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。ThelastlessonofthedaywasPEclass.Marywasskippingropeontheplayground,surroundedbyseveralclassmateswatchingher.Itwasherbestsport.Theropespun(旋轉(zhuǎn))quicklyasshejumped.Whentimewasup,thecountershowed201skips.Smiling,Maryflashedavictorysigntothecrowd.Justthen,theschoolbellrangclasswasover.Marypackedupherskippingrope.ItwastimetogiveheranswertoMs.White.Thatmorning,Ms.Whitehadaskedherifshewouldbewillingtotakechargeoftheclassbulletinboard(板報(bào))fortheupingpetition.Thestudentwhousuallyhandledit,Lily,wasoutsick,andsomeoneneededtostepin.MarywasshockedthatMs.Whitehadchosenher.Sherespondednervously,insistingthatherhandwritingwasterrible.ButMs.Whitereassuredher,sayingshebelievedinherabilityandencouragedhertothinkitoverandletherknowherdecisionafterschool.Now,walkingtowardtheteachers’office,Maryfeltnervous.Thethoughtofhermessyhandwritingbeingputuponthewallforeveryonetoseemadeherstomachturn.Shehadalreadymadeuphermindtosayno.Withthatdecisioninmind,shequickenedherpaceandranacrossthesportsground.Marywasabouttopassthesandpit(沙坑)whensomeonenearbycaughtherattention.ItwasTomfromadifferentclass.Inhermind,Tomhadneverbeengoodatlongjump,buthewaspracticingit.Curious,shewentovertoaskwhathewasdoing.Tomexplainedthatnooneelsehadsignedupforthelongjumpevent,andwithoutaparticipant,theirclasswouldn'tgetanypointsintheschoolsportsmeeting.Sowhentheheadteacheraskedifanyonewouldgiveitatry,hevolunteered.Maryremindedhimthathewasn'tgoodatit,butTomsimplysaidthatheknewthatandthatitwasn'taboutbeingthebest,butabouttryinganddoinghispartfortheclass.Thenhewentbacktopracticing.Whatasimilarissuetheybothfaced!注意：(1)續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；(2)請按如下格式在答題紙的相應(yīng)位置作答。Marystoodthere,watchingTompracticingpatientlyandhard.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Withdetermination,Marysteppedintotheteachers’office.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________一、文本分析?1．角色：_____________________________?2．視角：第________人稱?3．時(shí)空線：操場（瑪麗跳繩、看到湯姆練跳遠(yuǎn)）____________________（前往教師辦公室的路上）_________________________________（教師辦公室門口，續(xù)寫場景）?4.請?jiān)谖恼轮袑⒖赡艿木€索都找出來。?瑪麗最擅長的運(yùn)動(dòng)是什么？：______________________________________________?懷特老師讓瑪麗做什么事？：____________________________________________?瑪麗一開始為什么拒絕懷特老師的請求？：_______________________?湯姆為什么在練習(xí)跳遠(yuǎn)？：___________________________________?瑪麗看到湯姆練習(xí)跳遠(yuǎn)時(shí)，內(nèi)心有什么想法？：_______________________?瑪麗原本打算對懷特老師做什么決定？：__________________________________________________?湯姆認(rèn)為嘗試跳遠(yuǎn)的意義是什么？：___________________?莉莉?yàn)槭裁床荒茇?fù)責(zé)班級板報(bào)？：____________________________________________________?5．情節(jié)線：體育課上瑪麗跳繩表現(xiàn)出色，課后準(zhǔn)備給懷特老師答復(fù)→（回憶懷特老師讓她負(fù)責(zé)板報(bào)，她因字跡差想拒絕）→_________________（路上看到湯姆為班級志愿練不擅長的跳遠(yuǎn)，感悟兩人處境相似）→（續(xù)寫）瑪麗站著看湯姆努力練習(xí)?，旣悎?jiān)定地走進(jìn)教師辦公室。?6．