主题07.学习中的创造与发现-2026年高考二轮复习英语读后续写【主题·语篇·策略】进阶强化

主题07.学习中的创造与发现 一、主题解析素材积累 “学习中的创造与发现” 是高三英语读后续写的核心主题之一，聚焦学习场景中突破固有思维、探索新知的过程与感悟。其核心内涵并非单纯的知识获取，而是强调在学习实践中通过思考、尝试与革新实现的认知升级 —— 可能是解题时跳出常规思路的方法创新，是实验中推翻预设结论的意外发现，或是阅读时结合自身经验的个性化领悟。 这类主题的续写文本常以 “困境 — 探索 — 突破 — 感悟” 为情节主线：前文多铺垫学习中的瓶颈（如复杂题型、理论困惑、实践失败），续写部分需展现创造与发现的过程（如借助联想迁移、团队协作、反复试验），最终落脚于成长感悟（如 “方法比答案更重要”“质疑是发现的起点”）。其考查本质是通过叙事逻辑与语言表达，体现学生对 “主动学习”“创新思维” 等核心素养的理解，与高考 “立德树人” 的命题导向高度契合。 二、词句储备 1. 基本词汇 2 原创精品资源学科网独家享有版权，侵权必究！ 6 / 8 学科网（北京）股份有限公司 学科网（北京）股份有限公司 create v. 创造；创作 discover v. 发现；发觉 innovate v. 创新；革新 invention n. 发明；创造 innovation n. 创新；新方法 find v. 找到；发现 explore v. 探索；探究 explore n. 探索；探究 learn v. 学习；领悟 study v. 学习；研究 research v. & n. 研究；调查 think v. 思考；认为 consider v. 考虑；认为 reflect v. 反思；思考 analyze v. 分析；解析 summarize v. 总结；概括 conclude v. 得出结论 understand v. 理解；明白 grasp v. 掌握；理解 master v. 精通；掌握 improve v. 改善；提高 progress n. & v. 进步；发展 develop v. 发展；培养 cultivate v. 培养；培育 method n. 方法；办法 way n. 方式；方法 skill n. 技能；技巧 technique n. 技术；技巧 idea n. 想法；观点 thought n. 思想；想法 insight n. 洞察力；领悟 knowledge n. 知识；学问 theory n. 理论；原理 practice n. 实践；练习 experiment n. & v. 实验；试验 attempt n. & v. 尝试；企图 try v. & n. 尝试；努力 effort n. 努力；尝试 challenge n. & v. 挑战；质疑 breakthrough n. 突破；进展 2. 高分词汇 innovative adj. 革新的；创新的 【例句】His innovative approach to solving math problems impressed the teacher.（他解决数学题的创新方法给老师留下了深刻印象。） originality n. 独创性；创意 【例句】The originality of her reading notes lies in combining literature with real life.（她读书笔记的独创性在于将文学与现实生活结合。） perceive v. 察觉；领悟 【例句】She perceived the hidden logic in the text after repeated reading.（反复阅读后，她领悟了文本中隐藏的逻辑。） discern v. 识别；洞察 【例句】It took him a week to discern the pattern of the grammar rules.（他花了一周时间才洞察出语法规则的规律。） heuristic adj. 启发式的 【例句】The teacher used a heuristic teaching method to guide us to discover the formula.（老师用启发式教学法引导我们发现公式。） pioneer v. 开创；倡导 【例句】He pioneered a new way of memorizing English words based on root affixes.（他开创了基于词根词缀的英语单词记忆新方法。） groundbreaking adj. 开创性的 【例句】Her groundbreaking research on language learning won the school award.（她在语言学习方面的开创性研究获得了学校奖项。） evolve v. 逐渐发展；演变 【例句】His understanding of the novel evolved as he discussed it with classmates.（随着与同学的讨论，他对这部小说的理解逐渐深入。） devise v. 设计；想出 【例句】She devised a study plan tailored to her own memory characteristics.（她根据自己的记忆特点设计了学习计划。） formulate v. 制定；阐述 【例句】After experiments, he formulated a new hypothesis.（经过实验，他阐述了一个新的假设。） intuition n. 直觉；直觉力 【例句】His intuition led him to discover the mistake in the experiment.（直觉引导他发现了实验中的错误。） revelation n. 启示；揭露 【例句】The teacher's comment brought a revelation about his writing.（老师的点评给了他关于写作的启示。） correlate v. 关联；联系 【例句】She correlated the historical events with the literary works.（她将历史事件与文学作品联系起来。） synthesize v. 综合；合成 【例句】He synthesized different theories to form his own view.（他综合不同理论形成了自己的观点。） transcend v. 超越；突破 【例句】The student transcended the traditional framework to solve the problem.（这个学生突破传统框架解决了问题。） tentative adj. 试探性的；试验性的 【例句】They made a tentative attempt to improve the experiment.（他们做了改进实验的试探性尝试。） empirical adj. 经验主义的；实证的 【例句】His discovery was based on empirical evidence from practice.（他的发现基于实践中的实证证据。） meticulous adj. 一丝不苟的；细致的 【例句】Meticulous observation helped her find the key detail.（细致的观察帮助她找到了关键细节。） perseverance n. 毅力；坚持不懈 【例句】Perseverance is essential for scientific discovery in learning.（毅力是学习中科学发现的关键。） illumination n. 启发；启迪 【例句】The discussion with peers brought illumination to his confusion.（与同伴的讨论为他的困惑带来了启迪。） 3. 高分句式 It was not until I tried a new approach that I finally solved the problem.（直到我尝试了新方法，才终于解决了问题。） What surprised me most was the discovery that two seemingly unrelated knowledge points are actually connected.（最让我惊讶的是发现两个看似无关的知识点竟然有联系。） Only by breaking the routine can we make innovative progress in learning.（只有打破常规，我们才能在学习中取得创新性进步。） The more I explored the topic, the deeper my understanding of its essence became.（我对这个话题探索得越多，对其本质的理解就越深刻。） It is through constant trial and error that we gain valuable insights in study.（正是通过不断的反复试验，我们才在学习中获得宝贵的领悟。） Had I not dared to question the textbook, I would have missed the important discovery.（如果我不敢质疑课本，就会错过这个重要的发现。） The teacher's guidance inspired me to devise a unique way of memorizing vocabulary.（老师的指导启发我设计了独特的词汇记忆方法。） As I reflected on my mistakes, a new idea suddenly occurred to me.（当我反思错误时，一个新想法突然涌上心头。） It is creativity rather than mere hard work that leads to breakthroughs in learning.（在学习中，带来突破的是创造力而非单纯的努力。） The process of exploring the unknown is as valuable as the final discovery itself.（探索未知的过程与最终的发现本身同样有价值。） What matters most in learning is not just absorbing knowledge, but creating new connections between concepts.（学习中最重要的不仅是吸收知识，而是在概念间建立新联系。） With each experiment failing, my determination to find the right method only grew stronger.（随着每次实验的失败，我找到正确方法的决心却愈发坚定。） It never occurred to me that my casual observation would lead to such an important insight.（我从未想过，偶然的观察会带来如此重要的领悟。） By synthesizing the theories we have learned, we can develop our own analytical framework.（通过综合所学理论，我们可以建立自己的分析框架。） The revelation that practice is the key to mastering skills changed my learning strategy completely.（实践是掌握技能关键的这一启示彻底改变了我的学习策略。） No matter how difficult the problem was, I persisted in exploring innovative solutions.（无论问题多困难，我都坚持探索创新的解决方案。） It is through interacting with peers that we often get inspired to think creatively.（正是通过与同伴互动，我们常常获得创造性思考的灵感。） My understanding of the subject evolved dramatically after I conducted independent research.（进行独立研究后，我对这门学科的理解发生了巨大变化。） The method he devised is so effective that it has been adopted by the whole class.（他设计的方法非常有效，已被全班采用。） What makes the learning process meaningful is the constant discovery of our own potential.（让学习过程有意义的是不断发现自己的潜力。） Only when we combine theory with practice can we truly grasp the essence of knowledge.（只有将理论与实践结合，我们才能真正掌握知识的本质。） Tears of joy rolling down my cheeks, I realized that creativity comes from persistent exploration.（喜悦的泪水滑落脸颊，我意识到创造力源于坚持不懈的探索。） It was during the group discussion that we perceived the hidden flaw in the traditional method.（正是在小组讨论中，我们发现了传统方法中隐藏的缺陷。） The more we question existing conclusions, the more likely we are to make new discoveries.（我们对现有结论质疑得越多，就越有可能获得新发现。） Inspired by the scientist's story, I decided to pursue innovation in my daily study.（受科学家故事的启发，我决定在日常学习中追求创新。） It is not the lack of knowledge but the absence of creative thinking that limits our progress.（限制我们进步的不是知识的匮乏，而是创造性思维的缺失。） As long as we keep an open mind, we will encounter unexpected discoveries in learning.（只要保持开放的心态，我们在学习中就会遇到意想不到的发现。） The meticulous observation of details helped me discern the pattern others had ignored.（对细节的细致观察帮助我发现了别人忽视的规律。） What I learned from this experience is that innovation starts with asking "why".（从这次经历中我学到，创新始于问 “为什么”。） With the teacher's patient guidance, we gradually formulated our own research methodology.（在老师的耐心指导下，我们逐渐形成了自己的研究方法。） 三、写作策略 【策略解析】 主题类型 段落主体 典型词句 写作要求 写作策略 方法创新型 1. 铺垫原有方法的困境；2. 触发创新的契机（启发 / 观察 / 反思）；3. 新方法的实践；4. 成果与感悟 innovative approach, break the routine, devise, trial and error, breakthrough 情节连贯，突出 “从困境到创新” 的逻辑；细节展现思考过程；点明方法价值 用心理描写体现思维转变（如 “Suddenly an idea flashed through my mind”）；通过动作细节展现实践（如 “scribbling down connections between formulas”） 认知突破型 1. 原有认知的局限；2. 发现矛盾 / 新证据；3. 重构认知体系；4. 认知升级的意义 perceive, revelation, evolve, transcend, synthesize 体现认知变化的层次感；结合具体学习场景（阅读 / 实验 / 讨论）；升华主题 借助对比手法（过去 vs 现在的理解）；引用关键启示句（如 “The teacher's words hit me like a flash”） 实践发现型 1. 实践任务的背景；2. 过程中的意外 / 细致观察；3. 深入探索与验证；4. 发现的价值 explore, empirical, meticulous, illumination, breakthrough 实践过程真实可信；发现有合理性；关联学习本质 多用环境与动作细节（如 “staring at the experiment data for hours”）；用对话推动探索（如 “‘What if we adjust the parameter?’ he suggested”） 【策略运用】 [写作试题] （2026届浙江省江浙皖高中发展共同体高三上学期一模英语试题）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。 Every student at Oakridge High knew that Michael was struggling. His family had recently moved to a smaller apartment across town after his father was laid off from work. The financial pressures at home cast a shadow over everything he did. Each morning, he arrived at Oakridge High wearing the same faded jeans and worn-out sneakers. Where he once participated eagerly in class discussions, he now sat in the back row, hoping to escape notice. He found himself staring blankly at the whiteboard, unable to focus. The numbers blurred together as worries about his family’s situation crowded his mind. Mr. Evans, a teacher with twenty years of experience, recognized the signs immediately. After class, he asked Michael to stay for a moment. “I know you’re going through a difficult time,” Mr. Evans said, his voice filled with genuine concern. “But remember this: difficult roads often lead to beautiful destinations. The struggle you’re facing today is developing the strength you need for tomorrow.” He placed a reassuring hand on Michael’s shoulder. “This temporary setback doesn’t define you — it’s preparing you. I’ve seen your potential, and I believe in you even when you might not believe in yourself.” Their after-school sessions became regular. He taught Michael how to break down complex problems into manageable steps — a strategy that applied not just to mathematics but to life’s challenges as well. Most importantly, he consistently emphasized Michael’s capabilities, rebuilding the confidence that had been eroded (侵蚀) by recent difficulties. As weeks passed, Michael’s performance began to improve dramatically. He started arriving early for their sessions, often with questions prepared in advance. The frustration that once clouded his expression was replaced by determination. In class, he began raising his hand again, offering solutions to problems that challenged other students. 注意： 1.写作词数应为150个左右； 2.请按如下格式在答题纸的相应位置作答。 The true test came with the annual mathematics competition. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After the award presentation, Michael went to Mr. Evans’s office. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ [范文实践] 【 参考范文】 The true test came with the annual mathematics competition. The mathematics competition was intense, with the brightest students from across the district competing. Michael focused intently, recalling Mr. Evans’s strategies as he solved each problem. When the results were announced, he felt a surge of disbelief and joy upon hearing his name called for second place. Walking to the stage to receive his certificate, he saw Mr. Evans applauding proudly in the audience, giving him a thumbs-up. That moment of recognition meant more to Michael than the award itself. After the award presentation, Michael went to Mr. Evans’s office. He found Mr. Evans was buried in grading students’ assignments. He approached his teacher, holding the certificate with visible emotion. “Thank you for everything, sir,” Michael said sincerely. Mr. Evans responded with a warm smile, placing a hand on his shoulder. “You earned this through your own determination,” he replied quietly. “Remember that challenges are merely opportunities in disguise.” The brief exchange conveyed profound gratitude and pride, capturing the essence of their special student-teacher bond. 