高考英語(yǔ)讀后續(xù)寫典型范文背誦語(yǔ)料庫(kù) 13 教育的偉大之處 【詞句學(xué)習(xí)】 　　 關(guān)于教育的英語(yǔ)常用表達(dá) 　　1、興趣是最好的老師。 　　Interest is the best teacher. 　　2、喜歡孩子，善待孩子。 　　Like children, treat children. 　　3、學(xué)高為師，身正為范。 　　High school teacher, who is the norm. 　　4、以德感人，為人師表。 　　By virtue of being moving. 　　5、教書育人，功德無(wú)量。 　　Teach kindness knows no bounds. 　　6、意識(shí)是成功教育的基矗。 　　Consciousness is the foundation of successful education. 　　7、心靈塑造的最佳工程師。 　　The best engineer in shaping the mind. 　　8、我成功因?yàn)槲抑驹诔晒? 　　I succeeded because I willed it! 　　9、沒(méi)有疑問(wèn)就等于沒(méi)有學(xué)問(wèn)。 　　No doubt is no learning. 　　10、努力把自己當(dāng)成一個(gè)孩子。 　　Try to think of yourself as a child. 　　11、教師的人格是教育的基石。 　　Teachers' personality is the cornerstone of education. 　　12、博觀而約取，厚積而薄發(fā)。 　　Bo concept and about to take, thick and thin hair. 　　13、先學(xué)會(huì)做人，再學(xué)會(huì)知識(shí)。 　　First learn to behave, and then learn knowledge. 　　14、堅(jiān)持啟發(fā)式，避免注入式。 　　Adhere to the heuristic, avoid injection. 　　15、心靈的溝通勝于知識(shí)傳遞。 　　Spiritual communication is better than knowledge transfer. 　　16、教育無(wú)小事;教師無(wú)小節(jié)。 　　Education is no trivial matter; teachers have no section. 　　17、太陽(yáng)下最光輝的職業(yè)是教師。 　　The most glorious profession in the sun is a teacher. 　　18、天荒地老，教師的童心不泯。 　　In ancient times, teachers childishness. 　　19、為學(xué)生的一切，一切為學(xué)生。 　　For all the students, all for the students. 　　20、獨(dú)物之教風(fēng)，以盡匹夫之責(zé)。 　　The unique teaching style, so as to duty. 　　21、教育加贊賞等于教育的平方。 　　Education and appreciation are equal to the square of education. 　　22、耕耘在綠草地，此生無(wú)怨無(wú)悔。 　　Work in the green life, no regrets. 　　23、不自滿者受益，不自是者博聞。 　　No room for complacency is not benefit from cmp. 　　24、一切為了孩子，為了一切孩子。 　　All for children, for all children. 　　25、老老實(shí)實(shí)做人，認(rèn)認(rèn)真真教書。 　　Honest and earnest teaching. 　　26、教師要融于師生的相互理解中。 　　Teachers should be integrated into the mutual understanding between teachers and students. 　　27、循循善誘，誨人不倦的是老師。 　　The teacher is good at giving systematic guidance and tireless in teaching others. 　　28、想讓生命輝煌，就別浪費(fèi)青春。 　　If you want your life to be brilliant, don't waste it. 　　29、不尊重學(xué)生，就是不尊重自己。 　　Does not respect the students, is not respect their own. 　　30、教師施愛(ài)宜在嚴(yán)愛(ài)與寬愛(ài)之間。 　　Teacher Shi Aiyi in between love and love. 　　31、非學(xué)無(wú)以立身，非教無(wú)以立國(guó)。 　　Without learning foundation, non teaching not to stand in. 　　32、踏踏實(shí)實(shí)地做，心中也踏踏實(shí)實(shí)。 　　To do, the heart also do. 　　33、以人為本，是一切教育的出發(fā)點(diǎn)。 　　People oriented, is the starting point of all education. 　　34、職業(yè)道德是做人之本，為師之本。 　　Occupation morals of this man, the division of the. 　　35、教師要融于師生的相互理解中。 　　Teachers should be integrated into the mutual understanding between teachers and students. 　 教學(xué)類常用英語(yǔ)詞匯 內(nèi)容提示詞句學(xué)習(xí)范文背誦關(guān)于教育的句子/教學(xué)類英語(yǔ)詞匯24篇基本框架 basic framework 辦學(xué)效益 efficiency in school management 協(xié)調(diào)發(fā)展 coordinated and balanced program of development 教育投入 input in education 優(yōu)化教師隊(duì)伍 optimize the teaching staff 實(shí)行分區(qū)規(guī)劃 practice regional planning 社會(huì)參與 communal participation 新增勞動(dòng)力 incoming labor force 職前教育 pre-service education 崗位培訓(xùn) undergo job-specific training 提高......的思想品德 enhance the moral awareness of ... 職業(yè)道德 professional ethics 重點(diǎn)學(xué)科 key disciplinary areas or priority fields of study （大學(xué)）?？?Major Types of Education in China short 2- to 3- year higher education programs 掃盲班 literacy class 注冊(cè)人數(shù) enrollment 年齡段（層）age bracket 反復(fù)灌輸 inculcate 希望工程 Project Hope 學(xué)齡兒童 school-ager 人才枯竭 exhaustion of human resources 輟/失學(xué)青少年 school dropout/leaver 基金會(huì) foundation 服務(wù)性行業(yè) service trade 在職培訓(xùn) on-the-job/in-service training 國(guó)際勞工組織 International Labor Organization 基礎(chǔ)科學(xué) the fundamentals 學(xué)分制 the credit system 三學(xué)期制 the trimester system 雙學(xué)士制 a double BA degree system 主副修制 a system of a major field of specialization plus a minor field 教學(xué)、科研、生產(chǎn)的"三結(jié)合" "3-in-1 combination" involving teaching,research, and production 三結(jié)合聯(lián)合體 tripartite complex 定向招生 students are admitted to be trained for pre-determined employers 包分配 guarantee job assignments 燎原計(jì)劃 the Prairie Fire Program 示范試點(diǎn) demonstration pilot project 結(jié)合、使加入 incorporate 動(dòng)員 mobilize 稅收 tax revenue 多學(xué)科的 multi-disciplinary 重點(diǎn)大學(xué) key university 授予（學(xué)士）confer 被授權(quán) be authorized to do 博士后科研流動(dòng)站 center for post-doctoral studies 專業(yè) speciality 愛(ài)國(guó)人士 patriotic personage 國(guó)家發(fā)明獎(jiǎng) National Invention Prize 國(guó)家自然科學(xué)獎(jiǎng) National Prize for Natural Sciences 國(guó)家科技進(jìn)步獎(jiǎng) National Prize for Progress in Science and Technology 學(xué)術(shù)報(bào)告會(huì)，專題討論會(huì) symposium 記者招待會(huì) press conference 國(guó)家教委主任 Chairman of the State Education Commission 國(guó)家統(tǒng)計(jì)局 the State Statistical Bureau 國(guó)家教育經(jīng)費(fèi) national expenditure on education 財(cái)政撥款 financial allocation 半文盲 semiliterate; functional illiterate 占百分比 account for ...% 專任教師 full-time teacher 資料中心 data center 國(guó)際文化交流 intercultural communication 教育方針 guideline(s)/guiding principle(s) for education 教育必須為社會(huì)主義現(xiàn)代化服務(wù)，必須同生產(chǎn)勞動(dòng)相結(jié)合，培養(yǎng)德智體全面發(fā)展的建設(shè)者和接班人。 Education must serve the needs of socialist modernization, be integrated with productive labor, and train builders and successors who are well developed morally, intellectual and physically. 適應(yīng)社會(huì)主義現(xiàn)代化建設(shè)需要，面向二十一世紀(jì)，具有中國(guó)特色的社會(huì)主義教育體系。 a socialist education system with distinct Chinese characteristics that meets the needs of socialist modernization and is oriented to the 21st century 堅(jiān)持社會(huì)主義方向 to keep to the socialist orientation 身體好，學(xué)習(xí)好，工作好。Keep fit, study hard and work well. 德才兼?zhèn)?to combine ability with character; equal stress on integrity and ability 成為有理想，有道德，有文化，守紀(jì)律的勞動(dòng)者 to become working people with lofty ideals, moral integrity, education and a sense of discipline 教育要面向現(xiàn)代化，面向世界，面向未來(lái) Gear education to the needs of modernization, the world and the future 愛(ài)國(guó)主義教育 education in patriotism 國(guó)際主義教育 education in internationalism 集體主義教育 education in collectivism 共產(chǎn)主義教育 education in communism 共產(chǎn)主義道德品質(zhì) communist ethics 政治思想教育 political and ideological education 五愛(ài)（愛(ài)祖國(guó)、愛(ài)人民、愛(ài)勞動(dòng)、愛(ài)科學(xué)、愛(ài)護(hù)公物） "Five Love": love the motherland, the people, labor, and science and take good care of public property. 教書育人 to educate the person as well as impart book knowledge 培養(yǎng)獨(dú)立分析問(wèn)題和解決問(wèn)題的能力 to cultivate the ability to analyze and solve concrete problems independently 啟發(fā)學(xué)生獨(dú)立思考的能力 to help develop the ability of the students to think things out for themselves 培養(yǎng)學(xué)生自學(xué)能力 to foster the students' ability to study on their own 發(fā)揮學(xué)生主動(dòng)性、創(chuàng)造性 to give scope to the students' initiative and creativeness 自學(xué)成才 to become educated through independent study 啟發(fā)式 elicitation method (of teaching); heuristic method 填鴨式教學(xué)法 cramming/forced-feeding method of teaching 普及教育 universal education 義務(wù)教育 compulsory education; free education 學(xué)前教育 preschool education 初等教育 elementary education 中等教育 secondary education 高等教育 higher/tertiary education 普遍教育 general education 成人教育 adult education 職業(yè)技術(shù)教育 vocational and technical education 國(guó)家教育委員會(huì) State Education Commission 高等學(xué)校 institution of higher education 綜合性大學(xué) comprehensive university 文科大學(xué) university of liberal arts 文科院校 colleges of art 理工科大學(xué) college/university of science and engineering 師范大學(xué) normal university; teachers' university 師范學(xué)院 teachers' college 工業(yè)大學(xué) polytechnic university 工業(yè)學(xué)院 engineering institute 農(nóng)業(yè)大學(xué) agricultural university 農(nóng)學(xué)院 agricultural college 醫(yī)科大學(xué) medical university 醫(yī)學(xué)院 medical college/school 中醫(yī)院 institute of traditional Chinese medicine 音樂(lè)學(xué)院 conservatory of music 美術(shù)學(xué)院 academy of fine arts 體育學(xué)院 physical culture institute 分校 branch school 重點(diǎn)學(xué)校 key school 業(yè)余學(xué)校 spare-time school 業(yè)余職工大學(xué) spare-time college for staff and workers 電視廣播大學(xué) television and radio broadcasting university 函授學(xué)院 correspondence school 教師進(jìn)修學(xué)校 teachers' college for vocational studies 成人夜校 night school for adults 業(yè)余藝術(shù)/體育學(xué)校 amateur arts/athletic school 半工半讀學(xué)校 part-work and part-study school 中等專業(yè)學(xué)校 secondary specialized school; polytechnic school 中等技術(shù)學(xué)校 secondary technical school; technical secondary school 職業(yè)學(xué)校 vocational school 附中 attached middle school 在職進(jìn)修班 in-service training course 進(jìn)修班 class for advanced studies 短訓(xùn)班 short-term training course 專修科 special (training) course 自學(xué)考試 self-taught examination 教職員 teaching and administrative staff 教學(xué)人員 the faculty; teaching staff 中、小學(xué)校長(zhǎng)headmaster/headmistress; principal 大專院校校長(zhǎng) president; chancellor 教務(wù)長(zhǎng) dean of studies （系）主任 chairman; chairperson 副主任 vice-chairman 教授 professor 副教授 associate professor 客座教授 visiting professor; guest professor 講師 lecturer 助教 assistant 專職教師 full-time teacher 兼職教師 part-time teacher 輔導(dǎo)員 assistant for political and ideological work 教研室/組 teaching and research section/group 教學(xué)組 teaching group 教員休息室 staff room; common room 母校 Alma Mater 校友 alumnus; alumna 學(xué)生會(huì) students' union/association 高年級(jí)學(xué)生 upper/higher grade pupil/student; pupil/student in senior grades 低年級(jí)學(xué)生 lower grade pupil/student; pupil/student in junior grades 走讀生 day student; non-resident student 住宿生 boarder 旁聽(tīng)生 auditor 研究生 graduate student; post-graduate (student) 應(yīng)屆畢業(yè)生 graduating student/pupil; this year's graduates 聽(tīng)課 to visit a class; to sit in on a class; to attend a lecture 公開(kāi)課 open class 課程 course; curriculum 必修課 required/compulsory course 選修課 elective/optional course 基礎(chǔ)課 basic course 專業(yè)課 specialized course 課程表 school timetable 課外活動(dòng) extracurricular activities 課外輔導(dǎo) instruction after class 課外閱讀 outside reading 課堂討論 class discussion （大學(xué)的）研究小組；討論會(huì) seminar 教學(xué)大綱 teaching program; syllabus 教學(xué)內(nèi)容 content of courses 學(xué)習(xí)年限 period of schooling 學(xué)歷 record of formal schooling 學(xué)年 school/academic year 學(xué)期 (school)term; semester 學(xué)分 credit 分?jǐn)?shù) mark; grade 五分制 the 5-grade marking system 百分制 100-mark system 學(xué)習(xí)成績(jī) academic record; school record 成績(jī)單 school report; report card; transcript 畢業(yè)論文 thesis; dissertation 畢業(yè)實(shí)習(xí) graduation field work 畢業(yè)設(shè)計(jì) graduation ceremony 畢業(yè)典禮 graduation ceremony; commencement 畢業(yè)證書 diploma; graduation certificate 畢業(yè)鑒定 graduation appraisal 授予某人學(xué)位 to confer a degree on sb. 升級(jí) to be promoted to a higher grade 留級(jí) to repeat the year's work; to stay down 補(bǔ)考 make-up examination 升學(xué)t o go to a school of a higher grade; to enter a higher school 升學(xué)率 proportion of students entering schools of a higher grade 獎(jiǎng)學(xué)金 scholarship （國(guó)家）助學(xué)金 (state)stipend/subsidy 領(lǐng)取助學(xué)金的學(xué)生 a grant-aided student 學(xué)費(fèi) tuition (fee) 伙食費(fèi) board expenses 伙食補(bǔ)助 food allowance 【范文背誦】 1 閱讀下面短文，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。 Belinda, like many of my students, had grown up "street smart", with very little use for schools and books. On the first day of school, she called Rory a very bad word, so I kept her in at break. I made her wash all the desks and pick up all the garbage lying around. "That'll teach her," I thought. Belinda, though, was smarter than me. "I like cleaning. Mr. Brassell," she said. "Can I do this every day?" On the third day, I caught Belinda fighting with Jose. I walked over to their table and asked what the problem was. "She keeps calling me a bad word," Jose said. Belinda wrote standards after school while I gave her another lecture on behavior. The next day, I caught her fighting with Jose again. I shouted angrily across the room to ask why they were fighting. Again, Jose accused Belinda of calling him a bad word. Belinda had finally earned a home visit. I told her that I would walk her home after school and talk to her mother in person. And for the first time all the week, Belinda became silent. For the rest of the day, she sat still in her chair, even with kids teasing her. "It's not going to work, young lady," I told her. "You already earned a walk home, and behaving now isn't going to change that." When the final bell sounded, I took Belinda by the hand, and we began the two-block walk to her house. Belinda took me through the gate to her yard and she went inside to get her mother while I waited outside. Where have you been, girl?" a voice screamed. Babies cried loudly inside. "My teacher's here," Belinda said softly, and I still couldn't see inside through the front door. "Hello," a deep voice barked. Then the door opened, and a rather skinny, short woman walked out. "Uh, I'm Mr. Brassell, Belinda's teacher." "What'd she done this time?" 