讀后續(xù)寫滿分25分， 提供一段350詞左右的語言材料，要求考生依據(jù)該材料內(nèi)容、所給段落開頭語和所標(biāo)示關(guān)鍵詞進(jìn)行續(xù)寫(150詞左右)，將其發(fā)展成一篇與給定材料有邏輯銜接、情節(jié)和結(jié)構(gòu)完整的短文。閱卷時(shí)將主要考慮以下內(nèi)容：
(1)與所給短文及段落開頭語的銜接程度;
(2)內(nèi)容的豐富性和對(duì)所給關(guān)鍵詞語的覆蓋情況；
(3)應(yīng)用語法結(jié)構(gòu)和詞匯的豐富性和準(zhǔn)確性;
(4)上下文的連貫性。
在總分為150分的新高考試卷中，聽力總分值為30分，閱讀理解為35分，語言運(yùn)用為45分，寫作為40分(其中應(yīng)用文寫作為15分)。相比于其他部分的題量和分值占比，讀后續(xù)寫的重要程度不言而喻。而隨著新高考的普及，考查該題型的省份也將越來越多。今天重點(diǎn)分析考情，尋找共性，為備考導(dǎo)向。
2020-2023年高考英語讀后續(xù)寫考情分析
表一:
不難看出，迄今為止，讀后續(xù)寫所給文章的體裁非常固定，均為記敘文。在考查形式上，則根據(jù)關(guān)鍵詞(在所給文章中用下劃線標(biāo)出)的有無分為兩種。率先考查該題型的浙江省自2016年以來便嚴(yán)格按照《普通高等學(xué)校招生全國統(tǒng)一考試英語科 考試說明》中的要求，使用包含10個(gè)關(guān)鍵詞的考查形式；而2020年以來的新高考卷則均采用了無關(guān)鍵詞形式。相較而言，無關(guān)鍵詞的題型在續(xù)寫時(shí)自由度更高，不受關(guān)鍵詞的限制，容易發(fā)揮，但跑題風(fēng)險(xiǎn)也隨之提升，難度并不低于有關(guān)鍵詞的題型。
讀后續(xù)寫要求考生在理解一篇不完整文章的基礎(chǔ)上，充分調(diào)動(dòng)想象創(chuàng)新思維，大膽預(yù)測(cè)文章缺失部分的內(nèi)容走勢(shì)，進(jìn)行充滿個(gè)性色彩的設(shè)計(jì)，并用英語進(jìn)行續(xù)寫表達(dá)。需要注意：學(xué)生應(yīng)該根據(jù)文章內(nèi)容需要，寫出一篇合乎邏輯、故事性強(qiáng)、和文章內(nèi)容關(guān)聯(lián)的正能量的文章，多以記敘文故事類文章或者夾敘夾議類文章為主，故事情節(jié)有曲折、有起伏，但故事線索的邏輯性比較強(qiáng)。以下幾點(diǎn)值得注意：
1.創(chuàng)造性：即發(fā)揮想象力，該題型具有一定的開放性，考生需用自己的語言對(duì)故事情節(jié)進(jìn)行內(nèi)容創(chuàng)造；
2.邏輯性：即根據(jù)已提供的關(guān)鍵信息，按照可能的合理的方向續(xù)寫，使文章邏輯結(jié)構(gòu)完整；
3.豐富性：即語言能力的充分體現(xiàn)，詞匯句法的準(zhǔn)確與復(fù)雜程度，細(xì)節(jié)描寫的生動(dòng)性等都將讓故事更加立體飽滿。
下面我們來看一下這歷次考查所給文章在內(nèi)容上的特點(diǎn):
表二
從表格中，我們不難找出該題型選題上的一些共性：故事主題主要傾向于選擇家庭趣事或溫馨小事，或者驚險(xiǎn)刺激、充滿懸念的野外遇險(xiǎn)故事、善舉助人、難忘回憶；故事主要角色的屬性較為固定，通常為同個(gè)家庭的成員；故事主要場(chǎng)景一般是家中或者野外，同時(shí)，多次有動(dòng)物角色登場(chǎng)。
由此可見，在對(duì)所給文章進(jìn)行續(xù)寫時(shí)，動(dòng)作、語言、神態(tài)和心理的描寫是四大基本要素。備考時(shí)，考生需重點(diǎn)積果這四大要素的常用及出彩表達(dá)，并不斷進(jìn)行相應(yīng)主題的練習(xí)。此外，考生也應(yīng)注意積累環(huán)境描寫以及動(dòng)物描寫相關(guān)的表達(dá)，并對(duì)一些節(jié)日風(fēng)俗有基本了解。
寫作基本思路分析：
一、寫作前
1.讀文，理清文章脈絡(luò)
2.寫作視角：第一人稱，I
3.時(shí)態(tài)：一般過去時(shí)
4.主題：人與自然，救助動(dòng)物，人與自然和諧相處
5.人物描寫的相關(guān)細(xì)節(jié)
注意文中動(dòng)作描寫的方式，如使用了動(dòng)作鏈（體現(xiàn)了動(dòng)作的連貫性）、從句和非謂語（體現(xiàn)了動(dòng)作的主次性）；注意動(dòng)詞的精確使用及精準(zhǔn)搭配。
6.情節(jié)構(gòu)思：續(xù)寫兩段的首句分析及事情發(fā)展方向的構(gòu)思
二、寫作中
1. 根據(jù)情節(jié)發(fā)展需要，恰當(dāng)使用人物對(duì)話、心理情緒、表情動(dòng)作、環(huán)境氣氛等寫人記事的描寫手法。
2. 根據(jù)需要，有選擇地合理使用語法結(jié)構(gòu)及多樣化句式，如插入語、with的復(fù)合結(jié)構(gòu)、非謂語動(dòng)詞結(jié)構(gòu)、三大從句、特殊句式（省略句、強(qiáng)調(diào)句、倒裝句、There be句型等）。
3. 可適當(dāng)使用修辭手法，如比喻、擬人、夸張等。
注意：續(xù)寫務(wù)必要和原文風(fēng)格一致，情節(jié)要保持連貫性。兩段續(xù)寫總詞數(shù)150左右，大約就是15句話左右，基本是每段寫個(gè)七八句就差不多了。（當(dāng)然，句子都很短，多數(shù)都是簡單句的話，就不止15句了）要長短句結(jié)合，張弛有度，不要刻意使用長難句，表達(dá)自然流暢即可。
三、寫作后：潤色修改
成文之后，照著三遍修改：
一改：基礎(chǔ)錯(cuò)誤，如拼寫錯(cuò)誤、標(biāo)點(diǎn)符號(hào)、語法錯(cuò)誤、詞數(shù)是否達(dá)標(biāo)等。
二改：寫作升級(jí)，即適當(dāng)適度替換詞匯、使用多樣化句式表達(dá)、合理運(yùn)用一些結(jié)構(gòu)（如從句、非謂語、倒裝句、疑問句、感嘆句等）
三改：行文邏輯、語義邏輯等。
溫馨提示：建議連讀帶寫在30分鐘左右完成。熟能生巧，平時(shí)多寫多練，功到自然成。
典例分析
典例1 (2023·湖北黃岡·黃岡中學(xué)?？级? 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
My middle child, Jake, was smart and gd-lking, but he always sees the cup f life as half empty. Every day when he came hme frm schl, Jake wuld list everything bad that happened that day!
