专题01 读后续写之个人成长类（知识清单）（含答案）2026年高考英语一轮复习知识清单（全国通用）

这是一份专题01 读后续写之个人成长类（知识清单）（含答案）2026年高考英语一轮复习知识清单（全国通用），文件包含专题01读后续写之个人成长类知识清单原卷版2026年高考英语一轮复习知识清单全国通用docx、专题01读后续写之个人成长类知识清单解析版2026年高考英语一轮复习知识清单全国通用docx等2份学案配套教学资源，其中学案共47页， 欢迎下载使用。

01读后续写个人成长类考情统计
02读后续写个人成长类考情解读
【个人成长话题解读】
纵观历年各地高考英语中的读后续写，我们很容易发现，各类动物的出现是体现人与自然主题，引导学生提高生态环保意识的重要手段。人与自我主题，尤其是凸显青少年的自我迷茫、自我学习、自我突破、自我领悟、自我成长的过程。
【故事情节构建支架】
03读后续写个人成长语料梳理
第一步：成长前的苦恼（负面情绪塑造）
负面的心理描写可以揭示人物在成长前的内心世界，表达人物的性格、特点、感情等，这为后期成长的过程埋下伏笔。
一、紧张
1. My heart beat s vilently that I felt like sitting n pins and needles.
心跳如此剧烈，我感到如坐针毡。
2. I was abut t respnd when I felt my tngue tied in and palms sweating.
我正要回答时，感到舌头被绑住了，手掌开始出汗。
二、困惑
1.My heart skipped a beat and disbelief washed ver me.
我的心为之一颤，充满了怀疑。
2.When I std n the stage in frnt f the large audience, my mind went blank.
我站在舞台上面对大批观众时，我的头脑一片空白。
三、忧虑
1. I was s nervus abut the English test that I lay awake half the night, wrrying.
我对英语考试感到如此紧张，以至于大半夜都睡不着觉，心神不宁。
2.On hearing the bad news, she felt seized by a burst f sadness and culdn’t help crying bitterly.
一听到这个坏消息，她被一股悲伤之情控制，忍不住哭泣。
四、孤独
1.A wave f lneliness washed ver me.
一阵孤独感席卷了我的全身。
2. Cld with n hpe fr warmth, I felt like drwning in a crwd f peple.
我感到又冷又无取暖的希望，感觉就像被人群淹没一样。
五、绝望
1.Hearing the news, s desperate was he that he drwned sadness in wine.
听到这个消息，他非常绝望，把悲伤淹没在酒中。
2. Desperate and helpless, she knelt dwn, with tears f regret streaming dwn her cheeks.
绝望而无助的她跪了下来，悔恨的泪水顺着面颊流了下来。
六、疲惫
1. Exhausted, I slid int bed and fell fast asleep.
我精疲力竭地躺在床上，很快就睡着了。
2. She felt exhausted and sat by the stream resting her aching feet.
她感到精疲力竭，坐在溪边休息着疼痛的双脚。
七、羞愧
1. S ashamed was she that she culd feel the bld rushed t her face.
我感到非常羞愧，甚至能感觉到鲜血涌到脸上。
2.She felt s ashamed f her flish behavir that she culd feel her face burning.
她为自己的愚蠢行为感到非常羞愧，以至于感到脸红了。
第二步：成长中（努力挣扎应对+反思）
一、惊讶
1. Scared and shcked, she culdn't say a wrd.
他又害怕又震惊，一句话也说不出来。
2.Raising her eyebrws in surprise, Mrs Rssi frze, as if rted n the grund.
罗西太太惊讶地扬起眉毛，僵住了，仿佛在地上扎了根一样一动不动。
二、反思
1.I reflected n my initial dubts and hesitatins.
我反思了自己最初的疑虑和犹豫不决。
2.“That’s nt the right way. Patience, Will, Patience,” a vice eched in my ears after the bys left.
“这不是正确的方式。耐心! 意愿，耐心，”男孩们离开后，一个声音在我耳边回响。
三、希望
1.A spark f hpe kindled in their hearts.
他们心中燃起了希望的火花。
2.Jayce lked up t him, his eyes sparkling with hpe and determinatin.
杰茜抬头看着他，眼睛里闪烁着希望和决心。
四、喜悦
1. He was in high spirits, and felt like being n tp f the wrld.
他情绪高涨，感觉自己好像站在了世界之巅。
2. She laughed, her eyes twinkling with excitement.
她笑了起来，她的眼睛因兴奋而闪闪发光。
五、感动
1. With tears streaming dwn her face, she thanked him again and again.
她泪流满面，再三感谢她。
2. I was deeply mved by what he had dne, tears rlling dwn withut cntrl.
我被他的所作所为深深打动了，泪水情不自禁地夺眶而出。
第三步：成长后的升华（感悟+感激+升华）
一、感激
1.I lked at her, tears f lve and gratitude welling up in my eyes.
我看着她，爱与感激的泪水夺眶而出。
1.”Thank yu.” I replied, with a mixture f gratitude and excitement.
“谢谢你。”我带着感激和兴奋的心情回答道。
二、感悟
1. I knew fr sure that every time I lst patience in the future I wuld remember my grandfather’s wrds.
我确信，将来每当我失去耐心时，我都会记住祖父的话。
2. It was the first time that I had truly realized the meaning f the gift---patience.
这是我第一次真正体会到这份礼物的意义——耐心。
3.It dawned n Adam that ne shuld stick t his dream n matter what happens.
亚当突然想到无论发生什么事，都要坚持自己的梦想。
4.Adam said, “Thanks, Mrs Rssi, fr teaching me hw t make a cake t realize my dream.”
亚当说：“谢谢罗茜夫人，她教我如何做蛋糕来实现我的梦想。”
01 个人成长类主旨升华句
句型一：It’(强调句）
1. It was his brave heart and strng faith that culd make smething unusual happen finally.
正是他那颗勇敢的心和坚定的信念，才使得一些不同寻常的事情最终发生了。
2. It was Mm wh taught me that we shuld never take fr granted the things that mst deserve ur gratitude.
是妈妈教会我，我们应当永远不要认为那些最值得我们感激的事情是理所当然的。
句型二：frm then n + 行动
1. There is n dubt that I matured significantly and gained a deeper sense f self frm that day n.
毫无疑问，从那天起，我变得成熟了许多，也对自我有了更深的认知。
2. This unfrgettable experience has taught me that this randm act f kindness has a great influence n me.
这次难忘教会我这种随意的善举对我有很大的影响。
句型三：It dawned n sb. that...
1. It dawned n me that a simple act culd make the wrld s much better.
我恍然大悟一个简单的行为可以使世界变得如此美好。
2. It suddenly ccurred t Adam that “One shuld stick t his dream n matter what happens.”
亚当突然意识到“无论发生什么事情，一个人都应该坚持自己的梦想”。
句型四：Only...（倒装句）
1. Only when we pen up the dr f ur heart can we be bathed in the brilliant sunshine.
只有当我们打开心扉，我们才能沐浴在阳光中。
2. Only by taking the first step can we see new pssibilities.
只有迈出第一步，我们才能看到新的可能。
句型五：非谓语动词
1. As I grew lder, I realized the imprtance f setting gals and the value f hard wrk t achieve them.
随着年龄的增长，我意识到设定目标的重要性以及为实现目标而努力工作的价值。
2. He used t be afraid f speaking in public, but nw he can cnfidently share his ideas.
他过去很害怕在公共场合发言，但现在已经能自信地分享自己的想法了。
3.After cntinuus practice, she was finally able t play the pian cnfidently in frnt f an audience.
经过持续的练习，她终于能够在观众面前自信地弹奏钢琴了。
4. The teacher’s wrds ignited cnfidence in his heart, making him n lnger afraid f failure.
老师的话点燃了他心中的自信，让他不再害怕失败。
句型六：万能主题句
1. The special experience is like an everlasting flwer, blming in the river f my memries.
这个特殊经历就像一朵永恒的花朵，盛放在我记忆的长河里。
2. This turned ut t be an unfrgettable experience, which will never fade away frm his memery.
结果证明这是一次难忘的经历，永远不会从我的记忆中消失。
3. With the early sunlight streaming in, everyne was bathed in lve and kindness.
清晨的阳光照进来，每个人都沉浸在爱和善良中。
02 个人成长类词块梳理
年份
卷别
主题
话题
类型
2025
全国二卷
人与社会
跨文化交流意识到文化身份认同
个人成长类
2024
新课标I&II卷
人与社会
车站履行承诺还钱给出租车司机
个人成长类
浙江1月卷
人与自我
利用脑图来确定方位找到教学楼
个人成长类
2023
新课标I&II卷
人与自我
老师鼓励参加作文比赛终获大奖
个人成长类
2022
新课标I&II卷
人与自我
鼓励身残志坚男孩参加校越野赛
个人成长类
2021
浙江6月卷
人与自我
作者上学时一次打工挣钱的经历
个人成长类
2020
新课标I&II卷
人与社会
三个孩子帮助贫困家庭孩子挣钱
个人成长类
阶段
情节发展
情绪刻画
第一阶段
成长前的苦恼
负面情绪塑造
第二阶段
成长中
努力+反思
第三阶段
成长后的升华
感悟+感激+升华
1. vercme fear战胜恐惧
2. persist t the end坚持到底
3. self-breakthrugh自我突破
4. take the first step迈出第一步
5. full f cnfidence充满信心
6. embrace challenges迎接挑战
7. psitive mindset积极心态
8. the jurney f grwth成长的旅程
9. inspiring stry激励人心的故事
10. push ne’s limits挑战自我极限
11. achieve dreams实现梦想
12. the value f resilience韧性的价值
13. learning frm mistakes从错误中吸取教训
14. step ut f cmfrt zne走出我的舒适区
15. braden my hrizns拓宽我的视野
16. discver my passins发现我的激情
17. g thrugh setbacks经历挫折
18. give back t cmmunity回馈社区
19. helpe thers in need帮助有需要的人
20. buld up ne’s cnfidence增强自信
03 个人成长类句式仿写
句式一：s+情感形容词+was+主语+that…
示例：S sad was she that she cried quietly.她太难过了，以至于悄悄哭了。
仿写1：她对演唱会如此兴奋以至于一整晚都睡不着觉。
S excited was she abut the cncert that she culdn’t fall asleep the whle night.
仿写2：老人被陌生人的帮助感动得如此之深，以至于不停地说着 “谢谢”。
S mved was the ld man by the stranger’s help that he kept saying “thank yu”.
句式二：n sner had+主语+dne+than+…
示例：N sner had he pened the dr than his dg ran ut. 他刚打开门，他的狗就跑了出去。
仿写1：他刚一结束演讲，观众就爆发出热烈的掌声。
N sner had he finishedd his speech than the audience brke int warm applause.
仿写2：他刚读到信里的坏消息，眼睛就红了。
N sner had he read the sad news in the letter than his eyes turned red.
句式三：It dawned n him that…
示例：It dawned n him that she’d been helping him all alng—he frze.
他突然意识到，她一直在默默帮他 —— 整个人都愣住了。
仿写1：他突然意识到自己赢了 —— 眼睛一下子亮了起来。
It dawned n him that he’d wn—his eyes lit up.
仿写2：亚当突然意识到“无论发生什么事情，一个人都应该坚持自己的梦想”。
It suddenly ccurred t Adam that “One shuld stick t his dream n matter what happens.”
04 个人成长类片段训练
【片段一】本文以情感发展为线索展开，讲述了作者从期待与好友分在同一组到意外被分配到一个由“不合群”的同学组成的小组，并最终发现这个小组成员的优点和价值的过程。
I held back tears as I walked up t Mrs. Bartlett. “I dn't understand,” 1 (我用颤抖的声音对她说). “I was suppsed t be in grup three with Missy.” Mrs. Bartlett lked at me gently. “I knw what yu were expecting, but I want yu t try this. Yu’ll learn a lt frm it.” 2 (我不情愿地和其他同学加入了他们的小组). As the days went n, 3 (我发现自己很难融入他们). We had cmpletely different interests and ways f ding things.
By midweek, I felt myself enjying the cmpany f these three misfits. 4 (我们发现彼此实际上有很多共同之处). Maur shared his lve fr sccer, Juliette shwed me her passin fr art, and Rachel intrduced me t her interest in science. 5 (令人惊讶的是，他们原来是我见过的最体贴的人). What's mre, ur unique perspectives n the prject added a fresh dimensin t ur presentatin. 6 (我突然意识到，和形形色色的人共处一个团队，会是一段受益匪浅的经历).
【参考答案】
1. I said t her in a trembling vice
2. Reluctantly, I jined the ther students in their grup
3. I fund myself struggling t fit in with them
4. We discvered that we actually had a lt in cmmn
5. Surprisingly, they turned ut t be the mst caring peple I had ever met
6. It dawned n me that being in a grup with diverse individuals can be a rewarding experience
【片段二】本文以人物为线索展开。文章讲述了Peter为了得到老师的奖品，精心为英语拼写测试做准备，测试完以后，Peter因得了100 分而获得了奖品——他最喜欢的英汉词典，可是试卷发下来时，Peter发现老师误判了，经过激烈的思想斗争后，想起妈妈教育自己做人要诚实，Peter最终告诉了老师事实，Peter在全班同学面前被表扬了诚实，一个月后，Peter被学校授予“诚实男孩”的称号，妈妈为此感到骄傲，老师又一次把字典递给Peter作为他诚实的奖励。
Peter was lst in thught. “Shuld I return the dictinary? If s, I wuld lse what I have expected fr a lng time. But, if nt, I can’t persuade myself t pretend t be as calm as nthing happened.” Suddenly Mum’s wrds flew int his mind: “We ught t be hnest.” 1 (毫不犹豫地), hlding the dictinary and the test paper in hand, Peter apprached t Mr. White quickly. Being praised fr hnesty in frnt f the class, 2 (彼得非常高兴，决定在下次考试中拿满分).
A mnth later, Peter happily tld his mther a piece f gd news. 3 (第二天，他将被学校授予 “诚实男孩” 的称号). Hearing the news, as excited as Peter, Mum kissed Peter n the cheek, saying “I feel s prud f yu fr yur gd virtue, hney.” At schl, Mr. White handed the dictinary t Peter nce again, 4 (称这（说不是因为他的分数，而是因为他优良的品德). Laughter lingering arund the classrm, 5 (彼得为其他学生树立了榜样，证明诚实才是上策).
【参考答案】
1. Withut any hesitatin
2. Peter was very delighted and decided t get full marks in the next test
3. He wuld be given the title An hnesty by by the schl the next day
4. saying it was nt fr his scre but fr his gd quality
5. Peter set an example t ther students that hnesty is the best plicy
01个人成长高考真题再现
01【2025全国一卷】
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。
“What is yur name? ” is a questin mst frequently asked when peple meet fr the first time. But fr me, it was the first challenge I encuntered as an internatinal student in Ireland.
The prnunciatin system f the Chinese language is quite different frm that f English. Fr native speakers f English, sme Chinese wrds are rather difficult t prnunce. My given name Qiuyu (秋雨), fr instance, happened t be a great challenge fr many f them. Every time I gave a self-intrductin, I had t explain hw t prnunce my name at least five times, yet they still culd nt say it the way I did.
Once in a lecture, the prfessr tried repeating my name after me ver and ver in frnt f thirty classmates. I really did nt knw whether I shuld cntinue crrecting him r simply drp the matter. I feared that my classmates might grw tired f my effrts r even lse patience with me. After all, I did care abut hw thers wuld think f me. I realized that if I didn’t stp, the entire lecture wuld be ruined. “It’s kay, prfessr,” I shrugged (耸肩). The awkward mment ended with the class erupting int laughter. I frced a smile, unsure hw t respnd further.
After that incident, I stpped acting as a “Chinese teacher.” Instead f crrecting thers when they were struggling t prnunce my name, I just smiled and ndded apprvingly. This apprach spared me the discmfrt f having t ver-explain. Hwever, I sn fund that by ding s, I might be lsing smething mre imprtant: the pprtunity t share a small part f my cultural identity.
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。
In a class discussin I was invited t explain the meaning f my name.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Many f my classmates gt interested and came up t me after class.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
In a class discussin, I was invited t explain the meaning f my name. Standing up, I felt a mix f nervusness and excitement. “My name, Qiuyu, cmbines the characters fr autumn and rain in Chinese,” I began, my vice steady. “Autumn represents harvest and maturity, while rain symblizes nurishment and grwth. Tgether, they embdy a time f abundance and renewal.” As I spke, I nticed the rapt attentin f my classmates, their eyes reflecting curisity and respect. It was a mment f cnnectin, a bridge built between cultures thrugh the simple act f sharing my name.
Many f my classmates gt interested and came up t me after class. They surrunded me, their questins puring ut like a stream. “What ther names have beautiful meanings in Chinese?” “Can yu teach us hw t write ur names in Chinese characters?” I smiled, feeling a warmth spread thrugh me. I tk ut a piece f paper and began t sketch ut characters, explaining each strke and its significance. Thrugh this interactin, I realized that by embracing my cultural identity, I was nt nly preserving my heritage but als enriching the lives f thse arund me. It was a small yet meaningful step twards fstering cultural understanding and appreciatin.
【解析】
【导语】本文以人物为线索展开，主要讲述了作者作为国际学生在爱尔兰因中文名字发音难而遭遇挑战，之后在一次课堂讨论中分享名字含义，意识到分享文化身份重要性，并借此与同学增进文化理解的故事。
【详解】
1.段落续写：
①由第一段首句内容“在课堂讨论中，我被邀请解释我名字的含义。”可知，第一段可描写作者在课堂讨论中解释自己名字的含义，并感受到同学们的专注和尊重，意识到这是一个文化交流的契机。
②由第二段首句内容“我的许多同学都很感兴趣，下课后都来找我。”可知，第二段可描写课后同学们对作者名字背后的文化产生浓厚兴趣，纷纷提问，作者通过教他们写中文名字，进一步加深了彼此的文化理解和欣赏。
2.续写线索：课堂受邀请解释名字的含义——作者阐释名字的寓意——同学们专注倾听——同学们对名字背后的文化感兴趣——作者教他们写中文名字——感悟文化桥接
3.词汇激活
行为类
①代表：represent/stand fr
②解释：explain/illustrate
③保护：preserve/prtect
情绪类
①紧张：nervusness/tensin
②兴奋：excitement/thrill
【点睛】【高分句型1】As I spke, I nticed the rapt attentin f my classmates, their eyes reflecting curisity and respect.(运用了as引导的状语从句以及独立主格结构)
【高分句型2】Thrugh this interactin, I realized that by embracing my cultural identity, I was nt nly preserving my heritage but als enriching the lives f thse arund me.(运用了that引导的宾语从句和“nt als...”连接两个并列结构)
02【2024新课标I卷&II卷】
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。
I met Gunter n a cld, wet and unfrgettable evening in September. I had planned t fly t Vienna and take a bus t Prague fr a cnference. Due t a big strm, my flight had been delayed by an hur and a half. I tuched dwn in Vienna just 30 minutes befre the departure f the last bus t Prague. The mment I gt ff the plane, I ran like crazy thrugh the airprt building and jumped int the first taxi n the rank withut a secnd thught.
That was when I met Gunter. I tld him where I was ging, but he said he hadn't heard f the bus statin. I thught my prnunciatin was the prblem, s I explained again mre slwly, but he still lked cnfused. When I was abut t give up, Gunter fished ut his little phne and rang up a friend. After a heated discussin that lasted fr what seemed like a century, Gunter put his phne dwn and started the car.
Finally, with just tw minutes t spare we rlled int the bus statin. Thankfully, there was a lng queue (队列) still waiting t bard the bus. Gunter parked the taxi behind the bus, turned arund, and lked at me with a big smile n his face. "We made it," he said.
Just then I realised that I had zer cash in my wallet. I flashed him an aplgetic smile as I pulled ut my Prtuguese bankcard. He tried it several times, but the card machine just did nt play alng. A feeling f helplessness washed ver me as I saw the bus queue thinning ut.
At this mment, Gunter pinted twards the waiting hall f the bus statin. There, at the entrance, was a cash machine. I jumped ut f the car, made a mad run fr the machine, and ppped my card in, nly t read the message: "Out f rder. Srry."
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。
I ran back t Gunter and tld him the bad news.
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Fur days later, when I was back in Vienna, I called Gunter as prmised.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
I ran back t Gunter and tld him the bad news. He lked at me in disbelief, asking me what t d. Flashing him anther aplgetic smile, I begged him fr a delayed payment. “If I miss this last bus t Prague, I’ll be late fr the cnference which is s imprtant that I can’t affrd t miss it!” I explained. “May I have yur phne number? I will call yu and return the mney I we yu. I prmise I will keep my wrd r yu keep my watch!” I added, handing him my watch as well as my business card. Gunter accepted my business card but rejected my watch. He wrte dwn his phne number and gave it t me. “Just keep yur prmise, Sir.” A feeling f gratitude washed ver me as I heard his wrds. Giving him a firm handshake, I jumped ut f the car, made a mad run fr the bus, and jumped nt it just befre its departure.
Fur days later, when I was back in Vienna, I called Gunter as prmised. He picked me up at the bus statin where he had drpped me ff fur days befre. Beaming a warm smile at him, I gave him a big hug the mment I saw him. We chatted happily n the way t the airprt. I tld him that thanks t his genersity and timely help, everything had gne smthly. When he stpped his taxi utside the airprt, I paid him fr the “duble car ride”, back and frth frm the airprt t the bus statin, tgether with a generus tip that he turned dwn. I als gave him an attractive suvenir I had bught at Prague, which he accepted with delight. We became gd friends and kept in tuch with each ther regularly. I felt blessed t have such a warm-hearted friend like Gunter.
【解析】
【导语】本文以人物为线索展开，讲述了作者在一次因风暴延误的旅途中，匆忙搭乘出租车前往车站赶最后一班去布拉格的公共汽车。司机冈特不熟悉车站位置，通过电话求助后顺利抵达。到达时作者却发现自己没带现金，尝试用葡萄牙银行卡支付没有成功，而车站的取款机也故障了。
【详解】1.段落续写：
①由第一段首句内容“我跑回到冈特那里，告诉他这个坏消息。”可知，第一段可描写作者留下冈特的电话，承诺会还钱给对方，冈特同意，最终作者及时登上了公共汽车。
②由第二段首句内容“四天后，当我回到维也纳时，我按照承诺给冈特打了电话。”可知，第二段可描写作者付费给冈特，并向对方表示感激，两人成为了好朋友。
2.续写线索：作者给出解决办法——承诺还钱——冈特同意——作者登上公共汽车——履行承诺还钱——两人成为朋友
3.词汇激活
行为类
①拒绝：reject/refuse
②给某人拥抱：give sb. a hug/embrace sb.
③记下，写下：write dwn/set dwn
情绪类
①难以置信地：in disbelief/incredibly/unbelievably
②开心地：happily/jyfully
【点睛】【高分句型1】He picked me up at the bus statin where he had drpped me ff fur days befre.（运用了where引导的限制性定语从句）
【高分句型2】When he stpped his taxi utside the airprt, I paid him fr the “duble car ride”, back and frth frm the airprt t the bus statin, tgether with a generus tip that he turned dwn.（运用了when引导的时间状语从句，that引导的限制性定语从句）
03【2024浙江1月卷】
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。
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.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
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】
【导语】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。
【详解】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）
04【2023新课标I卷&II卷】
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 I was in middle schl, my scial studies teacher asked me t enter a writing cntest. I said n withut thinking. I did nt lve writing. My family came frm Brazil, s English was nly my secnd language. Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play, where I played all the parts. N ne laughed harder than he did.
S, why did he suddenly frce me t d smething at which I was sure t fail? His reply: “Because I lve yur stries. If yu’re willing t apply yurself, I think yu have a gd sht at this.” Encuraged by his wrds, I agreed t give it a try.
I chse Paul Revere’s hrse as my subject. Paul Revere was a silversmith (银匠) in Bstn wh rde a hrse at night n April 18, 1775 t Lexingtn t warn peple that British sldiers were cming. My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea, but funny; and unlikely t be anyne else’s chice.
What did the hrse think, as he sped thrugh the night? Did he get tired? Have dubts? Did he want t quit? I sympathized immediately. I gt tired. I had dubts. I wanted t quit. But, like Revere’s hrse, I kept ging. I wrked hard. I checked my spelling. I asked my lder sister t crrect my grammar. I checked ut a half dzen bks n Paul Revere frm the library. I even read a few f them.
When I handed in the essay t my teacher, he read it, laughed ut lud, and said, “Great. Nw, write it again.” I wrte it again, and again and again. When I finally finished it, the thught f winning had given way t the enjyment f writing. If I didn’t win, I wuldn’t care.
注意:
1. 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。
A few weeks later, when I almst frgt the cntest, there came the news.
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I went t my teacher’s ffice after the award presentatin.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”
I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
【解析】
【导语】本文以人物为线索展开，讲述了作者上中学的时候，社会学老师邀请作者参加一个写作比赛。作者不喜欢写作，于是想都没想就拒绝了。但是在老师的鼓励下，作者同意试一试。作者在写作过程中虽然很累，但是没有放弃，坚持下来了。在作者最终完成写作时，作者感到写作让他很快乐，他已经不在乎输赢了。
【详解】1.段落续写：
①由第一段首句内容“几个星期后，当我几乎忘记比赛的时候，传来了消息。”和第二段首句“颁奖后我去了老师的办公室。”可知，第一段可描写作者获得比赛一等奖，在颁奖典礼上作者表达了对社会老师的感激。
②由第二段首句内容“颁奖后我去了老师的办公室。”可知，第二段可描写老师鼓励作者继续写作，自此作者坚持写作取得了成功，作者将这一切归功于自己的老师。
2.续写线索：比赛消息传来——作者获奖——高兴——颁奖典礼感谢老师——颁奖后来到老师办公室——老师告诉作者坚持写作——作者表达了对写作的喜爱——作者写作取得了成功——感激老师
3.词汇激活
行为类
①告知：infrm/tell
②成功做到：make it/succeed
③表达：express/cnvey
情绪类
①高兴的：happy/glad
②激动地：excitedly/with excitement
【点睛】[高分句型1] I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. （运用了由连接词that引导的宾语从句）
[高分句型2] It’s yu wh make me fall in lve with writing, my scial studies teacher.（运用了强调句）
[高分句型3] I we my success t my scial teacher wh is a beacn in my life n the rad t writing.（运用了wh引导的限制性定语从句）
05【2022新课标I卷&II卷】
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(路线)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.
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I watched as David mved up t the starting line with the ther runners.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
We sat dwn next t each ther, but David wuldn’t lk at me. I said gently and quietly, “N ne can change yur mind, except yurself. If yu desire t challenge yurself, there is nthing t d with thers’ thughts.” He sat still with a deep breath. “Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here”, I added with a sincere tne. Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. His cach heard what David said and gave me a lk—the kind that was mre determined than anyne else’s.
I watched as David mved up t the starting line with the ther runners. The race started. It seemed that the runway was extremely lng fr yung children, nt t mentin a child with a heart disease. David insisted n running as if he had frgtten all his weaknesses, thugh he was tripped ver within the a few kilmeters. It didn’t take lng befre he picked himself up again and cntinued his missin. Classmates all appeared n the racing track, cheering fr him. “Cme n! Yu can make it! We are prud f yu!” they shuted enthusiastically. T everyne’s jy, he reached the final line and ranked the 20th. It was n mre imprtant whether he wn the first place r nt. It was his brave heart and strng faith that culd make smething unusual happen finally.
【导语】本文以赛跑为线索展开。作者是一名特殊教育教师，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，所以教练想让大卫自己去决定是否参加赛跑。作者让大卫追寻自己的内心，不理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。
【详解】1.段落续写：
①由第一段首句内容“我们挨着坐着，但大卫不愿看我一眼。”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，大卫经过强烈的心理斗争，最终决定参加比赛。
②由第二段首句内容“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，完成比赛。
2.续写线索：鼓励大卫——心理变化——决定参赛——克服困难——加油助威——完成比赛
3.词汇激活：
行动类：
①深呼吸：with a deep breath/breathe deeply
②坚持做：insisted n ding/be stick t ding
情绪类：
①热情：enthusiastically /with great passin
②骄傲：be prud f/take pride in
【点睛】[高分句型1]. Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here. (由which引导的非限制性定语从句和 why引导的限制性定语从句)
[高分句型2]. Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. (现在分词作状语和省略that的宾语从句)
[高分句型3]. It was his brave heart and strng faith that culd make smething unusual happen finally. (含有It was…that结构的强调句型)
第一步：提炼六个要素，获取主旨大意。
读后续写的阅读文本基本上都是记叙文，所以要提炼出六个基本要素：wh, where, when, what, why和hw。考生在阅读文本过程中只有把握好这六个要素，才能总结出文章大意和故事情节，进而推断出作者的写作意图，轻松获取故事的主旨大意。
第二步：理清故事脉络，把握情感变化。
线索是叙事性作品中贯穿整个故事的脉络，所有的情节均围绕文本主要线索展开。记叙文一般有两条故事发展线索：情节(plts)线索和情感(emtins)线索。考生可以利用图表法或思维导图法理清故事的发展脉络，把握作者的情感变化。这样，考生在续写时才可以更好地遵循原文的思路、风格和语言。
第三步：分析段落首句，精心设计问题。
分析续写后所给的两个段首句对提高所写内容和原文的融洽度至关重要。考生可以先分析一下所给的两个段首句之间的逻辑关系是顺承关系、转折关系还是因果关系等。然后，根据自己的判断设计小问题：根据段首句得知什么？续写开始写什么？接下来写什么？续写第一段的段尾如何衔接第二段的开头？续写第二段的段尾如何才能照应故事的主旨大意？
第四步：设计结尾情节，拔高价值取向。
考生必须紧紧围绕故事的发展脉络，展开合理的想象，巧妙地设计所续写的两段的故事结尾情节。设计结尾情节时，考生可以借助前文的故事脉络设计一些具体的问题。还要注意设计好续写的第二段的结尾，让结尾处的情感得到升华或拔高，把故事所折射出的人生观、价值观充分体现出来。
第五步：列出关键词汇，续写连贯句群。
设计好要续写的两段的情节后，考生可以先在草稿纸上把原文出现的主要人物、发生的主要事件和描写人物或事件的情感词罗列出来，并按事件的发生顺序逐一理清。最后，考生用这些关键词汇重构句子，写出连贯一致的句群。
第六步：升格低级词句，誊写完善成文。
考生在写好两段的内容后，可以根据语法知识把一些低级的词汇或句式进行润色升格。升格低级词句的目的是让续写的内容更加符合原文的语言风格，与原文在衔接上更加融洽。完成这一步后，考生要迅速把写好的两段英文以清晰、规范、美观、流畅的书写誊写在答题纸上。
读后续写个人成长类综合能力提升
背包旅行途中脚受伤——靴子坏了——到达目的地——回到车上——决心从此不再迷失
1.（25-26高三上·湖南·开学考试）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。
At age fifty, I fund myself n a rcky path. I lacked self-cnfidence. I realized that I had cnsistently put ther peple’s needs and expectatins ahead f my wn. I remember lking in a mirrr ne rainy afternn and seeing a persn wh n lnger recalled wh she was, what she lved t d, and what she was capable f ding.
Nt nly did I avid adventure, but I als held back frm pursuing just abut anything else I had lnged fr in my yuth. By age fifty, I still hadn’t pursued my interest in art, playing the guitar, and singing. I hadn’t becme a frest ranger, gelgist, r palentlgist. Instead, I played it safe.
Then a new friend entered my life. He picked up n my sul’s unspken desires. “Hw abut backpacking fr five days in Ysemite Natinal Park?” he asked.
“Sure!” I said, wanting t impress him with wh I wanted t be, nt wh I had becme. And then I thught, “Backpacking? I can’t g backpacking! I’m a girl. Backpacking’s dangerus!” Because I liked this guy s much, thugh, I wrked thrugh my fears and trained like mad fr a mnth s I culd g backpacking with him. I had never felt s full f self-dubt, but I kept reminding myself: Isn’t this what I always wanted? Isn’t this suppsed t be wh I am, r wh I think I am, r wh I claim I am?
Fr an entire mnth, I climbed lcal hills with an increasing number f water bttles in my backpack until it matched in punds what I had t carry n the trip. My heart punded ut f my chest. My legs trembled and my back ached in as many places. And then the day finally came when my friend tk me ut with him int the wilderness at Ysemite.
Day One’s hike prved t be the shrtest walk, but the biggest reality check. I culdn’t have been mre relieved t drp the frty-pund backpack t the grund when we gt t a clearing that wuld serve as ur campsite fr the night. When my friend reminded me we wuld take a tw-mile satellite hike t the Nrth Dme befre dinner, I frced a smile and replied, “Clearly, I haven’t suffered enugh tday.”
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 rest f the trip was struggling.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After the adventure my friend laded my backpack in the car.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
The rest f the trip was struggling. My feet, cvered in wunds, ached with every step. Just when we were clsing in n the end, a wrng turn stretched the final tw miles int five — a steep uphill climb. By the last ne mile, my hiking bts had gt brken s I had t take them ff and walk in my scks slwly, which made me feel significantly better than with the bts. When we finally reached the car and drpped the backpacks t the grund fr the last time, I felt an immense weight fall ff nt nly my shulders, but als my sul. I felt as light as a feather.
After the adventure my friend laded my backpack in the car. I sank int the passenger seat and pulled ut the mirrr frm the bag behind the frnt seat. There in the mirrr, I saw the reflectin f that high muntain I nce feared nw fading like a beautiful pht flwn int the blue sky. And I als saw smene wh I hadn’t seen in a while — a mre bright-eyed, cnfident and determined me. I als saw smene full f adventure, gratitude, and newly-fund wisdm. And I knew frm that mment frward, I’d never lse myself again.
【导语】本文以人物为线索展开，讲述了朋友邀请作者参加约塞米蒂国家公园的五天背包旅行。旅行中，作者经历体力极限的考验，但当抵达终点卸下背包时，不仅摆脱了身体的重负，更挣脱了心灵的桎梏。最终作者重新看见那个眼神明亮、充满自信与冒险精神的自己，决心从此不再迷失。
【详解】1.段落续写：
①由第一段首句内容“接下来的旅程全程都充满了艰辛”可知，第一段可描写作者在旅途中的遭遇以及结果。
②由第二段首句内容“探险结束后，朋友把我的背包装进了车里”可知，第二段可描写作者旅行后的感受。
2.续写线索：脚受伤——靴子坏了——到达目的地——回到车上——感悟
3.词汇激活
行为类
①延伸：stretch/extend
②到达：reach/arrive at
③取出：pull ut/take ut
情绪类
①害怕：fear/be afraid f
②自信：cnfident/self-assured
【点睛】[高分句型1]My feet, cvered in wunds, ached with every step.（运用了过去分词结构作非限制性定语）
[高分句型2]By the last ne mile, my hiking bts had gt brken s I had t take them ff and walk in my scks slwly, which made me feel significantly better than with the bts.（运用了关系代词which引导的非限制性定语从句）
作者期中考第一——仍未获关注——懂得怀特老师的话—— 融入同学——感悟
[高分句型3]And I als saw smene wh I hadn’t seen in a while — a mre bright-eyed, cnfident and determined me.（运用了wh引导的限制性定语从句）
2．（25-26高三上·河北唐山·开学考试）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。
As a teenager, I lnged fr ppularity amng my class. The desire t stand ut cnsumed me. Tby’s raised hands always lit up teachers’ eyes. Jsh, the basketball star, pulled cheers frm the crwd with every sht. And Gerge culd walk int a silent rm and start cnversatins with everyne arund him. I envied them all.
“Maybe I wuld be visible when I climbed my way t the tp f every exam ranking,” I thught. T stand ut academically, I dubled my effrt. I spent every minute trying t be number ne. Whenever classmates asked fr help, I wuld clse my textbk and lied. “Srry, I dn’t get it either,” terrified they wuld utperfrm me.
Mr. White, ur head teacher, nticed. “Real respect grws when yu lift thers up, Vik.” But I dismissed his wrds-grades were my nly currency.
The schl was rganizing a relay race fr the upcming sprts day, and ur class was making the team. The mnitr turned t me with hpeful eyes. “Vik, yu have t be n ur team!” But I shk my head, “N way, I can’t affrd t waste time n that. I have studies t d.” He tried t reasn, “It’s just ne afternn, and it’s fr the class!” Yet I std firm, my mind fixed n my academic gals.
Mr. White saw the whle exchange and called me aside, “Vik, life isn’t just abut bks and grades. The relay isn’t just a race; it’s a chance t build teamwrk.” I was t blind t see his pint.
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。
Eventually, I ranked first in the mid-exam, expecting cheers and cngratulatins.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I realized what I shuld d.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Eventually, I ranked first in the mid-exam, expecting cheers and cngratulatins. When the teacher read my name alud, I sat up straight, waiting fr the excitement I’d dreamed f. But the classrm stayed quiet—n cheers, n pats n the back. I stared at my paper, the red “1st” nw feeling cld. Fr the first time, I realized the tp rank I’d fught s hard fr hadn’t brught me the respect I wanted. Mr. White’s wrds eched in my head again, and this time, they hit hme.
I realized what I shuld d. The next break, I walked t the mnitr, my heart beating fast. “Is there still a spt n the relay team?” His eyes widened in surprise, then lit up. At practice, I pushed thrugh sre legs t keep up, and after class, I pulled ut my ntes t help classmates wh struggled with math. On sprts day, when I passed the batn t Jsh, the whle class screamed. We finished secnd, but as we hugged ne anther, I felt warmer than I ever had hlding a tp exam paper. Ppularity wasn’t abut standing abve thers—it was abut standing with them.
【导语】本文以人物为线索展开，作者渴望在班级中受关注，羡慕Tby、Jsh等人的受欢迎。他认为考第一能让自己突出，便加倍努力学习，还因怕同学超越而拒绝帮忙，也不愿参加班级接力赛，即便班主任怀特老师提醒他互助与团队的重要性，他也未能理解。
【详解】1.段落续写：
①由第一段首句内容“最终，我在期中考试中拔得头筹，满心期待着欢呼与祝贺。”可以预测这段主要内容：作者中考第一却未获关注，才悟榜首未带来渴望的尊重，懂了怀特老师的话。
②由第二段首句内容“我终于明白自己该做些什么了。”可以预测这段主要内容：作者醒悟后，主动加入接力队坚持训练、帮同学补数学；运动会接力获第二，相拥时他倍感温暖，终懂受欢迎是与他人并肩。
2.续写线索： 作者期中考第一——仍未获关注——懂得怀特老师的话—— 融入同学——感悟
3.词汇激活
行为类
①理解到：realize/understand/recgnize
②帮助：help/assist/aid
③大叫：scream/shut/yell
情绪类
①兴奋：excitement/thrill
②惊讶：surprise/astnishment/amazement
村子停电--作者邀请邻居来家里--作者播放音乐--邻居感谢--作者分享收音机的故事--作者的感悟
【点睛】[高分句型1]. When the teacher read my name alud, I sat up straight, waiting fr the excitement I’d dreamed f. （运用了现在分词作状语和省略which或that的定语从句）
[高分句型2]. I stared at my paper, the red “1st” nw feeling cld.（运用了独立主格结构）
3．（25-26高三上·河南·开学考试）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。
In the crner f ur basement sits a shelf filled with ld radis — wden bxes with metal buttns and antennas (天线), whse clrs faded with time. T mst, they might seem like waste. But t my grandfather, they were treasure chests f stries.
My grandfather grew up in a small muntain village, where the nly way t hear news f the utside wrld was thrugh an ld, nisy and unclear radi that he fixed by cnnecting wires under high heat. “I didn’t understand mst f the wrds,” he used t laugh. “But the music spke t me.” Fixing radis became mre than a hbby — it was hw he reached ut t the wrld. He learned everything thrugh repeated trials, until brken silence turned int sund again.
My mther never planned t keep this habit. As a teenager, she preferred tape players and music that she culd carry with her. But when Grandpa passed away, she culdn’t thrw away his tls r the radis he left. “They’re part f him,” she nce said, gently turning a rund metal buttn n ne f the radis. Slwly, she began trying t fix a few f them, nt as an expert, but with care and curisity.
By the time I was ten, I had watched my mther spend many weekends surrunded by small parts and wires. “Cme and try with me,” she said ne Saturday. “Let’s see if we can fix this ne tgether.” I didn’t knw what t d, and I didn’t even like machines. I enjyed reading and drawing. But when she turned the buttn and a jazz tune started playing, I felt smething tuched me.
Sn, fixing radis became ur weekly activity. She shwed me hw t lk clsely at every wire and tiny part, and hw t be patient and listen carefully. “Smetimes the prblem isn’t what yu see,” she said. “It’s what yu hear — r dn’t hear.”
Unlike my mther, I fell in lve with it quickly. I began cllecting ld radis frm neighbrs and even tried fixing nes that n lnger wrked. I didn’t just want t make them wrk — I wanted t bring back their sund.
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。
One winter evening, a sudden pwer cut hit ur village.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When the pwer was restred, everyne thanked me fr bringing them music.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
One winter evening, a sudden pwer cut hit ur village. The whle village was swallwed by darkness, and the cld silence seemed t stretch endlessly. I quickly invited the neighbrs ver t my huse. Frm a large bx, I tk ut several radis I had repaired ver the past few weeks — ld sets they had nce given me, brken and frgtten. I placed them n a wden bench and began turning the metal buttns, adjusting the metal antennas ne by ne. Slwly, vices and music began t rise. Peple leaned in, eyes wide, smiles spreading acrss their anxius faces.
When the pwer was restred, everyne thanked me fr bringing them music. Hwever, I shk my head and said, “It wasn’t just me — it was Grandpa.” I began telling them hw he had fixed his first radi befre and hw he passed that quiet lve dwn t my mther. As I spke, everyne listened carefully and ndded in agreement. That night, I understd smething deeper: fixing radis wasn’t nly abut sund r skill — it was abut cnnectin. In mments f silence r truble, these ld radis carried mre than news r music; they carried the stries f wh we are. And as lng as smene keeps tuning in, that stry will cntinue.
【导语】本文以修理收音机为线索展开，讲述了外祖父身为山村少年通过维修破旧收音机接触外界，将杂音转为音乐的过程成为他理解世界的独特方式。母亲虽曾抗拒此手艺，却在继承遗物后通过修理收音机重拾与父亲的羁绊。作者从被迫参与到主动热爱，最终在停电夜用修复的收音机为全村带来温暖，感悟到这项技艺的本质是一份情感传承。
【详解】1. 段落续写：
①由第一段首句内容“一个冬天的晚上，我们村突然停电了”和第二段首句中的“感谢我带给他们音乐”可知，第一段可描写村庄陷入黑暗中，作者邀请邻居来家里，为他们播放收音机里的音乐，邻居们沉浸在音乐中。
②由第二段首句内容“当电力恢复后，每个人都感谢我带给他们音乐”可知，第二段可描写作者分享外祖父和母亲接替修理收音机的故事，邻居认真倾听，作者感悟到修理收音机带来的还有一份宝贵的人与人之间的连接。
2. 续写线索：村子停电——作者邀请邻居来家里——作者播放音乐——邻居感谢——作者分享收音机的故事——作者的感悟
3. 词汇激活
行为类
①修理：repair/fix
②理解：understand/cmprehend
③继续：cntinue/g n/carry n
情绪类
①急切的：anxius/impatient
②同意：agreement/cnsent
【点睛】[高分句型1] Peple leaned in, eyes wide, smiles spreading acrss their anxius faces. (两个独立主格结构分别作状语)
[高分句型2] I began telling them hw he had fixed his first radi befre and hw he passed that quiet lve dwn t my mther. (两个hw分别引导宾语从句)
起立鼓掌——展示画像——演讲升华——电话致谢——友情升温——感悟艺术力量
4．（25-26高三上·安徽·开学考试）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。
With graduatin just arund the crner, I knew I wanted t d smething truly special fr my classmates at Ntre Dame Academy. I had always been passinate abut art, and that passin led me t a “crazy” idea. I decided t paint pictures f all 110 f my classmates and surprise them with the paintings during my graduatin speech. I was the representative fr ur class f 2025, and I thught it wuld be a great way t leave a lasting memry.
I was bth excited and nervus. And I set ut t make it happen. First, I needed t get apprval frm the schl’s teachers and staff. T my jy, they all supprted my idea. With their blessing, I went t Principal (校长) Meaghan O’Brien’s ffice t explain my plan. She was excited and gave me the green light. Next, I apprached Laura Bauer, the head f the yearbk, t get the yearbk phts f my classmates. Then, I went t Je Barral, the head f the art department, t ask fr supplies. He was mre than happy t help and even gave me sme extra materials.
The hardest part was keeping the secret. I had t cme up with excuses t slip away frm my friends. I wuld tell them I was ging t the bathrm, but instead, I wuld head t Principal O’Brien’ s ffice r the art rm. Even my best friend since kindergarten, Kayleigh Fitzpatrick, had n idea what I was up t.
After mnths f hard wrk and careful planning, graduatin day finally arrived n June 6. I had cmpleted all the pictures just tw days befre the big event. As I walked up t the stage, I felt a mix f excitement and nervusness. I tk a deep breath and began my speech. “Lk under yur seats!” I said, asking everyne t lk under their chairs fr a little smething made just fr them. Slwly, I heard gasps (喘息) f amazement frm my classmates. One by ne, they discvered the pictures and their reactins were beynd anything I culd have imagined.
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。
Everyne rse frm their seats and started clapping.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Since that day, my phne has been ringing nn-stp with messages frm my classmates.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
Everyne rse frm their seats and started clapping. The sund was like waves crashing against the shre, filling the rm with excitement and jy. I saw smiles n everyne’s faces as they held up the pictures, sme even wiping away tears. It was a mment I had dreamed f, but seeing it cme t life was even mre magical. I cntinued my speech, feeling my heart filled with pride. “These pictures are a reminder f the time we’ve shared and the memries we’ve made,” I said. “N matter where life takes us, we’ll always have this mment and each ther.”
Since that day, my phne has been ringing nn-stp with messages frm my classmates. They thanked me ver and ver, sharing hw much the gesture meant t them. It was incredible t see hw a simple idea had brught us all clser. Kayleigh even sent me a heartfelt message, saying she was prud f me and that the surprise was the best gift she culd have ever received. I realized that art has the pwer t cnnect peple and create lasting bnds. It was a lessn I wuld carry with me frever, and a memry that wuld never fade.
【导语】本文以时间发展为线索，讲述了作者作为2025届毕业生代表，为了在毕业典礼上给110位同学留下难忘回忆，秘密绘制每位同学画像，并在演讲中揭晓惊喜的感人故事。作者克服重重困难，最终赢得同学们的热烈掌声与真挚感谢。
【详解】1. 段落续写：
① 由第一段首句内容“大家都从座位上站起来鼓掌”可知，第一段可描写同学们发现画像后的热烈反应，以及作者继续演讲、表达情感与祝福的情景。
② 由第二段首句内容“自那天起，我的手机就响个不停，全是同学们发来的消息。”可知，第二段可描写作者收到同学们的感谢与反馈，突出艺术带来的感动与友谊的升华。
2. 续写线索：起立鼓掌——展示画像——演讲升华——电话致谢——友情升温——感悟艺术力量
3. 词汇激活
行为类
① 充满： f
② 展示画像：hld up the picutres/display the paintings
③ 消退：fade/vanish
情绪类
① 激动：with excitement/excited
② 感谢：thank/appreciate
③ 自豪：prud/filled with pride
【点睛】【高级句型1】I saw smiles n everyne’s faces as they held up the pictures, sme even wiping away tears. (运用了as引导的时间状语从句，独立主格结构)
沉默-告诉杰克自己知道真相-询问弟弟是否会被捕-布朗告诉杰克不会上报事故-感谢-为弟弟感到骄傲
【高级句型2】They thanked me ver and ver, sharing hw much the gesture meant t them. (运用了现在分词作状语和hw much引导的宾语从句)
5．（2025·全国·模拟预测）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。
By mrning, Jack knew what he had t d. He had nt slept a wink but had sat n the balcny all night thinking. He stretched his stiff (僵硬的) bdy and went back t his rm. His brther Jerry was still asleep.
It was Saturday and there was n schl. Jack’s mther asked him t run sme errands (差事) fr her. On his way ut, he glanced at his mtrcycle which was parked at the side f the huse. There was n hiding the brken frnt lamp and the dent (凹痕) and scratches (划痕) n the side. Jack readied himself and went t cmplete his errands.
It was late mrning befre Jack was free t carry ut his plan. He marched dwn the rad t Mr Brwn’s huse. When he arrived and called ut the usual greeting, Mrs Brwn appeared at the drway and greeted him warmly. She invited him in and served him tea and sme cakes. Jack nervusly asked t speak t Mr Brwn. She tld him that her husband was ut but wuld be hme very sn. Sure enugh, the elderly man returned in ten minutes.
Jack cleared his thrat a few times while his hst waited patiently. Finally, he let ut that he had cme t make an aplgy. “I’m s srry. I was careless yesterday and kncked int yur parked car in frnt f the pst ffice,” Jack said.
Mr Brwn lked at the 17-year-ld, surprised. “S, yu are saying that yu are the ne wh dented my car and then ran away?”
Jack went red. He ndded. “I’m srry fr nt telling yu earlier. I was t frightened.”
The elderly man smiled and said, “But yu’re nt t frightened t cnfess (坦白) nw?”
Jack said, “I culd nt sleep last night thinking abut it. I knew I had t d the right thing.”
注意:
1. 所续写短文的词数应为150左右;
2. 请按如下格式在相应位置作答。
Mr Brwn was silent fr a minute befre saying in a kind vice, “Yu think that it is the right thing t cver up fr yur brther?”
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Jack nw lked curiusly at the elderly man, “Will my brther be arrested?”
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【答案】One pssible versin:
Mr Brwn was silent fr a minute befre saying in a kind vice, “Yu think that it is the right thing t cver up fr yur brther?” Jack went pale. “I… I… yu knw the truth?” he mumbled. Mr Brwn smiled, “Yes, Jerry tld me himself just half an hur ag.” The elderly man explained that Jerry had met him at the cafe and tld him everything, hw he had ridden his brther’s mtrcycle withut permissin and lst cntrl f it, resulting in the minr accident that dented Mr Brwn’s new car.
Jack nw lked curiusly at the elderly man, “Will my brther be arrested?” “Ah, I see, yu are trying t prtect yur brther. N, I will nt be reprting the accident. It’s just a small dent.” Seeing Jack’s relieved expressin, he went n, “Hwever, I hpe that yur brther will learn frm this. As fr yu, remember that it is unwise t hide the truth.” Jack thanked Mr Brwn fr his kindness and then went hme happily. His brther’s curage in cnfessing everything made him happy and prud. He knew he wuld sleep well tnight.
【导语】本文以人物为线索展开，讲述了杰克误以为他的弟弟撞到别人的车没有负责，就在挣扎了一晚上之后，决定替弟弟去承担，但是车主却已经知道真相的故事。
【详解】 1. 段落续写：
①由第一段首句内容“布朗先生沉默了片刻，然后用温和的语气说道：“你认为为你的兄弟隐瞒真相是正确的做法吗？””可知，第一段可描写布朗先生告诉杰克他已经知道了真相，是他弟弟撞的车。
②由第二段首句内容“杰克这时好奇地看着老人，“我弟弟会被捕吗？””可知，第二段可描写布朗先生告诉杰克自己不会将事故上报，所以他弟弟不会被捕，并告诉他隐瞒真相是不明智的。杰克感谢布朗先生的好意。
2. 续写线索：沉默——告诉杰克自己知道真相——询问弟弟是否会被捕——布朗告诉杰克自己不会上报事故——感谢——为弟弟感到骄傲
3.词汇激活
行为类
①解释：explain/make an explanatin
②导致：result in/lead t
③回家：g hme/return hme
情绪类
①感谢某人：thank sb./shw ne’s gratitude t sb.
②高兴的：happy/delighted
【点睛】[高分句型1] The elderly man explained that Jerry had met him at the cafe and tld him everything, hw he had ridden his brther’s mtrcycle withut permissin and lst cntrl f it, resulting in the minr accident that dented Mr Brwn’s new car.（由that和hw引导的宾语从句以及现在分词作状语）
[高分句型2] Hwever, I hpe that yur brther will learn frm this. （由that引导的宾语从句）
化解失误——新创意——邀请——抗拒——理解——感悟
[高分句型3] As fr yu, remember that it is unwise t hide the truth.（由that引导的宾语从句，it作形式主语，真正的主语是不定式）
6．（25-26高二上·安徽淮南·开学考试）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 things went wrng, Fein always had smething nice t say.
When Dad frgt abut the pizza and it burned, Fein cmfrted him by saying it wuld still taste gd. And he was right. The pizza edges were dark and crispy, but the middle wasn’t half bad. When Fein’s friend gt a lw scre n the spelling test, Fein said that she wuld d better next time. And, sure enugh, she studied hard and gt 100 percent the next week. When his teacher bumped int a bk stand in the library, Fein tld him nt t wrry as the librarian wuldn’t be upset. He was right. The librarian just laughed and helped pick up the bks.
Fein lked n the bright side. And everyne except Hazel liked that abut him. Hazel was the new kid in the class. On her first day, Fein said, “Nice t meet yu, Hazel. I think yu’ll like it here.” Hazel stared at him. “I dubt it.” Fein didn’t knw what t d. He’d never met anyne like Hazel. When the teacher said they’d take a break inside because f the rain, Fein said, “Every clud has a silver lining.” (每一朵乌云都有一线银边)
“A silver lining?” Hazel shk her head. “Cluds are white. Maybe gray. Where d yu get this stuff?” Fein felt as if the wind had been kncked ut f him.
Outside the windw, the cluds had rlled ver the sun. The rm felt darker. “Bad things cme in threes,” said Hazel. “N utdr break is number ne. What will be the secnd thing?” The class didn’t have t wait lng t find ut.
Emma was carrying a tray f paints during art class. She tripped, and the paint went flying. There was blue n the flr and red and black n the walls. Hazel declared it t be the secnd bad thing. Fein didn’t knw what t say. Hazel seemed s sure abut the Rule f Three Bad Things. Emma came t lk at Fein’s painting. “It’s beautiful. I especially like the grassland,” she said.
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。
Emma picked up the painting, nt realizing she had paints n her fingers.
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“Want t add yur fingerprint n the painting?” Fein asked Hazel.
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【答案】
Emma picked up the painting, nt realizing she had paints n her fingers. She gasped as her fingers left bright smudges n Fein’s beautiful grassland. Hazel sighed, “See? Bad thing number three.” The class held their breath. Fein lked at the painting. Then, a warm smile spread acrss his face. “Actually,” he said, his eyes lighting up, “thse splashes f clr lk like wildflwers blming! They make the grassland even mre alive. It’s a happy accident.” Emma lked relieved, and a small murmur f agreement rippled thrugh the class.
“Want t add yur fingerprint n the painting?” Fein asked Hazel. Hazel stared at him, surprised. “Why wuld I?” she asked suspiciusly. “Because,” Fein explained gently, hlding ut the painting twards her, “then this ‘bad’ thing becmes part f smething gd – a unique artwrk we all helped create, even by accident. Yur fingerprint can be a special mark.” Hesitantly, Hazel pressed her finger nt the paint palette and then nt a crner f the painting. Fr the first time, a tiny, uncertain smile tuched her lips. Maybe Fein’s bright side wasn’t s silly after all.
【导语】本文以人物为线索展开，讲述了总能看到事物光明面的Fein和其他同学之间的积极乐观的交流，用幽默且富有创意的办法化解失误，是典型的“积极乐观者对比消极质疑者”的校园故事。
【详解】1.段落续写：
①由第一段首句内容“Emma拿起那幅画，并没有意识到她的手指上沾了颜料。”可知，第一段可承接Emma弄脏画作的情节，Fein用乐观态度化解失误，并示范将错误转化为创意。
②由第二段首句内容““想在画上加上你的指纹吗？”Fein问Hazel。”可知，第二段可通过邀请Hazel参与创作，制造关键转折点。Hazel从抗拒到最终理解乐观的意义，完成人物成长。
2.续写线索：化解失误——新创意——邀请——抗拒——理解——感悟
3.词汇激活
行为类
①.解释：explain/illustrate
②.帮助：help/assist
③.按：press/push dwn
情绪类
①.吃惊的：surprised/astnished
②.怀疑地：suspiciusly/dubtfully
【点睛】 [高分句型1]. “Actually,” he said, his eyes lighting up, “thse splashes f clr lk like wildflwers blming!”(由独立主格结构作状语)
[高分句型2].“Because,” Fein explained gently, hlding ut the painting twards her, “then this ‘bad’ thing becmes part f smething gd – a unique artwrk we all helped create, even by accident.(由现在分词作状语)
课堂受邀请解释名字的含义——作者阐释名字的寓意——同学们专注倾听——同学们对名字背后的文化感兴趣——作者教他们写中文名字——感悟文化桥接
作者给出解决办法--承诺还钱--冈特同意--作者登上公共汽车--履行承诺还钱--两人成为朋友
方向感太差---体育课上绕跑---害怕垫底心里紧张---跟随影子找到方向---受到教练赞赏---获得感悟
比赛获奖---颁奖典礼感谢老师--颁奖后来到老师办公室--告诉作者坚持写作--作者写作取得成功--感激老师
鼓励大卫参加越野赛——劝说后心理变化——决定参赛——大卫克服困难——加油助威——大卫完成比赛