高考英語(yǔ)二輪復(fù)習(xí)：讀后續(xù)寫專題一、題型簡(jiǎn)介讀后續(xù)寫（ContinuationWriting）是高考英語(yǔ)寫作中的創(chuàng)新題型，旨在綜合考查學(xué)生的閱讀理解能力、邏輯推理能力、語(yǔ)言運(yùn)用能力及創(chuàng)造性思維。其核心要求為：考生需在閱讀一篇未完成的敘事性短文（通常約350詞）后，根據(jù)原文情節(jié)、人物設(shè)定及語(yǔ)言風(fēng)格，補(bǔ)寫兩個(gè)段落（約150詞），使故事邏輯完整、主題升華。該題型的特點(diǎn)可概括為以下四方面：1.語(yǔ)言材料的限定性原文提供明確的故事情境（如沖突、轉(zhuǎn)折或懸念），語(yǔ)言風(fēng)格（如幽默、懸疑或溫情）及人物關(guān)系（如家庭矛盾、友情考驗(yàn)），考生需嚴(yán)格遵循原文設(shè)定，避免偏離主線或改變?nèi)宋镄愿瘛?.故事情境的開(kāi)放性雖受原文框架約束，但續(xù)寫部分需體現(xiàn)合理想象。例如，原文可能以“主人公陷入困境”結(jié)尾，考生需設(shè)計(jì)符合邏輯的解決方案（如借助他人幫助、自我突破），同時(shí)傳遞積極價(jià)值觀（如勇氣、成長(zhǎng)或和解）。3.人物角色的連貫性角色的言行、情感及動(dòng)機(jī)需與原文一致。例如，若原文中主角性格內(nèi)向，續(xù)寫時(shí)不宜突然賦予其外向行為；若前文鋪墊了伏筆（如角色隨身攜帶的舊照片），續(xù)寫需呼應(yīng)細(xì)節(jié)，增強(qiáng)故事整體性。4.給定句的引導(dǎo)性題目會(huì)提供兩個(gè)段落的開(kāi)頭句（通常為段首句或段尾句），作為續(xù)寫內(nèi)容的錨點(diǎn)?？忌鑼⒔o定句自然嵌入段落，確保情節(jié)過(guò)渡流暢。例如，若給定句為“Suddenly,thedoorcreakedopen...”，續(xù)寫需圍繞“開(kāi)門”事件展開(kāi)，解釋原因并推動(dòng)故事高潮。二、考情分析1.命題趨勢(shì)與特點(diǎn)（1）語(yǔ)篇類型固定連續(xù)三年均選用記敘文，內(nèi)容圍繞“人與社會(huì)”主題語(yǔ)境展開(kāi)，聚焦個(gè)人成長(zhǎng)與社會(huì)互動(dòng)。核心主題：誠(chéng)信（2024年履約）、努力與突破（2023年寫作比賽、2022年帶病參賽）、互助與信任（2024年司機(jī)信任乘客）。情節(jié)模式：困境→解決→成長(zhǎng)（如忘帶現(xiàn)金后履約、克服語(yǔ)言障礙獲獎(jiǎng)、帶病完成比賽）。（2）語(yǔ)篇內(nèi)容特點(diǎn)貼近生活：場(chǎng)景多為日常情境（如乘車、校園活動(dòng)、體育比賽），考生易產(chǎn)生共鳴。價(jià)值觀導(dǎo)向：強(qiáng)調(diào)積極品質(zhì)（誠(chéng)信、毅力、責(zé)任感），要求續(xù)寫部分傳遞正向價(jià)值。國(guó)際化元素：2024年提及“布拉格”，暗示命題可能融入跨文化背景。（3）文本結(jié)構(gòu)與難度原文長(zhǎng)度穩(wěn)定：詞數(shù)控制在310-325詞，情節(jié)緊湊，留有明確續(xù)寫空間（如懸念或未解決的沖突）。語(yǔ)言風(fēng)格統(tǒng)一：多用簡(jiǎn)單句、對(duì)話和心理描寫，語(yǔ)言平實(shí)但情感細(xì)膩（如2023年“老師的鼓勵(lì)”）。2.考查重點(diǎn)與能力要求（1）文本分析能力需精準(zhǔn)捕捉原文關(guān)鍵信息：人物性格（如2024年主人公的誠(chéng)信、2022年David的頑強(qiáng)）；矛盾沖突（如忘帶現(xiàn)金、語(yǔ)言障礙、身體疾?。?；伏筆與細(xì)節(jié)（如2024年“返程時(shí)支付”需在續(xù)寫中兌現(xiàn)）。（2）邏輯銜接能力確保續(xù)寫段落與原文在情節(jié)、情感、語(yǔ)言風(fēng)格上無(wú)縫銜接。例：2023年需體現(xiàn)“努力過(guò)程”與“獲獎(jiǎng)結(jié)果”的因果關(guān)系；2022年需合理描寫David如何克服身體困難。（3）創(chuàng)造性思維在限定框架內(nèi)合理想象，設(shè)計(jì)符合邏輯的結(jié)局（如2024年需解釋“如何履約”）。避免機(jī)械模仿原文，需通過(guò)細(xì)節(jié)（如動(dòng)作、對(duì)話）推動(dòng)情節(jié)發(fā)展。三、備考策略（一）讀——讀懂材料（審題與閱讀）1.細(xì)讀文章主題清。讀主題：文章主題立意積極向上，弘揚(yáng)人性社會(huì)正能量；2.故事情節(jié)加感情。讀情節(jié)：借助記敘文“故事山”，抓住故事中最大“沖突”，厘清情節(jié)和情感兩條主線；3.語(yǔ)言風(fēng)格須沿用。讀語(yǔ)言：對(duì)話體，敘述體，描寫手段，人物性格、情感轉(zhuǎn)變。培養(yǎng)閱讀能力：理解原文內(nèi)容，準(zhǔn)確理解原文篇章結(jié)構(gòu)的關(guān)鍵信息，能深入理解原文的內(nèi)容要素、內(nèi)容發(fā)展、邏輯關(guān)系、語(yǔ)言特點(diǎn)等。續(xù)寫故事應(yīng)符合積極的世界觀和價(jià)值觀取向，邏輯合理，情節(jié)連貫。要閱讀語(yǔ)篇，從“人與自我、人與社會(huì)、人與自然”三個(gè)主題語(yǔ)境進(jìn)行分析，把握故事主題，防止主題跑偏和故事情節(jié)離奇荒誕。學(xué)會(huì)分析情節(jié)，分析故事情節(jié)一般從故事六要素著手，即who、when、where、what、why、how，然后理順故事情節(jié)發(fā)展線和主人公的情感變化線。這樣，故事的人物、事件和主要人物的心理變化就會(huì)一目了然，為接下來(lái)的續(xù)寫做好準(zhǔn)備。（二）思——構(gòu)思情節(jié)（布局與銜接/融合）牢記：續(xù)寫內(nèi)容+所給材料=一篇完整的故事短文！1.布局情節(jié)思路形。思考布局，預(yù)設(shè)情節(jié)：續(xù)寫第一段指向故事中“矛盾或問(wèn)題的解決方法”，續(xù)寫第二段指向故事中“解決方法的結(jié)果”；2.勿添人物和時(shí)空。構(gòu)思情節(jié)一般不要添加新的人物，也不輕易拉長(zhǎng)故事發(fā)生的時(shí)間和空間；3.銜接融合記心中。思考首句，關(guān)注銜接。銜接1：續(xù)寫第一段與第一段給出句的銜接；銜接2：續(xù)寫第一段與第二段給出句的銜接；銜接3：續(xù)寫第二段與第二段給出句的銜接；銜接4：續(xù)寫兩段與材料的銜接與連貫。構(gòu)思續(xù)寫情節(jié)，分析段首句，根據(jù)段首句的關(guān)鍵信息提出問(wèn)題，預(yù)設(shè)故事情節(jié)發(fā)展走向。