故事類語(yǔ)篇人物形象的分析方法
1.在情節(jié)發(fā)展中分析人物形象
情節(jié)是小說(shuō)中用以表現(xiàn)主題或人物性格的一系列有組織的生活事件。我們需要從情節(jié)的發(fā)展中把握人物形象，因?yàn)榍楣?jié)是人物性格形成和發(fā)展的歷史，在事件發(fā)展的過(guò)程中，才能顯現(xiàn)出人物靈魂深處的東西來(lái)，離開了情節(jié)，就不知道人物怎樣做事，也就無(wú)法分析人物性格特征。要了解人物性格，必須透過(guò)情節(jié)中發(fā)生的事情這種外在現(xiàn)象去剖析現(xiàn)象背后的本質(zhì)。故事情節(jié)或是發(fā)展了人物性格，或是表現(xiàn)了人物性格。所以，分析小說(shuō)的情節(jié)也是我們分析人物的一把鑰匙。
2.從塑造人物的方法中分析
小說(shuō)的核心任務(wù)就是通過(guò)刻畫人物、塑造典型人物形象來(lái)揭示社會(huì)生活的某些本質(zhì)方面，從而表現(xiàn)作品的主題的。所以，要評(píng)價(jià)小說(shuō)中的人物形象，就要認(rèn)真分析作者對(duì)人物的描寫——肖像描寫、語(yǔ)言描寫、行動(dòng)描寫、心理描寫、細(xì)節(jié)描寫等等，從而評(píng)價(jià)人物的性格特征，進(jìn)而發(fā)掘出各色人物善惡美丑的精神世界。辨析人物描寫的方法，除了肖像（外貌、神態(tài)、服飾）描寫，動(dòng)作細(xì)節(jié)描寫、語(yǔ)言描寫、心理描寫等直接描寫外，還要注意其它人或景的烘托。
3.借助環(huán)境描寫分析人物形象
環(huán)境是為人物而設(shè)置的，小說(shuō)中的人物是生活在特定的歷史背景和特定的生活環(huán)境之中的，人物的思想感情總要打上時(shí)代的烙印，留下環(huán)境的痕跡。環(huán)境對(duì)人物性格的體現(xiàn)起著強(qiáng)化作用。作者為了表現(xiàn)人物豐富復(fù)雜的性格，往往為人物設(shè)置各種不同的環(huán)境，用以“刺激”人物，以記錄其種種行為，從而顯露出性格。
4.借助作者傾向分析人物形象
主題是小說(shuō)作家在描寫、敘述人物性格、人物命運(yùn)時(shí)顯示出的對(duì)生活的理解和認(rèn)識(shí)。我們要在閱讀中認(rèn)識(shí)和評(píng)價(jià)人物的性格、品質(zhì)、典型性和社會(huì)意義，體會(huì)作者的感情傾向。
英語(yǔ)讀后續(xù)寫中刻畫人物形象的方法
1.利用情緒描寫，凸顯人物性格
情緒描寫是指對(duì)于人物在特定場(chǎng)景中的主觀心理狀態(tài)和變化的描寫，而由于某種特定事件而引發(fā)的情緒一定會(huì)伴隨外部特征的表現(xiàn)，例如面部表情、眼神、肢體動(dòng)作等，因此高中英語(yǔ)教師在訓(xùn)練學(xué)生進(jìn)行情緒描寫時(shí)可以先激發(fā)學(xué)生的想象力，想象不同的情緒特征會(huì)有怎樣的外部表現(xiàn) 。例如人在內(nèi)心不安和焦急的時(shí)候可能會(huì)來(lái)回踱步、眉頭緊皺；人在憤怒的時(shí)候可能會(huì)滿臉通紅、拳頭緊握；人在悲痛的時(shí)候可能會(huì)兩手抱頭、沉默不語(yǔ)……
例如，2021年新高考I卷讀后續(xù)寫題目的寫作為例，試卷給出的短文描寫了一對(duì)雙胞胎決定在母親節(jié)這一天為母親悄悄做一頓早飯，給母親一個(gè)驚喜，然而在做飯的過(guò)程中遇到了種種困難的小故事。我們?cè)谧屑?xì)閱讀原文以后，發(fā)現(xiàn)了一些關(guān)鍵信息：驚喜；做飯；困難。閱讀題目給出的兩個(gè)自然段的段首句后，我們基本可以確定故事情節(jié)的大致走向：父親出現(xiàn)幫助雙胞胎完成了這頓早飯，母親收到了這份生日驚喜非常感動(dòng)。通過(guò)思考和分析，大部分學(xué)生都認(rèn)為這個(gè)故事的情節(jié)比較簡(jiǎn)單，故事線也比較明顯，人物也是日常生活中常見的人物 。為了將普通的父親和母親的人物形象刻畫得更加入木三分，我們可以進(jìn)行換位思考：If yu were a father wh were wken up by a nise when he was sleeping in the mrning, and came t the kitchen, yu fund that tw children had made a mess f the kitchen, what wuld yu feel? 我們馬上想到這位父親這時(shí)候應(yīng)該是非常生氣的，臉上會(huì)帶著憤怒的表情氣沖沖地來(lái)到廚房 。因此我們可以說(shuō)：Judging frm his expressin, he was very angry when he saw the mess in the kitchen. 我們?cè)谟糜⒄Z(yǔ)進(jìn)行人物的情緒描寫時(shí)，常出現(xiàn)用詞和表達(dá)生硬，缺乏感受力和生命力等問(wèn)題，無(wú)法將人物性格表現(xiàn)得豐滿形象，因此我們可以通過(guò)身體各個(gè)部位的表現(xiàn)來(lái)側(cè)面襯托人物情緒，運(yùn)用比喻、 夸張等修辭手段提升語(yǔ)言的感染力和表現(xiàn)力，使人物形象躍然紙上，給人以難以磨滅的印象。
