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专题2.02 续写中的句子的扩展与压缩-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2.02 续写中的句子的扩展与压缩-2024年新高考英语读后续写提分技能，共10页。试卷主要包含了02 续写中的句子的扩展与压缩， 摘取法， 整合法， 替换法， 补充法等内容，欢迎下载使用。
背景回顾
1
2012 年王初明提出读后续写法，通过“读”输入故事的 情节主线 ，细节信息及文体特点 ，再通过“续写”，结合输入内容和自身理解 ，在保持与原文一致的情况下半开放式的设 计新的情节 ，产生协同效应 。根据协同效应的原理，文秋芳进一步提出，输入促进输出，把输入与输出之间有机联系在一起，提高学习者的输入效能，并将输入中获得的信息吸收内化，最终提高输出的质量。在这些读后续写设计理念的背后，传达出对续写部分的关键要求， 即一定要考生在输入阶段准确地把握住原文的文体风格和基本情节走向之后 ，在保持整体一致的前提下续写原文。正如王初明所提倡的，要通过模仿不断获取新的语言知识，将内容创造与语言模仿有机结合，强力打造语言表达能力，才能做到以读促写，协同提升语言能力。
根据高考命题要求，读后续写阅读部分为350词左右的记叙文，话题贴近考生生活，具有一定的趣味性，常以人物的经历或事件的发展变化为主，以叙述和描写为主要表达方式 。这就要求，在考生续写的150 词左右的内容中既要合理地叙述故事情节，又要对故事中主要人物的心理活动，动作表情及外部环境等方面进行生动地描述。而后者恰恰是考生经常忽略或者做得不够的地方。有部分考生写作的内容基本上是叙述情节，缺乏甚至没有任何描写，或者有简单的描写但是语言使用不正确。造成这一情况背后的原因除了考生语言基础之外还有考生对这一文体内容模仿写作经验过少，阅读量不够等。而在写作与模仿实践中，对句子扩展或压缩就非常重要。
方法策略
2
▲读后续写中的句子扩展
在读后续写中， 有的同学写的短句过多， 内容不具体，缺乏生动性，导致词数不够。我们可以在简短句的基础上恰 当添加定语、状语等修饰成分或增加并列结构等， 扩展句子， 丰富内容, 使表达更具体 、更形象 。
（一）利用同位语扩充句子
同位语主要使用名词短语和同位语从句 。
例如： (2016年10月浙江卷)
She saw her husband. 她看到了她的丈夫 。
There, she saw her husband, a man staring at her, wearing an expressin f relief. 在那里， 她看到了她的丈夫， 一 个正盯着 她看的男人， 带着宽慰的表情 。
【分析】在句首添加了 地点状语There，在 husband 后面增加了同位语 a man staring at her，其后还有一个分词短语 wearing an expressin f relief 做状语， 补充说明丈夫看着她时 流露出来的表情。这种形象具体的描写，增加了画面感，也提升了整个句子的层次 。
（二）利用状语扩充句子
添加的状语，可以是副词、非谓语动词、介词短语和状语从句等 。
例如： (2016 年 10 月浙江卷)
Jane walked n. 简继续走 。
Jane walked n fr quite a lng time. 简继续走了很长时间 。
With n path t fllw, Jane walked n fr quite a lng time. 因为无路可循， 简继续走了很长时间 。
【分析】添加 fr quite a lng time 和 with n path t fllw 两个做状语的介词短语后， 句子表达更为生动具体了 。
（三）利用定语扩充句子
定语扩句的主要方式是使用形容词、非谓语动词、介词短语和定语从句等 。
例如：
His mther wrks in a big cmpany. 他母亲在一家大公司工作 。
His lving mther, wh used t be an excellent English teacher in a middle schl, nw wrks in a big cmpany. 他的慈母，曾经是一名优秀的中学英语老师， 现在在一家大公司工作。
【分析】我们在主语 mther 前添加了形容词lving，更形象地说明了his mther的特征； 在mther后面添加了wh used t be an excellent English teacher in a middle schl，内容 更丰富，让读者更加了解母亲 。
（四）递进式扩充句子
对先后发生的两个或多个连贯动作，可以采用递进式 。主要方式有 (1) 用 and 连接； (2) 用 after that, additinally, furthermre, what’s mre, t make things wrse 等 。
例如：
Mac then jumped ff the bicycle. 然后麦克从自行车上跳了下来 。
Mac then jumped ff the bicycle and he was ready t fight against the wlf. 麦克从自行车上跳下来，准备跟狼搏斗 。
【分析】 “ 跳下自行车”与“准备搏斗”两个连贯动作，让 Mac 准备跟狼搏斗的形象跃然纸上。
（五）转折式扩充句子
表示转折的有 but, hwever 等。
例如：
Jane kept mving. 简继续往前走 。
Jane kept mving, but the farther she walked, the mre cnfused she became. 简继续往前走， 但她走得越远， 就越感到困惑 。
