PAGE1專題06讀后續(xù)寫(暑假提升練)內(nèi)容導(dǎo)航考點聚焦：核心考點+高考考點，有的放矢重點速記：知識點和關(guān)鍵點梳理，查漏補缺難點強化：難點內(nèi)容標注與講解，能力提升復(fù)習提升：真題感知+提升專練，全面突破核心考點聚焦讀后續(xù)寫要求考生在讀懂原文的基礎(chǔ)上,在規(guī)定時間內(nèi)展開合理的想象,并運用所學的英語知識完成一篇150詞左右的續(xù)寫。續(xù)寫部分分為兩段,每段開頭語已經(jīng)給出。語言材料一般以350詞以內(nèi)的記敘文和夾敘夾議文為主。考生要在此文的后面續(xù)寫150詞左右的文字,與前文構(gòu)成一個完整的故事。一般來說,記敘文淺顯易懂,故事情節(jié)大多曲折跌宕,故事線索的邏輯性也較強。要求考生續(xù)寫的部分多是故事發(fā)展的高潮或結(jié)局。考生要抓住故事的敘事線索,依據(jù)原文的寫作思路續(xù)寫文章,并適當發(fā)散。讀后續(xù)寫要求讀寫并重,需要考生對給定材料精確理解,這樣所續(xù)寫部分才不至于偏離主題,就這方面而言,讀后續(xù)寫類似于閱讀理解題中對文章后續(xù)發(fā)展的推斷,如:Whatwouldhappennext?續(xù)寫部分的思路和內(nèi)容并不一定是唯一的,考生可根據(jù)自己對所給材料的理解,對文章的結(jié)尾做出不同的詮釋。評分原則1.本題總分為25分,按七個檔次進行評分。2.評分時,應(yīng)主要從內(nèi)容、詞匯語法和篇章結(jié)構(gòu)三個方面考慮,具體為:(1)續(xù)寫內(nèi)容的質(zhì)量、完整性以及與原文情境的融洽度。(2)所使用詞匯和語法結(jié)構(gòu)的準確性、恰當性和多樣性。(3)上下文的銜接和全文的連貫性。3.評分時,應(yīng)先根據(jù)作答的整體情況確定其所屬的檔次,然后以該檔次的要求來綜合衡量,確定或調(diào)整檔次,最后給分。4.評分時還應(yīng)注意:(1)詞數(shù)少于120的,酌情扣分;(2)書寫較差以致影響交際的,酌情扣分;(3)單詞拼寫和標點符號是寫作規(guī)范的重要方面,評分時應(yīng)視其對交際的影響程度予以考慮,英、美拼寫及詞匯用法均可接受。評分標準各檔次的給分范圍和要求如下(新高考卷:七檔):第七檔(22-25分)——創(chuàng)造了豐富、合理的內(nèi)容,富有邏輯性,續(xù)寫完整,與原文情境融洽度高;——使用了多樣且恰當?shù)脑~匯和語法結(jié)構(gòu),表達流暢,語言錯誤很少,且完全不影響理解;——自然有效地使用了段落間、句間銜接手段,全文結(jié)構(gòu)清晰,前后呼應(yīng),意義連貫。第六檔(18-21分)——創(chuàng)造了比較豐富、合理的內(nèi)容,比較有邏輯性,續(xù)寫比較完整,與原文情境融洽度較高;——使用了比較多樣且恰當?shù)脑~匯和語法結(jié)構(gòu),表達比較流暢,有個別錯誤,但不影響理解;——比較有效地使用了語句間銜接手段,全文結(jié)構(gòu)比較清晰,意義比較連貫。第五檔(15-17分)——創(chuàng)造了基本合理的內(nèi)容,有一定的邏輯性,續(xù)寫基本完整,與原文情境相關(guān);——使用了比較恰當?shù)脑~匯和語法結(jié)構(gòu),表達方式不夠多樣性,表達有些許錯誤,但基本不影響理解;——使用了語句間銜接手段,全文結(jié)構(gòu)比較清晰,意義比較連貫。第四檔(11-14分)——創(chuàng)造了基本完整的故事內(nèi)容,但有的情節(jié)不夠合理或邏輯性不強,與原文情境基本相關(guān);——使用了簡單的詞匯和語法結(jié)構(gòu),有部分語言錯誤和不恰當之處,個別部分影響理解;——尚有語句銜接的意識,全文結(jié)構(gòu)基本清晰,意義基本連貫。第三檔(6-10分)——內(nèi)容和邏輯上有一些重大問題,續(xù)寫不夠完整,與原文有一定程度脫節(jié);——所用的詞匯有限,語法結(jié)構(gòu)單調(diào),錯誤較多且比較低級,影響理解;——未能有效地使用語句間銜接手段,全文結(jié)構(gòu)不夠清晰,意義欠連貫。第二檔(1-5分)第一檔(0分)一把握文體特征1.厘清已知信息精讀文章，關(guān)注細節(jié)和脈絡(luò)。閱讀是讀后續(xù)寫的起點，起點的高低直接影響著續(xù)寫能達到的高度，因此考生要通過閱讀梳理文中主要人物之間的關(guān)系、主要人物的性格特點、故事發(fā)展線索，以便把握故事的走向，構(gòu)建情節(jié)。厘清主要信息不僅可以幫助考生理解故事情節(jié)，推斷故事發(fā)展方向，同時對續(xù)寫時的人物描寫有指導(dǎo)作用。2.研判續(xù)寫方向(1)定文章基調(diào)在讀完文章后，考生要根據(jù)各段落的主旨，明確文章的整體構(gòu)架和中心思想。此外，考生需要通過文中的細節(jié)描述來確定續(xù)寫內(nèi)容的基調(diào)，如分析描寫人物的形容詞和人物發(fā)出的動作、文中的對話、所給的兩個續(xù)寫段首句來確定續(xù)寫的基調(diào)，尋找續(xù)寫的切入口，從而展開合理的情節(jié)想象。(2)定文章走向所給續(xù)寫段落開頭語對故事發(fā)展有提示、銜接、引導(dǎo)和限制作用。續(xù)寫時，考生要站在作者的角度，繼承原文寫作思路，需要注意續(xù)寫內(nèi)容應(yīng)積極向上，設(shè)計的結(jié)局應(yīng)是正向的，如意外事件類的續(xù)寫結(jié)局應(yīng)是事情得以解決。此外，續(xù)寫第二段的開頭往往暗示著第一段的故事走向。(3)定續(xù)寫框架在讀后續(xù)寫中，細讀是起點，寫作則是重點，而建構(gòu)是難點?？忌蓪⑹崂沓龅男畔⒑屯卣沟募毠?jié)結(jié)合形成故事發(fā)展的要點，從而構(gòu)建簡單的續(xù)寫故事框架。