1. 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。續(xù)寫的詞數(shù)應(yīng)為150左右。
A few secnds remained and the scre was tied. Players gathered near the gal. Suddenly Devin saw a clear pening t the gal. He struck the ball hard and held his breath as it flew tward the upper crner f the net.
Gal!
Three secnds later, the judge blew the whistle. Game ver.
“Champinship game, here we cme!” said Tara, slapping hands with Devin. “Can't wait till Thursday.”
Devin grinned. Thursday wuld be huge—the big sccer game in the afternn, and the schl’s autumn cncert in the evening. Ms. Pltis had chsen Devin t sing a sng alne.
“Great wrk,” Cach said as the team gathered. “Be here by 6:30 n Thursday t warm up.” “It’s a night game,” Cach explained. “Under the lights.”
Devin’s heart sank. The cncert was at 7:00. Same time as the game. He culdn’t pssibly d bth. His teammates were super excited. They were n the edge f a title. He culdn’t disappint his team by skipping the game.
That night, Devin lay in bed, staring at the ceiling. The lyrics struck him and he began t sing:
“N matter hw hard the struggle, I will never let yu dwn...”
He liked the sng, and he appreciated hw kind Ms. Pltis always was. Devin knew the wrds by heart, but the thught f singing alne made him tremble. Smetimes he was nervus abut participating in sprts, t, but that always went away as sn as a game started. He’d never sung a sl befre. It was a relief t knw he didn't have t nw. The sccer game was a perfect excuse. But s was Ms. Pltis. It was lng time befre he fell asleep.
注意：
（1）所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
（2）續(xù)寫部分分為兩段，每段的開頭語已為你寫好。
Paragraph 1
The next mrning, Devin went straight t the music rm.
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Paragraph 2
On Thursday evening, Devin felt a little nervus t see s many peple in the cncert hall.
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2
2. 閱讀下面短文，根據(jù)其內(nèi)容和所給段落首句進行續(xù)寫，使之構(gòu)成一個完整的故事。
I grew up in a small twn where elementary schl was a ten-minute walk frm my huse and in an age, nt s lng ag, when we children culd g hme fr lunch and find ur mthers waiting. At the time, I didn’t cnsider this t be s imprtant, althugh tday it certainly wuld be. Actually, ur lunch time tgether in the past years had had a great influence n my life befre I realized it.
Our lunch time when I was in the third grade will stay with me always. I had been picked t be the princess in the schl play, and fr weeks my mther had painstakingly practised my lines with me. But n matter hw easily I delivered them at hme, as sn as I stepped nstage, every wrd disappeared frm my head. Finally, my teacher tk me aside. She explained patiently that she needed a narratr and had written a narratr’s part t the play, and asked me t switch rles. Her wrds, kindly delivered, still hurt me, especially when I saw my part g t anther girl.
I didn’t tell my mther what had happened when I went hme fr lunch that day. But she sensed my unease, and instead f suggesting we practice my lines, she asked if I wanted t walk in the yard. It was a lvely spring day and the rse vine(藤) was turning green. Under the huge trees, we culd see yellw dandelins(蒲公英) appearing unexpectedly thrugh the grass in bunches, as if a painter had tuched ur landscape with small amunts f gld. I watched my mther casually bend dwn by ne f the bushes. “I think I'm ging t dig up all these weeds,” she said, pulling a blssm up by all its rts. “Frm nw n, we’ll have rses in this garden.” I immediately prtested, “But I like dandelins. All flwers are beautiful — even dandelins.”
注意：
1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好。
Paragraph 1:
“D yu mean that every flwer has its wn beauty?” asked my mther thughtfully.
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Paragraph 2:
“But yu will be a beautiful narratr,” Mm said.
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3
3. 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
There was a yung man brn in a pr family. As a result, his schl career was cntinually interrupted. Once he was asked t write a paper abut what he wanted t be and d when he grew up. That night he wrte a seven-page paper describing his gal f smeday wning a hrse ranch. He wrte abut his dream in great detail and he even drew a diagram f a 200-acre ranch. Then he drew a detailed flr plan fr a 4,000-square-ft huse that wuld sit n a 200-acre dream ranch. He put a great deal f his heart int the prject and the next day he handed it in t his teacher.
