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专题 06 读后续写校园生活类话题（测试）解析版
目 录
【校园生活情节构建】 P 1
【校园生活语料精编】七类 P 2
一、神态描写类
二、心理描写类
三、环境描写类
四、主题升华类（师生情谊）
五、主题升华类（同学互助）
六、主题升华类（克服困难）
七、主题升华类（校园记忆）
【校园生活话题精彩片段】四段 P 5
【片段01】《从冷眼到援手：我因偏见而羞愧的转变》
【片段02】《破茧成蝶：曾经被数学 “绊倒” 的我，如今获此殊荣》
【片段03】《因师之鼓励，绘就英语学习的多彩画卷》
【片段04】《从隔阂到默契：舞台上绽放的友谊重生之光》
【校园生活话题好题调研】 P 7
【调研01】《环保小先锋：从创意构思到全校推广的回收箱传奇》
【调研02】《校园寒风中的转机：陌生人的善意打破孤独坚冰》
【调研03】《冲线瞬间：旧友归来，化力量为荣耀，友谊重燃》
【调研04】《友谊的波折与升华：从矛盾冷战到携手共进》
【调研05】《从质疑天赋到笔耕不辍：与名家对话开启写作之路》
【调研06】《从活动挑战到友谊升华：新自行车见证的成长旅程》
【调研07】《废墟中寻回的友谊：地震逃生后折返救同窗》
【调研08】《破茧课堂：当冷眼化作春风，我与"边缘少年"的双向救赎》
【调研09】《从一个黑点到无限可能：老师的意外启示》
【调研10】《从 “问题学生” 到西语竞赛冠军：破茧成蝶的逆袭之路》
【调研11】《从 “社恐” 到 “社交达人”：迈出第一步，拥抱新友谊》
【调研12】《从食堂困境到成长蜕变：师恩助力破茧成蝶 》
【校园生活情节构建】
阶段 情节发展 情绪刻画
第一阶段 友情、表演、比赛等出现危机 负面情绪塑造
第二阶段 友情、误会弥补（解释、认错、弥 努力+反思+蜕变
补）
第三阶段 友情、关系升华（换位思考、懂得珍 感悟+感激+升华
惜）
【校园生活语料分类精编】
一、神态描写类1. The students' faces beamed with excitement and anticipation.
1.学生们脸上洋溢着兴奋和期待。
2. She bit her lip, a sign of concentration as she studied for the exam.
2. 她咬着嘴唇，专心致志地备考。
3. His eyes widened with surprise as he saw his name on the list of winners.
3. 当他看到自己名字在获胜者名单上时，眼睛睁得大大的，充满了惊喜。
4. She blushed brightly, feeling embarrassed by the unexpected compliment.
4.她脸红得厉害，对意外的赞美感到尴尬。
5. He chuckled softly, amused by the joke told by his friend.
5.他轻轻地笑了，被朋友的笑话逗乐了。
6. Her brow furrowed in deep concentration as she solved the complex math problem.
6.她眉头紧锁，全神贯注地解决复杂的数学问题。
7. He held his breath, waiting for the results of the competition.
7.他屏住呼吸，等待比赛的结果。
8. Her eyes sparkled with joy as she opened the gift from her friend.
8.她打开朋友送的礼物时，眼中闪烁着喜悦的光芒。
9. He appeared nervous, shifting his weight from one foot to another as he awaited the interview results.
9.他显得很紧张，在等待面试结果时，不断在脚之间转移重量。
10. She smiled warmly, greeting her friends as they entered the classroom.
10.她微笑着，温暖地向走进教室的朋友们打招呼。
二、心理描写类
1. The eager anticipation of new experiences filled the students' minds.
1.学生们充满了对新经历的热切期待。
2. The butterflies in their stomachs fluttered with excitement.
2.他们心中的蝴蝶因激动而翩翩起舞。
3. They couldn't help but feel a sense of nostalgia mixed with excitement.
3.他们不禁感到一种怀旧与激动交织的情感。
4. The thought of seeing old friends brought a smile to their faces.
4.想到能见到老朋友，他们脸上露出了微笑。
5. The students' eyes sparkled with curiosity and eagerness.
5.学生们眼中闪烁着好奇和渴望。6. The anticipation of success and growth filled their minds.
6.他们对成功和成长的期待充满了脑海。
7. They couldn't wait to explore the new possibilities that the campus had to offer.
7.他们迫不及待地想探索校园所提供的新可能性。
8. The students felt a sense of belonging and connection to the campus.
8.学生们感到一种属于和连接校园的感觉。
三、环境描写类
1. The vibrant colors of fall filled the campus, with leaves rustling underfoot and a crisp autumn breeze.
1.校园里充满了秋天的鲜艳色彩，树叶在脚下沙沙作响，秋天的凉爽微风不燥。
2. The scent of freshly mowed grass wafted through the air, signaling the start of a new day.
2.新鲜割草的香味弥漫在空气中，预示着新的一天开始了。
3. The bell tower tolled, its peals echoing across the campus, marking the beginning of the school day.
3.钟楼的钟声响起，回荡在整个校园，标志着学校的开始。
4. The sound of laughter and conversations filled the quad, as students gathered to chat and catch up.
4.笑声和谈话声充满了方形广场，学生们聚在一起聊天，增进感情。
5. The library buzzed with the hum of thousands of books, knowledge, and research.
5.图书馆里充满了成千上万本书籍、知识和研究的声音。
6. The cafeteria bustled with activity, filled with the aroma of hot meals and the chatter of hungry students.
6.食堂里热闹非凡，充满了热饭菜的香气和饥肠辘辘的学生们的嘈杂声。
7. The campus green spaces were dotted with students reading, relaxing, and enjoying the sunshine.
7.校园的绿地散布着阅读、放松和享受阳光的学生。
8. The auditorium filled with the sound of applause and excitement, as a performance got underway.
8.礼堂里充满了掌声和激动的声音，一场演出即将开始。
9. The sports fields vibrated with the energy of athletes, as they trained and compete for victory.
9.运动场上充满了运动员的能量，他们训练和竞争胜利。
10. At night, the campus was illuminated by the soft glow of street lamps, casting long shadows and a sense
of serenity.
10.夜晚，校园被街灯的柔和光芒照亮，投下长长的影子，营造出宁静的氛围。
四、主题升华类（师生情谊）
1. A word of encouragement from the teacher helped me regain my confidence in studying.
1. 教师的一句鼓励让我重新找回了对学习的信心。2. After every class meeting, the teacher’s summary always inspired and motivated us.
2. 每次班会后，老师的总结总能给我们新的启发和力量。
3. That class was lively and interesting; the teacher’s humorous explanation left a deep impression on me.
3. 那节课生动有趣，老师的幽默讲解让我印象深刻。
五、主题升华类（同学互助）
1. After failing the test, my deskmate encouraged me with a little note, which deeply touched me.
1. 那次考试失利后，同桌用一张小纸条鼓励了我，令我十分感动。
2. When I encountered difficulties, helpful classmates always reached out to support me.
2. 当我遇到困难时，热心的同学总是伸出援手，给予我帮助。
3. My friend and I completed an experiment together, and our teamwork made me proud.
3. 我和朋友一起完成了一项实验，我们的默契合作让我感到自豪。
六、主题升华类（克服困难）
1. During a conversation with my teacher, I found new ways to cope with academic pressure.
1. 在与老师的一次交流中，我找到了应对学习压力的新方法。
2. In the relay race during the sports meet, we worked together and won first place.
2. 在运动会的接力赛中，我们团结一心，取得了第一名。
3. Facing academic challenges head-on, students learned to persevere and grow stronger as a result.
3.学生们正面迎接学术挑战，结果学会了坚持并在过程中变得更强大。
七、主题升华类（校园记忆）
1. Campus life is full of laughter and growth, and it’s the most precious memory of my life.
1. 校园时光充满了欢笑和成长，是我人生中最珍贵的记忆。
2. Although academic pressure was intense, my classmates’ company made it much easier to handle.
2. 虽然学习压力很大，但同学们的陪伴让我感到轻松许多。
3. In campus life, those seemingly ordinary moments became my most unforgettable memories.
3. 校园生活中，那些看似平凡的小事成就了我最难忘的记忆。
4. After school, we would always laugh and play on the playground, enjoying simple happiness.
4. 每当放学后，我们总会在操场上欢声笑语，享受简单的快乐。
【读后续写校园生活话题优秀片段欣赏】
【片段01】《从冷眼到援手：我因偏见而羞愧的转变》
I stood there, not knowing what to do next. Suddenly, I felt so embarrassed and frustrated. I hadexpected a warm welcome and friendly interaction, but instead, I was met with coldness and indifference.
