技巧12 如何设计动作-高一英语读后续写基础技巧与整体演练

这是一份技巧12 如何设计动作-高一英语读后续写基础技巧与整体演练，共17页。试卷主要包含了描写精准化，动作过程化，语言修辞化等内容，欢迎下载使用。


动作描写技巧略谈
读后续写试题都是要求我们续写人物经历，补充故事情节。在答题中存在的典型问题为情节构思与前文不连接、续写内容欠丰满、语言表达欠生动等。其重要原因就是不会根据文章主题和故事发展的需要生动、细致地描写主要人物的动作，导致续写文章情节失真、内容平淡、人物苍白、语言空洞。以下就是动作描写的三个技巧：
一、描写精准化
怎样使用精准化动作类词汇对动作进行细致描写呢？其实很简单，用一系列小动作而不用大动作，或者用含义比较明确的动词，而不用抽象或虚化的动词来描述，可以使描写更加具体生动。试比较下面两句:
①The little by said srry t his mther.
小男孩对他妈妈说对不起。
②The little by hung his head and mumbled an aplgy t his mther.
小男孩垂着头，咕哝着向他母亲道歉。
分析：第一句中“said srry t”不带任何感情色彩,而第二句中使用了具体化的表示“说”的动词mumbled（咕哝），从而使一个不愿意道歉又不得不道歉的小男孩的形象栩栩如生地复现在读者脑海中。除了精准选用表示动作的词语，而且要给动词加上适当的修饰成分。适当的修饰语能细致地表达出动作的时间、幅度、速度、力度等，使人物形象更具活力，能更好地表现人物的鲜明个性与思想境界。动作描写中最常见的修饰成分就是状语，如副词、介词短语等。
例如，在体现动作的迅速和短暂时，我们可以添加以下修饰语：suddenly、immediately、withut pausing、withut delay等。比如下面两句：
①The wlf als nticed them and turned its head back, shuting at Paul and Becky.
狼也注意到他们，回头朝保罗和贝基大喊大叫。
②At the same time, the wlf als nticed them and fiercely turned its head back, shuting ludly at Paul and Becky.与此同时，狼也注意到了他们，恶狠狠地转过头，对保罗和贝基大声大叫。
分析：第二句中加上了at the same time与此同时/ fiercely激烈地/ ludly大声地这三个副词，把这两个人遇到狼这个危险情况生动表达了出来。
至于有哪些重要的副词，可以丰富我们的句子表达呢？在后面的课程中，我们会有专题讲解，请大家耐心等哦。
二、动作过程化
记叙文中有不少动作描写是一连串动作过程的展示。尤其在展示人物个性的动作时,如果我们蜻蜓点水、一笔带过,就很难突出人物形象,也很难给人以深刻的印象,而通过细节描写展现出动作的过程,表现力便会大增。我们来看下面两句:
①She went t catch the butterfly.她去捉蝴蝶。
②She crept alng the path,bent ver swiftly and cupped her hands arund the butterfly gently.她蹑手蹑脚地走着小路，迅速弯下腰，轻轻地绕着蝴蝶。
分析：第①句在描写主人公捕捉蝴蝶的动作时,没有细节的动作描写,因此显得很平淡。而②句运用了creep爬,bend弯腰, cup（使成杯型）三个连贯的动词生动具体地描述了主人公小心翼翼捕捉蝴蝶的微妙过程,具有极强的画面感。因此,在续写过程中,在必要的地方恰当使用一连串的动词来表示过程,能为文章增添不少色彩。
三、语言修辞化
除了在动词上做调整,还可以利用恰当的修辞手法来帮助描写动作。比喻、拟人、夸张等修辞手法都能让动作描写变得更有表现力。
(1）第一组
①The ld man’s face wrinkled.
老人的脸皱了起来。
②The ld man’s face was like a withered apple.
老人的脸像一个枯萎的苹果。
分析：第②句使用了比喻，不说“皱起来”，而说“像一个枯萎的苹果”，使得脸上动作描述，更加生动形象，更加吸引眼球。
(2)第二组：
①My stmach was aching fr nt eating n time.
