【03-暑假培优练】专题06 读后续写 (暑假提升练) -2025年新高二英语暑假衔接讲练 (译林版)（含答案）

这是一份【03-暑假培优练】专题06 读后续写 (暑假提升练) -2025年新高二英语暑假衔接讲练 (译林版)（含答案），文件包含03-暑假培优练专题06读后续写暑假入门练教师版-2025年新高二英语暑假衔接讲练译林版docx、03-暑假培优练专题06读后续写暑假提升练学生版-2025年新高二英语暑假衔接讲练译林版docx等2份试卷配套教学资源，其中试卷共47页， 欢迎下载使用。
考点聚焦：核心考点+高考考点，有的放矢
重点速记：知识点和关键点梳理，查漏补缺
难点强化：难点内容标注与讲解，能力提升
复习提升：真题感知+提升专练，全面突破
核心考点聚焦
读后续写要求考生在读懂原文的基础上, 在规定时间内展开合理的想象, 并运用所学的英语知识完成一篇150词左右的续写。续写部分分为两段, 每段开头语已经给出。语言材料一般以350词以内的记叙文和夹叙夹议文为主。考生要在此文的后面续写150 词左右的文字, 与前文构成一个完整的故事。一般来说, 记叙文浅显易懂, 故事情节大多曲折跌宕, 故事线索的逻辑性也较强。要求考生续写的部分多是故事发展的高潮或结局。考生要抓住故事的叙事线索, 依据原文的写作思路续写文章, 并适当发散。
读后续写要求读写并重, 需要考生对给定材料精确理解, 这样所续写部分才不至于偏离主题, 就这方面而言, 读后续写类似于阅读理解题中对文章后续发展的推断, 如: What wuld happen next?
续写部分的思路和内容并不一定是唯一的, 考生可根据自己对所给材料的理解, 对文章的结尾做出不同的诠释。
评分原则
1. 本题总分为25分, 按七个档次进行评分。
2. 评分时, 应主要从内容、词汇语法和篇章结构三个方面考虑, 具体为:
(1)续写内容的质量、完整性以及与原文情境的融洽度。
(2)所使用词汇和语法结构的准确性、恰当性和多样性。
(3)上下文的衔接和全文的连贯性。
3. 评分时, 应先根据作答的整体情况确定其所属的档次, 然后以该档次的要求来综合衡量, 确定或调整档次, 最后给分。
4. 评分时还应注意:
(1)词数少于120的, 酌情扣分;
(2)书写较差以致影响交际的, 酌情扣分;
(3)单词拼写和标点符号是写作规范的重要方面, 评分时应视其对交际的影响程度予以考虑, 英、美拼写及词汇用法均可接受。
评分标准
各档次的给分范围和要求如下(新高考卷: 七档):
第七档(22-25分)
——创造了丰富、合理的内容, 富有逻辑性, 续写完整, 与原文情境融洽度高;
——使用了多样且恰当的词汇和语法结构, 表达流畅, 语言错误很少, 且完全不影响理解;
——自然有效地使用了段落间、句间衔接手段, 全文结构清晰 , 前后呼应, 意义连贯。
第六档(18-21分)
——创造了比较丰富、合理的内容, 比较有逻辑性, 续写比较完整, 与原文情境融洽度较高;
——使用了比较多样且恰当的词汇和语法结构, 表达比较流畅, 有个别错误, 但不影响理解;
——比较有效地使用了语句间衔接手段, 全文结构比较清晰, 意义比较连贯。
第五档(15-17分)
——创造了基本合理的内容, 有一定的逻辑性, 续写基本完整, 与原文情境相关;
——使用了比较恰当的词汇和语法结构, 表达方式不够多样性, 表达有些许错误, 但基本不影响理解;
——使用了语句间衔接手段, 全文结构比较清晰, 意义比较连贯。
第四档(11-14分)
——创造了基本完整的故事内容, 但有的情节不够合理或逻辑性不强, 与原文情境基本相关;
——使用了简单的词汇和语法结构, 有部分语言错误和不恰当之处, 个别部分影响理解;
——尚有语句衔接的意识, 全文结构基本清晰, 意义基本连贯。
第三档(6-10分)
——内容和逻辑上有一些重大问题, 续写不够完整, 与原文有一定程度脱节;
——所用的词汇有限, 语法结构单调, 错误较多且比较低级, 影响理解;
——未能有效地使用语句间衔接手段, 全文结构不够清晰, 意义欠连贯。
第二档(1-5分) 第一档(0分)
一 把握文体特征
1.厘清已知信息
精读文章，关注细节和脉络。阅读是读后续写的起点，起点的高低直接影响着续写能达到的高度，因此考生要通过阅读梳理文中主要人物之间的关系、主要人物的性格特点、故事发展线索，以便把握故事的走向，构建情节。厘清主要信息不仅可以帮助考生理解故事情节，推断故事发展方向，同时对续写时的人物描写有指导作用。
2. 研判续写方向
(1)定文章基调
