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读后续写专题
读后续写是一种综合考察学生语言知识、理解能力及思维能力的题型。高考英语读后续写题型的语篇多为日常故事。为读好和续写好故事，需要掌握故事的表达意图、表达内容和表达技巧。三者的关系如下图所示：
表达意图即故事的主题，也就是作者为何讲故事（why）。表达内容包含故事的人物、情节和环境，也就是作者讲了什么故事（what）。表达技巧包含表达方式、表现手法和语言技巧等，也就是作者如何讲故事（how）。
故事的主题、人物、情节和环境构成故事“四要素”。它们的关系如下图所示：
对于一个故事来说，主题是灵魂，人物是核心，情节是骨架，环境是背景。
1. 主题
读故事，最重要的是抓住主题。主题是作者通过故事表达的思想（价值观），是故事实现社会功能的关键。明白了故事的主题，也就读懂了故事。同样，在写故事时，一个清晰的主题更有利于故事创作。在读故事时，需要通过分析故事情节、人物形象和环境来获取主题。在写故事时，也需要考虑如何在主题的引领下进行人物塑造、情节发展和环境描写。
按照《普通高中英语课程标准（2017年版）》的主题语境划分，可以将2020年至2024年部分浙江卷和新高考全国卷读后续写的故事主题归类如下：
主题语境 读后续写故事 主题
人与自我 2020年7月新高考全国卷 “卖爆米花” 友善互助的邻里关系
2021年6月新高考全国卷 “母亲节惊喜” 孩子表达对妈妈的爱
2022年6月新高考全国卷 “越野赛跑” 直面挑战，超越自我
2024年1月浙江卷 “一英里跑步” 巧用智慧解决难题
2021年1月八省联考 “墨西哥家庭帮我修车” 跨越文化障碍
人与社会 2022年1月浙江卷 “学霸队友” 包容与合作
人与自然 2020年7月浙江卷 “熊口脱险” 关爱野生动物
2023年1月浙江卷 “人鸟情未了” 帮助野生动物
2024年1月九省联考 “环保小海豚” 向动物学习环保意识
2. 人物
在故事阅读和写作中，需明确主要人物和次要人物以及他们的身份和关系，并通过合理的人物塑造来揭示故事的主题。主要人物，即作者着力刻画的一个或几个在故事中占据主导地位的中心人物。故事的矛盾冲突和情节都紧紧围绕着主要人物展开。次要人物以主要人物为中心活动，可能对情节产生影响，增加故事的曲折性，但不会影响故事发展的主线。
在阅读故事时，可以从人物的身份、地位、经历、教养等方面来分析人物，这些背景信息通常暗示了人物的命运，人物的言语及行为与这些因素息息相关。举例来说，2021年1月八省联考读后续写“墨西哥家庭帮我修车”的故事中，“我”得到来自墨西哥的打工家庭的无私帮助，故事中对这个家庭做了简要的刻画“I asked the little girl where they lived. Mexico, she said. They were in Oregon so Mommy and Daddy could work on a fruit farm for the next few weeks. Then they would go home.”突出了他们生活的艰辛，续写中他们不计报酬的助人行为更凸显了他们的可贵品质。
3. 情节
故事的情节结构一般分为：开端、发展、高潮、结局。开端是反映矛盾冲突的第一件事；发展是作品中矛盾冲突从展开到激化的演变过程；高潮是矛盾冲突发展到顶点，人物的思想斗争最紧张、最尖锐的阶段。结局是矛盾得到解决，人物性格的发展已经完整，事件有了最后的结果，主题思想得到充分展现，是情节发展的必然结果。
情节线索是贯穿故事情节的脉络，也是把握故事情节的关键。情节线索的梳理有助于厘清主线后构思故事情节，明确写作重点。一个完整的故事通常有一条或多条线索，包含时间、空间、人、物、情感、事件等。近几年的续写故事中，较为常见的是以时间、事件、物品等线索为明线，以情感线索为暗线，两条线同步展开，互为补充。
以读后续写高考真题为例：
线索 示例
时间线索 + 情感线索 （时间线索供参考） 2016年10月浙江卷：Jane自救的时间线 前文： …As night was beginning to fall, Jane…had to stop for the night. (Jane felt frightened.) Jane rose at the break of day… (Jane felt refreshed.) 续写第一段段首句： …it was getting dark again. 续写第二段段首句： It was daybreak when Jane woke up.
事件线索 + 情感线索 2020年7月新高考全国卷：Meredith一家帮助Bernard卖爆米花 前文： “I wish we could help him to earn money,” said Clara. (The children felt sympathetic towards Bernad.) John… sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish (完成).” (The children were cheerful.) 续写第一段段首句： When Mrs. Meredith heard of John’s idea, she thought it was a good one, too. 续写第二段段首句： With everything ready, Bernard started out on his new business.
物品线索 + 情感线索 2021年6月浙江卷：“我”和父亲故事中的“钱” 前文： And his dad, Albert, took the money my dad earned and used it to pay family expenses. It was tiring work, but I looked forward to the pay… (I felt hopeful.) I decided it was not fair that I had to contribute my money. (I was unwilling.) 续写第一段段首句： When I brought my paycheck home — it was $119 — my dad wanted to talk to me. 续写第二段段首句： I was surprised that my dad allowed me to use the money as I wished.
4. 环境
环境描写能够为主要场景的展现烘托气氛，为人物进入主要场景营造所需要的氛围。环境的描写与人物的思想感情密不可分，文学创作中一切景语皆情语，自然环境的描绘体现了作者和作品人物的心理感受。
在进行环境描写时，可以采用不同的描写手法，从不同的角度去描绘周围环境。从景物角度看，可以从形态、颜色、声音着手；从感觉角度看，可以通过描写故事中的人物对环境的主观感受，一般为感官感受，如视觉、听觉、嗅觉、触觉等，让读者预知人物的情感变化，间接烘托气氛。
① 视觉
“A glimmer of light spilled into the corridor.”（一缕微光洒入走廊。）本句没有直接描写阳光，而是通过在走廊上见到的一缕微光来代替阳光，使描写更加形象生动。
② 听觉
以2016年10月浙江卷读后续写“Jane的自救”为例，其中“She could hear water trickling (滴落) somewhere at a distance.”一句并没有直接描写环境，而是通过听到水滴落的声音，表明Jane找到了水源，同时也让读者感受到Jane心中慢慢升起了希望。
③ 嗅觉
“The air smelled of lemons and baked bread and coffee, coming from Rossi’s Italian Bakery.”（空气中弥漫着来自Rossi意式面包店的柠檬、烤面包和咖啡的味道。）本句描写了面包店散发出的诱人香气，富有生活气息，为故事的展开奠定了温馨的基调。
④ 触觉
“The icy wind started howling, cutting my face like a sharp knife.”（冰冷的风开始嚎叫起来，像一把锋利的刀割着我的脸。）本句使用了感官描写中的触觉描写，用“cutting my face”生动地表现出风的寒冷，使读者感同身受。
表达技巧主要包括语言技巧和语言特点。
1. 语言技巧
语言技巧包括故事的叙述人称、叙述方法以及修辞手法的运用等方面的技巧。其中，修辞手法是通过修饰、调整语句或运用特定的表达形式以提高表达效果的表达方法的总称。读后续写中常见的修辞手法有比喻、拟人、夸张、排比等。
2. 语言特点
在续写时，为保证续写内容与原文的融洽度，需要考虑原文的语言特点，即遣词用句。分析原文的句式特点，把握其语言使用习惯以及叙事节奏，在续写时尽可能使用与原文相近的句式，做到前后保持一致。
读后续写答题方法讲解
读后续写是一种综合考察学生语言知识、理解能力及思维能力的题型。在答题时，考生需要厘清原文故事的四要素及其关联逻辑，构思符合原文情节发展脉络的续写框架，并综合运用多种表现手法来丰富故事的细节。
读后续写题型的答题过程可以分为“读”“思”“写”三步，本节将以2022年新高考全国卷读后续写真题为例逐一讲解。第一步梳理原文信息，把握续写框架脉络。第二步续写构思，从构思两段主要情节到构思所给段首句的衔接句和结尾句，最后结合“五所”补充两段具体情节。第三步情节优化，即初稿完成后如何对其进行润色，丰富人物形象，衔接前后内容，以及如何适当运用表现手法。
2022年普通高等学校招生全国统一考试英语·新高考全国卷读后续写
It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.”
