無靈主語
1心理，情緒：(a burst/wave/sense) +情感名詞+有靈動詞+sb.
（1）Mary felt a wave f anger sweep ver her.瑪麗感到一陣憤怒。
（2）Guilt and wrry flded ver her. 內(nèi)疚和擔(dān)憂一陣陣涌上她的心頭。
（3）Befre the cmpetitin her cnfidence suddenly failed her。她在比賽前突然失去了信心。
2主語是表示身體部位/音容笑貌的名詞+有靈動詞
（1）My fingers shk with anger, s that I culd nt g n sewing.我氣得手指發(fā)抖,沒法繼續(xù)縫了。
（2）I was relieved when a bright, sweet vice interrupted us.
（3）The mment he saw the familiar handwriting, tears welled up in his eyes.
他一看到熟悉的字跡,便淚如泉涌
3，The sight/thught ... f sth.+made sb.+表情感的形容詞/filled sb. with+表情感的名詞
常見的表示行為或動作的名詞有:sight, thught, sense, visit, arrival等。
謂語:send, remind, embarrass, bre, drive (驅(qū)使)等動詞。
（1）The thught f getting lst in such darkness filled us with wrry and fear
At the thught f hmewrk, I frwned.
（2）表自然現(xiàn)象等的名詞+有靈動詞
The thick fg blanketed the field. 濃霧籠罩著整個大地。
（3）表時間和地點的名詞+witnessed/fund/saw+名詞
The fllwing year saw the death f his mther. 第二年他的媽媽去世了。
The path led us t an ancient twn. 沿著小路,我們來到一個古鎮(zhèn)。
4, 無生命事物做主語，用于結(jié)尾
（1）The wrds still lingered in ne’s mind. 那些話還縈繞在心頭
（2）The experience enlightened him 這段經(jīng)歷讓他明白...
（3）The stry taught us that never shuld we judge a bk by its cver.
先聲奪人的定語從句
1名詞/代詞+that/wh/where ...等引導(dǎo)的定語從句
名詞/代詞指物時,用that/which, 指人時用that/wh/whm,
指地點/時間時,從句中缺狀語,分別用where, when, 名詞是reasn,從句中缺狀語用why。
（1）He tk her dwn t a rm where there were bks and pictures.
（2）She lked at the presents fr her mther which were in a basket under a chair.
2名詞/代詞, which/wh/where/as ...等引導(dǎo)的非限制性定語從句
主句與從句用逗號隔開。which可譯為“這一點”, as引導(dǎo)該句式意為“正如”。
（1）Hannah, wh had brught wd, made a fire.漢娜帶來了木柴,燃起了爐火。
（2）He kept a perfectly calm tne, which calmed me dwn他的語氣非常平靜,這使我平靜下來。
3主句, whse+表身體部位的名詞+謂語動詞 whse+ n.作定語
（1）The twins gazed at their mther, whse eyes were filled with tears f jy.
狀語從句
1形容詞(短語), 主+謂…… 表達人物做某動作的原因、結(jié)果或狀態(tài),可放在句首或句末,增強感染力。（1）Exhausted, he flpped dwn int a chair.他筋疲力盡,一屁股坐到椅子上。
（2）Eager t see her belved daughter, the wman quickened her pace twards the building.（因為）急于見到她心愛的女兒，這位婦女加快步伐向那座建筑物走去。
2 as/thugh引導(dǎo)的讓步狀語從句
（1）Hard as he wrked, he still culdn't catch up with the rest f the class.
盡管他很努力，但他仍然趕不上班上的其他同學(xué)。
（2）Brave as he appeared, he was actually trembling with fear inside.
盡管他看起來很勇敢，但內(nèi)心實際上在因害怕而顫抖。
非謂語
1, V-ing,主句或者主句, V-ing. (兩動作同時發(fā)生)
（1）Shuting fr help, he ran twards the nearest huse. 他大聲呼救著，跑向最近的房子。
Feeling ecstatic,she dashed ut f the rm like a wind. 她(感到)欣喜若狂，像風(fēng)一樣沖出了房間。
He ran acrss the finish line, grinning with pride and jy.
他跑過終點線時，驕傲和喜悅的笑容洋溢在臉上。
2, Having dne sth, 主句. (兩動作先后發(fā)生)
（1）Having waved gdbye, she turned and walked away.
揮手告別后，她轉(zhuǎn)身離去。
（2）Having finished the wrk, he felt a great sense f achievement.
完成這項工作后，他感到了一種巨大的成就感。
3, V-ed,主句，V-ing. (情緒形容詞+2個動作)
Relieved and verjyed, we yelled at the helicpter,trying t catch its attentin.
我們松了一口氣，欣喜若狂，對直升機大喊大叫，試圖引起它的注意。
Regretful and embarrassed. I admitted the lack f cnsideratin, lnging fr anther chance t make it up. 遺憾和尷尬，我承認(rèn)缺乏考慮，渴望再有一次機會來彌補。
獨立主格結(jié)構(gòu)
1，邏輯主語+非謂語(ing/ed/t d), 主句.
（With）tears welling up in his eyes , he thanked the plice in a trembling vice.
（With）With everything well prepared, they carried the breakfast upstairs.
（With）With lads f hmewrk t d, I had n ptin but t deal with it.