在读完文章后，考生要根据各段落的主旨，明确文章的整体构架和中心思想。此外，考生需要通过文中的细节描述来确定续写内容的基调，如分析描写人物的形容词和人物发出的动作、文中的对话、所给的两个续写段首句来确定续写的基调，寻找续写的切入口，从而展开合理的情节想象。
(2)定文章走向
所给续写段落开头语对故事发展有提示、衔接、引导和限制作用。续写时，考生要站在作者的角度，继承原文写作思路，需要注意续写内容应积极向上，设计的结局应是正向的，如意外事件类的续写结局应是事情得以解决。此外，续写第二段的开头往往暗示着第一段的故事走向。
(3)定续写框架
在读后续写中，细读是起点，写作则是重点，而建构是难点。考生可将梳理出的信息和拓展的细节结合形成故事发展的要点，从而构建简单的续写故事框架。另外，在写作时，考生应注意句子结构的多样性、词汇的丰富性，利用储备的语言知识，根据内容慎重选择词汇、词块和句式，且有意识地使用高级句式，使表达富有感染力。此外，考生还应该注意续写内容与所给段落首句的衔接程度。
二 推测后续情节
续写每个段落时，考生可以用倒推的方式构思四个情节，可以用“四问法”呈现续写内容，围绕主旨推断情节发展。续写第一段以续写第一段与第二段衔接内容为起点，倒推第一段的情节；续写的第二段以问题圆满解决、正能量的传递为宗旨，倒推第二段的故事内容。两段内容聚焦主要人物的所看、所听、所感、所想、所说、所做，以及人物之间的互动，关注主次人物之间的交流，尽量不要唱独角戏。考生续写时对每段设四问，围绕这四问作答，既能凸显主旨，又能关照全文，使续写文章整体协调、情节合理。或者，考生在考场写作时，可以构建“四步倒推法”思维导图，以便建构续写的情节，从而快速成文。
三 续写精彩华章
1、抓住关键信息，构思续写框架。通读全文，理清记叙文六要素脉络。掌握记叙文的三大线索即时间线、情节线和感情线。把握文章主旨和故事的发展方向，确保续写的内容和原文要有逻辑上的一致性，并能回应原文的信息。
2、根据两段首句和“五所”——所见，所闻，所说，所思，所做，对此进行设问，可以有效地丰富续写的情节。
3、注意四个顺畅呼应，进行有效衔接。注意续写首句与给出的首段首句的衔接、续写首段尾句与给出的次段首句的衔接、给出的次段首句与续写次段首句的衔接和文章结尾升华与文章主题意义的衔接。
四 烘托故事情节
1、充分利用环境描写。不仅可以揭示故事发生的背景，还可以渲染气氛、衬托人物的内心世界。当人物在碰到困难时候，我们往往要加大笔墨来描写故事环境的险恶，恐怖和不安，衬托角色的内心，从而推动故事情节到高潮。
2、学会分解动作，形成一个完整的动作链，让描写更加丰富生动。动作链可以和情感，环境，心理，语言等结合，形成动作面。
3、放大角色的内心冲突，有助于建立紧张和不确定的时刻。
4、运用合适的修辞手法，如明喻、暗喻、拟人、夸张等，让续写更加生动传神。
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute thrugh thick evergreen frest.
I lked arund and finally sptted David, wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children. He hesitated and then said he had decided nt t run.
What was wrng? He had wrked s hard fr this event!
I quickly searched the crwd fr the schl’s cach and asked him what had happened. “I was afraid that kids frm ther schls wuld laugh at him,” he explained uncmfrtably. “I gave him the chice t run r nt, and let him decide.”
I bit back my frustratin(懊恼). I knew the cach meant well—he thught he was ding the right thing. After making sure that David culd run if he wanted, I turned t find him cming twards me, his small bdy rcking frm side t side as he swung his feet frward.
