高频话题04 师者启智（读后续写讲义）英语高一通用版

高频话题04 师者启智（读后续写讲义） 第一部分 故事冲突构建​ 1．1 感官渲染技巧（感官动词 + 抽象名词） 例句1 A wave of confusion swept over the boy as he stared at the complex math problem. 一阵困惑席卷了男孩，他盯着那道复杂的数学题。 【分析】wave增强画面感，swept over突出情绪冲击。 例句2 Her heart swelled with sudden understanding when the teacher drew a simple diagram. 老师画出一个简单的示意图时，她心中豁然开朗。 【分析】swelled表现情绪升华，sudden understanding点明启智瞬间。 例句3 A flush of embarrassment crept up his neck as he mispronounced the word in class. 课堂上念错单词时，羞耻的红晕爬上他的脖颈。 【分析】crept up动态描绘情绪蔓延，身体反应可视化。 例句4 The classroom buzzed with curiosity as the teacher unveiled the science experiment. 老师展示科学实验时，教室里充满好奇的低语。 【分析】buzzed渲染集体氛围，curiosity点明情感状态。 1．2 困境细节搭建（学习场景+数据量化） 例句1 Three failed attempts later, his test paper was covered in red marks, the score stuck at 58/100. 三次尝试失败后，他的试卷布满红叉，分数停留在58分。 【分析】数据量化增强真实感，红叉突出挫折感。 例句2 In the dim library corner, Emily’s textbook lay open to the same page for an hour, her pencil motionless. 昏暗的图书馆角落，艾米丽的课本停在同一页已一小时，铅笔一动不动。 【分析】环境细节与动作细节叠加构建困境。 例句3 The clock ticked loudly in the silent exam hall, each second echoing his panic. 寂静的考场里时钟滴答作响，每一秒都回荡着他的慌乱。 【分析】听觉细节强化紧张氛围。 例句4 Mike’s speech draft was crumpled into a ball in his pocket. He’d memorized it five times, but every time he stood up, his mind went blank. 迈克的演讲稿在口袋里被揉成了一团。他已经背了五遍，可每次站起来，脑子就一片空白。 【分析】具象物品+ 量化细节，刻画学生 “公众表达恐惧” 的困境，场景贴近课堂。 第二部分 冲突解决过程 2．1 解决方案构思（运用基础认知动词的多样表达） 例句1 When Lily cried over her math test, Miss Wang patted her shoulder and said, “Let’s check the mistakes together.” Suddenly, Lily realized she’d been using the wrong formula all along. 当莉莉为数学考试哭泣时，王老师拍了拍她的肩膀说：“我们一起看看错题吧。” 突然，莉莉意识到自己一直用错了公式。 【分析】认知动词 “realize”+ 老师的动作 “patted”，体现 陪伴式启发。 例句2 It dawned on him when Mr. Chen rephrased the question with a real-life example. 陈老师用生活实例重新解释问题时，他突然明白了。 【分析】 dawned on体现顿悟过程，rephrased展示教师技巧。 例句3 She guided his hand to correct the Chinese character stroke by stroke, her patience unwavering. 她握着他的手一笔一画纠正汉字，耐心丝毫未减。 【分析】 动作链（guided, correct）体现循序渐进，patience突出教师特质。 例句4 Mr. Zhang noticed Tom’s trembling hands before the speech. He whispered, “Just talk like you’re telling me a story.” Tom suddenly remembered how he chatted with the teacher after class. His fear faded a little. 张老师注意到汤姆演讲前发抖的手，轻声说：“就像跟我讲故事一样说就好。” 汤姆突然想起课后和老师聊天的样子，恐惧减轻了一些。 【分析】认知动词（remember）+ 老师的话语（whispered），用 “类比启发” 帮学生缓解紧张，动词均为基础词。 2．2 行动链描写（采用基础动词阶梯式推进） 例句 1 Miss Wang took out Lily’s math test, pointed to the wrong questions with a pencil, and explained the formula again; Lily nodded, took a notebook, and wrote down the key points carefully. She finally got it. 王老师拿出莉莉的数学试卷，用铅笔指着错题，重新讲解公式；莉莉点点头，拿出笔记本，认真记下重点。她终于懂了。 【分析】动作链 “took out→pointed→explained”（老师）+“nodded→took→wrote”（学生），体现 耐心辅导的启智过程，动词均为基础词。 例句 2 Mr. Zhang stood beside Tom, took the speech draft from his hand, and read a sentence slowly; Tom listened, repeated the sentence after him, and practiced the tone. His voice stopped trembling little by little. 张老师站在汤姆身边，从他手里拿过演讲稿，慢慢读了一句话；汤姆听着，跟着重复，练习语气 —— 他的声音渐渐不抖了。 【分析】动作链 “stood→took→read”（老师）+“listened→repeated→practiced”（学生），展现示范式启发，细节贴近课堂。 例句 3 Mrs. Lee pulled a chair beside Emma, took a crayon, and drew a small sun on the blank paper; Emma watched, picked up a yellow crayon, and added petals around the sun. Her drawing started to take shape. 李老师在艾玛身边拉了把椅子坐下，拿起蜡笔在空白画纸上画了个小太阳；艾玛看着，拿起黄色蜡笔，在太阳周围加了花瓣。她的画开始有了轮廓。 【分析】动作链 “pulled→took→drew”（老师）+“watched→picked→added”（学生），体现动手引导的启智方式，场景温馨。 例句 4 Mr. Chen took Li Ming’s error notebook, circled a wrong formula, and wrote a simple calculation next to it; Li Ming leaned over, studied the calculation, and tried to solve the next mistake by himself, He got the right answer this time! 陈老师拿过李明的错题本，圈出一个错误的公式，在旁边写了个简单的计算；李明凑过去，研究这个计算，试着自己解决下一个错题。这次他算对了！ 【分析】动作链 “took→circled→wrote”（老师）+“leaned→studied→tried”（学生），展现 “引导自主思考” 的启智过程，符合 “师者启智” 核心。 第三部分 主题升华技巧 3．1 启智互动（构建师生情感传递闭环） 例句 1 When Lily handed her corrected math homework to Miss Wang, the teacher smiled and patted her head: “See? You can do it!” Lily felt the warmth of the teacher’s hand on her head. Her confidence came back. 当莉莉把改正后的数学作业交给王老师时，老师笑着拍了拍她的头：“看，你可以做到的！” 莉莉感受到老师手掌的温暖。她的信心回来了。 【分析】 动作（patted→handed）+ 感官（warmth），传递 “肯定式启发” 带来的信心，情感自然。 例句 2 After Tom finished his speech, he looked at Mr. Zhang. The teacher nodded and gave him a thumbs-up: “You spoke so naturally!” Tom’s eyes lit up. He knew his effort paid off, thanks to the teacher’s help. 汤姆结束演讲后，看向张老师。老师点点头，对他竖了个大拇指：“你说得真自然！” 汤姆的眼睛亮了。他知道自己的努力有了回报，这都要感谢老师的帮助。 【分析】 动作（nodded→gave a thumbs-up）+ 表情（eyes lit up），体现 “鼓励式启发” 的效果，符合高一学生的情感表达。 例句 3 Emma held her finished sunflower drawing and showed it to Mrs. Lee. The teacher took the paper, looked carefully, and said, “The light on the petals is so beautiful!” Emma smiled. She finally understood that inspiration comes from life, just like the teacher said. 艾玛拿着完成的向日葵画，给李老师看。老师接过画纸，仔细看着说：“花瓣上的光线真漂亮！” 艾玛笑了。她终于明白，灵感就来自生活，就像老师说的那样。 【分析】 动作（held→took→looked）+ 语言（said），体现 “启发带来的认知成长”。 例句 4 Li Ming ran to Mr. Chen with his correct math exercise: “I did it!” The teacher took the paper, checked it, and wrote “Great progress!” on it. Li Ming held the paper tightly. He knew the teacher’s patience had helped him overcome the difficulty. 李明拿着做对的数学练习跑向陈老师：“我做到了！” 老师接过练习，检查后在上面写了 “进步很大！”。李明紧紧攥着练习纸。他知道，是老师的耐心帮他克服了困难。 【分析】动作（ran→took→wrote）+ 情感（held tightly），展现 “陪伴式启发” 带来的进步，细节真实。 3．2 主题升华运用（简单隐喻与成长思考） 例句 1 The corrected essay glowed on his desk, not just with ink, but with newfound confidence. 修改后的作文在桌上熠熠生辉，不仅是墨迹，更是新生的自信。 【分析】glowed双关语义，newfound confidence点明成长。 例句 2 Their laughter intertwined over the solved problem, a melody of shared triumph. 他们因解出难题而笑声交织，奏响共同的胜利乐章。 【分析】隐喻（melody）升华情感，shared triumph强调集体成长。 例句 3 The teacher’s old book, passed to him with underlined words, felt like a key to unseen worlds. 老师那本划满记号的旧书递到他手中，仿佛是一把打开未知世界的钥匙。 【分析】key隐喻知识传承，underlined words体现教师心血。 例句 4 Mrs. Lee’s jar of flowers was like a seed. It planted the idea of “observing life” in Emma’s heart, and she started to draw more things around her with joy. 李老师的那罐花，像一颗种子。在艾玛心里种下了 “观察生活” 的想法，她开始开心地画身边更多事物。【分析】隐喻（flowers→seed），升华主题。 背精彩句子，让表达出彩 1.When I failed my English exam, my teacher sat with me and said, “Let’s read the passage together.” Her soft voice made me feel less scared. 当我英语考试不及格时，老师坐在我身边说：“我们一起读文章吧。” 她温柔的声音让我不那么害怕了 2. My math teacher drew a little smile on my error notebook and wrote “Good try!”. It made me want to try harder next time. 数学老师在我的错题本上画了个小笑脸，写着 “做得不错！”。这让我下次想更努力。 3. I was too shy to answer questions in class until my teacher looked at me and nodded. Her eyes told me “You can do it,” so I raised my hand. 我以前太害羞，不敢在课堂上回答问题，直到老师看着我点点头。她的眼神在说 “你可以的”，于是我举起了手。 4. My art teacher gave me a leaf and said, “Draw what you see, not what you think.” Suddenly, I knew how to finish my painting. 美术老师给了我一片叶子说：“画你看到的，不是你想的。” 突然，我知道该怎么完成我的画了。 5. When I forgot my speech in front of the class, my teacher said, “Take a breath—we’re all listening.” I calmed down and finished it. 当我在全班面前忘词时，老师说：“深呼吸，我们都在听。” 我冷静下来，完成了演讲。 6. My physics teacher used a bottle of water to explain “gravity”. It was so easy that I finally understood the difficult concept. 物理老师用一瓶水讲解重力。简单到我终于懂了这个难懂的概念。 7. After I corrected my mistakes with the teacher’s help, I handed the homework to her. She smiled and said, “See? You’re getting better!” 在老师的帮助下改完错后，我把作业交给她。她笑着说：“看，你在进步呀！” 8. My Chinese teacher wrote a note in my composition: “Your story is warm，keep writing.” Now I love writing more than before. 语文老师在我的作文里写了一句话：“你的故事很温暖，继续写。” 现在我比以前更爱写作了。 9. I was confused about history dates until my teacher made a little calendar for me. Now I can remember them easily. 我以前搞不清历史日期，直到老师给我做了个小日历。现在我能轻松记住它们了 10. When I said “I’m bad at singing” in music class, my teacher said, “Let’s sing together.” Her voice made me brave to open my mouth. 当我在音乐课上说 “我不会唱歌” 时，老师说：“我们一起唱。” 她的声音让我勇敢地张开了嘴。 2022年6月新高考卷（参加越野赛跑） It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route（路线）through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration（懊恼）. I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. 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。 We sat down next to each other, but David wouldn’t look at me. I watched as David moved up to the starting line with the other runners. 第一部分 基础训练 一、读后续写情景运用—单句 阅读首句，结合“节日文化”场景，续写 1 句体现 “启发 / 成长 / 信心” 的句子（需包含感官细节，如动作、表情、语言）。 1. [英语作文写不出] We stood in the kitchen with flour on our hands, but we had no more meat filling. ____________________________________________________________________________________ 2. [不敢参加篮球比赛] I stood by the basketball court, watching my classmates play, but I was too scared to join. ____________________________________________________________________________________ 3. [历史知识点记不住] I frowned at the history book, repeating the dates but still forgetting them. ____________________________________________________________________________________ 4. [化学实验做失败] I looked at the broken test tube, feeling sad that I messed up the experiment. ____________________________________________________________________________________ 5. [课堂发言声音太小] I spoke in a low voice during the class discussion, afraid that others couldn’t hear. ____________________________________________________________________________________ 二、读后续写情景运用—段落 请运用以上必备单词或高频语块，把下面的语篇补充完整。 Li Hong was worried about her upcoming Chinese speech. She 1__________（忘记）most of the content. Her Chinese teacher, Miss Liu, noticed her anxiety. Miss Liu 2__________（走过来）, 3__________（拿过）Li Hong’s speech draft, and 4__________（读） a short part slowly. “Try to say it like you’re talking to me，” Miss Liu said softly. Li Hong 5__________（听着）, 6__________（重复） the part after her teacher, and 7__________（练习）the tone. Little by little, her voice became louder. At last, she 8__________（完成）the whole speech in front of Miss Liu—she felt so proud! 第二部分 模拟演练（10篇） 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。 