2025年高考真题和模拟题英语分类汇编：专题12 读后续写（全国通用）（解析版）

这是一份2025年高考真题和模拟题英语分类汇编：专题12 读后续写（全国通用）（解析版），共31页。
Writing 1
（2025年全国一卷）My wife and I wanted t share ur new hme with family and friends by hsting a small gathering in the early summer. She had prepared lts f snacks, while my jb was t have the backyard in rder.
There was plenty f space fr the kids t run and play. There was just ne thing I hadn’t cunted n: My brther chse t bring his dg Tby, a 50-pund ball f fire. Thugh friendly, he culd easily knck ver my niece’s small bys and my six-mnth-ld granddaughter. S, when my brther shwed up, I asked him t watch Tby and keep him utside.
My plan was wrking ut just fine. Tby was using up his energy by running back and frth in the backyard and giving the kids plenty f rm. Unexpectedly, after supper, the weather changed. It started t rain and everyne went indrs.
It was an awkward mment. I didn’t want Tby t be running arund in the huse, and my brther wasn’t happy with driving hme with a wet dg. Eventually, my brther decided t leave rather than frce the issue.
A few days passed, and I hadn’t heard anything frm my brther. I texted him and expressed wishes fr him t cme ut again. His reply came as a surprise — a shck, actually: “Nt a chance.” Clearly, he was unhappy ver the way we had parted. After all, I had left him little chice. Well, he’ll get ver it, I reasned.
Tw mnths passed. My wife suggested I get in tuch with my brther, but I resisted, thinking he shuld call first. Hwever, my cnscience (良心) kept bthering me. I tried t put myself in my brther’s shes. He was facing health issues and his wife f thirty-five years had passed away a few mnths earlier. Tby was his cnstant cmpanin, the ne wh kept him ging.
注意:
(1)续写词数应为150个左右；
(2)请按如下格式在答题卡的相应位置作答。
I realized it was me wh was at fault.
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With the biscuits my wife had made, I arrived at my brther’s dr.
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【答案】One pssible versin:
I realized it was me wh was at fault. I had been s fcused n keeping the party under cntrl that I failed t cnsider hw imprtant Tby was t my brther during this difficult time. My pride had kept me frm reaching ut, and nw mnths had passed withut a prper cnversatin. One evening, I picked up the phne and left him a vice message, aplgizing fr my behavir and asking if we culd meet. T my relief, he called back the next day, and we agreed t get tgether sn.
With the biscuits my wife had made, I arrived at my brther’s dr. He pened it with a surprised smile, and fr a mment, neither f us spke. Then we hugged — smething we hadn’t dne since befre his wife passed away. We sat n the prch with Tby resting beside us, and I handed him the bx f biscuits. “Thank yu,” he said quietly. We talked fr hurs, laughing, remembering ld times, and slwly rebuilding what had been lst. As I watched Tby gently rest his head n my brther’s leg, I knew we were finally n the path t healing.
【解析】
【导语】本文以人物为线索展开，讲述了作者因担心弟弟的狗Tby影响聚会，要求弟弟看好狗，后因天气变化导致弟弟提前离开并心生芥蒂。两个月后作者意识到自己的过错，主动带着妻子做的饼干登门道歉，最终兄弟俩和解的故事，展现了亲情中理解与包容的重要性。
【详解】1. 段落续写：
①由第一段首句内容“我意识到是我错了。” 可知，第一段可描写作者反思自己在聚会上只顾控制局面，忽视了Tby对弟弟的重要性，因骄傲迟迟未联系弟弟，最终通过电话留言道歉并约定见面。
②由第二段首句内容“带着妻子做的饼干，我来到了弟弟家门口。”可知，第二段可描写弟弟开门时的惊讶与沉默，兄弟俩拥抱和解，坐在门廊上谈心，看着Tby依偎在弟弟腿边，明白亲情修复的意义。
2. 续写线索：反思过错——电话留言道歉——约定见面——带饼干登门——拥抱沉默——谈心和解——领悟亲情
3. 词汇激活
行为类
①道歉：aplgize/say srry/make an aplgy
②拥抱：hug/embrace
③重建：rebuild/restre/recnstruct
情绪类：
①宽慰：relief/cmfrt/satisfactin/ease
②惊讶：surprised /shcked/astnished
【点睛】[高分句型1] I had been s fcused n keeping the party under cntrl that I failed t cnsider hw imprtant Tby was t my brther during this difficult time.（运用了“”引导结果状语从句以及hw引导宾语从句）
[高分句型2] One evening, I picked up the phne and left him a vice message, aplgizing fr my behavir and asking if we culd meet.（运用了现在分词短语作状语以及if引导的宾语从句）
[高分句型 3] As I watched Tby gently rest his head n my brther’s leg, I knew we were finally n the path t healing.（运用了as引导时间状语从句以及省略that的宾语从句）
Writing 2
（2025年全国二卷）“What is yur name? ” is a questin mst frequently asked when peple meet fr the first time. But fr me, it was the first challenge I encuntered as an internatinal student in Ireland.
The prnunciatin system f the Chinese language is quite different frm that f English. Fr native speakers f English, sme Chinese wrds are rather difficult t prnunce. My given name Qiuyu (秋雨), fr instance, happened t be a great challenge fr many f them. Every time I gave a self-intrductin, I had t explain hw t prnunce my name at least five times, yet they still culd nt say it the way I did.
Once in a lecture, the prfessr tried repeating my name after me ver and ver in frnt f thirty classmates. I really did nt knw whether I shuld cntinue crrecting him r simply drp the matter. I feared that my classmates might grw tired f my effrts r even lse patience with me. After all, I did care abut hw thers wuld think f me. I realized that if I didn’t stp, the entire lecture wuld be ruined. “It’s kay, prfessr,” I shrugged (耸肩). The awkward mment ended with the class erupting int laughter. I frced a smile, unsure hw t respnd further.
After that incident, I stpped acting as a “Chinese teacher.” Instead f crrecting thers when they were struggling t prnunce my name, I just smiled and ndded apprvingly. This apprach spared me the discmfrt f having t ver-explain. Hwever, I sn fund that by ding s, I might be lsing smething mre imprtant: the pprtunity t share a small part f my cultural identity.
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。
In a class discussin, I was invited t explain the meaning f my name.
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Many f my classmates gt interested and came up t me after class.
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【答案】One pssible versin:
In a class discussin, I was invited t explain the meaning f my name. Standing up, I felt a mix f nervusness and excitement. “My name, Qiuyu, cmbines the characters fr autumn and rain in Chinese,” I began, my vice steady. “Autumn represents harvest and maturity, while rain symblizes nurishment and grwth. Tgether, they embdy a time f abundance and renewal.” As I spke, I nticed the rapt attentin f my classmates, their eyes reflecting curisity and respect. It was a mment f cnnectin, a bridge built between cultures thrugh the simple act f sharing my name.
Many f my classmates gt interested and came up t me after class. They surrunded me, their questins puring ut like a stream. “What ther names have beautiful meanings in Chinese?” “Can yu teach us hw t write ur names in Chinese characters?” I smiled, feeling a warmth spread thrugh me. I tk ut a piece f paper and began t sketch ut characters, explaining each strke and its significance. Thrugh this interactin, I realized that by embracing my cultural identity, I was nt nly preserving my heritage but als enriching the lives f thse arund me. It was a small yet meaningful step twards fstering cultural understanding and appreciatin.
【解析】
【导语】本文以人物为线索展开，主要讲述了作者作为国际学生在爱尔兰因中文名字发音难而遭遇挑战，之后在一次课堂讨论中分享名字含义，意识到分享文化身份重要性，并借此与同学增进文化理解的故事。
【详解】1.段落续写：
①由第一段首句内容“在课堂讨论中，我被邀请解释我名字的含义。”可知，第一段可描写作者在课堂讨论中解释自己名字的含义，并感受到同学们的专注和尊重，意识到这是一个文化交流的契机。
②由第二段首句内容“我的许多同学都很感兴趣，下课后都来找我。”可知，第二段可描写课后同学们对作者名字背后的文化产生浓厚兴趣，纷纷提问，作者通过教他们写中文名字，进一步加深了彼此的文化理解和欣赏。
2.续写线索：课堂受邀请解释名字的含义——作者阐释名字的寓意——同学们专注倾听——同学们对名字背后的文化感兴趣——作者教他们写中文名字——感悟文化桥接
3.词汇激活
行为类
①代表：represent/stand fr
②解释：explain/illustrate
③保护：preserve/prtect
情绪类
①紧张：nervusness/tensin
②兴奋：excitement/thrill
【点睛】【高分句型1】As I spke, I nticed the rapt attentin f my classmates, their eyes reflecting curisity and respect.(运用了as引导的状语从句以及独立主格结构)
【高分句型2】Thrugh this interactin, I realized that by embracing my cultural identity, I was nt nly preserving my heritage but als enriching the lives f thse arund me.(运用了that引导的宾语从句和“nt als...”连接两个并列结构)
Writing 3
（2025年1月浙江卷）Kevin was pretty bred. His mther was at wrk, and his father had been away n business. Therefre, he was left in the care f Mrs. Hill, an ld lady wh lived next dr. His parents had raised the 12-year-ld t be a gd by. He never gt int truble, thugh smetimes he wanted t d risky things. Mrs. Hill was asleep. Kevin sighed (叹息) and hped smething exciting wuld happen. Suddenly, a mvement utside caught his eye.
Mrs. Hill’s frnt windw faced Mr. and Mrs. Green’s huse acrss the street. The cuple had bth gne t wrk, s it was strange that smene was ver there. Kevin stared at the man at their frnt dr. Suddenly, the man jumped thrugh an pen windw int the huse. With his heart in his muth, Kevin grabbed Mrs. Hill’s hme phne and called the plice.
Thinking that the man might get away with whatever he wanted befre the plice arrived, Kevin decided t d smething. He rushed ut f Mrs. Hill’s huse and crssed the street quickly. Grabbing a branch frm a cut-dwn tree, he jumped in thrugh the windw. “Stp right there! Yu must leave right nw!” he called ut, hlding the branch with bth hands.
The man frze fr a secnd, but when he saw the skinny by he breathed a sigh f relief. “Hey, kid, put that dwn. It was my hme. My parents used t live here and my father’s watch was here,” he explained, trying t lift a flrbard.
At that mment, the sunds f a plice car eched (回响) in the air. The man std up in a panic, then ran thrugh the huse tward the windw and jumped ut. Kevin fllwed ut and tld the arriving plice fficers what had happened. They pursued and arrested the man.
Kevin went back t Mrs. Hill’s huse. Smehw he wasn’t sure he had dne the right thing. “What if he has tld the truth?” he thught t himself. The man’s wrds sunded pretty cnvincing.
注意：
(1) 续写词数应为150左右；
(2) 请按如下格式在答题卡的相应位置作答。
Paragraph 1: When Mr. and Mrs. Green gt hme, Kevin went t talk t them.
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Paragraph 2: Kevin and Mr. Green tk the watch they had fund t the plice statin.
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【答案】One pssible versin:
When Mr. and Mrs. Green gt hme, Kevin went t talk t them. He explained hw he had witnessed the strange man entering their huse and hw he was arrested. Mr. and Mrs. Green listened attentively, with a mixture f surprise and gratitude n their faces. Mrs. Green hugged Kevin, thanking him fr his bravery. Mr. Green, hwever, lked thughtful. He asked Kevin t describe the man in detail and then revealed that the man was indeed his yunger brther, wh had cme t retrieve a watch their father had left behind. Kevin's eyes widened in shck.
Kevin and Mr. Green tk the watch they had fund t the plice statin. On the way, Mr. Green explained that the watch was a family heirlm, passed dwn frm generatin t generatin. At the plice statin, they explained the situatin t the fficers, wh were surprised but understanding. The man, wh had been released after his identity was verified, was waiting utside. He smiled weakly at Kevin, wh felt a mix f embarrassment and relief. Mr. Green handed ver the watch t his brther with a pat n the back, and they all agreed t keep in tuch. Kevin learned an imprtant lessn that day: always verify the facts befre taking actin, but never hesitate t help thse in need.
【解析】
【导语】本文人物为线索展开，讲述Kevin在父母不在家时，看到一男子闯入格林夫妇家，他报警并阻止男子，男子被捕后他怀疑自己是否做对。
【详解】1. 段落续写：
①由第一段首句内容“当格林夫妇回到家时，凯文去和他们交谈。”可知，第一段可描述Kevin向格林夫妇解释他所做的事情，以及格林夫妇的反应和真相的揭露。
②由第二段首句内容“凯文和格林先生带着他们找到的手表去了警察局。”可知，第二段可描述第二段可描写Kevin和Mr. Green去警察局解释情况，以及事情解决后他们的感受和Kevin学到的教训。
2. 续写线索：Kevin向Green夫妇解释——Green夫妇的反应——真相揭露——Kevin和Green去警察局——事情解决——Kevin的感受和教训
3. 词汇激活：
行为类
①进入：enter/cme int
②拥抱：hug/embrace
③找回：retrieve/get back
④核实：verify/cnfirm
情绪类
①吃惊：surprise/astnishment
②感激：gratitude/appreciatin
③宽慰：relief/cmfrt
【点睛】[高分句型1]Mrs. Green hugged Kevin, thanking him fr his bravery. (运用了现在分词作状语)
[高分句型2] At the plice statin, they explained the situatin t the fficers, wh were surprised but understanding. (运用了wh引导的非限制性定语从句)
Writing 1
（2025·山东潍坊·三模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Sitting at the bar verlking my aunt’s kitchen, I nervusly eyed the slimy (黏滑的), gray yster (牡蛎) staring at me in the face. Sme salty biscuits and a flavring bx sat inncently nearby.
I had never eaten an yster. I lved seafd, thugh. I’d never had any seafd r fish that I didn’t like, and I lve t try new things. But the sight f that slimy, shapeless thing… Ugh. I just culdn’t d it.
My dearest aunt kindly encuraged me t have a try. Cautiusly, I stuck ne with a tiny frk and lifted it nt the salty biscuit in my left hand. There! That was smething at least. I’d put the thing nt a biscuit. I mved the biscuit t my right hand and brught it clse t my muth. It smelled salty.
“D I bite int it r just put the whle thing int my muth? Hw d yu d this?” I asked. Everyne else was just busy enjying every muthful while they jkingly made fun f me fr nt trying them. I’m nt a persn wh gives in easily. Why was this s hard?
The wheels in my head began t turn. The average female in the United States lives apprximately seventy-eight years r just ver 683,000 hurs. And, nce they’re gne, they’re gne. Since life is a ne-way jurney, we shuld treasure every chance t engage with new experiences. I wasted ne f thse flying hurs trying t prepare myself t try r d smething new. Nw, having an yster was a new start.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
I stared at the biscuit with that yster in my hand.
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The yster incident has changed hw I view s many things.
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【答案】One pssible versin:
I stared at the biscuit with that yster in my hand. My heart raced, but I tk a deep breath, recalling the fleeting nature f time. I did a mental “1… 2… 2½… 2¾… 3!” and ppped the whle thing int my muth. At first, its slimy texture made me wrinkle my nse, but as I chewed, a rich, salty flavr explded n my taste buds. A mix f surprise and delight washed ver me. “Oh, man!” I exclaimed, “It is the mst delicius thing that I have ever had.” My aunt and the thers cheered, and I realized I had vercme my strange fear.
The yster incident has changed hw I view s many things. This time, it was an yster, but there have been t many times I’ve let that happen in my life — waiting t lng t try r d smething. And then, nce dne, it was nt terrible but smething I really enjyed s much! What fun I culd have had if nly I’d been brave enugh t try things sner! When smething cmes alng that pushes me utside my cmfrt zne and I’m feeling hesitant, I will remember that day. It helps give me the push I need t get ut f my shell. When pprtunity kncks, nw I will say, “Eat the yster!”
【导语】本文以作者尝试吃牡蛎的经历为线索，讲述作者面对从未吃过的黏滑牡蛎时的犹豫与紧张，在姑姑鼓励和对生命短暂的思考下，最终克服恐惧尝试并爱上牡蛎，这次经历还改变了作者看待事物的方式，让作者明白要勇敢走出舒适区、把握机会的故事。
【详解】1. 段落续写：
①由第一段首句内容“我手里拿着那块嵌着牡蛎的饼干，怔怔地盯着它。”可知，第一段可描写作者盯着手中的牡蛎饼干，内心挣扎后决定尝试的感受以及最终在姑姑和众人的欢呼中克服了恐惧。
②由第二段首句内容“那次牡蛎事件改变了我看待很多事物的方式。” 可知，第二段可描写吃牡蛎的事件让作者反思过去因犹豫错过的机会，意识到尝试新事物的乐趣等感悟。
2. 续写线索：盯着牡蛎饼干——内心挣扎后尝试——口感与味觉体验——众人欢呼克服恐惧——事件带来的观念改变——反思过去错过的机会——面对挑战时的激励— 领悟要把握机遇
3. 词汇激活
行为类：
①放入口中：pp int ne’s muth /put int ne’s muth
②克服：vercme /cnquer
③推断，促使：pushes/drive/frce
情绪类：
①惊喜：surprise /amazement
②犹豫：hesitant/dubtful/ uncertain
【点睛】[高分句型1] At first, its slimy texture made me wrinkle my nse, but as I chewed, a rich, salty flavr explded n my taste buds.（运用了as引导的时间状语从句）
[高分句型2] And then, nce dne, it was nt terrible but smething I really enjyed s much!（运用了省略关系代词的定语从句修饰先行词smething）
Writing 2
（2025·吉林长春·模拟预测）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。
Mia Thmpsn, a 22-year-ld girl, std at a significant turning pint in her life. As the final bell f the schl year rang, she felt bth excited and wrried.
