專題05 2025年新高考Ⅱ卷完形填空+語(yǔ)法填空+書面表達(dá)(詞匯精講+長(zhǎng)難句分析+全篇譯文) -2025年高考英語(yǔ)真題深度解析-試卷下載-教習(xí)網(wǎng)

第三部分語(yǔ)言運(yùn)用(共兩節(jié), 滿分30分)
第一節(jié)(共15小題; 每小題1分, 滿分15分)
閱讀下面短文, 從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。
【考點(diǎn)分析】
In April last year, I saw a pst n the PNP (Pilts N Paws) website frm a family in Tpeka. They had t mve t Virginia but they were n a very tight ___41___. They culd nt affrd t pay fr ___42___ fr their dg, Tiffy, and ___43___ wanted t take her with them.
It just ___44___ that I was planning anther PNP flight with anther pilt, Karen, wh ___45___ t take Tiffy frm Kansas City t Virginia. What I was t d was fly t Tpeka t ___46___ Tiffy.
When I met Tiffy’s wners, they seemed very ___47___. Gerge, the husband, was trying t be calm, but I culd tell this was ___48___ fr him, having t leave his dg t a ___49___ and trust that everything wuld _____50_____.
After sme gdbyes, I asked Gerge and his wife t help me _____51_____ Tiffy int the plane. I prmised t take care f Tiffy and _____52_____ them as sn as we gt t Kansas City.
The flight was _____53_____, and Tiffy was a great passenger. The next day, she _____54_____ with Karen and made it back t Gerge in Virginia within a few days. He was s _____55_____ and sent me a nice e-mail with pictures. It felt great t knw that I had helped bring this family tgether again.
41. A. turnB. budgetC. scheduleD. cnnectin
42. A. fdB. shelterC. medicineD. transprtatin
43. A. desperatelyB. temprarilyC. secretlyD. riginally
44. A. appearedB. prvedC. happenedD. shwed
45. A. waitedB. fferedC. hurriedD. failed
46. A. see ffB. lk frC. hand verD. pick up
47. A. cnfusedB. nervusC. annyedD. curius
48. A. hardB. fineC. cmmnD. lucky
49. A. cwrkerB. passengerC. strangerD. neighbr
50. A. speed upB. wrk utC. cme backD. take ff
51. A. feedB. fllwC. changeD. lad
52. A. callB. jinC. leaveD. serve
53. A. unnecessaryB. unexpectedC. unavidableD. uneventful
54. A. returnedB. fughtC. flewD. agreed
55. A. thankfulB. generusC. prudD. sympathetic
體裁：記敘文主題：人與社會(huì)---寵物公益航班
【原文出處】圖書Dg is My Cpilt
【答案及解析】
【語(yǔ)篇導(dǎo)讀】本文是一篇記敘文。文章講述了作者通過(guò)Pilts N Paws網(wǎng)站幫助一家搬家的人將他們的狗接到另一個(gè)城市的過(guò)程。作者和另一位飛行員一起完成了這次任務(wù)，最終成功將這只狗帶回到了它的主人身邊。
41.【答案】B
【解析】考查名詞詞義辨析。句意：他們不得不搬到弗吉尼亞，但他們的預(yù)算非常緊張。A. turn轉(zhuǎn)折點(diǎn)；B. budget預(yù)算；C. schedule時(shí)間表；D. cnnectin聯(lián)系。根據(jù)“They culd nt affrd t pay fr ___2___ fr their dg, Tiffy,”可知，這個(gè)家庭的預(yù)算非常緊張。故選B。
42.【答案】D
【解析】考查名詞詞義辨析。句意：他們付不起他們的狗Tiffy的交通費(fèi)，又非常想帶她一起走。A. fd食物；B. shelter庇護(hù)；C. medicine藥；D. transprtatin交通。根據(jù)“They had t mve t Virginia but they were n a very tight ___1___ .”及下文可知，這個(gè)家庭的預(yù)算非常緊張，所以付不起他們的狗Tiffy的交通費(fèi)。故選D。
43.【答案】A
【解析】考查副詞詞義辨析。句意：他們付不起他們的狗Tiffy的交通費(fèi)，又非常想帶她一起走。 A. desperately非常、拼命地；B. temprarily暫時(shí)地；C. secretly秘密地；D. riginally起初。根據(jù)“wanted t take her with them.”可知，這家人非常想把狗一起帶走。故選A。
44.【答案】C
【解析】考查動(dòng)詞詞義辨析。句意：碰巧我和另一名飛行員Karen正在計(jì)劃另一次PNP飛行，他主動(dòng)提出要把Tiffy從堪薩斯城帶到弗吉尼亞。A. appeared出現(xiàn)；B. prved證明；C. happened碰巧；D. shwed展示。根據(jù)“I was planning anther PNP flight with anther pilt, Karen,”可知，碰巧的是作者和另一名飛行員正在計(jì)劃另一次PNP飛行。故選C。
45.【答案】B
【解析】考查動(dòng)詞詞義辨析。句意：碰巧我和另一名飛行員Karen正在計(jì)劃另一次PNP飛行，他主動(dòng)提出要把Tiffy從堪薩斯城帶到弗吉尼亞。A. waited等待；B. ffered提供、主動(dòng)提出；C. hurried匆忙；D. failed失敗。根據(jù)“t take Tiffy frm Kansas City t Virginia.”可知，Karen主動(dòng)提出幫忙把狗Tiffy從堪薩斯城帶到弗吉尼亞。故選B。
46.【答案】D
【解析】考查動(dòng)詞短語(yǔ)辨析。句意：我要做的就是飛到托皮卡去接Tiffy。A. see ff為……送行；B. lk fr尋找；C. hand ver移交；D. pick up接載。根據(jù)“What I was t d was fly t Tpeka”和常識(shí)可知，作者需要飛到托皮卡去接Tiffy。故選D。
47.【答案】B
