专题十九 读后续写——2024届高考英语二轮复习模块精讲【新教材新高考】课件PPT

这是一份专题十九 读后续写——2024届高考英语二轮复习模块精讲【新教材新高考】课件PPT，共60页。PPT课件主要包含了模块考情分析，重难提分技巧，读词汇，读句子，读内容，读段首句预设情节，以下是常用的过渡词，高考典例分析，答案解析等内容，欢迎下载使用。
作为新题型，读后续写有以下命题规律：读写结合,考查综合语言运用能力。读后续写的语篇类型一般是记叙文。故事通过设置较为真实的问题情境,考查学生能否运用英语基础知识准确理解文章故事情节。语篇选材情节曲折,逻辑性强。文章通俗易懂,故事线索的逻辑性强,要求续写的部分多是故事的高潮或结局。语篇叙述性语言和描写性语言相结合。语言生动、细腻、富有情感,简洁朴素,画面感强。
根据其规律，可采取的备考策略：把握故事主题。阅读语篇,从人与自我、人与社会、人与自然三个主题语境进行分析,把握故事主题,防止主题跑偏和故事离奇荒诞。学会分析情节。分析故事情节一般从故事六要素着手,即 wh when、where、what、why、hw。然后理解故事情节发展线和主人公的情感变化,为接下来的续写做好准备。构思故事情节。首先,分析段首句,根据其关键信息,提出问题,预设故事情节发展走向。其次,关注段首句和续写部分的衔接,思考续写第一段和第二段的衔接,思考故事如何结尾,如何与前文做好首尾呼应,逻辑性应强,体现故事主题。推敲优化语言。在续写过程中,应体会原材料故事中的语言特点,从场景描写、人物动作描写、情感情绪描写、人物心理活动描写、神态肖像刻画等方面进行润色,提升语言表达质量,完成语言风格契合度高的短文。
1.忽略不相关的单词譬如Ryan、Kyle等没见过的人名，或是很长的地名Albuquerque，或是大家不熟悉的 the state f New Mexic，这些词只要不影响整体理解，大家可以忽略它们，不要去纠结，避免浪费宝贵的考试时间。大家关注关键词汇、内容和情节就可以了。2.仔细阅读读原文时要仔细，不要看错单词。 例如将vacatin 看成 vcatin导致理解不通等反应过来时已经浪费了不少时间。
3.正确理解一词多义、熟词僻义对原文中一词多义、熟词僻义的单词理解错误，从而无法正确理解内容和情节，导致自己怎么想也想不通，写出来的续写情节也严重偏离原文。例1:With ne hand n the bars, he fired the spray at the wlf.分析: bar常见的意思有“酒吧”，“一条，一块”。但该句中的 bar指自行车的“把手”，若理解错误可能会妨碍对整句情节的推理。例2:I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward.分析: rck 多用于名词，意为“岩石”，还可以表示“摇滚乐”。本句中的rck 作动词，意思是“摇晃，摇摆”。因此，本句是描写David因腿脚不便，走路一摇一晃的样子。
4.猜测词义(1)通过构词法猜测例1: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 need all kinds f help. When she had time, she wuld bring fd and medicine t them.分析: 若不认识thughtful这个单词，可通过thught进行推测。thught有“思考；关心”之意，根据构词法可以猜测该词的司性变换了，加后级-仙变成形容词，但是意思还是与之有关。再结合后文“She spent a great deal f time visiting the pr. She knew they had prblems, and they need all kinds f help. When she had time. she wuld bring fd and medicine t them.”知，Meredith 太大人善良，经常帮助有困难的人，给他们送食物和药。由此可知，thughtful 意为“关心的;体贴的;考虑周到的”。
(2)通过上下文猜测例1: The family hugged and smiled thrugh misty eyes and then laughed.分析: 若不认识misty这个单词，可通过上文“It was time t say gdbye fr nw at leas.”进行推测。既然是孩子和宠物以及父母告别，那么自然是强颜欢笑的同时“泪眼朦胧”了，这样也就猜出misty的意思。
1.读句子结构句子就像是脚手架，将零散的词汇搭建成为有框架、有结构、有层次的支架，帮助读者更好地体会文章的行文和逻辑。续写原文的句子用词准确而又丰富多样，增加了文章内容的趣味性和可读性。除了简单句、复合句之外，续写原文还会使用比较多的非谓语动词，同时使用强调句、倒装句、省略句等特殊句式，此外也会使用独立主格结构、with 的复合结构、虚拟语气等来丰富文本。
例1: S, why did he suddenly frce me t d smething at which I was sure t fail? (“介词+关系代词”引导定语从句) His reply: “Because I lve yur stries. If yu‘re willing t apply yurself (条件状语从句) , I think yu have a gd sht at this” Encuraged by his wrds (过去分词作状语)，I agreed t give it a try. (不定式作宾语)I chse Paul Revere‘s hrse as my subject. Paul Revere was a silversmith in Bstn wh rde a hrse at night n April 18, 1775 t Lexingtn t warn peple (定语从句) that British sldiers were cming (宾语从句). My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea, but funny; and unlikely t be anyne else’s chice (省略句).
