歷年高考英語讀后續(xù)寫真題分析
第二節(jié)(滿分25分) 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。 When Dr. Hendersn was assigning(指定) prject mates fr his psychlgy class, I secretly hped that he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all, I hped he wuldn’t assign me t wrk with the fiercely cmpetitive and extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate(命運) wuld have it, Dr. Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid. I went up t my new teammate and intrduced myself. He lked at me as thugh I weren’t there. I felt he treated me as thugh I wuld hld him back and prbably make him fail t get an A in the curse. He wasn’t mean r abusive; he just gave me the impressin he culd d whatever prject we dreamed up better if he did it alne. 　Needless t say, I didn’t lk frward t an entire team f being brushed ff, but I tried t make the best f it and didn’t say anything fr fear that I wuld make things wrse. 　The prject required each team t develp a hypthesis(假設(shè)), set up an experiment t test the hypthesis, d the statistical analysis and present the findings. Whatever grade the team received wuld be shared by bth students. When my teammate and I met t discuss ur prject, I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades—the exact ppsite f me. I actually wanted t drp the class at ne pint, but stpped shrt because I didn’t want t give him the satisfactin f my chickening ut. I decided t stick t it n matter what. After lng discussins we smehw agreed t d a study n the psychlgical well-being f teenagers. I wasn’t sure what it meant exactly, but at least we had a tpic. Para.1 We started t meet regularly t draw?up ur plans. Para.2 Then ne day I gt wrd that he was admitted t the hspital fr a serius disease.
①When Dr. Gullicksn was assigning prject mates fr his intrductin t experimental psychlgy class, I secretly hped he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all, I hped he wuldn't assign me t wrk with the intense, fiercely cmpetitive, singularly serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate wuld have it, Dr. Gullicksn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.
【概要】故事發(fā)生的背景，古利克森教授指定項目搭檔，命運弄人，我的搭檔是我最不愿碰到的家伙【Character】the authr；the guy in black； Dr. Gullicksn【Cnnectin】a prject n psychlgy——全文鏈接人物與情節(jié)的關(guān)鍵線索【Origin】The authr’s expectatin Versus her tutr’s assignment
②I went up t my new teammate and intrduced myself. He lked at me as thugh I weren't there. I felt he treated me as thugh I wuld hld him back and prbably cause his grade-pint average t take a nsedive. He wasn't utright mean r abusive. He just gave me the impressin he culd d whatever prject we dreamed up better if he did it alne.
【概要】搭檔的特性，其實也就是我不愿與他搭伙的原因，高冷、優(yōu)秀，擅長單打獨斗【Persnality】Indifferent;Smewhat cynical（憤世嫉俗的）；pursuit fr perfect-ism——貼合人物性格展開情節(jié)【My feeling】The prject was mre his wn than ur shared
③Needless t say, I didn't lk frward t an entire term f being brushed ff, but I tried t make the best f it and didn’t say anything, lest I make things wrse.
【概要】作者的糾結(jié)，遇到這樣的一個搭檔，那么只能少說以免出錯?！綢ndicated persnalities f the authr】Cnsiderate；cautius；ambitius【Likely Theme】在與隊友合作的過程中提升自己；發(fā)揮主觀能動性證明自我價值
④The prject required each lab team t develp a hypthesis，set up an experiment t test the hypthesis，run the tests，d the statistical analysis and present the findings. Whatever grade the team received wuld be shared by bth students. When my teammate and I met t discuss ur prject, I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades the exact ppsite f me. I was utmatched. I actually wanted t drp the class at ne pint，but stpped shrt because I didn’t want t give him the satisfactin f my chickening ut.
【概要】項目的操作流程，提出假設(shè)——實驗測試——數(shù)據(jù)分析——得出結(jié)論。作者感到be Outmatched，因為自卑一度想要放棄，但最終還是堅持了下來?！咎崾尽靠梢栽诤笪奶岬酵瓿身椖康牟襟E，減弱日?？贪逵∠蟮膭幼髅鑼?br/>⑤After lengthy discussins，we smehw agreed t d a study n the tactile-kinesthetic perceptin f space. I wasn’t sure what it meant，but at least we had a tpic.
