专题16 人与社会（课件）- 2026年高考英语读后续写支架式讲练精美课件

读 后 续 写 专题十六 人与社会 高考英语读后续写支架式训练 01 核心思路 contents 02 情景高分句式 04 师生情谊类 03 助人为乐类 01 核心思路 半限定写作---“戴着镣铐跳舞” 一、根据文章首尾段和给出的提示句进行脑补人、环境、情节 二、选词要点：人物＞时间地点＞名词＞形容词（5个），在写的时候尽量用上这些词（可以选一些句子，可模仿句型） 三、起草P1 P2之间的内容 P1 ①顺承提示句，有因必有果（提示句是因，紧接着提示句的是果） ②事件描写，制造悬念（先干什么，没干成，中间包含积极的或消极的情绪，动作描写） 第一段最后一句起承上启下作用 P2 ①有因必有果（提示句是因，紧接着提示句的是果） ②事件描写（先干什么，没干成，中间包含积极的或消极的情绪，动作描写） 第二段最后一句，体现圆满结局，体现真善美，升华主旨 01 核心思路 半限定写作---“戴着镣铐跳舞” 顺承提示句，从人物动作、心理方面描写。一般情绪是消极状态 事件描写：从尝试解决问题、矛盾入手。可以是自我鼓励，也可以是他人帮助。 事件描写：从事件发展上进行描述，一般剧情设置成矛盾或问题暂缓 心理描写：顺承第③句，看到矛盾或问题暂缓，心情比较开心，积极，如释重负 事件描写，设置悬念：（从事件发展上进行描述，一般设置剧情又出现失败或出现新问题） 心理描写：从情感动作上描写凑字数。（万能情感描写，失落，灰心，泄气） 第一句 第二句 第三句 第四句 第五句 第六句 第七句 承上启下：与下文第一句话衔接(承上启下），可以选第二段提示句中关键词 01 核心思路 01 核心思路 1.梳理故事情节：根据下划线所在的句串联，或者根据故事发展的时空顺序串联，同时要结合续写部分的两个段首句，尤其是第二段的段首句。 2.分析文章的发展方向：确定文章的人物关系和特点，分析矛盾冲突以及情感基调。 3.语言的润色：to show,not to tell,多描写动态动词和过程，不要写笼统的概括词，心理描写 环境描写适当增加，增加文学特点，同时巧用修辞手法，常用的例如：明喻和隐喻。 01 核心思路 01 核心思路 人与社会（陌生人的善意，助人为乐，亲情友情等善行义举） 无论是别人帮助自己还是自己帮助别人，故事线都是一致的 都要将困难的处境描写出来（可借助环境和周围人的反应来烘托） 其次是帮助救助的整个过程，注意用动态描写，让动作形成一整个动作链 最后的结局可以升华主题，最好借助谚语。 01 核心思路 培养转折思维 01 核心思路 举例1 主人公是位老人，想重新回到学校学习认字。这时候他走进了学校。如果你来写，会怎么写呢？有些同学可能会非常平淡的写：“我”激动地走进教室，然后非常认真学习起来。当然这样写没有错，但是少了“起伏”。 我们先来看下面的范文： The moment I stepped into the school gate, I was overwhelmed with excitement. However, I was soon trapped in self-doubt: Am I too old to learn? 我一走进学校，就兴奋了。然而，我很快就陷入了自我怀疑之中：我是不是太老了，学不懂怎么办？ 这个例子属于“正”变“负”的模式。先走进学校“兴奋”，然后转折，陷入到“自我怀疑”之中。如果继续往下写，主人公会受到某种鼓励，消除自我怀疑，最后“自信”地学习。 培养转折思维 01 核心思路 举例2 主人公“我”是一名学生，之前在学校犯了一个错误。此时老师递给“我”一封信。“我”会是什么反应呢？ Mrs. Yang handed me an envelope, which definitely added to my anxiety at that moment. However , when I opened it and read the letter, my eyes went wide open. It was not a letter of warning. On the letter were several suggestions about my studying. 老师递给我一个信封，这无疑增加了我当时的焦虑。然而，当我打开它读信时，我的眼睛睁开了。这不是一封警告信。在这封信上有几个关于我的学习的建议。 这个例子属于“负”变“正”的模式。由以为要被处分的“焦虑”变成，得知真相后的“感动”。 培养转折思维 01 核心思路 举例3 本故事中Farifax深夜开车回家，途中又累又困，于是违章停车，想休息一下，结果被警察逮住，接下来怎么写呢？ Mr. Fairfax lowered his head with a sigh, ready for a ticket. Unexpectedly, the police added, “But I’ll figure out some place for you have a good rest though.”Wild with joy, Farifax accepted his offer without hesitation., following him to drive his car to somewhere warm. 费尔法克斯先生叹了口气，准备买一张票。出乎意料的是，警方补充说，“不过我想找个地方让你好好休息一下。”法里法克斯欣喜若狂，毫不犹豫地接受了他的提议。，跟着他开车开到一个温暖的地方。 这个例子属于“负”变“正”的模式。主人公由开始的“焦虑”，原以为会被警察罚款，最后变“感动”：警察帮他找到温暖的地方。 培养转折思维 01 核心思路 举例4 哥哥Ali通过比赛为妹妹赢得了一双新鞋子。当妹妹看到新鞋子后，会是什么反应呢？大部分同学都会写妹妹看到鞋子很开心。 When a pair of shinning new shoes came into her sight, she bounced up and let out a yell of joy. However, at sight of the bruise on Ali’s knee, her smile froze with tears welling up in her eyes. 当一双闪亮的新鞋来到她的视线中时，她跳了起来，发出了一声喜悦的叫声。然而，看到阿里膝盖上的瘀伤，她的微笑冻结了，泪水涌起。 这个例子属于“正”变“负”的模式。由看到鞋子时候的“高兴”，转变为妹妹看到伤痕时的“伤心落泪”。 培养转折思维 01 核心思路 举例5 主人公是代课老师，喝完咖啡后，不小心将车钥匙和手机锁在车内。麦当劳里的经理是位好心人，他开车送“我”回学校上课。这个过程，怎么描写更吸引人呢？ He started his car immediately and it ran on the road smoothly at the beginning. However, after two crossings , we saw a traffic jam right ahead of us. I was anxious. thinking it was impossible to arrive at the classroom in time. 他立刻发动了车，车一开始它就开得很顺利。然而，经过两次十字路口后，我们看到了正前方的交通堵塞。我很焦虑。认为不可能及时到达教室。 这个例子属于“正”变“负”的模式。刚开始“顺利”行驶，后面遇到了交通堵塞。 