广东高考英语读后续写专项突破试卷

这是一份广东高考英语读后续写专项突破试卷，共12页。试卷主要包含了续写词数应为150左右；等内容，欢迎下载使用。
Be a true runner
Fr me, it was nrmal t feel lst at the inter-camp track. Fur camps f kids were ready t lead their teams t a blue ribbn and win the day. Nt me. I was t little t be the leader and t skinny t be an athlete. I knew this by the time I was twelve, because my camp cunselrs（辅导员）and the ther kids reminded me f it every chance they gt. S when ur camp needed a furth runner in the tw-mile race arund the lake, I knew I was n ne’s first chice.
I hid in the shade f a maple tree as they called the names f the runners, my bdy tensed as I heard a cunselr call, “Fred! Where is Fred! He is in this race!” It was Barry. He sptted me under the tree. “Fred! We need a 12-year-ld wh hasn’t been in ther events t run the tw-mile!”
He gave me a push twards the starting line. Having n cnfidence and trying t save myself frm the shame f taking the last place as fur camps watched, I pleaded with him.
“But I dn’t knw the way arund the lake!”
“Yu’re in. Just fllw Bill!” Barry smiled.
Bill was my friend and the fastest runner in ur camp. And then Barry said, “When yu make it t the last stretch（最后一程）n the field, just thrw yur head back and run.”
At the starting line, I std next t Bill and trembled.
“On yur mark… Get set...” The gun cracked and sixteen f us tk ff. I stayed clse n Bill’s heels, a little t clse fr Bill, I guess. He shuted at me, “Back ff!”
I did. Tw guys passed me, but I kept my eyes n Bill.
It was tiring. The distance was widening between Bill and me. We made the turn frm the dusty rad nt the muddy, wded trail that wuld g arund the lake back t the field. Thrugh the trees, I saw Bill trip ver a tree rt and fall. A runner frm anther camp passed him.
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。
In a mment, Bill was up again and running.
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I didn’t knw when I crssed the finish line.
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参考答案：
In a mment, Bill was up and running. I culdn’t think f anything but t fllw him clsely. I culd even feel the air hitting my face and I was ttally wrn ut. Naturally, my pace slwed dwn. Just at the mment, Barry’s wrds “Just fllw Bill” called me back. Cnvinced that I was n lnger a lser, I refreshed up again and accelerated and sn I was quite clse t Bill again. Injected with cnfidence, I headed fr the finishing line. The gun cracked again, annuncing the last 200 meters. I clsed my eyes, threw my head back and ran with my last unce f strength, in the directin f the dream line.
I didn’t knw when I crssed the line. I still kept running n when a thunderus applause burst, which signaled the birth f the champin. I stpped and pened my eyes and saw my camp f kids and the camp cunsellr gathering arund me. “We have wn the race! We are the champin!” they shuted and cheered, thrwing me in the air. Shwered with hugs and applause and whistles, I felt a surge f gaiety sweeping ver me. T me, the race meant mre than a champin; it well prved that I was nt a lser as an athlete and that I culd further explre my ptential. Just as Hemingway put it, “The true nbility is superir t yur frmer self.”
本文以人物和时间为线索展开，讲述了Fred因个儿小人瘦弱而一直没有机会在赛道上为自己队争得荣誉，心生自卑，但是一次环湖2英里的比赛中，辅导员Barry选他当第四个参赛运动员，并指点他只要跟着他的朋友，跑得最快的Bill就行了；Fred照做了，尽管心里忐忑，疲惫不堪，但最终获得了团体冠军，也使他对自己充满了自信。
1.段落续写：
①由第一段首句内容“不一会儿，比尔爬了起来，又开始跑”可知，第一段可描写Fred跟在Bill后面的状况，Barry的话鼓舞了Fred，在最后200处他全力冲向终点线。
②由第二段首句内容“我不知道我什么时候越过了终点线。”可知，第二段可描写Fred的努力使小组赢得冠军，看着欢呼的老师和同学时Fred的心理变化。
2.续写线索：Bill爬起来后——Fred筋疲力尽时——最后200米时——越过终点线后——得知比赛结果后
3.词汇激活
行为类
①.疲惫不堪：be wrn ut/be tired ut/be cmpletely exhausted
②.加速：accelerate/speed up
③.发掘我的潜力：explre my ptential/explit my ptential
情绪类
①.充满自信：be injected with cnfidence/be filled with cnfidence
②.喝彩：cheer/applaud
二、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。
Peple use the prverb “seeing is believing” t describe situatins where it’s hard t believe smething is pssible if yu haven’t seen it happen. I am here tday t tell yu that the prverb is true and t share with yu hw a girl and her grandmther made a psitive transfrmatin in a cmmunity.
