1. 理解原文構(gòu)建合理續(xù)寫情節(jié)框架
2. 準確運用語法詞匯優(yōu)化語言表達
3. 掌握多種描寫手法增強故事效果
4. 確保續(xù)寫邏輯連貫且主題積極
（一）故事理解與情節(jié)構(gòu)思
精準把握原文故事的關(guān)鍵要素，包括人物特點、地點場景、時間線索、事件發(fā)展及原因等，通過對這些要素的分析構(gòu)建清晰的故事框架，如梳理出人物間的關(guān)系和情感傾向，明確故事發(fā)生的背景環(huán)境。
依據(jù)續(xù)寫段落開頭語及原文情節(jié)邏輯，巧妙構(gòu)思續(xù)寫內(nèi)容，確保情節(jié)發(fā)展既出人意料又在情理之中，如考慮人物可能的行動和反應，以及這些行為對故事走向的影響。
（二）語言表達與細節(jié)刻畫
熟練運用豐富多樣的詞匯、語法結(jié)構(gòu)和句型，展現(xiàn)扎實的語言功底，如使用高級詞匯替換常見詞匯，靈活運用復合句、非謂語動詞等提升句子復雜度。
注重細節(jié)描寫，通過細膩描繪人物動作、神態(tài)、心理和環(huán)境等，增強故事的畫面感與真實感，使讀者有身臨其境之感，如用生動的動詞表現(xiàn)人物動作，借助形容詞和副詞描繪場景氛圍。
（三）主題深化與情感傳遞
深入理解原文主題思想，續(xù)寫時自然融入積極正面的價值觀，如善良、勇敢、堅持等，使故事富有深度和內(nèi)涵，給讀者以啟發(fā)。
巧妙傳達人物情感，讓讀者能夠真切感受到故事中人物的喜怒哀樂，增強故事的感染力和吸引力，如通過描寫人物的語言和行為表現(xiàn)其內(nèi)心感受。
（四）邏輯連貫與書寫規(guī)范
續(xù)寫部分與原文及段落之間保持緊密的邏輯連貫性，過渡自然流暢，如合理運用連接詞和過渡句，使上下文銜接緊密。
嚴格遵循題目給定的詞數(shù)要求，書寫工整規(guī)范，避免語法錯誤和拼寫錯誤，確保文本質(zhì)量，如認真檢查句子結(jié)構(gòu)、時態(tài)一致性等。
（一）擴充詞匯儲備量
1. 人物情感：表達高興可以用 “elated”“verjyed”“thrilled” 等；描述悲傷有 “srrwful”“grieved”“heartbrken” 等。例如：“When she received the admissin letter frm her dream university, she was verjyed and culdn't stp smiling.”（當她收到夢想大學的錄取通知書時，她欣喜若狂，笑個不停。）
2. 動作行為：“stride”（大步走），“scurry”（匆忙跑），“l(fā)inger”（徘徊）等。比如：“The athlete strde cnfidently twards the finish line.”（運動員自信地大步邁向終點線。）
3. 自然環(huán)境：“glmy”（陰暗的），“serene”（寧靜的），“breezy”（微風輕拂的）?！癟he lake lks s serene in the early mrning sunlight.”（在清晨的陽光下，湖泊看起來如此寧靜。）
4. 社會場景：“bustling”（熙熙攘攘的），“slemn”（莊嚴的），“chatic”（混亂的）?！癟he market was bustling with peple buying grceries.”（市場上熙熙攘攘，人們在買菜。）
（二）積累常見短語搭配
動詞短語：“give up”（放棄），“He didn't give up even thugh he faced many difficulties.”（即使面臨許多困難，他也沒有放棄。）
介詞短語：“n accunt f”（由于），“On accunt f the bad weather, the flight was delayed.”（由于天氣惡劣，航班延誤了。）
形容詞短語：“be fnd f”（喜歡），“She is fnd f reading nvels.”（她喜歡讀小說。）
（三）語法規(guī)則掌握
1. 精通時態(tài)運用
一般現(xiàn)在時：“The earth mves arund the sun.”（地球繞著太陽轉(zhuǎn)。）講述普遍真理。
一般過去時：“I visited my grandparents last weekend.”（我上周末去看望了我的祖父母。）描述過去發(fā)生的動作。
一般將來時：“I will g t the park tmrrw.”（我明天將去公園。）表示將來計劃。
現(xiàn)在進行時：“She is reading a bk nw.”（她現(xiàn)在正在讀一本書。）強調(diào)此刻正在進行的動作。
過去進行時：“I was watching TV when the phne rang.”（電話鈴響時我正在看電視。）過去某個時間點正在進行的動作。
現(xiàn)在完成時：“I have already finished my hmewrk.”（我已經(jīng)完成了我的作業(yè)。）過去發(fā)生的動作對現(xiàn)在造成的影響。
過去完成時：“By the time I gt t the statin, the train had left.”（我到達車站時，火車已經(jīng)離開了。）過去的過去發(fā)生的動作。
2. 熟練掌握語態(tài)變化
主動語態(tài)：“The by kicked the ball.”（男孩踢了球。）強調(diào)男孩（動作執(zhí)行者）的動作。
被動語態(tài)：“The ball was kicked by the by.”（球被男孩踢了。）強調(diào)球（動作承受者）被踢的情況。例如：“Many buildings were destryed in the earthquake.”（許多建筑物在地震中被摧毀。）
3. 熟悉各類從句用法
定語從句：“The bk which I bught yesterday is very interesting.”（我昨天買的那本書非常有趣。）“which I bught yesterday” 修飾先行詞 “bk”。
名詞性從句：主語從句 “That he will cme is certain.”（他會來是肯定的。）賓語從句 “I believe that he is hnest.”（我相信他是誠實的。）表語從句 “The prblem is where we can find the key.”（問題是我們在哪里能找到鑰匙。）同位語從句 “The news that ur team wn the game made us excited.”（我們隊贏得比賽的消息讓我們很興奮。）
