第二節（滿分25分）閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文?！癢hatisyourname?”isaquestionmostfrequentlyaskedwhenpeoplemeetforthefirsttime.Butforme,itwasthefirstchallengeIencounteredasaninternationalstudentinIreland.ThepronunciationsystemoftheChineselanguageisquitedifferentfromthatofEnglish.FornativespeakersofEnglish,someChinesewordsareratherdifficulttopronounce.MygivennameQiuyu（秋雨）,forinstance,happenedtobeagreatchallengeformanyofthem.EverytimeIgaveaself-introduction,Ihadtoexplainhowtopronouncemynameatleastfivetimes,yettheystillcouldnotsayitthewayIdid.Onceinalecture,theprofessortriedrepeatingmynameaftermeoverandoverinfrontofthirtyclassmates.IreallydidnotknowwhetherIshouldcontinuecorrectinghimorsimplydropthematter.Ifearedthatmyclassmatesmightgrowtiredofmyeffortsorevenlosepatiencewithme.Afterall,Ididcareabouthowotherswouldthinkofme.IrealizedthatifIdidn'tstop,theentirelecturewouldberuined.“It'sokay,professor,”Ishrugged（聳肩）.Theawkwardmomentendedwiththeclasseruptingintolaughter.Iforcedasmile,unsurehowtorespondfurther.Afterthatincident,Istoppedactingasa“Chineseteacher.”Insteadofcorrectingotherswhentheywerestrugglingtopronouncemyname,Ijustsmiledandnoddedapprovingly.Thisapproachsparedmethediscomfortofhavingtoover-explain.However,Isoonfoundthatbydoingso,Imightbelosingsomethingmoreimportant:theopportunitytoshareasmallpartofmyculturalidentity.注意：（1）續寫詞數應為150個左右；（2）請按如下格式在答題卡的相應位置作答。Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Manyofmyclassmatesgotinterestedandcameuptomeafterclass.

范文Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Iinhaledslowly,steadyingmyselfasmemoriesflashedby—thenaquietresolverosewithinme.Thiswasmychancetoreclaimmyidentity.Ifacedtheclasswithslightnervousness,myheartthumpinglikesoftraindropsonautumnleaves.“Qiuyu,”Ibegan,“meansautumnrain—anamemyparentsgavemetoreflectcalmnessandquietstrength.”Ipaused,scanningtheroom.“InChineseculture,autumnrainismorethanweather—it’samood,amomentforreflection,forslowingdownandappreciatingthebeautythatcomesaftersummer’schaos.”Afewclassmatesleanedforward,intrigued.“Thatsoundsbeautiful!”oneofthemsaid.Theirgenuineinterestfilledmewithawarmsenseofbeingunderstood.IwentontoexplainhowChinesenamescarrypoeticmeanings,andforthefirsttime,Ifeltproudtosharemine.Manyofmyclassmatescameuptomeafterclass.Theirfaces,litwithfriendlysmiles,reflectedgenuinecuriosityastheyeagerlyaskedmorequestions—notjustaboutmyname,butaboutotheraspectsofChineseculturetheyfoundfascinating.Someeventriedagaintopronounce“Qiuyu”correctly.Eventheprofessorapproached,offeringanearnest“Qiuyu”that—atlast—soundedperfect.Atthatmoment,theinvisibledistanceandlong-helddiscomfortIoncefeltmeltedaway.Theawkwardnesssurroundingmynamevanished,replacedbyaprofoundsenseofmyidentitybeingtrulyseenandvalued.Theireffortsmademerealizesomethingimportant—culturaldifferencesarenotbarriers,butbridgesforconnectionandsharedappreciation.Byopeningup,Iwasbuildingaconnectionrootedinrespectandcuriosity.Andindoingso,Ifoundnotjustunderstanding,butarenewedprideinwhoIwas,allowingmetoembracemyauthenticself.2Onepossibleversion:Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.Standingup,Ifeltamixofnervousnessandexcitement.“Myname,Qiuyu,combinesthecharactersforautumnandraininChinese,”Ibegan,myvoicesteady.“Autumnrepresentsharvestandmaturity,whilerainsymbolizesnourishmentandgrowth.Together,theyembodyatimeofabundanceandrenewal.”AsIspoke,Inoticedtheraptattentionofmyclassmates,theireyesreflectingcuriosityandrespect.Itwasamomentofconnection,abridgebuiltbetweenculturesthroughthesimpleactofsharingmyname.Manyofmyclassmatesgotinterestedandcameuptomeafterclass.Theysurroundedme,theirquestionspouringoutlikeastream.“WhatothernameshavebeautifulmeaningsinChinese?”“CanyouteachushowtowriteournamesinChinesecharacters?”Ismiled,feelingawarmthspreadthroughme.Itookoutapieceofpaperandbegantosketchoutcharacters,explainingeachstrokeanditssignificance.Throughthisinteraction,Irealizedthatbyembracingmyculturalidentity,Iwasnotonlypreservingmyheritagebutalsoenrichingthelivesofthosearoundme.Itwasasmallyetmeaningfulsteptowardsfosteringculturalunderstandingandappreciation.【導語】本文以人物為線索展開，主要講述了作者作為國際學生在愛爾蘭因中文名字發音難而遭遇挑戰，之后在一次課堂討論中分享名字含義，意識到分享文化身份重要性，并借此與同學增進文化理解的故事。【詳解】1.段落續寫：①由第一段首句內容“在課堂討論中，我被邀請解釋我名字的含義?！笨芍?，第一段可描寫作者在課堂討論中解釋自己名字的含義，并感受到同學們的專注和尊重，意識到這是一個文化交流的契機。②由第二段首句內容“我的許多同學都很感興趣，下課后都來找我?！笨芍?，第二段可描寫課后同學們對作者名字背后的文化產生濃厚興趣，紛紛提問，作者通過教他們寫中文名字，進一步加深了彼此的文化理解和欣賞。2.續寫線索：課堂受邀請解釋名字的含義——作者闡釋名字的寓意——同學們專注傾聽——同學們對名字背后的文化感興趣——作者教他們寫中文名字——感悟文化橋接3.詞匯激活行為類①代表：represent/standfor②解釋：explain/illustrate③保護：preserve/protect情緒類①緊張：nervousness/tension②興奮：excitement/thrill【點睛】【高分句型1】AsIspoke,Inoticedtheraptattentionofmyclassmates,theireyesreflectingcuriosityandrespect.(運用了as引導的狀語從句以及獨立主格結構)【高分句型2】Throughthisinteraction,Irealizedthatbyembracingmyculturalidentity,Iwasnotonlypreservingmyheritagebutalsoenrichingthelivesofthosearoundme.(運用了that引導的賓語從句和“notonly...butalso...”連接兩個并列結構)翻譯Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.