另外，在寫作時，考生應(yīng)注意句子結(jié)構(gòu)的多樣性、詞匯的豐富性，利用儲備的語言知識，根據(jù)內(nèi)容慎重選擇詞匯、詞塊和句式，且有意識地使用高級句式，使表達富有感染力。此外，考生還應(yīng)該注意續(xù)寫內(nèi)容與所給段落首句的銜接程度。二推測后續(xù)情節(jié)續(xù)寫每個段落時，考生可以用倒推的方式構(gòu)思四個情節(jié)，可以用“四問法”呈現(xiàn)續(xù)寫內(nèi)容，圍繞主旨推斷情節(jié)發(fā)展。續(xù)寫第一段以續(xù)寫第一段與第二段銜接內(nèi)容為起點，倒推第一段的情節(jié)；續(xù)寫的第二段以問題圓滿解決、正能量的傳遞為宗旨，倒推第二段的故事內(nèi)容。兩段內(nèi)容聚焦主要人物的所看、所聽、所感、所想、所說、所做，以及人物之間的互動，關(guān)注主次人物之間的交流，盡量不要唱獨角戲?？忌m(xù)寫時對每段設(shè)四問，圍繞這四問作答，既能凸顯主旨，又能關(guān)照全文，使續(xù)寫文章整體協(xié)調(diào)、情節(jié)合理?；蛘?，考生在考場寫作時，可以構(gòu)建“四步倒推法”思維導(dǎo)圖，以便建構(gòu)續(xù)寫的情節(jié)，從而快速成文。三續(xù)寫精彩華章1、抓住關(guān)鍵信息，構(gòu)思續(xù)寫框架。通讀全文，理清記敘文六要素脈絡(luò)。掌握記敘文的三大線索即時間線、情節(jié)線和感情線。把握文章主旨和故事的發(fā)展方向，確保續(xù)寫的內(nèi)容和原文要有邏輯上的一致性，并能回應(yīng)原文的信息。2、根據(jù)兩段首句和“五所”——所見，所聞，所說，所思，所做，對此進行設(shè)問，可以有效地豐富續(xù)寫的情節(jié)。3、注意四個順暢呼應(yīng)，進行有效銜接。注意續(xù)寫首句與給出的首段首句的銜接、續(xù)寫首段尾句與給出的次段首句的銜接、給出的次段首句與續(xù)寫次段首句的銜接和文章結(jié)尾升華與文章主題意義的銜接。四烘托故事情節(jié)1、充分利用環(huán)境描寫。不僅可以揭示故事發(fā)生的背景，還可以渲染氣氛、襯托人物的內(nèi)心世界。當人物在碰到困難時候，我們往往要加大筆墨來描寫故事環(huán)境的險惡，恐怖和不安，襯托角色的內(nèi)心，從而推動故事情節(jié)到高潮。2、學會分解動作，形成一個完整的動作鏈，讓描寫更加豐富生動。動作鏈可以和情感，環(huán)境，心理，語言等結(jié)合，形成動作面。3、放大角色的內(nèi)心沖突，有助于建立緊張和不確定的時刻。4、運用合適的修辭手法，如明喻、暗喻、擬人、夸張等，讓續(xù)寫更加生動傳神。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(gòu)成一篇完整的短文。Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroutethroughthickevergreenforest.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.請按如下格式在答題卡的相應(yīng)位置作答。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.【解析】時空線：→David,astudentwithbraindisease,preparedhimselfforthebigcross-countryrunatschool.→Onthespotoftheevent,Davidwasreadytogiveuptherace.→Theauthorsearchedthecrowdfortheschoolcoach.→TheauthorfinallyfoundoutthereasonwhyDavidwantedtogiveupandfoundDavidapproachinghim.情節(jié)線：作者是一名特殊教育的教師，在大型越野賽跑那天，發(fā)現(xiàn)患有大腦疾病的大衛(wèi)獨自站在一旁。作者問其原因，他說他準備放棄比賽。從教練口中得知，因為擔心同學們會嘲笑大衛(wèi)，教練讓大衛(wèi)自己決定是否最終參賽。情感線：David:→準備比賽時：堅韌、樂觀(Davidhadnotmissedasinglepractice;hisusualtoothysmile)→比賽現(xiàn)場：膽怯、不甘(Davidwasstandingbyhimselfofftothesidebyfence;Iturnedtofindhimcomingtowardsme.)Author:→起初：對大衛(wèi)參賽的期盼(IlookedaroundandfinallyspottedDavid.)→得知大衛(wèi)準備退賽時：懊惱(Ibitbackmyfrustration.)→弄清事情原委時：急切(Iquicklysearchedthecrowdfortheschool’scoach.)續(xù)寫提示句由第一段的首句內(nèi)容“我們挨坐在一起，但大衛(wèi)不愿意看我。”和第二段首句內(nèi)容“我看著大衛(wèi)和其他選手一起走到起跑線上?！笨芍谝欢慰擅鑼懽髡吖膭畲笮l(wèi)繼續(xù)完成比賽，大衛(wèi)經(jīng)過激烈的思想斗爭后最終決定參賽。由第二段的首句內(nèi)容“我看著大衛(wèi)和其他選手一起走到起跑線上”可知，第二段可描寫大衛(wèi)開始參賽，雖然中途遇到困難，仍然堅持到最后，直至完成比賽。價值取向：在大衛(wèi)賽前準備棄賽的情況下，作者讓大衛(wèi)遵循自己的內(nèi)心，不要理會別人的看法，大衛(wèi)最終參賽，盡管遇到困難，他戰(zhàn)勝了自己。大衛(wèi)的參賽已無關(guān)名次，我們需要學習的是他面對困難時的勇氣和堅定。同時，我們應(yīng)該明白，真誠的鼓勵對身處迷惘人們來說是多么重要。文風相近：1.前文對話較少，盡管首段續(xù)寫需要有語言的鼓勵，但不能寫出含太多對話形式的語段。