Same Festival, Different Styles
Christmas is the biggest hliday f the year in many cuntries including the US and the UK. Decrating Christmas trees, giving gifts and singing Christmas sngs are just a few f the traditinal features that the tw natins share. Hwever, just as there are many cultural differences between the tw lands, Christmas is nt exactly the same n bth sides f the Atlantic. The differences range frm language t the way peple celebrate it.
The language f Christmas is nt really the same in the US and the UK. Britns usually say “Happy Christmas” t each ther n this imprtant ccasin. But Americans will lk cnfused r burst ut laughing if yu wish them “Happy Christmas”， as ppsed t “Merry Christmas”. The shrtening f Christmas t “Chrimb”， which is typical in the UK, is almst abslutely unknwn in the US. Anther difference is the name f the white-bearded ld man figure wh delivers presents t children. Britns usually call him “Father Christmas” whereas US peple refer t him nly as “Santa Claus” r simply “Santa”．
A Christmas dinner in the US desn't necessarily have turkey, either. The BBC explained that Americans save that particular representative fd fr Thanksgiving Day, and they ften g fr ham r rast beef n Christmas Day. Fr dessert, Christmas cake, Christmas pudding is ppular in the UK. In the US, hwever, yur pst-meal treat will prbably be ne f the fllwing: pumpkin pie, fruitcake, apple pie, pecan (山核桃) pie, r sweet ptat pie.
During the dinner, Britns make it a habit t put n paper hats and pull a firecracker with diners wh gather tgether. But there is n such ceremny in the US, where paper hats are less cmmn and Christmas crackers are nearly unheard f.
Hwever, ne thing yu will find in the US, but nt in the UK, is that the graceful Christmas decratins yu see in mvies are real. Sme hmewners even turn their huses int light shws t display a jyful atmsphere.
In spite f all thse differences, Christmas remains a significant festival fr bth cuntries when peple shw their religius beliefs and gratitude twards life.
1.重點詞匯再現(xiàn)
(1)decrate v.裝飾
(2)feature n.特征
(3)range 包括；從……到……之間
(4)ccasin n.特別的事情(或儀式、慶典)
(5)Merry Christmas圣誕快樂
(6)typical adj.典型的
(7)abslutely adv.完全地
(8)figure n.人物
(9)turkey n.火雞
(10)representative adj.代表性的
(11)rast adj.烤的
(12)pudding不定
(13)pumpkin南瓜
(14)firecracker鞭炮
(15)gather v.聚集
(16)ceremny n.儀式
(17)graceful adj.優(yōu)雅的
(18)jyful adj.快樂的
(19)atmsphere n.氣氛
(20)in spite f盡管
(21)significant adj.有重大意義的
(22)religius adj.宗教的
(23)belief n.信仰
(24)gratitude n.感激之情
2．經(jīng)典句型再現(xiàn)：make it ＋adj./n.＋fr sb. t d sth.
During the dinner, Britns make it a habit t put n paper hats and pull a firecracker with diners wh gather tgether.
在晚餐期間，英國人習(xí)慣戴上紙帽，和一起的聚餐的人們放鞭炮。
eq \a\vs4\al(Ⅱ) 迷你語料庫(Mini Crpus)
續(xù) 表
eq \a\vs4\al(Ⅲ) 讀后續(xù)寫入門篇：利用主題語境 快速歸納主題
主題語境是六大課程內(nèi)容之一，和學(xué)科核心素養(yǎng)的“語言能力、文化意識、思維品質(zhì)、學(xué)習(xí)能力”是緊密相關(guān)的。
根據(jù)《普通高中英語課程標準》，主題為語言學(xué)習(xí)提供主題范圍或主題語境。學(xué)生對主題意義的探究應(yīng)是學(xué)生學(xué)習(xí)語言的最重要內(nèi)容，直接影響學(xué)生語篇理解的程度、思維發(fā)展的水平和語言學(xué)習(xí)的成效。
主題語境分為三大類：人與自我、人與社會和人與自然。在讀后續(xù)寫這個寫作任務(wù)中，對于文章的主題走向，可以根據(jù)三大主題語境進行預(yù)測，提高寫作效率和得分率。
在文本的實際閱讀中，有可能不僅僅涉及一個主題語境，在歸納文章中心主題的時候，應(yīng)該注意全面涵蓋，才能使續(xù)寫能夠和原文的銜接度更高。
【即學(xué)即練】
閱讀下面三段材料，分別歸納主題語境及寫作主題。
語篇1
I am the ldest f fur kids in my family. In my parents' eyes, my milestne firsts are nt nly my wn; they are brand new experiences fr them. Under their careful guidance, I applied t six US East Cast universities in my senir year and easily decided which f the six wuld be my early actin chice. I was cnfident abut my first chice schl.
