專題02 讀后續(xù)寫速成：“波浪式”劇情推進法-試卷下載-教習網

目錄
TOC \ "1-3" \h \u
\l "_Tc19954" 第一部分方法介紹 PAGEREF _Tc19954 2
\l "_Tc17289" 一、情節(jié)與主題 PAGEREF _Tc17289 2
\l "_Tc10747" 二、提示與結構 PAGEREF _Tc10747 3
\l "_Tc21619" 三、Para.1細節(jié) PAGEREF _Tc21619 4
\l "_Tc24914" 四、Para.2細節(jié) PAGEREF _Tc24914 5
\l "_Tc25808" 五、十個關鍵詞 PAGEREF _Tc25808 6
\l "_Tc12084" 六、情節(jié)一覽表 PAGEREF _Tc12084 7
\l "_Tc6110" 第二部分情節(jié)推進的2種語言模式 PAGEREF _Tc6110 7
\l "_Tc29461" 第一種模式：解決問題模式 PAGEREF _Tc29461 7
\l "_Tc7101" 一、遇到問題 PAGEREF _Tc7101 8
\l "_Tc17674" 二、想到辦法 PAGEREF _Tc17674 8
\l "_Tc10439" 三、實施過程 PAGEREF _Tc10439 8
\l "_Tc16977" 四、結果如何 PAGEREF _Tc16977 8
\l "_Tc15458" 五、抽象道理 PAGEREF _Tc15458 9
\l "_Tc31572" 第二種模式：糾結型模式 PAGEREF _Tc31572 9
\l "_Tc32276" 第三部分讀后續(xù)寫真題實戰(zhàn) PAGEREF _Tc32276 11
\l "_Tc11884" 原題材料 PAGEREF _Tc11884 11
\l "_Tc17331" 情節(jié)推進思路一 PAGEREF _Tc17331 12
\l "_Tc27808" 情節(jié)推進思路二 PAGEREF _Tc27808 13
\l "_Tc17331" 情節(jié)推進思路一 PAGEREF _Tc17331 12
\l "_Tc27808" 情節(jié)推進思路二 PAGEREF _Tc27808 15
提高讀后續(xù)寫的兩個基本思路分為語言模仿與內容創(chuàng)造。語言要模仿，說的是語言方面的問題。我們可以通過閱讀，有目的、有針對性地積累常用的佳句，最好以句子為單位進行積累，因為一個句子就是一個小情景，小畫面。一個段落無非是幾個小情景的組合。續(xù)寫短文的詞數要求在150左右，無非就是十二、三句話的事。今天不討論語言積累的問題。
內容要創(chuàng)造，可以理解為情節(jié)的擴展與安排方面的問題。續(xù)寫的評分要求是：與所給短文融洽度高，與段落開頭銜接合理，內容豐富，應用了5個以上短文中標出的關鍵詞語，有效地使用了語句間連接成分，使所續(xù)寫短文結構緊湊。根據評分要求不難看出讀后續(xù)寫重視考查情節(jié)的安排是否有效，是否合理。在這一環(huán)節(jié)中，常見的問題有：要么無話可說，要么是寫了不少，但文不對題。
為直觀便于理解，本文以圖解的形式來說明如何合理安排續(xù)寫情節(jié)，寫出內容豐富的150字。當然，也可以按圖解的步驟啟發(fā)學生的思維，訓練學生寫出緊扣原文，情節(jié)合理的續(xù)寫內容。
第一部分方法介紹
一、情節(jié)與主題
從圖中可以看出，記敘文情節(jié)的發(fā)展總是一波三折，這可以借鑒語文作文教學中常常提到的：文似看山不喜平。意思是寫文章好比觀賞山峰那樣，喜歡奇勢迭出，最忌平坦。英文寫作亦是如此，但不管情節(jié)如何一波三折，從開頭到結尾，情節(jié)的發(fā)展總是緊緊圍繞一個主題(或中心)在進行的。情節(jié)必須為主題服務，與主題無關的情節(jié)就是多余的內容。所以，首先要解決讀的問題。通讀原文，把握原文的主題是續(xù)后的第一步，情節(jié)的發(fā)展不能擺脫貫穿始終的主題。關于主題理解，你可以提出以下一些問題：
What des the authr want t tell us?
What's the main idea f the passage?
What is the stry abut?
What is the theme revealed t yu in the stry?
