讀后續(xù)寫(xiě)師生關(guān)系類(lèi)我的老師Mrs.Jordan講義-高三英語(yǔ)二輪復(fù)習(xí)

原題重現(xiàn)：閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。Myhearingaidwasaboxthatwastiedtomyshouldersandhungfrommyneck.IcarrieditbecausewhenIwasyoung,Ibecamedeaf.Afterconsulting(協(xié)商)withalotofeducationalexperts,doctors,andparentsofotherdeafchildren,myparentsdecidedtosendmetoaschoolwhereallofmyclassmatesandteacherswouldhavenormalhearing,insteadofsendingmetoaprivateschoolforthedeaf.SoIwastheonlydeafchildatBlueCreekElementarySchool.IexperiencedgreatanxietythroughoutElementarySchoolbecause,inadditiontotheproblemsof“fittingin”withtheotherstudents,Ialsostruggledwithmostofmyschoolwork.IseemedtospendeverysparemomentdoinghomeworkjustsoIcouldkeepup.Icouldfeelthatmyparentsandteachersweredeeplydisappointedinmebecauseofmyacademicstruggles.Theteachersdidn'tknowwhattodowithmenordidtheyshowmuchinterestinanyofmypoorperformances.Myhearingdisabilityrequiredmetoaskeveryonefromtimetotime,“Whatdidheorshesay?”Iworriedthateveryonewouldsoongrowtiredofrepeatingeverythingbacktome.Whenthekidsmadefunofme,Ihadnowaybuttoacceptit.IwassurethatIwasabadperson;myselfesteem(自尊心)wasquitelow.Isawmyselfasanuglykidwearingaboxaroundhisneckwhowasn'tevensmartenoughtokeepupwiththerestoftheotherkids.Mrs.Jordan,my5thgradeteacher,changedallofthatwithasimpletwowordphrase.Onemorning,sheaskedtheclassaquestion.Ireadherlips(嘴唇)frommyfrontrowseatandimmediatelyraisedmyhand.Icouldn'tbelieveit—foronceIknewtheanswer.注意：1.續(xù)寫(xiě)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。But,whenshecalledonme,Iwasafraid.Forthefirsttimeinmyyounglife,Iwasastarinmyclass.Mainideaofthetext:Thecontinuationtextbelongstothecategoryofpersonalgrowth,andthemainideaisthatassomeonewithhearingimpairment,Iattendedaregularschool.Apartfromtheinconvenienceoflife,Isufferedmoredifficultiesinmystudiesthananormalchildclassmatesmockedme,teachersignoredme,parentsdisappointed,untilImetMrsJordan,theproblemhasonlybroughtaboutaturningpoint.Textanalysis:Thefirstparagraphdescribesthatmyhearingimpairmentbeganinchildhood,butmyparentsstillinsistedonsendingmetoanordinaryschool.Myhearingaidwasaboxthatwastiedtomyshouldersandhungfrommyneck;Classmatesandteacherswouldhavenormalhearing,nowofsendingmetoaprivateschoolforthedead.Thisparagraphistheopeningofthestory,layingthegroundworkfortheemergenceofcontradictionsinthefollowingtext.ThesecondparagraphemphasizesthatalthoughIworkedhard,mylisteningproblemsstillledtoacademicfailure,myparentsweredisappointed,andmyteacherwashelpless.Theproblemsof"fittingin"withtheotherstudents,Ialsostruggledwithmostofmyschoolwork;SpendeverysparemomentdoinghomeworkjustsoIcouldkeepup,myparentsandteachersweredeeplydisappointedinme;Theteachersdidn'tknowwhattodowithmenordidtheyshowmultipleinterestsinanyofmypoorperformance.Thisparagraphisaboutthedevelopmentofthestory(buildup),whichdrivesthedirectionofthestory.Thethirdparagraphdescribeshowmyhearingimpairmentwasridiculedbymyclassmates,myselfesteemwasseverelyaffected,andmyselfevaluationwasextremelylow.Everyonewouldhavegrowntiredofrepeatingeverythingbacktome,thekidsmadefunofme,Ihadnowaybuttoacceptit;Iwasabadperson,myselfesteemwasquitelow,wasnotevensmartenoughtokeepupwiththerestoftheotherkids.Thisparagraphisstillthebuilduppartofthestory.Inthetext,theaccumulationofemotionshasmademeunbearable,reachingthebrinkofcollapse.Thefourthparagraphistheturningpointandclimaxofthestory.WithaquestionfromMrs.Jordan,sheraisedherhandforthefirsttime;Asimpleevaluationhelpstoregainconfidence.Continuationparagraphanalysis:Thefirstsentenceofthefirstparagraphis"But,whenshecalledonme,Iwasafraid",indicatingthatatthismoment,Iamafraidanddarenotanswer;binedwiththefourthparagraph,IreadherlipsfrommyfrontrowseatandimmediatelyraisedmyhandIcouldnotbelieveitforonceIknowtheanswer.Iimmediatelyraisedmyhand,butthelongterminferiorityplexcausedfearinmyheart;Basedontheprincipleofcontextualcoherenceincontinuationwriting,theendofthefirstparagraphmustbeconnectedtothebeginningofthesecondparagraph.Therefore,accordingtothefirstsentenceofthesecondparagraph,"Forthefirsttimeinmyyounglife,Iwasastarinmyclass,"itcanbeseenthatIovercamepsychologicalbarriers,answeredthequestioncorrectly,andreceivedpraisefromtheteacherandrecognitionfrommyclassmates.So,thecontentdescribedinthefirstparagraphshouldbe:myfear(manifestedthroughheartbeat,sweatingpalms,tremblinglegs,etc.,accordingtotheprincipleofshow),myclassmatesimpatientlywaiting,showingdisdain,andfinallyturningintosurprise,approval,andapplause,aswellastheteacher'ssmileandencouragement.Attention:ThisparagraphhasakeypointthatconnectswiththefourthparagraphMrsJordan'ssimpletwowordphraserequiresakickbacktotheoriginaltext.Attheendofthisparagraph,itmusthavebeentheteacher'spraisethatearnedmetheapprovalandapplauseofeveryone,whichsparkedthefollowingdiscussion.Thefirstsentenceofthesecondparagraphis"Forthefirsttimeinmyyounglife,Iwasastarinmyclass."Thisparagraphcandescribemypsychologicalactivityatthattimehappybutsomewhatawkwardorshy,butthismomentbeesaturningpointinmylife.Next,youcanwriteaboutyourselfslowlyregainingconfidencefromnowon,inMrsJordanraisedhishandmoreandmoretimesinclass,andalsohadmoresmiles.Myclassmatesbegantoacceptme,andmystudiesimproved.Thesublimationpartcanbegratitudetotheteacher,neverbeingstingyinpraisingothersinlife,orpayingattentiontotheweakinlife.參考范文：But,whenshecalledonme,Iwasafraid.