2.读时态、语态正确理解原文的时态并且正确运用，对于理解文章起着相当重要的作用。在句子结构中，动词作为谓语是整个句子的核心部分，能否正确理解这一部分直接影响能否正确理解句子和全文的意思，以及能否在续写中正确运用时态。(1)读直接引语里的时态通过关注原文的时态，确定自己续写中所需要的时态的主基调。同时，必要的时候搭配使用原文中另外的一些时态，尤其是间接引语里的时态，可确保续写中的时态和原文时态一致，从而顺利完成续写任务。
例1: David and I were always a little nervus when using gas statin bathrms if Mum was driving while Dad slept: “Yu stand utside the dr and play lkut(放哨) while I g, and I’ll stand utside the dr and play lkut while yu g“ I had terrible pictures in my mind: “Hney, where are the kids?” “What?! Oh, Gsh… I thught they were being awfully quiet.”分析：通过对例句分析可以在续写过程中就可以正确地把直接引语中的一般现在时和间接引语中的一般过去时搭配使用，避免乱用、错用。
(2)读进行时态例1: At this mment, Paul and Becky were driving their car n their way t Alaska. They didn't think much f it when they saw tw cyclists repairing their bike n the side f the rad.分析：这里过去进行时态were driving的使用呈现给读者一个栩栩如生的画面:一对夫妇正开车行进在去阿拉斯加的路上。同时学生通过阅读，知道可以结合使用一般过去时和过去进行时，使自己写的句子极具画面感，让读者感同身受。
(3)读时态带来的时空转换读后续写原文一般都是记叙文，作者在展开文章情节时，会注意叙述事件情节的衔接。最常见的是根据叙述的时间线索来衔接事件或情节，有时也会通过时态的变化或表示时间的词来表达事件、情节的衔接或时间、空间的转换。历年的读后续写真题基本上采用顺叙手法，文章的层次同事件发展的过程基本一致，把事件记叙得有头有尾、脉络清晰。顺叙时文章的前后时态一致。
例1： They had driven their sn several hurs ut f twn t the university where he wuld sn be living and studying. It was time t say gdbye fr nw at least.分析：这个句子是顺叙，按照事件发展顺序，父母送儿子到大学为过去完成时，说再见用一般过去时，儿子将在大学生活和学习用过去将来进行时。
倒叙时，文章中的时态要做相应的变化，如果叙述整个事件用的是一般过去时，那么倒叙时就可运用过去完成时。例2：On a bright, warm July afternn, Mac Hllan, a primary schl teacher was cycling frm his hme t Alaska with his friends. One f his friends had stpped t make a bicycle repair, but they had encuraged Mac t carry n, and they wuld catch up with him sn. As Mac pedalled(骑行) alng alne, he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
分析：文章第一句开门见山地讲 Mac 骑行在去阿拉斯加的路上，把主人公及故事发生的地点直接呈现在读者面前，让读者身临其境，增强了文章的吸引力。第二句倒叙，用过去完成时回忆他单独骑行的原因:一个朋友的车坏了，其他几个朋友停下来帮他修车，同时鼓励 Mac 先行，他们随后会赶上来。第三句又回到独自骑行的Mac，用一般过去时描写了他的心理活动。由此可见，正确理解原文时态有着不可忽视的重要性。
