Grwing frm Travel
Sept. 27 is Wrld Turism Day. Of curse, travel isn't a new discvery. Imagine hw Italian traveler Marc Pl must have felt when he fund himself n Chinese sil, seeing a way f life extremely different frm anything he'd seen befre.
And hw amazing must it have been t listen t Zhang Qian, Chinese explrer, the first man t bring back a reliable accunt f the lands f Central Asia t the curt f China when he returned? He was dispatched by the Han Dynasty emperr Wudi in 138 BCE t establish cntact with the Yuezhi peple, a Central Asian tribal grup that spke an Ind-Eurpean language. Captured by the Xingnu, viewed as enemies f China, he was held fr 10 years. Nevertheless, he managed t reach his destinatin and returned t China after an absence f 13 years. His brain must have been packed with details he'd seen and heard, leading t the funding f the Silk Rad.
Travel is ne f the mst exciting experiences a human being can have. Nwadays, mre peple are travelling than ever befre, using varius means f transprt. By train, plane and car, peple all arund the glbe are visiting places that peple didn't even knw r nly knew frm bks.
Sme peple have travelled all ver the wrld, and travel is a unique way f life t them. They perhaps knw what t expect befre they make travel arrangements. That's why the best travel is when it's fr the first time. Imagine a persn wh has always wanted t travel t the United States. Of curse, they've prbably seen the Statue f Liberty a thusand times n the TV, the White Huse, and all the ther famus sights. But nne f them wuld cmpare t the thrill f lking ut f the cabin windw as the flight lands, watching the cities, streets and paths f the real America cme int view.
Althugh travel is ften just fr fun, it's als educatinal. We may nt knw that we are getting an educatin, but we still are. We're learning every day: new wrds in a new language, new peple, and new ways f life. But it is in the schl f the wrld that this pwerful learning takes place, nt the classrm. The mst imprtant ne is undubtedly a mral ne. As we get t knw freign places, we cme t recgnise that there are many different ways t live, and that the way we live isn't necessarily the best way. S, travel teaches tleratin.
1.重點(diǎn)詞匯再現(xiàn)
(1)extremely adv. 極其地
(2)amazing adj. 令人驚嘆的
(3)emperr n. 皇帝
(4)cntact n. 聯(lián)系
(5)view v. 看待
(6)destinatin n. 目的地
(7)detail n. 細(xì)節(jié)
(8)transprt n. 交通運(yùn)輸
(9)unique adj. 獨(dú)特的
(10)arrangement n. 安排
(11)sight n. 景色
(12)flight n. 航班
(13)path n. 小路
(14)pwerful adj. 強(qiáng)有力的
(15)recgnise v. 認(rèn)出；認(rèn)可
2．經(jīng)典句型再現(xiàn)
(1)強(qiáng)調(diào)句型
But it is in the schl f the wrld that this pwerful learning takes place, nt the classrm.
但是這種強(qiáng)有力的學(xué)習(xí)是在世界的學(xué)校里進(jìn)行的，而不是在教室里。
(2)as引導(dǎo)時(shí)間狀語從句
As we get t knw freign places, we cme t recgnise that there are many different ways t live, and that the way we live isn't necessarily the best way.
當(dāng)我們了解外國的地方時(shí)，我們逐漸認(rèn)識(shí)到許多不同的生活方式，而我們的生活方式不一定是最好的。
eq \a\vs4\al(Ⅱ) 迷你語料庫(Mini Crpus)
續(xù) 表
eq \a\vs4\al(Ⅲ) 讀后續(xù)寫起始篇：讀通——情節(jié)發(fā)展(Plt develpment)
1．了解敘事模式
故事的發(fā)展往往遵循一定的敘述模式，即
一般情況下，在讀后續(xù)寫提供的語篇中，已經(jīng)出現(xiàn)了三部分：開端(Beginning)；發(fā)展(Rising Actin)；高潮(Climax)。需要續(xù)寫的兩段分別對應(yīng)尾聲(Falling Actin)和結(jié)局(Ending)。
2．情節(jié)山(Plt muntain)
一般情況下，可以采用繪制plt muntain“情節(jié)山”的方式整理文章脈絡(luò)，闡釋文章的情節(jié)發(fā)展。如下圖：
通過繪制情節(jié)山，可以梳理文章脈絡(luò)，為下一步的續(xù)寫做好準(zhǔn)備和鋪墊。
【典題精析】
閱讀下面的材料， 完成以下任務(wù)。
Mr. Taylr checked again: water, fd, bandage, medicines, a cmpass, and a map wrapped in ! He put all that he prepared fr the cming hiking int his backpack.
