热点话题09 读后续写之校园生活类（写作专练）-2026年高考英语一轮复习讲练（全国通用）

这是一份热点话题09 读后续写之校园生活类（写作专练）-2026年高考英语一轮复习讲练（全国通用），共29页。
01写作框架（构思导图）------------------------------------------------------------------------1
02人物描写---------------------------------------------------------------------------------------1
03克服困难---------------------------------------------------------------------------------------2
04师友支持---------------------------------------------------------------------------------------2
05成功喜悦---------------------------------------------------------------------------------------3
06主题升华---------------------------------------------------------------------------------------4
07素材积累---------------------------------------------------------------------------------------4
08真题演练--------------------------------------------------------------------------------------6
09模拟训练--------------------------------------------------------------------------------------9
基础部分--------------------------------------------------------------------------------------------9
模拟演练-------------------------------------------------------------------------------------------10
校园故事类大致模型1
校园故事类大致模型2

第一部分 人物描写
1.Such a shy and silent by is he that they never knw he is gd at playing the vilin.(运用了such…that…引导的结果状语从句和部分倒装)这个腼腆沉默的男孩，人们从来不知道他擅长拉小提琴。
2.I sat in the hall, restless and uneasy, waiting fr my sister t start her perfrmance. 我坐在大厅里，焦躁不安，等着我妹妹开始表演。
3.Her tne was s pure and the ntes were flawless, quieting the audience.她的音色纯净无瑕，音符完美无缺，令全场观众如沐春风。
4.He saw me and smiled, s I headed ver t jin the students arund him, all f them laughing and dancing and having a gd time. (使用了s连接并列句、不定式短语作目的状语、独立主格结构)他看见我，笑了，于是我走过去和他周围的学生们一起，他们都笑着跳舞，玩得很开心。

第二部分 克服困难
1. Thus, he spared n effrt t practice kicking the ball, running after it and kicking it again attentively and painstakingly, regardless f wind r rain, ften the beads f sweat blurring his visin but the gal in his mind becming much clearer. 因此，他不遗余力地练习踢球，追逐球，专注而细致地再次踢球，不管刮风下雨，常常汗珠模糊了他的视线，但心中的目标变得更加清晰。
2.Day after day, Messi felt his muscles strengthened and his skills perfected, everything in gd cnditins. 日复一日，梅西感觉自己的肌肉越来越强壮，技术越来越精湛，一切都处于良好的状态。
3.Besides, they tk part in the class and schl activities actively, which made them integrate int the new class and schl better.(运用了which引导的非限制性定语从句)此外，他们积极参与班级和学校的各项活动，这使他们更好地融入了新的班级和学校。
4.Amazingly, Rama stepped frward t break the ice. She intrduced herself t all f us frmally n the stage, including her name, her hmetwn, her interests and s n.令人惊讶的是，拉玛主动上前打破僵局。她在台上正式向我们所有人做了自我介绍，包括她的名字、家乡、兴趣爱好等等。
5. I feel a bit nervus when s many peple lk at me. When the accmpaniment sunded, my legs trembled nervusly. At that mment, I thught f Lily, as if she was telling me, “Keep calm, yu will make it”. I tried t calm myself dwn and started singing bravely and ludly. 当这么多人都盯着我时，我有点紧张。伴奏响起时，我的腿紧张地颤抖。那一刻，我想到了莉莉，好像她在告诉我，“保持冷静，你会成功的”。我试着让自己冷静下来，开始勇敢地大声唱歌。

第三部分 师友支持
1.Inspired, Emily wrked even harder fr the final perfrmance.受到鼓舞，艾米丽为最后的表演更加努力。
2.Emily felt nervus again and even her legs began trembling. At that mment, her eyes parked n Mr. Butler at the crner. He ndded and exchanged a determined glance with her, which timely put her heart back in place. 艾米丽再次感到紧张，双腿甚至开始发抖。就在这时，她的眼睛落在了街角的巴特勒先生身上。他点了点头，与她交换了一个坚定的眼神，这让她的心脏及时回到了原位。
3.Every time he felt wrn ut and exhausted, the wrds f Grace and Cach Jupiter wuld linger in his head, which undubtedly lifted his spirits and pushed him t rise t his feet again.(which引导的非限制性定语从句)
每当他感到筋疲力尽时，格蕾丝和木星教练的话就会萦绕在他的脑海里，这无疑鼓舞了他的精神，推动他再次站起来。
4.Then the classmate wh had just laughed at Tm slwly std up, aplgized shamefully t Tm, and lnged fr Tm's frgiveness.（由关系代词wh引导限制性定语从句）这时，那个刚嘲笑过汤姆的同学缓缓站起身，羞愧地向汤姆道歉，并渴望得到汤姆的原谅。
5.That day, althugh in sme way I made a mess in the perfrmance, what the ther girls ffered me was their warm hearts.（运用了althugh引导让步状语从句，what引导主语从句）那天，虽然我在表演中有些失态，但其他女孩给我的是她们温暖的心。
6.I cnsidered skipping the dance altgether, but then I remembered hw much wrk had gne int it and hw my fellw Interact Club members were cunting n me.(使用了动名词短语作宾语、hw引导宾语从句、but连接并列句)我曾考虑过干脆不跳这支舞，但转念一想，想到为此付出了多少心血，想到同在互动俱乐部的伙伴们正指望我，便打消了这个念头。
7.Simply by being himself, Bill shwed me hw t frget my fears and just dance.比尔只是做他自己，就让我知道如何忘记恐惧，尽情跳舞。
8.Knwing that she was silently supprting me,I was deeply mved. (由非谓语动词现在分词作状语)知道她默默支持我，我深受感动。
9.It was the cnfidence Lily gave me that made me perfrm particularly well. (运用了强调句型)正是莉莉给我的信心让我表现得特别好。

第四部分 成功的喜悦
1.Emily White in tears, with s many birth prblems in her bdy, became the shiniest star!艾米丽·怀特泪流满面，尽管身体存在诸多先天缺陷，却依然成为了最耀眼的明星！
2.All the teammates ran t him thrillingly and threw him int the sky with deafening cheers, while Messi shwed his victry smile spntaneusly.(while引导的并列句表示“而”)队友们激动地冲向他，用震耳欲聋的欢呼声将他抛向天空，梅西则情不自禁地露出了胜利的微笑。
3.Instead f chasing the ball up and dwn aimlessly, this time, he demnstrated his excellent running kick and lng pass, which helped the Green Lighting take ver the game.这一次，他没有盲目地追逐球的上下移动，而是展示了他出色的跑动踢球和长传，这帮助绿光队接管了比赛。
4.All the teammates ran t him thrillingly and threw him int the sky with deafening cheers, while Messi shwed his victry smile spntaneusly.
队友们激动地冲向他，用震耳欲聋的欢呼声将他抛向天空，梅西则情不自禁地露出了胜利的微笑。
5.What delighted me mre was that they fully enjyed their perfrmance withut getting panicked, winning strms f cheers and applause.（由连接词what引导主语从句，由连接词that引导表语从句）
更让我欣喜的是，他们尽情享受着自己的表演，没有惊慌失措，赢得了阵阵欢呼和掌声。
6.Warm tears wetting my cheeks, I std frzen, staring at the list in disbelief.泪水浸湿了我的脸颊，我呆立当场，目瞪口呆地盯着名单。
7.Time ticking, kids waited anxiusly. Eventually, there came the news that we gt the highest marks f all. 时间一分一秒地过去，孩子们焦急地等待着。终于，我们得知自己获得了所有人的最高分。
8.The pster created by the tw students Shawn and Neil wn the first prize, which was bth in and ut f all the expectatin. （使用了过去分词created充当后置定语以及which引导的非限制性定语从句）肖恩和尼尔两位同学设计的海报一举夺魁，其获奖表现完全出乎所有人的意料。

第五部分 主题升华
1.It was a reminder that in times f crisis, the unity and kindness f peple culd make a difference and save lives.