Walking into school on the first day of the sixth grade, my legs felt weak and my hands were shaking. I was so nervous that I could feel my heart beating rapidly in my chest. I was always anxious on the first day of school. But this was my last first day of elementary school, and I had never had a male teacher before. Somehow, I knew this school year would be different, but I had no idea the lifelong impact it would have on me. Tony Harrison quickly comforted my uneasiness with his friendly welcome and a big smile on his face. “Welcome to the sixth grade! Take any seat,” he said. I remember the day Mr. H announced, “Everyone, we have new students joining the class.” He was holding a cage with three tiny gerbils（沙鼠）. Everyone screamed with delight. I guessed we frightened the new students, but we were thrilled to have these new classmates. Mr. H, which he preferred to be called, was young, energetic and obvious happiness with his smiling face and cheerful voice. Mr. H was an encouraging teacher and he made learning exciting with his fun ideas and positive attitude. I had always loved school, but somehow Mr. H made school even better. It did not matter if you were the best or worst student in the class, he made you feel special. Smiley faces were his trademark. He always put a smiley face on the chalkboard, homework assignments and test papers. When he signed my yearbook, he added a smiley face. I am sure he did the same in everyone’s book. As I settled into my high-school job, I often found myself recalling Mr. H’s teachings and positive attitude. One day, while I was helping a new and nervous co-worker, I instinctively put on a big smile and used the same kind words Mr. H had once used on me. It was then that I truly realized how deeply he had impacted my life. 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。 One weekend, I decided to visit my old elementary school._____________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I left with the same positive energy Mr. H had planted in me years ago. ___________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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。 I was used to correcting my school essays（作文）with some red-ink marks until I met my high school English teacher, Linda Christensen. For our final projects, Ms. Christensen would write two-page letters with praise and professional comments. I had never had a teacher who was so thoughtful and careful with my writing. I loved writing. It was a hobby. But Ms. Christensen was determined to make me an author. Her comments were more than just about fixing grammatical errors. She wrote questions to make my essays more detailed; she underlined passages that she agreed with. Her letters always started with how proud she was that I was brave enough to write the truth, how she saw potential（潜力）in me. I would read her words over and over. I needed this care, this recognition. I was the last Watson child to attend Jefferson High School. My sister Cheryl was known for being one of the star writers of the school newspaper. Trisa, another sister, had participated in two study-abroad programs. Dyan, another sister, was good at playing the piano. My sisters were involved in all types of after-school activities, while I was the little one following them like a shadow. No one noticed my existence except Ms. Christensen. Adapting to high school was challenging, and I felt unconfident. On the first day of my high school, a teacher greeted me with a hug, saying, “You have some big shoes to fill.” Then she showed me the trophies （奖杯）in the hallway. I immediately recognized several: Cheryl, Trisa, and Dyan. I was inspired, yes, but mostly worried. My Spanish was so-so. I got good grades but was not a top student. I loved music, but I wasn’t good at playing any musical instrument. I tried to walk in my sisters’ shoes, but they didn’t fit. I tried to follow their steps, but it’s too hard, really. 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。 And then I met Ms. Christensen. _______________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ It was Ms. Christensen that gave me the power to be an author. ________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 On my last first day of elementary school, I felt my heart beating fast as I stepped into the classroom. My fourth-grade report wasn’t good, and “Needs Improvement” comments made me nervous and uneasy all the time. Although I worked very hard, I failed the final exam. Almost every time the teacher asked me to answer a question, my voice shook. But the moment Mr. Harrison —or “Mr. H”, as he insisted we call him — greeted us with a smile, my nerves disappeared gradually. “Welcome to the fifth grade! Take any seat you like,” he said with a warm voice. Young and energetic, he had a way of making even the shyest students feel at ease. I chose a desk near the front due to my nearsightedness, grateful for his approachable behaviour. Mr. H was an encouraging math teacher and he made learning exciting with his fun ideas and positive attitude. It did not matter whether you were the best or worst student in the class. What he did made you feel you were special. I remember the day when Mr. H announced, “Everyone, we have new students joining the class.” He was holding a cage with three tiny gerbils （沙鼠）. Everyone shouted with joy. “They’re part of our family now,” he declared, and indeed, under his guidance, the classroom felt like one. Smiley faces were his trademark. He always put a smiley face on the chalkboard, homework and test papers. When I failed my first math quiz, he drew a smiley face beside my score and wrote, “Let’s figure this out together.” After class, he pulled me aside, “You’re smarter than you think,” he said. His words carried a quiet certainty that made me sit up straight. They weren’t empty praise—they were an invitation to see myself differently. “But we need to find a way that works for you,” he continued. And he meant it. 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。 He stayed late twice a week to help me with my math. ______________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ By the end of the term, something unexpected happened. _____________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4．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。续写词数应为150左右。 Jacky was a high school student who often felt pressured by his classmates’ fantastic clothes and expensive shoes. One Monday morning, he arrived at school wearing a new pair of sneakers（运动鞋）he’d saved up for months. “Look at Jacky’s shoes!” someone shouted, and a group of boys came to examine the brand. Jacky’s face turned red with pride. During lunch break, Jacky heard two girls talking, “Did you see Diana’s new handbag? It must cost a fortune!” He looked at his own bag, a simple cloth one his mother had made. Suddenly, he didn’t want to eat anything. That evening, he begged his parents for a designer bag, but they gently refused, explaining money should be spent on more important things. The next day, Jacky’s English teacher, Mrs Shirley, noticed his upset. After class, she pulled him aside and said, “I’ve observed（观察）you these days. Material things can bring short-term happiness, but it isn’t true happiness.” She showed him a photo of herself as a student, wearing a patched-up coat but holding a medal for winning a national writing competition. “This coat was my favorite because it kept me warm when I wrote,” she smiled. “Why not spend more time on meaningful things? The English Speech Contest is coming.” she added. Jacky was silent. That night, he lay in bed, staring at his sneakers. He thought about the way Mrs Shirley’s eyes widened when she shared her own experiences. 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。 The next morning, Jacky made a decision. __________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Weeks later, Jacky stood on the school stage, holding a medal. __________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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。 Jane started high school full of excitement. Eager to help her new class, teachers and classmates, she decided to run for（竞选）monitor. She was very happy when their head teacher, Mr. Johnson, announced she won. She dreamed of leading her class to be the best in the whole school. However, problems came one by one. During self-study time, some classmates talked loudly; some even played music. Jane would stand up and tell everyone angrily, “Be quiet! It’s study time!” But her loud orders didn’t work. Tom, who was supposed to clean the blackboard, often “forgot”. Jane shouted to remind him of his duty, which only made Tom quite embarrassed and unhappy. Jane also announced her plans for group study after school, expecting everyone to join in it. But obviously most students weren’t interested and complained about the extra “work”. Jane felt more and more disappointed and helpless. Her direct orders seemed to push people away instead of bringing them together. Her dream of a top united class seemed to be broken by the daily problems. Standing alone after another rule failed, she felt deeply disappointed. Her methods weren’t working at all. Maybe she wasn’t suitable for being monitor. She couldn’t stand it like this any more. 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。 Mr. Johnson noticed Jane was in low spirits. ________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ With a clear mind, Jane returned to her duties in a new way. ____________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 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。 21 years after graduating from college, I became a high school English teacher. During my first term as an educator, the kids taught me about high school and life, and what was important to them. It had been 25 years since I graduated from high school, so I had a lot to learn. I listened, took notes, and asked many questions. My students had more hardship（艰难）than what I had been familiar with at their age. Understanding their situations was not easy, but loving them came easily. When my second term began, my classroom welcomed a group of new students, including one young man who lit up the space every time he passed through the door. David stood tall at six feet and four inches. His strong body gave him the appearance of a grown man. His wide smile and bright eyes charmed every person in the classroom. He was smart, too. David seemed to know the answers to everything. For weeks, he controlled the atmosphere of my class. He was very active. He led group discussions, encouraged others to participate, and earned the highest grades. I was so impressed by him and his abilities that I didn’t ask many questions. I didn’t really take time to get to know him as I had to be with my first-term students. A few weeks passed, and we entered the month of February. David walked quietly into the classroom. His usual smile disappeared, and he looked cold. I asked if he was okay, but he didn’t respond. I encouraged him to participate, but he refused. He was just silent and emotionless. I was puzzled, embarrassed, upset and also angry at his behavior in class. Finally, I called another student to my office. I had noticed him often walking in the hallways with David. “Do you know what’s wrong with David?” I asked. He replied, “Oh, Mrs Green, his mom’s birthday is coming, but she was just found to have cancer.” 