David had a brain disease which prevented him frm walking r running like ther children, but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger—that’s all. David had nt missed a single practice, and althugh he always finished his run lng after the ther children, he did always finish. As a special educatin teacher at the schl, I was familiar with the challenges David faced and was prud f his strng determinatin.”
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
We sat dwn next t each ther, but David wuldn’t lk at me.
I watched as David mved up t the starting line with the ther runners.
【解析】
时空线：
→David, a student with brain disease, prepared himself fr the big crss-cuntry run at schl.
→On the spt f the event, David was ready t give up the race.
→The authr searched the crwd fr the schl cach.
→The authr finally fund ut the reasn why David wanted t give up and fund David appraching him.
情节线：
作者是一名特殊教育的教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说他准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，教练让大卫自己决定是否最终参赛。
情感线：
David:
→准备比赛时：坚韧、乐观(David had nt missed a single practice; his usual tthy smile)
→比赛现场：胆怯、不甘(David was standing by himself ff t the side by fence; I turned t find him cming twards me.)
Authr:
→起初：对大卫参赛的期盼(I lked arund and finally sptted David.)
→得知大卫准备退赛时：懊恼(I bit back my frustratin.)
→弄清事情原委时：急切(I quickly searched the crwd fr the schl’s cach.)
续写提示句
由第一段的首句内容“我们挨坐在一起，但大卫不愿意看我。”和第二段首句内容“我看着大卫和其他选手一起走到起跑线上。”可知， 第一段可描写作者鼓励大卫继续完成比赛，大卫经过激烈的思想斗争后最终决定参赛。
由第二段的首句内容“我看着大卫和其他选手一起走到起跑线上”可知，第二段可描写大卫开始参赛，虽然中途遇到困难，仍然坚持到最后，直至完成比赛。
价值取向：
在大卫赛前准备弃赛的情况下，作者让大卫遵循自己的内心，不要理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己。大卫的参赛已无关名次，我们需要学习的是他面对困难时的勇气和坚定。同时，我们应该明白，真诚的鼓励对身处迷惘人们来说是多么重要。
文风相近：
1.前文对话较少，尽管首段续写需要有语言的鼓励，但不能写出含太多对话形式的语段。除了可以用语言，也可以通过作者的肢体动作向大卫传递鼓励和勇气。
2.整个文章的重心在David身上，要减少对作者的渲染和描述。
【参考范文】
We sat dwn next t each ther, but David wuldn’t lk at me. I whispered gently, “N ne can change yu, except yurself. If yu reslve t rise t the challenge, just fllw yur inner vice.” He sat still with a deep breath. “Yu have been preparing fr this event, which is why yu are here nw.” I cntinued. Hearing my wrds, David’s face lighted up and he ndded his head with a determined lk. Learning abut David’s decisin, his cach gave me a lk—the kind that was mre determined than anyne else’s.
I watched as David mved up t the starting line with the ther runners. The race started with the gun fired. It seemed that the runaway was extremely lng fr yung children, nt t mentin a child like David. Hwever, David kept running unsteadily, thugh he was tripped ver nw and then. Classmates all gathered alng the track, yelling “Cme n! Yu can make it!”. Alng with waves f encuragement, David finally made it t the finish line althugh he was the last ne, which became less imprtant. It was his bravery and determinatin that really cunted.
主题语境:人与自我—个人经历
Passage 1
（23-24高二上·安徽合肥·期中）
My friend invited me t a trapeze (高空秋千) class. I was dubtful because f a lack f curage and a shrt f self-cnfidence, but her enthusiasm and assurances f strict safety rules wn me ver.
I had been fearful f heights since elementary schl and aviding my fear f heights became secnd nature. But here I was, at age twenty-six, facing my fear f heights in a rather extreme way. I had cme arund t the idea f trying trapeze. I figured it wasn’t much different frm swinging (舞动) n the mnkey bars as a kid. One difficulty I didn’t expect was the ladder (梯子). In rder t reach the trapeze, I had t climb up a twenty-tw-ft ladder.
I culd hear ne f my classmates expressing her impatience with my slw climb up the ladder. “If she’s afraid f heights, why did she sign up fr a trapeze class?” Hwever, my friend was at the tp f the ladder, trying t encurage me. Besides, his distractin techniques helped t take my mind ff my dangerus task. I fund a rhythm(节奏) and kept ging. With a slw and steady pace, I made it t the tp. The cheers frm my classmates rang ut belw.