On his ninth birthday, we saved enugh mney t take the family t Disneyland fr tw days. His dad and I didn’t make much then, s it cst a cnsiderable amunt, but we felt Jake’s birthday was wrth it. After ding Disneyland t death (玩夠了), we returned t ur htel rm, all exhausted. And I asked the birthday by, “Did yu have fun tday, Jake?”
All my fault-finding sn culd say t me was “Pirates (海盜) f the Caribbean was clsed!” “Jake Marshall,” I was clearly unable t cntain my anger, “we std in line fr an hur and a half t see The Haunted Mansin. We rde Space Muntain three times. We spent tw days playing in the park, and all yu can say is, Pirates f the Caribbean was clsed?” Clearly, smething had t be dne abut his negative attitude and I was ging t be the ne t d it!
I was determined t help him. I read every article and bught every bk. With the help f great resurces, I fund my sn had the tendency t see the wrst in every situatin. My research tld me that peple with negativity have an emtinal need fr rder and sensitivity. That meant I needed t listen t my sn’s daily pessimistic reprts. My usual reactin was t try t talk Jake ut f his negativity, but that wuldn’t satisfy his need fr sensitivity, s I had t let him finish his cmplaints and ask what gd things happened. Then I needed t wait until he culd tell me. This wuld help Jake realize that gd things really were happening t him.
注意：
1．所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2．續(xù)寫部分分為兩段，每段的開頭語已為你寫好；
One day Jake came hme frm schl and cmplained as usual.
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Frm then n, Jake came t understand the pwer f seeing gd pints.
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【答案】One day Jake came hme frm schl and cmplained as usual. He listed the terrible things at schl. I listened carefully, lking at him and ndding nw and then. After his cmplaint, I asked what gd things happened t him. “Nthing.” His respnse was what I culd expect. “Smething gd must have happened. Think it ver, my by.” I encuraged with a gentle smile. After abut fifteen minutes’ effrt, he admitted being praised by his head teacher fr helping cleaning the frnt desk. Thrugh this practice, he realized smething gd really happened t him.
Frm then n, Jake came t understand the pwer f seeing gd pints. He wuld nt just cnsider everything awful, but was willing t discver smething awesme. And t my great jy, he kept patient and peaceful during his sharing. He even danced in excitement at wnderful things. I witnessed his attitude changing frm negativity t psitivity. The path t getting there seemed t be a struggle, but he was making headway. My hard wrk was paying ff and I believed Jake wuld get used t seeing the cup f life as half full.
【導(dǎo)語】本文以人物為線索展開，講述了作者的二兒子Jake聰明英俊，但是卻總是看到生活中發(fā)生的不好的事情，在他九歲生日那天，作者攢夠了錢帶他去迪士尼玩兒了兩天，但是Jake很消極地看到的是加勒比海盜關(guān)閉這件事，作者決定要做些什么來改變Jake的消極態(tài)度，作者通過看書研究了一下，發(fā)現(xiàn)消極的人在情感上需要秩序和敏感，作者決定要聽Jake的抱怨，幫助Jake意識(shí)到好事真地發(fā)生在他身上。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“一天，杰克放學(xué)回家，像往常一樣抱怨?！笨芍?，第一段可描寫作者如何聽兒子的抱怨。
②由第二段首句內(nèi)容“從那時(shí)起，杰克開始明白看到優(yōu)點(diǎn)的力量?！笨芍?，第二段可描寫杰克的改變。
2.續(xù)寫線索：列出不好的事情——問有沒有好事情——鼓勵(lì)——意識(shí)到有好的事情——目睹杰克的改變——得到好結(jié)果——期望
3.詞匯激活
行為類：①鼓勵(lì)：encurage/inspire②意識(shí)到：realize/be aware f③目睹：witness/behld
情緒類：①高興：jy/delight②興奮：excitement/thrill
【點(diǎn)睛】[高分句型1] His respnse was what I culd expect. (運(yùn)用了由what引導(dǎo)的表語從句)
[高分句型2] Thrugh this practice, he realized smething gd really happened t him. (運(yùn)用了省略了引導(dǎo)詞that賓語從句)
典例2 (2023·湖北·華中師大一附中?？寄M預(yù)測(cè)) 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
On a Friday evening in December, tw weeks befre Christmas, I lst my jb. I hadn’t seen it cming. I was excited fr the weekend, when my daughter, Kristil, then 12, and I planned t get ur Christmas tree. Then I listened t my vicemail: “We’re srry but yur wrk assignment has ended as f tday.” My heart sank.
I wasn’t just a single parent; I was the nly parent. My paycheck was survival. The next day as we searched fr ur tree, I struggled t be cheerful as I eyed each price tag. “Is everything OK?” Kristil asked. “Yu seem wrried.” “I gt sme bad news yesterday,” I tld her. “I lst my jb.” “Oh n,” Kristil said. “Well, I have $100 frm Grandma I can give yu.”
“Abslutely nt,” I tld her. On Mnday mrning, I drpped Kristil at schl and set ff n my mneymaking pursuits. I headed t the pawnshp (當(dāng)鋪) with a ring that my mther had given me a decade earlier. “Best I can d is $70,” the wner said. “The stnes are wrthless. We’re nly interested in the gld.”
Over the next week, I cnstantly applied fr jbs as my bank accunt grew smaller. I felt as if the wrld was clsing in n me.
On a weekend afternn, I drpped Kristil in a wealthy gated cmmunity fr a birthday party. I watched as she went in, surrunded by all the nice things we culdn’t affrd. I drve hme defeated.
Back at hme, I glanced ut the windw. It had been snwing n and ff all mrning wind.