(4)读被动语态被动语态的使用除了能缩减句子的长度以及不必要的细节之外，还能让文章不再千篇一律，更具可读性。例1：I was impressed t see my dad and Uncle Paul riding hrses. They lked really cl.分析：将元长的主语更换位置不仅让句子看起来更丰富、更有层次，同时更重要的是，将原本在句尾的宾语移到句子的开头，更换了句子聚焦的地方，让宾语1(也即文章中的主人公)依旧是句子的重点。与此同时，移到后面的 my dad and Uncle Paul 则与下句的主语 they 高度融和，不但提升了文章的流畅度，而且让阅读整体上更容易衔接。
故事类记叙文的语篇结构主要由六个要素构成:人物、时间、地点、起因经过和结果。续写原文提供的故事人物、故事的起因、故事发生的时间和地点以及情节发展的部分经过等信息，需要仔细阅读来完成。学生需要理清人物与人物、人物与情节、人物与时空的各种关系，再按照事件发生的时间次序--顺叙、倒序或插叙一一来把握事件的起因、发展过程、空间转换、内容变化、人物和场景变化、感情变化等故事情节。同时，学生要分辨哪些是主要人物，哪些是辅助人物:哪些是需要续写继续发展的主要情节，哪些是可以忽略的次要情节。通读读后续写的原文时，首先要解决好五个 w 和一个H的问题: wh(人物)、where(地点)、when(时间)、what (事件)、why (原因)及 hw (怎样发展)。
例1：When I was in middle schl, my scial studies teacher asked me t enter a writing cntest. I said n withut thinking. I did nt lve writing My family came frm Brazil, s English was nly my secnd language. Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts. N ne laughed harder than he did.
S, why did he suddenly frce me t d smething at which I was sure t fail? His reply: “Because I lve yur stries. If yu're willing t apply yurself, I think yu have a gd sht at this.” Encuraged by his wrds, I agreed t give it a try.I chse Paul Revere‘s hrse as my subject. Paul Revere was a silversmith(银匠) in Bstn wh rde a hrse at night n April 18, 1775 t Lexingtn t warn peple that British sldiers were cming. My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea, but funny; and unlikely t be anyne else's chice.
What did the hrse think, as he sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately. I gt tired. I had dubts. I wanted t quit. But, like Revere's hrse, I kept ging. I wrked hard. I checked my spelling. I asked my lder sister t crrect my grammar. I checked ut a half-dzen bks n Paul Revere frm the library. I even read a few f them.When I handed in the essay t my teacher, he read it, laughed ut lud and said. “Great. Nw, write it again.” I wrte it again, and again and again. When I finally finished it, the thught f winning had given way t the enjyment f writing. If I didn’t win, I wuldn’t care.
