05.隐喻与象征系统：让情感 “有脉络”-2026年高考英语读后续写复习之隐性情感表达策略

2026年高考英语读后续写复习之隐性情感表达策略 05.隐喻与象征系统：让情感“有脉络” 隐喻与象征系统 ---让情感“有脉络” 一、策略原理：“情节锚点”串联故事 在高考英语读后续写中，隐喻与象征系统的构建本质上“情感可视化”的过程 —— 将抽象的心理变化转化为可触摸、可感知的象征物轨迹。这既符合英语语言的表达习惯，又能满足高考对 内容连贯、情感深刻、语言生动的考查要求。教师需引导学生建立“物象 ---情感---主题”的三元思维模型，让每个象征物成为情感脉络上的明亮坐标，最终实现从 "写故事" 到 "织心灵" 的写作境界提升。 （一）高考考查核心指向 根据《普通高中英语课程标准（2017年版2020年修订）》及近年高考真题分析，读后续写重点考查三大能力：一是情节建构能力（要求续写部分与原文逻辑连贯、伏笔呼应），二是情感表达能力（要求通过细节描写展现人物心理变化），三是语言运用能力（要求准确使用高级词汇、复杂句型及修辞手法）。隐喻与象征系统的构建，恰好能同时满足这三项要求 —— 核心象征物作为 "情节锚点"串联故事，其承载的情感变化形成心理轨迹，而象征手法的语言呈现则直接体现考生的文学素养。 （二）英语语言的“具象化”表达特征 英语写作强调 "以具体意象传递抽象情感"（Show, don't tell），这与汉语重抒情的表达习惯形成差异。例如，描述 "悲伤" 时，汉语可能直接用 "她心情沉重"，而英语更倾向通过 "the world lost its color"（世界失去色彩）等具象化隐喻。象征物的运用正是这一特征的典型体现：将 "思念" 转化为 "褪色的围巾"，将 "成长" 转化为 "年轮渐深的老树"，使情感表达符合英语读者的认知逻辑。 二、策略建构：基于高考评分标准的三维解析 （一）情节维度：象征物作为 "叙事齿轮" 推动故事发展 高考要求续写部分与原文 "情节合理、逻辑严密"，核心象征物需承担 "情节触发器" 功能。例如：在以家庭亲情为主题的文本中，老旧的怀表可作为贯穿始终的象征物。 1.初始状态：原文中象征物的特征（如旧信的泛黄、围巾的褪色）暗示故事背景。怀表表面布满岁月的划痕，指针停摆的状态，暗示着家庭关系因时间流逝而产生隔阂，也为故事奠定了怀旧、停滞的基调。 2.冲突阶段：象征物的变化（如信件被雨水浸透、树被暴风雨折断枝桠）触发情感转折。当主角在收拾房间时不小心摔碎怀表，表盖内侧父母年轻时的合影滑落，裂痕恰好穿过两人的笑脸，这一意外事件瞬间激化了主角对父母感情破裂的遗憾与困惑，推动故事进入情感矛盾的高潮。 3.高潮 / 结局：象征物的最终形态（如新信的工整字迹、新芽的破土而出）呼应主题升华。经过一系列回忆与沟通，父亲将修复好的怀表送给主角，表针重新开始走动，象征着家庭关系的修复与亲情的延续，同时也巧妙呼应了 “时间可以修复伤痕” 的主题，使故事在情感升华中圆满收尾。 这种 "象征物---情节节点" 的对应关系，使故事发展具有可预测性与必然性，符合高考对 "连贯度" 的评分要求。同时，通过象征物的变化轨迹，读者能清晰感知情感脉络的流动，增强故事的感染力与逻辑性。 （二）情感维度：构建 "情感光谱" 的层次化表达 高考强调 "情感细腻、心理描写生动"，象征物需随情节发展呈现情感梯度变化。这种变化不是孤立的意象堆砌，而是通过隐喻系统构建出连贯的情感脉络，契合英语读后续写 "内容深度" 的评分要求。 1.情感起点：具象化情绪锚点 通过象征物的物理特征与感官属性，将抽象情绪转化为可感知的意象。如描写离别场景时，"the frigid touch of her blue scarf"（冰冷的蓝色围巾）不仅传递温度与色彩的直观感受，冷色调与织物触感更暗喻人物间的疏离与隔阂；"the stiff folds of the scarf"（僵硬的围巾褶皱）则通过材质特征，外化人物刻意保持的心理距离，为后续情感转变埋下伏笔。 2.情感波动：动态意象折射心理冲突 利用象征物的形态变化、环境互动，将内心矛盾具象为视觉化场景。当人物面临抉择时，"the scarf whipped violently in the howling wind"（围巾在狂风中剧烈翻飞），通过布料的失控动态呼应人物的焦虑与迷茫；"she twisted the scarf around her fingers, leaving creases like the knots in her heart"（她反复缠绕围巾，褶皱如心中死结）则以动作细节与比喻结合，展现人物的自我拉扯。这些动态描写让情感波动具有可追踪的视觉轨迹。 3.情感升华：隐喻转化实现主题跃升 赋予象征物新的语义内涵，使其成为承载深层主题的载体。在和解场景中，"the mended scarf, with its uneven stitches shining in the sunlight"（缝补后的围巾，歪扭针脚在阳光下闪烁），破损修复的物理变化隐喻关系重生，不完美的针脚反而凸显修复过程的真实与珍贵；"she wrapped the scarf around her friend, warmth seeping through the fabric"（她将围巾披在朋友肩上，暖意透过织物传递）则通过触觉意象，将物质温暖升华为情感联结，使友谊主题得到诗意诠释。 这种由具象到抽象、由个体经验到普遍价值的层次化表达，既避免了情感描写的扁平化，又通过隐喻系统构建起符合高考评分标准的叙事深度，让象征物真正成为推动情感流动的叙事齿轮。 （三）语言维度：象征系统的词汇与句法建构 1.词汇层面：运用 "通感隐喻"（synesthesia）打破感官壁垒，构建沉浸式情感体验。例如在描绘一封承载回忆的信件时，"the letter smelled of old tobacco" 不仅将视觉符号转化为嗅觉记忆，更通过烟草特有的醇厚与陈旧感，暗喻时光沉淀下的复杂情愫。可进一步拓展通感手法的多元应用，如 "The silence roared in her ears" 将听觉缺失转化为轰鸣的具象感受，用反常的感官冲突强化人物内心的动荡。 2.句法层面：通过 "象征物 + 情感谓语" 的固定结构，建立具象事物与抽象情感的深层映射。以 "The scarf, once a warm embrace, now felt like a frozen rope around her neck." 为例，该句通过对比时态（once/now）与矛盾意象（warm embrace/frozen rope），将围巾从亲密象征解构为束缚隐喻，完成情感状态的戏剧化转折。在实际创作中，可通过调整句式长度与节奏增强表现力，如 "The pocket watch, a ticking reminder of their shared past, suddenly stopped—just like their love." 利用破折号制造的停顿，强化象征物与情感命运的同频共振。 3.修辞层面：灵活运用明喻（simile）、暗喻（metaphor）等修辞格，将象征物转化为情感锚点。当把父亲的信比作 "anchor in the storm" 时，既遵循英语 "storm-tossed" 的常见隐喻系统，又通过航海意象构建出稳定与动荡的二元对立。进阶技巧可结合拟人化（personification）增强象征物生命力，如 "The diary pages whispered secrets she had long buried"，让承载记忆的文本获得倾诉能力，使情感表达更具叙事张力。通过动态化修辞处理，可将静态象征物转化为推动情感流动的叙事媒介。 三、策略实践分析：构建 "情感---符号" 对应矩阵 Part I:以“全家福照片”为主题，结合三阶段动态赋义法，构建情感象征系统。​ 1.初始状态：奠定情感基调（对应高考 "情节起始" 评分点）​ 描写策略：通过静态细节 + 感官通感外化初始情感​ 视觉："The family photo hung crookedly on the cracked wall, edges yellowed like aged parchment."（歪斜的悬挂、龟裂的墙面、羊皮纸般的泛黄边缘，暗示家庭关系的失衡与时间侵蚀）​ 触觉："When she touched the glass, a chill seeped through her fingers, as if the smiles in the photo had frozen long ago."（玻璃的寒意象征情感隔阂）（高考价值：为后续情感变化提供对比基准，符合 "细节描写生动" 的加分项）​ 2.变化节点：触发情感转折（对应高考 "情节冲突" 评分点）​ 描写策略：引入动态动作 + 隐喻修辞展现情感波动​ 动作触发："She ripped the photo from the wall, the frame crashing to the floor. A corner of the picture tore, splitting her parents' faces in half."（撕照片的暴力动作象征关系决裂，撕裂的画面隐喻家庭破碎）​ 环境映射："Raindrops trickled down the window behind her, mirroring the tears on the damaged photo."（雨水与泪水的同构，强化悲伤氛围）（高考价值：通过象征物的 "破坏性变化" 推动情节高潮，体现 "逻辑连贯" 的叙事要求）​ 3.结局升华：完成主题隐喻（对应高考 "主题升华" 评分点）​ 描写策略：采用修复细节 + 象征转化实现情感超越​ 物理修复："She carefully glued the torn corner, replacing the broken frame with a simple wooden one. The photo now sat on the desk, its imperfect edges a testament to their shared healing."（不完美的修复象征真实的和解，木质框架的质朴暗示回归本真）​ 意义升华："Whenever she looked at it, the photo no longer showed a perfect family, but a story of courage—courage to face cracks, and courage to mend them."（从 "完美家庭" 到 "修复勇气" 的语义升级，契合高考 "内容有深度" 的评分标准）​ Part II 写作试题分析：编织象征物的“情感轨迹” 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。 The old family photo album sat on the shelf, collecting dust. I hadn’t opened it in years. One rainy afternoon, curiosity got the better of me. I pulled it down and flipped through the pages, pausing at a photo taken when I was six. In the picture, my parents and I stood in front of our old house, all smiling widely. But something felt off—I couldn’t remember the last time we’d taken a family photo together. As I stared at the photo, memories flooded back. We used to take family photos every year on my birthday. But after my parents divorced when I was twelve, everything changed. My dad moved to another city, and our family traditions faded away. The photo album became a relic of a happier time. That evening, I showed the photo to my mom. “Remember this?” I asked. She looked at it for a long time, her eyes softening. “Of course,” she said quietly. “We were so happy then.” I hesitated, then asked, “Do you think we could take a new family photo?” Mom’s smile faded. “I don’t know, honey. Things are different now.” But I couldn’t let it go. The next day, I called my dad. “Hey, Dad,” I said. “Do you remember the old family photos? I found one from when I was six. Maybe we could take a new one?” There was a long pause. Finally, he said, “I’d like that.” A week later, we met at the park where we used to have picnics. My dad arrived first, standing awkwardly by the bench. Mom and I walked over, and for a moment, no one spoke. Then my dad cleared his throat. “Let’s take that photo,” he said. We stood in front of a large oak tree, just like in the old photo. The photographer counted down, and we all smiled. But as the camera clicked, I noticed something—a tear rolled down my mom’s cheek. 注意： 续写词数应为 150 左右； 请按如下格式在答题卡的相应位置作答。 After the photo was taken, Mom quickly wiped her face and turned away. Later that evening, I received a message from Dad. 【分析与写作示例】 原文情感点：主人公对家庭团聚的渴望与亲情修复的期待 Step 1 确定核心情感 →通过新旧照片的对比，展现离异家庭子女对完整家庭情感联结的追寻，以及父母在回忆触发下对过去美好时光的怀念与当下关系破冰的微妙心理。 Step 2 编织象征物的“情感轨迹” （1）开头锚定：首次出现象征物，附带标志性细节 [写作实例]The old family photo album sat on the shelf, collecting dust. [写作分析]"collecting dust"（积灰）这一细节暗示相册长期被忽视，与 "a relic of a happier time" 形成对比，通过视觉化的静态描写锚定 "回忆载体" 的象征意义，为后续情感冲突埋下伏笔。 （2）高潮强化：在情感转折点深化象征物细节，加入环境互动 [写作实例]We stood in front of a large oak tree, just like in the old photo. [写作分析]"oak tree"（橡树）作为新旧照片的共同背景，成为时空对话的媒介。环境细节 "the photographer counted down" 与 "a tear rolled down my mom’s cheek" 形成动静对比，橡树的永恒性暗喻家庭情感根基未变，眼泪则是情感压抑的突破口。 （3）结尾升华：以象征物新状态收束，形成闭环并升华主题 [写作实例]（预设结尾）：I placed the new photo next to the old one in the album, their smiles merging across time. [写作分析]新旧照片在相册中的并置（merging across time）构成象征闭环，"merging" 一词打破时空界限，暗示家庭关系从 "faded traditions" 到 "new beginning" 的升华，赋予相册新的情感承载意义。 