知識回顧
1
英語的明喻是英語中最常用、最簡便的修辭格之一，在文學作品中尤其如此。它根據(jù)人們的聯(lián)想，利用不同事物之間的相似點，借助比喻詞(如like, as, , as if, as thugh, seem等)的連接作用，清楚地說明甲事物在某方面像乙事物，指出兩個不同事物的相似之處。Rhetric In Practice (《英文實用修辭學》)一書這樣來解釋明喻：“A simile is an expressed 1ikeness.The simplest and mst direct way f cnnting an idea with smething else is by means f using similes．Simile is the neuter singular f the Latin adjective ‘similis’ meaning like.”Simile(明喻)運用廣泛，可借以狀物、寫景、抒情、喻理，使表達生動形象，明白易懂，新鮮有趣。
明喻的基本格式是：”本體+比喻詞+喻 體”。 例如：“The USA is like a big melting pt where immigrants f different cultures r races frm an integrated sciety. ”其 中，The USA 是本體，喻體是 melting pt， 比喻詞是 like, 喻體和本體的相似之處都是擁有“包容”的特點。
但是，本體與喻體一般為兩個不同事物(如屬同類也應具不同性質或特征)，比喻方可成立。例如：
① Peter is as tall as his father.
② Peter is as tall as a Mayple.
上述例句中，例①不算明喻，只是一個比較句，因為Peter及其father同屬人類；而例②才是比喻句，因為Peter與Mayple分屬人與物。
方法策略
2
一、用明喻升級句法表達的方法
1.用介詞as，like，f等。
(1)As
例如： Beauty is as summer fruits, which are easy t crrupt and cannt last…美者猶如夏日蔬果，易腐難存…
Overhead the hllw stretch f whitish clud shutting ut the sky was as a tent which had the wh1e earth as its flr。頭頂上方，奪據(jù)了天際上無盡空蕩的白云，宛如高懸的帳篷一般，把整個荒原做了它的地面。
Out f the sleeves came strng bny wrists and hands gnarled kntted and hard as peach branches. 從袖子里伸出一雙瘦骨嶙峋的大手，像桃樹枝一樣，瘤節(jié)盤錯，堅硬粗壯。
I wandered lnely as a clud. 我像一朵浮云獨自漫游。
They are as like as tw peas.他們兩個長得一模一樣。
His yung daughter lks as red as a rse.他的小女兒面龐紅得象朵玫瑰花。
I passed and repassed the huse, and stpped and listened at the dr; all was dark and silent as the grave. 我在那房子前面走了幾趟，并在門口停下來聽了聽；一片漆黑，沉寂得像座墳墓。
▲英語里有不少含有明喻的成語，其結構為“as+形容詞+as+名詞”。例如：
as firm as a rck 堅如磐石
as light as a feather 輕如鴻毛
as clse as an yster 守口如瓶
as mute as a fish 噤若寒蟬
as strng as hrse 強壯如牛
as cl as a cucumber 泰然自若
as sber as a judge 十分清醒
as sure as a gun 千真萬確
（2）Like
例如：Paris is a mrgue withut yu; befre I knew yu, it was Paris, and I thught it heavens; but nw it is a vast desert f deslatin and lneliness. It is like the face f a clck, bereft f its hands. 沒有你，巴黎成了一座陳尸所；我認識你之前，巴黎就是巴黎。我把它看成天堂；然而現(xiàn)在它變成了一片荒涼而寂寞的沙漠。它像一個沒有時針、分針和秒針的鐘面。
All that I had t shw, as a man f letters, were these few tales and essays, which had blssmed ut like flwers in the calm summer f my heart and mind. 作為一個作家，我所能貢獻出來的只有這么幾篇故事和散文，它們像我心頭溫和的夏天燦爛開放的花朵。
