校園類(lèi)故事構(gòu)造 寫(xiě)作導(dǎo)圖 一、人物塑造技巧 技巧說(shuō)明：通過(guò)細(xì)節(jié)描寫(xiě)呈現(xiàn)人物性格特點(diǎn) Tom's perfectly ironed uniform contrasted sharply with his smudged math notebook. Tom熨燙平整的校服與他涂滿(mǎn)數(shù)學(xué)草稿的筆記本形成鮮明對(duì)比 解析：使用contrast（對(duì)比）刻畫(huà)人物多面性，uniform象征紀(jì)律性，smudged notebook暗示學(xué)習(xí)狀態(tài) As the monitor, Lily never raised her voice, yet the class fell silent when she stood up. 作為班長(zhǎng)，Lily從不提高嗓門(mén)，但當(dāng)她起身時(shí)全班都安靜了 解析：通過(guò)never...yet...句式展現(xiàn)領(lǐng)導(dǎo)力，體現(xiàn)人物威信 His PE shoes were always the first to get muddy, but his textbooks remained spotless. 他的運(yùn)動(dòng)鞋總是最先沾上泥巴，但教科書(shū)卻保持得一塵不染 解析：but轉(zhuǎn)折強(qiáng)調(diào)人物雙重特點(diǎn)，muddy shoes表現(xiàn)活力，spotless books暗示學(xué)習(xí)態(tài)度 The new transfer student's trembling fingers betrayed her calm smile. 轉(zhuǎn)學(xué)生顫抖的手指暴露了她鎮(zhèn)定微笑下的緊張 解析：betray（暴露）一詞細(xì)膩刻畫(huà)表面鎮(zhèn)定與內(nèi)心緊張的對(duì)比 二、場(chǎng)景描寫(xiě)方法 技巧說(shuō)明：運(yùn)用五感描寫(xiě)增強(qiáng)場(chǎng)景真實(shí)感 The chemistry lab smelled of burnt rubber mixed with lavender hand soap. 化學(xué)實(shí)驗(yàn)室里橡膠燒焦的氣味混著薰衣草洗手液的味道 解析：smell+具體氣味名詞組合，建立嗅覺(jué)記憶點(diǎn) Chalk screeched across the blackboard like fingernails on glass. 粉筆劃過(guò)黑板發(fā)出指甲刮玻璃般的刺耳聲 解析：比喻手法將聽(tīng)覺(jué)感受具體化，screeched擬聲詞增強(qiáng)畫(huà)面感 Sunlight filtered through dusty windows, casting chessboard patterns on worn desks. 陽(yáng)光穿過(guò)積灰的窗戶(hù)，在舊課桌上投下棋盤(pán)般的圖案 解析：filter（過(guò)濾）等動(dòng)詞精準(zhǔn)描繪光影效果，chessboard比喻具象化 The canteen's sticky floor clung to our shoes as we queued for pork buns. 排隊(duì)買(mǎi)包子時(shí)，食堂黏膩的地板緊咬著我們的鞋底 解析：cling to（緊咬）擬人化處理觸覺(jué)體驗(yàn)，增強(qiáng)場(chǎng)景代入感 三、情節(jié)推進(jìn)策略 技巧說(shuō)明：通過(guò)動(dòng)作鏈推動(dòng)故事發(fā)展 A crumpled note landed in my lap. My palms sweated as I smoothed the paper. 皺巴巴的紙條落在我腿上。撫平紙張時(shí)，我的手心在出汗 解析：crumpled→landed→sweated→smoothed動(dòng)作鏈制造懸念 He hesitated at the principal's door, adjusting his tie three times before knocking. 他在校長(zhǎng)室門(mén)口猶豫，三次整理領(lǐng)帶后才敲門(mén) 解析：hesitate→adjust→knock動(dòng)作序列展現(xiàn)心理變化 The trophy slipped from her grasp. Time froze as it tumbled towards the marble floor. 獎(jiǎng)杯從她手中滑落。當(dāng)它滾向大理石地面時(shí)，時(shí)間仿佛靜止 解析：slipped→tumbled動(dòng)詞選擇精準(zhǔn)，Time froze制造緊張感 Flipping through the yearbook, her finger suddenly paused on a faded signature. 翻動(dòng)畢業(yè)紀(jì)念冊(cè)時(shí)，她的手指突然停在一個(gè)褪色的簽名上 解析：Flipping→paused動(dòng)作轉(zhuǎn)折引出回憶線(xiàn)索，faded暗示故事性 四、主題升華技巧 技巧說(shuō)明：在細(xì)節(jié)中自然揭示故事主題 That C+ on my math test glowed brighter than any A I'd ever received. 那張數(shù)學(xué)C+試卷比我得過(guò)的任何A都更耀眼 解析：glow（發(fā)光）的反差對(duì)比暗示成長(zhǎng)比分?jǐn)?shù)更重要 Our handshake lasted a beat too long, sealing promises no words could capture. 我們的握手多停留了一拍，封存了言語(yǔ)無(wú)法承載的承諾 解析：動(dòng)作細(xì)節(jié)隱喻友誼深度，beat（節(jié)拍）比喻時(shí)間感知 The wilted flowers in her desk drawer spoke of efforts nobody had noticed. 她課桌抽屜里枯萎的花朵訴說(shuō)著無(wú)人注意的努力 解析：wilted（枯萎的）象征未被認(rèn)可的付出，speak擬人化處理 When the auditorium lights dimmed, I finally understood what 'teamwork' really meant. 當(dāng)禮堂燈光暗下時(shí)，我終于明白'團(tuán)隊(duì)合作'的真正含義 解析：lights dimmed場(chǎng)景轉(zhuǎn)換自然引出主題認(rèn)知變化 寫(xiě)作步驟建議： 確定核心矛盾（學(xué)業(yè)壓力/友誼考驗(yàn)/自我成長(zhǎng)） 設(shè)計(jì)象征物（破損的籃球/褪色獎(jiǎng)狀/特殊文具） 建立情感線(xiàn)索（從困惑到領(lǐng)悟/從隔閡到理解） 設(shè)置記憶點(diǎn)（某個(gè)特殊場(chǎng)景/重復(fù)出現(xiàn)的物品） 自然收尾（避免說(shuō)教，通過(guò)細(xì)節(jié)傳遞感悟） 練習(xí)提示：選擇校園常見(jiàn)物品（書(shū)包、黑板擦、運(yùn)動(dòng)鞋），用3個(gè)動(dòng)詞鏈描述其狀態(tài)變化，并寫(xiě)出對(duì)應(yīng)的情感轉(zhuǎn)折。 背精彩句子，讓表達(dá)出彩 1．The halls were packed with kids yelling and laughing and telling stories of their summer adventures. 大廳里擠滿(mǎn)了孩子，他們大喊大笑，講述他們夏天冒險(xiǎn)的故事。 2．I was standing in the hall looking confused, when a short, blond girl wearing glasses came up and asked, “Are you new? You look lost. Do you need help? My name is Diane. What’s yours?” 我站在大廳里一臉迷茫，這時(shí)一個(gè)戴眼鏡的金發(fā)矮個(gè)子女孩走過(guò)來(lái)問(wèn)道：“是你新來(lái)的？你看起來(lái)很迷茫。您需要幫助嗎？我叫黛安。你呢？” 3． Once inside the classroom, I saw one big group of people huddled around someone who seemed to be telling some sort of story. 一進(jìn)教室，我就看到一大群人擠在一起，似乎在講某種故事。 4．All eyes were glued to the guy in the middle of the circle who was wearing a letter jacket covered with patches. 所有人的目光都盯著圈子中間那個(gè)穿著布滿(mǎn)補(bǔ)丁的夾克的家伙。 5．Like a ray of sunshine, the big smile on her face swept away my gloom． I struggled to hold my feelings back and told her what I had encountered． 像一縷陽(yáng)光，她臉上燦爛的笑容掃走了我的陰郁。我努力克制自己的感情，告訴她我遇到了什么。 6． Luckily, a girl named Summer, who offered to sit with him on his first day of school, helped him get through the tough time． 幸運(yùn)的是，一個(gè)名叫Summer的女孩在他上學(xué)的第一天提出和他坐在一起，幫助他度過(guò)了艱難時(shí)期。 7．Gradually, Debbie’s outstanding learning ability and kind behaviour made him popular among students．漸漸地，黛比出色的學(xué)習(xí)能力和善良的行為使他在學(xué)生中很受歡迎。 8．Naturally his kindness and warm heart won him a group of good friends and Debbie’s classmates got used to the way his face looked as well.自然而然地，他的善良和溫暖的心為他贏得了一群好朋友，黛比的同學(xué)也習(xí)慣了他的臉。 9． I watched nervously as the teacher approached my desk, smiled, and asked for my test paper back.我緊張地看著老師走近我的桌子，微笑著要回我的試卷。 10.Mathematics is meant to be a creative tool, pushing our minds to a rewarding answer," she said with confidence.數(shù)學(xué)應(yīng)該是一種創(chuàng)造性的工具，將我們的思想推向一個(gè)有價(jià)值的答案，“她自信地說(shuō)。 11.My teacher should have been justified in giving me a failing grade．Instead, she used the opportunity to deeply influence a student who often struggled.我的老師本該給我一個(gè)不及格的成績(jī)。相反，她利用這個(gè)機(jī)會(huì)深入影響一個(gè)費(fèi)力學(xué)習(xí)的學(xué)生。 12.From David’s story, we firmly believe that a bird with a broken wing only needs mending and once it has healed, it can fly higher than the rest.從大衛(wèi)的故事中，我們堅(jiān)信，一只斷了翅膀的鳥(niǎo)只需要修補(bǔ)。一旦它痊愈，它可以飛得比其他人更高。 13．Sometimes I had difficulty understanding her explanation, and she would come up with a different approach to getting across the answer. 有時(shí)我很難理解她的解釋?zhuān)龝?huì)想出不同的方法得到答案。 14.Sitting still, I could feel my heart beating faster and faster．So nervous was I that I even couldn’t make out what was printed on the paper．坐著不動(dòng)，我能感覺(jué)到自己的心跳越來(lái)越快。我太緊張了，我甚至無(wú)法辨認(rèn)出是什么被印在紙上。 15.Mrs．Steward gave me an encouraging look as if saying, “Have faith in yourself! You can make it!” I recalled all those hours we spent after class dealing with my maths problems and the explanations Mrs．Steward offered． 斯圖爾德太太給了我一個(gè)鼓勵(lì)的眼神，仿佛在說(shuō)：“對(duì)自己有信心！你可以做到的！”我回憶起我們下課后花在數(shù)學(xué)問(wèn)題上的時(shí)間和斯圖爾德夫人提供的解釋。 16.“Congratulations, John! You did excellently in the maths test．You deserve it!” With tears welling up in my eyes, I felt astonished and overjoyed. “恭喜你，約翰！你在數(shù)學(xué)考試中表現(xiàn)出色。這是你應(yīng)得的！”淚水在我眼眶里涌出，我感到震驚和欣喜若狂。 17.I am so grateful to Mrs．Steward, who has improved not only my maths but also my confidence.我非常感謝斯圖爾德夫人，她不僅提高了我的數(shù)學(xué)水平，還提高了我的信心。 18.However, instead of blaming the failure on me, my teammates gathered around me and kept comforting me that what was done was done, for which we had no regret. 然而，我的隊(duì)友們并沒(méi)有把失敗歸咎于我，而是圍在我身邊，不斷安慰我該做的已經(jīng)做了，我們對(duì)此并不后悔。 19.A spark of surprise flashed across his face．The naughty boy froze there, staring at me with wide eyes．It was clear that he had never heard an apology from a teacher before．他臉上閃過(guò)一絲驚訝。調(diào)皮的男孩僵在那里，睜大眼睛盯著我。顯然，他以前從未聽(tīng)過(guò)老師的道歉。 20."It is I who should say sorry," he murmured, his face burning with shame, "I should have learned to control myself." “應(yīng)該說(shuō)對(duì)不起的是我，”他喃喃自語(yǔ)，臉羞得通紅，“我應(yīng)該學(xué)會(huì)控制我自己?！?21.With a smile, I stepped forward and patted him on his shoulder, signaling to him to go back to his seat．我微笑著走上前，拍了拍他的肩膀，示意他回到座位上去。 22.In the days that followed, Tyler didn't misbehave in class any more and took an active part in class discussions．接下來(lái)的日子里，泰勒不再在課堂上行為不端，而是積極參與課堂討論。 23.I had never expected "understanding" could make such a huge difference—it turned one of my worst teaching experiences into perhaps the best one.我從沒(méi)想過(guò)“理解”能產(chǎn)生如此巨大的影響——它把我最糟糕的教學(xué)體驗(yàn)變成了最好的體驗(yàn)。 24.When giving them out, the teacher took into account which pupils had been the most responsible during the previous year, and those children were the ones who most looked forward to this day. 在分配任務(wù)時(shí)，老師會(huì)考慮上一年哪些學(xué)生最負(fù)責(zé)任，那些孩子是最期待這一天的人。 25.And they also learnt that to be given the most important tasks you have to know how to be responsible even in what are apparently the smallest tasks. 他們還懂得了要想被賦予最重要的任務(wù)，你必須知道如何負(fù)起責(zé)任，哪怕你是在執(zhí)行貌似最不起眼的任務(wù)。 高考真題演練 高考真題演練： 2024年1月浙江卷（腦圖定位找目標(biāo)） Eva spent the first week of high school trying to keep her head above water. One of the major headaches for her was finding her way in the huge school building. It was a six-story building. On each floor, hallways stretched in four directions, leading to classrooms, laboratories, and teachers’ offices. Somewhere in the building, there was also a library, a cafeteria, and a gym. Having a poor sense of direction, Eva found it impossible to get around in such a huge building. All the different hallways and rooms were too much to think about, let alone commit to memory. She decided that she would memorize where her classes were and then pretend that the rest of the place didn’t exist. In her first PE class, Eva was shocked when Coach Pitt announced that everyone had to run one mile around the track outside. She searched the faces of her classmates for signs of panic. There was nothing she feared more than having to run a whole mile. To Eva, “a mile” was used to describe long distances. It was ten miles from her home to her grandfather’s, and that always seemed like a long way, even in a car! When Coach Pitt blew his whistle (哨子), Eva figured she would be left in the dust. However, while some of her classmates edged ahead, others actually fell behind. ” It’s just the beginning, “she thought.” I’ll come in last for sure. “ Soon Eva began to breathe hard, with her heart pounding and legs shaking. Feeling desperate, Eva started using a mind trick on herself. She stopped thinking about the word” mile. “Instead, she focused on reaching the shadow cast on the track by an oak tree up ahead. Then she concentrated on jogging to the spot where the track curved (拐彎). After that, she tried to see if she could complete her first lap. One lap turned into two, then three, then four. 注意: 1. 續(xù)寫(xiě)詞數(shù)應(yīng)為150左右; 2, 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Paragraph 1: When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Eva decided to use the same trick to deal with the school building. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【范文】 When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised. In the vast expanse of her school, a girl with poor directional skills struggled to navigate and often got lost. One day, during gym class, she observed a unique way to find her way - following the shadows of trees. As the sun cast its rays, the girl noticed how the shadows created patterns on the ground, guiding her path. She took a leap of faith and followed the shadows, surprising herself with each turn and stretch. Her efforts were noticed by the teacher, who praised her innovative thinking. Eva decided to use the same trick to deal with the school building. She used the shadows to navigate the school hallways, find her classes, and even locate the school's various facilities. This newfound skill not only helped the girl navigate her school but also instilled in her a sense of confidence and adventure. She learned excitedly that with a little creativity and observation, any challenge could be overcome. And with each step she took, she left behind a legacy of inspiration for those who followed in her footsteps, knowing that even without a clear sense of direction, there's always a way to find one's way. 【解析】 【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，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(shù)的影子能找到方向，她通過(guò)這個(gè)方法重新認(rèn)識(shí)到了校園。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“當(dāng)Pitt教練在終點(diǎn)線(xiàn)對(duì)她說(shuō):“干得好!”，伊娃很驚訝?！笨芍?，第一段可描寫(xiě)Eva通過(guò)自己追隨影子的方法找到方向，并且受到了教練的稱(chēng)贊。 ②由第二段首句內(nèi)容“Eva決定用同樣的手段來(lái)記住學(xué)校大樓。”可知，第二段可描寫(xiě)Eva通過(guò)記住影子的方法來(lái)記住學(xué)校大樓并且通過(guò)這件事之后的感悟。 2.續(xù)寫(xiě)線(xiàn)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(lèi) ①努力做某事：struggle to do sth./strive to do sth. ②導(dǎo)航：navigate/guide ③了解：learn/know/acknowledge 情緒類(lèi) ①使某人驚訝：surprise sb./astonish sb. ②激動(dòng)地：excitedly/in excitement 【點(diǎn)睛】[高分句型1]Her efforts were noticed by the teacher, who praised her innovative thinking.（who引導(dǎo)的非限制性定語(yǔ)從句） [高分句型2]She learned that with a little creativity and observation, any challenge could be overcome.?（that引導(dǎo)的賓語(yǔ)從句） 2022年1月浙江卷（傲嬌學(xué)霸與迷糊學(xué)渣） When Dr. Henderson was assigning (指定) project mates for his psychology class, I secretly hoped that he would pair me with my best friend or at least a classmate I could have some fun with. Above all, I hoped he wouldn’t assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparently had a personality to match. As fate (命運(yùn)) would have it, Dr. Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid. ? ? ? I went up to my new teammate and introduced myself. He looked at me as though I weren’t there. I felt he treated me as though I would hold him back and probably make him fail to get an A in the course. He wasn’t mean or abusive; he just gave me the impression that he could do whatever project we dreamed up better if he did it alone. ? ? ? Needless to say, I didn’t look forward to an entire term of being brushed off, but I tried to make the best of it and didn’t say anything for fear that I would make things worse. ? ? ? The project required each team to develop a hypothesis (假說(shuō)), set up an experiment to test the hypothesis, do the statistical analysis and present the findings. Whatever grade the team received would be shared by both students. ? ? ? When my teammate and I met to discuss our project, I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good grades — the exact opposite of me. I actually wanted to drop the class at one point, but stopped short because I didn’t want to give him the satisfaction of my chickening out. I decided to stick to it no matter what. ? ? ? After long discussions we somehow agreed to do a study on the psychological well-being of teenagers. I wasn’t sure what it meant exactly, but at least we had a topic. 注意： 1. 所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右； 2. 至少使用5個(gè)短文中標(biāo)有下劃線(xiàn)的關(guān)鍵詞語(yǔ)； 3. 續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好； 4. 續(xù)寫(xiě)完成后，請(qǐng)用下劃線(xiàn)標(biāo)出你所使用的關(guān)鍵詞語(yǔ)。 Paragraph 1:?We started to meet regularly to draw up our plans. _______________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2:?One day I got word that he was admitted to hospital for a serious disease. _______________________________________________________________________________________________________________________________________________________________________________________________________________ 參考范文1 We started to meet regularly to draw up our plans.?At first, it seemed that he dominated our discussion for he was familiar with the topic, but I was the opposite(與原文銜接自然). However, as days passed, I gradually got involved because he started to encourage me? to explain my views! I could feel his icy shell gradually melting away(背誦的但是用的很自然) and eventually I could discuss with him looking straight in his eyes. We finished the hypothesis and experiment procedure, in great harmony actually. Things came out that he was serious, indeed, but he seemed icy because he was lonely. We parted the day before analysis discussion with confidence for our project. But when I returned the next morning, he was nowhere to be found. The fact struck me feeling desperate. He didn’t come either in the following days. One day I got word that he was admitted to hospital for a serious disease.?It was the day before deadline and I drowned myself doing analysis and preparing for the presentation. Hearing the word, I dashed to the hospital and found him, my dear teammate, lying on the bed, face pale. His eyes sparkled as he saw me. Beside him I managed to finish the last tasks with his guidance---his fingers pointing at certain figures. Then next day I went for the presentation in class.? 參考范文2 We started to meet regularly to draw up our plans.?Serious as my teammate was, we gradually grew in good tune with each other. He had a way with technical things and approached every detail with a clear purpose. And I spared no effort to do my bit, collecting data and recording results carefully, so as to make up for my academic disadvantage. I fully discussed my ideas and shared my insights with him, who was once indifferent but later listened to me with close attention. We were making steady progress with our project. One day I got word that he was admitted to hospital for a serious disease.?The moment I saw him lying helplessly in bed, I decided I had to act alone and do my best. I assured him I would not let him down and he should concentrate on recovering. I poured more time and energy into that project than ever before, and finally presented our findings to the class, which surprisingly earned us an excellent grade! When I told him about our shared success, he smiled. It had to do with trust and the joy of sharing a common prize. 模擬演練 1．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使其構(gòu)成一篇完整的短文。續(xù)寫(xiě)的詞數(shù)應(yīng)為150左右。 The whole class burst out laughing as Mohi rushed into the classroom. He was a strange sight. His half-buttoned white shirt revealed a red striped pajama (睡衣) top underneath，and instead of white school shoes, he had on a pair of bright green sandals that were two sizes too big. The physics teacher’s hand froze in the middle of writing a formula on the blackboard. Mohi murmured,“Sorry, teacher,”and rushed to his seat. Mr. Tan glared at the rest of the students. The chuckles(咯咯笑) quickly died down. Mohi’s classmates always looked forward to Mondays. Nine times out of ten, they would be entertained by Mohi’s late arrival and his odd appearance which usually included inappropriate clothing. That day, it was the pajama top and green sandals. Mohi lived just a street away from the school. He walked to school daily. Students passing by in buses would yell his name at the same time just to see him jump and stop suddenly. When he spotted the merry crowd in the bus, he would wave good-naturedly. Although Mohi was likable, he was too lost in his own thoughts to make friends. His classmates found him amusing but they ignored him most of the time. Only Hamed, who sat next to Mohi, tried to be his friend. The following Monday, Mohi did not turn up at school. His classmates were a little disappointed but quickly forgot about him. After school, Hamed decided to walk over to Mohi’s house to check on him. As he approached the gate, he could hear violin music. “Mohi must be listening to music, since he had never played music at school.”Hamed thought. He called Mohi’s name a few times but there was no response. The gate was not locked. Hamed let himself in. The music played on. 注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右； 2．按如下格式在答題卡的相應(yīng)位置作答。 As Hamed looked closely through a window, his eyes widened in surprise. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ When Teacher’s Day came around, Hamed convinced the class to let Mohi perform. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【參考范文】 As Hamed looked closely through a window, his eyes widened in surprise. In the middle of the living room, Mohi was playing the violin. His?eyes were closed in concentration?as he drew the bow over the strings?expertly. He?played flawlessly?so much so that it sounded like a recording.?Then an idea hit Hamed. It was the tradition of the school to have a concert for the teachers. Every class had to?contribute an item. It was a good chance for Mohito show his talent and be accepted by his classmates.?Thinking of that, Hamed left quietly. When Teacher’s Day came around, Hamed convinced the class to let Mohi perform. Short of ideas, the class agreed. On the day of the concert, both the teachers and students were surprised to see the school’s?clumsiest?student walking on stage with a violin. When he started to play, the audience fell silent.?Jaws dropped. As the last note ended,?there was a moment of silence. Then?the audience erupted into thunderous applause. Mohi?became a sensation?and had many fans in his final year of school. Mohi and Hamed became the best of friends eventually. 【寫(xiě)作指導(dǎo)】本文以人物為線(xiàn)索展開(kāi)，講述了笨拙且不修邊幅的Mohi一直是同學(xué)們的笑料，但好友Hamed發(fā)現(xiàn)了 Mohi 小提琴天賦，在Hamed舉薦下，Mohi 教師節(jié)音樂(lè)會(huì)上進(jìn)行了表演，Mohi得到了同學(xué)們的認(rèn)可并成了轟動(dòng)一時(shí)的名人。 1．