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专题1.01 源语篇的语类及解读-2024年新高考英语读后续写提分技能
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这是一份专题1.01 源语篇的语类及解读-2024年新高考英语读后续写提分技能，共11页。试卷主要包含了01源语篇的语类及解读，词汇激活等内容，欢迎下载使用。
知识回顾
1
语类、语体与语篇
语类就是使用语言时所采取的被社会认可的方式。语类是语言表达的意义形式，这种意义形式形成语篇。在特定的语境中展开交际的一段话语，根据交际目的自然地归属于同一话语类型，在特定的文化语境中，这种话语类型具有一定的典型性，重复出现并被社会普遍认可，形成某种语类。带有特定交际意图的语类，进而形成不同的语篇。语类的分析框架如下：
图：语类的分析框架
语体是适应不同交际领域、目的、内容的需要在运用全民语言的言语行为中形成的语言特点体系。就一定时期的语言特点来看，语体是相对稳定的。它是某类语言特点的综合，具有规约性的特点。语体在语音、词汇、语法和句式等方面的特点是静态直观的，某个言语社团的人可以从中挑选符合情景语境的语言特点，从而呈现某种语体特色。同时，语体也具有开放性。语体随社会分工的变化而分化，在保持相对稳定性的同时，处于不断发展的状态中。语体有渗透和交融现象，这会促进中间语体的形成。语体间的渗透并不改变原始语体的属性，而语体间的融合则形成了新的语体类型。
语体研究的基本单位是各种语言实现形式，即语音、词汇、语法和句式等，而语类研究的基本单位是“话语”，即有系统的、有目的性的话语。语体和语类都是属于语言层面的。语体是话语交际的外在形式，语类是实现话语的意义方式。语体的表现特征是各种语言形式，那些带有非语言特征的语类形式可以转而用语言特征来表现，但这就形成了不同的语类，它们所蕴含的意义也会改变。语言是连接语类与语体的中介，语体关联的是具体的语言表达形式，而语类关联的是语言形式的意义类型，它外在表现为一系列的实体特征，最终由语音和文字来体现。
语体和语类处于不同的地位，语体建立在语类之上，在更高的层面上运用语言，而语类是对语体的细分，是对“言语”层的运用。语体与语类之间呈现一种交叉分布的状态。语体在更高的层面上实现了对语类的宏观分类，具有共同语言特点的语类归属于同一语体，它们在彰显共性的同时，又突显了作为语类的个体性特征，从微观的层面上表现了语言的不同意义形式。
方法策略
2
交际目的决定着语类的存在，形成了某类语篇的“图式结构 (即开头—中间—结尾)”， 影响了语篇的内容和语言风格的选择。《普通高中英语课程标准》 提出记叙文和说明文语篇的主要写作目的包括再现经历传递信息、说明事实、想象创作。高中英语读后续写语料多为故事语类。故事语类紧密地融入了日常生活之中，在社会团体中被用来解释生活的构成和节奏、评估人物彼此的行为，也被用来教育我们的孩子，并起到娱乐的作用。根据事件是否按时间顺序组织、主人公是否遇到曲折、曲折是否得以解决，以及主人公的反应，故事语类可以细分为讲述文、叙事文、观察文、说教文和轶事文。
表1：高考读后续写故事语篇的目的分析1
2021 年1月浙江卷讲述作者在万圣节将挖空南瓜套头上取不下来遇险的故事。
2020 年7月浙江卷卷讲述了一对夫妻在加拿大遇到北极熊遇险的故事。
2018 年6月浙江卷讲述了爸爸带儿子去朋友家农场附近 游玩迷路遇险的故事。
2017 年6月浙江卷讲述了和朋友一起骑车游玩， 野外遇 狼的遇险故事。
2016 年10月浙江卷讲述了野外露营中因为吵架，妻子另寻营地过程中迷路遇险的故事。
以上五篇故事语篇都再现了故事主人公遭遇险境的经历，情况危急，冲突明显，属于纯故事无主题语篇，凸显故事冲突而不是某一特定主题。
表2：高考读后续写故事语篇的目的分析2
2020 年7月山东卷讲述妈妈和自己的孩子们帮助困难家 庭的故事，歌颂了乐于助人的行为和精神，反映了人物品质。
2020 年1月浙江卷讲述了宠物狗 Pppy 与男孩分别又重 逢的故事，体现了人类和宠物的深厚情感。
2017 年 11 月浙江卷讲述了妈妈一次旅途中几次健忘事件，体现妈妈忘事、甜美可爱的形象以及家庭的温暖和和谐。
以上三篇故事语篇属于有主题故事语篇， 通过对所发生的事件的讲述和经历的再现， 实现主题的表达。
语类是语言使用者共同遵守的、程式化的社会交往工具，具有常规性、重复性和习惯性，其基本原则不能被随意更改。语篇的结构是有条理、上下连贯、前后一致的有机的语言整体。较大的语篇通常都有开头、中间、结尾等部分。不同语体的语篇通常用不同的结构形式表示开头、中间、结尾等部分。其实，即便是同一种语类，也可能有一些语篇结构的差异。因此，高考读后续写故事语篇结构也表现出一定的程式性：
