2026 年高考英语读后续写复习之隐性情感表达策略
02.环境象征烘托法：让情感“有境”
环境象征烘托法
---让情感“有境”
一、策略原理：“以景载情”“以物传意”
通过建立自然环境（天气 / 季节 / 光影）与物体状态（旧物 / 残缺物 / 特殊物品）和人物情感的隐
喻关联，构建环境(即心境)的象征系统。自然元素的变化（如乌云、残阳、积雪）与物体的物理状态（褪
色的信件、裂痕的瓷器、生锈的钥匙）不再是单纯的场景描写，而是人物情绪的外显化载体。这种手法通
过“以景载情”“以物传意”，使抽象情感获得具象化的视觉锚点，增强文本的画面张力与情感层次。
1.从“境”到“情” 的三层映射
基础映射：建立直接对应（如暴雨→愤怒，旧信→回忆），让读者快速捕捉情感基调；
动态呼应：随情节发展改变环境细节（如争吵时“骤雨砸窗"，和解时“雨丝变细"），形成情感曲线
的视觉轨迹；
隐喻升华：通过反复出现的象征物（如全文贯穿的“褪色围巾"），使其成为情感的核心意象，最终在
结尾形成呼应，让环境成为贯穿故事的隐性叙事者。
2.对接高考评分点
语法丰富性：通过分词短语（leaving the rest of the room in shadow）、比喻句（each drop streaking
downward like unspoken words）、定语从句（the poster... peeled at the corners, the faces... faded by years of
sunlight）增强画面层次；
情感深度：避免直白抒情，转而让环境“代言"，符合高考读后续写“情感表达含蓄而有张力" 的要求。
二、策略构建：经典象征符号的跨文化共鸣与场景化运用
环境象征烘托法让情感不再是漂浮的形容词，而是扎根于具体场景的“可触可感之物”，使读者既能
“看见”人物的喜怒哀乐，又能在象征系统中品味情感的多重层次---这正是“环境即心境”的写作魅力。
表1 经典象征符号举例
情感传递
象征载体
正向情感（如希望、温暖）
负向情感（如悲伤、孤独）
中性转化（随情节变化）
天气
阳光（sunshine ）、彩虹
（rainbow）
暴雨（storm ）、阴霾
（clouds）
雨过天晴（从困境到释
怀）
季节
春天（blooming ）、夏日
（vibrant）
深秋（withered ）、寒冬
（freezing）
枯枝发芽（从绝望到新
生）
光影
晨光（dawn ）、烛火
（candlelight）
阴影（shadow ）、暮色
（dusk）
阴影变长 / 缩短（心理压
力的增减）
旧物
修补的陶罐（温暖的回忆）
破碎的镜子（关系破裂）
生锈的钥匙重新发亮（解
开误会）
表2：自然元素的普世象征密码的场景化应用举例
象征符号
情感映射
场景化运用示例
语法亮点
暴雨
冲突激化 /
情绪宣泄
The storm broke just as we raised our voices, rain
slamming against the window like a fist demanding entry.
Each thunderclap swallowed the words we shouldn’t have
said, leaving only the echo of silence—and the sodden
garden outside, torn petals strewn like casualties of war.