【分析】添加后面的转折分句后，暗示着“她可能迷路了”。
（六）因果式扩充句子
除了引导原因状语从句和结果状语从句的连词后，还 有 due t, wing t, n accunt f, because f, as a result f 等 表 示 原因，therefre, as a result 等表示结果 。
例如：
He has brken his leg. 他摔坏了腿 。
He has brken his leg and therefre he can’t walk.他摔坏了腿，因此不能走路了 。
▲读后续写中的句子压缩
虽然读后续写的语料不同，但在续写的写作中，根据需要进行语段压缩的方法是可以通用的。常用的压缩语段的方法有如下几种：
1. 摘取法。找出语段材料的主旨句，直接摘取关键成分作为答案。或者将分散在各句中的重要信息找出来，摘取关键词语，再将其进行连缀。
2. 概括法。没有中心句，也没有明显关键词的阅读材料，如果要压缩出主要内容，则可以采用概括法，分别用一两个恰当的词语去概括文句的意思，再组合答案。
3. 整合法。如果语段材料没有中心句，其体现材料主旨的关键词语可能分散在几个句子中，这就需要考生将分散在各处的关键词语找出来，将包含重要信息的句子加以综合概括，然后将找出的关键词与概括出来的内容加以整合，形成符合题干要求的短句。
4. 替换法。阅读材料中有能够体现语段主旨的中心句，且中心句中有关键的词语，这时候就可以运用此法将指示代词替换成语意明确的词语。
5. 补充法。阅读材料中有能够体现语段主旨的中心句，但将其压缩成主干后，还需要在中心词前面补充出修饰、限制性的定语，才能让句意完整明确，这时候就可以运用补充法为主干中心词补出修饰、限定性的词语。
实践强化
3
基础演练
A
（2022·山东·肥城市教学研究中心模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Spelling was my favrite subject in furth grade. Every week I memrized the new wrds, and by Friday I was prepared t take the spelling test. I usually gt all the wrds right. My teacher, Mrs Casazza, usually wrte “Excellent!”n the tp f my paper.
One day, Mrs Casazza annunced t the class that we wuld have a spelling bee (拼字比赛) n Thursday. “Oh, n,” I thught. Last mnth when I had t stand in the frnt f the class and give a bk reprt, my arms shk s badly that it was hard t read my paper. I was very cnscius f the twenty-seven pairs f eyes n me and all I wanted t d was t run back t my seat. A spelling bee wuld be even wrse. I wuldn’t have a paper t read frm!
After lunch n Thursday, Mrs Casazza explained the rules. “Say the wrd, spell it, and then say it again,” she said. “Be careful nt t repeat any letters.” One at a time, she prnunced a wrd fr each student t spell. Tw bys made mistakes right away and had t sit dwn. With sweaty hands, I waited fr my turn. After the girl next t me crrectly spelled her wrd, Mrs Casazza called my name and said “Yur wrd is ‘ech.’”
“Ech,” I started. Then my mind went blank. Everyne was lking at me, waiting fr me t speak ut the first letter. But I culdn’t think. My face gt ht and I was unable t finish the wrd. Mrs Casazza had t let me sit dwn. Afterwards, Mrs Casazza said it wrked s well that she decided t have a spelling bee every Thursday.
Afraid that I’d mess up again, I didn’t want t g t schl the fllwing Thursday. “What’s wrng?” my mther asked. I tld her abut the spelling bee and explained that I was nervus when they were all lking at me. “Yu’re a gd speller and yu d s well in yur tests, s just believe in yurself,” Mum said.