表3：读后续写中的纯故事语篇结构
（1）2021 年1月浙江卷所给材料讲述万圣节将镂空南瓜套头上取不下来遇险的故事。 续写第二段段首句写这件事被视频录下来并发布网上， 反推续写第一段应该讲述南瓜最终取下， 冲突得到解决。
（2）2020 年7月浙江卷所给材料讲述拍摄熊遇袭，续写第二 段首句讲述危机时刻，救援直升机来了，出现转机， 情节下 降， 预示故事冲突即将得到解决。
（3）2017 年6月卷所给材料讲述骑行遇狼的故事。 续写第二段段首句讲述当狼要扑上来的时候一辆车停在人与狼的中间， 出现转机， 情节下降， 预示故事冲突即将得到解决。
（4）2018 年6月浙江卷所给材料讲述在叔叔家农场附近骑马迷路的故事。 续写第二段起始句叙述了我们不知道自己在哪 里而且天黑下来了， 仅仅通过段首句不能推断最终是否找到回去的路。 但是原文中 I spent a night in the guest rm f the farm huse listening t the frgs and river rlling dwn 暗示找到河流就可以沿着河流找到回去的路。
（5）2016 年10月浙江卷所给材料讲在述森林迷路获救的故事。 续写第二段首句叙述了当 Jane 醒来时天破晓了，不能推 断 Jane 是否找到回去的路，但是前文Jane began t walk alng the stream and hpe it wuld lead her t the lake 暗示可以沿着溪流寻找湖面。
（1）~（3）这三篇纯故事语篇要么通过第二段段首句反推在续写第一段冲突得到解决， 要么续写第二段首句预示故事冲突即 将得到解决，其语篇结构模式可以概括为 “介绍---发展----冲突---解决---结局”。
（4）~（5）这两篇纯故事语篇不能通过续写段落所给的首句推断 故事冲突是否得到解决，但原文留下了问题解决的线索。遵循故事发展与原文逻辑衔接的原则，考生发展故事情节应当结合原文， 推断冲突解决的合理途径。
表4：有主题故事语篇结构
（6）2020 年7月山东卷所给材料讲述自己在热心肠妈妈的引导下帮助有困难小男孩的故事。
（7）2020 年1月浙江卷所给材料 讲述男孩家人帮助宠物狗适应小男孩不在家期间的努力以及 宠物狗的反应。
（8）2017 年11月浙江卷所给材料记叙一次旅途中发生的一系列因妈妈忘事引发的事件。
（6）~（8）这三篇故事属于有主题故事语篇， 通过对事件的讲述凸显主题。 情节发展冲突性不强， 讲述按照事件发展的前后顺序展开， 因此以上三篇故事语篇结构可以概括为“指向---进展---结局”。
实践强化
3
基础演练
A
（2022·江苏南京·三模）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。
写作导引：
这篇续写的故事是否有固定主题？若有，主题是什么呢？请用一句话概括。
这篇故事的情节拓展模式是怎样的呢？请用简单的话语勾勒出情节发展的脉络，并附上语篇中的关键信息提示。
续写部分处在故事发展中的哪一个环节呢？与源语篇哪个部分衔接最近呢？
As a language arts teacher, I think it my duty t teach my kids hw t use ur tls f wrds well. Use yur tl right—this is what I always tell them. But I never expected t learn that lessn frm them.
I clearly remembered it was my 40th birthday. On that day, my sixth-grade students were seated in a large circle, each hlding a different tl in their hand—a hammer, a flashlight, a screwdriver, etc. The students discussed hw wrds are like tls—they have the ability t build r t destry, and they discvered hw the right tl used at the right time fr the right jb can bring abut great results. They freely shared persnal stries f hw they had experienced smene’s wrds used as a tl, t wund r t heal.