（暴雨如“demanding entry”的拳头，花瓣似
“casualties”，将争吵的破坏性视觉化）
明喻（like a
fist）、隐喻
（casualties of
war）、分词作状语
（leaving only...）
月光
孤独思念 /
回忆滤镜
Moonlight spilled through the dorm window, bathing her
desk in silver. The letter from home lay open, its pages
glowing as if lit from within—just like the memory of her
mother’s laugh, which always seemed brightest in the
quiet of the night.（月光 “spilled”与信件 “glowing”
形成冷色调回忆，“lit from within” 暗喻情感温度）
拟人
（bathing...）、通
感（视觉→情
感）、比喻（lit
from within）
落叶
离别 / 时光
流逝
Autumn leaves spiraled down like farewell confetti,
coating the sidewalk in rust and gold. She kicked a crisp
maple leaf, its crackle echoing the sharpness in her throat
—the same sharpness that came every time she thought of
him moving across the country.（落叶如 “farewell
confetti”，脆响 “crackle’呼应哽咽，构建听觉 - 情
感通感）
明喻（like farewell
confetti）、拟人
（echoing the
sharpness）、隐喻
（季节对应离别）
1. 日常物品的情感化石效应
（1）时间载体类
怀表 / 老钟：His grandmother’s mantel clock chimed midnight, its gears grinding like an old man clearing
his throat. She stared at the 全家福 beside it, the glass dusty but the smiles frozen in 1998—the year before cancer
stole Grandma’s voice, and the clock’s steady tick-tock became the only soundtrack to their silent evenings.（齿轮
“grinding” 拟声，全家福 “frozen” 定格时光，构建听觉---视觉双重时间隐喻）
日记本 / 信件：The diary’s spine creaked open to a page stained with coffee rings, her 16-year-old
handwriting looping recklessly: “Today he noticed my new haircut!” Now the ink had faded, just like the butterflies
in her stomach whenever he walked into the room—leaving only the bitter scent of old coffee and the ache of what
might have been.（褪色字迹 “faded”对应情感冷却，气味 “bitter scent” 强化遗憾，实现触觉---嗅觉---
情感联动）
（2）关系映射类
破碎的镜子：She found the mirror shard under her bed, its edge still sharp after three years. The crack had
split her reflection into pieces that day—the day her best friend screamed, “I hate you!” and threw a hairbrush. Now
the shard glinted in the sunlight, each fragment showing a different version of her face, none quite whole.（镜子裂
痕象征关系破裂，碎片 “different version” 隐喻自我认知的分裂，视觉细节承载心理创伤）
褪色的围巾：The red scarf hung in the closet, its color dulled to pink like a sunset that had forgotten how to
burn. She’d knitted it for him last winter, when their walks home felt like floating on snowflakes. Now it smelled of
mothballs instead of his cedar cologne, the loose threads unraveling just as their friendship had—slowly, silently,
until there was nothing left to hold.（颜色变化 “dulled to pink” 象征热情消退，气味对比强化物是人非，
动词 “unraveling” 双关情感瓦解）
2. 文化共识性符号的深度激活
（1）自然意象的跨文化通约
玫瑰（爱情 / 危险）：He gave her a single red rose, its thorns wrapped in tissue paper like a warning he
forgot to mention. The petals felt velvety against her fingertips, but the scent was overpowering—sweet, cloying,
just like his promises that had wilted by morning.（带刺玫瑰象征爱情的双面性，触觉 “velvety” 与嗅觉
“cloying”形成感官冲突，暗合情感矛盾）
纸船 / 纸飞机（梦想 / 离别）：She folded a paper boat from her acceptance letter, its hull trembling as
she set it afloat in the rainwater puddle. The boat dipped sideways, ink bleeding from the words “Harvard
University”—a fitting metaphor for her fear: would she sink or sail in a world far from the cozy harbor of her
hometown?（录取通知书折船，“bleeding ink” 象征梦想的脆弱，“harbor” 隐喻家乡，构建航海意象的
整体象征系统）
（2）功能性物品的符号升级
钥匙（开启 / 封闭）：The key to her childhood home felt foreign in her hand, its shape worn smooth by a
decade of use. As she turned it in the lock, the click echoed hollowly—the same hollowness she’d carried since her
parents divorced, the house now a museum of half-packed boxes and unspoken goodbyes. （钥匙 “ worn
smooth”象征时光磨损，“museum”隐喻记忆封存，声音 “click” 强化仪式感与失落感）
蜡烛（希望 / 消逝）The power went out during the storm, and she lit a candle whose flame danced like a
tiny rebellion against the darkness. Its glow flickered over the photo of her late dog, Brownie, making the edges of
the paper seem to melt—just as Brownie’s bark had melted into silence, leaving only the candle’s steady drip of
wax, slow and inevitable as grief.（烛光 "tiny rebellion" 象征微弱希望，蜡泪 "drip" 隐喻持续的悲伤，构建
光与影的情感辩证法）
3. 象征符号的进阶用法：构建 “情感 ---符号” 网络
(1)重复强化法：在故事开头与结尾设置同一象征物的状态变化
开头：The cactus on her windowsill was shriveled, its spines brittle—much like her patience with her noisy
new neighbor.
