Unit 1 Reading for Writing （分层作业）英语人教版必修第二册

**基本信息** 高中英语Unit 1 Reading for Writing 2同步练，以A/B/C组+拓展分层设计，通过“句型仿写—语篇续写—高考链接”路径巩固语言能力，培养思维品质。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |A组巩固过关|动作描写、情绪+动作融合等基础句型|仿写填空形式，聚焦“谓语动词A,B and C”等结构，强化语言知识理解与应用| |B组能力进阶|（推测）句型变式与段落应用|（基于分层逻辑）衔接单句与语篇，提升语言组织连贯性| |C组思维拔高|语篇续写|提供情境材料，要求结合关键词完成段落，培养逻辑思维与表达能力| |拓展链接高考|高考题型适配|选用高考真题式续写任务，增强应试能力与学习能力|

分层作业 Unit 1 Reading for Writing 2 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、动作描写（“谓语动词 A, B and C” 结构） 迁移示例 The archaeologist entered the temple, examined the relics and documented his findings.（考古学家进入寺庙，检查文物并记录他的发现。依次呈现 “进入寺庙 - 检查文物 - 记录发现” 连贯动作） 仿写填空 1.挖空：Workers ______ the exhibition hall, ______ antiques and ______ safety devices. 翻译：工作人员打扫展厅，摆放古董并检查安全设备。 2. 挖空：Tourists ______ the old castle, ______ the stone carvings and ______ photos online. 翻译：游客欣赏古堡，触摸石雕并在网上分享照片 二、情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理）） 迁移示例 Trembling with excitement, he said he was eager to take part in the heritage protection project.（因兴奋而颤抖着，他说渴望参与遗产保护项目。“Trembling with excitement” 展现肢体动作，后续句子点明兴奋的心理） 仿写填空 1.挖空：______ with anger, she ______ that the dam would give way to the historic site. 翻译：因愤怒而颤抖着，她坚称大坝会让位于历史遗迹。 2.挖空：______ with anxiety, he ______ he might not finish the investigation on time. 翻译：焦虑地踱步着，他担忧地诉苦，自己可能无法按时完成调查。 三、环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写）） 迁移示例 Worried, the archaeologist searched the cave with his heart beating fast.（担忧着，考古学家搜索着洞穴，心跳得很快。“Worried” 表心理，“searched the cave” 是动作，“with his heart beating fast” 描神态） 仿写填空 1. 挖空：______, the scholar ______ the ancient manuscript with his eyes ______. 翻译：十分惊叹，学者查看古老手稿，双眼睁得很大。 2. 挖空：______, the visitor ______ the carved wall with lips ______. 翻译：深受触动，游客观赏雕刻墙壁，轻轻张开嘴唇。 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。 Excited screams of joy,_the sounds of two happy little girls playing in the sand, rang across the beach. But I walked along, barely aware of it. I'd come to this remote beach on my sailboat, a place to escape. My wife and I had recently separated, our marriage in trouble. I worried about my two boys, just six and eight. It seemed like forever since I'd heard them laugh. But I didn't know what to do to make things better. “Help! Help！” The girls shouted. I'd meant to tell them to stay away from the dangerous water. Now one of them was in the ocean, beyond the surf_line. I could just hear her screams over the waves. Any second now she'd be swept away. I ran across the sand as fast as I could. The other girl was at the edge of the surf line, yelling. “Wait! Stop! Don't go any farther！” I charged into the waves and was reaching for her when a wall of water dashed over us. For half a second I saw her disappear under another big wave. I'm a strong swimmer, but I could feel the wave pulling me hard. I swam to her and seized her, her little body shaking, trembling. But where is the other girl? I saw a waving arm. A head broke the surface, not far away. The arms of the girl I'd rescued were wrapped desperately around my neck. She was breathing with sobs. “Let go of my neck. I need you on my back. Hold my shoulders so I can swim to your friend.” She loosed her hands and I shifted her to my back. “She's my sister, Sarah,_and I am Lillian，” she said. For a moment I thought of my boys. How much they loved each other. How much I loved them. I looked across the water and saw a small head after a big wave. I quickened my swimming, fighting for each breath. Tiny arms pressed against my shoulder. I reached out and held the second little girl. She was in total tiredness,_taking deep breaths, crying quietly. 