专题3.02 续写中的情节构思-2024年新高考英语读后续写提分技能

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背景回顾
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情节是事件的形式系列或语义系列，它是故事结构中的主干、人物、环境的支撑点，情节的类型包括线型、非线型、转换型、范畴型情节。其中，线型又称故事型，是情节的形式分类，它标明情节发展的轨迹，显示情节的组织关系，线型情节又分为单线、复线和环型三种子类型。单线顾名思义指只有单一线索的情节类型，多以一个单一连贯的故事为主，一般情节紧凑，人物有限，结构简单。童话故事、民间故事和大部分短篇小说均属于这一类。非线型情节类型是相对于线型情节而言的，是对传统的故事情节的一种冲击，非线型情节的趋势之一就是情节的淡化。情节淡化主要有以下几种基本特征：一是叙事文中会打乱时间顺序和因果关系，从而淡化人物和情节；二是情节平淡、朦胧乃至支离破碎，故事成自然状态，在情节淡化中，作品会有意无意地放弃“序幕、开端、发展、高潮、结局、尾 声”的情节模式，不以高潮和悬念取胜，叙述的只是故事的自然流程；三是故事中非动作因素比重增大，故事充满各种议论和感觉。
读后续写是语言模仿与创造性使用的有机结合，是语言理解与产出交互协同、相互促进的结果，有助于激发学生的想象力、创造力，达到以读促写、以写促读的外语学习效果。读后续写的阅读材料一般以叙事性文本为主，故事情节多有曲折，故事线索清晰，逻辑性强。目前学生在读后续写中存在的问题主要有续写情节偏离主题、续文结构松散无序、语言知识不足以表达思想等。情节在读后续写中占 据十分重要的地位，一个好的情节会让人产生情感共鸣与价值认同。然而，在续写过程中，学生往往会出现续写情节偏离主题、隐性话语（伏笔）未能回应、内容单薄、因果不清、时空混乱、角色引 入失当、结局模糊与价值升华缺失等现象，表明他们缺乏情节设置的基本策略。长此以往， 学生难免会产生读后续写的畏难情绪 。为此，熟悉并使用读后续写的情节设置策略是考生取得读后续写成功的关键因素之一。
方法策略
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情节是叙事性文本的构成要素之一，由一系列相互关联的事件构成，是叙事性文本中最为典型、最为生动的内容。解读叙事性文本，不仅应抓住情节的起因、发展、高潮、结局，更应抓住情节的内在冲突、矛盾等。一方面，高考续写内容主要集中在情节的高潮和结局部分。此部分反映个体经验及思想上的困惑 与冲突、危机的出现或转折、矛盾冲突以某种方式得到解决及事件的最终结局。因而，合理的续写情节应包括矛盾冲突、危机转折、问题 解决和最终结局。另一方面，高考读后续写不是独立存在的，它是已有叙事情节的延续，这就要求学生在主题、情感、人物和事件等方面与已有情节保持一致 。读后续写中，学生可以利用如下步骤进行故事的情节分析及设置：
1.研读续写源语篇，确定故事话题与主题
读后续写，首先在于“读”。“读”的一个重 要意图在于确定材料的主题 。主题也称之为“中心思想”，是语篇的灵魂 。因此，续写情节应紧紧围绕主题这个核心，突显 主题的现实价值和情感意义。主题的确定有两条途径：一是提炼，二是感悟。认识事物是由浅入深、由表及里的过程。我们要对已有材料进 行分析、归纳、筛选，并从不同的角度进行比较鉴别，去粗取精，由感性到理性，这样才能提炼 出事物的本质和深刻的主题 。感悟来自苦思 而产生的灵感 。苦思的过程就是对材料信息 进行去伪存真、由表及里的感悟过程。主题始终蕴藏着作者的意图或价值取向。主题一般包括中心内容与价值取向两个方面。中心内容是文章所负载的信息 。价值取向是作者想要通过作品传达的思想。作者可能会用标题、一个词、一句话或一段话呈现主题，而学生需要敏锐地获取这些关键信息以提炼出主题及作者的价值取向 。一般来说，作者的价值取向包括历史意义、伦理意义、人生意义、现实价 值、情感价值等。
2.寻找语篇的隐性话语，发现隐藏在故事背后的问题
