專題突破卷11 讀后續(xù)寫（含答案） 2025年高考英語(yǔ)一輪復(fù)習(xí)考點(diǎn)通關(guān)卷（新高考通用）練習(xí)-試卷下載-教習(xí)網(wǎng)

1.（2024年新高考I卷）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
I met Gunter n a cld, wet and unfrgettable evening in September. I had planned t fly t Vienna and take a bus t Prague fr a cnference. Due t a big strm, my flight had been delayed by an hur and a half. I tuched dwn in Vienna just 30 minutes befre the departure f the last bus t Prague. The mment I gt ff the plane, I ran like crazy thrugh the airprt building and jumped int the first taxi n the rank withut a secnd thught.
That was when I met Gunter. I tld him where I was ging, but he said he hadn't heard f the bus statin. I thught my prnunciatin was the prblem, s I explained again mre slwly, but he still lked cnfused. When I was abut t give up, Gunter fished ut his little phne and rang up a friend. After a heated discussin that lasted fr what seemed like a century, Gunter put his phne dwn and started the car.
Finally, with just tw minutes t spare we rlled int the bus statin. Thankfully, there was a lng queue (隊(duì)列) still waiting t bard the bus. Gunter parked the taxi behind the bus, turned arund, and lked at me with a big smile n his face. "We made it," he said.
Just then I realised that I had zer cash in my wallet. I flashed him an aplgetic smile as I pulled ut my Prtuguese bankcard. He tried it several times, but the card machine just did nt play alng. A feeling f helplessness washed ver me as I saw the bus queue thinning ut.
At this mment, Gunter pinted twards the waiting hall f the bus statin. There, at the entrance, was a cash machine. I jumped ut f the car, made a mad run fr the machine, and ppped my card in, nly t read the message: "Out f rder. Srry."
注意：
（1）續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
（2）請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。
I ran back t Gunter and tld him the bad news.
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Fur days later, when I was back in Vienna, I called Gunter as prmised.
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【答案】參考范文
Para 1
I ran back t Gunter and tld him the bad news. He lked at me in disbelief, asking me what t d. Flashing him anther aplgetic smile, I begged him fr a delayed payment. “If I miss this last bus t Prague, I’ll be late fr the cnference which is s imprtant that I can’t affrd t miss it!” I explained. “May I have yur phne number? I will call yu and return the mney I we yu. I prmise I will keep my wrd r yu keep my watch!” I added, handing him my watch as well as my business card. Gunter accepted my business card but rejected my watch. He wrte dwn his phne number and gave it t me. “Just keep yur prmise, Sir.” A feeling f gratitude washed ver me as I heard his wrds. Giving him a firm handshake, I jumped ut f the car, made a mad run fr the bus, and jumped nt it just befre its departure.
Para 2
Fur days later, when I was back in Vienna, I called Gunter as prmised. He picked me up at the bus statin where he had drpped me ff fur days befre. Beaming a warm smile at him, I gave him a big hug the mment I saw him. We chatted happily n the way t the airprt. I tld him that thanks t his genersity and timely help, everything had gne smthly. When he stpped his taxi utside the airprt, I paid him fr the “duble car ride”, back and frth frm the airprt t the bus statin, tgether with a generus tip that he turned dwn. I als gave him an attractive suvenir I had bught at Prague, which he accepted with delight. We became gd friends and kept in tuch with each ther regularly. I felt blessed t have such a warm-hearted friend like Gunter.
【導(dǎo)語(yǔ)】本文以人物為線索展開，講述了作者在一次因風(fēng)暴延誤的旅途中，匆忙搭乘出租車前往車站趕最后一班去布拉格的公共汽車。司機(jī)岡特不熟悉車站位置，通過(guò)電話求助后順利抵達(dá)。到達(dá)時(shí)作者卻發(fā)現(xiàn)自己沒帶現(xiàn)金，嘗試用葡萄牙銀行卡支付沒有成功，而車站的取款機(jī)也故障了。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“我跑回到岡特那里，告訴他這個(gè)壞消息?！笨芍谝欢慰擅鑼懽髡吡粝聦氐碾娫挘兄Z會(huì)還錢給對(duì)方，岡特同意，最終作者及時(shí)登上了公共汽車。
②由第二段首句內(nèi)容“四天后，當(dāng)我回到維也納時(shí)，我按照承諾給岡特打了電話?！笨芍?，第二段可描寫作者付費(fèi)給岡特，并向?qū)Ψ奖硎靖屑?，兩人成為了好朋友?br>2.續(xù)寫線索：作者給出解決辦法——承諾還錢——岡特同意——作者登上公共汽車——履行承諾還錢——兩人成為朋友
3.詞匯激活
行為類
①拒絕：reject/refuse
②給某人擁抱：give sb. a hug/embrace sb.
③記下，寫下：write dwn/set dwn
情緒類
①難以置信地：in disbelief/incredibly/unbelievably
②開心地：happily/jyfully
【點(diǎn)睛】【高分句型1】He picked me up at the bus statin where he had drpped me ff fur days befre.（運(yùn)用了where引導(dǎo)的限制性定語(yǔ)從句）
【高分句型2】When he stpped his taxi utside the airprt, I paid him fr the “duble car ride”, back and frth frm the airprt t the bus statin, tgether with a generus tip that he turned dwn.（運(yùn)用了when引導(dǎo)的時(shí)間狀語(yǔ)從句，that引導(dǎo)的限制性定語(yǔ)從句）
2.（2023年新高考I卷）閱讀下面材料, 根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段, 使之構(gòu)成一篇完整的短文。
When I was in middle schl, my scial studies teacher asked me t enter a writing cntest. I said n withut thinking. I did nt lve writing. My family came frm Brazil, s English was nly my secnd language. Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts. N ne laughed harder than he did.
S, why did he suddenly frce me t d smething at which I was sure t fail? His reply: “Because I lve yur stries. If yu’re willing t apply yurself, I think yu have a gd sht at this.” Encuraged by his wrds, I agreed t give it a try.
I chse Paul Revere’s hrse as my subject. Paul Revere was a silversmith (銀匠) in Bstn wh rde a hrse at night n April 18, 1775 t Lexingtn t warn peple that British sldiers were cming. My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea, but funny; and unlikely t be anyne else’s chice.
