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续写语言之师生类
知识点1 困惑紧张
提分词汇及短语
caught in a whirlwind of confusion 陷入困惑的漩涡
an uncertain glance up at the teacher 试探性地望向老师
feeling like every eye was on them 感到所有人都在注视着自己
经典句式
1.当他在难题中摸索时，一种不确定感涌上心头。
As he fumbled through the difficult question, a feeling of uncertainty washed over him.
2.寂静的教室似乎放大了他的疑虑，让他的每一个想法都显而易见。
The silent room seemed to amplify his doubts, making his every thought feel exposed.
巩固练习：汉译英
1．从不确定到自信的旅程中，他不仅收获了知识，还找到了对自身能力的新信任，感谢老
师一直以来的支持。(汉译英)
2．从那时起，我不仅能很好地写作，而且我知道了真相——恐惧永远不会造就未来，但希
望会。(汉译英)
3．我的成功归功于我的社会老师，他是我写作道路上的指路明灯。(汉译英)
4．老师是我人生旅程中的希望灯塔，激励我把“不可能”变成“可能”。 （汉译英）
知识点2 老师关怀
提分词汇及短语
a gentle smile of encouragement 鼓励的温柔微笑
eyes full of patience 充满耐心的眼神
listened intently with a reassuring nod 认真倾听并点头示意
经典句式
1.她用平静的声音和坚定的目光提供指引，让挑战显得可以应对。With a calm voice and steady gaze, she offered her guidance, making the challenge seem
manageable.
2.“一步一步来，”他的话带着平静的自信，让她紧张的心情得以缓解。
“Take it one step at a time,” he said, his words carrying a quiet confidence that soothed her nerves.
巩固练习：汉译英
5．正是通过每一个温暖的指引与鼓励，他发现了自己潜藏的潜力，意识到真正的成长往往
源自每一个小而坚定的进步。(汉译英)
6．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。(汉译英)
7．在老师的引导下迈出的每一步，不仅让他接近学业的成功，也让他更深地理解了感恩与
尊重的意义。(汉译英)
8．我从这次比赛中学到了很多，不仅提高了写作能力，还增强了自信心。(汉译英)
知识点3 成长感悟
提分词汇及短语
finding confidence through guidance 在引导下找到自信
a newfound belief in oneself 内心新生的自信
grateful for the gentle push 感激那温柔的推动
经典句式
1.当他掌握这个概念时，一阵自豪涌上心头，老师的微笑映照着他的成就。
As he grasped the concept, a wave of pride surged through him, his teacher’s smile mirroring his
achievement.
2.回首往事，他意识到每一句鼓励的话语都是迈向更强自我的一步。
Looking back, he realized that every encouraging word had been a step towards a stronger self.
巩固练习：汉译英
9．在学习与成长的挑战中，老师温柔的耐心如同一根定心针，引导他迈向自己未曾意识到
的坚韧与力量。(汉译英)10．这一切都归功于老师的鼓励，让我得以重振成功的信心。(汉译英)
11．我们之间的纽带已经成为一种终身的尊重、指导和感激之情。(汉译英)
12．我感谢我的老师，他的鼓励和支持让我发现了自己的潜能。(汉译英)
真题演练
（2025·广东佛山·二模）
13．读后续写
When I was in fifth grade, I moved to Vermont. Everything here was different. I quickly
grew fond of the place. I loved the garden, the woods, the snow. I loved everything here, except
for the slush (融雪).
Now it’s slush season, or mud season. The outside is covered in thick wet slush that flows
through your snow pants and your boots. Everything is soggy (湿透的). I hate soggy.
Today was even worse. I forgot my boots. Now I had to walk through knee-deep slush in
my indoor shoes. Indoor shoes get wet fast. If I wore them on the playground, I could feel the cold
slush running through the shoes with every step.
The teachers here are serious about break time. It’s sharply different from my old
school, where even a small conversation could cost you the whole week’s break time. One time, a
teacher took away break time ‘cause a kid held his breath for too long’. Here, though, the teachers
here are crazy about recess. They’ll force you to go out for break time even if you really don’t
want to.