“Hey, Mia! Ready fr summer?” her best friend, Chle, apprached with a wide smile. “Um, srta,” Mia replied, lking dwn at her feet. “I just dn’t knw what I shuld d after graduatin.” Chle said, “Yu’re ne f the smartest peple I knw! What’s hlding yu back?” Mia tk a deep breath. “It’s just…everything feels s uncertain. I want t be a prfessinal singer, but I als feel like writing is my thing.”
As summer unflded, Min was ften fund at the village library. One evening, she was drawn t a self-help bk titled Fearless: Hw t Embrace (拥抱) Uncertainty. The sentences struck her. “Smetimes, yu have t face uncertainty directly instead f running away frm it. Yur future isn’t a single path; it’s an ever-changing jurney.”
The next day, Chle tld Mia a summer music festival wuld be held in twn. “Yu shuld enter! Yu can sing!” she suggested enthusiastically. “N way!” Mia prtested, her cheeks reddening. “Give it a sht! Remember hw everyne lves yur vice?” Chle urged. Then the bk’s wrds crssed her mind — it’s nt just abut the thing itself; it’s abut shwing up and being seen. Hesitantly, she agreed, thinking maybe this culd be a chance t vercme her fears.
The day f the festival arrived. After Mia’s perfrmance, Mr. Hendersn, a lcal music prducer, apprached her and said, “Yu have a beautiful vice, Mia. Have yu ever thught abut pursuing music prfessinally?” Shcked, she smiled slightly and explained, “I dn’t knw whether that’s what I really want. I’m scared, hnestly.” “Fear is a part f the prcess,” he replied warmly, “Smetimes the path chses yu. Why nt cme t my studi next week, where many artists wrk tgether? N pressure — just explre.”
注意：
(1)续写词数应为150个左右；
(2)请按如下格式作答。
Spending all night thinking abut it, Mia decided t g.
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“What if yu pursued bth?” Chle suggested.
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【答案】One pssible versin:
Spending all night thinking abut it, Mia decided t g. The mment she stepped int the studi, surrunded by instruments and creativity, spark arse within her. With Mr. Hendersn’s encuragement, she experimented with meldies alngside established artists, lsing herself in the jy f creatin. Hwever, dubts sn returned. What if music didn’t bring lasting happiness? She wanted t be a writer t. Hesitating between the studi, where she felt lively yet insecure, and her writing desk, where she felt safe yet sme spiritless. Mia turned t Chle fr help.
“What if yu pursued bth?” Chle suggested. Chle’s advice inspired her t cnsider the pssibility f cmbining the tw seemingly unrelated passins. That night, after a lng talk with Chie, Mia penned her thughts, integrating her lve fr writing and singing int a sng. As the last verse finished, the tw friends high-fived each ther and Mia knew she didn’t have t limit herself t a single definitin. The fllwing mnths saw Mia’s grwth — she wrte lines fr her sngs, expressing herself fearlessly. The future was unpredictable, but Mia was determined t shape ne fr herself.
【导语】本文以22岁的米娅面临人生选择为线索，讲述她在毕业之际纠结于歌手与作家两种职业方向，在好友克洛伊鼓励下参加音乐节并获音乐制作人赏识，面对邀约米娅陷入新的迷茫，最终在克洛伊启发下找到将两种热爱融合的方向的故事。
【详解】1. 段落续写：
①由第一段首句内容 “米娅为此思索了一整夜，最终决定前往。” 可知，第一段可描写米娅走进音乐工作室后的体验，在创作中感受到快乐，但随之而来的是对未来不确定性的担忧，最终向克洛伊寻求帮助 。
②由第二段首句内容 “‘如果你两者都追求呢？’ 克洛伊建议道。” 可知，第二段可描写克洛伊的建议启发米娅将写作与歌唱相结合，米娅通过创作歌词实现两种热爱的融合，并在这个过程中坚定了探索未来的决心。
2. 续写线索：决定前往工作室——工作室的创作体验与迷茫——向克洛伊求助——获“两者兼顾”建议——尝试融合创作——实现热爱融合并坚定未来方向
3. 词汇激活
行为类：
①走进：stepped int /walk int
②求助：turn t sb fr help /seek help frm sb
③融合：integrating /cmbine
情绪类：
①喜悦：jy/delight
②勇敢的：fearlessly/curageusly
【点睛】【高分句型1】The mment she stepped int the studi, surrunded by instruments and creativity, spark arse within her.（运用了the mment引导时间状语从句以及过去分词短语作状语）
【高分句型2】Hesitating between the studi, where she felt lively yet insecure, and her writing desk, where she felt safe yet sme spiritless, Mia turned t Chle fr help.（运用了现在分词短语作伴随状语和where引导的定语从句）
Writing 3
（2025·河北石家庄·三模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Emily and Ze had been best friends since secnd grade. They went t the same schl, played n the same sccer team, and even wre matching bracelets (手链). Everyne arund them said they were like tw sides f the same cin. They believed nthing culd cme between them. But things started t change when a new girl Daisy came t their class.
One day, their teacher, Mr. Lynn, annunced a big grup prject. “Pick a partner,” he said. Emily immediately turned t Ze, expecting her usual smile and a quick “yes.” But t her surprise. Ze was already talking t Daisy. “I’m ging t wrk with Daisy this time,” Ze said t Emily, almst t casually. Emily felt like the air had been kncked ut f her. She ndded and frced a smile, but inside, she was cnfused and hurt. That night, she stared at her phne screen, hping fr a message that never came.
Over the next few days, she avided Ze. Their texts stpped, they n lnger sat tgether during lunch, and the bracelets they nce wre daily were nw left at hme. Even during class, Emily fund it hard t fcus, her mind replaying the mment when Ze chse smene else.
Weeks passed. The schl rganized a three-day camping trip in the muntains. Students were divided int several grups. Emily and Ze ended up in the same ne, alng with Daisy and tw ther classmates. Thugh they barely spke, they wrked tgether t put up tents and gather firewd. Their cnversatins were limited t shrt, plite exchanges — nthing like befre.
On the secnd night, dark cluds rlled in and heavy rain sn fllwed. Everyne rushed int their wn tents. Emily quickly discvered that hers was leaking. Cld and upset, she went utside, seeking fr help. The wind hwled arund her, and each raindrp felt like a tiny needle against her skin.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Just then, she saw a flashlight appraching.
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With Ze’s help, they sn fixed the tent.
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【答案】 Just then, she saw a flashlight appraching. In the dim light, Emily recgnized it was nbdy else but Ze. Her face was filled with cncern when she saw Emily struggling in the cld. “I thught yu might need help,” Ze said sftly. Emily’s eyes widened with a mix f surprise and relief. Withut a wrd, Ze stepped frward and examined the tent. She explained that she culd fix it with the spare raincat she had brught. As they wrked tgether, the awkwardness gradually melted away. Emily realized that Ze still cared and the rain seemed t have washed away the misunderstandings between them.
With Ze’s help, they sn fixed the tent. Back inside the tent, Emily tk a deep breath and said, “I was s hurt when yu chse Daisy fr the prject.” Ze lked at her aplgetically and replied, “I’m srry. I just thught it wuld be better t include the new cmer, but I never meant t hurt yu.” That night, they had an pen-hearted cnversatin, clearing up all the cnfusin. Until then did they realize that friends need pen cmmunicatin and their bnd became even strnger. Frm then n, they wre their matching bracelets again, a symbl f their unbreakable friendship.
【导语】本文以友谊为线索展开，讲述Emily和Ze原本是好友，新同学Daisy到来后，Ze与她交好，Emily心灵受伤，学校露营时，她们分到同一个组，Emily帐篷漏水。
【详解】1. 段落续写：
①由第一段首句内容“就在这时，她看到一个手电筒正在靠近。”可知，第一段可描写来的是Ze，Ze主动帮忙修理帐篷，两人之间的尴尬逐渐消除。
②由第二段首句内容“在Ze的帮助下，她们很快修好了帐篷。”可知，第二段可描写两人在帐篷里敞开心扉交流，消除误会，友谊更加坚固。
2. 续写线索：
Ze前来帮忙——一起修理帐篷——消除尴尬——敞开心扉交流——友谊更坚固
3. 词汇激活：
行为类
①认出：recgnize/identify
②解释：explain/expund
③选择：chse/select
情绪类
①惊讶：surprise/astnishment
②尴尬：awkwardness/embarrassment
【点睛】[高分句型1] Her face was filled with cncern when she saw Emily struggling in the cld. (运用了从属连词when引导时间状语从句)
[高分句型2] As they wrked tgether, the awkwardness gradually melted away. (运用了从属连词as引导时间状语从句)
[高分句型3] Until then did they realize that friends need pen cmmunicatin and their bnd became even strnger. (运用了部分倒装和连词that引导宾语从句)
Writing 4
（2025·江西九江·三模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
When my daughter turned seven, she asked abut my jb. “I teach adults t draw at a cllege,” I explained. Her eyes widened. “But ... why d they need t learn? Did they frget hw?” The questin cut thrugh me.