注意：1.所续写短文的词数应为150左右； 2．至少使用5个短文中标有下划线的关键词语； 3．续写部分分为两段，每段的开头语已为你写好； 4．续写完成后，请用下划线标出你所使用的关键词语。 Paragraph 1： I swam hard with the two girls and looked toward shore, but I couldn't see anyone.　 Paragraph 2： “Mommy！” The loud cry wakened my consciousness. 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。 It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration (懊恼). I knew the coach meant well — he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer — that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. 注意： 1. 续写词数应为150左右；2. 请按如下格式在答题卡的相应位置作答。 We sat down next to each other, but David wouldn’t look at me. I watched as David moved up to the starting line with the other runners. （河北省唐县第一中学高一阶段练习）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。 When I was 12 years old, I started my first job of delivering newspapers. I worked for my hometown paper called Times-News. Each afternoon, the newspaper company dumped (丢下) a pile of papers on my driveway. I had to roll them up, fit a band around each one, and pile them into my shoulder bag. Then I would jump on my Schwinn ten-speed bike and ride a couple of blocks to deliver them to neighbors. That was the easy part for my job. However, the hard part was collecting money each month. It was in the early 1980s before online payments, so I had to go door-to-door. One of my customers was an elderly woman who lived by herself. The first time I met her, she was quite angry. She complained about where I threw her paper each afternoon. She didn’t want it on the driveway and she wanted it on her doorway. I had never had a dissatisfied customer before, so I stood there speechless with my mouth hanging open. As a final insult (侮辱), she waved a finger in my face and refused to pay. I rode my bike back home discouraged and upset. When I talked to my parents about what happened that night, they gave me advice that sounded incredible. But it helped solve the problem almost immediately. It’s the wisdom I’ve carried with me for the last forty years. What did they tell me? “Brian, be kind to her, and she may turn out to be your best customer.” To the ears of a 12-year-old, that sounded ridiculous (荒谬的), like I could jump on my bike to the moon. There was absolutely no possibility that this lady could be nice. I was convinced about that. 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。 But to appease (安抚) my parents, I gave it a try. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ This time, she greeted me differently. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3 / 6 学科网（北京）股份有限公司 $ 分层作业 Unit 1 Reading for Writing 2 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、动作描写（“谓语动词 A, B and C” 结构） 迁移示例 The archaeologist entered the temple, examined the relics and documented his findings.（考古学家进入寺庙，检查文物并记录他的发现。依次呈现 “进入寺庙 - 检查文物 - 记录发现” 连贯动作） 仿写填空 1.挖空：Workers ______ the exhibition hall, ______ antiques and ______ safety devices. 翻译：工作人员打扫展厅，摆放古董并检查安全设备。 2. 挖空：Tourists ______ the old castle, ______ the stone carvings and ______ photos online. 