2023年新高考英語(yǔ)讀后續(xù)寫(xiě)提分技能2.05分詞狀語(yǔ)讓續(xù)寫(xiě)更流暢知識(shí)知識(shí)回顧1分詞的結(jié)構(gòu)1.一般型結(jié)構(gòu)一般型結(jié)構(gòu)是指分詞或分詞短語(yǔ)在句子中充當(dāng)狀語(yǔ)時(shí)，其邏輯主語(yǔ)與句子主語(yǔ)一致(邏輯主語(yǔ)是非謂語(yǔ)動(dòng)詞動(dòng)作的執(zhí)行者或承受者；它們?cè)谶壿嬌洗嬖谥髦^關(guān)系或動(dòng)賓關(guān)系，但不能直接作非謂語(yǔ)動(dòng)詞的主語(yǔ)，因此叫邏輯主語(yǔ)。如：Openingthedrawer,hetookoutarevolver.（其中opening是分詞，它的邏輯主語(yǔ)是句子主語(yǔ)he）現(xiàn)在分詞和過(guò)去分詞在一般型中的區(qū)別：兩種分詞作狀語(yǔ)是，都可表時(shí)間，原因，條件，讓步，方式，伴隨等。但是，現(xiàn)在分詞表主動(dòng)關(guān)系，過(guò)去分詞表被動(dòng)關(guān)系。如：Steppingcarelesslyoffthepavement,hewasknockeddownbythebus.(分詞stepping的邏輯主語(yǔ)是he，和句子主語(yǔ)he一致，且he和stepping是主動(dòng)關(guān)系，所以用動(dòng)詞step的現(xiàn)在分詞形式)Oncepublished,thisbookwillbeverypopular.(分詞published的邏輯主語(yǔ)是thisbook，和句子主語(yǔ)一致，且thisbook和published是被動(dòng)關(guān)系，所以用動(dòng)詞publish的過(guò)去分詞形式)判斷分詞作狀語(yǔ)時(shí)，到底該用現(xiàn)在分詞還是過(guò)去分詞，主要看要作分詞的動(dòng)詞和句子的主語(yǔ)是什么關(guān)系。主動(dòng)關(guān)系就用現(xiàn)在分詞，被動(dòng)關(guān)系就用過(guò)去分詞。如：thenews,theywereallexcited.(用動(dòng)詞hear的分詞形式填空)atbyeverybody,shehadmysympathy.(用動(dòng)詞laugh的分詞形式填空)上述句子中，動(dòng)詞hear和句子主語(yǔ)they是主動(dòng)關(guān)系，所以應(yīng)用hear的現(xiàn)在分詞形式hearing；動(dòng)詞laugh和句子主語(yǔ)she是被動(dòng)關(guān)系，所以應(yīng)用laugh的過(guò)去分詞形式laughed.2.獨(dú)立主格結(jié)構(gòu)當(dāng)分詞的邏輯主語(yǔ)與句子的主語(yǔ)不一致時(shí)，則應(yīng)將分詞的邏輯主語(yǔ)補(bǔ)出來(lái)，且放置分詞之前，這種分詞結(jié)構(gòu)被稱(chēng)作獨(dú)立主格結(jié)構(gòu)。獨(dú)立主格結(jié)構(gòu)的特點(diǎn)有：獨(dú)立主格結(jié)構(gòu)由兩部分組成，前一部分是名詞或者代詞，后一部分是分詞，前后兩部分具有邏輯主謂關(guān)系；獨(dú)立主格結(jié)構(gòu)的邏輯主語(yǔ)與句子的主語(yǔ)不同，它獨(dú)立存在；分詞與前面的名詞或代詞，是主謂關(guān)系；獨(dú)立主格結(jié)構(gòu)一般有逗號(hào)與主句分開(kāi)?，F(xiàn)在分詞和過(guò)去分詞都有獨(dú)立主格結(jié)構(gòu)。邏輯主語(yǔ)都需要補(bǔ)出來(lái)。但是，現(xiàn)在分詞與邏輯主語(yǔ)是主動(dòng)關(guān)系，過(guò)去分詞與邏輯主語(yǔ)是被動(dòng)關(guān)系。例如：Thegirlstaringathim,hedidn’tknowwhattosay.(句中現(xiàn)在分詞staring與邏輯主語(yǔ)thegirl是主動(dòng)關(guān)系，相當(dāng)于Asthegirlstaredathim,…）Herworkdone,shesatdownforacupoftea.（句中過(guò)去分詞done與邏輯主語(yǔ)herwork是被動(dòng)關(guān)系，相當(dāng)于Whenherworkwasdone,…）3.垂懸分詞分詞的主語(yǔ)既不與句子主語(yǔ)一致，分詞本身又非獨(dú)立主格結(jié)構(gòu)，這種分詞在語(yǔ)法上被稱(chēng)作垂懸分詞，也叫無(wú)依著分詞。垂懸分詞從起源上來(lái)說(shuō)，是語(yǔ)言的錯(cuò)誤使用，即將分詞的主語(yǔ)與句子的主語(yǔ)錯(cuò)誤聯(lián)系，從而產(chǎn)生垂懸分詞，所以有人又叫它錯(cuò)關(guān)聯(lián)分詞。垂懸分詞通常出現(xiàn)在句子開(kāi)頭或接近開(kāi)頭的位置，與句子中的其它成分不產(chǎn)生必要的句法關(guān)系，特別是它與句子主語(yǔ)無(wú)邏輯關(guān)系。鑒于這種特點(diǎn)，垂懸分詞別名為：獨(dú)立分詞或孤立分詞?，F(xiàn)在分詞和過(guò)去分詞都可用作垂懸分詞。