感到……情绪与情感 02 情景高分句式 [句式1] a flush of＋表情绪的名词 ＝a wave/feeling/sense of...一阵…… [句式2]表情绪的名词＋flooded over sb/swept over sb/seized sb ……涌上心头 1. A flush of pride swept over him as he watched his children. ＝He felt a flush of pride as he watched his children. 当他看着自己孩子的时候， 一种强烈的自豪感涌上心头。 直到……才意识到…… 02 情景高分句式 [句式1] Not until＋时间状语＋did sb realize/notice that... [句式2] It was only＋时间状语＋that sb realized that... 1. Not until then did he realize that something was wrong. ＝It was only then that he realized that something was wrong. 直到那时他才意识到有什么不对劲。 一……，就…… 02 情景高分句式 [句式1] upon/on＋n./doing...“一……就……”，相当于as soon as引导的时间状语从句。 [句式2] immediately/directly/instantly＋从句 [句式3] the moment/minute/instant＋从句 [句式4] no sooner...than.../hardly...when... [句式5] at the sight/thought of… 1. The instant I saw him, I knew he was the policeman who had helped me carry the box. 我一看见他， 就知道他就是那个曾经帮我搬过箱子的警察。 (因为紧张、害怕)心跳 02 情景高分句式 [句式1] sb could feel one's heart pounding wildly in one's chest 感到心在胸中怦怦直跳 [句式2] one's heart thumped/raced/beat wildly/loudly/hard某人心怦怦直跳 1. (2023·新高考卷Ⅰ读后续写)I could feel my heart pounding wildly as I went on stage to collect the prize. 上台领奖时我感到心怦怦直跳。 2. He unfolded the letter, his heart racing. 他打开信，心在咚咚跳着。 迫不及待做……；毫不犹豫 02 情景高分句式 [句式1] sb could hardly wait to do sth [句式2] without a second thought...不假思索；毫不犹豫地 [句式3] without even thinking...连考虑都不考虑 [句式4] without delay...立即；毫不迟延地 [句式5] without hesitation...毫不犹豫 1. The water was freezing cold, but without a second thought the young man jumped in. 水冰冷冰冷，可那个年轻人想也没想就跳了进去。 流泪 02 情景高分句式 [句式1] One's eyes got misty./One's eyes misted with tears.泪眼模糊 [句式2] be close to tears 几乎要哭了 [句式3] tears roll down one's eyes/cheeks/face 泪水从眼睛/脸颊/面部落下 1. My mother was close to tears when she heard I was admitted to a key university. 当得知我被重点大学录取时，我母亲差点儿就哭了。 不知道做…… 02 情景高分句式 [句式1] sb did sth, wondering what to do next [句式2] sb did sth, not knowing what to do next [句式3] sb did sth, unsure of what to do next [句式4] sb was at a loss what to do 1. (2023·浙江1月卷读后续写)Leaving the house, I couldn’t help wondering how it was getting on now. 离开家，我禁不住想现在进展如何呢。 某人想到/明白……；有了主意 02 情景高分句式 [句式1] It suddenly occurred to sb that... ＝It hit/struck sb that... [句式2] (idea, thought...) occurred/came to sb＝...came/flashed into one's mind＝...crowded into one's mind [句式3] one's mind began to race 头脑开始快速转动 1. Suddenly a brilliant idea flashed into his mind. 突然他想到一个好主意。 2. His mind began to race, trying to think of a way out. 他的头脑开始快速转动，试图想出办法。 因……颤抖 02 情景高分句式 [句式] tremble/shake with fear, panic, excitement, rage... 1. Her lips trembled with rage and big tears rolled down her cheeks. 她气得嘴唇发抖，泪珠顺着面颊滚落下来。 2. He lay there for a long time, shaking with fear. 他躺在那里很长时间，害怕得发抖。 欢呼 02 情景高分句式 [句式1] There were loud shouts and cheers (from...) when...从……传来喊叫与欢呼声 [句式2] There was a storm of applause (from...) when...……响起了雷鸣般的掌声 [句式3] let out a cry/scream (of horror/fear/ terror/ shock/ surprise/pain...)发出了……叫声 转折 02 情景高分句式 [句式1] But bad luck for sb...但是某人真不走运 [句式2] To one's surprise (delight)/Strangely enough, it turned out that... 让人惊讶(高兴)/奇怪的是，原来…… [句式3] ..., but in vain ……， 但徒劳 [句式4] ..., but without success……，但没有成功 [句式5] But on second thoughts，...但是转而一想，…… 心里想 02 情景高分句式 [句式1] An inner voice told sb that... 内心的声音告诉某人…… [句式2] sb thought/said to oneself...