2025高考英语二轮复习：阅读七选五专题（题型讲解+实战演练）

高考英语二轮复习：读后续写专题一、题型简介读后续写（ContinuationWriting）是高考英语写作中的创新题型，旨在综合考查学生的阅读理解能力、逻辑推理能力、语言运用能力及创造性思维。其核心要求为：考生需在阅读一篇未完成的叙事性短文（通常约350词）后，根据原文情节、人物设定及语言风格，补写两个段落（约150词），使故事逻辑完整、主题升华。该题型的特点可概括为以下四方面：1.语言材料的限定性原文提供明确的故事情境（如冲突、转折或悬念），语言风格（如幽默、悬疑或温情）及人物关系（如家庭矛盾、友情考验），考生需严格遵循原文设定，避免偏离主线或改变人物性格。2.故事情境的开放性虽受原文框架约束，但续写部分需体现合理想象。例如，原文可能以“主人公陷入困境”结尾，考生需设计符合逻辑的解决方案（如借助他人帮助、自我突破），同时传递积极价值观（如勇气、成长或和解）。3.人物角色的连贯性角色的言行、情感及动机需与原文一致。例如，若原文中主角性格内向，续写时不宜突然赋予其外向行为；若前文铺垫了伏笔（如角色随身携带的旧照片），续写需呼应细节，增强故事整体性。4.给定句的引导性题目会提供两个段落的开头句（通常为段首句或段尾句），作为续写内容的锚点。考生需将给定句自然嵌入段落，确保情节过渡流畅。例如，若给定句为“Suddenly,thedoorcreakedopen...”，续写需围绕“开门”事件展开，解释原因并推动故事高潮。二、考情分析1.命题趋势与特点（1）语篇类型固定连续三年均选用记叙文，内容围绕“人与社会”主题语境展开，聚焦个人成长与社会互动。核心主题：诚信（2024年履约）、努力与突破（2023年写作比赛、2022年带病参赛）、互助与信任（2024年司机信任乘客）。情节模式：困境→解决→成长（如忘带现金后履约、克服语言障碍获奖、带病完成比赛）。（2）语篇内容特点贴近生活：场景多为日常情境（如乘车、校园活动、体育比赛），考生易产生共鸣。价值观导向：强调积极品质（诚信、毅力、责任感），要求续写部分传递正向价值。国际化元素：2024年提及“布拉格”，暗示命题可能融入跨文化背景。（3）文本结构与难度原文长度稳定：词数控制在310-325词，情节紧凑，留有明确续写空间（如悬念或未解决的冲突）。语言风格统一：多用简单句、对话和心理描写，语言平实但情感细腻（如2023年“老师的鼓励”）。2.考查重点与能力要求（1）文本分析能力需精准捕捉原文关键信息：人物性格（如2024年主人公的诚信、2022年David的顽强）；矛盾冲突（如忘带现金、语言障碍、身体疾病）；伏笔与细节（如2024年“返程时支付”需在续写中兑现）。（2）逻辑衔接能力确保续写段落与原文在情节、情感、语言风格上无缝衔接。例：2023年需体现“努力过程”与“获奖结果”的因果关系；2022年需合理描写David如何克服身体困难。（3）创造性思维在限定框架内合理想象，设计符合逻辑的结局（如2024年需解释“如何履约”）。避免机械模仿原文，需通过细节（如动作、对话）推动情节发展。三、备考策略（一）读——读懂材料（审题与阅读）1.细读文章主题清。读主题：文章主题立意积极向上，弘扬人性社会正能量；2.故事情节加感情。读情节：借助记叙文“故事山”，抓住故事中最大“冲突”，厘清情节和情感两条主线；3.语言风格须沿用。读语言：对话体，叙述体，描写手段，人物性格、情感转变。培养阅读能力：理解原文内容，准确理解原文篇章结构的关键信息，能深入理解原文的内容要素、内容发展、逻辑关系、语言特点等。续写故事应符合积极的世界观和价值观取向，逻辑合理，情节连贯。要阅读语篇，从“人与自我、人与社会、人与自然”三个主题语境进行分析，把握故事主题，防止主题跑偏和故事情节离奇荒诞。学会分析情节，分析故事情节一般从故事六要素着手，即who、when、where、what、why、how，然后理顺故事情节发展线和主人公的情感变化线。这样，故事的人物、事件和主要人物的心理变化就会一目了然，为接下来的续写做好准备。（二）思——构思情节（布局与衔接/融合）牢记：续写内容+所给材料=一篇完整的故事短文！1.布局情节思路形。思考布局，预设情节：续写第一段指向故事中“矛盾或问题的解决方法”，续写第二段指向故事中“解决方法的结果”；2.勿添人物和时空。构思情节一般不要添加新的人物，也不轻易拉长故事发生的时间和空间；3.衔接融合记心中。思考首句，关注衔接。衔接1：续写第一段与第一段给出句的衔接；衔接2：续写第一段与第二段给出句的衔接；衔接3：续写第二段与第二段给出句的衔接；衔接4：续写两段与材料的衔接与连贯。构思续写情节，分析段首句，根据段首句的关键信息提出问题，预设故事情节发展走向。关注衔接，思考故事如何结尾，如何与前文做好首尾呼应，逻辑性应强，体现故事主题，构思出一篇内容完整的故事短文。培养思维能力：在根据原文进行续写时体现出创造性。培养学习能力：阅读原文后学习原文作者的语言特点和写作方式。（三）写——写出好文（语言和手法）1.先列提纲初稿成。语言要衔接：词汇衔接——原词复现、同义词近义词复现、反义词同现；语法衔接与照应——冠词、替代、省略；逻辑关联语衔接——转折、因果、次序、递进、并列。记叙描写交替用。表达要丰富：细节描写，增加画面感和表现力。主要是所见（人物和环境描写）、所思（心理描写）、所言（语言描写）、所做（动作描写）、所处（环境描写），描写点到为止，不可喧宾夺主，注意与材料的呼应；运用并列结构、复合句、非谓语动词、with复合结构和适当运用修辞手段等，原则是先写对再写高级。3.内容连贯和呼应。内容要连贯：五要原则——情节要基于现实生活，想象要合情合理；情节设计要基于原文，围绕主题，使短文内容完整；情节内容要保证上下文连贯；情节设计要最后升华主题，首尾照应。4.