He wrks 1ike a hrse／beaver／Trjan／black. 他辛辛苦苦地干活。
They spent mney like water. 他們揮金如土。
He talks like a bk.他老是文縐縐地說話。
He eats like a hrse.他吃得很多。
He smkes 1ike a chimney. 他抽煙很厲害。
Living withut an aim is like sailing withut a cmpass. 生活沒有目標猶如航行沒有指南針。
He was like a cck wh thught the sun had risen frm him t crw. 他這人就像一只驕傲的公雞，以為太陽升起是為了它的啼叫。
Recrds fell like ripe apples n a windy day. 被打破的記錄有如刮風天成熟的蘋果紛紛墜落。
（3）Of
例如：He has a heart f stne.他有一副鐵石心腸。
He has the heart f a1in, but he des everything in a dwn-t-earth way. 他有獅子般的勇氣，他辦事十分認真。
He is smetimes bad-tempered but really he’s gt a heart f gld.有時候他似乎脾氣不好，但他的心眼可好了。
2.用連詞as (猶如)，what (猶如)，as if, as thugh, than, and, the way 等。
例如： His heart shivered as a ship shivers at the muntainus crash f the waters. 他的心顫動，好像一艘船在海浪搏擊中震蕩一樣。
Air is t man as water is t fish.人離不開空氣，猶如魚離不開水。
Men fear death, as children fear t g in the dark: and as that natural fear in children is increased with tales, s is the ther. 猶如兒童恐懼黑暗，人對于死亡的恐懼，也由于聽信太多的鬼怪傳說而增大。
Reading is t the mind what exercise is t the bdy.讀書對于思想，好比運動對于身體一樣重要。
Parks are t the city what lungs are t the bdy.公園對于都市正如肺對于人的身體一樣重要。
Judicius praise is t children what the sun is t flwers.明智表揚對于孩子的作用就像陽光對于花朵的作用。
I felt as if the grund were slipping beneath my feet.我感到好像大地在腳下滑動。
A crwd f peple were arund him, tuching his bdy, feeling his legs, and bidding fr him as if he had been a hrse.一大堆人固在他身邊，摸著他的身體和大腿，出價買他，好像他是一匹馬似的。
The first time I read an excellent bk, it is t me just as if I had gained a new friend.我頭一回讀到一本好書，對我來說我好像交了一位新朋友。
They std upn a bleak and desert mr, whse mnstrus masses f stne were cast abut as thugh it were the burial place f giants.他們站在荒無人煙的曠野上，那里滿地都是碩大無朋的巖石，宛如巨人的墓地。
Our village is n less beautiful than this picture.我們鄉(xiāng)村同這幅圖畫一樣美。
A whale is nt a fish any mre than a hrse is.鯨不是魚，正如馬也不是魚一樣。
Lve and cugh can nt be hid.愛情像咳嗽一樣是掩蓋不了的。
A wrld and a stne let g cannt be recalled.說出的話猶如拋出的石，是收不回的。
Truth and il are ever abve.真理跟油一樣，總要升到上面來。
3.用動詞seem，resemble (名詞resemblance)，treat／hnur／regard／cnsider／respect as，cmpare t，liken t，pass(勝過)，remind f，be similar t，等。
例如：Lk at the mn. Hw strange the mn seems: She is like a wman rising frm a tmb. She is like a dead wman.瞧一瞧那輪明月。她看起來多奇怪：像從墓中起身的婦女，像死婦叫樣慘白。
Her face resembled a silver mn.