注意： 1.續(xù)寫詞數(shù)應(yīng)為150左右； 2.請(qǐng)按如下格式在相應(yīng)位置作答。 I suddenly decided to try a different approach. _____________________________________________________________________________________________________________________________________________________________________________________________ The next day at school, Belinda gave my knees a big hug. _____________________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 I suddenly decided to try a different approach. Instead of making a complaint to her mother about Belinda’s improper doings at school, I replied softly, “Well, I’m here just to tell you Belinda has been behaving well in school recently.” Sensing their doubts, I continued to list all the positive things that Belinda had done over the past week, from answering my questions actively to cleaning the room. On hearing my words, so delighted was the mother that she gathered her daughter into her arms tightly. I could still hear her joyful yell as I departed. The next day at school, Belinda gave my knees a big hug. Before I could utter a word, she said in eager, excited tones, “You are the best teacher!” Her angelic face lit up with great joy. Seized by a mixture of warmth and relief, I patted her on the shoulder, encouraging her to fit in with her classmates. She gave me a determined nod. The next few months witnessed Belinda’s dramatic transformation from a troublemaker to an all-round student. Never will I forget this impressive experience, which taught me that kindness and encouragement always made a great difference in teaching. 【文章大意】本文以人物為線索展開(kāi)，講述了作者班上的小女生Belinda很頑劣，和同學(xué)吵架打架，并且屢教不改，作者決定去家訪，Belinda也終于安靜了下來(lái)。來(lái)到她家里，Belinda的媽媽出門迎接作者，問(wèn)這次Belinda又闖了什么禍。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“我突然決定嘗試另一種方法?！笨芍谝欢慰擅鑼懽髡邲](méi)有按原計(jì)劃述說(shuō)Belinda不好的行為，而是說(shuō)了Belinda在校的一些好的表現(xiàn)。 ②由第二段首句內(nèi)容“第二天在學(xué)校，Belinda給了我一個(gè)大大的擁抱?！笨芍?，第二段可描寫B(tài)elinda因?yàn)樽髡邲](méi)有跟她的媽媽說(shuō)她的不好的行為而感激作者，并且從此有了很大的改變。 2.續(xù)寫線索：轉(zhuǎn)變思路——細(xì)說(shuō)優(yōu)點(diǎn)——喜悅——感激——轉(zhuǎn)變——感悟 2 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。 Henry once worked in a middle school in a remote area. He loved to teach the teenagers. He worked to understand what his students were thinking and feeling in order to meet their needs. When a student was struggling, he would work harder to show the child that he or she was capable and cared for. He would try everything in order to help every student achieve success in and out of the classroom. But he would never discover that the impact his small act of kindness had on one student after he left the profession to join the navy, Henry was teaching science then, there was one girl who sat at the front of the class and was filled with typical middle school pain and anxiety. Her name was Mary. She was a newcomer then. She wasn't accepted by the classmates that soon. She was quiet and kept to herself and always writing a journal during lessons. Henry was looking for a chance to give her a hand but had realized this task was tough. That class Henry decided to look over her shoulder and see what she was writing. On a small piece of paper he saw the painful words “I am not good enough. I'm ugly. I’m stupid. No one likes me. I hate myself.” The girl was absorbed in her loneliness and sadness and didn't realize she was overseers. This task was more challenging because he had never seen a young girl was so disappointed and sad. Great teachers knew that putting extra effort, a kind heart and soul into caring for his students made all the difference. Without thinking, Henry snatched (一把抓起) the notebook from her and started writing in it “You're great, you're beautiful, you're intelligent, you're loved”. The opposite of everything she wrote, then handed it back. He smiled at her with encouragement saying nothing. Mary was surprised at her teacher's behavior. But when she read the words he wrote, tears welled down her face. 注意： 1.續(xù)寫詞數(shù)應(yīng)為150左右。 2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Several weeks later, Henry had to left the school to join the navy. ______________________________________________________________________________________________________________________________________________ Several years later, when Henry was walking, a woman asked him whether he remembered her. ______________________________________________________________________________________________________________________________________________ 【范文背誦】 Several weeks later, Henry had to left the school to join the navy. Before he left, he had found that Mary slowly started opening up to her classmates. He was happy to see the changes but he didn't think too much of it. He hoped that his words could help the girl become more outgoing and confident. However, what made him disappointed was that he couldn't see more changes from Mary from then on. Several years later, when Henry was walking, a woman asked him whether he remembered her. In front of him was a young lady, who looked sunny and confident. When he was reminded that she was a student in the middle school where he worked, Henry thought of her name. Mary told Henry that she had graduated from the university and was serving in the navy, too. It was Henry's small act of encouragement in the class years ago that continued to have a big impact on Mary. Henry felt proud that he had done something good. 【文章大意】本文以時(shí)間發(fā)展為線索展開(kāi)。文章講述了曾經(jīng)作為科學(xué)老師的亨利，在他教學(xué)期間，他盡自己的努力去理解他的學(xué)生們和幫助學(xué)生。一個(gè)叫做瑪麗的新來(lái)的女生，她對(duì)自己充滿失望。亨利發(fā)現(xiàn)后，決定用自己的方式幫助瑪麗。當(dāng)瑪麗讀到老師寫給自己的的話時(shí)，淚水順著她的臉頰流了下來(lái)。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“幾周后，亨利不得不離開(kāi)學(xué)校加入海軍?！笨芍?，第一段可描寫在他離開(kāi)之前，他開(kāi)心的發(fā)現(xiàn)瑪麗已經(jīng)有所改變，他對(duì)自己不能看到她更多的改變而感到失望。 ②由第二段首句內(nèi)容“幾年后，當(dāng)亨利走路的時(shí)候，一個(gè)女人問(wèn)他是否記得她?！笨芍?，第二段可描寫這個(gè)女人告訴亨利自己就是之前他幫過(guò)的瑪麗，同時(shí)告訴亨利，多年前他的鼓勵(lì)對(duì)她的影響很大，亨利對(duì)此感到很自豪。 2.續(xù)寫線索： 離開(kāi)參軍——發(fā)現(xiàn)改變——感到遺憾——詢問(wèn)——提醒——告知——驕傲 3．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。 When Sean Tuohy saw the new kid sitting in the high school gym, he saw a boy with nowhere to go but up. Sean had heard about Michael from his daughter, Collins. When she tried to pass the boy in the stairwell (樓梯間) at the Briarcrest Christian School, she had to back up to the top; she could not fit past him. At 16 years old, Michael Oher was the biggest student anyone at Briarcrest had ever laid eyes on. He was huge. Collins said that everyone was frightened of him until they realized he was far more frightened of them. Michael Oher had a family background that was apparently a bad deal. And it wasn’t long before several teachers suggested he should be on his way out. He wasn’t just failing tests; he didn’t even start them. Previous records from the schools Michael Oher attended showed a poor academic performance, yet Principal Steve Simpson had agreed to accept him, as long as he could keep up. There would be no football, no basketball - he couldn’t even join the choir until he proved he could do the schoolwork. Now, even the weightlifting teacher said there were problems: The boy was neglecting to change into his gym clothes. The situation seemed hopeless, but Sean Tuohy, 43, knew what it meant to be the poor kid in a school - he’d been one himself, more than two decades ago. After that, he’d attended the University of Mississippi on a basketball scholarship. Now, Sean had become a success. He knew how to help kids: Build them up, not tear them down. 注意: 1. 續(xù)寫詞數(shù)應(yīng)為150左右； 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Seeing the big boy seated in one corner of the gym for a while, Sean walked over to him. ______________________________________________________________________________________________________________________________________________________ Many years later, Sean was amazed to spot a familiar figure at a live state match. ______________________________________________________________________________________________________________________________________________________【范文背誦】 Seeing the big boy seated in one corner of the gym for a while, Sean walked over to him. Feeling someone approaching to him, Michael Oher looked up with panic in his eyes. Sean greeted him with a warm smile. The poor kid, however, lowered his head in silence. Sean didn’t mind. He just sat next to Michael Oher, telling his own story, meanwhile admiring Michael’s gift for sports. That was a long talk, although the big boy didn’t say a word. It was also a successful talk, as Michael Oher gradually returned to the normal school life. Many years later, Sean was amazed to spot a familiar figure at a live state match. When the judge announced the winner’s name, he was convinced that the young athlete was Michael Oher, the once shy and sensitive boy. Much to his surprise, Michael mentioned him in his speech, “I am particularly grateful to Mr. Tuohy. It was him who tried to build me up while everyone else was tearing me down. I would never forget his kind and inspiring words and warm smile!” 【文章大意】本文以人物為線索展開(kāi)，講述了曾經(jīng)獲得籃球獎(jiǎng)學(xué)金的43歲Sean Tuohy以“鼓舞，而不是摧毀”為教育原則，針對(duì)一個(gè)只是塊頭大，學(xué)習(xí)成績(jī)很差，在學(xué)校里不能參加各種文體活動(dòng)而遭受老師和同學(xué)打擊的16歲學(xué)生Michael Oher，給與鼓舞，最終Michael取得成功的故事。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“看到那個(gè)大男孩在體育館的一個(gè)角落里坐了一會(huì)兒，Sean朝他走過(guò)去?！笨芍?，第一段可描寫Sean幫助情緒低落的Michael，鼓勵(lì)他勇敢面對(duì)困難。 ②由第二段首句內(nèi)容“多年以后，Sean在一場(chǎng)直播的州際比賽中驚訝地發(fā)現(xiàn)了一個(gè)熟悉的身影?！笨芍?，第二段可描寫Michael最終成為一名運(yùn)動(dòng)員，并感謝Sean的教導(dǎo)。 2.續(xù)寫線索：給與鼓勵(lì)——積極——幫助——成功——感謝 4 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。 Karie checked the words on her spelling test again. If she got full marks today, she'd win her class' First-Quarter Spelling Challenge and a brand-new dictionary. Plus, Ms. McCormack had promised to do a handstand if anyone got a perfect score. Three more words to go. N-i-c-e-l-y. Q-u-i-c-k-l-y. -o-n-e-s-t-y. Wait! Should spelled honesty, not honestly. She hurriedly erased the t-y and wrote 1-y before handing in her paper. Ms. McCormack graded the test papers at the break. Meanwhile, Karie sat restlessly in her seat with her fingers crossed. Then. Ms. McCormack walked to the front of the room and cleared her throat. As if she were an Olympic gymnast, Ms. McCormack's feet flipped (空翻) into the air "Congratulations! Karie! You did it!" she announced while upside down. The whole class burst into applause! Ms McCormack righted herself and presented Karie with her prize. Karie grinned as she read the label on the box: To Karie Carter, for her perfect first-quarter score in spelling. "Everything OK?" Mom asked as Karie burst through the front door after school. Karie didn't answer. As if by magic, she took out her spelling test paper and prize and showed them to her mother. Mom hugged her, asking her to put the test paper on the fridge so that Dad could see it when he got home. Karie took another look at the test paper before putting it on the fridge. Her hands stopped in the midair. She just couldn't believe her own eyes. Honesly? YES! H-O-N-E-S-L-Y Mom sensed something unusual and asked why. Karie stuffed the test paper into backpack and explained that she was just too excited. Mom brought her some tea. Yes, a "t" is exactly what she needed. After drinking a little, Karie plodded (重步走) down the hall, lost in thought. How could she tell the class she hadn't earned the prize after all? That Ms. McCormack did the handstand for nothing? 注意： 1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右； 2.至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3.續(xù)寫部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫好； 4.