读后续写+数学困境中的成长与蜕变：艾米丽的逆袭之路+讲义- 高三上学期期中联考试英语试

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。EmilyHarpersatatherdesk,staringblanklyatthemathproblemsinfrontofher.Numbersandvariablesdancedconfusinglyacrossthepage,laughingathereveryeffort.Atschool,Emilywasknownforherartistictalents,butmathhadalwaysbeenherweakness.Nomatterhowhardshetried,shejustcouldn’tmakesenseofit.Herstrugglesonlyworsenedinthe10thgrade.Thepressuretokeepupwithherclassmatesgrew,andthepoorgradesshookherconfidence.ThencameMr.Jenkins,hernewmathteacher,whosensedherfrustrationandofferedtohelpherafterclass.Emilywasinitiallyresistant;theideaofspendingextrahoursonasubjectshehatedseemedlikeapunishment.But

—

sheunwillinglyagreed,knowingsomethinghadtochange.Mr.Jenkinsdidn’tdivestraightintoproblems.Instead,heaskedaboutherinterests.WhenEmilyspokepassionatelyaboutherpainting,hesmiled.“Mathislikeart,Emily.Ithaspatternsandbeautyifyouknowwheretolook.”Doubtfulbutinspired,Emilylistenedashebegantoexplainconceptsthroughvisualexamples.Heusedcolorsandshapes,turningabstractnumbersintosomethingalmosttangible(有形的).Forthefirsttime,mathseemedlesslikeaforeignlanguageandmorelikeapuzzlewaitingtobesolved.However,progresswasslow.Weekspassedby,minimalimprovement,andEmily’spatienceworethin.Aparticularlydifficultquizleftherintears.Shewas

convinced

that

shewassuretofail.Mr.Jenkinssaid,“Remember,Emily,everyartiststartswithablankcanvas

(画布).Masterpiecesaren’tcreatedovernight.”Encouragedbyhisfirmbelief,Emilypushedon.Shebegantoseetheconnectionsbetweenthesteps,howeachsolutionfollowedalogicalpath.Smallvictoriesinpracticeproblemsgavehersomehope.Mr.Jenkinswasalwaysthere,celebratinghersuccesses,nomatterhowminor.注意：1.续写词数应为150个左右;2.请按如下格式在答题卡的相应位置作答。第一段：Gradually,Emily’sconfidencegrewwithMr.Jenkins’help.第二段：Emily’sheartracedwhentheresultsdayarrived.文章大意：Emily一直受数学困扰，成绩差且缺乏自信，新数学老师Mr.Jenkins主动帮助她。他从Emily的兴趣绘画入手，将数学概念用视觉示例讲解，虽进展缓慢且经历挫折，但在老师鼓励下Emily坚持努力并逐渐看到进步。伏笔及回应：

伏笔1：Emily数学差且对额外补习抵触，回应是在老师独特教学方法下逐渐接受并努力。

伏笔2：老师说数学像艺术有美和模式，回应是Emily开始理解并找到解题逻辑。

伏笔3：进展缓慢且有困难小测让Emily落泪，回应是在老师鼓励下继续坚持。

伏笔4：老师用绘画类比数学，回应是Emily逐渐体会到两者关联并建立信心。

伏笔5：Emily取得小胜利，回应是在结果日有了最终的检验与收获。续写要点：

第一段：写Emily在老师帮助下信心增强后在数学学习上更积极主动的表现，如主动做更多难题、与同学讨论数学等。

第二段：描述结果日Emily的紧张心情以及最终得知成绩后的反应，是取得成功后的喜悦与对老师的感激。情感线：从最初对数学的厌恶、抵触和极度不自信，到在老师帮助下逐渐产生希望、建立信心，最后在结果日经历紧张到收获成功后的喜悦与感恩。

故事线：Emily数学学习困难，Mr.Jenkins帮助她，通过独特教学让她进步，她努力坚持，结果日迎来最终成果。主旨升华句：Withpatienceandtherightguidance,anyobstaclecanbeovercome.（有耐心和正确的引导，任何障碍都能被克服。）Agoodteacherislikealighthouse,guidingstudentsthroughthefogofconfusion.（一位好老师就像一座灯塔，引领学生穿过困惑的迷雾。）Thejourneyoflearningisfilledwithchallenges,butperseveranceleadstovictory.（学习之旅充满挑战，但坚持会带来胜利。）Trueeducationisnotjustaboutknowledge,butalsoaboutbuildingconfidence.（真正的教育不仅是关于知识，还关于建立自信。）Whenpassionmeetsproperteaching,impossiblebecomespossible.（当热情遇到恰当的教学，不可能变为可能。）写作示范一：

第一段：Gradually,Emily’sconfidencegrewwithMr.Jenkins’help.Shestartedtoseekoutmorechallengingmathproblemsonherown,eagertotesthernewfoundskills.Sheevenjoinedasmallmathstudygroup,wheresheactivelysharedherunderstandingandlearnedfromothers.Theonce-dauntingmathseemedmorelikeafriendthananenemy.

第二段：Emily’sheartracedwhentheresultsdayarrived.Shenervouslywalkeduptothebulletinboardwherethegradeswereposted.Ashereyesscannedthelist,ahugesmilespreadacrossherface.Shehadpassedwithflyingcolors.TearsofjoywelledupinhereyesassherealizedallherhardworkandMr.Jenkins’dedicationhadpaidoff.Shecouldn’twaittothankhimforbelievinginherwhensheherselfhadalmostgivenup.写作示范二：

第一段：Gradually,Emily’sconfidencegrewwithMr.Jenkins’help.SheaskedMr.Jenkinsforextraworksheetsandspentherfreetimeporingoverthem.Shebecamemorevocalinclass,askingquestionsandofferingsolutions.Herclassmateswereamazedathertransformation,andshefeltanewsenseofprideinherabilities.

第二段：Emily’sheartracedwhentheresultsdayarrived.Shesatinherseat,fidgetingastheteacherhandedoutthegradedpapers.Whenshefinallyreceivedhersandsawthehighmark,sheletoutasighofrelief.Sheknewthatthiswasnotjustagrade,butasymbolofhergrowth.ShemadeamentalnotetotellMr.Jenkinsthathehadnotonlytaughthermathbutalsotaughtherthevalueofperseveranceandself-belief.Onepossibleversion:Gradually,Emily’sconfidencegrewwithMr.Jenkins’help.Shefoundherselfapproachingmathproblemswithanewfoundcuriosityinsteadofanxiety.Theonceconfusingnumbersandsymbolsbegantobecomepatternsshecouldunderstand.Mr.Jenkinscontinuedtoteachherinhisuniqueway

and

Emilystartedtoenjoythechallenge.Whenit’stimeforhertotakethemid-termtest,

heroncehesitanthandmovedsteadilyacrossthepaper.Thejoyshefeltwhenasolutionclickedintoplacewassomethingshehadneverexpectedtoexperiencewithmath.Emily’sheartracedwhentheresultsdayarrived.Shesatintheclassroom,herhandstremblingslightlyasshereceivedhertestpaper.Hereyeswidenedindisbeliefasshesawthegrade–asol