技巧06 如何用好分詞-高一英語讀后續(xù)寫基礎(chǔ)技巧與整體演練

高一英語讀后續(xù)寫基礎(chǔ)技巧與整體演練技巧06如何用好分詞分詞的結(jié)構(gòu)1.一般型結(jié)構(gòu)一般型結(jié)構(gòu)是指分詞或分詞短語在句子中充當(dāng)狀語時，其邏輯主語與句子主語一致(邏輯主語是非謂語動詞動作的執(zhí)行者或承受者；它們在邏輯上存在著主謂關(guān)系或動賓關(guān)系，但不能直接作非謂語動詞的主語，因此叫邏輯主語。如：Openingthedrawer,hetookoutarevolver.（其中opening是分詞，它的邏輯主語是句子主語he）現(xiàn)在分詞和過去分詞在一般型中的區(qū)別：兩種分詞作狀語是，都可表時間，原因，條件，讓步，方式，伴隨等。但是，現(xiàn)在分詞表主動關(guān)系，過去分詞表被動關(guān)系。如：Steppingcarelesslyoffthepavement,hewasknockeddownbythebus.(分詞stepping的邏輯主語是he，和句子主語he一致，且he和stepping是主動關(guān)系，所以用動詞step的現(xiàn)在分詞形式)Oncepublished,thisbookwillbeverypopular.(分詞published的邏輯主語是thisbook，和句子主語一致，且thisbook和published是被動關(guān)系，所以用動詞publish的過去分詞形式)判斷分詞作狀語時，到底該用現(xiàn)在分詞還是過去分詞，主要看要作分詞的動詞和句子的主語是什么關(guān)系。主動關(guān)系就用現(xiàn)在分詞，被動關(guān)系就用過去分詞。如：thenews,theywereallexcited.(用動詞hear的分詞形式填空)atbyeverybody,shehadmysympathy.(用動詞laugh的分詞形式填空)上述句子中，動詞hear和句子主語they是主動關(guān)系，所以應(yīng)用hear的現(xiàn)在分詞形式hearing；動詞laugh和句子主語she是被動關(guān)系，所以應(yīng)用laugh的過去分詞形式laughed.2.獨立主格結(jié)構(gòu)當(dāng)分詞的邏輯主語與句子的主語不一致時，則應(yīng)將分詞的邏輯主語補出來，且放置分詞之前，這種分詞結(jié)構(gòu)被稱作獨立主格結(jié)構(gòu)。獨立主格結(jié)構(gòu)的特點有：獨立主格結(jié)構(gòu)由兩部分組成，前一部分是名詞或者代詞，后一部分是分詞，前后兩部分具有邏輯主謂關(guān)系；獨立主格結(jié)構(gòu)的邏輯主語與句子的主語不同，它獨立存在；分詞與前面的名詞或代詞，是主謂關(guān)系；獨立主格結(jié)構(gòu)一般有逗號與主句分開?，F(xiàn)在分詞和過去分詞都有獨立主格結(jié)構(gòu)。邏輯主語都需要補出來。但是，現(xiàn)在分詞與邏輯主語是主動關(guān)系，過去分詞與邏輯主語是被動關(guān)系。例如：Thegirlstaringathim,hedidn’tknowwhattosay.(句中現(xiàn)在分詞staring與邏輯主語thegirl是主動關(guān)系，相當(dāng)于Asthegirlstaredathim,…）Herworkdone,shesatdownforacupoftea.（句中過去分詞done與邏輯主語herwork是被動關(guān)系，相當(dāng)于Whenherworkwasdone,…）3.垂懸分詞分詞的主語既不與句子主語一致，分詞本身又非獨立主格結(jié)構(gòu)，這種分詞在語法上被稱作垂懸分詞，也叫無依著分詞。垂懸分詞從起源上來說，是語言的錯誤使用，即將分詞的主語與句子的主語錯誤聯(lián)系，從而產(chǎn)生垂懸分詞，所以有人又叫它錯關(guān)聯(lián)分詞。垂懸分詞通常出現(xiàn)在句子開頭或接近開頭的位置，與句子中的其它成分不產(chǎn)生必要的句法關(guān)系，特別是它與句子主語無邏輯關(guān)系。鑒于這種特點，垂懸分詞別名為：獨立分詞或孤立分詞。現(xiàn)在分詞和過去分詞都可用作垂懸分詞。垂懸分詞多數(shù)為現(xiàn)在分詞，少數(shù)為過去分詞。例如：BeingChristmas，thegovernmentofficeswereclose.(句中being為現(xiàn)在分詞，它的邏輯主語既不是句子主語thegovernment,前面也沒有放置邏輯主語)Grantedthatyouareright，youshouldnotgetangry.(句中g(shù)ranted是過去分詞，它的邏輯主語既不是句子主語you,前面也沒有放置邏輯主語)垂懸分詞與一般分詞不一樣，是一種超常規(guī)的語言現(xiàn)象，但其用途與形式相對固定，應(yīng)引起我們足夠的重視。正因為垂懸分詞的使用場合及數(shù)量相對有限，英語學(xué)習(xí)者一方面要學(xué)會理解并掌握這一超常語言現(xiàn)象，另一方面切記不要將其它一般分詞(遵循主謂一致原則)模仿垂懸分詞使用，因為畢竟垂懸分詞的產(chǎn)生源于錯誤聯(lián)系，違反了主謂一致原則。分詞作狀語時的歧義排除方式英語分詞在句子中作狀語時，常用來表示時間、條件、原因、讓步、結(jié)果、方式和伴隨情況等意義。分詞狀語前有時有連接詞時，連接詞作其類別符號，這些類別符號明確地界定了分詞的語法范疇和語義范疇。當(dāng)分詞前沒有這些類別符號時，其狀語意義有時就顯得模糊、不確定，甚至產(chǎn)生歧義。分詞狀語的歧義范圍通常在時間、條件、原因及讓步意義之間。（1）分詞兼作時間和條件狀語，語句以充足理由表述客觀規(guī)律。例如：Healed,waterchangesintovapor.上述句子有兩種描述：Whenhealed,waterchangesintovapor.Ifhealed,waterchangesintovapor.（2）分詞兼作時間和原因狀語，反映了時序關(guān)系與因果關(guān)系的緊密聯(lián)系.。例如：Healed,waterchangedintovapor.