讀后續(xù)寫+和諧共生：公園生態(tài)矛盾與解決之道+講義 高三上學(xué)期開學(xué)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。OneThursday,myclassmates,teachers,andIwenttoDahuParktostudynature.DahaPark'sMoanBidgeisoneofthemostfamousplacesinthewholeworld.That'sbecauseatnight,itshinesbrightlikethemount!onthebridge,Isawsomethinghugefloatingontopofthewater.Iwonderedwhatitwas,soIwentdowntolook.WhenIsawwhatitwas,IwishedIhadn't.Therewasarotting,dead,uglyfishfloatinginthepond.MyfriendJaspercameovertoseewhatIwaslookingatandhealmostthrewup.Iaskedhimifheneededmedicine.Hesaidheneededmetogetthatfishasfarawayfromhimaspossible.Ipokeditwithastick,Irealizingthatitwashardanditseyewasmissing.Iwastotallydisgusted.Ilostmyappetite.Ourteacher,sensingwhatwasabouttohappen,tookusawayfromthepond.WewalkedforawhileandkeptexploringDahuPark.Aswecrossedoverabridge,Itriednottolookintothewater.Then,Isawthreeoldmenfishing.Twolookedannoyedandnervous,buttheotherwascalm.Theylookedliketheywerecompeting.Igotcloser.Thecalmonepatientlywaitedforafishtofallintothetrap.Whenhefinallycaughtafish,IwassohappyIcouldhavejumpedintothelake.Butthefishwasreallysmall.Iexpectedhimtoputitinacontainerorsomething,butno,hethrewittoanearbybird.Itswallowedithappily.Theotherbirdslookedatitwithjealousy,andthenmovedclosertotheoldman.Iwasshocked.Heworkedsohardandfinallycaughtafish,andhethrewhisfirstonetoabird!注意:1.續(xù)寫詞數(shù)應(yīng)為150個左右;2.請按如下格式在答題卡的相應(yīng)位置作答。IthoughtmaybethedisgustingfishIsawearlierhadsomethingtodowiththisoldman'sactions.______________________________________________________________________________________________________________________________________________________________________________________________________Hearingwhattheytalkedabouttheseriousnessofwaterpollution,Iunderstoodwhy.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________下面是對上述故事進(jìn)行的五要素分析：1.人物（Characters）：-敘述者：一位學(xué)生，對自然和周圍環(huán)境有好奇心。-Jasper：敘述者的朋友，對腐爛的魚有強(qiáng)烈的厭惡反應(yīng)。-老師：帶領(lǐng)學(xué)生去公園學(xué)習(xí)自然，及時引導(dǎo)學(xué)生離開不愉快的場景。-三個老人：在公園釣魚，其中一位將釣到的魚喂給鳥，展現(xiàn)了對自然的尊重和生態(tài)平衡的理解。2.情節(jié)（Plot）：-開端：敘述者和同學(xué)們?nèi)ゴ蠛珗@學(xué)習(xí)自然。-發(fā)展：敘述者發(fā)現(xiàn)了一只腐爛的死魚，引起了惡心和食欲喪失。-轉(zhuǎn)折：老師帶領(lǐng)學(xué)生離開池塘，他們在公園中繼續(xù)探索。-高潮：敘述者觀察到三位老人釣魚，其中一位將第一條魚給了鳥。-結(jié)局：敘述者對老人的行為和對環(huán)境的討論產(chǎn)生了深刻的思考。3.環(huán)境（Setting）：-故事發(fā)生在大湖公園，特別是著名的摩安橋附近，以及公園的池塘和橋梁上。-環(huán)境描寫突出了公園的自然美景，同時也展示了水污染的嚴(yán)重性。4.主題（Theme）：-自然與人類的相互關(guān)系：故事強(qiáng)調(diào)了人類行為對自然環(huán)境的影響。-生態(tài)平衡：通過老人喂鳥的行為，體現(xiàn)了維持生態(tài)平衡的重要性。-環(huán)境保護(hù)：故事通過敘述者的經(jīng)歷，提醒人們要關(guān)注和保護(hù)自然環(huán)境。5.沖突（Conflict）：-內(nèi)在沖突：敘述者對腐爛的魚感到厭惡，但這種感受促使他對自然環(huán)境有了更深的認(rèn)識。-外在沖突：故事中提到的水污染問題，體現(xiàn)了人類活動對自然環(huán)境造成的破壞。-人與自然的沖突：通過老人釣魚和喂鳥的行為，展示了人類如何在尊重自然的同時與之和諧共處。通過這五要素分析，我們可以更深入地理解故事的結(jié)構(gòu)和深層含義，以及它如何傳達(dá)對自然環(huán)境的尊重和保護(hù)的信息。主要矛盾：在這個故事中，主要矛盾體現(xiàn)在人類活動對自然環(huán)境的影響上，具體表現(xiàn)為水污染導(dǎo)致的死魚問題，以及人們對于這種環(huán)境破壞的不同反應(yīng)和處理方式。這個矛盾不僅影響了自然環(huán)境的健康，也影響了人們在公園中的體驗(yàn)。1.