【校園生活情節(jié)構(gòu)建】 P1
【校園生活語料精編】七類 P2
一、神態(tài)描寫類
二、心理描寫類
三、環(huán)境描寫類
四、主題升華類（師生情誼）
五、主題升華類（同學(xué)互助）
六、主題升華類（克服困難）
七、主題升華類（校園記憶）
【校園生活話題精彩片段】四段 P5
【片段01】《從冷眼到援手：我因偏見而羞愧的轉(zhuǎn)變》
【片段02】《破繭成蝶：曾經(jīng)被數(shù)學(xué) “絆倒” 的我，如今獲此殊榮》
【片段03】《因師之鼓勵，繪就英語學(xué)習(xí)的多彩畫卷》
【片段04】《從隔閡到默契：舞臺上綻放的友誼重生之光》
【校園生活話題好題調(diào)研】 P7
【調(diào)研01】《環(huán)保小先鋒：從創(chuàng)意構(gòu)思到全校推廣的回收箱傳奇》
【調(diào)研02】《校園寒風(fēng)中的轉(zhuǎn)機(jī)：陌生人的善意打破孤獨(dú)堅(jiān)冰》
【調(diào)研03】《沖線瞬間：舊友歸來，化力量為榮耀，友誼重燃》
【調(diào)研04】《友誼的波折與升華：從矛盾冷戰(zhàn)到攜手共進(jìn)》
【調(diào)研05】《從質(zhì)疑天賦到筆耕不輟：與名家對話開啟寫作之路》
【調(diào)研06】《從活動挑戰(zhàn)到友誼升華：新自行車見證的成長旅程》
【調(diào)研07】《廢墟中尋回的友誼：地震逃生后折返救同窗》
【調(diào)研08】《破繭課堂：當(dāng)冷眼化作春風(fēng)，我與"邊緣少年"的雙向救贖》
【調(diào)研09】《從一個黑點(diǎn)到無限可能：老師的意外啟示》
【調(diào)研10】《從 “問題學(xué)生” 到西語競賽冠軍：破繭成蝶的逆襲之路》
【調(diào)研11】《從 “社恐” 到 “社交達(dá)人”：邁出第一步，擁抱新友誼》
【調(diào)研12】《從食堂困境到成長蛻變：師恩助力破繭成蝶 》
【校園生活情節(jié)構(gòu)建】
【校園生活語料分類精編】
一、神態(tài)描寫類
1.
1.學(xué)生們臉上洋溢著興奮和期待。
2.
2. 她咬著嘴唇，專心致志地備考。
3.
3. 當(dāng)他看到自己名字在獲勝者名單上時，眼睛睜得大大的，充滿了驚喜。
4.
4.她臉紅得厲害，對意外的贊美感到尷尬。
5.
5.他輕輕地笑了，被朋友的笑話逗樂了。
6.
6.她眉頭緊鎖，全神貫注地解決復(fù)雜的數(shù)學(xué)問題。
7.
7.他屏住呼吸，等待比賽的結(jié)果。
8.
8.她打開朋友送的禮物時，眼中閃爍著喜悅的光芒。
9.
9.他顯得很緊張，在等待面試結(jié)果時，不斷在腳之間轉(zhuǎn)移重量。
10.
10.她微笑著，溫暖地向走進(jìn)教室的朋友們打招呼。
二、心理描寫類
1.
1.學(xué)生們充滿了對新經(jīng)歷的熱切期待。
2.
2.他們心中的蝴蝶因激動而翩翩起舞。
3.
3.他們不禁感到一種懷舊與激動交織的情感。
4.
4.想到能見到老朋友，他們臉上露出了微笑。
5.
5.學(xué)生們眼中閃爍著好奇和渴望。
6.
6.他們對成功和成長的期待充滿了腦海。
7.
7.他們迫不及待地想探索校園所提供的新可能性。
8.
8.學(xué)生們感到一種屬于和連接校園的感覺。
三、環(huán)境描寫類
1.
1.校園里充滿了秋天的鮮艷色彩，樹葉在腳下沙沙作響，秋天的涼爽微風(fēng)不燥。
2.
2.新鮮割草的香味彌漫在空氣中，預(yù)示著新的一天開始了。
3.
3.鐘樓的鐘聲響起，回蕩在整個校園，標(biāo)志著學(xué)校的開始。
4.
4.笑聲和談話聲充滿了方形廣場，學(xué)生們聚在一起聊天，增進(jìn)感情。
5.
5.圖書館里充滿了成千上萬本書籍、知識和研究的聲音。
四、主題升華類（師生情誼）
1.
1. 教師的一句鼓勵讓我重新找回了對學(xué)習(xí)的信心。
2.