垂懸分詞多數(shù)為現(xiàn)在分詞，少數(shù)為過(guò)去分詞。例如：BeingChristmas，thegovernmentofficeswereclose.(句中being為現(xiàn)在分詞，它的邏輯主語(yǔ)既不是句子主語(yǔ)thegovernment,前面也沒(méi)有放置邏輯主語(yǔ))Grantedthatyouareright，youshouldnotgetangry.(句中g(shù)ranted是過(guò)去分詞，它的邏輯主語(yǔ)既不是句子主語(yǔ)you,前面也沒(méi)有放置邏輯主語(yǔ))垂懸分詞與一般分詞不一樣，是一種超常規(guī)的語(yǔ)言現(xiàn)象，但其用途與形式相對(duì)固定，應(yīng)引起我們足夠的重視。正因?yàn)榇箲曳衷~的使用場(chǎng)合及數(shù)量相對(duì)有限，英語(yǔ)學(xué)習(xí)者一方面要學(xué)會(huì)理解并掌握這一超常語(yǔ)言現(xiàn)象，另一方面切記不要將其它一般分詞(遵循主謂一致原則)模仿垂懸分詞使用，因?yàn)楫吘勾箲曳衷~的產(chǎn)生源于錯(cuò)誤聯(lián)系，違反了主謂一致原則。分詞作狀語(yǔ)時(shí)的歧義排除方式英語(yǔ)分詞在句子中作狀語(yǔ)時(shí)，常用來(lái)表示時(shí)間、條件、原因、讓步、結(jié)果、方式和伴隨情況等意義。分詞狀語(yǔ)前有時(shí)有連接詞時(shí)，連接詞作其類(lèi)別符號(hào)，這些類(lèi)別符號(hào)明確地界定了分詞的語(yǔ)法范疇和語(yǔ)義范疇。當(dāng)分詞前沒(méi)有這些類(lèi)別符號(hào)時(shí)，其狀語(yǔ)意義有時(shí)就顯得模糊、不確定，甚至產(chǎn)生歧義。分詞狀語(yǔ)的歧義范圍通常在時(shí)間、條件、原因及讓步意義之間。（1）分詞兼作時(shí)間和條件狀語(yǔ)，語(yǔ)句以充足理由表述客觀規(guī)律。例如：Healed,waterchangesintovapor.上述句子有兩種描述：Whenhealed,waterchangesintovapor.Ifhealed,waterchangesintovapor.（2）分詞兼作時(shí)間和原因狀語(yǔ)，反映了時(shí)序關(guān)系與因果關(guān)系的緊密聯(lián)系.。例如：Healed,waterchangedintovapor.上述句子有兩種描述：Whenhealed,thewaterchangedintovapor.Becauseitwashealed,thewaterchangedintovapor.（3）分詞兼作原因和讓步狀語(yǔ)，反映了對(duì)因果規(guī)律的不同心理預(yù)設(shè)。例如：Weighingabouteightykilos,theboxcouldn’tbecarriedbytheporteralone.上述句子有兩種解釋?zhuān)篠incetheboxweighedabouteightykilos,theportercouldn’tcarryitbyhimselfalone.Althoughtheboxweighedabouteightykilos,theportercouldn’tcarryitbyhimselfalone.綜上所述，分詞兼作時(shí)間狀語(yǔ)和條件狀語(yǔ)時(shí)，可以用when或者if描述其深層結(jié)構(gòu)，這類(lèi)語(yǔ)句一般表述客觀規(guī)律或者客觀真理。這一語(yǔ)言現(xiàn)象的邏輯意義為：以when為時(shí)序關(guān)聯(lián)詞的語(yǔ)句含有全稱(chēng)肯定假言命題，以if為條件關(guān)聯(lián)詞的語(yǔ)句含有充分條件假言命題。原因狀語(yǔ)有時(shí)與時(shí)間、條件或讓步狀語(yǔ)兼類(lèi)。分詞兼作時(shí)間狀語(yǔ)和原因狀語(yǔ)的現(xiàn)象反映了時(shí)序關(guān)系和因果關(guān)系的邏輯聯(lián)系：時(shí)序關(guān)系是因果關(guān)系的前提，因果關(guān)系透過(guò)事物發(fā)展時(shí)序，揭示事物發(fā)展規(guī)律；分詞兼作條件狀語(yǔ)和原因狀語(yǔ)時(shí)，語(yǔ)句以充足理由表述事物的因果規(guī)律；分詞兼作原因狀語(yǔ)和讓步狀語(yǔ)時(shí)，無(wú)論作哪種釋義，語(yǔ)句所隱含的因果規(guī)律都是同一的，所不同的只是說(shuō)話(huà)人對(duì)結(jié)果的心理預(yù)設(shè)不同。方法策略方法策略2在讀后續(xù)寫(xiě)中，