My heart sank ( 无灵主语 ) , and I felt a sense of isolation and confusion. Just as I was at a complete loss,
desperately trying to figure out my next move, I heard a familiar voice. It was Shirley. She came up to me
with a gentle smile and kind eyes, saying, “I saw what happened. Let me help you with the student card.”
( 简洁对话 )
What Shirley did for me made me awkward and ashamed. I had judged her based on her appearance
and ignored her kindness earlier ( 动作链 ) . Now, she was the one who came to my rescue without any
hesitation or complaint. I realized how shallow and wrong I had been. My face flushed with
embarrassment ( 无灵主语 ) as I reflected on my behavior. From that moment on ( 介词短语 ) , I decided to
change my attitude and not judge people by their appearance. I thanked Shirley sincerely from the bottom
of my heart and promised to be a better person. ( 动作链 )
【导语】本文以人物为线索展开，讲述了作者刚进入高中，在高中新环境中因选择结交朋友而经历的教训，
展现了作者对于人际关系和判断他人的态度转变过程。
【片段02】《破茧成蝶：曾经被数学 “绊倒” 的我，如今获此殊荣》
Several months later, everyone could see the significant progress I had made, not just in my grades, but in
my entire approach to learning mathematics. I was actively participating in class, solving complex
equations ( 分词作状语 ) that I had seen unable to understand before. The fear that had clouded my
perception of math was replaced ( 无灵主语 ) by a genuine excitement for every new topic we covered. I even
began to stay after our regular sessions to discuss advanced problems with Mrs Johnson, seeking out
challenges that would have been too much for me to handle before.
At the end of the school year, during the last meeting of the math club, Mrs Johnson made a special
announcement. As she called me to the front of the room, she handed me a certificate for “Most Outstanding
Contribution”. The room erupted in applause ( 无灵主语 ) . She praised me for sticking with my dream and
for changing into not only a great math student but also someone who encourages others. Her
acknowledgment confirmed my newfound passion and dedication to a subject ( 无灵主语 ) that once seemed
unconquerable, underscoring an incredible year of academic and personal growth ( 分词作状语 ) .
【导语】本文以人物为线索展开，本文主要讲述了作者在高中时期，原本对数学感到困难重重，但在数学
老师Johnson夫人的鼓励和建议下，加入了学校的数学俱乐部。通过参与俱乐部的活动和与其他数学爱好
者的交流，作者逐渐克服了对数学的恐惧，对数学产生了兴趣，数学成绩也有了显著提升。最终，在学年
结束时，作者因在数学俱乐部的突出贡献而获得表彰。【片段03】《因师之鼓励，绘就英语学习的多彩画卷》
Encouraged by his words, I began to change my attitude towards English learning. I started to focus more
attentively on English classes, following Mr. Frank’s instructions with great care ( 分词作状语 ) . I discovered
the charm of how individual letters could form meaningful words. Although the progress was slow, that
slight improvement still brought me some hope ( 无灵主语 ) . Mr. Frank was always ready to offer me guidance
whenever necessary. Gradually ( 分词位于句首 ) , I developed a deep admiration for English. I became more
active in speaking up and communicating with my classmates. This new-found enthusiasm made me more
outgoing and open-minded ( 无灵主语 ) , and I even made some new friends.
“Why don’t you draw a poster for the English drama show?” Mr. Frank said to me. Excited and
nervous ( 形容词作状语 ) , I accepted. It was a good chance to contribute with my artistic skills. Over the next
few days, I drew colorful posters combining text and pictures. The process helped me remember vocabulary
and grammar points better. To my delight ( 介词短语前置 ) , Mr. Frank praised my work and selected one
poster for the show. Seeing my artwork displayed in the school gave me a strong sense of belonging ( 动名词
作主语 ). Thanks to Mr. Frank’s encouragement and trust ( 介词短语前置 ) , I discovered the beauty of English
and found the confidence to express myself.
【导语】本文以人物为线索展开，短文叙述了作者天生个子矮小，经常不自信。高二那年，作者和家人搬
到了另外一个城市。在新的学校里，作者没有朋友，英语学习跟不上，甚至被同学嘲笑个子小，只能通过
画画来打发时间。MrFrank 发现了上课注意力不集中的作者，给予鼓励。
【片段04】《从隔阂到默契：舞台上绽放的友谊重生之光》
Seeing the girls were still awkward with each other, Freya realized that she could do something. She
suggested they prepare a short performance for the campfire night on the last day of the trip. The girls
exchanged uncertain looks ( 超短句 ) . But they agreed when they saw the glimmer of hope in Freya’ s eyes,
realizing that this might be the chance they had been waiting for to rebuild the bridge they had lost. Over the
next few days, they worked together, choosing a piece that held deep meaning for both of them. As they
practiced, old memories resurfaced ( 无灵主语 ) , and they began to open their hearts, laughing and
supporting each other just as they used to ( 分词作状语 ) .
On the last day of the trip, Judith and Melanie took the stage for a shared performance. Melanie, though
still nervous ( 省略句 ) , drew strength from Judith’ s unwavering support and the lessons learned from Freya.
The lines flowed naturally and their movements were in perfect harmony, as if they were dancing to therhythm of their shared dream. Together, they delivered a heartfelt and moving performance, receiving
thunderous applause ( 分词作状语 ) . They not only overcame their individual fears and setbacks, but also
rediscovered the power of their bond. From that day forward ( 介词短语前置 ) , they stood side by side,
supporting and encouraging each other, not just onstage but in every aspect of their lives.
【导语】本文以友谊为线索，讲述了Judith和Melanie在高中戏剧比赛中因Melanie失误而遭遇失败，两人
友谊出现裂痕。在学校的团建旅行中，在导师Freya的帮助下，两人开始面对并尝试修复关系。
【校园生活话题名校好题调研】
[调研01]（24-25高三下·云南昆明·阶段练习）《环保小先锋：从创意构思到全校推广的回收箱传奇》
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。
“Our class recycling project will start next week. You can choose to do it alone or in pairs,” Mr. Lee, the
science teacher, announced. “Your goal is to design a recycling corner that will increase recycling rates in our
classroom. The best idea will be adopted in the school.” The classroom erupted into enthusiastic chatter as students
paired up and began their discussions.
Being a nature and animal lover, Lucy’s dream was big. She imagined birds and fish thriving (茁壮成长) in
a plastic-free environment, inspired by her hours spent observing wildlife at her favorite lake. “The first step
towards a plastic-free habitat is fostering a recycling habit,” she thought. “I’m sure I can come up with a brilliant
idea for the project!” Her daydreaming was interrupted by a light tap from her best friend, Max.
“Do you still have that book on recycling? I’m sure there are many helpful tips that we could use for this
project. Shall we work on this together?” Max inquired expectantly.
Lucy recalled having read the library book the previous night and placing it on her bedside table. “Um...” she
hesitated, “I returned it this morning... and I’m thinking of working on this project alone.”
“Oh, I see,” Max walked away, disappointed.
The next day, Lucy started working on her project, a smart dustbin. Yes, she had a unique concept for the
recycling bin but she struggled to construct it. The design required a standard of workmanship that was simply
beyond her capability. Frustrated, she went for a walk downstairs.
“Lucy?” she heard a familiar voice and looked up, surprised to find Max standing there. He had never
witnessed her looking so disheartened before; she was walking heavily along with a discouraged expression,
sighing deeply. Concerned, he called out to her. “What happened?” he asked gently. Guilt-ridden, she admitted
lying about the book and apologized sincerely. Max forgave her readily.“Well, if you need a partner, all you have to do is ask!” Max replied, smiling.
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。
She did so, and then excitedly described her design concept of the recycling bin.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Lucy and Max’s hard work paid off.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
【满分范文】
I was completely lost at these questions, struggling with how to face Mr. Smith.The room seemed to
close in around me, and my breaths came in short, sharp gasps, struggling to find enough oxygen. A wave of
goosebumps flooding across my skin, as each individual hair stood on end. “Did we specify which tire?” My
mind raced sharply, but I couldn't find the answer. I swallowed hard, my throat suddenly dry. I scribbled
down an answer, knowing full well it was a shot in the dark. When handing in my test, barely could I look
Mr. Smith in the eyes, knowing that the truth was now dramatically obvious.
