背景回顧
1
情節(jié)是事件的形式系列或語義系列，它是故事結(jié)構(gòu)中的主干、人物、環(huán)境的支撐點，情節(jié)的類型包括線型、非線型、轉(zhuǎn)換型、范疇型情節(jié)。其中，線型又稱故事型，是情節(jié)的形式分類，它標明情節(jié)發(fā)展的軌跡，顯示情節(jié)的組織關(guān)系，線型情節(jié)又分為單線、復(fù)線和環(huán)型三種子類型。單線顧名思義指只有單一線索的情節(jié)類型，多以一個單一連貫的故事為主，一般情節(jié)緊湊，人物有限，結(jié)構(gòu)簡單。童話故事、民間故事和大部分短篇小說均屬于這一類。非線型情節(jié)類型是相對于線型情節(jié)而言的，是對傳統(tǒng)的故事情節(jié)的一種沖擊，非線型情節(jié)的趨勢之一就是情節(jié)的淡化。情節(jié)淡化主要有以下幾種基本特征：一是敘事文中會打亂時間順序和因果關(guān)系，從而淡化人物和情節(jié)；二是情節(jié)平淡、朦朧乃至支離破碎，故事成自然狀態(tài)，在情節(jié)淡化中，作品會有意無意地放棄“序幕、開端、發(fā)展、高潮、結(jié)局、尾 聲”的情節(jié)模式，不以高潮和懸念取勝，敘述的只是故事的自然流程；三是故事中非動作因素比重增大，故事充滿各種議論和感覺。
讀后續(xù)寫是語言模仿與創(chuàng)造性使用的有機結(jié)合，是語言理解與產(chǎn)出交互協(xié)同、相互促進的結(jié)果，有助于激發(fā)學(xué)生的想象力、創(chuàng)造力，達到以讀促寫、以寫促讀的外語學(xué)習(xí)效果。讀后續(xù)寫的閱讀材料一般以敘事性文本為主，故事情節(jié)多有曲折，故事線索清晰，邏輯性強。目前學(xué)生在讀后續(xù)寫中存在的問題主要有續(xù)寫情節(jié)偏離主題、續(xù)文結(jié)構(gòu)松散無序、語言知識不足以表達思想等。情節(jié)在讀后續(xù)寫中占 據(jù)十分重要的地位，一個好的情節(jié)會讓人產(chǎn)生情感共鳴與價值認同。然而，在續(xù)寫過程中，學(xué)生往往會出現(xiàn)續(xù)寫情節(jié)偏離主題、隱性話語（伏筆）未能回應(yīng)、內(nèi)容單薄、因果不清、時空混亂、角色引 入失當、結(jié)局模糊與價值升華缺失等現(xiàn)象，表明他們?nèi)狈η楣?jié)設(shè)置的基本策略。長此以往， 學(xué)生難免會產(chǎn)生讀后續(xù)寫的畏難情緒 。為此，熟悉并使用讀后續(xù)寫的情節(jié)設(shè)置策略是考生取得讀后續(xù)寫成功的關(guān)鍵因素之一。
方法策略
2
情節(jié)是敘事性文本的構(gòu)成要素之一，由一系列相互關(guān)聯(lián)的事件構(gòu)成，是敘事性文本中最為典型、最為生動的內(nèi)容。解讀敘事性文本，不僅應(yīng)抓住情節(jié)的起因、發(fā)展、高潮、結(jié)局，更應(yīng)抓住情節(jié)的內(nèi)在沖突、矛盾等。一方面，高考續(xù)寫內(nèi)容主要集中在情節(jié)的高潮和結(jié)局部分。此部分反映個體經(jīng)驗及思想上的困惑 與沖突、危機的出現(xiàn)或轉(zhuǎn)折、矛盾沖突以某種方式得到解決及事件的最終結(jié)局。因而，合理的續(xù)寫情節(jié)應(yīng)包括矛盾沖突、危機轉(zhuǎn)折、問題 解決和最終結(jié)局。另一方面，高考讀后續(xù)寫不是獨立存在的，它是已有敘事情節(jié)的延續(xù)，這就要求學(xué)生在主題、情感、人物和事件等方面與已有情節(jié)保持一致 。讀后續(xù)寫中，學(xué)生可以利用如下步驟進行故事的情節(jié)分析及設(shè)置：
1.研讀續(xù)寫源語篇，確定故事話題與主題
