如何用好分詞 - 2024-2025學(xué)年高一英語讀后續(xù)寫基礎(chǔ)技巧與練習(xí)

高一英語讀后續(xù)寫基礎(chǔ)技巧與整體演練

技巧06如何用好分詞

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基礎(chǔ)技巧解讀

分詞的結(jié)構(gòu)

1.一般型結(jié)構(gòu)

一般型結(jié)構(gòu)是指分詞或分詞短語在句子中充當(dāng)狀語時，其邏輯主語與句子主語一致（邏

輯主語是非謂語動詞動作的執(zhí)行者或承受者；它們在邏輯上存在著主謂關(guān)系或動賓關(guān)系，但

不能直接作非謂語動詞的主語，因此叫邏輯主語。如：

Openingthedrawer,hetookoutarevolver.（其中opening是分詞，它的邏輯主語是句子

主語he）

現(xiàn)在分詞和過去分詞在一般型中的區(qū)別：兩種分詞作狀語是，都可表時間，原因，條件，

讓步，方式，伴隨等。但是，現(xiàn)在分詞表主動關(guān)系，過去分詞表被動關(guān)系。如：

Steppingcarelesslyoffthepavement,hewasknockeddownbythebus.（分詞stepping的邏

輯主語是he,和句子主語he一致，且he和stepping是主動關(guān)系，所以用動詞step的現(xiàn)在

分詞形式）

Oncepublished,thisbookwillbeverypopular.（分詞published的邏輯主語是thisbook,和句

子主語一致，且thisbook和published是被動關(guān)系，所以用動詞publish的過去分詞形式）

判斷分詞作狀語時，到底該用現(xiàn)在分詞還是過去分詞，主要看要作分詞的動詞和句子的

主語是什么關(guān)系。主動關(guān)系就用現(xiàn)在分詞，被動關(guān)系就用過去分詞。如：

thenews,theywereallexcited.（用動詞hear的分詞形式填空）

atbyeverybody,shehadmysympathy.（用動詞laugh的分詞形式填空）

上述句子中，動詞hear和句子主語they是主動關(guān)系，所以應(yīng)用hear的現(xiàn)在分詞形式

hearing；動詞laugh和句子主語she是被動關(guān)系，所以應(yīng)用laugh的過去分詞形式laughed.

2.獨立主格結(jié)構(gòu)

當(dāng)分詞的邏輯主語與句子的主語不一致時，則應(yīng)將分詞的邏輯主語補(bǔ)出來，且放置分

詞之前，這種分詞結(jié)構(gòu)被稱作獨立主格結(jié)構(gòu)。獨立主格結(jié)構(gòu)的特點有：獨立主格結(jié)構(gòu)由兩部

分組成，前一部分是名詞或者代詞，后一部分是分詞，前后兩部分具有邏輯主謂關(guān)系；獨立

主格結(jié)構(gòu)的邏輯主語與句子的主語不同，它獨立存在；分詞與前面的名詞或代詞，是主謂關(guān)

