专题17 “十句五定法”秘籍 讲义+练习

这是一份专题17 “十句五定法”秘籍 讲义+练习，共9页。试卷主要包含了核心原则，操作步骤，语言技巧，避坑指南等内容，欢迎下载使用。
（一）三个 “一致” 原则
主题一致：续写内容务必与原文主题紧密契合，犹如丝线穿珠，使文章主题这条主线贯穿始终，确保整体的连贯性与统一性，让读者能清晰捕捉到文章主旨的延续与深化。
时态一致：严格遵循原文所采用的时态，无论是描绘过去的回忆，还是展现当下的情境，时态都应保持精准无误，避免因时态混乱而使读者对故事发展的时间脉络产生混淆。
人物设定一致：续写中对人物的刻画需与原文保持高度一致，从性格特点、外貌特征到身份背景，都要如同复刻般契合，以保证人物形象在整个故事中的可信度与连贯性，使读者能够自然地跟随人物的发展轨迹。
（二）七 “不” 法则
不偏离原文：续写情节应紧紧围绕原文的线索与思路展开，如同沿着既定轨道行驶的列车，绝不能偏离方向，确保故事的连贯性与逻辑性不受破坏。
不引入新人物：尽量避免无端增添新角色，以免分散读者的注意力，让故事能够聚焦于原有的人物关系，使情节发展更加紧凑且集中。
不改变结局基调：若原文结局呈现出或积极、或消极、或中性的情感基调，续写部分应与之保持和谐统一，维护故事整体氛围的一致性。
不使情节过度复杂：避免构建过于繁琐、曲折的情节迷宫，应追求简洁明了的情节推进，让读者能够轻松跟上故事节奏，清晰理解故事发展。
不忽视衔接：注重段落与段落、句子与句子之间的衔接过渡，巧妙运用连接词与过渡语，使文章如行云流水般自然流畅，逻辑紧密。
不滥用超纲词汇：为确保表达的准确性与通用性，优先选用课标范围内的词汇，避免因过度堆砌生僻词汇而给读者造成阅读障碍，影响对文章的理解。
不遗漏关键细节：原文中的关键细节如同拼图中的重要碎片，对故事发展起着关键作用，续写时需充分重视，不可遗漏，以此推动情节的合理发展。
（三）价值观导向
积极弘扬真、善、美等正面价值观，着重突出勇气、互助、坚持等积极向上的主题，使文章不仅是文字的组合，更是正能量的传递，具有思想深度与教育意义。
二、操作步骤
（一）Step 1：审题定纲（5 分钟）
全面通读原文：深入研读原文，如同在知识宝库中寻宝，精准提取其中的 5W1H 关键信息，即 Wh（人物）、What（事件）、When（时间）、Where（地点）、Why（原因）、Hw（方式），全方位了解故事的背景与情节基础。
精准定位首句：仔细剖析给定段落首句的功能，判断其在文章结构中是扮演衔接上下文的桥梁角色，还是承担转折情节的关键作用，亦或是为结局埋下伏笔，从而为后续情节发展找到精准切入点。
合理预测走向：依据首句所传达的信息，如同根据风向预测天气，合理推断段落的发展方向，并明确该段落的情感基调，例如从紧张的氛围逐渐过渡到令人感动的情境，最终实现主题的升华。
示例：
原文首段：“We sat dwn next t each ther, but David wuldn't lk at me.”（我们并肩而坐，但大卫却不愿看向我。）
→ 预测：通过人物之间的对话交流或者具体行动，逐步化解大卫内心的犹豫，鼓励他勇敢地参与到比赛之中。
（二）Step 2：十句五定法构建情节（每段 5 句，共 10 句）
段落一（Para 1）
首句承接：紧密呼应给定首句，细腻描绘人物在当下情境中的反应，从动作或心理层面入手，使读者迅速融入故事情境。例如：“I said sftly, ‘David, it's yur call.’ He bit his lip, his gaze fixed firmly n the grund.”（我轻声说道：“大卫，这由你决定。”他咬着嘴唇，目光紧紧地盯着地面。）
细节扩展：巧妙融入环境描写或一系列连贯的动作，如同为画卷增添细腻笔触，丰富场景内容，增强故事的画面感与可读性。比如：“Sunlight filtered gently thrugh the leaves, casting a delicate pattern f dappled shadws ver his tense shulders.”（阳光轻柔地透过树叶，在他紧绷的肩膀上洒下斑驳的光影。）
情节推进：适时引入转折性或具有关键意义的事件，打破情节的平静湖面，激起层层波澜，为故事发展注入新的活力。例如：“Suddenly, his classmates rushed ver, surrunding him and shuting, ‘We'll run alngside yu!’”（突然，同学们一拥而上，将他团团围住，齐声高呼：“我们陪你一起跑！”）
情感变化：生动展现人物在情节推动下的态度转变，如同描绘人物内心的情感画卷，呈现出从犹豫到坚定的动态变化过程。比如：“David's eyes sparkled with newfund determinatin, and he ndded firmly, as if making a silent prmise.”（大卫眼中闪烁着坚定的光芒，他用力地点点头，仿佛许下了无声的承诺。）
衔接下段：自然巧妙地引出第二段首句，为下一段情节的展开搭建桥梁，使文章过渡顺畅自然。例如：“With a newfund sense f curage, he rse t his feet and made his way steadily twards the starting line.”（带着重新燃起的勇气，他站起身来，稳步朝起跑线走去。）
