專題02 師生情誼(讀后續(xù)寫）-2025年高考英語話題寫作高頻熱點通關(guān)必備攻略講義-試卷下載-教習網(wǎng)

話題綜述
話題總述
此類’師生情誼’話題主要是描寫學生的困惑和老師的引導(dǎo)，最后通過溝通與關(guān)懷，使學生受益良多。故事往往溫馨感人，細膩地描寫師生之間的信任、幫助與理解，既有教育的意義，也傳遞出感恩之心?？偰芤l(fā)共鳴，不僅能展現(xiàn)人性關(guān)懷和成長與啟示，還能突出教育的重要性和價值，從而引起考生對教育和成長的深刻思考和關(guān)注。
話題構(gòu)思/寫作步驟
第一步：提煉要素，概括故事主旨從原文中提取“誰（Wh）、何時（When）、何地（Where）、做什么（What）、為什么（Why）和如何（Hw）”六個要素，梳理師生關(guān)系的背景，為續(xù)寫打下情感基調(diào)。
第二步：分析情感脈絡(luò)，理清故事脈絡(luò) 在師生情深的故事中，情感常常從初期的拘謹或困惑逐步發(fā)展到理解和溫暖的情感?？忌梢酝ㄟ^思維導(dǎo)圖或列出情節(jié)線，呈現(xiàn)出學生在老師幫助下逐漸成長的過程。
第三步：設(shè)計情節(jié)轉(zhuǎn)折，推動故事發(fā)展根據(jù)段首句的邏輯關(guān)系（順承、轉(zhuǎn)折或因果），展開具體情節(jié)。例如：段首句提到老師的一句鼓勵語，那么接下來可以描述學生如何受到鼓舞，在學習上有所進步，進一步表達師生間的信任。
第四步：構(gòu)建情感高潮，表現(xiàn)情深意重在故事的高潮部分，可以通過學生的成長和老師的支持來展示深厚的師生情誼。例如，老師在關(guān)鍵時刻的鼓勵讓學生突破自我，表現(xiàn)出對學生的關(guān)愛，深化主題。
第五步：列出關(guān)鍵詞匯，豐富情感表達在續(xù)寫時列出關(guān)鍵詞匯，圍繞故事的主要情感和事件，按發(fā)展順序構(gòu)建句群，確保表達流暢自然，情感清晰連貫。
第六步：潤色句式，謄寫成文在草稿基礎(chǔ)上潤色詞句，使情感表達更加生動有感染力。通過多樣化句式增強閱讀體驗，最后用清晰的書寫謄寫在答題紙上。
話題詞匯/金句
guide gently溫柔地引導(dǎo)
crrect patiently耐心地糾正
inspire with wrds用言語激勵
nurture with care悉心培育
an uncertain glance up at the teacher 試探性地望向老師
feeling like every eye was n them 感到所有人都在注視著自己
a gentle smile f encuragement 鼓勵的溫柔微笑
eyes full f patience 充滿耐心的眼神
listened intently with a reassuring nd 認真傾聽并點頭示意
finding cnfidence thrugh guidance 在引導(dǎo)下找到自信
a newfund belief in neself 內(nèi)心新生的自信
grateful fr the gentle push 感激那溫柔的推動
listen attentively專注地聽
strive fr imprvement努力進步
express sincere thanks表達誠摯的感謝
participate actively積極參與
vercme difficulties tgether共同克服困難
Only by lking back n each lessn and every encuraging wrd did he realize the prfund impact his teacher had wven int the fabric f his character.只有在回顧每一堂課和每一句鼓勵的話時，他才意識到老師在他的性格中埋下了多么深刻的影響。
The teacher's warm smile and patient guidance can always inspire the students t vercme difficulties.
