专题1.04 源语篇人物角色分析框架及刻画拓展-2024年新高考英语读后续写提分技能

这是一份专题1.04 源语篇人物角色分析框架及刻画拓展-2024年新高考英语读后续写提分技能，共13页。试卷主要包含了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等内容，欢迎下载使用。
知识回顾
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环境、情节、人物是英语读后续写叙事的三要素，而人物是三要素的核心，它贯穿于整篇故事中，连接着环境与情节，使得整篇故事的层次结构更为丰富、立体。正是因为故事中人物形象的丰富多样，故事的故事情节才跌宕 起伏、曲折离奇。学生在阅读、学习小说的过程中，可以深刻感悟到作者在情节架构、环境营造、人物刻画、叙事表达等方面的技巧，这些感悟非常有利于提高学生的写作能力。一方面，故事中情节的架构、叙事表达上的技巧能够帮助学生掌握叙事类作文的写作技巧。另一方面，作者在刻画人物时用到的动作、语言、心理描写等可以被学生借鉴、运用。另外，故事中的其他写作技巧，如悬念的设置、伏笔的埋设、细节的刻画等都非常值得学生学习，并让学生运用于日常写作中。
青少年学生的人格还未完全定型，他们对世界的认知很容易受到外部环境的影响，稍有不慎，就有可
能被眼花缭乱的信息所迷惑，造成思想上、道德上的滑坡。因此，在学生身心发展的关键时期，教师可借助学科教学对学生开展适当的教育，引导学生形成正确的人格。而读后续写的故事在引导学生形成正确情感态度与价值观上具有明显优势，每一篇优秀的故事都是作者思想的浓缩，蕴含着作者本人积极、向上的世界观、人生观以及价值观。学习并分析优秀的故事作品，可以让学生的情感态度与价值观在潜移默化中受到积极影响，形成正确人格。
▲故事类语篇塑造人物的方法
故事类语篇塑造人物的方法、方式有如下几种：肖像描写，心理描写，行动描写，语言描写，细节描写、正面描写(直接描写)和侧面描写(间接描写)。
(1)肖像描写。对人物形象的外部特征进行描绘的手法，具体的包括容貌、身材、表情、衣着、姿态等描写。它对于人物性格和人物形象的完整体现，有着重要的烘托作用。因为人物的外部特征总是同人物内在的心理活动、精神状态相联系的。
(2)动作描写。对人物在典型环境中的行为动作进行描写的手法。典型的动作描写，不仅要写出人物在特定情势下的行动，还要写出人物以何种独特的方式完成这个动作，通过对人物动作的描写可以透露出人物内在的心灵世界。
(3)语言描写。具体包括对话、独白、旁白以及对语气情态的描写。对人物语言的描写要注意人物语言的个性化，要与人物的身份经历、文化修养、习惯爱好、心理状态以及所处的特定场合吻合。
(4)心理描写。对人物在一定情景中的想法、感触、情绪意识等进行的具体刻画。可以直接揭示人物的内心世界，交代人物的思想基础和行动的内在依据。有时可直接由作者进行描绘，或由人物的独白、梦幻来进行披露，有时可以间接地通过景物及人物肖像、动作、语言、所处环境及遭遇等来进行折射。
(5)细节描写。细节描写指对生活中那些细致而又特别富有表现力的典型环节所作的特写式描写。它是叙事性文章的最小的描写单位。它把事物细微本质的情状特点，鲜明逼真地呈现出来。细节描写在文章描写中的地位看似闲笔或赘笔，信手拈来，无关紧要，可有可无；但都是作者精心的设置和安排，不能随意取代。一篇文章，恰到好处地运用细节描写，能起到烘托环境气氛、刻画人物性格和揭示主题思想的作用。
(6)白描和工笔。白描指使用最简洁的笔墨，不加烘托地勾勒出生动、传神的形象。工笔指用细腻入微、工整细密的笔触，对人物和环境进行精雕细琢的描写方法。表达的文字细腻、色彩浓郁，往往借助对比、比喻、比拟、夸张等修辞手法，把客观事物复杂斑斓的状貌，具体而细致地表现出来。在故事类语篇中常用来写景和展示人物心理。
(7)正面描写和侧面描写。正面描写，即直接描写，是对所描写的人物、事件等作正面、直接的刻画，不借助于人和媒介物的烘托。侧面描写，即间接描写，是对所描写的对象不作直接的刻画，而是借助于对媒介物的描写，来烘托所要描写的人或物。这种笔法比较含蓄、委婉，给读者留下较大的自由想象空间，增加描写对象的主题内涵和艺术感染力。
(8)环境描写。环境是小说“三要素”之一，环境描写自然是小说重要的描写手法。“辨析环境描写”已经涉及，不再赘述。
方法策略
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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。
实践强化
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续写语篇中人物刻画的策略分析框架导引
1．（2022·重庆市涪陵高级中学校模拟预测）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。
That night, after a cuple f restless hurs, Dra wke up suddenly at midnight. She went t her bathrm. Stepping n the carpet she nticed it was damp. Lking ut, she fund that muddy water was inching up the wd-paneled walls! She ran t her father’s bedside. “Daddy, Daddy,” she cried, shaking him vilently. “Wake up. There’s water in the huse!”