An instructr tld me t step t the edge f the platfrm. He reminded me f the safety rules, including the net belw that wuld catch me at the bttm. He als asked me t listen t the directins while in the air, s I culd perfrm a trick.
As the instructr cunted dwn, I tk a deep breath and pushed ff the platfrm, swinging back and frth. At that mment, I lst awareness f time and space. Frtunately, the instructr’s vice came ver the ludspeaker, giving me step-by-step instructins fr perfrming a trick. Instead f dubting my inability t perfrm the trick, I tk his directins ne step at a time.
注意：1. 续写词数应为150个左右;
2. 请按如下格式在答题卡的相应位置作答。
During my flight n the trapeze, my fear didn’t cmpletely leave me.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
This experience pened up a new way f seeing myself and appraching ther challenges.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 2
Grwing up, the first day f schl was always exciting — new clthes, supplies, and classes. But at twenty-three, the first day f schl had me in a panic. I was the new teacher.
I had just celebrated my birthday, the new year, and my divrce. Unlved and unneeded, the rejectin f a failed marriage still hurt. I had graduated in December, and a schl mre than sixty miles frm my apartment had hired me t teach a class f twenty-tw fifth graders.
As the principal Mrs. Bright walked me t my classrm, I asked, “What happened t the last teacher?” She answered, “She left just a week after the schl year started. There have been thirteen replacement teachers since then. Yu are the furteenth ne, Sylvia.”
As I entered the classrm, I said with a sweet smile, “I’m yur teacher fr the rest f the year.” The kids were excited t meet me, but they quickly became restless. Sme sat wherever they wanted, while thers talked r passed ntes. One girl called Tracy crawled under her desk, and a by named Kyle began crying fr n reasn. The rest f the day was chatic-fights brke ut, and sme kids refused t talk t me. As the final bell rang, I cllapsed int my chair, exhausted.
Later, during my cnference perid, Mrs. Bright tld me, “Tracy can’t read and desn’t pay attentin. Just leave her alne, and make up a grade.” I was shcked. “What abut Kyle?” I asked. “He’ll be fine. He is just lnely. His mm is a single mther wrking arund the clck.”
Thrugh ur exchange, I came t understand that mst f these kids had been kicked ut f ther schls. N ne came t their rescue. They were the nes n ne else wanted. These kids, like me, were used t rejectin. The pain f my wn divrce made me realize hw much they deserved better.
注意 ：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Paragraph 1:
I decided t d smething fr these rejected kids.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Gradually, the students realized that I cared fr them.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 3
（2025年高二下·浙江·开学考试）
The strm arrived withut warning. Dark cluds devured the muntaintp as sixteen-year-ld Liam clung t the cliff edge, his fingers raw against the jagged rcks. Belw him, the hiking rpe snapped in the wind—its frayed end mcking his reckless decisin t climb alne. Lightning split the sky like silver snakes, illuminating a narrw ledge three three meters t his left. If I can reach it...
A vice pierced the hwling wind. “Hld n!” Thrugh the dwnpur, Liam sptted a figure in a red jacket anchring a rpe t a pine tree. It was Elena, the exchange student frm his schl whm he’d avided since their argument ver the rbtics cmpetitin. Her glved hands trembled as she secured the harness. “Grab this carabiner!” she yelled, tssing the metal clip.
Memries flded back — Elena crrecting his circuit designs with infuriating precisin, his pride refusing t acknwledge her skills. Nw, her survival gear utshne his amateur setup. The carabiner clattered against stne, sliding tward the abyss. Liam lunged, catching it as his fthld crumbled.
Fr twenty agnizing minutes, they wrked in silent crdinatin. Elena stabilized the rpe while Liam inched sideways, his bts scraping mss-cvered stnes. When his leg cramped mid-mve, she hummed an unfamiliar meldy — a Tibetan flk tune, he later learned—its rhythm steadying his breathing.
The ledge prved treacherus. Rain transfrmed its surface int a liquid mirrr, reflecting their exhausted faces. “We’ll traverse tgether,” Elena decided, securing their rpes in a butterfly knt. Liam nticed her bleeding palms — she’d hidden her injuries t keep him fcused.