【解析】考查形容詞詞義辨析。句意：當(dāng)我見到Tiffy的主人時(shí)，他們看起來(lái)很緊張。A. cnfused困惑的；B. nervus緊張的；C. annyed惱怒的；D. curius好奇的。根據(jù)“Gerge, the husband, was trying t be calm, but I culd tell this was ___8___ fr him, having t leave his dg t a ___9___ and trust that everything wuld ___10___ .”可知，這家人看起來(lái)有點(diǎn)緊張和不安。故選B。
48.【答案】A
【解析】考查形容詞詞義辨析。句意：丈夫Gerge試著冷靜下來(lái)，但我看得出來(lái)，這對(duì)他來(lái)說(shuō)很難，他不得不把狗留給一個(gè)陌生人，并相信一切都會(huì)解決的。A. hard困難的；B. fine好的；C. cmmn常見的；D. lucky幸運(yùn)的。根據(jù)上文“was trying t be calm”以及下文“having t leave his dg t a ___9___ and trust that everything wuld ___10___ .”可推知，此處指把狗留給一個(gè)陌生人對(duì)主人來(lái)說(shuō)很難。故選A。
49.【答案】
【解析】C
考查名詞詞義辨析。句意：丈夫Gerge試著冷靜下來(lái)，但我看得出來(lái)，這對(duì)他來(lái)說(shuō)很難，他不得不把狗留給一個(gè)陌生人，并相信一切都會(huì)解決的。A. cwrker合作者；B. passenger乘客；C. stranger陌生人；D. neighbr鄰居。根據(jù)“Gerge, the husband, was trying t be calm, but I culd tell this was ___8___ fr him,”可知，要把狗留給一個(gè)陌生人。故選C。
50.【答案】B
【解析】考查動(dòng)詞短語(yǔ)辨析。句意：丈夫Gerge試著冷靜下來(lái)，但我看得出來(lái)，這對(duì)他來(lái)說(shuō)很難，他不得不把狗留給一個(gè)陌生人，并相信一切都會(huì)解決的。A. speed up加速；B. wrk ut解決；C. cme back回來(lái)；D. take ff起飛。根據(jù)“Gerge, the husband, was trying t be calm, but I culd tell this was ___8___ fr him,”可知，讓狗的主人Gerge相信一個(gè)陌生人一切都會(huì)解決好，對(duì)他來(lái)說(shuō)很難。故選B。
51.【答案】D
【解析】考查動(dòng)詞詞義辨析。句意：道別之后，我讓Gerge和他的妻子幫我把Tiffy送上飛機(jī)。A. feed喂養(yǎng)；B. fllw跟隨；C. change改變；D. lad裝載。lad int裝入。根據(jù)“Tiffy int the plane.”可知，作者讓Gerge和他的妻子幫忙把Tiffy裝入飛機(jī)。故選D。
52.【答案】A
【解析】考查動(dòng)詞詞義辨析。句意：我答應(yīng)過(guò)會(huì)照顧好Tiffy，一到堪薩斯城就給他們打電話。A. call打電話；B. jin加入；C. leave離開；D. serve服務(wù)。根據(jù)“as sn as we gt t Kansas City.”可知，作者承諾一到堪薩斯城就給他們打電話。故選A。
53.【答案】D
【解析】考查形容詞詞義辨析。句意：這次飛行平安無(wú)事，Tiffy是個(gè)很棒的乘客。A. unnecessary沒有必要的；B. unexpected意想不到的；C. unavidable不可避免的；D. uneventful太平無(wú)事的。根據(jù)“and Tiffy was a great passenger.”可知，這次飛行一切都平安無(wú)事。故選D。
54.【答案】C
【解析】考查動(dòng)詞詞義辨析。句意：第二天，她和Karen一起坐飛機(jī)，幾天后就回到了弗吉尼亞州的Gerge那里。 A. returned返回；B. fught打仗；C. flew飛；D. agreed同意。根據(jù)“It just ___4___ that I was planning anther PNP flight with anther pilt, Karen, wh ___5___ t take Tiffy frm Kansas City t Virginia.”可知，Karen帶狗Tiffy飛往弗吉尼亞州。故選C。
55.【答案】A
【解析】考查形容詞詞義辨析。句意：他非常感激，給我發(fā)了一封很漂亮的電子郵件，并附上了照片。A. thankful感激的；B. generus慷慨的；C. prud驕傲的；D. sympathetic同情的。通讀全文，再根據(jù)“and sent me a nice e-mail with pictures.”可推知，此處指對(duì)于作者的幫忙，Gerge非常感激。故選A。
【重難詞匯】
tight /ta?t/ adj.緊的；拮據(jù)的；不寬裕的
pst /p??st/ n. 帖子，郵政；郵遞；郵寄
prmise /?pr?m?s/ v. 許諾；承諾；答應(yīng)；保證
flight /fla?t/ v. 航班飛機(jī)；班機(jī)
passenger /?p?s?nd??(r)/ v. 乘客；旅客
schedule/??edju?l/ v. 工作計(jì)劃；日程安排
shelter /??elt?(r)/ v. 居所；住處
cmmn /?k?m?n/ adj. 常見的；通常的；普遍的
thankful /?θ??kfl/ adj. 感謝；感激；欣慰
generus /?d?en?r?s/ adj. 慷慨的；大方的；慷慨給予的
Uneventful adj. 平淡無(wú)奇的；平凡的；缺乏刺激的
transprtatin =transprt /?tr?nsp???te??n/ v. 運(yùn)輸；運(yùn)送；輸送；搬運(yùn)
cnnectin /k??nek?n/ v. （兩種事實(shí)、觀念等的）聯(lián)系，關(guān)聯(lián)
desperately /?desp?r?tli/ adv. 非常，極其
temprarily /?tempr?r?li/ adv. 暫時(shí)地，臨時(shí)地
riginally /??r?d??n?li/ adv. 原來(lái)；起初
unnecessary /?n?nes?s?ri/ adj.不需要的；不必要的；多余的
unexpected /??n?k?spekt?d/ adj.出乎意料的；始料不及的
unavidable /??n??v??d?bl/ adj. 無(wú)法避免的；難以預(yù)防的
sympathetic /?s?mp??θet?k/ adj.同情的；有同情心的；表示同情的
cwrker/?k??w??k?/ n. 同事
【核心詞塊】
n a very tight budget 預(yù)算非常緊張
take care f 照顧；注意；撫養(yǎng)
speed up 加速；使加速
wrk ut 可以解決, 設(shè)計(jì)出, 作出,
take ff 脫掉; 帶走; (飛機(jī)等)起飛;
see ff 送行，告別
hand ver 交出；移交
pick up 撿起；獲得；收拾；（汽車；飛機(jī)）乘載
Make it 做到;成功;n a tight budget 預(yù)算緊張;
ffer t d sth 主動(dòng)提出做某事
【長(zhǎng)難句分析】
原句：It just happened that I was planning anther PNP flight with anther pilt, Karen, wh ffered t take Tiffy frm Kansas City t Virginia.
