读后续写课件-高中英语人教版

读后续写读后续写赋分25分，提供一段350词左右的语言材料(多为故事类文章或夹叙夹议类文章)，要求考生依据该材料内容、所给段落开头语进行续写，为其补充一篇150词左右，与给定材料有逻辑衔接、情节合理和结构完整的短文。读后续写是一种将阅读与写作紧密结合的考查形式，旨在考查学生的综合语言运用能力。与应用文不同，故事续写除了要求学生掌握丰富的词汇和句式外，还注重学生的内容构思和情节衔接的能力。可以利用“七三四法则”一击破读后续写

题型概述阅读下面材料，根据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。Duringavacationoneyear,mymomandIleftourhome,Wewentonatwo-weektriptothecountrysidewheremymotherhadgrownup.IwasexcitedbecauseIcouldn'twaittoseemygrandparents.ThelasttimeIhadvisitedthemwaswhenIwasonlythreeyearsold.Ialsowishedtogosightseeing.rideelephants,anddomanymorethingsthere,Theymustbeverywonderful.Withgreatwishes,wearrivedatmygrandparents’houseinthecountryside.Duringthefirstseveraldays,Istayedintheirhouseforfun.Butsoon,Igotbored.Iwonderedwhatadventureswereinstoreforme.Onemorninglsaidtomymom,"Ireallywanttogooutsidetoplay."Mymomreplied,"Stephanie,todaywe'regoingtoaschool.Thechildrentherearestudyinginpoorconditions.Idecidedtousesomeofmyownmoneytobuysomeschoolsupplies(日用品)forthem."Hearingthat,1wasabitunhappy."Wecangooutandplayanotherday.Todayweneedtospendalittletimehelpingthesepoorchildren,"momadded.Ihadnochoicebuttoagree.Afewminuteslater,mymomdrovemetotheschool.Ontheway,shesaid,"We'dfirstvisittheschooltoknowwhatkindofthingsthesechildrenwantmost.Thenwe'lltrytobuythem."Ithoughttomyself:whatavacationIamhaving!Icomeheretogosightseeing,notdocharitywork.Whenwereachedtheschool,Ijustcouldn'tbelievemyeyes.Therewasonlyonesmallbuilding,whichlookedasifitwereahundredyearsold.Therewasnoplayground,noparkinglot.Itwassosmall,theschoolIwenttobackhomewasamilliontimesbigger.Howunluckythechildrenherewere!Wemetateacherintheschool,andmymomtoldhimthepurposeofourvisit.Theteacherwasverygladandthankedus.Thentheteacherguidedusintoaclassroom._______________________________________________________________________________________________________________________________________Holdingtheshoppinglist,mymomandIheadedforastore._______________________________________________________________________________________________________________________________读懂大意，理清脉络根据记叙文的六要素(when,where,who,what,why,how)弄清文章大意，特别要弄清故事的人物，时态(通常是一般过去时)，事件(故事的起因和经过)，语言特色。注意:人物、时态、事件、语言特色不要变。写作过程Duringavacationoneyear,mymomandIleftourhome.Wewentonatwo-weektriptothecountrysidewheremymotherhadgrownup.IwasexcitedbecauseIcouldn'twaittoseemygrandparents.ThelasttimeIhadvisitedthemwaswhenIwasonlythreeyearsold.Ialsowishedtogosightseeing,rideelephants,anddomanymorethingsthere,theymustbeverywonderful.深度解读语篇深度解读语篇Withgreatwishes,wearrivedatmygrandparents’houseinthecountryside.Duringthefirstseveraldays,Istayedintheirhouseforfun.Butsoon,Igotbored.Iwonderedwhatadventureswereinstoreforme.Onemorninglsaidtomymom,"Ireallywanttogooutsidetoplay."Mymomreplied,"Stephanie,todaywe'regoingtoaschool.Thechildrentherearestudyinginpoorconditions.Idecidedtousesomeofmyownmoneytobuysomeschoolsupplies(日用品)forthem."Hearingthat,1wasabitunhappy."Wecangooutandplayanotherday.Todayweneedtospendalittletimehelpingthesepoorchildren,"momadded.Ihadnochoicebuttoagree.深度解读语篇Afewminuteslater,mymomdrovemetotheschool.Ontheway,shesaid,"We'dfirstvisittheschooltoknowwhatkindofthingsthesechildrenwantmost.Thenwe'lltrytobuythem."Ithoughttomyself:whatavacationIamhaving!Icomeheretogosightseeing,notdocharitywork.angry深度解读语篇Whenwereachedtheschool,Ijustcouldn'tbelievemyeyes.Therewasonlyonesmallbuilding,whichlookedasifitwereahundredyearsold.Therewasnoplayground,noparkinglot.Itwassosmall,theschoolIwenttobackhomewasamilliontimesbigger.Howunluckythechildrenherewere!Wemetateacherintheschool,andmymomtoldhimthepurposeofourvisit.Theteacherwasverygladandthankedus.