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2024届高考英语读后续写：用好分词 学案（有答案）
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这是一份2024届高考英语读后续写：用好分词 学案（有答案），共19页。学案主要包含了用分词为读后续写增色的策略，利用分词整合续写语篇的策略举例等内容，欢迎下载使用。
分词的结构
1.一般型结构
一般型结构是指分词或分词短语在句子中充当状语时，其逻辑主语与句子主语一致 (逻辑主语是非谓语动词动作的执行者或承受者；它们在逻辑上存在着主谓关系或动宾关系，但不能直接作非谓语动词的主语，因此叫逻辑主语。如：
Opening the drawer, he tk ut a revlver.（其中 pening 是分词，它的逻辑主语是句子主语he）
现在分词和过去分词在一般型中的区别：两种分词作状语是，都可表时间，原因，条件，让步，方式， 伴随等。但是，现在分词表主动关系，过去分词表被动关系 。如：
Stepping carelessly ff the pavement, he was kncked dwn by the bus.(分词stepping的逻辑主语是he，和句子主语he一致，且he和stepping 是主动关系，所以用动词 step 的现在分词形式)
Once published,this bk will be very ppular.(分词 published 的逻辑主语是this bk，和句子主语一致，且 this bk 和published是被动关系，所以用动词 publish 的过去分词形式)
判断分词作状语时，到底该用现在分词还是过去分词，主要看要作分词的动词和句子的主语是什么关系 。主动 关系就用现在分词，被动关系就用过去分词 。如：
the news, they were all excited. (用动词hear的分词形式填空 )
at by everybdy, she had my sympathy. (用动词laugh的分词形式填空 )
上述句子中，动词hear和句子主语they 是主动关系，所以应用 hear 的现 在分词形式 hearing；动词laugh和句子主语she是被动关系，所以应用laugh的过去分词形式laughed.
2.独立主格结构
当分词的逻辑主语与句子的主语不一致时，则应将分词的逻辑主 语补出来，且放置分词之前，这种分词结构被称作独立主格结构。独立主格结构的特点有：独立主格结构由两部分组成，前一部分是名词或者代词，后一部分是分词，前后两部分具有逻辑主谓关系；独立主格结构的逻辑主语与句子的主语不同，它独立存在；分词与前面的名词或代词，是主谓关系；独立主格结构一般有逗号与主句分开。
现在分词和过去分词都有独立主格结构 。逻辑主语都需要补出来。但是，现在分词与逻辑主语是主动关系，过去分词与逻辑主语是被动关系。例如：
The girl staring at him , he didn’t knw what t say. (句中现在分词staring与逻辑主语the girl 是主动关系，相当于As the girl stared at him, …）
Her wrk dne, she sat dwn fr a cup f tea. （句中过去分词dne与逻辑主语her wrk 是被动关系，相 当 于 When her wrk was dne, …）
3.垂悬分词
分词的主语既不与句子主语一致，分词本身又非独立主格结构，这种分词在语法上被称作垂悬分词，也叫无依着分词。垂悬分词从起源上来说，是语言的错误使用，即将分词的主语与句子的主语错误联系，从而产生垂悬分词，所以有人又叫它错关联分词 。
垂悬分词通常出现在句子开头或接近开头的位置，与句子中的其 它成分不产生必要的句法关系，特别是它与句子主语无逻辑关系。鉴于这种特点，垂悬分词别名为：独立分词或孤立分词。现在分词和过去分词都可用作垂悬分词 。垂悬分词多数为现在分词，少数为过去分词 。例如：
Being Christmas，the gvernment ffices were clse. (句中being为现在分词，它的逻辑主语既不是句子主语 the gvernment,前面也没有放置逻辑主语)
Granted that yu are right，yu shuld nt get angry.(句中granted 是过去分词， 它的逻辑主语既不是句子主语 yu,前面也没有放置逻辑主语)
垂悬分词与一般分词不一样，是一种超常规的语言现象，但其用途与形式相对固定，应引起我们足够的重视。正因为垂悬分词的使用场合及数量相对有限，英语学习者一方面要学会理解并掌握这一超常语言现象，另一方面切记不要将其它一般分词 (遵循主谓一致原则)模仿垂悬分词使用，因为毕竟垂悬分词的产生源于错误联系，违反了主谓一致原则。
分词作状语时的歧义排除方式
英语分词在句子中作状语时，常用来表 示时间、条件、原因、让步、结果、方式和伴随情况等意义。分词状语前有时有连接词时，连接词作其类别符号，这些类别符号明确地界定了分词的语法范畴和语义范畴。 当分词前没有这些类别符号时，其状语意义有时就显得模糊、不确定，甚至产生歧义。分词状语的歧义范围通 常在时间、条件、原因及让步意义之间。
（1）分词兼作时间和条件状语，语句以充足理由表述客观规律。例如：
Healed, water changes int vapr.
上述句子有两种描述：
When healed, water changes int vapr.
If healed, water changes int vapr.
（2）分词兼作时间和原因状语，反映了时序关系与因果关系的紧密联系.。例如：
Healed, water changed int vapr.
上述句子有两种描述：
When healed, the water changed int vapr.
Because it was healed, the water changed int vapr.
（3）分词兼作原因和让步状语，反映了 对因果规律的不同心理预设。例如：
Weighing abut eighty kils, the bx culdn’t be carried by the prter alne.
上述句子有两种解释：
Since the bx weighed abut eighty kils, the prter culdn’t carry it by himself alne.
Althugh the bx weighed abut eighty kils, the prter culdn’t carry it by himself alne.
综上所述，分词兼作时间状语和条件状语时，可以用 when 或者 if 描述其深层结构，这类语句一般表述客观规律或者客观真理。这一语言现象的逻辑意义为：以when为时序关联词的语句含有全称肯定假言命题，以if 为条件关联词的语句含有充分条件假言命题。原因状语有时与时间、条件或让步状语兼类。分词兼作时间状语和原因状语的现象反映了时序关系和因果关系的逻辑联系：时序关系是因果关系的前提，因果关系透过事物发展时序，揭示事物发展规律；分词兼作条件状语和原因状语时，语句以充足理由表述事物的因果规律；分词兼作原因状语和让步状语时，无论作哪种释义，语句所隐含的因果规律都是同一的，所不同的只是说话人对结果的心理预设不同。
分词作状语在续写中的运用
在读后续写中， 要提高读后续写的语言表达能力，仅仅强调词汇和语法学习是远远不够的。我们除了掌握读后续写常用的一些词语外，在平时的学习中还要注意积累一些常用句式，特别是分词与状语从句的转换与使用，并晨读背诵、默写、仿写，最后做到在读后续写中运用自如。
一、用分词为读后续写增色的策略
1.心理状态类分词凸显人物情绪状态
例如：Knwing that she was ill, he was s wrried that he even frgt t eat dinner.
Delightedly realizing that he was cming t help her, she sat dwn in relief.
2.感官类分词突出人物的动作回应
例如：Seeing /Watching the bear tearing dwn the fence, she was thrilled with terrr.
Glancing at the dark frest in the distance, she stepped back t the cabin in anxiety.
Feeling nervus, he std there frzen.
3.反思类分词提升人物对事件的认知
例如：Thinking that she wuld see her sn sn, she walked quickly twards her huse and was wearing a big smile.
Recalling/Thinking back n the days they spent tgether, she felt cherished and expressed the gratitude t thse things he did fr her.
4.情感情绪类分词强化人物的心理体验
例如：Cherishing the gratitude twards the villagers, he pick the phne with the purpse f sharing sme heartfelt wrds with them.
Overwhelmed with terrr, she just ran as quickly as he culd t get ut f the ld castle.
Exhausted by the gssips, he finally left her and let g f all the memries there.
5.“否定祈使句+典型动作类分词”深化表述目的
例如：Dn’t just stand there t d nthing, everything waving at yu in fact.
Dn’t hesitate t attend the party, jining yur fellws and sharing yur happiness.
6.特征类分词升华人物/场景描述
例如：Characterized by the beautiful seaside, the city is always crwded with laughter and cheers f the turists.
Featured by the quietness, it is a gd place t relax yurself there.
Characterized by the shyness befre the public, she is always cautius when amng the students.
7.独立主格结构增添叙事活力
例如： She saw the bear appraching quickly, her legs shaking.