關(guān)注銜接，思考故事如何結(jié)尾，如何與前文做好首尾呼應(yīng)，邏輯性應(yīng)強(qiáng)，體現(xiàn)故事主題，構(gòu)思出一篇內(nèi)容完整的故事短文。培養(yǎng)思維能力：在根據(jù)原文進(jìn)行續(xù)寫時(shí)體現(xiàn)出創(chuàng)造性。培養(yǎng)學(xué)習(xí)能力：閱讀原文后學(xué)習(xí)原文作者的語(yǔ)言特點(diǎn)和寫作方式。（三）寫——寫出好文（語(yǔ)言和手法）1.先列提綱初稿成。語(yǔ)言要銜接：詞匯銜接——原詞復(fù)現(xiàn)、同義詞近義詞復(fù)現(xiàn)、反義詞同現(xiàn)；語(yǔ)法銜接與照應(yīng)——冠詞、替代、省略；邏輯關(guān)聯(lián)語(yǔ)銜接——轉(zhuǎn)折、因果、次序、遞進(jìn)、并列。記敘描寫交替用。表達(dá)要豐富：細(xì)節(jié)描寫，增加畫面感和表現(xiàn)力。主要是所見(jiàn)（人物和環(huán)境描寫）、所思（心理描寫）、所言（語(yǔ)言描寫）、所做（動(dòng)作描寫）、所處（環(huán)境描寫），描寫點(diǎn)到為止，不可喧賓奪主，注意與材料的呼應(yīng)；運(yùn)用并列結(jié)構(gòu)、復(fù)合句、非謂語(yǔ)動(dòng)詞、with復(fù)合結(jié)構(gòu)和適當(dāng)運(yùn)用修辭手段等，原則是先寫對(duì)再寫高級(jí)。3.內(nèi)容連貫和呼應(yīng)。內(nèi)容要連貫：五要原則——情節(jié)要基于現(xiàn)實(shí)生活，想象要合情合理；情節(jié)設(shè)計(jì)要基于原文，圍繞主題，使短文內(nèi)容完整；情節(jié)內(nèi)容要保證上下文連貫；情節(jié)設(shè)計(jì)要最后升華主題，首尾照應(yīng)。4.檢查要點(diǎn)寫工整.培養(yǎng)寫作能力：（1）內(nèi)容產(chǎn)出，能在原文的基礎(chǔ)上創(chuàng)造出新的內(nèi)容，能與原文內(nèi)容保持融洽，形成有效協(xié)同；（2）語(yǔ)言運(yùn)用，能使用豐富的詞匯和句子結(jié)構(gòu)并且使用準(zhǔn)確、恰當(dāng)，與原文的詞匯和句子結(jié)構(gòu)甚至語(yǔ)言風(fēng)格協(xié)同（較高要求）；（3）篇章結(jié)構(gòu)，能與原文合理銜接，能使用恰當(dāng)?shù)倪B接手段使續(xù)寫完整、連貫。四、評(píng)分細(xì)則1.本題總分為25分，按5個(gè)檔次評(píng)分。2.評(píng)分時(shí)需綜合考慮以下方面：(1)續(xù)寫內(nèi)容的質(zhì)量、完整性及與原文情境的融洽度；(2)詞匯和語(yǔ)法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性及多樣性；(3)上下文銜接和全文連貫性。3.評(píng)分時(shí)先確定整體檔次，再綜合衡量后給分。4.其他注意事項(xiàng)：(1)詞數(shù)少于120的酌情扣分；(2)書寫較差影響交際的酌情扣分；(3)拼寫和標(biāo)點(diǎn)符號(hào)錯(cuò)誤視影響程度扣分，英、美拼寫均可接受?！痉謾n劃分標(biāo)準(zhǔn)】第五檔（很好）（21～25分）(1)與原文高度融洽，段落開(kāi)頭語(yǔ)銜接合理，內(nèi)容新穎、豐富、有邏輯，續(xù)寫完整；(2)語(yǔ)法和詞匯豐富準(zhǔn)確，錯(cuò)誤極少且不影響表達(dá)；(3)自然使用連接成分，結(jié)構(gòu)緊湊，全文清晰連貫。第四檔（好）（16～20分）(1)與原文融洽度較高，段落銜接較合理，續(xù)寫較完整；(2)語(yǔ)法和詞匯較豐富，少量錯(cuò)誤不影響表達(dá)；(3)有效使用連接成分，結(jié)構(gòu)較清晰連貫。第三檔（適當(dāng)）（11～15分）(1)與原文關(guān)系密切，段落開(kāi)頭語(yǔ)有銜接，但部分情節(jié)不合理；(2)語(yǔ)法和詞匯基本滿足要求，個(gè)別錯(cuò)誤影響表達(dá)；(3)使用簡(jiǎn)單連接成分，結(jié)構(gòu)基本清晰。第二檔（較差）（6～10分）(1)與原文有一定關(guān)聯(lián)，但內(nèi)容或邏輯問(wèn)題較多，續(xù)寫不完整；(2)語(yǔ)法單調(diào)，詞匯有限，錯(cuò)誤影響表達(dá)；(3)連接成分較少，內(nèi)容欠連貫。第一檔（差）（1～5分）(1)與原文銜接差，內(nèi)容或邏輯問(wèn)題嚴(yán)重，續(xù)寫不完整或脫節(jié)；(2)語(yǔ)法單調(diào)，詞匯貧乏，錯(cuò)誤嚴(yán)重影響表達(dá)；(3)缺乏連接成分，結(jié)構(gòu)混亂。0分未作答；內(nèi)容過(guò)少或無(wú)法辨認(rèn)；內(nèi)容完全抄襲或與題目無(wú)關(guān)。五、實(shí)戰(zhàn)演練【名校模擬】題源：2025屆廣東省高三英語(yǔ)二模閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Marywatchedasstudentscrowdedaroundanoticeannouncingthattheschool’sradiostationwaslookingforasecondhost.Butterfliesfilledherstomach—shehadalwaysdreamedofbecomingacampushost.Theradiostationwasabigdeal;itairedmusic,schoolannouncements,andentertainingshowsthateveryonetunedintoduringlunchbreaks.Olivia,thecurrenthost,wasconfidentandtalented,earningwidespreadadmiration.Incontrast,Marywasnaturallyshy,andspeakinginfrontofothersmadehernervous.Still,shedecidedtogiveitatry,evenasaclassmateremarked,“You?Youcanbarelyreadaloudinclasswithoutstumbling（磕磕絆絆）!”Notdiscouraged,Marypracticedeveryeveningbyreadingaloudfromhertextbooks.Atfirst,shestumbledoverherwords,butgraduallyherreadinggrewsmootherandherpronunciationclearer.Sheevenborrowedbooksonpublicspeakingfromthelibrarytolearnvocaltechniques.Whileherclassmateschattedandlaughed,shequietlyabsorbedeverydetail,determinedtobuildherskills.Thedayoftheinterviewfinallyarrived.Holdingthecoldmicrophone,Maryfeltherhandsgrowsweaty.Shereadtherequiredtextsperfectly—rehearsed(排練)thousandsoftimes—butshestruggledduringtheimprovised(即興的)part.