2024届高三下学期英语作文复习专项读后续写最后一搏之故事开头设计4法 讲义
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| 名称 | 2024届高三下学期英语作文复习专项读后续写最后一搏之故事开头设计4法 讲义 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-06-02 20:43:10 | ||
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读后续写最后一搏之故事开头设计4法
续写开头写的好，可以迅速的抓住阅卷老师的眼睛，打开你的思维乃至分数
解读两段首句，用惊艳的形式呈现人物的心理或动作，是好开头的必备武器。
【策略突破】
突破策略1开头巧用形容词/副词(短语)
[真题示例1]
(2023·新高考Ⅰ卷) A few weeks later, when I almost forgot the contest, there came the news.Unexpectedly, I beat a lot of participants and won the first prize.副词放句首，心理描写
[典例剖析]
根据该段首句内容“几个星期后,当我几乎忘记比赛的时候,传来了消息。”可知,开始可以写作者得知这个消息时的感受,可以写兴奋、吃惊或意外,本句用了副词unexpectedly描述当时的意外的心情。[真题示例2]
(2021·浙江高考·6月卷)IwassurprisedthatmydadallowedmetousethemoneyasIwished.Excited and overjoyed, I rushed into my room and lay in bed thinking about how to spend the money. 过去分词的表状态的心理描写放句首
[典例剖析]
由该段首句内容“我很惊讶,我爸爸允许我按照我的意愿使用这笔钱。”可知,本段可描写作者兴奋的心情,开始用excited and overjoyed准确地描写了作者的这种心情。
突破策略2开头巧用非谓语动词(短语)、with复合结构或独立主格结构
[真题示例1]
(2023·新高考Ⅰ卷)Iwenttomyteacher’sofficeaftertheawardpresentation.With excited tears in my eyes, I thanked him again, adding that it was he who let me get a taste for writing.
心理描写+语言描写
[典例剖析]
由该段首句内容“颁奖典礼结束后,我去了我老师的办公室。”可知,该段可描写作者到办公室感谢老师的表现以及老师的鼓励,with复合结构和现在分词短语表示伴随,增加了文章表达的简洁性和语言表达的丰富性。
[真题示例2]
(2022·新高考Ⅰ卷)We sat down next to each other, but David wouldn’t look at me. Dropping his head, he was in low spirits.现在分词，动作描写，刻画了David沮丧的心情
[典例剖析]
由该段首句内容“我们坐在一起,但大卫不看我。”以及上文可知,该段可描写大卫不愿意参加比赛,作者鼓励大卫继续完成比赛,大卫经过强烈的心理斗争,最终决定参加比赛,这里开头用了分词充当时间状语,不仅使行文简洁,而且突出动作,惟妙惟肖。
突破策略3开头巧用名词性从句、状语从句或定语从句等从句
[真题示例1]
(2021·浙江高考·1月卷)Iwasstuckforfiveorsixminutesthoughitfeltmuchlonger.How I wished I had not acted so foolishly, making myself a laughing stock of my family! 用虚拟语气感叹句“How I wished。。。。”描写出作者后悔的心情
[典例剖析]
由该段首句内容“我被困了五六分钟,但感觉要长得多。”可知,该段开始可描写作者是多么后悔把头插入南瓜中,此处用了感叹句,且wished后加了宾语从句。
[真题示例2]
(2021·浙江高考·1月卷)Iwasstuckforfiveorsixminutesthoughitfeltmuchlonger.My brother came up with an idea that he could cut the pumpkin with a knife.that引导同位语从句,引导故事向前推进，也增加了文章表达的高级度。
[典例剖析]
由该段首句内容“我被困了五六分钟,但感觉要长得多了。”可知,接下来可以写怎么营救。该句idea后面that引导同位语从句,对idea进行解析,同位语使文章更加紧凑,同时增加了文章表达的高级性。
突破策略4开头巧用倒装句、强调句等句型
[真题示例1]
(2022·浙江高考·6月卷)Asthey came in my direction, I put on my brightest and happiest smile. Nervous as I felt, I did my utmost to keep myself calm and hand out the delicately-wrapped meal to those in need, with my hands trembling.
[典例剖析]
由该段首句内容当他们朝我走来的时候,我露出了最灿烂、最幸福的笑容。可知,该段可描写作者是怎么为无家可归的人施粥,这里“Nervous as I felt”用了倒装句,提高了文章表达的质量。
[真题示例2]
(2021·浙江高考·1月卷)ThatvideowaspostedthedaybeforeHalloween. It was my brother who did that for amusement.
[典例剖析]
由该段首句内容“这段视频是在万圣节前一天发布的。”可知,该段续写开始部分可以补充说明谁发的,这里用了强调句,突出发视频之人。
好题精炼--主题：人与自然--一堂别开生面的科学课
An Outdoor Trip That Speaks Louder Than A Regular Class
One day, as Jack, a science teacher, stressed the pressing need for protecting Tangerine Darters, a kind of fish, students in his class seemed uninterested and bored. Jack continued, but his students showed little enthusiasm.
He paused for a moment, allowing the silence to settle in the classroom. Then he went on in a different way.
“Imagine,” Jack began, his voice filled with passion, “the feeling of wading (趟水) through the clear shallow waters of Pigeon River, surrounded by the gentle sunlight. Picture the colors of the Tangerine Darters as they gracefully swim through the currents, their orange bellies (肚子) shining like rays of sunshine, or in that moment, a Tangerine Darter in your hands, its orange belly shining in the sunlight.” He painted a vivid picture with his words. Curiosity lit in his students’ eyes as they bent forward, eager to know more.
Jack continued, “The darters are very picky about their habitats. The place where they live should be very clean, and slight pollution could drive them away or even endanger their very existence.”
As Jack spoke, his passion spread quickly among his students, who started to ask questions, wanting to know more about the Tangerine Darters. Inspired by their newfound interest, Jack had an idea. Why not take students to the Pigeon River, where they can witness the beauty of the Tangerine Darters firsthand
A week later, they were on the trip to the Pigeon River in Canton, North Carolina, where the environment was well preserved in comparison with other industrial areas.
Sunshine bounced off the Pigeon River, and cool water flowed over rocks and boulders (卵石)—the preferred habitat of Tangerine Darters. With Jack, it was the first time that the students had stood in the shallow water, eager to see their target of this fish ecology class field trip.
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。
Para 1首句Suddenly, Jack bent and quickly caught a fish.
Para 2首句Seeing the students’ interested looks, Jack raised a question.
主题：这个故事的主要主题是体验式学习对学生参与和理解的影响及唤醒孩子们的环保意识主题。通过让学生走出传统的课堂，让他们沉浸在现实世界的体验中杰克展示了动手学习如何能显著提高兴趣和理解能力。
语言特点
-生动的图像: "Wading through the clear shallow waters," "orange bellies shining like rays of sunshine."
-感官描述: "Gentle sunlight," "cool water flowed over rocks and boulders."
-情绪感染: "Curiosity lit in his students’eyes," "Jack’s voice filled with passion."
文中心理描写和动作描写
心理描写:
-最初的无聊: "Students in his class seemed uninterested and bored."
-好奇心和兴趣："Curiosity lit in his students’ eyes," "Eager to know more," "Inspired by their newfound interest."
-兴奋: "First time that the students had stood in the shallow water, eager to see."
行动描写
-杰克的教学方法： "Paused for a moment," "Painted a vivid picture with his words."
-学生参与： "Started to ask questions," "Bent forward."
续写
Para 1: Suddenly, Jack bent and quickly caught a fish.
心理描写
-Jack's Anticipation: "Heart racing with excitement."
-Students' Awe: "Eyes wide with excitement," "Amazement and curiosity evident on their faces."
动作描写
-Jack's Quick Movement: "Bent and quickly caught a fish."
-Handling the Fish: "Carefully cradled," "Gently lifted the fish."
Para 2: Seeing the students’ interested looks, Jack raised a question.
心理描写
-Students' Thoughtfulness: "Began to think deeply," "Mesmerized by the fish."
-Jack's Seriousness: "Tone serious," "Nodded solemnly."
动作描写
-Raising the Question: "Jack raised a question."
-Student Interaction: "One student hesitantly raised a hand."
续写范文
Suddenly, Jack bent and quickly caught a fish.故事开头With a gentle but firm grip, he held up a Tangerine Darter for everyone to see. The fish’s vibrant orange belly gleamed in the sunlight, amazing the students. Gasps of awe echoed among the group as they gathered closer, their initial hesitation replaced by genuine excitement. Jack carefully pointed out the delicate features of the fish, highlighting its unique characteristics that made it so special. The students watched intently, their eyes wide with fascination.
Seeing the students’ interested looks, Jack raised a question.“Why do you think it’s so important to keep the Pigeon River clean ”动作描写--孩子们参与进来Hands shot up into the air, each student eager to share their thoughts. As they discussed, 动作描写--Jack老师引导学生深入思考Jack guided the conversation towards the impact of pollution on the river’s ecosystem, making the connection between their actions and the survival of the Tangerine Darters. 动作描写--孩子们的反应He could see the realization dawning on their faces—this wasn’t just about a fish; it was about the responsibility they held in protecting their environment.主题升华Jack smiled, knowing this outdoor trip had achieved something more profound than any regular class could.
续写开头写的好，可以迅速的抓住阅卷老师的眼睛，打开你的思维乃至分数
解读两段首句，用惊艳的形式呈现人物的心理或动作，是好开头的必备武器。
【策略突破】
突破策略1开头巧用形容词/副词(短语)
[真题示例1]
(2023·新高考Ⅰ卷) A few weeks later, when I almost forgot the contest, there came the news.Unexpectedly, I beat a lot of participants and won the first prize.副词放句首，心理描写
[典例剖析]
根据该段首句内容“几个星期后,当我几乎忘记比赛的时候,传来了消息。”可知,开始可以写作者得知这个消息时的感受,可以写兴奋、吃惊或意外,本句用了副词unexpectedly描述当时的意外的心情。[真题示例2]
(2021·浙江高考·6月卷)IwassurprisedthatmydadallowedmetousethemoneyasIwished.Excited and overjoyed, I rushed into my room and lay in bed thinking about how to spend the money. 过去分词的表状态的心理描写放句首
[典例剖析]
由该段首句内容“我很惊讶,我爸爸允许我按照我的意愿使用这笔钱。”可知,本段可描写作者兴奋的心情,开始用excited and overjoyed准确地描写了作者的这种心情。
突破策略2开头巧用非谓语动词(短语)、with复合结构或独立主格结构
[真题示例1]
(2023·新高考Ⅰ卷)Iwenttomyteacher’sofficeaftertheawardpresentation.With excited tears in my eyes, I thanked him again, adding that it was he who let me get a taste for writing.
心理描写+语言描写
[典例剖析]
由该段首句内容“颁奖典礼结束后,我去了我老师的办公室。”可知,该段可描写作者到办公室感谢老师的表现以及老师的鼓励,with复合结构和现在分词短语表示伴随,增加了文章表达的简洁性和语言表达的丰富性。
[真题示例2]
(2022·新高考Ⅰ卷)We sat down next to each other, but David wouldn’t look at me. Dropping his head, he was in low spirits.现在分词，动作描写，刻画了David沮丧的心情
[典例剖析]
由该段首句内容“我们坐在一起,但大卫不看我。”以及上文可知,该段可描写大卫不愿意参加比赛,作者鼓励大卫继续完成比赛,大卫经过强烈的心理斗争,最终决定参加比赛,这里开头用了分词充当时间状语,不仅使行文简洁,而且突出动作,惟妙惟肖。
突破策略3开头巧用名词性从句、状语从句或定语从句等从句
[真题示例1]
(2021·浙江高考·1月卷)Iwasstuckforfiveorsixminutesthoughitfeltmuchlonger.How I wished I had not acted so foolishly, making myself a laughing stock of my family! 用虚拟语气感叹句“How I wished。。。。”描写出作者后悔的心情
[典例剖析]
由该段首句内容“我被困了五六分钟,但感觉要长得多。”可知,该段开始可描写作者是多么后悔把头插入南瓜中,此处用了感叹句,且wished后加了宾语从句。
[真题示例2]
(2021·浙江高考·1月卷)Iwasstuckforfiveorsixminutesthoughitfeltmuchlonger.My brother came up with an idea that he could cut the pumpkin with a knife.that引导同位语从句,引导故事向前推进，也增加了文章表达的高级度。
[典例剖析]
由该段首句内容“我被困了五六分钟,但感觉要长得多了。”可知,接下来可以写怎么营救。该句idea后面that引导同位语从句,对idea进行解析,同位语使文章更加紧凑,同时增加了文章表达的高级性。
突破策略4开头巧用倒装句、强调句等句型
[真题示例1]
(2022·浙江高考·6月卷)Asthey came in my direction, I put on my brightest and happiest smile. Nervous as I felt, I did my utmost to keep myself calm and hand out the delicately-wrapped meal to those in need, with my hands trembling.
[典例剖析]
由该段首句内容当他们朝我走来的时候,我露出了最灿烂、最幸福的笑容。可知,该段可描写作者是怎么为无家可归的人施粥,这里“Nervous as I felt”用了倒装句,提高了文章表达的质量。
[真题示例2]
(2021·浙江高考·1月卷)ThatvideowaspostedthedaybeforeHalloween. It was my brother who did that for amusement.
[典例剖析]
由该段首句内容“这段视频是在万圣节前一天发布的。”可知,该段续写开始部分可以补充说明谁发的,这里用了强调句,突出发视频之人。
好题精炼--主题：人与自然--一堂别开生面的科学课
An Outdoor Trip That Speaks Louder Than A Regular Class
One day, as Jack, a science teacher, stressed the pressing need for protecting Tangerine Darters, a kind of fish, students in his class seemed uninterested and bored. Jack continued, but his students showed little enthusiasm.
He paused for a moment, allowing the silence to settle in the classroom. Then he went on in a different way.
“Imagine,” Jack began, his voice filled with passion, “the feeling of wading (趟水) through the clear shallow waters of Pigeon River, surrounded by the gentle sunlight. Picture the colors of the Tangerine Darters as they gracefully swim through the currents, their orange bellies (肚子) shining like rays of sunshine, or in that moment, a Tangerine Darter in your hands, its orange belly shining in the sunlight.” He painted a vivid picture with his words. Curiosity lit in his students’ eyes as they bent forward, eager to know more.
Jack continued, “The darters are very picky about their habitats. The place where they live should be very clean, and slight pollution could drive them away or even endanger their very existence.”
As Jack spoke, his passion spread quickly among his students, who started to ask questions, wanting to know more about the Tangerine Darters. Inspired by their newfound interest, Jack had an idea. Why not take students to the Pigeon River, where they can witness the beauty of the Tangerine Darters firsthand
A week later, they were on the trip to the Pigeon River in Canton, North Carolina, where the environment was well preserved in comparison with other industrial areas.
Sunshine bounced off the Pigeon River, and cool water flowed over rocks and boulders (卵石)—the preferred habitat of Tangerine Darters. With Jack, it was the first time that the students had stood in the shallow water, eager to see their target of this fish ecology class field trip.
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。
Para 1首句Suddenly, Jack bent and quickly caught a fish.
Para 2首句Seeing the students’ interested looks, Jack raised a question.
主题：这个故事的主要主题是体验式学习对学生参与和理解的影响及唤醒孩子们的环保意识主题。通过让学生走出传统的课堂，让他们沉浸在现实世界的体验中杰克展示了动手学习如何能显著提高兴趣和理解能力。
语言特点
-生动的图像: "Wading through the clear shallow waters," "orange bellies shining like rays of sunshine."
-感官描述: "Gentle sunlight," "cool water flowed over rocks and boulders."
-情绪感染: "Curiosity lit in his students’eyes," "Jack’s voice filled with passion."
文中心理描写和动作描写
心理描写:
-最初的无聊: "Students in his class seemed uninterested and bored."
-好奇心和兴趣："Curiosity lit in his students’ eyes," "Eager to know more," "Inspired by their newfound interest."
-兴奋: "First time that the students had stood in the shallow water, eager to see."
行动描写
-杰克的教学方法： "Paused for a moment," "Painted a vivid picture with his words."
-学生参与： "Started to ask questions," "Bent forward."
续写
Para 1: Suddenly, Jack bent and quickly caught a fish.
心理描写
-Jack's Anticipation: "Heart racing with excitement."
-Students' Awe: "Eyes wide with excitement," "Amazement and curiosity evident on their faces."
动作描写
-Jack's Quick Movement: "Bent and quickly caught a fish."
-Handling the Fish: "Carefully cradled," "Gently lifted the fish."
Para 2: Seeing the students’ interested looks, Jack raised a question.
心理描写
-Students' Thoughtfulness: "Began to think deeply," "Mesmerized by the fish."
-Jack's Seriousness: "Tone serious," "Nodded solemnly."
动作描写
-Raising the Question: "Jack raised a question."
-Student Interaction: "One student hesitantly raised a hand."
续写范文
Suddenly, Jack bent and quickly caught a fish.故事开头With a gentle but firm grip, he held up a Tangerine Darter for everyone to see. The fish’s vibrant orange belly gleamed in the sunlight, amazing the students. Gasps of awe echoed among the group as they gathered closer, their initial hesitation replaced by genuine excitement. Jack carefully pointed out the delicate features of the fish, highlighting its unique characteristics that made it so special. The students watched intently, their eyes wide with fascination.
Seeing the students’ interested looks, Jack raised a question.“Why do you think it’s so important to keep the Pigeon River clean ”动作描写--孩子们参与进来Hands shot up into the air, each student eager to share their thoughts. As they discussed, 动作描写--Jack老师引导学生深入思考Jack guided the conversation towards the impact of pollution on the river’s ecosystem, making the connection between their actions and the survival of the Tangerine Darters. 动作描写--孩子们的反应He could see the realization dawning on their faces—this wasn’t just about a fish; it was about the responsibility they held in protecting their environment.主题升华Jack smiled, knowing this outdoor trip had achieved something more profound than any regular class could.