1/22試卷第=page11頁(yè)，共=sectionpages33頁(yè)專(zhuān)題08讀后續(xù)寫(xiě)之師生情誼類(lèi)目錄01知識(shí)腦圖·學(xué)科框架速建02考點(diǎn)精析·知識(shí)能力全解【知能解讀01】讀后續(xù)寫(xiě)師生情誼類(lèi)考情統(tǒng)計(jì)目錄01知識(shí)腦圖·學(xué)科框架速建02考點(diǎn)精析·知識(shí)能力全解【知能解讀01】讀后續(xù)寫(xiě)師生情誼類(lèi)考情統(tǒng)計(jì)【知能解讀02】讀后續(xù)寫(xiě)師生情誼類(lèi)話題解讀【知能解讀03】讀后續(xù)寫(xiě)師生情誼語(yǔ)料10類(lèi)20句03攻堅(jiān)指南·高頻考點(diǎn)突破【重難點(diǎn)突破01】師生情誼類(lèi)詞匯十短語(yǔ)十句式【重難點(diǎn)突破02】師生情誼類(lèi)主題升華10句【重難點(diǎn)突破03】師生情誼類(lèi)句式仿寫(xiě)句型一：Inspiredbytheteacher,主語(yǔ)+謂語(yǔ)…句型二：…wasabouttodo…when…句型三：Itdawnedonsbthat…【重難點(diǎn)突破04】師生情誼類(lèi)片段訓(xùn)練片段一：安撫表演出錯(cuò)學(xué)生片段二：鼓勵(lì)殘疾學(xué)生參賽04避坑錦囊·易混易錯(cuò)診療【易混易錯(cuò)01】師生情誼優(yōu)秀場(chǎng)景背誦一、教育盜竊學(xué)生二、引導(dǎo)班級(jí)合作三、激發(fā)學(xué)生藝術(shù)力四、幫助克服數(shù)學(xué)恐懼五、教師愛(ài)的傳承【易混易錯(cuò)02】師生情誼高考真題再現(xiàn)—2道題05通法提煉·高頻思維拆解【方法技巧01】師生情誼讀后續(xù)寫(xiě)6大寫(xiě)作步驟【方法技巧02】師生情誼讀后續(xù)寫(xiě)跟蹤訓(xùn)練12篇01讀后續(xù)寫(xiě)師生情誼類(lèi)考情統(tǒng)計(jì)年份卷別主題話題類(lèi)型2023新課標(biāo)I&II卷人與自我老師鼓勵(lì)參加作文比賽終獲大獎(jiǎng)師生情誼類(lèi)2022新課標(biāo)I&II卷人與自我鼓勵(lì)身殘志堅(jiān)男孩參加校越野賽師生情誼類(lèi)02讀后續(xù)寫(xiě)師生情誼類(lèi)話題解讀【師生情誼話題解讀】“師生情誼”話題主要是描寫(xiě)學(xué)生的困惑和老師的引導(dǎo)，最后通過(guò)溝通與關(guān)懷，使學(xué)生受益良多。故事往往溫馨感人，細(xì)膩地描寫(xiě)師生之間的信任、幫助與理解，既有教育的意義，也傳遞出感恩之心?？偰芤l(fā)共鳴，不僅能展現(xiàn)人性關(guān)懷和成長(zhǎng)與啟示，還能突出教育的重要性和價(jià)值，從而引起考生對(duì)教育和成長(zhǎng)的深刻思考和關(guān)注?！竟适虑楣?jié)構(gòu)建支架】按照情節(jié)發(fā)展，比賽競(jìng)賽類(lèi)讀后續(xù)寫(xiě)內(nèi)容刻意分為三個(gè)階段：階段情節(jié)發(fā)展情緒刻畫(huà)第一階段學(xué)習(xí)或生活遇到苦惱或問(wèn)題具體負(fù)面情緒塑造(焦慮？尷尬？擔(dān)憂？困惑)第二階段老師關(guān)注而積極引導(dǎo)和鼓勵(lì)受到鼓舞走出困境(疲憊？掙扎？堅(jiān)持？感動(dòng)？)第三階段個(gè)人成長(zhǎng)實(shí)現(xiàn)目標(biāo)感恩老師情誼加深主題升華(擁抱？鼓掌？歡呼？流淚？)03讀后續(xù)寫(xiě)師生情誼話題構(gòu)思一、提煉核心要素，概括故事主旨。從原文中提取“誰(shuí)(Who)、何時(shí)(When)、何地(Where)、做什么(What)、為什么(Why)和如何(How)”六個(gè)要素，梳理師生關(guān)系的背景，為續(xù)寫(xiě)打下情感基調(diào)。二、分析情感脈絡(luò)，理清故事脈絡(luò)。在師生情深的故事中，情感常常從初期的拘謹(jǐn)或困惑逐步發(fā)展到理解和溫暖的情感?？忌梢酝ㄟ^(guò)思維導(dǎo)圖或列出情節(jié)線，呈現(xiàn)出學(xué)生在老師幫助下逐漸成長(zhǎng)的過(guò)程。三、設(shè)計(jì)情節(jié)轉(zhuǎn)折，推動(dòng)故事發(fā)展。根據(jù)段首句的邏輯關(guān)系(順承、轉(zhuǎn)折或因果)，展開(kāi)具體情節(jié)。例如:段首句提到老師的一句鼓勵(lì)語(yǔ)，那么接下來(lái)可以描述學(xué)生如何受到鼓舞，在學(xué)習(xí)上有所進(jìn)步，進(jìn)一步表達(dá)師生間的信任。四、構(gòu)建情感高潮，表現(xiàn)情深意重。在故事的高潮部分，可以通過(guò)學(xué)生的成長(zhǎng)和老師的支持來(lái)展示深厚的師生情誼。例如，老師在關(guān)鍵時(shí)刻的鼓勵(lì)讓學(xué)生突破自我，表現(xiàn)出對(duì)學(xué)生的關(guān)愛(ài)，深化主題。五、列出關(guān)鍵詞匯，豐富情感表達(dá)。在續(xù)寫(xiě)時(shí)列出關(guān)鍵詞匯，圍繞故事的主要情感和事件，按發(fā)展順序構(gòu)建句群，確保表達(dá)流暢自然，情感清晰連貫。六、潤(rùn)色句式卷面，精準(zhǔn)眷寫(xiě)成文。在草稿基礎(chǔ)上潤(rùn)色詞句，使情感表達(dá)更加生動(dòng)有感染力。通過(guò)多樣化句式增強(qiáng)閱讀體驗(yàn)，最后用清晰的書(shū)寫(xiě)眷寫(xiě)在題紙上。04讀后續(xù)寫(xiě)師生情誼情感10類(lèi)20句負(fù)面情緒營(yíng)造一、困惑1.____________________________________________________________________________他的情緒突然變化完全把我弄糊涂了。2.____________________________________________________________________________我站在舞臺(tái)上面對(duì)大批觀眾時(shí)，我的頭腦一片空白。二、憂慮1.____________________________________________________________________________由于擔(dān)心這次比賽，頭幾天我心神不寧。