段落二（Para 2）
首句呼应：延续首段结尾的情节，生动描述事件的进一步发展，保持故事的连贯性与流畅性。例如：“I watched intently as David psitined himself alngside the ther runners at the starting line, his expressin a mix f determinatin and nervusness.”（我目不转睛地看着大卫在起跑线旁与其他选手并肩站好，他的神情中既有坚定，又透着一丝紧张。）
冲突 / 高潮：适时加入具有挑战性的事件或意外状况，如同在平静的湖面投入巨石，掀起高潮，提升故事的紧张感与吸引力。比如：“Halfway thrugh the race, David stumbled unexpectedly, but a quick thinking classmate immediately reached ut and steadied him, preventing a fall.”（比赛进行到一半时，大卫突然一个踉跄，但一位反应敏捷的同学立刻伸手扶住了他，避免了他摔倒。）
细节描写：通过强化动作或环境等方面的描写，为故事场景增添丰富色彩，让读者仿佛身临其境。例如：“Rain began t fall in gentle drplets, but the cheers frm the spectatrs grew luder and mre enthusiastic: ‘Keep ging, David! Yu can d it!’”（雨滴轻轻洒落，但观众们的欢呼声却愈发响亮、热烈：“大卫，加油！你能行！”）
结局收尾：妥善解决故事中的问题，同时巧妙呼应开头，使故事结构完整，如同圆满闭合的圆环。例如：“He crssed the finish line in last place, but his face was alight with a triumphant smile, having vercme his initial hesitatin.”（他最后一个冲过终点线，但脸上洋溢着胜利的笑容，因为他战胜了最初的犹豫。）
主题升华：运用富有感染力的议论或抒情语句，点明文章主旨，如同点亮灯塔，引导读者领悟故事的深层内涵。例如：“True victry isn't measured by speed r rank; it's the unwavering spirit f perseverance and the curage t face challenges that truly matter.”（真正的胜利并非以速度或名次来衡量，而是源于坚定不移的毅力和勇于面对挑战的勇气。）
三、语言技巧
（一）动作链
通过使用一连串紧密相连的动词，如同编织一幅动态画卷，增强场景的画面感与表现力，让读者能够清晰地感知人物的行动轨迹与过程。例如：“He tightly clutched the edge f the desk, tk a deep, steadying breath, and then stepped frward with determinatin.”（他紧紧抓住桌沿，深吸一口气稳住情绪，然后毅然向前迈出一步。）
（二）心理描写
巧妙借助人物的感官细节，将抽象的情感具象化，使读者能够感同身受人物内心的波澜起伏。例如：“Her heart was punding vilently, like a wild drumbeat, and her palms were slick with cld sweat, betraying her nervusness.”（她的心剧烈跳动，犹如狂野的鼓点，手心满是冷汗，泄露了她内心的紧张。）
（三）环境烘托
运用简洁而生动的比喻或巧妙描绘天气变化，如同为故事舞台布置背景，渲染出与情节相契合的氛围，增强故事的感染力。例如：“The wind hwled thrugh the trees, like a pack f wild beasts cheering him n, adding t the sense f excitement.”（风在林间呼啸，宛如一群狂野的野兽为他呐喊助威，增添了激动人心的氛围。）
（四）对话点睛
运用简洁有力的对话，如同灵动的音符，推动情节的发展，或揭示文章的主题，使故事更加生动有趣，富有深度。例如：“‘We're in this tgether,’ Tm said, handing him a water bttle with a reassuring smile.”（“我们一起面对。”汤姆说着，带着安慰的笑容递给他一瓶水。）
四、避坑指南
（一）衔接断层
在每段的开头与结尾，务必使用明显且恰当的逻辑词，如 “Suddenly”“Hwever”“Finally” 等，如同在文章的脉络中设置清晰的路标，使段落之间的逻辑关系一目了然，确保文章的连贯性与流畅性。
（二）词汇超纲
为避免因词汇问题造成阅读障碍，应将复杂生僻的超纲词汇替换为课标范围内的常用词汇，确保语言表达准确、简洁且符合高考要求。例如，用 “determined” 代替 “reslute”，既保持了语义的精准，又符合考试规范。