He walked int the classrm with jy, his hands hlding the prize high.
She didn’t knw hw t answer her sn, her heart brken.
8.垂悬分词让表达更紧凑
例如：Speaking f the plan f the jurney, the children were always filled with jy and hpe as well.
Judging frm her clthes, we knw that she was still wrried and had n interest in makeup.
二、利用分词整合续写语篇的策略举例
在整合读后续写语篇的过程中，我们可以利用分词结构，进一步优化句子表达，让叙事、描写、抒情更加有力度。
（2020，新高考I卷）The Meredith family lived in a small cmmunity. As the ecnmy was in decline, sme peple in the twn had lst their jbs. Many f their families were struggling t make ends meet. Peple were trying t help each ther meet the challenges.
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 needed all kinds f help. When she had time, she wuld bring fd and medicine t them.
One mrning she tld her children abut a family she had visited the day befre. There was a man sick in bed, his wife, wh tk care f him and culd nt g ut t wrk, and their little by. The little by -his name was Bernard-had interested her very much.
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”
After their mther left the rm, the children sat thinking abut Bernard. “I wish we culd help him t earn mney,” said Clara. “His family is suffering s much.”
“S d I,” said Harry. “We really shuld d smething t assist them.”
Fr sme mments, Jhn said nthing, but, suddenly, he sprang t his feet and cried, “I have a great idea! I have a slutin that we can all help accmplish(完成).”
The ther children als jumped up all attentin. When Jhn had an idea, it was sure t be a gd ne. “I tell yu what we can d,” said Jhn. “Yu knw that big bx f crn Uncle Jhn sent us? Well, we can make ppcrn(爆米花), and put it int paper bags, and Bernard can take it arund t the huses and sell it.”
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。
When Mrs. Meredith heard f Jhn's idea, she thught it was a gd ne, t.
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With everything ready, Bernard started ut n his new business.
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文章讲述了热心的Mrs. Meredith与孩子们得知Bernard 家的生活困难后， 想办法帮助他挣钱补贴家用 的故事。文章给出的部分讲到 Mrs. Meredith的三个孩子想 出“做爆米花去卖”的主意，后面的内容则需要我们去续写。根据给定的续写段落的两个首句，我们可以推断续写段 落1的内容应包括：三个孩子积极准备， 最后成功邀请Bernard加人卖爆米花的活动中；而续写段落2的内容则应包括：Bernard卖爆米花的过程，以及他的感受。在叙事的过程中，我们可以在文中灵活运用分词状语结构，让续写语篇的整体表达效果得到提升。例如：
Paragraph 1:
When Mrs. Meredith heard f Jhn’s idea, she thught it was a gd ne, t. Having exchanged glances with Mrs. Meredith, Jhn immediately arranged different tasks fr Harry and Clara. Harbring great excitement, Harry and Clara ran ut, intending t brrw a ppcrn machine. And Jhn, verwhelmed with jy t, dashed t Bernard’s hme. It was in a flash that Jhn fund Bernard, and tld him his plan. “Dn’t hesitate t jin us, cntributing t sme family incme.”Jhn added, vice laden with expectatin. Facing this gracius invitatin, Bernard was at a lss fr what t say. N sner had he ndded than Jhn grasped his hand and dragged him away.Later, these children gt tgether at Jhn’s hme and started t make ppcrn.
Paragraph 2:
With everything ready, Bernard started ut n his new business. At the beginning, characterized by the shyness, Bernard failed t sell sme ppcrn.Hwever, encuraged by Jhn, he gradually gain curage and sld sme ppcrn successfully. With time ging by, Bernard attracted a large quantity f peple. Therefre, it didn’t take lng befre Bernard sld all his ppcrn. Seeing the mney brught by his labr, he culdn’t help jumping with excitement. The next tw minutes witnessed the by run jumping t Mrs.Meredith. “Thank yu, Mrs. Meredith.”Bernard said simply in frnt f this Lady, eyes seeming t shine with tears. “By, it’s als a pleasure t help yu. G hme t help yur father. ”said the kind wmen, face radiating bundless lve.
上述范文中划横线的分词状语有效地传达了有关动作、情感以及特征等信息，同时也丰富了句式结构，为续写语篇增色、增效。
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。续写词数应为150左右。
In 1994 an 8.2 earthquake hit America, killing ver 30,000 peple in less than fur minutes. As sn as the earthquake was ver, a father left his wife safely at hme and rushed t the schl where his sn was suppsed t be, nly t discver that the building was as flat as a pancake.
After the unfrgettably initial shck, he remembered the prmise he had made t his sn: “N matter what happens, I`ll always be there fr yu!” And tears began t fill his eyes. As he lked at the pile f ruins that nce was the schl, it lked hpeless, but he kept remembering his prmise t his sn.
He began t draw his attentin twards where he walked his sn t class at schl each mrning. Remembering his sn’s classrm wuld be in the back right crner f the building, he rushed there and started digging thrugh the ruins.
As he was digging, ther helpless parents arrived, with a brken heart, shuting: “My sn!” “My daughter!” Other well meaning parents tried t pull him ff what was left f the schl, saying: “It’s t late! They’re all dead! Yu can’t help! G hme! Cme n, face reality, there’s nthing yu can d!”
T each parent he respnded with ne line: “Are yu ging t help me nw?” And then he cntinued t dig fr his sn, stne by stne. The firefighters shwed up and tried t pull him ff the schl’s ruins, saying, “Fires are breaking ut, explsins are happening everywhere. Yu’re in danger. We’ll take care f it. G hme.” Hwever, the father asked, “Are yu ging t help me nw?” The plice came and said, “Yu’re anxius and it’s ver. Yu’re endangering thers. G hme. We’ll handle it!” Again, he replied, “Are yu ging t help me nw?” N ne helped.
Paragraph 1:
The father went n alne because he needed t knw fr himself: “Is my by alive r is he dead?”
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Paragraph 2:
Everyne began t help him pull the kids ut f the ruins.
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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。
As a little by, there was nthing I liked better than Sunday afternns at my grandfather’s farm in western Pennsylvania. Surrunded by miles f winding stnewalls, the huse and barn prvided endless hurs f fun fr a city kid like me. I was used t the city’s bright and neat living rms which always seemed t whisper, “Nt t be tuched!”
I can still remember ne afternn when I was eight years ld. Since my first visit t the farm, I’d wanted mre than anything t be allwed t climb the stnewalls surrunding the prperty. My parents wuld never apprve. The walls were ld: sme stnes were missing, thers lse and crumbling (倒塌). Still, my desire t climb acrss thse walls grew s strng that finally, ne spring afternn, I picked up all my curage and entered the living rm, where the adults had gathered after Sunday dinner.
“I, uh, I want t climb the stnewalls,” I said hesitantly. Everyne lked up. “Can I climb the stnewalls?” Instantly a sund went up frm the wmen in the rm. “Oh, n!” they cried in shck. “Fred, yu’ll hurt yurself!” I wasn’t t disappinted; the respnse was just as I’d expected. But befre I culd leave the rm, I was stpped by my grandfather’s bming vice. “Nw hld n just a minute,” I heard him say, “Let the by climb the stne-walls. He has t learn t d things fr himself.”
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。
“Sct (快走),” he said t me with a wink (眨眨眼), “and cme and see me when yu get back.”
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Many years have passed since then, and I am nw a hst f a well-knwn televisin prgram.
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3．阅读下而材料，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 Biggest Dg n the Muntain
We liked hiking tgether. Tday, we were lking fr a trail ver Wallace Muntain.
”It’s been ver an hur,” said Jessc, my nineteen-year-ld sn. “D yu think the trail still exists?” We had explred several paths but with n luck. We pushed thrugh weeds mid-calf high fr us, but neck-high fr ur rusty-brwn dg, Shadw. Once in a while, we wuld call Shadw back when she was attracted by the pleasant smell f flwers. N lnger slim and buncing with energy, Shadw was the size f a large huse cat, and always cntent t curl up n the cuch beside ne f us.
Suddenly, we heard what sunded like many dgs barking in the distance, an unusual sund in the wilderness arund us. Curius, we climbed the ridge (山脉), nly t find what seemed like a dg factry. Small dgs, big dgs, brwn dgs, and dgs I can’t even describe pured ut. The hunds (猎狗) hit the grund, sniffing the air and turning t face us. Befre lng, they went dwn frm their side f the muntain. Jesse sht an alarmed glance at me befre turning t call in a firm vice, “Shadw, cme here, stay.”
