閱讀下列文章，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。ThefinalbellonFridayrangthroughtheclassroom,butinsteadoftheusualhurriedpacking,Timremainedseated,hiseyesbrightwithanticipation.HeturnedtoJackwithanexpressionthatmixedfriendshipwithfriendlypetition.“Thishistorypresentation,”Timbegan,hisvoicecarryingbothexcitementandchallenge,“couldreallyletusshowwhatwe’recapableof.I’vebeenthinkingaboutitsinceMrs.Robinsfinishedexplainingtheassignment.”Jackcarefullyclosedhishistorytextbook

runninghisfingersalongthecoverthoughtfully.“It’scertainlyaninterestingproject,”heagreed,histonemeasured.“Theopportunitytoexploresomethingmeaningfulandshareitwiththeclass.Itfeelsmoresignificantthanourusualassignments.”Mrs.Robinsaskedthemtwotomakeapresentationaboutanarticletheyhadseeninthemuseum.AfaintsmileplayedonTim’slips.“I’vealreadyhadsomeideasbrewing.IthinkIknowexactlyhowtoapproachthistomakeittrulyimpressive.”HestudiedJack’sface,tryingtoreadhisfriend’sthoughts.“Whataboutyou?Haveyoudecidedonyourstrategyyet?”Jackreturnedthesmile,thoughhiseyesheldamysteriousquality.“Ihavesomeideas,butIwanttoconsiderallmyoptionscarefully.Therearedifferentwaystoapproachsomethinglikethis,andIwanttochoosethemethodthatfeelsmostauthentic.”Timleanedforward,hiscuriosityaroused.“Butwehavesomuchotherworkthisweekend:mathproblems,thatliteratureessay,thesciencereading.Whateverapproachwechoose,itneedstobeefficientwithoutpromisingquality,don’tyouthink?”Jacksimplynodded,thinkingthatefficiencydidmatter,butsodiddepth.Hestoodup,puttinghisbackpackoveroneshoulder.“I’mlookingforwardtoseeingwhatwebothwilleupwith.”Withthat,helefttheclassroom.AsJackwalkedaway,Timfeltthefamiliarstiroftheiracademicpetitionmixedwithgenuinecuriosityabouthisfriend’splans.Theprojectrepresentedmorethanjustagrade;itwasanotherchapterintheirongoingdialogueabouthowtobestengagewiththeworldaroundthem.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。SaturdaycameandTimsurfedonlinewhileJackheadedtothemuseum._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________WhenJackdeliveredhispresentation,studentsraisedtheirheads,lifeingtotheireyes._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________文本分析角色：_____________________________視角：第________人稱(chēng)時(shí)空線(xiàn)：Friday'sclassroomSaturday(online/museum)________________4.請(qǐng)?jiān)谖恼轮袑⒖赡艿木€(xiàn)索都找出來(lái)。WhatwastheassignmentMrs.RobinsgaveTimandJack?：______________________________________________HowdidTiminitiallyplantoprepareforthepresentation?____________________________________________WhatdidJackvaluemoreforthepresentationbesidesefficiency?：_______________________WhatotherweekendtasksdidTimandJackhavetohandle?：___________________________________HowdidTimviewthepresentation?：___________________WhydidJackdecidetogotothemuseumonSaturday?：__________________________________________________5.情節(jié)線(xiàn)：周五放學(xué)，Tim與Jack討論Mrs.Robins布置的歷史展示作業(yè)，各自表達(dá)對(duì)作業(yè)的看法與初步想法→Tim擔(dān)心周末任務(wù)繁重，強(qiáng)調(diào)準(zhǔn)備需高效；Jack注重深度與真實(shí)性，未透露具體計(jì)劃→_______________________________→________________________________→（續(xù)寫(xiě)）周六來(lái)臨，Tim上網(wǎng)查資料，Jack重返博物館。