读后续写+刺绣男孩：校园里的独特绽放+讲义 高二上学期期中英语试题

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。Kwan'sSecretTalent“Kwan,isn'tthatyourartteacher?”hisgrandmothersaid,pointingatawomanwalkingoutofthegrocerystore.Kwanwaved,andMrs.Gibbswalkedovertohimandhisgrandmother.“It'sverynicetoseeyou,”Mrs.Gibbssaid.ThenshesawtheclothswrappedaroundthegroceriesKwanandhisgrandmotherwereloadingintotheircar.“Oh,howbeautiful!”sheexclaimed.“Thankyou.Theseareourhometownwrappingcloths,”grandmotherexplained.“KwanandIembroidered(刺绣)themtogether.”Kwanlookedaway.Althoughheenjoyedhelpinggrandmothermakethecloths,hedidn'twantanyoneatschooltoknowaboutit.“Kwan,youshouldbringyourclothstoschooltomorrow.Yourclassmateswouldenjoyseeingthem.Youhaveauniqueskill,”Mrs.Gibbssaid.Kwanappreciatedhisteacher'scomments,buthewashesitant.Thekidsmightlaughattheideaofaboywholikedtostitch(缝)patternswithaneedleandthread.Hethoughtabouthisgrandmother'swidesmilethatshowedhowproudofhimshewouldbeforsharingthiscustom.“O.K.I'llbringsometoclasstomorrow,”Kwanrepliedquietly.Grandmasensedthatsomethingwaswrong.“Kwan,areyouworriedabouttomorrow?”sheasked.Kwanstaredatthefloor.“Whataretheotherkidsgoingtothink?”hesaid.“Thisisn'tthekindofthingtheydoforfun.Creatingembroideredpatternsisn'tlikeplayinganinstrumentorasport.”“You’reright,”Grandmasaid.“Itisdifferent.Butthatiswhyitissospecial.”Thenshebroughtoutafineclothwithdifferentdesigns.“WhenyourgrandfatherandIweremarried,wereceivedagiftfromhismotherwrappedinthisclothshemade.Inourculture,giftsgiveninwrappingclothsareextraspecialbecausetheyareasymbolofloveandgoodluck.”sheexplained.注意：1.续写词数应为150左右;2.请按如下格式在答题卡的相应位置作答。ThenextmorningKwantookseveralwrappingclothstoschool.AsKwanlistenedtohisclassmates,henoticedthathisforeheadnolongerfelthot.文章大意：Kwan和祖母一起刺绣家乡的包裹布，艺术老师看到后建议他带到学校展示，Kwan虽犹豫但还是答应了。他担心同学们会嘲笑自己喜欢刺绣这种在他看来不像乐器或运动那样受男孩欢迎的活动，祖母则向他解释了包裹布在他们文化中作为爱与好运象征的特殊意义。故事山分析：开场：Kwan和祖母在杂货店外遇到艺术老师，老师看到他们的包裹布并夸赞，还建议Kwan带到学校。上升：Kwan因担心被同学嘲笑而犹豫是否带包裹布去学校，祖母向他讲述包裹布在文化中的特殊意义。高潮：Kwan带包裹布去学校后同学们的反应未知。下降：无结局：未完成，需要续写。五处伏笔及回应：伏笔：Kwan不想让学校里的人知道他会刺绣包裹布。回应：在续写中可写同学们最初的惊讶或异样眼光，后转变态度。伏笔：艺术老师夸赞Kwan有独特技能并建议他带包裹布到学校。回应：续写中老师可在课堂上进一步引导同学们欣赏Kwan的作品。伏笔：Kwan认为刺绣不像乐器或运动受男孩欢迎。回应：可写同学们开始理解并尊重Kwan的爱好，改变了他的这种想法。伏笔：祖母讲述包裹布在文化中的特殊意义是爱与好运的象征。回应：续写中可让同学们体会到这种文化内涵并被打动。伏笔：Kwan犹豫但还是答应带包裹布去学校。回应：续写他在学校展示包裹布的具体过程和同学们的反应。续写要点：第一段：Kwan带到学校后同学们的反应，老师如何引导大家欣赏，Kwan的内心感受变化。第二段：Kwan心态进一步转变，他与同学们的互动，以及这次经历对他的影响。情感线：Kwan从最初的担心、害怕被嘲笑，到在学校展示时的紧张，再到因同学们的理解和欣赏而感到惊喜、自豪和被认可的喜悦。故事线：Kwan带着包裹布走进教室，同学们投来好奇目光。老师让Kwan展示并讲解包裹布，同学们开始认真倾听。有同学提问关于刺绣的技巧，Kwan一一解答。同学们表达对包裹布的喜爱和对Kwan技能的钦佩。Kwan与同学们互动交流，分享刺绣乐趣。Kwan意识到自己的爱好也能被大家尊重和欣赏。主旨升华句：Truearthasnoboundariesofgenderorcommonhobbies.