我的胃因不按时吃饭而疼痛。
②My stmach was punishing me fr nt eating n time.
我的胃在惩罚我没有按时吃东西。
分析：第②句使用了拟人，不说“疼痛”，而说“惩罚了我”，更加生动有趣。
(3)第三组
①When she heard the bad news, she cried.
当她听到这个坏消息时，她哭了。
②When she heard the bad news, a river f tears pured ut.
当她听到这个坏消息时，我泪流如何。
分析：第②句使用了夸张，不说“哭”，而说“泪流如河”，让我们的脑海中，悲伤之情油然而生。
动作描写素材积累
与肢体语言相关的动作描写素材
(1)head
①She turned and headed fr the dr.
她转身朝门走去。
②He buried/put/held his head in hands, greatly annyed.
他双手抱头，非常生气。
③Many peple in the audience ndded in agreement.
许多观众点头表示赞同。
④I fell asleep as sn as my head hit the pillw.
头一碰枕头我就睡着了。
⑤He hung/drpped/lwered/bent/bwed his head in shame.
他羞愧地低下了头。
(2)face
①Her face paled with fright.
她吓得脸都白了。
②A bright smile appeared n/spread acrss/crssed his face.
他的脸上露出了灿烂的笑容。
③Her face lit up/brightened/glwed when I gave her the present.
我给她礼物时，她的脸上焕发出了光彩。
(3)cheek
①Clr rushed/flded/rse t her cheeks when she realized she was being watched.
意识到有人在看她，她顿时涨红了脸。
②He felt his cheeks burning with shame.
他因为羞愧而感到脸颊发烧。
③Her cheeks were wet with tears.
她泪流满面。
(4)eye
①He turned his eyes t the dr when he heard the handle turning.
听到门把转动的声音，他向门那边看去。
②Tina squeezed her eyes shut and bit her lip.
蒂娜闭上双眼，咬了咬嘴唇。
③She lked at her father straight in the eye and answered his questin truthfully.
她直视父亲的眼睛，诚实地回答了他的问题。
④She tried t sit up, her eyes fixed n Jan's face.
她试图坐起来，双眼紧盯着琼的脸。
⑤I felt tears well up in my eyes.
我感到泪水在眼里涌出来。
(5)muth
①Our muths drpped pen in surprise.
我们惊奇地张大了嘴。
②My muth started watering when I smelled the fd.
闻到食物的香味，我开始流口水了。
③My heart was in my muth when I walked int her ffice.
我走进她的办公室时，紧张得心都提到嗓子眼了。
(6)hand
①She tk the child's hand and helped him climb the steps.
她拉住孩子的手牵着他爬上台阶。
②He reached fr her hand and held it tightly.
他伸手抓住她的手并紧紧握住。
③She shrugged and spread her hands. “That's all I can tell yu.”
她耸耸肩，摊开双手说：“我只能告诉你这么多了。”
④She shivered, rubbing her hands tgether fiercely.
她一边颤抖，一边使劲搓着双手。
⑤Her hands shk/trembled as she lifted the glass t her lips.
她的手颤抖着把杯子送到唇边。
(7)arm
①He was running frward, waving his arms.
他挥舞着胳膊向前跑着。
②He std there with crssed arms, lking angry.
他交叉着双臂站在那里，看上去怒气冲冲。
③She flded her arms and stared at him.
她交叉着双臂注视着他。
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。
It was puring heavily. Mabel was all wet by the time she arrived at the sheltered (遮蔽) walkway. Frm far away she watched the public bus leave the bus stp withut her. She shk her head and said t herself, “I shuld have brught my umbrella.”
Mabel std at the shelter and watched peple get n the buses. The nly way she culd reach schl wuld be t have smene shelter her t the bus stp and wait fr the next bus. The schl was just ne bus stp away.