在一次課堂討論中，我被邀請解釋自己名字的含義。Iinhaledslowly,steadyingmyselfasmemoriesflashedby—thenaquietresolverosewithinme.

我緩緩吸了一口氣，讓自己平靜下來，往事一一閃過——隨之而來的，是一種沉靜的決心。Thiswasmychancetoreclaimmyidentity.

這是我找回自我身份的機會。Ifacedtheclasswithslightnervousness,myheartthumpinglikesoftraindropsonautumnleaves.

我帶著一絲緊張看向全班，心跳如秋葉上輕落的雨滴般細膩而急促。“Qiuyu,”Ibegan,“meansautumnrain—anamemyparentsgavemetoreflectcalmnessandquietstrength.”

“Qiuyu，”我開口說道，“意思是秋雨——是我父母為我取的名字，寓意平靜與柔和的力量?！盜paused,scanningtheroom.

我頓了頓，掃視了一下教室?！癐nChineseculture,autumnrainismorethanweather—it’samood,amomentforreflection,forslowingdownandappreciatingthebeautythatcomesaftersummer’schaos.”

“在中國文化中，秋雨不只是天氣，它是一種意境，一種反思的時刻，一種放慢腳步、欣賞喧囂過后之美的節奏。”Afewclassmatesleanedforward,intrigued.

幾位同學饒有興趣地前傾身體?！癟hatsoundsbeautiful!”oneofthemsaid.

“那聽起來真美！”其中一位說道。Theirgenuineinterestfilledmewithawarmsenseofbeingunderstood.

他們真誠的興趣讓我感受到一種溫暖的被理解感。IwentontoexplainhowChinesenamescarrypoeticmeanings,andforthefirsttime,Ifeltproudtosharemine.

我繼續解釋中國名字中所蘊含的詩意含義，而這是我第一次感到自豪地分享自己的名字。Manyofmyclassmatescameuptomeafterclass.

課后，許多同學走到我面前。Theirfaces,litwithfriendlysmiles,reflectedgenuinecuriosityastheyeagerlyaskedmorequestions—notjustaboutmyname,butaboutotheraspectsofChineseculturetheyfoundfascinating.

他們臉上洋溢著友善的笑容，流露出真誠的好奇心，熱切地向我提問——不僅是關于我的名字，還有其他他們覺得有趣的中國文化內容。Someeventriedagaintopronounce“Qiuyu”correctly.

有些人甚至再次嘗試正確發音“Qiuyu”。Eventheprofessorapproached,offeringanearnest“Qiuyu”that—atlast—soundedperfect.

連教授也走過來，認真地說出“Qiuyu”這個名字——這一次，終于發音完美。Atthatmoment,theinvisibledistanceandlong-helddiscomfortIoncefeltmeltedaway.

就在那一刻，曾經那道無形的隔閡和長久以來的不安感悄然消散。Theawkwardnesssurroundingmynamevanished,replacedbyaprofoundsenseofmyidentitybeingtrulyseenandvalued.

