热点话题07 读后续写之文化沟通与交流类（写作专练）英语高考复习通用版

热点话题07 读后续写之文化沟通与交流类 （写作专练） 目录 01写作框架（构思导图）------------------------------------------------------------------------1 02文化冲突---------------------------------------------------------------------------------------1 03尴尬处境---------------------------------------------------------------------------------------2 04传播文化---------------------------------------------------------------------------------------2 05心灵感悟（主题升华句）--------------------------------------------------------------------3 06素材积累---------------------------------------------------------------------------------------4 07真题演练--------------------------------------------------------------------------------------6 08模拟训练--------------------------------------------------------------------------------------8 基础部分--------------------------------------------------------------------------------------------8 模拟演练--------------------------------------------------------------------------------------------9 文化沟通与交流类故事大致模型 第一部分 文化冲突 The foreign guest accidentally offended the host with a gesture, but after an explanation, they both laughed, the misunderstanding melting like snow. 外国客人无意中用一个手势冒犯了主人，但经过解释后，两人都笑了，误解像雪一样融化了。 第二部分 尴尬处境 1.The tourist couldn’t speak the local language, but the street vendor pointed to the food, then made a eating gesture—smiles bridging the gap. 游客不会说当地语言，但街头小贩指着食物，然后做了个吃饭的手势 —— 微笑架起了沟通的桥梁。 2.The guest hesitated to try the stinky tofu, so the host mom explained its history, her eyes warm with understanding. 客人犹豫着不敢尝试臭豆腐，主人家的妈妈便解释它的历史，眼神里满是理解的温暖。 3.The international student offended the teacher with a gift taboo in the culture, but after a talk, they both chuckled, the awkwardness melting like ice. 留学生送了一件在当地文化中犯忌讳的礼物给老师，但经过交谈后，两人都笑了，尴尬像冰一样消融了。 4.Grandpa gave the foreign girl a jade pendant, explaining: "It means safety in our culture—may it protect you." 爷爷给了外国女孩一个玉坠，解释道：“在我们的文化里这代表平安 —— 愿它保佑你。” 5，As the exchange student struggled to pronounce the local dialect, the neighbor boy smiled, patiently opening his mouth to show the right way. 当交换生努力想说当地方言时，邻居家的男孩笑着，耐心地张着嘴示范正确的发音方式。 第三部分 传播文化 1.During the Spring Festival, Li Wei showed the foreign teacher how to paste couplets, their laughter mixing with the sound of firecrackers. 春节期间，李伟教外国老师贴春联，他们的笑声和鞭炮声交织在一起。 2.As the foreign student fumbled with chopsticks, the host grandma smiled, gently guiding his hand to hold them correctly. 当外国学生笨拙地用着筷子时，主人家的奶奶微笑着，轻轻握住他的手教他正确的握法。 3.In the village square, the craftswoman taught the foreign volunteers to weave bamboo baskets, her rough hands covering their small ones. 在村广场上，女工匠教外国志愿者编竹篮，她粗糙的手包裹着他们的小手。 4.They started as language partners—she teaching him Chinese, he teaching her English—and soon their lessons turned into chats about families and dreams. 他们一开始是语伴 —— 她教他中文，他教她英文 —— 很快他们的课程就变成了关于家庭和梦想的闲聊。 5.Years after the exchange program, the photo of them making mooncakes still sat on her desk—a small reminder of how kindness transcends borders. 交换项目过去多年后，他们一起做月饼的照片仍然放在她的桌上 —— 小小的物件提醒着善意能跨越国界。 6.The African friend gave the Chinese boy a wooden mask, explaining: "It stands for courage in our tradition—may it strengthen you." 非洲朋友给了中国男孩一个木雕面具，解释道：“在我们的传统里这代表勇气 —— 愿它让你更坚强。” 7.Decades after the cultural visit, the scarf he’d given her during the festival still hung in her closet—a gentle reminder that friendship bridges cultures. 文化访问过去几十年后，他在节日期间送她的围巾仍然挂在她的衣柜里 —— 温柔地提醒着友谊能连接不同文化。 第四部分 心灵感悟（主题升华句） 1. It is not the grandeur of cultural festivals but the sincere curiosity to understand differences that builds bridges between nations—for true connection grows not from spectacle, but from the willingness to listen beyond language. 并非文化节的盛大，而是对理解差异的真诚好奇，搭建了国家间的桥梁——因为真正的联结并非源于场面，而是源于超越语言去倾听的意愿。强调句（It is...that...） 2.What fosters harmony in cross-cultural exchanges is not just shared interests, but the humility to recognize one’s own biases and the openness to see the world through others’ eyes. 在跨文化交流中促进和谐的，不只是共同的兴趣，更是承认自身偏见的谦逊，以及通过他人视角看世界的开放心态。主语从句（What...is...） 3.The moment I shared a meal with my foreign classmates and learned the stories behind their dishes, I realized that cross-cultural communication is not about erasing differences, but about celebrating them as threads in a global tapestry. 