要提高讀后續(xù)寫(xiě)的語(yǔ)言表達(dá)能力，僅僅強(qiáng)調(diào)詞匯和語(yǔ)法學(xué)習(xí)是遠(yuǎn)遠(yuǎn)不夠的。我們除了掌握讀后續(xù)寫(xiě)常用的一些詞語(yǔ)外，在平時(shí)的學(xué)習(xí)中還要注意積累一些常用句式，特別是分詞與狀語(yǔ)從句的轉(zhuǎn)換與使用，并晨讀背誦、默寫(xiě)、仿寫(xiě)，最后做到在讀后續(xù)寫(xiě)中運(yùn)用自如。一、用分詞為讀后續(xù)寫(xiě)增色的策略1.心理狀態(tài)類(lèi)分詞凸顯人物情緒狀態(tài)例如：Knowingthatshewasill,hewassoworriedthatheevenforgottoeatdinner.Delightedlyrealizingthathewascomingtohelpher,shesatdowninrelief.2.感官類(lèi)分詞突出人物的動(dòng)作回應(yīng)例如：Seeing/Watchingthebeartearingdownthefence,shewasthrilledwithterror.Glancingatthedarkforestinthedistance,shesteppedbacktothecabininanxiety.Feelingnervous,hestoodtherefrozen.3.反思類(lèi)分詞提升人物對(duì)事件的認(rèn)知例如：Thinkingthatshewouldseehersonsoon,shewalkedquicklytowardsherhouseandwaswearingabigsmile.Recalling/Thinkingbackonthedaystheyspenttogether,shefeltcherishedandexpressedthegratitudetothosethingshedidforher.4.情感情緒類(lèi)分詞強(qiáng)化人物的心理體驗(yàn)例如：Cherishingthegratitudetowardsthevillagers,hepickthephonewiththepurposeofsharingsomeheartfeltwordswiththem.Overwhelmedwithterror,shejustranasquicklyashecouldtogetoutoftheoldcastle.Exhaustedbythegossips,hefinallyleftherandletgoofallthememoriesthere.5.“否定祈使句+典型動(dòng)作類(lèi)分詞”深化表述目的例如：Don’tjuststandtheretodonothing,everythingwavingatyouinfact.Don’thesitatetoattendtheparty,joiningyourfellowsandsharingyourhappiness.6.特征類(lèi)分詞升華人物/場(chǎng)景描述例如：Characterizedbythebeautifulseaside,thecityisalwayscrowdedwithlaughterandcheersofthetourists.Featuredbythequietness,itisagoodplacetorelaxyourselfthere.Characterizedbytheshynessbeforethepublic,sheisalwayscautiouswhenamongthestudents.7.獨(dú)立主格結(jié)構(gòu)增添敘事活力例如：Shesawthebearapproachingquickly,herlegsshaking.Hewalkedintotheclassroomwithjoy,hishandsholdingtheprizehigh.Shedidn’tknowhowtoanswerherson,herheartbroken.8.垂懸分詞讓表達(dá)更緊湊例如：Speakingoftheplanofthejourney,thechildrenwerealwaysfilledwithjoyandhopeaswell.Judgingfromherclothes,weknowthatshewasstillworriedandhadnointerestinmakeup.二、利用分詞整合續(xù)寫(xiě)語(yǔ)篇的策略舉例在整合讀后續(xù)寫(xiě)語(yǔ)篇的過(guò)程中，我們可以利用分詞結(jié)構(gòu)，進(jìn)一步優(yōu)化句子表達(dá)，讓敘事、描寫(xiě)、抒情更加有力度。（2020，新高考I卷）TheMeredithfamilylivedinasmallcommunity.Astheeconomywasindecline,somepeopleinthetownhadlosttheirjobs.Manyoftheirfamilieswerestrugglingtomakeendsmeet.Peopleweretryingtohelpeachothermeetthechallenges.Mrs.Meredithwasamostkindandthoughtfulwoman.Shespentagreatdealoftimevisitingthepoor.Sheknewtheyhadproblems,andtheyneededallkindsofhelp.Whenshehadtime,shewouldbringfoodandmedicinetothem.Onemorningshetoldherchildrenaboutafamilyshehadvisitedthedaybefore.Therewasamansickinbed,hiswife,whotookcareofhimandcouldnotgoouttowork,andtheirlittleboy.Thelittleboy-hisnamewasBernard-hadinterestedherverymuch.