2026年高考英语题型专练(全国通用)题型28读后续写话题之助人为乐类(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28读后续写话题之助人为乐类(原卷版+解析)，共12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.
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When he recvered, the yung man thanked me again and again fr my snacks.
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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.
____________________________________________________________________________________________
【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
回忆：recall/recllect ②偶然遇见：run int/bump int/cme acrss
放弃：give up/quit/abandn ④哭泣：cry/weep/shed tears
情绪类
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.
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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.
____________________________________________________________________________________________
“May I knw yur name?” she asked, her vice was sft with emtin.
____________________________________________________________________________________________
【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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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.
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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.
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A week later, I returned t my hmetwn.
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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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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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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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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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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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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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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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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.
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As we were standing in his living rm, Mr. Thmpsn brke the ice.
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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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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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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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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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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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