满分练2 应用文写作(申请信·美育·传统文化)+读后续写(改变成长)(Word练习)-【赢在微点·顶层设计】2027年高中英语高考一轮总复习练好题(人教版2019)

满分练2　应用文写作(申请信·美育·传统文化)+读后续写(改变成长) 限时40分钟　 应用文写作　 　　假设你是李华,寒假正在纽约学习,得知当地艺术家协会要举办中国书法展览,请写一封邮件申请做志愿者,内容包括:1.写作目的;2.个人优势;3.能做的事情。 注意:1.写作词数应为80个左右;2.请按如下格式在相应位置作答。 美文诵读 Dear Sir or Madam, I’m Li Hua, a Chinese student studying in New York. (自我介绍) I am writing to apply for a volunteer position at the Chinese Calligraphy Exhibition to be held by the local Artists Association. With a proficiency in both Chinese and English, I can communicate smoothly with visitors. (优势1) Additionally, my deep understanding of Chinese calligraphy and its history makes me eager to share this knowledge with others. (优势2) If selected as a volunteer, I am committed to doing my best to assist in the exhibition, such as guiding visitors, (能做的事情1) explaining the works, (能做的事情2) and helping with the organization (能做的事情3). I would greatly appreciate it if you could seriously consider my application. Looking forward to your reply. Yours, Li Hua 读后续写　 　　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。 It was a bright and sunny day, but inside the classroom, Tom was feeling anything but cheerful. He had just received his test results, and they were far from what he had hoped for. His heart sank as he stared at the disappointing marks. Tom had always been a diligent student, and this failure came as a huge blow. He couldn’t understand how he had performed so poorly when he had put in so much effort. He felt defeated and wondered if he was just not good enough. As he walked home, he couldn’t help but think about what had gone wrong. He replayed the moments leading up to the test, trying to figure out where he had made mistakes. Maybe he hadn’t studied the right way? Or perhaps he had been too nervous during the exam? When he got home, Tom decided to talk to his elder brother, Jack. Jack was always wise and had a way of making things seem better. Tom poured out his heart, telling Jack about his failure and how discouraged he felt. Jack listened patiently and then said, “Tom, failure is not the end. It’s an opportunity to learn and grow. Every great success story is filled with failures along the way. Figure out what you need to do differently next time. Analyze your mistakes and use them as stepping stones to improve.” Tom took his brother’s words to heart. He spent the next few days going over his test, identifying his weak areas and making a plan to address them. He started studying with a new approach, asking for help when he needed it and practicing more. A few weeks later, another test was announced. Tom was nervous but also determined. As he sat down to take the test, he took a deep breath and reminded himself of what he had learned from his previous failure. Just as Tom was finishing up the test, the teacher announced that time was up. 注意:1.续写词数应为150个左右;2.请按如下格式在相应位置作答。 　　Tom handed in his test paper with a mixture of nervousness and hope. 　　Days later, when the results were announced, Tom couldn’t believe his eyes. 原文基本要素 主要人物:Tom　次要人物:Jack, the teacher 主题:改变成长 原文情节线 汤姆学习很努力,但是这次考试成绩不理想,汤姆很沮丧 → 他思考自己考试不理想的原因→ 他和哥哥Jack倾诉了自己的苦恼→ 哥哥指出了他的问题并建议他从失败中吸取教训、分析错误并把错误当成进步的垫脚石→ 汤姆听取了哥哥的建议,分析自己的弱点并制订计划解决问题,开始采用新的学习方法→几周过后,汤姆又考试了,他紧张且满怀希冀地交了卷子。 续写情节 第一段:衔接1:首句衔接所给句“汤姆交了卷,心里既紧张又满是希望”:(用问句描写心理活动)他走出教室,心里反复想着自己的答卷情况。过渡句:漫长难熬的等待→虽然也参与其他活动,但是总想着考试的事情。衔接2:尾句衔接第二段所给句中的“几天过后结果宣布”:他反复看日历,焦急等待结果宣布的日子。 第二段:衔接3:首句衔接所给句中的“汤姆简直无法置信”:(结合正能量)他考得很好,进步很大。过渡句:他高兴、骄傲、满怀成就感→他意识到从失败中吸取经验教训的重要性(协同原文第五段哥哥Jack说的话)→告诉哥哥这个好消息,哥哥为他感到骄傲和开心。结尾(升华):从那时起,Tom知道,每当他遇到挫折时,他都会把它看作是进步的垫脚石(协同原文第五段最后一句)。 美文诵读 Tom handed in his test paper with a mixture of nervousness and hope. As he walked out of the classroom, his mind was consumed by thoughts (大脑总想着) about how he had performed. Had he truly learned enough from his previous failure? Had he unknowingly made the same mistakes once again? The waiting period was extremely long. He made an effort to keep himself occupied with other activities, yet his mind invariably wandered back to the test (他的思绪总是回到考试上). Time and again, he found himself constantly checking the calendar, anxiously awaiting the day when the results would finally be announced. Days later, when the results were announced, Tom couldn’t believe his eyes. His name was at the top of the list with a much-improved score. A huge smile spread across his face (脸上露出灿烂的微笑). He felt a sense of pride and accomplishment (心里油然升起自豪感和成就感) that he had never felt before. He realized that his failure had been a valuable lesson. It had taught him perseverance, the importance of learning from mistakes, and the power of hard work. He rushed home to tell his brother the good news. Jack was proud of him and reminded him that this was just the beginning. From then on, Tom knew that whenever he faced a setback, he would look on it as a stepping stone to improve (看作是进步的垫脚石). (续写精解深析) 主人公的性格 Tom:勤奋、认真,但容易因失败而感到沮丧。