The excitement t jin the student bdy at my tp pick schl was bvius. My mther was excited, t. I filled an nline shpping basket with schl “gds” s the rder wuld be ready t g when I received the acceptance letter that I was s sure was cming. I talked endlessly abut the university's basketball team, what campus life wuld be like, and what classes I'd chse; that's hw certain I was that I'd be accepted. As my parents, they felt reasnably hpeful that an acceptance letter was n its way.
Mther wasn't hme when the rejectin letter landed in my email bx. The scene was a heartbreaking cmbinatin f sbbing and disbelief. My father had invested cnsiderable time and resurces int guiding me. We'd taken a father-sn tur f all six universities just a few weeks earlier. This was his lss, t.
I was extremely shcked and upset. S were my parents. I sat in my rm fr hurs, staring silently at the email with tears rlling dwn my face. I didn't have a plan, but I knew that I had t get myself ut f the huse and away frm the laptp. I needed t draw my attentin away frm that, just like I did when I was a 6-year-ld getting a sht in hspital. At that mment, my mther kncked n the dr and slwly entered my rm.
主題語境：人與社會；人與自我
寫作主題： With the supprt f my parents，I grew up and learned t face the failure bravely.
語篇2
It happened when Tm was nly ten years ld. That day he was at hme with his elder sister Jane. Tm was ding his hmewrk when he heard raised vices. At first he didn't think seriusly abut it, since it was always nisy dwnstairs, but he sn realised this time it was different.
“Quick! Quick! Remve the mtrcycles frm the shp，” smene yelled.
Then a thick burning smell filled the air. When Tm pened the frnt dr f their flat t investigate, a thick clud f smke greeted him. The mtrcycle shp had caught fire and peple were running and crying.
Jane, wh had been playing the vilin in her rm, hurried t the living rm. They rushed ut f the dr and alng the crridr (走廊) thrugh the smke.
They were heading twards the stairway at the far end f the crridr when Jane suddenly stpped. She turned arund and headed back the way they came. Tm had n idea what she was ding, but he fllwed her.
Jane had suddenly remembered the lady in her 70s wh lived next dr t them, wh they called Makcik. Jane began banging n Makcik's dr, but gt n answer. As the smke thickened arund them, Tm culd see many f their neighburs—sme still in their pajamas—running fr safety. The thught f fear crssed his mind.
“She wuld have run fr safety like everyne else！” Tm cried. Hwever, Jane refused t give up. “I knw Makcik's still inside.” She said she was familiar with Makcik's daily rutine and was certain she wuld still be sleeping. She punded against the dr. “G dwnstairs. G nw! G！”
主題語境：人與社會
寫作主題： Facing the__fire and danger, Jane, tgether with her little brther, chse t help__an__ld__lady trapped in her rm.
語篇3
(浙江卷)On a bright，warm July afternn，Mac Hllan，a primary schl teacher，was cycling frm his hme t Alaska with his friends. One f his friends had stpped t make a bicycle repair，but they had encuraged Mac t carry n, and they wuld catch up with him sn. As Mac pedaled(騎行) alng alne，he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
Then Mac heard quick and lud breathing behind him.“Man，that's a big dg！” he thught. But when he lked t the side，he saw instantly that it wasn't a dg at all，but a wlf，quickly catching up with him.
Mac's heart jumped. He fund ut his can f bear spray. With ne hand n the bars，he fired the spray at the wlf. A bright red clud envelped the animal，and t Mac's relief，it fell back，shaking its head. But a minute later，it was by his side again. Then it attacked the back f Mac's bike，tearing pen his tent bag. He fired at the wlf a secnd time，and again，it fell back nly t quickly restart the chase(追趕).
Mac was pedaling hard nw. He waved and yelled at passing cars but was careful nt t slw dwn. He saw a steep uphill climb befre him. He knew that nce he hit the hill，he'd be easily caught up and the wlf's teeth wuld be tearing int his flesh.
