高考英语二轮-读后续写话题之助人为乐类（题型专练）（全国通用）（教师版）

这是一份高考英语二轮-读后续写话题之助人为乐类（题型专练）（全国通用）（教师版），共66页。试卷主要包含了 看见， 抉择， 行动， 升华， 句式用途等内容，欢迎下载使用。
主题解读
助人为乐类故事是高考读后续写的常见题材之一。与聚焦于个体“突破自我”的成长类故事不同，这类故事的内核在于 “社会联结”。它描绘一个普通个体，如何通过一个主动或被动“看见”他人困境、并最终伸出援手的契机，打破人际间的冷漠、距离或偏见，完成从“旁观”到“共情”再到“行动”的角色转换，最终在社会关系的重新构建中，获得关于善良、责任、信任与生命意义交织的深刻体悟。
这类故事的叙事脉络，通常遵循一个从“看见困境”到“双向温暖”的经典叙事弧光：
1. 看见：共情的起点：故事始于一种对社会联结缺失的觉察。这可能表现为物理上的困境（如他人摔倒、负重、迷路），情感上的孤立（如他人的孤独、悲伤、被排斥），或能力上的窘迫（如学习困难、技能缺失）。主人公对这种“困境信号”的敏锐捕捉，构成了故事的情感启动器。从“视而不见”到“驻足观察”，是内心善意苏醒的第一步。
2. 抉择：善意的试炼：这是情节的发动机。一个具体的内心拷问打破平静：“我要不要管？”。这个抉择考验着主人公的同情心、勇气与责任感。顾虑是真实的（时间、精力、风险、他人的眼光），但最终，一种更深层的内在驱动力（不忍、责任感、或是“如果是我”的换位思考）推动他选择“介入”。这个选择，是将抽象善意转化为具体行动的枢纽。
3. 行动：联结的浇筑：这是续写的核心。重点在于刻画 “从笨拙到真诚” 的帮助过程。
行动的具象化：描写具体、细微甚至略显笨拙的帮助行为。不是宏大的口号，而是一次弯腰搀扶、一次耐心的讲解、一次无声的陪伴、一份匿名的礼物。行动越具体，越显真诚。
情感的互动与深化：刻画受助者从惊讶、戒备到接纳、感激的情绪变化，以及助人者从略显紧张到坦然、欣慰的心理体验。过程中可能伴有误解的消融、语言的交流或沉默的默契。
双向的影响：助人者并非单向的施予者。在帮助过程中，他/她可能从对方身上看到生命的坚韧，或被纯粹的感激所触动，从而获得自身情感的净化与启迪。这是一个 “互相照亮” 的过程。
4. 升华：价值的确认与涟漪的扩散
故事的结尾，帮助本身可能只是片刻或小事，但其引发的精神涟漪却绵延不绝。它指向一种价值的确认：善意的付出，让世界（哪怕只是两个人的小世界）变得更温暖、更可信一点。主人公领悟到的，不仅是对“助人”行为本身的肯定，更是一种深刻的社会信念：个体的微光可以照亮角落，善意的传递能够消融隔阂，而人性的温暖，正是在这一个个主动伸出手的瞬间，被不断确认和传承。 这份领悟，往往化作一个微笑、一句感谢、或是一个未来也要将善意传递下去的默默决心。
常见情节&主题句式
考向01 扶助·困境中的援手
一、 常见情节与主题归纳
这类故事的核心情节是：主人公在日常生活中，因一次偶然的观察，发现他人正身处具体、切实的困境中亟需帮助。面对一个清晰的求助信号或可见的困难，主人公内心经历从犹豫、权衡到最终选择伸出援手的转变。这一“主动的靠近”，开启了人与人之间一段温暖联结的序章。
常见情节：
1. 伸出援手：帮助提重物的老人或邻居、扶起因腿脚不便或路面湿滑而摔倒的行人、为迷路的游客耐心指路或带路。
2. 提供便利：为忘记带文具或课本的同学分享自己的、在雨雪天为没带伞的同学或路人撑伞、帮助行动不便的同学或老师取送物品。
3. 化解窘境：帮助在公共场合不小心打翻物品的人一起收拾、为窘迫地发现自己钱不够支付的人垫付零钱、帮助卡在自动门或电梯里的陌生人。
4. 紧急支援：在他人突发身体不适（如低血糖、中暑）时提供帮助并寻求援助、帮助与父母走散的孩子找到家人。
核心主题：故事旨在刻画 “从旁观到介入” 的社会责任感觉醒。核心是展现人性中最朴素的善意、同情心与行动力。成长的标志在于能够超越“事不关己”的冷漠，对一个陌生或熟悉的人的困境承担起主动关怀的义务，认识到“我”的一点微小行动，可以成为照亮他人困境的一束光。
二、 续写思路：聚焦“抉择”与“行动”
构思此类故事，关键在于真实、细腻地呈现主人公从“看见困境”到“采取行动”的完整心理链条及帮助的具体过程。可遵循以下三步：
第一步：定位“困境场景”与“内心障碍”
首先，明确原文中他人所面临的具体困境是什么（负重、迷路、摔倒、窘迫）。同时，要明确主人公在伸出援手前可能面临的现实与心理障碍，如：害怕被拒绝或误解、担心惹上麻烦、时间紧张、自身羞涩或不确定如何帮忙等。
第二步：设计“触发瞬间”与“心理转折”——这是续写的灵魂。
1. 触发细节具体化、感官化：这个瞬间必须通过他人的状态直接冲击主人公的感官与良知。例如：
视觉：对方脸上露出的焦急、疲惫、无助或痛苦的神情；被汗水浸湿的衣衫、沉重的行李、踉跄的脚步。
听觉：一声沉重的叹息、一句低声的自言自语（“这可怎么办”）、一声不适的呻吟。
情境：恶劣的天气（暴雨、烈日）、拥挤的人群、对方孤立无援的处境与自己恰好在场的巧合。
2. 内心挣扎过程化：详细刻画从“看到”到“决定行动”之间的心理活动。不能直接跳到“我帮了他”，要展现短暂的权衡与自我说服。例如：“我该装作没看见吗？”→ “但他/她看起来真的需要帮助……” → “如果是我处在那种情况，也会希望有人帮一把吧？” → “只是举手之劳，我应该过去。”
第三步：落实“帮助行动”与“情感联结”
1. 行动是善意的证明：描写主人公克服障碍后采取的具体、得体的帮助行动。这可能包括：一句主动的询问（“需要帮忙吗？”）、一个简单的协助动作（接过一部分重物、伸手搀扶）、一次耐心的指引或陪伴。行动应体现尊重、细心与真诚。
2. 感悟要点明“微光”的价值：结尾的升华应强调这次主动的介入如何带来了积极的变化。主人公领悟到，一个微小的善举，不仅缓解了他人的困境，也给自己带来了内心的满足与温暖，更验证了人与人之间善意流动的美好。帮助的完成，让冷漠的世界多了一份温暖的联结。
三、 必备优秀句式
1. 句式用途：描写初次注意到他人困境时，内心被触动的瞬间。
句型结构：Smething abut the way he/she ... struck a chrd in me, making it impssible t …...
例句：Smething abut the way he was struggling t lift the heavy bx up the stairs, his face red with effrt, struck a chrd in me, making it impssible t simply pass by.
翻译：他费力地将沉重的箱子搬上楼梯的样子，脸庞因用力而涨红，不知怎地触动了我，让我无法就这样径直走过。
2. 句式用途：刻画内心在“上前帮忙”与“转身离开”之间的短暂斗争。
句型结构：A brief hesitatin held me back, the vice f cnvenience arguing ..., but a strnger impulse urged me ...
例句：A brief hesitatin held me back, the vice f cnvenience arguing “It’s nt yur prblem,” but a strnger impulse urged me t step frward and ffer my help.
翻译：一阵短暂的犹豫让我驻足，一个图方便的声音争辩着“这不关你的事”，但一股更强烈的冲动催促我上前提供帮助。
3. 句式用途：表达做出帮助决定后，付诸行动时谨慎而礼貌的开场。
句型结构：Summning a bit f curage, I ….., in what I hped was a friendly tne, “……….?”
例句：Summning a bit f curage, I apprached and asked, in what I hped was a friendly tne, “Excuse me, culd yu use a hand with that?”
翻译：我鼓起一点勇气走上前，用尽可能友好的语气问道：“打扰一下，需要帮忙吗？”
4. 句式用途：描写帮助被接受，紧张感消除，温暖感产生的时刻。
句型结构：A lk f ………… ver his/her face, and immediately, ……. I felt melted away.
例句：A lk f genuine relief and gratitude washed ver his face, and immediately, any lingering awkwardness I felt melted away.
翻译：他脸上浮现出由衷的宽慰和感激之情，我心中残留的任何尴尬瞬间便烟消云散了。
5. 句式用途：升华主题，点明这次帮助行为的深远意义——善意的传递。
句型结构：That day, I learned that …………; smetimes, it’s just …….., a decisin t act, and the shared warmth that fllws.
例句：That day, I learned that kindness isn’t abut grand gestures; smetimes, it’s just a mment f seeing, a decisin t act, and the shared warmth that fllws.
翻译：那天，我明白了善良不在于宏大的举动；有时，它只是一次看见，一个付诸行动的决定，以及随之而来的那份共享的温暖。
6. 句式用途：用环境或内心感受描写，映衬帮助完成后的积极氛围。
句型结构：Walking away, ………….., and………….., hwever brief, stayed with me.
例句：Walking away, the sunlight seemed a little brighter, and a quiet sense f cnnectin, hwever brief, stayed with me.
翻译：离开时，阳光似乎都明亮了几分，一种宁静的联结感，尽管短暂，却留在了我的心中。
考向02 慰藉·心灵的微光
一、常见情节与主题归纳
这类故事的核心情节是：主人公敏锐地察觉到他人（同学、邻居、陌生人）正被无形的情绪阴霾所笼罩，如孤独、失落、焦虑或被排斥。面对这种心灵困境，主人公选择超越言语的安慰，通过真诚的倾听、安静的陪伴或贴心的共享，成为照进对方世界的一束微光，帮助其驱散内心的阴冷。
常见情节：
1. 主动靠近孤独者：主动与班级里沉默寡言、看似被孤立的新同学或内向者交流，邀请其加入活动。
2. 无声陪伴悲伤者：发现同学或朋友因失败（比赛、考试）、失意（被误解、争吵）而情绪低落时，不去说教，而是安静地陪在身旁，或分享一首歌、一块甜点。
3. 用行动化解尴尬：当他人陷入窘迫（如发言卡壳、当众出丑）时，不是围观或嘲笑，而是投去一个鼓励的眼神，或巧妙地帮忙解围。
4. 分享温暖驱散寒冷：在节日（如中秋、元旦）发现有人（如留守同学、独居邻居）形单影只时，主动分享食物、发出邀请，或送去一份小祝福。
核心主题：故事旨在刻画 “从同情到共情” 的情感深度进化。核心是展现人性中最珍贵的同理心与精神滋养的能力。成长的标志在于能够感知他人细腻的情感需求，并愿意用自己内心的温度去温暖另一颗心，认识到治愈的力量往往蕴藏在安静的倾听与温柔的陪伴之中。
二、 续写思路：聚焦“发现”与“走近”
构思此类故事，关键在于细腻、真诚地呈现主人公如何“看见”他人的情感需求，并以一种不具侵略性的方式“走近”对方的世界，完成一次心灵的抚慰。可遵循以下三步：
第一步：定位“情感阴霾”与“行为信号”
首先，明确原文中他人所陷的具体情感状态是什么（孤独、悲伤、尴尬、焦虑）。同时，要通过其外在行为信号来具象化这种状态，如：总是独坐角落、避开他人目光、沉默不语、强颜欢笑、反复做某个小动作（绞手指、叹气）。
第二步：设计“共情瞬间”与“内心驱动”——这是续写的灵魂。
1. 共情瞬间具体化、内心化：这个瞬间是主人公由外及内的理解过程。
2. 观察与联想：看到对方的状态，联想到自己曾有过的类似感受（“我曾也……我知道那感觉”）。
3. 细节触动：一个微小的细节成为共情的触发点——对方看向窗外时眼中的空洞、收拾书包时动作的迟缓、听到欢声笑语时下意识的微微蜷缩。
4. 内心驱动过程化：描写从“注意到”到“想安慰”的心理过程。不是简单的怜悯，而是基于理解的尊重与关怀。例如：“他看起来很难过，也许需要一个人待着？” → “不，有时最怕的就是独自一人。” → “也许，我可以只是……在那里。”
第三步：落实“温暖互动”与“心灵回响”
1. 互动是微光的载体：描写主人公采取的非侵入性、充满尊重的关怀行动。这不是解决问题的方案，而是情感的陪伴。例如：默默坐到对方旁边的空位、递过一张写着“还好吗？”的纸条、分享一副耳机、邀请对方一起做一件不需要多说话的事（如散步、整理图书）。
2. 感悟要点明“无声的共振”：结尾的升华应强调，这种慰藉的价值不在于解决了什么问题，而在于建立了情感的联结与确认。主人公领悟到，有时最大的善意，不是伸出援手，而是伸出倾听的耳朵；不是驱散黑暗，而是成为黑暗中的一点微光，让对方知道自己并不孤单。这次温暖的靠近，让两颗心产生了无声却有力的共振。
三、 必备优秀句式
1. 句式用途：描写初次察觉到他人异常情绪状态时的敏锐观察。
句型结构：There was a…… him/her that hung in the air, a kind f ... that spke luder than any cmplaint.
例句：There was a quiet sadness abut her that hung in the air, a kind f distant lk in her eyes that spke luder than any cmplaint.
翻译：她周身笼罩着一种安静的悲伤，眼中那种疏离的神情，比任何抱怨都更响亮地诉说着心事。
2. 句式用途：刻画内心产生共情，并驱使自己打破沉默、主动靠近的决定过程。
句型结构：Remembering a time when I felt similarly adrift, I knew I culdn't just ... An impulse, gentle but firm, guided me t ...
例句：Remembering a time when I felt similarly adrift, I knew I culdn't just pretend nt t see. An impulse, gentle but firm, guided me t walk ver and sit beside her.
翻译：回想起自己也曾感到过类似的迷茫，我知道我不能假装没看见。一股温柔而坚定的冲动，引导我走过去，坐在了她身旁。
3. 句式用途：表达尝试建立联结时，谨慎而充满关怀的开场方式。
句型结构：Nt knwing what t say, I simply ffered ..., my presence a quiet questin rather than an intrusin.
例句：Nt knwing what t say, I simply ffered a shared glance and a slight, understanding smile, my presence a quiet questin rather than an intrusin.
翻译：不知该说什么，我只是投去一个交汇的眼神和一个略带理解意味的微笑，我的在场是一个安静的问候，而非侵扰。
4. 句式用途：描写对方接收到善意后，情绪出现微妙转变的时刻。
句型结构：Fr a mment, the defensive wall in his/her eyes seemed t sften, replaced by a flicker f ... — nt quite a smile, but a silent acknwledgment.
例句：Fr a mment, the defensive wall in her eyes seemed t sften, replaced by a flicker f surprise and relief — nt quite a smile, but a silent acknwledgment.
翻译：有那么一刻，她眼中防御的壁垒似乎软化了，取而代之的是一丝惊讶与宽慰——还不算是一个微笑，而是一种无声的确认。
5. 句式用途：升华主题，点明这种心灵慰藉的本质与力量。
句型结构：I realized then that the greatest cmfrt we can smetimes ffer isn't a slutin, but the simple, pwerful prf that smene sees, smene cares, and n ne has t weather the strm alne.
例句：I realized then that the greatest cmfrt we can smetimes ffer isn't a slutin, but the simple, pwerful prf that smene sees, smene cares, and n ne has t weather the strm alne.
翻译：那时我明白了，有时我们能给予的最大安慰并非解决方案，而是一个简单而有力的证明：有人看见，有人在乎，没有人必须独自承受风雨。
6. 句式用途：用氛围或内心感受的描写，收束这段温暖而静谧的情感互动。
句型结构：We sat in cmfrtable silence fr a while, the earlier chill in the air gradually replaced by a shared, wrdless warmth.
例句：We sat in cmfrtable silence fr a while, the earlier chill in the air gradually replaced by a shared, wrdless warmth.
