Kenneth was the right unfrtunate by, whse single mther was bth deaf and seriusly sick with hpeless cancer. Hw eager her mther was t hear, enjy, and appreciate the mst beautiful sund f the wrld! Fr her, it undubtedly came frm her belved 15-year-ld sn — Kenneth.
Kenneth was sent by his mther t a famus pian teacher wh tk him in under her guidance, and Kenneth was devted t each pian lessns and practiced extremely hard. Hwever, there was ne small prblem. Kenneth was nt music ally talented and therefre was very slw in learning. The teacher didn’t have much faith in the by because f his weakness. Hwever, his mther was very enthusiastic and every week she wuld send Kenneth t the teacher.
Then ne day Kenneth stpped attending the pian lessns. The teacher thught that he had given up and in fact she was quite pleased since she did nt give much hpe t Kenneth.
Nt lng after, the pian teacher was given the task t rganize a pian cncert in the twn. She sent ut leaflets t invite the students and public t attend the event. Suddenly, she received a call frm Kenneth wh ffered t take part in the cncert. The teacher tld him that he was nt gd enugh and that he was n lnger a student since he had stpped cming fr lessns. Kenneth begged her t give him a chance and prmised that he wuld nt let her dwn.
Finally, she gave in and she put him t play last, hping that he wuld change his mind at the last minute.
When the big day came, the cncert hall was crwded with excited peple. The perfrmance was wnderful, the atmsphere was warm, everyne was in a celebratry md, indulging (沉浸) in the wnderful music feast, and the applause and cheers were warmly received.
注意:
1. 續(xù)寫詞數(shù)應(yīng)為150左右:
2. 續(xù)寫部分分為兩段,每段的開頭語已為你寫好.
Paragraph 1:
Finally, it was Kenneth’s turn t play.
____________________________________________________________________________________________________________________________
Paragraph 2:
After the perfrmance, the pian teacher asked Kenneth hw he managed t play s brilliantly.
____________________________________________________________________________________________________________________________
五要素分析：
人物：Kenneth（努力學(xué)琴但天賦不足的男孩）、Kenneth 的母親（聾啞且患癌）、鋼琴老師（曾對 Kenneth 信心不足）
事件：Kenneth 為滿足母親聽世界最美聲音的愿望學(xué)琴，雖被老師不看好且中斷學(xué)習(xí)，仍請求參加鋼琴音樂會并被安排最后演奏。
時間：未明確提及，可推測在一段時間的學(xué)琴過程以及音樂會舉辦期間。
地點：鋼琴老師所在小鎮(zhèn)的音樂廳
原因：Kenneth 出于對母親的愛和想實現(xiàn)母親愿望而堅持學(xué)琴與參加音樂會，鋼琴老師組織音樂會并給 Kenneth 機會是出于其請求與自身職責(zé)。
寫作構(gòu)思：
第一段：描寫 Kenneth 演奏時的場景，包括他的神態(tài)、動作以及觀眾的反應(yīng)，展現(xiàn)他演奏的精彩。
第二段：Kenneth 向老師解釋演奏出色的原因是對母親的愛與為實現(xiàn)母親愿望的決心，老師深受感動并有所感悟。
原文好句積累：
“Kenneth was the right unfrtunate by, whse single mther was bth deaf and seriusly sick with hpeless cancer.”（Kenneth 是個極為不幸的男孩，他的單親母親既聾啞又身患絕癥癌癥。）
“Kenneth was sent by his mther t a famus pian teacher wh tk him in under her guidance, and Kenneth was devted t each pian lessns and practiced extremely hard.”（Kenneth 被母親送到一位著名的鋼琴老師那里，在她的指導(dǎo)下學(xué)習(xí)，Kenneth 全身心投入每一堂鋼琴課并極其努力地練習(xí)。）
“The perfrmance was wnderful, the atmsphere was warm, everyne was in a celebratry md, indulging (沉浸) in the wnderful music feast, and the applause and cheers were warmly received.”（表演很精彩，氣氛熱烈，每個人都沉浸在慶祝的氛圍中，沉醉于美妙的音樂盛宴，掌聲和歡呼聲此起彼伏。）
續(xù)寫內(nèi)容：
Paragraph 1:
Finally, it was Kenneth’s turn t play. He walked nt the stage calmly and gracefully. Sitting in frnt f the pian, he tk a deep breath and clsed his eyes fr a mment, as if gathering all his strength and lve. As his fingers tuched the keys, a beautiful meldy flwed ut. His bdy swayed slightly with the rhythm, and his face was filled with cncentratin and passin. The audience was instantly captivated. There was n flaw in his perfrmance. The hall was s quiet that ne culd hear a pin drp, and everyne was cmpletely immersed in the music he played. When he finished, there was a mment f silence fllwed by thunderus applause and cheers that seemed t shake the whle hall.
