32.動作與行為的描寫方法

動作與行為的描寫方法動作行為描寫的作用及宏觀設(shè)計策略動作描寫是對人物的動作反應(yīng)、行為舉止進行刻畫，進而能夠揭示人物的性格、品質(zhì)、思想和身份地位。黑格爾對動作描寫給予了極高的評價，他在《美學(xué)》里談到:“能把個人的性格、思想和目的最清楚地表現(xiàn)出來是動作，人的最深刻方面只有通過動作才能見諸現(xiàn)實?！比宋锏囊慌e一動都受其思想和性格的制約，要讓人物動作達到“以外寫內(nèi)”的效果，就要抓住人物的典型動作反應(yīng)，讓角色“立起來”。動作描寫分為單一動作描寫、動作群描寫和動作細節(jié)描寫。三者在人物動作的選擇和刻畫上各有不同，對人物形象的塑造和性格、情感、思想的表現(xiàn)也有所區(qū)別，教師要引導(dǎo)學(xué)生抓住人物動作刻畫的不同寫法思考其表達效果和作用。單一動作描寫即是抓住角色的某一具體動作進行刻畫，這一動作是人物角色的典型標志之一，能集中反映出人物個性和特征，具有個性化和典型性特點。單一的動作描寫是對人物動作的高度提煉，要抓取具有突出人物特點的舉動，讓讀者腦海中的人物形象更加鮮明，也讓人物的處境和性格更加突出。動作群描寫，則是如影片一般截出角色的動作片段，提煉多個動詞，通過一連串的動作將人物的動作群濃墨重彩的描繪出來，人物行為更加真實、富有動感，人物形象也更加飽滿。單一的動作描寫能讓人物形象和個性更加突出，動作群描寫能使人物在一系列動作中形象逐漸生動飽滿，通過動作描寫達到“以外寫內(nèi)”的效果，正如老舍先生說的:“要描寫一個人必須知道關(guān)于此人的一切，但不要作相面式的全寫在一起;我們需隨時用動作表現(xiàn)出他來?！眲幼骷毠?jié)描寫是指抓住人物動作上的細節(jié)加以凸顯描繪，細微的人物動作不必典型獨特，但動作的形成與情境中人物當(dāng)下的精神思想、情感態(tài)度息息相關(guān)，是人物內(nèi)在品性在外部動作中自然流露，有的動作細節(jié)只寥寥幾筆，卻能使人物畢肖傳神，增強人物表現(xiàn)的真實感和感染力。人物動作細節(jié)既可以是單一具體的動作，也可以是人物動作群中的細微動作變化。動作細節(jié)描寫易于刻畫人物的真實感，但對于人物細節(jié)的抓取和分析，要置于文本特定的情境中，結(jié)合人物性格和故事情節(jié)挖掘其內(nèi)涵和作用，教師在教學(xué)中也要培養(yǎng)學(xué)生感知細節(jié)的意識，嘗試分析和運用不同內(nèi)容的動作細節(jié)刻畫增強語言表現(xiàn)力。動作描寫一直是刻畫人物形象最重要的手段之一。作家萊辛說：“主要的東西是讓人行動起來，通過動作顯示人物個性的特征?！笨梢姡瑒幼髅鑼懺谒茉烊宋镄蜗笊掀鹬嗝粗匾淖饔?。怎樣才能把動作寫細寫好呢？（1）以個性鮮明的動作展示人物的性格：動作描寫，尤其是凝聚人物個性的細微動作，往往是個性化人物的特有標志。在生活中，只要我們用心觀察，就會發(fā)現(xiàn)，不同性格的人動作也不同。同樣是笑，內(nèi)向的人可能是紅著臉害羞地低頭笑；外向的人則可能笑得自然大方；淳樸的人笑得爽朗；狡猾的人笑得詭秘。只要我們在生活中用心發(fā)現(xiàn)人物身上特有的細微的舉止，寫作時把它寫進文章中，那么所塑造的人物形象就會有血有肉、性格鮮明，形象栩栩如生。（2）用最準確的動作反映人物的內(nèi)心：法國作家福樓拜說：“無論你所要講的是什么，真正適當(dāng)?shù)膭釉~和形容詞也只有一個，就是那最準確的一句，最準確的動詞。（3）分解人物動作，濃墨潑寫體現(xiàn)人物個性：動作是無聲的語言，是人物個性的符號。在塑造人物時，動作往往是一連串的。怎樣把一連串的動作寫細、寫具體呢？我們采用“分解法”。先把一連串的動作分解成若干個動作，然后把每個動作都作具體描寫，最后把每個動作按一定的順序連起來。動作行為描寫的微觀技巧▲英語讀后續(xù)寫試題寫作示例第二節(jié)讀后續(xù)寫（滿分25分）閱讀下面短文,根據(jù)所給情節(jié)進行續(xù)寫,使之構(gòu)成一個完整的故事。AGIFTFORGRANDPAThesummervacationwascoming.JackandhisbrotherBerlinwerefilledwithexcitementastheythoughtofvisitingtheirgrandparentsagain.Thebigdaycameatlast.Afterthehappyfamilygotready,theysetoutforthegrandparents’homeeagerly.Ontheway,thebrotherswereexcitedlytalkingaboutthefuntheyhadwiththeirgrandparents.Alittlebluehousewithatallwhitechimneyfinallyappeared.BehindthepropertywastheforestcarryingtheirgoodmemorieswithGrandpa.Theyarrivedatthedriveway,attheendofwhichGrandpawaswaitingforthemjoyfully.JackandBerlineachgaveGrandmaabighugandthenswepttothelivingroom,shoutingexcitedly“Grandpa,weareback!”Seeinghisgrandsons,Grandpawaswildwithjoyandtriedtogetupwithallhisstrengthfromthechairbutinvain.Ahelplessexpressionflashedacrosshisface.Grandmaexplainedthathishealthwasdecliningrapidlyandthathemaybecouldn’tstanduponhisownforever.ButGrandpadeclaredstubbornly(倔強地),“Ican!”Certainly,hewasstuckinhisboyishway.MumandGrandparentswerehappytomeetagainafteralongtime.Theysattogetherandchattedaboutwhathappenedrecently