“Natalie, you have to go outside for break time, ” Ms. White said. She’s super nice, but
today I’m not going to listen to her.
“I don't want to, ” I grumbled.
“It’s school policy that we send every kid out for daily recess. Time outdoors helps you pay
attention in class.” She explained.
“But it’s soggy outside,” I complained,
“I know it’s soggy, but you have to go outside anyway. Everyone else is outside.”
I glanced at my wet shoes and imagined how much worse my cold socks would feel.
There’s only one thing left to do. Completely refuse.“I’m not going outside, ” I said firmly, sitting down hard in my chair.
“Natalie, It’s not a choice. ” She insisted, calm but firm.
“I’m not going!” I repeated, louder this time. Maybe I yelled it. I was not sure. Whatever I
did. It was that for Ms. White to send me to the principal’s office.
As I walked to the principal’s office, memories from my past rushed into my mind. Just like
at my old school, I would get yelled at, the principal would call my parents. I’d have to write an
essay on the importance of not talking back to adults. Now I’ll face the same trouble. Crazy.
注意：
1. 续写的词数应为150左右：
2. 请按如下格式在答题卡的相应位置作答。
The principal opened the door
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I couldn’t believe what he said
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（2025·广东广州·二模）
14．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。
School was out! I grabbed my backpack and headed to the library for my favorite weekly
after-school activity: Writing Club.
“Hello, everyone,” said Miss Lisa, our writing club leader. “Today we’ll share our stories
with a critique partner, who will give us helpful feedback (反馈) to improve them. Then submit
your story by next week, solo or coauthored.”My partner was Penny. I was nervous. I had no problem coming up with great story ideas
but struggled with spelling. And grammar. And punctuation. Penny, who always got perfect scores
in those areas, didn’t look at me as she pushed her story towards me. I read it without stopping.
“Wow, great story,” I told her, “I don’t have any suggestions.” She corrected some mistakes in my
story hurriedly, and handed it back without looking at me.
“OK, time is up for today,” said Miss Lisa. Penny looked relieved. She jumped up and
grabbed her backpack. Bang! Everything fell out. She quickly stuffed it back in and hurried away.
I noticed a book under the table. The description on the back matched Penny’s story exactly.
I couldn’t believe she had copied this idea!
Outside the school, spotting Penny on a bench, I walked over. “You dropped this,” I said,
holding out the book and raising my eyebrows. Penny’s shoulders were slumped. She sniffed and
wiped her nose on her sleeve. She was crying, “Didn’t know what to write!”
All of a sudden, I wasn’t angry anymore. I remembered my job as her partner was to give
helpful feedback, not to make her feel bad. But what should I say?
I decided to ask Mom for advice. In the kitchen, Dad chopped vegetables perfectly while
Mom stirred a sauce. She offered him a taste. “It’s good,” Dad said, “but I think...” “It needs
something extra. I have an idea.” Mom interjected. He handed her a measuring spoon. “To get the
right amount.” Mom added a teaspoon of a new spice.
I realized Mom and Dad had different skills, making them a great team. With Dad’s
attention to detail and Mom’s sense of adventure, their dinners turned out delicious.
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。
Watching Mom and Dad cook gave me an idea to suggest to Penny.
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“What about the true story of you and me?” Penny asked me.
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___________________________________________________________《续写语言之师生类》参考答案：
1．In the journey from uncertainty to self-assurance, he uncovered not just knowledge, but a
newfound belief in his own capabilities, all thanks to a mentor’s steady support.
