读后续写--异乡之花在包容中绽放：Dakota 的融入之旅 讲义-2025届江西省重点中学盟校高三下学期第二次联考英语试题

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。 On a gray morning,Nadia hurried to work.She used to love watching the sunrise with itsbeautiful colors,but now the sky was always gray,and she didn't fel excited anymore.Nadiawas a teacher,and she loved her job,but lately,everything seemed a little dull. Nadia arrived at school just in time for her fourth-grade class.The students greeted herwarmly,their smiles a bright spot in her day.The lessons began with reading,math,andscience—subjects she usually enjoyed teaching.But today,even the familiar routine feltexhausting.Two students were struggling with new lessons,and one student,Dakota,seemedespecially quiet and lonely.Dakota was from another country and new to the school and had a hard time makingfriends.She was shy and didn't know the TV shows or toys the other kids talked about.Duringbreak,Nadia often saw Dakota siting alone on the swing,her face a picture of sadness.Nadiawanted to help her,but she didn’t know how to break through Dakota's shell.After school,Nadia thought about Dakota.She remembered how Dakota had said she feltifferent and wished she could be like everyone else.Nadia decided to do something to help theclass see how special Dakota was. The next day,Nadia old the class about a new project.Each student would pick acountry,learn about it,and then present what they learned to the class.They would usecomputers,write reports,and practice speaking in front of others.Nadia hoped this projectwould help the students learn more about each other and maybe help Dakota feel more included.Dakota was excited about the project.She showed Nadia pictures of a colorful market fromher old home.She talked about the festivals and traditions she remembered,and Nadia could seehow much Dakota missed her old life.Over the next few weeks,the students worked on thelrprojects,and Nadia helped them find information and practice their presentations.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。 When it was time to present,Dakota was nervous. __________________________________________________________________________________________________________________________________________From that day on,Dakota changed a lot. __________________________________________________________________________________________________________________________________________续写分析​ 第一段续写分析 续写第一段以 “Dakota 展示时的表现” 为核心展开。当 Dakota 开始展示时，紧张情绪达到顶点，可通过 “with trembling hands（双手颤抖）”“a quivering voice（颤抖的声音）” 等短语生动刻画其不安状态。随着她展示家乡色彩斑斓的市场图片，用 “vividly describe（生动描述）” 讲述传统节日里热闹非凡的场景，分享特色手工艺品的制作工艺，同学们逐渐被吸引，教室里原本的窃窃私语消失，取而代之的是 “listen attentively（专心倾听）” 的专注氛围。此时 Dakota 感受到大家的关注与兴趣，紧张感慢慢消散，开始 “speak with increasing confidence（越发自信地讲述）” ，甚至主动与同学互动，邀请他们猜测某些文化习俗的含义。这段续写不仅展现 Dakota 克服紧张的过程，也为后续她融入班级埋下伏笔，同时通过对展示内容和同学们反应的描写，丰富故事细节，增强画面感。​ 第二段续写分析 第二段围绕 “Dakota 展示后的变化” 进行续写。展示结束后，同学们对 Dakota 的家乡文化充满好奇，纷纷 “strike up conversations（主动交谈）” ，询问更多关于她家乡的事情。课间，有同学热情地 “invite her to join games（邀请她一起玩游戏）”，在活动中大家进一步交流， Dakota 逐渐与同学们 “form close bonds（建立亲密关系）”。Nadia 老师看到 Dakota 的转变，内心充满欣慰，她意识到这次项目的成功，开始思考如何在未来的教学中 “design more inclusive activities（设计更具包容性的活动）”，让每个学生都能展现自己的特色。同时，Dakota 的变化也 “inspire other shy students（激励其他害羞的学生）”，班级里原本内向的同学受到鼓舞，也开始尝试展示自我，整个班级氛围变得更加 “harmonious and vibrant（和谐且充满活力）” 。这段续写从 Dakota 个人的改变延伸到对班级整体的影响，深化故事主题，使情节发展更加完整。​ 故事线​ 展示突破：Dakota 在紧张中开始展示，凭借对家乡文化的熟悉，逐步克服恐惧，自信地向同学展现独特的家乡风情，获得认可。​ 友谊建立：展示后，同学们被 Dakota 的家乡文化吸引，主动与她交流互动，邀请她参与活动，Dakota 由此融入集体，收获友谊。​ 教师反思：Nadia 看到 Dakota 的转变，意识到个性化教育和包容环境的重要性，决定在后续教学中设计更多促进学生展示自我的活动。​ 集体影响：Dakota 的变化成为榜样，激励班级中其他内向的同学勇敢展示自己，推动整个班级氛围变得更加积极向上。​ 文化交融：同学们因 Dakota 的展示对多元文化产生兴趣，班级中开展更多文化交流活动，不同文化在交流中相互理解、融合。​ 短语 with trembling hands：双手颤抖地（描述紧张状态）​ a quivering voice：颤抖的声音（刻画紧张情绪）​ vividly describe：生动地描述（用于展现展示过程）​ listen attentively：专心地倾听（体现观众反应）​ speak with increasing confidence：越发自信地讲述（表现人物状态转变）​ strike up conversations：主动交谈（展现交流开始）​ invite her to join games：邀请她一起玩游戏（体现友谊建立）​ form close bonds：建立亲密关系（说明关系发展）​ design more inclusive activities：设计更具包容性的活动（教师行动）​ inspire other shy students：激励其他害羞的学生（个体对集体的影响）​ harmonious and vibrant：和谐且充满活力（形容班级氛围）​ cultural exchange：文化交流（突出故事主题）​ unique traditions：独特的传统（描述展示内容）​ bustling market：热闹的市场（描绘场景）​ mutual understanding：相互理解（体现文化交流结果）​ 主旨升华句（ 每一份独特的经历都是文化的瑰宝，当我们以开放的心态去倾听与接纳，便能在差异中架起理解的桥梁，让孤独的心灵找到归属。​ 教育的温度，在于看见每个学生的光芒，用合适的方式为他们搭建舞台，让自信与勇气在成长的道路上绽放绚丽之花。​ 在集体的花园里，不同的花朵散发着各异的芬芳，唯有相互欣赏、彼此包容，才能汇聚成最美的春景，奏响和谐的乐章。​ 一个人的勇敢展示，如同星星之火，能够点燃他人心中的勇气，让整个集体在温暖与希望中共同成长。​ 文化的多样性是世界的调色盘，当我们打破隔阂，相互分享，便能绘制出一幅五彩斑斓、充满生命力的美好画卷。​ 写作示范​ 示范一​ When it was time to present, Dakota was nervous. With trembling hands, she set up her laptop, her a quivering voice barely above a whisper as she started, “My hometown is...”. But as she clicked on the first photo of the bustling market, a spark lit up in her eyes. She began to vividly describe the colorful stalls selling hand - woven baskets, the aroma of freshly baked pastries filling the air, and the rhythmic chants during the harvest festival. The class listened attentively, leaning forward in their seats. When she showed a video of a traditional dance, she even stood up and demonstrated some simple steps, speaking with increasing confidence. By the end, the classroom erupted in thunderous applause.