（三）情节突兀
为使情节发展自然流畅，避免出现突兀的转折，需在转折之前进行合理铺垫，如同为故事的发展铺设平缓的坡道。例如，在描写大卫参赛之前，先细致描绘同学们对他的支持与鼓励，使他参赛的决定更具合理性与逻辑性。
综合演练：
Marty was new at schl. Usually when yu're the new kid, yu lay lw, but nt Marty.
On his first day, he made a tthpick disappear. One secnd he was hlding the tthpick, and the next secnd it was gne! Everyne was asking him hw he did it. “It's magic! At my ld schl, they actually called me Magic Marty. " Marty said prudly. “Is he serius?" I whispered t my friend Brian. “I dn't knw, but that was pretty cl, "Brian said, still watching Marty. I knew Marty's magic was fake, but I just culdn't prve it.
Anther time, Marty pulled a water bttle ut f his bag, alng with a cup and carefully pured water int it. Marty gt a handful f ice cubes! Applause filled the hallway. When asked hw he did it, he just smiled," Srry, but that's the first law f magic. A magician never reveals his secrets. "
Well he wn't have t, I thught t myself. I'll reveal his secrets fr him.
That night, at hme, I sat at the kitchen table fr almst an hur, trying t figure ut the trick. " At it again, hney?” My mm watched me wiggle (摆动） my fingers hpelessly ver a cup f water. "He's tricking peple!" I cried. " Sunds as if he's trying t make friends. "My mm patted my arm.
Magic Marty had me stumped (把…难住）, but the next day I caught a lucky break. At lunch, Marty was ging n abut hw he culd make things flat. He had a ring in ne hand and a pencil in the ther. That's when I saw it: a thin piece f fishing line tied arund the end f the pencil and attached t a buttn n Marty's shirt! Sure enugh, he made the ring “flat” by sliding it ver the pencil and hanging it frm the line. N ne else nticed, and sn the whle cafeteria was clapping. Hwever, I wasn't.
注意：
1. 所续写短文的词数应为150左右；
2. 续写部分分为两段，每段的开头语已为你写好；
Paragraph 1:
It was time t put an end t the Magic Marty shw.
______________________________________________________________________________________________________________________________________________________________
Paragraph 2:
“Wait!” Marty jumped in frnt f me.
______________________________________________________________________________________________________________________________________________________________
单句训练
是时候结束魔术师马蒂的表演了。

