跨文化交际类（读后续写）（解析版）

跨文化交际类（读后续写）一、文化差异初体验1.文化冲击细节描写优点英语整理非原创资料，如有侵权，请联系删除！stareatunfamiliarclothing盯着陌生的服饰misunderstandbodygestures误解肢体动作pauseatforeignslang 对俚语感到困惑feeloutofplaceincrowds在人群中感到格格不入hesitatetouselocalcustoms犹豫使用当地习俗noticedifferenttablemanners注意到不同的餐桌礼仪reactawkwardlytogreetings对问候方式反应笨拙holdbackfromconfusionattraditions克制对传统的困惑freezeatunexpectedrituals对意外仪式感到僵住comparewithhomeculture与本土文化对比优点英语整理非原创资料，如有侵权，请联系删除！AsRosasteppedintotheLondonclassroom,shefeltalleyesonher—herheadscarf,acommonsightinTehran,seemedtomakeherstandoutlikeabrightdotinagraycrowd,andshecouldn’thelpbutclutchherbagtighter,wishingshecouldhidethepartofherthatfeltso“different”.当罗莎走进伦敦的教室时，她感觉所有目光都聚焦在自己身上——在德黑兰随处可见的头巾，在这里却让她像灰色人群中的亮点般显眼，她忍不住把包攥得更紧，希望能隐藏这份“与众不同”。【分析】通过环境与动作细节，具象化文化冲击带来的疏离感。WhenMeifirstsawtheScottishlocalsgreetingeachotherwithafirmhandshakeanddirecteyecontact,shefrozeforasecond—backinherChinesevillage,peopleusuallygreetedwithagentlenodandasoftsmile,andthisboldwayofconnectingfeltalmostoverwhelming.当梅第一次看到苏格兰人用有力的握手和直视的目光打招呼时，她僵了一秒——在她中国的家乡，人们通常会轻轻点头、温柔微笑，这种直接的交际方式让她几乎难以适应。【分析】用对比手法凸显肢体语言的文化差异，增强场景真实感。2.语言障碍场景刻画stutteroverpronunciation 发音结巴pausetotranslatesentences停顿翻译句子mixupsimilarwords 混淆相似词汇relyonbodylanguage 依赖肢体语言askforrepetitionpolitely 礼貌请求重复strugglewithlocalaccents 难以理解地方口音usesimplewordstoexplain用简单词汇解释misunderstandidiomaticexpressions误解习语表达nodwithoutunderstanding不懂却点头writedownkeypoints写下关键点优点英语整理非原创资料，如有侵权，请联系删除！WhentheEnglishteacheraskedMeitoshareherartidea,shestutteredoverwordslike“bamboo”and“lotus”,pausingeveryfewsecondstotranslatefromChinesetoEnglishinhermind—bythetimeshefinished,herfacewasflushed,andshewasn’tsureifanyonehadreallyunderstoodher.当英语老师让梅分享她的艺术想法时，她在“竹子”“莲花”这类词上磕磕绊绊，每隔几秒就停顿，在脑海里进行汉英翻译——等她说完，脸已经涨红，不确定是否有人真的听懂了。【分析】通过细节动作展现双语转换的困难，体现跨文化交际中的语言障碍。Duringthegroupdiscussion,Mustafaheardhisclassmatesay“Let’shitthebooks”,andhestaredinconfusion—hethought“hit”meanttostrikesomething,sohehadtoaskpolitely,“Couldyousaythatagain?Idon’tunderstandwhat‘hitthebooks’means.”小组讨论时，穆斯塔法听到同学说“Let’shitthebooks”，他困惑地盯着对方——他以为“hit”是“击打”的意思，只好礼貌地问：“你能再说一遍吗？我不懂‘hitthebooks’是什么意思。”【分析】以习语误解为切入点，真实还原跨文化交际中的语言认知偏差。二、跨文化破冰行动3.迈出交际第一步优点英语整理非原创资料，如有侵权，请联系删除！learnlocalgreetingcustoms学习当地问候习俗trytraditionallocalfood 尝试当地传统食物joinculturalgroupactivities加入文化团体活动mimicproperbodylanguage模仿得体的肢体语言askaboutculturaltraditions询问文化传统participateinlocalfestivals参与当地节日followtableetiquetterules遵守餐桌礼仪adapttodailylifehabits 适应日常生活习惯shareculturalstoriesactively主动分享文化故事respectreligiouscustoms尊重宗教习俗AfternoticingthatherScottishclassmatesalwaysgreetedeachotherwithasmileanda“Howareyou?”,Meistartedpracticingthephraseeverymorninginfrontofthemirror—bytheendoftheweek,shecouldsayitnaturally,andwhenaclassmatereplied“I’mgood,thanks!”,shefeltasmallsenseofsuccess.注意到苏格兰同学总是微笑着用“Howareyou?”