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。
The encuragement frm Mum gave me much cnfidence in myself.
____________________________________________________________________________________________________________________________________________________________
“Very gd,” Mrs Casazza said with a cheerful smile n her face.
____________________________________________________________________________________________________________________________________________________________
源语篇句子扩展压缩导引
【答案】
The encuragement frm Mum gave me much cnfidence in myself. Sn the spelling bee was cming again and my wrd was“piece”. “Piece,” I started. “P. ” The strange feeling that everyne was staring at me began t appear again，but I remembered what Mum had said.Taking a deep breath, I had a big smile n my face. My mind cleared and I cncentrated. Nw did the wrd start with P-I r P-E? I knew this. We’d learned that there is a “pie” in“piece”. “I-E-C-E,” I said. “Piece.”
“Very gd，” Mrs Casazza said with a cheerful smile n her face. I did it nce, s I knew I culd d it again. Thrughut the year, I even wn a few spelling bees. It wrked s well that I had s much fun frm the spelling bee and lked frward t it every Thursday. Thanks t my mther, I wasn’t afraid f standing in the frnt f the class. Nw, I have mre cnfidence in myself at schl, jumping at the chance t give speeches and bk reprts.
【写作解析】本文以人物为线索，讲述了作者四年级时参加拼写比赛，但由于紧张不自信，在第一次比赛中失败。回到家后，受到妈妈的鼓励，终于战胜自己内心的恐惧，在下一次比赛时有了出色的表现。
1. 段落续写：
①由第一段首句内容“妈妈的鼓励给我我极大的自信”可知，第一段描述作者的妈妈鼓励了作者，于是作者开始重拾信心并开始认真练习的过程。
②由第二段首句内容“非常棒！Mrs. Casazza脸上洋溢着欢快的笑容”可知，第二段描述作者在经过认真的练习之后，有了很大的进步，得到Mrs. Casazza的认可与赞扬，并取得出色成绩，由此获得了自信。
2. 续写线索：妈妈鼓励——收获信心——认真练习——重新比赛——获得认可
3. 词汇激活
行为类：①面带微笑：have a big smile n face→wear a big smile n face；②集中注意力：cncentrate→fcus；③抓住机会：jump at the chance→take advantage f the pprtunity；④做某事很愉快：have fun frm ding sth.→have a gd time in ding sth.
情绪类：①担心：be afraid f→be scared f；②给与信心：give much cnfidence→lift ne’s spirits
【典型句式】
【句型1】Taking a deep breath, I had a big smile n my face.(运用了非谓语动词作状语)
【句型2】It wrked s well that I had s much fun frm the spelling bee and lked frward t it every Thursday.(运用了s…that….引导结果状语从句)
综合演练
B
1．（2022·湖北·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
An A fr Mrs. Bartlett
I was sitting next t Missy in my ninth-grade wrld histry class when Mrs. Bartlett annunced a new prject. In grups, we were t create a pster arund what we were studying.
On a piece f paper, we wrte the names f three friends we wanted in ur grup. After cllecting all the requests, Mrs. Bartlett infrmed us that she wuld take int cnsideratin the names we chse and wuld let us knw the results the next day. I was a well-runded tp student in the class, s I had n dubt I wuld get the grup f my chice. There were nly a handful f sciably decent peple in the class, and Missy was ne f them. I knew we had chsen each ther.
The next day, I anxiusly awaited the class. After the bell rang, Missy and I stpped talking as Mrs. Bartlett called fr ur attentin. She started t call ut names. When she reached grup three, Missy’s name was called. S I’m in grup three, I thught. The secnd, third and furth members f the grup were called. My name was nt included. There had t be sme mistake!
Then I heard it. The last grup: “ Maur, Juliette, Rachel, Karina. ” I culd feel the tears well in my eyes. Hw culd I face being in that grup — the by wh barely spke English, the ne girl wh was always cvered by skirts that went dwn t her ankles, and the ther girl wh was ften wearing very strange and unusual clthes with fancy items. They certainly fell int the categry f the least ppular in ur class. They were cnsidered misfits (不合群的人)!
There must be smething wrng! Mrs. Bartlett was such a persn f insight, visin and thughtfulness that she never frgt t bring ut the ptential f all her students. Oh, hw badly I wanted t be with my friends. Finally I was determined t cnvince her I shuld be in the “ gd ” grup.
