备战2025年高考英语精品教案 素材帮 第二部分 读后续写 专题二 热考话题素材（Word版附解析）

这是一份备战2025年高考英语精品教案 素材帮 第二部分 读后续写 专题二 热考话题素材（Word版附解析），共20页。

[2022新高考Ⅰ]It was the day f the big crss-cuntry run. Students frm seven different primary schls in and arund the small twn were warming up and walking the rute（路线）thrugh thick evergreen frest.
I lked arund and finally sptted David， wh was standing by himself ff t the side by a fence. He was small fr ten years ld. His usual big tthy smile was absent tday. I walked ver and asked him why he wasn’t with the ther children.He hesitated and then said he had decided nt t run.
What was wrng？ He had wrked s hard fr this event！
I quickly searched the crwd fr the schl’s cach and asked him what had happened. "I was afraid that kids frm ther schls wuld laugh at him，" he explained uncmfrtably. "I gave him the chice t run r nt， and let him decide."
I bit back my frustratin（懊恼）. I knew the cach meant well — he thught he was ding the right thing. After making sure that David culd run if he wanted， I turned t find him cming twards me， his small bdy rcking frm side t side as he swung his feet frward.
David had a brain disease which prevented him frm walking r running like ther children， but at schl his classmates thught f him as a regular kid. He always participated t the best f his ability in whatever they were ding. That was why nne f the children thught it unusual that David had decided t jin the crss-cuntry team. It just tk him lnger — that’s all. David had nt missed a single practice， and althugh he always finished his run lng after the ther children， he did always finish. As a special educatin teacher at the schl， I was familiar with the challenges David faced and was prud f his strng determinatin.
We sat dwn next t each ther， but David wuldn’t lk at me.

I watched as David mved up t the starting line with the ther runners.

1.He was inspired and decided t have a try.
①用形容词作状语改写句子，使行文更连贯。
Inspired， he decided t have a try.
②运用连续动作描写将David决定参赛这一过程细化。
Inspired， he tk a deep breath and gathered his curage， "I will have a try."
2.They cheered him n.
①将人群具体到个人或一些人，因为"我"尤为关注David，所以他一摔倒，"我"应该是第一个作出反应的人，紧接着是他的同学们。这样使情节发展更加自然顺畅。
I started t shut encuragement and his classmates all appeared and cheered him n.
②用as引导的时间状语从句改写句①，并运用现在分词短语作状语改写cheer him n，使句子语法结构更丰富。
As I started t shut encuragement， his classmates all appeared， cheering him n.
③为句②同学们的加油鼓励增加具体的话语，使内容更富有画面感。
As I started t shut encuragement，his classmates all appeared， cheering him n. "Cme n， David. Yu can d it！ " they shuted enthusiastically.
3.David finished the run.
①使用具体的动作描写表示David完成比赛，切合当时比赛的氛围和场景。
David crssed the finish line.
②为句①增加对David通过终点线时人们的欢呼声和喝彩声的描写，使情节自然，更具有画面感。
David crssed the finish line with wild cheers and applause.
We sat dwn next t each ther， but David wuldn’t lk at me. His eyes deliberately avided mine， with his limbs unavidably shaking. "It’s nt the real yu， David，" I patted him gently n the back（轻轻地拍了拍他的后背） and said quietly. "Yu have prepared s much fr it. Lk at my eyes and tell me. D yu want t run？" I held my breath（屏住呼吸） as David lked up. Inspired， he tk a deep breath and gathered his curage（深吸一口气，鼓起勇气）， "I will have a try."
I watched as David mved up t the starting line with the ther runners. The starter’s gun sunded！ David spared n effrt t run as if he had frgtten all his weaknesses， but he still tripped within a few kilmeters. My heart sank. As I started t shut encuragement， his classmates all appeared， cheering him n. "Cme n， David. Yu can d it！" they shuted enthusiastically. Tuched， he picked himself up and started again. Finally， he crssed the finish line with wild cheers and applause. Excitement swallwed him（他激动坏了） and he embraced me tightly. At that time， I knew he had already vercme the darkness stuck in his mind（战胜了他脑海中的阴霾）.
热考话题2 个人成长
[2021浙江改编]My dad， Gerge， nly had an eighth grade educatin. A quiet man， he didn’t understand my wrld f schl activities. Frm age 14， he wrked. And his dad， Albert， tk the mney my dad earned and used it t pay family expenses.
I didn’t really understand his wrld either： He was a livestck trucker， and I thught that I wuld surpass （超过） anything he had accmplished by the time I walked acrss the stage at high schl graduatin.
Summers in the mid-70s were spent at hme shting baskets， hitting a baseball， r thrwing a ftball， preparing fr my future as a quarterback n a ftball team. In pr weather， I read abut sprts r practiced my trmbne （长号）.
The summer befre my eighth grade I was ne f a grup f bys that a neighbring farmer hired t wrk in his field. He explained ur basic task， the tractr fired up and we were ff， riding dwn the field lking fr weeds t spray with chemicals. After a shrt way， the farmer stpped and pinted at a weed which we missed.Then we began again. This happened ver and ver， but we sn learned t identify different grasses like cckleburs， lamb’s-quarters， fxtails， and the king f weeds， the pretty purple thistle. It was tiring wrk， but I lked frward t the pay， even thugh I wasn’t sure hw much it wuld amunt t.
At hme， my dad said， "A jb’s a big step t grwing up. I’m glad yu will be cntributing t the husehld." My dad’s wrds made me realize that my earnings might nt be mine t d with as I wished.
My labrs lasted abut tw weeks， and the farmer said there might be mre wrk， but I wasn’t interested. I decided it was nt fair that I had t cntribute my mney.
When I brught my paycheck hme — it was$119 — my dad wanted t talk t me.

I was surprised that my dad allwed me t use the mney as I wished.