2.It was a blessing that I was surrunded by kids wh had a dream, wh refused t give up, wh taught me never t dubt the pssibility f success fr any student ever again.（运用了it作形式主语，that引导从句作真正的主语；由关系代词wh引导定语从句）我很幸运，身边都是怀揣梦想、永不言弃的孩子们，他们教会我：再也不会怀疑任何学生成功的机会。
3.What made everyne exclaim was that cmpetitrs were als clse partners, and the cntest strengthened the cncept f “Harmny Makes Develpment and Cperatin makes Cmmn Benefits”.令人惊叹的是，参赛者不仅是竞争对手，更是亲密伙伴，这场竞赛有力彰显了“和谐促进发展，合作创造共赢”的理念。
4.It was the talent shw that bst my cnfidence and made me int a better persn by speaking up bravely.（It was …that引导的强调句结构强调主语the talent shw）正是这个才艺秀让我信心倍增，更让我成长为一个敢于发声的勇敢之人。
5.It was my sister wh taught me the value f acceptance, cmpassin and empathy.（运用了强调句型）
正是我的姐姐教会了我接纳、同情与共情的价值。
6.Althugh it is regrettable that she was unable t attend the talent shw this time, but we grw frm the preparing, and we win frm the trying. 虽然很遗憾她这次没能参加才艺展示，但正是在准备过程中我们成长，在尝试中我们收获。
7.This experience taught him that n matter hw experienced ne is, being prepared fr emergencies is always crucial.这段经历告诉他，无论一个人有多有经验，为紧急情况做好准备总是至关重要的。
背精彩句子，让表达出彩
1． Luckily, a girl named Summer, wh ffered t sit with him n his first day f schl, helped him get thrugh the tugh time． 幸运的是，一个名叫Summer的女孩在他上学的第一天提出和他坐在一起，帮助他度过了艰难时期。
2．Gradually, Debbie’s utstanding learning ability and kind behaviur made him ppular amng students．渐渐地，黛比出色的学习能力和善良的行为使他在学生中很受欢迎。
3．Naturally his kindness and warm heart wn him a grup f gd friends and Debbie’s classmates gt used t the way his face lked as well.自然而然地，他的善良和温暖的心为他赢得了一群好朋友，黛比的同学也习惯了他的脸。
4． I watched nervusly as the teacher apprached my desk, smiled, and asked fr my test paper back.我紧张地看着老师走近我的桌子，微笑着要回我的试卷。
5.My teacher shuld have been justified in giving me a failing grade．Instead, she used the pprtunity t deeply influence a student wh ften struggled.我的老师本该给我一个不及格的成绩。相反，她利用这个机会深入影响一个费力学习的学生。
6．Smetimes I had difficulty understanding her explanatin, and she wuld cme up with a different apprach t getting acrss the answer. 有时我很难理解她的解释，她会想出不同的方法得到答案。
7.Sitting still, I culd feel my heart beating faster and faster．S nervus was I that I even culdn’t make ut what was printed n the paper．坐着不动，我能感觉到自己的心跳越来越快。我太紧张了，我甚至无法辨认出是什么被印在纸上。
8.“Cngratulatins, Jhn! Yu did excellently in the maths test．Yu deserve it!” With tears welling up in my eyes, I felt astnished and verjyed. “恭喜你，约翰！你在数学考试中表现出色。这是你应得的！”泪水在我眼眶里涌出，我感到震惊和欣喜若狂。
9.I am s grateful t Mrs．Steward, wh has imprved nt nly my maths but als my cnfidence.我非常感谢斯图尔德夫人，她不仅提高了我的数学水平，还提高了我的信心。
10.Hwever, instead f blaming the failure n me, my teammates gathered arund me and kept cmfrting me that what was dne was dne, fr which we had n regret. 然而，我的队友们并没有把失败归咎于我，而是围在我身边，不断安慰我该做的已经做了，我们对此并不后悔。
11.A spark f surprise flashed acrss his face．The naughty by frze there, staring at me with wide eyes．It was clear that he had never heard an aplgy frm a teacher befre．他脸上闪过一丝惊讶。调皮的男孩僵在那里，睁大眼睛盯着我。显然，他以前从未听过老师的道歉。
12.With a smile, I stepped frward and patted him n his shulder, signaling t him t g back t his seat．我微笑着走上前，拍了拍他的肩膀，示意他回到座位上去。
13.In the days that fllwed, Tyler didn't misbehave in class any mre and tk an active part in class discussins．接下来的日子里，泰勒不再在课堂上行为不端，而是积极参与课堂讨论。
14.When giving them ut, the teacher tk int accunt which pupils had been the mst respnsible during the previus year, and thse children were the nes wh mst lked frward t this day. 在分配任务时，老师会考虑上一年哪些学生最负责任，那些孩子是最期待这一天的人。
25.And they als learnt that t be given the mst imprtant tasks yu have t knw hw t be respnsible even in what are apparently the smallest tasks.
他们还懂得了要想被赋予最重要的任务，你必须知道如何负起责任，哪怕你是在执行貌似最不起眼的任务。
1.[2024年1月浙江卷]
阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
Eva spent the first week f high schl trying t keep her head abve water. One f the majr headaches fr her was finding her way in the huge schl building. It was a six-stry building. On each flr, hallways stretched in fur directins, leading t classrms, labratries, and teachers’ ffices. Smewhere in the building, there was als a library, a cafeteria, and a gym.
Having a pr sense f directin, Eva fund it impssible t get arund in such a huge building. All the different hallways and rms were t much t think abut, let alne cmmit t memry. She decided that she wuld memrize where her classes were and then pretend that the rest f the place didn’t exist.
In her first PE class, Eva was shcked when Cach Pitt annunced that everyne had t run ne mile arund the track utside. She searched the faces f her classmates fr signs f panic. There was nthing she feared mre than having t run a whle mile. T Eva, “a mile” was used t describe lng distances. It was ten miles frm her hme t her grandfather’s, and that always seemed like a lng way, even in a car!
When Cach Pitt blew his whistle (哨子), Eva figured she wuld be left in the dust. Hwever, while sme f her classmates edged ahead, thers actually fell behind. ” It’s just the beginning, “she thught.” I’ll cme in last fr sure. “
Sn Eva began t breathe hard, with her heart punding and legs shaking. Feeling desperate, Eva started using a mind trick n herself. She stpped thinking abut the wrd” mile. “Instead, she fcused n reaching the shadw cast n the track by an ak tree up ahead. Then she cncentrated n jgging t the spt where the track curved (拐弯). After that, she tried t see if she culd cmplete her first lap. One lap turned int tw, then three, then fur.
注意:
1. 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:
When Cach Pitt said “Nice wrk!” t her at the finish line, Eva was surprised.
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Paragraph 2:
Eva decided t use the same trick t deal with the schl building.
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【参考范文】
When Cach Pitt said “Nice wrk!” t her at the finish line, Eva was surprised. In the vast expanse f her schl, a girl with pr directinal skills struggled t navigate and ften gt lst. One day, during gym class, she bserved a unique way t find her way - fllwing the shadws f trees. As the sun cast its rays, the girl nticed hw the shadws created patterns n the grund, guiding her path. She tk a leap f faith and fllwed the shadws, surprising herself with each turn and stretch. Her effrts were nticed by the teacher, wh praised her innvative thinking.
Eva decided t use the same trick t deal with the schl building. She used the shadws t navigate the schl hallways, find her classes, and even lcate the schl's varius facilities. This newfund skill nt nly helped the girl navigate her schl but als instilled in her a sense f cnfidence and adventure. She learned excitedly that with a little creativity and bservatin, any challenge culd be vercme. And with each step she tk, she left behind a legacy f inspiratin fr thse wh fllwed in her ftsteps, knwing that even withut a clear sense f directin, there's always a way t find ne's way.
【解析】本文以人物为线索展开，讲述了高中生Eva因为方向感不强，经常在学校里迷路，在一次体育课上教练要求他们沿着校园跑步的时候Eva发现跟着树的影子能找到方向，她通过这个方法重新认识到了校园。
1.段落续写：
①由第一段首句内容“当Pitt教练在终点线对她说:“干得好!”，伊娃很惊讶。”可知，第一段可描写Eva通过自己追随影子的方法找到方向，并且受到了教练的称赞。
②由第二段首句内容“Eva决定用同样的手段来记住学校大楼。”可知，第二段可描写Eva通过记住影子的方法来记住学校大楼并且通过这件事之后的感悟。
2.续写线索：方向感太差记不住学校建筑的位置——体育课上绕着学校跑却找不到方向——害怕最后一名心里非常紧张——跟随影子找到方向——受到教练的赞赏——获得感悟
3.词汇激活
行为类
①努力做某事：struggle t d sth./strive t d sth.