I patted my pckets, feeling fr the pepper spray (防狼喷雾), s small it wuld never wrk against s many animals. I turned, surveying the nearby brush fr a ptential weapn. With the help f adrenaline (肾上腺素), I brke ff tw thick branches frm a tree and rushed t Jesse’s side, “Here yu are!” “OK,” he said, “Dad, they are cming t us.” My-muth went dry. I glanced ver at Jesse, his lips pinched (夹紧) tight.
The pack emerged frm the valley, marching straight tward us. The dgs in the lead were nw clse enugh fr us t see that mst f them were three times larger than Shadw. With deep grwls (怒吼声)，they ran straight fr us. Jesse swallwed hard and lked at me.
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。
Shadw’s back fur rse.
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Surprisingly, the entire mass f dgs turned tail and fled.
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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。
When tw-year ld Frankie-Rae Hckney tk her first shaky steps acrss the livingrm, her mther cried. Althugh watching a child walk fr the first time is an exciting mment fr any parent, fr Mary-Ella Tuppenney-Hckney it was a milestne she neverthught her daughter wuld meet.
Frankie-Rae was brn with a rare chrmsmal anmaly (染色体异常) called 17p 13.1 micrdeletin syndrme, f which there are nly 21 knwn cases. Dctrs explained that they nly had five different case studies wh had the cnditin and s there were lts f uncertainties abut her future. As a result, when she was brn, Mary-Ella, 36, and dad Ben Hckney, 37,were warned that she might never walk r talk. They bth brke dwn in tears, nt knwing what life wuld hld fr their daughter.
Mary-Ella is a dance teacher and she runs her wn dance schl in Oxfrdshire and s dancing is a huge part f their lives. S she thught it was heart-breaking t think that Frankie-Rae wuldnever be able t be part f that. Hwever, Frankie-Rae quickly beganseeing experts in ccupatinal health. Despite all her prblems, she grew int such a happy, smiley little girl wh lved listening t music and waving (挥舞) alng t it.
“Because she culdn’t walk as she gt bigger, we needed a special pushchair and the ne available n the NHS wasn’t suitable fr her needs,” Mary-Ella explains. Frtunately, the Carter Trust stepped in t give Frankie-Rae ne that wrked. It meant her parents culd take her shpping with them n weekends and ut t the park. It made such a huge difference t her and the family. But Mary -Ella felt guilty fr taking the mney frm the charity.
That’s when Frankie -Rae’s elder sister Gergie-Ellyn, eight, came up with the idea f fundraising (募捐) fr the charity that helped them. As a result, the family gt tgether, rganizing sme activities such as selling secnd-hand clthes and bks. They als held aparty inviting thse wh cared fr the charity.
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。
Hwever, it was Frankie-Rae’s shaky steps that inspired peple mst.
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Frankie Rae is such a smiley happy little girl that she brings hpe t all that meet her.
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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。
Due t a medical misdiagnsis (误诊), Susan, 34, had been left sightless, and was suddenly thrwn int a wrd f darkness, anger, frustratin and self-pity. And all she had t depend n was her husband, Mark.
Mark was an fficer and he lved Susan with all his heart. When she first lst her sight, he watched her sink int despair and was determined t help his wife gain the strength and cnfidence t becme independent again.
With Mark’s encuragement, Susan felt ready t return t her jb, but hw wuld she get there? She used t take the bus, but was nw t frightened t get arund the city by herself. Mark vlunteered t drive her t wrk. Sn, hwever, Mark realized the arrangement wasn’t wrking. Susan is ging t have t start taking the bus again. But she was still s fragile, s angry, hw wuld she react?
Just as he predicted, Susan was scared at the idea f taking the bus again. “I’m blind!” she respnded bitterly. “Hw am I suppsed t knw where I am ging? I feel like yu’re abandning me.”
Mark’s heart brke t hear these wrds, but he knew what had t be dne. He prmised Susan he wuld ride the bus with her until she gt the hang f it. And that is exactly what happened. Fr tw slid weeks, Mark, military unifrm and all, accmpanied Susan t and frm wrk. He taught her hw t rely n her ther senses, specifically her hearing, t determine where she was and hw t adapt t her new envirnment. He helped her befriend the bus drivers wh culd watch ut fr her, and save her a seat.
Finally, Susan decided t try the trip n her wn. Mark encuraged her but he decided t cntinue watching ut fr her where she gt ff the bus, nly in secret.
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。
Paragraph l:
Mnday mrning arrived. Befre Susan left she kissed Mark and thanked him.
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Paragraph 2:
Curius, she asked the driver, “Why d yu say that yu envy me?”
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参考答案
1.【参考范文】
Paragraph 1:
The father went n alne because he needed t knw fr himself: “Is my by alive r is he dead?” He dug fr eight , in the 38th hur, he pulled back a large stne and heard his sn’s vice. After screaming his sn’s name, “ARMAND!” he heard back, “Dad?! It’s me, Dad!” The faint but familiar vice brught tears f relief t his eyes. “What’s ging n in there? Hw is it?” the father asked anxiusly, digging mre frcefully with his bare hands. “I’m fine. There are 13 ther kids dwn here, Dad,” Daniel replied. “We’re scared, hungry, and thirsty. When the building cllapsed, it made a triangle and saved us.” The father realized that this was a tricky situatin. He culdn’t risk causing anther cllapse dwn there. Frtunately, the firefighters were just nearby. The father shuted t the fire chief and signalled t them t cme ver.
Paragraph 2:
Everyne began t help him pull the kids ut f the ruins. Then, the father helped the firefighters cautiusly remve the rcks and pulled ut the kids ne by ne. When everyne was safe and sund, Daniel threw himself int his father’s arms: “Yu did it, Dad! N matter what, I knw yu’ll be there fr me!”
【写作指导】本文以人物为线索展开，讲述了一座城市发生了8.2级的地震，地震几乎把这座城市夷为平地。在一片混乱中，一位父亲冲去学校救自己的儿子，因为他曾向儿子承诺“无论发生什么，他都会永远在儿子身边”。学校已经成为一片废墟，但他仍然不停地在废墟中寻找，好心的家长和消防队员试图劝他停止寻找，但他仍不放弃。
1.段落续写：
①由第一段首句内容“他勇敢地独自面对，因为他自己需要知道：‘我的孩子是活着还是死了？’”可知，第一段可描写这位父亲寻找儿子的过程及他是否找到了儿子。
②由第二段首句内容“每个人都开始帮助他把孩子们从废墟中拉出来。”可知，第二段可描写儿子获救及获救后父子二人的互动。
2.续写线索：继续寻找——听到儿子的声音——询问儿子的处境——还有13个孩子——儿子获救——父子互动
3.词汇激活
行为类
①.昏倒：pass ut/fall dwn in a faint
②.倒塌：cllapse/tpple dwn
③.导致：cause/lead t
情绪类
①.焦急地：anxiusly/nervusly
②.害怕的：scared/frightened
【典型句式】
[高分句型1]. When everyne was safe and sund, Daniel threw himself int his father’s arms: “Yu did it, Dad! N matter what, I knw yu’ll be there fr me!”（由when引导的时间状语从句）
[高分句型2]. The father realized that this was a tricky situatin.（由that引导的宾语从句）
2.【参考范文】
“Sct (快走),” he said t me with a wink (眨眨眼), “and cme and see me when yu get back.” Fr the next tw and a half hurs I climbed thse ld walls and had the time f my life. Later I met with my grandfather t tell him abut my adventure. I’ll never frget what he said. “Fred,” he said, grinning, “yu made this day a special day just by being yurself. Always remember, there’s nly ne persn in this whle wrld like yu, and I like yu exactly as yu are.”
Many years have passed since then, and I am nw a hst f a well-knwn televisin prgram. I hst the televisin prgram Mister Rgers’ Neighbrhd seen by millins f children thrughut America. There have been changes ver the years, but ne thing remains the same: my message t children at the end f almst every visit, “There’s nly ne persn in this whle wrld like yu, the kids can cunt n hearing me say,” and peple can like yu exactly as yu are.