At this mment，Paul and Becky were driving their car n their way t Alaska. They didn't think much f it when they saw tw cyclists repairing their bike n the side f the rad. A bit later，they sptted what they，t，assumed was a dg running alngside a man n a bike. As they gt clser，they realized that the dg was a wlf. Mac heard a large vehicle behind him. He pulled in frnt f it as the wlf was catching up fast，just a dzen yards away nw.
主題語境：人與自然；人與社會
寫作主題： Encuntering a wlf, Mac tried his best t run away with the help f Paul and Becky．
名校模擬演練：
1，（2022·廣東·高三開學(xué)考試）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。
I recently had a challenging time wrking n a grup prject. My teacher put me with three peple wh weren’t all that excited abut getting any wrk dne, and the experience was extremely stressful.
Our assignment was t pick ne f the 50 states and make a brchure abut it.
“Let’s pick Hawaii!” said Cupcake. “Hawaii has super cute swimsuits.”
“That is s true!” said Ckie. “Speaking f swimsuits, there are sme get-ready-fr-summer sales happening right nw.”
“Really? Maybe my mm will take me shpping this weekend,” said Cupcake.
I turned t Vlcan. “Which state d yu think we shuld pick?”
Vlcan shrugged(聳肩). “I dn’t care. But what happened t yur hair, Arizna? It lks like it gt caught in a blender(攪拌機)!” The rest f Vlcan’s cmments during the meeting were equally “helpful.”
At ur next grup meeting, n ne seemed very eager t talk abut ur brchure, s I went ahead and shared the interesting facts I’d learned abut Hawaiian fd and culture. When I was dne, n ne said anything, s I pulled ut my ntebk. “Cupcake, yu had ffered t search fr pictures f Hawaiian sea life. Were yu able t find sme?”
“I didn’t have time,” she answered, “but here’s a pht f me at the htel pl in Hawaii.” I lked at the picture she had taped in her ntebk and smiled. “Yu lk great, but yu prbably dn’t cunt as sea life. Ckie, yu were ging t find sme histrical infrmatin. And Vlcan, yu were in charge f Hawaiian gegraphy, right?”
“I’ll d my part sn,” said Ckie. “I’ve been really busy lately.”
“Me, t. I’ve been really busy!” said Vlcan.
I was getting the impressin that n ne but me planned t wrk n the brchure. “What am I ging t d? D I have t d all the wrk fr everyne if I dn’t want a bad grade?”
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右;
2. 請按如下格式在答題卡的相應(yīng)位置作答。
As we set the table fr dinner, my mm culd tell I was stressed ut.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
And at ur next grup meeting, I tried t bring up my cncerns in a friendly way.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2, （2022·浙江省淳安中學(xué)高三開學(xué)考試）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)成一篇完整的文章。
On the first day f schl, I stared in awe at the huge buildings. This high schl was definitely bigger than the ne I had previusly attended.
This was my secnd year f high schl, but my first year f schl in St. Luis. I had decided the night befre that I wuld be much happier in a new schl if I made friends that were s-called “ppular”. Getting in with the right grup f peple wuld make my life a whle lt better. I even bught a new utfit and had my hair styled just s the first day wuld be perfect.
Scared, yet anxius t begin my new life, I walked up the stairs t the frnt dr. The halls were packed with kids yelling and laughing and telling stries f their summer adventures. My first class was gemetry, but where was that?
I was standing in the hall lking cnfused, when a shrt, blnd girl wearing glasses came up and asked, “Are yu new? Yu lk lst. D yu need help? My name is Diane. What’s yurs?” Even thugh she seemed a bit strange, definitely nt the kind f persn I wanted t be assciated with, I decided t answer her anyway. I was, after all, lst.
After exchanging names. I fllwed her up the stairs and dwn a hallway n the right, making plite cnversatin the whle way. When we reached my rm she said, “Well, here yu are. Welcme t JFK, and I hpe yur day ges all right.”
I said thanks and waved gd-bye. Once inside the classrm, I saw ne big grup f peple huddled arund smene wh seemed t be telling sme srt f stry. I walked ver and gt clse enugh t verhear. All eyes were glued t the guy in the middle f the circle wh was wearing a letter jacket cvered with patches. I decided that this guy was ppular, s I managed t get a seat right next t him. I said, “Hi, my name is Lisa and I’m new here.” He said, “Jhnny.”
注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右：
2.請按如下格式在答題卡的相應(yīng)位置答題。
At the end f the class, I turned t him and asked, “I’m nt sure where my next class is, culd yu help me?”
