读后续写-Lily的成长之旅讲义-江苏省盐城市四校高二下学期3月联考英语试题

读后续写原题目：阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。ItwasthefirstweekofLily’smiddleschool.Thebell’sringingbroughtheroutofherdaydreaming.Shenervouslygatheredherbooks,preparingtoreachanotherclassroomforthenextnewclass.Lilyfollowedtheotherkidsandrushedintothehallway.Otherswalkedingroups,chatted,andlaughed,usingthebreaktosocialize.Lily,instead,walkedalonealongthewallofthehallway,withherheaddown.Shewasashygirl,afraidtospeakinfrontofotherkids,anddidn’tthinkotherswouldlikeher.LilyfinallysatinMr.Johnson’sLanguageArtsclassnervously.“WeletoLanguageArts,”saidMr.Johnson.HetoldjokesashetalkedaboutEnglish.Lilyforgottodaydreamandlaughedalongwiththerestoftheclass.“We’llhavesomefunwithlanguage,”hesaid.“Justwaitandsee.”FunwasfarbeyondwhatLilydesired.Shejustwantedtobelikeotherkids—runningwithfriendsinthehallway,laughingandjokingbetweenclasses.Remindedofherpimply(长粉刺的)face,shefelthopelessanddisappointed.“Takeoutapieceofpaper,”theteachercontinued,whenpointingatwordsontheblackboard.“Writeforthenextthirtyminutesonthistopic.”Lilybeganwritingcrazilyasideaafterideafoughtforrecognitioninherhead.Thefinalresultwasashortstoryaboutabeautifulbeachhouse.Asshewrote,shecouldsmellthesaltyair,hearthecrashingwavesandfeelthepullofthesandbeneathherfeet.Forjustamoment,sheforgotwhereshewas.Shewaslostinthestory.“OK,passyourpapersforward,”saidtheteacher.“Let’sseewhatwehave.”Fortherestoftheclasstime,theteacherreadeachindividualworkaloud.Lilyoriginallythoughtitwouldbeawkward.However,shewasgraduallyattractedbytheexcitementintheteacher’svoice.“He’sactuallyenjoyingthis,”shethought.Whentheclasswouldbesoonover,therewerestillfifteenstudents’papersnotread,includingLily’spaper.Then,Mr.Johnsonannouncedhisdecision,askingthesestudentstoreadtheirworkthemselvesinfrontoftheclassnextclass.Paragraph1:Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.Paragraph2:AfterLilyfinishedherreading,theclappingfromherclassmatescontinuedforalongtime.文本主旨本文讲述了Lily在中学的第一周，如何从一个害羞、缺乏自信的女孩，通过一次写作和朗读活动，逐渐找到自信并融入集体的故事。文章通过Lily的内心挣扎和成长，展现了勇气、支持和自我接纳的重要性。五要素分析人物（Characters）：Lily：故事的主角，一个害羞、缺乏自信的中学生。Mr.Johnson：语言艺术课的老师，幽默风趣，鼓励学生表达自己。其他学生：Lily的同学，他们通过互动和鼓励帮助Lily成长。地点（Setting）：中学教室：Lily的课堂环境，也是她成长和变化的主要场所。走廊：Lily感到孤独和被排斥的地方。时间（Time）：中学的第一周：Lily刚进入新环境，面临适应和融入的挑战。事件（Event）：写作任务：Mr.Johnson布置的写作任务，要求学生写一篇短文。朗读活动：学生需要在全班面前朗读自己的作品，Lily通过这次活动找到了自信。原因（Cause）：Lily的害羞和不自信：她害怕在同学面前出丑，觉得自己不受欢迎。Mr.Johnson的鼓励：老师的幽默和鼓励让Lily逐渐放松，尝试表达自己。同学们的支持：同学们的掌声和鼓励让Lily感到被接纳，增强了她的自信心。词汇积累daydreaming白日梦nervously紧张地socialize社交shy害羞的afraid害怕的pimply长粉刺的hopeless无望的disappointed失望的crazily疯狂地saltyair咸咸的空气crashingwaves拍打的海浪pullofthesand沙子的拉力awkward尴尬的excitement兴奋clapping鼓掌encouragement鼓励confidence自信belonging归属感续写分析衔接句“Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.”

这句话自然地过渡到第二周的课堂场景，为续写内容提供了时间背景。“AfterLilyfinishedherreading,theclappingfromherclassmatescontinuedforalongtime.”