When receiving the report card, we four flushed with shame. It was not just because of the striking red
zero next to the second question, but because of the disappointment we saw in Mr. Smith's eyes. He didn't
just teach us about the subject matter, but about integrity. In the end, we all admitted and apologized for our
dishonesty. It was a tough lesson learned, but one that we would carry with us, shaping our character far
more than any test ever could.
【导语】本文以人物为线索展开，讲述了作者和朋友雅各布、詹姆斯和本杰明一天晚上聚会到很晚，尽管
他们心里清楚第二天我们有一个重要的考试。当雅各布提出一个逃避考试的计划时，作者感到不安，但是
还是接受了。他们向史密斯先生谎称，前一天晚上他们的车胎爆胎了，整晚都在把车推回校园，筋疲力尽，
不能参加考试。史密斯答应了，提出三天后重新测试，他们欣然接受。考试那天，他们去了史密斯先生的
办公室。出乎意料的是，他把他们四个人安排在不同的房间里进行测试。作者打开试卷就看到了两个问题。
【详解】1.段落续写：①由第一段首句内容“我完全被这些问题搞糊涂了，不知该如何面对史密斯先生。”可知，第一段可描写
作者答卷子时的感受。
②由第二段首句内容“收到成绩单时，我们四个人羞愧得满脸通红”可知，第二段可描写作者和朋友们认
识到了错误和感悟。
2.续写线索：不知道如何作答——交卷时知道谎言已经被揭穿——承认错误——感悟
3.词汇激活
行为类
上交：hand in /turn in
看到：see/witness
塑造：shape /form
涌入：flood/ swarm into
情绪类
紧张：my breaths came in short/I was tension
失望：disappointment /frustration
【点睛】[高分句型1] When handing in my test, barely could I look Mr. Smith in the eyes, knowing that the
truth was now dramatically obvious. (运用了状语从句的省略，倒装句，现在分词作状语和 that引导的宾语
从句)
[高分句型2] It was a tough lesson learned, but one that we would carry with us, shaping our character far
more than any test ever could.. (运用了过去分词作定语，that引导的定语从句和现在分词作状语)
[调研02]（24-25高一上·河南开封·期末）《校园寒风中的转机：陌生人的善意打破孤独坚冰》
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 my first day at a new school in England because my family had moved here from Wales a week
before. The moment I stepped through the big iron gates, a feeling of worry came over me. The large campus, with
its old buildings covered in ivy and very neatly cut lawns, was really beautiful, but it just made me more nervous. I
held my books tightly, and my hands started to sweat as the unfamiliar faces and the strange accents surrounded me
like a thick fog that I couldn’t get through. I felt like a lonely traveler in a strange place, really wanting to see
something familiar.
Along the way, I accidentally knocked into a boy. “Sorry, ”I said quietly, my eyes quickly looking down at
the ground because I was too shy to look at him. “No problem,” he answered with a warm and real smile that cut
through my uneasiness like a bright light. In that short talk, a little hope started to shine inside me; maybe this newplace wouldn’t be the scary maze (迷宫) I was afraid of.
When I entered the classroom, the teacher introduced me to the class. I could feel everyone looking at me,
and my cheeks turned bright red, as if they were on fire. I quickly sat down, and my heart was beating so hard that
it seemed like the whole room could hear it. Would I be able to make friends? Could I do well in the classes? These
questions kept bothering me all the time. The bell rang for the first break, and I walked slowly and nervously to the
schoolyard, my steps as careful as a baby deer’s first steps in the woods. I looked around, partly hoping to see a
friendly face, but also afraid of being refused.
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。
Standing alone in the corner of the schoolyard, I watched the other students chatting and laughing.
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Just as I was about to give up, the boy I bumped into earlier came towards me.
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【满分范文】
One afternoon, as I was walking home from school, Jack caught up with me. His face was flushed and
he seemed out of breath. “Hey, wait up!” he called. I stopped, looking at him cautiously. He then pulled out a
wrinkled piece of paper from his pocket and handed it to me. “This is for you. It’s from Tom.” I unfolded the
paper and read, “I know you’ve been feeling left out, but it’s all a misunderstanding. Meet me at the old oak
tree by the river after school tomorrow.” My curiosity was aroused, and some of my anger disappeared.
What could Tom possibly have to say?
The next day, I made my way to the old oak tree, my heart pounding. When I arrived, Tom was already
there, pacing back and forth. He looked up as I approached and gave me a shy smile. “I’m really sorry,” he
said. “Jack and I have been planning a surprise birthday party for you. We didn’t want you to find out, so
we were being secretive.” I was stunned. All this time, I had misjudged them. Tears welled up in my eyes as I
realized how foolish I had been. Tom stepped forward and hugged me. “Forgive me?” he asked. I nodded,laughing through my tears. From that day on, our friendship was stronger than ever, and I learned the
importance of communication and trust.
【导语】本文以人物为线索展开，讲述了作者和Tom原本约好在学校门口见面去滑滑板，作者按时到达但
Tom未出现。后来作者看到Tom和Jack开心聊天，心生误会，此后二人关系变得糟糕。一天作者放学回
家时Jack追上他，给了他Tom的纸条约在老橡树见面。见面后Tom解释是在为作者准备惊喜生日派对才
保密，作者意识到误会了他们，最终两人和好，作者也明白了沟通和信任对友谊的重要性。
【详解】1.段落续写：
①由第一段首句内容“一个下午，当我放学回家时，杰克追上了我。”和第二段首句“第二天，我走向
了旧橡树，心脏跳动。”可知，第一段可描写Jack追上作者，拿出Tom给的纸条，告知作者去老橡树见
面。
②由第二段首句内容“第二天，我走向了旧橡树，心脏跳动。”可知，第二段可描写作者来到老橡树，
Tom解释是在为作者准备惊喜生日派对所以保密，解开误会，作者意识到自己的错误，两人和好。
2.续写线索：追上作者——拿住纸条——告知去老橡树见面——来到老橡树——Tom解释——误会解开
——和好
3.词汇激活
行为类
①拿出：pull out/take out
②递给：hand/deliver/give
③到达：arrive/reach
情绪类
①生气：anger/rage
②惊讶的：stunned/astonished
【点睛】[高分句型1] I know you’ve been feeling left out, but it’s all a misunderstanding.(运用了省略that
引导的宾语从句)
[高分句型2] When I arrived, Tom was already there, pacing back and forth.(运用了when引导的时间状语
从句)
[高分句型3] He looked up as I approached and gave me a shy smile.(运用了as引导的时间状语从句)
[调研03]（23-24高一下·辽宁沈阳·期末）《冲线瞬间：旧友归来，化力量为荣耀，友谊重燃》
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。
Anmol and Rohan were grade six students. They had been the best friends since childhood. They would sit
on the same bench, eat together and play together at school.One day, a new student named Sumit joined their class. During the break Anmol and Sumit got talking and
Anmol gladly found Sumit had a passion for chess. Anmol was crazy about chess but he rarely got a good
opponent.
Anmol and Sumit started spending more and more time together. Earlier, Rohan and Anmol used to play
table tennis during lunch break. But now Anmol never seemed interested. Gradually Rohan started feeling left out.
He felt worried and upset at the thought of losing his best friend, but he was at a loss what to do.
One day, Rohan urged Anmol to join him in a table tennis game.“Not today, Rohan, I have to complete
yesterday’s chess game. Sumit has cornered me quite badly but I am not going to give in, ”Anmol said, not noticing
the hurt expression on Rohan’s face.
“Sumit, Sumit! Now you have nobody but Sumit in your heart! You have completely forgotten our
friendship!” yelled Rohan. Then he turned around and walked straight away.
After that Rohan stopped talking to Anmol and even changed his place in the class. Though he was
heartbroken to lose his best friend, he believed that it was Anmol who was to blame. A couple of times Anmol tried
talking to Rohan, but Rohan simply looked through him.
About a month later, Rohan participated in the campus cross-country race. It was in its last phase. All that
remained was the final lap inside the stadium.Rohan was in third place, with Peter and Iqbal, the former champions,
ahead of him.
