读后续写--当荒野热爱遇上师者匠心，少年开启成长新篇 讲义-2025届贵州省毕节市高三第一次诊断性考试（一模）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。
Entering the eighth grade meant a new classroom to me, but the change had nothing to do with me. From my perspective, a classroom was just a classroom. I longed for the outdoor world, the hills of Tennessee where I was raised. My teachers didn’t value the attraction of hidden caves, gentle streams and the wild bears, just as I didn’t find much interest in math, history and the art of calligraphy. My head teacher often told me, “Douglas, you need to concentrate on your study instead of daydreaming.”
However, the rugged land, the wildlife and the adventures that awaited outdoors were all I could think about while I was chained to my eighth-grade desk. It seemed to me that there were two types of people in the world: those who belonged to the classrooms and those who belonged to the mountains. The teacher, Miss Cook, seemed to know which one I belonged to and had put me far away from the window.
“Douglas Clark.” She caught me when I was daydreaming and said she’d visit my parents if it continued. I made a joke on her. The class laughed, but Miss Cook did not. “How clever!” she said. “I think you should stay after school and share more of your cleverness.”
After school, I was waiting for Miss Cook’s punishment in the classroom when she came in and said to me. “I want you to tell me what you love about the world outside that window,” she said.
I was so puzzled that I didn’t know what to say. Was she setting some kind of trap But Miss Cook really seemed interested. She listened attentively and even smiled as I shared my thought with her. “I’d like you to write a 100-word story about the outdoor adventure you enjoyed most.” She said and let me go home.
I turned in my paper the next day and waited for Miss Cook’s reaction. “This story was wonderful!” She said.
“I would like you to write another story, but remember to do your other assignments first.” Miss Cook said.
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Miss Cook read dozens of my stories that year.
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文章大意
升入八年级的 “我” 觉得教室毫无吸引力，一心向往田纳西州的山川、野外世界，对学习提不起兴趣，常常在课堂上走神，因此受到班主任的批评。库克老师察觉 “我” 的心思，将 “我” 安排到远离窗户的位置。一次 “我” 走神被她抓到，她要求 “我” 放学后留下，本以为是要惩罚 “我”，没想到她却让 “我” 讲述窗外世界的美好，还让 “我” 写关于户外探险的故事。“我” 第二天交上故事后，她给予了高度评价，并让 “我” 再写一篇，前提是先完成其他作业。
故事山分析
开端：“我” 升入八年级，对教室毫无兴趣，只向往户外世界，在课堂上总是走神，被老师批评。
发展：库克老师发现 “我” 的问题，把 “我” 安排到远离窗户的位置，抓到 “我” 走神后，让 “我” 放学后留下。
高潮：库克老师让 “我” 讲述户外世界的美好，还让 “我” 写户外探险故事，对 “我” 写的故事给予高度评价，并让 “我” 再写一篇。
结局（待续写）：库克老师阅读 “我” 的众多故事，“我” 在她的影响下发生改变，可能在学习和对未来的规划上有新的认识。
伏笔以及在续写中的回应
“我” 对户外世界的热爱：在续写中，这一伏笔会得到延续，“我” 会继续创作关于户外探险的故事，而且这些故事可能会对 “我” 的成长产生积极影响，比如培养了 “我” 的写作能力，让 “我” 对未来有了新的思考。
库克老师让 “我” 讲述户外世界并写故事：这一情节预示着老师的教育方式独特，在续写中，老师会继续鼓励 “我” 写作，并且这些故事可能会被用于更有意义的地方，如在班级展示、投稿等，从而进一步激发 “我” 的积极性。
“我” 对学习不感兴趣：在后续的故事中，库克老师对 “我” 写作的鼓励可能会成为一个转折点，让 “我” 逐渐认识到学习的重要性，从而改变对学习的态度。
老师对 “我” 的关注：老师关注 “我” 的情况，在续写中，这种关注会持续，她可能会根据 “我” 的故事和成长，给予 “我” 更多关于未来发展的建议和指导。
“我” 在课堂上的走神：在续写中，这一情况可能会因为老师的引导而逐渐改善，“我” 会更加专注于学习和自己的成长。
续写要点（两段）
第一段：描述 “我” 在库克老师的鼓励下，如何认真完成其他作业，然后满怀热情地创作新故事。可以描写 “我” 在写作过程中的思考、灵感来源，以及对故事的精心构思。还可以提及 “我” 在创作时对户外世界的回忆更加深刻，将这些感受融入到故事中。
第二段：讲述库克老师阅读 “我” 众多故事后的反应，比如她可能会在班级里分享 “我” 的故事，让同学们对 “我” 刮目相看；或者她会鼓励 “我” 投稿，让更多人看到 “我” 的作品。同时，描述 “我” 在这个过程中的成长和变化，如对学习的态度转变，对未来的规划更加清晰，意识到自己可以将对户外的热爱和学习结合起来。
情感线
一开始 “我” 对教室和学习充满抵触，只热爱户外世界，被老师批评时还有些叛逆。当库克老师让 “我” 讲述户外并写故事时，“我” 从疑惑转为有些兴奋，因为终于有人愿意倾听 “我” 对户外的热爱。交上故事得到老师赞扬后，“我” 充满成就感，也更有动力去创作。在后续的写作过程中，“我” 逐渐变得更加积极主动，对未来充满期待。当老师阅读众多故事并采取一系列行动后，“我” 对老师充满感激，对自己的成长感到自豪，对学习和未来有了全新的认识和积极的情感。
故事线
“我” 按照库克老师的要求，先完成其他作业，然后开始创作新故事。
在写作过程中，“我” 回忆起许多户外探险的细节，将其融入故事。
库克老师阅读 “我” 新写的故事，对其赞不绝口。
库克老师在班级里分享 “我” 的故事，同学们对 “我” 的看法发生改变。
库克老师鼓励 “我” 投稿，“我” 的作品得到发表。
“我” 在库克老师的影响下，对学习产生兴趣，开始思考如何将对户外的热爱和未来的发展结合起来。
主旨升华句
Sometimes, a simple act of understanding and encouragement from a teacher can open a door to a whole new world for a student, and inspire them to explore their potential. 有时候，老师一个简单的理解和鼓励的举动，就能为学生打开一扇通往全新世界的大门，激发他们探索自己的潜力。
The power of a teacher's support lies not only in academic guidance but also in recognizing and nurturing a student's unique passions, which can lead to unexpected growth and self - discovery. 老师支持的力量不仅在于学术指导，还在于认识和培养学生独特的热情，这能带来意想不到的成长和自我发现。
A teacher who takes the time to listen to a student's interests can plant the seeds of inspiration, which may grow into a fulfilling journey of learning and self - development. 一位花时间倾听学生兴趣的老师，能够播下灵感的种子，这颗种子可能会长成一段充实的学习和自我发展之旅。