分析：本句為主從復(fù)合句。主句使用主語(yǔ)從句固定句型It just happened that； wh 引導(dǎo)定語(yǔ)從句修飾先行詞Karen。
【百科知識(shí)】

PNP(Pilts N Paws )是一家非營(yíng)利組織，與飛行員合作在美國(guó)各地營(yíng)救動(dòng)物。該組織成立于 15 年前，由動(dòng)物愛好者 Debi Bies 和飛行員 Jn Wehrenberg 創(chuàng)立。 Debi 想領(lǐng)養(yǎng)一只狗，需要將它從佛羅里達(dá)州帶到南卡羅來(lái)納州，所以 Jn 幫助她實(shí)現(xiàn)了這一目標(biāo)。當(dāng)時(shí)大部分動(dòng)物都是在地面上運(yùn)輸，但兩人萌生了用飛機(jī)運(yùn)輸動(dòng)物的想法。因此，Pilts N Paws 開始了。今天，Pilts N Paws 在美國(guó)所有 50 個(gè)州開展業(yè)務(wù)。自2008年成立以來(lái)，已救助超過(guò)20萬(wàn)只動(dòng)物，每年救助動(dòng)物約1.6萬(wàn)只。 Pilts N Paws 飛行員網(wǎng)絡(luò)已發(fā)展到擁有 6,000 多名飛行員，大部分集中在美國(guó)東海岸或西海岸。該組織還與 Cirrus 合作，Cirrus 為該組織提供財(cái)務(wù)支持，甚至為任務(wù)提供飛機(jī)。雖然 Pilts N Paws 通常營(yíng)救狗和貓，但該組織已經(jīng)能夠營(yíng)救各種動(dòng)物，甚至與美國(guó)海岸警衛(wèi)隊(duì)合作。飛行員與海岸警衛(wèi)隊(duì)合作，駕駛過(guò)海豚、在野火中嚴(yán)重?zé)齻男⌒堋⒗销?、蛇和獲救的海龜。
第二節(jié)(共10小題; 每小題1.5分, 滿分15分)
閱讀下面短文，在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
Whenever I tell peple that I teach English at the Berlin Z, I almst always get a questining lk. Behind it, the persn is trying t figure ut wh exactly I teach…the animals?
Since June 2017, right befre the ___56___ (arrive) f the tw new pandas, Meng Meng and Jia Qing, I have been helping the panda keepers at the z t feel mre cmfrtable and ___57___ (cnfidence) speaking English. And wh d they speak English ___58___?
Nt the pandas, even thugh ___59___ language used fr the medical training instructins is actually English. They talk t the fld f internatinal turists and t ___60___ (visit) Chinese zkeepers wh ften cme t check n the pandas, which are n lan frm China. They als need t be ready t give ___61___ (interview) in English with internatinal jurnalists. This is ___62___ they need an English trainer.
S, what are they learning? ___63___ (basic), hw t describe a panda’s life. It’s been an hnr t watch the panda prgramme develp ___64___ t see the pandas settle int their new hme. As a little girl, I ___65___ (wish) t be a zkeeper when I grew up. Nw, I’m living ut that dream indirectly by helping the panda keepers d their jb in English.
體裁：記敘文主題：人與社會(huì)----教熊貓飼養(yǎng)員講英語(yǔ)
【原文出處】雜志《商業(yè)聚焦》Hw d yu teach English t pandas?
【答案及解析】
【導(dǎo)語(yǔ)】本文是一篇記敘文。文章主要講述了作者在柏林動(dòng)物園教英語(yǔ)，回應(yīng)了那些“質(zhì)疑”的目光。
56.【答案】arrival
【解析】考查名詞。句意：從2017年6月開始，就在兩只新大熊貓“萌萌”和“嬌青”到來(lái)之前，我一直在幫助動(dòng)物園的熊貓飼養(yǎng)員更舒服、更自信地說(shuō)英語(yǔ)。分析句子結(jié)構(gòu)可知，空前是冠詞，空后是介詞，所以空處應(yīng)填名詞作介詞befre的賓語(yǔ)，arrive的名詞形式是arrival，不可數(shù)名詞。故填arrival。
57.【答案】cnfident
【解析】考查形容詞。句意：從2017年6月開始，就在兩只新大熊貓“萌萌”和“嬌青”到來(lái)之前，我一直在幫助動(dòng)物園的熊貓飼養(yǎng)員更舒服、更自信地說(shuō)英語(yǔ)。分析句子結(jié)構(gòu)可知，空處和前文的cmfrtable并列，作并列表語(yǔ)，應(yīng)用形容詞形式，cnfidence的形容詞形式是cnfident。故填cnfident。
58.【答案】with
【解析】考查介詞。句意：他們和誰(shuí)說(shuō)英語(yǔ)？分析句子結(jié)構(gòu)可知，根據(jù)句意此處強(qiáng)調(diào)雙向交流，應(yīng)用固定搭配：speak with sb.意為“與某人交談”。故填with。
59.【答案】the
【解析】考查冠詞。句意：不是熊貓，盡管醫(yī)學(xué)訓(xùn)練指導(dǎo)使用的語(yǔ)言實(shí)際上是英語(yǔ)。分析句子結(jié)構(gòu)可知，此處特指用于醫(yī)學(xué)訓(xùn)練指導(dǎo)使用的語(yǔ)言，表特指，應(yīng)用定冠詞修飾。故填the。
60.【答案】visiting
【解析】考查形容詞。句意：他們與蜂擁而至的國(guó)際游客和來(lái)訪的中國(guó)動(dòng)物園管理員交談，這些管理員經(jīng)常來(lái)檢查從中國(guó)租借來(lái)的大熊貓。分析句子結(jié)構(gòu)可知，空后是名詞，所以空處應(yīng)填形容詞作定語(yǔ)；visit對(duì)應(yīng)的形容詞為visiting“來(lái)訪的”。故填visiting。
61.【答案】interviews
【解析】考查名詞的數(shù)。句意：他們還需要準(zhǔn)備好用英語(yǔ)接受國(guó)際記者的采訪。分析句子結(jié)構(gòu)可知，空前是動(dòng)詞，所以空處應(yīng)填名詞作賓語(yǔ)，interview意為“采訪”為可數(shù)名詞，不止一段采訪，應(yīng)用復(fù)數(shù)形式。故填interviews。
62.【答案】why
【解析】考查表語(yǔ)從句。句意：這就是他們需要英語(yǔ)培訓(xùn)師的原因。分析句子結(jié)構(gòu)可知，空處引導(dǎo)表語(yǔ)從句，從句中結(jié)構(gòu)完整，應(yīng)該用連接副詞連接，前文提到需要培訓(xùn)師的原因，此處是表達(dá)“這就是他們需要英語(yǔ)培訓(xùn)師的原因”之意，應(yīng)用why引導(dǎo)表語(yǔ)從句。故填why。
63.【答案】Basically
【解析】考查副詞。句意：基本上，如何描述熊貓的生活。分析句子結(jié)構(gòu)可知，空處修飾空后整個(gè)句子，應(yīng)該用副詞修飾，basic的副詞形式是basically位于句首，首字母應(yīng)大寫。故填Basically。
64.【答案】and
【解析】考查連詞。句意：我很榮幸能看到熊貓項(xiàng)目的發(fā)展，看到熊貓們?cè)谛录野差D下來(lái)。分析句子結(jié)構(gòu)可知，“t watch the panda prgramme develp”和“t see the pandas settle int their new hme”兩者是并列關(guān)系，應(yīng)該用and連接。故填and。
65.【答案】wished
【解析】考查動(dòng)詞時(shí)態(tài)。句意：作為一個(gè)小女孩，我希望長(zhǎng)大后成為一名動(dòng)物園管理員。分析句子結(jié)構(gòu)可知，本句缺少謂語(yǔ)動(dòng)詞，所以wish作本句謂語(yǔ)，和主語(yǔ)I之間是主動(dòng)關(guān)系，根據(jù)后文的grew可知用一般過(guò)去時(shí)。故填wished。
【熟詞生義】
lk.
