选择性必修第二册Unit 2 Bridging Cultures (读后续写讲练）-【同步写作课】2024-2025学年高二英语单元写作深度指导（人教版2019）

Unit 2 Bridging Cultures单元写作深度指导（人教版2019） （读后续写） 三年考情（2022-2024） 解题技巧 2024：新高考I卷&II卷：人与社会（打车费）       浙江1月：人与自我（校园话题） 2023  新高考I卷&II卷：人与自我（老师帮助作者培养写作兴趣）  2022 新高考I卷&II卷；人与自我（鼓励残疾学生参加越野赛跑）       浙江1月：人与自我（与队友互助完成任务） 浙江6月：人与社会（参加社区服务） 第一步：读（五要素） 快速阅读短文和续写段首句，确定五要素，勾划表示重要情节或情感的词句。 读后续写五要素：人物(who)、时间(when)、地点(where)、事件(what)、主题(theme) · 人物(who)：圈出主要人物 · 时间(when)：勾划时间词，确定续写故事的时间 · 地点(where)：勾划出主要地点，确定续写故事的地点 · 事件(what)：用中文概括故事主要情节 · 主题(theme)：确定文章主题语境（人与自我、人与社会、人与自然）         第二步：思（why、how、衔接、升华） 仔细阅读续写段首句，勾划关键词，根据why和how推理故事情节。 · why(为什么)：根据关键词思考为什么故事人物会有这样的行为或心理 · how(怎么样)：用关键词和“→”推理故事接下来将怎样发展下去 · 衔接：第一段的最后一句必须与第二段的why紧密衔接 · 升华：最后一句需要贴合文章的主题语境，展现正能量      第三步：写（动作链、修饰词、细节描写）     根据故事构思关键词展开细节描写。 · 动作链：将简单的一个动作拆分为2-3个动作的动作链 · 修饰词：要给动作适当增加副词或短语修饰 · 增加细节描写：动作、语言、心理、外貌、环境等 1． 高频写作例句 （一）语言描写 轻声说 whisper 低语 mumble 嘟哝 murmur 低语 moan呻吟 mutter轻声说 sigh叹息 大声说 cry叫喊 scream尖叫 roar怒吼/咆哮 call喊叫 yell大喊 shout大叫 howl高声嚷 exclaim惊叫 高兴 地说 smile笑着说 laugh大笑道 roar with laughter 狂笑道 utter a cry of joy 发出快乐的叫声 cheer喝彩/欢呼 beam笑容满面地说 joke开玩笑 grin咧嘴笑 giggle咯咯笑 scream with laughter 放声大笑 有目的地说 nod点头 repeat重说 warn警告 add补充说 continue继续说 persuade劝说 praise赞扬 beg乞求 complain抱怨 admit承认 demand强烈要求 promise承诺道 swear发誓 apologize道歉 comfort安慰 reply回复 declare宣称 announce宣布 explain解释 respond回应道 ask问道 suggest建议 advise建议 apologize道歉 agree同意 refuse拒绝 express thanks to sb. 感谢 其他说 utter说出 gasp喘气说 remark评论 comment评论 let out发出(声音) say to oneself自言自语 think to oneself暗自思忖 blurt out脱口而出 stammer结结巴巴地说 （二）动作描写 （1）眼睛动作：流泪 tears roll down his face睁大眼睛 open her eyes wide闭上眼睛 close her eyes看一眼 glance at盯着 stare at生气地看 glard at四处看 look around观察 observe注意到 notice看向我 turn to me仰望 look up into眼睛变红 eyes turn red眉毛紧皱 eyebrows narrow （2）嘴巴动作：大喊 shout/cry大叫 scream咆哮 growl at欢呼 cheer up小声说 whisper补充说 add回答 reply咬嘴唇 bite his lower lips点头微笑 smile哈哈大笑 burst out laughing深呼吸 take a deep breath松了一口气 sigh with relief捂住我的嘴 cover my mouth （3）头部动作：思考 wonder陷入沉思 think hard点头 nod摇头 shake his head低头 lower his head抬头 raise his head听到我的话 hear what I said （4）手臂动作：拍肩膀 pat sb on the shoulder抱住 gather sb into her arms/hug竖起大拇指 thumb up at sb.拿出来 take out扔出去 throw...to...举手 raise her hand拍手 clap hands伸出手 hold out his hand/stretch out his hand手掌朝上 palm up双臂低垂 arms droop指着 point to捡起来 pick up瞄准 aim at放一边 put...aside推轮椅往前走 roll his wheelchair to递给 hand攥着 clutch剪切 cut折叠 fold粘贴 paste / glue拖拽 drag拦车 block a car （5）腿部动作：走近 approach him冲过去 rush to/dash to弯腰 bend down / lean down站起来 stand up怒气冲冲地闯进来 storm in怒气冲冲地出去 storm out冲过终点线 cross the finish line跳进河里 jump into the river跳上跳下 jump up and down踱来踱去 pace up and down拖着腿走 drag himself上车 get into the car下沉 sink （三）心理描写 方式一：活用副词，用副词去修饰动词，体现人物的心理。例句：He sat onto the ground painfully. 他很痛苦地坐在地上。“We are good friends”, he said excitedly. 我们是好朋友，他兴奋地说。 表心理的副词汇总： · 开心的：joyfully, gladly, delightedly, cheerfully, happily · 感激的：thankfully, gratefully · 悲伤的：sadly, painfully · 失望的：desperately · 愤怒的：angrily, furiously · 紧张的、担忧的、害怕的：nervously, anxiously, fearfully · 愧疚、悔恨的：regretfully 方式二：To+one’s+表心理的名词，意为“让某人……的是”。例句：To his relief, Mr. Alder believed him. 让他释然的是，Mr. Alder相信了他。To his surprise, he got the first prize.  让他惊讶的是，他考了第一名。 表心理的名词汇总： · 开心：delight, joy, happiness, pleasure · 悲伤：sadness, sorrow, grief · 失望：disappointment, frustration, depression · 愤怒：anger, annoyance · 害怕：fear, terror, fright, panic · 震惊：astonishment, shock, surprise, amazement · 紧张、压力、担忧：stress, anxiety, tension, nervousness, worry, fear · 愧疚、悔恨：guilt, regret · 钦佩：admiration, respect · 欣慰：relief, ease, comfort 方式三：无灵主语表情绪：a wave/sense/flush of +表心理的名词+washed over/ seized / took hold of / overwhelmed sb. 意为“一股……（样的情绪）涌上心头”。 例句：A sense of excitement took hold of me. 一种兴奋的感觉涌上心头。 A wave of sadness seized him. 一种悲伤的感觉涌上他的心头。 A flush of anger washed over him. 一种愤怒感涌上他的心头。 方式四：双形容词做状语刻画人物的心理。 例句：Confident and determined, David kept on running. 自信又坚定，David坚持跑步。 Relieved and delighted, David waved at me immediately after crossing the finish line.欣慰又开心，David在跨过终点后马上向我挥手。 表（人）心理的形容词汇总： · 开心的：delighted, joyful, pleased, glad, cheerful, happy · 感激的：thankful, appreciative, grateful · 悲伤的：sad, sorrowful, miserable, upset, unhappy · 失望的：disappointed, frustrated, depressed, desperate · 愤怒的：angry, annoyed, furious, irritated · 害怕的：afraid, scared, frightened, alarmed, terrified · 震惊的：astonished, shocked, surprised, amazed, stunned · 紧张的、担忧的：stressful, anxious, tense, nervous, worried, fearful · 愧疚、悔恨的：guilty, regretful, ashamed · 欣慰的：relieved （四）动作链“动作拆解法”，将一个简单的动作分解成2个甚至是3个一连串的细微的动作。一般采用以下几种方法： 1. 谓语动词三连：A、B and C示例：他上了出租车。 简单：He jumped into the car.拆解：“拦车”--“上车”--“说出目的地”升级：He stopped a taxi, jumped in and told the driver, "Go to the airport, please." 2. 谓语动词二连：A and B,（非谓语C...）示例：我们坐在篝火旁。简单：We were talking and laughing.拆解：“说”--“笑”，--“坐”升级：Sitting around the campfire, we were talking and laughing.译文：我们坐在篝火旁边，说说笑笑。 3. 谓语A， 非谓语 B (and  C）示例：他欣喜若狂。简单：He was overwhelmed with joy.升级：He was overwhelmed with joy, singing and dancing in the rain.译文：他欣喜若狂，在雨中又唱又跳。 4. Doing/Done, 主谓...，doing/done示例：Lily冲出了教室。简单：Lily stormed out of the room.升级：Boiling with rage, Lily stormed out of the room, screaming, "I'm never coming back!"译文：Lily怒不可遏，冲出教室，尖叫道，“我永远都不会回来了！” 5. Having done , 主谓...示例：他保持沉默。简单：He kept silent.升级：Having thought it over carefully, he decided not to say anything.译文：仔细考虑过后，他决定什么都不说。 6. Seeing/Hearing/Thinking..., 主谓...示例：玛丽哭了起来。简单：Mary cried bitterly.升级：Hearing the bad news, Mary felt seized by a burst of sadness and couldn't help weeping bitterly.