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。
Paragraph 1:
I fught back tears as I walked up t Mrs. Bartlett.
____________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Halfway thrugh the week, I felt myself enjying the cmpany f these three misfits.
____________________________________________________________________________________________________________________________________________________________________________________________
【答案】
I fught back tears as I walked up t Mrs. Bartlett. Befre I pened my muth, she gently placed a hand n my shulder, saying with a knwing smile, “ I knw what yu want, but yur grup needs yu. ” S stunned was I that I culdn’t utter a single wrd fr a mment. She had seen smething in me that I hadn’t seen. Suddenly, a mixture f guilt as well as pride seized me. The pwer f being trusted made me stand straighter. “ I’ll help them. ” I replied in a firm vice. I culdn’t believe it came ut f my muth, but it did.
Halfway thrugh the week, I felt myself enjying the cmpany f these three misfits. The prject was ging smthly with ur jint effrts. Besides, I fund ut Maur was struggling with English, Juliette wre lng skirts because f her religin and Rachel dreamed t be a fashin designer. They weren’t misfits, just peple that n ne cared enugh abut t try t understand — except Mrs. Bartlett. I was lucky t be given a chance t see ther peple in a new light. Mrs. Bartlett gave us an A n that assignment, which shuld be handed back, fr she was the ne wh truly deserved it.
2．（2022·山东滨州·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。
When the Gilberts first mved t the city, they began lking fr a new hme. Fr their daughter Elise, aged 12, her dream-like huse will have a big backyard with grass and flwers.
“I hpe it will have a tree where there birds can play.” Elise’s brther Frank, a bird-lver, eched her mre than nce.
But it was nt easy t find a huse that pleased them. Fr six weeks the Gilberts hunted and hunted. At last, they fund ne and mved int the new huse. Hwever, there was nt a blade f grass anywhere, r even a small bush. Smth cncrete nly! Out f expectatin, in ne crner f the yard std a tall white flagple. At the ft f the ple was a lw place filled t the edge with clear, sparkling water.
“I dn’t suppse that we shall be able t make friends with the birds...” Elise was in lw spirits. Frank, biting his lips, said nthing.
The next day was Saturday. Elise and her Mum went ut shpping as usual. Frank went ut int the yard and examined the flagple fr a lng time. As he std lking at the hard cncrete, he thught t himself, “It des seem lnesme.” Then smething made him lk up, tw little birds fluttering abve the bead arund the tp f the flagple! “Well,” cried the surprised by, “I d believe birds wuld cme here t live if they had nly half a chance!”
Hearing Frank’s excited vice, Mr. Gilbert stepped ut f the huse and neared him. As a matter f fact, his father had already read thrugh Frank’s mind thse days. “D nt frget tmrrw is yur sister’s birthday.”
“Of curse nt!” Frank ndded firmly, “I’ll give her a big surprise and wuld yu please lend me a hand?” “My pleasure!”
注意：1.续写的词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
The tw smiled and went dwn int the cellar.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next mrning, high up n the ple was a neat little bird huse.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
The tw smiled and went dwn int the cellar. That evening Elise brrwed Frank’s blue pencil. After supper Frank went t the cellar carrying a little wden huse. He shwed it t his father prudly. “Tmrrw will be Elise’s birthday. I must get up in time t surprise her” he said. The next mrning, when Frank and Elise std lking at the flagple, they were bth surprised at what they saw.
The next mrning, high up n the ple was a neat little bird huse. The neat little bird huse with the sign, “Huse fr rent.” A little belw it was anther sign, “Bath dwnstairs” with a hand pinting t the ft f the ple. The little lw place there was full f clear water. Their parents set the bx f beautiful flwers alng the little pl. Elise had a happy birthday.句子扩展
原句
扩展句
Be careful nt t repeat any letters.
Yu shuld be careful nt t repeat any letters.
With sweaty hands, I waited fr my turn.
I waited fr my turn while my hands were sweating.
句子压缩
原句
压缩句
Every week I memrized the new wrds, and by Friday I was prepared t take the spelling test.
Every week I memrized the new wrds, and by Friday t take the spelling test.
Last mnth when I had t stand in the frnt f the class and give a bk reprt, my arms shk s badly that it was hard t read my paper.
