32.动作与行为的描写方法

动作与行为的描写方法动作行为描写的作用及宏观设计策略动作描写是对人物的动作反应、行为举止进行刻画，进而能够揭示人物的性格、品质、思想和身份地位。黑格尔对动作描写给予了极高的评价，他在《美学》里谈到:“能把个人的性格、思想和目的最清楚地表现出来是动作，人的最深刻方面只有通过动作才能见诸现实。”人物的一举一动都受其思想和性格的制约，要让人物动作达到“以外写内”的效果，就要抓住人物的典型动作反应，让角色“立起来”。动作描写分为单一动作描写、动作群描写和动作细节描写。三者在人物动作的选择和刻画上各有不同，对人物形象的塑造和性格、情感、思想的表现也有所区别，教师要引导学生抓住人物动作刻画的不同写法思考其表达效果和作用。单一动作描写即是抓住角色的某一具体动作进行刻画，这一动作是人物角色的典型标志之一，能集中反映出人物个性和特征，具有个性化和典型性特点。单一的动作描写是对人物动作的高度提炼，要抓取具有突出人物特点的举动，让读者脑海中的人物形象更加鲜明，也让人物的处境和性格更加突出。动作群描写，则是如影片一般截出角色的动作片段，提炼多个动词，通过一连串的动作将人物的动作群浓墨重彩的描绘出来，人物行为更加真实、富有动感，人物形象也更加饱满。单一的动作描写能让人物形象和个性更加突出，动作群描写能使人物在一系列动作中形象逐渐生动饱满，通过动作描写达到“以外写内”的效果，正如老舍先生说的:“要描写一个人必须知道关于此人的一切，但不要作相面式的全写在一起;我们需随时用动作表现出他来。”动作细节描写是指抓住人物动作上的细节加以凸显描绘，细微的人物动作不必典型独特，但动作的形成与情境中人物当下的精神思想、情感态度息息相关，是人物内在品性在外部动作中自然流露，有的动作细节只寥寥几笔，却能使人物毕肖传神，增强人物表现的真实感和感染力。人物动作细节既可以是单一具体的动作，也可以是人物动作群中的细微动作变化。动作细节描写易于刻画人物的真实感，但对于人物细节的抓取和分析，要置于文本特定的情境中，结合人物性格和故事情节挖掘其内涵和作用，教师在教学中也要培养学生感知细节的意识，尝试分析和运用不同内容的动作细节刻画增强语言表现力。动作描写一直是刻画人物形象最重要的手段之一。作家莱辛说：“主要的东西是让人行动起来，通过动作显示人物个性的特征。”可见，动作描写在塑造人物形象上起着多么重要的作用。怎样才能把动作写细写好呢？（1）以个性鲜明的动作展示人物的性格：动作描写，尤其是凝聚人物个性的细微动作，往往是个性化人物的特有标志。在生活中，只要我们用心观察，就会发现，不同性格的人动作也不同。同样是笑，内向的人可能是红着脸害羞地低头笑；外向的人则可能笑得自然大方；淳朴的人笑得爽朗；狡猾的人笑得诡秘。只要我们在生活中用心发现人物身上特有的细微的举止，写作时把它写进文章中，那么所塑造的人物形象就会有血有肉、性格鲜明，形象栩栩如生。（2）用最准确的动作反映人物的内心：法国作家福楼拜说：“无论你所要讲的是什么，真正适当的动词和形容词也只有一个，就是那最准确的一句，最准确的动词。（3）分解人物动作，浓墨泼写体现人物个性：动作是无声的语言，是人物个性的符号。在塑造人物时，动作往往是一连串的。怎样把一连串的动作写细、写具体呢？我们采用“分解法”。先把一连串的动作分解成若干个动作，然后把每个动作都作具体描写，最后把每个动作按一定的顺序连起来。动作行为描写的微观技巧▲英语读后续写试题写作示例第二节读后续写（满分25分）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。AGIFTFORGRANDPAThesummervacationwascoming.JackandhisbrotherBerlinwerefilledwithexcitementastheythoughtofvisitingtheirgrandparentsagain.Thebigdaycameatlast.Afterthehappyfamilygotready,theysetoutforthegrandparents’homeeagerly.Ontheway,thebrotherswereexcitedlytalkingaboutthefuntheyhadwiththeirgrandparents.Alittlebluehousewithatallwhitechimneyfinallyappeared.BehindthepropertywastheforestcarryingtheirgoodmemorieswithGrandpa.Theyarrivedatthedriveway,attheendofwhichGrandpawaswaitingforthemjoyfully.JackandBerlineachgaveGrandmaabighugandthenswepttothelivingroom,shoutingexcitedly“Grandpa,weareback!”Seeinghisgrandsons,Grandpawaswildwithjoyandtriedtogetupwithallhisstrengthfromthechairbutinvain.Ahelplessexpressionflashedacrosshisface.Grandmaexplainedthathishealthwasdecliningrapidlyandthathemaybecouldn’tstanduponhisownforever.ButGrandpadeclaredstubbornly(倔强地),“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.