Mr. Taylr was fnd f hiking, this time in particular, fr it was the first time fr him t hike with his tw sns, Harry and Jel. Jel liked reading bks abut explrers and Harry jined the hiking club in his schl this term. “It will be an unfrgettable experience, definitely.” he whispered t himself, uncnsciusly a smile spreading ver his face.
Harry and Jel, hwever, argued fr the first three miles f their hiking trip. Harry accused Jel f wearing smelly ld shes. Jel blamed Harry fr using all f the bug spray (噴霧防蟲劑). Harry tld Jel he smelled terrible, and Jel called Harry a cward (懦夫)．
“Will the tw f yu just quiet dwn and enjy ur hike tgether？” their father said. “Yu're missing all f the beautiful scenery！”
It was true. Neither Jel nr Harry had taken ntice f the bear their father had spied at the start f their trip. They hadn't lked up at the eagle he pinted ut verhead. Wrst f all, they hadn't paid any attentin t the turns and twists alng the way while they cntinued their argument.
“Jel threw a stick at me！” Harry screamed.
“That's nt true！” Jel shuted back.
Mr. Taylr culd n lnger cntain his anger. “And bth f yu need t stp arguing！” he erupted. As he turned t face them, his left ft caught n a rt. He slipped backward and dwn muddy bank, falling int the river that ran alngside the path.
The tw kids, nw in a panic, became silent and seemed at a lss what t d next. Mr. Taylr sighed and began t give them instructins. Harry was arranged t spread the wet clthes n a nearby stne and let it dry while Jel was helping Mr. Taylr wrap the wund. Befre Mr. Taylr uttered a wrd, Jel yelled, “If nly yu had stpped arguing earlier with me! There wuld be n prblem！” “It's nt my fault！” Harry retrted, glaring at him with burning anger.
“Just calm dwn.”Mr. Taylr shuted. The bys lwered their heads, ashamed. They turned t Mr. Taylr fr guidance. Frtunately, it was nt lng befre they learned the basics. S they set ff again. On the way, they gradually learned t cperate with each ther. Eventually, the hiking turned ut t be a delightful experience. Lking at their bright smiles, Mr. Taylr felt all the difficulties were wrth it.
1．?dāng)⑹履Ｊ椒治?br>2.繪制情節(jié)山(Draw plt muntain)
答案：①M(fèi)r. Taylr went hiking with his tw sns, Harry and Jel.
②Harry and Jel argued fr the first three miles f their hiking trip.
③Mr. Taylr fell int the river.
④Harry and Jel tk care f Mr. Taylr, stpped quarrelling and cperated t finish the hiking.
⑤They finished hiking successfully.
名校模擬演練：
1, （2022·福建·廈門外國語學(xué)校高三階段練習(xí)）讀后續(xù)寫
Lightning flashed thrugh the darkness ver Sibsn’s bedrm skylight(天窗). Sibsn was shaken by a clap f thunder befre he knew what was happening. The strm had mved directly thrugh his tw-stry wden huse. Then he heard the smke alarm beeping.
Sibsn rushed dwn the stairs bareft t check. He pened the dr t the basement, and flames explded ut. Sibsn ran back upstairs t call 911 frm his bedrm. “I felt glad because the rm had a separate utdr stairway,” he explained t the media later.
But the phne didn’t wrk, and when he tried t g dwn the utdr stairway, he was stpped by a wall f flames. Sibsn realized he was trapped. Suddenly, a piece f wd fell frm the rf. Sharp pain raced thrugh his bdy as he lked dwn and fund his leg bleeding.
Sibsn’s huse was three kilmeters ff the main rad and was s well hidden by trees that he knew calling fr help wuld be fruitless.
Up a hill nearby lived Sibsn’s neighbr, Huggns. He was lying in bed when smething like a smke alarm struck his ears. He jumped ut f bed, tk his phne and flashlight, and headed dwn the hillside tward the nise. That was when he saw the rlling heavy smke.
Huggns dialed 911, and the peratr warned him nt t enter the huse. But Huggns said, “There is n way I am ging t listen t Sibsn scream and die in that fire.”