深度文本解析（1）梳理主要情节Duringavacationoneyear,mymomandIleftourhome.Wewentonatwo-weektriptothecountrysidewheremymotherhadgrownup.IwasexcitedbecauseIcouldn'twaittoseemygrandparents.ThelasttimeIhadvisitedthemwaswhenIwasonlythreeyearsold.Ialsowishedtogosightseeing.rideelephants,anddomanymorethingsthere.Theymustbeverywonderful.Withgreatwishes,wearrivedatmygrandparents’houseinthecountryside.Duringthefirstseveraldays,Istayedintheirhouseforfun.Butsoon,Igotbored.Iwonderedwhatadventureswereinstoreforme.Onemorninglsaidtomymom,"Ireallywanttogooutsidetoplay."Mymomreplied,"Stephanie,todaywe'regoingtoaschool.Thechildrentherearestudyinginpoorconditions.Idecidedtousesomeofmyownmoneytobuysomeschoolsupplies(日用品)forthem."Hearingthat,1wasabitunhappy."Wecangooutandplayanotherday.Todayweneedtospendalittletimehelpingthesepoorchildren,"momadded.Ihadnochoicebuttoagree.Afewminuteslater,mymomdrovemetotheschool.Ontheway,shesaid,"We'dfirstvisittheschooltoknowwhatkindofthingsthesechildrenwantmost.Thenwe'lltrytobuythem."Ithoughttomyself:whatavacationIamhaving!Icomeheretogosightseeing,notdocharitywork.Whenwereachedtheschool,Ijustcouldn'tbelievemyeyes.Therewasonlyonesmallbuilding,whichlookedasifitwereahundredyearsold.Therewasnoplayground,noparkinglot.Itwassosmall,theschoolIwenttobackhomewasamilliontimesbigger.Howunluckythechildrenherewere!Wemetateacherintheschool,andmymomtoldhimthepurposeofourvisit.Theteacherwasverygladandthankedus.(2)分析人物特点themother,theson,theteacher,thechildren(3)明确故事主题Helpthosewhoinneed.(4)品味写作风格哪些细节描写为主:心理，动作，语言，表情，环境，外貌2.深度文本解析Duringavacationoneyear,mymomandIleftourhome.Therewasonlyonesmallbuilding,whichlookedasifitwereahundredyearsold.Withgreatwishes,wearrivedatmygrandparents’houseinthecountryside.Howunluckythechildrenherewere!Hearingthat,Iwasabitunhappy.3.读后续写语言特色时间状语with复合结构非谓语感叹句非限制性定语从句两段首句定一框Para.1:Thentheteacherguidedusintoaclassroom.Para.2:Holdingtheshoppinglist,mymomandIheadedforastore.从第一段首句和第二段首句预测:①Whatdid"I"see?②Howdid"I"feel?③Whatdid"I"do?二、细读首句，构思框架二框二首正能量Para.2:Holdingtheshoppinglist,mymomandIheadedforastore.从第二段首句和正能量结局预测①Howtoexpresshissympthy?②Howdid"I"feel?3)Thethemeofthestory:Helpthosewhoinneed.三、增加细节，开始写作Para.1:Thentheteacherguidedusintoaclassroom.Para.2:Holdingtheshoppinglist,mymomandIheadedforastore.三、增加细节，开始写作Para.2:Holdingtheshoppinglist,mymomandIheadedforastore.在已定框架范围内，依据情节发展和生活常识，推断故事中人物所见、所闻、所思、所说、所做等给每段增加5至8个具体细节，我们称之为叫“58细节添加法”情感:sympathy,thankful,grateful,moved,bemovedtotears(感动到落泪)Toucheddeeply,thetearswelledupintheone’seyes.(深受感动，热泪盈眶)动作:lowerhishead(低头),touchhishead(拍头),pathisshoulder(拍他的肩)说:say,speak,guess,ask,explain,argue,continue,deny(否认)，remark(议论)，add(接着说),murmur(低声说)Tips:借助心理描写，有效对话，动作描写，场景描写让续写内容生动形象三、增加细节，开始写作Paragraph1Thentheteacherguidedusintoaclassroom.Theclassroomwassosmall,buttherewereaboutthirtychildrensittinginit,makingitextremelycrowded.lfoundmostofthestudentswearingworn-outclothesandhavingnoschoolsuppliesexceptsomeoldbooksandpencils.lmmediately,lfeltsympathyforthem.Aftertheteacherintroducedustothemandexplainedwhywecamehere,allthechildrenwerewildwithjoyandtoldusthethingstheyhadwantedforlong,suchasschoolbags,picturebooks,newpencilsandsoon.Mymommadealistofthesethings.(作者看见很多学生穿着破旧的衣服，作者让他们说出想要的东西，作者和妈妈列了清单)四、修改润色，整齐誊写审读初稿，注意语义是否衔接，前后是否连贯，事件是否符合逻辑，语言特色是否与前文一致。在修改润色之后，整齐工整地誉写在答卷上。Paragraph2:Holdingtheshoppinglist,mymomandlheadedforastore.Therelhelpedmymompickupthethingsonthelist.Tomymother'ssurprise,Idecidedtobuysomethingforthechildrenusingmyownpocketmoney,forwhichmymompraisedmealot.Ialsoaddedsomecandiestooursupplies.Thesechildrenweresogratefulthattheythankedusagainandagainwhenreceivingthegifts.Someofthemstartedreadingthepicturebooksandsharingthecandiesrightaway.Seeingtheirsmilingface,llearneddoingsomethingmeaningfulforotherscouldalsobeawonderfulthing.(作者和妈妈一起去购物，作者用自己的零花钱买这些东西，孩子们收到礼物很感动)读后续写五步法