讀后續(xù)寫，首先在于“讀”。“讀”的一個重 要意圖在于確定材料的主題 。主題也稱之為“中心思想”，是語篇的靈魂 。因此，續(xù)寫情節(jié)應(yīng)緊緊圍繞主題這個核心，突顯 主題的現(xiàn)實價值和情感意義。主題的確定有兩條途徑：一是提煉，二是感悟。認識事物是由淺入深、由表及里的過程。我們要對已有材料進 行分析、歸納、篩選，并從不同的角度進行比較鑒別，去粗取精，由感性到理性，這樣才能提煉 出事物的本質(zhì)和深刻的主題 。感悟來自苦思 而產(chǎn)生的靈感 。苦思的過程就是對材料信息 進行去偽存真、由表及里的感悟過程。主題始終蘊藏著作者的意圖或價值取向。主題一般包括中心內(nèi)容與價值取向兩個方面。中心內(nèi)容是文章所負載的信息 。價值取向是作者想要通過作品傳達的思想。作者可能會用標題、一個詞、一句話或一段話呈現(xiàn)主題，而學(xué)生需要敏銳地獲取這些關(guān)鍵信息以提煉出主題及作者的價值取向 。一般來說，作者的價值取向包括歷史意義、倫理意義、人生意義、現(xiàn)實價 值、情感價值等。
2.尋找語篇的隱性話語，發(fā)現(xiàn)隱藏在故事背后的問題
隱性話語（隱性話語（伏筆））是上文看似無關(guān)緊要的事或物，對下文將要出現(xiàn)的人物或事件預(yù)先作出的某種提示或暗示。隱性話語（伏筆）有以下三種作用：為故事的展開服務(wù)，給予讀者暗示；制造懸念，提高讀 者繼續(xù)閱讀的興趣；強調(diào)伏線必須有始有終， 前文的跡象提示必在后文中體現(xiàn) 。閱讀材料中的隱性話語（伏筆）在續(xù)寫部分得以體現(xiàn)，才能使得續(xù) 文情節(jié)合情合理，即學(xué)生在續(xù)寫中要遵循“尋找隱性話語（伏筆）— 回應(yīng)隱性話語（伏筆）”的寫作規(guī)則 。然而，隱性話語（伏筆）經(jīng)常零星散落在試題材料中，不易發(fā)覺 。有 時，試題材料中看似“閑筆”之處卻是重要的伏筆信息。學(xué)生如何才能精準地找出“潛伏”在 試題材料中的隱性話語（伏筆）？ 通過梳理歷次高考讀后 續(xù)寫試題材料，我們發(fā)現(xiàn)，隱性話語（伏筆）通常體現(xiàn)在特 定的人、物(事件)、語言、情感、主人公期待和 反常情境六個方面 。通過關(guān)注這六個方面， 我們就能找到隱性話語（伏筆），進而通過回應(yīng)隱性話語（伏筆）來設(shè)置合理的情節(jié)。需要注意的是，試題材料中 可能會有很多隱性話語（伏筆），而續(xù)寫內(nèi)容不可能回應(yīng) 所有隱性話語（伏筆），這就需要學(xué)生選取有助于推動情 節(jié)發(fā)展或能突顯試題材料價值取向的隱性話語（伏筆）來 設(shè)置情節(jié) 。例如，以 2021 年6月浙江卷讀后續(xù)寫試題的隱性話語（伏筆）及其回應(yīng)為例進行詳細闡述：
【物(事件)】
隱性話語（伏筆）：
①My dad earned mney t pay family expenses frm age 14.
②I didn’t really understand his wrld.
③ I thught that I wuld surpass anything he had accmplished after high schl gradua- tin.
④I planned t d with the pay as I wished.
⑤I wasn’t interested mre wrk.
⑥I understd immediately what my parents were wrried abut.
⑦ the truck
回應(yīng)：
①He exerted all his energies t supprt the family withut any bitter wrds.
