(共21张PPT)
Quiet
读后续写之说话的艺术
Continuation Writing———
How to use the description of dialogue
SUMMARIES & PLANNINGS
MORANDI ELEGANTLY
在英语读后续写中，“说”起着重要的作用。“说”包括独白和对话。同学们在设计独白或对话时，要依据原文中的人物特征，紧贴故事发展主线，创造自然且合理的“说”，从而有效地刻画人物个性，推动故事的发展。
对话描写的重要性
1.对话描写为推动故事情节发展服务，
是情节发展的一个环节，但不能代替
故事情节。绝对不用无助情节推动的、
偏离人物性格的和偏离文章主线的对话。
(2021·新高考Ⅰ卷) The twins carried the breakfast upstairs and woke their mother up. They hugged her and yelled, “Happy Mother’s Day, darling Mummy!”
双胞胎携着早饭上楼，叫醒了妈妈。他们抱了抱她，并大喊：“亲爱的妈妈，母亲节快乐！
一、对话描写的基本原则
2. 对话描述不能超过20%，控制在1至2处。可以用动作描写和表情描写代替回答或用间接引语代替直接对话。
(2022·新高考Ⅰ卷) “Then go ahead!” I patted him on the shoulder and cast
him an encouraging look. After a while, he raised his head and rose to his feet firmly.
“那就继续向前！”我轻拍他的肩膀，并向他投去鼓励的目光。过了一会儿，他抬起头，坚定地站了起来。
3.对话描写不宜过长，不适合用复杂的复合句，要侧重口语化词汇，
避开生僻词。
(2023·新课标Ⅰ卷) “Congratulations!” he said in an excited voice, “I know you
can make it.” “祝贺你！”他激动地说，“我就知道你会成功的。”
一、对话描写的基本原则
4. 对话描写应符合人物性格特点，同时尽可能结合动作或情感描写，增强画面感。
(2021·新高考Ⅰ卷) She was moved to tears. “Thank you so much! I love you!”
She held the twins tightly and kissed them again and again. 她感动得流泪。“谢谢你们！我爱你们！”她紧紧抱住双胞胎，一次又一次亲吻他们。
5. 对话描写有时可以用感叹词表现说话人的喜、怒、哀、乐等情绪。
“Oh, please say ‘yes’!” he begged.“啊！请说‘是的’。”他乞求道。
1. 对话标签在前。
He said, “I’ll see you back home in a month, okay ”
他说：“一个月后回家见，好吗？”
二、对话标签的形式
2. 对话标签在后。
“It’s something my grandfather made me,” he said, showing it to me.
“这是我爷爷给我做的。”他边说边给我看。
3. 对话标签在句子中间。
“Come on,” he said. “Let’s climb up.”
“加油，我们一起爬吧。”他说。
注意：
对话标签在后面或者在句子中
间时，如果主语是名词，则可以倒
装。而代词不可以倒装。如：
“I can’t believe it,” said Emma.
= “I can’t believe it,” Emma said.
“我简直不敢相信。”爱玛说道。
1.“说”后加上语气或嗓音描写。
(1) “I would love to,” said Alice in a pleasant tone. “我很乐意这样做。”艾丽斯
用愉快的语气说。
三、对话描写的几个小技巧
我们可以在“说”的动词后加上表示人的情感的介词短语、副词和分词等，来表达说话者不同的思想感情，显示说话者的心理状态。
(2) “Then go ahead!” I said in an encouraging voice. “那就去做吧！”我用鼓励
的语气说道。
(3) The father picked up the dog, knelt down and said in a soft voice, “It’s yours
now.” 这位父亲抱起小狗，蹲了下来，温和地说道：“现在它是你的了。”
2. “说”后接介词短语。
(1) “I…I…don’t think I’m right for the part,” I replied with embarrassment.
“我……我……认为我不适合这个角色。”我尴尬地回答。
三、对话描写的几个小技巧
(2) “Do you know the answer ” he asked with eagerness. “你知道答案吗？”
他急切地问道。
(3) “If only I had known…” she said through her tears. “要是我知道就好
了……”她含着泪说。
(4) “I wish we’d got to play together,” said Bruno after a long pause. “我希望我
们可以在一起玩。”停顿了很久之后，布鲁诺说。
3. “说”后接副词。
(1) “I will never do that again,” he said firmly. “我再也不会做那样的事了。”他
坚定地说。
三、对话描写的几个小技巧
(2) “You don’t have to rush. Just take your time,” I said gently. Her whole face
instantly brightened and her shoulders relaxed.