Children use crayns like magic sticks. That week, she drew a “Mars Palace” where astrnaut-princesses rde rainbw rckets. I nce dreamed t big. At twelve, I trained daily t be a tennis champin, racket (球拍) making shiny lines in summer sun. At sixteen, I filled ntebks with drawings—spaceships flying thrugh space hles, heres saving cities with paint. But adulthd threw thse dreams int neat, dusty bxes labeled “Childish Things.”
“Be practical,” I tld myself when chsing a business degree. “Art desn’t pay bills.” Yet late at night, I saw my yunger self in the mirrr—a ghst hlding empty drawing-bks.
One Octber afternn, everything changed. My daughter begged t explre the stre rm. Beneath ld bags, we fund a bx, inside which lay my teenage treasures: a tennis ticket piece, a ribbn frm a schl art fair, and mst amazingly, a drawing bk. Its pages were full f crazy ideas — trees with magic fruits, trains under cean waves. “Mm!” she gasped, tuching a lin with wings I drew when I was her age, “Why stp believing these?”
That night, I sat in frnt f a blank canvas (画布). The mnlight shne n my hands. The lin’s eyes in my ld drawing seemed t ask me, “When did yu stp dreaming?” Suddenly, I realized I had stpped myself by always needing a clear plan befre I let myself dream.
The next mrning, I bught new paints. I didn’t paint nrmal things like trees r huses. I used bright purples and glds. My daughter danced arund me, using her fingers t make cluds. We painted dgs ding math and dinsaurs grwing flwers. Fr the first time in twenty years, I felt free again.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题纸的相应位置作答。
Three mnths later, the cmmunity annunced a painting cntest.
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At the award ceremny, a silver-haired judge apprached me.
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【答案】(pssible versin)
Three mnths later, the cmmunity annunced a painting cntest. My daughter put the pster t my drawing bard and said, “Mm! Let’s paint ur garden dinsaurs!” Fr many days, we painted tgether n a big wden bard. Sme teenagers laughed at ur big T-Rex with a flwer crwn, but kind shpkeepers gave us fruits. On the last night, when I was drawing stars n the dinsaur’s claws, my ld business teacher walked by. “Interesting…but is this useful?” he asked. Befre I culd say anything, my daughter said, “Dreams dn’t need resumes!”
At the award ceremny, a silver-haired judge apprached me. “Yur painting didn’t fit any f ur ld rules,” she said with a smile. “S we made a new prize: Mst Curageus Reimagining.” Later, as cameras flashed and we held ur Glden Cup, I saw a teenage girl in the crwd drawing quickly. In her ntebk, astrnauts were painting walls n Mars. I leaned dwn and said, “Dn’t let anyne tell yu that’s impssible.” She smiled and drew rainbw rckets arund them.
【导语】本文以人物为线索展开，讲述了作者在女儿七岁询问自己工作后，回忆起自己儿时充满梦想，如想成为网球冠军、进行艺术创作，但成年后因追求 “实际” 而放弃梦想。在女儿发现作者年少时的绘画作品后，作者重新拿起画笔，与女儿一起自由创作，重获自由的感觉。
【详解】1.段落续写：
①由第一段首句内容“三个月后，社区宣布举办一场绘画比赛。”可知，第一段可描写作者 和女儿参赛的过程。包括女儿提议参赛、一起创作过程中遇到的情况，如青少年的嘲笑、店主的支持，以及老师的质疑等。
②由第二段首句内容“在颁奖典礼上，一位满头银发的评委走近我。”可知，第二段可描写评委对作者画作的评价，作者获得新奖项，以及看到人群中一个女孩画画，作者 对她的鼓励。
2.续写线索：社区宣布比赛 —— 女儿提议参赛 —— 一起创作遇嘲笑与支持及老师质疑 —— 颁奖典礼评委评价 —— 获得新奖项 —— 鼓励女孩追梦想
3.词汇激活
行为类
①放置：put /place
②适合：fit/suit
③举起：hld/lift
情绪类
①微笑：smile/beam
【点睛】【高分句型 1】On the last night, when I was drawing stars n the dinsaur’s claws, my ld business teacher walked by.（运用了when引导的时间状语从句）
【高分句型 2】Befre I culd say anything, my daughter said, “Dreams dn’t need resumes!”（运用了befre引导的时间状语从句）
Writing 5
（2025·山西晋中·模拟预测）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。
We were a pr family, living in a small apartment in the heart f the city. My mm wrked tirelessly as a waitress, struggling t make ends meet. Despite ur financial struggles, she always fund ways t bring jy int ur lives.
One autumn day, she tk my sister and me t the z and later the museum with the mney she had saved fr a lng time. The z was filled with laughter as we watched the mnkeys swing frm branch t branch and the giraffes stretch their lng necks t reach the leaves. The museum was equally fascinating. It had a vast cllectin f ancient hand-made bjects and interactive exhibits. We were in awe f the wrld that pened up befre us. Even thugh it was a simple uting, it felt like a luxurius adventure. We even treated urselves t a meal at a nearby diner fr lunch, enjying every bite as if it were a feast.
But as we walked twards the bus stp t head hme, my mm’s face suddenly fell — We had verspent, and there wasn’t enugh mney left fr all three f us t affrd the bus fare. The reality f ur situatin hit us like a cld wave. We were facing a 6-mile walk back hme, and t make matters wrse, it had just started snwing. The sky was painted gray, and the snwflakes were falling gently but steadily, prmising t turn int a heavy snwfall sn.
We ducked int a small Chinese restaurant nearby, hping t find a way ut f ur prblem. My mm, with a mix f embarrassment and determinatin, asked the wner if we culd use the phne t ask smene fr a ride. The wner, Mr. Chen, lked at us with kindness in his eyes. He asked what happened and my mm explained ur situatin.
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。
Withut hesitatin, Mr. Chen gave us the mney we needed t take the bus.
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As I enjyed the fd frm Mr. Chen, the wrds “pay it frward” crssed my mind again.
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【答案】Withut hesitatin, Mr. Chen gave us the mney we needed t take the bus. In additin, he packed sme fd, insisting that we take it hme. My mm, deeply mved, expressed gratitude and tld him we’ d try t pay him back ne day. But Mr. Chen just smiled and said, “Yu dn’t need t pay me back. Pay it frward instead.” His wrds eched in ur hearts. As the bus pulled away frm the stp, I lked at the falling snw, feeling lucky t be heading hme in warmth. My sister and I held the bag f fd tightly, imagining hw delicius it wuld be.
As I enjyed the fd frm Mr. Chen, the wrds “pay it frward” crssed my mind again. Mm als shared her thughts abut Mr. Chen’s kindness. “We may nt have much,” she said, “but we can always find ways t help thers. Remember what Mr. Chen said — pay it frward.” Frm that day n, we lked fr pprtunities t spread kindness, just as Mr. Chen had dne fr us. Even small acts, like sharing ur snacks with classmates r helping elderly neighbrs with their grceries, became meaningful ways t hnr his genersity. The lessn Mr. Chen taught us cntinued t guide ur actins, creating a chain f kindness that we hped wuld reach far beynd ur small apartment.
【导语】文章以人物为线索展开，讲述了作者来自贫困家庭，妈妈作为服务员辛苦工作维持生计。一个秋天，妈妈用攒下的钱带作者和妹妹去了动物园和博物馆，这让她们度过了愉快且难忘的时光。但在回家时，发现因超支而没有足够的钱支付三人的公交车费，此时天开始下雪。她们走进附近一家中餐厅，妈妈怀着尴尬又坚定的心情向老板求助，老板陈先生用友善的目光看着她们，妈妈向他解释了情况。
【详解】1.段落续写
①由第一段首句内容“陈先生毫不犹豫地给了我们坐公交车所需的钱。”可知，第一段可描写陈先生对作者他们的进一步帮助并告知要传递善良。
②由第二段首句内容“当我享用着陈先生给的食物时，“把善意传递下去”这句话又一次在我脑海中浮现。”可知，第二段可描写作者一家人传递善意的具体行动以及这样做带来的影响。
2.续写线索：给予食物——表示感谢——提出传递善意——用具体行动传递善意——影响
3.词汇激活
行为类
①坚持：insist/stick t
②表达：express/cnvey
③寻找：lk fr/search fr
④继续做某事：cntinue t d sth/keep n ding sth
情绪类
①感动的：mved/tuched
②感谢：gratitude/appreciatin
【点睛】[高分句型1]As the bus pulled away frm the stp, I lked at the falling snw, feeling lucky t be heading hme in warmth.(运用了as引导时间状语从句，现在分词作状语)
[高分句型2]
The lessn Mr. Chen taught us cntinued t guide ur actins, creating a chain f kindness that we hped wuld reach far beynd ur small apartment.(运用了省略了that的定语从句，现在分词作状语，that引导定语从句)
Writing 6
（2025·河北秦皇岛·模拟预测）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。
Prfessr Allen was mre than just a histry teacher at a university; he was a crnerstne f the campus cmmunity. Fr ver three decades, he filled the lecture halls with tales f ancient civilizatins, his bming vice and animated gestures bringing histry t life. But his impact stretched far beynd textbks and lecture slides.
Every student knew Prfessr Allen, nt just fr his impressive knwledge, but fr the way he made everyne feel valued. He remembered names effrtlessly, tk the time t ask abut students’ families, and never hesitated t lend an ear t thse struggling with cursewrk r life. His ffice dr was always pen, a safe place where students culd find advice, a cup f tea, r simply a quiet place t gather their thughts.
Despite the ever-grwing use f digital learning and nline resurces, students still flcked t his in-persn lectures, seeking the wisdm and warmth that n screen culd prvide. He walked the campus paths like an ld friend, stpping t chat with students abut their aspiratins, ffering wrds f encuragement, r recmmending bks tailred t their interests. He had a particular fndness fr mentring students wh felt lst, reminding them that histry had a place fr everyne — just as they had a place at the university.
One semester, an annymus (匿名的) student began leaving handwritten ntes utside his ffice. The ntes cntained histrical riddles — cleverly wrded puzzles that referenced events frm wrld histry. Interested, Prfessr Allen respnded by psting his wn riddles in return, turning the exchange int a quiet game between teacher and mystery student.
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。
On the eve f his retirement, Prfessr Allen fund anther nte.
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A yung wman hesitantly apprached him.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】范文
On the eve f his retirement, Prfessr Allen fund anther nte. This ne was different. Instead f a riddle, it cntained a beautifully drawn ancient Egyptian cartuche, framing the hierglyphic symbls fr “Wisdm,” “Heart,” and “Eternity.” Belw it, written in the familiar hand, was a simple message: “Yur lessns ech beynd the classrm walls. Thank yu fr being ur cnstant guide. With deepest gratitude, A Grateful Student.”
A yung wman hesitantly apprached him. Her eyes were slightly red, and her vice trembled with emtin. “Prfessr Allen,” she began, “I was the ne wh left the ntes. I was s lst when I started here, but yur kindness and thse riddles… they made me feel seen and helped me find my passin fr histry.” She paused, taking a deep breath. “Yu taught us that histry isn’t just abut the past; it’s abut the cnnectins we make. Yu cnnected with all f us. Thank yu… fr everything.” A warm smile spread acrss Prfessr Allen’s face, his wn eyes glistening. In that mment, he saw the lasting impact f his life’s wrk.
【导语】本文以人物为线索展开，讲述了艾伦教授在大学任教三十多年，不仅传授历史知识，还关心学生，深受学生喜爱。退休前夕，一名曾迷茫的学生承认曾留历史谜题便条，称教授的善良帮她找到对历史的热爱。
【详解】1.段落续写：
①由第一段首句内容“在退休前夕，艾伦教授发现了另一张纸条。”可知，第一段可描写纸条上的感谢内容。
②由第二段首句内容“一个年轻女子犹豫地走近他。”可知，第二段可描写女子解释纸条是自己写的以及艾伦教授的反应。
2.续写线索：发现纸条——阅读纸条——表达感谢——女子靠近——女子解释——感悟
3.词汇激活
行为类
①包含：cntain/include
②颤抖：tremble/shiver
③看到：see/catch sight f
情绪类
①感激：gratitude/thankfulness
②热情：passin/enthusiasm
【点睛】[高分句型1] I was the ne wh left the ntes.（运用了wh引导定语从句）
[高分句型2] Yu taught us that histry isn’t just abut the past; it’s abut the cnnectins we make.（运用了that引导宾语从句）
Writing 7
（2025·福建泉州·模拟预测）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。
Nw ne ft, nw the ther
Bbby was named after his grandfather, Bb. Bb was the ne wh helped Bbby learn t walk. “Hld n t my hands, Bbby,” his grandfather said. “Nw ne ft, nw the ther.”
One f the best things Bb and Bbby did was t play with the ld wden blcks that were kept n a shelf, in the small sewing rm under the frnt stairs. The blcks had pictures f animals n them. Bb and Bbby wuld put the blcks ne n tp f the ther very slwly, building a tall twer. Smetimes the twer wuld be almst finished. “Just ne mre blck,” Bb wuld say. “And that’s the elephant blck.” And they wuld carefully put the elephant blck n the very tp. But Bb wuld sneeze and the twer wuld fall dwn. Bbby wuld laugh and laugh. Then Bb wuld sit Bbby n his knee and tell him stries. “Bb, tell me the stry abut hw yu taught me t walk,” Bbby wuld say. And the same heartwarming stry began t unfld again.
Then ne day Bbby came hme frm schl and his grandfather wasn’t there. “Bb is in the hspital,” Dad tld Bbby, “He’s had a strke（中风） and he is t sick t see anyne.”
Mnths later, his father tld him that Bb was cming hme. “Nw, Bbby,” Dad said, “Bb is still very sick. He can’t mve r talk. And he can’t remember us.” Bbby just ndded and didn’t say anything.
One day, Bb tried t say smething t Bbby, but the sund that came ut was awful. Bbby ran ut f the rm. “Bb sunded like a mnster!” Bbby cried. “He can’t help it, Bbby,” Mm said.
Then, Bbby felt srry and went back t the rm where Bb was sitting. “I didn’t mean t run away, Bb. I’m srry,” Bbby said. “D yu knw wh I am?” Suddenly Bbby saw Bb blink（眨眼睛） his eyes. “Mm,” Bbby called. “Bb knws wh I am.” “Oh Bbby,” Mm said. “Yur grandfather desn’t recgnize any f us.”
注意：
1.续写词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
But Bbby knew better and he ran t the small sewing rm under the frnt stairs.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“OK, Bb. Nw ne ft,” Bbby said.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】Pssible Versin 1:
But Bbby knew better and he ran t the small sewing rm under the frnt stairs. He tk the blcks ff the shelf and ran back t where Bb was sitting. Bbby began t build the twer. Only ne blck left. “OK, Bb,” said Bbby. “Nw the elephant blck.” And Bb made a strange nise that sunded like a sneeze. The blcks fell dwn and Bb smiled and mved his fingers up and dwn. Bbby laughed and laughed. Nw he knew that Bb wuld get better. And Bb did. When the weather gt nice and warm, Bbby decided t teach Bb hw t walk in the park.
“OK, Bb. Nw ne ft.” Bbby said. Bb mved ne ft. “Nw the ther ft.” Bb mved the ther. By the end f the summer, Bb and Bbby culd walk t the end f the park rad and Bb culd talk better and better each day. One day the tw finished a blck building game. Bb said, “Bbby, tell stries hw yu teach Bb t walk.” Bbby held his grandfather’s hand gently and said, “Well, Bb, I held yur arms and then I said, ‘Nw ne ft, nw the ther.’ And befre yu knew it...”Pssible Versin 2:
But Bbby knew better and he ran t the small sewing rm under the frnt stairs. He tk ut the ld wden blcks frm the shelf and brught them t Bb. “Lk, Bb,” Bbby said. “Let’s build a twer with these blcks just like we used t.” He started putting the blcks ne n tp f the ther, talking all the time. “And nw, the elephant blck fr the tp.” As he placed the elephant blck, he imitated Bb’s sneeze. T his surprise, he saw a faint smile appear n Bb’s face. Then with Bb getting better, Bbby decided t teach Bb hw t walk.
“OK, Bb. Nw ne ft,” Bbby said. He held Bb’s hands firmly, just like Bb had dne fr him when he was learning t walk. “Nw the ther ft.” Slwly, with great effrt, Bb tried t mve his feet. His family watched in amazement as Bbby encuraged his grandfather step by step. Bit by bit, Bb seemed t remember. With each step, a spark f recgnitin lit up in his eyes. And as they walked tgether, the lve between them bridged the gap f illness, bringing back the beautiful memries that had always been there.AI生成范文一
But Bbby knew better and he ran t the small sewing rm under the frnt stairs. He fund the ld wden blcks right away. Returning t his grandfather, he placed the blcks n the table and said, “Bb, let’s play with these blcks again.” At first, his grandfather just stared blankly. But as Bbby built the twer, talking abut their ld times, his grandfather’s eyes began t shw a hint f recgnitin. “Remember when we used t build the tallest twer?” Bbby asked. His grandfather’s lips mved slightly, as if trying t respnd. As days passed, his grandfather’s respnse became mre bvius. One day, when Bbby placed the elephant blck, his grandfather actually let ut a weak “Ah”. Bbby was thrilled. With his grandfather’s imprvement, Bbby decided it was time fr a new step. He said, “Bb, I think it’s time we try smething else.”