分析：1.when(时间): when I was in middle schl故事发生在“我”读中学时。续写时可以不必提及这个时间。但是这是故事的时间背景，对故事的后续发展非常重要，所以学生续写时不能脱离这个时间背景。
2. where(地点): in the schl故事发生的地点主要是学校。知道比赛结果可以是在教室里，或者是经由学校广播;可以是老师在班级宣布，也可以是被叫到校长办公室等等。把续写故事情节设计成在自己家里接到获奖电话，这样也是可以的。但是这样写一定要能自圆其说，而且这样的思路不利于后面的续写。因此，最好选择容易用上平时积累的续写素材的一个地点。就地点的选择上自由发挥的空间很大。
3. wh(人物): I and my scial studies teacher原文的主要人物是“我”和“我的社会学老师”。“我”是在社会学老师的鼓励下参加的写作比赛。续写第二段段首提到，颁奖结束后，“我”就去了老师办公室。因此，“我”和社会学老师是故事的重点人物。原文中没有出现的人物，续写中千万不要凭空出现。就本篇读后续写而言，由于续写的第一段首句是知道了比赛结果，所以除非设计为比赛结果是老师通知“我”的，否则就会出现另一个人物或者是电话里的声音。而且第二段首句是颁奖结束后，“我”去了老师的办公室，那么第一段段末会提及颁奖情景，势必出现“我”的同学、朋友或者观众。文章中还有一个角色就是“马”。因为这匹马没有放弃，消息才能及时传达莱克星顿的枪声才会打响，才会有美国独立战争。在续写第二段的结尾提炼主题，提到正因为“我”有马的这种不言放弃的精神最后才会成功，也是一种非常棒的思路。
4. what(事件): I entered a writing cntest.原文描写了一个不爱写作且英语非母语的孩子，在老师的鼓励下，参加了英语写作比赛。为了写好文章，“我”查看了很多资料，除了自己修改外，还让姐姐帮忙检查语法。一如自己参赛作文中的那匹马，“我”不知疲倦，坚持写作“我”完成写作后，应老师的要求，一遍遍地修改。从这些描写当中，我们就能猜到比赛的结果会是如何。这里作者用设问的形式来描写马的心理，其实也是他自己的心理，比如Did he get tired? Have dubts? Did he want t quit?”。
作者使用了大量的动作描写来推动故事情节的发展，如平行结构“I gt tired I had dubts. I wanted t quit.”; 如动作链“He read it, laughed ut lud and said ..等等。注意原文的最后两句话“When I finally finished it, the thught f winning had，这两句话given way t the enjyment f writing. If didn‘t win, I wuldn’t care.”说明此时的作者已经爱上了写作，这为第二段的续写提供了有用的线索。
5. why (原因): I did nt lve writing but my teacher encuraged me int entering the writing cntest.“我”并不爱写作，何况英语并不是“我”的母语，那么老师为什么会强烈劝说“我”去参加写作比赛呢?因为老师觉得“我”的口头报告有趣，“我”应该给自己一个尝试的机会。在老师的不断鼓励下，“我”参加了比赛。于是有了下面的续写故事:一旦决定参加比赛后，“我”不但不退缩，反而非常有动力.尽自己最大的能力来完成写作。原文的最后有了答案，也为续写提供了其中一个思路。
6. hw(怎样发展):故事该怎么发展?有什么样的结局?前面五个W解决了，留下的就是续写的 hw 了。第一段提到“A few weeks later, when I almst frgt the cntest, there came the news.”，“我”是如何知道这个消息的?(Hw did the news cme?)消息内容是什么?(What was the news?) 听到消息后，“我”是什么反应?(Hw did I react t the news?)“我”是什么样的感受?(Hw did I feel when hearing the news?)能回答这些问题，也就能号好这个hw 了。
第二段提到“I went t my teacher’s ffice after the award presentatin.”，那么“我”是带着何种感情进入老师办公室的?骄傲自大还是充满感激?做了什么?说了什么? ( Hw did I feel when I entered the ffice? Arrgant r grateful? What did I d r say?)老师对“我”的获奖，以及对“我”在办公室的行为或者语言有什么样的感受?( Hw did the teacher feel abut my winning? Hw did he react?)经过这样一番思考，学生很快就能续写出一篇情感丰富的佳作了。
读完故事梗概、情节脉络后，需要继续分析原文的语言特征和情节表达方式。续写原文作为记叙文，所用词汇通俗易懂，常运用形象、生动、具体的语言来描述人物和场景，叙述故事情节，有时也通过议论、抒情、说明等手段来表达作者的立场、观点、思想和情感。这些都需要学生品读、理解，然后才能写好续写文章。
1.续写第一段:内容要与首句一致题目提供的第一段首句为:“A few weeks later, when I almst frgt the cntest, there came the news.”。既然讲到几个星期之后，关于写作比赛结果的消息来了，那么预设情节为:“我”得知了自己的获奖情况以及“我”的所想、所思和所为。所以，续写第一段可以写“我”是如何确切知道自己的获奖情况和“我”知道消息后的心情;也可以写“我”的语言和动作;当然也可以描写周围人如朋友、同学或老师听到“我”获奖消息后的言行。