What lessn can yu learn frm the stry?
Can yu predict hw the stry ends after reading it?
二、提示與結構
從圖中可見，續(xù)寫在行文的銜接上分續(xù)寫原文、Para.1與Para.2三個部分。在閱讀原文，把握主題以后，接下來要根據Para.1與Para.2開頭語的提示內容以及原文最后一段的情節(jié)，確定Para.1開頭與結束可能出現的情節(jié)。因為無論情節(jié)如何起伏，思維如何開放，第一段的情節(jié)發(fā)展必須推向所要求出現的結尾部分內容。你可以這樣問:
Accrding t the given sentence f Para.2, what shuld be mentined at the end f Para.1?
What is likely t happen accrding t the last paragraph f the text and the the given sentence f Para.1?
同樣，接下來要做的是根據Para.2開頭語的提示內容以及文章的主題，確定第二段開頭可能出現的情節(jié)以及結尾部分內容。做好這一步驟的好處是搭建文章結構，緊扣文章主題，不至于寫到那時算那里?？梢砸龑W生思考以下問題：
Accrding t the given sentence f Para.2, what will happen next?
What shuld be mentined at the end f the stry?
What might be the ending f the stry?
D yu think ending the stry in this way satisfies readers?
三、Para.1細節(jié)
從圖中可見，在確定Para.1開頭與結束可能出現的情節(jié)以后，接下來要做的是確定組成情節(jié)發(fā)展的細節(jié)內容(details)。根據記敘文的特點，可以通過提問5W1H(wh; what; when; where; which; hw)6個方面的問題，身臨其境，挑選緊扣文章主題并推動故事情節(jié)發(fā)展的細節(jié)內容，力求具體，不寬泛。前因推后果，前一句推動下一句。籠統(tǒng)地說，可以用以下問題打開思維，某人何時何地做了何事；怎樣做；為什么這樣做；出現了什么問題；看到了什么；聽到了什么；說了什么；有什么感受；如何解決這一問題等等。當然，情節(jié)安排上要設立對立面，或者是沖突(cnflict)，要有波折。但Para.1的情節(jié)發(fā)展最終要圍繞主題指向第一段的結尾部分內容。所以，可以提出以下問題選擇主要細節(jié)為我所用：
What did he/she d?
Why did he/she
Hw did he/she
What did he/she say abut?
Hw did he/she
四、Para.2細節(jié)
Para.2可以用Para.1一樣的方法選擇主要細節(jié)內容，這里不再表述。不同之處是情節(jié)發(fā)展到Para.2時，故事一般已進入高潮階段，最后是問題得到解決，或者是表明一種看法或者是揭示一個主題。大體上會出現這樣的模式：出現問題--解決問題--再次出現問題--終于解決問題--然后深有體會與感悟。如有可能，在結尾部分最好有與原文第一段的主題句相呼應的內容，起到點題的作用。
五、十個關鍵詞
上面的心形代表的是續(xù)寫原文所提供的10個劃線關鍵詞，10個關鍵詞在一定程度上確定了情節(jié)發(fā)展的一些主要因素，包括了主要人物(main character)、主要地點(place)、主要事件(event)以及主要場景(sence)等。所以，我們可以通過分析10個劃線關鍵詞預測續(xù)寫部分可能出現的情節(jié)，根據需要選擇關鍵詞。這一環(huán)節(jié)可以與前一步驟結合在一起，根據需要選擇重要細節(jié)。以2016年10月浙江卷讀后續(xù)寫其中一個劃線關鍵詞語t her great jy為例，可以這樣拓展學生的思維。
What made Jane feel s jyful?
In which paragraph will yu use this phrase?
What did she d then in the situatin like this?
將劃線關鍵詞放在最后考慮，目的是遵從“先整體，后細節(jié)；先宏觀，后微觀”的原則。這樣做能確保“細節(jié)為主題服務”的思想，能最大限度的避免文不對題且言之無物的問題。
六、情節(jié)一覽表
一覽表可以用課件的形式按步驟顯現，下次如果你要對讀后續(xù)寫進行專題指導，可以根據該表幫助學生拓展思維，有效合理地擴展故事情節(jié)。
第二部分情節(jié)推進的2種語言模式
讀后續(xù)寫行為推進的2種模式。那么，對于這2類文體，有無對應的語言，答案是有的。經過長期的積累?？偨Y出如下71種表達，希望大家好好琢磨哦。
第一種模式：解決問題模式
一、遇到問題
Sb is cnfrnted with a tugh issue. 某人面臨一個棘手的問題。
Sth is a tugh nut t crack 某物是個需要解決的難題。
Sb scratches his/her head.