所续写短文的词数应为150左右；2.续写部分分为两段，每段的开头语已为你写好；Paragraph1:Berlinthoughtitwasagoodidea.Paragraph2:JackandBerlinhandedthecanetoGrandpa.【试题信息】试卷名称体裁主题语境词数潍坊市2022年高考模拟试题记叙文人与社会正文英文词数344，两个词给了中文提示，续写第一段首句7个单词，续写第二段首句8个单词。【语篇分析】1.what（前文主旨）Jack和弟弟Berlin暑假期间去看望他们的爷爷奶奶。到那里后他们得知，爷爷因生病已经无法起身。他的健康每况愈下，可能永远站不起来了。但爷爷坚信自己能站起来。Jack和Berlin决定送爷爷一份礼物让他开心。Jack想抓一只鸟给爷爷，可是担心爷爷不喜欢鸟儿被关在笼中。他又想到可以用树棍给爷爷做一个拐杖。2.why（故事主题）关爱家人，直面挑战，永不言弃。3.how（写作技巧）第三人称、记叙、描写4.具体内容（利用拉波夫叙事模式进行分析）点题这篇文章自身有一个标题，读者通过标题可以很清晰地获取全文的主题Agiftforgrandpa。通过阅读第一段可知，本章讲述的是Jack和Berlin两兄弟为爷爷准备礼物的经过和结果。指向本篇文章的指向就在前三段，时间是暑假的一天，地点就是在爷爷奶奶家,alittlebluehousewithatallwhitechimney，主要人物Jack和Berlin两兄弟以及爷爷，次要人物是父母和奶奶。进展本文的进展是Jack和弟弟Berlin在得知爷爷因病无法站立后，想办法制作一个礼物给爷爷，让爷爷开心，鼓励爷爷乐观地面对疾病和生活。。结果/结局结局部分是需要学生续写的，通过文章的最后一句“Whynotmakeacane(拐杖)outofayoungtree?!”，再根据续写第一段的首句“Berlinthoughtitwasagoodidea.”可知，两兄弟就这一提议达成一致，开始为爷爷制作拐杖。他们做了什么？他们选择了怎样的树？如何制作的，做好了吗？根据续写第二段的首句“JackandBerlinhandedthecanetoGrandpa”可确定第二段的写作思路——爷爷得到拐杖后想到了什么？爷爷能否用拐杖站起来？大家的感觉怎样？评议评议贯穿了材料全文。前四段中作者陆续用到excitement,eagerly,fun,joyfully,sweptto,shoutingexcitedly这些词语来表现出两兄弟对于爷爷的喜爱和依恋的情感。第四段中wildwithjoy也表现出了爷爷对两兄弟感情的回应。同时，面对自己的疾病，作者用了stubbornly,stuckinhisboyishway来展现爷爷不服输的劲头，也顺理成章地为两兄弟制作拐杖帮助爷爷站起来埋下了伏笔。回应本文给出的材料部分并没有与现实的回应。学生在续写的部分可以适当地加入回应，不加也可。5.语言人物角色1：Jack性格：热情，开朗，聪明，细心行为：拥抱奶奶、冲进客厅、大声呼唤爷爷，拒绝抓鸟，提议制作拐杖心理：excited→eagerly→bored→merry角色2：Berlin性格：热情，开朗，乐于助人行为：拥抱奶奶、冲进客厅、大声呼唤爷爷、建议抓鸟心理：excited→eagerly→bored→merry角色3：Grandpa性格：坚强，倔强行为：努力站起来心理：helpless→stubborn场景爷爷家与爷爷奶奶见面；小树林里制作拐杖语言风格语言风格平实6.情节冲突：爷爷见到孙子很开心想要站起来迎接，却因病无法站立。行动：两兄弟开始制作拐杖（续写第一段）解决：两兄弟将做好的拐杖送给爷爷，爷爷成功地站起来。（续写第二段）

伏笔：第六段提到爷爷曾是一名优秀的森林探险家，为后文两兄弟想到用树枝制作拐杖埋下伏笔。【素材积累】Para4Sweeptothelivingroom冲进客厅Para5Invain徒劳无功Hewasstuckinhisboyishway.他有点孩子气了。（他像个孩子一样执拗起来。）Para6HowmanymerrymomentstheyspentwithGrandpainthekingdom!他们和爷爷在森林王国里度过了多少美好的时光啊！