2.____________________________________________________________________________我對(duì)競(jìng)賽感到如此緊張，以至于大半夜都睡不著覺(jué)，心神不寧。三、絕望1.____________________________________________________________________________他凝視著周?chē)黄靵y，感到一陣絕望。2.____________________________________________________________________________絕望而無(wú)助的她跪了下來(lái)，悔恨的淚水順著面頰流了下來(lái)。四、疲憊1.____________________________________________________________________________我精疲力竭地躺在床上，很快就睡著了。2.____________________________________________________________________________她感到精疲力竭，坐在溪邊休息著疼痛的雙腳。五、緊張1.____________________________________________________________________________我的心臟狂跳著，雙腿顫抖著。2.____________________________________________________________________________心跳如此劇烈，我感到如坐針氈。六、挑戰(zhàn)1.____________________________________________________________________________他正要放棄時(shí)，老師向他投來(lái)鼓勵(lì)的目光。2.____________________________________________________________________________我能感覺(jué)到所有的眼睛都盯著我們。一種強(qiáng)烈的緊張感涌上我的全身。積極情緒營(yíng)造七、堅(jiān)持1.____________________________________________________________________________我的心跳得很厲害，我盡了最大努力，離其他跑步者越來(lái)越近了。2.____________________________________________________________________________“耐心!意愿，耐心，”男孩們離開(kāi)后，一個(gè)聲音在我耳邊回響。八、感激1.____________________________________________________________________________聽(tīng)到這個(gè)消息，她激動(dòng)得胃里直打顫。2.____________________________________________________________________________ 我看著她，愛(ài)與感激的淚水奪眶而出。九、喜悅1.____________________________________________________________________________她臉上洋溢著燦爛的笑容。2.____________________________________________________________________________她笑了起來(lái)，她的眼睛因興奮而閃閃發(fā)光。十、感動(dòng)1.____________________________________________________________________________她淚流滿(mǎn)面，再三感謝她。2.____________________________________________________________________________我被他的所作所為深深打動(dòng)了，淚水情不自禁地奪眶而出。01師生情誼類(lèi)詞匯十詞匯十句一、高頻詞塊1.amixtureofprideandaffection __________2.asimplegesture __________3.volumesofencouragement __________4.awarmcurrent __________5.onthevergeofgivingup __________6.nurturewithcare __________7.listenattentively __________8.expresssincerethanks __________9.inthefaceofsetbacks __________10.striveforexcellence __________二、高頻句式1.____________________________________________________________________________學(xué)生對(duì)老師的感激之情難以言表。2.____________________________________________________________________________學(xué)生凝視著老師，眼中閃爍著感激的光芒。3.____________________________________________________________________________我逐漸意識(shí)到幫助有需要的人的意義。4.____________________________________________________________________________老師的話語(yǔ)如一股暖流，淌過(guò)學(xué)生的心田。5.____________________________________________________________________________老師自身的經(jīng)歷激勵(lì)著學(xué)生們?cè)诖煺勖媲皥?jiān)持不懈。6.____________________________________________________________________________面對(duì)困難時(shí)，老師總會(huì)陪伴在學(xué)生身邊，如同一座燈塔。