Wildlife Teaches Lessn
It was March 9, the day after my 17th birthday, when I met Pigen n my way back t my neighburhd. Being the same as mst ther afternns, nthing was unusual. My friends and I walked dwn the street, making plans fr dinner.
All f a sudden, my attentin was caught by what happened acrss the street. A bus had run ver a pigen (鴿子), leaving the pr creature struggling t take ff. She reminded me f a tddler wh culd nly mve unsteadily, using her wings as arms t climb tward the edge f the rad, but she made n prgress. It was, withut dubt, ne f the mst painful scenes I've ever witnessed.
On a whim (心血來潮), I rushed ver t pick her up. The mment my fingers came int cntact with her warm, sft bdy, smething immediately struck me and flded my heart like an electric current—the feeling f life and nature.
Observing the pigen in my hands, I felt her heartbeat, I sensed her breath, and I received her warmth. Since she culdn't fly, I was aware that it wuld have been irrespnsible t leave her there. After a mment f hesitatin, I wrapped her in my shirt and brught her back.
I named her Pigen and decided t give her a health check. Her feet culdn't stretch and supprt her bdy weight effectively. When I gently pulled her claws (爪子), I received n respnse. Her feet must have been badly hurt by the bus, and the nly thing I intended t d fr her was t prvide her with a cmfrtable envirnment.
As sn as she was put inside a bx I'd fund, Pigen was alarmed and struggled tward the darkest crner and curled up (蜷縮) in it. I tried t tuch her again, but was rejected by her screaming and the flapping (拍打) f her wings.
My mind was filled with questins at the beginning. Hw n earth culd such a quiet animal be transfrmed int smething s unfriendly and attached t darkness? Then I came t realize that it was my fault.
After all, pigens are wildlife. Nature is their hme, the sky is what they lng fr, and freedm is their faith. Hw can I, a human being, be as significant as thse things within just a few hurs? T her, I am just anther threat.
Many f us ften think in a self-centred way, and nly when we think abut thers, including ther species, can we live in harmny with nature. It als takes time t recver, bth physically and mentally, and I hpe that Pigen gets well sn.
1.重點詞匯再現(xiàn)
(1)neighburhd n． 街區(qū)
(2)unusual adj. 不尋常的
(3)creature n. 生物
(4)remind vt. 使想起
(5)make n prgress 沒有進步
(6)immediately adv. 立刻
(7)bserve v. 觀察
(8)aware adj. 知道；發(fā)覺
(9)effectively adv. 有效地
(10)intend v. 打算
(11)alarmed adj. 驚恐的
(12)n earth 究竟；到底
(13)threat n. 威脅
(14)species n. 物種
(15)harmny n. 和諧；融洽
(16)recver v. 恢復
2．重點句型再現(xiàn)：nly倒裝句型
Only when we think abut thers, including ther species, can we live in harmny with nature.
只有當我們想到他人，包括其他物種時，我們才能與自然和諧相處。
Ⅱ 迷你語料庫(Mini Crpus)
續(xù) 表
Ⅲ 讀后續(xù)寫入門篇：關注構思
讀后續(xù)寫要求“語言要模仿；內容要創(chuàng)造”。所以針對這個題型，解題需要分為兩個步驟，第一是讀：讀懂要素和主題、讀通情節(jié)和感情發(fā)展并讀精、讀深；第二步就是續(xù)寫：首先要關注銜接，其次就要關注構思。
現(xiàn)有考查的續(xù)寫文本為記敘文?；谖谋咎攸c，續(xù)寫內容的豐富性取決于情節(jié)的發(fā)展。因此，要基于前文的閱讀，進行合理的預測，進而發(fā)展為續(xù)寫的內容。但是，不管情節(jié)如何一波三折，從開頭到結尾，情節(jié)的發(fā)展一定要緊緊圍繞主題進行。情節(jié)必須為主題服務，與主題無關的情節(jié)就屬多余。
所以，可以按照每段三個層次，構思每一段的情節(jié)。
【典題精析】
閱讀下面的材料， 完成以下任務。
Chit Shedden was a simple fisherman and tur guide frm Siquirres, Limn Prvince, Csta Rica. He had a brad range f interesting facts abut nature, which helped his business quite a bit.