【详解】考查时态、固定搭配。表示“从……到……”用 from...to...，表示“不确定”用
uncertainty，表示“自信”用self-assurance，表示“在……的旅程中”用in the journey to，
表示“从不确定到自信的旅程中”用In the journey from uncertainty to self-assurance，作句
子的状语。表示“不仅……还……”用not only...but also...，表示“收获了知识”用uncover
knowledge，表示“对他自身能力的新信任”用a newfound belief in his own abilities，句子
描述过去的事情，时态用一般过去时，所以表示“他不仅收获了知识，还找到了对自身能
力的新信任”用he uncovered not just knowledge, but a newfound belief in his own
capabilities。可以用“所有这些”表示前文提到的内容，用all，表示“感谢”用thanks
to，“老师一直以来的支持”用a mentor’s steady support，“感谢老师一直以来的支持”翻
译为all thanks to a mentor’s steady support。故翻译为：In the journey from uncertainty to self-
assurance, he uncovered not just knowledge, but a newfound belief in his own capabilities, all
thanks to a mentor’s steady support.
2．From then on, not only did I have a good command of writing, but I also knew the truth —
fear never builds the future, but hope does.
【详解】考查固定短语、倒装和时态。句子主句描述一个过去的事实，时态需用一般过去
时。表示“从那时起”可用介词短语from then on，位于句首，from需首字母大写；表示
“我”可用代词I，作主语；表示“不仅能很好地写作”可用短语not only have a good
command of writing，作主句的谓语动词，not only位于句首时，主句需部分倒装，将助动
词did提前；表示“而且”可用短语but also，连接主句的并列谓语；表示“我知道了真
相”可用I knew the truth；表示“恐惧永远不会造就未来，但希望会”可用破折号连接从
句，从句表示一个客观事实，时态需用一般现在时，主语“恐惧”可译为fear；“永远不
会造就未来”可译为never builds the future；“但希望会”可用省略结构but hope does。故
翻译为From then on, not only did I have a good command of writing, but I also knew the truth —
fear never builds the future, but hope does.
3．I owe my success to my social teacher who is a beacon in my life on the road to writing.
【详解】考查动词短语和定语从句。句子“我的成功归功于我的社会老师”可以表述为
“我把我的成功归功于我的社会老师”，主语是I；表示“把……归功于”短语为owe...to...，句子表示的是一个客观情况，句子使用一般现在时；“我的成功”是my
success；“我的社会老师”翻译为my social teacher，故主句为I owe my success to my social
teacher；“他是我写作道路上的指路明灯”处理为who引导的定语从句，修饰先行词my
social teacher，系动词用is；“指路明灯”可译为beacon，表示泛指用a修饰；表示“在写
作的道路上”含义的表达为in my life on the road to writing。故翻译为：I owe my success to
my social teacher who is a beacon in my life on the road to writing.
4．The teacher is a beacon of hope on my life journey, inspiring me to transform the “impossible”
into “possible”.
【详解】考查动词时态和非谓语动词。表示“希望灯塔”用名词短语a beacon of hope；表
示“在我人生旅途中”用介宾短语on my life journey；“老师是我人生旅程中的希望灯
塔”表示客观事实，故使用一般现在时，表达为主系表结构the teacher is a beacon of hope
on my life journey；表示“激励某人去做某事”使用inspire sb to do sth，表示“把……变
成……”用transform sth into sth；表示“不可能”用impossible”，表示“可能”用
possible，“激励我把“不可能”变成“可能””表达为inspire me to transform the
“impossible” into “possible”；主语“老师（the teacher）”与动词inspire之间构成逻辑上的
主动关系，使用现在分词作状语。故翻译为：The teacher is a beacon of hope on my life
journey, inspiring me to transform the “impossible” into “possible”.
5．It was through each quiet moment of guidance and encouragement that he discovered his
hidden potential, realizing that true growth often lies in small, steady steps forward.