翻译：游客欣赏古堡，触摸石雕并在网上分享照片 【答案】 1. Workers cleaned the exhibition hall, arranged antiques and checked safety devices. 2. Tourists admired the old castle, touched the stone carvings and shared photos online. 二、情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理）） 迁移示例 Trembling with excitement, he said he was eager to take part in the heritage protection project.（因兴奋而颤抖着，他说渴望参与遗产保护项目。“Trembling with excitement” 展现肢体动作，后续句子点明兴奋的心理） 仿写填空 1.挖空：______ with anger, she ______ that the dam would give way to the historic site. 翻译：因愤怒而颤抖着，她坚称大坝会让位于历史遗迹。 2.挖空：______ with anxiety, he ______ he might not finish the investigation on time. 翻译：焦虑地踱步着，他担忧地诉苦，自己可能无法按时完成调查。 【答案】 1.Trembling with anger, she declared that the dam would give way to the historic site. 2.Pacing with anxiety, he complained he might not finish the investigation on time. 三、环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写）） 迁移示例 Worried, the archaeologist searched the cave with his heart beating fast.（担忧着，考古学家搜索着洞穴，心跳得很快。“Worried” 表心理，“searched the cave” 是动作，“with his heart beating fast” 描神态） 仿写填空 1. 挖空：______, the scholar ______ the ancient manuscript with his eyes ______. 翻译：十分惊叹，学者查看古老手稿，双眼睁得很大。 2. 挖空：______, the visitor ______ the carved wall with lips ______. 翻译：深受触动，游客观赏雕刻墙壁，轻轻张开嘴唇。 【答案】 1.Amazed, the scholar checked the ancient manuscript with his eyes widened. 2.Moved, the visitor appreciated the carved wall with lips parted. 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。 Excited screams of joy,_the sounds of two happy little girls playing in the sand, rang across the beach. But I walked along, barely aware of it. I'd come to this remote beach on my sailboat, a place to escape. My wife and I had recently separated, our marriage in trouble. I worried about my two boys, just six and eight. It seemed like forever since I'd heard them laugh. But I didn't know what to do to make things better. “Help! Help！” The girls shouted. I'd meant to tell them to stay away from the dangerous water. Now one of them was in the ocean, beyond the surf_line. I could just hear her screams over the waves. Any second now she'd be swept away. I ran across the sand as fast as I could. The other girl was at the edge of the surf line, yelling. “Wait! Stop! Don't go any farther！” I charged into the waves and was reaching for her when a wall of water dashed over us. For half a second I saw her disappear under another big wave. I'm a strong swimmer, but I could feel the wave pulling me hard. I swam to her and seized her, her little body shaking, trembling. But where is the other girl? I saw a waving arm. A head broke the surface, not far away. The arms of the girl I'd rescued were wrapped desperately around my neck. She was breathing with sobs. “Let go of my neck. I need you on my back. Hold my shoulders so I can swim to your friend.” She loosed her hands and I shifted her to my back. “She's my sister, Sarah,_and I am Lillian，” she said. For a moment I thought of my boys. How much they loved each other. How much I loved them. I looked across the water and saw a small head after a big wave. I quickened my swimming, fighting for each breath. Tiny arms pressed against my shoulder. I reached out and held the second little girl. She was in total tiredness,_taking deep breaths, crying quietly. 注意：1.所续写短文的词数应为150左右； 2．至少使用5个短文中标有下划线的关键词语； 3．续写部分分为两段，每段的开头语已为你写好； 4．续写完成后，请用下划线标出你所使用的关键词语。 