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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。
A GIFT FOR GRANDPA
The summer vacation was coming. Jack and his brother Berlin were filled with excitement as
they thought of visiting their grandparents again.
The big day came at last. After the happy family got ready, they set out for the grandparents’
home eagerly. On the way, the brothers were excitedly talking about the fun they had with their
grandparents.
A little blue house with a tall white chimney finally appeared. Behind the property was the forest
carrying their good memories with Grandpa. They arrived at the driveway, at the end of which
Grandpa was waiting for them joyfully.
Jack and Berlin each gave Grandma a big hug and then swept to the living room, shouting
excitedly “Grandpa, we are back!”
Seeing his grandsons, Grandpa was wild with joy and tried to get up with all his strength from
the chair but in vain. A helpless expression flashed across his face. Grandma explained that his health
was declining rapidly and that he maybe couldn’t stand up on his own forever. But Grandpa declared
stubbornly (倔强地), “I can!” Certainly, he was stuck in his boyish way. Mum and Grandparents
were happy to meet again after a long time. They sat together and chatted about what happened
recently.
The brothers were soon bored with adult conversation, went out and wandered into the forest.
Tall trees stretched up to the heavens with large branches crossing each other, while young ones rosestraight like soldiers. Grandpa was once a great explorer full of wisdom. He could tell where the
birds came from only by their calls and songs. The trees, birds, lizards, lots of bugs… How many
merry moments they spent with Grandpa in the kingdom!
But now Grandpa couldn’t get up. This made them worried. “We need to think out a way to
cheer him up,” Jack said. “Grandpa is a bird lover, so we can catch him a bird,” Berlin suggested.
“But he hates birds being caged!” Jack shook his head.
Then a bright idea came to Jack’s mind. “Why not make a cane (拐杖) out of a young tree?!”
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；
Paragraph 1: Berlin thought it was a good idea.
Paragraph 2: Jack and Berlin handed the cane to Grandpa.
【试题信息】
试卷名称 体裁 主题语境 词数
正文英文词数344，两个词给了中文提
潍坊市2022年
记叙文 人与社会 示，续写第一段首句7个单词，续写第二
高考模拟试题
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A gift for
grandpa。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, a little blue
house with a tall white chimney，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“Why not make a cane (拐杖) out of a
young tree?!”，再根据续写第一段的首句“Berlin thought it was a good idea.”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“Jack and Berlin handed the cane to Grandpa”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, swept
to,shouting excitedly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
wild with joy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, stuck in his boyish way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】
Para 4
Sweep to the living room 冲进客厅
Para 5
In vain 徒劳无功
He was stuck in his boyish way. 他有点孩子气了。（他像个孩子一样执拗起来。）
Para 6
How many merry moments they spent with Grandpa in the kingdom! 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】
Berlin thought it was a good idea. When the two brothers reached an agreement, they quickly
ran back to their grandparents’ house, got the tools they needed to make the cane, and ran back to thewoods. Jack said, “What kind of tree should we pick for the walking stick?” Berlin thought for a
moment and said, “I think we should choose a straight tree, so no knots will scratch Grandpa’s
hands.” Jack nodded his head in agreement. They found a straight tree and set to work. They cut the
tree down, and with a knife they took the bark off. It was a wonderful tree, which was smooth and
was just of the right size (which引导非限制性定语从句). They thought Grandpa would love it.
Jack and Berlin handed the cane to Grandpa. When Grandpa took the cane, his hands shook with
joy, thinking, “This is made by my grandsons themselves. How precious it is!” Jack said,
“Grandpa, we hope this cane will help you stand up and come with us to explore the woods.”
Grandpa smiled and decided to give it a try so as not to make his grandchildren disappointed. He
held the cane in his right hand and the arm of his chair in his left hand. He stood up with strength
on his legs (with复合结构). Everyone was surprised and excited to see Grandpa stand up. At that
moment, Jack noticed a tear coming from the corner of his grandma’s eye.