【详解】考查强调句、宾语从句、动词短语和非谓语动词。“通过每一个温暖的指引与鼓
励”作方式状语，可译为介词短语through each quiet moment of guidance and
encouragement；“他发现了自己潜藏的潜力”是句子主干，主语“他”用人称代词he，谓
语“发现”用动词discover，描述过去的事情用一般过去时态discovered，宾语“自己潜藏
的潜力”译为his hidden potential；“意识到真正的成长往往源自每一个小而坚定的进步”
可理解为伴随情况，用现在分词短语realizing that...作伴随状语，现在分词realizing与其逻
辑主语he之间是主动关系，“真正的成长往往源自每一个小而坚定的进步”可处理为宾语
从句，译为true growth often lies in small, steady steps forward，描述客观事实，用一般现在
时态；最后，根据中文句意和句中“正是……”可知，本句可使用强调句型“It is/was +
被强调部分 + that + 其他部分”，被强调部分是“through each quiet moment of guidance
and encouragement”这一方式状语，句子其它部分由that引出。综上，全句译为：It wasthrough each quiet moment of guidance and encouragement that he discovered his hidden
potential, realizing that true growth often lies in small, steady steps forward.
6．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.
【详解】考查动词时态和倒装句。“只有”使用only，“通过”使用by，“回顾”使用动
词短语“look back”，位于介词后面使用动名词作宾语,“每一个”使用形容词“each或
every”,“课”使用名词“lesson”，“话”使用名词“word”，“鼓励的”使用形容词
“encouraging”，“意识到”使用动词“realize”，“老师”使用名词“teacher”，“嵌入，
埋入”使用动词短语“weave into”，“在……中埋下……”可表达为“weave into the fabric
of…”，“深刻的”使用名词“profound”，“影响”使用名词“impact”，因此“深刻的影
响”即为“profound impact”，“性格”使用名词“character”，句子主干可表达为“sb.
realize the profound impact”，此处“使用定语从句修饰“profound impact”，profound impact
在从句中作weave的宾语，连词省略，本句描述过去事实，因此需要使用一般过去时，其
中weave发生在realize之前，因此需要使用过去完成时，“老师在他的性格中埋下的影
响”，即“the profound impact his teacher had weaved profound impact into the fabric of his
character.”，“只有”使用副词“only”，且通过使用“only+状语”置于句首的形式采用部
分倒装，助动词did置于主语之前。故答案为：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.
7．With every step taken under his teacher’s guidance, he moved not just toward academic
success, but toward a deeper understanding of gratitude and respect.
【详解】考查with的复合结构和动词时态。表示“在老师的指导下”应用under his
teacher’s guidance；表示“每一步”应用every step；表示“迈出”应用take；此处为with
的复合结构作状语，every step和take为逻辑动宾关系，需用过去分词形式；表示“他”应
用he；表示“不仅……也……”应用not just...but...；表示“接近学业的成功”应用move
toward academic success，陈述过去发生的事情，使用一般过去时；表示“让他更深地理解
了感恩与尊重的意义”应用towards a deeper understanding of gratitude and respect。故翻译成：
With every step taken under his teacher’s guidance, he moved not just toward academic success,
but toward a deeper understanding of gratitude and respect.。
8．I learned a lot from this contest, not only improving my writing skills but also boosting myconfidence.
【详解】考查时态和句子结构。描述过去发生的事情用一般过去时。“我学到了很多”翻
译为 I learned a lot，使用过去式 learned 符合时态要求。“从这次比赛中”译为 from this
contest，介词短语作状语。“不仅……还……”用 not only…but also… 连接，保持并列关
系。“提高写作能力”译为 improving my writing skills。“增强自信心”译为 boosting my
confidence。improving…but also boosting… 现在分词作伴随状语，表主动，故翻译为I
learned a lot from this contest, not only improving my writing skills but also boosting my
confidence.
9．Amid the challenges of learning and growth, his teacher’s gentle patience served as a constant
anchor, guiding him towards strength and resilience he didn’t know he had.
