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

练习(找南瓜): “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 Hiss(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, I felt a strong urge 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 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. Paragraph 1: Suddenly, an idea occurred to me. Paragraph 2: On Oct.31st, I brought the carefully-carved pumpkin into the class. 课堂讲解(教师版): 【段一】 1.段首句协同: 将idea转为动作描写 (1). 肢体语言描写 My hands moved expressively, forming the round, broad shape of a pumpkin in the air, as I searched for the right words to make my desire clear, my voice tinged with a hint of desperation(声音带着一丝绝望). (2). 画图 I rummaged through(搜索) my bag for a pen and a piece of paper. With quick, confident strokes(一笔一画), I sketched(勾勒，速写) a pumpkin-its rounded shape, the stem on top, and the face of a jack-o'-lantern. The crowd watched in fascination(着迷地) as I handed the drawing to the fruit seller. 勾勒南瓜的轮廓:sketch a rough outline of a pumpkin (3). 找翻译 predicament. n. 困境，窘况 nestle. v. 位于，坐落 The little town nestles at the foot of the hill. I scanned(仔细地看) the crowd for a friendly face who might speak English. Finally, I spotted a young student. I approached her, explained my predicament, and she gladly translated for me. The fruit seller, now understanding, pointed to a hidden corner where a few pumpkins nestled among other produce(那里几只南瓜依偎在其他农产品中). (3). 翻译软件 whip. v. 鞭打，(使)猛然移动 eg. A branch whipped across the car window. She whipped the mask off her face I whipped out(掏出) my phone, opened a translation app, and typed in "pumpkin." The app spoke the word in clear Mandarin. I played it for the fruit seller, and her face lit up with understanding(因为理解而容光焕发) as she directed me to a stall(货摊，摊位) piled high with what I needed(堆满了我需要的东西). 其它: My heart racing with hope, I quickly opened a translation app on my phone. After typing "pumpkin," I triumphantly(得意地) displayed the Chinese translation to the fruit seller. (4). 图片 I scrolled through(滚动浏览) my phone and searched for images of pumpkins and Halloween decorations. I showed the screen to the fruit seller, and her confusion turned into a smile(困惑转为微笑) as she recognized the shapes. (5). 语言+动作 “Nangua,” I said, pronouncing as clearly as I could, hoping the word would ring a bell(听起来耳熟) for the vendor. The vendor leaned in(前倾), her ears perking up(竖起来). "na ga?” she asked, her brow furrowing in confusion(眉头皱成一个问号). "Nangua,” I repeated, a bit louder this time, my hands forming a round shape in the air to emphasize my point, “yes, this is gua!” she tried again. I could see the wheels turning in her head(脑子快速运转), the familiar game of "What's the missing word?” playing out. I pulled out my phone, quickly searching for an image to aid my cause. "Nangua," I said once more, showing her the screen with a picture of a pumpkin. 2. 周围人的反应: intensify. v. (使)增强 intrigue. v. 激起兴趣 随着寻找南瓜(事件)的展开，市场的嗡嗡声愈演愈烈。当地人被混乱所吸引，涌向摊位，脸上带着好奇和开心的混合表情。 As the search for a pumpkin unfolded, the market's buzz intensified. Locals, intrigued by the chaos, flocking towards the stall, their faces a mix of curiosity and amusement. exaggerate. v. 夸大，夸张 当我试图用破碎的中文短语和夸张的面部表情来弥合文化鸿沟时，我能感觉到人群目光的重量，他们的好奇心显而易见。 I could feel the weight of the crowd's gaze, their curiosity apparent, as I tried to bridge the cultural divide with a mixture of broken Chinese phrases and exaggerated facial expressions. 【段二】 1.学生看到南瓜的反应 trace.v. 划线 eg. She traced a line in the sand. 学生们围着雕刻的南瓜，抚摸着南瓜灯的笑脸的线条，眼睛因为好奇而闪闪发光。 The students crowded around the carved gourd, their eyes sparkling with curiosity as they traced the lines of the jack-o'-lantern's grin. 当学生们惊叹于万圣节传统给他们带来的新奇感时，教室里充满了喜悦的欢呼声。 