I nticed a small wman with shrt white hair struggling t pen her car dr against the
As she gt ut, I realized it was my ld prfessr, Sister Esther Heffernan. I hadn’t seen her since we’d met fr lunch three mnths ag. I’d first met Sister Esther 10 years earlier when I was her student at Edgewd Cllege in Madisn. Kristil was three at the time, and I smetimes tk her t class. Sister Esther was understanding and wuld bring clring bks t ccupy Kristil.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為 150左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
I rushed t the frnt f my building.
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When I pened her card, I gasped (喘息) in shck.
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【答案】One pssible versin:
I rushed t the frnt f my building. “What are yu ding ut in this weather?” I asked as we hugged. “Well, I tried t call last week but culdn’t get thrugh. Then I called yur cmpany and they said yu weren’t wrking there anymre, s I thught I wuld cme by,” Sister Esther said. “I have gifts fr yu and Kristil.” As she gt up t leave, she handed me a Christmas card. “This is fr yu.” I walked her t her car and waved as she pulled away.
When I pened her card, I gasped in shck. Hundred-dllar bills fell nt the table. As a result, tears f gratitude welled in my eyes as I cunted. Sister Esther had given me $1,000 in ttal. On Christmas mrning, Kristil and I gathered arund ur tree, and I jyfully watched as she pened her gifts. I silently thanked Sister Esther in my heart. What a great teacher and a gd friend! What she did brught happiness t ur dark days!
【導(dǎo)語】本文以人物為線索展開，講述了作者在圣誕節(jié)前失去了工作，圣誕節(jié)前的兩周變得非常困難。就在這時(shí)，作者曾經(jīng)的老師給她送來了錢和禮物，作者非常感動(dòng)。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“我沖到樓前?！笨芍?，第一段可描寫作者曾經(jīng)的老師前來看望作者，并且給作者帶來了禮物和卡片。
②由第二段首句內(nèi)容“當(dāng)我打開她的卡片時(shí)，我震驚地倒吸了一口氣?！笨芍?，第二段可描寫作者發(fā)現(xiàn)卡片里老師給自己的錢，非常感動(dòng)。
2.續(xù)寫線索：失去工作——去當(dāng)鋪——找工作未果——沮喪——老師看望作者并帶禮物——打開卡片——發(fā)現(xiàn)錢——感動(dòng)
3.詞匯激活
行為類：①打電話：call/ring/telephne②接通：get thrugh/put thrugh③順便來訪：cme by/drp by
情緒類：①感激：gratitude/thankfulness②開心地：jyfully/happily
【點(diǎn)睛】【高分句型1】On Christmas mrning, Kristil and I gathered arund ur tree, and I jyfully watched as she pened her gifts.（運(yùn)用了as引導(dǎo)的狀語從句）
【高分句型2】What she did brught happiness t ur dark days!（運(yùn)用了what引導(dǎo)的主語從句）

高考練場(chǎng)
1. (2023?新高考全國I卷)
閱讀下面材料, 根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段, 使之構(gòu)成一篇完整的短文。
When I was in middle schl, my scial studies teacher asked me t enter a writing cntest. I said n withut thinking. I did nt lve writing. My family came frm Brazil, s English was nly my secnd language. Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts. N ne laughed harder than he did.
S, why did he suddenly frce me t d smething at which I was sure t fail? His reply: “Because I lve yur stries. If yu’re willing t apply yurself, I think yu have a gd sht at this.” Encuraged by his wrds, I agreed t give it a try.
I chse Paul Revere’s hrse as my subject. Paul Revere was a silversmith (銀匠) in Bstn wh rde a hrse at night n April 18, 1775 t Lexingtn t warn peple that British sldiers were cming. My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea, but funny; and unlikely t be anyne else’s chice.
What did the hrse think, as he sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately. I gt tired. I had dubts. I wanted t quit. But, like Revere’s hrse, I kept ging. I wrked hard. I checked my spelling. I asked my lder sister t crrect my grammar. I checked ut a half dzen bks n Paul Revere frm the library. I even read a few f them.
When I handed in the essay t my teacher, he read it, laughed ut lud, and said, “Great. Nw, write it again.” I wrte it again, and again and again. When I finally finished it, the thught f winning had given way t the enjyment f writing. If I didn’t win, I wuldn’t care.
注意:
1. 續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
A few weeks later, when I almst frgt the cntest, there came the news.
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I went t my teacher’s ffice after the award presentatin.
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【答案】A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”
I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
【解析】本文以人物為線索展開，講述了作者上中學(xué)的時(shí)候，社會(huì)學(xué)老師邀請(qǐng)作者參加一個(gè)寫作比賽。作者不喜歡寫作，于是想都沒想就拒絕了。但是在老師的鼓勵(lì)下，作者同意試一試。作者在寫作過程中雖然很累，但是沒有放棄，堅(jiān)持下來了。在作者最終完成寫作時(shí)，作者感到寫作讓他很快樂，他已經(jīng)不在乎輸贏了。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“幾個(gè)星期后，當(dāng)我?guī)缀跬洷荣惖臅r(shí)候，傳來了消息?！焙偷诙问拙洹邦C獎(jiǎng)后我去了老師的辦公室?！笨芍?，第一段可描寫作者獲得比賽一等獎(jiǎng)，在頒獎(jiǎng)典禮上作者表達(dá)了對(duì)社會(huì)老師的感激。
②由第二段首句內(nèi)容“頒獎(jiǎng)后我去了老師的辦公室?！笨芍?，第二段可描寫老師鼓勵(lì)作者繼續(xù)寫作，自此作者堅(jiān)持寫作取得了成功，作者將這一切歸功于自己的老師。
2.續(xù)寫線索：比賽消息傳來——作者獲獎(jiǎng)——高興——頒獎(jiǎng)典禮感謝老師——頒獎(jiǎng)后來到老師辦公室——老師告訴作者堅(jiān)持寫作——作者表達(dá)了對(duì)寫作的喜愛——作者寫作取得了成功——感激老師
3.詞匯激活
行為類
①告知：infrm/tell
②成功做到：make it/succeed
③表達(dá)：express/cnvey
情緒類
①高興的：happy/glad
②激動(dòng)地：excitedly/with excitement
【點(diǎn)睛】[高分句型1] I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. （運(yùn)用了由連接詞that引導(dǎo)的賓語從句）
[高分句型2] It’s yu wh make me fall in lve with writing, my scial studies teacher.（運(yùn)用了強(qiáng)調(diào)句）
[高分句型3] I we my success t my scial teacher wh is a beacn in my life n the rad t writing.（運(yùn)用了wh引導(dǎo)的限制性定語從句）
2.（2022年全國新高考I卷）
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute (路線) thrugh thick evergreen frest.
I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children. He hesitated and then said he had decided nt t run.
What was wrng? He had wrked s hard fr this event!
