专题1 2024届高考英语读后续写：分析人物 学案(有答案）

这是一份专题1 2024届高考英语读后续写：分析人物 学案(有答案），共16页。试卷主要包含了在情节发展中分析人物形象，从塑造人物的方法中分析，借助环境描写分析人物形象，借助作者倾向分析人物形象，【参考范文】等内容，欢迎下载使用。

故事类语篇人物形象的分析方法
1.在情节发展中分析人物形象
情节是小说中用以表现主题或人物性格的一系列有组织的生活事件。我们需要从情节的发展中把握人物形象，因为情节是人物性格形成和发展的历史，在事件发展的过程中，才能显现出人物灵魂深处的东西来，离开了情节，就不知道人物怎样做事，也就无法分析人物性格特征。要了解人物性格，必须透过情节中发生的事情这种外在现象去剖析现象背后的本质。故事情节或是发展了人物性格，或是表现了人物性格。所以，分析小说的情节也是我们分析人物的一把钥匙。
2.从塑造人物的方法中分析
小说的核心任务就是通过刻画人物、塑造典型人物形象来揭示社会生活的某些本质方面，从而表现作品的主题的。所以，要评价小说中的人物形象，就要认真分析作者对人物的描写——肖像描写、语言描写、行动描写、心理描写、细节描写等等，从而评价人物的性格特征，进而发掘出各色人物善恶美丑的精神世界。辨析人物描写的方法，除了肖像（外貌、神态、服饰）描写，动作细节描写、语言描写、心理描写等直接描写外，还要注意其它人或景的烘托。
3.借助环境描写分析人物形象
环境是为人物而设置的，小说中的人物是生活在特定的历史背景和特定的生活环境之中的，人物的思想感情总要打上时代的烙印，留下环境的痕迹。环境对人物性格的体现起着强化作用。作者为了表现人物丰富复杂的性格，往往为人物设置各种不同的环境，用以“刺激”人物，以记录其种种行为，从而显露出性格。
4.借助作者倾向分析人物形象
主题是小说作家在描写、叙述人物性格、人物命运时显示出的对生活的理解和认识。我们要在阅读中认识和评价人物的性格、品质、典型性和社会意义，体会作者的感情倾向。
英语读后续写中刻画人物形象的方法
1.利用情绪描写，凸显人物性格
情绪描写是指对于人物在特定场景中的主观心理状态和变化的描写，而由于某种特定事件而引发的情绪一定会伴随外部特征的表现，例如面部表情、眼神、肢体动作等，因此高中英语教师在训练学生进行情绪描写时可以先激发学生的想象力，想象不同的情绪特征会有怎样的外部表现 。例如人在内心不安和焦急的时候可能会来回踱步、眉头紧皱；人在愤怒的时候可能会满脸通红、拳头紧握；人在悲痛的时候可能会两手抱头、沉默不语……
例如，2021年新高考I卷读后续写题目的写作为例，试卷给出的短文描写了一对双胞胎决定在母亲节这一天为母亲悄悄做一顿早饭，给母亲一个惊喜，然而在做饭的过程中遇到了种种困难的小故事。我们在仔细阅读原文以后，发现了一些关键信息：惊喜；做饭；困难。阅读题目给出的两个自然段的段首句后，我们基本可以确定故事情节的大致走向：父亲出现帮助双胞胎完成了这顿早饭，母亲收到了这份生日惊喜非常感动。通过思考和分析，大部分学生都认为这个故事的情节比较简单，故事线也比较明显，人物也是日常生活中常见的人物 。为了将普通的父亲和母亲的人物形象刻画得更加入木三分，我们可以进行换位思考：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? 我们马上想到这位父亲这时候应该是非常生气的，脸上会带着愤怒的表情气冲冲地来到厨房 。因此我们可以说：Judging frm his expressin, he was very angry when he saw the mess in the kitchen. 我们在用英语进行人物的情绪描写时，常出现用词和表达生硬，缺乏感受力和生命力等问题，无法将人物性格表现得丰满形象，因此我们可以通过身体各个部位的表现来侧面衬托人物情绪，运用比喻、 夸张等修辞手段提升语言的感染力和表现力，使人物形象跃然纸上，给人以难以磨灭的印象。
2.细化动作描写，刻画思想品质
人的动作受其思想和性格的影响。在记叙文中作者通过对人物的动作进行具体而细致的描写，能从侧 面衬托人物的思想品质和性格特征，表现人物的心理活动，推动故事情节的发展。成功的动作描写能够使 读者感受到人物的栩栩如生，充分展示人物的内心世 界，将人物形象树立得更加鲜明、完整和立体。例如，2021年新高考I卷读后续写的第一自然段父亲出场以后，为了推动故事情节的发展，这里要对父亲的一系列动作 进行描写，比如父亲拍了拍双胞胎的肩膀鼓励他们，父亲决定要帮他们做饭等。我们可以这样描述父亲的动作：The father learned abut the twins’ plan. He patted them n the shulder and said that he wuld help them finish the surprise breakfast.我们还可以用非谓语动词将两句话合并，并在动词前添加副词使表述更加生动：After learning abut the twins’ plan, the father happily patted them n the shulders and prmised that …