【参考范文】Berlinthoughtitwasagoodidea.Whenthetwobrothersreachedanagreement,theyquicklyranbacktotheirgrandparents’house,gotthetoolstheyneededtomakethecane,andranbacktothewoods.Jacksaid,“Whatkindoftreeshouldwepickforthewalkingstick?”Berlinthoughtforamomentandsaid,“Ithinkweshouldchooseastraighttree,sonoknotswillscratchGrandpa’shands.”Jacknoddedhisheadinagreement.Theyfoundastraighttreeandsettowork.Theycutthetreedown,andwithaknifetheytookthebarkoff.Itwasawonderfultree,whichwassmoothandwasjustoftherightsize(which引导非限制性定语从句).TheythoughtGrandpawouldloveit.JackandBerlinhandedthecanetoGrandpa.WhenGrandpatookthecane,hishandsshookwithjoy,thinking,“Thisismadebymygrandsonsthemselves.Howpreciousitis!”Jacksaid,“Grandpa,wehopethiscanewillhelpyoustandupandcomewithustoexplorethewoods.”Grandpasmiledanddecidedtogiveitatrysoasnottomakehisgrandchildrendisappointed.Heheldthecaneinhisrighthandandthearmofhischairinhislefthand.Hestoodupwithstrengthonhislegs(with复合结构).EveryonewassurprisedandexcitedtoseeGrandpastandup.Atthatmoment,Jacknoticedatearcomingfromthecornerofhisgrandma’seye.▲英语读后续写动作描写微技能------以AGIFTFORGRANDPA的写作为例（一）精挑细选恰当动词学生在描写中通常会陷入这样的困顿，一直在使用通用词汇，比如，一碰到“走”，学生就会写“walk”，而不同的语境可能是“蹑手蹑脚”，可能是“摇摇晃晃”，可能是“偷偷地走”，也可能是“猛冲”，如果通用walk则不能形象表达不出人物此刻的动作，传递不了人物此时的情感。因此学生在选用动词的时候，要仔细琢磨选择恰当的动词。以上面的这篇续写为例，Jack和Berlin众里寻他千棵树，发现一颗合适的，于是乎我们可以用“冲过去dash/rush/stormto...”，两人制作完拐杖回家的动作也可以用这几个词，以此来表明两人高兴急迫的心理；回到家里走进爷爷房间，可以用“蹑手蹑脚tiptoe”表达出两人想给爷爷一个惊喜；爷爷拿到拐杖后站起来，我们可用“颤巍巍站起来staggertohisfeet”表现出借助拐杖的外力艰难站起来这一具体动作。再以各种“看”举例来说，在“Anaughtyboy”一文中，Mark在课堂上捣乱被教师嘴上粘贴了胶带，在描写Mark此时对教师反应时，我们可以用“偷偷地看peepat”，表现出此时他既调皮还有些许害怕的心态；而要描写Mark对班里学生反应时，可以用“交换了一下眼神exchangeaglancewith...”，说明被惩罚后的Mark依然不遵守课堂纪律；如果要描写教师看Mark的反应时，我们可以用“瞥一眼glanceat”。（二）细致入微分解动作一篇优秀的续写作文离不开动作描写，需要一个微镜头一个微镜头地呈现出来，也就是一个画面紧接着一个画面来推动故事情节的进展，这就是说要把一个总体的动作分解开，按照时间顺序通过微小细致的动作串联起来，让人物真正地动起来，收获满满的画面感。“Agiftformygrandpa”一文中，如何用细微动作刻画出两个人制作拐杖的过程呢？在脑海里想象动作发生的先后顺序，“找到—砍掉—移除—抛光”，将并列的动作串联，构成了“ActionA，B，CandD”的结构，也就是“Theysearchedforaproperyoungtree,cutitdown,tookoffitsbranchesandpolishedit.”，这样一套完整的连贯动作就完成了。在续写第一段最后描写两个孩子迫不及待回到家把礼物送给爷爷的场景时，“悄悄进入房间—靠近爷爷—伸出手”，英语表达为“Theycreptintograndpa'sroom,approachedhimandreachedouttheirhands.”，这几个动作接下来就和给出的第二段的第一句话，即两个孩子递给爷爷拐杖有效衔接上了，而且这里选用了具体动作“蹑手蹑脚creep”，更能表现出两个孩子既不想惊动爷爷同时还想要给爷爷一个惊喜的心态。（三）情感饱满刻画人物剧情中的人物是一个个复杂的个体，具有丰富的思想，单凭几个简单的动作并不能让其富有生命力，因此要想塑造出栩栩如生、有饱满情感的人物，要求除了动作描写，还应该结合语言、心理、环境等描写来刻画立体的人物形象。“Agiftformygrandpa”中我们已经使用了一连串的动作描写，那么如何才能让人物活灵活现呢？首先，先用副词或介词短语来修饰动作。