2, 獨立主格-常用肢體語言：
Eyes filled with tears，sb did sth. (眼里被淚水填滿，某人做某事)
Face blushing scarlet, he aplgized fr what he had lne. (羞愧臉紅，道歉)
Her heart burning with frustratin，she did sth.(內(nèi)心因沮喪而燃燒煎熬，她...)
巧用with復(fù)合結(jié)構(gòu)
1 with+情感名詞/with ne’s eyes full f/filled with +(tears f+)情感名詞,主+謂
如with delight/anger/terrr“高興地/生氣地/驚恐地”等或with ne’s eyes full f/filled with happiness“雙眸里滿是喜悅”等作伴隨狀語,可使描寫更生動。
（1）Mrs. Fairfax annunced with great excitement that she was planning a huse-party.
（2）He frze, with his eyes full f hrrr. 他呆住了,眼里滿是恐懼。
2, with+sth.+ding/dne/t d +主+謂 該結(jié)構(gòu)表原因、結(jié)果或伴隨狀態(tài)。
如with a wave f excitement welling up inside her“一陣激動涌上心頭”。
（1）He std silently, with tears rlling dwn his cheeks.
他靜靜地站著,眼淚流下他的臉頰。
（2）With her plan ruined, she let ut/uttered a cry f anger
她的計劃被毀,她憤怒地大叫一聲。
3, with+(形容詞)+身體部位的名詞+主+謂
如with her pale lips“用她蒼白的嘴唇”, with her trembling hand“用她顫抖的手”等。
（1）He pened the dr with a shaking hand.他用顫抖的手打開了門。
名詞性從句添亮點
1, 主語從句
（1）That/Whether/Wh-等引導(dǎo)的主語從句+謂語
What interested us mst were three crsses in red ink.我們最感興趣的是用紅墨水畫的三個叉。
（2）it形式主語的主語從句: it be+adj.(clear/bvius...)+that從句
It was bvius that she culd d nthing but wait.
2賓語從句
（1）主語+謂語+that/what/whether...+賓語從句
從句作賓語,位于及物動詞、動詞短語、形容詞或介詞(短語)之后,如表“是否”用if/whether引導(dǎo)。
J discvered that Laurie lved bks as much as she did.瓊發(fā)現(xiàn)羅瑞和她一樣愛書。
3表語從句
（1）主語+系動詞+that/what/when...+表語從句
it seems/lks as if/thugh“看似……”。
The fact is that a small smile may make a big difference.事實是一個小小的微笑可能會有很大的不同。
4同位語從句
（1）名詞+that/whether/wh-等引導(dǎo)的同位語從句
該句式中的名詞通常是表事實的抽象名詞,如fact, hpe, idea, news, thught, advice, dubt等。
I received a message that I was wanted in the cabin.我收到消息,說船艙那需要我過去。
5, 在續(xù)寫中,利用表“某人想到……”的句式,比sb. thught+that 從句更高級。
（1）idea, thught ...+ hit/struck/ccurred t/dawned n sb.
也可用it作形式主語:構(gòu)成It suddenly hit/struck/ccurred t/dawned n sb. that ...
Then it struck/hit/ccurred t Arthur that it was he that culd slve the prblem at that mment.
然后亞瑟想到那時就是他可以解決這個問題。
（2） sth. crssed/flashed thrugh/came t/ppped int sb.’s mind
該句式也可用it作形式主語: It crssed/flashed thrugh/came t/ppped int sb.’s mind that...。
The thught crssed her mind that she had left the dr pen.她突然想起她沒關(guān)門。
（3）ne’s mind began t race/ne’s mind raced某人開始轉(zhuǎn)動腦筋/某人拼命地轉(zhuǎn)動腦筋
該句式中race意為“快速運轉(zhuǎn)”。
My mind raced as I tried t wrk ut what was happening.
借虛擬語氣傳情達意
1主語+wish sb. did/had dne/culd d真希望……
對現(xiàn)在事實的假設(shè)用did或were;對過去事實的假設(shè)用had dne;
對將來事實的假設(shè)用wuld/culd/might d。
（1）“I wish we culd help him t earn mney,”said Clara.
2 Withut/But fr+名詞,sb. wuld d/wuld have dne沒有/要不是……的話,某人就……
對現(xiàn)在事實的假設(shè)用wuld d; 對過去事實的假設(shè)用wuld have dne。
（1）Withut setbacks, ur life wuld nt be filled with wnderful stries.
如果沒有挫折,我們的人生就不會充滿精彩的故事。
（2）But fr this experience, I wuldn’t have realized I shuld spend mre time with my family.
要不是這次經(jīng)歷,我不會意識到我應(yīng)該花更多的時間和家人在一起。
3 if nly sb. did/had dne要是……就好了
If nly+主語+did/were現(xiàn)在的愿望;
If nly+主語+had dne過去的愿望;
If nly+主語+culd d將來的愿望。
（1）If nly she had nt left her mbile phne in that bag with Tm.
構(gòu)建極具畫面感的倒裝句
1地點狀語 （副詞/介詞短語) 全部倒裝
（1）In frnt f her was anther lng passage . 在她的前面是另一條長長的通道
（2）Dwn the hill ran the children.孩子們跑下山了。
（3）Hearing the dg barking fiercely, away fled the thief.聽到狗狂吠,小偷逃走了。
2，否定詞（seldm, rarely, never, little）放在句首，后面句子用“一般疑問句”語序
（1）Never did she expect that a simple act f kindness wuld change smene's life frever.