Hw… is beynd sb.
Sb is n pins and needles
Sb has ants n the pants
Stunned,sb is at a lss fr wrds
Cnfrnted with the tugh nuts, the three friends were lst /sunk in thught.
Pndering ver the matter, the three friends were lst /sunk in thught.
Cupping their faces in hand, the three friends sank int deep thught.
Jaw resting n his / her hand, sb sank int deep thught.
Walking/Shuttling/Wandering/Pacing back and frth, he was debating what t d next.
二、想到辦法
Suddenly,an idea flashed acrss /ppped int sb’s mind that
It suddenly ccurred t /dawned n / hit / struck sb that
An idea ccurred t / dawned n / hit/ struck sb that
三、實施過程
With everything in place, the three friends …
With all the preparatin wrk under way, the three friends …
With XXX ready and XX in hand, the three friends …
With XXX in ne hand and XX in the ther, the three friends …
四、結果如何
As it turned ut/came ut,
It turned ut that …
Thankfully/Luckily/Frtunately,
Unfrtunately/Unluckily,
Sth ended up …
Sth wund up …
Finally/Eventually /Ultimately, …
Sb heaved /let ut a sigh f relief
What a relief !
What a narrw escape
五、抽象道理
It is at this mment that sb realized …正是在這個時刻，某人意識到
It is nt until … that sb …. 直到...那個人
Sth impresses n sb that … 這讓某人印象深刻
It’s a life lessn inscribed in sb’s mind that … 這是一個生活課銘刻在某人的腦海中
It’s an invaluable lessn I kept till this day that … 這是我一直堅持到今天
第二種模式：糾結型模式
一、遇到問題
Sb is cnfrnted with a tugh issue
Sth is a tugh nut t crack
Sb scratches his/her head.
Hw… is beynd sb.
Sb is n pins and needles
Sb has ants n the pants
Stunned,sb is at a lss fr wrds
Cnfrnted with the tugh nuts, the three friends were lst /sunk in thught.
Pndering ver the matter, the three friends were lst /sunk in thught.
Cupping their faces in hand, the three friends sank int deep thught.
Jaw resting n his / her hand, sb sank int deep thught.
Walking/Shuttling/Wandering/Pacing back and frth, he was debating what t d next.
二、主人公思想斗爭：正確觀點與錯誤觀點的交鋒
1. Caught in a dilemma, sb was at a lss what t d. 陷入困境，某人不知所措。
2. Sb is trapped/caught between A and B
3. Sb is standing at a crssrads as t … 某人正站在十字路口
4. It seems tw little men were fighting in his head. One was … The ther was …
5. It seems tw thughts were having a tug f war. One was… The ther was …
三、主人公思想斗爭：正確觀點戰(zhàn)勝了錯誤觀點
1.Finally, sb’s cnscience triumphed ver his/her evil thught 最后，某人的良心戰(zhàn)勝了他/她的邪惡思想
2.Finally, gd triumphed ver evil. 最后，善良戰(zhàn)勝了邪惡。
3.Finally, a clear cnscience triumph ver a guilty ne. 最后，一個問心無愧的人戰(zhàn)勝了一個有罪的人。
4.Finally, justice wn ver. 最后，正義獲勝了。
5.Finally, hnesty / integrity / fairness wn ver. 最后，誠信/誠信/公平勝出。
四、采取了正確的行動
1.sb decided t give sth back 某人決定把某物還回去
2.sb decided t d the right thing. 某人決定做正確的事。
3.Sb chse hnesty ver persnal gain. 某人選擇誠實而不是個人利益。
4.Sb chse integrity ver persnal interest. 某人選擇誠信而不是個人利益。
5.sb finally std n the side f integrity /hnesty /fairness /justice. 某人終于站在正直/誠實/公平/正義的一邊。
五、抽象道理（同第一種模式）
It is at this mment that sb realized …正是在這個時刻，某人意識到
It is nt until … that sb …. 直到...那個人
Sth impresses n sb that … 這讓某人印象深刻
It’s a life lessn inscribed in sb’s mind that … 這是一個生活課銘刻在某人的腦海中
It’s an invaluable lessn I kept till this day that … 這是我一直堅持到今天
讀后續(xù)寫真題實戰(zhàn)
讀后續(xù)寫是新高考模式的一個重要的改革，這個題型對學生的讀和寫提出了更高的能力要求，學生要能夠基于文章的理解用自己的語言對原文進行續(xù)寫，想要寫出一個情節(jié)邏輯合理，對老師和學生來說無疑是一個巨大的挑戰(zhàn)。2020年真題為例，一步一步講解分析。
原題材料
閱讀下面短文，根據所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。
One fall, my wife Elli and I had a single gal: t phtgraph plar bears. We were staying at a research camp utside “the plar bear capital f the wrld” — the twn f Churchill in Manitba, Canada.