2.細(xì)化動(dòng)作描寫，刻畫思想品質(zhì)
人的動(dòng)作受其思想和性格的影響。在記敘文中作者通過(guò)對(duì)人物的動(dòng)作進(jìn)行具體而細(xì)致的描寫，能從側(cè) 面襯托人物的思想品質(zhì)和性格特征，表現(xiàn)人物的心理活動(dòng)，推動(dòng)故事情節(jié)的發(fā)展。成功的動(dòng)作描寫能夠使 讀者感受到人物的栩栩如生，充分展示人物的內(nèi)心世 界，將人物形象樹立得更加鮮明、完整和立體。例如，2021年新高考I卷讀后續(xù)寫的第一自然段父親出場(chǎng)以后，為了推動(dòng)故事情節(jié)的發(fā)展，這里要對(duì)父親的一系列動(dòng)作 進(jìn)行描寫，比如父親拍了拍雙胞胎的肩膀鼓勵(lì)他們，父親決定要幫他們做飯等。我們可以這樣描述父親的動(dòng)作：The father learned abut the twins’ plan. He patted them n the shulder and said that he wuld help them finish the surprise breakfast.我們還可以用非謂語(yǔ)動(dòng)詞將兩句話合并，并在動(dòng)詞前添加副詞使表述更加生動(dòng)：After learning abut the twins’ plan, the father happily patted them n the shulders and prmised that …
與靜態(tài)的肖像描寫相比，動(dòng)作描寫貴在能夠?qū)⑷宋锏膭?dòng)態(tài)特征確切生動(dòng)地表現(xiàn)出來(lái)。在進(jìn)行動(dòng)作描寫時(shí)，學(xué)生通常出現(xiàn)動(dòng)詞和句式重復(fù)使用的現(xiàn)象，在表述上也經(jīng)常出現(xiàn)句式雜糅和表述不清的錯(cuò)誤。教師在訓(xùn)練學(xué)生進(jìn)行讀后續(xù)寫活動(dòng)時(shí)，應(yīng)引導(dǎo)學(xué)生學(xué)會(huì)將人物的一系列動(dòng)作進(jìn)行分解，然后通過(guò)謂語(yǔ)動(dòng)詞和非謂語(yǔ)動(dòng)詞將幾個(gè)動(dòng)作串聯(lián)在句子中，使表述重點(diǎn)突出，語(yǔ)法正確，句意明確 。除此之外，為了使表述更加簡(jiǎn)單明了，學(xué)生在寫作時(shí)應(yīng)盡量使用一些語(yǔ)義明確的特殊動(dòng)詞避免使用語(yǔ)義不明確的普通動(dòng)詞，例如盡量選用 whisper/state/shut/prmise 等有具體含義的“說(shuō)”來(lái)代替無(wú)具體含義的“say”。
3.強(qiáng)化心理描寫，展現(xiàn)內(nèi)心獨(dú)白
心理描寫是對(duì)人物內(nèi)心心理活動(dòng)的描寫，能夠?qū)崟r(shí)展現(xiàn)文章中人物對(duì)于特殊事物的內(nèi)心感受和真實(shí)想法，有直接描寫和間接描寫之分 。直接描寫主要是通過(guò)內(nèi)心獨(dú)白的方式來(lái)直接展現(xiàn)人物的想法，而間接描寫是結(jié)合環(huán)境描寫、動(dòng)作描寫等方式側(cè)面表現(xiàn)人物的內(nèi)心活動(dòng)。
在用英語(yǔ)進(jìn)行人物活動(dòng)刻畫時(shí)，應(yīng)該注重表現(xiàn)方式的多樣化，避免重復(fù)使用“feel/think/sense”等詞匯，以免給人以語(yǔ)言刻板、僵硬的印象 。以2021年新高考I卷讀后續(xù)寫題目為例，試卷提供的原文中有一個(gè)細(xì)節(jié)可以利用到我們的續(xù)寫中，那就是Jeff的手在做飯的時(shí)候受傷了 。母親在看到Jeff的手以后，一定會(huì)明白自己兒子手受傷的原因，內(nèi)心一定是萬(wàn)分感動(dòng)和心疼的。這時(shí)候可以運(yùn)用一些細(xì)致的心理描寫來(lái)展現(xiàn)母親的內(nèi)心世界。例如 A warm current surged in her heart, and her eyes were mistened by the pain as if being pricked by a needle. 除此之外還可以運(yùn)用環(huán)境描寫來(lái)側(cè)面烘托人物的內(nèi)心感受，將人的五官感受與周圍的環(huán)境相關(guān)聯(lián)，通過(guò)聯(lián)想使人物與環(huán)境融合為一體 。例如，在母親的臥室中充滿著食物的香氣，這仿佛使臥室中也變得更加充滿魅力，更加可愛動(dòng)人了……
與動(dòng)作描寫、語(yǔ)言描寫、肖像描寫這種看得見聽 得著的表現(xiàn)方式不同，心理描寫能夠展現(xiàn)人物內(nèi)心復(fù) 雜的心理活動(dòng)，揭示人物靈魂深處的世界，使人物形 象更加立體、直觀。