The stadium was packed, and the students, were all cheering their favorites wildly.“Come on, Iqbal, you are
always the best!”.
“Peter, move.You can beat Iqbal!”
“Hold on, Rohan, just another 200 meters to go!” The cries were deafening.
When they reached the last hundred meters, Rohan was almost out of breath.He dragged himself along, with
his face red and his mouth dry.
注意：
（1）续写词数应为 150 左右：
（2）请按如下格式在答题卡的相应位置作答。
Just then Rohan heard a familiar voice from his left side.
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【满分范文】
Just then Rohan heard a familiar voice from his left side. It was Anmol, his long-lost best friend,
cheering him on with unmatched enthusiasm. “Come on, Rohan! You can do it! Keep pushing!” Anmol’s
voice cut through the chaotic cheering of the crowd, and Rohan felt a surge of energy within him. Inspired
by his friend’s unwavering support, Rohan summoned the last remnants of his strength and sprinted
towards the finishing line, determined to give it his all.
As Rohan was the first to cross the finishing line, he collapsed on the ground. The deafening cheers from
the spectators filled the air as they celebrated his victory. Anmol rushed to Rohan’s side, his eyes filled with
pride and joy. He helped Rohan up, patting him on the back excitedly. In that moment, all the hurt and
distance that had come between them seemed to fade away, replaced by a renewed bond of friendship and
shared accomplishment.
【导语】本文以人物为线索展开，文章主要讲述了Anmol和Rohan原来是好朋友，但是一位新生Sumit
加入了他们班级。 Anmol得知Sumit喜欢国际象棋，就经常和Sumit下象棋。Anmol冷落了Rohan，这
让Rohan很生气。这天，Rohan参加越野赛，最后几百米，他处于第三名，最后一百米的时候，Rohan已
经上气不接下气了。
【详解】1.段落续写：
①由第一段首句内容“就在这时，Rohan听到一个熟悉的声音从他的左边传来。”可以预测续写这段主要
内容：Anmol前来加油，Rohan备受鼓舞，奋力用最后的力量冲向终点。
②由第二段首句内容“当Rohan第一个冲过终点线时，他倒在了地上。”可以预测续写这段主要内容：
Rohan获得第一名，观众和Anmol为他欢呼，Rohan和Anmol和好如初。
2.续写线索： Anmol前来加油——Rohan备受鼓舞——Anmol获得第一名—— 观众欢呼——Rohan和
Anmol和好
3.词汇激活
行为类
①.鼓励： inspire/motivate/encourage
②.冲向： rush to/dash to/run to③.充满：be filled with/be full of
情绪类
①.高兴： joy/delight/happiness
②.兴奋地：excitedly/feverishly
【点睛】[高分句型1]. Inspired by his friend’s unwavering support, Rohan summoned the last remnants of
his strength and sprinted towards the finishing line, determined to give it his all.（运用了过去分词作状语）
[高分句型2]. Anmol rushed to Rohan’s side, his eyes filled with pride and joy. （运用了独立主格结构）
[高分句型3]. In that moment, all the hurt and distance that had come between them seemed to fade away,
replaced by a renewed bond of friendship and shared accomplishment. （运用that引导的定语从句和过去
分词作状语）
[调研04]（24-25高二上·甘肃临夏·期末）《友谊的波折与升华：从矛盾冷战到携手共进》
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
In the lively campus of Greenfield Middle School, a unique friendship took root between two contrasting
individuals, Lily and Kate.
Lily, a shy and diligent girl, was often found in the library’s quiet corners, her nose buried deep in textbooks.
Kate, on the other hand, was a student of energy, the class’s joker, whose laughter resounded through the hallways.
During a school sports event, the sun beat down mercilessly on the field. Lily, who had signed up for the long jump,
stood frozen at the starting line. Her face paled as she stared at the sea of students watching. Her legs trembled,
seemingly rooted to the ground.
Kate noticed Lily’s unease and came up to her, her steps light and quick. “Hey, Lily,” Kate said, giving Lily a
hearty thumbs-up. “Don’t let this get to you. It’s just a leap (跳跃). You’ve got this!” Lily glanced at Kate, her eyes
filled with doubt, but Kate’s words managed to motive her courage. Kate then launched into a detailed account of
her own silly experiences, her hands gesturing vividly. “Remember that race when I fell over face-first? It was a
total disaster, but I just laughed it off. You can do the same.”
With Kate’s continuous stream of encouragement, Lily finally found the strength to take her jump. She flew
through the air, not far but with a newfound sense of achievement shining in her eyes. From that moment, their
friendship began.
They started spending more time together. When the school organized a group project on environmental
protection, they teamed up. In the library, Lily buried herself into research materials, her head bent down in deepconcentration. Kate, meanwhile, in their classroom, brainstormed creative presentation ideas, her eyes sparkling
with enthusiasm. Their combined efforts resulted in a presentation that surprised their classmates and earned praise
from the teacher.
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。
However, like all friendships, they also faced challenges.
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At the end of the school year, they met on the schoolyard.
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【满分范文】
However, like all friendships, they also faced challenges. One day, Kate arranged a lively game in the
schoolyard. But Lily, buried in her studies, declined to take part in it. “I thought you cared about us having
fun together,” Kate said, her voice filled with annoyance. For a few days, an awkward silence hung between
them. But deep in their hearts, they knew their bond was too strong to be broken. Later, they realized that
they needed to accept each other’s weaknesses and find a balance. So, they sat down and had an honest
conversation, better understanding how to respect each other’s differences.
At the end of the school year, they met on the schoolyard. The sun was setting, casting a warm glow over
them. Lily took a deep, steady breath and said, “Kate, this year we’ve had our rough times, but I’m truly
grateful we’re still friends.” A bright smile spread across Kate’s face. “You bet, Lily. We’re like two odd
pieces that somehow fit perfectly.” With bright and true smiles on their faces, they walked out of the
schoolyard, confident that their friendship would be a source of strength to help them face whatever thefuture held.
【导语】本文以人物为线索展开，讲述了莉莉和凯特是好朋友，两人性格不同。莉莉十分害羞，于是凯特
总鼓励莉莉，帮助她建立自信。她们一起做项目，共同进步。虽然友谊也面临挑战，但是他们意识到他们
需要接受彼此的弱点，并找到一个平衡。因此，他们坐下来进行了坦诚的交谈，更好地理解了如何尊重彼
此的差异。
【详解】1.段落续写：
①由第一段首句内容“然而，就像所有的友谊一样，她们也面临着挑战”可知，第一段可描写她们面临的
挑战是什么以及她们是如何克服挑战的。
②由第二段首句内容“学年结束时，她们在校园里见面”可知，第二段可描写两人见面后对话以及感悟。
2.续写线索：面临挑战——出现分歧——保持沉默——认识到需要接纳彼此——坦诚交谈——感悟
3.词汇激活
行为类
①安排：arrange/schedule
②拒绝：decline/turn down/refuse
③参加：take part in/participate in
情绪类
①烦恼：annoyance/worry
②感激的：grateful/thankful
【点睛】[高分句型 1] So, they sat down and had an honest conversation, better understanding how to
respect each other’s differences. (运用了疑问词+不定式作宾语)
[高分句型2] Later, they realized that they needed to accept each other’s weaknesses and find a balance. (运
用了that引导宾语从句)
[调研05]（2024·新疆乌鲁木齐·三模）《从质疑天赋到笔耕不辍：与名家对话开启写作之路》
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 July 1971. I was taking a summer class in Black-American literature on the campus of SUNY.
Professor James walked into the classroom and announced that he had invited a special guest to class and he needed
a volunteer to meet his guest in the hall of the administration building and ac company him here.
To my amazement, my right hand shot up as though it had a mind of its own. I never volunteered for
anything. I was shy and uncomfortable meeting new people. Realizing I was absolutely the wrong person for this
job, I pulled my hand down quickly, but it was too late. “Thank you, David,” Professor James said. “You’d better
leave now. He’ll be arriving any minute.” I reluctantly got out of my seat and headed for the classroom door. WhenI reached it, I stopped. I said, “If I don’t know who this person is, how will I recognize him? I’d hate to bring back
the wrong guy.” Professor James laughed. He pulled me aside and whispered a name in my ear. “Alex Haley,” he
said. “Really?” I said. I gave a thumbs-up to the class and left the room.