Exclamations of delight filled the classroom as the students marveled at the novelty of the Halloween tradition brought to them. 当学生们观察到灯笼投下的光影相互作用时，一种敬畏感笼罩着教室，一个简单的南瓜变成了神奇的事物。 A sense of awe would settled over the classroom as the students observed the interplay of light and shadow cast by the lantern, a simple pumpkin transformed into something magical. 2.讲解万圣节的文化传统： “Is this for Halloween?” one student asked, their voice filled with curiosity. launch into 开始从事某事 ward off 避开，防止 我点点头，开始解释这个节日的起源、点亮南瓜驱鬼的传统，以及盛装打扮和不给糖就捣蛋的现代乐趣。 I nodded, launching into an explanation of the holiday's origins, the tradition of lighting pumpkins to ward off spirits, and the modern fun of dressing up and trick-or-treat. Their questions came rapid-fire(连珠炮似的), a blend of(混合) English and Mandarin, as they tried to grasp the concept(理解概念). I encouraged them to share their own festival stories, and a lively exchange(活跃的交流) followed. 3.万圣节晚会 windowsill.n. 窗台 夜幕降临，窗台上的南瓜投下温暖的琥珀色光芒，用舒适的光线照亮了房间。学生们现在穿着他们的服装，在房间里走来走去，他们的身份隐藏在面具和化妆品后面，每个人都是创造力和乐趣的独特表达。 As the night screen hung down, the pumpkins on the windowsills cast their warm, amber glow, illuminating the room with a cozy light. The students, now adorned in their costumes, moved through the room, their identities hidden behind masks and makeup, each one a unique expression of creativity and fun. 4.主旨升华 The quest for the pumpkin was not just a search for a vegetable but a journey into the heart of cultural diversity, where every interaction was an opportunity to learn and respect the traditions of another land(而是一次进入文化多样性中心的旅程，在那里，每一次互动都是学习和尊重另一片土地传统的机会). veil.n. 面纱 就像南瓜灯穿透夜幕的温暖光芒一样，万圣节的共同经历照亮了理解之路，引导我们穿过文化陌生的阴影。 Like the warm glow of a jack-o'-lantern piercing the veil of night, the shared experience of Halloween illuminated the path to understanding, guiding us through the shadows of cultural unfamiliarity. 南瓜扮演着文化大使的角色，它从市场到课堂的旅程证明了简单象征物跨越语言和文化边界的力量。 The pumpkin took on the role of a cultural ambassador, its journey from the market to the classroom a testament to the power of simple symbols to traverse linguistic and cultural borders. 课堂讲解(学生版): 【段一】 1.段首句协同: 将idea转为动作描写 (1). 肢体语言描写 My hands moved expressively, forming the round, broad shape of a pumpkin in the air, as I searched for the right words to make my desire clear, my ________________________________ (声音带着一丝绝望). (2). 画图 I ____________________ (搜索) my bag for a pen and a piece of paper. With quick, confident ___________ (一笔一画), I ___________ (勾勒，速写) a pumpkin-its rounded shape, the stem on top, and the face of a jack-o'-lantern. The crowd watched _______________________ (着迷地) as I handed the drawing to the fruit seller. 勾勒南瓜的轮廓: ________________________________________ (3). 找翻译 predicament. ___________________ nestle. ___________________ The little town nestles at the foot of the hill. I _______________ (仔细地看) the crowd for a friendly face who might speak English. Finally, I spotted a young student. I approached her, explained my predicament, and she gladly translated for me. The fruit seller, now understanding, pointed to a hidden corner _______________________________________________(那里几只南瓜依偎在其他农产品中). (3). 翻译软件 whip. ___________________ eg. A branch whipped across the car window. She whipped the mask off her face I _____________________(掏出) my phone, opened a translation app, and typed in "pumpkin." The app spoke the word in clear Mandarin. I played it for the fruit seller, and her face _______________________________ (因为理解而容光焕发) as she directed me to a ______________(货摊，摊位) _______________________________________________ (堆满了我需要的东西). 其它: My heart racing with hope, I quickly opened a translation app on my phone. After typing "pumpkin," I ______________(得意地) displayed the Chinese translation to the fruit seller. (4). 