读后续写--师恩如光，照亮 ADHD 学生的大学梦 讲义-湖北省武汉市华中师范大学第一附属中学2024-2025学年高一上学期期末检测英语试卷

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

Growing up with ADHD (注意缺陷多动障碍), I struggled all the time to concentrate. If a subject didn’t grab my interest, my brain simply shut down. The frustration of not being able to absorb information made school extremely difficult.

By high school, I had fallen so far behind that attending class seemed pointless. My grades were always at the bottom and publicly posted for all to see, which fueled my shame and anxiety. Eventually, I began skipping classes. No one seemed to care about my potential, and I certainly didn’t see it myself.

Everything began to change when my teacher. Ms. Carter, found me hiding in an empty classroom, writing down my struggles and making drawings in a notebook one day. Ms. Carter watched me quietly for a while before gently saying, “You know, you have a real talent in writing. Why not try writing for the school newspaper?” I had never considered writing for others to see. Hesitantly, I agreed to give it a try. At first. I contributed small pieces, but over time, I took on more responsibility and became an editor.

One day, after a particularly well-received edition, Ms. Carter smiled and said, “You’ve come so far - I’m proud of you.” At her words, I felt my self-confidence rise to new heights. For the first time, I saw myself as bright and smart.

As my confidence grew, so did my expectations about the future. Ms. Carter encouraged me to consider college. All I needed to do was prepare a personal statement that showed my strengths, goals, and why I was a good fit for the college. Despite the push forward, there was still a cloud of uncertainty in the back of my mind. I expressed my thanks to Ms. Carter but said I would think about it.

注意：

1．续写短文的词数为150左右；

2．请按如下格式在答题卡的相应位置作答。

When college applications opened, I hesitated.

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I called Ms. Carter as soon as I got the good news.

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文章大意 作者患有注意缺陷多动障碍，在学校难以集中注意力，成绩差，还开始逃课。直到卡特老师发现其写作天赋，鼓励作者为校报写作，作者逐渐成长为

编辑，自信心大幅提升。卡特老师进一步鼓励作者申请大学，作者虽心怀期待，但仍心存疑虑。

故事山分析

 

1. 开端：作者因患有 ADHD，在学校学习困难，成绩垫底，开始逃避上课。
2. 发展：卡特老师发现作者写作天赋，鼓励其为校报写作，作者能力得到锻炼，自信心提升。
3. 高潮：面临大学申请，作者犹豫不决，不知是否能成功。
4. 结局：作者克服内心恐惧，申请大学并成功，感恩卡特老师的帮助。

伏笔及在续写中的回应

 

1. 伏笔：作者因 ADHD 学习困难，成绩差，缺乏自信。回应：在申请大学时的犹豫和不自信，体现过往经历对其的影响。
2. 伏笔：卡特老师发现作者天赋，鼓励其写作，作者自信心增强。回应：这成为作者鼓起勇气申请大学的动力源泉。
3. 伏笔：卡特老师鼓励作者考虑大学，并提到准备个人陈述。回应：在续写中，作者围绕准备个人陈述展开申请大学的行动。
4. 伏笔：作者虽被鼓励，但对未来仍有不确定感。回应：在决定是否申请大学时的纠结，是这种不确定感的延续。
5. 伏笔：作者在写作方面取得成绩，如校报编辑工作得到认可。回应：在准备大学申请的个人陈述时，作者能够突出自己的优势，与之前的写作经历相关。

续写要点（两段）

 

1. 第一段：详细描述 “我” 在大学申请开放时的犹豫心态，回忆过往经历给自己带来的不自信，同时提及卡特老师的鼓励对自己内心的冲击，最终在内心挣扎后决定迈出申请这一步。
2. 第二段：讲述 “我” 成功收到大学录取通知后的激动心情，重点描写给卡特老师打电话分享喜悦的场景，表达对卡特老师的感激之情，以及对未来大学生活的期待。

情感线

 

起初作者因 ADHD 在学校受挫，自卑且焦虑；在卡特老师鼓励下写作，逐渐自信；面对大学申请，又陷入犹豫和不确定的焦虑；决定申请后，为准备材料而紧张；收到录取通知后，转为兴奋、喜悦与感恩。