PAGE1專題06讀后續(xù)寫(暑假提升練)內(nèi)容導(dǎo)航考點(diǎn)聚焦：核心考點(diǎn)+高考考點(diǎn)，有的放矢重點(diǎn)速記：知識(shí)點(diǎn)和關(guān)鍵點(diǎn)梳理，查漏補(bǔ)缺難點(diǎn)強(qiáng)化：難點(diǎn)內(nèi)容標(biāo)注與講解，能力提升復(fù)習(xí)提升：真題感知+提升專練，全面突破核心考點(diǎn)聚焦讀后續(xù)寫要求考生在讀懂原文的基礎(chǔ)上,在規(guī)定時(shí)間內(nèi)展開合理的想象,并運(yùn)用所學(xué)的英語知識(shí)完成一篇150詞左右的續(xù)寫。續(xù)寫部分分為兩段,每段開頭語已經(jīng)給出。語言材料一般以350詞以內(nèi)的記敘文和夾敘夾議文為主?？忌诖宋牡暮竺胬m(xù)寫150詞左右的文字,與前文構(gòu)成一個(gè)完整的故事。一般來說,記敘文淺顯易懂,故事情節(jié)大多曲折跌宕,故事線索的邏輯性也較強(qiáng)。要求考生續(xù)寫的部分多是故事發(fā)展的高潮或結(jié)局?？忌プ」适碌臄⑹戮€索,依據(jù)原文的寫作思路續(xù)寫文章,并適當(dāng)發(fā)散。讀后續(xù)寫要求讀寫并重,需要考生對(duì)給定材料精確理解,這樣所續(xù)寫部分才不至于偏離主題,就這方面而言,讀后續(xù)寫類似于閱讀理解題中對(duì)文章后續(xù)發(fā)展的推斷,如:Whatwouldhappennext?續(xù)寫部分的思路和內(nèi)容并不一定是唯一的,考生可根據(jù)自己對(duì)所給材料的理解,對(duì)文章的結(jié)尾做出不同的詮釋。評(píng)分原則1.本題總分為25分,按七個(gè)檔次進(jìn)行評(píng)分。2.評(píng)分時(shí),應(yīng)主要從內(nèi)容、詞匯語法和篇章結(jié)構(gòu)三個(gè)方面考慮,具體為:(1)續(xù)寫內(nèi)容的質(zhì)量、完整性以及與原文情境的融洽度。(2)所使用詞匯和語法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性。(3)上下文的銜接和全文的連貫性。3.評(píng)分時(shí),應(yīng)先根據(jù)作答的整體情況確定其所屬的檔次,然后以該檔次的要求來綜合衡量,確定或調(diào)整檔次,最后給分。4.評(píng)分時(shí)還應(yīng)注意:(1)詞數(shù)少于120的,酌情扣分;(2)書寫較差以致影響交際的,酌情扣分;(3)單詞拼寫和標(biāo)點(diǎn)符號(hào)是寫作規(guī)范的重要方面,評(píng)分時(shí)應(yīng)視其對(duì)交際的影響程度予以考慮,英、美拼寫及詞匯用法均可接受。評(píng)分標(biāo)準(zhǔn)各檔次的給分范圍和要求如下(新高考卷:七檔):第七檔(22-25分)——?jiǎng)?chuàng)造了豐富、合理的內(nèi)容,富有邏輯性,續(xù)寫完整,與原文情境融洽度高;——使用了多樣且恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu),表達(dá)流暢,語言錯(cuò)誤很少,且完全不影響理解;——自然有效地使用了段落間、句間銜接手段,全文結(jié)構(gòu)清晰,前后呼應(yīng),意義連貫。第六檔(18-21分)——?jiǎng)?chuàng)造了比較豐富、合理的內(nèi)容,比較有邏輯性,續(xù)寫比較完整,與原文情境融洽度較高;——使用了比較多樣且恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu),表達(dá)比較流暢,有個(gè)別錯(cuò)誤,但不影響理解;——比較有效地使用了語句間銜接手段,全文結(jié)構(gòu)比較清晰,意義比較連貫。第五檔(15-17分)——?jiǎng)?chuàng)造了基本合理的內(nèi)容,有一定的邏輯性,續(xù)寫基本完整,與原文情境相關(guān);——使用了比較恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu),表達(dá)方式不夠多樣性,表達(dá)有些許錯(cuò)誤,但基本不影響理解;——使用了語句間銜接手段,全文結(jié)構(gòu)比較清晰,意義比較連貫。第四檔(11-14分)——?jiǎng)?chuàng)造了基本完整的故事內(nèi)容,但有的情節(jié)不夠合理或邏輯性不強(qiáng),與原文情境基本相關(guān);——使用了簡(jiǎn)單的詞匯和語法結(jié)構(gòu),有部分語言錯(cuò)誤和不恰當(dāng)之處,個(gè)別部分影響理解;——尚有語句銜接的意識(shí),全文結(jié)構(gòu)基本清晰,意義基本連貫。第三檔(6-10分)——內(nèi)容和邏輯上有一些重大問題,續(xù)寫不夠完整,與原文有一定程度脫節(jié);——所用的詞匯有限,語法結(jié)構(gòu)單調(diào),錯(cuò)誤較多且比較低級(jí),影響理解;——未能有效地使用語句間銜接手段,全文結(jié)構(gòu)不夠清晰,意義欠連貫。第二檔(1-5分)第一檔(0分)一把握文體特征1.厘清已知信息精讀文章，關(guān)注細(xì)節(jié)和脈絡(luò)。閱讀是讀后續(xù)寫的起點(diǎn)，起點(diǎn)的高低直接影響著續(xù)寫能達(dá)到的高度，因此考生要通過閱讀梳理文中主要人物之間的關(guān)系、主要人物的性格特點(diǎn)、故事發(fā)展線索，以便把握故事的走向，構(gòu)建情節(jié)。