讀后續(xù)寫+用畫筆敲開孤獨(dú)的心：我的暑期藝術(shù)課教學(xué)記+講義 高三上學(xué)期10月月考英語試題

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(gòu)成一篇完整的短文。Ialwayshopeforsomestudentwhopossessesthatunusualcapabilitytoconveyfeeling,insight,andpassionthroughart.Itdoesn’thappenoften,butitdidonesummerholiday--andfromawonderfullyunexpectedsource.Thatsummer,Ivolunteeredtoteachasummerschoolartclassforhighschoolfreshmen.WhenIarrivedonthefirstday,thestudentsweregroupinginthecenteroftheclassroom,exceptforared-hairedgirlnamedEmmawhotookadeskinthebackrow.Ilookedoverwhatwouldbemyworkspaceforthefollowingdays.TherewerelargewindowswithplentyoflightandIspottedseveralkindsoftreesoutsidethatwouldserveasmodels.Emmawasalwaystheearliesttogettoourclasses,andIcouIdfeelhereffort.

However,shekeptherseatinthebackrowasthoughbeingignoredwassomethingtohopefor.Iaskedonepopulargirl,whosaid,

“Sheisanorphan.Wetrytobefriendly,butsheactslikeshe’sinanotherworld.”

Isaid,

“Allright.Let’strytomakethissummerthegoodpartofEmma’slife,OK?”Therewasnoanswerinwordsbutshenodded,tellingmesheunderstoodandempathized--goodkid,atheart.Duringthefollowingdays,Icouldfeelotherstudents’kindnesstoEmma.Sometimes,Emmaeventalkedanddrewwiththem,butshestillkeptacertaindistancefromme.WhenIaskedtoseeherwork,sheleanedforwardcoveringitwithherforearms.Treatingherinanyspecialwayonlyseemedtoemphasizeherpainfuldissimilarity,soIlimitedmycommunicationwithhertoagoodmorningsmile.Thesummerwentbyquicklyandeveryonegotmuchbetteratdrawing.SodidEmma’sbehavior.Wehadalotoffunintheprocess,butthelastdaycameattherighttime.Thekidsfiledinandwatchedmewritetheassignmentonthewhiteboard:

Drawapicturetitled:

“APlaceILove”.注意：1.

續(xù)寫詞數(shù)應(yīng)為150左右；2.

請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。續(xù)寫第一句：Iwalkedaround,

watchingthedrawingsdevelop.續(xù)寫第二句：ItwasEmma’sturntoshowherdrawing.