Her face bre the resemblance f a mn. 她的臉長得像一輪銀月。
He treats his child as the apple in the eye.他把他的孩子當成掌上明珠。
Samuel Jhnsn regarded a dictinary as a watch.塞繆爾·約翰遜把詞典看成鐘表。
Shakespeare cmpared the wrld t a stage．莎士比亞把世界比作舞臺。
Yu can 1iken yur eye t a camera. 你可以把你的眼睛比作照相機。
His nse was particularly white and his large nstrils, crrespndingly dark, reminded me f an be when they dilated.他鼻子特別白，而他那對發(fā)黑的大鼻孔在張大時使我想起雙簧管。
His strength is similar t a hrse.他強壯如牛。
4.用詞組may／might as well…（as）(做…就好像做…)，n mre／less…than／nt any mre…than(如同…一樣) ，s speak／as it were (可以說，可以比喻地說)。
例如：He never listens—yu might as well talk t a brick (as talk t him).他根本不聽一同他講話就好像同一堵墻講話一樣。
He wke them bth up getting t bed，but when they tried t wake him up afterwards they might as well have tried t wake the dead. 他去睡覺的時候把他們兩個都弄醒了，但后來他們想喚醒他時，簡直就像喚死人一樣。
Yu might as well except a river t flw backward as hpe t mve me.你不能動搖我的決心，正如你不能使河水倒流一樣。
Our village is n less beautiful than this picture.我們的鄉(xiāng)村同這幅圖畫一樣美。
A student can n mre btain knwledge withut studying than a farmer can get harvest withut plwing.學生不學習獲不到知識，猶如農(nóng)民不耕作就不能得到收獲一樣。
A hme withut lve is n mre than a bdy withut a sul.沒有愛的家庭無異于一個沒有靈魂的軀體。
The greatness f a peple is n mre determined by their number than the greatness f a man is determined by
his height. 一個民族的偉大并不取決于人口的多少，正如一個人的偉大不能取決于他的身高一樣。
He is, as it were, a walking dictinary.可以說，他是一本活詞典．
The traffic manager has in the hllw f his hand, s t speak, the traffic f the whle system.在某種程度上，運
輸經(jīng)理把整個系統(tǒng)的運輸情況，全掌握在自己手心里。
二、用明喻為讀后續(xù)寫增色
下面我們以高考試題為例，簡要說明如何用明喻為續(xù)寫增色：
（2022年1月，浙江卷）閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。
When Dr. Hendersn was assigning（指定） prject mates fr his psychlgy class, I secretly hped he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all, I hped he wuldn't assign me t wrk with the fiercely cmpetitive, extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate （命運）wuld have it, Dr. Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.
I went up t my new teammate and intrduced myself He lked at me as thugh I weren't there. I felt he treated me as thugh I wuld hld him back and prbably make him fail t get an A in the curse. He wasn't mean r abusive; he just gave me the impressin he culd d whatever prject we dreamed up better if he did it alne.
Needless t say, I didn't lk frward t an entire term f being brushed ff, but I tried t make the best f it and didn't say anything fr fear that I wuld make things wrse.
The prject required each team t develp a hypthesis （假說）, set up an experiment t test the hypthesis, d the statistical analysis and present the findings. Whatever grade the team received wuld be shared by bth students.
When my teammate and I met t discuss ur prject, I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades—the exact ppsite f me. I was utmatched. I actually wanted t drp the class at ne pint, but stpped shrt because I didn't want t give him the satisfactin f my chickening ut. I decided t stick t it n matter what.
After lng discussins we smehw agreed t d a study n the psychlgical well-being f teenagers. I wasn't sure what it meant exactly, but at least we had a tpic.
注意：
1. 所續(xù)寫短文的詞數(shù)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. 結部分分為兩段, 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。
Para 1. We started t meet regularly t draw up ur plans.
______________________________________________________________________________________________________________________________________________________
Para 2. One day I gt wrd that he was admitted t hspital fr a serius disease.