01读后续写题型解读1题型解读

读后续写:

提供一篇350词以内的材料，要求考生依据材料内容、所给段落开头语进行续写（150词左右），将其发展成一篇与给定材料有逻辑衔接、情节和结构完整的短文。（满分25分）(Read＋Write)阅卷时主要考虑：1.与所给短文及段落开头语的衔接程度；2.内容的丰富性;3.语法结构和词汇的非富性和准确性；4.上下文的连贯性。2考情分析年份卷别类型话题2024新高考I＆II卷人与社会打车时司机给我的帮助2023新高考I&II卷人与自我在老师的鼓励下参加作文比赛2023浙江1月卷人与自然“我”与蜂鸟的神奇邂逅2022新高考I&II卷人与自我鼓励身残志坚男孩继续参加越野赛2022浙江6月卷人与社会为无家可归的人们发放食物2022浙江1月卷人与社会与“最不合拍”搭档成为好友2021新高考I&II卷人与自我双胞胎在母亲节给妈妈做早餐2021浙江6月卷人与社会作者上学时的一次打工挣钱的经历2021浙江1月卷人与社会少年意外将头卡在南瓜中而爆红网络读后续写所提供的材料一般都是故事性较强的文章。文章通俗易懂，故事线索的逻辑性较强，要求考生续写的部分多是故事发展的高潮或结局。情节曲折跌宕，线索性和逻辑性较强。3评分标准档次描述第六档(22-25分)——创造了新颖、丰富、合理的内容，富有逻辑性，续写完整，与原文情境融洽度高；——使用了多样且恰当的词汇和语法结构，表达流畅，语言错误少，且完全不影响理解；——自然有效地使用了段落间、语句间衔接手段，全文结构清晰，前后呼应，意义连贯。第五档(18-21分)——创造了比较丰富、合理的内容，比较有逻辑性，续写比较完整，与原文情境融洽度较高；——使用了比较多样且恰当的词汇和语法结构，表达比较流畅，有个别错误，但不影响理解；——比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。第四档(15-17分)——创造了基本合理的内容，有一定的逻辑性，续写基本完整，与原文情境相关；——使用了比较恰当的词汇和语法结构，表达方式不够多样性，表达有些许错误，但基本不影响理解；——使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。第三档(11-14分)——创造了基本完整的故事内容，但有的情节不够合理或逻辑性不强，与原文情景基本相关；——使用了简单的词汇和语法结构，有部分语言错误和不恰当之处，个别部分影响理解；——尚有语句衔接的意识，全文结构基本清晰，意义基本连贯。