“Sir,I’vebeenpracticingformonths,andI’mwillingtoworkhardtolearn,”shebegged.Mr.Cartersmiledgentlyandsaid,“Iappreciateyourdeterminationandyourexcellentreading.Butduringalivebroadcast,anythingcanhappen,andyouneedtodrawyouraudience’sattentionwithgenuineemotionratherthansimplyreadingfromascript.”Thatday,noonepassedtheinterview;everyoneleftexceptMary.Lostinthought,sherealized,“Theproblemisn’twithmypronunciationorreading…”Itsuddenlystruckherthatshecouldjointheradioteaminasupportingroletolearnwhatittrulytakestobeahost.注意：寫作詞數(shù)應(yīng)為150左右；請(qǐng)?jiān)诖痤}卡的相應(yīng)位置作答。 SheaskedMr.Carterforpermissionandbeganbytakingonsmalltasks.Thenoneday,Mr.Carterrushedinwithunexpectednews:Oliviahadsuddenlyfallenill.【篇章情節(jié)——理一理】人稱：第三人稱為主時(shí)態(tài)：一般過(guò)去時(shí)為主人物：Mary（渴望成為校園電臺(tái)主持人的學(xué)生）、Olivia（現(xiàn)任電臺(tái)主持人）、Mr.Carter（面試官或電臺(tái)負(fù)責(zé)人）情節(jié)：Marydiscoversradiohostauditionnotice.(Radiostation’spopularity,Olivia’ssuccess,Mary’sshynature)→Classmate’sridiculesparksMary’sresolve→Auditionday:Perfectscriptedperformancevs.improvisedstruggle;Mr.Carter’scriticalfeedback:“Genuineemotion>scriptreading”→Mary’s“aha!”momentaboutsupportingroles【思路延伸——想一想】Para1:SheaskedMr.Carterforpermissionandbeganbytakingonsmalltasks.Q1:WhatspecificskillsdidMarydevelopasasupportingrole?Q2:HowdidobservingOlivia’shostingstyleinfluenceMary’sownapproachtoconnectingwithanaudience?Q3:DidMaryencountermomentsofself-doubtwhilepracticingalone?Howdidshepushthroughthem?Para2:Thenoneday,Mr.Carterrushedinwithunexpectednews:Oliviahadsuddenlyfallenill.Q1:HowdidtheyreacttoOlivia’sabsence?Q2:HowdidthelistenersrespondtoMary’suniquestylecomparedtoOlivia’s?Didanyonerecognizehergrowth?【參考范文】Paragraph1:SheaskedMr.Carterforpermissionandbeganbytakingonsmalltasks.Organizingscripts,preparingplaylists,andsettingthefacilities,Marythrewherselfintothesetasks,treatingeachoneasanopportunitytolearn.Duringbreaks,sheobservedOlivia’shostingtechniques—howshehandledtechnicalissuesandmanagedtomaketheaudiencefeelexcitedandengaged.Whennoonewasaround,shewouldpractice,pretendingtohostherownshow,announcingimaginaryschoolnews,recitingpoems,orintroducingsongs,justlikeOliviadid.Asdaysturnedintoweeks,hernotebookwasfilledwithherthoughtsandreflections.Maryfeltmoreconfident,andshehopedshecouldfinallysharehervoicewiththeschool.Paragraph2:Thenoneday,Mr.Carterrushedinwithunexpectednews:Oliviahadsuddenlyfallenill.Marystoodup,herpalmssweatingbutvoicesteady.“I’velearnedalotthesedays.MayItry?”Thestudiofellsilent.Mr.Carterstudiedherdeterminedfaceandnodded.Holdingthecoldmictightly,Mary’sclearvoiceflowedthroughthespeakers.Sheperfectlyreportedthenewsthatday,playedupbeatmusic,andevensharedfunstoriesabouttheirschool’shistory.Studentspausedtheirsandwiches,recognizingthenewvoice.Bybroadcastend,theradioofficebuzzedwithapproval.Mr.Cartersmiled,“Seemswealreadyhaveoursecondhost.”Marywasstillholdingthemic,whichwasn’tcoldanymore,butheldthewarmthofeveryhostwho’deverpanicked,triumphed,andgrownhere—includingher.