I watched and listened with a sense f satisfactin—the students were engaged, attentive, and enjying the lessn. They gt it! It was ne f thse times when I sat back and enjyed the magic f being a teacher—t have the pprtunity t watch yung peple discver a greater truth abut life abut each ther, and abut themselves. There was n better gift than that.
As we neared the end f that schl day, ne f my students, Laura, had an unexpected utburst f defiance(违抗) in class. Busy scribbling (涂画) in her exercise bk, she refused t wrk with her grup. I was aware frm reading Laura's file that she had struggled with defiant behavir in previus years, but we had develped a gd relatinship and she was always a respectful, thughtful, and psitive cntributr t ur class. Her behavir caught me ff guard. “I'm disappinted in yu!" With a sharp tne, I asked her t excuse herself and tld her I wuld visit with her in ur next-dr meeting rm after schl. She refused t leave and sat silently, staring at me angrily frm the back f the rm.
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。
“This was NOT ptinal," I firmly tld her, sunding unpleasantly bitter.
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But the meeting rm rang with her respnse “Yu're using yur tl against me!”
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写前梳理
【答案】
“This was NOT ptinal,” I firmly tld her, sunding unpleasantly bitter. She marched frm the back t the frnt and slammed the dr as she left fr the rm next dr. After the class was dismissed, I hurried t the meeting rm. In an uncharacteristic gesture f frustratin, I slammed the meeting rm dr behind me. “D yu knw hw disturbing yur defiance was t the whle class?” I reprimanded as I std ver her. With a bit f cmplacency, I paused fr her t respnd.
But the meeting rm rang with her respnse “Yu’re using yur tl against me!” It thundered in my ears. A girl was wunded by my tl f wrds. My mind raced fr slutins. “Srry, Laura. I haven’t used my tl right.” I sftly said, gently putting my hand n her shulder t reassure her f my sincerity. Her defiance slwly melted away and she handed me what she busied herself with—a birthday card. This precius gift served as a cnstant reminder f learning t use my tl right.
【写作解析】本文以人物为线索展开。讲述了我作为一名语言艺术教师，认为有责任教孩子们如何使用语言工具，而在40岁生日那天，当同学们在互相分享和讲述自己的故事时，一名名叫劳拉的学生在写写画画，并不参与小组讨论，于是我严厉呵斥了她，但是她却告诉我，我在用我的语言工具攻击她，当我恍然大悟后，取得了劳拉的原谅，才了解到原来她上课是在为我制作生日贺卡，于是我懂得了如何用好我的语言工具。
1.段落续写：
①由第一段首句内容““这是不可取的，”我坚定地告诉她，听起来苦涩得令人不快。”可知，第一段可描写作者是如何批评劳拉在课堂上的不良表现的。
②由第二段首句内容“但是会议室里响起了她的回答：“你在用你的工具对付我!””可知，第二段可描写劳拉的话是如何点醒了作者，让作者平静下来与劳拉沟通，最后了解课堂上劳拉写写画画背后的实际真相的。
2.续写线索：大声呵斥——劳拉不悦摔门而去——批评劳拉——劳拉反驳——我恍然大悟——平静真诚解决问题——了解真相——送我生日贺卡
3.词汇激活（一个词汇要写出相近的表达）
行为类：①摔门：slam the dr/bang the dr；②匆忙去：hurry t/rush t；③安慰：reassure/cmfrt
情绪类：①自满：cmplacency/satisfactin；②沮丧：frustratin /upset
【高级句型】
[句型1]. After the class was dismissed, I hurried t the meeting rm.（运用了连词after引导的时间状语从句）
[句型2] I sftly said, gently putting my hand n her shulder t reassure her f my sincerity.（运用了现在分词短语作状语）
[句型3]. Her defiance slwly melted away and she handed me what she busied herself with—a birthday card.（运用了what引导的宾语从句）
综合演练
B
1（2022·江苏·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。
I was a 20-year-ld nursing student in 1968, assigned as Chris’s pst-perative nurse.
Chris was an eight-year-ld by filled with energy, wh excelled in every sprt he played. Disbeying his parents’ wrds, he explred a neighbr’s cnstructin site, climbed a ladder, and fell, which gt him a brken arm that later had t be cut ff.
The first few days passed quickly. I prvided Chris’s physical care with frced cheerfulness. As his need fr medicatin decreased, his level f awareness increased, as did his mdiness. When I ffered him the twel fr a spnge bath and suggested he take ver, he washed his face and neck with great difficulty, then quit. And I finished.
The next day, I insisted n his ding whle bath by himself. He was mre than halfway thrugh when he sat dwn and said, “I can’t make it!”
