【校園生活六年考情】 P1
【校園生活話題解讀】 P2
【讀后續(xù)寫常犯問題】 P2
【讀后續(xù)寫寫作步驟】 P3
【故事情節(jié)構(gòu)建框架】 P3
【校園生活語料精編】 P4
一、神態(tài)描寫類 P4
二、心理描寫類 P4
三、環(huán)境描寫類 P4
四、主題升華類（師生情誼） P5
五、主題升華類（同學(xué)互助） P5
六、主題升華類（克服困難） P6
七、主題升華類（校園記憶） P6
【校園生活話題高考真題調(diào)研】3篇 P7
【校園生活話題名校好題調(diào)研】3篇 P13
【校園生活六年考情】
【校園生活話題解讀】
學(xué)校生活類的讀后續(xù)寫語篇的場(chǎng)景一般都設(shè)置在學(xué)校，故事沖突的雙方一般是老師與學(xué)生或?qū)W生與學(xué)生。人與人之間的相互相處,會(huì)產(chǎn)生令人感動(dòng)的故事，但難免會(huì)有許多矛盾和摩擦。在這個(gè)話題中有時(shí)會(huì)寫到同學(xué)和同學(xué)之間互幫互助，共渡難關(guān)的故事；有時(shí)會(huì)寫到同學(xué)和同學(xué)之間產(chǎn)生矛盾，重歸于好冰釋前嫌的故事；有時(shí)會(huì)寫到由于性格原因、身體原因等被同學(xué)譏笑，同學(xué)通過某種事件意識(shí)到這是錯(cuò)誤的，然后道歉，最終發(fā)展成為一段令人難忘的友情的故事。主題聚焦于和諧的人際關(guān)系、友情、正確的人生態(tài)度等。
【讀后續(xù)寫常犯問題】
一、文本解讀能力差，無法識(shí)別原作者的寫作意圖。
只看表象，不求深入。讀不懂原作者的寫作意圖，挖不出故事背后的主旨大意，聽不出人物對(duì)話的弦外之音，抓不住所給材料的內(nèi)涵實(shí)質(zhì)。這類考生常常缺乏高階思維能力（HOT Skills），只看到了所給材料的淺層表面，就憑自己的主觀臆斷得出結(jié)論，寫作時(shí)就事論事，繞來繞去都在一個(gè)思維層面上兜圈子。
對(duì)策：多預(yù)留時(shí)間充分閱讀+重點(diǎn)研讀材料后三段（有伏筆）。
二、因果鏈斷裂，情節(jié)設(shè)計(jì)顛三倒四，前言不搭后語。
情節(jié)是按照因果邏輯組織起來的一系列事件。如果事件之間沒有邏輯推理關(guān)系，閱卷教師就會(huì)質(zhì)疑它的連貫性。情節(jié)是對(duì)人類生活的創(chuàng)造性模仿，如果其中的結(jié)果與理由互相印證，我們就會(huì)覺得它有意義；結(jié)果與理由相悖，就沒有意義。
對(duì)策：學(xué)會(huì)根據(jù)兩個(gè)段首句和文章線索快速提煉情節(jié)+研讀三年高考真題揣摩情節(jié)把控。
三、內(nèi)存不足，平時(shí)積累的存量知識(shí)太少，有話說不出。
要講好一個(gè)故事，考生必須具備足量的好詞好句和語法知識(shí)，背誦足量描繪典型人物和場(chǎng)面的美文段落。巧婦難為無米之炊，沒有扎實(shí)的知識(shí)儲(chǔ)備，再好的方法策略也是徒勞。
對(duì)策：加強(qiáng)“背”功（喜怒哀樂情感表達(dá)法）+提升高頻句式模仿能力。
四、投機(jī)取巧，缺乏通盤規(guī)劃，導(dǎo)致在主題知識(shí)存在盲區(qū)。
平時(shí)的訓(xùn)練存在投機(jī)取巧的押題心態(tài)，缺乏系統(tǒng)規(guī)劃，知識(shí)框架有盲區(qū)。平時(shí)的作文訓(xùn)練“隨機(jī)播放”，沒有通盤安排，沒有系統(tǒng)的教學(xué)計(jì)劃；存在嚴(yán)重“押題”的投機(jī)取巧心態(tài)，缺乏穩(wěn)扎穩(wěn)打的認(rèn)真態(tài)度，沒有對(duì)所有的寫作專題進(jìn)行全覆蓋，知識(shí)框架存在漏洞或盲區(qū)。
對(duì)策：重視考后“復(fù)盤”能力培養(yǎng)（情節(jié)+情感+詞匯+結(jié)尾），學(xué)會(huì)rewrite（范文+講評(píng)）。
五、不善挖掘隱含信息，缺乏“瞬間解碼”的解題技巧。
在讀后續(xù)寫題的給定材料中，命題者往往直接闡明或若隱若現(xiàn)地給出文章的主旨大意，它是考生續(xù)寫的方向、前提假設(shè)和已知條件。學(xué)生在審題時(shí)要讀懂給定材料，快速解碼其主旨大意，挖掘出隱藏信息，才能寫出融合度高的故事來，否則就容易出現(xiàn)文不對(duì)題的偏題情況。
