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Section Ⅳ　Writing about a war hero
Ⅰ.閱讀理解
A
　　Sharon Estill Taylor has no first-hand memories of her father. The World War Ⅱ fighter pilot was shot down over Germany in April 1945， when Taylor was just three weeks old.When Taylor was young， her grandmother often shared stories about their fallen hero. “Nana， it’s OK，” Taylor assured her. “I’m going to find him and bring him home.”
　　Grandmother gave Taylor a silver box containing some 450 handwritten letters between her parents， spanning from their high school to the year 1945. Also included were six months’ worth of unopened letters. Taylor learned that on 13 April 1945， Estill had taken off to attack a railway station and destroy Nazi supply lines. She found a reference to a possible crash site near the town of Elsnig in eastern Germany.
　　With the collapse of the Berlin Wall， it became possible for Taylor to visit the potential crash site. She connected with German military historian Hans-Guenther Ploes， who agreed to help her try to find and identify any aircraft and human remains. In 2005， a team， accompanied by Ploes and Taylor， led a three-week dig. From the moment she set foot on the site， Taylor could feel that her dad was there. DNA analysis confirmed that the remains were his. On a sunny day， Taylor and her family buried her father’s remains at Arlington National Cemetery. Beyond fulfilling her promise to her grandmother， Taylor says her mission has been to get closer to her father and his legacy.
　　She has also come to realize that there are many Americans who’ve lost parents and loved ones in military conflicts overseas and wishes they knew more. Taylor shares her story widely， raising awareness of soldiers who never return from war and the significance of recovery efforts. An estimated 81，000 American service members’ bodies remain unaccounted for from past conflicts， but fortunately there are constant efforts to locate the fallen and bring relief to their families.
　　Taylor will never know exactly what her father’s final moments were like but she feels， in a way， that her father has finally come home.
1.What can we infer from the first two paragraphs？（　　）
A.Taylor’s father delivered supplies in the war.
B.Taylor got along well with her father as a kid.
C.Taylor’s parents used to write letters to each other.
D.The exact crash site where Taylor’s father died was recorded.
2.What probably discouraged Taylor from seeking her father at first？（　　）
A.No one was willing to assist her.
B.Germany wasn’t reunited at that time.
C.There weren’t any clues about the battle.
D.Science and technology were not advanced.
3.Why does Taylor want others to know her story？（　　）
A.To help make her grandmother’s wish come true.
B.To let the readers know more about World War Ⅱ.
C.To pay her respects to fallen heroes like her father.
D.To show the possibility of regaining heroes’ remains.
4.Which of the following is a suitable title for the text？（　　）
A.Cherish Parents’ Love
B.Let Heroes Return Home
C.Never Forget the History
D.Meet Grandmother’s Wish
B
　　More and more， while we are in schools and doing mediation （調(diào)解） with students， we find out that the conflict is more widespread than just them.It may involve other siblings （兄弟姐妹） and sometimes parents， guardians， aunts and uncles.This means that while we can do a lot of work with the students themselves， the root of the conflict we are trying to address is much deeper and needs to include more people in the conversations.
　　A few weeks ago， two of CCR’s （Center for Conflict Resolution’s） restorative justice coordinators （協(xié)調(diào)者） had a case that involved four students and their five guardians.During the beginning parts of the mediation， some of the adults in the room started to become heated and defensive of their child.A confrontation （對(duì)抗） occurred between a grandmother and one of the moms.CCR mediators separated the two parties and allowed them each to calm down.Then， CCR staff invited everyone in the room to pause and refocus on the task at hand.As a group， they reviewed the guidelines and actually added some that addressed why the adults were feeling so defensive.
　　Then， something incredible happened： The grandmother and the mom who were upset with each other earlier apologized to each other.They each said they had no issue with each other after hearing the other’s perspective.They hugged and agreed to communicate in a more positive way.
　　After the students witnessed this， they asked to have some space.They left the room together and as the adults watched from the window， they hugged each other and apologized.Once they came back into the room， the students made a plan for how to communicate in the future using the example of their guardians.At the end of the mediation， a student said， “It was easier to apologize when I saw it done.”
　　The power of role models is far beyond what we know.By modeling how to be angry effectively， we can change how our youth respond when they are angry too.
5.What is needed to deal with conflicts in schools according to the author？（　　）
A.More coordinators.
B.Broader conversations.
C.A simpler mediation process.
D.More communication with the students involved.
6.How did the grandmother and the mom feel at the beginning of the mediation？（　　）
A.Surprised. B.Doubtful.
C.Regretful. D.Annoyed.
7.What did the students do after leaving the room？（　　）
A.They made a secret plan.
B.They said sorry to each other.
C.They cleared a space for play.
D.They communicated with their guardians.
8.What would be the best title for this text？（　　）
A.The Nature of Conflicts
B.The Power of Role Models
C.The Correct Ways to Apologize
D.The Challenges of Family Relationships
Ⅱ.完形填空
　　It isn’t every day that the future and the past get to meet on national television.
　　When his wife of 72 years passed away six years ago， Peter Davies 　9　 he felt like “almost soul”. The 100-year-old man from Macclesfield， England 　10　 to find new purpose in his life， so when his daughter suggested he offer his help at the local elementary school， he 　11　 to go for it.
　　“I was married for 72 years， and when my wife died， life changed 　12　，” Peter explained.“My daughter suggested that， to get some 　13　 back into my life， I do something I’m 　14　 of doing.”
　　Peter chose to 　15　 at a primary school， and he was a huge 　16　 with all of the children he tutored.He 　17　 reading into a fun game. Besides， his new 　18　 as a grandfatherly figure made him feel more connected to his community than ever before.
　　“The 　19　 are great，” said Peter. “I’m sure I get more than the kids do. It is a lovely warm feeling that I 　20　 the community. I’m part of it. Moreover， my image is 　21　 .Wherever I go in the village， a child will shout ‘Hello， Mr Davies’. I feel 10 feet tall.”
　　Recently he was 　22　 with a British Empire Medal （BEM） on television with the youngest recipient， 18-year-old Dara McAnulty. “He is the future， and I am the past，”Peter said.“It’s just simple as that， it really is. I’m　23　 for him.”
9.（　）A.admitted　　　　B.suspected
C.proved D.argued
10.（　）A.refused B.struggled
C.regretted D.pretended
11.（　）A.failed B.determined
C.requested D.forgot
12.（　）A.dramatically B.temporarily
C.casually D.secretly
13.（　）A.information B.creation
C.affection D.meaning
14.（　）A.afraid B.tired
C.capable D.ashamed
15.（　）A.study B.perform
C.investigate D.volunteer
16.（　）A.star B.scholar
C.hit D.model
17.（　）A.expanded B.transformed
C.recovered D.compared
18.（　）A.responsibility B.challenge
C.status D.mission
19.（　）A.assistants B.instructors
C.applicants D.kids
20.（　）A.belong to B.object to
C.adapt to D.reach to
21.（　）A.apparent B.tremendous
C.flexible D.particular
22.（　）A.remarked B.accompanied
C.honoured D.impressed
23.（　）A.concerned B.respectful
C.embarrassed D.delighted
Ⅲ.語(yǔ)法填空
　　Henry Norman Bethune was a great Canadian doctor with a very creative mind and a 24.　　　　　 （determine） to help people. As a small boy， he became very interested in medicine and decided to become a doctor. After 25.　　　　　　 （graduate） from medical college in 1916， Bethune worked as a doctor in England， the US and Canada. He reinvented or redesigned over 10 medical instruments to make them 26.　　　　 （much） useful. He is best known for his service during the Chinese People’s War of Resistance Against Japanese Aggression.
In 1938， Bethune left for China， after he heard that many people were dying in the war. 27.　　　　　　 the difficult situation， Dr.Bethune did whatever he could 28.　　　　　　 （assist） the Chinese people. He helped to organize hospitals， 29.　　　　　　 （teach） doctors and nurses and showed people how to give first aid. He is respected as 30.　　　　　　 unique personality in the history of medicine， owing to the materialization of the concept of “mobile medical unit”. Some of the surgical tools developed by him 31.　　　　　　 （use） in surgeries even now. 32.　　　　　　 （sad）， Dr.Bethune passed away in November the following year and was buried in Shijiazhuang. After Dr.Bethune’s death， Chairman Mao Zedong wrote an article in memory of him， in 33.　　　　　　 he praised Dr.Bethune as a hero to be remembered in China.