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。   I was shocked and sad.    _______________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Hoping to comfort him, I asked,“Can I give you a hug?” ______________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7．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 Harper sat at her desk, staring helplessly at the math questions in front of her. Strange symbols and numbers moved across the page in a confusing way, making her feel small. At school, Emily was good at painting and drawing, but math had always been her weakest subject. No matter how hard she worked, it never made sense. Things got harder when she entered 10th grade. The pressure to keep up with her classmates grew and the poor grades shook her confidence. Her parents decided to step in. “We need to find you some help,” her mother gently suggested one evening. Then came Mr. Jenkins, an older local teacher known for his special teaching methods. At first Emily didn’t want to try — spending extra time on her worst subject felt like punishment（惩罚）. But she finally agreed, knowing things needed to improve. Their first meeting was uncomfortable. Mr. Jenkins, noticing her sad feelings, didn’t start with math problems. Instead, he asked about her hobbies. When Emily talked excitedly about painting, he smiled. “Math is like art. It has its own rules and beauty if you look carefully.” Doubtful but inspired, Emily listened as he explained ideas using pictures. He used colored pens and drawings, turning difficult numbers into clear ideas. For the first time, math stopped feeling like a secret code （代码） and started feeling like an interesting game, seemingly less like a foreign language. However, progress was slow. Weeks passed with minimal（最小的）improvement, and Emily’s patience wore thin. Emily became impatient. After failing a difficult test, she cried, certain she’d never succeed. Mr. Jenkins said gently, “Every artist begins with empty paper. Great works take time.” 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。 Gradually, Emily’s confidence grew with Mr. Jenkins’ help. ___________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Emily’s heart raced when the results day arrived. ____________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8．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。 “Oh no, again?” Lin Ya shouted angrily, staring at her English test score. Her heart sank as she saw the familiar low test scores. It felt like failing tests was common for her. Despite spending countless hours studying and trying her best, the scores never seemed to improve. With tears welling up in her eyes, she quickly put the paper into her bag, hoping to avoid being made fun of by her classmates. Just then, Ms. Zhang, her gentle and caring teacher, noticed her quietly drying the tears. Ms. Zhang’s eyes softened with concern as she walked over to Lin Ya’s desk. In a kind and encouraging voice, she asked Lin Ya to come to see her during lunchtime. Lin Ya felt a mix of curiosity and hope. She couldn’t wait for lunchtime to come. When the lunch bell finally rang, Lin Ya quickly packed her things and hurried to Ms. Zhang’s office. Ms. Zhang greeted her with a warm smile and let her sit next to her. She looked carefully at Lin Ya’s face, smiled warmly, and said, “Don’t worry. I know what’s on your mind. If you trust me, I believe we can work together to find a solution.” Lin Ya nodded, a light of hope shining in her eyes. Ms. Zhang then took out Lin Ya’s test paper and patiently explained each question to her. She pointed out the grammar mistakes and vocabulary problems that Lin Ya had made. After that, Ms. Zhang gave her some practical suggestions. Lin Ya listened attentively, taking notes carefully. Ms. Zhang added, “With three important qualities: diligence（勤勉）, determination and strategies, you can make progress and achieve success. The first step is always the hardest, but if you keep going forward and don’t give up, you’ll be successful. Come on, cheer up, and let’s work on it together.” 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。 From that day on, Lin Ya followed Ms. Zhang’s advice and worked harder. ______________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Here came the result of the final exam. ____________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9．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 year I entered 3rd grade, my parents’ farm experienced a great drought that dried up the entire Midwest. My father’s crop could not get enough water and died. With no crop to sell, there was no money. With no money, there was no food. We were a family of six. I was very hungry for quite some time. My father grew worried and silent, my mother sad and angry. Though it would be many painful years before they would finally break up, the drought years were the worst because the farmhouse seemed to be waiting for something — thunder, lightning, heavy rain, a big fight, something to happen. As kids do, I soldiered on, not having words or systems to manage anything otherwise. My sisters reacted similarly. We did not discuss it. At the dinner table, we had my mother’s home-canned green beans quietly, accompanied with apples. When school started, I packed three apples for lunch every day, because there were plenty in the basement: towers of boxes full of apples, bought at the Bargain Bin for a song. Kids made fun of me in the cafeteria, and I shouted at them: “Shut up. It’s just that I love apples.” Early in November, my teacher Miss Troutman pulled me aside secretly. She gave me two gifts. The first was a ham sandwich. The second was a journal book. I don’t know how she knew my situation. Perhaps it was my bony legs and dirty, too-short jeans. Perhaps she saw the apples. Maybe she just guessed. Regardless, she found a way to help me without hurting me or making me talk about my breaking heart. She offered dignity and kindness, making me filled with gratitude now. “Silly me,” she said. “I accidentally made an extra sandwich this morning. Could you do me a favor to have this extra one?” 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。 With it, she handed me a beautiful black leather journal book. _________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Miss Troutman made many accidental sandwiches that year. __________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10．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。 Jake was new to the school-a shy freshman feeling at a loss for high school life. He often found himself lost in the sea of faces and lockers. Ms. Brock, his English teacher, noticed this quiet young man from the first day of class. One afternoon, Jake was wandering （徘徊） the halls, trying to find the library. He noticed Ms. Brock in the office grading papers with full attention. It seemed that Ms. Brock had forgotten the world around her. Keeping up his courage, Jake came to her. “Um, excuse me, Ms. Brock?” Jake’s voice was shaking slightly. Ms. Brock looked up, her eyes filled with warmth.“ Yes, Jake? How can I help you?” Jake hesitated （犹豫）, in broken sentences, “I... I’m trying to find the library. Could you, uh, tell me where it is?” Ms. Brock’s face broke into a smile, “Of course! It’s down the hall, second door on your left. You can’t miss it.” Relief（宽慰）washed over Jake’s face. “Thank you, Ms. Brock.” As the weeks passed, Jake turned to Ms. Brock for help more often. Whether it was talking about his homework or simply sharing his thoughts on the latest book they were studying, he found comfort in her patient encouragement. Ms. Brock, in turn, noticed Jake’s growing confidence. Everything went on well till a rainy Thursday afternoon. Jake held a test paper in his hand after class. There was a C on the paper. Ms. Brock walked to him. “Everything alright, Jake?” Jake replied, “I... I’m not sure if I can keep up with the class. The reading is getting harder, and I feel I’m falling behind.” Ms. Brock’s expression softened,“ Jake, learning is not a race. It’s about understanding at your own speed. You’re doing great-I see your hard work every day.” Jake lowered his head, “I just... I want to do well. But sometimes it feels difficult to deal with it.” 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。 Ms. Brock nodded knowingly. ___________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ With the score, Jake rushed to Ms. Brock’s office excitedly. ____________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10 / 29 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 高频话题04 师者启智（读后续写讲义） 第一部分 故事冲突构建​ 1．1 感官渲染技巧（感官动词 + 抽象名词） 例句1 A wave of confusion swept over the boy as he stared at the complex math problem. 一阵困惑席卷了男孩，他盯着那道复杂的数学题。 【分析】wave增强画面感，swept over突出情绪冲击。 例句2 Her heart swelled with sudden understanding when the teacher drew a simple diagram. 老师画出一个简单的示意图时，她心中豁然开朗。 【分析】swelled表现情绪升华，sudden understanding点明启智瞬间。 例句3 A flush of embarrassment crept up his neck as he mispronounced the word in class. 课堂上念错单词时，羞耻的红晕爬上他的脖颈。 【分析】crept up动态描绘情绪蔓延，身体反应可视化。 例句4 The classroom buzzed with curiosity as the teacher unveiled the science experiment. 老师展示科学实验时，教室里充满好奇的低语。 【分析】buzzed渲染集体氛围，curiosity点明情感状态。 1．2 困境细节搭建（学习场景+数据量化） 例句1 Three failed attempts later, his test paper was covered in red marks, the score stuck at 58/100. 三次尝试失败后，他的试卷布满红叉，分数停留在58分。 【分析】数据量化增强真实感，红叉突出挫折感。 