熟義：v. 看；瞧
生義：n. 表情；神情；臉色,眼神
【重難詞匯】
cmfrtable /?k?mft?bl/ adj. 使人舒服的；舒適的
cnfidence /?k?nf?d?ns/ n. 信心；信任；信賴
instructin /?n?str?k?n/ n. 用法說(shuō)明；操作指南
internatinal /??nt??n??n?l/ adj. 國(guó)際的
turist /?t??r?st/ n. 旅游者；觀光者；游客
interview /??nt?vju?/ n. 面試；面談
describe /d??skra?b/ v. 描述；形容；把…稱為
hnr = hnur /??n?(r)/n. 尊敬；尊重；崇敬
exactly /?ɡ?z?ktli/ adv. （要求得到更多信息）究竟，到底
actually/??kt?u?li/ adv. 的確，真實(shí)地，事實(shí)上
training/?tre?n??/ n. 訓(xùn)練；培訓(xùn)
zkeeper /?zu?ki?p?(r)/ n. 動(dòng)物園管理員
indirectly /??nd??rektli; ??nda??rektli/ adv. 間接地,迂回地,不坦率地
trainer /?tre?n?(r)/ n. 教員；馴獸師；教練員
questining lk 質(zhì)疑的表情
【核心詞塊】
figure ut 弄清
have been helping 一直在幫忙，現(xiàn)在完成進(jìn)行時(shí)態(tài)
even thugh 盡管
the fld f peple 人潮洶涌
check n 檢查
n lan 借用中; 借出中; 借調(diào); 商借;
live ut ne’s dream 實(shí)現(xiàn)自己的夢(mèng)想
【長(zhǎng)難句分析】
原句：Since June 2017, right befre the ___56arrival___ f the tw new pandas, Meng Meng and Jia Qing,
時(shí)間狀語(yǔ)
I have been helping the panda keepers at the z t feel mre cmfrtable and ___57cnfident___ speaking
主謂賓賓語(yǔ)補(bǔ)足語(yǔ)
English.
句子主干：I have been helping the panda keepers t d sth
原句：They talk t the fld f internatinal turists and t ___60_visiting__ Chinese zkeepers （wh ften
定語(yǔ)從句修飾先行詞zkeepers
cme t check n the pandas, （which are n lan frm China））.
定語(yǔ)從句修飾先行詞pandas
句子主干：They talk t A and t B.
【譯文】
每當(dāng)我告訴別人我在柏林動(dòng)物園教英語(yǔ)時(shí)，我?guī)缀蹩偸鞘艿劫|(zhì)疑。在它的背后,這個(gè)人試圖弄清楚我到底教了誰(shuí)?···動(dòng)物?
自 2017 年 6 月以來(lái)，就在兩只新熊貓“夢(mèng)夢(mèng)”和“嬌慶”到達(dá)之前，我一直在幫助動(dòng)物園的熊貓飼養(yǎng)員們更舒適和自信地說(shuō)英語(yǔ)。他們會(huì)和誰(shuí)說(shuō)英語(yǔ)呢?
不是大熊貓，盡管醫(yī)學(xué)訓(xùn)練指導(dǎo)中使用的那種語(yǔ)言實(shí)際上是英語(yǔ)。他們與蜂擁而至的國(guó)際游客和經(jīng)常來(lái)檢查從中國(guó)借來(lái)的大熊貓的訪問(wèn)中國(guó)動(dòng)物園管理員交談。他們還需要準(zhǔn)備好用英語(yǔ)接受國(guó)際記者的采訪。這是為什么他們需要一個(gè)英語(yǔ)教練那么，他們?cè)趯W(xué)習(xí)什么呢? 總的來(lái)說(shuō)，如何描述能貓的生活。我很榮幸能看到熊貓項(xiàng)目的發(fā)展，和看到熊貓們?cè)谛录野差D下來(lái)。在我還是一個(gè)小女孩的時(shí)候，我希望長(zhǎng)大后能成為一名動(dòng)物園管理員。現(xiàn)在，我通過(guò)幫助熊貓飼養(yǎng)員用英語(yǔ)完成他們的工作，間接地實(shí)現(xiàn)了這個(gè)夢(mèng)想。
【百科知識(shí)】
2017 年，中德大熊貓國(guó)際交流合作正式啟動(dòng)。同年6月，來(lái)白成都大熊貓繁育研究基地的“夢(mèng)夢(mèng)”和“嬌慶”作為增進(jìn)中德友好關(guān)系的特殊使者前往德國(guó)柏林。隨后“夢(mèng)夢(mèng)”和“嬌慶”入住德國(guó)柏林動(dòng)物園熊貓館，就此開始了它們?cè)诘聡?guó)的生活。2019年8月31日，“夢(mèng)夢(mèng)”和“嬌慶”迎來(lái)了自己的首對(duì)雙胞胎幼崽，分別取名為“夢(mèng)想和“夢(mèng)圓
第四部分寫作(共兩節(jié), 滿分40分)
第一節(jié)(滿分15分)
假定你是李華，外教Ryan準(zhǔn)備將學(xué)生隨機(jī)分為兩人一組，讓大家課后練習(xí)口語(yǔ)，你認(rèn)為這樣分組存在問(wèn)題。請(qǐng)你給外教寫一封郵件，內(nèi)容包括：
1. 說(shuō)明問(wèn)題；
2. 提出建議。
注意：
1. 寫作詞數(shù)應(yīng)為80個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Dear Ryan,
I’m Li Hua frm Class 3.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
主題語(yǔ)境：人與社會(huì)——向外教的要求提出質(zhì)疑并給出建議
一、列提綱:
Para.1自我介紹寫信背景(外教想將學(xué)生隨機(jī)分為兩人一組)
寫信目的(認(rèn)為這樣分組有問(wèn)題)
Para. 2
說(shuō)明問(wèn)題a) 隨機(jī)-一學(xué)生水平不均衡;若都是口語(yǔ)不好或無(wú)共同話題的無(wú)法開展練習(xí))
b)兩人一組-一人數(shù)過(guò)少，話題度有限
c)課后--話題泛沒有抓手;不知道如何表達(dá)或者表達(dá)錯(cuò)誤也無(wú)從查證
提出(針對(duì)性)建議
按照水平分組，優(yōu)帶差，資源合理配置，幫助差生練習(xí);
3-4人一組，相互輔助，話題廣泛;
提供地道話題素材，針對(duì)性訓(xùn)練;課內(nèi)外結(jié)合，幫助鞏固
Para.3希望采納/如有冒犯請(qǐng)多見諒
二、【答案】Dear Ryan,
I’m Li Hua frm Class 3. I think it’s nt a gd idea t randmly pair up students fr the spken English training after class. The reasns are as fllws.
