讀后續(xù)寫+數(shù)學困境中的成長與蛻變：艾米麗的逆襲之路+講義- 高三上學期期中聯(lián)考試英語試

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。EmilyHarpersatatherdesk,staringblanklyatthemathproblemsinfrontofher.Numbersandvariablesdancedconfusinglyacrossthepage,laughingathereveryeffort.Atschool,Emilywasknownforherartistictalents,butmathhadalwaysbeenherweakness.Nomatterhowhardshetried,shejustcouldn’tmakesenseofit.Herstrugglesonlyworsenedinthe10thgrade.Thepressuretokeepupwithherclassmatesgrew,andthepoorgradesshookherconfidence.ThencameMr.Jenkins,hernewmathteacher,whosensedherfrustrationandofferedtohelpherafterclass.Emilywasinitiallyresistant;theideaofspendingextrahoursonasubjectshehatedseemedlikeapunishment.But

—

sheunwillinglyagreed,knowingsomethinghadtochange.Mr.Jenkinsdidn’tdivestraightintoproblems.Instead,heaskedaboutherinterests.WhenEmilyspokepassionatelyaboutherpainting,hesmiled.“Mathislikeart,Emily.Ithaspatternsandbeautyifyouknowwheretolook.”Doubtfulbutinspired,Emilylistenedashebegantoexplainconceptsthroughvisualexamples.Heusedcolorsandshapes,turningabstractnumbersintosomethingalmosttangible(有形的).Forthefirsttime,mathseemedlesslikeaforeignlanguageandmorelikeapuzzlewaitingtobesolved.However,progresswasslow.Weekspassedby,minimalimprovement,andEmily’spatienceworethin.Aparticularlydifficultquizleftherintears.Shewas

convinced

that

shewassuretofail.Mr.Jenkinssaid,“Remember,Emily,everyartiststartswithablankcanvas

(畫布).Masterpiecesaren’tcreatedovernight.”Encouragedbyhisfirmbelief,Emilypushedon.Shebegantoseetheconnectionsbetweenthesteps,howeachsolutionfollowedalogicalpath.Smallvictoriesinpracticeproblemsgavehersomehope.Mr.Jenkinswasalwaysthere,celebratinghersuccesses,nomatterhowminor.注意：1.續(xù)寫詞數(shù)應為150個左右;2.請按如下格式在答題卡的相應位置作答。第一段：Gradually,Emily’sconfidencegrewwithMr.Jenkins’help.第二段：Emily’sheartracedwhentheresultsdayarrived.文章大意：Emily一直受數(shù)學困擾，成績差且缺乏自信，新數(shù)學老師Mr.Jenkins主動幫助她。他從Emily的興趣繪畫入手，將數(shù)學概念用視覺示例講解，雖進展緩慢且經(jīng)歷挫折，但在老師鼓勵下Emily堅持努力并逐漸看到進步。伏筆及回應：

伏筆1：Emily數(shù)學差且對額外補習抵觸，回應是在老師獨特教學方法下逐漸接受并努力。

伏筆2：老師說數(shù)學像藝術有美和模式，回應是Emily開始理解并找到解題邏輯。

伏筆3：進展緩慢且有困難小測讓Emily落淚，回應是在老師鼓勵下繼續(xù)堅持。

伏筆4：老師用繪畫類比數(shù)學，回應是Emily逐漸體會到兩者關聯(lián)并建立信心。

伏筆5：Emily取得小勝利，回應是在結果日有了最終的檢驗與收獲。續(xù)寫要點：

第一段：寫Emily在老師幫助下信心增強后在數(shù)學學習上更積極主動的表現(xiàn)，如主動做更多難題、與同學討論數(shù)學等。

第二段：描述結果日Emily的緊張心情以及最終得知成績后的反應，是取得成功后的喜悅與對老師的感激。情感線：從最初對數(shù)學的厭惡、抵觸和極度不自信，到在老師幫助下逐漸產(chǎn)生希望、建立信心，最后在結果日經(jīng)歷緊張到收獲成功后的喜悅與感恩。

故事線：Emily數(shù)學學習困難，Mr.Jenkins幫助她，通過獨特教學讓她進步，她努力堅持，結果日迎來最終成果。主旨升華句：Withpatienceandtherightguidance,anyobstaclecanbeovercome.（有耐心和正確的引導，任何障礙都能被克服。）Agoodteacherislikealighthouse,guidingstudentsthroughthefogofconfusion.（一位好老師就像一座燈塔，引領學生穿過困惑的迷霧。）Thejourneyoflearningisfilledwithchallenges,butperseveranceleadstovictory.（學習之旅充滿挑戰(zhàn)，但堅持會帶來勝利。）Trueeducationisnotjustaboutknowledge,butalsoaboutbuildingconfidence.（真正的教育不僅是關于知識，還關于建立自信。）Whenpassionmeetsproperteaching,impossiblebecomespossible.（當熱情遇到恰當?shù)慕虒W，不可能變?yōu)榭赡?。）寫作示范一?/p>

第一段：Gradually,Emily’sconfidencegrewwithMr.Jenkins’help.Shestartedtoseekoutmorechallengingmathproblemsonherown,eagertotesthernewfoundskills.Sheevenjoinedasmallmathstudygroup,wheresheactivelysharedherunderstandingandlearnedfromothers.Theonce-dauntingmathseemedmorelikeafriendthananenemy.

第二段：Emily’sheartracedwhentheresultsdayarrived.Shenervouslywalkeduptothebulletinboardwherethegradeswereposted.Ashereyesscannedthelist,ahugesmilespreadacrossherface.Shehadpassedwithflyingcolors.TearsofjoywelledupinhereyesassherealizedallherhardworkandMr.Jenkins’dedicationhadpaidoff.Shecouldn’twaittothankhimforbelievinginherwhensheherselfhadalmostgivenup.寫作示范二：

第一段：Gradually,Emily’sconfidencegrewwithMr.Jenkins’help.SheaskedMr.Jenkinsforextraworksheetsandspentherfreetimeporingoverthem.Shebecamemorevocalinclass,askingquestionsandofferingsolutions.Herclassmateswereamazedathertransformation,andshefeltanewsenseofprideinherabilities.

第二段：Emily’sheartracedwhentheresultsdayarrived.Shesatinherseat,fidgetingastheteacherhandedoutthegradedpapers.Whenshefinallyreceivedhersandsawthehighmark,sheletoutasighofrelief.Sheknewthatthiswasnotjustagrade,butasymbolofhergrowth.ShemadeamentalnotetotellMr.Jenkinsthathehadnotonlytaughthermathbutalsotaughtherthevalueofperseveranceandself-belief.Onepossibleversion:Gradually,Emily’sconfidencegrewwithMr.Jenkins’help.Shefoundherselfapproachingmathproblemswithanewfoundcuriosityinsteadofanxiety.Theonceconfusingnumbersandsymbolsbegantobecomepatternsshecouldunderstand.Mr.Jenkinscontinuedtoteachherinhisuniqueway

and

Emilystartedtoenjoythechallenge.Whenit’stimeforhertotakethemid-termtest,

heroncehesitanthandmovedsteadilyacrossthepaper.Thejoyshefeltwhenasolutionclickedintoplacewassomethingshehadneverexpectedtoexperiencewithmath.Emily’sheartracedwhentheresultsdayarrived.Shesatintheclassroom,herhandstremblingslightlyasshereceivedhertestpaper.Hereyeswidenedindisbeliefasshesawthegrade–asol