“你不用着急。慢慢来。”我温和地说。她的整个脸顿时变得明亮起来，肩膀也放松了。
4. “说”后接形容词短语。
(1) “I failed in the math exam,” said Tom, disappointed and discouraged.
“我数学考试不及格。”汤姆说，既失望又泄气。
三、对话描写的几个小技巧
(2) “What ” Lorgar said, uncertain he’d heard correctly.
“什么？”洛加说，他不确定自己有没有听错。
5. “说”后接分词或独立结构。
(1) “He turned me out of the room this morning,” said James, stamping his foot
with excitement.
“早上他把我赶出了房间。”詹姆斯激动地跺着脚说。
三、对话描写的几个小技巧
(2) “Very clever,” said the teacher, nodding his head as if pleased.
“很聪明。”老师高兴地点了点头说。
(3) “We don’t do any harm,” said the boy, evidently frightened by my words. “我们没有造成任何伤害。”男孩说，他显然被我的话吓坏了。
6. “说”后接状语从句。
(1) “Mom, I don’t want to be out there!” Mary whispered, as if (she was) begging her mother not to let her face the awkward situation.
“妈妈，我不想去！”玛丽低声说，仿佛在求她妈妈不要让她面对那种尴尬的处境。
三、对话描写的几个小技巧
(2) “Who could it possibly be ” she thought to herself as she walked to the door.
她一边走向门口，心里一边想着：“这会是谁呢 ”
1. 表示“说”的一般用词
say (说)，ask (问)，reply (回答)，tell (告诉)，add (补充说)，explain (解释说)，
insist (坚持说)，state (陈述)，declare (声明)，announce (宣布)，comment (评论)，observe (评论)，remark (评论)，point out (指出)，utter (说) 等。
四、精选“说”的动词，升级对话描写
(1) “Don’t cry!” he said softly.
“别哭！”他轻声说。
(2) “I won’t let you down,” he replied confidently.
他信心十足地答道：“我不会让你失望的。”
(3) “And don’t be late!” she added.
“还有，别迟到！”她补充说。
(4) “It’s not that difficult,” she insisted.
“事情并没有想象的那么难。”她坚持说。
2. 表示“心里想”或“自言自语”的词
say to oneself (心想)，think to oneself (暗想)，think aloud (自言自语)，talk to
oneself (自言自语)，murmur to oneself (喃喃自语)等。
四、精选“说”的动词，升级对话描写
(1) I silently said to myself, “I can do it!”
我心想：“我能行！”
(2) “I don’t care!” she thought to herself.
“我才不在乎呢！”她暗想。
3. 表示“笑着说”和“哭着说”的动词
laugh (哈哈大笑)，smile (微笑)，chuckle (轻笑)，cry (哭叫；喊叫)，
sob (抽噎着说)。
四、精选“说”的动词，升级对话描写
(1) “You are crazy!” she laughed.
“你疯啦！”她哈哈大笑起来。
(2) “It’s good to have you back,” she smiled.
“你回来真好。”她微笑着说。
(3) “It’s not my fault,” she sobbed.
“这不是我的错。”她抽泣着说。
4. 表示“高声喊叫”或“低声说”的动词
cry (喊叫)，scream (尖叫着说，高声喊出)，call (喊，叫)，shout (高声喊道)，
yell (叫喊)，exclaim (大声喊)，roar (吼叫)，howl (怒吼)，thunder (大声吼道)，
whisper (低语，窃窃私语)，murmur (低语；嘀咕；低声抱怨)。
四、精选“说”的动词，升级对话描写
(1) “Fire !” he yelled.
他大喊：“失火了！”
(2) “David!” she screamed. “Get up!”
“大卫！”她尖叫道：“起来！”
(3) “It isn’t fair!” he exclaimed angrily.
“这不公平！”他气愤地喊道。
(4) “Stop that!” he roared.
