专题03 学校生活 时间管理（人与自我)-2025年高考读后续写话题分类写作技巧与高级词句

这是一份专题03 学校生活 时间管理（人与自我)-2025年高考读后续写话题分类写作技巧与高级词句，共26页。
2025年高考读后续写话题分类写作技巧与高级词句
【读后续写】
1．（2023春·安徽阜阳·高三统考开学考试）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。
Mr. Birkway was my English teacher, and when I met him n that first day in my new schl, I didn’t knw what t make f him. He was ne f thse energetic teachers wh lved his subject half t death and walked abut the rm dramatically, waving his arms and patting (轻拍) peple n the back.
He said, “Brilliant!” and “Wnderful!”and “Terrific!” He was quite tall and slim, and his bushy black hair made him lk like a wild native at times. He had deep brwn cw eyes that sparkled (闪耀) all ver the place, and when he turned these eyes n yu, yu felt as if his whle purpse in life was t stand there and listen t yu, and yu alne.
Midway thrugh the first class, Mr. Birkway asked if we had ur summer jurnals. I hadn’t a clue as t what he was talking abut. Sme f the ther students started ndding like crazy, and Mr. Birkway spread ut his arms and said, “Wnderful!” He received the jurnals excitedly. “Thank yu,” he said t each jurnal-giver.
I was extremely wrried. I had n jurnal.
When he gt t Beth Ann’s desk, Mr. Birkway lifted up her jurnal and lked inside. “I didn’t write much,” Ann said. “In fact, I can hardly remember what I wrte abut at all.”
“Dn’t wrry abut it t much,” Mr. Birkway said with a smile. “Next time, try writing abut smething yu like-a place, a rm, a persn. Just write whatever cmes t mind.” Then he mved n.
On tp f Mary Lu’s desk were six jurnals. Mr. Birkway std pen-muthed and said, “Is it — can it be — Shakespeare?” He cunted the jurnals. “Six! Brilliant!”
Christy and Megan, tw girls wh had their wn club called the GGP (whatever that meant), were whispering ver n the ther side f the rm and casting disapprving lks in Mary Lu’s directin. Mary Lu kept her hand n tp f the jurnals as Mr. Birkway reached fr them. In a lw vice she said, “I dn’t want yu t read them.”
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。
”What?” Mr. Birkway said. “Nt read them?”
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By the time Mr. Birkway gt t my desk, my heart was beating s hard that I thught it might jump straight ut f my chest.
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【答案】One pssible versin:
“What?” Mr Birkway said. “Nt read them?” The whle rm was silent. Mr. Birkway picked up Mary Lu’s jurnals befre she culd even blink. He said, “Dn’t wrry, yur thughts are safe with me. Brilliant! Thank yu!” Mary Lu sat dwn in her chair. Mr. Birkway went arund the whle rm getting peple’s jurnals. Phebe was sending me little messages with her eyebrws that indicated that she was nt t pleased either. I think they were all hping that Mr. Birkway was nt actually ging t read these jurnals.
By the time Mr. Birkway gt t my desk, my heart was beating s hard that thught it might jump straight ut f my chest. Lking sad and nervus, I explained t him I was new and that I didn’t knw abut the jurnals. “Nt t wrry!” Mr. Birkway said. “I knw yu didn’t have a chance t write a jurnal.” Despite this, I tried t write ne that night. I had a terrible time cming up with smething t write abut. I made a list f all the things I liked, but I ended up writing abut my belved mther. The next day, I handed in my stry t Mr. Birkway, wh said, “Brilliant!” as he put it with the ther jurnals.
【导语】本文以故事情节为线索展开，讲述了作者就读新学校第一天发生的故事。英语老师精力充沛，在第一节课上到一半时，问大家有没有写暑假日记，并开始把写好了的暑假日记一一收上去了。有的同学写得很多，有的写得少，有的同学不愿意老师看他们的日记。而作者根本就没写，但老师没有批评任何一个人，在老师的鼓励下，作者当天回去写了一篇日记。第二天被老师表扬。
【详解】1.段落续写：
①由第一段首句内容“‘什么？’伯克维先生说。‘不能读它们？’”可知，第一段可描写伯克维老师在同学的拒绝读日记的情况下如何解围，以及收其他同学日记的场景。
②由第二段首句内容“当伯克维老师走到我桌前时，我的心怦怦直跳，我觉得我的心都要跳出来了。”可知，第二段可描写作者没有写日记的窘迫心情，以及老师如何表示理解，并鼓励他，以及作者真的在鼓励之下写了日记上交。
2.续写线索：新学校遇新老师伯克维——老师收同学们的暑假日记——有同学不愿意日记被读——老师并不批评大家，且鼓励大家——作者因没有日记紧张——在老师的鼓励下当天晚上写了一篇日记。
3.词汇激活
行为类
①.暗示：indicated/suggested
②.想出：cming up with/figuring ut
情绪类
①.开心的：pleased/delighted
②.紧张的：nervus/n edge
【点睛】[高分句型1] Lking sad and nervus, I explained t him I was new and that I didn’t knw abut the jurnals.(运用了现在分词作状语及that引导的宾语从句)
[高分句型2] The next day, I handed in my stry t Mr. Birkway, wh said, “Brilliant!” as he put it with the ther jurnals.(运用了wh引导的定语从句和as引导的时间状语从句)
2．（2023·湖南岳阳·统考一模）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。
Catherine was the clest kid in her class. Whenever she went,she was in the sptlight,with a bunch f kids fllwing her and ding everything she did.