1.I wanted t argue with my dad.
①用具体的动作描写代替want，体现"我"想留着钱的决心。
I searched my mind fr wrds t argue with my dad.
②为句①增加条件状语从句，使文章逻辑更严谨，前后衔接更连贯。
I searched my mind fr wrds t argue with my dad， if he annunced the mney wasn’t mine.
③为句②增加具体神态描写，凸显"我"想留着钱的渴望。
With my eyes glued t the paycheck，I searched my mind fr wrds t argue with my dad， if he annunced the mney wasn’t mine.
2.I was unwilling t hand in the mney.
用具体手部动作和心理活动描写改写优化句子，体现"我"的不情愿。
I gripped the paycheck mre firmly， ready t argue.
3.I felt ashamed.
①用面部表情代替feel ashamed， 使表达更生动。
I flushed with shame.
②为句①增加原因状语，并运用现在分词短语作状语，使感情转变更加顺畅自然。
Recalling my ambitin f surpassing him，I flushed with shame.
When I brught my paycheck hme — it was $119— my dad wanted t talk t me. He tld me t wait in the living rm fr a while. I sat n the sfa， with my eyes glued t the paycheck（眼睛盯着薪水）， searching my mind fr（脑海里搜索着） wrds t argue with my dad if he annunced the mney wasn’t mine. Just then， the dr pened and in came my dad. The mment he sat dwn beside me， I gripped the paycheck mre firmly（更加牢牢地握住薪水）， ready t argue. Hwever，he gently placed his right hand n my shulder（轻轻地把他的右手放在我的肩上） and said， "I knw yu have grwn up a lt thrugh yur wrk..." Then there was a lng pause. He withdrew his hand（收回他的手） and slwly cntinued， "Yu deserve the mney and the mney is yurs nw."
I was surprised that my dad allwed me t use the mney as I wished. In a mment， I didn’t knw what t say. With this mney， I culd buy a new ftball， r a new bike. I lked at my dad with gratitude， and he smiled awkwardly， "Use it wisely， sn." Recalling my ambitin f surpassing him， I flushed with shame（羞红了脸）. Althugh life hadn’t been fair t him， he had tried his best t make it fair t me. Meanwhile， I als realized there was a burden that I shuld shulder in my family.
热考话题3 师生关系
[2023新高考Ⅰ]When I was in middle schl， my scial studies teacher asked me t enter a writing cntest. I said n withut thinking. I did nt lve writing. My family came frm Brazil， s English was nly my secnd language. Writing was s difficult and painful fr me that my teacher had allwed me t present my paper n the sinking f the Titanic by acting ut a play， where I played all the parts. N ne laughed harder than he did.
S， why did he suddenly frce me t d smething at which I was sure t fail？ His reply： "Because I lve yur stries. If yu’re willing t apply yurself， I think yu have a gd sht at this." Encuraged by his wrds， I agreed t give it a try.
I chse Paul Revere’s hrse as my subject. Paul Revere was a silversmith （银匠） in Bstn wh rde a hrse at night n April 18， 1775 t Lexingtn t warn peple that British sldiers were cming. My stry wuld cme straight frm the hrse’s muth. Nt a brilliant idea， but funny； and unlikely t be anyne else’s chice.
What did the hrse think， as he sped thrugh the night？ Did he get tired？ Have dubts？ Did he want t quit？ I sympathized immediately. I gt tired. I had dubts. I wanted t quit. But， like Revere’s hrse， I kept ging. I wrked hard. I checked my spelling. I asked my lder sister t crrect my grammar. I checked ut a half-dzen bks n Paul Revere frm the library. I even read a few f them.
When I handed in the essay t my teacher， he read it， laughed ut lud， and said， "Great. Nw， write it again." I wrte it again， and again and again. When I finally finished it， the thught f winning had given way t the enjyment f writing. If I didn’t win， I wuldn’t care.
A few weeks later， when I almst frgt the cntest， there came the news.

I went t my teacher’s ffice after the award presentatin.

1.I felt excited.
①用短语be verwhelmed with excitement and disbelief替换feel excited，体现用词的丰富性。
I was verwhelmed with excitement and disbelief.
②用结构改写句①，引出"我"听到消息后激动的身体表现。
I was s verwhelmed with excitement and disbelief that my heart was punding quickly.
③用倒装结构改写句②，更加凸显"我"得知获奖时的激动心情。
S verwhelmed with excitement and disbelief was I that my heart was punding quickly.
2.I felt excited and prud when I accepted the prize.
①用现在分词短语作状语改写句子并增加副词修饰，丰富句式结构。
Feeling extremely excited and prud，I accepted the prize.
②为句①增加"我"的获奖感悟，照应前文"我"写作时的坚持和努力，使前后文衔接更紧密。
Feeling extremely excited and prud，I accepted the prize，a symbl and recgnitin f my past perseverance and hard wrk.
3.He cngratulated me， and I expressed my thanks t him.
①用对话形式展现"我"与老师的互动，使故事情节发展更加自然、顺畅。
"Cngratulatins！I knew yu wuld win，"he said. "Thank yu fr yur encuragement."
②为句①中老师对"我"的获奖感到开心增加肢体动作描写；并用虚拟语气表达"我"对老师的感激之情。
"Cngratulatins！ I knew yu wuld win，"he said， hugging me tightly. "Thank yu. I wuldn’t be what I am tday withut yur encuragement."
③为句②中"我"对老师的感激之情增加心理细节描写，使我对老师的感激跃然纸上，更具有画面感。
"Cngratulatins！ I knew yu wuld win，"he said， hugging me tightly. "Thank yu. I wuldn’t be what I am tday withut yur encuragement." A sense f gratitude welled up frm the bttm f my heart.
A few weeks later， when I almst frgt the cntest， there came the news. I wn first place！ S verwhelmed with excitement and disbelief（如此兴奋和难以置信） was I that my heart was punding quickly. Finally came the big day！When my name was annunced， I walked nt the stage against wild cheers and thunderus applause（在热烈的欢呼声和雷鸣般的掌声中）. Feeling extremely excited and prud， I accepted the prize， a symbl and recgnitin f my past perseverance and hard wrk. Thinking abut this， I shed tears f gratitude（流下感激的泪水）， as there was ne special persn wh meant a lt t me.
I went t my teacher’s ffice after the award presentatin. "Cngratulatins！ I knew yu wuld win，" he said， hugging me tightly. "Thank yu. I wuldn’t be what I am tday withut yur encuragement." A sense f gratitude welled up frm the bttm f my heart（感激之情从我的心底涌出）. Patting my shulder， he smiled， "It is yur effrts that cunt mst."Frm then n， I began t bury myself in English writing. With my teacher’s inspiratin， I determined t keep n challenging myself and embrace a better me.
热考话题4 同学关系
[2022浙江1月改编]When Dr. Hendersn was assigning（指定） prject mates fr his psychlgy class， I secretly hped that he wuld pair me with my best friend r at least a classmate I culd have sme fun with. Abve all， I hped he wuldn’t assign me t wrk with the fiercely cmpetitive and extremely serius fellw wh always wre dark clthes and apparently had a persnality t match. As fate（命运） wuld have it， Dr. Hendersn very deliberately matched everyne in class and annunced that I wuld be wrking with the ne persn in class I wanted t avid.
I went up t my new teammate and intrduced myself. He lked at me as thugh I weren’t there. I felt he treated me as thugh I wuld hld him back and prbably make him fail t get an A in the curse. He wasn’t mean r abusive； he just gave me the impressin that he culd d whatever prject we dreamed up better if he did it alne.
Needless t say， I didn’t lk frward t an entire term f being brushed ff， but I tried t make the best f it and didn’t say anything fr fear that I wuld make things wrse.
The prject required each team t develp a hypthesis（假说）， set up an experiment t test the hypthesis， d the statistical analysis and present the findings. Whatever grade the team received wuld be shared by bth students.
When my teammate and I met t discuss ur prject， I was uneasy. Here was this challenging student wh had a reputatin fr single-mindedness and gd grades — the exact ppsite f me. I actually wanted t drp the class at ne pint， but stpped shrt because I didn’t want t give him the satisfactin f my chickening ut. I decided t stick t it n matter what.
After lng discussins we smehw agreed t d a study n the psychlgical well-being f teenagers. I wasn’t sure what it meant exactly， but at least we had a tpic.
We started t meet regularly t draw up ur plans.

