“D yu frget t bring yur hmewrk t schl?” my sixth-grade math teacher asked. I ndded my head and said in a lw vice, “Yes, sir.” What a mistake I had made! I had cmpleted my math hmewrk. But when I headed fr schl, I frgt t put it int my schlbag. Nw my hmewrk is still lying n the desk at hme.
“Yu will have a get a zer then,” math teacher said. I was shcked. I had never received a zer in a math class befre. But the schl had rules, and the teacher had t let everyne fllw them. I was immediately wrried abut my final math average, which was based n my hmewrk and the tests. Wuld I get a C r even a D at the end f the term? If s, what shuld I d?
My next class was a gym class. During that gym class, my mind was affected by the math hmewrk and I was wrried abut my final math average. S I failed t devte my attentin t my gym teacher, Ms. Brwn’s directin. And clearly, I was sad. I guessed that Ms. Brwn fund there was smething wrng with me. When it was near the end f the gym class, she walked t me.
注意：
1. 續(xù)寫詞數(shù)應為100左右；
2. 請按如下格式在相應位置作答。
Paragraph 1:
She sat dwn t cmfrt me.
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Paragraph 2:
I felt relaxed and decided t wrk harder at math.
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【答案】 She sat dwn t cmfrt me. “Are yu kay?” she asked. I tld her abut my truble. Then Ms. Brwn said t me, “We all make mistakes.” She tld me what happened t her several days ag. I was surprised that she als made mistakes since I had thught she was perfect. She tld me the wrld didn’t end because I gt a zer in a math class and encuraged me t study hard.
I felt relaxed and decided t wrk harder at math. In math classes, I paid mre attentin t the teacher’s lectures. After reaching hme after schl, I wuld d the math hmewrk mre carefully. And I left ntes t remind me nt t frget t bring my hmewrk t schl again. At the end f that term, based n my gd daily perfrmances and test scres, my final math average was an A. This experience taught me a lessn: as lng as we learn frm mistakes, we’re making prgress.
【導語】本文以人物為線索展開，講述了作者在一次數(shù)學課上忘記帶作業(yè)而得了零分，這意味著基于家庭作業(yè)和考試的期末評分會是C或D，作者很傷心，以至于在接下來的體育課上沒能專心聽講，體育老師Brwn夫人發(fā)現(xiàn)了作者有問題，所以體育課快結(jié)束的時候，她向作者走來。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“她坐下來安慰我?！笨芍谝欢慰擅鑼戵w育老師安慰鼓勵作者。
②由第二段首句內(nèi)容“我感到輕松，決定更加努力地學習數(shù)學?！笨芍?，第二段可描寫作者受到鼓勵后更加努力，最后數(shù)學取得了好成績和作者的感悟。
2.續(xù)寫線索：作者向老師傾訴——老師分享自己的經(jīng)歷鼓勵作者——努力學習——取得好成績——感悟
3.詞匯激活
行為類
①結(jié)束：end/cme t an end
②鼓勵：encurage/inspire
③到達：reach/get t
情緒類
①驚訝：surprised/astnished
②輕松：relaxed/relieved
【點睛】[高分句型1] I was surprised that she als made mistakes since I had thught she was perfect.（由連接詞that引導的賓語從句和since引導的原因狀語從句）
[高分句型2] This experience taught me a lessn: as lng as we learn frm mistakes, we’re making prgress. （由as lng as引導條件狀語從句）
2．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 is such a simple sum (算術(shù)); dn’t yu knw hw t slve it? Yu silly girl!” Emma was laughing at her classmate Elva fr nt being able t slve an easy maths sum.
Head teacher Miss Maria was abut t cme in when she heard Emma laughing at Elva. Elva felt heartbrken and left the classrm, crying. She didn’t see Miss Maria standing there.
“Emma, yu shuldn’t have treated Elva like that. Yu knw her situatin. Please dn’t make her feel uncmfrtable and helpless like that. We are classmates!” Eric said, trying t make Emma understand the pain she caused thers.
But Emma was clearly unable t understand, “I just pinted ut the fact that it was a simple sum and she culdn’t even d it. She really is a stupid girl. What’s wrng with that?”
Eric was upset, “This cnstant criticism ( 不斷的批評) f yurs can destry her cnfidence. Please try t understand and give her sme space t learn. She needs mre time t understand this sum.”
Emma was the bully f the class and she didn’t even realize it. She used t criticize her classmates all the time, unable t understand the damage she caused by laughing and criticizing them.
One day, when Elva fell utside the class, Emma started laughing at her rather than helping her. “Yu can’t even walk prperly. Silly!”
Miss Maria wanted t make Emma understand the pain she brught t thers. The next day, while giving the lecture, Miss Maria called Emma, “Emma! Cme and slve this questin, please.”
Emma was extremely shcked because she didn’t knw the slutin. She started panicking (驚慌).
Miss Maria laughed at her, “Emma, it’s such a simple questin. Hw can yu nt d it?”
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。
Emma started crying.
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Emma said srry t everyne, especially Elva.
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【答案】One pssible versin:
Emma started crying. Miss Maria went t her and wiped her tears and said, “Yu understand nw my dear? That’s hw everyne else felt when yu laughed at them. My child, instead f laughing, yu can help the ther persn t get ut f the uncmfrtable situatin. Trust me, it will make yu feel much better.” Emma realized hw bad she made everyne else feel.
Emma said srry t everyne, especially Elva. “Elva, I am s srry. I didn’t knw yu were hurt this much. I aplgize t yu fr my flish behavir.” “I understand. It’s OK and I frgive yu. Yu realized yur mistake and that’s enugh fr me, as lng as yu dn’t d the same thing again,” Elva replied. “N! I have learned my lessn. Frm nw n, I’ll help peple in truble rather than laugh at them fr being stuck r unable t figure ut the answer.” Afterward, Emma and Elva became friends and helped each ther ut when in truble.
【導語】本文以人物為線索展開，主要講述了一個叫Emma的女孩，她在學校里經(jīng)常會嘲笑和批評其他同學，并對自己的能力感到非常自信。但是在一個場合，她的行為傷害了一個叫Elva的同學，并被老師教育。這件事讓Emma反思自己的行為，認識到自己的錯誤，并承諾不再欺負他人。故事通過Emma的經(jīng)歷，表達了尊重他人的重要性，同時也提醒人們不要總是自認為優(yōu)秀，而導致忽略其他人的真正能力和價值。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“Emma開始哭泣”可知，第一段可描寫Emma意識到了自己的錯誤。
②由第二段首句內(nèi)容“Emma對大家說對不起，尤其是Elva”可知，第二段可描寫Emma向Elva道歉。
2.續(xù)寫線索：哭泣——老師安慰并題型——意識到錯誤——道歉——原諒——感悟
3.詞匯激活
行為類
①嘲笑：laughed at/made fun f/teased
②意識到：realized/understd/was aware f
③道歉：aplgize/make an aplgy/ask fr frgiveness
情緒類
①哭泣：crying/tearful/sbbing/weeping
②慚愧的：srry/aplgetic/guilty
【點睛】[高分句型1] Emma realized hw bad she made everyne else feel.(運用了由hw引導的賓語從句)
[高分句型2] Yu realized yur mistake and that’s enugh fr me, as lng as yu dn’t d the same thing again, Elva replied.(運用了由as lng as引導的條件狀語從句)
3．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫一段，使之構(gòu)成一篇完整的短文。
Jhn wke up n his big day, excited t g t schl and see his friends f his music club. He went t the kitchen and his mther had made his favrite cake, and she had already lit the candles. The teenager blew ut the candles. “Happy Birthday, my by. I hpe yu have the best day ever,” his mm said with the biggest smile. His dad patted his back gently.
Jhn was abut t leave when they stpped him. “Wait a minute! We have smething special fr yu!” his mther annunced and tk ut a bx, which they had been hiding fr a few weeks in the kitchen.
Jhn's eyebrws rse in surprise. Gifts in his hme were rare because they had a tight budget. Hwever, this gift was a big surprise because the bx lked like ne f his favrite brands（品牌）. He screamed, “MOM! DAD! Are yu serius?”
“Cngratulatins, baby!” Jhn’s mm said. “Nw, I tell yu the truth. It is nt new at all. I fund it frm Mr. Green's secnd-hand shp, but it lks pretty new, right?”
“I dn't care where it came frm, Mm. It is amazing! Thank yu s much!” he assured her. “I can't wait t shw it ff in my club!”
In the afternn, Jhn shwed ff his guitar t his friends. Brandn, ne f the band members, saw the back f the guitar. “Hey, man. There’s smething written here,” he said. Jhn grabbed the guitar and saw a line f wrds n the back. It read: “T my dearest by.”
“Yur mm wrte that?” said Brandn.
“N, this is nt my mm's handwriting.” Jhn shk his head, “it must be frm the ld wner.”
“It is a gd ne,” Brandn murmured, “its ld wner must be a gd player.”
On the way hme frm schl, Tm passed by Mr. Green’s stre. Out f curisity, he went in and asked arund. The ld man said, “Oh, it was brught in by Carl last mnth. He lked in urgent need f mney that day. He lives nearby and I knw his address.”
注意：1.續(xù)寫詞數(shù)應為80左右；
2.請按如下格式在答題卡的相應位置作答。
Jhn walked ut f the stre and headed fr Carl’s hme.
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【答案】Jhn walked ut f the stre and headed fr Carl’s hme. He lked arund the street and sptted Carl’s huse. He walked up the steps and kncked n the dr. A kid pened it. “ Are yu Carl?” Jhn asked. “Yes. What’s up?” “Are these yur shes?” Jhn asked, pinting dwn. Then Carl explained that his mther was badly ill and needed mney t buy medicine. Hearing this, Jhn was mved by his filial piety. He made a decisin that he wuld give the shes t Carl as a gift. That night, he tld his parents what had happened and gt praise frm them.
【導語】本文以故事為線索展開，講述了約翰在得到生日禮物——一雙名牌運動鞋后，他發(fā)現(xiàn)這是一雙二手球鞋，他通過努力找到其原來的主人卡爾，被他的孝順深深感動，約翰決定把鞋子作為禮物送給卡爾的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“約翰走出商店，向卡爾的家走去?！笨芍@一段可描寫約翰找到卡爾并把鞋子送還給他。
2.續(xù)寫線索：尋找鞋子的原主人——了解具體情況——感動——送鞋子——回家得到父母的表揚
3.詞匯激活
行為類
①.需要：needed/wanted
②.購買：buy/purchase
③.動身出發(fā)：headed fr/set ut t
情緒類
①.感動：mved/tuched
②.得到表揚：gt praise/received praise
【點睛】[高分句型1]. Then Carl explained that his mther was badly ill and needed mney t buy medicine. （由連接詞that引導的賓語從句作動詞explained的賓語）
[高分句型2].He made a decisin that he wuld give the shes t Carl as a gift. （由連接詞that引導的同位語從句對先行詞decisin的內(nèi)容進行解釋說明）
4．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 Best Teaching Experience
Tyler was nly in my senir class fr a semester. He had been suspended (使停學) many times in previus years because f his anger issues. When he entered my class, I thught the wrst.
Tyler sat in the back rw. Every time I talked t the class, I wuld ask students questins, calling them by name. Unfrtunately, every time I called n Tyler, he wuld respnd with a jke. If he gt an answer wrng, he wuld becme angry.
Abut a mnth int the year, I was still trying t cnnect with Tyler. I can usually get students invlved in class discussins r at least have them sit quietly and attentively (專心地). By cntrast, Tyler was ften lud and smetimes rude.
He had been in s much truble ver the years.He expected his teachers t knw abut his past;abut hw many times he had been sent t the ffice r suspended frm schl. I had fund that these srts f referrals (移交) were nt very effective and that students wuld return frm the ffice behaving wrse than befre.
One day, Tyler was talking ver me while I was teaching. I stpped my lessn and said, “Tyler, why dn’t yu jin in ur discussin instead f having ne f yur wn?” With that, he gt up frm his chair, pushed it ver and yelled smething. I can’t remember what he said ther than that he included sme implite wrds. I sent Tyler straight t the ffice, and he received a week’s suspensin.
T this pint, this was ne f my wrst teaching experiences. Tyler’s anger was almst t much fr me. The week Tyler was suspended frm schl was a wnderful time, and we gt a lt accmplished as a class. Hwever, the suspensin week wuld sn cme t an end, and I was fearful f his return.
續(xù)寫要求：
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。
On the day f Tyler’s return, I std at the dr awaiting him.
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A spark f surprise flashed acrss his face.
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【答案】One pssible versin:
On the day f Tyler’s return, I std at the dr awaiting him. At last he came, walking with his hands in his pckets. That image immediately brught back memries f the by thrwing a tantrum in class the ther day. Yet I managed t restrain my anger this time. These past few days, I had been building a wall between us with blame and punishment, s I thught t myself that maybe I shuld try anther way. “I want t aplgize fr the quarrel that we had in the middle f class, and I’m really srry if it hurt yur feelings,” I said, finally breaking the ice.
A spark f surprise flashed acrss his face. The naughty by frze there, staring at me with wide eyes. It was clear that he had never heard an aplgy frm a teacher befre. “It is I wh shuld say srry,” he murmured, his face burning with shame, “I shuld have learned t cntrl myself.” With a smile, I stepped frward and patted him n his shulder, signaling t him t g back t his seat. In the days that fllwed, Tyler didn’t misbehave in class anymre and tk an active part in class discussins. I had never expected “understanding” culd make such a huge difference — it turned ne f my wrst teaching experiences int perhaps the best ne.
【導語】本文以人物為線索展開，講述了作者的學生泰勒很難控制自己的情緒，很容易生氣。在課堂上其他同學討論問題時他總是吵鬧，這讓作者很無奈。一天泰勒和作者說話時說了一些粗魯?shù)脑?，所以他被送到辦公室，并被停課一周。作者很擔心泰勒回到學校后會有什么表現(xiàn)。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“泰勒回來的那天，我站在門口等他。”可知，第一段可描寫泰勒回來后，作者對過去的做法進行了反思并主動給泰勒道歉。
②由第二段首句內(nèi)容“他臉上閃過一絲驚訝的光芒。”可知，第二段可描寫作者的做法打動了泰勒，泰勒也做出道歉并改過自新。
2.續(xù)寫線索：忍住怒火——深刻反思——主動道歉——感到驚訝——認識錯誤——改過自新
3.詞匯激活
行為類
①等待：await/wait fr
②控制：restrain/cntrl/hld back
③低語：murmur/whisper
情緒類
①抱歉的：srry/regretful
②憤怒：anger/rage/indignatin
【點睛】[高分句型1] These past few days, I had been building a wall between us with blame and punishment, s I thught t myself that maybe I shuld try anther way.(運用了that引導的賓語從句)
[高分句型2] It was clear that he had never heard an aplgy frm a teacher befre.(運用了形式主語it和that引導的主語從句)
[高分句型3] In the days that fllwed, Tyler didn’t misbehave in class anymre and tk an active part in class discussins.(運用了that引導的定語從句)
5．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。
Hectr std in the frnt f his fifth-grade classrm as ne f the last tw cmpetitrs in the Rm Five Gegraphy Bee. His ppnent having missed the last questin, it was Hectr’s turn. If he answered his questin crrectly, he wuld be the Rm Five champin.
“Where did I put that secnd sheet f questins?” Mr. Adler whispered while searching thrugh a thick pile f papers n his messy desk. Mr. Adler, thugh a great teacher, had a reputatin f being disrganized with a lng histry f misplacing things. “Oh well, I aplgize fr the delay.” said Mr. Adler after what seemed like a lng time. “Hectr, please tell us the capital city f Brazil.” Hearing the questin, Hectr smiled. Then, there was the answer.
Later that day in the curtyard, many classmates cngratulated Hectr. Wearing a prud smile, he greeted and thanked them all. Oh, the sweet taste f victry.
As it was getting late, the curtyard became deserted. But Hectr still didn’t want t leave. Then he saw Mr. Adler crssing the curtyard and hlding a half-pen bag full f papers. As he hurried past, an envelpe drpped ut but Mr. Adler was unaware, turned a crner and disappeared ut f sight. Hectr picked it up. On the envelpe were the wrds “Fifth Grade Gegraphy Bee Questins and Answers”. Hectr stared wide-eyed at the envelpe. Befre he even had time t reflect n the cnsequences, he pened it and read the questins.
As sn as Hectr had dne it, he knew it was the wrng chice. He’d cheated and whatever he did nw, he culdn’t change the fact. “What if Mr. Adler thught I stle this mrning’s questins t?” Hectr thught. “He’d take away my Rm Five victry fr sure.” Little did he knw that ne f the best days in his life wuld be turned int the wrst s quickly. Trn by his cnscience, Hectr was ttally at a lss what t d.
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。
Befre he realized it, Hectr fund himself standing in Mr. Adler’s rm.
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The next day the entire schl came t watch the Fifth Grade Gegraphy Bee.
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【答案】Befre he realized it, Hectr fund himself standing in Mr. Adler’s rm. “Hectr! Cme and help me lk fr…”“This? ” Hectr stpped Mr. Adler mid-sentence, hlding ut the pen envelpe. Mr. Adler’s brws were smthed but then knitted again. Befre he frmed questins, Hectr started unbsming his regrets. If he had waited anther mment, they wuld have trn him int pieces. “Can I still be in the Bee?” asked Hectr timidly. “Abslutely, my hnest by,” Mr. Adler patted his shulder. “I dn’t believe in punishing peple fr making the right decisins and crrecting their mistakes.” Immense relief washed ver Hectr.
The next day the entire schl came t watch the Fifth Grade Gegraphy Bee. Having been up late studying, Hectr lked exhausted but extremely excited. S did all the ther cmpetitrs. All the eyes fixed n the stage, Hectr felt bld rushing nt his cheeks and his heart beating fast. Unfrtunately, the questins Mr. Adler rewrte were s tugh that he was kncked ut in rund three. But Hectr realized t his surprise that he didn’t feel bad abut lsing at all. Whether thers knew he was smart was f n significance. He’d set ut t learn everything abut the wrld and ended up learning mre abut himself.
【導語】本文以地理知識競賽為線索展開，講述了由于老師的疏忽，學生Hectr提前撿到了老師的知識問答試題，未加思索就偷看了，轉(zhuǎn)念一想，雖然也夢想著自己的勝利，但是意識到自己通過作弊勝利了也不光彩，因此，向老師坦白的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“在他意識到之前，Hectr發(fā)現(xiàn)自己站在Adler先生的房間里?！笨芍?，第一段可描寫Hectr向老師坦白，達到老師的諒解。
②由第二段首句內(nèi)容“第二天，全校學生都來觀看五年級地理知識競賽?！笨芍?，第二段可描Hectr在競賽中的表現(xiàn)，以及對輸贏的認識。
2.續(xù)寫線索：拿出信封——說出后悔——拍打肩膀、達到諒解——誠實參賽——失敗、看淡輸贏——感悟
3.詞匯激活
行為類
①.拿出：hld ut/take ut
②.拍打：pat/clap
③.失敗：lse/fail
情緒類
①.后悔：unbsming his regrets/saying srry
②.誠實的：hnest/truthful
【點睛】[高分句型1]. Hectr stpped Mr. Adler mid-sentence, hlding ut the pen envelpe. (由非謂語動詞現(xiàn)在分詞作狀語)
[高分句型2]. Unfrtunately, the questins Mr. Adler rewrte were s tugh that he was kncked ut in rund three. (運用了省略關(guān)系代詞的非限制性定語從句以及s…that句型)
6．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。
Willard P. Franklin was a skinny and shrt by. Frm the first day he entered my junir-high classrm, he existed in his wn wrld, shutting ut his classmates and me, his teacher.
My attempts t develp a friendly relatinship with him were always met with n reactin. Even a “Gd Mrning, Willard” received n reply. Willard was strictly a lner wh seemed t have n desire r need t break his silence.
Shrtly after the Thanksgiving hliday, we received wrd that we wuld cllect mney n Christmas fr the less frtunate peple in ur schl district. After cllectin, the schl headteacher wuld shw us a list f the pr families in ur schl and send the mney t thse wh mst needed help thrugh the Christmas cllectin.
“Christmas is a seasn f giving,” I tld my students. “There are a few students in the schl wh might nt have a happy hliday seasn. By cntributing t ur Christmas cllectin, yu will help t buy fd, clthing and tys fr these peple in need. We’ll start the cllectin tmrrw. ”
When I called fr the cntributins the next day, I discvered that mst f the students had frgtten except a few including Willard P. Franklin. Willard dug deep int his pants pckets as he walked up t my desk.
注意：
1.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。
Paragraph 1:
Carefully, he drpped tw quarters int the small cntainer.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
When the headteacher passed me the list, I discvered Willard’s family was n the tp.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】Carefully, he drpped tw quarters int the small cntainer. Fr a mment, just a mment, he managed a weak smile. Befre I culd say a wrd, he turned and walked back t his desk quietly. When I lked at his thin figure, a mixture f warmth and surprise swept ver me. “Maybe I was wrng, but I believe Willard might be getting ready t becme a part f the wrld arund him,” I said t myself. After schl, I tk ur cllected mney t the schl headteacher.
When the headteacher passed me the list, I discvered Willard’s family was n the tp. S surprised was I that I culdn’t help sharing with the headteacher what the by had dne. The headteacher gave a thumbs-up with a satisfied smile, ndding his head slightly. A sense f cntentment spread ver my face. What impressed me mst was that a by f a pr family was still willing t help thers. It seemed hpeful t develp a friendly relatinship with him. Being pr is nt ur fault but being helpful is a gd virtue and a chice.
【導語】本文以人物為線索展開，講述了威拉德.富蘭克林是個又瘦又矮的男孩，很少與人交流，活在自己的世界里，作者作為他的老師，一直試圖與他發(fā)展友好關(guān)系，但總是得不到任何反應。在學校組織圣誕募捐幫助學區(qū)貧困家庭的時候，威拉德卻主動捐贈了50美分。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“他小心翼翼地把兩個25美分硬幣扔進小容器里?！笨芍?，第一段續(xù)寫應圍繞小孩捐贈之后的舉止行為以及作者的反應和感受等進行描寫。
②由第二段首句內(nèi)容“當校長把名單遞給我時，我發(fā)現(xiàn)威拉德家的名字排在第一位?！笨芍?，第二段續(xù)寫內(nèi)容應該圍繞作者的驚訝，跟校長分享威拉德的故事以及作者的感悟。
2.續(xù)寫線索：威拉德捐款——作者感到驚訝——上交募捐的錢款——看到維拉德的名字——分享他的故事——感悟
3.詞匯激活
行為類
①相信：believe/ be cnvinced
②返回：walk back/return
③形成：develp/frm
情緒類
①吃驚的：surprised /astnished
②滿意的：satisfied /pleased
【點睛】[高分句型1] When I lked at his thin figure, a mixture f warmth and surprise swept ver me.(運用了when引導的時間狀語從句)
[高分句型2] S surprised was I that I culdn’t help sharing with the headteacher what the by had dne.(運用了倒裝句型和what引導的賓語從句)
[高分句型3] Being pr is nt ur fault but being helpful is a gd virtue and a chice. (運用了動詞名詞作主語)
7．閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構(gòu)成一個完整故事。續(xù)寫的詞數(shù)應為150詞左右。
The first week f September was a week that I had been expecting all summer. I didn’t want summer t end. But I was excited abut ging t high schl fr my first week.
When I gt t schl in the mrning n the first day I realized hw large the schl was, and hw many students went there. I ended up in the wrng classrm because f the size f the schl. Luckily, a kind senir shwed up and guided me t my hmerm befre I was late. I was happy t see that in a class f unfamiliar (不熟悉的) faces, the nly pen seat was next t my gd friend, Casey. My science teacher seemed like a gd teacher. She was exciting and fun.
After finishing fur perids withut t much f a challenge, I didn’t feel t bad abut ninth grade.
Hwever, the fifth perid changed everything.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The first week passed quickly.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】 Hwever, the fifth perid changed everything. I didn’t feel ready after all. My teacher’s name is Mr. Valassidis but he tld us t call him Mr. V. Mr V tld us that we wuld have t write 40 essays (文章) and read AP-level bks such as The Odyssey this year. I lve reading and writing, but cme n, 40 ESSAYS? AP-level bks? Nw I was afraid. The curses in high schl seem like they’re ging t get much harder, but they haven’t yet. Even thugh my classes lk hard, they lk really exciting t.
The first week passed quickly. Althugh a lt f things left me at a lss: the size f the campus, the crwds (人群) and the senirs, having a ttally different experience than I had ever had befre was really exciting. Nw, I’m really happy abut high schl. I have lts f friends in my classes, I really like my teachers and I’m glad t meet new peple.
【導語】本文以作者進入高中為線索，講述了高中第一天作者的激動，并感覺到課程的困難，以及作者一周后對高中的感受。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“然而，第五節(jié)課改變了一切?！笨芍?，本段可以寫第五節(jié)課是作者最喜歡的文學課，但是老師提出本門課程的要求讓作者感覺高中學校更加困難，而無法適應，盡管高中課程很難，但是作者覺得這些課程更有趣。
②由第二段首句內(nèi)容“第一周過得很快。”可知，本段可以寫作者對這一周高中生活的感悟，高中不同的學習和生活體驗，以及新的老師和朋友讓作者感到十分激動和開心。
2，續(xù)寫線索：第五節(jié)課改變了一切→老師提出本門課程的要求→作者感覺高中學校很難→盡管課程很難，但卻似乎很有趣→一周過去了，作者感覺很激動和開心。
3.詞匯激活：
行為類：
遇到：meet/encunter
改變：change/alter/transfrm
變得：get/becme/turn int
情緒類：
高興的：happy/glad/pleased/cheerful
害怕的：afraid/fearful/frightened
激動人心的：exciting/thrilling/stirring
【點睛】【高分句型1】
Mr V tld us that we wuld have t write 40 essays (文章) and read AP-level bks such as The Odyssey this year.（運用了that引導賓語從句。）
【高分句型2】
Althugh a lt f things left me at a lss: the size f the campus, the crwds (人群) and the senirs, having a ttally different experience than I had ever had befre was really exciting.（運用了althugh引導讓步狀語從句以及動名詞作主語。）
8．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
Sara and Vivian had different attitudes t studies. Sara tk studies seriusly white Vivian never cnsidered studies imprtant.
It was Mnday mrning and the start f their term assessments (評估) As usual. Sara gt up early, freshened up and after breakfast, she left fr schl,
Sara was cnfident abut her preparatins as she had studied the whle weekend, but a bit nervus like everyne during the exam time,
On the ther hand, Vivian wasn't prepared fr her exams and was careless as ever. She had spent the whle weekend with her family at the beach. She really had fun and s she was excited t tell this t her friends.
That day als, Vivian gt up late and therefre did everything in a hurry. She rushed t the schl t get a seat beside Sara r any ther gd student in the class s that she culd ask them t shw her the answer sheet. Luckily, she fund an empty chair beside Sara in the examinatin rm.
She gave a smile t Sara and asked in a lw vice if she culd shw her the answer sheet, T her surprise, Sara refused at nce. Vivian was very surprised because she hadn't expected that.
When the exam started, Vivian tried t peep (偷看) at sara's paper while Sara kept hiding her answers. But it was impssible fr Sara t keep hiding answers while still writing. Thus frgetting her peeping friend, she cmpleted her paper and left the alas rm.
Vivian cpied almst all the answers frm Sara and was expecting gd grades. Sara didn't like Vivian's attitude and was angry with her. She didn't speak t her after that.
After ne week, the results were annunced and the papers were handed back t the students. Sara gt first place in the exam while Vivian failed.
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.
Vivian was surprised.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Sara lked at Vivian's test paper and fund that Vivian had written everything wrng .
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
Vivian was surprised. She thught abut hw this culd happen when she had cpied frm Sara's answer sheet. Then she went t Sara and aplgized fr what she had dne. Next day she asked Sara if she culd check her test paper and tell her what she had dne wrng that gt her such pr marks. It was a gegraphy paper.
Sara lked at Vivian's test paper and fund that Vivian had written everything wrng.Instead f “water pllutin reduces the supply f freshwater” she had written “Water cleaning reduces the supply f dirty water”; similarly, ther answers were wrng t. As Vivian didn't study befre, she had n idea abut the meaning f what she was cpying frm Sara's paper as she culdn't see all the answers. Sara felt bad fr Vivian s she hped her friend wuld end this careless attitude and instead take her studies seriusly. Vivian was ashamed f cheating and lsing her best friend, s she prmised never t cheat again and study hard frm that day n.
【導語】本文以人物為線索，講述了Sara 和 Vivian兩人截然不同的學習態(tài)度。Sara認真對待學習，但Vivian從不認為學習很重要?？荚囍校琕ivian以抄襲Sara的方式期望得個好成績，結(jié)果Sara的了第一名，而Vivian不及格。
【詳解】1. 段落續(xù)寫：
①由第一段首句內(nèi)容“Vivian很驚訝。”可知，第一段可描寫Vivian找Sara問清楚具體的原因。
②由第二段首句內(nèi)容“Sara看了Vivian的試卷，發(fā)現(xiàn)Vivian寫的都錯了?！笨芍?，第二段可描寫Sara通過看Vivian的卷子來搞清楚具體的原因。
2. 續(xù)寫線索：問原因——查明——感謝——內(nèi)心羞愧——感悟
3. 詞匯激活
行為類
承諾：prmise/ declare
學習：study /learn
減少：reduce/decrease
情緒類
.糟糕的：bad/awful
羞愧的：ashamed /shamed
【點睛】[高分句型1]. Next day she asked Sara if she culd check her test paper and tell her what she had dne wrng that gt her such pr marks.（由連接詞if引導的賓語從句作asked的賓語）
[高分句型2]. As Vivian didn't study befre, she had n idea abut the meaning f what she was cpying frm Sara's paper as she culdn't see all the answers. （運用同位語從句）

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