他有自我反思的能力,愿意听取建议并付诸行动,展现出坚韧和成长的心态。 Jack:成熟、智慧,善于倾听和鼓励他人。他通过理性的分析和积极的引导帮助Tom走出低谷。 原文分析 第1段 It was a bright and sunny day, but inside the classroom, Tom was feeling anything but cheerful.(明媚的天气和沮丧的心情相对) He had just received his test results, and they were far from what he had hoped for. His heart sank as he stared at the disappointing marks(无灵主语句,心沉到了谷底).   Tom在阳光明媚的日子里却因考试成绩不理想而感到沮丧。他感到失望和困惑,因为自己一直很努力,但结果却不尽如人意。 情感+环境描写:通过外部天气的描写“bright and sunny day”和Tom的情感描写“his heart sank” “feeling anything but cheerful”,这种环境与人物情感的对比描写生动地展现了Tom的失望和沮丧。 续写部分的协同点:续写第二段如何利用描写环境+情感+感悟升华? 可借鉴的协同句: Smiling under the bright sunshine, Tom realized that whenever he faced a setback, he would look on it as an opportunity to learn and grow.   第2段 Tom had always been a diligent student, and this failure came as a huge blow. He couldn’t understand how he had performed so poorly when he had put in so much effort. He felt defeated and wondered if he was just not good enough.  人物性格:Tom是一个勤奋的学生“diligent student”,他对自己的要求很高,因此这次失败对他打击很大。这体现了他认真、上进的性格。他的困惑“wondered if he was just not good enough”也为后续情节中他寻找改进方法提供了动机。 第3段 As he walked home, he couldn’t help but think about what had gone wrong. He replayed the moments leading up to the test, trying to figure out where he had made mistakes. Maybe he hadn’t studied the right way? Or perhaps he had been too nervous during the exam?   Tom在回家的路上反复思考失败的原因,试图找出问题所在。他怀疑自己是否学习方法不对,或者考试时过于紧张。 心理活动描写:通过“replayed the moments”和“trying to figure out where he had made mistakes”和疑问句等描写,表现了Tom的自我反思和内心的压力。 续写中可协同的细节:续写第一段可描写Tom 走出教室反复思考回放自己在考场的表现,并借助一般疑问句描写他的内心活动。 可借鉴的协同句:As he walked out of the classroom, his mind was consumed by thoughts about how he had performed. Had he truly learned enough from his previous failure? Had he unknowingly made the same mistakes once again?  第4-5段 　　When he got home, Tom decided to talk to his elder brother, Jack. Jack was always wise and had a way of making things seem better. Tom poured out his heart, telling Jack about his failure and how discouraged he felt.  Jack listened patiently and then said, “Tom, failure is not the end. It’s an opportunity to learn and grow. Every great success story is filled with failures along the way. Figure out what you need to do differently next time. Analyze your mistakes and use them as stepping stones to improve.”  Tom回到家后,向哥哥Jack倾诉自己的失败和沮丧。Jack耐心倾听并对Tom的失败进行开导和鼓励。Jack告诉Tom,失败并不是终点,而是学习和成长的机会。他建议Tom分析自己的错误,并以此为基石提高自己。 细节描写:通过“poured out his heart”和“how discouraged he felt”等描写,表现Tom对哥哥的信任。 Jack的耐心倾听(“listened patiently”)体现了他对Tom的关心和支持,Jack的鼓励(“failure is not the end”)为续写部分Tom的努力和进步埋下伏笔。他的建议(“Analyze your mistakes and use them as stepping stones”)也为续写部分Tom改进学习方法提供了方向。 续写中可协同的细节:Tom考完试后是否会和哥哥分享结果? 哥哥Jack会有什么反应? 可借鉴的协同句:He rushed home to tell his brother the good news. Jack was proud of him and reminded him that this was just the beginning.  续写中可协同的细节:Jack的建议是否对Tom产生了长期的影响?Tom是否会继续从失败中学习并成长? 续写第二段可这样协同:He realized that his failure had been a valuable lesson. It had taught him perseverance, the importance of learning from mistakes, and the power of hard work.  第6段 Tom took his brother’s words to heart. He spent the next few days going over his test, identifying his weak areas and making a plan to address them. He started studying with a new approach, asking for help when he needed it and practicing more.  Tom听从哥哥的建议,认真分析自己薄弱的地方,并制定了改进计划。他开始采用新的学习方法,积极寻求帮助并加强练习。 续写中可协同的细节: Tom在考试中是否取得了进步?他的新学习方法是否奏效? 续写第二段可这样协同:His name was at the top of the list with a much-improved score. 第7段 A few weeks later, another test was announced. Tom was nervous but also determined. As he sat down to take the test, he took a deep breath and reminded himself of what he had learned from his previous failure. Just as Tom was finishing up the test, the teacher announced that time was up.  几周后,Tom迎来了另一次考试。他感到紧张但充满决心,并在考试中提醒自己从失败中吸取的教训。 续写中可协同的细节:Tom在等待考试的过程中是否焦虑? ·协同Tom的“nervous but also determined”,续写第一段中可描写 Tom的焦虑和期待(如“anxiously awaiting”),表现Tom从考试到等待成绩期间的情感变化。 ·协同考试场景的紧张氛围,续写第一段中可描写(如“constantly checking the calendar”) 突出他等待成绩时的煎熬。 学科网（北京）股份有限公司 $$