②导航：navigate/guide
③了解：learn/knw/acknwledge
情绪类
①使某人惊讶：surprise sb./astnish sb.
②激动地：excitedly/in excitement
【点睛】[高分句型1]Her effrts were nticed by the teacher, wh praised her innvative thinking.（wh引导的非限制性定语从句）
[高分句型2]She learned that with a little creativity and bservatin, any challenge culd be vercme. （that引导的宾语从句）
2.[2022年1月浙江卷]
When Dr. Hendersn was assigning (指定) prject mates fr his psychlgy class, I secretly hped that he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all, I hped he wuldn’t assign me t wrk with the fiercely cmpetitive and extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate (命运) wuld have it, Dr. Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.
I went up t my new teammate and intrduced myself. He lked at me as thugh I weren’t there. I felt he treated me as thugh I wuld hld him back and prbably make him fail t get an A in the curse. He wasn’t mean r abusive; he just gave me the impressin that he culd d whatever prject we dreamed up better if he did it alne.
Needless t say, I didn’t lk frward t an entire term f being brushed ff, but I tried t make the best f it and didn’t say anything fr fear that I wuld make things wrse.
The prject required each team t develp a hypthesis (假说), set up an experiment t test the hypthesis, d the statistical analysis and present the findings. Whatever grade the team received wuld be shared by bth students.
When my teammate and I met t discuss ur prject, I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades — the exact ppsite f me. I actually wanted t drp the class at ne pint, but stpped shrt because I didn’t want t give him the satisfactin f my chickening ut. I decided t stick t it n matter what.
After lng discussins we smehw agreed t d a study n the psychlgical well-being f teenagers. I wasn’t sure what it meant exactly, but at least we had a tpic.
注意：
1. 所续写短文的词数应为150左右；
2. 至少使用5个短文中标有下划线的关键词语；
3. 续写部分分为两段，每段的开头语已为你写好；
4. 续写完成后，请用下划线标出你所使用的关键词语。
Paragraph 1: We started t meet regularly t draw up ur plans.
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Paragraph 2: One day I gt wrd that he was admitted t hspital fr a serius disease.
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参考范文1
We started t meet regularly t draw up ur plans. At first, it seemed that he dminated ur discussin fr he was familiar with the tpic, but I was the ppsite(与原文衔接自然). Hwever, as days passed, I gradually gt invlved because he started t encurage me t explain my views! I culd feel his icy shell gradually melting away(背诵的但是用的很自然) and eventually I culd discuss with him lking straight in his eyes. We finished the hypthesis and experiment prcedure, in great harmny actually. Things came ut that he was serius, indeed, but he seemed icy because he was lnely. We parted the day befre analysis discussin with cnfidence fr ur prject. But when I returned the next mrning, he was nwhere t be fund. The fact struck me feeling desperate. He didn’t cme either in the fllwing days.
One day I gt wrd that he was admitted t hspital fr a serius disease. It was the day befre deadline and I drwned myself ding analysis and preparing fr the presentatin. Hearing the wrd, I dashed t the hspital and fund him, my dear teammate, lying n the bed, face pale. His eyes sparkled as he saw me. Beside him I managed t finish the last tasks with his guidance---his fingers pinting at certain figures. Then next day I went fr the presentatin in class.
参考范文2
We started t meet regularly t draw up ur plans. Serius as my teammate was, we gradually grew in gd tune with each ther. He had a way with technical things and apprached every detail with a clear purpse. And I spared n effrt t d my bit, cllecting data and recrding results carefully, s as t make up fr my academic disadvantage. I fully discussed my ideas and shared my insights with him, wh was nce indifferent but later listened t me with clse attentin. We were making steady prgress with ur prject.
One day I gt wrd that he was admitted t hspital fr a serius disease. The mment I saw him lying helplessly in bed, I decided I had t act alne and d my best. I assured him I wuld nt let him dwn and he shuld cncentrate n recvering. I pured mre time and energy int that prject than ever befre, and finally presented ur findings t the class, which surprisingly earned us an excellent grade! When I tld him abut ur shared success, he smiled. It had t d with trust and the jy f sharing a cmmn prize.
第一部分 基础训练
一、读后续写情景运用—单句
根据汉语意思完成相关句子。
1．They knew that n matter the result, ____________________________ and a new starting pint fr their music jurney.
他们知道，无论结果如何，这场比赛都是一段珍贵的回忆，也是他们音乐之旅的新起点。
2.Eventually, we passed the finish line f the race and __________________________ despite the predicament that we were in.
最终，我们冲过了比赛的终点线，尽管处境艰难，但完成比赛的喜悦让我们兴奋不已。
3．Mark’s face beamed with a lng-absent smile, _______________________________.
马克脸上洋溢着久违的微笑，显得自信而成功。
4．We std in frnt f the class with ur mdel city, a wnder ________________________________________.我们带着模型城市站在教室前面，这个奇迹代表了我们集体想象力的精华。
5．The classmates crwded arund and listened attentively, asking questins and _______________________ as Pulte shared his experiences.当普尔特分享他的经历时，同学们围着他，认真地听着，提出问题，分享自己的想法。
【参考答案】
1. this cmpetitin had been a precius memry
2. were excited with jy t have cmpleted it
3.feeling cnfident and accmplished
4.that represented the best f ur cllective imaginatin
5.sharing their wn thughts
二、读后续写情景运用—段落
请运用相关单词或高频语块，把下面的语篇补充完整。
1._______________________________（露西不知不觉地开始颤抖） when she std in the middle f the stage. The bright lights n the stage made her eyes a bit dizzy. She tried t pen her muth t sing, but 2._______________________________（她的喉咙像是被堵住似的）. Jack, 3._______________________________（站在她身旁）, nticed her nervusness. He gently patted her n the back and gave her an encuraging lk. Then he started t play the guitar and 4._______________________________（熟悉的旋律在空气中流淌）. Slwly, Lucy fund her rhythm. She tk a deep breath and began t sing. As the sweet ntes flwed ut f her muth, her cnfidence grew. 5._______________________________（整个大厅都充满她动人的歌声）.
【参考答案】
1.Lucy began t tremble unknwingly 2.her thrat seemed t be blcked 3.standing beside her 4.the familiar meldy filling the air 5. The whle hall was filled with her beautiful vice
第二部分 模拟演练
1．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。（2026·江苏省镇江市某重点高中质量检测）
It was a cl autumn mrning when the schl annunced the annual sprts day. Fr mst students, it was a day f excitement and jy, but fr me, it was just anther event I wanted t avid. I had always been the type t shy away frm grup activities, preferring the cmpany f my bks and thughts.
Our class mnitr, Sarah, nticed my unwillingness. She was the very image f enthusiasm and leadership, always trying t bring the class tgether. One day, she apprached me during lunch. “Why dn’t yu jin us fr the relay race? It’ll be fun,” she said with a warm smile. I hesitated, but her perseverance was hard t ignre.
The next day, Sarah rganized a practice sessin. I unwillingly jined, feeling ut f place amng my mre athletic classmates. As we ran, I tripped and the batn (接力棒) fell, with my knee scraped (擦伤). Embarrassed, I wanted t quit, but Sarah was there in an instant, ffering a hand and wrds f encuragement. “It’s kay, we’re a team,” she said. At this time, ther fellw classmates came t encurage me. Their kindness made me feel less alne.
As the days went by, I fund myself lking frward t the practices. The care and supprt amng my classmates was tuching. I began t see the value f teamwrk and the jy f shared experiences. My initial unwillingness melted away, replaced by a newfund sense f belnging.
The anticipatin fr the sprts day filled me with excitement. I dreamed f the cheers, the applauding crwd, and the excitement f cmpetitin. Training hard, I desired t shw my skills, push my limits, share and feel the jy f victry. This event was mre than a game; it meant a lt fr me. I culd nt wait t be part f it!
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。
The day I lked frward t came eventually.
