专题2.04 利用词块为续写增色-2024年新高考英语读后续写提分技能

这是一份专题2.04 利用词块为续写增色-2024年新高考英语读后续写提分技能，共15页。试卷主要包含了04用词块为续写增色等内容，欢迎下载使用。

知识回顾
1
词块指的是事先预制好且被频繁使用的多个词的组合。词块被视作语言输入、记忆、储存、 输出的最小单位，它是语法、语义和语境的结合体，有着固定的形式。因为词块所具有的语篇功能可以高效地处理语言文本信息，所以它能更好地帮助学生理解文本、把握篇章结构、获取关键信息，提高学生阅读的有效性，并为学生的语言产出奠定坚实的基础。
词块存在的形式可能是单个词汇，也有可能是多词词汇，并且较高频率地出现在口语、写作、阅读等，具有固定形式及意义的词语结构。根据词汇内部的语义联系和句法功能将词块分为以下四种：（1）聚合词：指具有习语性质的固定短语，其中的单词不能任意替换，如in particular 等；（2）搭配词组：指在一起出现频率较高的词语，如“动词＋名词”“形容词＋名词”take sth. fr granted，a heavy smg 等；（3）惯用话语：指形 式固定或半固定的具有固定语用功能的单词组 合。它们既可以是完整的句子，也可以是句子的开 头，如 If I were yu，I wuld...；（4）句子框架和引语：形式和功能半固定或固定的词块，通常用在书 面语中。如 Firstly... Secndly... Finally...等。近年来，国内外学者逐步认识到词块具有重要的功能，体现在提高口语交际的流利性、正确性及得体性，有利于克服词汇习得的高原现象，提高学生学习的动机与语言理解力等功能，从而能更好地应用于写作中。
词块理论强调记忆和积累大量词块，因为这既可以 增强学生学习英语的成就感，又能提高学生的语言输入。学生通过积累大量的词块可以提高阅读速度，增强和激发学习英语的成就感和兴趣，提高阅读理解过程中 的信息处理效率。而学习兴趣不足是英语学习者的主要障碍之一，阅读材料的连贯程度可以减轻学生的记忆负担，使学生能将更多的记忆容量腾出来思考阅读文本材料的结构和上下文的联系。词块教学注重词块本身和各个词块之间的连贯性、整体性，能使学生阅读材料时更为流畅，从而激发学生的阅读兴趣。
方法策略
2
读后续写所给材料一般为记叙文，记叙文中人物的心理描写往往占很大比例。精彩的情绪描写有助于丰富人物形象、推动情节发展和突出文章的主题。在考试紧张的氛围和有限的时间内，要完成 150 字左右的续写创作，对笔者所在学校的学生来讲，难度是极大的。很多时候，学生虽能构思出比较好的情节，但因词汇的匮乏难以诉诸笔端，导致情节空洞或脱节，甚至为了凑满字数胡乱拼凑。
一般来讲，记叙文肯定有情节冲突，故事人物肯定有情绪波动，符合语境的情绪描写既能使人物丰满，又有助于情节的渲染，就是成功的续写，我们称之“情节不够，情绪来凑”。因此，引导学生积累各种情绪词块，在续写部分多花笔墨描写特定环境下人物的心理活动，是有效完成续写任务的最有效途径之一。例如，近几年浙江省高考读后续写真题的主要情节，以及适合的情绪词块，具体见下表：
表1：故事情节与可适用的情绪描写
从上表可见，文章虽各不相同，但情绪总有相似。教师可以在读后续写指导课中，提供给学生合适的情绪词块，为学生续写创作搭建语言支架。同时，在读后续写讲评课时指导学生积累词块，培养学生用词块进行表达的意识。例如，2017 年6月真题Mac 途中遇狼，让学生积累恐惧情绪的词块，如“have（ne’s）heart in（ne’s）muth”“scared t death”“One’s heart std still.”“A fld /wave f fear welled up in sb./swept sb.”等。那么，学生在遇到类似情节，如人熊大战时，就可以直接调用表示恐惧的词块描写害怕熊冲破栅栏的恐惧，减少学生写作所花时间，并提高语言的正确性。
▲运用词块为读后续写增色的路径
在读后续写教学中应用词块理论能够提高学生续写语言的准确性和地道性，还能提高他们续写文章的连贯性和逻辑性，也能使其快速搭建文章框架从整体上组织篇章。
示例分析
阅读下面的短文，根据所给情节进行续写，使之构成一个完整的故事。
When I was eleven years ld, I had a big accident. I get scared even nw when I think abut that time. I went skating near my huse. There were many peple, and I saw sme f them falling n the ice.