厘清主要信息不僅可以幫助考生理解故事情節(jié)，推斷故事發(fā)展方向，同時(shí)對(duì)續(xù)寫時(shí)的人物描寫有指導(dǎo)作用。2.研判續(xù)寫方向(1)定文章基調(diào)在讀完文章后，考生要根據(jù)各段落的主旨，明確文章的整體構(gòu)架和中心思想。此外，考生需要通過文中的細(xì)節(jié)描述來確定續(xù)寫內(nèi)容的基調(diào)，如分析描寫人物的形容詞和人物發(fā)出的動(dòng)作、文中的對(duì)話、所給的兩個(gè)續(xù)寫段首句來確定續(xù)寫的基調(diào)，尋找續(xù)寫的切入口，從而展開合理的情節(jié)想象。(2)定文章走向所給續(xù)寫段落開頭語對(duì)故事發(fā)展有提示、銜接、引導(dǎo)和限制作用。續(xù)寫時(shí)，考生要站在作者的角度，繼承原文寫作思路，需要注意續(xù)寫內(nèi)容應(yīng)積極向上，設(shè)計(jì)的結(jié)局應(yīng)是正向的，如意外事件類的續(xù)寫結(jié)局應(yīng)是事情得以解決。此外，續(xù)寫第二段的開頭往往暗示著第一段的故事走向。(3)定續(xù)寫框架在讀后續(xù)寫中，細(xì)讀是起點(diǎn)，寫作則是重點(diǎn)，而建構(gòu)是難點(diǎn)。考生可將梳理出的信息和拓展的細(xì)節(jié)結(jié)合形成故事發(fā)展的要點(diǎn)，從而構(gòu)建簡(jiǎn)單的續(xù)寫故事框架。另外，在寫作時(shí)，考生應(yīng)注意句子結(jié)構(gòu)的多樣性、詞匯的豐富性，利用儲(chǔ)備的語言知識(shí)，根據(jù)內(nèi)容慎重選擇詞匯、詞塊和句式，且有意識(shí)地使用高級(jí)句式，使表達(dá)富有感染力。此外，考生還應(yīng)該注意續(xù)寫內(nèi)容與所給段落首句的銜接程度。二推測(cè)后續(xù)情節(jié)續(xù)寫每個(gè)段落時(shí)，考生可以用倒推的方式構(gòu)思四個(gè)情節(jié)，可以用“四問法”呈現(xiàn)續(xù)寫內(nèi)容，圍繞主旨推斷情節(jié)發(fā)展。續(xù)寫第一段以續(xù)寫第一段與第二段銜接內(nèi)容為起點(diǎn)，倒推第一段的情節(jié)；續(xù)寫的第二段以問題圓滿解決、正能量的傳遞為宗旨，倒推第二段的故事內(nèi)容。兩段內(nèi)容聚焦主要人物的所看、所聽、所感、所想、所說、所做，以及人物之間的互動(dòng)，關(guān)注主次人物之間的交流，盡量不要唱獨(dú)角戲?？忌m(xù)寫時(shí)對(duì)每段設(shè)四問，圍繞這四問作答，既能凸顯主旨，又能關(guān)照全文，使續(xù)寫文章整體協(xié)調(diào)、情節(jié)合理?；蛘?，考生在考場(chǎng)寫作時(shí)，可以構(gòu)建“四步倒推法”思維導(dǎo)圖，以便建構(gòu)續(xù)寫的情節(jié)，從而快速成文。三續(xù)寫精彩華章1、抓住關(guān)鍵信息，構(gòu)思續(xù)寫框架。通讀全文，理清記敘文六要素脈絡(luò)。掌握記敘文的三大線索即時(shí)間線、情節(jié)線和感情線。把握文章主旨和故事的發(fā)展方向，確保續(xù)寫的內(nèi)容和原文要有邏輯上的一致性，并能回應(yīng)原文的信息。2、根據(jù)兩段首句和“五所”——所見，所聞，所說，所思，所做，對(duì)此進(jìn)行設(shè)問，可以有效地豐富續(xù)寫的情節(jié)。3、注意四個(gè)順暢呼應(yīng)，進(jìn)行有效銜接。注意續(xù)寫首句與給出的首段首句的銜接、續(xù)寫首段尾句與給出的次段首句的銜接、給出的次段首句與續(xù)寫次段首句的銜接和文章結(jié)尾升華與文章主題意義的銜接。四烘托故事情節(jié)1、充分利用環(huán)境描寫。不僅可以揭示故事發(fā)生的背景，還可以渲染氣氛、襯托人物的內(nèi)心世界。當(dāng)人物在碰到困難時(shí)候，我們往往要加大筆墨來描寫故事環(huán)境的險(xiǎn)惡，恐怖和不安，襯托角色的內(nèi)心，從而推動(dòng)故事情節(jié)到高潮。2、學(xué)會(huì)分解動(dòng)作，形成一個(gè)完整的動(dòng)作鏈，讓描寫更加豐富生動(dòng)。動(dòng)作鏈可以和情感，環(huán)境，心理，語言等結(jié)合，形成動(dòng)作面。3、放大角色的內(nèi)心沖突，有助于建立緊張和不確定的時(shí)刻。4、運(yùn)用合適的修辭手法，如明喻、暗喻、擬人、夸張等，讓續(xù)寫更加生動(dòng)傳神。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.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroutethroughthickevergreenforest.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.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.【解析】時(shí)空線：→David,astudentwithbraindisease,preparedhimselfforthebigcross-countryrunatschool.→Onthespotoftheevent,Davidwasreadytogiveuptherace.