“Anyne there?” Huggns called ut. Then he heard “Help! I’m trapped!” cming frm the secnd flr balcny. He entered the huse, but sn had t run back t catch his breath.
After ne mre attempt t get inside the huse, Huggns gave up and circled arund back. The wind parted the smke just enugh fr him t catch sight f Sibsn. But there was n way t get t him.
With the wind fueling the fire, there was n time t waste and the secnd flr seemed t be falling dwn in the next minute.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“G! Leave me alne!” shuted Sibsn with desperate tears in his eyes, “It will kill yu, t.”
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2, （2022·貴州省龍里中學(xué)高二階段練習(xí)）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)寫詞數(shù)應(yīng)為150左右。
In 1994 an 8.2 earthquake hit America, killing ver 30,000 peple in less than fur minutes. As sn as the earthquake was ver, a father left his wife safely at hme and rushed t the schl where his sn was suppsed t be, nly t discver that the building was as flat as a pancake.
After the unfrgettably initial shck, he remembered the prmise he had made t his sn: “N matter what happens, I’ll always be there fr yu!” And tears began t fill his eyes. As he lked at the pile f ruins that nce was the schl, it lked hpeless, but he kept remembering his prmise t his sn.
He began t draw his attentin twards where he walked his sn t class at schl each mrning. Remembering his sn’s classrm wuld be in the back right crner f the building, he rushed there and started digging thrugh the ruins.
As he was digging, ther helpless parents arrived, with a brken heart, shuting: “My sn!” “My daughter!” Other well meaning parents tried t pull him ff what was left f the schl, saying: “It’s t late! They’re all dead! Yu can’t help! G hme! Cme n, face reality, there’s nthing yu can d!”
T each parent he respnded with ne line: “Are yu ging t help me nw?” And then he cntinued t dig fr his sn, stne by stne. The firefighters shwed up and tried t pull him ff the schl’s ruins, saying, “Fires are breaking ut, explsins are happening everywhere. Yu’re in danger. We’ll take care f it. G hme.” Hwever, the father asked, “Are yu ging t help me nw?” The plice came and said, “Yu’re anxius and it’s ver. Yu’re endangering thers. G hme. We’ll handle it!” Again, he replied, “Are yu ging t help me nw?” N ne helped.
Paragraph 1:
The father went n alne because he needed t knw fr himself: “Is my by alive r is he dead?”
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Everyne began t help him pull the kids ut f the ruins.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
1, With the wind fueling the fire, there was n time t waste and the secnd flr seemed t be falling dwn in the next minute. Sibsn was in great pain in the fire, and Huggns struggled t find a slutin. He lked arund, gt a fire extinguisher, and tried t rush nt the balcny again t save Sibsn, but the fire was t intense fr him t get near. Huggns was anxius as the secnd flr f the huse was abut t cllapse.
“G! Leave me alne!” shuted Sibsn with desperate tears in his eyes, “It will kill yu, t.” Huggns was fightened but did nt want t leave him alne. He shne the flashlight int the wds and nticed a ladder. He tk it ver t the balcny and pulled Sibsn dwn just as the secnd flr f the huse fell ff. Sibsn is still 40 when he tells the stry. “I was alne that night,” he says. “Then I heard the mst beautiful sund in my life. It was Huggns.”
