专题08 读后续写之师生情谊类（知识清单）（含答案）2026年高考英语一轮复习知识清单（全国通用）

这是一份专题08 读后续写之师生情谊类（知识清单）（含答案）2026年高考英语一轮复习知识清单（全国通用），文件包含专题08读后续写之师生情谊类知识清单原卷版2026年高考英语一轮复习知识清单全国通用docx、专题08读后续写之师生情谊类知识清单解析版2026年高考英语一轮复习知识清单全国通用docx等2份学案配套教学资源，其中学案共57页， 欢迎下载使用。

01读后续写师生情谊类考情统计
02读后续写师生情谊类话题解读
【师生情谊话题解读】
“师生情谊”话题主要是描写学生的困惑和老师的引导，最后通过沟通与关怀，使学生受益良多。故事往往温馨感人，细腻地描写师生之间的信任、帮助与理解，既有教育的意义，也传递出感恩之心。总能引发共鸣，不仅能展现人性关怀和成长与启示，还能突出教育的重要性和价值，从而引起考生对教育和成长的深刻思考和关注。
【故事情节构建支架】
按照情节发展，比赛竞赛类读后续写内容刻意分为三个阶段：
03读后续写师生情谊话题构思
一、提炼核心要素，概括故事主旨。
从原文中提取“谁(Wh)、何时(When)、何地(Where)、做什么(What)、为什么(Why)和如何(Hw)”六个要素，梳理师生关系的背景，为续写打下情感基调。
二、分析情感脉络，理清故事脉络。
在师生情深的故事中，情感常常从初期的拘谨或困惑逐步发展到理解和温暖的情感。考生可以通过思维导图或列出情节线，呈现出学生在老师帮助下逐渐成长的过程。
三、设计情节转折，推动故事发展。
根据段首句的逻辑关系(顺承、转折或因果)，展开具体情节。例如:段首句提到老师的一句鼓励语，那么接下来可以描述学生如何受到鼓舞，在学习上有所进步，进一步表达师生间的信任。
四、构建情感高潮，表现情深意重。
在故事的高潮部分，可以通过学生的成长和老师的支持来展示深厚的师生情谊。例如，老师在关键时刻的鼓励让学生突破自我，表现出对学生的关爱，深化主题。
五、列出关键词汇，丰富情感表达。
在续写时列出关键词汇，围绕故事的主要情感和事件，按发展顺序构建句群，确保表达流畅自然，情感清晰连贯。
六、润色句式卷面，精准眷写成文。
在草稿基础上润色词句，使情感表达更加生动有感染力。通过多样化句式增强阅读体验，最后用清晰的书写眷写在题纸上。
04读后续写师生情谊情感10类20句
负面情绪营造
一、困惑
1. His sudden change in md cmpletely cnfused me.
他的情绪突然变化完全把我弄糊涂了。
2. When I std n the stage in frnt f the large audience, my mind went blank.
我站在舞台上面对大批观众时，我的头脑一片空白。
二、忧虑
1. Cncerned abut the cntest, I was unsettled fr the first few days.
由于担心这次比赛，头几天我心神不宁。
2. S nervus abut the cmpetitin was I that I lay awake half the night, wrrying.
我对竞赛感到如此紧张，以至于大半夜都睡不着觉，心神不宁。
三、绝望
1. He gazed at the cnfusin arund him and was verwhelmed by a feeling f despair.
他凝视着周围一片混乱，感到一阵绝望。
2. Desperate and helpless, she knelt dwn, with tears f regret streaming dwn her cheeks.
绝望而无助的她跪了下来，悔恨的泪水顺着面颊流了下来。
四、疲惫
1. Exhausted, I slid int bed and fell fast asleep.
我精疲力竭地躺在床上，很快就睡着了。
2. She felt exhausted and sat by the stream resting her aching feet.
她感到精疲力竭，坐在溪边休息着疼痛的双脚。
五、紧张
1. My heart beat wildly and my legs trembled.
我的心脏狂跳着，双腿颤抖着。
2. My heart beat s vilently that I felt like sitting n pins and needles.
心跳如此剧烈，我感到如坐针毡。
六、挑战
1. He was abut t quit when his teacher cast an encuraging glance at him.
他正要放弃时，老师向他投来鼓励的目光。
2. I culd feel that all the eyes were fixed n us. A strng sense f nervusness surged thrugh me.
我能感觉到所有的眼睛都盯着我们。一种强烈的紧张感涌上我的全身。
积极情绪营造
七、坚持
1. My heart beating wildly, I tried my best and gt clser t the ther runners.
我的心跳得很厉害，我尽了最大努力，离其他跑步者越来越近了。
2. “Patience, Will, Patience,” a vice eched in my ears after the bys left.
“耐心! 意愿，耐心，”男孩们离开后，一个声音在我耳边回响。
八、感激
1. A shiver f excitement passed thrugh her stmach when she heard the news.
听到这个消息，她激动得胃里直打颤。
2. I lked at her, tears f lve and gratitude welling up in my eyes.
我看着她，爱与感激的泪水夺眶而出。
九、喜悦
1. A bright smile spread acrss her face.
她脸上洋溢着灿烂的笑容。
2. She laughed, her eyes twinkling with excitement.
她笑了起来，她的眼睛因兴奋而闪闪发光。
十、感动
1. With tears streaming dwn her face, she thanked him again and again.
她泪流满面，再三感谢她。
2. I was deeply mved by what he had dne, tears rlling dwn withut cntrl.
我被他的所作所为深深打动了，泪水情不自禁地夺眶而出。
01 师生情谊类词汇十词汇十句
一、高频词块
1 .a mixture f pride and affectin自豪与慈爱交织
2. a simple gesture一个简单的动作
3. vlumes f encuragement大量的鼓励与信任
4. a warm current一股暖流
5. n the verge f giving up濒临放弃
6. nurture with care 悉心培育
7. listen attentively 专注地听
8. express sincere thanks 表达诚垫的感谢
9. in the face f setbacks面对挫折
10. strive fr excellence追求卓越
二、高频句式
1. The student's gratitude twards the teacher is beynd wrds.
学生对老师的感激之情难以言表。
2. The student’s eyes sparkled with gratitude as he gazed at his teacher.
学生凝视着老师，眼中闪烁着感激的光芒。
3. I have cme t appreciate the significance f helping thers in need.
我逐渐意识到帮助有需要的人的意义。
4. The teacher’s wrds, like a warm current, flwed thrugh the student’s heart.
老师的话语如一股暖流，淌过学生的心田。
5. The teacher's wn stry inspired the students t persevere in the face f setbacks.
老师自身的经历激励着学生们在挫折面前坚持不懈。
6. In the face f difficulties, the teacher was always by the students side, like a light huse.
面对困难时，老师总会陪伴在学生身边，如同一座灯塔。
7. The teacher gently patted the student n the shulder, cnveying encuragement and trust.
老师轻轻拍了拍学生的肩膀，传递出鼓励与信任。
8. Standing n the platfrm, the student's eyes were filled with a mixture f pride and affectin.
站在讲台上，这位学生的眼中满是自豪与眷恋交织的情感。
9. The teacher's patient quidance can always inspire the students t vercme difficulties.
老师耐心的指导总能激励学生克服困难。
10. A single wrd f praise frm the teacher culd make the student's face beam with jy fr an entire day.
老师一句赞美的话，就能让学生一整天都喜笑颜开。
02 师生情谊类主旨升华10句
1. The special experience is like an everlasting flwer, blming in the river f my memries.
这个特殊经历就像一朵永恒的花朵，盛放在我记忆的长河里。
2. This turned ut t be an unfrgettable experience, which will never fade away frm his memery.
结果证明这是一次难忘的经历，永远不会从我的记忆中消失。
3. With the early sunlight streaming in, everyne was bathed in lve and kindness.
清晨的阳光照进来，每个人都沉浸在爱和善良中。
4. The unfrgettable experience has ttally changed me, giving me a new life and hpe.
这次难忘的经历完全改变了我，给了我全新的生活和希望。
5. It’s a memrable mment witnessing a new and meaningful bnd in this family.
这是一个难忘的时刻，见证这个家庭之间新结成的、有意义的纽带。
6. This experience served as a reminder that the best way t gain recgnitin is t display yurself.
这段经历提醒我们，获得认可的最佳方式是展示自己。
7. Every time I lst patience in the future I wuld remember my teacher’s wrds.
每当我失去耐心时，我都会记住老师的话。
8. I we my success t my scial teacher wh is a beacn in my life n the rad t writing.
我的成功要归功于我的社会老师，她是我人生写作道路上的灯塔。
9. I am grateful t my teacher, whse encuragement and supprt helped me discver my ptential.
我感谢我的老师，他的鼓励和支持让我发现了自己的潜能。
10. Our bnd has becme a lifelng cnnectin f respect, guidance, and gratitude.
我们之间的纽带已经成为一种终身的尊重、指导和感激之情。
03 师生情谊类句式仿写3组
句型一：Inspired by the teacher, 主语+谓语…
例句：Inspired by the teacher, she kept trying at tugh prblems, n lnger giving up easily.