除了可以用語言，也可以通過作者的肢體動作向大衛(wèi)傳遞鼓勵和勇氣。2.整個文章的重心在David身上，要減少對作者的渲染和描述?！緟⒖挤段摹縒esatdownnexttoeachother,butDavidwouldn’tlookatme.Iwhisperedgently,“Noonecanchangeyou,exceptyourself.Ifyouresolvetorisetothechallenge,justfollowyourinnervoice.”Hesatstillwithadeepbreath.“Youhavebeenpreparingforthisevent,whichiswhyyouareherenow.”Icontinued.Hearingmywords,David’sfacelightedupandhenoddedhisheadwithadeterminedlook.LearningaboutDavid’sdecision,hiscoachgavemealook—thekindthatwasmoredeterminedthananyoneelse’s.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Theracestartedwiththegunfired.Itseemedthattherunawaywasextremelylongforyoungchildren,nottomentionachildlikeDavid.However,Davidkeptrunningunsteadily,thoughhewastrippedovernowandthen.Classmatesallgatheredalongthetrack,yelling“Comeon!Youcanmakeit!”.Alongwithwavesofencouragement,Davidfinallymadeittothefinishlinealthoughhewasthelastone,whichbecamelessimportant.Itwashisbraveryanddeterminationthatreallycounted.主題語境:人與自我—個人經(jīng)歷Passage1（23-24高二上·安徽合肥·期中）Myfriendinvitedmetoatrapeze(高空秋千)class.Iwasdoubtfulbecauseofalackofcourageandashortofself-confidence,butherenthusiasmandassurancesofstrictsafetyruleswonmeover.Ihadbeenfearfulofheightssinceelementaryschoolandavoidingmyfearofheightsbecamesecondnature.ButhereIwas,atagetwenty-six,facingmyfearofheightsinaratherextremeway.Ihadcomearoundtotheideaoftryingtrapeze.Ifigureditwasn’tmuchdifferentfromswinging(舞動)onthemonkeybarsasakid.OnedifficultyIdidn’texpectwastheladder(梯子).Inordertoreachthetrapeze,Ihadtoclimbupatwenty-two-footladder.Icouldhearoneofmyclassmatesexpressingherimpatiencewithmyslowclimbuptheladder.“Ifshe’safraidofheights,whydidshesignupforatrapezeclass?”However,myfriendwasatthetopoftheladder,tryingtoencourageme.Besides,hisdistractiontechniqueshelpedtotakemymindoffmydangeroustask.Ifoundarhythm(節(jié)奏)andkeptgoing.Withaslowandsteadypace,Imadeittothetop.Thecheersfrommyclassmatesrangoutbelow.Aninstructortoldmetosteptotheedgeoftheplatform.Heremindedmeofthesafetyrules,includingthenetbelowthatwouldcatchmeatthebottom.Healsoaskedmetolistentothedirectionswhileintheair,soIcouldperformatrick.Astheinstructorcounteddown,Itookadeepbreathandpushedofftheplatform,swingingbackandforth.Atthatmoment,Ilostawarenessoftimeandspace.Fortunately,theinstructor’svoicecameovertheloudspeaker,givingmestep-by-stepinstructionsforperformingatrick.Insteadofdoubtingmyinabilitytoperformthetrick,Itookhisdirectionsonestepatatime.注意：1.續(xù)寫詞數(shù)應(yīng)為150個左右;2.請按如下格式在答題卡的相應(yīng)位置作答。