▲英语读后续写动作描写微技能------以A GIFT FOR GRANDPA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/storm to...”，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 stagger to his feet”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“A naughty boy”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 peep at”，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 exchange a glance with...”，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 glance at”。
（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。“A gift for my grandpa”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“Action A， B，C and D”
的结构，也就是“They searched for a proper young tree, cut it down, took off its branches and polished it.”， 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“They crept into grandpa's room, approached him
and reached out their hands.”，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。
“A gift for my grandpa”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，“They searched for
a proper young tree patiently, cut it down with all their joint efforts,
took off its leaves with care and polished it attentively. ”。通过“patiently”“with care”“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, a young tree
came into Berlin's view. 'Perfect!' Berlin pointed to the tree and shouted excitedly, his eyes shining.”。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，“The soft wind
stirred leaves of a tree and blew through Berlin's hair.”，然后可以再加上主观环境描写，“Then the young but
straight tree kept Berlin thrilled. 'That is it!' he screamed with excitement.”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“Toy airplane” 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，“I turned around, only to find that
Christy's initial excitement was replaced by disappointment.”，此句结构为“中心动词 +only to do”，在中心动
作“转身”发生时，使用 to do 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。“A gift for my grandpa”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“After grandpa saw the delicate cane, he
knew what had happened.”，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。“A gift for my grandpa”一文中，叙述爷爷拿到拐杖后站起来的动作
“With the cane in his hand, grandpa couldn't wait to stand up. ”，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，“With a bird intentionally carved on it，a fashionable cane
was made completely. ” 用“with+ 宾 语 + 过去分词”结构表示伴随动作，中心动作 be made 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，“With the help of the
cane, grandpa got up straight like a soldier.”，此句中用“like a soldier”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，“I stretched my
arms like wings of the toy airplane, and ran around the room in circles, attracting other children to join me.”，用比
喻“like wings”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，“At the sight of the hand-made cane in person, grandpa felt a lump in his throat, not
knowing what to say.” ，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，“Christy rushed to her
room, slamming the door violently, leaving me frozen there.”，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。Most nights, there was a light coming from the tiny island on the other side of the lake. I always thought that
was strange because supposedly, no one lived there anymore. That’s why people called it Ghost Island. Stranger
still, one night, the light flashed.
“There’s the light again,” I said to my brother, Dale.
“Yeah, strange,”he said.“Take a look, Ben,”Dad said. He had set up his telescope to view the planets, but
now it was aimed at Ghost Island. I found that there was a spotlight (聚光灯).Dale looked too and guessed it was a
tree branch, blowing back and forth in the wind.
Then I asked Dad what he knew about Ghost Island. “Mr. Mori has owned it since I was a kid. I remember
he once served in the Coast Guard. And he must be quite old by now,” Dad said. “He used to spend summers there,
but I wonder if he still comes up at all.”
The next day, we planned to go fishing. We always go before sunup and I was so worried about oversleeping
that I woke up extra early. Dale was already on the boat. I looked across the lake, which was smooth as glass.
“Huh,” I said. “There’s the light again. Only this time there was no wind, and the flashes appeared in a specific
way. “It’s an SOS distress signal!” I said immediately. Dale laughed. “Morse code (摩斯密码)? No one uses that
old thing anymore.”
“No, watch,” I said. “It goes dot-dot-dot, dash-dash-dash, dot-dot-dot. That’s SOS. I learned it at Boy Scouts.
I had to send and receive messages using Morse code.”
“You guys are going to scare all the fish away!” Dad said. “What’s going on?”
I told him about the light but it had stopped. And he advised us to check if Mr. Mori was at his cabin (小木
屋). He might know Morse code due to his Coast Guard experience.
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。
Paragraph 1:
Dale doubted if we’d find anyone, but we set out for Ghost Island.
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We visited Mr. Mori several times after he returned to Ghost Island from 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。
As an educator, I have discovered that the life lessons that students bring with them to school are the ones
that I truly need to learn.