Tw days later, he received his paper back. On the frnt page was a large red F with a nte that read, “See me after class.” The by with the dream went t see the teacher after class and asked, “Why did I receive an F?” The teacher said, “This is an unrealistic dream fr a yung by like yu. Yu have n mney. Yu have n resurces frm yur family. There 's n way yu culd ever d it.” Then the teacher added, “If yu will rewrite this paper with a mre realistic gal. I will recnsider yur grade.”
注意：1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好。
Paragraph 1:
The by went hme and thught abut it lng and hard.
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Paragraph 2:
Recllecting（回憶）the stry, my friend Mnty and I are nw sitting in his 4,000-square-ft huse in the middle f a 200-acre hrse ranch.
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4
4. 閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構(gòu)成一個完整的故事。
It was summer, and my dad wanted t treat me t a vacatin like never befre. He decided t take me n a trip t the Wild West.
We tk a plane t Albuquerque, a big city in the state f New Mexic. We reached Albuquerque in the late afternn. Uncle Paul, my dad’s friend, picked us up frm the airprt and drve us up t his farm in Pecs.
His wife Tina cked us a delicius dinner and we gt t knw his sns Ryan and Kyle. My dad and I spent the night in the guestrm f the farm huse listening t the frgs and water rlling dwn the river nearby. Very early in the mrning, Uncle Paul wke us up t have breakfast. “The day starts at dawn n my farm,” he said. After breakfast, I went t help Aunt Tina feed the chickens, while my dad went with Uncle Paul t take the sheep ut t graze. I was impressed t see my dad and Uncle Paul riding hrses. They lked really cl.
In the afternn, I asked Uncle Paul if I culd take a hrse ride, and he said yes, as lng as my dad went with me. I wasn’t ging t take a hrse ride by myself anyway. S, my dad and I put n ur new cwby hats, gt n ur hrses, and headed slwly twards the muntains. “Dn’t be late fr supper,” Uncle Paul cried, “and keep t the track s that yu dn’t get lst!” “OK!” my dad cried back. After a while Uncle Paul and his farm huse were ut f sight. It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene. It lked like a beautiful wven blanket spread ut upn the grund just fr us.
注意：
1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好；
Paragraph 1:
Suddenly a little rabbit jumped ut in frnt f my hrse.
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Paragraph 2:
We had n idea where we were and it was getting dark.
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5
5. 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文，續(xù)寫短文的次數(shù)應(yīng)為150左右。
My schl had a traditin during the ninth-grade graduatin: a beautiful gld and green jacket（the schl clrs）, was awarded t the student wh had maintained the highest grades fr nine years.
I had been a straight A student since the first grade and had lked frward very much t wning that jacket. My father was a farm labrer wh culdn’t earn enugh mney t feed five children, s I was given t my grandparents t raise. There wuld never be a schl sprts jacket fr us because we culdn’t affrd it. This schlarship jacket was my nly chance.
One day in May, I happened t verhear in the ffice. Mr. Schmidt, my histry teacher, and Mr. Bne, my math teacher arguing abut me. “I refuse t d it！I dn’t care wh her father is; her grades can’t match Martha’s at all. I wn’t lie r falsify（偽造）recrds.” said Mr. Schmidt angrily.
But Mr. Bne’s vice sunded calm. “Jann’s father is nt nly n the Bard（董事會）, he wns the nly stre in twn: we culd say it was a clse tie and…”
The punding in my ears drwned ut the rest f the wrds, nly a wrd here and there filtered thrugh. “…Martha is Mexican…resign … wn’t d it …”
T this day I dn’t remember hw I made it thrugh the rest f the afternn. That night, I cried int my pillw s Grandmther wuldn’t hear me.
The next day when the principal called me int his ffice. “Martha,” he said, “There’s been a change in plicy this year regarding the schlarship jacket. This year the Bard has decided t charge fifteen dllars, which still wn’t cver the cmplete cst f the jacket. S if yu are unable t pay the mney fr the jacket, it will be given t the next ne in line.”