.Thebrothersweresoonboredwithadultconversation,wentoutandwanderedintotheforest.Talltreesstretcheduptotheheavenswithlargebranchescrossingeachother,whileyoungonesrosestraightlikesoldiers.Grandpawasonceagreatexplorerfullofwisdom.Hecouldtellwherethebirdscamefromonlybytheircallsandsongs.Thetrees,birds,lizards,lotsofbugs…HowmanymerrymomentstheyspentwithGrandpainthekingdom!ButnowGrandpacouldn’tgetup.Thismadethemworried.“Weneedtothinkoutawaytocheerhimup,”Jacksaid.“Grandpaisabirdlover,sowecancatchhimabird,”Berlinsuggested.“Buthehatesbirdsbeingcaged!”Jackshookhishead.ThenabrightideacametoJack’smind.“Whynotmakeacane(拐杖)outofayoungtree?!”注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；2.續(xù)寫部分分為兩段，每段的開頭語已為你寫好；Paragraph1:Berlinthoughtitwasagoodidea.Paragraph2:JackandBerlinhandedthecanetoGrandpa.【試題信息】試卷名稱體裁主題語境詞數(shù)濰坊市2022年高考模擬試題記敘文人與社會正文英文詞數(shù)344，兩個詞給了中文提示，續(xù)寫第一段首句7個單詞，續(xù)寫第二段首句8個單詞。【語篇分析】1.what（前文主旨）Jack和弟弟Berlin暑假期間去看望他們的爺爺奶奶。到那里后他們得知，爺爺因生病已經(jīng)無法起身。他的健康每況愈下，可能永遠站不起來了。但爺爺堅信自己能站起來。Jack和Berlin決定送爺爺一份禮物讓他開心。Jack想抓一只鳥給爺爺，可是擔(dān)心爺爺不喜歡鳥兒被關(guān)在籠中。他又想到可以用樹棍給爺爺做一個拐杖。2.why（故事主題）關(guān)愛家人，直面挑戰(zhàn)，永不言棄。3.how（寫作技巧）第三人稱、記敘、描寫4.具體內(nèi)容（利用拉波夫敘事模式進行分析）點題這篇文章自身有一個標題，讀者通過標題可以很清晰地獲取全文的主題Agiftforgrandpa。通過閱讀第一段可知，本章講述的是Jack和Berlin兩兄弟為爺爺準備禮物的經(jīng)過和結(jié)果。指向本篇文章的指向就在前三段，時間是暑假的一天，地點就是在爺爺奶奶家,alittlebluehousewithatallwhitechimney，主要人物Jack和Berlin兩兄弟以及爺爺，次要人物是父母和奶奶。進展本文的進展是Jack和弟弟Berlin在得知爺爺因病無法站立后，想辦法制作一個禮物給爺爺，讓爺爺開心，鼓勵爺爺樂觀地面對疾病和生活。。結(jié)果/結(jié)局結(jié)局部分是需要學(xué)生續(xù)寫的，通過文章的最后一句“Whynotmakeacane(拐杖)outofayoungtree?!”，再根據(jù)續(xù)寫第一段的首句“Berlinthoughtitwasagoodidea.”可知，兩兄弟就這一提議達成一致，開始為爺爺制作拐杖。他們做了什么？他們選擇了怎樣的樹？如何制作的，做好了嗎？根據(jù)續(xù)寫第二段的首句“JackandBerlinhandedthecanetoGrandpa”可確定第二段的寫作思路——爺爺?shù)玫焦照群笙氲搅耸裁矗繝敔斈芊裼霉照日酒饋?？大家的感覺怎樣？評議評議貫穿了材料全文。前四段中作者陸續(xù)用到excitement,eagerly,fun,joyfully,sweptto,shoutingexcitedly這些詞語來表現(xiàn)出兩兄弟對于爺爺?shù)南矏酆鸵缿俚那楦?。第四段中wildwithjoy也表現(xiàn)出了爺爺對兩兄弟感情的回應(yīng)。同時，面對自己的疾病，作者用了stubbornly,stuckinhisboyishway來展現(xiàn)爺爺不服輸?shù)膭蓬^，也順理成章地為兩兄弟制作拐杖幫助爺爺站起來埋下了伏筆?；貞?yīng)本文給出的材料部分并沒有與現(xiàn)實的回應(yīng)。學(xué)生在續(xù)寫的部分可以適當(dāng)?shù)丶尤牖貞?yīng)，不加也可。5.語言人物角色1：Jack性格：熱情，開朗，聰明，細心行為：擁抱奶奶、沖進客廳、大聲呼喚爺爺，拒絕抓鳥，提議制作拐杖心理：excited→eagerly→bored→merry角色2：Berlin性格：熱情，開朗，樂于助人行為：擁抱奶奶、沖進客廳、大聲呼喚爺爺、建議抓鳥心理：excited→eagerly→bored→merry角色3：Grandpa性格：堅強，倔強行為：努力站起來心理：helpless→stubborn場景爺爺家與爺爺奶奶見面；小樹林里制作拐杖語言風(fēng)格語言風(fēng)格平實6.情節(jié)沖突：爺爺見到孫子很開心想要站起來迎接，卻因病無法站立。行動：兩兄弟開始制作拐杖（續(xù)寫第一段）解決：兩兄弟將做好的拐杖送給爺爺，爺爺成功地站起來。（續(xù)寫第二段）