Last mnth standing in the frnt f the class t give a bk reprt, my arms shk s badly that it was hard t read my paper.
背景回顾
1
2012 年王初明提出读后续写法，通过“读”输入故事的 情节主线 ，细节信息及文体特点 ，再通过“续写”，结合输入内容和自身理解 ，在保持与原文一致的情况下半开放式的设 计新的情节 ，产生协同效应 。根据协同效应的原理，文秋芳进一步提出，输入促进输出，把输入与输出之间有机联系在一起，提高学习者的输入效能，并将输入中获得的信息吸收内化，最终提高输出的质量。在这些读后续写设计理念的背后，传达出对续写部分的关键要求， 即一定要考生在输入阶段准确地把握住原文的文体风格和基本情节走向之后 ，在保持整体一致的前提下续写原文。正如王初明所提倡的，要通过模仿不断获取新的语言知识，将内容创造与语言模仿有机结合，强力打造语言表达能力，才能做到以读促写，协同提升语言能力。
根据高考命题要求，读后续写阅读部分为350词左右的记叙文，话题贴近考生生活，具有一定的趣味性，常以人物的经历或事件的发展变化为主，以叙述和描写为主要表达方式 。这就要求，在考生续写的150 词左右的内容中既要合理地叙述故事情节，又要对故事中主要人物的心理活动，动作表情及外部环境等方面进行生动地描述。而后者恰恰是考生经常忽略或者做得不够的地方。有部分考生写作的内容基本上是叙述情节，缺乏甚至没有任何描写，或者有简单的描写但是语言使用不正确。造成这一情况背后的原因除了考生语言基础之外还有考生对这一文体内容模仿写作经验过少，阅读量不够等。而在写作与模仿实践中，对句子扩展或压缩就非常重要。
方法策略
2
▲读后续写中的句子扩展
在读后续写中， 有的同学写的短句过多， 内容不具体，缺乏生动性，导致词数不够。我们可以在简短句的基础上恰 当添加定语、状语等修饰成分或增加并列结构等， 扩展句子， 丰富内容, 使表达更具体 、更形象 。
（一）利用同位语扩充句子
同位语主要使用名词短语和同位语从句 。
例如： (2016年10月浙江卷)
She saw her husband. 她看到了她的丈夫 。
There, she saw her husband, a man staring at her, wearing an expressin f relief. 在那里， 她看到了她的丈夫， 一 个正盯着 她看的男人， 带着宽慰的表情 。
【分析】在句首添加了 地点状语There，在 husband 后面增加了同位语 a man staring at her，其后还有一个分词短语 wearing an expressin f relief 做状语， 补充说明丈夫看着她时 流露出来的表情。这种形象具体的描写，增加了画面感，也提升了整个句子的层次 。
（二）利用状语扩充句子
添加的状语，可以是副词、非谓语动词、介词短语和状语从句等 。
例如： (2016 年 10 月浙江卷)
Jane walked n. 简继续走 。
Jane walked n fr quite a lng time. 简继续走了很长时间 。
With n path t fllw, Jane walked n fr quite a lng time. 因为无路可循， 简继续走了很长时间 。
【分析】添加 fr quite a lng time 和 with n path t fllw 两个做状语的介词短语后， 句子表达更为生动具体了 。
（三）利用定语扩充句子
定语扩句的主要方式是使用形容词、非谓语动词、介词短语和定语从句等 。
例如：
His mther wrks in a big cmpany. 他母亲在一家大公司工作 。
His lving mther, wh used t be an excellent English teacher in a middle schl, nw wrks in a big cmpany. 他的慈母，曾经是一名优秀的中学英语老师， 现在在一家大公司工作。
【分析】我们在主语 mther 前添加了形容词lving，更形象地说明了his mther的特征； 在mther后面添加了wh used t be an excellent English teacher in a middle schl，内容 更丰富，让读者更加了解母亲 。
（四）递进式扩充句子
对先后发生的两个或多个连贯动作，可以采用递进式 。主要方式有 (1) 用 and 连接； (2) 用 after that, additinally, furthermre, what’s mre, t make things wrse 等 。
例如：
Mac then jumped ff the bicycle. 然后麦克从自行车上跳了下来 。
Mac then jumped ff the bicycle and he was ready t fight against the wlf. 麦克从自行车上跳下来，准备跟狼搏斗 。
【分析】 “ 跳下自行车”与“准备搏斗”两个连贯动作，让 Mac 准备跟狼搏斗的形象跃然纸上。
（五）转折式扩充句子
表示转折的有 but, hwever 等。
例如：
Jane kept mving. 简继续往前走 。
Jane kept mving, but the farther she walked, the mre cnfused she became. 简继续往前走， 但她走得越远， 就越感到困惑 。
【分析】添加后面的转折分句后，暗示着“她可能迷路了”。
（六）因果式扩充句子
除了引导原因状语从句和结果状语从句的连词后，还 有 due t, wing t, n accunt f, because f, as a result f 等 表 示 原因，therefre, as a result 等表示结果 。
例如：
He has brken his leg. 他摔坏了腿 。
He has brken his leg and therefre he can’t walk.他摔坏了腿，因此不能走路了 。