【写作解析】本文以人物为线索展开，讲述了家境困难的Michael在老师Mr. Evans的帮助下，数学成绩显著提升，迎来了一年一度的数学竞赛。 【过程解析】 1. 段落续写： ①由第一段首句内容“真正的考验来自一年一度的数学竞赛。”可知，第一段可描写Michael在竞赛中的表现，以及最终取得好成绩时的感受和反应。 ②由第二段首句内容“颁奖典礼结束后，Michael去了Mr. Evans的办公室。”可知，第二段可描写Michael向Mr. Evans表达感谢，以及Mr. Evans对他的鼓励和期望，体现两人之间特殊的师生情谊。 2. 续写线索：数学竞赛——Michael专注答题——获得第二名——颁奖典礼——Michael感谢Mr. Evans——Mr. Evans鼓励Michael 3. 词汇激活： 行为类 ①专注：focus/concentrate ②回想：recall/retrospect ③鼓掌：applaud/handclap 情绪类 ①专心地：intently/attentively ②平静地：quietly/calmly [高分句型1] Michael focused intently, recalling Mr. Evans’s strategies as he solved each problem. (运用了现在分词作伴随状语和as引导时间状语从句) [高分句型2] When the results were announced, he felt a surge of disbelief and joy upon hearing his name called for second place. (运用了when引导时间状语从句) [高分句型3] Remember that challenges are merely opportunities in disguise.(运用了that引导宾语从句) [策略示例] 一、聚焦成长与师生情，传递积极价值观 该试题的主题围绕 “困境中的成长” 与 “温暖的师生情谊” 展开，具有鲜明的积极导向性。材料中，Michael 因家庭经济困境陷入学习与心理的双重低谷，而 Mr. Evans 通过课后辅导、心理鼓励等方式，帮助 Michael 重拾信心、提升成绩，最终在数学竞赛中获得认可。这一主题符合青少年成长过程中的典型经历，容易引发学生的情感共鸣，也传递了 “困难是成长的阶梯”“坚持与他人帮助能突破困境” 的正向价值观。 从写作角度来看，在续写时需紧扣这一主题核心。例如范文第一段描写 Michael 在数学竞赛中 “focused intently, recalling Mr. Evans’s strategies”，既体现了 Mr. Evans 的帮助对 Michael 的实际作用，也凸显了 Michael 自身的努力，呼应 “成长” 主题；第二段中 Michael 向 Mr. Evans 表达感谢，Mr. Evans 则强调 “ You earned this through your own determination”，进一步深化了师生情谊与 “努力终有回报” 的主题，使续写内容与原文主题高度契合。 二、遵循 “线索引领 + 细节支撑”，确保逻辑连贯 （一）第一段：围绕 “数学竞赛” 展开，按 “竞赛过程 — 结果公布 — 现场反应” 的顺序推进 开头铺垫竞赛氛围：范文以 “The mathematics competition was intense, with the brightest students from across the district competing” 开篇，用 “intense” 一词点明竞赛的激烈程度，为后续 Michael 的表现埋下伏笔，也与原文中 “Michael’s performance began to improve dramatically” 形成对比，突出竞赛对 Michael 的 “考验” 意义。 中间聚焦人物行为与心理：“Michael focused intently, recalling Mr. Evans’s strategies as he solved each problem” 一句，通过 “focused intently” 的动作描写和 “recalling Mr. Evans’s strategies” 的心理活动描写，既衔接了原文中 Mr. Evans 教 Michael “break down complex problems into manageable steps” 的情节，又展现了 Michael 在竞赛中的从容与自信；“he felt a surge of disbelief and joy upon hearing his name called for second place” 则用 “disbelief and joy” 的情绪对比，生动刻画了 Michael 得知成绩时的惊喜，符合人物从 “自卑” 到 “自信” 的成长轨迹。 结尾关联关键人物：“Walking to the stage to receive his certificate, he saw Mr. Evans applauding proudly in the audience, giving him a thumbs-up”，通过描写 Mr. Evans 的反应，将 “师生情” 线索融入竞赛结果的场景中，使段落结尾自然且富有情感温度，也为第二段的续写做好铺垫。 （二）第二段：围绕 “办公室致谢” 展开，按 “场景切入 — 对话交流 — 情感升华” 的顺序推进 场景切入：营造真实氛围：“He found Mr. Evans was buried in grading students’ assignments” 以 Mr. Evans “埋头批改作业” 的细节切入，符合教师的日常工作场景，让续写内容更具真实感，也与原文中 Mr. Evans“有二十年教学经验、关注学生” 的形象一致。 对话交流：传递核心情感：Michael 的 “Thank you for everything, sir” 直接表达感激之情，简洁而真挚；Mr. Evans 的回应 “You earned this through your own determination”“Remember that challenges are merely opportunities in disguise”，既肯定了 Michael 的努力，又延续了原文中 “鼓励学生面对困境” 的教育理念，对话内容紧扣主题，避免了空洞的表达。 情感升华：点明师生 bond：结尾 “The brief exchange conveyed profound gratitude and pride, capturing the essence of their special student-teacher bond” 一句，对整个交流场景进行总结，将具体的对话上升到 “师生特殊情感” 的层面，使段落结构完整，情感表达更深刻。 三、注重 “词汇激活 + 句型多样”，提升语言表达质感 1.词汇激活：从 “行为类”“情绪类” 入手，增强描写生动性 行为类词汇：原文及范文中大量使用精准的行为动词，如 “cast a shadow over”（笼罩阴影）、“escape notice”（避免被注意）、“break down”（分解）、“applaud proudly”（自豪地鼓掌）、“be buried in”（埋头于）等。这些词汇不仅准确描述了人物的动作与状态，还能让读者更直观地感受到场景氛围。例如 “be buried in grading students’ assignments” 比 “was grading students’ assignments” 更能体现 Mr. Evans 的专注与敬业，增强了场景的画面感。 情绪类词汇 / 短语：“genuine concern”（真诚的关心）、“frustration”（沮丧）、“determination”（决心）、“a surge of disbelief and joy”（一阵难以置信的喜悦）、“visible emotion”（明显的情绪）等情绪类表达，细腻地刻画了人物的心理变化。如 Michael 从 “staring blankly”（茫然地盯着）到 “determination”（决心），再到 “a surge of disbelief and joy”，通过情绪词汇的递进，清晰展现了其心理成长的过程，使人物形象更丰满。 2.句型多样：运用 “非谓语、状语从句、宾语从句”，优化句子结构 范文中运用了多种复合句型，避免了简单句的单调，提升了语言的复杂度与逻辑性。 现在分词作伴随状语：“Michael focused intently, recalling Mr. Evans’s strategies as he solved each problem”，“recalling...” 部分作伴随状语，简洁地交代了 Michael 解题时的心理依据，使句子结构更紧凑，也体现了他对 Mr. Evans 教导的重视。 时间状语从句：“When the results were announced, he felt a surge of disbelief and joy upon hearing his name called for second place”，“When...” 引导的时间状语从句交代了 “情绪产生的场景”，“upon hearing...” 进一步细化了时间节点，使句子逻辑更清晰，场景更连贯。 宾语从句：“Remember that challenges are merely opportunities in disguise”，“that...” 引导的宾语从句是 Mr. Evans 对 Michael 的核心鼓励，既呼应了原文中 “difficult roads often lead to beautiful destinations” 的观点，又用 “in disguise”（伪装的）这一形象表达，让道理更易懂、更有感染力。 四、紧扣 “词数、格式、情节衔接”，确保符合规范 1.词数控制：需 “详略得当，重点突出” 试题要求写作词数为 150 词左右，这就需要学生在续写时合理分配篇幅，避免某一部分过于冗长或简略。范文两段分别聚焦 “竞赛” 和 “致谢” 两个核心场景，每段约 70-80 词，篇幅均衡。例如第一段中，竞赛过程用 “focused intently, recalling Mr. Evans’s strategies” 简要带过，重点描写 “结果公布” 和 “师生互动”；第二段中，场景切入用 “was buried in grading students’ assignments” 简洁铺垫，重点放在 “对话交流” 和 “情感升华”，既符合词数要求，又突出了核心情节。 2.格式要求：需 “规范书写，清晰分段” 试题要求 “按如下格式在答题纸的相应位置作答”，即两段开头分别为 “The true test came with the annual mathematics competition.” 和 “After the award presentation, Michael went to Mr. Evans’s office.”。范文严格遵循这一格式，两段开头未做修改，且段落划分清晰，让阅卷者能快速把握续写的结构框架，符合考试的格式规范。 3.情节衔接：与原文 “人物形象、情节发展” 一致，避免脱节 续写的核心要求是 “与原文构成完整的短文”，这就需要情节与原文高度衔接。原文中 Michael 的 “自卑 — 努力 — 进步”、Mr. Evans 的 “关心 — 辅导 — 鼓励” 是关键线索，范文严格遵循这一线索：Michael 在竞赛中 “recalling Mr. Evans’s strategies”，衔接了原文中 “he taught Michael how to break down complex problems”；Mr. Evans 在竞赛现场 “applauding proudly”，呼应了原文中 “he consistently emphasized Michael’s capabilities”；结尾 Mr. Evans 的 “challenges are merely opportunities in disguise”，延续了原文中 “difficult roads often lead to beautiful destinations” 的教育理念。这些细节确保了续写情节与原文的连贯性，使整篇文章逻辑统一。 五、遵循 “线索梳理 — 细节构思 — 语言打磨”，提升写作质量 1.第一步：梳理原文线索，明确续写方向 在动笔前，需先梳理原文的核心线索，包括 “人物关系（Michael 与 Mr. Evans）”“人物状态（Michael 的成长变化、Mr. Evans 的教育方式）”“情节发展（困境 — 帮助 — 进步）”。如解析中提到的 “续写线索：数学竞赛 ——Michael 专注答题 —— 获得第二名 —— 颁奖典礼 ——Michael 感谢 Mr. Evans——Mr. Evans 鼓励 Michael”，就是对原文线索的延伸。明确线索后，续写就不会偏离主题，能确保情节的合理性与连贯性。 2.第二步：构思具体细节，丰富场景画面 确定续写方向后，需为每个核心情节补充具体细节，包括 “动作、心理、环境、对话” 等。例如： 描写 “竞赛” 时，不只是写 “Michael 参加竞赛并获奖”，而是补充 “focused intently”“a surge of disbelief and joy”“Mr. Evans applauding proudly” 等细节，让场景更生动； 描写 “致谢” 时，不只是写 “Michael 感谢 Mr. Evans”，而是加入 “holding the certificate with visible emotion”“Mr. Evans placing a hand on his shoulder” 等细节，让情感更真挚。 这些细节能让续写内容脱离 “框架化”，更具感染力。 3.第三步：打磨语言表达，优化词句与句型 在完成情节构思后，需对语言进行打磨，从 “词汇选择” 和 “句型结构” 两方面提升表达质量。 词汇上，尽量使用与原文风格一致的表达，如原文用 “faded jeans”“worn-out sneakers” 描写 Michael 的困境，范文用 “intense”“disbelief and joy” 等词，保持语言风格的统一性；同时，避免重复使用简单词汇，如用 “applaud”“thumbs-up” 替代 “cheer”，使表达更丰富。 句型上，合理运用复合句替代简单句，如用 “recalling Mr. Evans’s strategies as he solved each problem” 替代 “He recalled Mr. Evans’s strategies. He solved each problem.”，使句子更紧凑、逻辑更清晰。 实战演练 1．（2024·河北保定·一模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 In the heart of Silicon Valley, Ethan and Olivia, two high-school teens, found themselves part of a big change: using AI in their studies. They were at a famous school where they were constantly under pressure to be excellent, but for both of them, English, especially the writing section, was a constant headache. Ethan was great with analyzing but struggled when it came to creative writing. He found it hard to put his thoughts into words and his essays didn’t have the emotional depth that touched readers. Olivia, however, was a natural storyteller who could spin exciting tales that kept her friends on the edge of their seats, but she wasn’t so good with grammar and sentence structure. One day, their teacher showed them an AI helper called “WordsAI”. In the beginning, they doubted how a machine could possibly understand the slight differences of human emotion and thoughts. But as they tried it out, they were surprised by how well it understood what they needed. WordsAI not only provided real-time grammar and spelling checks but also offered practical suggestions to improve their writing. It even helped them develop their own unique writing styles, and looked as if it could read their thoughts! With WordsAI’s help, Ethan could express himself clearly and emotionally, while Olivia improved her writing without losing her creativity. However, their journey with WordsAI was not smooth all the way. With time going on, Ethan found Olivia started depending too much on the AI’s advice, even using it to come up with story ideas, which made her lose her unique perspective (观点) over time. Ethan was concerned that she was copying others’ work, so he suggested she should not rely on WordsAI too often. This caused a disagreement between them. Ethan questioned if Olivia was too dependent on AI, while Olivia argued that he was too stubborn to embrace technology that could assist them. 注意： 1. 续写词数应为150个左右： 2. 请按如下格式在答题卡的相应位置作答。 After a big talk, they realized they weren’t using WordsAI in the proper way. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Over time, they figured out how to mix technology with their own creativity in a harmonious way. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2．（24-25高三上·福建福州·阶段练习）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 blankly at the math problems in front of her. Numbers and variables danced confusingly across the page, laughing at her every effort. At school, Emily was known for her artistic talents, but math had always been her weakness. No matter how hard she tried, she just couldn’t make sense of it. Her struggles only worsened in the 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, a retired local teacher known for his unique teaching style. Emily was initially resistant; the idea of spending extra hours on a subject she hated seemed like a punishment. But she unwillingly agreed, knowing something had to change. Their first session was tense. Mr. Jenkins, sensing her frustration, didn’t dive straight into problems. Instead, he asked about her interests. When Emily spoke passionately about her painting, he smiled. “Math is like art, Emily. It has patterns and beauty if you know where to look.” Doubtful but inspired, Emily listened as he began to explain concepts through visual examples. He used colors and shapes, turning abstract numbers into something almost tangible (有形的). For the first time, math seemed less like a foreign language and more like a puzzle waiting to be solved. However, progress was slow. Weeks passed with, minimal improvement, and Emily’s patience wore thin. A particularly difficult quiz left her in tears, convinced she was sure to fail. Mr Jenkins said, “Remember, Emily, every artist starts with a blank canvas. Masterpieces aren’t created overnight. ” Encouraged by his firm belief, Emily pushed on. She began to see the connections between the steps, how each solution followed a logical path. Small victories in practice problems gave her some hope. Mr. Jenkins was always there, celebrating her successes, no matter how minor. 注意：1. 续写词数应为150左右； 2. 请按如下格式作答。 Gradually, Emily’s confidence grew with Mr. Jenkins’ help. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Emily’s heart raced when the results day arrived. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3．