Ⅳ.讀后續(xù)寫
　　閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
　　（2024·浙江湖州高二上期末）Charlie was very obedient to his parents and teachers， for which everyone loved him a lot. Due to his father’s job， his family moved to a new city， where he entered a new school. As Charlie was a good boy， soon most of his new classmates became his good friends. The teachers also praised this new boy， because of his intelligence and nice behavior to all.
　　But there was one boy in the class who did not like Charlie at all！ His name was Bill and he was a very naughty boy， for which no one liked him at all. He found that Charlie was a quiet boy. So he started creating troubles for his new classmate. At the lunchtime， when Charlie was having lunch， Bill came up to him and asked， “Hey， what do you have for lunch？” “It’s cake and sweets，” Charlie replied with a smile.
　　“I love sweets and so I will eat this food today，” Bill said grudgingly. He snatched the lunch box from Charlie. The other boys sitting around were furious， but no one dared to protest due to fears of being bullied by Bill and his little gang.
　　From that day on， Bill regularly ate Charlie’s lunch and even threw away the water from his water bottle one day. But Charlie still kept quiet and did not complain to the teacher. Bill never did his homework and always forced the good boys of the class， including Charlie， to write it down on his copy for him！ When Charlie’s parents learned about all these bullies of Bill， they wanted to come to the school and complain about this naughty boy. But Charlie stopped them and said， “Mom， Dad， please do not worry. Everything will be all right. After all， Bill is also a kid like me.”
　　The days went by and the time came for the annual sports at the school. Charlie was also good at sports and he participated in a number of events. Bill also participated in sack race （套袋賽跑）， though he could not run very fast due to his fat body.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請(qǐng)按如下格式作答。
　　Seeing Charlie won first prize in 100 meters， Bill felt very bad and then made a decision.
Charlie then took Bill to the school doctor who tended his injured leg.
Section Ⅳ　Writing about a war hero
Ⅰ.
語(yǔ)篇解讀：本文是一篇記敘文。文章主要講述了Sharon Estill Taylor的父親在二戰(zhàn)中犧牲，隨著柏林墻的倒塌，Taylor最終找回父親的遺骸的故事。
1.C　推理判斷題。根據(jù)第二段第一句可知，祖母給了Taylor一個(gè)銀盒子，里面裝著父母從高中到1945年的大約450封手寫信件。由此可推知，Taylor的父母過(guò)去經(jīng)常給對(duì)方寫信。
2.B　細(xì)節(jié)理解題。根據(jù)第三段第一句可知，隨著柏林墻的倒塌，Taylor有可能參觀潛在的墜機(jī)地點(diǎn)。由此可知，一開(kāi)始德國(guó)還沒(méi)有統(tǒng)一，這阻止了Taylor尋找父親的遺骸。
3.D　推理判斷題。根據(jù)倒數(shù)第二段內(nèi)容可知，Taylor廣泛地分享了她的故事，提高了人們對(duì)那些永遠(yuǎn)不會(huì)從戰(zhàn)爭(zhēng)中回來(lái)的士兵以及找回士兵遺骸工作的重要性的認(rèn)識(shí)。據(jù)估計(jì)，仍有81，000名在過(guò)去戰(zhàn)爭(zhēng)中死亡的美國(guó)軍人的遺體下落不明，但幸運(yùn)的是，人們一直在努力尋找陣亡軍人，并為他們的家人帶來(lái)安慰。由此可推知，Taylor想讓別人知道她的故事是因?yàn)樗胱C明找回英雄遺骸的可能性。
4.B　標(biāo)題歸納題。通讀全文可知，文章主要講述了Taylor的父親在二戰(zhàn)中犧牲，隨著柏林墻的倒塌，Taylor最終找回父親的遺骸的故事。因此B項(xiàng)（讓英雄回家）最適合作文章標(biāo)題。
語(yǔ)篇解讀：本文是一篇夾敘夾議文。成年人應(yīng)該以身作則，通過(guò)自己的行動(dòng)向年輕人示范正確的沖突解決方式。
5.B　細(xì)節(jié)理解題。根據(jù)第一段中的the root of the conflict we are trying to address is much deeper and needs to include more people in the conversations 可知，學(xué)校在調(diào)解過(guò)程中發(fā)現(xiàn)沖突通常不僅僅涉及學(xué)生本人，還可能涉及其他家庭成員。因此，需要拓展對(duì)話范圍以深入解決沖突根源。
6.D　推理判斷題。根據(jù)第二段中的During the beginning parts of the mediation， some of the adults in the room started to become heated and defensive ...a grandmother and one of the moms.可知，在調(diào)解初期，房間里的一些成年人情緒激動(dòng)，都在為自己的孩子辯解。一場(chǎng)沖突在一位祖母和一位媽媽之間發(fā)生了。由此可推知，那位祖母和那位媽媽當(dāng)時(shí)都很生氣。
7.B　細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段中的They left the room together and as the adults watched from the window， they hugged each other and apologized.可知，孩子們走出房間后，模仿著大人們的樣子，相擁在一起并向彼此道歉。
8.B　標(biāo)題歸納題。根據(jù)最后一段并結(jié)合文中的案例可知，本文意在傳達(dá)：成年人的言行舉止會(huì)對(duì)青少年產(chǎn)生重要的影響。成年人應(yīng)該以身作則，通過(guò)示范告訴年輕人如何正確解決沖突，從而在潛移默化中改變他們的行為方式。因此B項(xiàng)為本文的最佳標(biāo)題。
Ⅱ.
語(yǔ)篇解讀：本文是一篇記敘文。文章主要講述了二戰(zhàn)老兵彼得·戴維斯在妻子去世之后，在女兒的建議下去當(dāng)?shù)匦W(xué)當(dāng)志愿者，與孩子們的接觸讓他重新找到了生活的意義，也因此成為名人。
9.A　根據(jù)he felt like “almost soul”可以推斷，此處指他在坦白自己內(nèi)心的感受，當(dāng)結(jié)婚72年的妻子6年前去世時(shí)，彼得 戴維斯承認(rèn)他覺(jué)得自己幾乎成了魂靈。admit承認(rèn)；接納；suspect懷疑；猜想；prove證明；證實(shí)；argue爭(zhēng)論；辯論。
10.B　根據(jù)語(yǔ)境可知，妻子的去世讓彼得·戴維斯內(nèi)心非常難過(guò)，所以女兒建議他去努力尋找新的人生目標(biāo)。refuse拒絕；struggle掙扎；斗爭(zhēng)；regret遺憾；后悔；pretend假裝。
11.B　根據(jù)下文Peter chose to 　15　 at a primary school， and he was a huge 　16　 with all of the children he tutored.可知，彼得·戴維斯接受了女兒的建議，決定去當(dāng)?shù)匦W(xué)幫忙。fail失敗；determine決定；request要求；forget遺忘。
12.A　根據(jù)上文I was married for 72 years， and when my wife died可知，妻子的去世讓生活發(fā)生了顯著的變化。dramatically劇烈地；明顯地；temporarily暫時(shí)地；casually隨意地；secretly秘密地。
13.D　根據(jù)上文The 100-year-old man from Macclesfield， England 　10　 to find new purpose in his life可知，女兒希望彼得能夠重新發(fā)現(xiàn)生活的意義所在，找到生活的目標(biāo)，做一些他有能力做的事情。information信息；creation創(chuàng)造；affection 喜愛(ài)；愛(ài)慕；meaning意義。
14.C　參見(jiàn)上題解析。afraid害怕；tired疲憊的；厭倦的；capable勝任的；ashamed羞愧的。
15.D　根據(jù)上文so when his daughter suggested he offer his help at the local elementary school， he 　11　 to go for it可知，女兒鼓勵(lì)他到當(dāng)?shù)氐囊凰W(xué)去幫忙，即做志愿者。study學(xué)習(xí)；研究；perform表演；表現(xiàn)；實(shí)施；investigate調(diào)查；volunteer自愿做。
16.C　根據(jù)語(yǔ)境可知，彼得很受孩子們的歡迎。star星星；明星；scholar學(xué)者；hit很受歡迎的人；model模式；模型；模特。
17.B　根據(jù)空后的reading into a fun game可知，彼得將閱讀變成了孩子們喜歡的游戲。expand擴(kuò)展；擴(kuò)大；transform使改變形態(tài)；recover恢復(fù)；compare比較。
18.C　根據(jù)as a grandfatherly figure made him feel more connected to his community than ever before可知，彼得的到來(lái)對(duì)于孩子們來(lái)說(shuō)是作為爺爺般的新身份。responsibility責(zé)任；challenge挑戰(zhàn)；status地位；身份；mission使命。
19.D　根據(jù)下文彼得說(shuō)的話可知，此處指的是彼得對(duì)于孩子們的表現(xiàn)很滿意，稱贊孩子們很棒。assistant助手；助理；instructor指導(dǎo)者；applicant申請(qǐng)人；kid兒童；小孩。
20.A　根據(jù)下文I’m part of it.可知，在彼得看來(lái)自己是這個(gè)社會(huì)的一分子。belong to屬于；object to反對(duì)；adapt to適應(yīng)；reach to觸及。
21.B　根據(jù)下文Wherever I go in the village， a child will shout “Hello， Mr Davies”. I feel 10 feet tall.可知，不管彼得出現(xiàn)在村子的什么地方，都會(huì)有孩子與他打招呼，由此可以看出他很受孩子們歡迎，即他的形象在孩子們眼中非常好。apparent明顯的；tremendous巨大的；極好的；flexible靈活的；particular特定的；挑剔的。
22.C　根據(jù)with a British Empire Medal （BEM） on television with the youngest recipient， 18-year-old Dara McAnulty可知，彼得被授予了大英帝國(guó)勛章（BEM）。remark評(píng)論；accompany陪同；honour尊重；授予榮譽(yù)；impress給……以印象；使銘記。
23.D　Dara McAnulty 18歲就獲得了大英帝國(guó)勛章（BEM），所以彼得為他感到高興。concerned擔(dān)心的；關(guān)心的；respectful恭敬的；有禮貌的；embarrassed尷尬的；delighted高興的。
Ⅲ.
