高頻話(huà)題08跨文化交際類(lèi)（讀后續(xù)寫(xiě)講義）教材版本單元主題關(guān)聯(lián)場(chǎng)景人教版必修二Unit2LanguagesAroundtheWorld（世界上的語(yǔ)言）人與社會(huì)人教版選擇性必修二Unit4BodyLanguage（肢體語(yǔ)言）人與社會(huì)外研版必修二Unit3Amazingart（神奇藝術(shù)）人與社會(huì)外研版選擇性必修二Unit6TheworldmeetsChina（世界遇見(jiàn)中國(guó)）人與社會(huì)一、文化差異初體驗(yàn)1.文化沖擊細(xì)節(jié)描寫(xiě)stareatunfamiliarclothing盯著陌生的服飾misunderstandbodygestures誤解肢體動(dòng)作pauseatforeignslang 對(duì)俚語(yǔ)感到困惑feeloutofplaceincrowds在人群中感到格格不入hesitatetouselocalcustoms猶豫使用當(dāng)?shù)亓?xí)俗noticedifferenttablemanners注意到不同的餐桌禮儀reactawkwardlytogreetings對(duì)問(wèn)候方式反應(yīng)笨拙holdbackconfusionattraditions克制對(duì)傳統(tǒng)的困惑freezeatunexpectedrituals對(duì)意外儀式感到僵住parewithhomeculture與本土文化對(duì)比AsRosasteppedintotheLondonclassroom,shefeltalleyesonher—herheadscarf,amonsightinTehran,seemedtomakeherstandoutlikeabrightdotinagraycrowd,andshecouldn’thelpbutclutchherbagtighter,wishingshecouldhidethepartofherthatfeltso“different”.當(dāng)羅莎走進(jìn)倫敦的教室時(shí)，她感覺(jué)所有目光都聚焦在自己身上——在德黑蘭隨處可見(jiàn)的頭巾，在這里卻讓她像灰色人群中的亮點(diǎn)般顯眼，她忍不住把包攥得更緊，希望能隱藏這份“與眾不同”?！痉治觥客ㄟ^(guò)環(huán)境與動(dòng)作細(xì)節(jié)，具象化文化沖擊帶來(lái)的疏離感。WhenMeifirstsawtheScottishlocalsgreetingeachotherwithafirmhandshakeanddirecteyecontact,shefrozeforasecond—backinherChinesevillage,peopleusuallygreetedwithagentlenodandasoftsmile,andthisboldwayofconnectingfeltalmostoverwhelming.當(dāng)梅第一次看到蘇格蘭人用有力的握手和直視的目光打招呼時(shí)，她僵了一秒——在她中國(guó)的家鄉(xiāng)，人們通常會(huì)輕輕點(diǎn)頭、溫柔微笑，這種直接的交際方式讓她幾乎難以適應(yīng)?！痉治觥坑脤?duì)比手法凸顯肢體語(yǔ)言的文化差異，增強(qiáng)場(chǎng)景真實(shí)感。2.語(yǔ)言障礙場(chǎng)景刻畫(huà)stutteroverpronunciation 發(fā)音結(jié)巴pausetotranslatesentences停頓翻譯句子mixupsimilarwords 混淆相似詞匯relyonbodylanguage 依賴(lài)肢體語(yǔ)言askforrepetitionpolitely 禮貌請(qǐng)求重復(fù)strugglewithlocalaccents 難以理解地方口音usesimplewordstoexplain用簡(jiǎn)單詞匯解釋misunderstandidiomaticexpressions誤解習(xí)語(yǔ)表達(dá)nodwithoutunderstanding不懂卻點(diǎn)頭writedownkeypoints寫(xiě)下關(guān)鍵點(diǎn)WhentheEnglishteacheraskedMeitoshareherartidea,shestutteredoverwordslike“bamboo”and“l(fā)otus”,pausingeveryfewsecondstotranslatefromChinesetoEnglishinhermind—bythetimeshefinished,herfacewasflushed,andshewasn’tsureifanyonehadreallyunderstoodher.當(dāng)英語(yǔ)老師讓梅分享她的藝術(shù)想法時(shí)，她在“竹子”“蓮花”這類(lèi)詞上磕磕絆絆，每隔幾秒就停頓，在腦海里進(jìn)行漢英翻譯——等她說(shuō)完，臉已經(jīng)漲紅，不確定是否有人真的聽(tīng)懂了。【分析】通過(guò)細(xì)節(jié)動(dòng)作展現(xiàn)雙語(yǔ)轉(zhuǎn)換的困難，體現(xiàn)跨文化交際中的語(yǔ)言障礙。