文档内容
2025 年高考英语话题写作高频热点通关必备攻略
专题02 师生情谊（读后续写）
项目 考情分析 话题综述 真题再现 模拟提升
内容 真题归类 总述 构思 词汇/金句 真题 语篇解读 基础训 提升练
考情分析
编号 话题 内容 卷型 主题语境 体裁
01 浓浓亲情 母亲节惊喜早餐 新课标2021.6 人
万圣节南瓜趣事 浙江卷2021.1 与
记
02 师生情谊 写作比赛逆袭获奖 新课标2023.6 自
03 成长故事 “我”的工资 浙江卷2021.6 我 叙
04 温暖励志 残疾男孩参加越野跑 新课标2022.6
文
05 校园生活 脑图定位找目标 浙江卷2024.1
与同伴共同完成任务 浙江卷2022.1
06 善举助人 与出租车司机的诚信之约 新课标2024.6 人与
帮助无家可归之人 浙江卷2022.6 社会
三个孩子帮助贫困小男孩 新课标2020.6
07 人与动物 蜂鸟奇遇记 浙江卷2023.1 人与
熊口脱险 浙江卷2020.7 自然
小狗Poppy的陪伴 浙江卷2020.1
话题综述
话题总述
此类’师生情谊’话题主要是描写学生的困惑和老师的引导，最后通过沟通与关怀，使学生受益
良多。故事往往温馨感人，细腻地描写师生之间的信任、帮助与理解，既有教育的意义，也传递出感
恩之心。总能引发共鸣，不仅能展现人性关怀和成长与启示，还能突出教育的重要性和价值，从而引
起考生对教育和成长的深刻思考和关注。
话题构思/写作步骤
第一步：提炼要素，概括故事主旨 从原文中提取“谁（Who）、何时（When）、何地（Where）、做
什么（What）、为什么（Why）和如何（How）”六个要素，梳理师生关系的背景，为续写打下情感基调。
第二步：分析情感脉络，理清故事脉络 在师生情深的故事中，情感常常从初期的拘谨或困惑逐步发展
到理解和温暖的情感。考生可以通过思维导图或列出情节线，呈现出学生在老师帮助下逐渐成长的过程。第三步：设计情节转折，推动故事发展 根据段首句的逻辑关系（顺承、转折或因果），展开具体情节
例如：段首句提到老师的一句鼓励语，那么接下来可以描述学生如何受到鼓舞，在学习上有所进步，进一
步表达师生间的信任。
第四步：构建情感高潮，表现情深意重 在故事的高潮部分，可以通过学生的成长和老师的支持来展示
深厚的师生情谊。例如，老师在关键时刻的鼓励让学生突破自我，表现出对学生的关爱，深化主题。
第五步：列出关键词汇，丰富情感表达 在续写时列出关键词汇，围绕故事的主要情感和事件，按发展
顺序构建句群，确保表达流畅自然，情感清晰连贯。
第六步：润色句式，誊写成文 在草稿基础上润色词句，使情感表达更加生动有感染力。通过多样化句
式增强阅读体验，最后用清晰的书写誊写在答题纸上。
话题词汇/金句
1. guide gently温柔地引导
2. correct patiently耐心地纠正
3. inspire with words用言语激励
4. nurture with care悉心培育
5. an uncertain glance up at the teacher 试探性地望向老师
6. feeling like every eye was on them 感到所有人都在注视着自己
7. a gentle smile of encouragement 鼓励的温柔微笑
8. eyes full of patience 充满耐心的眼神
9. listened intently with a reassuring nod 认真倾听并点头示意
10. finding confidence through guidance 在引导下找到自信
11. a newfound belief in oneself 内心新生的自信
12. grateful for the gentle push 感激那温柔的推动
13. listen attentively专注地听
14. strive for improvement努力进步
15. express sincere thanks表达诚挚的感谢
16. participate actively积极参与
17. overcome difficulties together共同克服困难
18. Only by looking back on each lesson and every encouraging word did he realize the profound impact his
teacher had woven into the fabric of his character.只有在回顾每一堂课和每一句鼓励的话时，他才意
识到老师在他的性格中埋下了多么深刻的影响。
19.The teacher's warm smile and patient guidance can always inspire the students to overcome difficulties.老师温暖的微笑和耐心的指导总是能鼓舞学生克服困难。
20.The student's gratitude towards the teacher is beyond words because the teacher provided careful guidance
when he was lost. 学生对老师的感激之情难以言表，因为老师在他迷茫时给予了悉心的引导。
21. Standing on the podium, the teacher's eyes were filled with a mixture of pride and affection as
he looked at the students he had nurtured.站在讲台上，老师看着他所培养的学生，眼中满是自豪
与慈爱交织的神情。
22.With a gentle smile, the teacher patted the student's shoulder, a simple gesture that conveyed
volumes of encouragement and trust.老师带着温和的微笑，轻拍学生的肩膀，这个简单的动作传
递了无尽的鼓励与信任。