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1.用明喻修辭個美化關鍵句子
Para.1:
（1）描述個人形象
例如：Thugh I wanted t share my ideas with him fully, I failed t d s as if I were a mnster t him t draw him back in the study.雖然我想和他分享我的想法，但我沒有這樣做，我好像一個怪物一樣會在學習上拖他的后腿。
（2）描述個人行為反應
例如：I just kept ndding like a machine when he asked me whether it is OK t d this way r that way.當他問我是否可以這樣做或那樣做時，我只是像一臺機器一樣不停地點頭。
（3）描述心理情態(tài)
例如：I started t wait t leave immediately we arrived at the place as a fish fund lng lst water, and s did he.我們一到那個地方，他也和我一樣，我就迫不及待地想離開，就像一條魚找到了失去很久的水一樣。
Para.2:
（1）描述情感情緒
例如：I felt s srry t hear that, as restless as ants n a ht pan, and I thught I shuld visit him in any case.聽到這個消息我感到很難過，就像熱鍋上的螞蟻一樣坐立不安，我想無論如何我都應該去看看他。
（2）描述努力的場景
例如：We began t wrk as a fine team and we were similar hrses and wrk harder and harder, finally finishing ur prject n time. 我們開始像一個優(yōu)秀的團隊一樣工作，我們都很努力，越來越努力，終于按時完成了我們的項目。
（3）強調觀點態(tài)度
例如：We, as it were, were the shadw f each ther at last in the curse f study.可以說，在學習的過程中，我們終于成了彼此的影子。
2.結合明喻構思并完成寫作任務
We started t meet regularly t draw up ur plans. Thugh I wanted t share my ideas with him fully, I failed t d s as if I were a mnster t him t draw him back in the study. I just kept ndding like a machine when he asked me whether it is OK t d this way r that way. I thught it was impssible t persuade him int accepting my views, s I didn’t want t waste ur time t discuss. I started t wait t leave immediately we arrived at the place as a fish fund lng lst water, and s did he.I just hped that the presentatin day culd cme earlier.
One day I gt wrd that he was admitted t hspital fr a serius disease. I felt s srry t hear that, as restless as ants n a ht pan, and I thught I shuld visit him in any case.He was a little surprised t see me when I stepped int his ward with sme flwers and fruits. I ffered t d the rest wrk f ur prject and he invited me t share my ideas t perfect it. We began t wrk as a fine team and we were similar hrses and wrk harder and harder, finally finishing ur prject n time. Our hard wrk paid ff and Dr. Hendersn’s was very satisfied with ur wnderful findings. Frm this prject, we als learned the significance f teammates. Just as the saying ges, ne persn can g far, but a grup f persns can travel farther. We, as it were, were the shadw f each ther at last in the curse f study.
實踐強化
3
基礎演練
A
閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
It was the final day f ur hliday: I’d gne snwbarding with my little brther and what we lacked in skill we made up fr in enthusiasm, catching the first ski lift in the mrning and the last lift in the afternn. That day, fresh snw had been falling and we were in high spirits. We stpped near the tp f an ff-piste sectin (非滑雪場區(qū)域) that went thrugh frests. I’d dne this rute a few times befre and, as I was faster and mre experienced, I let my brther disappear int the trees ahead, figuring I wuld sn catch up.
I began t pick up speed when I was suddenly thrwn ff balance. I didn’t fall but I lst cntrl f the bard. I was unable t turn, instead ging in a straight line, gathering speed. Just as I was regaining cntrl, I smashed (猛撞) int the trunk f a large tree.
It was like hitting a cncrete pillar (柱子). I didn’t lse cnsciusness but the pain was felt instantly and verwhelming. I knew pretty much immediately that my back was brken and quickly realised the situatin culd get very serius. I was ff-piste, s nbdy wuld be cming past. There was n phne signal. My brther knew I was n the muntain, but we ften lst each ther and wuld just meet at the bttm, s he might nt wrry fr sme time. Even if he did, he had n way f knwing where I was. It was snwing and cld. I figured if I waited, I wuld prbably be rescued, eventually. But the chance f freezing t death befre that happened was t high fr me t risk staying put.
I tried t stand but cllapsed and almst blacked ut with pain befre I gt halfway up.
Walking was nt an ptin. Crawling was t slw and painful. I had anther idea: I managed t get the bard unclipped (松開) frm my feet and maneuvred (移動) it under my stmach s I was lying n it. I faced dwn the muntain and, using the bard as a luge (小雪橇), I started t drag and slide my bdy dwn the steep, tree-lined slpe (斜坡). It was sharp but the snw was quite deep s I culd use my arms t stp myself sliding ut f cntrl. I descended (下降) at a slw jgging pace, trying t slw myself as much as pssible.