語(yǔ)篇解讀：本文是一篇記敘文。文章講述了加拿大醫(yī)師亨利·諾爾曼·白求恩對(duì)醫(yī)學(xué)和中國(guó)的貢獻(xiàn)和幫助，以及中國(guó)對(duì)他的懷念和贊揚(yáng)。
24.determination　考查名詞。根據(jù)介詞with和不定冠詞a可知，空處應(yīng)用單數(shù)名詞作賓語(yǔ)。
25.graduating/graduation　考查非謂語(yǔ)動(dòng)詞或名詞。介詞after后應(yīng)用動(dòng)詞-ing形式或名詞作賓語(yǔ)。
26.more　考查形容詞的比較級(jí)。根據(jù)上文He reinvented or redesigned over 10 medical instruments可知，重新發(fā)明或設(shè)計(jì)的10多種醫(yī)療器械應(yīng)該是更好用，應(yīng)用形容詞的比較級(jí)作賓語(yǔ)補(bǔ)足語(yǔ)。
27.Despite　考查介詞。由（assist） the Chinese people和the difficult situation可知，前后構(gòu)成讓步關(guān)系，且空后是名詞短語(yǔ)，所以此處應(yīng)用介詞despite表示“盡管”，首字母應(yīng)大寫。
28.to assist　考查非謂語(yǔ)動(dòng)詞。根據(jù)句意可知，此處應(yīng)用動(dòng)詞不定式作目的狀語(yǔ)。
29.taught　考查動(dòng)詞的時(shí)態(tài)。teach和helped，showed （一般過(guò)去時(shí)）是并列謂語(yǔ)動(dòng)詞，所以空處也應(yīng)用一般過(guò)去時(shí)。
30.a　考查冠詞。此處泛指“一個(gè)獨(dú)特的人物”，unique的發(fā)音以輔音音素開(kāi)頭，所以用不定冠詞a。
31.are used　考查動(dòng)詞的時(shí)態(tài)、語(yǔ)態(tài)和主謂一致。結(jié)合時(shí)間狀語(yǔ)now可知，時(shí)態(tài)應(yīng)用一般現(xiàn)在時(shí)，又因主語(yǔ)Some of the surgical tools和謂語(yǔ)動(dòng)詞use是被動(dòng)關(guān)系，所以用一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)；主語(yǔ)Some of the surgical tools是復(fù)數(shù)形式，因此謂語(yǔ)應(yīng)用復(fù)數(shù)形式。
32.Sadly　考查副詞。修飾后面的整個(gè)句子，應(yīng)用副詞，位于句首，首字母應(yīng)大寫。
33.which　考查定語(yǔ)從句。此處是“介詞＋關(guān)系代詞”引導(dǎo)的非限制性定語(yǔ)從句，先行詞是an article，指物，在從句中作介詞in的賓語(yǔ)，應(yīng)用關(guān)系代詞which。
Ⅳ.
　　Seeing Charlie won first prize in 100 meters， Bill felt very bad and then made a decision. Soon it was the time for the sack race. Bill showed up on the track early， thinking he would spare no effort in this game to beat Charlie. When the race began， Bill glanced at Charlie next to him and said，“I will beat you definitely.” Then Bill jumped forward with all his strength at his first attempt. Slowly Charlie was left behind， but suddenly Bill tripped and fell onto the ground.When Charlie came to him， he found Bill’s ankle was bleeding and he couldn’t get up.
　　Charlie then took Bill to the school doctor who tended his injured leg. Charlie didn’t go back and gave up the race at last. Looking at Charlie， Bill lowered his head full of shame. After a while， he opened his mouth and said sincerely，“I’m sorry. I know I was wrong and beg for your forgiveness.” Charlie responded immediately with a smile，“From today on we will be friends forever.” So since that day Bill has changed completely.
1 / 3Section Ⅳ　Writing about a war hero
Step 1　品教材課文 Step 2　析寫作手法
　　Yang Jingyu， an anti-Japanese hero， was born in Henan Province in 1905.He joined the Communist Party of China （CPC） in 1927.In 1937 Yang became leader of the North-east Anti-Japanese United Army and fought a guerrilla war against the Japanese invaders. In 1938， the Japanese army offered a large sum of money for Yang’s head and a large number of troops surrounded his men.In early 1940， facing a critical lack of supplies， Yang decided to let his men break through in small groups， but his own section of 60 men was betrayed to the Japanese.After these men were killed， Yang fought on alone for five days.He was eventually tracked down on 23 February by a large unit of Japanese troops.He killed more than 20 Japanese soldiers before dying in a hail of machine gunfire.When the Japanese cut open his body， they discovered only tree bark， cotton and grass roots， but not a single grain of rice in his stomach. Yang’s death was a huge blow to his loyal troops， but they turned sorrow into anger and continued to fight fiercely against the invaders.After the People’s Republic of China （PRC） was established， Yang was reburied with full military honours， in Tonghua， Jilin Province.In 2005， a memorial hall was built in memory of the martyrs represented by Yang， drawing thousands of visitors every year to learn about the spirit of the resistance against Japanese aggression. Para.1　Introduction： name of the person & background information 首段簡(jiǎn)要介紹英雄的姓名和背景信息，時(shí)態(tài)采用的是一般過(guò)去時(shí)，人稱為第三人稱。首句使用了名詞短語(yǔ)an anti-Japanese hero作Yang Jingyu的同位語(yǔ)，句子比較簡(jiǎn)練。 Para.2　Main body： major events （in order） 本部分主要介紹抗日英雄楊靖宇的主要英雄事跡，以時(shí)間為線索講述了楊靖宇從出生到入黨，之后成為東北抗日聯(lián)軍首領(lǐng)，在非常艱難困苦的環(huán)境里與日軍戰(zhàn)斗，最終彈盡糧絕而被日軍殺害的故事。文中除了用具體的時(shí)間講述楊靖宇的事跡，還使用多個(gè)連接詞，如but， after， eventually， before等，使行文更加連貫。 Para.3　Conclusion： your opinion of this person 本段首句作者發(fā)表了自己的觀點(diǎn)，對(duì)人物進(jìn)行評(píng)價(jià)。時(shí)態(tài)使用的是一般過(guò)去時(shí)。
Step 3　背出彩佳句
一、介紹人物的姓名、出身及外貌特征
1.He has blonde hair and blue eyes.
他有金色的頭發(fā)和藍(lán)色的眼睛。
2.Dong Cunrui was born into a poor peasant family in Huailai County， Hebei Province on 15 October 1929.