4.升華語(yǔ)言描寫，抒發(fā)情感態(tài)度
在讀后續(xù)寫中，對(duì)人物語(yǔ)言的描寫是抒發(fā)人物情感態(tài)度，反映人物內(nèi)心世界的重要手段 。在記敘文中缺乏了語(yǔ)言描寫就缺少了身臨其境的參與感，缺少了說(shuō)服力和表現(xiàn)力。對(duì)人物的語(yǔ)言描寫要做到生動(dòng)簡(jiǎn)潔，符合人物身份特征，體現(xiàn)人物性格特點(diǎn)，避免出現(xiàn) 學(xué)生腔 。在用英語(yǔ)進(jìn)行語(yǔ)言描寫時(shí)首先要注意標(biāo)點(diǎn) 符號(hào)和字母大小寫的規(guī)范性，其次要簡(jiǎn)短有力，不要 長(zhǎng)篇大論地引用，一般來(lái)說(shuō)一篇文章中語(yǔ)言的描寫控 制在三句話以內(nèi)。
為了使語(yǔ)言描寫給文章增光添彩，我們要學(xué)會(huì)將語(yǔ)言描寫運(yùn)用到文章的關(guān)鍵位置，使語(yǔ)言描寫對(duì)于推動(dòng)劇情發(fā)展和展現(xiàn)人物性格發(fā)揮最大作用 。以 2021年新高考I卷讀后續(xù)寫題目為例， 在第二段續(xù)寫中為了推動(dòng)劇情發(fā)展，可以使用簡(jiǎn)潔的 語(yǔ)言描寫來(lái)完成從廚房到母親臥室的場(chǎng)景切換，使劇情發(fā)展和故事講述更加自然，段與段之間銜接得更加 緊密。例如“Happy Mther’s Day!”They culdn’t hide their excitement and shuted in unisn.為了進(jìn)一步 展現(xiàn)母子之間的溫情脈脈，在文章收尾的部分我們也 可以用語(yǔ)言描寫的形式展現(xiàn)母親收到這份驚喜以后的感動(dòng)和欣慰。
總之，讀后續(xù)寫對(duì)學(xué)生的思維能力和創(chuàng)造能力要 求較高 。培養(yǎng)學(xué)生在讀后續(xù)寫中寫出個(gè)性化的故事 情節(jié)和立體化的人物形象不是一蹴而就的，需要教師 在平時(shí)的閱讀課中不斷分析和滲透寫作技巧，在寫作 課中開展精細(xì)化的引導(dǎo)和個(gè)性化的評(píng)價(jià)反饋，鼓勵(lì)學(xué) 生熱愛寫作、勤于寫作，不斷創(chuàng)作出具有獨(dú)特鮮活個(gè) 性的人物形象。
1．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
The schl day rlled slwly away. The mment the bell indicating the ending f the class rang, the students streamed ut f the classrm, amng whm was Andy. A few mments later, Andy was n his bike, riding n his way hme and day-dreaming abut the fishing trip that his father had prmised him. He was s glued t dreaming abut all the fish he wuld catch that he was unaware f everything else arund him.
He rde alng until a strange sund drew him t the present. He came t a stp and lked curiusly up t the heavens. What he saw shcked and terrified him. A huge fld f bees filled the sky like a black clud and the buzzing mass seemed t be heading angrily twards him.
With n time t waste, Andy sped ff in the ppsite directin, riding as fast as he culd -but withut knwing hw t escape the swarm. With a rapidly beating heart and his legs shaking, he sped dwn the rugh rad. As the bees came clser, his panic increased. Andy knew that he was sensitive t bee stings (蟄). The last sting had landed him in hspital-and that was nly ne bee sting! He had been frced t stay in bed fr tw whle days. Suddenly, his father’s wrds came t him. “When yu are in a tight situatin, keep yur head and think yur way ut f it.”