續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Para l: Later Dad came in with excitement. ______________________________________________________________________________________________________________________________________________________Para 2: The next morning, Karie went to school earlier than usual. ______________________________________________________________________________________________________________________________________________________ 【范文背誦】 Later Dad came in with excitement. The smile on his face lit up the whole room. The moment he saw Karie, he asked with joy, "Honey, how is your spelling test?" With those words, he stroke her hair affectionately. Karie was too embrassed to look into Dad's eyes. Sensing something unusual, Dad asked gently, "What's wrong, baby?" Hearing this, Karie couldn't hide her feelings any longer and burst into tears. Then she told her father what had happened. Thinking for a while, Dad comforted her and let her make her own decision. Torn between the honor and conscious, she had a restless night, tossing and turning on bed. The next morning, Karie went to school earlier than usual. Having paced up and down restlessly in front of the teacher's office, she finally gathered courage and plodded in. Seeing her, the teacher was a little surprised. "Hi, Karie you come so early today." "Ms. McCormack, I don't deserve the prize because I made an error which you didn't find." After saying that with her face flushed red, she handed the paper and the prize to the teacher. Looking at the paper for a while, the teacher smiled, "You did spell a word wrong, but the present still belongs to you. It's not for your perfect score but for your honesty." Hearing that Karie grinned from ear to ear, a wave of happiness flooding over her. 【文章大意】本文以人物為線索展開(kāi)，講述了Karie在拼寫測(cè)試中仔細(xì)檢查試卷，老師批改后祝賀她得了滿分，老師給她頒發(fā)了獎(jiǎng)品，回到家后Karie發(fā)現(xiàn)試卷上有一個(gè)錯(cuò)誤，猶豫是否要說(shuō)出來(lái)的故事。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“后來(lái)爸爸興奮地走進(jìn)來(lái)?！笨芍?，第一段可描寫Karie把事情的經(jīng)過(guò)告訴爸爸及爸爸安慰她并讓她自己做決定。 ②由第二段首句內(nèi)容“第二天早上，Karie比平常上學(xué)都早”可知，第二段可描寫Karie向老師說(shuō)出實(shí)情并得到老師夸獎(jiǎng)。 2.續(xù)寫線索：爸爸感到激動(dòng)——太尷尬而不敢直視爸爸——告訴爸爸——爸爸安慰——鼓足勇氣走進(jìn)辦公室——老師驚訝——把試卷和獎(jiǎng)品遞給老師——老師夸獎(jiǎng)Karie誠(chéng)實(shí)——高興 5 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。 My mother was a supporter of physical punishment, but for all her talking she has never spanked (打屁股) my siblings, and me only once. Instead she found ways of punishment that left a more lasting memory than giving us a spanking. One of the most memorable of these occasions occurred when I was four. In the early 70’s my mother attended college during the day and I was in day care. One day at day care I watched an extremely tired mother attempt to pick up her daughter. The little girl asked, “Momma, are we going to McDonald’s for dinner?” The mother replied, “Honey, not tonight. Momma has to run a few errands (差事) and then we have to go home and cook dinner for Daddy.” “But I wanna go.” “Susie, I said not tonight. Maybe, if you are a good girl, we can go tomorrow.” Susie immediately dropped to the floor, kicking and screaming, “I want to go to McDonald’s.” No amount of pleading (懇求) or scolding her mother tried stopped Susie’s tantrum (發(fā)脾氣). Finally her mother gave in, “Okay, Susie, let’s go to McDonald’s.” Susie stopped yelling. With a smile on her face she grabbed her mother’s hand and they left. To say I was amazed would be inaccurate (不準(zhǔn)確的); I was delighted that anything I wanted could be had by throwing a tantrum. That day my mother picked me up early from day care because we were going to a store to purchase some Christmas items. I was excited by the lights and decorations, and as we walked through the toy section on the way to the counter, I saw a toy I had to have. It was a white and red telephone whose bells rang as it was pulled along on a string. Looking lovingly up at my mother I asked, “Mama, can I have that telephone? ” She replied, “Baby, not now, but if you are a good girl, maybe Santa will bring it to you.” “But Mama, I want that telephone right now.” Her eyes narrowed and her hand tightened on mine. “Becky, you can’t have that telephone today, but if you misbehave, you can have a spanking.” 注意： 1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右； 2. 應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3. 續(xù)寫部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫好； 4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Paragraph l: By now we were standing in the long holiday line to pay the bill, and I figured it was a good chance. ______________________________________________________________________________________________________________________________________________________Paragraph 2: “Mama, stop. Mama, get up,” I tearfully pleaded. ______________________________________________________________________________________________________________________________________________________【范文背誦】 By now we were standing in the long holiday line to pay the bill, and I figured it was a good chance. I lay down on the ground and began screaming, “I want that telephone,” over and over again. Weary Christmas shoppers looked as my mother calmly said, “Becky, you had better get up by the count of three or else... One... Two... Three.” Nothing. I was still in full tantrum. So then she lay down beside me on the floor, and began kicking and screaming, “I want a new car. I want a new house. I want some jewelry. I want...” Shocked, I stood up. “Mama, stop. Mama, get up,” I tearfully pleaded. She stood, and brushed herself off. At first stunned, the others waiting in line began to clap, and before I knew it they were cheering and laughing and patting my mother on her back. She blushed and took a little bow and the next thirty minutes in line was pure misery for me as various parents leaving the store, shake their heads at me and say with a smile, “Your mom got you good. I bet you’ll never try that again.” And I didn’t, because it left a lasting mental picture more effective than any physical mark. 【文章大意】本文以人物為線索展開(kāi)，講述了作者母親是體罰的支持者，但母親從不體罰孩子，而母親的教育給作者留下了比打屁股更持久的記憶——有一天作者在托兒所看到了另外一個(gè)孩子通過(guò)躺在地上尖叫得到了自己想要的東西，這讓作者記憶深刻；那天作者從托兒所離開(kāi)，作者想要買一部玩具電話，作者母親拒絕了并說(shuō)如果作者行為不端，就打作者的屁股。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“現(xiàn)在我們排著長(zhǎng)假隊(duì)付賬，我想這是個(gè)好機(jī)會(huì)?！笨芍?，第一段可描寫作者想通過(guò)躺在地上尖叫讓媽媽給她買玩具電話，但媽媽也躺在地上尖叫，作者震驚了，就站了起來(lái)。 ②由第二段首句內(nèi)容“‘媽媽，停下。媽媽，起來(lái)，’我淚流滿面地懇求道?！笨芍?，第二段可描寫媽媽在作者的祈求下，站了起來(lái)，身邊人都在鼓掌，作者再也不敢通過(guò)躺在地上尖叫的方式獲得東西了。 2.續(xù)寫線索：我躺地上尖叫——我不起來(lái)——媽媽躺地上尖叫——我震驚并起來(lái)——懇求媽媽起來(lái)——?dú)g呼高興——感悟 6 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。 Finding Your Courage Gold and brown leaves crunched（吱吱響）under Dora's boots as she made her way down the sidewalk. She could not wait to be home. The chill（寒冷）from the autumn winds was bad, but it was not nearly as hard to bear as the chill she felt in her heart. She could not forget the way she had frozen in front of the class today. Mr. Roberts divided the class into groups to do presentations. Each person in the group would speak for five minutes in front of the class. Today was Dora's turn. Her legs trembled（顫抖）all the way to the front of the classroom. Her hands shook so badly that she could not read her notes. As Dora spoke, her voice became softer, almost to silence. Mr. Roberts kindly ended Dora's part of the presentation even though she had clearly not finished. He also asked Dora to stay after class for a moment. “Dora, I know you're shy, but you worked hard on this project. I'd hate to see you give up on yourself. ” Mr. Roberts suggested, “If I give you another chance tomorrow, do you think you can find your courage?” Dora nodded. She went as quickly as she could to her next class. She kept her head down and hoped the school day would end soon. Arriving home, she found Mom baking in the kitchen. When Mom baked, Dora always watched and chatted with her. Mom always said it was Dora's company that made her baked goods taste so sweet. Mom studied Dora's face as she came into the kitchen. “What's wrong, Dora?" Tears shone in Dora's brown eyes. She told the whole story. Mom was silent for a moment, but her hands still busy with the cake. “Why is it that you can talk to me about anything and everything, but you can't talk to your class?" Mom asked, sliding the round cake pans into the oven. She set the timer and then said, “Let me show you something. ” 注意： 1.續(xù)寫詞數(shù)應(yīng)為150左右； 2.請(qǐng)按如下格式在相應(yīng)位置作答。 Paragraph 1: Dora followed Momma to her bedroom. ______________________________________________________________________________________________________________________________________________________Paragraph 2: The next day Dora again walked to the front of the classroom to give her presentation. __________________________________________________________________________________________________________________________________ 【范文背誦】 Dora followed Momma to her bedroom. There was a large box at the foot of the bed filled with Momma’s old things. Momma dug around for a minute and found what she was looking for-a blue ribbon that said “First Place”. “I won it for public speaking. I started the school year as the shyest girl on the speech team, but I ended the year as the blue ribbon winner. It wasn’t easy because I was a very timid girl-not sure of myself at all. I worked hard, and mostly I faced my fears. You just need to find your courage.” That was the second time someone had told her that today. At that time, Dora seemed to know what she should do tomorrow. The next day Dora again walked to the front of the classroom to give her presentation. She could feel herself becoming nervous once more. Earlier that morning before school, Dora had borrowed Momma’s blue ribbon for encouragement and folded it into her front pocket to take with her. As Dora faced the class, preparing to speak, she remembered the ribbon in her pocket. She thought of Momma’s supportive words. Dora took a deep breath and began to speak with confidence. Today she found her courage. 【寫作提示】 通過(guò)閱讀所給文章可知，文章主要記敘了Dora在課上因?yàn)椴桓野l(fā)言，在全班同學(xué)面前呆若木雞而感到難過(guò)。Dora傷心地回到家里，媽媽用自己的經(jīng)歷給Dora鼓勵(lì)的故事。 續(xù)寫部分分為兩段，第一段開(kāi)頭是：Dora跟著媽媽來(lái)到她的房間。所以后文應(yīng)當(dāng)描寫她們進(jìn)了房間后的事情，媽媽告訴Dora努力工作來(lái)克服自己的恐懼。第二段開(kāi)頭是：第二天，Dora又走到教室前面做報(bào)告。因此后文應(yīng)當(dāng)描寫經(jīng)過(guò)媽媽鼓勵(lì)后Dora在課上的表現(xiàn)，她用媽媽的藍(lán)絲帶給自己打氣，成功地找到了勇氣。 7 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。 Jack took a long look at his speedometer (車速表) before slowing down: 73 in a 55 zone. Fourth time in as many months. How could a man get caught so often? The policeman was stepping out of his car, the big pad in his hand. Bob? Bob from church? Jack sank farther into his coat. This was worse than the coming ticket. A policeman catching a man from his own church. A man who happened to be a little eager to get home after a long day at the office. Jumping out of the car, he approached the man he saw every Sunday, a man he’d never seen in uniform. “Hi, Bob. Fancy meeting you like this. ” “Hello, Jack.” No smile. “Guess you caught me red-handed in a rush to see my wife and kids. ” “Yeah, I guess. ” Bob seemed uncertain. Good. “I’ve seen some long days at the office lately. I’m afraid I bent the rules a bit — just this once.” Jack toed at a stone on the pavement. “Diane said something about roast beef and potatoes tonight. Know what I mean?” “I know what you mean. I also know that you have a reputation in our neighborhood.” Ouch. This was not going in the right direction. “What did you clock me at?” “Seventy. Would you sit back in your car please?” “Now wait a minute here, Bob. I checked as soon as I saw you. I was merely 65.” The lie seemed to come easier with every ticket. “Please, Jack, in the car.” Anxious, Jack ducked through the still-open door. Banging the door, he stared at the dashboard (儀表盤). The minutes ticked by. Bob wrote something on the pad. Why hadn’t he asked for a driver’s license? Whatever the reason, it would be a month of Sundays before Jack ever sat near this policeman again. 注意： 1. 續(xù)寫詞數(shù)應(yīng)為 150 左右； 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Paragraph 1: Bob tapped on the door, with a folded sheet of paper in his hand. _______________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Having read the “ticket”, Jack jumped out of his car to find Bob. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 Bob tapped on the door, with a folded sheet of paper in his hand. “Thanks.” Jack forced a smile and unfolded the sheet of paper. How much was this one going to cost? What was this? Certainly not a ticket. Jack began to read: Dear Jack, Once upon a time I had a daughter, who was six when killed by a car. You guessed it — a speeding driver. You can’t imagine how sad I was. A fine and three months in prison, and the man was free. Free to hug his daughter. A thousand times I’ve tried to forgive that man. A thousand times I thought I had. Maybe I did, but I need to do it again. Even now. Pray for me. And be careful. My son is all I have left. Bob. Having read the “ticket”, Jack jumped out of his car to find Bob. He turned around in time to see Bob’s car pull away and head down the road. Jack watched until it disappeared. A full 15 minutes later, he too, drove slowly home, praying for forgiveness and hugging a surprised wife and kids when he arrived. 【文章大意】本文以人物為線索展開(kāi)，講述了Jack因開(kāi)車超速而被當(dāng)警察的朋友Bob抓住后發(fā)生的故事。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“Bob敲了敲車門，手里拿著一張折疊的紙?！