資源簡介

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。
Emily Harper sat at her desk, staring blankly at the math problems in front of her. Numbers and variables danced confusingly across the page, laughing at her every effort. At school, Emily was known for her artistic talents, but math had always been her weakness, No matter how hard she tried, she just couldn’t make sense of it.
Her struggles only worsened in the 10th grade. The pressure to keep up with her classmates grew, and the poor grades shook her confidence. Her parents decided to step in. “We need to find you some help,” her mother gently suggested one evening.
Then came Mr. Jenkins, a retired local teacher known for his unique teaching style. Emily was initially resistant; the idea of spending extra hours on a subject she hated seemed like a punishment. But - she unwillingly agreed, knowing something had to change.
Their first session was tense. Mr. Jenkins, sensing her frustration, didn’t dive straight into problems. Instead, he asked about her interests. When Emily spoke passionately about her painting, he smiled. “Math is like art, Emily. It has patterns and beauty if you know where to look.”
Doubtful but inspired, Emily listened as he began to explain concepts through visual examples. He used colors and shapes, turning abstract numbers into something almost tangible (有形的). For the first time, math seemed less like a foreign language and more like a puzzle waiting to be solved.
However, progress was slow. Weeks passed with, minimal improvement, and Emily’s patience wore thin. A particularly difficult quiz left her in tears, convinced she was sure to fail. Mr. Jenkins said, “Remember, Emily, every artist starts with a blank canvas. Masterpieces aren’t created overnight.”
Encouraged by his firm belief, Emily pushed on. She began to see the connections between the steps, how each solution followed a logical path. Small victories in practice problems gave her some hope. Mr. Jenkins was always there, celebrating her successes, no matter how minor.
注意：
1.續寫詞數應為150個左右;
2.請按如下格式在答題卡的相應位置作答。
Gradually, Emily’s confidence grew with Mr. Jenkins’ help.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Emily’s heart raced when the results day arrived.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
文章大意
艾米麗 哈珀擅長藝術，卻在數學學習上困難重重，十年級時壓力倍增，成績不佳，自信心受挫。父母找來退休教師詹金斯先生為她輔導。起初艾米麗很抵觸，但詹金斯先生獨特的教學方式，如通過視覺示例，用顏色和形狀講解數學概念，讓她對數學有了新的認識。然而學習進展緩慢，一次困難的小測驗讓她落淚，詹金斯先生鼓勵她堅持，在他的鼓勵下，艾米麗看到了進步，在練習中取得小勝利，逐漸有了信心。
故事山分析
開端：艾米麗數學成績差，在十年級面臨巨大壓力，父母決定為她找輔導老師。
發展：詹金斯先生用獨特方式教學，艾米麗起初懷疑，但逐漸被吸引。盡管進步緩慢，在詹金斯先生的鼓勵下，她看到了一些小勝利。
高潮：成績公布日到來，艾米麗的成績將揭曉，這決定了她的努力是否有回報。
結局：根據成績，艾米麗會有不同的反應，也會對自己的學習和未來有新的思考，同時也體現了詹金斯先生教學的成果。
伏筆以及在續寫中的回應
伏筆：艾米麗有藝術天賦，詹金斯先生將數學與藝術聯系。回應：在后續學習中，艾米麗能更好地利用藝術思維理解數學，成績提升，更深刻體會到兩者聯系。
伏筆：學習進展緩慢，艾米麗耐心耗盡。回應：面對成績公布，她會格外緊張，成績理想會讓她明白堅持的意義。
伏筆：詹金斯先生鼓勵艾米麗，堅信她能學好。回應：若成績好，艾米麗會感激詹金斯先生的信任和鼓勵。
伏筆：艾米麗在練習中取得小勝利，看到進步。回應：成績公布時，小勝利積累的信心能讓她更坦然面對結果。
伏筆：艾米麗起初對輔導抵觸，后來逐漸接受。回應：成績理想會讓她慶幸自己當初的轉變，對學習更積極。
續寫要點（兩段）
第一段：描述艾米麗信心增長后的表現，如更主動學習數學，在課堂上積極回答問題，與同學討論數學問題，老師和同學對她的變化感到驚訝。
第二段：著重刻畫艾米麗等待成績時的緊張心理，看到成績后的反應，如驚喜、激動，以及她對未來數學學習的展望，和對詹金斯先生的感激。
情感線
起初艾米麗因數學成績差而自卑、抵觸輔導，后來在詹金斯先生引導下，雖懷疑但有了一絲希望。進步緩慢時她焦慮、沮喪，取得小勝利后有了信心。成績公布前緊張不安，看到好成績后喜悅、自信，對未來充滿期待。
故事線
艾米麗數學成績差，十年級壓力大，父母找詹金斯先生輔導。
詹金斯先生用獨特方式教學，艾米麗從抵觸到被吸引。
學習進展慢，艾米麗耐心耗盡，詹金斯先生鼓勵她。
艾米麗取得小勝利，信心逐漸增長。
成績公布日，艾米麗緊張等待成績。
看到成績，艾米麗有了新的感悟和展望。
主旨升華句
With the right guidance and a change in perspective, even the most challenging subjects can be conquered, just like an artist transforms a blank canvas into a masterpiece.
