读后续写--点燃自信之光：莉丝尔作品和老师对安吉的影响 讲义山东省泰安市2022-2023学年高二下学期期中考试英语试题

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。 In the last five years, since Liesl’s first book, Rump, was published, she has had the pleasure to meet and interact with many fine educators across the country. These teachers are wise and fully invest in their students’ success. The teachers she has met know that the job is not the tests. It is the child. Then Liesl met a fourth grade teacher who told her about a girl Angie in his class who had connected with Rump in a deep and powerful way. At the start of fourth grade, Angie was reading below average level and struggled in other areas as well. Perhaps even more troublesome than her low reading level was Angie’s lack of confidence. But as the teacher read Rump aloud to the class, Angie felt an awakening. The teacher noticed. He asked Angie to tell how she was feeling about this book. Angie explained that she felt like she was like Rump, caught up in a mess and not sure how to get out. As she followed his journey and watched him grow and clean up his own messes, she wondered if she might be able to do the same. Could she overcome her own troubles? Angie’s teacher wrote to Liesl about this experience, and Liesl was touched that something she wrote could have such a deep effect on a child. She was even more touched by the teacher’s devotion. The teacher noticed this child’s experience with Liesl book and he took the time to talk to Angie about it and help her. That is care. That is education: to guide children to self-awareness and the belief that they have potential and talents. Liesl didn’t believe Angie’s issues would be solved overnight. Just because Angie felt confirmed by a story Liesl wrote, she was not suddenly a great reader or student. But at least a seed of confidence was grown. 注意： 1.续写词数应为150左右； 2.请按如下格式在答题卡的相应位置作答。 The teacher made efforts to encourage Angie for more independent reading. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Two years ago, when Liesl’s third book came out, Angie’s teacher got in touch with Liesl again. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 文章大意 过去五年里，莉丝尔（Liesl）出版了第一本书《朗普》（Rump）后，接触到了许多优秀的教育工作者。其中一位四年级老师向她讲述了班上一个女孩安吉（Angie）的故事。安吉起初阅读水平低于平均水平且缺乏自信，但在老师朗读《朗普》时，她产生了强烈共鸣，感觉自己就像书中陷入困境不知如何脱身的朗普，这让她开始思考自己能否克服困难。莉丝尔被自己作品对孩子产生的深刻影响以及老师的用心所触动，她知道虽然安吉的问题不会一蹴而就，但自信的种子已经种下。 伏笔与续写回应 1. 伏笔：老师注意到安吉的变化。续写中老师鼓励安吉独立阅读，回应了老师对安吉成长的持续关注，进一步推动安吉的发展。 2. 伏笔：莉丝尔作品对安吉有深刻影响。续写中当莉丝尔第三本书出版时，老师再次联系她，暗示安吉可能因新作品有新的发展，使故事围绕莉丝尔作品对安吉的影响展开。 续写要点 第一段 · 情感线：鼓励、积极向上。老师努力鼓励安吉独立阅读，让安吉感受到积极的氛围，增强她的自信心和阅读兴趣。 · 故事线：描述老师鼓励安吉的方式，如推荐适合的书籍、设定阅读目标、给予及时反馈等，体现老师对安吉成长的助力。 · 续写示范：The teacher made efforts to encourage Angie for more independent reading. He carefully selected books similar to Rump and recommended them to her. He set small reading goals for Angie and praised her progress every time she achieved one. He also organized reading groups, making Angie feel part of a community. With his help, Angie became more and more interested in reading and gradually became more confident. 第二段 · 情感线：欣慰、惊喜。老师再次联系莉丝尔，带来安吉的好消息，莉丝尔会为此感到欣慰，读者也能感受到安吉成长带来的惊喜。 · 故事线：讲述老师与莉丝尔联系的内容，如安吉在阅读和学习上的巨大进步，以及安吉对莉丝尔新书的喜爱，展现安吉在成长道路上的新成就。 · 续写示范：Two years ago, when Liesl’s third book came out, Angie’s teacher got in touch with Liesl again. He told Liesl that Angie had made remarkable progress. Her reading skills had improved significantly, and she was now one of the top students in the class. Angie loved Liesl’s new book and said it inspired her even more. Liesl was overjoyed to hear the news, feeling a deep sense of satisfaction that her work had such a positive impact. 情感线 1. 从老师对安吉的关注和莉丝尔的触动，到老师鼓励安吉时的积极向上，再到得知安吉进步后的欣慰与惊喜，情感丰富且自然发展，使读者能深刻感受到故事中人物对孩子成长的关心和孩子成长带来的喜悦。 2. 情感变化推动了故事发展，让读者更关注安吉的成长历程和莉丝尔作品的影响。 故事线 1. 故事围绕安吉因莉丝尔的书受到启发以及在老师帮助下成长展开，从安吉最初的困境、因书产生共鸣，到老师鼓励阅读，再到最后取得进步，情节完整、逻辑清晰。 