T begin with, randmly pairing up students may lead t unbalanced language abilities within the grups. This can hinder the prgress f students as the mre advanced ne may dminate the cnversatin, leaving little rm fr the ther students t imprve. Besides, students may feel uncmfrtable r less mtivated if paired with smene wh they dn’t get alng with r have difficulty cmmunicating with.
My suggestin is t grup students based n their language abilities r t let students chse their wn partners. This way, everyne can feel mre cmfrtable practicing and imprving their spken English tgether.
Thank yu fr cnsidering my suggestin.
Yurs sincerely,
Li Hua
三、客氣地表達(dá)感謝。
寫作過(guò)程中，可以參考以下語(yǔ)言表達(dá):
In my pinin ... 在我看來(lái)··-·.·
I suggest (that) ...我建議·
My suggestin is ...我的建議是+-+--·
ENGL
It may be wrth cnsidering ... 也許值得考慮·
I wuld like t prpse ... 我想提議·
It might be a gd idea t +..·可能是個(gè)好主意。
Have yu 您有沒有考慮過(guò)·.-+--?
It wuld be belter if ... 如果·會(huì)更好。
Pcrhaps we culd ...也許我們可以···-+·
IGLISH WI
Thank yu fr yur time and attentin.感謝您的時(shí)間和關(guān)注
Thank yu in advance fr yur respnse. 提前感謝您的回復(fù)。
Thank yu fr cnsidering my suggestin.感謝您考慮我的建議。
Thanks again fr yur time and cnsideratin.再次感謝您的時(shí)間和考慮。
【下水作文】
Dear Ryan，
I’m Li Hua frm Class 3. I’m srry t bther yu, but sme cncerns are raised abut the randm pairing fr ur ral English practice. Althugh intended t be an unbiased apprach, it des cme with inherent drawbacks.
First, mismatched pairs wn't lead t a desirable result. If tw students with different abilities r knwing little f each ther are paired tgether, discussin may end up in silence. After all, what fits is the best. S hw abut custmizing partners t realize ur full ptential. Besides, pair wrk may be an ideal way fr making a dialgue. But the mre students are invlved in the practice, the mre insightful the cnversatin will be. Thus, a grup f at least three is suggested.
We are cnsistent in having an effective class. It wuld be appreciated if my feedback culd be taken int cnsideratin.
Yurs sincerely,
Li Hua
Dear Ryan,
I’m Li Hua frm Class 3. I am writing t express cncern regarding ur randm pairing system f impending ral English practice.
Despite its impartial nature, it harbrs ptential limitatins. First, sme students may feel intimidated practicing with smene they dn’t knw well. Secndly, sme pairs may be ill-matched in terms f prficiency level, undermining ur cllective prductivity. Cnsequently, I prpse scial dynamics in pairing and gruping students based n prficiency levels r shared interests. Besides, larger grup interactins might nt be a bad idea, inviting diverse and enriching perspectives.
Thank yu fr cnsidering my suggestins. Hping that implementing these changes culd enhance effectiveness and enjyment f ur class.
Yurs sincerely,
Li Hua
Dear Ryan,
I am Lihua, ne f yur students. T plish up ur spken English, yu gruped us students in pairs f tw at randm. Well intended thugh it was, I d think there exists sme inapprpriateness, which I feel bliged t pint ut.
Firstly, yur gruping strategy is based n randmness, rather than careful pairing where a weak student is gruped with a strnger ne. Secndly, the tw students might be unfamiliar with each ther. This might prevent them frm cmmunicating with each ther in a deep way, which is necessary fr ur linguistic imprvement.
Therefre, were it pssible, culd yu please give us the freedm t chse ur partner by urselves s that we are mre likely t single ut ur ideal mate by urselves, whether in aspects f persnality r language skill.
Lking frward t hearing frm yu.
Yurs,
Lihua
Dear Ryan,
I'm Li Hua frm Class 3. I dn't intend t ffend yu, but the gruping methd f ral English practice des need imprving.As yu suggested, we are suppsed t be divided int pairs at randm after class, It is indeed a fabulus idea t imprve ur English speaking skills, yet yu must have verlked the fact that nt every tw students are prficient in ral English, nr d we share the same interests in certain tpics. It will greatly decrease ur desire t freely vice urselves in English, let alne satisfy the initial purpse f enhancing English fluency. Therefre,I'm wndering if yu culd make sme adjustments accrdingly,such as pairing students based n different English cmpetences and adding ne mre student t each grup.Thank yu fr reading my letter. I'd appreciate it if yu can take my advice int serius accunt.
Yurs,
Lihua
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(yǔ)續(xù)寫兩段, 使之構(gòu)成一篇完整的短文。
When I was in middle schl, my scial studies teacher asked me t enter a writing cntest. I said n withut thinking. I did nt lve writing. My family came frm Brazil, s English was nly my secnd language. Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts. N ne laughed harder than he did.
S, why did he suddenly frce me t d smething at which I was sure t fail? His reply: “Because I lve yur stries. If yu’re willing t apply yurself, I think yu have a gd sht at this.” Encuraged by his wrds, I agreed t give it a try.
I chse Paul Revere’s hrse as my subject. Paul Revere was a silversmith (銀匠) in Bstn wh rde a hrse at night n April 18, 1775 t Lexingtn t warn peple that British sldiers were cming. My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea, but funny; and unlikely t be anyne else’s chice.
What did the hrse think, as he sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately. I gt tired. I had dubts. I wanted t quit. But, like Revere’s hrse, I kept ging. I wrked hard. I checked my spelling. I asked my lder sister t crrect my grammar. I checked ut a half dzen bks n Paul Revere frm the library. I even read a few f them.
When I handed in the essay t my teacher, he read it, laughed ut lud, and said, “Great. Nw, write it again.” I wrte it again, and again and again. When I finally finished it, the thught f winning had given way t the enjyment f writing. If I didn’t win, I wuldn’t care.