It was a year ag when I was studying life cycles in my science class. I wrte a paper abut the life cycle f the mnarch butterfly (帝王蝶) and received a perfect scre. I was s thrilled; I called my grandmther Nana and tld her the exciting news. My talk recalled memries frm Nana’s childhd. “I remember when I was a girl,” she said, “thse range and black butterflies were a cmmn sight. Cme late summer, there wuld suddenly be hundreds f them, and befre lng there were s many it felt like yu were standing in an range clud.”
“It sunds like yu witnessed a migratin (迁徙), but what happened t them?” I asked. “T be hnest, I’ve never knwn,” Nana admitted. “But there d seem t be fewer mnarchs arund the neighbrhd.” Nana and I decided t investigate.
That weekend, we met at the public library. Our research prduced plenty f infrmatin: sme fascinating and sme cncerning. Apparently, the number f mnarchs has been in decline fr the last several decades. Husing develpments have destryed much f their habitat (栖息地). Sme infrmatin was hpeful, thugh, like hw cnservatinists are wrking t save them.
The best was this — it desn’t take lts f mney r equipment t d s. It takes nly a little bit f land, sme seeds, and dedicated peple t create what’s called a Mnarch Waystatin (驿站).
“What if we set up ur wn Mnarch Waystatin?” I suggested. “We’ll need peple t help.” Nana respnded immediately and didn’t waste time t get started.
注意：
1.续写词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
The next day, Nana presented the idea t her garden club and I talked t my friends.
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Nana and I created a blg and frequently updated abut the cmmunity’s effrts.
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参考答案：
The next day, Nana presented the idea t her garden club and I talked t my friends. Many peple started t plant flwers in their gardens. Nana’s garden club cnvinced the city gvernment t plant a butterfly garden next t the city funtain. My friends and I spread leaflets telling peple hw t build Mnarch Waystatins. Mre and mre peple tk actin t make ur cmmunity mnarch-friendy. As spring turned int summer, we fund ur effrts started t wrk! A few dzen range and black butterflies were sptted visiting the waystatins. As summer prgressed, the mnarchs grew mre plentiful.
Nana and I created a blg and frequently updated abut the cmmunity’s effrts. Mnarch enthusiasts frm acrss the cuntry cntacted us with their wn bservatins, ideas and reflectins. Then it happened ne day when the sun was shining and the sky was a deep blue, just like Nana remembered a few fluttering (颤动的) range wings sn became hundreds f saring butterflies. As mnarchs sailed abve and arund us, Nana cried tears f happiness and gave me an enrmus hug. It was truly a spectacular experience. Nw I knw what it means t stand in an range clud f mnarchs. I knw what peple mean when they say, “Seeing is believing.” I learn that if we believe in smething strng enugh and wrk t make it happen, we will see ur gal becme a reality.
本文讲述了一个关于“眼见为实”的故事。作者在科学课上写了一篇关于帝王蝶生命周期的论文并且得了满分，作者和祖母分享了这个好消息。祖母告诉作者自己小时候曾经见过很多帝王蝶，但不知道为什么，随着时间的推移，帝王蝶越来越少了，作者和祖母开始研究为什么会有这种现象。调查发现，住房开发破坏了帝王蝶的大部分栖息地，导致帝王蝶数量减少，但“帝王蝶驿站”可以缓解这一现象，于是，作者和祖母决定建立他们自己的“帝王蝶驿站”。
1.段落续写：
①由第一段首句内容“第二天，娜娜把这个想法介绍给了她的花园俱乐部，我和朋友们聊了聊。”可知，第一段可描写作者和祖母如何建立他们自己的“帝王蝶驿站”。
②由第二段首句内容“我和娜娜创建了一个博客，并经常更新社区的努力。”可知，第二段可描写作者和祖母的努力获得收获，他们再次看到了大量的帝王蝶。
2.续写线索：我们的努力——努力开始奏效——少量帝王蝶出现——全国各地的支持——大量帝王蝶出现——明白了“眼见为实”
3.词汇激活
行为类
①.开始做某事：start t d sth./begin t d sth.
②.说服：cnvince/persuade
③.联系某人：cntact sb./get in tuch with sb.
情绪类
①.愉快：happiness/pleasure
②.令人惊叹的：spectacular/amazing
三．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。
Tw mnths ag, Ryder Killam, a 15-year-ld French by was registered in a new schl in Hawaii. He just mved there with his parents. Althugh he missed his ld friends very much, he managed t adapt t his new schl life and sn made a lt f friends.
Hwever, waiting fr the schl bus every mrning ften meant a real suffering because Ryder was brn with spina bifida （脊柱裂）and he has t live in a wheelchair. Hawaii is ne f the rainiest places in the wrld. This is nt an issue fr ther students, but fr him this was a different stry. He ften gt wet all ver befre the schl bus arrived during the rainy days. In that case, he culd nly have classes with wet clthes n r called his parents t send dry clthes t schl and finding a place t get changed was als a big challenge fr this disabled by.
T keep Ryder prtected frm the bad weather while waiting fr the bus every mrning, the students in Ryder's schl decided t take actin. They first upladed a pst n Facebk asking fr an unused bus shelter but gt n reply.
Nt being able t find ne, the students frm the cnstructin class decided t take n the challenge f building a custmized bus shelter fr him and quickly put their hands t wrk.
As part f the high schl's Career and Technical Educatin prgram, the cnstructin class teaches its students basic building skills. Its main gal is t prvide students with tls and skills that will have real applicatins in future jbs and a meaningful impact n their cmmunity. They had already perfrmed several building prjects fr the cmmunity. Tw years ag, they managed t build dzens f shelters fr stray cats in the lcal park. Sn enugh, they came up with an idea f building a tw-windw shelter fr Ryder.
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。
Hwever, these teenagers fund building this bus shelter was n easy jb.
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The day finally came when the new bus shelter was put t use.
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参考答案：
Hwever, these teenagers fund building this bus shelter was n easy jb. they nt nly needed t find all the material they need, including wds, bricks, nails and s n, but als they needed t get the permissin t build the shelter frm lcal gvernment. Hwever, n matter hw hard it was, they were determined t d what they were suppsed t d. Finally, with the help f the teachers and the lcal peple, the shelter was finished.
The day finally came when the new bus shelter was put t use. Ryder was n lnger afraid f the rain while waiting fr the bus every mrning. He was s grateful fr what his schlmates and teachers had dne fr him. he knew all his new friends and teachers cared him s much, and he was sure he wuld have a gd time in this new schl.
本文以人物为线索展开，讲述了一名15岁的法国男孩莱德·基拉姆，到了夏威夷的一所新学校并很快交了很多朋友。由于莱德出生时患有脊柱裂, 他不得不天天依靠轮椅。夏威夷是世界上多雨的地方之一，在下雨天，校车还没到，他就浑身湿透了，他只能穿着湿衣服上课，或者父母把干衣服送到学校，找个地方换衣服。这对这个莱德来说也是一个很大的挑战。很快，他的同学们想出了一个主意，为莱德建一个两扇窗户的公交庇护所。
1.段落续写：
①由第一段首句内容“然而，这些青少年发现建造这个公交车站并不是一件容易的工作”可知，第一段可描写建造这个公交车站所遇到的困难。
②由第二段首句内容“新的公共汽车站投入使用的那一天终于到来了”可知，第二段可描写莱德的内心的感动和感悟。
2.续写线索：天生残疾——上学——淋雨——困难——建造公交避难所——感动
3.词汇激活
行为类
①包括：include/cntain
②.使用：make use f/put t use
情绪类
①.感谢：be grateful/shwing his appreciatin/shw his gratitude
②.害怕：afraid/scared
四．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 GIFT FOR GRANDPA
Summer vacatin was cming. Jack and his brther Berlin were filled with excitement as they thught f visiting their grandparents again.