Duringthegroupdiscussion,Mustafaheardhisclassmatesay“Let’shitthebooks”,andhestaredinconfusion—hethought“hit”meanttostrikesomething,sohehadtoaskpolitely,“Couldyousaythatagain?Idon’tunderstandwhat‘hitthebooks’means.”小組討論時(shí)，穆斯塔法聽(tīng)到同學(xué)說(shuō)“Let’shitthebooks”，他困惑地盯著對(duì)方——他以為“hit”是“擊打”的意思，只好禮貌地問(wèn)：“你能再說(shuō)一遍嗎？我不懂‘hitthebooks’是什么意思?！薄痉治觥恳粤?xí)語(yǔ)誤解為切入點(diǎn)，真實(shí)還原跨文化交際中的語(yǔ)言認(rèn)知偏差。二、跨文化破冰行動(dòng)3.邁出交際第一步learnlocalgreetingcustoms學(xué)習(xí)當(dāng)?shù)貑?wèn)候習(xí)俗trytraditionallocalfood 嘗試當(dāng)?shù)貍鹘y(tǒng)食物joinculturalgroupactivities加入文化團(tuán)體活動(dòng)mimicproperbodylanguage模仿得體的肢體語(yǔ)言askaboutculturaltraditions詢(xún)問(wèn)文化傳統(tǒng)participateinlocalfestivals參與當(dāng)?shù)毓?jié)日f(shuō)ollowtableetiquetterules遵守餐桌禮儀adapttodailylifehabits 適應(yīng)日常生活習(xí)慣shareculturalstoriesactively主動(dòng)分享文化故事respectreligiouscustoms尊重宗教習(xí)俗AfternoticingthatherScottishclassmatesalwaysgreetedeachotherwithasmileanda“Howareyou?”,Meistartedpracticingthephraseeverymorninginfrontofthemirror—bytheendoftheweek,shecouldsayitnaturally,andwhenaclassmatereplied“I’mgood,thanks!”,shefeltasmallsenseofsuccess.注意到蘇格蘭同學(xué)總是微笑著用“Howareyou?”問(wèn)候后，梅每天早上對(duì)著鏡子練習(xí)這句話(huà)——到周末時(shí)，她已經(jīng)能自然地說(shuō)出口，當(dāng)有同學(xué)回應(yīng)“I’mgood,thanks!”時(shí)，她感到一絲成就感?！痉治觥客ㄟ^(guò)具體行為描寫(xiě)，展現(xiàn)跨文化交際中主動(dòng)適配的積極效果。WhenLiaminvitedMeitotryScottishshortbread,shedidn’thesitate—eventhoughitwassweeterthanthepastriessheateinChina,shetookabiteandsaid,“It’sdelicious!Inmyvillage,wemakemooncakesduringMidAutumnFestival—they’resweettoo,butwithredbeanfilling.”當(dāng)利亞姆邀請(qǐng)梅嘗試蘇格蘭黃油餅干時(shí)，她沒(méi)有猶豫——盡管它比中國(guó)的點(diǎn)心甜，她還是咬了一口說(shuō)：“真好吃！在我的家鄉(xiāng)，中秋節(jié)我們會(huì)做月餅，也很甜，但夾的是紅豆餡?！薄痉治觥恳允澄餅槊浇椋趪L試當(dāng)?shù)匚幕耐瑫r(shí)融入本土文化，推動(dòng)跨文化互動(dòng)。4.工具輔助交際usesketchbookstomunicate用素描本溝通showculturalphotos展示文化照片playtraditionalmusicclips播放傳統(tǒng)音樂(lè)片段sharehomemadeculturalfood分享自制文化美食drawculturalsymbols繪制文化符號(hào)watchculturaldocumentariestogether一起看文化紀(jì)錄片exchangeculturalsouvenirs交換文化紀(jì)念品teachsimplenativephrases教簡(jiǎn)單母語(yǔ)短語(yǔ)usegesturestoexplainculture用手勢(shì)解釋文化SinceLiamcouldn’tspeak,heandMeiusedsketchbookstomunicate—hedrewaScottishhighlandwithpurpleheather,andsheaddedabambooforestnexttoit;eachsketchwasalittlestepthatbroughttheirtwoculturescloser.