与静态的肖像描写相比，动作描写贵在能够将人物的动态特征确切生动地表现出来。在进行动作描写时，学生通常出现动词和句式重复使用的现象，在表述上也经常出现句式杂糅和表述不清的错误。教师在训练学生进行读后续写活动时，应引导学生学会将人物的一系列动作进行分解，然后通过谓语动词和非谓语动词将几个动作串联在句子中，使表述重点突出，语法正确，句意明确 。除此之外，为了使表述更加简单明了，学生在写作时应尽量使用一些语义明确的特殊动词避免使用语义不明确的普通动词，例如尽量选用 whisper/state/shut/prmise 等有具体含义的“说”来代替无具体含义的“say”。
3.强化心理描写，展现内心独白
心理描写是对人物内心心理活动的描写，能够实时展现文章中人物对于特殊事物的内心感受和真实想法，有直接描写和间接描写之分 。直接描写主要是通过内心独白的方式来直接展现人物的想法，而间接描写是结合环境描写、动作描写等方式侧面表现人物的内心活动。
在用英语进行人物活动刻画时，应该注重表现方式的多样化，避免重复使用“feel/think/sense”等词汇，以免给人以语言刻板、僵硬的印象 。以2021年新高考I卷读后续写题目为例，试卷提供的原文中有一个细节可以利用到我们的续写中，那就是Jeff的手在做饭的时候受伤了 。母亲在看到Jeff的手以后，一定会明白自己儿子手受伤的原因，内心一定是万分感动和心疼的。这时候可以运用一些细致的心理描写来展现母亲的内心世界。例如 A warm current surged in her heart, and her eyes were mistened by the pain as if being pricked by a needle. 除此之外还可以运用环境描写来侧面烘托人物的内心感受，将人的五官感受与周围的环境相关联，通过联想使人物与环境融合为一体 。例如，在母亲的卧室中充满着食物的香气，这仿佛使卧室中也变得更加充满魅力，更加可爱动人了……
与动作描写、语言描写、肖像描写这种看得见听 得着的表现方式不同，心理描写能够展现人物内心复 杂的心理活动，揭示人物灵魂深处的世界，使人物形 象更加立体、直观。
4.升华语言描写，抒发情感态度
在读后续写中，对人物语言的描写是抒发人物情感态度，反映人物内心世界的重要手段 。在记叙文中缺乏了语言描写就缺少了身临其境的参与感，缺少了说服力和表现力。对人物的语言描写要做到生动简洁，符合人物身份特征，体现人物性格特点，避免出现 学生腔 。在用英语进行语言描写时首先要注意标点 符号和字母大小写的规范性，其次要简短有力，不要 长篇大论地引用，一般来说一篇文章中语言的描写控 制在三句话以内。
为了使语言描写给文章增光添彩，我们要学会将语言描写运用到文章的关键位置，使语言描写对于推动剧情发展和展现人物性格发挥最大作用 。以 2021年新高考I卷读后续写题目为例， 在第二段续写中为了推动剧情发展，可以使用简洁的 语言描写来完成从厨房到母亲卧室的场景切换，使剧情发展和故事讲述更加自然，段与段之间衔接得更加 紧密。例如“Happy Mther’s Day!”They culdn’t hide their excitement and shuted in unisn.为了进一步 展现母子之间的温情脉脉，在文章收尾的部分我们也 可以用语言描写的形式展现母亲收到这份惊喜以后的感动和欣慰。
总之，读后续写对学生的思维能力和创造能力要 求较高 。培养学生在读后续写中写出个性化的故事 情节和立体化的人物形象不是一蹴而就的，需要教师 在平时的阅读课中不断分析和渗透写作技巧，在写作 课中开展精细化的引导和个性化的评价反馈，鼓励学 生热爱写作、勤于写作，不断创作出具有独特鲜活个 性的人物形象。
1．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
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 (蛰). 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.续写词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
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．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
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(孤儿院)?” 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.续写词数应为150左右;
2.请按如下格式在答题卡的相应位置作答。
“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．阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。
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. 续写词数应为150左右；2. 请按如下格式在答题卡的相应位置作答。
I lked back and saw the guy’s smiling face and cncerned eyes.