她從未料到一次簡單的善舉會永遠改變一個人的生活。
（2）Hardly culd the family cntain their jy when they received the gd news.
當(dāng)收到這個好消息時，這家人幾乎無法抑制他們的喜悅。
（3）N sner had I had finished the ice cream than mm came in.
3 nly+狀語 （部分倒裝）
（1）Only with father’s help culd the twins finish cking the breakfast
（2）Only when he faced a challenge did he realize his true ptential.
只有當(dāng)他面對挑戰(zhàn)時，他才意識到自己的真正潛力。
4 ... ... （部分倒裝）
（1）S exhausted was my father that he fell asleep as sn as his head hit the pillw.我父親太累了，以至于他頭一碰到枕頭就睡著了。
（2）Such a funny stry that it still lingered in his mind.
5 Nt nly+倒裝，but als +陳述語氣
（1）Nt nly was Jane exhausted and hungry, but she was als regretful fr what she had dne.
適時強調(diào)
1, It is/was ... wh/that ... 強調(diào)句 （點題）
（1）It was thrugh cmmitment and sweat that I can change myself inside and ut.
正是通過投入和汗水，我才能徹底改變自己。
（2）It was yur effrt that determined whether yu can succeed.是你的努力決定你是否成功。
（3）It was n that day that he realized that what his sn needed was nthing but cmpany.
是在那一天，他才意識到他兒子需要的僅僅是陪伴。
恰當(dāng)運用感嘆
1 What+a/an+形容詞+可數(shù)名詞單數(shù)+主語+謂語
（1）What a terrible expressin he had n his face!
2 What+形容詞+不可數(shù)名詞/可數(shù)名詞復(fù)數(shù)(+主語+謂語)!
3 Hw+形容詞+a/an+可數(shù)名詞單數(shù)+主語+謂語!/
（1）Hw terrible an expressin he had n his face!
4 Hw +形容詞/副詞+主語+謂語!/Hw+主語+謂語!
生動形象的比喻
1，明喻:A+表“像”的詞匯+B A像B
明喻是將具有某種共同特征的兩種不同事物連接起來的一種修辭手法。
明喻的標(biāo)志詞常用like, as, as if/thugh。
（1）filled with+情緒， sb d like a ...
Filled with rage, he charged me like a furius bull.他滿腔怒火，如公牛向我沖來
Falling int sadness, Rse buried her face in her arms like a deflated balln. 泄了氣的氣球
Drwned in laughter, Jimmy dashed ut f the schl gate like a free bird.
2明喻:A+as +adj./adv.+as + a(n) +B
常見的as ... as ...結(jié)構(gòu)有:as busy as a bee忙忙碌碌; as hungry as a wlf饑腸轆轆;
as prud as a peacck傲如孔雀; as brave as a lin勇猛如獅; as pretty as a picture美如畫
as nervus as a cat n ht bricks急得像熱鍋上的螞蟻 as pale as a sheet 蒼白的像一張床單
3暗喻:A+be動詞+B A是B
暗喻是直接將A事物當(dāng)作B事物描寫, A和B事物之間的聯(lián)系或相似之處是暗含的。不用like, as if等標(biāo)志詞,通過be動詞或動詞產(chǎn)生聯(lián)系。
（1）Life is an unexplred river, full f twists and turns.生活就像一條未被涉足的河流,有各種曲折。
（2）He just parrts what ther peple say.他只會鸚鵡學(xué)舌。
Part B
1．（2024·遼寧·模擬預(yù)測）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 childhd is magical and full f adventure. I have s many childhd memries, and I wuld like t share ne that still stimulates me. This unfrgettable childhd event was abut the first day when I learned hw t swim. It happened s unexpectedly and quickly that nt nly I but my parents were surprised. Of curse, we were prud as well. I was barely seven years ld back then, and my parents thught that it was time fr me t learn hw t swim. One summer mrning, they tk me t a swimming pl in the City Swimming Cmplex which was just a 35-minute drive frm ur huse. It was a weekend and bth my parents accmpanied me. After we reached the Swimming Cmplex, we fund many peple were learning hw t swim. My mther said she wuld watch me learn this imprtant skill with the help f my father. Then she cheered me n and tk a seat.
I had n idea hw t swim but I was excited t try this new adventure. Hwever, when my father gt int the swimming pl with me, I became a bit nervus. It seemed that things were nt quite as easy fr me.
Lking arund, I nticed that many ther children f all ages were als trying t grasp this skill and sme f them had pretty much learned the art and science f this skill. Influenced by thers, I was determined t fcus n my training and swim as well as them. Under the guidance f my father, I learned with all my effrt and devtin, and I made rapid prgress. After teaching me fr 30 minutes r s, my father went t buy sme snacks fr us and my mther came t talk t me fr a while near the pl. She asked me if I had learned anything at all. T prve my prgress, I jumped int the water and started swimming.
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。
My mther was frightened by my actin at first.
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Eating the snacks bught by my father, we were all thrilled and excited.
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2．（2024·湖南長沙·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。
There are t many treasures in life we take fr granted, the wrth f which we dn’t fully realize until they’re pinted ut t us in sme unexpected way. S it was with Mama’s minestrne sup (意大利濃菜湯).
There was n recipe fr her minestrne sup. Fr ur large immigrant family, Mama’s sup guaranteed we wuld never g hungry. It was a symbl f security. Its recipe was created spntaneusly (非計劃安排地) frm what was in the kitchen. And we culd judge the state f ur family ecnmy by its cntents. A hearty sup with tmates, pasta, beans, carrts, celery, nin, crn and meat indicated things were ging well. A water y sup suggested hard times.