因?yàn)槔麃喣窡o(wú)法說(shuō)話(huà)，他和梅用素描本溝通——他畫(huà)了一片開(kāi)著紫色石楠花的蘇格蘭高地，她在旁邊加了一片竹林；每一幅草圖都是拉近兩種文化距離的小臺(tái)階。【分析】以素描本為媒介，展現(xiàn)跨文化交際中“非語(yǔ)言工具”的橋梁作用。WhenMustafainvitedhisclassmatestohishouse,heaskedhismothertomakebaklava—heputaplateofthesweetTurkishdessertonthetableandsaid,“Thisisfrommycountry.Tryit,andI’lltellyouhowmymommakesit.”ThedessertbecameabridgethatlethisclassmatesknowmoreaboutTurkishculture.當(dāng)穆斯塔法邀請(qǐng)同學(xué)來(lái)家里時(shí)，他讓媽媽做了果仁蜜餅——他把一盤(pán)甜甜的土耳其甜點(diǎn)放在桌上說(shuō)：“這是我國(guó)的食物，嘗嘗，我給你們講我媽媽是怎么做的?！边@道甜點(diǎn)成了讓同學(xué)們了解土耳其文化的橋梁?！痉治觥恳晕幕朗碁槊浇椋瑢?shí)現(xiàn)跨文化認(rèn)知與情感聯(lián)結(jié)。三、情感深化5.文化共鳴與理解findmonhobbies找到共同愛(ài)好sharesimilarfamilyvalues分享相似家庭觀念empathizewithculturalstruggles共情文化適應(yīng)困境celebratesharedfestivals慶祝共同節(jié)日bondoverartcreation通過(guò)藝術(shù)創(chuàng)作建立聯(lián)結(jié)relatetohomesickness理解思鄉(xiāng)之情admireeachother’scultures欣賞彼此文化supportculturalexpression支持文化表達(dá)laughatculturalmisunderstandings笑對(duì)文化誤解WhenMeiandLiamworkedonthemuraltogether,theyfoundthattheybothlovedusingbrightcolorstoexpressemotions—Meiusedredforlotusflowerstosymbolizevitality,andLiamusedpurpleforheathertorepresenthope;thissharedloveforartbecameastrongbondbetweentheirtwocultures.當(dāng)梅和利亞姆一起畫(huà)壁畫(huà)時(shí)，他們發(fā)現(xiàn)兩人都喜歡用鮮艷的顏色表達(dá)情感——梅用紅色畫(huà)蓮花象征活力，利亞姆用紫色畫(huà)石楠花代表希望；這份對(duì)藝術(shù)的共同熱愛(ài)，成了兩種文化間的牢固聯(lián)結(jié)?！痉治觥恳怨餐瑦?ài)好為切入點(diǎn)，展現(xiàn)跨文化共鳴的自然形成。Duringthepicnic,RosatoldEmilyabouthowshemissedhermother’scooking,andEmilynodded,saying,“Iknowthatfeeling—Imissmygrandma’sapplepiewhenshe’saway.”ThissharedhomesicknessmadeRosarealizethateventhoughtheywerefromdifferentcountries,someemotionswereuniversal.野餐時(shí)，羅莎告訴艾米麗她有多想念媽媽做的菜，艾米麗點(diǎn)頭說(shuō)：“我懂這種感覺(jué)——奶奶不在身邊時(shí)，我也想念她的蘋(píng)果派。”這份共同的思鄉(xiāng)之情讓羅莎意識(shí)到，即使來(lái)自不同國(guó)家，有些情感是共通的?！痉治觥恳怨餐ㄇ榫w為紐帶，凸顯跨文化交際中“人性共通”的核心。6.文化理解感悟表達(dá)realizeculturaldiversity 認(rèn)識(shí)到文化多樣性u(píng)nderstandculturaluniqueness理解文化獨(dú)特性respectdifferentlifestyles尊重不同生活方式seemonhumannature看到共同的人性appreciateculturaldifferences欣賞文化差異recognizeculturalvalue認(rèn)可文化價(jià)值breakculturalstereotypes打破文化刻板印象buildculturaltolerance培養(yǎng)文化包容心connectculturesthroughempathy通過(guò)共情聯(lián)結(jié)文化viewtheworldbroadly拓寬世界觀LookingbackatherfirstdayinLondon,Rosathought:Iusedtothinkmyheadscarfmademe“different”,butnowIrealizeit’sjustapartofmyculture—andEmilylikesitbecauseit’sunique.Culturaldifferencesaren’twalls;they’recolorsthatmaketheworldmorebeautiful.