Duringmyflightonthetrapeze,myfeardidn’tcompletelyleaveme._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thisexperienceopenedupanewwayofseeingmyselfandapproachingotherchallenges._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Duringmyflightonthetrapeze.myfeardidn’tcompletelyleaveme.Mypalmswereclammy,myheartwasracing,andmymouthwasdry.ButIturneddownthedialofmyfearsoIcouldbepresentintheexperience.Ifocusedmythoughtsontheinstructor’svoiceinsteadofmyinternaldialogueaboutwhatcouldgowrong.Intheend,Isuccessfullycompletedthetask.Icouldn’tbelieveIhadactuallydoneit!Thisexperienceopenedupanewwayofseeingmyselfandapproachingotherchallenges.Ibecamemorecapableofovercomingmyfearandlearnedtobelieveinmyself.Ibecamemoreopentotrynewthings.Aftermytrapezeflight,Itookanarcheryclass,wentonmyfirstkayakingtrip,andhikedalonga200-footcliffinNovaScotia.Whiletheseexperiencesmademyheartpound,Icompletedthem,onestepatatime.Whethermystepsweresmallorbigonthegroundorinmidair,Iwantedtokeepsteppingoutofmycomfortzone.【導(dǎo)語】本文以人物為線索展開，文章主要講述了作者的一次高空秋千體驗，她因為過去的恐高癥一度不敢嘗試，但是好友的鼓勵和安全規(guī)則的保障讓她決定嘗試。雖然一開始走梯子時遇到了困難，但最終還是完成了任務(wù)。這次體驗讓她從中學習到了如何克服恐懼、相信自己，也讓她更愿意嘗試新事物。最終，她完成了其他類似的挑戰(zhàn)，并希望能夠一步一步地走出自己的舒適區(qū)。【詳解】1.段落續(xù)寫：①由第一段首句內(nèi)容“在高空秋千的過程中，我的恐懼并沒有完全離開我?！笨芍谝欢慰擅鑼懽髡叩谝淮瓮瓿筛呖涨锴н^程中的緊張狀態(tài)。②由第二段首句內(nèi)容“這段經(jīng)歷開啟了我看待自己和應(yīng)對其他挑戰(zhàn)的新方式?！笨芍?，第二段可描寫作者在完成高空秋千后所發(fā)生的改變，參加了其他的各項活動，并且本段描寫作者個人的感悟。2.續(xù)寫線索：作者不敢完成高空秋千——在朋友的鼓勵下參加高空秋千——作者感受到極其緊張和恐懼——克服恐懼，完成高空秋千——發(fā)生改變，參加其他各項活動——最終感悟3.詞匯激活行為類心跳加速：heartwasracing/heartwaspounding拒絕：turndown/refuse/decline集中注意力：focuson/concentrateon情緒類①手掌濕漉漉：palmswereclammy/palmswerewet②口干舌燥：mouthwasdry/mouthparchedandtonguescorched【點睛】[高分句型1].Ifocusedmythoughtsontheinstructor’svoiceinsteadofmyinternaldialogueaboutwhatcouldgowrong.（由what引導(dǎo)賓語從句）[高分句型2].Aftermytrapezeflight,Itookanarcheryclass,wentonmyfirstkayakingtrip,andhikedalonga200-footcliffinNovaScotia.（由after引導(dǎo)時間狀語從句）Passage2Growingup,thefirstdayofschoolwasalwaysexciting—newclothes,supplies,andclasses.Butattwenty-three,thefirstdayofschoolhadmeinapanic.Iwasthenewteacher.Ihadjustcelebratedmybirthday,thenewyear,andmydivorce.Unlovedandunneeded,therejectionofafailedmarriagestillhurt.IhadgraduatedinDecember,andaschoolmorethansixtymilesfrommyapartmenthadhiredmetoteachaclassoftwenty-twofifthgraders.AstheprincipalMrs.Brightwalkedmetomyclassroom,Iasked,“Whathappenedtothelastteacher?”Sheanswered,“Sheleftjustaweekaftertheschoolyearstarted.Therehavebeenthirteenreplacementteacherssincethen.Youarethefourteenthone,Sylvia.”AsIenteredtheclassroom,Isaidwithasweetsmile,“I’myourteacherfortherestoftheyear.”Thekidswereexcitedtomeetme,buttheyquicklybecamerestless.Somesatwherevertheywanted,whileotherstalkedorpassednotes.OnegirlcalledTracycrawledunderherdesk,andaboynamedKylebegancryingfornoreason.Therestofthedaywaschaotic-fightsbrokeout,andsomekidsrefusedtotalktome.Asthefinalbellrang,Icollapsedintomychair,exhausted.Later,duringmyconferenceperiod,Mrs.Brighttoldme,“Tracycan’treadanddoesn’tpayattention.Justleaveheralone,andmakeupagrade.”Iwasshocked.