Writing 1
【2024新課標(biāo)ⅠⅠ卷】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.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(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?，第一段可描寫作者留下岡特的電話，承諾會(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）
Writing 2
【2024浙江1月卷】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(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:
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(dǎo)語(yǔ)】本文以人物為線索展開，講述了高中生Eva因?yàn)榉较蚋胁粡?qiáng)，經(jīng)常在學(xué)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(shí)候Eva發(fā)現(xiàn)跟著樹的影子能找到方向，她通過(guò)這個(gè)方法重新認(rèn)識(shí)到了校園。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“當(dāng)Pitt教練在終點(diǎn)線對(duì)她說(shuō):“干得好!”，伊娃很驚訝?！笨芍谝欢慰擅鑼慐va通過(guò)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(nèi)容“Eva決定用同樣的手段來(lái)記住學(xué)校大樓?！笨芍?，第二段可描寫Eva通過(guò)記住影子的方法來(lái)記住學(xué)校大樓并且通過(guò)這件事之后的感悟。
2.續(xù)寫線索：方向感太差記不住學(xué)校建筑的位置——體育課上繞著學(xué)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(dǎo)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(dòng)地：excitedly/in excitement
【點(diǎn)睛】[高分句型1]Her effrts were nticed by the teacher, wh praised her innvative thinking.（wh引導(dǎo)的非限制性定語(yǔ)從句）
[高分句型2]She learned that with a little creativity and bservatin, any challenge culd be vercme. （that引導(dǎo)的賓語(yǔ)從句）
2023年讀后續(xù)寫(新高考)
Writing 1
【2023年新高考全國(guó)Ⅰ&II卷】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.
【解析】
【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，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?！笨芍谝欢慰擅鑼懽髡攉@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
Writing2
【2023年浙江1月卷】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(wǎng)) 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(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。
A few weeks later, I went t the farm again.
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I was just abut t leave when the hummingbird appeared.
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【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(dǎo)語(yǔ)】本文以人物為線索展開，講述了作者被邀請(qǐng)去一個(gè)農(nóng)場(chǎng)野餐，發(fā)現(xiàn)一個(gè)房子里有只蜂鳥被蜘蛛網(wǎng)困住了，作者把蜂鳥救了，把蜂鳥帶出去的時(shí)候它遲遲不肯走，當(dāng)作者走到一條布滿黑莓的小路時(shí)，它開始動(dòng)了，但是卻不肯飛走，徘徊著，后來(lái)終于飛走了，當(dāng)作者準(zhǔn)備離開時(shí)，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(nèi)容“幾個(gè)星期后，我又去了農(nóng)場(chǎng)?！笨芍?，第一段可描寫作者回到農(nóng)場(chǎng)時(shí)所看到的和所想到的。
②由第二段首句內(nèi)容“我正要離開，這時(shí)蜂鳥出現(xiàn)了?！笨芍诙慰擅鑼懛澍B是如何對(duì)作者的以及作者的感想。
2.續(xù)寫線索：想起救蜂鳥的時(shí)候——回到那個(gè)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(diǎn)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(dǎo)的時(shí)間狀語(yǔ)從句和when引導(dǎo)的限制性定語(yǔ)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(dǎo)的主語(yǔ)從句)
2022年讀后續(xù)寫(新高考)
Writing1
【2022年新高考全國(guó)Ⅰ 卷】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.
______________________________________________________________________________________________________________________________________________________________________________________________
I watched as David mved up t the starting line with the ther runners.
______________________________________________________________________________________________________________________________________________________________________________________________
【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(dǎo)語(yǔ)】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(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?！焙偷诙问拙鋬?nèi)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(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?！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(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
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
Writing 2
【2022年新高考全國(guó)Ⅱ卷】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.
______________________________________________________________________________________________________________________________________________________________________________________________
I watched as David mved up t the starting line with the ther runners.
______________________________________________________________________________________________________________________________________________________________________________________________
【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(dǎo)語(yǔ)】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(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?！焙偷诙问拙鋬?nèi)容”我看著大衛(wèi)和其他選手一起走到起跑線上。”可知，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?！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(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
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
Writing 3
【2022年浙江卷6月】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(yīng)為150左右；
2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3. 續(xù)寫部分分為兩段，每段的開頭語(yǔ)已為你寫好；
4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
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.
【解題導(dǎo)語(yǔ)】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(wù)時(shí)間，需要在所在的社區(qū)做點(diǎn)什么，作者去了施粥所，作者發(fā)現(xiàn)準(zhǔn)備過(guò)程中要做的事情很多，作者看到無(wú)家可歸的人靠近時(shí)心里有點(diǎn)害怕，但是卻忙得沒有時(shí)間去擔(dān)心這些，作者看到了年齡和國(guó)籍各不相同的人，這讓作者感到很難過(guò)。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“當(dāng)他們朝我走來(lái)的時(shí)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(wú)家可歸的人施粥。
②由第二段首句內(nèi)容“我很高興我用這種方式贏得了我的服務(wù)時(shí)間?！笨芍诙慰擅鑼懽髡邔?duì)這次社區(qū)服務(wù)的感悟。
2.續(xù)寫線索：無(wú)家可歸的人笑——作者舀粥——無(wú)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(shí)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
Writing 4
【2022年浙江卷1月】 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(yùn)）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 （｛段說(shuō)）,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：
所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
結(jié)部分分為兩段，每段的開頭語(yǔ)己為你寫好；
續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
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.