狀語從句：時間狀語從句 “When I gt hme, my mther was cking.”（當我到家時，我媽媽正在做飯。）原因狀語從句 “Because it rained heavily, we didn't g ut.”（因為雨下得很大，我們沒有出去。）條件狀語從句 “If it rains tmrrw, we will stay at hme.”（如果明天下雨，我們將待在家里。）
4. 句子結(jié)構(gòu)構(gòu)建：靈活運用并列句、復合句和非謂語結(jié)構(gòu)
（1）并列句：“I like reading, and my sister likes watching TV.”（我喜歡閱讀，我妹妹喜歡看電視。）用 “and” 連接兩個同等重要的簡單句，表示并列關(guān)系。
（2）復合句：“Althugh it was raining heavily, he still went t schl n time.”（盡管雨下得很大，他仍然按時去上學。）包含一個讓步狀語從句和一個主句，表達復雜邏輯關(guān)系。
（3）非謂語：原簡單句：“The girl is singing a sng.”（女孩正在唱歌。）
改寫為非謂語結(jié)構(gòu)（現(xiàn)在分詞作后置定語）：“The girl singing a sng is my sister.”（正在唱歌的女孩是我的妹妹。）
原簡單句：“The by was bitten by the dg and he cried.”（男孩被狗咬了，然后他哭了。）
改寫為非謂語結(jié)構(gòu)（過去分詞作狀語）：“Bitten by the dg, the by cried.”（被狗咬了，男孩哭了。）用過去分詞 “bitten” 表示男孩是被咬的狀態(tài)，作伴隨狀語，使句子更加簡潔緊湊，同時突出了事件之間的因果關(guān)系。
（四）掌握句子成分的正確排列順序
主語 + 謂語 + 賓語：“She lves music.”（她喜歡音樂。）“She” 是主語，“l(fā)ves” 是謂語，“music” 是賓語。
定語位置：“The beautiful flwer in the garden is blming.”（花園里的美麗花朵正在盛開。）“beautiful” 修飾 “flwer”，“in the garden” 也是修飾 “flwer” 的定語，一般放在被修飾詞之前或之后。
狀語位置：“He runs fast in the park every mrning.”（他每天早上在公園里跑得很快。）“fast” 是方式狀語，“in the park” 是地點狀語，“every mrning” 是時間狀語，通常放在句末，也可根據(jù)需要調(diào)整位置，但要注意句子的清晰性。
（五）寫作手法運用：學會運用描寫手法
1. 人物描寫
外貌：“He is a tall and handsme by with bright blue eyes and curly blnd hair.”（他是一個高個子帥氣男孩，有明亮的藍眼睛和卷曲的金發(fā)。）
語言：“‘I will never give up,’ he said firmly.”（“我永遠不會放棄，” 他堅定地說。）
動作：“She jumped up and dwn with excitement.”（她興奮地跳上跳下。）
心理：“He was s nervus that his heart was punding.”（他非常緊張，心跳得厲害。）
神態(tài)：“Her face lit up with a big smile when she saw the gift.”（當她看到禮物時，臉上露出了燦爛的笑容。）
2. 情感描寫（通過表情和肢體語言體現(xiàn)）：“Tears welled up in her eyes and her lips trembled as she tried t hld back her sbs, clearly devastated by the news.”（當她聽到這個消息時，淚水涌上眼眶，嘴唇顫抖，努力抑制著啜泣，顯然被這個消息摧毀了。）這里通過描寫她眼中含淚、嘴唇顫抖和抑制哭泣的樣子，生動地展現(xiàn)出她悲傷的情感。
3. 環(huán)境描寫
自然環(huán)境：“The dark frest was filled with a thick fg, and the nly sund was the hting f the wls.”（黑暗的森林里彌漫著濃霧，唯一的聲音是貓頭鷹的叫聲。）
社會環(huán)境：“The busy street was crwded with peple rushing t wrk and cars hnking impatiently.”（繁忙的街道上擠滿了匆忙上班的人和不耐煩按喇叭的汽車。）
（六）掌握敘述順序
順敘：“One sunny mrning, I gt up early, had breakfast, and then went t schl. At schl, I had classes and played with my friends. After schl, I went hme and did my hmewrk.”（一個陽光明媚的早晨，我早早起床，吃了早餐，然后去上學。在學校，我上課并和朋友們一起玩。放學后，我回家做作業(yè)。）按照時間先后順序敘述事情。
倒敘：“Standing n the stage, receiving the award, I culdn't help but think f the hard days I had spent preparing fr this mment. I remembered hw I started frm scratch and practiced day and night.”（站在舞臺上，接受獎項時，我不禁想起為這一刻準備的艱難日子。我記得我是如何從零開始，日夜練習的。）開篇先講結(jié)果，再回憶過程。
插敘：“I was walking in the park when I suddenly saw an ld man sitting n the bench. He lked familiar. Then I remembered that he was the kind neighbr wh used t give me candies when I was a child. I walked ver and talked t him.”（我正在公園里散步，突然看到一位老人坐在長椅上。他看起來很眼熟。然后我想起他是我小時候常給我糖果的善良鄰居。我走過去和他聊天。）在敘述過程中插入一段回憶。