I bit back my frustration (懊恼). I knew the coach meant well — he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer — that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination.
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。
We sat down next to each other, but David wouldn’t look at me. ________________________
I watched as David moved up to the starting line with the other runners. _________________
一、梳理原文信息
对原文进行分析时，应重点关注原文中的故事主题、环境、人物、情节等要素，同时注意观察原文中使用到的表现手法。
1. 主题
初读原文，对故事内容有了总体把握后，可以尝试总结归纳故事主题。需要注意，读后续写故事的主题通常反映积极向上的人生观、价值观，对读者具有一定的启示和教育意义；同时需要注意，主题是贯彻和统领全文的概念。因此，总结主题时最好有相应的故事内容做支撑，避免天马行空或以偏概全。
通过阅读2022年真题的原文和续写段首句可知，故事讲述了小学生David因脑疾影响无法像正常人一样跑步，害怕被嘲笑而决定放弃准备已久的越野跑，在特殊教育老师“我”的鼓励下，最终成功完成越野跑的故事。故事的主题是“直面挑战，超越自我”。续写中的人物塑造、情节发展和环境描写需紧扣故事主题。
2. 环境
故事中的环境包括自然环境和人文环境。环境描写除了展现人物的心理状态外，有时也作为铺垫，为后文蓄势。明确原文中的故事环境，除了可以掌握续写的时空信息外，也可以对接下来的故事发展有所把握。
故事第一段交代了时空背景（the day of the big cross-country run, the route through thick evergreen forest）。原文情节发生在比赛开始前，位置在比赛的起跑点附近。因此，续写时不能出现与比赛无关的地点。
3. 人物
故事中的人物包括主要人物及次要人物。主要人物的行为通常会引导情节的发展变化，次要人物也并非可有可无，而是对情节发展起推动作用。在阅读故事时，先明确出场人物及人物之间的关系，阅读过程中可以标记与人物相关的内容，分析人物的性格特征与情感态度，更好地把握人物特点。
根据原文和续写两段段首句可知，David和“我”是故事的主要人物，两人是师生关系；教练和其他同学是次要人物。在续写时要把握好主次人物，不能在次要人物上着墨过多。
根据插叙内容（David had a brain disease which prevented him from walking or running like other children…）与David的外貌（He was small for ten years old）、动作（his small body rocking from side to side as he swung his feet forward）和神态（His usual big toothy smile was absent today），可以总结出David“身残志坚”的人物形象。
根据原文中关于“我”（walked over and asked, quickly searched for the coach, bit back my frustration, was proud of his strong determination）和次要人物（the coach meant well, his classmates thought of him as a regular kid）的描写，可以总结出大家对David的关爱。在续写中，应根据主次人物的特点进行合理的人物刻画。David在前文中的形象是“身残志坚”，续写中可以从人物的这一特点出发设计David在比赛过程中的具体表现。
4. 情节
1) 情节结构
梳理出故事中的情节线和与之对应的主人公情感线索，也就基本把握了故事发展的脉络。在这个基础之上，可以按照“开端”→“发展”→“高潮”→“结局”模式对故事进行划分。正确划分续写故事的情节结构，可以明确续写所处的情节发展阶段，使续写情节与原文内容更融洽。
故事的情节结构是：David怕被嘲笑，决定不参加越野跑（开端）→“我”弄清缘由，鼓励David（发展）→在“我”的鼓励下，David决定勇敢面对挑战，参加越野跑（高潮）→David经过努力，成功完成越野跑（结局）。原文展示了故事的“开端”和“发展”前半部分，续写两段分别为故事的“发展”到“高潮”和“结局”部分。
2) 情节线索
故事中既有明显的情节线索，如时间推移、事件发展、事物变化等，又有相关人物或明或暗的情感态度。在整个故事的发展过程中，每当事件发展有重大变化时，人物的内心世界就会产生相应的情感变化。续写时需要牢牢把握情节线索的走向，分析故事发展的前因后果，借助剧情发展来理解和构思人物的行为，把握好人物情感的变化，使续写内容更贴合故事发展及人物性格，从而实现续写内容与给定原文的融洽度目标。
故事围绕David是否参加越野跑比赛展开。比赛是故事的事件线索。在原文中，David因害怕被嘲笑而决定不参加越野跑，但事实上他曾在赛前刻苦训练，为越野跑全力以赴。续写两段内容需围绕“我”的鼓励和David决定直面挑战并成功完成比赛的情节展开。
故事的情感线索是“我”的心理变化。从比赛开始前到结束后，“我”有以下心理变化：proud（David训练时）→frustrated（发现David丧失信心）→relieved（成功说服David）→cheerful（David完成越野跑后）。续写两段的内容需体现“我”在David参赛过程中的情感变化。
5. 表现手法
续写故事中常见的表现手法主要包括细节描写和语言技巧。其中，细节描写多与出场人物相关，包括动作、神态、肖像、语言等，也包含人物的所见、所闻、所感等。而语言技巧则主要表现在词、句和修辞手法的使用上。在阅读原文时，需要关注其中的表现手法，方便写作时效仿运用。
故事运用了丰富的细节描写。如人物的神态描写“His usual big toothy smile was absent today.”以及动作和心理活动“I bit back my frustration. I knew the coach meant well — he thought he was doing the right thing.”等。语言技巧方面，故事语篇长短句结合，包含简单句、并列句和复合句（如定语从句、宾语从句和状语从句）三种句型；词汇丰富；衔接自然。续写时应注意保持语言特点的前后一致，可适当使用人物神态、动作、心理活动等描写和高级句式。
(
……
主题
环境
A Cross-country Run
人物
本文的主题是“直面挑战，超越自我”。小学生
David
因脑疾影响无法像正常人一样跑步，害怕被嘲笑而决定放弃准备已久的越野跑，在特殊教育老师“我”的鼓励下，最终成功完成越野跑。
故事第一段交代了时空背景（
the day of the big cross-country run, the route through thick evergreen forest
）。原文情节发生在比赛开始前，位置在比赛的起跑点附近。
身体残疾（
David had a brain disease which prevented him from walking or running like other children... his small body rocking from side to side as he swung his feet forward
）
意志坚定（
I was still dreaming when Allen woke me up in a panic.
