2026届高考英语写作续写练习讲解3：（人与社会）自我成长与突破+校园生活与人际互动 讲义

2026届高考英语写作续写练习讲解3：（人与社会）自我成长与突破+校园生活与人际互动 阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 “Class, we have an exciting project to talk about,” Mrs. Garcia said, “Our school is going to raise money for the big spring trip. And the third and fourth grades are going to put on a talent show!” “同学们，咱们来说一件超有意思的活动，”加西亚老师说，“学校要为春季大型郊游筹钱，三、四年级的同学要办一场才艺表演！” All the kids made sounds as if they thought a talent show was exciting news, except me. After school, I thought about the talent show and about me being the only one without any talents. I went to my mom and asked for her advice. 所有孩子都欢呼起来，仿佛觉得才艺表演是个天大的好消息，只有我除外。放学后，我满脑子都是这场才艺表演，也满心沮丧——我好像是唯一一个没什么才艺的人。我跑去问妈妈该怎么办。 “Let’s see. You’re good at math, obviously. You’re really good at having new ideas. And you ask the most interesting questions,” she said. “Mom,” I reminded her, “None of these can be performed on a stage.” In the following days, I tried everything for the show but failed. “我想想啊，你数学明明很好，特别会想出新点子，还总能问出最有意思的问题。”妈妈说。“妈妈，”我提醒她，“这些本事都没法搬上舞台表演啊。”接下来的几天，我为了表演试遍了各种办法，却全都失败了。 When the final rehearsal (排练) began, I walked into the hall and tried to hide, but Mrs. Garcia saw me. She whispered in Mrs. Rice’s ear, who nodded in agreement, and then called me over. “Clementine, you can keep us company during the rehearsal,” she said. So I had to sit between Mrs. Rice and Mrs. Garcia, right there at the side of the stage where all the kids could see me and know that I had no talent. 最终的排练开始了，我走进礼堂，想找个地方藏起来，可还是被加西亚老师发现了。她凑到莱斯老师耳边说了几句，莱斯老师点头表示同意，然后就把我叫了过去。“克莱门泰，你留下来陪我们排练吧。”她说。没办法，我只好坐在莱斯老师和加西亚老师中间，就在舞台边的位置——所有孩子都能看到我，也都知道，我没什么才艺。 The first act was called Cartwheelers. Twelve kids lined up, six on each side of the stage. When I noticed there were no safety mats (垫子), I ran into the gym, pulled out a mat, and placed it on the floor in front of the stage. Then I got some kids to help me. Pretty soon, we had all the mats piled up (堆起). Mrs. Rice gave me a thumbs-up. I didn’t even get a chance to sit down again for the rest of the afternoon because everybody needed my help for something. Finally, after everyone practiced their acts, I went over to Mrs. Rice, who showed me her watch and then called out, “Take your places, everyone. Five minutes to ShowTime!” 第一个节目是侧手翻表演，十二个孩子排好队，舞台两边各六个。我发现舞台前居然没铺安全垫，立刻冲进体育馆，拖出一张垫子铺在台前，又喊了几个同学来帮忙。很快，我们就把所有安全垫都铺好了。莱斯老师朝我竖起了大拇指。那一下午，我再也没机会坐下歇会儿，因为所有人都有事找我帮忙。终于，等所有人都排练完各自的节目，我走到莱斯老师身边，她指了指手表，然后大声喊道：“各位各就各位，距离演出开始还有五分钟！” 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。 Para1 Just then, Mrs. Garcia got a phone call—her daughter was having a baby.                                                                                                            Para2 At the end, when Mrs. Rice went onstage to thank everyone, I thought my job was done—until she said my name.                                                                                                            