注意:
1. 續(xù)寫詞數(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。
A few weeks later, when I almst frgt the cntest, there came the news.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I went t my teacher’s ffice after the award presentatin.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
考題研讀
What:語(yǔ)篇講述的是一名以英語(yǔ)為第二語(yǔ)言的巴西中學(xué)生在不喜歡、不擅長(zhǎng)英語(yǔ)寫作的自我懷疑期間，其社會(huì)課老師卻認(rèn)為其講述的故事非常具有吸引力，于是鼓勵(lì)其參加英語(yǔ)寫作比賽，之后該男孩在老師的不斷鼓勵(lì)和幫助下勇于參賽，并通過(guò)反復(fù)修改參賽文章并最終愛上寫作的故事。
Why: 語(yǔ)篇旨在讓學(xué)生明白：勇于嘗試并堅(jiān)持到底的人才能突破自我，找到真正的興趣。
Hw:語(yǔ)篇為記敘文，故事內(nèi)容以時(shí)間順序逐步展開；語(yǔ)言生動(dòng)活潑，既有恰到好處的內(nèi)心獨(dú)白，又有拉近讀者距離的對(duì)話描寫，引人入勝。
解題思路分析
1.歸納文本大意，推斷寫作意圖
細(xì)讀前情提要以及所給的段首句，可得知文本大意為“我”在老師的鼓勵(lì)下參加寫作比賽并通過(guò)努力獲得比賽榮譽(yù)；文本寫作意圖是伯樂的激勵(lì)以及自身的努力和堅(jiān)持可以幫助自己挖掘出潛力，實(shí)現(xiàn)生活態(tài)度向積極的方面轉(zhuǎn)變。
2.構(gòu)思續(xù)寫情節(jié)，搭建結(jié)構(gòu)支架
根據(jù)前面對(duì)文本大意的歸納，寫作意圖的推斷以及所給首句的分析，在構(gòu)思情節(jié)時(shí)，我們可以多維度的從人物的心理狀態(tài)，情感變化，動(dòng)作細(xì)節(jié)等去構(gòu)思續(xù)寫情節(jié)，搭建文章框架。
根據(jù)第一段所給的段首句A few weeks later, I almst frgt the cntest when the news came以及從第二段首句到第一段內(nèi)容的逆推可知，接下來(lái)要寫的內(nèi)容分別是：
（1）The news的具體內(nèi)容是什么？這時(shí)，要聯(lián)系第二段首句中的關(guān)鍵信息award presentatin推斷我一定是取得了很出色的成績(jī)。
（2）我得知這個(gè)消息之后的心理狀態(tài)---又驚又喜，這時(shí)可以借助前情提要——我不喜歡寫作且不太擅長(zhǎng)用英語(yǔ)寫作以及老師不斷鼓勵(lì)和幫助來(lái)烘托出我的“驚”與“喜”，同時(shí)為第二段去老師辦公室分享喜悅表示感謝埋下伏筆。
（3）我去領(lǐng)獎(jiǎng)時(shí)的動(dòng)作，心情以及同學(xué)們給與我熱烈的祝賀及真誠(chéng)的贊美。
根據(jù)第二段所給段首句I came t the teacher's ffice after the award presentatin. 以及主題（寫作意圖）的考慮可知，接下來(lái)要寫的內(nèi)容分別是：
（1）我把這份成功的喜悅分享給老師并感謝老師的鼓勵(lì)與幫助
（2）老師對(duì)我的真誠(chéng)祝賀
（3）從這次經(jīng)歷中我收獲的人生啟示
3. 注意過(guò)渡銜接，完成潤(rùn)色成篇
【范文一】A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”
I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
【范文二】A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”
I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
【熟詞生義】
Present
熟義：n. 禮物；禮品
生義：v. 上演；公演；推出
subject
熟義：n. 學(xué)科；科目；課程
生義：主題；題目；話題
crrect
熟義：adj. 準(zhǔn)確無(wú)誤的；精確的；正確的
生義：改正；糾正；修正
原文：I asked my lder sister t crrect my grammar.
Sht
生義：have a gd sht：t have a chance t achieve, attain, r have success in smething 有希望、機(jī)會(huì)做成某事
sht：(n.) the act f trying t d r achieve sth嘗試，努力
Sympathize熟義:同情
生義：t supprt sb/sth 贊同，支持
【重難詞匯】
enter /?ent?(r)/ v. 進(jìn)來(lái)；進(jìn)去；進(jìn)入
cntest /?k?ntest/ n. 比賽；競(jìng)賽
sink /s??k/ v.下沉；下陷；沉沒
reply /r??pla?/ v. 回答；答復(fù)
encurage/?n?k?r?d?/ v. 支持；鼓勵(lì)；激勵(lì)
chse /t?u?z/v. 選擇；挑選；選取
warn /w??n/ v. 提醒注意（可能發(fā)生的事）；使警惕
brilliant /?br?li?nt/ adj. 巧妙的；使人印象深的
funny /?f?ni/ adj. 滑稽的；好笑的
chice /t???s/ n. 選擇；挑選；抉擇
speed /spi?d/ v. 快速前行
quit /kw?t/ v. 停止,離開
spelling /?spel??/ n. 拼寫；拼寫能力
essay /?ese?/ n. 文章，短文
award /??w??d/ n. 獎(jiǎng)；獎(jiǎng)品；獎(jiǎng)金；獎(jiǎng)狀
presentatin /?prezn?te??n/ n. 頒獎(jiǎng)儀式；贈(zèng)送儀式
unlikely adj. 不大可能發(fā)生的
enjyment /?n?d???m?nt/ n. 愉快；快樂；樂趣
【核心詞塊】
act ut 把…表演出來(lái)；把…付諸行動(dòng)
hand in 交上；提交；呈送
give way t 給……讓路；為…所替代
again and again 再三地，反復(fù)地
apply yurself: t wrk at sth r study sth very hard 勤奮工作，努力學(xué)習(xí)
check sth ut: (從圖書館等) 借出
award presentatin 頒獎(jiǎng)典禮
【長(zhǎng)難句分析】
原句：Writing was s difficult and painful fr me （that my teacher had allwed me t present my paper n the
主系表結(jié)果狀語(yǔ)從句
sinking f the Titanic by acting ut a play,（ where I played all the parts））.
定語(yǔ)從句修飾先行詞 play
句子主干：Writing was difficult and painful.
原句：Paul Revere was a silversmith (銀匠) in Bstn (wh rde a hrse at night n April 18, 1775 t Lexingtn t
主系表定語(yǔ)從句修飾先行詞silversmith
warn peple （that British sldiers were cming）).
賓語(yǔ)從句
句子主干：Paul Revere was a silversmith.
【譯文】
在我上中學(xué)的時(shí)候，我的社會(huì)學(xué)老師讓我參加一個(gè)寫作比賽。我想都沒想就拒絕了。我并不喜歡寫作。我的家人來(lái)自巴西，所以英語(yǔ)只是我的第二語(yǔ)言。寫作對(duì)我來(lái)說(shuō)是如此困難和痛苦，以至于我的老師允許我通過(guò)演戲的方式來(lái)展示我關(guān)于泰坦尼克號(hào)沉沒的論文，我扮演了所有的角色。沒有人比他笑得更開心。
那么，為什么他突然強(qiáng)迫我做一些我肯定會(huì)失敗的事情呢？他的回答是 "因?yàn)槲蚁矚g你的故事。如果你愿意應(yīng)用自己，我認(rèn)為你有一個(gè)很好的機(jī)會(huì)。" 在他的話的鼓勵(lì)下，我同意試一試。
我選擇了保羅-里維爾的馬作為我的主題。保羅-里維爾是波士頓的一名銀匠，他在1775年4月18日晚上騎著馬去萊克星頓，警告人們英國(guó)士兵即將到來(lái)。我的故事將直接從馬的嘴里說(shuō)出來(lái)。這不是一個(gè)絕妙的主意，但很有趣；而且不太可能是其他人的選擇。
當(dāng)馬在夜里飛奔時(shí)，它是怎么想的？他累了嗎？有疑慮嗎？他想退出嗎？我立刻就產(chǎn)生了同情心。我累了。我有疑慮。我想放棄。但是，就像里維爾的馬一樣，我繼續(xù)前進(jìn)。我努力工作。我檢查我的拼寫。我請(qǐng)我的姐姐來(lái)糾正我的語(yǔ)法。我從圖書館借出了半打關(guān)于保羅-里維爾的書。我甚至讀了其中的幾本。
當(dāng)我把作文交給老師時(shí)，他看了看，大聲笑了起來(lái)，然后說(shuō)："很好?，F(xiàn)在，再寫一遍。" 我又寫了一次，又一次，又一次。當(dāng)我最終完成它時(shí)，獲勝的想法已經(jīng)讓位于寫作的樂趣。如果我沒有贏，我也不會(huì)在乎。
幾周后，當(dāng)我?guī)缀跬浟诉@個(gè)比賽時(shí)，傳來(lái)了這個(gè)消息。
___________________________________________________________________________________________________________________________________________________________________________________
頒獎(jiǎng)結(jié)束后我去了老師的辦公室。
____________________________________________________________________________________________
【百科知識(shí)】
the sinking f the Titanic （泰坦尼克號(hào)沉船事件）
1912年面世的巨型游輪泰坦尼克號(hào)是當(dāng)時(shí)世界上體積最龐大、內(nèi)部設(shè)施最豪華的客運(yùn)輪船，有 “永不沉沒”的美譽(yù)。然而，在它的首次航行中在與一座冰山相撞，造成船體破裂，沉入了大西洋。泰坦尼克號(hào)沉船還因?yàn)橛烧材匪?卡梅隆指導(dǎo)的電影《泰坦尼克號(hào)》，而讓 “Jack & Rse”的故事家喻戶曉。在考試題目中，主人公的論文是圍繞泰坦尼克號(hào)的沉船事件展開的。因?yàn)樗膶懽魉接邢蓿鐣?huì)學(xué)老師讓他用表演的方式將自己研究該話題的論文表演出來(lái)，并一人飾演所有角色。這場(chǎng)表演逗得老師開懷大笑。“Writing was s difficult and painful fr me that... N ne laughed harder than he did.” 在考試?yán)m(xù)寫的過(guò)程中，該背景知識(shí)可能并不會(huì)對(duì)我們的理解和作答造成影響，但是我們可以思考將此處內(nèi)容設(shè)計(jì)成一個(gè)“ech(回應(yīng))”。這里我們可以充分相信學(xué)生的創(chuàng)造力，豐富程度會(huì)遠(yuǎn)超我們一線教師的想象力。
Bstn
波士頓（Bstn）是美國(guó)馬薩諸塞州的首府和最大城市，也是美國(guó)東北部的新英格蘭地區(qū)的最大城市。
波士頓位于美國(guó)東北部大西洋沿岸，地跨景色美麗的查爾斯河，創(chuàng)建于1630年，是美國(guó)最古老、最有文化價(jià)值的城市之一。美國(guó)歷史上發(fā)生的波士頓傾茶事件，最終引起著名的美國(guó)獨(dú)立戰(zhàn)爭(zhēng)。
3. Lexingtn
萊克星頓（Lexingtn，又被翻譯為列克星敦），是美國(guó)的一個(gè)小鎮(zhèn)，因美國(guó)獨(dú)立戰(zhàn)爭(zhēng)在此打響而著名。
萊克星頓槍聲（也叫列克星頓槍聲）1775 年4 月18 日晚，天空漆黑一片，兩匹快馬從波士頓向康科德方向急馳而去。馬背上的兩個(gè)人，一個(gè)叫保爾·瑞維爾，一個(gè)叫威廉·戴維斯。他倆都是北美爭(zhēng)取民族解放的秘密組織“自由之子社”的民兵戰(zhàn)士。他們?cè)诓ㄊ款D打探到總督兼英國(guó)駐軍總司令蓋奇即將派軍隊(duì)到康科德搜查反英秘密組織的軍火倉(cāng)庫(kù)，并要逮捕愛國(guó)者領(lǐng)導(dǎo)人。他們連夜騎馬向各地的民兵報(bào)警。他們很快來(lái)到近郊的萊克星頓村，把英國(guó)軍隊(duì)就要來(lái)搜查的消息告訴當(dāng)?shù)氐拿癖鴤?，然后又飛身上馬直奔康科德。民兵們得到消息后，很快集合起來(lái)，埋伏在樹林里、公路旁，等候英軍的到來(lái)。
19 日清晨，天剛蒙蒙亮，800 名穿著赭紅色軍裝的英國(guó)輕步兵，在少校指揮官史密斯的帶領(lǐng)下，乘著薄霧，偷偷地來(lái)到萊克星頓村邊。他們正要摸進(jìn)村子，忽然發(fā)現(xiàn)村前的草坪上列隊(duì)站著幾十個(gè)村民。這些人個(gè)個(gè)手握著槍，怒視著英國(guó)人，史密斯發(fā)現(xiàn)情況不妙，舉起軍刀指揮英軍向前沖殺?！芭?！” 沒有人知道是誰(shuí)開了第一槍。中彈的英軍一個(gè)又一個(gè)倒在地上，在激戰(zhàn)中有8 位民兵戰(zhàn)士獻(xiàn)出了自己的生命。由于敵眾我寡，英軍很快沖進(jìn)村莊，并向康科德鎮(zhèn)猛撲過(guò)去?？墒撬麄冓s到時(shí)，民兵們?cè)缫寻褟椝帋?kù)轉(zhuǎn)移了，愛國(guó)者領(lǐng)導(dǎo)人也隱蔽起來(lái)。英軍除了糟蹋糧食外，什么也沒有找到。史密斯命令士兵趕緊撤退，可是這已經(jīng)晚了，四面八方響起一陣陣槍聲，一排排子彈從房頂、樹林、草叢中射來(lái)，穿著紅色軍裝的英國(guó)士兵成了活靶子，一批接一批倒下。史密斯被打得抱頭鼠竄，狼狽不堪地逃回波士頓。這一仗，北美民兵共打死打傷英國(guó)士兵247 人，取得輝煌的戰(zhàn)績(jī)。來(lái)克星頓的槍聲，揭開了美國(guó)獨(dú)立戰(zhàn)爭(zhēng)的序幕。這槍聲像信號(hào)一樣。很快傳遍英屬北美13 個(gè)殖民地。從此，反對(duì)英國(guó)殖民統(tǒng)治的戰(zhàn)火燃遍了北美大地。
【下水作文集錦】
A few weeks later, I almst frgt the cntest when the news came. When studying at hme, I received a message frm my teacher. With my heart punding wildly, I clicked n the message , in which he cngratulated me n winning the first prize. Never did I imagine I wuld gt a prize. Only after reading the text ver 3 times was I fully sure that I made it! I jumped t my feet, a wild gaiety taking hld f me. The next day my schl launched an award presentatin where I received a thunderus applause and cheers frm my classmates and teachers, my heart as sweet as hney.
