高考英语二轮-读后续写话题之人性品德类（题型专练）（全国通用）（学生版）

这是一份高考英语二轮-读后续写话题之人性品德类（题型专练）（全国通用）（学生版），共46页。试卷主要包含了 觉察， 交战， 践行， 新生， 句式用途等内容，欢迎下载使用。
主题解读
人性品德类故事是高考读后续写的核心题材。与单纯描述技能提升或目标达成的故事不同，这类故事的内核在于 “道德勇气的萌发与践行”。它描绘一个普通个体，如何在面对由自身或环境造成的道德困境时，经历内心的激烈交战，最终选择听从良知的召唤，并通过一个具体而艰难的正确行动，完成从“逃避自保”到“主动担当”的角色转换。这一过程不仅修复了外部关系的裂痕，更在主人公内心构建起关于诚信、责任、勇气与联结的永恒基石，实现了人格的淬炼与升华。
这类故事的叙事脉络，无论具体情节如何，通常都遵循一个从 “道德困境”到“人格新生” 的经典叙事弧光：
1. 觉察：困境的显现与内心的不安
故事始于一个道德困境的显现。这可能表现为自身过错的暴露风险（如打碎物品、误拿他物）、未尽责任的后果浮现（如爽约影响他人）、目睹不公的现场（如欺凌发生），或人际关系陷入僵局（如冷战、误解）。主人公对这个“困境信号”的觉察，构成了故事的情感启动器。这种觉察带来最初的不安、焦虑或内疚，是道德意识苏醒的第一缕微光。
2. 交战：勇气的试炼与良知的内战
这是情节的发动机与灵魂。一个具体的内心拷问打破平静：“我要不要说出口？”、“我要不要站出来？”、“我要不要承担？”、“我要不要先伸手？”。这个抉择是善与怯、利他与利己、短期安逸与长期心安的激烈交锋。顾虑是真实而沉重的（惩罚、嘲笑、麻烦、丢脸、被拒绝），但最终，一种更深层的内在力量——对真诚的渴望、对责任的认知、对正义的信守，或对关系的珍视——逐渐压倒了逃避的冲动。这场“心灵内战”的胜负，决定了人格的走向。
3. 践行：勇气的浇筑与具体的行动
这是续写的核心。重点在于刻画 “从艰难抉择到坚定行动” 的转化过程。
行动的具象化：描写具体、细微甚至带着颤抖的行动。不是空洞的决心，而是一次当众的坦白、一份写满道歉的纸条、一声制止欺凌的呐喊、一次主动的交谈或一个笨拙的帮忙。行动越具体，品德越可感。
情感的互动与深化：刻画相关方（受损害者、旁观者、对立者）从惊讶、怀疑到接受、释然乃至敬佩的情绪变化，以及行动者本人从紧张、决绝到如释重负、内心坦荡的心理体验。过程中往往伴随着误解的消融、真诚的流露与彼此的理解。
双向的照亮：行动者并非单向的“付出者”。在践行道德勇气的过程中，他/她收获了内心的平静、自我的尊重、他人的信任，甚至对手的敬意，从而完成了对自身价值观的深刻确认与强化。
4. 新生：价值的确认与人格的锚定
故事的结尾，行动本身可能只是一个节点，但其引发的人格回响却深远悠长。它指向一种终极价值的确认：道德勇气是人格的压舱石。 主人公领悟到的，不仅是对某个具体品德（诚、责、勇、和）的实践，更是一种深刻的生命信念：面对困境时选择听从良知、肩负责任、伸出援手，这不仅能修复外部世界的小小裂痕，更能让内在的自我变得坚实而完整。这份领悟，往往化为一种坚定的眼神、一种挺直的脊梁，或一个在未来继续如此行事的、平静而确定的内心承诺。
常见情节&主题句式
考向01 抉择·守诚之锚
一、 常见情节与主题归纳
这类故事的核心情节是：主人公因意外或疏忽，犯下了一个可能（或已经）对他人造成损害、且自身能轻易隐瞒的过错。面对一个清晰的“良心危机”，主人公内心经历从恐慌、侥幸、挣扎到最终选择坦白真相的转变。这一“艰难的开口”，成为了锚定其人格诚信、重获内心平静与外部信任的基石。
常见情节：
1. 物品损坏与误认：打碎学校/他人的贵重物品（显微镜、画架、纪念品），慌乱中隐瞒或导致他人被误会；不小心刮蹭他人车辆，现场无人看见。
2. 误拿与不当得利：误将他人重要物品（奖牌、作业、有纪念意义的物件）装入自己包中；因他人误解（如价格、数量）而意外多收了钱或多拿了东西。
3. 谎言暴露与秘密重压：为逃避责任（如志愿活动、过失）对朋友或师长撒谎，但目睹对方依然坚守承诺或承受压力；长期隐瞒一个对他人有影响的真相（如打碎某物让朋友背锅），内心备受煎熬。
4. 考试/竞争中的诚信考验：面对可以轻易作弊而无人知晓的机会（如传递的答案、无人监考的漏洞），内心在成绩压力与诚信原则间挣扎。
核心主题：故事旨在刻画 “从逃避到担当”的良知觉醒。核心是展现人性在面对过错时的本能恐惧与道德勇气的博弈。成长的标志在于能够战胜“隐瞒自保”的短期诱惑，选择承受“坦白负责”的短期压力，从而捍卫了人格的长期完整与清白。主人公认识到，真正的轻松，来自于无愧于心；最高的认可，来自于对真实的自己。
二、续写思路：聚焦“挣扎”与“坦白”
构思此类故事，关键在于真实、细腻地呈现主人公从“面对过错”到“坦白担当”的完整心理链条及行动过程。可遵循以下三步：
第一步：定位“过错性质”与“隐瞒诱因”
首先，明确原文中主人公所犯过错的具体性质（损坏、误拿、说谎、作弊可能）。同时，要明确主人公选择隐瞒的“诱因”与“便利条件”，如：现场无人目击、有他人可能被怀疑、坦白代价巨大（赔偿、责罚、丢脸）、隐瞒轻而易举。
第二步：设计“煎熬触发”与“心理转折”——这是续写的灵魂。
1. 煎熬来源具体化、持续化：良心的谴责不是抽象的，它必须通过具体的人、事、物不断“叩问”主人公。
视觉刺激：看到受损物品被珍惜的样子；看到被误会者失落、委屈的神情；看到他人因自己的谎言而奔波、付出。
听觉刺激：听到被误会者的辩解与不被信任的无奈；听到关于诚信、责任的话语（老师教导、旁人谈论、甚至无意广播）；内心自我谴责的声音越来越响。
情境压力：特殊时刻（如毕业告别、颁奖仪式、信任场景）让隐瞒显得格外卑劣；一个要求“坦诚”的集体活动（如写时间胶囊、分享感悟）形成道德情境。
2.内心挣扎过程化：详细刻画从“侥幸”到“崩溃”再到“决意”的心理过山车。不能直接跳到“我坦白了”，要展现痛苦的拉锯。例如：“没人知道，也许就过去了……” → “可他/她在替我受过/这东西对他那么重要……” → “我再也受不了这种偷偷摸摸的感觉了！” → “无论结果如何，我必须说出来。”
第三步：落实“坦白行动”与“结局升华”
1. 行动是勇气的证明：描写主人公坦白时的具体状态——可能是颤抖的声音、递出的纸条、当众的站立、或深夜的敲门。行动应体现其艰难与真诚。坦白的对象和场合（私下对当事人、公开对集体）需根据情节合理设计。
2. 结局要点明“锚定”的价值：结尾的升华不一定是获得完全原谅或免于责罚，而是强调“坦白”这一行为本身带来的根本性改变。
对内：如释重负的轻松感，胸膛中巨石落地的踏实，自我尊重的回归。“我终于可以直视对方的眼睛了。”
对外：可能获得谅解、尊重，或只是开启了解决问题的诚实通道。即使有后果，也是清晰、坦荡地面对，而非在谎言阴影下苟且。
主题：主人公领悟到，诚实是锚，能将漂浮不安的心，定在名为“坦荡”的港湾。 它失去的可能是暂时的安逸，赢回的却是长久的心安与完整的人格。
三、必备优秀句式
1. 句式用途：描写过错发生后，内心开始感到不安与心虚的瞬间。
句型结构：A sinking feeling settled in the pit f my stmach as I stared at ..., the reality f what I had dne (r hidden) beginning t dawn n me.
例句：A sinking feeling settled in the pit f my stmach as I stared at the lng scratch n the car dr, the reality f what I had dne and my initial impulse t flee beginning t dawn n me.
翻译：当我盯着车门上那道长长的划痕时，一种沉沦感在胃里蔓延开来，我所做的事以及最初逃跑的冲动，其后果开始让我清醒。
2. 句式用途：刻画良心持续受到拷问，隐瞒成为越来越重的负担。
句型结构：The secret, nce ……, nw felt like a heavy weight n my cnscience, grwing heavier with every ... (passing day/ sympathetic lk/ lie I had t tell).
例句：The secret, nce a cnvenient shield, nw felt like a heavy weight n my cnscience, grwing heavier with every grateful smile she gave me, unaware f the truth.
翻译：这个秘密，曾经是便利的盾牌，现在却像一块沉重的石头压在我的良心上，随着她每一次被蒙在鼓里而向我投来的感激微笑，变得越来越重。
3. 句式用途：表达在剧烈内心挣扎后，最终下定坦白决心的关键时刻。
句型结构：I knew I ……. The price f silence — the cnstant guilt, the erded self-respect — was far higher than ……...
例句：I knew I culdn't carry this any lnger. The price f silence — the cnstant guilt, the erded self-respect — was far higher than any cnsequence hnesty might bring.
翻译：我知道我再也无法承受这一切了。保持沉默的代价——那持续的内疚、被侵蚀的自尊——远高于诚实可能带来的任何后果。
4. 句式用途：描写坦白时，克服巨大心理障碍开口的瞬间。
句型结构：Taking a deep, shuddering breath, I frced the wrds ut befre my curage failed me, my vice barely abve a whisper. “There's smething I need t tell yu...”
例句：Taking a deep, shuddering breath, I frced the wrds ut befre my curage failed me, my vice barely abve a whisper. “There's smething I need t tell yu... It was me.”
翻译：我深吸一口气，颤抖着，趁着勇气尚未消失，强迫自己说出了那句话，声音轻如耳语：“有件事我必须告诉你……是我做的。”
5. 句式用途：描绘坦白后，无论外界反应如何，内心首先感受到的巨大解脱。
句型结构：As the wrds hung in the air, ……happened. ………., which I had carried fr s lng, began t lsen. …...
例句：As the wrds hung in the air, a surprising thing happened. The tight knt f anxiety in my chest, which I had carried fr s lng, began t lsen. I had finally set dwn the burden.
翻译：当话语悬在空中时，一件意想不到的事情发生了。那在我心中郁结已久、紧绷的焦虑之结，开始松开了。我终于卸下了这个负担。
6. 句式用途：升华主题，点明诚实之于人格建设的根本意义。
句型结构：That day, I learned that …….. It's abut ……., wn them, and make them right. That chice is what anchrs wh yu are..
例句：That day, I learned that integrity isn't abut being perfect and never making mistakes. It's abut having the curage t face them, wn them, and make them right. That chice is what anchrs wh yu are.