心里想…… 1. An inner voice told him that what he had done was wrong. 心里的声音告诉他，他所做的是错的。 感到欣慰，放下心来 02 情景高分句式 [句式1]．..breathed a sigh of relief/...sighed with relief 松了一口气 [句式2] (A wave of) relief flooded over sb 深感…… [句式3] to one's relief...使人欣慰的/放心的是…… 还记得某人的话；还在某人的脑海中 02 情景高分句式 [句式1] sb's words rang out in one's ears 某人的话在耳边回响 [句式2] One's head was still full of.../...crowded into one's mind脑子里充满…… 1. Memories came crowding into her mind. 往事一齐涌上她的心头。 经历与教训 02 情景高分句式 [句式1] What a/an...lesson sb taught me! [句式2] What a/an...experience sb had! [句式3] Down deep in one's heart... 在某人的内心深处…… [句式4] ...be rooted in one's memory …… 植根于某人的记忆中 03 助人为乐类 精准提取原文人物、事件、情感等要素，明确互助线索与未解决冲突。 紧扣 “困境善意互助” 主旨，续写情节连贯、细节支撑且呼应主题。 运用场景化词汇、句型及高分句式。 理解 “助人为乐” 内涵，迁移到类似场景，体现积极价值。 续写原文 I met Gunter on a cold, wet and unforgettable evening in September. I had planned to fly to Vienna and take a bus to Prague for a conference. Due to a big storm, my flight had been delayed by an hour and a half. I touched down in Vienna just 30 minutes before the departure of the last bus to Prague. The moment I got off the plane, I ran like crazy through the airport building and jumped into the first taxi on the rank without a second thought. That was when I met Gunter. I told him where I was going, but he said he hadn't heard of the bus station. I thought my pronunciation was the problem, so I explained again more slowly, 续写原文 but he still looked confused. When I was about to give up, Gunter fished out his little phone and rang up a friend. After a heated discussion that lasted for what seemed like a century, Gunter put his phone down and started the car. Finally, with just two minutes to spare we rolled into the bus station. Thankfully, there was a long queue still waiting to board the bus. Gunter parked the taxi behind the bus, turned around, and looked at me with a big smile on his face. "We made it," he said. Just then I realised that I had zero cash in my wallet. I flashed him an apologetic smile as I pulled out my Portuguese bank card. He tried it several 续写原文 times, but the card machine just did not play along. A feeling of helplessness washed over me as I saw the bus queue thinning out. At this moment, Gunter pointed towards the waiting hall of the bus station. There, at the entrance, was a cash machine. I jumped out of the car, made a mad run for the machine, and popped my card in, only to read the message: "Out of order. Sorry." "Out of order. Sorry." 续写原文 注意： （1）续写词数应为150个左右； （2）请按如下格式在答题纸的相应位置作答。 I ran back to Gunter and told him the bad news._____________________ ________________________________________________________________________________________________________________________________________________________________________________________________ Four days later, when I was back in Vienna, I called Gunter as promised._ ________________________________________________________________________________________________________________________________________________________________________________________________ 关键线索 时间： _________________________________________________________​ 地点： _________________________________________________________​ 人物关系：_________________________________________________________​ 未解决冲突：_________________________________________________________ 9月的一个寒冷潮湿的晚上；航班因风暴延误1个半小时；到达维也纳时离最后一班去布拉格的巴士出发仅剩30分钟；最终在巴士出发前2分钟抵达车站。 