② I nw understand all the effrts my dad put int the family.
③I wuld never surpass what my dad did fr the family due t my little respnsibility tak- en fr the husehld.
④I decided t cntribute all my mney t mend the truck instead f buying a new basket- ball.
⑤That night, befre I went t bed, I decided t cntinue my wrk if I culd because I learned the true meaning f grwing up.
⑥⑦My parents had intended t fix the br- ken truck but culdn’t get enugh mney t affrd it.
通過梳理試題材料中人、物(事件)、語言、 情感、主人公期待及反常情境等隱性話語（伏筆）信息，我們能夠快速把握敘事的情節(jié)，找到矛盾沖突的 原因，進而發(fā)現(xiàn)亟待解決的問題。
3.豐富故事情節(jié)的內(nèi)涵，突出問題解決的實際意義
歷次高考讀后續(xù)寫試題材料多為遇險脫困、生活趣事等常見的個體經(jīng)歷，其情節(jié)主線并不復(fù)雜 。學(xué)生三言兩語便能寫完情節(jié)主線內(nèi)容，而這又引發(fā)了另一個問題： 學(xué)生寫出的情節(jié)徒有主線骨架，并無“血肉”。 例如，2021 年新高考I卷讀后續(xù)寫試題中寫完 Jenna 和 Jeff做好早餐送到母親床前，看著母親吃完早餐的時候，是否就應(yīng)該結(jié)束續(xù)寫呢？其實不然。 我們還可以從環(huán)境、心理、動作、語言和情感等五個方面著手，豐富情節(jié)內(nèi)容，推動問題的解決。
4.聚焦事件發(fā)生始末，確保敘事的層次性
敘事文本就是敘述人物活 動、事件發(fā)生經(jīng)過、作者抒發(fā)情感的語篇，其結(jié) 構(gòu)一般遵循以下三種順序：
（1） 時間順序：敘事主要用來敘述過去發(fā)生的事件，這個 事件既可以是真實的，也可以是虛構(gòu)的 。敘事的特點是，敘事中事件發(fā)生的時間順序就是事件實際發(fā)生的時間順序。如果敘述的時間發(fā)生改變，那么敘述的事件也會發(fā)生相應(yīng)改變 。例如：
事件一：On the way hme full f excitement, I thught abut hw t make use f the “huge”sum f mney.“I need a new ftball in the future.”I whispered t myself. Appraching my huse, I nticed my dad and mm standing beside the ld truck f my family, lking sad.
事件二：On the way hme full f excitement, I thught abut hw t make use f the “huge”sum f mney. Appraching my huse, I nticed my dad and mm standing beside the ld truck f my family, lking sad.“I need a new ftball in the future.”
事件一是基于 2021年6月 浙江卷讀后續(xù)寫試題材料進行的續(xù)寫，其傳遞的是作者可能會改變錢的用途，將錢用于解決家里的困難 。而事件二則恰恰相反，其傳遞出作者即便知道了家里的困難，仍然想買新足球的想法 。事件一、二傳達的意義之所以大相徑庭，原因就在于改變了敘述的時間。
（2）空間順序：敘事文本尤其是關(guān)于景物的敘事文本，常常會出現(xiàn)空間位移的現(xiàn)象，這在一定程度上是 由于景物都是以一定的空間為背景的 ?？臻g位移一般可以分為兩種：一種是以作者的位置 為中心，推向其他人或物的位置；另 一種是作者在行動中，按行動路線所涉及的空間逐個敘事狀物，即人們常說的“移步換形”。 例如：
(2018年6月浙江卷讀后續(xù)寫 ) I knew we had gtten hpelessly lst. After seemingly ages, there came a lud cry f my dad. As a quick respnse, I shuted in a lud vice.“Dad, I’m here!”Tracing my vice, Dad finally fund me and we gt reunited.
( 2021年6月浙江卷讀后續(xù)寫)On the way hme full f excitement, I thught abut hw t make use f the“huge” sum f mney. Appraching my huse, I nticed my dad and mm standing beside the ld truck f my family, lking sad. That night, befre I went t bed, I decided t cntinue my wrk if I culd because I learned the true mean- ing f grwing up.