翻译：我们在舒适的沉默中坐了一会儿，空气中先前的寒意，逐渐被一种共享的、无言的温暖所取代
考向03 反哺·自我的重光
一、 常见情节与主题归纳
这类故事的核心情节是：主人公在向他人提供帮助（通常是具体行动或情感支持）的过程中，出乎意料地获得了对自身处境、能力或内心世界的重新审视与深刻启迪。助人的行为如同一面镜子，映照出自身未曾察觉的勇气、价值、潜力或生命的意义，最终实现助人者与受助者在精神层面的双向治愈、共同升华与自我超越。
常见情节：
1. 在帮扶中突破自我设限：在帮助一位身体不便的同学或老人日常活动（如上下楼、参加活动）的过程中，克服了自己原有的社交恐惧或畏难情绪，发现了内心的坚韧与耐心，重获自信。
2. 在服务中重拾生命热情：参加社区或学校组织的志愿服务活动（如探访养老院、辅导低年级学生），从最初的被动、完成任务的心态，转变为在付出中发现自身价值、责任感与连接感，从而走出个人的迷茫或冷漠。
3. 在安慰中实现自我疗愈：安慰一位经历失去（宠物、亲人）或挫折的朋友时，自己也被对方的脆弱与坚韧所触动，在疏导对方情绪的同时，也意外地梳理和释放了自己内心积压的类似情感，获得解脱与成长。
4. 在教授中深化自我认知：在帮助同学补习功课、传授某项技能的过程中，为了讲清楚，不得不重新梳理、深入理解知识或技能本身，从而巩固了所学，并体会到“教学相长”的乐趣与自身知识的价值。
核心主题：故事旨在刻画 “从利他到渡己” 的精神跃升。核心是展现善意付出的双向价值——它不仅能照亮他人，更能反过来照亮施予者自身的内心世界。成长的标志在于主人公认识到，真诚地帮助他人，常常是认识自己、锤炼自己、超越自己的一条隐秘路径。最终的收获超越了简单的“好人好事”，而是一种对自我力量的确认、对生命意义的更深领悟，以及对“施与受”辩证关系的通透理解。
二、 续写思路：聚焦“行动”与“内观”
构思此类故事，关键在于真实、有层次地呈现主人公在助人行动中如何由外而内地触发自我反思与认知更新。可遵循以下三步：
第一步：定位“助人起点”与“自我盲区”
首先，明确原文中主人公提供帮助的直接原因和初始心态是什么（如任务要求、同情心、责任感）。同时，点明主人公在此阶段可能存在的自我认知局限或内心困境，如：缺乏自信、感到生活枯燥无意义、被某个心结所困、对自身能力认识模糊。
第二步：设计“催化性互动”与“内心映照”——这是续写的灵魂。
1. 互动细节启迪化：在帮助过程中，设计一个或一系列具体的互动细节，它像一束光，突然照亮了主人公自身的某个方面。
受助者的反应：对方一个超乎预期的感激眼神、一句真诚的反馈（“你真有耐心”、“你懂的真多”）、或展现出的进步与快乐。
行动中的自我体验：在克服帮助过程中的某个小困难时，突然发现自己比想象中更有办法、更沉着。
情感的共鸣与投射：在倾听对方故事时，发现与自己的某种经历或情感产生深刻共鸣，从而得以从新的角度审视自己。
2. 内心觉醒过程化：详细描写这个外部事件如何引发内部认知的连锁反应。例如：“我原本只是觉得应该这样做…” → “但当他那样说/那样做时，我忽然感到…” → “这让我想起了自己…原来，我也可以/我也曾/我需要的正是…”
第三步：落实“自我更新”与“双向升华”
1. 更新是觉醒的证明：描写主人公在经历内心映照后，对待自己或生活的态度、行为发生的积极变化。这可能表现为：更积极地参与社交、对自己追求的目标更有信心、用更豁达的心态看待过去的挫折、找到了新的生活兴趣或方向。
2. 感悟要点明“渡人即渡己”：结尾的升华应抵达哲学层面。主人公的感悟需清晰点明：这次助人经历，最大的礼物不是对方的感谢，而是馈赠给了自己一个更清晰、更强大、更完整的自我。他/她领悟到，善意在流动中完成了能量的转换与升级，照亮他人时，也必然反哺自身，这便是“重光”的含义。
三、 必备优秀句式
1. 句式用途：描写在助人过程中，一个意外触发自我反思的瞬间。
句型结构：In the midst f ..., it wasn’t his/her gratitude that struck me mst, but the sudden, startling realizatin that ...
例句：In the midst f explaining the math prblem fr the third time, it wasn’t his gratitude that struck me mst, but the sudden, startling realizatin that I myself had finally mastered it thrugh the act f teaching.
翻译：在我第三次讲解那道数学题的过程中，最触动我的不是他的感激，而是那个突然的、令人惊讶的发现：我自己竟通过教学这个行为彻底掌握了它。
2. 句式用途：刻画从“向外付出”到“向内观照”的心理转折。
句型结构：As I was ... fr him/her, I unexpectedly fund myself ... — a part f me I had lng verlked r dubted.
例句：As I was ffering wrds f cmfrt fr her lss, I unexpectedly fund myself cnfrnting my wn buried grief with a newfund curage — a part f me I had lng verlked r dubted.
翻译：当我在为她的失去提供言语安慰时，我意外地发现自己正以一种崭新的勇气面对自己埋藏已久的悲伤——那是我长期以来忽视或怀疑的一部分自我。
3. 句式用途：表达在帮助他人后，自身状态发生的积极、具体变化。
句型结构：Walking away, I carried nt nly the satisfactin f……., but als a lighter heart and a clearer sense f ...
例句：Walking away, I carried nt nly the satisfactin f having helped, but als a lighter heart and a clearer sense f purpse that had been missing frm my wn life.
翻译：离开时，我不仅带着帮助他人后的满足感，还怀揣着一颗更轻盈的心和一种更清晰的目标感——那正是我自己的生活里曾缺失的东西。
4. 句式用途：升华主题，揭示助人行为对自我的深层重塑。
句型结构：That afternn, I ……., but in the end, the persn …….in a new light was, unexpectedly, myself.
例句：That afternn, I set ut t be smene’s helper, but in the end, the persn wh was truly helped and seen in a new light was, unexpectedly, myself.
翻译：那天下午，我出发是为了成为别人的帮助者，但最终，那个真正得到帮助、并被重新照亮的人，出乎意料地，是我自己。
5. 句式用途：点明这种“反哺”所带来的持久性内在改变。
句型结构：The experience planted a seed within me —………….; n the cntrary, it has the pwer t …...
例句：The experience planted a seed within me — a quiet understanding that giving des nt diminish us; n the cntrary, it has the pwer t reveal and expand wh we are.
翻译：这段经历在我心中种下了一颗种子——一种安静的理解：给予并不会削弱我们；相反，它有能力揭示并拓展我们是谁。
6. 句式用途：以富有哲思的结尾，强调这场双向奔赴的成长。
句型结构：We parted nt as ……., but as tw travelers wh had, fr a stretch f the rad, ……….
例句：We parted nt as a helper and the helped, but as tw travelers wh had, fr a stretch f the rad, illuminated the path fr each ther.
翻译：我们分别时，不再是帮助者与被帮助者的关系，而是曾在一段路上，彼此照亮了前路的两位旅人。
考向04 承恩·温暖的传递
一、 常见情节与主题归纳
这类故事的核心情节是：主人公自身正陷入某种具体困境或情感低谷，处于孤立无援或难以独自克服的被动状态。此时，他人（可能是陌生人、同学、或平时交集不多的人）主动、无私地施以援手。主人公经历从最初的惊讶、甚至戒备，到被接纳、被温暖的深刻情感体验，并在此过程中，内心善意的火种被重新点燃，最终萌生出将这份温暖继续传递下去的决心与行动。
常见情节：
1. 困境中的意外援手：在陌生环境迷路、遇到突发困难（自行车掉链子、手机没电）时，得到陌生人的耐心帮助。
2. 窘迫时的慷慨解围：在需要支付费用时发现钱不够，或面对意外开销感到为难时，有人主动帮忙垫付或分担。
3. 脆弱时的无声关怀：在因失败、批评而情绪低落、独自伤心时，收到一句不经意的鼓励、一张安慰的纸条，或一份默默的陪伴。
4. 重要关口的支持：在比赛、演讲等重大场合前极度紧张时，收到竞争对手、观众或工作人员一个真诚的加油手势或眼神。
核心主题：故事旨在刻画 “从受助到感恩，再到立志传递” 的完整心灵觉醒链条。核心是展现善意如何具有打破隔阂、重建信任、并激发连锁反应的强大力量。成长的标志在于主人公不仅走出了当下的困境，更深刻地领悟了人与人之间联结的美好与可贵，并将这份“被温暖”的体验内化为一种积极的价值观，决心从“受助者”转变为“传递者”，完成善意的接力。
二、 续写思路：聚焦“接纳”与“转化”
构思此类故事，关键在于真实、细腻地呈现主人公从“身处困境”、“接受帮助”到“内心被触动并萌生传递之志”的完整心理与情感转变。可遵循以下三步：
第一步：定位“受助困境”与“初始心墙”
首先，明确原文中主人公所处的具体困境是什么（物理的、经济的、情感的）。同时，明确主人公在接受帮助前可能存在的心理状态，如：尴尬、自尊心受挫、不愿示弱、对陌生人的戒备，或深深的无力感与孤独感。
第二步：设计“温暖降临”与“心墙融化”——这是续写的灵魂。
1. 帮助方式具体化、非施舍化：他人的帮助应是自然、真诚、充满尊重的。重点描写帮助的细节：
言语：不是居高临下的同情，而是“我正好顺路”、“我以前也遇到过”式的共情与理解。
行动：一个具体的、解决燃眉之急的小动作（递上一把伞、帮忙扶起车子、分担一部分重量）
神态：温和的眼神、善意的微笑，让对方感到安心而非被怜悯。
2. 内心融化过程化：详细刻画从“接受帮助”到“内心被触动”的心理变化。不能只写“我很感谢”要展现情感的多层次：从最初的“意外/窘迫”，到帮助过程中的“感到温暖/羞愧”，再到帮助完成后的“如释重负与深深的感动”。例如：“我本想拒绝…” → “但他/她的态度那么自然…” → “一股暖流突然驱散了先前的无助…” → “原来，被陌生人善待的感觉是这样的…”
第三步：落实“感恩内化”与“善意接力”
1. 内化是转变的起点：描写困境解除后，主人公内心的情感余波。不仅仅是轻松，更是一种对人性美好的重新确认和一种 “我也要成为这样的人” 的朦胧愿望。
2. 接力是升华的证明：结尾的升华需通过一个具体的、或大或小的行动，来体现主人公将接受的温暖转化为传递出去的动力。这个行动不一定立即发生，也可以是一个决定。例如：主人公在下一次看到他人需要帮助时，毫不犹豫地走了过去；主人公决定参加志愿服务；主人公在心里默默发誓，要将这份善意传递下去。行动是感恩最有力的表达。
三、 必备优秀句式
1. 句式用途：描写身处困境，突然接收到他人主动帮助那一瞬间的复杂感受。
句型结构：……, I was caught ff guard when a vice beside me said, “Here, let me give yu a hand.” A mix f ………….flded thrugh me.
例句：Stranded and feeling utterly helpless, I was caught ff guard when a vice beside me said, “Here, let me give yu a hand.” A mix f embarrassment and verwhelming relief flded thrugh me.
翻译：我孤立无援，感到完全无助，旁边一个声音说“嘿，我来帮你一把”时，我措手不及。一阵尴尬与如释重负的复杂感受涌上心头。
2. 句式用途：刻画在帮助进行中，内心戒备被对方的善意与尊重逐渐融化的过程。
句型结构：There was …… his/her eyes, nly a matter-f-fact kindness that ……... Fr the first time that day,……….
例句：There was n pity in his eyes, nly a matter-f-fact kindness that made my defenses crumble. Fr the first time that day, I didn’t feel alne in my struggle.
翻译：他的眼中没有怜悯，只有一种理所当然的善意，让我的防备瞬间瓦解。那天，我第一次感觉到，在这场困境中我并不孤单。
3. 句式用途：表达帮助结束后，内心涌起的、超越语言的真挚感激。
句型结构：As I uttered a chked “………” I realized the wrds felt utterly inadequate t cnvey …….. that nw filled my heart.
例句：As I uttered a chked “thank yu,” I realized the wrds felt utterly inadequate t cnvey the prfund sense f gratitude and restred faith in peple that nw filled my heart.
翻译：当我哽咽着说出“谢谢”时，我意识到这两个字完全不足以表达此刻充满我内心的那份深深的感激，以及对人性的信念的恢复。
4. 句式用途：描写温暖体验如何内化，并催生出想要传递善意的积极愿望。
句型结构：The warmth f that…….. It planted a quiet reslve in my heart: t pay frward this light whenever ……..
例句：The warmth f that small act f kindness stayed with me lng after. It planted a quiet reslve in my heart: t pay frward this light whenever I saw a chance.
翻译：那小小善举带来的温暖，在事后久久萦绕在我心间。它在我心中埋下了一个安静的决心：只要看到机会，我就要把这份光亮传递下去。
5. 句式用途：升华主题，点明这次受助经历对个人价值观的深远重塑。
句型结构：I had always thught kindness was abut…... That day, I learned it is als abut …… that …….
例句：I had always thught kindness was abut giving. That day, I learned it is als abut receiving gracefully, and allwing that received warmth t transfrm yu int a surce f warmth fr thers.
翻译：我曾一直以为善良只是给予。那天，我明白了它也在于优雅地接受，并允许这份接收到的温暖，将你转变为能温暖他人的源泉。
6. 句式用途：以展望未来的方式，含蓄而坚定地结束这个关于传递的故事。
句型结构：I knew then that the true end f this stry wuldn’t be….., but the beginning f … I nw had the curage and desire t be a part f.
例句：I knew then that the true end f this stry wuldn’t be my prblem slved, but the beginning f cuntless ther small, warm stries that I nw had the curage and desire t be a part f.
翻译：那时我便知道，这个故事的真正结局并不是我的问题得到解决，而是无数个其他温暖小故事的开始——如今我有了勇气和愿望去成为其中的一部分。
考向01 扶助·困境中的援手
【例1-1】(2026届广东省顺德区普通高中高三上学期教学质量检测（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。
One mrning in 2018, I was getting Talia, then three, and Westn,10 mnths, dressed, fed and ut f the dr t take them t preschl n my way t wrk. It was a rute we’d taken a hundred times befre. I was chatting t my husband Reuben n speakerphne with bth children in the back, when I smelled smething dd, like plastic melting. I mentined it t Reuben, but neither f us thught anything f it. There are industrial buildings nearby, s I assumed it was cming frm ne f them.
A minute later, and n lnger n the phne, I drve n t a bridge, which was busy with rush-hur traffic. That’s when I saw the wrd “STOP” flash acrss my dashbard (仪表盘). Befre I even had the chance t register it, I saw smke rising frm the bnnet (引擎盖) f the car. I knew I needed t pull ver, but the bridge, which is 2.5 miles lng, didn’t have a hard shulder. I decided it was safest t get acrss it and then stp the car.
Hlding n the steering wheel, I put my ft dwn, but within secnds the smke was s thick I culd n lnger see the rad ahead. With cars flying past me, I managed t pull ver t the side f the rad. At this pint, I was really scared. I called the American Autmbile Assciatin (AAA), but, as if my luck wasn’t bad enugh, my membership had ended. As I was talking t the peratr, I saw flames thrugh the windshield — the bnnet was n fire.
Terrified, and certain the car was abut t explde, I yelled that my car was n fire. Acting n pure instinct, I jumped ut, pened the dr behind me, and unclipped (解开) Westn’s car seat. I culd hear the wman frm the AAA shuting at me t call 911 as cars and trucks thundered past, just inches away. Fr a split secnd I frze. Was it safe t put Westn dwn n the rad while I grabbed Talia? Culd I run t the end f the bridge with them bth in my arms?
注意：
1.续写的词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
Just then, as I was almst vercme with fear, an arm appeared.
____________________________________________________________________________________________
We had just gtten ut f the man’s car at the end f the bridge when Reuben’s pulled up.
____________________________________________________________________________________________
【答案】
Just then, as I was almst vercme with fear, an arm appeared. A kind stranger had pulled up beside me in his car. Withut a mment’s hesitatin, he reached ut and tk Westn frm my arms. “I’ll take care f him,” he said firmly, his vice calm amidst the chas. Then, he gestured fr me t grab Talia quickly. With a deep breath, I unclipped Talia’s car seat and passed her t him. As I did, I culd see the flames grwing fiercer behind us. The stranger placed bth children safely in his car and shuted, “Fllw me!” With gratitude verwhelming me, I jumped back int my burning car t retrieve my phne and purse befre fllwing him t the end f the bridge.