對(duì)策：考后和自己對(duì)話（分?jǐn)?shù)扣在哪里）+和老師對(duì)話（提升點(diǎn)在哪里）。
六、訓(xùn)練方式不科學(xué)，迷信“偏方或怪招”，不肯下苦功夫。
有些學(xué)生閉門造車，對(duì)事半功倍的科學(xué)訓(xùn)練方法置之不理。有些學(xué)生蠻干苦干，對(duì)作文命題趨勢(shì)沒有精準(zhǔn)的研判。有些學(xué)生不走大路，迷信“偏方或怪招”，對(duì)評(píng)分標(biāo)準(zhǔn)不熟悉。解題思路不科學(xué)，對(duì)考場(chǎng)應(yīng)試作文的游戲規(guī)則不遵守。
對(duì)策：樹立“久久為功”意識(shí)+重視詞匯積累+提升句式模仿能力。
七、訓(xùn)練不足或時(shí)間分配不足導(dǎo)致卷面出現(xiàn) “硬傷”。
這些硬傷具體表現(xiàn)有：寫作爛尾因未寫完導(dǎo)致分?jǐn)?shù)很低；寫作放在第一位，時(shí)間充足導(dǎo)致所給行數(shù)不夠用出現(xiàn)“超限”，導(dǎo)致卷面嚴(yán)重受到影響；因?yàn)闀r(shí)間不足雖倉促完成但是書寫質(zhì)量嚴(yán)重下降導(dǎo)致“目不忍睹”；因?yàn)闀r(shí)間倉促審題不清造成跑題，偏題，導(dǎo)致分?jǐn)?shù)很低。
對(duì)策：平時(shí)書寫訓(xùn)練定時(shí)定量；后期使用標(biāo)準(zhǔn)答題卡寫作卡時(shí)間、卡行數(shù)、卡審題。
【讀后續(xù)寫寫作步驟】
第一步：提煉六個(gè)要素，把握材料要領(lǐng)。
讀后續(xù)寫的閱讀文本基本上都是記敘文，所以要提煉出六個(gè)基本要素：wh, where, when, what, why和hw?？忌陂喿x文本過程中只有把握好這六個(gè)要素，才能總結(jié)出文章大意和故事情節(jié)，進(jìn)而推斷出作者的寫作意圖，輕松獲取故事的主旨大意。
第二步：理清故事脈絡(luò)，把握情感變化。
線索是敘事性作品中貫穿整個(gè)故事的脈絡(luò)，所有的情節(jié)均圍繞文本主要線索展開。記敘文一般有兩條故事發(fā)展線索：情節(jié)(plts)線索和情感(emtins)線索?？忌梢岳脠D表法或思維導(dǎo)圖法理清故事的發(fā)展脈絡(luò)，把握作者的情感變化。這樣，考生在續(xù)寫時(shí)才可以更好地遵循原文的思路、風(fēng)格和語言。
第三步：緊扣段落首句，精心謀劃情節(jié)。
分析續(xù)寫后所給的兩個(gè)段首句對(duì)提高所寫內(nèi)容和原文的融洽度至關(guān)重要。考生可以先分析一下所給的兩個(gè)段首句之間的邏輯關(guān)系是順承關(guān)系、轉(zhuǎn)折關(guān)系還是因果關(guān)系等。然后，根據(jù)自己的判斷設(shè)計(jì)小問題：根據(jù)段首句得知什么？續(xù)寫開始寫什么？接下來寫什么？續(xù)寫第一段的段尾如何銜接第二段的開頭？續(xù)寫第二段的段尾如何才能照應(yīng)故事的主旨大意？
第四步：設(shè)計(jì)結(jié)尾情節(jié)，提升價(jià)值取向。
考生必須緊緊圍繞故事的發(fā)展脈絡(luò)，展開合理的想象，巧妙地設(shè)計(jì)所續(xù)寫的兩段的故事結(jié)尾情節(jié)。設(shè)計(jì)結(jié)尾情節(jié)時(shí)，考生可以借助前文的故事脈絡(luò)設(shè)計(jì)一些具體的問題。還要注意設(shè)計(jì)好續(xù)寫的第二段的結(jié)尾，讓結(jié)尾處的情感得到升華或拔高，把故事所折射出的人生觀、價(jià)值觀充分體現(xiàn)出來。
第五步：邏輯關(guān)鍵詞匯，高頻句式提煉。
設(shè)計(jì)好要續(xù)寫的兩段的情節(jié)后，考生可以先在草稿紙上把原文出現(xiàn)的主要人物、發(fā)生的主要事件和描寫人物或事件的情感詞羅列出來，并按事件的發(fā)生順序逐一理清。最后，考生用這些關(guān)鍵詞匯重構(gòu)句子，寫出連貫一致的句群。
第六步：升格詞匯句式，謄寫完善成文。
考生在寫好兩段的內(nèi)容后，可以根據(jù)語法知識(shí)把一些低級(jí)的詞匯或句式進(jìn)行潤色升格。升格低級(jí)詞句的目的是讓續(xù)寫的內(nèi)容更加符合原文的語言風(fēng)格，與原文在銜接上更加融洽。完成這一步后，考生要迅速把寫好的兩段英文以清晰、規(guī)范、美觀、流暢的書寫謄寫在答題紙上。