I quickly searched the crwd fr the schl’s cach and asked him what had happened. “I was afraid that kids frm ther schls wuld laugh at him,” he explained uncmfrtably. “I gave him the chice t run r nt, and let him decide.”
I bit back my frustratin (懊惱). I knew the cach meant well—he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward.
David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger—that’s all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右;
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答.
We sat dwn next t each ther, but David wuldn’t lk at me.
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I watched as David mved up t the starting line with the ther runners.
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【答案】We sat dwn next t each ther, but David wuldn’t lk at me. I said gently and quietly, “N ne can change yur mind, except yurself. If yu desire t challenge yurself, there is nthing t d with thers’ thughts.” He sat still with a deep breath. “Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here”, I added with a sincere tne. Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. His cach heard what David said and gave me a lk—the kind that was mre determined than anyne else’s.
I watched as David mved up t the starting line with the ther runners. The race started. It seemed that the runway was extremely lng fr yung children, nt t mentin a child with a heart disease. David insisted n running as if he had frgtten all his weaknesses, thugh he was tripped ver within the a few kilmeters. It didn’t take lng befre he picked himself up again and cntinued his missin. Classmates all appeared n the racing track, cheering fr him. “Cme n! Yu can make it! We are prud f yu!” they shuted enthusiastically. T everyne’s jy, he reached the final line and ranked the 20th. It was n mre imprtant whether he wn the first place r nt. It was his brave heart and strng faith that culd make smething unusual happen finally.
【解析】本文以人物為線索展開，講述了作者是一名特殊教育教師，在大型越野賽跑那天，發(fā)現(xiàn)患有大腦疾病的大衛(wèi)獨(dú)自站在一旁。作者問其原因，他說準(zhǔn)備放棄比賽。從教練口中得知，因?yàn)閾?dān)心同學(xué)們會(huì)嘲笑大衛(wèi)，所以教練想讓大衛(wèi)自己去決定是否參加賽跑。作者讓大衛(wèi)追尋自己的內(nèi)心，不理會(huì)別人的看法，大衛(wèi)最終參賽，盡管遇到困難，他戰(zhàn)勝了自己，這已經(jīng)無關(guān)名次，而是他的勇敢和堅(jiān)定讓這一切成為可能。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“我們挨著坐著，但大衛(wèi)不愿看我一眼?！笨芍?，第一段可描寫作者鼓勵(lì)大衛(wèi)繼續(xù)完成比賽，大衛(wèi)經(jīng)過強(qiáng)烈的心理斗爭，最終決定參加比賽。
②由第二段首句內(nèi)容“我看著大衛(wèi)和其他選手一起走到起跑線上?！笨芍?，第二段可描寫大衛(wèi)開始參賽，雖然中途遇到困難，仍然堅(jiān)持到最后，完成比賽。
2.續(xù)寫線索：鼓勵(lì)大衛(wèi)——心理變化——決定參賽——克服困難——加油助威——完成比賽——感悟
3.詞匯激活：
行動(dòng)類：
①深呼吸：with a deep breath/breathe deeply
②堅(jiān)持做：insisted n ding/be stick t ding
情緒類：
①熱情：enthusiastically /with great passin
②驕傲：be prud f/take pride in
【點(diǎn)睛】[高分句型1]Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here. (由which引導(dǎo)的非限制性定語從句和why引導(dǎo)的限制性定語從句)
[高分句型2]Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. (現(xiàn)在分詞作狀語和省略that的賓語從句)
[高分句型3]It was his brave heart and strng faith that culd make smething unusual happen finally. (由It 結(jié)構(gòu)引導(dǎo)的強(qiáng)調(diào)句型)
名校模擬
(1)
(2024上·江蘇揚(yáng)州·高三揚(yáng)州中學(xué)?？茧A段練習(xí)) 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Maria and Peter lived in a castal city. The greatest pleasure in summer fr them was t swim at their lcal beach after schl. But ne day they started t lse their enthusiasm fr swimming in the waters. Mre ften than nt, they wuld find plastic bags thrwn n the beach. Wrse still, as they swam in the water, sme plastic bags wuld flat arund them and even stick t their legs when they walked t the shre.
They were upset and decided smething needed t be dne t stp the beautiful sea becming cnsumed by waste.One weekend,Maria and Peter brught a big bag t the beach and determined t clean it up. Sweat streamed dwn frm their frehead while they bent dwn and picked up the plastic bags. T their disappintment, after a day’s hard wrk, there were still many plastic bags lying n the beach r flating in the water. Ging hme with aching legs and arms, Maria and Peter were almst defeated by a strng sense f failure.
That night ver dinner with their parents, the pair ate silently. Nticing their lw spirits, Mther asked gently, “Yu tw lked s dwn. What happened?”Exchanging glances with Peter, Maria replied in a lw vice,“It’s thse annying plastic bags. We tried t clean up but it was just impssible.”Understanding the pair’s disappintment, their father patted them n the back and cmfrted,”Well, it’s really hard fr just tw f yu t fix such a big prblem.”“Just tw f us.”cmplained Maria and Peter, lking at each ther.Suddenly, an idea lashed thrugh their minds, their eyes shining with excitement.“Yes,that’s the pint! We shuld make mre peple aware f the prblem and encurage them t take actin!” the pair said in chrus.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右;
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Quickly finishing their dinner, the pair went upstairs and started planning.
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Excited and nervus, they psted the vide and article n WeChat.
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(2)
(2023上·江蘇南京·高三南京外國語學(xué)校?？奸_學(xué)考試) 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
When I was 13, I climbed my first muntain — a fairly gentle 3, 900-ft peak near where I live in Surrey, British Clumbia. I lved the challenge f cnquering smething bigger than myself. Sn I’d climbed nearly 100 peaks.
I ften g climbing with my friend Mel Olsen. Tw years ag, n December 30, when I was 16, she and I drve t Oregn t cnquer 11, 240-ft Munt Hd.
It’s safer t start winter climbs at night when there’s less risk f the sun melting the snwpack. That day, we started at 3 a. m. The temperature was abut 14 degrees, and we wre clthes we culd easily remve. Alng the way, we met tw ther climbers, and the fur f us cntinued n tgether.
After abut five hurs, we reached Devil’s Kitchen, a plateau at abut 10, 000 feet, just befre the final push t the tp. By this pint, the wind cnditins were hrrible. My expsed skin felt as thugh it were burning. The ther climbers decided t turn back, but Mel and I went ahead. We had ice axes (斧), helmets, and crampns (釘鞋). We were prepared fr the climb.