7.____________________________________________________________________________老師輕輕拍了拍學(xué)生的肩膀，傳遞出鼓勵(lì)與信任。8.____________________________________________________________________________站在講臺(tái)上，這位學(xué)生的眼中滿(mǎn)是自豪與眷戀交織的情感。9.____________________________________________________________________________老師耐心的指導(dǎo)總能激勵(lì)學(xué)生克服困難。10.____________________________________________________________________________老師一句贊美的話，就能讓學(xué)生一整天都喜笑顏開(kāi)。02師生情誼類(lèi)主旨升華10句1.____________________________________________________________________________這個(gè)特殊經(jīng)歷就像一朵永恒的花朵，盛放在我記憶的長(zhǎng)河里。2.____________________________________________________________________________結(jié)果證明這是一次難忘的經(jīng)歷，永遠(yuǎn)不會(huì)從我的記憶中消失。3.____________________________________________________________________________清晨的陽(yáng)光照進(jìn)來(lái)，每個(gè)人都沉浸在愛(ài)和善良中。4.____________________________________________________________________________這次難忘的經(jīng)歷完全改變了我，給了我全新的生活和希望。5.____________________________________________________________________________這是一個(gè)難忘的時(shí)刻，見(jiàn)證這個(gè)家庭之間新結(jié)成的、有意義的紐帶。6.____________________________________________________________________________這段經(jīng)歷提醒我們，獲得認(rèn)可的最佳方式是展示自己。7.____________________________________________________________________________每當(dāng)我失去耐心時(shí)，我都會(huì)記住老師的話。8.____________________________________________________________________________我的成功要?dú)w功于我的社會(huì)老師，她是我人生寫(xiě)作道路上的燈塔。9.____________________________________________________________________________我感謝我的老師，他的鼓勵(lì)和支持讓我發(fā)現(xiàn)了自己的潛能。10.____________________________________________________________________________我們之間的紐帶已經(jīng)成為一種終身的尊重、指導(dǎo)和感激之情。03師生情誼類(lèi)句式仿寫(xiě)3組句型一：Inspiredbytheteacher,主語(yǔ)+謂語(yǔ)…例句：Inspiredbytheteacher,shekepttryingattoughproblems,nolongergivingupeasily.受老師啟發(fā)，她面對(duì)難題堅(jiān)持嘗試，不再輕易放棄。仿寫(xiě)1：______________________________,theshystudentspokeinpublic,eyesbrightwithcourage.受老師啟發(fā)，靦腆的學(xué)生敢在眾人面前發(fā)言了，眼中閃爍著勇氣的光芒。仿寫(xiě)2：______________________________,hepickeduphisbrushagaintochasehispainterdream.受老師啟發(fā)，他重新拿起畫(huà)筆，追逐成為畫(huà)家的夢(mèng)想。句型二：wasabouttodo…when….例句：Hewasabouttothrowawayhisdraftnovelwhenhisbestfriendtoldhimhowtouchingthestorywas.他正要扔掉小說(shuō)初稿，好友卻告訴他這個(gè)故事有多動(dòng)人。仿寫(xiě)1：Thelittlegirl______________________________afterlosinghertoybear__________akindstrangerhelpedherfindit.小女孩丟了玩具熊，正要哭的時(shí)候，一位好心的陌生人幫她找到了。仿寫(xiě)2：Thehiker______________________________outofwaterandpanic__________hefoundasmallstreaminthewoods.徒步旅行者正要因?yàn)槿彼只?，卻在樹(shù)林里發(fā)現(xiàn)了一條小溪。句型三：Itdawnedonsbthat….例句：Itdawnedonthestudentthattheteacher’swordssupportedhim,andhiseyesshonewithhope.學(xué)生突然領(lǐng)悟老師的話一直在支撐自己，眼里重新燃起希望。仿寫(xiě)1：______________________________classmatescheeredforhim,evenwhenhefellbehind,andhewasmoved.學(xué)生突然明白就算自己落后，同學(xué)也在為他加油，心里滿(mǎn)是感動(dòng)。