“WhataboutKyle?”Iasked.“He’llbefine.Heisjustlonely.Hismomisasinglemotherworkingaroundtheclock.”Throughourexchange,Icametounderstandthatmostofthesekidshadbeenkickedoutofotherschools.Noonecametotheirrescue.Theyweretheonesnooneelsewanted.Thesekids,likeme,wereusedtorejection.Thepainofmyowndivorcemademerealizehowmuchtheydeservedbetter.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:Idecidedtodosomethingfortheserejectedkids.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Gradually,thestudentsrealizedthatIcaredforthem.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Para1:Idecidedtodosomethingfortheserejectedkids.Istartedbylearningabouteachone.ForTracy,Ifoundbooksthatmatchedherinterests,hopingtosparkhercuriosity.ForKyle,Ispoketohimsoftlyafterclass,offeredhimalisteningear,andshowedhimthathemattered.Abandonedtoomanytimesalready,thesechildrendeservedbetter.“Iwon’tgiveuponyou.Youallmatter.”Itoldthem,tryingtomakeeveryoneintheclassfeellovedandneeded.Slowly,Ibuiltroutines,clarifiedmyexpectations,andbecamefirminmystance:chaoswouldnotbetolerated,butsupportwouldalwaysbegiven.Insteadofadullspacetolearn,myclassroomcouldbecomeaplacethatprovidedthemwithsafetyandasenseofbelonging.Para2:

Gradually,thestudentsrealizedthatIcaredforthem.Withdistrustgivingwaytotrust,theybegantoopenuptome,andwiththattrustcamesmallyetmeaningfulchanges.TracybegantoshowagrowinginterestinclassandKyle’stearsbecamelessfrequent.Fightslessenedandtheflyingnoteswerenowreplacedbyquestionsaboutschoolwork.Theyweren’tjustlearningacademicallybutemotionally,understandinghowtobecomepartofacommunity.AwaveofreliefwashedovermeasIknewIhadmadeadifference—notjustforthem,butformyselfaswell.Withthepainofmyownfailedmarriageslowlyhealing,IfeltnolongerrejectedandIwasalsoneeded.Wecametoeachother’srescue.【導(dǎo)語】本文以人物為線索展開，講述了作者是一名教師，接手了一個調(diào)皮的班級。作者了解到這些孩子大多是被其他學校開除，沒有人來救他們。他們是沒人想要的人。于是作者決定為這些孩子做點事情，開始了解這些孩子，傾聽他們，孩子們也慢慢被改變了?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容“我決定為這些被拒絕的孩子做點什么”可知，第一段可描寫作者開始致力于了解孩子，傾聽孩子，為他們提供安全和歸屬感。②由第二段首句內(nèi)容“漸漸地，學生們意識到我關(guān)心他們”可知，第二段可描寫學生對作者態(tài)度的變化以及作者的感悟。2.續(xù)寫線索：決定付出行動——開始了解孩子——傾聽孩子——鼓勵孩子——孩子信任作者——班級改變——作者感悟3.詞匯激活行為類①引起：spark/arouse②嘗試：try/attempt③減少：lessen/decrease情緒類①有意義的：meaningful/significant②安慰：relief/comfort【點睛】[高分句型1]ForKyle,Ispoketohimsoftlyafterclass,offeredhimalisteningear,andshowedhimthathemattered.