“OK, Bb. Nw ne ft,” Bbby said. “Nw the ther ft. Just like yu taught me.” Wee k by week, with Bbby’s patient help, his grandfather’s strength grew. “Yu’re ding great, Bb!” Bbby encuraged. His grandfather wuld smile faintly in return. As mnths went by, his grandfather culd stand with a little supprt. “Bbby...” his grandfather said ne day, his vice weak but clear. The whle family was verjyed. His mther cried tears f happiness, saying, “He’s getting better!” His father hugged them bth, and their hme was filled with hpe and warmth again.AI生成范文二
But Bbby knew better and he ran t the small sewing rm under the frnt stairs. He dug ut the wden blcks that held s many memries. Back in the rm, he shwed them t his grandfather, saying, “Bb, lk! Our blcks.” His grandfather’s eyes, usually dull, seemed t light up a bit. As Bbby played with the blcks, building twers and telling stries, his grandfather started t make small sunds. “Which blck shuld we put next?” Bbby asked. His grandfather’s eyes seemed t fcus n the elephant blck. Over time, his grandfather’s awareness grew. One day, he even reached ut his hand t tuch a blck. Seeing this, Bbby knew it was time fr mre. “Bb, let’s d smething different,” Bbby said.
“OK, Bb. Nw ne ft,” Bbby said. “Nw the ther ft. We can d this tgether.” Day after day, they practiced. “Yu can mve it a little mre, Bb,” Bbby urged. His grandfather wuld try his best, and his mvements became mre crdinated. As weeks turned int mnths, his grandfather’s memry als started t cme back. “Bbby, the... twer,” his grandfather said ne day. Bbby was ver the mn. When the family heard this, his mther was s excited that she cvered her muth with her hands. His father cheered, “This is amazing!” Their family was nce again filled with laughter and lve as they witnessed his grandfather’s wnderful recvery.
【导语】本文以鲍比与祖父鲍勃的深厚情感为线索，讲述了鲍勃曾帮助鲍比学步、玩积木，中风后无法行动与言语，鲍比起初因祖父的变化受惊，后通过积木游戏唤醒祖父记忆，最终帮助祖父重新学会走路的温馨故事。
【详解】1. 段落续写：
①由第一段首句内容“但鲍比心里更清楚，他跑向了前门楼梯下的小缝纫间。” 可知，第一段可描写鲍比跑到储藏积木的房间，取出木块搭建塔，在放置最后一块大象积木时，祖父发出类似打喷嚏的声音，积木塔倒塌，祖父露出微笑并活动手指，鲍比由此坚信祖父会康复，天气转暖后决定教祖父走路。
②由第二段首句内容“‘好的，鲍勃。现在迈一只脚。’鲍比说。” 可知，第二段可描写鲍比耐心引导祖父练习走路，祖父逐渐能够迈出脚步，经过一整个夏天的努力，两人能走到公园路尽头，祖父言语也日益恢复，最终祖父让鲍比讲述教他走路的故事。
2. 续写线索：
坚信祖父有意识——取积木重现游戏——祖父反应显生机——决定教祖父走路——耐心指导练习——祖父逐渐康复——重温学步故事
3. 词汇激活
行为类：
①搭建：build/cnstruct /assemble
②移动：mved/shifted /adjusted
③握住：held/grasped /clutched
情绪类：
①微笑：smiled/grinned/beamed/chuckled
②温柔：gently/sftly/tenderly
【点睛】[高分句型 1] And Bb made a strange nise that sunded like a sneeze.（运用了that引导的定语从句）
[高分句型 2] When the weather gt nice and warm, Bbby decided t teach Bb hw t walk in the park.（运用了when引导的时间状语从句以及“疑问词+不定式”结构作宾语）
Writing 8
（2025·浙江·三模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
There’s an image f big cities as sulless places, where everyne appears t be lking ut nly fr themselves. Hwever, my wn experiences tell a different stry. During sme f the mst challenging times f my life, when I was struggling t find prper husing, I wrked as an artist n the street. Fr years, I played my flute (长笛) there, and in ding s, I discvered the natural kindness f peple. They shwed cmpassin withut expecting anything in return, driven purely by human gdwill.
This prfund realizatin tk hld when I was 21, living in Sydney. I wrked at a lcal pub, feeling lst and directinless. Amid the chas f my life, playing the flute was my nly cnstant surce f cmfrt. Lking back, my cnnectin with the flute began when I was 16. Earning a mere $2.35 an hur at the supermarket, I saved fr tw lng years t buy it. Every day after wrk, playing the flute became my way f prcessing the day’s emtins.
One day, while wrking at the pub, smene asked me what I was ding that night. “I’m ging t be playing the flute at —” I started t say, but then it struck me: I had frgtten t pick up my flute when I gt ff the train. Panic set in immediately. In a fit f frustratin, I threw the plastic chair I was hlding acrss the rm.
I rushed t the train statin, hping smene had handed in my flute. N luck. Still, I left my number, clinging t the slim hpe that it wuld turn up. Cnvinced that it was gne frever — after all, I hadn’t even written my name n the case — I spent the next week drwning in self-blame, drinking heavily and feeling srry fr myself.
Then, ut f the blue, I received a call frm CityRail. They had my flute. I hurried t the lst prperty ffice at Central Statin. And there it was, amng all the ther lst items.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题纸的相应位置作答。
As I went t grab it, the guards there asked fr my ID．_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Desperate and anxius, I said, “What if I play yu a tune?”_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】One pssible versin:
As I went t grab it, the guards there asked fr my ID. I frze in my tracks, a wave f panic washing ver me. I stammered, telling them I didn’t have any ID n me, and that getting it wuld be a huge hassle. Despair filled my eyes as I pleaded with them, explaining hw precius this flute was t me. It wasn’t just an instrument; it was my cnnectin t a better time, a surce f cmfrt in my therwise chatic life. But the guards said, “Well, srry — yu’ve gt t have ID t get yur flute back.” I stared at the flute, s clse yet s ut f reach, and held back the tears f frustratin that threatened t spill.
Desperate and anxius, I said, “What if I play yu a tune?” The guards hesitated, but then ndded. I clsed my eyes and started playing Greensleeves. As the first ntes filled the air, a rush f emtins surged thrugh me. I culd feel the guards’ attentin n me, and fr a mment, the wrld arund us seemed t stand still. When I pened my eyes, I saw that the guards’ expressins had sftened. “That’s yur flute,” ne f them said sftly. Withut hesitatin, I grabbed my flute and walked away, my heart swelling with gratitude. It was a duble kindness — first frm the persn wh handed my flute in, and then the guards wh brke the rules t let me take it. This experience nly reaffirmed my belief in the gdness f peple, even in the bustling heart f a big city.
【导语】本文以长笛丢失为线索展开，讲述了在悉尼生活的迷茫时期，作者的长笛是唯一的慰藉。一次疏忽作者将它遗落火车站，绝望之际竟被好心人上交。领取时因无证件受阻，作者恳求以一曲《绿袖子》证明归属。琴声打动了警卫，他们破例归还。这场双重善意——陌生人拾金不昧，警卫网开一面——让作者明白：再冷漠的都市，也藏着人性的微光。
【详解】1. 段落续写：
①由第一段首句内容“当我去拿的时候，警卫问我要身份证”可知，第一段可描写作者一时拿不出身份证，恳求警卫把长笛给自己，但警卫拒绝了，作者非常伤心。
②由第二段首句内容“我又绝望又焦虑地说：‘我给你吹首曲子怎么样？’”可知，第二段可描写警卫同意作者吹长笛，作者投入地演奏，警卫被感动，把长笛交给作者，作者充满感激。
2. 续写线索：警卫要求作者出示身份证——作者恳求警卫——警卫拒绝——作者提议吹奏一曲——作者投入演奏——作者拿回长笛，充满感激
3. 词汇激活
行为类
①解释：explain/clarify/explicate
②盯着看：stare at/gaze at
③克制：hld back/withhld
情绪类
①绝望：despair/desperatin/depressin
②感激：gratitude/thanks/gratefulness
【点睛】[高分句型1] I frze in my tracks, a wave f panic washing ver me. (运用了独立主格结构)
[高分句型2] Despair filled my eyes as I pleaded with them, explaining hw precius this flute was t me. (运用了as引导状语从句、hw引导宾语从句)
Writing 9
（2025·河南洛阳·三模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I was eighteen mnths ld when my parents tk me t my first cncert. The hall was filled with the sunds f vilins, drums and flutes (长笛), creating an attractive symphny. I was sitting n my father’s lap, my eyes wide with wnder. Then magic happened. As the musicians played Hamsadhwani, a classical meldy (旋律), I screamed ut its name. My father lked at me in shck. Little did I knw that wuld shape my life’s path.
As I grew lder, my music teacher, Juliet, develped my talent. Under her guidance, I picked up the flute. I was als enthusiastic abut the pian, despite nt having ne at hme. Thanks t Juliet, I was allwed t practice n the schl’s pian after classes. Plus, I tk singing lessns n weekends. Befre lng, I became a musical prdigy (神童)at schl but Juliet ften said t me, “T enjy music, nt t enjy a title.”
With the emergence f my talent came vast expectatins. I was cmpared t ther musicians and the pressure t excel was huge. My parents als became increasingly strict, expecting mre frm me. Gradually, I turned sensitive.
Weeks later, there was ging t be my breakthrugh mment, a majr cmpetitin. Each day, I practiced fr hurs, my fingers dancing ver the keys f the pian at schl and the flute becming an extensin f my being. My parents’ expectatins were high, and I culd feel the intensity f their hpes alngside my wn. I was determined t prve myself, t live up t the title f “prdigy”.
One night, I was lying n my bed and suddenly felt a strange silence in my ears, as if they were filled with cttn. I shk my head, thinking it was just my imaginatin, but the wrld arund me began t fade. The sund f my parents talking in the next rm became distant. Panic set in, and I clsed my eyes tightly, hping t wake up frm this nightmare.
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。
The next mrning, I awke t a strange silence.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
When the cmpetitin day arrived, I kissed Juliet and stepped nt the stage.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】The next mrning, I awke t a strange silence. I sat up, heart racing, and called fr my parents. N respnse. I rushed t the living rm, but I culdn’t hear their vices. I cupped my hands ver my ears, trying t make the sunds back int existence, but all that remained was quiet. My parents tk me frm ne hspital t anther, nly t be tld there was nthing wrng with my ears but psychlgical anxiety. We seemed t have fund the cure.
When the cmpetitin day arrived, I kissed Juliet and stepped nt the stage. I tk a deep breath, recalling all the hurs f practice and the supprt frm Juliet and my parents. With my flute in hand, I clsed my eyes and let the music flw thrugh me. Each nte resnated with my heart, transfrming my anxiety int a pwerful perfrmance. The meldy f Hamsadhwani filled the hall, and I felt a prfund cnnectin with the audience. In that mment, I realized that music was nt just abut talent, it was abut the jy f sharing my art with thers.
【导语】本文以人物为线索展开，讲述了作者 18 个月大时在音乐会上展现出对旋律的天赋，在老师Juliet的指导下成为音乐神童。因众人期望和父母的严格要求压力倍增，比赛前甚至出现心理性失聪。但在比赛时，作者将焦虑化为力量，领悟到音乐的真谛是分享艺术带来的快乐。
【详解】1.段落续写：
①由第一段首句内容“第二天早上，我醒来时，周围一片奇怪的寂静。”可知，第一段可描写作者听不到任何声音以及父母带作者去医院看耳朵的过程。
②由第二段首句内容“当比赛日到来时，我吻了朱丽叶，走上舞台。”可知，第二段可描写作者把焦虑转化为有力的表演以及意识到音乐真正的意义。
2.续写线索：周围一片奇怪的寂静——听不到声音——父母带作者去医院看耳朵——比赛日到来——把焦虑转化为有力的表演——感悟
3.词汇激活
行为类
①意识到：realized/be aware f
②.把……转变成：transfrm…int/ turn…int
③.找到：fund/ sught
情绪类
①.焦虑：anxiety/ wrry
②.快乐：jy /delight
【点睛】[高分句型1]. I cupped my hands ver my ears, trying t make the sunds back int existence, but all that remained was quiet.（运用了非谓语动词中的现在分词作状语。）
[高分句型2]. In that mment, I realized that music was nt just abut talent, it was abut the jy f sharing my art with thers.（运用了that引导的宾语从句。）
Writing 10
（2025·广东广州·三模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
One sunny afternn, Jsh sat alne in his rm, staring at a chessbard in frnt f him. The black and white squares made him think f his dreams and prblems. His parents had different ideas abut his future in chess.
His mum was excited and had high hpes. She was already finding the best chess caches and making a strict training plan fr him. She believed he culd becme a famus chess master and even win champinship, which brings hnr t the family. His dad, n the ther hand, had always emphasized the imprtance f a balanced life. He thught chess was a great hbby but shuldn’t take ver ther parts f Jsh’s life, like schl and friendships.
Jsh felt trn. He lved chess with all his heart. The feeling f strategizing and utwitting his ppnents n the bard was exciting. But he als cherished the carefree days f playing basketball with his friends at the park and the evenings spent reading adventure nvels.
As days went by, tensin grew at hme. His mum kept talking abut chess turnaments, while his dad tried t change the subject. Jsh fund it hard t fcus n schl r even enjy chess.
One evening, after a big argument between his parents, Jsh went t the park. He used t play chess there with his dad. Sitting n a bench, he watched the sunset and thught abut what he really wanted.
An ld man with a kind face came ver. He saw the chessbard and asked if he culd play a game. As they played, the man tld Jsh abut his past, when he had t chse between his passin and thers’ expectatins. “Sn,” the ld man said, “listen t yur heart. Whatever yu chse, d yur best and dn’t regret it.”
That night, Jsh went hme with a clear mind. He knew what he had t d.
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 mrning, Jsh sat his parents dwn at the kitchen table.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Jsh’s Dad ndded in agreement, a lk f relief n his face.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】 The next mrning, Jsh sat his parents dwn at the kitchen table. Taking a deep breath, he said, “I’ve decided t keep chess as a passin, nt a prfessin.” His mther’s smile faded, but Jsh cntinued, “I lve chess, but I als want time fr friends, schl, and ther things that make me happy.” He shared the ld man’s advice, adding, “If I frce myself t nly play chess, I might end up hating it.” His mum sighed, her eyes glistening. “I just want yu t succeed,” she admitted. Jsh reached fr her hand. “I will—but in my wn way. Maybe I’ll jin lcal turnaments fr fun, nt pressure.”
Jsh’s dad ndded in agreement, a lk f relief n his face. “Balance is success t,” he said, patting Jsh’s shulder. The tensin in the rm melted as they cmprmised: Jsh wuld train twice a week, leaving weekends free fr ther activities. That afternn, Jsh met his friends at the park, chessbard under ne arm and a basketball in the ther. Fr the first time in weeks, he laughed freely, knwing he’d hnred bth his heart and his family. The chessbard remained a symbl f jy—nt a battlefield f expectatins.
【导语】本文以人物为线索展开，讲述了Jsh热爱下棋，但父母对于他未来在棋类方面的发展意见不一。母亲希望他成为著名棋手，为此制定严格训练计划；父亲则强调生活平衡，认为下棋不应占据Jsh生活的全部。Jsh内心纠结，家庭气氛紧张，在公园与一位老人下棋并聆听其建议后，他明确了自己的想法。
【详解】1.段落续写：
①由第一段首句内容“第二天早上，Jsh让他的父母坐在厨房的桌子旁。”可知，第一段可描写Jsh 与父母沟通自己想法的过程。Jsh 先表明将棋作为爱好而非职业的决定，接着向母亲解释原因，包括分享老人的建议，提及不想因强迫自己只下棋而讨厌它，还表示会以轻松心态参加当地比赛，体现 Jsh 对自己未来规划的清晰表达以及对母亲情绪的安抚。
②由第二段首句内容“Jsh的爸爸点头表示同意，脸上露出如释重负的表情。”可知，第二段可描写父亲同意后，家庭氛围的转变以及 Jsh 后续的行动。父亲认可平衡的重要性，一家人达成妥协，Jsh 的训练时间得到合理安排。之后 Jsh 带着棋盘和篮球与朋友相聚公园，尽情欢笑，突出 Jsh 在协调爱好与生活后获得的快乐，以及棋对他而言意义的转变。
2.续写线索：与父母沟通 —— 表明将棋作为爱好的决定及原因 —— 父亲同意 —— 达成妥协 ——Jsh 带着棋盘和篮球与朋友相聚公园
3.词汇激活
行为类
①决定：decide/determine
②承认：admit /acknwledge
③妥协：cmprmise /make a cncessin
心理类：
纠结：trn /cnflicted
②宽慰：relieved /cmfrted
情绪类：
①开心的：happy /pleased
②快乐：jy /pleasure
【点睛】【高分句型 1】Taking a deep breath, he said, “I’ve decided t keep chess as a passin, nt a prfessin.”（运用了现在分词作伴随状语 ）
【高分句型 2】The tensin in the rm melted as they cmprmised: Jsh wuld train twice a week, leaving weekends free fr ther activities.（运用了as引导的时间状语从句，以及现在分词状语 ）
101．（2025·湖南邵阳·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
In the bustling cafeteria, Lily sat at a crner table, her face glmy. She pked at the rice in her bwl with her chpsticks, mving it arund listlessly. Out f the crner f her eye, she caught sight f a familiar gray-blue figure lingering utside the windw, peering in hesitantly. It was her mther, wh had secretly cme t check n her fr the furth time that mnth. “Lily, yur mm really cares abut yu,” Xiaki, her deskmate, said as she chewed n her chpsticks. “My mm just tells me t rder takeut.” But Lily nly felt irritated by her mther’s cnstant attentin. Her lunchbx was filled with delicacies — neatly peeled shrimp and sweet and sur ltus rt slices, dishes that must have taken hurs t prepare. Lily slammed her chpsticks dwn n the table. “Cares? She’s mre like a spy,” she snapped, and watched as the figure utside flinched and disappeared.
One day, a cnstructin wrker apprached Lily, lking wrried. He asked if she culd help fetch his phne frm the high ladder and platfrm. Befre she culd respnd, her mther suddenly dashed ut, wearing wrk pants smeared (涂抹) with cement. Withut even bthering t fasten a safety rpe, she started climbing, her mvements clumsy and uncrdinated. Lily’s heart skipped a beat as she watched her mther’s shaky figure swaying high abve. That night, Lily culdn’t fall asleep. Her mther’s dangerus climb kept replaying in her mind. As she lay in bed, tssing and turning, she culdn’t shake ff the feeling that there was mre t her mther’s actins. Driven by curisity, she decided t check her mther’s phne. What she discvered left her stunned — a pht album full f pictures f herself, and a series f cnstructin site phts shwing her mther tiling (苦干) under the sun. An unsent text message asking fr an advance n her pay fr Lily’s review materials made her eyes well up with tears. She felt a sharp pang (剧痛) f guilt. Hw culd she have been s blivius t her mther’s sacrifices?
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Paragraph 1: Hlding the phne tightly, Lily made up her mind t cnfrnt her mther.
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Paragraph 2: After the cllege entrance examinatin, Lily prepared a special surprise fr her mther.
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【答案】One pssible versin:
Paragraph 1: Hlding the phne tightly, Lily made up her mind t cnfrnt her mther. The next mrning, she waited fr her mther at the dr befre she went t wrk. When her mther appeared, lking tired but still wearing a gentle smile, Lily rushed int her arms, tears streaming dwn her face. “Mm, I’m s srry,” she sbbed. Her mther was stunned at first, then hugged her back tenderly. Lily shwed her the phne and pured ut all her feelings. Her mther just strked her hair, saying sftly that as lng as Lily was happy, everything was wrth it.
Paragraph 2: After the cllege entrance examinatin, Lily prepared a special surprise fr her mther. She gt up early and cked a hearty breakfast, filling the kitchen with the arma f lve. Then she cleaned the huse frm tp t bttm. When her mther came back, she led her t the living rm. On the table lay a beautiful handmade card, n which Lily wrte, “Mm, yu are my her.” Her mther pened it, and tears welled up in her eyes. Lily hugged her mther again, determined t make her prud in the future.
【导语】本文以母女关系为线索展开，讲述了Lily起初对母亲频繁的关心感到厌烦，甚至认为她过度干涉自己的生活。直到目睹母亲不顾危险为她取回手机，并在母亲手机中发现记录自己成长的相册和辛苦工作的照片后，她才意识到母亲默默付出的爱与牺牲。内心愧疚的Lily主动与母亲和解，并在高考后精心准备早餐和手写卡片表达感激，母女关系变得融洽。
【详解】1. 段落续写：
①由第一段首句内容“Lily紧紧地拿着电话，下定决心要直面妈妈”可知，第一段可描写Lily找到妈妈，向她道歉，并倾诉自己的感受，妈妈接受Lily的道歉。
②由第二段首句内容“高考结束后，Lily为妈妈准备了一个特别的惊喜”可知，第二段可描写Lily用自己的方式感谢妈妈的付出和爱，妈妈看到后非常感动。
2. 续写线索：Lily决心直面妈妈——Lily向妈妈道歉并倾诉感受——妈妈接受道歉——Lily准备惊喜——Lily的礼物——妈妈很感动
3. 词汇激活
行为类
①出现：appear/shw up
②冲，奔：rush/run/dash
③哭泣：sb/weep/shed tears
④回来：cme back/g back
情绪类
①震惊的：stunned/shcked/astnished
②高兴的：happy/delighted/cheerful
【点睛】[高分句型1] Her mther just strked her hair, saying sftly that as lng as Lily was happy, everything was wrth it. (现在分词作状语、that引导宾语从句、as lng as引导条件状语从句)
[高分句型2] On the table lay a beautiful handmade card, n which Lily wrte, “Mm, yu are my her.” (完全倒装、“介词+关系代词”引导非限制性定语从句)
102．（2025·河南·模拟预测）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。
“Gd mrning, Miss Blz,” A friendly mar in his early twenties greeted me as he placed a breakfast tray (托盘) n the table next t my bed. I struggled t sit up. After I was hspitalized fr several days fr severe breathing difficulties, my bdy was still very weak.
Nw, I was in a cnvalescent (康复的) hme, and I dreaded. staying here until I culd gain enugh strength t return t my apartment. It lked as if mst f the ther patients here were ld enugh t be my parents. And the tw elderly wmen wh were sharing my rm kept me up every night with cries and screams. I felt I was shrt f sleep.
Frtunately, there was ne psitive part abut my stay at the cnvalescent hme: The fd was gd. Since I needed t take medicine that had a side effect f stimulating my appetite, I was thankful t have three tasty meals each day.
“Yu gave me atmeal (燕麦片) again. Thanks fr remembering that it’s my favrite breakfast!” I tld the yung man wh had brught my tray.
“Well, uh, thanks!” he replied, lking surprised. “Actually, we ck atmeal fr all the patients every mrning, but nbdy has ever tld me befre that they like it. Everyne n the kitchen staff wrks very hard t prepare the meals. Even s, the patients usually cmplain abut the fd. Therefre, it’s nice t hear a cmpliment (赞美).”
While the yung man delivered breakfast trays t the tw ther wmen in the rm, I wndered what I culd d t encurage him and his clleagues. Reaching fr a pen n my nightstand, I quickly wrte a cmpliment abut the fd n the back f the breakfast menu and waved it in the air.
“Is that fr me?” the yung man asked with a laugh. He read my nte and smiled widely. “I’ll be sure t shw yur cmments t everyne in the kitchen,” he prmised befre hurrying away t deliver mre trays.
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。
As I watched him walk dwn the hallway, an idea hit me.
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I was abut t g hme when the directr f fd services came.
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【答案】One pssible versin:
As I watched him walk dwn the hallway, an idea hit me. I decided t write a psitive and encuraging nte t the kitchen staff after every meal. I sn discvered that wrking n these ntes gt my mind ff my illness and my nisy rmmates, at least fr a shrt while. It als gave me smething t lk frward t besides cunting the days until I culd g hme. Each mrning, afternn and evening, I enjyed seeing the surprise and delight n the faces f the emplyees wh nticed ne f my thank-yu ntes when picking up the meal trays.
I was abut t g hme when the directr f fd services came. He tld me that they’d keep all the ntes I wrte abut the meals during my stay, adding that my cmments had tuched and encuraged them all. He came here specially t thank me fr recgnizing their emplyees and their hard wrk! I ndded and smiled back at him. Being a patient in a cnvalescent hme hadn’t been easy fr me, but writing the ntes f gratitude after every meal had given me smething psitive t wrk n during the lng, dreary days in bed. Taking the time t thank thers had becme a daily habit fr me. And, fr that, I was very grateful.
【导语】本文以人物为线索展开，讲述了作者因严重呼吸困难住院后在康复中心疗养，因药物刺激食欲觉得饭菜可口，便每天给厨房工作人员写感谢便条，这不仅让自己专注于积极事物，也鼓舞了工作人员，他们特意致谢，写感谢便条成了作者的习惯。
【详解】1.段落续写：
①由第一段首句内容“当我看着他走过走廊时，我突然想到了一个主意”可知，第一段可描写作者决定写感谢便条以及写便条的感受。
②由第二段首句内容“我正要回家，食品服务部主任来了”可知，第二段可描写主任对作者的感谢以及作者的感悟。
2.续写线索：决定写感谢便条——有了期待——员工高兴——主任感谢——作者感悟
3.词汇激活
行为类
①注意到：ntice/take ntice f
②喜欢：enjy/be fnd f
③鼓励：encurage/inspire
情绪类
①高兴：delight/jy
②感激：grateful/thankful
【点睛】[高分句型1] Each mrning, afternn and evening, I enjyed seeing the surprise and delight n the faces f the emplyees wh nticed ne f my thank-yu ntes when picking up the meal trays.（运用了wh引导定语从句）
[高分句型2] Taking the time t thank thers had becme a daily habit fr me.（运用了动名词作主语）