结尾：She watered the cactus gently, marveling at the plump green pads and the tiny pink bud emerging from
its crown. The neighbor’s piano still played off-key, but now the music felt like the cactus’s thorns—prickly, yet
proof of life thriving in unexpected places.（仙人掌从 “shriveled”到 “thriving”，象征对邻居从抵触到接纳
的心理转变，形成符号闭环）
(2)矛盾并置法：将对立象征符号并置，制造情感张力
The graduation cap lay on the desk, its tassel a vibrant blue—symbol of achievement, yet the diploma inside
the envelope felt like a death certificate for the carefree days she was leaving behind. Outside, children laughed in
the summer sun, their voices as bright as the cap’s tassel, as hollow as the empty classroom echoing with her silent
goodbye.（毕业帽的 “vibrant blue” 与 “death certificate” 形成色彩---情感反差，孩童笑声 “bright” 与
“hollow”强化成长的矛盾心理）
三、策略应用：“环境即心境”的写作实践
（一）自然环境：用气象密码书写心境
1. 天气隐喻：让风雨成为情绪的调色盘
【写作策略】将人物的焦虑 / 释然 / 孤独等情绪转化为天气符号，如暴雨对应激烈冲突，雾霭映射迷茫
心境。
【写作示例】
争吵后主人公的失落：The sky had turned the color of lead, and a cold drizzle clung to the windows like
unspoken words, each drop streaking downward as if the world itself were crying for the broken promises left
unsaid.（铅灰色天空与冷雨象征未说出口的裂痕，雨滴的“streaking" 动态暗合心情的滑落）
2. 季节符号：让时光流转成为情感的温度计
【写作策略】春的生机 / 夏的炽烈 / 秋的萧瑟 / 冬的沉寂，对应人物不同阶段的心理状态。
【写作示例】
暗恋时的悸动（春日）：The cherry blossoms were in full bloom, their pink petals fluttering into her hair
like shy confessions she was too afraid to voice. Each breeze carried the sweet, fleeting scent of spring—a season
that felt both infinite and fragile, just like the way her heart raced whenever he smiled.（樱花的“fluttering" 与
“fragile" 暗喻暗恋的忐忑与短暂美好）
3. 光影魔术：让明暗对比成为内心的镜像
【写作策略】利用晨光 / 暮色 / 阴影的变化，外化人物内心的觉醒、迷茫或隐秘。
【写作示例】
秘密被揭穿时的窘迫：The desk lamp cast a harsh circle of light on her homework, leaving the rest of the
room in shadow. Her father's voice cut through the silence, each word a spotlight exposing the torn pages in her
notebook—pages she'd tried to hide, just like the lie that now burned in her throat.（台灯的“harsh circle" 与阴影
象征真相的聚焦与隐秘的暴露，"burned" 将情绪转化为触觉体验）
（二）物体状态：让残缺与旧物成为情感的化石
1. 旧物：用时光痕迹封存记忆密码
【写作策略】磨损的围巾、泛黄的信件、缺角的笔记本，这些承载使用痕迹的物品成为情感的物质载体。
【写作示例】
母爱的温度（旧毛衣）：Her mother's old cardigan hung on the chair, its stitches uneven where she'd
mended it last winter. As she pulled it on, the wool still smelled of lavender and woodsmoke, the fabric soft from
years of hugs—hugs that now felt as distant as the crackling fireplace in their old cabin. （毛衣的“ uneven
stitches" 和气味细节，将触觉、嗅觉与回忆绑定，"distant fireplace" 强化物是人非的怅惘）
2. 残缺物：用破损裂痕映射心灵褶皱
【写作策略】破碎的镜子、缺角的瓷器、断裂的项链，以物体的不完整象征关系的裂痕或内心的创伤。
【写作示例】
友谊破裂（碎玻璃）：The vase lay in pieces on the floor, each shard reflecting the afternoon sun like tiny,
accusing eyes. She knelt to pick them up, her thumb grazing a sharp edge—blood welled up, but the physical pain
was nothing compared to the hollow ache in her chest, the same ache that had started when Lily had said,“I can't
do this anymore."（碎花瓶的“accusing eyes" 将物品拟人化，鲜血的触觉与“hollow ache" 形成通感，强化
情感冲击）
3. 特殊物品：用符号化存在承载深层隐喻
【写作策略】怀表（时间）、纸飞机（梦想）、蒲公英（离别）等具有文化共识的物品，赋予情感以普遍
共鸣。
【写作示例】
时间的重量（祖父的怀表）：His grandfather's pocket watch ticked softly in his palm, the brass casing
warm from his hand. The lid was engraved with a ship—"To my brave sailor," the inscription read, though
Grandfather had never sailed further than the local lake. Now the watch felt heavier than its size, each tick a
heartbeat connecting him to a man he'd only known through stories, a man whose absence was as constant as the
watch's steady rhythm.（怀表的“ticked" 声象征时间的延续，"engraved ship" 与未完成的梦想形成张力，强
化对祖父的怀念）
四、真题分析：超越物种的信任与温情
（2023 年1 月浙江首考）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短
文。
I was invited to a cookout on an old friend's farm in western Washington. I parked my car outside the farm and
walked past a milking house which had apparently not been used in many years. A noise at a window caught my
attention, so I entered it. It was a hummingbird （蜂鸟）, desperately trying to escape. She was covered in spider-
webs（蛛网） and was barely able to move her wings. She ceased her struggle the instant I picked her up.
With the bird in my cupped hand, I looked around to see how she had gotten in. The broken window glass was
the likely answer. I stuffed a piece of cloth into the hole and took her outside, closing the door securely behind me.
When I opened my hand, the bird did not fly away; she sat looking at me with her bright eyes. I removed the
sticky spider-webs that covered her head and wings. Still, she made no attempt to fly. Perhaps she had been
struggling against the window too long and was too tired? Or too thirsty?
As I carried her up the blackberry-lined path toward my car where I kept a water bottle, she began to move. I
stopped, and she soon took wing but did not immediately fly away. Hovering（悬停）, she approached within six
inches of my face. For a very long moment, this tiny creature looked into my eyes, turning her head from side to
side. Then she flew quickly out of sight.
During the cookout, I told my hosts about the hummingbird incident. They promised to fix the window. As I
was departing, my friends walked me to my car. I was standing by the car when a hummingbird flew to the center
of our group and began hovering. She turned from person to person until she came to me. She again looked directly
into my eyes, then let out a squeaking call and was gone. For a moment, all were speechless. Then someone said,
"She must have come to say good-bye."
注意：
1.续写词数应为150 左右；
2.请按如下格式在答题纸的相应位置作答。
A few weeks later, I went to the farm again.
I was just about to leave when the hummingbird appeared.
【分析与写作示例】
原文情感点：主人公对陌生生命的关爱
Step 1 确定核心情感
人与动物间超越物种的信任与温情（Trust and warmth beyond species between humans and animals）
Step 2 “以景载情”“以物传意” 构建细节链
环境呼应：黑莓丛（blackberry bushes）从首段的 “blackberry-lined path” 到续写的 “in full bloom”，
用植物生长暗示时间流逝与情感延续（"The blackberry bushes... were in full bloom, their sweet scent filling the
air"）。
蜂鸟特征：用 “iridescent wings（彩虹色翅膀）”“bright eyes（明亮双眼）”“squeaking call（吱吱
叫声）” 形成视觉与听觉细节闭环，强化蜂鸟作为情感载体的唯一性（"She hovered just inches from my
face, her wings shimmering like stained glass in the sunlight"）。
互动动作：从首段 “ looked into my eyes” 到续写 “ tilted her head”“perched on my outstretched
finger”，通过重复且升级的肢体语言展现情感递进（"She tilted her head as if studying a familiar face, then
gently landed on my fingertip"）。
Step 3：连缀成句（对接高考评分的 "语法结构丰富性"）：
A few weeks later, I went to the farm again. As I approached the old milking house, I noticed the broken
window had been replaced with a new pane, sunlight streaming through it like a healed scar. The blackberry bushes
lining the path were now in full bloom, their tiny purple flowers nodding in the breeze. I paused near the spot where
I'd first held the hummingbird, wondering if she might remember this place. Suddenly, a flash of iridescent green
caught my eye—a hummingbird hovering beside a blackberry blossom. She turned toward me, her wings beating in
that familiar, rapid rhythm, and for a heartbeat, our eyes met again.