On a nearby hill, he culd see smke waving slwly skywards frm the chimney f the Nelsn family hme. “Bees dn’t like smke,” he thught. “They culdn’t get int the huse.” Andy raced twards the Nelsn’s huse, but the bees were appraching. Andy knew he culd nt reach the huse in time. He estimated that the bees wuld catch up with him sn.
注意：
1.續(xù)寫詞數(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, ut f the crner f his eyes, Andy saw a small pl used by Mr. Nelsn t water his vegetable garden.
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In a shrt while, Andy’s mther shwed up.
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2．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
If there was ne thing that Ellen Rafferty hated mre than driving, it was driving in the rain. This evening, n her way back frm wrk, Ellen saw a little child standing by the side f the rad in the puring rain. S she hit the brakes sharply, and pulled ver by the side f the rad next t the child.
It was a little by, maybe fur r five, and he was shaking and hugging himself. As sn as he saw Ellen, his face. brightened. “Hell!” he said,“Are yu my mmmy?”
“N,”Ellen said in the icy rain. “I’m nt! What are yu ding here? Where are yur parents?”
“Oh,” the by said disappintingly. “I dn’t knw where my mm is. She left me n the rad when it was raining, and I think she must be lking fr me.”
“What’s yur name? Where d yu live?”
“I’m David. I live at the Dris Farmer Institute fr Children.”
“The rphanage(孤兒院)?” asked Ellen. “But that is far!” Just then, there was a terrible flash f lightning and even mre rain pured dwn as thunder rlled acrss the sky. “Cme n,”Ellen said. “I’m taking yu hme. I’ll call the rphanage t cme and fetch yu.” Ellen tk the by hme.
She didn’t quite knw what t d with him, s she turned n a heater and wrapped him with a blanket. Then she called the rphanage and tld them that she fund ne f their children, wh named David, n the rad. But the wman n the phne said it was t late and they culdn’t cme t fetch him.
Sighing,Ellen hung up the phne and lked at the by. At the same time, her cat Gandalf walked in and rubbed himself against Ellen’s legs. Ellen picked the cat up and kissed his head. “Cme n, my baby,” she said sftly, “Mmmy’s gnna feed yu...” When she lked up, she was shcked by the lnging in David’s eyes,
注意
1.續(xù)寫詞數(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 wish I was yur cat,”he said sadly.
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The next day, Ellen gt int her car again and drve t the rphanage t ask abut David.
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3．閱讀下面材料, 根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段, 使之構(gòu)成一篇完整的短文。
Althugh I am a girl, I can say I am a true fan f sccer games, fr it is definitely ne f the best ways t get away frm my tiring wrk temprarily and have fun. Therefre, the mment I gt the news that there wuld be a game between ur hme team against the Team frm Lndn City, immediately I bked a seat at the frnt rw, wishing t have a fantastic weekend.
I had a great md when I gt seated in the stadium. Hwever, as the game began, I sptted that in frnt f me sat a guy, wh lked quite nice. But maybe his idea f having fun was nthing like mine, r mst nrmal well-behaved fans, such as standing and yelling, nn-stp, as lud as he culd. He yelled at the caches, at the players, at the Lndn City’s fans, and even at the fficials present, always at the tp f his lungs.
He kept his actin fr the entire 45 minutes and never shwed any sign f tiredness. Obviusly he was s absrbed in the game that he failed t ntice he was ruining the experience f hundreds f thers.
With him yelling by me, my ear drums almst gt brken, fr his muth was s clse t my ears. Fr a while, I even thught f shuting back at him and stpping his yelling. Peple arund were turning t lk at him, and I culd read their thughts, “Is he never ging t stp?” But He seemed blind t thse lks.
At half-time, I escaped by walking fr a few minutes utside the stadium. I was thinking f seeking an empty seat in the student sectin acrss the stadium, but t my disappintment, the seats were all taken. I had n chice but t g back t the guy.
T make matters wrse, when returning t my seat, I missed my steps and fell heavily n the stairs. As I was struggling t stand up, a pair f huge hands helped me frm behind.
注意：1. 續(xù)寫詞數(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 lked back and saw the guy’s smiling face and cncerned eyes.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The guy kept his shuting fr anther 45 minutes.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Walter has left ffice. His wife is dead, and he has n children. He lives a quiet life. But he has a jb fr a few days during Christmas every year.
He is a Santa in a big department stre. Walter ges t the ty department and changes int his red Santa clthes, a red hat and big black bts (靴子). All day he sits in the ty department. Children cme with their parents. They tell Santa what they want fr Christmas. Mst children want tys like vide games, bikes, rbts and fairy dlls.
Walter remembers ne Christmas. It was 9:00 p.m. and the stre was clsing when there came a small by and his mther. They were walking quickly twards him. “I knw it is late, but please let my sn talk t yu,” said the wman. The wman and the by lked tired. Their clthes were ld and cheap.
