“doing”公式法
在英语读后续写中，巧妙运用 “Doing” 结构能够为文章增添丰富性与生动性，使故
事叙述更加连贯流畅，逻辑更加清晰明了。接下来，我们将深入剖析 “Doing” 在不同场
景下的使用规则、适用语境，并结合具体例句进行详细解读。
一、【Doing sth】表达感官动作、感受、思考与认知
（一）模式公式
“Doing + 感官/认知动作，主句主谓宾表达姿态或方向”。这一公式构建了一种前后
呼应的表达结构，前半部分的 “Doing” 短语聚焦于人物的感官体验、内心思考与认知活
动，后半部分的主句则描述人物基于这些体验和思考所做出的外在姿态调整或行动方向选
择。
（二）详细讲解
1．位置灵活性：“Doing” 结构在句子中的位置较为灵活。置于主句之前时，它常作
为背景信息或先于主句动作发生的行为，为后续的主要动作铺垫场景；放在主句之后，则
用于补充说明主句动作，或者表示与主句动作同时发生的伴随情况。
2．动作关联性：“Doing” 所代表的动作与主句动作之间存在紧密联系，通常是同时
出现，或者在时间上紧密衔接，前后相继发生。
3．常见动词列举：常见用于此结构的动词包括 seeing（看见）、hearing（听见）、
feeling（感觉）、thinking（思考）、noticing（注意到）、realizing（意识到）等。这些动
词能够精准捕捉人物在特定情境下的感官反应和认知变化。
（三）语境适用范围
1．人物心理与感官刻画：该结构特别适用于细腻地描绘人物在故事情节推进过程中
的心理变化轨迹，以及对外界刺激的即时感官反应，帮助读者深入理解人物的内心世界。
2．增强叙述连贯性：它能有效增强文章叙述的层次感，使故事发展如行云流水般自然流畅，引导读者更好地跟随情节发展，沉浸于故事之中。
（四）例句深度分析
1．“Seeing this, the guy hurriedly let go of Kim and broke into a run．”：“seeing” 作为
感官动作，生动展现了人物目睹特定场景的瞬间，这一动作直接引发了主句中 “let
go”（放开）和 “broke into a run”（开始奔跑）的后续行为，清晰呈现出人物从看到场景
到做出反应的整个过程。
2．“Learning what had happened, they phoned the police without
delay．”：“learning”（得知）这一认知动作在时间上先于 “phoned the police”（报
警），二者之间存在明确的因果逻辑关系，准确传达了事件发生的先后顺序和内在联系。
3．“Looking around, he could see nothing but endless darkness．”：“looking around”
体现了人物主动进行观察的感官动作，与主句中 “could see”（能够看见）的动作同步发
生，形象地描绘出人物所处的黑暗环境以及他当时的视觉感受，让读者身临其境。
二、【Doing sth】表达四肢动作
（一）模式公式
“Doing + 四肢动作，主句主谓宾表达姿态、方向、感受或表情”。此公式将人物的四
肢动作与其他方面的表现相结合，全面展现人物在特定时刻的状态。
（二）深入讲解
1．位置多样性：“Doing” 结构在句子中的位置可前可后，无论处于何种位置，都旨
在为句子增添丰富的细节信息或提供相关背景描述。
2．补充说明作用：“Doing” 所代表的四肢动作是对主句动作的补充，着重强调人物
肢体间的互动以及姿态的变化，使人物形象更加立体。
3．常见动词示例：常见的此类动词有 holding（拿着）、throwing（扔）、hugging
（拥抱）等，这些动词能够生动展现人物的肢体行为。
（三）语境适用场景1．细节展现与画面感营造：当需要展现具体的身体动作细节时，使用该结构能够在
读者脑海中勾勒出清晰的画面，增强故事的画面感和可读性，让读者仿佛亲眼目睹故事场
景。
2．动作持续性与情感传递：它还可以突出动作的持续性，同时传递出动作背后所蕴
含的情感，使人物形象更加丰满、鲜活。
（四）例句细致剖析
1．“A group of strangers came together and pinned the man to the sidewalk, holding him
there until the police came．”：主句描述了一群陌生人共同实施的控制行为，“holding”
这一 “doing” 形式的动作进一步补充说明了他们在控制住那个人之后持续进行的动作，
即一直按住他直至警察赶到，使整个场景更加完整。
2．“Holding the shoes close to his chest during the award ceremony, Ali felt overjoyed and
relieved．”：主句着重刻画了阿里在颁奖典礼上的内心感受，“holding” 则描绘了他当时
伴随的肢体动作，通过这个动作更强烈地突显了他内心的喜悦和放松情绪。
3．“I began to cry in relief, throwing my arms around him and hugged him tightly．”：主
句先表达了 “我” 如释重负开始哭泣的情感状态，“throwing” 描绘了随之而来的热情
拥抱动作，生动地展现出 “我” 当时激动不已的心情。
三、【Doing sth】表达方向或者姿态
（一）模式公式
“Doing + 方向动作或者姿态，主句主谓宾表达肢体动作”。此公式通过前后动作的搭
配，清晰展现人物动作的连贯性和逻辑性。
（二）具体讲解
1．强调先后顺序：“Doing” 结构通常放在主句之前，用于强调动作的先后顺序，使
读者能够清晰地理解事件发展的脉络。
2．动作逻辑关联：“Doing” 描述的方向动作和主句动作之间存在直接的因果或时间关联，前一个动作往往是后一个动作的前提或铺垫。
