考點(diǎn)29書面表達(dá)的高考實(shí)戰(zhàn)(一)讀后續(xù)寫、概要寫作一讀后續(xù)寫一布局謀篇[命題專家說考情]1．記敘文的閱讀理解能力(1)淺層的信息定位能力：when,where,who,what,why,how等(2)深層的文本分析能力eq\b\lc\{\rc\(\a\vs4\al\co1(理清故事的發(fā)展線索,明確文本的主要矛盾,關(guān)注故事的語言風(fēng)格))2．由讀到寫的思維能力(1)細(xì)讀兩段續(xù)寫的開頭語，理順續(xù)寫段落的邏輯關(guān)系；(2)圍繞劃定的10個(gè)關(guān)鍵詞，合理續(xù)寫故事情節(jié)。3．記敘文的書面表達(dá)能力(1)語言的豐富：詞匯、句式、語法的多樣性；情感表達(dá)的多樣性；詞匯使用的豐富性。(2)語篇的連貫性：內(nèi)容連貫(故事大意一致，寫作意圖一致)；語句連貫(銜接詞的準(zhǔn)確使用)；語言連貫(語言風(fēng)格一致)。[讀后續(xù)寫評分標(biāo)準(zhǔn)]1．本題總分為25分，按七個(gè)檔次進(jìn)行評分。2．評分時(shí)，應(yīng)主要從內(nèi)容、詞匯語法和篇章結(jié)構(gòu)三個(gè)方面考慮，具體為：(1)續(xù)寫內(nèi)容的質(zhì)量、完整性以及與原文情境的融洽度。(2)所使用詞匯和語法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性。(3)上下文的銜接和全文的連貫性。3．評分時(shí)，應(yīng)先根據(jù)作答的整體情況確定其所屬的檔次，然后以該檔次的要求來綜合衡量，確定或調(diào)整檔次，最后給分。4．評分時(shí)還應(yīng)注意：(1)詞數(shù)少于120的，酌情扣分；(2)書寫較差以致影響交際的，酌情扣分；(3)單詞拼寫和標(biāo)點(diǎn)符號是寫作規(guī)范的重要方面，評分時(shí)應(yīng)視其對交際的影響程度予以考慮，英、美拼寫及詞匯用法均可接受。1．詞數(shù)不夠，情節(jié)過于膚淺，描寫不詳細(xì)，人物對話不到位。2．續(xù)寫內(nèi)容與文章主旨不符合，故事情節(jié)與上文不連貫，沒有充分考慮到所給的段落提示句對續(xù)寫故事發(fā)展的提示、銜接、引導(dǎo)和一定程度的限制作用。有的甚至瞎編亂造，不顧及上文各情節(jié)之間的邏輯關(guān)系。3．語言基本功欠缺，語法結(jié)構(gòu)錯(cuò)誤，詞匯貧乏，人稱混亂，時(shí)態(tài)混用。4．表達(dá)內(nèi)容不豐富，語言能力不強(qiáng)，缺乏可讀性。5．書寫不規(guī)范，字跡不工整，難識(shí)別。[秒殺技巧]一、熟讀原文，合理續(xù)寫培養(yǎng)由讀到寫的思維能力，所寫的內(nèi)容要和原文在觀點(diǎn)、邏輯、結(jié)構(gòu)、用詞等方面保持一致。因此，讀懂原文很關(guān)鍵。閱讀時(shí)要具備下面的兩個(gè)能力：1．淺層的信息定位能力：知道what,when,where,who,why,how等。2．深層的文本分析能力：理清故事的發(fā)展線索；明確文本的主要矛盾；關(guān)注故事的語言風(fēng)格。只有讀懂文章具備了這些能力，才能寫出合理的續(xù)寫。二、關(guān)注4個(gè)銜接，邏輯順暢1．關(guān)注段落內(nèi)部句與句之間的銜接；2．關(guān)注與續(xù)寫段落首句之間的銜接；3．關(guān)注兩個(gè)續(xù)寫段落之間的銜接；4．關(guān)注上下文之間的前后呼應(yīng)。三、牢記6個(gè)高分標(biāo)準(zhǔn)1．故事要圍繞主要人物展開。2．詳細(xì)刻畫人物角色及其情感。3．有效使用連接成分，結(jié)構(gòu)緊湊。4．運(yùn)用豐富的詞匯、語法結(jié)構(gòu)和修辭使描寫生動(dòng)。5．第一段和第二段的內(nèi)容銜接自然，邏輯合理通順。6．續(xù)寫內(nèi)容與所給短文融洽度高，語言風(fēng)格保持一致，思想積極向上。四、增分的3個(gè)手段1．增加細(xì)節(jié)eq\b\lc\{\rc\(\a\vs4\al\co1(環(huán)境描寫,肖像描寫,動(dòng)作描寫,語言描寫,心理描寫))2．營造沖突eq\b\lc\{\rc\(\a\vs4\al\co1(人物和人物之間的沖突,人物和環(huán)境之間的沖突))3．升格語言eq\b\lc\{\rc\(\a\vs4\al\co1(非謂語動(dòng)詞,with復(fù)合結(jié)構(gòu),雙形容詞作狀語,特殊句式,虛擬語氣,常用修辭))五、避免兩個(gè)雷區(qū)1．情節(jié)設(shè)計(jì)要符合生活實(shí)際和文章邏輯，避免太過離奇。2．?dāng)⑹隽η缶珶挕⑸鷦?dòng)、連貫，對話不要太多，書面化的長句不宜太多。五步寫作法流程：寫作步驟eq\b\lc\{\rc\(\a\vs4\al\co1(Step1：瀏覽所給信息，確定大意主題——落點(diǎn),Step2：梳理已知段落，確定主要情節(jié)——重點(diǎn),Step3：借助段落開頭，確定續(xù)寫內(nèi)容——突破點(diǎn),Step4：刻畫細(xì)節(jié)沖突，優(yōu)美連貫表達(dá)——亮點(diǎn),Step5：做到首尾呼應(yīng)，結(jié)構(gòu)完整合理——基本點(diǎn)))[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．請按如下格式作答。WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Witheverythingready,Bernardstartedoutonhisnewbusiness.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________第一步：瀏覽所給信息，確定大意主題whoMrs.Meredith,John,Harry,andClara,BernardwhatTheMeredithfamilyhelpedBernardearnmoney.whereasmallcommunitywhenAstheeconomywasindeclinewhyBernard'sfatherwassick.文章大意Mrs.MeredithandherthreechildrenfoundagoodwaytohelppoorBernardearnmoney.表達(dá)主題LoveandKindness第二步：梳理已知段落，確定主要情節(jié)關(guān)注兩條主線：1．plot(明線)：即誰做了什么，為什么，可以從文中獲取。