（七）運用修辭手法
1. 比喻：“Her eyes were deep pls f sadness, reflecting all the pain she had endured.”（她的眼睛是悲傷的深潭，倒映著她所承受的所有痛苦。）把眼睛比作深潭，形象地表現(xiàn)出人物內(nèi)心深處的悲傷情緒，仿佛能讓讀者看到那無盡的哀愁在眼中涌動。
2. 擬人：“The flwers danced in the gentle breeze, as if they were celebrating the arrival f spring.”（花兒在微風中翩翩起舞，仿佛在慶祝春天的到來。）賦予花朵 “跳舞” 這一人的動作，生動形象地描繪出花朵在微風中的姿態(tài)。
3. 夸張：“I'm s hungry that I culd eat a hrse.”（我餓得能吃下一匹馬。）通過夸張的手法突出 “我” 饑餓的程度，給讀者留下深刻印象。
4. 排比：“She is kind, she is helpful, and she is always there when yu need her.”（她很善良，她樂于助人，而且當你需要她的時候她總是在那里。）用排比結(jié)構(gòu)增強語言的節(jié)奏感和表現(xiàn)力，強調(diào) “她” 的優(yōu)秀品質(zhì)。
5. 反問：“Isn't it a beautiful day tday?”（今天難道不是美好的一天嗎？）通過反問引發(fā)讀者思考，同時也強調(diào)了今天天氣的美好，比直接陳述更有感染力。
例題精練，舉一反三
一、語句提升練：根據(jù)各題要求答題
1. “I like the park. It has many trees and flwers.”（請用 where 引導的定語從句合并句子）
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2. “The wind blew hard. The kite flew high.”（用 結(jié)構(gòu)改寫句子）
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3. “The ld man walked slwly. He used a cane.”（用現(xiàn)在分詞短語作伴隨狀語改寫）
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4. “There is a bk n the table. The bk is mine.”（用名詞性物主代詞改寫）
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5. “The girl sings beautifully. She wants t be a singer.”（用 in rder t 改寫）
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6. “The sun is shining. The day is warm.”（用 with 復合結(jié)構(gòu)改寫）
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7. “I saw a dg. The dg was chasing a cat.”（用感官動詞 + 賓語補足語結(jié)構(gòu)改寫）
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8. “He ges t schl n ft. Every day he is early.”（用 if 引導條件狀語從句合并句子）
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9. “The bx is t heavy. I can't lift it.”（用 結(jié)構(gòu)的否定形式改寫）
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10. “It is a stry. The stry is full f adventures.”（用形容詞短語作后置定語改寫）
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11. “The man wrks hard. His family is prud f him.”（用 because 引導原因狀語從句合并句子）
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12. “The stars are twinkling in the sky. They lk like diamnds.”（請指出句子所使用的修辭手法并解釋）
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13. “The by was excited. He jumped up and dwn.”（用現(xiàn)在分詞短語作原因狀語改寫）
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14. “I have a friend. My friend likes reading bks.”（用 wh 引導的定語從句合并句子）
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15. “The girl is running. She is wearing a red dress.”（用現(xiàn)在分詞短語作伴隨狀語改寫）
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16. “The teacher spke sftly. The students listened carefully.”（用 and 連接兩個句子，并添加合適的情感副詞修飾動詞）