上述句子有兩種描述：Whenhealed,thewaterchangedintovapor.Becauseitwashealed,thewaterchangedintovapor.（3）分詞兼作原因和讓步狀語，反映了對因果規(guī)律的不同心理預(yù)設(shè)。例如：Weighingabouteightykilos,theboxcouldn’tbecarriedbytheporteralone.上述句子有兩種解釋：Sincetheboxweighedabouteightykilos,theportercouldn’tcarryitbyhimselfalone.Althoughtheboxweighedabouteightykilos,theportercouldn’tcarryitbyhimselfalone.綜上所述，分詞兼作時間狀語和條件狀語時，可以用when或者if描述其深層結(jié)構(gòu)，這類語句一般表述客觀規(guī)律或者客觀真理。這一語言現(xiàn)象的邏輯意義為：以when為時序關(guān)聯(lián)詞的語句含有全稱肯定假言命題，以if為條件關(guān)聯(lián)詞的語句含有充分條件假言命題。原因狀語有時與時間、條件或讓步狀語兼類。分詞兼作時間狀語和原因狀語的現(xiàn)象反映了時序關(guān)系和因果關(guān)系的邏輯聯(lián)系：時序關(guān)系是因果關(guān)系的前提，因果關(guān)系透過事物發(fā)展時序，揭示事物發(fā)展規(guī)律；分詞兼作條件狀語和原因狀語時，語句以充足理由表述事物的因果規(guī)律；分詞兼作原因狀語和讓步狀語時，無論作哪種釋義，語句所隱含的因果規(guī)律都是同一的，所不同的只是說話人對結(jié)果的心理預(yù)設(shè)不同。分詞作狀語在續(xù)寫中的運用在讀后續(xù)寫中，

要提高讀后續(xù)寫的語言表達(dá)能力，僅僅強調(diào)詞匯和語法學(xué)習(xí)是遠(yuǎn)遠(yuǎn)不夠的。我們除了掌握讀后續(xù)寫常用的一些詞語外，在平時的學(xué)習(xí)中還要注意積累一些常用句式，特別是分詞與狀語從句的轉(zhuǎn)換與使用，并晨讀背誦、默寫、仿寫，最后做到在讀后續(xù)寫中運用自如。一、用分詞為讀后續(xù)寫增色的策略1.心理狀態(tài)類分詞凸顯人物情緒狀態(tài)例如：Knowingthatshewasill,hewassoworriedthatheevenforgottoeatdinner.Delightedlyrealizingthathewascomingtohelpher,shesatdowninrelief.2.感官類分詞突出人物的動作回應(yīng)例如：Seeing/Watchingthebeartearingdownthefence,shewasthrilledwithterror.Glancingatthedarkforestinthedistance,shesteppedbacktothecabininanxiety.Feelingnervous,hestoodtherefrozen.3.反思類分詞提升人物對事件的認(rèn)知例如：Thinkingthatshewouldseehersonsoon,shewalkedquicklytowardsherhouseandwaswearingabigsmile.Recalling/Thinkingbackonthedaystheyspenttogether,shefeltcherishedandexpressedthegratitudetothosethingshedidforher.4.情感情緒類分詞強化人物的心理體驗例如：Cherishingthegratitudetowardsthevillagers,hepickthephonewiththepurposeofsharingsomeheartfeltwordswiththem.Overwhelmedwithterror,shejustranasquicklyashecouldtogetoutoftheoldcastle.Exhaustedbythegossips,hefinallyleftherandletgoofallthememoriesthere.5.“否定祈使句+典型動作類分詞”深化表述目的例如：Don’tjuststandtheretodonothing,everythingwavingatyouinfact.Don’thesitatetoattendtheparty,joiningyourfellowsandsharingyourhappiness.6.特征類分詞升華人物/場景描述例如：Characterizedbythebeautifulseaside,thecityisalwayscrowdedwithlaughterandcheersofthetourists.Featuredbythequietness,itisagoodplacetorelaxyourselfthere.Characterizedbytheshynessbeforethepublic,sheisalwayscautiouswhenamongthestudents.7.獨立主格結(jié)構(gòu)增添敘事活力例如：Shesawthebearapproachingquickly,herlegsshaking.Hewalkedintotheclassroomwithjoy,hishandsholdingtheprizehigh.Shedidn’tknowhowtoanswerherson,herheartbroken.8.垂懸分詞讓表達(dá)更緊湊例如：Speakingoftheplanofthejourney,thechildrenwerealwaysfilledwithjoyandhopeaswell.Judgingfromherclothes,weknowthatshewasstillworriedandhadnointerestinmakeup.二、利用分詞整合續(xù)寫語篇的策略舉例在整合讀后續(xù)寫語篇的過程中，我們可以利用分詞結(jié)構(gòu)，進(jìn)一步優(yōu)化句子表達(dá)，讓敘事、描寫、抒情更加有力度。