2.续写第一段:内容要与原文情节一致续写第一段的情节内容不仅要与已知的首句一致，也要与原文的情节内容致。比如不可以写“我”没有获奖。因为原文有一半的篇幅描写了“我”如何不怕苦、不怕累，认真而努力地完成参赛作文。所以结果肯定是获奖的，否则就不值得作者大张旗鼓地先抑后扬了。
3.续写第一段:段尾要和第二段首句内容一致题目提供的第二段首句为:“I went t my teacher’s ffice after the award presentatin.”。根据第二段首句，可以预设第一段段尾或者与颁奖有关或者与老师有关。4.续写第二段:内容要与第二段首句以及原文情节一致题目提供的第二段首句为:“I went t my teacher’s ffice after the award presentatin.”。那么后面顺理成章地，可以写办公室里发生的事。
续写中，“续”才是主体。这要求学生在读懂、读透原文的同时构思情节这里大量相关的信息需要经过大脑的思维转换:理解原文，确定主旨大意，在明确原文作者态度和关键信息的前提下，在大脑中建立一个对原文的理解框架;在此基础上，建立顺序思维，然后在两个段首句的基础上，开始建构续写的内容情节。
一、情节的合理性续写是在原文故事发展的基础上合理增加情节。这些情节要符合生活实际，不能脱离生活常识。即使是虚构的，其内容也应该是现实生活中可能发生的，不能为了追求故事的离奇曲折而编得天花乱坠，使人难以相信。
二、情节的连贯性1.续写情节内容要符合原文情节的内容和逻辑续写内容要与原文高度相关，续写情节的发展要与原文连贯，也要合理。(1)不要增加主要角色一般来说，故事的发展总是集中在主要角色，所以后续情节尽量不要节外生枝，随意增减角色，更不要变换主人公，避免造成故事没有按照原文的逻辑发展。如原文中只有两位主角吵架后在森林中迷路，若此时编出一个角色出来指路相救就不符合原文主题了。
2.续写情节内容要与上下文连贯(1)第一段续写内容要与段首句保持连续性和一致性续写第一段的情节要成为搭建本段与原文、后段的桥梁。它的续写内容与段首句要保持连续性和一致性。错误例子： Dad pened the bx and a sweet little dg appeared. What a lvely cat it is!分析：前句说的是狗，后句一瞬间变成猫了。这就前后不一致了。要注意，续写不是随心所欲地写，而是要在所给段落开头语的帮助下完成续写部分。段首句在某种程度上引导学生的思路朝这个方向发展，所续写的部分不能脱离各自的段首句而另起炉灶，要在其基础上进行拓展、发挥。
(2)第一段续写内容要与原文内容相关联由于故事情节的顺延性，第一段内容也要与原文内容相关联。(3)两段续写之间要连贯第一段和第二段要衔接紧密，相互关联，不能独立存在。例如原文段句首为“We had n idea where we were and it was getting dark.”所以，续写第一段时就有必要提及“我”和父亲迷路了
3.主题升华切勿脱离主题模仿夹叙夹议类文章的写法，在续写最后写几句感想，希望能够从故事中提炼出一点生活哲理，进行主题升华。但如果脱离主题，这样的升华就等于帮倒忙。盲目抒情、缺乏依据地升华、无端提炼会产生说空话、套话的现象甚至脱离主题。
三、语句的连贯性1.逻辑衔接逻辑衔接，即用过渡词衔接。与汉语不同，英语经常以明确的方式来实现连贯性。这种明确的衔接方法就是使用表示承启转接的过渡词或词组，如thugh、hwever 、besides 、s 、n the cntrary 、if、in cntrast 、similarly 、in shrt 等。过渡词或词组的使用使整篇文章形成一个统一的整体。
2.指称衔接指称衔接，也叫指代衔接，指语篇中的代词构成了指代衔接关系。英语中的代词有以下几种:人称代词、物主代词、反身代词、指示代词、关系代词。例1: Yu knw that big bx f crn Uncle Jhn sent us? Well, we can make ppcrn, and put it int paper bags, and Bernard can take it rund t the huses and sell it.分析：句中it用来指代前文的ppcrn。这样的指代衔接在英文语篇中非常常见，要注意避免把主格利宾格混淆，或者把形容词性物主代词和名词性物主代词搞错
3.词汇衔接词汇衔接包括三种:重复、共现、分类。通过词汇衔接，可以实现语句的前后照应。(1)重复，包括原词复现和同义复现，指具有同一形式、同样语义的单词或词组在同一语篇中反复出现。相同的结构也会重复出现在同一语篇中，被称作句法有接。在更深层次上，这些重复的单词、词组、结构不仅具有语篇衔接功能，更能表达情感、意义。
例1： Yu stand utside the dr and play lkut(放哨) while I g, and I’ll stand utside the dr and play lkut while yu g.分析：该中差不多一模一样的句子被姐(兄)弟俩重复，一字不落，形象地体现了他们生怕被健忘的妈妈遗忘在加油站，故而互相叮嘱对方的心情。