The big day came at last. After the happy family gt ready, they set ut fr the grandparents’ eagerly. On the way, the brthers were excitedly talking abut the fun they had with grandparents.
A little blue huse with a tall white chimney finally appeared. Behind the prperty was the frest carrying their gd memries with Grandpa. They arrived at the driveway, at the end f which Grandma was waiting fr them jyfully.
Jack and Berlin each gave Grandma a big hug and then swept t the living rm, shuting excitedly “Grandpa, we are back!”
Seeing his grandsns, Grandpa was wild with jy and tried t get up with all his strength frm the chair but in vain. A helpless expressin flashed n his face. Grandma explained that his health was declining rapidly and maybe culdn’t stand up n his wn frever. But Grandpa declared stubbrnly (倔强地), “I can!” Certainly, he was stuck in his byish way. Mum and grandparents were happy t meet again after a lng time. They sat tgether and chatted abut what happened recently.
The brthers were sn bred with adult cnversatin, went ut and wandered int the frest. Tall trees stretched up t the heavens with large branches crssing each ther, while yung nes rse straight like sldiers. Grandpa was nce a great explrer full f wisdm. He culd tell where the birds came frm nly by their calls and sngs. The trees, birds, lizards, lts f many merry mments they spent with Grandpa in the kingdm!
But nw Grandpa culdn't get up. This made them wrried. “We’d think ut a way t cheer him up.” Jack said. “Grandpa is a bird lver, and we can catch him a bird.” Berlin suggested. “But he hates birds being caged!” Jack shk his head.
Then a bright idea came t Jack’s mind. “Why nt make a cane (拐杖) ut f a yung tree!”
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。
Berlin thught it was a gd idea.
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Jack and Berlin handed the cane t Grandpa.
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参考答案：
Berlin thught it was a gd idea. When the tw brthers reached an agreement, they quickly ran back t their grandfather’s huse, gt the tls they needed t make the cane, and ran back t the wds. Jack said, “What kind f tree shuld we pick fr the walking stick?” Berlin thught fr a mment and said, “I think we shuld chse a straight tree, s n knts will scratch grandpa’s hands.” Jack ndded his head in agreement. They fund a straight tree and set t wrk. They cut the tree dwn, and with a knife they tk the bark ff. It was a wnderful tree, which was smth and was just f the right size. They thught grandpa wuld lve it.
Jack and Berlin handed the cane t Grandpa. When grandpa tk the cane, his hands shk with jy, thinking, “This is made by my grandsns themselves. Hw precius it is!” Jack said, “Grandpa, we hpe this cane will help yu stand up and cme with us t explre the wds.” Grandpa smiled and decided t give it a try s as nt t make his grandchildren disappinted. He held the cane in his right hand and the arm f his chair in his left hand. He std up with strength n his legs. Everyne was surprised and excited t see grandpa stand up. At that mment, Jack nticed a tear cming frm the crner f his grandfather’s eye.