One day I gt wrd that he was admitted t the hspital fr a serius disease.

1.He tk charge f the prject.
①增加副词，凸显队友的专权。
He tk charge f the prject ttally.
②为句①补充as引导的原因状语从句，讲述队友专权的原因。
As he was a fiercely cmpetitive fellw， he tk charge f the prject ttally.
③为句②补充结果，并运用现在分词短语作状语，讲述队友专权对"我"的影响，体现初期合作的不顺畅。
As he was a fiercely cmpetitive fellw， he tk charge f the prject ttally， leaving me ding nthing but simply fllwing his steps and instructins.
2.I went t the hspital.
①增加副词，并用hurry替换句中的g，体现"我"想去探望队友的急切心情。
Immediately， I hurried t the hspital.
②为句①增加定语从句，讲述"我"在医院了解到的情况，使故事性更强，情节更完整。
Immediately， I hurried t the hspital， where I learned that he had t be hspitalized fr quite a while.
3.I tried hard t d the prject.
①用put all my heart int 替换try hard ，体现用词的丰富性。
I put all my heart int ding the prject.
②用原文中的表达细化句①中做项目的过程，使情节发展更加自然完整。
I put all my heart int ding the analysis and presenting ur findings.
③用with复合结构优化句②，并用副词体现"我"分析和呈现结果的状态，凸显"我"的努力和认真。
With all my heart put int the prject， I did the analysis accurately and presented ur findings reasnably.
We started t meet regularly t draw up ur plans. As he was a fiercely cmpetitive fellw， he tk charge f the prject ttally， leaving me ding nthing but simply fllwing his steps and instructins. Thugh unwilling（尽管不情愿）， I did my part but did it in a blind way. As the prject prgressed， I seemed t get the trick， which built up my cnfidence（增强了我的信心） and made my teammate slightly relieved. At this pint， we started t really wrk as a team.
One day I gt wrd that he was admitted t the hspital fr a serius disease. Immediately， I hurried t the hspital， where I learned that he had t be hspitalized fr quite a while. Seeing the wrry and weakness written n his face（看着他脸上的忧虑和虚弱）， I assured him that I wuld carry n with ur prject. With all my heart put int the prject（我全身心投入到这个项目中）， I did the analysis accurately and presented ur findings reasnably. Eventually， ur hard wrk paid ff and Dr. Hendersn was very satisfied with ur wnderful findings. Frm this prject， we bth learned that ne persn can g far， but a grup f peple can travel farther（一个人可以走很远，但一群人可以走得更远）.
热考话题5 温馨家庭
[2021新高考Ⅰ] A MOTHER’S DAY SURPRISE
The twins were filled with excitement as they thught f the surprise they were planning fr Mther’s Day. Hw pleased and prud Mther wuld be when they brught her breakfast in bed. They planned t make French tast and chicken prridge. They had watched their mther in the kitchen. There was nthing t it. Jenna and Jeff knew exactly what t d.
The big day came at last. The alarm rang at 6 a.m. The pair went dwn the stairs quietly t the kitchen. They decided t bil the prridge first. They put sme rice int a pt f water and left it t bil while they made the French tast. Jeff brke tw eggs int a plate and added in sme milk. Jenna fund the bread and put tw slices int the egg mixture. Next， Jeff turned n the secnd stve burner t heat up the frying pan. Everything was ging smthly until Jeff started frying the bread. The pan was t ht and the bread turned black within secnds. Jenna threw the burnt piece int the sink and put in the ther slice f bread. This time， she turned dwn the fire s it cked nicely.
Then Jeff nticed steam shting ut f the pt and the lid starting t shake. The next minute， the prridge biled ver and put ut the fire. Jenna panicked. Thankfully， Jeff stayed calm and turned ff the gas quickly. But the stve was a mess nw. Jenna tld Jeff t clean it up s they culd cntinue t ck the rest f the prridge. But Jeff’s hand tuched the ht burner and he gave a cry f pain. Jenna made him put his hand in cld water. Then she caught the smell f burning. Oh dear！ The piece f bread in the pan had turned black as well.
As the twins lked arund them in disappintment， their father appeared.

The twins carried the breakfast upstairs and wke their mther up.

1.He lked at them， cnfused.
①用具体的神态描写替换笼统词cnfused，体现父亲的困惑。
He lked at them with a puzzled frwn n his face.
②为句①补充困惑的原因，并运用现在分词短语作状语，与上文形成较好的连贯。
Seeing the mess in the kitchen， he lked at them with a puzzled frwn n his face.
2.He cmfrted them and instructed them hw t ck.
①使用具体的肢体动作替换笼统词cmfrt。
He patted their shulders and instructed them hw t ck.
②运用副词体现父亲的包容和教他们做饭时的耐心。
He patted their shulders and instructed them hw t ck kindly and patiently.
③运用现在分词短语作状语改写句②，使句子结构更加错落有致，表达更亮眼。
He patted their shulders， instructing them hw t ck kindly and patiently.
3.She felt mved.
①利用具体的情感描写替代mved，让表达更加生动，使母亲的感动之情跃然纸上。
She felt a warm wave f happiness welling up in her heart.
②为句①增加具体的动作描写，更进一步凸显母亲的感动。
She felt a warm wave f happiness welling up in her heart， and almst shed tears.
③使用独立主格结构改写优化句②前半句。
A warm wave f happiness welling up in her heart， she almst shed tears.
As the twins lked arund them in disappintment， their father appeared. Seeing the mess in the kitchen， he lked at them with a puzzled frwn n his face（满脸困惑，双眉紧锁）. They hurriedly explained what had happened， waiting fr his blame. T their surprise， their father just laughed and patted their shulders， instructing them hw t ck kindly and patiently. Everything ging smthly， sn a delicius breakfast was ready.
The twins carried the breakfast upstairs and wke their mther up. The twins hugged her and yelled "Happy Mther’s Day， dear Mummy！" At the sight f（一看见……） the breakfast n the table， a warm wave f happiness welling up in her heart（一股幸福的暖流涌上心头）， the mther almst shed tears. She hugged the twins tightly， chking， "It is really a surprise t me. I am s prud f（为……感到骄傲） yu." They asked her t have a taste. She bit int a piece f the fried bread and said it was the best she had ever tasted. Hearing this， the twins were verjyed， with their eyes twinkling at their father， delight spreading thrugh the rm.
热考话题6 关爱邻里
[2020新高考I]The Meredith family lived in a small cmmunity. As the ecnmy was in decline， sme peple in the twn had lst their jbs. Many f their families were struggling t make ends meet. Peple were trying t help each ther meet the challenges.
Mrs. Meredith was a mst kind and thughtful wman. She spent a great deal f time visiting the pr. She knew they had prblems， and they needed all kinds f help. When she had time， she wuld bring fd and medicine t them.
One mrning she tld her children abut a family she had visited the day befre. There was a man sick in bed， his wife， wh tk care f him and culd nt g ut t wrk， and their little by. The little by — his name was Bernard — had interested her very much.
"I wish yu culd see him，" she said t her wn children， Jhn， Harry， and Clara. "He is such a help t his mther. He wants very much t earn sme mney， but I dn’t see what he can d."
After their mther left the rm， the children sat thinking abut Bernard. "I wish we culd help him t earn mney，" said Clara. "His family is suffering s much."
"S d I，" said Harry. "We really shuld d smething t assist them."
Fr sme mments， Jhn said nthing， but， suddenly， he sprang t his feet and cried， "I have a great idea！ I have a slutin that we can all help accmplish（完成）. "
The ther children als jumped up all attentin. When Jhn had an idea， it was sure t be a gd ne. "I tell yu what we can d，" said Jhn. "Yu knw that big bx f crn Uncle Jhn sent us？ Well， we can make ppcrn（爆米花）， and put it int paper bags， and Bernard can take it arund t the huses and sell it."
When Mrs. Meredith heard f Jhn’s idea， she thught it was a gd ne， t.