Taking pictures f plar bears is amazing but als dangerus. Plar bears — like all wild animals — shuld be phtgraphed frm a safe distance. When I’m face t face with a plar bear, I like it t be thrugh a camera with a telepht lens. But smetimes, that is easier said than dne. This was ne f thse times.
As Elli and I cked dinner, a yung male plar bear wh was playing in a nearby lake sniffed, and smelled ur garlic bread.
The hungry bear fllwed his nse t ur camp, which was surrunded by a high wire fence. He pulled and bit the wire. He std n his back legs and pushed at the wden fence psts.
Terrified, Elli and I tried all the bear defense actins we knew. We yelled at the bear, hit pts hard, and fired blank shtgun shells int the air. Smetimes lud nises like these will scare bears ff. Nt this plar bear thugh — he just kept trying t tear dwn the fence with his massive paws（爪子）.
I radied the camp manager fr help. He tld me a helicpter was n its way, but it wuld be 30 minutes befre it arrived. Making the best f this clse encunter（相遇）, I tk sme pictures f the bear.
Elli and I feared the fence wuldn’t last thrugh 30 mre minutes f the bear’s punishment. The camp manager suggested I use pepper spray. The spray burns the bears’ eyes, but desn’t hurt them. S I apprached ur uninvited guest slwly and, thrugh the fence, sprayed him in the face. With an angry rar（吼叫）, the bear ran t the lake t wash his eyes.
注意：
1. 所續(xù)寫短文的詞數應為150左右；
2. 至少使用5個短文中標有下劃線的關鍵詞語；
3. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好；
4. 續(xù)寫完成后，請用下劃線標出你所使用的關鍵詞語。
A few minutes later, the bear headed back t ur camp.
At that very mment, the helicpter arrived.

情節(jié)推進思路一
本文主要講述了人與熊對抗，之后成功脫險的故事。主人公的感情線變化為：興奮渴望→驚恐→放松。劇情線以主人公如何與北極熊周旋并成功擺脫它展開。
由第一段的段首提示句可知：幾分鐘后，熊又回到營地。接下來可通過場景渲染，描寫當時令人顫栗驚恐的畫面，例如“Rars and screams pierced the silence with needle-like shrillness.”這不僅合理地描寫了熊的反應，也描繪出讓人戰(zhàn)栗的場景。
由第二段的段首提示句可知：此時，直升機到了。如果想要進行續(xù)寫兩段的合理銜接，第一段的結尾可描寫成“After thrughly scrutinizing the area, the bear trtted frward a few steps.”這樣可以營造出危急的場景。“我們”看到直升機的到來，感到絕處逢生的喜悅，可以以人物心理描寫作為第二段的開頭，重點描寫喜極而泣的狀態(tài)，例如“My heart leaped with jy as I knew we were likely t be saved.”
最后，結尾部分需要迅速收束，并說明成功逃脫的結局。
關于畫線詞：Elli作為女主人公，是續(xù)寫內容中應該出現的畫線詞，nises, pictures, fence, spray與熊有關，也在兩段續(xù)寫內容中出現。最終，兩人回歸安全狀態(tài)，因此畫線詞safe也可自然而然地出現在續(xù)寫內容中。由此劃分畫線詞，可迅速鎖定需使用的畫線詞范圍，輔助構思。
A few minutes later, the bear headed back t ur camp. Rars and screams pierced the silence with needle-like shrillness. The nises turned Elli and I pale with hrrr. I feared that the giant wuld destry ur whle fence. He rared repeatedly, shattering what was left f the silence. Elli seized this pprtunity t take sme pictures f the bear. The animal’s nises eched all arund us. We betrayed ur feelings by huddling tgether, shivering with fear. After thrughly scrutinizing the area, he trtted frward a few steps.