My

head

was

sweating

and

my

heart

was

pounding.

Everyone

in

the

classroom

was

waiting,

silent，while

I

froze

on

my

seat,

still

and

trembling.

A

moment

later,

some

students

began

to

whisper

and

even

shrugged,

showing

impatience

and

disrespect.

However,

Mrs.

Jordan

made

a

stop

sign

and

turned

to

me.

She

wore

a

sweet

smile

on

her

face,

nodding

and

signaling

me

to

reply.

With

her

encouragement,

I

stood

up

slowly

and

offered

my

answer.

“Good

job,”

said

Mrs.

Jordan

with

amazement

and

delight.

My

classmates

were

shocked

at

the

very

beginning

and

then

burst

into

thundering

applause.

(98

words)Forthefirsttimeinmyyounglife,Iwasastarinmyclass.

Hearingsuchtouchingpraiseandwarmapplause,Istoodthere,embarrassedbutexcited.Icouldn’tfindasuitablewordtodescribemyfeelingsthereandthen,butIdidfeeltearsstreamingdownmyface.Allthoseselfdoubtmomentsdisappearedpletelyatthattime.Thatwasaturningpointofmylife.Igraduallycheeredmyselfup,regainedmyconfidenceandneverletmyweaknesspreventedmetrying.SogratefulwasItoMrs.JordanthateventodayIcouldneverforgethersimpletwowordphraseandinspiringsmile,whichmeantalottome.(95words)默寫(xiě)版：But,whenshecalledonme,Iwasafraid.

My

head

was

sweating

and

my

heart

was

pounding.___________________________________________________________________________教室里的每個(gè)人都在等著，一聲不響，而我則僵住了，一動(dòng)不動(dòng)，渾身抖.

A

moment

later,

some

students

began

to

whisper

and

even

shrugged，______________________________________________表現(xiàn)出不耐煩和厭惡.

However,

Mrs.

Jordan

made

a

stop

sign

and

turned

to

me._____________________________________