I was just about to leave when the hummingbird appeared. This time, she didn't hover at a distance. Instead,
she flew straight to me, her tiny body trembling with what felt like excitement. To my astonishment, she perched on
my outstretched finger, her claws barely grazing my skin. I held my breath as she tilted her head, those bright eyes
studying me with a clarity that seemed almost human. Then, she let out a soft, trilling sound—a melody that felt
like a secret only we understood. As quickly as she'd arrived, she took flight, but not before darting once around my
head, as if leaving a kiss in the air. The farm felt quieter without her, but my heart hummed with the certainty that
some connections, like hers, transcend words.
[范文分析]
▲语法丰富性
复合句："As I approached the old milking house, I noticed the broken window had been replaced..."（时间
状语从句 + 宾语从句）
独立主格："sunlight streaming through it like a healed scar"
非谓语动词："lining the path were now in full bloom"（现在分词作定语）
比喻修辞："her wings shimmering like stained glass"（明喻）
▲情感递进
首段通过 “new pane（新玻璃）” 暗示农场主人兑现承诺，体现人类对自然的守护延续
蜂鸟从 “hovering beside a blackberry blossom（在花丛旁悬停）” 到 “perched on my outstretched finger
（停在指尖）”，肢体接触的升级象征信任的深化
结尾 “trilling sound（颤音）” 与首段 “squeaking call（吱吱叫）” 形成声音呼应，用通感手法将
动物行为转化为情感交流
▲细节闭环
重复 “bright eyes”“looked into my eyes” 等视觉细节，强化跨物种情感联结
黑莓丛从 “blackberry-lined path（黑莓小路）” 到 “purple flowers（紫花）”，用植物生长暗合 “时间
流逝但情感不变” 的主题
蜂鸟两次 “fly away” 的动作（首段 “flew quickly out of sight” vs 续写 “took flight... darting around
my head”），通过动作差异展现从 “离别” 到 “亲昵道别” 的情感升华
全文通过 “环境细节→动物行为→感官描写” 的三层递进，在 150 词内完成 “重逢 — 试探 — 信任
升级 — 情感确认” 的叙事闭环，既符合读后续写的 “情节连贯” 要求，又通过丰富的语法结构和细
腻的感官描写提升文本感染力。
第一部分 语段写作实践
根据下列要求及协作者提示完成语段写作。
1. 将人物的焦虑 / 释然 / 孤独等情绪转化为天气符号，如暴雨对应激烈冲突，雾霭映射迷茫心境。
【写作提示】和解时的释然
2. 春的生机 / 夏的炽烈 / 秋的萧瑟 / 冬的沉寂，对应人物不同阶段的心理状态。
【写作提示】离别时的孤寂（冬日）
3. 利用晨光 / 暮色 / 阴影的变化，外化人物内心的觉醒、迷茫或隐秘。
【写作提示】顿悟时刻的明亮
4.磨损的围巾、泛黄的信件、缺角的笔记本，这些承载使用痕迹的物品成为情感的物质载体。
【写作提示】童年的消逝（生锈的自行车）
5. 破碎的镜子、缺角的瓷器、断裂的项链，以物体的不完整象征关系的裂痕或内心的创伤。
【写作提示】自我认同危机（褪色海报）
6. 怀表（时间）、纸飞机（梦想）、蒲公英（离别）等具有文化共识的物品，赋予情感以普遍共鸣。
【写作提示】梦想的脆弱（纸飞机）
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。
My brother, Mat, is a skateboarder through and through. He always has been and always will be, and along
with that comes determination. Anytime he falls, he gets right back up and tries again. Even when he gets hurt, he
just ignores the pain and keeps skating. He has always been such an inspiration to me because of his strong
determination.
One particular day, we were out in front of my grandparents’ house. Mat was determined to leap over a chair
that he had placed in the street. I watched him try over and over again. Deep down, I was thinking, if he really
wants to jump over that chair so badly, why doesn’t he just put down that board with wheels on it, and do it? If you
knew my brother, you would know that he wouldn’t stop until he successfully jumped on his skateboard over that
chair many times.