“住手！”他大吼道。
5. 表示“承认，认同”或“反对，反驳”的动词
agree (同意)，admit (承认)，acknowledge (承认)，disagree (反对)，protest (抗议)，contradict (反驳)，retort (反驳)
四、精选“说”的动词，升级对话描写
(1) “I’m very nervous,” she admitted reluctantly.
“我很紧张。”她不情愿地承认说。
(2) “Why should I take the blame for this ” she protested.
“为什么要我对此承担责任？”她抗议道。
6. 其他不同情感的“说”的动词
argue (争辩)，scold (责备)，beg (恳求，央求)，plead (恳求，央求)，boast
(夸口说)，emphasize (强调说)，swear (发誓)，stammer (结巴着说)，gasp (喘着气说)，sigh (叹气道)，demand (质问)，repeat (重复)，comfort (安慰)，inquire (询问)，threaten (威胁说)，warn/caution (警告)，suggest (建议道)，hesitate (犹豫道)，nod (点头道)，continue (继续说)，conclude (最后说道)，persuade (劝说)，praise (赞扬)，hint (暗示道)，sniff (嗤之以鼻)。
四、精选“说”的动词，升级对话描写
(1) “Your fault!” she scolded. “你的错！”她责怪道。
(2) “I haven’t finished; I need more time,” he begged. 他恳求道：“我还没有完成，我需要更多时间。”
(3) “I didn’t steal anything!” he swore. “我没偷东西！”他发誓。
1. “Oh, yes,” she (点头道). “I understand you very well.”
2. “I will take you to court,” he (威胁道).
3. He (打断道), “The deadline to enter for the competition is tomorrow.”
4. “Yes,” he (补充道), “and I would miss my dumplings and fatty pork.”
5. Mr. Rowe (安慰) him, “I’ll miss you, too.”
Practice
nodded
threatened
interrupted
added
comforted
6. “Everything happens for the best,” Mom (提醒) me.
7. “Don’t do anything yet,” he (警告说). “Too risky.”
8. He proudly (回答说), “I can take my family to the circus.”
9. “No-o-o,” I (抽泣着说), tears blurring my vision.
10. “Good night!” Mum (悄悄说) to Mike’s ear, leaving the room quietly.
Practice
reminded
warned/cautioned
replied
sobbed
whispered
11. “What did you expect me to do about it ” she (质问).
12. “Don’t go!” Robert (央求道).
13. “Get out of the water!” he (尖叫道). “Get out! Get out now!”
14. “Okay,” she (同意道). “Let’s do it!”
15. “Dad, sorry, it was such a mess.” Jeff (低声说), lowering his head in shame
Practice
demanded
begged/pleaded
screamed
agreed
whispered/mummured
Thanks
Thank you(共22张PPT)
读后续写专题：迅速构建法
课标要求
根据《普通高中英语课程标准》，读后续写试题一般由阅读和续写两部分组成，阅读部分由一篇不超过 350 字的不完整记叙文组成，要求学生根据阅读部分和后面两个段首提示句续写两段，共约 150 字，从而将故事续写完整。根据高考改革已实施地区的读后续写试题评分细则可知，总分 25 分，按七个档次进行评分；评分时，主要从内容、语言表达和篇章结构三个方面考查：
（1）续写内容的质量、续写的完整性以及与原文情境的融洽度 ;
（2）所使用词汇和语法结构的准确性、恰当性和多样性；
（3）上下文的衔接和全文的连贯性。
一、试题规律
人与自我类（有 4 次
命题，占比 4/14）的故事多以主人公勇敢挑战、克服困难终于战胜自我、提升自我、实现自我突破等积极意义为主题。
一、试题规律
人与自然类（有 5 次命题，占比5/14）的故事主要集中在两大主旋律上：一是人与自然和谐相处，创造美好世界（例如2023 年 1 月浙江卷）；另一主旋律是遭遇野兽，冷静思考、积极应对，终克困难取得胜（例如，浙江卷初期的 3 次命题）。
一、试题规律
人与社会类（命题次数与人与自然相同，有 5 次，占比 5/14）的故事主要强调了要团结互助，以共创美好未来。
一、试题规律
总结
人与自我或
人与社会
故事走向
主人公面对困难，冷静应对，勇于拼搏，终获成功
人与自然或
人与社会
故事走向
倡导和谐相处，团结互助，最终实现目标或者取得成功
一、试题规律
主题升华句一
（主要适合克服困难，提升自我）：
Right at this moment/When coming back/While reflecting on the entire matter, I/we suddenly had the idea that we could always overcome the difficulties/achieve our dreams/ targets/ambitions when confronted with difficulties/challenges only if we kept calm/positive and fight against them bravely.