It was my first time t g ice skating, s I was nervus. I was wndering hw t skate.
I went with a friend wh was very skillful. He spent sme time teaching me hw t skate,but I didn't learn much. He left me and skated all arund. As sn as he left, I fell dwn. I envied the ther peple because they culd skate well.
I was bred because I kept falling s I tk ff my skates and just walked arund n the ice in my shes. It was cld and my hands were frzen.
Suddenly, I stepped n smething that was nt hard. What was it？ It was a weak place in the ice. When I stepped there, I sank under the ice. I thught that I was ging t die, but I did my best t grab smething t get ut frm under the ice. I tried t grab the edge f the ice, but it was very difficult fr an eleven-year-ld.
It seemed like a very lng time, like a year. Then, frtunately, smene helped me. He grabbed my arms and pulled me up. S, I lived and I'm still alive tday.
I thanked him. At that time, my friend came back. I was annyed at him because he was suppsed t take care f me, but he didn't. He was embarrassed. When I tk a taxi hme, the taxi driver was surprised and asked what had happened. I didn't want t say anything because I was tired and scared. Even nw, whenever I think abut that time, I feel uncmfrtable. I dn't want t g skating again even nw.
注意：
1.所续写短文的词数应为150左右；
2.应使用5个以上短文中标有下划线的关键词语；
3.续写部分分为两段，每段的开头语已为你写好；
4.续写完成后，请用下划线标出你所使用的关键词语．
Paragraph 1：
It was lng befre I went skating nce again,
Paragraph 2：
Hwever, ever since then I haven't fund any time t g skating,
1.提取词块
词块是有效建构语篇的语言材料，我们可以指导学生分类积累各种词块，构建词块关系网，扩充续写的词汇量。基于上述写作任务，由于该文本是记叙文，主要描述了主人公第一次滑冰时的经历，所以我们要提醒学生在积累词块时关注记叙文的语言风格和文本逻辑。这样可以引导他们将词块与情境进行关联，丰富续写语言。
表2：源语篇中的词块分类整理
2.构思词块
原文提供了两个续写段落的首句和 8 个关键 词，这些线索指明了续写故事的发展方向。我们指导学生根据两个段落的开头语和关键词推理续写情节，构思词块，并指出推理时要注意上下文的逻 辑和衔接，鼓励多种续写思路。我们可以通过小组讨论的形式激发学生的思维，促使他们设想故事发展的各种可能性，并把这些悬念有选择地用于续写中。然后，利用所提供的关键词和两个段落的开头语引导写作思路的发展，使学生通过认真理解这两句话正确推断续写故事的发展方向。最后，指导学生按照预设故事的发展情节，以词块的形式写出续写提纲，要求续写的故事合情合理，与原文衔接紧密。例如：
学生呈现的续写提纲：
Para.1：
accmpanied by a friend—take special care f me—manage nt t fall dwn—learn t skate
well—becme cnfident.[使用的关键词：fall dwn，skate well，take care f，fall dwn]
Para.2：
be ccupied in wrking—learn a lt frm—face desperatin—have the patience t d—never lse heart —in case f failure.[使用的关键词：skillful，went skating，scared]
在学生分享各自的写作提纲时，我们可以指导他们收集并分类地道的词块，提取丰富的写作语言，方便在续写时提取和运用。例如，有学生收集并分类的词块如下：
情感表达 ：terrr gripped sb./feel the bld/pumping thrugh ne’s veins/be ut f breath sigh with relief/a wave f relief flded ver sb.