第二档（6-10分）内容和逻辑上有一些重大问题，续写不够完整，与原文有一定程度脱节；所用的词汇有限，语法结构单调，错误较多且比较低级，影响理解；未能有效地使用语句间衔接手段，全文结构不够清晰，意义欠连贯。第一档（1-5分）内容和逻辑上有较多重大问题，或有部分内容抄自原文，续写不完整，与原文情境基本脱节；所使用的词汇非常有限，语法结构单调，错误极多，严重影响理解；几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。不得分未作答；所写内容太少或无法看清，以致无法评判；所写内容全部抄自原文，或与题目要求完全不相关。4评分原则1.本题总分为25分，按六个档次给分。2.评分时，应主要从内容、词汇,语法和篇章结构三个方面考虑，具体为：(1)续写内容的质量、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。3.评分时，先根据作答的整体情况初步确定其所属档次，然后以该档次的要求来综合衡量，确定或调整档次，最后给分。4.评分时还应注意：(1)词数少于120的，酌情扣分。(2)书写较差，以至影响交际的，酌情扣分。(3)单词拼写和标点符号是写作规范的重要方面，评分时应视其对交际的影响程度予以考虑。英、美拼写和词汇用法均可接受。5低分剖析缺乏逻辑性：续写部分只顾文字无效堆砌，内容偏离文章主题。忽视每段首句的导向性：续写最常犯的错误，就是只考虑故事情节的延续，忽视了与段落开头的衔接，这样很容易偏离主题。忽视语法结构的准确性：错用动词时态、语态、人称等都会影响得分，各种特殊句式或从句的错用也是扣分的一大原因。忽视词汇和句式的丰富性：不能充分运用丰富的词汇和多变的句法结构也使文章过于平淡过度运用对话：为追求长句，过多使用对话，使文章过于口语化，缺乏深度和阅读体验。情节平铺直叙，缺乏创新：古人云：“文似看山不喜平”。即写文章就像观赏山峰那样，喜欢起伏，不喜欢平铺直叙。所以续写应当体现跌宕起伏和矛盾冲突。缺乏细节描写：人物的外貌、心理、肢体动作、环境等细节描写都会增加立体性和饱满度字迹潦草，卷面缺乏美感：卷面脏乱容易引起阅卷不适，也是扣分点。02读后续写写作指导1三大原则1.原文一致原则内容要前后衔接，上下连贯语言表达风格一致。2.正能量原则故事内容一定要正能量，弘扬社会主义核心价值观。如迷路了但最终一定回到了家；失败了或遇到困难了，但最终一定成功了；吵架了但最后一定是言归于好，和睦相处；犯错了，最后一定会改过自新，重新做人；贼逃了，最后一定是绳之以法，等等。3.曲折性原则凡是故事都应有跌宕起伏，其中人物会遇到困难或问题，但最终能解决。读后续写写什么？一般给出的阅读材料会给出故事的开头/起因（opening),发展（buildup）和高潮(climax)，续写的部分往往是故事的解决方法（resolution)和结果（ending）。欲知后事如何，且听下文分解！五步法：第一步：读原文，知大意。第二步：理线索，找冲突。第三步：猜结局，写关键。第四步:多维度，添细节。第五步：布好局，成文章。读后续写怎么写？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。Asasinglemother,I’veneverdoubtedmydaughterJane’sdreamtobeasingeronthestage.Atanearlyage,shewascrazyaboutsinging.Whenevershehadachance,shewouldsingtoherheart’scontent（让她心满意足）.Hersweetandcharmingvoicetendedtogetpeoplearoundattractedtohersongs.Livinginasmallcity,Itookseveraloddjobs（零工）,determinedtodoeverythinginmypowertosupporther.SoonafterJaneattendedschool,hermusicteacherMarynoticedhertalentbychanceandvolunteeredtogivehersomeguidanceonhowtosing.Janepracticedsohardthatbeforelongshemadegreatprogressinsinging.Unfortunately,ayearlater,Janewascrossingthestreetwhenacarelessdriverknockedherdown.Shewasrushedtohospital.WhenIhurriedthere,thedoctortoldmethatmydaughterwouldprobablynotstandonherownfeet.Ifrozewithshock,feelingasifIhadbeenthrownintoadarkworld.Weakanddizzy,Iwasabouttofalltothegroundwhensomeonetookholdofme.ItwasMary,whogotthenewsandracedhere.Shecomfortedme,sayingfirmly,“Grace,Janeneedsyou.Youmuststaycalmandstrong.”Inodded.Havingcalmeddown,IenteredthewardwithMary.Thatnight,Janerecoveredherconsciousness(知觉)andopenedhereyes.Holdingherhand,Isaid,“Mydear,everythingwouldbefine.”Marycomfortedhergently,“Iknowyouareastronggirl,Jane.Don’tworry.We’llbestandingbyyou.”IwasheartbrokentoseetearsstreamingdownJane’scheeks.Aftertwomonths,wereturnedhomefromhospital.Herteachersandfriendsfrequentlyvisitedher.Janeeventuallyacceptedthefactthatshewouldhavetogetaroundinawheelchair.Neverdidshereferto（提起）thesubjectofsingingagain.Iknewshewasaniceandunderstandinggirl,whowasafraidthattalkingaboutheroriginaldreamwouldupsetthetwoofus.注意:1.续写词数应为150个左右；2.请按如下格式在答题卡的相应位置作答。