I could see him sweating. As usual, it was a hot Texas day. I was worried that he would get heatstroke ( 中暑).
Even though I was only about five, I had heard adults talk about people dying from heatstroke, and I kind of
understood what it meant. I really didn’t want my living, yet hardheaded, brother to get it.
So there I was, my face cupped in my hands, sitting on the porch ( 走廊) of my grandparents’ house,
worrying about my Mat and thinking of ways to keep him cool.
“Hey Brit, could you get me my tea?”
I replied to his request with a nod and stood up to fetch the iced tea. Even through my plastic pink slippers, I
could feel the extreme heat of the concrete steps. It was burning my feet, so I quickly went inside the house.
I headed through the hallway toward Grandma’s kitchen, on a mission. As I was walking toward my
grandma, hoping to surprise her, she turned around. At that moment, I heard the most frightening sound I had ever
heard in my young life.
“What was that?” Grandma asked. “Did Mat scream?”
“I don’t know. I’ll go see.”
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。
As I ran toward the front door, I had one thing on my mind — heatstroke.
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After about a month in the hospital, Mat came home.
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2．阅读下列材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
The Imperfect Art
At seven, I joined an art class. Teachers praised my quick progress, and I loved every moment. But my desire
for perfection soon led to restlessness. I would compare my work to that of a more experienced student and feel a
growing sense of inadequacy. Each brushstroke seemed to highlight my shortcomings rather than my potential.
One day, I stared blankly at a wooden hand model, feeling defeated. Hours passed and my efforts seemed to
be in vain. My art teacher, Mrs. Green, noticed my low spirits. She gently placed a hand on my shoulder and said,
“Art is not about perfection, but about expression.” I nodded, but couldn’t shake off my frustration.
After a break, I tried again, accepting that success might not come quickly. But even with this mindset, I
struggled. I threw away countless attempts, each feeling like a failure. However, after struggling with numerous
versions of this drawing over months, I finally felt satisfied with one. Not because it was the best demonstration of
my artistic ability, but rather because mastering a skill that challenged me so thoroughly gave me pride and
satisfaction. It became my favorite piece. The challenge I needed to overcome was not the task itself, but being able
to continue working at something that didn't come easily.
Last summer, I joined a gymnastics club. I was excited but also nervous. Being the only beginner among
more experienced students, the first few weeks were really tough. The other students seemed to balance perfectly
on the beam (平衡木), while I stumbled with every step. The fear of falling and looking foolish was overwhelming.
I felt like I was slowing everyone else down.
Fortunately, my coach was extremely patient. She taught me over and over again, but I still couldn’t master
some basic skills. During one session, with my coach watching closely, I managed to maintain my balance on the
beam for a whole two seconds. I was about to celebrate this tiny victory when I lost my balance and fell, landing
face-first on the mat.
注意：
（1）续写词数应为150 个左右；
（2）请按如下格式在答题纸的相应位置作答。
The fall and the others’ laughing were unbearably painful.
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Sitting in the rest area, the coach’s words reminded me of my favorite art piece.
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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。
That Tuesday started out just like any other summer day. Mom dropped me off with Gram and Grandpa
before seven so she could go to work.
“Oh, dear. Your mom is missing you.” Grandpa smiled at me from behind glasses.
“You mean my gram,” I corrected. “I was used to Grandpa thinking of me as Mom when she was a little girl.
After all, Mom said I was quite like her when she was eleven. Besides, Mom told me Grandpa had something in his
brain that made him forget things.”
After lunch, Gram announced we would go to the grocery store in the town. Just before we set out, the phone
rang. She disappeared into the house, and when Grandpa took the key out of Gram’s purse, he smiled. “What do
you say you and I go to the store and surprise her?”
I knew Grandpa was not supposed to drive anymore. “But —”
He patted my head. “Lord knows she does enough for me.” His voice had an energy I hadn’t heard since I
was 4. I was so eager to have another wonderful adventure with him that I followed him toward the car. The engine
roared as Grandpa turned the key and then he slowly began to back the car down the driveway.
Suddenly I saw Gram waved her arms wildly. “George! No!” Grandpa seemed to be quite confused. “She
knows I have to get you to school.” Before I could correct him, he backed into the street, turned the wheel, and
pressed the accelerator like nothing had happened. He sped through a crossroads to an angry honk of a van that
narrowly missed us. “Grandpa! You have to stop!” He was not even looking where he was going. “I think we
should still get you there before the first bell, Judy,” Grandpa said absently. Mom’s name.
This confused man behind the wheel who had once taken care of me now needed me to take care of 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。
At that moment, I knew I had to do something.
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Almost at the same time, a police car screamed around and stopped by our car.
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4．When I was eight years old, the anticipation of Mother’s Day filled me with excitement. For weeks, I had
been saving my pocket money, determined to buy my mom a box of chocolates from the local store. The box was a
masterpiece — shiny wrappers and tempting treats — displayed and sold in a noticeable place near the cash
register. I knew exactly how much it cost, and my modest savings were just enough. Every day after school, l would
stop by the store to admire the chocolates, imagining the joy they would bring to my mom.
After imagining the big day countless times in my mind, the moment finally arrived. On the eve of Mother’s
Day, I rushed to the store, holding my carefully saved coins and dollar bills. Along the way, I even pictured my
mom’s delighted face when she received the gift I had chosen, I thought she’d be proud of how grown-up I was
becoming. I quickened my pace. The thought of seeing the surprise in her eyes made my heart pound even faster,
and I couldn’t wait to hold that perfect box of chocolates in my hands. My heart raced with anticipation as I
pictured how I would present the gift to her.
As I approached the store, my excitement was hard to contain, I could hardly wait to see the look on my
mom’s face when she opened the box. But when I reached the counter, my heart sank. The box of chocolates was
gone! My excitement turned into overwhelming sadness. Tears filled my eyes as I realized my dream was broken. I
felt like I had let my mom down, and the disappointment was almost too much to bear.
Because I was standing there in a lost state, the store owner, Mr Thompson, noticed me. I must have looked
extremely upset because he gently asked, “Son, what’s the matter? Can I help you?” I hesitated but finally admitted,
“I’ve been saving my money to buy that box of chocolates for my mom, but it’s gone.”
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。
Smiling warmly, Mr Thompson placed a comforting hand on my shoulder.
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Overwhelmed with gratitude, I chose a beautiful box of chocolates.
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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 a lively coastal town, there lived a young girl named Elena. Its beautiful beaches and warm sunlight drew
people from all walks of life to settle there. Among them was Linda, a classmate and friend of Elena who had
recently moved with her family.
One day after school, Elena and Linda took a walk along the seashore. Linda told Elena her longing for her
distant homeland. “It’s tough to leave,” Linda sighed, “but my family needed a fresh start, a place where we could
more easily chase our dreams.” Elena held Linda’s hand, encouraging her to share more of her story, knowing that
Linda had a passion for painting and music back in her hometown.
That night, as she lay in bed, Linda’s words echoed in her mind. She thought of the other new students at
school — the quiet boy who always sat alone at lunch, the girl who always drew detailed designs in her notebook
instead of talking. Due to language and cultural barriers, they found it difficult to communicate with their peers (同
龄人) and were often seen sitting alone in the corners of the classroom.
“They’re struggling, and we should show them kindness and love!” Elena told her father one day. She asked
him how to help them feel more welcome. Her father suggested, “Why not use the universal language of art? It
might be easier to connect through creativity.”
Elena’s eyes lit up. That was it! Taking her father’s advice to heart, Elena approached the school’s arts club
with an idea for an art and music festival. The club members thought it was an excellent initiative. Energized and
inspired, Elena called up several friends to help her prepare. They transformed the school’s auditorium (礼堂) into a
gallery space, with canvases (帆布) and musical instruments readily available. They even set up a small stage for
performances.
With everything in place, they invited all the new students in the school to share something unique about
their hometowns through any form of art. Initially, there was an obvious hesitation. No one seemed willing to step
forward.
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。
But then Linda, encouraged by Elena, took the first step.
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Elena watched with a smile as the new students slowly came out of their shells.
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