（2020，新高考I卷）TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy-hisnamewasBernard-hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon'tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.“Itellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus?Well,wecanmakepopcorn(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”注意:1.續(xù)寫詞數(shù)應(yīng)為150左右:2.請按如下格式在答題卡的相應(yīng)位置作答。WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Witheverythingready,Bernardstartedoutonhisnewbusiness.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________文章講述了熱心的Mrs.Meredith與孩子們得知Bernard家的生活困難后，想辦法幫助他掙錢補貼家用的故事。文章給出的部分講到Mrs.Meredith的三個孩子想出“做爆米花去賣”的主意，后面的內(nèi)容則需要我們?nèi)ダm(xù)寫。根據(jù)給定的續(xù)寫段落的兩個首句，我們可以推斷續(xù)寫段落1的內(nèi)容應(yīng)包括：三個孩子積極準(zhǔn)備，最后成功邀請Bernard加人賣爆米花的活動中；而續(xù)寫段落2的內(nèi)容則應(yīng)包括：Bernard賣爆米花的過程，以及他的感受。在敘事的過程中，我們可以在文中靈活運用分詞狀語結(jié)構(gòu)，讓續(xù)寫語篇的整體表達(dá)效果得到提升。例如：Paragraph1:WhenMrs.MeredithheardofJohn’sidea,shethoughtitwasagoodone,too.HavingexchangedglanceswithMrs.Meredith,JohnimmediatelyarrangeddifferenttasksforHarryandClara.Harboringgreatexcitement,HarryandClararanout,intendingtoborrowapopcornmachine.AndJohn,overwhelmedwithjoytoo,dashedtoBernard’shome.Itwasina?ashthatJohnfoundBernard,andtoldhimhisplan.“Don’thesitatetojoinus,contributingtosomefamilyincome.”Johnadded,voiceladenwithexpectation.Facingthisgraciousinvitation,Bernardwasatalossforwhattosay.NosoonerhadhenoddedthanJohngraspedhishandanddraggedhimaway.Later,thesechildrengottogetheratJohn’shomeandstartedtomakepopcorn.Paragraph2:Witheverythingready,Bernardstartedoutonhisnewbusiness.Atthebeginning,characterizedbytheshyness,Bernardfailedtosellsomepopcorn.However,encouragedbyJohn,hegraduallygaincourageandsoldsomepopcornsuccessfully.Withtimegoingby,Bernardattractedalargequantityofpeople.Therefore,itdidn’ttakelongbeforeBernardsoldallhispopcorn.Seeingthemoneybroughtbyhislabor,hecouldn’thelpjumpingwithexcitement.ThenexttwominuteswitnessedtheboyrunjumpingtoMrs.Meredith.“Thankyou,Mrs.Meredith.”BernardsaidsimplyinfrontofthisLady,eyesseemingtoshinewithtears.“Boy,it’salsoapleasuretohelpyou.Gohometohelpyourfather.”saidthekindwomen,faceradiatingboundlesslove.上述范文中劃橫線的分詞狀語有效地傳達(dá)了有關(guān)動作、情感以及特征等信息，同時也豐富了句式結(jié)構(gòu)，為續(xù)寫語篇增色、增效。1．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。續(xù)寫詞數(shù)應(yīng)為150左右。In1994an8.2earthquakehitAmerica,killingover30,000peopleinlessthanfourminutes.Assoonastheearthquakewasover,afatherlefthiswifesafelyathomeandrushedtotheschoolwherehissonwassupposedtobe,onlytodiscoverthatthebuildingwasasflatasapancake.Aftertheunforgettablyinitialshock,herememberedthepromisehehadmadetohisson:“Nomatterwhathappens,I`llalwaysbethereforyou!”Andtearsbegantofillhiseyes.Ashelookedatthepileofruinsthatoncewastheschool,itlookedhopeless,buthekeptrememberinghispromisetohisson.Hebegantodrawhisattentiontowardswherehewalkedhissontoclassatschooleachmorning.Rememberinghisson’sclassroomwouldbeinthebackrightcornerofthebuilding,herushedthereandstarteddiggingthroughtheruins.Ashewasdigging,otherhelplessparentsarrived,withabrokenheart,shouting:“Myson!”