受老师启发，她面对难题坚持尝试，不再轻易放弃。
仿写1：Inspired by the teacher, the shy student spke in public, eyes bright with curage.
受老师启发，腼腆的学生敢在众人面前发言了，眼中闪烁着勇气的光芒。
仿写2：Inspired by the teacher, he picked up his brush again t chase his painter dream.
受老师启发，他重新拿起画笔，追逐成为画家的梦想。
句型二：was abut t d…when….
例句：He was abut t thrw away his draft nvel when his best friend tld him hw tuching the stry was.
他正要扔掉小说初稿，好友却告诉他这个故事有多动人。
仿写1：The little girl was abut t cry after lsing her ty bear when a kind stranger helped her find it.
小女孩丢了玩具熊，正要哭的时候，一位好心的陌生人帮她找到了。
仿写2：The hiker was abut t run ut f water and panic when he fund a small stream in the wds.
徒步旅行者正要因为缺水而恐慌，却在树林里发现了一条小溪。
句型三：It dawned n sb that….
例句：It dawned n the student that the teacher’s wrds supprted him, and his eyes shne with hpe.
学生突然领悟老师的话一直在支撑自己，眼里重新燃起希望。
仿写1：It dawned n the student that classmates cheered fr him, even when he fell behind, and he was mved.
学生突然明白就算自己落后，同学也在为他加油，心里满是感动。
仿写2：It dawned n the student that the teacher remembered his favrite bk, and he smiled widely.
学生突然发现老师记得自己喜欢的书，脸上绽开了笑容。
03 师生情谊类片段写作2组
【片段一】讲述了作者在学校话剧试演中成功获得一个角色，虽然只有四五行台词，作者却非常努力的反复排练，并且按照戏剧老师建议，站在镜子前尽可能多地去练。作者很享受排练的过程。然而，正式演出的那天，台下坐满了观众，大家以往的自信忽然一扫而光，一个个变得紧张不安起来。这种紧张和不安的气氛开始在作者和其他人中间蔓延开来。作者受其他人紧张情绪的影响，也感到了前所未有的紧张和不安。当轮到作者要上台说台词时，作者发现自己原来背的滚瓜烂熟，脱口而出的台词忘了一句。
续写线索：忘记台词——紧张不安——得到帮助——情绪平复——观众鼓掌——回到戏剧老师那里——老师表扬——内心感悟——期盼下一次表演。
But I suddenly realized I had missed a sentence. 1 (我能感觉到自己的心脏怦怦直跳嘴巴也干得发紧). Despite my effrts, the wrds failed, leaving me flustered n stage. 2 (我当时不知所措). Just then, I saw my drama teacher standing in the backstage area and tried t remind me with a gesture. The line flashed int my mind. As the scene prgressed, I gradually regained my cmpsure, fcusing n my lines and actins. When the mment came t take my bw, 3 (一股如释重负的感觉涌上心头).
I bwed t the audience excitedly and went back t my drama teacher. She smiled and patted my shulder, “Yu handled that mistake beautifully—I barely nticed!” 4 (她的话让我满心欢喜，脸颊也热了起来). “I was s scared,” I admitted. “But yur advice saved me.” She ndded, “5 (大家都会犯错，重要的是如何去弥补).” As I watched the rest f the play, I n lnger felt nervus. Instead, I felt prud—I’d faced my fear and pulled thrugh. That night taught me that 6 (勇气并非没有恐惧，而是纵使心怀恐惧，依然选择行动).​
【参考答案】
1. I culd feel my heart punding and my muth was dry
2. I was at a lss what t d
3. a wave f relief washed ver me
4. Her wrds made my face heat up with jy
5. Mistakes happen; what matters is hw yu fix them
6. curage isn’t the absence f fear, but acting in spite f it
【片段二】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。
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。
We sat dwn next t each ther, but David wuldn’t lk at me. 1 (我轻拍他的肩膀) and said, “I knw yu’re wrried abut being laughed at, but remember hw hard yu practiced? Every time yu finished the run, even if it was late, yu smiled s brightly.” He slwly lifted his head, 2 (眼睛里闪着泪光). “What if I’m t slw?” he whispered. I held his hand, “Slw desn’t matter—finishing is what cunts. Yur classmates will cheer fr yu, nt laugh.” Gradually, his shulders relaxed, and he ndded sftly. “Okay, I’ll try,” he said quietly, 3 (一丝微笑慢慢在他脸上绽开).​
I watched as David mved up t the starting line with the ther runners. When the whistle blew, the kids rushed frward, but David kept his wn pace, 4 (他的小短腿稳稳地向前迈着). I std by the side, cheering ludly with his classmates. “Cme n, David!”we shuted. He lked ver, waved, and kept ging. Thugh he fell behind quickly, he never stpped. Finally, when he crssed the finish line, 5 (全场观众瞬间爆发出热烈的掌声). He threw his arms arund me, laughing. “I did it!” he cried. I hugged him back, 6 (为这个勇于直面恐惧并取得胜利的勇敢男孩感到骄傲).
【参考答案】
1. I gently patted him n the shulder
2. eyes shining with tears
3. a tiny smile spreading acrss his face
4. his small legs mving steadily
5. the whle crwd erupted in applause
6. prud f the brave by wh’d faced his fear and wn
01读后续写优秀场景背诵
一、教育盗窃学生
When Stephanie arrived, Dustin sat in his chair and crssed his arms. His father intrduced himself t Stephanie and aplgized t her n Dustin’s behalf. Dustin kept his face blank. Then his father turned t Dustin. “Dustin, dn’t yu have smething t say?” Dustin said nthing but remained silent. His father, whse eyes suddenly narrwed, said firmly, “Dustin. Nw!” Walking t Stephanie, Dustin handed her a clsed envelpe, “I’m srry. I tk yur wallet. Here’s yur mney.” Stephanie lked at him with wide brwn eyes and gently said, “I frgive yu.” Astnished, Dustin stared at her in disbelief.
二、引导班级合作
At the end f this rund, Michelle came and saw the students talking and laughing happily. He felt satisfied with what they did. He said, “We can nw understand that we are much mre efficient when willing t share ur views with ther students. We are better prblem slvers by wrking tgether, nt individually.” Meanwhile, the students were tuched and inspired, fr they had been islating themselves frm ther students. If it had nt been fr this event, they wuldn’t have realized that they shuld cperate and cultivate team spirit t achieve their gals.
三、激发学生艺术力
Mary std back and surveyed the creatin. The big paper was a jyful mess: Tina’s ice cream trees std beside Akila’s rainbw cat, Maya’s glitter cluds flated abve Michael’s rbt, and every clr f the crayn bx shne bright. A grup f students gathered arund, pinting and cheering. “It’s better than any landscape we’ve drawn!” Tina said. Mary ndded, her eyes sft. She realized art wasn’t abut fllwing rules—it was abut letting hearts and imaginatins run free. Frm that day n, her classes became a place where every weird, wnderful idea was celebrated.
四、帮助克服数学恐惧
Gradually, Emily’s cnfidence grew with Mr. Jenkins’ help. She started t enjy the prcess f slving math prblems, finding satisfactin in each small success. The nce cnfusing numbers and variables nw seemed like pieces f a beautiful puzzle. Mr. Jenkins cntinued t supprt her, always ready with a smile and a wrd f encuragement. Emily began t believe in herself, and her grades slwly imprved. She realized that with patience and the right guidance, she culd vercme her struggles in math. Sn, the final exam came.
五、教师爱的传承
The teacher std at the frnt f the classrm, her eyes scanning the sea f faces. She had taught this class fr years, and each student was like a precius gem in her cllectin. One day, she handed a struggling student a bk and said, "This is my favrite. Read it, and yu'll understand why." The student, initially skeptical, began t devur the pages, finding slace in the wrds. Years later, as a teacher herself, she wuld pass n that same bk t her wn students, whispering, "This is my favrite. Read it, and yu'll understand why." The cycle f trust and inspiratin cntinued, a testament t the enduring pwer f a teacher's lve.
