讀后續(xù)寫+角落中的希望：Robert的轉(zhuǎn)變+講義 高一上學(xué)期9月月考英語(yǔ)試題

閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Yearsago,mydaughterHopewasinaforthgradeclasswithagroupofchildrenneighbourhood.MostofthechildreninHope’sclasshadatleastoneparentworkinginafactory.Hopelovedherclassandoftentoldmestoriesofherclassmates,includingaboynamedRobertwhowasintroublealot.Healwaysstoodinthecornerforpoorbehaviorinclass.Ivolunteeredtoactas“theclassroommom”,meaningbroughtsnacksandplannedpartiesandspecialoutingsforherclass,eventhoughIworkedfull-timeasasocialworker.OnedayIsawRobertstandinginthecornerandaskedtheteacherifhecouldjoinourMother’sDayparty.Sherefused,sayingheneededtolearnalesson.Iwasn’tsurewhathehaddonetomaketheteacherplacehiminthecorner,butIfeltsadforhimasweatecakesandplayedgameswhilehecontinuedtofacethecorner.Aftertheparty,IaskedHopewhatwaswrongwithRobert.“Itseemedthathewenttoschoolonlyforbasketball.Hedidn’tlistentoourteacherinclassandhetalkedback.Ifyouwerehismother,Ibethewouldn’ttalkback,”Hopesaid.IknewRobert’ssmotherworkedlonghoursinthepaper-makingfactory.Iknewshewasagoodwoman,whofoundithardtocareforherfourchildrenalone.Shetriedherbest,butIwassurethereweredayswhenshefelthopelessandwasunabletomanageit.HopesaidRobertoftengotangryinclasswhenhedidn’tknowtheanswertoaquestionandcouldn’treadaswellastheotherchildren.Hope’swordsstruckmeandmademethinkaboutwhetherIcouldhelpRobertonaone-to-onebasis.HisteacherallowedmetocometwodaysaweekduringmylunchbreakandhelpRobertwithreading.Wereadsecondgrade-levelbooks,thehighestlevelhecouldmaster.注意：1.續(xù)寫詞數(shù)應(yīng)為150詞左右；2.請(qǐng)按如下格式作答。Slowlyhebegantomasterthesebooks,almostenjoyingthem.____________________________________________________________________________________________Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.____________________________________________________________________________________________文章大意這篇文章講述了一個(gè)名叫Hope的小女孩和她的同學(xué)Robert的故事。Hope的母親注意到Robert因?yàn)樾袨閱?wèn)題經(jīng)常被罰站，不能參與班級(jí)活動(dòng)。盡管Robert的母親在工廠工作繁忙，但Hope的母親決定在午餐時(shí)間幫助Robert提高閱讀能力。通過(guò)每周兩次的輔導(dǎo)，Robert的閱讀技能逐漸提高，他開(kāi)始享受閱讀。他的自信心也隨之增強(qiáng)，課堂行為也有所改善。到了學(xué)年末，Robert的閱讀成績(jī)有了顯著提升，他不再是那個(gè)總是被罰站的孩子，而是成為了一個(gè)自信、成績(jī)優(yōu)異的學(xué)生。這個(gè)故事展現(xiàn)了耐心、堅(jiān)持和信念對(duì)一個(gè)孩子成長(zhǎng)的重要性。在原文中，有幾處伏筆為續(xù)寫部分提供了線索和背景：1.Robert的行為問(wèn)題：文章開(kāi)頭提到Robert經(jīng)常因?yàn)樾袨閱?wèn)題被罰站，這為續(xù)寫中他的行為改變和成長(zhǎng)提供了對(duì)比。2.Hope的母親的關(guān)心：Hope的母親注意到了Robert的情況，并詢問(wèn)了Hope關(guān)于他的情況，這暗示了她可能會(huì)對(duì)Robert提供幫助。3.Robert的閱讀困難：文章提到Robert在閱讀上存在困難，這為續(xù)寫中Hope的母親幫助他提高閱讀能力埋下了伏筆。4.Robert母親的工作情況：提到Robert的母親在造紙廠工作，工作時(shí)間長(zhǎng)且辛苦，這為Robert行為問(wèn)題背后的原因提供了背景。在續(xù)寫中，這些伏筆得到了回應(yīng)：1.Robert的行為改變：續(xù)寫中描述了Robert在Hope的母親的幫助下，行為有了顯著的改善，不再因?yàn)樾袨閱?wèn)題被罰站。2.Hope的母親的輔導(dǎo)：續(xù)寫詳細(xì)描述了Hope的母親如何在午餐時(shí)間幫助Robert提高閱讀能力，這直接回應(yīng)了原文中她對(duì)Robert情況的關(guān)心。3.Robert的閱讀進(jìn)步：續(xù)寫中Robert的閱讀技能有了明顯的提高，他開(kāi)始享受閱讀，這回應(yīng)了原文中提到的他的閱讀困難。4.Robert母親的影響：雖然原文沒(méi)有直接提到Robert母親對(duì)他行為的影響，但續(xù)寫中通過(guò)Robert的進(jìn)步暗示了家庭環(huán)境和母親工作情況可能對(duì)他的行為和學(xué)習(xí)有間接影響。續(xù)寫部分緊密地圍繞原文中的伏筆展開(kāi)，通過(guò)Hope的母親的輔導(dǎo)和Robert的努力，展示了他如何克服困難，取得進(jìn)步。續(xù)寫要點(diǎn)第一段要點(diǎn)：1.描述Robert在Hope母親輔導(dǎo)下的進(jìn)步，強(qiáng)調(diào)他如何逐漸掌握閱讀技巧并開(kāi)始享受閱讀。2.