回顧在倫敦的第一天，羅莎想：我以前覺(jué)得頭巾讓我“與眾不同”，但現(xiàn)在我明白，它只是我文化的一部分——艾米麗喜歡它，正因?yàn)樗芴貏e。文化差異不是墻，而是讓世界更絢麗的色彩?！痉治觥苛_莎的文化適應(yīng)成長(zhǎng)，通過(guò)心理獨(dú)白，展現(xiàn)對(duì)文化差異從“排斥”到“欣賞”的認(rèn)知轉(zhuǎn)變。AfterworkingwithMeionthemural,Liamwroteinhisnotebook:Iusedtothinkartwasjustaboutpainting,butnowIknowit’sawaytotalktopeoplefromothercultures—Mei’sbambooandmyhighlandsdon’tneedwordstounderstandeachother.和梅一起畫(huà)完壁畫(huà)后，利亞姆在筆記本上寫(xiě)：我以前覺(jué)得藝術(shù)只是畫(huà)畫(huà)，但現(xiàn)在我知道，它是與其他文化的人溝通的方式——梅的竹子和我的高地，不需要語(yǔ)言就能相互理解?！痉治觥坷麃喣返臒o(wú)聲交際，以藝術(shù)為載體，提煉出“文化溝通無(wú)需語(yǔ)言”的深度認(rèn)知。四、結(jié)尾升華7.文化融合與傳承displaymixedculturalworks展示融合文化作品holdjointculturalevents舉辦聯(lián)合文化活動(dòng)passonculturalstories傳遞文化故事bineculturalelements融合文化元素createcrossculturalmemories創(chuàng)造跨文化回憶formculturalexchangegroups成立文化交流小組shareculturalskills分享文化技能buildlongtermculturalbonds建立長(zhǎng)期文化聯(lián)結(jié)promoteculturalunderstanding促進(jìn)文化理解leaveculturalheritage留下文化遺產(chǎn)Atthemuraluncoveringevent,MeiandLiamstoodsidebysideastheclothwaspulledaway—there,theScottishhighlandsandChinesebambooforestblendedtogetherunderaskyfilledwithbothScottishmistandChinesecloudpatterns,aperfectpictureoftwoculturesbeingone.壁畫(huà)揭幕儀式上，梅和利亞姆并肩站著，當(dāng)布被拉開(kāi)時(shí)——蘇格蘭高地與中國(guó)竹林在天空下融為一體，空中既有蘇格蘭薄霧，又有中國(guó)云紋，構(gòu)成了兩種文化合二為一的完美畫(huà)面?！痉治觥勘诋?huà)項(xiàng)目的最終成果，以視覺(jué)化場(chǎng)景呈現(xiàn)文化融合，形成“差異—共鳴—融合”的閉環(huán)。WhenMustafa’sclassmatesvisitedhishomeforaTurkishteaparty,theynotonlylearnedtobrewteabutalsolistenedtohisgrandfather’sstoriesaboutoldIstanbul—now,theyoftengathertosharetheirownculturaltales,turninghislivingroomintoasmall“worldculturehub”.當(dāng)穆斯塔法的同學(xué)來(lái)他家參加土耳其茶會(huì)時(shí)，他們不僅學(xué)會(huì)了泡茶，還聽(tīng)了他祖父講的伊斯坦布爾老城的故事——現(xiàn)在，他們經(jīng)常聚在一起分享各自的文化故事，把他家客廳變成了一個(gè)小小的“世界文化中心”?！痉治觥恳圆钑?huì)為場(chǎng)景，展現(xiàn)文化分享從個(gè)人到群體的拓展，體現(xiàn)跨文化交際的輻射效應(yīng)。主題諺語(yǔ)積累Cultureisabridge,notawall. 文化是橋梁，而非隔閡。Sharedstoriesknitdifferentworlds. 共享的故事，編織不同的世界。Atasteofanother’sfoodopenstheheart. 品嘗他人的食物，便能敞開(kāi)心扉。Artspeakslouderthanwordsacrosscultures. 跨文化交際中，藝術(shù)勝于言語(yǔ)。Tounderstandaculture,walkinitsshoes. 欲理解一種文化，需設(shè)身處地體驗(yàn)。