主题升华句二
（适合和谐相处或者互帮互助）：
Right at this moment/When coming back/While reflecting on the entire matter, I/we suddenly had the idea that we could always make a better/greener world if we live peacefully and harmoniously with the wildlife/help each other kindly
二、解题策略
“两读明基调”就是通过方法不同的两次阅读分别确定文章的主要特征和主题意义，形成对文章的整体把握，确定文章的写作基调。
“五句定乾坤”就是通过构思对续写内容起关键作用的五个句子，进而确定文章的主题框架，形成文章写作的支架。
“两读明基调，五句定乾坤”
二、解题策略
（一）两读明基调
1.“一读”：第一遍通读清要素，明主题
记叙文六要素
Who
When
Where
What
Why
How
Who
When
What
who =文章的人称
when =文章的时态
what =文章的主题
用 H(human)+数字（将出现的每一个人物用数字从小大标记下来）；类似地，时间可以用 T ①、T②……，地点用 P ①、P ②……，事件用W 来标记
When Mary entered the South Pole Penguin Research Lab, she saw her friend Tom gently stroking (轻抚) a penguin in his arms. As children of the lab scientists, Mary and Tom often observed the emperor penguins that were studied to understand how they adapted to extreme temperatures--insights that could aid human survival.
“We're thirteen, Tom. It's time to grow up and stop playing with the lab penguins ,” said Mary as she started cleaning. “They're research animals, not pets." “But the birds listen to me!” insisted Tom，his breath forming a cloud in the freezing air.“You're just trying to be a penguin whisperer again，”Mary replied，shaking her head with a gentle smile. The penguins seemed playful ,as they walked, dove, swam and chased their live fish for sport before eating.
Suddenly, an alarm rang out and red lights flashed, signaling a problem. The kids rushied over to look into it. “ I's colder than before - there's ice forming on the water,' noted Tom. Though always cold, Mary had never seen ice here before. She checked the habitat monitor and found that the temperature had gone down a lot.“ The heater must be broken!"Mary quickly sent a message to heir parents' research team; who were conducting outdoor studies. With the adults away, the kids would have to deal with the freezing conditions until help arrived.Time dragged as Mary and Tom anxiously waited. The increasing cold caused them to shake.“I wonder what emperor penguins do in extreme cold, since they stay in the Pole all winter instead of going ,somewhere warmer," asked Mary.“They huddle (挤作一团),” Tom answered.“ They huddle together tightly so that the birds in he middle will be warm enough.”“What about the ones on the edge " Mary asked.“ They push their way towards the center， and then move back out to the edge, and struggle back again. Scientists in the early 21st century recorded it. ” He replied as he stared at the large crowd of the penguins in the lab.(2024 年 3 月 广 东 一 模 试 题)
H ②Tom
H ②Tom
H ②Tom
H ②Tom
H ①Mary
H ②Tom
H ①Mary
H ①Mary
H ①Mary
H ①Mary
H ①Mary
H ①Mary
H ①Mary
H ②Tom
H ①Mary
主人公是 Mary（H ①）和 Tom （H ②）
When Mary entered the South Pole Penguin Research Lab, she saw her friend Tom gently stroking (轻抚) a penguin in his arms. As children of the lab scientists, Mary and Tom often observed the emperor penguins that were studied to understand how they adapted to extreme temperatures--insights that could aid human survival.
“We're thirteen, Tom. It's time to grow up and stop playing with the lab penguins ,” said Mary as she started cleaning. “They're research animals, not pets." “But the birds listen to me!” insisted Tom，his breath forming a cloud in the freezing air.“You're just trying to be a penguin whisperer again，”Mary replied，shaking her head with a gentle smile. The penguins seemed playful ,as they walked, dove, swam and chased their live fish for sport before eating.
