高考英語二輪復(fù)習：讀后續(xù)寫專題一、題型簡介讀后續(xù)寫（ContinuationWriting）是高考英語寫作中的創(chuàng)新題型，旨在綜合考查學生的閱讀理解能力、邏輯推理能力、語言運用能力及創(chuàng)造性思維。其核心要求為：考生需在閱讀一篇未完成的敘事性短文（通常約350詞）后，根據(jù)原文情節(jié)、人物設(shè)定及語言風格，補寫兩個段落（約150詞），使故事邏輯完整、主題升華。該題型的特點可概括為以下四方面：1.語言材料的限定性原文提供明確的故事情境（如沖突、轉(zhuǎn)折或懸念），語言風格（如幽默、懸疑或溫情）及人物關(guān)系（如家庭矛盾、友情考驗），考生需嚴格遵循原文設(shè)定，避免偏離主線或改變?nèi)宋镄愿瘛?.故事情境的開放性雖受原文框架約束，但續(xù)寫部分需體現(xiàn)合理想象。例如，原文可能以“主人公陷入困境”結(jié)尾，考生需設(shè)計符合邏輯的解決方案（如借助他人幫助、自我突破），同時傳遞積極價值觀（如勇氣、成長或和解）。3.人物角色的連貫性角色的言行、情感及動機需與原文一致。例如，若原文中主角性格內(nèi)向，續(xù)寫時不宜突然賦予其外向行為；若前文鋪墊了伏筆（如角色隨身攜帶的舊照片），續(xù)寫需呼應(yīng)細節(jié)，增強故事整體性。4.給定句的引導(dǎo)性題目會提供兩個段落的開頭句（通常為段首句或段尾句），作為續(xù)寫內(nèi)容的錨點?？忌鑼⒔o定句自然嵌入段落，確保情節(jié)過渡流暢。例如，若給定句為“Suddenly,thedoorcreakedopen...”，續(xù)寫需圍繞“開門”事件展開，解釋原因并推動故事高潮。二、考情分析1.命題趨勢與特點（1）語篇類型固定連續(xù)三年均選用記敘文，內(nèi)容圍繞“人與社會”主題語境展開，聚焦個人成長與社會互動。核心主題：誠信（2024年履約）、努力與突破（2023年寫作比賽、2022年帶病參賽）、互助與信任（2024年司機信任乘客）。情節(jié)模式：困境→解決→成長（如忘帶現(xiàn)金后履約、克服語言障礙獲獎、帶病完成比賽）。（2）語篇內(nèi)容特點貼近生活：場景多為日常情境（如乘車、校園活動、體育比賽），考生易產(chǎn)生共鳴。價值觀導(dǎo)向：強調(diào)積極品質(zhì)（誠信、毅力、責任感），要求續(xù)寫部分傳遞正向價值。國際化元素：2024年提及“布拉格”，暗示命題可能融入跨文化背景。（3）文本結(jié)構(gòu)與難度原文長度穩(wěn)定：詞數(shù)控制在310-325詞，情節(jié)緊湊，留有明確續(xù)寫空間（如懸念或未解決的沖突）。語言風格統(tǒng)一：多用簡單句、對話和心理描寫，語言平實但情感細膩（如2023年“老師的鼓勵”）。2.考查重點與能力要求（1）文本分析能力需精準捕捉原文關(guān)鍵信息：人物性格（如2024年主人公的誠信、2022年David的頑強）；矛盾沖突（如忘帶現(xiàn)金、語言障礙、身體疾?。?；伏筆與細節(jié)（如2024年“返程時支付”需在續(xù)寫中兌現(xiàn)）。（2）邏輯銜接能力確保續(xù)寫段落與原文在情節(jié)、情感、語言風格上無縫銜接。例：2023年需體現(xiàn)“努力過程”與“獲獎結(jié)果”的因果關(guān)系；2022年需合理描寫David如何克服身體困難。（3）創(chuàng)造性思維在限定框架內(nèi)合理想象，設(shè)計符合邏輯的結(jié)局（如2024年需解釋“如何履約”）。避免機械模仿原文，需通過細節(jié)（如動作、對話）推動情節(jié)發(fā)展。三、備考策略（一）讀——讀懂材料（審題與閱讀）1.細讀文章主題清。讀主題：文章主題立意積極向上，弘揚人性社會正能量；2.故事情節(jié)加感情。讀情節(jié)：借助記敘文“故事山”，抓住故事中最大“沖突”，厘清情節(jié)和情感兩條主線；3.語言風格須沿用。讀語言：對話體，敘述體，描寫手段，人物性格、情感轉(zhuǎn)變。培養(yǎng)閱讀能力：理解原文內(nèi)容，準確理解原文篇章結(jié)構(gòu)的關(guān)鍵信息，能深入理解原文的內(nèi)容要素、內(nèi)容發(fā)展、邏輯關(guān)系、語言特點等。續(xù)寫故事應(yīng)符合積極的世界觀和價值觀取向，邏輯合理，情節(jié)連貫。要閱讀語篇，從“人與自我、人與社會、人與自然”三個主題語境進行分析，把握故事主題，防止主題跑偏和故事情節(jié)離奇荒誕。學會分析情節(jié)，分析故事情節(jié)一般從故事六要素著手，即who、when、where、what、why、how，然后理順故事情節(jié)發(fā)展線和主人公的情感變化線。這樣，故事的人物、事件和主要人物的心理變化就會一目了然，為接下來的續(xù)寫做好準備。（二）思——構(gòu)思情節(jié)（布局與銜接/融合）牢記：續(xù)寫內(nèi)容+所給材料=一篇完整的故事短文！1.布局情節(jié)思路形。思考布局，預(yù)設(shè)情節(jié)：續(xù)寫第一段指向故事中“矛盾或問題的解決方法”，續(xù)寫第二段指向故事中“解決方法的結(jié)果”；2.勿添人物和時空。構(gòu)思情節(jié)一般不要添加新的人物，也不輕易拉長故事發(fā)生的時間和空間；3.銜接融合記心中。思考首句，關(guān)注銜接。銜接1：續(xù)寫第一段與第一段給出句的銜接；銜接2：續(xù)寫第一段與第二段給出句的銜接；銜接3：續(xù)寫第二段與第二段給出句的銜接；銜接4：續(xù)寫兩段與材料的銜接與連貫。構(gòu)思續(xù)寫情節(jié)，分析段首句，根據(jù)段首句的關(guān)鍵信息提出問題，預(yù)設(shè)故事情節(jié)發(fā)展走向。關(guān)注銜接，思考故事如何結(jié)尾，如何與前文做好首尾呼應(yīng)，邏輯性應(yīng)強，體現(xiàn)故事主題，構(gòu)思出一篇內(nèi)容完整的故事短文。培養(yǎng)思維能力：在根據(jù)原文進行續(xù)寫時體現(xiàn)出創(chuàng)造性。培養(yǎng)學習能力：閱讀原文后學習原文作者的語言特點和寫作方式。（三）寫——寫出好文（語言和手法）1.先列提綱初稿成。語言要銜接：詞匯銜接——原詞復(fù)現(xiàn)、同義詞近義詞復(fù)現(xiàn)、反義詞同現(xiàn)；語法銜接與照應(yīng)——冠詞、替代、省略；邏輯關(guān)聯(lián)語銜接——轉(zhuǎn)折、因果、次序、遞進、并列。