隐性话语（隐性话语（伏笔））是上文看似无关紧要的事或物，对下文将要出现的人物或事件预先作出的某种提示或暗示。隐性话语（伏笔）有以下三种作用：为故事的展开服务，给予读者暗示；制造悬念，提高读 者继续阅读的兴趣；强调伏线必须有始有终， 前文的迹象提示必在后文中体现 。阅读材料中的隐性话语（伏笔）在续写部分得以体现，才能使得续 文情节合情合理，即学生在续写中要遵循“寻找隐性话语（伏笔）— 回应隐性话语（伏笔）”的写作规则 。然而，隐性话语（伏笔）经常零星散落在试题材料中，不易发觉 。有 时，试题材料中看似“闲笔”之处却是重要的伏笔信息。学生如何才能精准地找出“潜伏”在 试题材料中的隐性话语（伏笔）？ 通过梳理历次高考读后 续写试题材料，我们发现，隐性话语（伏笔）通常体现在特 定的人、物(事件)、语言、情感、主人公期待和 反常情境六个方面 。通过关注这六个方面， 我们就能找到隐性话语（伏笔），进而通过回应隐性话语（伏笔）来设置合理的情节。需要注意的是，试题材料中 可能会有很多隐性话语（伏笔），而续写内容不可能回应 所有隐性话语（伏笔），这就需要学生选取有助于推动情 节发展或能突显试题材料价值取向的隐性话语（伏笔）来 设置情节 。例如，以 2021 年6月浙江卷读后续写试题的隐性话语（伏笔）及其回应为例进行详细阐述：
【物(事件)】
隐性话语（伏笔）：
①My dad earned mney t pay family expenses frm age 14.
②I didn’t really understand his wrld.
③ I thught that I wuld surpass anything he had accmplished after high schl gradua- tin.
④I planned t d with the pay as I wished.
⑤I wasn’t interested mre wrk.
⑥I understd immediately what my parents were wrried abut.
⑦ the truck
回应：
①He exerted all his energies t supprt the family withut any bitter wrds.
② I nw understand all the effrts my dad put int the family.
③I wuld never surpass what my dad did fr the family due t my little respnsibility tak- en fr the husehld.
④I decided t cntribute all my mney t mend the truck instead f buying a new basket- ball.
⑤That night, befre I went t bed, I decided t cntinue my wrk if I culd because I learned the true meaning f grwing up.
⑥⑦My parents had intended t fix the br- ken truck but culdn’t get enugh mney t affrd it.
通过梳理试题材料中人、物(事件)、语言、 情感、主人公期待及反常情境等隐性话语（伏笔）信息，我们能够快速把握叙事的情节，找到矛盾冲突的 原因，进而发现亟待解决的问题。
3.丰富故事情节的内涵，突出问题解决的实际意义
历次高考读后续写试题材料多为遇险脱困、生活趣事等常见的个体经历，其情节主线并不复杂 。学生三言两语便能写完情节主线内容，而这又引发了另一个问题： 学生写出的情节徒有主线骨架，并无“血肉”。 例如，2021 年新高考I卷读后续写试题中写完 Jenna 和 Jeff做好早餐送到母亲床前，看着母亲吃完早餐的时候，是否就应该结束续写呢？其实不然。 我们还可以从环境、心理、动作、语言和情感等五个方面着手，丰富情节内容，推动问题的解决。
4.聚焦事件发生始末，确保叙事的层次性
叙事文本就是叙述人物活 动、事件发生经过、作者抒发情感的语篇，其结 构一般遵循以下三种顺序：
（1） 时间顺序：叙事主要用来叙述过去发生的事件，这个 事件既可以是真实的，也可以是虚构的 。叙事的特点是，叙事中事件发生的时间顺序就是事件实际发生的时间顺序。如果叙述的时间发生改变，那么叙述的事件也会发生相应改变 。例如：
事件一：On the way hme full f excitement, I thught abut hw t make use f the “huge”sum f mney.“I need a new ftball in the future.”I whispered t myself. Appraching my huse, I nticed my dad and mm standing beside the ld truck f my family, lking sad.