Step 3：连缀成句（对接高考评分的 "语法结构丰富性"） (运用时间状语从句、独立主格结构、非谓语动词等语法手段增强文本张力) After the photo was taken, Mom quickly wiped her face and turned away.As she did, Dad took a step closer, his voice gentle yet 颤抖. "Remember how you used to complain about my terrible camera angles?" he said, a faint smile tugging at his lips. Mom hesitated, then laughed softly—a sound I hadn’t heard in their conversations for years. The tension in the air dissolved like the rain from the previous afternoon, replaced by a tentative warmth. They began to share anecdotes about the old house, their words overlapping in a way that felt both foreign and familiar. Under the oak tree, the past and present seemed to blur, as if the photo had unlocked a door neither of them had dared to open. Later that evening, I received a message from Dad."Today meant more to me than you might think," it read, followed by a photo of the old album open on his desk, our new picture propped beside the six-year-old version. "Your mom was right—we were happy then. But maybe we can be happy now, too." I stared at the screen, tears pricking my eyes not from sadness, but from a fragile hope. When I placed the new print into the album that night, the album’s spine creaked softly, as if welcoming a long-lost member home. The dust on its cover seemed a little lighter, and the pages, once frozen in time, now held the promise of future memories. [范文结构] 时间状语从句：As she did, Dad took a step closer（衔接动作，增强画面感） 独立主格结构：his voice gentle yet 颤抖（省略连词，压缩句式节奏） 非谓语动词：a faint smile tugging at his lips（分词短语作伴随状语，动态描写细腻） 比喻修辞：the tension... dissolved like the rain（明喻强化情感变化） 宾语从句嵌套：remember how you used to complain（复合句层次丰富） [主题解析] 通过象征物 "相册---照片---橡树" 的情感轨迹，结合多样化语法结构，续写部分既延续原文的怀旧基调，又通过父母对话的细节（"terrible camera angles"）和新旧照片的并置，展现离异家庭从尴尬破冰到情感重构的微妙过程，最终以 "相册接纳新照片" 的闭环收束，升华 "家庭情感延续" 的主题。 四、策略备考建议 （一）构建高频象征物素材库 象征物 常见情感映射 关联主题 日常物品 围巾（温暖 / 离别）、怀表（时间 / 传承）、信件（思念 / 真相） 亲情、友情、成长 自然意象 树（生命 / 根基）、雪（纯净 / 隔阂）、候鸟（迁徙 / 回归） 环保、文化认同、人生选择 抽象符号 光（希望 / 指引）、影子（陪伴 / 内心）、齿轮（联系 / 命运） 科技与人文、个人与集体 （二）推进三步写作训练 第一步：象征物锚定：根据原文主题，从素材库中选择 2-3 个适配象征物，分析其多维度象征意义（如 "雨" 可象征悲伤、清洗、新生） 第二步：情感--符号对应：绘制表格标注象征物在不同情节节点的状态及对应情感（例如：围绕围裙展开的主题拓展） 情节阶段 围巾状态 情感映射 语言表达示例 初始 整齐叠放 期待与不舍 the scarf lay like a sleeping bird 冲突 边缘起球 关系疏离 its frays mirrored our silent arguments 解决 重新编织 理解与和解 each new thread wove our hearts closer 第三步：隐喻语言升级：针对同一情感，训练多样化象征表达（如 "孤独" 可写为 "a shadowless noon""an echo that never returns""a book with missing pages"） （三）高考失分点规避 避免象征物 "脱节"：确保象征物在续写中形成完整的情感线索，建议通过 3-5 次关键描写完成意象闭环。每次出现时，可通过环境渲染（如 "褪色的红围巾在寒风中飘动"→"围巾被细心叠好放进抽屉"）、人物动作（攥紧象征勇气的旧怀表→轻拍表盖对自己微笑）或心理变化（"玻璃弹珠折射出刺眼的光"→"弹珠在掌心变得温热"）实现情感递进，避免孤立呈现象征物。 拒绝 "象征堆砌"：以核心象征物（如代表希望的蒲公英）为叙事锚点，搭配 1-2 个辅助意象（如承载回忆的老单车、象征成长的日记本）。通过场景融合增强关联性，例如让蒲公英种子落在车筐里，再由日记本记录下追逐种子奔跑的感悟，形成主次分明的象征网络，防止因意象过载导致主题稀释。 强化 "英语思维"：优先选用西方文学经典意象，如用 "衔着橄榄枝的白鸽" 隐喻和平，"夜莺的歌声" 暗喻孤独的浪漫。对文化差异较大的意象（如 "竹子" 象征气节），需通过情节铺垫建立逻辑关联（如设置中国留学生向外国友人解释竹文化的对话），或直接转化为英语文化符号（如将 "梅兰竹菊" 转译为 "the four noble plants" 后引入百合象征高洁），避免因文化隔阂造成理解偏差。 第一部分 策略应用实践 根据下列语段并结合后文的段落的首句提示，完成语段写作。 【提示片段1】 Grandpa's pocket watch lay on the nightstand, its ticking the only sound in the quiet room. I used to think the watch was a magical thing, connecting me to Grandpa's stories of the sea. But now, with Grandpa in hospital, the watch just felt... empty.The watch stopped ticking the day Grandpa fell into a coma. Its stillness mirrored the silence in my heart—no more stories, no more gentle taps on my shoulder. I clutched it tightly, willing the gears to turn again, but the metal felt cold and lifeless. 【续写内容】（情感线索：从 "空洞" 到 "传承"） One evening, as I sat by Grandpa's bed, the nurse mentioned he'd whispered "sea" several times. I started winding the watch every morning. [参考范文] One evening, as I sat by Grandpa's bed, the nurse mentioned he'd whispered "sea" several times. I pulled out the watch, its case dented from years of use. Suddenly, I noticed an engraving inside—"To my grandson, may your journey be as endless as the tides." Tears blurred my vision as I realized the watch wasn't just a timepiece; it was Grandpa's legacy of courage and adventure. I started winding the watch every morning. Its ticking became a promise, a link between the past and the present. When Grandpa finally opened his eyes, I placed the watch in his hand, and his weak smile told me he understood—our connection, like the watch's mechanism, would keep going, even through stillness and silence. [范文分析] 情节连贯：怀表停转对应祖父昏迷，重新上链呼应情感觉醒，符合 "伏笔 - 呼应" 的叙事要求 情感层次：通过 "cold metal→dented case→engraved message" 的细节变化，展现从疏离、悲痛到传承的情感升华 语言亮点：使用 "mirrored the silence""legacy of courage"等隐喻表达，符合高考对" 修辞手法恰当运用 " 的加分项 【提示片段2】 I found Mom's old diary hidden in the attic. The pages were yellowed, but her handwriting was still clear—entries about her childhood, her dreams, and... me, after I was born. 【续写内容】（情感线索：从 "窥探" 到 "理解"） At first, I read the diary out of curiosity, eager to find secrets. Another page, written after my parents' divorce: "I want to protect Lila from pain, but maybe I should show her how to heal." [参考范文] At first, I read the diary out of curiosity, eager to find secrets. But as I turned the pages, Mom's words became a bridge. There was a entry from my fifth birthday: "Lila cried when her ice cream fell, but she hugged me and said 'it's okay, Mommy'—such a brave girl." I remembered that day differently—I'd been angry, but Mom saw my attempt to be strong. Another page, written after my parents' divorce: "I want to protect Lila from pain, but maybe I should show her how to heal." The diary's spine was cracking, but each sentence felt like a stitch mending the distance between us. One evening, I left the diary on Mom's desk with a note: "Your words taught me to see you as more than a mother—thank you for being human." The next morning, Mom hugged me, and I noticed her own tears on the diary's last page. The diary, once a secret, was now a shared language, our voices blending across time. [范文分析] 象征物选择：日记本作为 "代际沟通媒介"，符合高考对 "贴近生活主题" 的偏好 语言技巧：运用 "bridge""stitch""blending voices" 等隐喻，体现英语 "以物载情" 的表达特征 情感逻辑：通过 "curiosity→understanding→connection" 的情感链条，满足高考对 "心理描写细腻" 的要求 第二部分 综合写作实践 1．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。 In the town of Greenfield, there was a school, Greenfield High School, where students were encouraged to think creatively and solve problems together. One day, a group of students from the school’s robotics club approached Mr. Carter, a science teacher, with a problem. They had been working on a project for the upcoming regional robotics competition, but their robot had hit a major barrier. The robot’s navigation (导航) system kept failing, causing it to veer off course and miss its targets. The competition was only a few weeks away, and the team was growing disheartened. Emily, the team leader, explained the problem to Mr. Carter. “We’ve tried everything we can think of, but nothing seems to work,” she said, her voice filled with worry. “We might not be ready in time.” Mr. Carter listened carefully, his eyes twinkling with a mix of concern and excitement. “Let’s take a step back,” he suggested. “Sometimes, the best solutions come from unexpected places.” He gathered the team in the lab and pulled out a large whiteboard. “Let’s brainstorm,” he said, drawing a circle in the center and labeling it “Navigation System”. “Think about everything you know about navigation, not just in robotics, but in everyday life. How do you find your way when you’re lost? How do birds migrate? How do ships sail the ocean?” The students began to shout out ideas, and Mr. Carter wrote them down, connecting them with lines and arrows. Emily mentioned GPS, while another student, Jake, talked about using landmarks. Sarah, the team’s programmer, suggested incorporating machine learning to help the robot adapt to its environment. As the ideas flowed, the whiteboard became a web of interconnected thoughts. Mr. Carter stepped back and smiled. “See? You already have the pieces of the puzzle (迷惑). Now, let’s put them together in a new way.” He pointed to the idea of using landmarks. “What if we teach the robot to recognize specific markers in its environment and use them to navigate?” 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 team’s eyes lit up. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ When the competition day arrived, Emily’s team was nervous but confident. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2．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。 