（3）情感順序：情感順序指將客觀事物固有的邏輯關(guān)系巧妙地組合在思想情感發(fā)展的線索中，組成一個層次式的語篇，體現(xiàn)了人在認識事物過程中的情感變化與不斷成長的心路歷程，以及面對 矛盾沖突時的思想轉(zhuǎn)變和情感變化 。情感層次的不斷提升不僅有助于推動情節(jié)的發(fā)展、矛盾沖突的解決，更有助于突顯語篇的情感價值，進一步升華主題 。例如：
( 2021 年6月浙江卷讀后續(xù)寫 ) Frm age 14, my dad earned and used it t pay family expenses. I didn’t really understand his wrld either. At hme, my dad said, “A jb’s a big step t grwing up. I’m glad yu will be cntributing t the husehld. ”My dad’s wrds made me realize that my earnings might nt be mine t d with as I wished. My labrs lasted abut tw weeks, and the farmer said there might be mre wrk, but I wasn’t interested. I decided it was nt fair that I had t cntribute my mney.
I understd immediately what my parents were wrried abut. My parents had intended t buy a new truck but culdn’t get enugh mney t affrd it. Suddenly, I realized what I shuld d my part in the family respnsibilities. Hld- ing the mney, I said,“Dad, here is what I gt fr my wrk. I hpe it wuld help. ”That night, befre I went t bed, I decided t cntinue my wrk if I culd because I learned the true mean- ing f grwing up.
2021 年6月浙江卷讀后續(xù)寫試題材料體現(xiàn)出作者情感 層次的不斷遞進和升華 。首先，語篇描寫了作者情感的第一層次---自私 。作者不理解為 何父親從小就賺錢養(yǎng)家，對父親暗示他要將打 工賺來的錢用于補貼家用較為抵觸 。兩周后，作者便萌生了不愿再工作的想法，并認為將自 己辛苦賺來的錢用于補貼家用是不公平的 。接著，語篇描寫了作者情感的第二層次---責(zé) 任 。當作者意識到父母因沒有足夠的錢購買 全家賴以生存的卡車而擔憂時，他主動把賺來的錢交給父母。最后，語篇描寫了作者情感的第三層次---成長 。作者決定繼續(xù)工作，主動承擔起一份家庭責(zé)任 。上述語篇通過情感描寫的不斷遞進，既推動了情節(jié)的發(fā)展，又突顯了主題。
5.基于故事進展引入新角色，以合理解決矛盾沖突
續(xù)寫內(nèi)容中最主要的情節(jié)就是故事的高潮部分。所謂高潮就是矛盾沖突激化最激烈、 涉事各方最終角力即將分出勝負的關(guān)鍵節(jié)點。一旦矛盾沖突得以解決，敘事就走向結(jié)局。在有些情形下，主人公會碰到自己無法解 決的矛盾沖突，此時就需要敘事材料中其他涉 事人或物來幫助主人公走出困境 。如果協(xié)助 主人公走出困境的其他人或物已在試題材料 中出現(xiàn)，我們稱之為介質(zhì)。介質(zhì)在高考讀后續(xù) 寫試題中經(jīng)常出現(xiàn)。介質(zhì)就是作者安排的某 個人物或事件為下一個人物或事件的出現(xiàn)埋 下的隱性話語（伏筆）。如果協(xié)助主人公走出困境的人 物或事件沒有出現(xiàn)在試題材料中，或試題材料 只是暗示這一人物或事件即將出現(xiàn)，我們稱之
為第三方角色 。第三方角色引入的唯一目的 就是幫助主人公脫離困境，使敘事朝著主人所期待的結(jié)局發(fā)展 。例如，2020年7月浙江卷讀后續(xù)寫試題最后解決人熊大戰(zhàn)這一矛盾沖突的第三方角色是護林員(rangers)。護林員這個角色雖然在所給材料中并未出現(xiàn)，但試題材料已對其進行了暗示“I radied the camp manager fr help. He tld me a helicpter was n its way. ”。敘事情節(jié)中矛盾沖突的解決要遵循“意料之外，情理之中”的原則，即無論作 者設(shè)計的情節(jié)多么驚險曲折，介質(zhì)的回應(yīng)或第 三方角色的引入必須合乎情理，并能助力問題 的解決。
6.點明人物或故事的結(jié)局，回應(yīng)源語篇的隱性話語
結(jié)局是指一系列事件的結(jié)束，包括人或物 的下場、目的的實現(xiàn)或失敗等。敘 事的結(jié)局是指主要矛盾沖突解決后至故事結(jié)束的階段。在此階段，事件最終以符合主人公 預(yù)期的結(jié)局收尾，即便結(jié)局不符合主人公預(yù)期，那也對主人公有著重要的意義或價值。結(jié)局是建立在開端、發(fā)展、高潮基礎(chǔ)上的對整個故事情節(jié)所做的最后完結(jié)和交待，其不是孤立存在的，具有不可替代性。結(jié)局若設(shè)置巧妙則 對作品的內(nèi)容、主旨都具有畫龍典型句式之用；結(jié) 局若草率結(jié)束則成狗尾續(xù)貂之憾。結(jié)局的設(shè)置有虛實兩種情況 。虛的結(jié)局是指作者不直截了當告知讀者事件的準確結(jié)局，而是留有 空間讓讀者去想象；實的結(jié)局是指作者明確告知讀者事件的結(jié)局 。例如， 在 2018 年 6 月浙江卷讀后續(xù)寫試題中，對于“we”能否找到回農(nóng)場的路，虛的結(jié)局可以設(shè)置為“And just when all hpe seemed lst, anxius shuts were heard in the distance with trches cming int sight. ”，實的結(jié)局則可以設(shè)置為“Finally, Uncle Paul fund us and we were back, safe and sund. ”。因此，成功的結(jié)局只是敘事活動在時空上的暫時停止，其文本的現(xiàn)實價值與精神意 義由讀者去想象和闡釋，從而賦予文本更長久 的生命力。