02师生情谊高考真题再现
2023·新课标I卷&II卷--写作赛场折桂，恩师成就辉煌
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.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I went t my teacher’s ffice after the award presentatin.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【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）
2022新高考I卷II卷--跑道上的奇迹：心脏病患儿坚持参赛
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.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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)
第一步：提炼六个要素，获取主旨大意。
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：分析段落首句，精心设计问题。
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，拔高价值取向。
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：列出关键词汇，续写连贯句群。
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：升格低级词句，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。
读后续写师生情谊类综合能力提升
【01】（25-26高三上·河北沧州·阶段练习）-帮助转学生
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。
“Class, quiet please!” Ms. Tan, ur teacher, called ut with her arms crssed, annyed by the nise we were making. Once the class quieted dwn, she cntinued, “Tday we have a new student jining us. His name is Luke Orye! As yu knw, tday is the first day f this schl year. He is a transfer (转学) student frm Sunnyfield Primary Schl. I hpe yu will help him feel cmfrtable in schl.” All f ur faces lit up. Nne f us had had a transfer student befre! I gave Luke a friendly smile and waved frm my seat. He saw it and gave a tight smile back. He lwered his head t keep his eyes fixed n the grund. I als nticed that he was nervus.
Just then, I realized smething. “Oh n, Mike is ging t bther Luke. A shy guy like Luke might nt handle it well,” I thught. Mike was knwn fr being mischievus (调皮). He wuld behave prperly when teachers were watching, but act up as sn as they weren’t lking. Every student fund his behavir annying because he lved t play tricks n thers.
When the bell rang fr a break, I raced ver t talk t Luke abut Mike. Hwever, Luke was ut f the dr befre I culd pen my muth. “He prbably wants sme fresh air,” I thught as I sighed and slwly walked twards the curtyard.
On my way, I saw Mike appraching Luke with a mischievus grin (咧嘴笑). “Why s quiet? Cat gt yur tngue?” Mike jked, pushing Luke playfully. Luke lked uncmfrtable and shifted his weight nervusly. Mike laughed heartily and clapped Luke n the back, thinking he was just having sme fun.
As luck wuld have it, Ms. Tan walked by! She was the teacher n duty in the curtyard that day. Mike quickly cmpsed himself and put n his best behavir. Luke and I exchanged wrried glances. I wanted t tell Ms. Tan what happened but hesitated. “Shuld I get invlved? This culd blw up in my face,” I thught. But then I remembered hw Luke lked — like he needed smene t stick up fr him.
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。
Taking a deep breath, I walked ver t Ms. Tan.
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A few minutes later, Mike returned, his face red with shame.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
Taking a deep breath, I walked ver t Ms. Tan. My heart punded with a mix f fear and determinatin. “Ms. Tan.” I began, my vice trembling slightly, “I think Mike is bthering Luke. He was jking arund, but Luke lked really uncmfrtable.” Ms. Tan’s eyes narrwed as she scanned the curtyard, quickly sptting Mike and Luke standing tgether. Withut hesitatin, she marched ver, her stern vice cutting thrugh the air. “Mike, cme with me. We need t talk.” As Mike fllwed Ms. Tan, I watched relief wash ver Luke’s face. I apprached him and whispered, “Dn’t wrry, he wn’t bther yu again.”
A few minutes later, Mike returned, his face red with shame. After Ms. Tan’s serius talk with him, he finally realized his mistakes. T everyne’s surprise, Mike sincerely aplgized t Luke, his vice trembling with regret. Luke, with a nd and an extended hand, accepted the aplgy. Frm that day n, the three f us became inseparable. We spent lunch breaks sharing stries f ur ld schls, and wrked tgether t help Luke adjust t his new envirnment. That experience taught us all a valuable lessn: standing up fr thers and allwing rm fr grwth can turn cnflict int lasting friendship.
【导语】本文以人物为线索展开，文章讲述了新学期开学首日，班级迎来转学生卢克后发生的一系列事情，展现了同学间的相处以及作者在面对同学被欺负时的心理挣扎与最终抉择。
【详解】1.段落续写：
①由第一段首句内容“深呼吸。我走向谭老师。”可知，第一段可描写作者向谭老师反映情况帮助卢克的过程。
②由第二段首句内容“几分钟后，迈克回来了，他的脸羞得通红。”可知，第二段可描写迈克认识到自己的错误并向卢克道歉，三人成为好朋友的过程。
2.续写线索：向谭老师反映情况——谭老师找迈克谈话——作者安慰卢克——迈克认识到错误——迈克向卢克道歉——三人成为好朋友
3.词汇激活
行为类
①打扰：bther/disturb/break in n
②注意到：spt/bserve/take nte f
③行走：marched ver /walk
情绪类
①确定地：with determinatin/determinately
②不舒服的：uncmfrtable /cmfrtless
【点睛】[高分句型1] As Mike fllwed Ms. Tan, I watched relief wash ver Luke’s face.（由连接词as引导的时间状语从句）
[高分句型2] T everyne’s surprise, Mike sincerely aplgized t Luke, his vice trembling with regret.（运用了独立主格的形式）
[高分句型3] We spent lunch breaks sharing stries f ur ld schls, and wrked tgether t help Luke adjust t his new envirnment.（运用了现在分词作状语）
【02】（24-25高一下·湖北武汉·阶段练习）-帮音乐特长生接纳自己
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。
Last summer, I met Le, a by wh had just mved t ur district with his family. One day I saw Le arguing with the librarian abut a sci-fi nvel. His vice bmed acrss the quiet library: “But the rbt clearly had feelings! The ending makes n sense!” I hid my laugh behind a selected cllectin f pems. Later, when we bumped int each ther at a music stre in the dwntwn area — bth reaching fr the last Nirvana CD — he grinned and said, “Yu pick. I’ll just brrw it frm yu.”
That was the start f ur friendship as we discvered shared passins fr rck music, cmics and mvies. We spent the entire summer vacatin explring secnd-hand recrd stres, watching classic film series, and even frming a band with sme ld guitars we fund in my garage. Le was always the life f the mment, his lud vice filling the air as he belted ut wrds f sngs r mimicked (模仿) mvie dialgues.
Le wasn’t like anyne I knew. His clthes were always mismatched, and he laughed like a wlf watching a cmedy shw. We read cmic bks, spent hurs debating the plts, and sang ff-key t 90s rck in his garage. But when the schl bell rang fr the new semester, everything changed.
Le’s energetic persnality was nt in harmny with the mre reserved atmsphere f ur high schl. At schl, his ludness std ut sharply. In the classrm, his enthusiastic answers ften interrupted the teacher; in the cafeteria, his hearty laughter eched thrugh the dining hall. One day, a grup f ppular students pinted and whispered as Le dramatically perfrmed a scene frm Die Hard. I felt my cheeks burning with embarrassment.
Gradually, I began making excuses t avid him, chsing t sit with ther classmates instead. Le’s eyes, nce bright with excitement, nw cluded with cnfusin and mental harm. I knew I had t make a decisin, but the weight f peer (同伴) pressure made it incredibly difficult.
注意：1. 所续写短文的词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
That night, I lay in bed, caught in a dilemma.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
We decided t start a music club at schl.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
That night, I lay in bed, caught in a dilemma. The memry f Le’s excited face clashed painfully with thse negative cmments. After an inner struggle, I knew I shuld fllw my heart. The next day, I saw Le sitting alne n a bench. Taking a deep breath, I walked ver. “Hey, Le. I’m srry.” I admitted, “I’ve been a cward. Yu’re the mst amazing friend I’ve ever had, and I dn’t care what anyne else says any mre.” Le’s eyes shining, he let ut his signature laugh. It suddenly hit us that we shuld d smething fr fellw students.
We decided t start a music club at schl. Our music club psters appeared the next week. Le rganized the selectin f new members, his laughter eching thrugh the gym as students nervusly perfrmed. T ur surprise, dzens jined — even quiet classmates hummed rck sngs shyly. At the first cncert, Le jumped nt the stage wearing his dinsaur scks and a nen jacket. “This sng is fr the rbts with feelings!” he shuted. The crwd rared. Watching him play the guitar wildly, I understd: ludness is nt a flaw but a charm; real harmny isn’t abut being quiet, but letting every unique nte shine.
