活雷鋒—我的英語老師
活雷鋒——我的英語老師-A“Living Lei Feng”----My English Teacher
【內容提示】
你的一位同學的母親有病，正在住院。一天，你和你的英語老師去醫院看望她。你們剛走進醫院，就看見一名15歲的少女背著她的父親來看病。他們還沒有走到醫生辦公室，老人就倒在地上，快要斷氣了。周圍的人不知所措。你的英語老師背起病人就往就診室走。剛到門口，老人就死了。醫生說：“快把你父親送太平間吧。”你告訴醫生那不是你們老師的父親。醫生問你們的老師叫什么名字，老師不讓你告訴他。但你還是脫口而出。看到此景，周圍的人說：“真是一個活雷鋒！”
【作文示范】
A“Living Lei Feng”----My English Teacher
One afternoon my English teacher and I went to visit a student＇s mother, who was lying in hospital. As soon as we entered the hospital, something happened.
A 15-year-old girl was carrying a patient, her father, to the doctor＇s office. Before they reached the office, the old man fell down to the ground, gasping his last①. What a pity to see the girl too weak to do anything for him! Feeling helpless, she did nothing but cry.
At this moment, some people went to help, but were shocked to find that the old man was dying fast. They were too frightened to do anything.
Glancing at me, my English teacher hurried over to the dying man without hesitation②. He knelt on one knee and lifted the old man up. But the man couldn＇t walk. So my teacher put him on his back. When they reached the door of the office, the patient was dead. Just then a doctor came up and said to my teacher:
“How miserable! Please send your father into the mortuary③.”
“He isn＇t my teacher＇s father; it＇s hers,” I explained to the doctor, pointing to the girl.
“Hers?” replied the doctor in surprise.
“Yes, it＇s hers. My teacher and I happened to pass by here just now.”
“Your teacher?” the doctor said. “Which school are you from? What＇s your teacher＇s name?”
“His name is….” Just then I saw my teacher signaling④ to me with his hand. Clearly he wanted me to stop. But how could I?“He is my English teacher. His name is Zhou Hongdun (周洪敦),”answered I proudly.
Hearing what I said, people around smiled at my English teacher.
“What a good‘living Lei Feng!’” one of them said, deeply moved.
【詞語解釋】
①gasp[ga:sp] one＇s last 奄奄一息
②hesitation[?hezi＇teiM n]n．猶豫；躊躇
③mortuary[＇m&:tju ri] n．（醫院的）太平間
④signal[＇sign l]v．以動作向……示意
【寫法指要】
本文只寫了一件事：周老師救助即將斷氣的一位老人的行為。文章的前四段是鋪墊部分，交待事情發生的背景。后面是用對話的形式敘述周老師助人為樂的行為發生的經過。辦好事不讓別人知道姓名，正是雷鋒精神的體現，而且，說周老師是“活雷鋒”者不是作者自已，而是一位受到感動的旁觀者，這樣寫具有很強的說服力。
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