【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)

这是一份【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)，共29页。试卷主要包含了 评分时还应注意等内容，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.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
During my flight n the trapeze. my fear didn’t cmpletely leave me. My palms were clammy, my heart was racing, and my muth was dry. But I turned dwn the dial f my fear s I culd be present in the experience. I fcused my thughts n the instructr’s vice instead f my internal dialgue abut what culd g wrng. In the end, I successfully cmpleted the task. I culdn’t believe I had actually dne it!
This experience pened up a new way f seeing myself and appraching ther challenges. I became mre capable f vercming my fear and learned t believe in myself. I became mre pen t try new things. After my trapeze flight, I tk an archery class, went n my first kayaking trip, and hiked alng a 200-ft cliff in Nva Sctia. While these experiences made my heart pund, I cmpleted them, ne step at a time. Whether my steps were small r big n the grund r in midair, I wanted t keep stepping ut f my cmfrt zne.
【导语】本文以人物为线索展开，文章主要讲述了作者的一次高空秋千体验，她因为过去的恐高症一度不敢尝试，但是好友的鼓励和安全规则的保障让她决定尝试。虽然一开始走梯子时遇到了困难，但最终还是完成了任务。这次体验让她从中学习到了如何克服恐惧、相信自己，也让她更愿意尝试新事物。最终，她完成了其他类似的挑战，并希望能够一步一步地走出自己的舒适区。
【详解】1.段落续写：
①由第一段首句内容“在高空秋千的过程中，我的恐惧并没有完全离开我。”可知，第一段可描写作者第一次完成高空秋千过程中的紧张状态。
②由第二段首句内容“这段经历开启了我看待自己和应对其他挑战的新方式。”可知，第二段可描写作者在完成高空秋千后所发生的改变，参加了其他的各项活动，并且本段描写作者个人的感悟。
2.续写线索：作者不敢完成高空秋千——在朋友的鼓励下参加高空秋千——作者感受到极其紧张和恐惧——克服恐惧，完成高空秋千——发生改变，参加其他各项活动——最终感悟
3.词汇激活
行为类
心跳加速：heart was racing/heart was punding
拒绝：turn dwn/refuse/decline
集中注意力：fcus n/cncentrate n
情绪类
①手掌湿漉漉：palms were clammy/ palms were wet
② 口干舌燥：muth was dry / muth parched and tngue scrched
【点睛】[高分句型1]. I fcused my thughts n the instructr’s vice instead f my internal dialgue abut what culd g wrng.（由what引导宾语从句）
[高分句型2]. After my trapeze flight, I tk an archery class, went n my first kayaking trip, and hiked alng a 200-ft cliff in Nva Sctia. （由after引导时间状语从句）
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.
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Paragraph 2:
Gradually, the students realized that I cared fr them.
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【答案】
Para 1:
I decided t d smething fr these rejected kids. I started by learning abut each ne. Fr Tracy, I fund bks that matched her interests, hping t spark her curisity. Fr Kyle, I spke t him sftly after class, ffered him a listening ear, and shwed him that he mattered. Abandned t many times already, these children deserved better. “I wn’t give up n yu. Yu all matter.” I tld them, trying t make everyne in the class feel lved and needed. Slwly, I built rutines, clarified my expectatins, and became firm in my stance: chas wuld nt be tlerated, but supprt wuld always be given. Instead f a dull space t learn, my classrm culd becme a place that prvided them with safety and a sense f belnging.
Para 2:
Gradually, the students realized that I cared fr them. With distrust giving way t trust, they began t pen up t me, and with that trust came small yet meaningful changes. Tracy began t shw a grwing interest in class and Kyle’s tears became less frequent. Fights lessened and the flying ntes were nw replaced by questins abut schlwrk. They weren’t just learning academically but emtinally, understanding hw t becme part f a cmmunity. A wave f relief washed ver me as I knew I had made a difference — nt just fr them, but fr myself as well. With the pain f my wn failed marriage slwly healing, I felt n lnger rejected and I was als needed. We came t each ther’s rescue.