1929年10月15日，董存瑞出生于河北省懷來(lái)縣一個(gè)貧窮的農(nóng)民家庭。
3.She is an ordinary-looking girl，but her kindness and consideration impress me most.
她是一個(gè)樣貌普通的女孩，但她的善良和體貼使我印象深刻。
二、介紹人物的成就或取得的成績(jī)
1.He went to college，during which he showed great interest in folk music.
他上了大學(xué)，在大學(xué)期間他對(duì)民間音樂(lè)表現(xiàn)出極大的興趣。
2.When he was still a boy，he showed great interest in literature.
當(dāng)他還是個(gè)孩子的時(shí)候，他對(duì)文學(xué)表現(xiàn)出極大的興趣。
3.He is good at spoken English and even better at computers.
他擅長(zhǎng)英語(yǔ)口語(yǔ)，更擅長(zhǎng)電腦。
三、介紹人物的影響及人們對(duì)此人的評(píng)價(jià)
1.The people came to love him as an inspiring leader.
人們認(rèn)為他是一位鼓舞人心的領(lǐng)袖而開(kāi)始愛(ài)戴他。
2.We regard him as our model.
我們把他當(dāng)作我們的榜樣。
3.Lei Feng has been praised for his communist spirit.
雷鋒因他的共產(chǎn)主義精神而受到贊揚(yáng)。
假定你是李華，最近你觀看了電影《趙一曼》，深有感觸。請(qǐng)你用英語(yǔ)寫一篇短文來(lái)介紹戰(zhàn)斗英雄趙一曼。
基本信息 1905年出生于四川省宜賓縣，1926年成為中共黨員
主要事跡 “九·一八事變”后前往東北，參加抗日活動(dòng)；1935年，在掩護(hù)部隊(duì)突圍時(shí)被捕，遭到嚴(yán)刑拷打仍保守黨的秘密，英勇就義
人物評(píng)價(jià) 她的犧牲是抗日力量的一大損失，但同時(shí)鼓舞了軍隊(duì)與侵略者進(jìn)行激烈戰(zhàn)斗的士氣
一、審題謀篇，結(jié)構(gòu)分明
第一段：介紹戰(zhàn)斗英雄的基本信息；
第二段：按時(shí)間順序?qū)憫?zhàn)斗英雄的主要事跡；
第三段：發(fā)表個(gè)人看法，進(jìn)行人物評(píng)價(jià)。
二、要點(diǎn)陳述，語(yǔ)言規(guī)范
1.1905年趙一曼出生于四川省宜賓縣。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
2.1926年她成為一名中國(guó)共產(chǎn)黨黨員。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
3.“九·一八事變”后，她去東北加入了抗日部隊(duì)，同日本侵略者打游擊戰(zhàn)。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
4.1935年，大批日本部隊(duì)包圍了她的戰(zhàn)士。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
5.趙一曼主動(dòng)掩護(hù)主力部隊(duì)突圍，但不幸被捕。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
6.日本人用最殘酷的刑罰迫使趙一曼透露有用的情報(bào)，但無(wú)用。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
7.因此日本人殺害了她。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
8.趙一曼的犧牲對(duì)抗日部隊(duì)是一種巨大的打擊，但鼓舞了士兵頑強(qiáng)抵抗日本侵略者的士氣。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
三、句間銜接，過(guò)渡自然
　用非限制性定語(yǔ)從句合并要點(diǎn)1和要點(diǎn)2。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
四、檢查謄寫，卷面整潔
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
人物描寫 violence n.暴力 outstanding adj.杰出的，優(yōu)秀的 intellectual adj.智力的，腦力的 rough adj.簡(jiǎn)單的；粗糙的 peer n.同齡人；同輩 glory n.輝煌的成就；榮耀的事 prominent adj.著名的，杰出的 dedication n.奉獻(xiàn)
動(dòng)作描寫 drown v.（使）淹死 recall v.回想，回憶起 fortify v.激勵(lì)，加強(qiáng) depict v.描述，描寫
環(huán)境描寫 coastline n.海岸線 misty adj.多霧的 breeze n.微風(fēng) violent adj.狂暴的，兇暴的 horror n.驚恐；令人驚恐的事
　　請(qǐng)從以上語(yǔ)料中選擇合適的詞匯，并用適當(dāng)?shù)倪^(guò)渡詞完成下面語(yǔ)段。
八月一個(gè)多霧的早晨，我們出發(fā)去進(jìn)行為期一周的冒險(xiǎn)。我們已經(jīng)為之準(zhǔn)備了三天，所以我們對(duì)這次冒險(xiǎn)充滿信心。在最初的兩天里，我們享受著涼爽的微風(fēng)和美妙的海岸線。然后，崎嶇的道路讓探險(xiǎn)變得更加艱難。在野外睡覺(jué)是一件如此令人驚恐的事，以至于我們?nèi)滩蛔』貞浧鸺依锏拇病Ｔ诖┻^(guò)一片湖時(shí)，我們中的一個(gè)人差點(diǎn)淹死。我們開(kāi)始懷疑我們能否成功到達(dá)目的地。最后，我們?cè)谏掷锩月妨耍诰仍藛T的幫助下才回到家。今天，在講述這個(gè)故事的時(shí)候，沒(méi)有人能把這次冒險(xiǎn)描繪成一件光榮的事。
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
Section Ⅳ　Writing about a war hero
【演練佳作·寫美文】
寫作步驟
二、1.Zhao Yiman was born in Yibin County， Sichuan Province in 1905.
2.She became a member of the Communist Party of China in 1926.
3.After the September 18th Incident， she went to north-east China to join the anti-Japanese troops，fighting guerrilla wars against the Japanese invaders.
4.In 1935， a large number of Japanese troops surrounded her men.
5.Zhao Yiman offered to cover the main troop to break through the encirclement，but was captured unfortunately.
6.Japanese used the cruellest punishment to force Zhao Yiman to reveal useful intelligence， but in vain.
7.So the Japanese killed her.
8.Zhao’s death was a huge blow to the anti-Japanese troops，but boosted morale of the soldiers to fight fiercely against the Japanese invaders.
三、Zhao Yiman， who was born in Yibin County，Sichuan Province in 1905， became a member of the Communist Party of China in 1926.
四、
　　Zhao Yiman， who was born in Yibin County，Sichuan Province in 1905， became a member of the Communist Party of China in 1926.
After the September 18th Incident， she went to north-east China to join the anti-Japanese troops， fighting guerrilla wars against the Japanese invaders. In 1935， a large number of Japanese troops surrounded her men.Zhao Yiman offered to cover the main troop to break through the encirclement， but was captured unfortunately. Japanese used the cruellest punishment to force Zhao Yiman to reveal useful intelligence， but in vain.So the Japanese killed her in public.
Zhao’s death was a huge blow to the anti-Japanese troops，but boosted morale of the soldiers to fight fiercely against the Japanese invaders.
【教材詞匯·練續(xù)寫】
　　On a misty August morning， we headed out for our one-week adventure.We had prepared for it for 3 days， so we had confidence in this adventure.During the first two days， we enjoyed the cool breeze and the fantastic coastline.Then， the rough roads made the adventure harder.Sleeping in the wild was such a horror that we couldn’t help recalling the beds at home.While crossing a lake， one of us was almost drowned.We got to doubt whether we could make it to the destination.At last， we got lost in the forest and returned home with the help of rescuers.Today， while telling the story， nobody can depict the adventure as a glory.
4 / 4(共81張PPT)
Section Ⅳ　
Writing about a war hero
目 錄
2
演練佳作·寫美文
1
細(xì)品課文·學(xué)手法
3
教材詞匯·練續(xù)寫
4
課時(shí)檢測(cè)·提能力
細(xì)品課文·學(xué)手法
培養(yǎng)思維品質(zhì)
1
Step 1　品教材課文
Yang Jingyu， an anti-Japanese hero， was born in Henan
Province in 1905.He joined the Communist Party of China （CPC） in
1927.In 1937 Yang became leader of the North-east Anti-Japanese United
Army and fought a guerrilla war against the Japanese invaders.
In 1938， the Japanese army offered a large sum of money for
Yang’s head and a large number of troops surrounded his men.In early
1940， facing a critical lack of supplies， Yang decided to let his men
break through in small groups， but his own section of 60 men was
betrayed to the Japanese.After these men were killed， Yang fought on
alone for five days.He was eventually tracked down on 23 February by a
large unit of Japanese troops.He killed more than 20 Japanese soldiers
before dying in a hail of machine gunfire.When the Japanese cut open his
body， they discovered only tree bark， cotton and grass roots， but not a
single grain of rice in his stomach.
Yang’s death was a huge blow to his loyal troops， but they
turned sorrow into anger and continued to fight fiercely against the
invaders.After the People’s Republic of China （PRC） was
established， Yang was reburied with full military honours， in
Tonghua， Jilin Province.In 2005， a memorial hall was built in memory
of the martyrs represented by Yang， drawing thousands of visitors every
year to learn about the spirit of the resistance against Japanese aggression.
Step 2　析寫作手法
Para.1　Introduction： name of the person & background
information
首段簡(jiǎn)要介紹英雄的姓名和背景信息，時(shí)態(tài)采用的是一般過(guò)去
時(shí)，人稱為第三人稱。首句使用了名詞短語(yǔ)an anti-Japanese hero作
Yang Jingyu的同位語(yǔ)，句子比較簡(jiǎn)練。
Para.2　Main body： major events （in order）
本部分主要介紹抗日英雄楊靖宇的主要英雄事跡，以時(shí)間為線索
講述了楊靖宇從出生到入黨，之后成為東北抗日聯(lián)軍首領(lǐng)，在非常艱
難困苦的環(huán)境里與日軍戰(zhàn)斗，最終彈盡糧絕而被日軍殺害的故事。文
中除了用具體的時(shí)間講述楊靖宇的事跡，還使用多個(gè)連接詞，如but，
after， eventually， before等，使行文更加連貫。
Para.3　Conclusion： your opinion of this person
本段首句作者發(fā)表了自己的觀點(diǎn)，對(duì)人物進(jìn)行評(píng)價(jià)。時(shí)態(tài)使用
的是一般過(guò)去時(shí)。
Step 3　背出彩佳句
一、介紹人物的姓名、出身及外貌特征
1. He has blonde hair and blue eyes.
他有金色的頭發(fā)和藍(lán)色的眼睛。
2. Dong Cunrui was born into a poor peasant family in Huailai County，
Hebei Province on 15 October 1929.
1929年10月15日，董存瑞出生于河北省懷來(lái)縣一個(gè)貧窮的農(nóng)民
家庭。
3. She is an ordinary-looking girl，but her kindness and consideration
impress me most.
她是一個(gè)樣貌普通的女孩，但她的善良和體貼使我印象深刻。
二、介紹人物的成就或取得的成績(jī)
1. He went to college，during which he showed great interest in folk
music.
他上了大學(xué)，在大學(xué)期間他對(duì)民間音樂(lè)表現(xiàn)出極大的興趣。
2. When he was still a boy，he showed great interest in literature.
當(dāng)他還是個(gè)孩子的時(shí)候，他對(duì)文學(xué)表現(xiàn)出極大的興趣。
3. He is good at spoken English and even better at computers.
他擅長(zhǎng)英語(yǔ)口語(yǔ)，更擅長(zhǎng)電腦。
三、介紹人物的影響及人們對(duì)此人的評(píng)價(jià)
1. The people came to love him as an inspiring leader.
人們認(rèn)為他是一位鼓舞人心的領(lǐng)袖而開(kāi)始愛(ài)戴他。
2. We regard him as our model.
我們把他當(dāng)作我們的榜樣。
3. Lei Feng has been praised for his communist spirit.
雷鋒因他的共產(chǎn)主義精神而受到贊揚(yáng)。
演練佳作·寫美文
奠定寫作功底
2
假定你是李華，最近你觀看了電影《趙一曼》，深有感觸。請(qǐng)你
用英語(yǔ)寫一篇短文來(lái)介紹戰(zhàn)斗英雄趙一曼。
基本信息 1905年出生于四川省宜賓縣，1926年成為中共黨員
主要事跡 “九·一八事變”后前往東北，參加抗日活動(dòng)；1935
年，在掩護(hù)部隊(duì)突圍時(shí)被捕，遭到嚴(yán)刑拷打仍保守
黨的秘密，英勇就義
人物評(píng)價(jià) 她的犧牲是抗日力量的一大損失，但同時(shí)鼓舞了軍
隊(duì)與侵略者進(jìn)行激烈戰(zhàn)斗的士氣
一、審題謀篇，結(jié)構(gòu)分明
第一段：介紹戰(zhàn)斗英雄的基本信息；
第二段：按時(shí)間順序?qū)憫?zhàn)斗英雄的主要事跡；
第三段：發(fā)表個(gè)人看法，進(jìn)行人物評(píng)價(jià)。
二、要點(diǎn)陳述，語(yǔ)言規(guī)范
1. 1905年趙一曼出生于四川省宜賓縣。


2. 1926年她成為一名中國(guó)共產(chǎn)黨黨員。

　Zhao Yiman was born in Yibin County， Sichuan Province in
1905.　
She became a member of the Communist Party of China in 1926.　
3. “九·一八事變”后，她去東北加入了抗日部隊(duì)，同日本侵略者打
游擊戰(zhàn)。



4. 1935年，大批日本部隊(duì)包圍了她的戰(zhàn)士。

　After the September 18th Incident， she went to north-east China to
join the anti-Japanese troops，fighting guerrilla wars against the
Japanese invaders.　
In 1935， a large number of Japanese troops surrounded her men.　
5. 趙一曼主動(dòng)掩護(hù)主力部隊(duì)突圍，但不幸被捕。


6. 日本人用最殘酷的刑罰迫使趙一曼透露有用的情報(bào)，但無(wú)用。


7. 因此日本人殺害了她。

　Zhao Yiman offered to cover the main troop to break through the
encirclement，but was captured unfortunately.　
　Japanese used the cruellest punishment to force Zhao Yiman to reveal
useful intelligence， but in vain.　
So the Japanese killed her.　
8. 趙一曼的犧牲對(duì)抗日部隊(duì)是一種巨大的打擊，但鼓舞了士兵頑強(qiáng)抵
抗日本侵略者的士氣。



　Zhao’s death was a huge blow to the anti-Japanese troops，but
boosted morale of the soldiers to fight fiercely against the Japanese
invaders.　
三、句間銜接，過(guò)渡自然
　用非限制性定語(yǔ)從句合并要點(diǎn)1和要點(diǎn)2。


　Zhao Yiman， who was born in Yibin County，Sichuan Province in
1905， became a member of the Communist Party of China in 1926.　
四、檢查謄寫，卷面整潔


　Zhao Yiman， who was born in Yibin County，Sichuan Province
in 1905， became a member of the Communist Party of China in 1926.　










　After the September 18th Incident， she went to north-east China
to join the anti-Japanese troops， fighting guerrilla wars against the
Japanese invaders. In 1935， a large number of Japanese troops
surrounded her men.Zhao Yiman offered to cover the main troop to break
through the encirclement， but was captured unfortunately. Japanese used
the cruellest punishment to force Zhao Yiman to reveal useful
intelligence， but in vain.So the Japanese killed her in public.　
　Zhao’s death was a huge blow to the anti-Japanese troops，but
boosted morale of the soldiers to fight fiercely against the Japanese
invaders.　