23.The teacher's words, like a warm current, flowed through the student's heart, melting away the
anxiety and self-doubt.老师的话语如一股暖流，淌过学生的心田，融化了焦虑与自我怀疑。
24.In the face of difficulties, the teacher was always by the students' side, like a lighthouse guiding
them through the stormy sea of learning.面对困难时，老师总是在学生身边，就像一座灯塔，引
领他们穿越学习的汹涌波涛。
25.The student's eyes sparkled with gratitude as he gazed at the teacher who had opened the door to
a world of knowledge.学生凝视着为他打开知识大门的老师，眼中闪烁着感激之情。
26.The teacher's patient explanation made the complex problem seem as clear as day to the confused
student.老师耐心的讲解让困惑的学生觉得复杂的问题豁然开朗。
27.When the student was on the verge of giving up, it was the teacher's unwavering belief in him
that reignited his fighting spirit.当学生濒临放弃时，是老师对他坚定不移的信任重新点燃了他的
斗志。
28.A single word of praise from the teacher could make the student's face beam with happiness for
an entire day.老师的一句表扬能让学生一整天都喜笑颜开。
29.As the final exam approached, the teacher's pep talk gave the students the confidence they needed
to face the challenge head-on.随着期末考试临近，老师的鼓舞讲话给予了学生直面挑战所需的信
心。
30.The teacher's handwritten notes, filled with detailed explanations and kind reminders, became the
student's most precious study aids.老师手写的笔记，满是详细的讲解和温馨的提醒，成了学生最
珍贵的学习辅助资料。
31.The teacher organized various extracurricular activities to help the students develop their interestsand talents, his care extending beyond the classroom.老师组织各种课外活动来帮助学生发展兴趣
与才能，他的关怀延伸到了课堂之外。
32.The teacher's story of his own learning journey inspired the students to persevere in the face of
setbacks.
老师讲述自己的学习历程激励着学生在挫折面前坚持不懈。
33.In the graduation ceremony, the student couldn't hold back his tears as he thanked the teacher for
the years of care and teaching.在毕业典礼上，学生在感谢老师多年的关怀与教导时，忍不住热泪
盈眶。
34.The teacher's influence on the student was not just academic but also shaped his character and
values, a gift that would last a lifetime.老师对学生的影响不仅在学业上，还塑造了他的品格与价
值观，这是一份将伴随一生的礼物。
35.The professor's patience and profound knowledge helped the student make great progress. 教授的耐心和
渊博的知识帮助学生取得了巨大的进步。
36.The students listened attentively to the teacher's explanation, and the classroom was filled with a heartwarming
learning atmosphere. 学生们专注地听着老师的讲解，教室里充满了温馨的学习氛围。
37.The mentor's encouragement gave him the courage to express his views in public, which was an important
step in his growth. 导师的鼓励使他有勇气在众人面前表达自己的观点，这是他成长的重要一步。
38.They shared joys and sorrows together, and these common experiences forged a deep teacher-student bond.
他们一起分享喜怒哀乐，这些共同的经历铸就了深厚的师生情谊。
39.The teacher inspired the students with words to strive for improvement and get ready for future challenges.