3．常见动词梳理：常见的动词有 turning（转身）、heading（前往）、moving（移
动）等，这些动词能够准确体现人物动作的方向性。
（三）语境适用情况
1．动作流畅性呈现：该结构适用于描述动作的流畅性，突出人物行动的方向性和目
的性，使读者能够跟随人物的行动轨迹，更好地理解故事发展。
2．连贯行为表达：在表达快速或连贯的行为发展时，使用这一结构能够使文章更加
紧凑，增强故事的节奏感。
（四）例句详细解读
“Turning around quickly, she raced along the road.”：“turning around quickly” 这一方向
改变动作发生在前，随后引发了主句中 “raced along the road”（沿着道路奔跑）的动作，
逻辑清晰，生动地展现了人物迅速改变方向并开始奔跑的场景。
四、【Doing sth】表达语言
（一）模式公式
“Doing + 语言行为，主句主谓宾表达肢体动作、方向或表情”。此公式将人物的语言
表达与肢体动作、表情等相结合，全方位展现人物形象。
（二）详细阐释
1．相互补充关系：“Doing” 用于描述语言内容或表达方式，主句则提供与之相配套
的背景信息、肢体动作或表情描述，二者相互补充，共同塑造人物形象。
2．位置可互换性：“Doing” 与主句表达的内容可以反向调换，而句子的核心含义保
持一致，这体现了该结构在表达上的灵活性。
3．常见动词汇总：常见的动词有 saying（说）、shouting（大喊）、murmuring（低
语）等，这些动词能够准确体现人物不同的语言表达方式。（三）语境适用场景
1．增强语言情感表达：适用于需要表达语言和动作同时发生的场景，能够增强语言
情感的表达力，使读者更真切地感受到人物的情绪变化。
2．丰富对话细节：常用于补充人物对话的细节信息或描绘对话发生的环境背景，使
对话更加生动自然，符合人物性格和故事情境。
（四）例句深度解读
“His eyes were filled with tears, saying ‘I’m not wasting.’”：主句通过 “His eyes were
filled with tears” 描述了人物的情绪状态，“saying” 补充说明了人物的语言内容，进一步
刻画了人物的内心世界，让读者更深刻地理解人物此时的情感。
五、【Doing sth】表达原因
（一）模式公式
“Doing + 原因行为，主句主谓宾表达结果行为”。该公式清晰地构建了因果关系的表
达结构，使文章逻辑更加严谨。
（二）深入讲解
1．因果逻辑关系：“Doing” 通常用于描述导致主句动作发生的原因或背景行为，与
主句动作之间形成明确的因果关系，前因后果，一目了然。
2．动作衔接紧密：两者动作在时间上往往紧密衔接，先后相继发生，体现了事件发
展的连贯性。
3．常见动词列举：常见的动词有making（使得）、leaving（导致）、being（由于）
等，这些动词能够有效表达因果关系。
（三）语境适用范围
1．解释动作原因：主要用于解释主句动作发生的原因或动机，使读者能够更好地理解故事中人物行为的合理性。
2．强化叙述逻辑性：它能够增强文章叙述的逻辑性和条理性，使故事的发展更加合
理、顺畅。
（四）例句细致分析
1．“Making clear why they came, they were invited in．”：“Making clear why they
came” 解释了主句 “they were invited in”（他们被邀请进入）发生的原因，逻辑清晰，因
果关系明确。
2．“Janet dashed out, leaving me dumb with deep regret．”：主句 “Janet dashed
out”（珍妮特冲了出去）的动作发生后，“leaving” 描述了这一动作所产生的结果，即
“我” 陷入了深深的懊悔和沉默之中。
3．“Being afraid of being recognized by others, she covered her face with a veil．”：主句
“she covered her face with a veil”（她用面纱遮住脸）的动作是由 “being afraid of being
recognized by others”（害怕被别人认出来）这一原因引发的，准确地表达了因果关联。
模拟演练
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 was in 7th grade when my mom was diagnosed with breast cancer. It was very sudden and unexpected
for our family and obviously I was beaten. I tried my best to balance my first year of middle school and my
home life, even if I knew this was impossible. I hated coming home from school every day for fear of what I
would see when I got home. I hated seeing my mom sick all the time; she was not herself and all I wanted was
for her to stop treatment and get better. Luckily, I had lots of support from my family, friends, and teachers
during this hard time to help get me through it.