伏筆：第六段提到爺爺曾是一名優(yōu)秀的森林探險家，為后文兩兄弟想到用樹枝制作拐杖埋下伏筆?！舅夭姆e累】Para4Sweeptothelivingroom沖進客廳Para5Invain徒勞無功Hewasstuckinhisboyishway.他有點孩子氣了。（他像個孩子一樣執(zhí)拗起來。）Para6HowmanymerrymomentstheyspentwithGrandpainthekingdom!他們和爺爺在森林王國里度過了多少美好的時光??！【參考范文】Berlinthoughtitwasagoodidea.Whenthetwobrothersreachedanagreement,theyquicklyranbacktotheirgrandparents’house,gotthetoolstheyneededtomakethecane,andranbacktothewoods.Jacksaid,“Whatkindoftreeshouldwepickforthewalkingstick?”Berlinthoughtforamomentandsaid,“Ithinkweshouldchooseastraighttree,sonoknotswillscratchGrandpa’shands.”Jacknoddedhisheadinagreement.Theyfoundastraighttreeandsettowork.Theycutthetreedown,andwithaknifetheytookthebarkoff.Itwasawonderfultree,whichwassmoothandwasjustoftherightsize(which引導(dǎo)非限制性定語從句).TheythoughtGrandpawouldloveit.JackandBerlinhandedthecanetoGrandpa.WhenGrandpatookthecane,hishandsshookwithjoy,thinking,“Thisismadebymygrandsonsthemselves.Howpreciousitis!”Jacksaid,“Grandpa,wehopethiscanewillhelpyoustandupandcomewithustoexplorethewoods.”Grandpasmiledanddecidedtogiveitatrysoasnottomakehisgrandchildrendisappointed.Heheldthecaneinhisrighthandandthearmofhischairinhislefthand.Hestoodupwithstrengthonhislegs(with復(fù)合結(jié)構(gòu)).EveryonewassurprisedandexcitedtoseeGrandpastandup.Atthatmoment,Jacknoticedatearcomingfromthecornerofhisgrandma’seye.▲英語讀后續(xù)寫動作描寫微技能------以AGIFTFORGRANDPA的寫作為例（一）精挑細選恰當(dāng)動詞學(xué)生在描寫中通常會陷入這樣的困頓，一直在使用通用詞匯，比如，一碰到“走”，學(xué)生就會寫“walk”，而不同的語境可能是“躡手躡腳”，可能是“搖搖晃晃”，可能是“偷偷地走”，也可能是“猛沖”，如果通用walk則不能形象表達不出人物此刻的動作，傳遞不了人物此時的情感。因此學(xué)生在選用動詞的時候，要仔細琢磨選擇恰當(dāng)?shù)膭釉~。以上面的這篇續(xù)寫為例，Jack和Berlin眾里尋他千棵樹，發(fā)現(xiàn)一顆合適的，于是乎我們可以用“沖過去dash/rush/stormto...”，兩人制作完拐杖回家的動作也可以用這幾個詞，以此來表明兩人高興急迫的心理；回到家里走進爺爺房間，可以用“躡手躡腳tiptoe”表達出兩人想給爺爺一個驚喜；爺爺拿到拐杖后站起來，我們可用“顫巍巍站起來staggertohisfeet”表現(xiàn)出借助拐杖的外力艱難站起來這一具體動作。再以各種“看”舉例來說，在“Anaughtyboy”一文中，Mark在課堂上搗亂被教師嘴上粘貼了膠帶，在描寫Mark此時對教師反應(yīng)時，我們可以用“偷偷地看peepat”，表現(xiàn)出此時他既調(diào)皮還有些許害怕的心態(tài)；而要描寫Mark對班里學(xué)生反應(yīng)時，可以用“交換了一下眼神exchangeaglancewith...”，說明被懲罰后的Mark依然不遵守課堂紀律；如果要描寫教師看Mark的反應(yīng)時，我們可以用“瞥一眼glanceat”。（二）細致入微分解動作一篇優(yōu)秀的續(xù)寫作文離不開動作描寫，需要一個微鏡頭一個微鏡頭地呈現(xiàn)出來，也就是一個畫面緊接著一個畫面來推動故事情節(jié)的進展，這就是說要把一個總體的動作分解開，按照時間順序通過微小細致的動作串聯(lián)起來，讓人物真正地動起來，收獲滿滿的畫面感?！癆giftformygrandpa”一文中，如何用細微動作刻畫出兩個人制作拐杖的過程呢？在腦海里想象動作發(fā)生的先后順序，“找到—砍掉—移除—拋光”，將并列的動作串聯(lián)，構(gòu)成了“ActionA，B，CandD”的結(jié)構(gòu)，也就是“Theysearchedforaproperyoungtree,cutitdown,tookoffitsbranchesandpolishedit.”，這樣一套完整的連貫動作就完成了。在續(xù)寫第一段最后描寫兩個孩子迫不及待回到家把禮物送給爺爺?shù)膱鼍皶r，“悄悄進入房間—靠近爺爺—伸出手”，英語表達為“Theycreptintograndpa'sroom,approachedhimandreachedouttheirhands.”，這幾個動作接下來就和給出的第二段的第一句話，即兩個孩子遞給爺爺拐杖有效銜接上了，而且這里選用了具體動作“躡手躡腳creep”，更能表現(xiàn)出兩個孩子既不想驚動爺爺同時還想要給爺爺一個驚喜的心態(tài)。（三）情感飽滿刻畫人物劇情中的人物是一個個復(fù)雜的個體，具有豐富的思想，單憑幾個簡單的動作并不能讓其富有生命力，因此要想塑造出栩栩如生、有飽滿情感的人物，要求除了動作描寫，還應(yīng)該結(jié)合語言、心理、環(huán)境等描寫來刻畫立體的人物形象。“Agiftformygrandpa”中我們已經(jīng)使用了一連串的動作描寫，那么如何才能讓人物活靈活現(xiàn)呢？首先，先用副詞或介詞短語來修飾動作。上面的句子我們加上合適的枝葉修飾成分，變化為，“Theysearchedforaproperyoungtreepatiently,cutitdownwithalltheirjointefforts,tookoffitsleaveswithcareandpolisheditattentively.”。通過“patiently”“withcare”“attentively”的修飾，表現(xiàn)出了兩個孩子耐心專心的性格，一定要為爺爺制作一條舒適的拐杖。