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。
参考答案：
2.traced the faded edges/reached out to steady/palm lingering
2.cracked window”“fluttering pages
3.dying leaves
4.chill down her spine
5.salty taste of the ocean
6.blurring faces
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.
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It was time for another group project and we were ready.
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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.
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As Ethan’s leg healed (痊愈), he returned to school with a newfound appreciation for reading.
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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.
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How could he help his father back into the boat from the sea?
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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.
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In the end, as they left the café, Slaughter felt a new sense of purpose.
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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.
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Paragraph 2:
The following weekend, the entire class started to clean up their lovely village.
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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.
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Arriving at the Radio XENY offices with presents, the elderly couple finally met the excited little girl.
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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.
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Paragraph2
At sunrise, Jeremy decided that the only way to help his friend was to carry him.
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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.
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Then Fahad said, “Why are you giving back my wallet?”
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参考答案
1．
At that moment, I realized that we should do something. I made a proposal that we learn sign language
together. To my delight, many of them showed great enthusiasm, eager to bridge the gap and help Alex feel more
included. We formed a small group and started meeting after school to practice. Together, we shared resources,
supported each other and celebrated every bit of progress we made. With each passing day, our sense of
achievement and pride as a team grew, and we couldn’t wait to use our new skills to make a difference.
It was time for another group project and we were ready. As we gathered around the table, we greeted Alex
with simple gestures we had just learned. At the sight of sign language, Alex’s face lit up with astonishment and
joy. With our joined efforts, we could understand each other easily and we communicated smoothly in the whole
process. The pride we felt in breaking down the invisible barrier was immeasurable, and the happiness in Alex’s
eyes made every effort worthwhile. That day, we realized we not just understood a language, but also created a
space where everyone felt valued and heard.
【写作解析】本文以人物为线索展开，讲述了作者的同学Alex 是聋哑人，他在学校因手语交流障碍，与同
学们存在隔阂。在一次小组项目中，他想法虽好，却因沟通困难而难以表达。
1.段落续写：
①由第一段首句内容“在那一刻，我意识到我们应该做点什么。”可知，第一段可描写作者提出具体行动，
即大家一起学习手语，并且详细描述学习过程中的具体做法和大家的热情。
②由第二段首句内容“是时候做另一个小组项目了，我们都准备好了。”可知，第二段可描写再次进行小
组项目时，大家运用所学手语与Alex 交流，Alex 的反应，以及成功打破沟通障碍后大家的感受。
2.续写线索：提出建议——学习手语——取得进步——再次合作——成功沟通——感受成就
3.词汇激活
行为类
①建议：make a proposal/make a suggestion
②聚集：gather around/get together
③理解：understand/comprehend
情绪类
①高兴：delight/joy
②惊讶：astonishment/surprise
[高分句型1] I made a proposal that we learn sign language together. (由连接词that 引导的同位语从句)
[高分句型2] The pride we felt in breaking down the invisible barrier was immeasurable, and the happiness in
Alex’s eyes made every effort worthwhile.(由that/which 引导的限制性定语从句，省略了that/which)
2．One possible version:
Over the next few weeks, Leo became a regular visitor, bringing a new book with him each time. The two
boys would spend hours reading stories of brave lions, smart dolphins, and wise owls. Ethan discovered a whole
new world within the pages, a world that inspired his imagination. He even started sharing his own wild ideas about
the characters with Leo, and to his surprise, Leo listened attentively, his eyes shining with enthusiasm. Ethan
related the courage of the lions to the determination needed in sports, while Leo pointed out how the dolphins’
cleverness could be applied to problem-solving both on and off the field.
As Ethan’s leg healed (痊愈), he returned to school with a newfound appreciation for reading. During
breaks, he and Leo would sit together, swapping stories — Ethan sharing baseball strategies, and Leo
recommending thrilling tales. Their mothers smiled, noticing the unexpected friendship blossoming between them.
When the inter-school match arrived, Leo was in the stands, cheering Ethan on. For the first time, Ethan realized
how rich life could be when you embraced different passions — and different friends. After the match, Leo
introduced Ethan to a book club where they explored classic literature together. Their friendship continued to grow,
bridging the gap between the athletic and literary worlds.