The trail we fllwed grew narrwer and steeper. At arund 9 a.m., we reached a patch f ice called an ice step. It was abut three r fur feet tall and slped at a 75-degree angle. I vlunteered t g first. I placed my left ft n the ice step.
I gained a sense f the ice when I stuck my ax and crampns int it, and it felt gd. Cnfident that I was safe, I put my full weight n it. Suddenly, I heard a crack, and a whle blck f ice brke ff the step, right under my ft.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
In an instant, I fell backward.
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As Mel made her way dwn, I yelled fr help.
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(3)
(2023·浙江杭州·浙江省杭州第二中學(xué)?？寄M預(yù)測(cè)) 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Tm and Jane planned a hliday at the lake, and they decided t take their children, Tim and Sarah, with them. Hwever, Tim and Sarah wanted: t visit Disney Wrld fr their hliday r hire a yacht (游艇) in Hawaii. Camping by the lake wasn’t even n their list f hliday adventures.
“We can visit sme f the islands t,” Jane said. “Yur dad and I always wanted t explre the mysterius cabin n Mse Island.”
Mysterius cabin? The children were nw far mre interested in this lake hliday idea.
“We might see Big ft,” Tim said.
“Or sme unusual species!” Sarah turned t her parents. “We’re in. When d we leave?”
The children’s excitement quickly disappeared when they arrived at the lake. While their parents were carrying their suitcases inside, Timand Sarah std n the path and stared at the cabin they’d be staying in fr the next week, cmplaining abut the smell arund, the dust, and the varius small insects.
“We’re in nature nw, kids. Enjy the experience! Yur dad is building a fire s we can have barbecued fish and ptates baked in the cals. Isn’t that great?”
Sarah chked. “I am nt eating fd cked in cals! I want takeaway instead.”
“Me t.” Tim was abut t cry. “Hlidays are suppsed t be fun, Mm.”
“Cme n, guys. There’s a lt f jy t be fund in living a simple life and spending time tgether as a family.”
“Peple in the suburbs live a simple life, which is mre like being hmeless!” Sarah shuted
“Yeah,” Tim added. “Hw can there nt be a single restaurant that delivers here? Hw d these peple survive?”
“They eat cal ptates!” Sarah laughed. “And fish they kill with their bare hands!”
Sarah ran away, and Tim fllwed. Jane buried her head in her hands. She realized she had t d smething t crrect their children’s attitude twards simple life. After dinner, she tld all abut this t Tm, wh agreed with Jane. Then they came up with an idea.
注意: 1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請(qǐng)按如下格式在相應(yīng)位置作答。
Paragraph 1: The next mrning, Tim and Sarah entered the main rm t demand they leave immediately, but neither Mm nr Dad was in there.
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Paragraph 2: When Tim was abut t fall asleep, he heard the sund f heavy ftsteps utside, which were appraching.
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(4)
(2023上·浙江·高三臺(tái)州中學(xué)校聯(lián)考期中) 閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
“This Saturday, we’ll be visiting cats at the animal shelter. If yu’d like t jin us, here’s an applicatin frm”, said Ms. Delgad, the schl librarian wh had held the reading engagement event fr students.
Ben lved cats and he had always wanted ne, s he hurried t take an applicatin frm. Then Ms. Delgad added, “We’ll be reading t the cats and award readers wh make mst prgress.” Ben stpped. Reading alud can be a challenging task. Ben might feel his heart racing, his palms sweating, and his vice shaking as he read. He might stumble ver wrds r lse his place in the text. He might feel like everyne was watching him and judging him. Still, he really wanted t visit the cats, s he tk an applicatin frm anyway.
On Saturday, Ben arrived at the shelter with sme f his classmates. “This is Max,” the shelter wrker tld Ben as she handed him a gray cat. Ben carried Max t a beanbag chair and sat dwn. Max settled nt his lap. He tk a bk he’d been wrking n and started reading. Max, very different frm ther cats walking arund the rm while the kids read, purred (發(fā)出呼嚕聲) n his lap as if he had understd what Ben read.
“I’m glad Max is staying and listening t my reading and he is the best cat ever,” Ben tld Dad excitedly. “I’m glad yu tw are friends,” Dad said. All week, Ben’s heart was filled with anxiety as he waited fr Saturday t arrive. He was eager t read t Max and the anticipatin f spending time with his feline (貓咪的) friend made him restless and nervus. When it arrived, Ben gt t read t Max again.
“What if smene adpts Max?” Ben asked Dad later. “I guess yu’d read t a different cat,” Dad said. “But I dn’t want a different cat. I wish we culd adpt Max,” Ben said t Dad. He knew they culdn’t because Mm had allergies (過敏). Ben lved the cat s much that he even tld his next-dr neighbr, Mrs. Patel, abut Max. “Max sunds like a special cat,” said Mrs. Patel.
注意：
1.續(xù)寫詞數(shù)應(yīng)為 150左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Week by week, Ben realized that reading seemed easier with Max’s cmpany.
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But n Saturday, Ben culdn’t find Max at the shelter.
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(5)
(2023·浙江金華·浙江金華第一中學(xué)校聯(lián)考二模) 閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個(gè)完整的故事。
Mr. Watsn’s stre was widely knwn thrughut the neighbrhd. It sld many different things. Every day after schl, Jess came t the stre and he lved t lk at the pipes (煙斗). One pipe especially caught his eye. He imagined that sme day he wuld be a grwn man and culd smke a pipe, just like this ne. He did nt remember his father, but he knew his dad smked a pipe.
Jess reached ut and tuched the pipe. He kept thinking that when he was ld enugh, he wuld g t wrk and his mther culd stay hme. He wuld nt have t wait three hurs after schl until she came hme frm her jb. Oh, why? He wndered, did it take s lng t grw up and take his father’s place.
He lked arund the stre and put the bwl f the pipe in his hand. He just wanted t get the feel f it — nthing mre. He was lst in his dream, wishing he culd be like his father.
Suddenly he was shcked ut f his dream. He heard ftsteps behind him. He turned arund quickly. It was Mr. Watsn, the friendly stre wner. Jess was unable t mve.
“Hell, Jess,” Mr. Watsn said, and kept n walking. Jess struggled t answer but culd nt get his vice up. He swallwed and smiled weakly as Mr. Watsn walked away. Jess’s thughts became unclear. Was he suspicius?
Suddenly the stre seemed extremely warm. Jess watched his feet begin t mve and take him ut f the stre. He felt the cl air utside and it was gd, yet, he felt an emptiness inside himself. Like ne walking in his sleep, he mved tward the grund. He lked arund and saw the empty swings. He slipped int ne and leaned against its chain. The cld metal links hurt his side.
