已发布

2025届高三广州市二模-读后续写-Mike的创意班会课

wencg605

2025/5/4

8 浏览

71 个答案

问题描述

1.人物分析： Mike有创造力-乐于助人-有责任心和领导力-善于倾听和整合意见 2. 读后思路框架第一段：Mike的创意方案方案构思：结合复习与趣味活动（如知识竞答knowledge competition,fun quiz game,role play等互动式学习方式），Feynman's learning approach费曼学习法（同学互教），游戏环节等。班委同学的反应：热情点赞+积极参与。准备工作：班委成员分工合作，游戏设计，活动安排等。第二段：班会现场与收获班会过程：全班欢声笑语，知识在游戏中巩固，同时压力得以释放。高潮细节及同学们的反应：Susan带头响应游戏环节（呼应原文），Tom主动用费曼学习法给大家讲解（呼应Mike对Tom的帮助）或Mrs Blake也参与其中，引发掌声。班会效果与主题升华：班会结束时，Mrs. Blake赞扬Mike的班会创意，升华主题。 3.主题分析：核心主题：用创新思维平衡学业压力与情感需求领导力：Mike 通过倾听和创意解决问题，展现真正的班长风范。情感升华句参考：The classroom was no longer just a place for exams; it became a space where stress turned into laughter and unity. 4.可能的细节呼应 Feynman学习法：前文Mike用此法帮助Tom，续写中可设计同学互教环节。 Susan的提议：她开玩笑说“玩游戏”，续写可让她成为游戏环节积极分子。 Mrs. Blake的信任：班主任将任务交给Mike，结尾可写她对活动的肯定。

问题内容

Mike was the monitor of Class A Senior 3, and he was a very popular student among his teachers and classmates. He was always full of creative ideas. Once,when the English teacher asked the class to make a presentation on a topic that all students found a bit boring. Mike came up with a fun idea. He suggested turning the presentation into a short play. Eventually, he and his classmates acted out the key points of the topic,and everyone was interested in it.The teacher was very surprised and praised Mike for his creativity. Mike was also a very helpful person. Last term,his classmate Tom fell ill and had to stay at home for a week.Mike voluntarily went to Tom's house after school every day to help him with his homework. Following Feynman's famous learning approach,he tried his best to explain the lessons to Tom in his own words,with patience and clarity. As a result,Tom was able to catch up with the class. When Tom and his parents expressed their thanks,Mike smiled and said, "We all need to look out for each other. Helping Tom is helping myself too." As the final exam was approaching, Mike's headteacher Mrs. Blake gave him a challenging task. She asked Mike to lead the class committee to organize a special class meeting. Mike knew that the students were all busy preparing for the exam, and they might not be interested. He thought hard, but nothing that came to mind seemed to meet his expectations. He then decided to seek advice from his classmates and asked them what they would like to do in the class meeting. Some said they actually preferred to review the lessons, and others expressed their wishes to relax. “Can't we play some games?” Susan said jokingly. Mike listened attentively to everyone and began to consider how to satisfy their needs. 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。 Finally,Mike had a clever idea for the class committee to discuss. _________ When the meeting started,the whole class was very happy with its arrangements. ________

标准答案

参考范文一 Finally, Mike had a clever idea for the class committee to discuss.He suggested combining both study and relaxation into the class meeting. “Why don't we hold a "Learning Carnival'?" he said with a smile. “We can design some fun quiz games based on the subjects we're reviewing." The committee loved the idea and quickly got to work. They prepared subject-based puzzles, a quick-answer competition, and even a "Guess the Term" charade game（通过动作猜谜游戏）.Each activity was related to what they had learned, making review both meaningful and entertaining. Mike carefully arranged the schedule to balance fun and focus, hoping everyone could benefit from it. When the meeting started, the whole class was very happy with its arrangements. Laughter and cheers filled the classroom as students took part in the games enthusiastically. Even the quietest students joined in with smiles. To everyone's surprise, Mrs. Blake also joined one of the quiz rounds, making the room burst into applause. At the end of the meeting, students not only reviewed key knowledge but also felt refreshed and recharged. Finally Mrs. Blake praised Mike again, saying, "You've not only led the class well, but also reminded us how joyful learning can be.” 参考范文二 Finally, Mike had a clever idea for the class committee to discuss. Why not hold a "Fun Awarded Knowledge Competition"? That way, we could combine reviewing the lesson with relaxation. Upon hearing the idea, classmates in the class committee all gave Mike a thumbs up, praising him for his creativity. The preparation process went smoothly. According to different subjects, various stands were set up to meet the interest of different classmates, where they could answer questions, play games and win some prizes. Mike helped design the questions and rules, making every effort to perfect the event. Finally, the day of the meeting came, and Mike felt a mix of excitement and anxiety. When the meeting started, the whole class was very happy with its arrangements. students actively participated, waiting in queues to answer questions and play games, immersing themselves into the ocean of knowledge and fun. Those who got the answers right received small prizes. The competition stimulated their thinking while also making them relax. Mrs. Blakes, who was present at the meeting, was extremely satisfied. She praised Mike for his creative thinking, saying that this special class meeting was not only exactly what the students needed during the tense exam preparation period, but also revealed a precious truth: the true strength of a collective lies in the strong connections forged by thoughtful leaders like Mike.