2023年高考讀后續(xù)寫話題分類寫作技巧與高級詞句
【讀后續(xù)寫】
1．（2023春·安徽阜陽·高三統(tǒng)考開學考試）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
Mr. Birkway was my English teacher, and when I met him n that first day in my new schl, I didn’t knw what t make f him. He was ne f thse energetic teachers wh lved his subject half t death and walked abut the rm dramatically, waving his arms and patting (輕拍) peple n the back.
He said, “Brilliant!” and “Wnderful!”and “Terrific!” He was quite tall and slim, and his bushy black hair made him lk like a wild native at times. He had deep brwn cw eyes that sparkled (閃耀) all ver the place, and when he turned these eyes n yu, yu felt as if his whle purpse in life was t stand there and listen t yu, and yu alne.
Midway thrugh the first class, Mr. Birkway asked if we had ur summer jurnals. I hadn’t a clue as t what he was talking abut. Sme f the ther students started ndding like crazy, and Mr. Birkway spread ut his arms and said, “Wnderful!” He received the jurnals excitedly. “Thank yu,” he said t each jurnal-giver.
I was extremely wrried. I had n jurnal.
When he gt t Beth Ann’s desk, Mr. Birkway lifted up her jurnal and lked inside. “I didn’t write much,” Ann said. “In fact, I can hardly remember what I wrte abut at all.”
“Dn’t wrry abut it t much,” Mr. Birkway said with a smile. “Next time, try writing abut smething yu like-a place, a rm, a persn. Just write whatever cmes t mind.” Then he mved n.
On tp f Mary Lu’s desk were six jurnals. Mr. Birkway std pen-muthed and said, “Is it — can it be — Shakespeare?” He cunted the jurnals. “Six! Brilliant!”
Christy and Megan, tw girls wh had their wn club called the GGP (whatever that meant), were whispering ver n the ther side f the rm and casting disapprving lks in Mary Lu’s directin. Mary Lu kept her hand n tp f the jurnals as Mr. Birkway reached fr them. In a lw vice she said, “I dn’t want yu t read them.”
注意：1. 續(xù)寫詞數(shù)應為150左右；
2. 請按如下格式在答題卡的相應位置作答。
”What?” Mr. Birkway said. “Nt read them?”
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By the time Mr. Birkway gt t my desk, my heart was beating s hard that I thught it might jump straight ut f my chest.
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【答案】One pssible versin:
“What?” Mr Birkway said. “Nt read them?” The whle rm was silent. Mr. Birkway picked up Mary Lu’s jurnals befre she culd even blink. He said, “Dn’t wrry, yur thughts are safe with me. Brilliant! Thank yu!” Mary Lu sat dwn in her chair. Mr. Birkway went arund the whle rm getting peple’s jurnals. Phebe was sending me little messages with her eyebrws that indicated that she was nt t pleased either. I think they were all hping that Mr. Birkway was nt actually ging t read these jurnals.
By the time Mr. Birkway gt t my desk, my heart was beating s hard that thught it might jump straight ut f my chest. Lking sad and nervus, I explained t him I was new and that I didn’t knw abut the jurnals. “Nt t wrry!” Mr. Birkway said. “I knw yu didn’t have a chance t write a jurnal.” Despite this, I tried t write ne that night. I had a terrible time cming up with smething t write abut. I made a list f all the things I liked, but I ended up writing abut my belved mther. The next day, I handed in my stry t Mr. Birkway, wh said, “Brilliant!” as he put it with the ther jurnals.
【導語】本文以故事情節(jié)為線索展開，講述了作者就讀新學校第一天發(fā)生的故事。英語老師精力充沛，在第一節(jié)課上到一半時，問大家有沒有寫暑假日記，并開始把寫好了的暑假日記一一收上去了。有的同學寫得很多，有的寫得少，有的同學不愿意老師看他們的日記。而作者根本就沒寫，但老師沒有批評任何一個人，在老師的鼓勵下，作者當天回去寫了一篇日記。第二天被老師表揚。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“‘什么？’伯克維先生說?！荒茏x它們？’”可知，第一段可描寫伯克維老師在同學的拒絕讀日記的情況下如何解圍，以及收其他同學日記的場景。
②由第二段首句內容“當伯克維老師走到我桌前時，我的心怦怦直跳，我覺得我的心都要跳出來了。”可知，第二段可描寫作者沒有寫日記的窘迫心情，以及老師如何表示理解，并鼓勵他，以及作者真的在鼓勵之下寫了日記上交。
2.續(xù)寫線索：新學校遇新老師伯克維——老師收同學們的暑假日記——有同學不愿意日記被讀——老師并不批評大家，且鼓勵大家——作者因沒有日記緊張——在老師的鼓勵下當天晚上寫了一篇日記。
3.詞匯激活
行為類
①.暗示：indicated/suggested
②.想出：cming up with/figuring ut
情緒類
①.開心的：pleased/delighted
②.緊張的：nervus/n edge
【點睛】[高分句型1] Lking sad and nervus, I explained t him I was new and that I didn’t knw abut the jurnals.(運用了現(xiàn)在分詞作狀語及that引導的賓語從句)
[高分句型2] The next day, I handed in my stry t Mr. Birkway, wh said, “Brilliant!” as he put it with the ther jurnals.(運用了wh引導的定語從句和as引導的時間狀語從句)
2．（2023·湖南岳陽·統(tǒng)考一模）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
Catherine was the clest kid in her class. Whenever she went,she was in the sptlight,with a bunch f kids fllwing her and ding everything she did.
Her desk mate,Landy,hwever,was nt in the cl kids’ grup.Being the tallest kid in her class, she was teased by her classmates,wh were always chanting “Landy,Landy,lng as spaghetti (意大利面)”.Every time Landy heard thse silly chants， she culd feel her face burst int flames. Gd knew hw she wished the grund t crack and swallw her!