系；獨立主格結(jié)構(gòu)一般有逗號與主句分開。

現(xiàn)在分詞和過去分詞都有獨立主格結(jié)構(gòu)。邏輯主語都需要補(bǔ)出來。但是，現(xiàn)在分詞與

邏輯主語是主動關(guān)系，過去分詞與邏輯主語是被動關(guān)系。例如：

Thegirlstaringathim,hedidn'tknowwhattosay.（句中現(xiàn)在分詞staring與邏輯主語the

girl是主動關(guān)系，相當(dāng)于Asthegirlstaredathim,…）

Herworkdone,shesatdownforacupoftea.（句中過去分詞done與邏輯主語herwork

是被動關(guān)系，相當(dāng)于Whenherworkwasdone,...）

3.垂懸分詞

分詞的主語既不與句子主語一致，分詞本身又非獨立主格結(jié)構(gòu)，這種分詞在語法上被稱

作垂懸分詞，也叫無依著分詞。垂懸分詞從起源上來說，是語言的錯誤使用，即將分詞的主

語與句子的主語錯誤聯(lián)系，從而產(chǎn)生垂懸分詞，所以有人又叫它錯關(guān)聯(lián)分詞。

垂懸分詞通常出現(xiàn)在句子開頭或接近開頭的位置，與句子中的其它成分不產(chǎn)生必要的

句法關(guān)系，特別是它與句子主語無邏輯關(guān)系。鑒于這種特點，垂懸分詞別名為：獨立分詞或

孤立分詞?，F(xiàn)在分詞和過去分詞都可用作垂懸分詞。垂懸分詞多數(shù)為現(xiàn)在分詞，少數(shù)為過

去分詞。例如：

BeingChristmas,thegovernmentofficeswereclose.（句中being為現(xiàn)在分詞，它的邏輯主

語既不是句子主語thegovernment,前面也沒有放置邏輯主語）

Grantedthatyouareright,youshouldnotgetangry.（句中g(shù)ranted是過去分詞，它的邏輯

主語既不是句子主語you,前面也沒有放置邏輯主語）

垂懸分詞與一般分詞不一樣，是一種超常規(guī)的語言現(xiàn)象，但其用途與形式相對固定，應(yīng)

引起我們足夠的重視。正因為垂懸分詞的使用場合及數(shù)量相對有限，英語學(xué)習(xí)者一方面要學(xué)

會理解并掌握這一超常語言現(xiàn)象，另一方面切記不要將其它一般分詞（遵循主謂一致原則）

模仿垂懸分詞使用，因為畢竟垂懸分詞的產(chǎn)生源于錯誤聯(lián)系，違反了主謂一致原則。

分詞作狀語時的歧義排除方式

英語分詞在句子中作狀語時，常用來表示時間、條件、原因、讓步、結(jié)果、方式和伴

隨情況等意義。分詞狀語前有時有連接詞時，連接詞作其類別符號，這些類別符號明確地界

定了分詞的語法范疇和語義范疇。當(dāng)分詞前沒有這些類別符號時，其狀語意義有時就顯得

模糊、不確定，甚至產(chǎn)生歧義。分詞狀語的歧義范圍通常在時間、條件、原因及讓步意義

之間。

（1）分詞兼作時間和條件狀語，語句以充足理由表述客觀規(guī)律。例如：

Healed,waterchangesintovapor.

上述句子有兩種描述：

Whenhealed,waterchangesintovapor.

Ifhealed,waterchangesintovapor.

（2）分詞兼作時間和原因狀語，反映了時序關(guān)系與因果關(guān)系的緊密聯(lián)系.。例如:

Healed,waterchangedintovapor.

上述句子有兩種描述：

Whenhealed,thewaterchangedintovapor.

Becauseitwashealed,thewaterchangedintovapor.

(3)分詞兼作原因和讓步狀語，反映了對因果規(guī)律的不同心理預(yù)設(shè)。例如：

Weighingabouteightykilos,theboxcouldn'tbecarriedbytheporteralone.

上述句子有兩種解釋：

Sincetheboxweighedabouteightykilos,theportercouldn'tcarryitbyhimselfalone.

Althoughtheboxweighedabouteightykilos,theportercouldn'tcarryitbyhimselfalone.

綜上所述，分詞兼作時間狀語和條件狀語時，可以用when或者if描述其深層結(jié)構(gòu)，

這類語句一般表述客觀規(guī)律或者客觀真理。這一語言現(xiàn)象的邏輯意義為：以when為時序關(guān)

聯(lián)詞的語句含有全稱肯定假言命題，以if為條件關(guān)聯(lián)詞的語句含有充分條件假言命題。原

因狀語有時與時間、條件或讓步狀語兼類。分詞兼作時間狀語和原因狀語的現(xiàn)象反映了時序

關(guān)系和因果關(guān)系的邏輯聯(lián)系：時序關(guān)系是因果關(guān)系的前提，因果關(guān)系透過事物發(fā)展時序，揭

示事物發(fā)展規(guī)律；分詞兼作條件狀語和原因狀語時，語句以充足理由表述事物的因果規(guī)律；

分詞兼作原因狀語和讓步狀語時，無論作哪種釋義，語句所隱含的因果規(guī)律都是同一的，所

不同的只是說話人對結(jié)果的心理預(yù)設(shè)不同。

分詞作狀語在續(xù)寫中的運用

在讀后續(xù)寫中，要提高讀后續(xù)寫的語言表達(dá)能力，僅僅強(qiáng)調(diào)詞匯和語法學(xué)習(xí)是遠(yuǎn)遠(yuǎn)不

夠的。我們除了掌握讀后續(xù)寫常用的一些詞語外，在平時的學(xué)習(xí)中還要注意積累一些常用句

式，特別是分詞與狀語從句的轉(zhuǎn)換與使用，并晨讀背誦、默寫、仿寫，最后做到在讀后續(xù)寫

中運用自如。

一、用分詞為讀后續(xù)寫增色的策略

1.心理狀態(tài)類分詞凸顯人物情緒狀態(tài)

例如：Knowingthatshewasill,hewassoworriedthatheevenforgottoeatdinner.