plot發(fā)展：Meredith一家人樂于助人，而Bernard一家人需要幫助，而兩家人產(chǎn)生交集，交匯點(diǎn)則是孩子們的互動(dòng)：即Meredith家的三個(gè)孩子積極思考，想出了幫助Bernard掙錢的方法——賣爆米花。2．feelings(暗線)：即誰感覺如何，需要進(jìn)行合理的推測。第三步：借助段落開頭，確定續(xù)寫內(nèi)容研讀續(xù)寫段落的開頭語Para.1WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.(切入點(diǎn))Mrs.Meredith贊同約翰的“好主意”1．WhatdidMrs.Meredithencourageherchildrenaftersheheardthegoodidea?2．HowdidthechildrenandBernarddoexactly？Para.2Witheverythingready,Bernardstartedoutonhisnewbusiness.(切入點(diǎn))一切準(zhǔn)備好之后，結(jié)果會(huì)如何呢？1.HowdidpoorBernardsellthepopcorn?2．DidpoorBernardearnmoneyintheend？續(xù)寫內(nèi)容Para.1約翰和其他孩子們是具體如何做的。Para.2Bernard如何具體去賣爆米花的。第四步：刻畫細(xì)節(jié)沖突，優(yōu)美連貫表達(dá)描繪孩子們忙于做爆米花的細(xì)節(jié)；Bernard賣光爆米花的開心愉悅的心情描寫。情節(jié)描述合情合理，銜接自然，生動(dòng)有趣。第五步：做到首尾呼應(yīng)，結(jié)構(gòu)完整合理文章開頭點(diǎn)明主意很好，結(jié)尾應(yīng)圍繞著約翰的“好主意”展開，因此結(jié)尾“AllofthiswasbecauseofJohn'sbrightidea.”做到首尾呼應(yīng)，情節(jié)合理，描述得當(dāng)。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________二技能突破一、敘述故事常用的語義連接詞匯并列關(guān)系both...and...,notonly...butalso...,neither...nor...,and對稱關(guān)系ontheonehand,ontheotherhand;foronething,foranother對比關(guān)系while,onthecontrary遞進(jìn)關(guān)系even,what'smore,besides,what'sworse,tomakethingsworse,worsestill轉(zhuǎn)折關(guān)系but,however,otherwise因果關(guān)系as,because,since,for讓步關(guān)系though,evenif/though,nomatterwh-，whether...or...二、讀后續(xù)寫常用修辭1．明喻：用一種事物比喻所要說明的另一事物，兩者在本質(zhì)上或性質(zhì)上有相似之處。常用格式是“本體＋喻體”，常用like,as...as,asif或asthough引導(dǎo)。①Lifeisratherlikeopeningatinofsardines.We'realllookingfortheopener.人生就像開啟一罐沙丁魚，我們大家都在找起子。②Goodcoffeeislikefriendship:rich,warmandstrong.好的咖啡如同友誼：豐厚、溫暖、熱烈。2．暗喻：對所比喻事物不直接點(diǎn)明而是用一個(gè)詞來指代與該詞所指事物有相似特點(diǎn)的另外一個(gè)事物。①Humoristheshockabsorberoflife;ithelpsustakeaction.幽默是生活的減震器，它可以鼓舞我們付諸行動(dòng)。②Loveisalamp.Thedarkerthebackgroundis,thebrighteritlooks.愛是一盞燈。背景越暗，它看上去就越亮。3．?dāng)M人：賦予無生命事物、自然現(xiàn)象、抽象概念或動(dòng)物及人的感情、行為、品質(zhì)、態(tài)度等特征，以達(dá)到彼此交融、合二為一的效果。①Thewindstoodupandgaveashout.大風(fēng)凜冽，發(fā)出怒吼。②Theforesthelditsbreath,andthetreesseemedtolistenattentively.森林屏住了呼吸，樹木似乎聚精會(huì)神地聽著。4．類比：比較兩事物在多方面的相似或不同之處，常用結(jié)構(gòu)：AistoBwhatCistoD：A之于B猶如C之于D一樣。①Shoesaretofeetwhattiresaretowheels.鞋子之于腳猶如輪胎之于車輪一樣。②Booksaretoourmindswhatfoodistoourbody.書籍之于我們的思想，猶如食物之于我們的身體。5．夸張：通過夸大程度達(dá)到強(qiáng)調(diào)句意、豐富感情色彩的目的。①Heworkedhisfingerstothebone.他拼命干活。②Iwasscaredtodeath.我嚇得要死。6．引用：寫文章時(shí)，引用現(xiàn)成語(如成語、詩句、格言、典故等)以表達(dá)自己的思想感情，說明自己對新問題、新道理的見解。它使論據(jù)確鑿、充分，增強(qiáng)說服力，富有啟發(fā)性，而且語言精煉，含蓄典雅。①Whatimpressesmemostishisfamoussaying，“Geniusisonepercentinspirationandninety-ninepercentperspiration.”最讓我印象深刻的是他的名言：“天才是百分之一的靈感加上百分之九十九的汗水。”②Since“l(fā)ifeisastage”，weareactuallyactorsandactresses.因?yàn)椤吧钍且粋€(gè)舞臺(tái)”，我們實(shí)際上都是男女演員。技能1動(dòng)作細(xì)節(jié)描寫[技能點(diǎn)撥]動(dòng)作細(xì)節(jié)描寫就是對人物行為、動(dòng)作的描寫。好的動(dòng)作描寫可以使人物形象及動(dòng)作栩栩如生、活靈活現(xiàn)，個(gè)性特征更加鮮明。人物動(dòng)作的描寫要遵循以下三個(gè)原則：1．使用動(dòng)詞要精準(zhǔn)。對動(dòng)作進(jìn)行細(xì)致描寫時(shí)一定要用準(zhǔn)動(dòng)作類詞匯。用一系列小動(dòng)作而不用大動(dòng)作或者用含義比較明確的動(dòng)詞而不用抽象的動(dòng)詞來描述，都可以使描寫更加具體生動(dòng)。