​ From that day on, Dakota changed a lot. Her classmates struck up conversations with her during breaks, eager to learn more about her culture. They invited her to join games, and soon, she was laughing and chatting with a group of girls. Dakota formed close bonds with them, sharing stories about her old life and learning about their hobbies. Nadia noticed how Dakota’s shoulders no longer hunched with anxiety, and her eyes now sparkled with happiness. The whole class seemed more united, as if Dakota’s courage had inspired everyone to be more open and accepting.​ 示范二​ When it was time to present, Dakota was nervous. She took a deep breath, trying to calm her racing heart. At first, her words were jumbled, but as she showed pictures of her hometown’s unique traditions, like the annual mask - making competition, she found her rhythm. She explained the significance of each mask, how they were used to tell stories and honor ancestors. The students were captivated, asking questions like “Can we make our own masks?” Dakota’s face lit up, and she answered each query enthusiastically.​ From that day on, Dakota changed a lot. A group of classmates who loved art formed a small club with her, exploring different cultural art forms. They organized a mini - exhibition in the classroom, displaying their attempts at making masks inspired by Dakota’s teachings. Nadia, witnessing this, decided to design more inclusive activities. She believed that every student had something special to offer, and it was her job to help them shine. The class became a place where differences were celebrated, and everyone felt valued.​ 示范三​ When it was time to present, Dakota was nervous. She stood in front of the class, her legs feeling like jelly. But as she began to share the story of her grandmother’s traditional recipes, her voice steadied. She described how her family would gather during festivals, cooking together and sharing laughter. She even brought in some samples of a sweet treat from her hometown, passing them around for the class to try. The room filled with excited chatter as the students savored the new flavor.​ From that day on, Dakota changed a lot. Her classmates started to ask her to join their lunch groups, eager to hear more about her life. One day, a student suggested they have a “culture - sharing day” every month. Everyone agreed, and they took turns presenting their own family traditions or cultures. Dakota, once the outsider, now felt like an important part of the class. Her transformation inspired other shy students to come out of their shells, and the classroom became a hub of diverse and vibrant exchanges.​ 示范四​ When it was time to present, Dakota was nervous. She fidgeted with her notes, her eyes darting around the room. But as she showed a video of her hometown’s beautiful landscapes, she began to relax. She talked about the mountains she used to climb, the clear rivers she swam in, and the friendly neighbors who always greeted her with a smile. The class was spellbound, and some students even said they wished they could visit her hometown one day.​ From that day on, Dakota changed a lot. She became more outgoing, volunteering to help with class projects. She also started a pen - pal program with her old friends from her hometown, encouraging her classmates to exchange letters and learn about different cultures. Nadia watched in pride as the class became more connected and understanding. Dakota’s story had taught them all that differences were not barriers but opportunities for growth and friendship. 参考答案 When it was time to present,Dakota was nervous.She stood in front of the class with her hands shakingslightly,but her eyes were bright with determination.She began to talk about the country where she had livedbefore moving to this new school.Dakota described the colorful markets,the beautiful festivals,and the uniquetraditions that made her old home so special.She showed pictures of her family celebrating holidays and sharedstories that made the other students laugh and listen with wide-eyed interest.As she finished her presentation,theclassroom erupted in applause.Dakota's face lit up with a smile,and for the first time in weeks,she looked trulyhappy. From that day on,Dakota changed a lot.She became more outgoing and confident,and she started to makefriends with her classmates.They would gather around her during breaks,eager to hear more about her experiencesand to share their own stories.The class became a more inclusive and supportive community,where everyone feltvalued and appreciated.Nadia realized that sometimes,all it takes is a little effort and understanding to helpsomeone shine.She felt grateful for the opportunity to make a difference in her students'lives and to remind themthat every person has something special to offer. 学科网（北京）股份有限公司 $$