At ne time, hwever, Mama’s sup pt became a surce f embarrassment t me, fr I feared it wuld cst me a new friend I had made at schl. Sl was a thin, dark-haired by, and an unusual pal fr me because his father was a dctr and they lived in the best part f twn. Often Sl invited me t his hme fr dinner. The family had a ck in a white unifrm wh wrked in a kitchen with shining utensils (廚房用具). The fd was gd, but I fund it bland (清淡的), lacking the heartiness f my hme fd served frm flame-blackened pts. Mrever, the atmsphere matched the fd. Everything was s frmal. Sl’s mther and father were plite, but cnversatin arund the table was subdued (克制的). And n ne hugged! In ur family, warm hugs were a cnstant and if yu didn’t kiss yur mther, she demanded: “What’s the matter, yu sick?” But at that time in my life, all this was an embarrassment.
I had knwn Sl wuld like t eat dinner at ur huse, but that was the last thing I wanted. My family was s different.
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。
Finally when Sl asked again if he culd cme t ur huse, I had t say yes.
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But t my amazement, I nticed Sl tk a spnful f Mama’s minestrne sup.
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3．（2024·浙江·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)成一篇完整的短文。
Jay, 24, gt hme frm wrk shrtly after midnight. Then, suddenly, a hrrr-filled scream ripped thrugh the still night. He rushed utside and saw flames lighting the sky half a mile away. Hurriedly, he called the fire department and rushed ut t check the situatin.
Secnds later, Jay was fishtailing his car n the main rad. The fire raged at a small hillside cmplex f mbile hmes. Jay slid the car t a stp and sprinted up a steep lane tward the reddening glw. Reaching the hilltp, he saw that a 70-ft-lng trailer (房車) was n fire. A yung wman in trn nightclthes was running wildly back and frth, jumping t smash at the 6-ft-high windws with her hands. “Dear Gd!” she screamed. “My family is dying!”
Jay felt a mment f panic. He seemed t be the nly persn there t help. Never had he seen such a fire! Flames were leaping ut f brken windws at the far end f the trailer and winding alng the rf; the raring, crackling nises grew luder by the secnd. He grabbed the wman by the shulders. “What happened?” he shuted.
Barely cherent, Cindy tld him she had escaped thrugh ne f the master bedrm windws. Her husband, Lenard, had gne fr their tw children: 22-mnth-ld Ryan and 6-week-ld Angela. He was suppsed t hand them ut t her frm the bedrm. But, secnds later, flames had burst frm the kitchen and living rm windws. Cindy began crying miserably. “Where are they?” Jay yelled. Cindy pinted t the end sectin f the trailer, where thick, black smke pured frm the windws.
Frm the time he was ld enugh t play sprts, Jay had learned t battle the dds. As a Little Leaguer, he led his underdg team t the state champinship. And in tiny St. Maries, his curage had earned him twnspeple’s respect. Always, Jay recalled the wrds f his father: “The wrd can’t never did anything fr anybdy. Yu can d it! Never stp trying, sn!”
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。
Para. 1 Jay’s father’s wrds eched in his mind.
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Para. 2 As her husband was placed in the ambulance t be driven t the hspital, Cindy walked ver t Jay.
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4．（2024·山西臨汾·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)成一篇完整的短文。
I chewed n my pencil as I walked back and frth acrss my bedrm. What was I ging t d? It was bad enugh that I was the new kid. But nw I was sure t get laughed at by my classmates. Hw culd my first hmewrk be such a disaster?
“My name is Anna, and this summer I...” I stpped. Hw culd I stand in frnt f my class and say that I’d spent the entire summer handling smething that mst peple dn’t even like t talk abut? Pp (糞便). I’d spent three mnths shveling (鏟), cllecting, and analyzing cw pp n my grandparents’ farm. I tried t think f a different adventure I culd share. Maybe I culd say I’d spent the summer n the Weather Cntrl Team preventing flds.
“Time fr dinner,” my mm called.
I walked slwly dwn the stairs and slid int my chair.
“Yu’ve been in yur rm since yu came hme frm schl,” Mm said. “What are yu wrking n?”
I sighed. “I have t tell the class what I did this summer.”
My yunger brther, Seymur, began t laugh uncntrllably. “N ne will want t sit next t yu after they hear yu were cvered in cw pp all summer!”
“OK, that’s enugh, Seymur,” Dad said.
“Anna,” said Mm, putting green beans in a bwl, “be prud f the wrk we did this summer. Our planet wuld be in sad shape withut scientists like yur grandfather.”
It’s true that my grandfather des imprtant wrk. He develped an easy way t use pp as a surce f fuel. Using the pp is nw easy, ecnmical, and envirnmentally safe.
“I knw, Mm,” I said, staring at my meatlaf. “But it’s nt exactly smething peple want t hear abut befre lunch.”
That night I dreamed abut mre splendid adventures: cave diving in Mexic, hiking thrugh the Amazn rainfrest . . .
At schl the next day, I bent ver my desk, listening t each kid speak. My palms were sweaty, and the knt (結(jié)) in my stmach grew tighter.
“And that was my jurney t Munt Everest,” Ember Adams said, finishing her reprt. She bwed and lk her seat.
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。
“It’s yur turn, Anna,” the teacher said.
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After class, sme f my classmates apprached me.
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5．（23-24高三上·上海靜安·期末）Directins: Read the fllwing passage. Summarize the main idea and the main pint(s) f the passage in n mre than 60 wrds. Use yur wn wrds as far as pssible.
Cmpetitive Cheerleading
Over the years, cheerleading has taken tw primary frms: game-time cheerleading and cmpetitive cheerleading. Game-time cheerleaders’ main gal is t entertain the crwd and lead them with team cheers, which shuld nt be cnsidered a sprt. Hwever, cmpetitive cheerleading is mre than a frm f entertainment. It is really a cmpetitive sprt.
Cmpetitive cheerleading includes lts f physical activity. The majrity f the teams require a certain level f tumbling (翻騰運動) ability. It’s a very cmmn thing fr gymnasts, s it’s easy fr them t g int cmpetitive cheerleading. Usually these cheerleaders integrate lts f their gymnastics experience including their jumps, tumbling, and verall energy. They als perfrm lifts and thrws.
Cmpetitive cheerleading is als an activity that is gverned by rules under which a winner can be declared. It is awarded pints fr technique, creativity and sharpness. Usually the mre difficult the actin is, the better the scre is. That’s why cheerleaders are trying t experience great difficulty in their perfrmance. Besides, there is als a strict rule f time. The whle perfrmance has t be cmpleted in less than three minutes and fifteen secnds, during which the cheerleaders are required t stay within a certain area. Any perfrmance beynd the limit f time is invalid.
Anther reasn fr the fact that cmpetitive cheerleading is ne f the hardest sprts is that it has mre reprted injuries. Accrding t sme research, cmpetitive cheerleading is the number ne cause f serius sprts injuries t wmen. Generally, these injuries affect all areas f the bdy, including wrists, shulders, ankles, head, and neck.
There can be n dubt that cmpetitive cheerleading is a sprt with prfessinal skills. It shuld be nted that it is a team sprt and even the smallest mistake made by ne teammate can bring the scre f the entire team dwn. S withut wrking tgether t achieve the gal, first place is ut f reach.
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6．（2023·安徽合肥·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)成一篇完整的短文。
I used t be very active in sprts and games when I was in primary schl. I wn the B Divisin lng jump and was a gd sprinter (短跑運動員). As a result, I was chsen t represent the schl in the lng jump and relay events at the District Sprts Meet. Befre the sprts meet, I had put in a lt f hard wrk and dedicatin during the training sessins. I wke up early every mrning t g fr runs and did cuntless drills t imprve my technique. My teammates and I supprted and encuraged each ther during training, pushing urselves t d better and achieve ur gals.
The meet lasted tw days, I had n events scheduled fr the first day. S I kept myself busy by watching the thers cmpete. Large tents were prvided fr the yung cmpetitrs n ne side f the track. Despite being assigned the last tent that was furthest frm the track, I made the best f the situatin by decrating it with ur schl clrs and creating a supprtive atmsphere.
The next day, I was getting ready fr my events. The lng jump was scheduled fr the early afternn, fllwed by the 8×50m relay later in the afternn. I thught I was a pretty gd jumper, but as the cmpetitin began, I realized I was vastly utclassed. We finished ur jumps, and I came in furth place, just missing ut n a medal.
That was disappinting, but I reminded myself that we still had a chance in the 8×50m relay, fr which I was assigned t run the fifth leg. The race date arrived. We filed int ur assigned spts and prepared fr the race. After a tense minute r s, I heard the starter’s gun g ff. When the first runners tk ff, I watched nervusly and excitedly as my team runners kept up with the thers. As they gt clser, I realized we were at least in secnd place.
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。
My turn arrived and I tk the batn (接力棒) cleanly and began my run.
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As a result, I left the meet empty-handed.
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7．（2023·遼寧·模擬預(yù)測）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。
A Perfect Match
This stry is a miracle. A dg, separated frm her wner fr many years, finally returned t her side.
As an nly child, Nicle Renae ften felt lnely in her yuth. But that all changed when she turned ten. Fr her birthday, Renae’s grandmther surprised her with an adrable gray puppy named Chle.
Frm the very start, the tw were inseparable. “She was my best friend,” Renae says. Every unce f lve Renae gave, the little dg returned mre. “She was such a sweet dg,” Renae says. “She’d lick yur face frever if yu didn’t stp her.”
But when Renae was 14, her father gt a new jb that came with a piece f bad news; He’d be wrking frm hme, and the huse needed t be free f audible (聽得見的) distractins.
“Chle was very yappy (喜歡叫嚷的),” Renae says. “I was just a kid, s I didn’t have any chice in the matter. I didn’t want t get rid f my dg. I just felt s sick and sad abut it.”
With n easier ptin, the family surrendered Chle t a humane sciety (動物保護協(xié)會). Thugh they were ptimistic that the dg wuld find a new hme with peple wh lved her, they culdn’t knw fr sure. “I called the humane sciety t try t find ut what happened t her,” Renae says, “but they culdn’t tell me anything. S I never knew.”
In time, Renae grew up, gt married, and had a child f her wn. But her family didn’t feel quite cmplete. Remembering the jy that having a dg had brught her as a kid, Renae wanted her daughter t experience the same. She had it in her mind that she wuld adpt a puppy, but then ne day she saw a pst n Facebk abut a senir dg that needed a new hme. The dg in the phtgraph lked a lt like Chle—she was even named Chle. In an instant it was decided: She wuld adpt this lder dg.