Paragraph 1： I swam hard with the two girls and looked toward shore, but I couldn't see anyone.　 Paragraph 2： “Mommy！” The loud cry wakened my consciousness. 【答案】 评分标准 一、内容维度（7 分） 1. 情节合理性 第一段承接前文男主抱着两个女孩身处深海、体力透支的险境，描写负重奋力游向岸边，救人过程中回忆自己的两个儿子，生出坚持下去的动力；第二段写被路人救上岸，女孩与母亲团聚，男主完成心理蜕变，不再逃避婚姻家庭的难题。情节贴合男主婚姻破裂、思念儿子、出海散心的背景，救援情节连贯真实，无违和、离谱剧情。两段形成 “海上挣扎自救上岸 — 获救顿悟心结” 完整逻辑闭环。 2. 细节回扣 需要回扣原文关键细节：沙滩、海浪、海浪线、两个小女孩、男主思念幼子、出海逃离烦恼、体力耗尽等，细节自然呼应前文，不可脱离故事场景。 3. 主题契合 紧扣绝境救人、亲情治愈、直面生活困境的核心。男主救人的经历消解了他的逃避心态，落脚于主动承担家庭责任，贴合原文压抑、渴望亲情的情感主线。 二、语言维度（9 分） 1. 语法准确度 整体时态统一为一般过去时；从句、非谓语、独立主格、分词结构使用准确；无严重搭配、语法硬伤；轻微拼写、标点小失误不扣分，大面积时态错乱、句式错误降档扣分。 2. 句式丰富度 兼顾简单句、并列句、时间状语从句、宾语从句；可使用 with 复合结构、分词作伴随、倒装等优化句式，拒绝全篇简单句堆砌。动作、环境描写句式有长短变化。 3. 词汇适配度 海浪、游泳类动词（dash、pull、swim、drag）贴合海上场景；情绪词汇（desperate、exhausted、relieved、hopeful）匹配人物心境；合理活用原文划线关键词，词汇不重复，无中式英语。 三、衔接逻辑维度（4 分） 1. 段落衔接：第一段结尾怀揣力量奋力朝岸边游动，自然衔接第二段上岸苏醒的情节，两段过渡流畅。 2. 句间衔接：依靠 when、as、but、after 等连接词串联海浪动作、游泳动作、心理活动；动作描写与心理穿插自然，句与句过渡顺滑，没有逻辑断层。 四、格式硬性要求维度（5 分） 1. 必须原样使用题目给出的两段开头句，禁止修改、删减、替换段首文字。 2. 总词数控制在 130–170，140~160 为最佳区间，字数过多或过少酌情扣分。 3. 必须选用不少于 5 个原文划线关键词：excited screams of joy、sand、surf line、wave、total tiredness，关键词均匀分布两段，全部下划线标注；关键词必须来自原文，不得自行编造替换。 4. 严格分为独立两段书写，分段格式规范。 五、五档整体分级（满分 25） 1. 第五档（21–25 分）：情节饱满，多处回扣原文细节；语法几乎零错误，句式丰富多样；段落、句子衔接流畅；全部格式规则达标，关键词规范标注。 2. 第四档（16–20 分）：情节完整贴合原文；存在少量不影响理解的语法小错，句式有变化；逻辑通顺；所有格式要求满足。 3. 第三档（11–15 分）：故事主线完整；语法错误较多，句式单一；衔接普通；词数、关键词刚好达标。 4. 第二档（6–10 分）：情节零散，偏离救人主线；语法错误繁多，可读性差；衔接混乱；多项格式不达标。 5. 第一档（0–5 分）：内容和原文无关、大面积抄写原文、字数严重不足，完全不符合写作要求。 参考范文： Paragraph 1： I swam hard with the two girls and looked toward shore, but I couldn't see anyone. We were too far away from the beach. I was close to total tiredness. But there was no time to wait. I decided to swim on my stomach. I told Lillian to circle her arms around my shoulder and asked Sarah to hold her sister's arms with both hands. I swam as hard as I could. When I took one last look at the beach, in my mind I saw my wife and children. I could feel their love, and from behind me I felt an incredible force, lifting. Paragraph 2： “Mommy！” The loud cry wakened my consciousness. I looked up, a man was trying to drag me out of the water. A woman cried, “Thank you. You saved my daughters.” I tried to comprehend what had happened. My efforts and struggles had paid off. I thought of that giant wave,_lifting and pushing me. I was given the strength I needed. My families were waiting for me. I just needed the strength to make an effort. 【导语】 本文以心理救赎为主线，讲述婚姻破裂、与妻子分居的男主独自乘船来到偏僻海滩散心，因长久不见两个儿子的欢笑满心烦闷。海边两个小女孩欢快的嬉闹声没能牵动低落的他，可突发险情：一名女孩被海浪卷到冲浪线以外。男主奋不顾身冲进海中营救，接连救下姐妹二人。海水汹涌，男主体力濒临耗尽，恍惚间想起自家两个孩子，亲情给予他撑下去的动力，故事围绕海上求生救援、上岸后的心理转变展开，最终男主走出逃避心态，决心直面家庭问题。 【详解】 1. 段落续写： ①由第一段首句内容 “我带着两个女孩奋力游动，望向岸边，视野里空无一人” 可知，第一段可描写深海环境凶险，海浪不断冲击，男主身心疲惫，依靠回忆儿子带来的暖意咬牙坚持游泳，安排两个女孩稳妥依附自己，全力向沙滩靠近。 ②由第二段首句内容 “‘妈妈！’响亮的哭喊唤醒了我的意识” 可知，第二段可描写众人施救上岸，女孩与母亲团聚道谢，男主回想海浪中的经历幡然醒悟，明白不该逃避家庭矛盾，决定主动修复亲情与婚姻。 2. 续写线索：深海被困体力透支→回忆孩子获得力量→拼力朝岸边前进→被路人救起脱险→母女致谢→男主醒悟，决定拥抱家人直面困境 3. 词汇激活 行为类 ①奋力游泳：swim with all one’s strength /struggle to swim forward ②拖拽上岸：drag sb out of seawater /pull sb onto the sand ③乘风破浪：fight against the wave /resist the pull of waves 情绪类 ①筋疲力尽：suffer from total tiredness /be worn out completely ②豁然开朗：feel enlightened /be filled with new hope 【点睛】 【高分句型 1】I recalled my two boys, whose innocent laughter once filled my daily life.（whose 引导限制性定语从句） 【高分句型 2】Exhausted as I was, I kept moving forward toward the distant sand without hesitation.