教材詞匯·練續(xù)寫
體現(xiàn)學(xué)以致用
3
人物 描寫 violence n.暴力
outstanding adj.杰出的，優(yōu)秀的
intellectual adj.智力的，腦力的
rough adj.簡(jiǎn)單的；粗糙的
peer n.同齡人；同輩
glory n.輝煌的成就；榮耀的事
prominent adj.著名的，杰出的
dedication n.奉獻(xiàn)
動(dòng)作 描寫 drown v.（使）淹死
recall v.回想，回憶起
fortify v.激勵(lì)，加強(qiáng)
depict v.描述，描寫
環(huán)境 描寫 coastline n.海岸線
misty adj.多霧的
breeze n.微風(fēng)
violent adj.狂暴的，兇暴的
horror n.驚恐；令人驚恐的事
　　請(qǐng)從以上語(yǔ)料中選擇合適的詞匯，并用適當(dāng)?shù)倪^(guò)渡詞完成下
面語(yǔ)段。
八月一個(gè)多霧的早晨，我們出發(fā)去進(jìn)行為期一周的冒險(xiǎn)。我們已
經(jīng)為之準(zhǔn)備了三天，所以我們對(duì)這次冒險(xiǎn)充滿信心。在最初的兩天
里，我們享受著涼爽的微風(fēng)和美妙的海岸線。然后，崎嶇的道路讓探
險(xiǎn)變得更加艱難。在野外睡覺(jué)是一件如此令人驚恐的事，以至于我們
忍不住回憶起家里的床。在穿過(guò)一片湖時(shí)，我們中的一個(gè)人差點(diǎn)淹
死。我們開(kāi)始懷疑我們能否成功到達(dá)目的地。最后，我們?cè)谏掷锩?br/>路了，在救援人員的幫助下才回到家。今天，在講述這個(gè)故事的時(shí)
候，沒(méi)有人能把這次冒險(xiǎn)描繪成一件光榮的事。
　　









　　 　On a misty August morning， we headed out for our one-week
adventure.We had prepared for it for 3 days， so we had confidence in
this adventure.During the first two days， we enjoyed the cool breeze and
the fantastic coastline.Then， the rough roads made the adventure
harder.Sleeping in the wild was such a horror that we couldn’t help
recalling the beds at home.While crossing a lake， one of us was almost
drowned.We got to doubt whether we could make it to the destination.At
last， we got lost in the forest and returned home with the help of
rescuers.Today， while telling the story， nobody can depict the
adventure as a glory.　
課時(shí)檢測(cè)·提能力
培育學(xué)科素養(yǎng)
4
Ⅰ.閱讀理解
A
　　Sharon Estill Taylor has no first-hand memories of her father. The
World War Ⅱ fighter pilot was shot down over Germany in April 1945，
when Taylor was just three weeks old.When Taylor was young， her
grandmother often shared stories about their fallen hero. “Nana， it’s
OK，” Taylor assured her. “I’m going to find him and bring him
home.”
　　Grandmother gave Taylor a silver box containing some 450
handwritten letters between her parents， spanning from their high school
to the year 1945. Also included were six months’ worth of unopened
letters. Taylor learned that on 13 April 1945， Estill had taken off to
attack a railway station and destroy Nazi supply lines. She found a
reference to a possible crash site near the town of Elsnig in eastern
Germany.
　　With the collapse of the Berlin Wall， it became possible for Taylor
to visit the potential crash site. She connected with German military
historian Hans-Guenther Ploes， who agreed to help her try to find and
identify any aircraft and human remains. In 2005， a team，
accompanied by Ploes and Taylor， led a three-week dig. From the
moment she set foot on the site， Taylor could feel that her dad was there.
DNA analysis confirmed that the remains were his. On a sunny day，
Taylor and her family buried her father’s remains at Arlington National
Cemetery. Beyond fulfilling her promise to her grandmother， Taylor says
her mission has been to get closer to her father and his legacy.
　　She has also come to realize that there are many Americans who’ve
lost parents and loved ones in military conflicts overseas and wishes they
knew more. Taylor shares her story widely， raising awareness of soldiers
who never return from war and the significance of recovery efforts. An
estimated 81，000 American service members’ bodies remain
unaccounted for from past conflicts， but fortunately there are constant
efforts to locate the fallen and bring relief to their families.
　　Taylor will never know exactly what her father’s final moments
were like but she feels， in a way， that her father has finally come
home.
語(yǔ)篇解讀：本文是一篇記敘文。文章主要講述了Sharon Estill Taylor
的父親在二戰(zhàn)中犧牲，隨著柏林墻的倒塌，Taylor最終找回父親的遺
骸的故事。
語(yǔ)篇解讀：本文是一篇記敘文。文章主要講述了Sharon Estill Taylor
的父親在二戰(zhàn)中犧牲，隨著柏林墻的倒塌，Taylor最終找回父親的遺
骸的故事。
1. What can we infer from the first two paragraphs？（　　）
A. Taylor’s father delivered supplies in the war.
B. Taylor got along well with her father as a kid.
C. Taylor’s parents used to write letters to each other.
D. The exact crash site where Taylor’s father died was recorded.
解析： 　推理判斷題。根據(jù)第二段第一句可知，祖母給了Taylor
一個(gè)銀盒子，里面裝著父母從高中到1945年的大約450封手寫信
件。由此可推知，Taylor的父母過(guò)去經(jīng)常給對(duì)方寫信。
2. What probably discouraged Taylor from seeking her father at first？
（　　）
A. No one was willing to assist her.
B. Germany wasn’t reunited at that time.
C. There weren’t any clues about the battle.
D. Science and technology were not advanced.
解析： 　細(xì)節(jié)理解題。根據(jù)第三段第一句可知，隨著柏林墻的倒
塌，Taylor有可能參觀潛在的墜機(jī)地點(diǎn)。由此可知，一開(kāi)始德國(guó)還
沒(méi)有統(tǒng)一，這阻止了Taylor尋找父親的遺骸。
3. Why does Taylor want others to know her story？（　　）
A. To help make her grandmother’s wish come true.
B. To let the readers know more about World War Ⅱ.
C. To pay her respects to fallen heroes like her father.
D. To show the possibility of regaining heroes’ remains.
解析： 　推理判斷題。根據(jù)倒數(shù)第二段內(nèi)容可知，Taylor廣泛地
分享了她的故事，提高了人們對(duì)那些永遠(yuǎn)不會(huì)從戰(zhàn)爭(zhēng)中回來(lái)的士兵
以及找回士兵遺骸工作的重要性的認(rèn)識(shí)。據(jù)估計(jì)，仍有81，000名
在過(guò)去戰(zhàn)爭(zhēng)中死亡的美國(guó)軍人的遺體下落不明，但幸運(yùn)的是，人們
一直在努力尋找陣亡軍人，并為他們的家人帶來(lái)安慰。由此可推
知，Taylor想讓別人知道她的故事是因?yàn)樗胱C明找回英雄遺骸的
可能性。
4. Which of the following is a suitable title for the text？（　　）
A. Cherish Parents’ Love
B. Let Heroes Return Home
C. Never Forget the History
D. Meet Grandmother’s Wish
解析： 　標(biāo)題歸納題。通讀全文可知，文章主要講述了Taylor的
父親在二戰(zhàn)中犧牲，隨著柏林墻的倒塌，Taylor最終找回父親的遺
骸的故事。因此B項(xiàng)（讓英雄回家）最適合作文章標(biāo)題。
B
　　More and more， while we are in schools and doing mediation （調(diào)
解） with students， we find out that the conflict is more widespread than
just them.It may involve other siblings （兄弟姐妹） and sometimes
parents， guardians， aunts and uncles.This means that while we can do a
lot of work with the students themselves， the root of the conflict we are
trying to address is much deeper and needs to include more people in the
conversations.
　　A few weeks ago， two of CCR’s （Center for Conflict
Resolution’s） restorative justice coordinators （協(xié)調(diào)者） had a case
that involved four students and their five guardians.During the beginning
parts of the mediation， some of the adults in the room started to become
heated and defensive of their child.A confrontation （對(duì)抗） occurred
between a grandmother and one of the moms.CCR mediators separated the
two parties and allowed them each to calm down.Then， CCR staff
invited everyone in the room to pause and refocus on the task at hand.As a
group， they reviewed the guidelines and actually added some that
addressed why the adults were feeling so defensive.
　　Then， something incredible happened： The grandmother and the
mom who were upset with each other earlier apologized to each
other.They each said they had no issue with each other after hearing the
other’s perspective.They hugged and agreed to communicate in a more
positive way.
　　After the students witnessed this， they asked to have some
space.They left the room together and as the adults watched from the
window， they hugged each other and apologized.Once they came back
into the room， the students made a plan for how to communicate in the
future using the example of their guardians.At the end of the mediation，
a student said， “It was easier to apologize when I saw it done.”
　　The power of role models is far beyond what we know.By modeling
how to be angry effectively， we can change how our youth respond when
they are angry too.