译文：听到这个消息，Mary玛丽感到一阵悲伤，禁不住痛哭起来。 （23-24高二下·广东深圳·期末）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。 As a student in the sixth grade, I started to observe how my peers were beginning to form distinct social groups. I was uncertain about where I fit in and found it challenging to find my place among them. Our teacher had introduced a unique assignment for the week: “secret friends.” She wrote each student’s name on a separate piece of paper, placed them in a glass container, and had us draw one without looking. The name we drew represented a classmate whom we were to support and befriend secretly over the course of the week. By the middle of the week, the assignment had evolved into a competition among us to determine whose secret friend would provide the most impressive gift. We left cards, pens, and even money for each other. It appeared that everyone was receiving thoughtful presents from their secret friends, except for me. On the final morning of our assignment, I entered the classroom and found a package waiting for me. Upon unwrapping it, I discovered a box of powder inside. The girls nearby laughed at my gift, which was made worse by the fact that the powder had already been opened. I attempted to put the embarrassing incident behind me, but during a break, when I was in the restroom, the same girls who had witnessed my reaction began to gossip about the poor choice of gift from my secret friend. In a moment of weakness, I joined in on the ridicule. “How thoughtless,” I heard myself say, “What could my friend have been thinking to give me such a useless gift? My grandmother wouldn’t even want it.” The girls laughed at my comments and quickly left the restroom. I stayed behind to wash my hands, letting the water flow through my fingers as I reflected on my words. It wasn’t characteristic of me to speak so harshly about someone else’s intentions. Paragraph 1： Then I saw my classmate Janet come out of a bathroom booth(厕所隔间)，tears streaming down her face. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2： Along with my apologies，I explained the reason. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 精讲精析： 【文章导读】本文以事件发展为线索展开，讲述了作者在班级活动中收到了不喜欢的礼物，被同学嘲笑感到尴尬而出言不逊，却没有意识到伤害了同学的感情。 【解析】 1. 段落续写 ①由第一段首句内容“然后我看到我的同学珍妮特从浴室隔间出来，眼泪顺着她的脸流了下来。”可知，本段可以写作者上前询问情况，了解到珍妮特为了让作者感到高兴而努力寻找特殊的礼物，却让作者感到尴尬的故事。 ②由第二段首句内容“在道歉的同时，我解释了原因。”可知，本段可以写作者向珍妮特道歉并解释了原因，意识到尽管别人送的礼物不一定是自己喜欢的，但是重要的是礼物背后的意义。 2. 续写线索：看到珍妮特—询问情况—珍妮特努力为作者寻找特殊礼物—作者感到歉疚—解释原因并道歉—珍妮特心情好了很多—感触。 3. 词类激活 行为类 ①看到：spot/notice/see ②道歉：apologize/say sorry/make an apology ③懂得： understand/be aware of/learn 情绪类 ①担心的：worried/concerned ②真诚地：sincerely/genuinely ③安慰的：comforting/reassuring 一、翻译语段 Steven低着头，眼里含着泪水，慢慢地走向公共汽车。他的朋友约翰点了点头，对他微笑。虽然他心情不好，但还是低下头来掩饰，勉强挤出一丝笑容。回到家后，他把头埋在被子里，假装睡着了。然而，他的母亲停下了家务，惊讶地抬起头来。然后史蒂文站起来，坐在妈妈身边，把头靠在她的肩膀上，哭了起来________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 二、读后续写 1．（23-24高二下·浙江台州·期末）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。 Jason had a reputation as the messiest kid at Greenwood High School. His room was like a junkyard, with clothes tossed everywhere, empty chip bags on the floor, and half-finished sodas scattered across his desk. His mom, Susan, had stopped nagging (唠叨) him to clean up, hoping he himself would eventually get the hint. But instead, the mess just got worse. Greenwood High School was famous for its creative projects, so when the headmaster Mr. Thompson declared a new “Labor Education” project, no one was too surprised. The idea was simple: teach students about hard work through real tasks. Jason wasn’t excited—he would rather play video games all day—but the project was a must; he had no choice. Finally, the day of the project came. It was gray and overcast, matching Jason’s mood as he dragged himself into the school’s lecture hall with his classmates, yawning and complaining. Mr. Thompson stood on stage with a speaker. “Today, we’re going to learn the importance of labor!” he exclaimed. Jason rolled his eyes when he was assigned to the gardening group with his best friend, Mike. Their job was to clear out the school’s overgrown front lawn and plant new flowers. They shared a look that said it all—this was going to be a long day. As they started weeding, Jason quickly discovered how hard physical labor could be. The weeds were stubborn, and the leaves seemed to multiply every time he raked (耙) them. His back ached, his arms felt like jelly, and his hands blistered. While stretching, eager to sneak in a break, he spotted Mr. Thompson standing afar with a big smile from across the yard, giving him a big thumbs-up. After lunch, the group moved to build simple things like birdhouses for the garden in the school’s maintenance house. Jason had two left hands at first—his hammering was a mess— but he slowly got better. By the end of the session, he managed to make a crooked but decent-looking birdhouse. Carrying his newly-made birdhouse around, Jason proudly showed it off to his classmates. 注意： 1. 续写词数应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 The last task of the day was to plant new flowers. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As the day ended, Jason walked back to his room. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2．（23-24高二下·四川凉山·期末）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。 