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Just at that time, smene came up and tapped me n the shulder.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
1, As we set the table fr dinner, my mm culd tell I was stressed ut. “What’s ging n?” she asked. “N ne else in my grup is ding any wrk,” I tld her. “S I thught that the nly way t get the brchure dne is t d it myself.” “Well,” my mm said with a smile. “First f all, I think yu shuld talk with yur grup abut yur cncerns in a friendly way. Secndly, yu shuld d the best jb yu can n yur part f the assignment.” After hearing my mther’s wrds, I was lst in thught.
And at ur next grup meeting, I tried t bring up my cncerns in a friendly way. “Since we’re wrking as a team, we’re all relying n each ther t d the best we can,” I tld them. “If anyne is having truble, maybe we can talk abut slutins tgether.” Surprisingly, Cupcake, Ckie, and Vlcan all ended up ding their share. They didn’t necessarily d things the way I wuld have, but I guess that’s the deal with grup prjects.
【導(dǎo)語】文章以時間發(fā)展為線索，講述了我在團隊項目中遇到的一個挑戰(zhàn)。老師分配我和其它三人一起，從50個州中選出一個州，然后對這個州做一個宣傳冊。在和小組其它三人的溝通中，我發(fā)現(xiàn)其它三人對于我分配的任務(wù)都不愿配合去完成，我進退兩難，不知該如何做。
【詳解】1.段落續(xù)寫
①由第一段首句內(nèi)容“當(dāng)我們擺好餐具準備吃晚飯的時候，我媽媽看得出來我壓力很大?！笨芍?，第一段可描寫媽媽看出我的情緒，想法設(shè)法安慰我，同時向我提出一些建議。
②由第二段首句內(nèi)容“在我們的下一次小組會議上，我試圖友好地提出我的擔(dān)憂。”可知，第二段可描寫在我的態(tài)度轉(zhuǎn)變后，團隊的其他三人都出色地完成了自己該做的事情。
2.續(xù)寫線索
媽媽看出端倪——詢問——提出建議——第二次會議——我改變態(tài)度——三人完成任務(wù)——感悟
3.詞匯激活
行為類
①詢問：ask/enquire/inquiry/questin
②告知；回答：tld/infrmed/replied
③談?wù)摚唤徽劊簍alk abut /cmmunicate/discuss
情緒類
①友好的：friendly/amicable/neighbrly
②驚人地，出人意外地：surprisingly/unexpectedly/amazingly
【點睛】[高分句型1]
S I thught that the nly way t get the brchure dne is t d it myself.（運用了that引導(dǎo)的賓語從句）
[高分句型2]
If anyne is having truble, maybe we can talk abut slutins tgether.（運用了if引導(dǎo)條件狀語從句）
2, One Pssible Versin:
At the end f the class, I turned t him and asked, “I’m nt sure where my next class is, culd yu help me?” With a frwn, he lked at me and then said a quick n, turned back t his friends, and walked ut f the classrm. As they were walking ut I heard him say, “Did yu guys see that new girl trying t get int ur grup? That utfit was t strange.” They all laughed and sme f them turned arund and stared at me. My face ht with shame, I std stck-still, nt believing what had just happened.
Just at that time, smene came up and tapped me n the shulder. It was Diane. Like a ray f sunshine, the big smile n her face swept away my glm. I struggled t hld my feelings back and tld her what I had encuntered. A gleam f cncern in her eyes, she said she was srry and ffered t find my next class. At that mment I realized hw wrng I was in wanting t nly be friends with ppular peple. Maybe I shuldn’t decide whether a persn is wrth being my friend r nt by their reputatin, but by wh they are.
【導(dǎo)語】本文以人物為線索展開，講述了作者高中第二年是在圣路易斯的第一年，作者在學(xué)校認識了Diane，Diane給作者指路。結(jié)果作者因為穿著被班上的同學(xué)嘲笑，Diane也對作者表示了關(guān)心，作者也感悟到不應(yīng)該只和受歡迎的人交朋友。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“下課的時候，我轉(zhuǎn)向他問：‘我不知道下節(jié)課在哪里，你能幫我嗎？’”可知，第一段可描寫對方的反應(yīng)以及作者被嘲笑的經(jīng)過。
②由第二段首句內(nèi)容“就在那時，有人走過來拍了拍我的肩膀”可知，第二段可描寫Diane幫助作者以及作者的感悟。
2.續(xù)寫線索：詢問——拒絕——嘲笑——幫助——感悟
3.詞匯激活
行為類
①走出：walk ut f/step ut f
②融入：get int/fit int
③抑制：hld back/restrain
情緒類
①奇怪的：strange /dd
②擔(dān)心：cncern /wrry
【點睛】[高分句型1] My face ht with shame, I std stck-still, nt believing what had just happened.(運用了what引導(dǎo)的賓語從句)
[高分句型2] Maybe I shuldn’t decide whether a persn is wrth being my friend r nt by their reputatin, but by wh they are. (運用了whether引導(dǎo)賓語從句)
序號
佳句呈現(xiàn)
賞析
1
Festivals are celebrated all arund the wrld. They have a wide range f rigins, such as the seasns f the year, religins, famus figures, and imprtant events.
