2024屆3月東北三省三校2次聯(lián)考 英語讀后續(xù)寫-The charm of schoolyard 講義素材

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。

TheCharm(魅力)ofSchoolyardInthecharmofschoollife,whereclassroomsareseatsofknowledgeandtheschoolyardbecomessourceofmemory,therearefundofstoriesmixedwithhumor,warmth,andteacher-studentrelationships.在學(xué)校生活的魅力中，教室是知識的座位，校園成為記憶的源泉，有很多故事融合了幽默、溫暖和師生關(guān)系。Mr.Smithwascountryteacher,butnotanordinaryone;hewasastoryteller,amentor(人生與師),andafriendtoallhisstudents.Hisclassroomwasaworldofitsown,fullofcolorfulcharactersandbrilliantideas?史密斯先生是一位鄉(xiāng)村教師，但不是一位普通的教師；他是一個講故事的人，一個導(dǎo)師(人生與師),他是所有學(xué)生的朋友。他的課堂是一個屬于自己的世界，充滿了豐富多彩的人物和精彩的想法？Oneday,duringthenoonbreak,astudentnamedAlicenoticedawanderingkittenpadding(潛行)throughthefamiliargroundswheremanyschoolyardtaleswereborn.AlicertoMr.Smith,whohadmagicaltricksforhandlingeventhesmallestthings.WithMr.permission,Aliceand

herclassmatesbuiltashelterforthekitteninacornerofthecampus.一天，在午休時間，一個名叫愛麗絲的學(xué)生注意到一只流浪的小貓在墊東西(潛行)穿過許多校園故事誕生的熟悉的地方。向史密斯先生致敬，他甚至對處理最微小的事情都有神奇的技巧。在先生的允許下，愛麗絲和她的同學(xué)在校園的一個角落里為小貓建造了一個庇護(hù)所。Thedaysturnedintoweeks,andthekittengrewunderthetendercareofMr.Smithandhisstudents.Onceinawhile,shebecameatemporaryresidentoftheclassroom.muchtothedelightofthewholeclass.Theynamedher“Schoolyard,”anamethatgeneralizedthespiritoftheirschooldays.幾天變成幾周，小貓在史密斯先生和他的學(xué)生們的悉心照顧下長大。有一段時間，她成了教室的臨時居民。非常令全班同學(xué)高興。他們把她命名為“校園”，這個名字概括了他們學(xué)生時代的精神。Astheyearprogressed,Schoolyardbecamenotjustakitten,butatieconnectingeachofthemandathreadofcontinuityintheirlives.Sheplayedondesks,sleptinchairs,andhidinfolders,thusbecomingunofficialmascot(吉祥物)oftheclassroom.thestudentsfoundcomfortinherpresence,andMr.Smith,joyinwatchingthemgrowthroughhercompany.隨著時間的推移，Schoolyard不僅僅是一只小貓，而是連接他們每個人的紐帶，也是他們生活中延續(xù)的紐帶。她在桌子上玩耍，睡在椅子上，藏在文件夾里，成為了非官方的吉祥物(吉祥物)在教室里。學(xué)生們在她的陪伴下找到了安慰，在史密斯先生的陪伴下看到他們成長的喜悅中找到了安慰。Asgraduationneared,Mr.Smithgatheredhisstudentsforonelastlesson.Hetoldthemthattheywouldsoonbeexploringnewhorizons.Heremindedthemthatlifewasfullofunforeseeabletwistsandturnsalongwithunexpectedpotentialsjustliketheappearanceofakittenintheirschoolyard.Atthemoment,thestudentsweregreatlytouchedanddeepdowntherearoseastrongloveforthosememorablewarmthandhealthylaughteroftheirschooldays.臨近畢業(yè)時，史密斯先生召集學(xué)生們上最后一節(jié)課。他告訴他們，他們很快就會探索新的視野。他提醒他們，生活充滿了不可預(yù)見的曲折和意想不到的潛力，就像一只小貓出現(xiàn)在他們的校園里一樣。那一刻，學(xué)生們被深深地感動了，他們深深地愛上了學(xué)生時代那些令人難忘的溫暖和健康的笑聲。Thereafter,Mr.Smithandthestudentsagreedtomeethereonceagainintenyears.此后，史密斯先生和學(xué)生們約定十年后再次在這里見面。注意:1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請按如下格式作答。Adecadelater,Mr.Smithgreetedhisformerstudentsattheschoolgate.“Isn'tthatourSchoolyard?”criedAlice,gazingattheclassroomdoor.Themeidea:Describingtheprofoundemotionsbetweenteachersandstudentsincampuslife,aswellasthebondrolerepresentedbythelittlecattheyraisedtogether,emphasizingthecharmandwarmthofcampuslife,andexpressingexpectationsforabetterfuture.Theforeshadowingliesin:Thearticlementionsthattheteachersandstudentsagreedtoreuniteagainaftertenyears,providingthepossibilityforthecontinuationofthestory.Basicideasforcontinuation:Para1:Mainlywriteabouttheinteractionbetweenteachersandstudentstenyearslater(changesineachother,changesincampus,mutuallonging,etc.).Inordertoconnectwiththesecondparagraph,thereneedstobeascenetransition,thatis,movingfromtheschoolentrancetotheclassroomentrance.Para2:Mainlywriteabouttheinteractionbetweenteachers,students,andkittens(confirmwhetheritistheirschoolyardornot,butwithcorrespondingplotsupport;masturbatecats,play,andreminisceaboutthebeautifulyearswithcatsandeachother'scompanionship,etc.).Note:Theaboveisforreferenceonly.Thecontentofstudentcompositionscanbeflexible,aslongasitcanconnectwiththecontextandbereasonable;Schoolyardisnotonlythenameofacat,butalsoasymbolofstudentsgettingclosetonature,gettingclosetoeachother,theunusualwayteachersandstudentsinteractwitheachother,andthebeautiful"mascot"ofthecampus.Ifthisisreflectedinstudents'compositions,itshouldbeaddedasabonus.Thefocusofplotconstruction:Point1:Locatedatthebeginningofthefirstparagraphofthecontinuation,smoothlyconnectingthenarrativeandthefirstparagraphopening;Point2:Locatedattheendofthefirstparagraphofthecontinuation,smoothlyconnectingthefirstsentenceofthesecondparagraph;Point3:Locatedatthebeginningofthesecondparagraphofthecontinuation,thecontinuationisconnectedtothefirstsentenceofthesecondparagraph;Point4:Theendingofthearticleissublimated,givingreaderspositiveenergy,revealingandemphasizingthetheme.參考范文1，Adecadelater,Mr.Smithgreetedhisformerstudentsattheschoolgate.