Hwever, she was nt cnfident f anyne helping her at all. Everyne lked t busy t ntice her. Mabel asked a few peple fr help. But nbdy stpped t lend r share an umbrella. Mabel began t feel disappinted. She was shcked that n ne had agreed t help her. She had n chice but t stay where she was. She decided t wait fr the rain t stp.
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。
Suddenly, smene tuched Mabel n her shulder.
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Mabel finally arrived at her schl.
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2．阅读下面材料，根据其内容和所给段落开头语段续写两段，使之构成一篇完整的短文，续写的词数应为150词左右。
Jacksn’s family hired a driver. The driver’s family came t stay with them in a small huse in their backyard. That’s hw Jacksn met the driver’s eight-year-ld sn Tm. Frm the day he met Jacksn, Tm became his fan. Fr Tm, 11-year-ld Jacksn seemed t be a big by. He wuld always fllw Jacksn arund.
Tm didn’t g t schl. He was admitted t a lcal gvernment schl, but he refused t g. He tld Jacksn shyly that the teachers nly made them cpy wrds frm the blackbard. Since he hadn’t learned hw t read, he culd nt understand anything that was written n the blackbard. Jacksn felt srry fr him. On Sunday, Jacksn saw Tm sitting under a tree hlding an alphabet (字母表) bk in his hands. Jacksn walked quietly twards him and discvered that Tm was hlding the bk upside dwn.
Jacksn tk the bk ut f Tm’s hands and turned the right side up. “This is hw yu shuld read,” he tld Tm. Tw big tears rlled dwn Tm’s cheeks. Tm tld Jacksn, “I want t be like yu, but I can’t d anything.” That evening, Jacksn tld his parents they had t help Tm get int a better schl. It was nt easy t make Tm admitted t a new schl, because the time fr admissin was ver.
Luckily, ne principal (校长) lked at Tm kindly and admitted him t her schl. The next day Tm went t his new schl wearing a new shirt. But when Tm returned frm schl, he was a bit sad. The ther children in his class had laughed at him. He tld Jacksn, “They all said I am much lder than them but in a smaller class. I dn’t want t g t schl.”
注意:
1.续写词数应为150左右；
2.请按如下格式作答。
Paragraph l:
Jacksn said, “Dn’t wrry, Tm, I will teach yu t read."
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Paragraph 2:
Tw mnths later, Tm returned frm schl with a bright smile.
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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。
Mney were tight, s I was excited when a friend mentined an nline cmpany that was trying t hire writers. On checking the requirements fr the pst, I knew this was the jb fr me.
Part f the applicatin prcess invlved writing a test article. I thught ver the tpic, spent several hurs ding research, and prduced my best pssible effrt.
One f the requirements invlved the use f sftware that was new t me. The new sftware saved autmatically as I wrked, s that seemed perfect. That saved me frm needing t hit “save” even nw and then.
After cmpleting the article, I checked it several dzen times. It had t be as near perfectin as pssible. When I culd n lnger imprve it any mre, I tld the cmpany that the pst was ready fr them t read and sent them a link.
A few days passed befre the cmpany cntacted me. They had refused me. I culdn’t understand why. It must have been my article as, until that pint, they seemed happy with everything else. They invited me t try again in ninety days, but there seemed little pint in ding that. I had n idea what they didn’t like abut my article.
Disappinted, I thanked them plitely and wndered what else I culd d t imprve my incme.
Next day, I received anther e-mail frm the cmpany. They wanted me t pst my article again. That seemed strange. What was the pint f psting an article they’d already refused? Fllwing the advice f my friend, I pened my pst nce mre t see if there were any verlked prblems.
I immediately nticed that an editr fr the cmpany had edited the article. She seemed t lve the piece until she came t the last paragraph. It had t many typing errrs.
Near the end, the text turned int three lines f “n”. Here and there, anther letter appeared, and then the “n” cntinued. Over three lines. The wrd was hidden amng dzens f “n”.
I was shcked. Hw culd that have happened? Smething must have landed n the keybard. But hw had I nt nticed it?
