2025屆高考英語(yǔ)二輪復(fù)習(xí)書(shū)面表達(dá)跟著名師學(xué)寫(xiě)作含逐句點(diǎn)評(píng)解析學(xué)案

PAGEPAGE1跟著名師學(xué)寫(xiě)作（含逐句點(diǎn)評(píng)解析）雖然我有太多的話題想說(shuō)，但是每周能抽時(shí)間寫(xiě)成的只有兩三篇。本期的話題是基于始終以來(lái)有人問(wèn)我如何學(xué)習(xí)，卻遲遲不愿付出行動(dòng)。我想說(shuō)的是，方法其實(shí)不重要，重要的是行動(dòng)。學(xué)問(wèn)的積累無(wú)非就是多讀，多練，無(wú)它。所謂大道至簡(jiǎn)。昨天的時(shí)間略微足夠一點(diǎn)，所以，這篇我加上了批注。自己給自己寫(xiě)的文章加評(píng)注和分析，也不是多見(jiàn)的吧，好像有點(diǎn)高調(diào)了。不管怎么說(shuō)，但愿對(duì)您有點(diǎn)用。ActionandMeaningHowdoImakemystudyplan?Whatisthepointofmydecisioniftheresultseemscarvedinstone?...評(píng)析：開(kāi)頭用疑問(wèn)句用來(lái)設(shè)置懸念，也是點(diǎn)名主旨。這也是爭(zhēng)論文的一種行文常規(guī)手段。What’sthepointofdoing…，用來(lái)詢問(wèn)做某事的意義何在。Becarvedinstone，英文說(shuō)明：Ifasuggestion,plan,rule,etc.iscarvedinstone,itcannotbechanged。一般否定句更常用，用來(lái)表明并非一成不變。Iwasaskedthesequestionsrecentlybyoneofmystudents.Hecouldrecitemanyso-calledgoldenrulesinEnglishlearningbutfearedhiseffortwouldbeinvainifhemadeaninsensibledecisionortheactionwouldgethimnowherebecausenopay-offwasinsighttemporarily.Hetoldmethathefeltoverwhelmedanddemotivated,unabletomakeevensmalldecisions.評(píng)析：詳細(xì)說(shuō)明上段疑問(wèn)句產(chǎn)生的背景。這位同學(xué)患得患失，既想做出安排，又擔(dān)憂安排沒(méi)有意義，從而始終不敢去行動(dòng)，或者淺嘗輒止。Goldenrule,英文說(shuō)明：averyimportantprinciple,wayofbehavingetcthatshouldberemembered。當(dāng)然，這里也可以用recipe，secret等詞。invain徒勞的；getsbnowhere讓某人一無(wú)所獲；pay-off回報(bào)，比benefit更簡(jiǎn)單理解；overwhelmed必知所措的；demotivated消極的，失去動(dòng)力的。這兩個(gè)詞連用，用來(lái)突出茫然的狀態(tài)，當(dāng)然也可以選用ataloss，我原來(lái)運(yùn)用havenottheslightestideaof…，但是為了簡(jiǎn)潔，就棄用了。Forafewsecondsitstumpedme,mainlybecauseI’veneverviewedEnglishlearningasacollectionforahamoments.It’sacontinuum,alifelongawakeningtothediversityofforeigncultures.Butitisnotthecasewiththepoorboy.Hispatiencewasalmostexhuasted.Themoretimespentinvalidatinghisideasorplans,themoredoubtsarousedaboutthemeaning.評(píng)析：此段承接上段，從我對(duì)英語(yǔ)學(xué)習(xí)的感受談到這個(gè)學(xué)生的逆境的詳細(xì)狀況，為下段深化剖析緣由做伏筆。stump:tobeunabletoansweraquestionorsolveaproblembecauseitistoodifficult。我原來(lái)用corner，但stump這個(gè)詞是特地針對(duì)無(wú)法回答別人的問(wèn)題，更精確。Ahamoments頓悟時(shí)刻；alifelongawakeningto...對(duì)……的終身的領(lǐng)悟（這個(gè)詞塊是我借用的，表示對(duì)學(xué)問(wèn)的如饑似渴地接收）；itisnotthecasewith...某人狀況并非如此；validate證明……的有效。Therootoftheproblemsliesintheindecisioncausedbytoomanychoices.Themorechoiceswe’regiven,thelessablewearetomakeadecision.Ourindecisioninturnpushesustojustifythenextmove--tofigureoutwherethemeaningisdirected.Weworryaboutdoingthewrongthingandobsessoverinconsequentialdetails.Andsadly,weendupsquanderingthemostimportantmomentsofourlives.JustasYangJiang,awell-knownwriter,putinherresponsetoayoungbewilderedreader,allhisproblemscanbesummrizedasthinkingtoomuchandreadingtoolittle.Similarly,theboy’sproblemislackofstrongandswiftaction,whichisthesteppingstonetoamoreaware,thoughtfulexistence.Actually,thereisnoknownformulatosuccess.Themostefficientwayisalwaysthesimplestone.評(píng)析：本段剖析了遲疑不決的兩個(gè)主要緣由：選擇太多導(dǎo)致無(wú)所適從；患得患失導(dǎo)致在次要細(xì)微環(huán)節(jié)上奢侈時(shí)間。最終得出結(jié)論：大道至簡(jiǎn)。獲得的學(xué)問(wèn)的途徑并不重要，關(guān)鍵是快速行動(dòng)起來(lái)。therootof...