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 met Chle, Renae was struck with an amazing feeling.
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But her mm realized there was a way t test the thery; Their Chle had been micrchipped (植入芯片) as a puppy.
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8．（2023·重慶·模擬預(yù)測）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
There was a time when my favrite thing t d in the entire wrld was t play in the wds near ur huse. A river ran thrugh them, s nt nly culd I climb branches, but I culd turn ver rcks n the riverbank and find baby eels (鰻魚).
My favrite bk was called Guide t Reptiles (爬行動物). My father had given it t me fr my birthday, and I read every page ver and ver, lking at the pictures f clrful animals. Sme f the snakes were the mst beautiful creatures I had ever seen, and sme were described as pisnus, but still an imprtant part f the ecsystem.
Little did I knw that my bk wuld end up saving a life.
My family mved t Virginia, int a new huse. The huses were s new that n ne had lived in them befre. In fact, wds had been there first, and almst all the trees had been cut dwn t make rm fr huses and driveways. Inside ur new huse, everything smelled like fresh paint. Outside, n lawns had been planted, but my father tssed ut grass seed and baby seedlings grew. My brther Patrick and I culd nt walk n them. We had t play in the driveway.
All the same, I liked ur new huse. One f the best things abut living near the wds were the animals that wuld cme int ur yard. Rabbits and turtles came ver every night. It seemed as if they were nly trying t g hme, and instead, what they had fund was a big new land where their ld hmes used t be.
Besides playing in the driveway, we spent time in a sandbx, which my father built right next t the driveway. One day befre dinner, I ran t the sandbx t build a castle but fund there in the sandbx was a snake.
It was lying very still, and it was beautiful. The snake had rings f clr arund it-red, then white, then yellw, then black. I had seen a picture just like it in my reptile bk, and I remembered that it was ne f the prettiest snakes in it. It said in the bk that the pisnus snake lked very much like it. I was scared and ran inside.
Para 1: “Dad! Dad! There’s a snake in the sandbx!” I yelled.
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Para 2: Tw hurs after the call, the z expert arrived with a secure cntainer.
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9．（2024·全國·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)成一篇完整的短文。
The Charm (魅力) f Schlyard
In the charm f schl life, where classrms are seats f knwledge and the schlyard becmes surce f memry, there are a fund f stries mixed with humr, warmth, and teacher-student relatinships.
Mr. Smith was a cuntry teacher, but nt an rdinary ne; he was a stryteller, a mentr (人生導(dǎo)師) , and a friend t all his students. His classrm was a wrld f its wn, full f clrful characters and brilliant ideas. One day, during the nn break, a student named Alice nticed a wandering kitten padding (潛行) thrugh the familiar grunds where many schlyard tales were brn. Alice tk her t Mr. Smith, wh had magical Tricks fr handling even the smallest things. With Mr. Smitt’s permissin, Alice and her classmates built a shelter fr the kitten in a crner f the campus.
The days turned int weeks, and the kitten grew under the tender care f Mr. Smith and his students. Once in a while, she became a temprary resident f the classrm, much t the delight f the whle class. They named her “Schlyard”, a name that generalized the spirit f their schl days.
As the year prgressed, Schlyard became nt just a kitten, but a tie cnnecting each f them and a thread f cntinuity in their lives. She played n desks, slept in chairs, and hid in flders, thus becming an unfficial masct (吉祥物) f the classrm. The students fund cmfrt in her presence, and Mr. Smith, jy in watching them grw thrugh her cmpany.
As graduatin neared, Mr. Smith gathered his students fr ne last lessn. He tld them that they wuld sn be explring new hrizns. He reminded them that life was full f unfreseeable twists and tums alng with unexpected ptentials, just like the appearance f a kitten in their schlyard. At the mment, the students were greatly tuched and deep dwn there arse a strng lve fr thse memrable warmth and hearty laughter f their schl days.
Thereafter, Mr. Smith and the students agreed t meet here nce again in ten years.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請按如下格式作答。
A decade later, Mr. Smith greeted his frmer students at the schl gate.
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“Isn’t that ur Schlyard?” cried Alice, gazing at the classrm dr.
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10．（2024·福建·模擬預(yù)測）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。
Javn was the shrtest kid in the class. It had been that way since the third grade. He’d had t ask t get his gym lcker changed s that he didn’t have t struggle s much t reach it. Fr mst kids, being shrt wuld be a prblem, but Javn didn’t let being shrt bther him at all.
That was Javn’s attitude abut mst things except schl wrk. And Javn had wrked hard. By the middle f seventh grade, Javn was ne f the tp kids in the class. S, he hadn’t been t cncerned when Mr. T annunced they were starting a new unit in math. Fr Javn, math used t be easy. He figured that since he had ten fingers, he culd d mst f it. But when Mr. T threw letters int math prblems, he culdn’t wrap his mind arund using these letters. Mr. T had given them all srts f rules fr what t d when there were letters in math prblems. But Javn culdn’t remember what they all were and he didn’t think he even understd the rules he did remember. Sn he was hpelessly lst in math class. Even wrse, it was time fr the class t take the chapter test.
The test was quite demanding. Javn was cnfused by the very first questin. He was nervus and kept lsing track f what he was ding. When the class perid ended, he hadn’t finished all f the prblems.