笨芍?，第一段可描寫Jack接過(guò)那張紙后所看到的紙上的內(nèi)容。 ②由第二段首句內(nèi)容“讀了這張‘交通罰款單’，Jack從車?yán)锾鰜?lái)去找Bob?！笨芍?，第二段可描寫Jack讀完“交通罰款單”后的舉動(dòng)。 2.續(xù)寫線索：打開(kāi)紙開(kāi)始讀——紙上的內(nèi)容——轉(zhuǎn)身看到Bob驅(qū)車離開(kāi)——目送Bob，直到消失——開(kāi)車回家——擁抱家人 8 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。 In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get—a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English. School started and I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the classroom. In college I had been taught that a successful educator should ignore bad behavior. So I did. I was confident that the bad behavior would disappear as I gave my students positive attention. But in fact, humans particularly teenagers rarely seem reasonable. By the time my boss, who was also my taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise. My boss sat in the back of the classroom. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes, he left silently. Visions of unemployment marched before my eyes. 注意： 1.續(xù)寫詞數(shù)應(yīng)為150左右； 2.請(qǐng)按如下格式在相應(yīng)位置作答。 Paragraph 1: After class I took a deep breath and walked into his office. _____________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Fifteen years later I still drive that winding road to the same school. _______________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 After class I took a deep breath and walked into his office. I said nothing just thinking that I would be fired. To my great surprise, my boss didn’t glare at me with burning eyes. Instead, he patiently named my problems that as a teacher, I shouldn’t have ignored the bad behavior of my students. We discussed how I could deal with the situation I met. Finally I was encouraged and full of confidence when leaving the office. Fifteen years later I still drive that winding road to the same school. My boss and I always sit together, talking about the new students and their problems. In fact, he becomes my teacher by teaching me the truth of education. The secret to education lies in respecting the pupil. Thanks to the help I received from him that first year, I have grown as a successful educator as he is now. 【文章大意】本文以一位到偏遠(yuǎn)地區(qū)工作的教師為人物線索展開(kāi)，講述了作者初到教師的工作崗位，滿懷熱情，即便所教的學(xué)生教學(xué)態(tài)度不端正，仍然試圖激勵(lì)他們熱愛(ài)學(xué)習(xí)。與校長(zhǎng)的一番談?wù)摻涣髦?，作者明白了教育的真正意義，后來(lái)成長(zhǎng)為一位優(yōu)秀的教育工作者。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“下課后，我深呼吸了一下，然后走進(jìn)校長(zhǎng)的辦公室”可知，第一段可描寫作者課后與校長(zhǎng)的談話和交流。 ②由第二段段首句內(nèi)容“十五年后我仍然開(kāi)車，通過(guò)蜿蜒的道路，到同一個(gè)學(xué)校工作”可知，第二段可描寫作者受到校長(zhǎng)話語(yǔ)的鼓勵(lì)，后來(lái)在教育方面取得很大的進(jìn)步和成長(zhǎng)。 2.續(xù)寫線索：忐忑報(bào)到——積極交流——獲益——繼續(xù)工作——感恩——成長(zhǎng) 9 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。 I have been in the teaching profession for more than thirty years, and one of the best teachers I have ever known is Mr. Rowe. I was lucky enough to teach fourth grade together with him. Mr. Rowe had endless patience and understanding and I learned so much from watching him. He could perform miracles, like the one he performed with Steven, one of the unhappiest kids I had ever seen. Steven couldn’t stand school. He didn’t like being picked last for kickball. He didn’t like the kids who raised their hands and knew the answers, and most importantly, he didn’t like himself. The first day he walked into Mr. Rowe’s classroom, he ignored the other students, looking angry and annoyed, and slid into his chair, knocking a couple of textbooks onto the floor. Mr.Rowe walked over to him and touched Steven’s shoulder, but Steven pulled away. Nevertheless, Mr. Rowe welcomed him: “Hi, Steven. I’m happy you are in my class.We are gonna have a great year.” Steven looked around the room as if Mr. Rowe were mistaken. No teacher in his right mind would want Steven to be part of his class. So, while Mr. Rowe seemed cheerful and relaxed that day of school, it seemed that Steven was angry and confused. That day after classes, Mr. Rowe chose Steven to pitch (投球) the kickball at recess. “Hey, Steven,” Mr. Rowe commented, “You are good at pitching. Let me show you my secret trick.” Mr. Rowe taught Steven one of the tricks that not a single kid could perform. Steven learned fast and did quite well! Everyone cheered for him! After the kickball, Steven sat as close to Mr. Rowe in classes as he could. When a question was asked, Steven lit up; when he knew the answer, he raised his hand; when he answered the question, his voice shook. However, he got the answer right! He said, with Mr. Rowe, his days of the fourth grade promised wonderful. That is not to say that every day went smoothly, but it was obvious that Steven grew to love Mr. Rowe more and more with each passing day. 注意： 1.續(xù)寫詞數(shù)應(yīng)為150左右； 2.請(qǐng)按如下格式在相應(yīng)的位置作答。 Paragraph 1： Time passed quickly that year, and before we all knew it, it was the last day of school. ______________________________________________________________________________________________________________________________________________________ Paragraph 2： Many years later, Mr. Rowe and I were surprised when a handsome young man walked into our classroom, dressed in army uniform. __________________________________________________________________________________________________________________________________________________ 【范文背誦】 Time passed quickly that year, and before we all knew it, it was the last day of school.?Our school had a very special tradition on the last day. All the teachers filled the sidewalk, waving goodbye to the kids as the bus pilled out with their horns honking. But on that particular day, Steven walked slowly to the bus, his head down, tears in his eyes. He boarded the bus reluctantly, hesitated, and then ran back off the bus to hug Mr. Rowe. “I don’t want to leave you.” He sobbed. Touched and tearful, Mr. Rowe comforted him, “I will miss you, too.” Many years later, Mr. Rowe and I were surprised when a handsome young man walked into our classroom, dressed in army uniform.?The young man stood tall and proud. It was Steven! Mr. Rowe and I couldn’t believe our eyes. He hugged Mr. Rowe tightly! “I have come back to school today just to say thanks to you!” It is my hope that every teacher is blessed with such a wonderful experience of a former student coming back to say, simply to say a very simple “Thank you”. 【文章大意】本文以人物為線索展開(kāi)，講述了Mr. Rowe老師對(duì)學(xué)困生Steven的關(guān)心。剛開(kāi)始Steven表示不接受，但是Mr. Rowe老師耐心地教育他，最后Steven學(xué)習(xí)進(jìn)步，并在多年后回校感謝Mr. Rowe老師的故事。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“那一年時(shí)間過(guò)得很快，不知不覺(jué)中，已經(jīng)是上學(xué)的最后一天了?！笨芍?，第一段可描寫畢業(yè)告別的一系列活動(dòng)尤其是Mr. Rowe老師和Steven之間的互動(dòng)。 ②由第二段首句內(nèi)容“多年以后，當(dāng)一個(gè)穿著軍裝的英俊年輕人走進(jìn)我們的教室時(shí)，Mr. Rowe老師和我都很驚訝?！笨芍?，第二段可描寫Steven回學(xué)?？赐鸐r. Rowe老師的活動(dòng)和表達(dá)了感謝之情。 2.續(xù)寫線索：上學(xué)的最后一天——師生告別——Steven戀戀不舍——Steven與老師道別——Steven返?！蠋燇@訝——Steven感謝老師 10 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。 Sally had an anxiety disorder that made her fail to speak in social situations. I'm a nurse and use Bella to help children in my community, to bring them joy, comfort and confidence the way only a dog can. I thought back to when I'd first brought Bella to the school. That morning in January, her teacher led us to a room by the school office. “Sally hasn't spoken outside her home in two years，” she told me. “Her parents have taken her to doctors, but nothing has worked.” A little girl stood shyly just inside the doorway. Her eyes brightened when she noticed my dog. “This is Isabella Rose. I call her Bella，” I said. “Would you like to pet her? She doesn't know anyone here and she'd like to meet you. She does tricks. Would you like to see？” Sally nodded. I moved my hand. Bella lay down and then rolled over. Sally's eyes cheered up. We visited the school once a week. I showed Sally the hand signals for various commands. She was a natural with Bella, maybe because she couldn't rely on the spoken word herself. Bella sensed that and responded. Soon Sally was able to take Bella through her paces all on her own. I could see her standing taller, more sure of herself each time we met. One morning in March she was working with Bella, I heard a tiny voice, barely a whisper: “Good dog.” Sally didn't take her eyes off Bella, but I wanted to jump for joy. Sally spoke a little more each week, only to Bella at first, but then to me. She started giving voice commands with her hand signals and her confidence rose. Still, she hadn't spoken in her classroom and the school year was winding down. Now, five-year-old Sally stood nervously in front of her kindergarten class, with Bella, my trained dog, sitting calmly by her side. Her classmates were focused on Sally, waiting for her to speak. It was June—only one week of school left—but they had never heard her voice. Not once. 注意： 1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右； 2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3. 續(xù)寫部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫好； 4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Paragraph 1： But not a word came out. ______________________________________________________________________________________________________________________________________________________________________ Paragraph 2： The next week, she told me she wanted to try again, looking up at me with determination. ______________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 But not a word came out. Sally had been so excited about putting on a dog show for her class. She had practiced with Bella and me for weeks. Now her eyes found mine. I nodded encouragingly. She took a deep breath and opened her mouth. Her mouth, then her whole body, seemed to close in on itself in defeat. Sally stood off to the side, head down. I felt awful. Sally returned to her seat, not looking at anyone, not even Bella. The next week, she told me she wanted to try again, looking up at me with determination. We headed to Sally's classroom. The kids were sitting in a circle on the floor listening to the teacher. They turned when we arrived. We walked to the front of the now quiet room. I shook Sally's hands and stepped back. For a few seconds that seemed like hours, she stood silently, staring at her classmates. Finally she waved her hand and whispered, “This is Sally.” Then, a little louder, “Sally, your classmate.” 【文章大意】本文以人物為線索展開(kāi)，講述了作者用一只名叫Bella的狗來(lái)幫助因患有焦慮癥而無(wú)法在公共場(chǎng)所說(shuō)話的孩子Sally開(kāi)口說(shuō)話的事情。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“但一個(gè)字也沒(méi)說(shuō)出來(lái)?！笨芍?，第一段可描寫Sally嘗試在班級(jí)同學(xué)面前開(kāi)口說(shuō)話但沒(méi)有成功。 ②由第二段首句內(nèi)容“過(guò)了一個(gè)星期，她告訴我，她想再試一次，她抬頭看著我，充滿決心?！笨芍?，第二段可描寫Sally再次嘗試在同學(xué)面前開(kāi)口說(shuō)話并取得了成功。 2.續(xù)寫線索：嘗試開(kāi)口說(shuō)話——失敗——沮喪——再次提出嘗試說(shuō)話——嘗試成功 11 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。 The story between Mr. Jordan and me was the most amazing story I wanted to share. Mr. Jordan was one of the teachers who I would never forget. When I was young at school, I loved talking, a characteristic not always appreciated by Mr. Jordan, my 10-grade English teacher. Mr. Jordan was a teacher whom no one liked because he was too strict. He stood about 5-foot-five, was very thin and wore his hair pulled back in a way that gave him a horsy look. He wore those half-circular reading glasses. Whenever he got upset, he would lower his head and look at you over the top of his glasses. One day in his class I was busy talking. I didn’t realize he had stopped teaching and staring straight at me. “Sam, I would like to see you after school.” Later Mr. Jordan explained in a low, but very firm voice that showed he expected me to listen when he was talking. For punishment he told me to write a thousand-word essay on education and its effect on the society. He wanted it in by the following Wednesday. Well, I met my deadline. I was confident. It was a good paper. And I expected a sign of approval from him. The next day in class, however, he was looking at me over his glasses. He called me forward and returned my paper. “Go back and rewrite，” he said. “Remember, each paragraph is supported to begin with a topic sentence.” When he gave my paper back a second time, he corrected the grammar. The third time, the spelling. The fourth time, it was punctuation. The fifth, it wasn’t neat enough. I was sick! The sixth time, I rewrote the whole paper slowly in ink, leaving generous space. When he saw it, he removed his glasses and smiled. He firmly accepted the paper. After that, I put the whole thing out of my mind. 注意： 1.續(xù)寫詞數(shù)應(yīng)為150左右； 2.請(qǐng)按如下格式在相應(yīng)位置作答。 