新高中考试英语读后续写素材与练习——续写微技能与思维点拨

读后续写素材与练专题（1）续写微技能与思维点拨续写主要存在四个方面问题：1）对原文的理解不到位，续写文不对题；2）与段落开头语的衔接不合理，行文逻辑不清；3）情节安排不合理或无话可说；4）语言表达上，词汇低级且出现较多的语法错误，表达不准确。此外，目前的续写教学以讲评课、分析课居多，真正系统有效的语言输入很少。与概要写作一样，读后续写作为高考英语大作文，时间紧，任务重，考前一定要有足够的准备与积累。微技能一　动作描写一、动作描写的原则1.要精准使用精准化动作类词汇对动作进行细致描写,用一系列小动作而不用大动作或者用含义比较明确的动词而不用抽象或虚化的动词来|描述,可以使描写更加具体生动。试比较下面两句:①Thelittleboysaidsorrytohismother.②Thelittleboyhunghisheadandmumbledanapologytohismother.

1分析:①句中“saidsorryto”不带任何感情色彩,而②句中使用了具体化的表示“说”的动词mumbled,从而使一个不愿意道歉又不得不道歉的小男孩的形象栩栩如生地复现在读者脑海中。2.有过程记叙文中有不少动作描写是一连串动作过程的展示。尤其在展示人物个性的动作时,如果我们蜻蜓点水、一笔带过,就很难突出人物形象,也很难给人以深刻的|印象,而通过细节描写展现出动作的过程,表现力便会大增。如:①Shewenttocatchthebutterfly.②Shecreptalongthepath,bentoverswiftlyandcuppedherhandsaroundthebutterflygently.分析:①句在描写主人公捕捉蝴蝶的动作时,没有细节的动作描写,因此显得很平淡。而②句运用了creep,bend,cup三个连贯的动词生动具体地描述了主人公小心翼翼捕捉蝴蝶的微妙过程,具有极强的画面感。因此,在续写过程中,在必要的地方恰当使用一连串的动词来表示过程,能为文章增添不少色彩。3.用|修辞除了在动词上做调整,还可以利用恰当的修辞手法来帮助描写动作。比喻、拟人、夸张等修辞手法都能让动作描写变得更有表现力。(1)比喻①Theoldman’sfacewrinkled.②Theoldman’sfacewaslikeawitheredapple.(2)拟人①Mystomachwasachingfornoteatingontime.②Mystomachwaspunishingmefornoteatingontime.(3)夸张①Whensheheardthebadnews,shecried.②Whensheheardthebadnews,arive|roftearspouredout.分析:上面每组中的②句分别使用了比喻、拟人、夸张的修辞手法,使得动作的描述更加生动形象,更加吸引眼球。二、动作描写的素材1.与“看、听、说”相关的词块

2①listenimpatiently不耐烦地听②glareangrilyatsb.对某人怒目而视③glancearound/roundtheroom扫视房间④stareat凝视⑤takealookat看⑥overhearafunnyconversation无意间听到一段好笑的谈话⑦remark评论说⑧add补充说2.与“跑、跳、行走”等相关的词块①walkacrossa|street步行穿过马路②walkarminarm臂挽着臂走③pacebackandforth来回踱步④jumptoone’sfeet一跃而起⑤walkgracefully步态优美地走⑥rushoutoftheroom冲出房间【迁移应用一】TheGreatGiftsOnce,agroupofschoolchildrenwereonanouting.Almostallofthemwereplayingball,exceptMonty,whowasseenasabitofafool—onlygoodforpokingfunat.Hedidn’tlikefigh|ts,orsports.Hewouldn’tevendefendhimselfwhentheystartedhittinghim!Hewassostrange.Butheplayedfootballwiththeothersandkickedtheballthatday.Itendedupoverinalittlecave.Whentheywentintogettheball,theyfoundawoodenchestcontaininganamazingbook.Thebookwasgivingoffamagicalshine.Thechildrenra|ntogivethebooktotheteacher,whowasfascinatedbyit.Theyallagreedtoreaditinclassinthecomingdays. ThebookwascalledTheGreatGifts,anditrecountedwonderfultalesaboutgreatinventors,artists,wisewriters,explorers,andtreasurehunters.Witheachstorythechildrenbecamemorewide-eyed,andtheywereenchan|tedbyallthosecharacterswithspecialgifts.Theyfinallyreachedthelastpageofthebook,whichspokeabouttheoriginofthosegreatfigures.Theteacherread:“There’saplaceinheavencalledthefountainofhearts,where,priortobirth,eachheartisassigneditsspecialgifts.Theyusealitt