“Iwishyoucouldseehim,”shesaidtoherownchildren,John,Harry,andClara.“Heissuchahelptohismother.Hewantsverymuchtoearnsomemoney,butIdon'tseewhathecando.”Aftertheirmotherlefttheroom,thechildrensatthinkingaboutBernard.“Iwishwecouldhelphimtoearnmoney,”saidClara.“Hisfamilyissufferingsomuch.”“SodoI,”saidHarry.“Wereallyshoulddosomethingtoassistthem.”Forsomemoments,Johnsaidnothing,but,suddenly,hesprangtohisfeetandcried,“Ihaveagreatidea!Ihaveasolutionthatwecanallhelpaccomplish(完成).”Theotherchildrenalsojumpedupallattention.WhenJohnhadanidea,itwassuretobeagoodone.“Itellyouwhatwecando,”saidJohn.“YouknowthatbigboxofcornUncleJohnsentus?Well,wecanmakepopcorn(爆米花),andputitintopaperbags,andBernardcantakeitaroundtothehousesandsellit.”注意:1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右:2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。WhenMrs.MeredithheardofJohn'sidea,shethoughtitwasagoodone,too.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Witheverythingready,Bernardstartedoutonhisnewbusiness.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________文章講述了熱心的Mrs.Meredith與孩子們得知Bernard家的生活困難后，想辦法幫助他掙錢(qián)補(bǔ)貼家用的故事。文章給出的部分講到Mrs.Meredith的三個(gè)孩子想出“做爆米花去賣(mài)”的主意，后面的內(nèi)容則需要我們?nèi)ダm(xù)寫(xiě)。根據(jù)給定的續(xù)寫(xiě)段落的兩個(gè)首句，我們可以推斷續(xù)寫(xiě)段落1的內(nèi)容應(yīng)包括：三個(gè)孩子積極準(zhǔn)備，最后成功邀請(qǐng)Bernard加人賣(mài)爆米花的活動(dòng)中；而續(xù)寫(xiě)段落2的內(nèi)容則應(yīng)包括：Bernard賣(mài)爆米花的過(guò)程，以及他的感受。在敘事的過(guò)程中，我們可以在文中靈活運(yùn)用分詞狀語(yǔ)結(jié)構(gòu)，讓續(xù)寫(xiě)語(yǔ)篇的整體表達(dá)效果得到提升。例如：Paragraph1:WhenMrs.MeredithheardofJohn’sidea,shethoughtitwasagoodone,too.HavingexchangedglanceswithMrs.Meredith,JohnimmediatelyarrangeddifferenttasksforHarryandClara.Harboringgreatexcitement,HarryandClararanout,intendingtoborrowapopcornmachine.AndJohn,overwhelmedwithjoytoo,dashedtoBernard’shome.Itwasina?ashthatJohnfoundBernard,andtoldhimhisplan.“Don’thesitatetojoinus,contributingtosomefamilyincome.”Johnadded,voiceladenwithexpectation.Facingthisgraciousinvitation,Bernardwasatalossforwhattosay.NosoonerhadhenoddedthanJohngraspedhishandanddraggedhimaway.Later,thesechildrengottogetheratJohn’shomeandstartedtomakepopcorn.Paragraph2:Witheverythingready,Bernardstartedoutonhisnewbusiness.Atthebeginning,characterizedbytheshyness,Bernardfailedtosellsomepopcorn.However,encouragedbyJohn,hegraduallygaincourageandsoldsomepopcornsuccessfully.Withtimegoingby,Bernardattractedalargequantityofpeople.Therefore,itdidn’ttakelongbeforeBernardsoldallhispopcorn.Seeingthemoneybroughtbyhislabor,hecouldn’thelpjumpingwithexcitement.ThenexttwominuteswitnessedtheboyrunjumpingtoMrs.Meredith.