（2024·河北·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 One day, during a lively school class, Mrs. Thompson asked everyone about their dream jobs. The classroom suddenly got filled with eager voices as classmates enthusiastically shared their dreams. “I want to be a college professor,” said Sarah confidently. “I dream of becoming a basketball player,” exclaimed Mike with light in his eye. The air was filled with dreams of doctors, nurses, bank accountants, and various professions. When Mrs. Thompson turned her attention to me, inquiring about my future career, I hesitated. “I don’t know yet,” I admitted. Then she asked if I wished to follow in my dad’s footsteps. “No,” I responded firmly. My dad is a distinguished doctor with a demanding schedule, who often finds himself engaged in the responsibilities of his job. Thus, he often returns home late in the evening. The limited time we spent together during my upbringing created a noticeable distance in our relationship. I had such a lot to complain about his job and thus being a doctor would be the last option I would take. After hearing my answer, Mrs. Thompson didn’t make any comment. Instead, she advised me to think more about that. A turning point came when our school decided to stage a New Year’s play. It was the grandest event of the year, and we had been preparing for it for a long time. Preparing for our roles, I needed to buy costume. Unfortunately, my mom had to travel to another city for work, so it fell upon my dad to accompany me. Reluctantly (不情愿地), Iagreed, realizing there was no other option. In the mall, it became evident that my dad was clueless about the items on the shopping list. Despite Mom providing a detailed list, we wandered through different floors, in and out between different shops before finally getting everything we needed. And I was getting more and more uncomfortable. Suddenly, a chaos drew our attention. A crowd had gathered, and someone was shouting for help. It turned out that an elderly customer had a fall, and onlookers were at a loss on how to assist. 注意： 1.续写的词数应为150左右； 2.请按如下格式在答题卡的相应位置作答。 My dad rushed forward. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Witnessing the scene there, I suddenly realized the value of my dad’s work. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4．（2025·吉林长春·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Mia Thompson, a 22-year-old girl, stood at a significant turning point in her life. As the final bell of the school year rang, she felt both excited and worried. “Hey, Mia! Ready for summer?” her best friend, Chloe, approached with a wide smile. “Um, sorta,” Mia replied, looking down at her feet. “I just don’t know what I should do after graduation.” Chloe said, “You’re one of the smartest people I know! What’s holding you back?” Mia took a deep breath. “It’s just…everything feels so uncertain. I want to be a professional singer, but I also feel like writing is my thing.” As summer unfolded, Min was often found at the village library. One evening, she was drawn to a self-help book titled Fearless: How to Embrace (拥抱) Uncertainty. The sentences struck her. “Sometimes, you have to face uncertainty directly instead of running away from it. Your future isn’t a single path; it’s an ever-changing journey.” The next day, Chloe told Mia a summer music festival would be held in town. “You should enter! You can sing!” she suggested enthusiastically. “No way!” Mia protested, her cheeks reddening. “Give it a shot! Remember how everyone loves your voice?” Chloe urged. Then the book’s words crossed her mind — it’s not just about the thing itself; it’s about showing up and being seen. Hesitantly, she agreed, thinking maybe this could be a chance to overcome her fears. The day of the festival arrived. After Mia’s performance, Mr. Henderson, a local music producer, approached her and said, “You have a beautiful voice, Mia. Have you ever thought about pursuing music professionally?” Shocked, she smiled slightly and explained, “I don’t know whether that’s what I really want. I’m scared, honestly.” “Fear is a part of the process,” he replied warmly, “Sometimes the path chooses you. Why not come to my studio next week, where many artists work together? No pressure — just explore.” 注意： (1)续写词数应为150个左右； (2)请按如下格式作答。 Spending all night thinking about it, Mia decided to go. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ “What if you pursued both?” Chloe suggested. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5．（2024·湖南·二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 In the thriving city of Chengdu, a group of high school seniors were preparing for the biggest milestone of their academic journey: the college entrance examination. Among them was a young student named Liang Mei. Liang Mei was known for her exceptional academic performance, but as the exam drew near, she found herself overcome with anxiety. Liang Mei’s worries weren’t just about the exam itself; she was also struggling with the fear of losing touch with her closest friends and the uncertainty of what the future would hold. The once carefree and joyful atmosphere among her classmates had been replaced by stress and tension. Liang Mei felt isolated in her concerns, as everyone seemed consumed by their own worries and study schedules. One day, after a particularly difficult practice exam, Liang Mei trusted in her favorite teacher, Mr. Zhang. Mr. Zhang was not only a knowledgeable instructor but also a compassionate mentor who had always been there for his students. He listened attentively as Liang Mei shared her fears and concerns about the upcoming exam and the future. Understanding the importance of addressing the emotional well-being of his students, Mr. Zhang decided to take action. He organized a group discussion session during one of the study breaks, inviting all the senior students to participate. The session provided a safe space for the students to express their anxieties, share their feelings, and offer support to one another. During the session, Liang Mei found relief in hearing her classmates voice similar concerns. They realized that they were not alone in their fears and that their shared experiences could be a source of strength. They discussed strategies for managing stress and ways to maintain their friendships even after graduation. Mr. Zhang also encouraged the students to focus on their personal growth and the valuable lessons they had been learning during their time in high school, rather than solely fixating (专注) on the exam results. He reminded them that their worth was not defined by their test scores but by their character, perseverance, and the relationships they had cultivated. 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。 As the college entrance examination approached, the atmosphere among the senior students began to shift. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The day of the exam finally arrived. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6．（2025·山西晋中·二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 When Cynthia was a young girl, a screening of Star Wars changed her life. The adorable R2-D2 in the movie inspired her dream of creating a robot friend. College was a challenging start. She struggled with difficult engineering courses and failed a robotics exam. Instead of giving up, she spent countless nights in the library, devoted to her studies. Eventually, she graduated with an engineering degree. After graduation, she joined a team under a famous robotics professor to develop a planet-exploring robot. They faced numerous difficulties, especially disagreements within the team on the design. Cynthia firmly insisted on her ideas and finally, they overcame the barriers. However, when the robot was completed, Cynthia realized it lacked the function of companionship she had pictured. Determined to create a truly friendly robot, Cynthia focused on a project for hospitalized children. She visited local hospitals, had in-depth discussions with medical staff and consulted several child psychologists. These experts shared their insights on children’s emotional needs during hospitalization, such as the importance of consistent companionship and the role of positive distractions (分心的事物). Equipped with them, Cynthia began the creation of Huggable, a teddy-bear-shaped robot. During its development, Cynthia faced financial shortages. She spent months presenting her project to various investors, suffering countless rejections. But her passion and determination paid off when a local tech-enthusiast learned about her vision and provided the necessary funds. A partner’s departure also left her short-handed, but she reached out to former classmates and brought in a new, devoted team member. Now, Huggable is in a local children’s hospital, bringing comfort to young patients. However, as Huggable’s influence grew, so did controversy (争议). Some people worried that relying too much on a robot for comfort might affect children s normal emotional and social development. They argued that children needed real-human interaction to learn communication skills. Articles and comments against Huggable started appearing on the Internet. Soon, the hospital received calls from concerned parents, demanding an explanation. 注意：1.续写词数应为150个左右； 2.请按如下格式在答题卡的相应位置作答。 Facing controversy, Cynthia stood firm, ready to respond positively. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Encouraged by the successful meeting, Cynthia focused on making Huggable even better. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7．（2024·云南丽江·一模）阅读下面材料，根据其内容和所给段落开头语续写两段(两段150个词左右)，使之构成一篇完整的短文。 It was a bright and sunny day in Green Valley, the kind of day that made the town’s name seem particularly fitting. The streets were busy with activities as people went about their businesses, the laughter of children playing in the park mixing with the distant noise of traffic. High school student Emily was walking to school from home, her mind filled with thoughts of the upcoming science fair. She had been working on her project for weeks, pouring her heart and soul into it, and today was the day she would present it to the judges. Her project was about renewable energy, focusing on a novel solar panel (太阳能板) design that could potentially increase efficiency by 30%. She was confident that it would impress everyone, not just because of its scientific advantages, but because it represented a step towards a greener future. Emily had spent countless hours researching, experimenting, and perfecting her project. She had even managed to get a small fund from the local community government, which allowed her to purchase some of the more expensive materials needed for her project. Her classmates, teachers, and even her parents were all excited to see the results of her hard work. As she walked, she mentally rehearsed (预演) her presentation, making sure she had all the key points memorized and that her explanations were clear and accurate. The science fair was not just an academic competition for Emily, it was also a platform to showcase her passion for environmental sustainability. She knew that the judges would be looking for innovation, practicality, and a deep understanding of the scientific principles involved. She was ready to prove that she had all of these in her model. With each step, her excitement grew, and she could hardly wait to show her project to the world. 