讀后續(xù)寫(xiě)思路訓(xùn)練逆境求學(xué)課件高三英語(yǔ)一輪復(fù)習(xí)

讀后續(xù)寫(xiě)逆境求學(xué)第二節(jié)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(xiě)兩段，使之構(gòu)成一篇完整的短文。 Johnsonlivedinafamilythatwasnotwealthy.Rightbeforethefirstdayofhighschool,hisdadtalkedtohimaboutcollege.Specifically,hisdadtoldhimthatcollegecostmoremoneythaneitherheorhismommadeinayear.Buthisdadexplainedthatnoteveryonepaidthatmuch.HetoldJohnsonthatsomepeople,whoworkedreallyhardandgotgoodgrades,paidlessornothingatalltogotocollege.Itwascalledascholarship.SoJohnsonpromisedhisdadthathewouldworkhardandgetascholarship. Oneday,themathteacher,MrThomas,announcedtheywerestartinganewunit.MrThomasthrewaletterintohismathproblem.Thenhegavethemallsortsofrulesforwhattodowhentherewerelettersinmathproblems.ButJohnsondidn’tunderstandtherules. Everynight,Johnsonwouldtakeouthisbookandworksheet.However,he’dendupstaringattheproblemsinconfusion.Hekeptdoingthatrightupuntil“tomorrow”becamethedaywhentheclasshadtotaketheunittest. Johnsonwasconfusedbytheveryfirstquestion.Andthen,somehow,thetestgotworsewitheachproblem.Whentheclassperiodended,hehadn’tfinishedalloftheproblems.Hefelthisscholarshipslipping(溜走)throughhisfingers. Thedaycamewhentheclassfinallygottheirpapersback.Johnsontookadeepbreathbeforelookingathisown.Thereitwas.A64markedinredinkonthecornerofhispaper.Johnsonfeltupset.Hecouldn’thelpbutlookathisnewdeskmateTyler’spaper.Abig,red72onit.JohnsonwassurprisedthatTyler,whostruggledwithmath,scoredhigherthanhim. “Hey,man,”Johnsonsaid,“that’snotsobad.” “IhavetosayIamluckyIgetextratimeontests.Becauseofmydyslexia(閱讀障礙)…”Tylersaid. “Dyslexia?Idon’tbelieveyou!”Johnsoncriedout,interrupting

(打斷)him.