重复还包括同义复现，即同义词、近义词重复出现在语篇中。例2: A few weeks later the by arrived hme frm university. Immediately, the huse was turned int a sea f happiness. N sner had he bent dwn t give Pppy a bear hug than happy kisses rained upn his face. Her tail wagging furiusly, Pppy barked with jy as a yelp eched in the near distance as if t remind everyne f its presence.分析：这段话描述男孩回家后受欢迎的场面，从happiness到happy再到jy表示“开心”的几个单词的重复展示了家里的一派喜气洋洋。而语篇中的句子也通过这种关系实现了相互衔接。
(2)共现共现又叫组合搭配，或搭配性衔接，指一系列相关的词项经常在篇章中的同语境中出现，具有语篇衔接力。如“下雨”会“淋湿衣服”，“泛滥”是“洪水的结果。再如“问题”和“回答”。例：“I can't believe yu gt yurselves a puppy!” “We didn't,” replied Mm, “This puppy is fr Pppy!”(3)分类有些词在语义上有类属关系，这种关系使一些词可以相互替代或共同出现。类属关系包括集合关系(如family和family members)、局部整体关系(如rm和 wall、flr、ceiling 、windw)、下义关系(如rm 和 hspital rms、perating rms、emergency rms)、一致关系(如pl和water; table和wd)。这些词在语篇中相互衔接。
4.结构衔接结构衔接主要指替代和省略这两种方式，帮助学生实现语句的连贯。(1)替代替代，指的是用一个词替代上文中的某些词，但两者不存在认同的一致关系。替代可分为名词替代、动词替代和从句替代，包括名词词组和动词词组的替代。名词替代中，最常见的英文名词替代词有以下几个:ne:替代单数泛指名词nes:替代复数泛指名词that:替代特指的单数名词或不可数名词thse:替代特指的复数名词
例1： Mac came up with such a brilliant idea that bth Becky and Paul lved it. It was much better than that f Paul.分析：第二句中的that指的是Paul的idea，与前面Mac的idea是不同的，所以是替代，也就是替代的是同名异物。其他如same 也具有替代功能。需要注意的是，句中的两个it指的就是 Mac的idea，指代同名同物，所以是指代，而不是替代。动词替代中，最常见的替代词为d。例2： Dad fllwed clsely behind, calling ut t tell me hw t sthe the terrified hrse and I did as tld.分析：句中的did替代上文中的sthe the terrified hrse。此句d不仅用来替代上文的动词短语，还起到了省略的作用，避免了与前文的重复，使得语言更加简洁，语句更加连贯，结构更加紧凑。
从句替代中，副词s和nt用以替代小句，即上文出现过的句子的一部分或整个分句，以免重复。肯定用s，否定用nt。请看下面的例句。例3：“Quick!” Paul shuted, “Get int my car!” Mac did s.分析：这里did s替代了前面的谓语加介短语(Get int my car)。(2)省略省略，指某结构中有些词没有出现，而未出现的词可以从上下文中找到。省略可以分为名词省略、动词省略和从句省略，包括名词词组、动词词组和介词短语等的省略。例1： The car abruptly stpped in frnt f him. “Get in!” Paul shuted, “Quick!”分析：这里 Mac(主语)和my car(宾语)都被省略了，但是读者根据上下文可以清楚地知道这里 Paul是让 Mac躲进他的汽车。
5.通过时态和语态的街接动词的时态和语态也可以帮助学生实现语篇的连贯、流畅。例1： Luckily, Becky had phned the administratin f wildlife earlier, and then the wlf was taken dwn by the team.分析：此句使用过去完成时和一般过去时，实现了从“现场”到“野生动物管理处”又回到“现场”这一系列的时空转换，一点都不显得突几，也没有语焉不详。被动语态的使用强调了狼这一关键角色被制服，语言简洁明了。
四、语言风格的连贯性续写段落的语言风格要与原文的语言风格一致。续写按照情节的发展进行延续，写作手法上必须以叙为主，以动作描写为重心，适当加心理、场景的描述，合乎逻辑地推进情节。记叙文大都用词通俗易懂，写作不必追求高大上的词汇，相反，朴实自然、地道、贴切的词汇更好。学生可以仿写原文生动活泼的语言，句式也要富于变化，巧妙运用一两句修辞，增添感染力和感情色彩。