Sitting n the swing, he gave the grund a push with ne ft. A sharp pain caught him in the stmach. He knew it was the pipe he felt. He had walked ut f the stre with it.
注意：
1、所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2、應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語；
3、續(xù)寫部分分為兩段，每段的開頭語已為你寫好；
4、續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語。
Paragraph 1:
The sun was slipping dwn thrugh the trees and it was time t g hme.
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Paragraph 2:
Lking at the lng shadws f the trees cming twards him, Jess nw knew what he had t d.
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參考答案與解析
(1)
Quickly finishing their dinner, the pair went upstairs and started planning. Maria and Peter decided t take advantage f the Internet. “Maybe we can write an article t aruse peple's awareness.” Maria prpsed. “Gd idea! We can als make a vide!” Peter added. The next few hurs witnessed their heated discussin and grwing cnfidence in a clean and beautiful cast. The next day, they went t the beach and filmed a shrt vide shwing plastic bags lying n the beach and flating in the sea. Peter, wh was gd at writing, wrte an article talking abut the present situatin f the beach and asking peple t take part in the clean-up.
Excited and nervus, they psted the vide and article n WeChat. T their amazement, their pst went viral nline immediately. Cuntless cmments flded in saying hw heartbrken they were when lking at the plluted beach and cean. What amazed Maria and Peter mre was that numerus peple in their cmmunity, encuraged by their effrts, ffered t jin in their clean-up. Mre and mre peple came t the beach t cllect plastic bags and they als appealed t thers t avid thrwing r using plastic bags. A year later, with their jint and cntinuus effrt, the cast regained its beauty and Maria and Peter regained their lng-awaited pleasure.
【導(dǎo)語】本文以人物為線索展開，講述了住在沿海城市的瑪麗亞和彼得發(fā)現(xiàn)塑料袋被扔在海灘上，對(duì)此很苦惱，決定要做點(diǎn)什么來阻止美麗的大海被浪費(fèi)掉。于是他們決定通過在網(wǎng)上制作視頻、寫文章來呼吁大家一起愛護(hù)環(huán)境。視頻和文章得到了人們積極響應(yīng)。在大家的共同和持續(xù)努力下，海岸恢復(fù)了美麗。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“兩人很快吃完晚飯，上樓開始計(jì)劃?！笨芍?，第一段可描寫Maria and Peter商量對(duì)策，決定在網(wǎng)上制作視頻、寫文章來呼吁大家一起愛護(hù)環(huán)境。
②由第二段首句內(nèi)容“他們既興奮又緊張，在微信上發(fā)布了這段視頻和文章?！笨芍?，第二段可描寫視頻和文章在網(wǎng)上發(fā)布后得到的反應(yīng)以及大家的行動(dòng)和結(jié)果。
2.續(xù)寫線索：商量——做視頻——呼吁——反應(yīng)——行動(dòng)——沙灘變美
3.詞匯激活
行為類
①利用：take advantage f /make use f
②建議：prpse/suggest /advise
③鼓舞：encurage/inspire
情緒類
①驚訝：amazement /surprise
②傷心：heartbrken /brken-hearted/sad
【點(diǎn)睛】[高分句型1] Peter, wh was gd at writing, wrte an article talking abut the present situatin f the beach and asking peple t take part in the clean-up.（運(yùn)用了關(guān)系代詞wh引導(dǎo)的非限定性定語從句）
[高分句型2] Cuntless cmments flded in saying hw heartbrken they were when lking at the plluted beach and cean.（由連接詞hw引導(dǎo)的賓語從句作saying的賓語）
[高分句型3] What amazed Maria and Peter mre was that numerus peple in their cmmunity, encuraged by their effrts, ffered t jin in their clean-up.（由連接代詞what引導(dǎo)的主語從句和that引導(dǎo)的表語從句）
(2)
In an instant, I fell backward. Fr a mment, my head was s cnfused that I had n time t think, except t feel my bdy falling endlessly with the weight. With the muntain wind hwling arund me, I remembered the backs f the ther climbers wh had just left n the plain, and I began t questin the decisin I had just made with MEL t cntinue climbing. I began t blame myself fr wanting t cnquer smething bigger than myself, and I lked back. MEL was packing his gear fr the climb.
As Mel made her way dwn, I yelled fr help. “Dn’t g any higher, MEL! Because the wind was s strng, I saw MEL didn’t stp, and I didn’t think MEL heard me. Just then I saw a line f climbers slwly appraching us. At that mment, my heart began t caper up, sure enugh, this line f climbers t help us thrugh the difficulties, we g t greater heights tgether. Standing n the tp f the muntain, I nce again felt the sense f pride that cmes frm cnquering smething pwerful, but after experiencing this event, I als realized the pwer f nature. I hpe all climbers can respect and cherish nature in the future.
【導(dǎo)語】本文以人物為線索展開，講述了作者和朋友梅爾·奧爾森去爬俄勒岡州11240英尺高的胡德山。一路上，他們遇到了另外兩個(gè)登山者，四個(gè)人繼續(xù)一起登山。大約五個(gè)小時(shí)后，由于風(fēng)大，其他登山者決定返回，但梅爾和作者繼續(xù)前進(jìn)。他們爬山的小路越來越窄，越來越陡。他們經(jīng)歷了非常艱難的路程，幾乎與死神擦肩而過。作者開始懷疑自己繼續(xù)登山的決定，有想放棄的想法，但是同伴梅爾仍然堅(jiān)持往上爬。后來看到一隊(duì)登山者慢慢向他們走來，更加堅(jiān)定了作者爬上山頂?shù)臎Q心。最后作者站在山頂上，再次感到來自于征服自然的自豪。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“剎那間，我向后倒了下去?！笨芍?，第一段可描寫隨著困難越來越大，作者想產(chǎn)生了放棄的念頭。
②由第二段首句內(nèi)容“梅爾下滑時(shí)，我大聲呼救?！笨芍?，第二段可描寫作者勸梅爾不要繼續(xù)往上爬，但梅爾仍然堅(jiān)持繼續(xù)，后來大家一起努力，最后成功登頂。
2.續(xù)寫線索：遇困難——猶豫——激勵(lì)——堅(jiān)持爬——成功——感悟
3.詞匯激活行為類
①繼續(xù)爬山：cntinue climbing/g n climbing/keep up climbing
②靠近：apprach/cme t/get clse t
③拒絕：refuse/turn dwn
④意識(shí)到：realize/be aware f/be cnscius f
情緒類
①困惑的：cnfused/puzzled
②自豪的：be prud f/take pride in
【點(diǎn)睛】[高分句型1] With the muntain wind hwling arund me, I remembered the backs f the ther climbers wh had just left n the plain, and I began t questin the decisin I had just made with MEL t cntinue climbing.(由關(guān)系代詞wh引導(dǎo)的定語從句)
[高分句型2] Standing n the tp f the muntain, I nce again felt the sense f pride that cmes frm cnquering smething pwerful, but after experiencing this event, I als realized the pwer f nature.(由關(guān)系代詞that引導(dǎo)的定語從句)
(3)
The next mrning, Tim and Sarah entered the main rm t demand they leave immediately, but neither Mm nr Dad was in there. They lked everywhere fr the figure f father and mther, inside and utside, but nly t find that they were indeed nt here. They began t panic, thinking Tm and Jane had abandned them. Sn it was nn. Seeing that there was nthing t eat at nce, they were desperate. Suddenly they remembered that her parents had said that they culd ck barbecued fish and ptates, s they immediately put int practice, hping t quickly fill their stmachs. But they culd d nthing and it was getting dark.