2．動(dòng)詞描述要體現(xiàn)過程。記敘文中有不少動(dòng)作描寫是一連串動(dòng)作過程的展示。尤其在展示表現(xiàn)人物個(gè)性的動(dòng)作時(shí)，如果我們蜻蜓點(diǎn)水、一筆帶過，就很難突出刻畫人物形象，也很難給閱卷老師留下深刻的印象，而動(dòng)作細(xì)節(jié)描寫能夠充分展示出動(dòng)作的過程，讓故事情節(jié)生動(dòng)活潑。3．適當(dāng)運(yùn)用修辭。在動(dòng)作描述的過程中，在必要的地方可以恰當(dāng)使用一些比喻，擬人與夸張等修辭手法，都能讓動(dòng)作描寫變得更有表現(xiàn)力。[素材積累]1．與“跑、跳、行走”相關(guān)的動(dòng)作①wanderintothewoods在樹林里漫步②walkacrossstreet步行穿過馬路③walkarminarm手挽手地走④walkthroughthepouringrain在傾盆大雨中行走⑤pacebackandforth來回踱步；徘徊⑥jumptoone'sfeet一躍而起⑦walkgracefully步態(tài)優(yōu)雅地走⑧joginthewoods在林間慢跑⑨rushoutoftheroom沖出房間⑩crawltosafety爬到安全的地方2．與“看、聽、說”相關(guān)的詞匯①listenimpatiently不耐煩地聽②glareangrilyatsb.怒目而視著某人③glancearound/roundtheroom掃視房間④stareat凝視⑤takealookat看一看⑥overhearafunnyconversation無意間聽到一段好笑的談話⑦remark評論說⑧add補(bǔ)充說3．其他與肢體語言相關(guān)的詞匯①shrugone'sshoulders聳肩②frownatsb.對某人皺眉③bowtosb.向某人鞠躬④nodinagreement點(diǎn)頭表示贊同⑤applaud鼓掌歡迎⑥patsb.ontheshoulder/head拍某人的肩膀/頭⑦grasp/holdone'shand抓住某人的手⑧pointtosb.指著某人⑨waveone'shand揮手[2016·浙江10月高考改編]閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。OneweekendinJuly,Janeandherhusband,Tom,haddriventhreehourstocampovernightbyalakeintheforest.Unfortunately,onthewayanunpleasantsubjectcameupandtheystartedtoquarrel.Bythetimetheyreachedthelake,JanewassoangrythatshesaidtoTom,“I'mgoingtofindabetterspotforustocamp”andwalkedaway.Withnopathtofollow,Janejustwalkedonforquitealongtime.Aftershehadclimbedtoahighplace,sheturnedaround,hopingtoseethelake.Tohersurprise,shesawnothingbutforestand,farbeyond,asnow-cappedmountaintop.Shesuddenlyrealizedthatshewaslost.“Tom!”shecried.“Help！”Noreply.IfonlyshehadnotlefthermobilephoneinthatbagwithTom.Janekeptmoving,butthefarthershewalked,themoreconfusedshebecame.Asnightwasbeginningtofall,Janewassotiredthatshehadtostopforthenight.Lyingawakeinthedark,JanewantedverymuchtobewithTomandherfamily.Shewantedtoholdhimandtellhimhowmuchshelovedhim.Janeroseatthebreakofday,hungryandthirsty.Shecouldhearwatertrickling(滴落)somewhereatadistance.Quicklyshefollowedthesoundtoastream.Tohergreatjoy,shealsosawsomeberrybushes.Shedrankandateafewberries.Neverinherlifehadshetastedanythingbetter.Feelingstrongernow,Janebegantowalkalongthestreamandhopeitwouldleadhertothelake.Asshepickedherwaycarefullyalongthestream,Janeheardahelicopter.Isthatforme?Unfortunately,thetreesmadeitimpossibleforpeopletoseeherfromabove.Afewminuteslater,anotherhelicopterflewoverhead.Janetookoffheryellowblouse,thinkingthatsheshouldgotoanopenareaandflagthemiftheycamebackagain.Butnomorehelicopterscameanditwasgettingdarkagain.________________________________________________________________________________________________________________________________________________ItwasdaybreakwhenJanewokeup.________________________________________________________________________________________________________________________________________________第一步：初讀，獲取基本信息1．故事主線：驅(qū)車野營生嫌隙，迷失山林心焚急；挨餓恐懼度長夜，兩架飛機(jī)喪良機(jī)。2．故事要素：(1)When:oneweekendinJuly(2)Who:Jane(Wife);Tom(Husband)(3)Where:intheforest(4)Why：Thecouplehadaquarrel.(5)What：Janewaslost.3．