→Theauthorsearchedthecrowdfortheschoolcoach.→TheauthorfinallyfoundoutthereasonwhyDavidwantedtogiveupandfoundDavidapproachinghim.情節(jié)線：作者是一名特殊教育的教師，在大型越野賽跑那天，發(fā)現(xiàn)患有大腦疾病的大衛(wèi)獨(dú)自站在一旁。作者問其原因，他說他準(zhǔn)備放棄比賽。從教練口中得知，因?yàn)閾?dān)心同學(xué)們會(huì)嘲笑大衛(wèi)，教練讓大衛(wèi)自己決定是否最終參賽。情感線：David:→準(zhǔn)備比賽時(shí)：堅(jiān)韌、樂觀(Davidhadnotmissedasinglepractice;hisusualtoothysmile)→比賽現(xiàn)場(chǎng)：膽怯、不甘(Davidwasstandingbyhimselfofftothesidebyfence;Iturnedtofindhimcomingtowardsme.)Author:→起初：對(duì)大衛(wèi)參賽的期盼(IlookedaroundandfinallyspottedDavid.)→得知大衛(wèi)準(zhǔn)備退賽時(shí)：懊惱(Ibitbackmyfrustration.)→弄清事情原委時(shí)：急切(Iquicklysearchedthecrowdfortheschool’scoach.)續(xù)寫提示句由第一段的首句內(nèi)容“我們挨坐在一起，但大衛(wèi)不愿意看我?！焙偷诙问拙鋬?nèi)容“我看著大衛(wèi)和其他選手一起走到起跑線上?！笨芍?，第一段可描寫作者鼓勵(lì)大衛(wèi)繼續(xù)完成比賽，大衛(wèi)經(jīng)過激烈的思想斗爭(zhēng)后最終決定參賽。由第二段的首句內(nèi)容“我看著大衛(wèi)和其他選手一起走到起跑線上”可知，第二段可描寫大衛(wèi)開始參賽，雖然中途遇到困難，仍然堅(jiān)持到最后，直至完成比賽。價(jià)值取向：在大衛(wèi)賽前準(zhǔn)備棄賽的情況下，作者讓大衛(wèi)遵循自己的內(nèi)心，不要理會(huì)別人的看法，大衛(wèi)最終參賽，盡管遇到困難，他戰(zhàn)勝了自己。大衛(wèi)的參賽已無關(guān)名次，我們需要學(xué)習(xí)的是他面對(duì)困難時(shí)的勇氣和堅(jiān)定。同時(shí)，我們應(yīng)該明白，真誠(chéng)的鼓勵(lì)對(duì)身處迷惘人們來說是多么重要。文風(fēng)相近：1.前文對(duì)話較少，盡管首段續(xù)寫需要有語言的鼓勵(lì)，但不能寫出含太多對(duì)話形式的語段。除了可以用語言，也可以通過作者的肢體動(dòng)作向大衛(wèi)傳遞鼓勵(lì)和勇氣。2.整個(gè)文章的重心在David身上，要減少對(duì)作者的渲染和描述?！緟⒖挤段摹縒esatdownnexttoeachother,butDavidwouldn’tlookatme.Iwhisperedgently,“Noonecanchangeyou,exceptyourself.Ifyouresolvetorisetothechallenge,justfollowyourinnervoice.”Hesatstillwithadeepbreath.“Youhavebeenpreparingforthisevent,whichiswhyyouareherenow.”Icontinued.Hearingmywords,David’sfacelightedupandhenoddedhisheadwithadeterminedlook.LearningaboutDavid’sdecision,hiscoachgavemealook—thekindthatwasmoredeterminedthananyoneelse’s.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Theracestartedwiththegunfired.Itseemedthattherunawaywasextremelylongforyoungchildren,nottomentionachildlikeDavid.However,Davidkeptrunningunsteadily,thoughhewastrippedovernowandthen.Classmatesallgatheredalongthetrack,yelling“Comeon!Youcanmakeit!”.Alongwithwavesofencouragement,Davidfinallymadeittothefinishlinealthoughhewasthelastone,whichbecamelessimportant.Itwashisbraveryanddeterminationthatreallycounted.