At that very mment, the helicpter arrived. My heart leaped with jy as I knew we were likely t be saved. Elli used pepper spray again t buy us enugh time. But this time the bear became mre alert. He regarded us with the merciless necessity f hunger, s we thrw all the fd we have. He then turned away and started devuring. As we were climbing the rpe ladder, Elli prayed like a thusand times t shw thankfulness f being safe and sund. （154詞，21分）
情節(jié)推進思路二
由第一段的段首句可知，熱愛攝影的“我”和妻子Elli處于危險之中——北極熊再次向他們靠近了，表明情況不容樂觀。而第二段的首句明確了救援的直升機終于趕來，一切就此出現了轉機。所以在構思時，越是將第一段寫得危急，就越能與后面的轉折形成鮮明對比，增加故事性。
因此，聯(lián)系前文背景，續(xù)寫第一段可以先描寫熊的動向和作者的心理，之后描寫作者的應對舉措。由前文和段首句分析可知，胡椒噴霧并未阻擋熊繼續(xù)靠近，反而激怒了它。而“我”作為攝影師，看到拍攝對象不斷進入自己的取景范圍不禁想要立刻實現夢想去拍攝，然而求生的本能讓“我”無暇他顧。后面采取的措施可以是作者急中生智，決定和妻子把面包給熊來拖延時間等待救援。而眼看著可怕的熊在不斷靠近，面包也即將耗盡。至此，作者夫婦二人幾乎陷入絕境。這一部分可以進行生動的描寫讓作者的心理刻畫更為生動，例如“While it was lming like a dark clud...”。
第二段首，直升飛機抵達，至此，可以進一步渲染危急的場景，繼續(xù)描寫熊的動作，例如猛擊柵欄。在描寫完二人獲救后，結尾呼應前文，作者一路有驚無險，成功用相機拍到夢寐以求的照片，不虛此行。
關于畫線詞：Elli作為女主人公，是續(xù)寫內容中應該出現的畫線詞，除此以外，spray的提及可呼應前文，交代故事發(fā)展，phtgraph, camera可以直接呼應“我”采取的一些行動，bread是我們想到的解決方案，fence與熊相關。由此展開畫線詞，保證了故事的合理性。
A few minutes later, the bear headed back t ur camp. He culd nt resist the temptatin f the bread. The pepper spray had slwed the bear but wasn’t enugh t stp the beast. On the cntrary, it prvked the bear and made him even mre furius. Much as I wanted t phtgraph the appraching bear, my survival instinct vertk my desire t capture the perfect pht. In a mment f panic, Elli and I decided t give him what he wanted — the garlic bread. While it was lming like a dark clud, we threw the bread at the bear a little bit at a time until it had run ut.
At that very mment, the helicpter arrived. But the irritated bear has already started t whack the fence. I feared that the bear wuld tear dwn the fence at any minute. Luckily, the rangers came t ur rescue. They managed t calm the bear dwn and distract him with sme srt f acustics. Even thugh my heart was still thumping wildly inside my chest, I snatched my camera and snapped ne last sht f the bear, a pht that I had always lnged t capture. Thugh risking my life, I’ve gt the best picture ever and it’s all wrth it. （200詞，22分）
情節(jié)推進思路三
續(xù)寫兩段中，故事的劇情在第一段結尾達到高潮，之后開始回落；可以推測主人公的情緒呈現出緊張→驚恐→松一口氣→徹底放松的變化。
第一段北極熊返回后，可以通過熊的新一輪進攻引出劇情，隨著熊的攻擊愈發(fā)猛烈，主人公需要采取新方法避險。例如，可以描寫熊再次攻擊柵欄，“我”如何使用隨身物品應對進攻，保護自己和妻子的安全。同時也可以描寫妻子的動作和情緒，烘托場面的危急。通過“我”與熊的動作交替，在第一段最后一句將人與熊的矛盾推至最大。
第二段直升機到來后，可以描寫“我”避險的動作，例如立刻調轉方向跑回營地。之后利用直升機的優(yōu)勢解決問題，如利用螺旋槳發(fā)出的巨大聲響嚇退經驗不足的北極熊。結尾處呼應開頭，總結作者此行的目的是否達成。
關于畫線詞：Elli作為女主人公，是續(xù)寫內容中應該出現的畫線詞，除此以外，fence的描寫與熊相關，“我”用camera進行攻擊防身，以達到safe的目的，動作描寫包含run，危機時刻直升飛機的nises保證了可以擊退熊，最終提及pictures呼應此行目的。由此展開畫線詞，布局合理自然，符合故事邏輯。
A few minutes later, the bear headed back t ur camp. The furry giant must have gathered his wits, fr he suddenly reared up and attacked the fence with fercius strength, leaving a narrw pening n it. Behind me, Elli muffled a cry f terrr. My eyes were fixed n the intruder. My mind raced like flash as my hands grped fr anything that might keep us safe frm the bear’s rampage. That’s when I felt the camera. With little hesitatin, I shved the equipment thrugh the pening as the plar bear clsed his jaws n the lens and then pulled my whle camera ut and smashed it.
