②寒假預(yù)習(xí)-第10講讀后續(xù)寫(知識講解+名校新題練)2025年高二英語寒假銜接講練 (譯林版)-試卷下載-教習(xí)網(wǎng)

一. 題型概述
讀后續(xù)寫滿分25分，提供一段350詞左右的語言材料(多為故事類文章或夾敘夾議類文章) ，要求考生依據(jù)該材料內(nèi)容所給段落開頭語進(jìn)行續(xù)寫，為其補(bǔ)充一篇150詞左右，與給定材料有邏輯銜接、情節(jié)合理和結(jié)構(gòu)完整的短文。
讀后續(xù)寫是一種將閱讀與寫作緊密結(jié)合的考查形式，旨在考查學(xué)生的綜合語言運用能力。與應(yīng)用文不同，故事續(xù)寫除了要求學(xué)生掌握豐富的詞匯和句式外，還注重學(xué)生的內(nèi)容構(gòu)思和情節(jié)銜接的能力。
二. 評分原則：
1)內(nèi)容：內(nèi)容的豐富性、故事發(fā)展的合理性，續(xù)寫的完整性
2)詞匯語法：使用語言的多樣性、準(zhǔn)確性和恰當(dāng)性；(語言為交際服務(wù)，不可一味使用所謂“高級”語言，要與原文語言特點保持一致。)
3)篇章結(jié)構(gòu)：上下文的銜接(包括續(xù)寫段落之間的銜接)連貫性；
4)寫作規(guī)范：
①詞數(shù)少于130的，扣2分；
②拼寫和標(biāo)點符號錯誤多將分?jǐn)?shù)降低一個檔次；
③如書寫較差，以至影響交際，將分?jǐn)?shù)降低一個檔次；
三. 能力考查要求
1.記敘文的閱讀理解能力
(1) 淺層的信息定位能力：when, where, wh, what, why, hw等；
(2)深層的文本分析能力：理清故事的發(fā)展線索；明確文本的主要矛盾；關(guān)注故事的語言風(fēng)格。
2.由讀到寫的思維能力
(1) 細(xì)讀兩段續(xù)寫的開頭語，理順續(xù)寫段落的邏輯關(guān)系；
(2) 合理續(xù)寫故事情節(jié)。
3.記敘文的書面表達(dá)能力
(1)語言的豐富：詞匯、句式、語法的多樣性；情感表達(dá)的多樣性；詞匯使用的豐富性；
(2) 語篇的連貫性：內(nèi)容連貫(故事大意一致，寫作意圖一致)；語句連貫(銜接詞的準(zhǔn)確使用)；語言連貫(語言風(fēng)格一致)。

讀后續(xù)寫的微技能點撥
技能一、高級詞匯升級
能夠為書面表達(dá)“增光添彩”的一個重要角色就是高級詞匯。選用較為高級、其他考生想不到、不會用的詞匯和短語能夠凸顯考生在詞匯運用方面的“上乘功夫”，也是博得高考閱卷教師眼球的“重要法寶”。相反，一篇習(xí)作中如果都是大眾化的詞匯、平庸的表達(dá)必會使得閱卷老師產(chǎn)生了視覺疲勞。所以，習(xí)作中突然出現(xiàn)幾個與眾不同、讓人眼前一亮的詞匯能迅速激起閱卷老師的興奮點，贏得閱卷老師的好感，從而取得較高的分?jǐn)?shù)。
(一)高級詞匯適用的三原則
恰當(dāng)使用高級詞匯凸顯考生的詞匯量和駕馭語言的能力，而且使得文章富有表現(xiàn)力，給讀者，尤其是閱卷人留下深刻的印象。使用高級詞匯的三原則：
1. 晚詞優(yōu)先原則
表達(dá)相同意思，既可以用初中詞匯來表達(dá)，又可以用高中詞匯來表達(dá)，那盡量選擇高中詞匯。
2. 短語優(yōu)先原則
寫作時，尤其是在考試中使用短語，可以增強(qiáng)文章的表達(dá)力，使文章通俗易懂且朗朗上口，使文章增加亮點。
3. 就實避虛原則
用某些詞來描述事物，非?；\統(tǒng)，無法描述事物的個性，給人以千人一面的感覺，需要我們增加枝葉，添加血肉，使其豐滿充盈，即：具體化?！熬唧w化”由兩種手段完成：(1)同義詞或近義詞替代；(2)增添細(xì)節(jié)。
(二)用高級詞匯完成下列句子。
1. 很多因素導(dǎo)致了交通問題。
Quite a few factrs ______________________________ the traffic prblem.