其次，通過語言和心理描寫來配合人物的動作描寫。“找樹”這個動作為例，“Suddenly,ayoungtreecameintoBerlin'sview.'Perfect!'Berlinpointedtothetreeandshoutedexcitedly,hiseyesshining.”。這個句子加上了Berlin的語言描寫，簡簡單單的一個單詞“Perfect!”就足以表明找了合適的樹，當(dāng)然我們也可以用“There!”或“Look!”；也加上了Berlin的心理描寫，“眼睛閃閃發(fā)光”來表現(xiàn)他此刻高興的心情。最后，用環(huán)境描寫烘托人物的動作。對于“找樹”這個動作，可以加上客觀環(huán)境描寫的句子，“ThesoftwindstirredleavesofatreeandblewthroughBerlin'shair.”，然后可以再加上主觀環(huán)境描寫，“ThentheyoungbutstraighttreekeptBerlinthrilled.'Thatisit!'hescreamedwithexcitement.”這樣，環(huán)境描寫更能烘托出Berlin抑制不住的激動心理。（四）花樣表達豐富語言在續(xù)寫時，一系列的動作并不一定都是按照時間先后發(fā)生的，有時需要以一個動作為中心點，向上游或下游逐步擴散，在中心動作發(fā)生之前還有動作先于此發(fā)生，此動作之后也引發(fā)一連串的關(guān)聯(lián)動作，或者中心動作發(fā)生之時也伴隨著其他動作的發(fā)生。綜此，我們需要變換句式，來凸顯中心動作。首先，非謂語動詞的使用。在“Toyairplane”一文中，爸爸無意間說的一句話卻傷害了辛苦為他制作禮物的女兒Christy的心，描寫爸爸發(fā)現(xiàn)女兒傷心的動作和心理，“Iturnedaround,onlytofindthatChristy'sinitialexcitementwasreplacedbydisappointment.”，此句結(jié)構(gòu)為“中心動詞+onlytodo”，在中心動作“轉(zhuǎn)身”發(fā)生時，使用todo表出乎意料的結(jié)果狀語，來說明爸爸發(fā)現(xiàn)是自己說錯話惹女兒不開心，前后矛盾更加突出。其次，狀語從句的運用。when、while、as、before、after引導(dǎo)的時間狀語從句，可以表示動作發(fā)生先后或同時發(fā)生的動作，借助從句的襯托，以此來強調(diào)主句動作的發(fā)生?！癆giftformygrandpa”一文中，爺爺看到孩子遞過來的拐杖后，立馬就明白發(fā)生了什么?？梢宰g為“Aftergrandpasawthedelicatecane,heknewwhathadhappened.”，這里用after引導(dǎo)的時間狀語從句，來說明句子的中心動作know是在看see之后發(fā)生的。再者，with復(fù)合結(jié)構(gòu)的添加?！癆giftformygrandpa”一文中，敘述爺爺拿到拐杖后站起來的動作“Withthecaneinhishand,grandpacouldn'twaittostandup.”，用“with+賓語+介詞短語”結(jié)構(gòu)，突出了拐杖的輔助作用，爺爺是靠此站起來的。又如，“Withabirdintentionallycarvedonit，afashionablecanewasmadecompletely.”用“with+賓語+過去分詞”結(jié)構(gòu)表示伴隨動作，中心動作bemade是隨著小鳥的雕刻而完成的。（五）恰如其分運用修辭恰當(dāng)修辭的運用可以讓動作描寫更加形象、生動，人物更加鮮活，讓語言通俗易懂，突出語言的表達效果。首先，使用明喻，將具有共同點的兩個事物用like等詞聯(lián)系在一起。比如，“Withthehelpofthecane,grandpagotupstraightlikeasoldier.”，此句中用“l(fā)ikeasoldier”強調(diào)爺爺能站起來了，而且在拐杖的協(xié)助下能站立得像一位戰(zhàn)士一樣，突出兩個孩子親自制作的拐杖真的能派上用途。又如，“Istretchedmyarmslikewingsofthetoyairplane,andranaroundtheroomincircles,attractingotherchildrentojoinme.”，用比喻“l(fā)ikewings”說明張開手臂的目的就是為了擺出飛機的模樣，為后文孩子們的加入做了鋪墊。其次，使用暗喻，用一個事物比喻另一個事物，往往沒有比喻詞。比如，同樣是爺爺收到拐杖后的心理描寫，還可以這樣描述，“Atthesightofthehand-madecaneinperson,grandpafeltalumpinhisthroat,notknowingwhattosay.”，用喉嚨里似有腫塊，說明爺爺一時間感動地說不出話來，嗓子像被堵塞了一樣。最后，使用夸張，可以表達出人物鮮明的態(tài)度，以此強調(diào)某個動作。例如，“Christyrushedtoherroom,slammingthedoorviolently,leavingmefrozenthere.”，表達出父親沒有想到女兒反應(yīng)如此大，用夸張表達frozen，意識到自己的錯誤，一下子不知所措，內(nèi)心也有點懊惱。拓展訓(xùn)練1．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Mostnights,therewasalightcomingfromthetinyislandontheothersideofthelake.Ialwaysthoughtthatwasstrangebecausesupposedly,noonelivedthereanymore.That’swhypeoplecalleditGhostIsland.Strangerstill,onenight,thelightflashed.“There’sthelightagain,”Isaidtomybrother,Dale.“Yeah,strange,”hesaid.