語(yǔ)料積累：throwherselfintothesetasks全身心投入pretendtohostherownshow模擬主持自己的節(jié)目notebookfilledwiththoughts寫滿想法的筆記palmssweatingbutvoicesteady掌心冒汗但聲音沉穩(wěn)perfectlyreportthenews完美播報(bào) upbeatmusic歡快音樂(lè)buzzwithapproval贊許聲四起★Organizingscripts,preparingplaylists,andsettingthefacilities,Marythrewherselfintothesetasks,treatingeachoneasanopportunitytolearn.組織腳本、準(zhǔn)備播放列表和設(shè)置設(shè)施，瑪麗全身心投入這些任務(wù)，把每一個(gè)任務(wù)都當(dāng)作學(xué)習(xí)的機(jī)會(huì)。（這句話通過(guò)排比手法列舉了Mary承擔(dān)的多項(xiàng)工作，用“全身心投入”凸顯其敬業(yè)精神）★Whennoonewasaround,shewouldpractice,pretendingtohostherownshow,announcingimaginaryschoolnews,recitingpoems,orintroducingsongs,justlikeOliviadid.當(dāng)周圍沒(méi)有人的時(shí)候，她就會(huì)練習(xí)，假裝在主持自己的節(jié)目，播報(bào)虛構(gòu)的校園新聞，朗誦詩(shī)歌，或者介紹歌曲，完全復(fù)刻Olivia的專業(yè)范兒。（四個(gè)動(dòng)賓短語(yǔ)形成遞進(jìn)式學(xué)習(xí)鏈條，暗示從模仿到創(chuàng)新的質(zhì)變，為下文救場(chǎng)做鋪墊）★Studentspausedtheirsandwiches,recognizingthenewvoice.學(xué)生們停下咬了一半的三明治，這個(gè)新聲音，值得側(cè)耳傾聽(tīng)。（“舉著三明治的手停在半空”用定格畫面制造懸念，側(cè)面烘托主持魅力）★Marywasstillholdingthemic,whichwasn’tcoldanymore,butheldthewarmthofeveryhostwho’deverpanicked,triumphed,andgrownhere—includingher.麥克風(fēng)在她掌心發(fā)燙，凝結(jié)著歷代主持人曾經(jīng)歷的恐慌、勝利與成長(zhǎng)，此刻也鐫刻著她自己的故事。（“慌亂—欣喜—熱忱”形成時(shí)間縱深感，暗合人物成長(zhǎng)軌跡。）【真題鏈接：2022年新高考I卷&2022年新高考II卷】閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右。2.開(kāi)頭已給出。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.【篇章情節(jié)——理一理】人稱：第一人稱和第三人稱并用時(shí)態(tài)：一般過(guò)去時(shí)人物：“I”（aspecialeducationteacherattheschool）theschool’scoachDavid：10-year-oldboywithbraindisorder情節(jié)：Thenarrator“I”discoveredDavid’sintentiontowithdrawfromtherace.“I”approachedthecoachforclarification.Davidsufferedfromabraindisorderthatimpairedhisabilitytowalkorrunnormally.Yethemadeeveryefforttoparticipateinactivitiesandnevermissedasingletrainingsession.【思路延伸——想一想】Para1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Q1:HowshouldIpersuadeDavidintodoingthecross-countryrun?WhatwasDavid’sreactiontomyarguments?Q2:Does“Davidmoveduptothestartingline”inparagraph2suggestDavidagreedtorun?Q3:Howcanwedescribehisreactiontoconnectthetwoparagraphs?Para2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Q1:HowcanwedescribeDavid’srunningtorelatetothegiventext?Q2:HowmighttheaudiencereacttoDavid’srunning?Q3:Whatisaproperending?佳句：1.David很受鼓勵(lì)，他深吸了一口氣，鼓起勇氣，“我會(huì)試一試的?！盌avidwasinspired,sohetookadeepbreathandgatheredhiscourage,“Iwillgiveitatry”.（兩連動(dòng)詞描寫+對(duì)話）2.他努力往前跑，小小的身子隨著奔跑的節(jié)奏搖晃著。Hestruggledtorunforward,andhissmallbodyrockedwiththerhythmofhisrun.（肢體動(dòng)作描寫，并列句）3.同學(xué)們紛紛出現(xiàn)在賽道上，熱情地為他鼓勁，“加油！你能做到！”Classmatesallappearedontheracingtrack,andcheeredforhimenthusiastically,“Comeon!Youcanmakeit!”（雙連動(dòng)作描寫+副詞+對(duì)話）4.在雷鳴般的歡呼聲和掌聲中，David滿含驕傲和興奮的淚水沖過(guò)終點(diǎn)線。Tothethunderouscheersandapplause,Davidcrossedthefinishlinewithtearsofprideandexcitementspillingoutofhiseyes.