【故事情節(jié)構(gòu)建框架】
【校園生活語料分類精編】
一、神態(tài)描寫類
1. The students' faces beamed with excitement and anticipatin.
1.學(xué)生們臉上洋溢著興奮和期待。
2. She bit her lip, a sign f cncentratin as she studied fr the exam.
2. 她咬著嘴唇，專心致志地備考。
3. His eyes widened with surprise as he saw his name n the list f winners.
3. 當(dāng)他看到自己名字在獲勝者名單上時(shí)，眼睛睜得大大的，充滿了驚喜。
4. She blushed brightly, feeling embarrassed by the unexpected cmpliment.
4.她臉紅得厲害，對(duì)意外的贊美感到尷尬。
5. He chuckled sftly, amused by the jke tld by his friend.
5.他輕輕地笑了，被朋友的笑話逗樂了。
6. Her brw furrwed in deep cncentratin as she slved the cmplex math prblem.
6.她眉頭緊鎖，全神貫注地解決復(fù)雜的數(shù)學(xué)問題。
7. He held his breath, waiting fr the results f the cmpetitin.
7.他屏住呼吸，等待比賽的結(jié)果。
8. Her eyes sparkled with jy as she pened the gift frm her friend.
8.她打開朋友送的禮物時(shí)，眼中閃爍著喜悅的光芒。
9. He appeared nervus, shifting his weight frm ne ft t anther as he awaited the interview results.
9.他顯得很緊張，在等待面試結(jié)果時(shí)，不斷在腳之間轉(zhuǎn)移重量。
10. She smiled warmly, greeting her friends as they entered the classrm.
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. The eager anticipatin f new experiences filled the students' minds.
1.學(xué)生們充滿了對(duì)新經(jīng)歷的熱切期待。
2. The butterflies in their stmachs fluttered with excitement.
2.他們心中的蝴蝶因激動(dòng)而翩翩起舞。
3. They culdn't help but feel a sense f nstalgia mixed with excitement.
3.他們不禁感到一種懷舊與激動(dòng)交織的情感。
4. The thught f seeing ld friends brught a smile t their faces.
4.想到能見到老朋友，他們臉上露出了微笑。
5. The students' eyes sparkled with curisity and eagerness.
5.學(xué)生們眼中閃爍著好奇和渴望。
6. The anticipatin f success and grwth filled their minds.
6.他們對(duì)成功和成長的期待充滿了腦海。
7. They culdn't wait t explre the new pssibilities that the campus had t ffer.
7.他們迫不及待地想探索校園所提供的新可能性。
8. The students felt a sense f belnging and cnnectin t the campus.
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. The vibrant clrs f fall filled the campus, with leaves rustling underft and a crisp autumn breeze.
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. The scent f freshly mwed grass wafted thrugh the air, signaling the start f a new day.
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. The bell twer tlled, its peals eching acrss the campus, marking the beginning f the schl day.