Her desk mate,Landy,hwever,was nt in the cl kids’ grup.Being the tallest kid in her class, she was teased by her classmates,wh were always chanting “Landy,Landy,lng as spaghetti (意大利面)”.Every time Landy heard thse silly chants， she culd feel her face burst int flames. Gd knew hw she wished the grund t crack and swallw her!
Catherine didn’t really like it when the kids chanted “Landy,Landy,lng as spaghetti”.But she never tld them t stp either, and nr did she ever talk t her. She liked being ppular.
One weekend, Catherine went ver t her grandfather fr Thanksgiving. Her grandfather lives n a farm at the ppsite end f twn,where he keeps chickens. While helping t feed the chickens, Catherine nticed a peculiar ne. Curling in the crner,it lked smaller than the thers and was almst half-bare!
“What’s the matter with it?”She asked her grandfather, with a puzzled frwn n her face. Her grandfather tld her hw chickens culd act.’“They have a pecking(啄) rder，” he explained，wrinkles f cncern spreading arund his frehead.“If ne chicken is different, the thers will push it away and keep pecking it. Smetimes they peck it s much that it dies.”
“Oh，what a pr little thing!”Catherine let ut a sigh as she scped(捧起)the frightened chicken up in her arms,whse heart was beating fast in the bny little bdy.
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。
Suddenly,she thught f Landy,the girl being ”pecked“by her classmates
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But Catherine walked directly tward Landy,regardless f what they said.
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【答案】Suddenly,she thught f Landy,the girl being “pecked” by her classmates.“ I’m ging t take it hme and take gd care f it,”she said with a determined lk.Back in schl,Catherine sptted Landy sitting by herself in a crner. She kept her head dwn with her eyes fixed n the flr as usual. Catherine thught Landy was just like the pr little chicken,being teased and ignred by her classmates, merely due t her special height. She tld ther kids,“It’s time fr me t make an aplgy t Landy.” Astnished at what she said, all the kids burst ut screaming,“Talking t the lng spaghetti? Are yu crazy?”
But Catherine walked directly tward Landy,regardless f what they said.“Hi,Landy. I’m srry abut the spaghetti thing.” Catherine murmured an aplgy, her face reddening.“I knw it hurts yu. Can yu frgive me?" She figured Landy might just walk away. But she lifted her misty eyes and ndded yes. Catherine wiped away her tears,giving her a warm hug. Mved by the scene, the ther kids als came t ffer their sincere aplgies t Landy. Frm that day n, n ne made up silly chants abut Landy, and Catherine als gained an imprtant life lessn that everyne shuld be treated equally n matter hw special he r she was.
【导语】本文以人物为线索展开，讲述了Catherine是班上最酷的孩子，无论她去哪里，她都是聚光灯下的人物，一群孩子跟着她，做她做的每一件事；而她的同桌——Landy作为班里最高的孩子，经常被同学们取笑。Catherine不太喜欢同学们嘲笑Landy，但她也从来没有叫他们停下来，也从来没有和她说话。直到有一天，Catherine在爷爷的农场看到一只被欺负的小鸡才对Lancy有了愧疚之情，于是决定返校后向Lancy道歉，并与她友好相处。
【详解】1.段落续写：
①由第一段首句内容“突然，她想起了兰迪，那个被同学“啄”的女孩。”可知，第一段可描写Catherine意识到自己之前对待Lancy的态度不好，要用实际行动改变。
②由第二段首句内容“但Catherine不管他们说什么，直接朝Lancy走去。”可知，第二段可描写Catherine真诚地向Lancy道歉，并下定决心与其友好相处。
2.续写线索：想到被欺负的Lancy——再次看到Lancy被欺负——决定向Lancy道歉——真诚道歉——关系和解——感悟
3.词汇激活
行为类
①抱起：scp/hld/take
②道歉：make an aplgy t /aplgize/ murmured an aplgy/ffer their sincere aplgies t
③嘲笑：tease/laugh at/ made up silly chants abut Landy
情绪类
①疑惑：with a puzzled frwn n her face/cnfused/puzzled
②担心：wrinkles f cncern spreading arund his frehead/cncerned
【点睛】[高分句型1] Astnished at what she said, all the kids burst ut screaming,“Talking t the lng spaghetti? Are yu crazy?”（由连接词what引导的宾语从句作at的宾语）
[高分句型2] Mved by the scene, the ther kids als came t ffer their sincere aplgies t Landy. （Mved by the scene形容词作原因状语）
3．（2023秋·吉林通化·高三梅河口市第五中学校考期末）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
“Yeah, a BATTLE!” said William, pulling my arm. “Yu see that, Jhn?”
I lked up frm my desk t see Ms. Chw writing n the bard, “Battle f the Bks!” She smiled and then said, “Are yu ready t g int the battle? Get prepared fr it next week!”
“Is it a reading cntest?” I was s excited that I frgt t raise my hand first.
“Gd questin, Jhn!” said Ms. Chw. “It is nt a race and yu are nt ging t beat each ther. We are nt ging t see wh can read the fastest r the mst bks, but yu are ging t frm a team f three and then set a reading gal fr yur team. If yur team meet yur gal by the end f this mnth, yu will get a prize!”
Even thugh the prize was smething silly, that still sunded pretty gd t me. I turned twards William immediately, saying,“Shall we be teammates?”
“Yes, fr sure!” he said. William and I liked a lt f the same bks, s we culd set a gal tgether.
The be1l rang befre Ms. Chw culd explain any mre rules. William and I were abut t begin ur discussin when Lily passed my desk and said “Teammates?” t William and me. Lily was a girl frm Spain and she culd read super-fast in bth English and Spanish! If we set a gal like reading bks by authrs frm different cuntries, she culd help the team fr sure.
“Yeah,f curse!” William and I ndded. I had my team! The three f us settled dwn and started a discussin immediately, trying t figure ut what we needed t d t get the prize. Just then, I saw my best friend Tm running twards my desk. I culd clearly see the expectatin shining in his eyes.
注意：
1. 所续写短文的词数应为150左右;
2. 续写部分分为两段，每段的开头语已为你写好。
“Jhn, let’s be teammates!” Tm said t me excitedly.
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Hearing what Lily said, we agreed with her suggestin.
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【答案】 “Jhn, let’s be teammates!” Tm said t me excitedly. Hearing what Tm said, I bwed my head in embarrassment, nt daring t meet his eyes because I didn’t knw hw t refuse him plitely. He was my best friend and I didn’t want t ruin ur friendship. William and Lily als fell int silence and had n idea hw t deal with it. Suddenly, Lily said happily, “we can turn t Ms. Chw fr help. If we really want t be a team, maybe she will grant ur request. ”
Hearing what Lily said, we agreed with her suggestin. S we apprached Ms. Chw wh was getting ready t leave the classrm. After hearing what we said, she finally agreed, but with ne cnditin that we must set a higher reading gal fr ur team since we had fur. We agreed happily. Finally, the prblem was slved perfectly and nbdy was heart-brken. I was firmly sure that we wuld cmplete ur reading gal and win the prize.
【导语】本文以读书比赛的活动线索展开，讲述了作者和两个小伙伴组队参加老师组织的读书比赛的活动，这时他最好的朋友也想加入他的队伍，但老师要求只能三人一组。就在作者为难之际，同伴提出了建议，最终完美地解决了组队的问题。
【详解】1.段落续写：
①由第一段首句内容“‘约翰，我们做队友吧。’汤姆激动地对我说”可知，第一段可描写作者的尴尬和不知所措及女同学提出的建议。
②由第二段首句内容“听完莉莉的话，我们同意了她的建议。”可知，第二段可描写我们采取的行动及最终解决了组队问题。
2.续写线索：组队友——问题——不知所措——提建议——解决问题——感悟
3.词汇激活
行为类
①.低头：bw my head/lwer my head
②.破坏： ruin/destry
③.拒绝：refuse plitely/decline
情绪类
①.开心地：happily/jyfully/delightfully
②.伤心的：heart-brken/grieved
【点睛】【高分句型1】S we apprached Ms. Chw wh was getting ready t leave the classrm.（运用了wh引导的定语从句。）
【高分句型2】After hearing what we said, she finally agreed, but with ne cnditin that we must set a higher reading gal fr ur team since we had fur. （运用了that引导的同位语从句。）
4．（2022秋·浙江杭州·高三学军中学校考阶段练习）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。
Over the summer I mved frm Texas t Missuri. This was my secnd year f high schl, but my first year f schl in Missuri. I was really nervus abut starting a new schl and having peple like me. I decided that I wuld be much happier in a new schl if I made friends that were s-called “ppular”. Getting in with the right grup f peple wuld make my life a whle lt better. I bught a new utfit s the first day wuld be perfect.
On the first day f schl, scared, yet eager t begin my new life, I walked up the stairs. My first class was gemetry, but where was that? I was standing in the hall lking cnfused, when a shrt, blnd girl wearing glasses came up and asked, “Are yu new? Yu lk lst. D yu want me t help yu find yur class? My name is Diane. What’s yurs?” Even thugh she seemed a bit strange, definitely nt the kind f persn I wanted t be assciated with, I decided t answer her anyway. I was, after all, lst.
After exchanging names, I fllwed her up the stairs and dwn a hallway n the right. When we reached my rm she said, “Well, here yu are. It was nice meeting yu. I hpe I see yu again and yur day ges all right.”
I said a quick thank-yu and waved gd-bye. Once inside the classrm, I saw ne big grup f peple huddled arund smene wh seemed t be telling sme srt f stry. I walked ver and gt clse enugh t verhear. All eyes were glued t the guy in the middle f the circle. I decided that this guy was ppular.
A few minutes later the teacher tld everyne t g find a seat and get ready fr the class. I managed t get ne right next t the guy. I said, “Hi, my name is April and I’m new here.” He said cldly, “Hi, I’m Jhnny.” That class dragged n and n. Finally, the bell rang. I turned t him and asked, “I’m nt sure where my next class is, culd yu help me find it?” He lked at me and then said a quick n, turned back t his friends, and walked ut f the classrm.
注意：1. 续写词数应为150左右;
2. 请按如下格式在答题卡的相应位置作答。
As they were walking ut, I heard they were all laughing at me.
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Befre I was ready t g hme, I heard a familiar vice calling my name.
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【答案】 As they were walking ut, I heard they were all laughing at me. Their shrill laughing let me blush with shame. I felt s embarrassed that I culdn’t d anything but sit there, keeping my bdy unmved and hlding back my tears. What I wanted t d is just t make friends with them. I culdn’t figure ut why they laughed at me. But ne thing was certain, that is, I must remved myself frm their presence. Therefre, I wasn’t ready t leave until they walked far away.
Befre I was ready t g hme, I heard a familiar vice calling my name. I felt very strange since I was new here withut making any friends. Turning arund, I saw Diane wh came up t me with a warm smile n her face. She said she wuld walk tgether with me. What a kind and friendly girl she was, I thught. I was deeply mved s that I left all my embarrassment and sadness behind. On ur way hme, we talked a lt and I was surprised t find we had a lt in cmmn. I als realized the true meaning f a friend.
【导语】本文以人物为线索展开，讲述了作者进入新学校第一天的迷茫与困惑。作者一开始找不到教室，一个名叫戴安娜的女孩主动提供帮助并带领他找到了教室，但作者却不想与戴安娜交朋友。之后在教室遇到非常受欢迎的约翰尼，作者向其寻求帮助，却被无情的拒绝。
【详解】1.段落续写：
①.由第一段首句内容“当他们走出去的时候，我听到他们都在嘲笑我”可知，第一段可描写作者听到嘲笑之后的心理状态及情绪表现。
②.由第二段首句内容“在我准备回家之前，我听到一个熟悉的声音在喊我的名字。”可知，第二段可描写作者听到声音之后的反应及作者的感想。
2.续写线索：被嘲笑——尴尬——伤心——听到熟悉的声音——感动——感悟
3.词汇激活
行为类
①.抑制眼泪：hld back my tears/retain my tears
②.接近，靠近：cme up/apprach
③.一起走路：walk tgether/accmpany him/keep him cmpany
情绪类
①.感动：be mved/be tuched
②.悲伤：sadness/srrw
【点睛】【高分句型1】What I wanted t d is just t make friends with them.（使用了what引导的主语从句）
【高分句型2】Turning arund, I saw Diane wh came up t me with a warm smile n her face. （使用了现在分词作状语，及wh引导的定语从句）
5．（2022秋·湖南·高三校联考阶段练习）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 Beautiful Grup Painting
The art class was ver in a blink f an eye. When the recess bell (下课铃) rang, Lisa sighed. At her ld schl, she used t play with her friends. Nw she sat in the crner f the field and watched the ther kids play withut her.
As she cleared her table, Lisa nticed a bx f chalk by the windw. She put it in her pckets. Then she tk her usual place at the end f the recess line.
As she and her classmates walked dwn the hall and ut int the yard, Lisa remembered hw she and her mther used t draw chalk designs n the lng driveway leading t the ld apartment. The patterns were called rangli (印度传统地画), and they lked like stars and rses. Lisa’s mther said that the drawings were t welcme guests t their hme. Lisa missed the early mrnings she and her mther wuld spend drawing thse clrful patterns.
Lisa walked t the basketball curt and sat n the sidewalk. She tk chalk ut f her pcket and began t draw her favrite rangli pattern. She drew flwers with huge petals (花瓣) and stars with eight pints.
“That’s pretty,” a vice said. She turned arund and saw that Eric, a by in her class, was watching her.
“It’s called rangli,” she said.
“The flr f my grandmther’s huse has patterns like that,” Eric said.
“What d yu mean?” Lisa asked. “Hand me a piece f chalk,” Eric said. Eric sat dwn n the pavement and began t draw. He drew flwers that were mre detailed than Lisa’s, but still had huge petals. Then he drew circles inside circles, and surrunded them with small diamnds. Lisa kept drawing t.
“What are yu guys ding?” a vice asked. Lisa and Eric had been s absrbed in drawing that they hadn’t nticed that their classmate Emma had been watching them.
“Hey,” Emma said, sitting dwn beside them, “that lks like the rugs (小地毯) in my uncle’s huse. Except n the rugs, the shapes are bigger, and aren’t as curly (卷曲的).”
注意：
1. 续写词数应为150左右；
2. 请按如下格式在相应位置作答。
“Shw us,” said Eric, handing Emma a piece f chalk.
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Having heard the teacher’s praise, many students gathered arund.
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【答案】“Shw us,” said Eric, handing Emma a piece f chalk. Emma tk the chalk and began drawing. She drew shapes that were full f straight lines and bright clrs. They were bigger than the shapes Lisa and Eric had drawn, cvering each ther t frm new shapes. She clred the drawings purple, blue, and white. “Ww!” The art teacher shwed up at sme pint and said, “It’s a nice drawing.” The three students std up and lked at their masterpiece, their heart swelling with pride.
Having heard the teacher’s praise, many students gathered arund. They expressed their views n the drawings freely. Sme said it lked like a universe, with many planets and stars. Sme said it lked like a cral reef full f trpical fish. Sme said it lked like a welcming hme. After listening t the students’ cmments, the teacher said, “Yu are all right. But if yu ask me, it is a beautiful grup painting!” As sn as the teacher finished speaking, the ther students jined in the painting.
【导语】本文以人物为线索展开，讲述了转入新学校的丽莎课间独自在地上画画，同学们看到后，纷纷加入进来。小伙伴们一起完成了一幅美丽的小组画。
【详解】1.段落续写：
①由第一段首句内容““给我们看看，”埃里克说着递给艾玛一支粉笔”可知，第一段可描写艾玛加入埃里克和丽莎，他们三人的绘画得到了老师的表扬。
②由第二段首句内容“听到老师的表扬后，许多学生聚集在一起”可知，第二段可描写更多的学生加入进来，他们一起完成了一幅漂亮的小组画。
2.续写线索：递粉笔——专心画画——表扬——多人加入——完成作品
3.词汇激活
行为类
①出现：shw up /appear
②起身：stand up /get up
③加入：jin/invlve/participate
情绪类
①骄傲：pride /prud
②漂亮的：beautiful /wnderful/superb
【点睛】[高分句型1]The three students std up and lked at their masterpiece, their heart swelling with pride.(运用了独立主格结构作状语)
[高分句型2]As sn as the teacher finished speaking, the ther students jined in the painting.(运用了as sn as引导时间状语从句)
6．（2022·山东·山东省实验中学校考三模）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。
“David, it’s time fr breakfast,” Mrs. Mtangi called. “There’s a birthday present fr yu t pen.”
David ran int the kitchen and saw a shiny new sccer ball n the table. He smiled and started jumping up and dwn with excitement. “Can I take the ball t schl with me, please?” asked David. “Of curse,” Mrs. Mtangi said. “But yu need t be careful with yur first real sccer ball.”
At schl, David immediately put his sccer ball under his desk. During the mrning lessns, he kept quietly tapping the ball with his ft t make sure it was still there. Finally, it was break time. David seized the ball and quickly ran utside. He kicked the ball skillfully acrss the field t a grup f students.
Sccer was David’s favrite sprt. Since he had arrived in England and started schl tw mnths ag, he had played sccer every day during the break. Break was always his favrite time because he didn’t have t speak English, a language that was still fairly new t him. When he played sccer, he wuld frget that he felt like an utsider at this new schl
“Lk!” called David. “I gt a new sccer ball. We can use it fr ur game tday.” The ther students exchanged glances and just stared at David. These were the mst wrds David had ever spken t them.
“We dn’t need yur ball,” said a tall by, Jacb. “We already have ne.” Jacb liked playing sccer but prly. Jacb kicked David’s ball with all his strength. The ball sared ver the schl’s high fence, bunced nce, and rlled t the back f a nearby huse. “What a gd kick!” screamed the ther kids, jumping up and dwn and slapping Jacb n the back. David watched in hrrr as his cherished ftball went ut f sight, tears cming t his eyes. What wuld his mther say?
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。
Paragraph 1: He was ging utside when his teacher, Mr. Bleachers, came with the ball.
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Paragraph 2: With the help f David, they gt prepared fr the sccer match between classes.
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【答案】He was ging utside when his teacher, Mr. Bleachers, came with the ball. The “cnflict” didn’t escape his ntice. Having returned it t David, he turned t Jacb, demanding an aplgy. Jacb, drping his head, uttered a sincere “srry”. “Bys, remember the cming sccer match? With David, we can be a strnger team,” Mr. Bleachers said with encuragement. David cast Jacb a smile, wh immediately straightened up his slumped shulders. In the fllwing days, it was David’s patient guidance that saw their strides in ftball skills.
With the help f David, they gt prepared fr the sccer match between classes. With saring cnfidence and sharpened ftball skills, they put five cnsecutive wins under their belt and entered the tight final. Althugh the rival scred a gal first, Jacb battled t tie it with David’s smart assistance. Finally, they wn the game. Wild cheers and applause erupted frm the stand. When David held the trphy high, he knew that it was the ftball frm his mther that vercame the language barrier and befriended his class.
【导语】本文以人物为线索展开，讲述了David带着自己的生日礼物——一个新的足球去新学校。David特别喜欢踢球，在新学校中自己不太擅长英语，没有什么朋友。但是他主动邀请其他同学和他一起踢球，但却被一个叫Jacb男孩所嘲笑和欺负。后来在老师 Bleachers先生的帮助下，David和班级的里的男孩和好，一起为接下来即将到来的足球比赛作准备，并最终赢得比赛的故事。
【详解】1.段落续写：
①由第一段首句内容“他正要出去，这时他的老师Bleachers先生带着球来了。”可知，第一段可描写老师布莱克斯先生让Jacb给David道歉并提到即将到来足球比赛的情节。
②由第二段首句内容“在David的帮助下，他们为课间的足球比赛做了准备。”可知，第二段可描写David和同学们共同准备比赛并最终赢得比赛，收获友谊的情节。
2.续写线索：Bleachers先生带着球过来——Jacb道歉——两人和好——老师提出比赛事宜——共同准备比赛——赢得比赛——收获友谊
3.词汇激活
行为类
①.低下头：drp his head/lwer his head
②.直立起来：straightened up/stand up straightly
③.意识到：knw/realize/be aware f
情绪类
①.鼓励地说：said sth with encuragement/said sth encuragingly
②.高涨的信心：saring cnfidence /rising cnfidence
【点睛】[高分句型1]. Having returned it t David, he turned t Jacb, demanding an aplgy.（现在分词作状语）
[高分句型2]. When David held the trphy high, he knew that it was the ftball frm his mther that vercame the language barrier and befriended his class.（when引导的时间状语从句和that引导的宾语从句）
7．（2022秋·湖南·高三湖南师大附中校考阶段练习）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 nly a dllar. Dylan Belscher nticed it n the flr as he sat at the back f his English class in March. When the schl day ended, Belscher wandered back t the classrm. The wrinkled ld bill was still there. He culd have pcketed it easily withut thinking twice. But he picked it up and brught it t his English teacher. Katie Mattisn. “It wasn’t my mney,” Belscher said, which he saw as a sufficient explanatin.
Mattisn, 54, was a little surprised he shuld turn the dllar in, knwing a lt f peple wuld have just kept it. She suggested that Belscher tape it t the whitebard at the frnt f the classrm, where she always put lst things. Maybe the dllar was the mney fr lunch r bustickets fr the student wh lst it. “Yu can always tell when smene is lking fr smething,” Mattisn said. A day r tw later, the schl shut dwn fr the hliday break. Neither the teacher nr her student thught twice abut the dllar.
Hunter Rse, then a senir, was in an English class after break when she sptted the dllar n the whitebard. It was a bit f a mystery, Rse said. After class, she asked Mattisn why it was there. The teacher was still waiting fr the riginal wner t claim it, s she replied, “I dn’t knw.” Rse tk the tape frm Mattisn’s desk and taped a secnd dllar t the bard. That gt it rlling.
The sight f the tw dllar bills, side by side, awakened smething in Mattisn’s students. They started asking abut the purpse f the mney. t which Mattisn always gave the same answer: She didn’t knw. At that pint, it was true. Several ther students, feeling it interesting, taped up single dllar bills. Mattisn—an experienced teacher wh recgnized a phenmenn in the making-wrte the initial f each student n each specific bill, and she started t leave the tape beside the whitebard. The effrt snwballed.
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。
Even with n specific purpse, many students wanted t participate.
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One mrning, Mattisn asked her students if they’d like t use the mney fr smething gd.
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【答案】Even with n specific purpse, many students wanted t participate. Belscher said everyne decided Mattisn had sme unspken gal and that there wuld be sme mysterius pint at which she wuld reveal the secret. They figured larger dnatins culd help them get there faster. One student taped a $20 bill t the whitebard. Anther student dug int her birthday savings and taped up anther $20. The amunt cntinued t grw ver several weeks until it reached $175. As fr the riginal dllar, the persn wh lst it never came lking. That left Mattisn t decide upn the best reslutin.
One mrning Mattisn asked her students if they’d like t use the mney fr smething gd. They all agreed delightedly, waiting fr Mattisn’s plan. She cntinued t ask the teens whether they minded if she dnated the dllars in their names t a nn-prfit fr cancer cure. Their answer was t tape mre mney t push the amunt up t $320. Mattisn, chking back tears as she recalled the mment, carefully tk the cash ff the bard and made a dnatin befre the beginning f May. That was Saturday. By Mnday afternn, eight mre dllars had been taped t the bard.
【导语】本文以人物为线索展开，讲述了Dylan Belscher捡到了一美元，在老师Mattisn的建议下，他把钱贴到教室前面的白板上以便失主认领。Hunter Rse发现了白板上的一美元，觉得这是一件神秘的事，于是她在白板上又粘了一美元，这引起了更多学生的兴趣和参与的故事。
【详解】1.段落续写：
①由第一段首句内容“即使没有明确的目标，许多学生还是想要参与其中。”可知，第一段可描写学生们往白板上贴钱和他们这样做的心态，以及老师Mattisn看到同学们的行为后是如何想、如何做的。
②由第二段首句内容“一天早上，Mattisn问同学们是否想要用这些钱做些好事。”可知，第二段可描写同学们对老师提议的回应以及他们接下来的做法。
2.续写线索：更多的捐款——建议——同意——捐赠——再次有钱粘在白板上
3.词汇激活
行为类
①.透露：reveal/ let ut
②.帮助：help/aid/assist
③.同意：agree/apprve
情绪类
①.高兴地：delightedly/ jyfully
②.强忍泪水：chke back tears/ hld back tears
【点睛】[高分句型1]. Belscher said everyne decided Mattisn had sme unspken gal and that there wuld be sme mysterius pint at which she wuld reveal the secret.（运用了宾语从句和介词at +which引导的定语从句）
[高分句型2]. As fr the riginal dllar, the persn wh lst it never came lking.（运用了关系代词wh引导的定语从句）
8．（2022秋·湖南长沙·高三长沙一中校考阶段练习）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’ll never frget the day that ne f my fifth-grade students, Jace, shyly raised his hand and said that he had never received a gift during reading discussins. Jace’s hnesty surprised me. What was even mre eye-pening was the fact that the by had gne ten years and never experienced the jy and surprise f receiving a present.
I tried t search a reasn that he might be saying this. Then I remembered his stry. His mther was ut f the picture and he lived alne with his dad. His father had a hard time hlding dwn a jb, and cme t think f it. I didn’t see his father at enrllment(注册)r parent-teacher cnferences.
A cuple f weeks after Jace’s cmment, he was absent frm schl. This happened t be the day I was sending hme the annual nte abut the classrm Christmas gift exchange. Traditinally, each by was t bring a gift fr a by in the three-dllar range and the same was true fr each girl.
As we were discussing the specifics, a girl raised her hand and suggested that we d away with ur traditinal plicy, and each buy a gift fr Jace instead. The enthusiasm grew as the students discussed the kinds f things they knew Jace wuld like. We tk a quick vte and unanimusly(意见一致地)agreed t g ahead with this wnderful idea.
With great excitement, the gifts began t cme in. Students with bright eyes wuld eagerly tell me hw they fund the “perfect gift” and hw their parents spent mre than three dllars n Jace’s gift! As the gifts pured in, I remember being s prud f my thughtful, selfless students wh were truly shwing the spirit f Christmas.
After several days f absences, yu can imagine ur disappintment when we learned that Jace’s absences were due t the fact that he had mved away! I was sure f ne thing. I culdn’t let my students r Jace dwn.
I fund my infrmatin sheet and called every number listed. Apparently, Jace’s father had lst his jb, causing them t relcate. N ne knew where they were, and the cell phne number I had wuld ring with n respnse despite my cntinuus effrts. Even int ur Christmas vacatin, I cnstantly gave the phne number a sht.
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。
Finally, at 9:30 PM n Christmas Eve, I decided t try ne last time.
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As I drve dwn the rad t Jace’s huse, I saw the prch light f his father’s trailer(拖车式房屋)signaling which hme was his.
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【答案】参考范文
Finally, at 9 :30 PM n Christmas Eve, I decided t try ne last time. By then, I really didn’t wrry abut calling at a late hur. I was s used t n answer after many attempts that I was startled(震惊的)t hear a respnse. Amazingly, Jace answered the phne! Sn, I explained the stry t Jace and tld him hw his classmates really wanted t d this fr him. I spke with his father and the next thing I knew, I was driving t Jace’s hme.
As I drve dwn the rad t Jace’s huse, I saw the prch light f his father’s trailer(拖车式房屋)signaling which hme was his. I was thrilled t see Jace. We filled the rm with all f the carefully wrapped gifts that were especially fr him. He was s surprised and grateful. Jace’s jyful smile that evening lit up the sky like a strand f twinkle lights. I went t sleep that night thinking abut Jace’s jy and my thughtful students. With a smile f my wn，I was thankful t be a part f ne f the mst imprtant “lessns” f their lives.
【导语】本文为一篇记叙文。文章主要讲述了作者的一个名叫Jace的学生由于家庭问题，从未收到过礼物，于是作者和其他同学为他准备了很多圣诞礼物。但是，就在圣诞前夕，Jace却搬了家。最终作者在圣诞前夜找到了Jace，并给了他同学们为他准备的各种礼物。
【详解】1.段落续写：
①由第一段首句内容“最后，在平安夜晚上9点半，我决定最后试一次。”以及第二段首句内容“当我开车去Jace家的时候，我看到了他父亲的拖车房屋门廊上的灯光，表明哪座房子是他的。”可知，第一段可描写作者终于找到了Jace。
②由第二段首句内容“当我开车去Jace家的时候，我看到了他父亲的拖车房屋门廊上的灯光，表明哪座房子是他的。”可知，第二段可描写Jace在收到礼物之后的感激以及作者作为老师的感触。
2.续写线索：Jace说自己从未收到过礼物——Jace旷课，圣诞节即将到来——学生提议为Jace准备礼物以弥补Jace的遗憾——Jace搬了家，作者联系不到他——作者终于在圣诞前夜联系到了Jace——收到礼物的Jace非常感激，作者也很有感触
3.词汇激活
行为类
习惯于：be used t/get accustmed t
和某人交谈：speak with sb./talk with sb.
想要：want/wish/desire
情绪类
惊奇地：amazingly/surprisingly/marvelusly
感激的：grateful/thankful①
【点睛】【高分句型1】I was s used t n answer after many attempts that I was startled(震惊的)t hear a respnse. （运用了s…that…引导的结果状语从句）
【高分句型2】Sn, I explained the stry t Jace and tld him hw his classmates really wanted t d this fr him.（运用了hw引导的宾语从句）
9．（2022秋·湖南·高三湖南师大附中统考阶段练习）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。
Learning t Dribble(运球)
I was the new kid in twn. New hme. New city. New state. And new schl. My dad gt a new jb, and we had packed up ur lives and mved frm ur ld hme, schl, friends and everything. We mved ver summer vacatin, s I didn’t have t deal with schl right away. We’d landed in suthern Flrida, and we were ttal strangers.
Summer whizzed by while we unpacked, arranged furniture, fund stres we liked, and adjusted t the sunshine state with its palm trees and canals everywhere.
I felt anxius abut schl as I was nt an adventurus girl. My head was full f fears and wrries. Wuld I make friends? Wuld I fit in? Wuld I survive in this strange new wrld? Shy and quiet, I read a lt and did nt make friends easily. I lved learning. I lved reading. I even lved hmewrk. Lving bks and reading helped me get gd grades. Teachers lved that abut me. Even a brand-new grup f teachers.
Other kids, thugh, didn’t like me getting tp grades, answering questins in class r being delighted with schl. I did nt win ppularity cntests. But I culdn’t stp being me-lving t read and learn. I felt like a ttal failure. I tried nt t be discuraged.
Then ne day, a tall, athletic by in English class strde right ver t me. He intrduced himself as being n the schl basketball team. It dawned n me that he was James, the captain!
“Hey, ” he said. “Yu d really well in English class. D yu think yu culd help me?”
Yes, h, yes, definitely yes. I culd, and I wuld. We sealed the deal with an exchange f smiles.
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。
Frm that mment n, life at schl changed fr me.
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I was thankful t be smart enugh t help the team.
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【答案】参考范文
Frm that mment n , life at schl changed fr me. Players f the schl basketball team asked me t help them ut. I sat n the stand during their practice and did lessns. I taught the guys abut subject-verb agreement and the crrect use f tenses. They taught me hw t dribble a basketball and that being smart culd be a real blessing-which I culd use t help thers. All the girls were jealus, but they weren’t mean abut it. Nbdy gave me truble abut being smart anymre. I was the team tutr and I fit in.
I was thankful t be smart enugh t help the team. I was frever grateful fr the basketball team captain wh helped me t change my life at schl. Thugh I was nly five feet tall, I walked the halls feeling as tall as thse twering basketball players wh helped me t fit in-in a new state, new city, new schl. They gave me curage and cnfidence t be myself-and t be a shrt girl wh really knew hw t dribble a basketball!
【导语】本文以人物为线索展开，讲述了作者因为家庭的搬家，来到了一个新的学校。一开始作者在新环境下感到不适应，没有朋友，后来，一个篮球队员的出现，让作者的生活发生了改变，并且成功地融入新学校的故事。
【详解】1.段落续写：
①由第一段首句内容“从那一刻起，我的学校生活改变了。”可知，第一段可描写作者学校生活改变的经过。。
②由第二段首句内容“我很庆幸自己足够聪明，能够帮助球队。”可知，第二段可描写作者帮助球队以及重新找到了自己的价值和自信。。
2.续写线索：学校生活改变——我帮助篮球队球员学习英语——自己慢慢感到适应新环境——庆幸自己能够帮助球队——感激篮球队队长——感悟
3.词汇激活
行为类
①.帮助：help/assist/lend sb a hand
②.适应：adjust t / adapt t
③.改变：change /transfrm/alter
情绪类
①.嫉妒的：jealus / envius
②.感激：was grateful fr / appreciate
【点睛】[高分句型1]. They taught me hw t dribble a basketball and that being smart culd be a real blessing which I culd use t help thers.（运用了hw引导的宾语从句以及which引导的限制性定语从句。）
[高分句型2]. I was frever grateful fr the basketball team captain wh helped me t change my life at schl.（由关系代词wh引导限制性定语从句。）
[高分句型3]. Thugh I was nly five feet tall, I walked the halls feeling as tall as thse twering basketball players wh helped me t fit in-in a new state, new city, new schl.（运用了连词Thugh引导的让步状语从句。）
10．（2022秋·福建·高三福建省德化第一中学校联考阶段练习）阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。
When things went wrng, Ittleby Fein always had smething nice t say.
When Dad frgt abut the pizza and it burned, Ittleby said, “Dn’t wrry. It’ll still taste gd.” And he was right. The pizza edges were dark and crispy (酥脆的), but the middle wasn’t half bad.
When Ittleby’s friend David gt a lw scre n the spelling test, Ittleby said, “Yu’ll d better next time.” And, sure enugh, David studied harder and gt a perfect scre the next week.
When his teacher, Mr. D, bumped int a bk stand in the library, Ittleby said, “Dn’t wrry. The librarian wn’t be upset.” He was right. The librarian just laughed and helped pick up the bks.
Ittleby lked n the bright side. And everyne liked that abut him. Everyne except Hazel.
Hazel was the new kid in the class. On her first day, Ittleby said, “Nice t meet yu, Hazel. I think yu’ll like it here.” Hazel stared at him and said, “I dubt it.”
When Mr. D said they’d have recess(课间休息) inside because f the rain, Ittleby said, “Every clud has a silver lining.” But Hazel shk her head saying, “Cluds are white. Maybe gray. Where d yu get this stuff?” Then utside the windw, the cluds had rlled ver the sun. The rm felt darker.
“Bad things cme in threes.” said Hazel. “N utdr recess is number ne. What will the secnd thing be? ”
The class didn’t have t wait lng t find ut.
Greta was carrying a tray f paints during art class. She fell ver, and paints went flying. There was blue n the flr and red and black n the walls. Hazel turned t Ittleby. “That is the secnd bad thing. What will the third be?” she said. Ittleby didn’t knw what t say. Hazel seemed s sure abut the Rule f Three Bad Things.
Then Emma came t lk at Ittleby’ s painting. “It’s beautiful,” she said. She picked it up, nt realizing she had paints n her fingers. Hazel pinted and said,“Ittleby’ s picture is messed up! There’s number three.”
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。
Instead f being angry, Ittleby said, “If I add wings, the fingerprints culd lk like butterflies.”
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“D yu want t add yur fingerprint t?” Ittleby asked Hazel.
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【答案】Instead f being angry, Ittleby said, “If I add wings, the fingerprints culd lk like butterflies.” Slwly and carefully, Ittleby added wings t all the fingerprints. Miraculusly, there were butterflies n the painting and the whle picture seemed t cme t life(变得生动起来).Then Ittleby said, “Hey, let’s make a sea f butterflies. Everyne, dip a finger int the paints(用手指蘸一下颜料), and make a butterfly n my painting.” Everyne was excited and left a fingerprint n Ittleby’s painting. A sea f clrful butterflies appeared. But nly Hazel didn’t make ne.
“D yu want t add yur fingerprint t?” Ittleby asked Hazel. Hazel thught abut it, and then ndded. She dipped her finger int the yellw paint and gently pressed it nt Ittleby’s painting. She carefully added wings, trying her best nt t(尽力不) mess Ittleby’s painting. She made a really beautiful butterfly with a brad smile. “It lks great,” said Ittleby. In fact, bad things happen, but gd things happen, t. And smetimes, there are gd things hiding where yu dn’t expect them.
【导语】本文以人物为线索展开，讲述了Ittleby是个乐观的孩子，当事情变糟糕的时候，Ittleby总是说些好听的话，因此同学们都很喜欢他，但是新来的同学Hazel并不喜欢他。有一天下雨了，所以老师让同学们在室内课间休息，Hazel认为这是一件糟糕的事情，而且她认为坏事成三，所以她认为接下来还会发生不好的事情。在美术课上，同学Greta端着一盘颜料，结果摔倒了，颜料溅的到处都是，Hazel认为这是第二件坏事。接着同学Emma看到了Ittleby的画，觉得很漂亮，于是拿起来看了看，但是没有意识到自己手上有颜料，于是在Ittleby的画上沾上了指纹，Hazel认为这是第三件坏事。
【详解】1.段落续写：
①由第一段首句内容“Ittleby没有生气，而是说：‘如果我加上翅膀，指纹看起来会像蝴蝶。’”可知，第一段可描写Ittleby在指纹的地方加上翅膀，整幅画都很生动，于是邀请其他同学也留下指纹，画了很多蝴蝶。
②由第二段首句内容“‘你也想加上你的指纹吗？’ Ittleby问Hazel。”可知，第二段可描写Ittleby请Hazel也在自己的画上留下指纹，Hazel同意了，Ittleby把Hazel的指纹画成了一只漂亮的蝴蝶。
2.续写线索：将指纹加上翅膀，画成蝴蝶——邀请同学问留下指纹，画成很多蝴蝶——Ittleby请Hazel留下指纹——Hazel同意了，留下指纹——Ittleby将Hazel的指纹画成一只漂亮的蝴蝶
3.词汇激活
行为类
①考虑：think abut/cnsider
②发生：happen/take place
情绪类
①激动的：excited/thrilled
【点睛】[高分句型1] She carefully added wings, trying her best nt t(尽力不) mess Ittleby’s painting.(运用了现在分词作状语)
[高分句型2] And smetimes, there are gd things hiding where yu dn’t expect them. (运用了where引导的地点状语从句)