专题1.05 源语篇语言分析框架-2024年新高考英语读后续写提分技能

这是一份专题1.05 源语篇语言分析框架-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05 源语篇语言分析框架，词汇激活等内容，欢迎下载使用。

背景回顾
1
英语阅读的过程首先是分析语言的过程。只有当学生对文本的语言能够进行初步的分析，后续信息的提取、整合，思维能力的提升才有可能完成。因此，语言处理是读后续写必不可少的一个环节。
不同的文章，语言上各具特色，有的语言明白晓畅、简洁清丽，有的语言通俗易懂、形象生动，有的语言凝练含蓄、形象生动、情理相谐、意境深广，有的语言精练准确、朴素自然、清新明快、亲切感人。不同作者有不同语言风格特点，有的豪放，有的婉约。分析文章的语言就是对文章的这些特点结合文本做出分析。分析文章的角度有：
从词语角度分析。 第一看词语是不是有丰富含义，第二看词语的特点。如果词语有深刻含义，像比喻义，双关义等可以使语言具有含蓄蕴藉的特点。如果大量使用双声词、叠韵词、拟声词等，可以使语言具有朗朗上口的特点，富有音乐美。如果大量使用了动词、形容词可以使语言形象生动，如果使用了较多描写色彩的词，可以使语言形象，富于变化。
从修辞格的角度分析。看要求分析的句子、语段甚至文章是否使用了修辞格。比喻的作用主要是：化平淡为生动，化深奥为浅显，化抽象为具体，化冗长为简洁。所以使用比喻可以使语言生动、形象、简洁。当然，使用比拟也有这样的效果。排比的作用是加强语势，强调内容，加重感情，反问句的作用是加强语气，所以它们可以使语言具有气势。对偶的作用是节奏鲜明，音韵和谐，读来琅琅上口，便于传诵记忆。夸张的作用是有利于突出事物的本质和特征，鲜明地表现出作者对事物的感情态度，所以可以增加语言的生动性。借代的作用是以简代繁，以实代虚，以奇代凡，以事代情，可以引人联想。使表达收到形象突出、特点鲜明、具体生动的效果。
从语体风格的角度分析。书面语体一般都使用长句、复句、结构严谨的完全句。布局层次分明、逻辑关系严谨。因此语言的明确性、简要性、规格性是这种语体的基本要求。口语语体是适应“面谈”的交际需要而形成的，所以也叫谈话语体。口语语体的主要特点是：平易自然，不事雕琢，有跳跃性，生动活泼，有强烈的生活气息。
从文体特点角度分析。选好文本后先要确定是实用类文本还是文学类文本，然后分类了解各种类型文本的具体小类。（1）记叙类文本的语言特色： “生动形象，富有表现力”是记叙文的总特色。从记叙文的语言构成有：叙述性语言，对话性语言，抒情性语言，描写性语言和议论性语言。叙述性语言要客观化，对话性语言要个性化，抒情性语言要情感化，描写性语言要细节化，议论性语言要深刻化。所以在记叙文的总特色下还要考虑记叙文语言的客观化、个性化、情感化、细节化、深刻化特点。（2）说明文类文本语言特色： 准确、简洁、富有表现力是说明文的语言特色。一篇具体的说明文，由于说明对象、读者对象和作者语言风格的不同，其语言特色可以平实见长，也可以生动活泼见长。或概括，或具体；或简洁，或丰腴；或精练，或详尽；或平易朴实，或幽默风趣。认真分析文章所用到的各种说明方法，各种说明方法在文章中的科学运用，正是说明文语言特色的正确体现。（3）议论类文本的语言特色：准确、鲜明、富有概括力是议论文的语言特色。议论文的论点一定要鲜明，作者的褒贬态度也一定要鲜明，议论文的语言概括力特别强，常常用比较抽象的词语表现丰富的内容。注意理解句子中定语、状语等修饰限制成分，反复琢磨关键语句中的关键性词语。
从句式使用的角度分析。在一定的语言坏境中，选用不同句式会使文章的语言呈现不同的特点。所以我们还要看文章在句式使用上有没有特点。例如看是否长句和短句相结合。长句的修饰、限制成分多，结构严谨。短句的句式短小，表意灵巧，能明确、简捷、有力地表达思想感情，特别是表达激动、强烈的感情或渲染紧张的气氛，很适宜用短句.长句和短句各有不同的修辞作用，在文章中长短句并用，可以使语言变化多姿，错综灵活。另外还可以看是否整句和散句的结合使用，是否使用了变式句等等。
方法策略
2
读后续写文本语言形式的分析方法
语言是思维的载体，续写的内容要以语言为基础。我们可以从以下视角分析给定文中的语言形式。
（一）挖掘语篇主题