注意： 1.續(xù)寫(xiě)詞數(shù)應(yīng)為150個(gè)左右；2.請(qǐng)按如下格式作答。 Feelingveryunfair,JohnsoncametoMrThomas’officeafterclass._____________________________________________________________________________ AftersharinghisfeelingswithMrThomas,Johnsontalkedabouthisconfusionaboutthemathproblems.______________________________________________________________________________________________續(xù)寫(xiě)思路第一段：1.Johnson質(zhì)疑Mr.Thomas（可添加對(duì)話的語(yǔ)氣或Johnson的眼神描寫(xiě)）2.Mr.Thomas解釋考試公平性3.Johnson對(duì)自己的情緒感到抱歉續(xù)寫(xiě)思路第二段：1.Johnson講述自己在學(xué)習(xí)數(shù)學(xué)方面的困難（可提及渴望獎(jiǎng)學(xué)金帶來(lái)的學(xué)習(xí)壓力）2.Mr.Thomas為Johnson講解數(shù)學(xué)，并開(kāi)導(dǎo)、鼓勵(lì)他3.Johnson解開(kāi)心結(jié)，獲得學(xué)習(xí)動(dòng)力（像吉伊一樣加油?。W(xué)生作業(yè)學(xué)生作業(yè)學(xué)生作業(yè)學(xué)生作業(yè)學(xué)生作業(yè)續(xù)寫(xiě)思路第一段：1.Johnson質(zhì)疑Mr.Thomas（可添加對(duì)話的語(yǔ)氣或Johnson的眼神描寫(xiě)）2.Mr.Thomas解釋考試公平性3.Johnson對(duì)自己的情緒感到抱歉試著寫(xiě)寫(xiě)吧！第一段：1.Johnson質(zhì)疑Mr.Thomas（可添加對(duì)話的語(yǔ)氣或Johnson的眼神描寫(xiě)）“Excuseme,sir?IsittruethatTylergetsextratimeontests?”Johnsonasked,hiseyesstaringathimwithdisbelief.試著寫(xiě)寫(xiě)吧！第一段：2.Mr.Thomas解釋考試公平性“Yes.ConsideringthatTylerhasalearningdisabilitywhichmakesithardforhimtoread,theschoolcommitteedecidestogivehimextratimeontests.”Mr.Thomasexplainedwithpatience.試著寫(xiě)寫(xiě)吧！第一段：3.Johnson對(duì)自己的情緒感到抱歉Hearingwhathesaid,Johnsoncouldn’thelpfeelingsorryforhisrudebehaviourtoTylerandMr.Thomas.續(xù)寫(xiě)思路第二段：1.Johnson講述自己在學(xué)習(xí)數(shù)學(xué)方面的困難（可提及渴望獎(jiǎng)學(xué)金帶來(lái)的學(xué)習(xí)壓力）2.Mr.Thomas為Johnson講解數(shù)學(xué)，并開(kāi)導(dǎo)、鼓勵(lì)他3.Johnson解開(kāi)心結(jié)，獲得學(xué)習(xí)動(dòng)力（像吉伊一樣加油?。┰囍鴮?xiě)寫(xiě)吧！第二段：1.Johnson講述自己在學(xué)習(xí)數(shù)學(xué)方面的困難（可提及渴望獎(jiǎng)學(xué)金帶來(lái)的學(xué)習(xí)壓力）“Tobehonest,I’vebeenstrugglingtolearnmathrecently.I’mafraidthatthescholarshipthatIcryoutforwillbepushedawayfrommeowingtomymathgrade.”Johnsonspilledoutthetruthwhiletearsrollingdownhisface.試著寫(xiě)寫(xiě)吧！第二段：2.Mr.Thomas為Johnson講解數(shù)學(xué)，并開(kāi)導(dǎo)、鼓勵(lì)他Mr.Thomaspattedhisshoulder,tookoutanotebookandapen,andassistedhiminworkingouttheproblemsstepbystep.Intheend,hetoldJohnsonthathecouldcomeforadviceanytimewhenhehadquestions.試著寫(xiě)寫(xiě)吧！第二段：3.Johnson解開(kāi)心結(jié)，獲得學(xué)習(xí)動(dòng)力（像吉伊一樣加油！）Feelingmotivated,JohnsonwalkedoutofMr.Thomas’officeanddeterminedtoconquerhismathchallenges.Onepossibleversion:

Feelingveryunfair,JohnsoncametoMr.Thomas’officeafterclass.

“Excuseme,sir?IsittruethatTylergetsextratimeontests?”Johnsonasked,hiseyesstaringathimwithdisbelief.“Yes.ConsideringthatTylerhasalearningdisabilitywhichmakesithardforhimtoread,theschoolcommitteedecidestogivehimextratimeontests.”Mr.Thomasexplainedwithpatience.Hearingwhathesaid,Johnsoncouldn’thelpfeelingsorryforhisrudebehaviourtoTylerandMr.Thomas.

AftersharinghisfeelingswithMrThomas,Johnsontalkedabouthisconfusionaboutthemathproblems.

“Tobehonest,I’vebeenstrugglingtolearnmathrecently.I’mafraidthatthescholarshipthatIcryoutforwillbepushedawayfrommeowingtomymathgrade.”Johnsonspilledoutthetruthwhiletearsrollingdownhisface.Mr.Thomaspattedhisshoulder,tookoutanotebookanda