Standing with all the dignity I culd find, I said, I’ll speak t my grandfather abut it, sir, and let yu knw tmrrw.” That day, I cried sadly n the walk hme.
注意：
1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2. 續(xù)寫部分分為兩段，每段開頭語已為你寫好；
By the time I gt hme, my eyes were red and swllen. I fund my grandpa in the bean field.
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I dragged int the principal’s ffice the next day, sad and disappinted.
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答案與解析
1
【參考范文】
The next mrning, Devin went straight t the music rm. “I am nt the best singer and I have t...” Devin hesitated with his eyes fixed n the flr. Ms. Pltis smiled warmly, “I chse yu because yu wrk hard, like the persn in the sng. S dn't be nervus!” Devin raised his head and lked at her, tears welling up in his eyes. It was at that mment that Devin made his final decisin. Later that day, Devin went t his cach and teammates. Unexpectedly, they welcmed him and prmised that they wuld spare n effrt t win the title.
On Thursday evening, Devin felt a little nervus t see s many peple in the cncert hall. Devin tk a deep breath and stepped nt the stage. The bright light cming n, Devin calmed dwn and sang with cnfidence. Devin handled the sl perfectly. Hardly had he finished the last wrd f the sng when a wave f applause erupted frm the audience. Devin smiled at Ms. Pltis and felt prud f the chice he had made. N matter hw hard the struggle, yu have t make a decisin and never let yurself dwn.
【寫作分析】
本文以人物的心理活動為主要線索展開。Devin所在的足球隊周四晚上有一場比賽，他們有望獲得冠軍。同時，周四晚上學校舉行秋季運動會，Devin有獨唱節(jié)目。Devin面臨著艱難的選擇。最終，Ms. Pltis的話讓Devin做出了選擇：他參加了秋季音樂會，并成功地進行了獨唱。通過這件事，Devin明白了一個道理：無論多么艱難的掙扎，你都要做出決定，永遠不要讓自己失望。
1. 段落續(xù)寫：
①由第一段首句內(nèi)容“第二天早晨，Devin直接去了音樂教室”可知，第一段可描寫在音樂教室里發(fā)生的事情。同時結(jié)合第二段首句“星期四晚上，看到這么多人在音樂廳里，德文有點緊張。”可知，第一段還要敘述Devin下定決心參加音樂會的內(nèi)容。
②由第二段首句內(nèi)容“星期四晚上，看到這么多人在音樂廳里，德文有點緊張?！笨芍?，第二段可描寫Devin在音樂會上的表現(xiàn)和他的心理活動等方面的內(nèi)容。
2. 續(xù)寫線索：面臨選擇——去音樂教室——下決心參加音樂會——登上舞臺——表演成功——感悟
3. 詞匯激活
行為類
①抬頭：raise ne’s head/lk up
②下決心：make the final decisin/make up ne’s mind/determine t d
③歡迎、迎接某人：welcme sb./give sb. a warm welcme
情緒類
①緊張：feel nervus/feel stressed ut/be nervus
②驕傲：feel prud f/take pride in
【范文點評】
[高分句型1]Devin raised his head and lked at her, tears welling up in his eyes.（tears+現(xiàn)在分詞構(gòu)成獨立主格結(jié)構(gòu)）
[高分句型2]It was at that mment that Devin made his final decisin.（強調(diào)句型It is +被強調(diào)部分+that+其余部分）
[高分句型3]Hardly had he finished the last wrd f the sng when a wave f applause erupted frm the audience.（hardly…when…一……就……。hardly否定詞置于句首，主句部分倒裝。）
2
【參考范文】
“D yu mean that every flwer has its wn beauty?” asked my mther thughtfully. I ndded withut hesitatin, as if a secnd wasted culd deprive the dandelins f their life. “The same t yu,” she added, her vice sft. “Nt everyne can be a rse, and it is als an hnur t be a dandelin.” Knwing that my mther had realized my pain, I tk ff the mask that I had wrn fr the whle lunch time and pured ut my unease heartily. She listened t me patiently and patted me n the back tenderly. Suddenly she stpped, as if t say smething.