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We lst the game, and I blamed ur failure n myself.
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【参考范文】The day I lked frward t came eventually. My heart punded with a mix f nervusness and excitement as we lined up fr the relay race. As the race began, the cheers frm the crwd fueled my determinatin. I fcused n the task at hand. Each step was a testament t the weeks f practice and the supprt f my teammates. But it was at the mment when I tk ver the batn that I cllapsed nt the track, due t the sudden pain frm my knee, gasping fr air. We were suppsed t win the champinship, but in the end we ended up getting the secnd place.
We lst the game, and I blamed ur failure n myself. After crssing the finish line, disappintment washed ver me like a cld wave. As we gathered tgether, I finally spke up, my vice trembling with guilt. “It’s all my fault. If I hadn’t tripped, maybe we wuld have wn.” Hwever, Sarah placed a hand n my shulder and said gently, “We’re a team, remember? Yur effrt and imprvement are what truly matter.” Her wrds warmed my heart, and I realized that the true value f the sprts day lay nt in winning but in the bnds we had frged and the lessns we had learned.
【解析】本文以人物为线索展开，文章讲述了一位原本内向的作者，在班长Sarah鼓励下参加运动会接力赛训练。训练中作者受伤却坚持下来，逐渐体会到团队合作的价值。比赛时作者膝盖的伤痛未能顺利接到接力棒，班级获得第二名。深感自责，但Sarah安慰作者强调团队精神与个人努力的价值。作者最终明白，运动会的意义在于友谊与成长，而非胜负。
1.段落续写：
①由第一段首句内容“我期待的那一天终于到来了。”可知，第一段可描写作者在接力赛前、赛中的心理状态以及赛跑中的意外情况。
②由第二段首句内容“我们输了比赛，我把失败归咎于自己。”可知，第二段可描写赛后作者的自责与内疚，以及班长和同学们的安慰与鼓励，最终让作者领悟到运动会的真正价值。
2.续写线索：
期待比赛——赛前紧张与兴奋——赛跑中的意外——自责与内疚——Sarah与同学们的安慰——领悟运动会的真正价值
2．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。（2026届广西南宁市高中毕业班10月摸底）
“Hw did tryuts g, Shayna?” Mm asked after schl.
“Terrible,” I said. “Kristie gt Cinderella’s part!”
“What part did yu get?” Mm asked, putting a hand n my shulder.
“Nne,” I whispered, fighting back tears. I ran t my rm and started drawing in my sketchbk. Drawing always makes me feel better.
The next day, Kristie was in high spirits yet culdn’t hide her nervusness, cnstantly begging me t accmpany her t the rehearsal (排练). I sighed but finally agreed, knwing she needed the supprt. Upn arriving at the cncert hall, Ms. Carsn handed ut script (剧本) cpies t the actrs. I sat in the third rw, wishing I were in my rm drawing. At that mment, Ms. Carsn mved a brwn cardbard piece nt the center f the stage, which had small windws and drs n it. My eyes stayed glued t that pr sets. When the music started, Kristie and the actr playing the prince began dancing.
After the rehearsal, Ms. Carsn praised them. Kristie lked at the cardbard castle, clearly dissatisfied with the simple sets, wndering when they wuld get the real sets. Ms. Carsn explained that these were the actual sets, as there was n art teacher at the schl this year.
Then Kristie and I walked utside. I praised her fr her wnderful perfrmance, thinking that the audience wuld surely lve the play. “Thanks,” Kristie said. “But did yu see the sets?” I hesitated, and then said slwly. “Maybe there’s smething I can d — alng with many fellw art-lving students.”
That night, I kept drawing, late int the night. My pencil mved n the paper, and I nly saw the lines I was making. I thught nly abut my drawing and nthing else. Every time, I changed smething: a bigger castle, a prettier carriage with wheels. The next mrning, I stuffed my sketchbk int my backpack and hurried t Ms. Carsn.
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。
My heart was punding as I kncked n Ms. Carsn’s ffice dr.
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Eventually, pening night arrived.
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【参考范文】 My heart was punding as I kncked n Ms. Carsn’s ffice dr. When she let me in, I quickly pulled ut my sketchbk and shwed her my designs fr the play’s sets — a magnificent castle with spires, a delicate carriage, and vibrant backdrps. Ms. Carsn’s eyes lit up with excitement. “These are amazing, Shayna!” she exclaimed. I then suggested recruiting art-lving classmates t help turn the designs int reality. She agreed enthusiastically and annunced the plan t the schl. Sn, a grup f us gathered after class, cutting cardbard, painting backdrps, and gluing decratins. Kristie even jined in, helping with clr selectin. We wrked tirelessly, fueled by ur passin fr art and the play.
Eventually, pening night arrived. The stage lked breathtaking with ur handcrafted sets. When the curtain rse, the audience gasped in amazement at the castle and carriage. Kristie delivered a wnderful perfrmance, and the sets perfectly cmplemented the stry. After the shw, Ms. Carsn praised ur team, saying the sets made the play unfrgettable. Kristie hugged me tightly, “Thank yu fr making this magical!” I smiled, realizing that even thugh I didn’t get a rle n stage, I fund my wn way t shine in the play. Drawing, which had always cmfrted me, nw brught jy t thers t.
【解析】本文以人物为线索展开，文章主要讲述了Shayna参加灰姑娘角色选拔失败后，陪好友Kristie排练时发现演出道具简陋，于是发挥绘画特长设计新道具，在众多同学的帮助下制作完成，最终在演出时大放异彩，自己也因此获得认可的故事。
1.段落续写
①根据第一段首句“当我敲响Ms. Carsn办公室的门时，我的心怦怦直跳。”可知，接下来可描写老师认可Shayna的设计，Shayna召集同学们一起把设计变成话剧的背景。
②根据第二段首句“最终，首演之夜到来了。”可知，接下来可描写舞台背景让人叹为观止，完美地衬托了故事，演出获得赞善，Kristie对Shayna表示感激，以及Shayna的感想。
2.续写线索：紧张地去见老师——设计获得老师的认可——召集同学一起制作背景——首演之夜到来——背景完美衬托故事——演出获得赞赏——Kristie表示感激——Shayna的感想
3.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。
When my 10-year-ld sn, Ryan, annunced he wuld be the hst at his grade schl cncert, I did my best t sund thrilled. “I can’t wait t see it,” I said. The theme was Sngs Frm Every Cntinent, with the kids dressed up in animal cstumes t g with their presentatins. Ryan tld me it was a real event, with 200 peple expected t shw.
“I’m ging t have my wn micrphne and everything!” Ryan was a ppular and utging kid, a bit fnd f the sptlight. The part seemed perfect fr him. I smiled. Thankfully, Ryan culdn’t read my mind. I lved my sn and applauded his accmplishments, but their schl cncerts were lng, the chairs were uncmfrtable, and I knew Ryan didn’t need me there fr mental supprt. I’d seen my sn’s talents nstage. Still, it was my mtherly duty t attend.
“Hpe I can get thrugh this,” I thught as we filed int the schl cafeteria. The children, first thrugh fifth grades, packed the frnt seats, waiting fr their turn t fill the stage when Ryan intrduced them.
The lights dimmed (变暗). Ryan tk the stage, wearing what lked like an Australian Outback hat and khaki shrts and shirt. He held a ty. He picked up his micrphne and with a perfect accent said, “Evening, mates.” He was in his element. Between perfrmances Ryan swung the ty r put his hat n it fr cmedic effect. He kept up a steady chat with the ty, cmmenting n the sngs and perfrmances withut a hint (迹象) f nerves. He was funny, just as I knew he wuld be. N surprise there.
“Let’s welcme anther grup,” he said ludly.
A class f yunger students walked up t the stage. It was clear that fr many f the yungsters, a schl cncert was a new experience, and this was the kind f thing that made these cncerts lnger than they needed t be. One student, wearing mnkey ears, shyly made his way t the standing micrphne. I saw his lips mve, but whatever he said had cme ut as barely a whisper. The by lked cnfused. He tried again, but it was n use.
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。
Obviusly, the micrphne had smething wrng with it.
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Then a familiar vice rang ut, “It’s kay, Michael!”