仿寫(xiě)2：______________________________theteacherrememberedhisfavoritebook,andhesmiledwidely.學(xué)生突然發(fā)現(xiàn)老師記得自己喜歡的書(shū)，臉上綻開(kāi)了笑容。03師生情誼類(lèi)片段寫(xiě)作2組【片段一】講述了作者在學(xué)校話劇試演中成功獲得一個(gè)角色，雖然只有四五行臺(tái)詞，作者卻非常努力的反復(fù)排練，并且按照戲劇老師建議，站在鏡子前盡可能多地去練。作者很享受排練的過(guò)程。然而，正式演出的那天，臺(tái)下坐滿(mǎn)了觀眾，大家以往的自信忽然一掃而光，一個(gè)個(gè)變得緊張不安起來(lái)。這種緊張和不安的氣氛開(kāi)始在作者和其他人中間蔓延開(kāi)來(lái)。作者受其他人緊張情緒的影響，也感到了前所未有的緊張和不安。當(dāng)輪到作者要上臺(tái)說(shuō)臺(tái)詞時(shí)，作者發(fā)現(xiàn)自己原來(lái)背的滾瓜爛熟，脫口而出的臺(tái)詞忘了一句。續(xù)寫(xiě)線索：忘記臺(tái)詞——緊張不安——得到幫助——情緒平復(fù)——觀眾鼓掌——回到戲劇老師那里——老師表?yè)P(yáng)——內(nèi)心感悟——期盼下一次表演。ButIsuddenlyrealizedIhadmissedasentence.1(我能感覺(jué)到自己的心臟怦怦直跳嘴巴也干得發(fā)緊).

Despitemyefforts,thewordsfailed,leavingmeflusteredonstage.2(我當(dāng)時(shí)不知所措).

Justthen,Isawmydramateacherstandinginthebackstageareaandtriedtoremindmewithagesture.Thelineflashedintomymind.Asthesceneprogressed,Igraduallyregainedmycomposure,focusingonmylinesandactions.Whenthemomentcametotakemybow,3(一股如釋重負(fù)的感覺(jué)涌上心頭).

Ibowedtotheaudienceexcitedlyandwentbacktomydramateacher.Shesmiledandpattedmyshoulder,“Youhandledthatmistakebeautifully—Ibarelynoticed!”4(她的話讓我滿(mǎn)心歡喜，臉頰也熱了起來(lái)).“Iwassoscared,”Iadmitted.“Butyouradvicesavedme.”Shenodded,“5(大家都會(huì)犯錯(cuò)，重要的是如何去彌補(bǔ)).”AsIwatchedtherestoftheplay,Inolongerfeltnervous.Instead,Ifeltproud—I’dfacedmyfearandpulledthrough.Thatnighttaughtmethat6(勇氣并非沒(méi)有恐懼，而是縱使心懷恐懼，依然選擇行動(dòng)).?【片段二】本文以賽跑為線索展開(kāi)。作者是一名特殊教育教師，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(wèn)其原因，他說(shuō)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)，所以教練想讓大衛(wèi)自己去決定是否參加賽跑。作者讓大衛(wèi)追尋自己的內(nèi)心，不理會(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，這已經(jīng)無(wú)關(guān)名次，而是他的勇敢和堅(jiān)定讓這一切成為可能。續(xù)寫(xiě)線索：鼓勵(lì)大衛(wèi)——心理變化——決定參賽——克服困難——加油助威——完成比賽。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.1(我輕拍他的肩膀)andsaid,“Iknowyou’reworriedaboutbeinglaughedat,butrememberhowhardyoupracticed?Everytimeyoufinishedtherun,evenifitwaslate,yousmiledsobrightly.”Heslowlyliftedhishead,2(眼睛里閃著淚光).“WhatifI’mtooslow?”hewhispered.Iheldhishand,“Slowdoesn’tmatter—finishingiswhatcounts.Yourclassmateswillcheerforyou,notlaugh.”Gradually,hisshouldersrelaxed,andhenoddedsoftly.“Okay,I’lltry,”hesaidquietly,3(一絲微笑慢慢在他臉上綻開(kāi)).?IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.Whenthewhistleblew,thekidsrushedforward,butDavidkepthisownpace,4(他的小短腿穩(wěn)穩(wěn)地向前邁著).Istoodbytheside,cheeringloudlywithhisclassmates.“Comeon,David!”weshouted.Helookedover,waved,andkeptgoing.Thoughhefellbehindquickly,heneverstopped.Finally,whenhecrossedthefinishline,5(全場(chǎng)觀眾瞬間爆發(fā)出熱烈的掌聲).Hethrewhisarmsaroundme,laughing.“Ididit!”hecried.Ihuggedhimback,6(為這個(gè)勇于直面恐懼并取得勝利的勇敢男孩感到驕傲).01讀后續(xù)寫(xiě)優(yōu)秀場(chǎng)景背誦一、教育盜竊學(xué)生斯蒂芬妮抵達(dá)時(shí)，達(dá)斯汀正坐在椅子上，雙臂交叉抱在胸前。他的父親上前向斯蒂芬妮作了自我介紹，并代達(dá)斯汀向她道歉。達(dá)斯汀卻始終面無(wú)表情。隨后，父親轉(zhuǎn)向達(dá)斯汀，問(wèn)道：“達(dá)斯汀，你難道沒(méi)什么要跟人家說(shuō)的嗎？”