读后续写--在泸州寻南瓜，启文化交流之门 讲义-浙江省宁波市余姚中学2024-2025学年高二上学期10月月考英语试题

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 “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（尝试）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. Suddenly, an idea occurred to me. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On Oct. 31, I brought the carefully- carved pumpkin into the class. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 文章大意 一位在中国四川泸州的美国英语老师想为学生寻找南瓜以展示万圣节文化。他在多个市场寻觅无果，人们对他找南瓜的行为感到好奇。他深知向学生解释万圣节文化时，南瓜灯至关重要，虽可通过其他方式介绍，但都不如实物直观。在一个大市场，他通过给卖家看南瓜图片终于找到一个不太完美的南瓜。文章中提到他在中国不同地区教学以及之前教学中对美国节日文化的传授为后续情节发展埋下伏笔。 伏笔及续写回应 · 伏笔 1：在中国不同地区教学 · 续写回应：在新地区教学遇到南瓜难寻的情况，使得他需要更加努力地去寻找合适的南瓜，以延续在之前教学中成功传授美国文化的做法，如在续写中他会不遗余力地想办法让卖家理解他的需求，体现他对教学的执着和对文化传播的热情。 · 伏笔 2：之前教学中对美国节日文化的成功传授 2. 续写回应：这让他坚信在新的教学环境中也应让学生亲身体验万圣节的重要元素 —— 南瓜灯，所以他会克服困难制作南瓜灯并在课堂上展示，续写中可描写学生看到南瓜灯后的反应，突出他努力的成果和文化传播的意义。 续写要点 （一）第一段 1. 描述 “我” 想到用图片向卖家展示南瓜的办法，卖家的反应以及最终找到南瓜的过程。 2. 写出 “我” 拿到南瓜后的心情，如兴奋、欣慰等，以及对如何制作南瓜灯的初步想法。 3. 可以适当描写周围人的反应，增加场景的生动性。 （二）第二段 1. 详细描述 “我” 将精心雕刻的南瓜灯带入课堂后学生们的反应，如惊讶、好奇、兴奋等。 2. 讲述 “我” 在课堂上向学生解释南瓜灯在万圣节中的意义和相关传统，以及学生们的互动和提问。 3. 强调这次经历对文化交流和教学的积极影响，如增进学生对不同文化的理解和兴趣，提升自己教学的成就感等。 4. 可适当展望未来，表达希望通过更多类似活动促进文化交流的愿望。 情感线 文章开始 “我” 因找不到南瓜而焦急，接着在想到办法并找到南瓜后变得兴奋和期待，最后在课堂上看到学生的反应时充满成就感和欣慰。情感的变化推动故事发展，使 “我” 的行为更具动力和意义。 故事线 以 “我” 寻找南瓜作为主线，从在多个市场碰壁，到灵机一动用图片找到南瓜，再到制作南瓜灯并带入课堂展示，引发学生的兴趣和对万圣节文化的了解，形成一个完整的故事链条，突出了文化交流过程中的困难与收获，以及教师为传播文化所做的努力。 主旨升华句 1. Culture is a bridge that connects hearts across borders.（文化是连接不同国界心灵的桥梁。） 2. Through the sharing of traditions, we open the door to a world of understanding and friendship.（通过分享传统，我们打开了理解和友谊的世界之门。） 3. Teaching is not just about imparting knowledge; it's about igniting the spark of curiosity and cross-cultural exploration.（教学不仅仅是传授知识，更是点燃好奇心和跨文化探索的火花。） 4. In the exchange of cultures, we find the beauty of diversity and the power of unity.（在文化的交流中，我们发现多样性的美丽和团结的力量。） 5. Every effort to share a culture is a step towards building a global community of mutual respect and appreciation.（每一次分享文化的努力都是迈向建立一个相互尊重和欣赏的全球社区的一步。） 写作示范一 第一段 Suddenly, an idea occurred to me. I quickly pulled out my phone and searched for a vivid picture of a pumpkin. Showing it to the seller, her eyes widened in recognition. She nodded excitedly and started rummaging through her piles of produce. The crowd of onlookers watched with anticipation. After a few tense moments, she triumphantly held up a small, somewhat irregular pumpkin. I was elated. It wasn't the ideal pumpkin I had hoped for, but it was perfect for my purpose. I thanked her profusely and hurried back to my place, eager to start working on it. I couldn't wait to transform this humble pumpkin into a symbol of Halloween for my students, imagining the joy and wonder it would bring to their faces. 第二段 On Oct. 31, I brought the carefully-carved pumpkin into the class. The moment the students saw it, their jaws dropped in amazement. Gasps and whispers filled the air. I placed the pumpkin on the desk and lit the candle inside. The flickering light cast a spooky yet enchanting glow, creating an atmosphere of mystery and excitement. I explained the significance of the jack-o’-lantern in Halloween, how it was used to ward off evil spirits and welcome the fun and magic of the night. The students listened intently, their eyes shining with curiosity. They asked numerous questions about Halloween traditions and eagerly shared their thoughts. This experience not only brought a piece of American culture to them but also created a bond of understanding and appreciation across cultures. It was a reminder that education goes beyond textbooks and that sharing traditions can open up new worlds of learning and connection. I was filled with a sense of fulfillment, knowing that I had made a difference in their understanding of the world beyond their own. 