《普通高中英语课程标准》（2017 年版2020年修订）指出所有的语言活动都应该在一定的主题语境下进行，学生对主题语境的探究是学生学习语言的最重要内容，直接影响学生语篇理解的程度、思维发展的水平和语言学习的成效。续写具有较大的灵活性，相对于受内容限制的命题写作而言，更具开放性，因此续写文章往往别具一格，但亦容易出现跑题偏题的情形。因此，学生首先要明白“写什么”，才能知道“如何写”，即用什么样的语言表达主题。
2016年10月浙江高考英语的读后续写短文讲述了一对夫妻Jane和Tm去森林露营，因为争吵，Jane负气独自走进森林而后迷路的经历。通过仔细阅读，学生能够发现Jane在森林中寻路时内心想到的都是丈夫Tm，并后悔与他发生争执，在困境中更加坚定自己对Tm 的情感。文中一些语句表现了 Jane 对 Tm 真挚的情感，如：“Tm!”she cried“Help!”Lying awake in the dark, wanted very much t be with Tm and her family. She wanted t hld Tm and tell him hw much she lved him. 学生可以通过这些语句发现文章的主题，即夫妻间的真情。如果学生只是单纯描写Jane的恐惧、伤心甚至绝望，而没有触及 Jane 对 Tm 的思念，结尾处也没有重聚后的情感描写，则文章的主题就没有得到体现和升华。为了突出主题，学生可以在续写中运用think abut, dream f, miss, hug, burst int tears等词语，也可以在结尾处写 Hlding Tm tightly, Jane said“I lve yu s much!”既运用了文中的非谓语动词做状语的结构，又变换运用了给定文中的语言，形成续写部分与给定文本语言风格和表达方式的一致。
（二）理顺语篇基调
像音乐作品一样，基调就是文章的音调。一篇文章的开始往往奠定了全文的基调。笔者读到一篇短文，讲述了一位史密斯先生健忘，有时话说到一半居然忘了自己在说什么。他的妻子只能不断地提醒他开会、上课，甚至吃饭等日常事宜。史密斯先生是一所知名大学的教授，他的健忘使他很尴尬。一个炎热的夏天，史密斯教授打算带孩子们乘坐三个小时的火车去海边的一个小镇度假。为了增加旅行的神秘性和趣味性，史密斯教授事先没有告诉孩子们小镇的名字，可是当他与孩子们到达车站时自己却忘记了小镇的名字。幸运的是他的一个同事恰好出现在车站，他拜托同事照看孩子们，自己返回家中查询小镇的名字。妻子惊讶地发现自己的丈夫出现在家门口，问清缘由后她将地址写在纸上以防史密斯教授忘记。十分钟后，妻子惊讶地发现史密斯先生再次出现在家门口。整个故事读起来很有趣，文中 bad memry, famus, frgetful, embarrassment等词奠定了文章幽默的基调，学生需要巧妙运用趣味性的语言续写史密斯教授的健忘事迹。
（三）揣摩感情色彩
读后续写题提供的文本多是记叙文，文章通常有丰富的人物描写，尤其是心理描写和动作描写。这两种描写往往透露出人物的感情色彩。学生把握住人物的感情色彩就能根据感情这条线续写文章。
2020年7月浙江高考英语的读后续写短文讲述了一对夫妻与北极熊对抗，之后成功脱险的故事。文中一些语句反映出主人公的感情变化。如：
When I face t face with a plar bear, I like it t be thrugh a camera with a telephne lens.
一开始主人公非常兴奋：
Terrified, Elli and I tried all the bear defense actins we knew. We yelled at the bear, hit pts hard, and fired blank shtgun shells int the air.
受到北极熊的进攻时，主人公感到惊恐。尤其是terrified一词直接表明主人公面临北极熊的威胁时的恐惧心理。Yelled, hit和 fired 三个动词描述了主人公为吓退北极熊所采取的应急措施。三个动词的连续使用和先后顺序显示出声响越来越大，这凸显夫妇俩的恐惧愈加强烈。三个动词的使用让抽象的terrified一词更加生动真实。
With an angry rar（吼叫）, the bear ran t the lake t wash his eyes.
