讀后續(xù)寫+超市里的教育課：母親的堅(jiān)持與社區(qū)的支持+講義 高二下學(xué)期期末考試英語試題

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。TheWordsofKindnessLastweek,Iwasshoppinginthelocalsupermarket.My24-year-olddaughterhappenedtobewithmeasshehadjustarrivedhomeforamuch-neededvisitbecauseshewasgoingtoworkabroadforsixmonths.Aswewerewalkingthroughtheaisles(走道)andpickingthingssheneeded,weheardachild’scryingthatwouldlastmorethanfifteenminutes.Iwantedtowalkovertoinvestigatethesituation,alreadypicturingthesceneinmymind.Nodoubt,thecriesoftheyoungboycouldbeheardclearlyacrossthestore.Mydaughtercameuptomeandsaid,“Mom!IsthatwhatIsoundedlikewhenIwaslittle?”“Yes,Rach,yousoundedjustlikethat,”Ireplied.Wetriedtocontinueourshopping,buttheloudcriesmadebytheboywhowasaskinghismomforsomethingcontinuedforwhatfeltlikenoending.Severalmoreminuteswentby,andtheboyjustwouldn’tstop.Ifeltitnecessarytofollowthecries.AsIapproachedtheaisle,Icouldseeseveralpeoplewatchingusattheotherendoftheaisle,talkingtoeachotherandshakingtheirheads.Theywouldwalkawayandthenturnaroundwiththeircarts(購物車)tocontinuetheirtalksandfigureoutwhatwashappening.Iarrivedattheaisletofindatwenty-somethingmotherstandinginthemiddleoftheaislecalmlytellingtheboy,“No.”Shewasnotgoingtogetwhatevertheboywanted.Hewasholdinghismother’sarms,crying,tryingtogethertomove.Hisfaceturnedredwithtears.Heremainedseatedonthefloorandbeatathismom’slegswithhisarmswhilecryingatthetopofhisvoice.注意：1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Iwalkedovertothemomandtouchedherarm.————————————————————————————Atthatmoment,Icouldseereliefwashoverher._________________________________________________________【解析】【導(dǎo)語】本篇書面表達(dá)是讀后續(xù)寫。本文以人物為線索展開。作者和24歲的女兒去購物，聽見有個(gè)小男孩在超市哭鬧。作者和女兒過去看，發(fā)現(xiàn)小男孩的母親堅(jiān)持不給孩子買他想要的東西，不管他怎樣哭鬧。在這篇短文中，有幾處伏筆在續(xù)寫中得到了回應(yīng)：孩子的哭泣：文章開頭描述了孩子在超市過道里哭泣的場景，這是一個(gè)伏筆，預(yù)示了即將發(fā)生的沖突和需要解決的問題。在續(xù)寫中，這個(gè)哭泣的場景成為了母親教育兒子的背景，并且隨著故事的發(fā)展，孩子的哭泣逐漸減弱，表明了母親教育方法的效果。母親的堅(jiān)持：母親在孩子哭泣時(shí)堅(jiān)持說“不”，這是另一個(gè)伏筆，表明了她對兒子的教育態(tài)度和決心。在續(xù)寫中，母親的堅(jiān)持得到了旁觀者的支持和理解，進(jìn)一步強(qiáng)化了她的教育立場。旁觀者的反應(yīng)：旁觀者最初只是好奇和困惑地觀察，這是一個(gè)伏筆，暗示了社區(qū)或社會(huì)對這種公共場合教育方式的態(tài)度。在續(xù)寫中，旁觀者從最初的好奇轉(zhuǎn)變?yōu)樘峁┲С趾凸膭?lì)，表明了社會(huì)對母親做法的認(rèn)可。女兒的提問：女兒問母親是否她小時(shí)候也這樣哭，這是一個(gè)情感上的伏筆，提示了母親在教育上的經(jīng)驗(yàn)和感受。在續(xù)寫中，母親的回答和對女兒的安慰，展示了她在教育上的成熟和理解。母親的感激：母親對于主角提供支持的感激是一個(gè)伏筆，表明了她在堅(jiān)持自己的教育方法時(shí)感到的孤獨(dú)和壓力。在續(xù)寫中，這種感激轉(zhuǎn)化為了堅(jiān)持和力量，幫助她繼續(xù)執(zhí)行自己的教育決定。主角的安慰和支持：主角對母親的安慰和支持是一個(gè)伏筆，預(yù)示著故事將朝著積極的方向發(fā)展。在續(xù)寫中，這種安慰和支持不僅幫助母親感到了社區(qū)的溫暖，也幫助她的兒子理解了母親的教育意圖。這些伏筆和回應(yīng)共同構(gòu)建了一個(gè)關(guān)于教育、社會(huì)支持和個(gè)人成長的故事，展示了在公共場合處理孩子行為問題的復(fù)雜性和挑戰(zhàn)性?！驹斀狻?.段落續(xù)寫①由第一段句首內(nèi)容“我走到媽媽身邊，摸了摸她的胳膊?！笨芍谝欢慰梢悦鑼懽髡邘椭@位母親的動(dòng)作和語言。②由第二段句首內(nèi)容“在那一刻，我看到她如釋重負(fù)?！笨芍诙慰梢悦鑼懽髡邘椭@位母親后，這位母親的表情和語言。2.續(xù)寫線索：看到哭鬧—走過去—安慰—看到如釋重負(fù)—繼續(xù)勸解—被感謝