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。
At that pint, ur very cute, extremely curius parrt, flew int the rm and landed n my shulder.
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I edited my piece carefully again.
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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。
A little kindness ges a lng way. It is incredible hw ne simple act can cmpletely turn a persn’s day arund. These simple, precius mments are what makes life s special.
Julie Bick is a single mther f tw lvely children, aged 8 and 10, and she thinks her family is her wrld. She abslutely adred her mm and dad grwing up, and she kept a gd relatinship with them as an adult—althugh the stresses f life smetimes gt in the way f them spending time tgether.
Unfrtunately, Julie’s mm passed away unexpectedly. She wasn’t able t make the memries she wuld have hped t, and it bthered her deeply. She was determined nt t make the same mistake twice.
Then in 2017, just ne year after her mm died, Julie’s dad was diagnsed with Alzheimer’s disease (老年痴呆). The wrried daughter was ttally verwhelmed (不堪重负的), but she remembered the prmise she had made t herself after lsing her mther. This news served as a reasn fr spending mre quality time with her dad.
Julie decided that the best thing t d was stick tgether. She and her children, Carlee and Brantlee, mved in with her dad. They wanted t give him the best life, s they became his caretakers. This seemed t cheer her dad up, which was all t essential at such a critical pint in his life.
This new living situatin was nt withut difficulties, but it was wrth it t Julie t be there fr her father. Still, the wman was struggling a lt: She was a mther, a caretaker, a breadwinner, and an individual. It culd be hard t balance it all.
Smetimes Julie felt verwhelmed by the situatin life had thrwn at her, but she always tried t manage it. She never wanted t shw her wrries t her dad, because she didn’t want t cause him stress. When she cried, she wuld wipe away her tears befre he culd see them. But Julie and her dad were clse, and he knew that smething was trubling her.
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。
Frtunately, Harld, a garbage man, cmfrted the dad and daughter with his kindness.
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It meant s much t Julie that this man wuld take time ut f his day t help her.
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5．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。
One day, Dad tk Tim and Lily t the supermarket. “Nw where has Tim gne? ” asked Dad. Lily shrugged. Keeping track f Tim was nt n her agenda tday. She’d been trying t decide n the perfect gift fr Dad’s upcming birthday. This year, she was determined t prepare a present that culdn’t be bught at a stre r rdered nline.
“Daddy!” Tim appeared ut f nwhere, disturbing Lily’s thughts. He yelled, hlding a cereal (麦片) bx in the air, “Let’s get it! It’s nutritius and delicius! And it has a dragn inside! ” Tim remembered Dad saying that when he was a kid, almst every bx f cereal came with a ty. Ever since, Tim was certain that he, t, wuld find a ty in the next bx.
When they gt hme, Dad and Lily began putting away the grceries. Tim culdn’t wait t take the bx f cereal upstairs t his rm. By the time they finished, Lily culd hear Tim shuting. “N! N!” Tim’s vice kept getting luder and luder. Lily imagined each wrd as the sund f a hammer striking metal. Then she raced twards her brther’s rm. The mment she stepped inside, she felt a crunch (嘎吱声) beneath her feet. It was bvius that Tim dumped all that cereal lking fr a ty dragn. “They lied! N dragn. Just a picture n the bx.” Tim sunded clse t tears. Annyed as Lily was, she said quietly, “Let’s see what the bx says.” “I dn’t knw hw t read.” her brther said in a lw vice.
It reminded Lily that last schl year, Tim’s teacher wh sent hme easy-t-read bks and wrksheets insisted that he was ready t learn t read and just needed sme extra help, but Tim cmplained abut bks “fr babies” and “bring” hmewrk assignments. It was really a headache fr Dad t teach Tim t read! At the thught f these, it seemed that Tim’s dragn issue had swept away her cncern fr a present fr Dad.
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。
Paragraph 1：
Lily decided t cperate with Tim, making up a dragn stry and having Tim read fr Dad.
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Paragraph 2：
After what seemed t be a century, Dad’s birthday finally came.