当我和外国同学一起用餐，了解到他们菜肴背后的故事时，我意识到跨文化交流不在于消除差异，而在于将差异视为全球织锦中的丝线来赞美。时间状语从句 + 宾语从句（The moment...I realized that...） 4.Just as a prism turns a single light into a spectrum of colors, so does cross-cultural exchange transform individual perspectives into a richer understanding of humanity—each interaction a facet that reveals new hues of our shared experience. 正如棱镜将一束光变成七彩光谱，跨文化交流也将个人视角转变为对人性更丰富的理解 —— 每一次互动都是一个切面，展现我们共同经历的新色彩。类比句（Just as...so does...） 5.The beauty of cross-cultural communication lies not in avoiding misunderstandings, but in navigating them with patience, learning from them with humility, and letting them strengthen rather than divide us. 跨文化交流的美妙之处，不在于避免误解，而在于以耐心应对误解、以谦逊从误解中学习，并让误解增强而非分裂我们。否定转移 + 并列结构（not...but...+ 平行动名词短语） 背精彩句子，让表达出彩 1.It is not the splendor of international events but the willingness to respect distinctions that forges bonds between peoples—for real rapport develops not in grandeur, but in the eagerness to learn beyond words. （并非国际活动的华丽，而是尊重差异的意愿，铸就了民族间的纽带 —— 因为真正的融洽并非在盛大场面中形成，而在于超越语言去学习的渴望。） 2.It is not the magnificence of cross-cultural gatherings but the readiness to embrace diversity that strengthens ties between communities—for true connection thrives not in grandeur, but in the readiness to understand beyond dialects. （并非跨文化聚会的壮观，而是接纳多样性的意愿，加强了社区间的联系 —— 因为真正的联结并非在盛大场面中兴旺，而在于超越方言去理解的意愿。） 3.What encourages unity in intercultural interactions is not just common hobbies, but the modesty to acknowledge one’s own prejudices and the openness to view life through others’ perspectives. （在跨文化互动中促进团结的，不只是共同的爱好，更是承认自身偏见的谦逊，以及通过他人视角看待生活的开放心态。） 4.What promotes concord in cross-cultural communications is not just shared passions, but the humility to admit one’s own biases and the willingness to perceive the world through others’ viewpoints. （在跨文化交流中促进和谐的，不只是共同的热爱，更是承认自身偏见的谦逊，以及通过他人视角感知世界的意愿。） 5.The moment I exchanged traditions with my overseas friends and discovered the histories behind their customs, I realized that intercultural exchange is not about eliminating distinctions, but about honoring them as patterns in a world mosaic. （当我和海外朋友交流传统，发现他们习俗背后的历史时，我意识到跨文化交流不在于消除差异，而在于将差异视为世界镶嵌画中的图案来尊重。） 6.The moment I celebrated festivals with my international peers and uncovered the tales behind their rituals, I comprehended that cross-cultural communication is not about removing differences, but about cherishing them as motifs in a global mosaic. （当我和国际同伴一起庆祝节日，揭开他们仪式背后的故事时，我明白跨文化交流不在于消除差异，而在于将差异视为全球镶嵌画中的主题来珍惜。） 7.Just as a piano changes a single sound into a range of tones, so does intercultural communication convert personal outlooks into a deeper comprehension of humankind—each conversation a note that uncovers new shades of our common journey. （正如钢琴将一个声音变成一系列音调，跨文化交流也将个人观点转变为对人类更深层次的理解 —— 每一次对话都是一个音符，揭示我们共同旅程的新色调。） 8.Just as a camera transforms a single image into a series of pictures, so does cross-cultural interaction translate individual viewpoints into a broader understanding of people—each dialogue a frame that reveals new tints of our shared path. （正如相机将一个图像变成一系列照片，跨文化互动也将个人观点转化为对人类更广泛的理解 —— 每一次对话都是一个画面，展现我们共同道路的新色彩。） 9.The charm of intercultural exchange lies not in preventing miscommunications, but in handling them with tolerance, gaining from them with modesty, and letting them unite rather than separate us. （跨文化交流的魅力，不在于防止沟通失误，而在于以宽容应对它们、以谦逊从它们中获益，并让它们团结而非分离我们。） 10.The allure of cross-cultural communication lies not in avoiding misunderstandings, but in managing them with forbearance, learning from them with humbleness, and letting them connect rather than divide us. （跨文化交流的吸引力，不在于避免误解，而在于以忍耐处理它们、以谦卑从它们中学习，并让它们连接而非分裂我们。） 11.Culture is a bridge that connects hearts across borders.（文化是连接不同国界心灵的桥梁。） 12.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。） 13.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。） 14.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。） 15.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。） [2025·全国II卷] 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 “What is your name? ” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland. The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did. Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined. “It’s okay, professor,” I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further. After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity. 