PART01Introduction察布查爾高級(jí)中學(xué)

英語組

薛宗明提供一段350詞以內(nèi)的語言材料（多為記敘文），要求考生依據(jù)該材料內(nèi)容，以及所給段落開頭語進(jìn)行兩段續(xù)寫（150詞左右），將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文。共25分。PART02Themes主題語境閱讀材料續(xù)寫內(nèi)容情節(jié)沖突人物情緒解決方法情感變化人與自然遇到危險(xiǎn)的動(dòng)物進(jìn)入危險(xiǎn)的環(huán)境人與社會(huì)誤解背叛觀念/性格/興趣不一傷害（自尊/信任等）人與自我貧困/殘疾/孤獨(dú)等失敗/驕傲等害怕/緊張自救或他人及時(shí)救助由恐懼到鎮(zhèn)靜到歡喜失望/傷心/后悔/生氣/困惑/害羞/尷尬自己反思/悔改或他人給予安慰/鼓勵(lì)/陪伴由不悅到感動(dòng)/感恩或充滿希望/信心自卑/同情/傷心自己努力改變或他人給予安慰/關(guān)愛/跟鼓勵(lì)，突出和諧/成長由傷心到自信/充滿希望PART03ProceduresofWriting問題解決結(jié)果閱讀文章所給內(nèi)容：分析發(fā)生了什么問題或沖突第一段寫作內(nèi)容：如何解決問題或沖突，以及相關(guān)情感或情緒第二段寫作內(nèi)容：?jiǎn)栴}或沖突得到解決，以及相關(guān)情感或情緒（主題升華）ArticleAnalysis(5W+1H)第一段when時(shí)間（時(shí)態(tài)：一般過去時(shí)）where地點(diǎn)why事件起因全文whowho1who2who3who4whatwhat1what2what1what2what1what2what1what2how(feelings)難過、害怕、震驚、感動(dòng)、生氣、開心、后悔、激動(dòng)...Structure:TDCStructureTopicThegivensentenceDetailsD1(around15words)D2(around15words)D3(around15words)D4(around15words)Conclusion(feelings)Conclusionsentence(around15words)Ⅳ.讀后續(xù)寫閱讀下面材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文。Joycewasinthefourthgradeandhejoinedthenoisychildrenofhisclassasusual.“Children!Silence!”MangatMadamsuddenlyenteredtheclass.Sheannouncedthatnextweekwouldbethemathsweek.“I’dlikeeachofyoutoworkonaproject.Youcoulddoitindividuallyorinagroup,”sheinstructed.“Thetopicfortheprojectneedsapprovingtomorrowandithastobedisplayedatthemathsweekexhibition.Thebestprojectwillbeawardedandthereisalsoasurprisegiftfrommyside,”sheadded.___________________________________________________________________________Joyce,whowasextremelygoodatmaths,satinthecornerseatofthefirstbenchwithKaran.KaranaskedJoyceiftheycouldworkonthemathsprojecttogether.Joycerepliedinapridefultone,

“Haha,youwanttojoinme.IthinkIwilldotheprojectonmyown.”JoycewantedtogetawardedandthesurprisegiftallforhimselffromMangatMadam.Afterdeepconsideration,Joycedecidedtoworkonamathsmagicquizonthecircuitboard.Thenextdayinschool,MangatMadamarrivedintheclassroomandallthechildrensubmittedtheirtopicsforthemathsexhibition.TheyallchosetoworkinagroupexceptJoyce.Inthefollowingdays,Joycegatheredallthematerialsfortheprojectsuchaswires,bulbs(電燈泡),aswitchandathinplywoodboard(膠合板).Heworkedoutafewmathematicalbasicoperationstobefixedontheboardsothatwhenthewireofthecircuittouchedtherightanswer,thebulbglowed.Joycecompletedtheprojectandwashappywiththeresult.___________________________________________________________________________________________________________________________Theeveningbeforetheexhibitionwhilepackinghisschoolbags,Joyceagaincheckedtheprojecttoseeifitwasworkingfine.Alas!Allthelightsthatweretoglowdidnotseemtolightatall.Withoutfindingthereason,Joycewastensed.However,hedecidedtotakethesameprojecttotheschoolashecouldn’tchangethetopicatthelastminute.Thencamethenextday,andeverybodywasfascinatedintheexhibition.注意:1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請(qǐng)按如下格式作答。ItwasJoyce’sturntodisplayhisproject.

Finally,theteacherannouncedthatKaran’steamwasthewinner.

________________________________________________

這是一篇記敘文，以人物為線索展開，講述了Joyce是個(gè)數(shù)學(xué)很好的孩子，他的老師布置了一個(gè)數(shù)學(xué)項(xiàng)目，獲勝者將會(huì)得到一個(gè)驚喜。Joyce自認(rèn)為可以獨(dú)立完成，拒絕了Karan合作的建議。最后Karan小組獲得了冠軍，Joyce也終于明白了合作的重要性。文章概要對(duì)材料的誤解storymountainthemathsweekbasisawardandsurprisegifttriggerJoycewashappywiththeresultreversalJoycerealizedtheimportaceofteamworkresolutionclimaxJoycefailedtodisplayhisproject對(duì)材料的誤解Two-paragraphconstruction1.ItwasJoyce’sturntodisplayhisproject.AskingyourselfthreequestionstoweaveplotsbasedonthegivensentencesWhatwasJoyce’sfeelingbeforehisdisplay?Didhesucceedindispalyinghisproject?Whyorwhynot?Whatmayotherstudentsdo?andwhatwouldhedo?abitnervous,wisheverythingwouldbeallrightofcoursenot,hewokedalonewhishper,teaseathisbehaviour.upsetandashamed,wentbacktohisseat對(duì)材料的誤解Two-paragraphconstruction2.Finally,theteacherannouncedthatKaran’steamwasthewinner.Whatwasthestudents’reactiontotheannouncement?WhatwasKaran’steammember’sfeeling?WhatdidMangatMadamdo?

WhatlessondidJoycedrawfromthisexperience?Askingyourselfsomequestionstoweaveplotsbasedonthegivensentencescheered,burstintotears,excited,happy,alltheeffortspaidoff

awardedthebestteamwiththegiftTeamworkisbetterthanworkingalone.PART04UsefulStructuresgototheplatformconductthedisplaygobacktohisseatKaran’steamshowedtheirprojectwalktothefronttoreceivetheawardJoycedrawalesson--workasateamisbetterthanworkalonewinnervouslyashamedinvainsucceedproudlystory-lineJoycewasnervous.Hewalkedtotheplatformtoconducthisperformance.Whenheheardsomestudentswerewhisperingtoeachother,hefeltashamed.

Atthatmomentherealizedtheimportanceofteamwork.Joycewalkednervouslytotheplatformtoconducthisperformancewithoutenoughconfidence.Hearingsomestudentswhisperingtoeachother,Joycefeltupset.Onlyatthatmomentdidherealizeitwasteamworkratherthanworkalonethatmattered.ItwasJoyce’sturntodisplayhisproject.Joycewalkednervouslytotheplatformtoconducthisperformancewithoutenoughconfidence.Heprayedinhisheartthateverythingwouldbeallright,butinvain.Atthatmoment,someotherstudentswerewhisperingtoeach