個(gè)母親與一個(gè)男孩跳舞，作者發(fā)現(xiàn)另一個(gè)被一個(gè)上了年紀(jì)的婦女拿到了。還沒(méi)等作者開(kāi)口，婦女就把雕塑給了作者，讓作者很意外。
1.段落續(xù)寫(xiě)：
①由第一段首句內(nèi)容“我讓開(kāi)了，讓那個(gè)女人過(guò)去?！笨芍?，第一段可描寫(xiě)女人把雕像給作者的經(jīng)過(guò)。
②由第二段首句內(nèi)容“我向收銀員詢問(wèn)了幫助我的那個(gè)女人?！笨芍?，第二段可描寫(xiě)作者向店員了解這個(gè)女人以及對(duì)女人的感謝。
2.續(xù)寫(xiě)線索：女人給作者雕像——作者驚訝——詢問(wèn)收銀員——了解女人情況——作者感悟
3.詞匯激活
行為類
拿著：hld/carry
尋找：lk fr/search fr
選擇：chse/select
情緒類
驚訝：surprise /astnishment
快樂(lè)：happy /jyful
【典型句式】
[句型1] But when she suddenly stpped in frnt f me, I saw that she was hlding a figurine similar t mine. (運(yùn)用了when引導(dǎo)時(shí)間狀語(yǔ)從句)
[句型2] Befre I left the stre, I tk anther lk arund fr the wman wh’d sent me back t happy memries f my children. (運(yùn)用了wh引導(dǎo)定語(yǔ)從句)
2．（2022·河北·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。
Teenagers lve t stay in clse cntact, but nly when it’s thrugh ur phnes and almst never in persn. Withut phnes, ur relatinships are frail (脆弱的). We may have 600 fllwers n scial media, but nly a few wh we can call true friends. We make friends quickly, but lse them just as fast. We dn’t knw the real meaning f human cnnectins. I fell prey t this rule as well. But all changed when I began vlunteering.
I’d signed up t help ut at a children’s rehabilitatin (康復(fù)) hspital. I was full f fear. I’d never interacted clsely with anyne with a disability. Thugh I thught f myself as an acceptable, pen-minded persn, I was wrried.
I wndered if children wh may never speak, wh may never be respnsive, cannt make meaningful human cnnectins. “Hw wuld we be able t understand each ther if we culd nt speak?” I wndered. “Wuld the children feel lnely? Wuld I feel lnely?”
But n the first day, my wrries disappeared. Walking int Hlland Blrview Kids Rehabilitatin Hspital was like walking int a rm where all the nise and sund we experience day-t-day disappeared.
Many f the children were nn-verbal. S yu seldm heard a cnversatin. Things seemed t mve in slw mtin. My jb was t prvide ne-n-ne supprt during activities.
Befre we began t wrk, we had a vlunteer training sessin. We were tld that t make sure we were being understd, we shuld lk int the children’s eyes, and ask, “Are yu seeing me?” This was t create a sense f mutual (互相的) understanding. We were als taught t use gestures, such as eye cntact, smiling, ndding, and patting t cmmunicate.
I was paired with a by named Miles, wh culd neither speak nr hear. The first time I accmpanied him, I never thught we wuld make such a meaningful cnnectin nly thrugh eye cntact and smiles. The tw f us lay side by side in a rm called Rest and Relaxatin with classical music filling the air. Lights were strung up that changed clr with a remte cntrl. Miles stared at the clrful lights. Obviusly, he gt interested in the lights.
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。
I did as I was taught, lking quietly at him with a smile.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
This cnnectin frmed in thse tw hurs was s different, telling me what human cnnectins really mean.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
I did as I was taught, lking quietly at him with a smile. He smiled at me, t. Suddenly, he patted me n my shulder, pinting t the center f the rm and began t shake his bdy rhythmically. I immediately understd that he wanted t invite me t dance with him. I smiled and ndded. We came t the middle f the rm. Under the clrful lights, I tk his hands and danced with him. He laughed frm his heart, and s did I. I felt happy. At this mment, we frmed a clse cnnectin, which des nt need language.
This cnnectin frmed in thse tw hurs was s different, telling me what human cnnectins really mean. Human cnnectins are frm the heart and need face-t-face cmmunicatin. I began t try t assciate with peple in real life. I participated in varius utdr activities, in which I made many friends, many real friends. I felt excited. I still insist n vlunteering in the hspital nw. I like t get alng with Miles, wh taught me what human cnnectins are.
【寫(xiě)作分析】本文講述了作者和其他同齡人一樣，只沉迷于網(wǎng)絡(luò)交友，不知道在現(xiàn)實(shí)生活中如何處理人際關(guān)系，但一次志愿者經(jīng)歷改變了作者的態(tài)度。作者報(bào)名參加了一個(gè)兒童康復(fù)中心的志愿者活動(dòng)，為不會(huì)說(shuō)話的孩子們提供一對(duì)一的幫助。作者幫助的對(duì)象是一個(gè)叫邁爾斯的男孩，他既不會(huì)說(shuō)話也聽(tīng)不見(jiàn)，作者和他通過(guò)眼神和微笑進(jìn)行交流。兩人躺在休息室里，邁爾斯對(duì)五顏六色的燈光很感興趣。
1.段落續(xù)寫(xiě)：
①由第一段首句內(nèi)容“我照培訓(xùn)時(shí)教的做了，微笑著靜靜地看著他?！笨芍?，第一段可描寫(xiě)作者和邁爾斯是如何在不用語(yǔ)言的情況下進(jìn)行交流的。
②由第二段首句內(nèi)容“在這兩個(gè)小時(shí)里形成的這種聯(lián)系是如此的不同，告訴了我人際關(guān)系的真正含義?！笨芍?，第二段可描寫(xiě)這次經(jīng)歷給作者帶來(lái)的感悟和改變。
2.續(xù)寫(xiě)線索：邀請(qǐng)?zhí)琛廊煌狻黄鹛琛⒙?lián)系——作者的改變——作者開(kāi)始融入現(xiàn)實(shí)生活——作者的感悟
3.詞匯激活
行為類
①.開(kāi)始做某事：begin t d sth./start t d sth.