With everything ready， Bernard started ut n his new business.

1.They went t tell Bernard the plan.
①用can’t wait代替句中的g，凸显他们激动、急切的心情。
They culdn’t wait t tell Bernard the plan.
②为句①补充地点状语，将场景从Meredith家转移到Bernard家。
They culdn’t wait t call at Bernard’s huse and tld Bernard the plan.
③将句②中告诉Bernard他们的计划，改写为现在分词短语作状语的形式，使语法结构更丰富。
They culdn’t wait t call at Bernard’s huse，telling Bernard the plan.
2.They were tuched.
①将人物聚焦到情感更易外露的Bernard母亲身上，并用burst int tears凸显感动的程度，营造画面感。
Bernard’s mther was tuched，and burst int tears.
②用引导结果状语从句改写句①，使句子内部关系更紧密。
Bernard’s mther was s tuched that she burst int tears.
③用倒装句式升级句②，使句子更高级。
S tuched was Bernard’s mther that she burst int tears.
3.His ppcrn was ppular.
①补充原因状语，说明为什么受欢迎，使文章逻辑更严密。
His ppcrn was ppular fr its lw price as well as the nice flavr.
②为句①增加结果，凸显受欢迎的程度。
His ppcrn was ppular fr its lw price as well as the nice flavr，s bags f ppcrn were sld ut.
③利用句式（it’s nt lng befre）改写句②爆米花卖完的情况，进一步说明爆米花受欢迎的程度。
His ppcrn was ppular fr its lw price as well as the nice flavr，s it was nt lng befre bags f ppcrn were sld ut.
When Mrs. Meredith heard f Jhn’s idea， she thught it was a gd ne， t. Having gt the apprval f their mther， the children began t carry ut the plan happily. Early in the mrning， they culdn’t wait t call at（迫不及待地去拜访） Bernard’s huse， telling Bernard the plan. S tuched was Bernard’s mther that she burst int tears（Bernard的母亲感动得热泪盈眶）. Afterwards， they gt dwn t making preparatins（着手做准备） tgether with Bernard. Sn after， they succeeded in making ppcrn and packed it with paper bags.
With everything ready， Bernard started ut n his new business. He went dr t dr arund the cmmunity where he lived， nervus and anxius alng the way（一路上既紧张又不安）. Much t his astnishment（令他非常惊讶的是）， his ppcrn was very ppular fr its lw price as well as the nice flavr. It was nt lng befre bags f ppcrn were sld ut， which was far beynd his expectatins（远远超出了他的预期）. Hlding the mney he earned tightly in his hand， he knew withut the Meredith family’s kindness and assistance， his family wuld still be suffering in years t cme.
热考话题7 社会温情
[2022浙江改编]I needed t d smething in my cmmunity（社区） in rder t cmplete the cmmunity service hurs required t graduate frm high schl. Sme f my friends had signed up t spend time at a sup kitchen， s I did， t. It seemed like a gd thing t d.
I thught that we wuld just be passing ut dinners t thse in need， but I fund ut we wuld be ding everything frm preparing t serving the dinner. We began preparing the fd， frm mixing salad dressing t separating frzen meat. Much still needed t be dne befre dinner was served， but already utside the building many hmeless peple were gathering. It wasn’t until a cuple f hurs later that we pened the drs and began serving dinner.
As the line f peple came tward me， I gt a little scared. I’d cme face t face with the hmeless： Hw shuld I act？ Hw wuld they treat me？ Wuld they hate me fr having mre than they did？ While sme f the peple lked very friendly， sme f them lked s dangerus. I didn’t have t much time t wrry abut it. I was assigned（分配） t serve the salad with the lady next t me. She smiled at me and said if I needed help， she’d be right there， which I fund quite cmfrting.
I had never seen s many peple wanting fd. They were f all ages and natinalities. Mst f them wre clthes that were trn and dirty. Sme lked like they had ttally given up n life， while thers seemed t be making the best f the situatin， smiling and jking. Sme were better ff than thers， but they all needed a gd meal and a warm place t eat. It saddened me t think f hw many peple there were wh didn’t have a place t call hme and that the nly fd they gt came frm a sup kitchen.
As they came in my directin， I put n my brightest and happiest smile.

I was s happy that I had earned my service hurs in this way.