One story that describes this awesome responsibility starts with a second year college student. Every day, he
would come into my math class, sit in the very back and avoid eye contact. When I would ask the class questions, I
could hear a deep voice coming from his direction saying the correct answer every single time. I immediately began
to investigate and found that he had high standardized test scores but his report card in school did not match his
performances. I knew something had to change.
Through our school mentoring (辅导制) program, I asked him if he would like to be a part of a support team
that was specifically designed to help him graduate on time with his classmates. This program required me to visit
all of his classroom teachers, help him complete every assignment, provide him with materials to finish projects,
and constantly remind him that success could be achieved if he stayed on this path. In his senior, he was able to
make the Honor Roll (光荣榜).
This student had been living with his great-grandfather instead of living with his mother and six siblings (姊
妹). The concept of family had not been demonstrated in his life. However, at school, this program provided him
with a team that focused on his academic needs as well as celebrated his successes. The idea of family, where he
was cared for and was seen as important, was able to become a reality.
Unfortunately, during his senior year, his great-grandfather passed away, which terribly influenced his newly
positive view of life. But because of the bond that was established over the past two years through the program, I
was able to keep him focused on what he could control to achieve his goal. He showed determination and
perseverance, and he became a senior with his original class and had the opportunity to graduate with his friends.
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, when graduation day approached, he refused to attend the ceremony.
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I can still remember his smile face as he walked across that stage to receive his diploma.
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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。
I remember the park rangers saying, “Why are you going up there? There is no water on the top, and you’re
not going to find any frogs.” I said, “Well, I’m going to check it out.”
The Espinhaco mountain range in the east of Brazil is a very special place, and it’s mostly unknown. My
house looks on to the mountain in Pico do Itambe state park, so I have my breakfast looking at it each morning.
You’re surrounded by thunderstorms and strong winds, and the humidity is high. I waited for heavy rains and went
to climb to the top.
What had caught my eye were the bromeliad plants, which look like the top of a giant pineapple. Each plant
can hold up to 2 litres of water, and inside there is so much happening. Larvae, beetles, all kinds of invertebrate (无
脊椎动物) live in there—it's a whole ecosystem in a tiny space. The central cup holds loads of rainwater, and I
thought there could be some frogs using them.
Sure enough I was right. And this led me to discover a new species of frog, which I have committed my life
to protecting. That day, I found a frog in the very first bromeliad I looked inside. I thought, wow, I’ve never seen
such a tiny frog; it was the size of my nail. I couldn’t catch it—the plant was complicated inside.
I looked in the next bromeliad and there was another frog. They all had them in. I saw about 20 frogs that
night, and caught three. I took them to the museum for identification, but couldn’t find a match. I ended up walking
around with three little frogs in my bag for a year, preserved in a jar. I would take them to meetings with me, andask people if they had ever seen them before.
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:
Then I met an expert who took one look at them and said it was a new species.
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During my research, part of the area where these frogs live was destroyed by fire.
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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。
Mr. Ward couldn’t stand students cheating the most. Whenever there was an exam, he watched very closely,
making sure no act of cheating was neglected, and any student who cheated would be seriously punished.
I remember many times after tests, Mr. Ward found that the students sitting around me had better scores than
the others and the further away a student was from me, the worse his grade. Mr. Ward suspected that some of the
juniors “accidentally” got some of my answers. So he and I had a very interesting talk about cheating.
Mr. Ward once told me of some of the ways students tried to cheat. Student A intentionally “dropped” his
pencil an unusually far distance from his desk. Then he stood up and walked slowly across the room to take it back.
On the way, he glanced at the papers. Student B got a piece of paper and wrote down all the formulas (公式) on a
tiny bit of paper taped to the inside of the kid’s palm. These incidents weren’t very rare.
The last day of the entire school year, all I had left was my math exam and there seemed to be some definite
tension in the air because this was the biggest test of the year. I saw some kids trying to do some last minute
studying, some trying to calm themselves down by breathing slowly and some saying a silent prayer.Mr. Ward went to the front and started handing out the tests by rows. After explaining the rules of the test, he
said very clearly, “If you cheat, I will take your test and tear it up. You will get a 0 for the biggest grade of the
year.” Mr. Ward moved very effortlessly and efficiently about the room and during every test he went into a sort of
RADAR mode. He sat at the front and watched the room for anything that might look like cheating. During this
RADAR mode, if you were cheating, you would be caught. 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。
Our test started and we were sitting there busy working on our papers.