(環(huán)境氣氛描寫）5.David笑著說(shuō)道：“謝謝你，你讓我意識(shí)到，如果為我的目標(biāo)而努力，我總會(huì)成為贏家?！盌avidsmiledandsaid,“Thankyou.YoumademerealizeI’dalwayscomeoutawinnerifIwantedsomethingbadlyenoughtoworkforit.”(結(jié)尾句升華主題)【參考范文】Paragraph1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Hehunghishead,tryingtoavoideyecontactwithme.Itwasatrickymoment,callingforagoodchoiceofwords.Havingthoughtitover,Imentionedsomeeventswhichwonpeople’spraiseforhisdeterminationandperseverance.Hisfacebegantolighten.Headdedthateventhejudgesthumbedupathim.Then,thewhistlewentoffandthecompetitorsbegantotaketheirplaces.Tomyjoy,Davidslowlyrosetohisfeet.Paragraph2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Davidstoodfirmlyinhisposition,ignoringanythingaround.Pushingforwardwithoutbalance,hewasleftbehind.However,whenhecameintosight,thespectatorsburstintothunderouscheersandapplause.Inspiredbytheenthusiasmandencouragement,Davidquickenedhispaceinhighspirits.Itturnedoutthatheachievedhisbestrecordever.Seeinghisconfidentsmiles,Isighedinrelief.Withthepowertoconquerhimself,hecanconqueranythingonthewaytoapromisingfuture.語(yǔ)料積累：avoideyecontact避免眼神接觸 trickymoment微妙時(shí)刻 lightenv.使變亮；使明亮 thumbup豎起大拇指burstinto突然開(kāi)始；突然爆發(fā)conquerv.（通過(guò)努力）控制，對(duì)付，克服（問(wèn)題、困難等）★Havingthoughtitover,Imentionedsomeeventswhichwonpeople’spraiseforhisdeterminationandperseverance.經(jīng)過(guò)一番思量，我提起幾件他因堅(jiān)韌不拔而贏得人們贊譽(yù)的事。（句子采用分詞短語(yǔ)開(kāi)頭，通過(guò)完成時(shí)態(tài)強(qiáng)調(diào)思考的完整性，為后續(xù)主句提供邏輯鋪墊。關(guān)系代詞“which”引導(dǎo)的定語(yǔ)從句，修飾先行詞“events”。）★Davidstoodfirmlyinhisposition,ignoringanythingaround.大衛(wèi)堅(jiān)定地站著，無(wú)視周圍一切。（通過(guò)“firmly”和“ignoring”的對(duì)比，突出專注力）★thespectatorsburstintothunderouscheersandapplause觀眾爆發(fā)出雷鳴般的歡呼和掌聲（“thunderous”夸張手法，強(qiáng)化感染力的描寫）★Inspiredbytheenthusiasmandencouragement,Davidquickenedhispaceinhighspirits.在熱情與鼓勵(lì)的激勵(lì)下，大衛(wèi)精神抖擻地加快步伐。（用“quickenedhispaceinhighspirits”展現(xiàn)情緒與動(dòng)作的聯(lián)動(dòng)）★Withthepowertoconquerhimself,hecanconqueranythingonthewaytoapromisingfuture.擁有征服自我的力量，他就能征服通往光明未來(lái)路上的一切。（哲理式收尾，主題升華有力）【真題鏈接：2023年新課標(biāo)I卷&2023年新課標(biāo)II卷】WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny;andunlikelytobeanyoneelse’schoice.Whatdidthehorsethink,ashespedthroughthenight?Didhegettired?Havedoubts?Didhewanttoquit?Isympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’shorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.Icheckedoutahalf-dozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloud,andsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin,Iwouldn’tcare.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Iwenttomyteacher’sofficeaftertheawardpresentation.【篇章情節(jié)——理一理】Iwasaskedbymysocialstudiesteachertoenterawritingcontest.AndIsaidnobecauseIdidn’tlikewritingandwasn’tgoodatEnglish.Encouragedbymysocialstudiesteacher’swords,Iagreedtogiveitatry.Ichosethesubjectandwrote.ThenIpolishedupmyessayandgaveittomyteacher.Aftergettingfeedbackfromtheteacher,Iwroteitagain,andagainandagain.Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Q1:WhatwasthenewsandhowdidIfeelwhenIgotthenews?Q2:WhatwouldIdo?Iwenttomyteacher’sofficeaftertheawardpresentation.Q1:WhydidIgototheteacher’sofficeaftertheawardpresentation?Q2:WhatdidIseeanddowhenIgotintotheteacher’soffice?Q3:WhatdidIsay?Howdidtheteacherrespond?Q4:Whatisaproperending?【思路延伸——想一想】得知比賽結(jié)果的心情：短語(yǔ)篇：（1）興奮，激動(dòng)beoverwhelmedwithexcitement sb’sjawdrops/fallsjumptoone’sfeet one’sfaceislitupwithexcitementsb’svoiceischokedwithexcitement awildexcitementtakesholdof...one’seyestwinklewithexcitement handstremblewitheagerness（2）高興canhardlyconcealone’sexcitement satisfiedlookbedelightedat incheerfulspiritsjumpwithjoy feelamixtureofexcitementandhappinessbrightensb’sheart becontentwith（3）驚喜，驚訝alookofsurprisespreadsoverone’sface one’seyesflashalookofshock/surpriseatsbgaspinastonishmentat betoostunnedtospeakbelostforwords eyesopenwideinwonderment佳句篇：（1）Shockedandelated,Ihardlybelievedit.我既震驚又高興，簡(jiǎn)直不敢相信。（2）ThemomentIsawmynameinthewinner’slist,myheartleapedwithjoy.當(dāng)我看到自己的名字在獲獎(jiǎng)名單上時(shí)，我的心高興得怦怦直跳。（3）ThemomentIfoundoutthatIhadwonthewritingcompetition,Iwasoverwhelmedbyastrongfeelingofastonishment,mixedwithasenseofexhilaration.當(dāng)我發(fā)現(xiàn)自己贏得了寫作比賽的那一刻，我既驚訝又興奮。（4）NeverinmywildestdreamshadIimaginedthatallthehardworkIputintopolishingmyessaywouldonedaybearsweetfruit.我做夢(mèng)也沒(méi)想到，我為潤(rùn)色文章所付出的所有努力有一天會(huì)收獲良多。（5）Allthehardwork,thelatenights,thedoubtsandfears,hadpaidoff.所有的埋頭苦干、挑燈夜戰(zhàn)、懷疑和恐懼都得到了回報(bào)。2.獲獎(jiǎng)時(shí)的情景：短語(yǔ)篇：receivetheaward holdanexquisitetrophyaroundofapplause loud/thunderousapplauseabunchofflowers thecheeringcrowd佳句篇：（1）Thencamethebigday.到了頒獎(jiǎng)典禮的那一天。（2）Shortlyafterwards,Ifoundmyselfonthestageintheschoolhallwheretheawardpresentationwasheld.不久之后，我發(fā)現(xiàn)自己站在舉行頒獎(jiǎng)典禮的學(xué)校禮堂的舞臺(tái)上。（3）AsIsteppedontothestage,theapplausefromtheaudiencefilledmyears.當(dāng)我走上舞臺(tái)，觀眾的掌聲充滿了我的耳朵。（4）Holdingtheawardinmyhand,Ifeltasurgeofprideandgratitude.握著獎(jiǎng)杯，我感到一陣驕傲和感激。3.進(jìn)入老師辦公室時(shí)的場(chǎng)景：短語(yǔ)篇：（1）表達(dá)感激expressone’sheartfeltgratitude hugsbpatsbontheback/shoulder sendabunchofflowersbegratefulforsth givesba(tender)hugholdsbtightlyinthearms holdone’shandstightly（2）表達(dá)感動(dòng)betouchedtofindthat... bemovedwithtearsawarmcurrent misty/moisteyesbetoucheddeeply/immensely tearswellupintheeyeswithalumpinone’sthroat（3）表達(dá)祝賀gavesbathumbsup Congratulations!佳句篇：（1）Sharingthismomentofsuccesswithmyteacher,Ifeltadeepsenseofgratitudeforhisencouragement.與老師分享這個(gè)成功的時(shí)刻，我對(duì)他的鼓勵(lì)深表感激。（2）AssoonasIsawhim,Itrottedoverandgavehimabighug.我一看到他，就小跑過(guò)去給了他一個(gè)大大的擁抱。（3）Hewarmlyinvitedmetositdown,gavemeathumbsupandsaid,“Congratulations!Iknewyoucoulddoit!”他熱情地邀請(qǐng)我坐下，豎起大拇指，說(shuō)：“祝賀你！我就知道你能做到！”Hiseyeslitupwithpride,andhecongratulatedmewithabroadsmile.他的眼睛里充滿了自豪，他燦爛笑著，向我表示祝賀。4.結(jié)尾升華句：（1）Thisexperiencemademerealizethataslongaswearebraveenoughtotry,wecansurelyachievesuccess.這次經(jīng)歷讓我意識(shí)到，只要我們勇于嘗試，就一定能夠取得成功。（2）Ilearnedalotfromthiscontest,notonlyimprovingmywritingskillsbutalsoboostingmyconfidence.我從這次比賽中學(xué)到了很多，不僅提高了寫作能力，還增強(qiáng)了自信心。（3）Iamgratefultomyteacher,whoseencouragementandsupporthelpedmediscovermypotential.我感謝我的老師，他的鼓勵(lì)和支持讓我發(fā)現(xiàn)了自己的潛能。（4）Thiscontestchangedthecourseofmylifeandhelpedmefindmydirection.這次比賽改變了我的人生軌跡，讓我找到了自己的方向。（5）Iwillneverforgetthisexperience,whichwillalwaysbeoneofthemostpreciousmemoriesofmylife.我永遠(yuǎn)不會(huì)忘記這次經(jīng)歷，它將永遠(yuǎn)是我人生中最寶貴的回憶之一?！緟⒖挤段摹縋aragraph1:Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Awaveofastonishmentsweptoverme.Iwonfirstprize.Recallingthepaststrugglingdays,Ideeplysensedthatitwasmyteacher’sencouragement,myfamily’ssupport,andmywholeheartedcommitmentthatmadeitallworthwhile.Theawardpresentationcameasscheduled.Withafierymoodinmyheart,Ideliveredmyshortspeech.Myclassmatesstaredatmewithdelight.EverythingwentsmoothlyandIwassurroundedbyflowersandapplause.However,thepersonwithwhomIdesiredtosharemyjoywasmyteacher.Paragraph2:Iwenttomyteacher’sofficeaftertheawardpresentation.“Thankyouverymuch.Mydearteacher,”Isaidinagentlevoice,loweringmyheadtocatchmyteacher’sattention.Noticingme,heturnedaroundandsaid,“Congratulations!Youdidagoodjob.Wherethereisawill,thereisaway.Youaresupposedtobelieveinyourself.”Inodded,fullofgratitude.Myteacherpattedmyback,sittingthereasbrightasarayofsunshine.Inthefollowingdays,Itriedmybesttoworkhardeveryday.Fromthenon,notonlydidIhaveagoodcommandofwriting,butIalsoknewthetruth—fearneverbuildsthefuture,buthopedoes.語(yǔ)料積累：awaveofastonishment驚訝 fierymood熾熱豪情wholeheartedcommitment全情投入besurroundedbyflowersandapplause鮮花簇?fù)碚坡暼绯盿sbrightasarayofsunshine溫暖如春日第一縷陽(yáng)光catchone’sattention攫住某人的視線fearneverbuildsthefuture,buthopedoes恐懼筑不起未來(lái)，唯有希望可開(kāi)疆拓土haveagoodcommandof駕輕就熟★Recallingthepaststrugglingdays,Ideeplysensedthatitwasmyteacher’sencouragement,myfamily’ssupport,andmywholeheartedcommitmentthatmadeitallworthwhile.回望那些孤燈奮戰(zhàn)的日子，我深切體悟：正是恩師的托舉、家人的托舉，以及這份全情投入，讓一切艱辛都有了重量。（通過(guò)排比和回憶，突出成功背后的多重因素，情感真摯。）★Withafierymoodinmyheart,Ideliveredmyshortspeech.Myclassmatesstaredatmewithdelight.胸腔燃著團(tuán)火，我完成獲獎(jiǎng)感言。抬眼便撞進(jìn)同窗們亮晶晶的歡喜里。（用“fierymood”比喻內(nèi)心澎湃，配合同學(xué)反應(yīng)的細(xì)節(jié)，畫面感強(qiáng)。）★Wherethereisawill,thereisaway.Youaresupposedtobelieveinyourself.有志者事竟成，孩子，你得信自己配得上這榮光。（引用諺語(yǔ)+鼓勵(lì)語(yǔ)句，簡(jiǎn)潔有力，傳遞信念的力量。）★Fromthenon,notonlydidIhaveagoodcommandofwriting,butIalsoknewthetruth—fearneverbuildsthefuture,buthopedoes.自那日始，我筆下漸有風(fēng)雷，更悟得一個(gè)真諦：恐懼是龜裂的河床，希望才是奔涌的江流。（平行結(jié)構(gòu)+對(duì)比哲理，升華主題，語(yǔ)言凝練。）【真題鏈接：2024年新課標(biāo)I卷&2024年新課標(biāo)II卷】閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。ImetGunteronacold,wetandunforgettableeveninginSeptember.IhadplannedtoflytoViennaandtakeabustoPragueforaconference.Duetoabigstorm,myflighthadbeendelayedbyanhourandahalf.ItoucheddowninViennajust30minutesbeforethedepartureofthelastbustoPrague.ThemomentIgotofftheplane,Iranlikecrazythroughtheairportbuildingandjumpedintothefirsttaxiontherankwithoutasecondthought.ThatwaswhenImetGunter.ItoldhimwhereIwasgoing,buthesaidhehadn’theardofthebusstation.Ithoughtmypronunciationwastheproblem,soIexplainedagainmoreslowly,buthestilllookedconfused.WhenIwasabouttogiveup,Gunterfishedouthislittlephoneandrangupafriend.Afteraheateddiscussionthatlastedforwhatseemedlikeacentury,Gunterputhisphonedownandstartedthecar.Finally,withjusttwominutestosparewerolledintothebusstation.Thankfully,therewasalongqueue(隊(duì)列)stillwaitingtoboardthebus.Gunterparkedthetaxibehindthebus,turnedaround,andlookedatmewithabigsmileonhisface.“Wemadeit,”hesaid.JustthenIrealisedthatIhadzerocashinmywallet.IflashedhimanapologeticsmileasIpulledoutmyPortuguesebankcard.Hetrieditseveraltimes,butthecardmachinejustdidnotplayalong.AfeelingofhelplessnesswashedovermeasIsawthebusqueuethinningout.Atthismoment,Gunterpointedtowardsthewaitinghallofthebusstation.There,attheentrance,wasacashmachine.Ijumpedoutofthecar,madeamadrunforthemachine,andpoppedmycardin,onlytoreadthemessage:“Outoforder.Sorry.”注意：（1）續(xù)寫詞數(shù)應(yīng)為150個(gè)左右。（2）請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。IranbacktoGunterandtoldhimthebadnews.Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.【詞匯積累】conferencen.（通常歷時(shí)數(shù)天有專門議題的大型正式）會(huì)議delayv.延期；推遲；耽擱touchdown著陸；落地departuren.離開(kāi)；起程；出發(fā)pronunciationn.（某人的）發(fā)音confusedadj.迷惑的fishout（從容器或袋子里）摸出，掏出heatedadj.激烈的sparev.抽出，拿出（時(shí)間、金錢等）makeit到達(dá)；達(dá)到；實(shí)現(xiàn)playalong順從；合作thinout變得稀疏popv.突然放置；迅速放入outoforder發(fā)生故障；不能使用【好句積累】ImetGunteronacold,wetandunforgettableeveninginSeptember.在一個(gè)寒冷、潮濕且難忘的九月傍晚，我遇到了Gunter。IflashedhimanapologeticsmileasIpulledoutmyPortuguesebankcard.當(dāng)我拿出我的葡萄牙銀行卡時(shí)，我向他投以一個(gè)歉意的微笑。AfeelingofhelplessnesswashedovermeasIsawthebusqueuethinningout.當(dāng)我看到公交車隊(duì)伍越來(lái)越短時(shí)，一種無(wú)助感涌上心頭?！驹姆治觥繒r(shí)間：onacold,wetandunforgettableeveninginSeptember人物：“I”(ApersoncatchingthelastbustoPragueforaconference)Gunter(ataxidriver)故事梗概：在九月一個(gè)難忘的風(fēng)暴之夜，航班延誤后作者匆忙趕往布拉格的末班車，途中乘上Gunter的出租車，但因不熟悉目的地他需電話詢問(wèn)，抵達(dá)時(shí)作者發(fā)現(xiàn)無(wú)錢支付且刷卡機(jī)故障，去提款機(jī)取款也沒(méi)有成功。人稱：第一人稱為主，第三人稱為輔時(shí)態(tài)：一般過(guò)去時(shí)語(yǔ)體：文中使用了大量的描述性語(yǔ)言，如“acold,wetandunforgettableevening”“madeamadrunfor”等，營(yíng)造了緊張和緊迫的氛圍，也用了一些短語(yǔ)，如fishout,thinout等。此外，文中使用了一些直接引語(yǔ)，如“‘Wemadeit,’”?！救宋锓治觥縂unter(ataxidriver)patient(WhenIwasabouttogiveup,Gunterfishedouthislittlephoneandrangupafriend.)kind(Gunterparkedthetaxibehindthebus,turnedaround,andlookedatmewithabigsmileonhisface.)optimistic(Wemadeit)【段首句分析以及思維引導(dǎo)】Para1:IranbacktoGunterandtoldhimthebadnews.Para2:Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.Q1:WhatwasthenewsandhowdidGunterfeelwhenhegotthenews?Q2:WhatwouldGunterdo?Q3:HowdidIarriveVienna?Q4:WhathadIpromised?Q5:WhatdidIsay?HowdidGunterrespond?Q6:Whatisaproperending?根據(jù)段首句提示，作者當(dāng)時(shí)未能成功支付Gunter車費(fèi)。四天后，作者返回維也納后按約定給Gunter打了電話。故事主題為信任他人、遵守諾言以及誠(chéng)實(shí)守信。第一段續(xù)寫思路：Gunter聽(tīng)到這則消息后的反應(yīng)；作者給出解決辦法以及Gunter的回復(fù)；作者與Gunter分別，順利前往布拉格參加會(huì)議。第二段開(kāi)頭暗示了作者給出的解決辦法，即作者向Gunter承諾之后返回維也納時(shí)再電話聯(lián)系Gunter。第二段續(xù)寫思路：兩人見(jiàn)面的地點(diǎn)、見(jiàn)面后的互動(dòng)、最后分別的情形，以及這段經(jīng)歷給作者帶來(lái)的感悟。詞匯&佳句：planto計(jì)劃 dueto由于……的原因rollintothebusstation沖進(jìn)公共汽車站1.我們不僅能夠幫助那些有需要的人，也可以享受為社會(huì)做貢獻(xiàn)的樂(lè)趣。Notonlycanwehelpthoseinneed,butwecanalsot