2. 每次班會后，老師的總結(jié)總能給我們新的啟發(fā)和力量。
3.
3. 那節(jié)課生動有趣，老師的幽默講解讓我印象深刻。
五、主題升華類（同學(xué)互助）
1.
1. 那次考試失利后，同桌用一張小紙條鼓勵了我，令我十分感動。
2.
2. 當(dāng)我遇到困難時，熱心的同學(xué)總是伸出援手，給予我?guī)椭?br>3.
3. 我和朋友一起完成了一項(xiàng)實(shí)驗(yàn)，我們的默契合作讓我感到自豪。
六、主題升華類（克服困難）
1.
1. 在與老師的一次交流中，我找到了應(yīng)對學(xué)習(xí)壓力的新方法。
2.
2. 在運(yùn)動會的接力賽中，我們團(tuán)結(jié)一心，取得了第一名。
3.
3.學(xué)生們正面迎接學(xué)術(shù)挑戰(zhàn)，結(jié)果學(xué)會了堅(jiān)持并在過程中變得更強(qiáng)大。
七、主題升華類（校園記憶）
1.
1. 校園時光充滿了歡笑和成長，是我人生中最珍貴的記憶。
2.
2. 雖然學(xué)習(xí)壓力很大，但同學(xué)們的陪伴讓我感到輕松許多。
3.
3. 校園生活中，那些看似平凡的小事成就了我最難忘的記憶。
4.
4. 每當(dāng)放學(xué)后，我們總會在操場上歡聲笑語，享受簡單的快樂。
【讀后續(xù)寫校園生活話題優(yōu)秀片段欣賞】
【片段01】《從冷眼到援手：我因偏見而羞愧的轉(zhuǎn)變》
I std there, nt knwing what t d next. Suddenly, I felt s embarrassed and frustrated. I had expected a warm welcme and friendly interactin, but instead, I was met with cldness and indifference. My heart sank(無靈主語), and I felt a sense f islatin and cnfusin. Just as I was at a cmplete lss, desperately trying t figure ut my next mve, I heard a familiar vice. It was Shirley. She came up t me with a gentle smile and kind eyes, saying, “I saw what happened. Let me help yu with the student card.” (簡潔對話)
What Shirley did fr me made me awkward and ashamed. I had judged her based n her appearance and ignred her kindness earlier(動作鏈). Nw, she was the ne wh came t my rescue withut any hesitatin r cmplaint. I realized hw shallw and wrng I had been. My face flushed with embarrassment(無靈主語) as I reflected n my behavir. Frm that mment n(介詞短語), I decided t change my attitude and nt judge peple by their appearance. I thanked Shirley sincerely frm the bttm f my heart and prmised t be a better persn. (動作鏈)
【導(dǎo)語】本文以人物為線索展開，講述了作者剛進(jìn)入高中，在高中新環(huán)境中因選擇結(jié)交朋友而經(jīng)歷的教訓(xùn)，展現(xiàn)了作者對于人際關(guān)系和判斷他人的態(tài)度轉(zhuǎn)變過程。
【片段02】《破繭成蝶：曾經(jīng)被數(shù)學(xué) “絆倒” 的我，如今獲此殊榮》
Several mnths later, everyne culd see the significant prgress I had made, nt just in my grades, but in my entire apprach t learning mathematics. I was actively participating in class, slving cmplex equatins(分詞作狀語) that I had seen unable t understand befre. The fear that had cluded my perceptin f math was replaced (無靈主語)by a genuine excitement fr every new tpic we cvered. I even began t stay after ur regular sessins t discuss advanced prblems with Mrs Jhnsn, seeking ut challenges that wuld have been t much fr me t handle befre.
At the end f the schl year, during the last meeting f the math club, Mrs Jhnsn made a special annuncement. As she called me t the frnt f the rm, she handed me a certificate fr “Mst Outstanding Cntributin”. The rm erupted in applause(無靈主語). She praised me fr sticking with my dream and fr changing int nt nly a great math student but als smene wh encurages thers. Her acknwledgment cnfirmed my newfund passin and dedicatin t a subject (無靈主語) that nce seemed uncnquerable, underscring an incredible year f academic and persnal grwth(分詞作狀語).