（as 引导让步状语从句倒装） 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。 It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route (路线) through thick evergreen forest. I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children. He hesitated and then said he had decided not to run. What was wrong? He had worked so hard for this event! I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not, and let him decide.” I bit back my frustration (懊恼). I knew the coach meant well — he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking from side to side as he swung his feet forward. David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer — that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was familiar with the challenges David faced and was proud of his strong determination. 注意： 1. 续写词数应为150左右；2. 请按如下格式在答题卡的相应位置作答。 We sat down next to each other, but David wouldn’t look at me. I watched as David moved up to the starting line with the other runners. 【答案】 评分标准 一、内容维度（7 分） 情节逻辑：续写情节紧密承接前文故事，人物行为、心理符合原文人设，故事发展合理自然，无断层、无离谱情节。两段情节彼此呼应，形成完整闭环，拥有合理结局与情感升华。 细节回扣：主动呼应原文关键细节（David 走路摇晃、脑部疾病、日常训练、咧嘴笑容、其他学校学生等），贴合故事背景。 主题匹配：紧扣坚持、勇气、包容、接纳自我的核心，贴合原文 David 坚韧的人物内核。 二、语言维度（9 分） 语法准确：时态统一（全文一般过去时），主谓一致、从句、非谓语、特殊句式无基础性语法错误；少量笔误不影响理解可包容，明显用词错误、语法硬伤酌情降档。 句式多样：混合使用简单句、并列句、状语从句、倒装、with 复合结构、非谓语等，句式不单调重复。 词汇质量：用词贴合场景，动词、情绪词汇丰富；杜绝中式英语、低级重复，适配校园跑步语境。 三、衔接维度（4 分） 段落衔接：上下段依托情节流畅承接，第一段结尾能够顺理引出第二段起跑情节。 句间逻辑：合理使用时间连词（when, after）、转折词、过渡词串联动作与心理，句子跳转顺滑；依靠动作、情绪自然过渡，无生硬割裂。 四、硬性格式维度（5 分） 必须严格使用试卷给出的两段开头句，不可改动、删减。 总词数控制在 130–170 区间，150 词上下浮动最佳，词数严重超标 / 不足扣分。 选取不少于 5 个原文关键词，均匀分布在两段，统一下划线标注；关键词必须来自原文，不可自造。 规范分两段书写，排版格式符合答题要求。 五、档次划分参考（五档制） 第五档（21–25）：四项要求全部达标；情节饱满，句式丰富高级，衔接顺滑，格式零失误。 第四档（16–20）：整体合格，情节完整；少量语法小错，句式有变化；衔接顺畅，格式合规。 第三档（11–15）：情节基本完整；语法错误偏多，句式单一；衔接一般，词数、关键词勉强达标。 第二档（6–10）：情节碎片化，逻辑混乱；语法错误密集；多项格式不满足。 第一档（0–5）：内容无关、抄写原文、字数过少，完全不符合写作要求。 参考范文： Para.1. We sat down next to each other, but David wouldn't look at me. Seeing his face filled with anxiety and hesitation, I decided to talk something with him.Turning to David, I smiled, “David, Look, what a wonderful event!” “Yeah!” David smiled weakly, lowering his head. Patting on his shoulder, I said in a soft voice, “I know you have worked so hard for this event. How I admire your strong determination. Why not give it a try?” “I am afraid kids from other schools will laugh at me. I think what the coach said is right.” murmured David, with sad looks on his face. “But David, what counts most is to participate to the best of your ability in whatever we’re doing. Do you agree? I’m sure you can make it.” After a temporary silence, David nodded in agreement, finally deciding to join in the race. Para.2.  I watched as David moved up to the starting line with the other runners. With a blast of the gun, David tried his best to shoot from the start line, but he failed. Painful and a bit embarrassed as he was, he still swung his feet to keep moving forward. The sun was beating down. After what seemed years, David, rocking his small body, eventually finished his run as the last one. When approaching the finish line, he burst into a big toothy smile and waved to me with excitement, crying “ I made it! I made it!” All the kids including those from other schools erupted into a big applause, cheering for his determination and persistence. At that moment, a flush of admiration and joy swept over me. 