故事情節(jié)(故事情節(jié)線/人物情感線)(1)已知線索：湖邊野營→夫妻吵架→負(fù)氣出走→迷失森林→失聯(lián)→自救→想念親人→掙扎尋路→發(fā)現(xiàn)直升機(jī)→飛離(2)根據(jù)故事情節(jié)選擇填空情感線索：angry→frightened→regretful→joyful→hopeful第二步：再讀，獲取發(fā)展線索，構(gòu)思情節(jié)發(fā)展1．細(xì)讀續(xù)寫兩段開頭語，理順續(xù)寫各段落之間的邏輯關(guān)系(根據(jù)所給段落首句，創(chuàng)設(shè)3－5個(gè)發(fā)問題目)Paragraph1:Butnomorehelicopterscameanditwasgettingdarkagain.(1)HowdidJanefeelthen?(2)HowdidJanestrugglethroughthenight?(3)Didshefallasleep?Paragraph2:ItwasdaybreakwhenJanewokeup.(1)WasJanerescued?(2)WhorescuedJane?(3)Howwassherescued?(4)Howdidshefeelthen?2．預(yù)測續(xù)寫故事情節(jié)Paragraph1：本段預(yù)測主線：饑餓勞累懊悔知，養(yǎng)精蓄銳等良機(jī)；夜臥山林心恐懼，夜色沉寂又睡去。→Jane后悔和Tom吵架，相信他一定會(huì)報(bào)警營救她。她必須積攢力氣以便明天給直升機(jī)(helicopter)發(fā)信號，夜幕躺在小溪(stream)邊，野獸聲令她恐懼，后來在夜幕中睡著了。Paragraph2：本段預(yù)測主線：醒看漁民在遠(yuǎn)處，帶她爬到開闊地；欣喜飛機(jī)見襯衣，夫妻相擁又相知。→Jane第二天醒來突然發(fā)現(xiàn)遠(yuǎn)處有個(gè)漁民(atadistance)，漁民帶她爬到(climb)一個(gè)開闊的沒有樹遮擋的地方，令她欣喜的是(Tohergreatjoy)，就在那時(shí)，一架直升機(jī)飛過頭頂。漁民幫她揮舞著黃色的襯衣(yellowblouse)，她得救了。第三步：優(yōu)化寫作語言，完成讀后續(xù)寫Paragraph1：Butnomorehelicopterscameanditwasgettingdarkagain.________________________________________________________________________________________________________________________________________________________________________Paragraph2：ItwasdaybreakwhenJanewokeup.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________技能2心理活動(dòng)描寫和對話語言描寫[技能點(diǎn)撥]1．心理活動(dòng)描寫是指在文章中，對人物在一定的環(huán)境中的心理狀態(tài)、精神面貌和內(nèi)心活動(dòng)進(jìn)行的描寫。它是塑造人物形象、刻畫人物性格品質(zhì)的一種方法。最常用的是描寫人物的內(nèi)心獨(dú)白，寫出人物的所思所想，讓人物直接吐露自己的心聲，說出他的歡樂和悲傷、矛盾和愁郁、憂慮和希望，心理描寫能夠直接深入人物心靈，揭示人物的內(nèi)心世界，同時(shí)也能夠突出文章的中心或表明人物的品質(zhì)或情感。心理活動(dòng)描寫要遵循以下三個(gè)原則：(1)加上修飾語，落實(shí)“細(xì)微處”。描寫人物心理活動(dòng)時(shí)，一定要突出細(xì)節(jié)，所有的感情都體現(xiàn)在“細(xì)微處”，盡量不用過于籠統(tǒng)的詞，而用相關(guān)的細(xì)節(jié)性詞匯或詞組，例如：smiledhappily,shiningsmileonherface等。(2)體現(xiàn)“多樣性”，避免描寫“單一化”。在進(jìn)行人物心理描寫時(shí)，盡量避免平鋪直敘的表達(dá)，可以采用多種句式、非謂語動(dòng)詞等形式來體現(xiàn)語法結(jié)構(gòu)的多樣性。(3)適當(dāng)使用比喻修辭方法，讓表達(dá)生動(dòng)而優(yōu)美。2．與心理活動(dòng)描寫不同，對話語言描寫能在一定程度上讓人物把自己的心理活動(dòng)說出來。對話可以是兩個(gè)人的對話，也可以是幾個(gè)人的相互交談。描寫人物的語言，不但要求做到個(gè)性化，而且還要體現(xiàn)出人物說話的藝術(shù)性。成功的語言描寫總是鮮明地展示人物的性格，生動(dòng)地表現(xiàn)人物的思想感情，深刻地反映人物的內(nèi)心世界。讀后續(xù)寫中對話語言描寫要遵循以下三個(gè)原則：(1)控制對話的比重。讀后續(xù)寫中的對話描寫要注意在文中段落中的比重問題，切忌全以對話或大部分對話代替其他細(xì)節(jié)描寫。(2)對話內(nèi)容應(yīng)符合人物身份特征，否則寫作效果會(huì)打折扣。(3)續(xù)寫中所寫對話應(yīng)該緊扣一個(gè)中心或話題，且這個(gè)中心或者話題需要與全文的主題一致，這樣才能使文章思路清晰，才能使對話顯得有意義，否則將會(huì)影響文意的表達(dá)和故事情節(jié)的發(fā)展。[素材積累]1．心理活動(dòng)描寫①bekeenon...對……熱心；渴望②dance/jumpforjoy高興地跳起來③anencouragedexpression受到鼓舞的表情④incheerfulspirits心情愉快⑤asatisfiedlook滿意的表情⑥bedelightedat...對……很高興⑦brightensb.'sheart使某人心情愉快⑧feelinspired/encouraged受到鼓舞⑨beinhighspirits精神高漲⑩astrongsenseofloss強(qiáng)烈的失落感?withaheavyheart懷著沉重的心情?cryone'sheartout悲痛欲絕?withasinkingheart帶著沮喪的心情?haveaworriedlook愁眉苦臉?feelembarrassed/annoyed/discouraged感到尷尬的/惱怒的/泄氣的2．對話語言描寫①say...loudly/proudly/gently/angrily/seriously/cheerfully...大聲地/自豪地/溫柔地/生氣地/嚴(yán)肅地/高興地說……②addthat…補(bǔ)充說……③answersb./makeananswertosb.回答某人④tellsb.sth./tellsth.tosb.