What did the hrse think, as he sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately. I gt tired. I had dubts. I wanted t quit. But, like Revere’s hrse, I kept ging. I wrked hard. I checked my spelling. I asked my lder sister t crrect my grammar. I checked ut a half dzen bks n Paul Revere frm the library. I even read a few f them.
When I handed in the essay t my teacher, he read it, laughed ut lud, and said, “Great. Nw, write it again.” I wrte it again, and again and again. When I finally finished it, the thught f winning had given way t the enjyment f writing. If I didn’t win, I wuldn’t care.
注意:
1. 續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
A few weeks later, when I almst frgt the cntest, there came the news.
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I went t my teacher’s ffice after the award presentatin.
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【答案】 A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”
I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
【導(dǎo)語(yǔ)】本文以人物為線索展開，講述了作者上中學(xué)的時(shí)候，社會(huì)學(xué)老師邀請(qǐng)作者參加一個(gè)寫作比賽。作者不喜歡寫作，于是想都沒想就拒絕了。但是在老師的鼓勵(lì)下，作者同意試一試。作者在寫作過(guò)程中雖然很累，但是沒有放棄，堅(jiān)持下來(lái)了。在作者最終完成寫作時(shí)，作者感到寫作讓他很快樂(lè)，他已經(jīng)不在乎輸贏了。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“幾個(gè)星期后，當(dāng)我?guī)缀跬洷荣惖臅r(shí)候，傳來(lái)了消息。”和第二段首句“頒獎(jiǎng)后我去了老師的辦公室。”可知，第一段可描寫作者獲得比賽一等獎(jiǎng)，在頒獎(jiǎng)典禮上作者表達(dá)了對(duì)社會(huì)老師的感激。
②由第二段首句內(nèi)容“頒獎(jiǎng)后我去了老師的辦公室?！笨芍诙慰擅鑼懤蠋煿膭?lì)作者繼續(xù)寫作，自此作者堅(jiān)持寫作取得了成功，作者將這一切歸功于自己的老師。
2.續(xù)寫線索：比賽消息傳來(lái)——作者獲獎(jiǎng)——高興——頒獎(jiǎng)典禮感謝老師——頒獎(jiǎng)后來(lái)到老師辦公室——老師告訴作者堅(jiān)持寫作——作者表達(dá)了對(duì)寫作的喜愛——作者寫作取得了成功——感激老師
3.詞匯激活
行為類
①告知：infrm/tell
②成功做到：make it/succeed
③表達(dá)：express/cnvey
情緒類
①高興的：happy/glad
②激動(dòng)地：excitedly/with excitement
【點(diǎn)睛】[高分句型1] I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. （運(yùn)用了由連接詞that引導(dǎo)的賓語(yǔ)從句）
[高分句型2] It’s yu wh make me fall in lve with writing, my scial studies teacher.（運(yùn)用了強(qiáng)調(diào)句）
[高分句型3] I we my success t my scial teacher wh is a beacn in my life n the rad t writing.（運(yùn)用了wh引導(dǎo)的限制性定語(yǔ)從句）
3.（2022年新高考I卷）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute(路線)thrugh thick evergreen frest.
I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children. He hesitated and then said he had decided nt t run.
What was wrng? He had wrked s hard fr this event!
I quickly searched the crwd fr the schl’s cach and asked him what had happened. “I was afraid that kids frm ther schls wuld laugh at him,” he explained uncmfrtably. “I gave him the chice t run r nt, and let him decide.”
I bit back my frustratin(懊惱). I knew the cach meant well—he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward.
David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger—that’s all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右;
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答.
We sat dwn next t each ther, but David wuldn’t lk at me.
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I watched as David mved up t the starting line with the ther runners.
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【答案】We sat dwn next t each ther, but David wuldn’t lk at me. I said gently and quietly, “N ne can change yur mind, except yurself. If yu desire t challenge yurself, there is nthing t d with thers’ thughts.” He sat still with a deep breath. “Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here”, I added with a sincere tne. Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. His cach heard what David said and gave me a lk—the kind that was mre determined than anyne else’s.
I watched as David mved up t the starting line with the ther runners. The race started. It seemed that the runway was extremely lng fr yung children, nt t mentin a child with a brain disease. David insisted n running as if he had frgtten all his weaknesses, thugh he was tripped ver within the a few kilmeters. It didn’t take lng befre he picked himself up again and cntinued his missin. Classmates all appeared n the racing track, cheering fr him. “Cme n! Yu can make it! We are prud f yu!” they shuted enthusiastically. T everyne’s jy, he reached the final line and ranked the 20th. It was n mre imprtant whether he wn the first place r nt. It was his brave heart and strng faith that culd make smething unusual happen finally.