动作描写 ：stand up n the ice/head ut/fall dwn/dive int/take care f
经历感悟：express ur gratitude/be determined t d/have n submissin/face difficulty bravely
3.连句成篇
我们让学生在续写提纲的指导下运用收集的词块连句成篇，完成续写任务，目的是让他们在个性化运用中巩固所积累的词块。例如，学生提供了以下作文初稿（黑体字部分使用了 所积累的词块）：
Paragraph 1
It was lng befre I went skating nce again, accmpanied by ne f my friends. I felt the bld pumping thrugh my veins, when I std n then ice. I was careful and cautius this time. My friend tk special care f me,and I was s frtunate this time that I managed nt t fall dwn. I expressed my gratitude t my friend fr her help.Gradually I learned t skate well and became skillful. I felt very cnfident and n lnger scared.
Paragraph 2
Hwever,ever since then I haven’t fund any time t g skating,nt because I d nt like skating, but because I am t busy wrking. I’ve learned a lt frm these tw skating experiences. We all have mments f desperatin. But if we can face difficulty bravely,that’s when we find ut hw strng we really are. Whatever yu d,yu must have the patience t d it as well as the skill. Remember: never get t much pride because f victry r lse heart in case f failure
4.修改内化
在学生完成初步写作之后，让学生以评分标准为依据欣赏同伴作文，有助于他们了解评分标准，明晰续写要求，增强运用主题词块的意识。在宽松和开放的 赏析过程中，学生积极参与到同伴作文的评价过 程中，并反思自身的写作过程，促进了自身写作意识的提高。
（1）词块升级
我们可以指导学生用积累的词块优化自己的写作初稿，并要求其精挑细选词块，确保围绕写作主题所使用的词块都精准和地道。例如：
be busy wrking → be devted t wrking;
like skating→ be keen n skating;
learn t d sth. → grasp the skill f
（2）句子仿写
指导学生回读原文，分析原文在语言表达方面的显著特点，观察是否有各种从句、特 殊句型等高级句式，使他们通过模仿与创造来优化和升级句子，力求在句式层面与原文的表达风格保持一致。例如：
I was wndering hw t skate（原文）→ She patiently explained t me hw t start.
I went with a friend wh was very skillful.（原文）→ Thugh I culdn’t be like thers，wh culd skate well.
I get scared even nw when I think abut that time.（原文）→ As fr the skating，maybe I culd be n the ice again when my baby is grwn up and asks me ne hundred times!
I didn’t want t say anything because I was tired and scared.（原文）→Because immediately I dived int the applying fr the suitable jbs.
（3）改写段落
在词块提升和句子仿写完成之后，指导学生改写文章中的某一段，旨在引导他们优化续写文章的词块搭配、句型结构和衔接手段，并运用语篇框架词块。（要求学生根据故事情节，发挥想象，改写文章段落。）例如，以续写文章的第二段为例，学生进行了如下修改：
Hwever, ever since then I haven’t fund any time t g skating, because immediately I dived int the applying fr the suitable jbs. And then, frtunately, I met my hney and gt married. As was expected, ne baby came int the wrld and was nw smiling t me every day. As fr the skating, maybe I culd be n the ice again when my baby is grwn up and asks me ne hundred times!
最后，让学生根据教师的指导方法完成作文的修改稿，这样可以提供给他们更多的模仿语言、 内化词块和提升写作水平的机会。可见，运用词块进行读后续写教学有助于培养学生的词块意识，提高其组词成句、 连句成篇，以及谋篇布局的能力，从而提高其英语写作水平。
实践强化
3
续写中利用词块的策略导引
1．（2022·全国·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。
Letting g f Ginger
Feeding the stray cats(流浪猫) in my neighbrhd used t be part f my daily rutine. I did it ut f cmpassin(同情) and lve fr animals.
When I went hme frm schl, I usually fund several stray cats in the cmmunity. They had sharp ears, thin bdies and lng tails. They culdn’t help but surrund the garbage can and pick ut the garbage t eat. When their nses smelled the fragrance f the snacks in my hands, they std in frnt f me pitifully, as if they wanted t ask me fr smething t eat. When I saw that they were pitiful, I gave them ne f the snacks. When they were full, they wuld wag their tails cntentedly, as if t thank me.