【解析】
【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(gè)不想要的隊(duì)友共同完成作業(yè)共享分 數(shù)，他們從最開始的無(wú)法配合到最后圓滿完成任務(wù)的溫暖故事。
【詳解】1.段落續(xù)寫：
由續(xù)寫段落第一段首句內(nèi)容“我們開始定期見面起草計(jì)劃?！笨芍?，第一段可描寫見面起草過(guò)程中所發(fā)生的 事情以及過(guò)程中的心理活動(dòng)。
由續(xù)寫段落第二段首句內(nèi)容“有一天，我聽說(shuō)他因?yàn)閲?yán)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(yīng)對(duì)并最終圓滿完成作業(yè)的。
續(xù)寫線索：見面起草一我害怕說(shuō)錯(cuò)，基本保持沉默，只是順從他的想法一搭檔生病住院一探望取得 互信——合作圓滿完成——懂得了團(tuán)隊(duì)合作的意義
詞匯激活
行為類
與???分享：share sth with sb / exchange sth with sb
沒能做：fail t d/be unable t d /nt make it
到達(dá)：arrived at /get t /reach/
走進(jìn)：step int/enter/cme int
情緒類
驚訝的:surprised/amazed/shcked
滿意的：satisfied /cntent/ pleased
Writing 5
【2022年浙江卷6月】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(yīng)為150左右；
2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3. 續(xù)寫部分分為兩段，每段的開頭語(yǔ)已為你寫好；
4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
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.
【解題導(dǎo)語(yǔ)】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(wù)時(shí)間，需要在所在的社區(qū)做點(diǎn)什么，作者去了施粥所，作者發(fā)現(xiàn)準(zhǔn)備過(guò)程中要做的事情很多，作者看到無(wú)家可歸的人靠近時(shí)心里有點(diǎn)害怕，但是卻忙得沒有時(shí)間去擔(dān)心這些，作者看到了年齡和國(guó)籍各不相同的人，這讓作者感到很難過(guò)。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“當(dāng)他們朝我走來(lái)的時(shí)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(wú)家可歸的人施粥。
②由第二段首句內(nèi)容“我很高興我用這種方式贏得了我的服務(wù)時(shí)間?！笨芍诙慰擅鑼懽髡邔?duì)這次社區(qū)服務(wù)的感悟。
2.續(xù)寫線索：無(wú)家可歸的人笑——作者舀粥——無(wú)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(shí)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
2021年讀后續(xù)寫(新高考)
Writing 1
【2021年新高考全國(guó)Ⅰ &Ⅱ 卷】A MOTHER’S DAY SURPRISE
The twins were filled with excitement as they thught f the surprise they were planning fr Mther’s Day. Hw pleased and prud Mther wuld be when they brught her breakfast in bed. They planned t make French tast and chicken prridge. They had watched their mther in the kitchen. There was nthing t it. Jenna and Jeff knew exactly what t d.
The big day came at last. The alarm rang at 6 a.m. The pair went dwn the stairs quietly t the kitchen. They decided t bil the prridge first. They put sme rice int a pt f water and left it t bil while they made the French tast. Jeff brke tw eggs int a plate and added in sme milk. Jenna fund the bread and put tw slices int the egg mixture. Next, Jeff turned n the secnd stve burner t heat up the frying pan. Everything was ging smthly until Jeff started frying the bread. The pan was t ht and the bread turned black within secnds. Jenna threw the burnt piece int the sink and put in the ther slice f bread. This time, she turned dwn the fire s it cked nicely.
Then Jeff nticed steam shting ut f the pt and the lid starting t shake. The next minute, the prridge biled ver and put ut the fire. Jenna panicked. Thankfully, Jeff stayed calm and turned ff the gas quickly. But the stve was a mess nw. Jenna tld Jeff t clean it up s they culd cntinue t ck the rest f the prridge. But Jeff’s hand tuched the ht burner and he gave a cry f pain. Jenna made him put his hand in cld water. Then she caught the smell f burning. Oh dear! The piece f bread in the pan had turned black as well.
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。
As the twins lked arund them in disappintment, their father appeared.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The twins carried the breakfast upstairs and wke their mther up.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】As the twins lked arund them in disappintment, their father appeared. Father’s appearing was like a savir t the tw children. Under the guidance f their father, they tk psitive actins and started all ver again. They made the bread and then went n cking prridge. Father helped them adjust the fire, which was the key t success. It was all right this time. Delicius breakfast was ready. Hw happy they were!
The twins carried the breakfast upstairs and wke their mther up. When their mther saw the delicius and perfect breakfast in frnt f her, she was very surprised. It was nt nly the gift, but the lve f the children fr her that mved her very much. The tw children culd finish cking a breakfast, which she didn’t expect. The children said ludly, “Happy Mther’s Day!” Mther hugged them tightly and kissed them again and again.
【解析】
【分析】本文以母親節(jié)為線索展開，講述了雙胞胎Jenna和Jeff為了獻(xiàn)給母親一份美味的早餐，自己動(dòng)手，做起飯餐來(lái)，但是不幸的是，他們連連失敗，后來(lái)在父親的幫助下，獲得成功，他們把早餐獻(xiàn)給親愛的母親，媽媽非常感動(dòng)的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“當(dāng)雙胞胎失望地環(huán)顧四周時(shí)，他們的父親出現(xiàn)了?！笨芍?，第一段可描寫他們的父親指導(dǎo)幫助他們準(zhǔn)備早餐。
②由第二段首句內(nèi)容“這對(duì)雙胞胎把早餐端到樓上，叫醒了他們的母親?！笨芍诙慰擅鑼懩赣H收到孩子們的禮物早餐，非常感動(dòng)。
2.續(xù)寫線索：幫助——指導(dǎo)——積極——獻(xiàn)禮——感動(dòng)
3.詞匯激活
行為類
①幫助：help/assist
②.指導(dǎo)：guide/cnduct
③.獻(xiàn)禮：present a gift/give a gift
情緒類
①.積極：psitive/psitively/take psitive actins
②.感動(dòng)：mved/tuched
Writing 2
【2021年浙江卷6月】My dad, Gerge, nly had an eighth grade educatin. A quiet man, he didn't understand my wrld f schl activities. Frm age 14, he wrked. And his dad, Albert, tk the mney my dad earned and used it t pay family expenses.
