08 环境氛围烘托凸显技巧
环境氛围烘托的作用及宏观设计策略
▲环境描写在高中英语读后续写中的作用
环境描写是读后续写的重要内容，掌握好环境描写能够体现文章整体感，有利于文章中心思想内容的
表达，具体体现在以下方面：
1. 渲染气氛。读后续写的难点在于对文章整体性的把控，学生往往读懂了意思，却未能理解其中表达
的感情基调。在读后续写中要形成结构饱满、情节丰富并符合逻辑思维的文章，这对于高中学生来讲具有
一定的难度。学生通过使用环境描写词汇，不仅可以体现自己对于英语阅读和词汇运用能力的掌握，而且
在一定程度上能够体现文章所要表现的感情色彩。使用生动的形容词体现读后续写整体基调。如：gentle
轻柔的、 warm温暖的，体现积极的气氛；icy冰冷的、 biting刺骨的，体现消极的气氛，等等。恰当地运
用词汇来进行环境描写，起到整体渲染气氛的作用。
2. 烘托人物心情，深化主题。读后续写题目中有对于人物主观环境的描写等运用。在英语写作中，恰
当、经典词汇或语句的运用能够更好地烘托人物丰富的心理，凸显人物心理环境，起到为文章整体画龙点
睛的作用。如“The beautiful scenery kept me spellbound/amazed”(景物使我如此陶醉)。在读后续写中融入人
物的主观心理环境，不但烘托出人物心情，还进一步深化文章主题。
▲高中英语读后续写中环境描写存在的问题
1. 续写文章中语言知识错误比较多。在高考英语试卷中，写作为重要的部分，主要对学生的语言、语
法以及词汇的应用情况进行考察。每个学生因为英语水平的不同，语法结构和词汇量的掌握也有所不同，
致使每个学生英语续写的内容参差不齐。有些学生词汇量掌握比较少，致使续写时自身的想法很难精准地
表达出来。有些英语水平比较低的学生，复杂英语语法结构很难自如地进行应用，有些句子上的错误就容
易出现，造成写作内容的偏差。语法结构准确性和正确应用词汇，对整个英语续写文章质量都有很大影响。
2. 续写内容不符合原文思路。学生阅读英语文本后续写文章时，表达思路是否符合原文主题意境是主
要的问题。有些学生英语阅读水平较低，阅读理解能力欠缺，导致学生阅读英语原文时，文章整体思路没
有把握好，原文作者主题思想的表达很难体会到。续写文章内容时，文章前后的内容不一致现象就会出现，
文章整体的思绪和情节不连贯，相关逻辑性欠缺。在续写的文章中又缺乏能够体现主题的自然环境、主观
环境等的描写，或者环境描写与原文语言风格不符，或者环境描写运用不当，导致续写内容不符合原文思
路。
▲高中英语读后续写中的环境描写教学策略高中英语读后续写教学过程中，学生英语阅读能力和理解文本情况，对英语续写内容的适切性和有效
性具有决定性作用。教师在教学过程中，要考虑学生学习英语语言的实际能力和掌握语言、运用语言的能
力，结合高考读后续写题型的新特点，对教学策略进行不断探讨，抓住高中英语读后续写之环境描写的重
要作用，深入研究与探索环境描写内容的写作质量和融入路径，切实提高高中学生的英语写作能力，提高
高考英语分数。
1.合理设计英语写作教学步骤。高中英语写作读后续写教学的过程中，英语教师必须合理地设计读和
写的比例。写作前的准备、写作、写作后的评价及修改，是英语读后续写写作教学课堂的主要内容。在英
语续写的题型中，写前准备至关重要，并且也是教学的重点，学生文章续写是否成功，与学生理解文本是
否到位有直接的关系。所以，教师应该将英语教学的重点和难点抓住，无论是阅读教学目标，还是写作教
学目标都要确定，英语教学的步骤要合理设计，从而使读后续写写作目标得以实现。
2. 科学采用高效教学方法。写作无论对于学生基础知识的学习能力还是掌握能力，都提出了比较高的
标准，教师应该将写作作为出发点，有效应用正确的教学方法，引导和帮助学生，从而使学生的英语写作
能力有效地提升。
首先，英语教师应该根据自身英语教学方法，结合学生学习的特点，进行认真的总结和反思，将符合
自身英语课堂特点的教学策略归纳出来；其次，教师应该将英语教学方法加以改进和创新，主动积极地借
鉴和学习，取长补短，开拓新的视角，从而将学生学习的创造性和主动性激发起来，英语教学效率和学生
写作能力得以有效提升。例如，高中英语人教版BOOK 2 Unit 4“ How Daisy Learned to Help Wildlife”阅读
