山东省实验中学2026 届高三第一次诊断考试
读后续写二次开发学案学生版
47. 阅读下列文章，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 final bell on Friday rang through the classroom, but instead of the usual hurried packing, Tim remained
seated, his eyes bright with anticipation. He turned to Jack with an expression that mixed friendship with friendly
competition. “This history presentation,” Tim began, his voice carrying both excitement and challenge, “could really let
us show what we’re capable of. I’ve been thinking about it since Mrs. Robins finished explaining the assignment.”
Jack carefully closed his history textbook, running his fingers along the cover thoughtfully. “It’s certainly an
interesting project,” he agreed, his tone measured. “The opportunity to explore something meaningful and share it with
the class. It feels more significant than our usual assignments.” Mrs. Robins asked them two to make a presentation
about an article they had seen in the museum.
A faint smile played on Tim’s lips. “I’ve already had some ideas brewing. I think I know exactly how to approach
this to make it truly impressive.” He studied Jack’s face, trying to read his friend’s thoughts. “What about you? Have
you decided on your strategy yet?” Jack returned the smile, though his eyes held a mysterious quality. “I have some
ideas, but I want to consider all my options carefully. There are different ways to approach something like this, and I
want to choose the method that feels most authentic.”
Tim leaned forward, his curiosity aroused. “But we have so much other work this weekend: math problems, that
literature essay, the science reading. Whatever approach we choose, it needs to be efficient without compromising
quality, don’t you think?” Jack simply nodded, thinking that efficiency did matter, but so did depth. He stood up,
putting his backpack over one shoulder. “I’m looking forward to seeing what we both will come up with.” With that, he
left the classroom.
As Jack walked away, Tim felt the familiar stir of their academic competition mixed with genuine curiosity about
his friend’s plans. The project represented more than just a grade; it was another chapter in their ongoing dialogue
about how to best engage with the world around them.
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。
Saturday came and Tim surfed online while Jack headed to the museum.
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When Jack delivered his presentation, students raised their heads, life coming to their eyes.
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【原文翻译】
周五的放学铃声在教室里响起，但Tim 没有像往常一样匆忙收拾书包，而是仍然坐着，眼睛
里闪烁着期待的光芒。他转向Jack，脸上带着一种混合了友谊和友好竞争的表情。“这次的历史
展示，”Tim 开口说道，声音里既有兴奋也有挑战，“真的能让我们展示出自己的能力。自从
Robins 老师布置完这个任务，我就一直在想它了。”
Jack 仔细地合上历史课本，手指若有所思地划过封面。“这确实是一个有趣的项目，”他赞
同道，语气审慎。“有机会探索一些有意义的东西并与全班分享。它感觉比我们平时的作业更重
要。” Robins 老师要求他们两人就他们在博物馆看到的一篇文章做一个展示。
Tim 的唇边掠过一丝淡淡的微笑。“我已经有了一些想法在酝酿。我想我确切地知道该如何
着手，让它真正令人印象深刻。”他端详着Jack 的脸，试图读懂朋友的想法。“你呢？你已经