Paragraph 1: One day after two weeks, Mr. Jordan came into the class and said， _________________________________________________________________________________________________________________________________________________ Paragraph 2: I was amazed, thrilled and grateful. _________________________________________________________________________________________________________________________________________________ 【范文背誦】 One day after two weeks, Mr. Jordan came into the class and said，“Class, do you still remember the essay contest held in our school？They’ve announced the winners. I am so glad to inform you that Sam has won the first prize in the essay contest with the title ‘Education and Its Effect on the Society’.” Then thunderous applause rocked the classroom. After class, many classmates asked me how I made it. Without excellent writing skills, I well remembered that I told them it was all about six-times rewriting urged by Mr. Jordan. I was amazed, thrilled and grateful. It was the first time I had ever won a prize. Years later, I told many people that story, and my comments, including my unfriendly description of Mr. Jordan’s appearance. Unexpectedly, Mr. Jordan wrote to me, and said that his look wasn’t important. What was important was the lesson I had learnt. When I wrote and rewrote that paper for him, I began to learn how to discipline myself. I was grateful for the lesson he had taught me. 【文章大意】本文以人物為線索展開(kāi)，講述了作者和老師喬丹先生的故事，喬丹先生是一位嚴(yán)格、外表不好且不受歡迎的老師。作者學(xué)生時(shí)代很愛(ài)說(shuō)話，老師喬丹先生為了懲罰作者，讓作者寫一篇一千字的關(guān)于“教育及其對(duì)社會(huì)的影響”的文章，作者上交文章后，喬丹先生反復(fù)讓作者修改，第六次上交后，喬丹先生接受了那篇文章，之后，作者把整件事都忘了。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“兩周后的一天，喬丹先生走進(jìn)教室說(shuō)，”可知，第一段可描寫喬丹先生向全班宣布之前作文比賽的優(yōu)勝者是作者，作者關(guān)于“教育及其對(duì)社會(huì)的影響”的文章獲得了一等獎(jiǎng)，作者被同學(xué)問(wèn)起怎么做的，作者說(shuō)沒(méi)有出色的寫作技巧，只是寫了六次。 ②由第二段首句內(nèi)容“我感到驚訝、激動(dòng)和感激?！笨芍?，第二段可描寫作者把這個(gè)故事和對(duì)喬丹先生外表的不友好描述分享給其他人，喬丹先生寫信給作者，說(shuō)他的長(zhǎng)相不重要，重要的是作者學(xué)到的教訓(xùn)。 2.續(xù)寫線索：寫作——獲獎(jiǎng)——驚喜——回信——教訓(xùn)——感悟 12 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。 I’m Martha. My middle school had a tradition carried out every year during the eighth-grade graduation: a beautiful gold and green jacket was given as a prize to the student who had kept the highest grades for eight years. I was fourteen and in the eighth grade. I had been a straight A student(全優(yōu)生) since the first grade and this last year I had looked forward very much to owning that jacket. One afternoon when I was on my way to the gym, I suddenly remembered my P.E. shorts were left in the bag under my desk. So I went back and get them. I was almost back at my classroom door when I heard voices raised in anger as if in some sort of argument. I recognized the voices: Mr. Smith, my history teacher, and Mr. Brown, my math teacher. They seemed to be arguing about me. “I refuse to do it! I don’t care who her father is, her grades don’t even begin to compare to Martha’s!” That was Mr. Smith and he sounded very angry. Mr. Brown’s voice sounded calm and quiet. “Look. Joann’s father is not only on the Board(董事會(huì)), he owns the only store in town…” The pounding in my ears kept out the rest of the words, only a word here and there got through. “...Martha is Mexican ... impossible ... won’t do it.” To this day I don’t remember if I got in trouble in P.E. for being late or how I made it through the rest of the afternoon. The next day I was told by the headmaster that there had been a change in policy this year that whoever was awarded the jacket would be charged fifteen dollars and if the prize winner was unable to pay the money it would be given to the next one in line. That was unfair! I carried all the way home, so by time I got home, my eyes were red and puffy(腫大的). I went to Dad, who was working in the bean field. He saw my shadow and looked up. 注意： 1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右； 2.至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3.續(xù)寫部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫好， 4.續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使川的關(guān)鍵詞。 Paragraph 1： He waited for me to speak. ________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2： It was a very sad and upset girl who dragged into the headmaster’s office the next day. ________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 He waited for me to speak. I cleared my throat nervously and clasped my hands behind my back so he wouldn’t see them shaking. “Dad, I have a big favor to ask you.” The next words came out in an eager rush. I poured out all my bitterness to him. Dad straightened up tiredly and turned to me. He asked, “What does a scholarship jacket mean?” I answered quickly. He went back to hoeing the weeds quietly．Finally he spoke again as I turned to leave, crying. “Then if you pay for it, Martha, it’s not a scholarship jacket, is it? Tell your headmaster I will not pay the fifteen dollars.” It was a very sad and upset girl who dragged into the headmaster’s office the next day. I sat very straight in the chair, trying to work up the courage to tell him Dad’s decision. “My father said he wouldn’t pay the fifteen dollars and if I had to pay for it, then it wouldn’t be a scholarship jacket.” The words slipped out of my mouth. The headmaster walked over to the window and stood looking out at something outside. Feeling hopeless, I stood up to leave. I was almost to the door when he stopped me. I turned and looked at him, waiting. He watched me, biting his lip. “Okay. We’ll make an exception in your case, I’ll tell the Board, you’ll get your jacket.” 【文章大意】本文以人物為線索展開(kāi)，講述了作者十四歲上八年級(jí)時(shí)有望得到一件漂亮的金綠色夾克衫——那是學(xué)校獎(jiǎng)勵(lì)給連續(xù)八年保持最高成績(jī)的學(xué)生的。但是體育課作者返回教室拿東西卻無(wú)意間聽(tīng)到兩位老師爭(zhēng)論關(guān)于給自己還是Joann那件夾克衫，第二天校長(zhǎng)也告訴作者被授予夾克的人會(huì)收取15美元。作者回家告訴了父親，父親讓作者把話帶給校長(zhǎng)。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“他等著我說(shuō)話?！?可知，第一段可描寫作者告訴了父親一切以及父親的反應(yīng)。 ②由第二段首句內(nèi)容“第二天，一個(gè)非常傷心難過(guò)的女孩拖著沉重的腳步走進(jìn)了校長(zhǎng)的辦公室?！?可知，第二段可描寫作者把父親的話轉(zhuǎn)告了校長(zhǎng)以及校長(zhǎng)的反應(yīng)。 2.續(xù)寫線索：作者告知父親——父親的反應(yīng)——作者轉(zhuǎn)告校長(zhǎng)——校長(zhǎng)的反應(yīng) 13 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行讀寫，使之構(gòu)成一個(gè)完整的故事。 As Mrs. Thompson stood in front of her 5a grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same. But that was impossible, because there in the front row was a little boy named Teddy Stoddard. Mrs. Thompson had watched Teddy the year before and noticed that he didn’t play well with the other children, his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. At the school where Mrs. Thompson taught, she was required to review each child’s past records and she put Teddy’s off until last. However, when she relieved his file, she got a surprise. Teddy’s first grade teacher wrote, “Teddy is a bright child. He does his work neatly and is a joy around.” His second grade teacher wrote, “Teddy is an excellent student but he is troubled because his mother has a serious illness and life at home must be a struggle.” His third grade teacher wrote, “His mother’s death has been hard on him. He tries to do his best but his father doesn’t show much interest in him, and his home life will affect him if nothing is done.” Teddy’s fourth grade teacher wrote, “Teddy is withdrawn and doesn’t show much interest in school and sometimes sleeps in class.” By now, Mrs. Thompson was ashamed of herself and she felt even worse when her students brought her beautifully wrapped Christmas presents. Teddy’s present, however, was clumsily wrapped in the heavy, brown grocery paper. Taking her time she opened it to reveal Teddy’s gifts, a bracelet (手鐲) with some of the stones missing and a bottle with one-quarter full of perfume. How the children laughed! “What a pretty bracelet! Mm, lovely perfume! Perfect on my wrist.” The children were silent. Teddy stayed after school that day just long enough to say, “Mrs. Thompson, today you smelled just like my mom used to.” Hearing the words, she burst into tears. 注意: 1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右； 2.至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3.續(xù)寫部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫好； 4.續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Paragraph 1: From then on, Mrs. Thompson paid particular attention to Teddy. __________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Years later, Mrs. Thompson was invited to Teddy’s wedding. __________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 From then on, Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded and he showed much interest in study. By the end of the year, Teddy had become one of the excellent children in the class, which gave Mrs. Thompson a surprise. Years later, Mrs. Thompson was invited to Teddy’s wedding. She used the bracelet and the lovely perfume which were the Christmas present of that year. At the wedding ceremony, she met the man with good manners. He said to her, “Thank you, Mrs. Thompson. Today you smelled just like my mom used to.” Mrs. Thompson, with tears in her eyes, whispered back. She said, “Teddy, you were the one who taught me that I could make a difference.” And she said to others “I’m so proud that today can be his mother!” 【文章大意】本文以人物為線索展開(kāi)，講述了Thompson老師最開(kāi)始對(duì)學(xué)生Teddy印象不好，認(rèn)為他是一個(gè)調(diào)皮的孩子，在經(jīng)過(guò)了解他的家庭情況之后，Thompson老師給予了他滿滿的愛(ài)，使Teddy變得個(gè)性活潑，成績(jī)優(yōu)異，成為了更好的自己。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“從那時(shí)起，Thompson夫人特別關(guān)注Teddy?！笨芍?，第一段可描寫Thompson太太對(duì)Teddy的關(guān)心與幫助，使Teddy變得更好。 ②由第二段首句內(nèi)容“幾年后，Thompson夫人被邀請(qǐng)參加Teddy的婚禮。”可知，第二段可描寫在婚禮上Thompson夫人與Teddy的對(duì)話。 2.續(xù)寫線索：關(guān)注——幫助——成才——參加婚禮——感謝——自豪 14 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)用英語(yǔ)續(xù)寫兩段，使之構(gòu)成完整的短文。 I wasn’t the most popular kid in my first year of high school, not even close. I was not interested in fashion. I preferred reading to sports, and I had difficulty talking to boys. As a result, the first year of high school had not been kind to me. I had no close friends. The girl, Ashley, was very different from me. She was fashionable, and she was very artistic, listening to bands I had never heard of. She was quite popular. We were always in the same classes throughout school, but didn’t talk much. During summer school, the teacher asked us to pair up(結(jié)對(duì)) on a school project. Ashley didn’t seem to like working with me at first, but she gave in. I guessed it was because none of her “cool” friends were in the class. We met at the library to work on the project. Ashley did most of the talking. We sat by each other the rest of the summer and when classes ended, we continued to hang out. I admired Ashley; she was the kind of person I thought I wanted to be. I began to wear the clothes she wore. I quit reading and started watching the TV programs that Ashley watched. I decided to take an art class though I had really wanted to take the theatre. When we started school again, I met Ashley’s group of friends, the “cool girls”. She was the leader of the group. To fit in with the group, I followed them around, laughing at their jokes and agreeing with their opinions I actually disagreed with. But I didn’t say much. One day, I went to join the group again. They were chatting without noticing my arrival. One girl said, “Ashley, she just follows you around, trying to be you. She copies you; she doesn’t have her own personality(個(gè)性).” Ashley replied, “I wish she could find the group she actually belonged to.” I was shocked and sad. I thought I had fit in with them. 注意： 1. 續(xù)寫詞數(shù)應(yīng)為150字左右。 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Paragraph 1: I ran home and told my mother what had happened. _______________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Over the next month, I went through a lot of changes. _______________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 I ran home and told my mother what had happened. She just hugged me while I cried for hours. I felt lonely and sad. The advice my mother gave was so simple. I had heard it a million times, but this time it was impressive: “Just be yourself and people will like you for who you are.” Hearing that, I stopped crying and decided to find out who I was. That was exactly what I did. I didn’t hang out with Ashley and her group any longer. Over the next month, I went through a lot of changes. I dropped the art class and joined the theatre. I began making new friends who liked me for who I was. I continued reading, and developed my own opinions. I never again followed the crowd. I built up the courage to participate in each of my school play, and played lead roles. The friends I made in the theatre are still my great friends. When looking back, I think it was the year that I found out the person I was going to be. 【文章大意】本文以人物為線索展開(kāi)，講述了作者自己喜歡和欽佩班里的同學(xué)Ashley所以勉強(qiáng)自己投其所好，以此融入進(jìn)去那個(gè)“酷女孩”團(tuán)體。