注意： (1)续写词数应为150个左右； (2)请按如下格式在答题卡的相应位置作答。 In a class discussion I was invited to explain the meaning of my name. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Many of my classmates got interested and came up to me after class. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】One possible version: In a class discussion, I was invited to explain the meaning of my name. Standing up, I felt a mix of nervousness and excitement. “My name, Qiuyu, combines the characters for autumn and rain in Chinese,” I began, my voice steady. “Autumn represents harvest and maturity, while rain symbolizes nourishment and growth. Together, they embody a time of abundance and renewal.” As I spoke, I noticed the rapt attention of my classmates, their eyes reflecting curiosity and respect. It was a moment of connection, a bridge built between cultures through the simple act of sharing my name. Many of my classmates got interested and came up to me after class. They surrounded me, their questions pouring out like a stream. “What other names have beautiful meanings in Chinese?” “Can you teach us how to write our names in Chinese characters?” I smiled, feeling a warmth spread through me. I took out a piece of paper and began to sketch out characters, explaining each stroke and its significance. Through this interaction, I realized that by embracing my cultural identity, I was not only preserving my heritage but also enriching the lives of those around me. It was a small yet meaningful step towards fostering cultural understanding and appreciation. 【解析】本文以人物为线索展开，主要讲述了作者作为国际学生在爱尔兰因中文名字发音难而遭遇挑战，之后在一次课堂讨论中分享名字含义，意识到分享文化身份重要性，并借此与同学增进文化理解的故事。 1.段落续写： ①由第一段首句内容“在课堂讨论中，我被邀请解释我名字的含义。”可知，第一段可描写作者在课堂讨论中解释自己名字的含义，并感受到同学们的专注和尊重，意识到这是一个文化交流的契机。 ②由第二段首句内容“我的许多同学都很感兴趣，下课后都来找我。”可知，第二段可描写课后同学们对作者名字背后的文化产生浓厚兴趣，纷纷提问，作者通过教他们写中文名字，进一步加深了彼此的文化理解和欣赏。 2.续写线索：课堂受邀请解释名字的含义——作者阐释名字的寓意——同学们专注倾听——同学们对名字背后的文化感兴趣——作者教他们写中文名字——感悟文化桥接 3.词汇激活 行为类 ①代表：represent/stand for ②解释：explain/illustrate ③保护：preserve/protect 情绪类 ①紧张：nervousness/tension ②兴奋：excitement/thrill 【点睛】【高分句型1】As I spoke, I noticed the rapt attention of my classmates, their eyes reflecting curiosity and respect.(运用了as引导的状语从句以及独立主格结构) 【高分句型2】Through this interaction, I realized that by embracing my cultural identity, I was not only preserving my heritage but also enriching the lives of those around me.(运用了that引导的宾语从句和“not only...but also...”连接两个并列结构) 第一部分 基础训练 一、读后续写情景运用—单句 根据汉语意思完成相关句子。 1.The visitor stared at the traditional dress, so the local girl explained its cultural meaning, _____________________________. （访客好奇地看着传统服饰，当地女孩便讲述它的文化意义，声音里满是友善。） 2.On Christmas Eve, Mary taught the Chinese family how to decorate a tree, _______________________. （平安夜，玛丽教中国家庭装饰圣诞树，他们的欢呼声和铃铛的叮当声交织在一起。） 3.The traveler couldn’t understand the directions, but______________________, then made a walking sign—nods solving the confusion. （旅行者听不懂指路的话，但老人在地上画了个简单的地图，然后做了个走路的手势 —— 点头化解了困惑。） 4.In the kitchen, the chef showed the overseas students to make dumplings, __________________. （厨房里，厨师教留学生包饺子，他熟练的手指引导着他们笨拙的手指。） 5.They began as work colleagues—___________________, she showing him modern technology—and soon their talks grew into stories of childhood and hopes. （他们一开始是同事 —— 他教她当地习俗，她教他现代科技 —— 很快他们的谈话就变成了关于童年和希望的故事。） 【参考答案】 1. her voice filled with kindness 2. their cheers mixing with the jingle of bells 3. the old man drew a simple map on the ground 4.his skilled fingers guiding their clumsy ones 5.he teaching her local customs 二、读后续写情景运用—段落 请运用相关单词或高频语块，把下面的语篇补充完整。 On Oct. 31, I brought the carefully-carved pumpkin into the class. 1._______________________（学生们一看到它）, their jaws dropped in amazement. 2._______________________（空气中充满了喘息和低语）. I placed the pumpkin on the desk and lit the candle inside. The flickering light cast a spooky yet enchanting glow, 3._______________________（营造神秘、兴奋的氛围）. 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, 4._______________________（眼中闪烁着好奇的光芒）. They asked numerous questions about Halloween traditions and eagerly shared their thoughts. 5._______________________（这次体验不仅让他们领略了美国文化的一角） 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. 10月31日那天，我把精心雕刻的南瓜带进教室。学生们一看到它，下巴都快掉下来了，惊呼声和窃窃私语此起彼伏。我把南瓜放在课桌上，点燃里面的蜡烛，摇曳的烛光投下既诡异又迷人的光影，营造出神秘而令人兴奋的氛围。