當(dāng)Jack進(jìn)行展示時(shí)，同學(xué)們都抬起頭，眼中煥發(fā)光彩。6.情感線(xiàn)：Tim：anticipatory(期待的)→curious(好奇的)→（續(xù)寫(xiě)，準(zhǔn)備過(guò)程中的情緒）→（續(xù)寫(xiě)，看到Jack展示后的反應(yīng)）；Jack：thoughtful(深思的)→focused(專(zhuān)注的)→（續(xù)寫(xiě)，博物館探索時(shí)的狀態(tài)）→（續(xù)寫(xiě)，展示成功后的感受）7.綜合以上信息，請(qǐng)用34句話(huà)概括文章大意。（中英各一個(gè)）中文：__________________________________________________________________________________________________________________________________________________英文：__________________________________________________________________________________________________________________________________________________8.句式：賓語(yǔ)從句；非謂語(yǔ)；感嘆句；同位語(yǔ)；狀語(yǔ)從句_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________本文屬于人與他人：_______________________________________情節(jié)構(gòu)造第一段提示句：SaturdaycameandTimsurfedonlinewhileJackheadedtothemuseum.銜接句1：WhatdidTimdoduringhisonlinepreparation,andwhatdidJackdoatthemuseum?：______________________________________________（提示：分別設(shè)想兩人具體的準(zhǔn)備行為，如Tim搜集資料的類(lèi)型、Jack在博物館的探索內(nèi)容）過(guò)渡句推演：銜接1→？←銜接2（提示：補(bǔ)充兩人準(zhǔn)備過(guò)程中的心理活動(dòng)，或遇到的小插曲，連接“具體行為”與“準(zhǔn)備成果”）銜接句2：HowdidTimfeelabouthispreparationprogress,andwhatdidJackgainfromthemuseumtrip?：______________________________________________（提示：關(guān)聯(lián)兩人對(duì)“效率”“深度”的追求，描述其對(duì)準(zhǔn)備成果的感受）第二段提示句：WhenJackdeliveredhispresentation,studentsraisedtheirheads,lifeingtotheireyes.銜接句3：WhatdetailsdidJackincludeinhispresentationtoattractthestudents?：______________________________________________（提示：結(jié)合Jack的博物館經(jīng)歷，設(shè)想其展示中的獨(dú)特內(nèi)容，如實(shí)物照片、訪談片段等）過(guò)渡句推演：銜接3→？←主題（提示：補(bǔ)充老師、Tim的反應(yīng)，以及Jack展示后的感悟，指向核心主題）主題：_________________________________（提示：結(jié)合兩人不同準(zhǔn)備方式的效果、彼此的啟發(fā)，提煉“不同學(xué)習(xí)方式的價(jià)值”“競(jìng)爭(zhēng)促進(jìn)成長(zhǎng)”等核心思想）續(xù)寫(xiě)內(nèi)容第一段：周六來(lái)臨，Tim上網(wǎng)查資料，Jack重返博物館。英文：____________________________________________________________________________________________________________________________________________________________________________________________________________________________________第二段：當(dāng)Jack進(jìn)行展示時(shí)，同學(xué)們都抬起頭，眼中煥發(fā)光彩。英文：_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________參考答案文本分析角色：Tim（重視效率，提前構(gòu)思展示方案，對(duì)競(jìng)爭(zhēng)有期待的學(xué)生）、Jack（注重深度與真實(shí)性，傾向?qū)嵉靥剿鞯膶W(xué)生）、Mrs.Robins（布置歷史展示作業(yè)的老師）視角：第三人稱(chēng)時(shí)空線(xiàn)：Friday'sclassroomSaturday(online/museum)________________4．關(guān)鍵線(xiàn)索答案WhatwastheassignmentMrs.RobinsgaveTimandJack?：Tomakeapresentationaboutanarticletheyhadseeninthemuseum.HowdidTimplantoprepareforthepresentationatfirst?：Heplannedtosurfonlinetogathermaterials,focusingonefficiency.WhatwasJack'sattitudetowardsthepresentationpreparation?：Hevalueddepthandauthenticity,choosingtogobacktothemuseumforfurtherexploration.WhatothertasksdidTimandJackhavefortheweekend?：Mathproblems,aliteratureessay,andthesciencereading.HowdidTimfeelaboutthepresentation?