Catherine didn’t really like it when the kids chanted “Landy,Landy,lng as spaghetti”.But she never tld them t stp either, and nr did she ever talk t her. She liked being ppular.
One weekend, Catherine went ver t her grandfather fr Thanksgiving. Her grandfather lives n a farm at the ppsite end f twn,where he keeps chickens. While helping t feed the chickens, Catherine nticed a peculiar ne. Curling in the crner,it lked smaller than the thers and was almst half-bare!
“What’s the matter with it?”She asked her grandfather, with a puzzled frwn n her face. Her grandfather tld her hw chickens culd act.’“They have a pecking(啄) rder，” he explained，wrinkles f cncern spreading arund his frehead.“If ne chicken is different, the thers will push it away and keep pecking it. Smetimes they peck it s much that it dies.”
“Oh，what a pr little thing!”Catherine let ut a sigh as she scped(捧起)the frightened chicken up in her arms,whse heart was beating fast in the bny little bdy.
注意：
1.續(xù)寫詞數(shù)應為150左右;
2.請按如下格式在答題卡的相應位置作答。
Suddenly,she thught f Landy,the girl being ”pecked“by her classmates
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But Catherine walked directly tward Landy,regardless f what they said.
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【答案】Suddenly,she thught f Landy,the girl being “pecked” by her classmates.“ I’m ging t take it hme and take gd care f it,”she said with a determined lk.Back in schl,Catherine sptted Landy sitting by herself in a crner. She kept her head dwn with her eyes fixed n the flr as usual. Catherine thught Landy was just like the pr little chicken,being teased and ignred by her classmates, merely due t her special height. She tld ther kids,“It’s time fr me t make an aplgy t Landy.” Astnished at what she said, all the kids burst ut screaming,“Talking t the lng spaghetti? Are yu crazy?”
But Catherine walked directly tward Landy,regardless f what they said.“Hi,Landy. I’m srry abut the spaghetti thing.” Catherine murmured an aplgy, her face reddening.“I knw it hurts yu. Can yu frgive me?" She figured Landy might just walk away. But she lifted her misty eyes and ndded yes. Catherine wiped away her tears,giving her a warm hug. Mved by the scene, the ther kids als came t ffer their sincere aplgies t Landy. Frm that day n, n ne made up silly chants abut Landy, and Catherine als gained an imprtant life lessn that everyne shuld be treated equally n matter hw special he r she was.
【導語】本文以人物為線索展開，講述了Catherine是班上最酷的孩子，無論她去哪里，她都是聚光燈下的人物，一群孩子跟著她，做她做的每一件事；而她的同桌——Landy作為班里最高的孩子，經常被同學們取笑。Catherine不太喜歡同學們嘲笑Landy，但她也從來沒有叫他們停下來，也從來沒有和她說話。直到有一天，Catherine在爺爺?shù)霓r場看到一只被欺負的小雞才對Lancy有了愧疚之情，于是決定返校后向Lancy道歉，并與她友好相處。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“突然，她想起了蘭迪，那個被同學“啄”的女孩。”可知，第一段可描寫Catherine意識到自己之前對待Lancy的態(tài)度不好，要用實際行動改變。
②由第二段首句內容“但Catherine不管他們說什么，直接朝Lancy走去?！笨芍诙慰擅鑼慍atherine真誠地向Lancy道歉，并下定決心與其友好相處。
2.續(xù)寫線索：想到被欺負的Lancy——再次看到Lancy被欺負——決定向Lancy道歉——真誠道歉——關系和解——感悟
3.詞匯激活
行為類
①抱起：scp/hld/take
②道歉：make an aplgy t /aplgize/ murmured an aplgy/ffer their sincere aplgies t
③嘲笑：tease/laugh at/ made up silly chants abut Landy
情緒類
①疑惑：with a puzzled frwn n her face/cnfused/puzzled
②擔心：wrinkles f cncern spreading arund his frehead/cncerned
【點睛】[高分句型1] Astnished at what she said, all the kids burst ut screaming,“Talking t the lng spaghetti? Are yu crazy?”（由連接詞what引導的賓語從句作at的賓語）
[高分句型2] Mved by the scene, the ther kids als came t ffer their sincere aplgies t Landy. （Mved by the scene形容詞作原因狀語）
3．（2023秋·吉林通化·高三梅河口市第五中學校考期末）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
“Yeah, a BATTLE!” said William, pulling my arm. “Yu see that, Jhn?”
I lked up frm my desk t see Ms. Chw writing n the bard, “Battle f the Bks!” She smiled and then said, “Are yu ready t g int the battle? Get prepared fr it next week!”
“Is it a reading cntest?” I was s excited that I frgt t raise my hand first.
“Gd questin, Jhn!” said Ms. Chw. “It is nt a race and yu are nt ging t beat each ther. We are nt ging t see wh can read the fastest r the mst bks, but yu are ging t frm a team f three and then set a reading gal fr yur team. If yur team meet yur gal by the end f this mnth, yu will get a prize!”
Even thugh the prize was smething silly, that still sunded pretty gd t me. I turned twards William immediately, saying,“Shall we be teammates?”
“Yes, fr sure!” he said. William and I liked a lt f the same bks, s we culd set a gal tgether.
The be1l rang befre Ms. Chw culd explain any mre rules. William and I were abut t begin ur discussin when Lily passed my desk and said “Teammates?” t William and me. Lily was a girl frm Spain and she culd read super-fast in bth English and Spanish! If we set a gal like reading bks by authrs frm different cuntries, she culd help the team fr sure.
“Yeah,f curse!” William and I ndded. I had my team! The three f us settled dwn and started a discussin immediately, trying t figure ut what we needed t d t get the prize. Just then, I saw my best friend Tm running twards my desk. I culd clearly see the expectatin shining in his eyes.