“Takealook,Ben,”Dadsaid.Hehadsetuphistelescopetoviewtheplanets,butnowitwasaimedatGhostIsland.Ifoundthattherewasaspotlight(聚光燈).Dalelookedtooandguesseditwasatreebranch,blowingbackandforthinthewind.ThenIaskedDadwhatheknewaboutGhostIsland.“Mr.MorihasowneditsinceIwasakid.IrememberheonceservedintheCoastGuard.Andhemustbequiteoldbynow,”Dadsaid.“Heusedtospendsummersthere,butIwonderifhestillcomesupatall.”Thenextday,weplannedtogofishing.WealwaysgobeforesunupandIwassoworriedaboutoversleepingthatIwokeupextraearly.Dalewasalreadyontheboat.Ilookedacrossthelake,whichwassmoothasglass.“Huh,”Isaid.“There’sthelightagain.Onlythistimetherewasnowind,andtheflashesappearedinaspecificway.“It’sanSOSdistresssignal!”Isaidimmediately.Dalelaughed.“Morsecode(摩斯密碼)?Nooneusesthatoldthinganymore.”“No,watch,”Isaid.“Itgoesdot-dot-dot,dash-dash-dash,dot-dot-dot.That’sSOS.IlearneditatBoyScouts.IhadtosendandreceivemessagesusingMorsecode.”“Youguysaregoingtoscareallthefishaway!”Dadsaid.“What’sgoingon?”Itoldhimaboutthelightbutithadstopped.AndheadvisedustocheckifMr.Moriwasathiscabin(小木屋).HemightknowMorsecodeduetohisCoastGuardexperience.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請按如下格式在相應(yīng)位置作答。Paragraph1:Daledoubtedifwe’dfindanyone,butwesetoutforGhostIsland.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:WevisitedMr.MoriseveraltimesafterhereturnedtoGhostIslandfromthehospital.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Asaneducator,IhavediscoveredthatthelifelessonsthatstudentsbringwiththemtoschoolaretheonesthatItrulyneedtolearn.Onestorythatdescribesthisawesomeresponsibilitystartswithasecondyearcollegestudent.Everyday,hewouldcomeintomymathclass,sitintheverybackandavoideyecontact.WhenIwouldasktheclassquestions,Icouldhearadeepvoicecomingfromhisdirectionsayingthecorrectanswereverysingletime.Iimmediatelybegantoinvestigateandfoundthathehadhighstandardizedtestscoresbuthisreportcardinschooldidnotmatchhisperformances.Iknewsomethinghadtochange.Throughourschoolmentoring(輔導(dǎo)制)program,Iaskedhimifhewouldliketobeapartofasupportteamthatwasspecificallydesignedtohelphimgraduateontimewithhisclassmates.Thisprogramrequiredmetovisitallofhisclassroomteachers,helphimcompleteeveryassignment,providehimwithmaterialstofinishprojects,andconstantlyremindhimthatsuccesscouldbeachievedifhestayedonthispath.Inhissenior,hewasabletomaketheHonorRoll(光榮榜).Thisstudenthadbeenlivingwithhisgreat-grandfatherinsteadoflivingwithhismotherandsixsiblings(姊妹).Theconceptoffamilyhadnotbeendemonstratedinhislife.However,atschool,thisprogramprovidedhimwithateamthatfocusedonhisacademicneedsaswellascelebratedhissuccesses.Theideaoffamily,wherehewascaredforandwasseenasimportant,wasabletobecomeareality.Unfortunately,duringhissenioryear,hisgreat-grandfatherpassedaway,whichterriblyinfluencedhisnewlypositiveviewoflife.Butbecauseofthebondthatwasestablishedoverthepasttwoyearsthroughtheprogram,Iwasabletokeephimfocusedonwhathecouldcontroltoachievehisgoal.Heshoweddeterminationandperseverance,andhebecameaseniorwithhisoriginalclassandhadtheopportunitytograduatewithhisfriends.