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Then Mr. Ward asked the kid he was watching to go to his office.
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参考答案
1．
Paragraph 1:
Dale doubted if we’d find anyone, but we set out for Ghost Island. As we drew closer, the old camp came into view,
partially obscured by pine trees. After tying up to the dock, we followed an overgrown trail that led to the cabin.
“Hello?” I called. “Anybody home?” A voice from inside made us jump. “Yes! Please, I need help!” We pushed the
door open. An elderly man lay on a couch with one foot elevated. He leaned back and sighed. “Thank goodness.”
“Mr. Mori?” Dale said. The man nodded. “I was taking a picture when I accidentally dropped my phone into the
lake and twisted my ankle.” Frowning, he looked at the badly swollen joint. Dale called Dad, who arrived shortly
after with two marine patrol officers. They moved Mr. Mori on to a boat and took him across the lake, where anambulance was waiting.
Paragraph 2:
We visited Mr. Mori several times after he returned to Ghost Island from the hospital. It was evident that he had
fallen on hard times. We helped him with repairs and brought him groceries. He always thanked us for what we had
done. Over time, we formed a bond with him. He often told us stories of his adventures in the Coast Guard and we
would listen with rapt attention. Mr. Mori’s island no longer seemed like a ghost island to us. Instead, it became a
place of warmth and friendship, a reminder that even in the most remote places, humanity can still flourish.
【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/lift
②遮住：obscure/overcurtain
③到达：arrive/get to
④帮助：help/assist
情绪类
①不小心：accidentally/incautiously
②感谢：thank/appreciate
【点睛】[高分句型1]
As we drew closer, the old camp came into view, partially obscured by pine trees. (运用了as引导时间状语从句)
[高分句型2]
They moved Mr. Mori on to a boat and took him across the lake, where an ambulance was waiting. (运用了where
引导非限制性定语从句)2．Sadly, when graduation day approached, he refused to attend the ceremony. He told me gloomily that he would
not attend the graduation ceremony because no family member would be there to see him walk across the stage to
receive his diploma. I told him that he was wrong, because on that day, I would be there as well as his six other
teachers who had the unbelievable opportunity to see him transform into a student of self-worth, diligence, and
potential.
I can still remember his smile face as he walked across that stage to receive his diploma. I still think to
myself, what if that moment had never happened? What if his answers were not heard? What if the lessons he was
trying to teach me were not learned? I have learned that lessons are not always meant to be for students. As a
teacher, I look forward eagerly every year to the lessons my students bring to the classroom, because I know these
lives are ready to be changed.
【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 / participate in
②改变：transform / change/turn
③目的是，为了：be meant to / be designed to
情绪类
①沮丧地：gloomily / pessimistically
②热切地：eagerly / earnestly【点睛】【高分句型1】I told him that he was wrong, because on that day, I would be there as well as his six
other teachers who had the unbelievable opportunity to see him transform into a student of self-worth, diligence,
and potential. (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】I have learned that lessons are not always meant to be for students. (使用了that引导的宾语从句)
3．Paragraph 1:
Then I met an expert who took one look at them and said it was a new species. These frogs spend their entire
lifecycle inside the plant: They lay their eggs, become tadpoles and do everything inside it. I decided to focus my
research on this frog, and work to save it. I never thought I would spend my career learning about frogs, but it feels
like an obligation to finish this work and make sure they are protected. (心理描写) I hope to inspire others to do
the same—because by protecting one species I am protecting a whole habitat.
Paragraph 2:
During my research, part of the area where these frogs live was destroyed by fire. Fire from the surrounding
communities reaches the top of the mountain really quickly, so we have to find ways to stop it. I spared no efforts to
communicate with the government, hoping we can set new reserves for them. At the same time, I managed to raise
money to recover the destroyed area and its ecosystem. I think it will be my legacy, protecting this little frog.