注意：
1. 所續(xù)寫短文的詞數(shù)應為150左右;
2. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好。
“Jhn, let’s be teammates!” Tm said t me excitedly.
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Hearing what Lily said, we agreed with her suggestin.
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【答案】 “Jhn, let’s be teammates!” Tm said t me excitedly. Hearing what Tm said, I bwed my head in embarrassment, nt daring t meet his eyes because I didn’t knw hw t refuse him plitely. He was my best friend and I didn’t want t ruin ur friendship. William and Lily als fell int silence and had n idea hw t deal with it. Suddenly, Lily said happily, “we can turn t Ms. Chw fr help. If we really want t be a team, maybe she will grant ur request. ”
Hearing what Lily said, we agreed with her suggestin. S we apprached Ms. Chw wh was getting ready t leave the classrm. After hearing what we said, she finally agreed, but with ne cnditin that we must set a higher reading gal fr ur team since we had fur. We agreed happily. Finally, the prblem was slved perfectly and nbdy was heart-brken. I was firmly sure that we wuld cmplete ur reading gal and win the prize.
【導語】本文以讀書比賽的活動線索展開，講述了作者和兩個小伙伴組隊參加老師組織的讀書比賽的活動，這時他最好的朋友也想加入他的隊伍，但老師要求只能三人一組。就在作者為難之際，同伴提出了建議，最終完美地解決了組隊的問題。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“‘約翰，我們做隊友吧。’湯姆激動地對我說”可知，第一段可描寫作者的尷尬和不知所措及女同學提出的建議。
②由第二段首句內容“聽完莉莉的話，我們同意了她的建議?！笨芍诙慰擅鑼懳覀儾扇〉男袆蛹白罱K解決了組隊問題。
2.續(xù)寫線索：組隊友——問題——不知所措——提建議——解決問題——感悟
3.詞匯激活
行為類
①.低頭：bw my head/lwer my head
②.破壞： ruin/destry
③.拒絕：refuse plitely/decline
情緒類
①.開心地：happily/jyfully/delightfully
②.傷心的：heart-brken/grieved
【點睛】【高分句型1】S we apprached Ms. Chw wh was getting ready t leave the classrm.（運用了wh引導的定語從句。）
【高分句型2】After hearing what we said, she finally agreed, but with ne cnditin that we must set a higher reading gal fr ur team since we had fur. （運用了that引導的同位語從句。）
4．（2022秋·浙江杭州·高三學軍中學校考階段練習）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
Over the summer I mved frm Texas t Missuri. This was my secnd year f high schl, but my first year f schl in Missuri. I was really nervus abut starting a new schl and having peple like me. I decided that I wuld be much happier in a new schl if I made friends that were s-called “ppular”. Getting in with the right grup f peple wuld make my life a whle lt better. I bught a new utfit s the first day wuld be perfect.
On the first day f schl, scared, yet eager t begin my new life, I walked up the stairs. My first class was gemetry, but where was that? I was standing in the hall lking cnfused, when a shrt, blnd girl wearing glasses came up and asked, “Are yu new? Yu lk lst. D yu want me t help yu find yur class? My name is Diane. What’s yurs?” Even thugh she seemed a bit strange, definitely nt the kind f persn I wanted t be assciated with, I decided t answer her anyway. I was, after all, lst.
After exchanging names, I fllwed her up the stairs and dwn a hallway n the right. When we reached my rm she said, “Well, here yu are. It was nice meeting yu. I hpe I see yu again and yur day ges all right.”
I said a quick thank-yu and waved gd-bye. Once inside the classrm, I saw ne big grup f peple huddled arund smene wh seemed t be telling sme srt f stry. I walked ver and gt clse enugh t verhear. All eyes were glued t the guy in the middle f the circle. I decided that this guy was ppular.
A few minutes later the teacher tld everyne t g find a seat and get ready fr the class. I managed t get ne right next t the guy. I said, “Hi, my name is April and I’m new here.” He said cldly, “Hi, I’m Jhnny.” That class dragged n and n. Finally, the bell rang. I turned t him and asked, “I’m nt sure where my next class is, culd yu help me find it?” He lked at me and then said a quick n, turned back t his friends, and walked ut f the classrm.
注意：1. 續(xù)寫詞數(shù)應為150左右;
2. 請按如下格式在答題卡的相應位置作答。
As they were walking ut, I heard they were all laughing at me.
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Befre I was ready t g hme, I heard a familiar vice calling my name.
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【答案】 As they were walking ut, I heard they were all laughing at me. Their shrill laughing let me blush with shame. I felt s embarrassed that I culdn’t d anything but sit there, keeping my bdy unmved and hlding back my tears. What I wanted t d is just t make friends with them. I culdn’t figure ut why they laughed at me. But ne thing was certain, that is, I must remved myself frm their presence. Therefre, I wasn’t ready t leave until they walked far away.
Befre I was ready t g hme, I heard a familiar vice calling my name. I felt very strange since I was new here withut making any friends. Turning arund, I saw Diane wh came up t me with a warm smile n her face. She said she wuld walk tgether with me. What a kind and friendly girl she was, I thught. I was deeply mved s that I left all my embarrassment and sadness behind. On ur way hme, we talked a lt and I was surprised t find we had a lt in cmmn. I als realized the true meaning f a friend.