I didn't really understand his wrld either: He was a livestck trucker, and I thught that I wuld surpass (超過(guò)) anything he had accmplished by the time I walked acrss the stage at high schl graduatin.
Summers in the mid-70s were spent at hme shting baskets, hitting a baseball, r thrwing a ftball, preparing fr my future as a quarterback n a ftball team. In pr weather, I read abut sprts r practiced my trmbne (長(zhǎng)號(hào)).
The summer befre my eighth grade I was ne f a grup f bys that a neighbring farmer hired t wrk in his field. He explained ur basic task, the tractr fired up and we were ff, riding dwn the field lking fr weeds t spray with chemicals. After a shrt way, the farmer stpped and pinted at a weed which we missed. Then we began again. This happened ver and ver, but we sn learned t identify different grasses like cckleburs, lamb's-quarters, fxtails, and the king f weeds, the pretty purple thistle. It was tiring wrk, but I lked frward t the pay, even thugh I wasn't sure hw much it wuld amunt t.
At hme, my dad said, "A jb's a big step t grwing up. I'm glad yu will be cntributing t the husehld." My dad's wrds made me realize that my earnings might nt be mine t d with as I wished.
My labrs lasted abut tw weeks, and the farmer said there might be mre wrk, but I wasn't interested. I decided it was nt fair that I had t cntribute my mney.
注意：
1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2.至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3.續(xù)寫部分分為兩段，每段的開頭語(yǔ)已為你寫好；
4.續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
Paragraph 1：The pay arrived at last.
Paragraph 2：I understd immediately what my parents were wrried abut.
【答案】The pay arrived at last. Althugh the jb was very tiring, I was very happy in my heart fr I gt smething frm my wrk. The til f labr was frgtten fr the time being. I thught I shuld have my wn mney and planned hw t spend it. “Hw much mney have yu earned?” Dad asked. I was surprised, reluctant t say my incme. The next mrning, my dad’s livestck truck started running. I saw my father’s hard-wrking figure and thught f his wrds “A jb’s a big step t grwing up”.
I understd immediately what my parents were wrried abut. They were wrried that I was t selfish t give. I realized that my labr was very hard, but my grwth and ur whle family had been depending n the hard wrk f my parents! Dad never cmplained abut unfairness! He even seemed t think that was fair. I thught, “I’ve nly wrked fr tw weeks, but hw many years my father has wrked!” In the evening, Dad came back. I prudly tk ut my wn mney and handed it t Dad.
【解析】
【分析】本文以人物為線索展開，講述了作者高中畢業(yè)后，參加農(nóng)場(chǎng)工作，辛辛苦苦掙到的錢，不情愿貢獻(xiàn)給家庭，后來(lái)在看到父親的辛勞之后，理解了父母擔(dān)心的是自己太過(guò)自私而不知奉獻(xiàn)，終于想通，并自豪地將自己勞動(dòng)所得交給父親的故事。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“工資終于到了。”可知，第一段可描寫作者的工資到手后，高興地計(jì)劃自己用這筆錢，不愿意交給父親，然后看到父親的辛勞。
②由第二段首句內(nèi)容“我立刻明白了父母的擔(dān)心?！笨芍?，第二段可描寫作者明白了父母擔(dān)心自己不懂得奉獻(xiàn)，想通了，然后自豪地把錢交給了父親。
2. 續(xù)寫線索：高興——計(jì)劃——不情愿——發(fā)現(xiàn)——奉獻(xiàn)——自豪
3.詞匯激活
行為類
①計(jì)劃：prgramme/plan
②.奉獻(xiàn)：give/devte
③發(fā)現(xiàn)：see/find
情緒類
①.不情愿的：unwilling/reluctant
②.自豪地：prudly/with pride
Writing3
【2021年浙江卷1月】Pumpkin (南瓜) carving at Hallween is a family traditin. We visit a lcal farm every Octber. In the pumpkin field, I cmpete with my three brthers and sister t seek ut the biggest pumpkin. My dad has a rule that we have t carry ur pumpkins back hme, and as the eldest child I have an advantage-I carried an 85-punder back last year.
This year, it was hard t tell whether my prize r the ne chsen by my 14-year-ld brther, Jasn, was the winner. Unfrtunately we frgt t weigh them befre taking ut their insides, but I was determined t prve my pint. All f us were hard at wrk at the kitchen table, with my mm filming the annual event. I’m unsure nw why I thught frcing my head inside the pumpkin wuld settle the matter, but it seemed t make perfect sense at the time.
With the pumpkin resting n the table, hle uppermst, I bent ver and pressed my head against the pening. At first I gt jammed just abve my eyes and then, as I went n with my task, unwilling t quit, my nse briefly prevented entry. Finally I managed t put my whle head int it, like a crk (軟木塞) frced int a bttle. I was able t straighten up with the huge pumpkin resting n my shulders.
My excitement was shrt-lived. The pumpkin was heavy. “I’m ging t set it dwn, nw,” I said,and with Jasn helping t supprt its weight，I bent back ver the table t give it smewhere t rest. It was nly when I tried t remve my head that I realized getting ut was ging t be less straightfrward than getting in. When I pulled hard, my nse gt in the way. I gt int a panic as I pressed firmly against the table and mved my head arund trying t find the right angle, but it was n use. “I can’t get it ut!” I shuted, my vice sunding unnaturally lud in the enclsed space.