这句话为第二段的情感高潮做了铺垫，引出同学们的反应。情节合理性第一段：描述Lily在课堂上的紧张情绪，以及她如何克服紧张完成朗读。这种情节符合一个害羞学生的心理变化。第二段：描写同学们的反应和Lily的内心感受，展现了她在同学中的融入和自我肯定。情感铺垫第一段：通过Lily的紧张和同学们的安静倾听，营造了一种紧张但期待的氛围。第二段：通过同学们的掌声和鼓励，展现了Lily的惊喜和成就感。情感走向初始：Lily感到紧张和不安，担心在同学面前出丑。转折：Lily成功完成了朗读，同学们给予了热烈的掌声。结尾：Lily感到被接纳和鼓励，内心充满了温暖和希望。主题深化自我成长：通过朗读故事，Lily克服了害羞，找到了自信。归属感：同学们的鼓励让Lily感受到了集体的温暖，增强了她的归属感。勇气与支持：Lily的故事鼓励其他同学也勇敢表达自己，展现了支持与鼓励的力量。下水文一Paragraph1:Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.Lily’sheartwaspoundingasshesatinherseat,clutchingherpapertightly.Shehadpracticedherstoryeverynight,butstandinginfrontoftheclasswasadifferentchallengealtogether.AsMr.Johnsoncalledthefirststudenttoread,Lily’shandsgrewsweatyandhermouthwentdry.Shewatchednervouslyaseachstudentwentup,theirvoicesfilledwithconfidenceandexcitement.Whenitwasfinallyherturn,shestoodup,herlegstremblingslightly.Shetookadeepbreathandbegantoread.Surprisingly,asshespoke,hervoicesteadied,andshefeltasenseofcalmwashoverher.Shefinishedherstory,andtheclassroomwassilentforamomentbeforetheclappingbegan.Paragraph2:AfterLilyfinishedherreading,theclappingfromherclassmatescontinuedforalongtime.Shelookeduptoseesmilesandnodsofapprovalfromherpeers.Mr.Johnsonbeamedather,clearlyproudofhereffort.Theencouragementfromherclassmatesgaveherasenseofbelongingshehadneverfeltbefore.Forthefirsttime,shefeltlikeshewaspartofthegroup.Astheclassended,severalstudentscameuptoher,plimentingherstoryandaskingquestionsaboutit.Lilyfeltawarmthinherheartthatshehadneverexperiencedbefore.Sherealizedthatmaybe,justmaybe,shecouldfitinafterall.下水文二Paragraph1:Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.Lily’sheartracedasshetookherseat,herfingersnervouslytappingonherdesk.Shehadpracticedherstorycountlesstimes,butthethoughtofreadingitaloudmadeherstomachchurn.Mr.Johnsonstartedtheclasswithafewjokes,lighteningthemood,andthencalledthefirststudenttoread.Lilywatchedaseachstudentconfidentlyreadtheirwork,andshefeltaknotforminginherthroat.Whenherturncame,shestoodup,herlegsshakingslightly.Shetookadeepbreathandbegantoread.Tohersurprise,shefoundherselfenjoyingtheexperience.Asshedescribedthebeachhouse,shecouldalmostfeelthesandbeneathherfeetagain.Whenshefinished,theroomeruptedinapplause.Paragraph2:AfterLilyfinishedherreading,theclappingfromherclassmatescontinuedforalongtime.Shelookedaround,hercheeksflushedwithamixofembarrassmentandpride.Herclassmatesweresmilingandnodding,andsomeevencameuptoher,sayinghowmuchtheylikedherstory.Mr.Johnsongaveherathumbsup,aproudsmileonhisface.Forthefirsttime,Lilyfeltasenseofacceptanceandbelonging.Sherealizedthatherstoryhadtouchedherclassmates,andtheyhadweledherintotheirmunity.Asshegatheredherbooksattheendoftheclass,shefeltanewfoundconfidence.Sheknewthatshehadtakenabigstepforward,andshewasexcitedtoseewhatthefutureheld.范文Aweeklater,thebellrangandtheLanguageArtsclassbeganagain.

Lily

wasnervous

withherheaddown.Afterotherstudents

finished

readingthepapersonebyone,finally,it

was

Lily’sturn.Frozenwithfear,Lilystoodinfrontof

theclass,withherhandsholdingherpaper,shaking.Seeingit,Mr.Johnsontoldafunnyjoke,whichmadealllaug