注意： 1. 续写词数应为150词左右； 2. 请按照如下格式在答题卡的相应位置作答。 However, when Emily opened the box to show her project to the judges, her heart dropped. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ She took a deep breath and decided to show them what she had learned from this problem. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8．（2024·黑龙江齐齐哈尔·二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 One year ago, when we were in the fifth grade, a new classmate named Jack joined us. He was often late for class and had a strange smell on him, which made the girls not want to be “neighbours” with him, let alone sit next to him. It is said that once, a naughty boy curiously opened his backpack and many crushed soda cans and empty drink bottles that we usually throw into the trash fell out. Therefore, the boys in our class mocked (嘲笑) him as the “trash king”. Later, during a class meeting, our teacher, Ms. Zhang, told us about his story of using garbage to make inventions. It turns out that Jack is not an ordinary elementary school student, but a “garbage-inspired inventor” who has won the city invention award. According to Ms. Zhang, most of his inventions were picked up from garbage dumps (堆). During that class meeting, Jack showed us his invention of a“domestic wastewater separation system”. Afterwards, some of us became deeply interested in these small inventions and started to admire Jack’s way of “picking up trash”. We even joined him in picking up trash on weekends and during holidays. From then on, we no longer called him the “trash king“. Instead, we formed a group of five boys and actively searched for usable materials in various garbage dumps around the city. Under Jack’s guidance, we learned that there are many uses for seemingly useless trash. Once, we stayed at school to process the collected materials. Jack mentioned that he was facing a problem with his latest invention—a small cart for buying vegetables that needed to be lightweight. All other materials were solved except for the wheels. How could we find a suitable material for the wheels? We racked our brains (绞尽脑汁) and came up with different ideas, such as using soda cans or taking off the wheels from suitcases. However, Jack reminded us that our group should focus on making inventions from waste rather than causing damage to create them. We were all deep in thought. 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。 When I got home and drank a bottle of water, I suddenly had an idea. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Jack indeed adopted my suggestion and fixed a row of bottle caps as wheels on his vegetable cart. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ $主题07.学习中的创造与发现 素材积累 一、主题解析 “学习中的创造与发现” 是高三英语读后续写的核心主题之一，聚焦学习场景中突破固有思维、探索新知的过程与感悟。其核心内涵并非单纯的知识获取，而是强调在学习实践中通过思考、尝试与革新实现的认知升级 —— 可能是解题时跳出常规思路的方法创新，是实验中推翻预设结论的意外发现，或是阅读时结合自身经验的个性化领悟。 这类主题的续写文本常以 “困境 — 探索 — 突破 — 感悟” 为情节主线：前文多铺垫学习中的瓶颈（如复杂题型、理论困惑、实践失败），续写部分需展现创造与发现的过程（如借助联想迁移、团队协作、反复试验），最终落脚于成长感悟（如 “方法比答案更重要”“质疑是发现的起点”）。其考查本质是通过叙事逻辑与语言表达，体现学生对 “主动学习”“创新思维” 等核心素养的理解，与高考 “立德树人” 的命题导向高度契合。 二、词句储备 1. 基本词汇 2 原创精品资源学科网独家享有版权，侵权必究！ 6 / 8 学科网（北京）股份有限公司 学科网（北京）股份有限公司 create v. 创造；创作 discover v. 发现；发觉 innovate v. 创新；革新 invention n. 发明；创造 innovation n. 创新；新方法 find v. 找到；发现 explore v. 探索；探究 explore n. 探索；探究 learn v. 学习；领悟 study v. 学习；研究 research v. & n. 研究；调查 think v. 思考；认为 consider v. 考虑；认为 reflect v. 反思；思考 analyze v. 分析；解析 summarize v. 总结；概括 conclude v. 得出结论 understand v. 理解；明白 grasp v. 掌握；理解 master v. 精通；掌握 improve v. 改善；提高 progress n. & v. 进步；发展 develop v. 发展；培养 cultivate v. 培养；培育 method n. 方法；办法 way n. 方式；方法 skill n. 技能；技巧 technique n. 技术；技巧 idea n. 想法；观点 thought n. 思想；想法 insight n. 洞察力；领悟 knowledge n. 知识；学问 theory n. 理论；原理 practice n. 实践；练习 experiment n. & v. 实验；试验 attempt n. & v. 尝试；企图 try v. & n. 尝试；努力 effort n. 努力；尝试 challenge n. & v. 挑战；质疑 breakthrough n. 突破；进展 2. 高分词汇 innovative adj. 革新的；创新的 【例句】His innovative approach to solving math problems impressed the teacher.（他解决数学题的创新方法给老师留下了深刻印象。） originality n. 独创性；创意 【例句】The originality of her reading notes lies in combining literature with real life.（她读书笔记的独创性在于将文学与现实生活结合。） perceive v. 察觉；领悟 【例句】She perceived the hidden logic in the text after repeated reading.（反复阅读后，她领悟了文本中隐藏的逻辑。） discern v. 识别；洞察 【例句】It took him a week to discern the pattern of the grammar rules.（他花了一周时间才洞察出语法规则的规律。） heuristic adj. 启发式的 【例句】The teacher used a heuristic teaching method to guide us to discover the formula.（老师用启发式教学法引导我们发现公式。） pioneer v. 开创；倡导 【例句】He pioneered a new way of memorizing English words based on root affixes.（他开创了基于词根词缀的英语单词记忆新方法。） groundbreaking adj. 开创性的 【例句】Her groundbreaking research on language learning won the school award.（她在语言学习方面的开创性研究获得了学校奖项。） evolve v. 逐渐发展；演变 【例句】His understanding of the novel evolved as he discussed it with classmates.（随着与同学的讨论，他对这部小说的理解逐渐深入。） devise v. 设计；想出 【例句】She devised a study plan tailored to her own memory characteristics.（她根据自己的记忆特点设计了学习计划。） formulate v. 制定；阐述 【例句】After experiments, he formulated a new hypothesis.（经过实验，他阐述了一个新的假设。） intuition n. 直觉；直觉力 【例句】His intuition led him to discover the mistake in the experiment.（直觉引导他发现了实验中的错误。） revelation n. 启示；揭露 【例句】The teacher's comment brought a revelation about his writing.（老师的点评给了他关于写作的启示。） correlate v. 关联；联系 【例句】She correlated the historical events with the literary works.（她将历史事件与文学作品联系起来。） synthesize v. 综合；合成 【例句】He synthesized different theories to form his own view.（他综合不同理论形成了自己的观点。） transcend v. 超越；突破 【例句】The student transcended the traditional framework to solve the problem.（这个学生突破传统框架解决了问题。） tentative adj. 试探性的；试验性的 【例句】They made a tentative attempt to improve the experiment.（他们做了改进实验的试探性尝试。） empirical adj. 经验主义的；实证的 【例句】His discovery was based on empirical evidence from practice.（他的发现基于实践中的实证证据。） meticulous adj. 一丝不苟的；细致的 【例句】Meticulous observation helped her find the key detail.（细致的观察帮助她找到了关键细节。） perseverance n. 毅力；坚持不懈 【例句】Perseverance is essential for scientific discovery in learning.（毅力是学习中科学发现的关键。） illumination n. 启发；启迪 【例句】The discussion with peers brought illumination to his confusion.（与同伴的讨论为他的困惑带来了启迪。） 3. 高分句式 It was not until I tried a new approach that I finally solved the problem.（直到我尝试了新方法，才终于解决了问题。） What surprised me most was the discovery that two seemingly unrelated knowledge points are actually connected.（最让我惊讶的是发现两个看似无关的知识点竟然有联系。） Only by breaking the routine can we make innovative progress in learning.（只有打破常规，我们才能在学习中取得创新性进步。） The more I explored the topic, the deeper my understanding of its essence became.（我对这个话题探索得越多，对其本质的理解就越深刻。） It is through constant trial and error that we gain valuable insights in study.（正是通过不断的反复试验，我们才在学习中获得宝贵的领悟。） Had I not dared to question the textbook, I would have missed the important discovery.（如果我不敢质疑课本，就会错过这个重要的发现。） The teacher's guidance inspired me to devise a unique way of memorizing vocabulary.（老师的指导启发我设计了独特的词汇记忆方法。） As I reflected on my mistakes, a new idea suddenly occurred to me.（当我反思错误时，一个新想法突然涌上心头。） It is creativity rather than mere hard work that leads to breakthroughs in learning.（在学习中，带来突破的是创造力而非单纯的努力。） The process of exploring the unknown is as valuable as the final discovery itself.（探索未知的过程与最终的发现本身同样有价值。） What matters most in learning is not just absorbing knowledge, but creating new connections between concepts.（学习中最重要的不仅是吸收知识，而是在概念间建立新联系。） With each experiment failing, my determination to find the right method only grew stronger.（随着每次实验的失败，我找到正确方法的决心却愈发坚定。） It never occurred to me that my casual observation would lead to such an important insight.（我从未想过，偶然的观察会带来如此重要的领悟。） By synthesizing the theories we have learned, we can develop our own analytical framework.（通过综合所学理论，我们可以建立自己的分析框架。） The revelation that practice is the key to mastering skills changed my learning strategy completely.（实践是掌握技能关键的这一启示彻底改变了我的学习策略。） No matter how difficult the problem was, I persisted in exploring innovative solutions.（无论问题多困难，我都坚持探索创新的解决方案。） It is through interacting with peers that we often get inspired to think creatively.（正是通过与同伴互动，我们常常获得创造性思考的灵感。） My understanding of the subject evolved dramatically after I conducted independent research.（进行独立研究后，我对这门学科的理解发生了巨大变化。） The method he devised is so effective that it has been adopted by the whole class.（他设计的方法非常有效，已被全班采用。） What makes the learning process meaningful is the constant discovery of our own potential.（让学习过程有意义的是不断发现自己的潜力。） Only when we combine theory with practice can we truly grasp the essence of knowledge.（只有将理论与实践结合，我们才能真正掌握知识的本质。） Tears of joy rolling down my cheeks, I realized that creativity comes from persistent exploration.（喜悦的泪水滑落脸颊，我意识到创造力源于坚持不懈的探索。） It was during the group discussion that we perceived the hidden flaw in the traditional method.（正是在小组讨论中，我们发现了传统方法中隐藏的缺陷。） The more we question existing conclusions, the more likely we are to make new discoveries.（我们对现有结论质疑得越多，就越有可能获得新发现。） Inspired by the scientist's story, I decided to pursue innovation in my daily study.（受科学家故事的启发，我决定在日常学习中追求创新。） It is not the lack of knowledge but the absence of creative thinking that limits our progress.（限制我们进步的不是知识的匮乏，而是创造性思维的缺失。） As long as we keep an open mind, we will encounter unexpected discoveries in learning.（只要保持开放的心态，我们在学习中就会遇到意想不到的发现。） The meticulous observation of details helped me discern the pattern others had ignored.（对细节的细致观察帮助我发现了别人忽视的规律。） What I learned from this experience is that innovation starts with asking "why".（从这次经历中我学到，创新始于问 “为什么”。） With the teacher's patient guidance, we gradually formulated our own research methodology.（在老师的耐心指导下，我们逐渐形成了自己的研究方法。） 三、写作策略 【策略解析】 主题类型 段落主体 典型词句 写作要求 写作策略 方法创新型 1. 铺垫原有方法的困境；2. 触发创新的契机（启发 / 观察 / 反思）；3. 新方法的实践；4. 成果与感悟 innovative approach, break the routine, devise, trial and error, breakthrough 情节连贯，突出 “从困境到创新” 的逻辑；细节展现思考过程；点明方法价值 用心理描写体现思维转变（如 “Suddenly an idea flashed through my mind”）；通过动作细节展现实践（如 “scribbling down connections between formulas”） 认知突破型 1. 原有认知的局限；2. 发现矛盾 / 新证据；3. 重构认知体系；4. 认知升级的意义 perceive, revelation, evolve, transcend, synthesize 体现认知变化的层次感；结合具体学习场景（阅读 / 实验 / 讨论）；升华主题 借助对比手法（过去 vs 现在的理解）；引用关键启示句（如 “The teacher's words hit me like a flash”） 实践发现型 1. 实践任务的背景；2. 过程中的意外 / 细致观察；3. 深入探索与验证；4. 发现的价值 explore, empirical, meticulous, illumination, breakthrough 实践过程真实可信；发现有合理性；关联学习本质 多用环境与动作细节（如 “staring at the experiment data for hours”）；用对话推动探索（如 “‘What if we adjust the parameter?’ he suggested”） 【策略运用】 [写作试题] （2026届浙江省江浙皖高中发展共同体高三上学期一模英语试题）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。 