Paragraph 2:
After the perfrmance, the pian teacher asked Kenneth hw he managed t play s brilliantly. Kenneth lked at her with a glimmer f tears in his eyes and said, “My mther is bth deaf and dying f cancer. She has always lnged t hear the mst beautiful sund in the wrld, and that sund, fr her, is my pian playing. I practiced day and night, nt just fr myself but fr her. Lve made me vercme all the difficulties.” The teacher was deeply tuched. She realized that smetimes, the pwer f lve and determinatin culd far exceed natural talent. Frm that day n, she lked at every student with a new perspective, knwing that there might be an unyielding frce within them waiting t be unleashed.
【答案】
Finally, it was Kenneths turn t play. Int the crwd’s sight came a puny lad, whse heart was punding with nervusness. Fr sme time, he stayed there, trying t catch his breath. Fear gripped the teacher’s heart. What if Kenneth spiled the whle evening’s brilliant perfrmance? Then came a string f meldius pian sunds. The crwd was amazed at the skill f this by. Actually, his perfrmance was the best. A scream f cheers burst ut at the end f his presentatin.
After the perfrmance, the pian teacher asked Kenneth hw he managed t play s brilliant. With thrilling tears, Kenneth let ut the secret. Having t lk after his mther, he had t drp ut f the lessns. Every day he spared n effrt t practice n the paper keybard he drew. “I’m nt talented, but I dn’t want t disappint my mum,” Kenneth added. “It is diligence that makes up fr my deficiency.” As the teacher watched int Kenneth’s eyes, she saw a her glistening with the sparkling cncert lights.
語言分析：
詞匯運用：
“puny”（瘦小的）這個詞形象地描繪出 Kenneth 的體型，給讀者一個直觀的視覺印象，使人物形象更加具體。
“punding”（劇烈跳動）生動地表現(xiàn)出 Kenneth 上臺時緊張的心理狀態(tài)，讓讀者能感同身受地體會到他的情緒。
“meldius”（悅耳的）準(zhǔn)確地形容了鋼琴聲的美妙，展示了作者豐富的詞匯儲備來描繪音樂。
“diligence”（勤奮）一詞點明了 Kenneth 成功的關(guān)鍵因素，簡潔有力地傳達(dá)了主題。
句式結(jié)構(gòu)：
“Int the crwd’s sight came a puny lad” 使用了完全倒裝句，將表示方位的短語 “Int the crwd’s sight” 置于句首，引起句子倒裝，這種句式能夠增強句子的表現(xiàn)力和畫面感，使讀者的注意力瞬間聚焦在走上舞臺的 Kenneth 身上。
“What if Kenneth spiled the whle evening’s brilliant perfrmance?” 使用了 what if 引導(dǎo)的虛擬條件句，表達(dá)了老師對 Kenneth 可能搞砸演出的擔(dān)憂，豐富了文章的情感層次，同時也為后文 Kenneth 的精彩表現(xiàn)形成鮮明對比做了鋪墊。
“Every day he spared n effrt t practice n the paper keybard he drew.” 該句中 “spare n effrt t d sth.”（不遺余力地做某事）這個短語的運用，強調(diào)了 Kenneth 練習(xí)的刻苦程度，而 “he drew” 是一個省略了關(guān)系代詞 that 的定語從句，修飾 “paper keybard”，使句子結(jié)構(gòu)更加緊湊，信息傳達(dá)更加高效。
描寫手法：
對 Kenneth 上臺時的動作描寫 “Fr sme time, he stayed there, trying t catch his breath.” 細(xì)致入微，通過 “停留” 和 “努力平復(fù)呼吸” 的動作，生動地展現(xiàn)出他的緊張，讓讀者仿佛看到了那個站在舞臺上有些不知所措的少年。
對觀眾反應(yīng)的描寫 “A scream f cheers burst ut at the end f his presentatin.” 采用了夸張的手法，“scream”（尖叫）一詞將觀眾的歡呼聲形容得極為熱烈，突出了 Kenneth 表演的精彩程度以及給觀眾帶來的震撼，側(cè)面烘托了他演奏水平之高。
對 Kenneth 講述經(jīng)歷時的神態(tài)描寫 “With thrilling tears”，“thrilling”（激動的）一詞修飾 “tears”，生動地描繪出他在講述時情緒的激動，使讀者更能體會到他背后付出的艱辛與對母親深深的愛。

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