“Mydaughter!”O(jiān)therwellmeaningparentstriedtopullhimoffwhatwasleftoftheschool,saying:“It’stoolate!They’realldead!Youcan’thelp!Gohome!Comeon,facereality,there’snothingyoucando!”Toeachparentherespondedwithoneline:“Areyougoingtohelpmenow?”Andthenhecontinuedtodigforhisson,stonebystone.Thefirefightersshowedupandtriedtopullhimofftheschool’sruins,saying,“Firesarebreakingout,explosionsarehappeningeverywhere.You’reindanger.We’lltakecareofit.Gohome.”However,thefatherasked,“Areyougoingtohelpmenow?”Thepolicecameandsaid,“You’reanxiousandit’sover.You’reendangeringothers.Gohome.We’llhandleit!”Again,hereplied,“Areyougoingtohelpmenow?”Noonehelped.Paragraph1:Thefatherwentonalonebecauseheneededtoknowforhimself:“Ismyboyaliveorishedead?”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Everyonebegantohelphimpullthekidsoutoftheruins.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Asalittleboy,therewasnothingIlikedbetterthanSundayafternoonsatmygrandfather’sfarminwesternPennsylvania.Surroundedbymilesofwindingstonewalls,thehouseandbarnprovidedendlesshoursoffunforacitykidlikeme.Iwasusedtothecity’sbrightandneatlivingroomswhichalwaysseemedtowhisper,“Nottobetouched!”IcanstillrememberoneafternoonwhenIwaseightyearsold.Sincemyfirstvisittothefarm,I’dwantedmorethananythingtobeallowedtoclimbthestonewallssurroundingtheproperty.Myparentswouldneverapprove.Thewallswereold:somestonesweremissing,otherslooseandcrumbling(倒塌).Still,mydesiretoclimbacrossthosewallsgrewsostrongthatfinally,onespringafternoon,Ipickedupallmycourageandenteredthelivingroom,wheretheadultshadgatheredafterSundaydinner.“I,uh,Iwanttoclimbthestonewalls,”Isaidhesitantly.Everyonelookedup.“CanIclimbthestonewalls?”Instantlyasoundwentupfromthewomenintheroom.“Oh,no!”theycriedinshock.“Fred,you’llhurtyourself!”Iwasn’ttoodisappointed;theresponsewasjustasI’dexpected.ButbeforeIcouldleavetheroom,Iwasstoppedbymygrandfather’sboomingvoice.“Nowholdonjustaminute,”Iheardhimsay,“Lettheboyclimbthestone-walls.Hehastolearntodothingsforhimself.”注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式在答題卡的相應(yīng)位置作答?！癝coot(快走),”hesaidtomewithawink(眨眨眼),“andcomeandseemewhenyougetback.”_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Manyyearshavepassedsincethen,andIamnowahostofawell-knowntelevisionprogram._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3．閱讀下而材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。TheBiggestDogontheMountainWelikedhikingtogether.Today,wewerelookingforatrailoverWallaceMountain.”It’sbeenoveranhour,”saidJessc,mynineteen-year-oldson.