記敘描寫交替用。表達要豐富：細節(jié)描寫，增加畫面感和表現(xiàn)力。主要是所見（人物和環(huán)境描寫）、所思（心理描寫）、所言（語言描寫）、所做（動作描寫）、所處（環(huán)境描寫），描寫點到為止，不可喧賓奪主，注意與材料的呼應(yīng)；運用并列結(jié)構(gòu)、復(fù)合句、非謂語動詞、with復(fù)合結(jié)構(gòu)和適當運用修辭手段等，原則是先寫對再寫高級。3.內(nèi)容連貫和呼應(yīng)。內(nèi)容要連貫：五要原則——情節(jié)要基于現(xiàn)實生活，想象要合情合理；情節(jié)設(shè)計要基于原文，圍繞主題，使短文內(nèi)容完整；情節(jié)內(nèi)容要保證上下文連貫；情節(jié)設(shè)計要最后升華主題，首尾照應(yīng)。4.檢查要點寫工整.培養(yǎng)寫作能力：（1）內(nèi)容產(chǎn)出，能在原文的基礎(chǔ)上創(chuàng)造出新的內(nèi)容，能與原文內(nèi)容保持融洽，形成有效協(xié)同；（2）語言運用，能使用豐富的詞匯和句子結(jié)構(gòu)并且使用準確、恰當，與原文的詞匯和句子結(jié)構(gòu)甚至語言風格協(xié)同（較高要求）；（3）篇章結(jié)構(gòu)，能與原文合理銜接，能使用恰當?shù)倪B接手段使續(xù)寫完整、連貫。四、評分細則1.本題總分為25分，按5個檔次評分。2.評分時需綜合考慮以下方面：(1)續(xù)寫內(nèi)容的質(zhì)量、完整性及與原文情境的融洽度；(2)詞匯和語法結(jié)構(gòu)的準確性、恰當性及多樣性；(3)上下文銜接和全文連貫性。3.評分時先確定整體檔次，再綜合衡量后給分。4.其他注意事項：(1)詞數(shù)少于120的酌情扣分；(2)書寫較差影響交際的酌情扣分；(3)拼寫和標點符號錯誤視影響程度扣分，英、美拼寫均可接受?！痉謾n劃分標準】第五檔（很好）（21～25分）(1)與原文高度融洽，段落開頭語銜接合理，內(nèi)容新穎、豐富、有邏輯，續(xù)寫完整；(2)語法和詞匯豐富準確，錯誤極少且不影響表達；(3)自然使用連接成分，結(jié)構(gòu)緊湊，全文清晰連貫。第四檔（好）（16～20分）(1)與原文融洽度較高，段落銜接較合理，續(xù)寫較完整；(2)語法和詞匯較豐富，少量錯誤不影響表達；(3)有效使用連接成分，結(jié)構(gòu)較清晰連貫。第三檔（適當）（11～15分）(1)與原文關(guān)系密切，段落開頭語有銜接，但部分情節(jié)不合理；(2)語法和詞匯基本滿足要求，個別錯誤影響表達；(3)使用簡單連接成分，結(jié)構(gòu)基本清晰。第二檔（較差）（6～10分）(1)與原文有一定關(guān)聯(lián)，但內(nèi)容或邏輯問題較多，續(xù)寫不完整；(2)語法單調(diào)，詞匯有限，錯誤影響表達；(3)連接成分較少，內(nèi)容欠連貫。第一檔（差）（1～5分）(1)與原文銜接差，內(nèi)容或邏輯問題嚴重，續(xù)寫不完整或脫節(jié)；(2)語法單調(diào)，詞匯貧乏，錯誤嚴重影響表達；(3)缺乏連接成分，結(jié)構(gòu)混亂。0分未作答；內(nèi)容過少或無法辨認；內(nèi)容完全抄襲或與題目無關(guān)。五、實戰(zhàn)演練【名校模擬】題源：2025屆廣東省高三英語二模閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Marywatchedasstudentscrowdedaroundanoticeannouncingthattheschool’sradiostationwaslookingforasecondhost.Butterfliesfilledherstomach—shehadalwaysdreamedofbecomingacampushost.Theradiostationwasabigdeal;itairedmusic,schoolannouncements,andentertainingshowsthateveryonetunedintoduringlunchbreaks.Olivia,thecurrenthost,wasconfidentandtalented,earningwidespreadadmiration.Incontrast,Marywasnaturallyshy,andspeakinginfrontofothersmadehernervous.Still,shedecidedtogiveitatry,evenasaclassmateremarked,“You?Youcanbarelyreadaloudinclasswithoutstumbling（磕磕絆絆）!”Notdiscouraged,Marypracticedeveryeveningbyreadingaloudfromhertextbooks.Atfirst,shestumbledoverherwords,butgraduallyherreadinggrewsmootherandherpronunciationclearer.Sheevenborrowedbooksonpublicspeakingfromthelibrarytolearnvocaltechniques.Whileherclassmateschattedandlaughed,shequietlyabsorbedeverydetail,determinedtobuildherskills.Thedayoftheinterviewfinallyarrived.Holdingthecoldmicrophone,Maryfeltherhandsgrowsweaty.Shereadtherequiredtextsperfectly—rehearsed(排練)thousandsoftimes—butshestruggledduringtheimprovised(即興的)part.