课文中的环境描写，Daisy乘坐魔毯环游世界，看到了南美森林的猴子和非洲草原的大象，以及中国的藏
羚羊，还有这些动物面
临的生存困境，提醒人们，野生动物生存的条件应该尽快地改善。文章的结尾采用了开放式方法。为了使
学生了解和体会文章，英语教师可以采用问题导学法，提出问题：第一题：Have you studied any other
animals?第二题：How many wildlife protections do you know ? 以此帮助和引导学生进行读后续写的环境描
写。
3.引导学生理解环境描写的应用。在高中英语课程中，语法既是难点，又是重点。通常学生感到学习
英语语法很困难，在英语写作中合理正确地应用语法难度就更大了。英语教师应该帮助和引导学生，将心
理压力排除，有效运用互动轻松的英语教学模式，调动学生学习英语的主动性和积极性，把学生学习英语
的兴趣激发起来，使学生喜欢英语学习，从而主动积极地学习英语。英语教学的过程中，教师不能只将语
法点讲解给学生，这样学生会感到枯燥乏味，难以接受。教师可以在恰当的英语句子和语段以及文章中应
用语法点，也可以借用英语教材的句子，使学生不但能够理解英语句子的意思，还能够将语法点轻松地掌
握。教师还可以采用造句的方式，合理地将词汇和语法点组合起来，使一个英语句子的写作完成。每个英语句子若
都这样写，时间久了，积少成多，就会逐渐提升学生英语写作的能力。 如：The water was a deep blue and
sunlight glittered on its looking glass-clear surface. (湖水澄蓝，波平如镜，阳光照在湖上熠熠生辉。)让学生多
接触对于环境的描写，在词汇和语句体会环境描写之美时，掌握语法、句型技能，并运用到读后续写中去。
再如：At least two dozen kites already hung in the sky, like paper sharks roaming for prey. Within an hour,
the number doubled, and red, blue, and yellow kites glided and spun in the sky. A cold breeze wafted through my
hair. The wind was perfect for kite flying, blowing just hard enough to give some lift, make the sweeps easier.(空中
已经挂着至少二十只风筝，如同纸制的鲨鱼，巡游搜猎食物。不到一个钟头，这个数字翻了一番，红色的、
蓝色的、黄色的风筝在苍穹来回飞舞，熠熠生辉。寒冷的微风吹过我的头发。这风正适宜放风筝，风速不
大，恰好能让风筝飘浮起来，也便于操控。)这是选自《追风筝的人》的经典环境场景描写，文章中对放风
筝的场景描写选取各个角度，立体性描述给学生呈现了一幅生动的画面。学生通过对例文的学习，能够很
好地掌握词汇、语法的运用，英语基础较好的学生则可学会环境描写，有效提高写作水平。
4.在回归英语课本中寻找环境描写写作技巧。英语考试内容基于英语课本。从题型来看，高中英语课
本中全部的知识，在阅读理解、语法填空、完形填空、短文改错以及写作等题型中都已涵盖了。写作部分
要求学生既要具有比较高的说、读以及写的能力，又要具有相关的英语基础知识，也就是全面地考查学生
的英语素养。所以，学生若想提高英语写作能力，英语基础知识必须要掌握，在英语写作中更好地应用，
从而使学生的英语写作能力得以有效提升。引导和帮助学生，全面地掌握高中英语教材的知识，以课本为
基础，回归课本，在课本中寻找环境描写的有关语段并分析学习，让学生通过课本学习基础的词汇、语法
知识的同时，进一步模仿例文进行环境方面的写作，会起到事半功倍的效果。
例如，在高中英语写作教学中，对于英语作文写作的开头和结尾教学时，可以以高中英语人教版
BOOK 3 Unit2阅读课文“Come and eat here”开头为例，教导学生，作文开头采用心