上面的句子我们加上合适的枝叶修饰成分，变化为，“Theysearchedforaproperyoungtreepatiently,cutitdownwithalltheirjointefforts,tookoffitsleaveswithcareandpolisheditattentively.”。通过“patiently”“withcare”“attentively”的修饰，表现出了两个孩子耐心专心的性格，一定要为爷爷制作一条舒适的拐杖。其次，通过语言和心理描写来配合人物的动作描写。“找树”这个动作为例，“Suddenly,ayoungtreecameintoBerlin'sview.'Perfect!'Berlinpointedtothetreeandshoutedexcitedly,hiseyesshining.”。这个句子加上了Berlin的语言描写，简简单单的一个单词“Perfect!”就足以表明找了合适的树，当然我们也可以用“There!”或“Look!”；也加上了Berlin的心理描写，“眼睛闪闪发光”来表现他此刻高兴的心情。最后，用环境描写烘托人物的动作。对于“找树”这个动作，可以加上客观环境描写的句子，“ThesoftwindstirredleavesofatreeandblewthroughBerlin'shair.”，然后可以再加上主观环境描写，“ThentheyoungbutstraighttreekeptBerlinthrilled.'Thatisit!'hescreamedwithexcitement.”这样，环境描写更能烘托出Berlin抑制不住的激动心理。（四）花样表达丰富语言在续写时，一系列的动作并不一定都是按照时间先后发生的，有时需要以一个动作为中心点，向上游或下游逐步扩散，在中心动作发生之前还有动作先于此发生，此动作之后也引发一连串的关联动作，或者中心动作发生之时也伴随着其他动作的发生。综此，我们需要变换句式，来凸显中心动作。首先，非谓语动词的使用。在“Toyairplane”一文中，爸爸无意间说的一句话却伤害了辛苦为他制作礼物的女儿Christy的心，描写爸爸发现女儿伤心的动作和心理，“Iturnedaround,onlytofindthatChristy'sinitialexcitementwasreplacedbydisappointment.”，此句结构为“中心动词+onlytodo”，在中心动作“转身”发生时，使用todo表出乎意料的结果状语，来说明爸爸发现是自己说错话惹女儿不开心，前后矛盾更加突出。其次，状语从句的运用。when、while、as、before、after引导的时间状语从句，可以表示动作发生先后或同时发生的动作，借助从句的衬托，以此来强调主句动作的发生。“Agiftformygrandpa”一文中，爷爷看到孩子递过来的拐杖后，立马就明白发生了什么。可以译为“Aftergrandpasawthedelicatecane,heknewwhathadhappened.”，这里用after引导的时间状语从句，来说明句子的中心动作know是在看see之后发生的。再者，with复合结构的添加。“Agiftformygrandpa”一文中，叙述爷爷拿到拐杖后站起来的动作“Withthecaneinhishand,grandpacouldn'twaittostandup.”，用“with+宾语+介词短语”结构，突出了拐杖的辅助作用，爷爷是靠此站起来的。又如，“Withabirdintentionallycarvedonit，afashionablecanewasmadecompletely.”用“with+宾语+过去分词”结构表示伴随动作，中心动作bemade是随着小鸟的雕刻而完成的。（五）恰如其分运用修辞恰当修辞的运用可以让动作描写更加形象、生动，人物更加鲜活，让语言通俗易懂，突出语言的表达效果。首先，使用明喻，将具有共同点的两个事物用like等词联系在一起。比如，“Withthehelpofthecane,grandpagotupstraightlikeasoldier.”，此句中用“likeasoldier”强调爷爷能站起来了，而且在拐杖的协助下能站立得像一位战士一样，突出两个孩子亲自制作的拐杖真的能派上用途。又如，“Istretchedmyarmslikewingsofthetoyairplane,andranaroundtheroomincircles,attractingotherchildrentojoinme.”，用比喻“likewings”说明张开手臂的目的就是为了摆出飞机的模样，为后文孩子们的加入做了铺垫。其次，使用暗喻，用一个事物比喻另一个事物，往往没有比喻词。比如，同样是爷爷收到拐杖后的心理描写，还可以这样描述，“Atthesightofthehand-madecaneinperson,grandpafeltalumpinhisthroat,notknowingwhattosay.”，用喉咙里似有肿块，说明爷爷一时间感动地说不出话来，嗓子像被堵塞了一样。最后，使用夸张，可以表达出人物鲜明的态度，以此强调某个动作。例如，“Christyrushedtoherroom,slammingthedoorviolently,leavingmefrozenthere.”