注意：1.續(xù)寫詞數(shù)應(yīng)為150個左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Sadly,whengraduationdayapproached,herefusedtoattendtheceremony._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Icanstillrememberhissmilefaceashewalkedacrossthatstagetoreceivehisdiploma._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Iremembertheparkrangerssaying,“Whyareyougoingupthere?Thereisnowateronthetop,andyou’renotgoingtofindanyfrogs.”Isaid,“Well,I’mgoingtocheckitout.”TheEspinhacomountainrangeintheeastofBrazilisaveryspecialplace,andit’smostlyunknown.MyhouselooksontothemountaininPicodoItambestatepark,soIhavemybreakfastlookingatiteachmorning.You’resurroundedbythunderstormsandstrongwinds,andthehumidityishigh.Iwaitedforheavyrainsandwenttoclimbtothetop.Whathadcaughtmyeyewerethebromeliadplants,whichlooklikethetopofagiantpineapple.Eachplantcanholdupto2litresofwater,andinsidethereissomuchhappening.Larvae,beetles,allkindsofinvertebrate(無脊椎動物)liveinthere—it'sawholeecosysteminatinyspace.Thecentralcupholdsloadsofrainwater,andIthoughttherecouldbesomefrogsusingthem.SureenoughIwasright.Andthisledmetodiscoveranewspeciesoffrog,whichIhavecommittedmylifetoprotecting.Thatday,IfoundafrogintheveryfirstbromeliadIlookedinside.Ithought,wow,I’veneverseensuchatinyfrog;itwasthesizeofmynail.Icouldn’tcatchit—theplantwascomplicatedinside.Ilookedinthenextbromeliadandtherewasanotherfrog.Theyallhadthemin.Isawabout20frogsthatnight,andcaughtthree.Itookthemtothemuseumforidentification,butcouldn’tfindamatch.Iendedupwalkingaroundwiththreelittlefrogsinmybagforayear,preservedinajar.Iwouldtakethemtomeetingswithme,andaskpeopleiftheyhadeverseenthembefore.注意：（1）續(xù)寫詞數(shù)應(yīng)為150左右；（2）請按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:ThenImetanexpertwhotookonelookatthemandsaiditwasanewspecies.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Duringmyresearch,partoftheareawherethesefrogslivewasdestroyedbyfire.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Mr.Wardcouldn’tstandstudentscheatingthemost.Whenevertherewasanexam,hewatchedveryclosely,makingsurenoactofcheatingwasneglected,andanystudentwhocheatedwouldbeseriouslypunished.Iremembermanytimesaftertests,Mr.Wardfoundthatthestudentssittingaroundmehadbetterscoresthantheothersandthefurtherawayastudentwasfromme,theworsehisgrade.Mr.Wardsuspectedthatsomeofthejuniors“accidentally”gotsomeofmyanswers.SoheandIhadaveryinterestingtalkaboutcheating.Mr.Wardoncetoldmeofsomeofthewaysstudentstriedtocheat.StudentAintentionally“dropped”hispencilanunusuallyfardistancefromhisdesk.Thenhestoodupandwalkedslowlyacrosstheroomtotakeitback.Ontheway,heglancedatthepapers.StudentBgotapieceofpaperandwrotedownalltheformulas(公式)onatinybitofpapertapedtotheinsideofthekid’spalm.Theseincidentsweren’tveryrare.Thelastdayoftheentireschoolyear,allIhadleftwasmymathexamandthereseemedtobesomedefinitetensionintheairbecausethiswasthebiggesttestoftheyear.Isawsomekidstryingtodosomelastminutestudying,sometryingtocalmthemselvesdownbybreathingslowlyandsomesayingasilentprayer.Mr.Wardwenttothefrontandstartedhandingoutthetestsbyrows.Afterexplainingtherulesofthetest,hesaidveryclearly,“Ifyoucheat,Iwilltakeyourtestandtearitup.Youwillgeta0forthebiggestgradeoftheyear.”Mr.WardmovedveryeffortlesslyandefficientlyabouttheroomandduringeverytesthewentintoasortofRADARmode.Hesatatthefrontandwatchedtheroomforanythingthatmightlooklikecheating.DuringthisRADARmode,ifyouwerecheating,youwouldbecaught.Guaranteed.注意：（1）續(xù)寫詞數(shù)應(yīng)為150個左右；（2）請按如下格式在答題卡的相應(yīng)位置作答。Ourteststartedandweweresittingtherebusyworkingonourpapers._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ThenMr.Wardaskedthekidhewaswatchingtogotohisoffice._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________參考答案1．Paragraph1:Daledoubtedifwe’dfindanyone,butwesetoutforGhostIsland.Aswedrewcloser,theoldcampcameintoview,partiallyobscuredbypinetrees.Aftertyinguptothedock,wefollowedanovergrowntrailthatledtothecabin.“Hello?”Icalled.“Anybodyhome?”Avoicefrominsidemadeusjump.“Yes!Please,Ineedhelp!”Wepushedthedooropen.Anelderlymanlayonacouchwithonefootelevated.Heleanedbackandsighed.“Thankgoodness.”“Mr.Mori?”Dalesaid.Themannodded.“IwastakingapicturewhenIaccidentallydroppedmyphoneintothelakeandtwistedmyankle.”Frowning,helookedatthebadlyswollenjoint.DalecalledDad,whoarrivedshortlyafterwithtwomarinepatrolofficers.TheymovedMr.Moriontoaboatandtookhimacrossthelake,whereanambulancewaswaiting.

Paragraph2:WevisitedMr.MoriseveraltimesafterhereturnedtoGhostIslandfromthehospital.Itwasevidentthathehadfallenonhardtimes.Wehelpedhimwithrepairsandbroughthimgroceries.Healwaysthankedusforwhatwehaddone.Overtime,weformedabondwithhim.HeoftentoldusstoriesofhisadventuresintheCoastGuardandwewouldlistenwithraptattention.Mr.Mori’sislandnolongerseemedlikeaghostislandtous.Instead,itbecameaplaceofwarmthandfriendship,areminderthateveninthemostremoteplaces,humanitycanstillflourish.【導(dǎo)語】本文以人物為線索展開，講述了作者發(fā)現(xiàn)大多數(shù)夜晚，都有燈光從湖的另一邊那個被風(fēng)吹拂的小島上照出來，覺得很奇怪，因為按理說，那里已經(jīng)沒人住了。更奇怪的是，一天晚上，那盞燈忽亮忽滅。最后作者和Dale決定上島去查看情況，結(jié)果發(fā)現(xiàn)了受傷的Mori先生，他用燈光發(fā)出了求救信號?！驹斀狻?.段落續(xù)寫①由第一段首句內(nèi)容“Dale懷疑我們是否能找到任何人，但我們還是出發(fā)去了幽靈島?！笨芍?，第一段可描寫他們在島上的經(jīng)歷以及發(fā)現(xiàn)了Mori先生并幫助他的經(jīng)過。②由第二段首句內(nèi)容“Mori先生從醫(yī)院回到幽靈島后，我們幾次拜訪了他?！笨芍诙慰擅鑼懽髡吆虳ale與Mori先生建立聯(lián)系以及感悟。2.