Emily had spent her entire life in New York City. The tall buildings, the crowded streets, and the friends she had grown up with were the essence of her existence. But when she was 15, her life took an unexpected turn. Her father got a promotion that required the family to relocate to Texas. It was a depressing decision as it meant parting with everything she held dear. With the move came a new school for Emily. Every time she considered leaving her current school, she was overcome with sadness. She was afraid of the changes ahead — the new environment, the new school, and the new faces she would encounter. She wasn't sure if she could adapt or if she would be isolated. After a long and tiring journey across the states, the family reached Texas and settled down. When the day to start at her new school arrived, Emily's mind was burdened with concerns. What if the classmates were mean and unapproachable? What if she remained friendless? The following morning, Emily's parents drove her to school. Her heart pounded in her chest as they arrived at the large concrete building. She hugged her parents tightly, took a deep breath, and got out of the car. With each step towards the school entrance, her nervousness increased. She felt as if she was entering a completely strange world. Emily was welcomed by a school teacher, who was extremely kind. Noticing Emily's uneasiness and shyness, he decided to give her a tour of the campus first. Emily was shown the art studio, the well-equipped library, and the expansive football field where she thought about joining the cheerleading team. As they walked around, Emily slowly realized that the school was actually quite charming and started to feel a bit more at ease. Finally, they reached the academic building and made their way to Emily's new classroom, and her heart began to race once again. The teacher led her to the door and gave her a reassuring smile. 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。 Standing at the classroom door, Emily hesitated for a moment. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As the class began, Emily felt a sense of relief wash over her, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3．阅读下面材料，根据其内容和所给段落开头语续写两段，使之成为一篇完整的短文。 I used to believe that being right was everything. In my mind, knowledge was power, and power was truth — clear, sharp, absolute. But the older I get, the more I realize how often truth can harm, and how the way you deliver it matters just as much as having it. In high school, I was the kind of student who could solve a physics problem before the teacher had finished writing it. No one would deny that I was a genius. I believed in right and wrong like they were written in binary (二进制). Grey areas? To me, those were for people who didn’t try hard enough to think clearly. I prized correctness above kindness, certainty over understanding. And nothing brought me more satisfaction than exposing a mistake, no matter who made it. There was one day I can’t forget. One bright autumn morning, our class was chosen to host a model lesson for a newly arrived young teacher, Mr. Feng. The topic was climate change — a subject I adored and had read about passionately in books and articles. The back rows were packed with the school’s top authorities: the principal, academic directors, and seasoned teachers, all watching closely. Mr. Feng had clearly rehearsed every line, but the tremble in his voice betrayed his nerves. He smiled tightly and tried to keep the lesson moving smoothly. Then it happened. Mr. Feng pointed to a slide about nuclear power and said, “Uraniam is one of the most powerful fuels…” “It’s uranium (铀), not uraniam!” I stood up without being called on, loud enough for the hall to fall into silence. My voice echoed, a spotlight in a room full of murmurs. My classmates turned to stare. The principal raised an eyebrow. I sat down, thrilled as always, at catching an error. To me, truth had been served — and that was what mattered most. 注意： 1．续写词数应为150左右； 2．请按如下格式作答。 Paragraph 1: The teacher froze, and then smiled faintly, saying “Thank you.” ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Years later, the memory hit me when I was doing a college speech contest. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4．阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 The lunchroom is always so loud. Everyone is either playing games, jumping around, or yelling across the room about the funny thing. Despite how much they all talk, I couldn’t seem to find out what made some of them cool and popular. It must be something unspoken, or maybe an exclusive club they’re a part of. I barely talk though. I just laugh when everyone else is laughing, even when I don’t know what they’re laughing at. “Mara, are those Jolly Ranchers (快乐牧场糖)?” Sasha asked excitedly. “Yeah,” I responded nervously. I’m not scared of these girls, I was just shocked that one of them called my name. “Those are my favorite! Can I have one pleaseee?” Sasha loved dragging her words like that, and those words felt like they were dragging across my brain. I hate sharing, and I especially hate sharing my candy.  Mom only packs me two Jolly Ranchers. Giving one to Sasha would make me feel like a pushover, but if I didn’t share, I can kiss my social life goodbye. As she stared at me with her big-shiny-popular-girl eyes, I got the best idea. I’m going to use my Jolly Ranchers to climb the ranks of the third grade. So I gave her the Jolly Rancher, but not without sparking up a conversation. “They’re my favorite too. My mom gives me two every day.” I said. “Luckyyy. My mom doesn’t give me candy for school, because my mom said I might choke.” she responded. Yes, she said something back! A week has passed, and soon I am at the top of the social pyramid thanks to my Jolly Ranchers. Anyway, we have become close friends. Especially to her delight was that I gave my favorite blue Jolly Rancher to her this Friday, when we could watch movies, play games, and dance for the rest of the day. As Ms. Laney, our teacher, played the video, we all followed the dance moves on the screen. Amidst the loud music and laughing, I hear Sasha say “Look what I can do!” She did some strange jumping thing before bending to the ground, but she didn’t get back up. She looked up at me with a frightened look on her face and her hands on her neck. 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。 “Ms Laney! Sasha’s choking!” I screamed. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Without Jolly Ranchers, I didn’t want to go back to school. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5．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 held his script too tightly, making the pages wrinkle. His palms had left damp marks on his Of Mice and Men script. Across the rehearsal (排练) room, Liam was doing his usual annoying trick — balancing a pencil on his nose during rehearsals — for the third time this week. Last year, they were great partners when they acted in The Outsiders together. Their rooftop “Stay gold” scene even got featured in the school newsletter. But now, everything changed. The trouble started during rehearsals. Jason insisted on following the book’s exact gestures. But Liam kept adding new moves — hugging an invisible puppy during serious lines, pretending to trip over “rabbits”. “Lennie wouldn’t do that!” Jason whispered angrily after a rehearsal. “At least my Lennie wouldn’t sound like a human tape recorder,” Liam snapped back. Their fight grew bigger every day. Liam put vinegar in Jason’s water bottle. Jason “accidentally” locked Liam’s favorite script in the storage room. Their teacher even put up a sign saying “NO MOREFOOD FIGHTS” after they threw ketchup packets at each other. The exploding moment came during their final practice. During the barn scene, Liam suddenly howled like a wolf. The younger students laughed loudly. Jason was so mad that he ran off the stage — and crashed right into the wooden chairs, breaking three of them. That night, Jason couldn’t sleep. He kept thinking about how Liam used to gently push his shoulder before scary scenes to encourage him. At 1 AM, he got on his bike and rode back to school. The storage room light was on. Inside, Liam was sitting on the floor, trying to fix the broken chairs. Next to him was a chocolate bar — the kind Jason always ate. Jason froze, his eyes wide with a mix of astonishment and guilt when he realized it was the chairs he had kicked and broken. “Liam... I... I didn’t think I’d see you here fixing these,” Jason stammered, his voice barely above a whisper. Liam kept his head low, “Yeah, well, someone had to. The show is next week.” 