The year was 1989 and Chit was walking alng the banks f the Reventazón River when he happened upn smething very strange. There was a dying male crcdile(鱷魚). When he stepped up t carefully examine the skinny reptile(爬行動物), he realized it had been sht thrugh the head and then left eyes.
He knew, dangerus as it was, he culdn't leave the pr animal there, alne and helpless. Chit acted quickly, calling fr the help f several brave friends t lad the heavy reptile int his bat. He knew if he culd heal it, he wuld then send it back int the wild. He named the huge reptile “Pch”， which means strength and began t care fr him in his wn backyard.
The kind and helpful fisherman started t heal Pch with medicine, fd, and mre imprtantly, lts f care and attentin. Chit fed the crcdile a steady diet f chicken and fish. He bught medicine t prevent infectin (感染) and even slept by his side at night.
Affectin was ne f the mst imprtant factrs. Chit gave him kisses and hugs. He talked t him and petted him.“The crcdile needed my lve t regain the will t live，” he said. In time, Pch imprved enugh t return t nrmal health. It was time fr him t return t his wn river in the wild. Chit and his friends laded the crcdile back int his bat and set him free in a nearby river. The tw parted ways and Chit returned hme alne.
注意：續(xù)寫詞數(shù)應為150左右。
Chit awke the next mrning, and walked utside.
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A clser relatinship was frmed between Pch and Chit._________________
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1．通讀全文，本文文體為：
Narratin記敘文
Argument議論文
Expsitin說明文
2．一審——獲要素
3.二定——主題
主題：If peple treat wild animals with__care__and__attentin,__animals will d the same.
4．三推測——關注銜接，尤其是段首句定基調
(1)續(xù)寫內容和原文的銜接
原文前兩段：
Chit Shedden was a simple fisherman and tur guide frm Siquirres, Limn Prvince, Csta Rica. He had a brad range f interesting facts abut nature, which helped his business quite a bit.
The year was 1989 and Chit was walking alng the banks f the Reventazón River when he happened upn smething very strange. There was a dying male crcdile(鱷魚). When he stepped up t carefully examine the skinny reptile (爬行動物), he realized it had been sht thrugh the head and then left eyes.
可知，續(xù)寫的內容應該集中于 Chit 和鱷魚之間的互動。
(2)續(xù)寫第一段和段首句的銜接
首先標出第一段段首句的關鍵詞。
Chit awke the__next__mrning,__and walked utside．
說明這是Chit 把Pch放回野外之后，在外面發(fā)生的事情。
(3)續(xù)寫第一段段末和第二段段首句的銜接
首先標出第二段段首句的關鍵詞。
A clser relatinship was frmed between__Pch__and__Chit．
根據(jù)“clser”可知，Chit 和Pch的關系更親密了。這提示了下文，即Chit 和Pch有更多的親密互動。
(4)續(xù)寫第二段和段首句的銜接
根據(jù)第二段段首句可知，Chit 和Pch重新團聚。而且這種團聚源于Pch 對Chit的愛。
5．四構思——每段三分天下
按照每段三個層次，構思每一段的情節(jié)。
名校模擬演練：
1, （2022·遼寧大連·高二期末）閱讀下面材料，根據(jù)其內容和所給段落開頭續(xù)寫兩段，使之構成一篇完整的短文。
The Difference a Teacher Can Make
Steve, a twelve-year-ld by with alchlic parents, was abut t be lst frever by the U.S. educatin system. Remarkably, he culd read, yet, he was failing. He had been failing since first grade. Thugh Steve lked bigger than his age, yet he went unnticed… until Miss White.
Miss White was a smiling, yung, beautiful lady! Steve liked his new teacher; yet, still he failed. He never did his hmewrk. Whenever he was punished fr failing t turn in his hmewrk, he felt just terrible! Still, he did nt study.
Last week, the entire seventh grade was tested fr basic skills. Steve hurried thrugh his tests, and cntinued t dream f ther things. His heart was nt in schl, but in the wds, where he ften stayed alne after schl. He was always alne because n ne cared. Oddly, Steve never missed a day f schl.
One day, Miss White’s impatient vice brke int his daydreams.