When Tim was abut t fall asleep, he heard the sund f heavy ftsteps utside, which were appraching. Tim wke up quickly t see wh was cming. He saw his mther and father, waking Sarah up happily. Mm and dad saw their faces were blackened because f cal, mved t hug and praise them, and said “This is a simple life, children. Yu must enjy the experience f nature.” And quickly they brught ut the barbecued fish and ptates. This time, they seemed s delicius, which nthing culd be cmpared with.
【導(dǎo)語】本篇書面表達(dá)是讀后續(xù)寫。本文以人物為線索展開。湯姆和簡計(jì)劃去湖邊度假，但他們的孩子蒂姆和薩拉不愿意。湯姆和簡說服了孩子們。但是孩子們到達(dá)之后不喜歡大自然，尤其是不想吃吃炭火烤魚和土豆。夫妻二人決定想辦法改變孩子們的看法。
【詳解】1.段落續(xù)寫
①由第一段句首內(nèi)容“第二天早上，蒂姆和薩拉走進(jìn)主房間，要求他們立即離開，但爸爸媽媽都不在?！笨芍?，第一段可以描寫他們發(fā)現(xiàn)父母不在后的心理活動(dòng)和動(dòng)作。
②由第二段句首內(nèi)容“當(dāng)?shù)倌氛胨瘯r(shí)，他聽到外面?zhèn)鱽沓林氐哪_步聲，腳步聲越來越近了?！笨芍?，第二段可以描寫父母回來后孩子們的動(dòng)作和心理活動(dòng)。
2.續(xù)寫線索：發(fā)現(xiàn)離開—無助—自己嘗試—失敗—父母回來—高興—好吃
3.詞匯激活
行為類
①尋找：lk fr/ search fr
②發(fā)現(xiàn)：find/ discver
③拋棄：abandn/ discard
情緒類
①恐慌的：panic/ petrified
②快樂地：happily/ gladly
【點(diǎn)睛】【高分句型1】They lked everywhere fr the figure f father and mther, inside and utside, but nly t find that they were indeed nt here.(運(yùn)用了that引導(dǎo)的賓語從句)
【高分句型2】They began t panic, thinking Tm and Jane had abandned them. (運(yùn)用了現(xiàn)在分詞thinking作伴隨狀語)
【高分句型3】Tim wke up quickly t see wh was cming. (運(yùn)用了wh引導(dǎo)的限制性定語從句)
(4)
【答案】范文
Week by week, Ben realized that reading seemed easier with Max’s cmpany. The presence f the gray cat made him feel mre relaxed and cmfrtable. He nticed that Max’s purring had a calming effect n him, allwing him t fcus better n the wrds in frnt f him. Ben was amazed by hw much he enjyed reading alud t Max. Still, he was surprised when Ms. Delgad gave him the Mst Imprved Reader award. Ben felt a sense f pride and accmplishment as he held the certificate in his hands. He culdn’t wait t shw it t Max.
But n Saturday, Ben culdn’t find Max at the shelter. He lked arund the rm, hping t catch a glimpse f his feline friend. Hwever, Max was nwhere t be fund. Ben’s heart sank as he realized that smene might have adpted Max. Just then, Mrs. Patel walked int the visitrs’ rm, carrying Max. “I’m adpting him,” Mrs. Patel said. “Yu can cme ver every day t read t him.” Hearing what Mrs. Patel said, Ben jumped with excitement and threw his arms arund Mrs. Patel. Of curse, he didn’t frget t hug Max tightly wh gave a cntented purr.
【導(dǎo)語】本文以人物為線索展開，講述了Ben去動(dòng)物收容所時(shí)，給一只名叫Max的貓讀書，發(fā)現(xiàn)它好像聽得懂似得，于是Ben提出想收養(yǎng)Max，但他媽媽有過敏癥。他甚至告訴了他的鄰居Patel太太關(guān)于Max的事。一周又一周，Ben意識(shí)到有了Max的陪伴，讀書似乎變得更容易了，Ben還被老師授予“最進(jìn)步讀者獎(jiǎng)”。Ben想去收容所告訴Max得獎(jiǎng)的事情，卻得知Max被收養(yǎng)了，結(jié)果原來是鄰居Patel太太收養(yǎng)了Max。
【詳解】1. 段落續(xù)寫：
①由第一段首句內(nèi)容“一周又一周，本意識(shí)到有馬克斯的陪伴讀書似乎更容易了?！笨芍?，第一段可描寫B(tài)en在Max的陪伴下，朗讀能力獲得很大的提升，并獲得老師的獎(jiǎng)勵(lì)。
②由第二段首句內(nèi)容“但是星期六，本在收容所找不到馬克斯?！笨芍?，第二段可描寫B(tài)en找不到Max的感受，以及最后知道Patel太太收養(yǎng)了Max后的反應(yīng)。
2. 續(xù)寫線索：老師安排去給貓讀書——遇到Max——想收養(yǎng)Max但是不行——發(fā)現(xiàn)自己在Max陪伴下朗讀能力提高——獲得進(jìn)步獎(jiǎng)——想告訴Max——Max不見了——得知Max被Patel收養(yǎng)——高興。
3. 詞匯激活
行為類
①注意到：ntice/perceive/nte
②集中注意力：fcus n/cncentrate n/thrw neself int
③走近：walk int/ step int
情緒類
①驚訝的：amazed/surprised/astunded。
②興奮：excitement/enthusiasm/thrill
【點(diǎn)睛】[高分句型1]He nticed that Max’s purring had a calming effect n him, allwing him t fcus better n the wrds in frnt f him. (that引導(dǎo)賓語從句)
[高分句型2]Of curse, he didn’t frget t hug Max tightly wh gave a cntented purr. (wh引導(dǎo)的定語從句)
(5)
【答案】 The sun was slipping dwn thrugh the trees and it was time t g hme. His mther wuld lk at him and she wuld knw. She always knew. A ht tear ran dwn his cheek.She trusted him. He remembered the nice way she said, “Yu’re a little man nw, Jess.” It made him sad when his mther’s wrds came back t him. Remembering this, he felt as if smene had stuck a sharp stick int his side. Her trust in him was all he culd think abut nw. It drve everything else frm his mind. The pipe and its magic pwer meant nthing. His dream f grwing up meant nthing .