【导语】本文以人物为线索展开。去年夏天作者认识了新搬来的里奥，两人因共同爱好成为朋友。但新学期里奥的外向与学校氛围格格不入，受同伴压力影响，作者开始回避他，里奥因此困惑受伤，作者面临艰难抉择。
【详解】1.段落续写
①由第一段句首内容“那天晚上，我躺在床上，陷入了进退两难的境地。”可知，第一段可以描写作者内心的挣扎与反思，回忆里奥的真诚与热情，对比外界的负面评价，最终决定听从内心，向里奥道歉，修复友谊，并萌生帮助他人的想法。
②由第二段句首内容“我们决定在学校成立一个音乐俱乐部。”可知，第二段可以描写二人如何将善意转化为行动，通过创办音乐俱乐部为同学们提供表达自我的平台，展现里奥的感染力和音乐的力量，最终在演出中领悟到个性与包容的真谛，升华主题。
2.续写线索：内心挣扎决定道歉——向里奥道歉重归于好——决定成立音乐俱乐部——俱乐部招新收获意外——首场音乐会大获成功——领悟接纳独特的意义
3.词汇激活
行为类
①承认：admit/cnfess/acknwledge
②组织：rganize/arrange
③跳上（舞台）：jump nt/spring nt/leap nt
情绪类
①惊人的：amazing/surprising
②紧张地：nervusly/anxiusly
【点睛】【高分句型1】Taking a deep breath, I walked ver.(运用了现在分词短语作状语)
【高分句型2】It suddenly hit us that we shuld d smething fr fellw students.(运用了It作形式主语、that引导的主语从句作真正的主语)
【03】（25-26高一上·黑龙江双鸭山·阶段练习）-帮适应高中生活
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。
Tm was in high schl fr half a year, yet he still didn’t adapt (适应) t the new schl life. He was unwilling t cmmunicate with thers. In class, he ften felt lnely amng his classmates, always lst in his wn thughts. As a result, he became increasingly unhappy and his learning perfrmance began t get wrse.
Mr. Smith, the headteacher, nticed his unhappiness. One Friday afternn, the teacher walked t him and said, “Tm, I’ve nticed that yu’ve been a bit dwn lately. Is there anything wrng? Are yu willing t share yur feelings with me?” Hesitating (犹豫) fr a mment, Tm said in a lw vice, “I just can’t fit in here. I miss my parents and ld friends s much, and it seems that I have little in cmmn with the classmates here.” They talked fr a lng time that afternn.
The next Mnday, it was time fr the class t change seats as usual and the headteacher asked Jack, an utging and helpful by, t sit next t Tm. Jack said cheerfully, “I’d like t make friends with yu.” Tm was amazed by Jack’s friendly ffer, but sn felt a wave f warmth flwing thrugh his heart. Jack started a lively cnversatin at nce, sharing his favrite hbbies and interesting experiences. Tm, wh had been s lnely befre, slwly fund himself respnding (回应) and pening up.
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。
In the fllwing days, Jack invited Tm t jin in different activities.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
With Jack’s cmpany and encuragement, Tm began t change.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
In the fllwing days, Jack invited Tm t jin in different activities. During breaks, they wuld play games with ther classmates, and Jack wuld always make sure Tm was part f the fun. He intrduced Tm t different grups f students, making Tm feel accepted and cnfident. Tm started t take part in class discussins mre frequently and fund that his classmates were actually quite friendly and interesting.
With Jack’s cmpany and encuragement, Tm began t change. He discvered cmmn interests with sme f his classmates, which further strengthened his sense f belnging. Nt nly did he start t cmmunicate mre actively with his classmates, but he als shared his thughts and feelings, finding his fcus and mtivatin in studies again. He realized that with a psitive attitude and the help f kind-hearted teachers and friends, he culd get ver the challenges and enjy the jy f high schl life.
【导语】本文以人物为线索展开。讲述了Tm上高中半年仍未适应新生活，不愿与人交流，常感孤独，学习也变差。班主任注意到后与他谈心，并安排外向的Jack坐他旁边，Jack的友好让Tm逐渐敞开心扉。
【详解】1.段落续写
①由第一段句首内容“在接下来的几天里，Jack邀请Tm参加各种活动。”可知，第一段可以描写Jack主动邀请Tm参与课间活动和班级互动的具体场景，展现Jack的友善和用心，以及Tm从被动参与到逐渐融入的心理变化过程。
②由第二段句首内容“在Jack的陪伴和鼓励下，Tm开始改变。”可知，第二段可以描写Tm在Jack的影响下性格和行为上的积极转变，并最终领悟到积极心态和人际支持的重要性，实现自我成长。
2.续写线索：Jack主动邀请——Tm逐渐参与活动——开始改变——分享想法感受——重拾学习动力——领悟高中生活意义
3.词汇激活
行为类
①确保：make sure/ensure
②介绍认识： with...
③参与课堂讨论：take part in class discussins/participate in class discussins/jin in class discussins
情绪类
①友好的：friendly/amicable
②善良的：kind-hearted/virtuus
【点睛】【高分句型1】He discvered cmmn interests with sme f his classmates, which further strengthened his sense f belnging.(运用了which引导的定语从句)
【高分句型2】He realized that with a psitive attitude and the help f kind-hearted teachers and friends, he culd get ver the challenges and enjy the jy f high schl life.(运用了that引导的宾语从句)
【04】（2025·河北·模拟预测）-帮学生和好
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Peple ften say: Friendship is like a plant f slw grwth. Emily and I are just like that. Our tw families were already neighburs. That was in the spring f 2008, the tw f us were brn n the same day in the same hspital. Emily was brn tw and a half hurs earlier than me.
When we were children, we almst wre the same clthes and even caught clds tgether. Later n, when we went t kindergarten and elementary schl, we were nt tgether. Hwever, I still remember a sentence my mther said t Emily's mther, "Smetimes we are nt tgether, but I still have the feeling that yu are there by my side."
My best friend, Emily, and I had been inseparable since middle schl. My senir year at Westfield High Schl was suppsed t be the best year f my life. Instead, it turned int a lessn abut friendship that I wuld never frget. As graduatin apprached, the stress f exams and cllege applicatins began t weigh heavily n Emily and me.
Emily was a member f the schl's wmen's vlleyball team. She enjyed scializing and didn't seem t value her academic studies as much as I did. She always wanted t bring me t the sprts field fr activities. She said it wuld prmte learning, but I was very unwilling.
Emily and I became distant. I fcused n getting int a tp university, while Emily was mre interested in enjying ur last year tgether. Our different gals led t disagreements, and sn enugh, we started t argue ver the smallest things.
One day, things reached a biling pint. We had a huge fight ver a grup prject. Days turned int weeks, and ur friendship seemed beynd repair. We avided each ther at schl and stpped sitting tgether at lunch. Our friends tried t help, but neither f us was willing t make the first mve. The silence between us was deafening, and I missed her mre than I wanted t admit.
It wasn't until ur English teacher assigned us t wrk tgether n a final presentatin that we were frced t cnfrnt (面对) each ther.
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。
At first, we wrked in tense silence.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
"I miss yu, t," I admitted, feeling a lump in my thrat (喉咙哽咽).
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】
At first, we wrked in tense silence. A few times, I wanted t talk t her frm the bttm f my heart, but in the end, I culdn't lse face. But as we spent mre time tgether, the ice began t melt. One day, there was a stage that required bth f us t cmplete, and we cperated very well, winning praise frm the teacher. After class, Emily std at the classrm dr, her eyes fixed n me, bviusly waiting fr me. Emily brke the silence. "I miss yu," she said sftly, with tears welling up.
"I miss yu, t," I admitted, feeling a lump in my thrat (喉咙哽咽). " I'm srry fr being s hard n yu. I nw understand that health is mre imprtant than academic perfrmance." The wrds rushed ut befre I culd stp them. "I'm srry t," Emily replied. "I shuld have been mre understanding. We're bth stressed, but we shuldn't let it ruin ur friendship." We hugged, and at that mment, it felt like a weight had been lifted ff my mind. We std side by side, prud f what we had accmplished and grateful t each ther. The experience made ur bnd strnger, and we knew that n matter where life tk us, we wuld always be there fr each ther.
【导语】本文以人物为线索，讲述了作者Emily和作者从出生起就是邻居，在同一天同一所医院出生，从小形影不离，但到了高中，由于升学压力和目标不同，两人渐行渐远，甚至发生激烈争吵，友谊面临破裂。直到英语老师安排她们一起完成期末汇报，两人才不得不重新面对彼此的故事。
【详解】1.段落续写：
①由第一段首句“起初，我们在紧张的沉默中工作。”可知，第一段可描写作者和Emily在合作完成汇报的过程中，逐渐打破沉默，关系开始缓和的过程。
②由第二段首句“‘我也想你，’我承认道，喉咙哽咽着。”可知，第二段可描写Emily主动打破僵局，两人互相道歉，重归于好，并且更加珍惜彼此的友谊。
2.续写线索：紧张沉默——关系缓和——Emily主动开口——互相道歉——重归于好——感悟
3.词汇激活
行为类：
①想要做某事：want t d sth./feel like ding sth.
②完成：cmplete/finish
③注视：fix n/gaze at
情绪类：
①遗憾的：srry/regretful
②感激的：grateful/thankful
【点睛】[高分句型 1]A few times, I wanted t talk t her frm the bttm f my heart, but in the end, I culdn't lse face.(运用了but连接并列句，其中in the end为固定短语作状语)
[高分句型 2]The experience made ur bnd strnger, and we knew that n matter where life tk us, we wuld always be there fr each ther.(运用了“make+宾语+宾补”复合结构、and连接的并列句，以及n matter wher引导的让步状语从句)
【05】（24-25高一下·广东东莞·期末）-学生感恩老师
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。
Teacher Appreciatin Week arrived in Richmnd, but fr Katie, it felt like any ther Mnday — until she fund an envelpe n her frnt dr. Inside was a nte asking her t pen her laptp fr a surprise.