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17. “There is a river. The river runs thrugh the village.”（用 which 引導的定語從句合并句子）
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18. “The by played ftball. He was tired but happy.”（用 althugh 引導讓步狀語從句合并句子）
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19. “The little girl smiled. Her smile was like a flwer blming.”（請指出句子所使用的修辭手法）
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20. “The by was very sad. He hung his head and said nthing.”（請對男孩的情感狀態(tài)進行擴展描寫，至少增加一處細節(jié)）
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二、構(gòu)建合理續(xù)寫情節(jié)練習：每個情節(jié)用2-5個句子完成
1.原文：“Lily fund a lst puppy in the park. She tk it hme.”（莉莉在公園發(fā)現(xiàn)一只走失的小狗。她把它帶回了家。）續(xù)寫部分的開頭為：“When Lily gt hme, her parents were waiting at the dr.”（當莉莉到家時，她的父母正在門口等著。）請根據(jù)開頭和原文情節(jié)，構(gòu)思后續(xù)可能的情節(jié)發(fā)展（至少寫出兩個方向）。
When Lily gt hme, her parents were waiting at the dr.______________________________________
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2. 原文：“Tm was walking in the frest. He heard a strange nise.”（湯姆正在森林里散步。他聽到了一個奇怪的聲音。）續(xù)寫部分的開頭為：“Tm fllwed the sund curiusly.”（湯姆好奇地跟著聲音走。）請繼續(xù)構(gòu)思情節(jié)（寫出兩個不同的情節(jié)走向）。
Tm fllwed the sund curiusly. _________________________________________________________
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3. 原文：“Mary was preparing fr her birthday party. She realized she had frgtten t invite her best friend, Lucy.”（瑪麗正在為她的生日派對做準備。她意識到她忘記邀請她最好的朋友露西了。）續(xù)寫部分的開頭為：“Mary quickly picked up the phne t call Lucy.”（瑪麗迅速拿起電話打給露西。）請構(gòu)思后續(xù)情節(jié)（至少兩種可能）。
Mary quickly picked up the phne t call Lucy._______________________________________________
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4. 原文：“Jack was participating in a running race. He tripped and fell.”（杰克正在參加一場跑步比賽。他絆倒了。）續(xù)寫部分的開頭為：“Despite the pain, Jack quickly gt up.”（盡管很疼，杰克迅速站了起來。）請構(gòu)思后續(xù)情節(jié)（兩種不同情節(jié)）。
Despite the pain, Jack quickly gt up._______________________________________________________
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5. 原文：“The family went n a picnic. They arrived at the park and fund that their picnic basket was missing.”（一家人去野餐。他們到達公園后發(fā)現(xiàn)野餐籃不見了。）續(xù)寫部分的開頭為：“Everyne started t search arund the car.”（每個人都開始在車周圍尋找。）請構(gòu)思后續(xù)情節(jié)（至少兩個方向）。
Everyne started t search arund the car.________ ___________________________________________
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1．（2024·江蘇連云港·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。
My Best Examinatin
One day, while at wrk in a cal-mine in Malden, I happened t verhear tw miners talking abut a great schl fr pr peple in Virginia. It was Hamptn Institute. The schl was established t prvide pprtunities fr pr but wrthy students wh culd wrk ut all r a part f the cst f bard, and at the same time be taught sme trade r industry.