【導(dǎo)語(yǔ)】本文以人物為線索展開，講述了作者是一名特殊教育教師，在大型越野賽跑那天，發(fā)現(xiàn)患有大腦疾病的大衛(wèi)獨(dú)自站在一旁。作者問(wèn)其原因，他說(shuō)準(zhǔn)備放棄比賽。從教練口中得知，因?yàn)閾?dān)心同學(xué)們會(huì)嘲笑大衛(wèi)，所以教練想讓大衛(wèi)自己去決定是否參加賽跑。作者讓大衛(wèi)追尋自己的內(nèi)心，不理會(huì)別人的看法，大衛(wèi)最終參賽，盡管遇到困難，他戰(zhàn)勝了自己，這已經(jīng)無(wú)關(guān)名次，而是他的勇敢和堅(jiān)定讓這一切成為可能。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“我們挨著坐著，但大衛(wèi)不愿看我一眼?！笨芍?，第一段可描寫作者鼓勵(lì)大衛(wèi)繼續(xù)完成比賽，大衛(wèi)經(jīng)過(guò)強(qiáng)烈的心理斗爭(zhēng)，最終決定參加比賽。
②由第二段首句內(nèi)容“我看著大衛(wèi)和其他選手一起走到起跑線上。”可知，第二段可描寫大衛(wèi)開始參賽，雖然中途遇到困難，仍然堅(jiān)持到最后，完成比賽。
2.續(xù)寫線索：鼓勵(lì)大衛(wèi)——心理變化——決定參賽——克服困難——加油助威——完成比賽——感悟
3.詞匯激活：
行動(dòng)類：
①深呼吸：with a deep breath/breathe deeply
②堅(jiān)持做：insisted n ding/be stick t ding
情緒類：
①熱情：enthusiastically /with great passin
②驕傲：be prud f/take pride in
【點(diǎn)睛】[高分句型1]Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here. (由which引導(dǎo)的非限制性定語(yǔ)從句和why引導(dǎo)的限制性定語(yǔ)從句)
[高分句型2]Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. (現(xiàn)在分詞作狀語(yǔ)和省略that的賓語(yǔ)從句)
[高分句型3]It was his brave heart and strng faith that culd make smething unusual happen finally. (由It 結(jié)構(gòu)引導(dǎo)的強(qiáng)調(diào)句型)
2024年高考模擬真題
4．（2024·山西運(yùn)城·二模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Peter sat at the kitchen table, having breakfast. It had been anther bad night fr his baby sister, Lily, and his parents were arguing in the sitting rm. He heard his mther mentin Tm, an ld man wh lived in the frest. Peter ften explred the frest and knew Mr. Tm was a kind herbalist (草藥醫(yī)生). Was it true that he culd help Lily? Peter wuldn’t rest until he fund it ut.
After breakfast, Peter immediately set ff. It was a shrt walk frm his hme t the frest’s edge. Peter was s fcused n his thughts f his sister that he didn’t ntice the strange crying sunds in the distance until he gt clse enugh. He fllwed the sunds until they led him t a cave.
A flashlight lit up suddenly in the cave, and Peter saw a little by lying n the dirt-cvered stne. Peter learned that the by called Cliff came t this frest with his mther but ran ff by himself. Cliff was injured and didn’t see his mther. Peter decided t take Cliff t Mr. Tm. When they saw Mr. Tm and tld him everything, Mr. Tm treated the injury with a bandage (繃帶) and helped cntact Cliff’s mther ver the radi.
Peter mved clser t lk at Cliff’s bandaged ankle and felt a sense f relief. Then Peter turned t Mr. Tm and said, “Mr. Tm, my baby sister is very sick. I verheard Mm mentin yu, s I came ut here tday t ask yu fr help...” Befre Peter finished his wrds, Mr. Tm said, “I had tried t help, but yur sister needed t be sent t a big hspital and a lt f mney...” Peter realized his parents had argued because they culdn’t affrd Lily’s treatment.
Mr. Tm was trying t cmfrt Peter when smene kncked n the dr. Mr. Tm pened it and saw a lady, wh claimed herself as Cliff’s mther.
“It’s yu!” Mr. Tm shuted excitedly.
“Yu’re a fan?” the lady said. “I came t this area t spend a hliday with my sn. Thankfully, yu have saved him. Where is he?”
注意：1. 續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Mr. Tm ndded and led the lady t her sn.
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The next mrning, in his bedrm, Peter was wken up by a jyful scream.
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【答案】One pssible versin:
Mr. Tm ndded and led the lady t her sn. The lady hurried t Cliff’s side and hugged him. Mr. Tm tld the lady that it was Peter wh tk her injured sn t him fr treatment and help. The lady turned t Peter and expressed her gratitude. Peter lked at Cliff’s mther and felt she lked very familiar. Hwever, he had n md fr further explratin. Peter thught his parents might get wrried, s he said gdbye and headed hme. Lking at Cliff and his mther, Mr. Tm knew he culd d smething fr Peter.
The next mrning, in his bedrm, Peter was wrken up by a jyful scream. He went dwnstairs and fund his parents dancing excitedly. Peter asked what was ging n. Peter’s mther rushed t hug Peter and his father lifted him in the air. Then his mther shwed him a letter and said, “This is frm a lady, wh is a famus mvie star and mentins yu helped her s n yesterday. It says Mr. Tm tld her abut Lily’s illness. She’s ffered t pay fr Lily’s treatment. We’ll be able t take Lily t a big hspital!”
【導(dǎo)語(yǔ)】本文以人物為線索展開，講述了Peter在聽到父母爭(zhēng)吵后，決定尋找住在森林中的草藥醫(yī)生Tm，希望他能幫助自己生病的小妹妹Lily。在尋找Tm的過(guò)程中，Peter意外地救助了一個(gè)受傷的小男孩Cliff，并將其帶到Tm處治療。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“Tm先生點(diǎn)頭，然后帶領(lǐng)那位女士去找她的兒子。”可知，第一段可以描寫Tm帶領(lǐng)Cliff的母親找到Cliff的情景，以及Cliff母親對(duì)Peter的感謝。
②由第二段首句內(nèi)容“第二天早上，Peter在臥室里，被一聲快樂(lè)的尖叫聲吵醒了。”可知，第二段可以描寫Peter得知Lily治療費(fèi)用得到解決后，他和家人的喜悅。
2.續(xù)寫線索：救助Cliff——Cliff母親感謝——Peter回家——得知Lily治療費(fèi)用解決——家人的喜悅
3.詞匯激活
行為類
①救助：help/take care f/assist
②回家：head hme/g back hme/return hme
③擁抱：hug/embrace
情緒類
①感謝：express her gratitude/thank/shw her appreciatin
②擔(dān)心：wrried/cncerned
③激動(dòng)：excitedly/with excitement
【點(diǎn)睛】[高分句型1] Mr. Tm tld the lady that it was Peter wh tk her injured sn t him fr treatment and help.（that引導(dǎo)的賓語(yǔ)從句和強(qiáng)調(diào)句型）
[高分句型2] Peter lked at Cliff’s mther and felt she lked very familiar.（省略了that的賓語(yǔ)從句）
5．（2024·山東·二模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
On a sunny Friday mrning, Mr. Stne, the Grade 4 head teacher, walked int the classrm with a new student fllwing him. She was a lively girl frm Mexic, and her red mushrm hair cut immediately drew everyne’s eyes. With a welcming smile, Mr. Stne gestured fr her t sit beside Mike, a student knwn fr teasing thers.