告訴某人某事⑤remindsb.that...提醒某人……⑥explainsth.clearly清楚地解釋某事⑦announce/declarethat...宣布……⑧yellout/cryouttosb.大聲朝某人喊叫⑨whispertosb.gently對某人溫聲細(xì)語⑩complainabout...抱怨……?objectto/raiseanobjectionto反對……?disagreewith/haveadisagreementwith不同意……?arguewithsb.oversth.與某人爭論某事[2018·浙江6月高考改編]閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。Itwassummer,andmydadwantedtotreatmetoavacationlikeneverbefore.HedecidedtotakemeonatriptotheWildWest.WetookaplanetoAlbuquerque,abigcityinthestateofNewMexico.WereachedAlbuquerqueinthelateafternoon.UnclePaul,mydad'sfriend,pickedusupfromtheairportanddroveusuptohisfarminPecos.HiswifeTinacookedusadeliciousdinnerandwegottoknowhissonsRyanandKyle.MydadandIspentthenightintheguestroomofthefarmhouselisteningtothefrogsandwaterrollingdowntherivernearby.Veryearlyinthemorning,UnclePaulwokeusuptohavebreakfast.“Thedaystartsatdawnonmyfarm，”hesaid.Afterbreakfast,IwenttohelpAuntTinafeedthechickens,whilemydadwentwithUnclePaultotakethesheepouttograze(吃草).IwasimpressedtoseemydadandUnclePaulridinghorses.Theylookedreallycool.Intheafternoon,IaskedUnclePaulifIcouldtakeahorseride,andhesaidyes,aslongasmydadwentwithme.Iwasn'tgoingtotakeahorseridebymyselfanyway.So,mydadandIputonournewcowboyhats,gotonourhorses,andheadedslowlytowardsthemountains.“Don'tbelateforsupper，”UnclePaulcried,“andkeeptothetracksothatyoudon'tgetlost！”“OK！”mydadcriedback.AfterawhileUnclePaulandhisfarmhousewereoutofsight.Itwassopeacefulandquietandthecolorsofthebrownrocks,thedeepgreenpinetrees,andthelateafternoonsunmixedtocreateamagicscene.Itlookedlikeabeautifulwoven(編織的)blanketspreadoutuponthegroundjustforus.Paragraph1：Suddenlyalittlerabbitjumpedoutinfrontofmyhorse.________________________________________________________________________________________________________________________________________________Paragraph2：Wehadnoideawherewewereanditgotdark.________________________________________________________________________________________________________________________________________________第一步：初讀，獲取基本信息1．故事主線：父親帶我去農(nóng)場，夜宿農(nóng)舍清晨忙；叔叔同意“我”騎馬，父伴子騎賞風(fēng)光。2．故事要素：(1)When:summervacation(2)Where:onafarmintheWildWest(3)Who:dad,UnclePaul,I(4)Why:Tobecool,Iwantedtotakeahorseride.(5)What:MydadandIwasridingthehorsestowardsthemountainswhenalittlerabbitjumpedout.3．故事情節(jié)(故事情節(jié)線/人物情感線)已知線索：出游西部，心情愉悅→到達(dá)農(nóng)場，好奇不已→喂雞養(yǎng)羊，體驗(yàn)生活→騎馬誘惑，躍躍欲試→與父同行，策馬飛奔→突現(xiàn)兔子，不知所措→迷路險(xiǎn)情，如何回家→……第二步：再讀，獲取發(fā)展線索，構(gòu)思情節(jié)發(fā)展1．細(xì)讀續(xù)寫兩段開頭語，確定續(xù)寫各段落間的邏輯關(guān)系及結(jié)局①第一段所給首句Suddenlyalittlerabbitjumpedoutinfrontofmyhorse.是故事發(fā)展的轉(zhuǎn)折點(diǎn)。由此可描述兔子的出現(xiàn)使馬受驚后的情景，注意人物心理活動(dòng)的描寫，并兼顧動(dòng)作描寫。②第二段首句Wehadnoideawherewewereanditgotdark.呼應(yīng)原文UnclePaul的叮囑——Don'tbelateforsupper，續(xù)寫可從迷路后如何尋路返回農(nóng)場著手。2．預(yù)測續(xù)寫故事情節(jié)Paragraph1：本段預(yù)測主線：小兔突現(xiàn)馬受驚，驚恐萬分父緊追。馬停已經(jīng)天色晚，忽然發(fā)現(xiàn)迷方向。根據(jù)原文可勾勒出續(xù)寫部分第一段的以下細(xì)節(jié)：馬受驚奔跑→“我”驚恐萬分→父親大喊“抓緊繩子”并緊追不舍→馬最終停下→“我”如釋重負(fù)，卻發(fā)現(xiàn)迷失了方向。Paragraph2：本段預(yù)測主線：迷路求救無人應(yīng)，雖然擔(dān)心但鎮(zhèn)靜。