Delightedlyrealizingthathewascomingtohelpher,shesatdowninrelief.

2.感官類分詞突出人物的動作回應(yīng)

例如：Seeing/Watchingthebeartearingdownthefence,shewasthrilledwithterror.

Glancingatthedarkforestinthedistance,shesteppedbacktothecabininanxiety.

Feelingnervous,hestoodtherefrozen.

3.反思類分詞提升人物對事件的認(rèn)知

例如：Thinkingthatshewouldseehersonsoon,shewalkedquicklytowardsherhouseandwas

wearingabigsmile.

Recalling/Thinkingbackonthedaystheyspenttogether,shefeltcherishedandexpressedthe

gratitudetothosethingshedidforher.

4.情感情緒類分詞強(qiáng)化人物的心理體驗

例如：Cherishingthegratitudetowardsthevillagers,hepickthephonewiththepurposeofsharing

someheartfeltwordswiththem.

Overwhelmedwithterror,shejustranasquicklyashecouldtogetoutoftheoldcastle.

Exhaustedbythegossips,hefinallyleftherandletgoofallthememoriesthere.

5.“否定祈使句+典型動作類分詞”深化表述目的

例如：Don'tjuststandtheretodonothing,everythingwavingatyouinfact.

Don'thesitatetoattendtheparty,joiningyourfellowsandsharingyourhappiness.

6.特征類分詞升華人物/場景描述

例如：Characterizedbythebeautifulseaside,thecityisalwayscrowdedwithlaughterandcheers

ofthetourists.

Featuredbythequietness,itisagoodplacetorelaxyourselfthere.

Characterizedbytheshynessbeforethepublic,sheisalwayscautiouswhenamongthe

students.

7.獨立主格結(jié)構(gòu)增添敘事活力

例如：Shesawthebearapproachingquickly,heilegsshaking.

Hewalkedintotheclassroomwithjoy,hishandsholdingtheprizehigh.

Shedidn'tknowhowtoanswerherson,herheartbroken.

8.垂懸分詞讓表達(dá)更緊湊

例如：Speakingoftheplanofthejourney,thechildrenwerealwaysfilledwithjoyandhopeas

well.

Judgingfromherclothes,weknowthatshewasstillworriedandhadnointerestinmakeup.

二、利用分詞整合續(xù)寫語篇的策略舉例

在整合讀后續(xù)寫語篇的過程中，我們可以利用分詞結(jié)構(gòu)，進(jìn)一步優(yōu)化句子表達(dá)，讓敘事、

描寫、抒情更加有力度。

（2020,新高考I卷）TheMeredithfamilylivedinasmallcommunity.Astheeconomywas

indecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingto

makeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.

Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisiting

thepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,she

wouldbringfoodandmedicinetothem.

Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasa

mansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.

Thelittleboy-hisnamewasBernard-hadinterestedherverymuch.

“Iwishyoucouldseeshesaidtoherownchildren,John,Harry,andClara."Heissuch

ahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon'tseewhathecando.”

Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.t6Iwishwecould

helphimtoearnmoney,“saidClara."Hisfamilyissufferingsomuch.^^

“SodoI,“saidHarry."Wereallyshoulddosomethingtoassistthem.^^

Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,66Ihave

agreatidea!Ihaveasolutionthatwecanallhelpaccomplish（完成）

Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobea

goodone."Itellyouwhatwecando,“saidJohn.t6YouknowthatbigboxofcomUncleJohnsent

us?Well,wecanmakepopcorn（爆米花），andputitintopaperbags,andBernardcantakeit

aroundtothehousesandsellif,

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。

WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.

Witheverythingready,Bernardstartedoutonhisnewbusiness.

文章講述了熱心的Mrs.Meredith與孩子們得知Bernard家的生活困難后，想辦法幫助

他掙錢補(bǔ)貼家用的故事。文章給出的部分講到Mrs.Meredith的三個孩子想出“做爆米花去

賣”的主意，后面的內(nèi)容則需要我們?nèi)ダm(xù)寫。根據(jù)給定的續(xù)寫段落的兩個首句，我們可以推

斷續(xù)寫段落1的內(nèi)容應(yīng)包括：三個孩子積極準(zhǔn)備，最后成功邀請Bernard加人賣爆米花的

活動中；而續(xù)寫段落2的內(nèi)容則應(yīng)包括：Bernard賣爆米花的過程，以及他的感受。在敘事

的過程中，我們可以在文中靈活運用分詞狀語結(jié)構(gòu)，讓續(xù)寫語篇的整體表達(dá)效果得到提升。

例如：

Paragraph1:

WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.Having

exchangedglanceswithMrs.Meredith,JohnimmediatelyarrangeddifferenttasksforHarryand

Clara.Harboringgreatexcitement,HarryandClararanout,intendingtoborrowapopcorn

machine.AndJohn,overwhelmedwithjoytoo,dashedtoBernard'shome.Itwasinaflashthat

JohnfoundBernard,andtoldhimhisplan."Don'thesitatetojoinus,contributingtosomefamily

income."Johnadded,voiceladenwithexpectation.Facingthisgraciousinvitation,Bernardwasat

alossforwhattosay.NosoonerhadhenoddedthanJohngraspedhishandanddraggedhim

away.Later,thesechildrengottogetheratJohn'shomeandstartedtomakepopcorn.

Paragraph2:

Witheverythingready,Bernardstartedoutonhisnewbusiness.Atthebeginning,

characterizedbytheshyness,Bernardfailedtosellsomepopcom.However,encouragedbyJohn,

hegraduallygaincourageandsoldsomepopcornsuccessfully.Withtimegoingby,Bernard

attractedalargequantityofpeople.Therefore,itdidn,ttakelongbeforeBernardsoldallhis

popcorn.Seeingthemoneybroughtbyhislabor,hecouldn'thelpjumpingwithexcitement.The

nexttwominuteswitnessedtheboyrunjumpingtoMrs.Meredith."Thankyou,Mrs.

Meredith.^BernardsaidsimplyinfrontofthisLady,eyesseemingtoshinewithtears."Boy,ifs

alsoapleasuretohelpyou.Gohometohelpyourfather,“saidthekindwomen,faceradiating

boundlesslove.

上述范文中劃橫線的分詞狀語有效地傳達(dá)了有關(guān)動作、情感以及特征等信息，同時也豐

富了句式結(jié)構(gòu)，為續(xù)寫語篇增色、增效。

整體書寫演練

1.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。續(xù)

寫詞數(shù)應(yīng)為150左右。

In1994an8.2earthquakehitAmerica,killingover30,000peopleinlessthanfourminutes.

Assoonastheearthquakewasover,afatherlefthiswifesafelyathomeandrushedtotheschool

wherehissonwassupposedtobe,onlytodiscoverthatthebuildingwasasflatasapancake.

Aftertheunforgettablyinitialshock,herememberedthepromisehehadmadetohisson:

“Nomatterwhathappens,I'llalwaysbethereforyou!^^Andtearsbegantofillhiseyes.Ashe

lookedatthepileofruinsthatoncewastheschool,itlookedhopeless,buthekeptremembering

hispromisetohisson.

Hebegantodrawhisattentiontowardswherehewalkedhissontoclassatschooleach

morning.Rememberinghisson'sclassroomwouldbeinthebackrightcomerofthebuilding,he

rushedthereandstarteddiggingthroughtheruins.

Ashewasdigging,otherhelplessparentsarrived,withabrokenheart,shouting:"Myson!^^

“Mydaughter!Otherwellmeaningparentstriedtopullhimoffwhatwasleftoftheschool,

saying:"It'stoolate!They'realldead!Youcan'thelp!Gohome!Comeon,facereality,there's

nothingyoucando!”

Toeachparentherespondedwithoneline:"Areyougoingtohelpmenow?”Andthenhe

continuedtodigforhisson,stonebystone.Thefirefightersshowedupandtriedtopullhimoff

theschool'sruins,saying,"Firesarebreakingout,explosionsarehappeningeverywhere.You're

indanger.We'lltakecareofit.Gohome.^^However,thefatherasked,“Areyougoingtohelpme

now?”Thepolicecameandsaid,"You'reanxiousandit'sover.You'reendangeringothers.Go

home.We'llhandleit!^^Again,hereplied,ccAreyougoingtohelpmenow?”Noonehelped.

Paragraph1:

Thefatherwentonalonebecauseheneededtoknowforhimself:(iIsmyboyaliveorishe

dead?

Paragraph2:

Everyonebegantohelphimpullthekidsoutoftheruins.

2.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。

Asalittleboy,therewasnothingIlikedbetterthanSundayafternoonsatmygrandfather^

farminwesternPennsylvania.Surroundedbymilesofwindingstonewalls,thehouseandbam

providedendlesshoursoffunforacitykidlikeme.Iwasusedtothecity'sbrightandneatliving

roomswhichalwaysseemedtowhisper,uNottobetouched!