）
主要人物
David
关心爱护（
walked over and asked, quickly searched for the coach, bit back my frustration, was proud of his strong determination, the coach meant well, his classmates thought of him as a regular kid
）
I
越野跑比赛当天，我发现
David
情绪低落。
学校教练担心
David
被嘲笑，让
David
自己决定是否参赛。
David
身有残疾，但一直为比赛刻苦训练。
我和
David
坐下来
……
我看着
David
走向起跑线
……
情节
高潮
？
？
我为
David
感到骄傲。
我尽力
忍住懊恼
。
我感到疑惑不解。
结局
？
发展
开端
发展
发展
)
二、续写构思两步走
梳理完原文信息后，接下来就需要对续写内容进行构思，构思过程可分为两步。
Step 1 定主线——构思两段主要情节
结合“梳理原文信息”中对主题、环境、人物、情节这些要素的分析以及对续写第一段、第二段所给段首句的分析，可以构思续写第一段和第二段的主要情节。
在原文最后一段中，随着“我”对之前David的努力和坚持的回顾以及“我”作为老师对于David所处情境的理解，情节仍在继续发展，接下来“我”和David之间会有进一步的沟通交流。
1. 续写第一段的主要情节为：在“我”的鼓励下，David决定勇敢面对挑战，参加越野跑。
2. 续写第二段的主要情节为：David经过努力，成功完成越野跑。
Step 2 填细节——结合“五所”问答，补充具体情节
对具体情节展开构思时，可以从总结好的情节发展出发，梳理全文逻辑。其中重点是根据原文信息和所给段首句推测段首句的衔接句和文章的结尾句，确保段落当中和段落之间情节连贯以及文章的主题和结局积极向上。细化续写情节时可以使用设问的方法，对人物的所见、所闻、所说、所做、所思/感进行提问（What did the character see/hear/ say/do/think ），通过回答问题的方式完成初稿。
1. 续写第一段的段首衔接句：在构思这一处衔接句时可以结合原文情节和所给段首句“We sat down next to each other, but David wouldn’t look at me.”分析，推断下一步的情节发展。
1) 考虑以David的“所感”衔接段首句，例如：His confidence was in danger of bursting like a bubble.
2) 考虑以I的“所感”和“所做”衔接段首句，例如：Feeling his inner struggle, I patted David on the shoulder.
2. 续写第一段的段尾衔接句：在构思这一处衔接句时需要和第二个段首句“I watched as David moved up to the starting line with the other runners.”做好衔接，第二个段首句中出现了David朝起跑线走去的场景，所以在构思这一处时需要考虑在此之前David有哪些表现，以实现和第二个段首句的语义连贯。
1) 考虑以David的“所说”衔接第二段的段首句，例如：After hesitating for a while, David said in a low but determined voice, “I want to run!”
2) 考虑以David的“所做”衔接第二段的段首句，例如：David stood up with a sparkle in his eyes.
3. 续写第二段的段首衔接句：在构思这一处衔接句时可以结合续写第一段的段尾句及续写第二段所给段首句“I watched as David moved up to the starting line with the other runners.”分析，推断下一步的情节发展。
1) 考虑以I的 “所见”衔接第二段的段首句，例如：Some students from other schools looked at him curiously.
2) 考虑以David的“所做”衔接第二段的段首句，例如：Signal rung out, everyone rushed up while he lagged behind others for his strange running style.
4. 结尾句：结尾时要考虑照应“直面挑战，超越自我”的故事主题。
画面定格式结尾：I felt proud to see that big, toothy smile back on his face.
这一结尾形式将故事最后的画面定格在David脸上重现的笑容，故事结束得流畅自然。同时结尾句中的“toothy smile”呼应了原文第二段中“His usual big toothy smile was absent today.”“toothy smile”最后终于回到了David的脸上，保证了情节的完整性。
情感升华式结尾：I realized the real meaning of being a special education teacher: love can brighten more children’s lives.
这一结尾形式以“我”的感悟“love can brighten more children’s lives”为结尾，使整个故事的情感得到了升华，给读者以启迪。
前面首先将续写两段的首句和末句构思完成，接下来需要补充具体情节。
续写第一段：原文的叙述视角为第一人称，因此本段需要从“我”的视角出发，描述David从情绪低落、拒绝参赛到重拾信心的过程。结合前文及段首句可以看出，“我”对David非常了解，David也信任“我”，因此两个人才有可能“sit down next to each other”。而David此时知道“我”是来劝说他参赛的，但他内心纠结，因此“wouldn’t look at me”。本段应重点描写“我”开导David的过程以及David的回应。展开细节时，可以尝试回答如下问题并考虑多种可能性：
a) What did I think
b) What did I say
c) What did David do
根据以上问题，续写第一段的具体情节可以是：“我”理解David很想参加越野跑却害怕被嘲笑的心理，鼓励他勇敢面对挑战、超越自我→David在“我”的鼓励下心态由消极变得积极→David下定决心参加越野跑。
续写第二段：本段侧重越野跑比赛这一事件。结合段首句、原文与续写第一段的情节，本段需要照应的内容包括：教练的担忧有没有应验？David对于这件事的反应与“我”开导他之前有怎样的区别？由于本段视角依然是第一人称，因此不必记叙比赛全程的所有细节，尤其要省略“我”无法感知的细节。展开细节并照应主题时，可以尝试回答如下问题并考虑多种可能性：
a) What did David do
b) How did the story end
根据以上问题，续写第二段的具体情节可以是：其他选手对David的鼓励和关爱→David在越野跑中落后或出现意外情况（“我”：紧张/担心）→David成功完成越野跑（“我”：兴奋/自豪）。
梳理好原文的信息并初步构思好续写情节后，可以整理到下表中，并创作初稿：
We sat down next to each other, but David wouldn’t look at me. His confidence was in danger of bursting like a bubble. ① I knew he feared that others might laugh at him. ② I comforted and encouraged him. ③ After hearing my words, David made his decision to run. David stood up with a sparkle in his eyes. ① What did I think ② What did I say ③ What did David do
I watched as David moved up to the starting line with the other runners. Some students from other schools looked at him curiously. ① David fell over because of the slippery mud but he got up and continued. ② Finally he crossed the finishing line and I was proud of him. I felt proud to see that big, toothy smile back on his face. ① What did David do ② How did the story end
读后续写真题讲练学案
英文写作比赛（2023年新高考全国卷Ⅰ）
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 I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny, and unlikely to be anyone else’s choice.