理环境的描写。Come and eat here是一篇介绍饮食习惯的文章，谈及传统饮食习惯的改变，让学生明白健
康饮食习惯的重要性。Wang Peng sat in his empty restaurant feeling very frustrated.(王鹏坐在他那空荡荡的餐
馆里，感到很沮丧。)从文章中的人物心理描写可以猜到应该会有什么事情发生，通过心理环境的描写给读
者设置了一个悬念，既起到了对文章整体环境的渲染，又丰富了英语语境。教师在教学中适当地使用课本
回归方法是高中英语读后续写环境描写教学实践应用的最佳方法。针对英语课程而言，课本知识很容易被
多数人忽略，教师和学生也是如此。英语教材是英语学科的基础，教材中的课文是对于词汇、语法、句型
等知识的经典体现。教师应该充分解读教材内涵，掌握重点，引导和帮助学生在课本学习中理解知识，找
到学习写作的方法，为提高自己的写作能力增加素材基础。
5.培养学生日常积累的良好学习习惯。学生英语写作能力直接关系到日常积累。日常英语学习过程中，无论是英语词汇、短语和句型，还是都要不断地积累。例如，英语课堂上，英语笔记必须要做好，记录好
教师讲的知识点。养成每天写英语日记的良好习惯，每天学习英语知识与当天的所见所闻有机地结合，将
所见所闻运用英语表达出来，写到英语日记上。特别最后一种方法，真正达到了运用英语知识和英语写作，
对于英语写作能力的提升，具有至关重要的作用。不但能够使学生学以致用，对英语知识点更好地掌握和
巩固，而且，学生的创作能力和思考能力也会得到很大的锻炼，从而使学生的英语综合素养得到有效提升。
教师可以摘录一些关于环境描写的句子标明亮点词汇，让学生背诵、积累，如：The street glistened with
fresh snow and sky was a blameless blue. Snow blanketed every rooftop and weighed on the branches of the
stunted mulberry trees that our street .Overnight, snow had nudged its way into every crack and gutter.(街上白雪皑
皑，天空一片湛蓝。雪覆盖了每一个屋顶，压在我们街两旁发育不良的桑枝上。一夜之间，雪就挤满了每
一个裂缝和水沟。)在这个句子中，glistened 、 blameless、weighed 、nudged its way 都是亮点词汇，熟悉
和掌握足够多这样的词汇对于完成好读后续写起着重要作用。
环境氛围烘托的微观技巧
一、运用写作技巧
1.多使用生动的形容词
例如在形容风时可以运营的修饰词为：积极的形容词：Come with a stroke.（拂面而来）、Soft（轻柔
的）、 slight（微微的）、warm（温暖的）；消极一些的形容词有：icy/freezing（冰冷的）abrupt（急骤
的）等等。
在形容太阳与阳光时可以运用的修饰词为：积极的形容词有：Bright（明媚的）;dazzling 耀眼的；消
极的形容词有：dazzling 刺眼的；scalding 炙热的。在形容雨时可以选择的词汇有：积极的词汇：
gentle/light 小的；pleasant 令人心情愉悦的；消极的词汇则有 icy/freezing（冰冷的）等。
2.运用恰当的动词
与风相关的动词主要有：howl 嚎叫；blow 吹；whip 鞭打等。与阳光相关联的动词主要有：come out
出来；rise 升起；set 落下等。与雨相关的动词主要有：beat against.拍打；crash against.击打等。
3.使用修辞手法
simile 明喻：明喻属于比喻修辞方式中的一种，其主要是就两种事物之间的相同点进行强调，在写作
中运用这种修辞手法可以使得语言生动丰富。明喻修辞方式所采用的词汇主要有：like, as, as.as, be similar
to, what 等词汇内容。在实际写作中怎样运用这一修辞方式呢？例如：The wind in the valley is strong, like a
natural bellows, whistling.译文为：山谷里的风很大，仿佛一个天然风箱，呼呼作响。