Suddenly, an alarm rang out and red lights flashed, signaling a problem. The kids rushied over to look into it. “ I's colder than before - there's ice forming on the water,' noted Tom. Though always cold, Mary had never seen ice here before. She checked the habitat monitor and found that the temperature had gone down a lot.“ The heater must be broken!"Mary quickly sent a message to heir parents' research team; who were conducting outdoor studies. With the adults away, the kids would have to deal with the freezing conditions until help arrived.Time dragged as Mary and Tom anxiously waited. The increasing cold caused them to shake.“I wonder what emperor penguins do in extreme cold, since they stay in the Pole all winter instead of going ,somewhere warmer," asked Mary.“They huddle (挤作一团),” Tom answered.“ They huddle together tightly so that the birds in he middle will be warm enough.”“What about the ones on the edge " Mary asked.“ They push their way towards the center， and then move back out to the edge, and struggle back again. Scientists in the early 21st century recorded it. ” He replied as he stared at the large crowd of the penguins in the lab.(2024 年 3 月 广 东 一 模 试 题)
When Mary entered the South Pole Penguin Research Lad（T ①）
时态用一般过去时
When Mary entered the South Pole Penguin Research Lab, she saw her friend Tom gently stroking (轻抚) a penguin in his arms. As children of the lab scientists, Mary and Tom often observed the emperor penguins that were studied to understand how they adapted to extreme temperatures--insights that could aid human survival.
“We're thirteen, Tom. It's time to grow up and stop playing with the lab penguins ,” said Mary as she started cleaning. “They're research animals, not pets." “But the birds listen to me!” insisted Tom，his breath forming a cloud in the freezing air.“You're just trying to be a penguin whisperer again，”Mary replied，shaking her head with a gentle smile. The penguins seemed playful ,as they walked, dove, swam and chased their live fish for sport before eating.
Suddenly, an alarm rang out and red lights flashed, signaling a problem. The kids rushied over to look into it. “ I's colder than before - there's ice forming on the water,' noted Tom. Though always cold, Mary had never seen ice here before. She checked the habitat monitor and found that the temperature had gone down a lot.“ The heater must be broken!"Mary quickly sent a message to heir parents' research team; who were conducting outdoor studies. With the adults away, the kids would have to deal with the freezing conditions until help arrived.Time dragged as Mary and Tom anxiously waited. The increasing cold caused them to shake.“I wonder what emperor penguins do in extreme cold, since they stay in the Pole all winter instead of going ,somewhere warmer," asked Mary.“They huddle (挤作一团),” Tom answered.“ They huddle together tightly so that the birds in he middle will be warm enough.”“What about the ones on the edge " Mary asked.“ They push their way towards the center， and then move back out to the edge, and struggle back again. Scientists in the early 21st century recorded it. ” He replied as he stared at the large crowd of the penguins in the lab.(2024 年 3 月 广 东 一 模 试 题)
The heater must be broken（W ①）
The kids would have to deal with the freezing conditions until help arrived.（W ②）
When Mary entered the South Pole Penguin Research Lab, she saw her friend Tom gently stroking (轻抚) a penguin in his arms. As children of the lab scientists, Mary and Tom often observed the emperor penguins that were studied to understand how they adapted to extreme temperatures--insights that could aid human survival.
“We're thirteen, Tom. It's time to grow up and stop playing with the lab penguins ,” said Mary as she started cleaning. “They're research animals, not pets." “But the birds listen to me!” insisted Tom，his breath forming a cloud in the freezing air.“You're just trying to be a penguin whisperer again，”Mary replied，shaking her head with a gentle smile. The penguins seemed playful ,as they walked, dove, swam and chased their live fish for sport before eating.
Suddenly, an alarm rang out and red lights flashed, signaling a problem. The kids rushied over to look into it. “ I's colder than before - there's ice forming on the water,' noted Tom. Though always cold, Mary had never seen ice here before. She checked the habitat monitor and found that the temperature had gone down a lot.“ The heater must be broken!"Mary quickly sent a message to heir parents' research team; who were conducting outdoor studies. With the adults away, the kids would have to deal with the freezing conditions until help arrived.Time dragged as Mary and Tom anxiously waited. The increasing cold caused them to shake.“I wonder what emperor penguins do in extreme cold, since they stay in the Pole all winter instead of going ,somewhere warmer," asked Mary.“They huddle (挤作一团),” Tom answered.“ They huddle together tightly so that the birds in he middle will be warm enough.”“What about the ones on the edge " Mary asked.“ They push their way towards the center, and then move back out to the edge, and struggle back again. Scientists in the early 21st century recorded it. ” He replied as he stared at the large crowd of the penguins in the lab.
Topic sentence
主题意义：
向自然学习，就能帮助人类提高幸存。
人类要向大自然学习，就能克服困难，取得成功：
Right at the moment, the children suddenly realized keenly that humans could always survive and succeed only if we learn from nature wisely.
二、解题策略
（一）两读明基调
2.“二读”：第二遍跳读查细节，找呼应
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。
“I have an idea to stay warm !”Tom shouted exciedly.________
Two and a half hours later, the parents returned with help.________
这个 idea 内容是什么？
When Mary entered the South Pole Penguin Research Lab, she saw her friend Tom gently stroking (轻抚) a penguin in his arms. As children of the lab scientists, Mary and Tom often observed the emperor penguins that were studied to understand how they adapted to extreme temperatures--insights that could aid human survival.
“We're thirteen, Tom. It's time to grow up and stop playing with the lab penguins ,” said Mary as she started cleaning. “They're research animals, not pets." “But the birds listen to me!” insisted Tom，his breath forming a cloud in the freezing air.“You're just trying to be a penguin whisperer again，”Mary replied，shaking her head with a gentle smile. The penguins seemed playful ,as they walked, dove, swam and chased their live fish for sport before eating.
Suddenly, an alarm rang out and red lights flashed, signaling a problem. The kids rushied over to look into it. “ I's colder than before - there's ice forming on the water,' noted Tom. Though always cold, Mary had never seen ice here before. She checked the habitat monitor and found that the temperature had gone down a lot.“ The heater must be broken!"Mary quickly sent a message to heir parents' research team; who were conducting outdoor studies. With the adults away, the kids would have to deal with the freezing conditions until help arrived.Time dragged as Mary and Tom anxiously waited. The increasing cold caused them to shake.“I wonder what emperor penguins do in extreme cold, since they stay in the Pole all winter instead of going ,somewhere warmer," asked Mary.“They huddle (挤作一团),” Tom answered.“ They huddle together tightly so that the birds in he middle will be warm enough.”“What about the ones on the edge " Mary asked.“ They push their way towards the center， and then move back out to the edge, and struggle back again. Scientists in the early 21st century recorded it. ” He replied as he stared at the large crowd of the penguins in the lab.(2024 年 3 月 广 东 一 模 试 题)
企鹅在寒冷天气中会挤作一团，中间的企鹅很暖和，边缘的企鹅用力向中间挤，通过位置不断变换，所有的企鹅都能保暖。
二、解题策略
（二）五句定乾坤
一条道路有了起点和终点，人们就不容易跑偏。同样的，如果我们能首先确定了续写两段各自的首尾句，那我们也就能确定续写内容的主要框架，不容易写跑题。读后续写的两段都给出了第一句话，我们分别标记为 1、3 句，第一段的结尾句我们命名为第 2 句，第二段的结尾句则命名为第 4 句，再加上阅读第一遍后已经确定了的全文主题升华句为第 5 句。
二、解题策略
（二）五句定乾坤
二、解题策略
（二）五句定乾坤
在意义和逻辑上建立联系
“Warmer as I am, I still miss my parents.”Mary said to Tom.
倒推
二、解题策略
（二）五句定乾坤
是故事的结尾句，也是孩子们向企
鹅学习取暖保护自己的故事的最后结尾句
Hearing the praise, the children looked at each other and smiled sweetly.
二、解题策略
（三）细节点龙睛
“I have an idea to stay warm !”Tom shouted exciedly.________
“Warmer as I am, I still miss my parents.”Mary said to Tom.
