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阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
After an exhausting day, Jack wandered in the street, smiling while thinking of his students. Jack was a respectable and considerate teacher while his students took good care of him too.
Suddenly, a familiar figure flashed into Jack’s eyes. It was Mark, his junior high school teacher. With thrill, Jack dashed forward, greeting enthusiastically, “Mark, how are you ” Taking out his presbyopia(老花镜), Mark studied the passionate young man in front of him, hesitated for a moment, and got confused., “Sorry Have we met before ”
Not disappointed at all, Jack introduced himself in delight, “Sorry, Mark. I’m Jack Smith, from Class 2, Grade 8, graduating from Kevin Junior High School in 2001. Now I’m a teacher.” Hearing the words, Mark was puzzled but also delighted, asking a series of questions. “Why can’t I remember you Are you a teacher now ” In spite of poor eyesight, Mark did have such a brilliant memory that he could even remember almost all his students.
“Well, in fact, you only took charge of our class for only one day, and something happened that day. I became a teacher because of your inspiration.”
The old Mark, curious, kept raising questions such as when they met, how he had inspired him to be a teacher, and so on.
“One day, a friend of mine came in with a nice new watch. I was so crazy about it that I decided to take it and I did. After a short while, my friend found it disappear and immediately reported to the teacher, you, who happened to be in charge of our class for that day because our teacher was ill.”
A mixture of emotions floated in Jack’s eyes on recalling the shameful history. That day, Mark came and told the whole class that someone in the class could not find his watch and whoever took it please return it. Jack was too frightened to hand it in.
注意:
1. 续写词数应为150左右
2. 请按如下格式在答题卡的相应位置作答。
Then, Mark closed the door and told all students toget up. ____________
But Mark kept searching everyone’s pockets.___________________________
题型解读
动作描写主要是通过对人物的动作、行为和活动的描写来展示人物的性格、品质身份、地位、处境和状态等。好的动作描写可以使人物形象栩栩如生、活灵活现，个性特征更加鲜明。读后续写的体裁是以人物为中心的叙事性记叙文，需要大篇幅的动作描写，因此做好人物的动作描写显得尤为重要。
四个应对策略
1.要准确。要使用精准化动作类词汇对动作进行细致描写，用一系列小动作而不用大动作或者 用含义比较明确的动词而不用抽象或虚化的动词来描述，以使描写更加具体生动。试比较下面两句:
(1)The little boy said sorry to his mother.
(2)The little boy hung his head and murmured an apology to his mother.
【分析】句(1)中said sorry to 不带任何感彩，而句(2)中使用了具体化的表示“说”的动词 murmured，从而使一个不愿意道歉又不得不道歉的小男孩的形象栩栩如生地复现在读者脑海中。
有过程。记叙文中在描写人物个性的动作时，如果我们蜻蜒点水、一笔带过，就很难突出人 物形象，也很难给人以深刻的印象。而应按照顺序描写一连串动作过程，既要把人物做事情的过程写 清楚又要把人物活动的步骤写具体，这样才能够使得人物形象鲜明，文章层次清楚。试比较下面两句
(1)She went to catch the butterfly.
(2)She crept along the path, bent over swiftly and cupped her hands around the butterfly gently.【分析】句(1)在描写主人公捕捉蝴蝶的动作时，没有细节的动作描写，因此显得很平淡而句(2)运用了creep，bend，cup 三个连贯的动词生动具体地描述了主人公小心翼翼捕捉蝴蝶的微妙过程， 具有极强的画面感。因此，在续写过程中，在必要的地方恰当使用一连串的动词来表示过程，能为 文章增添不少色彩。
3.借修辞。当的修辞手法(比喻、拟人·夸张等)来帮助描 写动作，让动作描写变得更有表现力。比较以下几组句子
(1)The old man's face wrinkled.
(2)The old man's face was like a withered apple.(比喻)
My stomach was aching for not eating on time.
My stomach was punishing me for not eating on time.(拟人)
(1)When she heard the bad news, she cried.
(2)When she heard the bad news, a river of tears poured out.(夸张)
【分析】上面每组中的(2)句分别使用了比喻、拟人、夸张的修辞手法，使得动作的描述更加生 动形象，更加吸引眼球。
富节奏。动词按其意义可分为静态动词和动态动词。动态动词可以生动展现人或事物的运动 状态，让原本静止的画面像放电影一样，吸引读者投人故事中感受人物的情绪和内心，使用富有节 奏变化的动词可以推动波澜起伏的故事情节从而更加直观地表现主题。比较以下几组句子
Unpacking the box, there was a delicate necklace inside.打开盒子，里面有一条精美的项链.