(運用了that引導(dǎo)賓語從句)[高分句型2]Insteadofadullspacetolearn,myclassroomcouldbecomeaplacethatprovidedthemwithsafetyandasenseofbelonging.(運用了that引導(dǎo)定語從句)Passage3（2025年高二下·浙江·開學考試）Thestormarrivedwithoutwarning.Darkcloudsdevouredthemountaintopassixteen-year-oldLiamclungtothecliffedge,hisfingersrawagainstthejaggedrocks.Belowhim,thehikingropesnappedinthewind—itsfrayedendmockinghisrecklessdecisiontoclimbalone.Lightningsplittheskylikesilversnakes,illuminatinganarrowledgethreethreemeterstohisleft.IfIcanreachit...Avoicepiercedthehowlingwind.“Holdon!”Throughthedownpour,Liamspottedafigureinaredjacketanchoringaropetoapinetree.ItwasElena,theexchangestudentfromhisschoolwhomhe’davoidedsincetheirargumentovertheroboticscompetition.Herglovedhandstrembledasshesecuredtheharness.“Grabthiscarabiner!”sheyelled,tossingthemetalclip.Memoriesfloodedback—Elenacorrectinghiscircuitdesignswithinfuriatingprecision,hispriderefusingtoacknowledgeherskills.Now,hersurvivalgearoutshonehisamateursetup.Thecarabinerclatteredagainststone,slidingtowardtheabyss.Liamlunged,catchingitashisfootholdcrumbled.Fortwentyagonizingminutes,theyworkedinsilentcoordination.ElenastabilizedtheropewhileLiaminchedsideways,hisbootsscrapingmoss-coveredstones.Whenhislegcrampedmid-move,shehummedanunfamiliarmelody—aTibetanfolktune,helaterlearned—itsrhythmsteadyinghisbreathing.Theledgeprovedtreacherous.Raintransformeditssurfaceintoaliquidmirror,reflectingtheirexhaustedfaces.“We’lltraversetogether,”Elenadecided,securingtheirropesinabutterflyknot.Liamnoticedherbleedingpalms—she’dhiddenherinjuriestokeephimfocused.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:Dawnbrokeastheyreachedtheforesttrail.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Therescueteamfoundthemdebatingquantumphysicsapplicationsinclimbinggear.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Dawnbrokeastheyreachedtheforesttrail.Theirclothesweremud-streaked,andtheirteethchattereduncontrollablyastheyshiveredinthecoldmorningair.Exhaustionhadlongsincesetin,buttheymanagedtodragthemselvesbesideaglacialstream,itsicywatersflowingwithanuntamedenergy.Elena,withalookofdeterminationmixedwithahintofrelief,producedtwoenergybarsfromherwaterproofpouch.Shehandedhimone.Hetookit,aslightsmileplayingonhislips.Itwashisfavoriteflavor,afactthathehadneverexplicitlymentioned,butElenahadsomehowalwaysknown.Thericharomaofthechocolatefilledtheairforabriefmoment,asmallcomfortinthemidstoftheirordeal.Unexpectedly,rescuecamesoon.