【概要】介紹了項目內(nèi)容，青少年心理健康問題，這也是兩個人擁有共同話題的開端。
【寫作分析】本文語言風(fēng)格簡練，敘事主體客觀，并沒有摻雜過多的個人情感，并沒有過多的進(jìn)行動作和情緒的刻畫，是本篇續(xù)寫的語言特點。平時的續(xù)寫教學(xué)中會構(gòu)建語料庫，主要從動作和情感著手，如果能從平時的語料中汲取部分，應(yīng)付這篇續(xù)寫是綽綽有余的。但嚴(yán)格意義上來講，我們會發(fā)現(xiàn)這類的動作和情感并未有出現(xiàn)在原文中，原文中那種“碎碎念”更多的就是事件的簡單介紹，而并沒有深挖細(xì)節(jié)。因而從續(xù)寫的協(xié)同角度來看，真正的上乘之作應(yīng)該要考慮這一種接續(xù)。
Read fr basic infrmatin
(Para.1) When Dr. Hendersn was assigning(指定) prject mates fr his psychlgy class, I secretly hped that he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all, I hped he wuldn’t assign me t wrk with the fiercely cmpetitive and extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate(命運) wuld have it, Dr. Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.
Dr. Gullicksn, I, my teammate
I was paired with my classmate t d a prject.
When ding ur prject
in the schl
Read fr plts
Dr. Hendersn paired me with my classmate.
I intrduced myself t my teammate.
Hw did I feel?
I: unwilling t be paired with him
I: felt slightedMy teammate: unwilling t cperate
I: uneasy; determined
Althugh utmatched, I still decided t stick t the prject.
Read fr character
academically utstanding; serius; a little arrgant; determined; uncperative
average; determined
When Dr. Hendersn was assigning(指定) prject mates fr his psychlgy class, I secretly hped that he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all, I hped he wuldn’t assign me t wrk with the fiercely cmpetitive and extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate(命運) wuld have it, Dr. Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid. I went up t my new teammate and intrduced myself. He lked at me as thugh I weren’t there. I felt he treated me as thugh I wuld hld him back and prbably make him fail t get an A in the curse. He wasn’t mean r abusive; he just gave me the impressin he culd d whatever prject we dreamed up better if he did it alne. 　Needless t say, I didn’t lk frward t an entire team f being brushed ff, but I tried t make the best f it and didn’t say anything fr fear that I wuld make things wrse. 　The prject required each team t develp a hypthesis(假設(shè)), set up an experiment t test the hypthesis, d the statistical analysis and present the findings. Whatever grade the team received wuld be shared by bth students. When my teammate and I met t discuss ur prject, I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades—the exact ppsite f me. I actually wanted t drp the class at ne pint, but stpped shrt because I didn’t want t give him the satisfactin f my chickening ut. I decided t stick t it n matter what. After lng discussins we smehw agreed t d a study n the psychlgical well-being f teenagers. I wasn’t sure what it meant exactly, but at least we had a tpic.
Read fr theme
academically utstanding; serius; a little arrgant;determineduncperative
average; determined
learn t cperate with each therwin respect & develp the friendship
Design the plts
I: uneasy;determined
Althugh utmatched,I still decided t stick t the prject.
We succeeded in finishing the prject.I wn his respect & we develped friendship.
I: happy; satisfiedMy teammate:grateful
(Para.1)We started t meet regularly t draw?up ur plans.(Para.2)Then ne day I gt wrds that he was admitted t the hspital fr a serius disease.
We succeeded in finishing the prject.I wn his respect and we develped friendship.
Pssible plt:We gradually learnt t cperate.
Tip 2: The ending f the stry, and the 1st sentence f Para.2 can help yu determine the ending f Para.1 .
What’s the ending f the stry?abut the prjectabut ur relatinship
pssible endingWe succeeded in finishing the prject.I wn his respect and we develped friendship.
themelearn t cperate with each therwin respect & develp the friendship
Tip 1: Make use f the theme, r the writing purpse t predict the ending f the stry.
We gradually learnt t cperate.
Hw was my reactin t him?Hw did I finish the prject?What was his reactin t my wrk?
Hw did we draw up ur plans?Did we cperate well?Hw did we feel at the meeting?
Dr. Gullicksn paired me with my classmate.