【導語】本文以人物為線索展開，講述了作者進入新學校第一天的迷茫與困惑。作者一開始找不到教室，一個名叫戴安娜的女孩主動提供幫助并帶領他找到了教室，但作者卻不想與戴安娜交朋友。之后在教室遇到非常受歡迎的約翰尼，作者向其尋求幫助，卻被無情的拒絕。
【詳解】1.段落續(xù)寫：
①.由第一段首句內容“當他們走出去的時候，我聽到他們都在嘲笑我”可知，第一段可描寫作者聽到嘲笑之后的心理狀態(tài)及情緒表現(xiàn)。
②.由第二段首句內容“在我準備回家之前，我聽到一個熟悉的聲音在喊我的名字?！笨芍?，第二段可描寫作者聽到聲音之后的反應及作者的感想。
2.續(xù)寫線索：被嘲笑——尷尬——傷心——聽到熟悉的聲音——感動——感悟
3.詞匯激活
行為類
①.抑制眼淚：hld back my tears/retain my tears
②.接近，靠近：cme up/apprach
③.一起走路：walk tgether/accmpany him/keep him cmpany
情緒類
①.感動：be mved/be tuched
②.悲傷：sadness/srrw
【點睛】【高分句型1】What I wanted t d is just t make friends with them.（使用了what引導的主語從句）
【高分句型2】Turning arund, I saw Diane wh came up t me with a warm smile n her face. （使用了現(xiàn)在分詞作狀語，及wh引導的定語從句）
5．（2022秋·湖南·高三校聯(lián)考階段練習）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
A Beautiful Grup Painting
The art class was ver in a blink f an eye. When the recess bell (下課鈴) rang, Lisa sighed. At her ld schl, she used t play with her friends. Nw she sat in the crner f the field and watched the ther kids play withut her.
As she cleared her table, Lisa nticed a bx f chalk by the windw. She put it in her pckets. Then she tk her usual place at the end f the recess line.
As she and her classmates walked dwn the hall and ut int the yard, Lisa remembered hw she and her mther used t draw chalk designs n the lng driveway leading t the ld apartment. The patterns were called rangli (印度傳統(tǒng)地畫), and they lked like stars and rses. Lisa’s mther said that the drawings were t welcme guests t their hme. Lisa missed the early mrnings she and her mther wuld spend drawing thse clrful patterns.
Lisa walked t the basketball curt and sat n the sidewalk. She tk chalk ut f her pcket and began t draw her favrite rangli pattern. She drew flwers with huge petals (花瓣) and stars with eight pints.
“That’s pretty,” a vice said. She turned arund and saw that Eric, a by in her class, was watching her.
“It’s called rangli,” she said.
“The flr f my grandmther’s huse has patterns like that,” Eric said.
“What d yu mean?” Lisa asked. “Hand me a piece f chalk,” Eric said. Eric sat dwn n the pavement and began t draw. He drew flwers that were mre detailed than Lisa’s, but still had huge petals. Then he drew circles inside circles, and surrunded them with small diamnds. Lisa kept drawing t.
“What are yu guys ding?” a vice asked. Lisa and Eric had been s absrbed in drawing that they hadn’t nticed that their classmate Emma had been watching them.
“Hey,” Emma said, sitting dwn beside them, “that lks like the rugs (小地毯) in my uncle’s huse. Except n the rugs, the shapes are bigger, and aren’t as curly (卷曲的).”
注意：
1. 續(xù)寫詞數(shù)應為150左右；
2. 請按如下格式在相應位置作答。
“Shw us,” said Eric, handing Emma a piece f chalk.
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Having heard the teacher’s praise, many students gathered arund.
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【答案】“Shw us,” said Eric, handing Emma a piece f chalk. Emma tk the chalk and began drawing. She drew shapes that were full f straight lines and bright clrs. They were bigger than the shapes Lisa and Eric had drawn, cvering each ther t frm new shapes. She clred the drawings purple, blue, and white. “Ww!” The art teacher shwed up at sme pint and said, “It’s a nice drawing.” The three students std up and lked at their masterpiece, their heart swelling with pride.
Having heard the teacher’s praise, many students gathered arund. They expressed their views n the drawings freely. Sme said it lked like a universe, with many planets and stars. Sme said it lked like a cral reef full f trpical fish. Sme said it lked like a welcming hme. After listening t the students’ cmments, the teacher said, “Yu are all right. But if yu ask me, it is a beautiful grup painting!” As sn as the teacher finished speaking, the ther students jined in the painting.
【導語】本文以人物為線索展開，講述了轉入新學校的麗莎課間獨自在地上畫畫，同學們看到后，紛紛加入進來。小伙伴們一起完成了一幅美麗的小組畫。
【詳解】1.段落續(xù)寫：
①由第一段首句內容““給我們看看，”埃里克說著遞給艾瑪一支粉筆”可知，第一段可描寫艾瑪加入埃里克和麗莎，他們三人的繪畫得到了老師的表揚。
②由第二段首句內容“聽到老師的表揚后，許多學生聚集在一起”可知，第二段可描寫更多的學生加入進來，他們一起完成了一幅漂亮的小組畫。
2.續(xù)寫線索：遞粉筆——專心畫畫——表揚——多人加入——完成作品
3.詞匯激活
行為類
①出現(xiàn)：shw up /appear
②起身：stand up /get up
③加入：jin/invlve/participate
情緒類
①驕傲：pride /prud
②漂亮的：beautiful /wnderful/superb
【點睛】[高分句型1]The three students std up and lked at their masterpiece, their heart swelling with pride.(運用了獨立主格結構作狀語)
[高分句型2]As sn as the teacher finished speaking, the ther students jined in the painting.(運用了as sn as引導時間狀語從句)
6．（2022·山東·山東省實驗中學?？既＃╅喿x下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
“David, it’s time fr breakfast,” Mrs. Mtangi called. “There’s a birthday present fr yu t pen.”
David ran int the kitchen and saw a shiny new sccer ball n the table. He smiled and started jumping up and dwn with excitement. “Can I take the ball t schl with me, please?” asked David. “Of curse,” Mrs. Mtangi said. “But yu need t be careful with yur first real sccer ball.”
At schl, David immediately put his sccer ball under his desk. During the mrning lessns, he kept quietly tapping the ball with his ft t make sure it was still there. Finally, it was break time. David seized the ball and quickly ran utside. He kicked the ball skillfully acrss the field t a grup f students.
Sccer was David’s favrite sprt. Since he had arrived in England and started schl tw mnths ag, he had played sccer every day during the break. Break was always his favrite time because he didn’t have t speak English, a language that was still fairly new t him. When he played sccer, he wuld frget that he felt like an utsider at this new schl
“Lk!” called David. “I gt a new sccer ball. We can use it fr ur game tday.” The ther students exchanged glances and just stared at David. These were the mst wrds David had ever spken t them.
“We dn’t need yur ball,” said a tall by, Jacb. “We already have ne.” Jacb liked playing sccer but prly. Jacb kicked David’s ball with all his strength. The ball sared ver the schl’s high fence, bunced nce, and rlled t the back f a nearby huse. “What a gd kick!” screamed the ther kids, jumping up and dwn and slapping Jacb n the back. David watched in hrrr as his cherished ftball went ut f sight, tears cming t his eyes. What wuld his mther say?
注意：1.續(xù)寫詞數(shù)應為150左右；2.請按如下格式在答題卡的相應位置作答。
Paragraph 1: He was ging utside when his teacher, Mr. Bleachers, came with the ball.
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Paragraph 2: With the help f David, they gt prepared fr the sccer match between classes.
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【答案】He was ging utside when his teacher, Mr. Bleachers, came with the ball. The “cnflict” didn’t escape his ntice. Having returned it t David, he turned t Jacb, demanding an aplgy. Jacb, drping his head, uttered a sincere “srry”. “Bys, remember the cming sccer match? With David, we can be a strnger team,” Mr. Bleachers said with encuragement. David cast Jacb a smile, wh immediately straightened up his slumped shulders. In the fllwing days, it was David’s patient guidance that saw their strides in ftball skills.
With the help f David, they gt prepared fr the sccer match between classes. With saring cnfidence and sharpened ftball skills, they put five cnsecutive wins under their belt and entered the tight final. Althugh the rival scred a gal first, Jacb battled t tie it with David’s smart assistance. Finally, they wn the game. Wild cheers and applause erupted frm the stand. When David held the trphy high, he knew that it was the ftball frm his mther that vercame the language barrier and befriended his class.
【導語】本文以人物為線索展開，講述了David帶著自己的生日禮物——一個新的足球去新學校。David特別喜歡踢球，在新學校中自己不太擅長英語，沒有什么朋友。但是他主動邀請其他同學和他一起踢球，但卻被一個叫Jacb男孩所嘲笑和欺負。后來在老師 Bleachers先生的幫助下，David和班級的里的男孩和好，一起為接下來即將到來的足球比賽作準備，并最終贏得比賽的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“他正要出去，這時他的老師Bleachers先生帶著球來了?！笨芍?，第一段可描寫老師布萊克斯先生讓Jacb給David道歉并提到即將到來足球比賽的情節(jié)。
②由第二段首句內容“在David的幫助下，他們?yōu)檎n間的足球比賽做了準備?！笨芍?，第二段可描寫David和同學們共同準備比賽并最終贏得比賽，收獲友誼的情節(jié)。
2.續(xù)寫線索：Bleachers先生帶著球過來——Jacb道歉——兩人和好——老師提出比賽事宜——共同準備比賽——贏得比賽——收獲友誼
3.詞匯激活
行為類
①.低下頭：drp his head/lwer his head
②.直立起來：straightened up/stand up straightly
③.意識到：knw/realize/be aware f
情緒類
①.鼓勵地說：said sth with encuragement/said sth encuragingly
②.高漲的信心：saring cnfidence /rising cnfidence
【點睛】[高分句型1]. Having returned it t David, he turned t Jacb, demanding an aplgy.（現(xiàn)在分詞作狀語）
[高分句型2]. When David held the trphy high, he knew that it was the ftball frm his mther that vercame the language barrier and befriended his class.（when引導的時間狀語從句和that引導的賓語從句）
7．（2022秋·湖南·高三湖南師大附中?？茧A段練習）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
It was nly a dllar. Dylan Belscher nticed it n the flr as he sat at the back f his English class in March. When the schl day ended, Belscher wandered back t the classrm. The wrinkled ld bill was still there. He culd have pcketed it easily withut thinking twice. But he picked it up and brught it t his English teacher. Katie Mattisn. “It wasn’t my mney,” Belscher said, which he saw as a sufficient explanatin.
Mattisn, 54, was a little surprised he shuld turn the dllar in, knwing a lt f peple wuld have just kept it. She suggested that Belscher tape it t the whitebard at the frnt f the classrm, where she always put lst things. Maybe the dllar was the mney fr lunch r bustickets fr the student wh lst it. “Yu can always tell when smene is lking fr smething,” Mattisn said. A day r tw later, the schl shut dwn fr the hliday break. Neither the teacher nr her student thught twice abut the dllar.
Hunter Rse, then a senir, was in an English class after break when she sptted the dllar n the whitebard. It was a bit f a mystery, Rse said. After class, she asked Mattisn why it was there. The teacher was still waiting fr the riginal wner t claim it, s she replied, “I dn’t knw.” Rse tk the tape frm Mattisn’s desk and taped a secnd dllar t the bard. That gt it rlling.
The sight f the tw dllar bills, side by side, awakened smething in Mattisn’s students. They started asking abut the purpse f the mney. t which Mattisn always gave the same answer: She didn’t knw. At that pint, it was true. Several ther students, feeling it interesting, taped up single dllar bills. Mattisn—an experienced teacher wh recgnized a phenmenn in the making-wrte the initial f each student n each specific bill, and she started t leave the tape beside the whitebard. The effrt snwballed.
注意：
1. 續(xù)寫詞數(shù)應為150左右；
2. 請按如下格式在答題卡的相應位置作答。
Even with n specific purpse, many students wanted t participate.
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One mrning, Mattisn asked her students if they’d like t use the mney fr smething gd.
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【答案】Even with n specific purpse, many students wanted t participate. Belscher said everyne decided Mattisn had sme unspken gal and that there wuld be sme mysterius pint at which she wuld reveal the secret. They figured larger dnatins culd help them get there faster. One student taped a $20 bill t the whitebard. Anther student dug int her birthday savings and taped up anther $20. The amunt cntinued t grw ver several weeks until it reached $175. As fr the riginal dllar, the persn wh lst it never came lking. That left Mattisn t decide upn the best reslutin.
One mrning Mattisn asked her students if they’d like t use the mney fr smething gd. They all agreed delightedly, waiting fr Mattisn’s plan. She cntinued t ask the teens whether they minded if she dnated the dllars in their names t a nn-prfit fr cancer cure. Their answer was t tape mre mney t push the amunt up t $320. Mattisn, chking back tears as she recalled the mment, carefully tk the cash ff the bard and made a dnatin befre the beginning f May. That was Saturday. By Mnday afternn, eight mre dllars had been taped t the bard.
【導語】本文以人物為線索展開，講述了Dylan Belscher撿到了一美元，在老師Mattisn的建議下，他把錢貼到教室前面的白板上以便失主認領。Hunter Rse發(fā)現(xiàn)了白板上的一美元，覺得這是一件神秘的事，于是她在白板上又粘了一美元，這引起了更多學生的興趣和參與的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“即使沒有明確的目標，許多學生還是想要參與其中。”可知，第一段可描寫學生們往白板上貼錢和他們這樣做的心態(tài)，以及老師Mattisn看到同學們的行為后是如何想、如何做的。
②由第二段首句內容“一天早上，Mattisn問同學們是否想要用這些錢做些好事?！笨芍?，第二段可描寫同學們對老師提議的回應以及他們接下來的做法。
2.續(xù)寫線索：更多的捐款——建議——同意——捐贈——再次有錢粘在白板上
3.詞匯激活
行為類
①.透露：reveal/ let ut
②.幫助：help/aid/assist
③.同意：agree/apprve
情緒類
①.高興地：delightedly/ jyfully
②.強忍淚水：chke back tears/ hld back tears
【點睛】[高分句型1]. Belscher said everyne decided Mattisn had sme unspken gal and that there wuld be sme mysterius pint at which she wuld reveal the secret.（運用了賓語從句和介詞at +which引導的定語從句）
[高分句型2]. As fr the riginal dllar, the persn wh lst it never came lking.（運用了關系代詞wh引導的定語從句）
8．（2022秋·湖南長沙·高三長沙一中?？茧A段練習）閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
I’ll never frget the day that ne f my fifth-grade students, Jace, shyly raised his hand and said that he had never received a gift during reading discussins. Jace’s hnesty surprised me. What was even mre eye-pening was the fact that the by had gne ten years and never experienced the jy and surprise f receiving a present.
I tried t search a reasn that he might be saying this. Then I remembered his stry. His mther was ut f the picture and he lived alne with his dad. His father had a hard time hlding dwn a jb, and cme t think f it. I didn’t see his father at enrllment(注冊)r parent-teacher cnferences.
A cuple f weeks after Jace’s cmment, he was absent frm schl. This happened t be the day I was sending hme the annual nte abut the classrm Christmas gift exchange. Traditinally, each by was t bring a gift fr a by in the three-dllar range and the same was true fr each girl.
As we were discussing the specifics, a girl raised her hand and suggested that we d away with ur traditinal plicy, and each buy a gift fr Jace instead. The enthusiasm grew as the students discussed the kinds f things they knew Jace wuld like. We tk a quick vte and unanimusly(意見一致地)agreed t g ahead with this wnderful idea.
With great excitement, the gifts began t cme in. Students with bright eyes wuld eagerly tell me hw they fund the “perfect gift” and hw their parents spent mre than three dllars n Jace’s gift! As the gifts pured in, I remember being s prud f my thughtful, selfless students wh were truly shwing the spirit f Christmas.
After several days f absences, yu can imagine ur disappintment when we learned that Jace’s absences were due t the fact that he had mved away! I was sure f ne thing. I culdn’t let my students r Jace dwn.
I fund my infrmatin sheet and called every number listed. Apparently, Jace’s father had lst his jb, causing them t relcate. N ne knew where they were, and the cell phne number I had wuld ring with n respnse despite my cntinuus effrts. Even int ur Christmas vacatin, I cnstantly gave the phne number a sht.
注意：
1. 續(xù)寫詞數(shù)應為150左右；
2. 請按如下格式在答題卡的相應位置作答。
Finally, at 9:30 PM n Christmas Eve, I decided t try ne last time.
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As I drve dwn the rad t Jace’s huse, I saw the prch light f his father’s trailer(拖車式房屋)signaling which hme was his.
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【答案】參考范文
Finally, at 9 :30 PM n Christmas Eve, I decided t try ne last time. By then, I really didn’t wrry abut calling at a late hur. I was s used t n answer after many attempts that I was startled(震驚的)t hear a respnse. Amazingly, Jace answered the phne! Sn, I explained the stry t Jace and tld him hw his classmates really wanted t d this fr him. I spke with his father and the next thing I knew, I was driving t Jace’s hme.
As I drve dwn the rad t Jace’s huse, I saw the prch light f his father’s trailer(拖車式房屋)signaling which hme was his. I was thrilled t see Jace. We filled the rm with all f the carefully wrapped gifts that were especially fr him. He was s surprised and grateful. Jace’s jyful smile that evening lit up the sky like a strand f twinkle lights. I went t sleep that night thinking abut Jace’s jy and my thughtful students. With a smile f my wn，I was thankful t be a part f ne f the mst imprtant “l(fā)essns” f their lives.
【導語】本文為一篇記敘文。文章主要講述了作者的一個名叫Jace的學生由于家庭問題，從未收到過禮物，于是作者和其他同學為他準備了很多圣誕禮物。但是，就在圣誕前夕，Jace卻搬了家。最終作者在圣誕前夜找到了Jace，并給了他同學們?yōu)樗麥蕚涞母鞣N禮物。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“最后，在平安夜晚上9點半，我決定最后試一次?！币约暗诙问拙鋬热荨爱斘议_車去Jace家的時候，我看到了他父親的拖車房屋門廊上的燈光，表明哪座房子是他的?！笨芍?，第一段可描寫作者終于找到了Jace。
②由第二段首句內容“當我開車去Jace家的時候，我看到了他父親的拖車房屋門廊上的燈光，表明哪座房子是他的。”可知，第二段可描寫Jace在收到禮物之后的感激以及作者作為老師的感觸。
2.續(xù)寫線索：Jace說自己從未收到過禮物——Jace曠課，圣誕節(jié)即將到來——學生提議為Jace準備禮物以彌補Jace的遺憾——Jace搬了家，作者聯(lián)系不到他——作者終于在圣誕前夜聯(lián)系到了Jace——收到禮物的Jace非常感激，作者也很有感觸
3.詞匯激活
行為類
習慣于：be used t/get accustmed t
和某人交談：speak with sb./talk with sb.
想要：want/wish/desire
情緒類
驚奇地：amazingly/surprisingly/marvelusly
感激的：grateful/thankful①
【點睛】【高分句型1】I was s used t n answer after many attempts that I was startled(震驚的)t hear a respnse. （運用了s…that…引導的結果狀語從句）
【高分句型2】Sn, I explained the stry t Jace and tld him hw his classmates really wanted t d this fr him.（運用了hw引導的賓語從句）
9．（2022秋·湖南·高三湖南師大附中統(tǒng)考階段練習）閱讀下面材料, 根據(jù)其內容和所給段落開頭語續(xù)寫兩段, 使之構成一篇完整的短文。
Learning t Dribble(運球)
I was the new kid in twn. New hme. New city. New state. And new schl. My dad gt a new jb, and we had packed up ur lives and mved frm ur ld hme, schl, friends and everything. We mved ver summer vacatin, s I didn’t have t deal with schl right away. We’d landed in suthern Flrida, and we were ttal strangers.
Summer whizzed by while we unpacked, arranged furniture, fund stres we liked, and adjusted t the sunshine state with its palm trees and canals everywhere.
I felt anxius abut schl as I was nt an adventurus girl. My head was full f fears and wrries. Wuld I make friends? Wuld I fit in? Wuld I survive in this strange new wrld? Shy and quiet, I read a lt and did nt make friends easily. I lved learning. I lved reading. I even lved hmewrk. Lving bks and reading helped me get gd grades. Teachers lved that abut me. Even a brand-new grup f teachers.
Other kids, thugh, didn’t like me getting tp grades, answering questins in class r being delighted with schl. I did nt win ppularity cntests. But I culdn’t stp being me-lving t read and learn. I felt like a ttal failure. I tried nt t be discuraged.
Then ne day, a tall, athletic by in English class strde right ver t me. He intrduced himself as being n the schl basketball team. It dawned n me that he was James, the captain!
“Hey, ” he said. “Yu d really well in English class. D yu think yu culd help me?”
Yes, h, yes, definitely yes. I culd, and I wuld. We sealed the deal with an exchange f smiles.
注意:1. 續(xù)寫詞數(shù)應為150左右;
2. 請按如下格式在答題卡的相應位置作答。
Frm that mment n, life at schl changed fr me.
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I was thankful t be smart enugh t help the team.
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【答案】參考范文
Frm that mment n , life at schl changed fr me. Players f the schl basketball team asked me t help them ut. I sat n the stand during their practice and did lessns. I taught the guys abut subject-verb agreement and the crrect use f tenses. They taught me hw t dribble a basketball and that being smart culd be a real blessing-which I culd use t help thers. All the girls were jealus, but they weren’t mean abut it. Nbdy gave me truble abut being smart anymre. I was the team tutr and I fit in.
I was thankful t be smart enugh t help the team. I was frever grateful fr the basketball team captain wh helped me t change my life at schl. Thugh I was nly five feet tall, I walked the halls feeling as tall as thse twering basketball players wh helped me t fit in-in a new state, new city, new schl. They gave me curage and cnfidence t be myself-and t be a shrt girl wh really knew hw t dribble a basketball!
【導語】本文以人物為線索展開，講述了作者因為家庭的搬家，來到了一個新的學校。一開始作者在新環(huán)境下感到不適應，沒有朋友，后來，一個籃球隊員的出現(xiàn)，讓作者的生活發(fā)生了改變，并且成功地融入新學校的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“從那一刻起，我的學校生活改變了?！笨芍?，第一段可描寫作者學校生活改變的經過。。
②由第二段首句內容“我很慶幸自己足夠聰明，能夠幫助球隊?！笨芍?，第二段可描寫作者幫助球隊以及重新找到了自己的價值和自信。。
2.續(xù)寫線索：學校生活改變——我?guī)椭@球隊球員學習英語——自己慢慢感到適應新環(huán)境——慶幸自己能夠幫助球隊——感激籃球隊隊長——感悟
3.詞匯激活
行為類
①.幫助：help/assist/lend sb a hand
②.適應：adjust t / adapt t
③.改變：change /transfrm/alter
情緒類
①.嫉妒的：jealus / envius
②.感激：was grateful fr / appreciate
【點睛】[高分句型1]. They taught me hw t dribble a basketball and that being smart culd be a real blessing which I culd use t help thers.（運用了hw引導的賓語從句以及which引導的限制性定語從句。）
[高分句型2]. I was frever grateful fr the basketball team captain wh helped me t change my life at schl.（由關系代詞wh引導限制性定語從句。）
[高分句型3]. Thugh I was nly five feet tall, I walked the halls feeling as tall as thse twering basketball players wh helped me t fit in-in a new state, new city, new schl.（運用了連詞Thugh引導的讓步狀語從句。）
10．（2022秋·福建·高三福建省德化第一中學校聯(lián)考階段練習）閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。
When things went wrng, Ittleby Fein always had smething nice t say.
When Dad frgt abut the pizza and it burned, Ittleby said, “Dn’t wrry. It’ll still taste gd.” And he was right. The pizza edges were dark and crispy (酥脆的), but the middle wasn’t half bad.
When Ittleby’s friend David gt a lw scre n the spelling test, Ittleby said, “Yu’ll d better next time.” And, sure enugh, David studied harder and gt a perfect scre the next week.
When his teacher, Mr. D, bumped int a bk stand in the library, Ittleby said, “Dn’t wrry. The librarian wn’t be upset.” He was right. The librarian just laughed and helped pick up the bks.
Ittleby lked n the bright side. And everyne liked that abut him. Everyne except Hazel.
Hazel was the new kid in the class. On her first day, Ittleby said, “Nice t meet yu, Hazel. I think yu’ll like it here.” Hazel stared at him and said, “I dubt it.”
When Mr. D said they’d have recess(課間休息) inside because f the rain, Ittleby said, “Every clud has a silver lining.” But Hazel shk her head saying, “Cluds are white. Maybe gray. Where d yu get this stuff?” Then utside the windw, the cluds had rlled ver the sun. The rm felt darker.
“Bad things cme in threes.” said Hazel. “N utdr recess is number ne. What will the secnd thing be? ”
The class didn’t have t wait lng t find ut.
Greta was carrying a tray f paints during art class. She fell ver, and paints went flying. There was blue n the flr and red and black n the walls. Hazel turned t Ittleby. “That is the secnd bad thing. What will the third be?” she said. Ittleby didn’t knw what t say. Hazel seemed s sure abut the Rule f Three Bad Things.
Then Emma came t lk at Ittleby’ s painting. “It’s beautiful,” she said. She picked it up, nt realizing she had paints n her fingers. Hazel pinted and said,“Ittleby’ s picture is messed up! There’s number three.”
注意：
1. 續(xù)寫的詞數(shù)應為150左右;
2. 請按如下格式在答題卡的相應位置作答。
Instead f being angry, Ittleby said, “If I add wings, the fingerprints culd lk like butterflies.”
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“D yu want t add yur fingerprint t?” Ittleby asked Hazel.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】Instead f being angry, Ittleby said, “If I add wings, the fingerprints culd lk like butterflies.” Slwly and carefully, Ittleby added wings t all the fingerprints. Miraculusly, there were butterflies n the painting and the whle picture seemed t cme t life(變得生動起來).Then Ittleby said, “Hey, let’s make a sea f butterflies. Everyne, dip a finger int the paints(用手指蘸一下顏料), and make a butterfly n my painting.” Everyne was excited and left a fingerprint n Ittleby’s painting. A sea f clrful butterflies appeared. But nly Hazel didn’t make ne.
“D yu want t add yur fingerprint t?” Ittleby asked Hazel. Hazel thught abut it, and then ndded. She dipped her finger int the yellw paint and gently pressed it nt Ittleby’s painting. She carefully added wings, trying her best nt t(盡力不) mess Ittleby’s painting. She made a really beautiful butterfly with a brad smile. “It lks great,” said Ittleby. In fact, bad things happen, but gd things happen, t. And smetimes, there are gd things hiding where yu dn’t expect them.
【導語】本文以人物為線索展開，講述了Ittleby是個樂觀的孩子，當事情變糟糕的時候，Ittleby總是說些好聽的話，因此同學們都很喜歡他，但是新來的同學Hazel并不喜歡他。有一天下雨了，所以老師讓同學們在室內課間休息，Hazel認為這是一件糟糕的事情，而且她認為壞事成三，所以她認為接下來還會發(fā)生不好的事情。在美術課上，同學Greta端著一盤顏料，結果摔倒了，顏料濺的到處都是，Hazel認為這是第二件壞事。接著同學Emma看到了Ittleby的畫，覺得很漂亮，于是拿起來看了看，但是沒有意識到自己手上有顏料，于是在Ittleby的畫上沾上了指紋，Hazel認為這是第三件壞事。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“Ittleby沒有生氣，而是說：‘如果我加上翅膀，指紋看起來會像蝴蝶?！笨芍?，第一段可描寫Ittleby在指紋的地方加上翅膀，整幅畫都很生動，于是邀請其他同學也留下指紋，畫了很多蝴蝶。
②由第二段首句內容“‘你也想加上你的指紋嗎？’ Ittleby問Hazel。”可知，第二段可描寫Ittleby請Hazel也在自己的畫上留下指紋，Hazel同意了，Ittleby把Hazel的指紋畫成了一只漂亮的蝴蝶。
2.續(xù)寫線索：將指紋加上翅膀，畫成蝴蝶——邀請同學問留下指紋，畫成很多蝴蝶——Ittleby請Hazel留下指紋——Hazel同意了，留下指紋——Ittleby將Hazel的指紋畫成一只漂亮的蝴蝶
3.詞匯激活
行為類
①考慮：think abut/cnsider
②發(fā)生：happen/take place
情緒類
①激動的：excited/thrilled
【點睛】[高分句型1] She carefully added wings, trying her best nt t(盡力不) mess Ittleby’s painting.(運用了現(xiàn)在分詞作狀語)
[高分句型2] And smetimes, there are gd things hiding where yu dn’t expect them. (運用了where引導的地點狀語從句)

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