實踐強化
3
1．（2022·江蘇鹽城·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。
Frm the time I was ld enugh t help n ur Indiana farm, I knew what my father expected f me. Three generatins f men in my family were dctrs. I heard stries f the lives my grandfather had saved and I heard similar tales abut my father. As Dad grew ever mre gdlike in my mind, s did the frce f the expectatin that I wuld fllw in the family traditin.
But as cllege neared, I began t feel that becming a dctr was nt what I really wanted t d. I didn’t dare tell him abut my uncertainty. With the weight heavy n my mind the summer befre cllege, I was given a challenge that I hped wuld be a distractin.
Dad kept several bird dgs which I trained n ur farm. As usual, Dad turned Jerry ver t me. “See what yu can d with him,” he said.
I didn’t anticipate prblems. Jerry was a willing dg f abut ten mnths. The first part f his training was easy. He mastered the basics: sit, stay, dwn, walk. His nly prblem was “cme”. I’d call “Jerry! Here!” He wuld turn and lk at me, then g n abut his business. In the fllwing days, I nticed he wuld just take ff thrugh the grass, fast as a wild thing. Despite my intense desire t train him well, I began t feel a strange sense f jy when he ran.
“Why wn’t he d what I want him t?” I asked myself. I had never failed with a dg befre, but I was surely failing nw. When September came, I finally had t tell Dad that this bird dg wuldn’t hunt. The thught that I had failed us bth made me guilty.
“Sn, I knw this dg desn’t d what he shuld,” he said, “but what he des d is smething he likes.” He cntinued t lk at me firmly. Fr a mment I felt he culd see int my very heart.
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。
“Dad, I dn’t think I can d medicine,” I tk a slid breath.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
He gave me a tight hug, said gd night and left me.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
“Dad, I dn't think I can d medicine,” I tk a slid breath. Hearing this, he lwered his eyes, bviusly disappinted. He appeared s sad that I almst felt clse t tears. But t my great relief, his face lit up when he lked at me again. Staring at Jerry beside his feet, he said gently, “Think abut Jerry, sn. Yu expected him t be the hunter yu trained him t be. But he just isn't. It is a gd thing, and nw we’ll just wait t see hw yu run.”