2. 我對那里發(fā)生的事情都非常感興趣。
I ______________________________ everything that ges n there.
3. 就我而言，我堅定地認(rèn)為游客的數(shù)量應(yīng)得到限制，理由如下。
As fr me, I ______________________________ the number f turists shuld be limited fr the fllwing reasns.
4. 我們將竭盡全力以趕上發(fā)達(dá)的工業(yè)國家。
We'll ______________________________ the develped industrial cuntries.
5. 他們稱他們預(yù)期這次會議會對國家的未來產(chǎn)生顯著影響。
They say they expect the meeting t ______________________________ the future f the cuntry.
6. 他是一位杰出的科學(xué)家，對我國做出了巨大貢獻(xiàn)。
He is an utstanding scientist, wh has ______________________________ ur cuntry.
7. 老師的鼓勵對他/她的學(xué)生具有重要意義。
Encuragement frm a teacher ______________________________ his/her students.
8. 作為中學(xué)生，我們在學(xué)校應(yīng)該衣著整潔。
As high schl students, we ______________________________ when at schl.
9. 大多數(shù)被采訪者寧愿待在家里看電視也不愿去看電影。
The majrity f the interviewees ______________________________.
10. 他全神貫注地想心事，以至于和一個行人撞了個滿懷。
He ______________________________ that he ran against a passerby.
答案：1. give rise t/cntribute t/result in 2. am crazy abut 3. am firmly cnvinced that
4. spare n effrt t catch up with 5. have a marked impact n 6. made a great cntributin t
7. is really f great significance/imprtance t 8. are suppsed t be neatly dressed
9. prefer watching TV at hme t ging t the cinema 10. was s absrbed in thught
技能二、非謂語動詞添彩
眾所周知，恰當(dāng)?shù)剡\用非謂語動詞或復(fù)合結(jié)構(gòu)對簡單句和復(fù)合句進(jìn)行轉(zhuǎn)換，不僅顯得句式多樣，句子活潑，而且讀起來結(jié)構(gòu)緊湊，言簡意明。wit復(fù)合結(jié)構(gòu)構(gòu)成為：“with/withut＋名詞/代詞＋形容詞/副詞/非謂語動詞/介詞”。
(一)使用非謂語動詞改寫下列句子。
1.If it is carried ut cntinuusly, it will benefit all f us greatly and we are sure t make bvius prgress.
→ ________ ________ ________, it will benefit all f us greatly and we are sure t make bvius prgress.
2. We'll take the bks when we participate in the Summer Camp this July t yur schl.
→ We'll take the bks ________ ________ ________ the Summer Camp this July t yur schl.
3. It is said that the by has learned 2, 000 wrds by heart s far.
→ The by ________ ________ ________ ________ ________ 2, 000 wrds by heart s far.
4. I want t imprve myself by reading sme bks. The bks were written in the Tang Dynasty.
→ I want t imprve myself by reading sme bks ________ in the Tang Dynasty.
5. When it is my birthday, my mther will ck sme dishes t celebrate my birthday, r she will give me sme mney t buy whatever I want.
→ _______ ________ ________ ________, my mther always cks sme dishes r gives me sme mney t buy whatever I want.
答案：1. carried ut cntinuusly 2. when participating in 3. is said t have learned
4. written 5. T celebrate my birthday
(二)用 with復(fù)合結(jié)構(gòu)或獨立主格轉(zhuǎn)化下列句子。
1. In the picture, a by in wrn clthes sits beside a wden table and there are a pile f bamb bks n it.
→ In the picture, a by in wrn clthes sits beside a wden table ________ a pile f bamb bks n it.
2. After all the wrk had been dne, we went t the nearby neighburhd and gave them t the peple living there.
→ ________ ________ ________ ________ ________, we went t the nearby neighburhd and gave them t the peple living there.
3. Mst turist attractins in China are littered. This lake is the wrst.
→ Mst turist attractins in China are littered, with ________ ________ ________ ________ ________.
4. If the weather permits, we’ll g t the Great Wall.
________ ________ ________, we’ll g t the Great Wall.
5. He had s many difficult prblems t slve, s he culd travel with his wife.
With s many difficult prblems ________ ________, he culd travel with his wife.