注意：
1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3. 續(xù)寫部分分為兩段，每段的開頭語(yǔ)已為你寫好；
4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
Paragraph 1
It was five r six minutes thugh it felt much lnger.
Paragraph 2
The vide was psted the Mnday befre Hallween.
【答案】Paragraph 1
It was five r six minutes thugh it felt much lnger. Dad was summned – less, it seemed, in expectatin f practical help than t make sure he didn’t miss ut n the spectacle. I heard him prpse calling the fire department. “Stay tuned,” said Mm; she’d mentined she was ging t uplad the vide t Facebk, but it was nly then I realized she’d been filming the whle time. The vide cuts befre my rescue —Dad gt me t push my head farther int the pumpkin s Mm culd reach in and und the rubber band rund my pnytail. I emerged with squash-cnditined hair, a sre chin and my nse plugged with pulp.
Paragraph 2
The vide was psted the Mnday befre Hallween. By the end f that day, it had ver 1,000 views. Peple asked Mm t put it n YuTube, and by Wednesday mrning we were getting 5:00 am calls frm TV breakfast shws and then the internatinal media – the vide started racking up hundreds f thusands f views. When I went n a yuth camp, I was recgnized by children I’d never met. The pumpkin als became a minr celebrity. Passersby and trick-r-treaters wuld knck and ask, “Which is Rachel’s pumpkin?” befre taking selfies with it.
【分析】
本文以人物為線索展開，講述了作者家有在萬(wàn)圣節(jié)雕刻南瓜的傳統(tǒng)，今年也不例外，家里所有人都在廚房的餐桌上辛勤地工作著，而作者的媽媽則在拍攝一年一度的活動(dòng)。結(jié)果作者將頭伸進(jìn)了南瓜里，被卡住了，無(wú)論如何也無(wú)法掙脫出來(lái)，媽媽卻趁機(jī)拍下了這一幕，后來(lái)作者得救，視頻也被上傳到網(wǎng)上走紅，這段視頻開始獲得數(shù)十萬(wàn)的點(diǎn)擊量。
【詳解】
1.段落續(xù)寫：
①由第一段首句內(nèi)容“雖然時(shí)間只過(guò)去了五、六分鐘，但還是感覺要長(zhǎng)得多?！笨芍谝欢慰擅鑼懽髡呤侨绾卧诎职值膸椭碌镁鹊?。
②由第二段首句內(nèi)容“這段視頻是在萬(wàn)圣節(jié)前的周一發(fā)布的?！笨芍诙慰擅鑼懽髡哳^被卡在南瓜里這段視頻在網(wǎng)上的走紅情況，以及視頻走紅對(duì)作者家和作者的影響。
2.續(xù)寫線索：爸爸被喊來(lái)幫忙——媽媽拍下了全過(guò)程——作者得救——視頻被上傳——視頻走紅——視頻對(duì)作者家和作者的影響
3.詞匯激活
行為類
確保：make sure / guarantee
打算做某事：be ging t d sth./ intend t d sth.
出來(lái)：emerge / cme ut
情緒類
實(shí)際：practical / useful
出名：becme a minr celebrity / be famus
2020年讀后續(xù)寫(新高考)
Writing 1
【2020年新高考全國(guó)Ⅰ 卷（山東卷）】The Meredith family lived in a small cmmunity. As the ecnmy was in decline, sme peple in the twn had lst their jbs. Many f their families were struggling t make ends meet. Peple were trying t help each ther meet the challenges.
Mrs. Meredith was a mst kind and thughtful wman. She spent a great deal f time visiting the pr. She knew they had prblems, and they needed all kinds f help. When she had time, she wuld bring fd and medicine t them.
One mrning she tld her children abut a family she had visited the day befre. There was a man sick in bed, his wife, wh tk care f him and culd nt g ut t wrk, and their little by. The little by -his name was Bernard-had interested her very much.
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”
After their mther left the rm, the children sat thinking abut Bernard. “I wish we culd help him t earn mney,” said Clara. “His family is suffering s much.”
“S d I,” said Harry. “We really shuld d smething t assist them.”
Fr sme mments, Jhn said nthing, but, suddenly, he sprang t his feet and cried, “I have a great idea! I have a slutin that we can all help accmplish(完成).”
The ther children als jumped up all attentin. When Jhn had an idea, it was sure t be a gd ne. “I tell yu what we can d,” said Jhn. “Yu knw that big bx f crn Uncle Jhn sent us? Well, we can make ppcrn(爆米花), and put it int paper bags, and Bernard can take it arund t the huses and sell it.”
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。
When Mrs. Meredith heard f Jhn's idea, she thught it was a gd ne, t.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
With everything ready, Bernard started ut n his new business.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】When Mrs. Meredith heard f Jhn’s idea, she thught it was a gd ne, t. S, they went t the lcal supermarket tgether. They bught a bag f crn and sme special bags fr ppcrn. When they gt hme, they made a lt f ppcrn and put it in the special bags. With the ppcrn, they went t Bernard’s hme. They tld Bernard hw t sell the ppcrn. Bernard and his parents were very grateful. And the Meredith family als felt very happy t help this family.
With everything ready, Bernard started ut n his new business. He tk the ppcrn arund t the huses and sld all his ppcrn. He earned a lt f mney. Then, he wanted t be self-dependent. Therefre, he asked Mrs. Meredith t teach him hw t make ppcrn. After that, nt nly did he sell ppcrn, but he als added cream and salt t the ppcrn t make it taste better. Bernard grew up t be a remarkable man. He did nt frget the help f Meredith’s family, and he als did what he culd t help thse in need.