【2023年全国I卷】阅读下面材料, 根据其内容和所给段落开头语续写内段, 使之构成一篇完整的短文。When I was in middle schl, my scial studies teacher asked me t enter a writing cntest. I said n withut thinking. I did nt lve writing. My family came frm Brazil, s English was nly my secnd language. Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts. N ne laughed harder than he did. S, why did he suddenly frce me t d smething at which I was sure t fail? His reply: "Because I lve yur stries. If yu’re willing t apply yurself, I think yu have a gd sht at this." Encuraged by his wrds, I agreed t give it a try. I chse Paul Revere’s hrse as my subject. Paul Revere was a silversmith(银匠) in Bstn wh rde a hrse at night n April 18, 1775 t Lexingtn t warn peple that British sldiers were cming. My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea, but funny; and unlikely t be anyne else’s chice.
What did the hrse think, as the sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately. I gt tired. I had dubts. I wanted t quit. But, like Revere’s hrse, I kept ging. I wrked hard. I checked my spelling. I asked my lder sister t crrect my grammar. I checked ut a half dzen bks n Paul Revere frm the library. I even read a few f them. When I handed in the essay t my teacher, he read it, laughed ut lud, and said, "Great. Nw, write it again." I wrte it again, and again and again. When I finally finished it, the thught f winning had given way t the enjyment f writing. If I didn’t win, I wuldn’t care.
注意: 1. 续写词数应为150个左右; 2. 请按如下格式在答题卡的相应位置作答。Paragraph 1:A few weeks later, when I almst frgt the cntest, there came the news.______________________________________________________________________________________________________________________Paragraph 2:I went t my teacher’s ffice after the award presentatin.______________________________________________________________________________________________________________________
【2022年全国I卷】阅读下面材料, 根据其内容和所给段落开头语续写内段, 使之构成一篇完整的短文。It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute(路线) thrugh thick evergreen frest.I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn't with the ther children. He hesitated and then said he had decided nt t run.What was wrng? He had wrked s hard fr this event!I quickly searched the crwd fr the schl's cach and asked him what had happened. "I was afraid that kids frm ther schls wuld laugh at him," he explained uncmfrtably. "I gave him the chice t run r nt, and let him decide."
I bit back my frustratin(懊恼). I knew the cach meant well—he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward.David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger—that's all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.