但在認(rèn)識(shí)到事實(shí)后，作者去結(jié)交了那些喜歡真實(shí)自己的新朋友，再也沒(méi)有隨波逐流，也發(fā)現(xiàn)了自己想成為什么樣的人。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“我跑回家告訴媽媽所發(fā)生的事?！笨芍?，第一段可描寫作者媽媽安慰作者并給了作者建議。 ②由第二段首句內(nèi)容“在接下來(lái)的一個(gè)月里，我經(jīng)歷了很多變化?！笨芍诙慰擅鑼懽髡叩母淖?，做回了真實(shí)的自己并交到了新朋友。 2.續(xù)寫線索：媽媽安慰作者——媽媽給出建議——作者的反應(yīng)——作者的改變——作者的感想 15 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。 “Hurry, Marcus!” Millie called to her brother. Marcus caught up just as the school bus arrived. The doors opened and they got their first look at the new bus driver, Mr. Cross. There was no smile on his face. He just nodded at them as they climbed the steps. Millie wondered if he ever smiled. “I miss our old driver,” she whispered. The bus traveled two more blocks, then stopped in front of a house with no one in sight. “Hey, we don’t usually stop here,” whispered Millie. Mr. Cross opened the bus doors. Millie waited to see who would get on, but nobody did. Still, Mr. Cross nodded his head, the way he had when she and Marcus boarded the bus. Then he closed the doors. “Did you see that?” Millie said. “He just opened the doors and nodded at someone, but nobody got on!” Marcus agreed. “That was strange.” The bus continued on the route, and the usual kids got on. Mr. Cross nodded at each one. During school that day, Millie kept thinking back to what had happened that morning. It didn't make sense. At the end of the day, when she and Marcus got on the bus to go home, Marcus said, “I think I figured it out. He probably stopped to pick up a ghost kid!” “A ghost kid?” Millie gulped (倒吸氣). “Maybe Mr. Cross can see ghosts,” Marcus said. “No,” said Millie. “That’s silly.” But as they rode home, Millie thought about it. What else could it be? Why else would he open the doors? The next two days, the same thing happened. The bus stopped and the doors opened. Smileless, Mr. Cross nodded, and the doors closed. Millie began to panic. This time she decided Marcus was right. “Who is this ghost kid? What if he’s sitting next to us?” They gathered courage to find out the truth. On Friday morning, the bus stopped at that house again. Their hearts raced. 注意: 1. 續(xù)寫詞數(shù)應(yīng)為 150 左右: 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 When Mr. Cross opened the doors and nodded to nobody, they went forward to him. _________________________________________________________________________________________________________________________________________________________________________________ Hearing the story, in relief, they decided to visit the house and see what can be done. _________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 When Mr. Cross opened the doors and nodded to nobody, they went forward to him. Millie said, “Excuse me, Mr. Cross, who gets on at this stop every morning?” Mr. Cross replied, “I am afraid that there are some misunderstandings between us. I have an old friend who lives in the old house at the end of this block. Every day at this time, she will wave at me in front of the house. I can also see her in the distance and know that she is healthy and safe. I am so tall that I have to nod my head to look outside. ” Hearing the story, in relief, they decided to visit the house and see what can be done. As approaching the house, they saw an old woman sitting on a chair with a dog next to her. They introduced themselves to this old woman. From then on, they often came to help the old woman with some housework on weekends. With the generous help of Millie and Marcus, the old woman no longer felt lonely. She often told them some old stories and they became good friends. 【文章大意】這是一篇記敘文。米莉和她的弟弟馬庫(kù)斯乘坐的校車換了司機(jī)，新司機(jī)開(kāi)車每次過(guò)兩個(gè)街區(qū)都會(huì)停下來(lái)，并沒(méi)有任何人上車，司機(jī)都會(huì)點(diǎn)一下頭。米莉和馬庫(kù)斯既害怕又納悶。終于有一天，他們決心弄清楚這件事情。 【寫作提示】 本篇書面表達(dá)是讀后續(xù)寫。通過(guò)閱讀所給文章可知，米莉和她的弟弟乘坐的校車換了司機(jī)，新司機(jī)叫克羅斯，他們覺(jué)得新司機(jī)很陌生，臉上沒(méi)有笑容。更令他們害怕的是，校車每次過(guò)兩個(gè)街區(qū)，克羅斯先生就會(huì)把車停下來(lái)，并沒(méi)有任何人上車，但是司機(jī)都會(huì)點(diǎn)一下頭。他們很詫異，弟弟馬庫(kù)斯猜測(cè)說(shuō)，克羅斯先生在那一站接上來(lái)的是“鬼孩子”，米莉并不這么想，但是也很害怕。接下來(lái)的幾天都是這樣，他們?nèi)滩蛔×?。終于有一天，他們鼓起勇氣，決心把這個(gè)事情弄明白。 續(xù)寫部分分為兩段，第一段開(kāi)頭是：當(dāng)克羅斯先生打開(kāi)門，對(duì)著無(wú)人的地方點(diǎn)頭示意時(shí)，他們向他走去……因此，接下來(lái)應(yīng)該續(xù)寫，司機(jī)克羅斯先生是怎樣把這個(gè)事情跟米莉姐弟解釋清楚的。原來(lái)是一場(chǎng)誤會(huì)，克羅斯先生有一位老朋友就住在這附近，這位老朋友是個(gè)老婦人，年齡大了，自己孤獨(dú)的住在這里。每次到車到這的時(shí)候，老婦人都會(huì)出來(lái)和他揮揮手，他也能從遠(yuǎn)處看看她，看到老朋友是健康的、安全的，他就放心了。 第二段開(kāi)頭是：聽(tīng)到這個(gè)故事，他們松了一口氣，決定去這個(gè)房子看看能做些什么……本段續(xù)寫他們認(rèn)識(shí)了住在房子里的老婦人，并且經(jīng)常在周末的時(shí)候來(lái)幫助老人做家務(wù)，他們也成了很好的朋友。 16 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。 I have been in the teaching profession for more than thirty years, and one of the best teachers I have ever known is Mr__Rowe. I was lucky enough to teach fourth grade together with him. Mr. Rowe had endless patience and understanding and I learned so much from watching him. He could perform miracles, like the one he performed with Steven, one of the unhappiest kids I had ever seen. Steven couldn’t stand school. He didn’t like being picked last for kickball. He didn’t like the kids who raised their hands and knew all the answers, and most importantly, he didn’t like himself. The first day he walked into Mr. Rowe’s classroom, he ignored the other students, looking angry and annoyed, and slid into his chair, knocking a couple of textbooks onto the floor. Mr. Rowe walked over to him and touched Steven’s shoulder, but Steven pulled away. Nevertheless, Mr. Rowe welcomed him: "Hi, Steven. I’m happy you are in my class. We are gonna have a great year." Steven looked around the room as if Mr. Rowe must be mistaken. No teacher in his right mind would want Steven to be part of his classroom. So, while Mr. Rowe seemed cheerful and relaxed that day of school, it seemed like Steven was angry and confused. That day after classes, Mr. Rowe chose Steven to pitch(投球) the kickball at recess. "Hey, Steven," Mr. Rowe commented, "You are good at pitching. Let me show you my secret trick." Mr. Rowe taught Steven one of the tricks that not a single kid could perform. Steven learned fast and did quite well! Everyone cheered for him! After the kickball, Steven sat as close to Mr. Rowe in classes as he could. When a question was asked, Steven lit up; when he knew the answer, he raised his hand; when he answered the question, his voice shook. However, he got the answer right! He said, with Mr. Rowe, his days of the fourth grade promised wonderful. That is not to say that every day went smoothly, but it was obvious that Steven grew to love Mr. Rowe more and more with each passing day. 注意: 1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右； 2.至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)； 3.續(xù)寫部分分為兩段,每段的開(kāi)頭語(yǔ)已為你寫好； 4.續(xù)寫完成后,請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Paragraph 1: Time passed quickly that year, and before we all knew it, it was the last day of school. ___________________________________________________________________________Paragraph 2: Many years later, Mr. Rowe and I were surprised when a handsome young man walked into our classroom, dressed in the army uniform. ___________________________________________________________________________ 【范文背誦】 Time passed quickly that year, and before we all knew it, it was the last day of school. Our school had a very special tradition on the last day. All the teachers filled the sidewalk, waving goodbye to the kids as the bus pilled out with their horns honking. But on that particular day, Steven walked slowly to the bus, his head down, tears in his eyes. He boarded the bus reluctantly, hesitated, and then ran back off the bus to hug Mr. Rowe. “I don’t want to leave you.” He sobbed. With red-rimmed eyes, Mr. Rowe comforted him, “I will miss you, too.” Many years later, Mr. Rowe and I were surprised when a handsome young man walked into our classroom, dressed in the Marine Corps(海軍) uniform. The young man stood tall and proud. It was Steven! Mr. Rowe and I couldn’t believe our eyes. He saluted and hugged Mr. Rowe tightly! “I have come back to school today just to say thanks to you!” It is my hope that every teacher is blessed with such a wonderful experience of a former student coming back to say, simply to say a very simple THANKS. 【寫作提示】 所給材料敘述了Mr. Rowe和他的學(xué)生Steven之間的故事?？忌鷳?yīng)該認(rèn)真讀所給材料，首先根據(jù)所給材料推斷出合理的后續(xù)故事情節(jié)，然后列出故事梗概，最后對(duì)細(xì)節(jié)內(nèi)容進(jìn)行適當(dāng)?shù)恼{(diào)整。注意至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)。要確保續(xù)寫內(nèi)容合乎情理。 17 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。 A Simple Thank I have been in the teaching profession more than thirty years, and one of the best teachers I have ever known was Mr. Rowe. I was lucky enough to co-teach fourth grade with him. Mr. Rowe had infinite patience and understanding and I learned so much from watching him. He could perform miracles, like the one he performed with Steven, one of the unhappiest kids I ever saw. Steven couldn’t stand school. He didn’t like being picked last for kickball. He didn’t like the kids who raised their hands and knew all the answers, and most importantly, he didn’t like himself. The first day he walked into Mr. Rowe’s classroom, he ignored the other students, looking angry and annoyed, and slid into his chair, knocking a couple of textbooks onto the floor. Mr. Rowe walked over to him and touched Steven’s shoulder, but Steven pulled away. Nevertheless, Mr. Rowe welcomed him, “Hi, Steven. I’m happy you are in my class. We are gonna have a great year.” Steven looked around the room as if Mr. Rowe must be mistaken. No teacher in his right mind would want Steven to be part of his classroom. So, while Mr. Rowe seemed cheerful and relaxed that day of school. It seemed like Steven was angry and confused. That day after classes, Mr. Rowe chose Steven to pitch the kickball at recess. “Hey, Steven,” Mr. Rowe commented, “You are good at pitching. Let me show you my secret trick.” Mr. Rowe taught Steven one of the tricks that not a single kid could perform. Steven learned fast and did quite well! Everyone cheered for him! After the kickball, Steven sat as closer to Mr. Rowe in classes as he could. When a question was asked, Steven lit up; he knew the answer! He raised his hands. When he answered the question, his voice shook. However, he got the answer right! He said, with Mr. Rowe, his days of the fourth grade promised wonderful. That was not to say that every day went smoothly, but it was evident that Steven grew to love Mr. Rowe more and more with each passing day. 注意： 1. 續(xù)寫詞數(shù)應(yīng)為150左右； 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Time passed quickly that year, and before we all knew it, it was the last day of school. ___________________________________________________________________________________________________________________________________________________________________________________________________________ Many years later, Mr. Rowe and I were surprised when a handsome young man walked into our classroom, dressed in the Marine Corps (海軍) uniform, ___________________________________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 Time passed quickly that year, and before we all knew it, it was the last day of school. Our school had a very special tradition on the last day All the teachers filled the sidewalk, waving goodbye to the kids as the buses pulled out with their horns honking. But on that particular day, Steven walked slowly to the bus, his head down, tears in his eyes. He boarded the bus reluctantly, hesitated, and then ran back off the bus to hug Mr. Rowe, “I don’t want to leave you.” He sobbed. With red-rimmed eyes, Mr. Rowe comforted him, “I will miss you, too.” Many years later, Mr. Rowe and I were surprised when handsome young man walked into our classroom, dressed in the Marine Corps (海軍) uniform. The young man stood tall and proud. It was Steven! Mr. Rowe and I couldn’t believe our eyes. He saluted and hugged Mr. Rowe tightly! “I have come back to school today just to say thanks to you!” It is my hope that every teacher is blessed with such an experience of a former student coming back simply to say a very simple THANKS. 【寫作提示】 “讀后續(xù)寫”題型的寫作步驟 ： 1．精讀文章，確定文章線索，如是以時(shí)間為線索還是以空間為線索等，這有利于“順藤摸瓜”。閱讀材料得知：作者是有30年教齡的老師，曾經(jīng)有幸和耐心善解人意的Rowe老師共同帶四年級(jí)。文章重點(diǎn)敘述了Rowe老師如何感化不快樂(lè)的學(xué)生史蒂文的故事。 2．仔細(xì)審題，明確續(xù)寫要求，如字?jǐn)?shù)限制、使用幾處下劃線關(guān)鍵詞語(yǔ)、續(xù)寫段落的首句提示等，做到“心中有數(shù)”?；乜墼?，想象續(xù)寫內(nèi)容?？焖倩刈x短文，揣摩文章的思路，結(jié)合段首的提示語(yǔ)和劃線詞語(yǔ)提示，確定續(xù)寫段落的內(nèi)容。續(xù)寫的第一段場(chǎng)景是史蒂文畢業(yè)前的最后一天。需要寫出老師們歡送學(xué)生，學(xué)生們尤其史蒂文對(duì)Rowe老師的依依不舍。第二段描述多年后，當(dāng)上海軍的史蒂文回校感謝Rowe老師的故事。 3．?dāng)M寫草稿，修改錯(cuò)詞病句。結(jié)合提示語(yǔ)和文中劃線的關(guān)鍵詞擬寫出草稿，注意句子結(jié)構(gòu)的多樣性，語(yǔ)言的豐富性，上下文的銜接。 4．標(biāo)出所使用的原材料中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)，最后謄寫文字時(shí)，務(wù)必做到“字跡工整、清晰”。 