主題語境:人與自我—個(gè)人經(jīng)歷Passage1（23-24高二上·安徽合肥·期中）Myfriendinvitedmetoatrapeze(高空秋千)class.Iwasdoubtfulbecauseofalackofcourageandashortofself-confidence,butherenthusiasmandassurancesofstrictsafetyruleswonmeover.Ihadbeenfearfulofheightssinceelementaryschoolandavoidingmyfearofheightsbecamesecondnature.ButhereIwas,atagetwenty-six,facingmyfearofheightsinaratherextremeway.Ihadcomearoundtotheideaoftryingtrapeze.Ifigureditwasn’tmuchdifferentfromswinging(舞動(dòng))onthemonkeybarsasakid.OnedifficultyIdidn’texpectwastheladder(梯子).Inordertoreachthetrapeze,Ihadtoclimbupatwenty-two-footladder.Icouldhearoneofmyclassmatesexpressingherimpatiencewithmyslowclimbuptheladder.“Ifshe’safraidofheights,whydidshesignupforatrapezeclass?”However,myfriendwasatthetopoftheladder,tryingtoencourageme.Besides,hisdistractiontechniqueshelpedtotakemymindoffmydangeroustask.Ifoundarhythm(節(jié)奏)andkeptgoing.Withaslowandsteadypace,Imadeittothetop.Thecheersfrommyclassmatesrangoutbelow.Aninstructortoldmetosteptotheedgeoftheplatform.Heremindedmeofthesafetyrules,includingthenetbelowthatwouldcatchmeatthebottom.Healsoaskedmetolistentothedirectionswhileintheair,soIcouldperformatrick.Astheinstructorcounteddown,Itookadeepbreathandpushedofftheplatform,swingingbackandforth.Atthatmoment,Ilostawarenessoftimeandspace.Fortunately,theinstructor’svoicecameovertheloudspeaker,givingmestep-by-stepinstructionsforperformingatrick.Insteadofdoubtingmyinabilitytoperformthetrick,Itookhisdirectionsonestepatatime.注意：1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右;2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Duringmyflightonthetrapeze,myfeardidn’tcompletelyleaveme._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thisexperienceopenedupanewwayofseeingmyselfandapproachingotherchallenges._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Passage2Growingup,thefirstdayofschoolwasalwaysexciting—newclothes,supplies,andclasses.Butattwenty-three,thefirstdayofschoolhadmeinapanic.Iwasthenewteacher.Ihadjustcelebratedmybirthday,thenewyear,andmydivorce.Unlovedandunneeded,therejectionofafailedmarriagestillhurt.IhadgraduatedinDecember,andaschoolmorethansixtymilesfrommyapartmenthadhiredmetoteachaclassoftwenty-twofifthgraders.AstheprincipalMrs.Brightwalkedmetomyclassroom,Iasked,“Whathappenedtothelastteacher?”Sheanswered,“Sheleftjustaweekaftertheschoolyearstarted.Therehavebeenthirteenreplacementteacherssincethen.Youarethefourteenthone,Sylvia.”AsIenteredtheclassroom,Isaidwithasweetsmile,“I’myourteacherfortherestoftheyear.”Thekidswereexcitedtomeetme,buttheyquicklybecamerestless.Somesatwherevertheywanted,whileotherstalkedorpassednotes.OnegirlcalledTracycrawledunderherdesk,andaboynamedKylebegancryingfornoreason.Therestofthedaywaschaotic-fightsbrokeout,andsomekidsrefusedtotalktome.Asthefinalbellrang,Icollapsedintomychair,exhausted.Later,duringmyconferenceperiod,Mrs.Brighttoldme,“Tracycan’treadanddoesn’tpayattention.Justleaveheralone,andmakeupagrade.”Iwasshocked.