段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“Hamed透過(guò)窗戶(hù)仔細(xì)看了看，驚訝地睜大了眼睛?！笨芍?，第一段可描寫(xiě)Hamed發(fā)現(xiàn)Mohi拉小提琴拉得完美無(wú)瑕，Hamed想出一個(gè)主意，讓Mohi展示他的才華。 ②由第二段首句內(nèi)容“當(dāng)教師節(jié)來(lái)臨的時(shí)候，Hamed說(shuō)服全班同學(xué)讓Mohi表演?！笨芍诙慰擅鑼?xiě)Mohi的表演大獲成功，得到同學(xué)們的認(rèn)可。 2．續(xù)寫(xiě)線(xiàn)索：發(fā)現(xiàn)秘密——推薦表演——技驚四座——轟動(dòng)一時(shí) 3．詞匯激活 行為類(lèi) ①突然意識(shí)到：hit/strike/occur to ②展示他的才華：show his talent/demonstrate his talent ③開(kāi)始做某事：begin to do/start to do 情緒類(lèi) ①專(zhuān)心地：in concentration /intently ②沉默：silence /quiet 【典型句式】 [句型1] His eyes were closed in concentration as he drew the bow over the strings expertly. (運(yùn)用了as引導(dǎo)時(shí)間狀語(yǔ)從句) [句型2] When he started to play, the audience fell silent. Jaws dropped. (運(yùn)用了when引導(dǎo)時(shí)間狀語(yǔ)從句) 2．閱讀下面材料, 根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段, 使之構(gòu)成一篇完整的短文 Sara and Vivian had different attitude to studies. Sara took studies seriously white Vivian never considered studies important. It was Monday morning and the start of their term assessments (評(píng)估) As usual. Sara got up early, freshened up and after breakfast, she left for school, Sara was confident about her preparations as she had studied the whole weekend, but a bit nervous like everyone during the exam time, On the other hand, Vivian wasn't prepared for her exams and was careless as ever. She had spent the whole weekend with her family at the beach. She really had fun and so she was excited to tell this to her friends. That day also, Vivian got up late and therefore did everything in a hurry. She rushed to the school to get a seat beside Sara or any other good student in the class so that she could ask them to show her the answer sheet. Luckily, she found an empty chair beside Sara in the examination room. She gave a smile to Sara and asked in a low voice if she could show her the answer sheet, To her surprise, Sara refused at once. Vivian was very surprised because she hadn't expected that. When the exam started, Vivian tried to peak (偷看) at sara's paper while Sara kept hiding her answers. But it was impossible for Sara to keep hiding answers while still writing. Thus forgetting her peeping friend, she completed her paper and left the alas room. Vivian copied almost nil the answers from Sara and was expecting good graded. Sara didn't like vivian's attitude and was angry with her. She didn't speak to her after that. After one week, the results were announced and the papers were handed back to the students. Sara got first place in the exam while Vivian failed. 注意: 1. 續(xù)寫(xiě)詞數(shù)應(yīng)為 150 左右; 2． 請(qǐng)按如下格式在相應(yīng)位置作答． Vivian was surprised. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sara looked at vivian's tea paper and found that Vivian had written everything wrong . ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【參考范文】 Vivian was surprised. She thought about how this could happen when she had copied from Sara's answer sheet. Then she went to Sara and apologized for what she had done. Next day she asked Sara if she could check her test paper and tell her what she had done wrong that got her such poor marks. It was a geography paper. Sara looked at Vivian's test paper and found that Vivian had written everything wrong.Instead of “water pollution reduces the supply of freshwater” she had written “Water cleaning reduces the supply of dirty water”; similarly, other answers were wrong too. As Vivian didn't study before, she had no idea about the meaning of what she was copying from Sara's paper as she couldn't see all the answers. Sara felt bad for Vivian so she hoped her friend would end this careless attitude and instead take her studies seriously. Vivian was ashamed of cheating and losing her best friend, so she promised never to cheat again and study hard from that day on. 【寫(xiě)作指導(dǎo)】本文以人物為線(xiàn)索，講述了Sara 和 Vivian兩人截然不同的學(xué)習(xí)態(tài)度。Sara認(rèn)真對(duì)待學(xué)習(xí)，但Vivian從不認(rèn)為學(xué)習(xí)很重要?？荚囍校琕ivian以抄襲Sara的方式期望得個(gè)好成績(jī)，結(jié)果Sara的了第一名，而Vivian不及格。 1． 段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“Vivian很驚訝?！笨芍?，第一段可描寫(xiě)Vivian找Sara問(wèn)清楚具體的原因。 ②由第二段首句內(nèi)容“Sara看了Vivian的試卷，發(fā)現(xiàn)Vivian寫(xiě)的都錯(cuò)了?！笨芍?，第二段可描寫(xiě)Sara通過(guò)看Vivian的卷子來(lái)搞清楚具體的原因。 2． 續(xù)寫(xiě)線(xiàn)索：?jiǎn)栐颉槊鳌兄x——內(nèi)心羞愧——感悟 3． 詞匯激活 行為類(lèi) 承諾：promise/ declare 學(xué)習(xí)：study /learn 減少：reduce/decrease 情緒類(lèi) .糟糕的：bad/awful 羞愧的：ashamed /shamed 【典型句式】 [句型1]. Next day she asked Sara if she could check her test paper and tell her what she had done wrong that got her such poor marks.（由連接詞if引導(dǎo)的賓語(yǔ)從句作asked的賓語(yǔ)） [句型2]. As Vivian didn't study before, she had no idea about the meaning of what she was copying from Sara's paper as she couldn't see all the answers. （運(yùn)用同位語(yǔ)從句） 3．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 As I sat on the bus waiting to arrive at school, the sun shining, I just sat there full of excitement ready to enjoy the first day of spring. At last, the bus stopped and I started my day. The whole day I was waiting for one thing, noon break. As the day passed by, I heard the bell rang and everyone rushed out of the door. I hurried and ate lunch just to get outside. As soon as I was out, my close friend, Riley called me over to play basketball. We all started playing and time flew by as we heard the timekeeper yell, “10 more minutes.” From that point on, the game sped up. Score after score, the competition process was more intense. I passed it to my teammate, Austin, and he dished it back as I pulled up a shot. I felt as if the world around me were barely moving, and all I concentrated on was the ball going to the hoop (籃筐). Not knowing I was pushed back hard, I hit the ground. A huge pain entered my left ankle. I wanted to scream, but I didn’t, hearing the people around me shout for help. I just lay there as Riley came over to pick me up and Austin fetched a wheelchair from the school clinic. Both of them helped me sit on the wheelchair. It seemed like the whole school circled around me as I was being pushed away. The moment we entered the clinic where I always felt nervous, I didn’t think my ankle hurt as badly as it did just now, so I said, “I’m okay.” Then they had to send me back to class without any treatment. The rest of the day I felt my ankle swelling (腫) up and I thought of how stupid I was to say that my ankle didn’t hurt in the clinic. “I should have gone home.” I thought to myself as I was thrown through this terrible pain. After school, I worried how to go back home. 注意： 1．續(xù)寫(xiě)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。 Just then I found Riley come in with an ice pack in his hand. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As we went out, we were surprised to find Austin holding some medicinal oil. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【參考范文】 Just then I found Riley come in with an ice pack in his hand. From his look, I could easily read his concern, which instantly brought tears to my eyes. He asked if my ankle swelled, his voice obviously full of care and anxiety. I nodded helplessly, eyes automatically settling on my aching ankle. Handing me the ice pack, he told me it could help relieve the pain and reduce swelling at the early stage. So moved was I that I extended my heartfelt gratitude to him. He just smiled, saying that we were good friends and offering to send me home. As we went out, we were surprised to find Austin holding some medicinal oil. “I usually use this kind of oil when I get hurt and it does work. You can have a try.” he said with sincerity. All of a sudden, I felt I was the happiest person in the world. I hugged my friends tightly, joyful tears rolling in my eyes. Blessed with such friends, I felt I had so much to be grateful for. Joking about my basketball skill, they sent me home. 【寫(xiě)作指導(dǎo)】本文以人物為線(xiàn)索展開(kāi)，講述了作者在中午吃完午飯后走出去，好朋友Riley叫作者過(guò)去打籃球，比賽很激烈，作者在比賽中被推倒，左腳踝一陣劇痛，Riley過(guò)來(lái)扶作者，Austin從學(xué)校診所拿了一輛輪椅，把作者推入了診室，作者認(rèn)為自己沒(méi)事，后來(lái)腳腫了，作者擔(dān)心自己該怎么回家。 1．段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“就在這時(shí)，我發(fā)現(xiàn)Riley手里拿著一個(gè)冰袋走了進(jìn)來(lái)?！笨芍?，第一段可描寫(xiě)Riley對(duì)作者的關(guān)心和幫助。 ②由第二段首句內(nèi)容“當(dāng)我們出門(mén)時(shí)，我們驚訝地發(fā)現(xiàn)Austin手里拿著一些藥用油?！笨芍?，第二段可描寫(xiě)Austin給作者藥用油以及作者的感想。 2．續(xù)寫(xiě)線(xiàn)索：關(guān)心地詢(xún)問(wèn)——給冰袋——給藥用油——感想 3．詞匯激活 行為類(lèi) ①詢(xún)問(wèn)：ask/inquire ②遞：hand sb. sth./pass sth. to sb. ③擁抱：hug sb./embrace sb. 情緒類(lèi) ①感動(dòng)：moved/touched ②感激：be grateful/be thankful 【典型句式】 [句型1] From his look, I could easily read his concern, which instantly brought tears to my eyes. (由關(guān)系代詞which引導(dǎo)的非限制性定語(yǔ)從句) [句型2] So moved was I that I extended my heartfelt gratitude to him. (部分倒裝句) 4．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 Molly didn’t understand what there was to celebrate. She looked around as her graduating high school class cheered while standing and tossing their caps high into the air. Molly took her cap off and gripped it tight. She craned her neck to look at the rain of black and white graduation caps cascading down. Some caps had signatures on them in permanent marker. Some were decorated with glitter and gems. Some had stickers and she noticed one was beautifully hand-painted. She looked down at her own white cap. White. Blank. Bare. She drew it close to her chest and held on tight. Today was her last chance to see her best friends, after all. Wren had decided to head to the college where her father lived outside of the country. Iris was headed to collage on the other side of the country. Molly sat down in her chair again. She was stuck in the middle of her graduating class. She couldn’t see Iris or Wren at the front of the class. Molly’s only friend at the moment was herself. The ceremony was long over. Molly stood, trying to find some way out of the mess of chairs and people that blocked her in when she noticed Iris and Wren standing at the end of the row she was in. Molly cracked a smile and waved. She parted the chairs in front of her and walked along the seats in that row to get to her friends. “Can you believe this day has finally arrived?” Iris exclaimed, clapping her hands together and bouncing on her feet. Molly cracked another smile. She still didn’t see what there was to celebrate. Sure, she was excited to go off’ to college herself. She decided to go to the local community college because she wanted to stay close to home and also because she didn’t know what she wanted to do for a career. Both her friends had seemed to already figure that out and Molly felt even more backward. She wasn’t doing anything special—no studying abroad, no living in a new country, no decorations on her graduation cap. 