There were many embarrassing times and situations when I was in primary school. I vividly remember a moment that I still regret to this day. During my childhood, an important part of my time was spent on my collection of National Geographic magazines. Each year on my birthday, my mother would gift me a new magazine to add to my growing collection, which I treasured very much. One day, when I was seven, I ran across a picture of a bologna tree. However, I didn't actually read the article about the tree. I just thought I discovered the source of bologna sandwiches! Little did I know that this newfound knowledge would come back to trouble me in the future. Not long after, I found an opportunity to show my rich knowledge and prove to my classmates that I was indeed a smart kid. During a classroom discussion about unusual things, I took the moment to confidently stand up in front of the whole class. With an air of authority, I declared, “It is a well-known fact that bologna sandwiches come from the bologna tree.” I deeply believe that the delicious sandwiches I had tasted during a family vacation to Italy grow on trees. This extremely silly opinion was a source of both embarrassment and frustration for me. However, my teacher Ms Murphy at this moment was kind enough to smile and tell me that my misconception (错误想法) was “quite imaginative”. Unfortunately, my classmates didn't have the same opinion, as they laughed loudly and declared that my belief was “the stupidest thing they had ever heard”. It was a moment that made me feel foolish and ashamed. For a while after that incident, I was filled with feelings of self-doubt and insecurity. I was ashamed of my inability to distinguish (辨别) fact from imagination. I felt like a clown (小丑), thinking that my classmates would never let me forget my foolish mistake. 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。 For the next couple of weeks, I was determined to avoid any further embarrassment. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I began to share information with my classmates again and became more careful about the information. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3．（2024·吉林长春·模拟预测）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。 I remember a time when I learned the true meaning of forgiveness. It was a period in my life that tested my patience and my ability to understand others. It all started when I was in middle school. I had a close friend named Emily, and we spent a lot of time together. One day, Emily introduced me to a new girl in our class, named Olivia. Olivia was quiet and shy, but we quickly became friends as well. One afternoon, after school, we were all working on a project in the classroom. As we were discussing our ideas, Olivia suddenly exclaimed out something that completely contradicted what I had been saying. I was shocked and felt a little embarrassed. I tried to explain my point of view, but Olivia was very stubborn and insisted on her own idea. Emily, who was sitting next to me, tried to mediate (调节) the situation. But Olivia got angry and said some unkind words to me. I was hurt and angry, and I couldn’t believe that Olivia would treat me like that. I stormed out of the classroom, leaving Emily and Olivia behind. The next few days were very difficult for me. I avoided Olivia as much as possible, and our friendship with Emily seemed to be stressed. I felt like I had been betrayed by Olivia, and I couldn’t understand why she would do such a thing. One day, I asked Emily why she was still friends with Olivia after what she had done. Emily looked at me with a sad expression and said, “You know, Olivia has been through a lot lately. Her parents are going through a divorce, and she’s really struggling. Maybe she was rude to you because she was feeling overwhelmed and insecure.” Hearing this, I felt a surge of guilt. I realized that I hadn’t taken the time to understand Olivia’s situation. I had been too quick to judge her and too focused on my own feelings of hurt. I decided to talk to Olivia and apologize for my behavior. 注意： 1.续写词数应为 150 个左右； 2.请按如下格式在答题卡的相应位置作答。 When I found Olivia, she was sitting alone in the hallway. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Olivia accepted my apology and we had a long conversation. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ （23-24高二下·山东济南·期末）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。 Matt, a boy with impulse-control (克制冲动) and anger management issues, has just entered my class last week. He had been in so much trouble through the years. As a first-year teacher, I was shocked when he stood up suddenly during my class and pushed his deskmate Sam hard when they were arguing over one question. Later that day, as a punishment, he was suspended (暂停) from lunch break and would have to have lunch alone in the classroom for two weeks. Mat had to earn his lunch break back by proving he could be respectful to others. If he was “good” each day during this period, he'd earn it back. If he wasn't, the process of punishment would restart. Lunch break was very important for students since it was one of the few occasions during the school day when students enjoyed less structure and some time to socialize. Therefore, the punishment was huge for this boy. On the first day, Mat ate quietly and didn't speak much to me. On the third day, however, he began talking. “Listen,” he said. “I'm sorry about ruining your class. I tried to convince Sam that my way to solve the math problem was much better, but he turned a deaf ear to me and said I was too proud.” “I get it, but you can't push others to accept your way.” I said. Over the next few days, Matt remained silent most of the time. He would do his homework while he ate. I tried my best to connect and communicate with him, and even had lunch with him. As he opened up to me more, I learned more about him and understood why he was so bad-tempered. I could tell that he was having a hard time missing all the talking and laughing with others. 