“Steve!” Shcked, he turned t lk at her.
“Pay attentin!” Miss White began t g ver the test results fr the seventh grade. “Yu all did pretty well,” she tld the class, “except fr ne by, and it breaks my heart t tell yu this, but...” She hesitated, pinning Steve t his seat with a sharp stare. “The smartest by in the seventh grade is failing my class!” She just stared at Steve, as the class turned arund fr a gd lk. Steve drpped his eyes and carefully examined his fingertips.
“Just try it! ONE WEEK!” He was unmved.
“Yu’re smart enugh! Yu’ll see a change!” Nthing changed him.
“Give yurself a chance! Dn’t give up n yur life!” Nthing.
“Steve! Please! I care abut yu!”
注意：
1.續(xù)寫詞數(shù)應為150左右。
2.請按如下格式在答題卡的相應位置作答。
Ww! Suddenly, Steve gt it: smene cared abut him!
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The fllwing Mnday, Miss White gave anther test.
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2, （2022·山東聊城·高二期末）閱讀下面材料，根據(jù)所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
There’s a special by in my sn’s class. Everyne thinks he is a bad kid. I’ve heard that he talks ludly, disrupts（擾亂）the class with bursts f negative cmments, and desn’t participate in grups. He als stands ut as the tallest. Other parents tell his mther they’re scared f him. Yet he has never been physically aggressive. Smetimes he even shws kindness t thers in need f help.
I’ll call him Je. Mst parents and kids dn’t knw Je has Asperger syndrme. Peple with the disease must learn abut scially prper behavir. It’s very hard fr Je t cntrl his scial behavir. He has wrked hard since secnd grade. Hwever, he has few friends wh supprt him with psitive cmments.
Je is in the highest-level math and reading classes. He wanted t jin an activity club in schl, but parent vlunteers refused him. They didn’t acknwledge that he had been wrking hard t fit int the schl’s scial netwrks. I wish thse parents had seen Je walking hme frm schl ne cld winter day in January and hw he had ffered his help warmly.
Driving by, I saw him run and kneel dwn by a little girl lying n the grund. Je brushed the hair frm her eyes and smiled. She smiled back thrugh tears, having slipped and fallen n the ice. Je tk ff his cat and spread it ut, and then he helped her mve t sit n it. He als gathered her belngings and put them n his cat. He wiped the snw frm her knees and hands, mving her arms t check fr injury. Then Je helped her up, tk her hand and walked her hme. He carried her pack and then rang. her drbell. When her sister rushed her inside, the little girl smiled back at Je. Then he set her pack dwn by the dr and walked hme happily.
注意：
1.續(xù)寫詞數(shù)應為150左右；
2.請按如下格式在答題卡的相應位置作答。
I stpped by Je’s huse later.
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His mther expressed gratitude t me as she shwed me t the dr.
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【答案】
1, One pssible versin:
Ww! Suddenly, Steve gt it: smene cared abut him! He culdn’t believe his ears. He lked up at Miss White in wnder. Frm her eager eyes, he culd feel the warmth and the real care. On the way back hme, thse wrds cnstantly eched in his mind. When he gt hme, fr the first time in his life, he didn’t strm ut f the rm fr the wds. He seated himself befre the desk and placed his schlbks n it. Determined, he turned the first page pen.