Kindnessisthemonlanguageofallcultures. 善意是所有文化的通用語(yǔ)言。Differencesinculturemaketheworldcolorful. 文化差異，讓世界絢麗多彩。Listentoastranger’stale,gainanewworld. 傾聽(tīng)陌生人的故事，收獲全新視野。Culturalgapsclosewithasmileandatry. 一個(gè)微笑，一次嘗試，便能拉近文化差距。Whatunitesusismorethanwhatdividesus. 文化中，聯(lián)結(jié)我們的遠(yuǎn)比分隔我們的更重要?！?025年新II卷讀后續(xù)寫(xiě)真題】“Whatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu(秋雨),forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaselfintroduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsorevenlosepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn’tstop,theentirelecturewouldberuined.“It’sokay,professor,”Ishrugged(聳肩).Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethedisfortofhavingtooverexplain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.注意：(1)續(xù)寫(xiě)詞數(shù)應(yīng)為150個(gè)左右；(2)請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Manyofmyclassmatesgotinterestedandcameuptomeafterclass._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Standingup,Ifeltamixofnervousnessandexcitement.“Myname,Qiuyu,binesthecharactersforautumnandraininChinese,”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】【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，主要講述了作者作為國(guó)際學(xué)生在愛(ài)爾蘭因中文名字發(fā)音難而遭遇挑戰(zhàn)，之后在一次課堂討論中分享名字含義，意識(shí)到分享文化身份重要性，并借此與同學(xué)增進(jìn)文化理解的故事。【詳解】1.段落續(xù)寫(xiě)：①由第一段首句內(nèi)容“在課堂討論中，我被邀請(qǐng)解釋我名字的含義?！笨芍?，第一段可描寫(xiě)作者在課堂討論中解釋自己名字的含義，并感受到同學(xué)們的專(zhuān)注和尊重，意識(shí)到這是一個(gè)文化交流的契機(jī)。②由第二段首句內(nèi)容“我的許多同學(xué)都很感興趣，下課后都來(lái)找我?！笨芍?，第二段可描寫(xiě)課后同學(xué)們對(duì)作者名字背后的文化產(chǎn)生濃厚興趣，紛紛提問(wèn)，作者通過(guò)教他們寫(xiě)中文名字，進(jìn)一步加深了彼此的文化理解和欣賞。2.續(xù)寫(xiě)線(xiàn)索：課堂受邀請(qǐng)解釋名字的含義——作者闡釋名字的寓意——同學(xué)們專(zhuān)注傾聽(tīng)——同學(xué)們對(duì)名字背后的文化感興趣——作者教他們寫(xiě)中文名字——感悟文化橋接3.詞匯激活行為類(lèi)①代表：represent/standfor②解釋?zhuān)篹xplain/illustrate③保護(hù)：preserve/protect情緒類(lèi)①緊張：nervousness/tension②興奮：excitement/thrill【點(diǎn)睛】【高分句型1】AsIspoke,Inoticedtheraptattentionofmyclassmates,theireyesreflectingcuriosityandrespect.(運(yùn)用了as引導(dǎo)的狀語(yǔ)從句以及獨(dú)立主格結(jié)構(gòu))【高分句型2】Throughthisinteraction,Irealizedthatbyembracingmyculturalidentity,Iwasnotonlypreservingmyheritagebutalsoenrichingthelivesofthosearoundme.(運(yùn)用了that引導(dǎo)的賓語(yǔ)從句和“only...butonly...butalso...”連接兩個(gè)并列結(jié)構(gòu))第一部分基礎(chǔ)訓(xùn)練a.