“But yu will be a beautiful narratr,” Mm said. She reminded me f hw fluently I culd deliver my part at hme. It was at that time that I understd that maybe I was mre suitable fr a rle back stage like a narratr. Frm then n, I practiced my lines heart and sul with my mther at lunch time fr weeks. And the perfrmance apprached ultimately. Standing backstage, nervusness came flding in me. What encuraged me t vercme it was the inspiratin frm the beautiful yellw dandelins. The perfrmance that night was eventually a big success. Hearing the thunderus applause, I tk pride in my rle and firmly believed that even a dandelin had its wn beauty.
【寫作分析】
本文以人物為線索展開，講述了作者被選為學校話劇中的公主，但一上臺，作者就忘詞，老師就讓作者做一名敘述者，回家后，作者媽媽看出作者的不安，媽媽提議把雜草挖掉，種蒲公英。
1. 段落續(xù)寫：
①由第一段首句內(nèi)容““你是說每朵花都有它自己的美麗嗎？”母親若有所思地問?！笨芍?，第一段可描寫媽媽舉蒲公英的例子來安慰作者，作者敞開心扉告訴媽媽學校里發(fā)生的事。
②由第二段首句內(nèi)容““但你會成為一名出色的敘述者，”媽媽說?！笨芍诙慰擅鑼懡?jīng)過媽媽的鼓勵，作者受到了蒲公英也有自己的美這一事實的激發(fā)，成功地作為一位敘述者完成了幕后解說任務(wù)。
2. 續(xù)寫線索：陪走路——幫助——感謝——陪回家——拒絕——感悟
3. 詞匯激活
行為類
意識到：realize/ recgnize
失去：deprive / lse
鼓勵：encurage/ pull fr
情緒類
成功：a big success/ successful
耐心：patiently/ with patience
【范文點評】
[高分句型1]Knwing that my mther had realized my pain, I tk ff the mask that I had wrn fr the whle lunch time and pured ut my unease heartily. (運用了現(xiàn)在分詞作狀語和第二個that引導定語從句)
[高分句型2]What encuraged me t vercme it was the inspiratin frm the beautiful yellw dandelins. (運用了what引導主語從句)
3
【參考范文】
The by went hme and thught abut it lng and hard. He asked his father what he shuld d. His father said, “Lk, sn, yu have t make up yur wn mind n this. Hwever, I think it is a very imprtant decisin fr yu.” Finally, after sitting with it fr a week, the by turned in the same paper, making n changes at all. He stated, “Yu can keep the F and I’ll keep my dream.”
Recllecting（回憶）the stry, my friend Mnty and I are nw sitting in his 4,000-square-ft huse in the middle f a 200-acre hrse ranch. Tw summers ag that same schlteacher brught 30 kids t camp ut n his ranch. When the teacher was leaving, he said, “Lk, Mnty, I can tell yu this nw. When I was yur teacher, I was smething f a dream stealer. During thse years I stle a lt f kids’ dreams. Frtunately yu had enugh determinatin nt t give up n yurs.” Dn’t let anyne steal yur dreams. Fllw yur heart, n matter what.