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The guy kept his shuting fr anther 45 minutes.
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4．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
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. 续写词数应为150左右；
2. 开头已给出。
Then Walter had an idea.
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The next mrning Timmy and his mther were eating breakfast when the drbell rang.
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5．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
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 (邀请赛) 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. 续写词数应为150左右;
2. 请按如下格式在答题卡的相应位置作答。
Minutes later, Axel walked clser t Levi.
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Axel gained a lt frm the incident.
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参考答案
1.【参考范文】
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.
【写作指导】这是一篇记叙文。文章讲述了Andy放学途中遇到了一群追着他跑的蜜蜂，因为蜜蜂的速度很快，他很难摆脱掉，所以他屏住呼吸钻进菜地的小水池里面，最终他成功逃离了蜂群。
1.段落续写：
①.由第一段首句内容“突然，Andy用眼角的余光看到了Nelsn先生用来浇灌菜园的一个小水池。”可知，第一段可描写Andy钻进小水池摆脱了蜂群的整个过程。
②.由第二段首句内容“不一会儿，Andy的妈妈出现了。”可知，第二段可描写他母亲到来时的场景和对他的安慰。
2.续写线索：钻进小水池——上来换气发现蜂群不见了——从水池爬上来——来到Nelsn先生的家——母亲来了——安慰
3.词汇激活
行为类
①.脱掉：take ff /slip ff
②.出现：shw up/appear
③.安慰：cmfrt/cnsle
情绪类
①.慌张：panic/get flustered
②.流下眼泪：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.(运用了时间状语从句)
[高分句型2]. Having thanked Mrs. Nelsn, they went hme.(运用了现在分词作状语)
2.【参考范文】
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.
【写作指导】本文以人物为线索展开，讲述了在一个暴雨倾盆的夜晚，作者在开车回家的路上，见到一个在雨中的小男孩，经询问得知男孩来自孤儿院；因天色已晚，作者把男孩带回家。
1.段落续写：
①由第一段首句内容“我希望我是你的猫，他悲伤地说。”可知，第一段可描写 Ellen听到这些话对自己内心的触动，以及 Ellen对男孩的关怀。
②由第二段首句内容“第二天，Ellen又上了车，开车去孤儿院询问大卫的情况。”可知，第二段可描写Ellen一直关心男孩，最终决定领养男孩。
2.续写线索：关心男孩——送回孤儿院——担心——领养男孩
3.词汇激活
行为类
1.到达：arrive at /get t/reach
2..询问：ask abut/ inquire
3.值得：be wrth/deserve
情绪类
①.担忧：be wrried / be anxius
②.感到空虚：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. （省略引导词that的宾语从句）
[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引导的时间状语从句）
3.【参考范文】
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.