The hall was empty and Alex Haley was nowhere to be seen. My anxiety grew because I feared that I was
about to embarrass myself in front of this famous gentleman by asking stupid questions, or worse, by falling
unnaturally silent. As I paced back and forth across the polished floor, I realized why I instinctively (本能地) raised
my hand to volunteer for this job. This man was what I wanted to be: a writer. He was living my dream. I could
learn from him. But deep in my heart, I was worried about whether I had a gift.
It was then that Mr. Haley with a briefcase entered the building. He was a man in his forties, medium height,
wearing a sports jacket over an open-collared dress shirt. After we introduced each other, I accompanied him to the
classroom building. Across campus, I was struck by how approachable this man was.
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。
My fear was replaced by curiosity and purpose.
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That was an unexpected answer.
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【满分范文】
At last, the big meeting came. I stood before the school board, my heart pounding with a mix of
nervousness and excitement. I shared my vision of donating the leftover food from our school cafeteria to the
Harvest Organization, explaining the positive impact it could have on our community. As I spoke, I could seethe board members nodding in agreement, and their encouraging smiles eased my nerves. They approved my
proposal, and I left that meeting with a sense of pride and achievement, knowing that my idea was one step
closer to becoming a reality.
Finally, the first donation of leftover food from my school was delivered. It was a moment of great
satisfaction, as I watched the cafeteria staff carefully pack containers of untouched food and milk, ready to
make their way to the Harvest Organization. The whole process of turning an idea into a real act of kindness
was a remarkable journey, and it filled me with a sense of purpose and meaning. It taught me that you don’t
have to be an adult to make a difference.
【导语】本文以人物为线索展开，讲述了作者看到一篇关于Stan Curtis利用剩余食物帮助饥饿人群的文章
后，受到启发，决定推动自己学校食堂捐赠剩余食物。在校长表示需学校董事会批准后，作者写信并亲自
向董事会提议，最终成功实现学校首次食物捐赠的故事。
【详解】1. 段落续写：
①由第一段首句内容“最后，重要的会议来临了。”可知，第一段可描写作者在会议上的表现，包括演讲
时的感受、董事会成员的反应以及最终的结果。
②由第二段首句内容“最终，来自我们学校的第一批剩余食物捐赠被送达。”可知，第二段可描写捐赠时
的场景，作者的感受以及从这次经历中所获得的感悟。
2. 续写线索：参加会议 —— 演讲表现 —— 董事会反应 —— 获得批准 —— 完成首次捐赠 —— 捐赠
场景 —— 内心感受 —— 从中感悟
3. 词汇激活
行为类
①提出倡议：share my vision/propose an idea/put forward a suggestion
②捐赠：donate/give away
③批准：approve/agree
情绪类
①紧张：nervousness/tension
②兴奋：excitement/thrill
【点睛】 [高分句型 1] As I spoke, I could see the board members nodding in agreement, and their
encouraging smiles eased my nerves. (运用了as引导状语从句)
[高分句型 2] It taught me that you don’t have to be an adult to make a difference. (运用了that引导宾语从
句)[调研06]（24-25高三上·河南驻马店·阶段练习）《从活动挑战到友谊升华：新自行车见证的成长旅程》
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。
Martin is a high school student who enjoys the friendship with his classmates, but sometimes he wonders
what true friendship really is. One day, he expressed his confusion to his mom, who suggested that he organize a
team-building activity to explore the real meaning of friendship.
Martin’s mom suggested that he organize an activity at school that would require teamwork and joint
support. His mom told him he would get a new bike he always wanted as a prize after understanding the meaning of
friendship. Martin thought this was a great idea and decided to talk to his teacher about it. His teacher was very
supportive and gave him some valuable advice. With the teacher’s guidance, Martin began planning the event. He
chose a weekend and invited his classmates to participate. He carefully designed the activity, preparing various
challenges to ensure everyone could get involved. He explained the rules, including how to divide tasks,
communicate effectively, and support each other when facing challenges. He emphasized the importance of
teamwork and how to build trust and cooperation during the activity.
On the day of the event, Martin and his classmates moved around the campus, searching for hidden markers.
They were divided into several groups, each assigned different tasks. Some had to solve puzzles, while others had
to complete physical challenges. Some tasks required close cooperation among team members. Martin noticed that
some classmates encouraged each other when facing difficulties, while others shared their findings to benefit the
whole team. Together, they overcame one obstacle after another, and each success strengthened the team’s cohesion
(凝聚力).
Among the challenges, one was impressive. In the challenge, they had to cross a rope bridge over a
simulated river. Team members had to support each other to ensure everyone crossed safely. Martin saw classmates
who usually didn’t interact much tightly holding each other’s hands, giving courage and support. This scene deeply
moved him, making him realize the powerful bond of friendship when facing challenges together.
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。
After the activity, Martin shared the day’s events with his mom.
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Martin deeply understood his mom’s words.
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【满分范文】
After the activity, Martin shared the day’s events with his mom. He told her about how classmates
helped each other during the challenges, especially when crossing the rope bridge. He said he was amazed to
see the changes in his friends, and how they united and became stronger as a team. He realized that was
exactly true friendship. His mom happily said,“ you are right. True friendship is about being there for each
other in tough times and working towards a common goal.”
Martin deeply understood his mom’s words. He understood that friendship isn’t just about having fun
together, but also about mutual support and cooperation. He felt that through this activity, he had truly
grasped the meaning of friendship. With this new understanding, he was looking forward to even deeper and
more meaningful friendships with his classmates. And he was pleased to receive the new bike as a reward for
this valuable discovery.
【导语】本文以人物为线索展开，讲述Martin想知道真正的友谊是什么，他妈妈建议Martin组织一次同
学之间的团队建设活动来探索友谊的真正意义，在团建活动中 Martin意识到了同学们在共同面对挑战时
所体现的友谊。
【详解】1.段落续写：
①由第一段首句内容“活动结束后，Martin与妈妈分享了当天的活动。”可以预测续写这段主要内容：
Martin分享当天活动情况和自己对友谊的体会，妈妈表示赞成并总结。
②由第二段首句内容“Martin深深地理解了妈妈的话。”可以预测续写这段主要内容：Martin真正体会
到什么是真正的友谊并得到自行车作为奖励。
2.续写线索： Martin分享当天活动—— Martin的感悟——母亲的总结——Martin期待与同学建立更深
友谊——Martin获得自行车奖励
3.词汇激活行为类
①.帮助：help/aid/assist
②.意识到： realize /be aware of/recognize
③.说：say/utter
情绪类
①.惊讶的：surprised/astonished/amazed/astounded
②.高兴地： happily/gladly
【点睛】[高分句型1]He told her about how classmates helped each other during the challenges, especially
when crossing the rope bridge. （运用了how引导的宾语从句和状语从句的省略）
[高分句型 2]True friendship is about being there for each other in tough times and working towards a
common goal. （运用了动名词作介词后宾语）
[高分句型3]He felt that through this activity, he had truly grasped the meaning of friendship. （运用that
引导的宾语从句）
[调研07]（24-25高三上·福建福州·期末）《废墟中寻回的友谊：地震逃生后折返救同窗》
阅读下列材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
In the serene morning, our school campus lay bathed in a gentle glow of sunlight. The air was still, with only
the occasional chatter of students and the rustle of books breaking the silence. The classrooms were abuzz with
activity as students diligently worked on their assignments, their faces lit by the soft light filtering through the
windows.
But suddenly, the tranquility was shattered by a violent earthquake. The ground began to shake, sending a
shudder through the entire school. The seismic waves were so powerful that they sent a shiver down the spines of
every student. Amidst the chaos, a girl named Alice, a fellow member of our class, panicked and fled the classroom
in a flash. Her flight was a stark contrast to the complacency of the rest of us who remained seated, unmoved by the
rumbling beneath our feet. Yet, as we sat unperturbed, students from other classes streamed out of their classrooms
in a panic, their faces etched with fear. The corridor outside our classroom soon filled with the hustle and bustle of
fleeing students, their footsteps echoing loudly in the otherwise silent morning.
Suddenly, the school’s broadcast system came to life, its voice echoing through the hallways, instructing
everyone to evacuate and gather in the designated area. However, it was soon revealed that this was a mistake, a
miscue from the broadcast station that had sent our hearts racing even further. With the all-clear signal, we returned
to our seats, trying to regain our composure. The teacher, a pillar of calm in the midst of the commotion, resumedthe lesson as if nothing had happened, her voice a soothing balm to our frayed nerves.
