讀后續(xù)寫+企鵝觀察室的聰明之舉+講義- 高三上學期9月月考英語試題

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。WhenMaryenteredthesouthPolePenguinResearchLab,shesawherfriendTomgentlystroking(輕撫)apenguininhisarms.Aschildrenofthelabscientists,MaryandTomoftenobservedtheemperorpenguinsthatwerestudiedtounderstandhowtheyadaptedtoextremetemperatures—insightsthatcouldaidhumansurvival.“We’rethirteen,Tom.It’stimetogrowupandstopplayingwiththelabpenguins,”saidMaryasshestartedcleaning.“They’reresearchanimals,notpets.”“Butthebirdslistentome1”insistedTom,hisbreathformingacloudinthefreezingair.“You’rejusttryingtobeapenguinwhispereragain,”Maryreplied,shakingherheadwithagentlesmile.Thepenguinsseemedplayfulastheywalked,dove,swamandchasedtheirlivefishforsportbeforeeating.Suddenly,analarmrangoutandredlightsflashed,signalingaproblem.Thekidsrushedovertolookintoit.“It’scolderthanbefore—there’siceformingonthewater,”notedTom.Thoughalwayscold,Maryhadneverseeniceherebefore.Shecheckedthehabitatmonitorandfoundthatthetemperaturehadgonedownalot.“Theheatermustbebroken!”Maryquicklysentamessagetotheirparents’researchteam,whowereconductingoutdoorstudies.Withtheadultsaway,thekidswouldhavetodealwiththefreezingconditionsuntilhelparrived.TimedraggedasMaryandTomanxiouslywaited.Theincreasingcoldcausedthemtoshake.“Iwonderwhatemperorpenguinsdoinextremecold,sincetheystayinthePoleallwinterinsteadofgoingsomewherewarmer,”askedMary.“Theyhuddle(擠作一團),”Tomanswered.“Theyhuddletogethertightlysothatthebirdsinthemiddlewillbewarmenough.”“Whatabouttheonesontheedge?”Maryasked.“Theypushtheirwaytowardsthecenter,andthenmovebackouttotheedge,andstrugglebackagain.Scientistsintheearly21stcenturyrecordedit.”Herepliedashestaredatthelargecrowdofthepenguinsinthelab.注意：1.續(xù)寫詞數(shù)應為150左右；2.請按如下格式在答題卡的相應位置作答?！盜haveanideatostaywarm1"Tomshoutedexcitedly.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Twoandahalfhourslater,theparentsreturnedwithhelp.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________原文情感發(fā)展線：1.日常觀察：Mary和Tom作為科學家的孩子，對企鵝的日常觀察充滿了好奇和興趣。2.責任感與成長：Mary提出他們應該成熟一些，不再把研究用的企鵝當作寵物玩耍，顯示了她對責任的認識。3.緊急情況：實驗室的加熱器故障導致緊急情況，孩子們感到焦慮和不安。4.創(chuàng)造性解決方案：Tom提出模仿企鵝的抱團取暖行為，這顯示了他們的創(chuàng)造性思維和對所學知識的運用。5.合作與互助：孩子們和企鵝的合作取暖行為體現(xiàn)了互助和合作的情感。故事發(fā)展線：1.背景設(shè)定：介紹了Mary和Tom在企鵝研究所實驗室的背景。2.沖突引入：實驗室的加熱器出現(xiàn)故障，導致室內(nèi)溫度急劇下降。3.問題解決：Tom提出解決方案，即模仿企鵝的抱團取暖行為。4.行動實施：孩子們開始實施他們的計劃，組織企鵝圍成一圈。5.等待救援：孩子們和企鵝一起等待父母的歸來和救援。好句分析：-"Hisbreathformingacloudinthefreezingair."這句話通過視覺化的描述增強了場景的寒冷感，同時也表現(xiàn)了Tom對企鵝的溫柔和關(guān)愛。-"Thepenguinsseemedplayfulastheywalked,dove,swamandchasedtheirlivefishforsportbeforeeating."這句話生動地描繪了企鵝的活潑和自然行為，為后續(xù)的緊急情況提供了對比，增強了故事的緊張感。續(xù)寫包含的內(nèi)容要點：1.實施解決方案：描述Tom和Mary如何組織企鵝圍成一圈，并成功地通過抱團取暖來抵御寒冷。2.情感體驗：描述孩子們在緊急情況下的感受，以及他們?nèi)绾瓮ㄟ^合作和創(chuàng)造性思維來解決問題。3.父母歸來：描述父母回來后的場景，他們對孩子們的解決方案的反應，以及他們?nèi)绾涡迯图訜崞鳌?.教訓與成長：強調(diào)這次經(jīng)歷給孩子們帶來的教訓，以及他們對企鵝行為和人類適應性的新認識。5.情感升華：通過這次經(jīng)歷，孩子們對企鵝的理解和對科學研究的尊重得到了加深，同時也體現(xiàn)了他們的成長和責任感。