注意：1. 續(xù)寫(xiě)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。 Wren took Molly by the hand. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Iris grabbed a purple marker, uncapped it and got to work. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【參考范文】 Wren took Molly by the hand. “Come here, I want to show you something in my car.” She motioned for Molly to join them, which she did. Iris grabbed a bag from the corner and dumped out its contents which were stickers, gems, and permanent markers. Wren took Molly’s cap off her head. “I was going to decorate Iris’s cap, Iris was going to decorate yours, and we were going to have you decorate mine. But you weren’t feeling well last night so Iris and I decorated each other’s. Now, we are both going to decorate yours.” Iris grabbed a purple marker, uncapped it and got to work. After just a few minutes, the cap was hard to see the white. They had filled it up so much with so many words. “ Iris, Molly, and Wren; Friendship, Love, Laughter... What does all of this mean?” Molly asked. “We wrote all these words down because they describe our friendship perfectly.” Wren reply. “And these are all reasons to celebrate.” Iris add. There was a moment of silence as Molly thought. Then she started to laugh and the other two chimed in. Today was a good day for a celebration. 【寫(xiě)作指導(dǎo)】本文以人物為線(xiàn)索展開(kāi)。正在參加高中畢業(yè)典禮的Molly，看著眼前同學(xué)們?cè)趦x式上的開(kāi)心和熱鬧，自己很是不能理解這有什么好慶祝的，于是就更加感到孤獨(dú)和寂寞。這時(shí)她的朋友Wren和Iris及時(shí)地出現(xiàn)在她面前，幫她裝飾畢業(yè)帽子，與她一起分享同學(xué)友情，讓Molly真切地感受到了溫暖，以及這個(gè)畢業(yè)慶祝是值得的。 1．段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“Wren拉著Molly的手?！笨芍谝欢慰擅鑼?xiě)Wren把在Molly拉著一起加入慶?；顒?dòng)，告訴她要幫助她裝飾她的畢業(yè)帽。 ②由第二段首句內(nèi)容“Iris抓起一個(gè)紫色的記號(hào)筆，打開(kāi)蓋子，開(kāi)始工作?！笨芍诙慰擅鑼?xiě)Iris如何幫助她裝飾她的畢業(yè)帽，以及做這些的意義，讓Molly真切地感受到了溫暖，以及這個(gè)畢業(yè)慶祝是值得的。 2．續(xù)寫(xiě)線(xiàn)索：拉手邀請(qǐng)——看裝飾帽子的工具——告訴Molly要幫她裝飾帽子——開(kāi)始工作——解釋意義——感悟 3．詞匯激活 行為類(lèi) ①示意某人做某事：motion for sb. to do sth./ signal?sb. to do sth. ②.抓：grab /hold tightly/take firmly ③.回答：reply /answer / response 描述類(lèi) ①.感覺(jué)不好：not feel well /feel uncomfortable / feel depressed ②.一個(gè)好日子：a good day / a pleasant day / a brilliant day 【典型句式】 [句型1]. Iris grabbed a bag from the corner and dumped out its contents which were stickers, gems, and permanent markers.(由關(guān)系代詞which引導(dǎo)的定語(yǔ)從句) [句型2]. We wrote all these words down because they describe our friendship perfectly.(由because引導(dǎo)的原因狀語(yǔ)從句) 5．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。續(xù)寫(xiě)的詞數(shù)應(yīng)為150左右。 Third Grader Miya was sitting by the desk thinking about her composition. At the end of each year, the students will be given a writing task about the person(s) he/she is most thankful to. Miya could remember she wrote about her parents, who loved her and took care of her in grade one and her teacher, who encouraged her to be brave to raise questions in grade two. This year, she was supposed to write about somebody else. But who? The composition will be due next week. Miya racked her brains (絞盡腦汁) but still had no idea. Looking up from her empty composition paper, Miya noticed that the other students were collecting their books and getting ready to go home. She decided to give up thinking and get on her way back home. Who knows? Maybe a good idea might come to her mind the next day. Just at that time, John ran into the classroom and came up to Miya. John is head of the school drama club, in which Miya is a new member. “Miya, I would like you to play a role in the drama show.” said John. Miya agreed gladly. She loved drama and had always been dreaming of making her appearance on the stage. Then John introduced the drama to her. It was about the adventure of three boys to the wild west. Miya was supposed to play a small role, a farm girl who discovered the hungry boys, invited them to the farm and treated them with corn bread. She was to appear at the ending part of the drama and her lines were short and easy: Hi, buddies. You look weak. Would you like to come with me? Mom is making corn bread. It’s the most delicious in the world. Surely Miya wouldn’t have any problem remembering them. Everything went on well and the big day arrived three days later. The drama show attracted a large audience. The hall was crowded with excited students and teachers. The three older boys went on stage and started their “adventure” to the wild west. 注意：1.續(xù)寫(xiě)的詞數(shù)應(yīng)為150左右； 2．請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 As Miya waited behind the curtain for her turn to perform, nervousness started to grow insider her. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Miya was about to cry, when she saw John, who played one of the three boys, coming up to her. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【參考范文】 As Miya waited behind the curtain for her turn to perform, nervousness started to grow insider her. She kept repeating her lines in a low voice and she even found herself trembling. She regretted having accepted the role, wishing in some way that she could escape. Then she heard someone telling her to get ready and the curtain in front of her was pulled. Miya heard applauds from the audience but she just found it impossible to open her mouth and move her legs. She stood there, unable to say a word. The three boys looked at her anxiously and there was silence among the audience. Miya was about to cry, when she saw John, who played one of the three boys, coming up to her. He bent over her, patted her on the back, saying, “Hi, buddy. We are hungry. Can you tell us where we can get some food?” Without realizing how she made it, Miya replied, “Would you like to come with me? Mom is making corn bread. It’s the most delicious in the world.” With great delight, the three boys accepted Miya’s invitation and followed her to the “farm”. The drama show was a great success. Miya was grateful to John for his clever response and she finally got an idea of what to write about for her composition. 【寫(xiě)作指導(dǎo)】本文以事件發(fā)展為線(xiàn)索展開(kāi)，講述了作者米亞在寫(xiě)作文而沒(méi)有靈感的時(shí)候，同學(xué)約翰邀請(qǐng)她去參加表演，在表演過(guò)程中米亞緊張到忘詞的時(shí)候，約翰巧妙地給了她提醒，讓她順利完成了表演，此時(shí)米亞的作文主人公也出現(xiàn)了，她要在作文中感謝約翰。 1．段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“當(dāng)米亞在幕布后面等待輪到她表演時(shí)，她的內(nèi)心開(kāi)始變得緊張?！笨芍讈喩吓_(tái)前變得緊張，第一段可描寫(xiě)米亞緊張的表現(xiàn)，以及在舞臺(tái)上無(wú)法正常發(fā)揮。 ②由第二段首句內(nèi)容“米婭正要哭，這時(shí)她看到扮演三個(gè)男孩中的約翰向她走來(lái)?！笨芍?，第二段描寫(xiě)約翰過(guò)來(lái)提醒米亞，她順利地完成了表演，并且此時(shí)想到她寫(xiě)作文感謝的對(duì)象可以是約翰。 2．續(xù)寫(xiě)線(xiàn)索：收到寫(xiě)作任務(wù)——素材短缺——邀請(qǐng)表演——臺(tái)前緊張——巧妙化解——靈感出現(xiàn) 3．詞匯激活行為類(lèi) ①發(fā)現(xiàn)：notice/discover/find ②招待：treat/serve ③意識(shí)到：realize/be aware of 情緒類(lèi) ①感謝：appreciation/gratitude/be grateful ②緊張：nervous/anxious/tense 【典型句式】 【句型1】She regretted having accepted the role, wishing in some way that she could escape. (運(yùn)用動(dòng)名詞作賓語(yǔ)，現(xiàn)在分詞作狀語(yǔ)，that引導(dǎo)定語(yǔ)從句) 【句型2】Miya was grateful to John for his clever response and she finally got an idea of what to write about for her composition.(運(yùn)用what引導(dǎo)賓語(yǔ)從句) 6.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 Mr. Birkway was my English teacher, and when I met him on that first day in my new school, I didn’t know what to make of him. He was one of those energetic teachers who loved his subject half to death and walked about the room dramatically, waving his arms and patting (輕拍) people on the back. He said, “Brilliant!” and “Wonderful!”and “Terrific!” He was quite tall and slim, and his bushy black hair made him look like a wild native at times. He had deep brown cow eyes that sparkled (閃耀) all over the place, and when he turned these eyes on you, you felt as if his whole purpose in life was to stand there and listen to you, and you alone. Midway through the first class, Mr. Birkway asked if we had our summer journals. I hadn’t a clue as to what he was talking about. Some of the other students started nodding like crazy, and Mr. Birkway spread out his arms and said, “Wonderful!” He received the journals excitedly. “Thank you,” he said to each journal-giver. I was extremely worried. I had no journal. When he got to Beth Ann’s desk, Mr. Birkway lifted up her journal and looked inside. “I didn’t write much,” Ann said. “In fact, I can hardly remember what I wrote about at all.” “Don’t worry about it too much,” Mr. Birkway said with a smile. “Next time, try writing about something you like-a place, a room, a person. Just write whatever comes to mind.” Then he moved on. On top of Mary Lou’s desk were six journals. Mr. Birkway stood open-mouthed and said, “Is it — can it be — Shakespeare?” He counted the journals. “Six! Brilliant!” Christy and Megan, two girls who had their own club called the GGP (whatever that meant), were whispering over on the other side of the room and casting disapproving looks in Mary Lou’s direction. Mary Lou kept her hand on top of the journals as Mr. Birkway reached for them. In a low voice she said, “I don’t want you to read them.” 注意：1. 續(xù)寫(xiě)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。 ”What?” Mr. Birkway said. “Not read them?” ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ By the time Mr. Birkway got to my desk, my heart was beating so hard that I thought it might jump straight out of my chest. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: “What?” Mr Birkway said. “Not read them?” The whole room was silent. Mr. Birkway picked up Mary Lou’s journals before she could even blink. He said, “Don’t worry, your thoughts are safe with me. Brilliant! Thank you!” Mary Lou sat down in her chair. Mr. Birkway went around the whole room getting people’s journals. Phoebe was sending me little messages with her eyebrows that indicated that she was not too pleased either. I think they were all hoping that Mr. Birkway was not actually going to read these journals. By the time Mr. Birkway got to my desk, my heart was beating so hard that thought it might jump straight out of my chest. Looking sad and nervous, I explained to him I was new and that I didn’t know about the journals. “Not to worry!” Mr. Birkway said. “I know you didn’t have a chance to write a journal.” Despite this, I tried to write one that night. I had a terrible time coming up with something to write about. I made a list of all the things I liked, but I ended up writing about my beloved mother. The next day, I handed in my story to Mr. Birkway, who said, “Brilliant!” as he put it with the other journals. 