检查要点写工整.培养写作能力：（1）内容产出，能在原文的基础上创造出新的内容，能与原文内容保持融洽，形成有效协同；（2）语言运用，能使用丰富的词汇和句子结构并且使用准确、恰当，与原文的词汇和句子结构甚至语言风格协同（较高要求）；（3）篇章结构，能与原文合理衔接，能使用恰当的连接手段使续写完整、连贯。四、评分细则1.本题总分为25分，按5个档次评分。2.评分时需综合考虑以下方面：(1)续写内容的质量、完整性及与原文情境的融洽度；(2)词汇和语法结构的准确性、恰当性及多样性；(3)上下文衔接和全文连贯性。3.评分时先确定整体档次，再综合衡量后给分。4.其他注意事项：(1)词数少于120的酌情扣分；(2)书写较差影响交际的酌情扣分；(3)拼写和标点符号错误视影响程度扣分，英、美拼写均可接受。【分档划分标准】第五档（很好）（21～25分）(1)与原文高度融洽，段落开头语衔接合理，内容新颖、丰富、有逻辑，续写完整；(2)语法和词汇丰富准确，错误极少且不影响表达；(3)自然使用连接成分，结构紧凑，全文清晰连贯。第四档（好）（16～20分）(1)与原文融洽度较高，段落衔接较合理，续写较完整；(2)语法和词汇较丰富，少量错误不影响表达；(3)有效使用连接成分，结构较清晰连贯。第三档（适当）（11～15分）(1)与原文关系密切，段落开头语有衔接，但部分情节不合理；(2)语法和词汇基本满足要求，个别错误影响表达；(3)使用简单连接成分，结构基本清晰。第二档（较差）（6～10分）(1)与原文有一定关联，但内容或逻辑问题较多，续写不完整；(2)语法单调，词汇有限，错误影响表达；(3)连接成分较少，内容欠连贯。第一档（差）（1～5分）(1)与原文衔接差，内容或逻辑问题严重，续写不完整或脱节；(2)语法单调，词汇贫乏，错误严重影响表达；(3)缺乏连接成分，结构混乱。0分未作答；内容过少或无法辨认；内容完全抄袭或与题目无关。五、实战演练【名校模拟】题源：2025届广东省高三英语二模阅读下面材料，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。Marywatchedasstudentscrowdedaroundanoticeannouncingthattheschool’sradiostationwaslookingforasecondhost.Butterfliesfilledherstomach—shehadalwaysdreamedofbecomingacampushost.Theradiostationwasabigdeal;itairedmusic,schoolannouncements,andentertainingshowsthateveryonetunedintoduringlunchbreaks.Olivia,thecurrenthost,wasconfidentandtalented,earningwidespreadadmiration.Incontrast,Marywasnaturallyshy,andspeakinginfrontofothersmadehernervous.Still,shedecidedtogiveitatry,evenasaclassmateremarked,“You?Youcanbarelyreadaloudinclasswithoutstumbling（磕磕绊绊）!”Notdiscouraged,Marypracticedeveryeveningbyreadingaloudfromhertextbooks.Atfirst,shestumbledoverherwords,butgraduallyherreadinggrewsmootherandherpronunciationclearer.Sheevenborrowedbooksonpublicspeakingfromthelibrarytolearnvocaltechniques.Whileherclassmateschattedandlaughed,shequietlyabsorbedeverydetail,determinedtobuildherskills.Thedayoftheinterviewfinallyarrived.Holdingthecoldmicrophone,Maryfeltherhandsgrowsweaty.Shereadtherequiredtextsperfectly—rehearsed(排练)thousandsoftimes—butshestruggledduringtheimprovised(即兴的)part.“Sir,I’vebeenpracticingformonths,andI’mwillingtoworkhardtolearn,”shebegged.Mr.Cartersmiledgentlyandsaid,“Iappreciateyourdeterminationandyourexcellentreading.Butduringalivebroadcast,anythingcanhappen,andyouneedtodrawyouraudience’sattentionwithgenuineemotionratherthansimplyreadingfromascript.”Thatday,noonepassedtheinterview;everyoneleftexceptMary.Lostinthought,sherealized,“Theproblemisn’twithmypronunciationorreading…”Itsuddenlystruckherthatshecouldjointheradioteaminasupportingroletolearnwhatittrulytakestobeahost.