老師溫暖的微笑和耐心的指導(dǎo)總是能鼓舞學生克服困難。
The student's gratitude twards the teacher is beynd wrds because the teacher prvided careful guidance when he was lst. 學生對老師的感激之情難以言表，因為老師在他迷茫時給予了悉心的引導(dǎo)。
Standing n the pdium, the teacher's eyes were filled with a mixture f pride and affectin as he lked at the students he had nurtured.站在講臺上，老師看著他所培養(yǎng)的學生，眼中滿是自豪與慈愛交織的神情。
With a gentle smile, the teacher patted the student's shulder, a simple gesture that cnveyed vlumes f encuragement and trust.老師帶著溫和的微笑，輕拍學生的肩膀，這個簡單的動作傳遞了無盡的鼓勵與信任。
The teacher's wrds, like a warm current, flwed thrugh the student's heart, melting away the anxiety and self-dubt.老師的話語如一股暖流，淌過學生的心田，融化了焦慮與自我懷疑。
In the face f difficulties, the teacher was always by the students' side, like a lighthuse guiding them thrugh the strmy sea f learning.面對困難時，老師總是在學生身邊，就像一座燈塔，引領(lǐng)他們穿越學習的洶涌波濤。
The student's eyes sparkled with gratitude as he gazed at the teacher wh had pened the dr t a wrld f knwledge.學生凝視著為他打開知識大門的老師，眼中閃爍著感激之情。
The teacher's patient explanatin made the cmplex prblem seem as clear as day t the cnfused student.老師耐心的講解讓困惑的學生覺得復(fù)雜的問題豁然開朗。
When the student was n the verge f giving up, it was the teacher's unwavering belief in him that reignited his fighting spirit.當學生瀕臨放棄時，是老師對他堅定不移的信任重新點燃了他的斗志。
A single wrd f praise frm the teacher culd make the student's face beam with happiness fr an entire day.老師的一句表揚能讓學生一整天都喜笑顏開。
As the final exam apprached, the teacher's pep talk gave the students the cnfidence they needed t face the challenge head-n.隨著期末考試臨近，老師的鼓舞講話給予了學生直面挑戰(zhàn)所需的信心。
The teacher's handwritten ntes, filled with detailed explanatins and kind reminders, became the student's mst precius study aids.老師手寫的筆記，滿是詳細的講解和溫馨的提醒，成了學生最珍貴的學習輔助資料。
The teacher rganized varius extracurricular activities t help the students develp their interests and talents, his care extending beynd the classrm.老師組織各種課外活動來幫助學生發(fā)展興趣與才能，他的關(guān)懷延伸到了課堂之外。
The teacher's stry f his wn learning jurney inspired the students t persevere in the face f setbacks.
老師講述自己的學習歷程激勵著學生在挫折面前堅持不懈。
In the graduatin ceremny, the student culdn't hld back his tears as he thanked the teacher fr the years f care and teaching.在畢業(yè)典禮上，學生在感謝老師多年的關(guān)懷與教導(dǎo)時，忍不住熱淚盈眶。
The teacher's influence n the student was nt just academic but als shaped his character and values, a gift that wuld last a lifetime.老師對學生的影響不僅在學業(yè)上，還塑造了他的品格與價值觀，這是一份將伴隨一生的禮物。
The prfessr's patience and prfund knwledge helped the student make great prgress. 教授的耐心和淵博的知識幫助學生取得了巨大的進步。
The students listened attentively t the teacher's explanatin, and the classrm was filled with a heartwarming learning atmsphere. 學生們專注地聽著老師的講解，教室里充滿了溫馨的學習氛圍。
The mentr's encuragement gave him the curage t express his views in public, which was an imprtant step in his grwth. 導(dǎo)師的鼓勵使他有勇氣在眾人面前表達自己的觀點，這是他成長的重要一步。
They shared jys and srrws tgether, and these cmmn experiences frged a deep teacher-student bnd. 他們一起分享喜怒哀樂，這些共同的經(jīng)歷鑄就了深厚的師生情誼。
The teacher inspired the students with wrds t strive fr imprvement and get ready fr future challenges. 老師用言語激勵學生努力進步，為未來的挑戰(zhàn)做好準備。
The students actively participated in the class discussin, which made the teacher very gratified and enhanced the interactin between teachers and students. 學生們積極參與課堂討論，這讓老師感到非常欣慰，也增進了師生之間的互動。
Whenever they see that cherished graduatin pht, they will think f the beautiful times and sincere friendship they spent tgether. 每當看到那張珍貴的畢業(yè)照片，他們都會想起那些一起度過的美好時光和真摯的情誼。
真題再現(xiàn)
Writing【2023新課標I&II卷】
原題 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個左右；
2. 請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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模擬提升
基礎(chǔ)訓(xùn)
Writing1
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。續(xù)寫的詞數(shù)應(yīng)為150左右。
The Sft Vice f Frgiveness
As head f a high schl fr many years, I met different students and nthing surprised me until I gt t knw a sft-spken teenager named Stephanie. She entered my ffice crying her eyes ut ne day when her wallet had been stlen ut f her backpack. Her classmates had seen anther student, Dustin, take her wallet t a nearby restrm and get twenty-three dllars frm the wallet.
When I had Dustin cme t my ffice, he admitted t taking the wallet t the restrm. He wuld nt, hwever, admit t taking the mney even thugh the empty wallet was fund in the restrm. I tld him that since he tk the wallet, he was nw respnsible fr it. He had ne week t bring the mney, r he wuld be punished fr stealing, which wuld als mean he wuld be ff the track team.
I tried t call Dustin’s father all that afternn, but the phne was always busy. Finally at 7:00 pm, I managed t cntact him and tld him f the incident. He culd see t it that Dustin wuld return the mney.
A week flew by, and Stephanie std sadly in my drway nce mre. She said that Dustin had nt yet returned the mney. I tried Dustin’s father’s wrk number again and this time he answered the phne right away. Dustin’s father said that he didn’t take this lightly and wuld bring Dustin in persn t meet with Stephanie and me.
During the meeting, while we waited fr Stephanie t cme t my ffice, Dustin’s father filled me in n sme backgrund. Up until tw years befre, Dustin had lived with his mther in Ls Angeles until she culd n lnger deal with his rebellius (叛逆的) nature. He then came t Sacrament t live with his father wh was a single, wrking parent. His father thanked me fr my willingness t wrk with Dustin, rather than just punish him.
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。
When Stephanie arrived, Dustin sat in his chair and crssed his arms.
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Dustin stayed n the track team, and was never referred t this ffice again.
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Writing 2
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。續(xù)寫的詞數(shù)應(yīng)為150左右。
In the thriving city f Chengdu, a grup f high schl senirs were preparing fr the biggest milestne f their academic jurney: the cllege entrance examinatin. Amng them was a yung student named Liang Mei. Liang Mei was knwn fr her exceptinal academic perfrmance, but as the exam drew near, she fund herself vercme with anxiety.
Liang Mei’s wrries weren’t just abut the exam itself; she was als struggling with the fear f lsing tuch with her clsest friends and the uncertainty f what the future wuld hld. The nce carefree and jyful atmsphere amng her classmates had been replaced by stress and tensin. Liang Mei felt islated in her cncerns, as everyne seemed cnsumed by their wn wrries and study schedules.
One day, after a particularly difficult practice exam, Liang Mei trusted in her favrite teacher, Mr. Zhang. Mr. Zhang was nt nly a knwledgeable instructr but als a cmpassinate mentr wh had always been there fr his students. He listened attentively as Liang Mei shared her fears and cncerns abut the upcming exam and the future.
Understanding the imprtance f addressing the emtinal well-being f his students, Mr. Zhang decided t take actin. He rganized a grup discussin sessin during ne f the study breaks, inviting all the senir students t participate. The sessin prvided a safe space fr the students t express their anxieties, share their feelings, and ffer supprt t ne anther.
During the sessin, Liang Mei fund relief in hearing her classmates vice similar cncerns. They realized that they were nt alne in their fears and that their shared experiences culd be a surce f strength. They discussed strategies fr managing stress and ways t maintain their friendships even after graduatin.
Mr. Zhang als encuraged the students t fcus n their persnal grwth and the valuable lessns they had been learning during their time in high schl, rather than slely fixating (專注) n the exam results. He reminded them that their wrth was nt defined by their test scres but by their character, perseverance, and the relatinships they had cultivated.
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。
As the cllege entrance examinatin apprached, the atmsphere amng the senir students began t shift.
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The day f the exam finally arrived. ___________________________________________________
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提升練
Writing3
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。續(xù)寫的詞數(shù)應(yīng)為150左右。
An event that happened 37 years ag turned ut t be a gift fr me. Mr. Daltn was ne f the gd teachers—ne wh smiled because he was genuinely happy and was passinate abut teaching us a subject he clearly lved: plane gemetry. I was a quiet kid withut much scial skills, wh just didn’t say much. I neither gt in much truble nr gt nticed. Tday, they wuld call me a nerd (書呆子). Smehw, plane gemetry really clicked fr me in his class.