本文以人物为线索展开，讲述了暑假即将来临，杰克和他的弟弟柏林去看望祖父母，他们却发现爷爷站不起来了，兄弟俩走进了森林，杰克突然想到了一个好主意，就是给爷爷做一根手杖。
1.段落续写：
①由第一段首句内容“柏林认为这是个好主意。”可知，第一段可描写兄弟俩怎么做手杖。
②由第二段首句内容“杰克和伯林把手杖递给爷爷。”可知，第二段可描写爷爷拿到手杖后的反应。
2.续写线索：拿工具——做手杖——爷爷尝试站起来——众人反应
3.词汇激活
行为类
①拿：get/fetch
②砍下：cut dwn/chp dwn
③站起来：stand up/rise t ne’s feet
情绪类
①高兴：jy/delight
②兴奋的：excited/thrilled
五．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。
“Be quiet.” N ne actually ever said that t me — in fact, it was usually the ppsite “Speak up.” “What did yu say?” “I culdn’t understand yu.” But every time smene tld me t be luder, t be clearer, I wanted t shut my muth and never pen it again.
Years f living with a lisp (口齿不清) had taught me that it was better t say nthing than t speak and risk being misunderstd, leading t embarrassment and awkwardness. As a result f my silence, I felt distanced frm mst f my peers, having nly a few peple I felt were friends. “Kathryn? Oh, she’s quiet.” That’s what mst peple wuld say when they thught f me. “Quiet” might as well have been part f my name. I was kay with that. I didn’t need t be heard.
September f last year that all changed.
I started my first day f creative writing class with Ms. Haist. She is ne f thse teachers yu dn’t feel frightened t apprach; yu knw she will help yu if yu need it. I had expected t fill ut plt diagrams and learn the prper way t punctuate dialgue. Hwever, every day we wuld be given a different writing prmpt (提示词) and then, if we wished, we culd share what we had written with the class. I remember sitting and listening t thers read their wrk, and I distinctly remember thinking: That will never be me. I’ll never have the curage t d that.
Then, ne day in Octber, I was really pleased with what I had written, s pleased that I wanted t share. I remember my heart punding in my chest as I raised my hand t read, and thse urgent little vices in my mind listing all the reasns why it wasn’t a gd idea: They wn’t understand yu. Yu have a lisp, remember? Besides, yur writing isn’t that gd. Be quiet. Be quiet. I was abut t withdraw my hand when I met Ms. Haist’s encuraging eyes.
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 swallwed the vices dwn and let my real vice cme ut.
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Sn I was reading ut lud nearly every day.
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参考答案：
I swallwed the vices dwn and let my real vice cme ut. At first, my vice was very lw. I read my articles carefully. After I finished the first paragraph fluently, my classmate’s eyes all lked at me with affirmatin. Having finished reading this article, I was praised by Ms. Hester fr the cntent that I wrte and the changes that I made in class. It was the first time that I had received warm applause frm my teachers and classmates. When I went hme, a card was fund in my ntebk with a sentence saying “everything is pssible”. There was n dubt that it was given t me by Ms. Hester.
Sn I was reading ut lud nearly every day. In the mrning, I wuld practice my favrite nvels near the grve at schl, because I wanted t realize my dream. My dream is t becme an annuncer in the next semester, which wuld entitle me t share the students’ writing and my favrite articles. In class, I tried my best t seize every pprtunity t imprve myself. Gradually, I began t have nrmal cnversatins with my classmates and gt alng well with them. Everything in life was becming mre and mre beautiful.
本文以人物为线索展开，讲述了作者因为口齿不清，遭到同学们的嘲笑和非议，而自卑不敢开口。在老师Ms. Haist的鼓励之下，逐渐挑战自我、走出阴影、变得自信、和敢于表达自己的故事。
1.段落续写：
①由第一段首句内容“我把声音咽了下去，让我真正的声音出来。”可知，第一段可描写作者战胜质疑，开始大胆阅读的表现，以及老师和同学对此的反应。
②由第二段首句内容“很快，我几乎每天都大声朗读。”可知，第二段可描写作者在发生改变之后的一些事情。
2.续写线索：口齿不清——产生自卑——同学疏远——老师鼓励——战胜自我——继续进步
3.词汇激活
行为类
①实现：realize /accmplish /implement
②得到：received /btain/attain
③回家：g hme /return hme /g back hme
情绪类
①被称赞：be praised by /be cmplimented /be cmmented
②美好的：beautiful /hpeful/prmising