注意：1. 续写词数应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 One day, a good idea hit me when I met Sam. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Shortly after Sam joined us for lunch, more students came. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ( 1 )原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$ Unit 2 Bridging Cultures单元写作深度指导（人教版2019） （读后续写） 三年考情（2022-2024） 解题技巧 2024：新高考I卷&II卷：人与社会（打车费）       浙江1月：人与自我（校园话题） 2023  新高考I卷&II卷：人与自我（老师帮助作者培养写作兴趣）  2022 新高考I卷&II卷；人与自我（鼓励残疾学生参加越野赛跑）       浙江1月：人与自我（与队友互助完成任务） 浙江6月：人与社会（参加社区服务） 第一步：读（五要素） 快速阅读短文和续写段首句，确定五要素，勾划表示重要情节或情感的词句。 读后续写五要素：人物(who)、时间(when)、地点(where)、事件(what)、主题(theme) · 人物(who)：圈出主要人物 · 时间(when)：勾划时间词，确定续写故事的时间 · 地点(where)：勾划出主要地点，确定续写故事的地点 · 事件(what)：用中文概括故事主要情节 · 主题(theme)：确定文章主题语境（人与自我、人与社会、人与自然）         第二步：思（why、how、衔接、升华） 仔细阅读续写段首句，勾划关键词，根据why和how推理故事情节。 · why(为什么)：根据关键词思考为什么故事人物会有这样的行为或心理 · how(怎么样)：用关键词和“→”推理故事接下来将怎样发展下去 · 衔接：第一段的最后一句必须与第二段的why紧密衔接 · 升华：最后一句需要贴合文章的主题语境，展现正能量      第三步：写（动作链、修饰词、细节描写）     根据故事构思关键词展开细节描写。 · 动作链：将简单的一个动作拆分为2-3个动作的动作链 · 修饰词：要给动作适当增加副词或短语修饰 · 增加细节描写：动作、语言、心理、外貌、环境等 1． 高频写作例句 （一）语言描写 轻声说 whisper 低语 mumble 嘟哝 murmur 低语 moan呻吟 mutter轻声说 sigh叹息 大声说 cry叫喊 scream尖叫 roar怒吼/咆哮 call喊叫 yell大喊 shout大叫 howl高声嚷 exclaim惊叫 高兴 地说 smile笑着说 laugh大笑道 roar with laughter 狂笑道 utter a cry of joy 发出快乐的叫声 cheer喝彩/欢呼 beam笑容满面地说 joke开玩笑 grin咧嘴笑 giggle咯咯笑 scream with laughter 放声大笑 有目的地说 nod点头 repeat重说 warn警告 add补充说 continue继续说 persuade劝说 praise赞扬 beg乞求 complain抱怨 admit承认 demand强烈要求 promise承诺道 swear发誓 apologize道歉 comfort安慰 reply回复 declare宣称 announce宣布 explain解释 respond回应道 ask问道 suggest建议 advise建议 apologize道歉 agree同意 refuse拒绝 express thanks to sb. 感谢 其他说 utter说出 gasp喘气说 remark评论 comment评论 let out发出(声音) say to oneself自言自语 think to oneself暗自思忖 blurt out脱口而出 stammer结结巴巴地说 （二）动作描写 （1）眼睛动作：流泪 tears roll down his face睁大眼睛 open her eyes wide闭上眼睛 close her eyes看一眼 glance at盯着 stare at生气地看 glard at四处看 look around观察 observe注意到 notice看向我 turn to me仰望 look up into眼睛变红 eyes turn red眉毛紧皱 eyebrows narrow （2）嘴巴动作：大喊 shout/cry大叫 scream咆哮 growl at欢呼 cheer up小声说 whisper补充说 add回答 reply咬嘴唇 bite his lower lips点头微笑 smile哈哈大笑 burst out laughing深呼吸 take a deep breath松了一口气 sigh with relief捂住我的嘴 cover my mouth （3）头部动作：思考 wonder陷入沉思 think hard点头 nod摇头 shake his head低头 lower his head抬头 raise his head听到我的话 hear what I said （4）手臂动作：拍肩膀 pat sb on the shoulder抱住 gather sb into her arms/hug竖起大拇指 thumb up at sb.拿出来 take out扔出去 throw...to...举手 raise her hand拍手 clap hands伸出手 hold out his hand/stretch out his hand手掌朝上 palm up双臂低垂 arms droop指着 point to捡起来 pick up瞄准 aim at放一边 put...aside推轮椅往前走 roll his wheelchair to递给 hand攥着 clutch剪切 cut折叠 fold粘贴 paste / glue拖拽 drag拦车 block a car （5）腿部动作：走近 approach him冲过去 rush to/dash to弯腰 bend down / lean down站起来 stand up怒气冲冲地闯进来 storm in怒气冲冲地出去 storm out冲过终点线 cross the finish line跳进河里 jump into the river跳上跳下 jump up and down踱来踱去 pace up and down拖着腿走 drag himself上车 get into the car下沉 sink （三）心理描写 方式一：活用副词，用副词去修饰动词，体现人物的心理。例句：He sat onto the ground painfully. 他很痛苦地坐在地上。“We are good friends”, he said excitedly. 我们是好朋友，他兴奋地说。 表心理的副词汇总： · 开心的：joyfully, gladly, delightedly, cheerfully, happily · 感激的：thankfully, gratefully · 悲伤的：sadly, painfully · 失望的：desperately · 愤怒的：angrily, furiously · 紧张的、担忧的、害怕的：nervously, anxiously, fearfully · 愧疚、悔恨的：regretfully 方式二：To+one’s+表心理的名词，意为“让某人……的是”。例句：To his relief, Mr. Alder believed him. 让他释然的是，Mr. Alder相信了他。To his surprise, he got the first prize.  让他惊讶的是，他考了第一名。 表心理的名词汇总： · 开心：delight, joy, happiness, pleasure · 悲伤：sadness, sorrow, grief · 失望：disappointment, frustration, depression · 愤怒：anger, annoyance · 害怕：fear, terror, fright, panic · 震惊：astonishment, shock, surprise, amazement · 紧张、压力、担忧：stress, anxiety, tension, nervousness, worry, fear · 愧疚、悔恨：guilt, regret · 钦佩：admiration, respect · 欣慰：relief, ease, comfort 方式三：无灵主语表情绪：a wave/sense/flush of +表心理的名词+washed over/ seized / took hold of / overwhelmed sb. 意为“一股……（样的情绪）涌上心头”。 例句：A sense of excitement took hold of me. 一种兴奋的感觉涌上心头。 A wave of sadness seized him. 一种悲伤的感觉涌上他的心头。 A flush of anger washed over him. 一种愤怒感涌上他的心头。 方式四：双形容词做状语刻画人物的心理。 例句：Confident and determined, David kept on running. 自信又坚定，David坚持跑步。 Relieved and delighted, David waved at me immediately after crossing the finish line.欣慰又开心，David在跨过终点后马上向我挥手。 表（人）心理的形容词汇总： · 开心的：delighted, joyful, pleased, glad, cheerful, happy · 感激的：thankful, appreciative, grateful · 悲伤的：sad, sorrowful, miserable, upset, unhappy · 失望的：disappointed, frustrated, depressed, desperate · 愤怒的：angry, annoyed, furious, irritated · 害怕的：afraid, scared, frightened, alarmed, terrified · 震惊的：astonished, shocked, surprised, amazed, stunned · 紧张的、担忧的：stressful, anxious, tense, nervous, worried, fearful · 愧疚、悔恨的：guilty, regretful, ashamed · 欣慰的：relieved （四）动作链“动作拆解法”，将一个简单的动作分解成2个甚至是3个一连串的细微的动作。一般采用以下几种方法： 1. 谓语动词三连：A、B and C示例：他上了出租车。 简单：He jumped into the car.拆解：“拦车”--“上车”--“说出目的地”升级：He stopped a taxi, jumped in and told the driver, "Go to the airport, please." 2. 谓语动词二连：A and B,（非谓语C...）示例：我们坐在篝火旁。简单：We were talking and laughing.拆解：“说”--“笑”，--“坐”升级：Sitting around the campfire, we were talking and laughing.