Bareft and wearing nly shrts, Dykstra walked t the entrance and pened the dr. What he saw shk him wide-awake. Duchess, their dg, was standing just utside the dr, her feet in six inches f water. That meant the radway, their nly means f escape, was flded. He hid his anxiety. They climbed up the ladder-like stairs t a lft (阁楼) abve the living rm. Frm there they culd hear the water filling the rm belw, creeping (缓慢地行进) tward them. Suddenly the whle huse trembled as if struck by an earthquake. The next instant they fund themselves flating, and the wden huse being swept alng the river! Terrified that the cabin wuld sink and take them dwn with it, Dykstra decided that they wuld have t get ut. Wrapping his arms tightly rund his daughter, he plunged (猛冲) int the icy water.
The huse was behind them nw, chasing them thrugh the darkness. Befre he culd get ut f its path, the huse – pushed by the tremendus (巨大的) pwer f the water – pinned him at the trunk. His ribs (肋骨) were crushed. His left leg was brken. He lst cnsciusness. Then the huse shifted, releasing him. Dra fund herself drifting dwnstream, her uncnscius father beside her. “Dn’t die, Daddy!” she cried. “Please!”
Perhaps it was the cry f the little girl that stirred Dykstra t cnsciusness. In the pale mnlight, Dykstra sptted an island frmed by sme rubbish that had gt caught in sme treetps. Fighting against the current and his pain, he swam tward it. Dra climbed nt the small pile f timbers (木材) and pulled her father, wh was fighting fr breath, frm the rushing water nt the timbers. Nw, Dra realized, it was up t her t help him.
注意：1. 续写词数应为150词左右；
2. 请按如下格式在答题卡的相应位置作答。
Just then she was astnished t see a figure appear ut f nwhere.
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Suddenly a vice frm smewhere n the distant hillside brke the darkness.
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【参考范文】
Just then she was astnished t see a figure appear ut f nwhere.He was Dra's uncle wh was a big man with bright eyes.Seeing that Dra and her father were in critical cnditin, he quickly extended a helping hand.“Cme n Dra，we shuld act psitively”said the uncle.He helped Dra mve her father t a high place. At the mment, Dra's father was dying. The man immediately tk first-aid measures such as artificial respiratin, and then helped his father's injured leg with a simple bandage.The questin nw is hw t send Dra's father t the hspital fr further treatment as sn as pssible?
Suddenly a vice frm smewhere n the distant hillside brke the darkness.“Hld n, we're cming t save yu” smene shuted in the distance. It turned ut that the rescue team called by Dra's uncle was cming twards them. As night fell, the weather gradually became cler, and the three f them shivered in the cld wind. “We are finally ging t be saved.”Dra thught. When the rescue team came, they transprted them t the safe place and sent Dra's father t the hspital in time.Dra was grateful.“What an unfrgettable day! Thanks t my uncle and the rescue team, we were saved.” Said Dra.
【写作分析】本文以人物遇险为线索展开，讲述了朵拉和她的父亲遇到了暴风雨，且父亲受伤严重，并被困水中，危急时刻朵拉的叔叔及时出手相助，最后救援队也及时赶到，最后朵拉和父亲全部获救的故事。
1.段落续写：
①由第一段首句内容“就在这时，她惊讶地看到一个身影不知从哪里冒了出来。”可知，第一段可描写这个人的身份特征，和朵拉与他一起救父亲的过程。
②由第二段首句内容“突然，远处山坡上传来一个声音，打破了黑暗。”可知，第二段可描写这个声音的来源，以及他们最后被救援队营救的情况。
2.续写线索：遇险——叔叔出现——急救——救援队出现——得救——感悟
3.词汇激活
行为类
①突然出现：appear ut f nwhere/appear suddenly
②伸出援助之手：extend a helping hand/lend a helping hand
③转移：mve/shift
情绪类
①惊讶的：astnished/suprised
②感谢：be grateful/shw her gratitude
【典型句式】
【句型1】He was Dra's uncle wh was a big man with bright eyes.(运用了wh引导的定语从句)
【句型2】Seeing that Dra and her father were in critical cnditin, he quickly extended a helping hand.(运用了现在分词作伴随状语)
2．（2022·山东日照·二模）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。
One day，when I was a freshman in high sch1. I saw a kid frm my class walking hme frm sch1. His name was Kyle. It lked like he was carrying all f his bks. I thught t myself，“Why wuld anyne bring hme all his bks n a Friday? He must be silly. ”I had quite a weekend planned，s I shk my head and went n.