【导语】 本文以人物成长为线索，讲述患有脑部疾病的十岁男孩 David 因肢体行动异于常人，担心遭到外校学生嘲笑，打算放弃越野长跑比赛。教练出于心疼让他自主选择参赛与否。身为特教老师的 “我” 深知 David 训练全程从未缺席，向来拼尽全力参与各类活动，拥有极强的毅力。比赛前夕 David 独自低落退缩，故事围绕我开导 David、助力他勇敢参赛展开，最终展现坚持的意义与众人的包容。 【详解】 1. 段落续写： ①由第一段首句内容 “我们紧挨着坐下，可 David 始终不肯抬头看我” 可知，第一段可描写我耐心安抚情绪低落的 David，帮他放下被嘲笑的心理负担，回忆往日训练点滴，劝说他遵从本心勇敢参赛。 ②由第二段首句内容 “我望着 David 跟着其他选手走到起跑线上” 可知，第二段可描写发令枪响后 David 步履艰难坚持奔跑，最终完成赛程，收获全场掌声，他重拾笑容，我也心生感慨。 2. 续写线索：情绪低落不愿参赛→老师耐心开导→放下顾虑选择上场→艰难奔跑坚持到底→收获喝彩→感悟勇气与坚持 3. 词汇激活 行为类 ①坚持训练：stick to every practice /keep up with all training sessions ②全力参与：take part with all efforts /participate to one’s full ability ③抵达终点：reach the finishing line /get to the end point 情绪类 ①紧张不安：feel anxious /be filled with nervousness ②欣喜自豪：overjoyed and proud /full of delight and pride 【点睛】 【高分句型 1】David had a brain disease which stopped him from running normally like other healthy children.（which 引导限制性定语从句） 【高分句型 2】Painful and a bit embarrassed as he was, he still swung his feet forward without giving up halfway.（as 引导让步状语从句的倒装结构） （河北省唐县第一中学高一阶段练习）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。 When I was 12 years old, I started my first job of delivering newspapers. I worked for my hometown paper called Times-News. Each afternoon, the newspaper company dumped (丢下) a pile of papers on my driveway. I had to roll them up, fit a band around each one, and pile them into my shoulder bag. Then I would jump on my Schwinn ten-speed bike and ride a couple of blocks to deliver them to neighbors. That was the easy part for my job. However, the hard part was collecting money each month. It was in the early 1980s before online payments, so I had to go door-to-door. One of my customers was an elderly woman who lived by herself. The first time I met her, she was quite angry. She complained about where I threw her paper each afternoon. She didn’t want it on the driveway and she wanted it on her doorway. I had never had a dissatisfied customer before, so I stood there speechless with my mouth hanging open. As a final insult (侮辱), she waved a finger in my face and refused to pay. I rode my bike back home discouraged and upset. When I talked to my parents about what happened that night, they gave me advice that sounded incredible. But it helped solve the problem almost immediately. It’s the wisdom I’ve carried with me for the last forty years. What did they tell me? “Brian, be kind to her, and she may turn out to be your best customer.” To the ears of a 12-year-old, that sounded ridiculous (荒谬的), like I could jump on my bike to the moon. There was absolutely no possibility that this lady could be nice. I was convinced about that. 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。 But to appease (安抚) my parents, I gave it a try. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ This time, she greeted me differently. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 评分标准 一、内容维度（7 分） 1. 情节合理性 第一段承接原文 David 自卑、害怕被外校学生嘲笑、打算弃赛的状态，依托师生对话完成心理疏导；第二段完整还原越野跑全过程，坚持跑完赛程，收获全体学生鼓掌。情节贴合 David 脑部疾病走路摇晃、训练从不缺席、爱笑的人物设定，无逻辑崩坏、无脱离原文的凭空编造。两段情节前后呼应，完成 “退缩 — 鼓起勇气参赛 — 坚持完赛获得认可” 完整闭环。 2. 细节回扣 需呼应原文关键细节：evergreen forest 赛道、走路身体左右晃动、日常全程训练、标志性咧嘴大笑、多所学校参赛学生、教练的顾虑。细节回扣自然，不能完全脱离原文设定。 3. 主题契合 紧扣坚持、勇敢接纳自我、包容尊重他人、努力重于名次的核心主题，贴合特教老师欣赏 David 意志力的情感基调。 二、语言维度（9 分） 1. 语法准确度 全文时态统一为一般过去时；主谓一致、非谓语、从句、倒装句式使用无误；无严重搭配错误（禁止出现 shoot 形容起跑这类用词失误）；少量笔误不影响理解不扣分，多处硬伤降档。 2. 句式丰富度 灵活混用简单句、并列句、状语从句、定语从句、as 引导让步倒装、with 复合结构、分词伴随状语。句式错落，避免通篇简单句重复堆砌。 3. 词汇适配度 动作词汇（dash、swing、rock、march）贴合跑步场景；情绪词汇（anxious、embarrassed、delighted、proud）匹配人物心情；灵活使用原文词 determination、practice、participate、finish、laugh，词汇不重复，无中式英语。 三、衔接逻辑维度（4 分） 1. 段落衔接：第一段劝说收尾自然引出第二段走上起跑线，两段过渡顺滑。 2. 句间衔接：合理使用 after、when、as、although 等连词串联动作、心理变化；依靠情绪、动作流转衔接句子，无生硬断裂。段落内部层次清晰，心理变化、跑步动作层层递进。 四、格式硬性要求维度（5 分） 1. 必须严格使用题目给定两句段首句，不得增删、改写。 2. 全篇总词数控制在 130–170，140~160 为最优区间，词数严重超标或过少酌情扣分。 3. 选用至少 5 个原文给出核心词汇（determination、practice、participate、finish、laugh），词语均匀分布两段，全部添加下划线标注，关键词必须出自原文，不可自创。 4. 严格分成两大段书写，分段格式规范。 五、五档档次整体分级 1. 第五档（21–25 分）：内容饱满细节拉满；语法零失误，句式多样高级；衔接流畅自然；所有格式要求全部达标。 2. 第四档（16–20 分）：情节完整贴合原文；存在零星语法小错，句式有变化；逻辑通顺；格式全部合规。 3. 第三档（11–15 分）：故事大体完整；语法错误较多，句式单调；衔接普通；词数、关键词勉强达标。 4. 第二档（6–10 分）：情节零散偏离人设；语法错误密集难懂；衔接混乱；多项格式不符合规定。 5. 第一档（0–5 分）：内容和原文无关、大面积抄写原文、字数严重不足，完全不符合写作要求。 参考范文： But to appease (安抚) my parents, I gave it a try. Each afternoon, when I arrived at her house, I jumped off my bike and delivered her paper to her doorway just as she had requested before. She was the only customer who got that type of special delivery. I did this for a full month, never seeing her. And then the time for payment day came again. I was worried about it. I could remember I was extremely nervous when walking to her door and ringing the doorbell. This time, she greeted me differently. Gone was the complaining and angry elderly woman. Now she presented me with kindness in her eyes. “Thank you for delivering my paper to the doorway, young man,” she said with a smile. “I have trouble in walking and now it makes it much easier for me.” She gave me a check which surprised me with a big tip. For the rest of my time as a newspaper carrier, she waved to me each day, offered me cookies, and tipped me extra money which made my job meaningful. 【导语】本文以人物为线索，主要讲述了作者在十二岁时开始了她的第一份工作，送报纸。每天下文作者都会骑着自行车去送报纸，但是她的工作最困难的是每个月去挨家挨户的收钱。她的一位顾客是一位独居的老年妇女，这位女士总是抱怨作者的服务不好，拒绝付钱。所以作者很沮丧的回到家中并把这件事告诉了父母。父母建议她对这位女士好些，因为她可能会成为最好的客户。但是作者并不相信父母的话。 【详解】1.段落续写： ①由第一段首句内容“但为了安抚我的父母，我试了一下。”可知，第一段可描写作者接受了父母的意见，对这位老妇人的服务更周到了。 ②由第二段首句内容“这一次，她用不同的方式问候我。”可知，第二段可描写通过作者的努力，这位老妇人的态度终于有了转变。 2.续写线索：接纳建议——服务周到——态度转变——结果变好——感悟 3.词汇激活 行为类 ①到达她的房子：arrive at her house/reach her house ②给我饼干：offer me cookies/provide me with cookies ③送报纸：deliver her paper/send her paper 情绪类 ①担心：be worried about /be anxious about ②非常紧张：extremely nervous/very tense 【点睛】【高分句型1】She was the only customer who got that type of special delivery.（由who引导了限定性定语从句） 【高分句型2】She gave me a check which surprised me with a big tip. （由which引导了限定性定语从句） 3 / 6 学科网（北京）股份有限公司 $ 分层作业 Unit 1 Reading for Writing 2 【答案】 1. Workers cleaned the exhibition hall, arranged antiques and checked safety devices. 2. Tourists admired the old castle, touched the stone carvings and shared photos online. 【答案】 1.Trembling with anger, she declared that the dam would give way to the historic site. 2.Pacing with anxiety, he complained he might not finish the investigation on time. 【答案】 1.Amazed, the scholar checked the ancient manuscript with his eyes widened. 2.Moved, the visitor appreciated the carved wall with lips parted. 【答案】 评分标准 一、内容维度（7 分） 1. 情节合理性 第一段承接前文男主抱着两个女孩身处深海、体力透支的险境，描写负重奋力游向岸边，救人过程中回忆自己的两个儿子，生出坚持下去的动力；第二段写被路人救上岸，女孩与母亲团聚，男主完成心理蜕变，不再逃避婚姻家庭的难题。情节贴合男主婚姻破裂、思念儿子、出海散心的背景，救援情节连贯真实，无违和、离谱剧情。两段形成 “海上挣扎自救上岸 — 获救顿悟心结” 完整逻辑闭环。 2. 细节回扣 需要回扣原文关键细节：沙滩、海浪、海浪线、两个小女孩、男主思念幼子、出海逃离烦恼、体力耗尽等，细节自然呼应前文，不可脱离故事场景。 