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【参考范文】
Obviusly, the micrphne had smething wrng with it. The by, Michael, std frzen in frnt f the micrphne, his mnkey ears trembling slightly. He lwered his head, and I culd see his shulders shaking a little, prbably abut t cry. The whle audience fell silent, and the atmsphere became tense. The teacher in the back tried t rush t the stage, but it was crwded with children, and she culdn’t get thrugh quickly. Everyne felt srry fr Michael, but n ne knew what t d at that mment.
Then a familiar vice rang ut, “It’s kay, Michael!” It was Ryan. He walked quickly t Michael with a warm smile. “Dn’t wrry, friend. Yu can use my micrphne,” he said and held ut his mic t Michael. Michael lked up in surprise, his eyes full f gratitude. Ryan ndded encuragingly, and Michael tk a deep breath and began t sing. His vice was clear and beautiful. When he finished, the audience burst int spntaneus and thunderus applause. I lked at Ryan prudly. He wasn’t just shining n the stage; he was als spreading kindness and curage. At that mment, I was really glad I came.
【来源】河北省唐山市玉田县爱英才联考2025-2026学年高三上学期开学英语试题
【解析】本文以人物为线索展开，讲述作者10岁儿子Ryan 将在学校以“来自各大洲的歌曲”为主题的音乐会上担任主持人，作者虽觉得学校音乐会冗长、座位不舒服，但出于母亲的责任还是去了。音乐会上Ryan 表现出色，然而一个戴猴子耳朵的小男孩上台时，麦克风出现问题。
1.段落续写：
①由第一段首句内容“很明显，麦克风出故障了”可知，第一段可描写麦克风出故障后小男孩的反应、现场氛围以及他人的应对尝试展开。
②由第二段首句内容“就在这时，一个熟悉的声音响起：“没关系，迈克尔！””可知，第二段可描写Ryan 如何帮助小男孩解决问题，小男孩的表现以及最终结果，还有作者的感受。
2.续写线索：麦克风故障—小男孩紧张、可能要哭—全场沉默、气氛紧张—老师想上台但受阻—Ryan 鼓励小男孩—Ryan 把麦克风给小男孩—小男孩顺利演唱—观众鼓掌—作者为 Ryan骄傲
4.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。（2026·河南省南阳市南阳市六校开学考试）
I was sure everyne in my junir-high drama class saw the paper inmy hands shaking when I std up t auditin (试镜)fr a lead rle in the annual Christmas play. I was there, nt by chice, but because the teacher wanted each f us t try ut fr a part. As a “gd” student, I did what I was asked, even if it was scary. At schl, I was ften the target f jkes and had n friends.
Within mments, the fear was gne. I felt like I culd escape int this beautiful, imagined wrld. I was reading the part fr the main character, “Star”. She was pr-like me. But unlike me, she had a psitive utlk n life even thugh she was an rphan (孤儿). I wasn’t an rphan, but I felt like ne. My dad had disappeared. My mm wrked days, went t schl at night and spent her weekends ding hmewrk.
I finished reading and rushed back t my seat, wanting t hide and disappear. When the teacher read the cast list and called my name, I wasn’t paying attentin. N ne ever chse me fr anything.
“Patty,” she repeated, “yu are Star. Cme and get yur script (剧本).” My heart raced,and I culd barely believe it.
One day, right befre ur drama class started, sme f the kids were standing in frnt f the blackbard, laughing and lking at me. I saw an ugly, cartn like drawing f a girl with the wrds “Falling Star” abve it. The image hurt. Calmly, the teacher erased the picture.
We started t rehearse (排练)in the auditrium (礼堂). I said my lines, but my heart wasn't in it. My dreams f being liked by my classmates were brken. I was sure that every ne f them hated me as much as the persn wh drew the picture did. At the end f class, the teacher pulled me aside and tld me nt t pay any attentin t the silliness.
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。
Everything went smthly at the dress rehearsal until during a scene, a lud nise and laughter erupted frm behind the stage.
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At last, it was the day fr the shw.
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【参考范文】 Everything went smthly at the dress rehearsal until during a scene, a lud nise and laughter erupted frm behind the stage. I ran t the stairs, dashed dwn the stage int the auditrium, cllapsed int a seat and started t cry. “I can’t d it. Get smene else!” Suddenly, I felt gentle hands n my arms. I heard vices and a sft, warm hand tk mine. I lked up thrugh my tears t see cncerned faces. Fur girls, my classmates, had cme after me. “Please, dn’t drp ut,” they said. “Yu’re really, really gd! Dn’t pay any attentin t that idit!” One f them handed me a tissue. I wiped my eyes and blew my nse. “Okay,” I said, giving them a shy smile. I went back nstage and finished the scene with n further interruptins.
At last, it was the day fr the shw. I was excited, even cnfident. During the shw, everything went perfectly, and peple even applauded in the middle f the play! I was flying, dancing, filled with the greatest jy yu culd imagine. Never had I expected that my mm gt t see me perfrm, t. In the weeks that fllwed, kids at schl came up t say, “Yu were gd,” even “impressive.” Althugh at times I've felt discuraged, and I still d. But it helps t remember that I was nce a fallen star wh managed t rise and shine, thrugh my wn effrts, with the lving guidance f a great teacher and the help f a few unexpected friends.
【解析】本文以人物为线索展开，虽然紧张害怕，作者仍按老师要求参加初中圣诞剧试镜，试镜时代入角色，意外获主角 。后有人画丑画嘲讽她，排练时她心不在焉，老师安慰她别在意闹剧。
1.段落续写：
①由第一段首句内容“彩排的时候一切都很顺利，直到一个场景中，舞台后面爆发出巨大的噪音和笑声。”可知，第一段可描写作者想要放弃，但意外的是其中一个女孩给她安慰，这让作者回到舞台。
②由第二段首句内容“终于到了演出的日子了。”可知，第二段可描写作者顺利完成演出的经过，以及经历此事的感悟。
2.续写线索：舞台后爆发出噪音和笑声——瘫坐在地想要放弃——女孩安慰——回到舞台——演出日来临——顺利完成表演——得到肯定——感悟
5.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。（2026·安徽省天一大联考高三上学期8月秋季检测）
I used t hate schl. Nt just the hmewrk r the tests, but everything — the nise, the pressure, and the feeling that I didn’t belng. Every mrning felt like a battle just t get ut f bed, and every class felt like a trap. I stared ut f windws, cunted dwn minutes, and wished t be anywhere else. My teachers said I had “ptential”, but t me, that was just anther wrd fr “expectatin”.
Things began t change n a rainy Tuesday mrning. I frgt my umbrella and arrived at schl, saked (湿透的) and cld. As I std by the classrm dr, extremely annyed and uncmfrtable, ur histry teacher, Mr. Zha, walked past and said, “Terrible mrning? Well, at least yu made it.” Then he smiled — nt in pity, but as if he truly respected the effrt I made t shw up.
That mment stayed with me. I began t wnder: What if schl wasn’t smething happening t me, but smething I culd participate in? What if I had a say in hw each day went?
The shift didn’t happen vernight. But I tried smething new: Instead f saying “I hate schl”, I tld myself, “Maybe tday wn’t be s bad.” At first, it felt frced — like I was lying t myself. But little by little, I started nticing the parts f schl that weren’t s terrible. I liked the quietness f the library. I enjyed the way ur literature teacher read pems alud, almst like music. And I realized that when I asked questins in class, I didn’t feel stupid but curius.
One day, during a grup prject, I spke up with an idea. T my surprise, my classmates listened. We wrked tgether, laughed a little, and even gt a gd grade. Fr the first time, I didn’t feel invisible. I felt part f smething.
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。
The real turning pint came during the schl’s annual “Grwth Jurnal” activity.
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Reading my wn wrds made me realize just hw far I had cme.
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【参考范文】One pssible versin:
The real turning pint came during the schl’s annual “Grwth Jurnal” activity. We were asked t write abut ur biggest persnal change f the year. At first, I was unsure hw t begin. But then I thught f Mr. Zha’s wrds, and f all the small mments that fllwed — mments when I chse t shw up, speak up, and stay pen. My pen started t mve. I wrte dwn the shift frm fear t curisity, and the quiet pwer f chsing a better mindset each day. When I finished, I felt smething I hadn’t felt fr a lng time — pride.
