精準練01 新課標卷
1.（2024年新高考I卷&II卷）
閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
I 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)應為150個左右；
（2）請按如下格式在答題紙的相應位置作答。
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】
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.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.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.
【解析】
【導語】本文以人物為線索展開，講述了作者在一次因風暴延誤的旅途中，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。司機岡特不熟悉車站位置，通過電話求助后順利抵達。到達時作者卻發(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，而車站的取款機也故障了。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“我跑回到岡特那里，告訴他這個壞消息?！笨芍?，第一段可描寫作者留下岡特的電話，承諾會還錢給對方，岡特同意，最終作者及時登上了公共汽車。
②由第二段首句內容“四天后，當我回到維也納時，我按照承諾給岡特打了電話?！笨芍?，第二段可描寫作者付費給岡特，并向對方表示感激，兩人成為了好朋友。
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
【點睛】【高分句型1】He picked me up at the bus statin where he had drpped me ff fur days befre.（運用了where引導的限制性定語從句）
【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.（運用了when引導的時間狀語從句，that引導的限制性定語從句）
2.（2023年新高考I卷&II卷）
閱讀下面材料, 根據(jù)其內容和所給段落開頭語續(xù)寫兩段, 使之構成一篇完整的短文。
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)應為150個左右；
2. 請按如下格式在答題卡的相應位置作答。
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.
【解析】
【導語】本文以人物為線索展開，講述了作者上中學的時候，社會學老師邀請作者參加一個寫作比賽。作者不喜歡寫作，于是想都沒想就拒絕了。但是在老師的鼓勵下，作者同意試一試。作者在寫作過程中雖然很累，但是沒有放棄，堅持下來了。在作者最終完成寫作時，作者感到寫作讓他很快樂，他已經不在乎輸贏了。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“幾個星期后，當我?guī)缀跬洷荣惖臅r候，傳來了消息?！焙偷诙问拙洹邦C獎后我去了老師的辦公室?！笨芍?，第一段可描寫作者獲得比賽一等獎，在頒獎典禮上作者表達了對社會老師的感激。
②由第二段首句內容“頒獎后我去了老師的辦公室?！笨芍?，第二段可描寫老師鼓勵作者繼續(xù)寫作，自此作者堅持寫作取得了成功，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——作者獲獎——高興——頒獎典禮感謝老師——頒獎后來到老師辦公室——老師告訴作者堅持寫作——作者表達了對寫作的喜愛——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：express/cnvey
情緒類
①高興：happy/glad
②激動地：excitedly/with excitement
【點睛】[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. （運用了由連接詞that引導的賓語從句）
[高分句型2] It’s yu wh make me fall in lve with writing, my scial studies teacher.（運用了強調句）
[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.（運用了wh引導的限制性定語從句
3.（2022年新高考I卷&II卷）
閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
It was 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)應為150左右;
2. 請按如下格式在答題卡的相應位置作答.
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 heart 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.
【解析】
【導語】本文以賽跑為線索展開。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)獨自站在一旁。作者問其原因，他說準備放棄比賽。從教練口中得知，因為擔心同學們會嘲笑大衛(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)追尋自己的內心，不理會別人的看法，大衛(wèi)最終參賽，盡管遇到困難，他戰(zhàn)勝了自己，這已經無關名次，而是他的勇敢和堅定讓這一切成為可能。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“我們挨著坐著，但大衛(wèi)不愿看我一眼。”和第二段首句內容”我看著大衛(wèi)和其他選手一起走到起跑線上?！笨芍?，第一段可描寫作者鼓勵大衛(wèi)繼續(xù)完成比賽，大衛(wèi)經過強烈的心理斗爭，最終決定參加比賽。
②由第二段首句內容“我看著大衛(wèi)和其他選手一起走到起跑線上?！笨芍?，第二段可描寫大衛(wèi)開始參賽，雖然中途遇到困難，仍然堅持到最后，完成比賽。
2續(xù)寫線索：鼓勵大衛(wèi)——心理變化——決定參賽——克服困難——加油助威——完成比賽
3.詞匯激活：
行動類：
①深呼吸：with a deep breath/breathe deeply
②堅持做：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引導的非限制性定語從句和 why引導的限制性定語從句)
[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)在分詞作狀語和省略that的賓語從句)
[高分句型3]. It was his brave heart and strng faith that culd make smething unusual happen finally. (含有It was…that結構的強調句型)
精準練02 浙江卷
1.（2024年浙江卷1月）
閱讀下面材料, 根據(jù)其內容和所給段落開頭語續(xù)寫兩段, 使之構成一篇完整的短文。
Eva spent the first week f high schl trying t keep her head abve water. One f the majr headaches fr her was finding her way in the huge schl building. It was a six-stry building. On each flr, hallways stretched in fur directins, leading t classrms, labratries, and teachers’ ffices. Smewhere in the building, there was als a library, a cafeteria, and a gym.