突出Robert態(tài)度的轉(zhuǎn)變，從最初的抵觸和挫敗感到后來(lái)的興趣和自信。3.展示Hope母親如何耐心地引導(dǎo)Robert，以及她使用的特定方法或活動(dòng)來(lái)提高他的閱讀興趣和能力。4.描繪Robert在閱讀上取得的成就，以及這些成就如何影響他在學(xué)校的表現(xiàn)和同學(xué)對(duì)他的看法。第二段要點(diǎn)：1.描述學(xué)年末的考試情況，以及Robert在閱讀測(cè)試中的出色表現(xiàn)。2.強(qiáng)調(diào)Robert的成就如何改變了他的同學(xué)和老師對(duì)他的看法，以及這對(duì)他的自尊心和自信心產(chǎn)生的積極影響。3.討論Hope母親在Robert轉(zhuǎn)變過(guò)程中的作用，以及她對(duì)Robert未來(lái)可能產(chǎn)生的長(zhǎng)遠(yuǎn)影響。4.以一個(gè)強(qiáng)有力的結(jié)論結(jié)束，強(qiáng)調(diào)教育的力量和每個(gè)孩子在得到適當(dāng)支持和鼓勵(lì)時(shí)都能取得成功的可能性。讀后續(xù)寫(滿分25分)Slowlyhebegantomasterthesebooks,almostenjoyingthem.Ialsofoundthathisthinkingbecamemoreandmoreflexibleandhislearningbecamemoreandmorefocused.Oneday,whenHopecamebackfromschool,shefeltveryexcitedandalittleincredibletotellmethatRobertansweredtheteacher’squestionverycarefullyandcorrectly.Theteacherpraisedhimandaskedhimtocontinuehisefforts.Atlunchtimethenextday,whenIsawRobertagain,Ifoundthathewasextraordinarilyhappy,andhiseyesflashedwithexcitement.Ourreadingtaskwascompletedsmoothly.Afterthatday,Iraisedthedifficultyofreadingforhim,andgraduallyreachedthelevelofgrade3andgrade4.HisperformanceismuchbetterthanIexpected.

Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.Aftertheexam,hecametoourhousewithHope.Hetoldmethathethoughthedidwellintheexam,betterthaneverbefore.Itoldhimwithasmile,“Ibelieveyou,youareasmartchild,andyouwillbecomebetterinthefuture,notonlyinlearning.”Ablushflashedonhisface.Hecameforwardandhuggedme,sayinggently,“thankyou,thankyou...”Ialsohuggedhimandpattedhimgentlyontheback.Icanunderstandhismoodatthemoment.Nomatterwhattheresultofthisexamis,Ithinkthischild’slifewillbecomedifferentinthefuture.下水文1Slowlyhebegantomasterthesebooks,almostenjoyingthem.Witheachsession,InoticedasubtlechangeinRobert.Hisoncerestlessenergywaschanneledintoconcentration,andhisfrustrationwithnotunderstandinggavewaytoaquietprideinhisprogress.Hestartedtoanticipateourreadingsessions,andIcouldseethesparkofcuriosityinhiseyesashetacklednewwordsandsentences.Hisimprovementwasn'tjustinhisreadingskills;hisbehaviorinclassalsoimproved.Hebecamemoreengaged,participatedmore,andtheincidentsthatoncelandedhiminthecornerbecamefewer.Attheendofthefourthgrade,Robertandhisclassmatestookthefinalexams.Toeveryone'ssurprise,Robertscoredwellabovetheaverageforhisclass,aremarkableachievementconsideringhispreviousstruggles.Hishardworkandtheone-on-oneattentionhadpaidoff.Histeacherwaspleased,andmoreimportantly,Robert'sconfidencehadgrown.Henolongerstoodinthecornerbutstoodtall,withanewfoundbeliefinhisabilities.Hismother,overwhelmedwithgratitude,thankedmeformyhelp.ButitwasIwhowasgrateful—gratefulfortheopportunitytomakeadifferenceinachild'slifeandtowitnessthepowerofpatienceandpersistence.Robert'stransformationwasatestamenttothefactthateverychilddeservesachancetoshine,andsometimes,alltheyneedisalittleguidanceandbeliefintheirpotential.下水文2Slowlyhebegantomasterthesebooks,almostenjoyingthem.Hisinitialreluctancetoengagewiththewordsonthepagegavewaytoagrowinginterestinthestorieswereadtogether.Icouldseethemomentwhentheconnectionbetweenlettersandtheirsoundsfinallyclickedforhim,anditwaslikealightturningon.Hiseyeswouldwidenwiththeexcitementofrecognizingaword,andhewouldeagerlyturnthepagetodiscoverwhathappenednext.Itwasajoyt