答案：1. with 2. With all the wrk dne 3. this lake being the wrst 4. The weather permitting 5. t slve
技能三、三大從句增色
(一)吸引眼球的定語從句
定語從句的正確使用能夠比較明顯地反映出考生對語言運用的駕馭能力，建議考生在寫作中至少使用一個恰到好處的定語從句。如關(guān)系代詞或關(guān)系副詞引導(dǎo)的限定性定語從句、which引導(dǎo)的非限定性定語從句、“介詞＋which/whm”引導(dǎo)的定語從句等。
用定語從句把下列句子合并成復(fù)合句。
1. I've always lnged fr the days. I will be able t be independent then.
→ I've always lnged fr the days ________ I will be able t be independent.
2. Yu knw, my uncle Li Ming is ging t the city t attend an internatinal meeting. Yu live there.
→ Yu knw, my uncle Li Ming is ging t the city ________ yu live t attend an internatinal meeting.
3. The stry was very lng. The stry was tld by the famus writer.
→ The stry ________was tld by the famus writer was very lng.
4. We knw Jakie Chan’ s mvies. These mvies are very ppular with the yung.
→ We knw Jakie Chan ________ ________ are very ppular with the yung.
5. The man did nt knw what t d with his mney. He made a lt f mney.
→ The man ________ made a lt f mney did nt knw what t d with his mney.
答案：1. when 2. where 3. which / that 4. whse mvies 5. wh
(二)靈活好用的名詞性從句
名詞性從句是高中階段重要的語法項目之一，也是寫作中常用的高級表達(dá)。它包括主語從句、賓語從句、表語從句和同位語從句。
名詞性從句的連接詞主要包括that, whether/if, what, which, wh, whatever, whichever, whse, hwever, wherever等。
用名詞性從句合并下列句子。
1. He always gives his daughter all that she wants.
→ He always gives his daughter ________ she wants.
2. Whether he will cme hasn’t been decided.
→ ________ hasn’t been decided ________ he will cme.
3. Whatever I have will be yurs sner r later.
→ ________ ________ ________ I have, it will be yurs sner r later.
4. Cmrade Wang is t give us a talk n what he saw and heard in Britain.
→ Cmrade Wang is t give us a talk n ________ ________ he saw and heard in Britain.
5. They suggest that the wrk shuld be finished at nce.
→ It is suggested ________ the wrk ________ ________ at nce.
答案：1. whatever 2. It, whether 3. N matter what 4. all that 5. that, be finished
(三)富有文采的狀語從句
狀語從句主要包括時間、地點、條件、原因、讓步、比較、方式、目的和結(jié)果等九類從句。如圖所示：
用恰當(dāng)?shù)臓钫Z從句翻譯下列句子。
1.無論我們距離有多遠(yuǎn)，我們都感覺近在咫尺。
_______________________________________________________________________________
2.只要你對乒乓球感興趣，你就能報名加入我們的校隊。
_______________________________________________________________________________
3.她剛到就下起雪來了。
_______________________________________________________________________________
4.雖然是老師，他也不可能什么都懂。
_______________________________________________________________________________
5.上次我見到他時他什么也沒告訴我。
_______________________________________________________________________________
答案：1. Hwever/N matter hw far away we are, we feel clse t each ther.