Walter was tired t, but he is a kind man. “Of curse,” he said in his Santa vice. “Cme here and tell me what yu want fr Christmas.” The little by spke very quietly. Walter culdn’t hear him. “Santa is getting ld. He desn’t hear s well. Cme clser and tell me again,” he said happily. The little by came very clse and said, “Santa, please bring me a grandfather fr Christmas.”
Walter was surprised. He lked at the little by’s mther. “Yes,” she said. “Timmy wants a grandfather fr Christmas.”
“Why d yu want a grandfather fr Christmas, Timmy?” asked Walter.
“My Dad is dead. I dn’t want a new dad. But it’s nly Mm and me. It’s quiet. S I wuld like a grandfather.”
Walter was wrried. Of curse children dn’t get everything they ask fr. But this little by was s serius, and his mther lked s sad.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 開頭已給出。
Then Walter had an idea.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next mrning Timmy and his mther were eating breakfast when the drbell rang.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
The prize may g t the fastest, but smetimes, the first ne t crss the finish line isn’t the nly winner. Nwhere was that mre true than at a recent 5K invitatinal (邀請(qǐng)賽) in Shelbyville, Indiana.
There were tw players in the match: Levi LaGrange and Axel Aleman, wh hadn’t knwn each ther befre. Levi LaGrange, an 18-year-ld student frm Western Bne High Schl, has been expecting t be a prfessinal sprtsman fr many years. Axel Aleman, wh is frm Sheridan High Schl, is a friendly and generus persn and he is always mre cncerned abut thers than himself. Axel nce said t his classmates, “When yu are standing at a crssrad, yu can chse the path f self-interest, r yu can g the extra mile fr smene in need. As a teen athlete, the chice is extremely clear.”
The game went very well at first. Hwever, with less than half a mile t g, Levi LaGrange slipped, twisting his ankle. He said, “I was running up the little rlling hill and I hurt my ankle. I felt smething was wrng with my ankle.”
Levi stpped and signed t Axel t pass him. Generally, winning a match shuld be the missin fr a sprtsman, But at that mment, the race became a secndary cncern fr Axel. “I was able t see he was in a lt f pain,” Axel recalled. “As I gt clser t him, he narrwly fell dwn. I asked if he was all right. He said he felt like smething brken in his leg.”
Rather than running ahead, in an extrardinary act f true sprtsmen, Axel refused t leave Levi behind. “As sn as I saw him, I knew I had t d smething,” Axel said. “It just seemed like the right thing t d. That mattered mre than the race. I tld him I wasn’t ging t leave. I wanted t help him finish the match.”
注意：
1. 續(xù)寫詞數(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。
Minutes later, Axel walked clser t Levi.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Axel gained a lt frm the incident.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
參考答案
1.【參考范文】
Suddenly, ut f the crner f his eyes, Andy saw a small pl used by Mr. Nelsn t water his vegetable garden. An idea sprang t mind. Off his bike and int the cl water he dived, disappearing belw the surface and away frm the insects. After hlding his breath fr as lng as he culd, Andy came up fr air and nticed the bees had gne. Dragging himself ut f the pl, he struggled up the hilly slpe and rang the drbell. Mrs. Nelsn tk him inside, asked him t take ff his wet clthes and wrapped him in a blanket. When Andy came back t his sense, Mrs. Nelsn rang his mther.
In a shrt while, Andy’s mther shwed up. At the sight f his mther, Andy was pssessed with cmfrt, and tears streamed dwn his cheeks. “Yu’ll really need that fishing break t help yu recver, ” cmfrted his mther with relief, adding “thank gdness yu didn’t panic!” Having thanked Mrs. Nelsn, they went hme. On the way, his mther praised him again, but Andy did nt hear her. He was dreaming nce again f the fish he wuld catch tmrrw.