達(dá)斯汀一言不發(fā)，依舊保持著沉默。父親的眼神突然一沉，語(yǔ)氣堅(jiān)定地說(shuō)：“達(dá)斯汀，現(xiàn)在就說(shuō)！”達(dá)斯汀起身走向斯蒂芬妮，遞過(guò)去一個(gè)封好的信封，低聲道：“對(duì)不起，我拿了你的錢(qián)包。這是你的錢(qián)。”斯蒂芬妮睜著一雙棕色的大眼睛望著他，語(yǔ)氣溫和地說(shuō)：“我原諒你了?！边_(dá)斯汀既驚訝又難以置信，怔怔地盯著她。______________________________________________________二、引導(dǎo)班級(jí)合作活動(dòng)接近尾聲時(shí)，米歇爾走了過(guò)來(lái)，看到學(xué)生們正開(kāi)心地有說(shuō)有笑。他對(duì)大家的表現(xiàn)感到十分滿(mǎn)意，開(kāi)口說(shuō)道：“現(xiàn)在我們應(yīng)該能明白，當(dāng)大家愿意和其他同學(xué)分享想法時(shí)，做事效率會(huì)高得多。通過(guò)團(tuán)隊(duì)合作——而不是單打獨(dú)斗——我們才能更出色地解決問(wèn)題。”與此同時(shí)，學(xué)生們既感動(dòng)又深受啟發(fā)，因?yàn)榇饲八麄円恢倍荚诳桃馐柽h(yuǎn)彼此。若非這次活動(dòng)，他們或許至今都不會(huì)意識(shí)到，要實(shí)現(xiàn)目標(biāo)，就必須學(xué)會(huì)合作，培養(yǎng)團(tuán)隊(duì)精神。______________________________________________________三、激發(fā)學(xué)生藝術(shù)力瑪麗退后一步，審視著這幅集體創(chuàng)作。那張大大的畫(huà)紙亂得充滿(mǎn)童趣：蒂娜畫(huà)的冰淇淋樹(shù)旁立著阿基拉的彩虹貓，瑪雅的閃片云朵飄在邁克爾畫(huà)的機(jī)器人上方，蠟筆盒里的每種顏色都在紙上閃耀。一群學(xué)生圍了過(guò)來(lái)，指著畫(huà)歡呼。“這比我們之前畫(huà)的任何風(fēng)景畫(huà)都好看！”蒂娜說(shuō)?，旣慄c(diǎn)了點(diǎn)頭，眼神變得柔和。她意識(shí)到，藝術(shù)不在于遵守規(guī)則——而在于讓心靈與想象力自由馳騁。從那天起，她的課堂成了一個(gè)包容之地，每一個(gè)奇特又美妙的想法都能被歌頌。______________________________________________________四、幫助克服數(shù)學(xué)恐懼在詹金斯先生的幫助下，艾米麗的自信心漸漸增強(qiáng)。她開(kāi)始享受解數(shù)學(xué)題的過(guò)程，每取得一點(diǎn)小小的成功，都能從中感受到滿(mǎn)足。曾經(jīng)那些令人困惑的數(shù)字和變量，如今仿佛變成了一幅精美拼圖的碎片。詹金斯先生始終在她身邊支持她，總是面帶微笑，隨時(shí)準(zhǔn)備給予鼓勵(lì)。艾米麗開(kāi)始相信自己，成績(jī)也慢慢有了提升。她意識(shí)到，只要有耐心，再加上正確的指導(dǎo)，自己完全能夠克服數(shù)學(xué)上的困難。很快，期末考試就來(lái)臨了。______________________________________________________五、教師愛(ài)的傳承老師站在教室前方，目光掃過(guò)一張張臉龐。這門(mén)課她教了好些年，班里的每個(gè)學(xué)生，都像她珍藏的寶貝一樣珍貴。有一天，她遞給一位學(xué)習(xí)吃力的學(xué)生一本書(shū)，說(shuō)道：“這是我最喜歡的書(shū)。讀一讀，你就會(huì)明白為什么了?！逼鸪酰敲麑W(xué)生還心存疑慮，但翻開(kāi)書(shū)頁(yè)后便沉浸其中，從文字里找到了慰藉。多年后，當(dāng)她自己也成為一名教師時(shí)，同樣把這本書(shū)遞給了自己的學(xué)生，輕聲說(shuō)道：“這是我最喜歡的書(shū)。讀一讀，你就會(huì)明白為什么了?！边@份信任與激勵(lì)的循環(huán)就這樣延續(xù)著，印證了教師之愛(ài)恒久不變的力量。______________________________________________________02師生情誼高考真題再現(xiàn)2023·新課標(biāo)I卷&II卷--寫(xiě)作賽場(chǎng)折桂，恩師成就輝煌比賽消息傳來(lái)——作者獲獎(jiǎng)——高興——頒獎(jiǎng)典禮感謝老師——頒獎(jiǎng)后來(lái)到老師辦公室——老師告訴作者堅(jiān)持寫(xiě)作——作者表達(dá)了對(duì)寫(xiě)作的喜愛(ài)——作者寫(xiě)作取得了成功——感激老師閱讀下面材料,根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段,使之構(gòu)成一篇完整的短文。WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.SowhydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?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.IcheckedoutahalfdozenbooksonPaulReverefromthelibrary.Ievenreadafewofthem.WhenIhandedintheessaytomyteacher,hereadit,laughedoutloud,andsaid,“Great.Now,writeitagain.”Iwroteitagain,andagainandagain.WhenIfinallyfinishedit,thethoughtofwinninghadgivenwaytotheenjoymentofwriting.IfIdidn’twin,Iwouldn’tcare.注意:1.續(xù)寫(xiě)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。Afewweekslater,whenIalmostforgotthecontest,therecamethenews.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Iwenttomyteacher’sofficeaftertheawardpresentation.