注意：
1.续写词数应为150左右;
2.请按如下格式在答题卡的相应位置作答。
Paragraph 1: Dawn brke as they reached the frest trail.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2: The rescue team fund them debating quantum physics applicatins in climbing gear.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Passage 4．
（2025年高二下·安徽阜阳·开学考试）
When a new trend (趋势) swept thrugh schl, every kid wanted in. The latest must-have item? Superher-style jerseys (球衣), decrated with bright clrs and the lgs f everyne’s favrite heres. They were cl and expensive. Almst everyne pre-rdered ne, except Dylan.
Dylan lived with his grandmther, Mrs. Hargrve, in a small huse. Mney was tight, but they made d. When Dylan saw the jerseys at schl, he culdn’t help but want ne. Mrs. Hargrve lked at the price tag nline and said gently, “I’m afraid we can’t affrd ne right nw.” Dylan’s face fell, but he frced a smile, “That’s kay, Grandma. I understand.”
But Mrs. Hargrve culdn’t bear t see him disappinted. That night, after Dylan had gne t bed, she sat dwn with her knitting needles (针) and a plan. She stayed up all night and made a hmemade jersey with all the lve she had. By mrning, she was tired but satisfied, hlding the finished prduct with a smile.
At breakfast, she presented the jersey t Dylan. Dylan’s heart sank when he saw the jersey. It was a bright, hand-knitted sweater with a superher picture that wasn’t exactly perfect. But he saw the lk in his grandmther’s eyes and knew he culdn’t hurt her feelings. “Thanks, Grandma,” he said, frcing enthusiasm int his vice. “It’s great.”
On Mnday, Dylan put n the hmemade jersey and went t schl. As sn as he entered the classrm, sme kids started t laugh at him. Dylan tried t ignre them, but the cmments kept cming. By lunchtime, he culdn’t take it anymre and ran hme, tears streaming dwn his face. Mrs. Hargrve held him clse, her heart brken fr him.
Meanwhile, Mr. Pickfrd, Dylan’s belved teacher, heard abut what had happened. He was knwn fr his kindness and his special ability f turning bad situatins arund.
注意：1．续写词数应为150个左右;
2．请按如下格式在答题卡的相应位置作答。
Mr. Pickfrd decided t take actin.
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After the class, the students’ attitudes changed cmpletely.
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主题语境:人与社会
Passage 1
Knck-knck-knck. “Hell?” I called timidly thrugh my cusin Anita’s bedrm dr. N answer. There’s n way she frgt I was mving in tday, right? I thught. “Anita? It’s me, Nrah! ” I called again.
I had nly met my cusin nce a cuple f years ag when Anita and Aunt Snam had flwn t Califrnia t visit. Mm had hped Anita and I wuld be friends. But all Anita wanted t talk abut was sccer, which was practically a freign language t me. Secretly, I had felt relieved when the visit was ver.
Nw, I was standing in my aunt’s tiny apartment in New Yrk City, and there was still n answer frm Anita. I kncked again, a little luder this time. Finally, Anita pened the dr. She aplgized, saying she had been listening t music. But instead f inviting me in, Anita frwned at my massive suitcase.
Behind her, I culd see a blue beanbag chair crwded next t a bunk bed (上下铺). In my ld rm in Califrnia, I’d had a duble bed all t myself, and my riginal artwrk had cvered all the walls. Anita’s walls, n the ther hand, were cvered with psters f the U. S. wmen’s sccer team. I didn’t see any free space t hang anything else.
“C-can I cme in?” I asked, blushing. Anita ndded, but she barely mved. I had n chice but t squeeze by her int the rm. I put my stuff against the wall and Anita started buncing the sccer ball frm her ft t her knee and back again. Suddenly, her ft kicked the ball at an dd angle, and it accidentally flew tward me. “Whps! ” Anita called. “Think fast!”
But I was still taking in the surrundings, s the ball caught me ff guard and bunced ff my shulder. Frcing a smile, I pretended it didn’t bther me. Unsure f what t d, I tk ut my sketchbk (素描本) and clred pencils and sat dwn. Just hlding my sketchbk made me feel mre at ease. I started sketching aimlessly while Anita went back t bunce her ball.
Suddenly, it dawned n me that I culd draw Anita in actin. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Anita studied the drawing carefully.
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Passage 2
（2025年高二下·江西赣州·开学考试）
Catherine was the clest kid in her class. Whenever she went, she was in the sptlight, with a bunch f kids fllwing her and ding everything she did.
Her classmate, Landy, hwever, was nt in the cl kids’ grup. Being the tallest kid in her class, she was laughed at by her classmates, wh were always chanting (唱起……歌) “Landy, Landy, lng as spaghetti (意大利面).”