3.鐘樓的鐘聲響起，回蕩在整個(gè)校園，標(biāo)志著學(xué)校的開始。
4. The sund f laughter and cnversatins filled the quad, as students gathered t chat and catch up.
4.笑聲和談話聲充滿了方形廣場(chǎng)，學(xué)生們聚在一起聊天，增進(jìn)感情。
5. The library buzzed with the hum f thusands f bks, knwledge, and research.
5.圖書館里充滿了成千上萬本書籍、知識(shí)和研究的聲音。
6. The cafeteria bustled with activity, filled with the arma f ht meals and the chatter f hungry students.
6.食堂里熱鬧非凡，充滿了熱飯菜的香氣和饑腸轆轆的學(xué)生們的嘈雜聲。
7. The campus green spaces were dtted with students reading, relaxing, and enjying the sunshine.
7.校園的綠地散布著閱讀、放松和享受陽光的學(xué)生。
8. The auditrium filled with the sund f applause and excitement, as a perfrmance gt underway.
8.禮堂里充滿了掌聲和激動(dòng)的聲音，一場(chǎng)演出即將開始。
9. The sprts fields vibrated with the energy f athletes, as they trained and cmpete fr victry.
9.運(yùn)動(dòng)場(chǎng)上充滿了運(yùn)動(dòng)員的能量，他們訓(xùn)練和競(jìng)爭(zhēng)勝利。
10. At night, the campus was illuminated by the sft glw f street lamps, casting lng shadws and a sense f serenity.
10.夜晚，校園被街燈的柔和光芒照亮，投下長長的影子，營造出寧靜的氛圍。
四、主題升華類（師生情誼）
1. A wrd f encuragement frm the teacher helped me regain my cnfidence in studying.
1. 教師的一句鼓勵(lì)讓我重新找回了對(duì)學(xué)習(xí)的信心。
2. After every class meeting, the teacher’s summary always inspired and mtivated us.
2. 每次班會(huì)后，老師的總結(jié)總能給我們新的啟發(fā)和力量。
3. That class was lively and interesting; the teacher’s humrus explanatin left a deep impressin n me.
3. 那節(jié)課生動(dòng)有趣，老師的幽默講解讓我印象深刻。
4. The bnd between the teacher and students evlved int a mutual respect and admiratin that transcended the classrm.
4.師生之間的紐帶演變成了一種超越課堂的相互尊重和欽佩。
5. The teachers' guidance and encuragement led t a prfund persnal grwth fr the students, fstering a sense f mentrship beynd academics.
5.老師的指導(dǎo)和鼓勵(lì)引領(lǐng)學(xué)生們實(shí)現(xiàn)了深遠(yuǎn)的人格成長，培養(yǎng)了超越學(xué)術(shù)的師生情誼。
6. The students' admiratin fr their teachers was evident as they sught their wisdm nt nly in schl but als in their persnal lives.
6.學(xué)生們對(duì)老師的欽佩之情體現(xiàn)在他們不僅在學(xué)業(yè)上，而且在個(gè)人生活中也尋求老師的智慧。
五、主題升華類（同學(xué)互助）
1. After failing the test, my deskmate encuraged me with a little nte, which deeply tuched me.
1. 那次考試失利后，同桌用一張小紙條鼓勵(lì)了我，令我十分感動(dòng)。
2. When I encuntered difficulties, helpful classmates always reached ut t supprt me.
2. 當(dāng)我遇到困難時(shí)，熱心的同學(xué)總是伸出援手，給予我?guī)椭?br>3. My friend and I cmpleted an experiment tgether, and ur teamwrk made me prud.
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。
4. Students ften lent a helping hand t their classmates, creating a sense f cmmunity and supprt within the campus.
4.學(xué)生們經(jīng)常互相幫助，營造出一種校園內(nèi)的社區(qū)感和支持氛圍。
5. The act f helping a struggling classmate resulted in strnger bnds and a mre chesive grup dynamic.
5.幫助掙扎中的同學(xué)的行為增強(qiáng)了彼此之間的聯(lián)系和團(tuán)隊(duì)的凝聚力。
6.Peer supprt was readily available, as students shared study resurces and helped with assignments t ensure everyne's success.
6.同學(xué)間的支持隨時(shí)可用，學(xué)生們分享學(xué)習(xí)資源，幫助解決作業(yè)，確保每個(gè)人的成功。
六、主題升華類（克服困難）
1. During a cnversatin with my teacher, I fund new ways t cpe with academic pressure.
1. 在與老師的一次交流中，我找到了應(yīng)對(duì)學(xué)習(xí)壓力的新方法。
2. In the relay race during the sprts meet, we wrked tgether and wn first place.
2. 在運(yùn)動(dòng)會(huì)的接力賽中，我們團(tuán)結(jié)一心，取得了第一名。
3. Facing academic challenges head-n, students learned t persevere and grw strnger as a result.
3.學(xué)生們正面迎接學(xué)術(shù)挑戰(zhàn)，結(jié)果學(xué)會(huì)了堅(jiān)持并在過程中變得更強(qiáng)大。
4. Overcming scial bstacles, the students develped resilience and a greater sense f empathy twards thers.
4.克服了社交障礙，學(xué)生們培養(yǎng)了韌性并對(duì)他人產(chǎn)生了更深的同理心。
5. Thrugh the adversity f lsing a teammate, the sprts team bnded and grew clser, finding strength in their unity.
5.在失去一名隊(duì)友的逆境中，運(yùn)動(dòng)隊(duì)團(tuán)結(jié)一致，變得更親密，并在團(tuán)結(jié)中找到了力量。
6. By pushing thrugh their fears and taking calculated risks, the students expanded their hrizns and gained valuable life experiences.
6.通過克服恐懼并采取有計(jì)劃的冒險(xiǎn)，學(xué)生們拓寬了視野并獲得了寶貴的生活經(jīng)驗(yàn)。
七、主題升華類（校園記憶）
1. Campus life is full f laughter and grwth, and it’s the mst precius memry f my life.
1. 校園時(shí)光充滿了歡笑和成長，是我人生中最珍貴的記憶。
2. Althugh academic pressure was intense, my classmates’ cmpany made it much easier t handle.
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. In campus life, thse seemingly rdinary mments became my mst unfrgettable memries.