▲读后续写中的句子压缩
虽然读后续写的语料不同，但在续写的写作中，根据需要进行语段压缩的方法是可以通用的。常用的压缩语段的方法有如下几种：
1. 摘取法。找出语段材料的主旨句，直接摘取关键成分作为答案。或者将分散在各句中的重要信息找出来，摘取关键词语，再将其进行连缀。
2. 概括法。没有中心句，也没有明显关键词的阅读材料，如果要压缩出主要内容，则可以采用概括法，分别用一两个恰当的词语去概括文句的意思，再组合答案。
3. 整合法。如果语段材料没有中心句，其体现材料主旨的关键词语可能分散在几个句子中，这就需要考生将分散在各处的关键词语找出来，将包含重要信息的句子加以综合概括，然后将找出的关键词与概括出来的内容加以整合，形成符合题干要求的短句。
4. 替换法。阅读材料中有能够体现语段主旨的中心句，且中心句中有关键的词语，这时候就可以运用此法将指示代词替换成语意明确的词语。
5. 补充法。阅读材料中有能够体现语段主旨的中心句，但将其压缩成主干后，还需要在中心词前面补充出修饰、限制性的定语，才能让句意完整明确，这时候就可以运用补充法为主干中心词补出修饰、限定性的词语。
实践强化
3
基础演练
A
（2022·山东·肥城市教学研究中心模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Spelling was my favrite subject in furth grade. Every week I memrized the new wrds, and by Friday I was prepared t take the spelling test. I usually gt all the wrds right. My teacher, Mrs Casazza, usually wrte “Excellent!”n the tp f my paper.
One day, Mrs Casazza annunced t the class that we wuld have a spelling bee (拼字比赛) n Thursday. “Oh, n,” I thught. Last mnth when I had t stand in the frnt f the class and give a bk reprt, my arms shk s badly that it was hard t read my paper. I was very cnscius f the twenty-seven pairs f eyes n me and all I wanted t d was t run back t my seat. A spelling bee wuld be even wrse. I wuldn’t have a paper t read frm!
After lunch n Thursday, Mrs Casazza explained the rules. “Say the wrd, spell it, and then say it again,” she said. “Be careful nt t repeat any letters.” One at a time, she prnunced a wrd fr each student t spell. Tw bys made mistakes right away and had t sit dwn. With sweaty hands, I waited fr my turn. After the girl next t me crrectly spelled her wrd, Mrs Casazza called my name and said “Yur wrd is ‘ech.’”
“Ech,” I started. Then my mind went blank. Everyne was lking at me, waiting fr me t speak ut the first letter. But I culdn’t think. My face gt ht and I was unable t finish the wrd. Mrs Casazza had t let me sit dwn. Afterwards, Mrs Casazza said it wrked s well that she decided t have a spelling bee every Thursday.
Afraid that I’d mess up again, I didn’t want t g t schl the fllwing Thursday. “What’s wrng?” my mther asked. I tld her abut the spelling bee and explained that I was nervus when they were all lking at me. “Yu’re a gd speller and yu d s well in yur tests, s just believe in yurself,” Mum said.
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。
The encuragement frm Mum gave me much cnfidence in myself.
____________________________________________________________________________________________________________________________________________________________
“Very gd,” Mrs Casazza said with a cheerful smile n her face.