图片 I ________________________________ (滚动浏览) my phone and searched for images of pumpkins and Halloween decorations. I showed the screen to the fruit seller, and her ___________________________________ (困惑转为微笑) as she recognized the shapes. (5). 语言+动作 “Nangua,” I said, pronouncing as clearly as I could, hoping the word would __________________________ (听起来耳熟) for the vendor. The vendor _________________ (前倾), her ears perking up(竖起来). "na ga?” she asked, _____________________________ (眉头皱成一个问号). "Nangua,” I repeated, a bit louder this time, my hands forming a round shape in the air to emphasize my point, “yes, this is gua!” she tried again. I could see _______________________________(脑子快速运转), the familiar game of "What's the missing word?” playing out. I pulled out my phone, quickly searching for an image to aid my cause. "Nangua," I said once more, showing her the screen with a picture of a pumpkin. 2. 周围人的反应: intensify. ____________________ intrigue. ____________________ 随着寻找南瓜(事件)的展开，市场的嗡嗡声愈演愈烈。当地人被混乱所吸引，涌向摊位，脸上带着好奇和开心的混合表情。 _______________________________________________________________________________ _______________________________________________________________________________ exaggerate. ___________________ 当我试图用破碎的中文短语和夸张的面部表情来弥合文化鸿沟时，我能感觉到人群目光的重量，他们的好奇心显而易见。 _______________________________________________________________________________ _______________________________________________________________________________ 【段二】 1.学生看到南瓜的反应 trace. ___________________ eg. She traced a line in the sand. 学生们围着雕刻的南瓜，抚摸着南瓜灯的笑脸的线条，眼睛因为好奇而闪闪发光。 _______________________________________________________________________________ _______________________________________________________________________________ 当学生们惊叹于万圣节传统给他们带来的新奇感时，教室里充满了喜悦的欢呼声。 _______________________________________________________________________________ _______________________________________________________________________________ 当学生们观察到灯笼投下的光影相互作用时，一种敬畏感笼罩着教室，一个简单的南瓜变成了神奇的事物。 _______________________________________________________________________________ _______________________________________________________________________________ 2.讲解万圣节的文化传统： “Is this for Halloween?” one student asked, their voice filled with curiosity. launch into ____________________ ward off ____________________ 我点点头，开始解释这个节日的起源、点亮南瓜驱鬼的传统，以及盛装打扮和不给糖就捣蛋的现代乐趣。 _______________________________________________________________________________ _______________________________________________________________________________ Their questions came ____________________ (连珠炮似的), ____________________ (混合) English and Mandarin, as they tried to ____________________ (理解概念). I encouraged them to share their own festival stories, and a ____________________ (活跃的交流) followed. 3.万圣节晚会 windowsill____________________ 夜幕降临，窗台上的南瓜投下温暖的琥珀色光芒，用舒适的光线照亮了房间。学生们现在穿着他们的服装，在房间里走来走去，他们的身份隐藏在面具和化妆品后面，每个人都是创造力和乐趣的独特表达。 _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4.主旨升华 The quest for the pumpkin was not just a search for a vegetable but _______________________________________________________________________________ _______________________________________________________________________________ (而是一次进入文化多样性中心的旅程，在那里，每一次互动都是学习和尊重另一片土地传统的机会). veil. _____________________ 就像南瓜灯穿透夜幕的温暖光芒一样，万圣节的共同经历照亮了理解之路，引导我们穿过文化陌生的阴影。 _______________________________________________________________________________ _______________________________________________________________________________ 南瓜扮演着文化大使的角色，它从市场到课堂的旅程证明了简单象征物跨越语言和文化边界的力量。 _______________________________________________________________________________ _______________________________________________________________________________ 4 学科网（北京）股份有限公司 $$