注意:1. 所續(xù)寫短文的詞數(shù)應為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:
At ne pint I lst cntrl and came ff the bard.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
I was given first aid and a helicpter tk me t hspital, where my parents had already been waiting fr me.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
讀后續(xù)寫明喻修辭使用導引
【參考范文】
At ne pint I lst cntrl and came ff the bard. I felt the cldness arund my back and it temprarily eased the intense pain. I briefly thught f staying there befre a luder vice f irn repeated, “N. I must get dwn.” I tk a deep breath and pushed hard with my hands t get myself back n t the bard. Daunting as the challenge was, I managed t slide myself like a brken kite n t a crss-cuntry ski path and waited fr anther hur befre the muntain rescue team came, with my brther arriving shrtly afterwards. I culdn’t feel my hands r my tes frm the cld, but the relief at knwing I was safe was immense.
I was given first aid and a helicpter tk me t hspital, where my parents had already been waiting fr me. After a thrugh examinatin, I had spinal (脊柱的) surgery. The recvery rad was tugh as if I were climbing the Everest, but my family were incredible. Frm the amazing jb my brther did in lking after me t my parents wh put up with me, immbile and frustrated in their hme fr mnths. Gradually, I was able t walk, then swim, then cycle and then t run. Eventually, I was back ding what I lve mst – running alng muntain trails with my brther. I haven’t been back t the slpes yet but it might happen smeday – I will, hwever, be sticking t the piste areas.
【寫作指導】
1.段落續(xù)寫：
①由第一段首句內容“我一度失去了控制，離開了雪橇。”可知，第一段可描寫作者自救的經(jīng)過。
②由第二段首句內容“我接受了急救，一架直升機把我送到了醫(yī)院，我的父母已經(jīng)在那里等我了。”可知，第二段可描寫作者得到了急救，經(jīng)歷一段恢復期后又開始滑雪。
2.續(xù)寫線索：鼓勵——返回滑雪道——求援——恢復——感悟
3.詞匯激活
行為類：①減輕：ease/ alleviate/ lessen/lighten/relieve；②到達：arrive in/reach/get t/g t；③堅持：stick t/persist in/ persevere in/insist n;
情緒類：①.艱難的： tugh/difficult/hard/rugh/stiff；②.沮喪：frustrated /depressed/discuraged
【典型句式】
[句式1]Daunting as the challenge was, I managed t slide myself n t a crss-cuntry ski path and waited fr anther hur befre the muntain rescue team came, with my brther arriving shrtly afterwards. (由連接詞as引導的倒裝句和with的復合結構)
[句式2]Frm the amazing jb my brther did in lking after me t my parents wh put up with me, immbile and frustrated in their hme fr mnths.(由關系代詞wh引導限制性定語從句)
[句式3]Eventually, I was back ding what I lve mst – running alng muntain trails with my brther.(what引導的賓語從句)
綜合演練
B
1．閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
Saved by the Belt
My family is ne f the lucky nes. We still have what we cnsider mst precius — each ther. It is Kathy Hezlep, ur superstar, that has saved ur family. Sitting at the prch, I am transprted t the accident ten years ag.
As a mther, I have been blessed. I have a nice, smart, gd-lking sn wh has given me much pleasure ver the years. In the mnths leading up t Alan’s 16th birthday, there was a lt f excitement abut his upcming rite (儀式)f passage — the driver’s license.
Abut a mnth befre his birthday, there was an assembly abut seat-belt safety presented at his high schl. One f the presenters in this prgram, Kathy Hezlep, had lst her sn in a hrrible car crash the year befre. When Kathy was first asked t speak at this assembly, she was reluctant. Her sn’s death had been extremely hard n her. She ften felt helpless and discuraged, and she wasn’t sure hw she culd make a difference by speaking with this grup.
But the schl had cnvinced her t talk t the students. Kathy spke abut hw hard it had been since the lss f her sn. There were days when it was an effrt just t get ut f bed. She spke directly frm her heart and my sn tk her wrds straight int his heart. I remember Alan cming hme that day and the tw f us talking abut the crash. We thught it was interesting that she was a single mther(like me)and that her sn, Ryan, was her nly child(like Alan).