“Thankyou,Mrs.Meredith.”BernardsaidsimplyinfrontofthisLady,eyesseemingtoshinewithtears.“Boy,it’salsoapleasuretohelpyou.Gohometohelpyourfather.”saidthekindwomen,faceradiatingboundlesslove.上述范文中劃?rùn)M線(xiàn)的分詞狀語(yǔ)有效地傳達(dá)了有關(guān)動(dòng)作、情感以及特征等信息，同時(shí)也豐富了句式結(jié)構(gòu)，為續(xù)寫(xiě)語(yǔ)篇增色、增效。實(shí)踐強(qiáng)化實(shí)踐強(qiáng)化3續(xù)寫(xiě)語(yǔ)篇中分詞狀語(yǔ)的使用策略導(dǎo)引分詞狀語(yǔ)源語(yǔ)篇典型例句續(xù)寫(xiě)中可能用的的句子動(dòng)作類(lèi)心理類(lèi)情感類(lèi)垂懸分詞獨(dú)立主格結(jié)構(gòu)....................................1．（2022·河北保定·二模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。AnEncounterinaDepartmentStoreCandleholders,pictureframesandsoonsurroundedmeinahouseholdgoodsstore.WhilemyhusbandandIwaitedforconstructiontobefinishedinournewhouse,Ienjoyedseekingdecoratingideas.Afigurineononeoftheshelvesattractedmyattention,andIpickeditup.Itwasbeautiful,madeofcastbronze.Awomanwasdancingwithayounggirl,theirfacescaughtinamomentofpurejoy,andthegirllookeduplovelyatwhatcouldonlybehermother.MemoriesfloodedinIrememberedmydaughter,Laura,myson,Glenn,andmedancingaroundthelivingroom.Iwasanurse,whichmeantlongshiftsatthehospital,soIcherishedthesemomentswithmykids.“Havingsofun,”asLaurausedtosay.Icouldseebothofmychildrennow—GlenndancingtotherecordplayerasLauraspunroundandround.Timehadpassedintheblinkofaneye.NowmyhusbandandIweremovingoutofthehousethey’dgrownupin.Laurahaschildrenofherownandworksasadesigner.Glennalsoworksinadesigncompany.Ihadtobuyit,andknewjustwhereI’dputitinthenewhouse.Itwouldbeputonthesideofthefireplaceinthelivingroom.Onlyonethingcouldmakemypurchasemoreperfect:ifthisfigurinewerepartofaset,theotherpieceofamotherdancingwithaboy.ItwaspossibleI’dfindone.Determined,Isearchedtheentirestore.Icarefullyscannedeveryshelf.Therewasnocompanionfigurineanywhere,norasalespersontohelpme.Maybethecashierwillknow,Ithought.Iheadedtotheregisters.AsIstoodinthecheckoutline,Ispottedanolderwomanwalkingquicklywithsomethinglikeafigurineinoneofherhands.