胡君祥

一個(gè)名叫Lucy的女孩在課堂上就“游牧民族”這個(gè)話(huà)題勇于表達(dá)自己的觀(guān)點(diǎn)，引發(fā)了全班學(xué)生保護(hù)環(huán)境的浪潮。

難詞探意

1. nomads /·n··m·d/ n. 游牧民

2. scan /sk·n/ v. 細(xì)看

3. exploit /·k·spl··t/ v. 開(kāi)采;開(kāi)拓;利用

One day， Mister Arnold was teaching a lesson， and things were going as normally as ever. He was explaining the story of mankind to his students. He told them that men were nomads originally and they never stayed in the same place for very long. Instead， they would travel here and there in search of food， wherever it was to be found. And when the food ran out， they would move off somewhere else.

Then he taught them about the invention of farming and keeping animals. This was an important discovery because by learning to cultivate the land and care for animals， mankind would always have food readily available. It also meant that people could remain living in one place， and this made it easier to set about tasks that would take a long time to complete， like building towns and cities. All the children were listening carefully， spellbound by this story， until Lucy jumped up in some anger.

“And if that was so important， and improved everything so much， why are we nomads all over again， Mister Arnold·” asked Lucy， puzzled. Mister Arnold didnt know what to say. His heart sank a little. Lucy was a very intelligent girl. He knew that she lived with her parents in a house， so she must know that her family were not nomads; so what did she mean·

“We have all become nomads again，” Lucy said. Hearing it， all the students looked puzzled. “The other day， a fisherman told me how they fish. Its the same with everyone： when theres no more forest left， the foresters go elsewhere， and when the fish run out the fishermen move on. Thats what the nomads did， isnt it·” With it， she scanned everyone.

The teacher nodded， thoughtfully. Really， Lucy was right. Mankind had turned into nomads. Instead of looking after the land in a way that we could be sure it would keep supplying our needs， we kept exploiting it until the land was bare and barren. And then off we would go to the next place！ ...

Language study

Useful expressions for creating a novel

1. expressions to describe emotions

ask... puzzled 疑惑地問(wèn)

be spellbound by 被迷住了

his heart sank a little 他的心沉了一下

in some anger 有些生氣地

look puzzled 一臉疑惑

What she said reached something deep inside the teacher. 她的話(huà)觸動(dòng)了老師內(nèi)心深處的某種東西。

2. expressions to describe behavior

jump up 跳了起來(lái)

move off somewhere else 搬到別的地方去

nod thoughtfully 若有所思地點(diǎn)頭

listen carefully 仔細(xì)聽(tīng)

Scan 掃視

Reading check

閱讀上面的短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。

注意：

1. 所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右;

2. 續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好;

3. 續(xù)寫(xiě)完成后，請(qǐng)用下劃線(xiàn)標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。

Paragraph 1：

The class spent the rest of the afternoon talking about what they could do to demonstrate how to be more civilized.

Paragraph 2：

Finally， Lucy said， “So it is high time for us to protect the environment.”

寫(xiě)作導(dǎo)引

一、析語(yǔ)篇，理要素

要想續(xù)寫(xiě)內(nèi)容與所給材料內(nèi)容連貫、銜接緊密，必須充分了解所給材料大意和脈絡(luò)。本文是一篇記敘文。文章結(jié)構(gòu)如下：

二、依體裁，巧行文

我們可以基于原文本和續(xù)寫(xiě)段略首句提供的信息，構(gòu)思要續(xù)寫(xiě)的故事情節(jié)。這一構(gòu)思可分為四步。

第一步：根據(jù)已給出的文本判斷文章的立意。

根據(jù)本文第四段when theres no more forest left the foresters go elsewhere， and when the fish run out the fishermen move on.可推斷出本文的立意很可能是要告訴我們要珍惜愛(ài)護(hù)好我們現(xiàn)有的環(huán)境和資源。

第二步：圍繞續(xù)寫(xiě)第一段所給出的段首句進(jìn)行提問(wèn)構(gòu)思：

（1）Who were discussing·

（2）What was being discussed about·

（3）Where did the discussion take place·

（4）How did the discussion go on·

第三步：根據(jù)續(xù)寫(xiě)第二段所給出的段首句倒推續(xù)寫(xiě)第一段一定要寫(xiě)什么。

分析第二段所給出的段首句Finally， Lucy said， “So it is high time for us to protect the environment.”可知：續(xù)寫(xiě)第一段肯定要寫(xiě)學(xué)生們紛紛反省自己過(guò)去的有損環(huán)保的行為舉止。如此構(gòu)思能確保續(xù)寫(xiě)的兩段是能相銜接的。

第四步：圍繞續(xù)寫(xiě)第二段所給出的段首句進(jìn)行提問(wèn)構(gòu)思：

（1）What else would Lucy say·

（2）What would happen after Lucy said·

（3）How would the class protect the environment·

（4）What is the impact of their environmental actions·

四、潤(rùn)色成篇

在續(xù)寫(xiě)的過(guò)程中要注意銜接的問(wèn)題，做到情節(jié)連貫，語(yǔ)言風(fēng)格一致。從銜接的部位來(lái)分有三種：1.兩段的續(xù)寫(xiě)與所給短文的銜接;2.每段的續(xù)寫(xiě)與續(xù)寫(xiě)段略首句之間的銜接;3. 續(xù)寫(xiě)的兩段之間的銜接。同時(shí)要注意語(yǔ)法、句型以及所用詞語(yǔ)的準(zhǔn)確性。比方，刻畫(huà)人物形象時(shí)要選用恰當(dāng)?shù)膭?dòng)詞使其栩栩如生;描寫(xiě)人物心理活動(dòng)時(shí)要善于使用一些形容詞或副詞使其細(xì)微深入。