【導(dǎo)語】本文是一篇讀后續(xù)寫，以人物為主要線索展開，一天暴風(fēng)雨襲擊了Sibsn的小木屋，導(dǎo)致地下室大火彌漫，Sibsn從戶外樓梯準(zhǔn)備逃離時(shí)，發(fā)現(xiàn)火勢兇猛，又不幸被掉落的屋頂砸中腿部，因此被困在了陽臺(tái)，千鈞一發(fā)之際，鄰居Huggns過來想盡各種辦法，最終救下了他。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“風(fēng)助長了火勢，沒有時(shí)間再浪費(fèi)了，二樓似乎馬上就要塌下來了?！笨芍?dāng)時(shí)的火勢十分兇猛，情況十分危急，Sibsn隨時(shí)都有生命危險(xiǎn)，所以接下來可重點(diǎn)描寫Huggns是如何不顧一切，想辦法去施救的。
②由第二段首句內(nèi)容“去！別管我！布森眼里含著絕望的淚水喊道，“它也會(huì)殺死你的。””可知，情況已經(jīng)到了危急時(shí)刻，可接著描寫Huggns是如何將Sibsn救出火場的，以及Sibsn的人物情緒。
2.續(xù)寫線索：二樓即將要坍塌——Huggns嘗試各種途徑撲救——火勢太大，以失敗告終——危機(jī)時(shí)分，Huggns發(fā)現(xiàn)了一個(gè)梯子——用梯子將Sibsn從陽臺(tái)上接了下來——Sibsn非常感激Huggns的救命之恩。
3.詞匯激活
行為類
①.環(huán)顧四周：lk arund / g arund
②.沖：rush/ dash
③.倒下：fall dwn/ cllapse /cme dwn
情緒類
①.焦急的：anxius/ wrried
②.害怕的：frightened/ scared/ terrified
【點(diǎn)睛】[高分句型1]. Huggns was anxius as the secnd flr f the huse was abut t cllapse.（運(yùn)用了as引導(dǎo)的原因狀語從句）
[高分句型2]. He tk it ver t the balcny and pulled Sibsn dwn just as the secnd flr f the huse fell ff.（運(yùn)用了as引導(dǎo)的時(shí)間狀語從句）
2, 【答案】Paragraph 1:
The father went n alne because he needed t knw fr himself: “Is my by alive r is he dead?” He dug fr eight , in the 38th hur, he pulled back a large stne and heard his sn’s vice. After screaming his sn’s name, “ARMAND!” he heard back, “Dad?! It’s me, Dad!” The faint but familiar vice brught tears f relief t his eyes. “What’s ging n in there? Hw is it?” the father asked anxiusly, digging mre frcefully with his bare hands. “I’m fine. There are 13 ther kids dwn here, Dad,” Daniel replied. “We’re scared, hungry, and thirsty. When the building cllapsed, it made a triangle and saved us.” The father realized that this was a tricky situatin. He culdn’t risk causing anther cllapse dwn there. Frtunately, the firefighters were just nearby. The father shuted t the fire chief and signalled t them t cme ver.
Paragraph 2:
Everyne began t help him pull the kids ut f the ruins. Then, the father helped the firefighters cautiusly remve the rcks and pulled ut the kids ne by ne. When everyne was safe and sund, Daniel threw himself int his father’s arms: “Yu did it, Dad! N matter what, I knw yu’ll be there fr me!”
【導(dǎo)語】本文以人物為線索展開，講述了一座城市發(fā)生了8.2級(jí)的地震，地震幾乎把這座城市夷為平地。在一片混亂中，一位父親沖去學(xué)校救自己的兒子，因?yàn)樗騼鹤映兄Z“無論發(fā)生什么，他都會(huì)永遠(yuǎn)在兒子身邊”。學(xué)校已經(jīng)成為一片廢墟，但他仍然不停地在廢墟中尋找，好心的家長和消防隊(duì)員試圖勸他停止尋找，但他仍不放棄。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“他勇敢地獨(dú)自面對，因?yàn)樗约盒枰溃骸业暮⒆邮腔钪€是死了？’”可知，第一段可描寫這位父親尋找兒子的過程及他是否找到了兒子。
②由第二段首句內(nèi)容“每個(gè)人都開始幫助他把孩子們從廢墟中拉出來?！笨芍?，第二段可描寫兒子獲救及獲救后父子二人的互動(dòng)。
2.續(xù)寫線索：繼續(xù)尋找——聽到兒子的聲音——詢問兒子的處境——還有13個(gè)孩子——兒子獲救——父子互動(dòng)
3.詞匯激活
行為類
①.昏倒：pass ut/fall dwn in a faint
②.倒塌：cllapse/tpple dwn
③.導(dǎo)致：cause/lead t
情緒類
①.焦急地：anxiusly/nervusly
②.害怕的：scared/frightened
【點(diǎn)睛】[高分句型1]. When everyne was safe and sund, Daniel threw himself int his father’s arms: “Yu did it, Dad! N matter what, I knw yu’ll be there fr me!”（由when引導(dǎo)的時(shí)間狀語從句）
[高分句型2]. The father realized that this was a tricky situatin.（由that引導(dǎo)的賓語從句）
序號(hào)
佳句呈現(xiàn)
賞析
1
Peru is a cuntry n the Pacific cast f Suth America with three main areas①： narrw, dry, flat land running alng② the cast, the Andes Muntains, and the Amazn rainfrest.