Having a pr sense f directin, Eva fund it impssible t get arund in such a huge building. All the different hallways and rms were t much t think abut, let alne cmmit t memry. She decided that she wuld memrize where her classes were and then pretend that the rest f the place didn’t exist.
In her first PE class, Eva was shcked when Cach Pitt annunced that everyne had t run ne mile arund the track utside. She searched the faces f her classmates fr signs f panic. There was nthing she feared mre than having t run a whle mile. T Eva, “a mile” was used t describe lng distances. It was ten miles frm her hme t her grandfather’s, and that always seemed like a lng way, even in a car!
When Cach Pitt blew his whistle (哨子), Eva figured she wuld be left in the dust. Hwever, while sme f her classmates edged ahead, thers actually fell behind. ” It’s just the beginning, “she thught.” I’ll cme in last fr sure. “
Sn Eva began t breathe hard, with her heart punding and legs shaking. Feeling desperate, Eva started using a mind trick n herself. She stpped thinking abut the wrd” mile. “Instead, she fcused n reaching the shadw cast n the track by an ak tree up ahead. Then she cncentrated n jgging t the spt where the track curved (拐彎). After that, she tried t see if she culd cmplete her first lap. One lap turned int tw, then three, then fur.
注意:
1. 續(xù)寫詞數(shù)應為150左右;
2, 請按如下格式在答題卡的相應位置作答。
Paragraph 1:
When Cach Pitt said “Nice wrk!” t her at the finish line, Eva was surprised.
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Paragraph 2:
Eva decided t use the same trick t deal with the schl building.
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【答案】
When Cach Pitt said “Nice wrk!” t her at the finish line, Eva was surprised. In the vast expanse f her schl, a girl with pr directinal skills struggled t navigate and ften gt lst. One day, during gym class, she bserved a unique way t find her way - fllwing the shadws f trees. As the sun cast its rays, the girl nticed hw the shadws created patterns n the grund, guiding her path. She tk a leap f faith and fllwed the shadws, surprising herself with each turn and stretch. Her effrts were nticed by the teacher, wh praised her innvative thinking.
Eva decided t use the same trick t deal with the schl building. She used the shadws t navigate the schl hallways, find her classes, and even lcate the schl's varius facilities. This newfund skill nt nly helped the girl navigate her schl but als instilled in her a sense f cnfidence and adventure. She learned excitedly that with a little creativity and bservatin, any challenge culd be vercme. And with each step she tk, she left behind a legacy f inspiratin fr thse wh fllwed in her ftsteps, knwing that even withut a clear sense f directin, there's always a way t find ne's way.
【解析】
【導語】本文以人物為線索展開，講述了高中生Eva因為方向感不強，經常在學校里迷路，在一次體育課上教練要求他們沿著校園跑步的時候Eva發(fā)現(xiàn)跟著樹的影子能找到方向，她通過這個方法重新認識到了校園。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“當Pitt教練在終點線對她說:“干得好!”，伊娃很驚訝?！笨芍?，第一段可描寫Eva通過自己追隨影子的方法找到方向，并且受到了教練的稱贊。
②由第二段首句內容“Eva決定用同樣的手段來記住學校大樓?！笨芍?，第二段可描寫Eva通過記住影子的方法來記住學校大樓并且通過這件事之后的感悟。
2.續(xù)寫線索：方向感太差記不住學校建筑的位置——體育課上繞著學校跑卻找不到方向——害怕最后一名心里非常緊張——跟隨影子找到方向——受到教練的贊賞——獲得感悟
3.詞匯激活
行為類
①努力做某事：struggle t d sth./strive t d sth.
②導航：navigate/guide
③了解：learn/knw/acknwledge
情緒類
①使某人驚訝：surprise sb./astnish sb.
②激動地：excitedly/in excitement
【點睛】[高分句型1]Her effrts were nticed by the teacher, wh praised her innvative thinking.（wh引導的非限制性定語從句）
[高分句型2]She learned that with a little creativity and bservatin, any challenge culd be vercme. （that引導的賓語從句）
2.（2023年浙江卷1月）
閱讀下面材料，根據(jù)其內容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。
I was invited t a ckut n an ld friend’s farm in western Washingtn. I parked my car utside the farm and walked past a milking huse which had apparently nt been used in many years. A nise at a windw caught my attentin, s I entered it. It was a hummingbird (蜂鳥), desperately trying t escape. She was cvered in spider-webs (蛛網) and was barely able t mve her wings. She ceased her struggle the instant I picked her up.