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。 Jason, at a loss for words but eager to help, grabbed a hammer and nails. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On performance day, Jason and Liam stood side by side, ready to take the stage. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6．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。 Final exams were approaching, and everyone in school was excited about vacations. We were dreaming of far-off destinations, our minds filled with images of thrilling adventures. After school on Friday, on my way home, I ran into my best friend. Enthusiastic about the vacations, I asked him about his plans. His eyes twinkled brightly as he replied, “I’m going to visit my grandparents with my parents for a week.” “Don’t you ever get tired of going to the same place year after year? I remember, every year, your family takes 7 to 10 days off to head back to your native village,” I asked, raising an eyebrow in curiosity. “Oh, not at all! That’s the absolute best time of the year for me! Being with my folks in the village is just amazing.” His face beamed with joy as he continued, "In the village, I get to meet so many wonderful people, and everyone there is so kind and welcoming. Our neighborhood crew is tight! We’re always hanging out together, you know? Just running wild, chilling by the lake, or bouncing between each other’s houses. Honestly, I know what really matters about these village trips. It’s not the cool places we see — it’s spending time with the people I love. That’s the real treasure of life.” His words made me recall my own grandparents. I realized I hadn’t seen them for years. But still, it’s a pleasure to be there. … we had big long gardens and a big multi-story house. The next day, over breakfast, I mustered up the courage and asked my parents, “Can we visit grandparents this summer after exams?” Dad replied hesitantly, “Oh, that’s unexpected.” Mom was surprised. “Well, you know it gets really hot there this time of year.” After a short pause, Dad gave a small sigh and met my hopeful gaze. “However,” he said, “if you perform well in exams, we’ll make the trip.” For the next six weeks, I threw myself completely into my studies. My mom was amazed by this sudden transformation in me. Soon came the long-awaited exam results. 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。 Paragraph 1: I rushed home and immediately handed my parents my score card and a note with “PLEASE.” ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: I saw my mom had tears in her eyes when leaving them. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 1． The team’s eyes lit up. They spent the next few days working tirelessly, programming the robot to recognize visual cues and adjust its path accordingly. They also integrated a simplified version of GPS technology, using the school’s Wi-Fi network to help the robot triangulate its position. It was a blend of old and new ideas, and it worked like a charm. When the competition day arrived, Emily’s team was nervous but confident. Their robot navigated the course perfectly, adapting to obstacles and hitting every target with precision. The judges were impressed, and the team took first place. As they celebrated joyfully, Mr. Carter reminded them, “The key to solving any problem is to stay curious and open-minded. Sometimes, the best solutions come from looking at things from a different angle.” The robotics club’s victory became a legend at Greenfield High School, inspiring other students to tackle their challenges with creativity and teamwork. 【写作分析】本文以机器人的导航问题为线索展开，讲述了格林菲尔德高中机器人俱乐部因导航系统故障陷入困境。科学老师Carter引导团队跳出思维定式，通过头脑风暴结合GPS、地标识别和机器学习，开发出混合导航方案。最终机器人在地区比赛中完美发挥夺冠，Carter提醒队员创新源于多元视角的碰撞。这一胜利成为学校创新教育的典范。 1. 段落续写： ①由第一段首句内容“队员们的眼睛亮了起来”可知，第一段可描写队员们齐心协力解决问题，优化机器人的导航系统。 ②由第二段首句内容“当比赛日到来时，Emily的队伍紧张而又自信”可知，第二段可描写他们的机器人表现亮眼，成功夺得第一名，团队非常开心地庆祝，Carter老师为队员们总结解决问题的关键所在。 2. 续写线索：队员们受到启发——队员们共同优化导航系统——比赛日到来——团队夺得第一名——团队庆祝——Carter老师总结 3. 词汇激活 行为类 ①调整：adjust/modify/alter ②使用：use/employ/harness ③解决：solve/tackle/address 情绪类 ①不知疲倦地：tirelessly/vigorously/energetically ②开心地：joyfully/merrily/cheerfully [高分句型1] As they celebrated joyfully, Mr. Carter reminded them… (As引导时间状语从句) [高分句型2] The robotics club’s victory became a legend at Greenfield High School, inspiring other students to tackle their challenges with creativity and teamwork. (现在分词作状语) 2．           Standing at the classroom door, Emily hesitated for a moment. She could hear the chatter of students inside, and her hands grew sweaty. With a final glance at the teacher, who nodded encouragingly, she pushed the door open. The room fell silent for a moment as everyone looked at her. But then, a girl with a warm smile stood up and said, "Hi! You must be Emily. We've been waiting for you." The friendly greeting eased the tension in the air. The other students soon followed suit, introducing themselves and asking her about New York. As the class began, Emily felt a sense of relief wash over her. The classmates seemed friendly and eager to get to know her. She actively participated when she could, and her classmates were helpful whenever she had questions. Emily found herself engaged in interesting class discussions and started to see the potential for new friendships. She was excited to explore more of the school and welcome this new chapter of her life. She was ready to face the rest of the day with a more positive attitude. Although the move had been scary, it had also opened up new opportunities. 【写作分析】本文以人物为线索展开，介绍了Emily 去到新学校后，一开始忐忑不安，后来一位善良的老师带她参观校园，Emily逐渐放松，然后老师将她送至教学楼，最终，在同学们和老师的友好善意的氛围中，Emily开始了自己崭新的学校生活。 1.段落续写： ①由第一段首句内容“Emily站在教室门口，犹豫了一会儿。”可知，第一段可描写Emily进入教室后的心情及遇到同学们的热情对待。 ②由第二段首句内容“上课开始时，Emily感到如释重负。”可知，第二段可描写课堂氛围及Emily的感觉。 2.续写线索：进入教室——紧张不安——遇到热情友好的老师和同学——如释重负——积极上课——开始新生活 3.词汇激活 行为类 ①缓和：ease/relieve/alleviate ②渴望：be eager to/be keen to ③开始：start/begin 情绪类 ①鼓励地：encouragingly/inspiringly ②激动的：excited/thrilled [高分句型1]With a final glance at the teacher, who nodded encouragingly, she pushed the door open.（运用了who引导的非限制性定语从句） [高分句型2] Although the move had been scary, it had also opened up new opportunities.（运用了although引导的让步状语从句） 3．范文： The teacher froze, and then smiled faintly, saying “Thank you.” His voice was steady, but his ears had turned red. A few teachers exchanged awkward glances; some students stifled their laughter. He corrected himself and moved on, but the tension lingered in the room like a fog. After class, a few classmates gave me curious looks — some impressed, others unsure. I felt triumphant, but also strangely hollow. Mr. Feng didn’t meet my eyes as he gathered his materials. For the first time, I wondered if being right had cost someone else more than it rewarded me. Years later, the memory hit me when I spoke at a college speech contest. Midway through my speech, I accidentally mispronounced “she” as “he”, changing the gender of a well-known scientist I was referencing. I froze, face burning, waiting for someone to call out the mistake. But no one did. The judges stayed focused. My peers listened, graciously silent and smiley. In that moment, I remembered how Mr. Feng must have felt when I publicly pointed out his mistake. I wasn’t brave then — I was unkind. As the audience’s applause echoed, I understood — sometimes, kindness speaks louder than truth. 