2026 年高考英语读后续写复习之隐性情感表达策略
08.“构建情感证据链”：隐性情感表达的本质
“构建情感证据链”
---隐性情感表达的本质
一、策略解读
在高考英语读后续写中，“构建情感证据链” 是考查学生高阶思维与语言运用能力的重要维度。高
考英语读后续写不仅要求考生延续原文的故事脉络，更强调通过生动、细腻且符合逻辑的表达，展现人物
丰富的内心世界。其考查要求聚焦于内容的连贯性、情节的合理性、语言的准确性与丰富性，以及对情感
态度的精准把握。而英语语言注重形合，强调语法结构的严谨和逻辑关系的显性表达，这就决定了读后续
写中的情感表达需巧妙融入语言结构与细节描写之中。
在高考英语读后续写的评分标准中，“情感表达自然流畅”“情节逻辑连贯合理” 占据关键比重。
这意味着考生不仅要延续原文的叙事风格，更需要通过精妙的隐性情感表达，让故事产生真实可感的情感
共鸣。高中英语读后续写的 “隐性情感” 并非回避情感描写，而是通过 细节的选择、场景的构建、语
言的张力，让情感成为读者可通过文本推导的 “证据链”。二、“构建情感证据链”需要三大思维转变
高中英语读后续写的 “隐性情感” 并非回避情感描写，而是通过精妙的细节选择、沉浸式的场景构
建、富有感染力的语言张力，让情感成为读者可通过文本推导的 “证据链”。这一过程要求考生实现三
大思维转变：
1.突破表层表达：重塑情感描写的思维范式
考生需要跳出词汇表层，从 “背情感形容词” 转向 “背感官动词、环境名词、动作短语”。例如
描述悲伤时，与其直接使用 “sad”，不如用 “He stared at the empty chair, his throat tightening as his
fingertips traced the faded armrest”，通过凝视、喉咙发紧、抚摸旧物等动作，将抽象情感转化为具体可感的
画面。这种转变要求考生储备丰富的 “情感触发词库”，如用 “fingers trembling（紧张）”“jaw
clenching（愤怒）”“breath hitching（激动）” 等动态表达替代静态形容词。
2.强化读者意识：构建沉浸式叙事体验
写作时需强化读者意识，想象自己是导演，用文字为读者 “拍摄” 人物的心理微电影。通过镜头语
言的运用，将情感具象化。例如，在描写人物犹豫时，可设计这样的场景：“ The doorknob turned halfway,
then stopped. Her palm left a damp print on the polished wood as she withdrew her hand, the clicking sound of the
lock echoing in the silent hallway.” 旋转的门把手、潮湿的掌印、门锁的轻响，这些细节如同分镜脚本，让
读者直观感受到人物内心的矛盾与挣扎。
3.遵循故事逻辑：确保情感表达的合理性
情感表达必须紧扣故事逻辑，所有情感表达必须符合人物设定。如内向者不会用夸张动作表达喜悦，
可能只是 “嘴角微微上扬，眼睛突然亮了起来，手指无意识地卷着衣角”；而外向型人物则可能 “跳起
来抱住朋友，笑声穿透整个房间”。考生需深入分析原文人物性格、身份和背景，确保续写中的情感表现
符合人物的行为逻辑。
三、“构建情感证据链”三原则
1.语境优先
所有细节必须服务于情节逻辑，避免为抒情而抒情。在叙事构建中，具象化动作描写往往比抽象情感
词汇更具表现力与功能性。以争吵场景为例，单纯使用 "He was angry" 虽能点明情绪，却无法像具象化描
写那样同时传递情感张力与推动情节发展。对比来看，"The door slammed shut behind her, the framed photos
on the wall vibrating violently. His knuckles turned white as he gripped the edge of the table, the sound of
shattering glass echoing her broken heart." 这段描写通过三个递进的细节：震碎空气的摔门声、颤抖的相
框、因用力而发白的指节，不仅营造出剑拔弩张的冲突氛围，更通过 "玻璃碎裂" 的声响隐喻人物情感的
破碎，为后续情节发展埋下伏笔。在实际写作中，建议学生建立 "五感触发情感" 的思维模式，将触觉
（紧握物体的力度）、听觉（摔门声）、视觉（颤抖的相框）等感官细节融入场景，让情感在具体可感的