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. After schl, we wuld always laugh and play n the playgrund, enjying simple happiness.
4. 每當(dāng)放學(xué)后，我們總會(huì)在操場(chǎng)上歡聲笑語，享受簡(jiǎn)單的快樂。
5. Campus life is the starting pint f dreams, teaching me the imprtance f hard wrk.
5. 校園生活是夢(mèng)想的啟航地，讓我明白了努力的重要性。
6. At the art festival, my painting was exhibited, which gave me a great sense f accmplishment.
6. 在藝術(shù)節(jié)上，我的畫作被展出，這給了我極大的成就感。
7. In the class chir cmpetitin, we perfrmed with heart and received a rund f applause.
7. 在那次班級(jí)合唱比賽中，我們用心演繹，贏得了全場(chǎng)掌聲。
8. The schl library is my favrite place because it’s quiet and full f knwledge.
8. 學(xué)校圖書館是我最喜歡的地方，因?yàn)槟抢锇察o又充滿知識(shí)的氣息。
【校園生活話題高考真題調(diào)研】
【調(diào)研1】2024·浙江1月卷--樹影指路：迷途少女的逆襲導(dǎo)航法
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。
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。
When Cach Pitt said “Nice wrk!” t her at the finish line, Eva was surprised.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Eva decided t use the same trick t deal with the schl building.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【滿分范文】
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.
【導(dǎo)語】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:“干得好!”，伊娃很驚訝。”可知，第一段可描寫Eva通過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記住學(xué)校大樓。”可知，第二段可描寫Eva通過記住影子的方法來記住學(xué)校大樓并且通過這件事之后的感悟。
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)的賓語從句）
【調(diào)研2】2023·新課標(biāo)I&II卷--征文奪魁那日起，我的人生開始落筆生花
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 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.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I went t my teacher’s ffice after the award presentatin.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【滿分范文】
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.
【導(dǎo)語】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。作者在寫作過程中雖然很累，但是沒有放棄，堅(jiān)持下來了。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，傳來了消息?！焙偷诙问拙洹邦C獎(jiǎng)后我去了老師的辦公室?！笨芍?，第一段可描寫作者獲得比賽一等獎(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?，第二段可描寫老師鼓勵(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——作者獲獎(jiǎng)——高興——頒獎(jiǎng)典禮感謝老師——頒獎(jiǎng)后來到老師辦公室——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
【點(diǎn)睛】[高分句型1] I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. （運(yùn)用了由連接詞that引導(dǎo)的賓語從句）
[高分句型2] It’s yu wh make me fall in lve with writing, my scial studies teacher.（運(yùn)用了強(qiáng)調(diào)句）
[高分句型3] I we my success t my scial teacher wh is a beacn in my life n the rad t writing.（運(yùn)用了wh引導(dǎo)的限制性定語從句）
【調(diào)研3】2022·新課標(biāo)I&II卷--破繭之路：從自我懷疑到賽場(chǎng)閃耀的逆襲
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 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.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【滿分范文】
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.
【導(dǎo)語】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。作者問其原因，他說準(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。”可知，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
【點(diǎn)睛】[高分句型1]. Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here. (由which引導(dǎo)的非限制性定語從句和 why引導(dǎo)的限制性定語從句)
[高分句型2]. 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. (現(xiàn)在分詞作狀語和省略that的賓語從句)
[高分句型3]. It was his brave heart and strng faith that culd make smething unusual happen finally. (含有It was…that結(jié)構(gòu)的強(qiáng)調(diào)句型)
【校園生活話題名校好題調(diào)研】
【調(diào)研1】（24-25高三下·山西·開學(xué)考試）教師節(jié)驚喜：從默默無聞到驚艷全場(chǎng)的音樂蛻變
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。
The teacher’s hand frze in the middle f writing smething n the blackbard and the whle class laughed, when Mhi rushed int the classrm. Having recvered frm his initial shck, the teacher turned arund t face the rest f the students. Gradually, the laughter died ut.
“Srry,” Mhi said quickly and hurried t his seat.
Mhi was jkingly called “l(fā)ittle Einstein” by his classmates, because he was s absent-minded that he rarely shwed up with apprpriate clthing. Tday, he wre a pair f funny green shes that were t big fr his feet. And his half-buttned shirt revealed a very silly red underwear. Actually, Mhi’s classmates always lked frward t such mments that helped t brighten up their therwise bring schl life.
Althugh his classmates fund Mhi amusing, they ignred him mst f the time. And Mhi seemed t absrbed in his wn thughts t care abut making friends with them, either. Mhi’s nly friend was Hamed, wh sat beside him.
One day, Mhi did nt shw up at schl. After schl, Hamed decided t walk ver t Mhi’s huse t check n him. As he apprached the gate, he culd hear vilin music. “Mhi has never played music at schl,” he thught. “Maybe, he is listening t a recrd.”