注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Isteppedaside,sothewomancouldgetpast._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Iaskedthecashieraboutthewomanhelpingme._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【參考范文】Isteppedaside,sothewomancouldgetpast.Butwhenshesuddenlystoppedinfrontofme,Isawthatshewasholdingafigurinesimilartomine.Tomysurprise,shehelditouttome.Itwasawoman,aboydancingwithher.Iacceptedheroffering.HowdidsheknowjustwhatIwaslookingfor?BeforeIcouldgathermyselfenougheventosaythankyou,thewomanwalkedawaywithsmiles.Iaskedthecashieraboutthewomanhelpingme.“Doessheworkinthestore?”Iasked.ThecashiersaidhernamewasMary.Marydoesn’tworkherebutsheisverywarm-heartedandoftenhelpscustomerschoosetherightgoods.BeforeIleftthestore,Itookanotherlookaroundforthewomanwho’dsentmebacktohappymemoriesofmychildren.Ifoundheratlastandshowedmysincerethankstoher.【寫(xiě)作分析】本文以人物為線(xiàn)索展開(kāi)，講述了作者在百貨公司看到了一個(gè)很喜歡的小雕像，但這個(gè)小雕像是一套的一部分，另一件是一個(gè)母親與一個(gè)男孩跳舞，作者發(fā)現(xiàn)另一個(gè)被一個(gè)上了年紀(jì)的婦女拿到了。還沒(méi)等作者開(kāi)口，婦女就把雕塑給了作者，讓作者很意外。1.段落續(xù)寫(xiě)：①由第一段首句內(nèi)容“我讓開(kāi)了，讓那個(gè)女人過(guò)去。”可知，第一段可描寫(xiě)女人把雕像給作者的經(jīng)過(guò)。②由第二段首句內(nèi)容“我向收銀員詢(xún)問(wèn)了幫助我的那個(gè)女人。”可知，第二段可描寫(xiě)作者向店員了解這個(gè)女人以及對(duì)女人的感謝。2.續(xù)寫(xiě)線(xiàn)索：女人給作者雕像——作者驚訝——詢(xún)問(wèn)收銀員——了解女人情況——作者感悟3.詞匯激活行為類(lèi)拿著：hold/carry尋找：lookfor/searchfor選擇：choose/select情緒類(lèi)驚訝：surprise/astonishment快樂(lè)：happy/joyful【典型句式】[句型1]Butwhenshesuddenlystoppedinfrontofme,Isawthatshewasholdingafigurinesimilartomine.(運(yùn)用了when引導(dǎo)時(shí)間狀語(yǔ)從句)[句型2]BeforeIleftthestore,Itookanotherlookaroundforthewomanwho’dsentmebacktohappymemoriesofmychildren.(運(yùn)用了who引導(dǎo)定語(yǔ)從句)2．（2022·河北·模擬預(yù)測(cè)）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。Teenagerslovetostayinclosecontact,butonlywhenit’sthroughourphonesandalmostneverinperson.Withoutphones,ourrelationshipsarefrail(脆弱的).Wemayhave600followersonsocialmedia,butonlyafewwhowecancalltruefriends.Wemakefriendsquickly,butlosethemjustasfast.Wedon’tknowtherealmeaningofhumanconnections.Ifellpreytothisruleaswell.ButallchangedwhenIbeganvolunteering.I’dsigneduptohelpoutatachildren’srehabilitation(康復(fù))hospital.Iwasfulloffear.I’dneverinteractedcloselywithanyonewithadisability.ThoughIthoughtofmyselfasanacceptable,open-mindedperson,Iwasworried.Iwonderedifchildrenwhomayneverspeak,whomayneverberesponsive,cannotmakemeaningfulhumanconnections.“Howwouldwebeabletounderstandeachotherifwecouldnotspeak?”Iwondered.