老师用言语激励学生努力进步，为未来的挑战做好准备。
40.The students actively participated in the class discussion, which made the teacher very gratified and enhanced
the interaction between teachers and students. 学生们积极参与课堂讨论，这让老师感到非常欣慰，
也增进了师生之间的互动。
41.Whenever they see that cherished graduation photo, they will think of the beautiful times and sincere
friendship they spent together. 每当看到那张珍贵的毕业照片，他们都会想起那些一起度过的美好时
光和真挚的情谊。
真题再现
真题再现Writing【
2023新课标I&II卷】
原题 When I was in middle school, my social studies teacher asked me to enter a writing contest. I said no
without thinking. I did not love writing. My family came from Brazil, so English was only my second language.
Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of
the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail? His reply: “Because I love your
stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed
to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith(银匠) in Boston who rode a horse at
night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come
straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.
What did the horse think, as he sped through the night? Did he get tired? Have doubts? Did he want to quit? I
sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I
worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen
books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.”
I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the
enjoyment of writing. If I didn’t win, I wouldn’t care.
注意:
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
A few weeks later, when I almost forgot the contest, there came the news.
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I went to my teacher’s office after the award presentation.
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【答案】
A few weeks later, when I almost forgot the contest, there came the news. I was informed that I won the first
prize in the writing contest and that there would be an award presentation in two days. I was so happy to hear the
news that I immediately shared it with my teacher. “I knew you’d win! I am proud of you. You made it!” he said
excitedly. Then came the big day. When I was invited to the stage to receive the award, I expressed my thanks to myteacher. I said, “It’s you who make me fall in love with writing, my social studies teacher. Without your recognition
and guidance, I couldn’t have written this article. Again, thank you very much!”
I went to my teacher’s office after the award presentation. My teacher was waiting for me. Holding my hands,
he said “Congratulations! You are a good writer, so keep writing.” “You know I didn’t like writing before, but now I
am crazy about it! I will try my best to create good works.” I said seriously. Since then, I have written many good
works and now I am a famous writer. I owe my success to my social teacher who is a beacon in my life on the road
to writing.
【语篇解读】本文以人物为线索展开，讲述了作者上中学的时候，社会学老师邀请作者参加一个写作比赛。
作者不喜欢写作，于是想都没想就拒绝了。但是在老师的鼓励下，作者同意试一试。作者在写作过程中虽
然很累，但是没有放弃，坚持下来了。在作者最终完成写作时，作者感到写作让他很快乐，他已经不在乎
输赢了。
【详解】1.段落续写：
①由第一段首句内容“几个星期后，当我几乎忘记比赛的时候，传来了消息。”和第二段首句“颁奖后我
去了老师的办公室。”可知，第一段可描写作者获得比赛一等奖，在颁奖典礼上作者表达了对社会老师的
感激。
②由第二段首句内容“颁奖后我去了老师的办公室。”可知，第二段可描写老师鼓励作者继续写作，自此
作者坚持写作取得了成功，作者将这一切归功于自己的老师。
2.续写线索：比赛消息传来——作者获奖——高兴——颁奖典礼感谢老师——颁奖后来到老师办公室——
老师告诉作者坚持写作——作者表达了对写作的喜爱——作者写作取得了成功——感激老师
3.词汇激活
行为类
①告知：inform/tell
②成功做到：make it/succeed
③表达：express/convey
情绪类
①高兴的：happy/glad
②激动地：excitedly/with excitement
【点睛】
[高分句型1]I was informed that I won the first prize in the writing contest and that there would be an award
presentation in two days. (运用了由连接词that引导的宾语从句)
[高分句型2]It’s you who make me fall in love with writing, my social studies teacher.(运用了强调句)
[高分句型3]I owe my success to my social teacher who is a beacon in my life on the road to writing.(运用了who
引导的限制性定语从句)
模拟提升
模拟提升基础训
Writing1
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。续写的词数应为150
左右。
The Soft Voice of Forgiveness
As head of a high school for many years, I met different students and nothing surprised me until I got to know a
soft-spoken teenager named Stephanie. She entered my office crying her eyes out one day when her wallet had been
stolen out of her backpack. Her classmates had seen another student, Dustin, take her wallet to a nearby restroom and
get twenty-three dollars from the wallet.