1.They left with thanks.
①用friendly wrds f gratitude代替句中的thanks，增加用词的丰富性。
They left with friendly wrds f gratitude.
②运用主语从句优化句①，表现这群无家可归的人的友好举动给"我"带来的触动。
What mved me mst was that they left with friendly wrds f gratitude.
2.I felt happy.
①用形容词（tired， wrn ut）作状语，与happy形成对比，从而凸显帮助别人带来的快乐。
Tired and wrn ut， I felt happy.
②用形象具体的情感表达替换happy，强调发自内心的快乐。
Tired and wrn ut， I felt deep pleasure welling up frm the bttm f my heart.
③为句②增加原因状语，并用现在分词短语作状语，体现"我"的快乐来源，使行文更加顺畅自然。
Tired and wrn ut， seeing what I did make their day， I felt deep pleasure welling up frm the bttm f my heart.
3.We can actually cmfrt the pr peple and lift ur wn spirits.
①利用nt als来升级句式，让表达更有层次。
We can nt nly actually cmfrt the pr peple， but als lift ur wn spirits.
②利用倒装结构，升级句式表达，让句子更为亮眼。
Nt nly can we actually cmfrt the pr peple， but als we can lift ur wn spirits.
As they came in my directin， I put n my brightest and happiest smile. I fund a lt f hmeless peple in need f smething t eat were waiting in the queue（排队等候）. In the next few hurs I was very busy giving ut the meat and ther fd items int their hands. And what mved me mst was that they left with friendly wrds f gratitude（友好的感激之词） after getting fd. Tired and wrn ut（筋疲力尽）， seeing what I did make their day， I felt deep pleasure welling up frm the bttm f my heart（发自内心的快乐）.
I was s happy that I had earned my service hurs in this way. It was definitely a rewarding thing t d the cmmunity service！ Thrugh this unfrgettable experience， I earned smething mre valuable. T help the peple in need is als a help t myself. By ffering the vluntary assistance， nt nly can we actually cmfrt the pr peple， but als we can lift ur wn spirits（振奋我们自己的精神）， which can help build a better wrld with warmth and friendliness fr all f us. I wuld vlunteer t help mre peple in the future.
热考话题8 关爱动物
[2023浙江1月]I was invited t a ckut n an ld friend’s farm in western Washingtn. I parked my car utside the farm and walked past a milking huse which had apparently nt been used in many years. A nise at a windw caught my attentin， s I entered it. It was a hummingbird（蜂鸟）， desperately trying t escape. She was cvered in spider-webs（蛛网） and was barely able t mve her wings. She ceased her struggle the instant I picked her up.
With the bird in my cupped hand， I lked arund t see hw she had gtten in. The brken windw glass was the likely answer. I stuffed a piece f clth int the hle and tk her utside， clsing the dr securely behind me.
When I pened my hand， the bird did nt fly away； she sat lking at me with her bright eyes. I remved the sticky spider-webs that cvered her head and wings. Still， she made n attempt t fly. Perhaps she had been struggling against the windw t lng and was t tired？ Or t thirsty？
As I carried her up the blackberry-lined path tward my car where I kept a water bttle， she began t mve. I stpped， and she sn tk wing but did nt immediately fly away. Hvering（悬停）， she apprached within six inches f my face. Fr a very lng mment， this tiny creature lked int my eyes， turning her head frm side t side. Then she flew quickly ut f sight.
During the ckut， I tld my hsts abut the hummingbird incident. They prmised t fix the windw. As I was departing， my friends walked me t my car. I was standing by the car when a hummingbird flew t the center f ur grup and began hvering. She turned frm persn t persn until she came t me. She again lked directly int my eyes， then let ut a squeaking call and was gne. Fr a mment， all were speechless. Then smene said， "She must have cme t say gd-bye."
A few weeks later， I went t the farm again.

I was just abut t leave when the hummingbird appeared.

1.I remembered the hummingbird.
①将句子改写为无灵主语句，使表达更为生动。
Memries f the hummingbird ccurred t me.
②为句①补充时间状语从句，呼应原文"我"第一次发现蜂鸟时的场景，使上下文衔接更紧密、更流畅。
Memries f the hummingbird ccurred t me when I walked past the milking huse.
2.We rasted meat， chatted and laughed.
①用形象的气味描写和with复合结构改写句子，使表达更生动形象。
With the smell f rasting meat flating in the air， we chatted and laughed.
②为句①中的畅聊和欢笑补充情感副词、地点状语以及时间状语从句，使表达更加具有画面感。
With the smell f rasting meat flating in the air， we chatted and laughed merrily arund the picnic table till the sun set.
3.She flew t me.
①用动词dive， hver， stp将蜂鸟朝"我"飞来的动作细化，使表达更加准确、生动。
She dived twards me， hvered befre my face and then stpped n my left shulder.
②为句①蜂鸟俯冲和盘旋时的动作补充它当时的神态描写，体现蜂鸟看到"我"时的兴奋和喜悦。
She dived twards me， hvered befre my face lking at me with her bright eyes， and then stpped n my left shulder.
A few weeks later， I went t the farm again. Having parked the car， I wandered n the blackberry-lined path again. Memries f the hummingbird ccurred t me（我想起） when I walked past the milking huse. Was she all right？ "Hw I wish I culd see her again！" I murmured t myself with a sense f lss（失落感）. I was lst in the memries（沉浸在回忆中） when my friends interrupted me， inviting me t the ckut. With the smell f rasting meat flating in the air（空气中飘着烤肉的味道）， we chatted and laughed merrily arund the picnic table till the sun set. The evening glw spreading acrss the farm（晚霞洒满整个农场）， it was time fr us t say gdbye， s we went t the parking lt tgether.
I was just abut t leave when the hummingbird appeared. With a squeaking call， she dived twards me， hvered befre my face（向我俯冲下来，在我面前盘旋） lking at me with her bright eyes， and then stpped n my left shulder. I patted her n the back which was cvered by clrful feathers. And I tk ut my water bttle， trying t give her sme water. Cntent and jyful（满足又快乐）， she flew abut 2 meters abve the grund， turning her head frm side t side as if expressing her gratitude fr saving her life t me again. At that mment， I felt a mixture f happiness and excitement welling up in my heart， tears rlling dwn my cheeks（幸福和激动一起涌上我的心头，泪水顺着我的脸颊滚落）. The sinking sun cast a warm glw ver（落日温暖的光照射在……上） me and the bird， witnessing the wnderful cnnectin between humans and animals.
热考话题9 遇险救援
[2020浙江改编]One fall， my wife Elli and I had a single gal： t phtgraph plar bears. We were staying at a research camp utside "the plar bear capital f the wrld" — the twn f Churchill in Manitba， Canada.
Taking pictures f plar bears is amazing but als dangerus. Plar bears — like all wild animals — shuld be phtgraphed frm a safe distance. When I’m face t face with a plar bear， I like it t be thrugh a camera with a telepht lens. But smetimes， that is easier said than dne. This was ne f thse times.
As Elli and I cked dinner， a yung male plar bear wh was playing in a nearby lake sniffed， and smelled ur garlic bread.
The hungry bear fllwed his nse t ur camp， which was surrunded by a high wire fence. He pulled and bit the wire. He std n his back legs and pushed at the wden fence psts.
Terrified， Elli and I tried all the bear defense actins we knew. We yelled at the bear， hit pts hard， and fired blank shtgun shells int the air. Smetimes lud nises like these will scare bears ff. Nt this plar bear thugh — he just kept trying t tear dwn the fence with his massive paws（爪子）.
I radied the camp manager fr help. He tld me a helicpter was n its way， but it wuld be 30 minutes befre it arrived. Making the best f this clse encunter（相遇）， I tk sme pictures f the bear.
Elli and I feared the fence wuldn’t last thrugh 30 mre minutes f the bear’s punishment. The camp manager suggested I use pepper spray. The spray burns the bears’ eyes， but desn’t hurt them. S I apprached ur uninvited guest slwly and， thrugh the fence， sprayed him in the face. With an angry rar（吼叫），the bear ran t the lake t wash his eyes.
A few minutes later， the bear headed back t ur camp.