译文：我们坐在篝火旁边，说说笑笑。 3. 谓语A， 非谓语 B (and  C）示例：他欣喜若狂。简单：He was overwhelmed with joy.升级：He was overwhelmed with joy, singing and dancing in the rain.译文：他欣喜若狂，在雨中又唱又跳。 4. Doing/Done, 主谓...，doing/done示例：Lily冲出了教室。简单：Lily stormed out of the room.升级：Boiling with rage, Lily stormed out of the room, screaming, "I'm never coming back!"译文：Lily怒不可遏，冲出教室，尖叫道，“我永远都不会回来了！” 5. Having done , 主谓...示例：他保持沉默。简单：He kept silent.升级：Having thought it over carefully, he decided not to say anything.译文：仔细考虑过后，他决定什么都不说。 6. Seeing/Hearing/Thinking..., 主谓...示例：玛丽哭了起来。简单：Mary cried bitterly.升级：Hearing the bad news, Mary felt seized by a burst of sadness and couldn't help weeping bitterly.译文：听到这个消息，Mary玛丽感到一阵悲伤，禁不住痛哭起来。 （23-24高二下·广东深圳·期末）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。 As a student in the sixth grade, I started to observe how my peers were beginning to form distinct social groups. I was uncertain about where I fit in and found it challenging to find my place among them. Our teacher had introduced a unique assignment for the week: “secret friends.” She wrote each student’s name on a separate piece of paper, placed them in a glass container, and had us draw one without looking. The name we drew represented a classmate whom we were to support and befriend secretly over the course of the week. By the middle of the week, the assignment had evolved into a competition among us to determine whose secret friend would provide the most impressive gift. We left cards, pens, and even money for each other. It appeared that everyone was receiving thoughtful presents from their secret friends, except for me. On the final morning of our assignment, I entered the classroom and found a package waiting for me. Upon unwrapping it, I discovered a box of powder inside. The girls nearby laughed at my gift, which was made worse by the fact that the powder had already been opened. I attempted to put the embarrassing incident behind me, but during a break, when I was in the restroom, the same girls who had witnessed my reaction began to gossip about the poor choice of gift from my secret friend. In a moment of weakness, I joined in on the ridicule. “How thoughtless,” I heard myself say, “What could my friend have been thinking to give me such a useless gift? My grandmother wouldn’t even want it.” The girls laughed at my comments and quickly left the restroom. I stayed behind to wash my hands, letting the water flow through my fingers as I reflected on my words. It wasn’t characteristic of me to speak so harshly about someone else’s intentions. Paragraph 1： Then I saw my classmate Janet come out of a bathroom booth(厕所隔间)，tears streaming down her face. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2： Along with my apologies，I explained the reason. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 精讲精析： 【文章导读】本文以事件发展为线索展开，讲述了作者在班级活动中收到了不喜欢的礼物，被同学嘲笑感到尴尬而出言不逊，却没有意识到伤害了同学的感情。 【解析】 1. 段落续写 ①由第一段首句内容“然后我看到我的同学珍妮特从浴室隔间出来，眼泪顺着她的脸流了下来。”可知，本段可以写作者上前询问情况，了解到珍妮特为了让作者感到高兴而努力寻找特殊的礼物，却让作者感到尴尬的故事。 ②由第二段首句内容“在道歉的同时，我解释了原因。”可知，本段可以写作者向珍妮特道歉并解释了原因，意识到尽管别人送的礼物不一定是自己喜欢的，但是重要的是礼物背后的意义。 2. 续写线索：看到珍妮特—询问情况—珍妮特努力为作者寻找特殊礼物—作者感到歉疚—解释原因并道歉—珍妮特心情好了很多—感触。 3. 词类激活 行为类 ①看到：spot/notice/see ②道歉：apologize/say sorry/make an apology ③懂得： understand/be aware of/learn 情绪类 ①担心的：worried/concerned ②真诚地：sincerely/genuinely ③安慰的：comforting/reassuring 【答案】Then I saw my classmate Janet come out of a bathroom booth (厕所隔间), tears streaming down her face. I rushed up to her and asked what was wrong. Seeing my worried look, Janet quietly said she had heard what I said about the powder. She went on explaining that she was my secret friend and would like to give me something special. She went to the flea market and saw the powder that she thought would be fancy. She had hoped I could like the gift, but it ended up embarrassing me instead. Instantly I realized that I should apologize. Along with my apologies, I explained the reason. I sincerely told Janet that I didn’t mean what I said. I knew deep down that she just wanted to make me happy with her gift and I told her I understood. She really looked relieved after hearing my comforting explanation. Although the powder may not be what I wished, it was a thoughtful present that I knew Janet had tried her best to find. From then on, I appreciate any present I get even if it was not something I was expecting. All that matters is the thought behind it. 一、翻译语段 Steven低着头，眼里含着泪水，慢慢地走向公共汽车。他的朋友约翰点了点头，对他微笑。虽然他心情不好，但还是低下头来掩饰，勉强挤出一丝笑容。回到家后，他把头埋在被子里，假装睡着了。然而，他的母亲停下了家务，惊讶地抬起头来。然后史蒂文站起来，坐在妈妈身边，把头靠在她的肩膀上，哭了起来________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: Steven walked slowly to the bus, his head down, tears in his eyes.His friend, John, nodded his head and smiled at him.Though he was in a bad mood, he dropped his head to hide it and managed a smile.When he got home, he buried his head under the quilt, pretending to be asleep.However, his mother stopped her housework, raising her head with surprise in her eyes.Then Steven rose, sat close to his mother and rested his head on/against her shoulder, weeping. [点评]与“头”有关的词汇“head, nodded/ drop/bury /raise one’s head, rest one’s head on”等描述了Steven和John, Setven的母亲各自己不同的表情，增强了故事的趣味性。其他与“头”有关的动作表达还有：lower/bend/bow/hang one’s head 低头；put/hold one’s head in one’s hands 双手抱头，shake one’s head摇头，scratch one’s head 挠了挠头，head for/towards 朝……走去，clear one’s head 清醒了一下头脑，等。 二、读后续写 1．（23-24高二下·浙江台州·期末）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。 