“WhataboutKyle?”Iasked.“He’llbefine.Heisjustlonely.Hismomisasinglemotherworkingaroundtheclock.”Throughourexchange,Icametounderstandthatmostofthesekidshadbeenkickedoutofotherschools.Noonecametotheirrescue.Theyweretheonesnooneelsewanted.Thesekids,likeme,wereusedtorejection.Thepainofmyowndivorcemademerealizehowmuchtheydeservedbetter.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:Idecidedtodosomethingfortheserejectedkids.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Gradually,thestudentsrealizedthatIcaredforthem.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Passage3（2025年高二下·浙江·開學(xué)考試）Thestormarrivedwithoutwarning.Darkcloudsdevouredthemountaintopassixteen-year-oldLiamclungtothecliffedge,hisfingersrawagainstthejaggedrocks.Belowhim,thehikingropesnappedinthewind—itsfrayedendmockinghisrecklessdecisiontoclimbalone.Lightningsplittheskylikesilversnakes,illuminatinganarrowledgethreethreemeterstohisleft.IfIcanreachit...Avoicepiercedthehowlingwind.“Holdon!”Throughthedownpour,Liamspottedafigureinaredjacketanchoringaropetoapinetree.ItwasElena,theexchangestudentfromhisschoolwhomhe’davoidedsincetheirargumentovertheroboticscompetition.Herglovedhandstrembledasshesecuredtheharness.“Grabthiscarabiner!”sheyelled,tossingthemetalclip.Memoriesfloodedback—Elenacorrectinghiscircuitdesignswithinfuriatingprecision,hispriderefusingtoacknowledgeherskills.Now,hersurvivalgearoutshonehisamateursetup.Thecarabinerclatteredagainststone,slidingtowardtheabyss.Liamlunged,catchingitashisfootholdcrumbled.Fortwentyagonizingminutes,theyworkedinsilentcoordination.ElenastabilizedtheropewhileLiaminchedsideways,hisbootsscrapingmoss-coveredstones.Whenhislegcrampedmid-move,shehummedanunfamiliarmelody—aTibetanfolktune,helaterlearned—itsrhythmsteadyinghisbreathing.Theledgeprovedtreacherous.Raintransformeditssurfaceintoaliquidmirror,reflectingtheirexhaustedfaces.“We’lltraversetogether,”Elenadecided,securingtheirropesinabutterflyknot.Liamnoticedherbleedingpalms—she’dhiddenherinjuriestokeephimfocused.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Paragraph1:Dawnbrokeastheyreachedtheforesttrail.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:Therescueteamfoundthemdebatingquantumphysicsapplicationsinclimbinggear.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Passage4．