During break time, Mike culdn’t help but laugh when he caught sight f his new deskmate. Sara’s distinctive hairstyle seemed like an pen invitatin fr him t make fun f her. Leaning in twards Sara, he playfully suggested, “Hey, Sara. Ever thught abut changing yur name t Dra? Yu lk just like Dra the Explrer!” His wrds caused laughter and cheers frm the thers in the classrm.
Sara’s eyes filled with tears, her cheeks turning red with embarrassment. Feeling hurt and upset, she std up suddenly, rushing t the teacher’s ffice t seek supprt frm Mr. Stne. After hearing her stry, Mr. Stne ffered her gentle cmfrt, saying, “Sara, yur hairstyle is truly pretty. Remember, everyne has their wn sense f beauty.”
Mr. Stne then directed his attentin t Mike, expressing his disappintment and urging Mike t aplgize t Sara. “Mike,” he cntinued, “yur actins were unkind. We must treat everyne with empathy(同情). Laughing at Sara’s hair has deeply hurt her.”
This cnflict was temprarily settled, but Mr. Stne fund himself lst in thught. Reflecting n his wn childhd, Mr. Stne recalled hw he had been teased fr being verweight. The pain caused by hurtful wrds was like wrinkles n a crumpled(壓皺的)ball f paper. Even if yu smthed them ut, the wrinkles stayed.
He wanted t teach an imprtant lessn t Mike, the trublemaker. Then, a unique strategy came t mind. He cntacted Mike’s mther, explaining the situatin and discussing a plan with her t develp empathy in her sn. They agreed that ver the weekend, Mike’s mther wuld arrange fr Mike t have his hair cut extremely shrt.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右;
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
On Mnday mrning, Mike unwillingly apprached the classrm.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
At that mment, Mr. Stne walked int the classrm with a ball f paper.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】On Mnday mrning, Mike unwillingly apprached the classrm. Feeling nervus and embarrassed, his heart was heavy with wrry that his classmates wuld tease him. His hair had been cut s shrt that the skin under the hair was nearly visible. As he stepped thrugh the dr，the rm erupted in giggles, nicknaming him “Baldy.” A few curius bys came up and attempted t tuch his newly shaved head. Overwhelmed by shame and anger, Mike shuted ut, “Yu are mean!” Tears welled up in his eyes as Mike std up and ran twards the dr.
At that mment, Mr. Stne walked int the classrm with a ball f paper. With a gentle pat n Mike’s shulder, he guided him back t his seat. As Mr. Stne made his way t the platfrm, the rm fell silent. Hlding up the crumpled ball f paper, he began t smth ut its wrinkles. “Each fld represented a scar f hurtful wrds. Even when we try t aplgize,” Mr. Stne explained sftly, “the wunds remain. Let us always speak with kindness and warmth.” Frm that day n, Mike learned a valuable lessn: the imprtance f kindness and empathy.
【導(dǎo)語(yǔ)】本文以人物為線索展開，主要講述了小學(xué)四年級(jí)的班主任Mr. Stne在一次課間休息時(shí)發(fā)現(xiàn)新學(xué)生Sara被同學(xué)Mike因?yàn)榘l(fā)型而嘲笑，感到傷心。Mr. Stne不僅安慰了Sara，還教育了Mike要尊重他人，對(duì)Mike進(jìn)行了深刻的反思，想起自己童年也曾因體重被嘲笑。為了幫助Mike理解別人的感受，Mr. Stne與Mike的母親合作，計(jì)劃讓Mike體驗(yàn)被嘲笑的滋味，通過(guò)這種方式培養(yǎng)他的同理心。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“星期一早上，Mike不情愿地走近教室?！笨芍?，第一段可描寫他走進(jìn)教室后被同學(xué)們嘲笑，還有同學(xué)給他起外號(hào)，他羞愧且憤怒的跑出教室。
②由第二段首句內(nèi)容“就在這時(shí)，Mr. Stne先生拿著一團(tuán)紙走進(jìn)了教室?！笨芍诙慰擅鑼懸龑?dǎo)Mike回到座位，用褶皺的紙形象的說(shuō)明傷人的話語(yǔ)對(duì)人造成的傷害，以及Mike的感悟。
2.續(xù)寫線索：走進(jìn)教室——嘲笑——羞愧——跑出教室——回到座位——褶皺的紙——傷人的話語(yǔ)——寶貴一課——感悟
3.詞匯激活
行為類
①嘲笑：tease/jke abut/mck
②引導(dǎo)：guide/direct/cnduct
③大喊：shut/cry ut/scream
情緒類
①緊張的：nervus/anxius/wrried
②憤怒：anger/rage/irritatin
【點(diǎn)睛】[高分句型1] Feeling nervus and embarrassed, his heart was heavy with wrry that his classmates wuld tease him. (運(yùn)用了現(xiàn)在分詞作狀語(yǔ))
[高分句型2] As Mr. Stne made his way t the platfrm, the rm fell silent. (運(yùn)用了As引導(dǎo)的時(shí)間狀語(yǔ)從句)
6．（2024·河南·模擬預(yù)測(cè)）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
At the time I was living in a small village abut 25 miles frm Lndn. That was the advantage f living there because yu culd get t Lndn in half an hur. That was by train f curse. If yu went by car, it’d take abut three times as lng especially if yu travelled in the mrning rush hur. The reasn why I was giving yu this travel infrmatin in detail was that I had t make a chice between the car and the train.
I’d seen an advertisement in a natinal newspaper, which had asked fr smene wh had sme knwledge f cmputing, had wrked at least fr tw years in car sales and finally was nt afraid f travelling up and dwn the mtrway t Lndn every day frm a place nt far frm where I lived. It seemed interesting wrk and was quite different frm the jb I had at the time. The interview was t take place at 10:00 a.m. n a Mnday mrning in January.
Thrughut the weekend I culdn’t make up my mind whether t travel by car r by train. At the end f Sunday I decided t drive my car because after all the jb was t d with cars.