He called Mhi’s name several times but there was n respnse. As the gate was nt lcked, Hamed let himself in. His eyes widened in surprise: At the center f the living rm, Mhi was lst in playing the vilin. With his eyes tightly clsed, Mhi played s beautifully that the music seemed like cming frm a classic recrd.
“Maybe I culd find an pprtunity fr Mhi t shw his talent and be appreciated mre by the rest f the class,” Hamed thught.
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。
When Teachers’ Day came arund, a gd idea ccurred t Hamed.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The teachers and students were surprised t see Mhi walk nt the stage with a vilin.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【滿分范文】
When Teachers’ Day came arund, a gd idea ccurred t Hamed. It was the traditin f the class t have a cncert fr their teachers n Teachers’ Day and every student culd vlunteer t play his r her favrite music in frnt f the class. Hamed shared his idea with Mhi. At first, Mhi was unwilling t play. After Hamed tld him what he had thught f his music talent, Mhi eventually agreed t have a try.
The teachers and students were surprised t see Mhi walk nt the stage with a vilin. They had never seen him play any instrument r sing a sng in public. But as sn as he started t play, they fell silent. As the last nte ended, there was a mment f silence, which was fllwed by thunderus applause. After the applause died dwn, Mhi cleared his thrat and said shyly, “Thanks t my teachers and classmates fr tlerating my absent-mindedness. Thanks t Hamed wh always tries t see the best side f me.”
【導(dǎo)語】本文以人物為線索展開，講述了平日里因不修邊幅而成為同學(xué)笑料的Mhi，通過好友Hamed的推薦，在教師節(jié)音樂會(huì)上展示了他的音樂天賦，從而獲得了全校師生的認(rèn)可。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“教師節(jié)來臨之際，Hamed想到了一個(gè)好主意。”可知，第一段可描寫Hamed鼓勵(lì)Mhi在教師節(jié)表演小提琴，Mhi最終同意嘗試一下。
②由第二段首句內(nèi)容“老師和學(xué)生們驚訝地看到Mhi帶著小提琴走上舞臺(tái)?！笨芍诙慰擅鑼慚hi的表演效果和觀眾的反應(yīng)，以及Mhi對(duì)老師同學(xué)和Hamed表達(dá)感謝。
2.續(xù)寫線索：Hamed想到好主意——Hamed鼓勵(lì)Mhi在教師節(jié)表演小提琴——Mhi最終同意嘗試一下——Mhi表演——Mhi表達(dá)感謝
3.詞匯激活
行為類
①嘗試一下：have a try/give it a try
② 開始：start/begin
③容忍：tlerate/bear/stand
情緒類
①不愿意的：unwilling/reluctant
② 害羞地：shyly/with shame
【點(diǎn)睛】【高分句型1】After Hamed tld him what he had thught f his music talent, Mhi eventually agreed t have a try.(運(yùn)用了After引導(dǎo)的狀語從句，what引導(dǎo)的賓語從句)
【高分句型2】As the last nte ended, there was a mment f silence, which was fllwed by thunderus applause. (運(yùn)用了As引導(dǎo)的狀語從句，which引導(dǎo)的定語從句)
【調(diào)研2】（23-24高二下·河南安陽·期末）青蛙惡作劇背后：從幸災(zāi)樂禍到愧疚致歉的心靈轉(zhuǎn)折
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。
“Have yu brught the frg t schl?” I whispered excitedly t my friend, Jhn. It was early in the mrning and my friends, Jhn, Tm and I were already in schl, discussing the prank(惡作劇)we were ging t play n ur class mnitr, Jane. Laughing quietly, Jhn reached fr his bag, pened the bag and shwed us the frg in his bag. Tm and I culdn't hld back the laughter, thinking abut what wuld happen.
Ring! As sn as the bell rang, ther students, including Jane, hurried ut f the classrm. We had planned t put a frg in Jane's bag and scare her fr telling Ms Tan, ur headteacher, that we were playing in the classrm when there was n teacher in class. “This shuld teach her a lessn!” I thught, smiling t myself. Once we were the nly nes left in the classrm, I tk the frg frm Jhn's bag. Surveying arund t make sure that n ne was walking past ur classrm, I put the frg int Jane's bag secretly.
“Please take ut the hmewrk I assigned yu yesterday,” Ms Tan instructed after the break. Everyne started lking thrugh their schlbags fr their hmewrk. Out f the crner f my eye, I spied Jane bending dwn t pen her bag. Glancing ver at Tm and Jhn, I saw them cvering their muths, trying t hide their laughter.
“Ahhh! There is a frg in my bag!” Jane screamed as the frg leapt(跳) ut f her bag.
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。
She jumped nt her chair as she screamed in hrrr.