IcanstillrememberoneafternoonwhenIwaseightyearsold.Sincemyfirstvisittothefarm,

rdwantedmorethananythingtobeallowedtoclimbthestonewallssurroundingtheproperty.My

parentswouldneverapprove.Thewallswereold:somestonesweremissing,otherslooseand

crumbling（倒塌）.Still,mydesiretoclimbacrossthosewallsgrewsostrongthatfinally,one

springafternoon,Ipickedupallmycourageandenteredthelivingroom,wheretheadultshad

gatheredafterSundaydinner.

“I,uh,Iwanttoclimbthestonewalls,“Isaidhesitantly.Everyonelookedup."CanIclimb

thestonewalls?^^Instantlyasoundwentupfromthewomenintheroom."Oh,no!”theycriedin

shock."Fred,you911hurtyourself!Iwasn'ttoodisappointed;theresponsewasjustasI'd

expected.ButbeforeIcouldleavetheroom,Iwasstoppedbymygrandfather^boomingvoice.

“Nowholdonjustaminute,1heardhimsay,“Lettheboyclimbthestone-walls.Hehastolearn

todothingsforhimself.^^

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。

“Scoot（快走）hesaidtomewithawink（眨眨眼），“andcomeandseemewhenyouget

back.”

Manyyearshavepassedsincethen,andIamnowahostofawell-knowntelevisionprogram.

3.閱讀下而材料，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。

TheBiggestDogontheMountain

Welikedhikingtogether.Today,wewerelookingforatrailoverWallaceMountain.

“It'sbeenoveranhour,^^saidJesse,mynineteen-year-oldson."Doyouthinkthetrailstill

exists?”Wehadexploredseveralpathsbutwithnoluck.Wepushedthroughweedsmid-calfhigh

forus,butneck-highforourrusty-browndog,Shadow.Onceinawhile,wewouldcallShadow

backwhenshewasattractedbythepleasantsmellofflowers.Nolongerslimandbouncingwith

energy,Shadowwasthesizeofalargehousecat,andalwayscontenttocurluponthecouch

besideoneofus.

Suddenly,weheardwhatsoundedlikemanydogsbarkinginthedistance,anunusualsound

inthewildernessaroundus.Curious,weclimbedtheridge（山脈），onlytofindwhatseemedlikea

dogfactory.Smalldogs,bigdogs,browndogs,anddogsIcan'tevendescribepouredout.The

hounds（獵狗）hittheground,sniffingtheairandturningtofaceus.Beforelong,theywentdown

fromtheirsideofthemountain.Jesseshotanalarmedglanceatmebeforeturningtocallinafirm

voice,"Shadow,comehere,stay.”

Ipattedmypockets,feelingforthepepperspray（防才良噴霧），sosmallitwouldneverwork

againstsomanyanimals.Iturned,surveyingthenearbybrushforapotentialweapon.Withthe

helpofadrenaline（腎上腺素），IbrokeofftwothickbranchesfromatreeandrushedtoJesse's

side,“Hereyouare!”"OK,"hesaid,uDad,theyarecomingtous.”My-mouthwentdry.Iglanced

overatJesse,hislipspinched（夾緊）tight.

Thepackemergedfromthevalley,marchingstraighttowardus.Thedogsintheleadwere

nowcloseenoughforustoseethatmostofthemwerethreetimeslargerthanShadow.Withdeep

growls（怒吼聲），theyranstraightforus.Jesseswallowedhardandlookedatme.

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。

Shadow'sbackfurrose.

Surprisingly,theentiremassofdogsturnedtailandfled.

4.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。

Whentwo-yearoldFrankie-RaeHockneytookherfirstshakystepsacrossthelivingroom,

hermothercried.Althoughwatchingachildwalkforthefirsttimeisanexcitingmomentforany

parent,forMary-EllaTuppenney-Hockneyitwasamilestonesheneverthoughtherdaughter

wouldmeet.

Frankie-Raewasbornwithararechromosomalanomaly（染色體異常）called17p13.1

microdeletionsyndrome,ofwhichthereareonly21knowncases.Doctorsexplainedthatthey

onlyhadfivedifferentcasestudieswhohadtheconditionandsotherewerelotsofuncertainties

aboutherfuture.Asaresult,whenshewasborn,Mary-Ella,36,anddadBenHockney,37,were

warnedthatshemightneverwalkortalk.Theybothbrokedownintears,notknowingwhatlife

wouldholdfortheirdaughter.