He gave me a tight hug, said gd night and left me. At that mment I understd my father as I never had befre, and the lve and trust I felt seemed t fill the rm. I lked at Jerry, asleep, his legs stretching suddenly as if t be running even in his dreams. T him, running was a great hnr and birds n lnger mattered t him. T me, being a dctr is nt my ideal chice, but new nes await me in the future.
【寫作解析】本文以人物為線索展開，講述了作者在家庭的影響下，選擇了成為醫(yī)生。但是隨著大學(xué)臨近，作者開始覺得成為一名醫(yī)生并不是自己真正想做的事情。結(jié)果父親從作者訓(xùn)狗這件事中，察覺到了作者并不喜歡學(xué)醫(yī)，并表示支持作者選擇自己喜歡的事業(yè)。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“‘爸爸，我覺得不能學(xué)醫(yī)’我深深吸了口氣”可知，第一段可描寫父親聽到作者的話后的反應(yīng)以及表示對作者選擇的理解。
②由第二段首句內(nèi)容“他緊緊地擁抱了我，道了晚安就離開了我?！笨芍?，第二段可描寫作者聽了父親的話后的心理活動以及感悟。
2.續(xù)寫線索：告訴父親內(nèi)心感受——父親表示理解——作者感動——作者感悟
3.詞匯激活
行為類：（1）深呼吸：take a slid breath / take a deep breath；（2）在旁邊：beside /next t；（3）重要：matter/cunt
情緒類：（1）悲傷：sad/srrwful；（2）理想：ideal /dream
【典型句式】
[句型1] Hearing this, he lwered his eyes, bviusly disappinted. (運用了現(xiàn)在分詞作狀語)
[句型2] He appeared s sad that I almst felt clse t tears. (運用了結(jié)果狀語從句)
2．（2022·河北·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。
The winter f 1933. All arund us was rugh reality. Lts f flks fund themselves penniless. But life went n.
New Year was almst upn us. One day Mr. Breiten, ur teacher, had a bright idea t cheer us up. With a big smile he prudly annunced a gift exchange game. We each pulled a slip f paper with a name n it.
Maxine had selected Fleener. Hilde’s name was n my slip f paper. My mm was a genius with a needle and thread, and I knew she’d sew smething up. When we figured ut wh had my name, I abut fainted. It was Betsy! Her family was prer than the rest f us. “What am I ging t d, Maxine, when my name is called? Stand up there lking stupid while everyne is watching me? That Betsy shuld nt even have taken a name!”
Finally the date fr the big prgram arrived. When I reached Maxine’s huse t meet her, her mther called us t see what Maxine’s aunt had sent. A pair f red glves was ut n the table. “Oh,” Maxine screamed with delight. “Lk at the angels!” She pulled ff her wrn brwn glves and slipped her hand int the new ne.
“Snw angel glves,” she breathed. “Oh, Delres. Lk!”
“I’ve never seen anything s beautiful in my whle life,” I sighed. Well, I was happy fr Maxine, but the sight f thse glves made me feel even srrier fr myself.
Then the gift exchange began. One name was called and then anther. Kids jumped up, laughing happily. When Hilde’s name was called, I fished in my pcket fr the little dll Mm had made.
“Betsy,” Mr. Breiten called. I saw Betsy stand up hesitantly. Then Maxine std up!
I caught Maxine’s arm. “Yu have Fleener,” I reminded her. “I traded with him,” she whispered as she walked ver and handed her gift t Betsy. Betsy carefully unflded the package. My eyes ppped ut. Maxine’s red snw angel glves lay in Betsy’s palms. She was speechless, and tears began t fill the crners f her eyes. She murmured her thanks and sank dwn int her chair. “Maxine!” I whispered. I searched her eyes, and she lked back at me with that steady way she had. “Betsy didn’t have any glves.”
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。
“Delres,” Mr. Breiten called ut and my turn came.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I saw Maxine’s red snw angel glves and anther small item.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
“Delres,” Mr. Breiten called ut and my turn came. I lked acrss t see Betsy cming tward me. Betsy handed me a small brwn paper pack. “Merry Christmas,” she said with a lw vice. I lked at her standing there and seemed t see her fr the first time. Her delicate face was smiling at me and searching my eyes fr a message f friendly acceptance. “Thank yu,” I murmured awkwardly, and pened the pack. Astnishment tk away my breath.