事件二：On the way hme full f excitement, I thught abut hw t make use f the “huge”sum f mney. Appraching my huse, I nticed my dad and mm standing beside the ld truck f my family, lking sad.“I need a new ftball in the future.”
事件一是基于 2021年6月 浙江卷读后续写试题材料进行的续写，其传递的是作者可能会改变钱的用途，将钱用于解决家里的困难 。而事件二则恰恰相反，其传递出作者即便知道了家里的困难，仍然想买新足球的想法 。事件一、二传达的意义之所以大相径庭，原因就在于改变了叙述的时间。
（2）空间顺序：叙事文本尤其是关于景物的叙事文本，常常会出现空间位移的现象，这在一定程度上是 由于景物都是以一定的空间为背景的 。空间位移一般可以分为两种：一种是以作者的位置 为中心，推向其他人或物的位置；另 一种是作者在行动中，按行动路线所涉及的空间逐个叙事状物，即人们常说的“移步换形”。 例如：
(2018年6月浙江卷读后续写 ) I knew we had gtten hpelessly lst. After seemingly ages, there came a lud cry f my dad. As a quick respnse, I shuted in a lud vice.“Dad, I’m here!”Tracing my vice, Dad finally fund me and we gt reunited.
( 2021年6月浙江卷读后续写)On the way hme full f excitement, I thught abut hw t make use f the“huge” sum f mney. Appraching my huse, I nticed my dad and mm standing beside the ld truck f my family, lking sad. That night, befre I went t bed, I decided t cntinue my wrk if I culd because I learned the true mean- ing f grwing up.
（3）情感顺序：情感顺序指将客观事物固有的逻辑关系巧妙地组合在思想情感发展的线索中，组成一个层次式的语篇，体现了人在认识事物过程中的情感变化与不断成长的心路历程，以及面对 矛盾冲突时的思想转变和情感变化 。情感层次的不断提升不仅有助于推动情节的发展、矛盾冲突的解决，更有助于突显语篇的情感价值，进一步升华主题 。例如：
( 2021 年6月浙江卷读后续写 ) Frm age 14, my dad earned and used it t pay family expenses. I didn’t really understand his wrld either. At hme, my dad said, “A jb’s a big step t grwing up. I’m glad yu will be cntributing t the husehld. ”My dad’s wrds made me realize that my earnings might nt be mine t d with as I wished. My labrs lasted abut tw weeks, and the farmer said there might be mre wrk, but I wasn’t interested. I decided it was nt fair that I had t cntribute my mney.
I understd immediately what my parents were wrried abut. My parents had intended t buy a new truck but culdn’t get enugh mney t affrd it. Suddenly, I realized what I shuld d my part in the family respnsibilities. Hld- ing the mney, I said,“Dad, here is what I gt fr my wrk. I hpe it wuld help. ”That night, befre I went t bed, I decided t cntinue my wrk if I culd because I learned the true mean- ing f grwing up.