【写作指导】本文以人物为线索展开，讲述了作者小时候在乡村的经历，作者小时候很喜欢在祖父的农田上玩耍，并且渴望爬上围绕着农田的石墙，虽然大人们害怕爬上围墙会让作者受伤，但是祖父同意了。作者从自己的经历中悟出一个道理：要做真实的自我。
1.段落续写：
①由第一段首句内容“‘快走，’他眨眨眼对我说，‘回来后来看我。’”可知，第一段可描写作者爬上了期许已经的围墙，同时也需描述之后回去见祖父时，祖父对作者的鼓励。
②由第二段首句内容“从那时起，许多年过去了，我现在是一个著名的电视节目的主持人。”可知，第二段可描写在作者的工作生涯中，祖父的话对自己的影响，以及作者如何通过节目影响别人。
2.续写线索：爬围墙——见祖父——鼓励——职业影响——感悟
3.词汇激活（一个词汇要写出相近的表达）
行为类
①.讲述：tell/describe/make a descriptin
②.指望：cunt n/rely n
③.特别的：special/extrardinary/wnderful
情绪类
①.微笑：grin/laugh/with a big smile resting n ne’s face
②.喜欢：like/be greatly fnd f
【典型句式】
[高分句型1]. I’ll never frget what he said. (由连接词what引导的宾语从句)
[高分句型2]. I hst the televisin prgram Mister Rgers’ Neighbrhd seen by millins f children thrughut America.(使用过去分词后置定语)
3.【参考范文】
Shadw’s back fur rse. Dwn came the grup f dgs twards us, raring angrily. Just as ne f them apprached us, I raised the pepper spray and spray the liquid t it. Luckily it jumped aside. Hwever, mre dgs charged at me, which made the pepper spray useless. Just then, Jesse went up bravely and threw the thick branches arund us, making it difficult fr the dgs t mve near. Meanwhile, Shadw shuted at the dgs aggressively in an attempt t scare them away.
Surprisingly, the entire mass f dgs turned tail and fled. I was glad t see them disappear. I thanked Jesse fr her bravery and I patted Shadw n his back. While he was bigger than thse dgs, he was nt afraid in face f the mass f dgs. We cntinued t set ff t search fr ur trail.This time, with Shadw leading the way, we wuld nt get lst and sn we fund the right trail. After the adventure, we returned hme safe and sund thanks t my brave sn and the biggest dg.
【分析】本文以人物为线索展开，讲述了作者，他的儿子和狗一起探险的故事。他们一起徒步旅行，在华莱士山寻找一条小径。因为迷路，遇到一群狗攻击，在危机时刻，他们的狗Shadw勇敢吓退一群狗，而保护他们的故事。
1.段落续写：
①由第一段首句内容“Shadw的背部毛发立了起来。”可知，第一段可描写他们和Shadw在遇到这一群狗之后的表现。
②由第二段首句内容“令人惊讶的是，整群狗都掉头逃跑了。”可知，第二段可描写那群狗退去，他们脱险后的回家以及他们的心理活动。
2.续写线索：徒步旅行——探索——发现一群狗——遭攻击——Shadw吓退狗——回家
3.词汇激活
行为类
寻找：lk fr /search/seek
回家：g back hme/return hme
爬：climb /ascend/munt
情绪类
感谢：thank/shw ur appreciatin/shw ur gratitude/be grateful
害怕的：afraid /dreadful/hrrible
【典型句式】
[高分句型1] Just as ne f them apprached us, I raised the pepper spray and spray the liquid t it.（由连接词as引导的时间状语从句）
[高分句型2] Hwever，mre dgs charged at me, which made the pepper spray useless.（由关系代词which引导非限制性定语从句）
[高分句型3] I thanked Jesse fr her bravery and I patted Shadw n his back.（由省略that引导的宾语从句）
4.【参考范文】
Hwwever, it was Frankie-Rae’s shaky steps that inspired peple mst. It was difficult fr the tw-year-ld t practice walking but she made it. Mary set up a page fr her, intrducing her and thse wh have the specially rare disease. On the page, she included a Crwdfunder link and psted details f the challenge n scial media. And every day the family cheered her n as she tk a few shaky steps. S far Frankie-Rae has raised ver £1,000 fr the Carter Trust. And the family is anxius t break their target f £2 ,000.
Frankie-Rae is such a smiley happy little girl that she brings hpe t all that meet her. She relies n special equipment n her legs t supprt them and it is hard fr her, but she never gives up practising. Althugh she can nly say “Mum” and “Dad”, she understands everything the thers say. She’s a very determined little girl, wh lves music and lves nthing mre than waving t the music at the dance studi. With her determinatin, she will cntinue t surprise the wrld!
【写作指导】本文以人物为线索展开，讲述了Frankie-Rae Hckney的第一次让她的母亲高兴地哭了，因为她出生时就患有一种罕见的染色体异常，所以她的未来有很多不确定因素，她的妈妈是一位舞蹈老师，当她想到Frankie-Rae Hckney永远不能成为其中的一员时，她感到很伤心，Frankie-Rae Hckney积极进行治疗，卡特信托基金为她提供了一辆特殊的婴儿车，她姐姐想出为帮助他们的慈善机构筹款的主意。
1.段落续写：
①由第一段首句内容“然而，Frankie-Rae Hckney的颤颤巍巍的舞步给人们带来了最大的启发。”可知，第一段可描写她的家人是如何筹款的。
②由第二段首句内容“Frankie-Rae Hckney是一个笑容灿烂、快乐的小女孩，她给所有见到她的人带来了希望。”可知，第二段可描写Frankie-Rae Hckney的可贵的品质以及对人的影响。
2.续写线索：建立网页——发帖——为她加油——筹到钱——从不放弃——震惊世界
3.词汇激活
行为类
①建立：set up/build up
②筹集：raise/cllect
③使惊讶：surprise/shck
情绪类
①急切的：be anxius/be eager
②有决心的：be determined/be reslved
【典型句式】
[高分句型1] Mary set up a page fr her, intrducing her and thse wh have the specially rare disease. (由关系代词wh引导的限制性定语从句)
[高分句型2] She’s a very determined little girl, wh lves music and lves nthing mre than waving t the music at the dance studi. (由关系代词wh引导的限制性定语从句)
5.【参考范文】
Paragraph 1:
Mnday mrning arrived. Befre Susan left she kissed Mark and thanked him. Her eyes filled with tears f gratitude fr his lyalty, his patience, and his lve. And fr the first time, they went separate ways. Mnday, Tuesday, Wednesday, Thursday... Each day n her wn went perfectly, and Susan had never felt better. She was ging t wrk all by herself. On Friday mrning, as she was getting ff the bus, the driver said, “I d envy yu.” Susan wasn’t sure if the driver was speaking t her. After all, wh wuld envy a blind wman?
Paragraph 2:
Curius, she asked the driver, “Why d yu say that yu envy me?” The driver respnded, “Yu knw, every mrning fr the past week, a gentleman in a military unifrm has been watching yu as yu get ff the bus until yu safely enter yur ffice building. Yu are ne lucky lady.” Tears f happiness pured dwn Susan’s cheeks. Althugh she culdn’t physically see him, she had always felt Mark’s presence. She was s lucky, fr her husband had given her a gift she didn’t need t see t believe — the gift f lve that can bring light where there is darkness.