I saw Maxine’s red snw angel glves and anther small item. It was a star made f branches, which must have taken hurs t make. “But Betsy, the glves...” I started t say. The glw n her face stpped me. It ccurred t me that I’d never seen her smile in all the weeks she’d been amng us. Acrss the rm Betsy was still shining, after giving me the best thing she had ever wned. I thught, Betsy, yu are the ne wh shwed me what real charity lk like. Hw n earth des yur small, skinny bdy hld a heart s big?
【寫作解析】本文以人物為線索展開，主要講述了1933年的冬天，許多人都過得窮困，節(jié)日前夕，老師想出了一個交換禮物的好主意。Maxine選擇了Fleener，而作者匹配到了家里幾乎最窮的Betsy。交換禮物那天，Maxine收到了自己姑姑寄來的新的紅色手套，并將其送給了Betsy。
1.段落續(xù)寫：
①由第一段首句內(nèi)容““Delres，”Breiten先生喊道，輪到我了?！笨芍?，第一段可描寫B(tài)etsy送禮物給作者，得到作者的感謝后非常開心，作者打開包裹。
②由第二段首句內(nèi)容“我看到了Maxine的紅色雪天使手套和另一件小東西?！笨芍?，第二段可描寫作者看到了包裹中的禮物，知道Betsy把最好的東西給了自己，感受到了真正的仁愛是什么樣子。
2.續(xù)寫線索：Betsy送禮物——作者尷尬——作者驚訝——最好的禮物——Betsy開心——作者理解真正的慈善
3.詞匯激活
行為類：①遞：hand/pass；②低聲說：said with a lw vice/whisper/speak in a lw vice；③擁有：wn/pssess
情緒類：①善意的：friendly/kind；②尷尬地：awkwardly/in embarrassment
【典型句式】
【句型1】It was a star made f branches, which must have taken hurs t make. (由關(guān)系代詞which引導(dǎo)非限制性定語從句)
【句型2】I thught, Betsy, yu are the ne wh shwed me what real charity lk like. (由關(guān)系代詞wh引導(dǎo)限制性定語從句，由連接詞what引導(dǎo)賓語從句作動詞shwed的賓語)
3．（2022·廣東·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。
Music has always been an essential part f my family. As a little girl, I ften watched my mm singing with thers in the church. As I grew lder, she and I wuld sing while we did the dishes r hung clthes. My brther Dean was als a musical sul. In gd time r in bad, there was always music in ur huse. It shaped us, cmfrted us, and gave us a way t express feelings that might therwise have gne unspken.
After Dean became a father, we learned that his ldest sn was n the autism spectrum. My nephew Dj did nt handle scial situatin well, and smetimes even fr him t speak alud utside the family was a struggle. He wrked very hard t vercme his fears, s much s that the year he was eight, he decided he wanted t be part f the Christmas music prgram with the ther children in his Sunday schl class. The part he had been ffered was ne that required him t sing a verse all n his wn - a sl.
My brther carefully explained t him that this wuld mean singing in frnt f the audience; there wuld be n ne singing with him. Dj cnsidered this very carefully. After a cuple f days, he decided that he wuld accept the part. He explained t us that he believed he culd d it because it was a very special ccasin, and lie wuld practice until he was as perfect as he culd be. He said he knew his daddy wuld help him t be the best singer pssible.
Fr ver a mnth, he and his father practiced tgether. Every evening wuld find them lcked away in the music rm, my brther n guitar, and my nephew’s small vice cming frm smewhere deep dwn inside his little bdy. He gained cnfidence, and when the day f the cncert arrived, he was certain all wuld g well. My brther waited backstage, giving Dj duble thumbs-up, and he came ut l sit with the rest f the family t watch and take phts.