Mary-EllaisadanceteacherandsherunsherowndanceschoolinOxfordshireandso

dancingisahugepartoftheirlives.Soshethoughtitwasheart-breakingtothinkthatFrankie-Rae

wouldneverbeabletobepartofthat.However,Frankie-Raequicklybeganseeingexpertsin

occupationalhealth.Despiteallherproblems,shegrewintosuchahappy,smileylittlegirlwho

lovedlisteningtomusicandwaving（揮舞）alongtoit.

"Becauseshecouldn'twalkasshegotbigger,weneededaspecialpushchairandtheone

availableontheNHSwasn'tsuitableforherneeds,9,Mary-Ellaexplains.Fortunately,theCarter

TruststeppedintogiveFrankie-Raeonethatworked.Itmeantherparentscouldtakeher

shoppingwiththemonweekendsandouttothepark.Itmadesuchahugedifferencetoherand

thefamily.ButMary-Ellafeltguiltyfortakingthemoneyfromthecharity.

ThafswhenFrankie-Rae'seldersisterGeorgie-Ellyn,eight,cameupwiththeideaof

fundraising（募捐）forthecharitythathelpedthem.Asaresult,thefamilygottogether,organizing

someactivitiessuchassellingsecond-handclothesandbooks.Theyalsoheldapartyinviting

thosewhocaredforthecharity.

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。

However,itwasFrankie-Rae?sshakystepsthatinspiredpeoplemost.

FrankieRaeissuchasmileyhappylittlegirlthatshebringshopetoallthatmeether.

5.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。

Duetoamedicalmisdiagnosis（誤診），Susan,34,hadbeenleftsightless,andwassuddenly

thrownintoawordofdarkness,anger,frustrationandself-pity.Andallshehadtodependonwas

herhusband,Mark.

MarkwasanofficerandhelovedSusanwithallhisheart.Whenshefirstlosthersight,he

watchedhersinkintodespairandwasdeterminedtohelphiswifegainthestrengthand

confidencetobecomeindependentagain.

WithMark'sencouragement,Susanfeltreadytoreturntoherjob,buthowwouldsheget

there?Sheusedtotakethebus,butwasnowtoofrightenedtogetaroundthecitybyherself.Mark

volunteeredtodrivehertowork.Soon,however,Markrealizedthearrangementwasn'tworking.

Susanisgoingtohavetostarttakingthebusagain.Butshewasstillsofragile,soangry,how

wouldshereact?

Justashepredicted,Susanwasscaredattheideaoftakingthebusagain.'Tmblind!^^she

respondedbitterly.t6HowamIsupposedtoknowwhereIamgoing?Ifeellikeyou'reabandoning

me.”

Mark'sheartbroketohearthesewords,butheknewwhathadtobedone.Hepromised

Susanhewouldridethebuswithheruntilshegotthehangofit.Andthatisexactlywhat

happened.Fortwosolidweeks,Mark,militaryuniformandall,accompaniedSusantoandfrom

work.Hetaughtherhowtorelyonherothersenses,specificallyherhearing,todeterminewhere

shewasandhowtoadapttohernewenvironment.Hehelpedherbefriendthebusdriverswho

couldwatchoutforher,andsaveheraseat.

Finally,Susandecidedtotrythetriponherown.Markencouragedherbuthedecidedto

continuewatchingoutforherwhereshegotoffthebus,onlyinsecret.

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。

Paragraph1:

Mondaymorningarrived.BeforeSusanleftshekissedMarkandthankedhim.

Paragraph2:

Curious,sheaskedthedriver,ctWhydoyousaythatyouenvyme?”

參考答案

1.【參考范文】

Paragraph1:

Thefatherwentonalonebecausehuneededtoknowforhimself:"Ismyboyaliveorishe

dead?”Hedugforeighthours...12hours...24hours...36hours...Then,inthe38thhour,hepulled

backalargestoneandheardhisson'svoice.Afterscreaminghisson'sname,"ARMAND!”he

heardback,"Dad?!Ifsme,Dad!”Thefaintbutfamiliarvoicebroughttearsofrelieftohiseyes.

“What'sgoingoninthere?Howisit?”thefatheraskedanxiously,diggingmoreforcefullywith

hisbarehands."I'mfine.Thereare13otherkidsdownhere,Dad,"Danielreplied."We'rescared,

hungry,andthirsty.Whenthebuildingcollapsed,itmadeatriangleandsavedus."Thefather

realizedthatthiswasatrickysituation.Hecouldn'triskcausinganothercollapsedownthere.