環(huán)境破壞與保護(hù)的矛盾：腐爛的死魚象征著環(huán)境污染的嚴(yán)重性，而老人釣魚喂鳥的行為則代表了對自然環(huán)境的尊重和保護(hù)。2.人類行為與自然后果的矛盾：人類活動導(dǎo)致水污染，進(jìn)而影響了公園的生態(tài)環(huán)境，這直接影響了公園的訪客體驗(yàn)。解決方法：解決這一矛盾的方法涉及到提高公眾意識、采取實(shí)際行動以及持續(xù)的環(huán)境保護(hù)工作。1.提高公眾意識：通過教育和宣傳活動，提高公眾對水污染和環(huán)境保護(hù)的認(rèn)識。這可以通過學(xué)校教育、社區(qū)活動或媒體宣傳來實(shí)現(xiàn)。2.采取實(shí)際行動：鼓勵和組織志愿者參與清理公園和湖泊的垃圾，減少污染源。同時，實(shí)施更嚴(yán)格的環(huán)境保護(hù)法規(guī)，限制污染物的排放。3.持續(xù)的環(huán)境保護(hù)工作：建立長期的環(huán)境保護(hù)機(jī)制，包括定期監(jiān)測水質(zhì)、維護(hù)生態(tài)平衡和促進(jìn)生物多樣性。這需要政府、社區(qū)和個人共同努力。4.個人責(zé)任：每個人都應(yīng)該承擔(dān)起保護(hù)環(huán)境的責(zé)任，從減少個人垃圾產(chǎn)生、使用環(huán)保產(chǎn)品到參與社區(qū)的環(huán)?；顒印?.生態(tài)恢復(fù)：對于已經(jīng)受到破壞的環(huán)境，可以采取生態(tài)恢復(fù)措施，如種植水生植物來凈化水質(zhì)，恢復(fù)魚類和其他水生生物的棲息地。通過這些方法，可以逐步解決故事中展現(xiàn)的環(huán)境矛盾，促進(jìn)人與自然的和諧共處。參考范文:IthoughtmaybethedisgustingfishIsawearlierhadsomethingtodowiththisoldman'sactions.Thefishhecaughthadbeenskinnyandlookedsick,IwassoclosetohimthatIcouldhearhimsaysomethingaboutthepeoplepollutingthewater,That'swhenIrealizedwhathewastalkingabout.Thereasonwhywesawthedeadfishearlierwasthatpeoplewerepollutingthewater,Inoticedthefishhecaughthadthesameblackpatternonitsscalesasthedeadfish.Thoseweren'tscales;thoseweretheresultofbadchemicals.Ifeltreallybadforthefish.Hearingwhattheytalkedabouttheseriousnessofwaterpollution,Iunderstoodwhy.Maybesomeonethrewsometrashwithchemicalsintothewater.Thenanotherpersonthrewanotherpieceoftrashintothelake,Maybewhenthetwochemicalsweremixedtogether.theycreatedanewdeadlysubstancethatkilledthefish.Thisdoesn'tjustaffectthefish.itaffectsustoo.Ifthesmallerfishgetpoisoned,andthebigfisheatthem,thebigfishwillgetpoisoned.Ifweeatthepoisonedfish,wewillgetpoisoned.Then,DahuParkwillnotbefamousforitsMoonBridge,butitwillbefamousforitsdeadfish下水文1IthoughtmaybethedisgustingfishIsawearlierhadsomethingtodowiththisoldman'sactions.Itseemedhewasnotjustfishingforsportorforhimself,butwaspartofalarger,unspokenefforttomaintainthebalanceoftheecosystem.Theoldman'sactofgivingthefishtothebirdwasagestureofrespectandawaytoensurethatnolifewaswasted,eveninthefaceofthedecaywehadwitnessedearlier.Itwasastarkcontrasttotheuglinessofthedeadfishandareminderthatinnature,lifeanddeatharecloselyintertwined.Hearingwhattheytalkedabouttheseriousnessofwaterpollution,Iunderstoodwhy.Theoldmenweredeeplyconcernedaboutthehealthofthelakeandthecreaturesthatcalledithome.Theyspokeofhowpollutionhadledtothedeathofmanyfishandhowitdisruptedthenaturalfoodchain.ItwasasoberingconversationthatmademerealizethatthebeautyofDahuParkwasunderthreat.Itwasawake-upcalltobemoremindfulofouractionsandtheirimpactontheenvironment.Thedaythatstartedwithalessoninnature'sdecayendedwithalessoninnature'sresilienceandtheimportanceofourroleinpreservingit.下水文2IthoughtmaybethedisgustingfishIsawearlierhadsomethingtodowiththisoldman'sactions.Itwasasifheknewthatthelakewassufferingandwasquietlydoinghisparttohelp.Byfeedingthebirdswithhiscatch,hewascontributingtothehealthoftheecosysteminhisownsmallway.Itwasasimpleact,butonethatresonate