By respecting a student's individuality and passions, a teacher can transform a disinterested learner into an enthusiastic explorer of knowledge and life. 通过尊重学生的个性和热情，老师可以将一个对学习不感兴趣的学生，转变为一个对知识和生活充满热情的探索者。
In the realm of education, the most valuable lessons are often those that go beyond textbooks, as they are the ones that touch a student's heart and inspire them to pursue their true dreams. 在教育领域，最有价值的课程往往是那些超越课本的，因为它们是触动学生心灵，激励他们追求真正梦想的课程。
写作示范一
I turned in my paper the next day and waited for Miss Cook’s reaction. “This story was wonderful!” She said. “I would like you to write another story, but remember to do your other assignments first.” Miss Cook said.Motivated by her praise, I made a resolution to manage my time more effectively. I dedicated myself to my regular homework with a new - found enthusiasm, eager to finish it so that I could delve into my next outdoor adventure story. As I sat at my desk, memories of climbing steep cliffs, swimming in clear mountain streams, and observing wild animals in their natural habitats flooded my mind. I carefully crafted each sentence, trying to capture the beauty and excitement of those experiences.
Miss Cook read dozens of my stories that year. She was so impressed that she decided to share some of them with the class. As my classmates listened to my tales of the great outdoors, their eyes widened with wonder. Some even asked me questions about my adventures, which made me feel proud. Encouraged by this positive response, Miss Cook suggested that I submit my stories to a local youth magazine. To my delight, one of my stories was published. This achievement not only boosted my confidence but also made me realize that my love for the outdoors could be combined with my studies. I started to work harder in all my subjects, dreaming of a future where I could explore the world and share my experiences with others.
写作示范二
I turned in my paper the next day and waited for Miss Cook’s reaction. “This story was wonderful!” She said. “I would like you to write another story, but remember to do your other assignments first.” Miss Cook said.Determined to meet Miss Cook's expectations, I plunged into my daily schoolwork. It wasn't always easy, but the thought of writing another story about my beloved outdoor adventures kept me going. After finishing my math problems and history essays, I would retreat to a quiet corner and let my imagination run wild. I wrote about the time I got lost in the forest and found a hidden waterfall, and the night I camped under the stars and saw a shooting star. Each story was a labor of love, filled with the details and emotions of my real - life experiences.
Miss Cook read dozens of my stories that year. She noticed a remarkable improvement in my writing skills and my overall attitude towards learning. One day, she invited me to participate in a school writing competition. Nervous but excited, I spent weeks preparing my entry. When the results were announced, I was overjoyed to find that I had won an award. This success not only brought me recognition but also changed my perspective on education. I realized that learning wasn't just about memorizing facts but also about expressing myself and sharing my passions. Thanks to Miss Cook's guidance and encouragement, I was no longer the daydreaming student who only cared about the outdoors. I had found a balance between my love for nature and my academic pursuits, and I was excited to see where this new path would lead me.
【答案】
“I would like you to write another story, but remember to do your other assignments first.” Miss Cook said. Her words made me realize that I needed to balance my passion for the fascinating outdoor world and my boring schoolwork. From then on, I committed myself to the classes and submitted my assignments on time every day. Gradually I found it was easy for me to understand what the teachers taught and began to fall in love with the school subjects. At the same time, encouraged by the teacher, I picked up my pen and recorded my observation and feelings of the world out of the window.
Miss Cook read dozens of my stories that year. She gave me precious advice on writing each time, which motivated me to keep writing. With her support, I not only improved my writing but also became interested in my studies. I began to look forward to the classes, which gave me the chance to learn and grow. I was really grateful that Miss Cook opened a door to the sea of knowledge for me, where I knew I belonged to the classroom as well as the outdoor world.