With the bird in my cupped hand, I lked arund t see hw she had gtten in. The brken windw glass was the likely answer. I stuffed a piece f clth int the hle and tk her utside, clsing the dr securely behind me.
When I pened my hand, the bird did nt fly away; she sat lking at me with her bright eyes. I remved the sticky spider-webs that cvered her head and wings. Still, she made n attempt t fly. Perhaps she had been struggling against the windw t lng and was t tired? Or t thirsty?
As I carried her up the blackberry-lined path tward my car where I kept a water bttle, she began t mve. I stpped, and she sn tk wing but did nt immediately fly away.
Hvering (懸停), she apprached within six inches f my face. Fr a very lng mment, this tiny creature lked int my eyes, turning her head frm side t side. Then she flew quickly ut f sight.
During the ckut, I tld my hsts abut the hummingbird incident. They prmised t fix the windw. As I was departing, my friends walked me t my car. I was standing by the car when a hummingbird flew t the center f ur grup and began hvering. She turned frm persn t persn until she came t me. She again lked directly int my eyes, then let ut a squeaking call and was gne. Fr a mment, all were speechless. Then smene said, “She must have cme t say gdbye.”
注意：
1. 續(xù)寫詞數(shù)應為 150 左右；
2. 請按如下格式在答題紙的相應位置作答。
A few weeks later, I went t the farm again.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I was just abut t leave when the hummingbird appeared.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
A few weeks later, I went t the farm again. As my car neared it my thughts drifted back t the mment when I rescued the hummingbird frm the spider’s web. I rushed back t the deserted huse. It was a great cmfrt that the riginal hle in the windw was nwhere t be fund. Leaving the huse, I culdn’t help wndering hw it was getting n nw. Had it managed t find its way back hme, r was it still ut there smewhere struggling t survive?
I was just abut t leave when the hummingbird appeared. A flash f mvement caught my attentin. I turned arund t see the same hummingbird hvering in the air. It seemed that the bird was waiting fr me, its beady eyes lcked n mine as if trying t cnvey sme deep, unspken gratitude. I felt a surge f relief and awe at the sight f this sund and grateful creature, and I knew that I wuld always cherish the memries we shared as I climbed int my car and drve away.
【導語】本文以人物為線索展開，講述了作者被邀請去一個農場野餐，發(fā)現(xiàn)一個房子里有只蜂鳥被蜘蛛網困住了，作者把蜂鳥救了，把蜂鳥帶出去的時候它遲遲不肯走，當作者走到一條布滿黑莓的小路時，它開始動了，但是卻不肯飛走，徘徊著，后來終于飛走了，當作者準備離開時，蜂鳥又飛到作者面前，好像是在和作者告別。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“幾個星期后，我又去了農場?！笨芍?，第一段可描寫作者回到農場時所看到的和所想到的。
②由第二段首句內容“我正要離開，這時蜂鳥出現(xiàn)了?！笨芍?，第二段可描寫蜂鳥是如何對作者的以及作者的感想。
2.續(xù)寫線索：想起救蜂鳥的時候——回到那個房子——想到那只蜂鳥——看見蜂鳥——蜂鳥的表現(xiàn)——作者的感想
3.詞匯激活
行為類
①思緒回到……：thughts drift back t/thughts return t
②匆匆回到：rush back t/hurry back t
③盯著：eyes lcked n/eyes staring at
情緒類
①寬慰：feel a surge f relief/feel relieved
②感激：grateful/thankful
【點睛】[高分句型1] As my car neared it my thughts drifted back t the mment when I rescued the hummingbird frm the spider’s web. (由as引導的時間狀語從句和when引導的限制性定語從句)
[高分句型2] It was a great cmfrt that the riginal hle in the windw was nwhere t be fund. (由that引導的主語從句)
3.（2022年浙江卷1月）
閱讀下面短文, 根據(jù)所給情節(jié)進行續(xù)寫, 使之構成一個完整的故事
When Dr. Hendersn was assigning（指定） prject mates fr his psychlgy class, I secretly hped he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all, I hped he wuldn't assign me t wrk with the fiercely cmpetitive, extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate （命運）wuld have it, Dr. Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.
