2025届高考英语复习读后续写练习+在四川寻找南瓜庆祝万圣节 课件

高考英语读后续写语篇练习 在四川寻找南瓜庆祝万圣节 1 王 均艳 (王) - 题目分析 读后续写 题目再现 范文呈现 努力方向 2 2 Part 1 题目呈现 3 3 续写原文 “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. 4 4 续写原文 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. 5 5 段首句 Para 1：Suddenly, an idea occurred to me. Para 2： On Oct. 31，I brought the carefully-carved pumpkin into the class. 6 6 Part 2 题目分析 7 7 续写原文分析 8 这个故事以人物为线索展开，讲述了作者作为一名在中国教英语的美国人，在教授学生关于万圣节的文化传统时，发现没有南瓜作为教学道具，这对他来说是不可或缺的。尽管他尝试了各种方式解释和寻找南瓜，但由于所在地区似乎没有南瓜这种农产品，他遇到了很大的困难。然而，为了让学生更好地理解和体验万圣节文化，他坚持不懈地寻找南瓜。 8 点1：位于续写第一段段首，流畅衔接前面的记叙文和第一段段首语； 点2：位于续写第一段段尾，流畅衔接第二段段首句； 点3：位于续写第二段段首，续写衔接第二段段首语； 点4：文章结尾升华，给予读者正能量，揭示和强调主题。 情节构建的重点 9 9 续写思路分析 Para 1： “Suddenly, an idea occurred to me.” 这个句子暗示了故事的主角（美国英语教师）在经过一番努力后，突然想到了一个可能解决困境的方法。之前的努力都以失败告终，因为她在市场上找不到南瓜，而当地人对“南瓜”一词也感到陌生。因此，主角可能会想到其他途径来解决问题，或者利用现有的资源来创造一个类似南瓜灯的物品。 10 10 续写思路分析 Para 2：“On Oct. 31, I brought the carefully-carved pumpkin into the class.” 这句话暗示着故事的最终解决方案：主角成功找到了一个南瓜，并且将其雕刻成南瓜灯带入课堂。这表明她最终克服了困难，实现了目标，给学生们带来了一次有意义的文化体验。 11 11 续写思路分析 故事的发展方向 在故事的进一步发展中，主角可能会想到一个巧妙的办法来解决南瓜缺乏的问题。例如，突然的灵感可能促使她在当地市场寻找类似的物品，或是考虑使用其他类型的蔬菜来代替南瓜。比如，她可能发现了一种形状接近的水果或蔬菜，或者她甚至动手购买了一些大橙子、土豆或西葫芦来雕刻成类似南瓜灯的样式。 12 12 续写思路分析 故事的发展方向 在这样一个替代方案下，她可能通过与学生和当地商贩的沟通，最终在最后一刻完成了这个项目。而且，即使不是传统的南瓜，学生们还是能够通过这个活动感受到万圣节的气氛和美国的文化传统。 13 13 续写思路分析 故事的发展方向 最终，在10月31日这一天，她把精心雕刻的“南瓜灯”带进课堂，学生们看到了她的创意成果，既惊讶又兴奋。虽然这个“南瓜灯”并非标准的南瓜，但它依然代表了她努力传播美国文化的决心与创意。 14 14 续写思路分析 故事的结局 故事的结尾可能会是一个温馨的场景，学生们围绕着这个“南瓜灯”，参与到万圣节的庆祝活动中，学习到了节日的背景、习俗，并通过角色扮演或是其他活动体验到了这一传统节日的乐趣。 15 15 续写思路分析 故事可能的发展方向 “Suddenly, an idea occurred to me. Why not use a large orange squash instead of a pumpkin? After all, the shape and color were almost identical. I spent the rest of the day carving it with care, and by nightfall, I had a beautiful, glowing lantern. On Oct. 31, I brought the carefully-carved pumpkin into the class. The students’ eyes lit up as they saw the familiar orange glow. Despite the differences in our traditions, this little gesture helped bridge the cultural gap. We all gathered around it, sharing stories of Halloween and what it meant to us. It was a moment of connection—one that no blank stare could diminish.” 16 16 Part 3 范文呈现 17 17 范文呈现 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. 18 18 范文呈现 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. 19 19 AI范文呈现 Suddenly, an idea occurred to me. I realized that if I couldn’t find a pumpkin in Luzhou, I could at least make one. After a few hours of searching through various stores and markets, I bought a large orange melon that resembled a pumpkin in shape and color. The melon was not ideal, but it would have to do. With a sharp knife, I carefully carved it into the shape of a jack-o'-lantern, cutting out eyes, a nose, and a wide, smiling mouth. Holding the makeshift pumpkin in my hands, I couldn’t help but feel excited, imagining the looks of surprise on my students’ faces when they saw it. 20 20 AI范文呈现 On Oct. 31, I brought the carefully-carved pumpkin into the class. My students gasped with amazement, pointing at the strange yet familiar object. I explained to them, in both English and Chinese, the tradition of carving pumpkins for Halloween, and how it symbolized warding off evil spirits. As I lit the candle inside and the pumpkin glowed brightly, the classroom filled with laughter and cheers. It was the perfect moment. The pumpkin, though not real, had succeeded in bringing Halloween to life for my students, and they would never forget it. 21 21 Part 4 努力方向 22 22 高级结构 名词性从句 高级结构 三连动 虚拟语气 形容词做状语 无灵主语 23 定语从句 状语从句 （包含倒装句） 强调句 副词做状语 非谓语 （包括独立主格） 23 24 Thank you! $$