When I had Dustin come to my office, he admitted to taking the wallet to the restroom. He would not, however,
admit to taking the money even though the empty wallet was found in the restroom. I told him that since he took the
wallet, he was now responsible for it. He had one week to bring the money, or he would be punished for stealing,
which would also mean he would be off the track team.
I tried to call Dustin’s father all that afternoon, but the phone was always busy. Finally at 7:00 pm, I managed to
contact him and told him of the incident. He could see to it that Dustin would return the money.
A week flew by, and Stephanie stood sadly in my doorway once more. She said that Dustin had not yet returned
the money. I tried Dustin’s father’s work number again and this time he answered the phone right away. Dustin’s
father said that he didn’t take this lightly and would bring Dustin in person to meet with Stephanie and me.
During the meeting, while we waited for Stephanie to come to my office, Dustin’s father filled me in on some
background. Up until two years before, Dustin had lived with his mother in Los Angeles until she could no longer
deal with his rebellious (叛逆的) nature. He then came to Sacramento to live with his father who was a single,
working parent. His father thanked me for my willingness to work with Dustin, rather than just punish him.
注意：1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
When Stephanie arrived, Dustin sat in his chair and crossed his arms.
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Dustin stayed on the track team, and was never referred to this office again.
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【答案】One possible version:
When Stephanie arrived, Dustin sat in his chair and crossed his arms. His father introduced himself to Stephanie
and apologized to her on Dustin’s behalf. Dustin kept his face blank. Then his father turned to Dustin. “Dustin, don’t
you have something to say?” Dustin said nothing but remained silent. His father, whose eyes suddenly narrowed, said
firmly, “Dustin. Now!” Walking to Stephanie, Dustin handed her a closed envelope, “I’m sorry. I took your wallet.
Here’s your money.” Stephanie looked at him with wide brown eyes and gently said, “I forgive you.” Astonished,
Dustin stared at her in disbelief.
Dustin stayed on the track team, and was never referred to this office again. Through ongoing conversations, he
was eventually able to accept and even like himself. Stephanie had shown him the way. By forgiving him, she taught
him how to forgive himself. I often think of Stephanie because, on the surface, she looked like a tiny flower. But she
had me fooled. Inside, where it really counted, she used her wisdom, power and courage to help a classmate who
needed to turn his life around. Soft-spoken Stephanie turned out to be the bravest one of all.
【导语】本文以人物为线索展开。本文讲述了一位高中校长处理学生Dustin偷窃同学Stephanie钱包事件的
过程。尽管Dustin承认拿了钱包但否认取钱，校长给了他一周时间归还钱，否则将受惩罚并被逐出田径队。
经过与Dustin父亲的沟通，最终决定共同面对问题，给予Dustin改正的机会。
【详解】1.段落续写
①由第一段句首内容“当Stephanie到达时，Dustin坐在椅子上，双臂交叉。”可知，第一段可以描写
Dustin向Stephanie道歉的过程和Stephanie对于Dustin的原谅。
②由第二段句首内容“Dustin得以继续留在田径队，并且再也没有被送到校长办公室。”可知，第二段可
以描写这件事对于不同角色地影响和作者对Stephanie的评价。
2.续写线索：Dustin坐在椅子上—Dustin向Stephanie道歉—Dustin获得原谅—Dustin继续留在田径队—感
悟
3.词汇激活
行为类
①向某人道歉：apologize to sb./ make an apology to sb.
②保持沉默：remain silent/ keep silent
③递给某人某物：hand sb. sth./ pass sb. sth.
情绪类
①难以置信地：in disbelief/ incredibly②原谅：forgive/ pardon
【点睛】【高分句型1】His father, whose eyes suddenly narrowed, said firmly, “Dustin. Now!” (运用了whose
引导的定语从句)
【高分句型2】I often think of Stephanie because, on the surface, she looked like a tiny flower. (运用了because
引导的原因状语从句)
Writing 2
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。续写的词数应为
150左右。
In the thriving city of Chengdu, a group of high school seniors were preparing for the biggest milestone of
their academic journey: the college entrance examination. Among them was a young student named Liang Mei.
Liang Mei was known for her exceptional academic performance, but as the exam drew near, she found herself
overcome with anxiety.