我走了过去。“那是钓鱼线。我冷笑着，皱起双臂。

马蒂潜意识地用手指指着钓鱼线，紧张地低声说：“那么，你要告诉人们吗？”

看到他眼中的恐慌，不知怎么的，我犹豫了一下。

如果我透露这个秘密，马蒂可能会失去他的新朋友。

最后，我挣扎了一会儿，我回答说：“不，我什么也不说。”

马蒂松了一口气，我转身走开了。

“等等！马蒂跳到了我面前。

出乎意料的是，他拍了拍我的胳膊，咧嘴说：“你对魔法很敏锐。想和我在一起去吗？”我高兴地点了点头。

这就是魔术师马蒂和神秘的马特午餐节目的开始。

现在我们已经成为一个魔术队已经三个月了。

自从我成为魔术师，马蒂让我参与他的其他把戏。

事实证明，马蒂不再是一个假的魔术师，而不是一个真正的朋友。

参考答案
【分析】本文以人物为线索展开，讲述了作者班级新来了一位叫Marty的同学，会变魔术，吸引了大家的关注，但作者觉得这些魔术都是假的，骗人的，所以想揭穿Marty，但作者最终没有揭穿Marty，而是和Marty组成了一个魔术组合，一起表演魔术并成为了好朋友。（第一个版本）
【详解】1.段落续写：
①由第一段首句内容“魔术马蒂秀是时候结束了。”可知，第一段可描写作者想要揭穿Marty。
②由第二段首句内容“‘等等!’马蒂跳到我前面。”可知，第二段可描写马蒂邀请我和他一起表演魔术。
2.续写线索：走过去——想要揭穿马蒂——看见他紧张——作者犹豫——作者什么都没说——和马蒂一起表演魔术——成为朋友
3.词汇激活
行为类
①低语：whisper /murmur/speak in a lw vice
②揭露：reveal/ disclse
③证明是：turn ut/ prve
情绪类
①紧张地：nervusly / tensely
②开心地：jyfully/happily/with pleasure
高分句型
1.That's hw the Magic Marty and Mysterius Matt Lunch Shw began. （由连接词hw引导的表语从句）
2 .And since I became a fellw magician, Marty has let me in n sme f his ther tricks.（由连接词since引导的时间状语从句）
单句训练
It was time t put an end t the Magic Marty shw.
I walked ver. "It was fishing line. ” I sneered, flding my arms.
Marty subcnsciusly fingered the fishing line and nervusly whispered, “S, are yu ging t tell peple?”
Seeing the panic in his eyes, smehw, I hesitated.
Shuld I reveal the secret, Marty might lse his new friends.
Finally, after struggling fr a mment, I replied, "Nah, I wn't say anything. "
Marty let ut a relieved sigh, and I turned t walk away.
"Wait!” Marty jumped in frnt f me.
Unexpectedly, he patted my arm, grinning, "Yu've gt a pretty gd eye fr magic. Want t jin me?"
I ndded jyfully. That's hw the Magic Marty and Mysterius Matt Lunch Shw began.
Nw we've been a magic team fr three mnths.
And since I became a fellw magician, Marty has let me in n sme f his ther tricks.
It turns ut that instead f a fake magician, Marty is a real friend.
佳作展现
Paragraph1:
It was time t put an end t the Magic Marty shw. Excited at the thught，I culdn't resist crying ut, “It was fishing line!” Ttally surprised at my abruptness，all the classmates including Marty had their attentin fixed n me，waiting fr an explanatin. I pulled ut the fishing line t reveal his secrets in frnt f the classmates. Marty lwered his head with a burning face. Having brken the first law f his prud magic，I was abut t stalk ff.
Paragraph 2:
“Wait!” Marty jumped in frnt f me. With lips trembling, he attempted t say smething but in vain and tears were rlling in his eyes. It suddenly ccurred t me what magic meant t him. My satisfactin vanished, turning int the shame f jealusy. T Marty, all he had dne was merely t befriend mre classmates. Out f guilt and regret, I explained my riginal intentin and aplgized. Only then did I appreciate never shuld jealusy gain the upper hand at any time.