參考答案“Ihaveanideatostaywarm!”Tomshoutedexcitedly.Spreadinghisarms,hesuggestedjoiningthepenguinhuddles.Worriedthatthepenguinswouldn’tletthem,MaryhesitatedbutwassoonpersuadedbyTom’sassuringgrin.Heslowlyapproachedthecrowdedpenguins,crouchingdown.Gentlystrokingthemwithcare,hewhisperedsoftly.Thoughstartledatfirst,thepenguinsrecognizedTomandlethimintotheirgroup.Maryquicklyfollowed.Thechildrensqueezedintothehuddle’sedgewiththepenguins.Justasthebirdsdid,theymovedtowardthemiddleandbackoutasthegroupshifted.Twoandahalfhourslater,theparentsreturnedwithhelp.Rushingincallingforthekids,theyweresurprised.ThechildrenweresafelysurroundedbyEmperorsinalargebundle.Whenaskedhowtheystayedwarm,thekidslookedateachotherproudly.“WeusedwhattheEmperorPenguinsdo,”theytoldtheirparents.MarypattedTom’sshoulderwithadmiration,callinghimapenguinwhisperer.Withabigsmile,Tomgavecredittothepenguinswhotaughtthemalot.Theirteamworkhadseenthemthroughthedifficultcoldwiththepenguins’aid.參考答案分析語言分析：1.動作描寫：文章中使用了動詞如“stoodupslowly”（慢慢站起）、“edgedtowards”（緩緩走向）、“trembling”（顫抖）來描繪Jack緊張的情緒狀態(tài)。這些動作細節(jié)增強了讀者對Jack緊張心理的感知。2.情感表達：形容詞如“tongue-tied”（語塞的）、“pale”（蒼白的）和“grateful”（感激的）以及副詞“encouragingly”（鼓勵地）傳達了角色的情感變化，從緊張到自信，再到感激。3.比喻和象征：“Wordsflowedfromhislips”（話語從他口中流出）這個比喻表達了Jack一旦開始演講，言語就自然流暢地表達出來。Katherine的微笑被描述為“asymbolofhisjourneytoself-assurance”（他自信之旅的象征），象征著她對他的支持和鼓勵。4.節(jié)奏和語氣：文章的節(jié)奏隨著Jack的演講進展而變化。開始時，句子短而急促，反映了Jack的緊張；隨著他逐漸進入狀態(tài)，句子變得更長，語氣也更加流暢，反映了他自信心的增長。情節(jié)分析：1.緊張的開始：故事以Jack的緊張情緒開始，他的動作和表情描繪了一個在公眾場合感到不安的角色。2.轉(zhuǎn)折點：Katherine的微笑成為了故事的轉(zhuǎn)折點，它給了Jack所需的鼓勵，使他能夠開始他的演講。3.成長與克服：隨著Jack的演講進行，他逐漸克服了自己的緊張，這表現(xiàn)在他的話語流暢和手勢的自然。這個過程象征著他個人成長和自信心的建立。4.成功與認可：Jack的演講結(jié)束后，同學們的掌聲不僅是對他演講的認可，也是對他個人克服障礙的肯定。這標志著他社會地位的提升和自我認同的增強。5.內(nèi)心變化：Jack的內(nèi)心變化是故事的核心。從一個被口吃定義的人到一個能夠克服個人障礙的人，他的故事是關(guān)于自我發(fā)現(xiàn)和自我肯定的。6.結(jié)局：故事以Jack的積極變化結(jié)束，他感到輕松，知道自己給同學們留下了深刻的印象。這個結(jié)局給讀者留下了溫馨和樂觀的感覺，強調(diào)了個人努力和支持他人的重要性。下水文1"Ihaveanideatostaywarm,"Tomshoutedexcitedly.Herememberedhowthepenguinssurvivedtheharshestconditionsandsuggestedtheymimictheirbehavior."Let'shuddletogetherlikethepenguinsdo!"Mary,thoughskepticalatfirst,agreedtogiveitatry.Theygatheredallthepenguinsinthelabandstartedarrangingtheminalargecircle.Thechildrenpositionedthemselvesinthecenter,surroundedbythewarmbodiesofthepenguins.Thewarmthfromthebirdsseepedthroughtheircoldsuits,andtheyfeltthechilloftheroomlessen.Thepenguins,seeminglyappreciativeofthehumanwarmth,snuggledcloser,creatingasymbioticembraceofsurvivalagainstthebitingcold.Twoandahalfhourslater,theparentsreturnedwithhelp.Theywereastonishedtofindthechildrenandpenguinshuddledtogether,ascenethatwasbothcomicalandheartwarming.Theheaterhadindeedmalfunctioned,andthequickthinkingofTomandMaryhadnotonlykeptthemwarmbutalsomaintainedthehealthofthepenguins.Theirparentspraisedthechildrenfortheirresourcefulnessandunderstandingofthepenguins'behavior.Theincidentbecameamemorabletaleintheresearchlab,atestamenttotheadaptabilityofbothhumansandanimalswhenfacedwithadversity.Italsoservedasareminderoftheimportanceoflearningfromnatureandthewisdomitcouldimpartinthemostunexpectedsituations.下水文2"Ihaveanideatostaywarm,"Tomshoutedexcitedly.Hiseyeslitupasherecalledthebehavioroftheemperorpenguinshehadstudied."Wecanmimictheirhuddlingtechniquetoconserveheat!"Mary,despiteherinitialreservations,waswillingtotryanythingtocombatthedroppingtemperatures.Theybegantogatherthepenguins,directingthemtoclustercloselytogether.Thechildrenpositionedthemselvesnearthecenterofthehuddle,withthepenguinsformingadense,livingblanketaroundthem.Thestrategyworked;thecollectivebodyheatofthepenguinsbegantowardofftheencroachingcold.T