“Wouldthechildrenfeellonely?WouldIfeellonely?”Butonthefirstday,myworriesdisappeared.WalkingintoHollandBloorviewKidsRehabilitationHospitalwaslikewalkingintoaroomwhereallthenoiseandsoundweexperienceday-to-daydisappeared.Manyofthechildrenwerenon-verbal.Soyouseldomheardaconversation.Thingsseemedtomoveinslowmotion.Myjobwastoprovideone-on-onesupportduringactivities.Beforewebegantowork,wehadavolunteertrainingsession.Weweretoldthattomakesurewewerebeingunderstood,weshouldlookintothechildren’seyes,andask,“Areyouseeingme?”Thiswastocreateasenseofmutual(互相的)understanding.Wewerealsotaughttousegestures,suchaseyecontact,smiling,nodding,andpattingtocommunicate.IwaspairedwithaboynamedMiles,whocouldneitherspeaknorhear.ThefirsttimeIaccompaniedhim,Ineverthoughtwewouldmakesuchameaningfulconnectiononlythrougheyecontactandsmiles.ThetwoofuslaysidebysideinaroomcalledRestandRelaxationwithclassicalmusicfillingtheair.Lightswerestrungupthatchangedcolorwitharemotecontrol.Milesstaredatthecolorfullights.Obviously,hegotinterestedinthelights.注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。IdidasIwastaught,lookingquietlyathimwithasmile.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thisconnectionformedinthosetwohourswassodifferent,tellingmewhathumanconnectionsreallymean.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【參考范文】

IdidasIwastaught,lookingquietlyathimwithasmile.Hesmiledatme,too.Suddenly,hepattedmeonmyshoulder,pointingtothecenteroftheroomandbegantoshakehisbodyrhythmically.Iimmediatelyunderstoodthathewantedtoinvitemetodancewithhim.Ismiledandnodded.Wecametothemiddleoftheroom.Underthecolorfullights,Itookhishandsanddancedwithhim.Helaughedfromhisheart,andsodidI.Ifelthappy.Atthismoment,weformedacloseconnection,whichdoesnotneedlanguage.Thisconnectionformedinthosetwohourswassodifferent,tellingmewhathumanconnectionsreallymean.Humanconnectionsarefromtheheartandneedface-to-facecommunication.Ibegantotrytoassociatewithpeopleinreallife.Iparticipatedinvariousoutdooractivities,inwhichImademanyfriends,manyrealfriends.Ifeltexcited.Istillinsistonvolunteeringinthehospitalnow.IliketogetalongwithMiles,whotaughtmewhathumanconnectionsare.【寫(xiě)作分析】本文講述了作者和其他同齡人一樣，只沉迷于網(wǎng)絡(luò)交友，不知道在現(xiàn)實(shí)生活中如何處理人際關(guān)系，但一次志愿者經(jīng)歷改變了作者的態(tài)度。作者報(bào)名參加了一個(gè)兒童康復(fù)中心的志愿者活動(dòng)，為不會(huì)說(shuō)話(huà)的孩子們提供一對(duì)一的幫助。作者幫助的對(duì)象是一個(gè)叫邁爾斯的男孩，他既不會(huì)說(shuō)話(huà)也聽(tīng)不見(jiàn)，作者和他通過(guò)眼神和微笑進(jìn)行交流。兩人躺在休息室里，邁爾斯對(duì)五顏六色的燈光很感興趣。1.