The fllwing Mnday, Miss White gave anther test. Spreading the paper carefully n his desk, Steve hurried thrugh the test and was the first t hand in his paper. Obviusly puzzled, Miss White began t lk it ver. In shck, she glanced up at Steve, then dwn, then up. Suddenly, her face brke int a bright smile. “The smartest by had just passed his first test!” she annunced, prud and excited! At her wrds, Steve cracked a big smile, with his eyes sparkling with jy and gratitude. He knew that was all because f a teacher wh cared abut him
【導語】本文講述12歲的Steve，父母都是酒鬼，他的成績一直不及格。在一次七年級測試中，White老師說他是最聰明的男孩但是成績卻不及格。隨后White老師對他進行鼓勵和關心，讓他感受到了溫暖和真切的關懷，于是用功學習，終于在下一次考試中及格了。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“哇！突然，史蒂夫明白了：有人關心他！”可知，第一段描述Steve在感受到White老師深切的關懷后的一系列心理變化和他在回家后的行為，他開始認真寫作業(yè)了。
②由第二段首句內容“接下來的星期一，懷特小姐做了另一次測試?！笨芍诙蚊枋鯯teve測試的過程和結果，他通過了他的第一次考試。
2.續(xù)寫線索：Steve的心理變化——Steve回家——Steve寫作業(yè)——Steve做測驗——Steve第一次及格——Steve的喜悅和感激
3.詞匯激活
行為類
①.回家：get hme/return hme/ g back hme
②.沖出：strm ut/rush ut
③.交卷：hand in paper/submit paper
情緒類
①.困惑：puzzled/cnfused
②.震驚地：In shck/astnishingly
【點睛】[高分句型1]. Steve hurried thrugh the test and was the first t hand in his paper.（運用了不定式作后置定語）
[高分句型2]. He knew that was all because f a teacher wh cared abut him.（運用了wh引導的限定性定語從句）
2, One pssible versin :
I stpped by Je’s huse later. I asked t talk t him and his mther lked wrried. When I said I wuld praise him fr his gd behavir, she lked s surprised. I tld Je that I had seen him help a little girl n his way back hme, and that I didn’t get ut f my car because he had everything under cntrl. I tld him that he handled the emergency perfectly and that I thught he was a her. Then I saw Je’s beautiful smile again.
His mther expressed gratitude t me as she shwed me t the dr. She was mved t tears because it was s rare fr Je t shw kindness and t be recgnized in a psitive way. As a mther, she always wrries abut her sn’s future and the challenges he faces frm sciety. After that, I tried my best t let mre kids and parents knw abut Je. We began t treat him with mre patience. Later, Je became a member f the activity club. And he has lts f friends nw.
【導語】本文以人物為線索展開，講述了作者兒子班級中的一個特殊孩子Je。每個人都認為他是一個壞孩子。但他從未有過身體攻擊。有時他甚至對需要幫助的人表現(xiàn)出善意。事實上，班級里的孩子們不知道他患有一種罕見的疾病，在這種疾病的影響下，Je無法控制自己的行為。Je積極努力地想要融入班級的同學中，可是其他的孩子不接受他。一次偶然的事故，Je幫助了摔倒在地的女孩，至此之后，孩子們開始慢慢接受Je的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“我后來去了喬家?！笨芍谝欢慰擅鑼懙氖?，作者想幫助Je向其家人解釋作者所看到的事實——是Je的幫助了女孩能夠回到家。把作者所看到的Je的良好表現(xiàn)，解釋給他的母親聽。
②由第二段首句內容“他的母親把我送到門口時對我表示了感謝?！笨芍诙慰擅鑼懙氖窃谧髡叩慕忉屩?，Je的母親異常感激，同時也為自己的兒子感到驕傲。同時描述的是在此之后的日子中，作者盡最大的努力幫助喬融入班級，讓更多父母了解喬，直至最后Je加入了俱樂部并且擁有了很多好朋友。
2.續(xù)寫線索：上門解釋——感謝和感動——幫助融入——全力幫助——成功融入
3.詞匯激活
行為類
①.處理：handle/deal with
②.盡全力：try ne’s best/spare n effrt/make every effrt
③.擔心：wrry abut/be cncerned abut
情緒類
①.驚訝：surprised/amazed/astnished
②.積極：psitive way/act psitively
【點睛】[高分句型1]. I tld Je that I had seen him help a little girl n his way back hme, and that I didn’t get ut f my car because he had everything under cntrl. （由連接詞that引導的賓語從句并列）
[高分句型2]. As a mther, she always wrries abut her sn’s future and the challenges he faces frm sciety. （由關系代詞that引導限制性定語從句，其中that省略）
序號
佳句呈現(xiàn)
賞析
1
The air is thin and we have t rest several times n the shrt hike frm camp.
描寫行進過程中的困難。
2
T ur left, snw-cvered muntains disappear int cluds that seem almst clse enugh t tuch.
自然場景描寫——雪山高聳入云。
3
On the plain in frnt f us, we can just make ut a herd f graceful animals.
自然場景描寫——平原上成群的動物。
4
Watching① them mve slwly acrss the green grass，
I'm struck② by their beauty.