【写作解析】本文以人物为线索展开，讲述了伊森搬家后嫌弃同学利奥只爱读书，一次伊森踢足球摔断腿，
里奥送书给他，两人因书结缘，伊森发现阅读的乐趣，两人成为朋友，他也意识到拥抱不同爱好和朋友的
生活更丰富。
1.段落续写：
①由第一段首句内容“在接下来的几个星期里，里奥成了常客，每次都带着一本新书”可知，第一段可描
写伊森和里奥一起阅读的经过，两人把阅读的感受和体育结合起来。
②由第二段首句内容“伊森的腿痊愈了，他带着对阅读的新认识回到学校”可知，第二段可描写里奥和伊
森各自分享自己的爱好并开始建立友谊。
2.续写线索：里奥拜访——和伊森阅读————分享想法——伊森腿痊愈——建立友谊——感悟
3.词汇激活
行为类
①发现：discover/find
②开始：start/begin
③注意到：notice/take notice of
情绪类
①热情：enthusiasm/passion
②惊讶：surprise/astonishment
[高分句型1] Ethan discovered a whole new world within the pages, a world that inspired his imagination.（运用
了that 引导定语从句）
[高分句型2] Ethan related the courage of the lions to the determination needed in sports, while Leo pointed out
how the dolphins’ cleverness could be applied to problem-solving both on and off the field.（运用了how 引导宾
语从句）
3．
“Dad!” he shouted, but there was no sign of his father. He looked out at the huge waves crashing against the
boat. There was nothing but water as far as he could see. Then he saw it — just a flash of something in the water,
about thirty feet from the boat. But then a huge wave crashed, and it disappeared. Then he saw it again. It was his
dad! Another wave crashed over his dad’ s head, and once more Sean lost sight of him. A few moments later his
dad’s head popped up again, and he tried to wave to Sean. Father must be hurt, Sean thought, or he’ d be able to
swim over to the boat.
How could he help his father back into the boat from the sea? Suddenly, he had an idea. He took the rope
out and made two bowline knots. Then he quickly tied one end onto the boat, and threw the other to his dad.
Fortunately his father was able to grab the rope. Sean used all his strength and eventually helped his dad climb back
into the boat. “You saved my life, son,” his dad said. He fingered the knots. “Nice bowline,” he said, smiling, and
looking Sean right in the eyes. Sean felt a rush of relief and pride. But he knew there was more to do. Standing
confidently at the helm, Sean met his father’s gaze, grinned, and called, “Prepare to come about!”
【写作解析】本文以人物为线索展开，主要讲述了Sean 在一次出航中因不熟悉帆船操作而缺乏自信，但在
父亲落水的危急时刻，他用学过的单套结勇敢地救回父亲，并最终获得父亲认可的成长故事。
1.段落续写：
①由第一段首句内容“‘爸爸！’他喊道，但没有看到他父亲的迹象。”可知，第一段可描写Sean 在海上
寻找父亲的过程，以及他发现父亲被大浪卷入海中的情景。
②由第二段首句内容“他怎么能把爸爸从海里救回船上呢？”可知，第二段可描写Sean 利用单套结将父亲
救回船上的过程，以及父子之间的情感交流。
2.续写线索：父亲落水——Sean 惊慌寻找——发现父亲位置——冷静思考对策——打绳结抛绳救人——父
子情感升华
3.词汇激活
行为类
①拿出：take out/pull out
②系：tie onto/fasten to
③抓住：grab/clutch/grasp
情绪类
①宽慰：relief/comfort/ease
②自信：confidently/with confidence
【高分句型1】But he knew there was more to do. (使用了省略引导词that 的宾语从句)
【高分句型2】Standing confidently at the helm, Sean met his father’s gaze, grinned, and called, “Prepare to come
about!” (使用了现在分词短语作状语)
4．范文
His children, noticing his face wet with tears, looked at him with concern. “Dad, what’s wrong?” his
youngest daughter asked, touching his arm gently. Slaughter handed them the note with a trembling smile. The
children read it aloud softly, their voices blending with the cafe’s background noise. His eldest son squeezed his
shoulder. “You’re the best dad,” he said, eyes shining. Slaughter hugged them tightly, explaining how a stranger’s
kindness reminded him that love and effort mattered most. The family sat in a warm silence, feeling united by the
heartfelt message.
In the end, as they left the café, Slaughter felt a new sense of purpose. He decided to pass on the kindness.
The next day, he anonymously paid for a young family’s meal at the same cafe and left an encouraging note signed
“From a Grateful Dad”. At work, he also started a weekly program to train young fathers in his hospital. Every time
he saw dads playing with their kids, he’d smile, remembering that morning’s lesson: Simple acts of love could
change lives. Years later, when his children spoke of “the note that made Dad cry”, they always added proudly,
“And then he taught us to spread kindness like sharing candies.”
【写作解析】本文以人物为线索展开，讲述了在得克萨斯州沃斯堡，急诊医生斯劳特与家人在咖啡馆用餐
后，发现账单夹里有位退休军医留下的感谢便条，还帮他们付了餐费。这让他十分感动，随后他开始传递
善意，匿名帮其他家庭付餐费、在医院发起培训年轻父亲的项目。
1.段落续写：
①由第一段首句内容“他的孩子们看见他满脸泪水，都关切地看着他”可知，第一段可描写孩子们阅读纸
条以及一家人感到温暖。
②由第二段首句内容“最后，当他们离开咖啡馆时，斯劳特感到了一种新的使命感”可知，第二段可描写
他开始传递善意，匿名帮其他家庭付餐费、在医院发起培训年轻父亲的项目。
2.续写线索：孩子询问——阅读纸条——感动——传递善举——感悟
3.词汇激活
行为类
①看到：see/catch sight of
②拥抱：hug/embrace
③决定：decide/determine
情绪类
①鼓舞人心：encouraging/inspiring
②骄傲地：proudly/with pride
[高分句型1] Slaughter hugged them tightly, explaining how a stranger’s kindness reminded him that love and
effort mattered most.（运用了现在分词短语作状语以及how 与that 引导宾语从句）
[高分句型2] Years later, when his children spoke of “the note that made Dad cry”, they always added proudly,
“And then he taught us to spread kindness like sharing candies.”（运用了when 引导时间状语从句）
5．One possible version:
Paragraph 1:
The next morning, Lily and Leo returned to school, eager to meet Mr. Thompson. The moment they saw Mr.
Thompson, they excitedly told him what they had done. Mr. Thompson listened carefully and praised them
satisfiedly. Then an idea hit him. Mr. Thompson gathered the class together and asked mysteriously, “Would you
like to experience an adventure and at the same time bring cleanliness to the village as a volunteer?” Each student
was excited with wide eyes, hands raising high, shouting, “Me! Me!”
Paragraph 2:
The following weekend, the entire class started to clean up their lovely village. They happily ran up the hill
with bags of garbage in their hands and competed to see whose bag could be full first. As they worked, Mr.
Thompson kept reminding the students to be safe, ensuring everyone was careful while they cleaned. Soon, they
were back down the hill, dragging their bags full of trash. Mr. Thompson smiled proudly and praised them, “You
are not only little adventurers but also little guardians of the environment! Your efforts make a big difference in
keeping our village beautiful and clean.”
【写作解析】本文以双胞胎莉莉和里奥的冒险经历为线索，讲述了两人在爬山途中主动捡拾垃圾、兑换硬
币，并将环保经历分享给老师和同学，最终带动全班参与村庄清洁的故事。
1. 段落续写：
①由第一段首句内容 “第二天早上，莉莉和里奥回到学校，急切地想见到汤普森先生。”可知，第一段
可描写两人向老师分享经历，老师受启发提议全班参与环保活动，同学们积极响应的过程。
②由第二段首句内容 “接下来的周末，全班同学开始清理他们可爱的村庄。”可知，第二段可描写同学
们在清理过程中的具体行动、老师的引导，以及活动带来的成就感与环保感悟。
2. 续写线索：分享经历——老师提议——同学响应——集体清理——老师总结——环保感悟
3. 词汇激活
行为类
①称赞：praise /commend
②集合：gather/ assemble
③提醒：remind /call attention to
情绪类：
①兴奋：excited /thrilled/full of excitement
②自豪：proudly /with pride /take pride in
[高分句型1] The moment they saw Mr. Thompson, they excitedly told him what they had done.（运用了the
moment 引导的时间状语从句）
[高分句型2] Each student was excited with wide eyes, hands raising high, shouting, “Me! Me!”（运用了独立主
格结构作伴随状语）
6．
To his surprise, someone from the station called him back right away. They told Heiss that they had received
his message and were already looking into it. Within hours, they found Dayami’s family. The girl’s parents were
overjoyed and grateful, explaining that Dayami had been hoping for those presents for weeks. They had been
struggling financially and couldn’t afford to buy them for her. Heiss was relieved and excited to know that he had
found the right girl. He quickly gathered the presents that Dayami had asked for and prepared to deliver them.