注意: 1. 续写词数应为150个左右; 2. 请按如下格式在答题卡的相应位置作答。Paragraph 1:We sat dwn next t each ther, but David wuldn't lk at me. ______________________________________________________________________________________________________________________Paragraph 2: I watched as David mved up t the starting line with the ther runners. ______________________________________________________________________________________________________________________
【2023年全国I卷】A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
解析：写作思路：故事梗概：作者来自移民家庭，英语只是他的第二语言，写作是他非常头疼的事，但老师却安排他参加写作竞赛。在老师的鼓励下，作者想到一个独特的写作视角：以1775年4月18日晚驮着主人向人们传递英军来犯情报的马的角度去讲述这个故事。作者理解这匹马，因为作者也有相似的心境，这匹马的精神鼓励作者查阅史料，用心写作。终于，作者完成了作品，享受到了写作的快乐。 续写思路：续写要依据两个原则：1.明暗两条线：在写作故事情节发展的同时，适时插入主人公的情感变化。2.四句定语篇：根据续写第一段的开头语确定写作第一段第一句的故事情节，根据续写第二段的开头语确定写作第一段最后一句的内容，以保证故事情节的完美衔接；根据续写第二段的开头语来确定续写第二段首句的故事情节，最后一句升华主题，讲述作者的感悟。 根据续写第一段和第二段的开头语可知，续写第一段应该描述作者得知自己的作品获奖，并出席颁奖仪式的情节，然后根据"明暗两条线"的原则，中间穿插作者的情感变化：老师告诉作者获奖消息—作者万分欣喜—和同学们分享快乐—参加主办方的颁奖仪式。 根据续写第二段的开头语可知，作者在颁奖仪式之后来到老师的办公室。这里应该接着讲述老师的鼓励与鞭策，最后升华主题—那匹马的形象一直在作者的脑海里，作者从此坚持写作，感受写作的快乐。
【2022年全国I卷】We sat dwn next t each ther, but David wuldn't lk at me. I quietly said, "David, if yu dn't want t run tday(if引导条件状语从句), n ne is ging t make yu d. But if yu're nt running because yu're afraid smene is ging t laugh, that's nt a gd enugh reasn. There will always be smene wh will laugh and say mean wrds(wh引导定语从句). There are peple like that, and that's just the way it is. The real questin is whether yu are ging t let thse few peple stp yu frm ding smething yu really want t d(whether引导表语从句, 里面包含了省略了that的定语从句). Are yu ging t let them get in yur way? If yu really want t run, David, then yu run!" I held my breath as David tk this in. Then he lked at the field and said with fierce but quiet determinatin, "I'm gnna run."
I watched as David mved up t the starting line with the ther runners. The starter's gun sunded, and David lurched frward with the ther children. But he had nly gne a few metres befre he tripped and fell flat n the grund. My heart sank. As I started t shut encuragement, ther vices arund me appeared t. David picked himself up and started again. This was David's run. He had wrked fr it, and he wuldn't give up! At last, he raised his arms in triumph as he crssed the finish line t wild cheers and applause. At the end f the year, the track cach asked the class t nminate ne f their classmates fr the athletic award fr their grade. Withut hesitatin the whle class vted fr David, saying that n ne had wrked harder fr that award than he(现在分词短语作伴随状语, 第一个that引导宾语从句).
解析：本文以人物为线索展开,讲述了患有脑部疾病的孩子David, 他看起来比同龄人小很多, 而且跑步动作和别人不太一样, 教练担心他被人嘲笑而让他选择是否继续参加比赛, David选择放弃。但是"我"作为学校的特殊教育老师, 决定鼓励他参加比赛。 1. 段落续写:①由第一段首句内容"我们坐在一起, 但David不看我。"可知, 第一段可描写"我"与David之间的互动, 以及"我"是如何鼓励David参加跑步的。关键词: give up(放弃); make a gd preparatin(做好准备), cme true(实现)。②由第二段首句内容"我看着David和其他选手一起走上起跑线。"可知, 第二段可描写David在跑步中的表现, 以及周围人对他表现的看法, 以及作者和David的感受。关键词: ut f breath(气喘吁吁); stick t(坚持); manage t d(成功做)。