【详解】考查介词短语，非谓语动词和定语从句。根据所给中文句子，“在学习与成长的
挑战中”可用介词amid构成介词短语，译为“amid the challenges of learning and
growth”，“老师温柔的耐心”作主语，译为“his teacher’s gentle patience”，“如同”用动
词短语：serve as，描述已发生的事，用一般过去时，“一根定心针”为宾语，译为“a
constant anchor”，“引导”用动词guide，和逻辑主语his teacher’s gentle patience之间是主
动关系，用现在分词作状语，“迈向自己未曾意识到的坚韧与力量”可用定语从句，修饰
“坚韧与力量”译为“strength and resilience”，在从句中作宾语，可用that引导，that可省
略，译为“he didn’t know he had”。故译为：Amid the challenges of learning and growth, his
teacher’s gentle patience served as a constant anchor, guiding him towards strength and resilience
he didn’t know he had.
10．All this was due to the encouragement from my teacher, enabling me to restore the
confidence to succeed.
【详解】考查固定搭配和现在分词。描述过去的事情，用一般过去时；“这一切都归功于
老师的鼓励”处理为句子主干部分，“归功于”常用“be due to”，“这一切”译为“all
this”，“老师的鼓励”译为“the encouragement from my teacher”，此处译为all this was due
to the encouragement from my teacher；“让我得以重振成功的信心”处理状语，表示自然而
然的结果，应用现在分词作状语；“使某人能够做某事”用“enable sb. to do sth.”，“重
振”译为“restore”，“成功的信心”译为“the confidence to succeed”，故翻译为All this
was due to the encouragement from my teacher, enabling me to restore the confidence to succeed.
11．Our bond has become a lifelong connection of respect, guidance, and gratitude.【详解】考查时态和名词。根据所给中文句子，“我们之间的纽带”作主语，译为“our
bond”，“已经成为”作谓语，描述一直持续的状态，用现在完成时，主语为第三人称单数，
谓语用单数形式，译为“has become”，“一种终身的尊重、指导和感激之情”作宾语，译
为“a lifelong connection of respect, guidance, and gratitude”。故译为：Our bond has become a
lifelong connection of respect, guidance, and gratitude.
12．I am grateful to my teacher, whose encouragement and support helped me discover my
potential.
【详解】考查定语从句和时态。主语我译为“I”，表示“感谢”应用短语be grateful to，描
述一般事实，用一般现在时；“老师”译为“my teacher”，后面的句子为定语从句，my
teacher作先行词时，用关系代词whose 来引导定语从句，修饰名词，在从句中作定语；
“鼓励和支持”是不可数名词短语，应用encouragement and support表示；“让我发现”描
述过去的事情，所以用一般过去时，译为“helped me discover；“自己的潜能”用my
potential表示。故翻译为I am grateful to my teacher, whose encouragement and support helped
me discover my potential.
13．The principal opened the door. He knew exactly why I was here. Too scared to look at his
face, I instead concentrated on his tie. They’re always different. Today’s has little bicycles. “So,”
he began, “why don’t you want to go out for recess?” I took a deep breath and told the truth. “Oh,
OK”. He didn’t actually sound mad, which was totally beyond my expectations. I kept looking at
his tie. “You know we have recess every day, though, right?” I nodded nervously. “You’re in fifth
grade now. You’re old enough to take responsibility and bring your boots to school. If you don’t,
you’re going to get wet socks. That’s just how it works.” He paused. I waited for the yelling part,
but then, to my shock, he said, “Do you want to play with some puzzles in my office for the rest of
recess?”
I couldn’t believe what he said. Shocked, I followed him to a table of puzzles. There was a
whole table covered in puzzle-toys, in a principal’s office. My jaw almost dropped. “Tomorrow,
don’t forget to bring your boots to school.” he said while passing me the puzzles. I nodded. He
didn’t yell at me at all. He didn’t punish me. He didn’t call my parents. He didn’t make me write
an essay. He didn’t even make me go outside for the rest of recess! And now I got to play with his
cool stuff. How different things are here! As I took out the mysterious puzzles, I smiled to myself.