例句2 In the dim library corner, Emily’s textbook lay open to the same page for an hour, her pencil motionless. 昏暗的图书馆角落，艾米丽的课本停在同一页已一小时，铅笔一动不动。 【分析】环境细节与动作细节叠加构建困境。 例句3 The clock ticked loudly in the silent exam hall, each second echoing his panic. 寂静的考场里时钟滴答作响，每一秒都回荡着他的慌乱。 【分析】听觉细节强化紧张氛围。 例句4 Mike’s speech draft was crumpled into a ball in his pocket. He’d memorized it five times, but every time he stood up, his mind went blank. 迈克的演讲稿在口袋里被揉成了一团。他已经背了五遍，可每次站起来，脑子就一片空白。 【分析】具象物品+ 量化细节，刻画学生 “公众表达恐惧” 的困境，场景贴近课堂。 第二部分 冲突解决过程 2．1 解决方案构思（运用基础认知动词的多样表达） 例句1 When Lily cried over her math test, Miss Wang patted her shoulder and said, “Let’s check the mistakes together.” Suddenly, Lily realized she’d been using the wrong formula all along. 当莉莉为数学考试哭泣时，王老师拍了拍她的肩膀说：“我们一起看看错题吧。” 突然，莉莉意识到自己一直用错了公式。 【分析】认知动词 “realize”+ 老师的动作 “patted”，体现 陪伴式启发。 例句2 It dawned on him when Mr. Chen rephrased the question with a real-life example. 陈老师用生活实例重新解释问题时，他突然明白了。 【分析】 dawned on体现顿悟过程，rephrased展示教师技巧。 例句3 She guided his hand to correct the Chinese character stroke by stroke, her patience unwavering. 她握着他的手一笔一画纠正汉字，耐心丝毫未减。 【分析】 动作链（guided, correct）体现循序渐进，patience突出教师特质。 例句4 Mr. Zhang noticed Tom’s trembling hands before the speech. He whispered, “Just talk like you’re telling me a story.” Tom suddenly remembered how he chatted with the teacher after class. His fear faded a little. 张老师注意到汤姆演讲前发抖的手，轻声说：“就像跟我讲故事一样说就好。” 汤姆突然想起课后和老师聊天的样子，恐惧减轻了一些。 【分析】认知动词（remember）+ 老师的话语（whispered），用 “类比启发” 帮学生缓解紧张，动词均为基础词。 2．2 行动链描写（采用基础动词阶梯式推进） 例句 1 Miss Wang took out Lily’s math test, pointed to the wrong questions with a pencil, and explained the formula again; Lily nodded, took a notebook, and wrote down the key points carefully. She finally got it. 王老师拿出莉莉的数学试卷，用铅笔指着错题，重新讲解公式；莉莉点点头，拿出笔记本，认真记下重点。她终于懂了。 【分析】动作链 “took out→pointed→explained”（老师）+“nodded→took→wrote”（学生），体现 耐心辅导的启智过程，动词均为基础词。 例句 2 Mr. Zhang stood beside Tom, took the speech draft from his hand, and read a sentence slowly; Tom listened, repeated the sentence after him, and practiced the tone. His voice stopped trembling little by little. 张老师站在汤姆身边，从他手里拿过演讲稿，慢慢读了一句话；汤姆听着，跟着重复，练习语气 —— 他的声音渐渐不抖了。 【分析】动作链 “stood→took→read”（老师）+“listened→repeated→practiced”（学生），展现示范式启发，细节贴近课堂。 例句 3 Mrs. Lee pulled a chair beside Emma, took a crayon, and drew a small sun on the blank paper; Emma watched, picked up a yellow crayon, and added petals around the sun. Her drawing started to take shape. 李老师在艾玛身边拉了把椅子坐下，拿起蜡笔在空白画纸上画了个小太阳；艾玛看着，拿起黄色蜡笔，在太阳周围加了花瓣。她的画开始有了轮廓。 【分析】动作链 “pulled→took→drew”（老师）+“watched→picked→added”（学生），体现动手引导的启智方式，场景温馨。 例句 4 Mr. Chen took Li Ming’s error notebook, circled a wrong formula, and wrote a simple calculation next to it; Li Ming leaned over, studied the calculation, and tried to solve the next mistake by himself, He got the right answer this time! 陈老师拿过李明的错题本，圈出一个错误的公式，在旁边写了个简单的计算；李明凑过去，研究这个计算，试着自己解决下一个错题。这次他算对了！ 【分析】动作链 “took→circled→wrote”（老师）+“leaned→studied→tried”（学生），展现 “引导自主思考” 的启智过程，符合 “师者启智” 核心。 第三部分 主题升华技巧 3．1 启智互动（构建师生情感传递闭环） 例句 1 When Lily handed her corrected math homework to Miss Wang, the teacher smiled and patted her head: “See? You can do it!” Lily felt the warmth of the teacher’s hand on her head. Her confidence came back. 当莉莉把改正后的数学作业交给王老师时，老师笑着拍了拍她的头：“看，你可以做到的！” 莉莉感受到老师手掌的温暖。她的信心回来了。 【分析】 动作（patted→handed）+ 感官（warmth），传递 “肯定式启发” 带来的信心，情感自然。 例句 2 After Tom finished his speech, he looked at Mr. Zhang. The teacher nodded and gave him a thumbs-up: “You spoke so naturally!” Tom’s eyes lit up. He knew his effort paid off, thanks to the teacher’s help. 汤姆结束演讲后，看向张老师。老师点点头，对他竖了个大拇指：“你说得真自然！” 汤姆的眼睛亮了。他知道自己的努力有了回报，这都要感谢老师的帮助。 【分析】 动作（nodded→gave a thumbs-up）+ 表情（eyes lit up），体现 “鼓励式启发” 的效果，符合高一学生的情感表达。 例句 3 Emma held her finished sunflower drawing and showed it to Mrs. Lee. The teacher took the paper, looked carefully, and said, “The light on the petals is so beautiful!” Emma smiled. She finally understood that inspiration comes from life, just like the teacher said. 艾玛拿着完成的向日葵画，给李老师看。老师接过画纸，仔细看着说：“花瓣上的光线真漂亮！” 艾玛笑了。她终于明白，灵感就来自生活，就像老师说的那样。 【分析】 动作（held→took→looked）+ 语言（said），体现 “启发带来的认知成长”。 例句 4 Li Ming ran to Mr. Chen with his correct math exercise: “I did it!” The teacher took the paper, checked it, and wrote “Great progress!” on it. Li Ming held the paper tightly. He knew the teacher’s patience had helped him overcome the difficulty. 李明拿着做对的数学练习跑向陈老师：“我做到了！” 老师接过练习，检查后在上面写了 “进步很大！”。李明紧紧攥着练习纸。他知道，是老师的耐心帮他克服了困难。 【分析】动作（ran→took→wrote）+ 情感（held tightly），展现 “陪伴式启发” 带来的进步，细节真实。 3．2 主题升华运用（简单隐喻与成长思考） 例句 1 The corrected essay glowed on his desk, not just with ink, but with newfound confidence. 修改后的作文在桌上熠熠生辉，不仅是墨迹，更是新生的自信。 【分析】glowed双关语义，newfound confidence点明成长。 例句 2 Their laughter intertwined over the solved problem, a melody of shared triumph. 他们因解出难题而笑声交织，奏响共同的胜利乐章。 【分析】隐喻（melody）升华情感，shared triumph强调集体成长。 例句 3 The teacher’s old book, passed to him with underlined words, felt like a key to unseen worlds. 老师那本划满记号的旧书递到他手中，仿佛是一把打开未知世界的钥匙。 【分析】key隐喻知识传承，underlined words体现教师心血。 例句 4 Mrs. Lee’s jar of flowers was like a seed. It planted the idea of “observing life” in Emma’s heart, and she started to draw more things around her with joy. 李老师的那罐花，像一颗种子。在艾玛心里种下了 “观察生活” 的想法，她开始开心地画身边更多事物。【分析】隐喻（flowers→seed），升华主题。 背精彩句子，让表达出彩 1.When I failed my English exam, my teacher sat with me and said, “Let’s read the passage together.” Her soft voice made me feel less scared. 当我英语考试不及格时，老师坐在我身边说：“我们一起读文章吧。” 她温柔的声音让我不那么害怕了 2. My math teacher drew a little smile on my error notebook and wrote “Good try!”. It made me want to try harder next time. 数学老师在我的错题本上画了个小笑脸，写着 “做得不错！”。这让我下次想更努力。 3. I was too shy to answer questions in class until my teacher looked at me and nodded. Her eyes told me “You can do it,” so I raised my hand. 我以前太害羞，不敢在课堂上回答问题，直到老师看着我点点头。她的眼神在说 “你可以的”，于是我举起了手。 4. My art teacher gave me a leaf and said, “Draw what you see, not what you think.” Suddenly, I knew how to finish my painting. 美术老师给了我一片叶子说：“画你看到的，不是你想的。” 突然，我知道该怎么完成我的画了。 5. When I forgot my speech in front of the class, my teacher said, “Take a breath—we’re all listening.” I calmed down and finished it. 当我在全班面前忘词时，老师说：“深呼吸，我们都在听。” 我冷静下来，完成了演讲。 6. My physics teacher used a bottle of water to explain “gravity”. It was so easy that I finally understood the difficult concept. 物理老师用一瓶水讲解重力。简单到我终于懂了这个难懂的概念。 7. After I corrected my mistakes with the teacher’s help, I handed the homework to her. She smiled and said, “See? You’re getting better!” 在老师的帮助下改完错后，我把作业交给她。她笑着说：“看，你在进步呀！” 8. My Chinese teacher wrote a note in my composition: “Your story is warm，keep writing.” Now I love writing more than before. 语文老师在我的作文里写了一句话：“你的故事很温暖，继续写。” 现在我比以前更爱写作了。 9. I was confused about history dates until my teacher made a little calendar for me. Now I can remember them easily. 我以前搞不清历史日期，直到老师给我做了个小日历。现在我能轻松记住它们了 10. When I said “I’m bad at singing” in music class, my teacher said, “Let’s sing together.” Her voice made me brave to open my mouth. 当我在音乐课上说 “我不会唱歌” 时，老师说：“我们一起唱。” 她的声音让我勇敢地张开了嘴。 2022年6月新高考卷（参加越野赛跑） It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route（路线）through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration（懊恼）. I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. 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。 We sat down next to each other, but David wouldn’t look at me. I watched as David moved up to the starting line with the other runners. 【参考范文】 We sat down next to each other, but David wouldn’t look at me. I said gently and quietly, “No one can change your mind, except yourself. If you desire to challenge yourself, there is nothing to do with others’ thoughts.” He sat still with a deep breath. “You have a full preparation before this event, which is the most important reason why you show up here”, I added with a sincere tone. Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. His coach heard what David said and gave me a look. The kind that was more determined than anyone else’s. I watched as David moved up to the starting line with the other runners. The race started. It seemed that the runway was extremely long for young children, not to mention a child with a heart disease. David insisted on running as if he had forgotten all his weaknesses, though he was tripped over within the a few kilometers. It didn’t take long before he picked himself up again and continued his mission. Classmates all appeared on the racing track, cheering for him. “Come on! You can make it! We are proud of you!” they shouted enthusiastically. To everyone’s joy, he reached the final line and ranked the 20th. It was no more important whether he won the first place or not. It was his brave heart and strong faith that could make something unusual happen finally.【分析】本文以赛跑为线索展开。作者是一名特殊教育教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。作者让大卫追寻自己的内心，不理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。 【详解】1.段落续写： ①由第一段首句内容“我们挨着坐着，但大卫不愿看我一眼。”和第二段首句内容”我看着大卫和其他选手一起走到起跑线上。”可知，第一段可描写作者鼓励大卫继续完成比赛，大卫经过强烈的心理斗争，最终决定参加比赛。 ②由第二段首句内容“我看着大卫和其他选手一起走到起跑线上。”可知，第二段可描写大卫开始参赛，虽然中途遇到困难，仍然坚持到最后，完成比赛。 2.续写线索：鼓励大卫——心理变化——决定参赛——克服困难——加油助威——完成比赛 3.词汇激活： 行动类： ①深呼吸：with a deep breath/breathe deeply ②坚持做：insisted on doing/be stick to doing 情绪类： ①热情：enthusiastically /with great passion ②骄傲：be proud of/take pride in 【点睛】[高分句型1]. You have a full preparation before this event, which is the most important reason why you show up here. （由which引导的非限制性定语从句和 why引导的限制性定语从句） [高分句型2]. Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. （现在分词作状语和省略that的宾语从句） [高分句型3]. It was his brave heart and strong faith that could make something unusual happen finally. （含有It was…that结构的强调句型） 第一部分 基础训练 一、读后续写情景运用—单句 阅读首句，结合“节日文化”场景，续写 1 句体现 “启发 / 成长 / 信心” 的句子（需包含感官细节，如动作、表情、语言）。 1. [英语作文写不出] We stood in the kitchen with flour on our hands, but we had no more meat filling. ____________________________________________________________________________________ 2. [不敢参加篮球比赛] I stood by the basketball court, watching my classmates play, but I was too scared to join. ____________________________________________________________________________________ 3. [历史知识点记不住] I frowned at the history book, repeating the dates but still forgetting them. ____________________________________________________________________________________ 4. [化学实验做失败] I looked at the broken test tube, feeling sad that I messed up the experiment. ____________________________________________________________________________________ 5. [课堂发言声音太小] I spoke in a low voice during the class discussion, afraid that others couldn’t hear. ____________________________________________________________________________________ 【参考答案】 1. My English teacher came over, handed me a small notebook, and said “Write about your weekend first”. I suddenly had words to write. 