【写作分析】本文以人物为线索展开，讲述了作者曾以纠错为傲，高中时在公开课上打断冯老师纠正发音，让他难堪。多年后作者演讲出错却未被打断，这让作者明白有时善意比真理更重要。 1.段落续写： ①由第一段首句内容“老师愣了一下，然后微微一笑，说：‘谢谢你。’”可知，第一段可描写老师因为作者的纠错而尴尬，作者也开始反省自己的行为。 ②由第二段首句内容“多年以后，当我在一次大学演讲比赛上发言时，我突然想起了这件事”可知，第二段可描写作者没有被人打断明白了善意比真理更重要。 2.续写线索：老师微笑——老师尴尬——作者感到空虚——自我怀疑——多年以后演讲——没有因为出错而被打断——作者感悟 3.词汇激活 行为类 ①忍住：stifle/hold back ②想起：remember/recall ③理解：understand/comprehend 情绪类 ①洋洋得意：triumphant/jaunty ②紧张：tension/stress [高分句型1] For the first time, I wondered if being right had cost someone else more than it rewarded me.（运用了if引导宾语从句） [高分句型2] As the audience’s applause echoed, I understood — sometimes, kindness speaks louder than truth.（运用了as引导时间状语从句） 4． “Ms Laney! Sasha’s choking” I screamed. Everyone stopped dancing as Ms. Laney ran to save Sasha. Ms. Laney flipped Sasha over her knee, delivering sharp blows on her back. The blue Jolly Rancher flew out of Sasha’s mouth. It landed in front of me, who was now on my knees in shock. I was scared I would get in trouble, sorry that she choked and angry at myself. “No more Jolly Ranchers!” Ms. Laney warned. I repeatedly said sorry to Sasha, feeling extremely sorry for giving her the Jolly Rancher. Without Jolly Ranchers, I didn’t want to go back to school. I was afraid that no one even wanted to talk to me without them. But Sasha provided me with the opportunity of a lifetime. She included me in her conversations, and treated me as her actual friend. It turns out being cool and popular is not something unspoken. Even without Jolly Ranchers, our bonds stayed strong. We’re all just normal kids, we’ve all cried in front of each other and the idea of climbing the ranks was replaced by heartfelt friendship. 【写作分析】本文以人物为线索展开。食堂里喧闹不已，作者为融入群体，用糖果与受欢迎的Sasha建立联系，逐渐成为社交顶层。后来二人成为好友，一次跳舞时Sasha被糖果噎住，情况危急。 1.段落续写 ①由第一段句首内容““Laney女士！Sasha噎住了。”我尖叫道。” 可知，第一段可描写作者尖叫求助、老师急救的紧张过程，以及作者目睹糖果飞出后的惊恐、自责与后怕。 ②由第二段句首内容 “没有Jolly Ranchers，我不想回学校。” 可知，第二段可刻画作者害怕失去朋友的忐忑，再写Sasha主动接纳，展现友谊超越物质，点明真心才是社交核心。 2.续写线索：糖果引发窒息事件——急救过程的惊险——作者的自责与恐惧——对失去友谊的担忧 ——Sasha的真诚接纳——领悟友谊的本质 3.词汇激活 行为类 ①跑过去救Sasha：run to save Sasha/rush to rescue Sasha ② 拍打她的背部：deliver sharp blows on her back/strike her back sharply ③道歉：say sorry/apologize 情绪类 ①害怕：scared/frightened ②愧疚：sorry/guilty 【高分句型1】Everyone stopped dancing as Ms. Laney ran to save Sasha. (运用了as引导的时间状语从句) 【高分句型2】I was afraid that no one even wanted to talk to me without them. (运用了that引导的宾语从句) 5．范文 Jason, at a loss for words but eager to help, grabbed a hammer and nails. Clang! The first strike missed completely. “Let me,” Liam muttered, steadying Jason’s hand. With Liam guiding him, Jason lifted the hammer again. Bang! The nail sank deep into the chair leg. As they worked side by side, Liam nudged Jason, “Your book-accurate Lennie is solid. But my twists... they add spark.” Jason nodded, hammering a nail with more ease. “Why not mix them up? We’ll nail the show.” Their eyes met, and they shared a grin, the hammering growing faster and more in sync. When Liam pulled out a smashed chocolate bar, Jason took half without a word. “Still partners?” Liam asked, shaking crumbs from his hair. “Only if you stop eating my snacks,” Jason replied, flicking a chocolate chip at him. On performance day, Jason and Liam stood side by side, ready to take the stage. Jason delivered his lines with the precise gestures of a true book purist, while Liam added his signature quirks at just the right moments, making the audience burst into laughter. In the final scene, their emotional acting brought the characters vividly to life, leaving the audience wide-eyed. As the curtain fell, thunderous applause filled the hall. Their teacher rushed onto the stage, showering them with praise. Liam happily clipped the prop hammer to Jason’s tool belt. Jason nodded, his eyes shining with anticipation for future shows. Under the twinkling stars, they walked home together, the hammer a precious reminder of their accomplishment and friendship. 【写作分析】本文以人物为线索展开，讲述了杰森在排练时和利亚姆意见不合，发生了争执。他们的争斗一天比一天激烈。结果某天杰森发现利亚姆在修理自己弄坏了的椅子，于是惊讶和内疚交织在一起。最终两人误会解除和好，并且顺利完成了演出。 1.段落续写： ①由第一段首句内容“杰森不知该说什么好，但又急切地想帮忙，抓起一把锤子和钉子”可知，第一段可描写杰森和利亚姆两人修理椅子的经过。 ②由第二段首句内容“演出那天，杰森和利亚姆肩并肩站在一起，准备上台”可知，第二段可描写杰森和利亚姆一起完成了演出，建立了友谊。 2.续写线索：杰森想帮忙——并肩工作——误会解除——完成演出——建立友谊 3.词汇激活 行为类 ①指导：guide/instruct ②落下：fall/drop down ③回答：reply/respond 情绪类 ①轻松地：with ease/easily ②期待：anticipation/expectation [高分句型1] When Liam pulled out a smashed chocolate bar, Jason took half without a word.（由when引导时间状语从句） [高分句型2] As the curtain fell, thunderous applause filled the hall.（由as引导时间状语从句） 6．One I rushed home and immediately handed my parents my score card and a note with “PLEASE.” This time, they instantly agreed. The next day, we set out for our hometown. Every one, be it relatives or neighbors, greeted us with smiles, treating me like their own son. Every day brought new happiness –- digging with Grandpa in the garden, playing games with cousins until sunset, roaming around familiar streets with loved ones and even joining the local kids in their football matches. The days passed as we had a wonderful time together. Truth be told, everything was more fun in a big family. When departure day came, my heart ached. I saw my mom had tears in her eyes when leaving them. She wiped them away and smiled, saying, “I didn’t realize how much I missed the village until now. It’s not just a place; it’s where our roots are.” As we drove away, I felt a mix of excitement and nostalgia. I realized that the real adventure wasn’t about exploring far-off places but about reconnecting with family and our heritage. This trip wasn’t just for me; it was a reminder for all of us that family is the true treasure of life. From then on, visiting Grandma and Grandpa became our annual tradition, a time to cherish love, laughter, and the simple joys of being together. 【写作分析】本文以作者在好友影响下渴望探望祖父母为线索，讲述了作者为争取暑期探亲机会努力备考，最终成行并在乡村感受到亲情温暖，领悟到家庭才是人生真正财富的故事。 1. 段落续写： ① 由第一段首句内容“我冲回家，立刻把成绩单和一张写着‘求你了’的纸条递给父母。” 可知，第一段可描写父母兑现承诺，“我们”踏上返乡之旅，在乡村与亲人、邻里共度欢乐时光，离别时难舍难分的场景。 ② 由第二段首句内容“离开时，我看到妈妈眼里含着泪水。”可知，第二段可描写妈妈感慨乡村是“根”之所在，作者从中领悟到亲情的意义，将探亲定为家庭传统的感悟。 2. 续写线索：展示成绩单——父母同意——返乡探亲——欢聚时光——离别伤感——领悟亲情——定为传统 3. 词汇激活 行为类： ①出发：set out/depart/embark on a journey ②漫游：roam/wander/stroll ③告别：depart/leave/say goodbye 情绪类： ①快乐：happiness/joy/delight ②兴奋，激动：excitement/exhilaration/thrill 【高分句型1】Every one, be it relatives or neighbors, greeted us with smiles, treating me like their own son.（运用了现在分词短语作状语） 【高分句型2】I realized that the real adventure wasn’t about exploring far-off places but about reconnecting with family and our heritage.（运用了that引导的宾语从句） 4 / 4 学科网（北京）股份有限公司 $$ 2026年高考英语读后续写复习之隐性情感表达策略 05.隐喻与象征系统：让情感“有脉络” 隐喻与象征系统 ---让情感“有脉络” 一、策略原理：“情节锚点”串联故事 在高考英语读后续写中，隐喻与象征系统的构建本质上“情感可视化”的过程 —— 将抽象的心理变化转化为可触摸、可感知的象征物轨迹。这既符合英语语言的表达习惯，又能满足高考对 内容连贯、情感深刻、语言生动的考查要求。教师需引导学生建立“物象 ---情感---主题”的三元思维模型，让每个象征物成为情感脉络上的明亮坐标，最终实现从 "写故事" 到 "织心灵" 的写作境界提升。 （一）高考考查核心指向 根据《普通高中英语课程标准（2017年版2020年修订）》及近年高考真题分析，读后续写重点考查三大能力：一是情节建构能力（要求续写部分与原文逻辑连贯、伏笔呼应），二是情感表达能力（要求通过细节描写展现人物心理变化），三是语言运用能力（要求准确使用高级词汇、复杂句型及修辞手法）。隐喻与象征系统的构建，恰好能同时满足这三项要求 —— 核心象征物作为 "情节锚点"串联故事，其承载的情感变化形成心理轨迹，而象征手法的语言呈现则直接体现考生的文学素养。 （二）英语语言的“具象化”表达特征 英语写作强调 "以具体意象传递抽象情感"（Show, don't tell），这与汉语重抒情的表达习惯形成差异。例如，描述 "悲伤" 时，汉语可能直接用 "她心情沉重"，而英语更倾向通过 "the world lost its color"（世界失去色彩）等具象化隐喻。象征物的运用正是这一特征的典型体现：将 "思念" 转化为 "褪色的围巾"，将 "成长" 转化为 "年轮渐深的老树"，使情感表达符合英语读者的认知逻辑。 二、策略建构：基于高考评分标准的三维解析 （一）情节维度：象征物作为 "叙事齿轮" 推动故事发展 高考要求续写部分与原文 "情节合理、逻辑严密"，核心象征物需承担 "情节触发器" 功能。例如：在以家庭亲情为主题的文本中，老旧的怀表可作为贯穿始终的象征物。 1.初始状态：原文中象征物的特征（如旧信的泛黄、围巾的褪色）暗示故事背景。怀表表面布满岁月的划痕，指针停摆的状态，暗示着家庭关系因时间流逝而产生隔阂，也为故事奠定了怀旧、停滞的基调。 2.冲突阶段：象征物的变化（如信件被雨水浸透、树被暴风雨折断枝桠）触发情感转折。当主角在收拾房间时不小心摔碎怀表，表盖内侧父母年轻时的合影滑落，裂痕恰好穿过两人的笑脸，这一意外事件瞬间激化了主角对父母感情破裂的遗憾与困惑，推动故事进入情感矛盾的高潮。 3.高潮 / 结局：象征物的最终形态（如新信的工整字迹、新芽的破土而出）呼应主题升华。经过一系列回忆与沟通，父亲将修复好的怀表送给主角，表针重新开始走动，象征着家庭关系的修复与亲情的延续，同时也巧妙呼应了 “时间可以修复伤痕” 的主题，使故事在情感升华中圆满收尾。 这种 "象征物---情节节点" 的对应关系，使故事发展具有可预测性与必然性，符合高考对 "连贯度" 的评分要求。同时，通过象征物的变化轨迹，读者能清晰感知情感脉络的流动，增强故事的感染力与逻辑性。 （二）情感维度：构建 "情感光谱" 的层次化表达 高考强调 "情感细腻、心理描写生动"，象征物需随情节发展呈现情感梯度变化。这种变化不是孤立的意象堆砌，而是通过隐喻系统构建出连贯的情感脉络，契合英语读后续写 "内容深度" 的评分要求。 1.情感起点：具象化情绪锚点 通过象征物的物理特征与感官属性，将抽象情绪转化为可感知的意象。如描写离别场景时，"the frigid touch of her blue scarf"（冰冷的蓝色围巾）不仅传递温度与色彩的直观感受，冷色调与织物触感更暗喻人物间的疏离与隔阂；"the stiff folds of the scarf"（僵硬的围巾褶皱）则通过材质特征，外化人物刻意保持的心理距离，为后续情感转变埋下伏笔。 2.情感波动：动态意象折射心理冲突 利用象征物的形态变化、环境互动，将内心矛盾具象为视觉化场景。当人物面临抉择时，"the scarf whipped violently in the howling wind"（围巾在狂风中剧烈翻飞），通过布料的失控动态呼应人物的焦虑与迷茫；"she twisted the scarf around her fingers, leaving creases like the knots in her heart"（她反复缠绕围巾，褶皱如心中死结）则以动作细节与比喻结合，展现人物的自我拉扯。这些动态描写让情感波动具有可追踪的视觉轨迹。 3.情感升华：隐喻转化实现主题跃升 赋予象征物新的语义内涵，使其成为承载深层主题的载体。在和解场景中，"the mended scarf, with its uneven stitches shining in the sunlight"（缝补后的围巾，歪扭针脚在阳光下闪烁），破损修复的物理变化隐喻关系重生，不完美的针脚反而凸显修复过程的真实与珍贵；"she wrapped the scarf around her friend, warmth seeping through the fabric"（她将围巾披在朋友肩上，暖意透过织物传递）则通过触觉意象，将物质温暖升华为情感联结，使友谊主题得到诗意诠释。 这种由具象到抽象、由个体经验到普遍价值的层次化表达，既避免了情感描写的扁平化，又通过隐喻系统构建起符合高考评分标准的叙事深度，让象征物真正成为推动情感流动的叙事齿轮。 （三）语言维度：象征系统的词汇与句法建构 1.词汇层面：运用 "通感隐喻"（synesthesia）打破感官壁垒，构建沉浸式情感体验。例如在描绘一封承载回忆的信件时，"the letter smelled of old tobacco" 不仅将视觉符号转化为嗅觉记忆，更通过烟草特有的醇厚与陈旧感，暗喻时光沉淀下的复杂情愫。可进一步拓展通感手法的多元应用，如 "The silence roared in her ears" 将听觉缺失转化为轰鸣的具象感受，用反常的感官冲突强化人物内心的动荡。 2.句法层面：通过 "象征物 + 情感谓语" 的固定结构，建立具象事物与抽象情感的深层映射。以 "The scarf, once a warm embrace, now felt like a frozen rope around her neck." 为例，该句通过对比时态（once/now）与矛盾意象（warm embrace/frozen rope），将围巾从亲密象征解构为束缚隐喻，完成情感状态的戏剧化转折。在实际创作中，可通过调整句式长度与节奏增强表现力，如 "The pocket watch, a ticking reminder of their shared past, suddenly stopped—just like their love." 利用破折号制造的停顿，强化象征物与情感命运的同频共振。 3.修辞层面：灵活运用明喻（simile）、暗喻（metaphor）等修辞格，将象征物转化为情感锚点。当把父亲的信比作 "anchor in the storm" 时，既遵循英语 "storm-tossed" 的常见隐喻系统，又通过航海意象构建出稳定与动荡的二元对立。进阶技巧可结合拟人化（personification）增强象征物生命力，如 "The diary pages whispered secrets she had long buried"，让承载记忆的文本获得倾诉能力，使情感表达更具叙事张力。通过动态化修辞处理，可将静态象征物转化为推动情感流动的叙事媒介。 三、策略实践分析：构建 "情感---符号" 对应矩阵 Part I:以“全家福照片”为主题，结合三阶段动态赋义法，构建情感象征系统。​ 1.初始状态：奠定情感基调（对应高考 "情节起始" 评分点）​ 描写策略：通过静态细节 + 感官通感外化初始情感​ 视觉："The family photo hung crookedly on the cracked wall, edges yellowed like aged parchment."（歪斜的悬挂、龟裂的墙面、羊皮纸般的泛黄边缘，暗示家庭关系的失衡与时间侵蚀）​ 触觉："When she touched the glass, a chill seeped through her fingers, as if the smiles in the photo had frozen long ago."（玻璃的寒意象征情感隔阂）（高考价值：为后续情感变化提供对比基准，符合 "细节描写生动" 的加分项）​ 2.变化节点：触发情感转折（对应高考 "情节冲突" 评分点）​ 描写策略：引入动态动作 + 隐喻修辞展现情感波动​ 动作触发："She ripped the photo from the wall, the frame crashing to the floor. A corner of the picture tore, splitting her parents' faces in half."（撕照片的暴力动作象征关系决裂，撕裂的画面隐喻家庭破碎）​ 环境映射："Raindrops trickled down the window behind her, mirroring the tears on the damaged photo."（雨水与泪水的同构，强化悲伤氛围）（高考价值：通过象征物的 "破坏性变化" 推动情节高潮，体现 "逻辑连贯" 的叙事要求）​ 3.结局升华：完成主题隐喻（对应高考 "主题升华" 评分点）​ 描写策略：采用修复细节 + 象征转化实现情感超越​ 物理修复："She carefully glued the torn corner, replacing the broken frame with a simple wooden one. The photo now sat on the desk, its imperfect edges a testament to their shared healing."（不完美的修复象征真实的和解，木质框架的质朴暗示回归本真）​ 意义升华："Whenever she looked at it, the photo no longer showed a perfect family, but a story of courage—courage to face cracks, and courage to mend them."（从 "完美家庭" 到 "修复勇气" 的语义升级，契合高考 "内容有深度" 的评分标准）​ Part II 写作试题分析：编织象征物的“情感轨迹” 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。 The old family photo album sat on the shelf, collecting dust. I hadn’t opened it in years. One rainy afternoon, curiosity got the better of me. I pulled it down and flipped through the pages, pausing at a photo taken when I was six. In the picture, my parents and I stood in front of our old house, all smiling widely. But something felt off—I couldn’t remember the last time we’d taken a family photo together. As I stared at the photo, memories flooded back. We used to take family photos every year on my birthday. But after my parents divorced when I was twelve, everything changed. My dad moved to another city, and our family traditions faded away. The photo album became a relic of a happier time. That evening, I showed the photo to my mom. “Remember this?” I asked. She looked at it for a long time, her eyes softening. “Of course,” she said quietly. “We were so happy then.” I hesitated, then asked, “Do you think we could take a new family photo?” Mom’s smile faded. “I don’t know, honey. Things are different now.” But I couldn’t let it go. The next day, I called my dad. “Hey, Dad,” I said. “Do you remember the old family photos? I found one from when I was six. Maybe we could take a new one?” There was a long pause. Finally, he said, “I’d like that.” A week later, we met at the park where we used to have picnics. My dad arrived first, standing awkwardly by the bench. Mom and I walked over, and for a moment, no one spoke. Then my dad cleared his throat. “Let’s take that photo,” he said. We stood in front of a large oak tree, just like in the old photo. The photographer counted down, and we all smiled. But as the camera clicked, I noticed something—a tear rolled down my mom’s cheek. 注意： 续写词数应为 150 左右； 请按如下格式在答题卡的相应位置作答。 After the photo was taken, Mom quickly wiped her face and turned away. Later that evening, I received a message from Dad. 【分析与写作示例】 原文情感点：主人公对家庭团聚的渴望与亲情修复的期待 Step 1 确定核心情感 →通过新旧照片的对比，展现离异家庭子女对完整家庭情感联结的追寻，以及父母在回忆触发下对过去美好时光的怀念与当下关系破冰的微妙心理。 Step 2 编织象征物的“情感轨迹” （1）开头锚定：首次出现象征物，附带标志性细节 [写作实例]The old family photo album sat on the shelf, collecting dust. [写作分析]"collecting dust"（积灰）这一细节暗示相册长期被忽视，与 "a relic of a happier time" 形成对比，通过视觉化的静态描写锚定 "回忆载体" 的象征意义，为后续情感冲突埋下伏笔。 （2）高潮强化：在情感转折点深化象征物细节，加入环境互动 [写作实例]We stood in front of a large oak tree, just like in the old photo. [写作分析]"oak tree"（橡树）作为新旧照片的共同背景，成为时空对话的媒介。环境细节 "the photographer counted down" 与 "a tear rolled down my mom’s cheek" 形成动静对比，橡树的永恒性暗喻家庭情感根基未变，眼泪则是情感压抑的突破口。 （3）结尾升华：以象征物新状态收束，形成闭环并升华主题 [写作实例]（预设结尾）：I placed the new photo next to the old one in the album, their smiles merging across time. [写作分析]新旧照片在相册中的并置（merging across time）构成象征闭环，"merging" 一词打破时空界限，暗示家庭关系从 "faded traditions" 到 "new beginning" 的升华，赋予相册新的情感承载意义。 Step 3：连缀成句（对接高考评分的 "语法结构丰富性"） (运用时间状语从句、独立主格结构、非谓语动词等语法手段增强文本张力) After the photo was taken, Mom quickly wiped her face and turned away.As she did, Dad took a step closer, his voice gentle yet 颤抖. "Remember how you used to complain about my terrible camera angles?" he said, a faint smile tugging at his lips. Mom hesitated, then laughed softly—a sound I hadn’t heard in their conversations for years. The tension in the air dissolved like the rain from the previous afternoon, replaced by a tentative warmth. They began to share anecdotes about the old house, their words overlapping in a way that felt both foreign and familiar. Under the oak tree, the past and present seemed to blur, as if the photo had unlocked a door neither of them had dared to open. Later that evening, I received a message from Dad."Today meant more to me than you might think," it read, followed by a photo of the old album open on his desk, our new picture propped beside the six-year-old version. "Your mom was right—we were happy then. But maybe we can be happy now, too." I stared at the screen, tears pricking my eyes not from sadness, but from a fragile hope. When I placed the new print into the album that night, the album’s spine creaked softly, as if welcoming a long-lost member home. The dust on its cover seemed a little lighter, and the pages, once frozen in time, now held the promise of future memories. [范文结构] 时间状语从句：As she did, Dad took a step closer（衔接动作，增强画面感） 独立主格结构：his voice gentle yet 颤抖（省略连词，压缩句式节奏） 非谓语动词：a faint smile tugging at his lips（分词短语作伴随状语，动态描写细腻） 比喻修辞：the tension... dissolved like the rain（明喻强化情感变化） 宾语从句嵌套：remember how you used to complain（复合句层次丰富） [主题解析] 通过象征物 "相册---照片---橡树" 的情感轨迹，结合多样化语法结构，续写部分既延续原文的怀旧基调，又通过父母对话的细节（"terrible camera angles"）和新旧照片的并置，展现离异家庭从尴尬破冰到情感重构的微妙过程，最终以 "相册接纳新照片" 的闭环收束，升华 "家庭情感延续" 的主题。 四、策略备考建议 （一）构建高频象征物素材库 象征物 常见情感映射 关联主题 日常物品 围巾（温暖 / 离别）、怀表（时间 / 传承）、信件（思念 / 真相） 亲情、友情、成长 自然意象 树（生命 / 根基）、雪（纯净 / 隔阂）、候鸟（迁徙 / 回归） 环保、文化认同、人生选择 抽象符号 光（希望 / 指引）、影子（陪伴 / 内心）、齿轮（联系 / 命运） 科技与人文、个人与集体 （二）推进三步写作训练 第一步：象征物锚定：根据原文主题，从素材库中选择 2-3 个适配象征物，分析其多维度象征意义（如 "雨" 可象征悲伤、清洗、新生） 第二步：情感--符号对应：绘制表格标注象征物在不同情节节点的状态及对应情感（例如：围绕围裙展开的主题拓展） 情节阶段 围巾状态 情感映射 语言表达示例 初始 整齐叠放 期待与不舍 the scarf lay like a sleeping bird 冲突 边缘起球 关系疏离 its frays mirrored our silent arguments 解决 重新编织 理解与和解 each new thread wove our hearts closer 第三步：隐喻语言升级：针对同一情感，训练多样化象征表达（如 "孤独" 可写为 "a shadowless noon""an echo that never returns""a book with missing pages"） （三）高考失分点规避 避免象征物 "脱节"：确保象征物在续写中形成完整的情感线索，建议通过 3-5 次关键描写完成意象闭环。每次出现时，可通过环境渲染（如 "褪色的红围巾在寒风中飘动"→"围巾被细心叠好放进抽屉"）、人物动作（攥紧象征勇气的旧怀表→轻拍表盖对自己微笑）或心理变化（"玻璃弹珠折射出刺眼的光"→"弹珠在掌心变得温热"）实现情感递进，避免孤立呈现象征物。 拒绝 "象征堆砌"：以核心象征物（如代表希望的蒲公英）为叙事锚点，搭配 1-2 个辅助意象（如承载回忆的老单车、象征成长的日记本）。通过场景融合增强关联性，例如让蒲公英种子落在车筐里，再由日记本记录下追逐种子奔跑的感悟，形成主次分明的象征网络，防止因意象过载导致主题稀释。 强化 "英语思维"：优先选用西方文学经典意象，如用 "衔着橄榄枝的白鸽" 隐喻和平，"夜莺的歌声" 暗喻孤独的浪漫。对文化差异较大的意象（如 "竹子" 象征气节），需通过情节铺垫建立逻辑关联（如设置中国留学生向外国友人解释竹文化的对话），或直接转化为英语文化符号（如将 "梅兰竹菊" 转译为 "the four noble plants" 后引入百合象征高洁），避免因文化隔阂造成理解偏差。 第一部分 策略应用实践 根据下列语段并结合后文的段落的首句提示，完成语段写作。 【提示片段1】 Grandpa's pocket watch lay on the nightstand, its ticking the only sound in the quiet room. I used to think the watch was a magical thing, connecting me to Grandpa's stories of the sea. But now, with Grandpa in hospital, the watch just felt... empty.The watch stopped ticking the day Grandpa fell into a coma. Its stillness mirrored the silence in my heart—no more stories, no more gentle taps on my shoulder. I clutched it tightly, willing the gears to turn again, but the metal felt cold and lifeless. 【续写内容】（情感线索：从 "空洞" 到 "传承"） One evening, as I sat by Grandpa's bed, the nurse mentioned he'd whispered "sea" several times. I started winding the watch every morning. 【提示片段2】 I found Mom's old diary hidden in the attic. The pages were yellowed, but her handwriting was still clear—entries about her childhood, her dreams, and... me, after I was born. 【续写内容】（情感线索：从 "窥探" 到 "理解"） At first, I read the diary out of curiosity, eager to find secrets. Another page, written after my parents' divorce: "I want to protect Lila from pain, but maybe I should show her how to heal." 第二部分 综合写作实践 1．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。 In the town of Greenfield, there was a school, Greenfield High School, where students were encouraged to think creatively and solve problems together. One day, a group of students from the school’s robotics club approached Mr. Carter, a science teacher, with a problem. They had been working on a project for the upcoming regional robotics competition, but their robot had hit a major barrier. The robot’s navigation (导航) system kept failing, causing it to veer off course and miss its targets. The competition was only a few weeks away, and the team was growing disheartened. Emily, the team leader, explained the problem to Mr. Carter. “We’ve tried everything we can think of, but nothing seems to work,” she said, her voice filled with worry. “We might not be ready in time.” Mr. Carter listened carefully, his eyes twinkling with a mix of concern and excitement. “Let’s take a step back,” he suggested. “Sometimes, the best solutions come from unexpected places.” He gathered the team in the lab and pulled out a large whiteboard. “Let’s brainstorm,” he said, drawing a circle in the center and labeling it “Navigation System”. “Think about everything you know about navigation, not just in robotics, but in everyday life. How do you find your way when you’re lost? How do birds migrate? How do ships sail the ocean?” The students began to shout out ideas, and Mr. Carter wrote them down, connecting them with lines and arrows. Emily mentioned GPS, while another student, Jake, talked about using landmarks. Sarah, the team’s programmer, suggested incorporating machine learning to help the robot adapt to its environment. As the ideas flowed, the whiteboard became a web of interconnected thoughts. Mr. Carter stepped back and smiled. “See? You already have the pieces of the puzzle (迷惑). Now, let’s put them together in a new way.” He pointed to the idea of using landmarks. “What if we teach the robot to recognize specific markers in its environment and use them to navigate?” 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 team’s eyes lit up. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ When the competition day arrived, Emily’s team was nervous but confident. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2．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。 Emily had spent her entire life in New York City. The tall buildings, the crowded streets, and the friends she had grown up with were the essence of her existence. But when she was 15, her life took an unexpected turn. Her father got a promotion that required the family to relocate to Texas. It was a depressing decision as it meant parting with everything she held dear. With the move came a new school for Emily. Every time she considered leaving her current school, she was overcome with sadness. She was afraid of the changes ahead — the new environment, the new school, and the new faces she would encounter. She wasn't sure if she could adapt or if she would be isolated. After a long and tiring journey across the states, the family reached Texas and settled down. When the day to start at her new school arrived, Emily's mind was burdened with concerns. What if the classmates were mean and unapproachable? What if she remained friendless? The following morning, Emily's parents drove her to school. Her heart pounded in her chest as they arrived at the large concrete building. She hugged her parents tightly, took a deep breath, and got out of the car. With each step towards the school entrance, her nervousness increased. She felt as if she was entering a completely strange world. Emily was welcomed by a school teacher, who was extremely kind. Noticing Emily's uneasiness and shyness, he decided to give her a tour of the campus first. Emily was shown the art studio, the well-equipped library, and the expansive football field where she thought about joining the cheerleading team. As they walked around, Emily slowly realized that the school was actually quite charming and started to feel a bit more at ease. Finally, they reached the academic building and made their way to Emily's new classroom, and her heart began to race once again. The teacher led her to the door and gave her a reassuring smile. 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。 Standing at the classroom door, Emily hesitated for a moment. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As the class began, Emily felt a sense of relief wash over her, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3．阅读下面材料，根据其内容和所给段落开头语续写两段，使之成为一篇完整的短文。 I used to believe that being right was everything. In my mind, knowledge was power, and power was truth — clear, sharp, absolute. But the older I get, the more I realize how often truth can harm, and how the way you deliver it matters just as much as having it. In high school, I was the kind of student who could solve a physics problem before the teacher had finished writing it. No one would deny that I was a genius. I believed in right and wrong like they were written in binary (二进制). Grey areas? To me, those were for people who didn’t try hard enough to think clearly. I prized correctness above kindness, certainty over understanding. And nothing brought me more satisfaction than exposing a mistake, no matter who made it. There was one day I can’t forget. One bright autumn morning, our class was chosen to host a model lesson for a newly arrived young teacher, Mr. Feng. The topic was climate change — a subject I adored and had read about passionately in books and articles. The back rows were packed with the school’s top authorities: the principal, academic directors, and seasoned teachers, all watching closely. Mr. Feng had clearly rehearsed every line, but the tremble in his voice betrayed his nerves. He smiled tightly and tried to keep the lesson moving smoothly. Then it happened. Mr. Feng pointed to a slide about nuclear power and said, “Uraniam is one of the most powerful fuels…” “It’s uranium (铀), not uraniam!” I stood up without being called on, loud enough for the hall to fall into silence. My voice echoed, a spotlight in a room full of murmurs. My classmates turned to stare. The principal raised an eyebrow. I sat down, thrilled as always, at catching an error. To me, truth had been served — and that was what mattered most. 