读后续写--数学项目之悟：从独自逞强到明白合作真谛讲义-湖北省荆楚优质高中联盟2024-2025学年高一12月联考英语试卷

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整短文。

Joyce is in the fourth grade and he joined the noisy children of his class as usual. “Children! Silence!” Mangat Madam suddenly entered the class. She announced next week would be math week. “I’d like each of you to work on a project. You could do it individually or in a group.” She instructed. “The topic for the project needs approving tomorrow and it has to be displayed at the math week exhibition. The best project will be awarded and there is also a surprise gift from my side,” she added.

Joyce, who is extremely good at math, sat in the corner seat of the first bench with Karan , an average. Karan asked Joyce if they could work on the math project together. Joyce replied in a prideful tone, "Ha-ha you want to join me. I think I will do the project on my own.” Joyce wanted to get awarded and the surprise gift all for himself from Mangat Madam.

After deep consideration, Joyce decided to work on a math magic quiz on the circuit board (电路板). The next day in school, Mangat Madam arrived in the classroom and all the children submitted their topics for the math exhibition. They all chose to work in a group except Joyce. In the following days, Joyce gathered all the materials for the project such as wires, bulbs (灯泡), a switch and a thin plywood board (胶合板). He worked out a few mathematical basic operations (运算) to be fixed on the board so that when the wire of the circuit touched the right answer, the bulb glowed. Joyce completed the project and was happy with the result.

The evening before the exhibition, while packing his school bags, Joyce again checked the project to see if it was working fine. Alas! All the lights that were to glow did not seem to light at all. Without finding the reason, Joyce was tensed up. However, he decided to take the same project to the school as he couldn’t change the topic at the last minute. Then came the next day, and everybody was fascinated by the exhibition.

注意：续写词数应为150左右。

It was Joyce’s turn to display his project.

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Finally, the teacher announced Karan’s team was the winner.

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文章大意：四年级的 Joyce 所在班级要举办数学周活动，每人或每组需完成一个数学项目参展，最佳项目会获奖且老师还有惊喜礼物。擅长数学的 Joyce 拒绝了成绩一般的 Karan 的合作请求，打算独自完成一

个基于电路板的数学魔术测验项目。他收集材料完成项目后，在展览前一晚检查时却发现灯泡不亮，但因无法临时更换主题，他还是带着项目去了学校。

 

伏笔及回应：

 

1. Joyce 拒绝 Karan 合作：这为 Joyce 后来项目出现问题却无人帮忙埋下伏笔，也使得他在看到别人成功时内心更加失落，而在 Karan 获奖后他可能会反思自己的行为。
2. Joyce 独自完成项目：导致他在项目出现故障时，没有合作伙伴一起排查问题，只能独自面对困境，也呼应了后面他的后悔情绪。
3. 项目完成后灯泡不亮：引出 Joyce 在展览时的紧张和不安，以及他对项目失败的担忧，为他之后的心理变化做铺垫。
4. 同学们都选择小组合作，只有 Joyce 独自做项目：对比出 Joyce 的孤立无援，同时在 Karan 团队获奖时，更能突出团队合作的重要性，让 Joyce 意识到自己的选择可能是错误的。
5. 老师有惊喜礼物：激发了 Joyce 想要独自获奖的欲望，这也是他拒绝合作的原因之一，而最后 Karan 团队获奖获得礼物，使 Joyce 明白合作带来的收获可能比独自占有更好，从而实现主旨的升华。

 

续写要点：

 

• 第一段情感线：从 Joyce 展示项目时的紧张、害怕，到看到灯泡不亮时的绝望、尴尬，可能还会夹杂着对自己当初拒绝合作的后悔。
• 第一段故事线：Joyce 硬着头皮展示项目，但灯泡没有亮起，同学们开始嘲笑，他感到无地自容，试图解释却无人倾听。
• 第二段情感线：从得知 Karan 团队获奖时的失落、不甘，到听了老师的话后内心的触动，开始反思自己的行为，逐渐明白合作的重要性，最后可能会感到释然和些许欣慰。
• 第二段故事线：老师宣布 Karan 团队获奖，他们展示了精彩的项目成果，老师解释是因为团队合作解决了难题，还提到 Joyce 的项目如果有合作也可能成功，最后 Joyce 向 Karan 表示祝贺，两人和解。

 

主旨升华句：

 

1. “Sometimes, the journey of learning and achieving is not about standing alone in the spotlight, but rather walking hand in hand with others towards a common goal.”（有时，学习和成就的旅程不在于独自站在聚光灯下，而在于与他人携手迈向共同的目标。）