Curius, she walked t her desk and turned n the screen. A vide call started, and Clay, a student she hadn’t seen fr ten years, appeared with a big smile. He asked if she remembered him. Katie replied that she did and mentined he had always lved drawing.
Clay said she was the first persn wh helped him believe in himself. He recalled a mment in class when Katie asked everyne t draw smething they were grateful fr. While the ther students started right away, he just sat there, unsure. Katie came ver and gave him a determined lk — a small act that made him feel cnfident. That mment inspired him t shw his gratitude. He als remembered hw she tk the whle class t their first cncert, a Blues Traveler shw, and hw it bradened their wrld.
Clay then said he had invited smene special t help thank her. The screen switched t a music studi where the lead singer f Blues Traveler appeared, and sang a heartfelt sng. He said Clay had tld him hw much Katie meant t the whle class and that the sng was fr her. With tears in her eyes, Katie smiled and said, “That is the clest thing I have ever seen.”
After the music, Clay reappeared and tld her t g utside. Katie stepped nt her frnt yard and paused at a decrated truck as a crwd applauded. On a big live screen n the side f that truck, dzens f her frmer students appeared ne by ne, waving, smiling, and calling ut t her.
注意：
1. 续写词数应为130左右；
2. 请按如下格式在答题卡的相应位置作答。
Katic std still, nt expecting such a surprise.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The vide f the special mments was psted nline.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】
Katie std still, nt expecting such a surprise. Her eyes scanned the screen, lighting up as familiar faces appeared. Laughter and cheers filled the air as each student tk a turn, sharing a shrt thank-yu. One spke abut a time when Katie stayed late t help with hmewrk. Anther recalled hw Katie cmfrted them during a tugh day. Katie’s hands slwly rse t her muth, eyes glistening with tears. Her chest tightened — nt frm sadness, but frm jy. A prfessinal vide team hired by Clay carefully recrded every heartfelt mment, capturing the warmth and cnnectin filling the yard.
The vide f the special mments was psted nline. Katie watched it again after it was shared, verwhelmed by the fld f cmments. Many viewers expressed hw they t had been deeply mved by their wn teachers. “This is the magic f teaching,” ne cmment read, “The relatinships we build last a lifetime, even if we dn’t always realize their impact.” As Katie read thrugh the heartfelt messages, she was reminded that teaching is mre than just passing n knwledge — it’s abut ffering supprt, encuragement, and smetimes simply being there.
【导语】本文以人物为线索展开，讲述了Katie在教师节感恩周收到了十年未见的学生Clay和其他往届学生以及BluesTraveler乐队主唱为她准备的一系列惊喜的故事。
【详解】1.段落续写：
①由第一段首句内容“Katie站着不动，没想到会有这样的惊喜。”可知，第一段可描写Katie看到熟悉面孔时的激动情绪，以及学生们分享的与她相关的难忘回忆，还有专业团队对这一温馨时刻的记录。
②由第二段首句内容“这段特别时刻的视频被发布到了网上。”可知，第二段可描写记录这些特殊时刻的视频被发布到网上后的情况。包括Katie观看视频时的感受，网友们的评论，以及这些评论让Katie对教学意义有了更深的认识。
2.续写线索：
Katie看到学生们——学生们表达感激——Katie感动——视频发布——网友反响热烈——Katie感悟教学意义
3.词汇激活
行为类：
①扫视：scan /glance ver
②回忆：recall/recllect
③表达感激：shw ne’s appreciatin/express ne’s gratitude
④传递：pass n/cnvey
情感类：
①感动：mved /tuched
②温暖：warmth /affectin
【点睛】[高分句型1] Her eyes scanned the screen, lighting up as familiar faces appeared.（运用了现在分词短语lighting up作状语，以及as引导的时间状语从句）
[高分句型2] As Katie read thrugh the heartfelt messages, she was reminded that teaching is mre than just passing n knwledge — it’s abut ffering supprt, encuragement, and smetimes simply being there.（运用了as引导的时间状语从句，以及that引导的宾语从句，同时使用了破折号进行补充说明）
【06】（24-25高二下·河北邯郸·阶段练习）-
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
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.
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.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The teachers and students were surprised t see Mhi walk nt the stage with a vilin.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】
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 hw talented he was in music, 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
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引导的时间状语从句和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As引导的时间状语从句和which引导的非限制性定语从句)
【07】（24-25高一下·湖北咸宁·期末）-主动排练学生
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 parents d a lt f embarrassing things! Usually, it’s my dad wh sings silly sngs r tells jkes arund my friends. But a few weeks ag, it was my mther wh played the embarrassing-parent rle.
While my mm and I were shpping, we ran int my teacher, wh mentined the schl didn’t have a music teacher t help ur class put tgether a perfrmance fr Winter Fair. And, then my mm said, “I knw the perfect sng and dance. I’ll teach it t the kids!”
Befre I culd say “Please dn’t”, my mm had agreed t cme t my class every mrning at 9:30 fr a week. Oh, and just t be clear, it’s nt as if she’s a prfessinal entertainer. My parents run a small grcery stre, and the nly singing my mm des is in the shwer.
“Mm,” I said n ur way hme, “Are yu sure this is such a gd idea?” “Of curse!” she said. “If we want yur schl Winter Fair t happen, peple need t step up and vlunteer.” She laughed, “We will have fun!”
“OK, kids!” my teacher said at 9:28 n Mnday. “We’re ging t stp silent reading a little early tday because a special guest is here t help us with a perfrmance fr Winter Fair. Let’s all welcme Arizna’s mther.”
I lked up t discver my mm standing in the frnt f the rm wearing the wrld’s silliest hat. “I’m super excited t be here with yu!” my mm said, “I’m ging t teach yu a fun little sng-and-dance perfrmance I learned a few years ag. Here ges!” Oh please, h please, I said ver and ver in my head, let there be a fire drill, r a pwer failure, r anything t stp my mm frm cmpletely embarrassing herself-and me!
But apparently, my mm was nt at all cncerned abut lking silly. She turned n sme backgrund music and started singing and dancing away.
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 can’t believe this is happening” was all I culd think.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My mm turned ut t be very gd at perfrming.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】
“I can’t believe this is happening” was all I culd think. I clsed my eyes, cvered my ears and shrank as lw as I pssibly culd in my chair. After a few secnds, thugh. I gathered curage t uncver ne ear and peek thrugh a half-pen eye. That’s when I saw the expressin f pure jy n my mm’s face. She was having s much fun that I culdn’t help smiling. My classmates clapped and cheered, and I heard smene say, “Ww! Arizna’s mther is pretty talented!”
My mm turned ut t be very gd at perfrming. She was als gd at teaching us the sng and the dance steps. t. We learned quickly. By the time f the fair, I was actually prud f her fr putting herself ut there fr us kids. Our perfrmance at the Winter Fair was a huge success. As we drve hme, I said t my mm, “I’m really glad yu vlunteered t help my class with the perfrmance.” My mm reached back and squeezed my hand. “Thanks fr saying that. I can see why yu might have been embarrassed, but I had such a great time.”
【导语】本文以人物为线索展开，讲述作者的父母常做些令人尴尬的事，一次购物时母亲得知学校冬季集市表演缺音乐老师，便主动请缨要教作者班级唱歌跳舞，作者虽不情愿但无法阻止，母亲在教室准备开始教学。
【详解】1.段落续写：
①由第一段首句内容““我简直不敢相信这种事正在发生”，这是我唯一能想到的。”可知，第一段可描写作者看到母亲开始表演时的反应。作者起初难以置信，闭眼捂耳躲避，后看到母亲开心表演，同学们鼓掌欢呼，还有人称赞母亲有才华，体现作者从尴尬到因母亲表演受认可态度的转变。
②由第二段首句内容“结果证明，我妈妈非常擅长表演。”可知，第二段可描写母亲在教学及表演中的表现。母亲擅长教学，同学们学得快，冬季集市表演大获成功，作者为母亲骄傲并表达感谢，母亲回应，升华主题，突出作者对母亲的理解与认可。
2.续写线索：作者对母亲表演难以置信——看到母亲开心及同学反应——母亲擅长教学 ——冬季集市表演成功——作者向母亲表达感谢——母亲回应
3.词汇激活
行为类
①松开：uncver/lsen
②鼓掌：clap /applaud
③教学：teach /instruct
情绪类：
①尴尬的：embarrassed /awkward
②高兴的：glad/happy /delighted
【点睛】【高分句型 1】As we drve hme, I said t my mm, “I’m really glad yu vlunteered t help my class with the perfrmance.”（运用了 as引导的时间状语从句以及省略引导词that的宾语从句作be glad的宾语）
【高分句型 2】I can see why yu might have been embarrassed, but I had such a great time.（运用了why引导的宾语从句）
【08】（2025高三·全国·专题练习）-帮女孩实现音乐梦
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。
Lily was a bright and energetic girl with a heart full f dreams. She lived in a small and cmfrt twn where everyne knew each ther. One sunny mrning, Lily’s teacher annunced a schl talent shw. The news excited Lily immediately, as she had always lved singing and dreamed f perfrming n stage.
Withut hesitatin, Lily signed up fr the shw. She chse her favurite sng and started practising right away. Every day after schl, she wuld g t the park and sing her heart ut, imagining the big stage and the cheering audience. Hwever, as the days passed, Lily faced a big prblem. She fund it difficult t reach sme f the high ntes in the sng. N matter hw hard she tried, her vice just wuldn’t cperate.
Lily started t feel discuraged. She thught abut giving up and withdrawing frm the talent shw. But deep inside, she knew that giving up was nt an ptin. She remembered the wrds her father always tld her, “When life gives yu challenges, face them with curage and never give up.”
Determined t vercme the bstacle, Lily decided t ask fr help. She went t her music teacher, Mrs. Brwn, and explained her prblem. Mrs. Brwn was very kind and patient. She listened t Lily sing and then gave her sme useful tips n hw t cntrl her vice and reach the high ntes. She als encuraged Lily t practise regularly and believe in herself.
With Mrs. Brwn’s guidance, Lily practised even harder. She spent hurs every day wrking n thse difficult ntes. Smetimes she felt tired and depressed, but she always reminded herself f her dream. Finally, the day f the talent shw arrived. Lily was nervus but excited. As she stepped nt the stage and saw the audience lking at her expectantly, her heart raced. But as sn as the music started, she tk a deep breath and began t sing.
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。
Lily pured her heart and sul int the sng.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After the shw, Lily’s friends and teachers crwded arund her.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】
Lily pured her heart and sul int the sng. Standing n the stage, her eyes clsed, she swung gently with the music. Her vice resunded pwerfully and bviusly, hitting every nte perfectly, especially thse high ntes that nce trubled her. Veins slightly bulged n her neck as she reached fr the climax part, and her hands tk fast hld n the micrphne. The audience sat ut f their mind, their eyes fixed n her. When she finished, the whle auditrium erupted int thunderus applause. Lily’s face lit up, and she felt a sense f pride and achievement wash ver her, a huge smile spreading acrss her cheeks.
After the shw, Lily’s friends and teachers crwded arund her. Her friends, eyes wide with admiratin, said, “Lily, that was incredible! Every mve was s accurate and full f emtin.” Teachers ndded in agreement, adding, “Yur devtin really shne thrugh. The cuntless hurs f practice were evident.” Lily std there, a shy smile n her face. Glancing arund at their supprtive faces, she truly understd that thrugh her wn hard wrk, never-giving-up spirit and the encuragement she’d received, she was capable f reaching any gal. This perfrmance wasn’t just an event; it was a life-changing lessn she’d treasure frever.
【导语】本文以Lily的唱歌表演为线索展开，讲述了Lily是个爱唱歌的小镇女孩。学校才艺表演的消息让她兴奋不已，她立即报名参加。但练习时她发现无法唱好高音部分，一度想放弃。在父亲“永不放弃”的鼓励下，她向音乐老师求助。经过刻苦训练，表演当天她完美演绎了整首歌，特别是那些曾困扰她的高音，赢得全场喝彩。这次经历让她明白：坚持和努力能让梦想成真。
【详解】1. 段落续写：
①由第一段首句内容“Lily全身心地投入到这首歌中。”可知，第一段可描写Lily的表演很成功，她顺利完成高音部分的演唱，观众们纷纷鼓掌喝彩。
②由第二段首句内容“演出结束后，Lily的朋友和老师围在她周围。”可知，第二段可描写朋友表达对Lily的赞美，老师也肯定Lily的努力和成果，Lily明白了达成目标靠的是永不放弃的精神、自己的努力还有他人的支持。
2. 续写线索：Lily投入地演唱——Lily出色的表演——观众的反应——演出结束——朋友和老师的赞美与肯定——Lily的感悟
3. 词汇激活
行为类
①结束：finish/end
②收到：receive/get/btain
③珍视：treasure/cherish
情绪类
①钦佩：admiratin/esteem
②害羞的：shy/bashful
【点睛】[高分句型1] Her vice resunded pwerfully and bviusly, hitting every nte perfectly, especially thse high ntes that nce trubled her. (现在分词短语作状语、that引导限制性定语从句)
[高分句型2] Glancing arund at their supprtive faces, she truly understd that thrugh her wn hard wrk, never-giving-up spirit and the encuragement she’d received, she was capable f reaching any gal. (现在分词短语作状语、that引导宾语从句和省略关系代词that/which的定语从句)
【09】（24-25高一下·辽宁·期中）-教学生接纳自己
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。
Sara was a high schl student wh was knwn fr her hard wrk and desire fr perfectin. Whenever a task was given t her by the teachers, she always wanted t d it perfectly. This sense f respnsibility made her a favrite amng teachers, but it als placed heavy pressure n her shulders. She feared making mistakes and wuld ften stress ver even the smallest f errrs.
One day, a painting cmpetitin was annunced at the schl. Sara eagerly decided t participate in the cmpetitin. Painting had always been ne f her favrite hbbies, and she lved the idea f cmpeting. The winner wuld receive a prize, and while that sunded great, Sara was glad t have the chance t prve herself. Hwever, this time painting didn’t feel fun. Each time she picked up her brush, a heavy feeling f anxiety cluded her thughts. The fear f nt being the best in the cmpetitin cntrlled her.
As days passed, it became increasingly difficult fr Sara t cncentrate. While ther participants were making prgress, Sara was caught in her thughts. She culdn’t even decide what t paint. Images f her cmpetitrs cnfidently wrking n their pieces filled her with a sense f inability. With nly tw days left befre the cmpetitin, Sara’s anxiety grew wrse. She spent the entire day with negative thughts, feeling unwrthy and untalented.
At schl, Sara saw her classmates clse t finishing their artwrk, their laughter and excitement ging sharply against her internal struggles. The pressure t perfrm perfectly had turned int an intense fear that kept her frm even picking up a brush. Sara began t dubt her abilities, believing that she culdn’t finish anything well. She felt lst in a cycle f anxiety, and the jy she nce fund in painting seemed t fade further away. With each passing mment, she questined whether she shuld even participate at all, fearing that failure wuld nly prve her wrst beliefs in herself.
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。
Paragraph 1:
Seeing Sara’s truble, her teacher asked her t cme t him and shwed her a beautiful glass cup.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph 2:
Lking at the well-repaired cup and reflecting n her teacher’s wrds, Sara decided t paint withut wrrying abut perfectin.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】
Seeing Sara’s truble, her teacher asked her t cme t him and shwed her a beautiful glass cup. Sara had never seen such a beautiful glass piece befre. But suddenly, the cup slipped frm her teacher’s hands and brke int pieces. A wave f sadness spread ver her face. Her teacher lked at her face and said sftly, “Beauty lies in imperfectin and welcming imperfectin is an act f self-lve and acceptance.” Then he began repairing the cup with glden glue, making it even mre beautiful than befre and gave the cup t Sara as a gift.
Lking at the well-repaired cup and reflecting n her teacher’s wrds, Sara decided t paint withut wrrying abut perfectin. As Sara let g f her anxiety, her painting became mre beautiful. On the cmpetitin day, Sara accidentally spilled water n the painting befre submitting it, but instead f panicking, she calmly added raindrps t her artwrk, making it even better than befre. When the results were annunced, Sara wn the secnd prize. She was happy abut the result but, mre imprtantly, she learned a valuable lessn: Being perfect all the time isn’t necessary, because beauty lies in imperfectin, and accepting small faults makes us human.
