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】
（2023·福建漳州·統(tǒng)考二模）
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)成一篇字?jǐn)?shù)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.
My paycheck was survival, I did everything I culd t give Kristil a gd life, but there were sme things my lve culdn’t fix. The next day as we searched fr ur tree, I struggled t be cheerful as I eyed the Christmas tree prices. Kristil nticed I was wrried and I tld her I had lst my jb. She wanted t give me the $100 that Grandma gave her, but I refused.
Mnday mrning, I drpped Kristil at schl and set ff n my mney-making pursuits. I headed t the pawnshp (當(dāng)鋪) with a gld ring my mther had given me, and they gave me $70. Next was the antiques stre. I sld six Precius Mments statuettes fr $150. I ended the day $220 richer.
Over the next week, I furiusly (猛烈地) 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 drve hme defeated.
Back at hme, I glanced ut the windw. It had been snwing all mrning. I nticed a small wman struggling t pen her car dr against the wind. As she gt ut, I realized it was my ld prfessr, Sister Esther. 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. After I graduated, Sister Esther kept in tuch, meeting me fr lunch every few mnths. I had grwn t lve her like family. I rushed t the frnt f my building. “What are yu ding ut in this weather?” I asked as we hugged.
注意：(1)續(xù)寫詞數(shù)應(yīng)為150左右;
(2)開頭已給出。
Sister Esther said she called my ffice and knew I wasn’t wrking there anymre, s she came t see me.
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When I pened the Christmas card she gave me, I was shcked at an unexpected gift.
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【答案】 Sister Esther said she called my ffice and knew I wasn’t wrking there anymre, s she came t see me. I gave her a warm welcme and led her int my rm. Upn arriving, she tld me urgently, “Hearing the news that yu were fired frm the wrk, I felt greatly wrried. I knw yu are raising a big family and bearing a large life financial pressure. S I cme here and give the gifts fr yu and Kristil.” She said as she kissed me n the cheek. While saying, she handed me a big package and a Christmas card. (71)
When I pened the Christmas card she gave me, I was shcked at an unexpected gift. Int the package placed a dll and a large envelp. I tre the envelp carefully and hundred-dllar bills pured nt the flr. Tears f gratitude puddled in my eyes as I picked up the precius gift, which culd help me get thrugh the tugh time and buy the Christmas tree that I prmised t give my daughter. Feeling gratitude, I hugged Sister Esther tightly and thanker her sincerely. (68)
【導(dǎo)語】本文以人物為線索展開，講述了作者在圣誕節(jié)前丟了工作，接下來的的一周，作者想盡快找到工作掙錢，買下圣誕樹。隨后的周日下午，作者帶著女兒Kristil去一個富裕的封閉式社區(qū)參加一個生日聚會，讓作者心靈備受打擊?；丶液?，就在作者看著下雪的窗外的時候，看到了曾經(jīng)的老師Esther。作者匆忙地跑到門口去開門，與老師擁抱的同時問詢老師來此的原因。老師說在她得知作者不在原來的地方工作，想到作者可能遇到了困難，于是親自過來，并給了作者現(xiàn)金幫助作者度過了難關(guān)。
【詳解】1. 段落續(xù)寫
①根據(jù)第一段首句“Esther 說她打電話到我辦公室知道我不在那里工作了，所以她來找我?！笨芍?，接下來的段落可以寫我歡迎Esther的到來，同時帶她進屋。Esther說她來給我和女兒帶來了圣誕賀卡和禮物。
②根據(jù)第二段首句“當(dāng)我打開她給我的圣誕卡時，我被一份意想不到的禮物嚇了一跳?！笨芍?，接下來的段落可以描述打開禮物后我發(fā)現(xiàn)了里面的現(xiàn)金，我對Esther的這份“及時雨”表示感激。
2. 續(xù)寫線索
拜訪——進到家里——寒暄——送出禮物——打開禮物——震驚——感激
3. 詞匯激活
行動類
①遞給：hand/pass
②養(yǎng)家：raise a family/ supprt a family/ feed a family
③承擔(dān)：bear/shulder/lift
情緒類
①擔(dān)憂的：wrried/cncerned
②感謝：gratitude/appreciatin
【點睛】【高分句型1】
Hearing the news that yu were fired frm the wrk, I felt greatly wrried. I knw yu are raising a big family and bearing a large life financial pressure.（運用了現(xiàn)在分詞作狀語和that引導(dǎo)的同位語從句）
【高分句型2】
Tears f gratitude puddled in my eyes as I picked up the precius gift, which culd help me get thrugh the tugh time and buy the Christmas tree that I prmised t give my daughter. （運用了which 引導(dǎo)的非限制性定語從句和that引導(dǎo)的定語從句）
（2023·廣東佛山·統(tǒng)考一模）
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。
I ran after the train, shuting, “Hey mister, can’t yu see me?” It was hpeless, as n cnductr is ging t slw dwn fr a 60-year-ld man wh gt t the statin several minutes late. They abslutely didn’t knw hw imprtant that day, that train ride was t me! I was n my way t an interview fr what culd have been the pprtunity f a lifetime.
I threw bth my hat and my art case dwn in depressin, and sat dwn n the nearest chair, wiping (擦掉)the sweat frm my face and breathing heavily. I wuld have t wait a whle day fr the next train, and by then my appintment with the gallery wner wuld have given up n me. Perhaps it was fr the best. It was, after all, the first time in 40 years anyne had shwn such an interest in my art. Maybe if the gallery wner had seen all my paintings, he wuld have changed his mind abut ffering me space n his walls.
Disappintment filled my sul. Shuld I dial the gallery and get an interview n a different day? But Pierre Gianni was the wner f the mst well-knwn gallery in New Yrk City. Why wuld he give a rare secnd chance t an elderly nbdy when he had the newest, clest yung artists t chse frm?
Cme t think f it, perhaps these insecurities were the very reasn I had never been ffered a shw befre. I was t afraid t try. I fund cuntless excuses nt t ffer my wrk up t be seen and perhaps criticized. I tld myself it wuld hurt t much if I failed, but the truth was that I had never tried.
Finally, I gathered all my curage t dial the gallery, nly t find my antique cell phne had brken dwn. It was at the very mment that I was in ttal despair and decided t g hme.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請按如下格式在答題卡的相應(yīng)位置作答。
Suddenly I felt a tuch n my shulder.
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The next mrning I gt t the gallery n time.
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【答案】參考范文
Paragraph 1:
Suddenly I felt a tuch n my shulder. I turned arund and saw an ld man smiling gently at me. He tld me that he had nticed the truble which I was in and ffered t lend me his phne. I wanted t express my heartfelt gratitude t him but wrds gt stuck in my thrat. Taking the phne he passed t me, I managed t cllect myself and plucked up my curage t dial Pierre. After what seemed like an eternity, the phne was picked up. T my great relief, Pierre agreed t pstpne the interview.
Paragraph 2:
The next mrning I gt t the gallery n time. I was staring at its grandeur when Pierre apprached and welcmed me warmly. Several minutes later, with trembling hands I pened my art case and shwed him my paintings ne by ne. Pierre fixed his eyes n my wrks with interest, listening t me attentively. Time ticking by, I grew mre and mre cnfident and excited. He lved my wrks! They were scheduled t be exhibited ne mnth later! I was never mre certain that what seems far beynd is simply a leap away if yu dare t give it a try.
【導(dǎo)語】本文以故事發(fā)展為線索展開，講述在趕往面試的路上，作者因沒趕上火車而沮喪。更讓作者失望的是，他不知道畫廊老板皮埃爾是否會對他的畫感興趣，給他展出的機會。當(dāng)作者鼓足勇氣給皮埃爾打電話時，卻發(fā)現(xiàn)手機壞了。這時，一位老人走過來把手機借給作者。讓作者欣慰的是，皮埃爾同意推遲面試。在第二天的面試中，皮埃爾表示對作者的畫很感興趣，并計劃一個月后讓作者展出。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“突然，我感到有人碰了碰我的肩膀。”可知，第一段可描寫一位陌生人借給作者手機，作者聯(lián)系上皮埃爾，皮埃爾同意推遲面試。
②由第二段首句內(nèi)容“第二天早上我準(zhǔn)時到了畫廊。”可知，第二段可描寫作者向皮埃爾展示他的作品，皮埃爾表示對作者的畫感興趣，并計劃一個月后讓作者展出。
2.續(xù)寫線索：陌生人幫助——聯(lián)系上畫廊老板——同意推遲面試——參加面試、取得成功
3.詞匯激活
行為類
①推遲：pstpne/put ff
②到達：get t/reach/arrive at
③流逝：tick by/pass/g by
情緒類
①感謝：express my gratitude /shw my appreciatin /be grateful
②激動的：excited/thrilled
【點睛】[高分句型1] He tld me that he had nticed the truble which I was in and ffered t lend me his phne.（由關(guān)系代詞which引導(dǎo)的限制性定語從句）
[高分句型2] Time ticking by, I grew mre and mre cnfident and excited.（time ticking by是“主語+現(xiàn)在分詞”構(gòu)成的獨立主格）
[高分句型3] I was never mre certain that what seems far beynd is simply a leap away if yu dare t give it a try.（由what引導(dǎo)的主語從句和if引導(dǎo)的條件狀語從句）
（2023春·廣東·高三惠州一中校聯(lián)考階段練習(xí)）
閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構(gòu)成一個完整的故事。
An A fr Mrs. B
I was sitting next t Missy in my ninth-grade wrld histry class when Mrs. Bartlett annunced a new prject. In grups, we were t create a newspaper arund the culture we were studying.
On a piece f paper, we wrte the names f three friends we wanted in ur grup. After cllecting all the requests, Mrs. B．infrmed us that she wuld take int cnsideratin the names we chse and wuld let us knw the results the next day. I had n dubt I wuld get the grup f my chice. Only a few peple behaved nrmally in the class, and Missy was ne f them. I knew we had chsen each ther.
The next day, I anxiusly waited fr the class. After the bell rang, Missy and I stpped talking as Mrs. B called fr ur attentin. She started t call ut names. When she reached grup three, Missy’s name was called. S, I’m in grup three,I thught. The secnd, third and furth members f the grup were called. My name was nt included. There had t be sme mistake!
Then I heard it. The last grup: “Maur, Juliette, Rachel, Karina.” I culd feel the tears well in my eyes. Hw culd I face being in that grup—the by wh rarely spke English, the ne girl wh was always cvered by skirts that went dwn t her ankles, and the ther girl wh wre weird clthes. Oh, hw badly I wanted t be with my friends.
I fught back tears as I walked up t Mrs. B．She lked at me and knew what I was there fr. I was determined t cnvince her I shuld be in the “gd” grup. “Why. . . ?” I started.
She gently placed a hand n my shulder. “I knw what yu want, Karina,” she said, “but yur grup needs yu. I need yu t help them get a passing grade n this assignment. Only yu can help them.”
I was stunned. I was cnfused. I was amazed. She had seen smething in me I hadn’t seen.
“Will yu help them?” she asked.
I std straighter. “Yes,” I replied. I culdn’t believe it came ut f my muth, but it did. I had cmmitted.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右;
2. 請按如下格式在答題卡的相應(yīng)位置作答。
Para1:
I bravely walked t where the thers in my grup sat.
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Para2:
In the end, Mrs. B gave us an A n that assignment.
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【答案】Pssible versin 1:
I bravely walked t where the thers in my grup sat. Encuraged by their big smiles, I sat dwn and led the prject. Accrding t persnal interests and what they were gd at, I assigned them with different clumns f the newspaper. Halfway thrugh it, I felt myself enjying the cmpany f these three peple. Gradually, I learned that Maur had few friends because he was struggling with the English language; Juliette wre lng skirts r dresses every day because f her religin; Rachel had a burning desire t be a fashin designer s she had a whle barrel f unique ideas. Finally, with ur cperatin, ur assignment was successfully finished.
In the end, Mrs. B gave us an A n that assignment. She annunced t the whle class that the newspaper designed by ur grup was elabrately laid ut and carefully edited, with rich cultural knwledge. Our jy and happiness were beynd descriptin. After that semester ended, I always received a friendly hell frm my grup. Many years later, I didn’t recall anything abut the newspaper, but I did feel frtunate t be given the pprtunity t see in myself a ptential that inspired my actins. It is Mrs B’s insight, visin and thughtfulness that bring ut the ptential in fur f her students. She is the ne wh truly deserves the grade A.
Pssible versin 2:
I bravely walked t where the thers in my grup sat. Resilient student as I was, I knew that in all my academic years, this seminar gt t be the hardest nut t crack. Even s, I felt relieved when I saw them beaming with delight at me. The very natural and heart-warming smiles culd hardly be ignred. Fllwing a few greetings, we plunged right int the task at hand. Sme were brainstrming a string f brilliant ideas while thers were investigating cultures n the Internet in an energy-draining yet wrthwhile manner. Teaming up with ne anther, everyne shared their passin and wisdm individually and cllectively.
In the end, Mrs B gave us an A n that assignment. It was thrilling t see ur painstaking effrts finally paid ff. We hugged tightly, sheer excitement radiating frm ur lightened cheeks. This cheerful episde lingered lng after the prject was cmpleted, serving as a sweet reminder f my new friends. Additinally, the whle rdealals set me reflecting n hw cnceited I had been t allw unreasnable grievances t dminate me in the first place. Thanks t Mrs. B, I’ve learned t appreciate thers’ inner strengths as well as enlightening minds. As such, I believe grade A shuld ultimately belng t Mrs. B, a real mentr with a keen understanding f what educatin is meant fr.
【導(dǎo)語】本文以人物為線索展開，講述了在完成小組任務(wù)時，老師有意地把作者分到一個較差的小組去帶領(lǐng)他們完成任務(wù)，作者一開始并不情愿，但為了不辜負(fù)老師的信任，最終帶領(lǐng)小組很好地完成了任務(wù)。期間，作者也對這些自己原來持有偏見的同學(xué)有了更深的認(rèn)識，并由衷地感謝老師的安排。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“我勇敢地走向我的組員的位置”可知，第一段可描寫通過作者和其他成員的共同合作，最終完成了任務(wù)。
②由第二段首句內(nèi)容“最后，Mrs. B給我們的作業(yè)評了A?！笨芍诙慰擅鑼懽髡叩南矏偧案形颉?br>2.續(xù)寫線索：了解組員——消除疑惑——共同合作——完成任務(wù)——喜悅——感悟
3.詞匯激活
行為類
①鼓勵：encurage/inspire/mtivate
②完成：finish/accmplish/cmplete
③想起：recall/remember/recllect
情緒類
①喜悅：jy/happiness/delight/enjyment
②友好：friendly/crdial/amicable
【點睛】
[高分句型1] Gradually, I learned that Maur had few friends because he was struggling with the English language（運用了that引導(dǎo)的賓語從句及because引導(dǎo)的原因狀語從句。）
[高分句型2]It is Mrs B’s insight, visin and thughtfulness that bring ut the ptential in fur f her students.（運用了it 強調(diào)句的句型。）
（2023春·安徽·高三校聯(lián)考開學(xué)考試）
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。
I was in 7th grade when my mm was diagnsed with breast cancer. It was very sudden and unexpected fr ur family and bviusly I was beaten. I tried my best t balance my first year f middle schl and my hme life, even if I knew this was impssible. I hated cming hme frm schl every day fr fear f what I wuld see when I gt hme. I hated seeing my mm sick all the time; she was nt herself and all I wanted was fr her t stp treatment and get better. Luckily, I had lts f supprt frm my family, friends, and teachers during this hard time t help get me thrugh it.
At the beginning f the year, I was determined t stay n track with my hmewrk and studying and get thrugh my first year at middle schl successfully. Slwly, I started t becme mre distracted while at hme with taking care f my mm, cleaning the huse and helping my grandma ck ur meals. While I was at schl, I culd escape and put my mm’s sickness in the back f my mind while I hung ut with my friends and enjyed playing. I nticed that my quiz and test grades were increasingly getting wrse, but I never brught this t the attentin f my mm because I did nt want t wrry her. Eventually, all f my grades were lwer than C’s.
I knew that I was nt ding well at schl, and I needed t get my grades back up. I knew that a lt f my teachers were cutting me sme unimprtant wrk because they knew what was happening at hme. Ms. Zazski, my English teacher was the mst supprtive teacher that I have ever had and I am s glad that I was in her class that year.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右;
2. 請按如下格式在答題卡的相應(yīng)位置作答。
One day my teacher had me stay after schl t have a talk with her.
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That was the mtivatin that I needed t imprve my grades.
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【答案】One pssible versin:
One day my teacher had me stay after schl t have a talk with her. As I stepped up t her huge wden desk, I culd feel myself getting mre and mre nervus, surely knwing that she wuld have a talk with me abut getting my grades up. Lking up, smiling, Ms. Zazski started speaking empathetically. “This isn’t the end f the wrld. I knw what yu are ging thrugh at hme, and if yu need any supprt, I am here fr yu, always.” she said, in the mst kind tne. “Thank yu s much.” I said as she hugged me, warmth and lve like my mther melting in my whle bdy.
That was the mtivatin that I needed t imprve my grades. Walking ut f her ffice, I was extremely relieved, as thugh a 1000 pund weight was lifted ff my shulders. It warmed my heart t knw that even with bstacles in my way, there is always supprt nearby t help yu thrugh. I talked t all f my teachers and gt all the missing wrk. By far, my 7th grade English teacher was the sweetest and mst understanding wman that I had ever met; and nw I am n lnger afraid t ask fr help r supprt.
【導(dǎo)語】本文以人物為線索展開，講述了作者在上七年級的時候，媽媽得了乳腺癌，受到了打擊，但是在家人，朋友和老師的幫助下順利度過難關(guān)。然而，就在作者決定按時完成作業(yè)和學(xué)習(xí)時，照顧媽媽和幫助奶奶做飯等讓作者分心，作者成績開始下降，作者自知在學(xué)校表現(xiàn)不好，幸虧有老師們的幫助，尤其是遇到了最支持自己的英語老師。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“一天放學(xué)后，老師讓我留下來和她談?wù)?。”可知，第一段可描寫作者的英語老師找作者談話，開導(dǎo)作者，作者很感激。
②由第二段首句內(nèi)容“這就是我提高成績所需要的動力?！笨芍诙慰擅鑼懽髡哒业搅颂岣叱煽兊膭恿?，如釋重負(fù)，并且找回所有丟失的作業(yè)。
2.續(xù)寫線索：走向老師——老師開導(dǎo)——感謝——如釋重負(fù)——重新振作——找回作業(yè)——感悟
3.詞匯激活
行為類
①.走近：step up t/walk up t
②.談話：have a talk with / have a cnversatin with
③.擁抱：hug/ embrace
情緒類
①.感謝：thank sb/shw ne’s gratitude t sb./be grateful t sb.
②.善解人意的：understanding /cnsiderate
【點睛】[高分句型1]. As I stepped up t her huge wden desk, I culd feel myself getting mre and mre nervus, surely knwing that she wuld have a talk with me abut getting my grades up.（由從屬連詞as引導(dǎo)的時間狀語從句和that引導(dǎo)的賓語從句）
[高分句型2]. I knw what yu are ging thrugh at hme, and if yu need any supprt, I am here fr yu, always.” she said, in the mst kind tne. （由連接代詞what引導(dǎo)的賓語從句和if引導(dǎo)的條件狀語從句）
[高分句型3]. By far, my 7th grade English teacher was the sweetest and mst understanding wman that I had ever met; and nw I am n lnger afraid t ask fr help r supprt.（由關(guān)系代詞that引導(dǎo)的限制性定語從句）
（2023春·湖北·高三校聯(lián)考開學(xué)考試）
閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構(gòu)成一個完整的故事。
When Aiden asked me t accmpany him n a camping trip t the muntains, I envisined a lg cabin with a crackling fireplace, ht cca, and bunk beds. Imagine hw my rustic, yet cmfrtable image f camping became a nightmare when Aiden and his lder brther, Lebrn, shwed up with a truck filled with camping supplies-tents, rlled-up sleeping bags, and canteens! I did pack a backpack, as instructed, but I had n idea we were ging n survival training!
Lebrn, ever s efficient, had a schedule t keep, and he hurried me t get in s we culd leave the city hustle and bustle behind us. Ahead, the muntains lmed bigger than I had remembered them; the trees were larger, and the envirnment was much mre dangerus. At least the weather was amazing — cttn-candy cluds dtted the deep blue sky.
At the trailhead, Lebrn strapped a sleeping bag nt my pack and lectured Aiden and me abut hiking etiquette.
The first part f the trail lked mre like a wded rad that led up the muntains than a hiking path. Sn, the path became narrwer and steeper, frcing me t fcus n the task at hand and t talk less. As we gained elevatin, we mved abve the tree line, and I culd see the trail zigzagging up the muntain.
“It lks clser than it is,” Lebrn said, reading my facial cues. “This is the mst difficult part … watch the trail, nt the view. Lse rcks and tree rts make the trail dangerus, and we have n shade.”
Finally, we reached the summit. My legs aching, I drpped my pack and graned.
“N time t rest,” Lebrn said, lking up at the sky. The weather had been warm all day, and it felt gd t relax in the cl breeze. “The weather up here changes quickly, and that cl air means a strm is brewing. We need t set up camp.”
注意：
1. 詞數(shù)150左右；
2. 請按如下格式在答題紙上作答。
I thught he was kidding, but Lebrn was quite serius.
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Just as quickly as the strm came rushing in, it stpped, allwing us t exit the tent.
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【答案】I thught he was kidding, but Lebrn was quite serius. He and Aiden wrked expertly, while I std arund and pretended t help, thunder rumbling in the distance. We set up near a bulder utcrpping, but the wind, thunder, and lightning were relentless. As the strm rlled in with a vengeance, we tk cver inside. Lebrn, sensing that I was scared, reached in his backpack fr sme crackers and peanut butter. Slwly, but methdically, he spread the peanut butter and tld stries abut his camping adventures. Each time lightning lit up the tent and the thunder eched, I cringed. “This is just a typical summer strm — they’re shrt lived, but intense,” Lebrn stated. “The campsite might get a bit muddy, but what’s the fun in camping if yu can’t get dirty! At least the rain will keep the bears away,” he said with a smile.
Just as quickly as the strm came rushing in, it stpped, allwing us t exit the tent. The view was stunning — I culd see fr miles, and the rain left a fresh scent f pine and an earthy smell f sil. As darkness set in, l marveled at the multitude f stars in the night sky. I wn’t lie — I was yearning fr a ht shwer and a sft bed, but as I gazed upward at the Milky Way, I knew this was an adventure I wuld never frget.
【導(dǎo)語】本文以人物為線索展開，講述了作者跟著艾登和他的哥哥勒布朗一起去露營冒險，一路艱辛，最終到達了山頂，就在作者想要放松休息一下時，勒布朗卻告訴她冷空氣意味著風(fēng)暴正在醞釀。他們需要馬上搭帳篷。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“我以為他在開玩笑，但勒布朗是認(rèn)真的?！笨芍?，第一段可描寫他們開始搭帳篷和暴風(fēng)雨來臨后的事情。
②由第二段首句內(nèi)容“就像暴風(fēng)雨來的一樣快，它停了，讓我們可以離開帳篷。”可知，第二段可描寫暴風(fēng)雨停息后作者所見所想。
2.續(xù)寫線索：開始搭帳篷——帳篷里躲雨——欣賞雨后美景——感慨萬千
3.詞匯激活
行為類
①認(rèn)為，覺得：think/guess
②幫助：help/aid/give a hand
③躲藏，隱蔽：take cver/find shelter
④停止，結(jié)束：stp/cease
情緒類
①認(rèn)真的，嚴(yán)肅的：serius/slemn
②極有魅力的，絕妙的：stunning/wnderful/beautiful
【點睛】[高分句型1]I thught he was kidding, but Lebrn was quite serius.(運用了省略連詞that的賓語從句)
[高分句型2] He and Aiden wrked expertly, while I std arund and pretended t help, thunder rumbling in the distance.(運用了while引導(dǎo)時間狀語從句和獨立主格結(jié)構(gòu)作伴隨狀語)
[高分句型3] As darkness set in, l marveled at the multitude f stars in the night sky.(運用了as引導(dǎo)時間狀語從句)
（2023·湖北·校聯(lián)考三模）
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。
“What will we be singing fr the cntest this year?” a student frm my high schl chir asked eagerly.
I wrried abut this mment. “I was thinking,” I said, “maybe we wuld skip the cntest and just wrk hard n the cncerts this year.”
“NO!” the kids prtested.
“We’ve gt t g t the cntest!”
“It’s a traditin!”
Indeed, award plaques (牌匾) lined the frnt wall f the music rm frm the past successes f large, talented classes. But a change in educatinal plicies, with an emphasis n academics had reduced my chir t a mere thirty-tw yung, inexperienced kids wh culd sing nly a simple meldy.
“I’ll have t think abut it,” I said, hping their enthusiasm wuld die ff in a cuple f weeks. Quite n the cntrary, mre determined, they begged and insisted every day. T prtect their pride, I culdn’t tell them they weren’t gd enugh. But I wasn’t a miracle wrker. And s I hesitated abut this dilemma.
Finally ne mrning I stepped int class. “Lk at the clck!” I demanded. “We’ve wasted tw full minutes because sme f yu dn’t have yur music ready. If we are entering the cntest” The rest f my sentence was lst in cheers f delight and applause.
“Frm nw n,” I cntinued when the nise weakened, “yu will find the day’s lessn plan n the bard. Make full preparatins fr each class and fllw my instructins abslutely. Yu will wrk much harder than yu’ve ever wrked in any class befre. And if ne f these rules is brken, we will nt g t the cntest.”
I was certain they wuld fail t keep this cntract, and n ne wuld be embarrassed. But the kids remained fcused, fllwing the rules strictly. Each mrning witnessed their diligence: wrking n sight-reading, learning musical terms, rehearsing, etc. Their prgress was s remarkable that even I began believing in their dream.
When the cntest day finally arrived, the kids felt ready and cnfident t take n the wrld! Their eyes, hwever, pened wide when the Madisn chir marched in seventy-five members strng. My kids’ jaws drpped when 125 students frm King Schl arrived. Tw private schls came with fifty members each, and finally frty-five members frm Milwaukee Schl f Art.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請按如下格式作答。
Paragraph 1：
Then came the turn fr my chir.
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Paragraph 2：
After all the chirs had perfrmed, we waited in ur assigned rm fr the results.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One sample writing:
Then came the turn fr my chir. Extremely cnfident, they munted n the stage as we rehearsed. “Smile!” I muthed. I tk a deep breath and we began. Having perfrmed masterfully, we finished ur three sngs, and I wanted t scream at the tp f my lungs, “YOU DID IT!” What delighted me mre was that they fully enjyed their perfrmance withut getting panicked, winning strms f cheers and applause. My heart swelled with pride fr this little grup as they realized their dream with the same bravery they had shwn frm day ne.
After all the chirs had perfrmed, we waited in ur assigned rm fr the results. Sensing their wrries abut the grup size, I reassured them: it was the perfrmance rather than the size that mattered and mst imprtantly, we enjyed it. Time ticking, kids waited anxiusly. Eventually, there came the news that we gt the highest marks f all. All kids were screaming and embracing. Warm tears wetting my cheeks, I std frzen, staring at the list in disbelief. It was a blessing that I was surrunded by kids wh had a dream, wh refused t give up, wh taught me never t dubt the pssibility f success fr any student ever again.
【導(dǎo)語】本文以人物為線索展開，講述了作者帶領(lǐng)的一個小合唱團經(jīng)過堅持不懈地學(xué)習(xí)和苦練，最終在比賽中脫穎而出，實現(xiàn)了夢想。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“然后輪到我的合唱團登場了?！笨芍?，第一段可描寫合唱團出色完成表演，贏得觀眾喜愛和認(rèn)可，以及作者對學(xué)生表演的感受。
②由第二段首句內(nèi)容“所有合唱團表演后，我們在指定房間等待結(jié)果”可知，第二段可描寫學(xué)生等待結(jié)果過程中的焦急和擔(dān)憂，合唱團獲得第一名后的反應(yīng)以及作者對整個事件的感悟。
2.續(xù)寫線索：學(xué)生登臺——學(xué)生出色完成表演——贏得歡呼和掌聲——等待比賽結(jié)果——等待過程中的焦急和擔(dān)憂——合唱團實現(xiàn)夢想獲得第一名——作者的感悟
3.詞匯激活
行為類
①開始：began/start
②保證：reassure/guarantee/ensure
③拒絕：refuse/reject
情緒類
①感到恐慌：get panicked/feel scared
②焦急地：anxiusly/wrriedly
【點睛】【高分句型1】What delighted me mre was that they fully enjyed their perfrmance withut getting panicked, winning strms f cheers and applause.（由連接詞what引導(dǎo)主語從句，由連接詞that引導(dǎo)表語從句）
【高分句型2】It was a blessing that I was surrunded by kids wh had a dream, wh refused t give up, wh taught me never t dubt the pssibility f success fr any student ever again.（運用了it作形式主語，that引導(dǎo)從句作真正的主語；由關(guān)系代詞wh引導(dǎo)定語從句）
（2023·河北唐山·統(tǒng)考一模）
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。
Thrughut life, we cme acrss many peple wh impact us in a way. Their impact can be fr a day r fr a lifetime. It’s cmmn nt t recgnize the impact smene has left n yu until a certain mment. The persn wh left a great impact n me is my dad.
Three mnths after turning furteen, my life was great. I was getting settled int a high schl; my grades were already starting ff greatly and I was making friends.
One day as I came hme frm schl, I walked int the living rm, finding my mm and dad talking. My parents turned t me and tld me t sit dwn because there was smething imprtant they had t tell me. I sn fund ut that my dad’s liver was failing and he needed an immediate transplant. I was shcked and cnfused because my dad seemed fine. He was wrking and never lked sick. My parents tld me nt t wrry because everything wuld be fine. Fur mnths had passed and my dad still had nt received a new liver ; he was prgressively getting wrse. His bdy seemed t be getting weaker, but he cnstantly said he was fine.
It was getting hard fr my family and me. My dad had t quit his jb leaving my mm t be the nly prvider. I had t take n the respnsibility f cleaning the huse, cking meals and checking n my dad while my mm was at wrk. I had t cut back n hanging with my friends because my dad was beginning t g in and ut f the hspital. My fcus fr schl was starting t slip. S were my grades. Tw nights befre my schl spring break, my mm received a call frm the hspital that my dad had been in a car accident and that he was in hspital. Surprisingly, my dad hadn’t received a scratch n him. Then next night my mm received a call frm the dctr stating that there was a liver that matched my dad’s bdy and that he needed t get t the hspital immediately.
注意:
1 .續(xù)寫詞數(shù)應(yīng)為150左右;
2 .請按如下格式在相應(yīng)位置作答。
My parents and I rushed t the hspital.
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I had t take n s many respnsibilities at hme.
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【答案】My parents and I rushed t the hspital. After varius examinatins, my father was rushed int the perating rm, leaving my mther and me a big smile frm which we read the wrd FINE. Three hurs’ waiting seemed like a lifetime during which my mther kept cmfrting me by saying “Yur dad said everything will be just fine!” The time when the dr pened and ut came a smiling dctr wh infrmed us the gd news, my mther burst int tears. Three weeks later my father was able t be ut f the hspital but he still needed special care at hme which was a respnsibility f me because my mther had t wrk all day utside.
I had t take n s many respnsibilities at hme. Husewrk and the care fr my father tk up mst f the day, leaving little time fr my study. But everyday my father tld me the same thing “Hney, everything will be just fine!” Six mnths later, my father was fully recvered and fur years later I graduated as a tp student. Time tk away s many happy mments f my family but left us smething mst imprtant “Hney, everything will be just fine!”
【導(dǎo)語】本文以事件為線索展開，講述了作者得知父親生病，與母親一起承擔(dān)起家庭的重?fù)?dān)，幫助父親治病、最終痊愈的故事并以優(yōu)異的成績畢業(yè)的故事。整個過程中，父親的一句“親愛的，一切都會好的”成為了作者和母親的精神支柱，深深地影響著作者的成長過程。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“我爸媽和我快速趕往醫(yī)院?！笨芍?，第一段可描寫父親在醫(yī)院接受手術(shù)、作者和母親焦急等待但父親的一句話成了作者和媽媽的精神支柱的過程。
②由第二段首句內(nèi)容“我不得不在家里承擔(dān)如此重?fù)?dān)。”可知，第二段可描寫作者在家里既要做家務(wù)，又要照顧爸爸，同時還要復(fù)習(xí)功課，但父親的那句話讓作者鼓起了勇氣，成功地幫助父親恢復(fù)健康，同時還以優(yōu)異的成績畢業(yè)。
2.續(xù)寫線索：去醫(yī)院——等待——手術(shù)成功——回家療養(yǎng)——承擔(dān)重任——照顧父親——畢業(yè)——感想
3.詞匯激活
行為類
①.告知：infrmed/tld/instructed
②.占用：tk up/ccupied
情緒類
①.大哭了起來：burst int tears/burst ut crying
②.幸福時光：happy mments/happy ccasins
【點睛】[高分句型1]. After varius examinatins, my father was rushed int the perating rm, leaving my mther and me a big smile frm which we read the wrd FINE.（由介詞+關(guān)系代詞which引導(dǎo)的定語從句）
[高分句型2]. Husewrk and the care fr my father tk up mst f the day, leaving little time fr my study. （由現(xiàn)在分詞短語做結(jié)果狀語）
（2023秋·河北邢臺·高三邢臺市第二中學(xué)?？计谀?br>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。續(xù)寫的詞數(shù)應(yīng)為150左右。
On June 4th, my family and I decided t g white-water rafting(激浪漂流) dwn the Nantahala River in Western Nrth Carlina. It was a perfect day t be ut n the water. My father thught that we culd all deal with a new situatin, s he decided t bring us t g withut a guide at this new, hard curse. My mm and I were upset by my dad’s decisin, but my brther was pleased with it. S, we had t agree with them. We gt life jackets, ur raft and paddles that were used t rw it, and then tk a bus t the drp pint where we carried the raft t the icy cld water. Having finished the training, we were n ur wn white-water rafting.
Within the first hur, we gt stuck n tw rcks. Anther raft had t hit urs t get us ff the rcks. After abut tw hurs, we saw a huge rck n the right side f the river. It was cming ut f the water abut ten feet high and abut fifteen feet wide. Smehw, we ended up n tp f this rck. After abut a minute, water started rushing in where my brther was sitting. When he started falling int the water, I tried t pull him back. Unfrtunately, we fell ff tgether. My mther jumped in after us, but she culd nly get t my brther because he was clser than I was. My dad jumped ut and ran up the bank f the river t get t the rad, s he culd see where I was. I was picked up after abut tw minutes by a stranger in anther raft and was heading dwn the river tward a little resting spt.