【導(dǎo)語】本文以人物為線索展開，本文主要講述了作者在高中時期，原本對數(shù)學(xué)感到困難重重，但在數(shù)學(xué)老師Jhnsn夫人的鼓勵和建議下，加入了學(xué)校的數(shù)學(xué)俱樂部。通過參與俱樂部的活動和與其他數(shù)學(xué)愛好者的交流，作者逐漸克服了對數(shù)學(xué)的恐懼，對數(shù)學(xué)產(chǎn)生了興趣，數(shù)學(xué)成績也有了顯著提升。最終，在學(xué)年結(jié)束時，作者因在數(shù)學(xué)俱樂部的突出貢獻(xiàn)而獲得表彰。
【片段03】《因師之鼓勵，繪就英語學(xué)習(xí)的多彩畫卷》
Encuraged by his wrds, I began t change my attitude twards English learning. I started t fcus mre attentively n English classes, fllwing Mr. Frank’s instructins with great care(分詞作狀語). I discvered the charm f hw individual letters culd frm meaningful wrds. Althugh the prgress was slw, that slight imprvement still brught me sme hpe(無靈主語). Mr. Frank was always ready t ffer me guidance whenever necessary. Gradually(分詞位于句首), I develped a deep admiratin fr English. I became mre active in speaking up and cmmunicating with my classmates. This new-fund enthusiasm made me mre utging and pen-minded(無靈主語), and I even made sme new friends.
“Why dn’t yu draw a pster fr the English drama shw?” Mr. Frank said t me. Excited and nervus(形容詞作狀語), I accepted. It was a gd chance t cntribute with my artistic skills. Over the next few days, I drew clrful psters cmbining text and pictures. The prcess helped me remember vcabulary and grammar pints better. T my delight(介詞短語前置), Mr. Frank praised my wrk and selected ne pster fr the shw. Seeing my artwrk displayed in the schl gave me a strng sense f belnging(動名詞作主語). Thanks t Mr. Frank’s encuragement and trust(介詞短語前置), I discvered the beauty f English and fund the cnfidence t express myself.
【導(dǎo)語】本文以人物為線索展開，短文敘述了作者天生個子矮小，經(jīng)常不自信。高二那年，作者和家人搬到了另外一個城市。在新的學(xué)校里，作者沒有朋友，英語學(xué)習(xí)跟不上，甚至被同學(xué)嘲笑個子小，只能通過畫畫來打發(fā)時間。MrFrank 發(fā)現(xiàn)了上課注意力不集中的作者，給予鼓勵。
【片段04】《從隔閡到默契：舞臺上綻放的友誼重生之光》
Seeing the girls were still awkward with each ther, Freya realized that she culd d smething. She suggested they prepare a shrt perfrmance fr the campfire night n the last day f the trip. The girls exchanged uncertain lks(超短句). But they agreed when they saw the glimmer f hpe in Freya’ s eyes, realizing that this might be the chance they had been waiting fr t rebuild the bridge they had lst. Over the next few days, they wrked tgether, chsing a piece that held deep meaning fr bth f them. As they practiced, ld memries resurfaced(無靈主語), and they began t pen their hearts, laughing and supprting each ther just as they used t(分詞作狀語).
On the last day f the trip, Judith and Melanie tk the stage fr a shared perfrmance. Melanie, thugh still nervus(省略句), drew strength frm Judith’ s unwavering supprt and the lessns learned frm Freya. The lines flwed naturally and their mvements were in perfect harmny, as if they were dancing t the rhythm f their shared dream. Tgether, they delivered a heartfelt and mving perfrmance, receiving thunderus applause(分詞作狀語). They nt nly vercame their individual fears and setbacks, but als rediscvered the pwer f their bnd. Frm that day frward(介詞短語前置), they std side by side, supprting and encuraging each ther, nt just nstage but in every aspect f their lives.
【導(dǎo)語】本文以友誼為線索，講述了Judith和Melanie在高中戲劇比賽中因Melanie失誤而遭遇失敗，兩人友誼出現(xiàn)裂痕。在學(xué)校的團(tuán)建旅行中，在導(dǎo)師Freya的幫助下，兩人開始面對并嘗試修復(fù)關(guān)系。
【校園生活話題名校好題調(diào)研】
[調(diào)研01]（24-25高三下·云南昆明·階段練習(xí)）《環(huán)保小先鋒：從創(chuàng)意構(gòu)思到全校推廣的回收箱傳奇》
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。
“Our class recycling prject will start next week. Yu can chse t d it alne r in pairs,” Mr. Lee, the science teacher, annunced. “Yur gal is t design a recycling crner that will increase recycling rates in ur classrm. The best idea will be adpted in the schl.” The classrm erupted int enthusiastic chatter as students paired up and began their discussins.
Being a nature and animal lver, Lucy’s dream was big. She imagined birds and fish thriving (茁壯成長) in a plastic-free envirnment, inspired by her hurs spent bserving wildlife at her favrite lake. “The first step twards a plastic-free habitat is fstering a recycling habit,” she thught. “I’m sure I can cme up with a brilliant idea fr the prject!” Her daydreaming was interrupted by a light tap frm her best friend, Max.