画面中自然流露。
2.层次递进
情感的表达需要遵循 "冰山理论"—— 将大部分情绪隐藏在文字表面之下，通过动作、神态、环境的
渐进变化折射人物心理弧光。以愧疚情绪的刻画为例，可设计三阶段表达策略：
浅层克制：通过 "avoiding eye contact（回避眼神）""pretending to focus on a book（假装看书）" 等日
常化动作，暗示人物内心的不自在；
中度挣扎：使用 "fidgeting nervously（坐立不安）""tapping fingers rhythmically（有节奏地敲击手指）"
等肢体语言，展现情绪从压抑转向失控的临界点；
彻底爆发：以 "breaking down in tears（崩溃大哭）""sinking to the floor（瘫倒在地）" 等强烈动作完成
情感宣泄。
通过这种由表及里、由弱到强的细节铺陈，读者能直观感受到人物在矛盾冲突中的心理转变，使情感
表达更具可信度与感染力。建议在写作时使用时间标记词（如 at first, gradually, finally）或环境变化（天色
渐暗、雨越下越大）辅助情感递进。
3.文化适配
跨文化写作中，意象选择需符合英语母语者的认知习惯。例如中文语境中 "梅花傲雪" 常象征坚韧品
格，但在英语表达中直接使用可能造成理解障碍。需转换为西方文化中具有相似隐喻功能的意象，如：
自然意象："Like an ancient oak weathering the storm, she stood firm against all odds"（橡树象征历经风雨
的坚韧）；
建筑意象："His resolve was as unyielding as the rock upon which the lighthouse stood"（岩石代表坚定不
移的信念）；
器物意象："She sharpened her determination like a blacksmith tempering steel"（锻造钢铁比喻意志锤炼）。
同时注意避免直译成语或俗语，如将 "破镜重圆" 转化为 "Mending their relationship was like piecing
together shattered porcelain"，用瓷器修复替代文化差异较大的镜子意象，确保表达既保留原意又符合英语
思维逻辑。
四、“构建情感证据链”实操路径
1.建立 “情感 - 细节” 语料库
以情感维度为索引，系统构建多模态表达体系。将高频情感分类归档后，从感官、环境、动作、心理
等多个角度进行精细化语料积累，同时标注适配场景与文体风格。以 “喜悦” 类语料为例：
感官描写：The sweet scent of blooming flowers filled her nostrils, a fragrant symphony that triggered an
involuntary smile. / Her taste buds exploded with the sugary rush of ice cream, each spoonful a burst of childhood
memories.
环境烘托：The sunlight danced on the rippling lake, mirroring her cheerful mood. Dandelion seeds caught
the breeze, pirouetting towards a cloudless sky like confetti celebrating an invisible victory.
动作表现：She twirled around, her laughter blending with the chirping of birds. Her arms flung wide as if
embracing the entire world, her skirt billowing like a joyous flag in the wind.
心理隐喻：A warmth spread through her chest, melting the lingering frost of doubt. It was as if a thousand
tiny suns had ignited within, illuminating every corner of her being.