维也纳机场、Gunter的出租车、维也纳巴士站（含候车大厅及故障的提款机）。 “我”是赶巴士的乘客，Gunter是出租车司机，两人为初次相遇，Gunter主动帮助“我”赶巴士。 “我”无法支付出租车费（无现金、银行卡刷不了、提款机故障），而巴士即将发车，面临“赶车”与“付费”的两难。 主旨推导 原文情感词 / 动作词提炼​ 情感词：_________________________________________________________​_________________________________________________________​______ 动作词：_________________________________________________________​____________________________________________________________​___ _________________________________________________________​___ _________________________________________________________​___ 焦急：anxious /急切：urgent 困惑：confused / puzzled 庆幸：thankful / relieved 无助：helpless 绝望：despairing / hopeless 计划：plan 延迟：delay 降落：touch down 跑：run 跳：jump 告诉：tell 解释：explain 掏出：fish out 打电话：ring up / call 启动（车）：start (the car) 抵达：roll into / arrive at 停车：park 转身：turn around 意识到：realize 掏出（重复，结合语境）：pull out 尝试：try 指向：point towards 跳（重复，结合语境）：jump out of 跑（重复，结合语境）：make a mad run 插入（卡）：pop in / insert 主旨推导 主旨预判​ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ 原文通过“紧急赶车”“司机协助”“付费困境”的情节，展现陌生人在困境中的善意与互助，主旨可预判为：突发困境中人与人之间的信任与善意，以及“先解决紧急需求，再弥补责任”的温暖逻辑。 情节构思三原则 逻辑连贯：___________________________________________________________ _____________________________________________________________ 细节支撑：___________________________________________________________ _____________________________________________________________ 呼应主旨：___________________________________________________________ _____________________________________________________________ 延续“付费困境”与“巴士将发”的冲突，Gunter的行为需符合其之前“主动帮助”的形象（如允许“我”先上车，后续联系付款），避免突兀的转折（如突然拒绝或索要高价）。 通过动作（Gunter摆手让“我”上车、“我”留联系方式的急切）、神态（Gunter的微笑、“我”的愧疚）、环境（雨雾中的巴士、出租车的灯光）增强真实感。 通过“我”按时归还车费、两人成为朋友等情节，呼应“善意与信任”的核心，体现“困境中的互助”价值。 写作示例 I ran back to Gunter and told him the bad news. His eyes widened for a second, but then he grinned and waved his hand at the bus. "Go! The bus won’t wait," he shouted over the rain. I froze, but he pushed me gently toward the queue. "I’ll be here when you return—promise me you’ll call?" I nodded fiercely, squeezed his hand, and dashed onto the bus. As it pulled away, I pressed my forehead to the window, watching his taxi shrink into the rain. 写作示例 Four days later, when I was back in Vienna, I called Gunter as promised. He laughed when I said I’d bring him more than the fare, insisting, "Friends don’t count money." We met at a café, and over steaming mugs of coffee, he told me he’d trusted me because "anyone in a hurry to catch a bus for a conference can’t be bad." That evening, I learned that kindness, once planted, grows faster than we ever imagine. 得分点 逻辑连贯：Gunter允许“我”先上车、“我”履行承诺还钱，符合人物行为逻辑； 细节支撑：“pushed me gently”“pressed my forehead to the window”等动作描写，“grinned”“laughed”等神态刻画，增强画面感； 呼应主旨：通过“trust”“friends”等词，强化“陌生人善意与信任”的核心。 迁移创新 故事背景：“暴雨夜，你错过最后一班地铁，一位外卖小哥主动提出载你回家。快到小区时，你发现手机没电，无法支付车费，而小哥的下一单即将超时……” 请续写你与外卖小哥的互动（150词左右）。 （要求：延续“困境互助”主题，体现细节描写与逻辑连贯。） The rain clattered on the delivery box as I fumbled with my dead phone, panic rising.__________________________________________________________________ ______________________________________________________________________________________________________________________________________________ I froze, but he waved me toward the door. ________________________________ ______________________________________________________________________________________________________________________________________________ _______________________________________________________________________ 参考范文 The rain clattered on the delivery box as I fumbled with my dead phone, panic rising. "I’m so sorry—my phone died. I can run upstairs to get cash right away!" I blurted, gesturing to the apartment building ahead. The delivery man glanced at his phone, where a red "5 minutes left" notification glowed. He wiped rain off his face and grinned, water dripping from the brim of his helmet. "No rush. Just Venmo me when you charge it. I’ll take the long way to the next order." 参考范文 I froze, but he waved me toward the door. "Go on! The rain’s getting worse." I sprinted upstairs, grabbed cash, and dashed back—only to find his bike gone. That night, I transferred the fare with a tip, adding, "Thank you for trusting a stranger." His reply came quickly: "We’re all just trying to get through the rain, right?" By the window, I watched his taillight vanish into the downpour, a warm glow lingering long after the storm. 04 师生情谊类 紧扣 “挑战中成长”“指导的重要性” 等主旨，续写内容需承接原文冲突，遵循 “逻辑连贯、细节支撑、呼应主旨” 原则，确保与原文风格一致。 理解 “师生情谊” 核心内涵（引导、成长），能迁移到类似场景，续写中体现坚持、接受反馈等积极价值，呼应原文主旨。 提取原文人物、事件、时间、情感等核心要素，厘清师生关系线索与情节逻辑，避免误读关键信息（如文体特征、成长细节）。 积累并运用写作相关动词、情感描写句型及高分句式（如强调句、with 复合结构），通过细节描写增强故事真实感与感染力。 续写原文 When I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did. So, why did he suddenly force me to do something at which I was sure to fail? His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try. I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to 续写原文 Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice. What did the horse think, as he sped through the night? Did he get tired? Have doubts? Did he want to quit? I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them. When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care. 续写原文 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。 A few weeks later, when I almost forgot the contest, there came the news.___________________________________________________________________________________________________________________________________________________________________________________ I went to my teacher’s office after the award presentation.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 关键线索 时间： _________________________________________________________​ 地点： _________________________________________________________​ 人物关系：_________________________________________________________​ 未解决冲突：_________________________________________________________ “我” 二十出头刚任初级记者时、多年后 当地报社、社区中心（采访地点） “我” 与编辑是上下级兼师徒关系，编辑指导 “我” 成长 “我” 接到为全国性杂志写特写文章的邀请，但临近截稿仍不知如何动笔 主旨推导 原文情感词 / 动作词提炼​ 情感词：_________________________________________________________​ 动作词：_________________________________________________________​ 主旨预判​ ________________________________________________________________________________________________________________________ excited（兴奋）、terrified（恐惧）、proud（自豪）、grateful（感激） approached（走近）、poring over（研读）、interviewed（采访）、stared at（盯着）、deleted（删除）、retyped（重新输入）、wove（编织、串联）、refine（润色）、published（发表）、struggled（挣扎）、persevere（坚持） 原文通过 “我” 从初任记者时在编辑指导下完成首篇报道并从中获得成长的经历，展现了在成长过程中，面对挑战时的坚持、接受他人指导的重要性以及从挫折中汲取力量实现自我突破。