五要素分析主體：包括“我”（教師）、Emma和其他學(xué)生?！拔摇毕Ｍ龑?dǎo)學(xué)生通過藝術(shù)表達(dá)情感，Emma是一個(gè)性格孤僻的孤兒學(xué)生，其他學(xué)生對(duì)Emma有友善的態(tài)度。目標(biāo)：“我”的目標(biāo)是教好藝術(shù)課，讓每個(gè)學(xué)生尤其是Emma能在藝術(shù)中找到快樂和自我表達(dá)；Emma的目標(biāo)或許是在不被特殊對(duì)待的情況下融入集體和享受繪畫；其他學(xué)生的目標(biāo)是完成課程學(xué)習(xí)和友好對(duì)待Emma。情境：暑期藝術(shù)課堂，教室有充足光線和窗外樹木可作繪畫模型，有一群性格各異的高一新生，存在著同學(xué)間特殊個(gè)體（Emma）的關(guān)系狀況。行動(dòng)：“我”采取正常授課、引導(dǎo)同學(xué)友善相處、不過度關(guān)注Emma以免其不適等行動(dòng)；Emma努力上課、逐漸與同學(xué)交流但對(duì)“我”保持距離；其他同學(xué)主動(dòng)與Emma交流。結(jié)果：經(jīng)過一個(gè)夏天，大家繪畫水平提高，Emma的行為也有所改善，同學(xué)們相處愉快。主要矛盾Emma的心理隔閡：作為孤兒，她內(nèi)心敏感，渴望融入又害怕被特殊對(duì)待，對(duì)老師有距離感，這是她心理上自我保護(hù)與渴望交流的矛盾。老師引導(dǎo)的分寸問題：老師既想幫助Emma又擔(dān)心特殊對(duì)待會(huì)加重她的心理負(fù)擔(dān)，在引導(dǎo)方式上存在矛盾。解決方法持續(xù)溫和關(guān)注：像“我”之前保持微笑問候這種溫和方式可以繼續(xù)，讓Emma感受到平等對(duì)待。同時(shí)可以在課后不經(jīng)意地與她交流繪畫技巧等，逐步拉近心理距離。集體活動(dòng)促進(jìn)融合：組織更多的小組繪畫活動(dòng)等集體項(xiàng)目，讓Emma在集體氛圍中更自然地融入，減少她作為特殊個(gè)體的孤獨(dú)感，也讓她在活動(dòng)中感受到老師對(duì)她和對(duì)其他同學(xué)并無不同。&分析過程：1.根據(jù)原文，可以分析，Emma畫的是“這個(gè)夏天不一樣的教室”2.第一段主要寫大家畫的是什么：有人畫家里，有人畫游樂場(chǎng)，有人畫湖邊，大家都展示出了畫出了自己喜歡的地方3.第二段主要寫Emma畫的教室：詳細(xì)描述一下這個(gè)教室的場(chǎng)景，以及要呼應(yīng)原材料中【TherewerelargewindowswithplentyoflightandIspottedseveralkindsoftreesoutsidethatwouldserveasmodels.】&本篇的難點(diǎn)：1.學(xué)生很容易看出要往什么方向?qū)?，但是覺得可寫的點(diǎn)太少，不知道要怎樣寫大家的畫，才能把第一段字?jǐn)?shù)湊齊2.在本篇寫作中，十句五定不適用，因?yàn)榈谝欢问拙渲蟛贿m合描寫心情。學(xué)生還沒畫完呢，還沒看到學(xué)生們完整的畫，哪來的心情，生搬硬套使不得。參考答案Iwalkedaround,watchingthedrawingsdevelop.

Thestudentswereimmersedintheirwork,

eachtryingtocapturetheessenceoftheplacetheylovedintheiruniqueway.Thedrawingswerea

mixofvibrantcolorsanddelicatelines,eachtellingastoryofsomeone'sheartfeltattachmenttoa

specialplace.Ismiled,knowingthatthisassignmenthadbeenasuccessinitsownway.ItwasEmma’sturntoshowherdrawing.Shestoodupslowly,herfaceflushedwith

nervousness.Sheheldupherdrawing,andIgasped.Itwasabeautifulrenderingoftheclassroom

wehadspentthesummerin.Thelargewindows,thevarioustreesoutside,andeventhewhiteboard

withourfinalassignmentwrittenonitwereallcapturedinmeticulousdetail.Butmorethanthat,it

wastheemotioninthedrawingthatstruckme.Emmahadcapturedtheessenceofoursummer

together,thejoy,thestruggle,andthegrowththatwehadallexperienced.Ilookedupather,tears

inmyeyes,andsawthatshewassmilingtoo.Inthatmoment,IknewthatEmmahadnotonly

foundaplacesheloved,butshehadalsofoundacommunitythatlovedher.下水文Iwalkedaround,watchingthedrawingsdevelop.

Thestudentswereimmersedintheirwork,

eachtryingtocapturetheessenceoftheplacetheylovedintheiruniqueway.Thedrawingswerea

mixofvibrantcolorsanddelicatelines,eachtellingastoryofsomeone'sheartfeltattachmenttoa

specialplace.Ismiled,knowingthatthisassignmenthadbeenasuccessinitsown

way.Whentheyfinishedassignment,Iaskedeachto

show

theirartwork,

andto

share

themeaning

andfeelingstheywantedtoconvey.Some

drew

theirhomes,othersatheme

park,while

therestshowedthe

the

beautyof

thescenicspotstheyhadvisited.

Everyone

thentalkedaboutthemeaningbehind,

ofwhichIfeltveryproud.

ItwasEmma’sturntoshowherdrawing.Shestoodupslowly,herfaceflushedwith

nervousness.Sheheldupherdrawing,andIgasped.

Shestoodupslowly,holdingupherdrawing.

Itwas

theclassroom

wehadspentthesummerin.Thelargewindows,thevarioustreesoutside,andeventhewhiteboardwithourfinalassignmentwrittenonitwereallcapturedinmeticulousdetail.Butmorethanthat,it

wastheemotioninthedrawing