At the beginning of the year, I was determined to stay on track with my homework and studying and get
through my first year at middle school successfully. Slowly, I started to become more distracted while at home
with taking care of my mom, cleaning the house and helping my grandma cook our meals. While I was at
school, I could escape and put my mom’s sickness in the back of my mind while I hung out with my friends and
enjoyed playing. I noticed that my quiz and test grades were increasingly getting worse, but I never brought this
to the attention of my mom because I did not want to worry her. Eventually, all of my grades were lower thanC’s.
I knew that I was not doing well at school, and I needed to get my grades back up. I knew that a lot of my
teachers were cutting me some unimportant work because they knew what was happening at home. Ms.
Zazoski, my English teacher was the most supportive teacher that I have ever had and I am so glad that I was in
her class that year.
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。
One day my teacher had me stay after school to have a talk with her.
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That was the motivation that I needed to improve my grades.
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【答案】One possible version:
One day my teacher had me stay after school to have a talk with her. As I stepped up to her huge wooden
desk, I could feel myself getting more and more nervous, surely knowing that she would have a talk with me
about getting my grades up. Looking up, smiling, Ms. Zazoski started speaking empathetically. “This isn’t the
end of the world. I know what you are going through at home, and if you need any support, I am here for you,
always.” she said, in the most kind tone. “Thank you so much.” I said as she hugged me, warmth and love like
my mother melting in my whole body.
That was the motivation that I needed to improve my grades. Walking out of her office, I was extremelyrelieved, as though a 1000 pound weight was lifted off my shoulders. It warmed my heart to know that even
with obstacles in my way, there is always support nearby to help you through. I talked to all of my teachers and
got all the missing work. By far, my 7th grade English teacher was the sweetest and most understanding woman
that I had ever met; and now I am no longer afraid to ask for help or support.
【导语】本文以人物为线索展开，讲述了作者在上七年级的时候，妈妈得了乳腺癌，受到了打击，
但是在家人，朋友和老师的帮助下顺利度过难关。然而，就在作者决定按时完成作业和学习时，照顾
妈妈和帮助奶奶做饭等让作者分心，作者成绩开始下降，作者自知在学校表现不好，幸亏有老师们的
帮助，尤其是遇到了最支持自己的英语老师。
【详解】1.段落续写：
①由第一段首句内容“一天放学后，老师让我留下来和她谈谈。”可知，第一段可描写作者的英
语老师找作者谈话，开导作者，作者很感激。
②由第二段首句内容“这就是我提高成绩所需要的动力。”可知，第二段可描写作者找到了提高
成绩的动力，如释重负，并且找回所有丢失的作业。
2．续写线索：走向老师——老师开导——感谢——如释重负——重新振作——找回作业——感悟
3．词汇激活
行为类
①.走近：step up to/walk up to
②.谈话：have a talk with / have a conversation with
③.拥抱：hug/ embrace
情绪类
①.感谢：thank sb/show one’s gratitude to sb./be grateful to sb.