____________________________________________________________________________________________________________________________________________________________
源语篇句子扩展压缩导引
【答案】
The encuragement frm Mum gave me much cnfidence in myself. Sn the spelling bee was cming again and my wrd was“piece”. “Piece,” I started. “P. ” The strange feeling that everyne was staring at me began t appear again，but I remembered what Mum had said.Taking a deep breath, I had a big smile n my face. My mind cleared and I cncentrated. Nw did the wrd start with P-I r P-E? I knew this. We’d learned that there is a “pie” in“piece”. “I-E-C-E,” I said. “Piece.”
“Very gd，” Mrs Casazza said with a cheerful smile n her face. I did it nce, s I knew I culd d it again. Thrughut the year, I even wn a few spelling bees. It wrked s well that I had s much fun frm the spelling bee and lked frward t it every Thursday. Thanks t my mther, I wasn’t afraid f standing in the frnt f the class. Nw, I have mre cnfidence in myself at schl, jumping at the chance t give speeches and bk reprts.
【写作解析】本文以人物为线索，讲述了作者四年级时参加拼写比赛，但由于紧张不自信，在第一次比赛中失败。回到家后，受到妈妈的鼓励，终于战胜自己内心的恐惧，在下一次比赛时有了出色的表现。
1. 段落续写：
①由第一段首句内容“妈妈的鼓励给我我极大的自信”可知，第一段描述作者的妈妈鼓励了作者，于是作者开始重拾信心并开始认真练习的过程。
②由第二段首句内容“非常棒！Mrs. Casazza脸上洋溢着欢快的笑容”可知，第二段描述作者在经过认真的练习之后，有了很大的进步，得到Mrs. Casazza的认可与赞扬，并取得出色成绩，由此获得了自信。
2. 续写线索：妈妈鼓励——收获信心——认真练习——重新比赛——获得认可
3. 词汇激活
行为类：①面带微笑：have a big smile n face→wear a big smile n face；②集中注意力：cncentrate→fcus；③抓住机会：jump at the chance→take advantage f the pprtunity；④做某事很愉快：have fun frm ding sth.→have a gd time in ding sth.
情绪类：①担心：be afraid f→be scared f；②给与信心：give much cnfidence→lift ne’s spirits
【典型句式】
【句型1】Taking a deep breath, I had a big smile n my face.(运用了非谓语动词作状语)
【句型2】It wrked s well that I had s much fun frm the spelling bee and lked frward t it every Thursday.(运用了s…that….引导结果状语从句)
综合演练
B
1．（2022·湖北·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
An A fr Mrs. Bartlett
I was sitting next t Missy in my ninth-grade wrld histry class when Mrs. Bartlett annunced a new prject. In grups, we were t create a pster arund what we were studying.
On a piece f paper, we wrte the names f three friends we wanted in ur grup. After cllecting all the requests, Mrs. Bartlett infrmed us that she wuld take int cnsideratin the names we chse and wuld let us knw the results the next day. I was a well-runded tp student in the class, s I had n dubt I wuld get the grup f my chice. There were nly a handful f sciably decent peple in the class, and Missy was ne f them. I knew we had chsen each ther.
The next day, I anxiusly awaited the class. After the bell rang, Missy and I stpped talking as Mrs. Bartlett called fr ur attentin. She started t call ut names. When she reached grup three, Missy’s name was called. S I’m in grup three, I thught. The secnd, third and furth members f the grup were called. My name was nt included. There had t be sme mistake!
Then I heard it. The last grup: “ Maur, Juliette, Rachel, Karina. ” I culd feel the tears well in my eyes. Hw culd I face being in that grup — the by wh barely spke English, the ne girl wh was always cvered by skirts that went dwn t her ankles, and the ther girl wh was ften wearing very strange and unusual clthes with fancy items. They certainly fell int the categry f the least ppular in ur class. They were cnsidered misfits (不合群的人)!
There must be smething wrng! Mrs. Bartlett was such a persn f insight, visin and thughtfulness that she never frgt t bring ut the ptential f all her students. Oh, hw badly I wanted t be with my friends. Finally I was determined t cnvince her I shuld be in the “ gd ” grup.
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。
Paragraph 1:
I fught back tears as I walked up t Mrs. Bartlett.