【导语】本文以人物为线索展开，讲述了作者是一名教师，接手了一个调皮的班级。作者了解到这些孩子大多是被其他学校开除，没有人来救他们。他们是没人想要的人。于是作者决定为这些孩子做点事情，开始了解这些孩子，倾听他们，孩子们也慢慢被改变了。
【详解】1.段落续写：
①由第一段首句内容“我决定为这些被拒绝的孩子做点什么”可知，第一段可描写作者开始致力于了解孩子，倾听孩子，为他们提供安全和归属感。
②由第二段首句内容“渐渐地，学生们意识到我关心他们”可知，第二段可描写学生对作者态度的变化以及作者的感悟。
2.续写线索：决定付出行动——开始了解孩子——倾听孩子——鼓励孩子——孩子信任作者——班级改变——作者感悟
3.词汇激活
行为类
①引起：spark/aruse
②尝试：try/attempt
③减少：lessen/decrease
情绪类
①有意义的：meaningful/significant
②安慰：relief/cmfrt
【点睛】[高分句型1] Fr Kyle, I spke t him sftly after class, ffered him a listening ear, and shwed him that he mattered. (运用了that引导宾语从句)
[高分句型2] Instead f a dull space t learn, my classrm culd becme a place that prvided them with safety and a sense f belnging. (运用了that引导定语从句)
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.
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Paragraph 2: The rescue team fund them debating quantum physics applicatins in climbing gear.
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【答案】
Dawn brke as they reached the frest trail. Their clthes were mud-streaked, and their teeth chattered uncntrllably as they shivered in the cld mrning air. Exhaustin had lng since set in, but they managed t drag themselves beside a glacial stream, its icy waters flwing with an untamed energy. Elena, with a lk f determinatin mixed with a hint f relief, prduced tw energy bars frm her waterprf puch. She handed him ne. He tk it, a slight smile playing n his lips. It was his favrite flavr, a fact that he had never explicitly mentined, but Elena had smehw always knwn. The rich arma f the chclate filled the air fr a brief mment, a small cmfrt in the midst f their rdeal. Unexpectedly, rescue came sn.
The rescue team fund them debating quantum physics applicatins in climbing gear. “Yu’re still wrng abut neural netwrks,” Liam muttered, his vice slightly muffled by the chattering f his teeth, yet there was a playful glint in his eyes. Elena laughed, a sund that was like a warm ray f sunlight piercing thrugh the dark and heavy strm cluds. In that instant, the unspken aplgy that had hung between them fr s lng, like a fragile thread in the wind, became strnger than any rpe. It was a bnd that culd bridge the gaps that wrds culd never mend, a cnnectin that had been frged thrugh their shared experiences and the understanding that had grwn between them in the face f adversity.
【导语】文章以人物为线索展开，讲述了16岁的Liam在独自攀岩时遭遇暴风雨，陷入险境。在他即将失去支撑时，曾与他有过争执的交流生Elena出现，她勇敢地锚定绳子，向Liam投掷救生卡扣，并在二十分钟的紧张协作中，通过稳定绳子、哼唱旋律帮助Liam稳定情绪，最终两人决定共同横越险峻的岩壁。
【详解】1.段落续写
①由第一段首句内容“当他们抵达森林小径时，天已破晓。”可知，第一段可描写他们努力自救的过程，在补充能量的过程中迎来了救援队。
②由第二段首句内容“救援队发现他们穿着攀岩装备，却在讨论量子物理的应用。”可知，第二段可描写他们谈论的具体内容以及这次经历给她们带来的影响。
2.续写线索：挪到小溪边——补充能量——救援队到达——谈话内容——影响
3.词汇激活
行为类
成功做某事：manage t d sth/be succeeded in ding sth
②提到：mentin/refer t
③填满：fill/feed t the full
轻声低语：mutter/whisper
情绪类
①疲惫：exhaustin/fatigue
出乎意料地：unexpectedly/surprisingly
【点睛】[高分句型1]It was his favrite flavr, a fact that he had never explicitly mentined, but Elena had smehw always knwn.（运用了that引导定语从句）
[高分句型2]Their clthes were mud-streaked, and their teeth chattered uncntrllably as they shivered in the cld mrning air.（运用了as引导时间状语从句）
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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【答案】Mr. Pickfrd decided t take actin. He rganized a special class activity called “The Value Behind Clthes”. In the class, he asked each student t share the stry behind a special piece f clthing they wned. Sme talked abut the dresses their mthers made fr their birthdays, while thers shared the significance f the wrn-ut items passed dwn frm their grandparents. Mr. Pickfrd then asked Dylan t cme t the frnt and shw his jersey. In a trembling vice, Dylan tld the whle class hw his grandma had stayed up all night t make this jersey fr him because they culdn’t affrd the expensive stre-bught nes. His wrds tuched the hearts f his classmates, and many f them hung their heads in shame fr their earlier behavir.