Liang Mei’s worries weren’t just about the exam itself; she was also struggling with the fear of losing touch
with her closest friends and the uncertainty of what the future would hold. The once carefree and joyful
atmosphere among her classmates had been replaced by stress and tension. Liang Mei felt isolated in her
concerns, as everyone seemed consumed by their own worries and study schedules.
One day, after a particularly difficult practice exam, Liang Mei trusted in her favorite teacher, Mr. Zhang.
Mr. Zhang was not only a knowledgeable instructor but also a compassionate mentor who had always been there
for his students. He listened attentively as Liang Mei shared her fears and concerns about the upcoming exam
and the future.
Understanding the importance of addressing the emotional well-being of his students, Mr. Zhang decided
to take action. He organized a group discussion session during one of the study breaks, inviting all the senior
students to participate. The session provided a safe space for the students to express their anxieties, share their
feelings, and offer support to one another.
During the session, Liang Mei found relief in hearing her classmates voice similar concerns. They realized
that they were not alone in their fears and that their shared experiences could be a source of strength. They
discussed strategies for managing stress and ways to maintain their friendships even after graduation.
Mr. Zhang also encouraged the students to focus on their personal growth and the valuable lessons they
had been learning during their time in high school, rather than solely fixating (专注) on the exam results. He
reminded them that their worth was not defined by their test scores but by their character, perseverance, and the
relationships they had cultivated.
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。
As the college entrance examination approached, the atmosphere among the senior students began to
shift.________________________________________________________________________________________
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The day of the exam finally arrived. ___________________________________________________
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【答案】
As the college entrance examination approached, the atmosphere among the senior students began to shift. They
adopted a more positive mindset, supporting and motivating each other through their final preparations. Liang Mei
felt a sense of relief, knowing that her friends were there for her, and that their bond was stronger than any test or
distance. They were ready to face the challenges that lay ahead, armed with the knowledge that they had worked hard
and given it their all.
The day of the exam finally arrived. Liang Mei, along with her classmates, arrived at the examination center
early in the morning. As Liang Mei sat in the examination hall, she felt a newfound sense of calmness and confidence.
She was ready to face the challenge ahead, not just as an individual but as part of a collective effort. Liang Mei’s
story taught us that during times of stress and uncertainty, it is essential to seek support from those around us. It
reminded us that our relationships, both with our peers and our mentors, play a crucial role in navigating life’s
challenges.
【导语】本文以高考为线索展开，讲述了成都高三学生梁梅以优异的学习成绩而闻名，但随着考试的
临近，她发现自己被焦虑所压倒。在一次特别难的模拟考试之后，梁梅向她最喜欢的张老师倾诉了这种消
极情绪。张老师认识到解决学生情感健康问题的重要性，决定采取行动。他召开小组讨论会，让同学们表
达他们的焦虑，分享他们的感受，并为彼此提供支持。之后，梁梅感到如释重负，感到自己并不孤单。张
老师还鼓励学生们关注他们的个人成长和他们在高中期间所学到的宝贵课程，而不是仅仅关注考试成绩。
经过老师的正确引导，同学们轻装上阵，迎战高考。
【详解】1.段落续写：
①由第一段首句内容“随着高考的临近，高年级学生的气氛开始发生变化。”可知，第一段可描写梁
梅和同学们相互支持和激励，以积极自信的态度迎战高考。
②由第二段首句内容“考试的日子终于到了。”可知，第二段可描写梁梅和同学们到达考场，梁梅平
静且自信地坐在考场上，准备好迎接未来的挑战。
2.续写线索：积极心态——相互支持和激励——迎接挑战——参加考试——在考场上平静且自信——
感悟3.词汇激活
行为类
①支持：support/back up
②知道：know/realize
③达到：arrive at/get to
情绪类
①平静：calmness/serenity
②自信：confidence/self-belief
【点睛】[高分句型1]. They adopted a more positive mindset, supporting and motivating each other through
their final preparations. (由现在分词作状语)
[高分句型 2]. Liang Mei’s story taught us that during times of stress and uncertainty, it is essential to seek
support from those around us. (由连接词that引导宾语从句以及it作形式主语，不定式作真正主语)
提升练
Writing3
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。续写的词数应为150
左右。
An event that happened 37 years ago turned out to be a gift for me. Mr. Dalton was one of the good teachers
—one who smiled because he was genuinely happy and was passionate about teaching us a subject he clearly loved:
plane geometry. I was a quiet kid without much social skills, who just didn’t say much. I neither got in much trouble
nor got noticed. Today, they would call me a nerd (书呆子). Somehow, plane geometry really clicked for me in his
class.