【導(dǎo)語(yǔ)】本文以故事情節(jié)為線(xiàn)索展開(kāi)，講述了作者就讀新學(xué)校第一天發(fā)生的故事。英語(yǔ)老師精力充沛，在第一節(jié)課上到一半時(shí)，問(wèn)大家有沒(méi)有寫(xiě)暑假日記，并開(kāi)始把寫(xiě)好了的暑假日記一一收上去了。有的同學(xué)寫(xiě)得很多，有的寫(xiě)得少，有的同學(xué)不愿意老師看他們的日記。而作者根本就沒(méi)寫(xiě)，但老師沒(méi)有批評(píng)任何一個(gè)人，在老師的鼓勵(lì)下，作者當(dāng)天回去寫(xiě)了一篇日記。第二天被老師表?yè)P(yáng)。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“‘什么？’伯克維先生說(shuō)。‘不能讀它們？’”可知，第一段可描寫(xiě)伯克維老師在同學(xué)的拒絕讀日記的情況下如何解圍，以及收其他同學(xué)日記的場(chǎng)景。 ②由第二段首句內(nèi)容“當(dāng)伯克維老師走到我桌前時(shí)，我的心怦怦直跳，我覺(jué)得我的心都要跳出來(lái)了?！笨芍诙慰擅鑼?xiě)作者沒(méi)有寫(xiě)日記的窘迫心情，以及老師如何表示理解，并鼓勵(lì)他，以及作者真的在鼓勵(lì)之下寫(xiě)了日記上交。 2．續(xù)寫(xiě)線(xiàn)索：新學(xué)校遇新老師伯克維——老師收同學(xué)們的暑假日記——有同學(xué)不愿意日記被讀——老師并不批評(píng)大家，且鼓勵(lì)大家——作者因沒(méi)有日記緊張——在老師的鼓勵(lì)下當(dāng)天晚上寫(xiě)了一篇日記。 3．詞匯激活 行為類(lèi) ①.暗示：indicated/suggested ②.想出：coming up with/figuring out 情緒類(lèi) ①.開(kāi)心的：pleased/delighted ②.緊張的：nervous/on edge 【點(diǎn)睛】[高分句型1] Looking sad and nervous, I explained to him I was new and that I didn’t know about the journals.(運(yùn)用了現(xiàn)在分詞作狀語(yǔ)及that引導(dǎo)的賓語(yǔ)從句) [高分句型2] The next day, I handed in my story to Mr. Birkway, who said, “Brilliant!” as he put it with the other journals.(運(yùn)用了who引導(dǎo)的定語(yǔ)從句和as引導(dǎo)的時(shí)間狀語(yǔ)從句) 7.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 Catherine was the coolest kid in her class. Whenever she went,she was in the spotlight,with a bunch of kids following her and doing everything she did. Her desk mate,Landy,however,was not in the cool kids’ group.Being the tallest kid in her class, she was teased by her classmates,who were always chanting “Landy,Landy,long as spaghetti (意大利面)”.Every time Landy heard those silly chants， she could feel her face burst into flames. God knew how she wished the ground to crack and swallow her! Catherine didn’t really like it when the kids chanted “Landy,Landy,long as spaghetti”.But she never told them to stop either, and nor did she ever talk to her. She liked being popular. One weekend, Catherine went over to her grandfather for Thanksgiving. Her grandfather lives on a farm at the opposite end of town,where he keeps chickens. While helping to feed the chickens, Catherine noticed a peculiar one. Curling in the corner,it looked smaller than the others and was almost half-bare! “What’s the matter with it?”She asked her grandfather, with a puzzled frown on her face. Her grandfather told her how chickens could act.’“They have a pecking(啄) order，” he explained，wrinkles of concern spreading around his forehead.“If one chicken is different, the others will push it away and keep pecking it. Sometimes they peck it so much that it dies.” “Oh，what a poor little thing!”Catherine let out a sigh as she scooped(捧起)the frightened chicken up in her arms,whose heart was beating fast in the bony little body. 注意： 1．續(xù)寫(xiě)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。 Suddenly,she thought of Landy,the girl being ”pecked“by her classmates ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ But Catherine walked directly toward Landy,regardless of what they said. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】Suddenly,she thought of Landy,the girl being “pecked” by her classmates.“ I’m going to take it home and take good care of it,”she said with a determined look.Back in school,Catherine spotted Landy sitting by herself in a corner. She kept her head down with her eyes fixed on the floor as usual. Catherine thought Landy was just like the poor little chicken,being teased and ignored by her classmates, merely due to her special height. She told other kids,“It’s time for me to make an apology to Landy.” Astonished at what she said, all the kids burst out screaming,“Talking to the long spaghetti? Are you crazy?” But Catherine walked directly toward Landy,regardless of what they said.“Hi,Landy. I’m sorry about the spaghetti thing.” Catherine murmured an apology, her face reddening.“I know it hurts you. Can you forgive me?" She figured Landy might just walk away. But she lifted her misty eyes and nodded yes. Catherine wiped away her tears,giving her a warm hug. Moved by the scene, the other kids also came to offer their sincere apologies to Landy. From that day on, no one made up silly chants about Landy, and Catherine also gained an important life lesson that everyone should be treated equally no matter how special he or she was. 【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，講述了Catherine是班上最酷的孩子，無(wú)論她去哪里，她都是聚光燈下的人物，一群孩子跟著她，做她做的每一件事；而她的同桌——Landy作為班里最高的孩子，經(jīng)常被同學(xué)們?nèi)⌒?。Catherine不太喜歡同學(xué)們嘲笑Landy，但她也從來(lái)沒(méi)有叫他們停下來(lái)，也從來(lái)沒(méi)有和她說(shuō)話(huà)。直到有一天，Catherine在爺爺?shù)霓r(nóng)場(chǎng)看到一只被欺負(fù)的小雞才對(duì)Lancy有了愧疚之情，于是決定返校后向Lancy道歉，并與她友好相處。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“突然，她想起了蘭迪，那個(gè)被同學(xué)“啄”的女孩?！笨芍谝欢慰擅鑼?xiě)Catherine意識(shí)到自己之前對(duì)待Lancy的態(tài)度不好，要用實(shí)際行動(dòng)改變。 ②由第二段首句內(nèi)容“但Catherine不管他們說(shuō)什么，直接朝Lancy走去。”可知，第二段可描寫(xiě)Catherine真誠(chéng)地向Lancy道歉，并下定決心與其友好相處。 2．續(xù)寫(xiě)線(xiàn)索：想到被欺負(fù)的Lancy——再次看到Lancy被欺負(fù)——決定向Lancy道歉——真誠(chéng)道歉——關(guān)系和解——感悟 3．詞匯激活 行為類(lèi) ①抱起：scoop/hold/take ②道歉：make an apology to /apologize/ murmured an apology/offer their sincere apologies to ③嘲笑：tease/laugh at/ made up silly chants about Landy 情緒類(lèi) ①疑惑：with a puzzled frown on her face/confused/puzzled ②擔(dān)心：wrinkles of concern spreading around his forehead/concerned 【點(diǎn)睛】[高分句型1] Astonished at what she said, all the kids burst out screaming,“Talking to the long spaghetti? Are you crazy?”（由連接詞what引導(dǎo)的賓語(yǔ)從句作at的賓語(yǔ)） [高分句型2] Moved by the scene, the other kids also came to offer their sincere apologies to Landy. （Moved by the scene形容詞作原因狀語(yǔ)） 8.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 “Yeah, a BATTLE!” said William, pulling my arm. “You see that, John?” I looked up from my desk to see Ms. Chow writing on the board, “Battle of the Books!” She smiled and then said, “Are you ready to go into the battle? Get prepared for it next week!” “Is it a reading contest?” I was so excited that I forgot to raise my hand first. “Good question, John!” said Ms. Chow. “It is not a race and you are not going to beat each other. We are not going to see who can read the fastest or the most books, but you are going to form a team of three and then set a reading goal for your team. If your team meet your goal by the end of this month, you will get a prize!” Even though the prize was something silly, that still sounded pretty good to me. I turned towards William immediately, saying,“Shall we be teammates?” “Yes, for sure!” he said. William and I liked a lot of the same books, so we could set a goal together. The be1l rang before Ms. Chow could explain any more rules. William and I were about to begin our discussion when Lily passed my desk and said “Teammates?” to William and me. Lily was a girl from Spain and she could read super-fast in both English and Spanish! If we set a goal like reading books by authors from different countries, she could help the team for sure. “Yeah,of course!” William and I nodded. I had my team! The three of us settled down and started a discussion immediately, trying to figure out what we needed to do to get the prize. Just then, I saw my best friend Tom running towards my desk. I could clearly see the expectation shining in his eyes. 注意： 1． 所續(xù)寫(xiě)短文的詞數(shù)應(yīng)為150左右; 2． 續(xù)寫(xiě)部分分為兩段，每段的開(kāi)頭語(yǔ)已為你寫(xiě)好。 “John, let’s be teammates!” Tom said to me excitedly. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Hearing what Lily said, we agreed with her suggestion. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】???“John, let’s be teammates!” Tom said to me excitedly. Hearing what Tom said, I bowed my head in embarrassment, not daring to meet his eyes because I didn’t know how to refuse him politely. He was my best friend and I didn’t want to ruin our friendship. William and Lily also fell into silence and had no idea how to deal with it. Suddenly, Lily said happily, “we can turn to Ms. Chow for help. If we really want to be a team, maybe she will grant our request. ” Hearing what Lily said, we agreed with her suggestion. So we approached Ms. Chow who was getting ready to leave the classroom. After hearing what we said, she finally agreed, but with one condition that we must set a higher reading goal for our team since we had four. We agreed happily. Finally, the problem was solved perfectly and nobody was heart-broken. I was firmly sure that we would complete our reading goal and win the prize. 【導(dǎo)語(yǔ)】本文以讀書(shū)比賽的活動(dòng)線(xiàn)索展開(kāi)，講述了作者和兩個(gè)小伙伴組隊(duì)參加老師組織的讀書(shū)比賽的活動(dòng)，這時(shí)他最好的朋友也想加入他的隊(duì)伍，但老師要求只能三人一組。就在作者為難之際，同伴提出了建議，最終完美地解決了組隊(duì)的問(wèn)題。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“‘約翰，我們做隊(duì)友吧?！瘻芳?dòng)地對(duì)我說(shuō)”可知，第一段可描寫(xiě)作者的尷尬和不知所措及女同學(xué)提出的建議。 ②由第二段首句內(nèi)容“聽(tīng)完莉莉的話(huà)，我們同意了她的建議。”可知，第二段可描寫(xiě)我們采取的行動(dòng)及最終解決了組隊(duì)問(wèn)題。 2．續(xù)寫(xiě)線(xiàn)索：組隊(duì)友——問(wèn)題——不知所措——提建議——解決問(wèn)題——感悟 3．詞匯激活 行為類(lèi) ①.低頭：bow my head/lower my head ②.破壞： ruin/destroy ③.拒絕：refuse politely/decline 情緒類(lèi) ①.開(kāi)心地：happily/joyfully/delightfully ②.傷心的：heart-broken/grieved 【點(diǎn)睛】【高分句型1】So we approached Ms. Chow who was getting ready to leave the classroom.（運(yùn)用了who引導(dǎo)的定語(yǔ)從句。） 【高分句型2】After hearing what we said, she finally agreed, but with one condition that we must set a higher reading goal for our team since we had four. （運(yùn)用了that引導(dǎo)的同位語(yǔ)從句。） 9.