讀后續(xù)寫+從角落到自信：羅伯特的成長之路 講義 高一上學(xué)期入學(xué)摸底考試英語試卷

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。Yearsago,mydaughterHopewasinafourthgradeclasswithagroupofchildrenneighborhood.MostofthechildreninHope’sclasshadatleastoneparentworkinginafactory.Hopelovedherclassandoftentoldmestoriesofherclassmates,includingaboynamedRobertwhowasintroublealot.Healwaysstoodinthecornerforpoor

behaviorinclass.Ivolunteeredtoactas“theclassroommom”,meaningbroughtsnacksandplannedpartiesand

specialoutingsforherclass,eventhoughIworkedfull-timeasasocialworker.OnedayIsawRobertstandinginthecornerandaskedtheteacherifhecouldjoinourMother’sDayparty.Sherefused,sayingheneededtolearnalesson.Iwasn'tsurewhathehaddonetomaketheteacherplacehiminthecorner,butIfeltsadforhimasweatecakesandplayedgameswhilehecontinuedtofacethecorner.Afterthe

party,IaskedHopewhatwaswrongwithRobert.“Itseemedthathewenttoschoolonlyforbasketball.Hedidn’t

listentoourteacherinclassandhetalkedback.Ifyouwerehismother,Ibethewouldn'ttalkback,”Hopesaid.I

knewRobert’smotherworkedlonghoursinthepaper-makingfactory.Iknewshewasagoodwoman,whofound

ithardtocareforherfourchildrenalone.Shetriedherbest,butIwassurethereweredayswhenshefelthopeless

andwasunabletomanageit.HopesaidRobertoftengotangryinclasswhenhedidn'tknowtheanswertoaquestionandcouldn'treadaswellastheotherchildren.Hope’swordsstruckmeandmademethinkaboutwhetherIcouldhelpRobertonaone-to-onebasis.HisteacherallowedmetocometwodaysaweekduringmylunchbreakandhelpRobertwith

reading.Wereadsecondgrade-levelbooks,thehighestlevelhecouldmaster.注意：1.續(xù)寫詞數(shù)應(yīng)為150詞左右；2.請按如下格式作答。Slowlyhebegantomasterthesebooks,almostenjoyingthem.________________________________________________________________Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams._______________________________________________________________________________文章大意這篇文章講述了作者作為“班級媽媽”在女兒Hope的四年級班級中的經(jīng)歷。Hope的班級里有一個名叫Robert的男孩，他經(jīng)常因為行為問題被罰站。盡管老師最初不同意，但作者還是邀請了Robert參加母親節(jié)派對。在派對后，Hope告訴作者，Robert似乎只對籃球感興趣，并且經(jīng)常在課堂上與老師發(fā)生沖突。了解到Robert家庭的情況后，作者決定在午餐時間幫助Robert提高閱讀能力。經(jīng)過一段時間的努力，Robert的閱讀水平有了顯著提高，他的態(tài)度也變得更加積極。在學(xué)年結(jié)束時，Robert的閱讀成績有了顯著提升，他和同學(xué)們都參加了期末考試，成績證明了他的努力和進步。這個故事強調(diào)了耐心、堅持和個人關(guān)注對改變一個孩子生活的重要性。在原文中，有幾處伏筆為續(xù)寫部分提供了基礎(chǔ)：1.Robert的行為問題：文章開頭提到Robert經(jīng)常因為行為問題被罰站，這為續(xù)寫中他的行為改變和學(xué)習(xí)進步埋下了伏筆。2.作者的關(guān)心：作者對Robert的關(guān)心和愿意幫助他，為續(xù)寫中她與Robert一對一輔導(dǎo)的情節(jié)提供了背景。3.Robert的學(xué)習(xí)困難：文章提到Robert在閱讀上的困難，這為續(xù)寫中他通過輔導(dǎo)取得進步的情節(jié)埋下了伏筆。在續(xù)寫中，這些伏筆得到了回應(yīng)：1.行為的改變：續(xù)寫中描述了Robert在作者的幫助下，從一開始的抵觸到后來的積極參與，最終在行為和學(xué)習(xí)上都有所改善。2.作者的輔導(dǎo)：續(xù)寫中詳細描述了作者如何利用午餐時間幫助Robert提高閱讀能力，這回應(yīng)了原文中作者決定幫助Robert的伏筆。3.學(xué)習(xí)的進步：續(xù)寫中提到Robert的閱讀水平有了顯著提高，這回應(yīng)了原文中提到的他的學(xué)習(xí)困難，并且展示了輔導(dǎo)的積極效果。這些伏筆和回應(yīng)共同構(gòu)建了一個關(guān)于個人成長、教育的力量和社區(qū)支持的故事，強調(diào)了在孩子的成長過程中，耐心和關(guān)懷的重要性。主旨升華句1."Everychildcarrieswithinthemthepotentialfortransformation,awaitingonlytherightmomentandthecaringtouchofaguidinghand."2."ThewallsthatonceconfinedRobert'scapabilitiescrumbledunderthegentlepersistenceofbeliefandattention,revealingthetruestrengthofhischaracter."3."Inthequietmomentsofone-on-onesupport,theseedsofconfidenceweresown,andwithtime,theyblossomedintoabloomofacademicprogress."4."Robert'sjourneyfromthecornertoacademicachievementisatestamenttothepowerofcompassionandtheprofoundimpactitcanhaveonshapingayounglife."5."ThestoryofRobertisnotjustoneofovercomingobstacles,butabeaconofhopethatilluminatesthepathforotherchildrenwhomaybestruggling,showingthemthatthey,too,canriseabovetheirchallenges."讀后續(xù)寫參考答案Slowlyhebegantomasterthesebooks,almostenjoyingthem.Beingmoreflexiblein