As I was walking,I saw a grup f kids running tward him. They ran at him，kncking all his bks ut f his arms and he landed in the dirt. His glasses went flying. He lked up and I saw this terrible sadness in his eyes.
My heart went ut t him. S. I ran t him. As he was lking fr his glasses，I saw tears in his eyes. I handed him his glasses. He lked at me and said，“Thanks!”There was a big smile n his face. It was ne f thse smiles that shwed real gratefulness. I helped him pick up his bks，and asked him where he lived. It turned ut he lived near me，s I asked him why I had never seen him befre. He said he had gne t private schl befre cming t this sch1.
We talked all the way hme. and I carried his bks. He turned ut t be a pretty cl kid. I asked him if he wanted t play ftball n Saturday with me and my friends. He said yes. The mre I gt t knw Kyle，the mre I liked him. Mnday mrning came，and Kyle carried all his bks again. I stpped him and helped him carry half the bks. Over the next fur years，Kyle and I became best friends.
When we were senirs，Kyle was the best student in ur class. He was chsen t give a speech at the cming graduatin ceremny.
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 graduatin day arrived，I saw Kyle and fund he was a little nervus.
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Kyle said he had planned t quit schl that day befre he saw me.
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【参考范文】
When graduatin day arrived, I saw Kyle and fund he was a little nervus. I went ver t hug him and said, “Hey, big guy, yu’ll be great!” He smiled and thanked me. Then he tk his place and started his speech, in which he thanked his parents, teachers, his classmates... especially his friends wh helped him g thrugh thse tugh years. “A gd friend can make a difference t yu,” he added. T my surprise, he tld the stry f the first day we met.
Kyle said he had planned t quit schl that day befre he saw me. He thught he perfrmed prly in schl and let his parents dwn. Fr a lng time he had been suffering depressin. He ended up cnsidering leaving schl. That was why I saw him carrying his stuff hme that day. “Thankfully, my friend ffered me a hand and that changed my mind.” Hearing his wrds, I felt warmth fill me. Only then did I realize with ne small actin yu can make a difference and change a persn’s life.
【写作分析】本文以人物为线索展开，讲述了作者偶遇一位同班同学受欺负，主动伸出援手并与他最终成为好友的故事。后来好朋友坦白，是我不经意的帮助给了他希望。改变了他的人生。
1．段落续写
①由第一段首句内容“当毕业到来那天，我见到了Kyle，发现他有一点紧张”可知，第一段描写Kyle因为要发表毕业演讲而紧张，演讲中他特别提到了我们第一次相遇的场景，并感谢我对他的帮助。
②由第二段首句内容“Kyle说，那天遇到我之前，他已经打算辍学了”可知，这一段描述Kyle遇到我之前，遇到的烦恼以及遇到我之后心态发生变化的过程，最终重拾信心燃起希望。
2. 续写线索：遇见Kyle——上台前紧张——鼓励Kyle——演讲中感谢我——回忆，感悟
3. 词汇激活
行为类：
①拥抱：hug→embrace
②感到沮丧：suffer depressin→feel depressed
③产生影响：make a difference→have imprtant influence n
④提供帮助：ffer sn. a hand→ d sb. a favr
情绪类
①惊喜：surprised→delighted
②充满感激地：thankfully→gratefully
【典型句式】
【句型1】Then he tk his place and started his speech, in which he thanked his parents, teachers, his classmates... especially his friends wh helped him g thrugh thse tugh years.(运用了“介词+关系代词”和wh引导限制性定语从句)
【句型2】That was why I saw him carrying his stuff hme that day.(运用了why引导表语从句)
3．（2022·福建泉州·模拟预测）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。
One windy day in March, Kitty Miller was n her way t schl when she glanced int a stre windw and saw a great pile f lvely red apples. “Oh,” She exclaimed (惊呼). “Hw lvely! If nly Mamma culd have ne!” Immediately, the stre wner recgnized the familiar girl and asked her t pick ne. Kitty just shk her head and ran away shyly.