Jason had a reputation as the messiest kid at Greenwood High School. His room was like a junkyard, with clothes tossed everywhere, empty chip bags on the floor, and half-finished sodas scattered across his desk. His mom, Susan, had stopped nagging (唠叨) him to clean up, hoping he himself would eventually get the hint. But instead, the mess just got worse. Greenwood High School was famous for its creative projects, so when the headmaster Mr. Thompson declared a new “Labor Education” project, no one was too surprised. The idea was simple: teach students about hard work through real tasks. Jason wasn’t excited—he would rather play video games all day—but the project was a must; he had no choice. Finally, the day of the project came. It was gray and overcast, matching Jason’s mood as he dragged himself into the school’s lecture hall with his classmates, yawning and complaining. Mr. Thompson stood on stage with a speaker. “Today, we’re going to learn the importance of labor!” he exclaimed. Jason rolled his eyes when he was assigned to the gardening group with his best friend, Mike. Their job was to clear out the school’s overgrown front lawn and plant new flowers. They shared a look that said it all—this was going to be a long day. As they started weeding, Jason quickly discovered how hard physical labor could be. The weeds were stubborn, and the leaves seemed to multiply every time he raked (耙) them. His back ached, his arms felt like jelly, and his hands blistered. While stretching, eager to sneak in a break, he spotted Mr. Thompson standing afar with a big smile from across the yard, giving him a big thumbs-up. After lunch, the group moved to build simple things like birdhouses for the garden in the school’s maintenance house. Jason had two left hands at first—his hammering was a mess— but he slowly got better. By the end of the session, he managed to make a crooked but decent-looking birdhouse. Carrying his newly-made birdhouse around, Jason proudly showed it off to his classmates. 注意： 1. 续写词数应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 The last task of the day was to plant new flowers. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As the day ended, Jason walked back to his room. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: The last task of the day was to plant new flowers. Jason and Mike were given a variety of colorful flower bulbs to plant. Despite their initial reluctance, they found a rhythm as they dug holes, placed the bulbs, and covered them with soil. The repetitive motion of planting began to feel therapeutic, and Jason even started to enjoy the earthy smell of the freshly turned soil. Each flower they planted represented a small victory, and by the time they finished, the once-overgrown lawn looked vibrant and alive. As the day ended, Jason walked back to his room. His room, usually a source of stress, now seemed too cluttered and disorganized. Inspired by the day’s activities, Jason decided to tackle the mess himself. He started by picking up the scattered clothes and organizing them in his closet. Next, he collected the empty chip bags and threw them away, and finally, he cleaned up the half-finished sodas from his desk. By the time he finished, his room looked almost unrecognizable—clean and tidy. Jason smiled, realizing that the labor education project had not only taught him about hard work but also about the value of taking care of his own space. 【导语】本文以人物为线索展开，讲述了Jason是格林伍德高中公认的邋遢学生，他的房间混乱不堪。尽管他的母亲Susan希望他能自我觉醒，但情况却日益恶化。学校推出“劳动教育”项目，旨在通过实际劳动教育学生。Jason虽不情愿，但被迫参与，被分配到园艺小组。在除草的过程中，他体验到了劳动的艰辛，背部疼痛，手臂无力，双手起泡。午饭后，他参与建造鸟舍，从笨手笨脚到逐渐熟练，最终完成了一个歪歪扭扭但看起来很体面的鸟舍，带着自豪的心情向同学们展示自己的作品。 【详解】1. 段落续写： ①由第一段首句内容“这一天的最后一项任务是种新的花”可知，第一段可描写Jason种植花的过程，一开始觉得困难，后来逐渐适应，以及种植完成后的成果。 ②由第二段首句内容“一天结束了，Jason走回自己的房间”可知，第二段可描写Jason开始着手整理自己的房间，以及整理完成后的感悟。 2. 续写线索：种植花——从困难到适应——成果——回到房间——整理房间——感悟 3. 词汇激活 行为类 ①发现：find/discover ②开始：start/begin ③代表：represent/stand for ④处理：tackle/handle/manage ⑤意识到：realize/recognize 情绪类 ①不情愿：reluctance/unwillingness ②激励：inspire/motivate 【点睛】[高分句型1] Despite their initial reluctance, they found a rhythm as they dug holes, placed the bulbs, and covered them with soil. (as引导时间状语从句) [高分句型2] Jason smiled, realizing that the labor education project had not only taught him about hard work but also about the value of taking care of his own space. (现在分词realizing作状语、that引导宾语从句) 2．（23-24高二下·四川凉山·期末）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。 There were many embarrassing times and situations when I was in primary school. I vividly remember a moment that I still regret to this day. During my childhood, an important part of my time was spent on my collection of National Geographic magazines. Each year on my birthday, my mother would gift me a new magazine to add to my growing collection, which I treasured very much. One day, when I was seven, I ran across a picture of a bologna tree. However, I didn't actually read the article about the tree. I just thought I discovered the source of bologna sandwiches! Little did I know that this newfound knowledge would come back to trouble me in the future. Not long after, I found an opportunity to show my rich knowledge and prove to my classmates that I was indeed a smart kid. During a classroom discussion about unusual things, I took the moment to confidently stand up in front of the whole class. With an air of authority, I declared, “It is a well-known fact that bologna sandwiches come from the bologna tree.” I deeply believe that the delicious sandwiches I had tasted during a family vacation to Italy grow on trees. This extremely silly opinion was a source of both embarrassment and frustration for me. However, my teacher Ms Murphy at this moment was kind enough to smile and tell me that my misconception (错误想法) was “quite imaginative”. Unfortunately, my classmates didn't have the same opinion, as they laughed loudly and declared that my belief was “the stupidest thing they had ever heard”. It was a moment that made me feel foolish and ashamed. For a while after that incident, I was filled with feelings of self-doubt and insecurity. I was ashamed of my inability to distinguish (辨别) fact from imagination. I felt like a clown (小丑), thinking that my classmates would never let me forget my foolish mistake. 