主旨升華句1."Inthesymphonyoflife,achild'stearscanbethemostpoignantmelody,teachingusresilienceandempathy."——在生活的交響樂中，孩子的哭泣可以是最凄美的樂章，教會(huì)我們堅(jiān)韌和同情。2."Thesilentstrengthofamother's'no'echoesthroughthehallwaysofupbringing,shapingthecharacterofachild."——母親“不”字的沉默力量在養(yǎng)育的長廊中回響，塑造著孩子的性格。3."Amomentofsharedhumanityinasupermarketaislecanredefinetheboundariesofpublicandprivatesupport."——在超市走道上的共享人性時(shí)刻可以重新定義公共與私人支持的界限。4."Thecommunity'sunspokenconsensusonparentingvalidatestheuniversalchallengesfacedbymothersandfatherseverywhere."——社區(qū)對育兒的默契共識證實(shí)了世界各地父母所面臨的普遍挑戰(zhàn)。5."Kindness,thoughsimple,isthethreadthatweavestogetherthefabricofsociety,onetear-stainedsmileatatime."——善良，雖然簡單，卻是一針一線編織社會(huì)結(jié)構(gòu)的線，一次帶著淚痕的微笑接著一次?！敬鸢浮縄walkedovertothemomandtouchedherarm.ItoldhershewasdoingagreatjobandthateverythingwouldbeOKoneday.Ithencalledmydaughteroverandintroducedhertotheyoungmother.Iexplainedthatmydaughterhadbeenjustlikehersonwhenshewasthatage.Itoldherthatmydaughteroftendrovemecrazywhenshewasyoung.“Iknowexactlywhatyouaredealingwithrightnow,andIknowhowyoufeel,”Isaid.“Itdoesgetbetter.Believeme,itreallydoes.”Atthatmoment,Icouldseereliefwashoverher.Hersonstoppedcryingforaminuteandlookedatuswithaconfusedexpression.Hismomentarysilencegaveusachancetoshareafewwords.Itoldherthatshewasanamazingmom,andhersonwouldthankherforbeinghismomsomeday.Shesmiledandthankedmeforthekindwords.ParentswhohaveachildwithspecialneedsjustneedakindwordtoknowthateverythingwillbeOK.Sometimes,that’sallittakes.

下水文1Iwalkedovertothemomandtouchedherarm."It'salright,"Isaidsoftly,tryingtoofferhersomecomfort."You'redoingtherightthing.Itmightbetoughnow,buthe'lllearnfromthis."Themotherlookedatmewithgratitudeinhereyes,hervoiceshakyasshethankedme.Isharedastoryaboutmyowndaughter,howthereweretimeswhensaying"no"wasthehardestbutmostimportantthingtodo.Theboy'scriesbegantosubsideasshoppers,whohadbeenwatchingthescene,startedtoofferwordsofencouragementandsupporttothemother.Itwasasmallact,butitseemedtomakeallthedifference.Atthatmoment,Icouldseereliefwashoverher.Thetensioninhershoulderseased,andshestoodalittlestraighter,herresolvestrengthenedbythekindnessofstrangers.Theboy,noticingthechangeinhismother'sdemeanorandtheabsenceofthedesireditem,graduallystoppedcrying.Hewipedhistearsand,withahiccup,askedhismomtoholdhim.Astheyembraced,themotherwhisperedwordsofloveandreassurancetoherson.Theonlookersbegantodisperse,returningtotheirshopping,butthesenseofcommunityandsharedunderstandinglingeredintheair.Itwasapowerfulreminderthatsometimes,afewwordsofkindnesscanmakeallthedifferenceintheworld.下水文2Iwalkedovertothemomandtouchedherarm."You'redoinggreat,"Iwhispered,hopingtoprovideamomentofsolidarity."It'snevereasy,butyou'reteachinghimanimportantlessonaboutboundariesandself-control."Themother,visiblymoved,managedaweaksmile,hereyesglisteningwithamixoffrustrationandappreciation.Shenodded,hergazefixedonhersonwhowasstillsobbing,butwithlessintensity.Isharedaquietanecdoteaboutmyownstruggleswithdiscipline,whichseemedtolightenherburden.Aswespoke,theboy'scriesgraduallydiminished,replacedbythesoundofhismother'ssoothingvoiceandthe