注意： 1．续写词数应为150左右； 2．请按如下格式作答。 Paragraph 1: The teacher froze, and then smiled faintly, saying “Thank you.” ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Years later, the memory hit me when I was doing a college speech contest. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4．阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 The lunchroom is always so loud. Everyone is either playing games, jumping around, or yelling across the room about the funny thing. Despite how much they all talk, I couldn’t seem to find out what made some of them cool and popular. It must be something unspoken, or maybe an exclusive club they’re a part of. I barely talk though. I just laugh when everyone else is laughing, even when I don’t know what they’re laughing at. “Mara, are those Jolly Ranchers (快乐牧场糖)?” Sasha asked excitedly. “Yeah,” I responded nervously. I’m not scared of these girls, I was just shocked that one of them called my name. “Those are my favorite! Can I have one pleaseee?” Sasha loved dragging her words like that, and those words felt like they were dragging across my brain. I hate sharing, and I especially hate sharing my candy.  Mom only packs me two Jolly Ranchers. Giving one to Sasha would make me feel like a pushover, but if I didn’t share, I can kiss my social life goodbye. As she stared at me with her big-shiny-popular-girl eyes, I got the best idea. I’m going to use my Jolly Ranchers to climb the ranks of the third grade. So I gave her the Jolly Rancher, but not without sparking up a conversation. “They’re my favorite too. My mom gives me two every day.” I said. “Luckyyy. My mom doesn’t give me candy for school, because my mom said I might choke.” she responded. Yes, she said something back! A week has passed, and soon I am at the top of the social pyramid thanks to my Jolly Ranchers. Anyway, we have become close friends. Especially to her delight was that I gave my favorite blue Jolly Rancher to her this Friday, when we could watch movies, play games, and dance for the rest of the day. As Ms. Laney, our teacher, played the video, we all followed the dance moves on the screen. Amidst the loud music and laughing, I hear Sasha say “Look what I can do!” She did some strange jumping thing before bending to the ground, but she didn’t get back up. She looked up at me with a frightened look on her face and her hands on her neck. 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。 “Ms Laney! Sasha’s choking!” I screamed. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Without Jolly Ranchers, I didn’t want to go back to school. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5．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 held his script too tightly, making the pages wrinkle. His palms had left damp marks on his Of Mice and Men script. Across the rehearsal (排练) room, Liam was doing his usual annoying trick — balancing a pencil on his nose during rehearsals — for the third time this week. Last year, they were great partners when they acted in The Outsiders together. Their rooftop “Stay gold” scene even got featured in the school newsletter. But now, everything changed. The trouble started during rehearsals. Jason insisted on following the book’s exact gestures. But Liam kept adding new moves — hugging an invisible puppy during serious lines, pretending to trip over “rabbits”. “Lennie wouldn’t do that!” Jason whispered angrily after a rehearsal. “At least my Lennie wouldn’t sound like a human tape recorder,” Liam snapped back. Their fight grew bigger every day. Liam put vinegar in Jason’s water bottle. Jason “accidentally” locked Liam’s favorite script in the storage room. Their teacher even put up a sign saying “NO MOREFOOD FIGHTS” after they threw ketchup packets at each other. The exploding moment came during their final practice. During the barn scene, Liam suddenly howled like a wolf. The younger students laughed loudly. Jason was so mad that he ran off the stage — and crashed right into the wooden chairs, breaking three of them. That night, Jason couldn’t sleep. He kept thinking about how Liam used to gently push his shoulder before scary scenes to encourage him. At 1 AM, he got on his bike and rode back to school. The storage room light was on. Inside, Liam was sitting on the floor, trying to fix the broken chairs. Next to him was a chocolate bar — the kind Jason always ate. Jason froze, his eyes wide with a mix of astonishment and guilt when he realized it was the chairs he had kicked and broken. “Liam... I... I didn’t think I’d see you here fixing these,” Jason stammered, his voice barely above a whisper. Liam kept his head low, “Yeah, well, someone had to. The show is next week.” 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。 Jason, at a loss for words but eager to help, grabbed a hammer and nails. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On performance day, Jason and Liam stood side by side, ready to take the stage. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6．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。 Final exams were approaching, and everyone in school was excited about vacations. We were dreaming of far-off destinations, our minds filled with images of thrilling adventures. After school on Friday, on my way home, I ran into my best friend. Enthusiastic about the vacations, I asked him about his plans. His eyes twinkled brightly as he replied, “I’m going to visit my grandparents with my parents for a week.” “Don’t you ever get tired of going to the same place year after year? I remember, every year, your family takes 7 to 10 days off to head back to your native village,” I asked, raising an eyebrow in curiosity. “Oh, not at all! That’s the absolute best time of the year for me! Being with my folks in the village is just amazing.” His face beamed with joy as he continued, "In the village, I get to meet so many wonderful people, and everyone there is so kind and welcoming. Our neighborhood crew is tight! We’re always hanging out together, you know? Just running wild, chilling by the lake, or bouncing between each other’s houses. Honestly, I know what really matters about these village trips. It’s not the cool places we see — it’s spending time with the people I love. That’s the real treasure of life.” His words made me recall my own grandparents. I realized I hadn’t seen them for years. But still, it’s a pleasure to be there. … we had big long gardens and a big multi-story house. The next day, over breakfast, I mustered up the courage and asked my parents, “Can we visit grandparents this summer after exams?” Dad replied hesitantly, “Oh, that’s unexpected.” Mom was surprised. “Well, you know it gets really hot there this time of year.” After a short pause, Dad gave a small sigh and met my hopeful gaze. “However,” he said, “if you perform well in exams, we’ll make the trip.” For the next six weeks, I threw myself completely into my studies. My mom was amazed by this sudden transformation in me. Soon came the long-awaited exam results. 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。 Paragraph 1: I rushed home and immediately handed my parents my score card and a note with “PLEASE.” ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: I saw my mom had tears in her eyes when leaving them. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4 / 4 学科网（北京）股份有限公司 $$