当北极熊眼睛受到喷雾的刺激而跑开给主人公逃离争取了时间，此时主人公因暂时脱险而松了一口气。通过仔细阅读，学生可以发现主人公的感情线为：兴奋——惊恐——放松。在阅读时，学生学习了如何运用形容词来描述人物的感情色彩，也学习了如何运用动作描写来渲染人物的内心感受，从而在续写部分模仿运用。
（四）品味词性使用
第三点中提及形容词和动词可以用来描写人物的感情色彩。在2020年7月浙江高考英语读后续写这篇短文里原作者运用不同词性的词刻画北极熊的凶猛形象，如：
As Elli and I cked dinner, a yung male plar bear wh was playing in a nearby lake sniffed, and smelled ur garlic bread. The hungry bear fllwed his nse t ur camp, which was surrunded by a high wire fence. He pulled and bit the wire. He std n his back legs and pushed at the wden fence psts.
原作者运用了一系列的动词来描写北极熊的动作：sniffed, smelled, fllwed, pulled, bit, std 和pushed生动形象地描绘了北极熊如何寻找食物。从闻嗅到跟踪再到推拉，北极熊饥饿难忍，迫切想要吃到咖喱面包，步步逼近主人公的住所，预示危险的来临，与下文主人公的恐惧心理紧密联系。教师可以引导学生发现一连串动词的使用，那么学生在续写部分就会想方设法运用动词来描述主人公与北极熊斗智斗勇的场面，达到与原作者语言风格的一致。除了动词，形容词和副词也常被使用。
2017年6月浙江高考英语读后续写讲述了Mac与好友骑自行车去阿拉斯加，途中同伴修理自行车，Mac 独自一人前行，遇到狼的袭击的故事。原作者对狼的进攻的刻画十分生动，如：
Then Mac heard quick and lud breathing behind him.“Man, that’s a big dg!”he thught. But when he lked t the side, he saw instantly that it wasn’t a dg at all, but a wlf, quickly catching up with him.
文中形容词quick和lud描写了狼急促的喘息声，透露出危险的临近，营造了紧张的气氛。副词instantly和quickly进一步描写了狼紧跟在后的动作，危险逐步逼近。
（五）观察句式特点
不同文体的句式特点不同，不同作者的句式特点也不相同。学生在分析文本语言时需要观察句式特点，例如2016年浙江高考英语读后续写：
With n path t fllw, Jane just walked n frquite a lng time. After she had climbed t a high place, she turned arund, hping t see the lake. T her surprise, she saw nthing but frest and, far beynd, a snwcapped muntain tp. She suddenly realized that she was lst.
原作者使用了非谓语动词，并且长短句交错，富有节奏感，学生在续写时也要使用相近的句式。
（六）体会修辞之美
“新课程标准”将比喻、拟人、强调、反讽、夸张、对仗等修辞手段在语篇中的表意功能及常见用法列为选修提高类的语篇知识内容。这便强调了修辞手段及其在解读语篇中的重要性。
2018 年浙江高考英语读后续写讲述了一位父亲带儿子去西部体验乡村生活，父子俩骑马驰骋在田野中后迷路的故事。给定文本中有几处运用了修辞手法描绘大自然的美丽，如：It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene. It lked like a beautiful wven blanket spread ut upn the grund just fr us.
create一词采用了拟人的修辞手法，赋予岩石、松树和夕阳人类特征，彰显大自然的生命力。作者将魔幻的景色比喻成地毯，让读者有身临其境之感，在脑海中想象当时的美丽景象。这里，教师可以提问学生“为什么不比喻成图画，而是比喻成地毯？”很多文学作品都用诗画描绘自然美景，所谓“如诗如画”。这里可以用picture代替blanket，但blanket一词才更能让读者感觉到作者漫步在大自然中。虽然句中没有出现walked一词，但blanket一词却能让读者充分想象读者徜徉在森林中的惬意。
实践强化
3
基础演练
A
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。
I culdn’t bear it any lnger! My best friend had gne fr lunch with the mst ppular girl in class, leaving me t eat my tuna sandwich alne in the library. Wrse still, during dance class, my partner, a by, refused t hld my hand and bad muthed me behind my back, further feeding my anger. It was, withut a dubt, my wrst day in schl. I was hurt and mad, and lking fr a target t release my anger.