Lking at the lng shadws f the trees cming twards him, Jess nw knew what he had t d. He jumped ut f the swing and started running. When he tk the pipe, he left the stre with slw unsure steps. Nw his feet were quick decisive, taking him straight back t the stre like an arrw. He ran alng the sidewalk and reached the stre sn. Mr. Watsn was just inside the dr. Suddenly and blindly, he held ut the pipe. Mr. Watsn gently tk the pipe frm the by’s utstretched hand and patted him n the shulder.Jess felt the warmth f Mr Watsn’s big hand, and felt his shulders had becme a little brader and strnger.
【導(dǎo)語】本文以人物為線索展開，講述了沃森先生的店鋪里有很多不同的東西，杰斯喜歡其中的煙斗，想象著有一天他會(huì)長大，可以像自己的父親一樣抽煙斗。杰斯趁沃森先生不備，偷了一根煙斗。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“太陽從樹上滑下來，該回家了?！笨芍?，第一段可描寫杰斯想起媽媽說過的話，知道媽媽信任自己，知道偷煙斗是錯(cuò)誤的。
②由第二段首句內(nèi)容“看著越來越長的樹影朝向他，杰斯現(xiàn)在知道自己該怎么辦了?！笨芍?，第二段可描寫杰斯回到商店，像沃森先生坦白，沃森先生鼓勵(lì)了他的行為。
2.續(xù)寫線索：準(zhǔn)備回家——媽媽的信任——后悔——回到商店——?dú)w還煙斗——得到鼓勵(lì)
3.詞匯激活
行為類
①信任：trust/believe in
②記得：remember/keep in memry/recall
③想到：think abut/think f
情緒類
①傷心的：sad/grieved/heart-brken
②輕柔地：gently/sftly/slightly
【點(diǎn)睛】【高分句型1】It made him sad when his mther’s wrds came back t him.（由連接詞when引導(dǎo)時(shí)間狀語從句）
【高分句型2】Remembering this, he felt as if smene had stuck a sharp stick int his side.（由現(xiàn)在分詞作狀語和連接詞as if引導(dǎo)方式狀語從句）
年份
試 題
文章體裁
文章時(shí)態(tài)
關(guān)鍵詞
關(guān)鍵詞數(shù)
敘事角度
2024年1月
浙江卷
記敘文
過去時(shí)
無
第三人稱
2023年
九省聯(lián)考
記敘文
過去時(shí)
無
第三人稱
2023年
新高考卷I
記敘文
過去時(shí)
無
第一人稱
2022年
新高考卷I
記敘文
過去時(shí)
無
第一人稱
2022年1月
浙江卷
記敘文
過去時(shí)
無
第一人稱
2021年
新高考卷I
記敘文
過去時(shí)
無
/
第三人稱
2021年6月
浙江卷
記敘文
過去時(shí)
有
10
第一人稱
2021年1月
記敘文
過去時(shí)
有
10
第一人稱
2020年
新高考I（山東卷）
記敘文
過去時(shí)
無
/
第三人稱
新高考II（海南卷）
記敘文
過去時(shí)
無
/
第三人稱
2020年7月
浙江卷
記敘文
過去時(shí)
有
10
第一人稱
2020年1月
記敘文
過去時(shí)
有
10
第三人稱
真題
文章主題
主要人物
主要場(chǎng)景
其他
2024年1月
浙江卷
Cach Pitt, Eva
學(xué)校體育場(chǎng)
2023年
九省聯(lián)考
Maya, Hilda,
Katherine
海洋公園
2023年新高考卷I
在老師的鼓勵(lì)下完成寫作
我、老師
在學(xué)校
涉及領(lǐng)獎(jiǎng)臺(tái)
2022年新高考卷I
患病男孩自強(qiáng)之跑
我、David
越野跑道
2022年1月浙江卷
迷途學(xué)渣與傲嬌學(xué)霸
Dr. Hendersn,
my teammate
在學(xué)校
2021年新高考卷I
為母親準(zhǔn)備神秘禮物
雙胞胎、母親
家中
涉及節(jié)日（母親節(jié)）
2020年新高考I（山東卷）
2020年新高考II（海南卷）
幫助窮孩子尋找賺錢方式
媽媽、三個(gè)孩子
Bernard (窮孩子）
家中
2021年6月浙江卷
是否應(yīng)將自己勞動(dòng)所得上交
父親、我、農(nóng)場(chǎng)主
田野、家中
2021年1月浙江卷
萬圣節(jié)趣事
我、Jasn（弟弟）、父母
家中
涉及節(jié)日（萬圣節(jié)）
2020年7月浙江卷
野外拍攝遇見熊
我、Elli（妻子）
野外
涉及動(dòng)物
2020年1月浙江卷
讓狗狗重拾快樂
男孩、父母、Pppy（狗）、小狗
家中
涉及動(dòng)物

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這是一份【熱點(diǎn)題型歸納+演變】2024年高考英語專題訓(xùn)練 專題22 圖表圖畫作文-試卷，文件包含專題22圖表圖畫作文-2024年高考英語二輪熱點(diǎn)題型歸納與變式演練新高考通用原卷版docx、專題22圖表圖畫作文-2024年高考英語二輪熱點(diǎn)題型歸納與變式演練新高考通用解析版docx等2份試卷配套教學(xué)資源，其中試卷共28頁， 歡迎下載使用。

【熱點(diǎn)題型歸納+演變】2024年高考英語專題訓(xùn)練 專題21 提綱作文-試卷：

這是一份【熱點(diǎn)題型歸納+演變】2024年高考英語專題訓(xùn)練 專題21 提綱作文-試卷，文件包含專題21提綱作文-2024年高考英語二輪熱點(diǎn)題型歸納與變式演練新高考通用原卷版docx、專題21提綱作文-2024年高考英語二輪熱點(diǎn)題型歸納與變式演練新高考通用解析版docx等2份試卷配套教學(xué)資源，其中試卷共28頁， 歡迎下載使用。

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