On the day f the interview I gt up at 6:00 a.m. as I was terrified f being late. I usually wke up early because f the lud nise f the traffic utside my bedrm windw in the mrning. On this particular mrning, everything seemed strangely silent. I lked ut f the windw and realized why: There was a thick blanket f snw n the rad and it was still snwing heavily. I panicked. Clearly nw I’d have t g by train. I telephned the statin and asked what time the next train dwn t Lndn wuld be. I was infrmed that all services had been cancelled. I asked by whm they had been cancelled. I never knew the answer t that questin because I’d been cut ff.
注意：
1．續(xù)寫詞數(shù)應(yīng)為150左右；
2．請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Obviusly I wuld have t rethink f driving fr the day.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Hwever, sn after, my car brke dwn because f the slippery rad.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
Obviusly I wuld have t rethink f driving fr the day. After breakfast I managed t brush ff all the snw frm the car and frtunately I managed t get it started at the third attempt. Befre lng, I saw an enrmus queue f cars ne behind the ther. I realized I was stuck right in the middle f a huge traffic jam. Hwever, within five minutes the traffic was mving again and fr the next tw miles I was driving alng the mtrway at quite a gd speed.
Hwever, sn after, my car brke dwn because f the slippery rad. There were still abut 10 miles t g. Immediately, I called the car assistance firm, wh prmised t cme sn. I als phned the firm I was suppsed t have an interview with, sincerely aplgizing I might be a little late. Eventually I reached my destinatin at 11:30 a.m. The interviewers asked me sme really difficult questins. I sadly thught I’d failed. But tw days later, I received an e-mail frm them, reading they ffered me the jb because I still rushed t their cmpany fr the interview in such cld and terrible weather and they saw my ptential excellent qualities.
【導(dǎo)語(yǔ)】本文以時(shí)間為線索展開，講述了作者住在離倫敦25英里的一個(gè)小村子里，去倫敦一般有兩個(gè)選擇，一個(gè)是乘火車，半小時(shí)內(nèi)可到達(dá)，另一個(gè)是開車，需要花費(fèi)三倍的時(shí)間。作者在看到一則招聘廣告后，需要在火車和汽車之間選擇前往倫敦參加面試的交通方式。在周末猶豫不決后，作者決定開車去，因?yàn)檫@份工作與汽車相關(guān)。然而，面試當(dāng)天早上，作者發(fā)現(xiàn)外面下著大雪，路面被雪覆蓋，意識(shí)到必須改乘火車。但當(dāng)作者聯(lián)系火車站時(shí)，得知所有火車服務(wù)都被取消，電話也在詢問(wèn)原因時(shí)被切斷。
【詳解】1. 段落續(xù)寫：
①由第一段首句內(nèi)容“顯然，我得重新考慮今天開車的事了?！笨芍?，第一段可描寫作者駕駛汽車上了路，但因?yàn)橄卵┑脑颍庥隽藫矶隆?br>②由第二段首句內(nèi)容“然而，沒過(guò)多久，我的車就因?yàn)槁坊鴴佸^了。”可知，第二段可描寫作者不得不向面試的公司說(shuō)明情況，面試遲到了，而且過(guò)程可能不太順利，以及因?yàn)樽髡邎?jiān)持在這樣的天氣趕去面試，最終通過(guò)了面試。
2. 續(xù)寫線索：重新考慮開車——駕駛汽車——遭遇擁堵——汽車拋錨——面試遲到，不順利——通過(guò)面試
3. 詞匯激活
行為類
①意識(shí)到：realize/recgnize
②道歉：aplgize/say srry/make an aplgy
③到達(dá)：reach/get t
④迅速移動(dòng)：rush/hurry
情緒類
①真誠(chéng)地：sincerely/genuinely/hnestly
②難過(guò)地：sadly/srrwfully
【點(diǎn)睛】[高分句型1] Immediately, I called the car assistance firm, wh prmised t cme sn. (運(yùn)用了wh引導(dǎo)的非限制性定語(yǔ)從句)
[高分句型2] But tw days later, I received an e-mail frm them, reading they ffered me the jb because I still rushed t their cmpany fr the interview in such cld and terrible weather and they saw my ptential excellent qualities. (運(yùn)用了because引導(dǎo)的原因狀語(yǔ)從句)
7．（2024·浙江金華·三模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Jeremy is a by wh lves t lend a helping hand t his family. He spends quality time playing with his baby sister while his mther busies herself in the kitchen, cking dinner. And after meals, he dutifully assists his father with drying the dishes. Hwever, Jeremy’s favrite jb is feeding Fletch, the family’s pet cat.
Fletch is a handsme cat, his fur a mix f brwn and black, adrned with tiger stripes running acrss his back. When he’s hungry, Fletch has a unique way f cmmunicating with Jeremy. He gently bumps his head against Jeremy’s legs, a silent reminder that it’s time fr his meal.
One evening after dinner, Mm asked Jeremy t find Baby Suzy’s dll. “I think she might have drpped it in the backyard this afternn,” she said wrriedly. “She wn’t be able t sleep withut it. Can yu take a lk befre it gets t dark?”
Withut hesitatin, Jeremy pened the back dr and ran utside. The bright red dll std ut amng the grass, making it easy fr him t spt. Grabbing it, he ran back inside, relieved t have fund it.
Later that night, as Jeremy prepared fr bed, he remembered his usual rutine. He always said gdnight t Fletch befre turning ff the light, but the cat was nwhere t be fund. Jeremy searched the bathrm and hallway, but Fletch was missing. Wrried, he went dwnstairs t g n his search.
He checked the living rm and dining rm, but still n sign f Fletch. As he reached the kitchen, Jeremy’s heart sank. Tears began t well up in his eyes. Mm, wh was enjying a cup f tea, lked up and nticed his wrry. “Jeremy, yu shuld be in bed by nw! What’s wrng?” she asked, cncern etched n her face.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。
“The back dr is pen!” Jeremy cried, uneasiness creeping int his vice.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next mrning, Jeremy was awken by a familiar sund — a lud “Mew”.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】“The back dr is pen!” Jeremy cried, uneasiness creeping int his vice. “And I can’t find Fletch anywhere!” “I think yu’re right t be wrried,” she said, her vice calm yet filled with sympathy. “Fletch may have slipped ut thrugh the pen dr.” “Fletch may slipped ut the dr.” Jeremy’s eyes welled up with tears. “Fletch ran away and it’s all my fault! I left the dr pen!” he sbbed. Mm wrapped her arms arund Jeremy, ffering cmfrt. They sat tgether until Jeremy stpped crying. “Cats are very smart,” Mm said gently. “Fletch will prbably find his way hme fr breakfast.”