【解析】
【分析】
本文是根據(jù)短文進(jìn)行續(xù)寫，使之成為一個(gè)完整的故事。
【詳解】
1.認(rèn)真讀懂所給提供的材料:善良的Meredith一家住在一個(gè)小社區(qū)里，他們想幫助一個(gè)貧困的家庭。那家的男主人生病臥床，女主人要照顧丈夫、無(wú)法外出賺錢，家中的小男孩Bernard也做不了什么事情，生活十分困難。后來(lái)，Meredith的孩子想出了一個(gè)主意--制作爆米花，讓Bernard去賣爆米花。
2.根據(jù)所給材料確定文章主題:Meredith如何通過(guò)制作和賣爆米花幫助Bernard一家擺脫困境的。
3.續(xù)寫部分和前面的文章銜接得上，并且與原文情節(jié)發(fā)展和人物性格相一致，故事情節(jié)的向后延續(xù)發(fā)展要合乎情理。
4.根據(jù)第一段首句When Mrs. Meredith heard f Jhn’s idea, she thught it was a gd ne, t.(當(dāng)Meredith太太聽到Jhn的主意時(shí)，她也認(rèn)為這是個(gè)好主意)可以針對(duì)如何實(shí)現(xiàn)制作爆米花這個(gè)提議展開構(gòu)思；根據(jù)第二段首句With everything ready, Bernard started ut n his new business.(一切準(zhǔn)備就緒后，Bernard開始了他的新生意)可以針對(duì)Bernard如何通過(guò)賣爆米花讓家庭擺脫困境展開構(gòu)思。
5.續(xù)寫的語(yǔ)言要盡可能與原文的語(yǔ)言保持風(fēng)格上的一致。文章時(shí)態(tài)以一般過(guò)去時(shí)為主。應(yīng)使用自己熟悉的句型和短語(yǔ)進(jìn)行寫作，考生要注意盡可能使句子的表達(dá)形式多樣化，適當(dāng)?shù)氖褂靡恍└呒?jí)句式和高級(jí)詞匯，以提高書面表達(dá)的檔次和可讀性。作文要層次清晰，要點(diǎn)全面，表達(dá)流暢，切合題干要求，句子結(jié)構(gòu)準(zhǔn)確，適當(dāng)補(bǔ)充信息，使篇章結(jié)構(gòu)連貫。
Writing2
【2020年新高考全國(guó)Ⅱ 卷（海南卷）】The Meredith family lived in a small cmmunity. As the ecnmy was in decline, sme peple in the twn had lst their jbs. Many f their families were struggling t make ends meet. Peple were trying t help each ther meet the challenges.
Mrs. Meredith was a mst kind and thughtful wman. She spent a great deal f time visiting the pr. She knew they had prblems, and they needed all kinds f help. When she had time, she wuld bring fd and medicine t them.
One mrning she tld her children abut a family she had visited the day befre. There was a man sick in bed, his wife, wh tk care f him and culd nt g ut t wrk, and their little by. The little by -his name was Bernard-had interested her very much.
“I wish yu culd see him,” she said t her wn children, Jhn, Harry, and Clara. “He is such a help t his mther. He wants very much t earn sme mney, but I dn't see what he can d.”
After their mther left the rm, the children sat thinking abut Bernard. “I wish we culd help him t earn mney,” said Clara. “His family is suffering s much.”
“S d I,” said Harry. “We really shuld d smething t assist them.”
Fr sme mments, Jhn said nthing, but, suddenly, he sprang t his feet and cried, “I have a great idea! I have a slutin that we can all help accmplish(完成).”
The ther children als jumped up all attentin. When Jhn had an idea, it was sure t be a gd ne. “I tell yu what we can d,” said Jhn. “Yu knw that big bx f crn Uncle Jhn sent us? Well, we can make ppcrn(爆米花), and put it int paper bags, and Bernard can take it arund t the huses and sell it.”
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。
When Mrs. Meredith heard f Jhn's idea, she thught it was a gd ne, t.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
With everything ready, Bernard started ut n his new business.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】When Mrs. Meredith heard f Jhn’s idea, she thught it was a gd ne, t. S, they went t the lcal supermarket tgether. They bught a bag f crn and sme special bags fr ppcrn. When they gt hme, they made a lt f ppcrn and put it in the special bags. With the ppcrn, they went t Bernard’s hme. They tld Bernard hw t sell the ppcrn. Bernard and his parents were very grateful. And the Meredith family als felt very happy t help this family.
With everything ready, Bernard started ut n his new business. He tk the ppcrn arund t the huses and sld all his ppcrn. He earned a lt f mney. Then, he wanted t be self-dependent. Therefre, he asked Mrs. Meredith t teach him hw t make ppcrn. After that, nt nly did he sell ppcrn, but he als added cream and salt t the ppcrn t make it taste better. Bernard grew up t be a remarkable man. He did nt frget the help f Meredith’s family, and he als did what he culd t help thse in need.