自然場景描寫＋心理描寫——動物們成群結隊地穿過綠色的草地，打動人心。①v.-ing形式watching作狀語； ②struck 的原形為strike，表示“打動”。
5
They are being hunted, illegally, fr their valuable fur.
描寫動物的悲慘處境?！癮re being hunted”為現(xiàn)在進行時的被動語態(tài)。
6
T Zhaxi, the land is sacred and prtecting the wildlife is a way f life.
描寫人對大自然和野生動植物的關愛之情。
7
“We're nt trying t save the animals，” he says. “Actually, we're trying t save urselves.”
描寫保護野生動植物的重要性——保護野生動植物就是保護人類自己。
8
In rder t save① this species frm extinctin, the Chinese gvernment placed② it under natinal prtectin.
描寫政府對保護野生動植物的重視。①in rder t d作目的狀語；②place為熟詞生義，意為“放，置于”。
9
Zhaxi and ther vlunteers watched ver the antelpes day and night t keep them safe frm attacks.
描寫保護野生動植物付出的努力?！皐atch ver”意為“保護；照管”；“t keep them safe frm attacks”作目的狀語。
10
The measures were effective.
描寫措施有效。
序號
佳句呈現(xiàn)
賞析
11
The gvernment, hwever, des nt intend t stp the prtectin prgrammes, since the threats t the Tibetan antelpe have nt yet disappeared.
描寫對野生動植物的關注。“intend”意為“意圖，打算”；since 意為“因為”，引導原因狀語從句。
12
Much is being dne t prtect wildlife, but if we really want t save the planet, we must change ur way f life.
描寫保護野生動植物的重要性及方法。much作主語時，謂語動詞用第三人稱單數(shù)形式。
13
Only when we learn t exist in harmny with nature can we stp being a threat t wildlife and t ur planet.
描寫保護野生動植物的重要性及方法。nly＋when 引導的時間狀語從句放句首，主句用部分倒裝?！癳xist in harmny”意為“和諧共存”。
14
When it cmes t wildlife prtectin①， all species—the gd, the bad, and the ugly—shuld be treated equally②.
表示所有的野生動植物都應該被平等對待。①“when it cmes t”意為“當涉及……”；②“be treated equally”意為“被平等對待”。
15
The wrld needs all kinds—withut variety, ur planet cannt survive.
描寫動植物多樣化的重要性。
16
In this way a lt f animal hmes are being destryed！
描寫動植物棲息地遭到了破壞。
17
Is it right t make animals hmeless s that humans can have mre paper？
反問句，用來表示贊同停止對動植物棲息地的破壞。
18
It is hard wrk, but the yung peple wrking at the shelter think it is wrth it.
描寫幫助動物雖然辛苦但是值得。
19
And if yu want t help ut, g and vlunteer yur time and lve.
號召大家樂于奉獻。
第一段
基于段首句，延續(xù)文章的發(fā)展
預測可能的故事情節(jié)
根據(jù)第二段段首句，預測第一段的結束
第二段
基于段首句，延續(xù)文章的發(fā)展
故事的結局
升華：呼應主題——受到教訓，得到啟發(fā)，獲得靈感
時態(tài)
一般過去時
六要素
When
1989
Where
Siquirres, Limn Prvince, Csta Rica; alng the__banks__f__the__Reventazón__River;__in his__wn__backyard
Wh
Chit Shedden—a fisherman and tur__guide and his friend; a dying__male__crcdile named Pch
What
Chit fund a__dying__male__crcdile．
The kind and helpful fisherman started t heal Pch with medicine,__fd__and__lts__f__care__and__attentin．
Chit and his friends laded the crcdile back int his bat and set__him__free in a nearby river.
Why
He knew, dangerus as it was, he__culdn't__leave__the__pr__animal__there,__alne__and__helpless.
Hw
A clser relatinship was frmed between Pch and Chit.
第一段
Chit看到了Pch回來了
Pch愿意和Chit生活在一起
一人一鱷的生活很融洽
第二段
描寫一人一鱷的融洽生活
一人一鱷都從這種相處中受益
升華：人類如果關愛野生動物，野生動物也會關愛人類

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