The next mrning, Jeremy was awken by a familiar sund — a lud “Mew.” He jumped ut f bed and ran dwnstairs, his heart full f hpe. He made his way straight t the back dr and pushed it pen wide. There, sitting calmly, was Fletch, licking his paw as he washed his face. Fletch lked at Jeremy and mewed. Then, withut hesitatin, he slipped inside and made his way t his fd bwl. Jeremy’s heart filled with relief and jy. He gave Fletch an extra scp f cat fd. “Next time I’ll make sure I clse the dr nice and tight,” Jeremy prmised, his vice filled with determinatin. “Mew,” Fletch replied, seemingly cntent and at peace.
【導(dǎo)語(yǔ)】本文以人物為線索展開，Jeremy喜歡幫家人做家務(wù)，最喜歡的是喂養(yǎng)家里的貓F(tuán)letch。有一天晚上，他把家門打開了，導(dǎo)致Fletch不見了。
【詳解】1.段落續(xù)寫：①由第一段首句內(nèi)容““后門開著！” Fletch叫道，聲音里帶著不安?！笨芍?，第一段可描寫Jeremy的自責(zé)以及母親的安慰。
②由第二段首句內(nèi)容“第二天早上，Jeremy被一個(gè)熟悉的聲音吵醒了——一聲響亮的“喵喵”?！笨芍诙慰擅鑼慒letch回來(lái)的場(chǎng)景以及Jeremy的心情。
2.續(xù)寫線索：Jeremy自責(zé)——媽媽寬慰————Fletch回來(lái)了——Jerem很高興
3.詞匯激活行為類
①提供：ffer/prvide
②確信：make sure/ensure
③承諾：prmise/cmmit
情緒類
①擔(dān)憂的：wrried/cncerned
②快樂(lè)：jy/pleasure
【點(diǎn)睛】
[高分句型1]They sat tgether until Jeremy stpped crying.（運(yùn)用了till引導(dǎo)時(shí)間狀語(yǔ)從句）
[高分句型2]Mm wrapped her arms arund Jeremy, ffering cmfrt.（運(yùn)用了現(xiàn)在分詞作狀語(yǔ)）
8．（2024·江西贛州·二模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Aviding peple in a small twn requires the skills f a spy. Alban, 22, hasn’t seen r spken t his junir schl teacher, Ms Taylr, in his twn fr many years.
In Grade 9, Alban argued fiercely with ne f his classmates, Rbert. Rbert grabbed his arm and verbally (言語(yǔ)) threatened him. When Alban turned t Ms Taylr, hping fr help, she kept silent and seemed t be thinking abut smething. Befre she spke, Alban rushed ut angrily. That was the end f his relatinship with Ms Taylr wh had been the ne persn in schl he culd depend n. Then Alban mved like a ghst, taking precautins t stay far away frm Ms Taylr.
One day after graduatin frm cllege, Alban was halfway hme when he felt his cellphne vibrate (震動(dòng)). It was Julia, the mnitr in Grade 9, wh had annunced the classmate reunin and Ms Taylr’s retirement ceremny, which wuld be held in the schl meeting rm. Alban’s heart sank. Althugh he missed his classmates, Alban felt embarrassed t attend the reunin. Ms. Taylr wuld be there!
Despite his hesitatin, Alban arrived n time fr the big day. Frm where he sat, Alban saw his teacher, thin and tired, walk unsteadily int the rm. She had nt been well. Alban hesitantly walked ver t her. He didn’t say much, just a few pleasant wrds. N hug r smile. Many peple crwded in. The ceremny began and Alban sat there, just listening t the speeches f Ms Taylr and ther students.
After the party Ms Taylr’s image, present and past, always haunted (縈繞) him. Alban’s memry f Ms Taylr began when he was in Grade 7. She’d listen t him patiently and help slve his prblems in every aspect. She’d ften suggest interesting bks, and they’d share their pinins. Smetimes she even tk him t camp near the schl n weekends. Great memries still remained in his mind.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Alban decided t visit Ms Taylr again.
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As scheduled, the day when Ms Taylr and Alban went camping came.
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【答案】
Alban decided t visit Ms Taylr again. It tk Alban days t summn the curage t visit Ms. Taylr, driven by nstalgia fr her past supprt. With a trembling heart and flwers in hand, he arrived at her hme. Greeted by her warm smile, they cnversed amidst the cmfrting scents f bks and tea. Expressing gratitude and regret, Alban was astnished when Ms. Taylr aplgized fr her inactin during the Grade 9 incident, revealing her wn struggles then. Their heartfelt cnversatin spanned hurs, restring the frayed bnd, and they arranged t g camping tgether.
As scheduled, the day when Ms Taylr and Alban went camping came. Hiking familiar trails, Alban and Ms. Taylr revisited the past, surrunded by nature’s tranquility and the bittersweet scent f nstalgia. By a gurgling stream, they reenacted ld camping rituals under starlight. Sharing tales arund the fire, Ms. Taylr imparted the impact f her students, especially Alban. Tuched, Alban divulged his pst-cllege aspiratins and anxieties. Amidst nature’s peace, they fund cmfrt and a deepened cnnectin, prving that frgiveness fsters renewed bnds. Their jurney wasn’t mere reunin—it healed, teaching that secnd chances nurture relatinships.