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参考答案
1．Suddenly, smene tuched Mabel n her shulder, Mabel turned back and surprisingly sptted a tall and beautiful lady wearing a shining smile n her face, with a clrful umbrella in her hand. A gentle vice came, “D yu want t g with me?” She explained that she had recgnized Mabel’s schl unifrm and decided t shelter her t the schl. Mabel was pleased beynd descriptin, smiled and agreed immediately.
Mabel finally arrived at her schl. When she sat dwn in class, she tk ff her wet cat and scks and felt verwhelmingly mved. There was n dubt that it was her day because the teacher praised her in class and she felt grateful that she was nt late fr class. Althugh drenched cmpletely, Mabel was still happy that the lady had helped her n the way t schl. She culdn’t help thinking f that beautiful wman. While the lady’s physical beauty was astunding, it was her invisible beauty that she shall always remember.
【写作指导】本文以人物为线索展开，讲述了Mabel在上学的路上遇到倾盆大雨，她找到一个庇护所避雨，但这庇护所离车站有一段距离，她希望有人能分享伞让她去车站，但几次求助无果后，她别无选择只能站在那里等待雨停。
1.段落续写：
①由首句内容“突然，有人碰了碰Mabel的肩膀。”可知，这段可重点写Mabel遇到一位好人愿意送她去学校。
②由第二段首句内容“Mabel终于到了她的学校。”可知，第二段可描写Mabel准时到达学校，心中对帮助她的人充满感激。
2.续写线索：女士提供帮助——Mabel接受帮助——Mabel准时到达学校——Mabel充满感激之情
3.词汇激活
行为类
①.看见：ntice/spt/see
②.解释：explain/interpret/spt
③.记住：remember/keep in mind
情绪类
①.惊讶地：surprisingly /astnishingly/astundingly
②.满意的： pleased/satisfied/cntent
③.感激的： grateful/thankful/appreciative
【典型句式】
[高分句型1]. She explained that she had recgnized Mabel’s schl unifrm and decided t shelter her t the schl. （运用了由that引导的宾语从句）
[高分句型2].While the lady’s physical beauty was astunding, it was her invisible beauty that she shall always remember.（运用了由it was 引导的强调句）
2．Jacksn said, “Dn’t wrry, Tm, I will teach yu t read.” “Can I be the same as yu?” Tm asked with hpe. “Sure, if yu want t.” answered Jacksn. Then the tw made a reading plan tgether. On the day bth f them went t schl, while n the night they spent at least tw hurs reading the alphabet bk. With Jacksn’s help, Tm began t understand the thing that was wrtten n the blackbard slwly.
Tw mnths later, Tm returned frm schl with a bright smile. He rushed int the huse and can’t wait t tell Jacksn a gd news that he was praised by the teacher, wh said he made such a great prgress in a shrt time. And all the class were astnished at his imprvements. “Thank yu,yu d make a difference t me.”said t Jacksn.“N, it is yu wh yu shuld say thanks. Always remember, anyne can make a difference, just dn’t give up!”
【写作分析】本文以第三人称视角讲述汤姆在进入一个更好学校之后因为不识字而被同学嘲笑，从而产生了厌学的想法，在好朋友杰克逊的帮助下，他学习取得了进步，并且赢得了同学们的尊重，对学习和校园生活重拾了信心的故事。
1.段落续写：
①由第一段首句内容“杰克逊对汤姆说：‘别担心，我会教你读书的。’”可知，第一段可写杰克逊是如何帮助汤姆进行阅读识字的。
②由第二段首句内容“两个月之后，汤姆带着灿烂的笑容从学校回来了”可知，第二段可描写汤姆在学校所发生的事情，以及阅读取得的成效和对杰克逊的感谢。
2.续写线索：帮助阅读识字——被表扬——感谢——感悟
3.词汇激活
行为类
①回复：answer/reply
②回家：rush int huse/g back hme
③放弃：give up/back dwn
情绪类
①开心：with a happy smile/very delighted
②惊讶：feel astnished/surprised
【典型句式】
【高分句型1】He rushed int the huse and can’t wait t tell Jacksn a gd news that he was praised by the teacher, wh said he made such a great prgress in a shrt time.（运用了that引导的同位语从句和wh引导的非限制性定语从句）
【高分句型2】N, it is yu wh yu shuld say thanks.（运用了it 引导的强调句型）
3．One pssible versin:
At that pint, ur very cute, extremely curius parrt, flew int the rm and landed n my shulder. He usually flew int my rm and std by me while I was wrking n my cmputer. Smetimes he wuld land n the keybard. He sn learned that if he ran n the keys, little figures appeared n the screen. At sme pint while my imprtant article was still pen n my screen, I must have left the rm. While I was away, he came ut t play! He must have dne a happy tap dance n the letter “n” and then flwn away befre I returned.