Catherine didn’t really like it when the kids chanted “Landy, Landy, lng as spaghetti”. But she never tld them t stp either, and nr did she ever talk t her. She liked being ppular.
One weekend, Catherine went ver t visit her grandfather. Her grandfather lives n a farm, where he keeps chickens. While helping t feed the chickens, Catherine nticed a special ne. Hidden in the crner, it lked smaller than the thers and was almst half-bare!
“What’s the matter with it?” She asked her grandfather, with a puzzled frwn n her face. Her grandfather tld her hw chickens culd act. “They have a pecking (啄) rder,” he explained, wrinkles f cncern spreading arund his frehead. “If ne chicken is different, the thers will push it away and keep pecking it. Smetimes they peck it s much that it dies.”
“Oh, what a pr little thing!” Catherine let ut a sigh as she picked the frightened chicken up in her arms, whse heart was beating fast in the bny little bdy. Suddenly, she thught f Landy, the girl being “pecked” by her classmates. “I’m ging t take it hme and take gd care f it,” she said with a determined lk.
Back in schl, Catherine tld the cl kids abut the chicken. “It’s lking healthy,” she said prudly. “It’s fatter and its feathers are grwing. Even the cat likes it. She carries it arund, and...” Everyne was entertained by Catherine’s stry f her lvely chicken, laughter spreading arund the classrm.
注意：
1.续写词数应为150左右;
2.请按如下格式在相应位置作答。
Paragraph 1:
Then Catherine sptted Landy seated alne in a crner.
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Paragraph 2:
But Catherine walked directly tward Landy, n matter what they said.
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Passage 3
Fifteen-year-ld Camern and twelve-year-ld Bartn lived in a twn in Taxc. Their parents wrked tirelessly day in and day ut, yet still struggled t make ends meet. Camern and Bartn, bth in middle schl, witnessed their parents’ hard wrk and anxiety and decided t take actin and ffer their assistance.
As summer vacatin began, while ther children were enjying their carefree time, Camern and Bartn had a different plan. They started the challenging jurney f seeking part-time jbs. Their first attempt was at a lcal restaurant. Filled with hpe, they std befre the manager with an eager expressin. Hwever, the manager lked at them critically and said, “Yu tw are t yung!” Their hearts sank instantly. Camern felt a sense f deep disappintment, thinking, “Hw can we prve urselves if n ne gives us a chance?” Bartn’s face fell as he asked his brther, “Will we ever find a jb?”
Nt discuraged by the rejectin, they then went t a stre named Thmpsn’s Grcery, hping t becme assistants. “Hell, yu must be Mr. Thmpsn. We’re here t apply fr the jb,” Camern said. Bartn std n tipte and handed a card frm their schl’s help-wanted bard t Mr. Thmpsn behind the cunter, wh was the wner and seemed t be a kind persn. Hwever, befre they culd say mre, he shk his head.
“This jb is t hard fr yu kids,” he said. “I need smene big and strng.” “Let us give it a try, and if yu dn’t like ur wrk, dn’t pay us,” Camern begged. He stared at the brthers, wh were s sincere, then ndding. Next, he led them t the warehuse (仓库) f the stre. The flr was piled with bxes f different sizes and all kinds f bjects at randm, filling every crner. The varius items were mixed up chatically (杂乱地). It seemed as if they had never been srted r cleaned. Camern and Bartn were required t clear away the items.
注意：
（1）续写词数应为150个左右；
（1）请按如下格式在答题纸的相应位置作答。
“It’s a tugh jb. Just d as much as yu can,” Mr. Thmpsn said.
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Camern and Bartn asked Mr. Thmpsn t cme after they finished.
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Passage 4
（2025年高二下·河南·开学考试）
The atmsphere in the stadium was electric, filled with anticipatin and excitement. The sun shne brightly verhead, casting a warm glw n the track where athletes frm varius grades prepared fr their events. Amng them, the girl’s 100-meter race was highly anticipated, drawing the attentin f everyne present.
Students and staff members, dressed in clrful schl unifrms r casual wear, chatted lively as they settled nt the wden benches that lined the stadium. Sme were hlding up flags and psters supprting their friends r favrite runners, while thers had cameras ready t capture the thrilling mments that were abut t unfld.