The day came when the class finally gt their papers back. Seeing “D” written in red ink n the crner f the paper, he felt desperate. In the seat next t him, Tyler sighed slightly, catching Javn’s attentin. He culdn’t help but see the big, red “C” n Tyler’s paper. He felt s upset.
When they started packing up t leave after class, Tyler accidentally tld Javn he gt extra time n the test. Upn hearing this, Javn burst ut, “It was unfair!” He drpped his bks, face ht.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150個左右;
2. 請按如下格式在答題卡的相應(yīng)位置作答。
At this very mment, Mr. T came up t see what happened t them.
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Eventually, Javn understd what a reading disrder was and hw t ask fr help.
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11．（2024·安徽·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)成一篇完整的短文。
A Cheating Incident
Raj lked int the teacher’s stny face as she raised an eyebrw. With his frehead bathed in sweat, he attempted t hide the bk beneath his desk, but in vain. The watchful teacher had already caught sight f his behavir. She swiftly snatched the bk away and rdered him t stand till the time was up, a perid that seemed t stretch endlessly.
T Raj’s regret and disappintment, he had frgtten t study fr the imprtant quiz. It was CAI, the crucial stage f his academic year, and Raj was having his Science paper. He clsed his eyes as he tried t recall. Then, it dawned n him. A week earlier, his Science teacher had clearly infrmed the class, “Next week, we’ll be having a quiz fcusing n Interactins and Matter. Make sure yu study these tpics thrughly.” Raj blamed himself fr letting such vital infrmatin slip his mind amng the chas f daily schl life.
With the clck ticking, he was briefly glancing thrugh the pages f his textbk, desperately trying t absrb any last-minute knwledge befre the quiz began. Hwever, just as he was ding s, the teacher severely instructed everyne t pack away everything except their pencil cases. Raj let ut a lw sigh, despair settling heavily in his chest.
As the teacher handed ut the papers, he felt nervus and his hands grew icy and slick with sweat, shwing his anxiety. Drps f sweat std ut n his frehead as he tried t fcus. Thughts f being a failure ran thrugh his mind. He mved his bdy frm side t side in his seat as he thught f the ntes he had secretly hidden in his pencil case.
Finally, the teacher annunced, “Class, the time is 10: 00 a. m. We will stp at 11: 00a. m. sharp. Yu may begin, nw.” The nise f flurrying papers was heard as students attentively turned t the first page. Raj rapidly filled ut the multiple-chice sectin withut much cnsideratin, his heart punding faster with each tick f the clck.
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 he came t the pen-ended questins, he sighed desperately frm the bttm f his heart.
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Once the time was up, the teacher tk him t the headmaster’s ffice.
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12．（2024·湖北·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。
It was nly a few weeks after my surgery. I went t Dr. Belt’s ffice fr a checkup. It was just after my first chemtherapy (化學(xué)療法) treatment. My scar was still very tender. My arm was numb underneath. This whle set f unique and weird feelings was like having a new rmmate t share the tw-bedrm apartment frmerly knwn as my breasts — nw lvingly knwn as “the breast and the chest.”
As usual, I was taken t an examinatin rm t have my bld drawn, again — a terrifying prcess fr me, since I’m s frightened f needles. I lay dwn’ n the examining table. Ramna entered the rm. Her warm sparkling smile was familiar, and std ut in cntrast t my fears. I’d first seen her in the ffice a few weeks earlier. She wasn’t my nurse n that day, but I remember her because she was laughing. She laughed in deep, rund and rich tnes. I remember wndering what culd be s funny behind that medical dr. What culd she pssibly find t laugh abut at a time like this? S I decided she wasn’t serius enugh abut the whle thing and that I wuld try t find a nurse wh was caring. But I was wrng.
This day was different. Ramna had taken my bld befre. She knew abut my fear f needles, and she kindly hid the needle under a magazine with a bright blue picture f a kitchen being remdeled. As we pened the bluse, the catheter (導(dǎo)管) n my breast was expsed and the fresh scar n my chest culd be seen. She gently reached ver and ran her hand acrss the scar, examining the smthness f the healing skin and lking fr any irregularities. I began t cry gently and quietly. She lked at me tenderly and said, “Yu haven’t tuched the scar yet, have yu?” And I said, “N.”
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。
S this wnderful, warm wman laid the palm f her glden brwn hand n my pale chest and she gently held it there.
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That night as I lay dwn t sleep, I gently placed my hand n my chest and I left it there until I fell asleep.
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13．（2024·全國·模擬預(yù)測）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。
In a small cmmunity lcated at a suburb f Exeter, a disheartening issue had been trubling the neighbrhd fr years. The nce pleasant surrundings were ruined by piles f waste that seemed t multiply with each passing day. Residents were grwing tired f the wrsening envirnment, leading many t abandn their hmes in search f cleaner neighbrhds. It was in this terrible situatin that tw yung students, Emma and Mia, decided t take matters int their wn hands.
Emma and Mia were classmates and best friends frm Phillips Exeter Academy, bth passinate abut envirnmental preservatin and deeply cncerned abut the pllutin crisis their cmmunity was facing. Witnessing mre and mre neighbrs’ leaving, they knew they culdn’t stand by any lnger. Determined t bring abut a change, they undertk a missin that wuld sn catch the attentin f the entire cmmunity.