After the class, the students’ attitudes changed cmpletely. They started t appreciate the effrt and lve put int every piece f clthing, n matter hw it lked. Sme students even asked Mrs. Hargrve t teach them hw t knit. The next week, a “Handmade Clthes Day” was rganized in the schl. All the students wre their self-made r family-made clthes with pride. Dylan’s jersey became the mst special ne amng them. Frm then n, instead f being laughed at, Dylan was admired fr having such a lving grandmther and the unique jersey filled with lve. The schl atmsphere became warmer, and everyne learned the true meaning f kindness and respect.
【导语】本文以人物为线索展开，讲述了和奶奶相依为命的Dylan在学校兴起了购买超级英雄风格球衣的潮流后，也渴望拥有一件，但家中无力购买，为了不让他失望，Dylan的奶奶连夜手工编织了一件。Dylan穿到学校后，遭到了同学们的嘲笑。老师Mr. Pickfrd了解情况后，组织了一次班会，扭转了学生们的思想和态度，学生们不仅纷纷开始学习自制衣服，而且懂得了善良和尊重的真正的含义。
【详解】1. 段落续写：
①由第一段首句内容“Mr. Pickfrd决定采取行动。”可知，第一段可描写Mr. Pickfrd组织班会，以及班会上学生们的表现。
②由第二段首句内容“下课后，学生们的态度完全改变了。”可知，第二段可描写学生们态度的转变和具体的行为表现，点明主题。
2. 续写线索：行动——组织班会——分享各自故事——Dylan讲述球衣的故事——感动——态度转变——组织手工服装日——Dylan得到了羡慕和尊重——点明主题。
3. 词汇激活：
行为类：
组织、安排：rganize/arrange
拥有：wn/pssess
谈论、讨论：talk abut/discuss
传承：pass dwn/hand dwn
欣赏：appreciate/admire
情绪类：
①有爱的：lving/full f lve
发抖的：trembling/shaking
【点睛】【高分句型1】In the class, he asked each student t share the stry behind a special piece f clthing they wned.（运用了省略了关系代词的限制性定语从句。）
【高分句型2】In a trembling vice, Dylan tld the whle class hw his grandma had stayed up all night t make this jersey fr him because they culdn’t affrd the expensive stre-bught nes.（运用了以连接副词hw引导的宾语从句和连词because引导的原因状语从句。）
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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【答案】
Suddenly, it dawned n me that I culd draw Anita in actin. Quickly turning t a blank page, I bradly utlined the shape f my cusin buncing the sccer ball. My spirits rse with each new line I drew. It was true that I didn’t enjy playing sprts, but I was really enjying the challenge f trying t sketch my cusin in actin! Althugh it was my first attempt at smething like this, I was pleased with the way I’d captured the energy f Anita’s mvements. As I was examining my drawing, I didn’t ntice the sccer ball was n lnger buncing. I glanced up t see Anita curiusly eyeing my drawing. Nervusly, I handed the sketchbk t her.