Every student at Oakridge High knew that Michael was struggling. His family had recently moved to a smaller apartment across town after his father was laid off from work. The financial pressures at home cast a shadow over everything he did. Each morning, he arrived at Oakridge High wearing the same faded jeans and worn-out sneakers. Where he once participated eagerly in class discussions, he now sat in the back row, hoping to escape notice. He found himself staring blankly at the whiteboard, unable to focus. The numbers blurred together as worries about his family’s situation crowded his mind. Mr. Evans, a teacher with twenty years of experience, recognized the signs immediately. After class, he asked Michael to stay for a moment. “I know you’re going through a difficult time,” Mr. Evans said, his voice filled with genuine concern. “But remember this: difficult roads often lead to beautiful destinations. The struggle you’re facing today is developing the strength you need for tomorrow.” He placed a reassuring hand on Michael’s shoulder. “This temporary setback doesn’t define you — it’s preparing you. I’ve seen your potential, and I believe in you even when you might not believe in yourself.” Their after-school sessions became regular. He taught Michael how to break down complex problems into manageable steps — a strategy that applied not just to mathematics but to life’s challenges as well. Most importantly, he consistently emphasized Michael’s capabilities, rebuilding the confidence that had been eroded (侵蚀) by recent difficulties. As weeks passed, Michael’s performance began to improve dramatically. He started arriving early for their sessions, often with questions prepared in advance. The frustration that once clouded his expression was replaced by determination. In class, he began raising his hand again, offering solutions to problems that challenged other students. 注意： 1.写作词数应为150个左右； 2.请按如下格式在答题纸的相应位置作答。 The true test came with the annual mathematics competition. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After the award presentation, Michael went to Mr. Evans’s office. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ [范文实践] 【 参考范文】 The true test came with the annual mathematics competition. The mathematics competition was intense, with the brightest students from across the district competing. Michael focused intently, recalling Mr. Evans’s strategies as he solved each problem. When the results were announced, he felt a surge of disbelief and joy upon hearing his name called for second place. Walking to the stage to receive his certificate, he saw Mr. Evans applauding proudly in the audience, giving him a thumbs-up. That moment of recognition meant more to Michael than the award itself. After the award presentation, Michael went to Mr. Evans’s office. He found Mr. Evans was buried in grading students’ assignments. He approached his teacher, holding the certificate with visible emotion. “Thank you for everything, sir,” Michael said sincerely. Mr. Evans responded with a warm smile, placing a hand on his shoulder. “You earned this through your own determination,” he replied quietly. “Remember that challenges are merely opportunities in disguise.” The brief exchange conveyed profound gratitude and pride, capturing the essence of their special student-teacher bond. 【写作解析】本文以人物为线索展开，讲述了家境困难的Michael在老师Mr. Evans的帮助下，数学成绩显著提升，迎来了一年一度的数学竞赛。 【过程解析】 1. 段落续写： ①由第一段首句内容“真正的考验来自一年一度的数学竞赛。”可知，第一段可描写Michael在竞赛中的表现，以及最终取得好成绩时的感受和反应。 ②由第二段首句内容“颁奖典礼结束后，Michael去了Mr. Evans的办公室。”可知，第二段可描写Michael向Mr. Evans表达感谢，以及Mr. Evans对他的鼓励和期望，体现两人之间特殊的师生情谊。 2. 续写线索：数学竞赛——Michael专注答题——获得第二名——颁奖典礼——Michael感谢Mr. Evans——Mr. Evans鼓励Michael 3. 词汇激活： 行为类 ①专注：focus/concentrate ②回想：recall/retrospect ③鼓掌：applaud/handclap 情绪类 ①专心地：intently/attentively ②平静地：quietly/calmly [高分句型1] Michael focused intently, recalling Mr. Evans’s strategies as he solved each problem. (运用了现在分词作伴随状语和as引导时间状语从句) [高分句型2] When the results were announced, he felt a surge of disbelief and joy upon hearing his name called for second place. (运用了when引导时间状语从句) [高分句型3] Remember that challenges are merely opportunities in disguise.(运用了that引导宾语从句) [策略示例] 一、聚焦成长与师生情，传递积极价值观 该试题的主题围绕 “困境中的成长” 与 “温暖的师生情谊” 展开，具有鲜明的积极导向性。材料中，Michael 因家庭经济困境陷入学习与心理的双重低谷，而 Mr. Evans 通过课后辅导、心理鼓励等方式，帮助 Michael 重拾信心、提升成绩，最终在数学竞赛中获得认可。这一主题符合青少年成长过程中的典型经历，容易引发学生的情感共鸣，也传递了 “困难是成长的阶梯”“坚持与他人帮助能突破困境” 的正向价值观。 从写作角度来看，在续写时需紧扣这一主题核心。例如范文第一段描写 Michael 在数学竞赛中 “focused intently, recalling Mr. Evans’s strategies”，既体现了 Mr. Evans 的帮助对 Michael 的实际作用，也凸显了 Michael 自身的努力，呼应 “成长” 主题；第二段中 Michael 向 Mr. Evans 表达感谢，Mr. Evans 则强调 “ You earned this through your own determination”，进一步深化了师生情谊与 “努力终有回报” 的主题，使续写内容与原文主题高度契合。 二、遵循 “线索引领 + 细节支撑”，确保逻辑连贯 （一）第一段：围绕 “数学竞赛” 展开，按 “竞赛过程 — 结果公布 — 现场反应” 的顺序推进 开头铺垫竞赛氛围：范文以 “The mathematics competition was intense, with the brightest students from across the district competing” 开篇，用 “intense” 一词点明竞赛的激烈程度，为后续 Michael 的表现埋下伏笔，也与原文中 “Michael’s performance began to improve dramatically” 形成对比，突出竞赛对 Michael 的 “考验” 意义。 中间聚焦人物行为与心理：“Michael focused intently, recalling Mr. Evans’s strategies as he solved each problem” 一句，通过 “focused intently” 的动作描写和 “recalling Mr. Evans’s strategies” 的心理活动描写，既衔接了原文中 Mr. Evans 教 Michael “break down complex problems into manageable steps” 的情节，又展现了 Michael 在竞赛中的从容与自信；“he felt a surge of disbelief and joy upon hearing his name called for second place” 则用 “disbelief and joy” 的情绪对比，生动刻画了 Michael 得知成绩时的惊喜，符合人物从 “自卑” 到 “自信” 的成长轨迹。 结尾关联关键人物：“Walking to the stage to receive his certificate, he saw Mr. Evans applauding proudly in the audience, giving him a thumbs-up”，通过描写 Mr. Evans 的反应，将 “师生情” 线索融入竞赛结果的场景中，使段落结尾自然且富有情感温度，也为第二段的续写做好铺垫。 （二）第二段：围绕 “办公室致谢” 展开，按 “场景切入 — 对话交流 — 情感升华” 的顺序推进 场景切入：营造真实氛围：“He found Mr. Evans was buried in grading students’ assignments” 以 Mr. Evans “埋头批改作业” 的细节切入，符合教师的日常工作场景，让续写内容更具真实感，也与原文中 Mr. Evans“有二十年教学经验、关注学生” 的形象一致。 对话交流：传递核心情感：Michael 的 “Thank you for everything, sir” 直接表达感激之情，简洁而真挚；Mr. Evans 的回应 “You earned this through your own determination”“Remember that challenges are merely opportunities in disguise”，既肯定了 Michael 的努力，又延续了原文中 “鼓励学生面对困境” 的教育理念，对话内容紧扣主题，避免了空洞的表达。 情感升华：点明师生 bond：结尾 “The brief exchange conveyed profound gratitude and pride, capturing the essence of their special student-teacher bond” 一句，对整个交流场景进行总结，将具体的对话上升到 “师生特殊情感” 的层面，使段落结构完整，情感表达更深刻。 三、注重 “词汇激活 + 句型多样”，提升语言表达质感 1.词汇激活：从 “行为类”“情绪类” 入手，增强描写生动性 行为类词汇：原文及范文中大量使用精准的行为动词，如 “cast a shadow over”（笼罩阴影）、“escape notice”（避免被注意）、“break down”（分解）、“applaud proudly”（自豪地鼓掌）、“be buried in”（埋头于）等。这些词汇不仅准确描述了人物的动作与状态，还能让读者更直观地感受到场景氛围。例如 “be buried in grading students’ assignments” 比 “was grading students’ assignments” 更能体现 Mr. Evans 的专注与敬业，增强了场景的画面感。 情绪类词汇 / 短语：“genuine concern”（真诚的关心）、“frustration”（沮丧）、“determination”（决心）、“a surge of disbelief and joy”（一阵难以置信的喜悦）、“visible emotion”（明显的情绪）等情绪类表达，细腻地刻画了人物的心理变化。如 Michael 从 “staring blankly”（茫然地盯着）到 “determination”（决心），再到 “a surge of disbelief and joy”，通过情绪词汇的递进，清晰展现了其心理成长的过程，使人物形象更丰满。 2.句型多样：运用 “非谓语、状语从句、宾语从句”，优化句子结构 范文中运用了多种复合句型，避免了简单句的单调，提升了语言的复杂度与逻辑性。 现在分词作伴随状语：“Michael focused intently, recalling Mr. Evans’s strategies as he solved each problem”，“recalling...” 部分作伴随状语，简洁地交代了 Michael 解题时的心理依据，使句子结构更紧凑，也体现了他对 Mr. Evans 教导的重视。 时间状语从句：“When the results were announced, he felt a surge of disbelief and joy upon hearing his name called for second place”，“When...” 引导的时间状语从句交代了 “情绪产生的场景”，“upon hearing...” 进一步细化了时间节点，使句子逻辑更清晰，场景更连贯。 宾语从句：“Remember that challenges are merely opportunities in disguise”，“that...” 引导的宾语从句是 Mr. Evans 对 Michael 的核心鼓励，既呼应了原文中 “difficult roads often lead to beautiful destinations” 的观点，又用 “in disguise”（伪装的）这一形象表达，让道理更易懂、更有感染力。 四、紧扣 “词数、格式、情节衔接”，确保符合规范 1.词数控制：需 “详略得当，重点突出” 试题要求写作词数为 150 词左右，这就需要学生在续写时合理分配篇幅，避免某一部分过于冗长或简略。范文两段分别聚焦 “竞赛” 和 “致谢” 两个核心场景，每段约 70-80 词，篇幅均衡。例如第一段中，竞赛过程用 “focused intently, recalling Mr. Evans’s strategies” 简要带过，重点描写 “结果公布” 和 “师生互动”；第二段中，场景切入用 “was buried in grading students’ assignments” 简洁铺垫，重点放在 “对话交流” 和 “情感升华”，既符合词数要求，又突出了核心情节。 2.格式要求：需 “规范书写，清晰分段” 试题要求 “按如下格式在答题纸的相应位置作答”，即两段开头分别为 “The true test came with the annual mathematics competition.” 和 “After the award presentation, Michael went to Mr. Evans’s office.”。范文严格遵循这一格式，两段开头未做修改，且段落划分清晰，让阅卷者能快速把握续写的结构框架，符合考试的格式规范。 3.情节衔接：与原文 “人物形象、情节发展” 一致，避免脱节 续写的核心要求是 “与原文构成完整的短文”，这就需要情节与原文高度衔接。原文中 Michael 的 “自卑 — 努力 — 进步”、Mr. Evans 的 “关心 — 辅导 — 鼓励” 是关键线索，范文严格遵循这一线索：Michael 在竞赛中 “recalling Mr. Evans’s strategies”，衔接了原文中 “he taught Michael how to break down complex problems”；Mr. Evans 在竞赛现场 “applauding proudly”，呼应了原文中 “he consistently emphasized Michael’s capabilities”；结尾 Mr. Evans 的 “challenges are merely opportunities in disguise”，延续了原文中 “difficult roads often lead to beautiful destinations” 的教育理念。这些细节确保了续写情节与原文的连贯性，使整篇文章逻辑统一。 五、遵循 “线索梳理 — 细节构思 — 语言打磨”，提升写作质量 1.第一步：梳理原文线索，明确续写方向 在动笔前，需先梳理原文的核心线索，包括 “人物关系（Michael 与 Mr. Evans）”“人物状态（Michael 的成长变化、Mr. Evans 的教育方式）”“情节发展（困境 — 帮助 — 进步）”。如解析中提到的 “续写线索：数学竞赛 ——Michael 专注答题 —— 获得第二名 —— 颁奖典礼 ——Michael 感谢 Mr. Evans——Mr. Evans 鼓励 Michael”，就是对原文线索的延伸。明确线索后，续写就不会偏离主题，能确保情节的合理性与连贯性。 2.第二步：构思具体细节，丰富场景画面 确定续写方向后，需为每个核心情节补充具体细节，包括 “动作、心理、环境、对话” 等。例如： 描写 “竞赛” 时，不只是写 “Michael 参加竞赛并获奖”，而是补充 “focused intently”“a surge of disbelief and joy”“Mr. Evans applauding proudly” 等细节，让场景更生动； 描写 “致谢” 时，不只是写 “Michael 感谢 Mr. Evans”，而是加入 “holding the certificate with visible emotion”“Mr. Evans placing a hand on his shoulder” 等细节，让情感更真挚。 这些细节能让续写内容脱离 “框架化”，更具感染力。 3.第三步：打磨语言表达，优化词句与句型 在完成情节构思后，需对语言进行打磨，从 “词汇选择” 和 “句型结构” 两方面提升表达质量。 词汇上，尽量使用与原文风格一致的表达，如原文用 “faded jeans”“worn-out sneakers” 描写 Michael 的困境，范文用 “intense”“disbelief and joy” 等词，保持语言风格的统一性；同时，避免重复使用简单词汇，如用 “applaud”“thumbs-up” 替代 “cheer”，使表达更丰富。 句型上，合理运用复合句替代简单句，如用 “recalling Mr. Evans’s strategies as he solved each problem” 替代 “He recalled Mr. Evans’s strategies. He solved each problem.”，使句子更紧凑、逻辑更清晰。 实战演练 1．（2024·河北保定·一模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 In the heart of Silicon Valley, Ethan and Olivia, two high-school teens, found themselves part of a big change: using AI in their studies. They were at a famous school where they were constantly under pressure to be excellent, but for both of them, English, especially the writing section, was a constant headache. Ethan was great with analyzing but struggled when it came to creative writing. He found it hard to put his thoughts into words and his essays didn’t have the emotional depth that touched readers. Olivia, however, was a natural storyteller who could spin exciting tales that kept her friends on the edge of their seats, but she wasn’t so good with grammar and sentence structure. One day, their teacher showed them an AI helper called “WordsAI”. In the beginning, they doubted how a machine could possibly understand the slight differences of human emotion and thoughts. But as they tried it out, they were surprised by how well it understood what they needed. WordsAI not only provided real-time grammar and spelling checks but also offered practical suggestions to improve their writing. It even helped them develop their own unique writing styles, and looked as if it could read their thoughts! With WordsAI’s help, Ethan could express himself clearly and emotionally, while Olivia improved her writing without losing her creativity. However, their journey with WordsAI was not smooth all the way. With time going on, Ethan found Olivia started depending too much on the AI’s advice, even using it to come up with story ideas, which made her lose her unique perspective (观点) over time. Ethan was concerned that she was copying others’ work, so he suggested she should not rely on WordsAI too often. This caused a disagreement between them. Ethan questioned if Olivia was too dependent on AI, while Olivia argued that he was too stubborn to embrace technology that could assist them. 