决定好你的策略了吗？”Jack 也报以微笑，虽然他的眼神带着一种神秘感。“我有一些想法，但
我想仔细考虑我所有的选择。处理这类事情有不同的方法，我想选择感觉最真实的那种。”
Tim 向前倾了倾身子，好奇心被激起。“但是我们这周末还有很多其他工作：数学题、文学论文、
科学阅读。无论我们选择哪种方法，都需要高效且不牺牲质量，你不觉得吗？”Jack 只是点了点
头，心想效率确实重要，但深度也很重要。他站起来，把背包挎在一侧肩膀上。“我很期待看到
我们俩都能拿出什么作品。”说完，他离开了教室。
当Jack 离开时，Tim 感受到了他们之间学术竞争中熟悉的那种躁动，夹杂着对朋友计划真正的
好奇。这个项目不仅仅代表一个分数；它是他们关于如何最好地参与周围世界这场持续对话的又
一章节。
【写作训练步骤】
第一步：通读全文，深度解读
读情节：
开端: 周五放学，Tim 和Jack 讨论历史展示项目，二人均表现出兴趣和思考。
发展: 二人对项目准备方式暗示不同：Tim 倾向于_____________________；Jack 则更注重
_____________________。
转折: Jack 留下神秘感离开，Tim 感受到竞争与好奇。项目被赋予更深层意义——。
高潮: 周末到来，二人分头行动（Tim 上网，Jack 去博物馆），不同的研究方法开始实践。
续写开端: 具体描写。
续写结局: _____________________环节，Jack 的展示效果及其带来的影响和感悟。
读人物:
Tim: 积极、有竞争意识、、好奇心强。
Jack: 沉稳、、注重真实性和深度、行动派（去博物馆），带有神秘感。
Mrs. Robins & 同学们: 构成故事背景和观众。
读时态：
全文以_____________________为主，续写需严格保持一致。
读冲突：
外在冲突: 无激烈矛盾，但存在_____________________的潜在对比。
内在冲突: Tim 对Jack 方法的好奇与自身竞争意识的交织；可能存在的对"最佳方法"的思考。
读情绪发展：
期待/兴奋 → 好奇/猜测（对Jack 的计划）→ 分头行动（Tim 可能高效但常规，Jack 可能深入
但未知）→ （续写发展：）→ （续写结局：）
读主题：
学习方法论：效率与深度 (Efficiency vs. Depth in Learning)
知识与体验：二手信息与一手经验 (Second-hand Information vs. First-hand Experience)
_____________________ (Personal Growth amid Competition and Camaraderie)
发现真正的"价值"与"印象深刻" (Discovering True "Value" and "Impression")
第二步：【十句五定法】—— 搭建你的写作框架
段落
句子功能
你的句子构思
第一
段
1. 接续Hint1
分别具体描写Tim 在线搜索和Jack 在博物馆的行为（Tim 找到什
么？Jack 看到/感受到什么？）。
2. 动作/心理推
进
描写Tim 在搜索过程中的心态变化（是否顺利？是否满足？）。
3. 有效过渡
描写Jack 在博物馆的独特发现或体验（与Tim 可能找到的不同的东
西）。
4. 有效衔接
将二人的努力与展示日连接起来（例如：周日晚，二人分别完成准
备）。
5. 段落收束
以Tim 对Jack 展示内容的好奇或对自己准备的反思结束本段。
第二
段
6. 接续Hint2
具体描写Jack 展示开始时如何吸引同学（语言、道具、开场
白？）。
段落
句子功能
你的句子构思
7. 情节发展
描述Jack 展示的核心内容（他分享了什么博物馆的见闻或感
悟？）。
8. 主题升华
通过Jack 的讲述或Tim 的内心活动，点明一手经验的价值或深度探
索的意义。
9. 结局呈现
描述展示结束后同学的反应、Tim 的感受以及二人之间的互动。
10. 富有余韵
的结尾
用一个总结性的句子点明这次经历对Tim 或二人友谊的影响。
第三步：【微写作训练】—— 打磨你的语言
训练一：环境描写 · 烘托心情
Tim 坐在电脑前，_____________________，努力从_____________________中筛选出关键点。
博物馆里，Jack 沉浸在_____________________中，着玻璃柜后文物上的。
当Jack 开始展示时，同学们_____________________ ，他的话语让他们对历史
_____________________。
训练二：人物刻画 · 于细微处见真情（连线）
他很专注。 A. His brow was furrowed in concentration as he compared different online sources.
他很受启发。 B. A spark of excitement ignited in his eyes as he listened, his pen hovering over his
notebook, eager to jot down ideas.
他充满自信。 C. He stood straight, made eye contact with his classmates, and spoke in a clear,
measured tone that commanded respect.
我选择仿写第____句：___________________________________________________________
训练三：情感表达 · 找到"高级替身"
例句升级：
原句：Tim found a lot of good information online, but Jack's presentation made the class more
interested and helped them understand history better.
升级句: ___________________________________________________________
训练四：动作细节 · 让情感可视化
细节版: Tim ___________________________, rubbing his ___________________ as he
___________________________ between dozens of open browser tabs.
细节版: Holding up a ___________________________, Jack ___________________________ it for
the class to see, his voice ___________________________ as he explained its story.
训练五：象征与隐喻 · 让主题更深刻
网络搜索 (The online search) → 如同 _____________________。
博物馆之旅 (The museum visit) → 如同 _____________________。
这次展示的对比 (The contrast in their presentations) → 让Tim 深刻理解了
_____________________。
第四步：综合训练与范文引导
训练：补全段落
请根据上下文，在横线处填入最恰当的词语或短语。
Paragraph 1
Saturday came and Tim surfed online while Jack headed to the museum. Tim's screen glowed with
countless articles and digital archives. ____________________________ (1). Yet, after hours of
clicking, ____________________________ (2). Meanwhile, Jack wandered through the museum's quiet
halls. ____________________________ (3). He took notes not just on dates, but on the textures, the
faint patterns, the stories these silent objects whispered. ____________________________ (4). By
Sunday evening, Tim had a polished presentation, but Jack carried something more:
____________________________ (5).
(1) ___________________________________________________________
(2) ___________________________________________________________
(3) ___________________________________________________________
(4) ___________________________________________________________
(5) ___________________________________________________________
Paragraph 2
When Jack delivered his presentation, students raised their heads, life coming to their eyes. He began
not with a bullet point list, but by holding up his sketch of the pottery bowl. "This," he said softly,
____________________________ (6), "isn't just an object. It's a fragment of someone's daily life." He
spoke of the people behind the artifact, weaving the facts Tim had also found into a narrative about
hopes, struggles, and humanity. ____________________________ (7). He realized Jack hadn't just
researched history; ____________________________ (8). As Jack concluded, the applause was genuine
and warm. Mrs. Robins smiled, her eyes shining with approval. After class, Tim walked over to Jack.
"You didn't just tell us about history," Tim admitted, ____________________________ (9). "You made
us feel it. I guess... I guess efficiency isn't everything." Jack smiled. "Different paths," he said warmly,
____________________________ (10). "But they both led us to learn something valuable."
____________________________ (11).
(6) ___________________________________________________________
(7) ___________________________________________________________
(8) ___________________________________________________________
(9) ___________________________________________________________
(10) ___________________________________________________________
(11) ___________________________________________________________
【学生版学案 参考答案】
第一步：通读全文，深度解读
读情节： 发展: Tim 倾向于高效、令人印象深刻的方法；Jack 则更注重真实、深度和深思熟虑的选择。 转折:
关于如何与世界互动的对话。 续写开端: 二人不同的准备过程及其效果/发现。 续写结局: 展示。
读人物： Tim: 注重效率和最终效果的呈现。 Jack: 深思熟虑。
读时态： 一般过去时。
读冲突： Tim 与Jack 之间不同的学习方法和工作理念。
读情绪发展： Tim 可能发现网络资料的局限，Jack 获得一手体验；Jack 展示带来震撼，Tim 领悟，友谊与理
解加深。
读主题： 竞争与合作下的个人成长。
第三步 & 第四步：微写作及综合训练参考答案
训练一：
scrolling rapidly (快速浏览); information overload (信息过载)。
the solemn atmosphere (肃穆的氛围); observing meticulously (细致观察); the traces of history (历史的痕迹)。
listened with rapt attention (全神贯注地听); gained a sudden clarity of understanding (豁然开朗)。
训练二： 连线: 1-A; 2-B; 3-C。
训练三：
Tim had assembled a comprehensive collection of facts online, but it was Jack's presentation that captivated the class,
allowing them to grasp the essence of the historical period in a way no website could.
训练四：
leaned back in his chair with a sigh (靠在椅背上叹了口气); tired eyes (疲惫的眼睛); switched wearily (疲倦地切换)。
carefully replicated artifact (精心复制的文物); gently turned over (轻轻地把它翻过来); dropping to a more intimate
tone (降到更亲切的语调)。
训练五：
a wide but shallow net, catching many facts but perhaps missing the soul of the matter (一张宽而浅的网，抓住了许
多事实，但可能遗漏了事物的灵魂)。
a deep dive, bringing him face to face with the tangible echoes of the past (一次深潜，让他得以面对面地感受过去
切实的回响)。
the difference between knowing about something and truly connecting with it (了解某事与真正与之产生连接之间的
区别)。
第四步：综合训练
(1) He efficiently compiled facts and images, creating sleek slides
(2) a sense of emptiness crept in; the information felt distant and recycled
(3) He stopped before a simple pottery bowl from the era, imagining the hands that had shaped and used it
(4) He even sketched the artifact in his notebook, capturing its essence beyond what a photo could convey
(5) a tangible connection to the past and a story he was eager to share
(6) his voice carrying a reverence that hushed the room
(7) Tim, who had planned to critically assess Jack's work, found himself utterly captivated
(8) he had managed to bridge the gap between the past and the present, making it resonate deeply with his audience
(9) a newfound respect evident in his tone
(10) clapping Tim on the back
(11) Their friendly competition had once again deepened into mutual understanding and growth