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Gathering all my curage, I decided t tell the truth.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【滿分范文】
She jumped nt her chair as she screamed in hrrr. A few girls held their breath in shck and sme rushed ut f the classrm. The ther classmates and I burst int laughter. I thught, “Serve yu right, Jane! Yu shuld nt have tld Ms Tan abut what we did!” “Silence!” Ms Tan shuted, glaring at all f us. Silence filled the classrm. “Wh did this?” Seeing Jane still standing n her chair, her eyes widened and face pale, I felt regretful fr what I had dne suddenly.
Gathering all my curage, I decided t tell the truth. “…I did… it,” I said in a lw vice. Ms Tan criticized me and cmmanded me t aplgize and take back the frg. Fllwing my lead, Jhn and Tm std up and aplgized t. Frtunately, Jane frgave us willingly. I breathed a sigh f relief. That day, regret welled up within me as I thught abut the prank I had played n pr Jane. My heart sank with guilt ver hw Jane had easily and kindly frgiven us. I realized that we shuld nt have played a prank n such a kind girl.
【導(dǎo)語】本文以事件發(fā)展為線索展開，講述了作者和朋友們?yōu)榱藞?bào)復(fù)班長Jane向老師告狀，而將一只青蛙放進(jìn)她的書包里，最終作者意識(shí)到自己的錯(cuò)誤并向Jane道歉的故事。
【詳解】段落續(xù)寫：
①由第一段首句內(nèi)容“她驚恐地尖叫著跳到了椅子上?！笨芍?，第一段可描寫Jane發(fā)現(xiàn)青蛙后的反應(yīng)以及同學(xué)們的不同表現(xiàn)，同時(shí)作者開始反思自己的行為。
②由第二段首句內(nèi)容“我鼓起所有的勇氣，決定說出真相?！笨芍诙慰擅鑼懽髡叱姓J(rèn)錯(cuò)誤，Jhn和Tm也跟隨作者一起道歉，最后Jane原諒了他們，作者深感后悔。
續(xù)寫線索：Jane的反應(yīng)——同學(xué)們的反應(yīng)——作者的反思——承認(rèn)錯(cuò)誤——Jhn和Tm的道歉——Jane的原諒——作者的后悔
詞匯激活
行為類
①尖叫：scream/cry ut
②批評(píng)：criticize/cndemn
③原諒：frgive/clear the air
情緒類
①震驚：shcked/stunned
②后悔：regretful/remrseful
【點(diǎn)睛】[高分句型1] Seeing Jane still standing n her chair, her eyes widened and face pale, I felt regretful fr what I had dne suddenly.（使用了現(xiàn)在分詞短語作狀語）
[高分句型2] That day, regret welled up within me as I thught abut the prank I had played n pr Jane.（使用了as引導(dǎo)的時(shí)間狀語從句）
【調(diào)研3】（2020·山東濰坊·一模）--道歉，讓“問題學(xué)生”變課堂新星
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
My Best Teaching Experience
Tyler was nly in my senir class fr a semester. He had been suspended (使停學(xué)) many times in previus years because f his anger issues. When he entered my class, I thught the wrst.
Tyler sat in the back rw. Every time I talked t the class, I wuld ask students questins, calling them by name. Unfrtunately, every time I called n Tyler, he wuld respnd with a jke. If he gt an answer wrng, he wuld becme angry.
Abut a mnth int the year, I was still trying t cnnect with Tyler. I can usually get students invlved in class discussins r at least have them sit quietly and attentively (專心地). By cntrast, Tyler was ften lud and smetimes rude.
He had been in s much truble ver the years. He expected his teachers t knw abut his past; abut hw many times he had been sent t the ffice r suspended frm schl. I had fund that these srts f referrals (移交) were nt very effective and that students wuld return frm the ffice behaving wrse than befre.
One day, Tyler was talking ver me while I was teaching. I stpped my lessn and said, “Tyler, why dn’t yu jin in ur discussin instead f having ne f yur wn?” With that, he gt up frm his chair, pushed it ver and yelled smething. I can’t remember what he said ther than that he included sme implite wrds. I sent Tyler straight t the ffice, and he received a week’s suspensin.
T this pint, this was ne f my wrst teaching experiences. Tyler’s anger was almst t much fr me. The week Tyler was suspended frm schl was a wnderful time, and we gt a lt accmplished as a class. Hwever, the suspensin week wuld sn cme t an end, and I was fearful f his return.
續(xù)寫要求：
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。
On the day f Tyler’s return, I std at the dr awaiting him.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A spark f surprise flashed acrss his face.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【滿分范文】
On the day f Tyler’s return, I std at the dr awaiting him. At last he came, walking with his hands in his pckets. That image immediately brught back memries f the by thrwing a tantrum in class the ther day. Yet I managed t restrain my anger this time. These past few days, I had been building a wall between us with blame and punishment, s I thught t myself that maybe I shuld try anther way. “I want t aplgize fr the quarrel that we had in the middle f class, and I’m really srry if it hurt yur feelings,” I said, finally breaking the ice.