When I gt hme frm schl , Mther had baked peanut butter ckies and piled them up n a plate. She even artfully decrated each ne with ryal icing and tpped it with sugar. “Culdn’t yu have made chclate. chip?” I said mdily. “I culd have,” she replied frm the laundry rm, “but I made peanut butter nes. Eat them while they’re still ht, sweetie.” Althugh I thught Mther was rather unthughtful, I caved in and tk a few bites unwillingly in the end. Later, when she pulled a grilled chicken frm the ven and sang a merry tune, I smehw gt annyed again — Never mind that Mther had busied herself the whle afternn with the cking just t put this ht meal n the table. I wanted hamburgers.
“Nbdy even likes that kind f fd, Mum! Why didn’t yu make hamburgers?” I cmplained. Mther tk a deep breath, ran her fingers thrugh her messy hair and lked int my eyes with a puzzled lk. “Sweetheart, yu’ve never cmplained abut having it befre. What’s up?” she said matter-f-factly.
It was frm there that all went dwnhill. I screamed and cmplained nnstp until Mther hit her limit. Unable t cntain her anger,” N dinner fr yu! G t bed nw !”she explded. It was the first time that Mther had gt mad at me. Nbdy seemed t care abut me, including my belved mther! Ultimately, we had a shuting match in the hallway. I strmed t my bedrm, anger munting up within 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。
I screamed and wept bitterly in bed.
______________________________________________________________________________________________________________________________________________________________________________________________
Then a thick, juicy smell f hamburgers greeted my nse.
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读后续写语言分析框架导引
【参考范文】
I screamed and wept bitterly in bed. All that crying finally released my uncntrllable anger. As I calmed dwn and my breathing became regular, the day’s events began t unfld in my mind. A sharp pang f fault hit me. Why had I treated Mther as a target t release my anger? If I had shared abut my wes, Mther wuld have listened. The mre I thught abut my actins, the heavier my heart felt. Then, I heard strange sunds cming frm the kitchen. Puzzled, I pened my bedrm dr, tipteing twards the kitchen.
Para. 2:
Then a thick, juicy smell f hamburgers greeted my nse. Sensing my ftsteps, Mther lked up, asking tentatively, “Want sme?” I tk a bite guiltily, shedding regretful tears. “Mm, I’m awfully srry fr being awful t yu tday. I had a bad day at schl. I dn’t deserve this.” I aplgized. “I shuld have guessed yu’re in a tugh spt, srry, hney. I remember thse grwing up years.” Mther smiled and gave me a bear hug. There was nthing like mther’s uncnditinal lve — that night, I shuld have been punished; instead, Mther dished up a hearty prtin f grace.
【写作指导】本文以人物为线索展开，讲述了作者在学校过得很糟糕，于是回家把母亲当作发泄对象，不停地指责母亲所做的食物不和胃口。最后他们大吵一架，作者回房间在床上哭，反思自己的行为后，心情沉重。结果看见母亲在厨房做自己想吃的汉堡包，非常内疚，母亲最后原谅了作者。
1.段落续写：
①由第一段首句内容“我躺在床上嚎啕大哭。”可知，第一段可描写作者在房间反思自己的行为，非常后悔。
②由第二段首句内容“接着，一股浓浓的、多汁的汉堡包的香味扑面而来。”可知，第二段可描写作者下楼发现母亲在做自己想吃的汉堡包，两人最后和好。
2.续写线索：大哭——心情沉重——走向厨房——母亲做好汉堡——作者流泪——两人和好
3.词汇激活
行为类：（1）尖叫：scream/ yell；（2）失望：release/ set free；（3）道歉：aplgize/ make an aplgy fr
情绪类：（1）艰难：tugh / hard；（2）困惑：puzzled /cnfused
【典型句式】
[句式1] As I calmed dwn and my breathing became regular, the day’s events began t unfld in my mind. (运用了as引导时间状语从句)
[句式2] If I had shared abut my wes, Mther wuld have listened. (运用了虚拟语气)
综合演练
B
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。
Sadie, a 100-pund German Shepherd, was very anxius and especially uneasy arund humans. Due t her anxiety issues, she had been turned dwn by three shelters. She eventually was taken in by the Ramap-Bergen Animal Refuge in New Jersey, which is a shelter where dgs g when ther shelters culd nt rehuse them. The dgs wh end up in this shelter can smetimes spend the rest f their days withut a family t lve. Thankfully, there was ne persn ut there wh was willing t give Sadie a hme.
The first time Sadie saw Brian Myers, she just immediately jumped n him kissed his face and kncked his glasses and mask ff. Myers just thught he lved this dg. He wanted t give this dg a chance, and believed they culd wrk thrugh her issues. S he adpted her withut a secnd thught.
He thught he was rescuing her. Little did he knw he was saving his savir(救星).