Reading my wn wrds made me realize just hw far I had cme. I saw schl nt as a battlefield but a place where I culd grw, cnnect, and even enjy myself. My teachers still said I had ptential, but nw I believed it. That year, I nt just passed my classes, but fund my vice. Schl culd still be tugh smetimes, but I knew I had the strength t face each day with cnfidence.
【解析】本文以我对学校态度的转变为线索展开，讲述了我原本厌恶学校，后因赵老师的一句话开始尝试改变心态，最终在学校年度“成长日志”活动中真正转变，重新认识学校的故事。
1. 段落续写：
①由第一段首句内容“真正的转折点出现在学校的年度‘成长日志’活动期间”可知，第一段可描写我在“成长日志”活动中，回忆并写下自己从厌恶学校到逐渐转变的过程与感受。
②由第二段首句内容“阅读自己的文字让我意识到我已经走了多远”可知，第二段可描写我读自己的日志内容时，对自身转变有了更深刻认识，对学校有了全新的看法。
2. 续写线索： 厌恶学校——赵老师的鼓励——尝试转变心态——小组项目获认可——“成长日志”回顾变化——重新认识学校
6.阅读下面材料，根据其内容和所给段落开头语续写两段，使其构成一篇完整的短文。（2026届浙江省Z20名校联盟高三上学期第一次联考适应性考试）
When the annuncement abut the schl play tryuts eched thrugh the classrm, my pen slipped frm my hand. Ms. Carter, ur drama teacher, smiled warmly. “This year’s play is The Star Seeker — abut a yung astrnmer wh finds her curage,” she said, her eyes scanning the rm.
I stared at my desk, fingers twisting the crner f my ntebk. Public speaking made my thrat tight; acting in frnt f the whle schl felt impssible. But the stry’s title lingered in my mind. I’d always lved stars — spending nights in my backyard, mapping cnstellatins with a tattered guidebk my dad gave me.
“Anyne interested?” Ms. Carter asked. Mia, wh sat beside me, nudged my arm. “Yu’d be perfect,” she whispered. I shk my head, but when the sign-up sheet came arund, my hand mved n its wn. My name, small and shaky, jined the list.
Tryuts were held in the auditrium after schl. I std backstage, reciting my lines ver and ver: “The stars are nt just lights — they’re stries.” When my turn came, I stepped int the sptlight. The rm blurred. I pened my muth, but the wrds vanished. “I... I can’t,” I mumbled, fleeing t the exit.
Mia fund me sitting n the steps, staring at the sky. “Yu ran befre the stars culd shine,” she said, sitting dwn. I pulled ut my star guide, pinting t a dim cnstellatin. “That’s Cassipeia. N ne ntices her, but she’s always there.” Mia traced the pattern with her finger. “Maybe she’s just waiting fr smene t lk.”
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:
The next day, Ms. Carter handed me a revised script.
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Paragraph 2:
Opening night arrived.
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【参考范文】The next day, Ms. Carter handed me a revised script. It was abut a girl wh lved stargazing, just like me. The lines were simple, full f things I’d say when talking abut stars — things my dad and I used t discuss. “I thught this might fit yu better,” Ms. Carter said, smiling. “Yu dn’t have t act brave — just be yurself.” Mia was right beside me, grinning. I held the script, and fr the first time, I didn’t feel scared. Maybe the girl in the stry was waiting, just like Cassipeia, fr smene t let her shine.
Opening night arrived. My hands shk as I std backstage, but when the sptlight hit me, I thught f the stars. I spke the lines like I was telling a friend abut the night sky. When I finished, the audience clapped, and I saw Mia waving wildly. After the shw, Ms. Carter hugged me. “Yu didn’t just act,” she said. “Yu let us see the girl wh lves stars — and that’s the bravest thing.” I smiled, knwing sme curage, like stars, just needs a chance t cme ut.
【解析】本文以人物情感变化为线索展开，讲述了作者原本害怕公开演讲和表演，但在报名参加学校戏剧《寻星者》的试镜后，经历失败与朋友的鼓励，最终在老师的帮助下找到适合自己的角色，并在演出当晚克服恐惧，成功展现自我的故事。
①由第一段首句内容“第二天，卡特老师递给我一份修改过的剧本。”可知，第一段可描写作者拿到新剧本后的感受，以及新剧本如何契合她的兴趣和经历。
②由第二段首句内容“演出之夜来临了。”可知，第二段可描写作者在演出当晚的表现，以及演出后的感受和收获。
2.续写线索：拿到新剧本——新剧本契合兴趣——演出前紧张——演出时想起星星——演出成功——感悟勇气
3. 词汇激活
行为类
① 握住剧本：held the script/grasped the script/clutched the script
② 说出台词：spke the lines/recited the lines/delivered the lines
③ 挥手：waving wildly/gesturing excitedly/flapping arms
情绪类
①喜欢：lve/be fnd f/be crazy abut
②害怕：felt scared/was frightened/experienced fear
【点睛】【高分句型1】It was abut a girl wh lved stargazing, just like me. (运用了wh引导的限制性定语从句)
【高分句型2】My hands shk as I std backstage, but when the sptlight hit me, I thught f the stars. (运用了as引导的时间状语从句和when引导的时间状语从句)
7.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。（2026·福建省（全国名校联盟）高三上学期开学摸底联考）
The last lessn f the day was PE class. Mary was skipping rpe n the playgrund, surrunded by several classmates watching her. It was her best sprt. The rpe spun (旋转) quickly as she jumped. When time was up, the cunter shwed 201 skips. Smiling, Mary flashed a victry sign t the crwd. Just then, the schl bell rang-class was ver. Mary packed up her skipping rpe. It was time t give her answer t Ms. White.
That mrning, Ms. White had asked her if she wuld be willing t take charge f the class bulletin bard (板报) fr the upcming cmpetitin. The student wh usually handled it, Lily, was ut sick, and smene needed t step in. Mary was shcked that Ms. White had chsen her. She respnded nervusly, insisting that her handwriting was terrible. But Ms. White reassured her, saying she believed in her ability and encuraged her t think it ver and let her knw her decisin after schl.
Nw, walking tward the teachers’ ffice, Mary felt nervus. The thught f her messy handwriting being put up n the wall fr everyne t see made her stmach turn. She had already made up her mind t say n. With that decisin in mind, she quickened her pace and ran acrss the sprts grund.
Mary was abut t pass the sandpit (沙坑) when smene nearby caught her attentin. It was Tm frm a different class. In her mind, Tm had never been gd at lng jump, but he was practicing it. Curius, she went ver t ask what he was ding. Tm explained that n ne else had signed up fr the lng jump event, and withut a participant, their class wuldn't get any pints in the schl sprts meeting. S when the headteacher asked if anyne wuld give it a try, he vlunteered. Mary reminded him that he wasn't gd at it, but Tm simply said that he knew that-and that it wasn't abut being the best, but abut trying and ding his part fr the class. Then he went back t practicing. What a similar issue they bth faced!
注意：(1)续写词数应为150个左右；
(2)请按如下格式在答题纸的相应位置作答。
Mary std there, watching Tm practicing patiently and hard.
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With determinatin, Mary stepped int the teachers’ ffice.
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【参考范文】
Mary std there, watching Tm practicing patiently and hard. Every time he jumped, he wuld stumble a little, but he never stpped. He wiped the sweat frm his frehead and adjusted his psture, then tried again. Mary thught abut hw Tm was willing t take n smething he wasn’t gd at just t help his class. She felt a little ashamed f herself—she was scared f shwing her bad handwriting, but what if she culd try her best like Tm? Maybe the bulletin bard wuldn’t be perfect, but she culd put her heart int it. The nervus feeling in her stmach slwly faded, and a new sense f determinatin tk its place. She turned arund and headed straight fr the teachers’ ffice, her steps n lnger hesitant.​
With determinatin, Mary stepped int the teachers’ ffice. Ms. White was sitting at her desk, grading papers. When she saw Mary, she lked up and smiled, “Have yu made yur decisin?” Mary tk a deep breath and ndded firmly, “Yes, Ms. White. I’d like t take charge f the class bulletin bard.” She then added, “My handwriting isn’t gd, but I’ll practice and d my best t make it nice. I want t help ur class, just like Tm is helping his.” Ms. White’s eyes lit up with pride. She std up and patted Mary’s shulder, “That’s what I wanted t hear, Mary. Bravery t try is mre imprtant than being perfect. I’ll be right here t help yu.” Mary left the ffice with a big smile n her face, already lking frward t starting her new task.