單句訓(xùn)練閱讀所給首句，在了解首句所設(shè)定的情境后，用一句話(huà)進(jìn)行與恐懼之情相關(guān)的主題續(xù)寫(xiě)。[跨國(guó)團(tuán)隊(duì)的誤解]Workingwithamulticulturalteamontheproject,shemisinterpretedateammate'sdirectfeedbackasrudeness,____________________________________________________________________________________[海外社交的局促]Attheinternationalstudentparty,hestruggledtojoinconversationsduetoculturaljokeshedidn'tunderstand,_____________________________________________________________________________________[文化習(xí)俗的碰撞]Whenhisforeigncolleaguerefusedtheshareddishheoffered,consideringitunhygienicintheirculture,________________________________________________________________________________________[商務(wù)禮儀的偏差]Preparingforameetingwithpartnersfromanothercountry,sherealizedtheirgreetingcustomswerequitedifferentfromhers,______________________________________________________________________【參考答案】aflushofembarrassmentspreadacrossherfaceassheawkwardlyretreatedfromthediscussion.asenseofisolationwashedoverhimashestoodbythesnacktable,unsurehowtofitin.amixofconfusionandhurtcrossedhisfeaturesasheslowlywithdrewthedish.anxietyflutteredinherstomachassherehearseddifferentgreetingscenariosinhermind.b.段落訓(xùn)練請(qǐng)運(yùn)用以上必備單詞或高頻語(yǔ)塊，把下面的語(yǔ)篇補(bǔ)充完整。WhenMiafirstarrivedattheinternationalschool,sheoften________(在人群中感到格格不入)duringlunchbreaks.Oneday,shesatbesidealocalstudentnamedLeo,andwhenheraisedhishandtogreether—agestureshe’dneverseenbefore—she________(對(duì)問(wèn)候方式反應(yīng)笨拙),notknowinghowtorespond.Duringthemeal,shecouldn’thelpbut________(注意到不同的餐桌禮儀):Leousedaforkinawaythatwastotallynewtoher,andshehadto________(克制對(duì)傳統(tǒng)的困惑)soshewouldn’tseemrude.Later,whenLeotalkedaboutalocalfestivalusingwordsshedidn’tunderstand,Miahadto________(對(duì)俚語(yǔ)感到困惑)andfinally________(禮貌請(qǐng)求重復(fù)).Leosmiledandexplainedpatiently,evenusingsimplehandgesturestohelp.Encouragedbyhiskindness,Miadecidedto________(學(xué)習(xí)當(dāng)?shù)貑?wèn)候習(xí)俗)thatnight;thenextday,shegreetedLeocorrectly,makinghimlaughhappily.Astheychattedmore,Miastartedto________(主動(dòng)分享文化故事)aboutherhometown’sfestivals,andLeolistenedwithgreatinterest.Slowly,Mianolongerfeltnervous—shebeganto________(欣賞彼此文化)andevenlookedforwardto________(參與當(dāng)?shù)毓?jié)日)withLeo,realizingthatsmalleffortscouldbridgeculturalgaps.【參考答案】WhenMiafirstarrivedattheinternationalschool,sheoften

