29 读后续写：用原文约束生成可信情节

建议位置：高3·上；原创能力递进，不等同于学校实际学期/人教版单元。只训练书面英语。每个编号计一道练习；编号内小项不重复计数。

学习目标

• 从原文提取人物目标、关系、物件和未解决冲突
• 尊重两段首句、视角、时态及人物一致性
• 以行动—反应—结果推动情节而非套用情绪句
• 在“传统手艺、乡村生活与动作细节”语境中区分常用词义、搭配并完成新的书面迁移。

核心讲解

1. 先建立“不可随意改变”的清单

人物是谁、叙述用第几人称、发生在何时何地、主人公想什么、已有物件是什么、冲突尚未解决在哪里。续写可以有创造，但不能凭空让陌生富豪出现、让坏掉的物件自动修复或把羞怯人物瞬间变成全能英雄。

2. 两段首句给出落点

第一段必须把故事带到第二段首句能自然发生的状态；第二段解决核心冲突并呼应前文。先倒推第二段开头需要的条件，再安排第一段的具体行动。段首句要原样保留，不改代词、时态或信息。

3. 语言服务因果

动作细节能表现情绪：She loosened her grip on the handle，比堆叠tears/heart更具体。对话要推进决定，不只说“别担心”；环境描写只保留影响行动的因素。沿用过去叙事时态，回顾先前事件可用过去完成；新段不随意切换“我/他”。

4. 本题要求

续写约150词，两段；所给开头计入训练字数范围。目标不是猜唯一原作结尾，而是写出有证据、有衔接且语言清晰的合理后续。真实考试字数与评分以卷面为准。

主题词汇拓展：传统手艺、乡村生活与动作细节

下面的词条按本课情境扩展意义与搭配，不是课标完整词表。先把词分成“人/物、行动、性质/关系”三组；同一中文词不保证英语可互换。每条搭配示范本课采用的义项。读完语境再做新增的两项迁移题；能认出词义但不能在句中正确使用时，仍应保留为待复习项。

本课词汇与搭配

阅读材料

Original story: The Uneven Corner

I had promised to bring a basket to the village culture exhibition. Not one from Grandfather’s shelf, but one I had made myself. For three evenings, I sat beside him, copying the movement of his hands as he bent thin strips of bamboo around a wooden frame.

My basket was smaller than his and leaned slightly to one side. Whenever I noticed a gap, I pulled the next strip tighter. “Leave it room to bend,” Grandfather said. But I wanted the edges to be straight. On the evening before the exhibition, I pulled too hard. A dry crack broke the quiet, and one strip split near the corner.

I pushed the basket behind my chair. “We could take one of yours,” I suggested. “Nobody would know.” Grandfather did not answer immediately. He lifted an old basket from the shelf. One side had been repaired with bamboo of a different colour. “Your grandmother used this for years after it broke,” he said. “Objects have more than one kind of story.”

I looked at my unfinished basket. Tomorrow people would ask who had made it. I no longer wanted to borrow Grandfather’s work, but I could not imagine putting the broken corner on a table for everyone to see.

Paragraph 1 beginning: Grandfather pulled his chair closer and picked up a narrow strip of bamboo.

Paragraph 2 beginning: The next morning, I placed the basket on the exhibition table.

主题词汇语境：传统手艺、乡村生活与动作细节

The artisan placed a narrow strip beside the unfinished basket and let her apprentice examine its direction. Instead of pulling harder, the learner loosened her grip and bent the material gently. The new strip slid beneath the woven edge. A visible repair remained, but the basket held its shape. Passing on a craft involved more than producing a flawless object: it meant helping another person understand why a movement worked and when to change it.

例题解析

示范规划（不直接给练习答案） 若原文留下“未完成的竹篮”和“祖母答应教我”，续写应让竹篮参与解决冲突；不能改成钢琴比赛获奖。若第二段开头说“By evening, the small basket was ready”，第一段需提供制作过程和克服困难，而非写一天都在山上迷路。

本篇关键 真正冲突不只断竹条，而是叙述者把“做得整齐”与“值得展示”混为一谈。解决可通过祖父教修补以及叙述者解释修补痕迹，不能只让祖父替叙述者做完整个篮子。

练习

1. 列出原文至少六条续写约束，涵盖人物、视角、时态、物件、承诺和冲突。

2. 第一段结尾需要建立什么条件，才能衔接第二段给定首句？

3. 从A/B中选更符合人物的一种并解释：A. Grandfather takes over every step while the narrator leaves. B. Grandfather demonstrates one repair and the narrator tries it independently.

4. 改写空泛情绪句使之贴合动作：I was very happy and very excited. 只能写原情境中可见的动作，不新增奖项。

5. 完成约150词两段续写，原样保留所给开头，故事不得转成获奖比赛或突然出现新救援者。

6. 依据第5题量规自评，指出一个衔接证据、一个人物一致性证据和一处可再改进的语言。

7. 【主题词汇·辨义】用具体动作词替换“did something to the basket”：给出bend、slide、grip三种动作，并说明动作先后怎样受材料限制。

8. 【主题词汇·迁移】写三句第三人称过去叙事：师傅示范一步、学徒尝试、出现可见变化。至少用artisan、woven、pass on中的两项，不以天降奖杯结尾。