2026年高考英语题型专练(全国通用)题型24读后续写话题之个人成长类(原卷版+解析)

这是一份2026年高考英语题型专练(全国通用)题型24读后续写话题之个人成长类(原卷版+解析)，共12页。试卷主要包含了 常见情节与主题归纳，必备优秀句式， 续写思路等内容，欢迎下载使用。
题型简介
个人成长类故事是高考读后续写的核心题材。尽管故事情境多样（如挑战比赛、转变认知、处理人际、品德考验、解决问题），但其内核高度统一：描绘一个年轻的心灵，在经历某个关键事件后，突破旧的“自我”，完成内在的蜕变与升华。
这类故事万变不离其宗，通常遵循一个经典的叙事弧光：
困境的锚点：故事始于主人公处于一种“未完成”状态。这可能是能力上的不足（如演讲恐惧）、认知上的幼稚（如误解亲情）、关系中的困境（如无法融入），或品德上的摇摆（如面对诚信考验）。这种困境引发强烈的内心冲突，是成长的起点。
事件的催化：一个具体的事件（比赛、误解、相遇、意外）打破平衡，将主人公推入必须行动和选择的境地。这个事件是成长的催化剂。
成长的展开：这是续写的核心部分，需要详细刻画主人公如何应对。重点在于两方面的细节描写：
外显的行动与挣扎：他/她具体做了什么来克服困难？是深夜练习，还是鼓起勇气沟通？行动过程必然伴随波折与反复。
内隐的心理与感悟：他/她的想法和感受发生了怎样的细微变化？从逃避到面对，从怨愤到理解，这个内心的转折点至关重要。
蜕变的完成：故事结尾，外在事件可能成功也可能留有遗憾，但主人公的内在世界一定发生了不可逆的积极改变。他/她收获的并非一定是奖杯，而是更宝贵的品质：如自信、宽容、责任、智慧或坚定的信念。
常见情节&主题句式
考向01 自我挑战与突破类
一、 常见情节与主题归纳
这类故事的核心情节是：主人公因内在局限（如能力不足、心理恐惧、身体缺陷）而面临一项具体挑战，通过自身的持续努力，最终克服障碍，实现了对旧有自我的超越。
常见情节：主要围绕竞赛类（如演讲、写作、体育比赛）、表现类（如舞台表演、公开陈述）和技能征服类（如学习游泳、掌握乐器、完成艰难项目）展开。
核心主题：故事最终旨在展现和颂扬勇气（直面恐惧）、毅力（坚持付出）与自信（认可自我价值）等品质。真正的成长不仅在于赢得比赛，更在于赢得对自己能力的信念。
续写思路：从情节到独创性设计
拿到一个开头后，可按以下三步构建独特故事：
第一步：定义“挑战”与“旧我”
首先，明确原文中主人公的“具体障碍”是什么（如：害怕当众说话、体能不佳、曾失败有阴影）以及挑战的“具体目标”是什么（如：完成5公里跑、在英语戏剧中扮演主角）。这是故事的基石。
第二步：设计“努力-波折-突破”的核心段——这是续写的重点，需避免平铺直叙。
努力具体化：描写1-2个具体的准备细节（如：为练口语每天对着镜子模拟；为增强体能设定阶梯式训练计划），而非只说“他努力练习”。
波折合理化：在赛前或赛中设置一个合理挫折（如：赛前意外受伤、训练遇到瓶颈、比赛中途失误、紧张情绪突然来袭），这是展现心理成长的关键。
突破内在化：不要只写赢得冠军。高潮应聚焦于主人公如何运用精神力量（如：想起训练艰辛、师长鼓励、或领悟比赛真谛）在挫折瞬间实现内在突破。即使最终未获第一，但完成了对自我的征服（如：带伤跑完全程、在失误后镇定完成余下表演），更能凸显成长。
第三步：结尾升华，点明“新我”
结局描写应对比“成长前后”主人公的状态变化。可通过一个细微的动作或感悟（如：曾经颤抖的手如今能平静举起奖杯；曾经躲避的目光如今能坦然迎接观众）来暗示自信的建立，并用1-2句内心独白点明勇气的真谛或坚持的意义，完成主题升华。
三、必备优秀句式
1. 句式用途：描写面临挑战时的极端心理压力
句型结构：A wave f ... (名词，如panic, dubt) washed ver me, ... (伴随结果或状态).
例句：A wave f panic washed ver me, my mind ging cmpletely blank.
翻译：一阵恐慌席卷了我，我的大脑一片空白。
2. 句式用途：刻画在困境中下定决心、汇聚力量的瞬间
句型结构：Gathering every bit f my curage/strength, I + 谓语动词...
例句：Gathering every bit f my curage, I stepped nt the stage.
翻译：凝聚起全部的勇气，我踏上了舞台。
3. 句式用途：描写突破临界点后身体与感觉的积极变化
句型结构：Gradually, the ... (名词，如fear, exhaustin) faded, replaced by a grwing sense f ... (名词，如calm, certainty).
例句：Gradually, the exhaustin faded, replaced by a grwing sense f inner strength.
翻译：渐渐地，疲惫感消退了，一种不断增强的内在力量感取而代之。
4. 句式用途：强调过程带来的、比结果更重要的收获
句型结构：Lking back, I realized that the real victry lay nt in ... but in ...
例句：Lking back, I realized that the real victry lay nt in the medal, but in the curage I fund within myself.
翻译：回首过去，我意识到真正的胜利不在于奖牌，而在于我从内心找到的勇气。
5. 句式用途：升华主题，对“成长”进行定义
句型结构：That day, I learned that ... (品质) is/means ... (定义).
例句：That day, I learned that true curage means mving frward even when every fiber f yur being screams t turn back.
翻译：那天我明白了，真正的勇气意味着，即使身体的每一寸都在尖叫着让你后退，你依然选择前行。
考向02 认知转变与成熟类
一、 常见情节与主题归纳
这类故事的核心情节是：主人公因幼稚、自私或误解，在亲情、友情或责任关系上陷入困境，后经关键事件触发，内心发生剧烈震动，最终打破旧有认知，学会理解、宽容与爱，实现心智的成熟。
常见情节：主要围绕亲情理解（如：理解父母的辛劳与深爱、化解与家人的隔阂）、友情珍惜（如：因嫉妒或误会伤害朋友后幡然醒悟）、责任认知（如：从逃避责任到主动担当）以及偏见消除（如：对看似“不同”的人或事改观）展开。
核心主题：故事旨在展现从“自我中心”到“换位思考”的飞跃，核心是领悟理解、宽容、责任与感恩的真谛。成熟的标志不是年龄增长，而是内心能装下他人。
续写思路：聚焦“触发事件”与“内心地震”
构思此类故事，关键在于细腻描绘“认知如何被改变”。可遵循以下三步：
第一步：锁定“旧认知”与冲突点
首先，精准定位原文中主人公的幼稚观念或误解是什么（如：“认为成功才是对父母唯一的回报”、“认为严厉的老师不喜欢自己”、“认为友谊是理所当然的”）。这是所有矛盾和心理转变的起点。
第二步：设计“触发事件”与“内心挣扎”——这是续写的灵魂，需要精心设计一个足以撼动主人公固有观念的具体事件或细节。
触发事件具体化：这个事件应是一个发现的瞬间。例如：无意中发现父母藏起的病历、看到本以为讨厌自己的老师深夜为自己批改的详细笔记、目睹朋友默默为自己所做的牺牲、或亲身体验了曾被自己轻视的劳动的艰辛。
内心挣扎过程化：这是描写的重点。不能直接“我明白了”，要详细刻画从震惊、否认、到反思、最终接纳的完整心理链条。例如：从“这不可能”的冲击，到回忆过往细节的愧疚，再到情感上的彻底软化。
第三步：落实“新行动”与“升华感悟”——认知的转变必须通过行动来确认，并以深刻的感悟来升华主题。
行动是转变的证明：描写主人公基于新认知做出的具体、细微的行动改变。例如：从沉默变为一句主动的“谢谢”或“对不起”；从索取变为一次主动分担；从冷漠变为一个真诚的拥抱。行动不必宏大，但需真挚。
感悟点明成长内涵：在结尾，通过主人公的内心独白，将个人体验升华为普遍性的成长道理。要点明新旧认知的对比，深刻揭示“成熟”的具体含义。
三、 必备优秀句式
1. 句式用途：描写被真相突然冲击时的震惊与恍惚
句型结构：Fr a mment, I std there frzen, the + 物品/事实 (如：nte, truth) burning in my hand/mind.
例句：Fr a mment, I std there frzen, the wrn-ut receipt fr my new bike burning in my hand.
翻译：一瞬间，我僵在原地，手中那张为我购买新自行车的破旧收据灼烫不已。
2. 句式用途：刻画回忆涌现并带来强烈愧疚感的时刻
句型结构：A fld f memries rushed in, each ne a painful reminder f hw ... I had been.
例句：A fld f memries rushed in, each ne a painful reminder f hw blind and selfish I had been.
翻译：记忆如潮水般涌来，每一段都痛苦地提醒着我过去是多么盲目和自私。
3. 句式用途：表达内心坚冰消融、情感决堤的瞬间
句型结构：Smething inside me shifted/snapped, and all the ... (情绪，如：resentment, pride) melted away.
例句：Smething inside me shifted, and all my childish resentment melted away, replaced by a deep ache f understanding.
翻译：我内心的某些东西改变了，所有孩子气的怨恨都消散了，取而代之的是理解的深切酸楚。4. 句式用途：描写基于新认知所采取的、具有象征意义的细微行动
句型结构：Withut a wrd, I + 过去式动词 (细微动作)..., a silent aplgy/an ffering f peace.
例句：Withut a wrd, I pured a cup f tea and placed it gently befre her, a silent aplgy.
翻译：我一句话也没说，只是倒了一杯茶，轻轻放在她面前，作为无声的道歉。
5. 句式用途：升华主题，对比新旧认知，定义“成熟”
句型结构：I finally understd that ... was never abut ...; it was abut ...
例句：I finally understd that her lve was never abut grand gestures; it was abut the silent, steadfast light that had always been there, waiting fr me t see.
翻译：我终于明白，她的爱从来不是关于宏大的表达；它就像那一直存在、静默而坚定的光，等待我去看见。
考向03 社会交往与融入类
一、 常见情节与主题归纳
这类故事的核心情节是：主人公因进入新环境（如转学、留学、加入新团体）或自身特质（如性格内向、文化背景不同、有特殊爱好），在人际交往中感到孤立、误解或格格不入，后通过关键行动或事件，成功跨越隔阂，建立连接，找到归属感。
常见情节：主要围绕新环境融入（如：转学生如何被接纳）、跨文化交际（如：适应异国文化、消除文化误解）、团队合作（如：在团队项目中从矛盾到协作）以及打破社交壁垒（如：内向者主动交友、因独特爱好找到同道）展开。
核心主题：故事旨在展现从“局外人”到“参与者”的转变，核心是学会开放、尊重、沟通、合作与包容。成长的标志是能够在保持自我的前提下，与他人及环境和谐共处。
二、 续写思路：构建“破冰-连接”的桥梁
构思此类故事，关键在于设计一个从“隔阂”到“连接”的合理且动人的过程。可遵循以下三步：
第一步：定位“隔阂”的具体根源
首先，明确原文中主人公感到孤独或被排斥的具体原因是什么（如：语言不通不敢开口、兴趣爱好不同无法加入话题、文化习惯差异导致行为误解、或单纯因害羞而无法主动）。这是所有社交困境的起点。
第二步：设计“破冰事件”与“双向努力”——这是续写的关键，必须避免“被瞬间接纳”的童话式发展。连接需要桥梁，而桥梁的搭建往往需要双方的付出。
破冰事件合理化：这个事件应是一个自然的“社交切口”。它可以是：一次必须协作才能完成的任务（如小组实验、班级活动）、一个意外展现共同兴趣或特长的场合（如主人公的绘画才能被偶然发现）、一次基于误解的善意冲突后的沟通，或是观察到他者也面临困境后产生的共鸣。
过程体现双向性：成功的融入 rarely 是单方面的讨好。要描写主人公鼓起勇气的主动尝试（如：用结结巴巴的英语问好、分享一块家乡点心），同时也要描写来自外界一个或多个友善、包容的回应信号（如：同学的一个微笑、一次耐心的倾听、一次邀请）。这种“主动-回应”的互动是情节真实感的核心。
第三步：描绘“新连接”与“感悟升华”
结局应展现关系建立后带来的微妙变化和更深层的理解。
连接的具体体现：用细腻的日常场景展现新的归属感。例如：从独自吃饭到有人同桌，从沉默旁听到有人询问你的意见，从称呼“那个新同学”到被叫名字。这些细节比一句“我们成了好朋友”更有力。
感悟超越具体事件：在结尾，通过主人公的反思，将个人经历升华为对社交本质的理解。要点明真正的融入不是改变自己以迎合他人，而是在坦诚与尊重中，找到彼此的位置。
三、 必备优秀句式
句式用途：描写身处人群却感到强烈孤独的疏离感
1. 句型结构：Surrunded by laughter and chatter, I felt … separating me frm the rest.
例句：Surrunded by laughter and chatter, I felt an invisible wall separating me frm the rest.
翻译：被欢声笑语包围着，我却感到一堵无形的墙将我与其他人隔开。
2. 句式用途：刻画决定主动打破沉默、迈出第一步的勇气瞬间
句型结构：Taking a deep breath, I gathered my curage and + 过去式动词 (具体社交动作)...
例句：Taking a deep breath, I gathered my curage and walked ver t ask if I culd jin their game.
翻译：我深吸一口气，鼓足勇气走过去，询问我是否可以加入他们的游戏。
3. 句式用途：表达跨越文化或心理隔阂，达成理解的顿悟时刻
句型结构：In that mment, I realized that beneath ur different ... (表面差异，如：accents, custms), we all ...
例句：In that mment, I realized that beneath ur different accents, we all shared the same nervus hpe f being accepted.
翻译：在那一刻，我意识到，尽管口音不同，我们都怀着同样渴望被接纳的紧张与期盼。
4. 句式用途：描写通过分享（物品或经历）来建立连接的具体行动
句型结构：I tentatively ffered my ... (物品，如：snack, stry), and t my surprise, it became a bridge
例句：I tentatively ffered my hmemade dumplings, and t my surprise, they became a bridge t curius questins and shared smiles.
翻译：我试探性地分享了我 hmemade 的饺子，出乎意料的是，它成了一座桥，引来了好奇的提问和会心的微笑。
5. 句式用途：升华主题，定义“归属感”的真正来源
句型结构：True belnging, I discvered, desn't require yu t change wh yu are; it requires yu t find where yu ...
例句：True belnging, I discvered, desn't require yu t change wh yu are; it requires yu t find where yu can be yurself.
翻译：我发现，真正的归属感并不要求你改变自己，而是需要你找到那个可以做自己的地方。
考向04 品德塑造与价值认同类
一、常见情节与主题归纳
这类故事的核心情节是：主人公在面临利益、诚信或责任的考验时，内心经历激烈的道德挣扎，最终在关键抉择中坚守了正直、善良或责任感，从而完成了个人品格的淬炼与升华。
常见情节：主要围绕诚信考验（如：拾获贵重物品、考试作弊的诱惑、隐瞒自己的错误）、责任坚守（如：照顾小动物、遵守一个承诺、维护公共环境）、善良选择（如：帮助竞争对手、为弱者发声、在安全与助人间抉择）以及原则捍卫（如：抵制不良行为、坚持说真话）展开。
核心主题：故事旨在刻画从“内心动摇”到“信念坚定”的转变，核心是建立对诚信、责任、善良与正义等普世价值的内心认同。成长的标志是获得了清晰的道德判断力和付诸行动的道德勇气。
二、续写思路：聚焦“道德困境”与“灵魂抉择”
构思此类故事，关键在于将抽象的品德具体化为一个艰难却真实的选择。可遵循以下三步：
第一步：具象化“道德困境”
首先，明确原文中那个让主人公左右为难的具体两难情境是什么（如：“是交还捡到的昂贵手机，还是留下它来换取自己急需的东西？”、“是揭发好友的错误以维护公正，还是保持沉默以维系友谊？”）。这个困境必须真实，让两种选择都具有分量。
第二步：拉长“内心挣扎”与“抉择瞬间”——这是续写的精髓。品德的光辉正在于战胜私欲的“过程”而非“结果”，因此必须浓墨重彩地描写挣扎。
挣扎过程戏剧化：详细描写主人公内心的“天使与魔鬼”的辩论。要具体写出两种声音：一方是便捷的利益或私心（“没人看见”、“我需要这个”、“说出来会惹麻烦”），另一方是隐约的不安与道德直觉（“这会让你永远看不起自己”、“这不是你该做的事”）。可以借助环境（如：看着失主照片、想起师长教诲）来外化这种斗争。
抉择瞬间仪式化：让“做出正确决定”的瞬间成为一个清晰、有力的动作或心理节点。例如：主人公可能深吸一口气，果断转身走向失物招领处；或是尽管双手颤抖，仍坚定地举起了手。这个瞬间需要被明确标记出来。
第三步：刻画“抉择后果”与“内心确证”
结局不必总是获得外部奖励（如表扬），重点在于描绘做出正确选择后，主人公内心的踏实与力量。
后果体现复杂性：真实的世界中，坚守品德有时会带来即时的不便甚至误解（如：被朋友暂时怨恨、失去某种利益）。描写这种复杂性，反而能凸显选择的纯粹与高贵。
感悟源于内心：最终的升华应指向内心获得的平静、自豪与力量。主人公领悟到，最大的回报是拥有了一个让自己尊敬的自己，这种内在价值的认同远比外部奖赏更重要。
必备优秀句式
1. 句式用途：描写面对诱惑时，内心两个对立声音的激烈争辩
句型结构：A vice in my head urged, “… (自私的念头)”, while anther, quieter yet firmer whispered, “… (道德的声音)”.
例句：A vice in my head urged, “Just keep it. N ne will ever knw,” while anther, quieter yet firmer whispered, “But yu will knw. Yu will always knw.”
翻译：我脑中一个声音催促道：“就留着吧，没人会知道。”而另一个更轻微却更坚定的声音低语：“但你会知道。你永远都会知道。”
2．句式用途：刻画在挣扎中，道德感逐渐变得清晰、无法忽视的过程
句型结构：The weight f ……, until it became impssible t ignre.
例句：The weight f the right thing t d grew heavier and heavier, until it became impssible t ignre.
翻译：做正确之事的那份重量变得越来越沉，直至无法忽视。
3. 句式用途：表达最终听从良心，做出抉择的决断时刻
句型结构：In the end, I knew I culdn’t …… (错误行为). My cnscience left me n ther path.
例句：In the end, I knew I culdn’t live with the chice t walk away. My cnscience left me n ther path.
翻译：最终，我明白我无法承受就此离开的选择。我的良心没有给我留下任何其他道路。
4. 句式用途：描写做出正确行为后，如释重负的纯净心理感受
句型结构：A sense f …. washed ver me, the kind that ……...
例句：A sense f prfund peace washed ver me, the kind that cmes nly frm ding what yu knw is right.
翻译：一种深沉的平静感席卷了我，那种只有做了自知正确之事才会获得的平静。
5. 句式用途：升华主题，点明品德塑造对自我身份的根本性定义
句型结构：That day, I learned that integrity is chsing yur principles ver yur cnveniences, even when n ne is watching.
例句：That day, I learned that integrity is chsing yur principles ver yur cnveniences, even when n ne is watching.
翻译：那天我懂得了，正直就是在无人注视时，仍选择你的原则而非你的便利。
考向05独立解决问题类
常见情节与主题归纳
这类故事的核心情节是：主人公在缺乏外界直接帮助的意外或紧急情境下，凭借自身的知识、观察力、冷静思考与实践能力，主动分析问题并一步步克服困难，最终成功化解危机。
常见情节：主要围绕意外困境（如：野外迷路、突遇恶劣天气、设备故障）、突发状况（如：同行者突然生病或受伤、钥匙被锁屋内）、生活挑战（如：独立完成一个复杂项目、修理损坏的重要物品）以及突发性社会事件（如：活动中出现意外的小混乱需要立即处理）展开。
核心主题：故事旨在展现从“依赖”到“自主”的飞跃，核心是培养和体现临场应变能力、冷静理性、实践智慧与责任感。成长的标志是能够成为在困境中可被依靠的“问题解决者”。
续写思路：构建“分析-尝试-解决”的逻辑链
构思此类故事，关键在于让解决问题的过程逻辑清晰、步骤可信，避免“灵机一动”式的简单化解。可遵循以下三步：
第一步：明确困境的“具体性”与“紧迫性”
首先，精准定义原文中出现的具体问题是什么（如：自行车链条在雨中脱落、在森林中完全迷失方向、为露营准备的炉具无法点燃），并建立问题的紧迫性或后果（如：天快黑了、有人需要帮助、活动即将开始）。这为后续的行动提供了内在动力。
第二步：详细描写“思考-行动-调整”的探索过程——这是续写的核心。必须展示主人公是如何一步步推理和操作的，而非直接给出结果。
思考分析具体化：描写主人公如何冷静下来，回忆相关知识或观察环境寻找线索（如：“我记得父亲说过，潮湿时应该先…”、“我注意到东边的树苔藓更茂盛”）。这体现了“智慧”。
尝试行动步骤化：描写主人公有序的、可能伴随失败的尝试（如：第一次用错工具导致滑脱，第二次调整方法后有了进展）。失败和调整让过程更真实。
资源利用合理化：强调主人公如何利用手边有限的资源（如：用手帕包扎、用树枝做临时工具），而非等待不存在的完美工具，这体现了“实践能力”。
第三步：呈现“解决结果”与“能力认知”的升华
结局不仅要解决问题，更要凸显主人公通过此事获得的自我认知飞跃。
结果体现过程价值：成功解决问题后，应通过一个细节（如：看着被修好的物品、带领大家走出困境后回头望）来自然收尾，强调是过程的努力带来了结果。
感悟指向内在力量：最终的升华应让主人公认识到，自己拥有了独立面对世界不确定性的信心与能力。这种对自我能力的确认，是比解决具体问题更重要的成长。
三、 必备优秀句式
1．句式用途：描写危机突发时的瞬间反应与镇定决心
句型结构：…. threatened t take ver, but I tk a deep breath and tld myself,…….
例句：Panic threatened t take ver, but I tk a deep breath and tld myself, “Think. Yu need t think.”
翻译：恐慌几乎要将我淹没，但我深吸一口气，告诉自己：“思考，你现在需要思考。”
2. 句式用途：刻画调动既有知识或观察力寻找解决方案的瞬间
句型结构：A fragment f memry/an bservatin surfaced: ... (相关知识或线索). That might be the key.
例句：A fragment f memry surfaced: my scutmaster saying mss grws thickest n the nrth side f trees. That might be the key.
翻译：一段记忆浮现出来：童军队长说过，苔藓在树的北面长得最厚。这可能是关键。
3. 句式用途：描述进行有逻辑、分步骤的尝试过程
句型结构：Fllwing this lgic, I first ... (步骤一), then ... (步骤二), carefully aviding ... (可能的问题).
例句：Fllwing this lgic, I first secured the lse part with a strap, then applied steady pressure t the lever, carefully aviding any sudden frce.
翻译：遵循这个逻辑，我首先用带子固定住松动的部分，然后对杠杆施加稳定的压力，小心避免任何突然的用力。
4. 句式用途：表达经过努力后，问题出现转机或得以解决的时刻
句型结构：After what felt like an ……, there was a final, satisfying ... (声响或感觉), and it wrked.
例句：After what felt like an eternity f trial and errr, there was a final, satisfying click, and it wrked.
翻译：在仿佛无止境的反复尝试后，随着最后一声令人满意的“咔嗒”声，它成功了。
5. 句式用途：升华主题，点明独立解决问题带来的根本性自信
句型结构：Standing there, I felt ……..—nt just that …., but that ….. when it mattered.
例句：Standing there, I felt a new kind f cnfidence—nt just that I had fixed smething, but that I culd figure things ut when it mattered.
翻译：站在那儿，我感到一种新的自信——不仅仅是我修好了某样东西，而是我能在关键时刻找到解决办法。
考向01 自我挑战与突破类
【例1-1】(25-26高三上·贵州部分学校·9月联考)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。
Ryan was an rdinary student wh faced cnstant challenges in academics and extracurricular activities. He ften cmpared himself t thers and felt inadequate, dubting his wn abilities. His classmates excelled(表现出色)effrtlessly, while he struggled t keep up. Even his parents’ encuraging wrds culdn’t silence the vice in his head, whispering, “Yu’ll never be gd enugh.”
One day, Ryan came acrss a martial arts dj(武术馆)amng twering buildings. Thrugh the fgged windws, he watched students mve with precisin and calmness, their fcused expressins cntrasting sharply with his wn restless mind. Fascinated, he stepped inside, his sneakers squeaking n the plished wden flr. A wise-lking man with silver hair — Master Li — greeted him with a nd. “Strength begins with the curage t try,” the master said, as if reading Ryan’s hesitatin.
Under Master Li’s guidance, Ryan learned nt nly kicks and blcks but als the philsphy f balance. During ne exhausting training sessin, Ryan cllapsed after repeatedly failing a spinning kick. “Why d I keep falling?” he said t himself, frustratin burning his cheeks. Master Li knelt beside him. “A tree grws strngest against the wind,” he replied. “Each fall teaches yur rts t dig deeper.” These wrds lingered in Ryan’s mind as he practiced daily, ften staying late t perfect his frms.
Mnths passed. Ryan’s palms grew callused (起老茧的), and his muscles ached, but his spirit felt lighter. He began applying Master Li’s lessns t his studies — breaking prblems int smaller steps, and breathing thrugh panic befre exams. When he struggled in his math, he remembered, “Fall seven times, stand up eight.” Slwly, his grades imprved, and his shulders straightened with quiet cnfidence.
The ultimate test came when Master Li suggested Ryan jin a reginal martial arts turnament. “This isn’t abut winning,” he cautined. “It’s abut hnring yur jurney.” Ryan’s heart raced as he registered, his name nw listed alngside seasned cmpetitrs.
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。
On the day f the turnament, Ryan tk the stage fr his martial arts perfrmance.
____________________________________________________________________________________________
Thugh Ryan did nt win the turnament, he gained smething far mre valuable.
____________________________________________________________________________________________
【答案】
On the day f the turnament, Ryan tk the stage fr his martial arts perfrmance. His first mve was shaky, and the audience laughed. As the music started, Ryan remembered Master Li’s vice. He fcused, turning his fear int actin — blcking imaginary strikes, pivting smthly, and mving with cntrlled frce. Thugh his perfrmance wasn’t perfect, he kept ging. In the final part, a difficult kick made him lse his balance and fall. The audience murmured in surprise, but Ryan gt up and bwed. The applause rse fr his unwavering spirit.
Thugh Ryan did nt win the turnament, he gained smething far mre valuable. He realized that the pwer t vercme bstacles and achieve greatness was within him all alng. Inspired by his jurney, Ryan shared his stry with his fellw students at schl. He encuraged them t embrace their wn inner strength, t believe in their abilities, and t persist in the face f challenges. “We all have invisible ability,” he said. His wrds gave peple hpe. Students started staying late t study and jining clubs they used t be scared f. Ryan, wh used t feel unsure, encuraged his friends t find their wn hidden strengths.
【导语】本文以人物为线索展开，讲述普通学生瑞安因学业和课外活动表现不及他人而自卑，偶然进入武术馆后，在李师傅指导下学习武术及平衡哲学，他将所学应用于学习，虽训练艰苦但渐获自信，最终听从师傅建议报名地区武术锦标赛，明白比赛重在尊重自己的成长历程。
【详解】一、 与考向框架的匹配度分析
1. 情节与主题
完全匹配：故事是典型的 “技能征服类” 。Ryan的挑战是学习武术并参加比赛，其内在障碍是深刻的自卑与自我怀疑（“Yu’ll never be gd enugh”）。
主题鲜明：故事通过武术训练这一载体，最终指向了对勇气（报名参赛）、毅力（每日苦练）和自信（肩膀挺直、目光坚定）的颂扬。成长体现在他从“怀疑自我”到“接纳并超越自我”的转变。
2. 续写思路的落实
第一步：定义清晰。原文已清晰定义了Ryan的“旧我”（自卑、爱比较）和“挑战目标”（武术比赛）。
第二步：核心段设计出色。
努力具体化：范文描写了“手掌长老茧”、“肌肉酸痛”、“经常练到很晚”等细节。
波折合理化：训练中“多次失败旋转踢”是第一个波折；续写中赛场上失误摔倒是第二个也是最大的波折，非常合理。
突破内在化（满分体现）：这是范文最出彩的部分。面对摔倒，Ryan的“突破”不是技术反转，而是精神的胜利——他平静地站起来完成鞠躬。这完美诠释了“对自我的征服”，胜于赢得比赛。
第三步：结尾升华深刻。续写没有停留在比赛，而是让Ryan将收获的自信转化为激励他人的行动，这使他的“新我”形象更加丰满和有力。
写｜作｜技｜巧
精读原文，锁定“两具体”：60秒内划出主人公的 “具体弱点” （如：演讲恐惧、体能差）和 “具体挑战” （如：周五的演讲、五公里跑）。这是故事的发动机。
设计波折，牢记“一内一外”：在主体段设置两个波折。
训练期波折（外）：如赛前受伤、练习遇瓶颈。用于体现“毅力”。
现场波折（内）：如比赛中失误、紧张到大脑空白。用于触发“心理突破”。
聚焦“黄金三秒”突破：当现场波折发生时，用3-4句话详细描写 “崩溃边缘→想起某物/某人/某句话→内心转变” 的瞬间。这是成长的核心证据。
用身体写结局：不用直说“我自信了”。而是写一个 “成长前后对比”的细微身体动作，如：从“手抖”到“手稳”，从“低头”到“目光平视”。结尾用1句内心感悟点题。
易｜错｜提｜醒
❌ 波折太假或太弱：避免“突然受伤又突然痊愈”或“只是有点紧张”。应设计合理且需努力克服的障碍。
❌ 成功=赢得冠军：这是最普遍的误区。真正的成功是战胜过去的自己。即使输掉比赛，但完成了全程、克服了恐惧，就是更大的成长。
❌ 心理描写空洞：杜绝“我很害怕”、“我很快乐”。必须将情绪转化为具体的生理感受或视觉画面，如：“恐惧像冰水浇透脊椎”、“快乐像汽水泡泡在胸腔炸开”。
❌ 结局仓促：不要以“我成功了”简单结尾。务必添加一个展现新我的小动作或场景，如赛后坦然拥抱对手、平静地擦拭器械，让成长落地。
【变式1-1】(2026届河北省衡水市衡水二中等校高三上学期三调考试三模英语试题) 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I culd hear ne f my classmates expressing her impatience with my slw crawl up the ladder (梯子),“If she’s afraid f heights, why wuld she sign up fr a Bungee Jumping (蹦极) class?” My friend was at the tp f the ladder, trying t cheer me up. Hw did I wind up n a ladder hanging abve the Hudsn River?
It was my friend wh invited me t the Bungee Jumping class. At first, I was dubtful, but her enthusiasm and guarantees f strict safety prcedures wn me ver.
I had been fearful f heights since primary schl. Aviding my fear f heights became secnd nature. I tried nt t lk dwn at balcnies r staircases. I avided traveling by plane as much as pssible. I declined invitatins frm friends t jin them n rller casters (过山车).
But here I was, at age twenty-six, facing my fear f heights in a rather extreme way. I had cme arund t the idea f trying Bungee Jumping. I figured it wasn’t much different frm swinging n the mnkey bars as a kid. The ne bstacle I didn’t expect was the ladder. In rder t reach the Bungee Jumping, I had t climb up a twenty-tw-ft ladder.
My friend’s distractin techniques helped t take my mind ff my dangerus task. I fund a rhythm and kept ging. With a slw and steady (稳定的) pace, I made it t the tp.
An instructr tied me t a safety belt and tld me t step t the edge f the platfrm. I held the Bungee Jumping bar with sweaty hands, surprised that it was t thick t fix my hand arund. Instead f a firm grasp, my hands were in a weak, bear-claw psitin.
The cheers frm my classmates rang ut belw. An instructr reminded me f the safety rules, including the net belw that wuld catch me at the bttm. He reminded me t listen t the directins while in the air, s I culd perfrm well.
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 std face t face with my fear f heights.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________
My secnd rund f Bungee Jumping went a bit mre smthly.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
考向02 认知转变与成熟类
【例2-1】(25-26高三上·贵州遵义第一中学联考·)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。
The first time I saw my father, I was three years ld. The memry f that meeting is an unclear picture — my mther tld me I’d held tightly t her legs, burying my face in her skirt, t frightened t even glance at the stranger wh called himself my dad. As a child, I’d thught I’d grw t feel angry with him fr being absent frm all the little mments that made up my childhd.
But that angry feeling never tk rt. Even then, I understd: with much imprtant special wrk t d far frm hme, he’d had n chice but t miss many ccasins t accmpany me. I culd nly imagine the pain in his heart, and the lnely nights when he’d stayed awake in the bed, staring at the pht f ur family, missing his wife and the little girl he hardly knew.
When father finally went back hme after years f separatin, ur lng- awaited reunin, nevertheless, didn’t bridge the gap between us. We lived under the same rf, yet he felt like a plite guest — distant, unfamiliar, and always careful nt t crss any line. I gt away frm his every attempt t cnnect: I’d answer his gentle questins with shrt wrds, avid his ffers t play chess r fly kites, and stand still as a statue (雕像) when he reached ut t tuch my head gently. The years f grwing up withut a father’s cmpany had left a quiet empty space in my heart, a gap that seemed t wide t fill. I secretly wanted his warmth and attentin.
Hwever, all these changed during ne imprtant summer vacatin when I decided t learn t ride a bike by myself. Unexpectedly, it rewrte the stry f ur father-daughter bnd frever.
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 afternn, I fell ff the bike suddenly while learning and father saw it.
____________________________________________________________________________________________
Finally, I managed t ride the bike withut falling.
____________________________________________________________________________________________
【答案】
One afternn, I fell ff the bike suddenly while learning and father saw it. His eyes widened with cncern as he rushed ver t me. “Are yu kay?” he asked anxiusly, his vice filled with wrry. I ndded, trying t hide the pain I felt. He gently helped me up and examined my scraped knee, which was bleeding slightly. Then, he said, “Let me help yu learn. I knw yu can d it.” His wrds, which were full f encuragement, made me feel a warmth I hadn’t felt in years.
Finally, I managed t ride the bike withut falling. A huge smile spread acrss my face as I realized what I had achieved. Father std beside me, clapping his hands in delight. “Yu did it!” he exclaimed prudly. I lked at him, feeling a bnd between us that had been missing fr s lng. I knew then that his lve had always been there, even when he was far away. This simple act f learning t ride a bike had brught us clser tgether, filling the empty space in my heart.
【导语】本文以人物为线索展开。作者三岁初见父亲时因陌生而害怕，后来虽理解父亲因工作缺席陪伴，但重逢后仍有隔阂。作者拒绝父亲亲近，内心渴望其温暖，直到一次学骑车经历彻底改变了父女关系。
【详解】①由第一段句首内容“一天下午，我在学习的时候突然从自行车上摔了下来，爸爸看到了。”可知，第一段可以描写作者学骑自行车摔倒的瞬间、父亲看到后的焦急反应，以及父亲查看伤口、鼓励作者继续学的言行，突出父亲的关心与支持。
②由第二段句首内容“最终，我成功地骑上了自行车，没有摔倒。”可知，第二段可以描写作者在父亲的帮助下成功学会骑车的喜悦，父亲为作者鼓掌欢呼的场景，以及作者由此感受到的父女间久违的羁绊，填补了作者内心的空缺。
一、 与考向框架的匹配度分析
1. 情节与主题
完全匹配：这是经典的 “亲情理解” 情节。主人公的困境源于因父亲长期缺席而产生的情感隔阂与误解（认为父亲是“有礼貌的客人”）。
主题精准：故事核心展现了从 “自我中心的疏远” （拒绝父亲靠近）到 “换位思考的接纳” 的飞跃，最终指向对理解、宽容与爱的领悟。
2. 续写思路的落实
第一步：旧认知锁定准确。原文清晰定义了“旧认知”：父亲是“遥远、陌生”的，女儿用冷漠进行自我防护，但内心“秘密地渴望”父爱。这种矛盾是转变的完美起点。
第二步：触发事件设计合理，但可更深刻。
事件：学车摔倒被父亲目睹。这是一个有效的关系破冰契机。
不足：范文中的触发事件（父亲冲过来关心）较为常规。若想更震撼，可设计为：女儿摔倒时，首次看到父亲脸上无法掩饰的、近乎惊恐的焦急，这种强烈的情绪流露与她心中“克制有礼的客人”形象产生巨大冲突，从而成为认知地震的起点。
第三步：新行动与感悟到位。
新行动：从“拒绝一切”到“接受帮助并成功”，最后“看向父亲并感受到联结”，行动链条完整。
感悟：点明“他的爱一直都在”扣住了主题。若能进一步对比新旧认知（如：从“认为爱是持续的陪伴”到“明白爱是无声的守候”），则升华会更深刻。
写｜作｜技｜巧
设置一个“看见”的瞬间：构思一个让主人公亲眼目睹的细节，作为引爆点（如：父亲慌张冲来的表情、母亲深夜工作的背影、朋友珍藏的旧物）。用特写描写这个瞬间。
描写“内心重构”的过程：紧接着“看见”之后，用2-3句话描写认知链条的断裂与重组。固定句式：“In that mment, I realized/ saw that...”。关键是将旧认知与新证据对比。
用“微小动作”证明转变：设计一个与之前行为相反的细微动作作为结局（如：曾沉默，现主动
开口；曾推开，现轻轻拉住衣袖）。动作要小，但要能直接对应开头的隔阂。
易｜错｜提｜醒
❌ 转变太“硬”，没有过程：避免从“我恨他”直接跳到“我懂了”。必须有 “看见细节→内心冲击→回忆佐证→情感软化” 的过渡过程。
❌ 触发事件太“弱”或太“假”：避免用“他简单说了一句对不起”或“突然出现一个奇迹”来解决多年心结。触发事件必须是能真正撼动原有观点的有力证据。
❌ 只有心理活动，没有行动证明：杜绝全文都是“我很感动，我明白了”。转变必须通过一个具体的新行为来落地，让读者“看到”成长。
【变式2-1】(25-26高三上·河北邢台卓越联盟·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。
I still remember the first day f art class. Sarah sat by the windw, her fingers skillfully shaping a piece f clay (陶土) int a beautiful bird. “Incredible,” I whispered. I’m Tm, wh had just transferred t this schl. Feeling like an utsider, I was drawn t Sarah’s passin, which was s similar t my wn lve fr painting. I gathered my curage and shwed her a painting f my wn. T my surprise, her eyes lit up. “That’s amazing, Tm” she said. Frm that day n, we became inseparable best friends.
Hwever, everything changed when the schl art cmpetitin was annunced. The winner wuld receive a full schlarship t a famus art summer camp. Bth Sarah and I decided t enter. We prmised t supprt each ther, n matter the utcme. But as the deadline neared, Sarah spent less time with me. I felt a grwing distance between us. One afternn, I saw her talking quietly with Mr. Davis, ur art teacher, pinting at my half-finished painting. A bad thught came int my mind: “Was she trying t ruin my chances by asking the teacher fr secret help?” The seed f misunderstanding was planted.
The day befre the submissin (提交), I stayed late t put the final tuches n my painting. As I left, I saw a beautiful, finished sculpture n Sarah’s desk—a dancer s lifelike that it almst tk my breath away. A mix f admiratin and bitter jealusy (嫉妒) washed ver me. The next mrning, chas erupted in the art rm. Sarah’s sculpture was lying n the flr, breaking int many pieces. She was crying sadly. Everyne was lking fr the truble-maker. My heart sank when Mr. Davis asked where I had been last night. Remembering my late stay, I frze. Seeing my panic, Sarah lked at me, her eyes filled with nt just sadness, but held a lk f blame. I culdn’t frm any wrds t defend myself.
Fr tw days, we didn’t speak. The weight f her unspken blame was crushing me. I culdn’t fcus n my studies r my winning painting. Finally, I culdn’t bear it anymre.
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。
“Sarah, I need t talk t yu,” I said, my vice trembling (颤抖).
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“What? It’s ur schl cleaner’s cat?” I asked in surprise.
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考向03 社会交往与融入类
【例3-1】(25-26高三上·湖南长沙浏阳县联考·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。
Diana had wrked as a drm supervisr (宿管) fr the bys’ drm at Green High Schl fr tw mnths. Frm the first day, she firmly believed her nly duty was t ensure the students’ safety. Every night, after the bys fell asleep, she wuld walk alng the passage, peeking (窥视) thrugh each windw t check if everything was in rder. During the day, she checked the drm facilities carefully: tightening lse drknbs (门把手), and making sure the air cnditiners and washing machines were usable.
Whenever the bys greeted her with a cheerful “Gd mrning, Ms. Diana!”, she nly ndded slightly, her face shwing little expressin. “My jb is just t keep them safe and get my mnthly salary,” she ften thught t herself. She never stpped t ask abut their studies, their hbbies, r hw they were getting alng with their rmmates. T her, the bys were just a grup f yung peple she needed t mnitr.
Then came the schl’s “Belved Drm Supervisrs” electin. Teachers and students vted tgether. When the result was annunced, Diana’s name was at the bttm with nly a few vtes. She felt a sharp pain in her chest, and her eyes turned red. She lcked herself in her small ffice, replaying the past tw mnths in her mind. “Did I really d that badly?” she whispered t herself.
Just then, there was a knck n the dr. It was Kay, the head teacher f Class 3. Kay sat dwn beside Diana and patted her hand gently. “Diana, I knw yu’re upset, but the drm supervisr’s jb isn’t just abut checking safety. The bys need mre than that — they need smene t care abut them: ask abut their exams, listen t their trubles, and shw them kindness. That’s what makes a gd supervisr,” Kay said sftly. Diana lked up at Kay, and fr the first time, she realized she had been missing smething imprtant.
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。
Diana decided t make sme changes the next day.
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One year later, the “Belved Drm Supervisrs” electin came again.
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【答案】例文
Diana decided t make sme changes the next day. When the bys passed her with their usual “Gd mrning, Ms. Diana”, she didn’t just nd but als she smiled bradly and asked, “Did anyne have truble sleeping last night?” At nn, when she nticed Tm staring at his math textbk with a frwn, she sat dwn and said, “I used t help my nephew with math. Want a hand?” That evening, she stpped by each rm t chat abut the bys’ hbbies, remembering little things like Jake’s lve fr basketball. The bys were surprised at first, then gradually pened up, sharing their jys and wrries with her.
One year later, the “Belved Drm Supervisrs” electin came again. This time, Diana’s name was at the tp, with almst every vte. When she std n the stage t accept the award, her eyes were teary but bright. The bys cheered ludly, and Tm shuted, “Ms. Diana, thanks fr helping me pass math” She lked at the familiar faces belw — nw nt just students t mnitr, but friends she cared abut deeply. Frm that day n, she knew her rle as a drm supervisr was far mre than just a jb — it was a chance t make a difference in the bys’ lives.
【导语】文章以人物为线索展开，讲述了Diana在格林高中担任男生宿舍管理员的两个月里，严格履行安全监督职责，却忽视了与学生的情感交流——她仅关注设施维护和纪律检查，从未主动询问学生的学业、兴趣或生活困扰。在“最受欢迎宿管”评选中，她因缺乏人文关怀仅获少数票，这一结果让她陷入自我反思。班主任Kay的点拨使她意识到，优秀的管理者不仅需要保障安全，更需以真诚的关心建立信任。
【详解】1.段落续写
①由第一段首句内容“Diana决定第二天做出一些改变。”可知，第一段可描写Diana做出的具体改变以及孩子们的反应。
②由第二段首句内容“一年后，“最受喜爱宿舍管理员”评选活动再次举行。”可知，第二段可描写Diana在评选活动中获奖以及感悟。
一、 与考向框架的匹配度分析
1. 情节与主题
高度匹配：故事核心是Diana作为新上任的宿管，因固守“监督者”角色而与学生们产生情感隔阂，未能融入这个集体。这本质上是成年人进入新工作环境后的人际融入问题。
主题精准：转变的核心是从 “机械履行职责” 到 “建立情感连接” ，体现了 “开放”（打开心扉）、“沟通”（主动询问）与 “关怀”（真心付出）的主题。
2. 续写思路的落实
第一步：定位“隔阂”根源清晰。原文明确指出隔阂根源是Diana自我设定的单一角色认知（“我的工作只是保障安全”），以及由此产生的冷漠行为（只点头不交流）。
第二步：“破冰事件”与“双向努力”设计出色。
破冰事件：评选失败是外部冲击，班主任Kay的点拨是关键触发。这比偶然事件更合理，因为它直接挑战了Diana的固有认知。
双向努力体现充分：Diana的主动尝试：续写中，她微笑、主动询问、提供学习帮助、记住学生爱好，每一步都是具体的“破冰”行动。学生的回应：从“惊讶”到“逐渐敞开心扉”，最终用投票和欢呼给予热烈回应，形成了完美的互动闭环。
第三步：“新连接”与“感悟升华”完成到位。
新连接体现：从“名字垫底”到“高票当选”，从“监控对象”到“深深关心的朋友”，结果对比鲜明。
感悟升华：结尾她认识到工作“远不止是一份工作”，而是“改变男孩们生活的机会”，成功将个人职责升华为情感价值。
写｜作｜技｜巧
明确一个具体的“隔阂源”：用一句话说清主角为何是“局外人”。是语言障碍、文化差异、性格内向，还是兴趣独特？开篇就要点明。
设计一个必须“合作”的破冰场景：构思一个无法独自完成、需要轻微互助的事件。例如：一起收拾溅出的饮料、合力寻找失物、共同完成小组任务。这比单纯聊天更自然。
用“动作+一句对话”展现连接：在破冰场景中，描写一个具体的互助动作（如：对方递来纸巾、主角扶住对方要掉的书），并搭配仅一句简短、友善的对话（如：“我来帮你。”“谢谢，这个我也喜欢。”）。动作与对话结合，连接感立现。
易｜错｜提｜醒
❌ 融入像“童话”，瞬间被接纳：避免写“我一开口，大家就围过来欢迎我”。真实融入是渐进、略带尴尬的。应描写对方从“惊讶”到“友善回应”的细微变化。
❌ 只有单方面讨好，没有双向互动：不要只写主角拼命改变自己迎合别人。必须设计来自对方的一个友善信号（如：一个微笑、一次回问、一次邀请），体现连接是双向的。
❌ 融入等于彻底改变自己：切忌将结局写成“我变得和他们完全一样”。真正得体的融入是 “被接纳，同时保持自我” 。可以在结尾暗示，你的独特之处（如：擅长绘画）后来成为了被欣赏的理由。
【变式3-1】(25-26高三上·河北河北十六校高三联考·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。
As a freshman in high schl, my wrld was ften cluded by a thick fg f anxiety. Every day seemed like a battle, with my heart punding in my chest and my mind filled with a thusand wrries. Little did I knw that ne rdinary PE class wuld becme a turning pint, a mment left in my memry frever.
It was a bright, sunny day. But n that particular afternn, as I stepped nt the track fr PE, a wave f panic envelped me. I had n idea what caused it; perhaps it was the pressure f being in a new envirnment, r just the accumulated stress f my daily struggles. My breathing became rapid and shallw, and I felt like I was drwning in a sea f fear.
Olivia, a senir teacher’s assistant, nticed my situatin. She was a tall, elegant girl with lng hair and a gentle smile. I had seen her arund schl befre, always walking with a quiet cnfidence. I thught she was incredibly beautiful, but I had never dared t speak t her. T my surprise, she walked ver t me and said in her sft-spken vice, “Cme and sit by me.”
I fllwed her numbly (呆呆地), my legs feeling like they were made f lead. She guided me t a quiet crner f the playgrund and gently mtined fr me t lie dwn with my head in her lap. At first, I was t shcked t react. I had never been in such clse cntact with smene I barely knew. But as I lked up at her kind face, a sense f calm began t wash ver me.
Olivia started t sftly rub my hair and arm, her tuch light and relieved. Then, she began t sing. Her vice was like a gentle breeze, carrying away my fears. It was a simple, meldic tune, ne I didn’t recgnize, but it didn’t matter.
注意：
(1)续写词数应为150个左右;
(2)请按如下格式在答题卡的相应位置作答。
The sund f her singing filled the air arund us, creating a sense f peace.
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When I finally pened my eyes, I saw that Olivia was lking dwn at me with a gentle smile.
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考向04 品德塑造与价值认同类
【例4-1】(24-25高三上·山西太原·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。
On a summer vacatin mrning, I went t a bkstre with my mm. As we stepped thrugh the entrance, a large sign immediately captured my attentin. It read, “Bks: Open Drs t New Wrlds. Discver, Dream, Delight.” These wrds seemed t dance in the sunlight, leading me t explre all the wnders they prmised.
When we made ur way between the shelves, I sptted a beautiful bk with a cver that was a masterpiece f clrs and images. Uncnsciusly, my hand reached ut t trace the utlines f the illustratins. I turned t my mm, my eyes begging fr this bk, but she shk her head with a sad expressin. Our family was ging thrugh a tugh time financially, and there was n rm fr such an expensive purchase. Disappinted, I dragged my feet and left.
The next day, unable t resist the temptatin, I fund myself back at the stre. I slipped the bk int my bag, my hands trembling with a mix f excitement and guilt. Just as I was abut t leave, the stre wner nticed me. I frze, my face flushing with shame as I was caught red-handed. He stared at me, frm whse eyes I culd feel the judgement. I wanted t disappear, but there was n escape. With a shaky vice, I admitted stealing the bk, and prmised t make things right. As I walked ut, the sign seemed t scld me. It was a reminder that the wrld I entered by a wrng path was disheartening.
I walked hme slwly, each step filled with fear. When I saw my mm, I burst int tears and tld her the truth. She lked disappinted, but there was a glimmer f relief in her eyes that I was hnest. She hugged me and said sftly, “Yu made a mistake, but yu had the curage t face it. Remember, there are always right ways t get what yu want.” I ndded. After a mment f silence, my mm said, “Let’s make things right.”
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。
As we walked back int the stre, my heart was s heavy.
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When I finished my summer jb, the wner handed me the bk with a smile.
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【答案】
As we walked back int the stre, my heart was s heavy. Hwever, encuraged by my mm, I gathered the curage and aplgized t the stre wner. Much t my surprise, the wner came up with an idea that he wuld give me the bk as a reward fr helping him in the stre. Fllwing his instructins carefully, I wrked hard by dusting bk cvers and arranging bks neatly n the shelves. As I was engaged in these tasks during the vacatin, I came t realize the value f earning smething thrugh hnest wrk.
When I finished my summer jb, the wner handed me the bk with a smile. I received the bk with a sense f pride and gratitude. The wner patted me n the shulder and ffered wrds f praise. My mm was als prud f me fr wrking diligently fr my small dream. This scene made me even mre aware f the significance f my effrts. As I walked ut f the stre, the sign seemed t smile at me. Frm that mment n, it was a cnstant reminder that a delightful new wrld shuld be unlcked thrugh hnesty and kindness.
【导语】本文以人物为线索展开，主要讲述了作者在书店偷书后，在母亲的鼓励下勇于承认错误，并通过暑假工作来补偿过失，最终获得书籍的故事。
【详解】1. 段落续写：
①由第一段首句内容“我们重新走进了商店，我的心里非常沉重。”可知，第一段可以描写作者与母亲回到书店道歉的情景，以及店主的反应。
②由第二段首句内容“当我完成暑期工作时，店主微笑着把书递给了我。”可知，第二段可以描写作者在暑假期间勤奋工作，最终得到书籍和店主的赞扬，以及他从这次经历中学到的教训。
一、 与考向框架的匹配度分析
1. 情节与主题
完全匹配：故事核心是经典的 “诚信考验” 。主人公面临的道德困境极为具体：在家庭经济困难与对书籍的强烈渴望之间，一度选择了错误的路径（偷窃）。
主题精准：故事完整展现了从 “犯错失足” 到 “直面责任” ，最终通过 “诚实劳动” 完成救赎的过程。核心主题是对诚信、责任价值的内心认同与践行。
2. 续写思路的落实
第一步：困境具象化到位。原文将困境刻画得真实有力：精美的书、母亲无奈的拒绝、家庭的经济压力，这些细节共同构成了偷窃的“诱因”与“借口”，使主人公的挣扎具有分量。
第二步：挣扎与抉择过程清晰。
挣扎：原文中“手颤抖”、“想消失”、“羞愧脸红”的描写，以及续写中回书店时“沉重的心”，都体现了内心的“天使与魔鬼”在交战。
抉择瞬间：在母亲说“让我们弥补错误”后，返回书店这一行动本身就是关键的抉择仪式。续写中向店主道歉是这一抉择的具体执行。
第三步：后果与感悟设计合理。
后果：通过劳动换取书籍的设定，完美体现了“弥补”与“救赎”，而非不劳而获的原谅。这比单纯道歉受罚更有教育意义。
感悟：结尾将“新世界”与“诚实和善良”联系起来，完成了认知的升华，从“错误路径”走向“正确之门”
写｜作｜技｜巧
设计一个“两难”困境：用一句话明确摆出两个都有代价的选择。公式：“如果选A，会得到X但失去原则；如果选B，会坚守原则但失去Y。”让两个选项都真实“疼”。
写一场“内心两个声音”的辩论：这是核心。用直接引语写出内心的争吵。一方是“私心”（“没人看见！”“我需要这个！”），另一方是“良知”（“你会看不起自己！”）。至少来回两次。
用一个“动作”定格选择瞬间：不要只写“我决定了”。用一个细微、缓慢但坚决的动作来宣告选择，如“把捡到的钱包放回失物招领台”、“把举起的作弊纸条慢慢揉成一团”。
易｜错｜提｜醒
❌ 道德选择太容易，没有挣扎：避免“看到钱包，立刻上交”。没有内心挣扎的选择，无法体现品德的价值。必须展现“想要但最终不能要”的过程。
❌ 选择后果太理想化（全得）：不要总是写“归还失物后，失主感激并给我报酬”。坚守品德有时意味着现实损失（如时间、机会、短期利益）。接纳这种复杂性，故事才深刻。
❌ 感悟空洞，说教味浓：杜绝在结尾直接写“我懂得了诚实的重要性”。感悟应源于选择后的具体感受（如“心中石头落地”），并用自己的话表述（如“那晚，我睡得特别沉”）。
【变式4-1】(25-26高三上·江苏百校联考·)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。
On the afternn f my eighteenth birthday, I was driving my dad’s ld car arund twn, feeling abslutely free and excited. The sun was shining, and everything felt perfect. As I made a turn a bit t quickly, the wrst thing happened. There was a lud, sharp sund f metal scraping (刮擦) against metal. My heart jumped int my thrat — I had sideswiped a car parked by the pavement.
I stpped the car, my hands shaking n the wheel. I lked arund nervusly. The street was cmpletely empty; n ne had seen the accident. A pwerful thught rushed int my head: “Just drive away. N ne will ever knw.” The car I hit was a beautiful, brand-new car, and the scratch alng its dr was lng and deep. My wn car nly had a small bump. Panic filled me. I had wrked hard t save mney fr my first semester’s cllege bks, and I knew that mney wuld be wiped ut by this repair. The temptatin t escape was verwhelming.
But then, I pictured my dad’s serius face. He had always taught me that taking respnsibility fr yur actins was what defined a persn. With a heart that felt like a heavy stne, I pulled ver behind the car. I fund a ntebk and a pen in my backpack. My hands were trembling s much that the writing was messy. I wrte dwn my name, my phne number, my address, and a shrt aplgy. I tre ut the page, walked back t the car, and carefully put the nte under its windshield wiper. Driving hme, I was cnsumed with fear already imagining the angry phne call and the financial truble that wuld fllw me t cllege.
The call came that evening. A wman’s vice, calm and steady, asked fr me. “This is Mrs. Gable,” she said. “I’m calling abut the nte yu left n my car.” I prepared fr the wrst and aplgized in a rushed, nervus stream. She listened quietly until I finished. “The scratch n my car is quite nticeable,” she said, pausing. My stmach tightened int a knt, sure she was abut t demand a huge payment. Then she added, her vice warming, “But s is yur hnesty.”
注意：
(1)续写词数应为150个左右；
(2)请按如下格式在答题卡的相应位置作答。
I frze, nt expecting such a respnse.
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That night, I tld my dad everything.
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考向05 独立解决问题类
【例5-1】(2025届福建省厦门市高三下学期第二次质检英语试题) This mrning, I asked Mm t take me t the pl. But she reminded me I’d watch kids fr her as she gt a jb interview at the radi statin. Still, I asked, “Culdn’t Julie watch them instead?”
“She can help, Jess, but she’s nly ten. I’ll feel better with a fifteen-year-ld in charge, hney.” Mm gave me a hug and ff she went.
S there I was, stuck watching my five year-ld sister Lyssa and three-year-ld brther Dugie. I usually dn’t mind watching the kids, but the prblem was ur little rented trailer huse(拖车房屋). It’s like living in a barbecue cker in ht days. Well, as is said, “What is, is.” and I decided t make the best f it.
We mved ut int the frnt yard and I filled a paddling pl fr the kids. I nticed that the sky lked a little strange — greenish-yellw, with gray cluds rising fr miles — but I didn’t think anything f it. As kids jumped in the pl, I settled dwn t read my magazine. I put n headphnes and turned the vlume up lud enugh t blck ut their nise. Befre lng I gt lst in a cl stry.
I was almst at the end when Julie came ver t me, drpping water n my article. I tk my headphnes ff, “Hey, what’s wrng with yu? ” She pinted upwards. That’s when I saw the sky and abut fell ff my chair. Nt nly had the cluds mved tward us, they were swirling(打旋). I hadn’t realized hw much the wind had picked up. A huge, gray-black funnel(漏斗)snaked dwn frm the sky t the grund—a real, live trnad! And it headed ur way at a high speed!
Thugh I had learned abut trnad safety, at that mment, the nly thing I culd remember was that a trnad develps fast and that trailer huses are the wrst place t take shelter. I tried hard t remember ther safety tips. Get lw. Yeah. If yu’re caught utside, find the lwest spt. Scanning arund, my eye stpped n a line f bushes.
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。
There was a ditch(沟渠)there fr shelter, a hundred yards ff.
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But in a cuple f minutes, the trnad was ver.
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【答案】 There was a ditch (沟渠) there fr shelter, a hundred yards ff. I quickly gathered the kids, yelling, “Run t the ditch! As fast as yu can!” The wind hwled, and debris flew everywhere. Julie held Dugie’s hand tightly, and I grabbed Lyssa. We ran with all ur might. The frce f the wind pushed against us, making each step a struggle. When we reached the ditch, we huddled tgether. I cvered the kids with my bdy, praying the trnad wuld pass. The nise was deafening, like a thusand trains raring. I culd feel the grund shaking beneath us.
But in a cuple f minutes, the trnad was ver. The hwling wind gradually died dwn, and the debris stpped flying. I slwly lifted my head and lked arund. The wrld seemed a bit surreal. Trees were uprted, and parts f the trailer were scattered. We climbed ut f the ditch. The kids were shaken but unhurt. I felt a huge sense f relief wash ver me. As we made ur way back t the damaged trailer, I knew we were lucky t be alive. And I was prud f us fr handling the terrifying situatin s bravely.
【导语】本文以人物为线索展开，讲述了作者在一个可能遭遇龙卷风的日子里，负责照看年幼的弟弟妹妹，当意识到龙卷风即将来临时，作者迅速采取行动，带领弟弟妹妹们跑到附近的沟渠躲避，最终大家安全无恙的故事。
【详解】1.段落续写：
①由第一段首句内容“那里有一条沟渠可以躲避，距离我们一百码远。”以及第二段首句内容“但几分钟后，龙卷风过去了。”可知，第一段可描写作者带着弟弟妹妹们跑到了沟渠，紧紧挤在了一起。
②由第二段首句内容“但几分钟后，龙卷风过去了。”可知，第二段可描写龙卷风过去了，看着周围的废墟，作者感到自己和弟弟妹妹们非常幸运。
一、 与考向框架的匹配度分析
1. 情节与主题
高度匹配：故事是经典的 “突发自然灾害求生” 情节。主人公在监护人缺席的情况下，独自面对龙卷风这一极端紧急的危机，需要立刻做出求生决策并保护幼小的弟妹。
主题精准：故事完美展现了从 “被动的抱怨者” 到 “主动的负责者和保护者” 的转变，核心是考验并体现了临场应变、冷静决策和责任感。
2. 续写思路的落实
第一步：困境的“具体性”与“紧迫性”极强。原文已精准定义了问题（龙卷风来袭、拖车屋不安全），并建立了生死攸关的紧迫感（“高速朝我们袭来”）。
第二步：“思考-行动”过程存在，但可更深化。
思考分析：范文开头“发现沟渠”接续了原文“扫描到灌木丛”的观察，但缺少一个关键的“评估与决策”瞬间。为何选沟渠？距离、时间、风险是如何快速权衡的？
行动步骤： “带领奔跑-趴下掩护”的步骤正确，但过程可以更凸显应对突发状况的调整（如弟妹惊吓不动时的处理）。
第三步：结果与感悟到位。
结果：平安幸存，房屋受损，对比强烈，体现了过程的必要价值。
感悟：感到“自豪”和“庆幸”，确实指向了内在能力的确认，符合框架。
写｜作｜技｜巧
精准定位“一个问题+一个后果”：用一句话说清具体是什么麻烦（如：帐篷杆断了），并立刻点明不解决的直接后果（如：晚上无法睡觉）。为行动提供紧迫理由。
展示“失败-调整-成功”的步骤：解决过程必须包含至少一次失败的尝试。写下你是如何发现问题所在并调整方法的（如：第一次绑绳子打滑，发现是结不对，改用更牢固的渔人结）。这是“智慧”的体现。
感悟聚焦“能力确认”：结尾不说“问题解决了真好”，而说 “我知道我能…” 。将成长归结为对自身解决问题能力的发现和信任（如：“看着修好的帐篷，我知道我能照顾好自己了。”）。
易｜错｜提｜醒
❌ 解决过程“一步到位”，缺乏步骤：严禁写“我灵机一动，马上就好了”。必须像展示说明书一样，写出先观察什么、再尝试什么、最后如何调整的具体步骤。
❌ “独立”不纯粹，依赖外部救援：避免在关键时刻安排“正好有人经过帮忙”或“突然找到一本说明书”。主人公应纯粹依靠自己的记忆、观察和手边物品来破局。
❌ 感悟停留在结果，而非能力：不要只写“终于赶上了活动，好开心”。感悟必须深化为 “通过这件事，我发现我拥有了…（如：在压力下保持冷静、利用有限资源创新）的能力” 。
【变式5-1】（2026届广东省高三上学期模拟预测英语试题）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I’ve recently becme interested in muntain climbing. It’s mainly due t my friend Tim, an experienced hiker. Initially, I saw hiking as pintless — exhausting muscles under the burning sun, carrying heavy lads, with n easy way back. Why endure (忍受) that?
Last mnth, Tim cnvinced me t jin him in climbing a small hill. T my surprise, the view frm the tp was breathtaking. I witnessed an amazing sunset ver the sea. That humble peak ffered unexpected jy, awakening a desire fr mre — clud seas, sunrises, and bird’s-eye views. After a few mre muntain climbing attempts, I declared, “I will challenge the Her’s Rute!” It was a demanding 20-kilmeter trail (小径) acrss several high peaks, a test f “heres.”
But Tim tried t cl me dwn. “It’s nt easy,” he warned. “It requires training, nt just enthusiasm.” But I believed “Nthing is impssible in frnt f a willing heart,” s the fllwing weekend I set ff alne withut telling Tim. I decided t give him a big surprise.
At the ft f the muntain, I saw sme grups f climbers with walkie-talkies. I laughed — real heres jurney alne. The first peak was rewarding, with cl winds and glimpses f the sea. But as I pushed nward, the trail turned wild and rugged. Steep rcks frced me t crawl n all furs. The sky darkened, threatening rain. Tiredness set in, and the ther climbers had all vertaken me, leaving me cmpletely alne. The trail seemed endless. Rain sn pured and I was wet thrugh. The rcks became slippery, making every step a struggle. T make matters wrse, my phne had n signal. Desperatin munted in me.
Arund 5:30 PM, there were still tw peaks ahead. Exhausted and having barely prgressed, I fund a weak signal n my phne and hurriedly called Tim. He was shcked, but after checking my lcatin, he calmly gave me instructins. “Stp ging ahead. Yu’ve just passed a side trail dwn t a village. It is marked with a blue ribbn (丝带). Find it and take the path — I’ll meet yu midway.”
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。
But nw I hesitated, because taking the side trail meant failure.
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Climbing dwn the path t the village at night was still very challenging.
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A
(25-26高三上·陕西多校联考·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。
Last year, when I was walking dwn the sidewalk n my usual rute, I nticed a baby squirrel (松鼠) . Just as sn as the tiny creature started explring his surrundings, I saw him trying t eat a dead leaf. Obviusly, he was hungry, s I tld him, “Stay right here, and I’ll be RIGHT back.”
When I returned, the spt was cmpletely empty—n squirrel in sight. But as I spread sme sunflwer seeds, the baby squirrel reappeared. Mre amazingly, after enjying the seeds, he tried t get int my bag and nested in my scarf. “Is he expecting me t take him hme? Where is his mther?” I thught.
After several hurs f bservatin by the radside, I cnfirmed that this baby squirrel was indeed alne, with n family members arund. Finally, I tk him hme. I spent the next tw days basically acting as his mther, helping him eat, drink, and sleep. Despite my best effrts, this baby squirrel still nearly chked t death n a bite f banana.
When I saw the pr squirrel barely clinging t life, my heart almst stpped. In a panic, I rushed t the nearest animal hspital. I was wrried all the way, psitining him upside dwn as I’d seen in pet first-aid vides, but he still shwed n reactin. As we arrived at the hspital, the vet (兽医) quickly cleared his thrat with a prfessinal thin tube. “Tiny patients crash fast! Frtunately, he is saved!” When I heard her wrds, my anxius heart finally settled.
After a shrt break, I felt it kay t take him hme. As we walked ut f the rm, smething suddenly caught my squirrel’s attentin. Befre I culd react, he slipped frm my scarf, with his eyes fixed n smething acrss the rm. There, in a cage, lay an injured adult squirrel. The vet tld me that the adult squirrel had been hit by a car and was receiving treatment. Seeing my baby squirrel staring at the adult ne carefully, I asked if they might be related. The vet thught it unlikely, but ut f curisity, we decided t find ut.
注意：
（1）续写词数应为150个左右；（2）请按如下格式作答。
I carefully placed the baby squirrel near the injured adult’s cage.
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It warmed my heart t see my baby squirrel reunite with his mther!
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B
(25-26高三上·辽宁名校联盟·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 mnth, ur cmmunity launched a vlunteer prgram t build and manage a shared garden. Psters were displayed at the gate, calling fr residents t jin hands in planting flwers, grwing vegetables, and maintaining the envirnment. The idea f turning an abandned piece f land int a green garden immediately appealed t me. I phned my tw clse friends, Mike and Lily, wh lived in the same neighbrhd, and invited them t participate. T my delight, bth agreed, excited t cntribute t smething meaningful fr ur cmmunity.
On the first Saturday mrning, the three f us arrived at the empty land chsen fr the garden. Several cmmunity wrkers were already there, preparing the sil and arranging tls. We were sn divided int grups, each respnsible fr different tasks. Mike, wh had a gift fr design, vlunteered t plan the layut f the flwer beds. Lily and I began planting seeds, watering, and labeling each plant carefully. The sun was very ht, and sweat ran dwn ur faces, yet the laughter arund us made every minute wrthwhile. Sme neighbrs passing by ffered bttles f water and even jined us, saying hw wnderful it was t see yung peple caring fr the neighbrhd. By the end f the day, the nce-bare grund was cvered with rws f green shts, silently prmising a bright future.
As weeks went by, the garden began t take shape. The air was filled with the smell f fresh earth and blming (盛开的) flwers. Elderly neighbrs stpped by t watch, children came t water the plants after schl, and families enjyed evening walks alng the paths we had created. Hwever, as summer apprached, the enthusiasm started t grw weaker. Sme vlunteers gt busy, and weeds began t grw quickly. Withut regular care, several plants dried up in the heat. Seeing the yellw leaves and dry sil, I culdn’t help feeling disappinted and wrried. Smething had t be dne if we wanted the garden t survive.
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 afternn, ur leader gathered us t discuss hw t manage the garden better.
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Mnths later, I walked thrugh the garden again and was amazed by its beauty.
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C
（2026届广西壮族自治区高三上学期12月联考二模英语试题）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Last weekend, my little sister finally came hme. We wrk and live in the same city, and ur parents live with me, but she rarely visits. S when she walked thrugh the dr, everyne was happy — until I really lked at her.
She seemed... different. Her eyes lked tired, her face pale, and she just seemed in bad md. I even nticed a lt f pimples (粉刺) had brken ut n her face, which she almst never had. I didn’t ask abut it right away, figuring smething was bthering her but nt wanting t spil the warm, happy atmsphere we were trying t maintain.
After dinner, she suddenly tk a deep breath and said, “What if I just quit and becme a fd delivery curier (快递员)?”
I frze. My sister wrks at a bank as a technician — a stable jb with gd pay, the kind many peple dream f. I culdn’t believe what I was hearing. “Why wuld yu even think that?” I asked, cmpletely caught ff guard.
She sighed and explained, “I’m just s stressed ut lately. The deadlines, the cmplicated prjects, and the pressure t perfrm perfectly. It’s all t much. If I did fd delivery, at least I’d be free t mve arund and nt stuck in an ffice.”
That’s when it hit me — the breakuts and the exhaustin in her eyes. She’d been carrying mre pressure than I realized. I tld her, “N jb is easy. If yu’re stressed, hang in there — it will pass. Dn’t give up what s many peple dream f having just because f a rugh patch.”
She ndded silently, but her shulders remained slumped, and I culd tell my wrds hadn’t fully lifted her burden. I decided t give her sme space but als kept an eye n her, wndering hw I culd better supprt her and help her thrugh this difficult time.
注意：
（1）续写词数应为150个左右；
（2）请按如下格式在答题卡的相应位置作答。
My sister lked at me with tears welling up in her eyes.
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A few days later, my sister came t me again, but this time with a different lk.
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D
(25-26高三上·江苏南京·期中)阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
The midterm grup prject was suppsed t bring ur fur-persn team clser, but it ended up tearing me and Lily apart. We’d been gd friends since freshman year, sharing snacks in class and studying tgether late at night. When ur prfessr assigned the histry research prject, we vlunteered t lead the data cllectin and analysis — tasks we’d split equally befre.​
Everything started smthly until the third week. Lily missed tw grup meetings in a rw, and the wrk she prmised t finish remained untuched. I grew frustrated, assuming she was slacking ff (懈怠). During ur next meeting, I shuted at her in frnt f the ther tw teammates. “Can’t yu take this seriusly? We’re all wrking hard except yu!” Lily’s eyes filled with tears, but she didn’t defend herself — she just ran ut f the classrm.​
The fllwing days were awkward. We avided each ther in hallways, and ur grup prject didn’t make any prgress withut ur crdinatin. My ther teammates tried t mediate, but I was t stubbrn t listen, cnvinced Lily was in the wrng. One evening, as I srted thrugh research materials alne in the library, ur class mnitr Sarah sat beside me. “Yu knw Lily’s mm has been in the hspital, right? She’s been taking care f her after schl and hasn’t slept well fr weeks,” Sarah said gently. “She didn’t want t burden anyne, s she kept it t herself.” She then added, “I wnder whether yur team members can share the burden f lking after her mther.”​
Shck washed ver me. I thught back t hw tired Lily had lked lately, with dark circles under her eyes and her usual bright smile gne. I’d been s fcused n the prject deadline and my wn annyance that I failed t ntice her struggle. Guilt weighed heavily n my chest — I’d judged her withut asking fr the truth, and hurt a friend wh was already ging thrugh a tugh time. Eventually, I decided t make things right.
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。
Inspired by Sarah’s wrds, I went t the ther teammates.
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The next day, I fund Lily sitting alne at the dining hall, lking wrried.
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E
(2026届云南省红河州、文山州高三一模) 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。
I was a nn-athletic frty-tw-year-ld kindergarten teacher. My thirteen-year-ld sn Ryan went t a yuth grup t d a fundraiser. He apprached me and said, “Mm, yu shuld ride in ur bikeathn (自行车马拉松). ”
As he tld me the details, I laughed ut lud. “What makes yu think I culd finish a twenty-mile bikeathn?” I asked. My sn lked at me straight in the eyes.” I knw yu can d it.” I almst laughed again, but my sn was serius.
I went t kindergarten class the next day and played a familiar sng. The kids sang with enthusiasm. “Let’s d it again. I knw yu can d it!” I decided t have a discussin with the kids abut what the sng meant. Sweet little Emma raised her hand and gave me a prfund answer. She said, “Teacher, when I dn’t knw if I can d smething, yu tell me I can, and s I try. And then I d it.”
I knew that a kid just needed smene t believe they culd d it. It made all the difference. S, I began preparing. My students tld me t make a peanut-butter-and-jelly sandwich and wear it as a necklace arund my neck s I wuld have smething t eat if I gt hungry.
Bikeathn Day came. Ryan and I were shuttled t the starting pint n a hill, abut twenty miles away frm the finish line. I sat there nervusly, nticing mst teenagers were lking at my sandwich hanging n a bag arund my neck. “It’s my gd-luck sandwich,” I explained.
We all left tgether, winding dwn the hill. I was ging way t fast dwn the rad. The drught left dried grasshppers (蝗虫) n the rad fr the next few miles. Pretty sn, thusands f them crunched under my bicycle tires. Then, I hit a hidden stne, nearly thrwn ff balance. My legs flew up, and my hands left the handlebars fr a brief mment. Fr a split secnd, I thught I might crash. Hw wuld I make it t the supply statin (补给站) like this?
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 slwed dwn but didn’t stp, with the familiar sng in my mind.
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Leaving the supply statin, Ryan and I pedaled twards the finish line.
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F
(25-26高三上·河北邯郸魏县旭日中学·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。
As a sphmre (大二学生), Elizabeth Vaughan enrlled in a chir class. The first cncert f the schl year was t be a perfrmance f sngs frm the musical Oliver and Vaughan landed a sl. She wasn’t nervus until the week befre, when she discvered that the entire schl wuld be in attendance.
On the day f the shw, Vaughan was backstage, lking thrugh the curtains t find the hall was filled with peple. Everyne filed in: All the classes, upperclassmen and yunger students. Als attended were janitrs (看门人), lunch ladies and parents. It was just packed.
The curtain pened and the chir began t sing. Vaughan lked ut at the faces in the crwd and nticed that sme f their eyes were filled with disinterest. Then she nticed smething else: a single micrphne standing at the frnt f the stage, lit by a bright sptlight, ready fr her sl. It was a prblem she hadn’t anticipated: their chir teacher had never taught them hw t sing int a micrphne.
And yet it was Vaughan’s turn t sing. The teacher mtined fr her t g up in frnt f the stage and s she walked right up in frnt f that micrphne.
Despite her uncertainty, her sl began smthly. She felt excited, singing s cnfidently in frnt f everyne. Then she gt t the big finale—the last high nte. With her lips nearly tuching the micrphne, the nte came explding ut f the speakers, ear-piercing and deafeningly lud. She lked ut at the audience and every single persn—invluntarily, their heads snapped back in their chairs. Sme f them had their jaws drpped wide pen.
Vaughan wanted the stage t pen up and swallw her whle.
The schl day was nly half ver by the time the cncert ended, s Vaughan had t g back t class. Walking alng the hallway, her eyes dwncast, she sptted a pair f large athletic shes. She stpped and she lked up int the face f the new guy. He was a senir. And she had never met him, but she was just preparing herself fr the embarrassment f what he was abut t say.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
The student smiled and said smething she still remembers until tday.
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Inspired by the student’s cnfidence in her, Vaughan went n t study music.
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G
（2026届陕西省榆林市三模英语试题）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
In the small twn f Willw Creek, tw best friends, Jake and Lily, were inseparable. They had grwn up tgether, sharing every adventure and secret. Their friendship was the kind that everyne admired, and they believed nthing culd ever cme between them. Bth were passinate abut science and spent their weekends wrking n prjects, hping t win the annual Science Fair.
This year, the prize was a schlarship t a summer camp fr yung scientists. Bth Jake and Lily were determined t win. They brainstrmed ideas and decided t build a mdel f an ec-friendly huse pwered entirely by renewable energy. It was an ambitius prject, but they were cnfident in their abilities.
Hwever, as the deadline apprached, tensin began t build. Jake wanted t fcus n slar energy, while Lily believed wind turbines (涡轮机) wuld be mre efficient. Their discussins turned int arguments, and sn, they were barely speaking t each ther. Bth were t prud t cmprmise (妥协).
One afternn, after anther heated argument, Jake strmed ut f Lily’s huse, where they were wrking. He decided t wrk n his wn versin f the prject, cnvinced that his idea was the best. Lily, equally stubbrn (固执的), cntinued with her plan, refusing t ask Jake fr help.
As the Science Fair drew near, bth f them wrked tirelessly, but withut the supprt they nce had frm each ther, the task seemed difficult. On the day f the fair, they arrived separately, each with their wn mdel. The atmsphere was tense as they set up their displays side by side.
When the judges began their runds, Jake and Lily avided eye cntact, bth secretly hping the ther wuld give in. As the judges apprached their prjects, a sudden technical issue arse with Jake’s mdel. The slar panels weren’t generating enugh pwer due t a minr miscalculatin. Panic set in, and fr the first time, Jake felt the weight f his stubbrnness.
Lily nticed Jake’s depressin. She remembered all the gd times they had shared. Despite their differences, she knew she culdn’t let her friend fail alne.
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。
Taking a deep breath, Lily stepped ver t Jake’s display.
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Later that afternn, the results were annunced.
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H
(25-26高三上·黑龙江等多九师联盟·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。
Last summer, I wrked at a small restaurant, where the light was dim (昏暗) in the evening, t save mney fr my cllege life. Sally, a waitress, had been training me.
One afternn, I was cleaning the tables fr the dinner shift when my manager, Teri J, came up t me. “I knw yu are still learning, but it’s ging t be just yu, waiting tables, being the cashier and putting the dressings (酱) n the salads, and the ne ck,” she said. “Sally just called in sick. My daughter is abut t have my first grandbaby in the hspital, r else I’d be here.”
Teri J assured me I culd handle everything and tld me, “The salads are already made and in the frnt refrigeratr. All the ther dressings are there except the blue cheese, which is in a vat (桶)n the flr f the big walk-in refrigeratr past the kitchen.” I made a mental nte f that, fr the few diners wh might want the blue-cheese dressing n their salads.
Sn, the ck and I began ur dinner shift. At first, sme regulars came in fr quick meals. After a while, ne man I hadn’t seen befre rdered the Cbb salad with the blue-cheese dressing.
I went t the back t lk fr the dressing in the large walk-in refrigeratr. Thinking hw clever I was, I filled a small bwl with sme f the dressing and put it in the frnt refrigeratr, where there was a bwl f smething I later knew was pancake batter (面糊) just fr lunch. That way, I wuldn’t have t g back t the walk-in refrigeratr in the dim light again.
I put the mixture n the man’s Cbb salad. The man spke highly f it after tasting it. Five mre new custmers verheard his wrds, rdered the same dressing and liked it. The six new custmers prmised t enjy it again the next evening.
The night shift went smthly. I thught the manager wuld praise me fr what I had dne, especially fr saving extra steps fr the blue-cheese dressing.
注意：1．续写词数应为150个左右;
2．请按如下格式在答题卡的相应位置作答。
The next day, when I went in fr the lunch shift, I prepared myself fr Teri J’s praise.
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My heart sank as Teri J cntinued, “I see a similar bwl full f the blue-cheese dressing beside the near-empty bwl f pancake batter.”
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I
（2026届四川省自贡市高三上学期第一次诊断性考试英语试题）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Lily and I have been best friends since primary schl. We shared everything — snacks, secrets, and even dreams f jining the schl’s drama club tgether. But things changed when the drama club annunced auditrs fr the lead rle in The Little Prince.
I’ve always lved acting — ever since I played a tiny rabbit in a primary schl play, I’d dreamed f standing center stage with all eyes n me. This lead rle, with its gentle lines abut friendship and curage, felt like it was made just fr me. Lily said she wanted t try ut, t, but I culd see hesitatin flicker in her eyes — she’s always been shy, her vice sftening t a whisper when she has t speak in frnt f mre than a few peple. “We’ll practice tgether every afternn,” I prmised, thugh a small, selfish part f me hped I’d stand ut mre, that the rle wuld be mine.
The next tw weeks were busy. We rehearsed lines every afternn, but I nticed Lily was getting better — her vice grew clearer, and her expressins mre natural. On the day befre auditins, she accidentally saw my ntebk full f extra practice ntes. Her smile faded, and she said quietly, “Yu must really want this.” I didn’t knw hw t reply.
Auditin day arrived. I went first and gave it my all, but my hands were shaking the whle time. When Lily walked n stage, smething amazing happened. She didn’t lk shy at all — she was cnfident, even shining. When she finished, the judges ndded apprvingly. I felt a mix f pride and wrry in my chest.
That evening, the sky turned pink as the drama teacher taped the auditin results t the nticebard. Students crwded arund at first, but sn left, chatting abut wh’d gtten what. I hung back, watching Lily kick at a pebble n the grund, and wndered if we’d still be as clse if nly ne f us made it.
注意：
1.填写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
I rushed t the nticebard, with Lily fllwing clsely behind.
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A few days later, during ur first rehearsal, Lily turned t me with a smile.
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J
(25-26高三上·东北三精准教学联盟·)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。
Eight years ag, Sun Jia, brn and raised in Shanghai, married Miguel, a Brazilian. Mving with him t Suth America, she settled in Campinas, whse name means “green fields” in Prtuguese (葡萄牙语) , nrthwest f Sā Paul. “The weather is perfect and there is light traffic, ” Sun Jia recalled. In autumn, when the sky turned deep blue and leaves gld and red, she still sat in parks, missing Shanghai fd and her parents.
T fit in faster, Sun Jia hunted nline fr jbs. Armed with a master’s degree and rich experience, she plished her résumé (简历) and sent ut dzens, nly t be met with silence. One tech cmpany interview failed because f her pr Prtuguese. As three anxius mnths passed, she began t dubt herself. Miguel, nticing the change, rewrte her résumé line by line and practiced the language with her every night, never letting her give up.
A turning pint arrived at last; an e-mail saying she had passed tw tests and was invited t the final talk. Excited yet nervus, she practiced at hme with Miguel, whse funny faces sent her int laughter that swept the fear away. The next mrning, she wn an ffer frm a well-knwn children’s English center.
After fur mnths, Sun Jia, aware f her respnsibility, tailred lessns fr each child. Adpting lively games and exaggerated gestures, she aimed fr three laughter bursts per class, believing that laughter equaled success. Checking exercises after class, she sn wn parents’ delight with kids’ prgress. Rediscvering her utging self amid laughter, she embraced teaching whleheartedly.
Amazed by her expertise in Chinese art and music, Mr. Carls Wizard Martins, a lcal entrepreneur and parent f her student, urgently sught a Mandarin tutr t explre the Chinese market. Luckily, Sun Jia secured the pst and she helped him a lt. Mnths later, Shanghai saw the pening f his first branch, urging her t establish a Chinese center in Campinas. S imprtant was his advice that it marked anther turning pint in her new 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。
Guided by Martin’s advice, Sun Jia decided t pen her wn Chinese Language Center.
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Six mnths later, mre cultural events were held in her center every week.
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