2021 年6月浙江卷读后续写试题材料体现出作者情感 层次的不断递进和升华 。首先，语篇描写了作者情感的第一层次---自私 。作者不理解为 何父亲从小就赚钱养家，对父亲暗示他要将打 工赚来的钱用于补贴家用较为抵触 。两周后，作者便萌生了不愿再工作的想法，并认为将自 己辛苦赚来的钱用于补贴家用是不公平的 。接着，语篇描写了作者情感的第二层次---责 任 。当作者意识到父母因没有足够的钱购买 全家赖以生存的卡车而担忧时，他主动把赚来的钱交给父母。最后，语篇描写了作者情感的第三层次---成长 。作者决定继续工作，主动承担起一份家庭责任 。上述语篇通过情感描写的不断递进，既推动了情节的发展，又突显了主题。
5.基于故事进展引入新角色，以合理解决矛盾冲突
续写内容中最主要的情节就是故事的高潮部分。所谓高潮就是矛盾冲突激化最激烈、 涉事各方最终角力即将分出胜负的关键节点。一旦矛盾冲突得以解决，叙事就走向结局。在有些情形下，主人公会碰到自己无法解 决的矛盾冲突，此时就需要叙事材料中其他涉 事人或物来帮助主人公走出困境 。如果协助 主人公走出困境的其他人或物已在试题材料 中出现，我们称之为介质。介质在高考读后续 写试题中经常出现。介质就是作者安排的某 个人物或事件为下一个人物或事件的出现埋 下的隐性话语（伏笔）。如果协助主人公走出困境的人 物或事件没有出现在试题材料中，或试题材料 只是暗示这一人物或事件即将出现，我们称之
为第三方角色 。第三方角色引入的唯一目的 就是帮助主人公脱离困境，使叙事朝着主人所期待的结局发展 。例如，2020年7月浙江卷读后续写试题最后解决人熊大战这一矛盾冲突的第三方角色是护林员(rangers)。护林员这个角色虽然在所给材料中并未出现，但试题材料已对其进行了暗示“I radied the camp manager fr help. He tld me a helicpter was n its way. ”。叙事情节中矛盾冲突的解决要遵循“意料之外，情理之中”的原则，即无论作 者设计的情节多么惊险曲折，介质的回应或第 三方角色的引入必须合乎情理，并能助力问题 的解决。
6.点明人物或故事的结局，回应源语篇的隐性话语
结局是指一系列事件的结束，包括人或物 的下场、目的的实现或失败等。叙 事的结局是指主要矛盾冲突解决后至故事结束的阶段。在此阶段，事件最终以符合主人公 预期的结局收尾，即便结局不符合主人公预期，那也对主人公有着重要的意义或价值。结局是建立在开端、发展、高潮基础上的对整个故事情节所做的最后完结和交待，其不是孤立存在的，具有不可替代性。结局若设置巧妙则 对作品的内容、主旨都具有画龙典型句式之用；结 局若草率结束则成狗尾续貂之憾。结局的设置有虚实两种情况 。虚的结局是指作者不直截了当告知读者事件的准确结局，而是留有 空间让读者去想象；实的结局是指作者明确告知读者事件的结局 。例如， 在 2018 年 6 月浙江卷读后续写试题中，对于“we”能否找到回农场的路，虚的结局可以设置为“And just when all hpe seemed lst, anxius shuts were heard in the distance with trches cming int sight. ”，实的结局则可以设置为“Finally, Uncle Paul fund us and we were back, safe and sund. ”。因此，成功的结局只是叙事活动在时空上的暂时停止，其文本的现实价值与精神意 义由读者去想象和阐释，从而赋予文本更长久 的生命力。
实践强化
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1．（2022·江苏盐城·三模）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。
Frm the time I was ld enugh t help n ur Indiana farm, I knew what my father expected f me. Three generatins f men in my family were dctrs. I heard stries f the lives my grandfather had saved and I heard similar tales abut my father. As Dad grew ever mre gdlike in my mind, s did the frce f the expectatin that I wuld fllw in the family traditin.
But as cllege neared, I began t feel that becming a dctr was nt what I really wanted t d. I didn’t dare tell him abut my uncertainty. With the weight heavy n my mind the summer befre cllege, I was given a challenge that I hped wuld be a distractin.
Dad kept several bird dgs which I trained n ur farm. As usual, Dad turned Jerry ver t me. “See what yu can d with him,” he said.