Therescueteamfoundthemdebatingquantumphysicsapplicationsinclimbinggear.“You’restillwrongaboutneuralnetworks,”Liammuttered,hisvoiceslightlymuffledbythechatteringofhisteeth,yettherewasaplayfulglintinhiseyes.Elenalaughed,asoundthatwaslikeawarmrayofsunlightpiercingthroughthedarkandheavystormclouds.Inthatinstant,theunspokenapologythathadhungbetweenthemforsolong,likeafragilethreadinthewind,becamestrongerthananyrope.Itwasabondthatcouldbridgethegapsthatwordscouldnevermend,aconnectionthathadbeenforgedthroughtheirsharedexperiencesandtheunderstandingthathadgrownbetweentheminthefaceofadversity.【導(dǎo)語】文章以人物為線索展開，講述了16歲的Liam在獨自攀巖時遭遇暴風雨，陷入險境。在他即將失去支撐時，曾與他有過爭執(zhí)的交流生Elena出現(xiàn)，她勇敢地錨定繩子，向Liam投擲救生卡扣，并在二十分鐘的緊張協(xié)作中，通過穩(wěn)定繩子、哼唱旋律幫助Liam穩(wěn)定情緒，最終兩人決定共同橫越險峻的巖壁?！驹斀狻?.段落續(xù)寫①由第一段首句內(nèi)容“當他們抵達森林小徑時，天已破曉。”可知，第一段可描寫他們努力自救的過程，在補充能量的過程中迎來了救援隊。②由第二段首句內(nèi)容“救援隊發(fā)現(xiàn)他們穿著攀巖裝備，卻在討論量子物理的應(yīng)用?！笨芍?，第二段可描寫他們談?wù)摰木唧w內(nèi)容以及這次經(jīng)歷給她們帶來的影響。2.續(xù)寫線索：挪到小溪邊——補充能量——救援隊到達——談話內(nèi)容——影響3.詞匯激活行為類成功做某事：managetodosth/besucceededindoingsth②提到：mention/referto③填滿：fill/feedtothefull輕聲低語：mutter/whisper情緒類①疲憊：exhaustion/fatigue出乎意料地：unexpectedly/surprisingly【點睛】[高分句型1]Itwashisfavoriteflavor,afactthathehadneverexplicitlymentioned,butElenahadsomehowalwaysknown.（運用了that引導(dǎo)定語從句）[高分句型2]Theirclothesweremud-streaked,andtheirteethchattereduncontrollablyastheyshiveredinthecoldmorningair.（運用了as引導(dǎo)時間狀語從句）Passage4．（2025年高二下·安徽阜陽·開學考試）Whenanewtrend(趨勢)sweptthroughschool,everykidwantedin.Thelatestmust-haveitem?Superhero-stylejerseys(球衣),decoratedwithbrightcolorsandthelogosofeveryone’sfavoriteheroes.Theywerecoolandexpensive.Almosteveryonepre-orderedone,exceptDylan.Dylanlivedwithhisgrandmother,Mrs.Hargrove,inasmallhouse.Moneywastight,buttheymadedo.WhenDylansawthejerseysatschool,hecouldn’thelpbutwantone.Mrs.Hargrovelookedatthepricetagonlineandsaidgently,“I’mafraidwecan’taffordonerightnow.”Dylan’sfacefell,butheforcedasmile,“That’sokay,Grandma.Iunderstand.”ButMrs.Hargrovecouldn’tbeartoseehimdisappointed.Thatnight,afterDylanhadgonetobed,shesatdownwithherknittingneedles(針)andaplan.Shestayedupallnightandmadeahomemadejerseywithalltheloveshehad.Bymorning,shewastiredbutsatisfied,holdingthefinishedproductwithasmile.Atbreakfast,shepresentedthejerseytoDylan.Dylan’sheartsankwhenhesawthejersey.Itwasabright,hand-knittedsweaterwithasuperheropicturethatwasn’texactlyperfect.Buthesawthelookinhisgrandmother’seyesandknewhecouldn’thurtherfeelings.“Thanks,Grandma,”hesaid,forcingenthusiasmintohisvoice.“It’sgreat.”O(jiān)nMonday,Dylanputonthehomemadejerseyandwenttoschool.Assoonasheenteredtheclassroom,somekidsstartedtolaughathim.Dylantriedtoignorethem,butthecommentskeptcoming.Bylunchtime,hecouldn’ttakeitanymoreandranhome,tearsstreamingdownhisface.Mrs.Hargroveheldhimclose,herheartbrokenforhim.Meanwhile,Mr.Pickford,Dylan’sbelovedteacher,heardaboutwhathadhappened.Hewasknownforhiskindnessandhisspecialabilityofturningbadsituationsaround.