At that very mment, the helicpter arrived. I ran back t the camp, stumbling a hundred times in my haste. Elli cntacted the pilt ver the radi. Hearing that we had nt suffered any physical injury, the pilt tld us t stay put and cver ur ears. The harsh whshing nise f the appraching helicpter spked the yung bear. The animal tk a few hesitant steps back and eventually disappeared back twards the lake. Althugh my camera has met its glrius end, and thugh all ur pictures were lst, ur memry f this unexpected encunter remains fresh till this day. （187詞，23分）
02出彩表達積累
單詞
sniff v. 嗅；聞 massive adj. 巨大的
encunter n. 遭遇；邂逅 rar v. 吼叫，咆哮
shatter v. （使）破碎，破裂 huddle v. 擠在一起，縮成一團
scrutinize v. 仔細查看 trt v. 碎步急行
regard v. 注意，關注 devur v. （尤指因饑餓而）狼吞虎咽地吃光
prvke v. 激怒 furius adj. 狂怒的
instinct n. 本能，直覺 irritate v. 使煩惱（尤指不斷重復的事情）
ranger n. 護林員 distract v. 轉移（注意力）
thump v. 怦怦地跳 snap v. 拍照
furry adj. 覆蓋著毛皮的 wits n. 機智，智慧
fercius adj. 兇猛的 muffle v. 壓抑（聲音）
intruder n. 侵入者 grpe v. 摸索
rampage n. 暴跳如雷 shve v. 猛推
jaw n. 頜骨 stumble v. 跌跌撞撞地走
haste n. 急忙，倉促 harsh adj. 刺耳的
whsh v. 發(fā)出嘶嘶聲 spk v. 驚嚇
smash v. 打碎
短語
face t face 面對面嚇跑
tear dwn 拆毀 pull ut 拔出
rear up 用后腿站立
句子It is easier said than dne. 說起來容易，做起來難。（諺語表達）
Terrified, Elli and I tried all the bear defense actins we knew. 在驚恐萬分的情況下，埃利和我嘗試了我們所知道的所有應對熊的防衛(wèi)措施。（過去分詞做狀語）
He std n his back legs and pushed at the wden fence psts. 他用后腿站立，推著木柵欄的柱子。（動作的生動描寫）
Rars and screams pierced the silence with needle-like shrillness. 吼叫聲和尖叫聲打破寂靜，尖銳刺耳，久久未消。（環(huán)境的生動描寫）
We betrayed ur feelings by huddling tgether, shivering with fear. 我們緊緊地抱在一起，害怕地直打哆嗦。（動作的生動描寫）
After thrughly scrutinizing the area, the bear trtted frward a few steps. 在仔細地觀察了這片區(qū)域之后，熊向前小跑了幾步。（動作的生動描寫）
While it was lming like a dark clud, we threw the bread at the bear a little bit at a time until it had run ut. 熊像噩夢般一直縈繞著我們，我們一點點地向它投著面包，直到面包也沒有了。（比喻的生動描寫）
I snatched my camera and snapped ne last sht f the bear. 我抓起相機，拍下了最后一張熊的照片。（動作的生動描寫）
My mind raced like flash as my hands grped fr anything that might keep us safe frm the bear’s rampage. 我的頭腦像閃電一樣飛速運轉著，我的雙手摸索著尋找能讓我們自保的東西，免遭毒手于熊的暴怒之下。（比喻的生動描寫）
I ran back t the camp, stumbling a hundred times in my haste. 我跑回了營地，匆匆忙忙，期間跌倒了無數次。（夸張的生動描寫）

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