“Doyouthinkthetrailstillexists?”Wehadexploredseveralpathsbutwithnoluck.Wepushedthroughweedsmid-calfhighforus,butneck-highforourrusty-browndog,Shadow.Onceinawhile,wewouldcallShadowbackwhenshewasattractedbythepleasantsmellofflowers.Nolongerslimandbouncingwithenergy,Shadowwasthesizeofalargehousecat,andalwayscontenttocurluponthecouchbesideoneofus.Suddenly,weheardwhatsoundedlikemanydogsbarkinginthedistance,anunusualsoundinthewildernessaroundus.Curious,weclimbedtheridge(山脈),onlytofindwhatseemedlikeadogfactory.Smalldogs,bigdogs,browndogs,anddogsIcan’tevendescribepouredout.Thehounds(獵狗)hittheground,sniffingtheairandturningtofaceus.Beforelong,theywentdownfromtheirsideofthemountain.Jesseshotanalarmedglanceatmebeforeturningtocallinafirmvoice,“Shadow,comehere,stay.”Ipattedmypockets,feelingforthepepperspray(防狼噴霧),sosmallitwouldneverworkagainstsomanyanimals.Iturned,surveyingthenearbybrushforapotentialweapon.Withthehelpofadrenaline(腎上腺素),IbrokeofftwothickbranchesfromatreeandrushedtoJesse’sside,“Hereyouare!”“OK,”hesaid,“Dad,theyarecomingtous.”My-mouthwentdry.IglancedoveratJesse,hislipspinched(夾緊)tight.Thepackemergedfromthevalley,marchingstraighttowardus.ThedogsintheleadwerenowcloseenoughforustoseethatmostofthemwerethreetimeslargerthanShadow.Withdeepgrowls(怒吼聲)，theyranstraightforus.Jesseswallowedhardandlookedatme.注意：1．續(xù)寫詞數(shù)應(yīng)為150左右；2．請按如下格式在答題卡的相應(yīng)位置作答。Shadow’sbackfurrose.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Surprisingly,theentiremassofdogsturnedtailandfled.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Whentwo-yearoldFrankie-RaeHockneytookherfirstshakystepsacrossthelivingroom,hermothercried.Althoughwatchingachildwalkforthefirsttimeisanexcitingmomentforanyparent,forMary-EllaTuppenney-Hockneyitwasamilestonesheneverthoughtherdaughterwouldmeet.Frankie-Raewasbornwithararechromosomalanomaly(染色體異常)called17p13.1microdeletionsyndrome,ofwhichthereareonly21knowncases.Doctorsexplainedthattheyonlyhadfivedifferentcasestudieswhohadtheconditionandsotherewerelotsofuncertaintiesaboutherfuture.Asaresult,whenshewasborn,Mary-Ella,36,anddadBenHockney,37,werewarnedthatshemightneverwalkortalk.Theybothbrokedownintears,notknowingwhatlifewouldholdfortheirdaughter.Mary-EllaisadanceteacherandsherunsherowndanceschoolinOxfordshireandsodancingisahugepartoftheirlives.Soshethoughtitwasheart-breakingtothinkthatFrankie-Raewouldneverbeabletobepartofthat.However,Frankie-Raequicklybeganseeingexpertsinoccupationalhealth.Despiteallherproblems,shegrewintosuchahappy,smileylittlegirlwholovedlisteningtomusicandwaving(揮舞)alongtoit.