【解析】
【分析】本文是根據(jù)短文進(jìn)行續(xù)寫，使之成為一個(gè)完整的故事。
【詳解】1.認(rèn)真讀懂所給提供的材料:善良的Meredith一家住在一個(gè)小社區(qū)里，他們想幫助一個(gè)貧困的家庭。那家的男主人生病臥床，女主人要照顧丈夫、無(wú)法外出賺錢，家中的小男孩Bernard也做不了什么事情，生活十分困難。后來(lái)，Meredith的孩子想出了一個(gè)主意--制作爆米花，讓Bernard去賣爆米花。
2.根據(jù)所給材料確定文章主題:Meredith如何通過(guò)制作和賣爆米花幫助Bernard一家擺脫困境的。
3.續(xù)寫部分和前面的文章銜接得上，并且與原文情節(jié)發(fā)展和人物性格相一致，故事情節(jié)的向后延續(xù)發(fā)展要合乎情理。
4.根據(jù)第一段首句When Mrs. Meredith heard f Jhn’s idea, she thught it was a gd ne, t.(當(dāng)Meredith太太聽到Jhn的主意時(shí)，她也認(rèn)為這是個(gè)好主意)可以針對(duì)如何實(shí)現(xiàn)制作爆米花這個(gè)提議展開構(gòu)思；根據(jù)第二段首句With everything ready, Bernard started ut n his new business.(一切準(zhǔn)備就緒后，Bernard開始了他的新生意)可以針對(duì)Bernard如何通過(guò)賣爆米花讓家庭擺脫困境展開構(gòu)思。
5.續(xù)寫的語(yǔ)言要盡可能與原文的語(yǔ)言保持風(fēng)格上的一致。文章時(shí)態(tài)以一般過(guò)去時(shí)為主。應(yīng)使用自己熟悉的句型和短語(yǔ)進(jìn)行寫作，考生要注意盡可能使句子的表達(dá)形式多樣化，適當(dāng)?shù)氖褂靡恍└呒?jí)句式和高級(jí)詞匯，以提高書面表達(dá)的檔次和可讀性。作文要層次清晰，要點(diǎn)全面，表達(dá)流暢，切合題干要求，句子結(jié)構(gòu)準(zhǔn)確，適當(dāng)補(bǔ)充信息，使篇章結(jié)構(gòu)連貫。
Writing 3
【2020年浙江卷1月】“I'm ging t miss yu s much, Pppy, "said the tall, thin teenager. He bent dwn t hug his ld friend gdbye. He std up, hugged his parents, and smiled, trying nt t let his emtins(情緒)get the better f him.
His parents were nt quite able t keep theirs under cntrl. They had driven their sn several hurs ut f twn t the university where he wuld sn be living and studying. It was time t say gdbye fr nw at least. The family hugged and smiled thrugh misty eyes and then laughed.
The by lifted the last bag nt his shulder, and flashed a bright smile.” I guess this is it, “he said.” I'll see yu back hme in a mnth, kay？"His parents ndded, and they watched as he walked ut f sight int the crwds f hundreds f students and parents. The by's mther turned t the dg, “Okay, Pppy, time t g back hme.”
The huse seemed quiet as a tmb withut the by living there. All that week, Pppy didn't seem interested in her dinner, her favrite ty, r even in her daily walk. Her wners were sad t, but they knew their sn wuld be back t visit. Pppy didn't.
They ffered the dg sme f her favrite peanut butter treats. They even let her sit n the sfa, but the ld girl just wasn't her usual cheerful self. Her wners started t get wrried. "What shuld we d t cheer Pppy up？"asked Dad. “We've tried everything.”
“I have an idea, but it might be a little crazy, “smiled Mm.” Withut anybdy left in the huse but us, this place culd use a bit f fun. Let's get a little dg fr Pppy."
It didn't take lng befre they walked thrugh the frnt dr carrying a big bx. Pppy welcmed them hme as usual, but when she saw the bx, she stpped. She put her nse n it. Her tail began wagging(擺動(dòng))ever s slwly, then faster as she caught the smell.
注意:
1. 所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3. 續(xù)寫部分分為兩段，每段的開頭語(yǔ)已為你寫好；
4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
Para 1. Dad pened the bx and a sweet little dg appeared.
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Para 2. A few weeks later, the by arrived hme frm university.
________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】Para 1.
Dad put the bx n the grund and pened the tp. A shiny little wet nse ppped up. Then tw fluffy paws. Next the bx tipped ver sideways, and ut tumbled a mass f wiggly glden silliness. Pppy was amazed. She wagged furiusly. She barked with jy. She smiled, her tngue llling ut as she investigated the surprise. The little pup was nt shy and immediately starting yipping and jumping arund the lder dg. “That didn’t take lng,” remarked Mm, as bth dgs went raring arund the huse in an imprmptu game f chase. Dad laughed.
Para 2.
A few weeks later, the by arrived hme frm university. He had missed Pppy and was lking frward t seeing her. When he bent dwn t give her a big hug, he fell ver in surprise as a small glden clud came racing up t lick his face t. “Oh my gsh, wh is this?” he exclaimed. His parents laughed at the lk f shck n his face. “That’s Pee-wee,” said Dad. “I can’t believe yu gt yurselves a puppy!” “We didn’t,” replied Mm. “This puppy is fr Pppy!”
【解析】
【分析】這是一篇讀后續(xù)寫作文。
【詳解】通過(guò)閱讀所給文章可知，文章講述了男孩要去上大學(xué)，和自己的狗Pppy道別。而沒有了男孩在家里，Pppy也非常想念男孩，于是男孩父母決定給Pppy買一條小狗作伴。
續(xù)寫部分分為兩段，第一段開頭是：爸爸打開盒子，一條可愛的小狗出現(xiàn)了。所以后文應(yīng)該是描寫買來(lái)的小狗的樣子以及這兩只狗的相處情況；第二段開頭是：幾個(gè)星期后，男孩從大學(xué)回到家里。本段應(yīng)該寫男孩回到家以后看到兩條狗的反應(yīng)，以及父母告訴男孩這條狗是買給Pppy的。
續(xù)寫時(shí)要求使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)增加了寫作難度，我們要熟悉所給劃線詞語(yǔ)，恰當(dāng)?shù)臅r(shí)候加以運(yùn)用。最后還要注意所續(xù)寫短文的詞數(shù)應(yīng)為150左右；續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。按要求完成寫作任務(wù)。
2019年讀后續(xù)寫(新高考)
Writing 1
【2019年浙江卷6月】Parents everywhere praise their kids. Jenn Berman, authr f The A t Z Guide t Raising Happy and Cnfident Kids, says, "We've gne t the ppsite extreme f a few decades ag when parents tended t be mre strict." By giving kids a lt f praise, parents think they're building their children's cnfidence, when, in fact, it may be just the ppsite. T much praise can backfire and, when given in a way that's insincere, make kids afraid t try new things r take a risk fr fear f nt being able t stay n tp where their parents' praise has put them.