【寫作指導(dǎo)】這是一篇記敘文。文章講述了Andy放學(xué)途中遇到了一群追著他跑的蜜蜂，因?yàn)槊鄯涞乃俣群芸?，他很難擺脫掉，所以他屏住呼吸鉆進(jìn)菜地的小水池里面，最終他成功逃離了蜂群。
1.段落續(xù)寫：
①.由第一段首句內(nèi)容“突然，Andy用眼角的余光看到了Nelsn先生用來(lái)澆灌菜園的一個(gè)小水池?！笨芍?，第一段可描寫Andy鉆進(jìn)小水池?cái)[脫了蜂群的整個(gè)過(guò)程。
②.由第二段首句內(nèi)容“不一會(huì)兒，Andy的媽媽出現(xiàn)了?！笨芍?，第二段可描寫他母親到來(lái)時(shí)的場(chǎng)景和對(duì)他的安慰。
2.續(xù)寫線索：鉆進(jìn)小水池——上來(lái)?yè)Q氣發(fā)現(xiàn)蜂群不見了——從水池爬上來(lái)——來(lái)到Nelsn先生的家——母親來(lái)了——安慰
3.詞匯激活
行為類
①.脫掉：take ff /slip ff
②.出現(xiàn)：shw up/appear
③.安慰：cmfrt/cnsle
情緒類
①.慌張：panic/get flustered
②.流下眼淚：tears stream dwn/tears flw dwn
【典型句式】
[高分句型1]. When Andy came back t his sense, Mrs. Nelsn rang his mther.(運(yùn)用了時(shí)間狀語(yǔ)從句)
[高分句型2]. Having thanked Mrs. Nelsn, they went hme.(運(yùn)用了現(xiàn)在分詞作狀語(yǔ))
2.【參考范文】
Paragraph 1:
“I wish I was yur cat,”he said sadly.Ellen was cnfused by his wrds.“I just want the lve yu give him..”David said sftly.Ellen then put her arms arund the by.“Oh,sweetie!”Ellen whispered and tears ran dwn her face as she rcked David in her arms. Fr the first time, there are mtherhd feelings in her heart. When the wman frm the rphanage arrived at Ellen’s huse that evening, she fund David and Ellen playing cards and eating cheese n the kitchen table. Ellen had thught David’s leaving wuld be a relief but nce he was gne, the huse felt strange and empty.
Paragraph 2:
The next day, Ellen gt int her car again and drve t the rphanage t ask abut David. She was wrried he might catch a cld and wndered if he’s alright. When she gt there, the staff assured her that David was in perfect health. Since then, Ellen started visiting David nearly every day. Three mnths later she spke t the directr and asked abut the pssibility f adpting David. “It’s nt an easy prcess,”the directr warned.“But if yu lve this child, it is wrth it!”The directr was right. It wasn’t easy at all, but a year later, Ellen tk David hme. They became real mmmy and sn at last.
【寫作指導(dǎo)】本文以人物為線索展開，講述了在一個(gè)暴雨傾盆的夜晚，作者在開車回家的路上，見到一個(gè)在雨中的小男孩，經(jīng)詢問(wèn)得知男孩來(lái)自孤兒院；因天色已晚，作者把男孩帶回家。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“我希望我是你的貓，他悲傷地說(shuō)?！笨芍?，第一段可描寫 Ellen聽到這些話對(duì)自己內(nèi)心的觸動(dòng)，以及 Ellen對(duì)男孩的關(guān)懷。
②由第二段首句內(nèi)容“第二天，Ellen又上了車，開車去孤兒院詢問(wèn)大衛(wèi)的情況?！笨芍诙慰擅鑼慐llen一直關(guān)心男孩，最終決定領(lǐng)養(yǎng)男孩。
2.續(xù)寫線索：關(guān)心男孩——送回孤兒院——擔(dān)心——領(lǐng)養(yǎng)男孩
3.詞匯激活
行為類
1.到達(dá)：arrive at /get t/reach
2..詢問(wèn)：ask abut/ inquire
3.值得：be wrth/deserve
情緒類
①.擔(dān)憂：be wrried / be anxius
②.感到空虛：feel empty/ vacuus
【典型句式】
[高分句型1]She was wrried he might catch a cld and wndered if he’s alright. （省略引導(dǎo)詞that的賓語(yǔ)從句）
[高分句型2] When the wman frm the rphanage arrived at Ellen’s huse that evening, she fund David and Ellen playing cards and eating cheese n the kitchen table.（when引導(dǎo)的時(shí)間狀語(yǔ)從句）
3.【參考范文】
I lked back and saw the guy’s smiling face and cncerned eyes. I expressed my thanks t him genuinely fr his kind and timely help, after which we started ur chatting. We intrduced each ther and talked f ur hbbies, including ur great interest in sccer. He tld me his wrk was als quite tiring and that he needed t release the stress by yelling it ut, adding that he wished we wuldn’t care abut his rudeness in ding s. Feeling quite uneasy fr what I had dne, I realized that everybdy has his wn way f living and that we shuld be mre cnsiderate and understanding. Therefre, I gave him a certain answer, “N, I shuld learn frm yu.”
The guy kept his shuting fr anther 45 minutes, cmpletely invlved in the game again. Seeing his great passin, I culdn’t help yelling alng with him, enjying the game and releasing my pressure as well. What we did inspired the fans arund us, causing their shuting t, at the tp f their vice. It seemed that all the players had heard ur shuting t and they played even harder than befre. What a clse and exciting game! All the peple cheered up and behaved s perfectly. It was an unfrgettable experience and I made up mind t watch a new game the next weekend.