問(wèn)題的根源；indecision遲疑不決；justify證明……是合理的，這個(gè)詞是爭(zhēng)論文中常用詞，可以替換thereasonfor;squander奢侈；bewildered困惑的；strongandswiftaction堅(jiān)決和快速的行動(dòng)，原來(lái)我用的是actionwithstrongbeliefandfastspeed，這樣修改后，就簡(jiǎn)潔有力了,并且strong和swift形成頭韻的修辭效果；steppingstone墊腳石，這里是比方；formula途徑，事實(shí)上這個(gè)詞和recipe等是同義的。Lifeisajourney,notabusinessplan.Wherewe’regoingdoesn’tmatterasmuchaswethinkitdoes.Moreoftenthannot,wejustneedtomoveinadirectionwithoutanyregretinsteadofhesitatingaboutgainsorloss.Aswebuildmomentum,wecanlearntosteer.Thisisthewaylifeworks.Justaswithridingabike,wecansteermoreeasilythefasterwe'regoing.Andconversely,ifwe'renotmovingandwetrytosteer,we'llprobablyfalldown.Isn'titinterestingthatfailureiswhathappensnotwhenwemovetooquickly,buttooslowly?Mostofusaretryingcarefullytoplanthefuture.However,theoppositeistrue.Theimpedimenttobeginningourlifeisthebeliefthatwecancontrolourfuture.Whatwecandoisparticipateinit.評(píng)析：此段是上一段段意的延長(zhǎng)，說(shuō)明行動(dòng)的重要性：行動(dòng)而非安排導(dǎo)致勝利，因?yàn)閷?lái)不行預(yù)料，且行且珍惜，并且通過(guò)比方來(lái)詮釋。（本段的比方也是借用名家手筆下的文字，讀者可以積累）Aswebuildmomentum,wecanlearntosteer.一旦勢(shì)頭有了，你就能學(xué)著操控全局。momentum動(dòng)力，勢(shì)頭；steer指導(dǎo)，操縱，下面的steer意為“駕駛，操縱方向”；conversely相反地；theoppositeistrue事實(shí)恰好相反，和theotherwayaround同義；impediment障礙。Meaningcanonlybefoundonthewaytothedestinationratherthaninmakingtheplan.Onthejourney,wecannotonlyfindmoreworthyofpursuit,butalsoexperienceasenseoffulfillmentinsolvingnewproblems.Takewritingforexample.Manyofusfocusonreadingandcollectingwritingmaterials,butseldomfeelitistheripetimeforpractice.Infact,onlyintheprocessofwritingcanwelearntoorganizeourideasandputwhatwehavepreparedtogooduse.Meanwhile,wecanseeknewinsightintothetopicandinstillinspirationinit.評(píng)析：此段從另一個(gè)角度說(shuō)明行動(dòng)行動(dòng)大于意義，意義在行動(dòng)中產(chǎn)生。theripetimefor...的合適時(shí)機(jī)；seekinsight尋求新的見(jiàn)解；instillinspiration注入靈感。However,wehavetobearinmindthatactionalonecannotwork.Actionshouldbemarriedwithperseverance.Itwilltaketimetoreapthebenefitofyourlong-timeaction.Effortsmadeandopportunitiesmaximized,youwillseethepointineachmomentofyourlife.Let'slearntolaborandtowaitwithaheartforanyfate.評(píng)析：此段為總結(jié)，也是對(duì)第一段的問(wèn)題作出進(jìn)一步回答。行動(dòng)應(yīng)當(dāng)和恒心結(jié)合起來(lái)。最終一句我引用了朗費(fèi)羅的詩(shī)句，稍加改編。我時(shí)常告知自己：但行好事，莫問(wèn)前程；不忘初心，方得始終。marry...with...相當(dāng)于combine...with...；reapthebenefitof收獲；effortsmadeandopportunitiesmxaimized是獨(dú)立主格結(jié)構(gòu)，表示條件。maximize最大程度利用。最終一句改編自美國(guó)詩(shī)人Longfellow的詩(shī)句：Stillachieving,stillpursuing/Learntolaborandtowait.不斷進(jìn)取，不斷追求/擅長(zhǎng)勞動(dòng)，擅長(zhǎng)等待。DisciplinewithouttrustItisnotuncommonthathighschoolstudentsareconfinedtotheirschoolslikecagedbirds.Ironically,thesamehasbeentrueoftheirteachers.Someheadmasters,orrather,theBigBrother,liketokeepalltheteachersinthepalmoftheirhandsandsupervisetheiractionanytimeandanywhere.Itcanboildowntodiscipline,awordoneveryone'slips.Unfortunately,disciplinehasbeenabusedtosuchadegreethatmanyhypocritesdisguisethemselveswithit.Theyneverkeepanotherword—trust—inmind.Nodisciplineintheabsenceoftrustcanwork.Aschooldiffersfromafactoryinthattheteacherisnottheworkerstandingontheassemblylinemechanically.Itisnotindoubtthatthereisnoknownwaytogeneratecreativegeniuses,ortogetstudentstoproducenovel,ground-breakingideasiftheyarechainedtothedesksthewholeday.Itisthesamewithteachers.Toteachproductively,ateacherneedstointernalizeanduseintellectualstandardstoassesshisteaching.Theycomefromthefreedomtothink,planandact.Mostimportantly,hemustlovehisteaching,hisstudents,hisschoolfromthebottomofhisheart.Anydoubtontheteacher’sdiligenceandintelligencewilldomoreharmthangoodandthusfrustratethegreateffortsmadeinthedaysandnights.Forexample,thefactthatstudents’academicperformanceinseniorhighschoolisdeclininghasbeengnawingatthewholesocietyofnorthJiangsuprovince,especiallythelocalgovernments.Theresultisthatteachingreforms,reasonableonlytheoreticallythoughkindofwell-intentioned,arestrictlyenforcedintheend.Whoknowswhatisinstoreforthereformwhichisindifferenttothegrowingcomplaintsfromtheteachers?Anotherreasoniscultural,resultinglargelyfromthemassmedia’sportrayalofteachers.Themediafrequentlyrepresentsthehighschoolteacherasacousintosomesaint,spontaneous,asourceofoff-beatideas,butoftenoutoftouchwitheverydayreality.LiZhenxi,acelebratedChineseteacher,yesterdaypointedoutthatweteachersarenot,asadmittedgenerally,theengineerofhumanbeings’soul.Whenweunderstandtrustanddisciplinetrulyanddeeply,werecognizethemasinseparable,integrated,andunitary.Weneednotappealtotheesoteric,therecondite,orthearcane.Trustanddisciplinefunctionbestintandem,liketherightandleftlegsinwalkingorrunning.Relianceoneitheroneseparatelyonlyensuresthatbothramainfutile,or,justasunfortunate,arereducedtostereotypeandcaricature序言學(xué)了這么年，你可能并不知道什么是真正的思索？我們每天在勞碌，我們每天在思索……我們好像很充溢，我們好像又很無(wú)聊。這一切都是怎么了？寫(xiě)篇英語(yǔ)文章著實(shí)不易，正應(yīng)了那句話：如人飲水，冷暖自知。不過(guò)，我已經(jīng)準(zhǔn)備把英語(yǔ)寫(xiě)作變成一個(gè)習(xí)慣。Someelegantandinsightfulreadingsofmyfriendsreallyinspiremetopickupmypen.Youneverknowyoucanalsowritesuccessfullyandhappilyuntilyougiveitashot.Especiallyintheprocess,thosewordswithjustanodacquaintancewithmepopupunexpectedly,smilingagentlesmileandgiggling,"Doyourememeberme?"Dearreaders,Itrytomakesurethestyleisappropriate.Idon'tallowanychunksusedinmyessaystocomefromnowhere.Actually,almostallofthembelongtovariouswriters.OnpurposefulthinkingOnestudentaskedmewhyhecouldnotfindanopensesametoEnglishafterrackinghisbrainsdayafterday.Actually,hisquestionhasbeenhauntingmanypeople.Mytwelveyears’teachingconvincesmethatbothstudentsandteachersdon’tknowasmuchaboutthinkingastheythink.Theytakeitforgrantedthattheproblemswillbesettledforgoodafterbeingfiguredout.Butitistheotherwayaround.Solet’sgettothebottomofthething.Ifwecontinuallymonitorandassesshowourthinkingisgoingandwhetheritisontherighttrack,thenwefindthekeyliesinpurposefulthinkingwhichinvolvesaims,creativityandcriticality.Thinkwithanendinviewratherthanforthesakeofasolutiontotheproblemathand.RobertFritzclaimsthattheattempttosolvejustaproblemcandonothingbutinviteanotherone.Thatis,weshouldlearntobearabigblueprintinmind.Thinkingthatisrandom,thatmeanderswithoutanorganizinggoal,isdoomedtofailure.Forexample,manystudentsaretorturedbythemostpuzzlingquestionsabouttheattributiveclause.Itisfarfromnecessarybecausewelearngrammarinordertograsptheframeworkanduseitforcommunicationandwriting.Itdoesn’tdeserveitiftimeiswastedonsuchcrosswordpuzzles.Thinkoutofthebox.Whenthinkingtakesonachallengingtask,themindmustcomealive,readyitselfforintellectuallabor,engagetheintellectinthinkingaboutthreepoints:whatthetaskis,howmuchIk