Still, dn't g t far in the ther directin. Nt giving enugh praise can be just as damaging gas giving t much. Kids will feel like they're nt gd enugh r that yu dn't care and, as a result, may see n pint in trying hard fr their accmplishments.
S what is the right amunt f praise? Experts say that the quality f praise is mre imprtant than the quantity. If praise is sincere and fcused n the effrt nt the utcme, yu can give it as ften as yur child des smething that deserves a verbal reward." We shuld especially recgnize ur children's effrts t push themselves and wrk hard t achieve a gal, "says Dnahue, authr f Parenting Withut Fear: Letting G f Wrry and Fcusing n What Really Matters. "One thing t remember is that it's the prcess nt the end prduct that matters."
Yur sn may nt be the best basketball player n his team. But if he's ut there every day and playing hard, yu shuld praise his effrt regardless f whether his team wins r lses. Praising the effrt and nt the utcme can als mean recgnizing yur child when she has wrked hard t clean the yard, ck dinner, r finish a bk reprt. But whatever it is, praise shuld be given n a case-by-case basis and be prprtinate(相稱的)t the amunt f effrt yur child has put int it.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【思路點(diǎn)撥】
這是一篇概要類作文，我們需要用正確的英語(yǔ)把給出的要點(diǎn)表達(dá)出來(lái)。動(dòng)筆前，一定要認(rèn)真分析要點(diǎn)，理解要點(diǎn)要表達(dá)的含義，不能遺漏要點(diǎn)，跑題偏題。本作文中給出的要點(diǎn)比較具體，故需要準(zhǔn)確表達(dá)。寫作時(shí)注意準(zhǔn)確運(yùn)用時(shí)態(tài)，上下文意思連貫，符合邏輯關(guān)系，盡量使用自己熟悉的單詞句式，同時(shí)也要注意使用高級(jí)詞匯和高級(jí)句型使文章顯得更有檔次，特別注意在選擇句式時(shí)要賦予變化，平時(shí)除了加強(qiáng)詞匯積累，寫作聯(lián)系以外，還可以適當(dāng)記憶一些類似的范文，這樣在考試中可以起到事半功倍的效果。
【范文】
Currently, cntrary t what peple did in the past, many parents think highly f their kids t ften. It is nt prper t praise children t much, but they can't d the ppsite. It is said that what matters is nt the quantity but the quality f praise. All in all, parents are suppsed t praise their children in prmtin t hw much effrt they make.
2018年讀后續(xù)寫(新高考)
Writing
【2018年浙江卷6月】It was summer, and my dad wanted t treat me t a vacatin like never befre. He decided t take me n a trip t the Wild West.
We tk a plane t Albuquerque, a big city in the state f New Mexic. We reached Albuquerque in the late afternn. Uncle Paul, my dad’s friend, picked us up frm the airprt and drve us up t his farm in Pecs.
His wife Tina cked us a delicius dinner and we gt t knw his sns Ryan and Kyle. My dad and I spent the night in the guestrm f the farm huse listening t the frgs and water rlling dwn the river nearby. Very early in the mrning, Uncle Paul wke us up t have breakfast. "The day starts at dawn n my farm," he said. After breakfast, I went t help Aunt Tina feed the chickens. while my dad went with Uncle Paul t take the sheep ut t graze(吃草). I was impressed t see my dad and Uncle Paul riding hrses. They lked really cl.
In the afternn, I asked Uncle Paul if I culd take a hrse ride, and he said yes, as lng as my dad went with me. I wasn’t ging t take a hrse ride by myself anyway. S, my dad and I put n ur new cwby hats, gt n ur hrses, and headed slwly twards the muntains. "Dn’t be late fr supper," Uncle Paul cried, "and keep t the track s that yu dn’t get lst!" "OK! " my dad cried back. After a while Uncle Paul and his farm huse were ut f sight. It was s peaceful and quiet and the clrs f the brwn rcks, the deep green pine trees, and the late afternn sun mixed t create a magic scene. It lked like a beautiful wven(編織的）blanket spread ut upn the grund just fr us.
注意：
1. 所續(xù)寫短文的詞數(shù)應(yīng)為l50左右；
2. 至少使用5個(gè)短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)：
3. 續(xù)寫部分分為兩段，每段的開頭語(yǔ)已為你寫好；
4. 續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
【解析】本篇書面表達(dá)是讀后續(xù)寫。通過(guò)閱讀所給文章可知，作者描述了一次和父親去蠻荒的美國(guó)西部農(nóng)場(chǎng)旅行，描寫了大自然的美景和人們的熱情。
續(xù)寫時(shí)要求使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)增加了寫作難度，我們要熟悉所給劃線詞語(yǔ)，恰當(dāng)?shù)臅r(shí)候加以運(yùn)用。最后還要注意所續(xù)寫短文的詞數(shù)應(yīng)為150左右；續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。按要求完成寫作任務(wù)。
2017年讀后續(xù)寫(新高考)
Writing 1
【2017年浙江卷】On a bright, warm July afternn, Mac Hllan, a primary schl teacher, was cycling frm his hme t Alaska with his friends. One f his friends had stpped t make a bicycle repair, but they had encuraged Mac t carry n, and they wuld catch up with him sn. As Mac pedaled(騎行) alng alne, he thught fndly f his wife and tw yung daughters at hme. He hped t shw them this beautiful place smeday.