Kitty’s mther was extremely pr. She had been a dressmaker ever since Kitty’s father died, and had t wrk hard t earn a living fr herself and Kitty. Unfrtunately, she had recently becme very sick and had t lie in bed all day lng. When Kitty was away at schl, the huse was incredibly cld and cheerless. She missed her little angel — that is what she called Kitty. Kitty tk great care f her mther. She cked her fd, mstly sup. They culd nt affrd fresh fruit. Kitty wuld even sing t her mther at night.
When Kitty reached the schl that day, her thughts were full f her sick mther and the lvely red apples. She was usually an excellent student, but that day she made s many mistakes that the teacher lked at her in surprise. The little girl culd nly sit at her desk, with her bk befre her, and dream f thse red apples.
When schl was dismissed, Kitty started slwly hmeward. She had walked nly a shrt distance when she saw a man in frnt f her drp his wallet. Running quickly frward, she picked it up. The wallet felt quite heavy in Kitty’s little hand.
“There must be a gd deal f mney in it,” thught Kitty. “Hw I wish I culd keep it, s that I wuld then be able t purchase a red apple fr Mamma, and s many ther things she needs.”
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。
Kitty knew this wuld nt be right, s she hurried after the man.
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The stre wner saw the familiar girl rushing in, ne dllar in hand.
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【参考范文】
Kitty knew this wuld nt be right, s she hurried after the man. Tuching him n the arm, she said, “Please, Sir. Yu drpped yur wallet.” “Thank yu, dear,” said the gentleman, taking the wallet. Then, nticing hw prly dressed she was, he said, “Why didn’t yu keep the wallet, my child?” “Because that wuld be stealing,” replied Kitty. “But,” she cntinued hnestly, “befre I thught I must give it back t yu, I did wish I culd keep it, fr then I culd buy Mamma a red apple.” Hearing this, the man handed her a dllar and said,” Yu are a gd girl. Take the dllar s that yu can buy yur mther a red apple.” Then, the man said gdbye t Kitty and left. With the dllar, Kitty happily ran t the stre.
The stre wner saw the familiar girl rushing in, ne dllar in hand. He quickly picked ut the biggest, rundest, and reddest apple and gave it t Kitty. Taking the apple, kitty was very happy and handed the dllar t the wner. But the wner didn’t take it, saying, “Yu keep it and the apple is free.” Kitty was s pleased and thanked the kind stre wner. Then, she went back hme. Her mther was surprised t see the apple and the dllar. Kitty tld her mther the whle stry. Her mther kissed her and said, “Yu see, dear, it always pays t be hnest and truthful.”
【写作分析】本文以人物为线索展开，讲述了Kitty想给生病的母亲买一个苹果，但是却没有钱买。一天她放学路上，她看到一个男人掉了一个钱包，她拾起钱包，里面有很多钱，虽然她很想给母亲买苹果，但是她还是决定把钱包还给主人。
1.段落续写：
①由第一段首句内容“Kitty知道这样不对，所以她赶紧去追那个男人。”可知，第一段可描写Kitty追上男人把钱包还给男人，男人因为她的拾金不昧给了她一美元。
②由第二段首句内容“店主看见那个熟悉的女孩，手里拿着一美元冲了进来”可知，第二段可描写店主免费给了Kitty一个苹果，Kitty非常高兴，回家把苹果和一美元给了母亲。
2.续写线索：追上男人——还给男人钱包——男人给Kitty一美元——Kitty买苹果——店主免费给苹果——Kitty很高兴，把苹果和钱拿回家——妈妈表扬她
3.词汇激活
行为类
①注意到：ntice/pay attentin t
②回复：reply/respnd/answer
③回家：g back hme/return hme
情绪类
①感谢某人：thank sb./be grateful t sb.
②高兴的：happy/pleased/delighted
【典型句式】
[句型1] Tuching him n the arm, she said, “Please, Sir. Yu drpped yur wallet.” (运用了非谓语动词做状语)
[句型2] Take the dllar s that yu can buy yur mther a red apple.(运用了s that引导的目的状语从句)
刻画层面
源语篇典型例句
续写中可能用的的句子
肖像描写
动作描写
语言描写
心理描写
细节描写
环境描写