【導(dǎo)語(yǔ)】本文以人物為線索展開。九年級(jí)時(shí)，阿爾班與同學(xué)羅伯特激烈爭(zhēng)吵，求助泰勒女士時(shí)，她卻沉默不語(yǔ)，讓阿爾班憤然離開，從此兩人關(guān)系破裂，阿爾班開始刻意躲避泰勒女士。大學(xué)畢業(yè)后，阿爾班接到班長(zhǎng)茱莉亞的聚會(huì)通知，同時(shí)是泰勒女士的退休儀式，這讓他既想念同學(xué)又因泰勒女士的出席感到尷尬。阿爾班看到體弱疲憊的泰勒女士，他僅簡(jiǎn)單問(wèn)候便退到一旁。聚會(huì)上，泰勒女士和同學(xué)們的發(fā)言讓阿爾班回憶起從前，特別是七年級(jí)時(shí)泰勒女士耐心傾聽、提供幫助、共讀書籍和周末露營(yíng)的美好時(shí)光。
【詳解】1.段落續(xù)寫
①由第一段句首內(nèi)容“阿爾班決定再次拜訪泰勒女士?！笨芍谝欢慰梢悦鑼懓柊喟菰L泰勒女士時(shí)，二人的交流和感受。
②由第二段句首內(nèi)容“按計(jì)劃，泰勒女士和阿爾班去露營(yíng)的那一天到了?！笨芍诙慰梢悦鑼懚寺稜I(yíng)時(shí)進(jìn)一步的交流和感悟。
2.續(xù)寫線索：決定拜訪—交談—恢復(fù)—去露營(yíng)—加深聯(lián)系
3.詞匯激活
行為類
①到達(dá)：arrive at/get t/reach
②交談：cnverse/talk
③道歉：aplgize/make an aplgy
情緒類
①鼓起勇氣：summn the curage/muster up curage
②感激：gratitude/appreciatin
【點(diǎn)睛】【高分句型1】Greeted by her warm smile, they cnversed amidst the cmfrting scents f bks and tea. ( 運(yùn)用了過(guò)去分詞Greeted作狀語(yǔ))
【高分句型2】Expressing gratitude and regret, Alban was astnished when Ms. Taylr aplgized fr her inactin during the Grade 9 incident, revealing her wn struggles then. ( 運(yùn)用了現(xiàn)在分詞Expressing作狀語(yǔ)、when引導(dǎo)的時(shí)間狀語(yǔ)從句、現(xiàn)在分詞revealing作狀語(yǔ))
【高分句型3】Their heartfelt cnversatin spanned hurs, restring the frayed bnd, and they arranged t g camping tgether. (運(yùn)用了現(xiàn)在分詞restring作狀語(yǔ))
9．（2024·安徽·三模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Mre Than a Medical Kit
“Anybdy have a bandage?” a vice rang dwn the drm hallway.
It was ur first week at cllege and we were all experiencing nervusness. I had frgtten t bring snacks fr late nights but wuld never ask any f my rmmates t share theirs. I was shy, always wrried abut fitting in a new situatin and meeting peple.
Several mnths befre, I sat at my high schl graduatin party admiring my gifts and battling waves f pst-high schl sentimentality (多愁善感). Bks were scattered arund my feet. Laundry items, desk supplies — all well-intentined and well-received. They wuld demnstrate their givers’ thughtfulness ver and ver during my cllege career.
But ne gift struck me as strange. I frwned when I pened it. Medicine? A small packet f pills and creams, intments and s n lay within the wrappings. Wh wuld give that as a gift? I turned and Jenny, my best friend, grinned (露齒而笑).
“Yu’ll need that nce yu’re at schl,” She pinted ut. “Yu wn’t have t chase dwn the campus nurse fr every cugh. Besides, that might bring yu luck and chance.” Hugging me tightly, she added.
Gd pint. She knew hw anxius and frightened I felt abut stepping nt a new jurney, withut her fr cmpany.
Nt lng after, in August, I packed my life int a brrwed truck and slipped the bag f medicine in with all my necessities. I hardly thught abut it nce I reached campus, caught in the whirlwind f unpacking, bk-buying, scheduling, and meeting new peple.
When “anybdy have a bandage?” rang ut in the drmitry hall that day, I remembered my little medicinal package.
I swallwed self-cnsciusly. “Actually,” I gave a little wave, “I have ne.”
“Great,” the girl jumped ff her bed and walked tward me.
注意：
1. 續(xù)寫詞數(shù)應(yīng)為 150 左右；
2. 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Paragraph 1：
As I dug ut the kit, we began t chat.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2：
The little gift I had questined nw led me tward new friendships.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
As I dugut the kit, we began t chat. I quickly fund we had s much in cmmn with each ther. The next day, we even had ur lunch tgether. Sn, many f the ther girls in the drm heard f my little kit and paid me a visit. One had bug bites—anti-iteh cream ppped ut f my supply. The rmmate with the headache nearly kissed my hands when I passed her simple painkillers. As cld seasn apprached, many needed cugh drps. Each girl stayed lch at fr a few mments.
The little gift I had questined nw led me tward new friendships. As it brke fevers, it als brke the ice, allwing me t meet and be friend many in the drm. Nt until then did I realize hw wise and cnsiderate my dear friend Jenny was. I culd hardly cntain my gratitude and excitement s I called her and tld her everything abut her gift-that small packet f pills and creams. Actually, that was mre than a medical kit. It was the chance t adapt t a new life.
【導(dǎo)語(yǔ)】本文以人物為線索，講述了作者在初入大學(xué)時(shí)，通過(guò)一份特別的高中畢業(yè)禮物——一個(gè)裝滿藥品的小包，感受到了朋友的關(guān)懷與遠(yuǎn)見。這個(gè)禮物起初讓作者感到奇怪，但在大學(xué)生活中卻意外地派上了用場(chǎng)，有一天，在宿舍里一個(gè)女孩需要繃帶，作者恰巧想起了裝滿藥品的小包。
【詳解】1.段落續(xù)寫
①由第一段的首句“當(dāng)我拿出工具包時(shí)，我們開始聊天?！笨芍径慰擅枰粋€(gè)不起眼的醫(yī)療包意外成為友誼的紐帶，幫助作者在大學(xué)里結(jié)識(shí)朋友，傳遞關(guān)愛與互助。
②由第二段的首句“我曾經(jīng)質(zhì)疑過(guò)的這份小禮物現(xiàn)在讓我建立了新的友誼?！笨芍?，本段可描寫作者意識(shí)到朋友贈(zèng)送的醫(yī)療包不僅是實(shí)用的物品，更是適應(yīng)大學(xué)新生活的契機(jī)。這讓她對(duì)朋友非常感激。
2.續(xù)寫線索：尋找繃帶——主動(dòng)借出——契機(jī)——結(jié)交更多的新朋友——感悟——打電話感激
3.詞匯激活
行為類
①拜訪：pay a visit/drp by/visit
②傳遞：pass/hand ver
③允許某人做某事：allw sb. t d sth./permit sb. t d sth.