Success in learning is not just about achieving good grades; it's about the journey of self - discovery and the growth of confidence that comes from overcoming difficulties.
When we find the connection between our passions and the things we struggle with, we unlock the potential to turn weaknesses into strengths.
A teacher's belief in a student can be the spark that ignites the fire of learning, leading to unexpected achievements.
Through Emily's story, we learn that perseverance in the face of setbacks is the key to achieving our goals, and that every small victory is a step towards greater success.
寫作示范一
Gradually, Emily’s confidence grew with Mr. Jenkins’ help. She started to look forward to their tutoring sessions, eager to learn more. In math class, she raised her hand more often, answering questions with newfound certainty. Her classmates were amazed at her transformation. She even formed a study group with some of them, sharing the new ways she had learned to approach math problems. Mr. Jenkins’ teaching methods had truly opened her eyes.
Emily’s heart raced when the results day arrived. She nervously stood in line, waiting to receive her report card. When she finally got it, her eyes widened in disbelief. There, in bold numbers, was a much - improved grade. She let out a scream of joy. Tears of happiness welled up in her eyes as she thought of all the hard work she and Mr. Jenkins had put in. She couldn’t wait to thank him and was determined to keep up the good work in the future.
寫作示范二
Gradually, Emily’s confidence grew with Mr. Jenkins’ help. She began to practice math problems on her own during breaks. She would draw diagrams and use colors to solve complex equations, just as Mr. Jenkins had taught her. Her teacher noticed her dedication and praised her in front of the class. Encouraged by this, Emily became more and more involved in math - related activities at school.
Emily’s heart raced when the results day arrived. Her hands trembled as she opened the envelope. A huge smile spread across her face when she saw her excellent grade. She rushed to Mr. Jenkins’ office, thanking him profusely. “You believed in me when I didn’t believe in myself,” she said. Looking ahead, Emily was excited about further exploring the world of math, knowing that with hard work and the right guidance, she could achieve anything.
【答案】
Gradually, Emily’s confidence grew with Mr. Jenkins’ help. She found herself approaching math problems with a newfound curiosity instead of anxiety. The once confusing numbers and symbols began to become patterns she could understand. Mr. Jenkins continued to teach her in his unique way. Emily started to enjoy the challenge, and her once hesitant hand now moved steadily across the paper. The joy she felt when a solution clicked into place was something she had never expected to experience with math.
Emily’s heart raced when the results day arrived. She sat in the classroom, her hands trembling slightly as she received her test paper. Her eyes widened in disbelief as she saw the grade – a solid A. Tears of relief and happiness welled up in her eyes. She looked up at Mr. Jenkins, who stood at the back of the classroom, watching her with a proud smile. In that moment, Emily knew that she had not only conquered her fear of math but also discovered the power of perseverance.

展開更多......

收起↑