But last mnth, my favrite cat named Ginger entered a new stage f life: she gave birth t a litter f cute kitties! Thrilled and excited, I bught them a brand-new cat nest, fd bwls and even a large pack f cat fd s that Ginger culd take care f her babies with a full stmach. I place the whle package f lve and care behind the bushes s that they’d be safe and sund.
Hwever, a few days later I fund ut that what I bught fr Ginger was gne! I started lking fr Ginger and her nest right away. T my surprise, a prperty(物业) manager shwed up and tld me smething that was rather shcking and unacceptable. “I knw what yu’re lking fr,” said the middle-aged man. “Relax. The cat family is safe, and they didn’t need what yu bught fr them.”
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。
My mind was filled with questins and anger, but he seemed prepared.
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I understd what he said.
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【参考范文】
My mind was filled with questins and anger, but he seemed prepared. “Ginger, if that’s her name, is an independent creature. She can manage herself with r withut yu. I understand yur willingness t help, but yu are nt ging t keep her as a pet, right? Ginger shuld take respnsibility fr herself. Hwever, by prviding her with every refinement, yu’re making her mre and mre dependent n human beings. Yu’ve been making life way t easy fr them — and that’s n gd fr any wildlife.”
I understd what he said. Fr Ginger and her kitties, my care and lve are a blessing, but they may diminish their independent nature. As a helper, I was ding t much. I shuld let them be wh they really are. A helper desn’t always have t “help”.
【写作分析】本文以人物为线索展开，讲述了作者好心照顾一只流浪猫妈妈和一窝猫仔儿，却被物业经理告知不应该这样做，要让小动物锻炼独自生存的能力。
1.段落续写：
①由第一段首句内容“我心中充满了疑问和愤怒，但他似乎做好了准备。”可知，第一段可描写作者和物业经理之间的对话。
②由第二段首句内容“我理解他说的话。”可知，第二段可描写作者理解物业经理的话以及感悟。
2.续写线索：疑问和愤怒——经理解释——理解——感悟
3.词汇激活
行为类
①对……负责：take respnsibility fr / be respnsible fr
②.提供：prvide/ffer
③.理解：understand / cmprehend
情绪类
①.愤怒：anger/ rage
②.关爱：lve/care
【典型句式】
[句型1]. Hwever, by prviding her with every refinement, yu’re making her mre and mre dependent n human beings.（运用了动名词作宾语）
[句型2]. I shuld let them be wh they really are.（运用了wh引导的表语从句）
2．（2022·河北邯郸·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。
With the late afternn sun setting n his farm, Steve finished feeding his hrses and decided t g hme. His tw sns, Danny, 6, and Claus, 3, fllwed behind.
As they headed fr the huse, the tw bys ran ahead f their father, wh stpped t clse the gate. Danny paused at an ld well. Unknwn t him, the bard cvering the well had grwn easily brken ver time. When Danny stepped n it, it caved in. Steve had just finished lcking the gate when he turned arund and saw nly his yunger sn.
“Where’s Danny?” he shuted. “He fell in the hle!” Claus said. Steve quickly realized what had happened. Danny culd barely swim! He ran t the well and heard Danny screaming quite way belw. Desperately, he jumped in .
Steve hit the freezing water at the bttm f the well. He lifted his head ut f the water and grabbed Danny, wh was panicked, trying t stay aflat in water that was t deep fr either f them t stand.
Knwing they culd flat in the ice-cld water fr nly a shrt time, Steve pulled his sn up nt his chest and tried all means t stand upright with tw legs against the narrw well walls fr supprt. His bdy was still partly submerged (淹没). “Dad, yu can pull us ut nw,” Danny said.
If nly it were that easy. There was n way he culd climb ut. Lking up t see Claus lking dwn at them frm the tp f the well, Steve shuted, “Claus, yu’re ging t have t be a big by and save us. Yu have t g ut t the rad and get smene t help. OK?” “OK, Daddy.” Claus yelled and ran t the rad.
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。
Abut 15 minutes later, Edmen and Sam, their neighbrs, were driving by Steve’s farm when they nticed Claus alne by the side f the rad, waving.
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Frty-sme minutes after he’d jumped int the well t save his sn, Steve came ut, cld and wet.