Sarah std at the starting line f the 100-meter dash. She had trained tirelessly fr mnths, sacrificing weekends and evenings t perfect her technique and speed. The rar f the crwd eched in her ears, a mix f excitement and anxiety that threatened t verwhelm her.
Sarah lked at her cmpetitrs. Amng them was Emma, her childhd friend. They had been cmpeting against each ther since they were kids, and tday’s race was n exceptin. As the referee (裁判) raised his gun, signaling the start f the race, Sarah tk a deep breath and psitined herself fr the race ahead.
The sund f the starting gun brke the silence, and Sarah explded ff the blcks, her legs pumping quickly beneath her. She culd hear Emma’s ftsteps clse behind her, a reminder that this race wuld be far frm easy. With every step, Sarah pushed herself harder, ignring the burning sensatin in her lungs and muscles. Halfway thrugh the race, she felt a sharp pain sht thrugh her ankle, but she bit her teeth tightly and cntinued running.
As she apprached the finish line, Sarah realized she was neck and neck with Emma. In that mment, everything seemed t slw dwn, and she culd see the determinatin in Emma’s eyes. With a final burst f energy, Sarah crssed the finish line just millisecnds befre Emma, cllapsing nt the track as tiredness tk ver.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
The crwd erupted in cheers, and Sarah lay n the grund, gasping (喘气) fr air.
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In the days that fllwed, Sarah reflected n the race and what it meant t her.
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主题语境:人与自然
Passage 1
Last summer, Hilda wrked as a vlunteer with dlphin trainers at a sea life park. Her jb was t make sure the tanks were free f any items s that the trainers culd train the dlphins t fetch specific items. Hwever, ne day after cleaning, ne f the dlphins, Maya, presented Hilda with a candy wrapper frm the tank. When Katherine, the trainer, saw this, she blamed Hilda fr her carelessness. Upset but nt discuraged by this event, Hilda decided t d sme spying n Maya.
The next mrning, Hilda arrived at the park early. She put n her scuba gear (水下呼吸器) and jumped int the tank fr her usual, underwater sweep. Finding nthing in the tank, she climbed ut f the water just in time t see Katherine jumping in n the ther side. After what happened yesterday, Hilda knew what she was ding. She watched as Katherine perfrmed her underwater search, but Hilda wasn’t surprised when she surfaced empty-handed.
During the tank sweeps, Maya had been swimming playfully, but nw the dlphin stpped suddenly and swam t the back part f the tank where the filter (过滤) bx was lcated. She stuck her nse dwn behind the bx and then swam away. What was Maya ding back there? Hilda wndered. She jumped back int the water and swam ver t take a lk behind the bx, and her questin was answered. Hilda then swam acrss the tank fllwing Maya’s path and emerged frm the water t find Katherine remving her scuba gear. As Katherine turned arund, her muth drpped pen. There was Maya at the edge f the tank with a cmb (梳子) in her muth waiting fr her treat.
“Maya! Where did yu get that?” demanded Katherine, taking the cmb and thrwing her a fish. “I knw where she gt it,” declared Hilda climbing ut f the tank with a handful f items still wet frm their watery, resting place. “What’s all this?” Katherine asked, bviusly cnfused.
注意：
(1)续写词数应为150个左右;
(2)请按如下格式在答题卡的相应位置作答。
“This is Maya’s secret,” Hilda said with a big smile.
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Nw Katherine realized what had been ging n.
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Passage 2
Shavi, a hmeless dg, suffered a terrifying mment n the deserted streets f suth- west Russia during a bitter winter. After being struck by a car, with tw brken legs, her pain eched (回响) silently in the icy air. Frtunately, a warm-hearted vet (兽医) happened upn the scene, his cmpassin driving him t prvide the much -needed care and attentin. Thrugh tireless effrts and treatment, Shavi’s brken bnes began t heal. After launching an appeal t find smene wh culd lk after Shavi, the vet fund Nina Baranvskaya, a well-knwn dctr with a passin fr aiding animals, wh cllected her and helped her t walk again.
With a heart full f thanks, Shavi turned a new chapter f her jurney under the lving care f Nina. Day by day, Shavi regained her strength and cnfidence. The bnd between Shavi and Nina deepened with each passing mment. They spent cuntless happy hurs tgether, playing in the park, chasing butterflies, and enjying each ther’s cmpany (陪伴) . Nina lved these simple yet precius mments, finding cmfrt and jy in Shavi’s lyalty and playful behavir. Tgether, they frmed a beautiful partnership, united by lve and the shared happiness f cmpaninship.