I edited my piece carefully again. This time I made sure it was perfect befre clsing the windw. I wrte a cver e-mail cntaining a heartfelt aplgy and explained what I thught had happened. After I sent the letter, I wndered abut my wisdm. It really did sund like the age—ld excuse teachers hear: “The dg ate my hmewrk!” Hwever, it seemed t d the trick. A few days later, I signed my letter f acceptance t wrk with the cmpany.
【写作指导】本文以人物为线索展开，讲述作者非常想要寻找一份工作解决经济紧张问题，朋友提到一份网上公司的工作时，作者核查了要求感觉特别适合自己，于是精心编辑了一篇文章应聘，自我感觉文章近乎完美，但是结果公司却拒绝了作者，作者很困惑，后来公司请作者再次上传一次他的文章，作者打开同一篇文章准备再仔细检查一下，结果发现文章中有许多无效的字母，作者很震惊，最终弄清楚是自己的鹦鹉落在键盘上弄出了这些无效字母的故事。
1.段落续写：
由第一段首句内容“就在那时，我们那只非常可爱、非常好奇的鹦鹉飞进了房间，落在了我的肩上。”可知，第一段可描写作者想到很可能是鹦鹉落在键盘上弄出了这些无效字母n。
由第二段首句内容“我又一次仔细地编辑了我的文章。”可知，第二段可描写作者再次精心编辑了文章，发给了公司，虽然感觉理由有点令人不能相信，作者还是解释了原因，最终被公司录取的经过。
2.续写线索：想到鹦鹉平时的动作——怀疑鹦鹉——再次编辑文章——解释原因——被录取
3.词汇激活
行为类
①.落在键盘上：land n the keybard/fall n the keybard
②.返回：return/g back
③.解释：explain/interpret
情绪类
①.困惑：wnder/fell cnfused/feel puzzled
【典型句式】
[高分句型1]. He usually flew int my rm and std by me while I was wrking n my cmputer.（运用了while引导时间状语从句）
[高分句型2]. I wrte a cver e-mail cntaining a heartfelt aplgy and explained what I thught had happened.（运用了现在分词作定语，what引导宾语从句）
4．
Frtunately, Harld, a garbage man, cmfrted the dad and daughter with his kindness. Harld was an extremely nice man wh had gd relatinships with everyne in the neighbrhd. He was knwn all arund the blck fr his friendliness. Every Mnday he wuld visit with the garbage truck. One Mnday, when Julie just spent a rugh night and swept her tears, her father apprached her and said, “Dn’t wrry, Julie. Harld is my friend. He wuld like a day with me tmrrw s that yu can free yurself fr a mment.”
It meant s much t Julie that this man wuld take time ut f his day t help her. His kind heart left her with a restred faith in humanity. She knew n matter what disease her father had, it wuld never take away his lve fr her. Althugh Harld had picked up their garbage fr many years, he truly didn’t knw well abut her. But when he knew that the father had Alzheimer’s disease, he wuld take time t lk after them. There was s much gd in this wrld, and it started with simple acts f kindness.