Para.1: I kept crying because I was s frightened and wrried abut my family.
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Para.2: One f the guides fr anther raft tld us that there was an earlier place we culd get ut.
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【答案】Para 1: I kept crying because I was s frightened and wrried abut my family. Thankfully, they were saved by anther tw rafts, and everyne was fine, just a little frightened and very cld. At the little testing spt, we had a shrt rest and then decided t cntinue the rafting. When we gt back in ur raft, we had nly tw paddles t leave fr us fur peple. We all knew that it was ging t take a very lng time t get t the end.
Para 2: One f the guides fr anther raft tld us that there was an earlier place we culd get ut. S we planned t get ut frm the place. But unfrtunately, we missed the exit and headed dwn t the ending pint. We had tried ur best t avid falling int the river, and several times we narrwly escaped. Anyway, we finally gt t the ending pint. We gt ut f the water, wet and cld. I wn’t raft again because f this terrible experience. All f this happened because my dad didn’t hire a guide.
【導(dǎo)語】本文以作者一家人去漂流線索，講述了作者一家人漂流的經(jīng)歷，因為兩兄弟落水而造成了令人害怕的體驗，因此作者決定不再漂流。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“我一直在哭，因為我害怕，且擔(dān)心我的家人?！笨芍?，本段可以寫作者的家人被救了，然后決定繼續(xù)漂流至終點。四個人只有兩只槳，因此將會花很長的時間到達終點。
②由第二段首句內(nèi)容 “另一個筏上的導(dǎo)游告訴我們，有一個能早點出去的地方?！笨芍?，本段可以寫導(dǎo)游告訴了我們一個可以早點結(jié)束漂流的地方，但我們卻錯過了，只能硬著頭皮繼續(xù)前進。一路上好幾次又差一點掉進水中，最終全身濕透了到到了終點，最后作者決定再也不漂流了。
2.續(xù)寫線索：因擔(dān)心家人而一直哭→家人被救→決定繼續(xù)漂流至終點→導(dǎo)游提供一個更近的終點→錯過了更近的終點→最終到達目的地→決定以后不再漂流。
3.詞匯激活：
行為類：
決定：decide/determine/make a determinatin
盡力：try ur best t d/endeavr t d/spare n effrts t d
避免：avid/avert/escape
情緒類：
害怕的：frightened/afraid/wrried
糟糕的：terrible/awful
幸運地是：frtunately/luckily
【點睛】【高分句型1】
We gt ut f the water, wet and cld.（運用了形容詞作狀語。）
【高分句型2】
All f this happened because my dad didn’t hire a guide.（運用了because引導(dǎo)原因狀語從句。）
（2023秋·江蘇南通·高三統(tǒng)考期末）
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。
Pam Bales left her car and stepped nt the snw-cvered Jewell Trail. She planned a six-hur hike thrugh New Hampshire’s Munt Washingtn State Park. The hike up the lwer part f Jewell was pleasant. At 8:30 am, still belw the tree line, she tk the first in a series f n-the-trail selfies.
Less than an hur later, she tk anther pht, after she’d climbed int clder air and deeper snws. She made her way acrss the snw-cvered ridge tward Munt Washingtn. Then she nticed smething: a single set f ftprints in the snw ahead f her. She’d been fllwing faint tracks all day and hadn’t given them much thught, because s many peple climb Jewell Trail. But these, she realized, had been made by a pair f trainers, nt suitable fr hiking n snw.
By 11 am, Bales was getting cld and decided t abandn her plan. The nly thing keeping Bales n Gulfside Trail was the trainer tracks in the snw. As she fught the wind and heavy sleet (雨夾雪), the tracks made a hard left-hand turn ff the trail.
Nw she alarmed. She was sure the hiker culd get thrugh in the w visibility and was heading straight tward the challenging trails f the Great Gulf Wilderness. Bales std there, stunned. The temperature and cluds were in a race t find their lwest pint, and darkness was mere hurs away. She turned t the left and called ut, “Hell!” int the frzen fg.
Nthing. She called ut again: “Is anybdy ut there? D yu need help?”
The strng westerly winds carried her vice away. She blew int her rescue whistle. Fr a fleeting mment she thught she heard smene reply, but it was just the wind playing games with her mind. She std listening, then turned and walked cautiusly in the directin f the single set f tracks. Bales fllwed the tracks cautiusly fr 20 t 30 meters. She runded a slight crner and saw a man sitting mtinless.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請按如下格式在答題卡的相應(yīng)位置作答。
When she apprached him and said hell, he did nt react.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After waking the man up, Bales recgnized that they had t get ut f there sn.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
When she apprached him and said hell, he did nt react. Taking a deep breath, Bales gt clser, checked his pulse and suddenly realized that the man must have passed ut. She knew she had t wake him up immediately r the dreadful weather culd put him in greater danger. Out f her bag, Bales tk a carpet t wrap the man, gave sme ht water t him, called ut repeatedly and shk him hard. Frtunately, it didn’t take lng befre the man came t himself.
After waking the man up, Bales recgnized that they had t get ut f there sn. The wind kept hwling with the heavy sleet driving fiercely, and even wrse, darkness began t fall. Anxius, Bales struggled t help the man up, supprting his weight and inching alng the trail, fllwing the tracks left by her hiking bts. After what seemed like ages, they finally made it t the ft f the muntain. The man was rushed t hspital immediately. Exhausted as she was, Bales felt a wave f happiness welled up inside.
【導(dǎo)語】本文以人物為線索展開，講述了帕姆·巴勒斯計劃在新罕布什爾州的華盛頓山州立公園徒步六小時，不到一小時后，她已經(jīng)爬進了更冷的空氣和更深的雪中。她穿過白雪覆蓋的山脊，向華盛頓山進發(fā)。然后她注意到了一件事：她前面的雪上有一組腳印。她一整天都在跟蹤微弱的軌跡，并沒有給它們太多的思考，因為有太多人爬珠爾小道。但她意識到，這些鞋是由一雙運動鞋制成的，不適合在雪地上徒步旅行。后來，她在一個小角落，看見一個人一動不動地坐著。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“當(dāng)她走近他打招呼時，他沒有反應(yīng)?！笨芍?，第一段可描寫巴勒斯救助這名已經(jīng)失去意識的男子的過程。
②由第二段首句內(nèi)容“在叫醒那個人后，巴勒斯意識到他們必須盡快離開那里。”可知，第二段可描寫巴勒斯和那名男子一起下山，脫離險境的過程。
2.續(xù)寫線索：檢查——拿出物品給男子取暖——喚醒男子——扶起那名男子——一起下山——脫離險境——感受
3.詞匯激活
行為類
①檢查：check/ examine
②喚醒：wake up/awaken
③努力：struggle t d/make great effrts t d
情緒類
①高興：happiness /jy
②焦急：anxius/wrried
【點睛】[高分句型1] Taking a deep breath, Bales gt clser, checked his pulse and suddenly realized that the man must have passed ut. (運用了現(xiàn)在分詞作狀語和that引導(dǎo)的賓語從句)
[高分句型2] Anxius, Bales struggled t help the man up, supprting his weight and inching alng the trail, fllwing the tracks left by her hiking bts. (運用了形容詞和現(xiàn)在分詞作狀語)
[高分句型3] Exhausted as she was, Bales felt a wave f happiness welled up inside.(運用了讓步狀語從句的倒裝結(jié)構(gòu))
（2022秋·廣東·高三校聯(lián)考階段練習(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。
It was Sunday. I had ne last patient t see.
I apprached her rm in a hurry and std at the drway. She was an lder wman, sitting n the edge f the bed, struggling t put scks n her swllen feet.
I crssed the threshld(門口), spke quickly t the nurse, and scanned her chart, nting she was in stable cnditin. I was almst in the clear.
I leaned n the bed rail lking dwn at her. She asked if I culd help put n her scks. I thught I had ther pririties n the list. It’s my respnsibility t arrange the issue. S instead, I launched int a mnlgue(獨白)that went smething like this: “Hw are yu feeling? Yur sugars and bld pressure were high but they’re better tday. The nurse mentined yu’re anxius t see yur sn wh’s visiting yu tday. It’s nice t have family visit frm far away. I bet yu really lk frward t seeing him.”
She stpped me in a serius, authritative vice. “Sit dwn, dctr. This is my stry, nt yur stry.”
I was surprised and embarrassed. I sat dwn. I helped her with the scks. She began t tell me that her nly sn lived arund the crner frm her, but she had nt seen him in five years. She believed that the stress f this cntributed greatly t her health prblems. After hearing her stry and putting n her scks, I asked if there was anything else I culd d fr her. She shk her head n and smiled. All she wanted me t d was t listen.
And, nt lng after, in an unexpected twist, I became the patient, with a diagnsis f multiple sclersis at age 31. Nw, 20 years later, I sit all the time --- in a wheelchair. Fr as lng as I culd, I cntinued t see patients frm my chair.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請按如下格式在答題卡的相應(yīng)位置作答。
I gradually realize the patients’ stries area bnd between the teller and the listener.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When my cnditin affected my hands, I resigned and began t teach medical students.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
I gradually realize the patients’ stries are a bnd between the teller and the listener. Each stry is different. Sme are detailed; thers are vague. Sme have a beginning, middle and end. Others wander withut a clear cnclusin. Sme are true; thers nt. Yet all thse things d nt really matter. What matters t the stryteller is that the stry is heard—withut interruptin, assumptin r judgement. I always reminded myself f the imprtance f stp-ping, sitting dwn and truly listening.
When my cnditin affected my hands, I resigned and began t teach medical students. Nw I culd view the whle frm the perspective f physician and patient. I tell them I believe in the pwer f listening. I tell them I knw first hand that immeasurable healing takes place within me when smene stps, sits dwn and listens t my stry. Listening t smene’s stry csts less than expensive diagnstic testing but is key t healing and diagnsis.
【導(dǎo)語】本文以人物為線索展開，講述了我作為醫(yī)生，在與病人溝通過程中常常以問詢?yōu)橹?，了解病人的病情及治療情況，忽視了傾聽病人內(nèi)心的聲音，但在與一位老人的溝通中，我深刻的領(lǐng)會了傾聽的重要性，我忽然明白對于病人而言，傾聽也是一劑良藥的故事。
【詳解】1. 段落續(xù)寫
①由第一段句首內(nèi)容“我逐漸意識到，病人的故事是連接講者和聽者的紐帶”可知，第一段講述作者意識到傾聽病人的重要意義。
②由第二段句首內(nèi)容“當(dāng)我的病情影響到我的手時，我辭職并開始教醫(yī)學(xué)生”可知，第二段描述我將自己與病人溝通中傾聽的經(jīng)驗分享給學(xué)生，告訴他們傾聽有著不可估量的治愈力量。
2. 續(xù)寫線索：反思傾聽——分析病人傾訴內(nèi)容——自身領(lǐng)悟——教授學(xué)生——分享經(jīng)驗
3. 詞匯激活
行為類：
①意識到：realize / be aware f
②重要：matter / cunt
③辭職：resign /quit the jb
情緒類
①模糊的：vague → unclear
【點睛】【高分句型1】What matters t the stryteller is that the stry is heard—withut interruptin, assumptin r judgement.（運用了what引導(dǎo)主語從句及that引導(dǎo)表語從句）
【高分句型2】Listening t smene’s stry csts less than expensive diagnstic testing but is key t healing and diagnsis.（運用了動名詞作主語）

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