讀后續(xù)寫+刺繡男孩：校園里的獨特綻放+講義 高二上學期期中英語試題

閱讀下面材料，根據其內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。Kwan'sSecretTalent“Kwan,isn'tthatyourartteacher?”hisgrandmothersaid,pointingatawomanwalkingoutofthegrocerystore.Kwanwaved,andMrs.Gibbswalkedovertohimandhisgrandmother.“It'sverynicetoseeyou,”Mrs.Gibbssaid.ThenshesawtheclothswrappedaroundthegroceriesKwanandhisgrandmotherwereloadingintotheircar.“Oh,howbeautiful!”sheexclaimed.“Thankyou.Theseareourhometownwrappingcloths,”grandmotherexplained.“KwanandIembroidered(刺繡)themtogether.”Kwanlookedaway.Althoughheenjoyedhelpinggrandmothermakethecloths,hedidn'twantanyoneatschooltoknowaboutit.“Kwan,youshouldbringyourclothstoschooltomorrow.Yourclassmateswouldenjoyseeingthem.Youhaveauniqueskill,”Mrs.Gibbssaid.Kwanappreciatedhisteacher'scomments,buthewashesitant.Thekidsmightlaughattheideaofaboywholikedtostitch(縫)patternswithaneedleandthread.Hethoughtabouthisgrandmother'swidesmilethatshowedhowproudofhimshewouldbeforsharingthiscustom.“O.K.I'llbringsometoclasstomorrow,”Kwanrepliedquietly.Grandmasensedthatsomethingwaswrong.“Kwan,areyouworriedabouttomorrow?”sheasked.Kwanstaredatthefloor.“Whataretheotherkidsgoingtothink?”hesaid.“Thisisn'tthekindofthingtheydoforfun.Creatingembroideredpatternsisn'tlikeplayinganinstrumentorasport.”“You’reright,”Grandmasaid.“Itisdifferent.Butthatiswhyitissospecial.”Thenshebroughtoutafineclothwithdifferentdesigns.“WhenyourgrandfatherandIweremarried,wereceivedagiftfromhismotherwrappedinthisclothshemade.Inourculture,giftsgiveninwrappingclothsareextraspecialbecausetheyareasymbolofloveandgoodluck.”sheexplained.注意：1.續(xù)寫詞數(shù)應為150左右;2.請按如下格式在答題卡的相應位置作答。ThenextmorningKwantookseveralwrappingclothstoschool.AsKwanlistenedtohisclassmates,henoticedthathisforeheadnolongerfelthot.文章大意：Kwan和祖母一起刺繡家鄉(xiāng)的包裹布，藝術老師看到后建議他帶到學校展示，Kwan雖猶豫但還是答應了。他擔心同學們會嘲笑自己喜歡刺繡這種在他看來不像樂器或運動那樣受男孩歡迎的活動，祖母則向他解釋了包裹布在他們文化中作為愛與好運象征的特殊意義。故事山分析：開場：Kwan和祖母在雜貨店外遇到藝術老師，老師看到他們的包裹布并夸贊，還建議Kwan帶到學校。上升：Kwan因擔心被同學嘲笑而猶豫是否帶包裹布去學校，祖母向他講述包裹布在文化中的特殊意義。高潮：Kwan帶包裹布去學校后同學們的反應未知。下降：無結局：未完成，需要續(xù)寫。五處伏筆及回應：伏筆：Kwan不想讓學校里的人知道他會刺繡包裹布。回應：在續(xù)寫中可寫同學們最初的驚訝或異樣眼光，后轉變態(tài)度。伏筆：藝術老師夸贊Kwan有獨特技能并建議他帶包裹布到學校?；貞豪m(xù)寫中老師可在課堂上進一步引導同學們欣賞Kwan的作品。伏筆：Kwan認為刺繡不像樂器或運動受男孩歡迎?；貞嚎蓪懲瑢W們開始理解并尊重Kwan的愛好，改變了他的這種想法。伏筆：祖母講述包裹布在文化中的特殊意義是愛與好運的象征?；貞豪m(xù)寫中可讓同學們體會到這種文化內涵并被打動。伏筆：Kwan猶豫但還是答應帶包裹布去學校?；貞豪m(xù)寫他在學校展示包裹布的具體過程和同學們的反應。續(xù)寫要點：第一段：Kwan帶到學校后同學們的反應，老師如何引導大家欣賞，Kwan的內心感受變化。第二段：Kwan心態(tài)進一步轉變，他與同學們的互動，以及這次經歷對他的影響。情感線：Kwan從最初的擔心、害怕被嘲笑，到在學校展示時的緊張，再到因同學們的理解和欣賞而感到驚喜、自豪和被認可的喜悅。故事線：Kwan帶著包裹布走進教室，同學們投來好奇目光。老師讓Kwan展示并講解包裹布，同學們開始認真傾聽。有同學提問關于刺繡的技巧，Kwan一一解答。同學們表達對包裹布的喜愛和對Kwan技能的欽佩。Kwan與同學們互動交流，分享刺繡樂趣。Kwan意識到自己的愛好也能被大家尊重和欣賞。