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2022新高考I卷II卷--跑道上的奇跡：心臟病患兒堅(jiān)持參賽鼓勵(lì)大衛(wèi)——心理變化——決定參賽——克服困難——加油助威——完成比賽閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)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(xiě)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.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________第一步：提煉六個(gè)要素，獲取主旨大意。讀后續(xù)寫(xiě)的閱讀文本基本上都是記敘文，所以要提煉出六個(gè)基本要素：who,where,when,what,why和how?？忌陂喿x文本過(guò)程中只有把握好這六個(gè)要素，才能總結(jié)出文章大意和故事情節(jié)，進(jìn)而推斷出作者的寫(xiě)作意圖，輕松獲取故事的主旨大意。第二步：理清故事脈絡(luò)，把握情感變化。線索是敘事性作品中貫穿整個(gè)故事的脈絡(luò)，所有的情節(jié)均圍繞文本主要線索展開(kāi)。記敘文一般有兩條故事發(fā)展線索：情節(jié)(plots)線索和情感(emotions)線索。考生可以利用圖表法或思維導(dǎo)圖法理清故事的發(fā)展脈絡(luò)，把握作者的情感變化。這樣，考生在續(xù)寫(xiě)時(shí)才可以更好地遵循原文的思路、風(fēng)格和語(yǔ)言。第三步：分析段落首句，精心設(shè)計(jì)問(wèn)題。分析續(xù)寫(xiě)后所給的兩個(gè)段首句對(duì)提高所寫(xiě)內(nèi)容和原文的融洽度至關(guān)重要?？忌梢韵确治鲆幌滤o的兩個(gè)段首句之間的邏輯關(guān)系是順承關(guān)系、轉(zhuǎn)折關(guān)系還是因果關(guān)系等。然后，根據(jù)自己的判斷設(shè)計(jì)小問(wèn)題：根據(jù)段首句得知什么？續(xù)寫(xiě)開(kāi)始寫(xiě)什么？接下來(lái)寫(xiě)什么？續(xù)寫(xiě)第一段的段尾如何銜接第二段的開(kāi)頭？續(xù)寫(xiě)第二段的段尾如何才能照應(yīng)故事的主旨大意？第四步：設(shè)計(jì)結(jié)尾情節(jié)，拔高價(jià)值取向?？忌仨毦o緊圍繞故事的發(fā)展脈絡(luò)，展開(kāi)合理的想象，巧妙地設(shè)計(jì)所續(xù)寫(xiě)的兩段的故事結(jié)尾情節(jié)。設(shè)計(jì)結(jié)尾情節(jié)時(shí)，考生可以借助前文的故事脈絡(luò)設(shè)計(jì)一些具體的問(wèn)題。還要注意設(shè)計(jì)好續(xù)寫(xiě)的第二段的結(jié)尾，讓結(jié)尾處的情感得到升華或拔高，把故事所折射出的人生觀、價(jià)值觀充分體現(xiàn)出來(lái)。第五步：列出關(guān)鍵詞匯，續(xù)寫(xiě)連貫句群。設(shè)計(jì)好要續(xù)寫(xiě)的兩段的情節(jié)后，考生可以先在草稿紙上把原文出現(xiàn)的主要人物、發(fā)生的主要事件和描寫(xiě)人物或事件的情感詞羅列出來(lái)，并按事件的發(fā)生順序逐一理清。最后，考生用這些關(guān)鍵詞匯重構(gòu)句子，寫(xiě)出連貫一致的句群。第六步：升格低級(jí)詞句，謄寫(xiě)完善成文。考生在寫(xiě)好兩段的內(nèi)容后，可以根據(jù)語(yǔ)法知識(shí)把一些低級(jí)的詞匯或句式進(jìn)行潤(rùn)色升格。升格低級(jí)詞句的目的是讓續(xù)寫(xiě)的內(nèi)容更加符合原文的語(yǔ)言風(fēng)格，與原文在銜接上更加融洽。完成這一步后，考生要迅速把寫(xiě)好的兩段英文以清晰、規(guī)范、美觀、流暢的書(shū)寫(xiě)謄寫(xiě)在答題紙上。讀后續(xù)寫(xiě)師生情誼類(lèi)讀后續(xù)寫(xiě)師生情誼類(lèi)綜合能力提升【01】（25-26高三上·河北滄州·階段練習(xí)）-幫助轉(zhuǎn)學(xué)生閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。“Class,quietplease!”Ms.Tan,ourteacher,calledoutwithherarmscrossed,annoyedbythenoiseweweremaking.Oncetheclassquieteddown,shecontinued,“Todaywehaveanewstudentjoiningus.HisnameisLukeOrye!Asyouknow,todayisthefirstdayofthisschoolyear.Heisatransfer(轉(zhuǎn)學(xué))studentfromSunnyfieldPrimarySchool.Ihopeyouwillhelphimfeelcomfortableinschool.”Allofourfaceslitup.Noneofushadhadatransferstudentbefore!IgaveLukeafriendlysmileandwavedfrommyseat.Hesawitandgaveatightsmileback.Heloweredhisheadtokeephiseyesfixedontheground.Ialsonoticedthathewasnervous.Justthen,Irealizedsomething.“Ohno,MikeisgoingtobotherLuke.AshyguylikeLukemightnothandleitwell,”Ithought.Mikewasknownforbeingmischievous(調(diào)皮).Hewouldbehaveproperlywhenteacherswerewatching,butactupassoonastheyweren’tlooking.Everystudentfoundhisbehaviorannoyingbecausehelovedtoplaytricksonothers.Whenthebellrangforabreak,IracedovertotalktoLukeaboutMike.However,LukewasoutofthedoorbeforeIcouldopenmymouth.