情感線：瑪麗：自豪（跳繩成功時(shí)）→（接到板報(bào)任務(wù)時(shí)）→（打算拒絕時(shí)）→_______（看到湯姆練習(xí)時(shí)）→（續(xù)寫走進(jìn)辦公室時(shí)）；湯姆：認(rèn)真（練習(xí)跳遠(yuǎn)時(shí)）?7.綜合以上信息，請用34句話概括文章大意。（中英各一個(gè)）?中文：_______________________________________________________________???英文：________________________________________________________________________??8.句式：賓語從句；非謂語；感嘆句；同位語；完全倒裝句；比喻；夸張?————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————9.本文屬于人與他人：_______________________________________?二、情節(jié)構(gòu)造?第一段提示句：Marystoodthere,watchingTompracticingpatientlyandhard.?銜接句1———對“watchingTompracticing”提問“看到湯姆努力練習(xí)，瑪麗會(huì)產(chǎn)生怎樣的心理變化？”：看到湯姆努力練習(xí)，瑪麗會(huì)產(chǎn)生怎樣的心理變化？?過渡句推演：銜接1→瑪麗的心理變化會(huì)讓她對之前的決定產(chǎn)生什么動(dòng)搖？←銜接2?銜接句2———對“similarissue”提問“瑪麗會(huì)如何聯(lián)系自己的情況，改變想法？”：瑪麗會(huì)如何聯(lián)系自己的情況，改變想法？?第二段提示句：Withdetermination,Marysteppedintotheteachers’office.?銜接句3———對“steppedintotheoffice”提問“瑪麗見到懷特老師后，會(huì)先說什么表達(dá)自己的決定？”：瑪麗見到懷特老師后，會(huì)先說什么表達(dá)自己的決定？?過渡句推演：銜接3→瑪麗會(huì)解釋自己改變決定的原因嗎？會(huì)對后續(xù)工作做什么表態(tài)？←主題?主題：_________________________________?第一段：Marystoodthere,watchingTompracticingpatientlyandhard.→①__________________→②__________________→③__________________；?英文：________________________________________________________________________?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________第二段：Withdetermination,Marysteppedintotheteachers’office.→④__________________→⑤__________________→⑥__________________。?英文：_________________________________________________________________________?________________________________________________________________________?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________??參考答案一、文本分析?1．角色：瑪麗（學(xué)生，擅長跳繩，因字跡問題猶豫是否接手板報(bào)）、懷特老師（瑪麗的老師，鼓勵(lì)瑪麗接手板報(bào)）、湯姆（其他班學(xué)生，為班級志愿練習(xí)不擅長的跳遠(yuǎn)）、莉莉（原本負(fù)責(zé)板報(bào)的學(xué)生，生病請假）、圍觀瑪麗跳繩的同學(xué)?2．視角：第第三人稱?3．時(shí)空線：操場（瑪麗跳繩、看到湯姆練跳遠(yuǎn)）前往教師辦公室的路上（瑪麗回憶板報(bào)任務(wù)，堅(jiān)定拒絕想法）教師辦公室門口（瑪麗改變想法，準(zhǔn)備答復(fù)，續(xù)寫場景）?4.請?jiān)谖恼轮袑⒖赡艿木€索都找出來。?瑪麗最擅長的運(yùn)動(dòng)是什么？：跳繩（短文開頭提到“playground...Itngropeontheplayground...Itwasherbestsport”）?懷特老師讓瑪麗做什么事？：負(fù)責(zé)即將到來的比賽的班級板報(bào)（文中提到“Ms.Whitehadaskedherifshewouldbewillingtotakechargeoftheclassbulletinboardfortheupingpetition”）?瑪麗一開始為什么拒絕懷特老師的請求？：她認(rèn)為自己的字跡很糟糕（文中“insistedthatherhandwritingwasterrible”）?湯姆為什么在練習(xí)跳遠(yuǎn)？：沒人報(bào)名跳遠(yuǎn)項(xiàng)目，沒有參賽者的話他們班在學(xué)校運(yùn)動(dòng)會(huì)上得不到分?jǐn)?shù)，所以他志愿嘗試（文中“meeting...hehadsignedupforthelongjumpevent,andwithoutaparticipant,theirclasswouldn'tgetanypointsintheschoolsportsmeeting...hevolunteered”）?瑪麗看到湯姆練習(xí)跳遠(yuǎn)時(shí)，內(nèi)心有什么想法？：覺得她和湯姆面臨的問題很相似（文中“Whatasimilarissuetheybothfaced!”）?瑪麗原本打算對懷特老師做什么決定？：拒絕接手班級板報(bào)（文中“Shehadalreadymadeuphermindtosayno”）?湯姆認(rèn)為嘗試跳遠(yuǎn)的意義是什么？：不是要成為最厲害的，而是為班級盡自己的一份力（文中“itwasn'taboutbeingthebest,butabouttryinganddoinghispartfortheclass”）?莉莉?yàn)槭裁床荒茇?fù)責(zé)班級板報(bào)？