關于我名字的尷尬感也不復存在，取而代之的是一種深切的感受——我的身份被真正看見與尊重了。Theireffortsmademerealizesomethingimportant—culturaldifferencesarenotbarriers,butbridgesforconnectionandsharedappreciation.

他們的努力讓我意識到一個重要的道理：文化差異不是障礙，而是溝通與共鳴的橋梁。Byopeningup,Iwasbuildingaconnectionrootedinrespectandcuriosity.

通過敞開心扉，我正在建立一種基于尊重與好奇的聯系。Andindoingso,Ifoundnotjustunderstanding,butarenewedprideinwhoIwas,allowingmetoembracemyauthenticself.

而在這個過程中，我不僅得到了理解，更重新找回了對自我的認同與自豪，讓我能夠坦然接納真正的自己。范文分析：一、結構分析（StoryStructure）整篇續寫的結構清晰、層次分明：1.情節起點：被邀請解釋名字Inaclassdiscussion,Iwasinvitedtoexplainthemeaningofmyname.作為題目提供的段首句，起到了承上啟下的作用。Iinhaledslowly,steadyingmyselfasmemoriesflashedby—thenaquietresolverosewithinme.Thiswasmychancetoreclaimmyidentity.引出主角的心理準備，為情感展開埋下伏筆。2.內心轉變：從緊張到堅定Iinhaledslowly...aquietresolverosewithinme.Thiswasmychancetoreclaimmyidentity.展現主角的心理成長，承接前文“逃避與壓抑”的背景。使用細膩的心理描寫+生動的比喻增強情感真實感。3.交流互動：被理解、被回應“Thatsoundsbeautiful!”oneofthemsaid.Theirgenuineinterestfilledmewithawarmsenseofbeingunderstood.外部回應體現主角努力的價值。同學與教授的參與讓情節更真實、豐滿。4.主題升華：文化認同與自我接納Culturaldifferencesarenotbarriers,butbridges...Ifound...arenewedprideinwhoIwas.最后一段明確升華主旨，呼應文章最初的文化身份沖突。顯示出主角從“適應”到“自信分享”的完整人物成長。二、語言亮點（LanguageFeatures）1.句式多樣，節奏豐富使用了各種句式結構，如：復合句：Iinhaledslowly,steadyingmyselfasmemoriesflashedby...插入破折號：that—atlast—soundedperfect.排比與對比：notjustunderstanding,butarenewedpride...2.比喻優美，意境清新myheartthumpinglikesoftraindropsonautumnleaves→生動形象，契合“秋雨”主題。autumnrainismorethanweather—it’samood→語言詩意，突出文化意境。3.高級詞匯和表達reclaimmyidentity（找回身份）genuinecuriosity（真誠的好奇心）awkwardnesssurroundingmyname（名字帶來的尷尬）arenewedprideinwhoIwas（重新找回的自豪）三、思想深度（ThematicDepth）主題關鍵詞：文化差異·自我認同·交流理解·心理成長價值觀呈現：從“回避文化差異”轉向“主動講述文化故事”傳達出“文化溝通是一座橋梁”這一主旨彰顯個人在異國他鄉中對身份的思考與堅守考試版：課堂講述Inaclassdiscussion,Iwasinvitedto_______________（解釋名字含義）.I_______________（深吸一口氣）steadyingmyselfasmemoriesflashedby—then_______________（沉靜的決心涌上心頭）.Thiswasmychanceto_______________（重塑自我身份）.Ifacedtheclasswith_______________（些許緊張）,myheart_______________（如秋葉上的細雨般怦怦直跳）."Qiuyu,"Ibegan,"means_______________（秋雨）—anamemyparentsgavemetoreflect_______________（沉靜與堅韌）."Ipaused,scanningtheroom."InChineseculture,autumnrainismorethanweather—it’s_______________（一種意境）,_______________（反思的時刻）,forslowingdownand_______________（品味夏日喧囂后的美）."Afewclassmates_______________（身體前傾）,intrigued."Thatsoundsbeautiful!"onesaid.Their_______________（真誠的興趣）filledmewith_______________（被理解的溫暖）.課后共鳴Manyclassmates_______________（課后走向我）.Theirfaces,_______________（綻放友好笑容）,reflected_______________（真摯的好奇）astheyaskedabout_______________（更多中國文化細節）.Someeven_______________（反復練習發音）"Qiuyu".Eventheprofessorapproached,offering_______________（完美發音的"秋雨"）.Atthatmoment,_______________（無形的隔閡）and_______________（長久的不安）meltedaway.Theawkwardnesssurroundingmynamevanished,replacedby_______________（身份被真正看見與珍視的感動）.文化頓悟Theireffortsmademerealize:culturaldifferencesarenot_______________（障礙）,but_______________（連接與共鳴的橋梁）.Byopening