主旨升華句：Truearthasnoboundariesofgenderorcommonhobbies.（真正的藝術沒有性別或常見愛好的界限。）Ouruniquetalentsarethetreasuresthatdeservetobesharedandrespected.（我們獨特的才能是值得被分享和尊重的寶藏。）Culturalheritagecanbeabridgeconnectingdifferenthearts.（文化遺產可以成為連接不同心靈的橋梁。）Embracingindividualityleadstoamoreinclusiveandharmoniousworld.（接納個性會通向一個更包容和諧的世界。）Don'tbeafraidtoshowyourspecialness,foritmayinspireothers.（不要害怕展示你的獨特之處，因為它可能會激勵他人。）寫作示范一：ThenextmorningKwantookseveralwrappingclothstoschool.Asheenteredtheclassroom,hefeltalleyesonhim.Hisfaceflushed,andheheldtheclothstightly.Mrs.Gibbsnoticedhisdiscomfortandaskedhimtocometothefrontoftheclass.Kwanslowlyunfoldedthecloths,andtheclassroomwasfilledwithgaspsofamazement.TheteacherthenaskedKwantoexplainthemeaningandtheprocessofmakingthem.AsKwantalked,hesawthathisclassmateswerelisteningintently.Someevenaskedquestionsaboutthestitchesandpatterns.Kwanbegantorelaxalittle,realizingthattheywereactuallyinterested.AsKwanlistenedtohisclassmates,henoticedthathisforeheadnolongerfelthot.Heheardthempraisingthebeautyandintricacyoftheembroidery.Oneclassmatesaid,“Kwan,thisissocool.Ineverknewyoucoulddosomethinglikethis.”Anotheradded,“Itmusttakealotofpatienceandskill.”Kwansmiled,feelingasenseofprideandacceptance.Herealizedthathisfearofbeinglaughedatwasunfounded.Fromthatdayon,Kwanwasmoreconfidentaboutsharinghisloveforembroidery,andhisclassmatesalsostartedtoshowmorerespectfordifferenthobbiesandculturaltraditions.寫作示范二：ThenextmorningKwantookseveralwrappingclothstoschool.Whenhewalkedintotheclassroom,theclassmatesstaredathimwithamixtureofsurpriseandcuriosity.Kwan'sheartpounded.Mrs.Gibbstooktheclothsanddisplayedthemonthetable.“Class,todayKwanisgoingtosharewithusaspecialartformfromhisculture.”Shesaid.Kwantookadeepbreathandstartedtointroducetheoriginandsignificanceofthewrappingcloths.Hisclassmatesweresilentatfirst,butthengraduallybecameengaged.AsKwanlistenedtohisclassmates,henoticedthathisforeheadnolongerfelthot.Instead,hefeltawarmglowofhappiness.Theybegantoexpresstheiradmirationfortheuniquepatternsandcolors.“Kwan,youarereallytalented.Thisislikeaportableartgallery.”Aboysaid.Kwan'sshynesswasreplacedbyenthusiasm.Heshowedthemhowtodosomesimplestitches.Throughthisexperience,Kwanlearnedthathisindividualitycouldbeasourceofconnectionandinspiration.Andhisclassmatesalsolearnedtoappreciatethediversityofinterestsandtherichnessofculturalheritage.【Apossibleversion】Paragraph1:Thenextmorning,Kwantookseveralwrappingclothstoschool.Duringartclass,whenMrs.Gibbscalledhisname,hisheartracedandhisfaceflushed.Takingadeepbreath,hecarefullyunfoldedthecloths,andthebrightandcolorfulpatternsimmediatelycaughteveryone'sattention.Encouragedbytheirinterest,Kwanbegantoexplainthecul