【寫作分析】
本文以人物為線索展開，講述了一個年輕人出身貧窮，上學時，老師要求寫一篇論文講述自己將來想成為什么樣的人以及想做什么，他用7頁紙詳細描述了自己未來想要擁有一個200英畝的馬場以及位于農(nóng)場上的4,000平方英尺的大房子，他甚至還畫出了設(shè)計圖。當他把作業(yè)交上去后，得到是最差的成績以及老師對他夢想的嘲諷。老師讓他重新寫一個實際點的夢想。
1. 段落續(xù)寫：
①由第一段首句內(nèi)容“這個男孩回到家認真考慮了很久?！笨芍?，第一段可描寫這個年輕人的猶豫，不知道該不該寫一個實際點的夢想，不過最后還是下定決心，堅持夢想。
②由第二段首句內(nèi)容“回憶這個故事時，我和朋友Mnty就坐在位于他的200英畝農(nóng)場中央占地4,000平方英尺的大房子里。”可知，第二段可描寫這個年輕人實現(xiàn)了自己看似不切實際的夢想。再次面對當初的老師時，老師對他說了這些年來對自己的反思以及關(guān)于夢想的感悟。
2. 續(xù)寫線索：猶豫——決心——堅持——成功——見面——感悟
3. 詞匯激活
行為類
①猶豫：hesitate/be hesitant/be in tw minds/can’t decide what t d
②決心：make up ne’s mind/be determined t d/decide t d
③堅持：hld t/stick t/never give up/persist in/keep
情緒類
意志堅定：be determined/be tugh-minded/be firm
【范文點評】
[高分句型1]He asked his father what he shuld d.（由連接代詞what引導的賓語從句作ask的賓語）
[高分句型2]Finally, after sitting with it fr a week, the by turned in the same paper, making n changes at all.（由現(xiàn)在分詞making做狀語）
[高分句型3]When I was yur teacher, I was smething f a dream stealer.（用到連詞when引導時間狀語從句）
4
【參考范文】
Suddenly a little rabbit jumped ut in frnt f my hrse. Dad and I fund it was s cute that we decided t chase it. After a while, we were cmpletely lst in the frest. There was nthing left in ur sight but the trees. “We may nt be able t make it back t the farm huse in time fr supper.” I thught t myself. After a series f fruitless attempts t find a way ut, we felt hungry and tired.
We had n idea where we were and it was getting dark. We gt stuck in the frest. And an unexpected shwer added t the difficulty f us in finding a way hme, fr all the tracks we had made disappeared because f the rain. I was almst n the edge f breaking dwn when my father said, “Dn’t wrry, my sn. I remember there is a river near the farm huse. Find the river and we will be back hme.” Finally, we fund the river and gt back t the huse alng it. Needless t say, we ate a late dinner.
【寫作分析】
本文以人物為線索展開，講述了父親帶兒子去“西部荒野”，喂雞牧羊，體驗農(nóng)場生活；見父親和叔叔騎馬很是瀟灑，兒子心生向往，于是親身上馬體驗。后來和父親為了追兔子，兒子和父親在森林里迷路了，被困在森林里。最后是父親找到了河流，沿著河流回到了家里。
1. 段落續(xù)寫：
①由第一段首句內(nèi)容“突然，一只小兔子跳出來擋在我的馬前面?！笨芍?，第一段可描寫作者和父親為了追兔子在森林里迷了路，以及他們在森林里的所見所聞。
②由第二段首句內(nèi)容“我們不知道自己身在何處，天也越來越黑了。”可知，第二段可描寫作者和父親是如何找到了路回到家里的。
2. 續(xù)寫線索：追兔子——迷路——被困——找到河——沿著河回家——吃晚餐
3. 詞匯激活
行為類
決定：decide t/ determine t
回家：find a way hme / be back hme / get back t the huse /return hme
能夠：be able t/ be capable f
情緒類
不成功：fruitless / unsuccessful
擔心：wrry / be wrried
【范文點評】
[高分句型1]Dad and I fund it was s cute that we decided t chase it. (運用了結(jié)果狀語從句)
[高分句型2]And an unexpected shwer added t the difficulty f us in finding a way hme, fr all the tracks we had made disappeared because f the rain. (運用了fr引導原因狀語從句)
5
【參考范文】
Versin 1:
By the time I gt hme, my eyes were red and swllen. I fund my grandpa in the bean field. His back bent int an arch and his face was drwned in sweats. I called him, in a chked vice. Sensing smething wrng, he asked me what happened with great cncern. I murmured the principal’s wrds, after which Grandpa fell silent, eyes runding in disbelief. A surge f regret gnawing at my heart, I really hated t see my gray-haired Grandpa’s disappintment. Time ticking by, he heaved a lng sigh, “My child, an award bught can’t be called an award.” I ndded understandingly. But wh knew hw reluctant and bitter I was?