(2)I unpacked the box, a delicate watch inside was in sight and my jaw dropped. f尹盒子，看到里面 有一条精美的项链，我的下巴都掉下来了。
【分析】句(1)中 was 是静态动词，无法凸显“惊喜”生日派对的主题，而句(2)中的dropped 就是 动态动词，形容非常吃惊的状况。
(1)There is a broken car on the road.路上有一辆破车。
(2)The car went out of control and crashed into a wall 这辆车失控了，撞到了墙上。
【分析】个句(1)中的 is 是一个静态动词而句(2)改用 crash into 之后，能够凸显出事故发生的过程，让读者感受到事故的严重性，加深主题意义.
文本分析：
五要素：
When--After an exhausting day, in Class 2, Grade8 in 2001， One day
Where--in the street,in the classroom
Who--Jack,Mark
What--Jack came across Mark years later but Mark seemed not to remember
Why--He took charge of Jack's class for only one day
挖掘原文中的人物情感：
1.After an exhausting day, Jack wandered h.street.smiling while thinking of his students. Jack was respectable and considerate teacher while his students took good care of him, too.
可以作为续写伏笔，暗指Mark也会成为一位体贴受学生爱戴的老师。
伏笔指将上文看似无关紧要的人物或事件作为在续写下文时可能出现的人物或事件的预先提示或暗示，目的效果。的达到“前有伏笔，后有照应了。
2.“Well, in fact, you only took charge of our class for only one day, and something happened that day. I became a teacher because of your inspiration.”
The old Mark, curious, kept raising questions such as when they met, how he had inspired him to be a teacher, and so on.
暗示下文Mark一定做了让Jack深深触动的事情，触动Jack也决心作“Well, in fact, y一名体贴受学生爱戴的老师。
铺垫指故事高潮的前奏，如环境描写、对话描述等，推动主要人物主要内容的展示，帮助制造悬念和矛盾冲突。
Hearing the words, Mark was puzzled but also delighted, asking a series of questions.“Why can't I remember you
showing Jack's love and respect to his teacher.
故事感情线索：
thrill,enthusiastically--delighted--Not disappointed;brilliant; puzzled but also delighted
--disappointed,nervous ,anxious, scared
故事情节线索：
Jack came across Mark.
Mark didn't remember Jack at all.
Jack said that he became a teacher because of Mike's inspiration
Jack recalled Mark how he inspired him.
分析续写段首，确定续写方向
根据段首句1(Then, Mark closed the door and told all students to get up.然后，马克关上门，让所有的学生起来。)及时间线索词Then可设问如下:
1) Which words or phrases should be focused on (closed the door, get up)
2How did Mark search for the watch
3)What were all students feeling and reaction
4)What was Jack's feeling and reaction
根据段首句2(But Mark kept searching everyone's pockets.但是马克一直在搜查每个人的口袋。)，并结合上段内容可知，本段要续写的应该是老师完成搜查并宣布了结果，可设想以下问题:
Which words or phrases should be focused on (kept searching, pockets.
Did Mark find the lost watch
What did Mark do after finding out the watch What did Jack do finally
借助文本资源，创设续写情节
根据已知人物、事件及续写段落首句预测故事总体的发展
Paragraph 1:[开端]马克让所有的学生起来。[故事发展]→不情愿地站了起来。「高潮]杰克感到绝望和恐慌!马克似乎看透了杰克一马克什么也没说，让他安静地坐下来。
Paragraph 2:[结局]完成了他的检查→杰克感到很羞愧他决定把手表还给马克→马克称赞他勇敢承认错误→杰克下定决心成为像Mark一样受人尊敬、体贴的老师【感悟]教书是一项很有意义的工作。
参考范文：
Then, Mark closed the door and told all students to get up.They, including Jack, were very confused and reluctantly stood up. Mark stood on the platform and said seriously, "Since no one handed me the watch, I've decided to check your pockets one by one." You can wait for me to check before sitting down After hearing these words, Jack's emotions were very complicated. Now the watch is in his pocket! Seeing Mark reaching out to everyone's pockets, despair and panic swept through Jack like fierce waves. He was too scared to look at the teacher, but Mark seemed to see through him. To Jack's surprise, Mark didn't say anything and asked him to sit down quietly. Jack thought the search ended here.
But Mark kept searching everyone's pockets. After a while, Mark completed his inspection and told the students that the watch was not in the classroom, but he assured them that he would eventually find it. After listening to his words, Jack felt very ashamed and decided to return the watch to Mark. He stood in front of Mark with trembling hands, waiting for punishment. Mark instead praised him, "Although you took the watch, I'm glad you still have the courage to admit it." Every child should have a chance to correct their mistakes. " It wasn't until then that Jack realized that Mark was giving him an important lesson in a gentle and wise way. It was under his inspiration that he made up his mind to study hard and become a respected and caring teacher like Mark. Teaching is a very meaningful job.

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