Para1:Oneday,however,Marycamewithgoodnews.Para2:WhenthehostannounceditwasJane’sturn,shewaswheeledontothe

stage.

第一步：读文章，知大意whoI,mydaughter,themusicteacherwhenAyearafterdaughterattendschoolwhereatschoolwhyMydaughterhasatalentforsinging,butshecouldn’tstandafteracaraccident.whatJaneeventuallyacceptedthefactthatshewouldhavetogetaroundinawheelchair.Neverdidsherefertothesubjectofsingingagain.howIwantedtohelpherbutdon’tknowhowOpeningAtanearlyage,Janewascrazyaboutsinging.MarynoticedhertalentbychanceandvolunteeredtogivehersomeguidanceBuildupWhencrossingtheroad,Janewasknockedbyacar,

unabletostandonherownfeet..ClimaxJaneeventuallyacceptedthefactthatshewouldhavetogetaroundinawheelchair.Neverdidsherefertothesubjectofsingingagain..Resolution？？？Ending？？？第二步：理线索，找冲突待解决问题：Jane认为自己不可能再登上舞台，不再追求自己的梦想两段首句定一框，二框二首正能量。

第三步：猜结局，写关键第一段给出开头后的第一句（根据第一段给出的开头确定）第一段末尾句（根据第二段给出开头确定）第二段给出开头后的第一句（根据第二段给出开头确定）第二段最后一句（根据全文升华主题句）抓住四个点，写好四句话1.Action-----Response原则某个人所说、所做、所想会引起其他人物的反应。2.Conflict----Solution原则在故事原文中出现的矛盾或冲突在续写部分要得到解决。3.Negative----Positive原则写作中一定要体现情感的变化，但无论前面是怎样的变化，最终都应该是积极的。牢记三原则，提问定逻辑，动作描写增加细节所见、所闻所说所思所做环境描写人物描写

语言描写心理描写第四步：多维度，添细节所见、所闻（环境描写、人物描写）1.看到：Atthesightof...

Whatcameintomysightwas...一看到......NoticingSusan'sunhappiness,…Seeingthemessyroom,…

Lookingaround/scanningtheroom,…2.听到:atthesoundof一听到……havingheard……听到了……Onhearingthescream,he…

一听到......

3.感到:Sensinghisanxiety,…

Feelinganxious,…4.想到;atthethoughtof…一想到Thinkingthat…,…所说（语言描写）具体词汇代替在对话标签中常用词say，让你的描写更生动传神。Whisper低声说出(常指耳语、窃窃私语);Murmur

喃喃自语(

多指别人不易听到的低语);

complain抱怨着说;

Call

喊叫;Cry

叫喊;Shout呼喊;Scream惊吓地尖叫;Yell

喊叫着说;

exclaim

惊叫;add补充说道=continue继续说道；explain解释道；state陈述道；protest抗议道；sob哭诉道；agree同意地说；promise承诺道；assure保证道；insist坚持说；repeatv.重复地说;inquire询问;announce/declare宣布

;

claim/state声称

。1.对话标签“”＋嗓音（voice）

ina+adj.+voice2.对话标签＋语气（tone）

inatoneof+n3.对话标签＋介词短语/副词所思（心理描写/情感描写）(三)、情感衔接/心理描写衔接1.toone’ssurprise/amazement/toone'srelief2.Encouraged/Inspiredbyhiswords,…3.Whatamazed/delighted/disappointedmemostwasthat…4.unexpectedly/surprisingly/amazingly/fortunately/unfortunately/thankfully5.adj1andadj2,主句，doing…6.量词+表情感状态的名词+动词+sb常用量词：aburst/wave/flood/surge/senseof…常用动词：seize,grasp,takeholdof，crawl／creep爬，swallow吞噬，wellup涌出，flashacross掠过surge涌动，sweepover