：莉莉生病了（文中“Thestudentwhousuallyhandledit,Lily,wasoutsick”）?5．情節(jié)線：體育課上瑪麗跳繩表現(xiàn)出色，課后準(zhǔn)備給懷特老師答復(fù)→回憶當(dāng)天早上懷特老師邀請她接手板報(bào)，她因字跡差心生猶豫并打算拒絕→路上看到其他班的湯姆為班級志愿練習(xí)不擅長的跳遠(yuǎn)，感悟兩人面臨的問題相似→（續(xù)寫）瑪麗站著看湯姆努力練習(xí)?，旣悎?jiān)定地走進(jìn)教師辦公室。?6．情感線：瑪麗：自豪（跳繩成功時(shí)）→緊張、猶豫（接到板報(bào)任務(wù)時(shí)）→堅(jiān)決（打算拒絕時(shí)）→觸動(dòng)、動(dòng)搖（看到湯姆練習(xí)時(shí)）→堅(jiān)定（續(xù)寫走進(jìn)辦公室時(shí)）；湯姆：認(rèn)真（練習(xí)跳遠(yuǎn)時(shí)）?7.綜合以上信息，請用34句話概括文章大意。（中英各一個(gè)）?中文：體育課上瑪麗跳繩表現(xiàn)優(yōu)異，課后準(zhǔn)備答復(fù)懷特老師是否接手生病同學(xué)負(fù)責(zé)的班級板報(bào)，她本因字跡差打算拒絕。途中她看到其他班的湯姆為班級志愿練習(xí)不擅長的跳遠(yuǎn)，受其觸動(dòng)，意識(shí)到兩人處境相似，最終改變想法。?英文：MaryperformedwellinskippingropeinPEclassandwasgoingtoreplytoMs.Whitewhethershewouldtakechargeoftheclassbulletinboardwhichthesickclassmateusuallyhandled.Sheoriginallyplannedtorefusebecauseofherbadhandwriting.Ontheway,shesawTomfromanotherclassvolunteertopracticethelongjumpwhichhewasnotgoodatforhisclass.Touchedbyhim,sherealizedtheywereinsimilarsituationsandfinallychangedhermind.?8.句式：賓語從句；非謂語；感嘆句；同位語；完全倒裝句；比喻；夸張?賓語從句：Maryremindedhimthathewasn'tgoodatit（that引導(dǎo)賓語從句，作reminded的賓語）；非謂語：Marywasskippingropeontheplayground,surroundedbyseveralclassmateswatchingher（surrounded和watching均為非謂語，分別作伴隨狀語和后置定語）；感嘆句：Whatasimilarissuetheybothfaced!（what引導(dǎo)感嘆句，修飾名詞issue）；同位語：Thestudentwhousuallyhandledit,Lily,wasoutsick（Lily作Thestudent的同位語，解釋說明該學(xué)生是誰）；比喻：Thethoughtofhermessyhandwritingbeingputuponthewallforeveryonetoseemadeherstomachturn（“madeherstomachturn”用比喻手法體現(xiàn)瑪麗內(nèi)心的不適）；夸張：無明顯夸張句式，可結(jié)合語境創(chuàng)作，如“Tompracticedsohardthathewassweatinglikeapig”（用“sweatinglikeapig”夸張?bào)w現(xiàn)湯姆練習(xí)的辛苦）?9.本文屬于人與他人：師生之間的信任與鼓勵(lì)（懷特老師信任并鼓勵(lì)瑪麗）、同學(xué)之間的榜樣影響（湯姆的行為影響瑪麗做出決定）?二、情節(jié)構(gòu)造?第一段提示句：Marystoodthere,watchingTompracticingpatientlyandhard.?銜接句1———對“watchingTompracticing”提問“看到湯姆努力練習(xí)，瑪麗會(huì)產(chǎn)生怎樣的心理變化？”：看到湯姆努力練習(xí)，瑪麗會(huì)產(chǎn)生怎樣的心理變化？?過渡句推演：銜接1→瑪麗的心理變化會(huì)讓她對之前的決定產(chǎn)生什么動(dòng)搖？←銜接2?銜接句2———對“similarissue”提問“瑪麗會(huì)如何聯(lián)系自己的情況，改變想法？”：瑪麗會(huì)如何聯(lián)系自己的情況，改變想法？?第二段提示句：Withdetermination,Marysteppedintotheteachers’office.?銜接句3———對“steppedintotheoffice”提問“瑪麗見到懷特老師后，會(huì)先說什么表達(dá)自己的決定？”：瑪麗見到懷特老師后，會(huì)先說什么表達(dá)自己的決定？?過渡句推演：銜接3→瑪麗會(huì)解釋自己改變決定的原因嗎？會(huì)對后續(xù)工作做什么表態(tài)？←主題?主題：面對挑戰(zhàn)時(shí)，他人的榜樣力量能讓人突破自我顧慮，勇于承擔(dān)責(zé)任，為集體貢獻(xiàn)力量?第一段：Marystoodthere,watchingTompracticingpatientlyandhard.→①看著湯姆一次次起跑、跳躍，即使摔倒也立刻爬起來，瑪麗的心里泛起一陣觸動(dòng)，之前拒絕的念頭開始松動(dòng)→②她想，湯姆明明不擅長跳遠(yuǎn)，卻為了班級愿意嘗試，自己只是字跡不好，為什么不能試著克服呢→③她意識(shí)到，懷特老師的信任是一種機(jī)會(huì)，自己不該因?yàn)橐稽c(diǎn)不足就退縮，于是決定改變主意，接受板報(bào)任務(wù)；?英文：Marystoodthere,watchingTompracticingpatientlyandhard.WatchingTomstartandjumpagainandagain,andgetupimmediatelyevenifhefell,Maryfeltatouchinherheart,andthethoughtofrefusingbegantowaver.ShethoughtthatTomwasnotgoodatlongjump,buthewaswillingtotryforhisclass.Shejusthad