“Becauseshecouldn’twalkasshegotbigger,weneededaspecialpushchairandtheoneavailableontheNHSwasn’tsuitableforherneeds,”Mary-Ellaexplains.Fortunately,theCarterTruststeppedintogiveFrankie-Raeonethatworked.Itmeantherparentscouldtakehershoppingwiththemonweekendsandouttothepark.Itmadesuchahugedifferencetoherandthefamily.ButMary-Ellafeltguiltyfortakingthemoneyfromthecharity.That’swhenFrankie-Rae’seldersisterGeorgie-Ellyn,eight,cameupwiththeideaoffundraising(募捐)forthecharitythathelpedthem.Asaresult,thefamilygottogether,organizingsomeactivitiessuchassellingsecond-handclothesandbooks.Theyalsoheldapartyinvitingthosewhocaredforthecharity.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式在答題卡的相應(yīng)位置作答。However,itwasFrankie-Rae’sshakystepsthatinspiredpeoplemost.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________FrankieRaeissuchasmileyhappylittlegirlthatshebringshopetoallthatmeether.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Duetoamedicalmisdiagnosis(誤診),Susan,34,hadbeenleftsightless,andwassuddenlythrownintoawordofdarkness,anger,frustrationandself-pity.Andallshehadtodependonwasherhusband,Mark.MarkwasanofficerandhelovedSusanwithallhisheart.Whenshefirstlosthersight,hewatchedhersinkintodespairandwasdeterminedtohelphiswifegainthestrengthandconfidencetobecomeindependentagain.WithMark’sencouragement,Susanfeltreadytoreturntoherjob,buthowwouldshegetthere?Sheusedtotakethebus,butwasnowtoofrightenedtogetaroundthecitybyherself.Markvolunteeredtodrivehertowork.Soon,however,Markrealizedthearrangementwasn’tworking.Susanisgoingtohavetostarttakingthebusagain.Butshewasstillsofragile,soangry,howwouldshereact?Justashepredicted,Susanwasscaredattheideaoftakingthebusagain.“I’mblind!”sherespondedbitterly.“HowamIsupposedtoknowwhereIamgoing?Ifeellikeyou’reabandoningme.”Mark’sheartbroketohearthesewords,butheknewwhathadtobedone.HepromisedSusanhewouldridethebuswithheruntilshegotthehangofit.Andthatisexactlywhathappened.Fortwosolidweeks,Mark,militaryuniformandall,accompaniedSusantoandfromwork.Hetaughtherhowtorelyonherothersenses,specificallyherhearing,todeterminewhereshewasandhowtoadapttohernewenvironment.Hehelpedherbefriendthebusdriverswhocouldwatchoutforher,andsaveheraseat.Finally,Susandecidedtotrythetriponherown.Markencouragedherbuthedecidedtocontinuewatchingoutforherwhereshegotoffthebus,onlyinsecret.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Paragraphl:Mondaymorningarrived.BeforeSusanleftshekissedMarkandthankedhim.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Curious,sheaskedthedriver,“Whydoyousaythatyouenvyme?”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________參考答案1.【參考范文】Paragraph1:Thefatherwentonalonebecauseheneededtoknowforhimself:“Ismyboyaliveorishedead?”Hedugforeighthours...12hours...24hours...36hours...Then,inthe38thhour,hepulledbackalargestoneandheardhisson’svoice.Afterscreaminghisson’sname,“ARMAND!”heheardback,“Dad?!It’sme,Dad!”Thefaintbutfamiliarvoicebroughttearsofrelieftohiseyes.