I came t the teacher's ffice after the award presentatin. Hardly had I entered the ffice when he cried with thrill “Cngratulatins! Yu are the best ne!” His smile lit up the whle rm. Filled with gratitude,I smiled “ Withut yur help, I culd never have been able t achieve it. Thank yu, teacher.” Lking back, I was aware that my effrts had finally paid ff. I was mre than cnvinced that with perseverance and dedicatin, I culd accmplish whatever I desire.
2.A few weeks later, I almst frgt the cntest when the news came. “Yu wn the first prize, my dear!” Wrds failed me when I heard this unbelievable news and I was rted t the grund dumbfunded. The cheerful applause and hearty “Cngratulatins!” f my classmates cnfirmed what I heard t be true. And the next thing I culd remember was my thrill at the award presentatin ceremny. Hlding the trphy fr the winner in hand, I felt a mixed ripple f excitement and gratitude uncntrllably creeping int my heart, with the encuraging wrds f my teacher emerging in my mind.
I came t the teacher's ffice after the award presentatin. “ yu, my dear teacher!” I uttered these wrds with a bit shy yet firm vice. “Yu shuld thank yurself! Yu are the gld! I’m just the ne wh sptted it!” On my way hme, sft breeze kissed my face, as if praising me fr my success. I was s grateful t my teacher, a steady rck cntinuusly encuraging me and firmly supprting me, helping me get rid f my self-dubt. At that instant, it dawned n me that everything pales int insignificance in cmparisn with the lving supprt f thse wh care abut us, which will live fresh and fragrant in ur hearts frever!
3. A few weeks later, I almst frgt the cntest when the news came. Never in my wildest dream did I expect that I wn the first prize! In a blink f an eye, the whle class brke int lud cheers and applause, bringing me a sense f achievement and satisfactin that I had never experienced befre. Sn came the award presentatin. I came n stage amid clapping and cheering. Waving frm the audience, my teacher cast me a beaming smile frm which I culd read pride and appreciatin. I felt a burst f gratitude welling up in my heart and surging thugh me.
I came t the teacher’s ffice after the award presentatin. Unable t cntain my excitement, I wrapped my arms arund my teacher tightly, “Withut yur encuragement, I culdn’t have achieved my persnal best. Thanks a millin!” Tuching my head gently, my teacher smiled, “I lve yur stries. I tld yu that yu have a gd sht at it.” Frm then n, writing was anything but difficult and painful fr me. And whenever I gt tired, had dubts r even wanted t quit, the fabled hrse wuld gallp in my mind, as if saying “Keep ging!”
A few weeks later, when I almst frgt the cntest, there came the news. I was nestled in the tranquility f my czy rm when the phne ringing snapped me back t reality. It was my scial studies teacher wh was n the ther end. Withut any pleasantries, he blurted ut, “Yur stry claimed the tp! Yu made it!”，in a lud vice with unspken pride. As a student wh was always struggling with the intricacies f English, I culdn’t believe I had clinched an English writing cntest. My heart was a flurry f emtins; ecstasy, excitement, uncertainty... As scheduled, I came t the award presentatin ceremny several days later. When I was standing n the stage, hlding the trphy awkwardly, I awke t the realizatin that my teacher had ignited my deep-seated passin fr writing and gifted me with the strng cnfidence against all dds. I culdn’t wait t see him.
I went t my teacher’s ffice after the award presentatin. With the trphy clutched tightly in my hand, I kncked lightly n the dr. Then I saw him beckning me in, with a knwing smile. “That’s really smething! Cngratulatins!”, he beamed. Right there, in frnt f my respected teacher, my blushing face spke fr itself. I stuttered with, “Thank... yu..., fr all yu did, fr... bringing me the jy f writing.” That was a mment f understanding, a mment f gratitude t a mentr wh had walked the extra mile t help a student t explre his new-fund adre fr writing, and als a mment that paved the way fr my future career path which was turning a struggling nn-native English speaker int an acclaimed authr.
5.A few weeks later, when I almst frgt the cntest, there came the news. I was awarded the first prize wing t my riginal writing style. At that pint, a wave f thrill washed ver me n knwing my hard wrk and dedicatin had paid ff. That award was nt just the recgnitin f my effrts, but als a testament t the effectiveness f my teacher’s guidance and supprt. It was my teacher wh ffered me the pprtunity t shwcase my talent and gave me the cnfidence t cntinue pursuing my passin fr writing.
I went t my teacher’s ffice after the award presentatin. The mment I saw the familiar face, tears welled up in my eyes. “Gd news?” he walked up t me with an expectant lk. I ndded prudly. With excitement spreading ver his whle face, he held my hands firmly, saying, “Great, yu made it.” “The jurney t success is nt smth,” he cntinued, “Determinatin and ptimism are what it takes t cnquer yur fear and accmplish yur gal. Remember, never say never.”
題型
主題
體裁
字?jǐn)?shù)
難易度
完形
人與社會(huì):寵物公益航班
記敘文
209
中
語(yǔ)法填
人與社會(huì):教熊貓飼養(yǎng)員講英語(yǔ)
記敘文
206
易
應(yīng)用文寫作
人與社會(huì):給外教提口語(yǔ)分組建議
應(yīng)用文
難
讀后續(xù)寫
人與自我:在老師的鼓勵(lì)下參加作文比賽并獲獎(jiǎng)
記敘文
320
難
動(dòng)詞
名詞
形容詞、副詞
短語(yǔ)
最小空間距
最大空間距
5
3
5
2
5
18

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