平靜之中急生智，策馬返回沿河旁。根據(jù)原文可勾勒出續(xù)寫部分第二段的細(xì)節(jié)：迷路后“我”和父親雖然擔(dān)心但鎮(zhèn)靜下來想辦法回到UnclePaul的農(nóng)場→“我”想到沿著河返回農(nóng)舍→不久看見了遠(yuǎn)處的農(nóng)舍。第三步：優(yōu)化寫作語言，完成讀后續(xù)寫Paragraph1：Suddenlyalittlerabbitjumpedoutinfrontofmyhorse.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2：Wehadnoideawherewewereanditgotdark.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________技能3外貌性格描寫[技能點(diǎn)撥]進(jìn)行人物外貌性格描寫時(shí)，可描寫一個(gè)人的總體印象，也可以抓住人物重要的外貌特征或性格特點(diǎn)進(jìn)行描述。可以具體描述人物的五官、著裝，甚至可以配上動(dòng)作描述。在描寫人物片段時(shí)，可寫你對人物印象最深的一兩點(diǎn)，再加上一兩句人物評價(jià)。讀后續(xù)寫中可以從以下兩方面描寫人物外貌特征。1．肖像描寫。肖像描寫即描繪人物的面貌特征，它包括人物的身材、容貌、服飾、打扮以及表情、儀態(tài)、風(fēng)度、習(xí)慣性特點(diǎn)等。肖像描寫是對人物外貌的一種靜態(tài)描寫，其目的是以“形”傳“神”，刻畫人物的性格特征，反映人物的內(nèi)心世界。2．神態(tài)描寫。神態(tài)描寫專指對面部五官展開描寫，可以表現(xiàn)人物的喜怒哀樂。描寫時(shí)要用表示表情、神態(tài)的詞語。常通過人物的臉、眼睛等方面的神態(tài)描寫來反映人物的喜怒哀樂等情感。[素材積累]1．外貌描寫①scruffilydressed衣著不整潔的②neatlydressed衣著干凈整潔的③well-dressed衣著考究的④smartlydressed穿著光鮮的⑤elegantlydressed穿著考究的⑥plain相貌平平的⑦good-looking好看的⑧muscular強(qiáng)壯的⑨short個(gè)子矮的⑩tall高的?overweight超重的?plump豐滿的?thin瘦的?skinny極瘦的?slim苗條的?mediumheight中等身高?tubby矮胖的2．性格與特征描寫①simple-minded頭腦簡單的②polite有禮貌的③modest謙虛的④knowledgeable有豐富知識(shí)的⑤imaginative富有想象力的⑥ill-mannered舉止粗魯?shù)蘑遠(yuǎn)ard-working努力工作的⑧impatient急躁的，不耐煩的⑨sweet和藹的⑩brave勇敢的?careful仔細(xì)的?careless粗心的?good-hearted好心腸的?responsible有責(zé)任心的?diligent勤奮的?experienced有經(jīng)驗(yàn)的?forgetful健忘的?cold冷酷的?calm鎮(zhèn)定的?strong堅(jiān)強(qiáng)的eq\o(○,\s\up1(21))selfish自私的eq\o(○,\s\up1(22))romantic浪漫的eq\o(○,\s\up1(23))quiet安靜的eq\o(○,\s\up1(24))nervous焦慮的eq\o(○,\s\up1(25))lovely可愛的eq\o(○,\s\up1(26))gentle溫柔的eq\o(○,\s\up1(27))generous大方的eq\o(○,\s\up1(28))adventurous喜歡冒險(xiǎn)的eq\o(○,\s\up1(29))energetic精力旺盛的eq\o(○,\s\up1(30))charming有吸引力的eq\o(○,\s\up1(31))confident自信的eq\o(○,\s\up1(32))humorous幽默的eq\o(○,\s\up1(33))optimistic樂觀的eq\o(○,\s\up1(34))outstanding杰出的eq\o(○,\s\up1(35))pessimistic悲觀的eq\o(○,\s\up1(36))pleasant令人愉快的eq\o(○,\s\up1(37))proud驕傲的；自豪的eq\o(○,\s\up1(38))rude無禮的；粗魯?shù)膃q\o(○,\s\up1(39))sociable善于交際的eq\o(○,\s\up1(40))spirited精神飽滿的[2017·浙江11月高考改編]閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。AVacationwithMyMotherIhadaninterestingchildhood.Itwasfilledwithsurprisesandamusements,allbecauseofmymother—loving,sweet,yetabsent-mindedandforgetful.OnestrangefamilytripwetookwhenIwaseleventellsalotabouther.MytwosetsofgrandparentslivedinColoradoandNorthDakota,andmyparentsdecidedtospendafewweeksdrivingtothosestatesandseeingallthesightsalongtheway.Asthefirstdayofourtripapproached,David,myeight-year-oldbrother,andIunwillinglysaidgood-byetoallofourfriends.Whoknewifwe'deverseethemagain?Finally,themomentofourdeparturearrived,andweloadedsuitcases,books,games,campingequipment,andatentintothecarandbravelydroveoff.Webravelydroveoffagaintwohourslaterafterwe'dreturnedhometogetthepurseandtraveler'schecksMomhadforgotten.DavidandIwerealwaysalittlenervouswhenusinggasstationbathroomsifMomwasdrivingwhileDadslept：“Youstandoutsidethedoorandplaylookout(放哨)whileIgo,andI'llstandoutsidethedoorandplaylookoutwhileyougo.”Ihadterriblepicturesinmymind:“Honey,wherearethekids？”