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 Over the summer I moved from Texas to Missouri. This was my second year of high school, but my first year of school in Missouri. I was really nervous about starting a new school and having people like me. I decided that I would be much happier in a new school if I made friends that were so-called “popular”. Getting in with the right group of people would make my life a whole lot better. I bought a new outfit so the first day would be perfect. On the first day of school, scared, yet eager to begin my new life, I walked up the stairs. My first class was geometry, but where was that? I was standing in the hall looking confused, when a short, blond girl wearing glasses came up and asked, “Are you new? You look lost. Do you want me to help you find your class? My name is Diane. What’s yours?” Even though she seemed a bit strange, definitely not the kind of person I wanted to be associated with, I decided to answer her anyway. I was, after all, lost. After exchanging names, I followed her up the stairs and down a hallway on the right. When we reached my room she said, “Well, here you are. It was nice meeting you. I hope I see you again and your day goes all right.” I said a quick thank-you and waved good-bye. Once inside the classroom, I saw one big group of people huddled around someone who seemed to be telling some sort of story. I walked over and got close enough to overhear. All eyes were glued to the guy in the middle of the circle. I decided that this guy was popular. A few minutes later the teacher told everyone to go find a seat and get ready for the class. I managed to get one right next to the guy. I said, “Hi, my name is April and I’m new here.” He said coldly, “Hi, I’m Johnny.” That class dragged on and on. Finally, the bell rang. I turned to him and asked, “I’m not sure where my next class is, could you help me find it?” He looked at me and then said a quick no, turned back to his friends, and walked out of the classroom. 注意：1. 續(xù)寫(xiě)詞數(shù)應(yīng)為150左右; 2． 請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 As they were walking out, I heard they were all laughing at me. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Before I was ready to go home, I heard a familiar voice calling my name. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】????As they were walking out, I heard they were all laughing at me. Their shrill laughing let me blush with shame. I felt so embarrassed that I couldn’t do anything but sit there, keeping my body unmoved and holding back my tears. What I wanted to do is just to make friends with them. I couldn’t figure out why they laughed at me. But one thing was certain, that is, I must removed myself from their presence. Therefore, I wasn’t ready to leave until they walked far away. Before I was ready to go home, I heard a familiar voice calling my name. I felt very strange since I was new here without making any friends. Turning around, I saw Diane who came up to me with a warm smile on her face. She said she would walk together with me. What a kind and friendly girl she was, I thought. I was deeply moved so that I left all my embarrassment and sadness behind. On our way home, we talked a lot and I was surprised to find we had a lot in common. I also realized the true meaning of a friend. 【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，講述了作者進(jìn)入新學(xué)校第一天的迷茫與困惑。作者一開(kāi)始找不到教室，一個(gè)名叫戴安娜的女孩主動(dòng)提供幫助并帶領(lǐng)他找到了教室，但作者卻不想與戴安娜交朋友。之后在教室遇到非常受歡迎的約翰尼，作者向其尋求幫助，卻被無(wú)情的拒絕。 【詳解】1.段落續(xù)寫(xiě)： ①.由第一段首句內(nèi)容“當(dāng)他們走出去的時(shí)候，我聽(tīng)到他們都在嘲笑我”可知，第一段可描寫(xiě)作者聽(tīng)到嘲笑之后的心理狀態(tài)及情緒表現(xiàn)。 ②.由第二段首句內(nèi)容“在我準(zhǔn)備回家之前，我聽(tīng)到一個(gè)熟悉的聲音在喊我的名字。”可知，第二段可描寫(xiě)作者聽(tīng)到聲音之后的反應(yīng)及作者的感想。 2．續(xù)寫(xiě)線(xiàn)索：被嘲笑——尷尬——傷心——聽(tīng)到熟悉的聲音——感動(dòng)——感悟 3．詞匯激活 行為類(lèi) ①.抑制眼淚：hold back my tears/retain my tears ②.接近，靠近：come up/approach ③.一起走路：walk together/accompany him/keep him company 情緒類(lèi) ①.感動(dòng)：be moved/be touched ②.悲傷：sadness/sorrow 【點(diǎn)睛】【高分句型1】What I wanted to do is just to make friends with them.（使用了what引導(dǎo)的主語(yǔ)從句） 【高分句型2】Turning around, I saw Diane who came up to me with a warm smile on her face. （使用了現(xiàn)在分詞作狀語(yǔ)，及who引導(dǎo)的定語(yǔ)從句） 10.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 A Beautiful Group Painting The art class was over in a blink of an eye. When the recess bell (下課鈴) rang, Lisa sighed. At her old school, she used to play with her friends. Now she sat in the corner of the field and watched the other kids play without her. As she cleared her table, Lisa noticed a box of chalk by the window. She put it in her pockets. Then she took her usual place at the end of the recess line. As she and her classmates walked down the hall and out into the yard, Lisa remembered how she and her mother used to draw chalk designs on the long driveway leading to the old apartment. The patterns were called rangoli (印度傳統(tǒng)地畫(huà)), and they looked like stars and roses. Lisa’s mother said that the drawings were to welcome guests to their home. Lisa missed the early mornings she and her mother would spend drawing those colorful patterns. Lisa walked to the basketball court and sat on the sidewalk. She took chalk out of her pocket and began to draw her favorite rangoli pattern. She drew flowers with huge petals (花瓣) and stars with eight points. “That’s pretty,” a voice said. She turned around and saw that Eric, a boy in her class, was watching her. “It’s called rangoli,” she said. “The floor of my grandmother’s house has patterns like that,” Eric said. “What do you mean?” Lisa asked. “Hand me a piece of chalk,” Eric said. Eric sat down on the pavement and began to draw. He drew flowers that were more detailed than Lisa’s, but still had huge petals. Then he drew circles inside circles, and surrounded them with small diamonds. Lisa kept drawing too. “What are you guys doing?” a voice asked. Lisa and Eric had been so absorbed in drawing that they hadn’t noticed that their classmate Emma had been watching them. “Hey,” Emma said, sitting down beside them, “that looks like the rugs (小地毯) in my uncle’s house. Except on the rugs, the shapes are bigger, and aren’t as curly (卷曲的).” 注意： 1． 續(xù)寫(xiě)詞數(shù)應(yīng)為150左右； 2． 請(qǐng)按如下格式在相應(yīng)位置作答。 “Show us,” said Eric, handing Emma a piece of chalk. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Having heard the teacher’s praise, many students gathered around. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】“Show us,” said Eric, handing Emma a piece of chalk. Emma took the chalk and began drawing. She drew shapes that were full of straight lines and bright colors. They were bigger than the shapes Lisa and Eric had drawn, covering each other to form new shapes. She colored the drawings purple, blue, and white. “Wow!” The art teacher showed up at some point and said, “It’s a nice drawing.” The three students stood up and looked at their masterpiece, their heart swelling with pride. Having heard the teacher’s praise, many students gathered around. They expressed their views on the drawings freely. Some said it looked like a universe, with many planets and stars. Some said it looked like a coral reef full of tropical fish. Some said it looked like a welcoming home. After listening to the students’ comments, the teacher said, “You are all right. But if you ask me, it is a beautiful group painting!” As soon as the teacher finished speaking, the other students joined in the painting. 【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，講述了轉(zhuǎn)入新學(xué)校的麗莎課間獨(dú)自在地上畫(huà)畫(huà)，同學(xué)們看到后，紛紛加入進(jìn)來(lái)。小伙伴們一起完成了一幅美麗的小組畫(huà)。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容““給我們看看，”埃里克說(shuō)著遞給艾瑪一支粉筆”可知，第一段可描寫(xiě)艾瑪加入埃里克和麗莎，他們?nèi)说睦L畫(huà)得到了老師的表?yè)P(yáng)。 ②由第二段首句內(nèi)容“聽(tīng)到老師的表?yè)P(yáng)后，許多學(xué)生聚集在一起”可知，第二段可描寫(xiě)更多的學(xué)生加入進(jìn)來(lái)，他們一起完成了一幅漂亮的小組畫(huà)。 2．續(xù)寫(xiě)線(xiàn)索：遞粉筆——專(zhuān)心畫(huà)畫(huà)——表?yè)P(yáng)——多人加入——完成作品 3．詞匯激活 行為類(lèi) ①出現(xiàn)：show up /appear ②起身：stand up /get up ③加入：join/involve/participate 情緒類(lèi) ①驕傲：pride /proud ②漂亮的：beautiful /wonderful/superb 【點(diǎn)睛】[高分句型1]The three students stood up and looked at their masterpiece, their heart swelling with pride.(運(yùn)用了獨(dú)立主格結(jié)構(gòu)作狀語(yǔ)) [高分句型2]As soon as the teacher finished speaking, the other students joined in the painting.(運(yùn)用了as soon as引導(dǎo)時(shí)間狀語(yǔ)從句) 11.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 “David, it’s time for breakfast,” Mrs. Motangi called. “There’s a birthday present for you to open.” David ran into the kitchen and saw a shiny new soccer ball on the table. He smiled and started jumping up and down with excitement. “Can I take the ball to school with me, please?” asked David. “Of course,” Mrs. Motangi said. “But you need to be careful with your first real soccer ball.” At school, David immediately put his soccer ball under his desk. During the morning lessons, he kept quietly tapping the ball with his foot to make sure it was still there. Finally, it was break time. David seized the ball and quickly ran outside. He kicked the ball skillfully across the field to a group of students. Soccer was David’s favorite sport. Since he had arrived in England and started school two months ago, he had played soccer every day during the break. Break was always his favorite time because he didn’t have to speak English, a language that was still fairly new to him. When he played soccer, he would forget that he felt like an outsider at this new school “Look!” called David. “I got a new soccer ball. We can use it for our game today.” The other students exchanged glances and just stared at David. These were the most words David had ever spoken to them. “We don’t need your ball,” said a tall boy, Jacob. “We already have one.” Jacob liked playing soccer but poorly. Jacob kicked David’s ball with all his strength. The ball soared over the school’s high fence, bounced once, and rolled to the back of a nearby house. “What a good kick!” screamed the other kids, jumping up and down and slapping Jacob on the back. David watched in horror as his cherished football went out of sight, tears coming to his eyes. What would his mother say? 注意：1.續(xù)寫(xiě)詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。 Paragraph 1: He was going outside when his teacher, Mr. Bleachers, came with the ball. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: With the help of David, they got prepared for the soccer match between classes. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】He was going outside when his teacher, Mr. Bleachers, came with the ball. The “conflict” didn’t escape his notice. Having returned it to David, he turned to Jacob, demanding an apology. Jacob, drooping his head, uttered a sincere “sorry”. “Boys, remember the coming soccer match? With David, we can be a stronger team,” Mr. Bleachers said with encouragement. David cast Jacob a smile, who immediately straightened up his slumped shoulders. In the following days, it was David’s patient guidance that saw their strides in football skills.????? With the help of David, they got prepared for the soccer match between classes. With soaring confidence and sharpened football skills, they put five consecutive wins under their belt and entered the tight final. Although the rival scored a goal first, Jacob battled to tie it with David’s smart assistance. Finally, they won the game. Wild cheers and applause erupted from the stand. When David held the trophy high, he knew that it was the football from his mother that overcame the language barrier and befriended his class. 【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，講述了David帶著自己的生日禮物——一個(gè)新的足球去新學(xué)校。David特別喜歡踢球，在新學(xué)校中自己不太擅長(zhǎng)英語(yǔ)，沒(méi)有什么朋友。但是他主動(dòng)邀請(qǐng)其他同學(xué)和他一起踢球，但卻被一個(gè)叫Jacob男孩所嘲笑和欺負(fù)。后來(lái)在老師 Bleachers先生的幫助下，David和班級(jí)的里的男孩和好，一起為接下來(lái)即將到來(lái)的足球比賽作準(zhǔn)備，并最終贏得比賽的故事。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“他正要出去，這時(shí)他的老師Bleachers先生帶著球來(lái)了?！笨芍?，第一段可描寫(xiě)老師布萊克斯先生讓Jacob給David道歉并提到即將到來(lái)足球比賽的情節(jié)。 ②由第二段首句內(nèi)容“在David的幫助下，他們?yōu)檎n間的足球比賽做了準(zhǔn)備?！笨芍诙慰擅鑼?xiě)David和同學(xué)們共同準(zhǔn)備比賽并最終贏得比賽，收獲友誼的情節(jié)。 2．續(xù)寫(xiě)線(xiàn)索：Bleachers先生帶著球過(guò)來(lái)——Jacob道歉——兩人和好——老師提出比賽事宜——共同準(zhǔn)備比賽——贏得比賽——收獲友誼 3．詞匯激活 行為類(lèi) ①.低下頭：droop his head/lower his head ②.直立起來(lái)：straightened up/stand up straightly ③.意識(shí)到：know/realize/be aware of 情緒類(lèi) ①.鼓勵(lì)地說(shuō)：said sth with encouragement/said sth encouragingly ②.高漲的信心：soaring confidence /rising confidence 【點(diǎn)睛】[高分句型1].??Having returned it to David, he turned to Jacob, demanding an apology.（現(xiàn)在分詞作狀語(yǔ)） [高分句型2]. When David held the trophy high, he knew that it was the football from his mother that overcame the language barrier and befriended his class.（when引導(dǎo)的時(shí)間狀語(yǔ)從句和that引導(dǎo)的賓語(yǔ)從句） 12.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 It was only a dollar. Dylan Belscher noticed it on the floor as he sat at the back of his English class in March. When the school day ended, Belscher wandered back to the classroom. The wrinkled old bill was still there. He could have pocketed it easily without thinking twice. But he picked it up and brought it to his English teacher. Katie Mattison. “It wasn’t my money,” Belscher said, which he saw as a sufficient explanation. Mattison, 54, was a little surprised he should turn the dollar in, knowing a lot of people would have just kept it. She suggested that Belscher tape it to the whiteboard at the front of the classroom, where she always put lost things. Maybe the dollar was the money for lunch or bustickets for the student who lost it. “You can always tell when someone is looking for something,” Mattison said. A day or two later, the school shut down for the holiday break. Neither the teacher nor her student thought twice about the dollar. Hunter Rose, then a senior, was in an English class after break when she spotted the dollar on the whiteboard. It was a bit of a mystery, Rose said. After class, she asked Mattison why it was there. The teacher was still waiting for the original owner to claim it, so she replied, “I don’t know.” Rose took the tape from Mattison’s desk and taped a second dollar to the board. That got it rolling. The sight of the two dollar bills, side by side, awakened something in Mattison’s students. They started asking about the purpose of the money. to which Mattison always gave the same answer: She didn’t know. At that point, it was true. Several other students, feeling it interesting, taped up single dollar bills. Mattison—an experienced teacher who recognized a phenomenon in the making-wrote the initial of each student on each specific bill, and she started to leave the tape beside the whiteboard. The effort snowballed. 注意： 1． 續(xù)寫(xiě)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。 Even with no specific purpose, many students wanted to participate. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ One morning, Mattison asked her students if they’d like to use the money for something good. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】Even with no specific purpose, many students wanted to participate. Belscher said everyone decided Mattison had some unspoken goal and that there would be some mysterious point at which she would reveal the secret. They figured larger donations could help them get there faster. One student taped a $20 bill to the whiteboard. Another student dug into her birthday savings and taped up another $20. The amount continued to grow over several weeks until it reached $175. As for the original dollar, the person who lost it never came looking. That left Mattison to decide upon the best resolution. One morning Mattison asked her students if they’d like to use the money for something good. They all agreed delightedly, waiting for Mattison’s plan. She continued to ask the teens whether they minded if she donated the dollars in their names to a non-profit for cancer cure. Their answer was to tape more money to push the amount up to $320. Mattison, choking back tears as she recalled the moment, carefully took the cash off the board and made a donation before the beginning of May. That was Saturday. By Monday afternoon, eight more dollars had been taped to the board. 【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，講述了Dylan Belscher撿到了一美元，在老師Mattison的建議下，他把錢(qián)貼到教室前面的白板上以便失主認(rèn)領(lǐng)。Hunter Rose發(fā)現(xiàn)了白板上的一美元，覺(jué)得這是一件神秘的事，于是她在白板上又粘了一美元，這引起了更多學(xué)生的興趣和參與的故事。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“即使沒(méi)有明確的目標(biāo)，許多學(xué)生還是想要參與其中?！笨芍谝欢慰擅鑼?xiě)學(xué)生們往白板上貼錢(qián)和他們這樣做的心態(tài)，以及老師Mattison看到同學(xué)們的行為后是如何想、如何做的。 ②由第二段首句內(nèi)容“一天早上，Mattison問(wèn)同學(xué)們是否想要用這些錢(qián)做些好事?！笨芍?，第二段可描寫(xiě)同學(xué)們對(duì)老師提議的回應(yīng)以及他們接下來(lái)的做法。 2．續(xù)寫(xiě)線(xiàn)索：更多的捐款——建議——同意——捐贈(zèng)——再次有錢(qián)粘在白板上 3．詞匯激活 行為類(lèi) ①.透露：reveal/ let out ②.幫助：help/aid/assist ③.同意：agree/approve 情緒類(lèi) ①.高興地：delightedly/ joyfully ②.強(qiáng)忍淚水：choke back tears/ hold back tears 【點(diǎn)睛】[高分句型1]. Belscher said everyone decided Mattison had some unspoken goal and that there would be some mysterious point at which she would reveal the secret.（運(yùn)用了賓語(yǔ)從句和介詞at +which引導(dǎo)的定語(yǔ)從句） [高分句型2]. As for the original dollar, the person who lost it never came looking.（運(yùn)用了關(guān)系代詞who引導(dǎo)的定語(yǔ)從句） 13.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。 I’ll never forget the day that one of my fifth-grade students, Jace, shyly raised his hand and said that he had never received a gift during reading discussions. Jace’s honesty surprised me. What was even more eye-opening was the fact that the boy had gone ten years and never experienced the joy and surprise of receiving a present. I tried to search a reason that he might be saying this. Then I remembered his story. His mother was out of the picture and he lived alone with his dad. His father had a hard time holding down a job, and come to think of it. I didn’t see his father at enrollment(注冊(cè))or parent-teacher conferences. A couple of weeks after Jace’s comment, he was absent from school. This happened to be the day I was sending home the annual note about the classroom Christmas gift exchange. Traditionally, each boy was to bring a gift for a boy in the three-dollar range and the same was true for each girl. As we were discussing the specifics, a girl raised her hand and suggested that we do away with our traditional policy, and each buy a gift for Jace instead. The enthusiasm grew as the students discussed the kinds of things they knew Jace would like. We took a quick vote and unanimously(意見(jiàn)一致地)agreed to go ahead with this wonderful idea. With great excitement, the gifts began to come in. Students with bright eyes would eagerly tell me how they found the “perfect gift” and how their parents spent more than three dollars on Jace’s gift! As the gifts poured in, I remember being so proud of my thoughtful, selfless students who were truly showing the spirit of Christmas. After several days of absences, you can imagine our disappointment when we learned that Jace’s absences were due to the fact that he had moved away! I was sure of one thing. I couldn’t let my students or Jace down. I found my information sheet and called every number listed. Apparently, Jace’s father had lost his job, causing them to relocate. No one knew where they were, and the cell phone number I had would ring with no response despite my continuous efforts. Even into our Christmas vacation, I constantly gave the phone number a shot. 注意： 1． 續(xù)寫(xiě)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。 Finally, at 9:30 PM on Christmas Eve, I decided to try one last time. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As I drove down the road to Jace’s house, I saw the porch light of his father’s trailer(拖車(chē)式房屋)signaling which home was his. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】參考范文 Finally, at 9 :30 PM on Christmas Eve, I decided to try one last time. By then, I really didn’t worry about calling at a late hour. I was so used to no answer after many attempts that I was startled(震驚的)to hear a response. Amazingly, Jace answered the phone! Soon, I explained the story to Jace and told him how his classmates really wanted to do this for him. I spoke with his father and the next thing I knew, I was driving to Jace’s home. As I drove down the road to Jace’s house, I saw the porch light of his father’s trailer(拖車(chē)式房屋)signaling which home was his. I was thrilled to see Jace. We filled the room with all of the carefully wrapped gifts that were especially for him. He was so surprised and grateful. Jace’s joyful smile that evening lit up the sky like a strand of twinkle lights. I went to sleep that night thinking about Jace’s joy and my thoughtful students. With a smile of my own，I was thankful to be a part of one of the most important “l(fā)essons” of their lives. 【導(dǎo)語(yǔ)】本文為一篇記敘文。文章主要講述了作者的一個(gè)名叫Jace的學(xué)生由于家庭問(wèn)題，從未收到過(guò)禮物，于是作者和其他同學(xué)為他準(zhǔn)備了很多圣誕禮物。但是，就在圣誕前夕，Jace卻搬了家。最終作者在圣誕前夜找到了Jace，并給了他同學(xué)們?yōu)樗麥?zhǔn)備的各種禮物。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“最后，在平安夜晚上9點(diǎn)半，我決定最后試一次?！币约暗诙问拙鋬?nèi)容“當(dāng)我開(kāi)車(chē)去Jace家的時(shí)候，我看到了他父親的拖車(chē)房屋門(mén)廊上的燈光，表明哪座房子是他的。”可知，第一段可描寫(xiě)作者終于找到了Jace。 ②由第二段首句內(nèi)容“當(dāng)我開(kāi)車(chē)去Jace家的時(shí)候，我看到了他父親的拖車(chē)房屋門(mén)廊上的燈光，表明哪座房子是他的?！笨芍?，第二段可描寫(xiě)Jace在收到禮物之后的感激以及作者作為老師的感觸。 