2. 每个环节紧密相连，突出了好的书籍和用心的教育对孩子成长的重要性这一主题。 主旨升华句 1. "A good book is a lighthouse, and a dedicated teacher is the wind that guides the child's ship towards the shore of self - discovery."（一本好书是灯塔，一位用心的老师是风，引领孩子的船驶向自我发现的彼岸。） 2. "In the journey of a child's growth, the combination of inspiring literature and a teacher's care can light up the path of potential and confidence."（在孩子的成长之旅中，鼓舞人心的文学作品和老师的关爱相结合，可以照亮潜力与自信之路。） 3. "Books have the power to plant seeds, but it's the teacher's nurturing that allows those seeds of hope and self - belief to bloom in a child's heart."（书籍有播种的力量，但正是老师的培育让那些希望和自信的种子在孩子心中绽放。） 4. "The story of Angie shows us that a teacher's attention and a powerful story can be the catalysts for a child to rewrite their own narrative of success."（安吉的故事告诉我们，老师的关注和一个有力量的故事可以成为孩子改写自己成功故事的催化剂。） 5. "Literature and education, hand in hand, can open the doors of possibility for a child, transforming their doubts into dreams and their struggles into strengths."（文学和教育携手，可以为孩子打开可能性之门，将他们的疑虑变为梦想，将他们的挣扎变为力量。） 写作示范 范文一 The teacher made efforts to encourage Angie for more independent reading. He created a cozy reading corner in the classroom just for Angie, filled with books he thought she'd like. He encouraged her to keep a reading journal, writing down her thoughts and feelings. Every week, they would discuss what she had read. With each new book, Angie's eyes sparkled with newfound excitement, and her confidence grew as she realized she could understand and enjoy more complex stories. Two years ago, when Liesl’s third book came out, Angie’s teacher got in touch with Liesl again. He shared that Angie had become an avid reader. She was not only doing well in reading but also in other subjects. Angie had told him that Liesl's new book was like a new friend, guiding her. Liesl was filled with joy, realizing the far - reaching impact of her words. 范文二 The teacher made efforts to encourage Angie for more independent reading. He started a reading challenge in the class, with Angie as one of the key participants. He gave her personalized bookmarks as rewards for reaching certain reading milestones. He also arranged for Angie to share her favorite parts of the books with the class, which boosted her confidence. As a result, Angie started to explore different genres on her own. Two years ago, when Liesl’s third book came out, Angie’s teacher got in touch with Liesl again. He informed her that Angie had made great strides. Her reading comprehension had soared, and she was now helping other struggling students. Angie was especially enthusiastic about Liesl's new book, saying it had given her new perspectives. Liesl was deeply touched, seeing the beautiful transformation of a child inspired by her work. 参考答案  The teacher made efforts to encourage Angie for more independent reading. He consciously chose some books to read aloud that Angie could particularly relate to. They read books together again and again. Angie felt a connection to the heroes in these books. She experienced the same route and felt the same confusion and happiness, and her confidence shifted and expanded even more. Gradually, Angie caught up with other students in the class, not only in reading, but also in some other subjects. Two years ago, when Liesl’s third book came out, Angie's teacher got in touch with Liesl again. Liesl was going to come to Angie’s town on her book tour. The teacher told Liesl that he was going to bring Angie, who was totally different from the past, to meet her. Liesl will never forget that night. Liesl hugged Angie tightly. They talked, they laughed, they cried, while Angie's teacher watched from the sidelines, smiling at this moment. He made it happen. Liesl wrote a book, but it was he who put it in that girl’s hands and heart. 学科网（北京）股份有限公司 $$