feltoutofplaceincrowds

duringlunchbreaks.Oneday,shesatbesidealocalstudentnamedLeo,andwhenheraisedhishandtogreether—agestureshe’dneverseenbefore—she

reactedawkwardlytogreetings,notknowinghowtorespond.Duringthemeal,shecouldn’thelpbut

noticedifferenttablemanners:Leousedaforkinawaythatwastotallynewtoher,andshehadto

holdbackconfusionattraditions

soshewouldn’tseemrude.Later,whenLeotalkedaboutalocalfestivalusingwordsshedidn’tunderstand,Miahadto

pauseatforeignslang

andfinally

askedforrepetitionpolitely.Leosmiledandexplainedpatiently,evenusingsimplehandgesturestohelp.Encouragedbyhiskindness,Miadecidedto

learnlocalgreetingcustoms

thatnight;thenextday,shegreetedLeocorrectly,makinghimlaughhappily.Astheychattedmore,Miastartedto

shareculturalstoriesactively

aboutherhometown’sfestivals,andLeolistenedwithgreatinterest.Slowly,Mianolongerfeltnervous—shebeganto

admireeachother’scultures

andevenlookedforwardto

participateinlocalfestivals

withLeo,realizingthatsmalleffortscouldbridgeculturalgaps.第二部分模擬演練（2025最新各地模擬題4篇）2025屆四川省瀘縣第五中學(xué)高三下學(xué)期三模英語(yǔ)試題Formorethan20yearsIhavebeentravelingtheworld,preferringoftentospendayearortwoindifferentcountriesratherthantojustvisitasatourist.IthasbeeanimportantpartofmypersonalityasIgrewolderandshapedthewayIsawtheworldandmyself.MylittletasteofthisamazinglifewaswhenIwas19yearsold.Iwasselectedamongasmallgroupofcollegeclassmatestospendayearabroad.ThiswaslongbeforepeoplecouldtraveltheworldthroughsocialmedialikeFacebookandTwitter.Inordertoseeaplace,youhadtogothereandexperiencedit.Iwasraisedinamiddleclassfamilyandcouldn’taffordtotravelaroundtheworldthewayIwishedIcould.TheonlywayIknewabouttheworldoutsidewasthroughlettersIwrotetopenpalsfromoveradozencountriesasakid,andfromtelevision.Growingup,IalwayslovedtheveryfunnyBritishediesthatwereshownonlocalpublictelevisioneverySaturdaynight.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.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:Buttherewerealsochallengesthatyeartoo._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Sometimesthedifficulttimesmademesadandhomesick._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Buttherewerealsochallengesthatyeartoo.Oneofmyclasseswascalled“EuropeSince1870”.IntheU.S.,Iwouldhaveexpectedanintroductoryhistoryclass,butinEngland,Iwassupposedtohavealreadyknownthehistory.Nowwasthetimetoanalyzeit.ThatmeantInotonlyhadtolearnthehistoryasIwentalongbutalsohadtotrytowriteapaperexplainingwhycertaineventshappenedastheydid.Despitethis,Idon’tregretanythingaboutmytimeinLondon.Eventhroughpainfulexperiences