写作示范二 第一段 Suddenly, an idea occurred to me. I fumbled in my pocket for my phone and frantically searched for a clear image of a pumpkin. With trembling hands, I showed the picture to the seller. Her expression changed from confusion to comprehension. She scurried around her stall, searching through boxes and baskets. The onlookers leaned in closer, their curiosity piqued. Finally, she unearthed a small, lopsided pumpkin. I was overjoyed, a sense of relief washing over me. I clutched the pumpkin tightly, already envisioning how I would carve it into a wonderful jack-o’-lantern. I hurried home, my heart filled with anticipation for the surprise I was going to bring to my students. 第二段 On Oct. 31, I brought the carefully-carved pumpkin into the class. The students' eyes widened in disbelief and then filled with excitement. They swarmed around the pumpkin, marveling at the intricate design. I began to tell them the story behind Halloween and the importance of the pumpkin in this celebration. They listened with rapt attention, asking questions and sharing their own ideas. We discussed the different symbols and traditions associated with Halloween, and the students were eager to learn more. This event not only introduced them to a new culture but also inspired them to explore and respect different traditions. It showed that even a small pumpkin could bridge the gap between cultures and create a memorable learning experience. As I looked at their enthusiastic faces, I knew that my efforts had been worth it. It was a step towards building a more inclusive and understanding classroom community, where the exchange of cultures was celebrated and encouraged. 写作示范三 Suddenly, an idea occurred to me. I took out my phone and quickly searched for a picture of a pumpkin. Showing the photo to the seller, her face lit up in understanding. She nodded and started rummaging through her stock. After a few moments, she triumphantly pulled out a small, rather misshapen pumpkin. I was overjoyed. It wasn't the perfect, large, round pumpkin I had envisioned, but it would do. I paid for it eagerly and rushed back to my apartment to start preparing. I spent the next few days carefully carving the pumpkin, making sure to create a spooky yet charming jack-o’-lantern face. On Oct. 31, I brought the carefully-carved pumpkin into the class. The students' eyes widened in amazement and excitement. They crowded around, oohing and aahing at the sight. I explained the significance of the pumpkin in Halloween traditions, how it was used to ward off evil spirits and welcome the friendly ones. We then lit a candle inside the pumpkin, and the soft glow filled the classroom with a warm, mysterious atmosphere. The students were enthralled, asking questions and eager to learn more about this unique American custom. It was a moment of cultural exchange and connection, as I saw their understanding and interest grow. Through this experience, I not only shared a piece of my culture with them but also created a memorable and educational event that they would remember for a long time. The pumpkin had become a symbol of our cross-cultural learning and the fun we could have while exploring different traditions. 故事续写 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. 学科网（北京）股份有限公司 $$