段落續(xù)寫(xiě)：①由第一段首句內(nèi)容“我照培訓(xùn)時(shí)教的做了，微笑著靜靜地看著他。”可知，第一段可描寫(xiě)作者和邁爾斯是如何在不用語(yǔ)言的情況下進(jìn)行交流的。②由第二段首句內(nèi)容“在這兩個(gè)小時(shí)里形成的這種聯(lián)系是如此的不同，告訴了我人際關(guān)系的真正含義。”可知，第二段可描寫(xiě)這次經(jīng)歷給作者帶來(lái)的感悟和改變。2.續(xù)寫(xiě)線(xiàn)索：邀請(qǐng)?zhí)琛廊煌狻黄鹛琛⒙?lián)系——作者的改變——作者開(kāi)始融入現(xiàn)實(shí)生活——作者的感悟3.詞匯激活行為類(lèi)①.開(kāi)始做某事：begintodosth./starttodosth.②.明白，理解：understand/comprehend③.參加：participatein/takepartin情緒類(lèi)①.高興的：happy/pleased②.激動(dòng)的，興奮的：excited/thrilled【典型句式】[句型1].Iimmediatelyunderstoodthathewantedtoinvitemetodancewithhim.(由that引導(dǎo)的賓語(yǔ)從句作understood的賓語(yǔ))[句型2].Atthismoment,weformedacloseconnection,whichdoesnotneedlanguage.(由關(guān)系代詞which引導(dǎo)非限制性定語(yǔ)從句)3．（2022·河北·模擬預(yù)測(cè)）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。Ameliaworkedasanursefor5yearsandlovedit.Shelovedhelpingothersandfoundthejobdemanding,butalwaysrewarding.ThebeginningofMarchwasfarfromoptimisticbecausebythemiddleofMarchtherewerejustoverfiftypatientsinthehospitalwiththesameillness.Mostwereonventilators(呼吸機(jī)),whichhelpedthemtobreathe.Thenonthe23rdofthatmonththerewasanationallockdown,whichmeantmostplaceswereclosedapartfromsupermarketsandessentialshops.Peoplecouldonlyleavetheirhomesforashortwhiletodoshoppingortopickupmedication.Allthestreetswereempty.Ameliaarrivedatworkanhourbeforehershiftstarted.Thejourneytherewasquickerthannormal,becauseshewastheonlyoneonthebus.Andobeyingthenewrules,sheworehermasktheentiretrip.Anothershiftoverwith,shewasexhausted.Thebusturnedupontime.Shegotonandnoticedadifferentpersonatthewheel.“Where’stheusualdriver?”sheaskedpolitely.Theyoungermanlookedsad,andrepliedgrimly(嚴(yán)肅地),“Thevirusgothim，Miss.Hewasafriendofmine.”Ameliawasshockedbythenews.“I’msosorrytohearthis.Hewasalovelyman.”“Yes,hewas,”thedriversaid.Sheshowedherticketandheadedtoaseat.Atthebackofthebuswasthewomansherecognizedfromsomewhere.Onthejourneyhomeeverystreetwasquiet.Ameliaputonherearphonesandclosedhereyes.Theterribleeventsofthatdaywerenowbecomingadistantmemory.AweeklateronaThursdayAmelialeftthehospitalabitlaterthannormal,asithadbeenaverybusyday.She’dworkedthelastfourdaysandjustwantedtogohome.Sherealizedthechanceofcatchinghernormalbuswouldnothappen.Thenextoneshouldarriveshortly.Ameliaglancedatherwatchandthebuswastwelveminuteslate.注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Suddenlyfromthedoorwaysofmosthousesonthestreetappearedfam