注意：写作词数应为150左右；请在答题卡的相应位置作答。 SheaskedMr.Carterforpermissionandbeganbytakingonsmalltasks.Thenoneday,Mr.Carterrushedinwithunexpectednews:Oliviahadsuddenlyfallenill.【篇章情节——理一理】人称：第三人称为主时态：一般过去时为主人物：Mary（渴望成为校园电台主持人的学生）、Olivia（现任电台主持人）、Mr.Carter（面试官或电台负责人）情节：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?【参考范文】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.语料积累：throwherselfintothesetasks全身心投入pretendtohostherownshow模拟主持自己的节目notebookfilledwiththoughts写满想法的笔记palmssweatingbutvoicesteady掌心冒汗但声音沉稳perfectlyreportthenews完美播报 upbeatmusic欢快音乐buzzwithapproval赞许声四起★Organizingscripts,preparingplaylists,andsettingthefacilities,Marythrewherselfintothesetasks,treatingeachoneasanopportunitytolearn.组织脚本、准备播放列表和设置设施，玛丽全身心投入这些任务，把每一个任务都当作学习的机会。（这句话通过排比手法列举了Mary承担的多项工作，用“全身心投入”凸显其敬业精神）★Whennoonewasaround,shewouldpractice,pretendingtohostherownshow,announcingimaginaryschoolnews,recitingpoems,orintroducingsongs,justlikeOliviadid.当周围没有人的时候，她就会练习，假装在主持自己的节目，播报虚构的校园新闻，朗诵诗歌，或者介绍歌曲，完全复刻Olivia的专业范儿。（四个动宾短语形成递进式学习链条，暗示从模仿到创新的质变，为下文救场做铺垫）★Studentspausedtheirsandwiches,recognizingthenewvoice.学生们停下咬了一半的三明治，这个新声音，值得侧耳倾听。（“举着三明治的手停在半空”用定格画面制造悬念，侧面烘托主持魅力）★Marywasstillholdingthemic,whichwasn’tcoldanymore,butheldthewarmthofeveryhostwho’deverpanicked,triumphed,andgrownhere—includingher.麦克风在她掌心发烫，凝结着历代主持人曾经历的恐慌、胜利与成长，此刻也镌刻着她自己的故事。（“慌乱—欣喜—热忱”形成时间纵深感，暗合人物成长轨迹。）【真题链接：2022年新高考I卷&2022年新高考II卷】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。Itwasthedayofthebigcross-countryrun.Studentsfromsevendifferentprimaryschoolsinandaroundthesmalltownwerewarmingupandwalkingtheroute(路线)throughthickevergreenforest.IlookedaroundandfinallyspottedDavid,whowasstandingbyhimselfofftothesidebyafence.Hewassmallfortenyearsold.Hisusualbigtoothysmilewasabsenttoday.Iwalkedoverandaskedhimwhyhewasn’twiththeotherchildren.Hehesitatedandthensaidhehaddecidednottorun.Whatwaswrong?Hehadworkedsohardforthisevent!Iquicklysearchedthecrowdfortheschool’scoachandaskedhimwhathadhappened.“Iwasafraidthatkidsfromotherschoolswouldlaughathim,”heexplaineduncomfortably.“Igavehimthechoicetorunornot,andlethimdecide.”Ibitbackmyfrustration(懊恼).Iknewthecoachmeantwell—hethoughthewasdoingtherightthing.AftermakingsurethatDavidcouldrunifhewanted,Iturnedtofindhimcomingtowardsme,hissmallbodyrockingfromsidetosideasheswunghisfeetforward.Davidhadabraindiseasewhichpreventedhimfromwalkingorrunninglikeotherchildren,butatschoolhisclassmatesthoughtofhimasaregularkid.Healwaysparticipatedtothebestofhisabilityinwhatevertheyweredoing.ThatwaswhynoneofthechildrenthoughtitunusualthatDavidhaddecidedtojointhecross-countryteam.Itjusttookhimlonger—that’sall.Davidhadnotmissedasinglepractice,andalthoughhealwaysfinishedhisrunlongaftertheotherchildren,hedidalwaysfinish.Asaspecialeducationteacherattheschool,IwasfamiliarwiththechallengesDavidfacedandwasproudofhisstrongdetermination.注意：1.续写词数应为150左右。2.开头已给出。Wesatdownnexttoeachother,butDavidwouldn’tlookatme.IwatchedasDavidmoveduptothestartinglinewiththeotherrunners.【篇章情节——理一理】人称：第一人称和第三人称并用时态：一般过去时人物：“I”（aspecialeducationteacherattheschool）theschool’scoachDavid：10-year-oldboywithbraindisorder情节：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很受鼓励，他深吸了一口气，鼓起勇气，“我会试一试的。”Davidwasinspired,sohetookadeepbreathandgatheredhiscourage,“Iwillgiveitatry”.（两连动词描写+对话）2.他努力往前跑，小小的身子随着奔跑的节奏摇晃着。Hestruggledtorunforward,andhissmallbodyrockedwiththerhythmofhisrun.（肢体动作描写，并列句）3.同学们纷纷出现在赛道上，热情地为他鼓劲，“加油！你能做到！”Classmatesallappearedontheracingtrack,andcheeredforhimenthusiastically,“Comeon!Youcanmakeit!”（双连动作描写+副词+对话）4.在雷鸣般的欢呼声和掌声中，David满含骄傲和兴奋的泪水冲过终点线。Tothethunderouscheersandapplause,Davidcrossedthefinishlinewithtearsofprideandexcitementspillingoutofhiseyes.(环境气氛描写）5.David笑着说道：“谢谢你，你让我意识到，如果为我的目标而努力，我总会成为赢家。”Davidsmiledandsaid,“Thankyou.YoumademerealizeI’dalwayscomeoutawinnerifIwantedsomethingbadlyenoughtoworkforit.”(结尾句升华主题)【参考范文】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.语料积累：avoideyecontact避免眼神接触 trickymoment微妙时刻 lightenv.使变亮；使明亮 thumbup竖起大拇指burstinto突然开始；突然爆发conquerv.（通过努力）控制，对付，克服（问题、困难等）★Havingthoughtitover,Imentionedsomeeventswhichwonpeople’spraiseforhisdeterminationandperseverance.经过一番思量，我提起几件他因坚韧不拔而赢得人们赞誉的事。（句子采用分词短语开头，通过完成时态强调思考的完整性，为后续主句提供逻辑铺垫。关系代词“which”引导的定语从句，修饰先行词“events”。）★Davidstoodfirmlyinhisposition,ignoringanythingaround.大卫坚定地站着，无视周围一切。（通过“firmly”和“ignoring”的对比，突出专注力）★thespectatorsburstintothunderouscheersandapplause观众爆发出雷鸣般的欢呼和掌声（“thunderous”夸张手法，强化感染力的描写）★Inspiredbytheenthusiasmandencouragement,Davidquickenedhispaceinhighspirits.在热情与鼓励的激励下，大卫精神抖擞地加快步伐。（用“quickenedhispaceinhighspirits”展现情绪与动作的联动）★Withthepowertoconquerhimself,hecanconqueranythingonthewaytoapromisingfuture.拥有征服自我的力量，他就能征服通往光明未来路上的一切。（哲理式收尾，主题升华有力）【真题链接：2023年新课标I卷&2023年新课标II卷】WhenIwasinmiddleschool,mysocialstudiesteacheraskedmetoenterawritingcontest.Isaidnowithoutthinking.Ididnotlovewriting.MyfamilycamefromBrazil,soEnglishwasonlymysecondlanguage.WritingwassodifficultandpainfulformethatmyteacherhadallowedmetopresentmypaperonthesinkingoftheTitanicbyactingoutaplay,whereIplayedalltheparts.Noonelaughedharderthanhedid.So,whydidhesuddenlyforcemetodosomethingatwhichIwassuretofail?Hisreply:“BecauseIloveyourstories.Ifyou’rewillingtoapplyyourself,Ithinkyouhaveagoodshotatthis.”Encouragedbyhiswords,Iagreedtogiveitatry.IchosePaulRevere’shorseasmysubject.PaulReverewasasilversmith(银匠)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.续写词数应为150左右；2.请按如下格式在答题卡的相应位置作答。Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Afewweekslater,whenIalmostforgotthecontest,therecamethenews.Iwenttomyteacher’sofficeaftertheawardpresentation.【篇章情节——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】得知比赛结果的心情：短语篇：（1）兴奋，激动beoverwhelmedwithexcitement sb’sjawdrops/fallsjumptoone’sfeet one’sfaceislitupwithexcitementsb’svoiceischokedwithexcitement awildexcitementtakesholdof...one’seyestwinklewithexcitement handstremblewitheagerness（2）高兴canhardlyconcealone’sexcitement satisfiedlookbedelightedat incheerfulspiritsjumpwithjoy feelamixtureofexcitementandhappinessbrightensb’sheart becontentwith（3）惊喜，惊讶alookofsurprisespreadsoverone’sface one’seyesflashalookofshock/surpriseatsbgaspinastonishmentat betoostunnedtospeakbelostforwords eyesopenwideinwonderment佳句篇：（1）Shockedandelated,Ihardlybelievedit.我既震惊又高兴，简直不敢相信。（2）ThemomentIsawmynameinthewinner’slist,myheartleapedwithjoy.当我看到自己的名字在获奖名单上时，我的心高兴得怦怦直跳。（3）ThemomentIfoundoutthatIhadwonthewritingcompetition,Iwasoverwhelmedbyastrongfeelingofastonishment,mixedwithasenseofexhilaration.当我发现自己赢得了写作比赛的那一刻，我既惊讶又兴奋。（4）NeverinmywildestdreamshadIimaginedthatallthehardworkIputintopolishingmyessaywouldonedaybearsweetfruit.我做梦也没想到，我为润色文章所付出的所有努力有一天会收获良多。（5）Allthehardwork,thelatenights,thedoubtsandfears,hadpaidoff.所有的埋头苦干、挑灯夜战、怀疑和恐惧都得到了回报。2.获奖时的情景：短语篇：receivetheaward holdanexquisitetrophyaroundofapplause loud/thunderousapplauseabunchofflowers thecheeringcrowd佳句篇：（1）Thencamethebigday.到了颁奖典礼的那一天。（2）Shortlyafterwards,Ifoundmyselfonthestageintheschoolhallwheretheawardpresentationwasheld.不久之后，我发现自己站在举行颁奖典礼的学校礼堂的舞台上。（3）AsIsteppedontothestage,theapplausefromtheaudiencefilledmyears.当我走上舞台，观众的掌声充满了我的耳朵。（4）Holdingtheawardinmyhand,Ifeltasurgeofprideandgratitude.握着奖杯，我感到一阵骄傲和感激。3.进入老师办公室时的场景：短语篇：（1）表达感激expressone’sheartfeltgratitude hugsbpatsbontheback/shoulder sendabunchofflowersbegratefulforsth givesba(tender)hugholdsbtightlyinthearms holdone’shandstightly（2）表达感动betouchedtofindthat... bemovedwithtearsawarmcurrent misty/moisteyesbetoucheddeeply/immensely tearswellupintheeyeswithalumpinone’sthroat（3）表达祝贺gavesbathumbsup Congratulations!佳句篇：（1）Sharingthismomentofsuccesswithmyteacher,Ifeltadeepsenseofgratitudeforhisencouragement.与老师分享这个成功的时刻，我对他的鼓励深表感激。（2）AssoonasIsawhim,Itrottedoverandgavehimabighug.我一看到他，就小跑过去给了他一个大大的拥抱。（3）Hewarmlyinvitedmetositdown,gavemeathumbsupandsaid,“Congratulations!Iknewyoucoulddoit!”他热情地邀请我坐下，竖起大拇指，说：“祝贺你！我就知道你能做到！”Hiseyeslitupwithpride,andhecongratulatedmewithabroadsmile.他的眼睛里充满了自豪，他灿烂笑着，向我表示祝贺。4.结尾升华句：（1）Thisexperiencemademerealizethataslongaswearebraveenoughtotry,wecansurelyachievesuccess.这次经历让我意识到，只要我们勇于尝试，就一定能够取得成功。（2）Ilearnedalotfromthiscontest,notonlyimprovingmywritingskillsbutalsoboostingmyconfidence.我从这次比赛中学到了很多，不仅提高了写作能力，还增强了自信心。（3）Iamgratefultomyteacher,whoseencouragementandsupporthelpedmediscovermypotential.我感谢我的老师，他的鼓励和支持让我发现了自己的潜能。（4）Thiscontestchangedthecourseofmylifeandhelpedmefindmydirection.这次比赛改变了我的人生轨迹，让我找到了自己的方向。（5）Iwillneverforgetthisexperience,whichwillalwaysbeoneofthemostpreciousmemoriesofmylife.我永远不会忘记这次经历，它将永远是我人生中最宝贵的回忆之一。【参考范文】Paragraph1: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.语料积累：awaveofastonishment惊讶 fierymood炽热豪情wholeheartedcommitment全情投入besurroundedbyflowersandapplause鲜花簇拥掌声如潮asbrightasarayofsunshine温暖如春日第一缕阳光catchone’sattention攫住某人的视线fearneverbuildsthefuture,buthopedoes恐惧筑不起未来，唯有希望可开疆拓土haveagoodcommandof驾轻就熟★Recallingthepaststrugglingdays,Ideeplysensedthatitwasmyteacher’sencouragement,myfamily’ssupport,andmywholeheartedcommitmentthatmadeitallworthwhile.回望那些孤灯奋战的日子，我深切体悟：正是恩师的托举、家人的托举，以及这份全情投入，让一切艰辛都有了重量。（通过排比和回忆，突出成功背后的多重因素，情感真挚。）★Withafierymoodinmyheart,Ideliveredmyshortspeech.Myclassmatesstaredatmewithdelight.胸腔燃着团火，我完成获奖感言。抬眼便撞进同窗们亮晶晶的欢喜里。（用“fierymood”比喻内心澎湃，配合同学反应的细节，画面感强。）★Wherethereisawill,thereisaway.Youaresupposedtobelieveinyourself.有志者事竟成，孩子，你得信自己配得上这荣光。（引用谚语+鼓励语句，简洁有力，传递信念的力量。）★Fromthenon,notonlydidIhaveagoodcommandofwriting,butIalsoknewthetruth—fearneverbuildsthefuture,buthopedoes.自那日始，我笔下渐有风雷，更悟得一个真谛：恐惧是龟裂的河床，希望才是奔涌的江流。（平行结构+对比哲理，升华主题，语言凝练。）【真题链接：2024年新课标I卷&2024年新课标II卷】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。ImetGunteronacold,wetandunforgettableeveninginSeptember.IhadplannedtoflytoViennaandtakeabustoPragueforaconference.Duetoabigstorm,myflighthadbeendelayedbyanhourandahalf.ItoucheddowninViennajust30minutesbeforethedepartureofthelastbustoPrague.ThemomentIgotofftheplane,Iranlikecrazythroughtheairportbuildingandjumpedintothefirsttaxiontherankwithoutasecondthought.ThatwaswhenImetGunter.ItoldhimwhereIwasgoing,buthesaidhehadn’theardofthebusstation.Ithoughtmypronunciationwastheproblem,soIexplainedagainmoreslowly,buthestilllookedconfused.WhenIwasabouttogiveup,Gunterfishedouthislittlephoneandrangupafriend.Afteraheateddiscussionthatlastedforwhatseemedlikeacentury,Gunterputhisphonedownandstartedthecar.Finally,withjusttwominutestosparewerolledintothebusstation.Thankfully,therewasalongqueue(队列)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）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。IranbacktoGunterandtoldhimthebadnews.Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.【词汇积累】conferencen.（通常历时数天有专门议题的大型正式）会议delayv.延期；推迟；耽搁touchdown着陆；落地departuren.离开；起程；出发pronunciationn.（某人的）发音confusedadj.迷惑的fishout（从容器或袋子里）摸出，掏出heatedadj.激烈的sparev.抽出，拿出（时间、金钱等）makeit到达；达到；实现playalong顺从；合作thinout变得稀疏popv.突然放置；迅速放入outoforder发生故障；不能使用【好句积累】ImetGunteronacold,wetandunforgettableeveninginSeptember.在一个寒冷、潮湿且难忘的九月傍晚，我遇到了Gunter。IflashedhimanapologeticsmileasIpulledoutmyPortuguesebankcard.当我拿出我的葡萄牙银行卡时，我向他投以一个歉意的微笑。AfeelingofhelplessnesswashedovermeasIsawthebusqueuethinningout.当我看到公交车队伍越来越短时，一种无助感涌上心头。【原文分析】时间：onacold,wetandunforgettableeveninginSeptember人物：“I”(ApersoncatchingthelastbustoPragueforaconference)Gunter(ataxidriver)故事梗概：在九月一个难忘的风暴之夜，航班延误后作者匆忙赶往布拉格的末班车，途中乘上Gunter的出租车，但因不熟悉目的地他需电话询问，抵达时作者发现无钱支付且刷卡机故障，去提款机取款也没有成功。人称：第一人称为主，第三人称为辅时态：一般过去时语体：文中使用了大量的描述性语言，如“acold,wetandunforgettableevening”“madeamadrunfor”等，营造了紧张和紧迫的氛围，也用了一些短语，如fishout,thinout等。此外，文中使用了一些直接引语，如“‘Wemadeit,’”。【人物分析】Gunter(ataxidriver)patient(WhenIwasabouttogiveup,Gunterfishedouthislittlephoneandrangupafriend.)kind(Gunterparkedthetaxibehindthebus,turnedaround,andlookedatmewithabigsmileonhisface.)optimistic(Wemadeit)【段首句分析以及思维引导】Para1:IranbacktoGunterandtoldhimthebadnews.Para2:Fourdayslater,whenIwasbackinVienna,IcalledGunteraspromised.Q1:WhatwasthenewsandhowdidGunterfeelwhenhegotthenews?Q2:WhatwouldGunterdo?Q3:HowdidIarriveVienna?Q4:WhathadIpromised?Q5:WhatdidIsay?HowdidGunterrespond?Q6:Whatisaproperending?根据段首句提示，作者当时未能成功支付Gunter车费。四天后，作者返回维也纳后按约定给Gunter打了电话。故事主题为信任他人、遵守诺言以及诚实守信。第一段续写思路：Gunter听到这则消息后的反应；作者给出解决办法以及Gunter的回复；作者与Gunter分别，顺利前往布拉格参加会议。第二段开头暗示了作者给出的解决办法，即作者向Gunter承诺之后返回维也纳时再电话联系Gunter。第二段续写思路：两人见面的地点、见面后的互动、最后分别的情形，以及这段经历给作者带来的感悟。词汇&佳句：planto计划 dueto由于……的原因rollintothebusstation冲进公共汽车站1.我们不仅能够帮助那些有需要的人，也可以享受为社会做贡献的乐趣。Notonlycanwehelpthoseinneed,butwecanalsot