（2025年高二下·安徽阜陽·開學(xué)考試）Whenanewtrend(趨勢(shì))sweptthroughschool,everykidwantedin.Thelatestmust-haveitem?Superhero-stylejerseys(球衣),decoratedwithbrightcolorsandthelogosofeveryone’sfavoriteheroes.Theywerecoolandexpensive.Almosteveryonepre-orderedone,exceptDylan.Dylanlivedwithhisgrandmother,Mrs.Hargrove,inasmallhouse.Moneywastight,buttheymadedo.WhenDylansawthejerseysatschool,hecouldn’thelpbutwantone.Mrs.Hargrovelookedatthepricetagonlineandsaidgently,“I’mafraidwecan’taffordonerightnow.”Dylan’sfacefell,butheforcedasmile,“That’sokay,Grandma.Iunderstand.”ButMrs.Hargrovecouldn’tbeartoseehimdisappointed.Thatnight,afterDylanhadgonetobed,shesatdownwithherknittingneedles(針)andaplan.Shestayedupallnightandmadeahomemadejerseywithalltheloveshehad.Bymorning,shewastiredbutsatisfied,holdingthefinishedproductwithasmile.Atbreakfast,shepresentedthejerseytoDylan.Dylan’sheartsankwhenhesawthejersey.Itwasabright,hand-knittedsweaterwithasuperheropicturethatwasn’texactlyperfect.Buthesawthelookinhisgrandmother’seyesandknewhecouldn’thurtherfeelings.“Thanks,Grandma,”hesaid,forcingenthusiasmintohisvoice.“It’sgreat.”O(jiān)nMonday,Dylanputonthehomemadejerseyandwenttoschool.Assoonasheenteredtheclassroom,somekidsstartedtolaughathim.Dylantriedtoignorethem,butthecommentskeptcoming.Bylunchtime,hecouldn’ttakeitanymoreandranhome,tearsstreamingdownhisface.Mrs.Hargroveheldhimclose,herheartbrokenforhim.Meanwhile,Mr.Pickford,Dylan’sbelovedteacher,heardaboutwhathadhappened.Hewasknownforhiskindnessandhisspecialabilityofturningbadsituationsaround.注意：1．續(xù)寫詞數(shù)應(yīng)為150個(gè)左右;2．請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。Mr.Pickforddecidedtotakeaction.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Aftertheclass,thestudents’attitudeschangedcompletely.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________主題語境:人與社會(huì)Passage1Knock-knock-knock.“Hello?”IcalledtimidlythroughmycousinAnita’sbedroomdoor.Noanswer.There’snowaysheforgotIwasmovingintoday,right?Ithought.“Anita?It’sme,Norah!”Icalledagain.IhadonlymetmycousinonceacoupleofyearsagowhenAnitaandAuntSonamhadflowntoCaliforniatovisit.MomhadhopedAnitaandIwouldbefriends.ButallAnitawantedtotalkaboutwassoccer,whichwaspracticallyaforeignlanguagetome.Secretly,Ihadfeltrelievedwhenthevisitwasover.Now,Iwasstandinginmyaunt’stinyapartmentinNewYorkCity,andtherewasstillnoanswerfromAnita.Iknockedagain,alittlelouderthistime.Finally,Anitaopenedthedoor.Sheapologized,sayingshehadbeenlisteningtomusic.Butinsteadofinvitingmein,Anitafrownedatmymassivesuitcase.Behindher,Icouldseeabluebeanbagchaircrowdednexttoabunkbed(上下鋪).InmyoldroominCalifornia,I’dhadadoublebedalltomyself,andmyoriginalartworkhadcoveredallthewalls.Anita’swalls,ontheotherhand,werecoveredwithpostersoftheU.S.women’ssoccerteam.Ididn’tseeanyfreespacetohanganythingelse.