注意： 1. 续写词数应为150个左右： 2. 请按如下格式在答题卡的相应位置作答。 After a big talk, they realized they weren’t using WordsAI in the proper way. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Over time, they figured out how to mix technology with their own creativity in a harmonious way. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2．（24-25高三上·福建福州·阶段练习）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 blankly at the math problems in front of her. Numbers and variables danced confusingly across the page, laughing at her every effort. At school, Emily was known for her artistic talents, but math had always been her weakness. No matter how hard she tried, she just couldn’t make sense of it. Her struggles only worsened in the 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, a retired local teacher known for his unique teaching style. Emily was initially resistant; the idea of spending extra hours on a subject she hated seemed like a punishment. But she unwillingly agreed, knowing something had to change. Their first session was tense. Mr. Jenkins, sensing her frustration, didn’t dive straight into problems. Instead, he asked about her interests. When Emily spoke passionately about her painting, he smiled. “Math is like art, Emily. It has patterns and beauty if you know where to look.” Doubtful but inspired, Emily listened as he began to explain concepts through visual examples. He used colors and shapes, turning abstract numbers into something almost tangible (有形的). For the first time, math seemed less like a foreign language and more like a puzzle waiting to be solved. However, progress was slow. Weeks passed with, minimal improvement, and Emily’s patience wore thin. A particularly difficult quiz left her in tears, convinced she was sure to fail. Mr Jenkins said, “Remember, Emily, every artist starts with a blank canvas. Masterpieces aren’t created overnight. ” Encouraged by his firm belief, Emily pushed on. She began to see the connections between the steps, how each solution followed a logical path. Small victories in practice problems gave her some hope. Mr. Jenkins was always there, celebrating her successes, no matter how minor. 注意：1. 续写词数应为150左右； 2. 请按如下格式作答。 Gradually, Emily’s confidence grew with Mr. Jenkins’ help. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Emily’s heart raced when the results day arrived. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3．（2024·河北·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 One day, during a lively school class, Mrs. Thompson asked everyone about their dream jobs. The classroom suddenly got filled with eager voices as classmates enthusiastically shared their dreams. “I want to be a college professor,” said Sarah confidently. “I dream of becoming a basketball player,” exclaimed Mike with light in his eye. The air was filled with dreams of doctors, nurses, bank accountants, and various professions. When Mrs. Thompson turned her attention to me, inquiring about my future career, I hesitated. “I don’t know yet,” I admitted. Then she asked if I wished to follow in my dad’s footsteps. “No,” I responded firmly. My dad is a distinguished doctor with a demanding schedule, who often finds himself engaged in the responsibilities of his job. Thus, he often returns home late in the evening. The limited time we spent together during my upbringing created a noticeable distance in our relationship. I had such a lot to complain about his job and thus being a doctor would be the last option I would take. After hearing my answer, Mrs. Thompson didn’t make any comment. Instead, she advised me to think more about that. A turning point came when our school decided to stage a New Year’s play. It was the grandest event of the year, and we had been preparing for it for a long time. Preparing for our roles, I needed to buy costume. Unfortunately, my mom had to travel to another city for work, so it fell upon my dad to accompany me. Reluctantly (不情愿地), Iagreed, realizing there was no other option. In the mall, it became evident that my dad was clueless about the items on the shopping list. Despite Mom providing a detailed list, we wandered through different floors, in and out between different shops before finally getting everything we needed. And I was getting more and more uncomfortable. Suddenly, a chaos drew our attention. A crowd had gathered, and someone was shouting for help. It turned out that an elderly customer had a fall, and onlookers were at a loss on how to assist. 注意： 1.续写的词数应为150左右； 2.请按如下格式在答题卡的相应位置作答。 My dad rushed forward. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Witnessing the scene there, I suddenly realized the value of my dad’s work. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4．（2025·吉林长春·模拟预测）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Mia Thompson, a 22-year-old girl, stood at a significant turning point in her life. As the final bell of the school year rang, she felt both excited and worried. “Hey, Mia! Ready for summer?” her best friend, Chloe, approached with a wide smile. “Um, sorta,” Mia replied, looking down at her feet. “I just don’t know what I should do after graduation.” Chloe said, “You’re one of the smartest people I know! What’s holding you back?” Mia took a deep breath. “It’s just…everything feels so uncertain. I want to be a professional singer, but I also feel like writing is my thing.” As summer unfolded, Min was often found at the village library. One evening, she was drawn to a self-help book titled Fearless: How to Embrace (拥抱) Uncertainty. The sentences struck her. “Sometimes, you have to face uncertainty directly instead of running away from it. Your future isn’t a single path; it’s an ever-changing journey.” The next day, Chloe told Mia a summer music festival would be held in town. “You should enter! You can sing!” she suggested enthusiastically. “No way!” Mia protested, her cheeks reddening. “Give it a shot! Remember how everyone loves your voice?” Chloe urged. Then the book’s words crossed her mind — it’s not just about the thing itself; it’s about showing up and being seen. Hesitantly, she agreed, thinking maybe this could be a chance to overcome her fears. The day of the festival arrived. After Mia’s performance, Mr. Henderson, a local music producer, approached her and said, “You have a beautiful voice, Mia. Have you ever thought about pursuing music professionally?” Shocked, she smiled slightly and explained, “I don’t know whether that’s what I really want. I’m scared, honestly.” “Fear is a part of the process,” he replied warmly, “Sometimes the path chooses you. Why not come to my studio next week, where many artists work together? No pressure — just explore.” 注意： (1)续写词数应为150个左右； (2)请按如下格式作答。 Spending all night thinking about it, Mia decided to go. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ “What if you pursued both?” Chloe suggested. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5．（2024·湖南·二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 In the thriving city of Chengdu, a group of high school seniors were preparing for the biggest milestone of their academic journey: the college entrance examination. Among them was a young student named Liang Mei. Liang Mei was known for her exceptional academic performance, but as the exam drew near, she found herself overcome with anxiety. Liang Mei’s worries weren’t just about the exam itself; she was also struggling with the fear of losing touch with her closest friends and the uncertainty of what the future would hold. The once carefree and joyful atmosphere among her classmates had been replaced by stress and tension. Liang Mei felt isolated in her concerns, as everyone seemed consumed by their own worries and study schedules. One day, after a particularly difficult practice exam, Liang Mei trusted in her favorite teacher, Mr. Zhang. Mr. Zhang was not only a knowledgeable instructor but also a compassionate mentor who had always been there for his students. He listened attentively as Liang Mei shared her fears and concerns about the upcoming exam and the future. Understanding the importance of addressing the emotional well-being of his students, Mr. Zhang decided to take action. He organized a group discussion session during one of the study breaks, inviting all the senior students to participate. The session provided a safe space for the students to express their anxieties, share their feelings, and offer support to one another. During the session, Liang Mei found relief in hearing her classmates voice similar concerns. They realized that they were not alone in their fears and that their shared experiences could be a source of strength. They discussed strategies for managing stress and ways to maintain their friendships even after graduation. Mr. Zhang also encouraged the students to focus on their personal growth and the valuable lessons they had been learning during their time in high school, rather than solely fixating (专注) on the exam results. He reminded them that their worth was not defined by their test scores but by their character, perseverance, and the relationships they had cultivated. 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。 As the college entrance examination approached, the atmosphere among the senior students began to shift. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The day of the exam finally arrived. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6．（2025·山西晋中·二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 When Cynthia was a young girl, a screening of Star Wars changed her life. The adorable R2-D2 in the movie inspired her dream of creating a robot friend. College was a challenging start. She struggled with difficult engineering courses and failed a robotics exam. Instead of giving up, she spent countless nights in the library, devoted to her studies. Eventually, she graduated with an engineering degree. After graduation, she joined a team under a famous robotics professor to develop a planet-exploring robot. They faced numerous difficulties, especially disagreements within the team on the design. Cynthia firmly insisted on her ideas and finally, they overcame the barriers. However, when the robot was completed, Cynthia realized it lacked the function of companionship she had pictured. Determined to create a truly friendly robot, Cynthia focused on a project for hospitalized children. She visited local hospitals, had in-depth discussions with medical staff and consulted several child psychologists. These experts shared their insights on children’s emotional needs during hospitalization, such as the importance of consistent companionship and the role of positive distractions (分心的事物). Equipped with them, Cynthia began the creation of Huggable, a teddy-bear-shaped robot. During its development, Cynthia faced financial shortages. She spent months presenting her project to various investors, suffering countless rejections. But her passion and determination paid off when a local tech-enthusiast learned about her vision and provided the necessary funds. A partner’s departure also left her short-handed, but she reached out to former classmates and brought in a new, devoted team member. Now, Huggable is in a local children’s hospital, bringing comfort to young patients. However, as Huggable’s influence grew, so did controversy (争议). Some people worried that relying too much on a robot for comfort might affect children s normal emotional and social development. They argued that children needed real-human interaction to learn communication skills. Articles and comments against Huggable started appearing on the Internet. Soon, the hospital received calls from concerned parents, demanding an explanation. 注意：1.续写词数应为150个左右； 2.请按如下格式在答题卡的相应位置作答。 Facing controversy, Cynthia stood firm, ready to respond positively. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Encouraged by the successful meeting, Cynthia focused on making Huggable even better. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7．（2024·云南丽江·一模）阅读下面材料，根据其内容和所给段落开头语续写两段(两段150个词左右)，使之构成一篇完整的短文。 It was a bright and sunny day in Green Valley, the kind of day that made the town’s name seem particularly fitting. The streets were busy with activities as people went about their businesses, the laughter of children playing in the park mixing with the distant noise of traffic. High school student Emily was walking to school from home, her mind filled with thoughts of the upcoming science fair. She had been working on her project for weeks, pouring her heart and soul into it, and today was the day she would present it to the judges. Her project was about renewable energy, focusing on a novel solar panel (太阳能板) design that could potentially increase efficiency by 30%. She was confident that it would impress everyone, not just because of its scientific advantages, but because it represented a step towards a greener future. Emily had spent countless hours researching, experimenting, and perfecting her project. She had even managed to get a small fund from the local community government, which allowed her to purchase some of the more expensive materials needed for her project. Her classmates, teachers, and even her parents were all excited to see the results of her hard work. As she walked, she mentally rehearsed (预演) her presentation, making sure she had all the key points memorized and that her explanations were clear and accurate. The science fair was not just an academic competition for Emily, it was also a platform to showcase her passion for environmental sustainability. She knew that the judges would be looking for innovation, practicality, and a deep understanding of the scientific principles involved. She was ready to prove that she had all of these in her model. With each step, her excitement grew, and she could hardly wait to show her project to the world. 注意： 1. 续写词数应为150词左右； 2. 请按照如下格式在答题卡的相应位置作答。 However, when Emily opened the box to show her project to the judges, her heart dropped. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ She took a deep breath and decided to show them what she had learned from this problem. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8．（2024·黑龙江齐齐哈尔·二模）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 One year ago, when we were in the fifth grade, a new classmate named Jack joined us. He was often late for class and had a strange smell on him, which made the girls not want to be “neighbours” with him, let alone sit next to him. It is said that once, a naughty boy curiously opened his backpack and many crushed soda cans and empty drink bottles that we usually throw into the trash fell out. Therefore, the boys in our class mocked (嘲笑) him as the “trash king”. Later, during a class meeting, our teacher, Ms. Zhang, told us about his story of using garbage to make inventions. It turns out that Jack is not an ordinary elementary school student, but a “garbage-inspired inventor” who has won the city invention award. According to Ms. Zhang, most of his inventions were picked up from garbage dumps (堆). During that class meeting, Jack showed us his invention of a“domestic wastewater separation system”. Afterwards, some of us became deeply interested in these small inventions and started to admire Jack’s way of “picking up trash”. We even joined him in picking up trash on weekends and during holidays. From then on, we no longer called him the “trash king“. Instead, we formed a group of five boys and actively searched for usable materials in various garbage dumps around the city. Under Jack’s guidance, we learned that there are many uses for seemingly useless trash. Once, we stayed at school to process the collected materials. Jack mentioned that he was facing a problem with his latest invention—a small cart for buying vegetables that needed to be lightweight. All other materials were solved except for the wheels. How could we find a suitable material for the wheels? We racked our brains (绞尽脑汁) and came up with different ideas, such as using soda cans or taking off the wheels from suitcases. However, Jack reminded us that our group should focus on making inventions from waste rather than causing damage to create them. We were all deep in thought. 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。 When I got home and drank a bottle of water, I suddenly had an idea. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Jack indeed adopted my suggestion and fixed a row of bottle caps as wheels on his vegetable cart. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 1．         After a big talk, they realized they weren’t using WordsAI in the proper way. Ethan recalled each time he set pen to paper, he always turned to WordsAI for more creative and vivid expressions though he considered his great. As for Olivia, it was a must for her to check each grammar and sentence that she was not sure of before completing the whole story. Both of their abilities declined but they never knew. “We have depended on WordsAI too much. If we continue like this, we will lose the natural ability of writing!” Hearing Ethan’s words, Olivia agreed that it’s high time that they should make a change. Over time, they figured out how to mix technology with their own creativity in a harmonious way. Ethan had first finished his writing before he took advantage of WordsAI to create a similar article. Then, he did some research on how WordsAI managed to complete the writing, using specific vocabulary, which impressed him a lot. Olivia tried her best to correct all the grammar and sentence mistakes in the beginning and then referred to WordsAI to correct the mistakes. With time going by, their writing capabilities improved a lot due to the proper use of WordsAI. 【写作解析】本文以人物为线索展开，讲述了Ethan和Oliva在英文写作方面有困难，老师推荐了一款叫作WordsAI的软件可以帮助他们写作，他们开始过于依赖软件的建议，失去了自己思考的能力，两个人有了一些分歧，在认真交谈之后发现，他们并没有正确使用软件。于是他们调整写作方法，以和谐的方式将技术与自己的创造力相结合，最后写作能力有所提高。 【写作过程】 1.段落续写： ①由第一段首句内容“在一次大讨论之后，他们意识到他们没有正确地使用WordsAI。”可知，第一段可描写两个人反思自己的问题，意识到太过于依赖WordsAI软件写作。 ②由第二段首句内容“随着时间的推移，他们找到了如何将技术与自己的创造力和谐地结合在一起的方法。”可知，第二段可描写两个人如何正确运用WordsAI帮助他们在写作上得到提高。 2.续写线索：意识到问题——各自反思写作方式——决定改变——改变写作方式——写作得到提高 3.词汇激活 行为类 ①回想：be reminded/recall/recollect ②纠正：correct/redress/righten 情绪类 ①确定的：sure/certain/positive ②使惊讶、印象深刻：impress/amaze/surprise [高分句型1]Ethan recalled each time he set pen to paper, he always turned to WordsAI for more creative and vivid expressions though he considered his great.（运用了each time和though引导的状语从句和省略that的宾语从句） [高分句型2]Then, he did some research on how WordsAI managed to complete the writing, using specific vocabulary, which impressed him a lot.（运用了how引导的宾语从句，现在分词作状语和which引导的非限制性定语从句） 2． Gradually, Emily’s confidence grew with Mr. Jenkins’ help. She found herself approaching math problems with a newfound curiosity instead of anxiety. The once confusing numbers and symbols began to become patterns she could understand. Mr. Jenkins continued to teach her in his unique way. Emily started to enjoy the challenge, and her once hesitant hand now moved steadily across the paper. The joy she felt when a solution clicked into place was something she had never expected to experience with math. Emily’s heart raced when the results day arrived. She sat in the classroom, her hands trembling slightly as she received her test paper. Her eyes widened in disbelief as she saw the grade — a solid A. Tears of relief and happiness welled up in her eyes. She looked up at Mr. Jenkins, who stood at the back of the classroom, watching her with a proud smile. In that moment, Emily knew that she had not only conquered her fear of math but also discovered the power of perseverance. 【写作解析】本文以人物为线索展开，讲述了艾米丽在数学上一直很薄弱，10年级时情况更糟，父母为她请来了以独特教学方式闻名的退休教师詹金斯先生。起初艾米丽很抗拒，但在詹金斯先生用艺术类比讲解数学概念后，她开始有了新的认识。尽管进步缓慢，艾米丽在詹金斯先生的鼓励下坚持学习，逐渐看到了数学中的逻辑和美感。 【写作过程】 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，第一段可描写艾米丽在詹金斯先生的帮助下，对数学的态度转变，开始享受解决数学问题的过程。 ②由第二段首句内容“成绩公布日到来时，艾米丽的心怦怦直跳。”可知，第二段可描写艾米丽看到自己数学成绩后的反应，以及她对自己克服数学恐惧、学会坚持的感悟。 2. 续写线索：信心增强——态度转变——享受挑战——成绩公布——看到成绩——感悟坚持 3. 行为类 ① 理解：understand/comprehend ② 颤抖：tremble/shake ③ 克服：conquer/get over 情绪类 ①轻松：relief/ease ②高兴：happiness/delight 【高分句型1】The once confusing numbers and symbols began to become patterns she could understand. (运用了省略that的定语从句) 【高分句型2】She looked up at Mr. Jenkins, who stood at the back of the classroom, watching her with a proud smile. (运用了who引导的非限制性定语从句和现在分词作状语) 3． My dad rushed forward. And I followed suit. “Stay calm, everyone. We need to act quickly,” after he figured out what was going on, he gestured for everyone to remain calm and call emergency services. He started performing first aid, which immediately put those around him at ease. Soon, an ambulance arrived. Thanks to my dad’s timely intervention, the patient regained consciousness, gaining crucial time for further treatment. Then the patient was rushed to the hospital. Witnessing the scene there, I suddenly realized the value of my dad’s work. On the way back home, I thanked Dad, not only for accompanying me to the shopping mall, but also for saving the customer and helping me understand the worth of adult professions. A few days after the play, Mrs. Thompson asked me if I had changed my mind. I replied proudly with a definite “yes,” The journey through the mall had totally reshaped my perspective on the significance of every kind of work and taught me that I should never judge the value of people’s work at will. 【写作解析】本文以人物为线索展开，文章讲述课堂上作者不愿继承父业当医生，因父亲忙碌致关系疏远。新年剧筹备时，与父购物遇老人摔倒，父亲果断施救的专业与担当打动作者，让作者理解其责任，最终愿成为医生。 【写作过程】 1.段落续写： ①由第一段内容“父亲立刻冲了过去。”