Mr.Smithcouldn’thelpbeamingwhenhesawafamiliarfaceafteranother.Thestudents,nowmoretrendyandweather-beaten,greetedeachotherwithsurprise.Mostwereintears.Although10yearshadpast,theystillfeltthesameasifalltheyearsanddistancenon-existed.Theytouredintheschool,andwatchedeverythingthattheyusedtobefamiliarwith.Amixtureofnostalgiaandexcitementwashedovereveryone.Theytalkedabouttheirlives,andsharedthehappinessandsorrowthathadtakenplace.Soon,theyapproachedtheclassroomwheretheystayedfor3years.

“Isn'tthatourSchoolyard?”criedAlice,gazingattheclassroomdoor.

Alleyesfellonthelittlecreaturedozinginfrontofthedoor.Thesightofitbroughtnumerousmemoriesback.Howtheytookthekittenandfedthem!Howitsleptontheirdesksandwouldn’tleave.Themoretheytalked,theclosertheybecame.Theschoolyearsweretheirsharedmemoriesandtheyhaddonesomuchsweetthingstogether.Theyspenttheirbestyearstogether,withallthelaughtersandtears.Later,theyallthankedMr.Smithforhisadviceofbringingpeopletogether.Thegoodoldschooldayswouldlingerintheirmindsforever.

參考范文2，

Adecadelater,Mr.Smithgreetedhisformerstudentsattheschoolgate.

Despitethepassingyears,thebondbetweenthemremainedasstrongasever.Theysharedtheirstoriessincegraduation.Somehadpursuedfurtherstudies,othershadembarkedoncareers,butallhadbeenshapedinsomewaybythelessonstheyhadlearnedinMr.Smith'sclassroom.Astheywalkedthroughthefamiliarcorridors,laughterandnostalgiafilledtheair,kindlingtheirpastmemoriesofschoollives.Theyreminiscedabouttheirfavoritestories,

eachofwhichwasmetwithnodsofunderstandingandsharedlaughter.Howsweetitwastotravelbacktothepastandfindmoreinahiddentreasure!Beforetheyknewit,theywentbacktotheclassroomthatusedtohousethem.

“Isn'ttha