I dragged int the principal’s ffice the next day, sad and disappinted. I knew I might never get that jacket which represented my years f hard wrk and expectatin. Hwever, I tried t fight back the tears, with my head still lifted with dignity. “My grandpa…wn’t pay the dllars. He said if I had t pay fr it, then it wuldn’t be a schlarship jacket.” There was a deafening silence. The principal lked at me, biting his lip, as if thinking. Finally, after what seemed like a century, he decided that he wuld make an exceptin fr me. I culd hardly believe it. Lking int his eyes, which brimmed with smiles, I std up and bwed lw t him. Only at that mment did I believe that Mr. Schmidt and my grandpa were right: never can awards be falsified r bught.
Versin 2:
By the time I gt hme, my eyes were red and swllen. I fund my grandpa in the bean field. Sensing smething wrng, he asked me what happened with great cncern. I murmured the principal’s wrds, a surge f regret gnawing at my heart. I really hated t see my gray-haired Grandpa’s disappintment. Grandpa’s eyes runded in disbelief. Time ticking by, he heaved a lng sigh, “My child, an award bught can’t be called an award.” I ndded understandingly. But wh knew hw reluctant and bitter I was?
I dragged int the principal’s ffice the next day, sad and disappinted. My head still lifted with dignity, I tried t fight back the tears, stammering, “I cannt…affrd the jacket, sir.” Staring int my eyes, the principal suddenly grinned, “I have gd news fr yu.” I lked at him in cnfusin. “The bard decided that an award cannt be bught just fr the sake f winners’ dignity.” His eyes brimmed with smiles. I pinched my hand nly t find I was nt dreaming. Only at that mment did I believe that Mr. Schmidt and my grandpa were right: never can awards be falsified r bught.
【寫作分析】
本文以人物為線索展開，講述了作者所在學校在九年級的畢業(yè)典禮上有一個傳統(tǒng)：一件漂亮的金綠色夾克（學校的顏色）被授予九年來一直保持最高成績的學生。作者從一年級起就一直是個優(yōu)等生，非常期待能擁有那件夾克。況且按照作者的家庭條件是買不起的。作者無意中聽到數(shù)學老師和歷史老師的關(guān)于是否把夾克獎勵給父親是校董事會的喬安，作者很失望，第二天校長說今年關(guān)于獎勵金夾克的政策有了變化。今年董事會決定收取15美元的費用，作者決定回去與祖父商量一下。
1. 段落續(xù)寫：
①由第一段首句內(nèi)容“到家時，我的眼睛又紅又腫。我在豆田里找到了爺爺”可知，第一段可簡單地描寫爺爺，作者將事情告訴了爺爺，爺爺對作者說買來的獎不能稱為獎品以及作者的心情。
②由第二段首句內(nèi)容“第二天，作者走進校長辦公室，心里既難過又失望”可知，第二段可描寫作者將爺爺?shù)脑掁D(zhuǎn)述給了校長，校長沉思了一會，對作者說要為作者破例一次。作者在那時才相信Schmidt先生和爺爺是對的:獎勵永遠不能偽造或購買。
2. 續(xù)寫線索：與爺爺?shù)膶υ捯约盃敔斔f的話——作者的感受——來到校長辦公室以及作者轉(zhuǎn)述爺爺?shù)脑挕ｉL決定為作者破例一次——作者的感悟
3. 詞匯激活
行為類
與爺爺?shù)膶υ捯约盃敔斔f的話：ask/ murmur/ hate/rund/ be called/nd
來到校長辦公室以及作者轉(zhuǎn)述爺爺?shù)脑挘簉epresent/ pay the dllars/
校長決定為作者破例一次：lked at me/bite his lip/decide/make an exceptin/ believe
情緒類
失望：reluctant /bitter /red /swllen
作者的感悟：right/accurate/ crrect
【范文點評】
[高分句型1]Sensing smething wrng, he asked me what happened with great cncern.（現(xiàn)在分詞作狀語和what引導的賓語從句）
[高分句型2]Lking int his eyes, which brimmed with smiles, I std up and bwed lw t him（由關(guān)系代詞which引導非限制性定語從句）

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