“Yu wn’t be in the hspital much lnger,” I said gently. “Yu need t learn t take care f yurself.”
“Well, I can’t,” he frwned. “Hw can I d anything with just ne hand?”
Putting n my brightest face, I searched fr a silver lining in my mind. Finally I said, “Sure yu can d it, Chris. At least yu have yur right hand.”
He turned his face away and muttered, “I’m left-handed. At least I used t be.” Suddenly, I felt ashamed. Hw culd I have taken right-handedness fr granted? It seemed he and I bth had a lt t learn.
The next mrning, I greeted Chris with a big smile and a rubber band. He lked at me suspiciusly. I put my right hand behind my back and kept it there by winding the rubber band arund my unifrm buttns. “Yu’re left-handed and I’m right-handed,” I said, “Every time I ask yu t d smething with yur right hand, I will d it first, with my left hand. And I prmise nt t practice befre I see yu.”
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。
I started frm brushing teeth.
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Ten minutes later; I ultimately succeeded.
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【答案】
Para 1:
I started frm brushing teeth. Hwever, the nce simple rutine actin prved t be a disaster. With my teeth clenching the tthbrush tightly, I made great effrts t squeeze tthpaste nt it with my clumsy left hand, but I missed the target at the first attempt. I stle a glance at Chris and sptted a flicker f disappintment in his eyes. Taking a deep breath, I kept cncentrating n the actin in frnt f the mirrr and did better.
Para 2:
Ten minutes later; I ultimately succeeded. “This is incredible!” Chris grinned. “I can d it faster!” he declared and sprang frm the bed. After several attempts, he made it! Over the next tw weeks, we cmpeted with each ther t practice these seemingly easy tasks single-handed, frm buttning up the cats t taking ntes. Chris sn learned t d almst everything neatly with ne hand. The day he left hspital, he hugged me, with tears f gratitude, saying, “Yu are a truly gd nurse, thank yu.”
2．（2022·福建三明·三模）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。
After graduating frm cllege, I wrked as a salesman fr a pian cmpany. We advertised ur pians in small twn newspapers and then, when we had received many replies, we wuld lad ur little trucks, and drive int the area and sell the pians t thse wh had replied.
Every time we advertised, we wuld receive a reply n a pstcard which said, “Please bring me a new pian fr my little granddaughter. It must be red mahgany (红木). I can pay $10 a mnth with my egg mney.” Of curse, we culd nt sell a new pian fr $10 a mnth. N finance cmpany wuld carry a cntract with payments that small, s we ignred her pstcards.
One day, hwever, I happened t be in that area calling n ther replies, and ut f curisity I decided t lk the ld lady up. I fund pretty much what I expected: The ld lady lived in a ne-rm cabin in the middle f a cttn field. The cabin had a dirt flr and there were chickens in the huse. Obviusly, the ld lady culd nt have qualified t purchase anything n credit — n car, n phne, n real jb, nthing but a rf ver her head and nt a very gd ne at that.
I culd see daylight thrugh it in several places. Her little granddaughter was abut 10, bareft and wearing a feed sack (麻布袋) dress. I explained t the ld lady that we culd nt sell a new pian fr $10 a mnth and that she shuld stp writing t us every time she saw ur ad. I drve away heartsick, but my advice had n effect — she still sent us the same pst card every six weeks. Always wanting a new pian, red mahgany, please, and swearing she wuld never miss a $10 payment. It was sad.
Several years later, I wned my wn pian cmpany, and when I advertised in that area, the pstcards started cming t me. Fr mnths, I ignred them — what else culd I d?
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。
But then, ne day when I was in the area, I made a big decisin.
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Twenty years later while sitting at a bar, I heard the mst beautiful pian music behind me.
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【答案】
But then, ne day when I was in the area, I made a big decisin. Despite knwing that it was a terrible business decisin, I laded a red mahgany pian nt my little truck. I delivered the pian t the ld lady. I placed the new pian in the huse, advised her and the little girl t keep the chickens ff it and left. I was sure that I had just thrwn away a new pian. T my surprise, the payments came in n time with a thank-yu nte every mnth.