續(xù)寫線索：去幽靈島——來到小屋——發(fā)現(xiàn)Mori先生——Mori先生解釋原因——救助Mori先生——建立聯(lián)系——感悟3.詞匯激活行為類①抬起：elevate/lift②遮?。簅bscure/overcurtain③到達：arrive/getto④幫助：help/assist情緒類①不小心：accidentally/incautiously②感謝：thank/appreciate【點睛】[高分句型1]Aswedrewcloser,theoldcampcameintoview,partiallyobscuredbypinetrees.(運用了as引導(dǎo)時間狀語從句)[高分句型2]TheymovedMr.Moriontoaboatandtookhimacrossthelake,whereanambulancewaswaiting.(運用了where引導(dǎo)非限制性定語從句)2．Sadly,whengraduationdayapproached,herefusedtoattendtheceremony.Hetoldmegloomilythathewouldnotattendthegraduationceremonybecausenofamilymemberwouldbetheretoseehimwalkacrossthestagetoreceivehisdiploma.Itoldhimthathewaswrong,becauseonthatday,Iwouldbethereaswellashissixotherteacherswhohadtheunbelievableopportunitytoseehimtransformintoastudentofself-worth,diligence,andpotential.Icanstillrememberhissmilefaceashewalkedacrossthatstagetoreceivehisdiploma.Istillthinktomyself,whatifthatmomenthadneverhappened?Whatifhisanswerswerenotheard?Whatifthelessonshewastryingtoteachmewerenotlearned?Ihavelearnedthatlessonsarenotalwaysmeanttobeforstudents.Asateacher,Ilookforwardeagerlyeveryyeartothelessonsmystudentsbringtotheclassroom,becauseIknowtheselivesarereadytobechanged.【導(dǎo)語】本文以人物為線索展開，講述了作為一名教育工作者發(fā)現(xiàn)他的班級里有一名成績和課堂表現(xiàn)不相符的學(xué)生。通過學(xué)校的輔導(dǎo)計劃，作者逐漸了解到這位學(xué)生的家庭背景和成長環(huán)境。在作者的關(guān)注和輔導(dǎo)下，他表現(xiàn)出決心和毅力，并和原來的班級一起成為高年級學(xué)生，也有機會和他的朋友一起畢業(yè)。但是，當(dāng)畢業(yè)日臨近時，他拒絕參加畢業(yè)典禮。在作者的鼓勵下，他微笑著走上臺去拿畢業(yè)證書。作者感悟到學(xué)生帶到學(xué)校的生活課程是作者真正需要學(xué)習(xí)的?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容“可悲的是，當(dāng)畢業(yè)日臨近時，他拒絕參加畢業(yè)典禮?！笨芍?，第一段可描寫作者了解到這位學(xué)生拒絕參加畢業(yè)典禮的原因，并鼓勵他成為有價值有潛力的人。②由第二段首句內(nèi)容“我仍然記得他走上臺去拿畢業(yè)證書時笑容?！笨芍?，第二段可描寫作者成功的勸說這位學(xué)生參加畢業(yè)典禮以及作者的感悟。2.續(xù)寫線索：觀察到一位成績和表現(xiàn)不符的學(xué)生——幫助——了解生活背景——鼓勵參加畢業(yè)典禮——感悟3.詞匯激活行為類①參加：attend/participatein②改變：transform/change/turn③目的是，為了：bemeantto/bedesignedto情緒類①沮喪地：gloomily/pessimistically②熱切地：eagerly/earnestly【點睛】【高分句型1】Itoldhimthathewaswrong,becauseonthatday,Iwouldbethereaswellashissixotherteacherswhohadtheunbelievableopportunitytoseehimtransformintoastudentofself-worth,diligence,andpotential.(使用了that引導(dǎo)的賓語從句，because引導(dǎo)的原因狀語從句從句以及who引導(dǎo)的定語從句)【高分句型2】Ihavelearnedthatlessonsarenotalwaysmeanttobeforstudents.(使用了that引導(dǎo)的賓語從句)3．Paragraph1:ThenImetanexpertwhotookonelookatthemandsaiditwasanewspecies.Thesefrogsspendtheirentirelifecycleinsidetheplant:Theylaytheireggs,becometadpolesanddoeverythinginsideit.Idecidedtofocusmyresearchonthisfrog,andworktosaveit.IneverthoughtIwouldspendmycareerlearningaboutfrogs,butitfeelslikeanobligationtofinishthisworkandmakesuretheyareprotected.(心理描寫)Ihopetoinspireotherstodothesame—becausebyprotectingonespeciesIamprotectingawholehabitat.Paragraph2:Duringmyresearch,partoftheareawherethesefrogslivewasdestroyedbyfire.Firefr