：Hesawitasachancetoshowtheircapabilities,mixedwithfriendlypetitionandcuriosityaboutJack'splan.WhatdidJackthinkwasimportantforthepresentationbesidesefficiency?：Depthandchoosinganauthenticapproach.5．情節(jié)線(xiàn)：周五放學(xué)，Tim與Jack討論Mrs.Robins布置的博物館文章歷史展示作業(yè)，兩人表達(dá)對(duì)作業(yè)的不同看法與初步思路→Tim擔(dān)心周末其他任務(wù)多，強(qiáng)調(diào)效率；Jack則注重深度，未透露具體計(jì)劃→（續(xù)寫(xiě)）周六來(lái)臨，Tim上網(wǎng)查資料，Jack重返博物館。當(dāng)Jack進(jìn)行展示時(shí)，同學(xué)們都抬起頭，眼中煥發(fā)光彩。6．情感線(xiàn)：Tim：anticipatory(期待的)→curious(好奇的)→（續(xù)寫(xiě)，看到Jack展示后的反應(yīng)）；Jack：thoughtful(深思的)→focused(專(zhuān)注的)→（續(xù)寫(xiě)，展示成功后的感受）7．文章大意中文：周五放學(xué)后，Tim和Jack討論老師布置的博物館文章歷史展示作業(yè)。Tim期待通過(guò)作業(yè)展現(xiàn)能力，計(jì)劃高效上網(wǎng)查資料；Jack則更看重深度與真實(shí)性，決定周六重返博物館。兩人雖有友好競(jìng)爭(zhēng)，但都對(duì)這次展示格外重視，而周末還有其他學(xué)習(xí)任務(wù)需要兼顧。英文：AfterschoolonFriday,TimandJackdiscussedthehistorypresentationassignmentaboutamuseumarticlegivenbytheirteacher.Timlookedforwardtoshowingtheirabilitiesthroughtheassignmentandplannedtosearchonlineformaterialsefficiently;Jack,however,valueddepthandauthenticitymoreanddecidedtogobacktothemuseumonSaturday.Thoughtheyhadafriendlypetition,bothtookthepresentationseriously,whilealsohavingotherweekendstudytaskstohandle.8．句式示例賓語(yǔ)從句：HeturnedtoJackwithanexpressionthatmixedfriendshipwithfriendlypetition.（that引導(dǎo)定語(yǔ)從句，修飾expression；補(bǔ)充賓語(yǔ)從句示例：Timthoughtthatsurfingonlinewouldhelphimprepareefficiently.）非謂語(yǔ)：Runninghisfingersalongthecoverthoughtfully,Jackcarefullyclosedhishistorytextbook.（Running為現(xiàn)在分詞作伴隨狀語(yǔ)）感嘆句：Thishistorypresentationcouldreallyletusshowwhatwe’recapableof!（隱含感嘆語(yǔ)氣，強(qiáng)調(diào)展示的意義）to...heprojectrepresentedmorethanjustagrade;itwasanotherchapterintheirongoingdialogueabouthowtobestengagewiththeworldaroundthem.（abouthowto...作dialogue的同位語(yǔ)，補(bǔ)充對(duì)話(huà)內(nèi)容）狀語(yǔ)從句：Whateverapproachwechoose,itneedstobeefficientwithoutpromisingquality.（Whatever引導(dǎo)讓步狀語(yǔ)從句）9．本文屬于人與他人：通過(guò)Tim與Jack在歷史展示作業(yè)上的不同準(zhǔn)備方式與友好競(jìng)爭(zhēng)，展現(xiàn)兩人不同的學(xué)習(xí)態(tài)度，體現(xiàn)“效率與深度可各有側(cè)重，競(jìng)爭(zhēng)可促進(jìn)成長(zhǎng)”的主題。情節(jié)構(gòu)造第一段提示句：SaturdaycameandTimsurfedonlinewhileJackheadedtothemuseum.銜接句1：WhatdidTimdoonlineandwhatdidJackdoatthemuseum?（Tim上網(wǎng)搜集文章背景資料、制作精美PPT；Jack在博物館找到文章作者的訪談錄像，還記錄下展品細(xì)節(jié)）過(guò)渡句推演：銜接1→Howdidtheyfeelafteradayofpreparation?（兩人一天準(zhǔn)備后的感受）←銜接2銜接句2：WhatdidTimthinkofhispreparation,andwhatdidJackbringbackfromthemuseum?（Tim覺(jué)得自己的PPT高效又美觀，很有信心；Jack帶回訪談筆記和展品照片，期待分享真實(shí)細(xì)節(jié)）第二段提示句：WhenJackdeliveredhispresentation,studentsraisedtheirheads,lifeingtotheireyes.銜接句3：WhatdidJackshowandsayinhispresentation?（Jack播放訪談錄像，展示展品照片，講述文章背后的歷史故事）過(guò)渡句推演：銜接3→HowdidtheclassandTimreacttoJack'spresentation?（全班和Tim的反應(yīng)）←主題主題：Jack通過(guò)實(shí)地探索挖掘歷史細(xì)節(jié)，讓展示生動(dòng)真實(shí)；Tim也從中學(xué)到深度的價(jià)值，兩人在競(jìng)爭(zhēng)中共同成長(zhǎng)，展現(xiàn)了不同學(xué)習(xí)方式的魅力。續(xù)寫(xiě)內(nèi)容第一段SaturdaycameandTimsurfedonlinewhileJackheadedtothemuseum.Timty