When Myers tk Sadie hme, she put her paws n his shulders t lick his face, thanking him fr giving her a chance. She wuld g with Myers wherever he went, tracking all his mvements. The tw develped a lving and respectful bnd. Sadie slept n Myers’ bed at night—plitely. They succeeded in wrking thrugh all her anxiety issues.
One night Myers wke up t use the bathrm and when he gt up, he felt his legs give ut frm underneath him and he fell t the flr. He had n feeling n his left side and culdn’t stand up in the crawl space between his bed and the wall. Myers knew he was in truble.
It was really frightening—he culdn’t get up and didn’t realize at that mment that he’d had a strke. His cellphne was n the dresser abut 15 feet away, but there was n way he culd get it. He laid there n the flr wndering, “Hw lng will I be stuck here befre smene finds 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。
Meanwhile, Sadie sensed that smething bad was happening.
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Thanks t Sadie, Myers was rushed t hspital.
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【参考范文】Meanwhile, Sadie sensed that smething bad was happening. She ran quickly t Myers and shuted at him. As Myers did nt respnd, she was wrried and spun in circles. “Sadie, g and get the cellphne!” Myers said t Sadie, staring at his cellphne n the drawer. Thanks t the usual tacit understanding, Sadie understd Myers’ wrds and fetched it. Surprisingly, Sadie, under Myers’ guidance, dialed the emergency number — Myers’ mther’s number. After knwing the situatin, Myers’ mther called the emergency center. It wasn’t lng befre the ambulance arrived.
Thanks t Sadie, Myers was rushed t the hspital. Due t timely treatment, Myers was ut f danger, but suffered frm a few after-effects — unsteady walking. Fr a lng time afterwards, Sadie accmpanied Myers in rehabilitatin training. Nw Myers can take care f himself in everyday life. He always says that he thught he had given Sadie a chance, but what he didn’t expect was that Sadie had given him a bigger ne — a sencnd life.
【写作指导】文章以人与狗的情感展开，讲述Myers收养了一见人就非常紧张的牧羊犬Sadie，他们相处融洽，感情深厚，无论Myers去哪儿Sadie都要跟着。一天夜里，Myers起来去洗手间，却摔倒了，他无法动弹，够不着几米外的手机，心想着不知道要在地上躺多久才会被发现。
1.段落续写
①由第一段首句“与此同时，Sadie感到有不好的事情发生”可知，下文可描写Sadie来到Myers的身边，并在他的指导下取来的手机，拨通了电话，最终联系上的急救中心。
②由第二段首句“多亏了Sadie，Myers被及时送往医院”可知，下文可描写Myers脱离生命危险，在Sadie的陪伴下慢慢康复，以及他的感悟。
2.续写线索：Sadie感觉不妙——看到Myers着急——在Myers的指导下取来电话——联系到Myers的妈妈——救护车赶来——Myers被及时送往医院——脱离生命危险——在Sadie陪伴下康复——感悟
3.词类激活
行为类
①冲：run quickly/ rush/dash
②明白：understand/be aware f
③陪伴：accmpany/keep sb. cmpany
④照顾：take care f/lk after
情绪类
①担心：be wrried/be anxius
②令人惊讶地：surprisingly/astnishingly
【典型句式】[句式1]“Sadie, g and get the cellphne!” Myers said t Sadie, staring at his cellphne n the drawer.（运用了现在分词作状语）
[句式2]It wasn’t lng befre the ambulance arrived.（运用了befre引导时间状语从句）
[句式3]He always says that he thught he had given Sadie a chance, but what he didn’t expect was that Sadie had given him a bigger ne — rebirth.（运用了that引导的宾语从句和表语从句，以及what引导的主语从句）
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。
It seemed like it had nly been a few years ag that Indig had first rushed thrugh ur dr. Her underbelly shwed the signs f the litter she’d recently delivered. She had a nse fr truble. On ne ccasin, I had cme hme t find that she’d eaten a five-pund bag f flur. She was cvered in white pwder, and flur paw prints were everywhere, including, incredibly, n the cuntertps(台板). I asked the dg what the hell had happened, and Indig just lked at me with a glance that said, I cannt imagine what yu are referring t.
Time raced by. Our children grew up and went ff t university. The mirrr, which had reflected a yung mum when Indig first arrived, nw shwed a wman in late middle age. I had surgery fr cataracts(白内障). I began t lse my hearing. We all turned grey: me, my spuse(配偶), the dg.