2. My PE teacher patted my shoulder and said “I’ll pass the ball to you first. His warm hand made me want to try. 3. My history teacher drew a timeline on my book and said “Like your daily schedule”. I finally remembered the order. 4. My chemistry teacher said “Let’s try again—mistakes teach us more” and gave me a new tube. I felt less sad. 5. My teacher smiled and said “Speak a little louder—we all want to hear your idea”—I took a breath and raised my voice. 二、读后续写情景运用—段落 请运用以上必备单词或高频语块，把下面的语篇补充完整。 Li Hong was worried about her upcoming Chinese speech. She 1__________（忘记）most of the content. Her Chinese teacher, Miss Liu, noticed her anxiety. Miss Liu 2__________（走过来）, 3__________（拿过）Li Hong’s speech draft, and 4__________（读） a short part slowly. “Try to say it like you’re talking to me，” Miss Liu said softly. Li Hong 5__________（听着）, 6__________（重复） the part after her teacher, and 7__________（练习）the tone. Little by little, her voice became louder. At last, she 8__________（完成）the whole speech in front of Miss Liu—she felt so proud! 【参考答案】 Li Hong was worried about her upcoming Chinese speech. She forgot most of the content. Her Chinese teacher, Miss Liu, noticed her anxiety. Miss Liu came over, took Li Hong’s speech draft, and read a short part slowly. “Try to say it like you’re talking to me，” Miss Liu said softly. Li Hong listened, repeated the part after her teacher, and practiced the tone. Little by little, her voice became louder. At last, she finished the whole speech in front of Miss Liu—she felt so proud! 第二部分 模拟演练（10篇） 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。 Walking into school on the first day of the sixth grade, my legs felt weak and my hands were shaking. I was so nervous that I could feel my heart beating rapidly in my chest. I was always anxious on the first day of school. But this was my last first day of elementary school, and I had never had a male teacher before. Somehow, I knew this school year would be different, but I had no idea the lifelong impact it would have on me. Tony Harrison quickly comforted my uneasiness with his friendly welcome and a big smile on his face. “Welcome to the sixth grade! Take any seat,” he said. I remember the day Mr. H announced, “Everyone, we have new students joining the class.” He was holding a cage with three tiny gerbils（沙鼠）. Everyone screamed with delight. I guessed we frightened the new students, but we were thrilled to have these new classmates. Mr. H, which he preferred to be called, was young, energetic and obvious happiness with his smiling face and cheerful voice. Mr. H was an encouraging teacher and he made learning exciting with his fun ideas and positive attitude. I had always loved school, but somehow Mr. H made school even better. It did not matter if you were the best or worst student in the class, he made you feel special. Smiley faces were his trademark. He always put a smiley face on the chalkboard, homework assignments and test papers. When he signed my yearbook, he added a smiley face. I am sure he did the same in everyone’s book. As I settled into my high-school job, I often found myself recalling Mr. H’s teachings and positive attitude. One day, while I was helping a new and nervous co-worker, I instinctively put on a big smile and used the same kind words Mr. H had once used on me. It was then that I truly realized how deeply he had impacted my life. 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。 One weekend, I decided to visit my old elementary school._____________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I left with the same positive energy Mr. H had planted in me years ago. ___________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】 One weekend, I decided to visit my old elementary school. As I walked through the familiar hallways, memories of Mr. H came flooding back. I peeked into the sixth-grade classroom, and to my surprise, there was Mr. H. He was still as energetic as ever, welcoming a new batch of students with a big smile. I walked in and greeted him. He immediately recognized me and gave me a warm hug. We talked about the past and how his teachings had shaped my life. He then told me that he still used smiley faces on everything, and that they always made the students feel special. I left with the same positive energy Mr. H had planted in me years ago. Mr. H taught many students and adults during his lifetime. His cheerful outlook and kindness left a positive impact on me and countless others. His influence would continue to guide me through life, just as it had on that very first day of the sixth grade when he had comforted my uneasiness with his friendly welcome. I renewed my commitment to carrying forward Mr. H’s torch, ensuring that his legacy of kindness, encouragement, and a love for learning continued to light up the path for future generations. And as I glanced at the smiling faces around me, I knew that Mr. H’s spirit was alive and well, thriving in the hearts of every teacher and student who had been touched by his magic. 【写作指导】本文以人物为线索展开，讲述了作者在小学六年级时遇到了一位充满活力、积极向上的老师 —— Mr. H，他通过自己的教学方式和积极态度深深影响了作者，使作者在多年后依然能感受到他的正能量，并决心将这份精神传承下去。 【详解】1.段落续写： ①由第一段首句内容“一个周末，我决定参观我的母校。”可知，第一段可描写作者回到母校，意外地遇到了Mr. H，并与他进行了交谈，回忆了过去，感受到了他依然充满活力的教学方式。 ②由第二段首句内容“我带着多年前Mr. H灌输给我的同样的正能量离开了。”可知，第二段可描写作者决定传承Mr. H的精神，将这份正能量继续传递给未来的一代又一代。 2.续写线索：参观母校 —— 遇到Mr. H —— 交谈回忆 —— 感受正能量 —— 决定传承 —— 感悟精神 3.词汇激活 行为类 ①交谈：talk/chat/converse ②问候：greet/salute ③传承：carry forward/pass on/transmit 情绪类 ①惊喜：surprise/astonishment/amazement ②温暖：warm/heartwarming/comforting 【点睛】[高分句型1] As I walked through the familiar hallways, memories of Mr. H came flooding back. （运用了as引导的时间状语从句） [高分句型2] He then told me that he still used smiley faces on everything, and that they always made the students feel special. （运用了that引导的两个宾语从句） 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。 I was used to correcting my school essays （作文） with some red-ink marks until I met my high school English teacher, Linda Christensen. For our final projects, Ms. Christensen would write two-page letters with praise and professional comments. I had never had a teacher who was so thoughtful and careful with my writing. I loved writing. It was a hobby. But Ms. Christensen was determined to make me an author. Her comments were more than just about fixing grammatical errors. She wrote questions to make my essays more detailed; she underlined passages that she agreed with. Her letters always started with how proud she was that I was brave enough to write the truth, how she saw potential（潜力）in me. I would read her words over and over. I needed this care, this recognition. I was the last Watson child to attend Jefferson High School. My sister Cheryl was known for being one of the star writers of the school newspaper. Trisa, another sister, had participated in two study-abroad programs. Dyan, another sister, was good at playing the piano. My sisters were involved in all types of after-school activities, while I was the little one following them like a shadow. No one noticed my existence except Ms. Christensen. Adapting to high school was challenging, and I felt unconfident. On the first day of my high school, a teacher greeted me with a hug, saying, “You have some big shoes to fill.” Then she showed me the trophies（奖杯）in the hallway. I immediately recognized several: Cheryl, Trisa, and Dyan. I was inspired, yes, but mostly worried. My Spanish was so-so. I got good grades but was not a top student. I loved music, but I wasn’t good at playing any musical instrument. I tried to walk in my sisters’ shoes, but they didn’t fit. I tried to follow their steps, but it’s too hard, really. 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。 And then I met Ms. Christensen. _______________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ It was Ms. Christensen that gave me the power to be an author. ________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】  And then I met Ms. Christensen. She was different from any other teacher I had ever known. In her class, I found a safe place to express my thoughts and feelings. Her belief in me gave me the courage to stop trying to be someone else and start being myself. I remember the first time she praised my writing in front of the class. It was like a light bulb going off in my head. I realized that I had something unique to say, and people wanted to hear it. Para 2: It was Ms. Christensen that gave me the power to be an author. She saw potential in me that I didn’t even know existed. She taught me that writing was not just about grammar and punctuation, but about sharing a piece of myself with the world. To this day, when I sit down to write, I can still hear her voice in my head, urging me to be brave, to be honest, to be me. And for that, I will forever be grateful to Ms. Christensen. 【写作指导】本文以人物为线索展开，讲述了作者喜欢写作，高中英语老师琳达·克里斯滕森注意到了作者的才能，关心和鼓励着作者，作者也由此获得了成为作家的力量。 【详解】1.段落续写： ①由第一段首句内容“然后我遇到了克里斯滕森女士。”可知，第一段可描写老师给予作者鼓励，作者开始做自己。 ②由第二段首句内容“是克里斯滕森女士给了我成为一名作家的力量。”可知，第二段可描写作者对老师的感激之情。 2.续写线索：遇到克里斯滕森女士——克里斯滕森女士给予鼓励——作者开始做自己——克里斯滕森女士认识到作者潜力——作者感激和感悟 3.词汇激活 行为类 ①表达：express/convey ②意识到：realize/be aware of ③看见：see/spot/notice 情绪类 ①勇敢的：brave/courageous ②感谢的：grateful/thankful 【点睛】[高分句型1] I realized that I had something unique to say, and people wanted to hear it. （运用了that引导宾语从句） [高分句型2] To this day, when I sit down to write, I can still hear her voice in my head, urging me to be brave, to be honest, to be me. （运用了when引导时间状语从句和现在分词作状语） 3．