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。
Para1: Meanwhile, the ground shook violently once again, this aftershock stronger than the first.
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Para2: Yet, as we began to regain our composure, we realized that Bob had not made it out.
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【满分范文】
Meanwhile, the ground shook violently once again, this aftershock stronger than the first. Without
hesitation, everyone bolted out of the classroom, our hearts pounding as we ran through the swaying
hallways. Reaching the open ground, we gasped for air, relief flooding through us as we realized we were
safe. Alice, who had fled earlier, was now helping to calm those around her, her face still pale but her voice
steady.
Yet, as we began to regain our composure, we realized that Bob had not made it out. Bob, a quiet
classmate, was nowhere to be seen. Without hesitation, our teacher rallied us. “We need to go back!” she
shouted, her eyes flashing with determination. Hearts in our mouths, we followed her back into the shaking
building. The corridor was a mess, debris littering the floor, but we pressed on, calling Bob’s name. Finally,
we found him trapped under a fallen bookshelf. Working quickly and carefully, we lifted the shelf and freed
him. Grateful and relieved, Bob stumbled out with us, and together, we escaped the wreckage, our bonds of
friendship and solidarity stronger than ever.
【导语】本文以人物为线索展开，文章主要讲述了在学校发生地震时，学生们从最初的镇定自若到后来的
惊慌失措，经历了一次紧急疏散。在疏散过程中，一名叫爱丽丝的同学最先逃离教室。然而，当余震再次
袭来时，大家才真正意识到危险，纷纷跑出教室到空旷地带避难。此时，爱丽丝帮助安抚周围的同学。随
后，大家发现同学鲍勃被困在倒塌的书架下，便立刻返教室将其救出。最终，大家安全逃离废墟，彼此之
间的友谊和团结也因此更加深厚。
【详解】1.段落续写：①由第一段首句内容“与此同时，地面再次剧烈震动，这次余震比第一次还要强烈。”可知，第一段可描
写学生们逃离教室，跑到安全地带的经过。
②由第二段首句内容“然而，当我们开始恢复冷静时，我们意识到鲍勃没有出来。”可知，第二段可描写
老师带领大家回去救鲍勃的经过。
2.续写线索：地面震动——逃离教室——发现鲍勃没出来——回去救他——成功救出——感悟
3.词汇激活
行为类
①.逃离：flee /run away/escape
②.解救：free/rescue/save
③.蹒跚：stumble out/stagger out
情绪类
①.宽慰：relief/comfort
②.感激的：grateful/thankful/appreciative
【点睛】[高分句型1]. Reaching the open ground, we gasped for air, relief flooding through us as we realized
we were safe. （运用了现在分词作状语以，独立主格结构及as引导时间状语从句）
[高分句型2]. Working quickly and carefully, we lifted the shelf and freed him. （运用了现在分词作状语）
[高分句型3]. Grateful and relieved, Bob stumbled out with us, and together, we escaped the wreckage, our
bonds of friendship and solidarity stronger than ever.（运用了形容词作状语和独立主格结构）
[调研08]（24-25高三上·广东·期末）《破茧课堂：当冷眼化作春风，我与"边缘少年"的双向救赎》
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。
Growing up, the first day of school was always exciting — new clothes, supplies, and classes. But at twenty-
three, the first day of school had me in a panic. I was the new teacher.
I had just celebrated my birthday, the new year, and my divorce. Unloved and unneeded, the rejection of a
failed marriage still hurt. I had graduated in December, and a school more than sixty miles from my apartment had
hired me to teach a class of twenty-two fifth graders.
As the principal Mrs. Bright walked me to my classroom, I asked, “What happened to the last teacher?” She
answered, “She left just a week after the school year started. There have been thirteen replacement teachers since
then. You are the fourteenth one, Sylvia.”
As I entered the classroom, I said with a sweet smile, “I’m your teacher for the rest of the year.” The kids
were excited to meet me, but they quickly became restless. Some sat wherever they wanted, while others talked or
passed notes. One girl called Tracy crawled under her desk, and a boy named Kyle began crying for no reason. Therest of the day was chaotic-fights broke out, and some kids refused to talk to me. As the final bell rang, I collapsed
into my chair, exhausted.
Later, during my conference period, Mrs. Bright told me, “Tracy can’t read and doesn’t pay attention. Just
leave her alone, and make up a grade.” I was shocked. “What about Kyle?” I asked. “He’ll be fine. He is just lonely.
His mom is a single mother working around the clock.”
Through our exchange, I came to understand that most of these kids had been kicked out of other schools.
No one came to their rescue. They were the ones no one else wanted. These kids, like me, were used to rejection.
The pain of my own divorce made me realize how much they deserved better.
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。
I decided to do something for these rejected kids.
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Gradually, the students realized that I cared for them.
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【满分范文】
I decided to do something for these rejected kids. I started by learning about each one. For Tracy, I
found books that matched her interests, hoping to spark her curiosity. For Kyle, I spoke to him softly after
class, offered him a listening ear, and showed him that he mattered. Abandoned too many times already,
these children deserved better. “I won’t give up on you. You all matter.” I told them, trying to make everyone
in the class feel loved and needed. Slowly, I built routines, clarified my expectations, and became firm in my
stance: chaos would not be tolerated, but support would always be given. Instead of a dull space to learn, myclassroom could become a place that provided them with safety and a sense of belonging.
Gradually, the students realized that I cared for them. With distrust giving way to trust, they began to
open up to me, and with that trust came small yet meaningful changes. Tracy began to show a growing
interest in class and Kyle’s tears became less frequent. Fights lessened and the flying notes were now
replaced by questions about schoolwork. They weren’t just learning academically but emotionally,
understanding how to become part of a community. A wave of relief washed over me as I knew I had made a
difference — not just for them, but for myself as well. With the pain of my own failed marriage slowly
healing, I felt no longer rejected and I was also needed. We came to each other’s rescue.
【导语】本文以人物为线索展开，讲述了作者是一名教师，接手了一个调皮的班级。作者了解到这些孩子
大多是被其他学校开除，没有人来救他们。他们是没人想要的人。于是作者决定为这些孩子做点事情，开
始了解这些孩子，倾听他们，孩子们也慢慢被改变了。
【详解】1.段落续写：
①由第一段首句内容“我决定为这些被拒绝的孩子做点什么”可知，第一段可描写作者开始致力于了解孩
子，倾听孩子，为他们提供安全和归属感。
②由第二段首句内容“渐渐地，学生们意识到我关心他们”可知，第二段可描写学生对作者态度的变化以
及作者的感悟。
2.续写线索：决定付出行动——开始了解孩子——倾听孩子——鼓励孩子——孩子信任作者——班级改变
——作者感悟
3.词汇激活
行为类
①引起：spark/arouse
②尝试：try/attempt
③减少：lessen/decrease
情绪类
①有意义的：meaningful/significant
②安慰：relief/comfort
【点睛】[高分句型1] For Kyle, I spoke to him softly after class, offered him a listening ear, and showed him
that he mattered. (运用了that引导宾语从句)
[高分句型2] Instead of a dull space to learn, my classroom could become a place that provided them with
safety and a sense of belonging. (运用了that引导定语从句)[调研09]（24-25高三上·江苏常州·期末）《从一个黑点到无限可能：老师的意外启示》
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
“I feel hopeless about my school life! I’m not a popular student in our class. I can’t play basketball as well as
other boys. And I failed Math exam again yesterday, which made me…”, Tom, a 16-year-old boy of Mr. Brown’s
class, lowered his head, sobbing (啜泣) uncontrollably in the Teacher’s Office.
“I’m sorry to hear that”, Mr. Brown patted Tom’s shoulder gently and asked the young boy to sit down in
front of the desk so that they could sit opposite each other. This was the first time that Tom had turned to Mr.
Brown for help because he was so shy and quiet in school. But Mr. Brown had noticed him many times in school’s
volunteer work. Looking at the sad young boy, Mr. Brown was silent for a moment. Then, he took a piece of paper
and a pen out of his drawer.
