贈人玫瑰，手留余香

廣東 袁丹純

教授和學(xué)生在散步時看到一雙放在田邊的舊鞋，當(dāng)學(xué)生想要捉弄正在田里勞作的農(nóng)民時，教授制止了他。教授提出另一個建議，讓學(xué)生理解了快樂的真諦……

One day, a young man, a student in one of the very famous universities, was taking a walk with his professor, who was commonly called the students' friend. He was kind and wise to students who always waited on his instructions.

It was almost noon. As they were walking along, they saw a pair of old shoes lying on the path, which were supposed to belong to a poor man who was employed in working in a field close by. Apparently, this poor man seemed to have nearly finished his day's work.

Suddenly, an idea occurred to the student. He turned to the professor, saying, “Let us play a trick on the man: we will hide his shoes, conceal （隱藏） ourselves behind those bushes and wait to see his perplexity (困惑) when he cannot find them.” The student gave a wink （眨眼示意） and smiled.

“My young friend,” answered the professor, “we should never amuse ourselves at the expense of （以……為代價） the poor. But you are rich, and may give yourself a much greater pleasure by means of the poor man. Put a coin into each shoe, and then we will hide ourselves and watch how the discovery affects him.”

After hearing this, the student blushed as red as a cherry with shame and followed the professor's instruction. Later on, they both placed themselves behind the bushes close by, waiting for the poor man's arrival.

Within a short time, having finished his work, the poor man, out of breath, came across the field to the path where he had left his coat and shoes. While putting on his coat, he slipped his foot into one of his shoes. All of a sudden, he gave out a surprised cry when he felt something hard. He stooped （彎腰） down to feel what it was, and found one coin.

Reading Check

閱讀上面的短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個完整的故事。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:

To his great astonishment, he gazed at the coin, turned it round, and looked at it again and again.___________________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Paragraph 2:

Watching how their small action had helped the poor man, the student stood there deeply affected, and his eyes filled with tears.___________________________________

_________________________________________________

_________________________________________________

_________________________________________________

寫作導(dǎo)引

Ⅰ. Sorting the elements

Genre1.________Characters A student; 2.________; 3.________When &Where Almost noon;Near the 4.________BeginningWhen a student and his professor were taking a walk, they saw a pair of old 5.________, which belonged to a poor man working in the filed.Plots Development The student wanted to play a 6.________on the poor man, but his professor advised him to put a 7.________into each shoe.ClimaxAfter finishing his job, the poor man came back to put on his shoes and found one coin in one of his shoes. He felt 8.________.

Ⅱ. Analyzing the characters' personalities

CharactersCluesPersonalities The studentHe wanted to play a trick on the poor man but then felt 1.________when hearing his professor's words.naughty The professor He asked his student not to amuse himself at the expense of the 2.________. Rather, he suggested his student should give something to the poor man.3.________and wise The poor man He finished his work in the field at noon, out of breath.4.________

Ⅲ. Exploring the theme

What is the text about? And what does the author want to tell us by telling this story?

_________________________________________________

Ⅳ. Discovering language features

1. Analyzing language features

（1）同位語，使用一個名詞（短語或從句）對另一個名詞或代詞進(jìn)行解釋或補(bǔ)充說明。

One day, a young man, a student in one of the very famous universities, was taking a walk with his professor, who was commonly called the students' friend. (Para. 1)

（2）定語從句，根據(jù)先行詞在定語從句中的語法功能選擇相應(yīng)的關(guān)系詞。 如作主語，選that、who和which；作賓語，選that、whom、which或不填；作狀語，選when、where和why；作定語，選whose。

One day, a young man, a student in one of the very famous universities, was taking a walk with his professor, who was commonly called the students' friend. （Para. 1）

He was kind and wise to students who always waited on his instructions. （Para. 1）

As they were walking along, they saw a pair of old shoes lying on the path, which were supposed to belong to a poor man who was employed in working in a field close by.（Para. 2）

（3）靈活運(yùn)用比喻的修辭手法，讓表達(dá)更生動形象。

After hearing this, the student blushed as red as a cherry with shame and followed

the professor's instruction. （Para. 5）

2. Discovering useful structures

give a wink 眨眨眼

amuse sb at the expense of 以……為代價讓某人獲得消遣

give sb a greater pleasure by means of 通過……方式讓某人獲得更多樂趣

blush as red as a cherry with shame 羞愧得滿臉通紅

give out a surprised cry 發(fā)出驚訝的叫聲

Ⅴ. Conceiving new plots

續(xù)寫第一段：

1. 根據(jù)故事的最后一段可知，男人在田里勞作到正午，氣喘吁吁地回到脫鞋子的地方，穿上第一只鞋子的時候，他意外發(fā)現(xiàn)了一枚硬幣，他因此發(fā)出驚訝的叫聲，由此，我們可以推測出他這般努力工作，應(yīng)該是因為家里比較窮，非常需要錢。 因此，下一段中他對于這兩枚突如其來的硬幣， 應(yīng)該是感到非?！绑@喜” 的。 推薦表達(dá)有be excited with joy、be wild with delight、one's face beamed。

2. 根據(jù)續(xù)寫第一段的段首句“To his great astonishment, he gazed at the coin, turned it round, and looked at it again and again.”可知，男人得到硬幣后，非常驚喜，我們可根據(jù)以下問題鏈進(jìn)行推測：

（1）Why was he so astonished to get one coin?

（2）How would he react when he found the second coin?

（3）How would he feel when he found the second coin?

3. 續(xù)寫第二段的段首句“Watching how their small action had helped the poor man,the student stood there deeply affected, and his eyes filled with tears.” 暗示續(xù)寫第一段應(yīng)該交代了這個男人的生活處境有多么困難，而這兩枚硬幣剛好幫助了他。

續(xù)寫第二段：

1. 結(jié)合續(xù)寫第二段的段首句，我們可根據(jù)以下問題進(jìn)行推測：

（1）What would the student do after seeing how the two coins helped the poor man?

（2）Would the poor man know who helped him or not? If yes, how would he react? If not, then how?

2. 觀察故事開始的情節(jié)，根據(jù)首尾呼應(yīng)的原則，預(yù)測最后一段的內(nèi)容。How would the professor instruct his student kindly and wisely in the end?

3. 根據(jù)第四段教授的話我們可推斷出作者的寫作目的——It is better to give than to get，并可以據(jù)此來推測故事的走向。 為了保持與前文主題的一致性，我們可以推測故事的結(jié)尾——學(xué)生深受感觸，可能為男人提供更多的幫助，最后教授或?qū)W生總結(jié)了這一經(jīng)歷的體會，呼應(yīng)主題意義。 表示“感動”的相關(guān)表達(dá)有：Touched deeply/immensely,...；Tears filling his eyes, he offered his heartfelt gratitude...； With tears streaming down his face, he...。