【写作指导】本文以人物为线索展开。Julie是位有两个孩子的单亲妈妈，尽管生活压力很大，她还是与父母经常保持联系。然而不幸的是，母亲意外过世，父亲也在一年后患了老年痴呆。Julie为了照顾父亲，带孩子一起搬去跟父亲同住。Julie身兼数职，既要工作，又要照顾孩子和老人，不堪重负；虽然从未在父亲面前落泪，但父亲却也隐隐知道她有难处。幸运的是，捡垃圾的Harld用他的善意安慰了这对父女。Harld在得知Julie父亲的病症后，愿意抽出时间来照顾他们，这一简单的善举让人们感受到了世界的美好。
1. 段落续写：
① 由第一段首句内容“幸运的是，捡垃圾的Harld用他的善意安慰了这对父女。”可知，第一段可描写Harld是如何帮助了他们。
② 由第二段首句内容“这对Julie来说意义重大，这个男人会抽出时间来帮助她。”可知，第二段可描写Harld的帮助对Julie一家人产生的影响和意义，从而点明主题。
2.续写线索：善良的Harld出现——如何帮助——接受帮助——意义重大——感悟
3.词汇激活
行为类
① 恢复、康复：restre/recver
② 得知：knw/learn
③ 照顾：lk after/take care f
④ 开始：start/begin
情绪类
① 美好的：nice/gd
② 善良：kindness/gdness
【典型句式】
[高分句型1] Harld was an extremely nice man wh had gd relatinships with everyne in the neighbrhd.（运用了以关系代词wh引导的限制性定语从句）
[高分句型2] She knew n matter what disease her father had, it wuld never take away his lve fr her. （运用了省略了连接词that的宾语从句和n matter what引导的让步状语从句）
5．One pssible versin:
Lily decided t cperate with Tim, making up a dragn stry and having Tim read fr Dad. “What a gd idea it is! Dad must be satisfied with such a special present!” Lily thught t herself, feeling a surge f excitement. She culdn’t wait t share it with Tim. Unexpectedly, he shk his head in disapprval. Aware that Tim was nt cnfident with himself, Lily cast an encuraging lk at him, saying, “I’ll help yu, and I’m sure yu’ll make it.” Tim ndded. In the fllwing days, Lily taught him t read with great patience. Then, a new dragn stry was brn. Meanwhile, Tim als learned t read the stry they made up.
After what seemed t be a century, Dad’s birthday finally came. They tld Dad t sit in the middle f the cuch. Lily std in frnt f Dad while Tim std behind her. “This is a present frm bth f us! A dragn stry written by us!” Lily annunced and she culd feel Dad was in surprise. When it was Tim’s turn t read the stry, he turned t the first page, reading slwly. Having finished, he caught sight f Dad wiping tears ff his eyes. “This is the best birthday present I have ever received!” he said, hlding bth children in his arms. It was at that time that Tim seemed t have grwn up.
【写作指导】本文以人物为线索展开，讲述了Lily想着爸爸的生日礼物，Tim却忙着在零食里面找玩具龙，没有找到玩具龙的Tim生气，Lily 助他阅读,在Lily帮助下，Tim学会阅读,并在爸爸生日的时候给爸爸读了故事作为礼物。
1.段落续写：
①由第一段首句内容“Lily决定和Tim合作，编了一个龙的故事，让Tim给爸爸读。”可知，第一段可描写Lily想方设法教Tim阅读的经过。
②由第二段首句内容“似乎过了一个世纪，爸爸的生日终于到了。”可知，第二段可描写爸爸为两人的礼物所感动。
2.续写线索：兴奋——分享——鼓励——学会——阅读——感动
3.词汇激活
行为类
①.成功：make it/succeed
②.完成：finish / accmplish
③.帮助：help / give a hand
情绪类
①.惊讶地：in surprise/ astnishment
②.鼓励的：encuraging / inspiring
【典型句式】
[高分句型1]. When it was Tim’s turn t read the stry, he turned t the first page, reading slwly.（运用了when引导的时间状语从句）
[高分句型2]. Having finished, he caught sight f Dad wiping tears ff his eyes.（运用了现在分词作时间状语）