metaphor 暗喻：暗喻就是将一种事物比喻为另一种事物的写作手法，其也属于比喻修辞方式，但是其句式之间常常会运用连接的词汇“是”。部分句子也可以不用比喻词是进行关联。实际写作过程中暗喻的
表现形式主要是：A 是 B，但是不会运用传统的 like, as 等单词，例如：A heavy silence blanketedthe
room.译文：整个房子沉浸在一片寂寞中。
personification 拟人：这种修辞方式与语文知识学习中的拟人修辞方式相同，究其根本则是为物赋予
人的语言属性，在文章中运用这一修辞手法会使得句子更加生动化。在实际写作中表现形式为：The wind
stood up and gave a shout .译文为：大风凛冽，发出怒吼。
夸张也是比喻的一种修辞方式，主要是夸大事实，以此表达强调的目的，其可以强化语言的拾势，以
此让文章呈现更加精彩。如 The sun burns the earth like a fireball.译：太阳像火球一般炙烤着大地。
二、理清写作思路
想要写出高质量的文章，还需要有逻辑清晰的写作思路。在读后续写教学中，教师为学生划分以下三
个写作步骤：
首先对于英语读后续写环境描写而言，进行写作之前需要就提供的短文中的环境元素一一列出，扩展
思维，关注短文的细节；其次则是在无感入手，将感觉与环境关联起来；最后则是遵循短文的描写顺序，
就短文的逻辑得以确认。实际上在写作中只要捋顺写作思路，那么写作这件事自然就变得简单了。例如对
夏天的夜晚的描写：Listen carefully, frogs singing in rice fields, insects calling for partners in cornfields,
earthworms whispering under the ground. And the clams in the grass, as if singing, as if playing the piano. The
singing is bursting, the piano is leisurely, is it not the mother who is calling it.译文为：请你仔细听一听，青蛙
在水稻田中纵情歌唱，小虫儿在玉米地呼唤伙伴，蚯蚓钻在地底下说悄悄话。还有那草丛中的蛐蛐，像是
在唱歌，又像是在弹琴。歌声啊阵阵，琴声啊悠悠，莫不是妈妈在把它呼唤……。
再例如对冬天的夜晚描写时：The winter night sky is as elegant, comfortable and comfortable as
chocolate, and the cold breeze blows the ground.译文为：冬天的夜空像是巧克力一般令人感觉优雅、安逸且
舒适，冷风撒着娇地拂过地面。
三、注重仿写训练
高中阶段的学生其词汇量以及对英语语法知识掌握相对而言较为匮乏，因此也导致学生进行续写的过
程当中，难以写出标准的英语文章。而想要提高学生的英语读后续写能力，最有效的方式则是引导学生进
行文章的仿写。就仿写来说，其实仿写并不是就参考资料的抄写，而是注重学生对原有的资料的模仿以及
二次创造。英语课程教学中，英语教材就是学生进行仿写的主要素材，这主要是因为英语教材是经过教育
专家在长时间的修改之后才编写而成的。因此在英语课堂教学中，英语教师也需要注重对教材的解读，引
导学生对其进行仿写。
实践中，首先教师可以挑选出符合学生学习水平的文章引导学生自主练习续写，接着教师在课堂上为学生讲解，这篇文章，通过这种方式，学生自然可以了解文章的主题以及体裁，无形中促使学生形成对材
料细节部分的理解能力等。在仿写之余，教师还应当引导学生在教材中收集短语、词汇等，并进行积累，
以此为后续的读后续写作准备。
写作策略实践与强化
1．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。
Lenny worked as a man collecting rubbish of neighbourhoods. One day, he was busy with his work again.