“What？！Oh,Gosh...Ithoughttheywerebeingawfullyquiet.”Wewereneveractuallyleftbehindinastrangecity,butweweren'tabouttotakeanychances.Onthefourthorfifthnight,wehadtroublefindingahotelwithavacancy.Afterdrivinginvainforsometime,Momsuddenlygotagreatidea:Whydidn'twefindahousewithalikely-lookingbackyardandaskifwecouldsetuptentthere?DavidandIbecamenervous.Toourgreatrelief,Dadturneddowntheidea.Momnevercouldunderstandourobjections(反對).Ifastrangefamilyshoweduponherfrontdoorstep,Momwouldhavebeendelighted.Shethinkseveryoneintheworldisasniceassheis.Wefinallyfoundavacancyinthenexttown.Paragraph1：Thenextdaywerememberedthebrand-newtentwehadbroughtwithus.________________________________________________________________________________________________________________________________________________Paragraph2：Wedrovethroughseveralstatesandsawlotsofgreatsightsalongtheway.________________________________________________________________________________________________________________________________________________第一步：初讀，獲取基本信息1．故事主線：驅(qū)車出游訪二老，媽媽健忘返家跑；擔(dān)心自己被遺失，賓館難找主意妙。2．故事要素：(1)When:Iwaseleven(2)Where:duringatrip(3)Who:Mum,Dad,David,I(4)Why:Mymotherwasforgetful.(5)What:afamilytripwithmyforgetful,loving,sweetmother3．故事情節(jié)(故事情節(jié)線/人物情感線)已知線索：驅(qū)車出發(fā)→返回拿物→再出發(fā)→媽媽健忘令我擔(dān)心→有空房間的賓館難尋→媽媽建議找陌生人的后院搭帳篷→David和我擔(dān)憂，爸爸拒絕第二步：再讀，獲取發(fā)展線索，構(gòu)思情節(jié)發(fā)展1．細(xì)讀續(xù)寫兩段開頭語，確定續(xù)寫的大體方向①根據(jù)續(xù)寫第一段首句中寫到的關(guān)鍵詞we_remembered_the_brand-new_tent，可知下文應(yīng)著重圍繞帳篷展開話題。可按照媽媽健忘、善良的性格特點(diǎn)，預(yù)測可能會(huì)發(fā)生的一些有趣的故事。②根據(jù)續(xù)寫第二段首句中的關(guān)鍵詞along_the_way提示，第二段可描述一路觀光的同時(shí)，在他們家人之間發(fā)生的美好而有趣的故事，最后還可以寫看望祖父母，并寫出“我”對這次旅行的感悟。結(jié)合首句中關(guān)鍵詞greatsights可簡單描寫景物作為呼應(yīng)。2．預(yù)測續(xù)寫故事情節(jié)Paragraph1：本段預(yù)測主線：夜晚露宿在河邊，怎料帳篷落賓館。→第二天我們決定沿河露營，以便欣賞自然美景。爸爸正要搭帳篷，這時(shí)突然發(fā)現(xiàn)找不到帳篷了，詢問媽媽后得知媽媽又把帳篷落在賓館了。他只好返回賓館拿帳篷。Paragraph2：本段預(yù)測主線：沿途觀光好快樂，母愛親情大如天。→沿途每到一處，媽媽都很高興，擁抱我們，使我們感到舒適安全。盡管媽媽健忘和心不在焉，但她從來不忘記表達(dá)對我們的愛。第三步：優(yōu)化寫作語言，完成讀后續(xù)寫Paragraph1：Thenextdaywerememberedthebrand-newtentwehadbroughtwithus.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2：Wedrovethroughseveralstatesandsawlotsofgreatsightsalongtheway.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________技能4環(huán)境描寫[技能點(diǎn)撥]環(huán)境描寫是指對人物所處的具體的社會(huì)環(huán)境和自然環(huán)境的描寫。其中社會(huì)環(huán)境是指能反映社會(huì)、時(shí)代特征的建筑、場所、陳設(shè)等景物以及民俗民風(fēng)等。自然環(huán)境是指自然界的景物，如季節(jié)變化、風(fēng)霜雨雪、山川湖泊等。環(huán)境描寫往往是敘述、描寫、抒情等表達(dá)方法的綜合運(yùn)用，是自然景色、社會(huì)環(huán)境、人物活動(dòng)等描寫對象的集中表現(xiàn)。1．描寫自然環(huán)境的方法自然環(huán)境描寫時(shí)要做到有聲有色、有味道、有質(zhì)感、有動(dòng)態(tài)、有畫面感。可以借助描寫天氣、描寫自然景物、描述自然環(huán)境來襯托故事中人物的心境或情緒。2．環(huán)境描寫的技巧(1)選擇與主題和情節(jié)設(shè)置一致的環(huán)境要素，以營造故事發(fā)生的特定環(huán)境。(2)細(xì)致深入。為了達(dá)到從側(cè)面襯托人物的心境或情緒，所選的景物應(yīng)進(jìn)行細(xì)致深入的描寫。(3)添加附加信息。如天氣變化、周邊的景物、昏暗的路燈、搖曳的樹影等。(4)環(huán)境細(xì)節(jié)描寫一定要與動(dòng)作和心理活動(dòng)等相結(jié)合，才能更好地發(fā)揮環(huán)境細(xì)節(jié)描寫的作用。3．