Hopefully someone will take that over, because the work won’t stop.
【导语】本文以人物为线索展开，讲述作者在Pico do Itambe州立公园的山上寻找新物种青蛙的故事。
【详解】1.段落续写：
①由续写第一段首句“然后我遇到了一位专家，他看了一眼，说这是一个新物种。”可以预测续写第一段
主要内容：作者想通过研究这种青蛙从而更好保护它们。
②由第二段首句“在我的研究过程中，这些青蛙生活的部分地区被大火烧毁。”可以预测续写第二段主要
内容：作者联系政府建立保护区，并作者积极筹集资金恢复被破坏的地区及其生态系统。
2.续写线索：专家确定是新物种——作者开始研究这种青蛙——发现这种青蛙生活的部分地区被大火烧毁
——作者联系政府建立保护区——积极筹集资金恢复被破坏的地区及其生态系统
3.词汇激活
行为类
①.拯救：save /rescue
②.保护：protect/preserve
③.努力：spare no efforts to/try one’s best to
心理类①.决定：decide to/be determined to/make up one’s mind to
②.希望地：hopefully /with hope
【点睛】[高分句型1]. I never thought I would spend my career learning about frogs, but it feels like an obligation
to finish this work and make sure they are protected. （运用了省略that的宾语从句）
[高分句型2]. I spared no efforts to communicate with the government, hoping we can set new reserves for them.
（运用了现在分词作状语）
[高分句型3]. Hopefully someone will take that over, because the work won’t stop.（运用because引导的原因状
语从句）
4． Our test started and we were sitting there busy working on our papers. Given the importance of the test, all
students put in a lot of effort to write down their answers. I was relieved when I finished it easily. With 15 minutes
left, I carefully checked my answers. Then I put down my pencil and looked around. At that time, I noticed
something peculiar. I was surprised to see a kid stretching his neck to sneak a look at other students’ answers. He
was cheating! I was unsure of what to do when I saw Mr. Ward looking at the kid with anger in his eyes.
Then Mr. Ward asked the kid he was watching to go to his office. The kid, feeling embarrassed and scared,
slowly moved into the office. In front of the stern Mr. Ward, the kid stood still and silent, his head hanging low and
his body shaking uncontrollably. Eventually, he was overwhelmed with guilt, tears of regret streaming down his
face. In a tearful voice, he confessed to cheating in the test. Mr. Ward’s expression softened slightly. He gently
patted the kid’s head and said seriously, “Honesty is the most important thing!” The kid nodded in understanding.
Despite receiving a failing grade, the kid learned a valuable lesson about honesty.
【导语】本文以人物为线索展开，讲述了Ward先生最不能容忍学生作弊，在整个学年的最后一天，只剩
下数学考试，这是一年中最重要的考试，空气中弥漫着紧张的氛围，Ward先生分发试卷后告诫同学们不要
作弊，一旦作弊就会被抓住并得0分。
【详解】1.段落续写：
①由第一段首句内容“考试开始了，我们坐在那里忙着做试卷。”可知，第一段可描写作者写完试卷后发
现有个学生在作弊。
②由第二段首句内容“然后，Ward先生让他监视的那个孩子去他的办公室。”可知，第二段可描写那个
学生承认作弊，Ward先生告诫他诚实是最重要的。
2.续写线索：写试卷——发现有个学生作弊——学生被叫到办公室——承认作弊——Ward先生教导学生要
诚实
3.词汇激活行为类
①写下：write down /take down
②完成：finish/complete
③承认：confess/admit
情绪类
①惊讶的：surprised/astonished
②害怕的：scared/frightened
【点睛】[高分句型1] I was unsure of what to do when I saw Mr. Ward looking at the kid with anger in his eyes.
（由连接代词what引导的宾语从句和when引导的时间状语从句）
[高分句型2] In front of the stern Mr. Ward, the kid stood still and silent, his head hanging low and his body
shaking uncontrollably.（独立主格结构）