Their jurney began with thrugh research and planning. The tw girls searched carefully n the Internet fr infrmatin n envirnmental initiatives and cnnected with lcal envirnmentalists. They rganized meetings with residents t understand the issues at hand, cllecting data n the types f waste, the surces, and the areas mst affected. Armed with this knwledge, Emma and Mia wrked ut a cmprehensive plan and annunced it t ask fr pinins frm the residents. Surprisingly it was strngly supprted.
Their strategy was twfld. First, they initiated a waste classificatin and recycling prgram. They distributed recycling bins(回收箱) t every husehld and educated the cmmunity abut the imprtance f respnsible waste management. Sn, the streets began t shw signs f imprvement as the vlume f garbage inapprpriately thrwn away decreased gradually.
The secnd part f their plan was mre ambitius. Emma and Mia gathered vlunteers frm their schl and the neighbrhd t take part in a massive clean-up campaign. Armed with glves and trash(垃圾)bags, they began systematically clearing the waste frm the streets, parks, and even the lcal bdies f water. Their firm cmmitment and hard wrk inspired thers t jin the cause.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右;
2. 請按如下格式作答。
Half a year later, the changes were significant.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Emma and Mia received recgnitin and hnrs fr their wrk.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
14．（2024·重慶·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)成一篇完整的短文。
An egg sandwich in hand, I quickly grabbed my bag and climbed int the hnking car. I tk ut my physics ntes and started skimming thrugh them nce mre.
Tday was a very imprtant exam-f physics. Fr me, it is a really hard subject and I had wrked really tugh and intended t d my best in it.
I entered the queue utside the assigned classrm where the invigilatr(監(jiān)考老師)was checking ur pencil cases. All the senirs and junirs were mixed and we were sitting in an English letter rder. Upn lking at my name, I was surprised t see smene else sitting n my seat. She was a senir.
“Um. . . excuse me, I think yu gt the wrng seat… ” my squeaky(細的)vice faltered(支吾).
She stared in frnt in a bred way. I had the feeling she was deliberately ignring me. I had enugh truble scializing with peple, s I decided t leave the matter t the invigilatr. The invigilatr came sn enugh.
“Katie, dear, yu need t mve ne seat back fr Aliya here, ” the invigilatr explained.
The girl, Katie, shifted and I settled dwn. The girl in frnt f me turned arund and rlled her eyes at me. Nw, I was puzzled. What was wrng? I had annyed tw peple at the same time?
These thughts drifted away as I started fcusing n the paper. Minutes passed when ut f the blue,there was a tap n my shulder.
The girl behind me, Katie, whispered, “Quick! Change places with me.”
I frze. It tk me a mment t prcess her wrds. Withut even waiting fr a respnse, she grabbed my arms, pulled me up and made me sit n her seat, exchanging ur papers t. Then she and the girl in frnt f her started t exchange sme ntes. I didn’t knw what t d. I fught hard t cllect enugh curage and raised my hand, but the invigilatr was busy with anther candidate.
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 the dr pened with a bang and in came a teacher.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“As fr yu, Aliya, ” he turned t me, “cmplete yur paper here. ”
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
15．（2024·浙江紹興·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)成一篇完整的短文。
Kevin wke t the blaring beep f his alarm clck. “Can’t wait fr that camping trip,” Kevin thught, filled with excitement. As he was leaving hme, his dad grabbed him by the hand and said, “Befre yu g, just tell me the directins n where yu and yur friends are ging t stay.”
“But dad!” Kevin cmplained.
“N buts!” Kevin’s dad added.
“Fine.” Kevin tld him the directins and left.
The three friends, Kevin, Jay and Nathan, had been planning this adventure fr weeks, packing their stuff-tents, snacks, and a map-preparing fr a 3-day utdr explratin. Excitement ran thrugh Kevin as they departed fr their campsite. “This trip is ging t be awesme, ” Nathan excitedly yelled as they set ff. But little did they knw that nature had a surprise in stre fr them.
The first day at the campsite was ging great, setting up tents, cllecting firewd, and sharing stries. “Man, we nailed these tents, ” Kevin said. “I knw it was easy really,” Nathan replied. The friends were happy.
Yet twards night, as the dark cluds gathered verhead, the atmsphere shifted, and a sudden strm erupted with unfrgiving anger. Rain pured dwn frm the heavens like a relentless waterfall, transfrming the peaceful campsite int a muddy battlegrund. Wrse still, a huge tree was uprted and crashed dwn with a deafening crack n their nly means f escape - their car. Kevin’s eyes widened in hrrr as he sptted the damaged wreckage beneath the fallen giant. “Our car!” he screamed ver the hwling wind, his vice a mix f disbelief and despair. “We’re stuck here,” he declared, his wrds barely audible against the backdrp f thunder and raindrps. They realized that their plans had been vilently spiled by frces beynd their cntrl. The nce quiet campsite nw std as a deserted battlefield, the fallen tree serving as a painful reminder f the unpredictable nature f the wrld arund them.
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。
Paragraph 1: The next day, they fund themselves facing the immediate prblem f finding water.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2: On the third night, a distant engine sund brke the terrible stillness.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
無靈主語（ ）
定語從句（ ）
狀語從句（ ）
非謂語（ ）
獨立主格結(jié)構(gòu)（ ）
with復(fù)合結(jié)構(gòu)（ ）
名詞性從句（ ）
虛擬語氣（ ）
倒裝句（ ）
強調(diào)句（ ）
感嘆句（ ）
比喻句（ ）

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