2．續(xù)寫(xiě)線(xiàn)索：Jace說(shuō)自己從未收到過(guò)禮物——Jace曠課，圣誕節(jié)即將到來(lái)——學(xué)生提議為Jace準(zhǔn)備禮物以彌補(bǔ)Jace的遺憾——Jace搬了家，作者聯(lián)系不到他——作者終于在圣誕前夜聯(lián)系到了Jace——收到禮物的Jace非常感激，作者也很有感觸 3．詞匯激活 行為類(lèi) 習(xí)慣于：be used to/get accustomed to 和某人交談：speak with sb./talk with sb. 想要：want/wish/desire 情緒類(lèi) 驚奇地：amazingly/surprisingly/marvelously 感激的：grateful/thankful① 【點(diǎn)睛】【高分句型1】I was so used to no answer after many attempts that I was startled(震驚的)to hear a response. （運(yùn)用了so…that…引導(dǎo)的結(jié)果狀語(yǔ)從句） 【高分句型2】Soon, I explained the story to Jace and told him how his classmates really wanted to do this for him.（運(yùn)用了how引導(dǎo)的賓語(yǔ)從句） 14.閱讀下面材料, 根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段, 使之構(gòu)成一篇完整的短文。 Learning to Dribble(運(yùn)球) I was the new kid in town. New home. New city. New state. And new school. My dad got a new job, and we had packed up our lives and moved from our old home, school, friends and everything. We moved over summer vacation, so I didn’t have to deal with school right away. We’d landed in southern Florida, and we were total strangers. Summer whizzed by while we unpacked, arranged furniture, found stores we liked, and adjusted to the sunshine state with its palm trees and canals everywhere. I felt anxious about school as I was not an adventurous girl. My head was full of fears and worries. Would I make friends? Would I fit in? Would I survive in this strange new world? Shy and quiet, I read a lot and did not make friends easily. I loved learning. I loved reading. I even loved homework. Loving books and reading helped me get good grades. Teachers loved that about me. Even a brand-new group of teachers. Other kids, though, didn’t like me getting top grades, answering questions in class or being delighted with school. I did not win popularity contests. But I couldn’t stop being me-loving to read and learn. I felt like a total failure. I tried not to be discouraged. Then one day, a tall, athletic boy in English class strode right over to me. He introduced himself as being on the school basketball team. It dawned on me that he was James, the captain! “Hey, ” he said. “You do really well in English class. Do you think you could help me?” Yes, oh, yes, definitely yes. I could, and I would. We sealed the deal with an exchange of smiles. 注意:1. 續(xù)寫(xiě)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。 From that moment on, life at school changed for me. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I was thankful to be smart enough to help the team. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】參考范文 From that moment on , life at school changed for me. Players of the school basketball team asked me to help them out. I sat on the stand during their practice and did lessons. I taught the guys about subject-verb agreement and the correct use of tenses. They taught me how to dribble a basketball and that being smart could be a real blessing-which I could use to help others. All the girls were jealous, but they weren’t mean about it. Nobody gave me trouble about being smart anymore. I was the team tutor and I fit in. I was thankful to be smart enough to help the team. I was forever grateful for the basketball team captain who helped me to change my life at school. Though I was only five feet tall, I walked the halls feeling as tall as those towering basketball players who helped me to fit in-in a new state, new city, new school. They gave me courage and confidence to be myself-and to be a short girl who really knew how to dribble a basketball! 【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，講述了作者因?yàn)榧彝サ陌峒?，?lái)到了一個(gè)新的學(xué)校。一開(kāi)始作者在新環(huán)境下感到不適應(yīng)，沒(méi)有朋友，后來(lái)，一個(gè)籃球隊(duì)員的出現(xiàn)，讓作者的生活發(fā)生了改變，并且成功地融入新學(xué)校的故事。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“從那一刻起，我的學(xué)校生活改變了?！笨芍?，第一段可描寫(xiě)作者學(xué)校生活改變的經(jīng)過(guò)。。 ②由第二段首句內(nèi)容“我很慶幸自己足夠聰明，能夠幫助球隊(duì)?！笨芍诙慰擅鑼?xiě)作者幫助球隊(duì)以及重新找到了自己的價(jià)值和自信。。 2．續(xù)寫(xiě)線(xiàn)索：學(xué)校生活改變——我?guī)椭@球隊(duì)球員學(xué)習(xí)英語(yǔ)——自己慢慢感到適應(yīng)新環(huán)境——慶幸自己能夠幫助球隊(duì)——感激籃球隊(duì)隊(duì)長(zhǎng)——感悟 3．詞匯激活 行為類(lèi) ①.幫助：help/assist/lend sb a hand ②.適應(yīng)：adjust to / adapt to ③.改變：change /transform/alter 情緒類(lèi) ①.嫉妒的：jealous / envious ②.感激：was grateful for / appreciate 【點(diǎn)睛】[高分句型1]. They taught me how to dribble a basketball and that being smart could be a real blessing which I could use to help others.（運(yùn)用了how引導(dǎo)的賓語(yǔ)從句以及which引導(dǎo)的限制性定語(yǔ)從句。） [高分句型2]. I was forever grateful for the basketball team captain who helped me to change my life at school.（由關(guān)系代詞who引導(dǎo)限制性定語(yǔ)從句。） [高分句型3]. Though I was only five feet tall, I walked the halls feeling as tall as those towering basketball players who helped me to fit in-in a new state, new city, new school.（運(yùn)用了連詞Though引導(dǎo)的讓步狀語(yǔ)從句。） 15.閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。 When things went wrong, Ittleby Fein always had something nice to say. When Dad forgot about the pizza and it burned, Ittleby said, “Don’t worry. It’ll still taste good.” And he was right. The pizza edges were dark and crispy (酥脆的), but the middle wasn’t half bad. When Ittleby’s friend David got a low score on the spelling test, Ittleby said, “You’ll do better next time.” And, sure enough, David studied harder and got a perfect score the next week. When his teacher, Mr. D, bumped into a book stand in the library, Ittleby said, “Don’t worry. The librarian won’t be upset.” He was right. The librarian just laughed and helped pick up the books. Ittleby looked on the bright side. And everyone liked that about him. Everyone except Hazel. Hazel was the new kid in the class. On her first day, Ittleby said, “Nice to meet you, Hazel. I think you’ll like it here.” Hazel stared at him and said, “I doubt it.” When Mr. D said they’d have recess(課間休息) inside because of the rain, Ittleby said, “Every cloud has a silver lining.” But Hazel shook her head saying, “Clouds are white. Maybe gray. Where do you get this stuff?” Then outside the window, the clouds had rolled over the sun. The room felt darker. “Bad things come in threes.” said Hazel. “No outdoor recess is number one. What will the second thing be? ” The class didn’t have to wait long to find out. Greta was carrying a tray of paints during art class. She fell over, and paints went flying. There was blue on the floor and red and black on the walls. Hazel turned to Ittleby. “That is the second bad thing. What will the third be?” she said. Ittleby didn’t know what to say. Hazel seemed so sure about the Rule of Three Bad Things. Then Emma came to look at Ittleby’ s painting. “It’s beautiful,” she said. She picked it up, not realizing she had paints on her fingers. Hazel pointed and said,“Ittleby’ s picture is messed up! There’s number three.” 注意： 1． 續(xù)寫(xiě)的詞數(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。 Instead of being angry, Ittleby said, “If I add wings, the fingerprints could look like butterflies.” ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ “Do you want to add your fingerprint too?” Ittleby asked Hazel. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】Instead of being angry, Ittleby said, “If I add wings, the fingerprints could look like butterflies.” Slowly and carefully, Ittleby added wings to all the fingerprints. Miraculously, there were butterflies on the painting and the whole picture seemed to come to life(變得生動(dòng)起來(lái)).Then Ittleby said, “Hey, let’s make a sea of butterflies. Everyone, dip a finger into the paints(用手指蘸一下顏料), and make a butterfly on my painting.” Everyone was excited and left a fingerprint on Ittleby’s painting. A sea of colorful butterflies appeared. But only Hazel didn’t make one. “Do you want to add your fingerprint too?” Ittleby asked Hazel. Hazel thought about it, and then nodded. She dipped her finger into the yellow paint and gently pressed it onto Ittleby’s painting. She carefully added wings, trying her best not to(盡力不) mess Ittleby’s painting. She made a really beautiful butterfly with a broad smile. “It looks great,” said Ittleby. In fact, bad things happen, but good things happen, too. And sometimes, there are good things hiding where you don’t expect them. 【導(dǎo)語(yǔ)】本文以人物為線(xiàn)索展開(kāi)，講述了Ittleby是個(gè)樂(lè)觀的孩子，當(dāng)事情變?cè)愀獾臅r(shí)候，Ittleby總是說(shuō)些好聽(tīng)的話(huà)，因此同學(xué)們都很喜歡他，但是新來(lái)的同學(xué)Hazel并不喜歡他。有一天下雨了，所以老師讓同學(xué)們?cè)谑覂?nèi)課間休息，Hazel認(rèn)為這是一件糟糕的事情，而且她認(rèn)為壞事成三，所以她認(rèn)為接下來(lái)還會(huì)發(fā)生不好的事情。在美術(shù)課上，同學(xué)Greta端著一盤(pán)顏料，結(jié)果摔倒了，顏料濺的到處都是，Hazel認(rèn)為這是第二件壞事。接著同學(xué)Emma看到了Ittleby的畫(huà)，覺(jué)得很漂亮，于是拿起來(lái)看了看，但是沒(méi)有意識(shí)到自己手上有顏料，于是在Ittleby的畫(huà)上沾上了指紋，Hazel認(rèn)為這是第三件壞事。 【詳解】1.段落續(xù)寫(xiě)： ①由第一段首句內(nèi)容“Ittleby沒(méi)有生氣，而是說(shuō)：‘如果我加上翅膀，指紋看起來(lái)會(huì)像蝴蝶。’”可知，第一段可描寫(xiě)Ittleby在指紋的地方加上翅膀，整幅畫(huà)都很生動(dòng)，于是邀請(qǐng)其他同學(xué)也留下指紋，畫(huà)了很多蝴蝶。 ②由第二段首句內(nèi)容“‘你也想加上你的指紋嗎？’ Ittleby問(wèn)Hazel。”可知，第二段可描寫(xiě)Ittleby請(qǐng)Hazel也在自己的畫(huà)上留下指紋，Hazel同意了，Ittleby把Hazel的指紋畫(huà)成了一只漂亮的蝴蝶。 2．續(xù)寫(xiě)線(xiàn)索：將指紋加上翅膀，畫(huà)成蝴蝶——邀請(qǐng)同學(xué)問(wèn)留下指紋，畫(huà)成很多蝴蝶——Ittleby請(qǐng)Hazel留下指紋——Hazel同意了，留下指紋——Ittleby將Hazel的指紋畫(huà)成一只漂亮的蝴蝶 3．詞匯激活 行為類(lèi) ①考慮：think about/consider ②發(fā)生：happen/take place 情緒類(lèi) ①激動(dòng)的：excited/thrilled 【點(diǎn)睛】[高分句型1] She carefully added wings, trying her best not to(盡力不) mess Ittleby’s painting.(運(yùn)用了現(xiàn)在分詞作狀語(yǔ))

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這是一份課件 專(zhuān)題13 旅游見(jiàn)聞?lì)愋赂呖加⒄Z(yǔ)讀后續(xù)寫(xiě)主題分類(lèi)突破 （原卷版+解析版），文件包含13旅游見(jiàn)聞?lì)愒戆鎑ocx、13旅游見(jiàn)聞?lì)惤馕霭鎑ocx等2份課件配套教學(xué)資源，其中PPT共0頁(yè)， 歡迎下載使用。

課件 專(zhuān)題12 夢(mèng)想類(lèi)故事新高考英語(yǔ)讀后續(xù)寫(xiě)主題分類(lèi)突破 （原卷版+解析版）：

這是一份課件 專(zhuān)題12 夢(mèng)想類(lèi)故事新高考英語(yǔ)讀后續(xù)寫(xiě)主題分類(lèi)突破 （原卷版+解析版），文件包含12夢(mèng)想類(lèi)故事原卷版docx、12夢(mèng)想類(lèi)故事解析版docx等2份課件配套教學(xué)資源，其中PPT共0頁(yè)， 歡迎下載使用。

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課件 專(zhuān)題11 趣事類(lèi)故事新高考英語(yǔ)讀后續(xù)寫(xiě)主題分類(lèi)突破 （原卷版+解析版）
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課件 專(zhuān)題05 友情類(lèi)故事新高考英語(yǔ)讀后續(xù)寫(xiě)主題分類(lèi)突破 （原卷版+解析版）
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課件 專(zhuān)題04 溫暖親情類(lèi)新高考英語(yǔ)讀后續(xù)寫(xiě)主題分類(lèi)突破 （原卷版+解析版）
課件 專(zhuān)題02 比賽收獲類(lèi)新高考英語(yǔ)讀后續(xù)寫(xiě)主題分類(lèi)突破 （原卷版+解析版）

課件 專(zhuān)題02 比賽收獲類(lèi)新高考英語(yǔ)讀后續(xù)寫(xiě)主題分類(lèi)突破 （原卷版+解析版）
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