I went up t my new teammate and intrduced myself. He lked at me as thugh I weren't there. I felt he treated me as thugh I wuld hld him back and prbably make him fail t get an A in the curse. He wasn't mean r abusive; he just gave me the impressin he culd d whatever prject we dreamed up better if he did it alne.
Needless t say, I didn't lk frward t an entire term f being brushed ff, but I tried t make the best f it and didn't say anything fr fear that I wuld make things wrse.
The prject required each team t develp a hypthesis （假說）, set up an experiment t test the hypthesis, d the statistical analysis and present the findings. Whatever grade the team received wuld be shared by bth students.
When my teammate and I met t discuss ur prject, I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades—the exact ppsite f me. I was utmatched. I actually wanted t drp the class at ne pint, but stpped shrt because I didn't want t give him the satisfactin f my chickening ut. I decided t stick t it n matter what.
After lng discussins we smehw agreed t d a study n the psychlgical well-being f teenagers. I wasn't sure what it meant exactly, but at least we had a tpic.
注意：
1. 所續(xù)寫短文的詞數(shù)應為150左右；
2. 至少使用5個短文中標有下劃線的關鍵詞語；
3. 結尾部分分為兩段, 每段的開頭語已為你寫好；
4. 續(xù)寫完成后, 請用下劃線標出你所使用的關鍵詞語。
Para 1. We started t meet regularly t draw up ur plans.
______________________________________________________________________________________________________________________________________________________________
Para 2. One day I gt wrd that he was admitted t hspital fr a serius disease.
______________________________________________________________________________________________________________________________________________________________
【答案】
We started t meet regularly t draw up ur plans. Thugh I wanted t share my ideas with him fully, I failed t d s fr fear that I wuld hld him back. I just kept ndding when he asked me whether it is k t d this way r that way. I thught it was impssible t persuade him int accepting my views, s I didn’t want t waste ur time t discuss. I started t wait t leave immediately we arrived at the place, and s did he. I just hped that the presentatin day culd cme earlier.
One day I gt wrd that he was admitted t hspital fr a serius disease. I felt s srry t hear that and I thught I shuld visit him in any case. He was a little surprised t see me when I stepped int his ward with sme flwers and fruits. I ffered t d the rest wrk f ur prject and he invited me t share my ideas t perfect it. We began t wrk as a fine team and finally finished ur prject n time. Our hard wrk paid ff and Dr. Hendersn’s was very satisfied with ur wnderful findings. Frm this prject, we als learned the significance f teammates. Just as the saying ges, ne persn can g far, but a grup f persns can travel farther.
【分析】本文以事件為線索展開，講述了作者在一次課上被分配了一個不想要的隊友共同完成作業(yè)共享分數(shù)，他們從最開始的無法配合到最后圓滿完成任務的溫暖故事。
【詳解】1.段落續(xù)寫：
①由續(xù)寫段落第一段首句內容“我們開始定期見面起草計劃。”可知，第一段可描寫見面起草過程中所發(fā)生的事情以及過程中的心理活動。
②由續(xù)寫段落第二段首句內容“有一天，我聽說他因為嚴重的疾病住院了”可知，第二段可描寫我的搭檔住院以后我們是如何應對并最終圓滿完成作業(yè)的。
2.續(xù)寫線索：見面起草——我害怕說錯，基本保持沉默，只是順從他的想法——搭檔生病住院——探望取得互信——合作圓滿完成——懂得了團隊合作的意義
3.詞匯激活
行為類
①與…分享：share sth with sb / exchange sth with sb
②沒能做：fail t d/be unable t d /nt make it
③到達：arrived at /get t /reach/
④走進：step int/enter/cme int
情緒類
①驚訝的：surprised/amazed/shcked
②滿意的：satisfied /cntent/ pleased
【點睛】[高分句型1]. I started t wait t leave immediately we arrived at the place, and s did he.（使用了“s+（助）動詞+主語”表示“……也一樣”的倒裝句型）
[高分句型2]. Thugh I wanted t share my ideas with him fully, I failed t d s fr fear that I wuld hld him back.（使用了thugh 引導的讓步狀語從句）
4.（2022年浙江卷6月）
閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。
I needed t d smething in my cmmunity (社區(qū)) in rder t cmplete the cmmunity service hurs required t graduate frm high schl. Sme f my friends had signed up t spend time at a sup kitchen, s I did, t. It seemed like a gd thing t d.
I thught that we wuld just be passing ut dinners t thse in need, but I fund ut we wuld be ding everything frm preparing t serving the dinner. We began preparing the fd, frm mixing salad dressing t separating frzen meat. Much still needed t be dne befre dinner was served, but already utside the building many hmeless peple were gathering. It wasn’t until a cuple f hurs later that we pened the drs and began serving dinner.
