读后续写--荆棘路上的星光：一个学子的数学突围战 讲义-河南省驻马店高级中学2024-2025学年高一下学期4月期中英语试题

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。 It was the midterm of senior one. Tim, a determined but easily-frustrated student, was facing a big challenge in math. His previous test scores were far from satisfactory, which made him quite worried about the coming mid-term exam. He spent hours every day doing math exercises, but the more he practiced, the more confused he became. One day, after another disappointing practice test, Tim almost gave up. He sat alone in the empty classroom, staring blankly at the test paper full of red crosses. Just then, his math teacher, Mr. Smith, came in. Noticing Tim’s distress, Mr. Smith sat beside him and said softly, “Tim, I know you’ve been working hard. Everyone has setbacks in learning. The key is not to be defeated by them.” With that, Mr. Smith patiently went through the test paper with Tim, explaining the mistakes one by one and giving him some useful study tips. Encouraged by Mr. Smith, Tim decided to change his learning method. He started to make a detailed study plan, dividing the math knowledge into small parts and solving problems step by step. He also joined a study group in the class. In the study group, he could discuss difficult questions with his classmates. As the mid-term exam was approaching, Tim was both nervous and looking forward to it. On the day before the exam, while he was doing the last-minute review, he suddenly felt a sharp pain in his head. The headache got worse and worse, making it impossible for him to concentrate. 注意： 1. 续写词数应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 Tim was too anxious about the exam to fall asleep, even though he knew he needed a good rest. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The next day, Tim went to the exam room with Mr. Smith’s encouragement. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 1、 文本主旨 本文围绕高一学生蒂姆在数学学习上的困境与挣扎展开。蒂姆虽勤奋努力，但因考试成绩不理想而备受打击，几乎想要放弃。在数学老师史密斯先生的鼓励与指导下，他调整学习方法，积极备考。然而，考试前夕突发头痛，再次将他置于困境之中。文章旨在展现面对学习挫折时，外界的支持与自身的坚持如何帮助个体克服困难，强调挫折是成长的必经之路，只要不放弃并积极寻求解决方法，就能战胜困难，同时也体现了师生情谊在学生成长过程中的重要作用。 二、五要素分析 人物：主角蒂姆，勤奋但易受挫；数学老师史密斯先生，关心学生、善于引导；潜在人物还包括蒂姆的同学（学习小组成员）。 时间：高一上学期期中考试前夕。 地点：教室、蒂姆的学习场所（未明确指出具体地点，可理解为家中或教室） 。 事件：蒂姆数学学习遇挫，在史密斯先生帮助下调整学习方法，却在考试前夕突发头痛。 结果：目前处于考试前夕头痛的困境，后续应围绕蒂姆如何应对考试展开 。 三、词汇积累 face a big challenge（面临巨大挑战）；give up（放弃）；go through（仔细检查；浏览）；make a detailed study plan（制定详细学习计划）；fall asleep（入睡）；concentrate on（集中精力于）；look forward to（期待） determined（有决心的）；easily-frustrated（容易受挫的）；disappointing（令人失望的）；nervous（紧张的） quite worried（非常担忧）；in distress（处于痛苦中）；too anxious to（太焦虑而不能） 四、续写分析 衔接句：第一段开头 “Tim was too anxious about the exam to fall asleep, even though he knew he needed a good rest.” 承接上文蒂姆考试前夕头痛的情节，突出他焦虑的状态；第二段开头 “The next day, Tim went to the exam room with Mr. Smith’s encouragement.” 自然过渡到考试当天，点明史密斯先生的鼓励对蒂姆的支撑作用，推动情节发展。 情节合理性：第一段中蒂姆因焦虑难以入睡符合面临重大考试且身体不适时的正常反应；第二段他带着老师鼓励走进考场，展现出他在外界支持下努力克服困难，符合逻辑。 情感铺垫：前文通过描述蒂姆学习受挫、老师鼓励以及备考的过程，为他在困境中依然坚持参加考试的情感转变做了充分铺垫，使他后续的行为不突兀。 五、情节一致性 5 处 人物性格体现：蒂姆 “易受挫” 的性格在考试失利和头痛时的焦虑中都有体现，而他 “有决心” 则表现在他接受老师建议调整学习方法和坚持参加考试上。 师生关系：史密斯先生从之前耐心辅导蒂姆，到鼓励他参加考试，前后行为一致，体现他对学生始终如一的关心。 学习方法：前文蒂姆制定学习计划、加入学习小组，与他在考试中运用所学知识解题形成呼应，体现学习方法调整后的连贯性。 困境与应对：从最初数学学习困难，到考试前夕头痛，蒂姆始终面临挑战，而他从想要放弃到坚持考试，展现出他应对困境的成长。 主题呼应：全文围绕 “克服学习挫折” 展开，从蒂姆受挫、受助到再次面临困难并尝试克服，情节始终紧扣主题 。 六、情感走向 文章情感从开篇蒂姆因成绩不理想的焦虑、沮丧，到在老师鼓励下产生的希望与动力，再到考试前夕头痛时的焦虑、无助，最后在老师鼓励下走进考场时的坚定，呈现出 “低沉 — 回升 — 再次低沉 — 积极” 的波动变化，最终传递出面对困难不放弃的正能量 。 七、主题深化 通过蒂姆在数学学习中从受挫、迷茫到在老师帮助下调整方法，再到考试前夕克服身体不适坚持考试的过程，深化了 “面对挫折时，外界的支持与自身的坚持能够帮助我们战胜困难” 的主题，同时也展现了师生情谊对学生成长的重要意义，强调成长就是在不断克服困难中实现的 。 