2. As lng as yu are interested in the table tennis, yu can sign up fr ur schl team.
3. Hardly had she arrived when it began t snw.
4. Teacher as he is, he can’t knw everything.
5. He didn’t tell me anything the last time I saw him.
技能四、高頻句型加分
彰顯水平的特殊句式(強(qiáng)調(diào)、倒裝和省略)特殊句式是英語中的高級表達(dá)，其中，強(qiáng)調(diào)、倒裝句型和省略是最為常見的特殊句式，它們的準(zhǔn)確使用能夠彰顯考生的英語水平，提高寫作檔次。
(一)重點突出的強(qiáng)調(diào)句型
強(qiáng)調(diào)句型可強(qiáng)調(diào)除謂語動詞外的其他任何成分，如主語、賓語、狀語等。強(qiáng)調(diào)句型的靈活運用不僅有助于增強(qiáng)表達(dá)效果，突出要強(qiáng)調(diào)的重點，更能彰顯考生對英語表達(dá)的把握能力。其基本結(jié)構(gòu)為：It is/was＋被強(qiáng)調(diào)部分＋that/wh＋句子其他部分。
(二)平衡句子的倒裝句型
1. “nly＋狀語”置于句首時，句子用部分倒裝。
2. nne, neither, nr, nt, never, hardly, little, seldm等否定詞，以及表示否定意義的介詞短語如at n time, by n means等置于句首時，句子用部分倒裝。
3. 在s/such ... that ...結(jié)構(gòu)中，當(dāng)s/such ...位于句首時，其后的句子用部分倒裝。
4. Were/Shuld/Had ...“如果……”
(三)簡潔明了的省略結(jié)構(gòu)
1. 在以when, while, nce引導(dǎo)的時間狀語從句及以if, unless引導(dǎo)的條件狀語從句中和thugh, althugh引導(dǎo)的讓步狀語從句中，如果從句中的主語與主句中的主語一致或從句的主語為it，且從句中含有be動詞時，從句中可省去“主語＋be”部分。
2. 單獨使用不定式符號t代替動詞不定式后被省略的動詞，常用在be afraid, expect, frget, hpe, intend, like, lve, mean, prefer, refuse, try, want, wish等詞后；或放在表示情緒的某些形容詞后，代替被省略的動詞，常見詞有：glad, happy, pleased等，但是，如果不定式中含有be, have, have been時，則要保留be, have, have been。
根據(jù)括號中的要求進(jìn)行句型轉(zhuǎn)換。
(1)I realized she was a famus film star after she tk ff her dark glasses.
→ I ________ realize she was a famus film star ________ she tk ff her dark glasses.(nt ... until結(jié)構(gòu)完成句子)
→Nt until she tk ff her dark glasses ________ ________ ________ she was a famus film star.(nt until至于句首倒裝)
→ It was ________ ________ ________ ________ ________ ________ ________ ________ that I realized she was a famus film star.(強(qiáng)調(diào)句對nt ... until進(jìn)行強(qiáng)調(diào))
(2)It's really very dangerus. One mre step, and the baby will fall int the well.
→ It's really very dangerus. ________ ________ ________ ________ _______, the baby will fall int the well.(if引導(dǎo)條件狀語從句的省略)
(3)Smith's parents were t pr nt t be able t send him t schl.
→ S pr ________ ________ ________ that they culdn't send him t schl. (s ... that置于句首倒裝)
(4)Nt nly yur enthusiasm but als yur teamwrk and gd spirits impress us.(強(qiáng)調(diào)句型)
→ It is nt nly yur enthusiasm but als yur teamwrk and gd spirits ________ ________ ________.
(5)He began t watch TV nly after he had finished his hmewrk. (nly after置于句首)
→ Only after he had finished his hmewrk ________ ________ ________ t watch TV.
答案：(1)didn't; until; did I realize; nt until she tk ff her dark glasses (2)If taking ne mre step
(3)were Smith's parents (4)that impress us (5)did he begin
技能五、虛擬語氣助力
用虛擬語氣完成下列句子。
1. 要是他答應(yīng)去的話，我們就派他去。
________ ________ agree t g there, we wuld send him there.
2. 我希望我能通過考試。
I wish I ________ ________ the examinatin.
3. 要是我知道她的電話號碼，我就可以給她打電話了。
If I knew her number, I ________ ________ ________ ________.
4. 要不是他的幫助，我們還會在工作呢。
But fr his help, we ________ ________ ________ nw.
5. 要是沒有你的指導(dǎo)，我不會取得如此大的進(jìn)步。
Withut yur instructin, I ________ ________ ________ ________ such great prgress.
6. 要是我還年輕十歲的話，我會去國外學(xué)習(xí)。
________ ________ ten years yunger, I wuld study abrad.
7. 我要是當(dāng)時聽了父母的話就好了。
If nly I ________ ________ ________ my parents!
8. 我們的建議是你應(yīng)該第一個去。
Our suggestin is that yu ________ the first t g.
9. 如果天不下太多的雨的話，莊家會長得更好。
________ ________ ________ ________ ________ ________ t much, the crps wuld be grwing much better.
10. 如果她懂一些電腦知識的話，我們會已經(jīng)聘用他來這里工作了。
________ ________ ________ abut cmputers, we ________ ________ ________ him t wrk here.
答案：1. Shuld he 2. culd pass 3. culd ring her up 4. wuld be wrking 5. wuld nt have made
6. Were I 7. had listened t 8. (shuld) be 9. If it had nt been raining 10. Had he learnt; wuld have hired

讀后續(xù)寫
Passage 1
(2023上·江蘇鹽城·高二江蘇省射陽中學(xué)?？茧A段練習(xí))閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個完整的故事。
My muth felt dry as I fllwed my mther int the dctr’s ffice and sank int a chair next t hers. This dctr had a rm full f gadgets(小裝置) and gizms(小物件) t analyze the learning abilities f failing students. That day he had analyzed me. “I’m srry t tell yu this, Mrs. Dw, but Peter has dyslexia(閱讀障礙). A fairly serius case.”
I swallwed and tried t breathe. The dctr went n. “He’ll never read abve the furth-grade level. Since he wn’t be able t cmplete high schl requirements,I suggest yu enrll(使登記) him in a trade schl where he can learn t wrk with his hands.” I didn’t want t g t trade schl(職校). I wanted t apply at Bible Cllege in ur twn t be a preacher(牧師), like my dad. I frced my tears back. A twelve-year-ld was t big t cry. “Thank yu, Dctr.” We drve hme.
Dyslexia? I’d never heard it befre. Sure, I was always the slwest kid in my class. I had a special hiding place where I wuld cry because I culdn’t d my lessns hwever hard I tried. Of curse, I never tld my mm abut that. I was t ashamed. I didn’t want t wrry her, either. She had enugh n her mind with teaching schl full-time and taking care f Dad and me.
On reaching hme, my mm lked int my eyes with tears running dwn her cheeks. Seeing her cry was t much fr me. Befre I knew what was happening, I was in her arms crying. A few minutes later she said, “Hney, I want t talk t yu.” I waited, sniffling(抽泣). “Yu heard what the dctr said abut yur nt finishing schl. I dn’t believe him.”
注意：
1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請按如下格式在答題卡的相應(yīng)位置作答。
I stpped sniffling and lked at her.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A ray f hpe shne thrugh the uncertain future.
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Passage 2
(2023上·江蘇揚州·高二揚州中學(xué)?？茧A段練習(xí))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 I was fur, my seven-year-ld brther received a baseball glve fr his birthday. Every night. as we went t sleep. I’d listen t him thrwing a ball int the glve ver and ver t sften the leather. I wanted a glve s much that I almst cried. But, back then, girls didn’t play sprts; they played with dlls(洋娃娃).
Fast-frward twenty-six years. Nw a thirty-year-ld mther f tw bys and a girl, I happened t sec a ntice in my lcal paper: “Wmen’s Baseball League pens sn. Anyne interested, sign up at the cmmunity service center.” I cut it ut and set it n the kitchen table, Culd I? After all these years?
I lked at that ntice n my table every day. l thught f a thusand reasns I culdn’t play. But the idea f playing baseball stuck in my head and wuldn’t g away. Finally, 1 gathered up my curage and signed up. Since I wasn’t a member f any team, they tld me I’d be assigned(分配) t ne. Tw weeks passed befre they gave me the name f the team t lk fr. Since my husband wrked Mnday nights, I arranged fr a babysitter. It was a luxury(奢侈) but, at that mment in my life, a necessity.
On Mnday, heart punding, I walked thrugh the park filled with wmen f all ages practicing. It tk me a while t find my team. They were all high-schl girls, seventeen and eighteen years ld! I waited a cuple f minutes befre appraching the cach. He had put tgether tp athletes fr his team, and he didn’t want sme ld lady messing things up. He lked me ver. His girls had fine glves and metal cleats (棒球釘鞋). They lked like players. I had n glve and wre an ld T-shirt and gym shes. I didn’t care. I wanted t play. That first day, he had me run bases(跑壘). I never gt a chance t bat r play the field. I just ran bases all night. The next mrning, I culd hardly stand.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請按如下格式在答題卡的相應(yīng)位置作答。
When I shwed up the next Mnday, the cach was clearly surprised.
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“Impressive catch!” my teammates cheered fr my perfrmance after the training.
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Passage 3
(2023上·江蘇揚州·高二統(tǒng)考階段練習(xí))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 Mike was a child, Mike ften gt sick and had few friends. His parents hped him t d mre exercise. S they ften encuraged him t d mre sprts. As he grew up, he became interested in climbing muntains. When he was 14, he climbed his first muntain—a 3,600-ft peak. And at that time, he was a bit verweight and breathless when he reached the muntaintp. But he was hked by the challenge f cnquering (征服) smething bigger than himself. Since then, he’d climbed nearly 50 peaks and met many friends.
He usually went climbing with his friend David, whm he’d met during climbing a muntain. Tw years ag, n Nvember 28, when he was 16, Mike and David drve t Oregn t challenge Munt Hd —11,130-ft.
Bth f them were prepared. Starting winter climbs at night is safer because there’s less risk f the sun melting the snw. That day, they started at 2 a.m., fllwing the paths alng the ski runs. The temperature was abut 8 degrees, and they wre easy layers that they culd easily take ff, knwing hiking in the snw wuld make them warm.
After abut4 hurs, they reached Devil’s Kitchen, a plain at abut 10,000 feet, just befre the final push t the peak. Hwever, the wind cnditins here were pr. Mike’s expsed skin felt as thugh it were burning, but David and Mike were nt discuraged and went ahead. They were prepared and lnging fr the climb.
The trail they fllwed grew narrwer and steeper (險峻). At arund 8 a.m., they reached a patch (小塊) f ice called an ice step. It was abut three r fur feet tall and slped (傾斜) at a 70-degree angle.
Mike vlunteered t g first. He placed his right ft n the ice step. When he set his ft n it, it remained gd. Cnfident he was safe, he put his all weight n it. Suddenly, he heard a crack (破裂), and a whle slab (片) f ice brke ff the step, right under his ft.
注意：續(xù)寫詞數(shù)應(yīng)為150左右。
In an instant, Mike fell backward.
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Seeing bld frm Mike’s left leg, David realized they need help.
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Passage 4
(2023上·江蘇蘇州·高二?？茧A段練習(xí))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 I was a child, I thught Dad lved my brther mre than me. Dad let my little brther g with him t buy tls, repair things with hammers (錘子), etc. I always seemed t be left behind. I simply std nearby and watched them jin the father- and-sn activities. Hw I lnged fr Dad t let me jin them! But I knew it wuld never happen because I was a girl.
All f a sudden. I gt a great idea: I wuld turn myself int a by! After all, my brther and I lked alike. The nly real difference was that he had shrt hair, while mine was lng. “If I get my hair cut like my brther, Dad will have tw sns,” I thught. I culd even get my hair cut at the same shp that Dad and my brther ften went. It wuld be perfect!
I culd hardly wait fr the haircut day t cme. Finally, Dad annunced ne mrning that he and my brther were ging t have a haircut. “Please, can I g, t?” I begged. “Are yu sure yu want t g t the shp fr males? Dn’t yu want t stay here and play with yur sister?” he asked. “N,” I answered withut a mment’s hesitatin. “I want t g with yu.”
I was delighted when Dad ndded. Surely, I hadn’t yet mentined my plan t him. As we drve dwn the highway, I tuched my lng blnd hair, imagining what my new life f hammers and nails wuld be like.
In just a few minutes, we entered the shp. I was the nly female there. Suddenly, I felt just a little bit ut f place in this man’s wrld. I swallwed (吞咽) hard and watched as my brther climbed expertly int the barber’s (理發(fā)師) chair. Later, I gathered the curage t ask Dad if I culd get a haircut, t.
“I want a haircut like his,” I added, pinting t my brther. Surprised, Dad said, “Yu’d better think twice abut it.” “Oh, but Dad,” I explained, “I want a real haircut just like his!”
注意:
1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請按如下格式作答。
And I pinted nce again t my brther.
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“I’ve finished,” the barber said, and turned me arund t face the mirrr.
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Passage 5
(2023上·山東濟(jì)寧·高二?？茧A段練習(xí))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 a pleasant Tuesday afternn. 78-year-ld Rse was brimming with excitement as she entered the nursing hme with her favrite tulips(郁金香), her lips endlessly calling ut t just ne name—Emily!
“Emily! Where are yu? I gt flwers...” Rse spke alud when she didn’t see her best friend, 79-year-ld Emily, waiting fr her n the usual spt, a wden bench n the main gate.
Whenever Rse returned frm the lcal hspital after getting her bld tests dne, Emily wuld run tward her with fresh hand-picked flwers. But that afternn, Emily was nt there, and the bench was empty. Emily was nwhere t be fund in any f her favrite spts, which unsettled Rse even mre. Just then a dctr said t Rse, “Emily’s family came hurs ag while yu were at the hspital... They tk Emily with them. She’s nt ging t cme back. ”
The grund seemed t shake beneath Rse’s feet when she heard that. Rse went back t her rm. Every step started feeling heavy, and every crner reminded her f her best friend and their laughter. Nthing but lneliness and silence surrunded Rse frm all sides, and she felt her heart crack.