Well, the big day finally arrived. The state f Flrida, in its infinite wisdm, granted my “ child ” a license t take a laded weapn and drive it! At the time, I thught the wrst feeling I culd pssibly experience was watching my nly child drive ff alne in my car. I was wrng.
注意：
1.續(xù)寫詞數(shù)應為150詞左右；
2.請按如下格式在答題卡的相應位置作答。
Alan had his license ne week when the plice called me that Alan had an accident with his friends.
______________________________________________________________________________________________________________________________________________________________________________________________________
When I rushed t the hspital, I talked t Alan abut the accident.
_________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
Alan had his license ne week when the plice called me Alan had an accident with his friends. The plice infrmed me my sn had been driving dwn a curving rad, lst cntrl f the car. Since he was an inexperienced driver, he didn’t knw hw t cme ut f the spin. He managed t miss a lake and a traffic sign in his path, but went full frce int a light ple. Thankfully, he wasn’t ging faster, because if he had hit the ple any harder, he and his tw passengers culd have been killed.
When I rushed t the hspital, I talked t Alan abut the accident. He said that nne f the kids had been wearing their seat belts when he started the car. But Kathy Hezlep’s wrds, spken s sincerely and elquently abut her terrible lss, had impressed him s deeply that he insisted that everyne put n their seat belts immediately. That was what had saved their lives. I have unending gratitude, respect and lve fr Kathy Hezlep. She is nt a celebrity but an everyday persn; a mther wh, despite her immeasurable lss, had the curage t speak ut and make a difference and saved three lives.
【寫作指導】本文以人物為線索展開，講述了作者的兒子因為聽了一個講座，在開車的時候堅持讓所有人系安全帶，從而救了所有人的命。
1.段落續(xù)寫：
①由第一段首句內容“艾倫有駕照的一個星期，警察打電話給我，艾倫和他的朋友發(fā)生了意外。以及第二段首句“當我趕到醫(yī)院時，我和艾倫談論了這次事故。”可知，第一段可描寫警察告知作者艾倫出事故的大致情況，并且可知艾倫沒有生命危險。
②由第二段首句“當我趕到醫(yī)院時，我和艾倫談論了這次事故?！笨芍诙慰擅鑼懓瑐惷枋鍪鹿是闆r，一定要注意文章標題，也就是要點出主題，之所以沒有生命危險是因為系了安全帶。
2.續(xù)寫線索：作者很開心兒子即將獲得駕照——學校舉辦了關于安全帶安全的講座——作者的兒子獲得了駕照——作者的兒子出車禍——由于系了安全帶，作者的兒子沒有生命危險
3.詞匯激活
行為類
1.成功做……：manage t d/succeed in ding
2.系安全帶：wear the seat belt/put n the seat belt
3.告訴：tell/infrm
情緒類
①感激：gratitude/thanks
②真誠：sincerely/genuinely
【典型句式】
【句式1】Since he was an inexperienced driver, he didn’t knw hw t cme ut f the spin.（運用了since引導的狀語從句）
【句式2】Thankfully, he wasn’t ging faster, because if he had hit the ple any harder, he and his tw passengers culd have been killed.（運用了because引導的原因狀語從句和if引導的條件狀語從句）
2．閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
The little car was crwded with kids: my brthers and sisters. We fught, debated and cried, making much nise. Being part f a big family was really starting t anny me. Fr example, my brthers and sisters kncked n the bathrm dr all the time. Hw I wanted t be the nly child in my family.
As the car rlled dwn the small rad, my mm said cheerfully, “The pl is three minutes away. Yu’ll have much time t swim.” Swimming was a peaceful activity. I culd flat n my back and lk at the sky. I culd pretend I was the nly persn in the wrld. Mm parked the car beside a small rw f ther cars. “One at a time,” she yelled befre the car drs pened. Nbdy listened. The car drs all flew pen at nce. After pushing, yelling and crying, we came ut.