冲；卷，overwhelm充溢，压倒6.（doing…），so+adj/adv+部分倒装+that…,(doing…)所做（动作描写）动作链构造大法1.动作三连结构（A,BandC结构）第1句：“男孩们跳入湖中嬉戏”想一想：跳入湖中，这个动作前面或后面会有哪些动作？2.非谓语结构adj./v-ed,sbdidsth（doingsth.,sb.didsth./sb.didsth.doingsth.）老人静坐=坐在夕阳下+

看报纸+

听广播没有买到票=

排了很久队+

被告知票卖完了

跳入湖里嬉戏=

冲向湖边

+

脱掉衣服

+

跳入水中

Theboys

rushed

excitedlytothelake,

tookoff

theirclothesand

jumpedinto

thewater.Theoldmansatunderthesunset,

reading

thenewspaperand

listening

totheradio.Havingqueued

for3hours,he

wastold

thatthetickethadbeensoldout.

主旨升华1.OnlythendidIrealizethat……2.Itwasthisunique/unforgettable/valuableexperiencethatmademeunderstand/realize……3.Finallysomebodydidsomething.Whatanunforgettableexperience!Itturnedoutthat……1.直到那时我才意识到……2.正是这种独特的/难忘的/宝贵的经历让我明白/意识到……3.最后某人做了某事。多么难忘的经历啊！结果是……第五步：布好局，成文章两段共写150词，每段5至8句话。检查拼写与语法，字体工整高分拿。第五步：布好局，成文章续写思路引导续写衔接和情节推进的四种方法（提问问题的四种方法）：假设提示句是：Adid/wassth.方法1:B’sresponse---针对A的行为，B做了什么？或者B有什么感受？方法2:Then,Adid...---A然后做了什么？或者A是如何做这件事情的？方法3:Explanation---具体解释提示句中的某一个关键词方法4:Cause-Effect---A为什么会这样做？A这样做会带来什么结果？

第五步：布好局，成文章Para1:Oneday,however,Marycamewithgoodnews.Para2:WhenthehostannounceditwasJane’sturn,shewaswheeledontothe

stage.衔接：【方法3】Mary带来了什么好消息？衔接：【方法1】当观众看到Jane上台后，会有怎样反应？过渡：【方法1】对于这个消息，Jane的反应是怎样的？我会怎样鼓励她？过渡：【方法1】Jane的表现如何？观众在Jane表演结束后有何反应？衔接：【方法2】Jane在接下来的日子里会如何表现？过程顺利吗？结尾：【方法4】当我看到Jane谢幕，我会有什么心理活动？情节1“我们学校将有一场才艺比赛！为什么不参加并展示你的歌唱才能呢？”她用鼓励的声音建议道。(对话标签＋语气（tone）

inatoneof+n)“Therewillbeatalentcompetitioninourschool!Whynottakepartinitandshowyoursingingtalent?”shesuggestedinatoneofencouragement.情节2简脸上掠过一丝期待的神情。然而，她的表情变成了沮丧。(量词+表情感状态的名词+动词+sb)AlookofexpectationflashedacrossJane'sface.However,itgavewaytoherexpressionoffrustration.情节2“不要让任何事情阻止你追求你的梦想，”我轻轻地说.(对话标签＋介词短语/副词)“Don’tletanythingstopyoufromrealizingyourdream,”Iwhisperedgently.听了我的鼓励，简抬起头，眼睛里充满着自信。(havingheard……听到了……)Havingheardmyencouragingwords,Janeliftedherhead,withhereyesfilledwithconfidence.情节3在接下来的几天里，简不知疲倦地为比赛排练，决心克服挑战。(sb.didsth,adj/v-ed)Inthefollowingdays,Janetrainedtirelesslyforthecompetition,determinedtoovercomethechallenges.情节1一看到简和她的轮椅，观众们都惊呆了，眼睛睁得大大的，嘴巴微微张着。(Atthesightof...)

AtthesightofJaneandherwheel,theaudiencewassoastonishedthattheireyeswidenedandmouthsslightlyopened.情节2简坐在轮椅上，深吸一口气，开始唱歌。(doingsth.,sb.didsth)Sittinginherwheelchair,Janetookadeepbreathandthenstartedsinging.被她的表演深深打动了，一些观众甚至流下了眼泪。(adj./v-ed