我向他们解释万圣节南瓜灯的由来——它如何驱邪迎鬼，为夜晚带来欢乐与魔法。学生们听得入神，眼中闪烁着好奇的光芒，对万圣节传统问题争先恐后地提问，还迫不及待地分享自己的想法。这次体验不仅让他们领略了美国文化的一角，更架起了跨文化理解的桥梁。这让我意识到教育不能止步于课本，通过分享传统可以开启全新的认知世界。想到自己能帮助他们理解更广阔的世界，我心中充满了成就感。 【参考答案】 1.The moment the students saw it 2.Gasps and whispers filled the air 3.creating an atmosphere of mystery and excitement 4.their eyes shining with curiosity 5.This experience not only brought a piece of American culture to them 第二部分 模拟演练 1．（2026·辽宁省鞍山市部分学校高三上学期一模）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。 Studying abroad in Canada, I never thought that the small chopsticks would become a unique barrier in my cross-cultural adaptation. For a Chinese student, using chopsticks to eat is the most natural thing. But here, every time I ate in the cafeteria and skillfully picked up food with chopsticks, the foreign classmates around me always cast curious and slightly confused looks, and from time to time, there were whispers: “How do they do that?” At first, I would smile and briefly explain how to use chopsticks to them. But as the number of times increased, the sense of strangeness brought about by cultural differences gradually made me feel uncomfortable. Even for a moment, I hesitated to switch to a knife and fork to eat in order to fit in. During a group dinner, everyone sat around the restaurant. I habitually reached out for chopsticks. Jack, who was in the same group, saw this and exclaimed excitedly: “Hey, let’s see your magic with chopsticks!” As he spoke, he also picked up a pair of chopsticks and clumsily imitated. But before he could pick up anything, the chopsticks slipped from his hand. The other classmates laughed, and my face burned. I lowered my head to eat awkwardly, but my heart was in a mess. I realized that in their eyes, chopsticks were just a novel “performance prop (道具)”, and I, as a “foreigner” using chopsticks, seemed to have become an object of observation. After that, when facing others’ curiosity about chopsticks, I lost the initial enthusiasm to share and just casually smiled. I was afraid of this excessive attention, afraid that my cultural habits would become an “outsider label” in the eyes of others. I even began to deliberately reduce the number of times I used chopsticks in public, trying to make myself  “fit in” with the local dining style. 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题卡的相应位置作答。 Until one day, the school held an international cultural festival. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I started to patiently explain how to hold chopsticks and what they symbolize. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】 Until one day, the school held an international cultural festival. Each country’s student union was required to set up a booth to showcase their own culture. Our Chinese student union decided to take chopsticks as the theme. At first, I was a little hesitant, but when I saw my classmates actively preparing, I was also infected by their enthusiasm. I thought, since chopsticks are an important part of Chinese culture, why not let more people know and understand them? I started to patiently explain how to hold chopsticks and what they symbolize. I told them that chopsticks represent the wisdom and philosophy of the Chinese people. They are not only a tool for eating, but also a cultural carrier. As I spoke, more and more people gathered around our booth. Some of them were curious, some were amazed, and some even tried to use chopsticks under my guidance. Looking at their serious expressions and the smiles on their faces, I felt a sense of pride and satisfaction. I realized that cultural differences are not a barrier, but a bridge. As long as we are willing to share and communicate, we can understand and respect each other’s cultures. 【解析】本文讲述了作者在加拿大留学时，因使用筷子吃饭被外国同学好奇围观，逐渐对筷子产生抵触，直到学校举办国际文化节。 1. 段落续写： ①第一段首句“直到有一天，学校举办了国际文化节。”可续写作者在文化节上的经历，如决定以筷子为主题展示中国文化，开始时的犹豫，以及看到同学们积极准备后的转变。 ②第二段首句“我开始耐心地解释如何拿筷子以及它们象征着什么。”可续写作者在文化节上向外国同学介绍筷子的过程，同学们的反应，以及作者自己的感受和领悟。 2. 续写线索：学校举办国际文化节——中国学生以筷子为主题——作者犹豫后加入——作者介绍筷子——同学们的反应——作者的感受和领悟 3. 