Toward the end of the year, Mr. Dalton wanted to check our knowledge of geometry and gave us a 25-question
true-or-false nationally standardized test. The test presented each problem with a conclusion shown. If we could prove
the result using our theories, the answer was true. If it couldn’t be proved, it was false.
I worked through 24 problems, but number 17 was a challenge! I knew intuitively (凭直觉地) that I could
prove it. I spent 30 minutes on that proof, covering my page with all sorts of lines I could think of, until the proof
was there at last. Satisfied, I marked the question true and handed in the test.
When the results came back the next day, my score was 96, and number 17 was marked wrong! When Mr.
Dalton asked if there were any questions, for the first time, my hand shot up. “Sir, I think the correct answer to
question number 17 is true!”
Instead of arguing that this was a nationally standardized test and what I could possibly know about the answer,Mr. Dalton did the most powerful thing I have ever seen a teacher do. Saying nothing and smiling encouragingly, he
held out his chalk to me from the front of the classroom.
注意：
(1)续写词数应为150个左右;
(2)请按如下格式在答题卡的相应位置作答。
I went to the board for the first time.
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That geometry class changed much of my character.
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【答案】One possible version:
I went to the board for the first time. Taking the chalk from Mr. Dalton’s hand, I began to demonstrate my
proof to the class step by step. I used the whole board and three different colors of chalk to get my solution strategy
across. In the end, everyone agreed that the correct answer was true, accompanied by applause. When Mr. Dalton
asked if anyone else had come up with that proof, no one spoke up. He gave credit for the correct answer on number
17, and I ended up with a grade of 100.
That geometry class changed much of my character. Since then, I have had no problem speaking to a group as
long as I believe I’m right, which, in turn, motivates me to be more confident about myself. Later, I graduated from
high school and attended Stanford majoring in Applied Mathematics. When I returned to my hometown after many
years, I looked Mr. Dalton up to thank him for allowing me to challenge his authority. His gift from that lesson has
served me well and will continue to improve the rest of my life.
【导语】文章以人物为线索展开，讲述了作者回忆了37年前的一次经历，这次经历对他来说是一份宝
贵的礼物。在当时，作者遇到了一位热爱平面几何并充满激情的好老师——Dalton先生。在一次全国标准
化的真假题测试中，作者凭借直觉和努力证明了第17题应为真，但被判为错误。当Dalton先生询问是否
有疑问时，作者勇敢地举手质疑。而Dalton先生没有直接反驳，而是鼓励地微笑着让作者上前用粉笔证明
自己的答案，这一举动给作者留下了深刻印象。
【详解】1.段落续写①由第一段首句内容“我第一次走上讲台，从Dalton先生手里接过粉笔，开始一步一步地向全班同学
展示我的证明过程。”可知，第一段可描写作者走上讲台的过程，作者的心情以及其是如何在黑板上展示
自己的。
②由第二段首句内容“那堂几何课极大地改变了我的性格。”可知，第二段可描写这节课对作者的影
响以及作者对老师的感谢和感悟。
2.续写线索：走上讲台——展示解题过程——感到自信——感谢老师——感悟
3.词汇激活
行为类
①展示：demonstrate/show
②同意：agree/approve
③提高：improve/enhance
情绪类
①感谢：thank/appreciate
②激励某人做某事：motivate sb to do sth/inspire sb to do sth
【点睛】[高分句型 1] In the end, everyone agreed that the correct answer was true, accompanied by
applause.（运用了that引导宾语从句以及过去分词短语作状语）
[高分句型2] Since then, I have had no problem speaking to a group as long as I believe I’m right, which, in
turn, motivates me to be more confident about myself.（运用了as long as引导条件状语从句、省略了that的宾
语从句以及which引导非限制性定语从句）
Writing4
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。续写的词数应为150
左右。
Once in a school, about 50 students from different junior high schools formed a new high school class.