翻译：那天，我明白了，正直不在于完美无缺、从不犯错。而在于有勇气面对错误，承认错误，并改正错误。正是这个选择，锚定了你是谁。
考向02 担当·负重之肩
一、常见情节与主题归纳
这类故事的核心情节是：主人公因承诺、角色或先前行为，主动或被动地肩负起一项明确的责任或任务。在履行过程中，遭遇了未曾预料的困难、疲惫或更具诱惑的替代选项。面对“坚持”与“放弃”的拉锯，主人公内心经历从动摇、抱怨到最终选择扛起压力、履行到底的转变。这一“负重的坚持”，锻造了其可靠的人格脊梁，也赢得了深刻的自我认同与他人的信赖。
常见情节：
1. 对承诺的坚守：答应承担某项志愿服务（如照顾动物、辅导同学、社区劳动），但中途因个人事务（如考试、疲惫、有趣邀约）想要退出；与朋友有约或共同计划，但因突发困难或更轻松的选择而面临爽约。
2. 对过失的补救：自己的行为（如损坏公物、泄露秘密、导致项目延误）造成了需要额外付出才能弥补的后果，补救过程枯燥、费力或令人尴尬。
3. 对角色/职责的履行：作为班委、组长或家庭成员，需要处理棘手的任务（如调解矛盾、完成小组中最难的部分、照顾生病的家人），感到压力巨大、想要推诿。
4. 对原则的坚持：在面对集体压力或利益诱惑时，坚守某个正确但“费力不讨好”的原则（如拒绝在小组作业中敷衍、坚持公正的评判），可能因此被孤立或嘲笑。
核心主题：故事旨在刻画 “从负重到前行”的责任感内化。核心是展现人性在面对持久压力与即时安逸时的选择。成长的标志在于能够超越“趋利避害”的本能，认识到有些重量必须亲自扛起，因为承诺、因为过错、因为角色，更因为想成为值得信赖的人。主人公领悟到，担当的汗水，浇灌的是人格的坚韧；负重的身影，定义的是真正的可靠。
二、续写思路：聚焦“负重”与“坚守”
构思此类故事，关键在于真实、细腻地呈现主人公从“接受责任”到“克服万难履行”的完整心理变化及行动过程。可遵循以下三步：
第一步：定位“责任来源”与“逃避诱惑”
首先，明确原文中主人公所承担责任的具体内容（什么任务、对谁的承诺、因何过失）。同时，要明确履行过程中出现的具体“诱惑”或“困难”，如：身体疲惫、时间冲突、更有趣的邀约、他人的不解或抱怨、任务的枯燥繁琐、预期的奖励消失。
第二步：设计“坚持理由”与“心理韧性”——这是续写的灵魂。
1. 压力来源具体化、持续化：放弃的念头不是凭空而来，它必须通过具体的疲惫感、挫败感和诱惑不断“考验”主人公。
生理/情绪刺激：身体的酸痛、精神的倦怠；看到他人享受闲暇时的羡慕；面对复杂任务时产生的挫败感和“我做不到”的念头。
外界干扰：朋友热情的邀请电话；旁人“别那么认真”的劝说；发现即使自己放弃似乎也不会立刻有严重后果的侥幸空间。
责任对象的触动：这是坚持的关键“砝码”。可能是看到被照顾对象（动物、植物、人）依赖或期待的眼神；想到自己若放弃会给他人（队友、家人、朋友）带来的具体麻烦或失望；回忆起自己做出承诺时的初衷或对方信任的神情。
2. 内心挣扎过程化：详细刻画从“抱怨”到“动摇”再到“坚定”的心理反复。不能直接跳到“我坚持完了”，要展现与懈怠感的搏斗。例如：“太累了，要不明天再说吧……” → “可是我已经答应了啊……” → “他们也许没那么需要我？” → “不，如果我走了，它/他/她会怎样？这件事会变成怎样？” → “这是我的责任，我必须完成它。”
第三步：落实“担当行动”与“价值内化”
1. 行动是担当的证明：描写主人公选择坚持后，是如何具体应对困难、最终履行责任的。这可能包括：拒绝诱惑、重新规划时间、寻求方法提高效率、默默承受不适继续工作。行动应体现其主动性和坚韧。
2. 结局要点明“锻造”的价值：结尾的升华不一定是获得盛大表彰，而是强调“履行责任”这一过程本身带来的根本性成长。
对内：一种深沉的满足感与自豪感，一种“我做到了”的自我效能感提升，对自己“可靠”属性的确认。“我感到自己变得更坚实了。”
对外：可能获得他人的感谢与信任，关系的深化，或仅仅是确保了事情朝着应有的良好方向发展。
主题：主人公领悟到，责任不是外部的枷锁，而是内在力量的锻锤。 扛起它的过程固然辛苦，但正是这份重量，压出了人格的深度，走出了值得信赖的足迹。
三、必备优秀句式
1. 句式用途：描写责任突然显得沉重，想要放弃的念头初次涌现时。
句型结构：As the ... (tedius wrk/difficulty) dragged n, a tempting thught crept int my mind: what if I just ... (walked away/ made an excuse/ did a slppy jb)? N ne wuld prbably even ntice.
例句：As the hurs f cleaning the kennels dragged n, a tempting thught crept int my mind: what if I just said I was sick and went hme? N ne wuld prbably even ntice.
翻译：随着清理狗舍的时间不断拖延，一个诱人的念头悄然潜入我的脑海：如果我直接说自己病了回家会怎样？可能根本没人会发现。
2. 句式用途：刻画面对外界诱惑或同伴懈怠时，内心产生的动摇与自我质问。
句型结构：Listening t ……., a wave f …….. washed ver me. Why was I stuck here, ding this, when I culd be
例句：Listening t my friends laughing utside at the ftball game, a wave f self-pity washed ver me. Why was I stuck here, studying fr this retake, when I culd be ut there with them?
翻译：听着朋友们在外面足球赛上的欢笑，一阵自怜涌上心头。为什么我要困在这里为补考学习，而我本可以和他们在一起的？
3. 句式用途：表达在动摇后，因想到责任对象或承诺本身，而重新坚定决心的关键时刻。
句型结构：But then I pictured ... (the lk in their eyes/ the mess I’d leave behind/ the prmise I made), and I knew ……... I had started this, and I wuld see it thrugh.
例句：But then I pictured the puppy’s dependent eyes when I fed him this mrning, and I knew backing dwn wasn't an ptin. I had started this, and I wuld see it thrugh.
翻译：但随后，我想起了早上喂食时小狗那依赖的眼神，我知道退缩不是选择。我开始了这件事，我就要把它做完。
4. 句式用途：描写克服巨大疲惫或困难，最终履行完责任时身体的感受与内心的释然。
句型结构：When the last ... was finally dne, every muscle in my bdy ached, but a deep, quiet sense f accmplishment settled in its place. It was dne, and dne right.
例句：When the last kennel was finally clean, every muscle in my bdy ached, but a deep, quiet sense f accmplishment settled in its place. It was dne, and dne right.
翻译：当最后一个狗舍终于打扫干净时，我全身的肌肉都在酸痛，但一种深沉而宁静的成就感取而代之。事情做完了，而且做好了。
5. 句式用途：升华主题，点明担当对于塑造可靠人格的根本意义。
句型结构：I realized that …….. It means ……., and then ………. That chice is what builds a persn thers can rely n, and mre imprtantly, smene yu can respect.
例句：I realized that being respnsible desn’t mean yu never feel like quitting. It means yu feel like quitting, yu acknwledge the weight, and then yu chse t carry it anyway. That chice is what builds a persn thers can rely n, and mre imprtantly, smene yu can respect.
翻译：我意识到，负责任并不意味着你从未想过放弃。它意味着你虽然想放弃，你承认这份重量，但最终你还是选择扛起它。正是这个选择，塑造了一个能让别人依靠的人，更重要的是，一个你能尊重的人。
6. 句式用途：用身体感受隐喻心理成长，形容担当带来的内在坚实感。
句型结构：Walking hme that evening, tired but clean, I felt different. Nt lighter, but smehw... slider. As if …….., but had instead cmpressed me int smething mre substantial.
例句：Walking hme frm the shelter that evening, tired but clean, I felt different. Nt lighter, but smehw... slider. As if the weight I had carried hadn't crushed me, but had instead cmpressed me int smething mre substantial.
翻译：那天晚上从收容所走回家，虽然疲惫却很坦然，我感觉自己不同了。不是变得更轻松，而是莫名地……更坚实了。仿佛我背负的重量没有压垮我，反而将我锻造成了一个更扎实的存在。
考向03 勇为·破壁之光
一、 常见情节与主题归纳
这类故事的核心情节是：主人公目睹（或身处）一种明显的不公、欺凌或困境，内心感到强烈的义愤与同情，但同时又因恐惧、羞涩或对后果的担忧而本能地想要退缩。面对“发声”与“沉默”、“介入”与“旁观”的抉择，主人公内心经历从震惊、恐惧、自我怀疑到最终选择克服怯懦、挺身而出的转变。这一“破壁而出”的勇敢行动，不仅保护了他人，更击碎了内心的怯懦之墙，让善意的光芒得以照耀。
常见情节：
1. 对抗欺凌与不公：目睹同学（尤其是性格内向、身体弱小或背景特殊者）被嘲笑、孤立、排挤或身体欺负；看到有人遭受不公正的对待（如被插队、被无端指责）。
2. 捍卫原则与真相：在集体氛围中（如小组讨论、投票），敢于站出来支持少数人的正确意见，反驳多数人的错误决定或偏见；明知说出真相会得罪人或使自己陷入麻烦，但仍选择澄清事实。
3. 紧急情况下的挺身而出：在公共场合遇到突发状况（如有人突发疾病、发生小规模冲突、财物被盗），周围人皆犹豫观望时，克服“不要多管闲事”的心理，第一个上前询问或寻求帮助。
4. 为弱势者发声：为受到不公评论的陌生人（如清洁工、服务员、外来者）说一句公道话；帮助语言不通或行动不便的陌生人应对沟通或行动上的困难。
核心主题：故事旨在刻画 “从怯懦到勇毅”的道德勇气觉醒。核心是展现人性中同情心与恐惧感的激烈博弈。成长的标志在于能够战胜“明哲保身”的生存本能，为了正义、善良或帮助一个更弱者，而甘愿承担潜在的风险与压力。主人公领悟到，真正的勇敢，不是没有恐惧，而是心怀恐惧，依然选择为正确之事行动。那道被击碎的内心的怯懦之墙，让光照了进来，也让自己看见了更强大的自己。
二、续写思路：聚焦“恐惧”与“破壁”
构思此类故事，关键在于真实、细腻地呈现主人公从“感知不公”到“勇敢介入”的完整心理突破过程。可遵循以下三步：
第一步：定位“不公场景”与“恐惧之源”
首先，明确原文中所目睹或面对的具体“不公”或“困境”是什么（针对谁的欺凌、何种偏见、谁的紧急需求）。同时，要明确主人公感到“恐惧”或“犹豫”的具体原因，如：害怕成为下一个被针对的目标、担心被嘲笑“多管闲事”、对自己能力的不自信（“我说话有用吗？”）、对复杂局面的恐惧、或仅仅是害怕在众目睽睽下成为焦点。
第二步：设计“触发瞬间”与“勇气迸发”——这是续写的灵魂。
1. 刺激来源具体化、情感化：让主人公“看不下去了”的瞬间，必须极具情感冲击力。
受害者的反应：对方眼中闪过的绝望、隐忍的泪水、颤抖的肩膀、试图缩小的身体；一句低声的、无力的辩解。
施害者的言行：过分刻薄的言语、得寸进尺的举动、肆无忌惮的笑声，形成强烈的道德反衬。
旁观者的冷漠：众人的沉默、回避的目光、甚至附和的笑声，这种集体性的冷漠构成了第二重压力，也让勇敢的介入显得更为珍贵和必要。
2. 内心突破过程化：详细刻画从“血液上涌”到“大脑空白”再到“脱口而出”的心理闪电战。这是勇气的“破壁点”，过程可能非常短暂但激烈。例如：“他们太过分了！→ “可我要是说了，他们会不会转向我？” → “难道就这么看着吗？他和当初的我/那个无助的人有什么分别？” → “住手！/ 这样说不对！”（行动先于完整的思考）。
第三步：落实“勇敢行动”与“光芒效应”
1. 行动是勇气的载体：描写主人公挺身而出时的具体言行。这可能是一句清晰有力的制止、一个站到受害者身边的动作、一次对工作人员的求助、或一篇揭露真相的作文。行动可能伴随着声音的颤抖、发烫的脸颊，但那份坚定必须被感受到。
2. 结局要点明“破壁”的价值：结尾的升华不一定是彻底解决问题，而是强调“勇敢介入”这一行为本身带来的连锁反应。
对内：一种前所未有的畅快与力量感，一种自我界限的突破。“那堵一直挡在我前面的、名为‘恐惧’的墙，裂开了一道缝。”
对外：可能立刻制止了恶行，可能只是带来了短暂的安静和局势的扭转，可能启发了其他沉默者，更重要的是，给了受害者一份“你不是独自一人”的支持信号。
主题：主人公领悟到，善良需要勇气的铠甲。 每一次对不公的微小反抗，都是对冷漠之墙的一次敲击。这束由自己点燃的破壁之光，不仅照亮了他人一时的黑暗，更永久地照亮了自己内心勇敢的轮廓。
三、必备优秀句式
1. 句式用途：描写目睹不公时，内心瞬间涌起的强烈义愤与生理反应。
句型结构：A ht wave f indignatin rushed thrugh me as I watched …, my hands curling int fists at my sides. Every instinct screamed that this was wrng.
例句：A ht wave f indignatin rushed thrugh me as I watched them snatch his ntebk and tss it arund, my hands curling int fists at my sides. Every instinct screamed that this was wrng.
翻译：当我看着他们抢夺他的笔记本并扔来扔去时，一股灼热的义愤涌遍全身，我的双手在身侧攥成了拳头。每一个本能都在尖叫：这是错的。
2. 句式用途：刻画勇气涌起前，恐惧与犹豫的短暂却真实的心理活动。
句型结构：My heart hammered against my ribs, a vice f panic whispering, “……….” I culd just walk away, unseen…
例句：My heart hammered against my ribs, a vice f panic whispering, “Dn’t get invlved. It’s nt yur fight.” I culd just walk away, unseen, like everyne else.
翻译：我的心狂跳着撞击胸腔，一个恐慌的声音低语：“别掺和，这不关你的事。”我可以像其他人一样，不被注意地走开……
3. 句式用途：表达在关键时刻，一种超越恐惧的冲动最终支配了行动。
句型结构：But then, smething inside me snapped. The sight f … was a line I culdn’t let them crss. Befre ………..
例句：But then, smething inside me snapped. The sight f his head bwed in defeat was a line I culdn’t let them crss. Befre I culd secnd-guess myself, I heard my wn vice, clear and firm, say, “That’s enugh.”
翻译：但随后，我内心的某个东西啪地断裂了。他因挫败而低垂着头的样子，是一条我不能让他们越过的界线。在我再次自我怀疑之前，我听到了自己的声音，清晰而坚定地说：“够了。”
4. 句式用途：描写勇敢介入后，现场气氛的微妙变化及自身的感受。
句型结构：A sudden silence fell. All eyes turned t me, sme surprised, sme annyed. The weight f their stares was heavy, but beneath it, I felt …………was ver; I had spken up.
例句：A sudden silence fell. All eyes turned t me, sme surprised, sme annyed. The weight f their stares was heavy, but beneath it, I felt a strange, steady calm. The hardest part was ver; I had spken up.
翻译：一阵突如其来的寂静降临。所有的目光都转向我，有些惊讶，有些恼怒。那些凝视的目光分量很重，但在其之下，我却感到一种奇异的、平稳的镇定。最难的部分已经过去了；我已经说出了口。
5. 句式用途：升华主题，点明勇敢行动对于打破冷漠循环、重塑自我认知的根本意义。
句型结构：I learned that ……….. It's the decisin that smething else — …….. — is mre imprtant than that fear. And in that mment f chsing, yu dn't just …….; yu ……...
例句：I learned that curage isn't the absence f fear. It's the decisin that smething else — cmpassin, justice, truth — is mre imprtant than that fear. And in that mment f chsing, yu dn't just stand up fr smene else; yu build a new, braver versin f yurself.
翻译：我明白了，勇气不是没有恐惧。而是认定有某种东西——同情心、正义、真相——比那份恐惧更重要。而在做出选择的那个瞬间，你不仅仅是在为他人挺身而出；你正在构建一个全新的、更勇敢的自己。
6. 句式用途：用隐喻形容勇敢行为带来的、持续的内在改变。
句型结构：After that day, ………, but ……... A wall I didn't even knw I had built arund my vice began t crumble. I had fund a crack in the darkness, and I knew ………..
例句：After that day, the wrld didn't change vernight, but smething in me had. A wall I didn't even knw I had built arund my vice began t crumble. I had fund a crack in the darkness, and I knew I culd never pretend nt t see the light again.
翻译：那天之后，世界并未一夜改变，但我内心的某些东西改变了。一堵我甚至未曾意识到自己筑在话语周围的墙，开始崩塌。我在黑暗中找到了一道裂缝，并且我知道，我再也无法假装看不见那光了。
考向04 和解·搭桥之手
一、 常见情节与主题归纳
这类故事的核心情节是：主人公与朋友、家人或同学之间因误会、竞争、习惯差异或无心之言，陷入了持续的冷战、疏远或尴尬的僵局。双方都能感受到关系中的寒意与距离，内心可能都怀有懊悔或孤独，但“自尊”、“面子”或“不知如何开始”像一道无形的沟壑横亘其间。面对“僵持”与“破冰”的抉择，主人公内心经历从委屈、固执、孤独到最终选择放下身段、主动伸手的转变。这一“搭桥”的尝试，不仅修复了破裂的联结，更在心灵间架起了更深的理解与宽容之桥。
常见情节：
1. 友谊的裂痕与修复：因一次激烈的争吵（如项目意见不合、背后议论被听见）、误信谣言而产生信任危机，或因一方无意忽略另一方而积累失望，导致好友关系降至冰点。
2. 竞争下的隔阂与超越：在比赛、考试或评优中成为直接竞争对手，关系变得微妙、紧张，甚至产生敌意，赛后需要化解心结。
3. 习惯冲突后的包容：室友、家人间因作息、卫生、噪音等生活细节产生摩擦，互不理解，关系僵化。
4. 误解的生成与澄清：因语言或行为被对方误解了意图（如好心办坏事、玩笑开过头），对方生气疏远，需要澄清与道歉。
核心主题：故事旨在刻画 “从筑墙到搭桥”的关系智慧生长。核心是展现人性在关系受挫后，如何超越自尊心受伤带来的自我封闭，认识到珍惜的关系比一时的对错胜负更重要。成长的标志在于能够拥有“先伸手”的胸怀与智慧，主动释放善意信号，用沟通取代冷战，用理解融化坚冰。主人公领悟到，真正的强大，不是永远在冲突中获胜，而是有勇气第一个为和解铺路。这座亲手搭建的理解之桥，渡过了关系的危机，也通往了更成熟广阔的内心。
二、续写思路：聚焦“僵局”与“破冰”
构思此类故事，关键在于真实、细腻地呈现主人公从“深陷隔阂”到“主动破冰”的完整心理转变及行动过程。可遵循以下三步：
第一步：定位“隔阂根源”与“冰封状态”
首先，明确原文中导致关系僵化的具体原因（何种争吵、误会、竞争）。同时，要生动描绘关系“冰封”的具体状态：两人在走廊相遇时尴尬的移开视线、不再一起吃饭、小组活动时避免交流、社交媒体上的沉默，以及主人公内心的孤独、懊恼或顽固。
第二步：设计“触动瞬间”与“决心生成”——这是续写的灵魂。
1. 触动来源具体化、情感化：让主人公“不想再这样下去”的瞬间，必须源自对这份关系价值的重新认知或对对方处境的突然共情。
回忆的侵袭：偶然看到代表过去友谊的物品（照片、礼物、共同爱好之物）；听到对方曾喜欢的音乐；路过曾一起常去的地方。
目睹对方的境况：看到对方落寞的身影、生病时的虚弱、遇到困难时的独自支撑，或是从第三方处得知对方其实也在为此难过。
对“冰冷”的厌倦：持续的精神内耗让人疲惫，突然意识到为一点矛盾付出如此巨大的情感成本并不值得。“我还在坚持什么？骄傲吗？”
2. 内心转变过程化：详细刻画从“固执己见”到“心墙松动”再到“决定行动”的心理演变。例如：“明明是他/她不对……” → “可是，没有他/她的日子，好像真的少了点什么……” → “或许，我当时的话也确实太重了？” → “难道我们要一直这样做陌生人吗？” → “总得有人先开口。也许，我可以试试。”
第三步：落实“破冰行动”与“双向治愈”
1. 行动是和解的诚意：描写主人公如何具体地迈出第一步。这可能是一张写着“我们谈谈？”的纸条、一份放在对方桌上的对方喜欢的零食、一次鼓起勇气的当面道歉、或一个邀请对方共同完成某事的提议。行动应体现小心翼翼、真诚而非施舍。
2. 结局要点明“桥梁”的价值：结尾的升华不一定是热烈的和好如初，而是强调“主动破冰”这一行为本身开启的良性循环。
对内：卸下心头重负的轻松感，一种为自己情感负责的成熟感，以及不再被动的自由。
对关系：可能迎来对方的积极回应，误会得以澄清；也可能只是一个紧张气氛的缓和，为未来的沟通打开了可能。关键在于，“桥”已经架起，隔绝的状态被打破。
主题：主人公领悟到，关系中最珍贵的不是永不争吵，而是拥有修复的能力。 主动伸手不是示弱，而是对这段联结的珍视超越了个人自尊。搭建这座桥，修复的不仅是与对方的关系，更是自己内心与世界联结的勇气与能力。
三、必备优秀句式
1. 句式用途：描写关系僵持下，那种无处不在的尴尬与内心的孤独。
句型结构：The ……. had grwn thick and heavy, ………ccupying the space ……. Every avided glance felt like a brick added t the wall separating us.
例句：The silence between us had grwn thick and heavy, a living thing ccupying the space where laughter used t be. Every avided glance in the hallway felt like a brick added t the wall separating us.
翻译：我们之间的沉默变得浓厚而沉重，像一个有生命的东西，占据了过去欢声笑语的空间。走廊里每一次刻意的回避，都像是在分隔我们的墙上又添了一块砖。
2. 句式用途：刻画在决定破冰前，内心的挣扎与对“先低头”的顾虑。
句型结构：Pride held me back, whispering that ………. But a lnelier, quieter vice wndered: ……?
例句：Pride held me back, whispering that I wasn't the ne wh shuld aplgize first. But a lnelier, quieter vice wndered: Was being right abut that stupid argument wrth the cld emptiness I felt nw?
翻译：骄傲束缚着我，低语着我不该是先道歉的那个人。但一个更孤独、更微弱的声音在问：为那场愚蠢的争吵争个对错，值得我现在感受到的冰冷与空虚吗？
3. 句式用途：表达在某个瞬间，突然被回忆或现状触动，下定决心改变。
句型结构：Lking at ……., a sudden, sharp lnging fr …….. I missed my friend, nt the satisfactin f winning a fight that n ne was winning anyway.
例句：Lking at the ld pht f us at the science fair n my desk, a sudden, sharp lnging fr hw things used t be pierced thrugh my stubbrnness. I missed my friend, nt the satisfactin f winning a fight that n ne was winning anyway.
翻译：看着书桌上我们之前在科技展的旧照，一种对过往时光突然而尖锐的渴望，刺穿了我的固执。我想念我的朋友，而不是赢得一场根本无人取胜的争吵所带来的满足感。
4. 句式用途：描写主动迈出破冰第一步时，那种小心翼翼又充满希望的行动。
句型结构：Heart punding, I ……befre ……. It was a simple live branch — just ……..
例句：Heart punding, I slid the nte acrss the cafeteria table befre I culd change my mind. It was a simple live branch — just a questin mark and a drawing f ur favrite shared cmic character.
翻译：心怦怦直跳，在我改变主意之前，我把纸条推过了食堂的桌子。这是一个简单的橄榄枝——只是一个问号和我们最喜欢的漫画人物的涂鸦。
5. 句式用途：升华主题，点明主动和解对于人格成熟与关系建设的根本意义。
句型结构：I learned that….., but …….. Extending the first hand f peace isn't a sign f weakness; it's the curage t chse cnnectin ver pride, and it's the first step in ……...
例句：I learned that the strngest bridges aren't built by peple wh never disagree, but by thse brave enugh t repair them after a strm. Extending the first hand f peace isn't a sign f weakness; it's the curage t chse cnnectin ver pride, and it's the first step in building smething even strnger than befre.
翻译：我明白了，最坚固的桥不是由从不争执的人建造的，而是由那些在风暴后有勇气去修复的人建造的。首先伸出和平之手不是软弱的表现；它是选择联结而非骄傲的勇气，是构建比以往更坚固关系的第一步。
6. 句式用途：用隐喻描绘和解达成后，内心与世界重归和谐温暖的感受。
句型结构：When she finally smiled back, it was like the first thaw f spring. The ice that had encased my heart fr weeks cracked and melted, leaving behind nt a wasteland, but fertile grund where smething new culd grw.
例句：When she finally smiled back and ndded, it was like the first thaw f spring. The ice that had encased my heart fr weeks cracked and melted, leaving behind nt a wasteland, but fertile grund where smething new culd grw.
翻译：当她最终回以微笑并点头时，仿佛初春的第一缕解冻。包裹我心数周之久的冰层裂开、消融，留下的不是荒原，而是可以让新事物生长的沃土。
考向01 抉择·守诚之锚
【例1-1】(25-26高三上·河南南阳新未来大联考·月考)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。
After Ms Mrgan’s art class in the art rm n Wednesday, Vince wuld stay back t help tidy up.
The first thing he nticed when he jined the class last semester was the ld wden easel (画架) by the windw. Ms Mrgan had talked abut it s ften that every student knew its stry-it was a gift frm her dearest wrkmate, Mrs Hale, wh retired after 30years f teaching art here. That easel was mre than just wd and nails. It was cvered with tiny signatures f students frm past years-frm the kids wh’d gne n t study art in cllege. Every mrning, Ms Mrgan wuld wipe its surface with a sft clth, careful nt t damage the names. Last mnth, when a rainstrm leaked thrugh the windw, she’d rushed t mve it t safety, saying, ”This easel’s held mre dreams than any textbk in this rm.”
As Vince carried a bx f paintbrushes and a tube f paint, he tripped slightly, and his left arm crashed int the easel. It fell dwn! One f the easel’s legs, which had been jined with wd glue, brke int tw pieces. Sme signatures n the easel were als defaced (污损).
His heart sank like a stne. He drpped t his knees, fingers brushing the familiar signatures, and felt a cld panic spread thrugh his back. His mum had tld him nce abut a time she’d brken her neighbr’s plant pt as a kid and hidden it-she’d felt guilty fr weeks, her stmach hurting every time she passed the neighbr’s yard. “Aviding the truth desn’t fix what’s brken,” she’d said.
Vince replayed that line in his head, but the thught f Ms Mrgan’s sad face made his thrat tight. He std up, staring at the brken leg, and even cnsidered dragging the easel int the strage rm-maybe n ne wuld find it right away. All afternn, he sat thrugh math and histry class with that image stuck in his head, unable t fcus n anything.
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。
Paragraph 1: By the end f schl, Vince dragged his feet t Ms Mrgan’s ffice.
____________________________________________________________________________________________
Paragraph 2: Feeling a weight lifted, Vince fllwed Ms Mrgan’s advice t repair the easel tgether.
____________________________________________________________________________________________
【答案】One pssible versin:
By the end f schl, Vince dragged his feet t Ms Mrgan’s ffice. His heart was punding lud. When Ms Mrgan lked up frm her papers, he said in a lw vice, “I brke the easel — I tripped with paintbrushes and hit it. I’m s srry. I knw hw much it means t yu.” He stared at his shes, waiting fr anger, but Ms Mrgan std up and spke sftly. She tld him she wasn’t angry, but prud he’d been hnest, adding the easel was special, but hnesty mre precius, and suggested they fix it tgether with wd glue and paint.
Feeling a weight lifted, Vince fllwed Ms Mrgan’s advice t repair the easel tgether. They went t the art rm. Vince fetched sandpaper t smth brken leg’s edges, while Ms Mrgan spread wd glue n pieces. She handed him a brush and they tuched up defaced signatures with matching paint, then added a blue star by ld nes. Vince said it still had a faint mark, and Ms Mrgan smiled, “Hnesty isn’t abut never making mistakes. It’s abut the curage t tell the truth when yu d, and taking actin t fix.”
【导语】本文以人物为线索展开，讲述了Vince在艺术课课后帮忙整理时，不小心碰倒了Mrgan老师珍视的旧画架，这是退休同事Hale夫人所赠，上面有历届学生签名。Vince内心挣扎后最终选择向老师坦白，老师原谅并提议一起修复画架的故事。
【详解】1.段落续写：
①由第一段首句内容“放学时，Vince拖着沉重的脚步走向Mrgan老师的办公室。”可知，第一段可描写Vince向老师坦白碰坏画架的过程、内心的紧张不安，以及老师的反应和提议。
②由第二段首句内容“Vince感觉如释重负，听从Mrgan老师的建议，和她一起修复画架。”可知，第二段可描写两人共同修复画架的具体过程，以及老师在过程中传递的关于诚实的道理。
2.续写线索：坦白过错—内心紧张—老师谅解—提议修复—共同修复—感悟道理
3.词汇激活
行为类
①低声说：say in a lw vice/whisper/murmur
②修复：fix/repair
③磨光：smth/plish
情绪类
①生气的：angry/irritated
②自豪的：prud/arrgant
③如释重负的：a weight lifted/relieved
【点睛】[高分句型1] He stared at his shes, waiting fr anger, but Ms Mrgan std up and spke sftly.(运用了现在分词短语作伴随状语)
[高分句型2] She tld him she wasn’t angry, but prud he’d been hnest, adding the easel was special, but hnesty mre precius, and suggested they fix it tgether with wd glue and paint.(运用了多个省略that引导的宾语从句)
写｜作｜技｜巧
具象化“过错的沉重感”与“隐瞒的便利”：不简单说“我犯了个错”。通过视觉（物品的裂痕、对方的失望眼神、自己颤抖的手）、听觉（物件碎裂的声响、对方疑惑的质问、自己狂乱的心跳）、情境（空无一人的现场、唾手可得的借口）等多维度细节，将过错的严重性与隐瞒的诱惑性生动呈现，让读者立刻感受到主人公面临的道德压力与侥幸空间，理解其挣扎的根源。
勾勒“从侥幸到坦白的心理弧线”：这是故事的灵魂。避免从“犯错”直接跳到“坦白”。需用细腻的心理描写展现完整的转变链条：
初始的恐慌与侥幸（“没人看见，快走！”、“也许能糊弄过去”）。
持续的煎熬与细节触动（看到对方被冤枉的表情、物品被珍视的样子、任何与“诚实”相关的联想）。
内心的激烈权衡与自我说服（“被发现会更惨” VS “这样下去我受不了了”、“良心值多少钱？” VS “我瞧不起这样的自己”）。
最终的决心与行动（“我必须说出来，就现在！”）。这让“诚实”的选择显得艰难、真实而可贵。
聚焦“第一个坦白的动作”：坦白的开端，往往是一个微小而艰难的决定性动作。着力刻画这个打破沉默、将内心挣扎付诸行动的瞬间，如“深吸一口气，向前一步”、“拿出笔，在纸条上写下第一个词”、“在大家安静下来时，举起了手”。这个动作是良知战胜恐惧的临界点，最具戏剧张力和感染力。
易｜错｜提｜醒
❌ 动机单薄，缺乏层次：避免主人公坦白的动机仅仅是“诚实是一种美德”。应结合具体情境，使其更立体可信。例如：重复的内疚折磨；对他人处境的共情；对自我形象的捍卫；外部情境的催化
❌ 受损害者/对方形象“工具化”：避免将对方（被误会者、受损方）写成只负责接受道歉或给予原谅的扁平角色。应通过其前期的反应（困惑、委屈、愤怒）、坦白时的神态变化（从惊讶、怀疑到可能的理解或沉思），以及后续的回应（可能是沉默、需要时间消化、或一个复杂的眼神）来展现其真实的感受，让“坦白”产生真实的情感互动和后果。
❌ 坦白过程“理想化与简化”：杜绝“我坦白了，对方立刻原谅，一切完美”的童话式处理。需体现坦白过程中的实际困难：表达的艰难；现场的氛围；结果的开放性。
【变式1-1】(25-26高三上·湖南名校联盟联考·月考)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。
A Dllar n the Cnscience (良心)
“A dllar per pund, right?” The wman was already pening her wallet. Actually, the price was eighty-five cents per pund, and that’s what Mark, the grcery stre clerk, had tld her. But she’d misunderstd.
Mark had a slid reputatin in the cmmunity. Peple knew him as an hnest guy, a straight shter. And he liked that. He liked it a lt. It gave him a sense f pride, knwing that peple saw him as a gd persn.
“But what if I just let this ne slide?” he thught as sn as she said “a dllar per pund”. It’s just fifteen cents. What’s the harm in that? As the wman laded up n apples, he hesitated. His cnscience was nagging (纠缠) at him, reminding him that it wasn’t right. “Dn’t d it, Mark,” he tld himself. “It’s nt wrth it.” But the wrds wuldn’t cme ut. Instead, he silently bagged the apples and placed them n the scale (秤).
“Nt t bad fr the price,” the wman remarked, smiling as she handed him a ten dllar bill. “N, nt bad at all,” Mark replied, his hand mving almst n autpilt (机械地) as he cunted ut the change.
“Why didn’t I just crrect her?” he sclded himself, feeling a pit in his stmach. He knew he was ding smething wrng, but fr sme reasn, he just culdn’t stp himself. The extra dllar felt heavier in his pcket than any cin he’d ever handled.
“Can yu have them delivered t 200 Maple Street?” she asked, giving him anther plite smile. Mark ndded, still unable t find his vice. He watched her leave, the drbell ringing as she stepped ut nt the sidewalk.
“Tell her, tell her there was a mistake,” his mind screamed. “Just run after her and give it back. She’ll understand.” But the wrds gt stuck in his thrat. Instead, he watched her walk away, disappearing int the city’s hustle and bustle.
It’s funny hw smething s small-a single dllar-can mess with yur head.
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。
Mark culdn’t shake the feeling that he’d dne smething terribly wrng.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next mrning, as sn as Mark gt t wrk, he saw the wman frm the day befre walked in.
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考向02 担当·负重之肩
【例2-1】(2026届广东省汕尾市普通高中高三上学期毕业班综合测试（一）) 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。
The memry f my eighth birthday remains vivid, nt because f the gift itself, but because f the unfrgettable lessn it brught. That mrning, my father presented me with a shiny new bicycle. Bursting with excitement, I rde it t schl early in the mrning. The wrld was bathed in glden sunlight, and the birds were celebrating a new day in the trees.
But my jy was shrt-lived. When I turned arund a crner, I heard a lud, sharp sund behind me. My heart beat fast after I realized that I had run int a car parked by the radside and left a lng, ugly scratch (划痕)n its dr.
I slwed dwn and jumped ff my bike t have a clser lk. I frze there and imagined what my dad wuld d. I lked arund nervusly and fund the street cmpletely empty. N ne had seen the accident. A tempting idea flashed thrugh my mind.
“Why nt just run away?” I argued with myself. “N ne wuld ever knw.”
Fr a brief mment, I yielded (屈服)t the impulse. I jumped nt my bike and rde as fast as I culd. Hwever, the farther I went, the heavier my heart wuld feel. Overcme by guilt, I made the difficult decisin t return t the scene.
I fund a ntebk in my backpack and wrte a nte. I put dwn my name, address, and aplgized sincerely fr what had happened. I carefully placed the nte under the car’s windshield wiper (挡风玻璃刮水器).
The schl day that fllwed seemed painfully lng. When the bell eventually rang, I walked my bike hme very slwly, dreading the upcming strm. As I gt clse t my hme, I saw my dad waiting fr me at the dr.
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。
T my astnishment, my dad was nt angry at all.
____________________________________________________________________________________________
That day, I learned ne f the mst imprtant lessns in my life.
____________________________________________________________________________________________
【答案】One pssible versin:
T my astnishment, my dad was nt angry at all. “The car wner has been here,” he said with a pride I hadn’t anticipated. “He said he had witnessed the entire incident and that he was particularly impressed by yur decisin t face the cnsequences. He asked me t tell yu that the scratch n his car had been cvered by insurance. He came here just t tell me hw much he appreciated yur hnesty and curage.”
That day, I learned ne f the mst imprtant lessns in my life. It was far mre valuable than the birthday gift itself. Fr the first time, I realized that being a gd persn wasn’t abut never making mistakes; it’s abut having the curage t face them. My dad’s pride remains a treasure, a cnstant reminder that ur true character is defined nt by ur stumbles, but by hw we chse t rise after them.
【导语】本文以人物为线索展开，讲述了作者收到新自行车后骑车上学途中撞到路边汽车，起初想逃离但受愧疚驱使返回留条致歉，放学后忐忑回家面对父亲的故事。
【详解】1. 段落续写
① 由第一段首句“令我惊讶的是，爸爸一点也不生气。”可知，接下来可描写父亲告知“我”车主来过的消息，说明车主对“我”留条致歉行为的认可，以及父亲为“我”感到骄傲的态度，呼应前文“我”的愧疚与忐忑。
② 由第二段首句“那一天，我学到了人生中最重要的一课。”可知，接下来可升华主题，阐述“我”从此次事件中领悟到的道理——犯错不可怕，勇于承担责任、保持诚实才是可贵的，同时可呼应生日礼物，突出这一教训的珍贵。
2. 续写线索
父亲告知车主来访情况——车主认可“我”的诚实与勇气——“我”的忐忑消解、内心释然——感悟“诚实面对错误”的道理——凸显教训比生日礼物更有价值
3.词类激活
行为类
①预料：anticipate/expect
②面对：face/cnfrnt
③欣赏：appreciate/admire
情绪类
①勇气：curage/bravery
②赞扬：pride/cmpliment
【点睛】【高分句型1】He asked me t tell yu that the scratch n his car had been cvered by insurance.（运用了that引导的宾语从句）
【高分句型2】My dad’s pride remains a treasure, a cnstant reminder that ur true character is defined nt by ur stumbles, but by hw we chse t rise after them.（运用了that引导的同位语从句和hw引导的宾语从句）
写｜作｜技｜巧
具象化“困难的压迫感”与“放弃的诱惑”：不简单说“任务很难，我想放弃”。通过感官细节（身体的酸痛、重复劳动的枯燥、时间的漫长）、环境对比（他人休闲的欢笑、舒适安逸的场所）、以及心理诱惑（更轻松有趣的选择、看似合理的借口）等多维度描写，将责任的沉重与逃避的吸引力生动呈现，让读者直观感受到主人公所承受的双重压力，理解其动摇的合理性。
勾勒“从动摇到坚守的心理弧线”：这是故事的灵魂。避免从“接受任务”直接跳到“圆满完成”。需用细腻的心理描写展现完整的转变链条：初始的疲惫与动摇；持续的自我怀疑与外界干扰；关键的触动与价值再认；最终的坚定与行动
聚焦“重新扛起责任的瞬间”：担当的彰显，往往是一个在疲惫中调整姿态、继续向前的动作。着力刻画这个从“想放下”到“再扛起”的关键节点，如“揉了揉发酸的手腕，重新拿起了工具”、“关掉手机里朋友邀约的界面，翻开了书”、“深吸口气，向需要帮助的队友走去”。这个动作是责任感最终内化并战胜惰性的标志，最具力量感。
易｜错｜提｜醒
❌ 动机单薄，缺乏挣扎：避免主人公坚持的动机仅仅是“因为我有责任心”。应结合具体情境，使其更立体可信。例如：
对具体对象的承诺感（“我答应过要照顾这只小狗，它只信任我”）。
对后果的清醒认知（“如果我走了，这个项目就完了，会连累整个小组”）。
对自我价值的捍卫（“我不想成为一个半途而废、不可靠的人”）。
移情与代入感（“他此刻的困境，让我想起了曾经无助的自己”）。
❌ 责任对象“背景板化”：避免将责任对象（被照顾的人/动物、待完成的任务、受影响的团队）写成没有回应的被动存在。应通过其状态变化（从无助到安定、项目从混乱到有序）、间接反应（一个依赖的眼神、一声满意的叹息、局势的微小好转）来展现主人公担当行为的具体价值和积极影响，让“坚持”产生可见的意义和反馈。
❌ 担当过程“浪漫化与简化”：杜绝“我一努力，困难就迎刃而解”的轻松处理。需体现担当过程中的实际状态：
持续的艰苦：进展可能缓慢，过程可能依旧枯燥，身体可能依旧疲惫。
不完美的解决：问题可能没有完美解决，只是得到了控制或改善。
内心的平实感：完成的瞬间，可能不是狂喜，而是深沉的疲惫与宁静的满足。这让“担当”显得真实、有重量，是平凡人可学可及的坚持，而非超人的壮举。
【变式2-1】(25-26高三上·河南信阳浉河区信阳高级中学·月考)Last mnth, my best friend Lily and I made an appintment t vlunteer at the lcal animal shelter every weekend. We bth adred animals and had dreamed f pening ur wn rescue center smeday. Our rutine was simple: I’d clean kennels (狗舍) while Lily scialized the cats. But as midterm exams apprached, my anxiety snwballed began skipping shifts, inventing excuses like “family emergencies” r “study sessins”. Lily never questined me, but her disappinted sighs cut deeper than any accusatin.
One rainy Saturday, the shelter’s directr called me directly. Lily’s dwn with a cld, she said, “and we’ve gt sme abandned dgs arriving in an hur. Can yu cme?” My hands gt sweaty, I’d lied abut studying that very mrning, claiming I needed t g ver chemistry. Nw, faced with a chice between my lie and the dgs, I frze. “ have a fever,” I tripped ver my wrds. “I can’t make it.” The directr’s silence felt like a hit.
That night, guilt bthered me as I went thrugh Lily’s Instagram ( 照片墙). There she was wrapped in a blanket, surrunded by eight tiny glden retrievers (寻回犬). The illustratin read: Even when I’m sick, these angels keep me ging. Belw it were cmments praising her devtin. My chest tightened. Scrlling further, I saw Lily’s pst frm last night: “Stuffy nse, but Mm’s chicken sup saved the day!”
The next day, I dragged myself t the shelter. Thrugh the windw, I saw Lily kneeling in frnt f a kennel, cleaning patiently. Her cughs rang ut thrugh the curtyard. I pushed pen the dr, my thrat tightening, “Lily...” She tuned, her face pale but eyes bright. Yu said yu were sick, she whispered. But here yu are, perfectly fine. I pened my muth t explain, but the wrds died as a tremble attacked her bdy.
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。
I realized it was time t admit my lie and make up fr my mistakes.
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With trembling hands. I tk ut the hmemade chicken sup I‘d cked early in the mrning.
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考向03 勇为·破壁之光
【例3-1】(23-24高三下·广东汕头潮阳区河溪中学·月考)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。
I remember the day as clear as glass. I was in 6th grade and my teacher had just annunced it was a class break, a time we were allwed t eat snacks and mve arund the classrm. But n that day, I reached a breaking pint.
My friend sat acrss frm me. Tw classmates wh were attentin seekers were making fun f him again. They did smething mean t him every day: stealing his schl supplies, calling his sister ugly, r laughing at his big head. On this day, they were singing a sng abut him, “Chicken, chicken Jsh.” They sang endlessly and cruelly. Thse wrds were like a bite f ht pepper t my friend, wh turned red with anger and embarrassment, while tears f frustratin drpped frm his eyes. I culd see hw hpeless he felt.
Nrmally, I wuld just sit and watch it all. I was very shy. I rarely spke during breaks r raised my hand in class. I was s shy, in fact, that my teacher made me a chart t tick every time I raised my hand. She said I’d receive a prize if I filled it up. But I never did. It didn’t help with my shyness; it just made me mre self-cnscius. But n this particular day, I tk a stand. I’d had enugh. I std up and shuted, “Leave him alne!” Silence brke ut, all eyes in the rm fell n me. But the silence was shrt-lived as everyne went back t enjying their break. Fr the rest f the day, every time the bullies wuld laugh at my friend during class, I wuld scream, “Stp trubling him,” r, “It wuldn’t hurt t be nice.”
But these wrds didn’t help. In fact, it made the situatin wrse: I t became a victim. Frm that afternn n, the tw bullies began t make up sngs abut me. They chanted, prnuncing my name in a different dialect t shw I was different frm them. This mcking and disrespect upset me a lt. I felt helpless.
注意：1. 续写词数应为 150 左右；
2. 请按所给格式在答题卷的相应位置作答。
A few weeks later, I spke t my teacher after class.
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One day, my teacher finally said, “David, I think it’s time t get the principal invlved.”
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【答案】范文
A few weeks later, I spke t my teacher after class. She was the ne persn I trusted and knew wuld understand. Tears welled up in my eyes as I explained the situatin. She listened carefully, her expressin grwing increasingly serius. “Yu’ve been brave, David,” she said sftly. “But this isn’t smething yu shuld have t handle alne.” She prmised t talk t the principal and find a way t stp the bullying. I felt a sense f relief, knwing that smene was finally ging t take actin.
One day, my teacher finally said, “David, I think it’s time t get the principal invlved.” She had spken t him and explained the situatin. He agreed that smething needed t be dne. The next day, the principal called a meeting with me, my friend, and the bullies. He spke firmly abut the imprtance f respect and kindness in ur schl. He made it clear that bullying was unacceptable and wuld nt be tlerated. The bullies were given a severe warning and were tld that if it happened again, there wuld be cnsequences. After the meeting, I felt a weight lifted frm my shulders. I knew that things wuld be different nw. The bullies stpped their antics, and my friend and I were finally able t enjy ur schl days withut fear r intimidatin.
【导语】本文以人物为线索展开，讲述了作者上六年级时，看到了朋友被其他同学欺负，于是勇敢站出来，维护朋友。但是这让作者也成为了被霸凌的对象，最终在老师的帮助下，恶霸们停止了他们的行为，作者和朋友终于可以享受学生时光。
【详解】1.段落续写：
①由第一段首句内容“几周后，课后我和老师谈了谈”可知，第一段可描写作者向老师解释自己和朋友的处境。
②由第二段首句内容“有一天，我的老师终于说：‘大卫，我想是时候让校长参与进来了。’”可知，第二段可描写校长干预霸凌行为，作者和朋友得救。
2.续写线索：和老师交谈——解释经过——老师肯定作者——求助校长——校长干预——霸凌停止——作者感悟
3.词汇激活
行为类
①同意：agree/accept
②忍受：tlerate/stand
③处理：handle/deal with
情绪类
①勇敢：brave/curageus
②不被接受的：unacceptable/undesired
【点睛】[高分句型1] I felt a sense f relief, knwing that smene was finally ging t take actin. (运用了现在分词knwing作状语以及that引导宾语从句)
[高分句型2] He made it clear that bullying was unacceptable and wuld nt be tlerated. (运用了it作形式宾语)
写｜作｜技｜巧
具象化“不公的刺目感”与“旁观的窒息感”：不简单说“他在被欺负，我很生气”。通过视觉聚焦（欺凌者嚣张的嘴脸、受害者缩紧的肩膀、周围人闪躲的目光）、听觉捕捉（刺耳的笑声、低声的啜泣、全场令人不安的沉默）、以及氛围渲染（空气仿佛凝固、时间被拉长的错觉）等多维度描写，将现场的压迫感与集体沉默的荒谬感生动呈现，让读者身临其境，与主人公共情那份“必须做点什么”的窒息与冲动。
勾勒“从恐惧到迸发的心理突破”：这是故事的灵魂。避免从“看见不公”直接跳到“大声制止”。需用细腻的心理描写展现完整的突破链条：本能的恐惧与退缩（“心跳如鼓，手心冒汗”、“别看我，别惹事”）。良知的刺痛与累积（“太过分了”、“难道就没人管吗？”）。关键的导火索与破防点（受害者一个绝望的眼神、欺凌者一句越过底线的话、某个触发自身记忆的细节）。瞬间的爆发与行动（“脑子里那根名为‘理智’的弦，啪地断了！”）。这让“勇敢”的迸发显得真实、猛烈且具有决定性。
聚焦“打破沉默的第一个声音或动作”：勇敢的彰显，往往是一个打破僵局、撕裂寂静的初始行动。着力刻画这个“破壁”的瞬间，如“一个身影挡在了中间”、“一个清晰的声音划破了嘈杂：‘停下！’”、“迈出人群的那一步”。这个动作是私人良知转化为公共行动的临界点，最具戏剧张力和感染力。
易｜错｜提｜醒
❌ 动机单薄，勇气像“天赋”：避免主人公的勇敢仅仅是“因为我很勇敢”。应结合具体情境，使其更立体可信。例如：累积的共情与代入；对沉默环境的愤怒；对原则的朴素坚守；外部因素的催化。
❌ 施害者与旁观者“脸谱化”：避免将施害者写成单纯的“恶霸”，将旁观者写成模糊的“背景”。应通过简笔勾勒施害者的神态（得意、挑衅、可能因被阻拦而闪过的愕然）和旁观者的反应（惊讶、羞愧、或有样学样的松动），来展现勇敢行为对现场权力结构和群体心理的即时冲击，让“破壁”产生真实的连锁反应。
❌ 行动与结局“英雄化与简化”：杜绝“我一出声，恶行立止，众人欢呼”的爽文式处理。需体现勇敢介入的真实复杂状况：行动的不完美；局势的反复；结局的开放性。
【变式3-1】(2026届吉林省长春市绿园区长春市十一高中等四校高三上学期一模) 阅读下面材料，根据其内容和所给段落开头语续写两段，使之成为一篇完整的短文。
I clearly remember the sixth grade, nt because it was a great start t junir high schl, but because it was plain awful. The slw walk t the bus stp in the mrning left me with a pit in my stmach. It was a dreadful feeling every single day. The bullying (欺凌) was cnstant.
I’m Indian American, brn in the USA t first generatin immigrant parents, I was ging t a schl that wasn’t very diverse and I certainly stuck ut.
“Yur name is nt real. Wh made that up?”
“Yu smell like curry, s grss (令人恶心的).”
“I guess yu can’t help what yur parents feed yu.”
“Why d yu have that greasy il in yur hair?”
If I was lucky enugh t find smene wh’d let me sit next t them, I’d d my best t shrink. Shrink small enugh t hpefully g unnticed. There were three girls wh used me as a target every mrning and three mre that wuld try t change the subject but never std up fr me.
This was the year that shaped the type f yung adult I wuld becme. Self-cnfidence didn’t cme easily, and I was cnstantly struggling t fit in. One day, a by made a jke f my culture in class. The teacher, Mrs. Langley, asked me t stay behind after class. She tld me, “Yu dn’t have t be like them t be a part f them.” What she said will frever stick with me.
I didn’t have t change myself, my culture r wh I was t fit in. I was a part f this cuntry and that mattered. Ging frward, I stpped hiding the culture that made up half my life. I didn’t agree with jkes that were made, and I wuld crrect the kids wh made mean cmments. It tk years fr me t understand that their bullying came frm a place f fear—a fear f smene wh didn’t lk like them r wh had an dd name.
注意：
1. 续写词数应为150左右；
2. 请按如下格式作答。
Later in my life, ne f thse girls frm the sixth grade fund and added me as a friend n scial media.
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I realized that in her small twelve-year-ld wrld, there had never been a persn that lked like me.
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考向04 和解·搭桥之手
【例4-1】(25-26高三上·安徽部分学校·月考)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。
It was a sunny Saturday mrning when Charltte and her brther, Felix, were getting ready fr their family picnic. Their parents had prepared a delicius spread f sandwiches, fruit, and ckies, and everyne was excited abut the uting. Hwever, as they were lading the car, a quarrel brke ut between Charltte and Felix.
Charltte had carefully packed her favrite blanket, planning t use it fr a pleasant spt under the trees. Felix, n the ther hand, wanted t use the blanket fr a makeshift frt (a quick, temprary shelter r play area made frm available materials like blankets r bxes)with his friends. When Charltte refused t give up the blanket, Felix strmed ff, muttering (嘀咕) under his breath. Charltte felt hurt and held nt the blanket, tears welling up in her eyes.
Their parents nticed the tensin and tried t mediate (调解), but bth Charltte and Felix were t upset t listen. The atmsphere in the car was thick with silence as they drve t the park. Charltte glanced at Felix, wh was staring ut the windw with a sad expressin. She knew they needed t reslve their disagreement, but she didn’t knw hw t start.
As they arrived at the park, Charltte’s mm suggested they set up the picnic area tgether, hping t ease the tensin. Charltte and Felix were unwilling t get ut f the car and began t unlad the items. Charltte’s dad tried t lighten the md by making a jke, but neither f them laughed. The sun was shining brightly, and the park was filled with families enjying their weekend, but Charltte and Felix culdn’t enjy the mment. Charltte’s heart ached as she saw Felix’s shulders tense up whenever she mved clser t him. She knew they bth wanted t have fun, but the quarrel had cast a shadw ver their day.
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。
Charltte decided t take the first step.
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With the blanket in hand, Felix and Charltte began building the frt.
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【答案】 Charltte decided t take the first step. She walked ver t Felix, wh was still sulking by the car. “Felix,” she said sftly, “I’m srry fr nt letting yu use the blanket earlier. I knw yu wanted t build a frt with yur friends. Maybe we can share the blanket? We can use it fr a picnic spt first, and then yu can have it fr yur frt after we eat.” Felix lked up, surprise evident n his face. “Okay,” he mumbled. Charltte felt a wave f relief wash ver her, knwing that their day culd still be saved.
With the blanket in hand, Felix and Charltte began building the frt. They wrked tgether. Their friends jined in, adding their wn tuches t the makeshift shelter. As they wrked, the tensin between Charltte and Felix melted away, replaced by laughter and teamwrk. When the frt was finally cmpleted, they all crawled inside, sharing stries and snacks. The sun cntinued t shine, and the park was filled with the sunds f jy and camaraderie. Charltte lked at Felix and knew that they had nt nly reslved their quarrel but had als created a memrable day tgether.
【导语】本文以人物为线索展开，讲述了在一个阳光明媚的周六早晨，Charltte和弟弟Felix准备参加家庭野餐，但两人在装车时因一条心爱的毯子起了争执。Charltte想用毯子在树下铺个舒适的地方休息，而Felix则想用它和朋友们搭临时小屋。Charltte拒绝后，Felix生气离开，Charltte感到受伤，车内气氛紧张。到达公园后，父母试图通过一起布置野餐区域来缓和气氛，但两人仍情绪低落，无法享受野餐。Charltte看到Felix因自己的接近而紧张，内心痛苦，意识到争执影响了他们的快乐时光。
【详解】1.段落续写：
①由第一段首句内容“Charltte决定迈出第一步。”可知，第一段可描写Charltte主动迈出和解的第一步，向Felix道歉并提出分享毯子的建议，最终Felix接受，两人关系得到缓和。
②由第二段首句内容“拿着毯子，Felix和Charltte开始建造堡垒。”可知，第二段可描写Felix和Charltte携手合作搭建临时小屋的过程，以及这一过程中两人关系的缓和还有他们与朋友们共同度过的欢乐时光。
2.续写线索：Charltte主动行动——走向Felix——轻声道歉与提议——Felix反应——Charltte感受——共同搭建小屋——朋友加入——紧张气氛消散——小屋建成与共享时光——Charltte的感悟
3.词汇激活
行为类
①走向：walk ver t/mve twards
②消散：melt away/fade away
③完成：cmplete/finish
情绪类
①抱歉：srry/aplgetic
②惊讶：surprise/shck
【点睛】[高分句型1] She walked ver t Felix, wh was still sulking by the car. (由关系代词wh引导的非限制性定语从句)
[高分句型2] As they wrked, the tensin between Charltte and Felix melted away, replaced by laughter and teamwrk. (由as引导的时间状语从句和过去分词作状语)
写｜作｜技｜巧
具象化“隔阂的冰冷感”与“对话的艰难”：不简单说“我们吵架了，很尴尬”。通过空间细节（刻意拉远的物理距离、共享空间里无声的压抑）、行为细节（避免交汇的视线、欲言又止的嘴唇、手机屏幕上打了又删的消息）、以及心理细节（回忆美好过往带来的刺痛、对“先低头”等于“认输”的恐惧）等多维度描写，将关系的冻结状态与打破坚冰的心理门槛生动呈现，让读者感同身受那份近在咫尺却又远在天涯的孤独与挣扎。
勾勒“从委屈到主动的心理转变”：这是故事的灵魂。避免从“关系变冷”直接跳到“突然和好”。需用细腻的心理描写展现完整的情感演变链条：前期的固执与委屈——中期的孤独、反思与触动——后期的价值重估与决心生成——最终的破冰尝试。
聚焦“释放善意的第一个具体载体”：和解的启动，往往不是一个宏大的宣言，而是一个微小、试探性却充满诚意的具体物品或行为。着力刻画这个“搭建第一块桥板”的瞬间，如“悄悄放回他桌上的那支他最喜欢的牌子的笔”、“递过去一张写着‘聊聊？’的纸巾”、“在他常去的自习室，留出一个旁边的空位并放上一盒牛奶”。这个具体的、非语言（或最小语言）的善意信号，是放下防御、伸出触角的关键，最具真实感和感染力。
易｜错｜提｜醒
❌ 动机单薄，转折生硬：避免主人公的和解动机仅仅是“我觉得应该和好”。应结合具体情境，使其更立体可信。例如：对关系价值的清醒认知；对自身过错的真诚反思；对对方处境的理解与共情；外部事件的催化。
❌ 对方反应“理想化”或“被动化”：避免将和解对象写成要么毫无障碍地瞬间热情回应，要么完全被动等待拯救的“工具人”。应通过描写其面对善意信号时的第一反应（可能是一愣、迟疑、沉默、眼神复杂），以及后续的互动（可能是不自然的回应、需要时间的消化、一个同样微小的回馈信号），来展现和解过程的双向性、渐进性和不确定性。关系的修复是双人舞，不是独角戏。
❌ 结局“大团圆化”与过程“简化”：杜绝“我一道歉，对方立刻感动落泪，两人重归于好”的童话式处理。需体现和解过程的真实与微妙：进展的渐进性；残留的隔阂感；领悟的核心在于“行动”而非“结果”。
【变式4-1】(2026届湖南省湘潭市部分学校高三上学期一模英语试题) 阅读下面材料，根据其内容和所给段落开头语续写两段，使之成为一篇完整的短文。
Diana stepped int her cllege drmitry, her heart punding with a mix f excitement and nervusness. The rm was small but bright, with tw beds, tw desks, and a bkshelf. Her rmmate, Lily, was already there, unpacking a bx filled with clrful pillws and a huge teddy bear. “Glad t see yu I’m Lily,” she greeted with a brad smile, extending her hand. Diana smiled back shyly, “I’m Diana.”
At first, everything went smth. They chatted abut their high schls, favrite mvies, and dreams fr cllege. But sn, Diana nticed sme differences. Lily was an early riser, always getting up at 6:00 and humming (哼唱) sftly while getting dressed. Diana, hwever, lved sleeping in and ften felt annyed by the early mrning nise. Lily als had a habit f leaving her things everywhere, with her shes by the dr, her bks n Diana’s desk, and her snacks n the windwsill (窗台).
One evening, Diana came back t find her favrite ntebk missing. She searched fr it everywhere but culdn’t find it. “Have yu seen my ntebk, Lily?” she asked, trying t keep her vice calm. “Oh, yeah,” Lily replied casually, “I used it t take sme ntes in my math class. Is that kay?” Diana felt her face turned red with anger. “N, it’s nt kay” she screamed. “Yu shuld ask fr my permissin befre using my items” Lily lked astnished and a little hurt. “I’m srry. I didn’t mean t upset yu,” she said guiltily.
After that, the atmsphere in the rm became tense. They seldm talked, and when they did, their wrds were cld. Lily felt lnely and missed her ld friends. She thught abut talking t her mm n the phne, but she didn’t want t disturb her. One night, as Diana lay in bed, she heard Lily crying sftly. “Shuld I hld a friendly attitude and talk with her patiently?” Diana hesitated fr a mment and thught t herself.
注意：
1.续写词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
The next mrning, Diana decided t aplgize.
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Frm that day n, the relatinship between Diana and Lily changed.
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A
(山西省大同市灵丘豪洋中学2026届高三上学期12月质量监测) 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。
The ancient ak tree by the back dr f the schl was knwn as the “Memry Bank”. On the final day f senir year, students gathered arund the tree t bury their time capsules — letters t their future selves. Mia std amng them, hlding her time capsule with a heavy heart. While thers filled their time capsules with hpes and dreams, hers held a secret guilt she had been carrying fr mre than tw years.
Her mind drifted back t the science lab, where her curisity abut a micrscpe had led t disaster. Reaching fr the expensive micrscpe, she accidentally kncked it ff the table and it brke int tw pieces. Panicked, she pieced it back tgether and returned it t its place quickly. Shrtly after she cleared up the mess, the dr pened. There std Ben, a quiet classmate, with Mr. Davies behind him. Ben came t brrw the micrscpe fr an experiment. But the mment he lifted it, the instrument came apart in his hands.
“Be careful with the equipment, Ben. It’s expensive,” Mr. Davies cautined.
“It was brken!” Ben argued. “When I picked it up, it just fell t pieces!”
“It’s impssible,” Mr. Davies interrupted. “I inspected it myself this mrning!”
“I’m srry, Mr. Davies,” Ben stpped arguing and aplgized.
Just then, a sft wind ran thrugh the ak leaves, pulling Mia back t the present. She happened t see Ben placing his time capsule int the “Memry Bank”. After he put his time capsule int the hle, he cvered it with sil carefully. Then he std up and turned t leave. Watching his retreating figure, Mia felt very bad and she wndered whether burying her guilt was really hw she wanted her stry t end.
“Wait a mment, Ben!” Mia shuted, her vice trembling but clear.
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。
Ben turned arund and ndded t Mia.
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Finally, Mr. Davies, wh was als in the crwd, brke the silence.
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B
(25-26高三上·云南五华区·期中)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。
Lila had struggled with verwhelming stage fright ever since she picked up the vilin tw years ag. In the schl rchestra, she always hid in the back rw, her vilin’s sund barely hearable beneath the thers. Even when her music teacher, Mrs. Hendersn, gently urged her t try a sl, Lila wuld shake her head — just the image f standing alne n stage, under the bright lights and hundreds f staring eyes, made her fingers g numb(麻木的), unable t press the right strings.
Everything shifted ne weekend when her grandma, dusting ff an ld wden music bx, fund a yellwed nte inside. Dated 1957, it was her grandma’s wn handwriting: “T scared t play at the cunty fair. But Aunt Mabel said curage isn’t n fear — it’s playing anyway.” As Grandma handed it t Lila, her eyes sft with memry, Lila felt a spark. She chse Lullaby fr the Dawn — the tune Grandma sang t her every night when she was little — and practiced cnstantly. She practiced at the bus stp, ignring curius glances; she even ran thrugh the meldy(旋律) befre bed, her vilin leaning n her lap.
When the spring cncert arrived, Lila’s knees kncked as she walked nstage. But then she sptted Grandma in the frnt rw, hlding the nte up like a small flag. Taking a shaky breath, Lila clsed her eyes and drew the bw(琴弓)acrss the strings. The first ntes were smewhat unsteady, but sn the familiar meldy wrapped arund her, and she frgt the audience. When the last nte faded, the rm fell quiet fr a secnd — then burst int thunderus applause.
Afterward, a little girl with a vilin apprached Lila. Her eyes shne with hpe as she whispered, “I have a small schl cncert in three days, but I’m s scared t play alne.” Lila knelt dwn, pulled ut a piece f paper, and wrte neatly, “Curage is starting when hands shake.” She handed the nte t the girl, squeezing her small hand gently, and said, “Yu’ve gt this.”
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。
Three days later, Lila saw the little girl in the backstage area.
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When the girl stepped nstage, she ran t Lila at nce.
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C
(25-26高三上·福建龙岩非一级达标校·期中)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。
The Right Chice
I had wanted t win the “Student f the Mnth” award fr a lng time. My teacher, Mr Clark, said the award wasn’t just abut gd grades, but fr students wh shwed great character, like being hnest, respnsible, and kind t thers, even when n ne was watching.
My mm had a gd reputatin fr her hnesty in the cmmunity, and she always shared the stries behind it. She nce said t me, “Gd grades culd pen drs, but strng mrals and virtues wuld guide yu thrugh them.” S, I tk all her wrds t heart. I wrked very hard. I helped my classmates with their hmewrk, and I always fllwed the schl rules.
When Mr Clark annunced my name, I was s happy. My best friend, Sarah, gave me a big smile. I culdn’t wait t tell my mm.
The award was a small, shiny badge (徽章). I pinned it t my schlbag with pride. Fr a whle week, I felt like I was n tp f the wrld. My mm said she was prud f me. Hwever, smething happened. I was lking fr my English bk in my schlbag when I fund smething that made my heart stp. It was Sarah’s math cmpetitin medal. She was lking fr it everywhere last week, even crying because she thught she had lst it frever.
I felt terrible. I remembered that last week, I had brrwed her math bk, and the medal must have fallen int my bag accidentally. But if I tld everyne the truth, what wuld they think? Wuld they say I was a thief? My parents wuld be disappinted, and my friends might laugh at me. I thught abut just putting the medal in Sarah’s desk secretly. N ne wuld knw, and I culd keep my perfect image. It seemed like the easiest way ut.
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。
Nt knwing what t d, I fund my parents and pured ut my stry.
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Influenced by my mm’s stry, I went t schl with a clear purpse
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D
(25-26高三上·河北保定·期中)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。
Furteen-year-ld Oliver Bennett had always been an average student wh never std ut at Maplewd Secndary Schl. He wasn’t the tp f the class, nr was he the wrst. He lved ftball, hated math, and mstly just wanted t get thrugh schl withut t much drama.
But things started t shift during Year 9, especially in Chemistry class. Mr. Hutchins, their sharp-eyed teacher with a thick Scttish accent, had a reputatin fr making r breaking students’ futures. He was fair but demanding, and his tests were difficult. Mst students feared disappinting him—nt because he shuted, but because he didn’t have t. A disappinted lk frm Mr. Hutchins was enugh.
Oliver had been struggling lately. Between ftball practices, weekend matches, and a cusin’s wedding, he had barely pened his chemistry textbk. As the date f the big midterm exam apprached, he grew mre anxius. By Sunday night, he fund himself staring at his ntes withut absrbing a single wrd.
That Mnday mrning, walking int the classrm felt like stepping int a curtrm. Desks were arranged in neat rws. The peridic table (元素周期表) hung like a judge behind Mr. Hutchins’ desk. Oliver sat dwn slwly, his hands sweating with nervusness.
Just befre the test began, his friend Ethan leaned tward him and whispered, “I’ve gt smething that culd help.”
He slid a flded paper int Oliver’s hdie pcket.
“All the answers. My brther attended Mr. Hutchins’ class last year and saved everything.”
Oliver was a bit shcked. “Wait — what?”
“Dn’t wrry. Mr. Hutchins always reuses questins. This stuff’s gld.”
Oliver didn’t knw what t say. The temptatin was real. His parents had warned him — if his grades didn’t imprve, he’d have t quit ftball. N mre Saturday matches. N mre training. Just lessns.
When the test was passed ut, Oliver sat frzen. Mr. Hutchins mved slwly between desks, shes tapping against the flr. With a shaky hand, Oliver reached int his pcket — but stpped. His fingers tuched the edge f the paper.
He lked at the peridic table, then at Mr. Hutchins.
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。
Having hesitated fr a lng time, he finally made a final decisin.
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After the test, Oliver explained t Ethan why he didn’t use the paper t cheat.
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E
(25-26高三上·湖南长沙雅礼中学·月考)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。
On the afternn f my eighteenth birthday, I was driving my dad’s ld car arund twn, feeling abslutely free and excited. The sun was shining, and everything felt perfect. As I made a turn a bit t quickly, the wrst thing happened. There was a lud, sharp sund f metal scraping against metal. My heart jumped int my thrat — I had sideswiped a car parked by the pavement.
I stpped the car, my hands shaking n the wheel. I lked arund nervusly. The street was cmpletely empty; n ne had seen the accident. A pwerful thught rushed int my head: “Just drive away. N ne will ever knw.” The car I hit was a beautiful, brand-new Mercedes, and the scratch alng its dr was lng and deep. My wn car nly had a small bump. panic filled me. I had wrked hard t save mney fr my first semester s cllege bks, and I knew that mney wuld be wiped ut by this repair. The temptatin t escape was verwhelming.
But then, I pictured my dad’s serius face. He had always taught me that taking respnsibility fr yur actins was what defined a persn. With a heart that felt like a heavy stne, I pulled ver behind the Mercedes. I fund a ntebk and a pen in my backpack. My hands were trembling s much that the writing was messy. I wrte dwn my name, my phne number, my address, and a shrt aplgy. I tre ut the page, walked back t the Mercedes, and carefully put the nte under its windshield wiper. Driving hme, I was cnsumed with dread, already imagining the angry phne call and the financial truble that wuld fllw me t cllege.
The call came that evening. A wman’s vice, calm and steady, asked fr me.“This is Mrs. Gable,” she said. “I’m calling abut the nte yu left n my car.” I braced fr the wrst, and my aplgy tumbled ut in a rushed, nervus stream. She listened quietly until I finished. “The scratch n my car is quite nticeable,” she said, pausing. My stmach tightened int a knt, sure she was abut t demand a huge payment. Then she added, her vice warming, “But s is yur hnesty.”
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。
Mrs. Gable’s wrds hung in the air fr what felt like an age.
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A week later, a small package arrived in the mail fr me.
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F
(25-26高二上·山西吕梁部分学校·)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。
One sunny afternn, 8-year-ld Le was running after a clrful butterfly arund the neighbrhd. He laughed as he ran faster, his eyes fixed n the mving wings. He was s caught up in the game that he didn’t ntice where he was ging. Near the neighbr’s yard, he tripped ver a small stne and crashed right int Mrs. Lee’s ptted sunflwers — her favrite nes.
The pt brke int pieces, and sil spread all ver the path. Le frze, his laughter gne in a secnd. Mrs. Lee was always s nice t him — she’d even given him a tiny sunflwer plant last spring. He knelt dwn and tried t put the flwers and sil back int the brken pt, but nly made it wrse and gt his hands all dirty.
He was s scared he’d ruined her hard wrk that he stepped back, his heart beating fast. He lked at her dr, half hping she hadn’t seen it and half wishing she wuld cme ut s he culd say srry right away. Hwever, scared f what Mrs. Lee might say, he turned and ran hme as fast as he culd. When he pushed pen the dr, he didn’t even take ff his shes — he just ran t his rm and sat n the bed, hands cvering his face.
After a few minutes, his mm Clara kncked sftly n his dr. “Le? Yu’re hme early, and yu ran in s fast. Are yu kay?” She eased the dr pen and saw him sitting with his head dwn. She walked ver and sat next t him, putting a hand n his back. “Yu lk upset. What’s wrng, sweetie?” she asked.
Le tk a deep breath and then tld his mm what had happened with tears in his eyes. His mm hugged him gently and said, “It’s kay t make mistakes, but we need t take respnsibility.” She tk ut a new pt and sme fresh sil, and then held Le’s hand. “Let’s g and say srry and fix it tgether.”
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。
Le thught fr a while and ndded.
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T his surprise, Mrs. Lee’s face sftened int a smile.
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G
(2026届皖南八校高三上学期第一次大联考英语试卷)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。
During my final year f cllege, I shared a small drm rm with my classmate Kim. I was never a tidy persn — my side f the rm always lked like a disaster area, cvered with bks, shirts, and single scks. Kim, n the ther hand, was extremely rganized. She labeled each f her drawers and even clr-cded her class schedule. She arranged her pens by clr and flded her sweaters accrding t the seasn; everything had its wn spt. Our cntrasting habits ften made us irritate (惹恼) each ther.
One evening in the middle f Octber, things reached a breaking pint. After evening self-study, I casually kicked ff my basketball shes. One f them accidentally slid under Kim’s bed. When she fund it, her face turned bright red with anger. She picked up the she and threw it vilently tward my side. It hit my desk lamp, kncking it ver. The lamp fell t the flr, and the light bulb brke int pieces all ver the pile f T-shirts I had intended t fld. I jumped up, shuting at her fr being s disrespectful. She shuted back, cmplaining abut my cnstant mess. We bth rushed tward the dr, each determined t be the first t slam (砰地关上) it shut.
We might nt have cme back that night if the phne hadn’t rung just then. I sat n my bed, still angry. Kim picked up the phne. Frm her brief, unsteady respnses, I culd tell smething was wrng. After she hung up, she crawled (匍匐) int her bed, pulled the cvers ver herself, and began t cry. The rm suddenly fell int a heavy silence, filled with a new kind f unease.
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。
As Kim’s quiet crying reached my ears, smething inside me shifted.
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I was s fcused that I didn’t ntice Kim had been watching me cleaning.
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H
(2025届陕西省汉中市汉台区高三下学期教学质量检测英语试题)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 a busy high schl, Tm and Jack were nce inseparable. They had been friends since the first day f schl, sharing laughter, secrets, and cuntless adventures tgether. Hwever, a heated argument during a class prject nearly brke their friendship.
The prject was abut creating a presentatin n envirnmental prtectin. Tm and Jack, bth passinate abut the tpic, had different ideas n hw t rganize the presentatin. Tm believed in a mre data-driven apprach, while Jack wanted t fcus n tuching stries. As the discussin went n, their vices grew luder and eventually they lst their tempers. They said sme mean things t each ther withut thinking. Befre they realized it, they had a huge fight. Jack left the classrm angrily, leaving Tm feeling mad and srry fr his inapprpriate remarks.
Days passed, and there was a lt f tensin between them. They avided each ther in the hallways, and their nce-friendly talks during breaks had turned int awkward silence. Their classmates nticed the change and were cncerned, but attempts t help them make up seemed t be in vain. It seemed like nthing culd bring them back tgether.
One day, their teacher, Mr. Smith, nticed the strained relatinship. He decided t intervene (干预). After class, he pulled Tm and Jack aside and said, “I knw yu tw had a disagreement, but yu can’t let this ruin yur friendship. Yu bth have great ideas, and this prject is a chance t cmbine them. I want yu t wrk it ut. ”
Paragraph 1: Tm and Jack lked at each ther, a lk f awkwardness in their eyes.
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Paragraph 2: Sitting dwn tgether, Tm and Jack began t talk abut the prject.
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I
(22-23·重庆巴蜀中学校·月考)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。
The excited sund f seventh-grade laughter and vices spilled dwn the hallway as the students filed int the gym. I weaved my way thrugh the mass f peple and sat dwn next t my best friend, Lauren.
“S, what exactly are we ding here?” she questined.
“Well, accrding t Mrs. Marks, we’re suppsed t be listening t a speech abut bullying and peer pressure.”
As sn as the speaker started talking, I snapped t attentin. She had this way abut her, as if she knew hw t reach int ur minds and suls and make us think. I thugh abut the kids wh came t schl every day, despite knwing that they wuld have t face cruel cmment all day lng.
One by, in particular, came t mind. Every day, this by came t schl late, and I suspected it was because he needed t get medicine frm the nurse. But this didn’t stp kids in the class frm making fun f him. The by wuld put his head dwn n his desk in shame. The wrst, thugh, was when he tried t fight back. His attackers nly laughed and cntinued the cruelty until the entire rm was laughing at his expense.
As I sat in the auditrium, absrbing everything the speaker had t say, thughts f this pr by crept int my head.
“Nw, befre I leave tday, I wuld like t give everyne here an pprtunity t say anything he r she wants t n the subject f bullying r peer pressure. Yu may aplgize t a friend, thank smene fr his r her kindness, anything, And this is the ne time I can prmise that n ne, will laugh at yu.”
The stillness in the rm made me believe her. Slwly, I saw a few hands raise tentatively (犹豫地) in the air behind me, One girl wanted t aplgize t a friend she had been ignring recently. Anther thanked a by fr his kindness when she slipped n the steps the ther day.
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。
It was then that my mment f curage arrived, inspiring me t act.
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Later that day, the by I had been talking abut came up t me privately.
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J
(24-25高三上·湖南常德临澧县第一中学·)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。
Smetimes, having a faithful and gd friend is the best thing that can ever happen t anyne’s life.
Ray grew up in the quiet and industrialized city f Buchncer. He was quieter than the city and was scially discnnected frm ther children f his age. He was ften caught up in his thughts watching the cluds utside the windw. Peple thught that he was a lner r had sme mental prblems.
At schl, he was nicknamed “The Lne Ranger”. He didn’t mind what peple said abut him. He just minded his wn business.
Time went by, and he still had n friend. His parents feared that he had an underlying prblem, thugh he was ding very well academically. He was taken t psychlgists, but there was nthing wrng with him.
During his high schl days, a new by came int their class. He had weird lng hair that ther student fund t be funny. He lked s tired and his clthes were ragged and dirty. It seemed that he didn’t have enugh mney t buy himself a decent clthing. He was laughed and regularly made fun f. He was teased and due t his small bdy, he was bullied t.
It did nt g well with Ray wh felt that the new student, Ben, was being mistreated.
One day, as Ben was being abused, Ray ran t rescue him. Ray gt the beating f his life. He was beaten until he was nse bleeding. Even thugh Ray and Ben were unable t defend them-selves, the unfrtunate event marked the beginning f a new friendship.
They were always tgether and never felt lnely r incmplete in the cmpany f each ther. They were just nrmal bys wh shared a deep friendship that many students f their age imagined r read in bks. Tw years passed by and the friendship was still ging strng.
注意：续写词数应为150左右。
Para 1: One day, a fire brke ut at the schl.
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Para 2: They walked ut the building safe and sund.
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K
(23-24高三上·广东汕头·期末)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。
Every time I think f the card attached with a picture, it reminds me that success is imprtant, but why nt smetimes just admit the jurney, regardless f success r failure, and shw ur apprval? Our apprval may bring us anther stry, while fr thers, anther chapter f life.
One mnth ag, I was temprarily appinted t be in charge f a class, when they just finished an imprtant exam. A by walking ut f the classrm with his friends greeted me happily. The sunny smile n his face shwed his cnfidence in the exam. He was Mark, a tp A student. During the fllwing days, Mark impressed me with his ptimism in class and after class.
One Mnday mrning, as I rushed twards my ffice, I encuntered Mark. We greeted each ther, but his “gd mrning” face wasn’t as bright as usual. “Maybe he desn’t like Mnday as much as I d.” I thught jkingly.
At the ffice, Mark’s less-than-enthusiastic lk reminded me f his sunny smile. Recalling the first time we met, I drew a by with a brad smile and sparkling eyes. As a new teacher, pupils like Mark were my favurite. Persnally, they learned by heart, and always met ur expectatins. Mrever, they were easily satisfied. Even a simple “Well dne!” culd brighten their day. T encurage students, I had my wn award system, including empty cards, where I wuld write three r fur sentences f encuragement based n students’ individual situatins.
As I enjyed the pleasure f getting a new idea, I heard a knck at the dr. It was Mark, dragging his feet with his head dwn, “Madam, I’m upset.” His wrds amazed me. What culd make such an excellent student s dwn? I asked if he had prblems with his friends, but he shk his head. Cncerned, I inquired if he was being bullied, but received the same respnse.
“D yur parents put pressure n yu?” I wndered. As fr this questin, Mark’s vice began t tremble and he lwered his head again, whispering, “They trust me and expect me t get better and better. I had been ding my best but I gt the third place in the exam.”
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。
Hearing his wrds, I was lst in thught.
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With my encuragement, Mark pened the card.
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L
(24-25高三上·重庆南开中学·)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。
Having recently transferred t the high schl, Emily felt like a ghst drifting thrugh the hallways — unseen and unheard. Struggling t adapt t her new envirnment, she fund herself islated. A grup f ppular girls, led by Jessica, frequently made fun f her. They even threw insults at her intelligence, as if excelling in schl was smething t be ashamed f. T avid adding mre stress t her already verwrked parents, Emily bttled up her feelings, swallwing the daily suffering like bitter medicine.
One gray afternn, after the final bell had rung and the last eches f chatter had faded, Emily fund her bks and ntebks scattered in a dirty bin. With embarrassment burning her cheeks, tears welled up in her eyes, blurring her visin as she knelt t gather her belngings. Just then, Lily, a classmate wh had always nticed Emily’s struggles but never intervened, apprached and knelt beside her. “They’re just trying t feel better by making thers feel wrse,” Lily said sftly, her vice like a gentle breeze n a suffcating day. Then, she handed Emily her ntebks, ffering an understanding smile.
Thugh tuched by Lily’s kindness, Emily still felt the shadw hanging ver her. Jessica and her friends tripped Emily in the hallways, pushed her in the lunch line, and even hid her gym shes, laughing as she crazily searched fr them. Each incident added t the weight pressing dwn n Emily’s chest. She began pretending t be sick, hping t escape the trture that turned her schl life int a daily nightmare.
In an English class, the teacher assigned an essay titled “My Wish”. Emily pured her heart int the assignment and wrte abut her lnging fr a true friend and the pain f feeling like an utsider, baring her sul n the page, expsing the raw wunds and the bullying she had endured. The teacher, nticing the weight f her wrds, realized what Emily had been ging thrugh. The schl respnded swiftly, taking measures t address the effects f bullying and rganizing cunseling sessins t help Emily rebuild her cnfidence. Thrughut this time, Lily stayed by Emily’s side, becming her pillar f strength.
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。
Emily’s recvery began t shw signs f prgress with Lily’s supprt.
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Als, the schl’s ban n bullying made Jessica and her friends reflect.
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