“Heprobablywantssomefreshair,”IthoughtasIsighedandslowlywalkedtowardsthecourtyard.Onmyway,IsawMikeapproachingLukewithamischievousgrin(咧嘴笑).“Whysoquiet?Catgotyourtongue?”Mikejoked,pushingLukeplayfully.Lukelookeduncomfortableandshiftedhisweightnervously.MikelaughedheartilyandclappedLukeontheback,thinkinghewasjusthavingsomefun.Asluckwouldhaveit,Ms.Tanwalkedby!Shewastheteacherondutyinthecourtyardthatday.Mikequicklycomposedhimselfandputonhisbestbehavior.LukeandIexchangedworriedglances.IwantedtotellMs.Tanwhathappenedbuthesitated.“ShouldIgetinvolved?Thiscouldblowupinmyface,”Ithought.ButthenIrememberedhowLukelooked—likeheneededsomeonetostickupforhim.注意：1.續(xù)寫(xiě)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。Takingadeepbreath,IwalkedovertoMs.Tan.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Afewminuteslater,Mikereturned,hisfaceredwithshame.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【02】（24-25高一下·湖北武漢·階段練習(xí)）-幫音樂(lè)特長(zhǎng)生接納自己閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。Lastsummer,ImetLeo,aboywhohadjustmovedtoourdistrictwithhisfamily.OnedayIsawLeoarguingwiththelibrarianaboutasci-finovel.Hisvoiceboomedacrossthequietlibrary:“Buttherobotclearlyhadfeelings!Theendingmakesnosense!”Ihidmylaughbehindaselectedcollectionofpoems.Later,whenwebumpedintoeachotheratamusicstoreinthedowntownarea—bothreachingforthelastNirvanaCD—hegrinnedandsaid,“Youpick.I’lljustborrowitfromyou.”Thatwasthestartofourfriendshipaswediscoveredsharedpassionsforrockmusic,comicsandmovies.Wespenttheentiresummervacationexploringsecond-handrecordstores,watchingclassicfilmseries,andevenformingabandwithsomeoldguitarswefoundinmygarage.Leowasalwaysthelifeofthemoment,hisloudvoicefillingtheairashebeltedoutwordsofsongsormimicked(模仿)moviedialogues.Leowasn’tlikeanyoneIknew.Hisclotheswerealwaysmismatched,andhelaughedlikeawolfwatchingacomedyshow.Wereadcomicbooks,spenthoursdebatingtheplots,andsangoff-keyto90srockinhisgarage.Butwhentheschoolbellrangforthenewsemester,everythingchanged.Leo’senergeticpersonalitywasnotinharmonywiththemorereservedatmosphereofourhighschool.Atschool,hisloudnessstoodoutsharply.Intheclassroom,hisenthusiasticanswersofteninterruptedtheteacher;inthecafeteria,hisheartylaughterechoedthroughthedininghall.Oneday,agroupofpopularstudentspointedandwhisperedasLeodramaticallyperformedascenefromDieHard.Ifeltmycheeksburningwithembarrassment.Gradually,Ibeganmakingexcusestoavoidhim,choosingtositwithotherclassmatesinstead.Leo’seyes,oncebrightwithexcitement,nowcloudedwithconfusionandmentalharm.IknewIhadtomakeadecision,buttheweightofpeer(同伴)pressuremadeitincrediblydifficult.注意：1.所續(xù)寫(xiě)短文的詞數(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。Thatnight,Ilayinbed,caughtinadilemma.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Wedecidedtostartamusicclubatschool.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【03】（25-26高一上·黑龍江雙鴨山·階段練習(xí)）-幫適應(yīng)高中生活閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。Tomwasinhighschoolforhalfayear,yethestilldidn’tadapt(適應(yīng))tothenewschoollife.Hewasunwillingtocommunicatewithothers.Inclass,heoftenfeltlonelyamonghisclassmates,alwayslostinhisownthoughts.Asaresult,hebecameincreasinglyunhappyandhislearningperformancebegantogetworse.Mr.Smith,theheadteacher,noticedhisunhappiness.OneFridayafternoon,theteacherwalkedtohimandsaid,“Tom,I’venoticedthatyou’vebeenabitdownlately.Isthereanythingwrong?Areyouwillingtoshareyourfeelingswithme?”Hesitating(猶豫)foramoment,Tomsaidinalowvoice,“Ijustcan’tfitinhere.Imissmyparentsandoldfriendssomuch,anditseemsthatIhavelittleincommonwiththeclassmateshere.”Theytalkedforalongtimethatafternoon.ThenextMonday,itwastimefortheclasstochangeseatsasusualandtheheadteacheraskedJack,anoutgoingandhelpfulboy,tositnexttoTom.Jacksaidcheerfully,“I’dliketomakefriendswithyou.”TomwasamazedbyJack’sfriendlyoffer,butsoonfeltawaveofwarmthflowingthroughhisheart.Jackstartedalivelyconversationatonce,sharinghisfavoritehobbiesandinterestingexperiences.Tom,whohadbeensolonelybefore,slowlyfoundhimselfresponding(回應(yīng))andopeningup.注意：1．續(xù)寫(xiě)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。Inthefollowingdays,JackinvitedTomtojoinindifferentactivities.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________WithJack’scompanyandencouragement,Tombegantochange.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【04】（2025·河北·模擬預(yù)測(cè)）-幫學(xué)生和好閱讀下面材料，根據(jù)其內(nèi)容和所給段落開(kāi)頭語(yǔ)續(xù)寫(xiě)兩段，使之構(gòu)成一篇完整的短文。Peopleoftensay:Friendshipislikeaplantofslowgrowth.EmilyandIarejustlikethat.Ourtwofamilieswerealreadyneighbours.Thatwasinthespringof2008,thetwoofuswerebornonthesamedayinthesamehospital.Emilywasborntwoandahalfhoursearlierthanme.Whenwewerechildren,wealmostworethesameclothesandevencaughtcoldstogether.Lateron,whenwewenttokindergartenandelementaryschool,wewerenottogether.However,IstillrememberasentencemymothersaidtoEmily'smother,"Sometimeswearenottogether,butIstillhavethefeelingthatyouaretherebymyside."Mybestfriend,Emily,andIhadbeeninseparablesincemiddleschool.MysenioryearatWestfieldHighSchoolwassupposedtobethebestyearofmylife.Instead,itturnedintoalessonaboutfriendshipthatIwouldneverforget.Asgraduationapproached,thestressofexamsandcollegeapplicationsbegantoweighheavilyonEmilyandme.Emilywasamemberoftheschool'swomen'svolleyballteam.Sheenjoyedsocializinganddidn'tseemtovalueheracademicstudiesasmuchasIdid.Shealwayswantedtobringmetothesportsfieldforactivities.Shesaiditwouldpromotelearning,butIwasveryunwilling.EmilyandIbecamedistant.Ifocusedongettingintoatopuniversity,whileEmilywasmoreinterestedinenjoyingourlastyeartogether.Ourdifferentgoalsledtodisagreements,andsoonenough,westartedtoargueoverthesmallestthings.Oneday,thingsreache