读后续写微讲座五（读深-深挖知识点）-新高考英语读后续写能力提升微讲座+名校模拟演练

这是一份读后续写微讲座五（读深-深挖知识点）-新高考英语读后续写能力提升微讲座+名校模拟演练，共14页。试卷主要包含了重点词汇再现，词汇激活等内容，欢迎下载使用。

Explring English Language Origins
The rigins f US and UK English have led t differences between tw language systems.
American and British English are similar in many regards. Fr example, the majrity f the spellings and grammar rules are largely the same. Hwever, beynd simple spellings like clur (UK) and clr (US), the tw languages truly diverge (有区别) thrugh speech.
Take the accents f Chris Evans, the star f Captain America, and Rwan Atkinsn, wh played Mr. Bean, as an example f hw far the tw languages differ in mdern times. But have yu ever wndered, in yur pint f view, hw this change and gap came abut?
Fr that, we have t lk at the rigins f bth dialects. Accrding t the BBC, British English dates back t 449 AD, when the Saxns and the Angles—tribes (部落) frm mdern-day Germany and Denmark—invaded Britain, replacing the ancient Celtic language.
As Celtic gradually faded, an early frm f British English emerged with influences based n French and Latin. It was later referred t as standard thrughut the UK fllwing the first cmplete Mdern English translatin f the Bible (《圣经》) in 1535 and the emergence f playwrights like William Shakespeare. This went n t frm British English as we knw tday and was heavily influenced by the accent spken in Lndn.
Hwever, acrss the Atlantic Ocean, Ind­Eurpean languages spken by migrants, reginal dialects f British clnists (殖民地居民) and Native American wrds all frmed the basis f US English. New wrds als arse frm the need t explain majr unfamiliar landscapes, animals and living cnditins, but they sn turned int a revlutinary tl during the independence struggle.
In 1789, lexicgrapher (词典编纂者) Nah Webster wrte, “As an independent natin, ur hnr requires us t have a system f ur wn, in language as well as gvernment.” It indicated the scial demand as well.
Pst­revlutin US English kept changing based n neighbring cultures. This can still be seen thrugh state names such as Delaware and Illinis, which were related t Native American tribes, and Clrad and Nevada, which were influenced by Spanish clnizers in the 1800s.
These days, Britns and Americans still argue ver terminlgy (术语) and spellings. But their variety and differences frm a key part f each natin's histrical culture. Indeed, it shws the truth behind the phrase, “Britain and America, tw natins were divided by a cmmn language. We shuld learn t live with it and appreciate it.”
1.重点词汇再现
(1)system n.系统
(2)regard n.方面
(3)pint f view观点；看法
(4)gap n.间隔；差距
(5)dialect n.方言
(6)date back t追溯到
(7)base v.以……为基础
(8)refer t指的是
(9)basis n.基础
(10)majr adj.主要的
(11)struggle n.斗争
(12)demand n.要求；需求
(13)relate t与……相关；涉及
(14)variety n.多样化
(15)appreciate vt.欣赏
2．经典句型再现：as引导状语从句，意为“随着”
As Celtic gradually faded, an early frm f British English emerged with influences based n French and Latin.
随着凯尔特人的逐渐衰落，早期的英式英语出现了，它受到了法语和拉丁语的影响。
eq \a\vs4\al(Ⅱ) 迷你语料库(Mini Crpus)
续 表
eq \a\vs4\al(Ⅲ) 读后续写入门篇：读深——深挖知识点(Wrds, expressins, sentences)
在读懂要素和主题、读通情节和感情发展并精析语言之后，如何尝试使用获取的信息，并且应用到自己的写作中？最有效的做法就是把获取的信息与已经学过的语言知识结合起来——挖掘语篇中的知识点，然后尝试使用到续写语篇中。这样，除了可以做到和原文的衔接，也可以达到语言的一致性和衔接性。
在读深的过程中，可以从三个方面进行挖掘：
1．词汇
2．短语
3．句型
【典题精析】
阅读下面的材料， 完成以下任务。
I'm an English self­learner, but English is nt my first language. Tday I am an English teacher. I wuld like t say that failures are nt disastrus. Have faith, keep mving n, and never give up hpe, and yu will see yur hard wrk pay ff.
I was a slw learner when I was little. Befre five, I culdn't even speak in full sentences. Unlike mst ther children, I seldm interacted with thers; I neither cried nr threw tantrums (发脾气). My extreme quietness made my parents wnder if I was mentally slw, but they were nt sure. Actually, I have t cnfess that my memries f my early childhd are quite unclear.
My learning prblems were the result f my mther taking sme medicine when she became pregnant with me. Althugh I was brn withut any physical defects (缺陷), the medicine did affect my early intellectual develpment. When I was in elementary schl, I learned very slwly and was as quiet as a dll. While my teacher was teaching, my mind ften wandered utside the classrm t the playgrund. As a fifth grader, I finally started interacting with my classmates. That was the first time in my memry that I had sme friends.
After heading at full speed fr my junir high educatin, my learning situatin gt stuck in the mud again. In my cuntry, students entering junir high schl had t take an IQ test. It was a test fr schls t evaluate students' learning abilities s that they culd arrange them int different levels f classes based n their IQ test scres. I was placed in the “bttm class” as a result f my belw­average IQ scre. Mst f my teachers taught us using easy and slw methds because they cnsidered us incapable f learning much. Hwever，despite that, I never lst faith that I might ne day succeed as if t prve that when Gd clses a dr, he will definitely pen up a big windw. A miracle ccurred. That's when I discvered a strng passin fr English.
1．词汇——请写出以下词汇的含义及词形变化。
(1)failure n．失败→fail v．失败
(2)disastrus adj.灾难性的→disaster n．灾难
(3)faith n．信任，信心→faithful adj.忠诚的→faithfully adv.忠诚地；如实地
(4)actually adv.事实上→actual adj.实际的；真实的
(5)cnfess v．坦白，承认
(6)pregnant adj.怀孕的→pregnancy n．怀孕
(7)evaluate v．评价，评估→evaluatin n．评价；评估
(8)arrange v．安排→arrangement n．安排
(9)place v．放置
(10)average adj.平均的，普通的
(11)cnsider v．考虑→cnsiderate adj.考虑周到的→cnsiderable adj.相当多的→cnsideratin n．仔细考虑
(12)succeed v．成功→success n．成功→successful adj.成功的→successfully adv.成功地
2．短语——请写出以下短语的含义。
(1)pay ff 得到回报
(2)interact with sb. 和某人交往
(3)elementary schl 小学
(4)at full speed 全速
(5)get stuck 困住
(6)be based n 以……为基础
(7)as a result f 作为……的结果
(8)be incapable f 不能
(9)lse faith 失去信心
3．句型——总结应用到的句型。
(1)I neither cried nr threw tantrums.
分析：为并列连词，意为“既不……也不……”。
(2)Althugh I was brn withut any physical defects①， the medicine did affect② my early intellectual develpment.
分析：①Althugh引导让步状语从句，意为“尽管”；②did affect是对谓语动词的强调。一般情况下，用“d/des/did＋动词原形”表示。
(3) learned very slwly and was as quiet as a dll.
分析：as＋adj./adv.＋as表示同级比较。
(4)That was the first time in my memry that I had sme friends.
分析：句型“This/That/It is/was the time＋(that)...”意为“这/那是第一/二/……/最后一次做某事”。在此句型中，当主句为一般现在时或一般将来时时，从句的谓语动词用现在完成时；当主句为一般过去时时，从句的谓语动词用过去完成时。
(5)After heading at full speed fr my junir high educatin, my learning situatin gt stuck in the mud again.
分析：After＋v.­ing形式在句中作时间状语。
(6)In my cuntry, students entering junir high schl had t take an IQ test.
分析：v.­ing形式在句中作定语，修饰名词students。
(7)It was a test fr schls t evaluate students' learning abilities s that they culd arrange them int different levels f classes based n their IQ test scres.
分析：s that引导结果状语从句。
(8)Hwever, despite that①， I never lst faith that I might ne day succeed as if t prve② that when Gd clses a dr, he will definitely pen up a big windw.
分析：①despite意为“尽管”，引导让步状语从句；
②as if＋t d是“as if ＋主句主语 ＋ 将来时”的省略；
He rushes ut f the rm as if he will meet sme imprtant persn.
→He rushes ut f the rm as__if__t__meet sme imprtant persn.
(9)That's when I discvered a strng passin fr English.
分析：when引导表语从句。
名校模拟演练：
1, （2022·湖北·枣阳一中高三阶段练习）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。
Andrew was a new student in my class, wh had emtinal management prblems. Since he had been suspended frm class many times in previus years, I assured the wrst when he came t my class.
Andrew sat at the back f the classrm. Every time I talked in frnt f the class, he wuld chat with the students arund and even laugh ludly. Every time I called n him t answer a questin, he wuld respnd with a casual “I dn’t knw”. If I gave him a slight, criticism, he wuld becme really angry. As an experienced teacher, I can always get students invlved in class discussin r at least mtivate them t sit quietly and listen attentively. But fr Andrew, I was really pwerless. He was just nisy and rude.
One day, Andrew was talking ludly in the class when I was teaching. I said in the usual tne f vice, “Andrew, why dn’t yu jin in ur discussins but have ne f yur wn?” Hearing that, he gt up frm his chair, pushed the bks ver and shuted smething. I culdn’t hear clearly what he said ther than several rude wrds. After the class, Andrew was sent t my ffice, where I gave him a discipline referral a week’s ut-f-schl suspensin. Deep in my mind, thugh, I didn’t expect referrals t be effective since students wuld return behaving even wrse than befre. But what else culd I d with such a truble-maker?
I had t admit this was ne f my mst awful teaching experiences. Andrew’s anger was almst unexpected and ut f cntrl. The week withut Andrew’s presence was a wnderful time, and the class went n smthly and efficiently. Hwever, with his suspensin week drawing t a clse sn, I felt restless and uneasy. Wuld he disturb the class as always? Wuld he take revenge（报复）n 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。
Para 1: On the day when Andrew was suppsed t return, I waited fr him at the dr.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Para 2: A flash f surprise spread ver his face.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2, （2022·广东·广州市第五中学高三阶段练习）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 had never nticed her. She was nt the kind f girl wh culd draw attentin. She was nt tall and just plain. In class, she liked sitting at the back, reading r taking ntes. It was nce I asked her t read alud the text that I lked at her with new eyes when I heard her standard American prnunciatin. Later n, the Natinal Cllege English Speech Cntest wuld be held. I thught it ver and filled in her name with a smile. I red-penciled her draft f speech, crrected her prnunciatin, and even adjusted her bdy language.
Hwever, I was always kind f wrried because she was t intrvert(内向的)and t quiet. Culd she seize this rare pprtunity?
On the night f the cntest, I tld her t take it easy. Blushed(脸红的), she lked at me and said nthing.
My heart sank. It seemed that she did tense up. I pated her and let her g t draw lts(抽签). As a result, what she drew was N. 9 while N. 8 was recgnized English master-hand(高手).
Sure enugh, the English master-hand was fairly successful in the speech with his humr and highly persnal style. The whle audience wuld make a warm applause almst every 30 secnds until she appeared n the stage, still talking ver his speech with excitement.
My palms began t sweat. I sat there, with n curage t lk at her. It was the first time that she went up the stage, s I culdn't blame her fr any slips. But at that mment, I fund I was s scared f her failure.
The strng sptlight made her s small and s insignificant that nbdy seemed t ntice she had been n the stage, I said t myself, n hpe.
But the mment that shcked me ccurred. I clearly heard a vice, a very lud vice, “Nw, please fcus n me.” She said this sentence three times in all, luder and luder.
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。
The whle audience fell silent.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After her speech ended fr a lng while, a thunderus applause sunded in the whle audience.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
1, On the day when Andrew was suppsed t return, I waited fr him at the dr. Eventually, the familiar figure appeared, walking with his hands in his pckets. As he came clse, I was abut t greet him when he ignred me deliberately. “Srry, Andrew. I shuld have had a talk with yu t find a way ut befre giving yu a suspensin,” aplgized I. With his head lwered, he didn’t utter a single wrd. “Maybe next time yu can’t cntrl yurself in class, yu can step ut f the dr fr a while t cllect yurself,” added I, trying t break the ice.
A flash f surprise spread ver his face. The naughty by frze there, staring at me with wide eyes. “It is I wh shuld say srry,” murmured he, his face burning with shame. With a smile f relief, I patted him n his shulder, signaling t him t g back t his seat. In the days that fllwed, Andrew didn’t misbehave in class anymre and tk an active part in class discussins. Never befre did it ccur t me that “aplgies” culd make such a huge difference — it turned ne f my wrst experiences int perhaps the best ne!
【导语】本文以人物为线索展开，讲述了班级里的一个名叫安德鲁的新生从一开始的叛逆，顽皮以及在课堂上胡作非为到最后遵守纪律，积极参与课堂讨论的故事。
【详解】1.段落续写：
①由第一段首句内容“在安德鲁应该回来的那天，我在门口等他。”可知，第一段可描写安德鲁回来之后我的反应以及他的心理变化的过程。。
②由第二段首句内容“他脸上闪过一丝惊讶。”可知，第二段可描写安德鲁的变化让我感到惊讶以及我的感悟。。
2.续写线索：安德鲁回来——我主动找安德鲁谈话——安德鲁的反应——我向安德鲁道歉——安德鲁的变化——感悟
3.词汇激活
行为类
①走近：came clse /walk clse/walk up t
②.和某人谈话：had a talk with /chat with
③.积极参加：tk an active part in /participate in actively
情绪类
①.害羞：shame /blush
②.惊讶：surprise /amazement
【点睛】[高分句型1]. On the day when Andrew was suppsed t return, I waited fr him at the dr.（运用了when引导的时间状语从句。）
[高分句型2]. Never befre did it ccur t me that “aplgies” culd make such a huge difference — it turned ne f my wrst experiences int perhaps the best ne!（运用了否定词位于句首主句的部分倒装。）
[高分句型3] Eventually, the familiar figure appeared, walking with his hands in his pckets.（运用了非谓语动词中的现在分词作伴随状语。）
2, The whle audience fell silent. Small and thin as the girl appeared, the determined lk n her face instantly caught everyne’s eyes. She glanced at the audience, tk a deep breath and began her speech. Everything went smthly－her vice was clear and influential and her speech was lgical and well-rganized. Wrds f pwer and grace flwed freely ut f the girl like magic. She was usually sft-viced and rarely drew attentin in public befre. It was like smething in a dream!
After her speech ended fr a lng while, a thunderus applause sunded in the whle audience. When the cmpetitin was drawing t a clse, still immersed in her stunning perfrmance, all f us waited nervusly fr the winner’s name t be called. Tears f jy blurred my visin the mment the hst annunced that she wn the first prize. Hlding the trphy tightly, she gave me a brilliant smile. “Yu surely made yurself the mst shining fcus tnight!” I exclaimed, cheerfully pulling her int my arms. Yes, smetimes a tremendus energy riginates frm the silent accumulatin.
【导语】本文以人物为线索展开，讲述了作者挑选班里一个口语标准但是性格内向的女孩参加全国英语演讲比赛。比赛的当天，作者现场督战，当看到对手强大，并赢得观众的阵阵掌声时，对自己的学生缺乏信心。然而，事实证明，这个看上去文静，内向怯弱的女孩却以惊人的气魄赢得了观众的支持，取得了成功。即沉默着发威的故事。
【详解】1.段落续写：
①由第一段首句内容“全场鸦雀无声。”可知，第一段可描写女孩在赛场上的表现，令人惊讶。描写的内容可以包括女孩的演讲语速、声音等等以及赛场外观众的反应。
②由第二段首句内容“她的演讲结束了好一会儿，全场响起了雷鸣般的掌声。”可知，第二段可描写女孩演讲后，观众们对女孩精彩表现的积极反应。同时可以描述女孩的获奖的心情以及作者的情绪反应。最后阐述通过该经历作者收获的宝贵经验。
2.续写线索：现场比赛——鸦雀无声——精彩表现——热烈反响——登台领奖——最终感悟
3.词汇激活行为类
①.吸引目光：catch ne’s eyes/draw ne’s attentin
②.接近尾声：draw t a clse/cme t an end
③.模糊视线： blur ne’s visin /be vague
情绪类
①.坚毅的表情：the determined lk/the decisive lk
②.高兴地： cheerfully/delightfully
【点睛】[高分句型1]. When the cmpetitin was drawing t a clse, still immersed in her stunning perfrmance, all f us waited nervusly fr the winner’s name t be called. （使用when引导的时间状语从句，以及过去分词作伴随状语。）
[高分句型2]. Tears f jy blurred my visin the mment the hst annunced that she wn the first prize.（the mment引导的时间状语从句以及that引导的宾语从句）
序号
佳句呈现
赏析
1
China is widely knwn fr① its ancient civilisatin which has cntinued all the way thrugh int mdern times②， despite③ the many ups and dwns in its histry.