（真正的艺术没有性别或常见爱好的界限。）Ouruniquetalentsarethetreasuresthatdeservetobesharedandrespected.（我们独特的才能是值得被分享和尊重的宝藏。）Culturalheritagecanbeabridgeconnectingdifferenthearts.（文化遗产可以成为连接不同心灵的桥梁。）Embracingindividualityleadstoamoreinclusiveandharmoniousworld.（接纳个性会通向一个更包容和谐的世界。）Don'tbeafraidtoshowyourspecialness,foritmayinspireothers.（不要害怕展示你的独特之处，因为它可能会激励他人。）写作示范一：ThenextmorningKwantookseveralwrappingclothstoschool.Asheenteredtheclassroom,hefeltalleyesonhim.Hisfaceflushed,andheheldtheclothstightly.Mrs.Gibbsnoticedhisdiscomfortandaskedhimtocometothefrontoftheclass.Kwanslowlyunfoldedthecloths,andtheclassroomwasfilledwithgaspsofamazement.TheteacherthenaskedKwantoexplainthemeaningandtheprocessofmakingthem.AsKwantalked,hesawthathisclassmateswerelisteningintently.Someevenaskedquestionsaboutthestitchesandpatterns.Kwanbegantorelaxalittle,realizingthattheywereactuallyinterested.AsKwanlistenedtohisclassmates,henoticedthathisforeheadnolongerfelthot.Heheardthempraisingthebeautyandintricacyoftheembroidery.Oneclassmatesaid,“Kwan,thisissocool.Ineverknewyoucoulddosomethinglikethis.”Anotheradded,“Itmusttakealotofpatienceandskill.”Kwansmiled,feelingasenseofprideandacceptance.Herealizedthathisfearofbeinglaughedatwasunfounded.Fromthatdayon,Kwanwasmoreconfidentaboutsharinghisloveforembroidery,andhisclassmatesalsostartedtoshowmorerespectfordifferenthobbiesandculturaltraditions.写作示范二：ThenextmorningKwantookseveralwrappingclothstoschool.Whenhewalkedintotheclassroom,theclassmatesstaredathimwithamixtureofsurpriseandcuriosity.Kwan'sheartpounded.Mrs.Gibbstooktheclothsanddisplayedthemonthetable.“Class,todayKwanisgoingtosharewithusaspecialartformfromhisculture.”Shesaid.Kwantookadeepbreathandstartedtointroducetheoriginandsignificanceofthewrappingcloths.Hisclassmatesweresilentatfirst,butthengraduallybecameengaged.AsKwanlistenedtohisclassmates,henoticedthathisforeheadnolongerfelthot.Instead,hefeltawarmglowofhappiness.Theybegantoexpresstheiradmirationfortheuniquepatternsandcolors.“Kwan,youarereallytalented.Thisislikeaportableartgallery.”Aboysaid.Kwan'sshynesswasreplacedbyenthusiasm.Heshowedthemhowtodosomesimplestitches.Throughthisexperience,Kwanlearnedthathisindividualitycouldbeasourceofconnectionandinspiration.Andhisclassmatesalsolearnedtoappreciatethediversityofinterestsandtherichnessofculturalheritage.【Apossibleversion】Paragraph1:Thenextmorning,Kwantookseveralwrappingclothstoschool.Duringartclass,whenMrs.Gibbscalledhisname,hisheartracedandhisfaceflushed.Takingadeepbreath,hecarefullyunfoldedthecloths,andthebrightandcolorfulpatternsimmediatelycaughteveryone'sattention.Encouragedbytheirinterest,Kwanbegantoexplainthecul