读后续写--寻找万圣节南瓜：一段跨越文化之旅 讲义-浙江名校协作体2024-2025学年高二上学期开学英语试卷

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一个完整的短文。 “She wants a what?” barked the fruit seller. I was in one of the many street markets of Luzhou, a small city located in China’s Sichuan Province. Already, a crowd of curious on - lookers was gathering: white - haired grandmas, toothless old men, mothers holding infants. Everyone was waiting, wondering why the foreigner was causing such a fuss（大惊小怪）. I took a deep breath. The crowd leaned in. “Do you have a pumpkin?” I asked as clearly as possible. A mother holding an infant explained there was no pumpkin here in English. I had to move on to yet another market in my search for Halloween. As an American English teacher in China, the urge was strong to explain my country’s cultural traditions to my students. I’d had plenty of success in teaching the Chinese about significant United States holidays and events, Halloween being one of them. Yet I was now in a new teaching position, in a different region of the country which seems to have every kind of produce known to man except the one I wanted for Oct.31. I had learned that in teaching about Halloween, there was no substitute （替代品） for a carved pumpkin. Descriptions produced blank stares. Drawings were misinterpreted. Pictures only puzzled. Sure, I could give up showing a real jack-o’- lantern（南瓜灯） to my students. I could lecture on the history of this tradition, which had its origin in old beliefs about the return of the spirits of dead people. We could have a go at wearing masks, and role- play trick - or - treat. But nothing could compare with the pumpkin. For that reason, I was willing to go through just about anything to find a pumpkin for my students. In another section of the city, I headed to a big market. “Do you have a pumpkin?” I asked the seller I saw. “A what?” she seemed to be at a loss. However, I didn’t know how to make her understand what I wanted. 注意： （1）续写词数应为150个左右； （2）请按如下格式在答题纸的相应位置作答。 Suddenly, an idea occurred to me. _____________________________________________________________ On Oct. 31, I brought the carefully - carved pumpkin into the class. ____________________________________________________________   五要素分析 1. 谁（Who） - 主要角色是一位在美国的英语老师，他在中国四川泸州市的一个街头市场寻找南瓜。 - 其他角色包括水果摊贩、围观的白发老奶奶、无牙的老爷爷、抱着婴儿的母亲等。 2. 什么（What） - 英语老师想要找到一个南瓜来向他的学生展示和解释万圣节的传统。 - 老师在市场与摊贩交流，试图找到南瓜，但遇到了沟通障碍。 - 老师最终通过画图和解释找到了一个类似南瓜的“Fu Lu”（福禄）。 3. 何时（When）： - 故事发生在万圣节前夕，即10月31日。 4. 何地（Where）： - 故事发生在中国四川省泸州市的街头市场。 5. 为什么（Why）： - 老师想要通过实际的南瓜来向学生展示万圣节的传统，因为单纯的描述和图片无法让学生完全理解。 - 老师选择使用“Fu Lu”作为替代品，是为了适应当地文化和可用资源，同时也是为了促进文化交流和理解。 通过这五个要素，我们可以清晰地理解故事的背景、主要事件和角色动机。这种分析方法有助于快速把握故事的核心内容和传达的信息。 在这个故事中，主要矛盾是： 主要矛盾： - 英语老师想要在万圣节向他的学生展示南瓜雕刻的传统，但在中国四川泸州市的街头市场上找不到南瓜。 这个矛盾的核心在于文化差异和资源的不可获得性。万圣节不是中国传统节日，因此南瓜作为节日象征在当地市场上不常见，导致了老师在寻找南瓜时遇到了困难。 解决方法： 1. 创造性思维：老师通过画图和解释来尝试让摊贩理解他想要的南瓜，这是一种创造性的沟通方式。 2. 文化适应性：当老师意识到可能找不到真正的南瓜时，他灵活地选择了“Fu Lu”作为替代品，这是一种文化适应性的表现。 3. 教育创新：老师利用“Fu Lu”来雕刻，将其融入教学中，这不仅解决了资源问题，也创造了一个教育创新的机会，让学生能够通过实际体验来学习。 4. 文化交流：通过将“Fu Lu”引入万圣节的教学，老师实际上促进了中美文化的交流，让学生能够更好地理解不同文化背景下的节日传统。 通过这些解决方法，老师不仅克服了主要矛盾，还丰富了教学内容，增加了学生对文化差异的认识和尊重。 主旨升华句 1. The quest for a pumpkin in a foreign land became a journey of cultural discovery and adaptability, highlighting the importance of flexibility in teaching across different societies. 2. The story underscores the power of creativity and resourcefulness in bridging cultural gaps and fostering understanding through education. 3. The substitution of a "Fu Lu" for a pumpkin exemplifies how educators can innovate and thrive in the face of challenges, turning limitations into opportunities for learning. 4. The narrative illustrates the profound impact of shared experiences on students' comprehension, as the carved "Fu Lu" became a beacon of cultural exchange and mutual respect. 