“C-canIcomein?”Iasked,blushing.Anitanodded,butshebarelymoved.Ihadnochoicebuttosqueezebyherintotheroom.IputmystuffagainstthewallandAnitastartedbouncingthesoccerballfromherfoottoherkneeandbackagain.Suddenly,herfootkickedtheballatanoddangle,anditaccidentallyflewtowardme.“Whoops!”Anitacalled.“Thinkfast!”ButIwasstilltakinginthesurroundings,sotheballcaughtmeoffguardandbouncedoffmyshoulder.Forcingasmile,Ipretendeditdidn’tbotherme.Unsureofwhattodo,Itookoutmysketchbook(素描本)andcoloredpencilsandsatdown.Justholdingmysketchbookmademefeelmoreatease.IstartedsketchingaimlesslywhileAnitawentbacktobounceherball.Suddenly,itdawnedonmethatIcoulddrawAnitainaction.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Anitastudiedthedrawingcarefully.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Passage2（2025年高二下·江西贛州·開學(xué)考試）Catherinewasthecoolestkidinherclass.Whenevershewent,shewasinthespotlight,withabunchofkidsfollowingheranddoingeverythingshedid.Herclassmate,Landy,however,wasnotinthecoolkids’group.Beingthetallestkidinherclass,shewaslaughedatbyherclassmates,whowerealwayschanting(唱起……歌)“Landy,Landy,longasspaghetti(意大利面).”Catherinedidn’treallylikeitwhenthekidschanted“Landy,Landy,longasspaghetti”.Butshenevertoldthemtostopeither,andnordidsheevertalktoher.Shelikedbeingpopular.Oneweekend,Catherinewentovertovisithergrandfather.Hergrandfatherlivesonafarm,wherehekeepschickens.Whilehelpingtofeedthechickens,Catherinenoticedaspecialone.Hiddeninthecorner,itlookedsmallerthantheothersandwasalmosthalf-bare!“What’sthematterwithit?”Sheaskedhergrandfather,withapuzzledfrownonherface.Hergrandfathertoldherhowchickenscouldact.“Theyhaveapecking(啄)order,”heexplained,wrinklesofconcernspreadingaroundhisforehead.“Ifonechickenisdifferent,theotherswillpushitawayandkeeppeckingit.Sometimestheypeckitsomuchthatitdies.”“Oh,whatapoorlittlething!”Catherineletoutasighasshepickedthefrightenedchickenupinherarms,whoseheartwasbeatingfastinthebonylittlebody.Suddenly,shethoughtofLandy,thegirlbeing“pecked”byherclassmates.“I’mgoingtotakeithomeandtakegoodcareofit,”shesaidwithadeterminedlook.Backinschool,Catherinetoldthecoolkidsaboutthechicken.“It’slookinghealthy,”shesaidproudly.“It’sfatteranditsfeathersaregrowing.Eventhecatlikesit.Shecarriesitaround,and...”EveryonewasentertainedbyCatherine’sstoryofherlovelychicken,laughterspreadingaroundtheclassroom.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右;2.請(qǐng)按如下格式在相應(yīng)位置作答。Paragraph1:ThenCatherinespottedLandyseatedaloneinacorner._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph2:ButCatherinewalkeddirectlytowardLandy,nomatterwhattheysaid._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Passage3Fifteen-year-oldCameronandtwelve-year-oldBartonlivedinatowninTaxco.Theirparentsworkedtirelesslydayinanddayout,yetstillstruggledtomakeendsmeet.CameronandBarton,bothinmiddleschool,witnessedtheirparents’hardworkandanxietyanddecidedtotakeactionandoffertheirassistance.Assummervacationbegan,whileotherchildrenwereenjoyingtheircarefreetime,CameronandBartonhadadifferentplan.Theystartedthechallengingjourneyofseekingpart-timejobs.Theirfirstattemptwasatalocalrestaurant.Filledwithhope,theystoodbeforethemanagerwithaneagerexpression.However,themanagerlookedatthemcriticallyandsaid,“Youtwoaretooyoung!”Theirheartssankinstantly.Cameronfeltasenseofdeepdisappointment,thinking,“Howcanweproveourselvesifnoonegivesusachance?”Barton’sfacefellasheaskedhisbrother,“Willweeverfindajob?”Notdiscouragedbytherejection,theythenwenttoastorenamedThompson’sGrocery,hopingtobecomeassistants.“Hello,youmustbeMr.Thompson.We’reheretoapplyforthejob,”Cameronsaid.Bartonstoodontiptoeandhandedacardfromtheirschool’shelp-wantedboardtoMr.Thompsonbehindthecounter,whowastheownerandseemedtobeakindperson.However,beforetheycouldsaymore,heshookhishead.“Thisjobistoohardforyoukids,”hesaid.“Ineedsomeonebigandstrong.”“Letusgiveitatry,andifyoudon’tlikeourwork,don’tpayus,”Cameronbegged.Hestaredatthebrothers,whoweresosincere,thennodding.Next,heledthemtothewarehouse(倉庫)ofthestore.Thefloorwaspiledwithboxesofdifferentsizesandallkindsofobjectsatrandom,fillingeverycorner.Thevariousitemsweremixedupchaotically(雜亂地).Itseemedasiftheyhadneverbeensortedorcleaned.CameronandBartonwererequiredtoclearawaytheitems.注意：（1）續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；（1）請(qǐng)按如下格式在答題紙的相應(yīng)位置作答?！癐t’satoughjob.Justdoasmuchasyoucan,”Mr.Thompsonsaid._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CameronandBartonaskedMr.Thompsontocomeaftertheyfinished._____________________________________________________________________________________________________________________________________________________________________