【寫作指導(dǎo)】本篇書面表達(dá)為讀后續(xù)寫，文章講述了作者一次難忘的看球賽經(jīng)歷。作者是個(gè)球迷，因?yàn)樽闱蚩梢宰屗龝簳r(shí)擺脫疲憊的工作并享受樂(lè)趣。在一次看足球賽時(shí)遇到了一個(gè)全場(chǎng)都在大聲喊叫的人，作者感到非常厭煩。中場(chǎng)時(shí)作者躲出去了，但在回座位時(shí)摔倒了，得到了這位球迷的幫助。通過(guò)聊天得知這也是他減壓的方式。受他的熱情感染，作者也沉浸在比賽中并喊叫起來(lái)，這感染了所有的球迷，似乎隊(duì)員表現(xiàn)的也非常好。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“我回頭一看，看到了那家伙的笑臉和關(guān)切的眼神?！笨芍?，第一段可描寫作者表示感謝，了解到他一直大聲喊叫的原因后感到很尷尬。根據(jù)第二段首句“那家伙又喊了45分鐘，再次完全投入到比賽中。”可知第一段段末可以描寫作者不再介意他的喊叫。
②由第二段首句內(nèi)容“那家伙又喊了45分鐘，再次完全投入到比賽中?！笨芍?，第二段可描寫作者受他影響完全沉浸在球賽中，和他一起喊叫，也感染了其他觀眾和球員。
2. 續(xù)寫線索：表示感謝——了解原委，感到尷尬——不再介意——那家伙繼續(xù)喊叫——我深受感染，開始喊叫——感染更多的球迷和球員
3. 詞匯激活
行為類
①聊天：started ur chatting/get int a cnversatin
②釋放壓力：release the stress /relieve the pressure
③繼續(xù)喊叫：keep his shuting/cntinue shuting
情緒類
①感謝：express my thanks t him/shw my appreciatin/shw my gratitude
②尷尬，不安：feel uneasy/feel embarrassed
【典型句式】
【高分句型1】I expressed my thanks t him genuinely fr his kind and timely help, after which we started ur chatting.（運(yùn)用了which引導(dǎo)的非限制性定語(yǔ)從句）
【高分句型2】He tld me his wrk was als quite tiring and that he needed t release the stress by yelling it ut, adding that he wished we wuldn’t care abut his rudeness in ding s. （運(yùn)用了that引導(dǎo)的賓語(yǔ)從句和非謂語(yǔ)動(dòng)詞作狀語(yǔ)）
【高分句型3】It seemed that all the players had heard ur shuting t and they played even harder than befre. （運(yùn)用了that引導(dǎo)的主語(yǔ)從句以及it作形式主語(yǔ)）
4.【參考范文】
Then Walter had an idea. He thught that he culd act as a grandfather and visit the by’s hme the next mrning with presents. He culd tell the by that he was his grandfather, he wrked far away and culd nt visit him cnstantly. Then Walter asked their address s that he culd gave his presents t him the next mrning.
The next mrning Timmy and his mther were eating breakfast when the drbell rang. The little by ran t pen the dr. Suddenly an ld man wh dressed as a sailr appeared in frnt f him. Then Walter tld the by that he was his grandfather and was cming t celebrate Christmas with them. Walter tld the by that he was a sailr wh wrked far away and culd nt visit them cnstantly. Then Walter gave his gifts t the by. The by felt excited and pleased. The by’s mther was mved t tears when she saw the scene.
【寫作指導(dǎo)】這是一篇記敘文。文章講述了一個(gè)小男孩和母親一起來(lái)找到Walter扮演的圣誕老人，男孩請(qǐng)求送給他一個(gè)爺爺作為圣誕禮物的故事。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“然后Walter想到了一個(gè)主意?！笨芍谝欢慰擅鑼慦alter的主意是什么。
②由第二段首句內(nèi)容“第二天早上，Timmy和他的母親正在吃早餐，這時(shí)門鈴響了?！笨芍?，第二段可描寫開門之后的場(chǎng)景。
2.續(xù)寫線索：Walter有了主意——要了地址準(zhǔn)備第二天過(guò)去——第二天早上按門鈴——說(shuō)他是Timmy的爺爺——送禮物——母親感動(dòng)
3.詞匯激活
行為類
①拜訪：visit/call n
②詢問(wèn)：ask/enquire
③慶祝：celebrate/bserve
情緒類
①興奮的：excited/thrilled
②高興的：pleased/delighted
【典型句式】
[高分句型1]. He thught that he culd act as a grandfather and visit the by’s hme the next mrning with presents. (運(yùn)用了that引導(dǎo)的賓語(yǔ)從句)
[高分句型2]. Walter tld the by that he was a sailr wh wrked far away and culd nt visit them ften. (運(yùn)用了that引導(dǎo)的賓語(yǔ)從句和wh引導(dǎo)的定語(yǔ)從句)
5.【參考范文】
Minutes later, Axel walked clser t Levi. Axel picked Levi up and encuraged him t hld n t the end. Placing an encuraging hand at his cmpetitr’s back, Axel remained with Levi fr the remainder f the race. They advanced side by side, with eyes lking at the finish line. They even sang a sng t cheer each ther up. Eventually, the tw crssed the finish line within secnds f ne anther. Axel even made sure Levi went first. T their surprise, the event rganizer annunced that they were bth winners tgether.