注意：1．續(xù)寫詞數(shù)應(yīng)為150個左右;2．請按如下格式在答題卡的相應(yīng)位置作答。Mr.Pickforddecidedtotakeaction.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Aftertheclass,thestudents’attitudeschangedcompletely.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Mr.Pickforddecidedtotakeaction.Heorganizedaspecialclassactivitycalled“TheValueBehindClothes”.Intheclass,heaskedeachstudenttosharethestorybehindaspecialpieceofclothingtheyowned.Sometalkedaboutthedressestheirmothersmadefortheirbirthdays,whileotherssharedthesignificanceoftheworn-outitemspasseddownfromtheirgrandparents.Mr.PickfordthenaskedDylantocometothefrontandshowhisjersey.Inatremblingvoice,Dylantoldthewholeclasshowhisgrandmahadstayedupallnighttomakethisjerseyforhimbecausetheycouldn’taffordtheexpensivestore-boughtones.Hiswordstouchedtheheartsofhisclassmates,andmanyofthemhungtheirheadsinshamefortheirearlierbehavior.Aftertheclass,thestudents’attitudeschangedcompletely.Theystartedtoappreciatetheeffortandloveputintoeverypieceofclothing,nomatterhowitlooked.SomestudentsevenaskedMrs.Hargrovetoteachthemhowtoknit.Thenextweek,a“HandmadeClothesDay”wasorganizedintheschool.Allthestudentsworetheirself-madeorfamily-madeclotheswithpride.Dylan’sjerseybecamethemostspecialoneamongthem.Fromthenon,insteadofbeinglaughedat,Dylanwasadmiredforhavingsuchalovinggrandmotherandtheuniquejerseyfilledwithlove.Theschoolatmospherebecamewarmer,andeveryonelearnedthetruemeaningofkindnessandrespect.【導(dǎo)語】本文以人物為線索展開，講述了和奶奶相依為命的Dylan在學校興起了購買超級英雄風格球衣的潮流后，也渴望擁有一件，但家中無力購買，為了不讓他失望，Dylan的奶奶連夜手工編織了一件。Dylan穿到學校后，遭到了同學們的嘲笑。老師Mr.Pickford了解情況后，組織了一次班會，扭轉(zhuǎn)了學生們的思想和態(tài)度，學生們不僅紛紛開始學習自制衣服，而且懂得了善良和尊重的真正的含義?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容“Mr.Pickford決定采取行動?！笨芍?，第一段可描寫Mr.Pickford組織班會，以及班會上學生們的表現(xiàn)。②由第二段首句內(nèi)容“下課后，學生們的態(tài)度完全改變了?！笨芍?，第二段可描寫學生們態(tài)度的轉(zhuǎn)變和具體的行為表現(xiàn)，點明主題。2.續(xù)寫線索：行動——組織班會——分享各自故事——Dylan講述球衣的故事——感動——態(tài)度轉(zhuǎn)變——組織手工服裝日——Dylan得到了羨慕和尊重——點明主題。3.詞匯激活：行為類：組織、安排：organize/arrange擁有：own/possess談?wù)摗⒂懻摚簍alkabout/discuss傳承：passdown/handdown欣賞：appreciate/admire情緒類：①有愛的：loving/fulloflove發(fā)抖的：trembling/shaking【點睛】【高分句型1】Intheclass,heaskedeachstudenttosharethestorybehindaspecialpieceofclothingtheyowned.（運用了省略了關(guān)系代詞的限制性定語從句。）【高分句型2】Inatremblingvoice,Dylantoldthewholeclasshowhisgrandmahadstayedupallnighttomakethisjerseyforhimbecausetheycouldn’taffordtheexpensivestore-boughtones.（運用了以連接副詞how引導(dǎo)的賓語從句和連詞becaus