I was n fire cnstantly with ne ambitin, and that was t g t schl. I decided at nce t g t that schl. Finally the great day came and I started fr Hamptn. I had nly a small, cheap bag that cntained what few articles f clthing I culd get. The distance frm Malden t Hamptn is abut five hundred miles. I had nt been away frm hme many hurs befre it began t grw painfully evident that I did nt have enugh mney t pay my fare (路費) t Hamptn.
By walking and begging rides in sme way, I finally reached the grunds f the Hamptn Institute after a number f days, tired and dirty. As sn as pssible after reaching, I presented myself befre the head teacher fr assignment t a class. Having been s lng withut prper fd, a bath, and change f clthing, I was like a wrthless lafer (游蕩者).
I did nt, f curse, make a very favurable impressin upn her, and I culd see at nce that there were dubts in her mind abut the wisdm f admitting me as a student. I tried t impress her in all the ways I culd with my wrthiness. Hw I wished that I culd get a chance t shw what was in me.
After sme time, the head teacher said t me, “The adjining (隔壁的) classrm needs sweeping. Take the brm and sweep it.”
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。
It ccurred t me at nce that here was my chance.
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The head teacher went int the rm and inspected the flr and clsets.
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2．（2024高一下·甘肅蘭州·學業(yè)考試）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Katie was jumping rpe n the lawn in frnt f her hme. It was a nice day, the sun was shining warmly, and she had all the time in the wrld t enjy her jumping. She felt happy. Her thughts were fcused n her jumping: hw t match the spinning f the rpe in her hands and the jumping f her feet s they didn’t get tangled(纏結(jié)), causing her t fall. When her mind and muscles were wrking tgether, when everything flwed smthly, it felt pretty gd.
As she jumped, she remembered that her grandmther had given her the rpe fr Christmas. She knew that her grandmther didn’t have a lt f mney and had t save up t buy the jump rpe. Befre Christmas, her grandmther had taken her t sme ty shps t lk at different things, hping t subtly find ut what Katie wanted. When Katie gt nt just a jump rpe but the very jump rpe she really wanted, she felt especially lved by her grandmther.
As she skipped, a by rushed acrss the rad. He ripped her special jump rpe frm her hands, shuting, “Give me that” and raced back acrss the rad tward the park. “What a hrrible by,” thught Katie. At first she was shcked and upset; but when she thught, “He has stlen the jump rpe my grandma gave me fr Christmas”, she became very angry. Then, thinking she had lst her jump rpe frever, she felt sad and fund tears welling up in her eyes.
Driven by a mix f emtins, Katie chased after the by and her heart was heavy with the lss f her treasured gift. Hwever, as she pursued the by, a scene unflded (打開) befre her eyes—a yunger child had fallen int a nearby pnd, struggling and in need f help. In that mment, Katie’s fcus shifted frm her stlen jump rpe t the urgent need t assist the distressed child. Then she saw the by ran t this kid hurriedly.
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：
The by had thrwn an end f her jump rpe ut fr the child t grab.
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Paragraph 2：
Thinking that it was nice f him t aplgize and return the rpe, Katie felt grateful.
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3．（2023高三·遼寧葫蘆島·學業(yè)考試）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
It was eight ’clck n a cld spring night. Our apartment was full f the artwrk f an energeic five-year-ld. The huse was in a mess.
I was s tired that night. I had depended n a walking stick t g anywhere fr seven weeks, recvering frm an peratin, and I culdn’t find a way t cheer myself up.
The phne rang - fr the sixth time in less than an hur. I knew wh it was. My mther had been suffering frm dementia (癡呆). Thugh we visited her every few days, she believed that her daughters had nt visited in mnths. She thught that her friend Jimmy never wanted t see her again, but he called her and visited weekly.
She had n idea that she had repeated the things she was abut t say a millin times tday and a millin times the day befre. She had n idea that I had an peratin, nr culd she remember her wn grandaughter’s name. She frgt mst f her wn past and she drifted in the present. Als, she was lnely.
This time I cast my anger at the easiest target: my mther, the very victim f this chance hrrr. “Mm!” I shuted. “We visited tw days ag! Yu have t believe me, and even if yu dn’t, I cannt talk anymre! Everything is fine!”
Silence. Then: “I was nly calling t say hi. Why are yu shuting?!” she cntinued. “D yu have a minute?”
“N, Mm, I dn’t. I can’t stand this!”
I sat n the cuch, defeated. I was suddenly aware f all that my daughter was watching me shuting at my mther and lsing my patience. I have failed at being a gd example t my daughter.