I quickly pulled ff my jeans, T-shirt, scks and shes, and finally put n my swimsuit. “Yeah!” I yelled as I jumped int the big natural pl with small stnes n its flr. Cld water struck my face. I put my head under the water, which sht up my nse. After standing up again, I drpped backward int the water and began t flat. The water sat arund my cars, smth and silent. The sun warmed my face.
I was like a leaf flating in a large pl peacefully. Everything was silent under water. Fr the mment, I felt I was the nly child there. I didn’t have t share things like snacks with ther kids. My stmach made a nise at the thught f fd. Hadn’t Mm packed a huge bag f chips fr ur snack? I std up t walk t shre.
Oh! Dark sandy water suddenly filled my muth and cvered my head. The rcky grund was gne; I was pushed int the deep, dark water. I tried t kick t the surface. As my face peeked ut (微露出) frm under the water, I tk a deep breath. I tried t swim and leave the deep water. But it didn’t wrk. I nly knew hw t flat.
注意：
1. 續(xù)寫詞數(shù)應為150左右；
2. 請按如下格式在答題卡的相應位置作答。
Paragraph 1
The water clsed ver my head again.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2
I culd feel my bdy mving upward as a familiar hand started t pull me thrugh the water.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【參考范文】
The water clsed ver my head again. I struggled t mve bth my hands and legs. I thught abut my mm. What wuld she d if she culdn’t find me? What abut my brthers and sisters? When thinking, I didn’t knw the nise prduced by my hands and legs’ mving attracted my brthers and sisters’ attentin. Befre lng, I felt the water mving arund me. Smething warm and strng tuched my hand. Was it a shark in the pl? N, it was smene’s hand.
I culd feel my bdy mving upward as a familiar hand started t pull me thrugh the water. It pulled until I culd feel the grund under my feet, and I came nt the shre. “We did it! ” yelled ne f my brthers as I lked up and saw my mther hlding my hand. I learned she and ther kids made a human chain s that she culd get me. I was speechless. Kids ran all arund me, jumping, running and screaming. Maybe this great big crazy family wasn’t s crazy. After all, they were the human chain. Because f them, I was ut f danger.
【寫作指導】本文以人物為線索展開，講述了作為一個大家庭的一員，作者很惱怒。在去游泳時，作者享受獨自一個人的時間，感到非常愜意。但在試圖離開深水區(qū)時，作者發(fā)生了危險，無法浮出水面了。
1.段落續(xù)寫：
①由第一段首句內容“水又淹沒了我的頭。”可知，第一段可描寫作者在水中努力掙扎，聲音吸引了兄弟姐妹的注意，有人抓住了作者的手。
②由第二段首句內容“當一只熟悉的手開始把我拉出水面時，我能感覺到我的身體在向上移動?！笨芍诙慰擅鑼懽髡甙l(fā)覺是家人救了自己，他們很開心，作者領悟到家庭成員雖然吵鬧，但他們也是非常重要的。
2.續(xù)寫線索：作者掙扎——吸引家人——被抓住手——拉出水面——家人開心——作者感悟
3.詞匯激活
行為類
①想到：think abut/think f
②吸引某人的注意：attract ne’s attentin/draw ne’s attentin
③抓著我的手：hld my hand/grab my hand
情緒類
①溫暖的：warm/mild
②大聲喊：yell/shut
【典型句式】
【句式1】What wuld she d if she culdn’t find me?（由if引導條件狀語從句）
【句式2】I learned she and ther kids made a human chain s that she culd get me.（由省that（已省略）引導賓語從句，由s that引導目的狀語從句）
比喻詞
表達舉例
使用目的
f
a luder vice f irn
凸顯內心的堅定的意志力
like
like a brken kite
描述無能為力的場景
as if
as if I were climbing the Everest
再現(xiàn)道路的艱難
... ...
... ... ... ... ... ...
... ... ... ... ... ...

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