原文词汇短语梳理 1、动作行为类 put on a talent show 举办才艺表演 ask for advice 征求建议 try everything 尝试一切办法 walk into the hall 走进礼堂 try to hide 试图躲藏 whisper in one’s ear 凑到某人耳边低语 nod in agreement 点头同意 call sb over 把某人叫过来 line up 排队 notice sth 注意到某物 pull out 拖出；拿出 place sth on the floor 把某物放在地上 get sb to do sth 让某人做某事 pile up 堆起；铺好 give sb a thumbs-up 向某人竖起大拇指 get a chance to do sth 有机会做某事 practice one’s acts 排练某人的节目 show sb one’s watch 给某人看手表 call out 大声喊 take one’s places 各就各位 2、情感心理类 feel inferior 感到自卑 be in charge of 负责 light up with joy 面露喜色 be filled with worry 满心担忧 a sense of achievement 成就感 3、场景时间类 the final rehearsal 最终排练 at the side of the stage 在舞台边 in the gym 在体育馆 for the rest of the afternoon 整个下午剩下的时间 five minutes to ShowTime 距离演出开始还有五分钟 backstage 后台（续写高频词） 4、常用句式/固定表达 none of these can be done 这些都无法做到 everybody needs sb for sth 所有人都因某事需要某人 as if 仿佛；好像 主旨大意 中文：本文讲述了克莱门泰因自认无舞台表演才艺而自卑，却在学校才艺表演排练中，凭借细心、责任心和解决问题的能力成为幕后核心帮手的故事；旨在说明并非只有舞台上的表演才算才艺，默默付出的实干、协作与担当同样是珍贵的能力，且这份价值终将被看见和认可。 内容主线 克莱门泰因自认无舞台才艺对学校才艺表演感到自卑→尝试多种才艺均失败，排练时被老师留下却想躲藏→排练中主动补全安全垫、全程帮大家解决问题，成为幕后得力帮手→演出即将开始时，加西亚老师突遇急事，为续写留下情节转折。 核心伏笔 1.能力伏笔：妈妈说克莱门泰擅长想新点子、提有趣问题，虽无法舞台表演，却是解决问题、协调组织的关键能力； Mom said Clementine was good at having new ideas and asking interesting questions, which were key abilities for solving problems and coordination though not for stage performance. 2.老师伏笔：加西亚老师与莱斯老师耳语后留下克莱门泰，是对其能力的隐性信任，为后续接手工作铺垫； Mrs. Garcia whispered to Mrs. Rice and left Clementine, a hidden trust in her ability, laying the groundwork for her to take over the work later. 3.价值伏笔：克莱门泰铺安全垫、全程帮忙并获莱斯老师点赞，展现幕后付出的价值，为最终被认可铺垫； Clementine laid safety mats, helped others all the time and got a thumbs-up from Mrs. Rice, showing the value of behind-the-scenes dedication and paving the way for her final recognition. 4.冲突伏笔：演出前五分钟的紧迫感，让加西亚老师的突发急事更具戏剧性，推动主角临危受命； The tension five minutes before the show made Mrs. Garcia's emergency more dramatic and pushed the protagonist to take on the task in a crisis. 续写策略 1、情节衔接策略：紧扣“突发状况+角色转变” （1）承接前文伏笔：原文中“我”已在排练时展现“主动帮忙、解决问题”的能力（铺安全垫、协调同学），续写需延续这一特质——Mrs. Garcia 紧急离开后，“我”从“旁观者”转为“关键助手”，让角色转变自然不突兀。 （2）强化冲突与解决：设置1-2个小意外（如道具掉落、演员紧张忘词、音乐卡顿），呼应原文“大家总需要我的帮助”，通过“我”和 Mrs. Rice 合力解决，凸显“实用型天赋”，为后文主题升华铺垫。 （3）情绪递进铺垫：从原文“害怕被嘲笑”的焦虑，过渡到“被赋予重任”的紧张，再到“成功解决问题”的自豪，情绪变化要连贯（参考例文“sun was rising inside my chest”的具象化表达）。 2、主题升华策略：聚焦“天赋的多元定义” （1）通过行动体现主题：不直接说教“天赋不止舞台表演”，而是通过“我”的具体行动（如快速找备用麦克风、安抚紧张的小演员、调整道具位置），让“帮助他人”成为“天赋”的具象化体现。 （2）结尾点题呼应：在 Para2 中，通过观众的反应（掌声、感激的目光）和“我”的内心独白，点明核心主题——真正的天赋可以是默默付出、助力他人发光，呼应前文“我以为自己无天赋”的困惑，形成前后对比。 3、语言风格与篇幅控制策略 （1）贴合原文语气：保持儿童视角的纯真与细腻，用简洁生动的动作描写（如“rushed over”“fixed it quickly”）和心理描写（如“my hands stopped shaking”“pride warmed my heart”），避免复杂句式。 （2）控制段落节奏：Para1 侧重“应对突发状况+展现能力”，用3-4句话写 Mrs. Garcia 离开、“我”接手助手工作、解决小问题、演出顺利推进；Para2 侧重“意外被点名+观众反馈+内心顿悟”，用3-4句话写惊讶、掌声、心理变化、主题提炼，确保总词数在150左右。 