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 On my last first day of elementary school, I felt my heart beating fast as I stepped into the classroom. My fourth-grade report wasn’t good, and “Needs Improvement” comments made me nervous and uneasy all the time. Although I worked very hard, I failed the final exam. Almost every time the teacher asked me to answer a question, my voice shook. But the moment Mr. Harrison —or “Mr. H”, as he insisted we call him — greeted us with a smile, my nerves disappeared gradually. “Welcome to the fifth grade! Take any seat you like,” he said with a warm voice. Young and energetic, he had a way of making even the shyest students feel at ease. I chose a desk near the front due to my nearsightedness, grateful for his approachable behaviour. Mr. H was an encouraging math teacher and he made learning exciting with his fun ideas and positive attitude. It did not matter whether you were the best or worst student in the class. What he did made you feel you were special. I remember the day when Mr. H announced, “Everyone, we have new students joining the class.” He was holding a cage with three tiny gerbils（沙鼠）. Everyone shouted with joy. “They’re part of our family now，” he declared, and indeed, under his guidance, the classroom felt like one. Smiley faces were his trademark. He always put a smiley face on the chalkboard, homework and test papers. When I failed my first math quiz, he drew a smiley face beside my score and wrote, “Let’s figure this out together.” After class, he pulled me aside, “You’re smarter than you think,” he said. His words carried a quiet certainty that made me sit up straight. They weren’t empty praise—they were an invitation to see myself differently. “But we need to find a way that works for you,” he continued. And he meant it. 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。 He stayed late twice a week to help me with my math. ______________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ By the end of the term, something unexpected happened. _____________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】 He stayed late twice a week to help me with my math. Every Tuesday and Thursday after school, our empty classroom became a laboratory of learning where mistakes weren’t failures, but clues to solving the puzzles. He broke down maths problems into stories. His creative teaching way and encouraging words made me realize I wasn’t bad at school and that I just needed a guiding way. Slowly, my Ds became Cs, and then Bs. But more than grades, the way he celebrated tiny victories — smiley faces on my homework — gave me confidence. By the end of the term, something unexpected happened. I raised my hand in class without hesitation for the first time. When Mr. H asked me to answer a question, my voice didn’t shake. During a terrifying test, I got an A+. I realized I’d stopped checking for “Needs Improvement" comments — not because they’d disappeared, but because I finally saw my own potential under the guidance of Mr. H. I was so grateful to Mr. H, whose cheerful, positive and smiley faces could really make a difference in other people’s lives. 【写作指导】本文以作者五年级的学习经历为线索，讲述了作者因四年级成绩不佳、性格内向而紧张不安，新老师哈里森先生（H先生）以温暖亲切的态度让作者放松，他教学有趣且鼓励学生，在作者数学小测失败后，不仅给予鼓励，还提出要帮作者找到适合的学习方法的故事。 【详解】1. 段落续写： ① 由第一段首句内容“他每周两次留下来帮我补习数学，直到很晚。”可知，第一段可描写H先生每周两次课后留下帮作者补数学，将难题编成故事，用有趣的教学方式让作者进步，作者的成绩从D提升到B，更重要的是收获了自信的经过。 ② 由第二段首句内容“到学期末，意想不到的事情发生了。”可知，第二段可描写学期末作者不再犹豫举手回答问题，声音也不发抖了，数学考试还得了A+，作者意识到自己不再关注“需要改进”的评价，而是看到了自身潜力，感激H先生带来的积极改变的情景。 2. 续写线索：课后补数学——有趣教学——成绩提升——收获自信——主动举手——考得好成绩——发现潜力——感激老师 3. 词汇激活： 行为类 ①举手：raise one’s hand/put up one’s hand ②回答：answer /reply to ③颤抖：shake/tremble 情绪类 ①自信：confidence/self-assurance ②感激的：grateful/thankful 【点睛】[高分句型1] Every Tuesday and Thursday after school, our empty classroom became a laboratory of learning where mistakes weren’t failures, but clues to solving the puzzles.（运用了关系副词where引导定语从句） [高分句型2] I realized I’d stopped checking for “Needs Improvement” comments — not because they’d disappeared, but because I finally saw my own potential under the guidance of Mr. H.（运用了两个because引导原因状语从句） [高分句型3] I was so grateful to Mr. H, whose cheerful, positive and smiley faces could really make a difference in other people’s lives.（运用了关系代词whose引导非限制性定语从句） 4．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。续写词数应为150左右。 Jacky was a high school student who often felt pressured by his classmates’ fantastic clothes and expensive shoes. One Monday morning, he arrived at school wearing a new pair of sneakers （运动鞋） he’d saved up for months. “Look at Jacky’s shoes!” someone shouted, and a group of boys came to examine the brand. Jacky’s face turned red with pride. During lunch break, Jacky heard two girls talking, “Did you see Diana’s new handbag? It must cost a fortune!” He looked at his own bag, a simple cloth one his mother had made. Suddenly, he didn’t want to eat anything. That evening, he begged his parents for a designer bag, but they gently refused, explaining money should be spent on more important things. The next day, Jacky’s English teacher, Mrs Shirley, noticed his upset. After class, she pulled him aside and said, “I’ve observed（观察） you these days. Material things can bring short-term happiness, but it isn’t true happiness.” She showed him a photo of herself as a student, wearing a patched-up coat but holding a medal for winning a national writing competition. “This coat was my favorite because it kept me warm when I wrote,” she smiled. “Why not spend more time on meaningful things? The English Speech Contest is coming.” she added. Jacky was silent. That night, he lay in bed, staring at his sneakers. He thought about the way Mrs Shirley’s eyes widened when she shared her own experiences. 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。 The next morning, Jacky made a decision. __________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Weeks later, Jacky stood on the school stage, holding a medal. __________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】  The next morning, Jacky made a decision. He put on his old schoolbag made by his mother and left the new sneakers in the closet. Instead of focusing on material things, he threw himself into preparing for the English Speech Contest. He spent hours reading books, writing his speech, and practicing in front of the mirror. Whenever he felt tempted to envy his classmates’ fancy items, he thought of Mrs Shirley’s words and the photo of herself in the patched-up coat. He realized that true value came from within, not from what he owned. Weeks later, Jacky stood on the school stage, holding a medal. He had won the first place in the English Speech Contest. As he looked out at the audience, he saw Mrs Shirley smiling proudly. Jacky’s heart was filled with a sense of achievement that no pair of sneakers or designer bag could ever bring. He realized that the happiness from personal growth and meaningful accomplishments was far more lasting and fulfilling. From that day on, he never felt pressured by his classmates’ possessions again. Instead, he focused on pursuing his passions, and becoming the best version of himself. 【写作指导】本文以Jacky的心理变化为线索展开，讲述了他因同学的高档物品而感到压力，渴望名牌包被父母拒绝后，在英语老师Shirley夫人的引导下，从关注物质转向专注有意义的事情，最终在英语演讲比赛中获奖并领悟到真正价值的故事。 【详解】1. 段落续写： ①由第一段首句“第二天早上，Jacky做了一个决定。”可知，第一段可描写Jacky放弃对物质的追求，开始积极准备英语演讲比赛的过程，以及他如何克服内心对物质的羡慕。 ②由第二段首句“几周后，Jacky站在学校的舞台上，手里拿着一枚奖牌。”可知，第二段可描写Jacky在演讲比赛中获奖后的感受，以及他对真正幸福和价值的领悟，还有心态上的转变。 2. 续写线索：做决定——放弃物质——准备比赛——克服诱惑——获奖——感悟价值——心态转变 3. 词汇激活： 行为类 ①投入：throw himself into /devote himself to /focused on ②练习：practice /rehearse/drill ③追求：pursue /seek/strive for 情绪类 ①骄傲：proudly /with pride ②成就感：a sense of achievement /a sense of accomplishment /a sense of fulfillment 【点睛】【高分句型1】Whenever he felt tempted to envy his classmates’ fancy items, he thought of Mrs Shirley’s words and the photo of herself in the patched-up coat. （运用了whenever引导的时间状语从句） 【高分句型2】As he looked out at the audience, he saw Mrs Shirley smiling proudly. （运用了as引导的时间状语从句） 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。 Jane started high school full of excitement. Eager to help her new class, teachers and classmates, she decided to run for （竞选） monitor. She was very happy when their head teacher, Mr. Johnson, announced she won. She dreamed of leading her class to be the best in the whole school. However, problems came one by one. During self-study time, some classmates talked loudly; some even played music. Jane would stand up and tell everyone angrily, “Be quiet! It’s study time!” But her loud orders didn’t work. Tom, who was supposed to clean the blackboard, often “forgot”. Jane shouted to remind him of his duty, which only made Tom quite embarrassed and unhappy. Jane also announced her plans for group study after school, expecting everyone to join in it. But obviously most students weren’t interested and complained about the extra “work”. Jane felt more and more disappointed and helpless. Her direct orders seemed to push people away instead of bringing them together. Her dream of a top united class seemed to be broken by the daily problems. Standing alone after another rule failed, she felt deeply disappointed. Her methods weren’t working at all. Maybe she wasn’t suitable for being monitor. She couldn’t stand it like this any more. 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。 Mr. Johnson noticed Jane was in low spirits. ________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ With a clear mind, Jane returned to her duties in a new way. ____________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】    Mr. Johnson noticed Jane was in low spirits. He gently asked her to stay after class. Sensing her disappointment, he shared his own early struggles as a teacher. “True leadership,” he said softly, “isn’t about shouting orders. It’s about respect and teamwork. Try listening more and talking with your classmates.” Jane felt a little hope as Mr. Johnson encouraged her to find wiser ways to win their trust. His words were like a ray of light, brightening her confusion. She realized she needed to change her methods to bring everyone together.      With a clear mind, Jane returned to her duties in a new way. Instead of shouting out commands, she arranged time to chat gently with her classmates and listen to their ideas and suggestions. She also grouped the whole class for cleaning duties to ensure fairness. To encourage a quiet environment for self-study, she herself kept learning quietly, setting a good example. Feeling their voices heard and understood, more students joined the study groups willingly. Gradually, the noisy classroom became quieter. Hopefully, Jane came to realize it was respect and cooperation that could build up the strong team in her dream. 【写作指导】本文是一篇记叙文。讲述了女孩Jane兴奋地进入高中，因为想要帮助班级，建立顶级团结班级而竞选班长，并取得成功。但在管理初期，没有合适措施，指定地规则不被同学们接受，备受打击，开始怀疑自己无法胜任。老师Mr. Johnson注意到了此事，开导并指导她。之后，Jane重回岗位，以一种新的方式与同学沟通，并倾听他们的意见，最终成为一名好班长。她也懂得了道理：尊重和合作才能建立优秀的班级。 【详解】1. 段落续写： ①由第一段首句内容“约翰逊先生注意到简情绪低落。”可知，第一段可描写Mr. Johnson 找到Jane，开导她，并指导她该怎么当好一个班长。Jane从老师的话语中受到启发。 ②由第二段首句内容“简头脑清醒，以一种新的方式回到了工作岗位。”可知，第二段可描写Jane从老师那里获得了灵感，开始以全新的方式处理班级事务，并且真的取得了成效，建立起了她梦想中的优秀班级。 2. 续写线索：老师开导安慰Jane——老师提供方法指导——Jane情绪好转，重回岗位——Jane采取新的办法管班——新办法奏效——感悟 3. 词汇激活 行为类 ①大声指挥：shout orders/shout out commands ②与…谈论：talk with/chat with 情绪类 ①温柔地：softly/gently ②有希望的：feel a little hope/hopefully 【点睛】[高分句型1]She realized she needed to change her methods to bring everyone together. （由that引导宾语从句，that省略） [高分句型2]Hopefully, Jane came to realize it was respect and cooperation that could build up the strong team in her dream. （运用了强调句结构it was+被强调部分+that+其他成分） 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。 21 years after graduating from college, I became a high school English teacher. During my first term as an educator, the kids taught me about high school and life, and what was important to them. It had been 25 years since I graduated from high school, so I had a lot to learn. I listened, took notes, and asked many questions. My students had more hardship（艰难）than what I had been familiar with at their age. Understanding their situations was not easy, but loving them came easily. When my second term began, my classroom welcomed a group of new students, including one young man who lit up the space every time he passed through the door. David stood tall at six feet and four inches. His strong body gave him the appearance of a grown man. His wide smile and bright eyes charmed every person in the classroom. He was smart, too. David seemed to know the answers to everything. For weeks, he controlled the atmosphere of my class. He was very active. He led group discussions, encouraged others to participate, and earned the highest grades. I was so impressed by him and his abilities that I didn’t ask many questions. I didn’t really take time to get to know him as I had to be with my first-term students. A few weeks passed, and we entered the month of February. David walked quietly into the classroom. His usual smile disappeared, and he looked cold. I asked if he was okay, but he didn’t respond. I encouraged him to participate, but he refused. He was just silent and emotionless. I was puzzled, embarrassed, upset and also angry at his behavior in class. Finally, I called another student to my office. I had noticed him often walking in the hallways with David. “Do you know what’s wrong with David?” I asked. He replied, “Oh, Mrs Green, his mom’s birthday is coming, but she was just found to have cancer.” 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。   I was shocked and sad.    _______________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Hoping to comfort him, I asked,“Can I give you a hug?” ______________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】 I was shocked and sad. I decided to do something for David during his hard time. The next day, after school, I stopped him at my desk. “I’m sorry,” I said, placing my hand on his left shoulder. “I’ve learned what’s going on with you. Why not just take a week’s leave?” David replied, “My mom won’t allow it for fear that it will affect my studies. But I’m too upset, and unable to focus on studying.” He almost cried. Hoping to comfort him, I asked, “Can I give you a hug?” David bent down and hugged me. When he stood straight, I said, “David, continue being active in class. Your good performance in school can cheer your mom up and help her recover.” He looked at me and nodded. From then on, David worked harder than before. On a Sunday morning, I visited his mom, which made David and me more connected. The next year, he was admitted to a great university. What’s more, his mom pulled through months later. 【写作指导】本文以作者成为高中英语教师的经历为线索展开，讲述了在任教过程中与学生之间的互动和学习。文章特别描述了一位名叫David的学生，他最初以其积极的态度和卓越的学术表现给老师留下了深刻的印象。然而，随着二月的到来，David的行为突然转变，经过询问才得知他的母亲被诊断出癌症的事实。 【详解】1.段落续写： ①由第一段首句内容“我感到震惊和难过。”可知，第一段可描写作者知道了情况后对David说了什么以及David如何做出回应的。 ②由第二段首句内容“为了安慰他，我问道：“我可以给你一个拥抱吗？””可知，第二段可描写作者给了David拥抱并鼓励他尽快回到原来的状态，以及David转变后被大学录取并且母亲的病也好了。 2.续写线索：感到震惊——和David交流——David哭了——给David拥抱并鼓励——恢复到原来的状态——被大学录取且母亲痊愈 3.词汇激活 行为类 ①放置：place/lay/put ②弯腰：bend down/stoop/lean over ③拥抱某人：hug sb./give sb. a hug 情绪类 ①不安，沮丧的：upset/disturbed/frustrated ②使某人振作起来：cheer sb. up/ lift one’s spirits/ brighten one’s day 【点睛】[高分句型1] “I’m sorry,” I said, placing my hand on his left shoulder.（运用了现在分词短语作状语） [高分句型2] On a Sunday morning, I visited his mom, which made David and me more connected.（运用了which引导的非限制性定语从句） 7．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 Harper sat at her desk, staring helplessly at the math questions in front of her. Strange symbols and numbers moved across the page in a confusing way, making her feel small. At school, Emily was good at painting and drawing, but math had always been her weakest subject. No matter how hard she worked, it never made sense. Things got harder when she entered 10th grade. The pressure to keep up with her classmates grew and the poor grades shook her confidence. Her parents decided to step in. “We need to find you some help,” her mother gently suggested one evening. Then came Mr. Jenkins, an older local teacher known for his special teaching methods. At first Emily didn’t want to try — spending extra time on her worst subject felt like punishment（惩罚）. But she finally agreed, knowing things needed to improve. Their first meeting was uncomfortable. Mr. Jenkins, noticing her sad feelings, didn’t start with math problems. Instead, he asked about her hobbies. When Emily talked excitedly about painting, he smiled. “Math is like art. It has its own rules and beauty if you look carefully.” Doubtful but inspired, Emily listened as he explained ideas using pictures. He used colored pens and drawings, turning difficult numbers into clear ideas. For the first time, math stopped feeling like a secret code（代码）and started feeling like an interesting game, seemingly less like a foreign language. However, progress was slow. Weeks passed with minimal（最小的）improvement, and Emily’s patience wore thin. Emily became impatient. After failing a difficult test, she cried, certain she’d never succeed. Mr. Jenkins said gently, “Every artist begins with empty paper. Great works take time.” 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。 Gradually, Emily’s confidence grew with Mr. Jenkins’ help. ___________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Emily’s heart raced when the results day arrived. ____________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】 Gradually, Emily’s confidence grew with Mr. Jenkins’ help. She began to see the beauty in math that he had spoken of. With each new concept she grasped, her belief in herself grew stronger. She started to approach math problems with enthusiasm, no longer viewing them as insurmountable obstacles. Mr. Jenkins continued to encourage her, highlighting her progress and strengths. Emily’s improved attitude led to better results in her daily assignments, and she no longer dreaded math class. Emily’s heart raced when the results day arrived. She was both excited and nervous to see how far she had come. As she opened the report card, her eyes widened in disbelief. There was a significant improvement in her math grade. A broad smile spread across her face, and she felt a sense of pride and accomplishment. She knew that this was the result of her hard work and Mr. Jenkins’ guidance. Emily couldn’t wait to share the good news with her parents and Mr. Jenkins, eager to thank them for their support and to show that with perseverance, anything was possible. 【写作指导】文章以人物为线索展开，讲述了艾米丽・哈珀在数学学习上遇到困难的经历。艾米丽擅长绘画，但数学一直是她的薄弱学科，进入十年级后，学业压力增大，成绩不佳让她信心受挫。父母为她请来了以特殊教学方法著称的詹金斯先生。起初艾米丽不情愿接受辅导，后来詹金斯先生通过将数学与她喜爱的绘画相类比，用图片、彩笔和绘画来讲解数学概念，使她对数学有了新的认识，觉得数学像有趣的游戏。然而，进步缓慢让艾米丽失去耐心，在一次考试失败后她认为自己无法成功，詹金斯先生鼓励她伟大的作品需要时间。 【详解】1.段落续写 ①由第一段首句内容“在詹金斯先生的帮助下，艾米丽的信心逐渐增强。”可知，第一段可描写詹金斯先生的帮助和鼓励下，艾米丽克服学习的困难并取得进步的过程。 ②由第二段首句内容“成绩公布的那天，艾米丽的心跳加速。”可知，第二段可描写艾米丽成绩显著提高，以及她的感悟。 2.续写线索：克服困难——解决问题——取得进步——成绩提升——感到自豪——感悟 3.词汇激活 行为类 ①掌握：grasp/master ②把……看作……：view…as…/regard…as… ③鼓励：encourage/inspire ④展示：show/display 情绪类 ①兴奋的：excited/thrilled ②感谢：thank/appreciate 【点睛】[高分句型1] Mr. Jenkins continued to encourage her, highlighting her progress and strengths.（运用了现在分词作状语） [高分句型2] Emily couldn’t wait to share the good news with her parents and Mr. Jenkins, eager to thank them for their support and to show that with perseverance, anything was possible.（运用了that引导宾语从句） 8．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。 “Oh no, again?” Lin Ya shouted angrily, staring at her English test score. Her heart sank as she saw the familiar low test scores. It felt like failing tests was common for her. Despite spending countless hours studying and trying her best, the scores never seemed to improve. With tears welling up in her eyes, she quickly put the paper into her bag, hoping to avoid being made fun of by her classmates. Just then, Ms. Zhang, her gentle and caring teacher, noticed her quietly drying the tears. Ms. Zhang’s eyes softened with concern as she walked over to Lin Ya’s desk. In a kind and encouraging voice, she asked Lin Ya to come to see her during lunchtime. Lin Ya felt a mix of curiosity and hope. She couldn’t wait for lunchtime to come. When the lunch bell finally rang, Lin Ya quickly packed her things and hurried to Ms. Zhang’s office. Ms. Zhang greeted her with a warm smile and let her sit next to her. She looked carefully at Lin Ya’s face, smiled warmly, and said, “Don’t worry. I know what’s on your mind. If you trust me, I believe we can work together to find a solution.” Lin Ya nodded, a light of hope shining in her eyes. Ms. Zhang then took out Lin Ya’s test paper and patiently explained each question to her. She pointed out the grammar mistakes and vocabulary problems that Lin Ya had made. After that, Ms. Zhang gave her some practical suggestions. Lin Ya listened attentively, taking notes carefully. Ms. Zhang added, “With three important qualities: diligence（勤勉）, determination and strategies, you can make progress and achieve success. The first step is always the hardest, but if you keep going forward and don’t give up, you’ll be successful. Come on, cheer up, and let’s work on it together.” 