“D yu still have that bk n recycling? I’m sure there are many helpful tips that we culd use fr this prject. Shall we wrk n this tgether?” Max inquired expectantly.
Lucy recalled having read the library bk the previus night and placing it n her bedside table. “Um...” she hesitated, “I returned it this mrning... and I’m thinking f wrking n this prject alne.”
“Oh, I see,” Max walked away, disappinted.
The next day, Lucy started wrking n her prject, a smart dustbin. Yes, she had a unique cncept fr the recycling bin but she struggled t cnstruct it. The design required a standard f wrkmanship that was simply beynd her capability. Frustrated, she went fr a walk dwnstairs.
“Lucy?” she heard a familiar vice and lked up, surprised t find Max standing there. He had never witnessed her lking s disheartened befre; she was walking heavily alng with a discuraged expressin, sighing deeply. Cncerned, he called ut t her. “What happened?” he asked gently. Guilt-ridden, she admitted lying abut the bk and aplgized sincerely. Max frgave her readily.
“Well, if yu need a partner, all yu have t d is ask!” Max replied, smiling.
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。
She did s, and then excitedly described her design cncept f the recycling bin.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Lucy and Max’s hard wrk paid ff.
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[調(diào)研02]（24-25高一上·河南開封·期末）《校園寒風(fēng)中的轉(zhuǎn)機(jī)：陌生人的善意打破孤獨(dú)堅(jiān)冰》
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 my first day at a new schl in England because my family had mved here frm Wales a week befre. The mment I stepped thrugh the big irn gates, a feeling f wrry came ver me. The large campus, with its ld buildings cvered in ivy and very neatly cut lawns, was really beautiful, but it just made me mre nervus. I held my bks tightly, and my hands started t sweat as the unfamiliar faces and the strange accents surrunded me like a thick fg that I culdn’t get thrugh. I felt like a lnely traveler in a strange place, really wanting t see smething familiar.
Alng the way, I accidentally kncked int a by. “Srry, ”I said quietly, my eyes quickly lking dwn at the grund because I was t shy t lk at him. “N prblem,” he answered with a warm and real smile that cut thrugh my uneasiness like a bright light. In that shrt talk, a little hpe started t shine inside me; maybe this new place wuldn’t be the scary maze (迷宮) I was afraid f.
When I entered the classrm, the teacher intrduced me t the class. I culd feel everyne lking at me, and my cheeks turned bright red, as if they were n fire. I quickly sat dwn, and my heart was beating s hard that it seemed like the whle rm culd hear it. Wuld I be able t make friends? Culd I d well in the classes? These questins kept bthering me all the time. The bell rang fr the first break, and I walked slwly and nervusly t the schlyard, my steps as careful as a baby deer’s first steps in the wds. I lked arund, partly hping t see a friendly face, but als afraid f being refused.
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紙的相應(yīng)位置作答。
Standing alne in the crner f the schlyard, I watched the ther students chatting and laughing.
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Just as I was abut t give up, the by I bumped int earlier came twards me.
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[調(diào)研03]（23-24高一下·遼寧沈陽·期末）《沖線瞬間：舊友歸來，化力量為榮耀，友誼重燃》
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。
Anml and Rhan were grade six students. They had been the best friends since childhd. They wuld sit n the same bench, eat tgether and play tgether at schl.
One day, a new student named Sumit jined their class. During the break Anml and Sumit gt talking and Anml gladly fund Sumit had a passin fr chess. Anml was crazy abut chess but he rarely gt a gd ppnent.
Anml and Sumit started spending mre and mre time tgether. Earlier, Rhan and Anml used t play table tennis during lunch break. But nw Anml never seemed interested. Gradually Rhan started feeling left ut. He felt wrried and upset at the thught f lsing his best friend, but he was at a lss what t d.
One day, Rhan urged Anml t jin him in a table tennis game.“Nt tday, Rhan, I have t cmplete yesterday’s chess game. Sumit has crnered me quite badly but I am nt ging t give in, ”Anml said, nt nticing the hurt expressin n Rhan’s face.
“Sumit, Sumit! Nw yu have nbdy but Sumit in yur heart! Yu have cmpletely frgtten ur friendship!” yelled Rhan. Then he turned arund and walked straight away.
After that Rhan stpped talking t Anml and even changed his place in the class. Thugh he was heartbrken t lse his best friend, he believed that it was Anml wh was t blame. A cuple f times Anml tried talking t Rhan, but Rhan simply lked thrugh him.
Abut a mnth later, Rhan participated in the campus crss-cuntry race. It was in its last phase. All that remained was the final lap inside the stadium.Rhan was in third place, with Peter and Iqbal, the frmer champins, ahead f him.
The stadium was packed, and the students, were all cheering their favrites wildly.“Cme n, Iqbal, yu are always the best!”.
“Peter, mve.Yu can beat Iqbal!”
“Hld n, Rhan, just anther 200 meters t g!” The cries were deafening.
When they reached the last hundred meters, Rhan was almst ut f breath.He dragged himself alng, with his face red and his muth dry.
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。
Just then Rhan heard a familiar vice frm his left side.
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As Rhan was the first t crss the finishing line, he cllapsed n the grund.
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[調(diào)研04]（24-25高二上·甘肅臨夏·期末）《友誼的波折與升華：從矛盾冷戰(zhàn)到攜手共進(jìn)》
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。
In the lively campus f Greenfield Middle Schl, a unique friendship tk rt between tw cntrasting individuals, Lily and Kate.
Lily, a shy and diligent girl, was ften fund in the library’s quiet crners, her nse buried deep in textbks. Kate, n the ther hand, was a student f energy, the class’s jker, whse laughter resunded thrugh the hallways. During a schl sprts event, the sun beat dwn mercilessly n the field. Lily, wh had signed up fr the lng jump, std frzen at the starting line. Her face paled as she stared at the sea f students watching. Her legs trembled, seemingly rted t the grund.
Kate nticed Lily’s unease and came up t her, her steps light and quick. “Hey, Lily,” Kate said, giving Lily a hearty thumbs-up. “Dn’t let this get t yu. It’s just a leap (跳躍). Yu’ve gt this!” Lily glanced at Kate, her eyes filled with dubt, but Kate’s wrds managed t mtive her curage. Kate then launched int a detailed accunt f her wn silly experiences, her hands gesturing vividly. “Remember that race when I fell ver face-first? It was a ttal disaster, but I just laughed it ff. Yu can d the same.”
With Kate’s cntinuus stream f encuragement, Lily finally fund the strength t take her jump. She flew thrugh the air, nt far but with a newfund sense f achievement shining in her eyes. Frm that mment, their friendship began.
They started spending mre time tgether. When the schl rganized a grup prject n envirnmental prtectin, they teamed up. In the library, Lily buried herself int research materials, her head bent dwn in deep cncentratin. Kate, meanwhile, in their classrm, brainstrmed creative presentatin ideas, her eyes sparkling with enthusiasm. Their cmbined effrts resulted in a presentatin that surprised their classmates and earned praise frm the teacher.
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。
Hwever, like all friendships, they als faced challenges.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
At the end f the schl year, they met n the schlyard.
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[調(diào)研05]（2024·新疆烏魯木齊·三模）《從質(zhì)疑天賦到筆耕不輟：與名家對話開啟寫作之路》
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 July 1971. I was taking a summer class in Black-American literature n the campus f SUNY. Prfessr James walked int the classrm and annunced that he had invited a special guest t class and he needed a vlunteer t meet his guest in the hall f the administratin building and ac cmpany him here.
T my amazement, my right hand sht up as thugh it had a mind f its wn. I never vlunteered fr anything. I was shy and uncmfrtable meeting new peple. Realizing I was abslutely the wrng persn fr this jb, I pulled my hand dwn quickly, but it was t late. “Thank yu, David,” Prfessr James said. “Yu’d better leave nw. He’ll be arriving any minute.” I reluctantly gt ut f my seat and headed fr the classrm dr. When I reached it, I stpped. I said, “If I dn’t knw wh this persn is, hw will I recgnize him? I’d hate t bring back the wrng guy.” Prfessr James laughed. He pulled me aside and whispered a name in my ear. “Alex Haley,” he said. “Really?” I said. I gave a thumbs-up t the class and left the rm.
The hall was empty and Alex Haley was nwhere t be seen. My anxiety grew because I feared that I was abut t embarrass myself in frnt f this famus gentleman by asking stupid questins, r wrse, by falling unnaturally silent. As I paced back and frth acrss the plished flr, I realized why I instinctively (本能地) raised my hand t vlunteer fr this jb. This man was what I wanted t be: a writer. He was living my dream. I culd learn frm him. But deep in my heart, I was wrried abut whether I had a gift.
It was then that Mr. Haley with a briefcase entered the building. He was a man in his frties, medium height, wearing a sprts jacket ver an pen-cllared dress shirt. After we intrduced each ther, I accmpanied him t the classrm building. Acrss campus, I was struck by hw apprachable this man was.
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。
My fear was replaced by curisity and purpse.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
That was an unexpected answer.
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[調(diào)研06]（24-25高三上·河南駐馬店·階段練習(xí)）《從活動挑戰(zhàn)到友誼升華：新自行車見證的成長旅程》
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。
Martin is a high schl student wh enjys the friendship with his classmates, but smetimes he wnders what true friendship really is. One day, he expressed his cnfusin t his mm, wh suggested that he rganize a team-building activity t explre the real meaning f friendship.
Martin’s mm suggested that he rganize an activity at schl that wuld require teamwrk and jint supprt. His mm tld him he wuld get a new bike he always wanted as a prize after understanding the meaning f friendship. Martin thught this was a great idea and decided t talk t his teacher abut it. His teacher was very supprtive and gave him sme valuable advice. With the teacher’s guidance, Martin began planning the event. He chse a weekend and invited his classmates t participate. He carefully designed the activity, preparing varius challenges t ensure everyne culd get invlved. He explained the rules, including hw t divide tasks, cmmunicate effectively, and supprt each ther when facing challenges. He emphasized the imprtance f teamwrk and hw t build trust and cperatin during the activity.
On the day f the event, Martin and his classmates mved arund the campus, searching fr hidden markers. They were divided int several grups, each assigned different tasks. Sme had t slve puzzles, while thers had t cmplete physical challenges. Sme tasks required clse cperatin amng team members. Martin nticed that sme classmates encuraged each ther when facing difficulties, while thers shared their findings t benefit the whle team. Tgether, they vercame ne bstacle after anther, and each success strengthened the team’s chesin (凝聚力).
Amng the challenges, ne was impressive. In the challenge, they had t crss a rpe bridge ver a simulated river. Team members had t supprt each ther t ensure everyne crssed safely. Martin saw classmates wh usually didn’t interact much tightly hlding each ther’s hands, giving curage and supprt. This scene deeply mved him, making him realize the pwerful bnd f friendship when facing challenges tgether.
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。
After the activity, Martin shared the day’s events with his mm.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Martin deeply understd his mm’s wrds.
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[調(diào)研07]（24-25高三上·福建福州·期末）《廢墟中尋回的友誼：地震逃生后折返救同窗》
閱讀下列材料，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。
In the serene mrning, ur schl campus lay bathed in a gentle glw f sunlight. The air was still, with nly the ccasinal chatter f students and the rustle f bks breaking the silence. The classrms were abuzz with activity as students diligently wrked n their assignments, their faces lit by the sft light filtering thrugh the windws.
But suddenly, the tranquility was shattered by a vilent earthquake. The grund began t shake, sending a shudder thrugh the entire schl. The seismic waves were s pwerful that they sent a shiver dwn the spines f every student. Amidst the chas, a girl named Alice, a fellw member f ur class, panicked and fled the classrm in a flash. Her flight was a stark cntrast t the cmplacency f the rest f us wh remained seated, unmved by the rumbling beneath ur feet. Yet, as we sat unperturbed, students frm ther classes streamed ut f their classrms in a panic, their faces etched with fear. The crridr utside ur classrm sn filled with the hustle and bustle f fleeing students, their ftsteps eching ludly in the therwise silent mrning.
Suddenly, the schl’s bradcast system came t life, its vice eching thrugh the hallways, instructing everyne t evacuate and gather in the designated area. Hwever, it was sn revealed that this was a mistake, a miscue frm the bradcast statin that had sent ur hearts racing even further. With the all-clear signal, we returned t ur seats, trying t regain ur cmpsure. The teacher, a pillar f calm in the midst f the cmmtin, resumed the lessn as if nthing had happened, her vice a sthing balm t ur frayed nerves.
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。
Para1: Meanwhile, the grund shk vilently nce again, this aftershck strnger than the first.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Para2: Yet, as we began t regain ur cmpsure, we realized that Bb had nt made it ut.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
[調(diào)研08]（24-25高三上·廣東·期末）《破繭課堂：當(dāng)冷眼化作春風(fēng)，我與"邊緣少年"的雙向救贖》
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。
Grwing up, the first day f schl was always exciting — new clthes, supplies, and classes. But at twenty-three, the first day f schl had me in a panic. I was the new teacher.
I had just celebrated my birthday, the new year, and my divrce. Unlved and unneeded, the rejectin f a failed marriage still hurt. I had graduated in December, and a schl mre than sixty miles frm my apartment had hired me t teach a class f twenty-tw fifth graders.
As the principal Mrs. Bright walked me t my classrm, I asked, “What happened t the last teacher?” She answered, “She left just a week after the schl year started. There have been thirteen replacement teachers since then. Yu are the furteenth ne, Sylvia.”
As I entered the classrm, I said with a sweet smile, “I’m yur teacher fr the rest f the year.” The kids were excited t meet me, but they quickly became restless. Sme sat wherever they wanted, while thers talked r passed ntes. One girl called Tracy crawled under her desk, and a by named Kyle began crying fr n reasn. The rest f the day was chatic-fights brke ut, and sme kids refused t talk t me. As the final bell rang, I cllapsed int my chair, exhausted.
Later, during my cnference perid, Mrs. Bright tld me, “Tracy can’t read and desn’t pay attentin. Just leave her alne, and make up a grade.” I was shcked. “What abut Kyle?” I asked. “He’ll be fine. He is just lnely. His mm is a single mther wrking arund the clck.”
Thrugh ur exchange, I came t understand that mst f these kids had been kicked ut f ther schls. N ne came t their rescue. They were the nes n ne else wanted. These kids, like me, were used t rejectin. The pain f my wn divrce made me realize hw much they deserved better.
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 decided t d smething fr these rejected kids.
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Gradually, the students realized that I cared fr them.
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[調(diào)研09]（24-25高三上·江蘇常州·期末）《從一個黑點(diǎn)到無限可能：老師的意外啟示》
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。
“I feel hpeless abut my schl life! I’m nt a ppular student in ur class. I can’t play basketball as well as ther bys. And I failed Math exam again yesterday, which made me…”, Tm, a 16-year-ld by f Mr. Brwn’s class, lwered his head, sbbing (啜泣) uncntrllably in the Teacher’s Office.
“I’m srry t hear that”, Mr. Brwn patted Tm’s shulder gently and asked the yung by t sit dwn in frnt f the desk s that they culd sit ppsite each ther. This was the first time that Tm had turned t Mr. Brwn fr help because he was s shy and quiet in schl. But Mr. Brwn had nticed him many times in schl’s vlunteer wrk. Lking at the sad yung by, Mr. Brwn was silent fr a mment. Then, he tk a piece f paper and a pen ut f his drawer.
“I’d like t invite yu t take a surprise test, my by”, said Mr. Brwn, passing the pen t Tm. “A new Math exam?”, Tm raised his eyes which were still filled with tears, gt the pen and replied in cnfusin, wrrying abut the cming challenge. “Just take it easy because it’s nt abut numbers r frmulas (方程) ”, Mr. Brwn cmfrted him with a big smile. Nt knwing what wuld cme in the exam paper, Tm ndded his head and wiped his tears with his sleeves.
Mr. Brwn handed Tm the questin paper and encuraged him sftly, “Nw, yu can begin and please finish the test within ten minutes.” T Tm’s surprise, there were n questins in the paper, but just a black dt in the center f the page. Mr. Brwn thrughly read thrugh Tm’s puzzled expressins and said, “I want yu t write what yu see there.” Cnfused as he was, Tm began t d what he had been asked t d. Meanwhile, Mr. Brwn picked up a nvel and started reading it, waiting patiently.
Tm scratched (撓) his head anxiusly, having n idea what t write.
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“What yur writing fcused n was just the black dt, but yu have a whle white paper,” said Mr. Brwn.
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[調(diào)研10]（24-25高三上·甘肅·階段練習(xí)）《從 “問題學(xué)生” 到西語競賽冠軍：破繭成蝶的逆襲之路》
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。
I have taught Spanish t thusands f students ver my thirty-six years at Walple High Schl in Walple, Massachusetts. My students have ranged frm the mst academically gifted t the academically at-risk. There is ne yung man, hwever, wh in the curse f his high schl career surpassed (超過) expectatins f everyne in his life: his parents, his frmer teachers, his peers and himself. His name is Vincent Lee.
Vincent entered my classrm as a nervus freshman n his first day f high schl in September,2005. He was invlved in ur Spanish IA curse, a transitin (過渡) curse between Spanish I and Spanish Ⅲ fr students wh under-perfrmed in Spanish Ⅰ. In fact, Vincent had nt had a lt f success in Spanish in the middle schl. His eighth grade teacher had described him as that “sad, shy by in the last rw wh always kept his head dwn.” Vincent ften went t class unprepared and culd nt see the pint f learning anther language.
Frm the very start f my curse I sensed an attitude that separated Vincent frm his peers. He entered class each day, tk his seat quietly and tk ut what he needed fr the lessn. At first he was smewhat shy abut answering questins in Spanish, but as the curse prgressed, I was able t engage him in cnversatins abut his family, his interests and his passins. These included ftball, baseball and track.
With time Vincent became mre willing t vlunteer and even ask me questins. He seemed fascinated by the fact that my parents were frm Csta Rica and that I was fluent in bth English and Spanish. When he nce asked hw lng it takes t becme fluent in anther language, I explained that it takes many years and that the first sign that a persn has adpted the language as his wn is when ne dreams in that language.
Cntrary t what we had seen in middle schl, Vincent rarely missed a hmewrk assignment because this meant the terrible “red snake” stamp n his hmewrk calendar. On thse rare ccasins that this happened, Vincent wuld becme very frustrated with himself and I had t cmfrt him that he still had a very gd chance at getting an A n hmewrk fr that mnth.
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。
Clearly, Vincent was beginning t view himself as a student.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Vincent went t anther teacher’s class after the cntest and it was nt until just befre his graduatin that I had an pprtunity t chat with him.
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[調(diào)研11]（24-25高二上·四川·階段練習(xí)）《從 “社恐” 到 “社交達(dá)人”：邁出第一步，擁抱新友誼》
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。
Jhn was a shy child and ften fund himself alne at schl. He used t suffer a lt. He rarely discussed anything in and after class r interacted with his teachers. It seemed that he preferred t stay in his wn wrld. Hwever, his classmates didn’t understand his quietness r interests and ften didn’t invite him t take part in activities n purpse. In reality, hwever, Jhn felt very lnely and was eager t cnnect with thers, but didn’t knw hw t break dwn the barriers. He was dying t turn t smene fr help.
Sadly, Jhn’s parents were t busy with daily chres (家務(wù)) t ntice the change in him as he became quieter and mre distant. Even when Jhn gathered his curage t share his feelings, he was simply cmfrted by wrds like, “G and get it. We knw yu can d it.”
Hwever, Jhn was ttally cnfused abut hw t pull himself ut f this current situatin. Smetimes, at hme, he had n chice but t play his favrite jigsaw (拼圖) in silence and avid interacting with his parents. Gradually, he began t wnder if he was ding smething wrng r if he really wasn’t gd at making friends. He felt sad and started nt t cmmunicate with thers.
Luckily, Jhn’s English teacher nticed his truble and decided t step in t help. The teacher rganized a class prject after a math test, which seemed quite challenging fr mst students, but nt fr Jhn. The teacher required the students t wrk tgether in grups t slve the prblems and then he wuld invite smene t present their critical ideas n behalf f (代表) the grup. The teacher then intentinally placed Jhn in a grup that was likely t give him cnfidence and encuraged him t shw his strengths.
注意：
1. 續(xù)寫總詞數(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。
At first, Jhn hesitated, unsure f hw t help.
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At the end f the prject, Jhn frmed new cnnectins with his classmates.
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[調(diào)研12]（24-25高二上·江蘇南通·期末）《從食堂困境到成長蛻變：師恩助力破繭成蝶 》
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 Clara Temple was in first grade, abut six years ag, her daily rutine invlved carrying a hmemade meal, packed with lve by her mther, t schl in her belved lunchbx. It filled her with a sense f cmfrt and belnging. Her teacher, Mrs. Thmpsn, ften admired Clara’s lunchbx and praised her mther’s cking skills, making Clara feel lved and special But ne day, a mix-up ccurred. Clara had t get a ht lunch frm the cafeteria instead. S, with a mixture f curisity and anxiety, Clara std in frnt f the schl cafeteria’s bustling line, ready t rder a ht lunch fr the first time in her life.
Mrs. Thmpsn had nticed Clara’s absence frm the classrm during lunchtime and, cncerned, decided t check n her. She walked dwn the hallway until she reached the cafeteria. As she entered, she saw the cafeteria buzz with activity as students eagerly lined up, each ne tapping their student ID numbers int a keypad quickly. Clara, n the ther hand, felt like a fish ut f water. Because it was her first time t rder the schl lunch, she didn’t knw her student ID．Her heart raced as she inched clser t the frnt f the line, the weight f unfamiliarity pressing dwn n her.
“When it came time t type in my number,” Clara, nw 12, recalled with a hint f embarrassment in her vice, “I cmpletely frze. I felt like everyne was watching me. The kids behind me started t get impatient, whispering things like, ‘Cme n, keep mving, what are yu ding?’ Their wrds cut me thrugh like knives, and befre I knew it, I culdn’t hld back the tears anymre.”
The wrker at the register nticed Clara and tried t help. She leaned ver the cunter, and her vice sft as she asked Clara fr her student ID number. But Clara’s tears were t verwhelming; she culdn’t utter a single wrd. She cllapsed t the flr, her tears streaming dwn her face.
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。
At this critical mment, her teacher stepped in.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Then the wrker handed her a delicius ht lunch.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________階段
情節(jié)發(fā)展
情緒刻畫
第一階段
友情、表演、比賽等出現(xiàn)危機(jī)
負(fù)面情緒塑造
第二階段
友情、誤會彌補(bǔ)（解釋、認(rèn)錯、彌補(bǔ)）
努力+反思+蛻變
第三階段
友情、關(guān)系升華（換位思考、懂得珍惜）
感悟+感激+升華

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