“Sir,I’vebeenpracticingformonths,andI’mwillingtoworkhardtolearn,”shebegged.Mr.Cartersmiledgentlyandsaid,“Iappreciateyourdeterminationandyourexcellentreading.Butduringalivebroadcast,anythingcanhappen,andyouneedtodrawyouraudience’sattentionwithgenuineemotionratherthansimplyreadingfromascript.”Thatday,noonepassedtheinterview;everyoneleftexceptMary.Lostinthought,sherealized,“Theproblemisn’twithmypronunciationorreading…”Itsuddenlystruckherthatshecouldjointheradioteaminasupportingroletolearnwhatittrulytakestobeahost.注意：寫作詞數(shù)應(yīng)為150左右；請在答題卡的相應(yīng)位置作答。 SheaskedMr.Carterforpermissionandbeganbytakingonsmalltasks.Thenoneday,Mr.Carterrushedinwithunexpectednews:Oliviahadsuddenlyfallenill.【篇章情節(jié)——理一理】人稱：第三人稱為主時態(tài)：一般過去時為主人物：Mary（渴望成為校園電臺主持人的學生）、Olivia（現(xiàn)任電臺主持人）、Mr.Carter（面試官或電臺負責人）情節(jié)：Marydiscoversradiohostauditionnotice.(Radiostation’spopularity,Olivia’ssuccess,Mary’sshynature)→Classmate’sridiculesparksMary’sresolve→Auditionday:Perfectscriptedperformancevs.improvisedstruggle;Mr.Carter’scriticalfeedback:“Genuineemotion>scriptreading”→Mary’s“aha!”momentaboutsupportingroles【思路延伸——想一想】Para1:SheaskedMr.Carterforpermissionandbeganbytakingonsmalltasks.Q1:WhatspecificskillsdidMarydevelopasasupportingrole?Q2:HowdidobservingOlivia’shostingstyleinfluenceMary’sownapproachtoconnectingwithanaudience?Q3:DidMaryencountermomentsofself-doubtwhilepracticingalone?Howdidshepushthroughthem?Para2:Thenoneday,Mr.Carterrushedinwithunexpectednews:Oliviahadsuddenlyfallenill.Q1:HowdidtheyreacttoOlivia’sabsence?Q2:HowdidthelistenersrespondtoMary’suniquestylecomparedtoOlivia’s?Didanyonerecognizehergrowth?【參考范文】Paragraph1:SheaskedMr.Carterforpermissionandbeganbytakingonsmalltasks.Organizingscripts,preparingplaylists,andsettingthefacilities,Marythrewherselfintothesetasks,treatingeachoneasanopportunitytolearn.Duringbreaks,sheobservedOlivia’shostingtechniques—howshehandledtechnicalissuesandmanagedtomaketheaudiencefeelexcitedandengaged.Whennoonewasaround,shewouldpractice,pretendingtohostherownshow,announcingimaginaryschoolnews,recitingpoems,orintroducingsongs,justlikeOliviadid.Asdaysturnedintoweeks,hernotebookwasfilledwithherthoughtsandreflections.Maryfeltmoreconfident,andshehopedshecouldfinallysharehervoicewiththeschool.Paragraph2:Thenoneday,Mr.Carterrushedinwithunexpectednews:Oliviahadsuddenlyfallenill.Marystoodup,herpalmssweatingbutvoicesteady.“I’velearnedalotthesedays.MayItry?”Thestudiofellsilent.Mr.Carterstudiedherdeterminedfaceandnodded.Holdingthecoldmictightly,Mary’sclearvoiceflowedthroughthespeakers.Sheperfectlyreportedthenewsthatday,playedupbeatmusic,andevensharedfunstoriesabouttheirschool’shistory.Studentspausedtheirsandwiches,recognizingthenewvoice.Bybroadcastend,theradioofficebuzzedwithapproval.Mr.Cartersmiled,“Seemswealreadyhaveoursecondhost.”Marywasstillholdingthemic,whichwasn’tcoldanymore,butheldthewarmthofeveryhostwho’deverpanicked,triumphed,andgrownhere—includingher.