I didn’t anticipate prblems. Jerry was a willing dg f abut ten mnths. The first part f his training was easy. He mastered the basics: sit, stay, dwn, walk. His nly prblem was “cme”. I’d call “Jerry! Here!” He wuld turn and lk at me, then g n abut his business. In the fllwing days, I nticed he wuld just take ff thrugh the grass, fast as a wild thing. Despite my intense desire t train him well, I began t feel a strange sense f jy when he ran.
“Why wn’t he d what I want him t?” I asked myself. I had never failed with a dg befre, but I was surely failing nw. When September came, I finally had t tell Dad that this bird dg wuldn’t hunt. The thught that I had failed us bth made me guilty.
“Sn, I knw this dg desn’t d what he shuld,” he said, “but what he des d is smething he likes.” He cntinued t lk at me firmly. Fr a mment I felt he culd see int my very heart.
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。
“Dad, I dn’t think I can d medicine,” I tk a slid breath.
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He gave me a tight hug, said gd night and left me.
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【答案】
“Dad, I dn't think I can d medicine,” I tk a slid breath. Hearing this, he lwered his eyes, bviusly disappinted. He appeared s sad that I almst felt clse t tears. But t my great relief, his face lit up when he lked at me again. Staring at Jerry beside his feet, he said gently, “Think abut Jerry, sn. Yu expected him t be the hunter yu trained him t be. But he just isn't. It is a gd thing, and nw we’ll just wait t see hw yu run.”
He gave me a tight hug, said gd night and left me. At that mment I understd my father as I never had befre, and the lve and trust I felt seemed t fill the rm. I lked at Jerry, asleep, his legs stretching suddenly as if t be running even in his dreams. T him, running was a great hnr and birds n lnger mattered t him. T me, being a dctr is nt my ideal chice, but new nes await me in the future.
【写作解析】本文以人物为线索展开，讲述了作者在家庭的影响下，选择了成为医生。但是随着大学临近，作者开始觉得成为一名医生并不是自己真正想做的事情。结果父亲从作者训狗这件事中，察觉到了作者并不喜欢学医，并表示支持作者选择自己喜欢的事业。
1.段落续写：
①由第一段首句内容“‘爸爸，我觉得不能学医’我深深吸了口气”可知，第一段可描写父亲听到作者的话后的反应以及表示对作者选择的理解。
②由第二段首句内容“他紧紧地拥抱了我，道了晚安就离开了我。”可知，第二段可描写作者听了父亲的话后的心理活动以及感悟。
2.续写线索：告诉父亲内心感受——父亲表示理解——作者感动——作者感悟
3.词汇激活
行为类：（1）深呼吸：take a slid breath / take a deep breath；（2）在旁边：beside /next t；（3）重要：matter/cunt
情绪类：（1）悲伤：sad/srrwful；（2）理想：ideal /dream
【典型句式】
[句型1] Hearing this, he lwered his eyes, bviusly disappinted. (运用了现在分词作状语)
[句型2] He appeared s sad that I almst felt clse t tears. (运用了结果状语从句)
2．（2022·河北·模拟预测）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 winter f 1933. All arund us was rugh reality. Lts f flks fund themselves penniless. But life went n.
New Year was almst upn us. One day Mr. Breiten, ur teacher, had a bright idea t cheer us up. With a big smile he prudly annunced a gift exchange game. We each pulled a slip f paper with a name n it.
Maxine had selected Fleener. Hilde’s name was n my slip f paper. My mm was a genius with a needle and thread, and I knew she’d sew smething up. When we figured ut wh had my name, I abut fainted. It was Betsy! Her family was prer than the rest f us. “What am I ging t d, Maxine, when my name is called? Stand up there lking stupid while everyne is watching me? That Betsy shuld nt even have taken a name!”
Finally the date fr the big prgram arrived. When I reached Maxine’s huse t meet her, her mther called us t see what Maxine’s aunt had sent. A pair f red glves was ut n the table. “Oh,” Maxine screamed with delight. “Lk at the angels!” She pulled ff her wrn brwn glves and slipped her hand int the new ne.
“Snw angel glves,” she breathed. “Oh, Delres. Lk!”
“I’ve never seen anything s beautiful in my whle life,” I sighed. Well, I was happy fr Maxine, but the sight f thse glves made me feel even srrier fr myself.
Then the gift exchange began. One name was called and then anther. Kids jumped up, laughing happily. When Hilde’s name was called, I fished in my pcket fr the little dll Mm had made.
“Betsy,” Mr. Breiten called. I saw Betsy stand up hesitantly. Then Maxine std up!
I caught Maxine’s arm. “Yu have Fleener,” I reminded her. “I traded with him,” she whispered as she walked ver and handed her gift t Betsy. Betsy carefully unflded the package. My eyes ppped ut. Maxine’s red snw angel glves lay in Betsy’s palms. She was speechless, and tears began t fill the crners f her eyes. She murmured her thanks and sank dwn int her chair. “Maxine!” I whispered. I searched her eyes, and she lked back at me with that steady way she had. “Betsy didn’t have any glves.”
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。
“Delres,” Mr. Breiten called ut and my turn came.
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I saw Maxine’s red snw angel glves and anther small item.
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【答案】
“Delres,” Mr. Breiten called ut and my turn came. I lked acrss t see Betsy cming tward me. Betsy handed me a small brwn paper pack. “Merry Christmas,” she said with a lw vice. I lked at her standing there and seemed t see her fr the first time. Her delicate face was smiling at me and searching my eyes fr a message f friendly acceptance. “Thank yu,” I murmured awkwardly, and pened the pack. Astnishment tk away my breath.
I saw Maxine’s red snw angel glves and anther small item. It was a star made f branches, which must have taken hurs t make. “But Betsy, the glves...” I started t say. The glw n her face stpped me. It ccurred t me that I’d never seen her smile in all the weeks she’d been amng us. Acrss the rm Betsy was still shining, after giving me the best thing she had ever wned. I thught, Betsy, yu are the ne wh shwed me what real charity lk like. Hw n earth des yur small, skinny bdy hld a heart s big?
【写作解析】本文以人物为线索展开，主要讲述了1933年的冬天，许多人都过得穷困，节日前夕，老师想出了一个交换礼物的好主意。Maxine选择了Fleener，而作者匹配到了家里几乎最穷的Betsy。交换礼物那天，Maxine收到了自己姑姑寄来的新的红色手套，并将其送给了Betsy。
1.段落续写：
①由第一段首句内容““Delres，”Breiten先生喊道，轮到我了。”可知，第一段可描写Betsy送礼物给作者，得到作者的感谢后非常开心，作者打开包裹。
②由第二段首句内容“我看到了Maxine的红色雪天使手套和另一件小东西。”可知，第二段可描写作者看到了包裹中的礼物，知道Betsy把最好的东西给了自己，感受到了真正的仁爱是什么样子。
2.续写线索：Betsy送礼物——作者尴尬——作者惊讶——最好的礼物——Betsy开心——作者理解真正的慈善
3.词汇激活
行为类：①递：hand/pass；②低声说：said with a lw vice/whisper/speak in a lw vice；③拥有：wn/pssess
情绪类：①善意的：friendly/kind；②尴尬地：awkwardly/in embarrassment
【典型句式】
【句型1】It was a star made f branches, which must have taken hurs t make. (由关系代词which引导非限制性定语从句)
【句型2】I thught, Betsy, yu are the ne wh shwed me what real charity lk like. (由关系代词wh引导限制性定语从句，由连接词what引导宾语从句作动词shwed的宾语)
3．（2022·广东·二模）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。
Music has always been an essential part f my family. As a little girl, I ften watched my mm singing with thers in the church. As I grew lder, she and I wuld sing while we did the dishes r hung clthes. My brther Dean was als a musical sul. In gd time r in bad, there was always music in ur huse. It shaped us, cmfrted us, and gave us a way t express feelings that might therwise have gne unspken.