，表达出父亲没有想到女儿反应如此大，用夸张表达frozen，意识到自己的错误，一下子不知所措，内心也有点懊恼。拓展训练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。Mostnights,therewasalightcomingfromthetinyislandontheothersideofthelake.Ialwaysthoughtthatwasstrangebecausesupposedly,noonelivedthereanymore.That’swhypeoplecalleditGhostIsland.Strangerstill,onenight,thelightflashed.“There’sthelightagain,”Isaidtomybrother,Dale.“Yeah,strange,”hesaid.“Takealook,Ben,”Dadsaid.Hehadsetuphistelescopetoviewtheplanets,butnowitwasaimedatGhostIsland.Ifoundthattherewasaspotlight(聚光灯).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(摩斯密码)?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.续写词数应为150左右;2.请按如下格式在相应位置作答。Paragraph1:Daledoubtedifwe’dfindanyone,butwesetoutforGhostIsland.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:WevisitedMr.MoriseveraltimesafterhereturnedtoGhostIslandfromthehospital.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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。Asaneducator,IhavediscoveredthatthelifelessonsthatstudentsbringwiththemtoschoolaretheonesthatItrulyneedtolearn.Onestorythatdescribesthisawesomeresponsibilitystartswithasecondyearcollegestudent.Everyday,hewouldcomeintomymathclass,sitintheverybackandavoideyecontact.WhenIwouldasktheclassquestions,Icouldhearadeepvoicecomingfromhisdirectionsayingthecorrectanswereverysingletime.Iimmediatelybegantoinvestigateandfoundthathehadhighstandardizedtestscoresbuthisreportcardinschooldidnotmatchhisperformances.Iknewsomethinghadtochange.Throughourschoolmentoring(辅导制)program,Iaskedhimifhewouldliketobeapartofasupportteamthatwasspecificallydesignedtohelphimgraduateontimewithhisclassmates.Thisprogramrequiredmetovisitallofhisclassroomteachers,helphimcompleteeveryassignment,providehimwithmaterialstofinishprojects,andconstantlyremindhimthatsuccesscouldbeachievedifhestayedonthispath.Inhissenior,hewasabletomaketheHonorRoll(光荣榜).Thisstudenthadbeenlivingwithhisgreat-grandfatherinsteadoflivingwithhismotherandsixsiblings(姊妹).Theconceptoffamilyhadnotbeendemonstratedinhislife.However,atschool,thisprogramprovidedhimwithateamthatfocusedonhisacademicneedsaswellascelebratedhissuccesses.Theideaoffamily,wherehewascaredforandwasseenasimportant,wasabletobecomeareality.Unfortunately,duringhissenioryear,hisgreat-grandfatherpassedaway,whichterriblyinfluencedhisnewlypositiveviewoflife.Butbecauseofthebondthatwasestablishedoverthepasttwoyearsthroughtheprogram,Iwasabletokeephimfocusedonwhathecouldcontroltoachievehisgoal.Heshoweddeterminationandperseverance,andhebecameaseniorwithhisoriginalclassandhadtheopportunitytograduatewithhisfriends.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。Sadly,whengraduationdayapproached,herefusedtoattendtheceremony._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Icanstillrememberhissmilefaceashewalkedacrossthatstagetoreceivehisdiploma._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3．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。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(无脊椎动物)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）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。Paragraph1:ThenImetanexpertwhotookonelookatthemandsaiditwasanewspecies.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Duringmyresearch,partoftheareawherethesefrogslivewasdestroyedbyfire.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4．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。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）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。Ourteststartedandweweresittingtherebusyworkingonourpapers._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ThenMr.Wardaskedthekidhewaswatchingtogotohisoffice._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________参考答案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.【导语】本文以人物为线索展开，讲述了作者发现大多数夜晚，都有灯光从湖的另一边那个被风吹拂的小岛上照出来，觉得很奇怪，因为按理说，那里已经没人住了。更奇怪的是，一天晚上，那盏灯忽亮忽灭。最后作者和Dale决定上岛去查看情况，结果发现了受伤的Mori先生，他用灯光发出了求救信号。【详解】1.段落续写①由第一段首句内容“Dale怀疑我们是否能找到任何人，但我们还是出发去了幽灵岛。”可知，第一段可描写他们在岛上的经历以及发现了Mori先生并帮助他的经过。②由第二段首句内容“Mori先生从医院回到幽灵岛后，我们几次拜访了他。”可知，第二段可描写作者和Dale与Mori先生建立联系以及感悟。2.续写线索：去幽灵岛——来到小屋——发现Mori先生——Mori先生解释原因——救助Mori先生——建立联系——感悟3.词汇激活行为类①抬起：elevate/lift②遮住：obscure/overcurtain③到达：arrive/getto④帮助：help/assist情绪类①不小心：accidentally/incautiously②感谢：thank/appreciate【点睛】[高分句型1]Aswedrewcloser,theoldcampcameintoview,partiallyobscuredbypinetrees.(运用了as引导时间状语从句)[高分句型2]TheymovedMr.Moriontoaboatandtookhimacrossthelake,whereanambulancewaswaiting.