【写作指导】本文以人物为线索展开，讲述了在Suan因误诊而失明后，她的丈夫Mark帮助她克服内心的恐惧，使她能够独自一人乘坐公交车上下班的故事。
1.段落续写：
①由第一段首句内容“了星期一早上。Suan离开前吻了吻Mark，并向他道谢。”可知，第一段可描写Suan独自一人乘坐公交车上下班的经历。
②由第二段首句内容“她好奇地问司机：“你为什么说你羡慕我？””可知，第二段可描写司机解释了羡慕Suan的原因。
2.续写线索：Suan独自坐公交车——司机羡慕Suan——Suan很困惑——司机羡慕Suan的原因——感悟
3.词汇激活（一个词汇要写出相近的表达）
行为类
①对……说话：speak t /talk t
②回答：respnd/reply
③享受：watch/stare
情绪类
①幸福：happiness/blessedness
②幸运的：lucky/frtunate
【典型句式】
[高分句型1] On Friday mrning, as she was getting ff the bus, the driver said, “I d envy yu.”(运用了as引导的时间状语从句)
[高分句型2] Althugh she culdn’t physically see him, she had always felt Mark’s presence. (运用了althugh引导的让步状语从句)
分词的结构
1.一般型结构
一般型结构是指分词或分词短语在句子中充当状语时，其逻辑主语与句子主语一致 (逻辑主语是非谓语动词动作的执行者或承受者；它们在逻辑上存在着主谓关系或动宾关系，但不能直接作非谓语动词的主语，因此叫逻辑主语。如：
Opening the drawer, he tk ut a revlver.（其中 pening 是分词，它的逻辑主语是句子主语he）
现在分词和过去分词在一般型中的区别：两种分词作状语是，都可表时间，原因，条件，让步，方式， 伴随等。但是，现在分词表主动关系，过去分词表被动关系 。如：
Stepping carelessly ff the pavement, he was kncked dwn by the bus.(分词stepping的逻辑主语是he，和句子主语he一致，且he和stepping 是主动关系，所以用动词 step 的现在分词形式)
Once published,this bk will be very ppular.(分词 published 的逻辑主语是this bk，和句子主语一致，且 this bk 和published是被动关系，所以用动词 publish 的过去分词形式)
判断分词作状语时，到底该用现在分词还是过去分词，主要看要作分词的动词和句子的主语是什么关系 。主动 关系就用现在分词，被动关系就用过去分词 。如：
the news, they were all excited. (用动词hear的分词形式填空 )
at by everybdy, she had my sympathy. (用动词laugh的分词形式填空 )
上述句子中，动词hear和句子主语they 是主动关系，所以应用 hear 的现 在分词形式 hearing；动词laugh和句子主语she是被动关系，所以应用laugh的过去分词形式laughed.
2.独立主格结构
当分词的逻辑主语与句子的主语不一致时，则应将分词的逻辑主 语补出来，且放置分词之前，这种分词结构被称作独立主格结构。独立主格结构的特点有：独立主格结构由两部分组成，前一部分是名词或者代词，后一部分是分词，前后两部分具有逻辑主谓关系；独立主格结构的逻辑主语与句子的主语不同，它独立存在；分词与前面的名词或代词，是主谓关系；独立主格结构一般有逗号与主句分开。
现在分词和过去分词都有独立主格结构 。逻辑主语都需要补出来。但是，现在分词与逻辑主语是主动关系，过去分词与逻辑主语是被动关系。例如：
The girl staring at him , he didn’t knw what t say. (句中现在分词staring与逻辑主语the girl 是主动关系，相当于As the girl stared at him, …）
Her wrk dne, she sat dwn fr a cup f tea. （句中过去分词dne与逻辑主语her wrk 是被动关系，相 当 于 When her wrk was dne, …）
3.垂悬分词
分词的主语既不与句子主语一致，分词本身又非独立主格结构，这种分词在语法上被称作垂悬分词，也叫无依着分词。垂悬分词从起源上来说，是语言的错误使用，即将分词的主语与句子的主语错误联系，从而产生垂悬分词，所以有人又叫它错关联分词 。
垂悬分词通常出现在句子开头或接近开头的位置，与句子中的其 它成分不产生必要的句法关系，特别是它与句子主语无逻辑关系。鉴于这种特点，垂悬分词别名为：独立分词或孤立分词。现在分词和过去分词都可用作垂悬分词 。垂悬分词多数为现在分词，少数为过去分词 。例如：
Being Christmas，the gvernment ffices were clse. (句中being为现在分词，它的逻辑主语既不是句子主语 the gvernment,前面也没有放置逻辑主语)
Granted that yu are right，yu shuld nt get angry.(句中granted 是过去分词， 它的逻辑主语既不是句子主语 yu,前面也没有放置逻辑主语)
垂悬分词与一般分词不一样，是一种超常规的语言现象，但其用途与形式相对固定，应引起我们足够的重视。正因为垂悬分词的使用场合及数量相对有限，英语学习者一方面要学会理解并掌握这一超常语言现象，另一方面切记不要将其它一般分词 (遵循主谓一致原则)模仿垂悬分词使用，因为毕竟垂悬分词的产生源于错误联系，违反了主谓一致原则。
分词作状语时的歧义排除方式
英语分词在句子中作状语时，常用来表 示时间、条件、原因、让步、结果、方式和伴随情况等意义。分词状语前有时有连接词时，连接词作其类别符号，这些类别符号明确地界定了分词的语法范畴和语义范畴。 当分词前没有这些类别符号时，其状语意义有时就显得模糊、不确定，甚至产生歧义。分词状语的歧义范围通 常在时间、条件、原因及让步意义之间。
（1）分词兼作时间和条件状语，语句以充足理由表述客观规律。例如：
Healed, water changes int vapr.
上述句子有两种描述：
When healed, water changes int vapr.
If healed, water changes int vapr.
（2）分词兼作时间和原因状语，反映了时序关系与因果关系的紧密联系.。例如：
Healed, water changed int vapr.
上述句子有两种描述：
When healed, the water changed int vapr.
Because it was healed, the water changed int vapr.
（3）分词兼作原因和让步状语，反映了 对因果规律的不同心理预设。例如：
Weighing abut eighty kils, the bx culdn’t be carried by the prter alne.
上述句子有两种解释：
Since the bx weighed abut eighty kils, the prter culdn’t carry it by himself alne.
Althugh the bx weighed abut eighty kils, the prter culdn’t carry it by himself alne.
综上所述，分词兼作时间状语和条件状语时，可以用 when 或者 if 描述其深层结构，这类语句一般表述客观规律或者客观真理。这一语言现象的逻辑意义为：以when为时序关联词的语句含有全称肯定假言命题，以if 为条件关联词的语句含有充分条件假言命题。原因状语有时与时间、条件或让步状语兼类。分词兼作时间状语和原因状语的现象反映了时序关系和因果关系的逻辑联系：时序关系是因果关系的前提，因果关系透过事物发展时序，揭示事物发展规律；分词兼作条件状语和原因状语时，语句以充足理由表述事物的因果规律；分词兼作原因状语和让步状语时，无论作哪种释义，语句所隐含的因果规律都是同一的，所不同的只是说话人对结果的心理预设不同。
分词作状语在续写中的运用
在读后续写中， 要提高读后续写的语言表达能力，仅仅强调词汇和语法学习是远远不够的。我们除了掌握读后续写常用的一些词语外，在平时的学习中还要注意积累一些常用句式，特别是分词与状语从句的转换与使用，并晨读背诵、默写、仿写，最后做到在读后续写中运用自如。
一、用分词为读后续写增色的策略
1.心理状态类分词凸显人物情绪状态
例如：Knwing that she was ill, he was s wrried that he even frgt t eat dinner.
Delightedly realizing that he was cming t help her, she sat dwn in relief.
2.感官类分词突出人物的动作回应
例如：Seeing /Watching the bear tearing dwn the fence, she was thrilled with terrr.
Glancing at the dark frest in the distance, she stepped back t the cabin in anxiety.
Feeling nervus, he std there frzen.
3.反思类分词提升人物对事件的认知
例如：Thinking that she wuld see her sn sn, she walked quickly twards her huse and was wearing a big smile.
Recalling/Thinking back n the days they spent tgether, she felt cherished and expressed the gratitude t thse things he did fr her.
4.情感情绪类分词强化人物的心理体验
例如：Cherishing the gratitude twards the villagers, he pick the phne with the purpse f sharing sme heartfelt wrds with them.
Overwhelmed with terrr, she just ran as quickly as he culd t get ut f the ld castle.
Exhausted by the gssips, he finally left her and let g f all the memries there.
5.“否定祈使句+典型动作类分词”深化表述目的
例如：Dn’t just stand there t d nthing, everything waving at yu in fact.
Dn’t hesitate t attend the party, jining yur fellws and sharing yur happiness.
6.特征类分词升华人物/场景描述
例如：Characterized by the beautiful seaside, the city is always crwded with laughter and cheers f the turists.
Featured by the quietness, it is a gd place t relax yurself there.
Characterized by the shyness befre the public, she is always cautius when amng the students.
7.独立主格结构增添叙事活力
例如： She saw the bear appraching quickly, her legs shaking.
He walked int the classrm with jy, his hands hlding the prize high.
She didn’t knw hw t answer her sn, her heart brken.