We had just gtten ut f the man’s car at the end f the bridge when Reuben’s pulled up. His face was pale with wrry as he rushed ver t us. Seeing the children safe in my arms, he let ut a sigh f relief. “Thank Gd yu’re all kay,” he murmured, hugging us tightly. The stranger, wh had intrduced himself as Mark, explained what had happened. Reuben shk his hand vigrusly, thanking him prfusely. “Yu saved ur family,” Reuben said sincerely. Mark just smiled and said it was nthing. As the fire trucks arrived t put ut the flames, we std there, grateful fr Mark’s timely interventin and the safety f ur little nes.
【导语】本文以人物为线索展开，主要讲述了作者在送孩子上学的途中，汽车引擎盖起火，情况危急，一位陌生人及时出现，帮助作者救出孩子，并将他们安全带到桥的另一端的故事。
【详解】1.段落续写：
①由第一段首句内容“就在这时，当我几乎被恐惧淹没时，一只手臂出现了”可知，第一段可描写陌生人出现并帮助作者救出孩子，作者感激不已。
②由第二段首句内容“我们刚从那个男人的车上下来，就到了桥的另一端，这时鲁本的车到了”可知，第二段可描写鲁本到达后的情况，包括他对孩子安全的担忧、对陌生人的感谢以及他们等待消防车到来的情景。
2.续写线索：陌生人出现——帮助救出孩子——作者感激——鲁本到达——表达担忧与感谢——等待消防车
3.词汇激活
行为类
①停车：pull up/stp the car/pull ver
②呼喊：shut/call ut/yell alud
③拥抱：hug/embrace
情绪类
①感激：gratitude/appreciatin/thankfulness
②担忧：wrry/anxiety/cncern
【点睛】【高分句型1】His face was pale with wrry as he rushed ver t us.（运用了as引导的时间状语从句）
【高分句型2】The stranger, wh had intrduced himself as Mark, explained what had happened.（运用了wh引导的非限定性定语从句，what引导的宾语从句）
写｜作｜技｜巧
具象化“困境的冲击力”：不简单说“她需要帮助”。通过视觉（步履蹒跚、满头大汗、提着重物的勒痕）、听觉（沉重的喘息、低声的自语）、环境（恶劣的天气、陡峭的楼梯、拥挤的人群）等多维度细节，将对方的窘境生动呈现，让读者立刻感知到“帮助”的必要性与紧迫性。
勾勒“从旁观到介入的心理弧线”：这是故事的灵魂。避免从“看见”直接跳到“行动”。需用细腻的心理描写展现完整的转变链条：初始的漠然或顾虑（“这不关我的事”、“我赶时间”）→ 细节的触动与同情（“她看起来和我奶奶一样年纪……”）→ 内心的权衡与说服（“也许只是举手之劳”、“如果是我呢？”）→ 最终的决心与行动（“我不能再只是看着了”）。这让善举显得真实、可贵。
聚焦“第一个善意的动作”：援助的开端，往往是一个微小而决定性的动作。着力刻画这个打破隔阂的瞬间，如“摇下车窗，探出头”、“停下脚步，转过身”、“轻声问道：‘需要帮忙吗？’”。这个动作是善意从想法变为现实的临界点，最具感染力。
易｜错｜提｜醒
❌ 动机单薄，缺乏层次：避免主人公的助人动机仅仅是“我是个好人”。应结合具体情境，使其更立体可信。例如：重复的内疚（“之前几次都没帮，这次不能再这样了”）、情境的代入（“这让我想起我妈妈也曾这样无助”）、对冷漠环境的反抗（“周围的人都匆匆走过，但我不愿成为其中之一”）。
❌ 受助者形象“符号化”：避免将受助者写成只会说“谢谢”的模糊背景板。应通过其神态（从警惕到感激的眼神变化）、语言（质朴的道谢、简单的解释）、动作（如释重负的叹息、尝试自己努力却失败）来展现其真实的窘迫、尊严以及被帮助时的情绪变化。
❌ 帮助过程“理想化与简化”：杜绝“我帮了，问题就瞬间解决”的魔法式处理。需体现帮助过程中的实际考量（如何安全地搀扶、物品如何安放、路线是否顺利）、小小的笨拙或互动（可能一开始没掌握好用力方向、双方简短的交流），以及帮助完成后自然而得体的离开（不索取过度感谢）。这让善举显得真实、踏实、可感。
【变式1-1】(25-26高三上·海南部分学校·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。
Last week, my flight hme tk ff right n time at 1:00 p.m. But as we neared ur destinatin, the pilt’s vice came, “Flks, we can’t land due t dangerus lightning strms and strng winds.” We circled fr tw hurs befre flying t a small airprt 150 miles away.
Getting ff the plane, I fund the tiny terminal (航站楼) was packed wall-t-wall with hundreds frm three ther flights. Nervus peple checked phnes ften, waiting t be rebked.
After 45 minutes, my stmach started grwling (咕咕叫). I nly ate a chclate bar at 7:00 a.m. and missed lunch in the rush t catch the flight. That was when I nticed a snack shp. I hurried in and grabbed a bag f ckies, a candy bar, a bttle f lemn water, and three rice bars — figuring they’d keep well if I had t stay vernight.
When I came back, I checked my phne. T my surprise, I was rebked n a 7:30 p.m. flight t my riginal destinatin! I stepped nt the plane and it was filled with passengers slwly. Then, a flight attendant annunced, “This is a temprary flight. We didn’t have time t prepare in-flight meals r snacks, s there wn’t be any fd service tday. We aplgize fr the incnvenience.” I ndded, feeling lucky I’d grabbed extra snacks earlier.
At the attendant’s wrds, the yung man next t me shk his head desperately and rubbed his stmach. Nticing me lk ver, he smiled weakly. “I had t rush t catch the flight this mrning,” he said. “N time fr breakfast, and up t nw, I’ve eaten nthing. My stmach’s been grwling like crazy.” I nticed he lked pale and was sweating heavily. He said he was suffering frm hypglycemia (低血糖) due t his extended hunger. I knew that if a persn was suffering frm the disease, they wuld pass ut quickly withut eating immediately, and it culd even be life-threatening.
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 I must take quick actin.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When he recvered, the yung man thanked me again and again fr my snacks.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
I realized I must take quick actin. Withut delay, I pened my bag and pulled ut the rice bars and ckies. “Here, have sme fd nw.” I urged, and placed them int the yung man’s shaking hands. His eyes shwed great relief as he struggled t pen a rice bar and tk a large bite. I watched carefully as he ate. After a while, his face tk n a healthy clr. I felt relieved t see his vilent shaking lessen with each bite.
When he recvered, the yung man thanked me again and again fr my snacks. “Yu really saved me,” he said, wiping sweat frm his frehead. We spent the remaining flight chatting quietly, sharing the rest f the ckies and candy bar. What began as a stressful delay was transfrmed int an unexpected mment f human cnnectin. Thugh I was s hungry, having given him mst f my fd, I felt deeply happy. Helping a stranger in need turned my jurney int a truly meaningful experience.
【导语】本文以人物为线索展开。作者乘机时因恶劣天气无法降落，转至小机场后发现大量滞留乘客。作者提前买好零食，后得知航班无餐食供应，而邻座低血糖男子饥饿难耐，情况危急。
【详解】1.段落续写
①由第一段句首内容“我意识到我必须迅速采取行动。”可知，第一段可以描写作者在飞机上发现年轻男子身体不适时的紧张心理，以及迅速从包中取出食物的果断行动，突出作者的敏感与善意。
②由第二段句首内容“当他恢复时，年轻人一次又一次地感谢我的零食。”可知，第二段可以描写年轻男子逐渐恢复后的感激之情，两人分享剩余食物时的对话与互动，以及作者虽然饥饿却内心充实、温暖的心情，最后升华文章的主旨：善意的给予让旅程充满人性的光辉。
2.续写线索：意识到必须行动——迅速给予帮助——恢复——彼此分享与交流——虽饥饿却感到满足——感悟
3.词汇激活
行为类
① 拿出：pull ut/take ut/get ut
② 催促：urge/urge n/press
③ 放入：place... int/put... int/set... int
情绪类
① 宽慰：relief/cmfrt/ease
② 紧张：stressful/tense/nervus
【点睛】【高分句型1】His eyes shwed great relief as he struggled t pen a rice bar and tk a large bite.(运用了as引导的时间状语从句)
【高分句型2】What began as a stressful delay was transfrmed int an unexpected mment f human cnnectin.(运用了What引导的主语从句)
考向02 慰藉·心灵的微光
【例2-1】(25-26高三上·安徽阜阳太和中学·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。
When Tanya Eby was in sixth grade, her wrld tk a cruel turn. The girls she’d shared lunches and games with held a secret meeting, and then tld her she wasn’t cl enugh t be with them. Overnight, they ignred her, leaving her lnely and cnfused.
But that was just the start f her pain. Mnths later, her parents sent her elder brther — her anchr (支柱) wh’d taught her t ride a bike and cmfrted her after nightmares — t live with her grandpa. She wke up ne mrning t find his bed empty, n gdbye nte. Sn, her dad left t. Every persn she lved seemed t disappear withut a wrd.
One day, she cried in class, tightly hlding a blue ntebk with a cat n it. Her teacher, Mrs. Welch, gently led her t the teachers’ ffice. In tears, Eby tld her everything — the lst friends, the missing brther and the endless cnfusin. Then, Mrs. Welch cmfrted her sftly, with a warm and gentle smile, pulled her int a warm hug and let her cry. That simple hug felt like a lifeline, making she’d be kay.
Years passed and Eby became a cllege writing teacher. She understd Mrs. Welch’s act f kindness had shaped her — helping her empathize (共情) with students hiding their wn struggles. She ften tld her students hw tiny, kind mments can change lives.
One afternn, while srting ld phts, she fund a faded class pht — there she was, smiling faintly next t Mrs. Welch. She stared at it, a thught ppping int her head: What if she culd find Mrs. Welch and say thank yu in persn? She grabbed her phne, telling her niece Mlly that she wanted t find her frmer teacher Mrs. Welch. Her niece ttally supprted her. Encuraged, she was determined t track dwn the teacher wh’d given her hpe.
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 find Mrs. Welch, Eby turned t her frmer classmates.
____________________________________________________________________________________________
Eby waited until the children arund Mrs. Welch left, and then she walked ver.
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【答案】One pssible versin:
T find Mrs. Welch, Eby turned t her frmer classmates. One classmate recalled running int Mrs. Welch, wh was vlunteering as a reading instructr at their lcal library. With this clue, Eby and Mlly began their search, yet the prgress was slw. Just as she was abut t give up, Mlly sent a text with a link t a lcal library event — “Strytime with Retired Teacher Margaret Welch”. Eby’s hands trembled as she saw the pht f Mrs. Welch. She rushed t the library the next day, heart punding, and saw an elderly wman sitting in a circle f students, reading a bk.
Eby waited until the children arund Mrs. Welch left, and then she walked ver. “Mrs. Welch? I’m Tanya Eby — yur student.” The wman lked up, eyes widened. “Tanya? I culd never frget yu — yu lved that blue ntebk with a cat n it.” Eby cried with jy as Mrs. Welch hugged her, finally saying the wrds she’d carried fr 30 years: “Thank yu fr hlding me when I felt s alne.” Mrs. Welch patted her back, tears in her eyes. The tw sat chatting fr hurs, the warmth f the teacher’s kindness bridging decades f time.
【导语】本文以人物为线索展开，讲述了Tanya Eby在童年接连遭遇朋友的孤立、家人的离开，陷入孤独，直到老师Welch太太的一个拥抱成为她黑暗中的生命线。几十年后，已成为教师的Tanya决心寻找这位老师，最终重逢并亲口道谢。
【详解】1. 段落续写：
①由第一段首句内容“为了找到Welch太太，Eby求助于她以前的同学。”可知，第一段可描写在同学的帮助下，Eby得到有关Welch太太的线索，努力寻找，并得到确切信息，Eby激动地前往该地。
②由第二段首句内容“Eby一直等到Welch太太周围的孩子们走了，才走过去。”可知，第二段可描写Eby向Welch太太打招呼，Welch太太还记得Eby，Eby表达真诚感谢，两人亲密地聊了天。
2. 续写线索：Eby求助于以前的同学——Eby得到线索——Eby成功找到Welch太太——Eby走向Welch太太——Eby打招呼——Eby道谢
3. 词汇激活
行为类
①回忆：recall/recllect
②偶然遇见：run int/bump int/cme acrss
③放弃：give up/quit/abandn
④哭泣：cry/weep/shed tears
情绪类
①喜悦：jy/delight/happiness
②孤单的：alne/lnely/islated
【点睛】[高分句型1] One classmate recalled running int Mrs. Welch, wh was vlunteering as a reading instructr at their lcal library. (wh引导非限制性定语从句)
[高分句型2] Mrs. Welch patted her back, tears in her eyes. (独立主格结构tears in her eyes作状语)
写｜作｜技｜巧
细腻描摹“情感的阴霾”：不简单说“他很难过”。通过非言语信号来具象化内心的风暴：身体语言（蜷缩的坐姿、避开对视的目光）、环境互动（盯着窗外发呆、对周围的欢声笑语毫无反应）、反常的沉默（在热闹中格外安静）。让读者“看见”无形的情绪。
刻画“从观察到共情的心理路径”：这是关键。主人公不是万能的心理医生，其共情应源于自身的生命体验。需展现：外在观察（注意到对方的异常）→ 内心联想（“她那个样子，让我想起自己当年……”）→ 理解与尊重（“她此刻需要的，大概不是热闹，而是一个允许安静的空间”）→ 采取行动的决心（“也许，我可以只是坐在那儿”）。这让靠近的举动充满温度与分寸感。
聚焦“无言的陪伴或最小的善举”：如 “默默地将自己的耳机分出一只递过去”、“把一杯热饮轻轻推到他手边”、“什么也没说，只是拿起画笔，在旁边同样安静地画起来”。这个动作意味着“我看到了你，我在这里”，胜过千言万语。
易｜错｜提｜醒
❌ 情感拯救“说教化”：避免让主人公变成慷慨陈词的“人生导师”，对受助者进行长篇大道理的说教。真正的慰藉在于 “共情式的倾听” 和 “接纳性的陪伴” 。应通过简短、开放性的提问（“想聊聊吗？”或“我就坐这儿，不说话”）或纯粹的无声陪伴来体现，而非提供解决方案。
❌ 困境解决“魔法化”：杜绝“我陪了他一会儿，他立刻豁然开朗、喜笑颜开”的简化处理。心灵的恢复是缓慢的。正确的处理应体现：情绪的微小缓和（紧皱的眉头稍松、接过你递的水、一声极轻的“谢谢”）、氛围的逐渐变化（从僵持的沉默到偶尔的交谈，或共享一段安静的时光），重在传递“你并非独自一人”的信号，而非瞬间治愈。
【变式2-1】(25-26高三上·江西多校联考·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。
The sweet smell f hrehund candy filled the kitchen, which meant Easter had truly arrived. When I watched my mther pur the glden syrup (糖浆) int the tray, my muth watered. But then she placed a few pieces int a small paper bx and handed it t me. “Please take this t ur neighbr, Mrs. Tiptn,” she said sftly. “And dn’t frget t invite her t the cmmunity gathering this weekend. I’m sure she wuld lve t jin us.”
Hwever, my happy expressin disappeared. In fact, the children in the neighbrhd called Mrs. Tiptn the “Strange Granny”. They tld stries abut her twering and silent huse and the large black cat that sat in its windw like a silent guardian. My mther saw my fear and added gently, “Smetimes, peple wh seem different are just the nes wh need a friend the mst.”
With the bx feeling heavy in my hands, I walked tward her huse. The path was cvered in tall and wild plants that reached fr my clthes. Each step felt slwer than the last. I culd see the dark windws f the huse watching me. At last, I arrived at Mrs. Tiptn’s huse. Taking a deep breath, I kncked n the ld wden dr. T my astnishment, it was pened by a small wman with kind eyes. “Well, hell,” she said with a warm vice. “What brings yu here tday?” she asked. Surprised by her gentle tne, I shyly held ut the candy. She smiled widely and invited me inside.
I stepped int a wrld I had never expected. The living rm was bathed in afternn sunlight. I culd see the walls, which were cvered in pretty pictures. There were als shelves full f interesting rcks and seashells. It wasn’t a scary place at all — it was a museum f a lng and interesting life. A clrful, hand-painted dish sat n the table, verflwing with rainbw-clred candies. I suddenly felt ashamed f my fear. This wasn’t a frightening huse; it was the hme f a lnely artist wh had n ne t share her treasures with.
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。
Filled with a new understanding, I extended the invitatin t her.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
That weekend, smething wnderful happened.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】例文
Filled with a new understanding, I extended the invitatin t her. “Our cmmunity will have a gathering this weekend,” I said. “There will be fd and games. Wuld yu like t cme with my family?” Mrs. Tiptn’s eyes filled with happy tears. She was s mved by my kindness that she fetched a small wden bx and tk ut a green stne that sparkled in the light. “I fund this by the river when I was a girl,” she said, placing it in my palm. “It reminded me that even rdinary things can hld hidden beauty. Nw, it can remind yu, t.”
That weekend, smething wnderful happened. Mrs. Tiptn came t the gathering, wearing a bright yellw dress. At first, peple were surprised, but sn, they were drawn in by her fascinating stries and gentle laughter. I watched as she transfrmed frm a neighbrhd mystery int a belved friend. Fr me, the real treasure wasn’t just the beautiful green stne I kept n my desk. The true gift was the pwerful lessn I learned: Curage and kindness can break dwn the walls f fear and lneliness. That experience taught me t always lk fr the hidden beauty in peple.
【导语】本文以人物为线索展开，讲述了复活节时母亲让作者给被邻居孩子们称作“怪奶奶”的Tiptn太太送糖果并邀请她参加社区聚会，作者到了Tiptn太太家，作者发现她并非如传言中可怕，她热情地邀请作者进屋，屋内布置温馨且充满趣味，是个收藏丰富的地方，作者为自己之前的恐惧感到羞愧，意识到这里是一位孤独艺术家的家，她无人分享自己的珍宝 。
【详解】1.段落续写：
①由第一段首句内容“怀着一种新的理解，我向她发出了邀请。”可知，第一段可描写作者发出邀请，Tiptn太太欣然接受并送给作者礼物。
②由第二段首句内容“那个周末，奇妙的事情发生了。”可知，第二段可描写Tiptn太太参加聚会，人们的反应和作者的感悟。
2.续写线索：作者邀请——Tiptn太太感动——Tiptn太太送作者礼物——Tiptn太太参加聚会——人们被Tiptn太太吸引——感悟
3.词汇激活
行为类
①拿出：take ut/fetch ut
②放置：place/put
③吸引：draw/attract
情绪类
①高兴：happy/delighted
②感动的：mved/tuched
【点睛】[高分句型1] She was s mved by my kindness that she fetched a small wden bx and tk ut a green stne that sparkled in the light. (由引导的结果状语从句和关系代词that引导的限制性定语从句)
[高分句型2] Fr me, the real treasure wasn’t just the beautiful green stne I kept n my desk. (由关系代词that/which引导的限制性定语从句，省略了that/which)
考向03 反哺·自我的重光
【例3-1】(2026届广东六校联盟高三上学期第二次联考) 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。
It was a cld, gray day when Frank Daily std with his friends, waiting fr the bus after schl, his breath frming pale cluds in the bitter air. Frank nly pretended t listen t the chatter f his friends, hiding the disappintment crushing his spirit. Basketball seasn had begun withut him — his five-ft-fur frame cnsidered “insufficient” fr the team. And the cach’s harsh wrds eched in his mind, “Gd skills, but we need height.”
Starting a new schl wasn’t easy, especially fr Frank, wh had been a star athlete in elementary schl. His mm used t say, “If yu put as much time int bks as int basketball, yu culd d well in bth.” Well, maybe she was right abut the bks. Basketball, hwever, was a different stry. Nw he felt like a nbdy.
On barding the bus, Frank sank himself int the seat while his mind remained trapped utside the lcker rm. He culd still feel the pain as he scanned the team list, searching desperately fr his name-and didn’t find it. The rejectin hurt mre than the biting cld, making him feel cmpletely “invisible” in his new schl.
A lud hrn and a sudden stp interrupted Frank’s glmy thughts. The bus drs hissed pen and a very pregnant wman struggled t get n by grabbing the metal handrail (扶手) with cld-reddened hands. As she drpped int the nearest seat with a sigh, Frank nticed she was nly wearing trn, wet scks that ffered n prtectin and warmth.
When the driver asked abut her shes, she explained with quiet dignity, “I can’t affrd them. I just gt n t warm my feet, if yu dn’t mind.” Hearing this, Frank was lst in thught. He knew he culd always affrd shes. She prbably never culd. He lked dwn at his new basketball shes-nce an inspiring gift frm mm, nw a reminder f his brken basketball dream. Then he lked at the wman. The wrd “invisible” ppped int his mind again: an invisible persn, but fr a different reasn.
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。
Frank glanced at the lady’s wet scks and made a decisin.
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“May I knw yur name?” she asked, her vice was sft with emtin.
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【答案】范文
Frank glanced at the lady’s wet scks and made a decisin. Withut hesitatin, he bent dwn and began untying the laces f his brand-new basketball shes. He slipped them ff, feeling the cld bus flr beneath his thin scks. Standing up, he held the shes ut t the astnished wman. “Here,” he said, his vice a little rugh, “These might nt be perfect, but they’re warm and dry. Please take them.” The wman stared at him, then at the shes, her eyes wide with disbelief and sudden tears welling up.
“May I knw yur name?” she asked, her vice was sft with emtin. He shifted, suddenly feeling a warmth that had nthing t d with the bus heater. “Frank,” he replied quietly. “Frank Daily.” Seeing the prfund gratitude and relief in her eyes, Frank realized smething vital. Helping her had made him feel visible in a way n basketball game ever culd. He had mattered, right here, right nw. The sting f rejectin didn’t vanish, but it was suddenly jined by a quiet, unfamiliar sense f value and purpse.
【导语】本文以人物为线索展开，讲述了寒冷日子里，弗兰克因身高未入选新学校篮球队，又身处新环境而失落，觉得自己像“隐形人”。公交上，他见一位没钱买鞋、只穿湿破袜子的孕妇，便脱下崭新篮球鞋赠予她。此举让他感受到帮助他人带来的价值感，不再执着于篮球失利的痛苦。
【详解】1.段落续写：
①由第一段首句内容“弗兰克瞥了一眼那位女士湿漉漉的袜子，然后做出了决定。”可知，第一段可描写弗兰克脱下崭新篮球鞋赠予女士，女士十分感动。
②由第二段首句内容“‘能告诉我您的名字吗？’她问道，声音中饱含着情感，带着温柔的语气。”可知，第二段可描写弗兰克告知名字以及弗兰克给予帮助后的感悟。
2.续写线索：弗兰克脱下球鞋——送球鞋给女士——女士惊讶——女士询问名字——弗兰克感悟
3.词汇激活
行为类
①解开：untie/unfasten
②意识到：realize/be aware f
③看着：stare at/gaze at
情绪类
①怀疑：disbelief/dubt
②吃惊：astnished/stunned
【点睛】[高分句型1] Standing up, he held the shes ut t the astnished wman.(运用了现在分词作状语)
[高分句型2] Helping her had made him feel visible in a way n basketball game ever culd.(运用了动名词作主语)
写｜作｜技｜巧
升级“日常危机”，建立紧迫感：将主人公的困境从“心情不好”升级为明确、具体且自身难以独自应对的危险或困境。如突发疾病、意外被困、情绪失控可能引发自伤、在野外迷路失温等。危机越具体、越紧急，动物的“应答”才越显非凡。
刻画“智慧型”而非“本能型”应答：动物的行为不能仅是吠叫或舔舐。应设计成有目的、有策略甚至包含取舍的行动。例如：狗不是乱叫，而是反复在主人和电话之间奔跑；猫不是挠门，而是跳上高处推下显眼的物品引起注意。行为应传递出“它在思考如何解决问题”的智慧感。
描绘“应答”后的双向情感余震：危机化解后，重点描写主人公凝视动物时，那种超越感动、直达灵魂的震撼与认知刷新。感悟应聚焦于关系本质的蜕变：从“宠物”到“守护神”，从“我爱它”到“它以命护我”。
易｜错｜提｜醒
❌ 危机设计“小题大做”或“脱离现实”：避免为了制造危机而设计过于牵强的情节（如主人健康却突然昏倒），或让动物完成超出其生理能力的神奇救援（如猫拧开门锁）。危机应是故事背景自然衍生的合理风险，动物的能力应在夸张但可信的范围内。
❌ 动物行为“突兀”或“像被遥控”：杜绝动物在没有任何铺垫的情况下，突然表现出像通晓人性、接受过专业训练的救援行为。它的“智慧”应答，应源于它与主人之间先前建立的、文中已有体现的深厚默契与观察。
❌ 人类情感“浮于表面”：避免主人公的感悟停留在“我很感动，它真好”的层面。必须深入一步，应体现这次经历如何永久性地改变了他看待这个生命、看待这段关系的视角——例如，看到了忠诚的具象化，理解了守护是双向的誓言，感受到了物种隔阂在特定时刻的彻底消融。
【变式3-1】(25-26高三上·云南多校·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。
On the schl bus back hme, David was recalling the game he played that day, when Guillerm, his classmate, sat dwn next t him. “Hi, David! I’m yur biggest fan! And I really like yur shes!”
“Hi, Guillerm! Thank yu. My shes are really ld, and the sles (鞋底) have already started t cme ff. Yu shuld see the new shes I’ll be getting.” David’s eyes lit up.
It had been seven mnths since David started t save mney fr the pair f athletic shes he wanted. He did it by selling lemn juice and delivering newspapers every mrning, fr he didn’t want t burden his mther. He knew hw hard his mther wrked, struggling t prvide fr him and his tw yunger twin sisters.
David culdn’t stp talking abut his dream shes with Guillerm. “Guillerm! I did it! I’m ging straight t the stre after hmewrk this evening and buying the best athletic shes in twn. I hpe yu can accmpany me t the shp. It’s ging t be the best feeling ever!”
Guillerm felt genuine happiness fr his her. That was when the bus suddenly jlted (颠簸) ver the rugh rad, and ne f Guillerm’s shes fell ff nt the bus flr. David was shcked at the sight f the wrn-ut, blackened she. It was a pair f thin, lw-quality summer shes that had seen t many seasns. There was an awkward silence fr the rest f the ride.
“Be ready by 5 ’clck!” David finally reminded Guillerm f the evening’s plan t visit the stre. There was n way David was ging t the stre alne. Nt after what he had seen.
“Ah, David! Here t pick up yur new pair f sccer shes? I’ve gt them packed and ready right here.” “Hld n, sir. Culd yu shw me a pair f thse in a smaller size?” David said.
The shp wner, Mr Manning, was cnfused. “But the nes I packed are yur exact size, David.” “Nt fr me, fr my friend here,” David replied.
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。
Guillerm culdn’t pssibly let David d that.
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Inspired by David’s actins, the stre wner decided t help David and his family.
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【答案】One pssible versin:
Guillerm culdn’t pssibly let David d that. But David squeezed Guillerm’s hand sftly t quiet him. “Guillerm, yu’re always calling me yur her. Let me try and be ne fr yu.” Withut allwing Guillerm t speak, David bught a carefully chsen pair f sccer shes fr his classmate. Nw Guillerm was s grateful t David and s delighted with this unexpected gift. Mr Manning heard the exchange between the bys and felt a warmth f lve and affectin rise in his chest.
Inspired by David’s actins, the stre wner decided t help David and his family. Sn after the bys left the stre, Mr Manning drve a truck t David’s hme. He tld David’s mther what her sn had dne fr his friend. Then he turned t David, “I think yur kindness shuld be rewarded. S cme n! Get n the back f my truck and pick up as many pairs f shes as yu’d like. Fr yu and yur family. They are all n me.” After his mther’s apprval, David dashed t the truck in excitement, prmising t always help the needy whenever he culd.
【导语】本文以人物为线索展开，讲述了大卫通过卖柠檬汁和送报纸攒钱买一双运动鞋，在准备买鞋时，看到同学吉列尔莫的鞋子破旧不堪，于是决定用自己的钱为吉列尔莫买鞋，店主被大卫的善举感动，决定帮助大卫和他的家人。
【详解】1.段落续写：
①由第一段首句内容“吉列尔莫不可能让大卫这么做。”可知，第一段可描写大卫坚持为吉列尔莫买鞋，吉列尔莫很感激。
②由第二段首句内容“店主被大卫的行为所感动，决定帮助大卫和他的家人。”可知，第二段可描写店主开车去大卫家，告诉大卫妈妈大卫的善举，并决定给大卫和他的家人送鞋，大卫很兴奋，承诺会尽自己所能帮助有需要的人。
2.续写线索：大卫坚持买鞋——吉列尔莫感激——店主感动——店主送鞋——大卫兴奋——大卫承诺
3.词汇激活
行为类
①允许：allw/permit
②奖励：reward/give a reward t
③冲向：dash t/run twards
情绪类
①感激的：grateful/thankful
②兴奋：excitement/thrill
【点睛】[高分句型1] Sn after the bys left the stre, Mr Manning drve a truck t David’s hme.（运用了after引导的时间状语从句）
[高分句型2] He tld David’s mther what her sn had dne fr his friend.（运用了what引导的宾语从句）
考向04 承恩·温暖的传递
【例4-1】(25-26高三上·河南青桐鸣·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 used t have little faith in human nature. In my view, peple mstly cared abut themselves, especially in difficult r unfamiliar situatins. But ne experience cmpletely changed my perspective.
Helplessness is a feeling I always try t avid. As smene wh usually handles prblems easily, I never imagined a single mment culd thrw me int such panic. It happened n a busy street in Cleveland, where I was helping my brther mve int cllege. The August sun beat dwn, making the air feel thick and heavy. The sidewalk was packed with families carrying lamps, pillws, and suitcases. I was hlding a heavy bx f bks, trying t push thrugh the crwd.
Just a few steps ahead f me, my mther was hlding the handle f her guide dg’s harness (背带) . She had slipped n wet grass a week earlier and hurt her knee. I remember thinking I shuld stay clser t her, but my brther called frm acrss the rad — he needed help with a stuck suitcase zipper (拉链) . “I’ll be right back,” I tld her, thugh I’m nt sure she heard me ver the nise.
I was nly gne fr maybe three minutes. But when I turned arund, everything had changed. She was n lnger standing. I saw her lying face dwn near a streetlight, ne arm bent under her bdy. Fr a secnd, my brain refused t understand what I was seeing. Then my feet started mving befre I culd even think.
The distance acrss the street felt endless. When I finally reached her, I drpped t my knees. “Mm?” my vice came ut thin and shaky. Her eyes were pen but cnfused, staring at the cracks (裂缝) in the cncrete. She made a small sund, like air escaping, but n wrds came. I tuched her shulder — her bdy was tense, cmpletely frzen. Tears came then — nt really crying, just ht water running dwn my face, mixing with sweat. I thught: This is my fault. I left her. And nw I dn’t knw hw t make it right.
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。
But while I std frzen, strangers stepped in withut hesitatin.
____________________________________________________________________________________________
As my mther’s breathing steadied, I thanked them again and again.
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【答案】
But while I std frzen, strangers stepped in withut hesitatin. A middle-aged man in a flannel shirt knelt dwn at nce, checking my mm’s pulse gently and telling me nt t mve her in case f further injury. A yung girl beside him rummaged thrugh her backpack and pulled ut a bttle f cld water, handing it t me with a wrried lk. An elderly cuple mved their big suitcases t the side, clearing a safe space arund us, while anther passer-by dialed the emergency number and described the situatin in detail. Their warm, quick actins chased away my panic little by little.
As my mther’s breathing steadied, I thanked them again and again. They just smiled and waved their hands, saying it was what anyne wuld d. When the ambulance siren eched in the distance, tw strng yung men helped lift my mm carefully nt the stretcher. Watching the strangers disappear int the crwd, I felt my previus cld view f human nature crumbling cmpletely. That day, thse kind peple taught me a valuable lessn: kindness is always arund us, waiting t warm every helpless heart.
【导语】本文以人物为线索展开，讲述了作者曾对人性缺乏信心，认为人们多自私。一次帮弟弟搬去大学时，母亲摔倒，作者惊慌无助，陌生人们纷纷伸出援手。母亲情况稳定后，作者再三感谢，这次经历改变了他对人性的看法，让他明白善意无处不在。
【详解】1. 段落续写：
①由第一段首句内容“但就在我呆呆地站着的时候，陌生人毫不犹豫地走了过来。”可知，第一段可描写一些陌生人主动帮助作者和母亲的过程。
②由第二段首句内容“当母亲的呼吸稳定下来时，我一遍又一遍地感谢他们。”可知，第二段可描写作者感谢陌生人的帮助以及感悟。
2. 续写线索：一些陌生人走了过来——大家主动提供帮助——赶走了作者的恐慌——表示感谢——陌生人离开——感悟
3. 词汇激活
行为类
①检查：check/ examine
②递给：hand /gave
③驱散，消除：chased away /remved
情绪类
①担心的：wrried /cncerned
②恐慌：panic / fear
【点睛】[高分句型1] When the ambulance siren eched in the distance, tw strng yung men helped lift my mm carefully nt the stretcher.（运用了When引导的时间状语从句。）
[高分句型2] Watching the strangers disappear int the crwd, I felt my previus cld view f human nature crumbling cmpletely.（运用了非谓语动词中的现在分词Watching作状语。）
写｜作｜技｜巧
具象化“困境的无助与温暖的降临”：不简单说“我遇到了困难，有人帮我”。需分层描写：首先，具体刻画困境带来的窘迫、焦虑或孤独感。然后，重点描绘他人帮助的 “非施舍性”细节——一个平和的眼神、一个自然而然的动作。这种温暖与先前的无助形成强烈对比，是情感冲击力的来源。
勾勒“从感激到内化的心理升华”：避免仅停留在“我非常感谢他”。应展现：即时的情感反应（惊讶、局促、松了口气）→ 事后的反复回味与思考（“他为什么要帮我？”）→ 价值观的悄然改变与决心的萌生（ “下次，我要成为那个伸出手的人”）。这个过程是善意“生根”的过程。
聚焦“第一个主动传递的善意行动”：感悟必须通过具体行动来落地和证明。这个行动可以是即时的，也可以是计划性的（决定未来要参加志愿服务）。着力描写这个行动中 “模仿”与“延续” 的意味，如用类似的口吻问出“需要帮忙吗？”，或将对他人帮助的方式，用于帮助新的人。这个行动是温暖完成“传递”闭环的证明。
易｜错｜提｜醒
❌ 受助困境“单薄化”：避免困境设置过于随意或微小，导致后文强烈的感恩与传递决心缺乏说服力。困境需真实到足以引发主人公的 “情感脆弱” 时刻（如感到尊严受损、安全感崩塌、希望渺茫），如此，外来的善意才显得如同“雪中送炭”般珍贵，其冲击力才足够强大。
❌ 传递行动“机械复制”或“自我感动”：杜绝传递行为成为对前次帮助的刻板模仿，或显得像是为了完成“传递”任务而设计的生硬情节。真正的传递应源于 “感同身受” 和 “自然而然” 。它可能是在自己能力范围内、以自己独特方式做出的善意举动，重点在于 “将接收到的善意状态，转化为释放善意的意愿” ，而非行为的完全一致。行动应真诚、合情，能体现主人公的成长。
【变式4-1】(25-26高三上·广东广州部分学校·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。
Last summer, I embarked n a budget trip t Edinburgh, Sctland — a city I’d lng dreamed f visiting fr its ancient castles and rich cultural vibes. T keep csts lw, I chse a czy but affrdable hstel n the utskirts f the city and planned t rely n public transprt instead f taxis. My ttal cash budget was nly £200, which I carefully kept in a brwn leather wallet alng with my passprt and smartphne, as these were the mst essential items fr the trip. I intended t stay fr a week, with a detailed itinerary including visits t Edinburgh Castle, the Ryal Mile, and lcal fd markets t taste haggis and Scttish shrtbread.
On my third day in the city, I headed t Edinburgh Castle early in the mrning, nly t find it already swarmed with turists frm all ver the wrld. The ancient stne walls, twering spires, and panramic views f the city left me spellbund, and I spent hurs wandering thrugh its halls, taking phts and listening t the guide’s explanatins f its centuries-ld histry. When I finally felt tired and decided t leave, I reached int my backpack fr my wallet t buy a bttle f water, nly t realize it was gne. Panic surged thrugh me instantly — I suddenly recalled leaving it n a wden bench near the castle entrance while I stpped t adjust my camera strap.
I panicked vilently. That wallet cntained all my cash, my passprt which was my nly frm f identificatin, and my phne that stred my hstel address and travel reservatins. Withut them, I culdn’t even find my way back t the hstel, let alne buy fd r cntinue my jurney. I rushed back t the entrance, frantically searching the bench and the surrunding area, but there was n sign f the wallet. I then walked arund the castle grunds, stpping every few steps t ask turists and staff if they had seen a brwn leather wallet, but every respnse was a shake f the head. Despair crept ver me as the sun began t set; I sat dwn n a cld stne bench, burying my face in my hands and struggling t hld back tears f helplessness.
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。
Just then, a wman walked up t me.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A week later, I returned t my hmetwn.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Just then, a wman walked up t me. She nticed my upset lk and asked gently what had happened t me. I explained my truble with a trembling vice, describing my brwn wallet and its cntents in detail. T my extreme jy, she smiled and tk ut a wallet frm her bag — it was exactly mine! She tld me she was a vlunteer at the castle and had picked it up n the bench. After I cnfirmed my persnal infrmatin, she handed it t me, and I fund all my cash, passprt and phne were intact inside. I burst int gratitude and tried t thank her with cash, but she mdestly refused, saying it was just what she shuld d.
A week later, I returned t my hmetwn. That unfrgettable experience in Edinburgh has been deeply engraved in my heart. I truly understand that kindness is a precius virtue that knws n natinal bundaries. The warm help frm the stranger nt nly saved my trip but als let me feel the beauty f human nature. I made up my mind t pass n this warmth and kindness t thers. Whenever smene is in truble, I will spare n effrt t give a hand, fr such small acts f kindness can light up the whle wrld.
【导语】本文以人物为线索展开，讲述了作者去爱丁堡旅行时，不慎丢失了装有所有现金、护照和手机的棕色皮钱包，在绝望之际，一位在城堡做志愿者的女士捡到了钱包并归还给作者，作者深受感动，决定将这份温暖和善意传递下去的故事。
【详解】1. 段落续写：
①由第一段首句内容“就在这时，一位女士向我走来。”可知，第一段可描写这位女士对作者的帮助。如，询问作者情况，告知其志愿者身份及拾获经过，核实信息后归还钱包，作者满怀感激欲以现金致谢却被拒绝等。
②由第二段首句内容“一周后，我回到了家乡。”可知，第二段可描写作者旅行结束后的感悟，以及作者的决定。如，让作者领悟到善意无国界，志愿者的帮助不仅挽救了旅程，更让作者感受到人性之美，进而下定决心传递这份温暖与善意等。
2. 续写线索：
女士询问——归还钱包——致谢被拒——作者感激——回到家乡——感悟经历——传递善意
3. 词汇激活
行为类
①询问：ask/depressed
②核实：cnfirm/verify
③不遗余力做某事：spare n effrt t d sth./try ne's best t d sth.
④照亮：light up/brighten
情感类
①沮丧的：upset/frustrated
②感激：gratitude/appreciatin
③温暖：warmth/kindness
【点睛】[高分句型1]. I explained my truble with a trembling vice, describing my brwn wallet and its cntents in detail.（运用了现在分词短语“describing my brwn wallet...”作状语）
[高分句型2]. The warm help frm the stranger nt nly saved my trip but als let me feel the beauty f human nature.（运用了nt als...连接两个并列谓语结构）
A
(25-26高三上·河北多联考·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。
It was a rugh week. The price f il skyrcketed as the temperature fell suddenly and quickly in Maine. I had missed three days f wrk s my paycheck was ging t be lwer than nrmal. I was stressed, t say the least. I shpped strategically, lking fr every pssible way t cut pennies s I culd buy grceries and keep the huse warm.
My eight-year-ld sn, Masn, didn’t understand when I tld him we were struggling that week. He wanted a special kind f ygurt, but I didn’t have the extra three dllars t buy it fr him. It was the kind f ygurt with a cartn kid riding a skatebard n the frnt f the bx, and a mere tw spnfuls in each cup. It was the kind f prduct that wastes a parent’s mney and made me hate advertising.
I felt inadequate (不够好的) as a parent when Masn lked at me with cnfusin, as if t say, “It’s just ygurt. What’s the big deal?” S I fund a way. I put smething back as single mthers ften did. He gt his ygurt.
On the way back frm the grcery stre, I nticed a hmeless man hlding a sign by the side f the rad. My heart hurt, and I tried nt t lk at him. I watched peple avid him by quickly mving aside n the street and walk by withut even meeting his eyes. I lked at him clsely then—bare hands clutching (紧握) a piece f cardbard, a trn jacket. And there I was struggling because I had t buy il—t heat my hme.
I reached int my wallet where I had sme mney already flded and ready fr rent and il. I had calculated what we needed t the penny.
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。
Eventually, I gave the man a five-dllar bill.
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Then Masn tk his ygurt frm the bag and handed it t the man.
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【答案】例文
Eventually, I gave the man a five-dllar bill. N sner had he seen the mney than his eyes, dull with hardship, suddenly lit up. He trembled as he tk it. “Thank yu. Yu dn’t knw hw much this helps.” He said in his small vice and a shiny smile appeared n his wrinkled face. At the mment, my sn said, “I thught yu didn’t have any mney t spare, Mm.” I tld him that the man didn’t have a hme r fd t eat. He must be freezing, s I felt like I culd spare five dllars after all.
Then Masn tk his ygurt frm the bag and handed it t the man. The man’s smile grew wider as he accepted the ygurt. “This is such a kind gesture, yung man. Yur mm and yu, yu’ve shwn me that even in tugh times, peple care,” he said. Even if it was just a matter f a few spnfuls f ygurt, it was all Masn had, and he gave it t smene wh needed it mre than he wanted it. It was a small act, but it reminded us all that kindness, n matter hw big r small, has the pwer t warm hearts and spread hpe.
【导语】本文以人物为线索展开，讲述了在油价飙升、天气骤冷的艰难一周，身为单亲妈妈的“我”经济紧张，努力节省开支，但还是满足了儿子想要特殊酸奶的愿望。在回家路上，“我”看到一个无家可归的人，“我” 经济拮据，但还是决定帮助他。
【详解】1.段落续写：
①由第一段首句内容“最终，我给了这个男人一张五美元的钞票。”可知，第一段可描述无家可归者看到钱后眼神发亮、激动颤抖并表达感谢，儿子对“我”给钱行为的疑惑，“我”向儿子解释帮助的原因。
②由第二段首句内容“接着，梅森从袋子里拿出他的酸奶，递给了这个男人”可知，第二段可描述无家可归者接受酸奶后更加开心并称赞儿子，强调儿子的行为虽小，但展现出善良的力量，能温暖人心、传递希望。
2.续写线索：帮助无家可归者及解释（“我”给无家可归者钱，他激动感谢，儿子疑惑，“我” 解释原因）——儿子给酸奶及意义（儿子给酸奶，无家可归者称赞，体现善良的力量）
3.词汇激活
行为类
① 颤抖：tremble /shake
② 接受：accept /take
③ 提醒：remind /recall
情绪类
① 艰难的：tugh /difficult
② 善良的：kind /friendly
【点睛】【高分句型 1】N sner had he seen the mney than his eyes, dull with hardship, suddenly lit up.（运用了 n sner... than... 引导的时间状语从句）
【高分句型 2】It was a small act, but it reminded us all that kindness, n matter hw big r small, has the pwer t warm hearts and spread hpe.（运用了that引导的宾语从句）
B
(25-26上·广东部分学校·8月摸底测试)阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。
I came frm a pr family. My parents didn’t earn much mney. Every night, I saw them wrking late. They lked tired, but they always smiled and made ur hme full f lve.
I was a high schl freshman wh lved beautiful things. There’s a schl ball cming up, and I really wanted a nice dress. I ften lked at the dresses which were shining in stre windws. I tuched the glass and wished I culd have had a dress like that.
My parents started saving mney fr me after they saw hw much I wanted a dress. They wrked harder and chse cheaper things. One day, my mm gave me an ld envelpe with mney inside. I recgnized the envelpe which cntained a letter f admissin frm my high schl a few mnths ag. My mther’s eyes were full f hpe. “This is fr yur dress,” she said with jy. I held the envelpe tightly and felt hw much my parents cared abut me. I prmised t find a beautiful dress fr the ball t make them prud f me.
I gt n the bus t the shpping area. My heart was beating fast with excitement. The bus was crwded, and I std near the back. Suddenly, I heard sme nise. “Yu didn’t pay fr yur ticket,” the cnductr said t a man. The man lked anxius. “I frgt my wallet. My daughter is in the hspital, and I was in a hurry,” he explained. I saw hw wrried he was and hw his hands were shaking.
I really wanted that dress, but I culdn’t let the father get int truble. I hesitated fr a mment, tk a deep breath and paid fr the man’s ticket. Then, withut thinking t much, I handed the envelpe with the rest f the mney t the man. “Yur daughter needs yu mre than I need a dress,” I said sftly. The man lked at me with tears in his eyes and said thanks ver and ver.
注意：1．续写词数应为150 左右；
2．请按如下格式在答题卡的相应位置作答。
I had t get ff the bus and walked hme slwly.
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A few days later, I was ding my hmewrk when I heard a knck n the dr.
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【答案】参考范文
I had t get ff the bus and walked hme slwly. I felt a little sad because I didn’t have mney fr the dress anymre. When I gt hme, my parents asked if I gt the dream dress. I shk my head and tld them what had happened. “I helped smene wh needed the mney mre,” I said with a little wrry. But my parents gave me a big hug and said they were really prud f me. I tk cmfrt frm their wrds and gave up thinking abut the dress.
A few days later, I was ding my hmewrk when I heard a knck n the dr. T my surprise, it was the man frm the bus. He lked a little nervus and said, “I fund yu with the address n the envelpe. I just want t thank yu again.” He gave me a small package. Curius, I pened it and saw a pretty dress. It was simple but very nice, “Yu helped me when I was in great need. I hpe this dress makes yu feel as beautiful as yu are.” It’s my turn t express my gratitude t him then. I knew that dress was special because it tld a stry f kindness.
【导语】本文以人物为线索展开，讲述了出身贫困的高中生作者渴望一件舞会礼服，父母辛苦攒钱给作者。作者乘车买礼服时，看到一位急需去医院看女儿却没带钱的父亲，便用这笔钱帮他付车费并把剩余钱给他。回家告知父母后，父母为作者骄傲。几日后，男子上门赠送一件礼服，作者收获了善意的回报。
【详解】1.段落续写：
①由第一段首句内容“我不得不从公交车上下来，然后慢慢地走回家”可知，第一段可描写作者回家告知父母后，父母为“我”骄傲。
②由第二段首句内容“几天后，我正在做作业时，突然听到有人敲门”可知，第二段可描写几日后，男子上门赠送一件礼服，作者收获了善意的回报。
2.续写线索：走路回家——告知父母原因——父母为作者感到骄傲——男士上门感谢——作者感悟
3.词汇激活
行为类
①表达：express/cnvey
②放弃：give up/waive
③获得：get/btain
情绪类
①惊讶：surprise/astnishment
②感激：gratitude/thankfulness
【点睛】[高分句型1] I felt a little sad because I didn’t have mney fr the dress anymre.（运用了because引导原因状语从句）
[高分句型2] When I gt hme, my parents asked if I gt the dream dress.（运用了when引导时间状语从句）
C
(25-26高三上·河北部分高中·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。
Sam was an elderly man living alne in a small huse. His children had mved away t pursue their careers, and he fund it hard t d daily chres (家务活). One day, Thmas, his neighbr, nticed hw difficult it was fr Sam t carry grceries. Withut saying a wrd, Thmas walked up t Sam and ffered t help him with the shpping. Frm that day n, Thmas wuld ften g t the market fr Sam, picking up fresh vegetables and fruits.
Thmas als nticed that Sam’s apartment was always a bit messy. He decided t lend a hand with the cleaning. Every Saturday mrning, Thmas wuld cme ver with a brm and a mp. He wuld sweep the flrs, wipe the cunters, and make sure everything was tidy. Sam was very thankful. He wuld sit in his chair, watching Thmas wrk, and smetimes they wuld chat abut ld times. Sam wuld tell stries abut his childhd, his travels, and his family. Thmas listened with great interest, and he realized that Sam had s much wisdm and experience t share.
Wrd spread in the cmmunity abut what Thmas was ding. Other neighbrs started t think abut hw they culd help t. Mrs Brwn, wh lived next dr t Sam, began t bring him freshly baked ckies every week. The sweet smell f the ckies filled Sam’s apartment, making him feel like he was back in his mther’s kitchen. Mr Lee, a handyman, fixed a brken shelf in Sam’s kitchen. He als checked the electrical wiring and made sure everything was safe. Even the kids frm the neighbrhd wuld smetimes cme ver t read bks with Sam r play a game f chess. Sam enjyed their cmpany and wuld ften teach them ld games that he had learned when he was yung.
Sam’s life became much easier and happier. He n lnger felt lnely. Instead, he felt like he was part f a big family. The whle cmmunity was filled with warmth and kindness.
注意：
（1）续写词数应为150个左右；
（2）请按如下格式在答题卡的相应位置作答。
One day, Sam decided t thrw a party t thank everyne.
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Frm that day n, the peple in the cmmunity gt alng mre harmniusly.
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【答案】 One day, Sam decided t thrw a party t thank everyne. He invited all the neighbrs wh had helped him. Thmas brught a big cake, Mrs Brwn baked her famus ckies, and Mr Lee set up a table with chairs in the curtyard. The kids came with drawings they had made fr Sam, and everyne brught smething t share. The party was filled with laughter and jy. Sam std up and gave a shrt speech, thanking everyne fr their help and friendship. After listening, everyne present exchanged a smile, feeling as if they were relatives f each ther.
Frm that day n, the peple in the cmmunity gt alng mre harmniusly. The neighbrs wh had never really talked t each ther befre started t becme friends. They realized that helping smene in need culd bring jy nt nly t the persn being helped but als t themselves. They learned that even small acts f kindness can make a big difference. The neighbrs cntinued t help each ther, nt just with chres but als with emtinal supprt. They shwed us that a strng cmmunity is built n kindness, cmpassin, and the willingness t lend a hand.
【导语】本文以人物为线索展开，讲述了老人Sam独自居住，日常家务活对他来说也很困难，邻居Thmas注意到后就经常帮他买菜、打扫卫生等，渐渐地其他邻居也开始加入，Sam的生活变得轻松愉快，他不再感到孤独。
【详解】1.段落续写：
①由第一段首句内容“一天，Sam决定举办一个聚会来感谢大家。”可知，第一段可描写邻居们来参加聚会，Sam致辞感谢大家。
②由第二段首句内容“从那天起，社区里的人们相处得更加和谐了。”可知，第二段可描写邻居们和睦相处、互相帮助以及这件事带来的感悟。
2.续写线索：邀请——邻居们参加聚会——感谢——社区更加和谐、人们互相帮助——感悟
3.词汇激活
行为类
①帮某人：help sb/d sb a favr/give sb a hand
②发表演讲：give a speech/deliver a speech/make a speech
③意识到：realize/be aware f
情绪类
①喜悦：jy/delight
②善良：kindness/gdness
【点睛】[高分句型1] He invited all the neighbrs wh had helped him.（由关系代词wh引导的定语从句）
[高分句型2] They realized that helping smene in need culd bring jy nt nly t the persn being helped but als t themselves.（由连接词that引导的宾语从句）
D
(25-26高三上·山东·开学联考)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。
“David, yu’re a natural n the field!” Cach Martinez shuted after anther impressive practice. As the ther players cheered and headed fr the lcker rm, ne teammate jked, “Better get his autgraph nw — future natinal star!” David laughed, but inside, the wrds stirred a familiar dream: representing his cuntry n the sccer field, just like his heres.
At 12, David had already learned the value f hard wrk. With his mther struggling t raise him and his twin sisters, he decided t buy his first pair f prfessinal sccer sneakers n his wn. Fr seven mnths, he wke early fr a paper rute and ran a lemnade stand during vacatin. Finally, his piggy bank stuffed with enugh savings fr the nen-range shes he’d admired fr weeks — shes with “unbeatable grip (抓地力),” perfect fr mastering thse tricks n the field.
“Mm, save yur mney fr Tracy and Katie’s birthday party,” David insisted when his mther ffered t help. “I want these shes t be mine every cent earned by me.” His mther smiled, prud but weary, and he determined t make her prud n the field t.
On the schl bus ride hme, David culdn’t cntain his excitement. “Gabriel, tnight’s the night! I’m buying thse sneakers after hmewrk — want t cme?” His classmate Gabriel, usually quiet, ndded with a faint smile. Suddenly, the bus jlted (颠簸) ver a gap, and Gabriel’s she slid ff — revealing a shabby, hle-dtted canvas with wrn edges. David frze. The underside was practically cming ff, the laces gne, and the fabric s wrn it barely prtected Gabriel’s feet.
Gabriel hurried t grab the she, cheeks flushing red. “They… they’re still gd,” he mumbled, aviding David’s gaze. But David saw the truth: these shes weren’t just ld — they were unwearable. He thught f his wn dream shes waiting at the stre, with their shining clr and tp design, and then lked at Gabriel’s shes again. The bus cntinued rlling, but David barely heard it ver the rapid punding f his heartbeat.
注意：
(1)续写词数应为150个左右；
(2)请按如下格式在答题纸的相应位置作答。
David stared at the unwearable shes, his excitement fading int a heavy pause.
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The next mrning, Gabriel fund a brightly wrapped package n his desk.
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【答案】例文
David stared at the unwearable shes, his excitement fading int a heavy pause. He remembered his mther’s tired smile and her cnstant lessns abut sharing kindness with thers. Gabriel’s embarrassed expressin and aviding eyes, made his decisin clear. The bright range sneakers suddenly lst their imprtance. Quietly, he whispered, “Change f plans”. He imagined Gabriel’s feet safe and warm in prper shes, prtected frm rain and cld. This felt right, even if it meant waiting many mre mnths fr his wn dream. He knew helping a friend was wrth the sacrifice.
The next mrning, Gabriel fund a brightly wrapped package n his desk. Carefully pening it, he discvered a pair f strng, range leather shes inside. A simple nte rested n tp: “Fr a great teammate. Frm David.” Gabriel stared in disbelief, and then slwly lked acrss the classrm. David smiled shyly frm his seat. Overwhelmed, Gabriel’s eyes were filled with grateful tears. He tried t whisper “thank yu,” but n sund came ut. Instead, he gave David a small, heartfelt nd, tuching the new shes gently. They were mre than shes; they were a warm gift f true kindness he wuld never frget
【导语】本文以人物为线索展开，讲述了热爱足球的David靠自己努力攒钱买心仪的球鞋，却在得知同学Gabriel鞋子破旧不堪后，决定帮助他的故事。
【详解】1. 段落续写：
①由第一段首句内容“David盯着那双破旧不堪的鞋子，他的兴奋渐渐消退，陷入了沉重的停顿。”可知，第一段可描写David回忆母亲的教诲，决定帮助Gabriel，放弃购买自己的梦想鞋子。
②由第二段首句内容“第二天早上，Gabriel在他的桌子上发现了一个包装精美的包裹。”可知，第二段可描写Gabriel打开包裹，看到新鞋子后非常感动，向David表达感激之情。
2. 续写线索：David回忆母亲教诲——David决定帮助Gabriel——Gabriel发现新鞋子——Gabriel感激David
3. 词汇激活：
行为类
①回忆：remember/recall
②小声说：whisper/murmur
③打开：pen/unfld/unpack
情绪类
①尴尬的：embarrassed/awkward
②感激：grateful/thankful
【点睛】[高分句型1] This felt right, even if it meant waiting many mre mnths fr his wn dream. (运用了even if引导让步状语从句)
[高分句型2] Carefully pening it, he discvered a pair f strng, range leather shes inside. (运用了现在分词作伴随状语)
[高分句型3] They were mre than shes; they were a warm gift f true kindness he wuld never frget.(运用了省略关系代词的限制性定语从句)
E
(2026届河北省七校高三上学期一模)阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Fllwing his father’s jb relcatin, Michael started attending a new primary schl in a small twn. Everything seemed unfamiliar t him. He wasn’t used t being in a new place, and he felt extremely nervus every day. It was difficult fr him t make friends because he was shy, and the ther children had already knwn each ther. Michael ften fund himself sitting alne in the classrm during the break. He didn’t knw hw t start a cnversatin with the ther children, and he didn’t want t interrupt their cnversatins. Smetimes, he wuld watch them play and laugh tgether, wishing he culd jin in but feeling unsure f hw.
One day, during a break, Lucy nticed Michael sitting by himself. She had seen him sitting alne befre and wndered why he never jined the ther children. Lucy was a friendly girl and didn’t like t see anyne feeling left ut. She decided t g ver t Michael and intrduce herself. With a bright smile, she walked up t Michael and said, “Hi! I’m Lucy. D yu like flying kites?” Michael was a little surprised by her friendly act but ndded. “I’ve never flwn ne befre,” he said in a lw vice, feeling a little shy.
She gave a cmfrting smile. “Well, tday is a perfect day t try! I have a kite. Wuld yu like t fly it with me?” Michael hesitated at first but then agreed. He wasn’t sure if he shuld, but Lucy’s kindness made him feel a little mre cmfrtable. They walked ver t the sprts grund, where Lucy shwed Michael hw t cntrl the kite. Tgether, they ran and laughed as the kite sared high int the sky. Michael had never felt s happy. Fr the first time, he was enjying himself and didn’t feel lnely anymre.
注意：
(1) 续写词数应为150个左右；
(2) 请按如下格式在相应位置作答。
As they were flying the kite, a strng wind blew it high int the air.
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Michael carefully freed the kite frm the branches and slwly climbed back dwn.
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【答案】One pssible versin:
As they were flying the kite, a strng wind blew it high int the air. Sn, the kite gt caught in a tree, and Lucy lked up at it, wrried. “Oh, n! It’s stuck, and we can’t reach it,” she said. Michael lked at the tree. “I can climb the tree and get it,” he said with a smile. Lucy lked at him, surprised. “Yu can climb trees?” she asked. Michael ndded cnfidently. “Yes, I’m really gd at it,” he said. Withut waiting fr any mre questins, Michael began t climb the tree. The ther children wh were nearby watched with interest as Michael skillfully mved up the tree.
Michael carefully freed the kite frm the branches and slwly climbed back dwn. The ther children watching cheered and clapped fr him. “Ww! That was amazing!” ne f them shuted. Lucy smiled and said, “Thank yu, Michael! Yu saved the kite!” Michael smiled shyly but felt prud. As they walked back t the classrm, the ther children came ver t talk t him, wh were impressed by hw well Michael had climbed the tree. They asked him if he wanted t jin in their games. Michael felt happy because, fr the first time at his new schl, he felt a sense f belnging.
【导语】本文以交友为线索展开，讲述了转学生Michael因性格害羞难以融入新集体，直到友善的Lucy主动邀请他放风筝，而Michael勇敢爬树取回风筝的举动，意外让他获得同学们的认可和友谊。
【详解】1. 段落续写：
①由第一段首句内容“当他们放风筝的时候，一阵强风把它吹到空中。”和第二段首句中的“把风筝从树枝上取下来”可知，第一段可描写风筝意外被卡到树枝上，Lucy担心取不下风筝，Michael提出自己爬上树取风筝，并开始行动。
②由第二段首句内容“Michael小心翼翼地把风筝从树枝上取下来，慢慢地爬了下来。”可知，第二段可描写周围的同学看到Michael成功取下风筝，为他鼓掌，Lucy也表示赞叹，同学们开始和Michael交流，Michael第一次有了归属感。
2. 续写线索：强风吹走风筝——Lucy担心树上的风筝——Michael提议爬树取风筝并行动——Michael成功取下风筝——Lucy和周围同学的反应——Michael有了归属感
3. 词汇激活
行为类
①拿，取：get/fetch/btain
②提问：ask/query
③大喊：shut/yell/exclaim
④与……交谈：talk t/chat with/cnverse with
情绪类
①担心的：wrried/cncerned
②震惊的：surprised/astnished/amazed
③高兴的：happy/cheerful/jyus
【点睛】[高分句型1] The ther children wh were nearby watched with interest as Michael skillfully mved up the tree. (wh引导限制性定语从句、as引导时间状语从句)
[高分句型2] They asked him if he wanted t jin in their games. (if引导宾语从句)
F
(25-26高三上·重庆巴蜀中学·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 tried nt t wrry, but I was scared. The jb I had lst was a gd jb, and I was gd at it. It wasn't my fault that I lst it; it was just what happens when a gvernment cntract isn’t renewed.
My full-time jb nw was finding a full-time jb. I searched diligently and tried everything I knew t find wrk, but withut success. Weeks went by. If I didn’t find a jb sn, I wuldn’t be able t pay the rent n my apartment — a mdest tw-bedrm in a fur-stry walkup. And then what?
It was the early 1970s, and jb hunting was dne the 1970s way. Print cpies f yur résumé (简历). Mark the jbs yu think yu might qualify fr. Write a hell-I’m-wnderful cver letter, put it in an envelpe with yur résumé, and mail it t the emplyer. Make phne calls and knck n every dr.
One Saturday mrning, the knck came n my dr.
Silently grumbling (抱怨), I arse and walked dwn the hall, temprarily abandning my cllectin f Help Wanted ads and stack f résumés n the kitchen table. Why was it that every time I gt my daughter settled dwn with her tys and started my jb search, smene interrupted me?
“Hi,” said a smiling wman in jeans when I pened the dr. “I’m Melba. I just mved in upstairs. Can I brrw yur phne fr a minute? I’d like t call the phne cmpany and ask them t turn mine n.”
A neighbr in need — f curse, I wuld help. “Hi, Melba. Sure, cme n in. I’m Carle,” I said, leading the attractive wman wh lked abut my age — early thirties — t the phne munted n my kitchen wall. “Help yurself while I run int the ther rm and check n my little ne.”
Returning a few minutes later, I fund Melba hlding the phne t her ear and lking dwn at my résumé n the table. Apparently, the phne-cmpany rep had placed her n hld fr a mment.
注意：
1.写作词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
Sn, her cnversatin was finished , and I invited her t sit dwn.
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It was the mst infrmal jb interview I’d ever had.
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【答案】
Sn, her cnversatin was finished , and I invited her t sit dwn. She asked why I had s many résumés n the table. I tld her that I lst my jb and was trying hard t find a new ne. She listened carefully, ndding her head frm time t time. I culd see that she was genuinely interested in what I was saying. Melba smiled and said she wned a small cmpany which needed a persn like me. She asked me t talk abut my ld jb and skills, and I answered her questins carefully.
It was the mst infrmal jb interview I’d ever had. When we finished talking, Melba tld me I culd get the jb. I was s excited that I almst cried. She said I culd start wrking the next week, which made me feel relaxed at last. I thanked her deeply, knwing that a warm heart culd bring great luck in life. I hped this wuld be the start f a new chapter in my life.
【导语】本文以人物为线索展开，讲述了作者失业后积极寻找工作，却一直未果。在一个周六的早晨，新搬来的邻居Melba来借电话，看到了作者放在桌上的简历，从而引发了一场非正式的求职对话的故事。
【详解】1.段落续写：
①由第一段首句内容“很快，她的谈话结束了，我邀请她坐下。”可知，第一段可描写Melba询问简历相关情况，作者说明失业困境，Melba提及自己公司缺人，开启非正式面试。
②由第二段首句内容“那是我经历过的最不正式的面试。”可知，第二段可描写面试结束后Melba录用作者，作者的激动心情，以及作者由此获得的感悟。
2.续写线索：坐下聊天 —— 询问简历 —— 说明困境 —— 提及缺人 —— 面试结束 —— 录用入职 —— 心生感悟
3.词汇激活
行为类
① 丢失工作：lse ne’s jb /be ut f wrk /lse emplyment
② 寻找工作：find a new jb /lk fr a jb /hunt fr a jb
③ 回答问题：answer questins /reply t questins /respnd t questins
④ 获得工作：get the jb /btain the jb /gain the jb
情绪类
①兴奋的：excited /thrilled/jyful
② 放松的：relaxed/at ease
【点睛】【高分句型1】She asked why I had s many résumés n the table. (运用了why引导的宾语从句)
【高分句型2】I culd see that she was genuinely interested in what I was saying. (运用了that引导的宾语从句和what引导的宾语从句)
G
(25-26高三上·山东日照第一中学·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。
It was a freezing December afternn, with snwflakes dancing in the wind like tiny white butterflies. Lily, a 16-year-ld student, pulled her cat tighter arund her, her breath frming little cluds in the cld air as she walked hme frm schl. At the crner f Maple Street, there std an ld ak tree that had watched ver the neighbrhd fr decades. Under it, Mr. Harris, an 80-year-ld man with silver hair and warm eyes, had sld hand-knitted scarves every winter fr the past five years. His scarves were always ppular — passers by ften stpped t admire the neat stitches (针脚), and kids lved pinting ut the little animal patterns he secretly wve int sme.
Tday, thugh, the usual wden stall — plished smth by years f use, with a small “Handmade with Lve” sign — was empty. Instead, a weathered cardbard bx, its edges frayed frm the cld, sat under the tree, its lid prpped pen by a pinecne. A crumpled nte, written in shaky handwriting, was taped t it: “Free t thse in need — stay warm, friends. N need t pay, just pass the kindness n.” Curius, Lily brushed ff the snw and lifted the lid. Inside were six scarves, each flded neatly. Just as she ran her finger ver a sky blue scarf stitched with stars, a faint, rasping cugh came frm behind the tree.
Lily turned and gasped. Mr. Harris was leaning heavily against the trunk, his shulders hunched, his face as pale as the snw n the grund. His hands, usually steady as he knit, were trembling, and his usual wlen hat was askew. “Mr. Harris! Are yu all right?” she asked, rushing ver. He stumbled trying t stand, s she helped him sit n a snw-dusted branch. “Just a cld, dear, nthing t fret abut,” he said weakly, his vice thin. “Wke up this mrning feeling dizzy, culdn’t set up the stall tday. But these scarves — they tk me all week. Didn’t want them t sit here and get frgtten.” Lily ndded, her heart squeezing. She rushed t the nearby café, where Mrs. Patel, the wner, knew Mr. Harris well, and brught back a steaming cup f ht cca. He sipped it slwly, and as the warmth spread, a faint pink returned t his cheeks. “Yu’re a gd girl, Lily,” he said, giving her a small smile.
注意：续写词数应为150左右。
As Mr. Harris regained strength, he tld Lily mre abut the scarves.
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A mnth later, when Lily passed the ak tree again, she stpped in surprise.
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【答案】
As Mr. Harris regained strength, he tld Lily mre abut the scarves. “Each stitch hlds a memry,” he said, strking a rabbit-patterned ne. “My wife Clara taught me t knit. She lved rabbits — we had a hutch in ur backyard.” His eyes lit up sftly. “After she passed, I knit t feel clse t her. The scarves? I sld them t buy blankets fr the shelter, but this cld laid me lw.” He sighed, then smiled at Lily. “Yu’ve a kind heart, dear. Wuld yu help share these? Spread her warmth?” Lily ndded firmly, putting the blue star scarf in her bag.
A mnth later, when Lily passed the ak tree again, she stpped in surprise. The stall blmed with scarves — dzens nw, in rainbw clrs. A new sign read “Clara’s Warmth Chain: Take what yu need, leave what yu can.” Students, neighbrs, even the cafe wner std nearby, handing ut ht drinks. Mr. Harris sat n a bench, knitting, while a child shwed ff a pine scarf. “Lk, Lily — yur idea grew,” he called. Snw fell, but the air hummed with warmth, a chain f kindness wven strnger than any yarn.
【导语】本文以人物为线索展开。讲述了Lily在冬日放学路上发现常年卖手工围巾的Harris先生因病无法出摊，转而将围巾免费赠予有需要的人，Lily伸出援手后受Harris先生所托帮忙分享围巾，最终促成“Clara的温暖链”，让善意在社区传递的故事。
【详解】 1. 段落续写：
①由第一段首句内容“Harris先生渐渐恢复了力气，向Lily讲述了更多关于这些围巾的故事。”可知，第一段可描写Harris先生向Lily讲述围巾背后与妻子Clara的回忆、制作围巾的初衷，以及因生病无法完成善举，恳请Lily帮忙分享围巾传递温暖的情节。
②由第二段首句内容“一个月后，当Lily再次经过那棵橡树时，她惊讶地停下了脚步。”可知，第二段可描写Lily再次路过橡树时，发现Harris先生的摊位重现且规模更大，社区居民纷纷参与到“温暖链”中，善意得以延续，Harris先生也恢复健康继续编织的温馨场景。
2. 续写线索： 发现空摊位—— 救助Harris先生—— 听闻围巾的故事—— 答应帮忙分享—— 一月后重遇摊位—— 见证善意传递
3.词汇激活
行为类
① 编织：knit/weave
② 传播： spread/publicize
③ 分发： hand ut/distribute
情绪类
① 笑： smile/grin
② 温暖： warmth/cziness
【点睛】【高分句型1】“Each stitch hlds a memry,” he said, strking a rabbit-patterned ne.(运用了现在分词短语strking a rabbit-patterned ne作伴随状语)
【高分句型2】Snw fell, but the air hummed with warmth, a chain f kindness wven strnger than any yarn.(运用了独立主格结构)
H
(2025届湖南省高三下学期4月质量检测二模)阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I had always thught f my neighbrhd as a peaceful and friendly place. Hwever, all that changed when Mr. Thmpsn mved in next dr. He was a middle-aged man wh seemed t have a rather strange lifestyle.
At first, I didn’t pay much attentin t him. But ne day, I nticed that his car was always parked in a way that blcked part f my driveway. It was really incnvenient, especially when I was in a hurry t g t wrk r pick up my kids frm schl. I plitely asked him t be mre careful with his parking, but he just gave me a cld lk and said he wuld d s as he was pleased. This made me get crss with him.
As time went by, mre prblems arse. Mr. Thmpsn had a big dg that barked ludly day and night. I culd barely have a sund sleep, and my kids were als disturbed by the nise. I tried t talk t him abut the dg, but he refused t listen. He even accused me f being t sensitive.
One evening, I came hme frm a lng-day wrk, extremely wrn ut. Just as I was abut t park my car, I fund that Mr. Thmpsn’s car was nce again blcking my driveway. I was s frustrated that I kncked n his dr frcefully. After seemed a lng time, the dr pened. There std Mr. Thmpsn with an indifferent lk n his face. Wrds were exchanged, and bth f us were angry. We had a heated argument. He even slammed the dr shut right in frnt f me. After that, we didn’t talk t each ther fr weeks. My nce prud and friendly neighbrhd ties are gne.
One day, as I was mwing the lawn（修剪草坪）in my garden, I saw Mr. Thmpsn struggling t carry a heavy bx alng his driveway.
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 seemed that he was abut t drp it.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
As we were standing in his living rm, Mr. Thmpsn brke the ice.
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【答案】参考范文
It seemed that he was abut t drp it. I hesitated fr a mment, recalling all the unpleasant experiences I had with him. A part f me felt that he deserved t struggle after hw rudely he had treated me. But as I watched him wbble under the weight f the bx, his face tense with effrt, anther part f me felt guilty fr just standing there. I had always believed in kindness, yet here I was, debating whether t help a neighbr in need. Taking a deep breath, I set aside my pride and walked ver. “Let me help yu.” I said, reaching fr the bx. He lked at me, surprised, but after a brief pause, he ndded silently, and tgether we carried it inside.
As we were standing in his living rm, Mr. Thmpsn brke the ice. He let ut a sigh and, in a sfter tne than I had ever heard frm him, admitted that he hadn’t meant t be rude befre. Recvering frm surgery had left him frustrated and shrt-tempered, and he realized nw hw incnsiderate he had been. Hearing this, my frustratin melted away. I admitted that I had judged him t quickly. As we talked, the tensin between us faded, replaced by a quiet understanding. Frm that day n, ur relatinship changed—we weren’t just neighbrs anymre but tw peple willing t give each ther a secnd chance
【导语】本文以人物为线索展开，作者原本认为自己的社区宁静友好，但汤普森先生搬来后打破了这份平静。汤普森先生停车挡住作者车道、其狗日夜吠叫，作者多次沟通无果，两人还发生激烈争吵，邻里关系恶化。直到一天，作者看到汤普森先生搬重物吃力，故事迎来转机。
【详解】1.段落续写：
①由第一段首句内容“他似乎要把它掉下去了。”可知，第一段可描写作者看到汤普森先生搬重物艰难，内心会因过往矛盾产生纠结，但善良本性可能促使他决定帮忙，从而有机会与汤普森先生近距离接触，为后续交流和解埋下伏笔。
②由第二段首句内容“当我们站在他的客厅里时，汤普森先生打破了沉默”可知，第二段可描写进入室内后，汤普森先生主动打破沉默，接下来应是双方进行深入交流，汤普森先生解释之前行为的原因，消除误会，修复邻里关系。
2.续写线索：看到汤普森先生搬重物吃力，内心纠结（因过往矛盾不想帮忙，但善良本性促使帮忙）—决定帮忙并一起将重物搬进室内—进入室内后汤普森先生打破沉默开始解释 —双方交流，汤普森先生说明之前行为原因（如术后恢复导致情绪不佳）—作者理解并反思自己的判断—双方消除误会，邻里关系改善。
3.词汇激活
行为类：
① 犹豫：hesitate /waver
② 伸手：reach fr /stretch ut ne's hand
③ 承认：admit /acknwledge
情绪类：
① 沮丧的：frustrated /disappinted
② 惊讶的：surprised/astnished
【点睛】【高分句型 1】But as I watched him wbble under the weight f the bx, his face tense with effrt, anther part f me felt guilty fr just standing there.（运用了as 引导的时间状语从句 ）
【高分句型 2】He let ut a sigh and, in a sfter tne than I had ever heard frm him, admitted that he hadn't meant t be rude befre.（运用了 that 引导的宾语从句 ）
I
(2025届山东省名校考试联盟高三3月高考模拟)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。
William Dunn grew up in Miami in a rugh area. His dad ran a lbster business in the Flrida Keys, and William helped with it. He and his dad had a great relatinship. Fishing was a huge part f that. “Fishing was s peaceful,” William says. “It was like an escape.”
After graduating frm a cllege in twn, William married his girlfriend Lily, his cllege classmate and settled in Lakeland, Flrida. They had a happy family and raised tw lvely kids. Amy, an eight-year-ld, always wre a smile while talking, while Ted, aged 5, lved getting int truble at hme.
During the week, William wrked as a tire salesman. On weekends, he wuld take his family t fish in a lake nearby. The kids always enjyed the happy time n the water, casting their lines int the shimmering lake as the sun dipped lw n the hrizn. They laughed and chatted excitedly. Each tug n the line brught a burst f anticipatin, and when they finally reeled in (拉回) their catch, their faces lit up with pride and jy. Between fishing, they paddled arund in a small bat, dipping their hands int the cl water and marveling at the tiny fish beneath the surface. The day was filled with the simple pleasures f nature, creating memries they wuld cherish fr years t cme.
The neighbrhd was friendly, huses neatly arranged with a checkerbard f green lawns. Everyne was willing t lend a hand when smene was in need. Next t William and Lily’s was Ms. Duglas and her nly child, Camran. The single mm didn’t get alng well with her six-year-ld. William nticed a cuple f times Camran strm ut f the huse, shuting at his mm. One day, William saw the by utside and started a cnversatin. Camran shared that his dad wasn’t in his life.
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。
William thught he culd d smething and apprached Mrs. Duglas.
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William saw psitive changes in Camran’s behavir.
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【答案】 William thught he culd d smething and apprached Mrs. Duglas. He mentined that he had nticed Camran seemed a bit dwn and ffered t take him fishing with his family that weekend. Mrs. Duglas, thugh hesitant, appreciated the gesture and agreed. On Saturday, after Camran jined William, they set ff t the lake, where William encuraged Camran t share his thughts abut fishing. With each cast f the line, William patiently guided him, teaching him nt just abut fishing techniques but als abut patience and the jy f being utdrs. Camran began t smile mre.
William saw psitive changes in Camran’s behavir. He began t laugh mre freely, engaging in playful banter with Amy and Ted while they set up their fishing gear. The lessns in patience and teamwrk that William subtly wve int their utings resnated with Camran, wh started t shw mre patience at hme, t. His mther reprted fewer utbursts, and during their cnversatins, he ften mentined hw much he lked frward t the weekends at the lake.
【导语】本文以人物为线索展开，讲述了William Dunn如何在繁忙的工作和家庭生活中找到平静，并通过钓鱼与家人共度美好时光。William注意到邻居Camran与母亲关系紧张，决定伸出援手，帮助改善他们的关系。
【详解】1. 段落续写：
①由第一段首句内容“William觉得他能做点什么，就去找Duglas太太。”可知，第一段可描写William如何与Mrs. Duglas沟通，让Camran加入他们的钓鱼活动，通过教他钓鱼来改变他。
②由第二段首句内容“William看到了William行为上的积极变化。”可知，第二段可描写Camran在William的帮助下行为上所产生的变化。
2. 续写线索：提出帮助——共同钓鱼——耐心指导——积极变化——母子关系改善
3. 词汇激活
行为类
①注意到：ntice/bserve
②出发：set ff/set ut
③指导：guide/direct
情绪类
①快乐：jy/pleasure
②耐心地：patiently/with patience
【点睛】【高分句型1】He mentined that he had nticed Camran seemed a bit dwn and ffered t take him fishing with his family that weekend. (运用了that引导的宾语从句)
【高分句型2】The lessns in patience and teamwrk that William subtly wve int their utings resnated with Camran, wh started t shw mre patience at hme, t.(运用了that引导的限制性定语从句和wh引导的非限制性定语从句)
J
(2025届广东省高三1月第一次模拟考试) 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
In yre’s times, within the cnfines f an antiquated Italian hamlet, there resided a diminutive damsel by the name f Piccla. She was a slitary ffspring, chabitating with her industrius mater, wh tiled as a laundress and dmestic cleaner, labring until the nether hurs f the ncturnal cycle.
Her humble abde basted a minuscule hrtus, encircled by a barrier f hewn stne. It was in this mdest enclave that she wuld ften perch, engaging in play with a tattered effigy f a dll. Thrugh a slender fissure in the stne palisade, Piccla’s inquisitive ptics wuld frequently meander twards an adjacent hrtus, abuzz with mirth, resplendent hues, and the exuberant frlic f three juveniles. With a sense f awe, Piccla bserved as they cavrted, vcalized in sng, and interacted with their vibrantly hued playthings. Frm that juncture frth, she clandestinely venerated them frm a distance, yet was t timrus t engage in discurse with them.
Hwever, n a particularly salubrius mrning, the mst tender f the tri espied Piccla’s rb peering thrugh the crevice in the garden’s rampart. “Salutatins!” he uttered. “Pray, wh art thu?” Piccla mustered the frtitude t vcalize. “My designatin is Piccla!” she respnded, “I derive great pleasure frm bserving thee and thy cmpanins frlicking in thy resplendent, sun-drenched hrtus!” The yung stripling summned his elder brethren and srr. They were piqued by Piccla’s presence and inquired f her numerus queries regarding the tapestry f her existence.
That vesper, the juveniles recunted t their pater the enigmatic lass wh inhabited the neighbring dmicilium, and hw she fund herself bereft f cmpany within her residence n sundry ccasins. Culd she be permitted t partake in their revelries? Their pater fetched his martell and chipped away at the wall, creating an aperture sufficiently capacius fr Piccla t traverse.
Upn ingress int her neighbrs’ hrtus, Piccla felt a pang f bashfulness regarding her threadbare vesture. She was nt even shd in prper calceamenta, merely a pair f rudimentary wden sandals. Piccla’s trepidatin, hwever, was unwarranted! Her neighbrs received her with pen arms and intrduced her t nvel ludicra. Frm that day frward, they frged a bnd f amicable friendship.
On the eve preceding the Yuletide celebratin, her neighbrs cmmenced t exchange cnjectures abut the bunty that Father Christmas wuld bestw upn them. “What dst thu desire fr Christmas, Piccla?” her neighbrs inquired. “I harbr a hpe that he shall present me with a new dll fr Christmas, yet I have never been the recipient f ne prir,” she expressed, her spirits smewhat dampened. “He is mniscient,” the neighbrs reassured her.
注意：
（1）续写词数应为150词左右；
（2）续写部分分为两段，每段的开头语已为你写好。
Subsequent t her departure, the neighbrs exchanged glances amngst themselves and thereafter reached a cnsensus, embarking n a curse f actin that wuld unfld with deliberate intent.
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On Christmas mrning, Piccla heard a knck n the newly widened hle in the wall.
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【答案】
Subsequent t her departure, the neighbrs exchanged glances amngst themselves and thereafter reached a cnsensus, embarking n a curse f actin that wuld unfld with deliberate intent. “We shuld prepare her a pretty dll tnight.” the elder brther said. “But it is t late and all the shps have been clsed, s where can we get ne?” the yunger ne asked helplessly. After a few secnds f silence, the three bys suddenly said with ne vice “Let’s make ne urselves!” and then they smiled at each ther. Sn, the three bys asked their mther fr guidance and assistance, sewing dlls with their unskilled hands. Fur hurs later, a cute pink dll was finally finished.
On Christmas mrning, Piccla heard a knck n the newly widened hle in the wall. She immediately ran ut t take a lk and t her amazement, a Santa Clause was crawling int her huse, fllwed by the three bys. “Merry Christmas, Piccla!” Santa greeted her with a smile, taking ut a big beautiful bx, “yu are a gd girl, s yu shuld get a gift frm me. This is fr yu, little girl.” Opening the bx carefully and seeing a beautiful pink dll lying inside, she was s excited that she cvered her muth and culd nt speak with tears filling her eyes. “Thank yu s much, Santa! I feel very happy.” , and then Piccal tk the three brthers by the hand and said, “Thank yu, brthers, thanks fr all that yu did fr me. I really lve the gift a lt and this is the best Christmas I have ever spent!” Santa was acted by their father, which she always knew. What a lvely day
【导语】本文以人物为线索展开，讲述了小女孩Piccla和妈妈生活在意大利一个古老的小村庄里，生活艰辛贫困，平时只能和破烂的娃娃雕像玩耍。一天，她偶然结识了邻居的兄弟三人，与他们和家人建立了深厚的友谊。圣诞前夜，Piccla说自己希望圣诞节能得到一个布娃娃，她之前从未收到过圣诞礼物，于是兄弟三人决定帮她实现愿望。最终兄弟三人在父母的帮助下，亲手制作了一个布娃娃，并扮作圣诞老人给Piccla送去，度过了一个幸福的圣诞节。
【详解】1. 段落续写：
①由第一段首句内容“在她离开后，邻居们互相交换了一下眼色，然后达成了共识，开始了一项经过深思熟虑的行动。”可知，第一段可描写兄弟三人为Piccla亲手准备圣诞礼物。
②由第二段首句内容“圣诞节的早晨，Piccla听到有人敲墙上刚加宽的洞。”可知，第二段可描写兄弟三人和圣诞老人来给Piccla送来了圣诞礼物，以及Piccla的感受和表现。
2. 续写线索：开始行动计划——讨论礼物——决定亲手制作——制作并完成——圣诞早上听到敲洞的声音——圣诞老人来了——送礼物——打开礼物——激动——感谢——美好的一天
3. 词汇激活：
行为类：
①完成：finish/cmplete
②欢迎、迎接：greet/welcme
③看见、发现：see/find/spt
④取出、拿出：take ut/pull ut
情绪类：
①惊奇：amazement/surprise
②高兴的：happy/delighted
【点睛】【高分句型1】Opening the bx carefully and seeing a beautiful pink dll lying inside, she was s excited that she cvered her muth and culd nt speak with tears filling her eyes.（运用了现在分词作伴随状语和引导的结果状语从句。）
【高分句型2】Santa was acted by their father, which she always knew. （运用了关系代词which引导的非限制性定语从句。）
K
（2026届西南名校联盟“3+3+3”高考备考诊断性联考一）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。
Sixteen-year-ld Mia lived in Oakwd, a small twn where everyne knew each ther. Her parents ran a lcal bakery that had been in the family fr decades, but lately, business was declining. Supermarkets with cheaper bread and pastries drew mst custmers away, and Mia ften saw her parents sighing ver empty cash registers at night.
One Saturday mrning, Mia was helping arrange bread n the shelf when an elderly man named Mr. Hendersn entered. He was a regular, but his steps lked unsteady. “Just a laf f yur mther’s wheat bread, dear,” he said, his vice weak. Mia handed it t him, and when he fumbled with his wallet, she nticed his hands shaking. “Take it n the huse, Mr. Hendersn,” she said sftly. The ld man smiled gratefully, mentining that many senirs in twn struggled t affrd fresh fd since the cmmunity fd bank clsed last mnth.
Mia’s heart sank. That afternn, she sat in the bakery’s backyard, thinking hard. The bakery was struggling, but the senirs’ prblem weighed n her. She remembered her grandma used t say, “Small kindnesses tie a twn tgether.” Suddenly, an idea ppped int her head. She rushed inside t tell her parents, but they lked hesitant — they culd barely keep the bakery ging, let alne take n mre.
Undeterred, Mia decided t try anyway. She made a pster and hung it utside the bakery: “Free bread fr senirs every Friday — dnatins welcme.” The next mrning, she waited anxiusly by the dr. Just as she started t dubt herself, a car pulled up, and a wman she didn’t knw rlled dwn the windw...
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。
Mia walked ver t the car, wndering what the wman wanted.
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Weeks later, the bakery and the twn seemed t have changed.
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【答案】
Mia walked ver t the car, wndering what the wman wanted. “Hi, I’m Clara frm the twn’s cmmunity center,” the wman said, handing her a bx f flur. “I heard abut yur plan — many lcals want t help. This is frm Mrs. Green’s grcery stre, and Mr. Trres will bring butter later.” Mia’s eyes lit up. Sn, mre peple came with dnatins: eggs, sugar, and even cash. Senirs started visiting n Fridays, chatting while picking up bread, filling the bakery with laughter. Her parents, tuched by the supprt, jined in, baking extra pastries fr the senirs.
Weeks later, the bakery and the twn seemed t have changed. The bakery was always busy — lcals came nt just fr bread, but t supprt the initiative. A new cmmunity fd bank pened, funded by dnatins frm the bakery’s visitrs. Mia ften saw senirs helping ut at the bakery, packing bread r greeting custmers. Oakwd felt warmer than ever; peple smiled and helped each ther mre. Mia’s parents n lnger sighed at empty registers, and she realized: when a cmmunity stands tgether, n prblem is t big. She turned a small kindness int smething that has tied the whle twn.
【导语】本文以人物为线索展开。米娅家的小镇面包店生意因超市竞争而下滑，她看到老人亨德森先生买面包手抖，得知很多老人因食物银行关闭吃不上新鲜食物，便不顾父母犹豫，贴海报为老人提供免费面包并接受捐赠。一辆车停了下来，一个素不相识的女人摇下了车窗。
【详解】1.段落续写
①由第一段句首内容“米娅朝那辆车走过去，心里纳闷这位女士找自己有什么事。”可知，第一段可以描写社区中心的克拉拉送来面粉并告知许多当地人愿意助力她的计划，随后众人纷纷送来物资，老人们也前来光顾面包店，米娅父母深受触动加入帮忙的过程。
②由第二段句首内容“几周后，这家面包店，乃至整个小镇，似乎都发生了改变。”可知，第二段可以描写几周后面包店变得热闹，镇上还开设了新的社区食物银行，老人们主动到店帮忙，整个小镇充满温情，米娅由此领悟到团结力量大的道理，最后升华文章主旨：小小的善意能凝聚整个社区的温暖。
2.续写线索：朝车走过去 ——送物资 —— 众人纷纷捐赠 —— 老人光顾添活力 —— 父母加入共出力 —— 都发生了改变—— 小镇焕新添温情 —— 善意凝聚显力量
3.词汇激活
行为类
①帮助：help/assist
②加入：jin in/take part in/participate in
③开设：pen/set up/establish
情绪类
①感动：tuch/mve
②善意：kindness/gdwill
【点睛】【高分句型1】Mia’s parents n lnger sighed at empty registers, and she realized: when a cmmunity stands tgether, n prblem is t big.(运用了when引导的时间状语从句)
【高分句型2】She turned a small kindness int smething that has tied the whle twn.(运用了that引导的定语从句)
L
（2026届浙江省浙江省新阵地教育联盟高三上学期第一次模拟）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 Hug t Stp a Bank Rbber
“Hmm,” Michael Armus muttered t himself. He’d just set ft int the bank, and felt the tensin. “Smething’s nt right.”
It was a sunny mrning, and the 69-year-ld retired painter was there t depsit a check. Nrmally, whenever Michael visited, he’d be greeted ludly frm the tellers, with whm he lved t share his jkes.
But tday, nne f the tellers acknwledged him. Nr did the bank’s manager, wh sat at his desk with his head dwn and seemed t be whispering int his telephne. As Michael apprached the teller windws, he nticed the three emplyees had similar wrried lks n their faces.
Michael lked t his left and nticed a man at anther windw with his T-shirt pulled up t partially cnceal his face. “This is a rbbery,”thught Michael. He heard the man say, “I dn’t want t hurt anybdy.” Minutes earlier, the man had passed a nte t the teller demanding cash and saying he had a gun. Michael lked again and the man's shirt had drpped a bit, expsing mre f his face. “I’ve seen this guy!” thught Michael. He recgnized the wuld-be rbber as smene he’d passed several times n a street crner praying fr thse wh were in misery. Suddenly, instead f being frightened, Michael felt cmpassin fr him, and a thught ppped int his head, “Maybe I can help.”
He walked ver t the man, 43-year-ld Eric, and calmly asked, “What’s wrng? Dn’t yu have a jb?” Startled, Eric lked at Michael and exclaimed, “There is nthing in this twn fr me. Nthing!” Then, tears streamed dwn his face. Michael sensed the despair in the man’s vice, as if he were ready t thrw his life away. It reminded him f his wn struggles and hw getting a secnd chance had nce saved him, stirring a pwerful urge t help. He knew the tellers were terrified, and he wanted t get Eric ut f the bank. 注意:
（1）续写词数应为150个左右；
（2）请按如下格式在答题纸的相应位置作答。
S he patted Eric n the shulder and said, “Let’s g utside and talk abut this.”
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Just then, the plice appeared and shuted, “Freeze!”
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【答案】
S he patted Eric’s shulder and said sftly: “Let’s g utside and talk.” Eric frze, fingers tight n the crumpled nte, panic in his wide eyes. Tellers shrank back, faces pale — but Michael pulled him int a hug that felt like a safe shelter, ne that chased away his fear a little. “I knw what hpelessness means,” he whispered. The warmth relaxed Eric’s stiff shulders. His lips shk, tears saking Michael’s shirt. “I tried every jb… mm’s sick… I can’t pay bills,” he chked.​
Just then, the plice appeared and shuted, “Freeze!” Eric’s face went white, jumping back like smene shcked, wanting t run — but Michael held him. He raised ne hand t shw n harm, the ther rubbing Eric’s back t calm him. “He’s nt dangerus — this hug is enugh,” Michael said firmly. He tld plice Eric’s hard times. They lked at each ther, mving hands frm guns. Eric pulled back, breath steady. Later, he turned himself in, and Michael gt a scial wrker wh’d help his mm. “That hug… made me feel cared fr,” Eric said, shaky but thankful.
【导语】本文围绕69岁退休画家Michael Armus在银行的经历展开，讲述他发现试图抢劫银行的43岁男子Eric是街头见到过的祈祷者后，未感到恐惧反而心生同情。面对因生活困境而绝望的Eric，Michael主动上前沟通，试图帮助他走出困境，后续通过拥抱给予安慰，并在警察出现时协助化解危机，最终Eric自首，其母亲也得到社会帮助。
【详解】1.段落续写
①由第一段首句“于是，他拍了拍埃里克的肩膀说：“我们出去谈谈这件事吧。””可知，第一段需描写Eric的初始反应、周围人的状态，以及Michael如何通过拥抱传递温暖，引导Eric倾诉生活困境，展现Michael的共情与安抚。
②由第二段首句“就在那时，警察出现了，大喊道：“站住！”” 可知，第二段可描写Eric的恐慌反应，Michael如何稳住他，向警察说明Eric的难处，最终警察放松戒备，Eric主动自首，Michael还为其母亲联系社工，Eric表达对Michael拥抱的感激。
2.续写线索：Michael提议外出谈话——Eric紧张愣住，Michael 拥抱安抚——Eric倾诉生活困境——警察出现，Eric 恐慌欲逃——Michael稳住Eric并向警察解释——Eric自首，Michael协助解决其母亲困境——Eric 感激Michael的拥抱及帮助。
3. 词汇激活
行为类：
① 退缩：shrink back/draw back
② 赶走：chase away/drive away
③ 低声说：whisper/murmur
情绪类：
① 恐慌：panic/terrr
② 绝望：hpelessness/despair
③ 感激：thankful/grateful
【点睛】[高分句型1] They lked at each ther, mving hands frm guns.（运用了现在分词作状语）
[高分句型2] Later, he turned himself in, and Michael gt a scial wrker wh’d help his mm.（运用了wh引导的限制性定语从句）
M
(25-26高三上·湖南长沙雨花区长沙雅礼中学·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。
The mment Michael Armus set ft int the Bank f the West in Wdland, Califrnia, t depsit a check, he felt the tensin. “Smething’s nt right.”
The cheerful greetings he usually received were absent. Tellers avided eye cntact, their faces pale. The bank manager sat rigidly at his desk, head lwered.
Armus lked t his left and nticed a man at anther windw with his striped T-shirt pulled up t partially hide his face. “This is a rbbery,” thught Armus.
He heard the man say, “I dn’t want t hurt anybdy.” Minutes earlier, the man had passed a nte t the teller demanding cash and saying he had a gun. Armus lked again and the man’s shirt had drpped a bit, expsing mre f his face. Just at that mment, Armus recgnized the wuld-be rbber as smene he’d passed several times n a street crner reading alud frm his Bible and speaking t passersby.
Walking clser, Armus gently asked, “What’s wrng? Dn’t yu have a jb?” The man frze, tears spilling dwn his cheeks. “There’s nthing in this twn fr me! I just want t g t prisn!”
The raw despair reminded Armus f his wn dark past — dwn and ut, been t prisn. His life was a mess. But he gt anther chance. Suddenly, instead f being frightened, Armus felt cmpassin fr him, and a thught ppped int his head: Maybe I can help.
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。
“Let’s talk utside,” Armus suggested, putting his arm arund the man.
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Praised fr easing a tense situatin by a warm hug, Armus was mdest.
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【答案】例文
“Let’s talk utside,” Armus suggested, putting his arm arund the man. Remarkably, the man agreed and the tw walked ut f the bank. Once utside, Armus wrapped the man in a warm hug, and the wuld-be rbber began t sb in his embrace. Armus sat him dwn n a bench and listened intently as the man pured ut his wes. He’d lst his jb, his family drwning in debt, and he saw n way ut. Armus shared his wn stry f redemptin, ffering hpe. Slwly, the man’s shulders relaxed, and he began t see a glimmer f a different future. It turned ut that the man, wh was eventually charged with attempted rbbery, never had a gun. The plice arrived, but Armus pleaded fr mercy, believing everyne deserved a secnd chance.
Praised fr easing a tense situatin by a warm hug, Armus was mdest. “I heard smething in his vice,” Armus explained. He empathized hw desperate the man had t be, t be thrwing his life away like this fr Armus himself deeply knew what it’s like t feel hpeless and helpless. “I just saw myself in him,” he said. “We all make mistakes, and smetimes all it takes is fr smene t shw a little kindness.” Armus even ffered t help the man find a jb and get back n his feet. His actins nt nly averted a tragedy that day but als became a pwerful reminder that cmpassin and understanding can transfrm lives and turn desperate situatins arund.
【导语】本文以人物为线索展开，讲述了Michael Armus在银行偶遇一场抢劫未遂事件，他认出劫匪就是常在街头给路人读圣经故事的人，心生怜悯，于是上前安抚并成功说服他放下劫念。Armus的善举和爱心改变了劫匪的人生轨迹，展现了同情和理解的力量。
【详解】1.段落续写：
①由第一段首句内容““我们到外面谈吧。”Armus建议道，用胳膊搂住了那个人”可知，第一段可描写劫匪和Armus走出银行，诉说自己的不幸，Armus用自己的经历安抚他，并在警察到来后为他恳求宽恕。
②由第二段首句内容“因为温暖的拥抱缓和了紧张的局势而受到称赞，Armus很谦虚。”可知，第二段可描写Armus本人的谦逊回应，展现其品格，并主动提出帮助劫匪找工作，将善意延伸到实际行动。
2.续写线索：走出银行——劫匪诉说痛苦——分享自己的经历——恳求警察宽恕——谦虚回应——为劫匪提供实际帮助
3.词汇激活
行为类
①恳求：plead/beg
②强调：empathize/put emphasis n
③防止、避免：avert/prevent
情绪类
①痛苦：we/pain
②友善：kindness/gdwill
【点睛】[高分句型1] It turned ut that the man, wh was eventually charged with attempted rbbery, never had a gun.（运用了由关系代词wh引导的非限制性定语从句）
[高分句型2] He empathized hw desperate the man had t be, t be thrwing his life away like this fr Armus himself deeply knw what it’s like t feel hpeless and helpless.（运用了由连接副词hw和连接代词what引导的宾语从句）
[高分句型3] His actins nt nly averted a tragedy that day but als became a pwerful reminder that cmpassin and understanding can transfrm lives and turn desperate situatins arund.（运用了由that引导的同位语从句）