【导语】本文以Sara参加绘画比赛为线索展开，讲述了一个追求完美的高中生如何在老师的引导下学会接纳不完美，并重新找回创作乐趣的故事。
【详解】1. 段落续写：
①由第一段首句内容“看到萨拉的困扰，老师把她叫到身边，向她展示了一个精美的玻璃杯。”可知，第一段需描写杯子摔碎后老师用金缮修复的过程，重点突出"不完美之美"的启示。
②由第二段首句内容“凝视着精心修复的杯子，回味着老师的教诲，萨拉决定放下对完美的执念，尽情作画。”可知，第二段需呈现她如何将感悟转化为行动，并在比赛中意外创造新意境。
2. 续写线索：参加绘画比赛——感到焦虑，无法专注——老师展示完美杯子——意外破碎——金缮修复——领悟哲理——放松创作——意外失误——即兴改良——获奖感悟
3. 词汇激活：
行为类
①修复：repair/mend/fix
②自由创作：paint freely/let the brush flw/create withut restraint
③提交：submit/hand in
④交给：give/hand ver
哲理类
①悲伤：sadness/srrw
②自我接纳：self-acceptance/embrace neself
③开心：happy/delighted
④惊慌：panic/terrr
【点睛】【高级句型1】Then he began repairing the cup with glden glue, making it even mre beautiful than befre and gave the cup t Sara as a gift. (运用了现在分词作结果状语)
【高级句型2】Being perfect all the time isn’t necessary, because beauty lies in imperfectin, and accepting small faults makes us human. (运用了动名词作主语，because引导的原因状语从句)
【10】（24-25高二下·湖北·阶段练习）-引导学生融入班级
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 whle class burst ut laughing as Mhi rushed int the classrm. He was a strange sight. His half-buttned white shirt revealed a red-striped pyjama tp (睡衣上装) underneath, and instead f white schl shes, he wre a pair f bright green sandals (凉鞋) that were twice the size f his feet. The physics teacher’s hand frze in the middle f writing a frmula n the blackbard.
Mhi said in a lw vice, “Srry, teacher,” and ran hurriedly t his seat. Mr. Tan glared at the rest f the students. The laughter quickly died dwn. Mhi’s classmates always lked frward t Mndays. They wuld be entertained by Mhi’s late arrival, dd appearance, and inapprpriate clthing.
Mhi lived just a street away frm the schl. He walked t schl every day. Students passing by n the bus wuld yell his name tgether just t see him jump and stp in his tracks. When he sptted the merry bunch n the bus, he wuld wave with a friendly smile. Althugh Mhi was kind, he was t lst in his wn thughts t make friends. His classmates fund him amusing but they ignred him mst f the time. Only Hamed, wh sat beside Mhi, tried t be his friend.
The fllwing Mnday, Mhi did nt turn up at schl. His classmates were a little disappinted, but they quickly frgt abut him. After schl, Hamed decided t walk t Mhi’s huse t check n him. As he apprached the gate, he culd hear vilin music. “Mhi must be listening t music,” he thught. The gate was nt lcked. Hamed let himself in. He called Mhi’s name a few times but there was n respnse. The music played n. Hamed lked in thrugh a windw. His eyes widened in surprise. In the middle f the living rm, Mhi was playing the vilin. His eyes were clsed in cncentratin as he skillfully drew the bw ver the strings. He played s perfectly that it sunded like a recrding. Hamed left quietly. When Teachers’ Day came arund, Hamed had a plan.
注意：
1. 所续写短文的词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
It was the schl’s traditin t have a cncert fr the teachers.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Mhi became a hit and had many fans at his schl.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】
It was the schl’s traditin t have a cncert fr the teachers. Having seen Mhi’s excellent vilin skills, Hamed encuraged Mhi t have a try. Mhi hesitated. Hwever, seeing Hamed’s determined lk, he decided t perfrm. The whle class was skeptical when Hamed recmmended Mhi. But they finally agreed, cnsidering the shrtage f perfrmers. On the day f the cncert, as Mhi started t play, the entire auditrium fell int silence. The sweet and meldius sund f Mhi’s vilin filled the air, fascinating all wh heard it. When the last nte ended, the audience burst int thunderus applause.
Mhi became a hit and had many fans at his schl. His classmates n lnger laughed at his funny appearance. Instead, they began admiring him fr his incredible talent and devtin t music. Mhi’s hidden gift was revealed and he was accepted by his peers, wh nw saw him in a new light. Withut dubt, Mhi was heartily grateful fr Hamed’s encuragement and admiratin, and they have been friends ever since. Beautiful things exist in every crner f ur lives, and what we shuld d is lk beynd the appearance and discver thse gleaming qualities.
【导语】本文以人物为线索，讲述了Mhi如何在学校被接纳为线索展开，讲述了Mhi是个总因迟到和怪异穿着被同学嘲笑的男孩，只有Hamed愿意接近他。某天Mhi缺席，Hamed去他家时意外发现他竟是小提琴天才。在Hamed的鼓励下，Mhi参加了学校的音乐会，用琴声征服了所有人。从此，同学们不再嘲笑他，转而敬佩他的才华。
【详解】1. 段落续写：
①由第一段首句内容“为老师们举办音乐会是学校的传统。”可知，第一段可描写Hamed鼓励Mhi参加音乐会，犹豫后Mhi同意了，音乐会那天Mhi的琴声感染了观众。
②由第二段首句内容“Mhi成为了一个热门人物，在他的学校里有很多粉丝。”可知，第二段可描写同学们变得非常钦佩Mhi，接纳了他，Mhi也和Hamed成为了好朋友，以及这个故事教导我们学会善于发现他人隐藏的闪耀品质。
2. 续写线索：音乐会——Hamed鼓励Mhi参加音乐会——Mhi表现出众——Mhi成为热门人物——同学们接纳Mhi——故事的感悟
3. 词汇激活
行为类
①决定做某事：decide t d/determine t d
②同意：agree/cnsent/assent
③结束：end/cme t an end
④发现：discver/disclse
情绪类
①坚定的：determined/reslute
②怀疑的：skeptical/dubius/dubtful
③感激的：grateful/thankful
【点睛】[高分句型1] The sweet and meldius sund f Mhi’s vilin filled the air, fascinating all wh heard it. (运用了现在分词作状语、wh引导限制性定语从句)
[高分句型2] Beautiful things exist in every crner f ur lives, and what we shuld d is lk beynd the appearance and discver thse gleaming qualities. (运用了what引导主语从句)
【11】（24-25高一下·湖北·期中）-帮学生重拾信心
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。
Music had always been my safe place. Ever since I was six years ld and first tuched thse black and white keys, the pian became my vice when wrds failed me. My parents said I wuld spend hurs at ur ld upright pian, making up little tunes befre I even learned t read ntes prperly. That’s when Mr. Wilsn entered my life as my pian teacher. He was different frm ther teachers while thers fcused nly n technique, Mr. Wilsn always said, “Yur playing may nt be perfect, but it’s full f feeling.”
Last year, ur city hsted its annual Yuth Pian Cmpetitin. When Mr. Wilsn suggested I participate, my hands turned cld with fear. “I’m nt ready,” I prtested (反对). But he smiled and said, “Music isn’t abut being the best, but it’s abut sharing yur heart.” Fr three mnths, I practiced Jhn Denver’s “Cuntry Rad” every day after schl. Mr. Wilsn helped me arrange a special pian versin that started sftly like a whisper and built t an emtinal climax.
The day f the semifinals arrived. Backstage, I culd hear the previus cntestant playing flawlessly (完美无瑕地). When my name was called, my legs felt like jelly. The first few measures went well, but then at the mst difficult transitin, my mind went cmpletely blank. My fingers kept mving autmatically, but the wrng ntes rang ut like alarm bells. I managed t finish the piece, but the disappinted lk n the judges’ faces said it all.
Fr weeks after the cmpetitin, I avided the pian altgether. Then ne rainy afternn, I heard music flating up frm dwnstairs. It was Mr. Wilsn at ur pian, playing my mistake-filled cmpetitin perfrmance, nte fr wrng nte. And yet... there was smething strangely beautiful abut it. The way he played thse “wrng” ntes with such certainty made them sund intentinal, like they belnged there all alng.
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。
Paragraph 1:
I listened quietly as Mr. Wilsn played my failed perfrmance.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph 2:
A year later, the cmpetitin pster caught my eye.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】
I listened quietly as Mr. Wilsn played my failed perfrmance. Tears filled my eyes as Mr. Wilsn played my failed perfrmance, making every wrng nte sund beautiful. “These aren’t mistakes,” he said gently, “they’re yur heart speaking.” I shivered as the music surrunded me — the nervus parts nw sunded hnest, the rushed parts full f strength. Where I’d nly heard failure befre, he shwed me the true feelings I’d put int the music withut realizing. My breathing became uneven as I finally understd: being real was mre imprtant than being perfect. Tears fell nt the pian keys, shining in the light as they celebrated the surprising beauty f my imperfect but brave perfrmance.Paragraph 2 (77 wrds)
A year later, the cmpetitin pster caught my eye. “Will yu try again?” Mr. Wilsn asked. I smiled and ndded. This time, I played withut fear. As the final ntes faded, the audience erupted in applause — nt the plite kind, but the warm. An elderly wman even wiped her eyes. Mr. Wilsn patted me n the shulder cntently. It was then that I realized tuching smene’s heart was wrth mre than any first prize. Gd music isn’t abut perfect ntes, but abut sharing true feelings.