8.垂悬分词让表达更紧凑
例如：Speaking f the plan f the jurney, the children were always filled with jy and hpe as well.
Judging frm her clthes, we knw that she was still wrried and had n interest in makeup.
二、利用分词整合续写语篇的策略举例
在整合读后续写语篇的过程中，我们可以利用分词结构，进一步优化句子表达，让叙事、描写、抒情更加有力度。
（2020，新高考I卷）The Meredith family lived in a small cmmunity. As the ecnmy was in decline, sme peple in the twn had lst their jbs. Many f their families were struggling t make ends meet. Peple were trying t help each ther meet the challenges.
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 needed all kinds f help. When she had time, she wuld bring fd and medicine t them.
One mrning she tld her children abut a family she had visited the day befre. There was a man sick in bed, his wife, wh tk care f him and culd nt g ut t wrk, and their little by. The little by -his name was Bernard-had interested her very much.
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”
After their mther left the rm, the children sat thinking abut Bernard. “I wish we culd help him t earn mney,” said Clara. “His family is suffering s much.”
“S d I,” said Harry. “We really shuld d smething t assist them.”
Fr sme mments, Jhn said nthing, but, suddenly, he sprang t his feet and cried, “I have a great idea! I have a slutin that we can all help accmplish(完成).”
The ther children als jumped up all attentin. When Jhn had an idea, it was sure t be a gd ne. “I tell yu what we can d,” said Jhn. “Yu knw that big bx f crn Uncle Jhn sent us? Well, we can make ppcrn(爆米花), and put it int paper bags, and Bernard can take it arund t the huses and sell it.”
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。
When Mrs. Meredith heard f Jhn's idea, she thught it was a gd ne, t.
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With everything ready, Bernard started ut n his new business.
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文章讲述了热心的Mrs. Meredith与孩子们得知Bernard 家的生活困难后， 想办法帮助他挣钱补贴家用 的故事。文章给出的部分讲到 Mrs. Meredith的三个孩子想 出“做爆米花去卖”的主意，后面的内容则需要我们去续写。根据给定的续写段落的两个首句，我们可以推断续写段 落1的内容应包括：三个孩子积极准备， 最后成功邀请Bernard加人卖爆米花的活动中；而续写段落2的内容则应包括：Bernard卖爆米花的过程，以及他的感受。在叙事的过程中，我们可以在文中灵活运用分词状语结构，让续写语篇的整体表达效果得到提升。例如：
Paragraph 1:
When Mrs. Meredith heard f Jhn’s idea, she thught it was a gd ne, t. Having exchanged glances with Mrs. Meredith, Jhn immediately arranged different tasks fr Harry and Clara. Harbring great excitement, Harry and Clara ran ut, intending t brrw a ppcrn machine. And Jhn, verwhelmed with jy t, dashed t Bernard’s hme. It was in a flash that Jhn fund Bernard, and tld him his plan. “Dn’t hesitate t jin us, cntributing t sme family incme.”Jhn added, vice laden with expectatin. Facing this gracius invitatin, Bernard was at a lss fr what t say. N sner had he ndded than Jhn grasped his hand and dragged him away.Later, these children gt tgether at Jhn’s hme and started t make ppcrn.
Paragraph 2:
With everything ready, Bernard started ut n his new business. At the beginning, characterized by the shyness, Bernard failed t sell sme ppcrn.Hwever, encuraged by Jhn, he gradually gain curage and sld sme ppcrn successfully. With time ging by, Bernard attracted a large quantity f peple. Therefre, it didn’t take lng befre Bernard sld all his ppcrn. Seeing the mney brught by his labr, he culdn’t help jumping with excitement. The next tw minutes witnessed the by run jumping t Mrs.Meredith. “Thank yu, Mrs. Meredith.”Bernard said simply in frnt f this Lady, eyes seeming t shine with tears. “By, it’s als a pleasure t help yu. G hme t help yur father. ”said the kind wmen, face radiating bundless lve.
上述范文中划横线的分词状语有效地传达了有关动作、情感以及特征等信息，同时也丰富了句式结构，为续写语篇增色、增效。
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。续写词数应为150左右。
In 1994 an 8.2 earthquake hit America, killing ver 30,000 peple in less than fur minutes. As sn as the earthquake was ver, a father left his wife safely at hme and rushed t the schl where his sn was suppsed t be, nly t discver that the building was as flat as a pancake.
After the unfrgettably initial shck, he remembered the prmise he had made t his sn: “N matter what happens, I`ll always be there fr yu!” And tears began t fill his eyes. As he lked at the pile f ruins that nce was the schl, it lked hpeless, but he kept remembering his prmise t his sn.
He began t draw his attentin twards where he walked his sn t class at schl each mrning. Remembering his sn’s classrm wuld be in the back right crner f the building, he rushed there and started digging thrugh the ruins.
As he was digging, ther helpless parents arrived, with a brken heart, shuting: “My sn!” “My daughter!” Other well meaning parents tried t pull him ff what was left f the schl, saying: “It’s t late! They’re all dead! Yu can’t help! G hme! Cme n, face reality, there’s nthing yu can d!”
T each parent he respnded with ne line: “Are yu ging t help me nw?” And then he cntinued t dig fr his sn, stne by stne. The firefighters shwed up and tried t pull him ff the schl’s ruins, saying, “Fires are breaking ut, explsins are happening everywhere. Yu’re in danger. We’ll take care f it. G hme.” Hwever, the father asked, “Are yu ging t help me nw?” The plice came and said, “Yu’re anxius and it’s ver. Yu’re endangering thers. G hme. We’ll handle it!” Again, he replied, “Are yu ging t help me nw?” N ne helped.
Paragraph 1:
The father went n alne because he needed t knw fr himself: “Is my by alive r is he dead?”
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Paragraph 2:
Everyne began t help him pull the kids ut f the ruins.
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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。
As a little by, there was nthing I liked better than Sunday afternns at my grandfather’s farm in western Pennsylvania. Surrunded by miles f winding stnewalls, the huse and barn prvided endless hurs f fun fr a city kid like me. I was used t the city’s bright and neat living rms which always seemed t whisper, “Nt t be tuched!”
I can still remember ne afternn when I was eight years ld. Since my first visit t the farm, I’d wanted mre than anything t be allwed t climb the stnewalls surrunding the prperty. My parents wuld never apprve. The walls were ld: sme stnes were missing, thers lse and crumbling (倒塌). Still, my desire t climb acrss thse walls grew s strng that finally, ne spring afternn, I picked up all my curage and entered the living rm, where the adults had gathered after Sunday dinner.
“I, uh, I want t climb the stnewalls,” I said hesitantly. Everyne lked up. “Can I climb the stnewalls?” Instantly a sund went up frm the wmen in the rm. “Oh, n!” they cried in shck. “Fred, yu’ll hurt yurself!” I wasn’t t disappinted; the respnse was just as I’d expected. But befre I culd leave the rm, I was stpped by my grandfather’s bming vice. “Nw hld n just a minute,” I heard him say, “Let the by climb the stne-walls. He has t learn t d things fr himself.”
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。
“Sct (快走),” he said t me with a wink (眨眨眼), “and cme and see me when yu get back.”
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Many years have passed since then, and I am nw a hst f a well-knwn televisin prgram.
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3．阅读下而材料，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 Biggest Dg n the Muntain
We liked hiking tgether. Tday, we were lking fr a trail ver Wallace Muntain.
”It’s been ver an hur,” said Jessc, my nineteen-year-ld sn. “D yu think the trail still exists?” We had explred several paths but with n luck. We pushed thrugh weeds mid-calf high fr us, but neck-high fr ur rusty-brwn dg, Shadw. Once in a while, we wuld call Shadw back when she was attracted by the pleasant smell f flwers. N lnger slim and buncing with energy, Shadw was the size f a large huse cat, and always cntent t curl up n the cuch beside ne f us.
Suddenly, we heard what sunded like many dgs barking in the distance, an unusual sund in the wilderness arund us. Curius, we climbed the ridge (山脉), nly t find what seemed like a dg factry. Small dgs, big dgs, brwn dgs, and dgs I can’t even describe pured ut. The hunds (猎狗) hit the grund, sniffing the air and turning t face us. Befre lng, they went dwn frm their side f the muntain. Jesse sht an alarmed glance at me befre turning t call in a firm vice, “Shadw, cme here, stay.”