②.善解人意的：understanding /considerate
【点睛】[高分句型1]. As I stepped up to her huge wooden desk, I could feel myself getting more and
more nervous, surely knowing that she would have a talk with me about getting my grades up.（由从属连词as
引导的时间状语从句和that引导的宾语从句）
[高分句型2]. I know what you are going through at home, and if you need any support, I am here for you,
always.” she said, in the most kind tone. （由连接代词what引导的宾语从句和if引导的条件状语从句）
[高分句型3]. By far, my 7th grade English teacher was the sweetest and most understanding woman that I
had ever met; and now I am no longer afraid to ask for help or support.（由关系代词that引导的限制性定语
从句）模拟演练
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。
When Aiden asked me to accompany him on a camping trip to the mountains, I envisioned a log cabin
with a crackling fireplace, hot cocoa, and bunk beds. Imagine how my rustic, yet comfortable image of camping
became a nightmare when Aiden and his older brother, Lebron, showed up with a truck filled with camping
supplies-tents, rolled-up sleeping bags, and canteens! I did pack a backpack, as instructed, but I had no idea we
were going on survival training!
Lebron, ever so efficient, had a schedule to keep, and he hurried me to get in so we could leave the city
hustle and bustle behind us. Ahead, the mountains loomed bigger than I had remembered them; the trees were
larger, and the environment was much more dangerous. At least the weather was amazing — cotton-candy
clouds dotted the deep blue sky.
At the trailhead, Lebron strapped a sleeping bag onto my pack and lectured Aiden and me about hiking
etiquette.
The first part of the trail looked more like a wooded road that led up the mountains than a hiking path.
Soon, the path became narrower and steeper, forcing me to focus on the task at hand and to talk less. As we
gained elevation, we moved above the tree line, and I could see the trail zigzagging up the mountain.
“It looks closer than it is,” Lebron said, reading my facial cues. “This is the most difficult part … watch
the trail, not the view. Loose rocks and tree roots make the trail dangerous, and we have no shade.”
Finally, we reached the summit. My legs aching, I dropped my pack and groaned.
“No time to rest,” Lebron said, looking up at the sky. The weather had been warm all day, and it felt good
to relax in the cool breeze. “The weather up here changes quickly, and that cool air means a storm is brewing.
We need to set up camp.”
注意：
1． 词数150左右；
2． 请按如下格式在答题纸上作答。
I thought he was kidding, but Lebron was quite serious.
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Just as quickly as the storm came rushing in, it stopped, allowing us to exit the tent.
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【答案】I thought he was kidding, but Lebron was quite serious. He and Aiden worked expertly, while I
stood around and pretended to help, thunder rumbling in the distance. We set up near a boulder outcropping, but
the wind, thunder, and lightning were relentless. As the storm rolled in with a vengeance, we took cover inside.
Lebron, sensing that I was scared, reached in his backpack for some crackers and peanut butter. Slowly, but
methodically, he spread the peanut butter and told stories about his camping adventures. Each time lightning lit
up the tent and the thunder echoed, I cringed. “This is just a typical summer storm — they’re short lived, but
intense,” Lebron stated. “The campsite might get a bit muddy, but what’s the fun in camping if you can’t get
dirty! At least the rain will keep the bears away,” he said with a smile.
Just as quickly as the storm came rushing in, it stopped, allowing us to exit the tent. The view was
stunning — I could see for miles, and the rain left a fresh scent of pine and an earthy smell of soil. As darkness
set in, l marveled at the multitude of stars in the night sky. I won’t lie — I was yearning for a hot shower and a
soft bed, but as I gazed upward at the Milky Way, I knew this was an adventure I would never forget.
【导语】本文以人物为线索展开，讲述了作者跟着艾登和他的哥哥勒布朗一起去露营冒险，一路
艰辛，最终到达了山顶，就在作者想要放松休息一下时，勒布朗却告诉她冷空气意味着风暴正在酝酿。
他们需要马上搭帐篷。
【详解】1.段落续写：
①由第一段首句内容“我以为他在开玩笑，但勒布朗是认真的。”可知，第一段可描写他们开始
搭帐篷和暴风雨来临后的事情。
②由第二段首句内容“就像暴风雨来的一样快，它停了，让我们可以离开帐篷。”可知，第二段
可描写暴风雨停息后作者所见所想。
2．续写线索：开始搭帐篷——帐篷里躲雨——欣赏雨后美景——感慨万千
3．词汇激活
行为类
①认为，觉得：think/guess②帮助：help/aid/give a hand
③躲藏，隐蔽：take cover/find shelter
④停止，结束：stop/cease
情绪类
①认真的，严肃的：serious/solemn
②极有魅力的，绝妙的：stunning/wonderful/beautiful
【点睛】[高分句型1]I thought he was kidding, but Lebron was quite serious.(运用了省略连词that的宾
语从句)
[高分句型 2] He and Aiden worked expertly, while I stood around and pretended to help, thunder
rumbling in the distance.(运用了while引导时间状语从句和独立主格结构作伴随状语)
[高分句型3] As darkness set in, l marveled at the multitude of stars in the night sky.(运用了as引导时间
状语从句)
模拟演练
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。
Zaki was small for his twelve years, and he hated being treated as a child. Farid, his older brother, had
been looked upon as a man long before he was Zaki’s age. Now, every day as the sun warmed the gulf, Farid
and the other young men went out in their wooden boats, to dive for oysters. With luck, there would be pearls in
many of them. Each pearl earned a bonus for the man who found it.