“I’d like to invite you to take a surprise test, my boy”, said Mr. Brown, passing the pen to Tom. “A new Math
exam?”, Tom raised his eyes which were still filled with tears, got the pen and replied in confusion, worrying about
the coming challenge. “Just take it easy because it’s not about numbers or formulas (方程) ”, Mr. Brown comforted
him with a big smile. Not knowing what would come in the exam paper, Tom nodded his head and wiped his tears
with his sleeves.
Mr. Brown handed Tom the question paper and encouraged him softly, “Now, you can begin and please finish the
test within ten minutes.” To Tom’s surprise, there were no questions in the paper, but just a black dot in the center
of the page. Mr. Brown thoroughly read through Tom’s puzzled expressions and said, “I want you to write what you
see there.” Confused as he was, Tom began to do what he had been asked to do. Meanwhile, Mr. Brown picked up a
novel and started reading it, waiting patiently.
Tom scratched (挠) his head anxiously, having no idea what to write.
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“What your writing focused on was just the black dot, but you have a whole white paper,” said Mr. Brown.
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【满分范文】
Tom scratched his head anxiously, having no idea what to write. He stared at the black dot in thecenter of the page, trying to decipher Mr. Brown’s intentions. He thought about writing “a black dot,” but
that seemed too obvious and uninspired. His mind raced, searching for deeper meaning or hidden messages.
Should he write about how the dot represented his feelings of inadequacy and failure? Or perhaps how it
stood out despite the surrounding emptiness? Tom’s fingers hovered over the paper, hesitant to make the
first mark.
“What your writing focused on was just the black dot, but you have a whole white paper,” said Mr.
Brown. Tom looked up, puzzled. “Life is like this piece of paper, my boy. The black dot represents your
problems and worries — they may seem big and overwhelming at times. But look at all the space around it
— that’s your potential, your opportunities, and the good things in life that you often overlook. There’s a
world of possibilities waiting for you beyond that tiny dot.” Tom’s eyes widened as he absorbed Mr. Brown’s
words. Perhaps his school life wasn’t as hopeless as he had thought.
【导语】本文以人物为线索展开，讲述了16岁的男孩汤姆对老师说自己对学校生活感到绝望，于是布朗先
生让他参加一个测试，纸上只有一个黑点，让汤姆把看到的写下来。布朗先生通过这种方式告诉汤姆，生
活中的困难只是一个小黑点，要看到此外的美好。
【详解】1.段落续写：
①由第一段首句内容“汤姆焦急地搔着头，不知道该写些什么”可知，第一段可描写汤姆内心的想法和犹
豫。
②由第二段首句内容“‘你写作的重点只是一个黑点，但你有一整张白纸，’布朗先生说”可知，第二段
可描写布朗先生解释背后的道理。
2.续写线索：汤姆参加测试——汤姆寻找考试意义——汤姆犹豫——布朗先生解释道理——汤姆感悟
3.词汇激活
行为类
①看着：stare at/look at
②寻找：search for/look for
③理解：decipher/understand
情绪类
①难以承受：overwhelming/unbearable
②绝望：hopeless/desperate
【点睛】[高分句型1] His mind raced, searching for deeper meaning or hidden messages. (运用了现在分词
作状语)[高分句型2] Perhaps his school life wasn’t as hopeless as he had thought. (运用了as引导方式状语从句)
[调研10]（24-25高三上·甘肃·阶段练习）《从 “问题学生” 到西语竞赛冠军：破茧成蝶的逆袭之路》
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I have taught Spanish to thousands of students over my thirty-six years at Walpole High School in Walpole,
Massachusetts. My students have ranged from the most academically gifted to the academically at-risk. There is
one young man, however, who in the course of his high school career surpassed (超过) expectations of everyone in
his life: his parents, his former teachers, his peers and himself. His name is Vincent Lee.
Vincent entered my classroom as a nervous freshman on his first day of high school in September,2005. He
was involved in our Spanish IA course, a transition (过渡) course between Spanish I and Spanish Ⅲ for students
who under-performed in Spanish Ⅰ. In fact, Vincent had not had a lot of success in Spanish in the middle school.
His eighth grade teacher had described him as that “sad, shy boy in the last row who always kept his head down.”
Vincent often went to class unprepared and could not see the point of learning another language.
From the very start of my course I sensed an attitude that separated Vincent from his peers. He entered class
each day, took his seat quietly and took out what he needed for the lesson. At first he was somewhat shy about
answering questions in Spanish, but as the course progressed, I was able to engage him in conversations about his
family, his interests and his passions. These included football, baseball and track.
With time Vincent became more willing to volunteer and even ask me questions. He seemed fascinated by
the fact that my parents were from Costa Rica and that I was fluent in both English and Spanish. When he once
asked how long it takes to become fluent in another language, I explained that it takes many years and that the first
sign that a person has adopted the language as his own is when one dreams in that language.
Contrary to what we had seen in middle school, Vincent rarely missed a homework assignment because this
meant the terrible “red snake” stamp on his homework calendar. On those rare occasions that this happened,
Vincent would become very frustrated with himself and I had to comfort him that he still had a very good chance at
getting an A on homework for that month.
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。
Clearly, Vincent was beginning to view himself as a student.
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Vincent went to another teacher’s class after the contest and it was not until just before his graduation that I
had an opportunity to chat with him.
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【满分范文】
Clearly, Vincent was beginning to view himself as a student. Furthermore, I was beginning to view him
as a positive role model for the other students. He was my “go-to guy” when no one could answer a question
or when I needed to pair up a struggling student with someone who was more proficient. Later, I
recommended that he participate in the National Spanish Exam contest. Much to my surprise, he decided to
do so, and later we found out that he had won the first prize.
Vincent went to another teacher’s class after the contest and it was not until just before his graduation
that I had an opportunity to chat with him. He said that my class was the first class in high school where he
had tasted success, adding that my enthusiasm for the Spanish language and culture had motivated him to
continue with Spanish for the next three years. Then he confessed to me that he had recently dreamt in
Spanish. He said that when he woke up that morning he thought about what I had said in class when he was
a freshman and that this had made him very proud of how far he had come in his foreign language study.
【导语】本文以人物为线索展开，讲述了作者是一位教了36年高中西班牙语的老师，见过各种类型的学生，
但Vincent Lee给他留下了特别深刻的印象。Vincent Lee因西班牙语成绩不佳参加了作者的西班牙语IA课
程，他经常毫无准备地去上课，也不明白学习另一种语言有什么意义。从课程一开始，作者就用一种将
Vincent Lee与他的同龄人分开的态度尽力让他参与到关于他的家庭、兴趣的对话中。随着时间的推移，
Vincent Lee变得主动起来，甚至开始问作者问题。他不再像在初中那样，他开始认真对待作业，学习有了
很大进步。有一次，他问作者要多久才能流利地掌握另一种语言，作者解释说，当一个人用这种语言做梦
时，就是他已经把这种语言当成自己的语言的第一个标志。
【详解】1.段落续写：
①由第一段首句“很明显，Vincent开始把自己看作一个学生。”可知，第一段可描写 Vincent学习西班牙语的进展和成就。
②由第二段首句“竞赛之后Vincent师从别的老师，直到他临近毕业，我才有机会和他聊天。”可知，第
二段可描写Vincent跟作者聊到他学习西班牙语的感受以及对作者的感激之情。
2.续写线索：
作者把 Vincent Lee视为学生学习的榜样——让他帮助其他学生——推荐他参加西班牙语比赛——他得了
奖——作者的课让他第一次尝到成功的滋味——他做了一个西班牙语的梦——他对自己的进步感到非常自
豪
3.词汇激活
行为类
①开始：begin/start
②决定做某事：decide to do/determine to do
③参加：participate in/take part in
情绪类
①惊讶：surprise/astonishment
②骄傲的：proud/honorable
【点睛】[高分句型1] He was my “go-to guy” when no one could answer a question or when I needed to pair
up a struggling student with someone who was more proficient.（运用了when引导的时间状语从句和关系
代词who引导的定语从句）
[高分句型2] Later, I recommended that he participate in the National Spanish Exam contest.（运用了连接
词that引导的宾语从句）
[调研11]（24-25高二上·四川·阶段练习）《从 “社恐” 到 “社交达人”：迈出第一步，拥抱新友谊》
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。
John was a shy child and often found himself alone at school. He used to suffer a lot. He rarely discussed
anything in and after class or interacted with his teachers. It seemed that he preferred to stay in his own world.
However, his classmates didn’t understand his quietness or interests and often didn’t invite him to take part in
activities on purpose. In reality, however, John felt very lonely and was eager to connect with others, but didn’t
know how to break down the barriers. He was dying to turn to someone for help.
Sadly, John’s parents were too busy with daily chores (家务) to notice the change in him as he became
quieter and more distant. Even when John gathered his courage to share his feelings, he was simply comforted by
words like, “Go and get it. We know you can do it.”However, John was totally confused about how to pull himself out of this current situation. Sometimes, at
home, he had no choice but to play his favorite jigsaw (拼图) in silence and avoid interacting with his parents.
Gradually, he began to wonder if he was doing something wrong or if he really wasn’t good at making friends. He
felt sad and started not to communicate with others.
Luckily, John’s English teacher noticed his trouble and decided to step in to help. The teacher organized a
class project after a math test, which seemed quite challenging for most students, but not for John. The teacher
required the students to work together in groups to solve the problems and then he would invite someone to present
their critical ideas on behalf of (代表) the group. The teacher then intentionally placed John in a group that was
likely to give him confidence and encouraged him to show his strengths.
注意：
1. 续写总词数应为150左右：
2. 请按如下格式在答题卡的相应位置作答。
At first, John hesitated, unsure of how to help.
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At the end of the project, John formed new connections with his classmates.
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【满分范文】
At first, John hesitated, unsure of how to help. Nervous but excited, he was afraid of expressing his ideas,
yet eager to engage. However, as the group began discussing the project, he found himself knowing how to
solve the problems other struggled with. Then bravely he talked with group members and his insights were
invaluable to the team. Gradually, his classmates started to take notice of his talents and began asking for his
ideas. Seeing the joyful expressions on his classmates’ faces, John started to feel less isolated and a wave ofconfidence swept over him.
At the end of the project, John formed new connections with his classmates. They invited him to join
more group activities, and he no longer felt so distant. Instead, he became more outgoing and started
participating actively in class. This newfound sense of belonging and encouragement gave him the confidence
to open more. Finally, John realized that his journey from loneliness to friendship taught him the importance
of taking the first step confidently. Sometimes, all it takes us is someone who supports and encourages you.
【导语】本文以人物为线索展开，讲述了一个内向的男孩John不懂得如何与人交往，在学校总是独来独
往，从而受到了同学们的孤立，而父母也因家务繁忙，无暇顾及他的需求，他感到孤独和苦恼。幸运的是，
他的英语老师注意到了他的处境，组织了班级活动来帮助他，而 John在这个活动中不仅找到了自信，也
和同学们建立了友谊，走出了困境。
【详解】1. 段落续写：
①由第一段首句内容“起初，John犹豫了一下，不知道该怎么帮忙。”可知，第一段可描写John在活动
中如何帮助同学们解决问题，得到了同学们的认可，找到了自信。
②由第二段首句内容“在项目结束时，John与同学们建立了新的联系。”可知，第二段可描写活动后
John和同学们的改变，以及John的感悟。
2. 续写线索：犹豫、无措——担忧又渴望加入——发现了自己的能力、加入讨论——同学们的认可——感
到了自信和融入——与同学建立联系——彼此的改变——有了自信、变得更加开朗——感悟——点明主题
3. 词汇激活：
行为类：
①参加：engage/participate
②解决：solve/tackle
③注意到：take notice of/notice/spot
④鼓励、激励：encourage/inspire
情绪类：
①渴望的：eager/desired
②高兴的：joyful/happy
【点睛】【高分句型1】However, as the group began discussing the project, he found himself knowing how
to solve the problems other struggled with.（运用了以连词as引导的时间状语从句和省略了关系代词的定语
从句。）
【高分句型 2】Finally, John realized that his journey from loneliness to friendship taught him theimportance of taking the first step confidently.（运用了以连接词that引导的宾语从句。）
[调研12]（24-25高二上·江苏南通·期末）《从食堂困境到成长蜕变：师恩助力破茧成蝶 》
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 Clara Temple was in first grade, about six years ago, her daily routine involved carrying a homemade
meal, packed with love by her mother, to school in her beloved lunchbox. It filled her with a sense of comfort and
belonging. Her teacher, Mrs. Thompson, often admired Clara’s lunchbox and praised her mother’s cooking skills,
making Clara feel loved and special But one day, a mix-up occurred. Clara had to get a hot lunch from the cafeteria
instead. So, with a mixture of curiosity and anxiety, Clara stood in front of the school cafeteria’s bustling line, ready
to order a hot lunch for the first time in her life.
Mrs. Thompson had noticed Clara’s absence from the classroom during lunchtime and, concerned, decided
to check on her. She walked down the hallway until she reached the cafeteria. As she entered, she saw the cafeteria
buzz with activity as students eagerly lined up, each one tapping their student ID numbers into a keypad quickly.
Clara, on the other hand, felt like a fish out of water. Because it was her first time to order the school lunch, she
didn’t know her student ID．Her heart raced as she inched closer to the front of the line, the weight of unfamiliarity
pressing down on her.
“When it came time to type in my number,” Clara, now 12, recalled with a hint of embarrassment in her
voice, “I completely froze. I felt like everyone was watching me. The kids behind me started to get impatient,
whispering things like, ‘Come on, keep moving, what are you doing?’ Their words cut me through like knives, and
before I knew it, I couldn’t hold back the tears anymore.”
The worker at the register noticed Clara and tried to help. She leaned over the counter, and her voice soft as
she asked Clara for her student ID number. But Clara’s tears were too overwhelming; she couldn’t utter a single
word. She collapsed to the floor, her tears streaming down her face.
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 this critical moment, her teacher stepped in.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Then the worker handed her a delicious hot lunch.____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
【满分范文】
At this critical moment, her teacher stepped in. She quickly made her way through the bustling cafeteria
crowd to Clara’s side and knelt down beside Clara. “Clara, it’s okay,” Mrs. Thompson said softly, “You’re
not alone. Take a deep breath and let’s sort this out together.” Clara looked up through her tears, her vision
blurred but recognizing the familiar face of her teacher. Then Mrs. Thompson reminded her of her class and
grade. Slowly, Clara’s tears began to dry up. With Mrs. Thompson’s encouragement, Clara began to whisper
the numbers under her breath, one by one.
Then the worker handed her a delicious hot lunch. As Clara began to eat, her anxiety seemed to fade
away. Mrs. Thompson chatted softly with Clara, asking her about her favorite foods and sharing stories of
her own school lunches, creating a bond of understanding and empathy between them. Years later, when
Clara looked back on her elementary school days, she would always remember the day she first ordered
lunch in the cafeteria. It was a turning point in her life, a moment when she learned that with the love and
support of a caring teacher, she could overcome any obstacle and face the world with confidence.
【导语】本文以人物为线索展开，讲述六年前，一年级的克拉拉每天带着妈妈精心准备的爱心午餐去学校，
老师的夸赞让她倍感温暖。一次意外，她需在学校食堂买热餐，却因首次操作不知学号，在同学催促下情
绪崩溃，忍不住落泪。
【详解】1.段落续写：
①由第一段首句内容“在这个关键时刻，她的老师介入了。”可以预测续写这段主要内容： 老师在克拉
拉崩溃时相助，帮她解困。
②由第二段首句内容“然后，食堂工作人员递给她一份美味的热午餐。”可以预测续写这段主要内容：克
拉拉用餐解焦虑，铭记老师关爱获自信。
2.续写线索： 老师相助——情绪稳定下来——说出数字——开始用餐——铭记老师关爱并获得自信
3.词汇激活
行为类
①.说： say/utter
②.回顾： look back on /recall
③.克服： overcome/get over情绪类
①.忧虑：anxiety/worry /concern
②.自信：confidence/self-belief/assurance
【点睛】【高分句型1】As Clara began to eat, her anxiety seemed to fade away. （运用了as引导的时间状
语从句）
【高分句型2】Mrs. Thompson chatted softly with Clara, asking her about her favorite foods and sharing
stories of her own school lunches, creating a bond of understanding and empathy between them. （运用现在
分词短语作状语）
【高分句型3】It was a turning point in her life, a moment when she learned that with the love and support
of a caring teacher, she could overcome any obstacle and face the world with confidence.（运用when引导的
定语从句和that引导的宾语从句）