At that very mment， the helicpter arrived.

1.The bear lked at us angrily and ran frward.
①用glare at代替句中的lk at angrily，更加简练、形象地描述"熊怒视我们"的状态。
The bear glared at us and ran frward.
②为句①增加熊龇牙的面部表情，并用现在分词短语作状语，进一步凸显熊的愤怒和狂躁。
The bear glared at us expsing his sharp teeth， and ran frward.
③用时间状语从句改写句②，营造出一种熊边跑边龇牙和怒视的恐怖氛围。
The bear glared at us expsing his sharp teeth as he ran frward.
2.We were frightened.
①用具体的感受描写表现"我"的害怕，用肢体动作描写表现Elli的恐惧，体现用词的丰富性，也使人物形象更丰满。
I culd feel the cldness flding frm my back and Elli was rted t the spt with fear.
②为句①Elli增加面部表情描写，并用独立主格结构，更进一步体现Elli的恐惧。
I culd feel the cldness flding frm my back and Elli was rted t the spt with fear，her muth wide pen.
③为句②补充原因状语（see such a terrible sight），并用现在分词短语作状语，使上下文衔接更紧密、行文更流畅。
Seeing such a terrible sight，I culd feel the cldness flding frm my back and Elli was rted t the spt with fear，her muth wide pen.
3.We ran t the helicpter.
①增加"我们"逃离熊时的动作细节，使句子更有画面感。
We stepped away and ran t the helicpter.
②为句①的动作增加副词，体现"我们"逃脱困境时的急切和敏捷。
We instantly stepped away and ran t the helicpter fast.
③用 sb. can句式升级句②中跑向直升机的动作，将紧迫感进一步具象化，让表达更高级。
We instantly stepped away and ran t the helicpter as fast as we culd.
A few minutes later， the bear headed back t ur camp. He glared at us expsing his sharp teeth as he ran frward. And again the bear std n his back legs， wanting t bite the fence like a mnster. Seeing such a terrible sight， I culd feel the cldness flding frm my back（感到后背一阵冷意） and Elli was rted t the spt with fear（吓得呆住了）， her muth wide pen. I had t take actin. I gathered up my curage（鼓起勇气） and tried t frighten the bear away with the pepper spray again， but failed.
At that very mment， the helicpter arrived. It landed near ur camp and its lud nises scared the bear. He backed up a few steps. We instantly stepped away and ran t the helicpter as fast as we culd. Thank gdness！ We succeeded in climbing nt the helicpter， sighing with relief（松了一口气）. Lking dwn at the bear， we fund that he was eating the bread we just made. Several hurs later， we arrived hme safe and sund（平安到家）.人物
主要人物David：从文中的描述"small fr ten years ld" "big tthy smile" "had wrked s hard fr this event" "had a brain disease" "always participated t the best f his ability"和"had nt missed a single practice"可知，David身患残疾但积极乐观、意志坚强。
次要人物"I"：从文中的描述"making sure that David culd run if he wanted"和"familiar with the challenges David faced" "prud f his strng determinatin可以看出，"我"是一个关爱学生的老师，也暗示了续写部分应有"我"与David沟通并试图劝说他参加比赛以及David听从劝说并以坚强的意志完成比赛的情节。
原文最后一段中描述的"his classmates thught f him as a regular kid"表明，同学们对David态度友好，这也为续写第二段David在赛场上时同学们的表现埋下了伏笔。
情节及
情感线
越野赛前得知David决定不参加比赛（David情绪低落，害怕被嘲笑）→找教练获悉原因，回想David虽患脑疾却认真积极训练（"我"为他感到自豪）→续写第二段提示语，David走向起跑线（David重拾勇气和信心）。
主题
根据读后续写"结局圆满"的原则可知，David最终应该完成了比赛。再结合原文中David遇到的困难——行走不稳、害怕被嘲笑等可知，文章最终的主题应该体现David直面挑战、克服恐惧、战胜自己。
续写
第一段
根据续写两段的提示语可知，本段主要描述David从不愿参加越野跑，到走向起跑线参加比赛的转变过程。涉及的人物是"I"和David，主要故事情节："我"开导、鼓励David以及他对"我"的劝说的反应，侧重人物对话、动作、表情和心理描写。尾句衔接第二段提示语：David最终决定参加越野跑。
续写
第二段
根据续写第二段提示语可知，本段的故事情节应发生在越野赛跑线路上，涉及的主要人物是David，也可以呼应原文，加入"我"、教练和学生们的反应。主要故事情节：David在越野赛跑过程中的具体表现及比赛结果，侧重人物在比赛过程中以及受到大家鼓舞后的动作、心理描写。最终升华主题，David战胜了内心的恐惧。
人物
主要人物Gerge（my dad）：从文中的描述"A quiet age 14， he wrked. And his dad， Albert， tk the mney my dad earned and used it t pay family expenses"和"I’m glad yu will be cntributing t the husehld"可以看出，父亲Gerge是一个沉默寡言、能吃苦、有家庭责任感的人，他认为"我"的打工所得也应该贴补家用。