【解析】本文以人物为线索展开，讲述放学后，擅长跳绳的玛丽本打算拒绝怀特老师让她接手班级板报的请求，因她担心自己字迹差。途中，她看到不擅长跳远的汤姆为给班级争分，正主动练习跳远，汤姆认为重要的是尝试和为班级出力。这让玛丽面临与汤姆相似的是否承担任务的问题。
1.段落续写：
①由第一段首句内容“玛丽站在那里，看着汤姆耐心又努力地练习。”可以预测续写这段主要内容：玛丽见汤姆虽不擅长跳远仍努力练习，羞愧自身胆怯，决心接办板报，走向教师办公室。
②由第二段首句内容“玛丽满怀决心地走进教师办公室。”可以预测续写这段主要内容：玛丽决心走进教师办公室，答应负责板报并说明会努力，获怀特老师的肯定与支持，满心期待新任务。
2.续写线索：见汤姆努力练习——自我感到羞愧——决心接办板报—— 答应负责板报——获老师肯定与支持——满怀期待
3.词汇激活
行为类
①.尝试：try/attempt
②.帮助：help/assist/aid
③.擅长：be gd at/d well in
情绪类
①.害怕的：scared/afraid/frightened
②.焦虑的： nervus/anxius/uneasy
【点睛】[高分句型1]. Every time he jumped, he wuld stumble a little, but he never stpped. （运用了every time引导的时间状语从句）
[高分句型2]. Ms. White was sitting at her desk, grading papers.（运用了现在分词作状语）
[高分句型3]. That’s what I wanted t hear, Mary. （运用了what引导的表语从句）
8.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。（2026届浙江省鄞州中学等十二校联考高三上学期第一次适应性考试）
In the small twn f Millfield, at Cedarwd Middle Schl, Jake, a lanky and sft-spken by with thick glasses, was an easy target fr bullies. His passin fr astrnmy set him apart frm his peers. Instead f playing ftball r vide games, he spent his free time stargazing and reading bks abut galaxies and cnstellatins. Every day at lunch, as Jake sat alne at a crner table, devuring a hmemade sandwich and scribbling ntes abut the latest celestial event he’d read abut, a grup led by Mark, the schl’s self- prclaimed “cl kid,” wuld pass by.
Mark, tall with a cnfident swagger, lved the attentin he gt frm his friends. With a smile n his face, he’d lean ver Jake’s table and pick up his astrnmy ntebk. “What’s this? Mre f yur space nnsense?” he’d sneer, waving the ntebk in the air. His friends wuld snicker, and Jake wuld blush, reaching ut timidly t get his ntebk back. “Leave me alne,” Jake wuld mumble, his vice barely abve a whisper. “Or what? Yu’ll call yur alien friends t attack me?” Mark wuld laugh, and the grup wuld walk away, leaving Jake feeling humiliated.
Ms. Thmpsn, Jake’s science teacher, nticed the situatin but culd nly d s much t stp it during class. “Bys, be respectful,” she’d say whenever she caught Mark teasing Jake. But nce ut f her sight, the bullying cntinued.
One day, the schl annunced a science fair with the theme “Innvatin s fr the Future.” Students were encuraged t create prjects that culd change the wrld. Mark, seeing it as a chance t shw ff, immediately started planning a prject with his friends. Jake, n the ther hand, decided t cmbine his lve fr astrnmy with his dream f making a difference. He began wrking n a mdel f a sustainable space clny, spending hurs after schl in the science lab, building and perfecting his creatin.
When the day f the science fair arrived, students and parents crwded int the gymnasium t view the prjects. Mark’s grup presented a flashy but rather simplistic mdel f a self- driving car. Jake, nervus but determined, set up his space clny mdel, cmplete with detailed explanatins f hw it wuld generate energy and recycle resurces.
As the judges walked arund t evaluate the prjects, Mark and his friends watched with smug expressins, cnvinced they wuld win. But when the results were abut t be annunced, everyne held their breath in anticipatin.
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: The principal stepped nt the stage and cleared his thrat. “And the winner f the science fair is...”
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Paragraph 2: That night, as Jake lay in bed, lking ut at the stars, he heardknck n his frnt dr.
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【参考范文】One pssible versin:
Paragraph 1: The principal stepped nt the stage and cleared his thrat. “And the winner f the science fair is... Jake Thmpsn!” A wave f murmurs swept thrugh the crwd, and Mark’s cnfident smirk faded int disbelief. Jake’s eyes widened as the judges applauded, impressed by the creativity and depth f his space clny mdel. He walked up t the stage, his heart punding, and accepted the trphy with trembling hands. Ms. Thmpsn beamed prudly, and even sme f his classmates cheered. Mark avided eye cntact, clearly stunned by the utcme. As Jake returned t his spt, he felt a shift — perhaps fr the first time, he wasn’t just the quiet astrnmy by; he was smene wh had built smething extrardinary.
Paragraph 2: That night, as Jake lay in bed, lking ut at the stars, he heard a knck n his frnt dr. He gt up, puzzled, and walked dwnstairs. His parents were already pening the dr, revealing Mark standing there, lking unusually serius. “Can we talk?” Mark asked, his vice quieter than usual. Jake hesitated but ndded. Sitting n the prch steps, Mark cleared his thrat. “I... I just wanted t say yur prject was really cl. I didn’t realize hw much thught yu put int it.” Jake was surprised but managed a small smile. “Thanks,” he said sftly. It wasn’t an aplgy, but it was a start. Abve them, the stars shimmered like pssibilities, and fr the first time, Jake felt like he wasn’t s alne.
【解析】本文以杰克在学校的经历为线索，讲述了杰克因热爱天文学常被马克等人欺负，但他并未放弃爱好。在学校以“未来创新”为主题的科学展上，杰克展示了可持续太空殖民地模型，马克团队展示了自动驾驶汽车模型，众人期待结果公布的故事。
1. 段落续写：
①由第一段首句内容“校长走上舞台，清了清嗓子。“科学展的获胜者是……”可知，第一段可描写校长宣布杰克获胜，众人反应，马克的难以置信，杰克上台领奖的情景，以及他感受到的变化。
②由第二段首句内容“那天晚上，杰克躺在床上，望着窗外的星星，听到前门传来敲门声。”可知，第二段可描写杰克发现敲门的是马克，马克对他的项目表示认可，两人的交流，杰克感受到的变化与希望。
2. 续写线索：宣布获胜——众人反应——杰克领奖——马克震惊——夜晚敲门声——马克来访——交流认可——杰克感悟
3. 词汇激活：
行为类
①传播，蔓延：sweep thrugh/ spread thrugh
②颤抖：tremble/shake/quiver
③走下楼：walk dwnstairs/step dwnstairs
情绪类
①震惊：stunned/shcked
②迷惑：puzzled/cnfused
【点睛】[高分句型1] He walked up t the stage, his heart punding, and accepted the trphy with trembling hands.（运用了独立主格结构作伴随状语）
[高分句型2] As Jake returned t his spt, he felt a shift — perhaps fr the first time, he wasn’t just the quiet astrnmy by; he was smene wh had built smething extrardinary.（运用了as引导的时间状语从句和wh引导的定语从句）
[高分句型3] Sitting n the prch steps, Mark cleared his thrat.（运用了现在分词短语作状语）
9.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。（2026·广东省部分学校高三上学期开学）
Sunshine Valley High Schl prepared t celebrate its 100th birthday, and the drama club planned a special play fr it.
Mrs. Cllins, the librarian, tld them there might be ld scripts (剧本) in the library’s upper strage area. S n a cl Nvember mrning, several club members went t lk. Amng them were Mia, a junir wh lved writing, Ethan, a senir wh was gd with cameras, and Lila, the club president wh hped t direct plays.