After Dean became a father, we learned that his ldest sn was n the autism spectrum. My nephew Dj did nt handle scial situatin well, and smetimes even fr him t speak alud utside the family was a struggle. He wrked very hard t vercme his fears, s much s that the year he was eight, he decided he wanted t be part f the Christmas music prgram with the ther children in his Sunday schl class. The part he had been ffered was ne that required him t sing a verse all n his wn - a sl.
My brther carefully explained t him that this wuld mean singing in frnt f the audience; there wuld be n ne singing with him. Dj cnsidered this very carefully. After a cuple f days, he decided that he wuld accept the part. He explained t us that he believed he culd d it because it was a very special ccasin, and lie wuld practice until he was as perfect as he culd be. He said he knew his daddy wuld help him t be the best singer pssible.
Fr ver a mnth, he and his father practiced tgether. Every evening wuld find them lcked away in the music rm, my brther n guitar, and my nephew’s small vice cming frm smewhere deep dwn inside his little bdy. He gained cnfidence, and when the day f the cncert arrived, he was certain all wuld g well. My brther waited backstage, giving Dj duble thumbs-up, and he came ut l sit with the rest f the family t watch and take phts.
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。
When it was finally time fr Dj t sing, the music played n, and he frze.
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Everyne turned t see wh was singing, while I knew it was my brther.
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【答案】
When it was finally time fr Dj t sing, the music played n, and he frze. His little face grew pale, and we culd see the panic in his eyes as the silence grew. The pianist started the music again but still nthing came ut. The entire audience seemed t lean frward in expectatin. The silence seemed enrmus. The whle family f us were all staring at ur little by, hping he wuld cheer up and act ut his part. Then the pianist started ver again, and a lw vice filled the air, singing the sng.
Everyne turned t see wh was singing, while I knew it was my mther. My mther and I were fixed n the little angel n stage. The clr came back t his face, and his eyes began t sparkle. He pened his muth and began t sing alng, his little vice grwing strnger with each wrd. The shw ended with thunderus applause, with the kids bwing dramatically, accepting their praise fr a jb well dne. I turned t my brther with tears in my eyes. I knew at that time n wrds needed t be spken; the understanding between us was luder than the applause that night.
【写作解析】本文以人物为线索展开，讲述了作者的侄子Dj患有自闭症，不善于处理社交场合，有时甚至对他来说，在家庭之外大声说话都是一件困难的事情。但他努力地克服自己的恐惧，以至于在他八岁那年，他决定要和主日学校的其他孩子一起参加圣诞音乐项目。给他的角色要求他独唱一段。演出当天，Dj因为紧张无法发声，最后在作者母亲的带动下，顺利完成了演出。
1.段落续写：
①由第一段首句内容“当Dj终于该唱歌的时候，音乐响起，他愣住了。”可知，第一段可描写Dj因为紧张在舞台上无法发声，这时一个低沉的声音唱着这首歌。
②由第二段首句内容“每个人都转过身来看看是谁在唱歌，而我知道那是我的母亲。”可知，第二段可描写Dj在作者母亲的带动下完成演出。
2.续写线索：Dj恐慌——Dj无法演唱——母亲带领Dj——完成演出
3.词汇激活
行为类：（1）看着：stare at/lk at；（2）希望：hpe/in the hpe f；（3）结束：end with/end up with
情绪类：（1）有力的：thunderus/pwerful；（2）赞美：praise/cmpliment
【典型句式】
[句型1] His little face grew pale, and we culd see the panic in his eyes as the silence grew. (运用了as引导时间状语从句)
[句型2] The whle family f us were all staring at ur little by, hping he wuld cheer up and act ut his part. (运用了现在分词作状语)