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。
My daughter apprached me, saying, “Can I talk t Grandma Ellie?”
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After many kissing nises, they eventually hung up.
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4．（2023高三·海南·學業(yè)考試）閱讀下面材料, 根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段, 使之構(gòu)成一篇完整的短文。
Peple ften talk abut the “walls” that sme individuals build arund themselves. I was ne f thse individuals. Lng after I divrced and became a single parent, I still wre my wedding ring. Maybe it was because I didn’t want anyne t knw that I had failed at smething in my life. Wearing that ring helped me pretend that everything was kay.
Yu think that peple can’t see thrugh thse kinds f walls. But they d. They just knw enugh nt t let yu knw that they see yu are pretending. One day at wrk, hwever, pretending didn’t cme that easily. I was n my cffee break with clleagues. Then my cell phne rang and the garage bss tld me ludly the car repairs wuld cme t $850. I lked wrried. I needed that car t hld dwn my present jb. Withut it, I wuld have t walk furteen miles t and frm wrk in Nrth Bay. I felt sick. I didn’t have a credit card, and I certainly culdn’t call the $28 in my bank accunt “savings”. But every prblem has a slutin, and in my case that meant I had t ask smene else fr smething—even if it was nly a lift dwntwn after wrk. Luckily, my clleague Jane vlunteered t give me a ride t the garage after wrk.
I spent the rest f the afternn trying t cme up with bright ideas abut hw t pay my garage bill. I figured I culd brrw $200 frm my mm and pay her back at a rate f $2.50 a week. I thught f what I had at hme that I culd live withut and therefre sell. I finally decided the best I culd d was t ffer t type up invices (發(fā)票) fr the garage.
注意:
1.續(xù)寫詞數(shù)應為150左右；
2.請按如下格式在相應位置作答。
When Jane drpped me at the garage that evening, the wner asked me t step int his ffice.
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Befre I culd say anything, he added, “Peple wh yu wrk with have been cming in here all afternn.”
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5．（2023高三·海南·學業(yè)考試）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Je wrked as a night watchman in a factry after he graduated frm high schl. It was a lnely jb, but he was cntent. He stpped by the beach every day n his way hme t watch the sunrise.
One day, he was walking n the beach when he nticed a bttle in the surf. Je picked it up and saw a rll f paper inside it. His heart beat fast. He remved the lid and pened the letter. “Hi! My name is Ritchie. I’m sending this message in the hpe that smebdy will find it and becme my friend.”
It saddened Je t think f this by waiting and hping smebdy wuld answer his message. He tk his cell phne frm his pcket and dialed the number written near the bttm f the page.
Hwever, the number didn’t exist anymre. Je was determined t find Ritchie, s he went straight t the city library fr help. A librarian tk him t a sectin f the library that felt deserted. There, she pinted him t the shelves filled with ld telephne bks. She sat dwn with him, and they searched the telephne bks fr Ritchie’s phne number tgether. Tw hurs later, the librarian let ut an excited scream. “I fund him!”
“Thank yu,” Je said, quickly cpying dwn the address. He immediately headed fr the address frm the phne bk. He almst screamed when he saw that the huse at the address had been transfrmed int a hair saln. Je stared at the sign. He held the message frm the bttle in ne fist and the paper with the address in the ther. He walked in and explained everything t the barber. “Ritchie was brn with disabilities. He has been using a wheelchair since he was a kid. Well, he’s an ld man nw. If yu still want t find him, I hear he’s at the Serenity nursing hme.” Je thanked the man and drve t the nursing hme.
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。
After asking t see Ritchie, Je was shwn t a sunlit rm.
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One day, Je received a call, learning that Ritchie had passed away the previus night.
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6．（23-24高二上·山西太原·期末）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
One day, a by transferred t my class. He walked t the frnt f the class and intrduced himself. “I am Brady, frm Califrnia. I like basketball and dance.” “Dance!?” Steven yelled. “That’s fr girls.” The whle class laughed. Brady’s face turned bright red. At lunch, Brady walked t an empty seat at my table. He was abut t sit dwn when Steven put his ft n the chair. “This seat is taken,” he said. “Sit with the girls.” The thers laughed ludly. Brady lwered his head and walked away.
After schl, Brady sat alne n the schl bus. I felt srry fr him. I thught abut sitting with him, but I didn’t want t be made fun f. I remembered hw everyne laughed at me when I, a by, knitted a scarf fr my favurite teacher. I didn’t like being laughed at, s I gave up knitting.