The scent f freshly picked flwers Emily had last left in the vase lingered(繼續(xù)存留) in the still air. And beside the vase was an ld recrder that endlessly played Just the Tw f Us, their favrite music they listened t every day.
When appraching the table, she nticed a nte with a message in messy handwriting, “Dear Rse, please write t me at this address: Maple Ridge Ave, Springfield, VA, 7...”
“Oh dear... The rest f her address is becming blurred (模糊不清的).” Rse grew unsettled. In spite f that, Rse knew she culd nt just let Emily g like that. After a deep thught, she decided t reunite with her best friend.
注意：1.續(xù)寫詞數(shù)應(yīng)為 150 左右;
2.請按如下格式在答題卡的相應(yīng)位置作答。
Packing the recrder in her luggage, Rse gt n the bus t start her jurney t the unfamiliar city, Springfield.
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Nt knwing the exact huse number f Emily, an idea suddenly struck Rse.
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Passage 6
(2023上·山東煙臺·高二山東龍口一中東校校聯(lián)考階段練習(xí))閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個完整的故事。
A man’s vice came suddenly frm the lud speakers: “Participants in the Five-Mile Junir Fat-Tire Race, please gather behind the range flags.”
Hannah was very excited. First prize was a blue muntain bike. On such a bike, she’d fly thrugh the wds.
“Gd luck, junir muntain bikers,” the lud-speaker vice came again. “Three, tw, ne, and g!”
The lead-ut was a girl with red braids(辮子). She pedaled ff hard dwn the dirt rad. The racers fllwed behind.
The girl with red braids made a turn nt a part f single track and gathered speed. Hannah pulled up behind her, wh sped up again. Hannah fllwed clse behind her.
Hannah watched fr the range arrws(箭頭)marking the curse and biked thrugh the muddy fields. At the edge f the frest, the girl was kneeling(跪)by her bike. She must have gtten a flat tire. Hannah biked faster. She wiped the sweat frm her eyes, breathless. Nw Hannah was clse enugh t see the girl putting the chain n the chain ring.
Hannah felt a jlt f energy as she passed the girl int the wds. Maybe she culd win.
In the middle f a small meadw, Hannah lked back. The girl was cming up behind her at a fast speed.
Hannah entered the wds again. At a frk(岔口)in the trail, t her left, was the sign with the range arrw. When she turned, her ft slipped ff the pedal, and she accidentally kicked the sign ver.
I need t stp and fix the sign, she thught. The ther racers might get lst. But even as she was thinking this, her feet kept mving faster, faster.
“Hannah Andersn, winner f the Five-Mile Junir Fat-Tire Race!” a vice annunced as she passed the finish line.
注意：1. 續(xù)寫詞數(shù)應(yīng)為150個左右;
2. 請按如下格式在答題卡的相應(yīng)位置作答。
“Hey!” Hannah turned and saw the girl with the braids jumping ff her bike.
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Lking at the new muntain bike, Hannah made a decisin.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 目錄
新知導(dǎo)航：熟悉題型、掌握知識脈絡(luò)
基礎(chǔ)知識：知識點全面梳理，掌握必備
重點記憶：關(guān)鍵點快速記憶，提升能力
小試牛刀：考點剖析+過關(guān)檢測，合理應(yīng)用
狀語從句
連詞
時間
when, whenever, as, while, (ever) since, befre, after, till, until, as sn as, n sner ... than ..., each time, every time, the first time, the last time, the mment, the minute, the secnd, the day, immediately
地點
where, wherever
條件
if, unless, prviding/prvided (that), suppsing/suppse (that), given (that), as lng as, s lng as, n cnditin (that), in case, nly if
原因
because, as, since, nw that, seeing that, cnsidering that, in that
讓步
thugh, althugh, even if, even thugh, as, while, whatever, whever, whenever, wherever, hwever, n matter＋疑問詞， whether ... r (nt) ...
比較
as, than, the same as, nt s ... as ..., as ... as ...
方式
as if, as thugh, as
目的
that, in rder that, s that, in case, fr fear (that), lest
結(jié)果
s that, s ... that ..., such ... that ..., that

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