During it, he also tried to look for a toy that he could give his daughter Janet as a birthday gift. After a long time, he
failed to find a good enough toy.
“How could I let my daughter down for the second year in a row?” Lenny thought sadly. He was standing
among the rubbish. Suddenly, he heard an animal’s sound. It was a little dog, which had been hiding under a big
wood board, looking at Lenny straight in the eye.
“Hi! Where’s your mum?” Lenny asked and picked up the dog, looking around for any sign of another dog. At
the same time, his coworker Joe waited in the garbage truck. “Lenny, just leave it alone. We’re running late. You
don’t want to lose this job, do you?” Joe reminded.
Joe was right. He couldn’t afford to lose this job. He needed to pay Janet’s medical bills. Janet suffered from
special epilepsy (癫痫) every few weeks. Every time, the sudden attack of the disease would cause Janet to fall on
the ground with painful convulsions(抽搐) right away.
Failing to find another dog nearby, Lenny decided to save the dog and planned to give it to Janet.
When he arrived home, little Janet asked, “Dad! What’s in this box?” Lenny was silent, worrying she’d dislike
it. Unexpectedly, when Janet opened the box, she said excitedly, “Oh, a little dog.”
This dog was an unusual type of dog. It could pick up on early signs of an upcoming attack of epilepsy. Then,
it would bark(吠叫), warning the owner about it. Then, people could rush in time to prepare everything necessary to
treat and calm the convulsions that were about to happen to the patient.
Not knowing that special natural ability of the dog，Lenny and Janet lifted the little
creature together. Naming it Jimmy, Janet thanked her father for this special gift.
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。
It had been a week, and Lenny was anxious about how Janet got along with the dog.
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“Does the dog worsen Janet’s disease?” Lenny wondered and rushed to the hospital.
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2．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 first time you give a speech is truly a special moment, a beginning of something special, and I will surely
never forget the first time that I gave a speech.
As a kid, I was extremely shy and seldom said anything. When I was twelve and about to graduate from junior
school, I remember that my teacher pulled me aside one day and told me to take part in an online speech. My first
thought was that giving a speech didn’t sound like much fun, but finally I agreed.
As the morning neared 9:30 a.m., I sat in front of my laplop screen nervously. I clicked the link to join “Round
One”, put my nerves aside, and smiled at the other faces on the screen as my name was called to perform. Slowly, I
stood and began speaking. I could only think that the other participants felt as anxious as I did.
The Novice (新手) Speech Tournament is the first Speech and Debate competition of the year specifically for
first-time competitors, and this year’s event took place on October 24. Speech Team Co-Captain Anna Sheehan, a
seasoned speech leader, reported her Novice experience, “I remember leaving the competition even more excited to
do speech because I had seen some great pieces and was eager to improve.” After experiencing Novice myself, I
completely agreed!
Two Montrosians—Josie Marcucci and I—competed while Anna Sheehan and Lucy Stefani took part as
judges. Although it took place online, the Montrose Speech Team did its best to follow the normal arrangement: At
8 a.m., we met in our virtual (虚拟的) team room for warmups to help cheer ourselves up before the big day. Next,
we attended a meeting for some announcements (通告). Then, we were off to compete. In each of the three rounds,
competitors had a chance to perform. In between rounds, we met as a team in our “room”. Before I took part, I went
to my teacher for some practical help. And my teacher patted me on the back, smiling, “Calm down, and you will
make it.”注意：
1.续写词数应为150左右；
2.请按如下格式在相应位置作答。
The restlessness I felt that morning went away when I finished my first performance.
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Following Anna and Lucy’s advice, I felt more confident for the third round.
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3．阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
The rain was sudden and heavy on a cold night over ten years ago. Moving all the way against the heavy rain,
my bus could barely stick to its normal route and was forced to stop at the station due to flash flooding.