But what wuld have happened if I’d std up fr myself? An verwhelming sense f regret and guilt was lingering in my mind all night. S, I was determined t stand by Brady.
The next day, we had gym class. The cach annunced that we wuld have a basketball game and Steven and I were the captains f the tw sides. When I picked teammates, I lked arund and nticed Brady. I had butterflies in my stmach. I didn’t want t get laughed at again. But sn I knew what I shuld d.
注意：1. 詞數(shù)應為120個左右；
2. 請按如下格式在答題卡的相應位置作答。
“I chse Brady!” I said firmly.
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Steven lwered his head and walked t Brady.
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7．（23-24高一上·貴州貴陽·期末）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭請續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
When Emily was 16, she had a dream f becming a prfessinal singer, a dream that was as bright as the stars in the night sky. Emily’s parents, thugh supprtive, ften reminded her f the imprtance f her studies. This made Emily feel trn (為難) between her passin and her respnsibilities
Each day, Emily trained herself fr hurs. She wuld sing in the mirrr, imagining every audience was fully attracted by her singing. The sund f her vice filled the empty rm, giving Emily a sense f purpse and fulfillment (成就感).
When she learned abut the lcal singing cmpetitin, Emily felt a spark f excitement in her heart. She chse a sng that reflected her emtinal jurney and practised it ver and ver again. The lyrics spke t her heart, allwing her t relive (回味) mments f jy, heartbreak and grwth.
Finally came the day f the cmpetitin. With butterflies in her stmach, Emily culd feel her heart punding in her chest as she walked nt the stage. As the music began, Emily clsed her eyes and let her vice flw ut. She culd hear the audience gasp (倒吸氣) as she hit the high ntes, and she felt a sense f cnnectin with them that she had never experienced befre.
注意：1. 續(xù)寫詞數(shù)應為100詞左右；
2. 請按如下格式在答題卡的相應位置作答；
3. 寫作提示：第一段可寫出 Emily比賽時的表現(xiàn)；第二段可寫出 Emily 獲獎后的表現(xiàn)和感悟。
As she sang, Emily’s emtins pured ut.
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When the judges annunced Emily as the winner, she felt a wave f jy washing ver her.
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8．（23-24高一上·安徽淮南·期末）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
When my daughter. Rachel was 6 years ld, we went t the lcal shelter, lking fr a perfect cat. We liked all the cats we saw there, but we especially lved ne that was black with a small white tip t her tail, like a bright star in the night sky. We brught her hme and called her Starry.
Starry was lvely. At night when we watched TV, she wuld cme int Rachel’s lap and cmfrtably stay there. Starry always gt her face clse t Rachel’s, ending her lve with a gentle tuch n Rachel’s nse. Smetimes I felt s jealus (忌妒的) f their lve. Althugh I was the ne wh tank care f the cat, feeding and cleaning it, Starry was clearly Rachel’s cat. Finally, I came t lve watching their clse relatinship
My little girl grew up and went t senir high schl. Starry and Rachel were still clse, thugh Rachel spent less and less time at hme. starry spent mst f her day sitting n the sidebard in the dining rm, lking ut f the windw int the backyard. I lved seeing her as I passed by her, fr her shiny black cat almst sparkled (閃爍) in the sunlight and the white tip f her tail lked bright against the shining black f her bdy.
One Sunday mrning, early in Nvember, Starry gt ut f, the rm befre we culd stp her. When Rachel came hme frm schl, she went int the rm with a wrried expressin. “Where’s Starry?” she asked. When we tld her we didn’t knw, she led us utside with her. There was a black cat lying n the street.
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。
It was Starry.
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Days withut Starry went by, but ne Christmas recalled us f Starry.
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9．（23-24高三上·福建·期末）閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
They called him “Dnnie the Dung Beetle”. Dnald didn’t mind the cmparisn, as he knew that African dung beetles(糞金龜)were knwn fr mving things a thusand times their wn bdy weight. Hwever, his classmates in Mrs. Beecher’s third-grade class prbably didn’t knw this fact. Nbdy knew insects like Dnald did, and he figured that being cmpared t a dung beetle was nt a praise.
One day, Richie made fun f Dnald, pinting twards a cntainer under the windw where a small brwn ball hung frm a branch. Dnald tried t explain that it was an egg case f a praying mantis(螳螂), and the exciting part wuld be when the eggs hatched. But Richie didn’t understand, and neither did mst f the ther kids. Dnald had brught the egg case frm his backyard and was excited when Mrs. Beecher agreed t make it their class prject. He thught having an insect as a class pet might finally give him smething t talk abut with the ther kids. But after tw mnths f staring at a lifeless brwn ball, Dnald began t lse hpe.
During science class ne day, Mrs. Beecher annunced they wuld start by writing in their jurnals. As Dnald pened his jurnal, a left ver particle frm his lunch rlled acrss the page. When he went t brush it ff, he realized it wasn’t a particle at all —it was a tiny praying mantis, barely the size f a grain f rice! Dnald bunced ut f his seat, crying ut that the eggs were hatching.
Suddenly, chas erupted in the classrm as mre baby mantises started appearing everywhere. Kids were jumping ut f their seats, screaming and waving their arms. Mrs. Beecher quickly tk charge, asking why the lid f the cntainer was ff. Richie, wh was suppsed t check n the cntainer that day, had frgtten t put the lid back n.
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。
Dnald tk charge f the situatin, directing Richie t get paintbrushes and white paper.
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After the successful rescue, Mrs. Beecher asked the class t write abut this special experience.
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10．（23-24高二上·河南開封·期中）閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構(gòu)成一個完整的故事。
When I was in middle schl, my family mved t Seattle, where my parents started their new business — a small grcery stre dwnstairs my huse. As a girl f shy and reserved nature, I had t take a fresh start t fit int the sphisticated city life.
One sunny day, my schl annunced an exciting event, a talent shw fr the lcal fd bank. Students were encuraged t shwcase their unique talents in frnt f the public in the city hall n Natinal Day. A buzz f excitement fed the schl as everyne began preparing fr the big day. Deep dwn, I felt a spark f curisity and a desire t participate. Hwever, my self-dubt held me back, “I dn’t have any special skills t share.”
Days turned int weeks, and the talent shw drew clser. I culdn’t shake the upsetting feeling until ne day, Emma, ne f the mst ppular girls in my class, came t me while I was helping in the grcery stre after class. “Hw abut singing tgether in the talent shw?” She grinned, “I heard yu singing a tune, alng the way back hme. I can’t help fllwing yu here.” Gsh, I culdn’t believe my ears. Emma, with persnality and ppularity, acknwledged my little talent. Since Emma had the wrld’s prettiest vice, I felt like being favured by frtune.
“Yu tw? The talent shw fr the fd bank?” My mum bent twards us and her face lit up. “A big ccasin.” Then a light bulb seemed t g in her head. “Why nt practise right nw upstairs? I bet yu’ll be a perfect match.” Winking at us, she seemed t knw we were thinking alike.
Emma and I embarked n rehearsing almst every single day after schl. We brainstrmed, exchanged ideas and rehearsed the scene. As the days rlled by, I was feeling pretty gd abut ur act. But the day befre the perfrmance, Emma called that she had an acute stmachache and was nt in any shape t perfrm.
注意：
1.所續(xù)寫短文的詞數(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:
I was cmpletely kncked ut by the news.
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Paragraph 2:
Finally came the big mment.
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目錄
TOC \ "1-2" \h \u \l "_Tc180577055" 明晰學考要求 PAGEREF _Tc180577055 \h 1
\l "_Tc180577056" 基礎(chǔ)知識梳理 PAGEREF _Tc180577056 \h 1
\l "_Tc180577057" 考點精講講練2
\l "_Tc180577058" 考點一：擴充詞匯儲備量2
\l "_Tc180577059" 考點二：積累常見短語搭配3
\l "_Tc180577060" 考點三：語法規(guī)則掌握3
\l "_Tc180577061" 考點四：掌握句子成分的正確排列順序4
\l "_Tc180577062" 考點五：學會運用描寫手法4
\l "_Tc180577062" 考點六：掌握敘述順序5
\l "_Tc180577062" 考點七：運用修辭手法6
\l "_Tc180577063" 實戰(zhàn)能力訓練9

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這是一份【學業(yè)水平測試】專題12 特殊句式（知識梳理+考點精講精練+實戰(zhàn)訓練）-2025年高中英語學業(yè)水平合格性考試總復習（全國通用）.zip，文件包含專題12特殊句式知識梳理+考點精講精練+實戰(zhàn)訓練原卷版docx、專題12特殊句式知識梳理+考點精講精練+實戰(zhàn)訓練解析版docx等2份試卷配套教學資源，其中試卷共26頁， 歡迎下載使用。

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