Anita studied the drawing carefully. I resisted the urge t grab the sketchbk and hide. She must think it was ttally weird. Hwever, Anita said it was awesme and asked if she culd have it. Befre I culd respnd, she had already ripped the drawing ut f the sketchbk. Then Anita rummaged thrugh a drawer fr a tape, saying that she wasn’t really int art, but thught the drawing shuld definitely be n display in “ur rm”. After taping the drawing ver ne f her psters, Anita said a few changes needed t be made arund the rm if I was mving in. With a brad smile, I picked up Anita’s sccer ball and tssed it tward my new rmmate. “Think fast! ”
【导语】本文以人物为线索展开，文章讲述了主人公诺拉搬到纽约姨妈家与表妹安妮塔同住，尽管两人兴趣不同且初次相处略显尴尬，但通过一次意外的素描交流，两人的关系开始有了转机，诺拉为安妮塔画了一幅素描，而安妮塔也对房间布置提出了建议，故事展现了两人之间初识的微妙变化和可能的新友谊。
【详解】1.段落续写：
①由第一段首句内容“突然，我意识到我可以画出安妮塔的动作。”可知，第一段可描写虽然作者不喜欢运动，但是作者尝试使用画画的方式捕捉了表弟运动的动作，并且也尝试着画出安妮塔的动作。当作者在检查自己的画作时，安妮塔发现了作者所创作的画。
②由第二段首句内容“安妮塔仔细研究那幅画。”可知，第二段可描写安妮塔非常喜欢作者的所作的画，并指出虽然自己对艺术不感兴趣，但是对作者创作的这幅画作很感兴趣，并与作者提议将这幅画贴在自己的一张海报上，并且在自己搬进来之前，房间布置需要做一些改变。
2.续写线索：
作者先勾勒出表弟踢球的样子——捕捉到安妮塔的动作——安妮塔好奇并发现了作者的创作——安妮塔称赞作者的画——安妮塔对房间布置提出建议——安妮塔同意与作者成为室友
3.词汇激活
行为类
检查：examine/check
②.抬头看：glance up t see/raise head t watch
③.扔向：tss tward/thrw at
情绪类
感到愉快的：pleased/amused/cheerful
带着灿烂的微笑：with a brad smile/with a gleaming smile
【点睛】[高分句型1]. Althugh it was my first attempt at smething like this, I was pleased with the way I’d captured the energy f Anita’s mvements.（althugh引导让步状语从句以及省略引导词that引导的定语从句）
[高分句型2]. Then Anita rummaged thrugh a drawer fr a tape, saying that she wasn’t really int art, but thught the drawing shuld definitely be n display in “ur rm”.（使用现在分词作状语以及that引导宾语从句的结构）
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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【答案】
Then Catherine sptted Landy seated alne in a crner. She ducked her head with her eyes fixed n the flr as usual. It hit Catherine that the pecking rder wrked in schl, t. Landy was just like the pr little chicken, being teased and ignred by her classmates, merely due t her special height. “It’s high time t d smething fr a change.” Catherine thught t herself. Having made up her mind, she urged the rest cl kids t make peace with Landy. Astnished at what she said, all the kids burst ut screaming, “Talking t the lng spaghetti? Are yu crazy?”
But Catherine walked directly tward Landy, n matter what they said. “Landy, srry abut the spaghetti thing. I shuld have realized it earlier. Can yu frgive us?” Catherine murmured an aplgy, her face reddening. She figured Landy might just walk away. But she lifted her misty eyes and ndded yes. Catherine wiped away her tears, giving her a warm hug. Mved by the scene, the ther kids als came t ffer their sincere aplgies t Landy. Frm that day n, n ne made up silly chants abut Landy, and Catherine als learned that everyne shuld be treated equally n matter hw special he r she was.
【导语】本文以班里同学关系为线索展开，讲述了班里最酷的孩子Catherine受到同学众星捧月般的欢迎。而她的同桌Landy却受到冷落，因为她个头最高，同学们给她起了侮辱性的外号“意大利面条”。Catherine在祖父的农场发现一只被其它的鸡欺负的可怜的小鸡，深感同情，从而联想到Landy，意识到大家不应该欺负她，Catherine回到学校后，号召大家团结Landy的故事。
【详解】1.段落续写：
①由第一段首句内容“Then Catherine sptted Landy seated alne in a crner.(然后Catherine发现Landy独自坐在角落里。)”可知，第一段描写Catherine发现Landy被冷落的样子而产生的联想，Catherine准备道歉，引起其他同学的惊讶或不满。
②由第二段首句内容“But Catherine walked directly tward Landy, n matter what they said. (Catherine不顾他们说什么径直朝Landy走去。)”可知，第二段描写Catherine主动找Landy道歉，Landy和其他同学深受感动。
2. 续写线索：Catherine看到孤独呆在角落里的Landy——Catherine想到了“受欺凌”的小鸡——Catherine想要改变——Catherine希望大家向Landy道歉——Catherine独自走向Landy并道歉——Landy原谅，彼此拥抱——大家和平相处
3. 词汇激活行为类
①低下头：duck ne’s head/ lwer ne’s head/ hang ne’s head
使某人突然想到：hit/ccur/be stuck
嘲笑：tease/laugh at/make fun f
情绪类
①震惊的：shcked/astnished/amazed/surprised
②疯狂的：crazy/mad
【点睛】[高分句型1]Having made up her mind, she urged the rest cl kids t make peace with Landy.（运用了现在分词短语作状语）
[高分句型2].Astnished at what she said, all the kids burst ut screaming, “Talking t the lng spaghetti? Are yu crazy?”（运用了what引导宾语从句）
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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【答案】
“It’s a tugh jb. Just d as much as yu can,” Mr. Thmpsn said. Indeed, the task seemed s demanding. Nt lng after they started wrking, the heat and dust made them uncmfrtable. Camern’s arms ached frm mving heavy bxes, and Bartn’s back was sre frm bending ver. When they had t stp fr a break, nly a small part was finished. Althugh the thught f giving up crssed their minds, the brthers pushed it aside thinking abut hw hard their parents had been wrking. The task tk them ver three hurs, but they finally made the warehuse clean and tidy.
Camern and Bartn asked Mr. Thmpsn t cme after they finished. Mr. Thmpsn’s eyes widened seeing the nce chatic space tk n a cmpletely new lk, where everything was in rder. He had nt expected the brthers t d this jb s well. Mr. Thmpsn handed them their wages, paying extra, and said, “Yu’ve earned this. By the way, I culd use sme help ver the summer. I wnder if yu’re interested.”“We’d lve t!” Bartn replied happily. Then the brthers went hme excitedly, eager t share their success with their parents.
【导语】本文以人物为线索展开，讲述了十五岁的Camern和十二岁的Bartn来自Taxc的一个小镇，父母辛勤工作仍入不敷出，兄弟俩决定在暑假寻找兼职帮助家庭。尽管初次求职被餐馆经理拒绝，他们并未气馁，随后向Thmpsn杂货店申请工作。店主起初认为他们太小，但在兄弟俩的真诚请求下同意让他们试一试。最终，Camern和Bartn被安排清理仓库的杂物。
【详解】1.段落续写：①由第一段首句内容““这活儿可不轻松。你们尽力而为就行，”Thmpsn先生说道。”可知，第一段可描写兄弟二人的辛苦工作的过程。②由第二段首句内容“Camern和Bartn完成后请Thmpsn先生过来看看。”可知，第二段可描写Thmpsn先生看到二人的成果后的反应和最后的结果。
2.续写线索：安排任务——努力完成——请Thmpsn先生来——得到钱——再次被邀请——兴奋地回家
3.词汇激活行为类①开始：start/begin②完成：finish/cmplete③放弃：give up/abandn
情绪类①高兴地：happily/delightedly②兴奋地：excitedly/feverishly
【点睛】[高分句型1] When they had t stp fr a break, nly a small part was finished. (运用了when引导的时间状语从句)
[高分句型2] Mr. Thmpsn’s eyes widened seeing the nce chatic space tk n a cmpletely new lk, where everything was in rder. (运用了现在分词作状语和where引导的非限制性定语从句)
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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【答案】
The crwd erupted in cheers, and Sarah lay n the grund, gasping (喘气) fr air. Her heart punded in her chest, and her legs felt like jelly, but a sense f accmplishment washed ver her. Emma, wh had als cllapsed nearby, turned t Sarah with a smile, extending her hand. “Yu were amazing,” Emma said, her vice filled with genuine admiratin. Sarah tk her hand, and they bth std up, embracing each ther in a mment f shared triumph. The crwd cntinued t cheer, and Sarah felt a surge f pride as she realized that all her hard wrk had paid ff. She lked arund at the sea f faces, her classmates, teachers, and family, all beaming with pride.
In the days that fllwed, Sarah reflected n the race and what it meant t her. She thught abut the cuntless hurs f training, the sacrifices she had made, and the supprt she had received frm her friends and family. The race had taught her that success is nt just abut winning but abut pushing thrugh challenges and giving it her all. Emma’s wrds f encuragement after the race had stayed with her, reminding her that true success is shared. As she lked ahead t future challenges, Sarah felt mre cnfident and mtivated, knwing that she had the strength and determinatin t vercme any bstacle.
【导语】本文以人物为线索展开，主要讲述了Sarah在学校的运动会中参加女子100米赛跑，经过努力的训练和激烈竞争最终赢得比赛的故事。
【详解】段落续写
①由第一段首句内容“人群爆发出欢呼声，Sarah躺在地上，喘着粗气。”可知，第一段可描写Sarah赢得比赛后现场的氛围，以及她和Emma之间的互动。②由第二段首句内容“在接下来的日子里，Sarah反思了这场比赛以及它对她意味着什么。”可知，第二段可描写Sarah在比赛后对训练、牺牲、支持、竞争以及成功的深入思考。
2.续写线索：现场氛围——Sarah与Emma的互动——Sarah对训练的反思——对牺牲的认识——对支持的感受——对竞争的理解——对成功的定义
3.词汇激活
行为类①拥抱某人：embrace sb./hug sb./give sb. a hug②站起来：stand up/get t ne’s feet/rise t ne’s feet③训练：training/practicing/drilling
情绪类①成就感：a sense f accmplishment/a feeling f achievement/a sense f fulfillment②自信的：cnfident/self-assured
【点睛】【高分句型1】Emma, wh had als cllapsed nearby, turned t Sarah with a smile, extending her hand.（运用了wh引导的非限定性定语从句）
【高分句型2】The race had taught her that success is nt just abut winning but abut pushing thrugh challenges and giving it her all.（运用了that引导的宾语从句）
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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【答案】
“This is Maya’s secret,” Hilda said with a big smile.The truth f the matter, Hilda cntinued, is that Maya has been secretly cllecting items frm the tank, hiding them near the filter in the back f the tank. When yu train her, she will give yu sme items s that she can get treats frm yu. “Really? Hw d yu knw that?” Catherine asked in surprise. Hilda laughed and replied, “It tk me a lng time t discver this secret, t. It’s nt easy t fllw Maya.”
Nw Katherine realized what had been ging n. Catherine thught t herself, this is really a clever dlphin. And she said t Hilda, “Well, Maya lves treats, s we’ll wrk tgether, and yu’ll secretly help her cllect a few things and put them in the filter at the back f the tank. I’ll give her treats, the number f which I can increase.” Hilda replied, “Gd idea, let’s d it.” Frm then n, the Sea Life Park is full f warmth and harmny. Maya’s perfrmance in frnt f the audience is getting better and better.
【导语】本文以人物为线索展开，讲述了希尔达在一家海洋生物公园与海豚训练员凯瑟琳一起做志愿者，以及她们和海豚玛雅之间的故事。
【详解】1.段落续写①由第一段首句内容“‘这是玛雅的秘密，’希尔达笑着说。”可知，第一段可描写玛雅的秘密是什么。②由第二段首句内容“现在凯瑟琳意识到发生了什么事。”可知，第二段可描写凯瑟琳的对这件事的反应以及事情的结果。
2.续写线索：训练海豚——发现秘密——分析秘密——互相协商——共同配合——良好结果
3.词汇激活
行为类①秘密地：secretly/in private②收集：cllect/gather③隐藏：hid/cnceal
情绪类①惊讶地：in surprise/in amazement②笑：laugh/smile
【点睛】【高分句型1】The truth f the matter, Hilda cntinued, is that Maya has been secretly cllecting items frm the tank, hiding them near the filter in the back f the tank. (运用了that引导的表语从句和现在分词作状语)
【高分句型2】I’ll give her treats, the number f which I can increase. (运用了which引导的非限制性定语从句)
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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【答案】
Paragraph 1: Tw weeks later, while walking alng the rad utside her hme, Nina felt smething brushing up against her leg. Surprised, she lked dwn t find Shavi shaking her tail with excitement. Tears f jy streamed dwn Nina’s face as she knelt dwn t embrace Shavi, knwing that Shavi had made the almst 200-mile jurney back t her. An sense f relief and happiness washing ver her, Nina knew deep dwn that she culdn’t bear t be separated frm Shavi again. She made up her mind t find a slutin.
Paragraph 2: The pair stuck tgether and mved int a bigger apartment. Shavi’s return brught a new sense f purpse and happiness int Nina’s life. They shared a bnd that culdn’t be brken, and Nina was determined t never give him away again. Animals are the mst lyal and lving creatures in the wrld. Fr every drp f human lve, they are willing t give all f theirs in return. Nina knws that frm her persnal experience. Shavi is like a child t her.
【导语】本文以故事情节的发展为线索展开，讲述了在一个寒冷的冬季，一只流浪狗被撞断了双腿后，在一位兽医治愈它后，由一位对帮助动物充满热情的医生Nina收养，她们在一起形成美好的伙伴关系，因为爱与陪伴团结在一起，在Nina找到新工作后不得不将Shavi送给了185英里外的朋友收养的故事。
【详解】①由第一段首句内容“两周后，当尼娜走在她家门外的路上时，她感到有什么东西擦过她的腿。”可知，第一段可描写Nina看到Shavi回来后的反应以及她的内心感受。
②由第二段首句内容“她们俩团结在一起，搬进了一个更大的公寓。”可知，第二段可描写Shavi的回归给Nina带来什么以及本故事阐述的道理。
2.续写线索：Shavi回归——Nina的反应——决定不分开——Shavi带来的幸福感——阐述道理
3.词汇激活
行为类
①揺晃：shake/wave/wag②流下：streamed dwn/flw dwn/run dwn/fall dwn③跪下：knelt dwn/g dwn n ne’s knees/get n ne’s knees
情绪类①惊讶：surprised/shcked/shcked/in amazement②高兴：jy/delight/enjyment
【点睛】[高分句型1]. Surprised, she lked dwn t find Shavi shaking her tail with excitement. （运用了形容词作状语）
[高分句型2].Tears f jy streamed dwn Nina’s face as she knelt dwn t embrace Shavi, knwing that Shavi had made the almst 200-mile jurney back t her. （运用了现在分词短语作状语）
[高分句型3].They shared a bnd that culdn’t be brken, and Nina was determined t never give him away again.（运用了that引导的定语从句）
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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【答案】
Paragraph 1:
On reaching the infirmary, the schl dctr greeted us with a surprised lk. Hwever, after listening t ur earnest plea and the cat’s tragic situatin, her expressin sftened. She quickly gt t wrk, cnducting a thrugh examinatin. She tld us the cat was severely malnurished and had a respiratry infectin. While treating the cat, she patiently explained t us the care it needed. We listened intently, absrbing every wrd, grateful fr her expertise. With the dctr’s prfessinal treatment, the cat’s breathing gradually became mre stable, and we felt a glimmer f hpe.
Paragraph 2:
Over the next few days, we tk turns t take care f the cat. We divided the tasks amng us. I was in charge f bringing fresh fd and water every mrning, Tm cleaned the cat’s temprary shelter, and Lily mnitred its health clsely. As the days passed, the cat’s cnditin imprved remarkably. Its fur became smther, and its eyes sparkled with newfund vitality. It even started t play with a small ball we brught fr it. This experience nt nly saved a life but als strengthened the bnd between us classmates. We realized that with unity and cmpassin, we culd make a difference.
【导语】本文以人物为线索展开，讲述了作者和同学们如何发现并救助一只流浪小猫的过程，以及这一经历给他们带来的感悟和成长。
【详解】1.段落续写：①由第一段首句内容“到达医务室后，校医用惊讶的眼神迎接了我们。”以及第二段首句内容“在接下来的几天里，我们轮流照顾这只小猫。”可知，第一段可描写了解了情况后，校医救治了小猫。②由第二段首句内容“在接下来的几天里，我们轮流照顾这只小猫。”可知，第二段可描写作者和同学们轮流照顾小猫，并深有感触。
2.续写线索：校医非常惊讶地看着小猫——了解了情况后， 校医立刻开始检查猫的健康状况——校医发现小猫营养不良，并告知了作者如何照顾小猫——于是，作者和同学们开始轮流照顾小猫——他们分工明确，密切关注小猫的情况——随着时间的推移，小猫的情况越来越好，而作者和同学们之间的情谊也日益密切
3.词汇激活
行为类①解释：explain/make an explanatin②负责：be in charge f/take charge f③提高：imprve/enhance情绪类①专心地：intently/clsely/attentively②感激的：grateful/thankful
【点睛】【高分句型1】She tld us the cat was severely malnurished and had a respiratry infectin.（运用了省略that的宾语从句）
【高分句型2】As the days passed, the cat’s cnditin imprved remarkably.（运用了as引导的状语从句）
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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【答案】
S, giving up n this pigen didn’t feel right. After all, I’ve always had a special place in my heart fr animals. I prepared a warm and czy crner in my rm fr it. Sft rags were carefully lined there, creating a cmfrtable nest. I talked t it sftly, sharing stries f my ther pets and the adventures we had tgether. I even played sme gentle music, thinking it might sthe the bird. Gradually, the pigen began t relax a bit, starting t peck at the grains and take small bites. It was a small step, but it gave me hpe that it was beginning t trust me. As night fell and deepened, I tk ne last peek at the pigen befre drifting ff t sleep.
The next mrning, bth my parents and I were wken up by the merry chirping f the pigen. The sund was a delightful surprise, a sign that the bird was feeling mre at ease. As we gathered in my rm, the pigen slightly spread its wings as if testing the air. It seemed t have regained sme f its energy vernight. I placed a few mre grains n the flr, and this time, the pigen apprached the fd directly, suggesting that it was slwly regaining its trust in the wrld arund it. Seeing this, my parents and I exchanged smiles with each ther. By the afternn, the pigen had made its way t the windw. With a sudden burst f energy, the pigen spread its wings and flew away, leaving us with a heartwarming memry.
【导语】本文以人物为线索展开，讲述了作者在停车场捡到了一只鸽子，带回了家，但是鸽子不吃不喝，让作者很担心。作者没有放弃，而是给鸽子准备了舒适的环境，鸽子也逐渐接受了，开始逐渐恢复。最后鸽子展开翅膀飞走了，给作者他们留下了温馨的回忆。
【详解】1.段落续写：
①由第一段首句内容“所以，放弃这只鸽子感觉不对”可知，第一段可描写作者为鸽子准备舒适的环境，鸽子逐渐放松。
②由第二段首句内容“第二天早上，我和父母都被鸽子欢快的叫声吵醒了”可知，第二段可描写鸽子适应了环境，最终飞走的经过。
2.续写线索：不愿意放弃——改善环境——鸽子放松——鸽子适应——鸽子飞走——作者感悟
3.词汇激活
行为类①认为：think/assume②睡着：drift ff t sleep/fall asleep③聚集：gather/assemble
情绪类①令人高兴的：delightful/enjyable②感人：heartwarming/mving
【点睛】[高分句型1] As night fell and deepened, I tk ne last peek at the pigen befre drifting ff t sleep. (运用了as引导时间状语从句)
[高分句型2] With a sudden burst f energy, the pigen spread its wings and flew away, leaving us with a heartwarming memry. (运用了现在分词短语作状语)