In August 2017, I tk Indig fr ne last walk. She was slw and unsteady n her paws. She lked up at me sadly. Yu did say yu’d take care f me when the time came, she said. Yu prmised, Jenny. She died that mnth, a tennis ball by her side. I’d wned a successin f dgs since 1964, each ne f them a witness t a particular stage f my life. But with the lss f Indig, all that was ver. The days f my dgs, I nw understd, were dne at last.
But ne mrning, as I was passing the Bed ’n’ Biscuit in my car, smehw I pulled ver. I culd at least lay eyes upn ne cute dg, a tiny sweet thing. What harm culd it d? She had a sft face.
Nt lng after, I gt a call frm the Bed ’n’ Biscuit, ur dg daycare(日托所). One f their custmers was leaving, and her dg which was the ne I saw that mrning, Chle, needed a hme. Given ur recent lss, they asked, might ur family be interested in adpting her?
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：
I tld them that we were srry but we wuldn’t be adpting any mre dgs.
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Paragraph 2：
When Chle entered ur huse, she was cautius, uncertain.
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【参考范文】
I tld them that we were srry but we wuldn’t be adpting any mre dgs. With Indig, ur baby dg passing away, ur huse seemed quiet as a tmb, messy and lifeless. The lss f Indig seemed t deprive me f my lve fr any cute and lvely dg. What if I suffer the lss again? Out f nwhere, the dg kept flashing thrugh my mind and I was enchanted by that tiny sweet thing. Once again, I set ff t the Bed ’n’ Biscuit and adpted that tiny sweet thing named Chle, fearful but delighted.
When Chle entered ur huse, she was cautius, uncertain. Every time we hugged her, she stepped back a little, her eyes filled with anxiety as well as curisity. With days ging by, ur passin drve her frward and she was willing t embrace us enthusiastically. Every time we returned hme frm wrk, happy kisses frm Chle wuld rain upn ur faces and the huse wuld immediately be turned int a sea f happiness. Frtunately, with Chle’s cmpany, ur life was refreshed as if ur Indig were still here with us.
【写作指导】本文以人物为线索展开，讲述了作者的狗Indig一直陪伴着作者一家，和作者一起变老，但这只狗最终老死了，作者决定不再养狗。随后作者看到一只可爱的小狗，后来作者得知，这只狗叫Chle，它的主人要离开了，现在它需要一个家。
1.段落续写：
①由第一段首句内容“我和他们说很抱歉，告诉他们我们不会再领养狗了。”可知，第一段可描写作者失去了心爱的狗Indig，她害怕失去，所以不想养狗，但是回想起可爱的Chle，作者最终决定要去收养这只狗。
②由第二段首句内容“当Chle进入我们家时，她很谨慎，一切对于她来说都是未知的。”可知，第二段可描写Chle来到作者家很谨慎，但是随着作者一家对Chle的关爱，它开始和作者一家很亲，作者的生活又开始充满生机。
2.续写线索：告诉日托所不领养狗——解释不再养狗的原因——害怕失去——不断想起可爱的Chle——决定收养——Chle很谨慎——关怀Chle——Chle和作者一家很亲——生活又开始充满生机
3.词汇激活
行为类：①出发：set ff /start ff/start ut；②后退：step back /retreat/draw back；③回家：return hme /g back hme
情绪类：①害怕的：fearful /afraid；②高兴的：delighted /happy/pleased
【典型句式】
[句式1] With Indig, ur baby dg passing away, ur huse seemed quiet as a tmb, messy and lifeless.(运用了with复合结构)
[句式2] Every time we hugged her, she stepped back a little, her eyes filled with anxiety as well as curisity.(运用了独立主格结构)
[句式3] Frtunately, with Chle’s cmpany, ur life was refreshed as if ur Indig were still here with us.(运用了as if引导的虚拟语气)
项目
源语篇代表性句子或词语等
语篇宏观层
语篇主题
/
故事基调
It was, withut a dubt, my wrst day in schl. I was hurt and mad, and lking fr a target t release my anger.(para.1)
语篇结构
/
语篇微观层
高级句式
My best friend had gne fr lunch with the mst ppular girl in class, leaving me t eat my tuna sandwich alne in the library. (para.1)
经典用词
Wrse still/withut a dubt (para.1)
典型修辞
I strmed t my bedrm, anger munting up within me.(para.4)
情感传递
I culdn’t bear it any lnger! (para.1)
“Nbdy even likes that kind f fd, Mum! Why didn’t yu make hamburgers?” I cmplained.(para.3)