Many times Zaki begged to go along, but Farid always refused.
“You?” Farid would laugh. “First, small one, you have to become larger than the oyster!” Still laughing,
Farid would go his manly way, leaving Zaki bitter and angry.
So every day Zaki would go to the shallow water to practice. His grandfather, a former diver, would watch
him and advise him. All morning, Zaki would practice diving beneath the waves. Every afternoon, he would
again go underwater and hold his breath. With daily practice, his diving improved gradually. Soon Zaki felt as
much at home in the water as he did out of it.
Zaki decided to challenge Farid the next day. He rose early the next morning. Even so, he had to hurry to
catch up with Farid, who was already on the beach.
“Farid, wait!” called Zaki. “I must speak to you.”
In the stillness of the morning his voice carried clearly. The group of men around Farid grew quiet as Zakispoke.
“Farid, I say that I can hold my breath under the water as long as you can. If I win, I ask only that you treat
me as a man and let me dive by your side.” The men of the village burst out laughing.
Farid looked amused. “And what happens, young brother, when you lose?”
Looked down upon, Zaki shouted, “I will not lose! Let us go into the gulf to compete. The men of the
village are here to judge.”
Farid looked surprised, but with all of his friends looking on, he had little choice but to agree.
注意：
1． 续写词数应为150左右;
2． 请在答题卡的相应位置作答。
Zaki and Farid went out into the sea until it was deep enough for them to dive.
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Looking into Farid’s eyes, Zaki suddenly understood what losing might mean to his brother.
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【答案】Zaki and Farid went out into the sea until it was deep enough for them to dive. Then, at a signal,
both dived beneath the waves. Zaki opened his eyes and found himself looking at Farid, who was smiling with
confidence. That smile made Zaki even more determined to win. Seconds ticked by with neither brother moving
toward the surface. Slowly, the smile was fading from Farid’s face, for he hadn’t been expecting such serious
competition. Time passing, on Farid’s face appeared a frown, which soon turned into a worried look. Farid was
realizing that Zaki could possibly beat him.
Looking into Farid’s eyes, Zaki suddenly understood what losing might mean to his brother.He would beteased about losing to a mere child. Looking at the Farid’s suffering face, Zaki smiled. Thinking for a while,
Zaki kicked his feet, rising to the surface of the water a second before Farid’s head appeared beside him. The
watchers cheered, patting Farid on the back. Farid, however, put his arm around Zaki’s shoulders, announcing
that Zaki was qualified. Meanwhile, he whispered, “Thank you.” Then, both brothers had learned that it takes
more than strength to make a man.
【导语】本文以人物为线索展开，讲述了Zaki，一个12岁的小男孩，努力练习潜水，想要像他哥
哥一样被当成成年人对待。同他哥哥比赛潜水，在最后时刻，为了不失去他的哥哥，放弃赢得比赛的
故事。
【详解】1.段落续写：
①由第一段首句内容“Zaki和Farid走到海里，直到水深足够他们潜水为止。”可知，第一段可描
写Zaki同哥哥Farid比赛的过程。
②由第二段首句内容“看着Farid的眼睛，Zaki突然明白了失败对他哥哥意味着什么。”可知，第
二段可描写Zaki思考后决定放弃比赛。
2．续写线索：比赛——激烈——思考——放弃——理解——感悟
3．词汇激活
行为类
①潜水：dive/go under water
②赢：win/gain/obtain
③认识到：learn/realize
情绪类
①忧虑的：worried/ apprehensive
②开心：cheer/feel happy/joyful
【点睛】[高分句型1]. Zaki opened his eyes and found himself looking at Farid, who was smiling with
confidence.（运用who引导的非限定性定语从句）
[高分句型2]. Then, both brothers had learned that it takes more than strength to make a man.（运用that
引导的宾语从句）
模拟演练
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。
Cheemi was a poor orphan living in Pune. Nobody knew where she had come from. Yet everyone acceptedthe frail little girl and named her Cheemi — the little sparrow. She helped people by doing odd jobs for them,
such as fetching vegetables from the corner shop or looking after babies when their mothers went shopping.