5. The teacher's determination to bring Halloween traditions to his Chinese students, despite the absence of pumpkins, reflects the universal desire to connect through common human experiences and the enduring spirit of cultural sharing. 语言积累 1. A picture is worth a thousand words - 一图胜千言 2. Break the ice- 打破僵局 3. Bite the bullet - 硬着头皮；勇敢面对困难 4. The ball is in your court - 现在轮到你了 5. Hit the nail on the head - 一针见血；说中要害 6. Let the cat out of the bag - 泄露秘密 7.Once in a blue moon- 千载难逢；难得一次 8. Turn over a new leaf - 改过自新 9. Barking up the wrong tree - 攻击错了目标；误入歧途 10. The early bird catches the worm - 早起的鸟儿有虫吃 11. You can't judge a book by its cover - 不能以貌取人 12. A drop in the ocean - 沧海一粟；微不足道 13. Cut corners - 偷工减料；走捷径 14. Spill the beans - 泄露秘密 15. The writing is on the wall - 不祥之兆；迹象明显 16. A shot in the dark- 瞎猜；盲目尝试 17.Burn the midnight oil - 挑灯夜战 18. The calm before the storm - 暴风雨前的宁静 19. Don't put all your eggs in one basket- 不要孤注一掷 20. A leopard can't change its spots - 本性难移 这些短语在英语写作和口语中非常有用，可以增加语言的生动性和表达的准确性。 One Possible Version: Suddenly, an idea occurred to me. I could bridge the language gap with visuals! I drew a simple sketch of a pumpkin, complete with a stem on top and the characteristic ridges（纹路）. “I need something like this,” I said, showing my drawing to the seller. She studied the sketch with curiosity, then looked up at me, understanding dawning on her face. After a moment, she disappeared behind a pile of produce and soon returned with a round, orange pumpkin. “That’s it!” I exclaimed, my face lit up with joy. Immediately I rushed back home, starting to carve my beautiful pumpkin. On Oct. 31, I brought the carefully- carved pumpkin into the class. The students gathered around, their eyes wide with curiosity as they observed the delicately carved face with a flickering candle inside. It was indeed a traditional jack-o’- lantern, and it captured the essence of the holiday. As the light cast shadows around the room, I began to tell them about the origins of Halloween, the legends of spirits and the custom of carving pumpkins to drive off evil spirits. They listened attentively, eyes fixed on me. We were all connected through the universal language of celebration and tradition despite the cultural differences. 下水文 Suddenly, an idea occurred to me. I could try to draw a pumpkin again, but this time, I would use more vivid colors and larger, more detailed illustrations to help the seller understand. I rummaged through my bag for a piece of paper and a pen, and with the crowd watching, I sketched a bright orange pumpkin with exaggerated features. To my delight, a light of recognition sparked in the seller's eyes. She pointed to a corner of the market where a few unidentifiable gourds were piled, and there, hidden among them, was a small, misshapen pumpkin. It wasn't the perfect Halloween specimen I had envisioned, but it would have to do. On Oct. 31, I brought the carefully-carved pumpkin into the class. The students' eyes widened with fascination as they saw the real-life embodiment of the stories I had told. We spent the day learning about the history and traditions of Halloween, and the students took turns guessing which shapes and faces I had carved into the pumpkin. The excitement in the classroom was palpable, and the once-foreign concept of Halloween had come to life for them. That day, the pumpkin wasn't just a decoration; it was a bridge between cultures, a tangible symbol of the power of shared experiences in education. And as we lit the pumpkin from within, casting dancing shadows on the classroom walls, I knew that the journey to find it had been well worth the effort. 学科网（北京）股份有限公司 $$