情緒類
①感激：gratitude/ appreciatin
②興奮：excitement/thrill
【點(diǎn)睛】【高分句型1】The rmmate with the headache nearly kissed my hands when I passed her simple painkillers.（運(yùn)用了when引導(dǎo)的時(shí)間狀語(yǔ)從句）
【高分句型2】Nt until then did I realize hw wise and cnsiderate my dear friend Jenny was.（運(yùn)用了Nt until位于句首的部分倒裝句）
10．（2024·云南曲靖·二模）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
37-year-ld Casey Ryan felt very cmfrtable in the muntains f the Willamette Natinal Frest in Eugene, Oregn. He knew its rads and hiking trails well frm his time as a vlunteer in a radside clean-up crew. These days, he was ften there phtgraphing wildlife, and he almst always had his lightweight drne(無(wú)人機(jī)) with him. It was ne f his favrite cameras.
Thugh weather cnditins weren’t great that mrning, Ryan decided t g n a shrt hike with his friend. Snw was cmmn and Ryan felt he knew the area well enugh. Still, as they drve alng, the rads became icy. Ryan thught he might turn back, but after a truck passed them cming frm the ppsite directin, he felt safe enugh t keep ging. The rads must still be passable in that directin, he reasned.
But it wasn’t lng befre the tw men came acrss a wman wh was stranded(滯留) alng the muntain rad. Ryan and his friend stpped t help her. Ryan tried t line up his truck’s rpe t pull the wman’s car ut —and ended up stuck in the same place.
The three tried fr hurs t dig the cars ut, but the sun was setting fast. The temperature was drpping and the snw was turning t ice blcks arund the tires. It was impssible t dig ut.
Thirty miles frm the clsest twn, their phnes had n signal in such a lw-lying(低洼的)area. Their car radi and walkie-talkies culdn’t transmit any signal far enugh. The three travelers prepared t spend the night in their cars. The hikers had survival gear(裝備) and fd t share, s they weren’t terribly wrried.
It was Ryan’s friend wh, jkingly perhaps, brught up a news reprt he had seen abut a man using a drne t send rses t his girlfriend living n the 10th flr t make a prpsal (求婚).
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右：
2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
Lking at his drne, Ryan suddenly came up with an idea.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Ryan’s wife received his phne message and cntacted a rescue team.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】Lking at his drne, Ryan suddenly came up with an idea. He edited a message t his wife and set a fixed time t send it. Then, he fund a rpe and attached his phne t the drne tightly, hping his drne with the phne wuld reach a higher place where the signal was strng enugh t send that message. Seeing the drne flying higher and higher, they culd feel the seed f hpe began t sprut. Several attempts later, the message was sent successfully. A wave f jy blanketed them.
Ryan’s wife received his phne message and cntacted a rescue team. Cnfirming the lcatin f peple and cars that had been stuck, the rescue team carried prper equipment and set ff immediately. The three travelers stuck nticed the light shining nt far. Wrry relieved, Ryan realized that they wuld be saved sn. Unable t cntain his excitement, he jumped ut f the car, waving his hands and exclaiming ludly. Finally, they made it hme, safe and sund. It was the valuable episde that made him realize that adversity is nthing cmpared with calmness and creativity.
【導(dǎo)語(yǔ)】本文以人物為線索展開，Ryan喜歡帶著無(wú)人機(jī)去山上拍攝野生動(dòng)物，一天天氣不好，Ryan和朋友進(jìn)行一次短途旅行時(shí)遇到了一個(gè)被困住山上的女人，在嘗試了營(yíng)救女人失敗后，天色已晚，手機(jī)也沒有信號(hào)，三個(gè)旅行者想要在車?yán)镞^(guò)夜，Ryan的朋友提到有人用無(wú)人機(jī)升高來(lái)求婚，讓Ryan想到了可以用無(wú)人機(jī)來(lái)發(fā)信息給妻子求救。最終，Ryan成功利用無(wú)人機(jī)升高使手機(jī)獲得信號(hào)來(lái)發(fā)送信息給妻子，妻子叫來(lái)救援隊(duì)成功救出他們。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“看著他的無(wú)人機(jī)，瑞恩突然有了一個(gè)主意?！笨芍?，第一段可描寫Ryan想到了用無(wú)人機(jī)升高使手機(jī)獲得信號(hào)來(lái)發(fā)送信息給妻子，短信發(fā)送成功。
②由第二段首句內(nèi)容“瑞恩的妻子收到了他的手機(jī)信息，并聯(lián)系了救援隊(duì)。”可知，第二段可描寫Ryan的妻子聯(lián)系救援隊(duì)，成功營(yíng)救三人。
2.續(xù)寫線索：想到一個(gè)主意——嘗試?yán)脽o(wú)人機(jī)發(fā)送短信——發(fā)送成功——妻子接受到短信——聯(lián)系救援隊(duì)——救援隊(duì)營(yíng)救——成功回家
3.詞匯激活
行為類
①到達(dá)：reach/arrive at/get t
②看到：see/ntice/catch sight f
③意識(shí)到：realize/be aware
情緒類
①歡樂(lè)：jy/delight/happiness
②激動(dòng)：excitement/thrill
【點(diǎn)睛】[高分句型1]. Then, he fund a rpe and attached his phne t the drne tightly, hping his drne with the phne wuld reach a higher place where the signal was strng enugh t send that message.（運(yùn)用了現(xiàn)在分詞作狀語(yǔ)，省略that的賓語(yǔ)從句和where引導(dǎo)的限制性定語(yǔ)從句）
[高分句型2]. Finally, they made it hme, safe and sund.（運(yùn)用了形容詞作狀語(yǔ)）

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