語(yǔ)篇解讀：本文是一篇夾敘夾議文。成年人應(yīng)該以身作則，通過(guò)自
己的行動(dòng)向年輕人示范正確的沖突解決方式。
語(yǔ)篇解讀：本文是一篇夾敘夾議文。成年人應(yīng)該以身作則，通過(guò)自
己的行動(dòng)向年輕人示范正確的沖突解決方式。
5. What is needed to deal with conflicts in schools according to the
author？（　　）
A. More coordinators.
B. Broader conversations.
C. A simpler mediation process.
D. More communication with the students involved.
解析： 　細(xì)節(jié)理解題。根據(jù)第一段中的the root of the conflict we
are trying to address is much deeper and needs to include more people
in the conversations 可知，學(xué)校在調(diào)解過(guò)程中發(fā)現(xiàn)沖突通常不僅僅
涉及學(xué)生本人，還可能涉及其他家庭成員。因此，需要拓展對(duì)話范
圍以深入解決沖突根源。
6. How did the grandmother and the mom feel at the beginning of the
mediation？（　　）
A. Surprised. B. Doubtful.
C. Regretful. D. Annoyed.
解析： 　推理判斷題。根據(jù)第二段中的During the beginning parts
of the mediation， some of the adults in the room started to become
heated and defensive ...a grandmother and one of the moms.可知，
在調(diào)解初期，房間里的一些成年人情緒激動(dòng)，都在為自己的孩子辯
解。一場(chǎng)沖突在一位祖母和一位媽媽之間發(fā)生了。由此可推知，那
位祖母和那位媽媽當(dāng)時(shí)都很生氣。
7. What did the students do after leaving the room？（　　）
A. They made a secret plan.
B. They said sorry to each other.
C. They cleared a space for play.
D. They communicated with their guardians.
解析： 　細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段中的They left the room
together and as the adults watched from the window， they hugged
each other and apologized.可知，孩子們走出房間后，模仿著大人們
的樣子，相擁在一起并向彼此道歉。
8. What would be the best title for this text？（　　）
A. The Nature of Conflicts
B. The Power of Role Models
C. The Correct Ways to Apologize
D. The Challenges of Family Relationships
解析： 　標(biāo)題歸納題。根據(jù)最后一段并結(jié)合文中的案例可知，本
文意在傳達(dá)：成年人的言行舉止會(huì)對(duì)青少年產(chǎn)生重要的影響。成年
人應(yīng)該以身作則，通過(guò)示范告訴年輕人如何正確解決沖突，從而在
潛移默化中改變他們的行為方式。因此B項(xiàng)為本文的最佳標(biāo)題。
Ⅱ.完形填空
　　It isn’t every day that the future and the past get to meet on national
television.
　　When his wife of 72 years passed away six years ago， Peter
Davies 　9　he felt like “almost soul”. The 100-year-old man from
Macclesfield， England 　10　to find new purpose in his life， so when
his daughter suggested he offer his help at the local elementary school，
he 　11　to go for it.
　　“I was married for 72 years， and when my wife died， life
changed 　12　，” Peter explained.“My daughter suggested that， to
get some 　13　back into my life， I do something I’m 　14　of
doing.”
　　Peter chose to 　15　at a primary school， and he was a
huge 　16　with all of the children he tutored.He 　17　reading into a
fun game. Besides， his new 　18　as a grandfatherly figure made him
feel more connected to his community than ever before.
　　“The 　19　 are great，” said Peter. “I’m sure I get more than
the kids do. It is a lovely warm feeling that I 　20　 the community.
I’m part of it. Moreover， my image is 　21　 .Wherever I go in the
village， a child will shout ‘Hello， Mr Davies’. I feel 10 feet tall.”
　　Recently he was 　22　 with a British Empire Medal （BEM） on
television with the youngest recipient， 18-year-old Dara McAnulty.
“He is the future， and I am the past，”Peter said.“It’s just simple
as that， it really is. I’m 　23　 for him.”
語(yǔ)篇解讀：本文是一篇記敘文。文章主要講述了二戰(zhàn)老兵彼得·戴維
斯在妻子去世之后，在女兒的建議下去當(dāng)?shù)匦W(xué)當(dāng)志愿者，與孩子
們的接觸讓他重新找到了生活的意義，也因此成為名人。
9. A. admitted B. suspected
C. proved D. argued
解析： 　根據(jù)he felt like “almost soul”可以推斷，此處指他在坦
白自己內(nèi)心的感受，當(dāng)結(jié)婚72年的妻子6年前去世時(shí)，彼得 戴維斯
承認(rèn)他覺(jué)得自己幾乎成了魂靈。admit承認(rèn)；接納；suspect懷疑；
猜想；prove證明；證實(shí)；argue爭(zhēng)論；辯論。
語(yǔ)篇解讀：本文是一篇記敘文。文章主要講述了二戰(zhàn)老兵彼得·戴維
斯在妻子去世之后，在女兒的建議下去當(dāng)?shù)匦W(xué)當(dāng)志愿者，與孩子
們的接觸讓他重新找到了生活的意義，也因此成為名人。
10. A. refused B. struggled
C. regretted D. pretended
解析： 　根據(jù)語(yǔ)境可知，妻子的去世讓彼得·戴維斯內(nèi)心非常難
過(guò)，所以女兒建議他去努力尋找新的人生目標(biāo)。refuse拒絕；
struggle掙扎；斗爭(zhēng)；regret遺憾；后悔；pretend假裝。
11. A. failed B. determined
C. requested D. forgot
解析： 　根據(jù)下文Peter chose to 　15　 at a primary school， and
he was a huge 　16　with all of the children he tutored.可知，彼
得·戴維斯接受了女兒的建議，決定去當(dāng)?shù)匦W(xué)幫忙。fail失敗；
determine決定；request要求；forget遺忘。
12. A. dramatically B. temporarily
C. casually D. secretly
解析： 　根據(jù)上文I was married for 72 years， and when my
wife died可知，妻子的去世讓生活發(fā)生了顯著的變化。
dramatically劇烈地；明顯地；temporarily暫時(shí)地；casually隨
意地；secretly秘密地。
13. A. information B. creation
C. affection D. meaning
解析： 　根據(jù)上文The 100-year-old man from Macclesfield，
England 　10　to find new purpose in his life可知，女兒希望彼得
能夠重新發(fā)現(xiàn)生活的意義所在，找到生活的目標(biāo)，做一些他有能
力做的事情。information信息；creation創(chuàng)造；affection 喜愛(ài)；愛(ài)
慕；meaning意義。
14. A. afraid B. tired
C. capable D. ashamed
解析： 　參見(jiàn)上題解析。afraid害怕；tired疲憊的；厭倦的；
capable勝任的；ashamed羞愧的。
15. A. study B. perform
C. investigate D. volunteer
解析： 　根據(jù)上文so when his daughter suggested he offer his help
at the local elementary school， he 　11　to go for it可知，女兒鼓
勵(lì)他到當(dāng)?shù)氐囊凰W(xué)去幫忙，即做志愿者。study學(xué)習(xí)；研究；
perform表演；表現(xiàn)；實(shí)施；investigate調(diào)查；volunteer自愿做。
16. A. star B. scholar C. hit D. model
解析： 　根據(jù)語(yǔ)境可知，彼得很受孩子們的歡迎。star星星；明
星；scholar學(xué)者；hit很受歡迎的人；model模式；模型；模特。
17. A. expanded B. transformed
C. recovered D. compared
解析： 　根據(jù)空后的reading into a fun game可知，彼得將閱讀變
成了孩子們喜歡的游戲。expand擴(kuò)展；擴(kuò)大；transform使改變形
態(tài)；recover恢復(fù)；compare比較。
18. A. responsibility B. challenge
C. status D. mission
解析： 　根據(jù)as a grandfatherly figure made him feel more
connected to his community than ever before可知，彼得的到來(lái)對(duì)于
孩子們來(lái)說(shuō)是作為爺爺般的新身份。responsibility責(zé)任；challenge
挑戰(zhàn)；status地位；身份；mission使命。
19. A. assistants B. instructors
C. applicants D. kids
解析： 　根據(jù)下文彼得說(shuō)的話可知，此處指的是彼得對(duì)于孩子
們的表現(xiàn)很滿意，稱贊孩子們很棒。assistant助手；助理；
instructor指導(dǎo)者；applicant申請(qǐng)人；kid兒童；小孩。
20. A. belong to B. object to
C. adapt to D. reach to
解析： 　根據(jù)下文I’m part of it.可知，在彼得看來(lái)自己是這個(gè)
社會(huì)的一分子。belong to屬于；object to反對(duì)；adapt to適應(yīng)；
reach to觸及。
21. A. apparent B. tremendous
C. flexible D. particular
解析： 　根據(jù)下文Wherever I go in the village， a child will shout
“Hello， Mr Davies”. I feel 10 feet tall.可知，不管彼得出現(xiàn)在
村子的什么地方，都會(huì)有孩子與他打招呼，由此可以看出他很受
孩子們歡迎，即他的形象在孩子們眼中非常好。apparent明顯的；
tremendous巨大的；極好的；flexible靈活的；particular特定的；
挑剔的。
22. A. remarked B. accompanied
C. honoured D. impressed
解析： 　根據(jù)with a British Empire Medal （BEM） on television
with the youngest recipient， 18-year-old Dara McAnulty可知，彼得
被授予了大英帝國(guó)勛章（BEM）。remark評(píng)論；accompany陪
同；honour尊重；授予榮譽(yù)；impress給……以印象；使銘記。
23. A. concerned B. respectful
C. embarrassed D. delighted
解析： 　Dara McAnulty 18歲就獲得了大英帝國(guó)勛章（BEM），
所以彼得為他感到高興。concerned擔(dān)心的；關(guān)心的；respectful恭
敬的；有禮貌的；embarrassed尷尬的；delighted高興的。
Ⅲ.語(yǔ)法填空
　　Henry Norman Bethune was a great Canadian doctor with a very
creative mind and a 24. 　　　　　 （determine） to help people. As a
small boy， he became very interested in medicine and decided to become
a doctor. After 25. 　　　　　　 （graduate） from medical college in
1916， Bethune worked as a doctor in England， the US and Canada. He
reinvented or redesigned over 10 medical instruments to make them
26. 　　　　 （much） useful. He is best known for his service during
the Chinese People’s War of Resistance Against Japanese Aggression.