,Ilearntogrow.Sometimesthedifficulttimesmademesadandhomesick.Butluckily,Imetsomeclassmatesfromallovertheworld,andthesewonderfulinteractionswithpeoplewatereddownmynegativefeelings.ImetdozensofinterestingpeoplefromplaceslikeFrance,GreeceandGermany,Palestine,andAustralia.Learninghowtomakefriendswithpeoplefromdifferentculturesandbackgroundsisreallyfun.Moreover,interactingwiththesenewfriendshelpsmeunderstandthecountriestheyrepresent.【解析】【導(dǎo)語(yǔ)】本文以作者對(duì)在世界各地旅游的感受為線(xiàn)索展開(kāi)，講述了作者在19歲被學(xué)校選中去國(guó)外度過(guò)一年開(kāi)始，對(duì)國(guó)外的生活有了一些體會(huì)，作者認(rèn)為在國(guó)外生活是令人興奮的，可怕的又具有挑戰(zhàn)性，從語(yǔ)言和英美文化的差異到學(xué)習(xí)課程的不同，作者從多個(gè)角度講述了自己在國(guó)外生活的體會(huì)和感受?！驹斀狻?.段落續(xù)寫(xiě)：①由第一段首句內(nèi)容“但那一年也有挑戰(zhàn)?！笨芍?，第一段可描寫(xiě)作者遇到了什么樣的挑戰(zhàn)，與上文內(nèi)容銜接，應(yīng)講述與課程相關(guān)的挑戰(zhàn)。②由第二段首句內(nèi)容“有時(shí)困難時(shí)期使我悲傷和想家。”可知，第二段可描寫(xiě)作者是如何從悲傷和想家中走出來(lái)的。2.續(xù)寫(xiě)線(xiàn)索：課程挑戰(zhàn)——感受如何——困難時(shí)期悲傷——化解悲傷的方式——作者的感悟3.詞匯激活行為類(lèi)①解釋?zhuān)篹xplaining/clarify/makeitclear②沖淡：watereddown/weaken③交流/互動(dòng)：interactingwith/municatewith情緒類(lèi)①痛苦的：painful/miserable/bitter【點(diǎn)睛】[高分句型1].ThatmeantInotonlyhadtolearnthehistoryasIwentalongbutalsohadtotrytowriteapaperexplainingwhycertaineventshappenedastheydid.（運(yùn)用了notonly…butalso…連接并列句、why引導(dǎo)的賓語(yǔ)從句作explaining的賓語(yǔ)以及as引導(dǎo)的方式狀語(yǔ)從句）[高分句型2].Learninghowtomakefriendswithpeoplefromdifferentculturesandbackgroundsisreallyfun.（運(yùn)用了動(dòng)名詞短語(yǔ)作主語(yǔ)以及“疑問(wèn)詞+todo”結(jié)構(gòu)作learning賓語(yǔ)）[高分句型3].Moreover,interactingwiththesenewfriendshelpsmeunderstandthecountriestheyrepresent.（運(yùn)用了動(dòng)名詞短語(yǔ)作主語(yǔ)以及省略關(guān)系代詞的定語(yǔ)從句）河南省名校學(xué)術(shù)聯(lián)盟20242025學(xué)年高三下學(xué)期模擬沖刺英語(yǔ)試題（一）MustafahadjustmovedfromTurkeytotheUnitedStates,startingfreshasasixthgrader.Everythingfeltunfamiliar.Onhisfirstday,hestoodnervouslybesideMs.Ramosassheintroducedhimtotheclass.Mustafasmiledpolitely,thoughhishandsweretightathissides.“ThisisMustafaKorkmaz,”Ms.Ramossaidwarmly.“He’sjustarrivedfromTurkey.Ihopeyou’llmakehimfeelwele.”Somestudentsgreetedhimkindly,butBrodie,sittingattheback,madeastrangenoise:“Gobblegobble!”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續(xù)寫(xiě)詞數(shù)應(yīng)為150個(gè)左右；2請(qǐng)按如下格式在答題紙的相應(yīng)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,sayingthey’dlovetoetoo.Mustafa’sheartwasfilledwithwarmthandhope.Forthefirsttimesincearriving,hefelthewastrulybeingpartofthegroup,nolongeranoutsider.Thethoughtofsharingapieceofhisculturewithhisnewfriendsmadehimfeellikehewasfinallyfindinghisplaceinthisunfamiliarworld.【解析