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。 For the next couple of weeks, I was determined to avoid any further embarrassment. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I began to share information with my classmates again and became more careful about the information. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: For the next couple of weeks, I was determined to avoid any further embarrassment. I refused to open the magazines and kept my mouth shut during classes. I felt like I was walking on eggshells, constantly worried that I might say something foolish. I was afraid to share my opinions or ask questions. As a result, I became increasingly isolated. I didn’t participate in any activities that might show my ignorance until Ms Murphy talked with me, enlightening me patiently. My spirits lifted, and I felt cheerful once more. I began to share information with my classmates again and became more careful about the information. I started to double-check my sources and read articles in their entirety before sharing any information with others, unwilling to make the same mistake twice. It was a lesson learned the hard way, but it made me realize the importance of confirming information before presenting it to others. And while my bologna tree story might have been a bit embarrassing at the time, it ultimately taught me an important lesson that has stayed with me throughout my life. 【导语】本文以人物为线索展开，讲述了作者因为一次意外的尴尬分享经历，充满了自我怀疑和不安全感，觉得自己如履薄冰，总是担心自己会说些愚蠢的话，直到墨菲女士和作者谈心，开导了作者。 【详解】1.段落续写： ①由第一段首句内容“在接下来的几个星期里，我决心避免任何进一步的尴尬”可知，第一段可描写作者自我封闭以及墨菲女士开导作者。 ②由第二段首句内容“我开始再次与同学分享信息，并对信息更加谨慎”可知，第二段可描写作者汲取教训，为了不再犯错所做的努力以及感悟。 2.续写线索：避免尴尬——担心犯错——变得孤立——墨菲女士开导——作者改变——作者感悟 3.词汇激活 行为类 ①拒绝：refuse/decline ②参加：participate in/take part in ③意识到：realize/be aware of 情绪类 ①担心的：worried/concerned ②害怕的：afraid/frightened 【点睛】[高分句型1] I didn’t participate in any activities that might show my ignorance until Ms Murphy talked with me, enlightening me patiently. (运用了that引导限制性定语从句，until引导时间状语从句和现在分词作状语) [高分句型2] And while my bologna tree story might have been a bit embarrassing at the time, it ultimately taught me an important lesson that has stayed with me throughout my life. (运用了while引导让步状语从句和that引导限制性定语从句) 3．（2024·吉林长春·模拟预测）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。 I remember a time when I learned the true meaning of forgiveness. It was a period in my life that tested my patience and my ability to understand others. It all started when I was in middle school. I had a close friend named Emily, and we spent a lot of time together. One day, Emily introduced me to a new girl in our class, named Olivia. Olivia was quiet and shy, but we quickly became friends as well. One afternoon, after school, we were all working on a project in the classroom. As we were discussing our ideas, Olivia suddenly exclaimed out something that completely contradicted what I had been saying. I was shocked and felt a little embarrassed. I tried to explain my point of view, but Olivia was very stubborn and insisted on her own idea. Emily, who was sitting next to me, tried to mediate (调节) the situation. But Olivia got angry and said some unkind words to me. I was hurt and angry, and I couldn’t believe that Olivia would treat me like that. I stormed out of the classroom, leaving Emily and Olivia behind. The next few days were very difficult for me. I avoided Olivia as much as possible, and our friendship with Emily seemed to be stressed. I felt like I had been betrayed by Olivia, and I couldn’t understand why she would do such a thing. One day, I asked Emily why she was still friends with Olivia after what she had done. Emily looked at me with a sad expression and said, “You know, Olivia has been through a lot lately. Her parents are going through a divorce, and she’s really struggling. Maybe she was rude to you because she was feeling overwhelmed and insecure.” Hearing this, I felt a surge of guilt. I realized that I hadn’t taken the time to understand Olivia’s situation. I had been too quick to judge her and too focused on my own feelings of hurt. I decided to talk to Olivia and apologize for my behavior. 注意： 1.续写词数应为 150 个左右； 2.请按如下格式在答题卡的相应位置作答。 When I found Olivia, she was sitting alone in the hallway. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Olivia accepted my apology and we had a long conversation. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】Possible version: When I found Olivia, she was sitting alone in the hallway. I walked towards her slowly, my heart pounding. As I reached her, I took a deep breath and sat down beside her. She looked up at me, her eyes filled with sadness and uncertainty. I began to speak, telling her how sorry I was for my actions and for not being more understanding. I expressed my realization that we all have our struggles and that I should have been more empathetic. Olivia listened quietly, and as I finished, a small smile appeared on her face. Olivia accepted my apology and we had a long conversation. She opened up to me about her feelings during that difficult time. I listened attentively, feeling a deep connection with her. We talked about how we could move forward and support each other. We also discussed the importance of forgiveness and how it can heal relationships. As we ended our conversation, I felt a weight lifted off my shoulders. I knew that our friendship would be stronger than ever, and that this experience had taught me a valuable lesson about empathy and forgiveness. 【导语】本文以人物为线索展开，讲述了作者与Emily和Olivia之间的友情故事，特别是与Olivia之间的冲突、误解、沟通以及最终的谅解，展现了一个关于宽恕和同理心的深刻主题。 【详解】1.段落续写： ①由第一段首句内容“我找到Olivia的时候，她一个人坐在走廊里。”以及第二段首句内容“Olivia接受了我的道歉，我们谈了很久。”可知，第一段可描写作者向Olivia道歉，说出了自己的想法。 ②由第二段首句内容“Olivia接受了我的道歉，我们谈了很久。”可知，第二段可描写两人分享了彼此的想法，友谊更加牢固。 2.续写线索：作者中学时期有个好朋友叫Emily，一次，Emily介绍了一个叫Olivia的女孩给作者，从此三个人成为了好朋友——有一次，三人在一起做项目的时候，Olivia突然大声驳斥了作者的话，而且非常固执，不听作者的解释——Emily试图从中周旋，但是Olivia根本不听——两人开始冷战，互相不理睬——一次，作者询问Emily，Olivia为啥如此——Emily告知作者Olivia的情况——了解真相后，作者非常内疚——于是，作者找到Olivia，向她道歉——两人冰释前嫌，友谊更加牢固 3.词汇激活 行为类 ①充满……：filled with/full of ②表达：express/extend ③结束：end/put an end to 情绪类 ①悲哀：sadness/sorrow ②专注地：attentively/with attention 【点睛】【高分句型1】As I reached her, I took a deep breath and sat down beside her.（运用了as引导的时间状语从句） 【高分句型2】I expressed my realization that we all have our struggles and that I should have been more empathetic.（运用了that引导的同位语从句） （23-24高二下·山东济南·期末）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。 Matt, a boy with impulse-control (克制冲动) and anger management issues, has just entered my class last week. He had been in so much trouble through the years. As a first-year teacher, I was shocked when he stood up suddenly during my class and pushed his deskmate Sam hard when they were arguing over one question. Later that day, as a punishment, he was suspended (暂停) from lunch break and would have to have lunch alone in the classroom for two weeks. Mat had to earn his lunch break back by proving he could be respectful to others. If he was “good” each day during this period, he'd earn it back. If he wasn't, the process of punishment would restart. Lunch break was very important for students since it was one of the few occasions during the school day when students enjoyed less structure and some time to socialize. Therefore, the punishment was huge for this boy. On the first day, Mat ate quietly and didn't speak much to me. On the third day, however, he began talking. “Listen,” he said. “I'm sorry about ruining your class. I tried to convince Sam that my way to solve the math problem was much better, but he turned a deaf ear to me and said I was too proud.” “I get it, but you can't push others to accept your way.” I said. Over the next few days, Matt remained silent most of the time. He would do his homework while he ate. I tried my best to connect and communicate with him, and even had lunch with him. As he opened up to me more, I learned more about him and understood why he was so bad-tempered. I could tell that he was having a hard time missing all the talking and laughing with others. 注意：1. 续写词数应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 One day, a good idea hit me when I met Sam. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Shortly after Sam joined us for lunch, more students came. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One day, a good idea hit me when I met Sam. I suggested that Matt and Sam could work together on a school project during lunch break. Sam readily agreed, and I was relieved to see Matt's eyes light up with excitement. They started to discuss the project, and Matt shared his ideas passionately without getting angry or pushing anyone. It was a great opportunity for Matt to prove himself and show that he could handle his emotions. Shortly after Sam joined us for lunch, more students came. They were curious about what we were doing and joined the conversation. Matt began to interact with them, sharing his thoughts and listening to theirs. The atmosphere became lively and filled with positive energy. I watched with a smile as Matt slowly fit in and made connections with his classmates. It was a small step, but it gave me hope for his future. I knew that with continued support and guidance, he could overcome his problems and become a better person. 【导语】本文以人物为线索展开，讲述了Matt在教室中因冲动控制问题而引发的冲突，以及随后作者如何通过一系列措施帮助Matt改善行为、融入集体，并最终展现出积极变化的过程，展现了一个关于教育、成长和理解的故事。 【详解】1.段落续写： ①由第一段首句内容“有一天，当我遇到Sam时，我突然想到了一个好主意。”以及第二段首句内容“Sam和我们一起吃午饭后不久，又来了更多的学生。”可知，第一段可描写作者想到可以让Sam和Matt一起合作一个项目。 ②由第二段首句内容“Sam和我们一起吃午饭后不久，又来了更多的学生。”可知，第二段可描写随着越来越多的学生的加入，Matt也变得越来越好相处。 2.续写线索：作者的学生Matt在课堂上和同桌Sam起了冲突，作者非常震惊——作为惩罚，Matt被禁止午休，并且在教室内独自吃午饭——一开始，Matt非常安静——第三天，Matt开始解释自己的行为——作者开始了解Matt的行为，并开始想办法帮助Matt——作者提出让Sam和Matt一起合作一个项目——在这个过程中，Matt也开始能控制自己的情绪——随着越来越多的学生的加入，Matt也变得越来越好 3.词汇激活 行为类 ①建议：suggest/advise ②控制：handle/control ③充满了：be filled with/be full of 情绪类 ①兴奋地：with excitement/excitedly ②热烈地：passionately/with passion/enthusiastically 【点睛】【高分句型1】I suggested that Matt and Sam could work together on a school project during lunch break.（运用了that引导的宾语从句） 【高分句型2】It was a great opportunity for Matt to prove himself and show that he could handle his emotions.（运用了that引导的宾语从句） ( 1 )原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$