【www.tingchehu.com--医生招聘】
「内容提示」
你的一位同学的母亲有病，正在住院。一天，你和你的英语老师去医院看望她。你们刚走进医院，就看见一名15岁的少女背着她的父亲来看病。他们还没有走到医生办公室，老人就倒在地上，快要断气了。周围的人不知所措。你的英语老师背起病人就往就诊室走。刚到门口，老人就死了。医生说：“快把你父亲送太平间吧。”你告诉医生那不是你们老师的父亲。医生问你们的老师叫什么名字，老师不让你告诉他。但你还是脱口而出。看到此景，周围的人说：“真是一个活雷锋！”
「作文示范」
A“Living Lei Feng”——My English Teacher
陈彩玲
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.
（选自1987年12月8日《上海学生英文报》）
「词语解释」
①gasp[ga：sp] one"s last 奄奄一息
②hesitation[？hezi"teiM+n]n.犹豫；踌躇
③mortuary["m&：tju+ri] n.（医院的）太平间
④signal["sign+l]v.以动作向……示意
「写法指要」
本文只写了一件事：周老师救助即将断气的一位老人的行为。文章的前四段是铺垫部分，交待事情发生的背景。后面是用对话的形式叙述周老师助人为乐的行为发生的经过。办好事不让别人知道姓名，正是雷锋精神的体现，而且，说周老师是“活雷锋”者不是作者自已，而是一位受到感动的旁观者，这样写具有很强的说服力。
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