词汇激活： 行为类： ①展示：showcase/display ②影响：infect/affect ③聚集：gather/assemble 情绪类： ①热情：enthusiasm/passion/zeal ②满意：satisfaction/contentment 【点睛】[高分句型1] I thought, since chopsticks are an important part of Chinese culture, why not let more people know and understand them? (运用了since引导原因状语从句) [高分句型2] As I spoke, more and more people gathered around our booth. (运用了as引导时间状语从句) [高分句型3] I realized that cultural differences are not a barrier, but a bridge. (运用了that引导宾语从句) 2．（2026·海南省海口市琼山区海南中学）阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 I still remember the day when I first held a Chinese calligraphy brush. It was a summer afternoon when I was in primary school. My grandfather, noticing my growing interest in Chinese culture, invited me to his study. He carefully took out his precious calligraphy set and said, “Today, I will teach you the art of Chinese calligraphy.” At first, I found it extremely challenging. The brush seemed to have a mind of its own, and the Chinese characters that I wrote were far from the beautiful and elegant ones I had seen in books or on the wall of my grandpa’s study. My wrist would ache after just a few minutes of holding the brush, and the ink would often mess up the paper. But my grandfather was patient. He adjusted my sitting posture and guided my hand, showing me how to control the brush with just the right amount of pressure. He told me stories about famous calligraphers in Chinese history and explained the cultural significance behind each stroke (笔画). As time went on, I went abroad for my high school education. While I was engaged in my schooling, I kept practicing Chinese calligraphy for an hour or two every day. Gradually, I began to notice improvements in my writing. I didn’t feel the pain in my hand any longer and the characters became more balanced and graceful. I also started to learn about the different styles of Chinese calligraphy, such as the bold and vigorous style of Kai Shu and the flowing and dynamic style of XingShu. I was amazed by the beauty, the elegance and the rich cultural heritage embedded in each style. 注意： 1.所续写短文的词数应为150 左右； 2.续写部分分为两段，每段的开头语已为你写好。 One day, my school held an international cultural exchange activity. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Through this experience, I realized the power of sharing. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】 One day, my school held an international cultural exchange activity. Students from different countries came together to share their cultures. I saw it as a great opportunity to share Chinese culture. I set up a small calligraphy station and demonstrated the art of Chinese calligraphy to my foreign friends. At first, they were hesitant, but as I explained the meaning and technique behind each stroke, they became more interested. Some even tried it themselves and were amazed at how difficult yet rewarding it was. Through this experience, I realized the power of sharing. By sharing my passion for Chinese calligraphy, I was able to introduce others to the beauty and depth of Chinese culture. It made me proud of my cultural roots and motivated me to continue learning and sharing. Now, I often participate in various cultural exchange activities and also use social media to share my calligraphy works and stories. I hope that through my small efforts, more people around the world will come to appreciate and love Chinese culture as I do. 【解析】本文以人物为线索展开，讲述了作者回忆自己小时候在爷爷的教导下学习中国书法的经历，从最初的困难重重到逐渐掌握技巧，再到出国后仍坚持练习并了解不同书法风格，最终在一次国际文化交流活动中展示中国书法并收获颇丰的故事。 1.段落续写： ①由第一段首句“一天，我的学校举办了一场国际文化交流活动。”可知，第一段可描写作者如何在国际文化交流活动中展示中国书法，向外国朋友展示和讲解中国书法，以及外国朋友的反应。 ②由第二段首句“通过这次经历，我意识到了分享的力量。”可知，第二段可描写这次经历带给作者的感悟，包括对文化分享意义的理解、对自身文化根源的自豪，未来继续分享中国文化的决心及愿景。 2.续写线索：参与国际文化交流活动——展示书法，介绍魅力——他人反应——感悟分享的意义——未来行动的决心及愿景 3.词汇激活 行为类： ①设立：set up/establish ②展示：demonstrate/showcase ③参与：participate in/take part in ④介绍：introduce/present ⑤激发：motivate/inspire 情感类： ①自豪：proud/honored/fulfilled ②欣赏：appreciate/admire 【点睛】[高分句型 1]. At first, they were hesitant, but as I explained the meaning and technique behind each stroke, they became more interested.（运用了as引导的时间状语从句） [高分句型 2]. I hope that through my small efforts, more people around the world will come to appreciate and love Chinese culture as I do.（运用了that引导的宾语从句和as引导的方式状语从句） 3．（2025届山东省普通高等学校招生全国统一考试（押题卷二））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。 