2025年高考英语二轮复习(新高考通用)专题06读后续写校园生活类话题(讲义)学生版+解析

这是一份2025年高考英语二轮复习(新高考通用)专题06读后续写校园生活类话题(讲义)学生版+解析，文件包含2025年高考英语二轮复习新高考通用专题06读后续写校园生活类话题讲义教师版docx、2025年高考英语二轮复习新高考通用专题06读后续写校园生活类话题讲义学生版docx等2份学案配套教学资源，其中学案共33页， 欢迎下载使用。
【校园生活六年考情】 P1
【校园生活话题解读】 P2
【读后续写常犯问题】 P2
【读后续写写作步骤】 P3
【故事情节构建框架】 P3
【校园生活语料精编】 P4
一、神态描写类 P4
二、心理描写类 P4
三、环境描写类 P4
四、主题升华类（师生情谊） P5
五、主题升华类（同学互助） P5
六、主题升华类（克服困难） P6
七、主题升华类（校园记忆） P6
【校园生活话题高考真题调研】3篇 P7
【校园生活话题名校好题调研】3篇 P13
【校园生活六年考情】
【校园生活话题解读】
学校生活类的读后续写语篇的场景一般都设置在学校，故事冲突的双方一般是老师与学生或学生与学生。人与人之间的相互相处,会产生令人感动的故事，但难免会有许多矛盾和摩擦。在这个话题中有时会写到同学和同学之间互帮互助，共渡难关的故事；有时会写到同学和同学之间产生矛盾，重归于好冰释前嫌的故事；有时会写到由于性格原因、身体原因等被同学讥笑，同学通过某种事件意识到这是错误的，然后道歉，最终发展成为一段令人难忘的友情的故事。主题聚焦于和谐的人际关系、友情、正确的人生态度等。
【读后续写常犯问题】
一、文本解读能力差，无法识别原作者的写作意图。
只看表象，不求深入。读不懂原作者的写作意图，挖不出故事背后的主旨大意，听不出人物对话的弦外之音，抓不住所给材料的内涵实质。这类考生常常缺乏高阶思维能力（HOT Skills），只看到了所给材料的浅层表面，就凭自己的主观臆断得出结论，写作时就事论事，绕来绕去都在一个思维层面上兜圈子。
对策：多预留时间充分阅读+重点研读材料后三段（有伏笔）。
二、因果链断裂，情节设计颠三倒四，前言不搭后语。
情节是按照因果逻辑组织起来的一系列事件。如果事件之间没有逻辑推理关系，阅卷教师就会质疑它的连贯性。情节是对人类生活的创造性模仿，如果其中的结果与理由互相印证，我们就会觉得它有意义；结果与理由相悖，就没有意义。
对策：学会根据两个段首句和文章线索快速提炼情节+研读三年高考真题揣摩情节把控。
三、内存不足，平时积累的存量知识太少，有话说不出。
要讲好一个故事，考生必须具备足量的好词好句和语法知识，背诵足量描绘典型人物和场面的美文段落。巧妇难为无米之炊，没有扎实的知识储备，再好的方法策略也是徒劳。
对策：加强“背”功（喜怒哀乐情感表达法）+提升高频句式模仿能力。
四、投机取巧，缺乏通盘规划，导致在主题知识存在盲区。
平时的训练存在投机取巧的押题心态，缺乏系统规划，知识框架有盲区。平时的作文训练“随机播放”，没有通盘安排，没有系统的教学计划；存在严重“押题”的投机取巧心态，缺乏稳扎稳打的认真态度，没有对所有的写作专题进行全覆盖，知识框架存在漏洞或盲区。
对策：重视考后“复盘”能力培养（情节+情感+词汇+结尾），学会rewrite（范文+讲评）。
五、不善挖掘隐含信息，缺乏“瞬间解码”的解题技巧。
在读后续写题的给定材料中，命题者往往直接阐明或若隐若现地给出文章的主旨大意，它是考生续写的方向、前提假设和已知条件。学生在审题时要读懂给定材料，快速解码其主旨大意，挖掘出隐藏信息，才能写出融合度高的故事来，否则就容易出现文不对题的偏题情况。
对策：考后和自己对话（分数扣在哪里）+和老师对话（提升点在哪里）。
六、训练方式不科学，迷信“偏方或怪招”，不肯下苦功夫。
有些学生闭门造车，对事半功倍的科学训练方法置之不理。有些学生蛮干苦干，对作文命题趋势没有精准的研判。有些学生不走大路，迷信“偏方或怪招”，对评分标准不熟悉。解题思路不科学，对考场应试作文的游戏规则不遵守。
对策：树立“久久为功”意识+重视词汇积累+提升句式模仿能力。
七、训练不足或时间分配不足导致卷面出现 “硬伤”。
这些硬伤具体表现有：写作烂尾因未写完导致分数很低；写作放在第一位，时间充足导致所给行数不够用出现“超限”，导致卷面严重受到影响；因为时间不足虽仓促完成但是书写质量严重下降导致“目不忍睹”；因为时间仓促审题不清造成跑题，偏题，导致分数很低。
对策：平时书写训练定时定量；后期使用标准答题卡写作卡时间、卡行数、卡审题。
【读后续写写作步骤】
第一步：提炼六个要素，把握材料要领。
读后续写的阅读文本基本上都是记叙文，所以要提炼出六个基本要素：wh, where, when, what, why和hw。考生在阅读文本过程中只有把握好这六个要素，才能总结出文章大意和故事情节，进而推断出作者的写作意图，轻松获取故事的主旨大意。
第二步：理清故事脉络，把握情感变化。
线索是叙事性作品中贯穿整个故事的脉络，所有的情节均围绕文本主要线索展开。记叙文一般有两条故事发展线索：情节(plts)线索和情感(emtins)线索。考生可以利用图表法或思维导图法理清故事的发展脉络，把握作者的情感变化。这样，考生在续写时才可以更好地遵循原文的思路、风格和语言。
第三步：紧扣段落首句，精心谋划情节。
分析续写后所给的两个段首句对提高所写内容和原文的融洽度至关重要。考生可以先分析一下所给的两个段首句之间的逻辑关系是顺承关系、转折关系还是因果关系等。然后，根据自己的判断设计小问题：根据段首句得知什么？续写开始写什么？接下来写什么？续写第一段的段尾如何衔接第二段的开头？续写第二段的段尾如何才能照应故事的主旨大意？
第四步：设计结尾情节，提升价值取向。
考生必须紧紧围绕故事的发展脉络，展开合理的想象，巧妙地设计所续写的两段的故事结尾情节。设计结尾情节时，考生可以借助前文的故事脉络设计一些具体的问题。还要注意设计好续写的第二段的结尾，让结尾处的情感得到升华或拔高，把故事所折射出的人生观、价值观充分体现出来。
第五步：逻辑关键词汇，高频句式提炼。
设计好要续写的两段的情节后，考生可以先在草稿纸上把原文出现的主要人物、发生的主要事件和描写人物或事件的情感词罗列出来，并按事件的发生顺序逐一理清。最后，考生用这些关键词汇重构句子，写出连贯一致的句群。
第六步：升格词汇句式，誊写完善成文。
考生在写好两段的内容后，可以根据语法知识把一些低级的词汇或句式进行润色升格。升格低级词句的目的是让续写的内容更加符合原文的语言风格，与原文在衔接上更加融洽。完成这一步后，考生要迅速把写好的两段英文以清晰、规范、美观、流畅的书写誊写在答题纸上。
【故事情节构建框架】
【校园生活语料分类精编】
一、神态描写类
1. The students' faces beamed with excitement and anticipatin.
1.学生们脸上洋溢着兴奋和期待。
2. She bit her lip, a sign f cncentratin as she studied fr the exam.
2. 她咬着嘴唇，专心致志地备考。
3. His eyes widened with surprise as he saw his name n the list f winners.
3. 当他看到自己名字在获胜者名单上时，眼睛睁得大大的，充满了惊喜。
4. She blushed brightly, feeling embarrassed by the unexpected cmpliment.
4.她脸红得厉害，对意外的赞美感到尴尬。
5. He chuckled sftly, amused by the jke tld by his friend.
5.他轻轻地笑了，被朋友的笑话逗乐了。
6. Her brw furrwed in deep cncentratin as she slved the cmplex math prblem.
6.她眉头紧锁，全神贯注地解决复杂的数学问题。
7. He held his breath, waiting fr the results f the cmpetitin.
7.他屏住呼吸，等待比赛的结果。
8. Her eyes sparkled with jy as she pened the gift frm her friend.
8.她打开朋友送的礼物时，眼中闪烁着喜悦的光芒。
9. He appeared nervus, shifting his weight frm ne ft t anther as he awaited the interview results.
9.他显得很紧张，在等待面试结果时，不断在脚之间转移重量。
10. She smiled warmly, greeting her friends as they entered the classrm.
10.她微笑着，温暖地向走进教室的朋友们打招呼。
二、心理描写类
1. The eager anticipatin f new experiences filled the students' minds.
1.学生们充满了对新经历的热切期待。
2. The butterflies in their stmachs fluttered with excitement.
2.他们心中的蝴蝶因激动而翩翩起舞。
3. They culdn't help but feel a sense f nstalgia mixed with excitement.
3.他们不禁感到一种怀旧与激动交织的情感。
4. The thught f seeing ld friends brught a smile t their faces.
4.想到能见到老朋友，他们脸上露出了微笑。
5. The students' eyes sparkled with curisity and eagerness.
5.学生们眼中闪烁着好奇和渴望。
6. The anticipatin f success and grwth filled their minds.
6.他们对成功和成长的期待充满了脑海。
7. They culdn't wait t explre the new pssibilities that the campus had t ffer.
7.他们迫不及待地想探索校园所提供的新可能性。
8. The students felt a sense f belnging and cnnectin t the campus.
8.学生们感到一种属于和连接校园的感觉。
三、环境描写类
1. The vibrant clrs f fall filled the campus, with leaves rustling underft and a crisp autumn breeze.
1.校园里充满了秋天的鲜艳色彩，树叶在脚下沙沙作响，秋天的凉爽微风不燥。
2. The scent f freshly mwed grass wafted thrugh the air, signaling the start f a new day.
2.新鲜割草的香味弥漫在空气中，预示着新的一天开始了。
3. The bell twer tlled, its peals eching acrss the campus, marking the beginning f the schl day.
3.钟楼的钟声响起，回荡在整个校园，标志着学校的开始。
4. The sund f laughter and cnversatins filled the quad, as students gathered t chat and catch up.
4.笑声和谈话声充满了方形广场，学生们聚在一起聊天，增进感情。
5. The library buzzed with the hum f thusands f bks, knwledge, and research.
5.图书馆里充满了成千上万本书籍、知识和研究的声音。
6. The cafeteria bustled with activity, filled with the arma f ht meals and the chatter f hungry students.
6.食堂里热闹非凡，充满了热饭菜的香气和饥肠辘辘的学生们的嘈杂声。
7. The campus green spaces were dtted with students reading, relaxing, and enjying the sunshine.
7.校园的绿地散布着阅读、放松和享受阳光的学生。
8. The auditrium filled with the sund f applause and excitement, as a perfrmance gt underway.
8.礼堂里充满了掌声和激动的声音，一场演出即将开始。
9. The sprts fields vibrated with the energy f athletes, as they trained and cmpete fr victry.
9.运动场上充满了运动员的能量，他们训练和竞争胜利。
10. At night, the campus was illuminated by the sft glw f street lamps, casting lng shadws and a sense f serenity.
10.夜晚，校园被街灯的柔和光芒照亮，投下长长的影子，营造出宁静的氛围。
四、主题升华类（师生情谊）
1. A wrd f encuragement frm the teacher helped me regain my cnfidence in studying.
1. 教师的一句鼓励让我重新找回了对学习的信心。
2. After every class meeting, the teacher’s summary always inspired and mtivated us.
2. 每次班会后，老师的总结总能给我们新的启发和力量。
3. That class was lively and interesting; the teacher’s humrus explanatin left a deep impressin n me.
3. 那节课生动有趣，老师的幽默讲解让我印象深刻。
4. The bnd between the teacher and students evlved int a mutual respect and admiratin that transcended the classrm.
4.师生之间的纽带演变成了一种超越课堂的相互尊重和钦佩。
5. The teachers' guidance and encuragement led t a prfund persnal grwth fr the students, fstering a sense f mentrship beynd academics.
5.老师的指导和鼓励引领学生们实现了深远的人格成长，培养了超越学术的师生情谊。
6. The students' admiratin fr their teachers was evident as they sught their wisdm nt nly in schl but als in their persnal lives.
6.学生们对老师的钦佩之情体现在他们不仅在学业上，而且在个人生活中也寻求老师的智慧。
五、主题升华类（同学互助）
1. After failing the test, my deskmate encuraged me with a little nte, which deeply tuched me.
1. 那次考试失利后，同桌用一张小纸条鼓励了我，令我十分感动。
2. When I encuntered difficulties, helpful classmates always reached ut t supprt me.
2. 当我遇到困难时，热心的同学总是伸出援手，给予我帮助。
3. My friend and I cmpleted an experiment tgether, and ur teamwrk made me prud.
3. 我和朋友一起完成了一项实验，我们的默契合作让我感到自豪。
4. Students ften lent a helping hand t their classmates, creating a sense f cmmunity and supprt within the campus.
4.学生们经常互相帮助，营造出一种校园内的社区感和支持氛围。
5. The act f helping a struggling classmate resulted in strnger bnds and a mre chesive grup dynamic.
5.帮助挣扎中的同学的行为增强了彼此之间的联系和团队的凝聚力。
6.Peer supprt was readily available, as students shared study resurces and helped with assignments t ensure everyne's success.
6.同学间的支持随时可用，学生们分享学习资源，帮助解决作业，确保每个人的成功。
六、主题升华类（克服困难）
1. During a cnversatin with my teacher, I fund new ways t cpe with academic pressure.
1. 在与老师的一次交流中，我找到了应对学习压力的新方法。
2. In the relay race during the sprts meet, we wrked tgether and wn first place.
2. 在运动会的接力赛中，我们团结一心，取得了第一名。
3. Facing academic challenges head-n, students learned t persevere and grw strnger as a result.
3.学生们正面迎接学术挑战，结果学会了坚持并在过程中变得更强大。
4. Overcming scial bstacles, the students develped resilience and a greater sense f empathy twards thers.
4.克服了社交障碍，学生们培养了韧性并对他人产生了更深的同理心。
5. Thrugh the adversity f lsing a teammate, the sprts team bnded and grew clser, finding strength in their unity.
5.在失去一名队友的逆境中，运动队团结一致，变得更亲密，并在团结中找到了力量。
6. By pushing thrugh their fears and taking calculated risks, the students expanded their hrizns and gained valuable life experiences.
6.通过克服恐惧并采取有计划的冒险，学生们拓宽了视野并获得了宝贵的生活经验。
七、主题升华类（校园记忆）
1. Campus life is full f laughter and grwth, and it’s the mst precius memry f my life.
1. 校园时光充满了欢笑和成长，是我人生中最珍贵的记忆。
2. Althugh academic pressure was intense, my classmates’ cmpany made it much easier t handle.
2. 虽然学习压力很大，但同学们的陪伴让我感到轻松许多。
3. In campus life, thse seemingly rdinary mments became my mst unfrgettable memries.
3. 校园生活中，那些看似平凡的小事成就了我最难忘的记忆。
4. After schl, we wuld always laugh and play n the playgrund, enjying simple happiness.
4. 每当放学后，我们总会在操场上欢声笑语，享受简单的快乐。
5. Campus life is the starting pint f dreams, teaching me the imprtance f hard wrk.
5. 校园生活是梦想的启航地，让我明白了努力的重要性。
6. At the art festival, my painting was exhibited, which gave me a great sense f accmplishment.
6. 在艺术节上，我的画作被展出，这给了我极大的成就感。
7. In the class chir cmpetitin, we perfrmed with heart and received a rund f applause.
7. 在那次班级合唱比赛中，我们用心演绎，赢得了全场掌声。
8. The schl library is my favrite place because it’s quiet and full f knwledge.
8. 学校图书馆是我最喜欢的地方，因为那里安静又充满知识的气息。
【校园生活话题高考真题调研】
【调研1】2024·浙江1月卷--树影指路：迷途少女的逆袭导航法
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。
Eva spent the first week f high schl trying t keep her head abve water. One f the majr headaches fr her was finding her way in the huge schl building. It was a six-stry building. On each flr, hallways stretched in fur directins, leading t classrms, labratries, and teachers’ ffices. Smewhere in the building, there was als a library, a cafeteria, and a gym.
Having a pr sense f directin, Eva fund it impssible t get arund in such a huge building. All the different hallways and rms were t much t think abut, let alne cmmit t memry. She decided that she wuld memrize where her classes were and then pretend that the rest f the place didn’t exist.
In her first PE class, Eva was shcked when Cach Pitt annunced that everyne had t run ne mile arund the track utside. She searched the faces f her classmates fr signs f panic. There was nthing she feared mre than having t run a whle mile. T Eva, “a mile” was used t describe lng distances. It was ten miles frm her hme t her grandfather’s, and that always seemed like a lng way, even in a car!
When Cach Pitt blew his whistle (哨子), Eva figured she wuld be left in the dust. Hwever, while sme f her classmates edged ahead, thers actually fell behind. ” It’s just the beginning, “she thught. “I’ll cme in last fr sure.”
Sn Eva began t breathe hard, with her heart punding and legs shaking. Feeling desperate, Eva started using a mind trick n herself. She stpped thinking abut the wrd” mile. “Instead, she fcused n reaching the shadw cast n the track by an ak tree up ahead. Then she cncentrated n jgging t the spt where the track curved (拐弯). After that, she tried t see if she culd cmplete her first lap. One lap turned int tw, then three, then fur.
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。
When Cach Pitt said “Nice wrk!” t her at the finish line, Eva was surprised.
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Eva decided t use the same trick t deal with the schl building.
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【满分范文】
When Cach Pitt said “Nice wrk!” t her at the finish line, Eva was surprised. In the vast expanse f her schl, a girl with pr directinal skills struggled t navigate and ften gt lst. One day, during gym class, she bserved a unique way t find her way - fllwing the shadws f trees. As the sun cast its rays, the girl nticed hw the shadws created patterns n the grund, guiding her path. She tk a leap f faith and fllwed the shadws, surprising herself with each turn and stretch. Her effrts were nticed by the teacher, wh praised her innvative thinking.
Eva decided t use the same trick t deal with the schl building. She used the shadws t navigate the schl hallways, find her classes, and even lcate the schl's varius facilities. This newfund skill nt nly helped the girl navigate her schl but als instilled in her a sense f cnfidence and adventure. She learned excitedly that with a little creativity and bservatin, any challenge culd be vercme. And with each step she tk, she left behind a legacy f inspiratin fr thse wh fllwed in her ftsteps, knwing that even withut a clear sense f directin, there's always a way t find ne's way.
【导语】本文以人物为线索展开，讲述了高中生Eva因为方向感不强，经常在学校里迷路，在一次体育课上教练要求他们沿着校园跑步的时候Eva发现跟着树的影子能找到方向，她通过这个方法重新认识到了校园。
【详解】1.段落续写：
①由第一段首句内容“当Pitt教练在终点线对她说:“干得好!”，伊娃很惊讶。”可知，第一段可描写Eva通过自己追随影子的方法找到方向，并且受到了教练的称赞。
②由第二段首句内容“Eva决定用同样的手段来记住学校大楼。”可知，第二段可描写Eva通过记住影子的方法来记住学校大楼并且通过这件事之后的感悟。
2.续写线索：方向感太差记不住学校建筑的位置——体育课上绕着学校跑却找不到方向——害怕最后一名心里非常紧张——跟随影子找到方向——受到教练的赞赏——获得感悟
3.词汇激活
行为类
①努力做某事：struggle t d sth./strive t d sth.
②导航：navigate/guide
③了解：learn/knw/acknwledge
情绪类
①使某人惊讶：surprise sb./astnish sb.
②激动地：excitedly/in excitement
【点睛】[高分句型1]Her effrts were nticed by the teacher, wh praised her innvative thinking.（wh引导的非限制性定语从句）
[高分句型2]She learned that with a little creativity and bservatin, any challenge culd be vercme. （that引导的宾语从句）
【调研2】2023·新课标I&II卷--征文夺魁那日起，我的人生开始落笔生花
阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。
When 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.
注意:
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
A few weeks later, when I almst frgt the cntest, there came the news.
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I went t my teacher’s ffice after the award presentatin.
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【满分范文】
A few weeks later, when I almst frgt the cntest, there came the news. I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. I was s happy t hear the news that I immediately shared it with my teacher. “I knew yu’d win! I am prud f yu. Yu made it!” he said excitedly. Then came the big day. When I was invited t the stage t receive the award, I expressed my thanks t my teacher. I said, “It’s yu wh make me fall in lve with writing, my scial studies teacher. Withut yur recgnitin and guidance, I culdn’t have written this article. Again thank yu very much!”
I went t my teacher’s ffice after the award presentatin. My teacher was waiting fr me. Hlding my hands, he said “Cngratulatins! Yu are a gd writer, s keep writing.” “Yu knw I didn’t like writing befre, but nw I am crazy abut it! I will try my best t create gd wrks.” I said seriusly. Since then, I have written many gd wrks and nw I am a famus writer. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
【导语】本文以人物为线索展开，讲述了作者上中学的时候，社会学老师邀请作者参加一个写作比赛。作者不喜欢写作，于是想都没想就拒绝了。但是在老师的鼓励下，作者同意试一试。作者在写作过程中虽然很累，但是没有放弃，坚持下来了。在作者最终完成写作时，作者感到写作让他很快乐，他已经不在乎输赢了。
【详解】1.段落续写：
①由第一段首句内容“几个星期后，当我几乎忘记比赛的时候，传来了消息。”和第二段首句“颁奖后我去了老师的办公室。”可知，第一段可描写作者获得比赛一等奖，在颁奖典礼上作者表达了对社会老师的感激。
②由第二段首句内容“颁奖后我去了老师的办公室。”可知，第二段可描写老师鼓励作者继续写作，自此作者坚持写作取得了成功，作者将这一切归功于自己的老师。
2.续写线索：比赛消息传来——作者获奖——高兴——颁奖典礼感谢老师——颁奖后来到老师办公室——老师告诉作者坚持写作——作者表达了对写作的喜爱——作者写作取得了成功——感激老师
3.词汇激活
行为类
①告知：infrm/tell
②成功做到：make it/succeed
③表达：express/cnvey
情绪类
①高兴的：happy/glad
②激动地：excitedly/with excitement
【点睛】[高分句型1] I was infrmed that I wn the first prize in the writing cntest and that there wuld be an award presentatin in tw days. （运用了由连接词that引导的宾语从句）
[高分句型2] It’s yu wh make me fall in lve with writing, my scial studies teacher.（运用了强调句）
[高分句型3] I we my success t my scial teacher wh is a beacn in my life n the rad t writing.（运用了wh引导的限制性定语从句）
【调研3】2022·新课标I&II卷--破茧之路：从自我怀疑到赛场闪耀的逆袭
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 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.
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.
We sat dwn next t each ther, but David wuldn’t lk at me.
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I watched as David mved up t the starting line with the ther runners.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【满分范文】
We sat dwn next t each ther, but David wuldn’t lk at me. I said gently and quietly, “N ne can change yur mind, except yurself. If yu desire t challenge yurself, there is nthing t d with thers’ thughts.” He sat still with a deep breath. “Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here”, I added with a sincere tne. Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. His cach heard what David said and gave me a lk—the kind that was mre determined than anyne else’s.