2.分析优秀范文的情感构建
采用 “三步拆解法” 深度剖析范文：首先标注核心情感词，其次梳理支撑细节的递进逻辑，最后提
炼意象与情感的映射规律。例如，通过 “落叶堆积的窗台（孤独）” 这一意象，可解析出「视觉衰败感
+ 空间封闭性」双重隐喻；而 “反复擦拭的旧怀表（思念）” 则融合了「机械重复动作 + 时间载体」
的情感暗示。建议建立专门的「意象 - 情感」分析表格，对比不同文本中同一意象的差异化运用。
3.情景模拟训练
设计阶梯式训练方案，从单一场景片段描写逐步过渡到完整情感叙事。具体实施步骤如下：
基础层：针对 “重逢”“离别”“冲突” 等经典场景，限时完成 200 词的隐性表达片段写作，重
点训练感官与情感的转化能力
进阶层：提供抽象情感主题（如 “释然”“怅惘”），要求结合具体生活场景进行具象化创作
实战层：选取高考真题读后续写材料，重点打磨情感转折点的细节处理，通过小组互评分析情感证据
链的完整性与感染力。
第一部分 策略应用实践
根据上述策略分析，阅读下列写作阅读后，完成对语段的分析。
【原文片段】
Sarah’s heart sank as she saw the old photo album. Her grandmother, who had passed away last month, used to
sit with her every Sunday, flipping through the pictures and sharing stories.
【续写片段】
She traced the faded edges of a black - and - white photo, her fingernails catching on the rough tape that held it
in place. A sudden gust of wind slipped through the cracked window, sending a chill down her spine and making the
pages flutter like dying leaves. Sarah reached out to steady the album, her palm lingering on a picture of them at the
beach. The memory of Grandma’s warm embrace and the salty taste of the ocean seemed so vivid, yet the cold
silence of the empty room reminded her that those days were gone forever. A single tear splashed onto the glassy
surface of the photograph, blurring their smiling faces.
【片段分析】情感证据链分析
动作细节：“
2
展现人物对旧物的珍视与不舍。
环境烘托：“
2
” 营造出清冷孤寂的氛围；“
3
” 暗喻生命消逝。
感官融合：通过触觉（
4
）、味觉（
5
）、视觉（
6
）的
交织，将思念之情具象化。整个语段未出现 “sad”“grief” 等词汇，却通过完整的证据链让读者深刻感受
到人物的哀伤。
第二部分 综合写作实践
1．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 crowded center of our school, where the chatter of students filled the air, one individual stood out—
my deaf classmate, Alex. His world was a silent canvas, shaped by the gestures of sign language, a language he
knew profoundly, and one that I was eager to explore. Despite the lively environment, Alex moved through his day
with a quiet grace, his hands gesturing smoothly as he communicated with those who understood him. However, for
many of us, his gestures were a mystery, creating an invisible barrier between him and the rest of the student body.
This barrier became strikingly apparent when I noticed how effortlessly Alex interacted with the few
students and teachers fluent in sign language. With them, he was a different person—confident, expressive, and
fully engaged. The transformation was remarkable; the barrier that seemed so overwhelming with us was non-
existent with them. He laughed more and participated more. It was clear that in those moments, Alex was not just
surviving in a silent world but thriving in a language that allowed him to be his true self.
I remember the first time I saw him struggle to communicate with us. We were in the cafeteria, and Alex was
trying to explain something important. His eyes were searching for understanding, his hands tracing patterns in the
air that were lost on us. The frustration on his face was evident, and the helplessness we all felt was equally
disheartening. Simple tasks, like asking for directions or participating in group discussions, became significant
challenges for Alex. He often had to rely on written notes or the limited knowledge of sign language that a few of
our classmates possessed.
These daily struggles were a constant reminder of the communication barrier that existed. It was during one
particularly difficult group project that the reality hit me hard. Alex had brilliant ideas, but conveying them was a
painstaking process. His eyes would light up with enthusiasm, only to fade with disappointment when we couldn’t
understand his signs.
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。
At that moment, I realized that we should do something.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_____________________________________________________________________________________
It was time for another group project and we were ready.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_____________________________________________________________________________________
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。
“Guess what, Ethan!” his mother said, a week after they had moved into their new house. “One of my old
friends lives nearby, and her son, Leo, is your classmate. Is he your friend?”
Ethan shook his head. “That boy isn’t good at games or anything. He keeps reading old books all the time.”
Ethan was the captain of the school baseball team and excelled in many other sports. He couldn’t understand
why anyone would spend their time reading books when they could be out playing sports. His mother, however,
had a different view.
“Well, maybe he is more interested in other things than sports,” she suggested. “You might also pick up a
new interest from him. We’ve invited his family to tea this evening.”
That evening, Ethan and Leo sat awkwardly in the living room. Ethan knew Leo wasn’t into sports, and he
made no effort to find out what Leo was interested in. Both boys felt relieved when the visit ended.
Though their mothers continued to visit each other often, Ethan and Leo never did. They simply had nothing
in common. Or so Ethan thought.
One day, while playing football, Ethan broke his leg and had to stay at home for six weeks. Lying in bed, he
felt lonely and upset, especially with the inter-school baseball match nearing. At first, his friends visited often, but
as the match drew near, they became too busy with practice to come.
One evening, Leo unexpectedly knocked on the door. Shyly, he handed Ethan a book. “You must be bored.
This might help.”
Ethan picked it up without much interest, but the cover caught his eye — a yellow and golden lion named
Simba. Inside were shiny photos of Simba and his friends. “It’s a good book,” Leo said. “I think you’ll like it.”
Curious, Ethan opened the book and was immediately drawn into the story. “Tell me about it,” he asked Leo,
who sat down and began sharing the adventures of Simba and his friends. Ethan was so fascinated that he asked for
more books about animals.
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。
Over the next few weeks, Leo became a regular visitor, bringing a new book with him each time.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________
As Ethan’s leg healed (痊愈), he returned to school with a newfound appreciation for reading.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________
3．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。
“Prepare to come about!”
Sean turned to his father, who was standing confidently at the helm (船舵) of his newly purchased sailboat.
Sean hated that he could never remember what that sailing term meant. He was afraid to ask, but pushed himself
anyway. “Which way are we turning?”
He saw his father frown. “We’re coming about,” his father said seriously. “That means we are turning into
the wind. That way,” his father said after a pause, his frown deepening.
Sean tried to remember all the things his father had taught him, but he couldn’t. Just like the dozens of
sailing knots his father had tried to teach him with that old rope kept under the seat, he could only remember the
most important one — the bowline knot (单套结)。
Now, as his father ordered, Sean ducked as he pulled in the sail (船帆) and the boom swung across the deck
of the boat. He looked back at his father, hoping for a smile or nod. But his dad was looking up at the sail, not at
him. Sean was reminded of how different he and his dad were. He didn’t get his father’s good looks and he
certainly didn’t have his self-confidence.
At that moment, Sean looked up at the sky. Just an hour earlier, it had been sunny, with the water blue and
sparkling. But now, the sky was gray, the clouds gathering and the wind howling angrily. Nervously, he slipped on
his life jacket and was once again reminded how different he was from his father, who had never worn one.
“Hey, Sean, can you take the helm for a minute?” his father asked. “Sure,” Sean replied. He locked the sail in
place and went back to take the wheel. “Just keep it going straight. I’m going to run up to the bow to check
something.” his father said.
Sean grasped the wheel tightly. Suddenly, the wind shifted direction. The boat shook so sharply on its side
that it felt like it might turn over. His heart was pounding in his ears. Where was his father? “Dad!” he called, but
the wind swallowed his voice.
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。
“Dad!” he shouted, but there was no sign of his father.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
How could he help his father back into the boat from the sea?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
4．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。
One sunny morning in Fort Worth, Texas, Dr. J Mack Slaughter, an emergency physician and a loving father
of three, was sitting at a table in Mimi’s Café with his family. The café was filled with the warm chatter of
customers and the smell of delicious food. The sunlight filtered through the windows, casting a soft glow on the
wooden tables. Slaughter was in high spirits, chatting and laughing with his children, completely unaware of the
unexpected kindness that awaited him.
As they finished their delicious breakfast, a friendly server approached their table with a small receipt folder.
Slaughter reached out to take it, expecting to see the bill. However, when he opened it, instead of numbers, he
found a neatly-written note. His eyebrows furrowed in confusion at first, and then his eyes widened as he began to
read.
The note said, “Thank you for being a great dad. From a dad to a dad. Thank you for being the dad they need
you to be regardless of who’s watching. We need more men like you. Thank you for letting us all see your love for
them all. From, a retired army doctor.”
Slaughter’s heart skipped a beat. His hands trembled slightly as he held the note, and his eyes welled up with
tears. He looked around the café, trying to spot the kind stranger, but everyone seemed absorbed in their own
conversations. Along with the note, he realized that the kind-hearted person had already paid for their entire
breakfast. The overwhelming generosity hit him like a wave, and he was deeply touched.
“Man, this hit me right in the feels!” he murmured to himself, his voice filled with emotion. “Random acts of
kindness are so powerful!”
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。
His children, noticing his face wet with tears, looked at him with concern.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_______________
In the end, as they left the café, Slaughter felt a new sense of purpose.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_______________
5．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 peaceful village of Greenfield, surrounded with rolling hills, lived two curious and adventurous twins,
Lily and Leo. At the age of eleven, the inseparable twins were always seeking new and exciting adventures.
One morning, Mr. Thompson, their favorite teacher, was introducing volunteer work. Leo suddenly caught
sight of the hill behind the schoolyard and was instantly inspired with the idea of climbing to the top.
“Lily,” whispered Leo. “Wouldn’t it be amazing if we climbed to the top of that hill today? It’s said to hold
breathtaking views of our lovely village.” Hearing that, Lily’s lace lit up with excitement, her heart filled with
eagerness. “Oh, Leo. that sounds fantastic!”.
With determination in their hearts, the twins worked out a plan. As they walked along the path, they noticed
colorful trash scattered about, which ruined the natural beauty surrounding them.
A brilliant idea flashed into Lily’s mind. “Why don’t we pick up the litter along the way? We could clean up
our beloved countryside.”
Excited by the idea, the twins eagerly collected the scattered items. As they reached the foot of the hill, their
bags heavy with the collected waste, they came across a recycling center. With excitement, they exchanged their
findings for shiny coins. With newfound treasures in their pockets, they climbed up the hill.
When they reached the top, they were greeted by a breathtaking view of Greenfield. “It’s so beautiful!” Leo
burst out. “We must share our adventure with Mr. Thompson and our classmates!”
注意：
1. 续写词数应为150 左右；
2. 段首语已给出。
Paragraph 1:
The next morning, Lily and Leo returned to school, eager to meet Mr. Thompson.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
______________________________________________________________________________________
Paragraph 2:
The following weekend, the entire class started to clean up their lovely village.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________________________________________________________________
6．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。
The spot of red was what first caught Randy Heiss’s attention on December 16.
He was hiking behind his ranch (牧场) in Patagonia, Arizona, a town near the US — Mexico border, when
he found a balloon on the grass. Heiss walked towards it with his dog, thinking he would pick up something useless
and throw it away.
That’s when he noticed the balloon was connected to a piece of paper. “Dayami”, it read on one side, in a
child’s writing. Turning the paper over, he saw a numbered list, all in Spanish. “My Spanish isn’t very good, but I
could see it was a Christmas,” he said.
Heiss was attracted. He thought that maybe a child had tried to send Santa Claus a Christmas wish list by
balloon, something he used to do himself when he was a kid. Nobody had ever returned the letters Heiss had sent,
but he wondered whether he could find the kid who had sent this one.
It would be difficult, but he believed he could work it out. About 32 kilometers to the southwest, just across
the border, was the city of Nogales, Mexico. “Based on the prevailing wind (盛行风), I was pretty sure that’s where
it came from,” he said.