Axel gained a lt frm the incident. In the fllwing days, Axel received lts f psitive cmments nw and then. While he might have enjyed the praise fr his kindness, fr him, the best harvest was the friendship with Levi. We might nt always recgnize when life hands us an pprtunity t help thers, but when it really des, we shuld take actin. Axel said, “I wuld just really hpe peple d the right thing.” Yes, we shuld d that, nt fr thers, but fr urselves.
【寫作指導(dǎo)】本文是篇記敘文。文章講述了兩個(gè)互不相識(shí)的運(yùn)動(dòng)員一起參加一場(chǎng)5千米田徑邀請(qǐng)賽，就在快到終點(diǎn)時(shí)，Levi不小心扭傷了腳踝，無(wú)法繼續(xù)比賽；而Axel并沒(méi)有越過(guò)他直接跑向終點(diǎn)，而是停下來(lái)扶著他一起先后越過(guò)終點(diǎn)線，并意外地得到了并列第一的榮譽(yù)。通過(guò)這次比賽，Axel不僅得到了好的成績(jī)和人們的贊揚(yáng)，更重要的是收獲了與Levi的友誼。正如他自己認(rèn)為的：做正確的事情比比賽本身更加重要。
1.段落續(xù)寫：
①由第一段首句內(nèi)容“幾分鐘后，Axel向Levi走得更近了些?！笨芍?，第一段可描寫Axel沒(méi)有越過(guò)Levi繼續(xù)跑，而是停下來(lái)幫助他，與他一起跑向終點(diǎn)的經(jīng)過(guò)。
②由第二段首句內(nèi)容“Axel從這次事情中收獲了很多?！笨芍诙慰擅鑼慉xel不僅取得了好成績(jī)，還收獲了人們的贊揚(yáng)和Levi的友誼。
2.續(xù)寫線索：走近--幫助--一起走向終點(diǎn)--并列第一--得到稱贊--收獲友誼--點(diǎn)明主題
3.詞匯激活
① 鼓勵(lì)、激勵(lì)：encurage→inspire
② 前進(jìn)：advance→mve frward
③ 比賽：match→game→race
④ 最終、終于：eventually→finally
⑤ 偶爾、不時(shí)：nw and then→frm time t time/smetimes
【典型句式】
[高分句型1] Placing an encuraging hand at his cmpetitr’s back, Axel remained with Levi fr the remainder f the race. （運(yùn)用了現(xiàn)在分詞形式placing在句首作伴隨狀語(yǔ)）
[高分句型2] While he might have enjyed the praise fr his kindness, fr him, the best harvest was the friendship with Levi. （運(yùn)用了以while引導(dǎo)的讓步狀語(yǔ)從句）
[高分句型3] We might nt always recgnize when life hands us an pprtunity t help thers, but when it really des, we shuld take actin.（運(yùn)用了以but連接的表轉(zhuǎn)折意義的并列句；及以when引導(dǎo)的時(shí)間狀語(yǔ)從句）

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這是一份專題14 讀后續(xù)寫人物外貌與神態(tài)描寫——2024屆高考英語(yǔ)閱讀與寫作備考策略，共11頁(yè)。

專題2.08 續(xù)寫中人物對(duì)話的刻畫技巧-2024年新高考英語(yǔ)讀后續(xù)寫提分技能：

這是一份專題2.08 續(xù)寫中人物對(duì)話的刻畫技巧-2024年新高考英語(yǔ)讀后續(xù)寫提分技能，共11頁(yè)。試卷主要包含了08 續(xù)寫中人物對(duì)話的刻畫技巧，回家， The phne rang等內(nèi)容，歡迎下載使用。

英語(yǔ)朗讀寶

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專題1.04 源語(yǔ)篇人物角色分析框架及刻畫拓展-2024年新高考英語(yǔ)讀后續(xù)寫提分技能

專題1.04 源語(yǔ)篇人物角色分析框架及刻畫拓展-2024年新高考英語(yǔ)讀后續(xù)寫提分技能
新高考英語(yǔ)復(fù)習(xí)：專題15 讀后續(xù)寫背誦素材：人物描寫（外貌與個(gè)性） 新高考英語(yǔ)復(fù)習(xí)：

新高考英語(yǔ)復(fù)習(xí)：專題15 讀后續(xù)寫背誦素材：人物描寫（外貌與個(gè)性） 新高考英語(yǔ)復(fù)習(xí)：
技巧01 如何分析人物-高一英語(yǔ)讀后續(xù)寫基礎(chǔ)技巧與整體演練

技巧01 如何分析人物-高一英語(yǔ)讀后續(xù)寫基礎(chǔ)技巧與整體演練
技巧01 如何分析人物-高一英語(yǔ)讀后續(xù)寫基礎(chǔ)技巧與整體演練

技巧01 如何分析人物-高一英語(yǔ)讀后續(xù)寫基礎(chǔ)技巧與整體演練
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