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。 From that day on, Lin Ya followed Ms. Zhang’s advice and worked harder. ______________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Here came the result of the final exam. ____________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】  From that day on, Lin Ya followed Ms. Zhang’s advice and worked harder. She started by organizing her study schedule, dedicating specific hours each day to English practice. Every time she faced a challenge, Ms. Zhang’s words echoed in her mind: diligence, determination, and strategies. By the time the final exams drew close, she had revised her English book thoroughly and was well-prepared. The big day of the English exam finally arrived. Stepping into the classroom, Lin Ya’s heart raced. She took a deep breath, picked up her pencil and began to write down the answers one by one. By the end of the exam, Lin Ya felt a sense of accomplishment. Here came the result of the final exam. Lin Ya’s hands trembled as she unfolded the test paper. Her heart raced, and she took a deep breath before looking at the score. To her amazement, she saw a significant improvement! Her hard work and Ms. Zhang’s guidance had paid off. She couldn’t hold back her tears, but this time, they were tears of joy. Ms. Zhang, standing nearby, smiled proudly and gave her a thumbs-up. Lin Ya felt a surge of gratitude and pride. From that moment on, Lin Ya knew she could overcome any challenge if she stayed determined and never gave up. 【写作指导】本文以人物为线索展开，讲述了林雅在学习英语的过程中遇到困难，得到老师张女士的帮助、最终取得进步的故事。 【详解】1. 段落续写： ①由第一段首句内容“从那天起，林雅听从了张老师的建议，更加努力学习。”以及第二段首句内容“期末考试成绩公布了。”可知，第一段可描写林雅在张老师的帮助下，开始努力学习英语，并且为期末考试做好充分准备，在英语考试的过程中，林雅谨记老师的教诲，全力以赴完成了考试，获得了成就感。 ②由第二段首句内容“期末考试成绩公布了。”可知，第二段可描写林雅的努力最终有了回报，她的英语有了很大的进步，战胜了挑战，获得自信，也进一步认识到勤奋、决心和策略的重要性。 2. 续写线索：听从建议努力学习——充分准备考试——踏入考场——顺利完成考试——成绩获得巨大进步——兴奋激动——表达感激——最终感悟 3. 词汇激活 行为类 ①投入：dedicate…to…/devote…to… ②步入：step into/walk into ③克服，战胜：overcome/get over 情绪类 ①惊讶：amazement/astonishment/surprise ②高兴：joy/delight 【点睛】【高分句型1】Every time she faced a challenge, Ms. Zhang’s words echoed in her mind: diligence, determination, and strategies.（运用了every time引导的状语从句） 【高分句型2】Lin Ya’s hands trembled as she unfolded the test paper.（运用了as引导的状语从句） 9．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 year I entered 3rd grade, my parents’ farm experienced a great drought that dried up the entire Midwest. My father’s crop could not get enough water and died. With no crop to sell, there was no money. With no money, there was no food. We were a family of six. I was very hungry for quite some time. My father grew worried and silent, my mother sad and angry. Though it would be many painful years before they would finally break up, the drought years were the worst because the farmhouse seemed to be waiting for something — thunder, lightning, heavy rain, a big fight, something to happen. As kids do, I soldiered on, not having words or systems to manage anything otherwise. My sisters reacted similarly. We did not discuss it. At the dinner table, we had my mother’s home-canned green beans quietly, accompanied with apples. When school started, I packed three apples for lunch every day, because there were plenty in the basement: towers of boxes full of apples, bought at the Bargain Bin for a song. Kids made fun of me in the cafeteria, and I shouted at them: “Shut up. It’s just that I love apples.” Early in November, my teacher Miss Troutman pulled me aside secretly. She gave me two gifts. The first was a ham sandwich. The second was a journal book. I don’t know how she knew my situation. Perhaps it was my bony legs and dirty, too-short jeans. Perhaps she saw the apples. Maybe she just guessed. Regardless, she found a way to help me without hurting me or making me talk about my breaking heart. She offered dignity and kindness, making me filled with gratitude now. “Silly me,” she said. “I accidentally made an extra sandwich this morning. Could you do me a favor to have this extra one?” 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。 With it, she handed me a beautiful black leather journal book. _________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Miss Troutman made many accidental sandwiches that year. __________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】  With it, she handed me a beautiful black leather journal book. It had thick with pages of unlined white paper. “You don’t need to show it to me as you write. It can be private. Your very own.” I’d long wanted to journal but didn’t have a special place to do it. When there is no money for regular food, let alone for a journal book. I took it home and began experimenting as a poet, a writer, an artist, a dreamer — a little person who could imagine a better ending to the story. Miss Troutman made many accidental sandwiches that year. She would fill a lot of hams between the slices. She would put it into my lunch box when no one was looking. She tried her every effort to protect a little kid’s delicate heart. Kids usually feel hurt in different forms, such as hunger, physical pain, loneliness, fear, and all sorts of other horrible, painful things. And kids often want to deal with it alone, but they may need someone to notice, and Miss Troutman is the ones to do just that. 【写作指导】本文以人物为线索展开，讲述了作者家的农场经历了一场大干旱，导致一家人挨饿，作者每天只能打包三个苹果当午餐，并遭到了同学们的嘲笑，作者的老师劳特曼主动帮助了作者。 【详解】1.段落续写： ①由第一段首句内容“说完，她递给我一本漂亮的黑色皮革日记本”可知，第一段可描写作者得到了梦寐以求的笔记本以及利用它来写写东西。 ②由第二段首句内容“那一年，特劳特曼老师不小心做了许多三明治”可知，第二段可描写特劳特曼老师以最大的努力来保护一个小孩子脆弱的心灵的方式帮助着作者以及作者的感悟。 2.续写线索：老师送笔记本——欣然接受——充分利用笔记本——老师继续帮助作者——感悟 3.词汇激活 行为类 ①想要做某事：want to do sth /mean to do sth ②处理：deal with/cope with ③开始：begin /start ④放置：put/place 情绪类 ①害怕的：horrible /frightened ②痛苦的：painful/miserable 【点睛】[高分句型1] When there is no money for regular food, let alone for a journal book. （运用了when引导时间状语从句） [高分句型2] I took it home and began experimenting as a poet, a writer, an artist, a dreamer — a little person who could imagine a better ending to the story. （运用了who引导的定语从句） 10．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。 Jake was new to the school-a shy freshman feeling at a loss for high school life. He often found himself lost in the sea of faces and lockers. Ms. Brock, his English teacher, noticed this quiet young man from the first day of class. One afternoon, Jake was wandering（徘徊）the halls, trying to find the library. He noticed Ms. Brock in the office grading papers with full attention. It seemed that Ms. Brock had forgotten the world around her. Keeping up his courage, Jake came to her. “Um, excuse me, Ms. Brock?” Jake’s voice was shaking slightly. Ms. Brock looked up, her eyes filled with warmth.“ Yes, Jake? How can I help you?” Jake hesitated（犹豫）, in broken sentences, “I... I’m trying to find the library. Could you, uh, tell me where it is?” Ms. Brock’s face broke into a smile, “Of course! It’s down the hall, second door on your left. You can’t miss it.” Relief（宽慰）washed over Jake’s face. “Thank you, Ms. Brock.” As the weeks passed, Jake turned to Ms. Brock for help more often. Whether it was talking about his homework or simply sharing his thoughts on the latest book they were studying, he found comfort in her patient encouragement. Ms. Brock, in turn, noticed Jake’s growing confidence. Everything went on well till a rainy Thursday afternoon. Jake held a test paper in his hand after class. There was a C on the paper. Ms. Brock walked to him. “Everything alright, Jake?” Jake replied, “I... I’m not sure if I can keep up with the class. The reading is getting harder, and I feel I’m falling behind.” Ms. Brock’s expression softened,“ Jake, learning is not a race. It’s about understanding at your own speed. You’re doing great-I see your hard work every day.” Jake lowered his head, “I just... I want to do well. But sometimes it feels difficult to deal with it.” 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。 Ms. Brock nodded knowingly. ___________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ With the score, Jake rushed to Ms. Brock’s office excitedly. ____________________________________ ________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【参考范文】  Ms. Brock nodded knowingly. “It’s OK to feel a sense of loss sometimes. It means you’re challenging yourself. But remember, I’m here to help. We’ll work out the problem together, alright? I believe you can make it.” Jake raised his eyes from his paper slowly, with a small smile on his face. From then on, Jake put his whole heart into his schoolwork. Another test came as expected. And two days later, Jake got the test result—A. His hard work and Ms. Brock’s encouragement paid off. With the score, Jake rushed to Ms. Brock’s office excitedly. “I just want to say... thank you, Ms. Brock. For everything,” Jake said. “You’ve grown so much, Jake. Remember, learning doesn’t stop here. Keep exploring, keep questioning, and never stop believing in yourself,” Ms. Brock said with pride. Jake nodded, “I will. Thank you, Ms. Brock.” As Jake turned to leave, Ms. Brock called after him,“ Oh, and Jake?” He turned back. “You’ll always have a home here,” she said softly. Jake walked out of the office, carrying with Ms. Brock’s invaluable support. 【写作指导】本文以人物为线索展开。杰克是高一新生，初到学校感到迷茫。英语老师布罗克女士注意到了他。一天下午，杰克鼓起勇气向她问路。随着时间推移，杰克经常向布罗克女士求助，逐渐变得更加自信。直到一个雨天，杰克因成绩不佳而沮丧，布罗克女士鼓励他，让他重拾信心。 【详解】1.段落续写 ①由第一段句首内容“布罗克会意地点了点头。”可知，第一段可以描写布罗克老师对于杰克的鼓励和杰克的变化。 ②由第二段句首内容“听到这个分数，杰克兴奋地冲向布罗克女士的办公室。”可知，第二段可以描写杰克对布罗克的感谢和布罗克老师对杰克的激励。 2.续写线索：看到布罗克点了点头—被布罗克鼓励—投入到学业中—冲向布罗克办公室—感谢—带着支持走出办公室 3.词汇激活 行为类 ①解决这个问题：work out the problem/ solve the problem ②成功：make it/ succeed ③全心投入：put one’s whole heart into/ throw oneself into 情绪类 ①相信自己：believe in oneself/ trust oneself ②自豪地说：say with pride/ say proudly 【点睛】【高分句型1】I believe you can make it. ( 运用了省略引导词that的宾语从句） 【高分句型2】Jake walked out of the office, carrying with Ms. Brock’s invaluable support. ( 运用了非谓语动词carrying作状语） 10 / 29 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $