高考英語讀后續(xù)寫微技能訓練4【訓練】閱讀下面短文，根據(jù)所給情節(jié)進行續(xù)寫，使之構成一個完整的故事。（2022年1月浙江卷）WhenDr.Hendersonwasassigning(指定)projectmatesforhispsychologyclass,IsecretlyhopedhewouldpairmewithmybestfriendoratleastaclassmateIcouldhavesomefunwith.Aboveall,Ihopedhewouldn'tassignmetoworkwiththefiercelycompetitiveandextremelyseriousfellowwhoalwaysworedarkclothesandapparentlyhadapersonalitytomatch.Asfate(命運)wouldhaveit,Dr.HendersonverydeliberatelymatchedeveryoneinclassandannouncedthatIwouldbeworkingwiththeonepersoninclassIwantedtoavoid.Iwentuptomynewteammateandintroducedmyself.HelookedatmeasthoughIweren’tthere.IfelthetreatedmeasthoughIwouldholdhimbackandprobablymakehimfailtogetanAinthecourse.Hewasn’tmeanorabusive.Hejustgavemetheimpressionthathecoulddowhateverprojectwedreamedupbetterifhediditalone.Needlesstosay,Ididn’tlookforwardtoanentireteamofbeingbrushedoff,butItriedtomakethebestofitanddidn'tsayanythingforfearthatIwouldmakethingsworse.Theprojectrequiredeachteamtodevelopahypothesis(假說),setupanexperimenttotestthehypothesis,dothestatisticalanalysisandpresentthefindings.Whatevergradetheteamreceivedwouldbesharedbybothstudents.WhenmyteammateandImettodiscussourproject,Iwasuneasy.Herewasthischallengingstudentwhohadareputationforsingle-mindednessandgoodgrades—theexactoppositeofme.Iactuallywantedtodroptheclassatonepoint,butstoppedshortbecauseIdidn’twanttogivehimthesatisfactionofmychickeningout.Idecidedtosticktoitnomatterwhat.Afterlongdiscussions,wesomehowagreedtodoastudyonthepsychologicalwell-beingofteenagers.Iwasn'tsurewhatitmeantexactly,butatleastwehadatopic.注意：1.續(xù)寫詞數(shù)應為150左右;2.請按如下格式在答題卡的相應位置作答。 Westartedtomeetregularlytodrawupourplans. OnedayIgotwordthathewasadmittedtohospitalforaseriousdisease.1.梳理原文讀五要素（1）WhoI,myteammate,Dr.Henderson（2）Whenintheschoolterm（3）Whereintheschool（4）HowI(hopeful→uneasy→challenging→_____)（5）What(mainidea)在心理學課程上，老師精心地將學生配對去完成學習任務。與“我”配對的是“我”最不愿意合作的同學。他好勝心強、嚴肅認真，而且成績好，有能力獨立完成學習任務，而“我”卻恰恰相反。在“我”做自我介紹時，他表現(xiàn)得很冷淡，給“我”的感覺就是他獨自做任務會更好，“我”只會拖后腿讓他拿不到“A”。但一想到“我”臨陣退縮會遂了他的愿，“我”決定無論如何要堅持下去。經(jīng)過一番討論之后，我們選好了課題，開始了研究1.梳理原文續(xù)寫策略與線索（6）WritingClues第一段：我們開始定期會面，制定計劃→隊友的出色的工作表現(xiàn)使我努力參與項目→兩人慢慢合拍第二段：有一天我得到消息說他因嚴重的疾病入院了→我因擔心其身體而去醫(yī)院探望→隊友擔心工作進度→我向他做出保證并盡最大努力完成項目→我們的項目得了A→我和隊友終成真朋友2.續(xù)寫故事第一段微技能訓練：首句已給出：

Westartedtomeetregularlytodrawupourplans.第一句Transitionalsentence銜接句承上（銜接首句的內(nèi)容）：一開始，我覺得這個項目更像是他個人的，而不是我們一起合作的，因為他懂技術，并且全神貫注地關注每一個細節(jié)。Inthebeginning,I________________________________________becauseheknewtechnicalthingsandapproachedeverydetail___________________.第二句情感+動作一：我知道他確實很聰明，有能力解決核心問題。事實上，他輕而易舉地就做好了數(shù)據(jù)分析，建立了模型。Iknewhedidhavetheintelligenceandtheabilitytocutthroughtothecoreissues,and_______________,hedidthestatisticalanalysisanddevelopedthescientificmodelalone____________.第三句情感+動作二：然而，我很清楚我是被老師安排和他搭檔做項目的，我不能袖手旁觀，工作都讓他去做。However,______________________________IwasteamedupwithhimontheprojectandIcouldn’tjuststandasideandlethimdoallthework.WritingTips:根據(jù)第一段首句“我們開始定期地制訂計劃”，可以從我對這個項目的感受來銜接。felttheprojectwasmorehisthanourswithundividedattentioninactualfactwitheaseIwaswellawarethat2.續(xù)寫故事第四句情感+動作三：有一次，我鼓起勇氣，主動提出要招募研究對象。Atonepoint,I______________________________andvolunteeredtoselectsomestudentstobesubjectsforourexperiment.第五句情感+動作四：令我非常驚訝的是，他同意了，甚至還給了我一些建議。_____________________,heagreedandevenofferedmesomesuggestions.第六句動作五：時光荏苒，我仍然覺得他才是整個實驗的推動力量，但我努力去盡自己的一份力量，我們慢慢地合拍了。Astime__________________,______________hewasthedrivingforce,butItriedhardtodomybit,andweseemedtogrowintunewitheachother.第七句銜接句啟下（結合第二段首句，結束第一段）：我甚至對自己說：“也許他沒有那么強悍、那么難以取悅?！盜________________________,“Maybe,hewasnotthat____________________.”plucked/summonedupmycourageTomygreatsurpriseworeonIstillfelteventhoughttomyselfstronganddifficult2.續(xù)寫故事第二段微技能訓練：首句已給出：

OnedayIgotwordthathewasadmittedtohospitalforaseriousdisease.第一句Transitionalsentence銜接句承上（銜接首句的內(nèi)容）：我感到既驚訝又為他擔憂，于是我沖進醫(yī)院，卻發(fā)現(xiàn)我那所向披靡的隊友無助地躺在床上，臉色蒼白，神情沮喪。_________________________________,Irushedtothehospital,onlytofindmyinvincibleteammatelyingonthebedhelplessly,_____________________________.第二句動作一：他知道我可能會把實驗搞砸，而且我們的小組實驗成績可能會影響他。HeknewthatIcouldblowtheexperiment,andoursharedgrade__________________________.第三句情感+對話：為了減少他的擔心，我保證不會讓他失望的，而他也鼓勵我說，“相信你自己，盡你最大的努力?！盻________________,Ipromised_________________whileheencouragedme,“Believeinyourselfandtryyourbest.”

WritingTips:根據(jù)第二段首句“我得知他因病住院”，接下來從我去醫(yī)院探望他的情境來進行銜接。SurprisedandconcernedabouthimlookingpaleandupsetwouldpossiblyaffecthimToeasehisworry

nottolethimdown2.續(xù)寫故事第四句動作二：我全身心地投入到這個項目中，進行測試并收集所需的數(shù)據(jù)，為展示數(shù)據(jù)分析做準備。I____________________theproject,runningtestsandcollectingdataneeded,preparingforthepresentationofitsfindings.第五句動作三：我們的時間和精力終于得到了回報，我們的項目得了A！

Finally,ourtimeandenergy__________,andwegotanAfortheproject!第六句情感+動作四：我異常驚喜，一個字也說不出來，熱淚盈眶。__________________________thatIcouldnotutterasingleword,_______________________.第七句回歸主題，感情升華：更重要的是，這個“A”為我們倆贏得了一個真正的隊友。Moreimportantly,theveryAearnedbothofus__________________________.devotedmyselftopaidoffIwassoamazedwithtearswellingupinmyeyesarealteammate閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構成一篇完整的短文。Asthebellwasabouttoring,ourteacherannouncedaspecialassignmentfornextMonday：toshareourgratitudeforsomeoneinsteadofgivingadailyreport.Hearingthis,anxietycrawledovermybodyasthelastthingIwoulddowasspeakinginfrontoftheentireclass!Icouldn’thelpcomplainingtomybestfriendJenny.“Youarethechiefviolinistinourschoolorchestra,aren’tyou?”shesaid.“Sowhat’sthepointofbeingafraidofspeakingtoafewourownclassmatessinceyoucanhandleactinginfrontofalargeaudience?”Herpointmadesense,butbeinginaperformancemeantbeingpartofateam.Ishookmyhead.Besides,thereweresomanypeopleIwasgratefulto,andchoosingjustoneseemeddifficult.EvenifIcouldpicksomeone,Iwouldn’tknowhowtosaythankyou.AndevenifIfiguredoutwhattosay,IwassureI’dstumble(結巴地說)onmywordswhenspeakingaloud!Standingthere,witheveryone’seyesonme,Iwouldfeelspotlightwaswhollyonme,andtherewouldbenoplaceformetohide!“Ohno!”Icoveredmyfacewithmyhandsandsaid,“Ican’tdoit,justcan’t!”Realfriends,theoneswhoknowyouwell,don’tjustdoexactlywhatyouask.Jenny,alwayssupportiveandhelpful,wrotesomethingonapieceofpaperandgentlyremovedmyhandsfrommyface.Shehaddrawnacutecatwiththeword“CALM”writtenbelowit.“Nicemeetingyou;Iamthe‘everythingwillbefine’cat,”Jennylaughedandsoundedexactlylikeacat.Pretendingtolistentothecat,sheasked,“Well,kitty,youthinkmyfriendshouldcometomyhousetomorrow,sowecanprepareourspeechestogether?”Ilaughedoutloudandrelaxedalot.IhavetosayJennywasthereforme,always!注意：1.續(xù)寫詞數(shù)應為150左右;2.請按如下格式在答題卡的相應位置作答。

Thenextday,IwenttoJenny’shouse.

Beforethespeech,however,Ichangedmymindandwrote“Jenny”ontheblackboard.1.梳理原文讀五要素（1）Who（2）When（3）Where（4）Howclassroom,Jenny’shouseI,JennyOnedayI(anxious→relaxed→_____)；

Jenny(supportiveandhelpful→_____)1.梳理原文讀五要素（5）What(mainidea)續(xù)寫策略與線索（6）WritingClues作者因為內(nèi)心的恐懼而不敢在全班同學的面前分享自己對某人的感激之情，而朋友珍妮一直鼓勵她。第一段：為演講做準備→我不知如何下手→Jenny一步一步指導→我的心情。第二段：演講內(nèi)容→演講時我的情緒→演講完后班級的反應→感悟。2.續(xù)寫故事Thenextday,IwenttoJenny'shouse.

Andwespenttheafternoonpreparingourspeeches.WhenaskedwhoIwouldextendmyheartfeltgratitudeto,Iwascompletelyataloss.Se