描寫節(jié)日的共性及區(qū)別——不同的起源。figure為名詞，意為“人物”。
2
Every festival has its different custms and unique charms.
描寫節(jié)日有不同的風(fēng)俗及魅力。
3
Hwever, n matter hw① different they may seem, all ver the wrld, the spirit f sharing jy, gratitude, lve, r peace is cmmn in all festivals②.
描寫節(jié)日精神的共通之處。①n matter hw 引導(dǎo)讓步狀語從句，等于hwever，意為“不管怎樣、無論如何”。 ②描寫節(jié)日的共性。
4
Peple celebrate t shw that they are grateful fr the year's supply f fd.
描寫對豐收節(jié)日的態(tài)度——感恩。be grateful fr意為“因……感激”。
序號
佳句呈現(xiàn)
賞析
5
It featured a parade and a great feast with music, dancing and sprts.
描寫節(jié)日的慶?；顒印arade意為“游行”。
6
During the Mid-Autumn Festival in China, families gather t admire the shining mn and enjy delicius mncakes.
描寫中秋節(jié)的慶祝方式。admire the shining mn意為“賞皓月”；enjy意為“吃、享用”。
7
Custms play a significant rle in festivals...
描寫風(fēng)俗的重要作用。play a significant rle in“起重要作用”；significant“顯著的”，可用great替換。
8
With the develpment f mdern sciety and the spread f new ideas, sme traditins may fade away and thers may be established.
描寫風(fēng)俗的消失及新建。With the develpment f mdern sciety意為“隨著社會的發(fā)展”； fade away意為“逐漸消失”；establish意為“建立”，同義動詞為fund，同義詞組為set up。
9
One example is the typical Chinese Spring Festival custm f lighting firecrackers t drive away the evil spirits and celebrate the new year.
描寫中國春節(jié)最常見的慶祝方式——放鞭炮，驅(qū)趕邪惡。light firecrackers意為“放鞭炮”。
10
Festivals are an imprtant part f sciety. They reflect peple's wishes, beliefs, faiths and attitudes twards life.
描寫節(jié)日的文化功能。attitude 為名詞，意為“態(tài)度”，往往和介詞t或twards搭配使用，意為“對……的態(tài)度”。
11
They are ccasins that allw us t relax and enjy life, and frget abut ur wrk fr a little while.
描寫節(jié)日的用途。that引導(dǎo)的定語從句，修飾ccasins。
12
I experienced the Naadam Festival in China's Inner Mnglia Autnmus Regin fr the first time this year.
概括描寫第一次經(jīng)歷慶?；顒印?br>13
The festival falls n the furth day f the sixth mnth f the lunar calendar, usually lasting fr three days.
描寫節(jié)日的日期及持續(xù)時間。fall意為“發(fā)生”； fall n＋具體日期意為“適逢……”；lasting fr three days為v.-ing形式作狀語，意為“持續(xù)”。
14
After singing sme sngs, the cmpetitrs danced nt the green field, waving their arms in the air as if① they were eagles②.
描寫節(jié)日的慶?；顒?。①is if意為“好像”，為比喻句；②v.-ing形式作狀語，和句子的主語the cmpetitrs構(gòu)成主動關(guān)系。
15
That was the mment I started t understand why peple say “Hrses are at the heart f Mnglian culture”．
描寫對節(jié)日或慶?；顒拥睦斫狻?br>16
I'm finally back hme nw, feeling really tired①， but celebrating Naadam with my friend was ttally wrth it②.
描寫節(jié)日慶祝后的感受。①v.-ing作狀語，和句子的主語構(gòu)成主動的關(guān)系。②單個v.-ing形式作主語，謂語動詞用單數(shù)形式。
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