With still two kilometers to go, time ran against me picking up my then four-year-old daughter from her
childcare center. What waited for me was knee high water. I had no choice but to struggle through in the pouring
rain to buy a cheap plastic coat in the shopping mall for my daughter.
After taking off my jacket and putting it into my bag to keep dry, I pulled up my skirt and took off my shoes,
starting to run. Although I was wet through when arriving at the daycare center, I felt lucky to be only a few
minutes late. Now I had to fix another problem.
All means of getting home appeared impossible to me. There were no buses with the clock striking 6 pm. I had
no money to pay for a taxi. As the sky turned darker and darker, it seemed that we could never manage to get home.
The only thing we could do was to stand outside the childcare center staring at the rain pouring down. There
was no sign of stopping. Lost in my own thoughts, I just hardly noticed another parent pull up and race inside to
collect his child ten minutes later. I did not recognize him and my thoughts turned back to my current situation.
注意：1. 续写词数应为150左右。
2. 续写部分分为两段，每段开头语已给出。
Paragraph 1:
I was a single mother with no family in Australia and no close friends I could call.
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Paragraph 2:
I was about to run, when a voice asked, “How far are you going?”
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参考答案
1．
【答案】
It had been a week, and Lenny was anxious about how Janet got along with the dog. One day, Lenny was at
home doing the gardening work while Janet played with Jimmy. Suddenly, Jimmy started barking continually at
Janet and also him. This wasn’t a friendly bark but it didn’t seem to attack anyone. It just kept barking, as if it
wanted to tell them something. Before long, Janet fell onto the grass and started convulsing. Weeks later, the dog
barked crazily again before Janet’s sudden epilepsy.
“Does the dog worsen Janet’s disease?” Lenny wondered and rushed to the hospital. After Lenny told
everything, the doctor smiled. “Your dog seems to be benefiting your daughter instead.” After the doctor explained
the reason, Lenny returned home, amazed. The following month, Jimmy tried to get their attention minutes beforeJanet’s convulsions again. When Jimmy barked at them unusually the fourth time, Lenny quickly prepared
everything necessary to treat and calm the convulsions that would happen to Janet. In the following years, Jimmy
stayed beside Janet, helping the owner who had saved it. Everything was the best arrangement.
2．
【答案】
The restlessness I felt that morning went away when I finished my first performance. In the “room” where
we met, Ann said, “You are so brave. It would be better if you could pay more attention to your body language.”
The teammates’ encouraging smiles gave me a boost of confidence to begin my second round. Though it was still
imperfect, Lucy thumbed up. But, then on the screen came her advice, “We are happy to witness your improvement.
What about adding something humorous? You need to interact with your audience.” What she said made sense. It
was then that I realized that giving a speech wasn't as daunting as I had initially thought.
Following Anna and Lucy’s advice, I felt more confident for the third round. Obviously, adding a touch of
humor to my speech helped me connect with the audience, lightening the mood. I could see smiles and nods of
approval from the other participants on the screen, a sense of pride and accomplishment surging through me. The
Novice Speech Tournament not only helped me overcome my shyness but also allowed me to discover a newfound
passion for public speaking. From that day forward, I knew that giving speeches would always hold a special place
in my heart.
3．
【答案】
Paragraph 1:
I was a single mother with no family in Australia and no close friends I could call. Life was already harder for
me as I had to support my daughter alone. Thus it was impossible for us to take a taxi. Worried and anxious, I didn’t
know how to get out of the situation. I was thinking blindly when a sweet voice awakened me. That was my
daughter. Her innocent face motivated me to take a risk in the rain.
Paragraph 2:
I was about to run,when a voice asked, “How far are you going?” I turned back and saw the man I had met
with at the gate of the childcare center. “Not very close,” I answered in a low voice. The man offered to give us a
ride home. The two children chatted happily with each other, ignoring the rain outside. Cold and dark as it was, I
felt a sense of gratitude from the bottom of my heart. It was the most unforgettable night.