“What’sgoingoninthere?Howisit?”thefatheraskedanxiously,diggingmoreforcefullywithhisbarehands.“I’mfine.Thereare13otherkidsdownhere,Dad,”Danielreplied.“We’rescared,hungry,andthirsty.Whenthebuildingcollapsed,itmadeatriangleandsavedus.”Thefatherrealizedthatthiswasatrickysituation.Hecouldn’triskcausinganothercollapsedownthere.Fortunately,thefirefighterswerejustnearby.Thefathershoutedtothefirechiefandsignalledtothemtocomeover.Paragraph2:Everyonebegantohelphimpullthekidsoutoftheruins.Then,thefatherhelpedthefirefighterscautiouslyremovetherocksandpulledoutthekidsonebyone.Wheneveryonewassafeandsound,Danielthrewhimselfintohisfather’sarms:“Youdidit,Dad!Nomatterwhat,Iknowyou’llbethereforme!”【寫作指導(dǎo)】本文以人物為線索展開，講述了一座城市發(fā)生了8.2級的地震，地震幾乎把這座城市夷為平地。在一片混亂中，一位父親沖去學(xué)校救自己的兒子，因為他曾向兒子承諾“無論發(fā)生什么，他都會永遠(yuǎn)在兒子身邊”。學(xué)校已經(jīng)成為一片廢墟，但他仍然不停地在廢墟中尋找，好心的家長和消防隊員試圖勸他停止尋找，但他仍不放棄。1.段落續(xù)寫：①由第一段首句內(nèi)容“他勇敢地獨自面對，因為他自己需要知道：‘我的孩子是活著還是死了？’”可知，第一段可描寫這位父親尋找兒子的過程及他是否找到了兒子。②由第二段首句內(nèi)容“每個人都開始幫助他把孩子們從廢墟中拉出來?！笨芍诙慰擅鑼憙鹤荧@救及獲救后父子二人的互動。2.續(xù)寫線索：繼續(xù)尋找——聽到兒子的聲音——詢問兒子的處境——還有13個孩子——兒子獲救——父子互動3.詞匯激活行為類①.昏倒：passout/falldowninafaint②.倒塌：collapse/toppledown③.導(dǎo)致：cause/leadto情緒類①.焦急地：anxiously/nervously②.害怕的：scared/frightened【典型句式】[高分句型1].Wheneveryonewassafeandsound,Danielthrewhimselfintohisfather’sarms:“Youdidit,Dad!Nomatterwhat,Iknowyou’llbethereforme!”（由when引導(dǎo)的時間狀語從句）[高分句型2].Thefatherrealizedthatthiswasatrickysituation.（由that引導(dǎo)的賓語從句）2.【參考范文】“Scoot(快走),”hesaidtomewithawink(眨眨眼),“andcomeandseemewhenyougetback.”ForthenexttwoandahalfhoursIclimbedthoseoldwallsandhadthetimeofmylife.LaterImetwithmygrandfathertotellhimaboutmyadventure.I’llneverforgetwhathesaid.“Fred,”hesaid,grinning,“youmadethisdayaspecialdayjustbybeingyourself.Alwaysremember,there’sonlyonepersoninthiswholeworldlikeyou,andIlikeyouexactlyasyouare.”Manyyearshavepassedsincethen,andIamnowahostofawell-knowntelevisionprogram.IhostthetelevisionprogramMisterRogers’NeighborhoodseenbymillionsofchildrenthroughoutAmerica.Therehavebeenchangesovertheyears,butonethingremainsthesame:mymessagetochildrenattheendofalmosteveryvisit,“There’sonlyonepersoninthiswholeworldlikeyou,thekidscancountonhearingmesay,”andpeoplecanlikeyouexactlyasyouare.【寫作指導(dǎo)】本文以人物為線索展開，講述了作者小時候在鄉(xiāng)村的經(jīng)歷，作者小時候很喜歡在祖父的農(nóng)田上玩耍，并且渴望爬上圍繞著農(nóng)田的石墻，雖然大人們害怕爬上圍墻會讓作者受傷，但是祖父同意了。作者從自己的經(jīng)歷中悟出一個道理：要做真實的自我。1.段落續(xù)寫：①由第一段首句內(nèi)容“‘快走，’他眨眨眼對我說，‘回來后來看我。’”可知，第一段可描寫作者爬上了期許已經(jīng)的圍墻，同時也需描述之后回去見祖父時，祖父對作者的鼓勵。②由第二段首句內(nèi)容“從那時起，許多年過去了，我現(xiàn)在是一個著名的電視節(jié)目的主持人?！笨芍诙慰擅鑼懺谧髡叩墓ぷ魃闹?，祖父的話對自己的影響，以及作者如何通過節(jié)目影響別人。2.續(xù)寫線索：爬圍墻——見祖父——鼓勵——職業(yè)影響——感悟3.詞匯激活（一個詞匯要寫出相近的表達(dá)）行為類①.講述：tell/describe/makeadescription②.指望：counton/relyon③.特別的：special/extraordinary/wonderful情緒類①.微笑：grin/laugh/withabi