I patted my pckets, feeling fr the pepper spray (防狼喷雾), s small it wuld never wrk against s many animals. I turned, surveying the nearby brush fr a ptential weapn. With the help f adrenaline (肾上腺素), I brke ff tw thick branches frm a tree and rushed t Jesse’s side, “Here yu are!” “OK,” he said, “Dad, they are cming t us.” My-muth went dry. I glanced ver at Jesse, his lips pinched (夹紧) tight.
The pack emerged frm the valley, marching straight tward us. The dgs in the lead were nw clse enugh fr us t see that mst f them were three times larger than Shadw. With deep grwls (怒吼声)，they ran straight fr us. Jesse swallwed hard and lked at me.
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。
Shadw’s back fur rse.
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Surprisingly, the entire mass f dgs turned tail and fled.
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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。
When tw-year ld Frankie-Rae Hckney tk her first shaky steps acrss the livingrm, her mther cried. Althugh watching a child walk fr the first time is an exciting mment fr any parent, fr Mary-Ella Tuppenney-Hckney it was a milestne she neverthught her daughter wuld meet.
Frankie-Rae was brn with a rare chrmsmal anmaly (染色体异常) called 17p 13.1 micrdeletin syndrme, f which there are nly 21 knwn cases. Dctrs explained that they nly had five different case studies wh had the cnditin and s there were lts f uncertainties abut her future. As a result, when she was brn, Mary-Ella, 36, and dad Ben Hckney, 37,were warned that she might never walk r talk. They bth brke dwn in tears, nt knwing what life wuld hld fr their daughter.
Mary-Ella is a dance teacher and she runs her wn dance schl in Oxfrdshire and s dancing is a huge part f their lives. S she thught it was heart-breaking t think that Frankie-Rae wuldnever be able t be part f that. Hwever, Frankie-Rae quickly beganseeing experts in ccupatinal health. Despite all her prblems, she grew int such a happy, smiley little girl wh lved listening t music and waving (挥舞) alng t it.
“Because she culdn’t walk as she gt bigger, we needed a special pushchair and the ne available n the NHS wasn’t suitable fr her needs,” Mary-Ella explains. Frtunately, the Carter Trust stepped in t give Frankie-Rae ne that wrked. It meant her parents culd take her shpping with them n weekends and ut t the park. It made such a huge difference t her and the family. But Mary -Ella felt guilty fr taking the mney frm the charity.
That’s when Frankie -Rae’s elder sister Gergie-Ellyn, eight, came up with the idea f fundraising (募捐) fr the charity that helped them. As a result, the family gt tgether, rganizing sme activities such as selling secnd-hand clthes and bks. They als held aparty inviting thse wh cared fr the charity.
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。
Hwever, it was Frankie-Rae’s shaky steps that inspired peple mst.
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Frankie Rae is such a smiley happy little girl that she brings hpe t all that meet her.
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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。
Due t a medical misdiagnsis (误诊), Susan, 34, had been left sightless, and was suddenly thrwn int a wrd f darkness, anger, frustratin and self-pity. And all she had t depend n was her husband, Mark.
Mark was an fficer and he lved Susan with all his heart. When she first lst her sight, he watched her sink int despair and was determined t help his wife gain the strength and cnfidence t becme independent again.
With Mark’s encuragement, Susan felt ready t return t her jb, but hw wuld she get there? She used t take the bus, but was nw t frightened t get arund the city by herself. Mark vlunteered t drive her t wrk. Sn, hwever, Mark realized the arrangement wasn’t wrking. Susan is ging t have t start taking the bus again. But she was still s fragile, s angry, hw wuld she react?
Just as he predicted, Susan was scared at the idea f taking the bus again. “I’m blind!” she respnded bitterly. “Hw am I suppsed t knw where I am ging? I feel like yu’re abandning me.”
Mark’s heart brke t hear these wrds, but he knew what had t be dne. He prmised Susan he wuld ride the bus with her until she gt the hang f it. And that is exactly what happened. Fr tw slid weeks, Mark, military unifrm and all, accmpanied Susan t and frm wrk. He taught her hw t rely n her ther senses, specifically her hearing, t determine where she was and hw t adapt t her new envirnment. He helped her befriend the bus drivers wh culd watch ut fr her, and save her a seat.
Finally, Susan decided t try the trip n her wn. Mark encuraged her but he decided t cntinue watching ut fr her where she gt ff the bus, nly in secret.
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。
Paragraph l:
Mnday mrning arrived. Befre Susan left she kissed Mark and thanked him.
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Paragraph 2:
Curius, she asked the driver, “Why d yu say that yu envy me?”
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参考答案
1.【参考范文】
Paragraph 1:
The father went n alne because he needed t knw fr himself: “Is my by alive r is he dead?” He dug fr eight , in the 38th hur, he pulled back a large stne and heard his sn’s vice. After screaming his sn’s name, “ARMAND!” he heard back, “Dad?! It’s me, Dad!” The faint but familiar vice brught tears f relief t his eyes. “What’s ging n in there? Hw is it?” the father asked anxiusly, digging mre frcefully with his bare hands. “I’m fine. There are 13 ther kids dwn here, Dad,” Daniel replied. “We’re scared, hungry, and thirsty. When the building cllapsed, it made a triangle and saved us.” The father realized that this was a tricky situatin. He culdn’t risk causing anther cllapse dwn there. Frtunately, the firefighters were just nearby. The father shuted t the fire chief and signalled t them t cme ver.
Paragraph 2:
Everyne began t help him pull the kids ut f the ruins. Then, the father helped the firefighters cautiusly remve the rcks and pulled ut the kids ne by ne. When everyne was safe and sund, Daniel threw himself int his father’s arms: “Yu did it, Dad! N matter what, I knw yu’ll be there fr me!”
【写作指导】本文以人物为线索展开，讲述了一座城市发生了8.2级的地震，地震几乎把这座城市夷为平地。在一片混乱中，一位父亲冲去学校救自己的儿子，因为他曾向儿子承诺“无论发生什么，他都会永远在儿子身边”。学校已经成为一片废墟，但他仍然不停地在废墟中寻找，好心的家长和消防队员试图劝他停止寻找，但他仍不放弃。
1.段落续写：
①由第一段首句内容“他勇敢地独自面对，因为他自己需要知道：‘我的孩子是活着还是死了？’”可知，第一段可描写这位父亲寻找儿子的过程及他是否找到了儿子。
②由第二段首句内容“每个人都开始帮助他把孩子们从废墟中拉出来。”可知，第二段可描写儿子获救及获救后父子二人的互动。
2.续写线索：继续寻找——听到儿子的声音——询问儿子的处境——还有13个孩子——儿子获救——父子互动
3.词汇激活
行为类
①.昏倒：pass ut/fall dwn in a faint
②.倒塌：cllapse/tpple dwn
③.导致：cause/lead t
情绪类
①.焦急地：anxiusly/nervusly
②.害怕的：scared/frightened
【典型句式】
[高分句型1]. When everyne was safe and sund, Daniel threw himself int his father’s arms: “Yu did it, Dad! N matter what, I knw yu’ll be there fr me!”（由when引导的时间状语从句）
[高分句型2]. The father realized that this was a tricky situatin.（由that引导的宾语从句）
2.【参考范文】
“Sct (快走),” he said t me with a wink (眨眨眼), “and cme and see me when yu get back.” Fr the next tw and a half hurs I climbed thse ld walls and had the time f my life. Later I met with my grandfather t tell him abut my adventure. I’ll never frget what he said. “Fred,” he said, grinning, “yu made this day a special day just by being yurself. Always remember, there’s nly ne persn in this whle wrld like yu, and I like yu exactly as yu are.”
Many years have passed since then, and I am nw a hst f a well-knwn televisin prgram. I hst the televisin prgram Mister Rgers’ Neighbrhd seen by millins f children thrughut America. There have been changes ver the years, but ne thing remains the same: my message t children at the end f almst every visit, “There’s nly ne persn in this whle wrld like yu, the kids can cunt n hearing me say,” and peple can like yu exactly as yu are.