Then Mac heard quick and lud breathing behind him. "Man, that’s a big dg!" he thught. But when he lked t the side, he saw instantly that it wasn’t a dg at all, but a wlf, quickly catching up with him.
Mac’s heart jumped. He fund ut his can f bear spray. With ne hand n the bars, he fired the spray at the wlf. A bright red clud envelped the animal, and t Mac’s relief, it fell back, shaking its head. But a minute later, it was by his side again. Then it attacked the back f Mac’s bike, tearing pen his tent bag. He fired at the wlf a secnd time, and again, it fell back nly t quickly restart the chase(追趕).
Mac was pedaling hard nw. He waved and yelled at passing cars but was careful nt t slw dwn. He saw a steep uphill climb befre him. He knew that nce he hit the hill, he’d be easily caught up and the wlf’s teeth wuld be tearing int his flesh.
At this mment, Paul and Becky were driving their car n their way t Alaska. They didn’t think much f it when they saw tw cyclists repairing their bike n the side f the rad. A bit later, they sptted what they, t, assumed was a dg running alngside a man n a bike. As they gt clser, they realized that the dg was a wlf. Mac heard a large vehicle behind him. He pulled in frnt f it as the wlf was catching up fast, just a dzen yards away nw.
注意：
1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；
2.應(yīng)使用5個(gè)以上短文中標(biāo)有下劃線的關(guān)鍵詞語(yǔ)；
3.續(xù)寫部分分為兩段，每段的開頭語(yǔ)已為你寫好；
4.續(xù)寫完成后，請(qǐng)用下劃線標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。
【答案】
Paragraph 1:
The car abruptly stpped in frnt f him. Paul and Becky gt ut f the car immediately t give help. ①But with the bare hands, they didn’t dare t fight with the wlf. Hwever, they still apprached t the wlf bravely. At the same time, the wlf als nticed them and turned its head back, shuting ludly at Paul and Becky. Mac then jumped ff the bicycle and was ready t fight against the wlf. That reached deadlck.
Paragraph 2:
A few minutes later, the ther tw cyclists arrived. They fund the dangerus situatin, where three men circled the wlf. Mac’s friends als jumped ff their bicycles and jined the fight with the wlf. Mre and mre cars stpped. Sme drivers tk ut the sticks frm the cars, and sme tk ut the knives, even the guns twards the wlf. ② Just at that time, the wlf might feel the threats frm the peple, starting t withdraw. Sn, it ran away ff the rad and disappeared in the distance.

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近十年（2015-2024）高考英語(yǔ)真題分項(xiàng)匯編專題30讀后續(xù)寫（新高考）（Word版附解析）：

這是一份近十年（2015-2024）高考英語(yǔ)真題分項(xiàng)匯編專題30讀后續(xù)寫（新高考）（Word版附解析），文件包含十年2015-2024高考真題分項(xiàng)匯編英語(yǔ)專題30讀后續(xù)寫新高考Word版含解析docx、十年2015-2024高考真題分項(xiàng)匯編英語(yǔ)專題30讀后續(xù)寫新高考Word版無(wú)答案docx等2份試卷配套教學(xué)資源，其中試卷共58頁(yè)， 歡迎下載使用。

專題 30 讀后續(xù)寫(新高考)（教師版+學(xué)生版）--（2015-2024）高考真題英語(yǔ)分項(xiàng)匯編（全國(guó)通用）：

這是一份專題 30 讀后續(xù)寫(新高考)（教師版+學(xué)生版）--（2015-2024）高考真題英語(yǔ)分項(xiàng)匯編（全國(guó)通用），文件包含專題30讀后續(xù)寫新高考教師卷--2015-2024高考真題英語(yǔ)分項(xiàng)匯編全國(guó)通用docx、專題30讀后續(xù)寫新高考學(xué)生卷--2015-2024高考真題英語(yǔ)分項(xiàng)匯編全國(guó)通用docx等2份試卷配套教學(xué)資源，其中試卷共58頁(yè)， 歡迎下載使用。

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專題 30 讀后續(xù)寫(新高考)（教師卷）--十年（2015-2024）高考真題英語(yǔ)分項(xiàng)匯編（全國(guó)通用）

專題 30 讀后續(xù)寫(新高考)（教師卷）--十年（2015-2024）高考真題英語(yǔ)分項(xiàng)匯編（全國(guó)通用）
專題 30 讀后續(xù)寫(新高考)（學(xué)生卷）--十年（2015-2024）高考真題英語(yǔ)分項(xiàng)匯編（全國(guó)通用）

專題 30 讀后續(xù)寫(新高考)（學(xué)生卷）--十年（2015-2024）高考真題英語(yǔ)分項(xiàng)匯編（全國(guó)通用）
專題 30 讀后續(xù)寫(新高考)--十年（2015-2024）高考真題英語(yǔ)分項(xiàng)匯編（全國(guó)通用）

專題 30 讀后續(xù)寫(新高考)--十年（2015-2024）高考真題英語(yǔ)分項(xiàng)匯編（全國(guó)通用）
十年(14-23)高考英語(yǔ)真題分項(xiàng)匯編專題 30 讀后續(xù)寫(新高考)（含解析）

十年(14-23)高考英語(yǔ)真題分項(xiàng)匯編專題 30 讀后續(xù)寫(新高考)（含解析）
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