18 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。 “What’s wrong with you, dear?” said Granny Bell to a little boy, who sat near a wall at the back of the house. He had a book in his hand, and tears were in his eyes. “We have all got a poem called Little Jim to learn,” said the boy, whose name was Tom Blair, and the one who says it best is to get a prize from the master. But I don’t think I can learn it.” “Why not?” said Granny Bell. “The boys say that I can’t, and that I need not try,” said Tom in a sad tone. “Don’t mind what the boys say. Let them see that you can learn it,” said his friend. “But I don’t think I can,” said Tom, “it is so long, and some of the words are so hard. I know I need not try for the prize. But I should like to learn the poem as well as I can; for the boys laugh at me, and call me ‘Slow Tom.’” “Well, dear,” said Granny Bell, in a kind voice, “if you are slow, and can’t help it, try to be ‘slow and sure,’ they say. Look at the snail (蝸牛) on the wall; how slow it is! And yet, if you watch it, you will see it will get to the top in time. So just try to learn a few lines each day, and you may gain he prize in the end. And when you feel like losing heart, think of the snail on the wall.” When Granny Bell had said this, she went on her way. And Tom thought that, though he could not keep up with the boys, he might run a race with the snail. So he determined to try to learn his task by the time the snail got to the top of the wall. 注意： 1. 續(xù)寫詞數(shù)應(yīng)為150左右； 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 At last, the day came when the master was to give the prize, and after he called upon five or six boys to repeat the poem, it came to Tom's turn. ______________________________________________________________________________________________________________________________________________________ “Well done! Tom! Tell me how you made it!” said the master joyfully. ______________________________________________________________________________________________________________________________________________________ 【范文背誦】 At last, the day came when the master was to give the prize, and after he called upon five or six boys to repeat the poem, it came to Tom's turn. Tom got up slowly but in a confident way. He looked so silent and still. However, there was a laugh from the boys in the classroom, because most of the boys thought that he would fail. But he did not miss a word. He recited the poem so fluently that all his classmates were astonished. “Well done! Tom! Tell me how you made it!” said the master joyfully. “Sir, it was the snail on the wall that taught me how to do it,” said Tom, “I saw it crawl up the wall bit by bit. So I determined to learn it bit by bit, and didn’t give up.” Hearing this, the classroom rang with a loud, long cheer, for all were glad that “Slow Tom” had got the prize at last. 【文章大意】本文以人物為線索展開(kāi)，講述了Tom在貝爾奶奶的鼓勵(lì)下突破了自我，向墻上的蝸牛學(xué)習(xí)，最終完美地背誦詩(shī)歌并獲獎(jiǎng)的故事。 【寫作提示】 1.段落續(xù)寫： 由首句內(nèi)容“終于，老師頒獎(jiǎng)的日子到了，他叫了五六個(gè)孩子來(lái)背誦這首詩(shī)，然后輪到湯姆?！笨芍?，本段可描寫Tom突破了自我，流利地背誦完了詩(shī)歌，其他孩子很驚訝，老師很高興問(wèn)他如何做到。Tom回答是向蝸牛學(xué)習(xí)，最后獲得了同學(xué)們的掌聲和老師的獎(jiǎng)勵(lì)。 2.續(xù)寫線索：同學(xué)反應(yīng)——Tom的表現(xiàn)——老師問(wèn)因——Tom的回答——贏得掌聲——最終獲獎(jiǎng) 19 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。 Karen, Judy and I were the last ones back in the school room after lunch. All of the other students were already outside, since it was a pleasant spring day. “Look what I found this morning in the storage cupboard when I was getting out some art supplies for Mrs. Eiffler” . With a wicked (調(diào)皮的) smile on her face, Karen held up a wooden box filled with short pieces of chalk in every color of the rainbow. “Wow! What fun it would be to write on the blackboard while everyone is outside!” Judy's eyes twinkled with expectation. “But Mrs. Eiffler doesn't want us to write on the blackboard, I responded, already feeling guilty, although we had not yet done a thing. “Don't be such a coward (膽小鬼)，Janet. No one will ever know. ” said Karen, reaching into the box and drawing out a piece of chalk. I reluctantly joined my friends in the artwork, wanting to be part of what was going on, but afraid of being caught. I knew well that we were breaking not one, but two class rules. The second rule was that no one was allowed to stay inside at noon without a written excuse from home if the weather was nice. Trying various colors, we drew houses, trees and three-dimensional boxes. It was fun! Then Judy had an idea. “We're all right-handed. Let's see who can write her name best using her left hand.” Judy and Karen picked up their chalk and started writing. I chose a white piece from the box and wrote my name. The handwriting was a bit shaky, but no one would doubt that it said “Janet”. “I think Judy is the winner;” said Karen. “Hers is the best.” “We'd better get this board cleaned off before Mrs. Eiffler comes back.” said Judy, eyeing the clock. She picked up an eraser and began erasing our handiwork from the board. 注意： 1.續(xù)寫詞數(shù)應(yīng)為150左右； 2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答. Everything came off... But my name! ________________________________________________________________________________________________________________________________________________________________________________________ Mrs. Eiffler never asked about the abrasion (磨損) on the blackboard and maybe never noticed it, but I did. ________________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 Everything came off…But my name! I carefully looked at the white chalk I used and found it wasn't chalk at all, but a white marker! A mixed feeling of embarrassment and fright stormed through me and my heart started beating wildly. What would Mrs. Eiffler do to me? Hurriedly, we tried many ways. Eventually, my name came off all right, but in the process of removing it, we left an abrasionon the blackboard. We were just slipping into our desks as the bell rang and the other students began entering the room. Shortly afterward(s), the teacher walked in. Mrs. Eiffler never asked about the abrasion and maybe never noticed it, but I did. Every time I walked past the marred surface of the blackboard, I remembered. Consumed by conscience, I finally chose to confess to Mrs. Eiffler about my fault and apologized for breaking the rules. Surprisingly, Mrs. Eiffler didn't get annoyed but smiled and stroked my head, “I appreciate your honesty. Breaking rules is not right but if you can realize the mistake and learn from it, then it's worth it.” Relieved, I decided to keep this lesson in mind forever and always be straightforward. 【文章大意】本文以人物為線索展開(kāi)，講述了作者和兩個(gè)小伙伴趁大家在教室外玩耍時(shí)，在教室偷偷用老師的彩粉筆在黑板上涂涂畫畫，違反了班級(jí)紀(jì)律，說(shuō)在老師回來(lái)前把黑板擦干凈。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“別的都擦下來(lái)了……除了我的名字！”可知，第一段可描寫作者發(fā)現(xiàn)寫自己名字時(shí)用的竟然不是粉筆，而是記號(hào)筆，作者擦不下來(lái)，怕被老師發(fā)現(xiàn)，想盡辦法，但還是在黑板上留下擦痕。 ②由第二段首句內(nèi)容“艾夫勒老師從沒(méi)問(wèn)過(guò)擦痕的事，也許也沒(méi)注意到，但我注意到了?！笨芍?，第二段可描寫老師沒(méi)過(guò)問(wèn)，也或許沒(méi)發(fā)現(xiàn)，但是作者良心不安最后選擇道歉，向老師坦白以求心安，老師原諒了作者。 2.續(xù)寫線索：擦黑板——姓名擦不掉——留下擦痕——選擇道歉——原諒——結(jié)果 20 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。 Ray was caught up in his thoughts watching the clouds outside the window. Some of the kids were playing with paper planes and others just chatting. Their teacher had gone out of the classroom and when he returned, there was a boy with him. Ray was suddenly brought back to earth. The boy looked so tired and his clothes were old, dirty and torn. The teacher introduced the newly admitted boy, called Richard, to the class and assigned him a seat behind Ray. After the class, Ray and his friends were chatting together. They heard the new boy's conversation with the bookworm (書呆子) of the class, Ben. He was saying that he belonged to a low-class family and he was really looking forward to studying hard and getting good marks. This caught the attention of Ray and his friends. So they called out to him, “Hey, new boy, what's up with your clothes?”Another called out, “Didn't you have enough money to buy yourself a decent coat? Do you have enough money to buy food at least?” “And your name's Richard, Rich for short, kind of opposite of what you are.” Ray and his friends burst out laughing. Embarrassed, Richard went away with Ben. The next day the same thing happened. Ray and his friends were making fun of Richard and Richard didn't talk back but tried to avoid them. During the evening, Ray was wandering aimlessly in a nearby street when he saw Richard feeding bread to a skinny puppy (小狗) which was tied to a pole in front of a worn-out house. Tied so tightly around the neck, the puppy was having difficulty breathing. Richard tried to remove the rope but as it was about to come out, a fat drunk man suddenly came out from back. He grabbed Richard around the neck and lifted him upwards, shouting angrily. Richard asked him to leave him alone, promising that he wouldn't come again to see the puppy, but the rude man didn't seem to put him down. 注意： 1.續(xù)寫詞數(shù)應(yīng)為150左右； 2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Seeing this, Ray rushed up to the man without hesitation. ___________________________________________________________________________________________________________________________________________________________________________ Having left the man far behind, they stopped running. ___________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 Seeing this, Ray rushed up to the man without hesitation. He shouted, “Leave him alone! He’s my classmate.” Ignoring Ray’s words, the man kept holding Richard, his eyes burning with anger. Ray couldn’t but bite the man’s hand. The man screamed, letting go of Richard. Attempting to seize Ray, the man reached forward but lost his balance, falling down. Before the man could rise, Ray had removed the rope from the puppy and released it. Then he grabbed Richard by the hand and together they ran away like crazy with the man following them. Having left the man far behind, they stopped running. Out of breath, Richard said thanks to Ray for lending a hand to him. Deeply ashamed and guilty, Ray apologized to Richard sincerely, “Terribly sorry for having hurt you at school. Actually, you’re such a cute and kind boy. I…I shouldn’t have done that.” Laughing off the unfair treatments, Richard expressed admiration for Ray’s bravery. More than happy to have discovered shining spots in each other, Ray and Richard became close friends, who encouraged each other and worked hard, ending up as top students in the class. 【文章大意】本文是一篇記敘文。本文以人物為線索，講述了新插班生Richard因穿著破舊遭受排擠捉弄，而Ray 通過(guò)一件事對(duì)Richard 有了新的認(rèn)識(shí)，從而開(kāi)始了一段友誼。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“看到這個(gè)情況，Ray毫不猶豫地沖向那個(gè)人?！笨芍谝欢慰擅鑼慠ay解救Richard的過(guò)程。 ②由第二段首句內(nèi)容“他們把那個(gè)人遠(yuǎn)遠(yuǎn)地甩在后面，就不再跑了?！笨芍?，第二段可他們脫身之后，因Ray解救自己，Richard向Ray表達(dá)感謝，Ray為之前對(duì)Richard不善的言行表達(dá)歉意，并且相互有了更多的了解而成為朋友，之后互相鼓勵(lì)，共同進(jìn)步。 2.續(xù)寫線索：援救——逃跑——感謝——致歉——重新認(rèn)識(shí)——成為朋友——共同進(jìn)步 21 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。 After filling out fifty applications, going through four interviews, and winning one offer, I look what I could get—a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was dive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English. School started, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class—seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love for the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room. In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time my boss, who was also my task master known to be the strictest most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise. My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes. I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. 注意： 1. 所續(xù)寫短文的詞數(shù)為150左右： 2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)： 3. 續(xù)寫部分分為兩段，每段的開(kāi)頭語(yǔ)己為你寫好： 4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)， Paragraph 1: After class, I walked to his office, took a deep breath, and opened the door. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Inspired by his advice, I walked towards the classroom, determined to make a change. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 After class, I walked to his office, took a deep breath, and opened the door. My boss was sitting in his chair with a hardened face, gazing at me long and hard. Anxious and ashamed, I said nothing, wondering if he would fire me right away. He handed me an envelope, which definitely added more anxiety to me at that moment. However, my eyes went wide open when I opened it and read the letter. It was not an unemployment letter but a letter with several suggestions about my teaching, one of which was highlighted in red: An educator should respect students, feelings. Almost immediately, a warm glow of emotion rose inside me. As I went out of the office, I made up my mind to change my attitude. Inspired by his advice, I walked towards the classroom, determined to make a change. As the bell rang, I stood on the platform, eyes wandering across the classroom. The students seemed to expecting another boring and dull English lesson, some dropping their eyes and some whispering in the back rows. I cleared my throat and announced, “Boys and girls, let’s begin with your voice about my literature lesson.” Suddenly, a complete silence fell over. Each lifted his heads and cast me a puzzled look. Flashing a smile, I encouraged, “Anything you’d like to say!” At this, the students got stirred up. The class soon amazingly came to life thanks to their brilliant voices, which brought me to what my strictest boss enlightened me: respecting the students instead of ignoring them will make a difference. 【文章大意】本文以人物為線索展開(kāi)，講述了作者去了偏遠(yuǎn)的荒野地區(qū)——新澤西西部——教英語(yǔ)，在工作中苦苦掙扎，學(xué)生們?cè)诮淌液竺嫒蛹垐F(tuán)，說(shuō)臟話，而作者的老板也特別嚴(yán)格，最會(huì)開(kāi)除沒(méi)有經(jīng)驗(yàn)的老師。老板看到了作者課上學(xué)生的眾多不良行為后，給了作者建議，作者也因此下定決心做出改變，領(lǐng)悟到尊重學(xué)生而不是忽視他們會(huì)產(chǎn)生很大影響。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“下課后，我走到他的辦公室，深吸了一口氣，打開(kāi)了門?！笨芍?，第一段可描寫作者面對(duì)老板時(shí)發(fā)生的事情，老板給了作者建議。 ②由第二段首句內(nèi)容“在他的建議的鼓舞下，我走向教室，決心做出改變?！笨芍诙慰擅鑼懽髡呤盏浇ㄗh鼓舞后的所作所為，作者開(kāi)始鼓勵(lì)學(xué)生發(fā)言。 2.續(xù)寫線索：作者來(lái)到老板辦公室——作者面對(duì)老板感到焦慮羞愧——老板給出建議——作者受到鼓舞——作者做出改變——作者感悟 22 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。 Donnie was my youngest third-grader. He was a shy, nervous perfectionist. His fear of failure kept him from classroom games that other children played with wild abandon. He seldom answered questions in class because he was afraid he might make mistakes. Written homework, especially math, reduced him to nail-biting frustration (挫敗感). He seldom finished his work because he repeatedly checked with me to make sure he hadn’t made a mistake. I tried my best to build his self-confidence, and I repeatedly asked other colleagues for good advice, but nothing changed until midterm, when Mary Anne, a student teacher, was sent to our classroom. She was young and pretty and she loved children. My pupils, Donnie included, liked her very much. However, even enthusiastic, loving Mary Anne found it hard to deal with this little boy who feared he might make a mistake. Then one morning we were working math problems on the blackboard. Donnie had copied the problems with painstaking neatness and had worked out answers to some of them. Pleased with his progress, I left the children with Mary Anne and went for art materials. When I returned, I found Donnie was in tears because he had missed the third problem. My student teacher looked at me in despair. Suddenly her face brightened. From the desk we shared, she got a box filled with many pencils and two erasers. “Look, Donnie,” she said, kneeling beside him and gently lifting the tear-stained face from his arms. “I’ve got something to show you.”She took out the pencils and erasers, one at a time, and placed them on his desk. Donnie looked a little confused, wiping tears from his eyes. 注意： 1. 續(xù)寫詞數(shù)應(yīng)為150左右； 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Paragraph 1: “See these pencils and erasers, Donnie?” she continued. ______________________________________________________________________________________________________________________________________________________Paragraph 2: The eraser became Donnie’s prized possession. ______________________________________________________________________________________________________________________________________________________【范文背誦】 “See these pencils and erasers, Donnie?” she continued. “They belong to your head teacher and me. See how the erasers are worn? That’s because we make mistakes like everybody else. But what is important is how we treat mistakes—we erase them and try again. That’s what you must learn to do, too. ” She kissed him and stood up. “Here,” she said, “I’ll leave one of the erasers on your desk so you’ll remember that everybody makes mistakes, even teachers.” Donnie looked up with love in his eyes and a relieved smile on his face——the first I’d seen on his face that year. The eraser became Donnie’s prized possession. That, together with Mary Anne’s frequent encouragement and unfailing praise for even Donnie’s small successes, gradually persuaded him that it was all right to make mistakes as long as he erased them and tried again. Donnie began to answer questions in class, took part in classroom games and was never bothered by the fear of mistakes again. 【文章大意】本文以人物為線索展開(kāi)，講述了作者的三年級(jí)學(xué)生Donnie是一個(gè)害羞、緊張的完美主義者。因?yàn)閷?duì)失敗的恐懼，他不敢在教室里玩游戲。因?yàn)楹ε鲁鲥e(cuò)，他在課堂上很少表現(xiàn)，也很少能完成作業(yè)。后來(lái)，實(shí)習(xí)老師Mary Anne通過(guò)橡皮擦的啟發(fā)誘導(dǎo)，使Donnie認(rèn)識(shí)到“人恒過(guò)，然后能改”的道理，改變性情，有所進(jìn)步的故事。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“Donnie，看到這些鉛筆和橡皮擦了嗎？”可知，第一段可描寫實(shí)習(xí)老師啟發(fā)誘導(dǎo)Donnie，以及Donnie明白理解的過(guò)程。 ②由第二段首句內(nèi)容“這塊橡皮成了Donnie最珍貴的財(cái)產(chǎn)。”可知，第二段可描寫Donnie在老師的繼續(xù)啟發(fā)誘導(dǎo)下，逐步改變性情，勇敢面對(duì)錯(cuò)誤的過(guò)程。 2.續(xù)寫線索：?jiǎn)l(fā)誘導(dǎo)——放松——鼓勵(lì)贊揚(yáng)——改變——勇敢 23 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。 Mrs. Peterson was my tenth-grade biology teacher, a cool woman in her late twenties. She has taught us for several months. She was an easygoing and nice teacher that loved to walk into our heart and often cared about us. And she had a wonderful way of making the most boring lessons fun. All of these made her popular with all of us students. On a Tuesday morning, early before the biology class, we were seated in the classroom as usual, waiting for the coming of Mrs. Peterson. To our surprise, it was a teacher we were not familiar with that stepped into our class. She wore white tennis shoes and thick glasses. “Hi, everyone. I am Mrs. Ferguson,” she introduced herself. And then she added, “From now on, I'll teach you biology. Mrs. Peterson has had her baby, and she couldn't return to teaching this year.” Hearing the unexpected news, all of us immediately felt upset and missed Mrs. Peterson. During Mrs. Ferguson's first class given to us, clearly we were not as active as before. And actually, during Mrs. Ferguson's several following classes, we still remained inactive. One reason was that there seemed to be a thick wall standing between Mrs. Ferguson and us. I was a basketball cheerleader of our school. One day after school and a long cheerleading practice, my friend Alex and I were looking for a place to fix our hair before attending the tryout（選拔）for cheerleaders in a national basketball game. When walking past Mrs. Ferguson's room, we were surprised to see her at her desk grading papers. Seeing us look at her, she said with a smile, “Hi, girls, can I help you?” Hearing it, we stopped. “We're just looking for a place to plug in（給…接通電源）our hair-fixing-tool, ”I said. She probably considered we were vain（自負(fù)的）and stupid cheerleaders. 注意： 1. 續(xù)寫的詞數(shù)應(yīng)為150左右； 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Thinking of that, my face felt hot. ________________________________________________________________________________________________________________________________________________________________________________________ When we were to leave, Mrs. Ferguson said, “Can I watch your tryout?” ________________________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 Thinking of that, my face felt hot. But then Mrs. Ferguson said, "If you don't mind, you can come into my room." When we entered Mrs. Ferguson's room, she helped to plug in our hair-fixing-tool. Then she helped us fix our hair actively. While helping us fix our hair, she asked what we would do. We told her that we would attending the tryout for cheerleaders in a national basketball game. She was so excited that she kept encouraging us to make it. We talked about a lot about cheerleaders and she had been listening patiently. When we were to leave, Mrs. Ferguson said, “Can I watch your tryout?” We were all surprised and said happily, "Of course". She laughed like a child. On the day of the tryout, she actually showed up for the competition. When we watched her in the audience, she shouted at us loudly," Come on, my Girls". Each of us gathered our strength and worked hard to perform and then finally we won. When the judge declared us the winner, she came up and hugged with everyone. From then on, we got along well with her as friends. 【文章大意】本文以人物為線索展開(kāi)，講述了我們新?lián)Q的生物老師Mrs. Ferguson，從一開(kāi)始和Mrs. Ferguson的相處中，作者和她的同學(xué)覺(jué)得和Mrs. Ferguson之間有一堵厚厚的墻，無(wú)法跨越。直到作者和她的同學(xué)準(zhǔn)備參加籃球賽的啦啦隊(duì)選拔的時(shí)候，得到了Mrs. Ferguson的幫助，并親自去現(xiàn)場(chǎng)為她們鼓勵(lì)加油，選拔最終獲勝，她們和Mrs. Ferguson也成為了朋友般的師生。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“想到這一點(diǎn)，我的臉感覺(jué)很熱?！笨芍?，第一段可描寫Mrs. Ferguson并沒(méi)讓我們繼續(xù)尷尬下去，而是主動(dòng)的幫助我們，并且詢問(wèn)關(guān)于選拔的事情。 ②由第二段首句內(nèi)容“當(dāng)我們要離開(kāi)時(shí)，Mrs. Ferguson說(shuō)：‘我能看一下你們的選拔嗎？’”可知，第二段可描寫我們同意Mrs. Ferguson去看我們的選拔，并且她真的去了，為我們鼓勵(lì)加油，最后我們?nèi)〉脛倮?，和她也像朋友一樣友好的相處下去?2.續(xù)寫線索：進(jìn)入——幫助——參加——鼓勵(lì)——積極地——開(kāi)心地 24 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。 David opened his box which was full of cards. He dropped them onto the table and put his bag beside them. It was the day before Thanksgiving Day, and David wanted to give a card to everyone in his class. He opened the bag and looked inside. David’s mom sat down next to him. “What are you looking for?” she asked. “Ms. Ross gave us a list of everyone in the class,” said David, searching carefully in his bag. “I can’t find mine. If I don’t have my list, I won’t know what names to put on the cards.” “Take everything out and let’s look for it together,” suggested Mom. They looked in David’s spelling folder (文件夾) and in his math folder. They shook out his reading book and checked all the pockets in his bag. They found an old note about a meeting at school, but they didn’t find the list. David frowned(皺眉頭). “Now I can’t give out the cards at school,” he said. “Don’t give up so easily,” said Mom. She took a piece of paper from his folder. “How many children are there in your class?” “Seventeen,” said David. “I can’t remember them all.” “Wait,” said Mom, writing down the numbers from one to seventeen. “Now, who do you play with during the break?” “Brian, Todd and John.” David answered. Mom wrote down their names. “And which children ride on your school bus?” she asked. “Angie, Jill, Brad and Mark.” She wrote down their names. “That makes seven, only ten more to go. Who sits in the first row in your classroom that we haven’t named yet?” David tried to remember the seating arrangements in his class. “Sheila, Beth, and Amy sit in the first row. Chris and Joey sit in the second row.” 注意： 1. 續(xù)寫詞數(shù)應(yīng)為150左右； 2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Paragraph 1: They made a good start and things were getting easier. ______________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: David thought hard, but who was the last one that he had missed? ______________________________________________________________________________________________________________________________________________________________________________ 【范文背誦】 They made a good start and things were getting easier. “Rebecca, Travis and Mallory sit in the third row.” David’s mom wrote as fast as she could, repeating the names to herself. “OK,” she said, “we’re up to fifteen names, just two more to go.” “But Erin is the only one left in the last row that we didn’t say yet,” said David. “Are you sure you counted right?” “I think so,” his mother said. “Erin makes it sixteen. Who could be missing?” David thought hard, but who was the last one that he had missed? Mom suggested he write out the sixteen cards first. David picked out a card and wrote a name from the list. He did this sixteen times. Who was missing? One more time he thought about seating arrangements in his classroom. Suddenly, he said, “I know who is missing from the list. It’s me.” David wrote his own name on the last card. “I’m going to wish myself a Happy Thanksgiving, too,” David said, smiling. 【文章大意】本文圍繞著卡片上的名字展開(kāi)敘述。大衛(wèi)想在感恩節(jié)這天給班級(jí)上每個(gè)人一張卡片，但是他弄丟了寫有班級(jí)同學(xué)姓名的名單，最后，在媽媽的幫助下，他回憶了關(guān)于班級(jí)同學(xué)座位分布情況以及其他方面的事情，成功的將同學(xué)們的姓名完整地記錄在了一張紙上。 【寫作提示】 1.段落續(xù)寫： ①由第一段首句內(nèi)容“他們開(kāi)了個(gè)好頭，事情開(kāi)始變得容易了?！笨芍笮l(wèi)在媽媽的幫助下開(kāi)始回憶同學(xué)們的名字。 ②由第二段首句內(nèi)容“大衛(wèi)苦苦地想，他最后錯(cuò)過(guò)的是誰(shuí)呢?”可知，接下來(lái)大衛(wèi)最終找到缺少的名字。 2.續(xù)寫線索：開(kāi)了個(gè)好頭——回憶同學(xué)——記錄名字——遺漏一位——苦苦思索——發(fā)現(xiàn)漏洞——補(bǔ)全名單

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