Twenty years later while sitting at a bar, I heard the mst beautiful pian music behind me. Lking arund, I saw a lvely yung wman playing a very nice grand pian. Stunned by her great perfrmance, I mved t a table beside her. She stpped and smiled at me plitely, “Aren’t yu the man wh sld my grandma a pian a lng time ag?” It didn’t ring a bell, s she started t explain. And I suddenly remembered. My Lrd, it was her, the little bareft girl in the feed sack dress! I was s glad that my kindness did make a real difference. (165w)项 目
内 容
故事主题
主要人物
主要事件
人物评价
作者评价
故事影响
你的感受
知识回顾
1
语类、语体与语篇
语类就是使用语言时所采取的被社会认可的方式。语类是语言表达的意义形式，这种意义形式形成语篇。在特定的语境中展开交际的一段话语，根据交际目的自然地归属于同一话语类型，在特定的文化语境中，这种话语类型具有一定的典型性，重复出现并被社会普遍认可，形成某种语类。带有特定交际意图的语类，进而形成不同的语篇。语类的分析框架如下：
图：语类的分析框架
语体是适应不同交际领域、目的、内容的需要在运用全民语言的言语行为中形成的语言特点体系。就一定时期的语言特点来看，语体是相对稳定的。它是某类语言特点的综合，具有规约性的特点。语体在语音、词汇、语法和句式等方面的特点是静态直观的，某个言语社团的人可以从中挑选符合情景语境的语言特点，从而呈现某种语体特色。同时，语体也具有开放性。语体随社会分工的变化而分化，在保持相对稳定性的同时，处于不断发展的状态中。语体有渗透和交融现象，这会促进中间语体的形成。语体间的渗透并不改变原始语体的属性，而语体间的融合则形成了新的语体类型。
语体研究的基本单位是各种语言实现形式，即语音、词汇、语法和句式等，而语类研究的基本单位是“话语”，即有系统的、有目的性的话语。语体和语类都是属于语言层面的。语体是话语交际的外在形式，语类是实现话语的意义方式。语体的表现特征是各种语言形式，那些带有非语言特征的语类形式可以转而用语言特征来表现，但这就形成了不同的语类，它们所蕴含的意义也会改变。语言是连接语类与语体的中介，语体关联的是具体的语言表达形式，而语类关联的是语言形式的意义类型，它外在表现为一系列的实体特征，最终由语音和文字来体现。
语体和语类处于不同的地位，语体建立在语类之上，在更高的层面上运用语言，而语类是对语体的细分，是对“言语”层的运用。语体与语类之间呈现一种交叉分布的状态。语体在更高的层面上实现了对语类的宏观分类，具有共同语言特点的语类归属于同一语体，它们在彰显共性的同时，又突显了作为语类的个体性特征，从微观的层面上表现了语言的不同意义形式。
方法策略
2
交际目的决定着语类的存在，形成了某类语篇的“图式结构 (即开头—中间—结尾)”， 影响了语篇的内容和语言风格的选择。《普通高中英语课程标准》 提出记叙文和说明文语篇的主要写作目的包括再现经历传递信息、说明事实、想象创作。高中英语读后续写语料多为故事语类。故事语类紧密地融入了日常生活之中，在社会团体中被用来解释生活的构成和节奏、评估人物彼此的行为，也被用来教育我们的孩子，并起到娱乐的作用。根据事件是否按时间顺序组织、主人公是否遇到曲折、曲折是否得以解决，以及主人公的反应，故事语类可以细分为讲述文、叙事文、观察文、说教文和轶事文。
表1：高考读后续写故事语篇的目的分析1
2021 年1月浙江卷讲述作者在万圣节将挖空南瓜套头上取不下来遇险的故事。
2020 年7月浙江卷卷讲述了一对夫妻在加拿大遇到北极熊遇险的故事。
2018 年6月浙江卷讲述了爸爸带儿子去朋友家农场附近 游玩迷路遇险的故事。
2017 年6月浙江卷讲述了和朋友一起骑车游玩， 野外遇 狼的遇险故事。
2016 年10月浙江卷讲述了野外露营中因为吵架，妻子另寻营地过程中迷路遇险的故事。
以上五篇故事语篇都再现了故事主人公遭遇险境的经历，情况危急，冲突明显，属于纯故事无主题语篇，凸显故事冲突而不是某一特定主题。
表2：高考读后续写故事语篇的目的分析2
2020 年7月山东卷讲述妈妈和自己的孩子们帮助困难家 庭的故事，歌颂了乐于助人的行为和精神，反映了人物品质。
2020 年1月浙江卷讲述了宠物狗 Pppy 与男孩分别又重 逢的故事，体现了人类和宠物的深厚情感。
2017 年 11 月浙江卷讲述了妈妈一次旅途中几次健忘事件，体现妈妈忘事、甜美可爱的形象以及家庭的温暖和和谐。
以上三篇故事语篇属于有主题故事语篇， 通过对所发生的事件的讲述和经历的再现， 实现主题的表达。
语类是语言使用者共同遵守的、程式化的社会交往工具，具有常规性、重复性和习惯性，其基本原则不能被随意更改。语篇的结构是有条理、上下连贯、前后一致的有机的语言整体。较大的语篇通常都有开头、中间、结尾等部分。不同语体的语篇通常用不同的结构形式表示开头、中间、结尾等部分。其实，即便是同一种语类，也可能有一些语篇结构的差异。因此，高考读后续写故事语篇结构也表现出一定的程式性：
表3：读后续写中的纯故事语篇结构
（1）2021 年1月浙江卷所给材料讲述万圣节将镂空南瓜套头上取不下来遇险的故事。 续写第二段段首句写这件事被视频录下来并发布网上， 反推续写第一段应该讲述南瓜最终取下， 冲突得到解决。
（2）2020 年7月浙江卷所给材料讲述拍摄熊遇袭，续写第二 段首句讲述危机时刻，救援直升机来了，出现转机， 情节下 降， 预示故事冲突即将得到解决。
（3）2017 年6月卷所给材料讲述骑行遇狼的故事。 续写第二段段首句讲述当狼要扑上来的时候一辆车停在人与狼的中间， 出现转机， 情节下降， 预示故事冲突即将得到解决。
（4）2018 年6月浙江卷所给材料讲述在叔叔家农场附近骑马迷路的故事。 续写第二段起始句叙述了我们不知道自己在哪 里而且天黑下来了， 仅仅通过段首句不能推断最终是否找到回去的路。 但是原文中 I spent a night in the guest rm f the farm huse listening t the frgs and river rlling dwn 暗示找到河流就可以沿着河流找到回去的路。
（5）2016 年10月浙江卷所给材料讲在述森林迷路获救的故事。 续写第二段首句叙述了当 Jane 醒来时天破晓了，不能推 断 Jane 是否找到回去的路，但是前文Jane began t walk alng the stream and hpe it wuld lead her t the lake 暗示可以沿着溪流寻找湖面。
（1）~（3）这三篇纯故事语篇要么通过第二段段首句反推在续写第一段冲突得到解决， 要么续写第二段首句预示故事冲突即 将得到解决，其语篇结构模式可以概括为 “介绍---发展----冲突---解决---结局”。
（4）~（5）这两篇纯故事语篇不能通过续写段落所给的首句推断 故事冲突是否得到解决，但原文留下了问题解决的线索。遵循故事发展与原文逻辑衔接的原则，考生发展故事情节应当结合原文， 推断冲突解决的合理途径。
表4：有主题故事语篇结构
（6）2020 年7月山东卷所给材料讲述自己在热心肠妈妈的引导下帮助有困难小男孩的故事。
（7）2020 年1月浙江卷所给材料 讲述男孩家人帮助宠物狗适应小男孩不在家期间的努力以及 宠物狗的反应。
（8）2017 年11月浙江卷所给材料记叙一次旅途中发生的一系列因妈妈忘事引发的事件。
（6）~（8）这三篇故事属于有主题故事语篇， 通过对事件的讲述凸显主题。 情节发展冲突性不强， 讲述按照事件发展的前后顺序展开， 因此以上三篇故事语篇结构可以概括为“指向---进展---结局”。
实践强化
3
基础演练
A
（2022·江苏南京·三模）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。
写作导引：
这篇续写的故事是否有固定主题？若有，主题是什么呢？请用一句话概括。
这篇故事的情节拓展模式是怎样的呢？请用简单的话语勾勒出情节发展的脉络，并附上语篇中的关键信息提示。
续写部分处在故事发展中的哪一个环节呢？与源语篇哪个部分衔接最近呢？
As a language arts teacher, I think it my duty t teach my kids hw t use ur tls f wrds well. Use yur tl right—this is what I always tell them. But I never expected t learn that lessn frm them.
I clearly remembered it was my 40th birthday. On that day, my sixth-grade students were seated in a large circle, each hlding a different tl in their hand—a hammer, a flashlight, a screwdriver, etc. The students discussed hw wrds are like tls—they have the ability t build r t destry, and they discvered hw the right tl used at the right time fr the right jb can bring abut great results. They freely shared persnal stries f hw they had experienced smene’s wrds used as a tl, t wund r t heal.
I watched and listened with a sense f satisfactin—the students were engaged, attentive, and enjying the lessn. They gt it! It was ne f thse times when I sat back and enjyed the magic f being a teacher—t have the pprtunity t watch yung peple discver a greater truth abut life abut each ther, and abut themselves. There was n better gift than that.
As we neared the end f that schl day, ne f my students, Laura, had an unexpected utburst f defiance(违抗) in class. Busy scribbling (涂画) in her exercise bk, she refused t wrk with her grup. I was aware frm reading Laura's file that she had struggled with defiant behavir in previus years, but we had develped a gd relatinship and she was always a respectful, thughtful, and psitive cntributr t ur class. Her behavir caught me ff guard. “I'm disappinted in yu!" With a sharp tne, I asked her t excuse herself and tld her I wuld visit with her in ur next-dr meeting rm after schl. She refused t leave and sat silently, staring at me angrily frm the back f the rm.
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。
“This was NOT ptinal," I firmly tld her, sunding unpleasantly bitter.
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But the meeting rm rang with her respnse “Yu're using yur tl against me!”
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写前梳理
【答案】
“This was NOT ptinal,” I firmly tld her, sunding unpleasantly bitter. She marched frm the back t the frnt and slammed the dr as she left fr the rm next dr. After the class was dismissed, I hurried t the meeting rm. In an uncharacteristic gesture f frustratin, I slammed the meeting rm dr behind me. “D yu knw hw disturbing yur defiance was t the whle class?” I reprimanded as I std ver her. With a bit f cmplacency, I paused fr her t respnd.
But the meeting rm rang with her respnse “Yu’re using yur tl against me!” It thundered in my ears. A girl was wunded by my tl f wrds. My mind raced fr slutins. “Srry, Laura. I haven’t used my tl right.” I sftly said, gently putting my hand n her shulder t reassure her f my sincerity. Her defiance slwly melted away and she handed me what she busied herself with—a birthday card. This precius gift served as a cnstant reminder f learning t use my tl right.
【写作解析】本文以人物为线索展开。讲述了我作为一名语言艺术教师，认为有责任教孩子们如何使用语言工具，而在40岁生日那天，当同学们在互相分享和讲述自己的故事时，一名名叫劳拉的学生在写写画画，并不参与小组讨论，于是我严厉呵斥了她，但是她却告诉我，我在用我的语言工具攻击她，当我恍然大悟后，取得了劳拉的原谅，才了解到原来她上课是在为我制作生日贺卡，于是我懂得了如何用好我的语言工具。
1.段落续写：
①由第一段首句内容““这是不可取的，”我坚定地告诉她，听起来苦涩得令人不快。”可知，第一段可描写作者是如何批评劳拉在课堂上的不良表现的。
②由第二段首句内容“但是会议室里响起了她的回答：“你在用你的工具对付我!””可知，第二段可描写劳拉的话是如何点醒了作者，让作者平静下来与劳拉沟通，最后了解课堂上劳拉写写画画背后的实际真相的。
2.续写线索：大声呵斥——劳拉不悦摔门而去——批评劳拉——劳拉反驳——我恍然大悟——平静真诚解决问题——了解真相——送我生日贺卡
3.词汇激活（一个词汇要写出相近的表达）
行为类：①摔门：slam the dr/bang the dr；②匆忙去：hurry t/rush t；③安慰：reassure/cmfrt
情绪类：①自满：cmplacency/satisfactin；②沮丧：frustratin /upset
【高级句型】
[句型1]. After the class was dismissed, I hurried t the meeting rm.（运用了连词after引导的时间状语从句）
[句型2] I sftly said, gently putting my hand n her shulder t reassure her f my sincerity.（运用了现在分词短语作状语）
[句型3]. Her defiance slwly melted away and she handed me what she busied herself with—a birthday card.（运用了what引导的宾语从句）
综合演练
B
1（2022·江苏·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。
I was a 20-year-ld nursing student in 1968, assigned as Chris’s pst-perative nurse.
Chris was an eight-year-ld by filled with energy, wh excelled in every sprt he played. Disbeying his parents’ wrds, he explred a neighbr’s cnstructin site, climbed a ladder, and fell, which gt him a brken arm that later had t be cut ff.
The first few days passed quickly. I prvided Chris’s physical care with frced cheerfulness. As his need fr medicatin decreased, his level f awareness increased, as did his mdiness. When I ffered him the twel fr a spnge bath and suggested he take ver, he washed his face and neck with great difficulty, then quit. And I finished.
The next day, I insisted n his ding whle bath by himself. He was mre than halfway thrugh when he sat dwn and said, “I can’t make it!”
“Yu wn’t be in the hspital much lnger,” I said gently. “Yu need t learn t take care f yurself.”
“Well, I can’t,” he frwned. “Hw can I d anything with just ne hand?”
Putting n my brightest face, I searched fr a silver lining in my mind. Finally I said, “Sure yu can d it, Chris. At least yu have yur right hand.”
He turned his face away and muttered, “I’m left-handed. At least I used t be.” Suddenly, I felt ashamed. Hw culd I have taken right-handedness fr granted? It seemed he and I bth had a lt t learn.
The next mrning, I greeted Chris with a big smile and a rubber band. He lked at me suspiciusly. I put my right hand behind my back and kept it there by winding the rubber band arund my unifrm buttns. “Yu’re left-handed and I’m right-handed,” I said, “Every time I ask yu t d smething with yur right hand, I will d it first, with my left hand. And I prmise nt t practice befre I see yu.”
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。
I started frm brushing teeth.
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Ten minutes later; I ultimately succeeded.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Para 1:
I started frm brushing teeth. Hwever, the nce simple rutine actin prved t be a disaster. With my teeth clenching the tthbrush tightly, I made great effrts t squeeze tthpaste nt it with my clumsy left hand, but I missed the target at the first attempt. I stle a glance at Chris and sptted a flicker f disappintment in his eyes. Taking a deep breath, I kept cncentrating n the actin in frnt f the mirrr and did better.
Para 2:
Ten minutes later; I ultimately succeeded. “This is incredible!” Chris grinned. “I can d it faster!” he declared and sprang frm the bed. After several attempts, he made it! Over the next tw weeks, we cmpeted with each ther t practice these seemingly easy tasks single-handed, frm buttning up the cats t taking ntes. Chris sn learned t d almst everything neatly with ne hand. The day he left hspital, he hugged me, with tears f gratitude, saying, “Yu are a truly gd nurse, thank yu.”
2．（2022·福建三明·三模）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。
After graduating frm cllege, I wrked as a salesman fr a pian cmpany. We advertised ur pians in small twn newspapers and then, when we had received many replies, we wuld lad ur little trucks, and drive int the area and sell the pians t thse wh had replied.
Every time we advertised, we wuld receive a reply n a pstcard which said, “Please bring me a new pian fr my little granddaughter. It must be red mahgany (红木). I can pay $10 a mnth with my egg mney.” Of curse, we culd nt sell a new pian fr $10 a mnth. N finance cmpany wuld carry a cntract with payments that small, s we ignred her pstcards.
One day, hwever, I happened t be in that area calling n ther replies, and ut f curisity I decided t lk the ld lady up. I fund pretty much what I expected: The ld lady lived in a ne-rm cabin in the middle f a cttn field. The cabin had a dirt flr and there were chickens in the huse. Obviusly, the ld lady culd nt have qualified t purchase anything n credit — n car, n phne, n real jb, nthing but a rf ver her head and nt a very gd ne at that.
I culd see daylight thrugh it in several places. Her little granddaughter was abut 10, bareft and wearing a feed sack (麻布袋) dress. I explained t the ld lady that we culd nt sell a new pian fr $10 a mnth and that she shuld stp writing t us every time she saw ur ad. I drve away heartsick, but my advice had n effect — she still sent us the same pst card every six weeks. Always wanting a new pian, red mahgany, please, and swearing she wuld never miss a $10 payment. It was sad.
Several years later, I wned my wn pian cmpany, and when I advertised in that area, the pstcards started cming t me. Fr mnths, I ignred them — what else culd I d?
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。
But then, ne day when I was in the area, I made a big decisin.
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Twenty years later while sitting at a bar, I heard the mst beautiful pian music behind me.
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【答案】
But then, ne day when I was in the area, I made a big decisin. Despite knwing that it was a terrible business decisin, I laded a red mahgany pian nt my little truck. I delivered the pian t the ld lady. I placed the new pian in the huse, advised her and the little girl t keep the chickens ff it and left. I was sure that I had just thrwn away a new pian. T my surprise, the payments came in n time with a thank-yu nte every mnth.
Twenty years later while sitting at a bar, I heard the mst beautiful pian music behind me. Lking arund, I saw a lvely yung wman playing a very nice grand pian. Stunned by her great perfrmance, I mved t a table beside her. She stpped and smiled at me plitely, “Aren’t yu the man wh sld my grandma a pian a lng time ag?” It didn’t ring a bell, s she started t explain. And I suddenly remembered. My Lrd, it was her, the little bareft girl in the feed sack dress! I was s glad that my kindness did make a real difference. (165w)项 目
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