Tom 解释并示范如何像企鹅一样取暖，Mary 照着做。两人既开心又暖和，但是担忧匆忙赶回来的父母。
“Follow me,”said Tom, approaching the birds which had already crowded together due to the cold temperature. Slowly and gently, he crouched down to the penguins, reaching back out his hands just like a“huge”penguin, and huddled himself into the middle of the birds. Mary quickly followed his lead and soon the children felt warmer and warmer, even with sweat streaming down.“Your idea really works,”shouted Mary,“Warmer as I am, I still miss my parents.”
二、解题策略
（三）细节点龙睛
Two and a half hours later, the parents returned with help.________
“Hearing the praise, the children looked at each other and smiled sweetly.”
父母们回来后询问孩子们如何保暖并对孩子们的聪明做法给予赞扬。
Two and a half hours later, the parents returned with help. Rushing in to find the kids, they were amazed to see the kids were right in the middle of penguins, safe and warm. When asked how they managed to survive this terrible cold, the two kids proudly said they just learned from the penguins. “Wonderful! You are really penguin whisperers!”With thumbs up, parents praised them delightedly. Hearing the praise, the children looked at each other and smiled sweetly. Right at the moment, the children realized keenly that humans could always survive and succeed only if we learn from nature wisely.
Thank you(共14张PPT)
读后续写专题之巧用修辞
新课标要求
《普通高中英语课程标准（2017 年版 2020 年修订）》明确提出“能识别语篇中的隐喻等修辞手法并理解其意义，能根据需要使用委婉语”
英语修辞
英语修辞（figure of speech）一般是为提高表达效果（如鲜明、生动、幽默、优美等）而使用的特殊的表达手法。读后续写是高考英语改革的一种新题型，在续写中若能恰到好处地运用各种修辞手法，将能加强文章的表现力和感染力。高中阶段常用的英语修辞手法有：明喻（Simile）、暗 喻（Metaphor）、拟人（Personification）、夸 张（Hyperbole）、排比（Parallelism）、反复（Repetition）、设问（Rhetorical question）、 对偶（Antithetical parallelism）
（一）明喻 Simile
明喻是一种常用 like, as, as...as, seem 等词语指出两个不同事物的相似之处的修辞手法，基本格式是：本体 + 比喻词 + 喻体。
例 1：（2021 年 1 月浙江卷）Finally I managed to put my whole head into it, like a cork forced into a bottle.
【赏析】句中用到了明喻“like a cork forced into a bottle”像软木塞进了瓶子里，出现了比喻词“like”，把 my whole head 比喻成 a cork，生动地描写出了作者“我”的窘境。
（二）暗喻 Metaphor
暗喻指的是用一个词来指代与该词所指事物有相似之处的另一个事物，通常有“be, become”等词，但不用 like, as, as if, as though 等喻词。
例 2：（新人教版必修一 Unit 4） Hard hills of rock became rivers of dirt.
【赏析】句子中把泥石流比喻成河流，凸显出了地震破坏力之大。
例 3：（新人教版选择性必修一 Unit 3）Laughter is the sun that drives winter from the human face.
【赏析】把笑比喻成冬天的太阳，生动形象地描述出笑带来的温暖。
（三）拟人 Personification
拟人指的是将无生命的事物当作有生命的事物来写，赋予感情和动作；或是把动物人格化。在读后续写中，可以通过拟人化来塑造角色形象，
增强故事的情感色彩。
例 4：（2023 年 1 月浙江卷）Then someone said,“She(hummingbird) must have come to say good-bye.”
【赏析】句子使用了 She 和 say, 对蜂鸟进行
了人格化描写 , 描写出了蜂鸟对作者的感激之情。
（四）夸张
Hyperbole
夸张是通过言过其实的说法来渲染强调事物的某一特点的修辞方法。在读后续写中，夸张可以用来渲染气氛，突出事物的特征，增强语势，
加强幽默感，增强故事的趣味性和感染力。
例 5：（新人教版必修一 Unit 4）It seemed as if the world were coming to an end.
【赏析】此句用夸张的修辞手法是为了突出地震破坏力之大。
（五）排比
Parallelism
排比就是为了加强语势而把三个或三个以上结构相同、内容相关的词组或句子排列在一起的一种修辞方法，以增强语言的气势和表达效果。
例6：（2023 年新课标Ⅰ卷）I got tired. I had doubts. I wanted to quit.