As the line f peple came tward me, I gt a little scared. I’d cme face t face with the hmeless: Hw shuld I act? Hw wuld they treat me? Wuld they hate me fr having mre than they did? While sme f the peple lked very friendly, sme f them lked s dangerus. I didn’t have t much time t wrry abut it. I was assigned (分配) t serve the salad with the lady next t me. She smiled at me and said if I needed help, she’d be right there, which I fund quite cmfrting.
I had never seen s many peple wanting fd. They were f all ages and natinalities. Mst f them wre clthes that were trn and dirty. Sme lked like they had tally given up n life, while thers seemed t be making the best f the situatin, smiling and jking. Sme were better ff than thers, but they all needed a gd meal and a warm place t eat. It saddened me t think f hw many peple there were wh didn’t have a place t call hme and the nly fd they gt came frm a sup kitchen.
注意：
1. 所續(xù)寫短文的詞數(shù)應為150左右；
2. 至少使用5個短文中標有下劃線的關鍵詞語；
3. 續(xù)寫部分分為兩段，每段的開頭語已為你寫好；
4. 續(xù)寫完成后，請用下劃線標出你所使用的關鍵詞語。
Paragraph 1:
As they came in my directin, I put n my brightest and happiest smile.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
I was s happy that I had earned my service hurs in this way.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
As they came in my directin, I put n my brightest and happiest smile. I wanted t make them knw that I was really anxius t help them. T my relief, they smiled plitely back at me when they saw my smile, and I culd see their exhaustin in their eyes. I wanted t knw what they were ging thrugh and I was desperate t knw what I culd d fr them. They ndded gratefully as I pushed my spn int the pt and tk a large spnful and pured it int their bwls.
I was s happy that I had earned my service hurs in this way. This experience made me realize that there are s many peple in this wrld wh need ur help. It als made me realize that ur small act f kindness can make them feel warm and make a great difference t them. I will never frget the way they lked at me when they were given fd. I am anxius t urge the wrld t d everything pssible t help thse in need.
【導語】本文以人物為線索展開，講述了作者為了完成高中畢業(yè)所需的社區(qū)服務時間，需要在所在的社區(qū)做點什么，作者去了施粥所，作者發(fā)現(xiàn)準備過程中要做的事情很多，作者看到無家可歸的人靠近時心里有點害怕，但是卻忙得沒有時間去擔心這些，作者看到了年齡和國籍各不相同的人，這讓作者感到很難過。
【詳解】1.段落續(xù)寫：
①由第一段首句內容“當他們朝我走來的時候，我露出了最燦爛、最幸福的笑容?！笨芍?，第一段可描寫作者是怎么為無家可歸的人施粥。
②由第二段首句內容“我很高興我用這種方式贏得了我的服務時間?！笨芍?，第二段可描寫作者對這次社區(qū)服務的感悟。
2.續(xù)寫線索：無家可歸的人笑——作者舀粥——無家可歸的人感激——作者感悟——作者發(fā)出呼吁
3.詞匯激活
行為類
①倒：pur/decant
②意識到：realize that/be aware that
③主張：urge sb. t d/advcate sb. t d
情緒類
①感謝：gratefully/thankfully
②急切的：anxius/eager
【點睛】[高分句型1] This experience made me realize that there are s many peple in this wrld wh need ur help. (由that引導的賓語從句和wh引導的定語從句)
[高分句型2] I will never frget the way they lked at me when they were given fd. (由關系代詞that引導的定語從句，省略了that和when引導的時間狀語從句)
三年考情（2022-2024）
命題趨勢
2024：新高考I卷&II卷：人與社會（打車費）
浙江1月：人與自我（校園話題）
2023 新高考I卷&II卷：人與自我（老師幫助作者培養(yǎng)寫作興趣）
浙江1月：人與動物（救助蜂鳥）
2022 新高考I卷&II卷；人與自我（鼓勵殘疾學生參加越野賽跑）
浙江1月：人與自我（與隊友互助完成任務）
浙江6月：人與社會（參加社區(qū)服務）
新高考讀后續(xù)寫語篇類型以記敘文為主，敘議結合為輔。語篇材料具有正能量且通俗易懂，故事線索邏輯性較強。新高考主題均選自人與自我、人與社會、人與自然。內容包括個人成長類、脫困類；善舉助人類、社會親情友情類、人與動物類、趣事回憶類。

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