云南省云南师大附中2025届高三统测读后续写--创新历史课堂：激发学生兴趣的一年 讲义

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 The motley (混杂的) looking group of eleventh graders didn’t look like any “honors” U.S. History class I’d ever imagined. They shuffled (拖着脚步走) into my classroom, which I had painstakingly（煞费苦心地）decorated with Presidential portraits and colorful maps.   Fresh out of college with a degree in history, a teaching certificate, and not a lick of experience, which was what I was. “Good morning,” I said brightly. I was greeted with vacant stares. “I am so excited to have been selected to teach this honors class,” I continued. “They usually don’t let first-year teachers do that.” Several of the students sat up straighter and cut their eyes at each other. Too late, I wondered if I should have tried to hide the fact that I had zero teaching experience. “First off, let’s rearrange these desks,” I said. “I like lots of class discussion, so let’s put them in a big circle so we can all see each other’s faces.” Several of the kids rolled their eyes, but they all got up and began scooting (拉) the desks out of the traditional straight rows. “Perfect! Thanks. Now, everybody choose a seat and let’s play a game. When I point to you, tell me your name. Then tell me what you hate most about history.” Finally, some smiles. And lots more as our game progressed. Amanda hated how history seemed to be all about war. Jose didn’t like memorizing names and dates. Gerald was convinced that nothing that had happened in the past was relevant to his life. “Why should I care about a bunch of dead white guys?” was how he put it. Kaitlyn hated tricky true-or-false questions. Miranda couldn’t stand fill-in-the-blank tests. Armed with the feedback my students had given me, I began formulating a plan. No teaching straight from the textbook for this group. No “read the chapter and answer the questions at the end” homework. These kids were bright. My honors class deserved to be taught in a way that would speak to them.   注意： (1)续写词数应为150 左右; (2)开头已给出。 Paragraph 1: Our courses were somewhat different from traditional ones. __________________________________________________________________________________________________________________________ Paragraph 2: During our final workday, the principal called me into her office for my end-of-the-year evaluation. __________________________________________________________________________________________________________________________    故事中文梗概 作者“我”是一位刚从大学毕业的历史教师，虽然拥有历史学位和教师资格证，但却没有任何教学经验。“我”被分配教授一群十一年级的美国学生。第一节课上，“我”热情地欢迎学生们，但得到的却是冷漠的反应。为了调动气氛，“我”让学生们重新排列座位，并通过一个游戏让大家分享他们对历史学习的看法。学生们提到了死记硬背、历史与当代生活的无关性等问题。通过这些反馈，“我”意识到传统教学方法不适合这群学生，决定不再仅依赖传统教学方式，而是设计更能引发学生兴趣的教学计划，让他们更积极地参与历史学习。   主要人物: 作者我 “I”, 校长 principal 次要人物: 学生们students（Amanda, Jose, Gerald,  Kaitlyn, Miranda） 叙事视角: 第一人称 主题分类: 教育与教学反思（education and teaching reflection）   续写思路建议 第一段的主要内容应该放在“我”的教学和传统教学（traditional ones）具体如何不一样上。比如，安排了什么样的课堂活动、布置了什么样的个性化作业、如何调动学生学习历史的积极性等。 第二段给出的首句中出现了新增人物（校长the principal）, 续写的重心应该围绕校长对我的工作的看法和评价上。从阅卷人喜欢的喜闻乐见的故事设置和正能量鸡汤结尾的角度考虑，叙述校长如何肯定和鼓励“我”是一种比较稳妥的写法。 写作示范 Our courses were somewhat different from traditional ones. Instead of lectures and rote memorization, we dove into games, discussions, debates, and role-playing historical events. Each student was assigned a famous historical figure, and they were tasked with researching their character’s contributions to history. They brought those characters to life in lively classroom debates, arguing different perspectives on wars, social movements in U.S. history. History stopped being a list of dates and names; it became a living, breathing subject that was relevant to their lives. My students began to see the connections between the past and the present, between history and their own experiences. (94 words) During our final workday, the principal called me into her office for my end-of-the-year evaluation. My heart pounded as I sat across from her, wondering if my unconventional teaching methods had paid off. She smiled and handed me a folder filled with feedback from my students. To my surprise, their comments were overwhelmingly positive. They appreciated the interactive discussions and creative assignments. The principal was pleased too. "You’ve managed to turn a challenging history class into a group of curious, motivated learners," she said. "Keep up the good work." As I left her office, I felt a sense of pride and accomplishment, knowing I had made a difference. (93 words)   写作细节分析 Our courses were somewhat different from traditional ones. Instead of lectures and rote memorization, we dove into games, discussions, debates, and role-playing historical events. (合理内容创设：要想课堂不枯燥就需要多样化的课堂活动。前文提到Jose不喜欢死记历史知识，这里呼应了不再让学生做rote memorization). Each student was assigned a famous historical figure, and they were tasked with researching their character’s contributions to history. They brought those characters to life in lively classroom debates, arguing different perspectives on wars, social movements in U.S. history. History stopped being a list of dates and names; it became a living, breathing subject that was relevant to their lives. My students began to see the connections between the past and the present, between history and their own experiences. (巧妙地和原文互动：学生积极性被充分调动和原文中的学生不积极不热情形成对比。前文提到Gerald觉得历史跟现实没有关联，这里做了呼应让学生意识到历史跟当前生活的关系)                                                                                                         During our final workday, the principal called me into her office for my end-of-the-year evaluation. My heart pounded as I sat across from her, wondering if my unconventional teaching methods had paid off.（合理的情绪：经验很少的新教师和校长对话难免紧张）She smiled and handed me a folder filled with feedback from my students. To my surprise, their comments were overwhelmingly positive. They appreciated the interactive discussions and creative assignments. The principal was pleased too. "You’ve managed to turn a challenging history class into a group of curious, motivated learners," she said. "Keep up the good work."（合理的结局设置：我的努力得到了学生的好评和校长的肯定）As I left her office, I felt a sense of pride and accomplishment, knowing I had made a difference.（恰当的主题升华：教师获得成就感）                                               词汇和表达积累  rote memorization 死记硬背 dive into 深入探讨 be tasked with 被赋予任务 be relevant to 与...相关 pound 心脏怦怦地跳 unconventional adj. 非传统的 interactive adj.  互动的 keep up the good work 保持良好的工作状态/继续努力      下水文 Paragraph 1: Our courses were somewhat different from traditional ones. Instead of focusing on battles and dates, we explored the impact of historical events on modern society. We watched documentaries, held debates, and even created our own timelines using interactive software. The students were encouraged to research topics that interested them and present their findings to the class. This approach not only made history more engaging but also helped them develop critical thinking and presentation skills. The once reluctant learners became enthusiastic participants, and the classroom transformed into a lively hub of historical inquiry. Paragraph 2: During our final workday, the principal called me into her office for my end-of-the-year evaluation. As I entered, I was surprised to see a group of students from my honors class waiting there. They had written a letter to the principal, expressing their appreciation for the unique and engaging way I had taught them history. The principal, impressed by their initiative and the positive feedback, commended me on my innovative teaching methods. It was a proud moment, not just for the recognition but for seeing the transformation in my students. They had not only learned to appreciate history but had also grown into confident, articulate individuals ready to make their own mark on the world. As we all left the office, I felt a sense of accomplishment and a deep satisfaction in knowing that I had made a difference in these young lives. 学科网（北京）股份有限公司 $$