Fortunately,thefirefighterswerejustnearby.Thefathershoutedtothefirechiefandsignalledto

themtocomeover.

Paragraph2:

Everyonebegantohelphimpullthekidsoutoftheruies.Then,thefatherhelpedthe

firefighterscautiouslyremovetherocksandpulledoutthekidsonebyone.Wheneveryonewas

safeandsound,Danielthrewhimselfintohisfather^arms:"Youdidit,Dad!Nomatterwhat,I

knowyou911bethereforme!^^

【寫作指導(dǎo)】本文以人物為線索展開，講述了一座城市發(fā)生了8.2級的地震，地震幾乎把這

座城市夷為平地。在一片混亂中，一位父親沖去學(xué)校救自己的兒子，因為他曾向兒子承諾“無

論發(fā)生什么，他都會永遠(yuǎn)在兒子身邊”。學(xué)校已經(jīng)成為一片廢墟，但他仍然不停地在廢墟中

尋找，好心的家長和消防隊員試圖勸他停止尋找，但他仍不放棄。

1.段落續(xù)寫：

①由第一段首句內(nèi)容“他勇敢地獨自面對，因為他自己需要知道：‘我的孩子是活著還是死

了？，”可知，第一段可描寫這位父親尋找兒子的過程及他是否找到了兒子。

②由第二段首句內(nèi)容“每個人都開始幫助他把孩子們從廢墟中拉出來。”可知，第二段可描寫

兒子獲救及獲救后父子二人的互動。

2.續(xù)寫線索：繼續(xù)尋找——聽到兒子的聲音——詢問兒子的處境——還有13個孩子——兒

子獲救——父子互動

3.詞匯激活

行為類

（D,昏倒：passout/falldowninafaint

②.侄“塌：collapse/toppledown

③.導(dǎo)致：cause/leadto

情緒類

①.焦急地：anxiously/nervously

②.害怕的:scared/frightened

【典型句式】

[高分句型1].Wheneveryonewassafeandsound,Danielthrewhimselfintohisfather'sarms:

“Youdidit,Dad!Nomatterwhat,Iknowyou'llbethereforme!^^（由when引導(dǎo)的時間狀語從

句）

[高分句型2].Thefatherrealizedthatthiswasatrickysituation.（由that引導(dǎo)的賓語從句）

2.【參考范文】

“Scoot（快走）hesaidtomewithawink（眨眨眼），comeandseemewhenyouget

back."ForthenexttwoandahalfhoursIclimbedthoseoldwallsandhadthetimeofmylife.

LaterImetwithmygrandfathertotellhimaboutmyadventure.I'llneverforgetwhathesaid.

“Fred,“hesaid,grinning,“youmadethisdayaspecialdayjustbybeingyourself.Always

remember,there'sonlyonepersoninthiswholeworldlikeyou,andIlikeyouexactlyasyouare.”

Manyyearshavepassedsincethen,andIamnowahostofawell-knowntelevisionprogram.

Ihostthetelevisionprogram*MisterRogers9Neighborhood/whichisseenbymillionsofchildren

throughoutAmerica.Therehavebeenchangesovertheyears,butonethingremainsthesame:my

messagetochildrenattheendofalmosteveryvisitisalwaysthesame,4There5sonlyoneperson

inthiswholeworldlikeyou,andpeoplecanlikeyouexactlyasyouare,'whichthekidscancount

onhearingmesay.