What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
A few weeks later, when I almost forgot the contest, there came the news. _________________
I went to my teacher’s office after the award presentation. ______________________________
（一）故事解读与分析
1. “四要素”分析
主题Theme
环境Setting When: Where:
人物Character(s) 主要人物 人物特征
情节Plot 事件线： My social studies teacher asked me to enter an English writing contest, which I refused at first. Despite my rejection, my teacher encouraged me to sign up. →I chose Paul Revere’s horse as my writing subject and started writing. →My teacher read my story and asked me to write it again before handing it in. A few weeks later...
开端 发展 高潮 结局
情感线： ① ________ ② ________ →③ ________ → I enjoyed myself.
在①②③三处，“我”分别有怎样的情感？ A. I felt tired and doubtful. B. I felt encouraged. C. I didn’t feel confident.
2. 表达内容预测
(1) 人物特征
本篇续写中，“我”毫无疑问是故事的主要人物。故事虽然以“我”的第一人称视角展开，但不乏对社会学老师这个人物形象的刻画，相关的人物特征可以从原文中人物的语言描写中获得，如：
① “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.”
② When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.”
以上两句话体现了“我”的社会学老师对于“我”参赛的_______________态度。
练习：结合以上内容，预测续写部分该人物的行为表现。
→_____________________________________________________________________________
(2) 情节线索
本篇续写中的一个关键点是主人公在英文写作方面的成长，相关的情节线索可以从原文中主人公比赛前的写作经历和准备比赛时的写作过程中获得，如：
① I did not love writing. My family came from Brazil, so English was only my second language.
② When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
练习：结合以上内容，预测续写部分可能发生的情节。
→_____________________________________________________________________________
3. 表现手法分析
下面的句子有什么共同特征？作者为什么要这样写？
I got tired. I had doubts. I wanted to quit.
I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
（二）续写构思与创作
1. 构思续写两段主要情节
结合“故事解读与分析”中对主题、环境、人物、情节等要素的分析以及对续写第一段、第二段段首句的分析，可以构思续写第一段和第二段的主要情节。
续写第一段的主要情节：
___________________________________________________________________________
续写第二段的主要情节：
___________________________________________________________________________
2. 续写创作
请结合以上构思，根据“五所”（即人物的所见、所闻、所说、所做、所思/感）提示，完成续写。
① What does “the news” in the first sentence refer to ② How did I feel when I heard the news ③ What did I do on the day of the award presentation ④ What did I think at the award presentation A few weeks later, when I almost forgot the contest, there came the news. ______________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
① What did I see at my teacher’s office ② What did my teacher say/do ③ How did I feel ④ What did I do after that I went to my teacher’s office after the award presentation. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
英文写作比赛（2023年新高考全国卷Ⅰ）参考答案
（一）故事解读与分析
1. “四要素”分析
主题 Theme A teacher’s encouragement helps students develop themselves. 老师的鼓励帮助学生实现自我成长。
环境 Setting When: before/after the writing contest Where: at school, my teacher’s office
人物 Character(s) I 不喜欢写作 I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me... 坚持不懈 I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. 认真努力 I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them. I wrote it again, and again and again.
Teacher 爱笑 No one laughed harder than he did. ... he read it, laughed out loud, and said, “Great. Now, write it again.” 鼓励学生 Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.
情节 Plot ① C ② B ③ A
2. 表达内容预测
(1) 人物特征
鼓励/支持; The teacher would encourage me to carry on writing after I received an award.
分析：前文提到了老师给“我”的鼓励以及他对“我”写作的严格要求给“我”带来的助益。在续写第二段中，颁奖典礼结束后，“我”去了老师的办公室，“我”应该会对老师表达感谢，老师应该也会鼓励“我”继续写作。续写时可以照应原文中的片段，体现老师的鼓励对于“我”坚持英文写作的意义。
(2) 情节线索
I continued writing in English even after the writing contest.
分析：前文提到了“我”在参与英文写作比赛的过程中，最初的抗拒和抵触情绪慢慢消失，不知不觉开始享受写作，最后对比赛结果都变得不在意了。续写时可以通过“我”在此次比赛后继续保持英文写作的习惯，体现“我”的转变。
3. 表现手法分析
单词“I”在每个句子的开头重复出现。这种修辞手法叫做“回指法”，通常用作强调以唤起情感。在第一个例子中，作者使用了以“I”开头的连续句子来强调他在创作这个故事时所面临的困难。在第二个例子中，作者再次采用这种方法来表明他是如何努力完成这篇文章的。
The word “I” is repeated at the beginning of each sentence. This rhetorical device, called Anaphora (首语重复), is often used by writers as a means of emphasis to evoke emotion. In the first example, the writer used successive sentences beginning with “I” to emphasize the difficulty he faced in composing the story. In the second example, the writer again adopted the approach to show how hard he worked to finish the composition.
（二）续写分析与创作
1. 构思续写两段主要情节
续写第一段的主要情节：I was invited to the award presentation for my brilliant story.
续写第二段的主要情节：I thanked my teacher for his encouragement and further developed my writing skills.
2. 续写创作
A few weeks later, when I almost forgot the contest, there came the news. I had won the first prize! I couldn’t believe it at first (情绪描写). Yet, looking back to the days when I had worked so hard only to complete the story (定语从句+情节呼应), I realized I deserved the prize. The next day, I wore my best suit to the award presentation. I held my head up high. I beamed a confident smile. I strode onto the stage to receive my prize (语言协同). Many of my classmates were there to congratulate me. However, all I had in mind was to share my trophy with one person in particular (不定式作表语).
I went to my teacher’s office after the award presentation. The minute I stepped in, I saw a big smile on his face (呼应人物特征) and he said, “Congratulations. I know you are an amazing storyteller (呼应人物特征).” Hearing his words (现在分词作状语), I couldn’t hold back my tears (情绪描写), as I truly understood his love, trust and encouragement (排比). “Had it not been for you, sir, I wouldn’t have been able to do it (虚拟语气),” I replied. He patted me gently and, in his eyes, I saw a teacher’s belief in a child’s talent, hard work and perseverance (主题). Since that day, I never have stopped writing in English, despite it being my second language (情节呼应).
母亲节惊喜（2021年新高考全国卷Ⅰ）
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。
A MOTHER’S DAY SURPRISE
The twins were filled with excitement as they thought of the surprise they were planning for Mother’s Day. How pleased and proud Mother would be when they brought her breakfast in bed. They planned to make French toast and chicken porridge. They had watched their mother in the kitchen. There was nothing to it. Jenna and Jeff knew exactly what to do.
The big day came at last. The alarm rang at 6 a.m. The pair went down the stairs quietly to the kitchen. They decided to boil the porridge first. They put some rice into a pot of water and left it to boil while they made the French toast. Jeff broke two eggs into a plate and added in some milk. Jenna found the bread and put two slices into the egg mixture. Next, Jeff turned on the second stove burner to heat up the frying pan. Everything was going smoothly until Jeff started frying the bread. The pan was too hot and the bread turned black within seconds. Jenna threw the burnt piece into the sink and put in the other slice of bread. This time, she turned down the fire so it cooked nicely.
Then Jeff noticed steam shooting out of the pot and the lid starting to shake. The next minute, the porridge boiled over and put out the fire. Jenna panicked. Thankfully, Jeff stayed calm and turned off the gas quickly. But the stove was a mess now. Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge. But Jeff’s hand touched the hot burner and he gave a cry of pain. Jenna made him put his hand in cold water. Then she caught the smell of burning. Oh dear! The piece of bread in the pan had turned black as well.
As the twins looked around them in disappointment, their father appeared. _______________
The twins carried the breakfast upstairs and woke their mother up. _______________________
（一）故事解读与分析
1. “四要素”分析
主题Theme
环境Setting When: Where:
人物Character(s) 主要人物 人物特征
情节Plot 时间线： The twins Jenna and Jeff planned to make breakfast for their mother on Mother’s Day. At 6 a.m., Jenna and Jeff went downstairs to the kitchen to prepare the breakfast for their mother. →Jeff burnt the first piece of bread, and the porridge boiled over and put out the fire. →Jeff’s hand was burned by the hot burner and the second piece of bread was burnt too. ...their father appeared...
开端 发展 高潮 结局
情感线： They were full of expectations ① ________ →② ________ →③ ________
在①②③三个时间点，Jenna和Jeff分别有怎样的情感？ A. They felt confident. B. They were upset and disappointed. C. Jenna panicked while Jeff stayed calm.
2. 表达内容预测
情节线索
本篇续写中，需要把握的一个关键词是“惊喜”。虽然原文结尾处双胞胎Jenna和Jeff的母亲节惊喜——早餐计划进行得并不顺利，但可以结合文章标题和原文中出现的一些伏笔推测续写内容的走向，如：
① A Mother’s Day Surprise
② The twins were filled with excitement as they thought of the surprise they were planning for Mother’s Day. How pleased and proud Mother would be when they brought her breakfast in bed.
练习：结合以上内容，预测续写部分的主要情节。
→_____________________________________________________________________________
本篇续写中，除了故事的主要矛盾“做早餐失败”，还有一个未能解决的问题，即双胞胎中的Jeff在做饭时因操作失误受伤。原文中的描述如下：
But Jeff’s hand touched the hot burner and he gave a cry of pain.
练习：结合以上内容，预测续写部分可能发生的情节。
→_____________________________________________________________________________
3. 表现手法分析
下面的句子有什么共同特征？作者为什么要这样写？
There was nothing to it. Jenna and Jeff knew exactly what to do.
Oh dear! The piece of bread in the pan had turned black as well.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
（二）续写构思与创作
1. 构思续写两段主要情节
结合“故事解读与分析”中对主题、环境、人物、情节等要素的分析以及对续写第一段、第二段段首句的分析，可以构思续写第一段和第二段的主要情节。
续写第一段的主要情节：
___________________________________________________________________________
续写第二段的主要情节：
___________________________________________________________________________
2. 续写创作
请结合以上构思，根据“五所”（即人物的所见、所闻、所说、所做、所思/感）提示，完成续写。
① What did their father say/do ② How did the twins react ③ What did their father do next ④ What did I think at the award presentation As the twins looked around them in disappointment, their father appeared. _____________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
① What did the twins say to their mother ② How did their mother feel ③ What did their mother do ④ How did the whole family feel The twins carried the breakfast upstairs and woke their mother up. ________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
母亲节惊喜（2021年新高考全国卷Ⅰ）参考答案
（一）故事解读与分析
1. “四要素”分析
主题 Theme Children’s love for their mother 孩子们对母亲的爱
环境 Setting When: on the morning of Mother’s Day Where: in the kitchen downstairs
人物 Character(s) Jenna 有条不紊 Jenna threw the burnt piece into the sink and put in the other slice of bread. This time, she turned down the fire so it cooked nicely. Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge. Jenna made him put his hand in cold water. 缺乏做饭经验 The next minute, the porridge boiled over and put out the fire. Jenna panicked.
Jeff 冷静 Thankfully, Jeff stayed calm and turned off the gas quickly. 缺乏做饭经验 The pan was too hot and the bread turned black within seconds. But Jeff’s hand touched the hot burner and he gave a cry of pain.
情节 Plot ① A ② C ③ B
2. 表达内容预测
情节线索
Under the guidance of their father, they would clean up the kitchen and make French toast and chicken porridge smoothly.
分析：前文中提到Jenna和Jeff在做早餐的过程中频频出错，陷入困境，所以此时父亲的出现会给Jenna和Jeff带来转机，可以推测他们会在父亲的帮助或指导下顺利完成早餐的制作。
Their father would tend to the burn on Jeff’s hand. / Seeing Jeff’s hand, their mother would feel distressed (心疼) and moved.
分析：前文提到了Jeff的手被热锅烫到，Jenna让他将手伸到凉水中，可以推断Jeff被烫伤，但可能并不严重。续写时可以结合父亲的出场，加入父亲为Jeff包扎处理伤口的情节；也可以在人物的情感线中加入母亲看到Jeff的手时心疼、感动的心理，体现一家人的相互关爱，渲染温馨的家庭氛围。
3. 表现手法分析
在这两句话中，第三人称叙述者直接陈述了主要人物的想法，而没有转述他们的想法。例如，第三人称叙述者没有说：“他们的脑海中立即充斥着恐慌的想法……”，而是选择通过简单的感叹“Oh dear!”来表现人物的恐慌。通过直接陈述人物的想法，叙述者让读者更接近人物的内心世界，这样简练的表达也为其它情节内容留出了一些篇幅。
In the two sentences, the third-person narrator directly stated what was going on in the mind of the main characters without reporting (转述) their thoughts. For example, the third-person narrator did not say “Their minds immediately flooded with panicked thoughts...” in the second sentence, but chose to show the characters’ panic through the simple exclamation (惊叫) “Oh dear!”. By directly stating the characters’ thoughts, the narrator brought the audience closer to their inner world, and at the same time, saved some space for the rest of the content.
（二）续写分析与创作
1. 构思续写两段主要情节
续写第一段的主要情节：Their father learned what had happened and helped them remake breakfast.
续写第二段的主要情节：Their mother was proud of them and was touched by their love.
2. 续写创作
As the twins looked around them in disappointment, their father appeared. They heard his familiar voice said “What are you doing, you pair of monkeys ” (对话描写) They spoke over one another as they tried to explain their plan (时间状语从句). Hearing their thoughts (现在分词作状语), their father was deeply moved. But there was something more urgent — Jeff’s hand (呼应情节)! After their father put some ointment and a bandage on it, his little brave warrior went back to his battle in the kitchen (比喻). Under their father’s guidance, the twins cautiously went on to complete their masterpiece. Hooray(语言协同)! They made it this time.
The twins carried the breakfast upstairs and woke their mother up. “Happy Mother’s Day, Mum!” They said in unison (呼应情节). Their mother opened her eyes. She never imagined that her two angels would be standing beside her bed with freshly-cooked toast and steaming porridge (宾语从句). Their pleasant surprise stunned her into silence as she was lost for words. Under the children’s watchful gaze (神态描写), their mother picked up a piece of toast, took a big bite out of it and chewed slowly (动作链), letting the warm taste fill her mouth (感官描写). At that moment, an engaging air of happiness filled the room (环境描写+情感升华).
卖爆米花（2020年新高考全国卷Ⅰ）
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。
The Meredith family lived in a small community. As the economy was in decline, some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges.
Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems, and they needed all kinds of help. When she had time, she would bring food and medicine to them.
One morning she told her children about a family she had visited the day before. There was a man sick in bed, his wife, who took care of him and could not go out to work, and their little boy. The little boy — his name was Bernard — had interested her very much.
“I wish you could see him,” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I don’t see what he can do.”
After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money,” said Clara. “His family is suffering so much.”
“So do I,” said Harry. “We really should do something to assist them.”
For some moments, John said nothing, but, suddenly, he sprang to his feet and cried, “I have a great idea! I have a solution that we can all help accomplish (完成).”
The other children also jumped up all attention. When John had an idea, it was sure to be a good one. “I’ll tell you what we can do,” said John. “You know that big box of corn Uncle John sent us Well, we can make popcorn (爆米花), and put it into paper bags, and Bernard can take it around to the houses and sell it.”
When Mrs. Meredith heard of John’s idea, she thought it was a good one, too. _____________
With everything ready, Bernard started out on his new business. _________________________
（一）故事解读与分析
1. “四要素”分析
主题Theme
环境Setting When: Where:
人物Character(s) 主要人物 人物特征
情节Plot 事件线： One morning, Mrs. Meredith told her children about a family she visited the previous day, where there was a boy called Bernard. After their mother left, the children sat thinking about Bernard. →The children decided to assist Bernard, and John came up with an idea. Mrs. Meredith thought it was a good idea, too... Bernard started out on his new business...
开端 发展 高潮 结局
情感线 ① ________ →② ________
在①②两处，孩子们分别有怎样的情感？ A. They were excited. B. All children felt sympathetic to Bernard.
2. 表达内容预测
(1) 人物特征
本篇续写主要讲述Meredith一家帮助Bernard卖爆米花的故事。原文关于Bernard的描写并不多，但我们也可以找到一些关键信息。如：
① He is such a help to his mother.
② He wants very much to earn some money, ...
以上两句话说明Bernard是一个_______________的孩子，对卖爆米花这个提议应该是_______________的态度。
练习：结合以上内容，预测续写部分Bernard的行为表现。
→_____________________________________________________________________________
(2) 情节线索
这篇文章的主题是邻里之间的友爱互助，可以结合原文中出现的一些情节线索，推测后续可能发生的情节，如：
Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges.
练习：结合以上内容，预测续写部分可能发生的情节。
→_____________________________________________________________________________
3. 表现手法分析
下面的句子有什么特点？作者为什么要这样写？
“I wish you could see him,” she said to her own children, John, Harry, and Clara. “He is such a help to his mother. He wants very much to earn some money, but I don’t see what he can do.”
After their mother left the room, the children sat thinking about Bernard. “I wish we could help him to earn money,” said Clara. “His family is suffering so much.”
“So do I,” said Harry. “We really should do something to assist them.”
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
（二）续写构思与创作
1. 构思续写两段主要情节
结合“故事解读与分析”中对主题、环境、人物、情节等要素的分析以及对续写第一段、第二段段首句的分析，可以构思续写第一段和第二段的主要情节。
续写第一段的主要情节：
_______________________________________________________________________________
续写第二段的主要情节：
_______________________________________________________________________________
2. 续写创作
请结合以上构思，根据“五所”（即人物的所见、所闻、所说、所做、所思/感）提示，完成续写。
① What did Mrs. Meredith do ② What did the children do ③ How did the children feel ④ How did Bernard react to their plan When Mrs. Meredith heard of John’s idea, she thought it was a good one, too. __________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
① What did the children do or say ② What did the neighbors do or say ③ How did Bernard feel ④ How did the Meredith family feel ⑤ What did they learn from this event With everything ready, Bernard started out on his new business. ___________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
卖爆米花（2020年新高考全国卷Ⅰ）参考答案
（一）故事解读与分析
1. “四要素”分析
主题 Theme Neighbors help each other through difficult times. 邻里之间相互帮助，共渡难关。
环境 Setting When: one morning, the day before Where: a small community, in the town
人物 Character(s) Mrs. Meredith 善良体贴 Mrs. Meredith was a most kind and thoughtful woman.
Mrs. Meredith’s children (John, Harry, Clara) 善良 …the children sat thinking about Bernard.
John 聪明、有想法 When John had an idea, it was sure to be a good one.
Bernard 懂事 He is such a help to his mother. He wants very much to earn some money.
情节 Plot ① B ② A
2. 表达内容预测
(1) 人物特征
懂事；积极；Bernard would be happy to accept their kindness and would thank them.
分析：这两个句子说明Bernard是一个懂事的孩子，同时也很想做一些事情帮助家里，所以在续写第一段中，Meredith一家将卖爆米花的提议告诉Bernard后，Bernard应该会开心地接受他们的好意，并对Meredith一家表示感谢。
(2) 情节线索
Neighbors would offer to buy popcorn, and even the less privileged households were going to make fair trades with their extra food.
分析：前文中提到经济萧条，但邻居们都相互扶持，体现了邻居之间的友爱互助。所以在续写时，可以设计相关情节，突出邻居之间的友爱。另外，在续写时可以考虑邻居们的实际经济情况设计不同的帮助形式，比如家庭条件较差的邻居可能会采取以物易物的形式帮助Bernard。
3. 表现手法分析
特点：大量的直接引语和对话描写
作用：直接引语和对话能增强故事的真实感，使得人物的情感和个性能够直接传达给读者。通过对话，读者能直观地感受到每个角色的个性和情感状态，以及他们在谈论Bernard时的真实感受，此外，对话描写也是推动情节发展的有效手段。母亲的话引发了孩子们的思考，并促使他们考虑采取行动来帮助Bernard。
Feature: Lots of direct speech and dialogue description.
Function: Direct quotation and dialogue can enhance the sense of reality of the story, so that the emotion and personality of the characters can be directly conveyed to the reader. Through dialogue, the reader gets an intuitive sense of each character’s personality and emotional state, as well as how they really feel when talking about Bernard, and in addition, dialogue description is an effective means of moving the plot forward. The mother’s words set the children thinking and prompted them to consider taking action to help Bernard.
（二）续写分析与创作
1. 构思续写两段主要情节
续写第一段的主要情节：The Meredith family helped Bernard make popcorn.
续写第二段的主要情节：Bernard sold popcorn in the community.
2. 续写创作
When Mrs. Meredith heard of John’s idea, she thought it was a good one, too. She bought a machine and taught the kids how to make popcorn. It was tricky but everyone was focused on learning. When they knew all the details, joy flooded the whole room (环境描写). “I’m worried that Bernard might not accept our help.” John said, his eyebrows frowning (神态描写). Mrs. Meredith patted his shoulder (动作描写) and said, “Don’t worry. He will understand our kindness.” (语言协同) Their hearts thumped (心理描写) as they waited for Bernard’s response (时间状语从句). To their great excitement, Bernard’s eyes lit up immediately (神态描写) after hearing the proposal. He thanked the Meredith family for being so kind and helpful (呼应人物特征).
With everything ready, Bernard started out on his new business. When it was close to noon, the news spread like wildfire from home to home (比喻). The neighbors were told about Bernard’s business and they were pleased to support the poor boy (呼应情节). Bernard was beginning to enjoy success and was glowing with joy (情绪描写). His door-to-door running had sent splendid color to his face (无灵主语句+神态描写). Seeing Bernard become lively and cheerful (现在分词作状语), the Meredith family felt a sense of joy. Everyone learned that it is better to give than to take (体现主题).
制作稻草人（2024年1月八省联考）
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。
My mother believed in using things up. Last year, our cornfield had a bad harvest because birds feasted on the crops. It was probably then that Mom’s frugality (节俭) became even more extraordinary. She began keeping everything that seemed useless in the attic (阁楼) — worn-out clothes, old sheets, broken umbrellas, and some other old items. Mom’s favorite saying was “waste not, want not”. My brother Josh and I weren’t sure what that meant until the “Affair of the Scarecrow (稻草人)”, which, as it later became known, left a lasting impression on us.
The story began with a pretty hat that Mom received as a gift to protect her from the sun. However, Josh and I could see that Mom’s frugal nature and fashion sense were in battle. Mom really didn’t want to get rid of the hat — it was new and had a lot of use left in it — but neither could she stand wearing it. She tried to take off the fancy decorations, but they were stuck on tight. She’d have to find some other solution.
Josh and I watched as Mom headed upstairs to the attic with the hat. “Waste not, want not,” she called back down. We heard boxes being moved around. Moments later, Mom leaned out, holding a flour bag full of straw, and with a mysterious smile, she placed the hat on it.
“What is that for ” I asked, confused. “A scarecrow!” Mom exclaimed. “But not a good one yet. It needs a strong body to stand firm in the field,” she said with a frown. “And it doesn’t look scary enough,” Josh remarked. I had to admit that Josh, though younger than I was, could sometimes be more imaginative. Josh and I turned to each other, searching for a good idea. Soon enough, Josh’s eyes lit up with inspiration.
“Come with me!” Josh called out. _________________________________________________
In the days that followed, the scarecrow stood tall. ____________________________________
（一）故事解读与分析
1. “四要素”分析
主题Theme
环境Setting When: Where:
人物Character(s) 主要人物 人物特征
情节Plot 事件线： My mom began keeping everything that seemed useless in the attic Since the bad harvest last year. My mom received a hat which she didn’t like and couldn’t get rid of. →My mom made a scarecrow and put her hat on it. →Josh and I searched for a good idea to make the scarecrow strong and Josh got an idea. “Come with me!” Josh called out... In the days that followed, the scarecrow stood tall...
开端 发展 高潮 结局
情感线： My brother and I were confused. ① ________ →② ________ →③ ________
在①②③三处，相关人物分别有怎样的情感？ A. My mom was excited. B. My mom was stuck. C. Josh was inspired.
2. 表达内容预测
(1) 人物特征
本篇续写中，“我”是故事的叙述者，“我”的妈妈是故事的主要人物，但故事中不可忽略的另一个关键人物是“我”的弟弟Josh。相关的人物特征可以从原文中人物的语言描写和“我”的叙述中获得，如：
① “And it doesn’t look scary enough,” Josh remarked.
② I had to admit that Josh, though younger than I was, could sometimes be more imaginative.
③ Soon enough, Josh’s eyes lit up with inspiration.
以上三句话体现了Josh_______________，对制作稻草人这件事_______________。
练习：结合以上内容，预测续写部分Josh的行为表现。
→_____________________________________________________________________________
(2) 情节线索
本篇续写中需要把握的一个关键点是“我”和Josh的转变和成长。原文第一段中，“我”和Josh并不理解妈妈为何将那些看起来没用的东西都放在阁楼上。随着情节的推进，“我”和Josh逐渐发生改变。如：
① She began keeping everything that seemed useless in the attic (阁楼) — worn-out clothes, old sheets, broken umbrellas, and some other old items.
② Josh and I watched as Mom headed upstairs to the attic with the hat. ... Moments later, Mom leaned out, holding a flour bag full of straw, and with a mysterious smile, she placed the hat on it.
③ Josh and I turned to each other, searching for a good idea. Soon enough, Josh’s eyes lit up with inspiration.
练习：结合以上内容，预测续写部分可能发生的情节。
→_____________________________________________________________________________
3. 表现手法分析
下面这段话有什么特点？作者为什么要这样写？
“What is that for ” I asked, confused. “A scarecrow!” Mom exclaimed. “But not a good one yet. It needs a strong body to stand firm in the field,” she said with a frown. “And it doesn’t look scary enough,” Josh remarked. I had to admit that Josh, though younger than I was, could sometimes be more imaginative. Josh and I turned to each other, searching for a good idea. Soon enough, Josh’s eyes lit up with inspiration.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
（二）续写构思与创作
1. 构思续写两段主要情节
结合“故事解读与分析”中对主题、环境、人物、情节等要素的分析以及对续写第一段、第二段段首句的分析，可以构思续写第一段和第二段的主要情节。
续写第一段的主要情节：
_______________________________________________________________________________
续写第二段的主要情节：
_______________________________________________________________________________
2. 续写创作
请结合以上构思，根据“五所”（即人物的所见、所闻、所说、所做、所思/感）提示，完成续写。
① What did Josh do ② What did I do ③ What did Josh and I do to the scarecrow ④ How did Mom react ⑤ What did Josh and I do when we finished making the scarecrow “Come with me!” Josh called out. ___________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
① Did the scarecrow work ② How was our harvest this year ③ How did I feel ④ What did I learn from the “Affair of the Scarecrow” In the days that followed, the scarecrow stood tall. ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________
制作稻草人（2024年1月八省联考）参考答案
（一）故事解读与分析
1. “四要素”分析
主题 Theme The importance of frugality and using things up. 节俭和物尽其用的重要性。 或者 Waste not, want not. 勤俭节约，吃穿不缺。
环境 Setting When: last year, when Mom received a hat as a gift Where: at home, in the attic
人物 Character(s) Mom 节俭 My mother believed in using things up. Mom’s favorite saying was “waste not, want not”. 有创造力 Moments later, Mom leaned out, holding a flour bag full of straw, and with a mysterious smile, she placed the hat on it.
Josh 富有想象力 “And it doesn’t look scary enough,” Josh remarked. 有想法 Soon enough, Josh’s eyes lit up with inspiration.
I 观察入微 It was probably then that Mom’s frugality (节俭) became even more extraordinary. I had to admit that Josh, though younger than I was, could sometimes be more imaginative.
情节 Plot ① B ② A ③ C
2. 表达内容预测
(1) 人物特征
充满想象力/鬼点子多;充满热情；Josh would be active in making the scarecrow better and would be very creative in decorating it.
分析：Josh看到稻草人的第一反应是不够吓人，说明他是一个很有想象力的人。当“我”和Josh思考如何优化稻草人时，Josh很快就有了主意，说明他很聪明，鬼点子多。所以，续写第一段装扮稻草人时，Josh会很积极，有创意。
(2) 情节线索
Josh and I would use the old items in the attic to make the scarecrow better and understand the true meaning of “waste not, want not”.
分析：原文第一段中，“我”和Josh并不理解妈妈为何将那些看起来没用的东西都放在阁楼上。后来看着妈妈做稻草人，将帽子充分利用，“我”和Josh也被妈妈的情绪感染，加入到做稻草人的行列中。续写第一段，可以描写“我”和Josh费尽心思优化、装扮稻草人，续写第二段，点明“我们”通过稻草人事件理解了妈妈经常说的“waste not, want not”的真正含义。
3. 表现手法分析
这段话包含大量的细节描写，包括语言描写（对话）、情绪描写、神态描写和心理描写。直接引语和对话能增强故事的真实感，对话描写也是推动情节发展的有效手段。而情绪描写、神态描写和心理描写则更加生动、细腻得刻画了人物的情绪，更具画面感。
This paragraph contains a lot of detail description, including language description (dialogue), mood description, expression description and psychological description. Direct speech and dialogue can enhance the sense of truth of the story, and dialogue description is also an effective means to promote the development of the plot. The emotional description, the expression description and the psychological description are more vivid and delicate to describe the emotions of the characters, and have a more pictorial sense.
（二）续写分析与创作
1. 构思续写两段主要情节
续写第一段的主要情节：Josh and I worked together to make the scarecrow better and installed the scarecrow in the cornfield.
续写第二段的主要情节：The scarecrow successfully scared the birds away and we had a good harvest this year.
2. 续写创作
“Come with me!” Josh called out. The next instant, he raced upstairs (动作描写+语言协同) with lightning speed (夸张). I hurried to follow him into the attic, where we began a thorough search (定语从句). Mom was amused (情绪描写) by our excitement when we found the broken umbrellas (呼应情节) and used them as the backbone of the scarecrow. After that, Josh sorted out some old sheets (呼应人物特征+呼应情节) and tied them on. The scarecrow now looked scarier. We dragged (动作描写+语言协同) our creation to the cornfield and planted (动作描写+语言协同) it firmly in the mud, our hearts full of hope (心理描写+语言协同).
In the days that followed, the scarecrow stood tall. Serving as a silent guardian (拟人), it successfully scared the birds away. Under its watchful eyes, our cornfield flourished this year. To our amazement (心理描写+语言协同), Mom’s useless things from the attic had come together to create something extraordinary (呼应情节). As we enjoyed a good harvest (时间状语从句), her favorite saying, “waste not, want not”, echoed in our hearts (呼应情节). The “Affair of the Scarecrow” has taught us the value of creatively transforming seemingly useless items into treasure, making us aware that frugality is a good quality after all (体现主题).
虎皮鹦鹉（2023年12月八省联考）
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 vet in Yorkshire. One day I received a call from Mrs. Tompkin asking me to cut the beak (喙) of her budgie (虎皮鹦鹉). I armed myself with a pair of clippers and stepped onto the narrow strip of pavement which separated the door from the road. A pleasant-looking red-haired woman answered my knock.
“I’m Mrs. Dodds from next door,” she said. “I keep an eye on the old lady. She’s over eighty and lives alone.”
She led me into the cramped little room. “Here’s Mr. Herriot coming to see Peter for you,” she said to the old woman who sat in a corner. Mrs. Tompkin nodded and smiled. “Oh, that’s good. Poor little fella can hardly eat with its long beak, and I’m worried about him. He’s my only companion, you know.”
“Yes, I understand, Mrs. Tompkin.” I looked at the cage by the window with the green budgie perched (栖息) inside. “These little birds can be wonderful company when they start chattering.”
She laughed. “Yes, but it’s a funny thing. Peter never has said that much. I think he’s lazy! But I just like having him with me.”
“Of course you do,” I said, “but he certainly needs attention now.”
The beak was greatly overgrown, curving away down till it touched the feathers of the breast. I would be able to revolutionize his life with one quick snip from my clippers. The way I was feeling this job was right up my street.
I opened the cage door and slowly inserted my hand.
“Come on. Peter,” I wheedled (哄骗). As I lifted him out, I felt in my pocket with the other hand for the clippers. Then I stopped.
The tiny head was no longer poking cheekily from my fingers but had fallen loosely to one side. The eyes were closed. He was dead.
Mrs. Dodds and I looked at each other in horror. When I turned my head towards Mrs. Tompkin, I was surprised to see that she was still nodding and smiling.
I drew her neighbor to one side. “Mrs. Dodds, how much does she see ”
“Oh, she’s very short-sighted but she’s right vain despite her age. Never would she wear glasses. She’s hard of hearing, too.”
“Well, look,” I said, my heart was still pounding. “I just don’t know what to do. If I tell her about this, the shock will be terrible. Anything could happen.”
Mrs. Dodds nodded, stricken-faced. “Yes, you’re right. She’s that attached to the little thing.”
I decided to do something for her instead of telling her the truth. _________________________
It was a long time before I went to see how Mrs. Tompkin got along with the bird I bought for her. __
（一）故事解读与分析
1. “四要素”分析
主题Theme
环境Setting When: Where:
人物Character(s) 主要人物 人物特征
情节Plot 事件线： I received a call from Mrs. Tompkin asking me to cut the beak (喙) of her budgie (虎皮鹦鹉). I saw Peter’s long beak and was ready to revolutionize his life with one quick snip from my clippers. →I lifted Peter out and found he was dead. →I asked Mrs. Dodds about Mrs. Tompkin’s sight. I decided to do something for her instead of telling her the truth... I went to see how Mrs. Tompkin got along with the bird I bought for her...
开端 发展 高潮 结局
情感线： —— ① ________ →② ________ →③ ________
在①②③三处，“我”分别有怎样的情感？ A. I was frightened. B. I didn’t know what to do. C. I was confident.
2. 表达内容预测
(1) 人物特征
本篇续写中，“我”是故事的叙述者，虎皮鹦鹉Peter的主人Mrs. Tompkin是故事的主要人物之一，相关的人物特征可以从原文中的语言描写中获得，如：
① “She’s over eighty and lives alone.”
② “Oh, that’s good. Poor little fella can hardly eat with its long beak, and I’m worried about him. He’s my only companion, you know.”
③ “Yes, you’re right. She’s that attached to the little thing.”
以上三句话体现了Mrs. Tompkin对虎皮鹦鹉Peter _______________。
练习：结合以上内容，预测续写部分Mrs. Tompkin的行为表现。
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(2) 情节线索
本篇续写中，Mrs. Tompkin并不知道Peter去世了，“我”决定隐瞒真相，做点什么。原文有很多关于Peter的描述，如：
① “These little birds can be wonderful company when they start chattering.”
② “Yes, but it’s a funny thing. Peter never has said that much. I think he’s lazy!”
③ I would be able to revolutionize his life with one quick snip from my clippers.
练习：结合以上内容，预测续写部分可能发生的情节。
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3. 表现手法分析
下面这两句话有什么特点？作者为什么要这样写？
“Well, look,” I said, my heart was still pounding.
Mrs. Dodds nodded, stricken-faced.
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（二）续写构思与创作
1. 构思续写两段主要情节
结合“

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