A spark f surprise flashed acrss his face. The naughty by frze there, staring at me with wide eyes. It was clear that he had never heard an aplgy frm a teacher befre. “It is I wh shuld say srry,” he murmured, his face burning with shame, “I shuld have learned t cntrl myself.” With a smile, I stepped frward and patted him n his shulder, signaling t him t g back t his seat. In the days that fllwed, Tyler didn’t misbehave in class anymre and tk an active part in class discussins. I had never expected “understanding” culd make such a huge difference — it turned ne f my wrst teaching experiences int perhaps the best ne.
【導(dǎo)語】本文以人物為線索展開，講述了作者的學(xué)生泰勒很難控制自己的情緒，很容易生氣。在課堂上其他同學(xué)討論問題時(shí)他總是吵鬧，這讓作者很無奈。一天泰勒和作者說話時(shí)說了一些粗魯?shù)脑?，所以他被送到辦公室，并被停課一周。作者很擔(dān)心泰勒回到學(xué)校后會(huì)有什么表現(xiàn)。
【詳解】1.段落續(xù)寫：
①由第一段首句內(nèi)容“泰勒回來的那天，我站在門口等他。”可知，第一段可描寫泰勒回來后，作者對(duì)過去的做法進(jìn)行了反思并主動(dòng)給泰勒道歉。
②由第二段首句內(nèi)容“他臉上閃過一絲驚訝的光芒?！笨芍?，第二段可描寫作者的做法打動(dòng)了泰勒，泰勒也做出道歉并改過自新。
2.續(xù)寫線索：忍住怒火——深刻反思——主動(dòng)道歉——感到驚訝——認(rèn)識(shí)錯(cuò)誤——改過自新
3.詞匯激活
行為類
①等待：await/wait fr
②控制：restrain/cntrl/hld back
③低語：murmur/whisper
情緒類
①抱歉的：srry/regretful
②憤怒：anger/rage/indignatin
【點(diǎn)睛】【高分句型1】These past few days, I had been building a wall between us with blame and punishment, s I thught t myself that maybe I shuld try anther way.(運(yùn)用了that引導(dǎo)的賓語從句)
【高分句型2】It was clear that he had never heard an aplgy frm a teacher befre.(運(yùn)用了形式主語it和that引導(dǎo)的主語從句)
【高分句型3】In the days that fllwed, Tyler didn’t misbehave in class anymre and tk an active part in class discussins.(運(yùn)用了that引導(dǎo)的定語從句)
年份
卷別
主題
話題
類型
2025
浙江1月卷
人與社會(huì)/自我
勇尋真相并且學(xué)會(huì)共情的重要性
生活故事類
八省聯(lián)考卷
人與社會(huì)/動(dòng)物
鐵漢柔情讓我感動(dòng)流浪犬守護(hù)者
個(gè)人成長類
2024
新課標(biāo)I&II卷
人與社會(huì)
車站履行承諾還錢給出租車司機(jī)
個(gè)人成長類
浙江1月卷
人與自我
利用腦圖來確定方位找到教學(xué)樓
校園生活類
九省聯(lián)考卷
人與自然
志愿者訓(xùn)練意外發(fā)現(xiàn)海豚的秘密
人與動(dòng)物類
2023
新課標(biāo)I&II卷
人與自我
老師鼓勵(lì)參加作文比賽終獲大獎(jiǎng)
校園生活類
浙江1月卷
人與自然
作者兩次與蜂鳥的神奇邂逅感悟
人與動(dòng)物類
2022
新課標(biāo)I&II卷
人與自我
鼓勵(lì)身殘志堅(jiān)男孩參加校越野賽
校園生活類
浙江6月卷
人與社會(huì)
為社區(qū)無家可歸的人們發(fā)放食物
助人為樂類
浙江1月卷
人與社會(huì)
與“最不合拍”搭檔終成為好朋友
校園生活類
2021
新課標(biāo)I&II卷
人與社會(huì)
孩子母親節(jié)給媽媽做早餐送驚喜
家庭親情類
浙江6月卷
人與自我
作者上學(xué)時(shí)一次打工掙錢的經(jīng)歷
個(gè)人成長類
浙江1月卷
人與社會(huì)
少年頭意外卡在南瓜中爆紅網(wǎng)絡(luò)
生活故事類
2020
新課標(biāo)I&II卷
人與社會(huì)
三個(gè)孩子幫助貧困家庭孩子掙錢
個(gè)人成長類
浙江7月卷
人與自然
與北極熊面對(duì)面的一次脫險(xiǎn)經(jīng)歷
遇險(xiǎn)脫困類
浙江1月卷
人與自然
幫助寵物狗重獲快樂收獲新伙伴
人與動(dòng)物類
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(huì)彌補(bǔ)（解釋、認(rèn)錯(cuò)、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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