thinkingandmorefocusedinclass,hemanagedtomakebigprogress.AccordingtoHope,

Robertalmostturnedintoadifferentperson,whocouldanswertheteacher'squestion

carefullyandcorrectly.Theteacherpraisedhimandaskedhimtocontinuewithhisefforts.

Inourfollowingreadingtaskduringlunchtime,Roberthappilysharedhisideasandrequested

tobegivenmorebooks.Afterthatday,IraisedthelevelofreadingtoGrade3andGrade4,

muchfasterthanIexpected.Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.Afterthe

exam,hecametomyhousewithHope.Hiseyesflashedwithexcitement,andhetoldme

thathethoughthedidwellintheexam,muchbetterthanbefore.Ipattedhimonhis

shoulderandsaidwithasmile,“Youareacleverboy.Iknowyoucanmakeit,notjustin

learning.”Withablushflashingonhisface,hecameforwardandhuggedme,saying

gently,“Thankyou,thankyou...”Ialsohuggedhim,andIknewthischildwouldhavea

promisingfuture,nomatterwhattheresultofthisexamwas.下水文1Slowlyhebegantomasterthesebooks,almostenjoyingthem.Witheachsession,InoticedasubtlechangeinRobert.Hisinitialresistanceturnedintocuriosity,andeventually,aquietdeterminationtoimprove.Hestartedtoanticipateourreadingsessions,andIcouldseetheprideinhiseyeswhenhemanagedtosoundoutadifficultword.Hisconfidencegrewwitheverypageweturned,andIcouldsenseashiftinhisattitudetowardslearning.Itwasasifalighthadbeenswitchedon,illuminatingnotjustthewordsonthepage,butalsoapathtowardsabrighterfutureforRobert.Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.IheldmybreathasIwaitedfortheresults,hopingagainsthopethatoureffortshadmadeadifference.Whenthescorescamein,therewasRobert'sname,listedamongthosewhohadshownsignificantimprovement.Hisreadingskillshadjumpedtwogradelevels,atestamenttohishardworkandthesmallactsofkindnessthatcansometimeschangeachild'slife.Histeacherwasastonished,andhismotherwasmovedtotears.Forme,itwasaconfirmationthatsometimes,allachildneedsisalittleextraattentionandbeliefintheirpotentialtounlocktheirtruecapabilities.Robert'stransformationwasareminderofthepowerofpatience,persistence,andtheimpactonepersoncanhaveonanother'slife.下水文2Slowlyhebegantomasterthesebooks,almostenjoyingthem.EachwordthatRobertreadwithgreaterfluencywasavictory,andwitheachvictory,hisconnectiontoliteratureandlearningstrengthened.Hisoncerestlessenergyduringoursessionswasnowchanneledintoconcentration,andtheonce-frequentoutburstsoffrustrationwerereplacedwithmomentsofquietreflection.Icouldseethewheelsturninginhismindashegrappledwithnewconceptsandsounds,anditwasajoytowitnesshisgrowingen