I, an art teacher from New York, have always been drawn to traditional Chinese crafts. Last summer, I traveled to Weifang, a small city in Shandong Province noted as the “Kite Capital of the World.” The exquisite (精美的) kites of Weifang left me completely amazed. From the moment I arrived, I was greeted by a breathtaking sight: people crafting kites everywhere, and hundreds of colorful kites soaring gracefully in the sky. The atmosphere was filled with laughter and excitement as both locals and tourists gathered to celebrate the annual International Kite Festival. I spent several days exploring the festival, marveling (大为赞叹) at the complicated designs of the kites. Some were shaped like impressive dragons, their long bodies twisting and turning in the air. Others resembled delicate butterflies, their wings decorated with brilliant patterns that seemed to come alive against the blue sky. I couldn’t resist purchasing several kites to bring back home, each one a true masterpiece of craftsmanship. When I returned to my classroom in New York, I eagerly shared the kites with my students. Their eyes widened with wonder as they examined the delicate bamboo frames and the hand-painted rice paper. “They’re so beautiful!” one student exclaimed (惊呼), holding up a butterfly-shaped kite. Another student, fascinated by a dragon kite, asked, “How do they make these? They look so light, yet they fly so gracefully.” Inspired by their enthusiasm, I decided to teach them how to make their own kites. We started with simple designs, using lightweight materials like bamboo sticks and tissue paper. However, despite our best efforts, the kites we crafted never flew as well as the ones from Weifang. Some would lose their balance, while others barely managed to lift off the ground. The students grew disheartened, and so did I. “Why can’t ours fly like the Chinese kites?” one student asked, her voice tinged with (略带) disappointment. Their words made me realize that making a kite wasn’t just about assembling (组装) materials; it required a profound (深刻的) understanding of balance, precision, and the art of aerodynamics (空气动力学). “Why not seek guidance from the people of the ‘Kite Capital of the World’? They must be experts in kite-making,” I thought to myself. 注意： 1. 续写词数要求应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 Eventually I decided to post our kite-making struggles on a Chinese website. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On a clear, windy day, my students and I took our newly-made kites to a nearby park. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】One possible version: Eventually I decided to post our kite-making struggles on a Chinese website. To my surprise, within hours, I received lots of responses from Weifang kite masters offering detailed advice. One kind craftsman even sent step-by-step video courses, demonstrating how to properly bend bamboo frames and adjust string tension for perfect flight. My students and I watched in awe as he made delicate adjustments with practiced ease. “It’s all about the balance between weight and wind resistance,” he explained through translation. We carefully noted every tip and redesigned our kites accordingly. On a clear, windy day, my students and I took our newly-made kites to a nearby park. Holding our breath, we released them into the sky. This time, the kites flew easily, dancing among the clouds just like the ones in Weifang. The students cheered as their colorful creations fluttered higher and higher. A passing jogger stopped to admire the scene, remarking, “Those look like professional kites!” Beaming with pride, one student turned to me and said, “Now we understand — it’s not just making a kite, it’s creating art that flies.” Watching their joy, I realized our project had become more than a craft lesson; it was a bridge connecting cultures through shared wonder and perseverance. 【解析】本文以制作风筝为线索展开，讲述了身为纽约美术老师的作者被潍坊风筝的魅力所震撼，将这份中国传统工艺带回美国课堂。面对学生制作风筝的困境，作者在中文网站上发布了帖子。通过中国工匠的远程指导，学生们成功制作出能飞的艺术品，作者领悟到传统工艺背后的文化连接。 1. 段落续写： ①由第一段首句内容“最终，我决定在一个中文网站上发帖分享我们制作风筝时遇到的困难”可知，第一段可描写中国的风筝工匠回复了作者的帖子，指导如何成功做出风筝，作者带领学生认真学习，重新制作风筝。 ②由第二段首句内容“在一个晴朗、有风的日子里，我和学生们把我们新做的风筝带到附近的公园”可知，第二段可描写作者和学生成功放飞风筝，学生们非常开心，作者领悟到这次经历背后文化交流的价值。 2. 续写线索：发帖求助——工匠指导——作者和学生学习——带着新风筝到公园——作者和学生成功放飞风筝——作者的感悟 3. 词汇激活 行为类 ①收到：receive/get/gain ②展示：demonstrate/show ③解释：explain/clarify/explicate ④意识到：realize/recognize 情绪类 ①惊讶：surprise/amazement ②高兴：joy/delight/happiness 【点睛】[高分句型1] My students and I watched in awe as he made delicate adjustments with practiced ease. (as引导时间状语从句) [高分句型2] Holding our breath, we released them into the sky. (现在分词短语作状语) 4．（2025届广东省广州市普通高中毕业班综合检测（一））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。 Li Ming was a 17-year-old exchange student from China. With a heart full of dreams and a little bit of nervousness, he flew to the United Kingdom to start a new adventure. He had always imagined what it would be like to walk through the historic streets of England and meet people from different parts of the world. But as soon as he arrived at his new school, he felt a little unsure. In his new class, Li Ming struggled to start conversations with his British classmates. They spoke so quickly and used words and phrases he didn't understand. When he tried to join their conversations, he felt shy about his accent and worried that he might say something wrong. He also noticed that British students seemed to value their personal space more than he was used to, which made it even harder for him to find the right moment to start a meaningful talk. Group work was even harder. During a group project in literature class, Li Ming had trouble explaining his ideas clearly, feeling like his ideas were getting lost in translation. And he started to doubt himself. Social events outside of class were just as difficult. At a school party, Li Ming watched his classmates laugh, dance, and sing along to the latest pop songs. He felt left out, not knowing the songs or the dance moves. He wanted to join the fun, but the fear of looking silly kept him on the sidelines. One day, the school announced a talent show, Li Ming, who practiced traditional Chinese kung fu, really wanted to try. While he was hesitating, a group of British students interested in cultural performances invited him to join them. Li Ming agreed. 注意: 1.续写词数应为150个左右; 2.请按如下格式在答题卡的相应位置作答。 During their practice, the group was amazed by Li Ming’s Chinese kung fu._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After the show, Li Ming noticed some changes happening._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】 During their practice, the group was amazed by Li Ming’s Chinese kung fu. His fluid movements combining strength and grace drew gasps of admiration. When he demonstrated a dragon-style sequence, the British students clapped enthusiastically. Sensing their genuine interest, Li Ming offered to teach basic stances. In return, they taught him popular dance steps, blending Eastern and Western elements into their performance. Gradually, Li Ming found himself laughing naturally during rehearsals. The cultural exchange dissolved his anxiety, replacing it with collaborative joy. By performance day, their routine had transformed into a vibrant fusion of martial arts and modern dance. After the show, Li Ming noticed some changes happening. Classmates greeted him warmly in corridors, asking about kung fu philosophies. In literature class, group members actively sought his interpretations, patiently listening to his accented English. At lunch breaks, students invited him to join conversations about cultural differences. The once-daunting school parties became opportunities to share Chinese pop songs. Most importantly, Li Ming stopped overthinking every interaction. He realized communication wasn’t about perfection, but sincere effort. Slowly, his initial adventure transformed into meaningful connections built on mutual curiosity and respect. 【解析】本文以人物为线索展开，讲述了一个叫李明的中国交换学生在英国遇到的适应问题，最后他因为参加才艺表演而有机会展示中国功夫。 1.段落续写： ①由第一段首句内容“在练习过程中，这群人对李明的中国功夫感到惊讶。”可知，第一段需要详细描写练习时的情景，比如李明展示功夫的具体动作，英国同学的反应。 ②由第二段首句内容“节目结束后，李明注意到一些变化发生了。”可知，第二段可需要展示表演后的积极变化，比如同学们对他的态度转变，主动与他交流，邀请他参加活动，课堂上的参与度提高，以及李明自身心态的变化。 2.续写线索：展示功夫——同学反应——赞叹——变化——互相交流——感悟 3.词汇激活 行为类 ①.提供：offer/provide ②.发现：find/discover ③.邀请：invite/ask 情绪类 ①.热情地：enthusiastically/passionately ②.喜悦：joy/happiness 【点睛】[高分句型1]. When he demonstrated a dragon-style sequence, the British students clapped enthusiastically.(由when引导的时间状语从句) [高分句型2].Sensing their genuine interest, Li Ming offered to teach basic stances.(由非谓语动词现在分词作状语) 5．（2025·河北省邢台市联考）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。 When I was very young, my parents and I moved from China to the United States because my father was appointed as manager of the American branch. At first, everything seemed strange and overwhelming. The language barrier was the toughest part, but slowly, I adapted to my new surroundings and became fluent in English. School became easier, friends were made, and life in America started to feel like being at home. However, my parents had different ideas. They insisted that we speak Chinese at home. They even went as far as to teach me Chinese characters and make me read classic Chinese literature. I remember spending long hours every weekend practicing writing characters, my hand cramping (抽筋) from the effort. My parents would quiz me on my vocabulary, and I’d have to recite poems and passages from ancient texts. At the time, I couldn’t understand why they were so determined about it. I often resisted, frustrated by the difficulty and wondering why I had to hold onto something that seemed irrelevant to my life in the US. My father would patiently explain, “Although we’re living in the US, we mustn’t forget our roots. Our language is a part of who we are.” Despite his explanations, my teenage mind was too stubborn to appreciate his wisdom. He would sit with me, showing me the strokes (笔画) of each character, explaining their meanings, and sharing stories about our ancestors. His voice was calm and encouraging, even when I grew impatient and wanted to give up. “These characters carry our history,” he would say. “They tell the story of where we come from.” As I grew older, my perspective started to shift. The more I learned about my heritage and our family’s history, the more I began to value the efforts my parents had made to keep our culture alive. 注意： 1. 续写词数应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 A trip back to China was a turning point for me. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Back in the US, I was determined to promote the Chinese language. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】One possible version: A trip back to China was a turning point for me. Seeing the rapid development and modernization of the country filled me with pride. The towering skyscrapers of Shanghai, the busy streets of Beijing, and the high-speed train that ran through the countryside were all wonderful to witness. Being able to speak Chinese fluently made this trip even more special. I felt a strong connection to the land and its people, and the pride of my heritage grew within me. This experience reshaped my identity, combining my Chinese roots with my American life. Back in the US, I was determined to promote the Chinese language. Inspired by my trip, I started a Chinese culture club at school, where students could learn about Chinese traditions, history, and language. I organized cultural events, like Chinese New Year celebrations and writing workshops, which attracted a diverse group of students. My efforts were met with enthusiasm, and the club grew rapidly. Through these activities, I aimed to create a sense of appreciation and respect for Chinese culture, ensuring that it remained a lively part of our multicultural society. 【解析】本文以人物为线索展开，讲述了作者小时候随父母从中国搬到美国，适应新环境后融入当地生活，但父母坚持让其在家说中文，学习汉字和古典文学，作者曾经很抗拒。随着年龄增长，作者的观点发生转变，回国经历让其对中国文化充满自豪，回美国后受此启发成立中国文化俱乐部，组织活动推广汉语和中国文化，收获积极的回应。 1. 段落续写： ①由第一段首句内容“一次回到中国的旅行对我来说是一个转折点”可知，第一段可描写作者在中国的所见所闻，以及因此而生的身份认同。 ②由第二段首句内容“回到美国后，我决心推广汉语”可知，第二段可描写作者组织各种中国文化相关的活动，并得到了很多学生的热烈回应，让中国文化得到欣赏和尊重。 2. 续写线索：中国之旅——所见所闻——身份认同——回到美国——推广汉语——得到回应 3. 词汇激活 行为类 ①结合：combine/unite ②吸引：attract/fascinate ③创造：create/generate ④确保：ensure/make sure/guarantee 情绪类 ①热情：enthusiasm/passion/keenness ②尊敬：respect/esteem 【点睛】[高分句型1] The towering skyscrapers of Shanghai, the busy streets of Beijing, and the high-speed train that ran through the countryside were all wonderful to witness. (that引导限制性定语从句) [高分句型2] Inspired by my trip, I started a Chinese culture club at school, where students could learn about Chinese traditions, history, and language. (过去分词作状语、where引导非限制性定语从句) [高分句型3] Through these activities, I aimed to create a sense of appreciation and respect for Chinese culture, ensuring that it remained a lively part of our multicultural society. (现在分词作状语、that引导宾语从句) 10 / 29 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $