专题六 读后续写-2026年高考英语总复习课件

这是一份专题六 读后续写-2026年高考英语总复习课件，共164页。PPT课件主要包含了成长感悟类，亲情友情类，助人为乐类，生活趣事类，比赛收获类，人与自然类，误会冲突类，励志梦想类等内容，欢迎下载使用。
近三年新课标全国卷全方位分析表
　　高考英语读后续写是新高考英语试卷的核心主观题型之一,主要考查学生基于给定语篇进行逻辑续写和语言表达的综合能力,分值为 25 分。读后续写要求考生阅读一段约 350 词的不完整的记叙文(开头和中间部分),然后根据所给的两个段首句,续写两段内容,最终形成一个完整、连贯且逻辑合理的故事。它的特点有三:一是综合性,读后续写完美结合了阅读理解和写作表达,是对语言综合应用能力的终极检验;二是创造性,读后续写要求在给定的框架内进行创造性构思,考查想象力和逻辑思维;三是互动性,读后续写需要考生与原文进行“对话”,理解其风格、情感和情节走向,并做出协同回应。
成长感悟类故事的核心在于主人公通过某个事件,在认知、情感或能力上发生积极转变。解题需紧扣 “情感变化” 与 “逻辑递进” 双线索,具体步骤如下:
原文核心要素人物:“我”(热爱写作但缺乏自信的高中生)、语文老师张老师困境:“我” 的作文常被同学嘲笑 “太幼稚”,不敢参加市级写作比赛触发点:张老师发现 “我” 的随笔本,鼓励 “我” 参赛,还给了“我”一本批注过的《散文选刊》段首句:Paragraph 1: When I gt hme and pened the prse selectin, I fund a nte frm Miss Zhang.Paragraph 2: The day f the cmpetitin finally came.
【技法运用】1.要素提炼与脉络梳理成长起点:因他人评价产生写作自卑(情感:胆怯→犹豫);成长动机:张老师的鼓励与《散文选刊》(潜在线索:批注、笔记本)。情感线需从 “犹豫” 过渡到 “坚定”,再到 “释然成长”。
2.段首解码与情节设计第一段(顺承关系):围绕 “便签内容” 展开——便签写着 “你的文字有生活的温度,这是最珍贵的”(复用 “老师” 关键人物),触发 “我” 翻看随笔本,看到曾记录的 “奶奶的菜园故事”(复用 “随笔本” 线索),决定以 “菜园里的时光” 为主题写作(突破动作)。细节填充:“指尖抚过老师圈画的句子,突然想起奶奶摘番茄时说的‘菜要慢慢长,字要真心写’,眼泪滴在随笔本的墨迹上。”
第二段(因果关系):衔接 “比赛当天”——候场时紧张到攥紧随笔本(心理+动作),看到观众席上的张老师点头示意(关键人物呼应),演讲时从 “忘词” 到 “想起奶奶的笑容”(线索复现),最终获 “最佳真情奖”(结果)。升华结尾:“张老师拥抱了我并说道:‘你的温度打动了所有人’。我忽然明白,成长不是变成别人认可的样子,而是勇敢地守住自己的光芒。”
3.线索复用与主题强化全程紧扣 “随笔本”“《散文选刊》”“张老师”“奶奶的菜园” 四大原文线索,通过 “便签—回忆—写作—获奖” 的逻辑链,将 “自信成长” 主题具象化,避免空泛抒情。
【参考范文】When I gt hme and pened the prse selectin, I fund a nte frm Miss Zhang. Her handwriting was warm and neat, which read, “Yur essays are filled with the warmth f daily life—like the way yu described yur grandma picking tmates in the garden. Dn’t hide that light because f thers’ wrds; the cmpetitin is just a chance t let mre peple see it.” Hlding the nte, I walked t my desk and pulled ut my ld ntebk—the ne full f my unshared stries. Flipping thrugh the pages, I stpped at the entry abut grandma’s garden: “Every tmat grws slwly, but it’s sweet because it saks up the sun and rain.” Suddenly, I realized—my writing wasn’t “childish”; it was my true vice. That night, I sat by the desk lamp, rewrking the garden stry int my cmpetitin essay, with Miss Zhang’s nte taped beside me.
The day f the cmpetitin finally came. My hands shk as I held my essay flder, and my heart punded s hard that I culd feel it in my ears. When my name was called, I walked nt the stage, my legs feeling like jelly. But as I lked up, I saw Miss Zhang in the audience—she smiled and gave me a thumbs-up, just like she did when she returned my ntebk. Taking a deep breath, I started reading. When I mentined “grandma’s hands cvered in sil,” I paused fr a secnd, wrried I’d frget the next line. But then I thught f the nte: “Yur warmth is precius.” I kept ging, my vice getting steadier with each wrd. When I finished, the audience erupted in applause. Later, when I gt the “Best True Feelings Award,” Miss Zhang hugged me and said, “See? Yur light did shine.” Standing there with the certificate, I smiled—I finally understd that grwth isn’t abut being perfect. It’s abut daring t be yurself, even when yu’re scared.
　　情感断层:范文通过 “读便签时的触动→翻随笔本的回忆→比赛时的鼓励” 三个过渡,避免 “突然自信” 的断层,如 “wrried I’d frget the next line” 体现中途紧张,再用 “thught f the nte” 实现情绪转折,符合 “犹豫→尝试→受挫→再坚持” 的阶梯。线索断裂:范文每段均复用原文线索,如第一段 “taped the nte beside me”、第二段 “lked up and saw Miss Zhang”,未忽略原文细节,确保线索连贯。
　　逻辑失真:范文中 “rewrking the garden stry int my cmpetitin essay”(提前修改)、“vice getting steadier with each wrd”(逐渐熟练),符合 “成长渐进性”,避免 “突然痊愈”“瞬间学会” 的不合理情节。主题偏移:结尾升华紧扣 “突破自我怀疑” 的原文内核,未跑偏到 “帮助他人”,且用具体感悟替代 “Never give up” 的万能句,主题精准。表达干瘪:范文没有“我很努力”“我很开心” 的抽象表述,而是用 “sat by the desk lamp rewrking the stry”(努力的动作)、“audience erupted in applause”“hugged me”(开心的场景),通过 “细节套餐” 实现生动表达。
(2024·广东茂名高三模考)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。Linda, a high schl girl, was feeling depressed after she had failed her mid-term exams. She didn’t answer her teachers’ questins actively in class like she used t. Instead, she began t lwer her head and gt absent-minded easily. Her friends and classmates were wrried abut her, but she didn’t feel like talking abut it with them. Mrs. Green, her English teacher, nticed her changes and decided t d smething befre it gt wrse.
One day, Mrs. Green entered the classrm and asked her students t prepare fr a surprise test. They waited anxiusly at their desks fr the test t begin. Mrs. Green handed ut the questin papers, with the text facing dwn as usual. After she handed them all ut, she asked her students t turn the page and begin. T everyne’s surprise, there were n questins, just a black dt in the center f the page. Mrs. Green, seeing the expressin n everyne’s face, tld them the fllwing:“I want yu t write what yu see there.”The students, cnfused, gt started n the task.
At the end f the class, Mrs. Green cllected all the answer papers and started reading them alud in frnt f all the students. Just as Mrs. Green had expected, with n exceptin, all f them described the black dt, trying t explain its psitin in the middle f the sheet, etc. Mrs. Green then picked ut Linda’s paper and added,“Linda, I like yur idea. Wuld yu please fllw me t the ffice and talk abut it?”“Er... Yes, madam!” Linda was puzzled because she thught her idea was n better than anyne else’s. Like thers, she als described the black dt nly and ignred the white part f the paper.
注意:1.所续写短文的词数应为150左右;2.每段的开头语已为你写好。
【语篇概述】本文以人物为线索展开,讲述了琳达是一名高中女生,期中考试不及格后,她感到很沮丧。她不像以前那样在课堂上积极回答老师的问题。相反,她开始低着头,很容易就心不在焉了。最终,在格林太太的教育下,琳达认识到了不应该只关注一次失败的经历。
Feeling nervus, Linda went int Mrs. Green’s ffice.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Mrs. Green invited her t share her ideas. After that, Mrs. Green smiled, “Have yu ever nticed the white part f the paper?” Linda shk her head cnfused because it never ccurred t her. Mrs. Green cntinued, “The black dt is just like the failure in life, nly a small part. If we fcus nly n it, we might easily verlk the happiness f life, the bigger part.” Suddenly, Linda understd it. With tears welling up her eyes, she expressed gratitude t Mrs. Green befre leaving the ffice.
“Mrs. Green is right. I shuld fcus mre n the white part f the paper!” Linda gt refreshed.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Only then did she realize that she had a lt f admirable teachers, belved families and friendly classmates. The failure f the exams was just a small part. Frm then n, Linda became active in the class again. She made steady prgress in study and eventually gt the best grades in the final exams. After this experience, Linda deeply realised that smetimes life can be hard, but we shuld always be psitive and lk at the bright side.
亲情友情类常见的文本核心是 “矛盾 / 误解—理解 / 守护—情感升华” 的关系演进线,解题需紧扣 “情感细节” 与 “关系变化” 双核心,具体步骤如下:
2025·新课标Ⅰ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。My wife and I wanted t share ur new hme with family and friends by hsting a small gathering in the early summer. She had prepared lts f snacks, while my jb was t have the backyard in rder.
There was plenty f space fr the kids t run and play. There was just ne thing I hadn’t cunted n: My brther chse t bring his dg Tby, a 50-pund ball f fire. Thugh friendly, he culd easily knck ver my niece’s small bys and my six-mnth-ld granddaughter. S, when my brther shwed up, I asked him t watch Tby and keep him utside. My plan was wrking ut just fine. Tby was using up his energy by running back and frth in the backyard and giving the kids plenty f rm. Unexpectedly, after supper, the weather changed. It started t rain and everyne went indrs.
It was an awkward mment. I didn’t want Tby t be running arund in the huse, and my brther wasn’t happy with driving hme with a wet dg. Eventually, my brther decided t leave rather than frce the issue.A few days passed, and I hadn’t heard anything frm my brther. I texted him and expressed wishes fr him t cme ut again. His reply came as a surprise—a shck, actually: “Nt a chance.” Clearly, he was unhappy ver the way we had parted. After all, I had left him little chice. Well, he’ll get ver it, I reasned.
Tw mnths passed. My wife suggested I get in tuch with my brther, but I resisted, thinking he shuld call first. Hwever, my cnscience (良心) kept bthering me. I tried t put myself in my brther’s shes. He was facing health issues and his wife f thirty-five years had passed away a few mnths earlier. Tby was his cnstant cmpanin, the ne wh kept him ging. 段首句:Paragraph 1:I realized it was me wh was at fault.Paragraph 2:With the biscuits my wife had made, I arrived at my brther’s dr.
【技法运用】1.试题解读本材料围绕 “我” 与哥哥因狗 Tby 产生的矛盾展开:“我” 为保障家庭聚会秩序,要求哥哥看管 Tby 并最终导致哥哥提前离开,此后两个月双方无有效沟通。核心冲突在于 “我” 的疏忽(未体谅哥哥失去妻子、依赖 Tby 的处境)与哥哥的委屈(珍视 Tby 却未被理解),续写需围绕 “我” 的醒悟与主动和解,凸显亲情的温暖与包容这一主题。段首句 “我意识到是自己的错” 和 “带着妻子做的饼干,我来到哥哥家门口” 分别标志 “内心转变” 与 “行动实践”,为情节推进指明方向。
2.要素提炼、定位情感起点人物:“我”(从自我中心到体谅他人)、哥哥(孤独脆弱,依赖 Tby)、Tby(哥哥的精神寄托,矛盾导火索)、妻子(理性提醒者,推动和解)。情感矛盾:“我” 对聚会秩序的重视 vs 哥哥对 Tby 的珍视;“我” 的拖延沟通 vs 哥哥的持续委屈。主题:亲情需要换位思考与主动付出,理解是化解矛盾的关键。情感起点:“我” 的愧疚(意识到自己忽略哥哥的艰难处境),哥哥的孤独与怨怼(失去妻子后,唯一陪伴他的 Tby 未被尊重),为后续和解奠定情感基调。
3.脉络梳理、绘制图谱关系动态:和谐 → 冲突(驱逐托比 / 哥哥) → 冷战僵局 → “我”的醒悟 → 主动和解 → 关系修复冲突根源: “我”在处理托比问题时,只考虑了聚会的便利,却忽略了哥哥正在经历丧妻之痛,托比是他最重要的情感寄托。
4.段首解码(精准把握情节方向)第一段首句 “I realized it was me wh was at fault”:解码关键:聚焦 “我” 的内心反思,需补充 “醒悟的具体内容” 与 “和解的初步计划”,承接前文 “换位思考哥哥处境” 的铺垫。情节设计:先细化愧疚心理(如 “想到哥哥失去妻子后,Tby 是他唯一的慰藉,我却只想着自己的聚会,羞愧感涌上心头”),再写与妻子的沟通(妻子支持 “我” 主动道歉,并提议带饼干,体现家庭支持),最后明确行动目标(“我必须亲自去向哥哥道歉,修复我们的关系”),为第二段的拜访做铺垫。
第二段首句 “With the biscuits my wife had made, I arrived at my brther’s dr”:解码关键:聚焦 “和解的实践过程”,需包含 “见面场景”“坦诚沟通”“矛盾化解” 三个层次,突出亲情的温暖。情节设计:先描写见面细节(哥哥开门时的惊讶,Tby 热情迎接,缓解紧张氛围),再通过对话还原矛盾(“我” 主动道歉,解释自己未体谅他的处境,哥哥倾诉委屈),最后以温馨场景收尾(共同喂 Tby 饼干,约定下次家庭聚会,Tby 也能参与),完成亲情修复。
5. 细节填充(增强情感真实感)心理细节:第一段中 “我” 的愧疚(“每想到哥哥独自在家,只有 Tby 陪伴的场景,我就坐立难安”),第二段中哥哥的感动(“听到我的道歉,哥哥眼眶泛红,声音也有些哽咽”),让情感变化更细腻。动作细节:“我” 递饼干时的 “双手紧握袋子,紧张得指尖发白”,哥哥接过饼干时 “轻轻拍了拍我的肩膀”,通过小动作传递人物情绪。环境细节:哥哥家 “客厅茶几上放着他和妻子的合影,旁边摆着 Tby 的小窝”,暗示哥哥对妻子的思念与对 Tby 的珍视,呼应前文背景,让场景更真实。
【参考范文】I realized it was me wh was at fault. My fcus n a perfect party had blinded me t my brther’s pain. He had just lst his life partner, and Tby was his sle cmfrt, yet I treated the dg as a mere incnvenience. A wave f shame washed ver me. I culdn’t let pride ruin ur bnd any lnger. I immediately tld my wife abut my decisin t aplgize, and she, with her usual kindness, quickly packed a bx f his favrite hmemade biscuits, a perfect peace ffering.
With the biscuits my wife had made, I arrived at my brther’s dr. My heart punded as I rang the bell. When he pened the dr, his expressin was a mix f surprise and lingering hurt. Befre he culd speak, I handed him the biscuits and said, “I’m truly srry. I was selfish and didn’t cnsider what yu’re ging thrugh. Yu are family, and s is Tby.” Seeing Tby wagging his tail beside him, I added, “Next gathering, he’s the guest f hnr.” My brther’s stern expressin finally sftened. He tk the biscuits, a slight smile tuching his lips, and invited me in. The dr t recnciliatin was pen, wider than ever befre.
陷阱1:偏离情感核心。陷阱2:道歉流于表面。陷阱3:和解过于仓促。陷阱4:忽略关键角色。陷阱5:时态与人称混乱。
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。On a Sunday afternn, Kiana French was having fun fishing with her father and yunger sister, nt knwing the next minute, they wuld struggle nt t sink in the freezing water. Their 12-ft bat was taking in water little by little, and the wind was picking up. Her father, Gary French, hurried t perate the engine, while Kiana,16, was in the middle with Cierrah, her sister, frightened but still able t keep calm.
Kiana asked Cierrah t take ff ne f her cwby bts, with which she gt sme f the water ut. Hard as she tried, that little effrt wuld nt help stp the bat sinking. Mments later, the unthinkable happened. The bat was full f water and then it flipped ver. Kiana and her sister were dumped in the water. Their father, wh had had a surgery six mnths ag, managed nt t be thrwn int the water but seemed t have great pain in the chest due t the sudden change.
Kiana quickly put n her life jacket and saw Cierrah’s and her father’s life jackets flating away. She reacted quickly t get them back and held her sister nt the bat. They were s far ut in the middle f the lake that they culd nt see the shre clearly. What’s wrse.it was getting harder t stay abve the waves. Their father swam ver and hugged his tw girls. Cierrah crying silently. Kiana heard her belved sister murmur, “I can’t feel my feet.”Kiana knew the nly thing t d was t get t shre herself and find help. She lked up at her father, exchanging a cncerned glance, turned rund and swam as hard as she culd twards the shre.
Fighting against the strng currents and cld wind, she screamed fr help at the tp f her lungs every three minutes r s. A strng wind blew, and she lked back nly t see her sister’s and father’s heads bbbing(浮动)in the water. She burst int tears, thinking her sister and dad were dead, because she was taking t lng.注意:1.续写词数应为150左右;2.请按如下格式作答。
【语篇概述】本文以人物为线索展开,讲述了一个周日的下午,16岁的Kiana French和她的父亲和妹妹乘船在湖心钓鱼,不料船居然进水并翻了;考虑到父亲6个月前做过手术,妹妹还小,Kiana决定自己游回岸边去寻求帮助;在她以为妹妹和父亲都被淹死了而绝望的时候,她发现了一艘来船,对方救了他们一家三口,三人被送往医院,是Kiana对家人的爱,使一家人得以生还。
With desperate tears, she suddenly sptted a bat with a figure walking n it._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
She waved and cried fr help with all her strength. It seemed like a century later when she heard smene yelling back t her. As the bat was appraching, Kiana pinted t her father and sister and smene screamed, “They are in the water! Help!” She was sn picked up and taken twards where her father and sister were. Frtunately, they didn’t drwn but her father seemed t be giving ut, with ne hand hlding tight t the bat, the ther hlding Cierrah.
Once rescued, they were rushed t shre, where a cncerned grup waited fr their arrival. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
They gave clthes and blankets t the three pr peple, and then the ambulance arrived. Kiana, her sister and her father were checked n the spt and finally sent t the nearest hspital. Later, when asked what gave her the strength and perseverance t cntinue bth in the cld water and in great fear, Kiana thught it had t d with family. “I just wanted t save my family, and I didn’t want anything bad t happen t them. S I culdn’t spare a secnd t wrry r fear.” she said.
助人为乐类文本的核心是 “发现困境—主动帮助—克服阻碍—获得反馈—升华善意” 的完整链条,解题需聚焦 “行动细节” 与 “情感共鸣”,具体步骤如下:
原文核心要素人物:“我”(高中生李华,周末在图书馆看书)、张奶奶(70 多岁的老人,第一次独自来图书馆找孙子,迷路且手机没电)困境:张奶奶记不清孙子的具体位置,只知道孙子在图书馆三楼看书,由于手机没电无法联系,在一楼大厅焦急徘徊触发点:“我” 看到张奶奶反复看手机黑屏,额头冒汗,主动上前询问
段首句:Paragraph 1: I ffered t help Grandma Zhang lk fr her grandsn.Paragraph 2: When I fund Grandma Zhang’s grandsn, he was busy reading a bk.
【技法运用】1.要素提炼与脉络梳理:精准抓住 “张奶奶迷路”(困境)、“图书馆三楼”(线索)、“手机没电”(阻碍),情感线从 “张奶奶焦急 / 李华同情”→“张奶奶信任 / 李华耐心”→“张奶奶感激 / 李华温暖”,符合 “善意传递链” 逻辑。2.段首解码与情节设计:第一段承接 “主动帮助”,通过 “陪张奶奶上楼→分工寻找(张奶奶等待,李华查房间)→发现 Xiaming” 的情节,体现 “克服阻碍(多间阅览室)”;第二段衔接 “找到孙子”,以 “Xiaming 惊喜拥抱→张奶奶赠糖→李华感悟” 完成 “结果反馈与主题升华”。
3.细节填充:用 “grabbed my hand tightly”“palms warm and a little sweaty”(动作+触觉细节)、“夕阳透过图书馆窗户,洒在书架上”(环境细节)、“Grandma, yu wait here by the windw. I’ll g check each rm quickly”(语言细节),让帮助过程更真实可感,避免空泛叙述。4.主题升华:结尾以 “helping thers isn’t abut ding big things... spending a little time can make smene’s day brighter” 的感悟句,紧扣 “微小善意的力量” 内核,且呼应 “赠糖” 的细节,不脱离文本,避免说教感。
【参考范文】I ffered t help Grandma Zhang lk fr her grandsn. She grabbed my hand tightly, her palms warm and a little sweaty, and said, “Thank yu, dear. His name is Xiaming—he said he’d be n the third flr.” I smiled and said, “Let’s g up tgether. We can check the reading areas ne by ne.” As we walked up the stairs, Grandma Zhang tld me she’d never been t this library befre. “Xiaming wanted me t bring him his favrite snacks,” she said, patting the clth bag in her hand. When we gt t the third flr, I nticed there were three reading rms. I didn’t want Grandma Zhang t get mre wrried, s I said, “Grandma, yu wait here by the windw. I’ll g check each rm quickly—if I see Xiaming, I’ll wave t yu.” She ndded, her eyes full f trust. With Grandma Zhangs descriptin f her grandsn in mind, I set ut t lk fr him.
When I fund Grandma Zhang’s grandsn, he was busy reading a bk. I tapped his shulder gently, and he lked up in surprise. “Yur grandma is waiting fr yu by the windw,” I said. His eyes widened, and he quickly put dwn his bk and fllwed me. When Xiaming saw Grandma Zhang, he ran ver and hugged her, “Grandma, I’m srry I didn’t check my phne—I was s fcused n the bk!” Grandma Zhang tuched his hair, her eyes wet, “It’s kay, dear. This little friend helped me find yu.” She turned t me and tk ut a handful f candies frm her bag, “Take these, please—they’re Xiaming’s favrite, but I want yu t have them.” I refused plitely, but she insisted, saying, “It’s a thank-yu fr being s kind.” As I walked back t the reading rm, I put a candy in my muth—it was sweet, just like the feeling in my heart. I suddenly realized that helping thers wasn’t abut ding big things. Smetimes, just stpping t ask “D yu need help?” and spending a little time can make smene’s day brighter.
陷阱1:帮助过程空洞,缺乏 “克服阻碍” 的细节。陷阱2:情感反馈单向,忽视困境主体的互动。陷阱3:线索物闲置,脱离原文逻辑。陷阱4:主题升华跑偏,脱离 “善意” 核心。陷阱5:人物行为不符身份,细节失真。
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。Anther disappinting day was passing, and he was driving his beat-up ld car hme. He was ut all day lking fr a jb. It was getting dark and light snw was cming dwn, s he almst didn’t see the ld lady standing n the side f the rad. It was clear that she needed help. He pulled up in frnt f her bviusly brand new and expensive car and gt ut.
While nbdy had stpped t help fr the last hur and there was a smile n his face, she was wrried when he apprached her. He didn’t lk safe. He lked pr and hungry.He culd see she was frightened, standing ut there in the cld. He said, “I’m here t help yu, ma’am. Why dn’t yu wait in yur car t keep warm? My name is Bryan.”
A tire was flat. Bryan fetched tls frm his wn car t change the tire. But he had t get dirty and his hands hurt. As he was tightening her car’s nuts, she rlled dwn the windw, said thanks and asked him hw much she wed him. Any amunt wuld have been all right with her. She had already imagined all the awful things that culd have happened withut his help.
Bryan never thught twice abut the mney. He tld her that if she really wanted t pay him back, the next time she saw smene wh needed help, she culd give that persn the assistance they needed. He waited until she started her car and drve ff. It had been a cld and depressing day, but he felt gd as he headed fr hme.
Sn the lady saw a small restaurant. She went in t grab a bite t eat and warm up befre she made the last leg f her trip hme. The waitress came ver with a sweet smile and brught a clean twel t wipe her wet hair. The lady nticed the waitress was nearly eight mnths pregnant(怀孕的). Althugh the waitress lked tired and walked painfully due t the pregnancy, she still served the lady.注意:1.所续写短文的词数应为150左右;2.每段的开头语已为你写好。
【语篇概述】根据文章内容可知,布莱恩帮助了一位女士,但他不求回报,只希望女士将爱传递下去。女士走后去餐馆吃饭,根据第一段的提示内容“那位女士用完餐后,她付了一百美元”可以推测出本段是讲述女士用她的方式把爱传递给了孕妇服务员;根据第二段的提示内容“那天晚上,当女服务员下班回家时,她在想那笔钱和那位女士写的东西”可知,本段应是讲述服务员回家后告诉家人所发生的事,可以设想一下戏剧性的结局,比如女服务员的丈夫就是布莱恩。
After the lady finished her meal, she paid with a ne-hundred-dllar bill. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The waitress quickly went t get change fr her hundred-dllar bill, but the lady had driven ff. She was gne by the time the waitress came back. The waitress wndered why the lady did s. Then she nticed smething written n a napkin. There were tears in her eyes when she read what the lady wrte, “Yu dn’t we me anything. I have been there t. Smebdy nce helped me ut the way I’m helping yu. If yu really want t pay me back, here is what yu d: D nt let this chain f lve end with yu.” Under the napkin were fur mre hundred-dllar bills.
That night when the waitress gt hme frm wrk, she was thinking abut the mney and what the lady had written. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
She wndered hw the lady knew she and her husband were in need. With the baby t be brn next mnth, life was ging t be hard. She knew hw wrried her husband was, and nw everything was ging t be all right. Knwing what had happened, her husband, Bryan, shed tears f jy and gratitude.
生活趣事类文本核心是“日常场景—意外发生—化解过程—欢乐氛围—生活感悟” 的完整链条,解题需聚焦 “幽默细节” 与 “情感共鸣”,具体步骤如下:
A MOTHER’S DAY SURPRISEThe twins were filled with excitement as they thught f the surprise they were planning fr Mther’s Day. Hw pleased and prud Mther wuld be when they brught her breakfast in bed. They planned t make French tast and chicken prridge. They had watched their mther in the kitchen. There was nthing t it. Jenna and Jeff knew exactly what t d.
The big day came at last. The alarm rang at 6 a.m. The pair went dwn the stairs quietly t the kitchen. They decided t bil the prridge first. They put sme rice int a pt f water and left it t bil while they made the French tast. Jeff brke tw eggs int a plate and added in sme milk. Jenna fund the bread and put tw slices int the egg mixture. Next, Jeff turned n the secnd stve burner t heat up the frying pan. Everything was ging smthly until Jeff started frying the bread. The pan was t ht and the bread turned black within secnds. Jenna threw the burnt piece int the sink and put in the ther slice f bread. This time, she turned dwn the fire s it cked nicely.
Then Jeff nticed steam shting ut f the pt and the lid starting t shake. The next minute, the prridge biled ver and put ut the fire. Jenna panicked. Thankfully, Jeff stayed calm and turned ff the gas quickly. But the stve was a mess nw. Jenna tld Jeff t clean it up s they culd cntinue t ck the rest f the prridge. But Jeff’s hand tuched the ht burner and he gave a cry f pain. Jenna made him put his hand in cld water. Then she caught the smell f burning. Oh dear! The piece f bread in the pan had turned black as well.
段首句:Paragraph 1:As the twins lked arund them in disappintment, their father appeared.Paragraph 2:The twins carried the breakfast upstairs and wke their mther up.
【技法运用】1.要素提炼,定位趣味与情感起点场景背景:母亲节当天,双胞胎 Jenna 和 Jeff 为妈妈准备 “床上早餐”(法式吐司+鸡肉粥),在厨房操作时接连出错。核心人物:Jenna(相对细心,会调整火候)、Jeff(稍显慌张,触碰到热炉具)、爸爸(潜在的帮助者)、妈妈(惊喜的接收者)。潜在冲突与趣味点:冲突——吐司烤焦、粥溢出熄火、Jeff 手被烫伤,早餐制作陷入混乱;趣味点——双胞胎笨拙却用心的操作,爸爸介入后的温馨化解,最终让 “失败的尝试” 变成温暖的惊喜。情感基调:从 “兴奋期待” 到 “失望慌张”,再到 “被帮助后的安心”,最终升华为 “亲情的温暖”。
2.脉络梳理,绘制 “惊喜逻辑链” 图谱
3.段首解码,搭建情节支架第一段(爸爸出现):聚焦 “化解混乱”——结合 “爸爸” 这一关键人物,设计爸爸的幽默反应与实际帮助(如不指责反而调侃,教双胞胎用简单方法补救),体现 “趣味化解”。第二段(送早餐):侧重 “惊喜与情感反馈”——描写妈妈看到早餐时的反应(先笑后感动),加入细节互动(妈妈尝一口 “迷你吐司杯”,夸 “这是我吃过的最可爱的早餐”),结尾升华 “用心比完美更重要” 的主题,呼应母亲节 “爱意” 核心。
4.细节填充,具象 “混乱与温暖”动作细节:刻画爸爸的帮助——“爸爸从橱柜里拿出新的吐司片,用指尖捏着吐司边轻轻折成小杯子,动作温柔又熟练”;妈妈的反应——“妈妈坐起身,手指轻轻碰了碰吐司杯的边缘,眼里慢慢泛起泪光”。语言细节:用爸爸的调侃 “Failed tast and verflwing prridge? That’s the sign f a heartfelt surprise!” 替代生硬的安慰;用妈妈的话 “I dn’t need perfect breakfast—yur messy but lving try is the best gift” 体现情感共鸣。环境细节:描写送早餐时 “阳光透过窗帘缝隙照在托盘上,吐司杯里的蛋黄像小太阳,散发出淡淡的香味”,烘托温暖氛围。
5.主题升华,紧扣 “亲情与用心”结尾通过场景呼应+感悟句收束,如 “看着妈妈小口吃着早餐,Jeff 小声说‘我们搞砸了好多次’,妈妈笑着摸了摸他的头:‘但你们的用心,比任何完美的早餐都珍贵’。那一刻,Jenna 和 Jeff 明白了,母亲节的惊喜,从来不是精致的食物,而是藏在笨拙尝试里的爱。”
【参考范文】As the twins lked arund them in disappintment, their father appeared. He leaned against the kitchen dr, hlding back a smile as he glanced at the burnt bread in the sink, the sticky prridge n the stve, and Jeff’s red hand wrapped in a wet twel. “Ww, yu tw are really ging all ut fr Mther’s Day—this lks like a ‘chef adventure’!” he said. Jenna and Jeff lwered their heads, but Dad walked ver and patted their shulders. “Dn’t wrry. Let’s fix this tgether.” He first helped Jeff put sme cling cream n his hand, then tk ut fresh bread and eggs. “Instead f French tast, let’s make ‘egg cups’—they’re easier and cuter,” he said. The twins watched as Dad shwed them hw t press bread int muffin tins, crack eggs inside, and sprinkle a little cheese n tp. Sn, the kitchen filled with a delicius smell, and the burnt mess was cleaned up.
The twins carried the breakfast upstairs and wke their mther up. Mm rubbed her eyes and sat up in surprise when she saw the tray—tw glden egg cups, a small bwl f reheated prridge (with a cherry n tp), and a drawing f the twins hlding hands with her. “Did yu make this?” she asked, her vice sft. Jenna ndded nervusly,“We messed up the tast and prridge at Jeff burned his hand.” Mm reached ut t hld Jeff’s hand gently, then tk a bite f the egg cup. Her eyes lit up and she said,“This is amazing! It’s my favrite Mther’s Day gift ever.” She pulled bth twins int a hug, and the rm was filled with laughter. As they ate tgether, Mm said, “The best part isn’t the fd—it’s knwing yu tw tried s hard fr me.” The twins smiled—they finally understd that lve desn’t need t be perfect; it just needs t be real.
陷阱1:忽视 “趣味化解”,情节过于沉重。陷阱2:脱离原文线索,新增无关情节。陷阱3:情感反馈单一,缺乏家人互动。陷阱4:主题升华跑偏,聚焦 “成功与否”。陷阱5:人物行为不符身份,细节失真。
It all began when my yunger brther, Chris, and I went ver t Uncle Hward’s fr Thanksgiving. When we finally gt t my uncle’s, Chris and I went utside t see if Uncle Hward needed help with anything. Since Chris was nly nine, he gt the easier jb f cleaning up the watering cans. I was twelve, ld enugh t help lad the wheelbarrw (手推车). But we still fund time t ask Uncle Hward a lt f questins abut turkeys. He must have been impressed, because when we were finished, he winked at my dad and handed me ne turkey egg.
“Yu kids put this under a hatching hen,” he said, “and in twenty-five days, yu’ll have a fine turkey!” Chris was s excited that he nearly drpped the egg n the way hme. Dad put the egg under an ld hen, and every day Chris and I wuld check t see if it had hatched yet. Twenty-five days seemed like frever. Finally, n the twenty-sixth day, Chris and I walked int the cp (鸡舍) after schl t find the ld hen scratching n the flr. Behind her was ne ball f fluff (绒毛), falling ver its feet and lking srt f cnfusin. When it gt lder, we culd tell that it was a tm. We named it Timthy.
Timthy grew and grew, dashing twards the feed we threw ut. He liked t wander in the wds and find tasty berriesand weed seeds. Mm kept telling us nt t get t attached t Timthy, because we were ging t have him fr Thanksgiving. But we never paid t much attentin t what that really meant. Then, ne day tward the end f Octber, Dad gave Chris and me instructins. “I want yu t start giving him crn (玉米) alng with his regular feed,” he said. “We want a nice, thick-fleshed bird fr Thanksgiving.” After Dad turned and walked away, Chris’s face began t wrinkle, just as it des befre he starts t cry.
注意:1.续写词数为150左右;2.请按如下格式在答题卡的相应位置作答。
【语篇概述】本文以时间为线索展开,讲述了作者和弟弟Chris从叔叔那里得到了一枚火鸡蛋,他们把蛋带回家,让一只母鸡把小火鸡孵了出来。小火鸡Timthy非常可爱,作者和弟弟都很喜欢它。感恩节快要到来的时候,爸爸告诉他们要用Timthy做感恩节火鸡。作者和弟弟不希望这样,于是他们想办法把Timthy藏了起来,让它躲过了一劫。父母知道真相后非但没有责备他们,反而让他们继续照顾Timthy。
I cmfrted Chris, saying we culd hide Timthy where peple culdn’t find him. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
It was nt easy t sneak him ut f his cp withut catching the attentin f ur parents, thugh. Fr several days, we wrked n an escape plan, and finally decided that we wuld build a small shack in the wds and keep Timthy there. One day, when Chris begged ur parents t drive him t the mall, I tk Timthy t the shack we had built and left enugh water and fd fr him. When they came back, I tld my parents, while sbbing, that a fx must have gt Timthy because he was nwhere t be fund.
With Timthy gne, Uncle Hward prvided the turkey n Thanksgiving. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My brther and I bth felt very prud f urselves after Thanksgiving. Had we dne nthing, Timthy wuld have spent the hliday in ur bellies. But at the same time, a sense f guilt came ver us. We decided t be hnest with ur parents. After listening t ur stry, t ur great surprise, Dad wasn’t angry. Instead, he seemed t knw that kids d crazy things as they grw up. Nt nly were we nt punished, but als we were given the respnsibility t take care f Timthy frm that day n.
比赛收获类的文本核心是“报名参赛(目标驱动)—备赛挑战(能力不足 / 心态波动)—赛场突破(应对突发 / 超越自我)—结果揭晓(获奖 / 未获奖)—深度收获(技能提升 / 心态成熟 / 认知转变)” 的完整链条,解题需聚焦 “备赛细节”“赛场冲突” 与 “价值感悟”,具体步骤如下:
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。17-year-ld Lily had never jined any public speaking cmpetitins befre. When her English teacher encuraged her t sign up fr the city’s “Yuth Speech Cntest” (theme: “My Her”), she hesitated—she was shy, and the thught f standing n a big stage in frnt f hundreds f peple made her hands sweat. Hwever, her teacher patted her shulder and said, “Curage isn’t the absence f fear, but acting despite it. Yu’ll gain mre than yu think.”
With her teacher’s encuragement, Lily decided t try. She spent every evening after schl practicing her speech, which was abut her grandma—a dctr wh had wrked n the frntline f fighting illnesses. But n the day f the cntest, as she waited backstage, her heart raced. She kept repeating her lines, but suddenly, she frgt the next sentence.段首句:Paragraph 1: Just then, a girl with a bright smile walked up t her.Paragraph 2: When the hst annunced Lily’s name, she tk a deep breath and walked nt the stage.
【技法运用】1. 要素提炼与脉络梳理核心要素:主角(Lily):从 “害羞胆怯” 到 “勇敢自信” 的成长,收获勇气与友谊;关键人物(微笑女孩):比赛中的温暖支持者,推动 Lily 克服紧张;触发事件(忘词 + 女孩鼓励):成长转折点,让 Lily 从 “慌乱” 转向 “坚定”;主题(比赛收获):比赛的意义不仅在于输赢,更在于突破自我、收获温暖与成长。
脉络梳理:矛盾(Lily 的胆怯 vs 比赛的挑战)→ 危机(赛前忘词)→ 转机(女孩鼓励)→ 行动(勇敢登台,完成演讲)→ 收获(突破自我,赢得认可与友谊)。
2. 段首解码与情节设计(1)Paragraph 1 段首解码:“Just then, a girl with a bright smile walked up t her”设计思路:聚焦 “危机中的温暖支持”,为 Lily 的勇敢突破埋下伏笔,体现 “收获友谊” 的主题。情节细节:① 女孩的主动关怀:看出 Lily 的紧张,分享 “自己也曾忘词,深呼吸能缓解” 的经验(如 “The girl nticed Lily’s shaky hands and said, ‘I frgt my lines last year t—try taking three slw breaths; it wrks!’”);
② 女孩的暖心举动:递上一瓶温水,轻声重复 Lily 演讲的关键句(“She even whispered the first line f Lily’s next paragraph, helping her recall the rest”);③ Lily 的心理变化:从 “慌乱焦虑” 到 “逐渐平静”,内心生出 “不能放弃” 的决心(“Her kindness made Lily realize—she wasn’t here just t win, but t challenge herself”)。
(2)Paragraph 2 段首解码:“When the hst annunced Lily’s name, she tk a deep breath and walked nt the stage”设计思路:聚焦 “自我突破的实践”,通过演讲过程与结果,呈现 Lily 的成长与收获,强化主题。情节细节:① 演讲中的小细节:看到台下女孩与老师的微笑,紧张感消散,自然融入情感(“When Lily lked at the girl and her teacher, wh were smiling at her, her vice stpped shaking—she talked abut grandma’s stries like she was chatting with friends”);
② 比赛结果:虽未获一等奖,但赢得 “最具感染力奖”,台下掌声热烈(“She didn’t get first place, but the ‘Mst Inspiring Speaker’ award felt even mre precius”);③ 赛后收获:这次比赛不仅让Lily收获了奖励,更收获了做自己的勇气(this cntest didn’t just give her a prize—it gave her the curage t be herself),点明 “比赛收获远超奖项” 的主题。
3. 细节填充(1)心理细节:Paragraph 1 中 Lily“指尖冰凉,反复攥紧衣角” 的紧张,到 “接过温水时,指尖传来的暖意让心跳慢了下来” 的平静;Paragraph 2 中 “看到熟悉的微笑,喉咙里的紧张感像被风吹走” 的放松,让情感变化更细腻。(2)动作细节:女孩 “轻轻拍了拍 Lily 的胳膊”“用手指在手心写‘加油’”,Lily 登台后 “双手自然垂在身侧,不再紧紧握拳”,通过小动作传递温暖与自信。
(3)环境细节:后台 “嘈杂的人声中,女孩的声音像一阵清风”,舞台 “聚光灯下,台下观众的脸庞模糊却充满期待”,用环境烘托情绪,让场景更真实。
4. 主题升华(紧扣 “比赛收获”)(1)浅层收获:完成演讲,获得奖项,收获新朋友;(2)深层收获:突破自我胆怯,理解 “勇气是带着恐惧前行” 的含义,明白 “比赛的价值在于过程中的成长,而非单纯的输赢”;(3)升华方式:通过 Lily 的内心独白或老师的评价,直接点出主题,让 “比赛收获” 更有深度。
【参考范文】Just then, a girl with a bright smile walked up t her. “Yu lk nervus—are yu in the speech cntest t?” she asked, her vice sft. Lily ndded, her fingers cld as she twisted the crner f her dress. “I frgt my lines,” she whispered, eyes dwncast. The girl sat next t her and handed her a bttle f warm water. “I get it—I frze n stage last year!” she laughed. “Try this: take three slw breaths, and think abut why yu’re here. Fr me, it’s my mm, wh always tells me t be brave.” She then leaned in and whispered the first line f Lily’s next paragraph. As Lily repeated it, the blurry wrds in her mind suddenly became clear. “Thank yu,” Lily said, feeling the warmth frm the water spread t her chest.
When the hst annunced Lily’s name, she tk a deep breath and walked nt the stage. The bright lights made her blink, but she quickly sptted the girl and her teacher in the crwd—bth were grinning and giving her thumbs-up. Lily tk the micrphne, and instead f rushing int her lines, she paused and smiled. “Tday, I want t talk abut my grandma, a dctr wh fught illnesses t prtect thers,” she said, her vice steady. She tld stries f grandma staying up late t help patients, and hw grandma nce said “kindness and curage g hand in hand.” When she finished, the audience cheered ludly. Later, she gt the “Mst Inspiring Speaker” award. The girl ran ver t hug her,“Yu were amazing!” As Lily lked at her award and the girl’s smile, she thught that this cntest didn’t just give her a prize—it gave her the curage t be herself.
陷阱1:偏离 “比赛收获” 主题。陷阱2:情节逻辑不连贯。陷阱3:主题升华生硬。
(2024·广东广州部分中学高三联考)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。Outside the BxThe Harvestfest cntest was falling n Friday and everyne in schl was talking abut it. All the students wuld shw up in their self-made cstumes and a winner wuld be chsen by the principal.
“D yu have yur cstume fr the Harvestfest cntest?” Alice asked. “I’m ging as a chclate bar. My mm and I have been wrking n it all week.”“Yeah, I have a cstume,” said Jrdan Eastman, ppping up the tw frnt wheels f his wheelchair as he waited fr his dad t pick him up. “But it’s bring.”“Why? What is it?” Alice asked.
“MaxMag the superher, but Danny, Tm and Izzy are all ging as MaxMag t.” Jrdan shk his head. “That’s t many t stand a chance at winning the cntest.” He waved t his dad, wh had just pulled up in frnt f the schl.Jrdan rlled his wheelchair tward his dad, and Alice walked with him t the minivan.“Maybe yu shuld g as smething else.”“The cntest is Friday night.” Jrdan sighed. “It’s t late t change cstumes.”
“Jrdan, yu have t think utside the bx. Lk arund yur huse and see what yu have. There’s hidden ptential in everyday items.” She tk a sip f her drink, and tld Jrdan that her chclate-bar cstume was made frm ld fabric her mm had lying arund and recycled plastics.
On his way hme, Jrdan was quiet. He kept thinking abut Alice’s wrds:Think utside the bx. There’s hidden ptential in everyday items. When he gt hme, he fund his mm handling with sme wden pieces. She was putting a new desk tgether. On tp f the desk was the huge empty cardbard bx the pieces had cme in. Mm smiled at Jrdan, pinting at the desk, “What d yu think?”注意:1.续写词数应为150左右;2.请按如下格式作答。
【语篇概述】本文以人物为线索展开,讲述了收获节比赛将在下周五举行,学校里的每个人都在谈论它。所有的学生都会穿着自制的服装出现,获胜者将由校长选出。Jrdan在Alice的启发下,用纸板装饰了自己的轮椅。
Jrdan’s eyes fell n the bx and he smiled, “It’s my wheelchair.” _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Realizing Mm was cnfused, he quickly added, “That’s a cl desk, Mm. But can I have the big bx fr the Harvestfest cntest?” He then explained excitedly hw t turn it int a mbile refrigeratr. “Brilliant! Yu will definitely be the superher f the party, serving peple their favurite drinks,” Mm exclaimed with a brad smile. In the fllwing days, his pririty after schl was designing and making the new cstume, fixing it t his wheelchair and carefully crafting a dr. Finally, he even prepared sme sft drinks t surprise his friends.
Sn it was Friday night, and Jrdan culdn’t wait t shw his cstume. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When he wheeled himself in as a mbile refrigeratr, he heard admiring exclamatins, guessing abut wh it wuld be. Jrdan felt an increasing sense f pride and satisfactin. When he sptted a chclate bar, he quickly mved twards it, stpped just several inches in frnt and quickly pened the dr. “Jrdan, it’s yu!” Alice cried ut. Jrdan passed her favurite drink t her. “Thank yu, Alice. That’s an idea utside the bx.” That night, althugh he didn’t win the best cstume award frm the principal, Jrdan felt like the real MaxMag: his bdy and sul were n lnger cnfined t the wheelchair. And he came t realize, there is hidden ptential in everyday items, and s it is with every individual.
人与自然类文本核心是 “接触自然(观察 / 救助 / 共生)—互动深化(陪伴 / 守护 / 适应)—情感共鸣(感动 / 敬畏 / 成长)—自然启示(生命意义 / 生态价值)” 的完整链条,解题需聚焦 “自然细节”“情感互动” 与 “价值升华”,具体步骤如下:
原文核心要素人物:小学生 Tm、妹妹 Lucy、妈妈。自然载体:一群迷路的小鸭子(鸭妈妈不见了,小鸭子在公园池塘边团团转,其中一只腿有点跛)。互动背景:周末下午,Tm 和 Lucy 在公园玩耍,妈妈在不远处看书,天色渐暗,小鸭子还在原地鸣叫。核心矛盾 / 联结点:矛盾——小鸭子迷路找不到妈妈,天色暗下来有安全隐患,Tm 想带它们回家,妈妈担心 “鸭妈妈会回来找孩子”;联结点——Tm 决定留在公园帮小鸭子找妈妈。
段首句:Paragraph 1: Tm thught f a way t help the little ducks.Paragraph 2: Just as Tm was abut t give up, he heard a familiar quacking sund.
【技法运用】1.要素提炼与脉络梳理:精准抓住 “迷路的小鸭子”(自然载体)、“Tm 用红围巾引导小鸭子找妈妈”(连接点)、“天色渐暗”(背景)、“妈妈从旁观到支持”(矛盾化解),情感线从 “Tm 的焦急”→“兄妹协作的专注”→“看到母子团聚的感动与成长”,符合 “自然联结链”。2.段首解码与情节设计:第一段承接“Tm 想到帮助方法”,通过 “借红围巾→引导鸭子→妹妹撒面包→妈妈打手电筒” 的细节,体现 “克服阻碍(天色暗、小鸭子胆怯),建立深度联结”;第二段衔接 “听到熟悉的叫声”,以 “鸭妈妈出现→母子团聚→回家路上的感悟” 完成 “联结结果与启示”。
3.细节填充:用 “waved the scarf gently”“limped alng”(动作细节)、“sun setting, painting the sky pink”“stars”(环境细节)、“Mm said, ‘They just needed a little help’”(语言细节)、“Tm’s hands gt tired but slwed dwn”(情感细节),让人与自然的互动更真实可感,避免空泛叙述。主题升华:结尾以 “Nature is like a big family—we need t lk ut fr each ther” 的感悟句,紧扣 “人与自然相互守护” 的主题,且呼应 “红围巾”“面包屑”“手电筒” 等原文线索,自然不生硬,同时传递了朴素的环保与生命尊重意识。
【参考范文】Tm thught f a way t help the little ducks. He ran t his mm and said, “Mm, can we use yur red scarf? The ducks might fllw a bright clr!” Mm smiled and handed him the scarf. Tm tied it t a stick and waved it gently in frnt f the ducks. The injured little duck hesitated at first, but when the thers waddled tward the scarf, it limped alng t. Lucy fllwed behind, hlding a bag f bread crumbs she’d saved frm lunch, and scattered a few n the grund t encurage them. They walked slwly—Tm waved the scarf step by step, Lucy kept drpping crumbs, and the ducks quacked sftly as they fllwed. The sun was setting, painting the sky pink, and Mm walked beside them, hlding a flashlight t light the path. Tm’s hands gt tired frm hlding the stick, but when he saw the crippled duck struggling t keep up, he slwed dwn even mre.
Just as Tm was abut t give up, he heard a familiar quacking sund. It was lud and urgent, cming frm the ther side f the pnd. Tm waved the red scarf faster, and the little ducks suddenly perked up, quacking back. Sn, a brwn duck flew ver and landed in frnt f them—it was the mther duck! The little ducks rushed t her, and the mther duck nuzzled each f them, especially the injured ne. Tm and Lucy stepped back, watching them huddle tgether. Mm put her arm arund the kids, “See? They just needed a little help t find their way.” On the walk hme, Lucy said, “I hpe the little duck gets better.” Tm ndded, “Next time we cme, we can bring mre bread—and check if they’re kay.” Lking up at the stars, Tm thught, “Helping the ducks wasn’t hard, but it made me feel like I did smething imprtant. Nature is like a big family—we need t lk ut fr each ther.”
陷阱1:互动细节空洞,缺乏 “真实联结”。陷阱2:情感变化断层,忽视 “双向成长”。陷阱3:脱离原文逻辑,新增 “奇幻情节”。陷阱4:主题升华跑偏,脱离 “自然启示”。陷阱5:人物行为不符逻辑,忽视 “自然规律”。
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。A Midnight RescueIt was nt uncmmn t carry ut tasks at night as rescuers. Harry and David were infrmed f their task when it was nearly midnight. It was urgent s there was n time t hesitate. They headed int the frest.
The frest was black and silent. A little way int it they reached a frk in the earth path. Harry and David tk the left path. They walked in silence, their eyes n the grund, watching ut fr the traps like big pits(坑)set by the illegal hunters. Every nw and then a ray f mnlight thrugh the branches abve lit a spt f scarlet(猩红的)bld n the fallen leaves.
David saw that Harry lked very wrried, asking, “Culd Unicrn be hurt that badly?” Harry answered, “If we can’t find it as sn as pssible, it desn’t stand much chance t survive.” Of curse, Unicrn was nt the animal in fairy tales but the nickname f a 3-year-ld elephant, the last wild elephant in this frest. The nickname was given by the bidiversity rescuers wh were prtecting every member in this frest. They knew Unicrn was bedient and nt afraid f human beings and that smetimes put it in danger. “Withut it, the frest was nt cmplete. Thse illegal hunters shuld be thrwn int prisn.” Harry thught, carrying his first aid kit(急救箱)n his back and walking frward with his flashlight.
It seemed that thick fg wuld cme at any time, which wuld increase the danger. Harry hurried int the heart f the frest with David. They walked fr nearly half an hur, deeper and deeper. There were bld splashes(血迹)n the rts f a tree, as thugh the pr creature had been struggling arund in pain clse by. “We must hurry up”, said Harry.注意:1.续写词数应为150左右;2.请按如下格式作答。
【语篇概述】本文以时间为线索展开,讲述了两位生物多样性救援人员哈利和大卫在半夜接到任务前去搜寻并营救森林里唯一的一头野生大象的故事。
Hwever, it was really nt easy fr them t find it.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
That’s because thick fg came, cvering almst everything. They had t bend dwn t search fr clues like bld splashes r ftprints, which made them walk mre slwly, their ears sharper than usual. Suddenly, the rescuers heard painful rars and in frnt f them lay the yung elephant. “Lk! Unicrn!” Harry rushed frward, crying excitedly. It lked exhausted because a wund n its left frnt leg was bleeding badly.
Withut delay, Harry knelt dwn t d first aid n its wund with David hlding the flashlight. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Frtunately, everything needed was available in the first aid kit. Calmly and skillfully, Harry began treating Unicrn immediately, and it seemed mre bedient than befre. As an experienced rescuer, it didn’t take much time fr Harry t stp the bleeding. And after a while, Unicrn was able t stand up and walk away. It was rescued! Waving gdbye t it, Harry and David felt relieved. At this mment, the whle frest wke up—the mnlight fading while the winds sang a welcme t the dawn.
误会冲突类文本的核心是“信息偏差引发误会—矛盾激化 / 情感疏离—关键线索浮现—真相澄清—关系修复与情感升华” 的完整链条,解题需紧扣 “细节铺垫”“情感转折” 与 “逻辑闭环”,具体步骤如下:
原文核心要素人物:高中生 Mia(成绩中等,渴望提升英语)、同桌 Alex(英语学霸,平时沉默寡言,最近常躲着 Mia 看笔记)误会触发:Mia 发现 Alex 每次英语课后都会把笔记本藏进书包,一次偶然看到笔记本上写着 “Mia 易错点”,却没看清下文,误以为 Alex 在偷偷记录自己的错误嘲笑,从此不再主动问 Alex 题目。潜在线索:Alex 曾问过 Mia 的英语错题本,最近放学后常留在教室,书包里有本崭新的英语语法书。
段首句:Paragraph 1: One afternn, Mia frgt her English textbk in the classrm and had t g back fr it.Paragraph 2: When Alex turned arund and saw Mia, he frze fr a secnd, then quickly clsed the ntebk.
【技法运用】1.要素提炼与脉络梳理:精准抓住 “Mia 误以为 Alex 嘲笑自己”(误会核心)、“笔记本上的‘Mia 易错点’”(触发事件)、“个性化笔记与语法书”(潜在线索),情感线从 “Mia 的愤怒疏离”→“看到笔记后的疑惑动摇”→“真相后的愧疚温暖”,符合 “误会化解链”。2.段首解码与情节设计:第一段承接 “Mia 回教室拿课本”,通过 “看到 Alex 写笔记→偷听自语→偷看笔记发现真相” 的情节,完成 “线索浮现与误会动摇”;第二段衔接 “Alex 发现 Mia”,以 “Mia 道歉→Alex 解释→赠送礼物→共同学习” 完成 “真相澄清与关系修复”,严格遵循 “化解三阶” 设计。
3.细节填充:用 “heart sank”“eyes widened”(心理细节)、“pen scratching paper”“sun setting”(环境细节)、“stammered, his ears turning red”(动作神态细节)、“I nticed yu’ve been struggling...”(语言细节),让误会的产生与化解更真实可感,避免空泛叙述。4.主题升华:结尾以 “smetimes, what we see is just a part f the truth—and jumping t cnclusins can make us miss the kindness arund us” 的感悟句,紧扣 “沟通与避免主观臆断” 的核心,且呼应 “笔记本”“语法书” 等原文线索,自然不生硬。
【参考范文】One afternn, Mia frgt her English textbk in the classrm and had t g back fr it. The sun was setting, and the classrm was quiet except fr the sund f a pen scratching paper. As she walked tward her desk, she saw Alex sitting in her seat, bent ver a ntebk—his “secret” ntebk. Her heart sank: he was still writing abut her mistakes. She was abut t leave quietly when she heard Alex mutter t himself, “Let me add this grammar pint—Mia gt cnfused abut it last week.” Curisity gt the better f her, s she peeked ver his shulder. T her surprise, the ntebk was filled with clear ntes, “Mia’s weak area: past perfect tense” fllwed by examples, and “Useful tips fr Mia: hw t remember vcabulary”. There was even a sticky nte with “Ask Mia if she needs help tmrrw” written n it. Mia’s eyes widened—she had been s wrng abut Alex.
When Alex turned arund and saw Mia, he frze fr a secnd, then quickly clsed the ntebk. “ was just...” he stammered, his ears turning red. Mia walked ver and sat dwn beside him, her vice sft,“Alex, I’m s srry. I thught yu were laughing at my mistakes, but yu’ve me.” Alex scratched his head and pened the ntebk again, “I nticed yu’ve been struggling with English, s I wanted t make a persnalized nte fr yu. I was ging t give it t yu after the test.” He then pulled ut the new grammar bk frm his bag, “This is fr yu t—it has all the pints yu find hard.” Mia tk the bk and the ntebk, her eyes wet. “Thank yu,” she said. Frm that day n, they studied English tgether every afternn. Mia learned that smetimes, what we see is just a part f the truth—and jumping t cnclusins can make us miss the kindness arund us.
陷阱1:误会化解空洞,缺乏 “关键线索”。陷阱2:情感转折突兀,忽视 “心理过渡”。陷阱3:脱离原文线索,新增 “无关情节”。陷阱4:主题升华跑偏,脱离 “误会本质”。陷阱5:人物行为不符逻辑,细节失真。
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 ne f thse sunny mrnings when merely breathing seemed t be an event wrth celebrating. I was in a particularly gd md as my mther had just given me RM400(马来西亚币)fr my daily expenses during the week that she wuld be away with my father in China t visit her sick grandaunt. I was wndering if I survived n bread and butter the whle week, I wuld have RM300 t buy the latest cmputer games! It was certainly a great way t begin the day.
As I neared the classrm,I heard a lud nise cming frm it and quickly rushed in. My classmates were gathered arund Tmmy’s table as he searched thrugh sme persnal items. Tmmy had always been a ppular by in class. Nt nly was he bright and well-mannered, but he als came frm a wealthy family that prvided him with all he culd ask fr.
My classmates tld me that Tmmy had lst the mney that he had brught as a dnatin t the welfare hme that we were suppsed t visit that afternn. Understanding the situatin, I suggested that we rganize a search arund the classrm and infrm the class teacher as sn as pssible. In n time, Miss Sh rushed t the classrm. She decided t run a search thrugh everyne’s bag. We quickly std by ur tables and emptied the cntents f ur bags nt the table. When it came t my turn, I tk ut all my pssessins. As Miss Sh tk ut the RM400 frm my wallet, the class fell int a shck.
Up till then, I had n idea that the amunt lst was exactly RM400. Everyne stared at me in hrrr. Miss Sh was pleased that her effrts had brne fruit. In a lud vice, she demanded t knw where the mney had cme frm. I tld her the truth, but she appeared nt t have heard anything that I had said. She claimed ludly that I was the thief, because my family was pr and culd nt pssibly affrd t give me RM400.注意:1.续写词数应为150左右;2.请按如下格式作答。
【语篇概述】本文以人物为线索展开,讲述了作者的父母外出远行,给作者留下了RM400当生活费,但是同学Tmmy丢了钱,恰好是RM400,于是Sh认为是作者拿了Tmmy的钱的故事。
Her cruel wrds cut me deeply.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Never befre in my life had I been s verwhelmed with such grievance and helplessness that I std there mtinless. All my classmates were shaking their heads at me, ttally cnvinced f the teacher’s claims.Driven by a strng inner vice prtesting my inncence, I made the last attempt, declaring firmly, “I am nt the thief!” Unsurprisingly, it didn’t wrk. Feeling dizzy n the spt, I grabbed my bag, dashed ut f the classrm and headed hme with tears in my eyes. The entire week was spent in a state f cnfusin, I kept t myself a lt, chsing nt t talk t anyne.
A week later, when taking Miss Sh’s class, Tmmy suddenly fund the neatly flded RM400 slip ut f his ntebk.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Seeing the mney, he frze in puzzlement. He picked it up immediately, lst in thught. After a while, Tmmy put up his hand, signaling t say smething urgent. Miss Sh stepped ff the platfrm and came up t Tmmy. “What’s the matter, Tmmy?” she asked with cncern. “Miss Sh, here is my RM400,” he murmured. On hearing that, all my classmates were shcked, breaking int whispers. I, wh had been wrnged by the teacher, sat still in the chair, anticipating smething. Then bth Miss Sh and Tmmy apprached me t say “SORRY”. It was their sincere aplgy and Miss Sh’s tender embrace that erased the shadw envelping me all thse days.
励志梦想类文本核心是 “确立梦想—遭遇现实冲击(能力短板 / 外界否定 / 资源匮乏)—主动坚守(积累 / 调整 / 突破)—梦想落地(阶段性实现 / 方向明晰)—感悟梦想意义” 的完整链条,解题需聚焦 “梦想细节”“行动轨迹” 与 “精神升华”,具体步骤如下:
原文核心要素人物:“我”(初中生陈明,热爱足球,梦想加入市青少年足球队)、爸爸(曾是足球运动员,因伤退役,对陈明的梦想既支持又担忧)。核心梦想:通过市青少年足球队选拔,未来成为职业足球运动员。现实阻碍:陈明在一次训练中拉伤膝盖,医生建议暂停训练一个月,而选拔仅剩两周;爸爸担心他再次受伤,劝他 “梦想可以换条路”。支撑力量:爸爸珍藏的旧足球(上面有退役队友的签名)、爸爸曾教的 “控球技巧”、陈明的训练日记(记录每次训练的进步)。
段首句:Paragraph 1: I stared at the ld ftball n the desk, my knee still aching.Paragraph 2: On the day f the selectin, I walked nt the field with the ld ftball in my bag.
【技法运用】1.要素提炼与脉络梳理:精准抓住 “加入市青少年足球队”(核心梦想)、“膝盖受伤+选拔临近+爸爸担忧”(现实阻碍)、“旧足球+爸爸的指导+训练日记”(支撑力量),情感线从 “陈明的沮丧”→“受爸爸启发重拾动力”→“选拔时的谨慎与坚定”→“入选后的感恩与领悟”,符合 “梦想成长线”。2.段首解码与情节设计:第一段承接 “盯着旧足球”,通过 “看签名与日记→爸爸送冰袋并分享经历→两周针对性训练(控球、看视频、康复)” 的情节,完成 “从沮丧到智慧坚守”的转变;第二段衔接 “选拔当天”,以 “谨慎运用技巧→精准发挥→教练认可→与爸爸分享” 完成 “梦想进阶与主题升华”。
3.细节填充:用 “flipping t the page”“demnstrated ball cntrl skills”(动作细节)、“ice pack”“match vides”(环境细节)、“Dad said, ‘Use yur feet t feel the ball’”(语言细节)、“tear drpped n the paper”“eyes wet”(心理细节),让梦想坚守过程更真实可感,避免空泛叙述。4.主题升华:结尾以 “Dreams aren’t abut never getting hurt r never failing. They’re abut getting back finding smarter ways t keep ging” 的感悟句,紧扣 “梦想需智慧坚守” 的核心,且呼应 “旧足球”“爸爸的指导”“训练日记” 等原文线索,自然不生硬。
【参考范文】I stared at the ld ftball n the desk, my knee still ached. The signatures n it—Dad’s teammates’ names—seemed t shine. I pened my training diary, flipping t the page where I wrte,“One day, I’ll play n the same field as Dad did.” A tear drpped n the paper. Just then, Dad kncked and came in, hlding an ice pack. “I knw yu’re sad,” he said, putting the ice pack n my knee. “But when I was yur age, I brke my ankle befre a big game. I thught my dream was ver—until I learned t train smarter.” He picked up the ld ftball and demnstrated ball cntrl skills,“Use yur feet t feel the ball, nt just yur strength. Yur knee may be hurt, but yur skills dn’t have t be.” Fr the next tw weeks, I fllwed Dad’s advice. I sat n the sfa practicing ball cntrl with my gd leg, watched match vides t study strategies, and did gentle knee exercises. Every night, I held the ld ftball, feeling its texture as I imagined myself n the field.
On the day f the selectin, I walked nt the field with the ld ftball in my bag. My knee still hurt a little, but I tk a deep breath and jined the ther bys. When the cach blew the whistle, I didn’t rush t run—instead, I used the slw ball cntrl skills that Dad taught me. I passed the ball accurately, avided tackles by mving quickly but carefully, and even managed t scre a gal with a gentle kick. The cach ndded as he watched. After the selectin, he called me ver, “Yu’re nt the fastest, but yu’re the mst thughtful player ut there. We want yu n the team.” I pulled ut the ld ftball and shwed it t Dad, wh was standing by the sidelines. He smiled, his eyes wet. “I knew yu culd d it,” he said. Hlding the ftball, I thught, “Dreams aren’t abut never getting hurt r never failing. They’re abut getting back up, even when yur knees ache—and finding smarter ways t keep ging.”
陷阱1:梦想过程空洞,缺乏 “针对性行动”。陷阱2:情感转折突兀,忽视 “从沮丧到坚定的过渡”。陷阱3:脱离原文资源,新增 “不合理助力”。陷阱4:主题升华跑偏,脱离 “梦想本质”。陷阱5:人物行为不符逻辑,忽视 “梦想的现实性”。
(2024·广东佛山重点高中高三模考)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 Dylan was just seven years ld, he mved t the United States with his mther, Khadine, and his twin yunger brthers. The family hped that their new hme wuld allw them t start ver and find success. Hwever, their dream didn’t wrk ut exactly as they imagined it wuld.
Life as a single mther supprting three kids is incredibly difficult, but Khadine had a particularly difficult time after her twin sns had been diagnsed with serius heart cnditins. As a result, the bys suffered frm dangerus symptms and required 24-hur care. As Khadine had t wrk three jbs t supprt her family financially, it became Dylan’s respnsibility t lk after his yung brthers. T relieve Mm’s stress, Dylan als fund a part-time jb at a recreatin center.
While Dylan never cnsidered his family t be a burden t him, seeing his mther and brthers becme vulnerable (脆弱的) made him determined t plan his future ut crrectly. He believed educatin was the nly way ut f their struggle, s he made a prmise t his mther that he wuld be the first ne in the family t g t cllege. Fr that prmise, Dylan made use f each and every minute t study while taking care f his brthers. He sn became an hnr student at Henry High Schl and tk several advanced classes t keep his grades up. The Cllege f New Jersey was his tp chice. He was determined t put that admissin letter in his mther’s hands.
Hwever, weeks befre Dylan’s cllege entrance exam, bth his family and his determinatin were tested again when Khadine fell ill and was unable t wrk fr a while. Sn, the bills became unmanageable and the landlrd evicted (驱逐) Dylan’s family after Khadine culdn’t pay the rent. The family had n chice but t live in the shelter. The place wasn’t an ideal place t study. It was ften nisy and crwded, and the lights wuld g ut at a certain time after 11 p.m. 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。
【语篇概述】本文以人物为线索展开,讲述了Dylan和母亲Khadine及双胞胎弟弟一起搬到美国,希望有新的开始,但是生活却过得不如意。双胞胎弟弟有严重的心脏病,Khadine需要打工赚钱,Dylan负责照顾弟弟,Dylan相信教育是他们摆脱困境的唯一出路,所以他向母亲承诺,他将是家里第一个上大学的人,他刻苦学习,但在Dylan大学入学考试的几周前,他家因为付不起房租而不得不住在收容所,但那并不是一个学习的好场所。
But Dylan cntinued t fllw his dream. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
During his time at the shelter,Dylan had t g t wrk at the recreatin center after schl. He then hurried back t the shelter at 9 p.m. s that he culd d his hmewrk fr tw hurs befre the lights were ff. The nise didn’t bther him as he was fcused n his studies and the prmise that he had made t his mther. This cntinued until he finally finished the entrance exam and submitted the applicatin t his dream cllege.
Weeks after his applicatin, an envelpe carrying gd news arrived.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
It was the admissin letter frm the Cllege f New Jersey! All f Dylan’s hard wrk prved t be wrthwhile. In great excitement, he rushed back t the shelter and handed the letter ver t his mther, wh cried ut f jy. Ging thrugh hmelessness let the family knw that there wuld always be bstacles, but nw with Dylan’s great news, the future lks much brighter than befre.