问候后，梅每天早上对着镜子练习这句话——到周末时，她已经能自然地说出口，当有同学回应“I’mgood,thanks!”时，她感到一丝成就感。【分析】通过具体行为描写，展现跨文化交际中主动适配的积极效果。WhenLiaminvitedMeitotryScottishshortbread,shedidn’thesitate—eventhoughitwassweeterthanthepastriessheateinChina,shetookabiteandsaid,“It’sdelicious!Inmyvillage,wemakemooncakesduringMid-AutumnFestival—they’resweettoo,butwithredbeanfilling.”当利亚姆邀请梅尝试苏格兰黄油饼干时，她没有犹豫——尽管它比中国的点心甜，她还是咬了一口说：“真好吃！在我的家乡，中秋节我们会做月饼，也很甜，但夹的是红豆馅。”【分析】以食物为媒介，在尝试当地文化的同时融入本土文化，推动跨文化互动。4.工具辅助交际优点英语整理非原创资料，如有侵权，请联系删除！usesketchbookstocommunicate用素描本沟通showculturalphotos展示文化照片playtraditionalmusicclips播放传统音乐片段sharehomemadeculturalfood分享自制文化美食drawculturalsymbols绘制文化符号watchculturaldocumentariestogether一起看文化纪录片exchangeculturalsouvenirs交换文化纪念品teachsimplenativephrases教简单母语短语usegesturestoexplainculture用手势解释文化优点英语整理非原创资料，如有侵权，请联系删除！SinceLiamcouldn’tspeak,heandMeiusedsketchbookstocommunicate—hedrewaScottishhighlandwithpurpleheather,andsheaddedabambooforestnexttoit;eachsketchwasalittlestepthatbroughttheirtwoculturescloser.因为利亚姆无法说话，他和梅用素描本沟通——他画了一片开着紫色石楠花的苏格兰高地，她在旁边加了一片竹林；每一幅草图都是拉近两种文化距离的小台阶。【分析】以素描本为媒介，展现跨文化交际中“非语言工具”的桥梁作用。WhenMustafainvitedhisclassmatestohishouse,heaskedhismothertomakebaklava—heputaplateofthesweetTurkishdessertonthetableandsaid,“Thisisfrommycountry.Tryit,andI’lltellyouhowmymommakesit.”ThedessertbecameabridgethatlethisclassmatesknowmoreaboutTurkishculture.当穆斯塔法邀请同学来家里时，他让妈妈做了果仁蜜饼——他把一盘甜甜的土耳其甜点放在桌上说：“这是我国的食物，尝尝，我给你们讲我妈妈是怎么做的。”这道甜点成了让同学们了解土耳其文化的桥梁。【分析】以文化美食为媒介，实现跨文化认知与情感联结。三、情感深化5.文化共鸣与理解findcommonhobbies找到共同爱好sharesimilarfamilyvalues分享相似家庭观念empathizewithculturalstruggles共情文化适应困境celebratesharedfestivals庆祝共同节日bondoverartcreation通过艺术创作建立联结relatetohomesickness理解思乡之情admireeachother’scultures欣赏彼此文化supportculturalexpression支持文化表达laughatculturalmisunderstandings笑对文化误解优点英语整理非原创资料，如有侵权，请联系删除！WhenMeiandLiamworkedonthemuraltogether,theyfoundthattheybothlovedusingbrightcolorstoexpressemotions—Meiusedredforlotusflowerstosymbolizevitality,andLiamusedpurpleforheathertorepresenthope;thissharedloveforartbecameastrongbondbetweentheirtwocultures.当梅和利亚姆一起画壁画时，他们发现两人都喜欢用鲜艳的颜色表达情感——梅用红色画莲花象征活力，利亚姆用紫色画石楠花代表希望；这份对艺术的共同热爱，成了两种文化间的牢固联结。【分析】以共同爱好为切入点，展现跨文化共鸣的自然形成。Duringthepicnic,RosatoldEmilyabouthowshemissedhermother’scooking,andEmilynodded,saying,“Iknowthatfeeling—Imissmygrandma’sapplepiewhenshe’saway.”ThissharedhomesicknessmadeRosarealizethateventhoughtheywerefromdifferentcountries,someemotionswereuniversal.野餐时，罗莎告诉艾米丽她有多想念妈妈做的菜，艾米丽点头说：“我懂这种感觉——奶奶不在身边时，我也想念她的苹果派。”这份共同的思乡之情让罗莎意识到，即使来自不同国家，有些情感是共通的。【分析】以共通情绪为纽带，凸显跨文化交际中“人性共通”的核心。6.文化理解感悟表达优点英语整理非原创资料，如有侵权，请联系删除！