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【参考范文】
Abut 15 minutes later, Edmn and Sam, their neighbrs, were driving by Steve’s farm when they nticed Claus alne by the side f the rad, waving. Hearing the accident frm Claus, they picked him up and sped t Steve’s huse. Upn arrival, Edmn quickly jumped ff the truck and grabbed a lng thick rpe. Then he and Sam rushed t the well. “Steve,” Edmn shuted, “We’re ging t send a rpe dwn t yu.” “OK, I’ll send Danny up first.” Steve shuted back, freezing dwn there. With the rpe tied arund, the by was pulled ut first.
Frty-sme minutes after he’d jumped int the well t save his sn, Steve came ut, cld and wet. Just as his neighbrs reached ut t grab him, he cllapsed t the grund. Struggling t his feet, Steve hugged his neighbrs tightly, whispering “Yu save ur lives! Thank yu!” Fr him, wrds culdn’t express his gratitude fr their timely rescue and they were his gd neighbrs frever. “Daddy!” Danny and Claus cried, rushing t Steve. Steve held them tightly in arms, cherishing them like never befre, and tears welled up in the eyes f this tugh guy.
【写作分析】本文讲述了一个关于救援的故事。主人公史蒂夫喂完马后，和两个儿子丹尼和克劳斯一起回家。在史蒂夫停下来关门时，丹尼踩在覆盖在井上的木板上，由于木板老化断裂，他掉进了井里。因为丹尼几乎不会游泳，史蒂夫立即跳入井里救他，但因为水太深，两人都站不住，无法逃出。史蒂夫让井口的克劳斯去找人求助，克劳斯答应了，立即跑向马路。
1.段落续写：
①由第一段首句内容“大约15分钟后，他们的邻居埃德蒙和萨姆开车经过史蒂夫的农场时，他们注意到克劳斯独自一人在路边挥手。”可知，第一段可描写埃德蒙和萨姆是如何对史蒂夫和丹尼进行救援的。
②由第二段首句内容“史蒂夫跳进井里救儿子四十多分钟后，他出来了，浑身又冷又湿。”可知，第二段可描写史蒂夫获救后与儿子的交流和对邻居的感激。
2.续写线索：展开救援——丹尼获救——继续救援——史蒂夫获救——感激邻居——更加珍惜家人
3.词汇激活
行为类
①.一到，在到达时：upn arrival/as sn as sb. arrive (arrives/arrived)
②.抓住，抓起：grab/catch hld f
③.拥抱：hug/embrace
情绪类
①.感激：gratitude/appreciatin
②.珍爱某人：cherish sb./lve sb. dearly
【典型句式】
[句型1]. With the rpe tied arund, the by was pulled ut first. （运用了with的复合结构在句中作状语）
[句型2]. Just as his neighbrs reached ut t grab him, he cllapsed t the grund. （运用了由as引导的时间状语从句）
3．（2022·江苏·新沂市第一中学模拟预测）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。
Mr. Dawsn was an ld gruch (脾气坏的人), and everyne in twn knew it. Kids knew nt t g int his yard t pick a delicius apple, even ff the grund, because ld Dawsn, they said, wuld cme after yu with his ball bullet gun.
One Friday, 12-year-ld Janet was ging t stay all night with her friend Amy. They had t walk by Dawsn’s huse n the way t Amy’s huse, but as they gt clse Janet saw him sitting n his frnt prch and suggested they crss ver t the ther side f the street. Like mst f the children, she was scared f the ld man because f the stries she’d heard abut him.
Amy said nt t wrry, Mr. Dawsn wuldn’t hurt any-ne. Still, Janet was grwing mre nervus with each step clser t the ld man’s huse. When they gt clse enugh, Dawsn lked up with his usual frwn, but when he saw it was Amy, a brad smile changed his entire face as he said, “Hell Miss Amy. I see yu’ve gt a little friend with yu tday.”
Amy smiled back and tld him Janet was staying vernight and they were ging t listen t music and play games. Dawsn tld them that sunded fun, and ffered them each a fresh picked apple ff his tree. They gladly accepted. Dawsn had the best apples in twn.
When they gt ut f Dawsn’s earsht, Janet asked Amy, “Everyne says he’s the meanest man in twn. Hw cme was he s nice t us?”
Amy explained that when she first started walking past his huse he wasn’t very friendly and she was afraid f him, but she pretended he was wearing an invisible smile and s she always smiled back at him. It tk a while, but ne day he half-smiled back at her.
注意：
1. 续写词数应为150词左右；
2. 请按下面格式在答题卡相应位置作答。
After sme mre time, he started smiling real smiles and then started talking t her.
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“An invisible smile?” questined Janet. “Yes,” answered Amy.
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【参考范文】
After sme mre time, he started smiling real smiles and then started talking t her. Just a“hell” at first, then mre and mre. Smetimes they wuld talk abut neighbrs fr a lng time and shared sme delicius fd. Surprisingly, Amy said he always ffers her an apple nw, and is always very kind. “My grandma tld me that if I pretended I wasn’t afraid and pretended he was smiling an invisible smile at me and I smiled back at him, sner r later he wuld really smile. Grandma says smiles are easily spread.” Added Amy.
“An invisible smile?” questined Janet. “Yes,” answered Amy. “Everyne wears an invisible smile if yu bserve carefully.” Amy cntinued, “Grandma nce tld me that if we smile t smene, mst peple can’t resist ur smile after a while. They will als respnd with a smile r ther kind behavirs.” With wide eyes and an pen muth, Janet listened carefully and full f wrship. Suddenly, she seemed t think f smething, grabbing Amy’s hands and running t Mr. Dawsn’s. “Shw him ur smile!” said Janet. If yu want t be accepted by thers, yu must first learn t accept thers.
【写作分析】本文以人物为线索展开，讲述了道森先生是个老爱发牢骚的人，大家都知道，孩子们都不敢去摘他家的苹果，12岁的珍妮特要和她的朋友艾米过夜。在去艾米家的路上，他们不得不经过道森家，珍妮特很害怕，但是艾米叫她不要害怕，道森对这艾米微笑，还给了她们苹果，珍妮特很好奇，艾米解释了原因，就是假装他脸上带着看不见的微笑。
1.段落续写：
①由第一段首句内容“又过了一段时间，他开始真正地微笑，然后开始和她说话。”可知，第一段可描写艾米和道森之间的友好是如何发展的。
②由第二段首句内容““看不见的笑容？”珍妮特质疑道。”可知，第二段可描写艾米给珍妮特解释看不见的微笑到底是怎么起作用的。
2.续写线索：友好的发展——奶奶的解释——微笑的作用——感悟
3.词汇激活
行为类
①提供：ffer sb. sth./give sb. sth.
②告诉：tell sb. that/infrm sb. that
③展示：shw sb. sth./display sth. t sb.
情绪类
①友好：kind/hearty
②认真地：carefully/meticulusly
【典型句式】
[句型1]. My grandma tld me that if I pretended I wasn’t afraid and pretended he was smiling an invisible smile at me and I smiled back at him, sner r later he wuld really smile. (由that引导的宾语从句和if引导的条件状语从句)
[句型2].Grandma nce tld me that if we smile t smene, mst peple can’t resist ur smile after a while. (由that引导的宾语从句和if引导的条件状语从句)
词块类别
源语篇中的词块举例
词级词块
动作描写
see sb. falling n the ice/take ff my skates/step n sth./sink under ice/grab the edge
f the ice/pull me up
情绪描写
get scared/envy ther peple/get bred/be annyed at/be embarrassed/feel uncmfrtable
环境描写
be cld and my hands were frzen
句级词块
I was wndering hw t d sth. / I went with a friend wh...
When I stepped there,I thught that ...
The taxi driver asked what Whenever I think abut,I...
语篇词块
语篇框架词块
It was my first time t sn as he left/I... suddenly/I... It seemed like a very lng time/like a year.
Then, frtunately, dn’t want t... even nw.
逻辑衔接词
Because/s/but/and then/at that time/unfrtunately.
我已有的词块储备
（1）动词描写：
（2）心理描写：
（3）场景描写：

源语篇词块整理
词块类别
源语篇中的词块举例
词级词块
动作描写
情绪描写
环境描写
句级词块
语篇词块
语篇框架词块
逻辑衔接词
续写中可利用的词块归纳
（1）动词描写：
（2）心理描写：
（3）场景描写：