【写作指导】本文以人物为线索展开，讲述了作者小时候在乡村的经历，作者小时候很喜欢在祖父的农田上玩耍，并且渴望爬上围绕着农田的石墙，虽然大人们害怕爬上围墙会让作者受伤，但是祖父同意了。作者从自己的经历中悟出一个道理：要做真实的自我。
1.段落续写：
①由第一段首句内容“‘快走，’他眨眨眼对我说，‘回来后来看我。’”可知，第一段可描写作者爬上了期许已经的围墙，同时也需描述之后回去见祖父时，祖父对作者的鼓励。
②由第二段首句内容“从那时起，许多年过去了，我现在是一个著名的电视节目的主持人。”可知，第二段可描写在作者的工作生涯中，祖父的话对自己的影响，以及作者如何通过节目影响别人。
2.续写线索：爬围墙——见祖父——鼓励——职业影响——感悟
3.词汇激活（一个词汇要写出相近的表达）
行为类
①.讲述：tell/describe/make a descriptin
②.指望：cunt n/rely n
③.特别的：special/extrardinary/wnderful
情绪类
①.微笑：grin/laugh/with a big smile resting n ne’s face
②.喜欢：like/be greatly fnd f
【典型句式】
[高分句型1]. I’ll never frget what he said. (由连接词what引导的宾语从句)
[高分句型2]. I hst the televisin prgram Mister Rgers’ Neighbrhd seen by millins f children thrughut America.(使用过去分词后置定语)
3.【参考范文】
Shadw’s back fur rse. Dwn came the grup f dgs twards us, raring angrily. Just as ne f them apprached us, I raised the pepper spray and spray the liquid t it. Luckily it jumped aside. Hwever, mre dgs charged at me, which made the pepper spray useless. Just then, Jesse went up bravely and threw the thick branches arund us, making it difficult fr the dgs t mve near. Meanwhile, Shadw shuted at the dgs aggressively in an attempt t scare them away.
Surprisingly, the entire mass f dgs turned tail and fled. I was glad t see them disappear. I thanked Jesse fr her bravery and I patted Shadw n his back. While he was bigger than thse dgs, he was nt afraid in face f the mass f dgs. We cntinued t set ff t search fr ur trail.This time, with Shadw leading the way, we wuld nt get lst and sn we fund the right trail. After the adventure, we returned hme safe and sund thanks t my brave sn and the biggest dg.
【分析】本文以人物为线索展开，讲述了作者，他的儿子和狗一起探险的故事。他们一起徒步旅行，在华莱士山寻找一条小径。因为迷路，遇到一群狗攻击，在危机时刻，他们的狗Shadw勇敢吓退一群狗，而保护他们的故事。
1.段落续写：
①由第一段首句内容“Shadw的背部毛发立了起来。”可知，第一段可描写他们和Shadw在遇到这一群狗之后的表现。
②由第二段首句内容“令人惊讶的是，整群狗都掉头逃跑了。”可知，第二段可描写那群狗退去，他们脱险后的回家以及他们的心理活动。
2.续写线索：徒步旅行——探索——发现一群狗——遭攻击——Shadw吓退狗——回家
3.词汇激活
行为类
寻找：lk fr /search/seek
回家：g back hme/return hme
爬：climb /ascend/munt
情绪类
感谢：thank/shw ur appreciatin/shw ur gratitude/be grateful
害怕的：afraid /dreadful/hrrible
【典型句式】
[高分句型1] Just as ne f them apprached us, I raised the pepper spray and spray the liquid t it.（由连接词as引导的时间状语从句）
[高分句型2] Hwever，mre dgs charged at me, which made the pepper spray useless.（由关系代词which引导非限制性定语从句）
[高分句型3] I thanked Jesse fr her bravery and I patted Shadw n his back.（由省略that引导的宾语从句）
4.【参考范文】
Hwwever, it was Frankie-Rae’s shaky steps that inspired peple mst. It was difficult fr the tw-year-ld t practice walking but she made it. Mary set up a page fr her, intrducing her and thse wh have the specially rare disease. On the page, she included a Crwdfunder link and psted details f the challenge n scial media. And every day the family cheered her n as she tk a few shaky steps. S far Frankie-Rae has raised ver £1,000 fr the Carter Trust. And the family is anxius t break their target f £2 ,000.
Frankie-Rae is such a smiley happy little girl that she brings hpe t all that meet her. She relies n special equipment n her legs t supprt them and it is hard fr her, but she never gives up practising. Althugh she can nly say “Mum” and “Dad”, she understands everything the thers say. She’s a very determined little girl, wh lves music and lves nthing mre than waving t the music at the dance studi. With her determinatin, she will cntinue t surprise the wrld!
【写作指导】本文以人物为线索展开，讲述了Frankie-Rae Hckney的第一次让她的母亲高兴地哭了，因为她出生时就患有一种罕见的染色体异常，所以她的未来有很多不确定因素，她的妈妈是一位舞蹈老师，当她想到Frankie-Rae Hckney永远不能成为其中的一员时，她感到很伤心，Frankie-Rae Hckney积极进行治疗，卡特信托基金为她提供了一辆特殊的婴儿车，她姐姐想出为帮助他们的慈善机构筹款的主意。
1.段落续写：
①由第一段首句内容“然而，Frankie-Rae Hckney的颤颤巍巍的舞步给人们带来了最大的启发。”可知，第一段可描写她的家人是如何筹款的。
②由第二段首句内容“Frankie-Rae Hckney是一个笑容灿烂、快乐的小女孩，她给所有见到她的人带来了希望。”可知，第二段可描写Frankie-Rae Hckney的可贵的品质以及对人的影响。
2.续写线索：建立网页——发帖——为她加油——筹到钱——从不放弃——震惊世界
3.词汇激活
行为类
①建立：set up/build up
②筹集：raise/cllect
③使惊讶：surprise/shck
情绪类
①急切的：be anxius/be eager
②有决心的：be determined/be reslved
【典型句式】
[高分句型1] Mary set up a page fr her, intrducing her and thse wh have the specially rare disease. (由关系代词wh引导的限制性定语从句)
[高分句型2] She’s a very determined little girl, wh lves music and lves nthing mre than waving t the music at the dance studi. (由关系代词wh引导的限制性定语从句)
5.【参考范文】
Paragraph 1:
Mnday mrning arrived. Befre Susan left she kissed Mark and thanked him. Her eyes filled with tears f gratitude fr his lyalty, his patience, and his lve. And fr the first time, they went separate ways. Mnday, Tuesday, Wednesday, Thursday... Each day n her wn went perfectly, and Susan had never felt better. She was ging t wrk all by herself. On Friday mrning, as she was getting ff the bus, the driver said, “I d envy yu.” Susan wasn’t sure if the driver was speaking t her. After all, wh wuld envy a blind wman?
Paragraph 2:
Curius, she asked the driver, “Why d yu say that yu envy me?” The driver respnded, “Yu knw, every mrning fr the past week, a gentleman in a military unifrm has been watching yu as yu get ff the bus until yu safely enter yur ffice building. Yu are ne lucky lady.” Tears f happiness pured dwn Susan’s cheeks. Althugh she culdn’t physically see him, she had always felt Mark’s presence. She was s lucky, fr her husband had given her a gift she didn’t need t see t believe — the gift f lve that can bring light where there is darkness.
【写作指导】本文以人物为线索展开，讲述了在Suan因误诊而失明后，她的丈夫Mark帮助她克服内心的恐惧，使她能够独自一人乘坐公交车上下班的故事。
1.段落续写：
①由第一段首句内容“了星期一早上。Suan离开前吻了吻Mark，并向他道谢。”可知，第一段可描写Suan独自一人乘坐公交车上下班的经历。
②由第二段首句内容“她好奇地问司机：“你为什么说你羡慕我？””可知，第二段可描写司机解释了羡慕Suan的原因。
2.续写线索：Suan独自坐公交车——司机羡慕Suan——Suan很困惑——司机羡慕Suan的原因——感悟
3.词汇激活（一个词汇要写出相近的表达）
行为类
①对……说话：speak t /talk t
②回答：respnd/reply
③享受：watch/stare
情绪类
①幸福：happiness/blessedness
②幸运的：lucky/frtunate
【典型句式】
[高分句型1] On Friday mrning, as she was getting ff the bus, the driver said, “I d envy yu.”(运用了as引导的时间状语从句)
[高分句型2] Althugh she culdn’t physically see him, she had always felt Mark’s presence. (运用了althugh引导的让步状语从句)
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