Arriving at the Radio XENY offices with presents, the elderly couple finally met the excited little girl.
Dayami’s face lit up with joy when she saw the doll, dollhouse, clothes, and art supplies. She hugged Heiss and his
wife tightly, thanking them over and over again. Her parents were also deeply moved, expressing their gratitude to
Heiss for making their daughter’s Christmas wish come true. Heiss felt a warm glow in his heart, knowing that he
had made a difference in this little girl’s life. It was a Christmas he would never forget.
【写作解析】本文以“圣诞愿望气球”为线索，讲述Randy Heiss 在牧场发现墨西哥女孩Dayami 的许愿纸
条后，通过广播台帮助其实现愿望的故事。
1.段落续写：
①由第一段首句内容“令他惊讶的是，电台里有人马上给他回了电话。”可知，第一段可描写电台工作人
员迅速回应，并找到了小女孩Dayami 的家人，以及Heiss 得知消息后的反应和准备礼物的过程。
②由第二段首句内容“这对老夫妇带着礼物来到Radio XENY 办公室，终于见到了兴奋的小女孩。”可知，
第二段可描写Heiss 夫妇与Dayami 及其家人的见面场景，Dayami 收到礼物的喜悦，以及双方之间的感激
和感动。
2.续写线索：
电台回应——找到Dayami 家人——Heiss 准备礼物——Heiss 夫妇与Dayami 见面——Dayami 收到礼物——
双方表达感激
3.词汇激活
行为类：
①寻找：look into/search for
②递送：deliver/hand over
③洋溢着喜悦：light up/brighten up
④拥抱：hug/embrace
情感类：
①兴奋的：excited/thrilled
②欣喜若狂：overjoyed/ecstatic
③感激的：grateful/thankful
[高分句型1]. They told Heiss that they had received his message and were already looking into it.（运用了that 引
导的宾语从句）
[高分句型2]. Her parents were also deeply moved, expressing their gratitude to Heiss for making their daughter’s
Christmas wish come true.（运用了现在分词短语作状语，以及for 引导的原因状语）
7．Paragraph 1
As night fell, the boys were still missing. The temperature dropped sharply, and the wind howled through the trees,
making the situation even more desperate. Jeremy wrapped his jacket around Lan to keep him warm, but he knew it
wasn’t enough. They both felt scared and helpless, but Jeremy kept reassuring Lan that they would be found soon.
Meanwhile, the search party continued their efforts, using flashlights and shouting the boys’ names into the
darkness. The parents’ hearts were heavy with worry, praying for their sons’ safety. Every passing minute felt like
an eternity.Paragraph 2
At sunrise, Jeremy decided that the only way to help his friend was to carry him. He knew it would be a
difficult and dangerous task, but he couldn’t bear to leave Lan behind. With great effort, Jeremy lifted Lan onto his
back and began the slow, painful descent down the mountain. Every step was a struggle, but he never gave up.
Finally, after what seemed like hours, they heard the voices of the search party. Relief washed over them as they
were finally rescued and taken to safety. The boys’ parents hugged them tightly, tears of joy streaming down their
faces.
【写作解析】本文以人物为线索展开，主要讲述了Jeremy 和Lan 在下山时遇险，在黑夜中等待救援，最终
在Jeremy 的努力下被搜救队找到并安全带回的故事。
1.段落续写：
①由第一段首句内容“夜幕降临时，男孩们仍下落不明。”可知，第一段可描写夜晚低温下Jeremy 对Lan
的照顾、两人呼救情况及搜救队持续搜救的情形。
②由第二段首句内容“日出时，Jeremy 决定帮助朋友的唯一方法是背着他。”可知，第二段可描写
Jeremy 背Lan 下山的艰难过程及最终被搜救队发现获救的场景。
2. 续写线索：夜幕降临——低温互助——持续呼救——搜救进行——日出背行——终获救援
3.词汇激活
行为类
①呼喊：shout/yell
②救援：rescue/save
③拥抱：hug/embrace
情绪类
①害怕的：scared/frightened/afraid
②喜悦：joy/happiness
【高分句型1】They both felt scared and helpless, but Jeremy kept reassuring Lan that they would be found soon.
(运用了that 引导的宾语从句)
【高分句型2】Finally, after what seemed like hours, they heard the voices of the search party.(运用了what 引导
的宾语从句)
8．示范一
At first, Asad wanted to keep it a secret and punished Fahad. His hands trembled as he held the wallet, his
mind a whirlwind of thoughts. “Fahad was so cruel to me. He deserves to learn a lesson,” he thought. But then, his
conscience pricked him. “What if this were my wallet? How would I feel?” he mused. After a long, hard battle
within himself, he took a deep breath and walked towards Fahad. “Fahad, I found your wallet,” he said, his voice a
bit shaky but determined.
Then Fahad said, “Why are you giving back?” Asad looked straight into his eyes and replied, “Because it’s the right
thing to do. I believe in honesty, even when it’s tough.” Fahad was stunned. He had never expected this. A wave of
shame washed over him. “I’m really sorry for how I treated you,” he said sincerely. From that moment on, Fahad
made a conscious effort to change. He started being kind to everyone, and he and Asad became inseparable friends,
all thanks to Asad’s unwavering honesty.示范二
At first, Asad wanted to keep it a secret and punished Fahad. He stared at the wallet, a mix of anger and
temptation in his heart. “This could teach him a lesson about being arrogant,” he muttered. But as he thought about
it more, he remembered his parents’ teachings about honesty. “I can’t stoop to his level,” he decided. With a
resolute look, he walked up to Fahad. “Here’s your wallet,” he said firmly.
Then Fahad said, “Why are you giving back?” Asad answered, “Honesty is more important than revenge. I
know you might not respect me, but I respect myself enough to do the right thing.” Fahad was taken aback. For the
first time, he saw the error of his ways. “I was wrong. I’m sorry,” he said sheepishly. From then on, Fahad’s attitude
transformed completely. He and Asad became good friends, and Asad’s honesty had not only won him a friend but
also a new-found respect in the class.
【写作解析】本文以 13 岁男孩阿萨德的经历为线索，讲述他进入新学校后因忘带钱向同学法哈德借钱，
却遭傲慢嘲讽。随后阿萨德捡到法哈德的钱包，内心挣扎后决定归还，最终以诚实打动法哈德，使其改变
态度并成为挚友的故事。
1. 段落续写：
①由第一段首句内容“起初，阿萨德想把这件事保密，并惩罚了法哈德。”可知，第一段可描写阿萨德捡
到钱包后，内心因法哈德的嘲讽而产生“保密惩罚”的念头，但良知让他反思，最终战胜私心，决定归还
钱包的心理斗争与行动过程。
②由第二段首句内容“随后法哈德问道：“你为什么要把我的钱包还回来？””可知，第二段可描写法哈
德对阿萨德归还钱包的行为感到震惊，阿萨德以“诚实为本”回应，法哈德羞愧道歉并从此改变，两人成
为挚友的情节。
2. 续写线索：捡到钱包欲惩罚——良知驱动反思——决定归还钱包——法哈德震惊提问——阿萨德强调诚
实——法哈德羞愧道歉——两人成挚友
3. 词汇激活
行为类
①颤抖：trembled/shiver/shake
②抓住：held/seize/grab
③走向：walked towards/move forward/make one’s way to
情绪类
①羞愧：shame /embarrassment
②震惊：stunned /shocked/astonished
[高分句型1] His hands trembled as he held the wallet, his mind a whirlwind of thoughts.（运用了as 引导时间状
语从句以及独立主格结构）
[高分句型2] “I’m really sorry for how I treated you,” he said sincerely.（运用了how 引导的宾语从句）