②.明白，理解：understand/cmprehend
③.參加：participate in/take part in
情緒類
①.高興的：happy/pleased
②.激動(dòng)的，興奮的：excited/thrilled
【典型句式】
[句型1]. I immediately understd that he wanted t invite me t dance with him.(由that引導(dǎo)的賓語(yǔ)從句作understd的賓語(yǔ))
[句型2]. At this mment, we frmed a clse cnnectin, which des nt need language.(由關(guān)系代詞which引導(dǎo)非限制性定語(yǔ)從句)
3．（2022·河北·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。
Amelia wrked as a nurse fr 5 years and lved it. She lved helping thers and fund the jb demanding, but always rewarding.
The beginning f March was far frm ptimistic because by the middle f March there were just ver fifty patients in the hspital with the same illness. Mst were n ventilatrs(呼吸機(jī)),which helped them t breathe. Then n the 23rd f that mnth there was a natinal lckdwn, which meant mst places were clsed apart frm supermarkets and essential shps. Peple culd nly leave their hmes fr a shrt while t d shpping r t pick up medicatin. All the streets were empty.
Amelia arrived at wrk an hur befre her shift started. The jurney there was quicker than nrmal, because she was the nly ne n the bus. And beying the new rules, she wre her mask the entire trip.
Anther shift ver with, she was exhausted. The bus turned up n time. She gt n and nticed a different persn at the wheel. “Where’s the usual driver? ” she asked plitely.
The yunger man lked sad, and replied grimly(嚴(yán)肅地), “The virus gt him，Miss. He was a friend f mine. ” Amelia was shcked by the news. “I’m s srry t hear this. He was a lvely man. ” “Yes, he was, ”the driver said.
She shwed her ticket and headed t a seat. At the back f the bus was the wman she recgnized frm smewhere. On the jurney hme every street was quiet.
Amelia put n her earphnes and clsed her eyes. The terrible events f that day were nw becming a distant memry.
A week later n a Thursday Amelia left the hspital a bit later than nrmal, as it had been a very busy day. She’d wrked the last fur days and just wanted t g hme. She realized the chance f catching her nrmal bus wuld nt happen. The next ne shuld arrive shrtly. Amelia glanced at her watch and the bus was twelve minutes late.
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。
Suddenly frm the drways f mst huses n the street appeared families as they clapped.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
And at that mment Amelia felt prud f everyne she wrked with.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
Suddenly frm the drways f mst huses n the street appeared families as they clapped. Amelia didn’t understand what was ging n. What were these peple ding? Then it became evidently clear as ne family held a big sign which read: Thank yu, dctrs and nurses! Tears running frm her eyes, she felt this was ne f the lveliest things she’d ever witnessed. Frm all arund, the nise eched up and dwn every street in the city. Hrns blared and peple shuted, “We lve yu, dctrs and nurses.”
And at that mment Amelia felt prud f everyne she wrked with. She was thankful t all the key wrkers in whatever rle they played. And mst f all, she was prud f herself fr everything she’d accmplished in the wrst year pssible, determined t keep n helping thers in their hur f need.
【寫(xiě)作分析】本文以人物為線索展開(kāi)，講述了身為護(hù)士的阿米莉亞目睹了暖心的一幕：疫情期間，民眾自發(fā)組織了一場(chǎng)向醫(yī)護(hù)人員致謝的活動(dòng)。
1.段落續(xù)寫(xiě)：
①由第一段首句內(nèi)容“突然間，街上的大多數(shù)房屋的門(mén)口出現(xiàn)了家家戶戶在鼓掌?！笨芍?，第一段可描寫(xiě)阿米莉亞對(duì)眼前這一幕很不解，當(dāng)看到致謝標(biāo)語(yǔ)后感動(dòng)萬(wàn)分以及街上的致謝活動(dòng)。
②由第二段首句內(nèi)容“那一刻，阿米莉亞為與她共事的每一個(gè)人感到驕傲?！笨芍?，第二段可描寫(xiě)阿米莉亞為自己和同事們感到驕傲并決心繼續(xù)幫助有需要的人們。
2.續(xù)寫(xiě)線索：不解——致謝標(biāo)語(yǔ)——感動(dòng)——致謝活動(dòng)——驕傲——繼續(xù)提供幫助
3.詞匯激活
行為類
①大喊：shut/cry
②.明白、了解：understand /be aware f
③.幫助：help /assist
情緒類
①.感動(dòng)：tears ran frm her eyes/be mved
②.感到驕傲：feel prud f/take pride in
【典型句式】
[句型1]. Then it became evidently clear as ne family held a big sign which read: Thank yu, dctrs and nurses!（運(yùn)用了as引導(dǎo)的時(shí)間狀語(yǔ)從句）
[句型2]. And mst f all, she was prud f herself fr everything she’d accmplished in the wrst year pssible, and lived with a firm determinatin that she wuld keep n helping thers in their hur f need.（運(yùn)用了省略了關(guān)系代詞的定語(yǔ)從句和that引導(dǎo)的同位語(yǔ)從句）
分詞狀語(yǔ)
源語(yǔ)篇典型例句
續(xù)寫(xiě)中可能用的的句子
動(dòng)作類
心理類
情感類
垂懸分詞
獨(dú)立主格結(jié)構(gòu)



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