The class was made up of active and outstanding young students but the problem was that they wouldn’t share
information to solve learning problems with each other and it was a headache. For instance, each of them wanted to
achieve good results, but they did not want to let others know their learning progress and their own advantages, nor
did they want to expose their weaknesses.
So one day, Michelle, headmaster of the class, invited them to an event. In this event, there were several fun
activities organized for everyone.
For one of the activities, Michelle brought the class into a classroom which had 50 desks and envelopes of the
same quantity with names on them. The students found their own envelopes and made them in the corresponding
positions. Everyone was excited and was wondering what kind of activity it would be.
Michelle took a few minutes to say, “Each of you picks up the envelope in front of you and solves the problemsin it by yourself. Let me divide the class into several groups, and the list is shown on the blackboard. The group that
solves all the problems first wins. ”
Everyone immediately picked up a pen and began to work on the problem. All of them were absorbed because
they were competitive. Solving difficult problems is an attractive thing for those who love learning. However, even
after 20 minutes only a few scattered (分散的) students were able to finish the problems. They didn’t give up and
were thinking long and hard to solve the problems. Michelle came and told them that this round was over and everyone
should go for next round of activity.
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。
For next round, Michelle told them to change their way of solving difficult problems. ________________
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____________________________________________________________________________________________
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At the end of this round, Michelle came and saw the students talking and laughing happily.
_______________
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____________________________________________________________________________________________
____________________________________________________________________________________________
_______________________________________________________________________________________
【答案】
For next round, Michelle told them to change their way of solving difficult problems. He required everyone to
find their own group members to discuss and solve the problems together. Initially, they felt reluctant to do so. Then,
one group took the lead and began to debate heatedly. Gradually, other groups followed suit. Each member aired their
own opinion and they made every effort to figure out the most suitable solutions to the problems, thus completing the
task much more quickly than expected. Delightedly, they all had a sense of achievement.
At the end of this round, Michelle came and saw the students talking and laughing happily. He felt satisfied with
what they did. He said, “We can now understand that we are much more efficient when willing to share our views
with other students. We are better problem solvers by working together, not individually.” Meanwhile, the students
were touched and inspired, for they had been isolating themselves from other students. If it had not been for this
event, they wouldn’t have realized that they should cooperate and cultivate team spirit to achieve their goals.
【导语】本文以人物为线索展开，讲述了为了改变班级内学生不愿通过分享信息来解决问题的学习习惯，班主任米歇尔组织了一个活动，第一轮中学生们依旧各做各的任务，第二轮中老师要求大家相互合作，
学生们从不愿意到积极投入，享受到了不一样的成就感，老师因势利导使大家明白了团队合作的重要性。
【详解】1.段落续写：
①由第一段首句内容“下一轮，Michelle告诉他们要改变解决难题的方式。”可知，第一段可描写米
歇尔要求每个学生都找到自己的小组成员一起讨论和解决问题，学生从最初的不愿意到积极投入，相互合
作，不但找出最合适的解决方案，还比预期更快地完成了任务。
②由第二段首句内容“在这一轮结束的时候，Michelle走了过来，看到同学们有说有笑。”可知，第
二段可描写Michelle趁热打铁进行教育，使学生们懂得了要学会分享合作，培养团队精神才能更好地实现
目标。
2.续写线索：老师要求改变——学生按要求操作——获得成就感——老师点拨——学生感悟
3.词汇激活
行为类
①解决：solve / resolve
②发表看法：air one’s opinion / express one’s opinion
③达到目标：achieve one’s goal / obtain one’s goal
情绪类
①不情愿的：reluctant / unwilling
②高兴地：delightedly / joyfully
【点睛】[高分句型1]. He felt satisfied with what they did. (运用了由what引导的宾语从句)
[高分句型 2]. If it had not been for this event, they wouldn’t have realized that they should cooperate and
cultivate team spirit to achieve their goals. (运用了if条件句虚拟语气和that引导的宾语从句)