I watched as David mved up t the starting line with the ther runners. The race started. It seemed that the runway was extremely lng fr yung children, nt t mentin a child with a heart disease. David insisted n running as if he had frgtten all his weaknesses, thugh he was tripped ver within the a few kilmeters. It didn’t take lng befre he picked himself up again and cntinued his missin. Classmates all appeared n the racing track, cheering fr him. “Cme n! Yu can make it! We are prud f yu!” they shuted enthusiastically. T everyne’s jy, he reached the final line and ranked the 20th. It was n mre imprtant whether he wn the first place r nt. It was his brave heart and strng faith that culd make smething unusual happen finally.
【导语】本文以赛跑为线索展开。作者是一名特殊教育教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。作者让大卫追寻自己的内心，不理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。
【详解】1.段落续写：
①由第一段首句内容“我们挨着坐着，但大卫不愿看我一眼。”和第二段首句内容”我看着大卫和其他选手一起走到起跑线上。”可知，第一段可描写作者鼓励大卫继续完成比赛，大卫经过强烈的心理斗争，最终决定参加比赛。
②由第二段首句内容“我看着大卫和其他选手一起走到起跑线上。”可知，第二段可描写大卫开始参赛，虽然中途遇到困难，仍然坚持到最后，完成比赛。
2.续写线索：鼓励大卫——心理变化——决定参赛——克服困难——加油助威——完成比赛
3.词汇激活：行动类：
①深呼吸：with a deep breath/breathe deeply
②坚持做：insisted n ding/be stick t ding
情绪类：
①热情：enthusiastically /with great passin
②骄傲：be prud f/take pride in
【点睛】[高分句型1]. Yu have a full preparatin befre this event, which is the mst imprtant reasn why yu shw up here. (由which引导的非限制性定语从句和 why引导的限制性定语从句)
[高分句型2]. Hearing my wrds, David turned t me tremblingly with tears spilling ut f his eyes and expressed he had made a firm determinatin t finish the crss-cuntry run. (现在分词作状语和省略that的宾语从句)
[高分句型3]. It was his brave heart and strng faith that culd make smething unusual happen finally. (含有It was…that结构的强调句型)
【校园生活话题名校好题调研】
【调研1】（24-25高三下·山西·开学考试）教师节惊喜：从默默无闻到惊艳全场的音乐蜕变
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
The teacher’s hand frze in the middle f writing smething n the blackbard and the whle class laughed, when Mhi rushed int the classrm. Having recvered frm his initial shck, the teacher turned arund t face the rest f the students. Gradually, the laughter died ut.
“Srry,” Mhi said quickly and hurried t his seat.
Mhi was jkingly called “little Einstein” by his classmates, because he was s absent-minded that he rarely shwed up with apprpriate clthing. Tday, he wre a pair f funny green shes that were t big fr his feet. And his half-buttned shirt revealed a very silly red underwear. Actually, Mhi’s classmates always lked frward t such mments that helped t brighten up their therwise bring schl life.
Althugh his classmates fund Mhi amusing, they ignred him mst f the time. And Mhi seemed t absrbed in his wn thughts t care abut making friends with them, either. Mhi’s nly friend was Hamed, wh sat beside him.
One day, Mhi did nt shw up at schl. After schl, Hamed decided t walk ver t Mhi’s huse t check n him. As he apprached the gate, he culd hear vilin music. “Mhi has never played music at schl,” he thught. “Maybe, he is listening t a recrd.”
He called Mhi’s name several times but there was n respnse. As the gate was nt lcked, Hamed let himself in. His eyes widened in surprise: At the center f the living rm, Mhi was lst in playing the vilin. With his eyes tightly clsed, Mhi played s beautifully that the music seemed like cming frm a classic recrd.
“Maybe I culd find an pprtunity fr Mhi t shw his talent and be appreciated mre by the rest f the class,” Hamed thught.
注意：1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
When Teachers’ Day came arund, a gd idea ccurred t Hamed.
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The teachers and students were surprised t see Mhi walk nt the stage with a vilin.
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【满分范文】
When Teachers’ Day came arund, a gd idea ccurred t Hamed. It was the traditin f the class t have a cncert fr their teachers n Teachers’ Day and every student culd vlunteer t play his r her favrite music in frnt f the class. Hamed shared his idea with Mhi. At first, Mhi was unwilling t play. After Hamed tld him what he had thught f his music talent, Mhi eventually agreed t have a try.
The teachers and students were surprised t see Mhi walk nt the stage with a vilin. They had never seen him play any instrument r sing a sng in public. But as sn as he started t play, they fell silent. As the last nte ended, there was a mment f silence, which was fllwed by thunderus applause. After the applause died dwn, Mhi cleared his thrat and said shyly, “Thanks t my teachers and classmates fr tlerating my absent-mindedness. Thanks t Hamed wh always tries t see the best side f me.”
【导语】本文以人物为线索展开，讲述了平日里因不修边幅而成为同学笑料的Mhi，通过好友Hamed的推荐，在教师节音乐会上展示了他的音乐天赋，从而获得了全校师生的认可。
【详解】1.段落续写：
①由第一段首句内容“教师节来临之际，Hamed想到了一个好主意。”可知，第一段可描写Hamed鼓励Mhi在教师节表演小提琴，Mhi最终同意尝试一下。
②由第二段首句内容“老师和学生们惊讶地看到Mhi带着小提琴走上舞台。”可知，第二段可描写Mhi的表演效果和观众的反应，以及Mhi对老师同学和Hamed表达感谢。
2.续写线索：Hamed想到好主意——Hamed鼓励Mhi在教师节表演小提琴——Mhi最终同意尝试一下——Mhi表演——Mhi表达感谢
3.词汇激活
行为类
①尝试一下：have a try/give it a try
② 开始：start/begin
③容忍：tlerate/bear/stand
情绪类
①不愿意的：unwilling/reluctant
② 害羞地：shyly/with shame
【点睛】【高分句型1】After Hamed tld him what he had thught f his music talent, Mhi eventually agreed t have a try.(运用了After引导的状语从句，what引导的宾语从句)
【高分句型2】As the last nte ended, there was a mment f silence, which was fllwed by thunderus applause. (运用了As引导的状语从句，which引导的定语从句)
【调研2】（23-24高二下·河南安阳·期末）青蛙恶作剧背后：从幸灾乐祸到愧疚致歉的心灵转折
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。
“Have yu brught the frg t schl?” I whispered excitedly t my friend, Jhn. It was early in the mrning and my friends, Jhn, Tm and I were already in schl, discussing the prank(恶作剧)we were ging t play n ur class mnitr, Jane. Laughing quietly, Jhn reached fr his bag, pened the bag and shwed us the frg in his bag. Tm and I culdn't hld back the laughter, thinking abut what wuld happen.
Ring! As sn as the bell rang, ther students, including Jane, hurried ut f the classrm. We had planned t put a frg in Jane's bag and scare her fr telling Ms Tan, ur headteacher, that we were playing in the classrm when there was n teacher in class. “This shuld teach her a lessn!” I thught, smiling t myself. Once we were the nly nes left in the classrm, I tk the frg frm Jhn's bag. Surveying arund t make sure that n ne was walking past ur classrm, I put the frg int Jane's bag secretly.
“Please take ut the hmewrk I assigned yu yesterday,” Ms Tan instructed after the break. Everyne started lking thrugh their schlbags fr their hmewrk. Out f the crner f my eye, I spied Jane bending dwn t pen her bag. Glancing ver at Tm and Jhn, I saw them cvering their muths, trying t hide their laughter.
“Ahhh! There is a frg in my bag!” Jane screamed as the frg leapt(跳) ut f her bag.
注意：1.续写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
She jumped nt her chair as she screamed in hrrr.
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Gathering all my curage, I decided t tell the truth.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【满分范文】
She jumped nt her chair as she screamed in hrrr. A few girls held their breath in shck and sme rushed ut f the classrm. The ther classmates and I burst int laughter. I thught, “Serve yu right, Jane! Yu shuld nt have tld Ms Tan abut what we did!” “Silence!” Ms Tan shuted, glaring at all f us. Silence filled the classrm. “Wh did this?” Seeing Jane still standing n her chair, her eyes widened and face pale, I felt regretful fr what I had dne suddenly.
Gathering all my curage, I decided t tell the truth. “…I did… it,” I said in a lw vice. Ms Tan criticized me and cmmanded me t aplgize and take back the frg. Fllwing my lead, Jhn and Tm std up and aplgized t. Frtunately, Jane frgave us willingly. I breathed a sigh f relief. That day, regret welled up within me as I thught abut the prank I had played n pr Jane. My heart sank with guilt ver hw Jane had easily and kindly frgiven us. I realized that we shuld nt have played a prank n such a kind girl.