Everybody in the neighbourhood liked Cheemi, except Kaki. Kaki was the richest woman there. Cheemi,
in her eyes, was dirty and inferior to her. Therefore, she would not allow Cheemi into her big house. The house
was almost like a mansion with big wooden carved doors and huge halls. Surprisingly, the windows of the
rooms decorated with beads and curtains, were very small.
Kaki lived with her son, her daughter-in-law Gauri and her little grandson, Chotu. Chotu was a great
favourite with the girls. Gauri was a very nice, educated lady and didn’t mind Chotu being carried by others.
Kaki, however, never allowed Cheemi to touch Chotu. How Cheemi wished she could play with him!
That year, Panshet Dam collapsed and the waters of the Mutha river, near Pune, had entered the city. The
water rose fast. There was confusion everywhere. Police vans were trying to help.
When water entered their house, Kaki and Gauri were on the ground floor. Within seconds the water rose.
The police persuaded Kaki and Gauri to climb to the top floor. In the hurry and confusion, they forgot that
Chotu was sleeping on the first floor!
The staircases were flooded. It was impossible to get to the bedroom on the first floor. The door to the
room was closed but not bolted. Any moment the water could rush in. The women panicked. “Chotu!” they
cried. “What’ll happen to our Chotu?”
Suddenly the police discovered that one of the bedroom windows was open, but it was too small for an
adult to crawl (爬) in. Only a child could. But no one was willing to let their children take the risk.
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。
Out of nowhere, Cheemi appeared.
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Loud cheers greeted Cheemi.
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【答案】范文
Out of nowhere, Cheemi appeared. “Let me help. I can easily crawl in and get Chotu out,” she offered
without a second thought. There was no time to waste. The policemen assisted Cheemi to the window: “Jump!”
they told her in a determined tone. “We will drop you a rope ladder through the window.” Without a moment’s
hesitation, Cheemi jumped through the window. Chotu was sleeping soundly. Picking him up, Cheemi put him
on her back and tied him lightly to herself with a bed sheet. Slowly she scaled the ladder and peeped through
the window. Carefully she undid the bed sheet and handed it, with the child, to a policeman. Then she exerted
the last ounce of strength to crawl out of the window.
Loud cheers greeted Cheemi. Seeing everyone clapping for her, Cheemi was stunned to a halt and did not
know what the fuss was all about. It was at this point that Kaki dragged Cheemi to her and hugged her tightly.
Feeling immensely grateful to Cheemi. Kali learned what mattered a lot was a person’s courage and humanity.
Then she asked Cheemi what reward she would like to have for her bravery. To her surprise, Cheemi said in a
low voice. “I want to have an opportunity to play with Chotu.” Kaki told her that she could stay with her family
as long as she wanted. On hearing this, Chemi gave a jump in the air, twirling round and round. At last she had
a place to stay and play with little Chota.
【导语】本文以人物为线索展开，讲述了Cheemi是一个贫穷的孤儿，住在浦那。没有人知道她是
从哪里来的。邻居们都喜欢Cheemi，除了Kaki，Kaki和她的儿子、儿媳Gauri以及小孙子Chotu住在
一起。某一年，大坝倒塌，Kaki家被水淹了，而小孙子Chotu被困在了房子里。Cheemi自告奋勇进入
了房子，救出了Chotu。最后Kaki一家也接受了Cheemi。
【详解】1.段落续写：
①由第一段首句内容“Cheemi不知从哪儿冒出来了”可知，第一段可描写Cheemi主动提出自己去
救Chotu以及救援经过。
②由第二段首句内容“欢呼声迎接了 Cheemi。”可知，第二段可描写Cheemi救出了Chotu，被
Kaki一家感谢和接纳的事情。
2．续写线索：提出施救——进屋施救——救出Chotu——感谢——被Kaki一家接纳3．词汇激活
行为类
帮助：assist/help
提议：offer/propose
熟睡：sleep soundly/ sleep on both ears
情绪类
惊讶：stunned /shocked
感谢：grateful /thankful
【点睛】[高分句型1] Picking him up, Cheemi put him on her back and tied him lightly to herself with a
bed sheet. (运用了现在分词作状语)
[高分句型2] Then she asked Cheemi what reward she would like to have for her bravery. (运用了what
引导宾语从句)
