讀后續(xù)寫+用畫筆敲開孤獨的心：我的暑期藝術課教學記+講義 高三上學期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)應為150左右；2.

請按如下格式在答題卡的相應位置作答。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和其他學生。“我”希望引導學生通過藝術表達情感，Emma是一個性格孤僻的孤兒學生，其他學生對Emma有友善的態(tài)度。目標：“我”的目標是教好藝術課，讓每個學生尤其是Emma能在藝術中找到快樂和自我表達；Emma的目標或許是在不被特殊對待的情況下融入集體和享受繪畫；其他學生的目標是完成課程學習和友好對待Emma。情境：暑期藝術課堂，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，存在著同學間特殊個體（Emma）的關系狀況。行動：“我”采取正常授課、引導同學友善相處、不過度關注Emma以免其不適等行動；Emma努力上課、逐漸與同學交流但對“我”保持距離；其他同學主動與Emma交流。結果：經(jīng)過一個夏天，大家繪畫水平提高，Emma的行為也有所改善，同學們相處愉快。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待，對老師有距離感，這是她心理上自我保護與渴望交流的矛盾。老師引導的分寸問題：老師既想幫助Emma又擔心特殊對待會加重她的心理負擔，在引導方式上存在矛盾。解決方法持續(xù)溫和關注：像“我”之前保持微笑問候這種溫和方式可以繼續(xù)，讓Emma感受到平等對待。同時可以在課后不經(jīng)意地與她交流繪畫技巧等，逐步拉近心理距離。集體活動促進融合：組織更多的小組繪畫活動等集體項目，讓Emma在集體氛圍中更自然地融入，減少她作為特殊個體的孤獨感，也讓她在活動中感受到老師對她和對其他同學并無不同。&分析過程：1.根據(jù)原文，可以分析，Emma畫的是“這個夏天不一樣的教室”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，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：詳細描述一下這個教室的場景，以及要呼應原材料中【TherewerelargewindowswithplentyoflightandIspottedseveralkindsoftreesoutsidethatwouldserveasmodels.】&本篇的難點：1.學生很容易看出要往什么方向寫，但是覺得可寫的點太少，不知道要怎樣寫大家的畫，才能把第一段字數(shù)湊齊2.在本篇寫作中，十句五定不適用，因為第一段首句之后不適合描寫心情。學生還沒畫完呢，還沒看到學生們完整的畫，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