4、细节呼应策略：回扣前文元素 （1）道具/人物呼应：可提及前文的“safety mats”（如“有人不小心踩滑，幸好之前铺的垫子护住了”）、“third and fourth graders”（如“之前受我帮助的翻筋斗同学，特意朝我挥手”），让故事更连贯。 （2）情绪呼应：Para1 结尾用“the show went smoothly”“audience cheered”承接 Para2 的掌声，让“我”的成就感有来源；Para2 结尾用“those ‘no talent’ thoughts disappeared”回扣原文“我以为自己无天赋”的初始焦虑，完成情绪闭环。 续写词汇短语 1. at lightning speed /æt ˈlaɪtnɪŋ spiːd/ 短语 — 火速；以极快的速度 2. assistant /əˈsɪstənt/ n. — 助手；助理 3. worried /ˈwʌrid/ adj. — 焦虑的；担忧的 4. proud /praʊd/ adj. — 自豪的；骄傲的 5. rise /raɪz/ v. (rose, risen) — 升起；上升 6. chest /tʃest/ n. — 胸膛；胸口 7. the rest of — 短语 — 其余的；剩下的 8. no matter what — 短语 — 无论什么；不管怎样 9. fix /fɪks/ v. — 解决；处理（问题） 10. act /ækt/ n. — （戏剧、演出的）一幕；一个节目 11. audience /ˈɔːdiəns/ n. — 观众；听众 12. clap /klæp/ v. (clapped, clapped) — 鼓掌；拍手 13. onstage /ˌɒnˈsteɪdʒ/ adv. — 在舞台上；上台表演 14. thank /θæŋk/ v. — 感谢；道谢 15. surprised /sə(r)praɪzd/ adj. — 惊讶的；吃惊的 16. stare /steə(r)/ v. — 凝视；怔怔地看 17. grateful /ˈɡreɪtfl/ adj. — 感激的；感谢的 18. softly /ˈsɒftli/ adv. — 轻轻地；柔和地 19. harder and harder — 短语 — 越来越用力；越来越响亮 20. applause /əˈplɔːz/ n. — 掌声；喝彩 21. fill /fɪl/ v. — 充满；填满 22. talent /ˈtælənt/ n. — 天赋；才能 23. float away — 短语 — 飘走；消散 24. amazing /əˈmeɪzɪŋ/ adj. — 极好的；令人惊叹的 25. onstage /ˌɒnˈsteɪdʒ/ adj. — 舞台上的；表演的 26. bring to — 短语 — 为……带来；给……增添 27. shine /ʃaɪn/ v. (shone, shone) — 发光；闪耀；绽放光彩 参考例文 Just then, Mrs. Garcia got a phone call—her daughter was having a baby. After a quick word with Mrs. Rice, she rushed off at lightning speed. Then Mrs. Rice turned to me and said, “Now you have to be my assistant.” And that’s when I realized I didn’t have a worried feeling anymore. Instead, I had a proud feeling, like the sun was rising inside my chest. The feeling stayed with me all through the rest of the show. And no matter what went wrong, Mrs. Rice and I just fixed it. When the last act was over, the audience kept smiling and clapping. 就在这时，加西亚夫人接到了一通电话——她的女儿要生孩子了。她匆匆和莱斯夫人交代了几句，便火速赶了出去。随后，莱斯夫人转向我说：“现在你得当我的助手了。”也就在这一刻，我发现自己心里的焦虑感消失得无影无踪，取而代之的是一种自豪感，仿佛阳光在心底冉冉升起。这种感觉陪伴着我走完了演出的全程。无论出现什么状况，我和莱斯夫人都能一一化解。当最后一个节目落幕时，观众们依旧面带笑容，掌声不断。 At the end, when Mrs. Rice went onstage to thank everyone, I thought my job was done—until she said my name. I was so surprised that I just stood there, staring. All the third and fourth graders were looking back at me with grateful eyes and big smiles. I smiled back. Then they started clapping,softly At first, but  then harder and harder. The applause filled my whole body. It felt like every “you-have-no-talent” thought had just floated away. It felt amazing. Maybe real talent isn’t only what you do onstage—but it’s what you bring to others. Sometimes, your true talent is the one that helps others shine 演出结束后，莱斯夫人走上舞台致谢，我本以为自己的工作到此结束了——直到她喊出了我的名字。我惊得站在原地，怔怔地望着舞台。所有三、四年级的孩子们都回头看着我，眼中满是感激，脸上挂着灿烂的笑容。我也朝他们笑了笑。紧接着，他们开始鼓掌，起初声音轻轻的，后来却越来越响亮。掌声萦绕在我周身，那些“你毫无天赋”的念头仿佛都随之一扫而空。这种感觉棒极了。或许，真正的天赋不只是你在舞台上的表现，更是你为他人带来的价值。有时候，你真正的天赋，是让别人绽放光彩。 学科网（北京）股份有限公司 $