Heiss brought the note home to his wife, who is good at Spanish and helped him translate (翻译) the list. The
elderly couple figured out that Dayami, probably a girl, had asked for a doll, a dollhouse, clothes and some art
supplies.
Heiss then posted on social media ( 社交媒体) along with some photos, hoping some of his friends in
Nogales might know the girl’s family. A few days passed with no useful information provided; Heiss worried that
time was running out before Christmas. On December 19, he decided to send a message to Radio XENY, a radio
station (广播台) based in Nogales.
注意：
1. 续写词数应为150 个左右；
2. 请按如下格式在相应位置作答。
To his surprise, someone from the station called him back right away.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________________________________________________________________
Arriving at the Radio XENY offices with presents, the elderly couple finally met the excited little girl.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________________________________________________________________
7．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。
Jeremy Savage, aged 17, and Lan Marshall, aged 16, who both played basketball in the school team, have
been best friends for more than ten years. Last weekend, they went to the Rocky Mountains with their parents. On
Saturday morning, the two boys decided to climb Cathedral Mountain by themselves while their parents relaxed at
the campsite. They enjoyed mountain climbing, singing and chatting all the way. After three hours, they reached the
top with no problems. The scenery on the mountaintop was so attractive that they couldn’t move their feet, taking
photos all the time to share with others.
However, a trouble came when they started to climb down the mountain. As they went down, the weather got
bad. The road became slippery (湿滑的). Then another trouble occurred. On one very dangerous part of the path,
Lan fell three metres off the side of the path. They both knew that if Jeremy Savage continued alone, he would
probably get back safely. Jeremy realized exactly that he couldn’t help his friend by himself, and he needed help,
but he did not want to leave his friend.
Immediately, he climbed down to where Lan was without hesitation. He wanted to help Lan stand up, but
Lan was badly injured and could not move. So, he used water from his own bottle to clean the dirt and blood from
Lan’s face and hands firstly. They had to wait and hope that someone would come and help them. Unfortunately,
several hours later, no one appeared. Lan asked Jeremy to leave alone, but Jeremy refused. The two boys sat
together, thinking about how to save themselves.
When the boys did not return to the campsite that evening, their parents became very worried. They got in
touch with park workers and began searching for the boys. Soon more than 20 people were looking for the boys,
calling their names. Their parents hoped that they would see the two boys before night fall.
注意：
1．续写词数应为150 左右；
2．续写部分分为两段，每段的开头语已经为你写好。
Paragraph 1
As night fell, the boys were still missing.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Paragraph2
At sunrise, Jeremy decided that the only way to help his friend was to carry him.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
8．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。
Asad was a 13-year-old boy who was very honest and hardworking. Recently, he had entered a new school,
so he had no friends yet. One day, he wanted to buy something to eat, only to find that he forgot his money at home.
Not knowing what to do, he walked out of the classroom and sat on a bench (板凳) in front of the canteen.
He saw a few of his classmates there, among them was Fahad. He was one of the richest kids in his class, but he
was a very arrogant (傲慢的) boy who thought everyone else was a loser. But as Asad was new, he didn’t know
much about Fahad.
When he went towards Fahad and asked if he could borrow some money for his lunch, Fahad laughed a lot
and said, “I knew you were a loser, maybe a beggar (乞丐)?” Fahad laughed out so loud that other kids also heard
and made fun of the situation. He didn’t answer Fahad, and slowly walked back towards an empty bench.
When he reached the bench, he noticed something lying near it. It was a wallet (钱包). He picked it up and
recognized it as Fahad’s, because he remembered Fahad showing it to his friends and telling that his uncle bought it
for him from the UK. There was quite a lot of money inside for a kid.
注意：1.续写词数应为100 左右；
2.请按如下格式在答题卡的相应位置作答。
At first, Asad wanted to keep it a secret and punished Fahad.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________________
Then Fahad said, “Why are you giving back my wallet?”
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________________