In 1938， Bethune left for China， after he heard that many people
were dying in the war. 27. 　　　　　　 the difficult situation，
Dr.Bethune did whatever he could 28. 　　　　　　 （assist） the
Chinese people. He helped to organize hospitals， 29. 　　　　　　
（teach） doctors and nurses and showed people how to give first aid. He
is respected as 30. 　　　　　　 unique personality in the history of
medicine， owing to the materialization of the concept of “mobile
medical unit”. Some of the surgical tools developed by him
31. 　　　　　　 （use） in surgeries even now. 32. 　　　　　　
（sad）， Dr.Bethune passed away in November the following year and
was buried in Shijiazhuang. After Dr.Bethune’s death， Chairman Mao
Zedong wrote an article in memory of him， in 33. 　　　　　　 he
praised Dr.Bethune as a hero to be remembered in China.
語(yǔ)篇解讀：本文是一篇記敘文。文章講述了加拿大醫(yī)師亨利·諾爾
曼·白求恩對(duì)醫(yī)學(xué)和中國(guó)的貢獻(xiàn)和幫助，以及中國(guó)對(duì)他的懷念和贊
揚(yáng)。
24. determination　考查名詞。根據(jù)介詞with和不定冠詞a可知，空處
應(yīng)用單數(shù)名詞作賓語(yǔ)。
25. graduating/graduation　考查非謂語(yǔ)動(dòng)詞或名詞。介詞after后應(yīng)用
動(dòng)詞-ing形式或名詞作賓語(yǔ)。
語(yǔ)篇解讀：本文是一篇記敘文。文章講述了加拿大醫(yī)師亨利·諾爾
曼·白求恩對(duì)醫(yī)學(xué)和中國(guó)的貢獻(xiàn)和幫助，以及中國(guó)對(duì)他的懷念和贊
揚(yáng)。
26. more　考查形容詞的比較級(jí)。根據(jù)上文He reinvented or redesigned
over 10 medical instruments可知，重新發(fā)明或設(shè)計(jì)的10多種醫(yī)療器械
應(yīng)該是更好用，應(yīng)用形容詞的比較級(jí)作賓語(yǔ)補(bǔ)足語(yǔ)。
27. Despite　考查介詞。由（assist） the Chinese people和the difficult
situation可知，前后構(gòu)成讓步關(guān)系，且空后是名詞短語(yǔ)，所以此處應(yīng)
用介詞despite表示“盡管”，首字母應(yīng)大寫。
28. to assist　考查非謂語(yǔ)動(dòng)詞。根據(jù)句意可知，此處應(yīng)用動(dòng)詞不定式
作目的狀語(yǔ)。
29. taught　考查動(dòng)詞的時(shí)態(tài)。teach和helped，showed （一般過(guò)去
時(shí)）是并列謂語(yǔ)動(dòng)詞，所以空處也應(yīng)用一般過(guò)去時(shí)。
30. a　考查冠詞。此處泛指“一個(gè)獨(dú)特的人物”，unique的發(fā)音以輔
音音素開(kāi)頭，所以用不定冠詞a。
31. are used　考查動(dòng)詞的時(shí)態(tài)、語(yǔ)態(tài)和主謂一致。結(jié)合時(shí)間狀語(yǔ)now
可知，時(shí)態(tài)應(yīng)用一般現(xiàn)在時(shí)，又因主語(yǔ)Some of the surgical tools和謂
語(yǔ)動(dòng)詞use是被動(dòng)關(guān)系，所以用一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)；主語(yǔ)Some of
the surgical tools是復(fù)數(shù)形式，因此謂語(yǔ)應(yīng)用復(fù)數(shù)形式。
32. Sadly　考查副詞。修飾后面的整個(gè)句子，應(yīng)用副詞，位于句首，
首字母應(yīng)大寫。
33. which　考查定語(yǔ)從句。此處是“介詞＋關(guān)系代詞”引導(dǎo)的非限制
性定語(yǔ)從句，先行詞是an article，指物，在從句中作介詞in的賓語(yǔ)，
應(yīng)用關(guān)系代詞which。
Ⅳ.讀后續(xù)寫
　　閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)
成一篇完整的短文。
　　（2024·浙江湖州高二上期末）Charlie was very obedient to his
parents and teachers， for which everyone loved him a lot. Due to his
father’s job， his family moved to a new city， where he entered a new
school. As Charlie was a good boy， soon most of his new classmates
became his good friends. The teachers also praised this new boy，
because of his intelligence and nice behavior to all.
　　But there was one boy in the class who did not like Charlie at all！
His name was Bill and he was a very naughty boy， for which no one
liked him at all. He found that Charlie was a quiet boy. So he started
creating troubles for his new classmate. At the lunchtime， when Charlie
was having lunch， Bill came up to him and asked， “Hey， what do
you have for lunch？” “It’s cake and sweets，” Charlie replied with
a smile.
　　“I love sweets and so I will eat this food today，” Bill said
grudgingly. He snatched the lunch box from Charlie. The other boys
sitting around were furious， but no one dared to protest due to fears of
being bullied by Bill and his little gang.
　　From that day on， Bill regularly ate Charlie’s lunch and even
threw away the water from his water bottle one day. But Charlie still kept
quiet and did not complain to the teacher. Bill never did his homework and
always forced the good boys of the class， including Charlie， to write it
down on his copy for him！ When Charlie’s parents learned about all
these bullies of Bill， they wanted to come to the school and complain
about this naughty boy. But Charlie stopped them and said， “Mom，
Dad， please do not worry. Everything will be all right. After all， Bill is
also a kid like me.”
　　The days went by and the time came for the annual sports at the
school. Charlie was also good at sports and he participated in a number of
events. Bill also participated in sack race （套袋賽跑）， though he
could not run very fast due to his fat body.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式作答。
　　Seeing Charlie won first prize in 100 meters， Bill felt very bad
and then made a decision. 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　
　　Charlie then took Bill to the school doctor who tended his injured
leg. 　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
　
參考范文：
　　Seeing Charlie won first prize in 100 meters， Bill felt very bad and
then made a decision. Soon it was the time for the sack race. Bill showed
up on the track early， thinking he would spare no effort in this game to
beat Charlie. When the race began， Bill glanced at Charlie next to him
and said，“I will beat you definitely.” Then Bill jumped forward with
all his strength at his first attempt. Slowly Charlie was left behind， but
suddenly Bill tripped and fell onto the ground.When Charlie came to
him， he found Bill’s ankle was bleeding and he couldn’t get up.
Charlie then took Bill to the school doctor who tended his injured leg.
Charlie didn’t go back and gave up the race at last. Looking at Charlie，
Bill lowered his head full of shame. After a while， he opened his mouth
and said sincerely，“I’m sorry. I know I was wrong and beg for your
forgiveness.” Charlie responded immediately with a smile，“From
today on we will be friends forever.” So since that day Bill has changed
completely.
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