①“be knwn fr ＝ be famus fr”意为“因……而出名”；②which 引导非限制性定语从句；③despite是介词，意为“尽管”，后面跟名词或名词短语。本句描述中国古代文明历史源远流长。
2
It dates back several thusand years t the use f lnggu—animal bnes and shells① n which symbls were carved by ancient Chinese peple②.
①名词短语作同位语，解释lnggu；②介词＋which引导的定语从句，修饰先行词animal bnes and shells，介词n和先行词搭配，意为 “在……上”。本句描写了中国文字的起源——甲骨文。
3
Over the years, the system develped int different frms, as it was a time① when peple were divided gegraphically②， leading t many varieties f dialects and characters③.
①as意为“因为”引导原因状语从句；②when引导定语从句，修饰先行词a time；③v.­ing形式作结果状语，表示自然而然的结果。本句描述了由于地理的不同，导致各式各样的语言。
序号
佳句呈现
赏析
4
Emperr Qinshihuang united the seven majr states int ne unified cuntry where the Chinese writing system began t develp in ne directin.
where引导定语从句，修饰先行词ne unified cuntry。本句描述了中国文字系统统一的历史。
5
That writing system was f great imprtance in uniting the Chinese peple and culture.
“be f＋抽象意义的名词＝be＋adj.”，可以用于描述事物的重要性。
6
Even tday, n matter where Chinese peple live r what dialect they speak, they can all still cmmunicate in writing.
“n matter＋疑问词”引导让步状语从句，意为“无论……”，在写作中使用，属于亮点句型。
7
Written Chinese has als becme an imprtant means by which China's present is cnnected with its past.
“介词＋which”引导定语从句，修饰先行词means(n.方式；方法)；by 和means 搭配意为“凭借……方式”。本句描写了文字的重要性——联系中国过去和现在。
8
Peple in mdern times can read the classic wrks which were written by Chinese in ancient times.
which引导定语从句，修饰先行词the classic wrks。本句描写了文字的作用——能够让后人读到中国古典作品。
9
The high regard fr the Chinese writing system can be seen in the develpment f Chinese characters as① an art frm, knwn as Chinese calligraphy②， which has becme an imprtant part f Chinese culture③.
①as在此处是介词，意为“作为”；②过去分词短语作定语；③which 引导定语从句，修饰先行词Chinese calligraphy。 本句描写了书法的重要作用。
10
As China plays a greater rle in glbal affairs①， an increasing number f② internatinal students are beginning t appreciate China's culture and histry thrugh this amazing language.
①as在此处是连词，引导时间状语从句，意为“随着”；②an increasing number f意为“越来越多的”。本句描写了中国文化和历史越来越重要。
11
I've been studying English since primary schl.
本句使用了现在完成进行时，用来描述持续一段时间的动作。
12
I used t get high marks in English, but nw I'm having a lt f truble with my listening.
“used t d sth.”意为“过去常常做某事”；“have truble with sth.”意为“做某事有困难”。本句用来描述情况的变化，形成一种对比。
13
Listening t English radi prgrammes helps me get used t hw fast native speakers talk.
v.­ing形式作主语，谓语动词用单数形式。本句用来描写有效的英语学习方法。
14
I als repeat what I hear t help myself t experience the feeling f the language.
本句是一种英语学习方法，可以用于描写解决语言学习的困难。
15
My biggest headache is hw t be plite in English.
本句描写英语学习的困难。
16
I have t think abut wh I'm talking t① and then decide whether t say②， “Open the windw, please！” r “Culd yu pen the windw, please？” r even lnger “Wuld yu mind pening the windw, please？”
①wh引导宾语从句；②whether 引导宾语从句。本句描写了思考并做决定的场景。
17
I nly need a few wrds t bridge the gap between us.
特别注意bridge the gap这个短语，意为“消除差距”。