【导语】本文以人物为线索展开，讲述了作者自幼通过钢琴表达内心情感，在钢琴老师威尔逊先生的鼓励下参加比赛却因失误落败，陷入自我怀疑后，通过老师用特殊方式重新诠释其失败表演，领悟到音乐真谛与情感传递的价值，最终重拾信心再次参赛并获得认可的故事。
【详解】1.段落续写：
①由第一段首句内容“我静静地听着威尔逊先生弹奏我失败的作品。”可知，第一段可描写作者聆听老师弹奏自己失败的作品时，内心从悲伤到感悟的变化，以及老师通过演奏传递的深层意义。
②由第二段首句内容“一年后，比赛的海报吸引了我的目光。”可知，第二段可描写作者再次参加比赛的过程，以及在比赛中获得的不同体验和收获。
2.续写线索：聆听演奏——情感变化——领悟真谛——再次参赛——观众反应——感悟升华
3.词汇激活
行为类
①弹奏：play/perfrm
②流泪：tears filled my eyes/my eyes welled up with tears
③点头：ndded/agreed with a nd
情绪类
①温柔地：gently/sftly
②诚实的：hnest/sincere
【点睛】[高分句型1] As the final ntes faded, the audience erupted in applause — nt the plite kind, but the warm. (运用了as引导的时间状语从句)
[高分句型2] It was then that I realized tuching smene’s heart was wrth mre than any first prize. (运用了强调句型和省略that的宾语从句)
【12】（2025·陕西咸阳·模拟预测）-引导涂鸦少年
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。
Linda walked ut f her apartment building and was shcked at what she saw. Overnight, the building ppsite had acquired graffiti (涂鸦) in dark clrs. Thugh well drawn, the images were full f negative cntents. Wrst f all, huge letters read: “HATE THE WORLD．”
As an art teacher with a deep lve fr children, Linda culdn’t help but wnder abut the reasns behind such a depressing message. What culd drive the kids t express themselves in such a despairing manner? Were they lacking the warmth f a lving family? Cnfused and cncerned, she decided t keep an eye ut fr them.
Three days later, Linda gt her chance. She caught sight f tw teenagers adding t the graffiti as she returned hme. T avid alarming them, she parked her car at a distance and bserved. Their style matched the previus graffiti, cnfirming her suspicins. Eager t engage with them, she apprached. Hwever, the tw bys sptted her, and started running away. “Wait!” Linda called ut, her vice gentle but firm. “I just want t talk. Yu wn’t be in truble.”
The bys hesitated, and then stpped, their expressins a mix f unease and curisity. “Did yu tw create the graffiti?” she asked in a sft tne. The taller ne lked smewhat frightened but ndded, “Yeah... we did.”
Linda explained with a relieved smile, “I’m an art teacher. Yur wrks are creative, thugh...” She paused fr a while and cntinued, “I culd give yu sme lessns if yu like... and get yu mre paints, in bright clrs.”
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 the bys understd her intentin, their faces registered bth surprise and dubt.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
They chse the ld art studi at the back f Linda’s schl as their “base”.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】
When the bys understd her intentin, their faces registered bth surprise and dubt. They exchanged a hesitant glance, and the shrter by asked with bth hpe and disbelief, “Really? Yu’d d that fr us?” Linda ndded with a warm smile, “Of curse. Art shuld be a way t express yurself and t bring beauty t the wrld, nt hate. I believe yu have the ptential t create smething truly meaningful.” The bys lked at each ther again, this time with a glimmer f excitement in their eyes. Their initial wariness slwly melted away under Linda’s genuine ffer. “In that case, we’re in,” the bys said happily.
They chse the ld art studi at the back f Linda’s schl as their “base”. Over the next few weeks, Linda spent her afternns with the bys, teaching them varius techniques and intrducing them t different art styles. Their skills grew, and s did their cnfidence. The transfrmatin in their artwrk was remarkable. They began t use bright clrs, and their themes shifted t hpe and dreams. The change wasn’t just in their art; it was in their utlk n life. Linda had given them a gift far greater than just art lessns; she had shwn them a different path, ne where they culd express themselves psitively.
【导语】本文以Linda与涂鸦少年的互动为线索展开，讲述了她通过艺术引导少年从消极转向积极的过程。
【详解】1.段落续写：
①由第一段首句内容“当男孩们理解了她的意图时，他们脸上既显惊讶又存怀疑。”可知，第一段可描写男孩们对Linda提议的反应，从怀疑到接受的心理变化，以及Linda进一步引导他们理解艺术的意义。
②由第二段首句内容“他们选择了Linda学校后面的旧美术工作室作为‘基地’。”可知，第二段可描写在工作室中，Linda如何教导男孩们，他们的作品和心态发生的转变，以及艺术带来的积极影响。
2.续写线索：
怀疑犹豫——接受提议——学习艺术——作品转变——心态积极
3.词汇激活
行为类
①交换：exchange/swap
②消散：melt away/fade away
③教：teach/instruct
情绪类
①兴奋：excitement/thrill
②高兴地：happily/with delight
【点睛】[高分句型1] I believe yu have the ptential t create smething truly meaningful.（使用了省略that引导的宾语从句）
[高分句型2] Over the next few weeks, Linda spent her afternns with the bys, teaching them varius techniques and intrducing them t different art styles.（使用了现在分词短语作状语）
年份
卷别
主题
话题
类型
2023
新课标I&II卷
人与自我
老师鼓励参加作文比赛终获大奖
师生情谊类
2022
新课标I&II卷
人与自我
鼓励身残志坚男孩参加校越野赛
师生情谊类
阶段
情节发展
情绪刻画
第一阶段
学习或生活遇到苦恼或问题
具体负面情绪塑造
(焦虑？尴尬？担忧？困惑)
第二阶段
老师关注而积极引导和鼓励
受到鼓舞走出困境
(疲惫？挣扎？坚持？感动？)
第三阶段
个人成长实现目标感恩老师
情谊加深主题升华
(拥抱？鼓掌？欢呼？流泪？)
斯蒂芬妮抵达时，达斯汀正坐在椅子上，双臂交叉抱在胸前。他的父亲上前向斯蒂芬妮作了自我介绍，并代达斯汀向她道歉。达斯汀却始终面无表情。随后，父亲转向达斯汀，问道：“达斯汀，你难道没什么要跟人家说的吗？” 达斯汀一言不发，依旧保持着沉默。父亲的眼神突然一沉，语气坚定地说：“达斯汀，现在就说！” 达斯汀起身走向斯蒂芬妮，递过去一个封好的信封，低声道：“对不起，我拿了你的钱包。这是你的钱。” 斯蒂芬妮睁着一双棕色的大眼睛望着他，语气温和地说：“我原谅你了。” 达斯汀既惊讶又难以置信，怔怔地盯着她。
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玛丽退后一步，审视着这幅集体创作。那张大大的画纸乱得充满童趣：蒂娜画的冰淇淋树旁立着阿基拉的彩虹猫，玛雅的闪片云朵飘在迈克尔画的机器人上方，蜡笔盒里的每种颜色都在纸上闪耀。一群学生围了过来，指着画欢呼。“这比我们之前画的任何风景画都好看！” 蒂娜说。玛丽点了点头，眼神变得柔和。她意识到，艺术不在于遵守规则 —— 而在于让心灵与想象力自由驰骋。从那天起，她的课堂成了一个包容之地，每一个奇特又美妙的想法都能被歌颂。
在詹金斯先生的帮助下，艾米丽的自信心渐渐增强。她开始享受解数学题的过程，每取得一点小小的成功，都能从中感受到满足。曾经那些令人困惑的数字和变量，如今仿佛变成了一幅精美拼图的碎片。詹金斯先生始终在她身边支持她，总是面带微笑，随时准备给予鼓励。艾米丽开始相信自己，成绩也慢慢有了提升。她意识到，只要有耐心，再加上正确的指导，自己完全能够克服数学上的困难。很快，期末考试就来临了。
老师站在教室前方，目光扫过一张张脸庞。这门课她教了好些年，班里的每个学生，都像她珍藏的宝贝一样珍贵。有一天，她递给一位学习吃力的学生一本书，说道：“这是我最喜欢的书。读一读，你就会明白为什么了。” 起初，那名学生还心存疑虑，但翻开书页后便沉浸其中，从文字里找到了慰藉。多年后，当她自己也成为一名教师时，同样把这本书递给了自己的学生，轻声说道：“这是我最喜欢的书。读一读，你就会明白为什么了。” 这份信任与激励的循环就这样延续着，印证了教师之爱恒久不变的力量。
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
鼓励大卫——心理变化——决定参赛——克服困难——加油助威——完成比赛