可以预测续写这段主要内容：父亲带作者购物时遇老人摔倒，父亲施救并助其恢复意识，为治疗赢时间，后老人被送医。 ②由第二段首句内容“目睹眼前的情景，我突然明白了父亲工作的价值。”可以预测续写这段主要内容：目睹父亲救人后，作者懂了其工作价值，感谢父亲，改变想法，明白不应随意评判工作价值。 2.续写线索：老人摔倒——父亲施救——明白父亲工作的价值——改变想法——感悟 3.词汇激活 行为类 ①.弄明白：figure out/understand ②.开始：start/begin ③.拯救：save/rescue 情绪类 ①.冷静的：calm/relaxed/sober ②.自豪地：proudly /in pride [高分句型1]. He started performing first aid, which immediately put those around him at ease. （运用了which引导的非限制性定语从句） [高分句型2]. Thanks to my dad’s timely intervention, the patient regained consciousness, gaining crucial time for further treatment.（运用了现在分词作状语） [高分句型3]. A few days after the play, Mrs. Thompson asked me if I had changed my mind.（运用了if引导的宾语从句） 4． Spending all night thinking about it, Mia decided to go. The moment she stepped into the studio, surrounded by instruments and creativity, spark arose within her. With Mr. Henderson’s encouragement, she experimented with melodies alongside established artists, losing herself in the joy of creation. However, doubts soon returned. What if music didn’t bring lasting happiness? She wanted to be a writer too. Hesitating between the studio, where she felt lively yet insecure, and her writing desk, where she felt safe yet some spiritless. Mia turned to Chloe for help. “What if you pursued both?” Chloe suggested. Chloe’s advice inspired her to consider the possibility of combining the two seemingly unrelated passions. That night, after a long talk with Chioe, Mia penned her thoughts, integrating her love for writing and singing into a song. As the last verse finished, the two friends high-fived each other and Mia knew she didn’t have to limit herself to a single definition. The following months saw Mia’s growth — she wrote lines for her songs, expressing herself fearlessly. The future was unpredictable, but Mia was determined to shape one for herself. 【写作解析】本文以22岁的米娅面临人生选择为线索，讲述她在毕业之际纠结于歌手与作家两种职业方向，在好友克洛伊鼓励下参加音乐节并获音乐制作人赏识，面对邀约米娅陷入新的迷茫，最终在克洛伊启发下找到将两种热爱融合的方向的故事。 【写作过程】 1. 段落续写： ①由第一段首句内容 “米娅为此思索了一整夜，最终决定前往。” 可知，第一段可描写米娅走进音乐工作室后的体验，在创作中感受到快乐，但随之而来的是对未来不确定性的担忧，最终向克洛伊寻求帮助 。 ②由第二段首句内容 “‘如果你两者都追求呢？’ 克洛伊建议道。” 可知，第二段可描写克洛伊的建议启发米娅将写作与歌唱相结合，米娅通过创作歌词实现两种热爱的融合，并在这个过程中坚定了探索未来的决心。 2. 续写线索：决定前往工作室——工作室的创作体验与迷茫——向克洛伊求助——获“两者兼顾”建议——尝试融合创作——实现热爱融合并坚定未来方向 3. 词汇激活 行为类： ①走进：stepped into /walk into ②求助：turn to sb for help /seek help from sb ③融合：integrating /combine 情绪类： ①喜悦：joy/delight ②勇敢的：fearlessly/courageously 【高分句型1】The moment she stepped into the studio, surrounded by instruments and creativity, spark arose within her.（运用了the moment引导时间状语从句以及过去分词短语作状语） 【高分句型2】Hesitating between the studio, where she felt lively yet insecure, and her writing desk, where she felt safe yet some spiritless, Mia turned to Chloe for help.（运用了现在分词短语作伴随状语和where引导的定语从句） 5．         As the college entrance examination approached, the atmosphere among the senior students began to shift. They adopted a more positive mindset, supporting and motivating each other through their final preparations. Liang Mei felt a sense of relief, knowing that her friends were there for her, and that their bond was stronger than any test or distance. They were ready to face the challenges that lay ahead, armed with the knowledge that they had worked hard and given it their all. The day of the exam finally arrived. Liang Mei, along with her classmates, arrived at the examination center early in the morning. As Liang Mei sat in the examination hall, she felt a newfound sense of calmness and confidence. She was ready to face the challenge ahead, not just as an individual but as part of a collective effort. Liang Mei’s story taught us that during times of stress and uncertainty, it is essential to seek support from those around us. It reminded us that our relationships, both with our peers and our mentors, play a crucial role in navigating life’s challenges. 【写作解析】本文以高考为线索展开，讲述了成都高三学生梁梅以优异的学习成绩而闻名，但随着考试的临近，她发现自己被焦虑所压倒。在一次特别难的模拟考试之后，梁梅向她最喜欢的张老师倾诉了这种消极情绪。张老师认识到解决学生情感健康问题的重要性，决定采取行动。他召开小组讨论会，让同学们表达他们的焦虑，分享他们的感受，并为彼此提供支持。之后，梁梅感到如释重负，感到自己并不孤单。张老师还鼓励学生们关注他们的个人成长和他们在高中期间所学到的宝贵课程，而不是仅仅关注考试成绩。经过老师的正确引导，同学们轻装上阵，迎战高考。 【写作过程】 1.段落续写： ①由第一段首句内容“随着高考的临近，高年级学生的气氛开始发生变化。”可知，第一段可描写梁梅和同学们相互支持和激励，以积极自信的态度迎战高考。 ②由第二段首句内容“考试的日子终于到了。”可知，第二段可描写梁梅和同学们到达考场，梁梅平静且自信地坐在考场上，准备好迎接未来的挑战。 2.续写线索：积极心态——相互支持和激励——迎接挑战——参加考试——在考场上平静且自信——感悟 3.词汇激活 行为类 ①支持：support/back up ②知道：know/realize ③达到：arrive at/get to 情绪类 ①平静：calmness/serenity ②自信：confidence/self-belief [高分句型1]. They adopted a more positive mindset, supporting and motivating each other through their final preparations. (由现在分词作状语) [高分句型2]. Liang Mei’s story taught us that during times of stress and uncertainty, it is essential to seek support from those around us. (由连接词that引导宾语从句以及it作形式主语，不定式作真正主语) 6． Facing controversy, Cynthia stood firm, ready to respond positively. She organized a public meeting, inviting those child psychologists she consulted, doctors, and some young patients. A psychologist stated, “Huggable is a great emotional release for children in hospital. It helps them deal with fear and loneliness.” Doctors also showed how Huggable could monitor children’s vital signs while entertaining them, which was a huge help during treatment. Some young patients came on stage, sharing how they played and talked with Huggable. Their enthusiasm convinced the audience, gradually changing their negative views. Encouraged by the successful meeting, Cynthia focused on making Huggable even better. She led her team to dive back into research, cooperating with child psychologists again. They added more interactive features, like telling personalized stories based on children’s interests. They also improved Huggable’s appearance, making it look even more like a real teddy bear. With these improvements, Huggable became even more popular in the hospital. It offered children consistent companionship and helped them grow healthily. Seeing Huggable’s positive impact, Cynthia felt a deep sense of fulfillment. Her childhood dream of creating a robot friend was steadily becoming a reality. 【写作解析】文章以人物为线索，主要讲述了Cynthia如何克服困难，实现梦想，创造出Huggable机器人，并面对争议，积极回应，最终使Huggable成为儿童情感和社交发展的工具。 【写作过程】 1.段落续写： ① 由第一段首句“面对争议，辛西娅立场坚定，准备积极回应。”可知，本段可描述Cynthia如何面对公众对Huggable的争议，并通过组织公开会议和多方合作，成功地改变了人们对机器人可能影响儿童情感和社会发展的负面看法。 ②由第二段首句“在这次成功会面的鼓舞下，辛西娅专注于把Huggable做得更好。”可知，本段可描写Cynthia在会议成功后，进一步改进Huggable，增加互动功能，促进儿童情感和社交发展。 2.续写线索：组织会议——解释设计初衷并展示数据——专家支持——父母理解——会议成功——改进Huggable——增加互动功能——促进情感和社交发展——团队受鼓舞——Huggable影响增强 3.词汇激活 行为类 ①组织：organize→arrange ②展示：show→showcase ③改善：improve→enhance 情绪类 ①消极的：negative→passive ②积极的：positive→vigorous ③成就感：a sense of fulfillment→a sense of accomplishment 【高分句型1】 She organized a public meeting, inviting those child psychologists she consulted, doctors, and some young patients.（运用了现在分词作状语和省略that引导的定语从句） 【高分句型2】Doctors also showed how Huggable could monitor children’s vital signs while entertaining them, which was a huge help during treatment.（运用了how引导宾语从句，状语从句的省略和which引导的定语从句） 7．       However, when Emily opened the box to show her project to the judges, her heart dropped. There, staring back at her, was not the perfectly functioning solar panel she had spent weeks perfecting. Instead, it lay in pieces, some of the delicate components broken and others disconnected. Her mind raced, trying to process what had happened anxiously. How could this be? She had double-checked everything before leaving home. Tears welled up in her eyes, but she quickly blinked them away, knowing that there was no time to lose. The judges were waiting, expecting her to present her groundbreaking work.       She took a deep breath and decided to show them what she had learned from this problem. “Excuse me, everyone”, Emily said, her voice shaking just a little. “What you see here is not a failure, but a lesson.” She talked about the mistake she had made and how she hadn’t thought about how the panel would hold up in real life. “This project,” she went on, “shows us that having good ideas is important, but we also need to make sure they work in the real world.” The judges, who had been looking unhappy, started to nod as they listened. Emily’s honesty and her willingness to learn from her mistake changed the way they felt. Instead of just showing off her project, she was teaching them all an important lesson about how science is about learning from our mistakes and not giving up when things get tough. 【写作解析】本文以人物为线索展开，讲述了高中生艾米丽带着精心准备数周、关乎可再生能源的太阳能板项目去参加学校科技展，满怀期待却在向评委展示时发现作品损坏，随后她迅速调整心态应对的故事。 【写作过程】 1.段落续写： ①由第一段首句内容 “然而，当艾米丽打开盒子向评委们展示她的项目时，她的心都掉下来了。”可以预测续写这段主要内容：艾米丽发现作品损坏了。 ②由第二段首句内容 “她深吸一口气，决定向他们展示她从这个问题中学到了什么。”可以预测续写这段主要内容：艾米丽对本次经历进行总结，评委们对艾米丽的表现展开讨论，最终认可了她在困境中展现出的科学态度。 2.续写线索：作品损坏后艾米丽冷静解释原因 —— 评委聆听提问 —— 艾米丽阐述收获 —— 评委认可评价 —— 艾米丽坚定决心 3.词汇激活 行为类： 发生：happen /take place/occur 期待：expect/anticipate 说：say /utter 情绪类： 焦虑地：anxiously/in anxiety 不高兴的：unhappy/displeased [高分句型 1]Her mind raced, trying to process what had happened anxiously.（运用了现在分词作状语和what引导的宾语从句） [高分句型 2]The judges were waiting, expecting her to present her groundbreaking work.（运用了现在分词作状语和不定式作宾补） [高分句型 3]The judges, who had been looking unhappy, started to nod as they listened.（运用了who引导的非限制性定语从句和as引导的时间状语从语） 8．      When I got home and drank a bottle of water, I suddenly had an idea. What if we could use bottle caps as wheels for Jack’s vegetable cart? It seemed like a simple solution, but it could work if we found enough bottle caps. Excited, I shared my idea with the group the next day. Jack’s eyes lit up with enthusiasm as he realized the potential of this suggestion. We immediately set out to collect as many bottle caps as we could find, scouring not only the garbage dumps but also asking friends and family to save them for us.      Jack indeed adopted my suggestion and fixed a row of bottle caps as wheels on his vegetable cart. It was a moment of triumph for all of us, seeing our collective efforts and creativity come to fruition. The cart rolled smoothly, and we celebrated our success with high-fives and laughter. This experience taught us the power of collaboration, innovation, and looking beyond the surface of things. Inspired by Jack’s ingenuity, our group continued to explore ways to repurpose waste, knowing that small actions could lead to big changes in our community and beyond. 【写作解析】本文以故事发展的顺序为线索展开，讲述了新同学杰克被同学嘲笑为“垃圾王”，但后来通过他的发明才华改变了同学们对他的看法，杰克提到他的最新发明遇到了一个问题，即如何让一辆用来买蔬菜的小推车的质量变轻，除了车轮外，其他材料都解决了。 【写作过程】 1.段落续写： ①由第一段首句内容“当我回到家，喝了一瓶水，我突然有了一个主意。”可知，第一段可描写“我想到了用瓶盖做车轮子的想法，杰克认为这个建议很不错，大家着手收集尽可能多的瓶盖”的相关细节。 ②由第二段首句内容“杰克确实采纳了我的建议，把一排瓶盖固定为他的蔬菜车上的轮子。”可知，第二段可描写“我们的努力取得了成功，开始庆祝成功，这段经历教会了我们合作和创新，感悟到小小的行动可能会给我们的生活带来巨大的变化。”的相关细节。 2.续写线索：用瓶盖做轮子——分享想法——得到杰克的支持——收集瓶盖——取得成功——庆祝成功——感悟 3.词汇激活 行为类 ①发挥作用：work/function ②开始做：set out to do/set about doing ③鼓励：inspire/encourage 情绪类 ①激动的：excited/thrilled ②露出喜色：light up/brighten up [高分句型1] Jack’s eyes lit up with enthusiasm as he realized the potential of this suggestion.(使用了as引导的时间状语从句) [高分句型2] Inspired by Jack’s ingenuity, our group continued to explore ways to repurpose waste, knowing that small actions could lead to big changes in our community and beyond. (使用了过去分词和现在分词作状语) $