(运用了where引导非限制性定语从句)2．Sadly,whengraduationdayapproached,herefusedtoattendtheceremony.Hetoldmegloomilythathewouldnotattendthegraduationceremonybecausenofamilymemberwouldbetheretoseehimwalkacrossthestagetoreceivehisdiploma.Itoldhimthathewaswrong,becauseonthatday,Iwouldbethereaswellashissixotherteacherswhohadtheunbelievableopportunitytoseehimtransformintoastudentofself-worth,diligence,andpotential.Icanstillrememberhissmilefaceashewalkedacrossthatstagetoreceivehisdiploma.Istillthinktomyself,whatifthatmomenthadneverhappened?Whatifhisanswerswerenotheard?Whatifthelessonshewastryingtoteachmewerenotlearned?Ihavelearnedthatlessonsarenotalwaysmeanttobeforstudents.Asateacher,Ilookforwardeagerlyeveryyeartothelessonsmystudentsbringtotheclassroom,becauseIknowtheselivesarereadytobechanged.【导语】本文以人物为线索展开，讲述了作为一名教育工作者发现他的班级里有一名成绩和课堂表现不相符的学生。通过学校的辅导计划，作者逐渐了解到这位学生的家庭背景和成长环境。在作者的关注和辅导下，他表现出决心和毅力，并和原来的班级一起成为高年级学生，也有机会和他的朋友一起毕业。但是，当毕业日临近时，他拒绝参加毕业典礼。在作者的鼓励下，他微笑着走上台去拿毕业证书。作者感悟到学生带到学校的生活课程是作者真正需要学习的。【详解】1.段落续写：①由第一段首句内容“可悲的是，当毕业日临近时，他拒绝参加毕业典礼。”可知，第一段可描写作者了解到这位学生拒绝参加毕业典礼的原因，并鼓励他成为有价值有潜力的人。②由第二段首句内容“我仍然记得他走上台去拿毕业证书时笑容。”可知，第二段可描写作者成功的劝说这位学生参加毕业典礼以及作者的感悟。2.续写线索：观察到一位成绩和表现不符的学生——帮助——了解生活背景——鼓励参加毕业典礼——感悟3.词汇激活行为类①参加：attend/participatein②改变：transform/change/turn③目的是，为了：bemeantto/bedesignedto情绪类①沮丧地：gloomily/pessimistically②热切地：eagerly/earnestly【点睛】【高分句型1】Itoldhimthathewaswrong,becauseonthatday,Iwouldbethereaswellashissixotherteacherswhohadtheunbelievableopportunitytoseehimtransformintoastudentofself-worth,diligence,andpotential.(使用了that引导的宾语从句，because引导的原因状语从句从句以及who引导的定语从句)【高分句型2】Ihavelearnedthatlessonsarenotalwaysmeanttobeforstudents.(使用了that引导的宾语从句)3．Paragraph1:ThenImetanexpertwhotookonelookatthemandsaiditwasanewspecies.Thesefrogsspendtheirentirelifecycleinsidetheplant:Theylaytheireggs,becometadpolesanddoeverythinginsideit.Idecidedtofocusmyresearchonthisfrog,andworktosaveit.IneverthoughtIwouldspendmycareerlearningaboutfrogs,butitfeelslikeanobligationtofinishthisworkandmakesuretheyareprotected.(心理描写)Ihopetoinspireotherstodothesame—becausebyprotectingonespeciesIamprotectingawholehabitat.Paragraph2:Duringmyresearch,partoftheareawherethesefrogslivewasdestroyedbyfire.Firefr