Tward the end f the year, Mr. Daltn wanted t check ur knwledge f gemetry and gave us a 25-questin true-r-false natinally standardized test. The test presented each prblem with a cnclusin shwn. If we culd prve the result using ur theries, the answer was true. If it culdn’t be prved, it was false.
I wrked thrugh 24 prblems, but number 17 was a challenge! I knew intuitively (憑直覺地) that I culd prve it. I spent 30 minutes n that prf, cvering my page with all srts f lines I culd think f, until the prf was there at last. Satisfied, I marked the questin true and handed in the test.
When the results came back the next day, my scre was 96, and number 17 was marked wrng! When Mr. Daltn asked if there were any questins, fr the first time, my hand sht up. “Sir, I think the crrect answer t questin number 17 is true!”
Instead f arguing that this was a natinally standardized test and what I culd pssibly knw abut the answer, Mr. Daltn did the mst pwerful thing I have ever seen a teacher d. Saying nthing and smiling encuragingly, he held ut his chalk t me frm the frnt f the classrm.
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。
I went t the bard fr the first time.
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That gemetry class changed much f my character.
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Writing4
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。續(xù)寫的詞數(shù)應(yīng)為150左右。
Once in a schl, abut 50 students frm different junir high schls frmed a new high schl class.
The class was made up f active and utstanding yung students but the prblem was that they wuldn’t share infrmatin t slve learning prblems with each ther and it was a headache. Fr instance, each f them wanted t achieve gd results, but they did nt want t let thers knw their learning prgress and their wn advantages, nr did they want t expse their weaknesses.
S ne day, Michelle, headmaster f the class, invited them t an event. In this event, there were several fun activities rganized fr everyne.
Fr ne f the activities, Michelle brught the class int a classrm which had 50 desks and envelpes f the same quantity with names n them. The students fund their wn envelpes and made them in the crrespnding psitins. Everyne was excited and was wndering what kind f activity it wuld be.
Michelle tk a few minutes t say, “Each f yu picks up the envelpe in frnt f yu and slves the prblems in it by yurself. Let me divide the class int several grups, and the list is shwn n the blackbard. The grup that slves all the prblems first wins. ”
Everyne immediately picked up a pen and began t wrk n the prblem. All f them were absrbed because they were cmpetitive. Slving difficult prblems is an attractive thing fr thse wh lve learning. Hwever, even after 20 minutes nly a few scattered (分散的) students were able t finish the prblems. They didn’t give up and were thinking lng and hard t slve the prblems. Michelle came and tld them that this rund was ver and everyne shuld g fr next rund f activity.
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。
Fr next rund, Michelle tld them t change their way f slving difficult prblems. ________________
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At the end f this rund, Michelle came and saw the students talking and laughing happily. _______________
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專題02 師生情誼（讀后續(xù)寫）
項目
考情分析
話題綜述
真題再現(xiàn)
模擬提升
內(nèi)容
真題歸類
總述
構(gòu)思
詞匯/金句
真題
語篇解讀
基礎(chǔ)訓(xùn)
提升練
編號
話題
內(nèi)容
卷型
主題語境
體裁
01
濃濃親情
母親節(jié)驚喜早餐
新課標2021.6
人
與
自
我
記
敘
文
萬圣節(jié)南瓜趣事
浙江卷2021.1
02
師生情誼
寫作比賽逆襲獲獎
新課標2023.6
03
成長故事
“我”的工資
浙江卷2021.6
04
溫暖勵志
殘疾男孩參加越野跑
新課標2022.6
05
校園生活
腦圖定位找目標
浙江卷2024.1
與同伴共同完成任務(wù)
浙江卷2022.1
06
善舉助人
與出租車司機的誠信之約
新課標2024.6
人與
社會
幫助無家可歸之人
浙江卷2022.6
三個孩子幫助貧困小男孩
新課標2020.6
07
人與動物
蜂鳥奇遇記
浙江卷2023.1
人與
自然
熊口脫險
浙江卷2020.7
小狗Pppy的陪伴
浙江卷2020.1

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