【寫作指導(dǎo)】本文以人物為線索展開，講述了作者小時候在鄉(xiāng)村的經(jīng)歷，作者小時候很喜歡

在祖父的農(nóng)田上玩耍，并且渴望爬上圍繞著農(nóng)田的石墻，雖然大人們害怕爬上圍墻會讓作者

受傷，但是祖父同意了。作者從自己的經(jīng)歷中悟出一個道理：要做真實的自我。

1.段落續(xù)寫：

①由第一段首句內(nèi)容《快走，，他眨眨眼對我說，，回來后來看我。，”可知，第一段可描寫作

者爬上了期許已經(jīng)的圍墻，同時也需描述之后回去見祖父時，祖父對作者的鼓勵。

②由第二段首句內(nèi)容“從那時起，許多年過去了，我現(xiàn)在是一個著名的電視節(jié)目的主持人?！?/p>

可知，第二段可描寫在作者的工作生涯中，祖父的話對自己的影響，以及作者如何通過節(jié)目

影響別人。

2.續(xù)寫線索：爬圍墻——見祖父——鼓勵——職業(yè)影響——感悟

3.詞匯激活（一個詞匯要寫出相近的表達(dá)）

行為類

①.講述：tell/describe/makeadescription

②.指望：counton/relyon

③.特別的：special/extraordinary/wonderful

情緒類

①?微笑:grin/laugh/withabigsmilerestingonone'sface

②.喜歡：like/begreatlyfondof

【典型句式】

[高分句型1].I'llneverforgetwhathesaid.（由連接詞what引導(dǎo)的賓語從句）

[高分句型2].Ihostthetelevisionprogram*MisterRogers5Neighborhood,*whichisseenby

millionsofchildrenthroughoutAmerica.（使用過去分詞后置定語）

3.【參考范文】

Shadow'sbackfurrose.Downcamethegroupofdogstowardsus,roaringangrily.Justas

oneofthemapproachedus,Iraisedthepeppersprayandsprayedtheliquidtoit.Luckilyit

jumpedaside.However,moredogschargedatme,whichmadethepeppersprayuseless.Justthen,

Jessewentupbravelyandthrewthethickbranchesaroundus,makingitdifficultforthedogsto

movenear.Meanwhile,Shadowshoutedatthedogsaggressivelyinanattempttoscarethem

away.

Surprisingly,theentiremassofdogsturnedtailandfled.Iwasgladtoseethemdisappear.I

thankedJesseforherbraveryandIpattedShadowonhisback.Whilehewasbiggerthananyof

thosedogs,hewasnotafraidinthefaceofthemassofdogs.Wecontinuedtosetofftosearchfor

ourtrail.Thistime,withShadowleadingtheway,wewouldnotgetlostandsoonwefoundthe

righttrail.Aftertheadventure,wereturnedhomesafeandsoundthankstomybravesonandthe

biggestdog.

【分析】本文以人物為線索展開，講述了作者，他的兒子和狗一起探險的故事。他們一起徒

步旅行，在華萊士山尋找一條小徑。因為迷路，遇到一群狗攻擊，在危機(jī)時刻，他們的狗

Shadow勇敢嚇退一群狗，而保護(hù)他們的故事。

1.段落續(xù)寫：

①由第一段首句內(nèi)容“Shadow的背部毛發(fā)立了起來?！笨芍?，第一段可描寫他們和Shadow

在遇到這一群狗之后的表現(xiàn)。

②由第二段首句內(nèi)容“令人驚訝的是，整群狗都掉頭逃跑了。”可知，第二段可描寫那群狗退

去，他們脫險后的回家以及他們的心理活動。

2.續(xù)寫線索：徒步旅行——探索——發(fā)現(xiàn)一群狗——遭攻擊——Shadow嚇退狗——回家

3.詞匯激活

行為類

尋找：lookfor/search/seek

回家：gobackhome/retumhome

爬：climb/ascend/mount

情緒類

感謝：thank/showourappreciation/showourgratitude/begrateful

害怕的：afraid/dreadful/horrible

【典型句式】

[高分句型1]Justasoneofthemapproachedus,Iraisedthepeppersprayandsprayedtheliquid

toit.（由連接詞as引導(dǎo)的時間狀語從句）

[高分句型2]However,moredogschargedatme,whichmadethepeppersprayuseless.（由關(guān)系

代詞which引導(dǎo)非限制性定語從句）

[高分句型3]IthankedJesseforherbraveryandIpattedShadowonhisback.（由省略that弓|導(dǎo)

的賓語從句）

4.【參考范文】

However,itwasFrankie-Raesshakystepsthatinspiredpeoplemost.Itwasdifficultforthe

two-year-oldtopracticewalkingbutshemadeit.Marysetupapageforher,introducingherand

thosewhohavethespeciallyraredisease.Onthepage,sheincludedaCrowdfunderlinkand

posteddetailsofthechallengeonsocialmedia.Andeverydaythefamilycheeredheronasshe

tookafewshakysteps.SofarFrankie-Raehasraisedover￡1,000fortheCarterTrust.Andthe

familyisanxioustobreaktheirtargetof￡2,000.

Frankie-Raeissuchasmileyhappylittlegirlthatshebringshopetoallthatmeether.She

reliesonspecialequipmentonherlegstosupportthemanditishardforher,butshenevergives

uppractising.Althoughshecanonlysay"Mum"and"Dad”,sheunderstandseverythingthe

otherssay.She'saverydeterminedlittlegirl,wholovesmusicandlovesnothingmorethan

wavingtothemusicatthedancestudio.Withherdetermination,shewillcontinuetosurpris