【写作指导】本篇书面表达为读后续写，文章讲述了作者一次难忘的看球赛经历。作者是个球迷，因为足球可以让她暂时摆脱疲惫的工作并享受乐趣。在一次看足球赛时遇到了一个全场都在大声喊叫的人，作者感到非常厌烦。中场时作者躲出去了，但在回座位时摔倒了，得到了这位球迷的帮助。通过聊天得知这也是他减压的方式。受他的热情感染，作者也沉浸在比赛中并喊叫起来，这感染了所有的球迷，似乎队员表现的也非常好。
1.段落续写：
①由第一段首句内容“我回头一看，看到了那家伙的笑脸和关切的眼神。”可知，第一段可描写作者表示感谢，了解到他一直大声喊叫的原因后感到很尴尬。根据第二段首句“那家伙又喊了45分钟，再次完全投入到比赛中。”可知第一段段末可以描写作者不再介意他的喊叫。
②由第二段首句内容“那家伙又喊了45分钟，再次完全投入到比赛中。”可知，第二段可描写作者受他影响完全沉浸在球赛中，和他一起喊叫，也感染了其他观众和球员。
2. 续写线索：表示感谢——了解原委，感到尴尬——不再介意——那家伙继续喊叫——我深受感染，开始喊叫——感染更多的球迷和球员
3. 词汇激活
行为类
①聊天：started ur chatting/get int a cnversatin
②释放压力：release the stress /relieve the pressure
③继续喊叫：keep his shuting/cntinue shuting
情绪类
①感谢：express my thanks t him/shw my appreciatin/shw my gratitude
②尴尬，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.（运用了which引导的非限制性定语从句）
【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. （运用了that引导的宾语从句和非谓语动词作状语）
【高分句型3】It seemed that all the players had heard ur shuting t and they played even harder than befre. （运用了that引导的主语从句以及it作形式主语）
4.【参考范文】
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.
【写作指导】这是一篇记叙文。文章讲述了一个小男孩和母亲一起来找到Walter扮演的圣诞老人，男孩请求送给他一个爷爷作为圣诞礼物的故事。
1.段落续写：
①由第一段首句内容“然后Walter想到了一个主意。”可知，第一段可描写Walter的主意是什么。
②由第二段首句内容“第二天早上，Timmy和他的母亲正在吃早餐，这时门铃响了。”可知，第二段可描写开门之后的场景。
2.续写线索：Walter有了主意——要了地址准备第二天过去——第二天早上按门铃——说他是Timmy的爷爷——送礼物——母亲感动
3.词汇激活
行为类
①拜访：visit/call n
②询问：ask/enquire
③庆祝：celebrate/bserve
情绪类
①兴奋的：excited/thrilled
②高兴的：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. (运用了that引导的宾语从句)
[高分句型2]. Walter tld the by that he was a sailr wh wrked far away and culd nt visit them ften. (运用了that引导的宾语从句和wh引导的定语从句)
5.【参考范文】
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.
【写作指导】本文是篇记叙文。文章讲述了两个互不相识的运动员一起参加一场5千米田径邀请赛，就在快到终点时，Levi不小心扭伤了脚踝，无法继续比赛；而Axel并没有越过他直接跑向终点，而是停下来扶着他一起先后越过终点线，并意外地得到了并列第一的荣誉。通过这次比赛，Axel不仅得到了好的成绩和人们的赞扬，更重要的是收获了与Levi的友谊。正如他自己认为的：做正确的事情比比赛本身更加重要。
1.段落续写：
①由第一段首句内容“几分钟后，Axel向Levi走得更近了些。”可知，第一段可描写Axel没有越过Levi继续跑，而是停下来帮助他，与他一起跑向终点的经过。
②由第二段首句内容“Axel从这次事情中收获了很多。”可知，第二段可描写Axel不仅取得了好成绩，还收获了人们的赞扬和Levi的友谊。
2.续写线索：走近--帮助--一起走向终点--并列第一--得到称赞--收获友谊--点明主题
3.词汇激活
① 鼓励、激励：encurage→inspire
② 前进：advance→mve frward
③ 比赛：match→game→race
④ 最终、终于：eventually→finally
⑤ 偶尔、不时：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. （运用了现在分词形式placing在句首作伴随状语）
[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. （运用了以while引导的让步状语从句）
[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.（运用了以but连接的表转折意义的并列句；及以when引导的时间状语从句）