①用來描述地理位置，特別注意兩個(gè)介詞n和with的選擇；②running alng是非謂語動(dòng)詞，表示“沿著”。
2
It is fr this reasn that Spanish is the main fficial language f Peru.
強(qiáng)調(diào)句型。要特別注意強(qiáng)調(diào)句型的構(gòu)成：It is/ was＋被強(qiáng)調(diào)部分＋that＋句子的其他成分。最大的特點(diǎn)：如果去掉It is/was和that 仍然是一個(gè)完整的句子。
3
Frm there, yu'll spend ne day travelling by bat t yur accmmdatin in the middle f the frest.
在spend...(in) ding sth.中in可以省略；此句中accmmdatin表示“住處”。
4
Yu can then spend three days explring the rainfrest with a lcal guide and enjying the plants and animals unique t the rainfrest.
描述旅行計(jì)劃。其中explring和enjying 為并列成分。
5
After reaching yur destinatin, yu will have a day t explre and be amazed by this ancient city.
描述抵達(dá)旅行目的地之后的總體計(jì)劃和感受。可用于介紹旅行計(jì)劃安排。
6
Especially amazing is the Incas' dry stne methd f building.
表語前置引起全部倒裝。表語especially amazing前置是為了突出和強(qiáng)調(diào)?？梢栽趯懽髦惺褂眠@種結(jié)構(gòu)。
7
Inca builders cut stnes t exact sizes s that nthing was needed t hld walls tgether ther than the perfect fit f the stnes.
s that引導(dǎo)結(jié)果狀語從句，表示“因此……”；ther than 表示“除……以外”。
8
Stay in a lcal htel, visit the museums, admire the architecture, enjy the excellent lcal fd, and g shpping at the lcal markets.
用祈使句和動(dòng)詞的聯(lián)動(dòng)描述旅行活動(dòng)。在旅行話題的寫作中可以使用。
9
Enjy the beautiful cuntryside as yu spend a day driving alng the new highway① cnnecting② Cusc t Lake Titicaca.
①as引導(dǎo)時(shí)間狀語從句；②v.-ing形式作后置定語，修飾名詞短語the new highway。
序號(hào)
佳句呈現(xiàn)
賞析
10
I've heard that it is an amazing sight, and I can't wait t g.
描述迫不及待的心情。can't wait t d＝can hardly wait t d。
11
It's amazing that there are mre than 8，000 statues.
it為形式主語，真正的主語為后面that 引導(dǎo)的從句。
12
Cme and see the Terractta Army: mre than 8，000 statues were made in the third century BCE t guard the tmb f the Chinese Emperr Qinshihuang！
描述中國古代文明的代表——兵馬俑。其中“t ”作目的狀語。
13
Each statue has a different face, leading researchers t believe that each ne is a cpy f a real sldier.
描述兵馬俑的迷人之處。其中“l(fā)eading ”是v.-ing形式作結(jié)果狀語，表示“自然而然的結(jié)果”。
開端(Beginning)
介紹故事發(fā)生的背景和人物
發(fā)展(Rising Actin)
引出文章最大的沖突(cnflict)
高潮(Climax)
故事沖突最猛烈的地方，即故事發(fā)展的頂點(diǎn)
尾聲(Falling Actin)
故事逐漸收攏，清掃故事發(fā)展遺留的問題
結(jié)局(Ending)
最大的沖突得以解決，故事結(jié)束
開端
(Beginning)
Paragraphs1－2：
Mr. Taylr went hiking with his tw sns, Harry and Jel.
發(fā)展
(Rising Actin)
Paragraphs：3－7：
Harry and Jel argued fr the first three miles f their hiking trip．
文章最大的沖突： 哈利和喬爾一直在吵架。
高潮(Climax)
Paragraphs：8－10
Mr. Taylr culd n lnger cntain his anger.
He slipped backward and dwn muddy bank, falling int the river that ran alngside the path.
高潮：泰勒先生落水了。幸運(yùn)的是，雖然全身濕透了，泰勒先生只受了輕傷。
尾聲
(Falling Actin)
Harry and Jel tk care f Mr. Taylr, stpped quarrelling, and cperated t finish the hiking.
結(jié)局(Ending)
They finished hiking successfully.

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