(Para.1)We didn’t wrk well with each ther at the beginning, but learned t cperate later.(Para.2) I finished the prject alne.
I: uneasy–determinedMy teammate:arrgant–uneasy
Design the plt --Underlined wrds
Dr. Gullicksnteammateprjectfindingsgradesatisfactindiscussshareseriusalne
根據(jù)文本的脈絡(luò)，結(jié)合劃線詞所包含的信息，文末可以做如下情節(jié)構(gòu)思：
paragraph1: A.經(jīng)常見面制定計劃---我逐步了解并參與到prject其中--他開始接受我，我們開始真正的合作teammate，有條不紊地進(jìn)行--為了獲得A-grade，我們拼命，累但是快樂（指向第二段生?。?B.經(jīng)常見面制定計劃---他直接忽略我獨自alne搞，這激發(fā)我的斗志，暗地里開展prject---發(fā)現(xiàn)了我的努力接納我share, discuss--有條不紊地推進(jìn)prject。
paragraph2: A.他生病---我去醫(yī)院探望--向他保證完美完成prject--課堂上呈現(xiàn)findings，得到想要的A- grade---share好消息，他笑了，satisfactin寫在臉上--成為好朋友； B.他生病--我經(jīng)常去醫(yī)院，在他的指導(dǎo)下，做好數(shù)據(jù)分析---在課堂上完美呈現(xiàn)findings--努力得到回報---share消息，很開心satisfactin收獲了A-grade還有友情。
Pssible versin
Para.1 We started t meet regularly t draw?up ur plans. As expected, my ideas were cmpletely eclipsed by his intelligence during ur first few meetings and it seemed that there was n way that I culd make a cntributin t the prject. Hwever, my self-esteem wuldn’t allw me t yield t the challenge and I tk a mre active part in the test f the hypthesis. Days and nights witnessed my devtin t bserving teenagers arund us and interviewing them patiently and lgically. My dedicatin gradually melted my teammate’s heart and his attitudes twards me began t change. He was n mre an ice cube unwilling t discuss, and instead he listened attentively t my ideas and adpted sme frm time t time. It was the first time that I had perceived that we culd be called a team. Everything seemed t g n s smthly.
Para.2 Then ne day I gt wrd that he was admitted t the hspital fr a serius disease. The mment I arrive at his ward, his pale face and tired lk tld everything. What surprised me even mre was that he still inquired abut the prgress f ur prject and begged me t finish it alne. At the sight f this pitiful by’s pleading lk, I bet n ne wuld refuse. It was exactly at that mment that I made up my mind I wuld spare n effrt t achieve a satisfying shared grade. In the fllwing days, my teammate’s single-minded pursuit f academic excellence supprted me in checking the statistics and having a rehearsal fr a thusand times. Finally the mment t present ur findings came. Frm Dr. Gullicksn’s expressin, I culd tell ur prject was a huge success. When asked abut the secret f ur successful prject, I grinned, expsing a set f amazingly white teeth and answered withut hesitatin,“Cperatin!” I just culdn’t wait t tell my teammate ur shared triumph!
名詞短語引導(dǎo)時間狀語從句
Appreciate the language
①Abve all, I hped he wuldn’t assign me t wrk with the fiercely cmpetitive, extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. ②He wasn’t mean r abusive.③Here was this challenging student wh had a reputatin fr single-mindedness and gd grades—the exact ppsite f me.
abusive adj.rude and ffensive
Tip 3: Chse precise wrds, especially adjectives t describe a persn.
single-mindedness n. 一心一意的，專注的
have a persnality t match :have strng character
①Abve all, I hped he wuldn’t assign me t wrk with the intense, fiercely cmpetitive, extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. ②…, I secretly hped he wuld pair me with ne f my gd friends r at least a classmate I culd have sme fun with.③…,Dr. Gullicksn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.④ …,we smehw agreed t d a study n the psychlgy f teenagers’ health. ⑤I actually wanted t drp the class at ne pint, but stpped shrt because…⑥I wasn’t sure what it meant exactly…
fiercely adv.very
apparently adv.accrding t the way sth. appears
shrt adv.befre the time expected r arranged; befre the natural time?突然停止
Tip 4: Adverbials explit the richness f tne and shades f meaning.

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