续写应围绕 “我” 面对为全国性杂志写稿的新挑战，如何在可能的指导或自我激励下克服困难、完成写作，进一步体现成长与突破的主题。 情节构思三原则 逻辑连贯：___________________________________________________________ _____________________________________________________________ 细节支撑：___________________________________________________________ _____________________________________________________________ 呼应主旨：___________________________________________________________ _____________________________________________________________ 续写应承接 “我” 接到全国性杂志邀请却不知如何动笔的情节，可引入编辑再次给予指导，或 “我” 借鉴首次写报道的经验找到思路，避免出现与原文无关的新人物或情节。 通过描写 “我” 面对空白屏幕的焦躁、翻看过往笔记的动作、与编辑交流时的神态等细节，展现 “我” 的困境与转变，让故事更真实可感。 结尾需体现 “我” 成功完成写作，再次感悟到坚持与接受指导的重要性，与原文中 “挑战带来成长” 的主旨相呼应。 写作示例 Paragraph 1: One day, I received an invitation to write a feature article for a national magazine. My heart skipped a beat, excitement mixing with panic. This was a bigger stage, and the pressure weighed on me like a heavy stone. I stared at the invitation letter, my mind going blank. Memories of my first feature story flooded in, but this time, the topic—a profile of a renowned scientist—seemed far more daunting. I rummaged through my old notebooks, hoping to find some inspiration, but the words on the pages just blurred together. 写作示例 Paragraph 2: With the deadline approaching, I still had no idea how to start this article. I decided to visit my former editor, now retired, who lived nearby. Hearing my dilemma, he smiled and said, “Go talk to him. Listen to his stories, not just his achievements.” Taking his advice, I spent a whole afternoon with the scientist, asking about his failures and struggles. As I left, ideas started popping into my head. Rushing home, I sat down and began to write, weaving his personal stories with his scientific contributions. When I finished, I knew this was my best work yet. 知识迁移创新 故事背景：“我” 参加学校的作文比赛，主题是 “最难忘的一天”。“我” 想写小学时第一次在全校面前演讲的经历，但总觉得写不出当时的紧张与成长。眼看截稿日期快到了，“我” 对着稿纸发呆，这时曾经鼓励 “我” 演讲的老师走过来看了看 “我” 的草稿。 The teacher tapped the draft gently, her eyes full of understanding. ______________________________________________________________________________________________________________________________________________________ Inspired by the teacher's words, I began to describe the way my voice trembled at first, ______________________________________________________________________________________________________________________________________________________ 参考范文 The teacher tapped the draft gently, her eyes full of understanding. “Do you remember how your hands shook when you held the microphone?” she asked, smiling. “That’s the detail that can make the story come alive.” I thought back to that day, the sound of my own heartbeat echoing in my ears. Suddenly, I picked up the pen, ready to start writing again. 参考范文 Inspired by the teacher's words, I began to describe the way my voice trembled at first, and how it grew steady as I saw her nodding at me from the audience. When I finished, I read the essay aloud, and it felt like I was reliving that unforgettable day. I handed in the essay, knowing that whether I won or not, I had captured the true spirit of that moment. 读 后 续 写 Thank You！ 高考英语读后续写支架式训练 $