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。
When it was finally time fr Dj t sing, the music played n, and he frze.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Everyne turned t see wh was singing, while I knew it was my brther.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
When it was finally time fr Dj t sing, the music played n, and he frze. His little face grew pale, and we culd see the panic in his eyes as the silence grew. The pianist started the music again but still nthing came ut. The entire audience seemed t lean frward in expectatin. The silence seemed enrmus. The whle family f us were all staring at ur little by, hping he wuld cheer up and act ut his part. Then the pianist started ver again, and a lw vice filled the air, singing the sng.
Everyne turned t see wh was singing, while I knew it was my mther. My mther and I were fixed n the little angel n stage. The clr came back t his face, and his eyes began t sparkle. He pened his muth and began t sing alng, his little vice grwing strnger with each wrd. The shw ended with thunderus applause, with the kids bwing dramatically, accepting their praise fr a jb well dne. I turned t my brther with tears in my eyes. I knew at that time n wrds needed t be spken; the understanding between us was luder than the applause that night.
【寫作解析】本文以人物為線索展開，講述了作者的侄子Dj患有自閉癥，不善于處理社交場合，有時甚至對他來說，在家庭之外大聲說話都是一件困難的事情。但他努力地克服自己的恐懼，以至于在他八歲那年，他決定要和主日學(xué)校的其他孩子一起參加圣誕音樂項目。給他的角色要求他獨唱一段。演出當天，Dj因為緊張無法發(fā)聲，最后在作者母親的帶動下，順利完成了演出。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“當Dj終于該唱歌的時候，音樂響起，他愣住了。”可知，第一段可描寫Dj因為緊張在舞臺上無法發(fā)聲，這時一個低沉的聲音唱著這首歌。
②由第二段首句內(nèi)容“每個人都轉(zhuǎn)過身來看看是誰在唱歌，而我知道那是我的母親?！笨芍诙慰擅鑼慏j在作者母親的帶動下完成演出。
2.續(xù)寫線索：Dj恐慌——Dj無法演唱——母親帶領(lǐng)Dj——完成演出
3.詞匯激活
行為類：（1）看著：stare at/lk at；（2）希望：hpe/in the hpe f；（3）結(jié)束：end with/end up with
情緒類：（1）有力的：thunderus/pwerful；（2）贊美：praise/cmpliment
【典型句式】
[句型1] His little face grew pale, and we culd see the panic in his eyes as the silence grew. (運用了as引導(dǎo)時間狀語從句)
[句型2] The whle family f us were all staring at ur little by, hping he wuld cheer up and act ut his part. (運用了現(xiàn)在分詞作狀語)

相關(guān)試卷

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：

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3.01 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2.02 續(xù)寫中的句子的擴展與壓縮-2024年新高考英語讀后續(xù)寫提分技能

專題2.02 續(xù)寫中的句子的擴展與壓縮-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
資料下載及使用幫助
版權(quán)申訴
版權(quán)申訴
若您為此資料的原創(chuàng)作者，認為該資料內(nèi)容侵犯了您的知識產(chǎn)權(quán)，請掃碼添加我們的相關(guān)工作人員，我們盡可能的保護您的合法權(quán)益。
入駐教習(xí)網(wǎng)，可獲得資源免費推廣曝光，還可獲得多重現(xiàn)金獎勵，申請 精品資源制作， 工作室入駐。
版權(quán)申訴二維碼
高考專區(qū)
歡迎來到教習(xí)網(wǎng)
  • 900萬優(yōu)選資源，讓備課更輕松
  • 600萬優(yōu)選試題，支持自由組卷
  • 高質(zhì)量可編輯，日均更新2000+
  • 百萬教師選擇，專業(yè)更值得信賴
微信掃碼注冊
qrcode
二維碼已過期
刷新

微信掃碼，快速注冊

手機號注冊
手機號碼

手機號格式錯誤

手機驗證碼 獲取驗證碼

手機驗證碼已經(jīng)成功發(fā)送，5分鐘內(nèi)有效

設(shè)置密碼

6-20個字符，數(shù)字、字母或符號

注冊即視為同意教習(xí)網(wǎng)「注冊協(xié)議」及「隱私條款」
QQ注冊
手機號注冊
微信注冊

注冊成功

返回
頂部