語料積累：throwherselfintothesetasks全身心投入pretendtohostherownshow模擬主持自己的節(jié)目notebookfilledwiththoughts寫滿想法的筆記palmssweatingbutvoicesteady掌心冒汗但聲音沉穩(wěn)perfectlyreportthenews完美播報 upbeatmusic歡快音樂buzzwithapproval贊許聲四起★Organizingscripts,preparingplaylists,andsettingthefacilities,Marythrewherselfintothesetasks,treatingeachoneasanopportunitytolearn.組織腳本、準備播放列表和設(shè)置設(shè)施，瑪麗全身心投入這些任務(wù)，把每一個任務(wù)都當作學習的機會。（這句話通過排比手法列舉了Mary承擔的多項工作，用“全身心投入”凸顯其敬業(yè)精神）★Whennoonewasaround,shewouldpractice,pretendingtohostherownshow,announcingimaginaryschoolnews,recitingpoems,orintroducingsongs,justlikeOliviadid.當周圍沒有人的時候，她就會練習，假裝在主持自己的節(jié)目，播報虛構(gòu)的校園新聞，朗誦詩歌，或者介紹歌曲，完全復(fù)刻Olivia的專業(yè)范兒。（四個動賓短語形成遞進式學習鏈條，暗示從模仿到創(chuàng)新的質(zhì)變，為下文救場做鋪墊）★Studentspausedtheirsandwiches,recognizingthenewvoice.學生們停下咬了一半的三明治，這個新聲音，值得側(cè)耳傾聽。（“舉著三明治的手停在半空”用定格畫面制造懸念，側(cè)面烘托主持魅力）★Marywasstillholdingthemic,whichwasn’tcoldanymore,butheldthewarmthofeveryhostwho’deverpanicked,triumphed,andgrownhere—includingher.麥克風在她掌心發(fā)燙，凝結(jié)著歷代主持人曾經(jīng)歷的恐慌、勝利與成長，此刻也鐫刻著她自己的故事。（“慌亂—欣喜—熱忱”形成時間縱深感，暗合人物成長軌跡。）【真題鏈接：2022年新高考I卷&2022年新高考II卷】閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路線)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊惱).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右。2.開頭已給出。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.【篇章情節(jié)——理一理】人稱：第一人稱和第三人稱并用時態(tài)：一般過去時人物：“I”（aspecialeducationteacherattheschool）theschool’scoachDavid：10-year-oldboywithbraindisorder情節(jié)：Thenarrator“I”discoveredDavid’sintentiontowithdrawfromtherace.“I”approachedthecoachforclarification.Davidsufferedfromabraindisorderthatimpairedhisabilitytowalkorrunnormally.Yethemadeeveryefforttoparticipateinactivitiesandnevermissedasingletrainingsession.【思路延伸——想一想】Para1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Q1:HowshouldIpersuadeDavidintodoingthecross-countryrun?WhatwasDavid’sreactiontomyarguments?Q2:Does“Davidmoveduptothestartingline”inparagraph2suggestDavidagreedtorun?Q3:Howcanwedescribehisreactiontoconnectthetwoparagraphs?Para2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Q1:HowcanwedescribeDavid’srunningtorelatetothegiventext?Q2:HowmighttheaudiencereacttoDavid’srunning?Q3:Whatisaproperending?佳句：1.David很受鼓勵，他深吸了一口氣，鼓起勇氣，“我會試一試的?！盌avidwasinspired,sohetookadeepbreathandgatheredhiscourage,“Iwillgiveitatry”.（兩連動詞描寫+對話）2.他努力往前跑，小小的身子隨著奔跑的節(jié)奏搖晃著。Hestruggledtorunforward,andhissmallbodyrockedwiththerhythmofhisrun.（肢體動作描寫，并列句）3.同學們紛紛出現(xiàn)在賽道上，熱情地為他鼓勁，“加油！你能做到！”Classmatesallappearedontheracingtrack,andcheeredforhimenthusiastically,“Comeon!Youcanmakeit!”（雙連動作描寫+副詞+對話）4.在雷鳴般的歡呼聲和掌聲中，David滿含驕傲和興奮的淚水沖過終點線。Tothethunderouscheersandapplause,Davidcrossedthefinishlinewithtearsofprideandexcitementspillingoutofhiseyes.(環(huán)境氣氛描寫）5.David笑著說道：“謝謝你，你讓我意識到，如果為我的目標而努力，我總會成為贏家?！盌avidsmiledandsaid,“Thankyou.YoumademerealizeI’dalwayscomeoutawinnerifIwantedsomethingbadlyenoughtoworkforit.”