主要人物"I"：从文中的描述"I wuld surpass（超过） anything he had accmplished"和"I decided it was nt fair that I had t cntribute my mney"可以看出，"我"志存高远、不理解父亲，并不认可父亲将"我"的打工所得"征收"的想法，这也是文章的冲突所在。
根据文中的"he didn’t understand my wrld f schl activities"和"I didn’t really understand his wrld either"可知，父子二人相互缺乏了解，这为下文的发展埋下了伏笔。
情节及
情感线
"我"与父亲相互不理解（"我"想超越他）→"我"到隔壁农场打工挣钱（期待能拥有这笔钱）→父亲想用这笔钱贴补家用（"我"感到不公，对继续在农场打工失去兴趣）→续写第二段提示语，父亲让"我"自己支配薪水（感到惊喜）。
主题
父亲本来要让"我"把打工的收入用来贴补家用，最后却改变了主意，这应该会给"我"带来触动，因此，文章最终的主题应该展现"我"的成长、对父亲的理解以及对家庭责任的认可。
续写
第一段
根据原文及续写第一段的提示语可知，本段主要描述父亲与"我"谈话的内容、过程以及"我"的反应，可以从动作、神态描写体现"我"不情愿和不甘的心理状态，以及父亲在与"我"谈话过程中对"我"的理解。尾句衔接第二段的提示语：父亲让"我"留钱自用。
续写
第二段
结合原文和本段的提示语可知，本段应该描写"我"听到父亲的决定后惊讶、兴奋的心理状态；与此同时，在续写本段时还应呼应原文中的描述并凸显主题，将"我"的反思和成长感悟展现出来。
人物
主要人物"I"：从文中描述的"said n withut thinking" "difficult and painful fr me" "I agreed t give it a try" "wanted t kept my my a few f them" "wrte it again， and again and again"可以看出，"我"起初缺乏自信，但随后变得努力勤奋、信念坚定。
次要人物my scial studies teacher： 从文中描述的"N ne laughed harder than he did" "I lve yur have a gd sht at this" "laughed ut lud， and said， ‘Great. Nw， write it again.’"可知，"我"的社会科学老师乐观开朗，关心、理解、支持、鼓励学生。为续写第二段"我"来到老师办公室表达对老师的感激之情奠定了基础。
情节及
情感线
社会科学老师要"我"参加写作比赛（"我"很抗拒，直接拒绝）→他鼓励"我"参加比赛（"我"受到鼓舞，决定试试）→"我"选定主题开始写作（纠结、自我怀疑，但还是继续坚持）→"我"一遍遍修改、润色文章（已经不在意能否得奖）
主题
通过"我"前后对待写作的态度的强烈反差，体现了要持之以恒地努力，克服困难并从中获得乐趣和成长的主题；同时根据续写第二段提示语可知，本文也体现了良师益友这一主题，赞美了老师对学生润物细无声的引导和鼓励。
续写
第一段
衔接本段首句的the news，接下来应该是得到获奖的消息、听到消息后"我"的反应；衔接第二段首句，本段还应该讲到颁奖典礼上发生的事情，尾句落脚点在回想老师对自己的帮助，与第二段首句完美连贯起来。本段重点描写消息引发的一系列心理活动和动作。
续写
第二段
衔接本段首句，接下来应该是老师得知"我"获奖后的反应、"我"对老师的回应；尾句升华主题：个人感悟，这件事对"我"的深远影响。本段重点描写"我"到办公室后师生间的互动，可通过对话、动作、心理描写等刻画细节。
人物
主要人物my teammate：文中描述的"fiercely cmpetitive and extremely serius" "d whatever prject... better if he did it alne"和"had a reputatin fr single-mindedness and gd grades"表明，my teammate成绩优异、性情高傲、学习专注、好胜心强，且"我"和"我"的队友关系冷淡，似乎互相看不上对方。
主要人物"I"：从文中描述的"make the best f it and didn’t say anything" "single-mindedness and gd grades — the exact ppsite f me"和"decided t stick t it n matter what"可以看出，"我"学习成绩一般、性情随和、努力且不轻言放弃。
两个主要人物几乎相反的性格为续写部分两人合作中的摩擦埋下了伏笔，第五段尾句"I decided t stick t it n matter what"也为续写部分"我"在项目中起到积极作用奠定了基础。
情节及
情感线
"我"被安排与一位自己原本想避开的同学合作（感到自己很不幸）→"我"主动向队友介绍自己，却被冷漠对待（感觉自己被忽视，同时很担心俩人的合作）→"我"与队友会面讨论项目（面对优秀的队友，"我"自惭形秽，想放弃但又不甘心，于是决定坚持）→最终确定了课题（感到一丝宽慰）
主题
根据续写两段提示语可知，"我"和队友开始逐渐进入状态，但队友却因病住院，结合读后续写"结局圆满"的原则可以推测，"我"和队友在合作上应该是从消极配合到积极参与，最终研究项目一定会成功。文章最终是要体现战胜困难、精诚合作、队友情深的主题。
续写
第一段
根据原文中讲到的人物性格特征和续写第一段的提示语可知，本段主要讲"我"和队友定期碰面推进项目、相互磨合的情景，主要通过叙述和心理描写展现搭档在推进项目中的表现、"我"对此的反应、俩人关系的发展情况。
续写
第二段
根据续写第二段提示语以及续写"故事曲折，结局圆满"的原则可知，本段应该主要讲述在得知队友生病后，"我"的反应、"我"对待项目的态度、为了最终完成项目"我"做了哪些努力等。尾句可以升华主题："我们"意识到了团队合作的重要性。
人物
主要人物：the twins（Jenna and Jeff）；次要人物：their mther and father。根据原文中的描述"they thught f the surprise they were planning fr Mther’s Day"和"they brught her breakfast in bed"可以看出，双胞胎孝顺、懂得感恩。
场景
故事发生在母亲节当天早上，双胞胎为母亲做早餐，故原文故事情节的地点在家里的厨房。
情节及
情感线
双胞胎筹划在母亲节那天给母亲做早餐、制造惊喜（感到很兴奋）→准备早餐时，刚开始一切进展顺利（感到很自信）→面包糊了，粥溢出来了，Jeff烫伤了（惊慌失措）→续写第一段提示语，双胞胎慌乱失望时，父亲出现了（担心父亲责备）→续写第二段提示语，早餐做好，给母亲惊喜（满怀期待和兴奋）
主题
双胞胎要在母亲节早上为母亲做一顿早餐，"the surprise"体现了他们的意图，"Hw pleased and prud Mther wuld be"是他们希望看到的结果。再根据续写提示语可知，双胞胎在父亲的帮助下完成了惊喜早餐，因此文章最终应展现子女感恩父母，父母为子女感到骄傲和自豪，一家人其乐融融的温馨画面。
续写
第一段
本段主要描述"救星"父亲出场后的场景。根据首句提示语可知，接下来应该描述：父亲看到杂乱的厨房会有什么反应，会说什么或做什么。尾句衔接续写第二段提示语：在父亲的帮助下，双胞胎做好了早餐。因此中间应描写父亲了解原因、帮助双胞胎整理厨房和准备早餐等，侧重人物间的互动，强调动作、心理、表情描写。
续写
第二段
本段的故事场景在母亲的卧室，主要故事情节：双胞胎把母亲叫醒后，母亲对双胞胎准备的惊喜的反应和感受。本段应侧重人物动作、语言、心理描写。结尾部分要营造出一家人其乐融融，母慈子孝的画面。
人物
主要人物Mrs. Meredith，her three children（Jhn， Harry， Clara）：从文中的描述"a mst kind and thughtful wman" "spent a great deal f time visiting the pr" "bring fd and medicine t them" "We really shuld d smething t assist them"可知，Mrs. Meredith一家人善良、乐于助人。续写部分可通过动作、行为等描写延续他们的这一特点。
主要人物Bernard：文中对Bernard的描述"He is such a help t his mther. He wants very much t earn sme mney"体现了他勤劳、孝顺、懂事，为续写第二段他卖出爆米花，得到足够贴补家用的钱奠定了基调。
情节及
情感线
Mrs. Meredith经常帮助贫困者（她很有同情心）→她告诉孩子们关于一个贫困家庭的情况（孩子们很关心）→孩子们讨论如何帮助Bernard（很想提供帮助）→Jhn想到了一个好办法（孩子们开心、兴奋）
主题
本文主要讲了Mrs. Meredith鼓励孩子们去帮助Bernard一家的故事，文章最终的主题应该展现邻里之间互助互爱。
续写
第一段
Mrs. Meredith认为Jhn出了个好主意，接下来应讲述孩子们得到Mrs. Meredith的肯定后采取的行动以及Bernard一家对Jhn这个主意的反应。尾句衔接续写第二段提示语：他们帮助Bernard制作好了爆米花。本段侧重通过对人物间对话、动作、表情等的描写推动故事情节的发展。
续写
第二段
Bernard开始了他的新营生，接着应讲述Bernard卖爆米花的情况：如何售卖，在哪里卖，卖给谁，在这个过程中Bernard的感受如何。再根据续写故事"结局圆满"的原则可知，Bernard最终通过卖爆米花挣到了钱，因此本段可侧重描写Bernard的心理感受和变化。结尾部分适当升华主题：Bernard表达感恩，邻里关系和谐。
人物
文章涉及的人物有"I"，the hmeless和the lady next t me。通过原文中的描述"I the cmmunity service hurs required t graduate" "As the line f peple came tward me， I gt a little scared"和"It saddened me t think f hw many peple there were wh didn’t have a place t call hme"可以看出，"我"是一个务实、对无家可归的人既害怕又同情的学生，在续写部分可以通过描写"我"在近距离给无家可归的人分发食物后获得的感悟来体现人物的积极蜕变。
情节及
情感线
为了完成高中毕业所要求的社区服务时间，"我"去了施粥所（感到开心和自豪）→"我"发现准备过程中要做的事情很多（感到有些疲惫）→开始施粥时，排队的人群靠近"我"（感到害怕）→"我"看到这么多无家可归的人（同情他们，为他们感到难过）
主题
根据续写第二段提示语"I was s happy that I had earned my service hurs in this way"可知，本文应该体现帮助别人、快乐自己的主题。
续写
第一段
根据本段首句可知，本段主要讲"我"克服对无家可归的人的恐惧和偏见，快乐地为他们分发食物，尾句衔接第二段提示语："我"在施粥的过程中感受到快乐。本段主要通过动作和感受描写推动故事情节的发展。
续写
第二段
根据本段首句可知，本段应该主要讲"我"对这次经历的感悟。结尾部分适当升华主题：帮助别人、给别人带去了快乐的同时也使自己快乐。
人物
主要角色"I"：从文中的描述"With the bird in my cupped hand" "stuffed a piece f clth int the hle" "remved the sticky spider-webs that cvered her head and wings"可知，"我"善良、细心、关爱动物，为续写第一段"我"重回旧地，想念蜂鸟，想知道它是否安好，埋下了伏笔。
主要角色a hummingbird： 从文中的描述"ceased her struggle the instant I picked her up" "sat lking at me with her bright eyes" "Hvering（悬停）， she apprached within six inches f my face" "She must have cme t say gd-bye"表明蜂鸟相信人类，亲近"我"，心怀感恩，为续写第二段蜂鸟的再次出现做好了铺垫。
情节及
情感线
"我"去朋友农场野餐，发现一只被困的蜂鸟（好奇它是怎么被困的）→"我"把它解救出来，它却没有飞走（疑惑它是否累了或者渴了）→"我"告诉朋友蜂鸟事件（担心再有蜂鸟受困）→"我"离开之际，蜂鸟前来相送（惊讶又感动）
主题
原文讲述了"我"在朋友的农场外意外救下一只被困的蜂鸟，在"我"要离开农场时，这只蜂鸟又来到了"我"的面前，似乎在和"我"告别。再通过续写两段的提示语可知，文章展现的是关爱动物、人与动物和谐共处的主题。
续写
第一段
衔接原文最后一段，蜂鸟深情相送，再衔接本段首句，几周后"我"重访农场，应该是希望再次见到蜂鸟。续写的情节发展可以是：漫步黑莓小路（呼应前文）→想起蜂鸟（主要角色再现）→很想再见那只可爱的小鸟（情感流露）→与朋友烧烤、谈心直到日落→"我"该离开了（衔接下文）。
续写
第二段
衔接本段续写提示语"我正要离开时，蜂鸟出现了"可知，该段主要讲述"我"和蜂鸟的和谐互动。续写的情节发展可以是：蜂鸟向"我"飞来（情景复现）→"我"的反应→"我"的感受→人与动物应该和谐共处（主题升华）。
人物
主要角色"I"和my wife Elli：从文中的描述"yelled at the bear， hit pts hard， and fired blank shtgun shells" "radied the camp manager fr help" "Making the best sme pictures f the bear"可知，"我"和妻子在面对熊时沉着冷静、勇敢，续写时可以通过动作描写凸显人物的这一特征。
主要角色a plar bear：从文中的描述"pulled and bit the wire" "trying t tear dwn the fence with his massive paws（爪子）" "angry rar（吼叫）" "lud scare bears ff"表明，熊凶猛但害怕大的响声，这也为续写第二段直升机到来时的巨大声音暂时吓退熊埋下了伏笔。
情节及
情感线
"我"和妻子到一个研究营地拍北极熊的照片（感到兴奋、刺激）→一只饥饿的北极熊被"我们"的食物吸引过来（感到害怕）→尝试各种驱赶方法无果后，"我"用无线电向营地经理寻求帮助（感到放松了一些）→听从建议，用胡椒喷剂驱赶熊（担心围栏支撑不到救援到来）
主题
根据原文中的"Elli and I tried all the bear defense actins we knew" "I radied the camp manager fr help"以及"use pepper spray"可知，本文主要体现面对危险要沉着冷静，充分利用资源逃脱危险的主题。
续写
第一段
根据原文和本段的提示语可知，熊被胡椒喷剂刺痛眼睛，被激怒，洗眼睛后返回营地，紧接着就该讲述熊发动更猛烈的攻击以及"我们"的反应和反击。尾句衔接第二段提示语："我们"与熊的斗争到了千钧一发之际。本段侧重通过动作和感受描写体现人熊大战的激烈场面。
续写
第二段
本段首句提到直升机的到来，接着该讲述直升机到达后"我们"安全撤离，交代熊的去向，并讲述"我们"的感受等。