Mia reached fr a dusty shelf. Suddenly, a lse page fell. It was a handwritten scene frm a play called Starlight Dreams. Under the text was a nte: “Act 2, Scene 3—Clara meets her future self under the ak tree (橡树), legs tired but eyes bright, determined t keep ging even when the way frward gets hard t see…” It was signed by “Elena Marquez, 1972”. Mia saw a leather-bund ntebk next t where the page had been and pulled it ut—it was Elena’s diary.
They carefully pened the diary. One entry said, “July 5th, 1973. The dctr says I need t rest—n mre late nights writing, n mre rehearsals (排练). But I keep re-reading Clara’s lines: ‘Yu dn’t stp just because the wind blws hard.’ Maybe ne day, smene will finish what I started.” They realized Elena, a frmer student, had gtten very sick and left schl, never finishing her script.
Mrs. Cllins came ver, surprised. “Elena was a very talented drama student. She had t leave schl because f her illness and never came back. N ne knew she left these here,” she said. The students felt sad fr Elena. “We can finish her play fr the schl’s 100th birthday!” they all agreed.
Fr tw weeks, they wrked after schl. Mia finished the script, still keeping Clara as the main character. Lila directed the actrs in rehearsals, and Ethan made simple sets based n Elena’s ntes. Mrs. Cllins fund Elena’s address frm ld yearbks and invited her t watch the play.
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。
On the celebratin day, the schl hall was full f peple.
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Elena std up and ran t the stage excitedly.
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【参考范文】One pssible versin:
On the celebratin day, the schl hall was full f peple. The play started. Clara, the main character, faced many prblems, but she didn’t give up. The audience watched carefully, their eyes fixed n the stage. When Clara std under the ak tree in the end, saying “I’ll keep ging, n matter hw hard it gets,” everyne clapped hard. Suddenly, a vice shuted, “Gd jb!” It was Elena, sitting in the back rw. Her eyes were shining with tears, and her hands were shaking. The applause gt even luder as everyne turned t lk at her.
Elena std up and ran t the stage excitedly. “Thank yu,” she said, vice shaking. “Thse lines — ‘determined t keep ging even when the way frward gets hard t see’ — are mine. I dreamed f acting in my wn play, but the illness made me stp. I thught my stry with Clara ended. Hwever, yu brught us bth back.” She hugged each student, explaining her dreams revived. The students felt warm — they gave a frgtten dream a secnd chance, realizing small kindnesses bridge years, and that dreams, hwever lng delayed, are always wrth remembering.
【解析】本文以阳光谷高中戏剧社成员的经历为线索，讲述了他们在为学校百年校庆准备戏剧时，发现了1972年学生埃琳娜因生病未完成的剧本《星光梦想》及日记，决定完成该剧本并邀请埃琳娜观看的故事。
1. 段落续写：
① 由第一段首句内容“校庆当天，学校礼堂座无虚席。”可知，第一段可描写庆典当天，戏剧《星光梦想》上演，主角克拉拉的台词打动观众，埃琳娜在后排激动喝彩，众人纷纷看向她的情景。
② 由第二段首句内容“埃琳娜激动地站起来，跑向舞台。”可知，第二段可描写埃琳娜上台感谢大家，讲述自己的梦想因疾病中断，如今被延续的感动，与学生们拥抱，众人感受到善意与梦想的力量。
2. 续写线索：庆典上演——观众被打动——埃琳娜喝彩——埃琳娜上台——讲述经历——拥抱学生——感悟意义
3. 词汇激活：
行为类
①鼓掌：clap/applaud
②颤抖：shake/tremble
③拥抱：hug/embrace
情绪类
①激动：excited/thrilled
②感动：mved/tuched
【点睛】[高分句型1] The audience watched carefully, their eyes fixed n the stage.（运用了独立主格结构作状语）
[高分句型2] The applause gt even luder as everyne turned t lk at her.（运用了as引导的时间状语从句）
[高分句型3] She hugged each student, explaining her dreams revived.（运用了现在分词短语作状语）
10.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。（2025·河北省秦皇岛市河北昌黎第一中学高三二轮复习收官检测）
At Sunshine Middle Schl, the yearly talent shw was ne f the mst anticipated events f the year. Students spent mnths getting ready, practicing varius acts, frm singing and dancing t magic shws and cmedy. This year, the shw was set t be the greatest ever, and everyne was filled with excitement — except fr Amy and Lily.
Amy was famus fr her utstanding singing vice, while Lily was the leader f the schl drama club. They had been best friends since primary schl, but this year, there was a hidden tensin between them. Amy wanted t d a sl perfrmance fr the shw, while Lily believed that the drama club shuld present their grup play. Their cnflict grew as they tried t gain supprt frm their classmates.
On the day f the try-ut fr the talent shw, psters prmting the event were put up all ver the schl. Hwever, the next mrning, they disappeared mysteriusly. Teachers and students were puzzled, and rumrs (谣言) spread rapidly that smene had deliberately damaged the event t give an advantage t their favred act. Amy thught Lily might be respnsible, believing that her friend was trying t weaken her chances. At the same time, Lily suspected that Amy was trying t steal the sptlight.
The situatin reached a critical pint when the tw girls faced each ther in the schl cafeteria. “Yu think I wuld d such a mean thing? I’m just trying t make ur play stand ut!” Amy shuted, her anger clear. “I’m trying t fllw my dream f perfrming! Why can’t yu just supprt me?” Lily sht back, her vice full f emtin. Their argument drew the attentin f their friends, and sn everyne was whispering. Their friendship had always been built n supprt and understanding, but their cmpetitin had vershadwed that cnnectin.
Paragraph 1:
Just at the mment the tw girls were furthering their argument, their music teacher, Ms. Jhnsn, came up.
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Quickly, the day f the perfrmance arrived.
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【参考范文】
Just at the mment the tw girls were furthering their argument, their music teacher, Ms. Jhnsn, came up. With a stern yet cmpassinate lk, she stepped between them. “Stp this nnsense right nw,” she said firmly. After listening t their heated explanatins, Ms. Jhnsn reminded them that the talent shw was a celebratin f unity, nt a battlefield fr persnal gain. She prpsed a brilliant slutin: Amy culd perfrm a sulful sl during a key emtinal mment in Lily’s drama. The girls stared at each ther, stunned at first, but then a spark f excitement lit up in their eyes as they saw the ptential f this cllabratin.
Quickly, the day f the perfrmance arrived. The auditrium was abuzz with anticipatin. When Amy and Lily’s act was annunced, the crwd fell silent. As Amy’s pwerful vice filled the air, perfectly synchrnizing with the actrs’ mvements n stage, it was as if magic had been created. The seamless blend f music and drama left the audience spellbund. When the final nte faded, the rm erupted in thunderus applause. Amy and Lily, teary-eyed, embraced tightly, knwing that their friendship had nt nly survived but thrived thrugh this unfrgettable experience.
【解析】本文以友情与竞争为线索，讲述了Amy和Lily这对好友因才艺秀表演形式产生矛盾，在老师的调解下合作，最终化解矛盾并收获成功的故事。
1.段落续写：
①由第一段首句“就在两个女孩的争吵愈发激烈时，她们的音乐老师约翰逊女士走了过来。”可知，第一段可描写约翰逊老师制止争吵，倾听两人的想法后，提出将Amy的独唱融入Lily戏剧表演的解决方案，以及两人对此方案的反应。
②由第二段首句“很快，表演的日子到了。”可知，第二段可描写表演当天的氛围，Amy和Lily合作表演的精彩过程，以及表演结束后两人重归于好的温馨场景。
2.续写线索：老师调解矛盾——提出合作方案——两人接受方案——表演日到来——精彩表演——友情升华
3.词汇激活
行为类：
①介入：step between/mediate
②提议：prpse/suggest
③拥抱：embrace/hug
情感类：
①兴奋：excitement/thrill
②感动：teary-eyed/mved
【点睛】[高分句型 1] The girls stared at each ther, stunned at first, but then a spark f excitement lit up in their eyes as they saw the ptential f this cllabratin.（运用了过去分词短语作状语，以及as引导的时间状语从句）
[高分句型 2] Amy and Lily, teary-eyed, embraced tightly, knwing that their friendship had nt nly survived but thrived thrugh this unfrgettable experience.（运用了现在分词短语作状语以及that引导的宾语从句）