Tomorrow, I’d remember to bring my boots. Vermont is really a magical place.【导语】本文以人物为线索展开。当作者五年级搬到佛蒙特州时，作者讨厌那里的融雪季
节。今天忘穿靴子，作者不得不穿着室内鞋走过齐膝深的融雪。作者拒绝去户外休息，但
老师坚持要求，最终作者可能被送到校长办公室。
【详解】1.段落续写
①由第一段句首内容“校长打开了门。”可知，第一段可以描写作者和校长相处时二人的
交流，以及校长的处理方式。
②由第二段句首内容“我简直不敢相信他说的话。”可知，第二段可以描写作者度过剩余
时间的方式和作者对于户外活动态度的转变。
2.续写线索：校长打开门—校长提出解决方案—简直不敢相信—没有惩罚—一定会记得带
靴子—感受
3.词汇激活
行为类
①专心于：concentrate on/fix one’s attention on
②深呼吸：take a deep breath/breathe deeply
③对某人大喊大叫：yell at sb./shout at sb.
情绪类
①害怕的：scared/fearful
②紧张地：nervously/anxiously
【点睛】【高分句型1】He knew exactly why I was here. (运用了why引导的宾语从句)
【高分句型2】He didn’t actually sound mad, which was totally beyond my expectations. (运用
了which引导的定语从句)
14．Possible version:
Watching Mom and Dad cook gave me an idea to suggest to Penny. The next morning, I
found Penny sitting on the same bench, her eyes red from crying. When I approached her, her eyes
widened slightly, as if bracing for criticism. But instead, I said gently, “Hey, Penny. I understand
how you feel. We all have our strengths and weaknesses.” Her eyes met mine for the first time,
questioning, “You mean... you’re not mad at me?” I shook my head. “Let’s work together and see
what we can come up with.” Penny’s brows were smoothed but then knitted again. “But what
should we write about?” she asked? I told her my ideas always came from life. She nodded. a
small smile lifting the corners of her lips. (114 words)
“What about the true story of you and me?” she asked me. I exclaimed, “Fantastic!” givingher a thumbs-up. “Maybe we can write about how we overcame our differences and learned to
work together as a team.” I started brainstorming ideas, and Penny quickly caught on, adding her
pressure and struggle when coming up with ideas. We spent the next few days working on the
story, with me writing the first draft and Penny refining it. During the process, I noticed Penny’s
confidence growing. After the presentation of our story, Miss Lisa praised, “This is an excellent
example of how two people with different strengths come together to create something truly
amazing.” From then on, we continued to work together, each bringing out the best in the other.
(116 words)
【导语】本文以人物为线索展开。在写作俱乐部，我和Penny是搭档。我擅长构思，却常
在拼写、语法和标点上出错；Penny则相反，成绩优异却缺乏创意。一次，我发现她抄袭
故事，本想指责，但看到她因写作困难而哭泣，我决定换种方式。回到家，我从父母做饭
的默契中得到启发，意识到我们虽各有不足，但也能互补。第二天，我主动与Penny沟通，
提出合作写故事，她欣然同意。我们携手创作，最终赢得老师赞誉。这次经历让我明白，
合作的力量远大于指责。
【详解】1.段落续写：
①由第一段首句内容“看着爸爸妈妈做饭，我有了一个建议Penny的主意。”可知，第一
段可描写作者没有指责Penny而是通过和她交流共同寻找写作思路。
②由第二段首句内容“‘那你和我的真实故事呢？’她问我。”可知，第二段可描写作者
和Penny把他们的经历写成故事并得到老师的称赞。
2.续写线索：得到启发——交流——找到思路——共同写作——完成写作——得到表扬
3.词汇激活
行为类
①走近：approach/come close to
②微笑：smile/grin
③完善：refine/polish
情绪类
①哭泣：cry/weep/sob
②生气的：mad/angry
【点睛】[高分句型1] When I approached her, her eyes widened slightly, as if bracing for
criticism.（运用了when引导时间状语从句和as if引导的状语从句的省略）
[高分句型2] I started brainstorming ideas, and Penny quickly caught on, adding her pressure andstruggle when coming up with ideas.（运用了现在分词作状语和when引导的时间状语从句的
省略）