____________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Halfway thrugh the week, I felt myself enjying the cmpany f these three misfits.
____________________________________________________________________________________________________________________________________________________________________________________________
【答案】
I fught back tears as I walked up t Mrs. Bartlett. Befre I pened my muth, she gently placed a hand n my shulder, saying with a knwing smile, “ I knw what yu want, but yur grup needs yu. ” S stunned was I that I culdn’t utter a single wrd fr a mment. She had seen smething in me that I hadn’t seen. Suddenly, a mixture f guilt as well as pride seized me. The pwer f being trusted made me stand straighter. “ I’ll help them. ” I replied in a firm vice. I culdn’t believe it came ut f my muth, but it did.
Halfway thrugh the week, I felt myself enjying the cmpany f these three misfits. The prject was ging smthly with ur jint effrts. Besides, I fund ut Maur was struggling with English, Juliette wre lng skirts because f her religin and Rachel dreamed t be a fashin designer. They weren’t misfits, just peple that n ne cared enugh abut t try t understand — except Mrs. Bartlett. I was lucky t be given a chance t see ther peple in a new light. Mrs. Bartlett gave us an A n that assignment, which shuld be handed back, fr she was the ne wh truly deserved it.
2．（2022·山东滨州·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。
When the Gilberts first mved t the city, they began lking fr a new hme. Fr their daughter Elise, aged 12, her dream-like huse will have a big backyard with grass and flwers.
“I hpe it will have a tree where there birds can play.” Elise’s brther Frank, a bird-lver, eched her mre than nce.
But it was nt easy t find a huse that pleased them. Fr six weeks the Gilberts hunted and hunted. At last, they fund ne and mved int the new huse. Hwever, there was nt a blade f grass anywhere, r even a small bush. Smth cncrete nly! Out f expectatin, in ne crner f the yard std a tall white flagple. At the ft f the ple was a lw place filled t the edge with clear, sparkling water.
“I dn’t suppse that we shall be able t make friends with the birds...” Elise was in lw spirits. Frank, biting his lips, said nthing.
The next day was Saturday. Elise and her Mum went ut shpping as usual. Frank went ut int the yard and examined the flagple fr a lng time. As he std lking at the hard cncrete, he thught t himself, “It des seem lnesme.” Then smething made him lk up, tw little birds fluttering abve the bead arund the tp f the flagple! “Well,” cried the surprised by, “I d believe birds wuld cme here t live if they had nly half a chance!”
Hearing Frank’s excited vice, Mr. Gilbert stepped ut f the huse and neared him. As a matter f fact, his father had already read thrugh Frank’s mind thse days. “D nt frget tmrrw is yur sister’s birthday.”
“Of curse nt!” Frank ndded firmly, “I’ll give her a big surprise and wuld yu please lend me a hand?” “My pleasure!”
注意：1.续写的词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
The tw smiled and went dwn int the cellar.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next mrning, high up n the ple was a neat little bird huse.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
The tw smiled and went dwn int the cellar. That evening Elise brrwed Frank’s blue pencil. After supper Frank went t the cellar carrying a little wden huse. He shwed it t his father prudly. “Tmrrw will be Elise’s birthday. I must get up in time t surprise her” he said. The next mrning, when Frank and Elise std lking at the flagple, they were bth surprised at what they saw.
The next mrning, high up n the ple was a neat little bird huse. The neat little bird huse with the sign, “Huse fr rent.” A little belw it was anther sign, “Bath dwnstairs” with a hand pinting t the ft f the ple. The little lw place there was full f clear water. Their parents set the bx f beautiful flwers alng the little pl. Elise had a happy birthday.句子扩展
原句
扩展句
Be careful nt t repeat any letters.
Yu shuld be careful nt t repeat any letters.
With sweaty hands, I waited fr my turn.
I waited fr my turn while my hands were sweating.
句子压缩
原句
压缩句
Every week I memrized the new wrds, and by Friday I was prepared t take the spelling test.
Every week I memrized the new wrds, and by Friday t take the spelling test.
Last mnth when I had t stand in the frnt f the class and give a bk reprt, my arms shk s badly that it was hard t read my paper.
Last mnth standing in the frnt f the class t give a bk reprt, my arms shk s badly that it was hard t read my paper.
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