realizeculturaldiversity 认识到文化多样性understandculturaluniqueness理解文化独特性respectdifferentlifestyles尊重不同生活方式seecommonhumannature看到共同的人性appreciateculturaldifferences欣赏文化差异recognizeculturalvalue认可文化价值breakculturalstereotypes打破文化刻板印象buildculturaltolerance培养文化包容心connectculturesthroughempathy通过共情联结文化viewtheworldbroadly拓宽世界观LookingbackatherfirstdayinLondon,Rosathought:Iusedtothinkmyheadscarfmademe“different”,butnowIrealizeit’sjustapartofmyculture—andEmilylikesitbecauseit’sunique.Culturaldifferencesaren’twalls;they’recolorsthatmaketheworldmorebeautiful.回顾在伦敦的第一天，罗莎想：我以前觉得头巾让我“与众不同”，但现在我明白，它只是我文化的一部分——艾米丽喜欢它，正因为它很特别。文化差异不是墙，而是让世界更绚丽的色彩。【分析】罗莎的文化适应成长，通过心理独白，展现对文化差异从“排斥”到“欣赏”的认知转变。AfterworkingwithMeionthemural,Liamwroteinhisnotebook:Iusedtothinkartwasjustaboutpainting,butnowIknowit’sawaytotalktopeoplefromothercultures—Mei’sbambooandmyhighlandsdon’tneedwordstounderstandeachother.和梅一起画完壁画后，利亚姆在笔记本上写：我以前觉得艺术只是画画，但现在我知道，它是与其他文化的人沟通的方式——梅的竹子和我的高地，不需要语言就能相互理解。【分析】利亚姆的无声交际，以艺术为载体，提炼出“文化沟通无需语言”的深度认知。四、结尾升华7.文化融合与传承优点英语整理非原创资料，如有侵权，请联系删除！displaymixedculturalworks展示融合文化作品holdjointculturalevents举办联合文化活动passonculturalstories传递文化故事combineculturalelements融合文化元素createcross-culturalmemories创造跨文化回忆formculturalexchangegroups成立文化交流小组shareculturalskills分享文化技能buildlong-termculturalbonds建立长期文化联结promoteculturalunderstanding促进文化理解leaveculturalheritage留下文化遗产Atthemuraluncoveringevent,MeiandLiamstoodsidebysideastheclothwaspulledaway—there,theScottishhighlandsandChinesebambooforestblendedtogetherunderaskyfilledwithbothScottishmistandChinesecloudpatterns,aperfectpictureoftwoculturesbecomingone.壁画揭幕仪式上，梅和利亚姆并肩站着，当布被拉开时——苏格兰高地与中国竹林在天空下融为一体，空中既有苏格兰薄雾，又有中国云纹，构成了两种文化合二为一的完美画面。【分析】壁画项目的最终成果，以视觉化场景呈现文化融合，形成“差异—共鸣—融合”的闭环。WhenMustafa’sclassmatesvisitedhishomeforaTurkishteaparty,theynotonlylearnedtobrewteabutalsolistenedtohisgrandfather’sstoriesaboutoldIstanbul—now,theyoftengathertosharetheirownculturaltales,turninghislivingroomintoasmall“worldculturehub”.当穆斯塔法的同学来他家参加土耳其茶会时，他们不仅学会了泡茶，还听了他祖父讲的伊斯坦布尔老城的故事——现在，他们经常聚在一起分享各自的文化故事，把他家客厅变成了一个小小的“世界文化中心”。【分析】以茶会为场景，展现文化分享从个人到群体的拓展，体现跨文化交际的辐射效应。主题谚语积累Cultureisabridge,notawall. 文化是桥梁，而非隔阂。Sharedstoriesknitdifferentworlds. 共享的故事，编织不同的世界。Atasteofanother’sfoodopenstheheart. 品尝他人的食物，便能敞开心扉。Artspeakslouderthanwordsacrosscultures. 跨文化交际中，艺术胜于言语。Tounderstandaculture,walkinitsshoes. 欲理解一种文化，需设身处地体验。Kindnessisthecommonlanguageofallcultures. 善意是所有文化的通用语言。Differencesinculturemaketheworldcolorful. 文化差异，让世界绚丽多彩。Listentoastranger’stale,gainanewworld. 倾听陌生人的故事，收获全新视野。Culturalgapsclosewithasmileandatry. 一个微笑，一次尝试，便能拉近文化差距。Whatunitesusismorethanwhatdividesus. 文化中，联结我们的远比分隔我们的更重要。【2025年新II卷读后续写真题】“Whatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu(秋雨),forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsorevenlosepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn’tstop,theentirelecturewouldberuined.“It’sokay,professor,”Ishrugged(耸肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.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。Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Manyofmyclassmatesgotinterestedandcameuptomeafterclass._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Standingup,Ifeltamixofnervousnessandexcitement.“Myname,Qiuyu,combinesthecharactersforautumnandraininChinese,”Ibegan,myvoicesteady.“Autumnrepresentsharvestandmaturity,whilerainsymbolizesnourishmentandgrowth.Together,theyembodyatimeofabundanceandrenewal.”AsIspoke,Inoticedtheraptattentionofmyclassmates,theireyesreflectingcuriosityandrespect.Itwasamomentofconnection,abridgebuiltbetweenculturesthroughthesimpleactofsharingmyname.Manyofmyclassmatesgotinterestedandcameuptomeafterclass.Theysurroundedme,theirquestionspouringoutlikeastream.“WhatothernameshavebeautifulmeaningsinChinese?”“CanyouteachushowtowriteournamesinChinesecharacters?”Ismiled,feelingawarmthspreadthroughme.Itookoutapieceofpaperandbegantosketchoutcharacters,explainingeachstrokeanditssignificance.Throughthisinteraction,Irealizedthatbyembracingmyculturalidentity,Iwasnotonlypreservingmyheritagebutalsoenrichingthelivesofthosearoundme.Itwasasmallyetmeaningfulsteptowardsfosteringculturalunderstandingandappreciation.【解析】【导语】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。【详解】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/standfor②解释：explain/illustrate③保护：preserve/protect情绪类①紧张：nervousness/tension②兴奋：excitement/thrill【点睛】【高分句型1】AsIspoke,Inoticedtheraptattentionofmyclassmates,theireyesreflectingcuriosityandrespect.(运用了as引导的状语从句以及独立主格结构)【高分句型2】Throughthisinteraction,Irealizedthatbyembracingmyculturalidentity,Iwasnotonlypreservingmyheritagebutalsoenrichingthelivesofthosearoundme.(运用了that引导的宾语从句和“notonly...butalso...”连接两个并列结构)第一部分基础训练a.单句训练阅读所给首句，在了解首句所设定的情境后，用一句话进行相关的主题续写。[跨国团队的误解]Workingwithamulticulturalteamontheproject,shemisinterpretedateammate'sdirectfeedbackasrudeness,____________________________________________________________________________________[海外社交的局促]Attheinternationalstudentparty,hestruggledtojoinconversationsduetoculturaljokeshedidn'tunderstand,_____________________________________________________________________________________[文化习俗的碰撞]Whenhisforeigncolleaguerefusedtheshareddishheoffered,consideringitunhygienicintheirculture,________________________________________________________________________________________[商务礼仪的偏差]Preparingforameetingwithpartnersfromanothercountry,sherealizedtheirgreetingcustomswerequitedifferentfromhers,______________________________________________________________________【参考答案】aflushofembarrassmentspreadacrossherfaceassheawkwardlyretreatedfromthediscussion.asenseofisolationwashedoverhimashestoodbythesnacktable,unsurehowtofitin.amixofconfusionandhurtcrossedhisfeaturesasheslowlywithdrewthedish.anxietyflutteredinherstomachassherehearseddifferentgreetingscenariosinhermind.b.段落训练请运用以上必备单词或高频语块，把下面的语篇补充完整。WhenMiafirstarrivedattheinternationalschool,sheoften________(在人群中感到格格不入)duringlunchbreaks.Oneday,shesatbesidealocalstudentnamedLeo,andwhenheraisedhishandtogreether—agestureshe’dneverseenbefore—she________(对问候方式反应笨拙),notknowinghowtorespond.Duringthemeal,shecouldn’thelpbut________(注意到不同的餐桌礼仪):Leousedaforkinawaythatwastotallynewtoher,andshehadto________(克制对传统的困惑)soshewouldn’tseemrude.Later,whenLeotalkedaboutalocalfestivalusingwordsshedidn’tunderstand,Miahadto________(对俚语感到困惑)andfinally________(礼貌请求重复).Leosmiledandexplainedpatiently,evenusingsimplehandgesturestohelp.Encouragedbyhiskindness,Miadecidedto________(学习当地问候习俗)thatnight;thenextday,shegreetedLeocorrectly,makinghimlaughhappily.Astheychattedmore,Miastartedto________(主动分享文化故事)aboutherhometown’sfestivals,andLeolistenedwithgreatinterest.Slowly,Mianolongerfeltnervous—shebeganto________(欣赏彼此文化)andevenlookedforwardto________(参与当地节日)withLeo,realizingthatsmalleffortscouldbridgeculturalgaps.【参考答案】WhenMiafirstarrivedattheinternationalschool,sheoftenfeltoutofplaceincrowdsduringlunchbreaks.Oneday,shesatbesidealocalstudentnamedLeo,andwhenheraisedhishandtogreether—agestureshe’dneverseenbefore—shereactedawkwardlytogreetings,notknowinghowtorespond.Duringthemeal,shecouldn’thelpbutnoticedifferenttablemanners:Leousedaforkinawaythatwastotallynewtoher,andshehadtoholdbackfromconfusionattraditionssoshewouldn’tseemrude.Later,whenLeotalkedaboutalocalfestivalusingwordsshedidn’tunderstand,Miahadtopauseatforeignslangandfinallyaskedforrepetitionpolitely.Leosmiledandexplainedpatiently,evenusingsimplehandgesturestohelp.Encouragedbyhiskindness,Miadecidedtolearnlocalgreetingcustomsthatnight;thenextday,shegreetedLeocorrectly,makinghimlaughhappily.Astheychattedmore,Miastartedtoshareculturalstoriesactivelyaboutherhometown’sfestivals,andLeolistenedwithgreatinterest.Slowly,Mianolongerfeltnervous—shebegantoadmireeachother’sculturesandevenlookedforwardtoparticipatinginlocalfestivalswithLeo,realizingthatsmalleffortscouldbridgeculturalgaps.第二部分模拟演练（2025最新各地模拟题4篇）2025届四川省泸县第五中学高三下学期三模英语试题Formorethan20yearsIhavebeentravelingtheworld,preferringoftentospendayearortwoindifferentcountriesratherthantojustvisitasatourist.IthasbecomeanimportantpartofmypersonalityasIgrewolderandshapedthewayIsawtheworldandmyself.MylittletasteofthisamazinglifewaswhenIwas19yearsold.Iwasselectedamongasmallgroupofcollegeclassmatestospendayearabroad.ThiswaslongbeforepeoplecouldtraveltheworldthroughsocialmedialikeFacebookandTwitter.Inordertoseeaplace,youhadtogothereandexperiencedit.Iwasraisedinamiddle-classfamilyandcouldn’taffordtotravelaroundtheworldthewayIwishedIcould.TheonlywayIknewabouttheworldoutsidewasthroughlettersIwrotetopenpalsfromoveradozencountriesasakid,andfromtelevision.Growingup,IalwayslovedtheveryfunnyBritishcomediesthatwereshownonlocalpublictelevisioneverySaturdaynight.SowhenIgotthechancetoapplyforastudyabroadprogram,IchoseLondon.Livingabroadcanbeexciting,scaryandchallenging.IthoughtitwouldbeeasierbecauseIspokethesamelanguageasthelocalpeopledid.ButIalsoliketorelish(享受)thelittledifferencesbetweentheBritishandAmericancultureandlanguage.IalsolearnedthatinEngland,theyspellwordsdifferentlythanintheU.S.InBritishspelling,theyputa“u”inwordslikefavortomakeit“favour”andan“s”inwordslikeanalyzetomakeit“analyse”.IwasabletoadaptquicklytothisnewwayofwritingsinceIwassubmittingpapersallthetimeformyclasses.Academically,Igottotakeclassesthatweren’tofferedatmycollegebackhome.Forexample,IhadacourseinsociologyandlearnedaboutthenativepeopleofPapuaNewGuinea.注意：1.续写词数应为150左右；2.请按如下格式在答题卡的相应位置作答。Paragraph1:Buttherewerealsochallengesthatyeartoo._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Sometimesthedifficulttimesmademesadandhomesick._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Buttherewerealsochallengesthatyeartoo.Oneofmyclasseswascalled“EuropeSince1870”.IntheU.S.,Iwouldhaveexpectedanintroductoryhistoryclass,butinEngland,Iwassupposedtohavealreadyknownthehistory.Nowwasthetimetoanalyzeit.ThatmeantInotonlyhadtolearnthehistoryasIwentalongbutalsohadtotrytowriteapaperexplainingwhycertaineventshappenedastheydid.Despitethis,Idon’tregretanythingaboutmytimeinLondon.Eventhroughpainfulexperiences,Ilearnedtogrow.Sometimesthedifficulttimesmademesadandhomesick.Butluckily,Imetsomeclassmatesfromallovertheworld,andthesewonderfulinteractionswithpeoplewatereddownmynegativefeelings.ImetdozensofinterestingpeoplefromplaceslikeFrance,GreeceandGermany,Palestine,andAustralia.Learninghowtomakefriendswithpeoplefromdifferentculturesandbackgroundsisreallyfun.Moreover,interactingwiththesenewfriendshelpedmeunderstandthecountriestheyrepresent.【解析】【导语】本文以作者对在世界各地旅游的感受为线索展开，讲述了作者在19岁被学校选中去国外度过一年开始，对国外的生活有了一些体会，作者认为在国外生活是令人兴奋的，可怕的又具有挑战性，从语言和英美文化的差异到学习课程的不同，作者从多个角度讲述了自己在国外生活的体会和感受。【详解】1.段落续写：①由第一段首句内容“但那一年也有挑战。”可知，第一段可描写作者遇到了什么样的挑战，与上文内容衔接，应讲述与课程相关的挑战。②由第二段首句内容“有时困难时期使我悲伤和想家。”可知，第二段可描写作者是如何从悲伤和想家中走出来的。2.续写线索：课程挑战——感受如何——困难时期悲伤——化解悲伤的方式——作者的感悟3.词汇激活行为类①解释：explaining/clarify/makeitclear②冲淡：watereddown/weaken③交流/互动：interactingwith/communicatewith情绪类①痛苦的：painful/miserable/bitter【点睛】[高分句型1].ThatmeantInotonlyhadtolearnthehistoryasIwentalongbutalsohadtotrytowriteapaperexplainingwhycertaineventshappenedastheydid.（运用了notonly…butalso…连接并列句、why引导的宾语从句作explaining的宾语以及as引导的方式状语从句）[高分句型2].Learninghowtomakefriendswithpeoplefromdifferentculturesandbackgroundsisreallyfun.（运用了动名词短语作主语以及“疑问词+todo”结构作learning宾语）[高分句型3].Moreover,interactingwiththesenewfriendshelpsmeunderstandthecountriestheyrepresent.（运用了动名词短语作主语以及省略关系代词的定语从句）河南省名校学术联盟2024-2025学年高三下学期模拟冲刺英语试题（一）MustafahadjustmovedfromTurkeytotheUnitedStates,startingfreshasasixth-grader.Everythingfeltunfamiliar.Onhisfirstday,hestoodnervouslybesideMs.Ramosassheintroducedhimtotheclass.Mustafasmiledpolitely,thoughhishandsweretightathissides.“ThisisMustafaKorkmaz,”Ms.Ramossaidwarmly.“He’sjustarrivedfromTurkey.Ihopeyou’llmakehimfeelwelcome.”Somestudentsgreetedhimkindly,butBrodie,sittingattheback,madeastrangenoise:“Gobble-gobble!”Somestudentslaughed.Mustafa’ssmileslippedforamoment,buthestayedquiet.Ms.RamosgaveBrodieasharplook,andtheroomquicklyquieteddown.YetBrodie’steasingdidn’tstopthere.WheneverMustafapassedhiminthehallway,Brodiemadethesameturkeynoise,hopingtogetareaction.Mustafaignoredhim,thoughinside,hefeltlonelyandleftout.Thatevening,Mustafatoldhismotherabouttheteasing.Shelistenedkindlyandsuggested,“Whynotinviteyourclassmatesoverforbaklava?Itmighthelpyoufeelmoreconnected.”Mustafa’smotherlovedtomaketheTurkishdessertbaklava.ButMustafafelthewasn’treadytoinviteanyoneyet.Afewdayslater,ingymclass,thestudentsweredividedintotwoteamstoplaysoccer.MustafaandBrodieendeduponthesameteam.Brodiedidn’texpectmuchfromMustafa,thinkingthequietnewkidwouldn’tmakeadifference.Butasthegamebegan,Mustafasurprisedeveryonewithhowwellheplayed.Hemovedquickly,dribblingpastdefendersandpassingtheballsmoothlytohisteammates.EvenBrodiewasimpressedbyhowwellMustafaplayed.“Passitoverhere!”Brodiecalledduringoneplay.Mustafadid,andthetwostartedworkingtogetherlikeagreatteam.Withonlyminutesleft,thescorewastied.Mustafadribbledpastdefendersandfakedoutthegoalkeeper,sendingtheballintothenetjustbeforethefinalwhistle.“Goal!Redteamwins!”thecoachshouted.Mustafa’steammatescheered,clappinghimontheback.Brodie,catchinghisbreath,gaveMustafaanod,hisfaceshowingrespectforthefirsttime.注意：1续写词数应为150个左右；2请按如下格式在答题纸的相应位置作答。Astheyheadedbacktotheclassroom,BrodiequietlywalkedovertoMustafa._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Backintheclassroom,Mustafalookedaroundandasked.“Wouldyouliketotrybaklavaatmyhouse?”_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Astheyheadedbacktotheclassroom,BrodiequietlywalkedovertoMustafa.“Hey,”hemumbled,rubbingthebackofhisneck,“thatwasprettyawesomeoutthere.You’rereallygoodatsoccer.”MustafalookedatBrodie,abitsurprised,butnoddedandsmiled.“Thanks,”hereplied,feelingthewarmthspreadthroughhim.Brodiehesitated,andthenadded,“Sorryabout,youknow,theturkeynoises.Ithoughtitwasfunny,but...Iguessitwasn’t.”Mustafanodded,appreciatingtheapology.HecouldtellBrodiewastryingtomakethingsright,anditeasedsomeofthehurthehadfelt.Backintheclassroom,Mustafalookedaroundandasked,“Wouldyouliketotrybaklavaatmyhouse?”Hefeltabitnervous,unsureofhowhisclassmateswouldrespond.Brodie’seyeslitup.“Baklava?I’venevertriedit,butsure!”hesaid,agenuinesmilecrossinghisface.Someotherstudentsjoinedin,sayingthatthey’dlovetocometoo.Mustafa’sheartwasfilledwithwarmthandhope.Forthefirsttimesincearriving,hefelthewastrulybecomingpartofthegroup,nolongerbeinganoutsider.Thethoughtofsharingapieceofhisculturewith