【导语】本文以事件发展为线索展开，讲述了作者和朋友们为了报复班长Jane向老师告状，而将一只青蛙放进她的书包里，最终作者意识到自己的错误并向Jane道歉的故事。
【详解】段落续写：
①由第一段首句内容“她惊恐地尖叫着跳到了椅子上。”可知，第一段可描写Jane发现青蛙后的反应以及同学们的不同表现，同时作者开始反思自己的行为。
②由第二段首句内容“我鼓起所有的勇气，决定说出真相。”可知，第二段可描写作者承认错误，Jhn和Tm也跟随作者一起道歉，最后Jane原谅了他们，作者深感后悔。
续写线索：Jane的反应——同学们的反应——作者的反思——承认错误——Jhn和Tm的道歉——Jane的原谅——作者的后悔
词汇激活
行为类
①尖叫：scream/cry ut
②批评：criticize/cndemn
③原谅：frgive/clear the air
情绪类
①震惊：shcked/stunned
②后悔：regretful/remrseful
【点睛】[高分句型1] Seeing Jane still standing n her chair, her eyes widened and face pale, I felt regretful fr what I had dne suddenly.（使用了现在分词短语作状语）
[高分句型2] That day, regret welled up within me as I thught abut the prank I had played n pr Jane.（使用了as引导的时间状语从句）
【调研3】（2020·山东潍坊·一模）--道歉，让“问题学生”变课堂新星
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。
My Best Teaching Experience
Tyler was nly in my senir class fr a semester. He had been suspended (使停学) many times in previus years because f his anger issues. When he entered my class, I thught the wrst.
Tyler sat in the back rw. Every time I talked t the class, I wuld ask students questins, calling them by name. Unfrtunately, every time I called n Tyler, he wuld respnd with a jke. If he gt an answer wrng, he wuld becme angry.
Abut a mnth int the year, I was still trying t cnnect with Tyler. I can usually get students invlved in class discussins r at least have them sit quietly and attentively (专心地). By cntrast, Tyler was ften lud and smetimes rude.
He had been in s much truble ver the years. He expected his teachers t knw abut his past; abut hw many times he had been sent t the ffice r suspended frm schl. I had fund that these srts f referrals (移交) were nt very effective and that students wuld return frm the ffice behaving wrse than befre.
One day, Tyler was talking ver me while I was teaching. I stpped my lessn and said, “Tyler, why dn’t yu jin in ur discussin instead f having ne f yur wn?” With that, he gt up frm his chair, pushed it ver and yelled smething. I can’t remember what he said ther than that he included sme implite wrds. I sent Tyler straight t the ffice, and he received a week’s suspensin.
T this pint, this was ne f my wrst teaching experiences. Tyler’s anger was almst t much fr me. The week Tyler was suspended frm schl was a wnderful time, and we gt a lt accmplished as a class. Hwever, the suspensin week wuld sn cme t an end, and I was fearful f his return.
续写要求：
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。
On the day f Tyler’s return, I std at the dr awaiting him.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A spark f surprise flashed acrss his face.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【满分范文】
On the day f Tyler’s return, I std at the dr awaiting him. At last he came, walking with his hands in his pckets. That image immediately brught back memries f the by thrwing a tantrum in class the ther day. Yet I managed t restrain my anger this time. These past few days, I had been building a wall between us with blame and punishment, s I thught t myself that maybe I shuld try anther way. “I want t aplgize fr the quarrel that we had in the middle f class, and I’m really srry if it hurt yur feelings,” I said, finally breaking the ice.
A spark f surprise flashed acrss his face. The naughty by frze there, staring at me with wide eyes. It was clear that he had never heard an aplgy frm a teacher befre. “It is I wh shuld say srry,” he murmured, his face burning with shame, “I shuld have learned t cntrl myself.” With a smile, I stepped frward and patted him n his shulder, signaling t him t g back t his seat. In the days that fllwed, Tyler didn’t misbehave in class anymre and tk an active part in class discussins. I had never expected “understanding” culd make such a huge difference — it turned ne f my wrst teaching experiences int perhaps the best ne.
【导语】本文以人物为线索展开，讲述了作者的学生泰勒很难控制自己的情绪，很容易生气。在课堂上其他同学讨论问题时他总是吵闹，这让作者很无奈。一天泰勒和作者说话时说了一些粗鲁的话，所以他被送到办公室，并被停课一周。作者很担心泰勒回到学校后会有什么表现。
【详解】1.段落续写：
①由第一段首句内容“泰勒回来的那天，我站在门口等他。”可知，第一段可描写泰勒回来后，作者对过去的做法进行了反思并主动给泰勒道歉。
②由第二段首句内容“他脸上闪过一丝惊讶的光芒。”可知，第二段可描写作者的做法打动了泰勒，泰勒也做出道歉并改过自新。
2.续写线索：忍住怒火——深刻反思——主动道歉——感到惊讶——认识错误——改过自新
3.词汇激活
行为类
①等待：await/wait fr
②控制：restrain/cntrl/hld back
③低语：murmur/whisper
情绪类
①抱歉的：srry/regretful
②愤怒：anger/rage/indignatin
【点睛】【高分句型1】These past few days, I had been building a wall between us with blame and punishment, s I thught t myself that maybe I shuld try anther way.(运用了that引导的宾语从句)
【高分句型2】It was clear that he had never heard an aplgy frm a teacher befre.(运用了形式主语it和that引导的主语从句)
【高分句型3】In the days that fllwed, Tyler didn’t misbehave in class anymre and tk an active part in class discussins.(运用了that引导的定语从句)
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