Nina’s life tk an unexpected turn when she gt a new jb that made her mve t anther city. Sadly, she culdn’t keep Shavi in her new small apartment. Luckily, ne f Nina’s friends decided t adpt Shavi, wh, hwever, lived 185miles away, clse t the Russian brder. But just days after settling int his new hme, Shavi disappeared silently. Nina felt heartbrken, thinking abut her lst friend in the vast Russian landscape.
注意：
1．续写词数为150左右；
2．请按如下格式作答。
Tw weeks later, while walking alng the rad utside her hme, Nina felt smething brush up against her leg.
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The pair stuck tgether and mved int a bigger apartment.
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Passage 3
（2025年高二下·河北保定·开学考试）
It was a glmy afternn, with dark cluds hanging lw in the sky, making the already ld-fashined campus seem even mre deserted. After the last class f the day, I walked acrss the campus with my clse classmate, Tm. As we neared a quiet crner beside the ld library, a series f faint mewing sunds (猫叫声) pierced the stillness. Our curisity piqued, we exchanged a glance and immediately traced the surce f the nise.
Behind a messy stack f ld bxes, we discvered a minuscule, emaciated cat. Its nce-sft fur was nw caked with dirt, and its small bdy trembled ever s slightly, a clear indicatin that it had suffered frm days f hunger and cld. A prfund sense f pity welled up within us. Tm bent dwn slwly, his hand extended gently, his vice sft as he tried t lead the frightened animal ut. At first, the cat was frightened, its wide-eyed gaze fixed n us in fear. But gradually, after a few mments f cautius sniffing (嗅), it timidly stepped ut frm its hiding spt.
We knew we culdn’t abandn this helpless creature. Tm prpsed taking it t the schl infirmary (医务室), believing the schl dctr might be able t assess its cnditin. I ndded in instant agreement, yet a tinge f wrry crept in as we pndered hw the schl authrities wuld respnd t us bringing a cat int the infirmary.
Just at that mment, Lily, a classmate with a kind heart and a skill f animal care, happened t pass by. The mment she laid eyes n the pitiful cat in ur arms, her expressin sftened. She infrmed us that she had experience in dealing with stray (走失的) animals and eagerly ffered her assistance. With Lily n bard, ur determinatin t save the cat grew tenfld. We held the cat gently and made ur way twards the infirmary, filled with hpe and a tuch f nervusness.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题纸相应位置作答。
On reaching the infirmary, the schl dctr greeted us with a surprised lk.
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Over the next few days, we tk turns t take care f the cat.
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Passage 4
（2025年高二下·浙江·开学考试）
It wuldn’t fly. It wuldn’t eat. What was wrng with it? I thught t myself as I glanced at the pigen.
The bird was trembling, leaning against a small tub I had placed it in. It rested n a sheet f newspaper with sme grains scattered n it, but the pr thing didn’t even seem t take nte f it. Just as ur eyes met — mine, dark brwn; its fiery range — the pigen frze, and it puffed itself up in self-defense.
“I’m nt ging t hurt yu,” I said sftly, strking the bird, but it kept its guard up. Its survival instincts (本能) were strng, n dubt, shaped by the wrld it had seen and the way peple ften treat animals.
“I have a lt f bird-friends,” I added and smiled at the bird, but it did nthing as well.
The pigen was shaking. I fund it earlier in the parking lt, seeking shelter under a mtrcycle, trying t find cmfrt by the tire. It seemed healthy, had perfect wings, but didn’t fly fr sme reasn. Was it exhausted? Heartbrken? Abandned? It had a lk in its eye that felt like it had given up. I thught t give it an pprtunity t change its mind.
I cnvinced my parents t let me keep the bird at ur place as I thught that was its nly chance t survive the night. The plan after that was t release it in the mrning, thugh I hped if we culd becme friends and end up adpting it.
I have a sft spt fr animals in my heart. When I was yunger and my parents didn’t let me have a dg, I had all srts f pets. I had a clny f ants nce, and if yu ask me, we had a unique bnd. We had s much trust that I let them crawl ver me. I was fine with spiders t and cared fr jumping spiders, watching them hunt with fascinatin.
注意：
1.续写词数应为150左右；
2.请按如下格式在答题纸的相应位置作答。
S, giving up n this pigen didn’t feel right.
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The next mrning, bth my parents and I were wken up by the merry chirping f the pigen.
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