【赏析】这三个短小精悍的排比句把作者内
心的彷徨不安、自我怀疑等心理描写得淋漓尽致。
例 7：（ 新人教版必修二 Unit 5）Music gave me happiness. ... Music gave me strength and brought me relief. ... Moreover, music gave me hope
and a sense of satisfaction. ..
【赏析】作者运用三个 music gave me... 排比句，层层递进，增强了语言感染力，排比的运用突出了音乐带给我的积极影响。
（六）反复
Repetition
反复是英语中一种重要的修辞方法。它主要指作者或根据表达的需要或为强调某个意思突出某种感情，有意识地重复运用某些词语或句子，使之收到修辞上的效果。在读后续写中，可以通过反复来强调某个情节或情感，使读者更容易记住。
例8：（2023 年新课标Ⅰ卷）I wrote it again, and again and again.
【赏析】作者运用“again”进行了三次反复描写，突出描写作者为此次比赛所作的不懈努力，刻画了作者坚韧的性格品质。
（七）设问
Rhetorical question
设问是一种以疑问为手段但不以得到答复为目的，为取得修辞效果的一种修辞方式，其答案往往是不言而喻的。这种修辞手法可以增强文章的互动性和吸引力，让读者更加投入地阅读和理解文本。通过研究发现，设问也是读后续写中比较常用的修辞手法。
例 9：（2023 年新课标Ⅰ卷）What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit
【赏析】在这几个句子中，不仅使用了拟人的修辞手法，同时通过使用设问修辞来表达马的想法、感受和行为，作者希望读者更深入地思考马在夜幕中的心理状态。
（八）对偶
Hyperbole
对偶是指在一段语言表达中，将相对等、相似或相反的两个事物、概念或语言表达成双重的语言形式，以达到修辞效果或强化表达的方法。通常，对偶的两个部分在语法、结构和意义上是相似或相反的。对偶能够使表达更加生动、形象、易懂，并增强语言的说服力。这种修辞手法使句子结构整齐，富有节奏感，易于理解和记忆。
例 10：Don’t dismiss your dreams. To be without dreams is to be without hope; to be without hope is to be without purpose.
【赏析】此句同样运用了对偶的修辞手法，To be without dreams is to be without hope 与 to be without hope is to be without purpose 对偶，富有节奏感和语言美。
高考真题赏析
A few weeks later, when I almost forgot the contest, there came the news. The moment I heard my name announced in the winner’s list through the school’s
broadcast, ① I rubbed my ears over and over again. ② How could it be true ③ The thunderous applause and hearty blessings from my fellow students confirmed what I heard to be true. ④ The past experience was just like the tide flooding over my mind. ⑤ I once got tired and I once had doubts,but I kept going and I finally succeeded. Receiving the award on the stage, I knew without my teacher’s inspiration I wouldn’t have made such great progress in written English.
①运用了反复的修辞手法 over and over，刻画出作者对获奖的消息难以置信的心理活动。② How could it be true 运用了设问的修辞手法 ,用于强调主人公对自己获奖的震惊。③运用了夸张的修辞手法，雷鸣般的掌声描写出了同学们对作者获奖的祝贺之情，同时从另外一个角度突出了作者能够获奖的不易。④运用了明喻的修辞手法，把过去的经历比喻成潮水，生动形象地描写出了作者此时往事涌上心头、思绪复杂的内心活动。⑤运用了排比修辞手法，四个排比结构强调了主人公曾经遭遇的困惑，以及依靠坚持不懈的决心最终获得了成功，突出描写了主人公坚韧的性格特征。
高考真题赏析
I went to my teacher’s office after the award presentation. I handed the award to my teacher, expressing my sincere gratitude to him,“I would not have won the award without your encouragement and revising advice.”He grinned from ear to ear and replied“Congratulations! It is your determination that has helped you win the prize. And your hard work paid off.”His eyes sparkled with pride. ⑥ As Revere’s horse never stopped, whatever challenges I faced, I would always keep going and never give up!
⑥在续写结尾处呼应原文，再次将马人格化，描写未来将继续像马一样继续前行，永不言弃。
Thank you