充分利用環(huán)境描寫可以起到烘托故事高潮的作用為了使故事達(dá)到最緊張、最扣人心弦的時(shí)刻，即高潮部分，常可以通過加大筆墨描寫環(huán)境以達(dá)到目的。強(qiáng)化環(huán)境描寫增強(qiáng)了高潮元素，能夠使我們感受到緊張氣氛的倍增。例1：Immediately,anabsolutedarknessruledtheforest.(黑暗)Evenworse,thetemperaturesuddenlydroppeddramatically.(寒冷)例2：Itdidn'ttakelongfortheforesttobeenvelopedindarkness(黑暗).Herraspingbreathsteamed(寒冷)inthemoonlightandherthroatwasparchedfromthirst.例3：Iclosedmyeyestoenjoythegentlebreezeandthesoundsoftheclashingwaves.Gentlyopeningmyeyes,Isawmyparentstakingarelaxingstrollalongthebeach.(視覺＋環(huán)境描寫)例4：Ilookedoutofthecarwindow,windingrivers,loftymountains,sunnybeachesanddeepvalleysholdingmeentirelyintheirfascination.(視覺＋環(huán)境描寫＋擬人)[素材積累]1．天氣描寫①warm溫暖的②hot熱的③rainy多雨的④cloudy多云的⑤snowy下雪多的⑥foggy有霧的⑦damp潮濕的⑧cold寒冷的⑨clear晴朗的⑩changeable變化無常的?stormy有暴風(fēng)雨的?terrible可怕的?wet有雨的；潮濕的?windy風(fēng)大的；多風(fēng)的?awful糟糕的?frosty霜凍的?sunny陽光燦爛的?pleasant晴朗的?mild溫和的2．場景描寫①stony多石的②rocky巖石覆蓋的③roaring咆哮的④narrow狹窄的⑤impressive給人深刻印象的⑥grassy長滿青草的⑦golden金色的⑧frozen冰凍的⑨flat平坦的⑩dry干燥的?attractive吸引人的?cross-country橫跨全國的?enjoyable令人愉快的?exciting激動(dòng)人心的?memorable難忘的?lovely美好的?historic古老的?mountainous多山的?remote遙遠(yuǎn)的?romantic浪漫的eq\o(○,\s\up1(21))wild荒涼的eq\o(○,\s\up1(22))wonderful美妙的閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。Lastweek,Iwentbacktomyhometown,whichusedtobeabeautifulplace,withgreentreesalloverthemountainsandasmallriverwindingthroughthewholecountrysideinmind.Icouldn'twaittoseemyhometown,whichIhadalwaysbeendreamingof.Themountains,thetrees,theriverandthepeopletherehavealwaysbeeninmymindtheseyears.WhileIwasonthewaytomyhometown,Ilookedoutofthebuswindowtoenjoythebeautifulsceneryatthesametime.Myhometowncamenearerandnearer.However,Icouldn'tbelievesomethingstrangecameintomyeyes:allthetreesalongtheroadweregoneandlotsofsandwasblowinginthewind!IwonderedifIhadtakenawrongbus.Infact,Ihadn't.Thebusfinallyarrived.Iquicklygotoff,lookingaroundtheplaceIusedtolivein.Everythinghadchanged！Treesweregone,leavingthebaremountainsandadryriver.Seeingthis,Icouldn'thelpburstingintotears.Irushedontoamountain,tryingtofindasingletreethere,butIfailed.Therewasnothingbutsand.Istoodstill,lostinthought.Intherestofthatday,Icouldhardlytalk.Iwasjustwonderingwhypeoplecutdownallthetreesandtheriverdriedup.ItwasnotuntilthenextdaythatIhadachancetotalkwithmygrandfather,whohadlivedthereforovereightyyears.Iexpressedmypuzzlementtohimdirectly.“Well，”hesaidinasadvoice,“nobodyherewantstocutdowntreesandmaketheriverdryup,ifpossible.Butallofushavenochoice！”Mygrandfathercontinued,gettingalittleexcited.“Asthepopulationgrowslargerandlarger,peopleneededmorefoodtofeedthemselves.Theyhadtocutdownthetreestomakeroomforgrowingricetomakealiving.Besides,peoplehadtochannelwaterintothefields.Daybyday,treesweregoneandtheriverdriedup.”Paragraph1：AfterIcamebackfrommyhometown,ittookmealongtimetocalmdown.________________________________________________________________________________________________________________________________________________Paragraph2：Nowadays,scienceandtechnologyisdevelopingrap