(結(jié)尾句升華主題)【參考范文】Paragraph1:Wesatdownnexttoeachother,butDavidwouldn’tlookatme.Hehunghishead,tryingtoavoideyecontactwithme.Itwasatrickymoment,callingforagoodchoiceofwords.Havingthoughtitover,Imentionedsomeeventswhichwonpeople’spraiseforhisdeterminationandperseverance.Hisfacebegantolighten.Headdedthateventhejudgesthumbedupathim.Then,thewhistlewentoffandthecompetitorsbegantotaketheirplaces.Tomyjoy,Davidslowlyrosetohisfeet.Paragraph2:IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Davidstoodfirmlyinhisposition,ignoringanythingaround.Pushingforwardwithoutbalance,hewasleftbehind.However,whenhecameintosight,thespectatorsburstintothunderouscheersandapplause.Inspiredbytheenthusiasmandencouragement,Davidquickenedhispaceinhighspirits.Itturnedoutthatheachievedhisbestrecordever.Seeinghisconfidentsmiles,Isighedinrelief.Withthepowertoconquerhimself,hecanconqueranythingonthewaytoapromisingfuture.語料積累：avoideyecontact避免眼神接觸 trickymoment微妙時刻 lightenv.使變亮；使明亮 thumbup豎起大拇指burstinto突然開始；突然爆發(fā)conquerv.（通過努力）控制，對付，克服（問題、困難等）★Havingthoughtitover,Imentionedsomeeventswhichwonpeople’spraiseforhisdeterminationandperseverance.經(jīng)過一番思量，我提起幾件他因堅韌不拔而贏得人們贊譽的事。（句子采用分詞短語開頭，通過完成時態(tài)強調(diào)思考的完整性，為后續(xù)主句提供邏輯鋪墊。關(guān)系代詞“which”引導(dǎo)的定語從句，修飾先行詞“events”。）★Davidstoodfirmlyinhisposition,ignoringanythingaround.大衛(wèi)堅定地站著，無視周圍一切。（通過“firmly”和“ignoring”的對比，突出專注力）★thespectatorsburstintothunderouscheersandapplause觀眾爆發(fā)出雷鳴般的歡呼和掌聲（“thunderous”夸張手法，強化感染力的描寫）★Inspiredbytheenthusiasmandencouragement,Davidquickenedhispaceinhighspirits.在熱情與鼓勵的激勵下，大衛(wèi)精神抖擻地加快步伐。（用“quickenedhispaceinhighspirits”展現(xiàn)情緒與動作的聯(lián)動）★Withthepowertoconquerhimself,hecanconqueranythingonthewaytoapromisingfuture.擁有征服自我的力量，他就能征服通往光明未來路上的一切。（哲理式收尾，主題升華有力）【真題鏈接：2023年新課標I卷&2023年新課標II卷】WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(銀匠)inBostonwhorodeahorseatnightonApril18,1775toLexingtontowarnpeoplethatBritishsoldierswerecoming.Mystorywouldcomestraightfromthehorse’smouth.Notabrilliantidea,butfunny;andunlikelytobeanyoneelse’schoice.Whatdidthehorsethink,ashespedthroughthenight?Didhegettired?Havedoubts?Didhewanttoquit?Isympathizedimmediately.Igottired.Ihaddoubts.Iwantedtoquit.But,likeRevere’shorse,Ikeptgoing.Iworkedhard.Icheckedmyspelling.Iaskedmyoldersistertocorrectmygrammar.Icheckedoutahalf-dozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloud,andsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin,Iwouldn’tcare.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Iwenttomyteacher’sofficeaftertheawardpresentation.【篇章情節(jié)——理一理】Iwasaskedbymysocialstudiesteachertoenterawritingcontest.AndIsaidnobecauseIdidn’tlikewritingandwasn’tgoodatEnglish.Encouragedbymysocialstudiesteacher’swords,Iagreedtogiveitatry.Ichosethesubjectandwrote.ThenIpolishedupmyessayandgaveittomyteacher.Aftergettingfeedbackfromtheteacher,Iwroteitagain,andagainandagain.Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Q1:WhatwasthenewsandhowdidIfeelwhenIgotthenews?Q2:WhatwouldIdo?Iwenttomyteacher’sofficeaftertheawardpresentation.Q1:WhydidIgototheteacher’sofficeaftertheawardpresentation?Q2:WhatdidIseeanddowhenIgotintotheteacher’soffice?Q3:WhatdidIsay?Howdidtheteacherrespond?Q4:Whatisaproperending?【思路延伸——想一想】得知比賽結(jié)果的心情：短語篇：（1）興奮，激動beoverwhelmedwithexcitement sb’sjawdrops/fallsjumptoone’sfeet one’sfaceislitupwithexcitementsb’svoiceischokedwithexcitement awildexcitementtakesholdof...one’seyestwinklewithexcitement handstremblewitheagerness（2）高興canhardlyconcealone’sexcitement satisfiedlookbedelightedat incheerfulspiritsjumpwithjoy feelamixtureofexcitementandhappinessbrightensb’sheart becontentwith（3）驚喜，驚訝alookofsurprisespreadsoverone’sface one’seyesflashalookofshock/surpriseatsbgaspinastonishmentat betoostunnedtospeakbelostforwords eyesopenwideinwonderment佳句篇：（1）Shockedandelated,Ihardlybelievedit.我既震驚又高興，簡直不敢相信。（2）ThemomentIsawmynameinthewinner’slist,myheartleapedwithjoy.當我看到自己的名字在獲獎名單上時，我的心高興得怦怦直跳。（3）ThemomentIfoundoutthatIhadwonthewritingcompetition,Iwasoverwhelmedbyastrongfeelingofastonishment,mixedwithasenseofexhilaration.當我發(fā)現(xiàn)自己贏得了寫作比賽的那一刻，我既驚訝又興奮。（4）NeverinmywildestdreamshadIimaginedthatallthehardworkIputintopolishingmyessaywouldonedaybearsweetfruit.我做夢也沒想到，我為潤色文章所付出的所有努力有一天會收獲良多。（5）Allthehardwork,thelatenights,thedoubtsandfears,hadpaidoff.所有的埋頭苦干、挑燈夜戰(zhàn)、懷疑和恐懼都得到了回報。2.獲獎時的情景：短語篇：receivetheaward holdanexquisitetrophyaroundofapplause loud/thunderousapplauseabunchofflowers thecheeringcrowd佳句篇：（1）Thencamethebigday.到了頒獎典禮的那一天。（2）Shortlyafterwards,Ifoundmyselfonthestageintheschoolhallwheretheawardpresentationwasheld.不久之后，我發(fā)現(xiàn)自己站在舉行頒獎典禮的學校禮堂的舞臺上。（3）AsIsteppedontothestage,theapplausefromtheaudiencefilledmyears.當我走上舞臺，觀眾的掌聲充滿了我的耳朵。（4）Holdingtheawardinmyhand,Ifeltasurgeofprideandgratitude.握著獎杯，我感到一陣驕傲和感激。3.進入老師辦公室時的場景：短語篇：（1）表達感激expressone’sheartfeltgratitude hugsbpatsbontheback/shoulder sendabunchofflowersbegratefulforsth givesba(tender)hugholdsbtightlyinthearms holdone’shandstightly（2）表達感動betouchedtofindthat... bemovedwithtearsawarmcurrent misty/moisteyesbetoucheddeeply/immensely tearswellupintheeyeswithalumpinone’sthroat（3）表達祝賀gavesbathumbsup Congratulations!佳句篇：（1）Sharingthismomentofsuccesswithmyteacher,Ifeltadeepsenseofgratitudeforhisencouragement.與老師分享這個成功的時刻，我對他的鼓勵深表感激。（2）AssoonasIsawhim,Itrottedoverandgavehimabighug.我一看到他，就小跑過去給了他一個大大的擁抱。（3）Hewarmlyinvitedmetositdown,gavemeathumbsupandsaid,“Congratulations!Iknewyoucoulddoit!”他熱情地邀請我坐下，豎起大拇指，說：“祝賀你！我就知道你能做到！”Hiseyeslitupwithpride,andhecongratulatedmewithabroadsmile.他的眼睛里充滿了自豪，他燦爛笑著，向我表示祝賀。4.結(jié)尾升華句：（1）Thisexperiencemademerealizethataslongaswearebraveenoughtotry,wecansurelyachievesuccess.這次經(jīng)歷讓我意識到，只要我們勇于嘗試，就一定能夠取得成功。（2）Ilearnedalotfromthiscontest,notonlyimprovingmywritingskillsbutalsoboostingmyconfidence.我從這次比賽中學到了很多，不僅提高了寫作能力，還增強了自信心。