八、下水文两篇 下水文一 Tim was too anxious about the exam to fall asleep, even though he knew he needed a good rest. Lying in bed, he kept thinking about the formulas and problems, his mind racing. The headache still lingered, throbbing painfully. He worried that he wouldn’t be able to perform well in the exam. Just then, he remembered Mr. Smith’s words: “Believe in yourself.” Gathering his courage, he took a painkiller and forced himself to relax. Slowly, he drifted into a fitful sleep. The next day, Tim went to the exam room with Mr. Smith’s encouragement. As he sat at his desk, his hands trembled slightly. But when he saw Mr. Smith giving him a reassuring nod from the front of the classroom, his heart steadied. He took a deep breath and began to answer the questions. The study plan and the discussions in the study group paid off. Though his head still ached faintly, he focused on the paper. When the exam ended, he felt a sense of pride. He had faced the challenge bravely, and that was more important than the score. 下水文二 Tim was too anxious about the exam to fall asleep, even though he knew he needed a good rest. He tossed and turned, imagining all kinds of worst - case scenarios. Tears welled up in his eyes. Suddenly, he thought of his classmates in the study group. They had believed in him, sharing their own learning experiences. With newfound determination, he got up, made a cup of warm milk, and tried to calm down. Eventually, exhaustion overcame his anxiety, and he fell asleep. The next day, Tim went to the exam room with Mr. Smith’s encouragement. Stepping into the classroom, he was greeted by the friendly smiles of his classmates. He sat down, his headache now a dull ache. As he opened the exam paper, he recalled the countless hours of practice and the patience of Mr. Smith. His pen moved steadily across the paper. When he handed in the paper, he felt a weight lift off his shoulders. This experience taught him that setbacks were just stepping stones, and with support and perseverance, he could overcome any difficulty. 【答案】 Tim was too anxious about the exam to fall asleep, even though he knew he needed a good rest. His mind blank and heart messy, he was at such a complete loss that he had no clue about what action to take. He buried his face in the quilt, tears blurring his eyes for a long time and finally overflowing almost uncontrollably as waves of frustration swept over him. The harder he strove to compose himself, the more restless and distracted he felt. Just at this critical moment, the louder ring of the phone broke the silence when anxiety had almost overwhelmed him. It turned out to be his math teacher. Mr. Smith encouraged him, “Tim, don’t be stressed. You have started diligently and made remarkable progress these days.” His timely encouragement was as comforting as a ray of sunshine in the dark clouds of his anxiety. Tim took a deep breath, gradually calmed down and finally managed to get some sleep. The next day, Tim went to the exam room with Mr. Smith’s encouragement. Pregnant with a mix of worry and determination, Tim unfolded the test paper. The instant his eyes landed on the paper, he found the problems manageable and accessible to tackle. For the first time, math seemed less like a foreign language but more like a puzzle waiting to be solved. With Mr. Smith’s encouragement echoing in his mind and a newfound sense of confidence cultivated, he solved all the problems smoothly. Upon the release of the results, he got a much more satisfactory grade. A look of relief tinged with excitement appeared on his face. It dawned on him that with the courage to continue in the face of adversity, even the hardest challenges could be victories. 学科网（北京）股份有限公司 $$