（3）Iamgratefultomyteacher,whoseencouragementandsupporthelpedmediscovermypotential.我感謝我的老師，他的鼓勵和支持讓我發(fā)現(xiàn)了自己的潛能。（4）Thiscontestchangedthecourseofmylifeandhelpedmefindmydirection.這次比賽改變了我的人生軌跡，讓我找到了自己的方向。（5）Iwillneverforgetthisexperience,whichwillalwaysbeoneofthemostpreciousmemoriesofmylife.我永遠不會忘記這次經(jīng)歷，它將永遠是我人生中最寶貴的回憶之一?！緟⒖挤段摹縋aragraph1:Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Awaveofastonishmentsweptoverme.Iwonfirstprize.Recallingthepaststrugglingdays,Ideeplysensedthatitwasmyteacher’sencouragement,myfamily’ssupport,andmywholeheartedcommitmentthatmadeitallworthwhile.Theawardpresentationcameasscheduled.Withafierymoodinmyheart,Ideliveredmyshortspeech.Myclassmatesstaredatmewithdelight.EverythingwentsmoothlyandIwassurroundedbyflowersandapplause.However,thepersonwithwhomIdesiredtosharemyjoywasmyteacher.Paragraph2:Iwenttomyteacher’sofficeaftertheawardpresentation.“Thankyouverymuch.Mydearteacher,”Isaidinagentlevoice,loweringmyheadtocatchmyteacher’sattention.Noticingme,heturnedaroundandsaid,“Congratulations!Youdidagoodjob.Wherethereisawill,thereisaway.Youaresupposedtobelieveinyourself.”Inodded,fullofgratitude.Myteacherpattedmyback,sittingthereasbrightasarayofsunshine.Inthefollowingdays,Itriedmybesttoworkhardeveryday.Fromthenon,notonlydidIhaveagoodcommandofwriting,butIalsoknewthetruth—fearneverbuildsthefuture,buthopedoes.語料積累：awaveofastonishment驚訝 fierymood熾熱豪情wholeheartedcommitment全情投入besurroundedbyflowersandapplause鮮花簇擁掌聲如潮asbrightasarayofsunshine溫暖如春日第一縷陽光catchone’sattention攫住某人的視線fearneverbuildsthefuture,buthopedoes恐懼筑不起未來，唯有希望可開疆拓土haveagoodcommandof駕輕就熟★Recallingthepaststrugglingdays,Ideeplysensedthatitwasmyteacher’sencouragement,myfamily’ssupport,andmywholeheartedcommitmentthatmadeitallworthwhile.回望那些孤燈奮戰(zhàn)的日子，我深切體悟：正是恩師的托舉、家人的托舉，以及這份全情投入，讓一切艱辛都有了重量。（通過排比和回憶，突出成功背后的多重因素，情感真摯。）★Withafierymoodinmyheart,Ideliveredmyshortspeech.Myclassmatesstaredatmewithdelight.胸腔燃著團火，我完成獲獎感言。抬眼便撞進同窗們亮晶晶的歡喜里。（用“fierymood”比喻內(nèi)心澎湃，配合同學反應(yīng)的細節(jié)，畫面感強。）★Wherethereisawill,thereisaway.Youaresupposedtobelieveinyourself.有志者事竟成，孩子，你得信自己配得上這榮光。（引用諺語+鼓勵語句，簡潔有力，傳遞信念的力量。）★Fromthenon,notonlydidIhaveagoodcommandofwriting,butIalsoknewthetruth—fearneverbuildsthefuture,buthopedoes.自那日始，我筆下漸有風雷，更悟得一個真諦：恐懼是龜裂的河床，希望才是奔涌的江流。（平行結(jié)構(gòu)+對比哲理，升華主題，語言凝練。）【真題鏈接：2024年新課標I卷&2024年新課標II卷】閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。ImetGunteronacold,wetandunforgettableeveninginSeptember.IhadplannedtoflytoViennaandtakeabustoPragueforaconference.Duetoabigstorm,myflighthadbeendelayedbyanhourandahalf.ItoucheddowninViennajust30minutesbeforethedepartureofthelastbustoPrague.ThemomentIgotofftheplane,Iranlikecrazythroughtheairportbuildingandjumpedintothefirsttaxiontherankwithoutasecondthought.ThatwaswhenImetGunter.ItoldhimwhereIwasgoing,buthesaidhehadn’theardofthebusstation.Ithoughtmypronunciationwastheproblem,soIexplainedagainmoreslowly,buthestilllookedconfused.WhenIwasabouttogiveup,Gunterfishedouthislittlephoneandrangupafriend.Afteraheateddiscussionthatlastedforwhatseemedlikeacentury,Gunterputhisphonedownandstartedthecar.Finally,withjusttwominutestosparewerolledintothebusstation.Thankfully,therewasalongqueue(隊列)stillwaitingtoboardthebus.Gunterparkedthetaxibehindthebus,turnedaround,andlookedatmewithabigsmileonhisface.“Wemadeit,”hesaid.JustthenIrealisedthatIhadzerocashinmywallet.IflashedhimanapologeticsmileasIpulledoutmyPortuguesebankcard.Hetrieditseveraltimes,butthecardmachinejustdidnotplayalong.AfeelingofhelplessnesswashedovermeasIsawthebusqueuethinningout.Atthismoment,Gunterpointedtowardsthewaitinghallofthebusstation.There,attheentrance,wasacashmachine.Ijumpedoutofthecar,madeamadrunforthemachine,andpoppedmycardin,onlytoreadthemessage:“Outoforder.Sorry.”注意：（1）續(xù)寫詞數(shù)應(yīng)為150個左右。（2）請按如下格式在答題紙的相應(yīng)位置作答。IranbacktoGunterandtoldhimthebadnews.Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.【詞匯積累】conferencen.（通常歷時數(shù)天有專門議題的大型正式）會議delayv.延期；推遲；耽擱touchdown著陸；落地departuren.離開；起程；出發(fā)pronunciationn.（某人的）發(fā)音confusedadj.迷惑的fishout（從容器或袋子里）摸出，掏出heatedadj.激烈的sparev.抽出，拿出（時間、金錢等）makeit到達；達到；實現(xiàn)playalong順從；合作thinout變得稀疏popv.突然放置；迅速放入outoforder發(fā)生故障；不能使用【好句積累】ImetGunteronacold,wetandunforgettableeveninginSeptember.在一個寒冷、潮濕且難忘的九月傍晚，我遇到了Gunter。IflashedhimanapologeticsmileasIpulledoutmyPortuguesebankcard.當我拿出我的葡萄牙銀行卡時，我向他投以一個歉意的微笑。AfeelingofhelplessnesswashedovermeasIsawthebusqueuethinningout.當我看到公交車隊伍越來越短時，一種無助感涌上心頭?！驹姆治觥繒r間：onacold,wetandunforgettableeveninginSeptember人物：“I”(ApersoncatchingthelastbustoPragueforaconference)Gunter(ataxidriver)故事梗概：在九月一個難忘的風暴之夜，航班延誤后作者匆忙趕往布拉格的末班車，途中乘上Gunter的出租車，但因不熟悉目的地他需電話詢問，抵達時作者發(fā)現(xiàn)無錢支付且刷卡機故障，去提款機取款也沒有成功。人稱：第一人稱為主，第三人稱為輔時態(tài)：一般過去時語體：文中使用了大量的描述性語言，如“acold,wetandunforgettableevening”“madeamadrunfor”等，營造了緊張和緊迫的氛圍，也用了一些短語，如fishout,thinout等。此外，文中使用了一些直接引語，如“‘Wemadeit,’”?！救宋锓治觥縂unter(ataxidriver)patient(WhenIwasabouttogiveup,Gunterfishedouthislittlephoneandrangupafriend.)kind(Gunterparkedthetaxibehindthebus,turnedaround,andlookedatmewithabigsmileonhisface.)optimistic(Wemadeit)【段首句分析以及思維引導(dǎo)】Para1:IranbacktoGunterandtoldhimthebadnews.Para2:Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.Q1:WhatwasthenewsandhowdidGunterfeelwhenhegotthenews?Q2:WhatwouldGunterdo?Q3:HowdidIarriveVienna?Q4:WhathadIpromised?Q5:WhatdidIsay?HowdidGunterrespond?Q6:Whatisaproperending?根據(jù)段首句提示，作者當時未能成功支付Gunter車費。四天后，作者返回維也納后按約定給Gunter打了電話。故事主題為信任他人、遵守諾言以及誠實守信。第一段續(xù)寫思路：Gunter聽到這則消息后的反應(yīng)；作者給出解決辦法以及Gunter的回復(fù)；作者與Gunter分別，順利前往布拉格參加會議。第二段開頭暗示了作者給出的解決辦法，即作者向Gunter承諾之后返回維也納時再電話聯(lián)系Gunter。第二段續(xù)寫思路：兩人見面的地點、見面后的互動、最后分別的情形，以及這段經(jīng)歷給作者帶來的感悟。詞匯&佳句：planto計劃 dueto由于……的原因rollintothebusstation沖進公共汽車站1.我們不僅能夠幫助那些有需要的人，也可以享受為社會做貢獻的樂趣。Notonlycanwehelpthoseinneed,butwecanalsot