3. 主题契合 紧扣绝境救人、亲情治愈、直面生活困境的核心。男主救人的经历消解了他的逃避心态，落脚于主动承担家庭责任，贴合原文压抑、渴望亲情的情感主线。 二、语言维度（9 分） 1. 语法准确度 整体时态统一为一般过去时；从句、非谓语、独立主格、分词结构使用准确；无严重搭配、语法硬伤；轻微拼写、标点小失误不扣分，大面积时态错乱、句式错误降档扣分。 2. 句式丰富度 兼顾简单句、并列句、时间状语从句、宾语从句；可使用 with 复合结构、分词作伴随、倒装等优化句式，拒绝全篇简单句堆砌。动作、环境描写句式有长短变化。 3. 词汇适配度 海浪、游泳类动词（dash、pull、swim、drag）贴合海上场景；情绪词汇（desperate、exhausted、relieved、hopeful）匹配人物心境；合理活用原文划线关键词，词汇不重复，无中式英语。 三、衔接逻辑维度（4 分） 1. 段落衔接：第一段结尾怀揣力量奋力朝岸边游动，自然衔接第二段上岸苏醒的情节，两段过渡流畅。 2. 句间衔接：依靠 when、as、but、after 等连接词串联海浪动作、游泳动作、心理活动；动作描写与心理穿插自然，句与句过渡顺滑，没有逻辑断层。 四、格式硬性要求维度（5 分） 1. 必须原样使用题目给出的两段开头句，禁止修改、删减、替换段首文字。 2. 总词数控制在 130–170，140~160 为最佳区间，字数过多或过少酌情扣分。 3. 必须选用不少于 5 个原文划线关键词：excited screams of joy、sand、surf line、wave、total tiredness，关键词均匀分布两段，全部下划线标注；关键词必须来自原文，不得自行编造替换。 4. 严格分为独立两段书写，分段格式规范。 五、五档整体分级（满分 25） 1. 第五档（21–25 分）：情节饱满，多处回扣原文细节；语法几乎零错误，句式丰富多样；段落、句子衔接流畅；全部格式规则达标，关键词规范标注。 2. 第四档（16–20 分）：情节完整贴合原文；存在少量不影响理解的语法小错，句式有变化；逻辑通顺；所有格式要求满足。 3. 第三档（11–15 分）：故事主线完整；语法错误较多，句式单一；衔接普通；词数、关键词刚好达标。 4. 第二档（6–10 分）：情节零散，偏离救人主线；语法错误繁多，可读性差；衔接混乱；多项格式不达标。 5. 第一档（0–5 分）：内容和原文无关、大面积抄写原文、字数严重不足，完全不符合写作要求。 参考范文： Paragraph 1： I swam hard with the two girls and looked toward shore, but I couldn't see anyone. We were too far away from the beach. I was close to total tiredness. But there was no time to wait. I decided to swim on my stomach. I told Lillian to circle her arms around my shoulder and asked Sarah to hold her sister's arms with both hands. I swam as hard as I could. When I took one last look at the beach, in my mind I saw my wife and children. I could feel their love, and from behind me I felt an incredible force, lifting. Paragraph 2： “Mommy！” The loud cry wakened my consciousness. I looked up, a man was trying to drag me out of the water. A woman cried, “Thank you. You saved my daughters.” I tried to comprehend what had happened. My efforts and struggles had paid off. I thought of that giant wave,_lifting and pushing me. I was given the strength I needed. My families were waiting for me. I just needed the strength to make an effort. 【导语】 本文以心理救赎为主线，讲述婚姻破裂、与妻子分居的男主独自乘船来到偏僻海滩散心，因长久不见两个儿子的欢笑满心烦闷。海边两个小女孩欢快的嬉闹声没能牵动低落的他，可突发险情：一名女孩被海浪卷到冲浪线以外。男主奋不顾身冲进海中营救，接连救下姐妹二人。海水汹涌，男主体力濒临耗尽，恍惚间想起自家两个孩子，亲情给予他撑下去的动力，故事围绕海上求生救援、上岸后的心理转变展开，最终男主走出逃避心态，决心直面家庭问题。 【详解】 1. 段落续写： ①由第一段首句内容 “我带着两个女孩奋力游动，望向岸边，视野里空无一人” 可知，第一段可描写深海环境凶险，海浪不断冲击，男主身心疲惫，依靠回忆儿子带来的暖意咬牙坚持游泳，安排两个女孩稳妥依附自己，全力向沙滩靠近。 ②由第二段首句内容 “‘妈妈！’响亮的哭喊唤醒了我的意识” 可知，第二段可描写众人施救上岸，女孩与母亲团聚道谢，男主回想海浪中的经历幡然醒悟，明白不该逃避家庭矛盾，决定主动修复亲情与婚姻。 2. 续写线索：深海被困体力透支→回忆孩子获得力量→拼力朝岸边前进→被路人救起脱险→母女致谢→男主醒悟，决定拥抱家人直面困境 3. 词汇激活 行为类 ①奋力游泳：swim with all one’s strength /struggle to swim forward ②拖拽上岸：drag sb out of seawater /pull sb onto the sand ③乘风破浪：fight against the wave /resist the pull of waves 情绪类 ①筋疲力尽：suffer from total tiredness /be worn out completely ②豁然开朗：feel enlightened /be filled with new hope 【点睛】 【高分句型 1】I recalled my two boys, whose innocent laughter once filled my daily life.（whose 引导限制性定语从句） 【高分句型 2】Exhausted as I was, I kept moving forward toward the distant sand without hesitation.（as 引导让步状语从句倒装） 【答案】 评分标准 一、内容维度（7 分） 情节逻辑：续写情节紧密承接前文故事，人物行为、心理符合原文人设，故事发展合理自然，无断层、无离谱情节。两段情节彼此呼应，形成完整闭环，拥有合理结局与情感升华。 细节回扣：主动呼应原文关键细节（David 走路摇晃、脑部疾病、日常训练、咧嘴笑容、其他学校学生等），贴合故事背景。 主题匹配：紧扣坚持、勇气、包容、接纳自我的核心，贴合原文 David 坚韧的人物内核。 二、语言维度（9 分） 语法准确：时态统一（全文一般过去时），主谓一致、从句、非谓语、特殊句式无基础性语法错误；少量笔误不影响理解可包容，明显用词错误、语法硬伤酌情降档。 句式多样：混合使用简单句、并列句、状语从句、倒装、with 复合结构、非谓语等，句式不单调重复。 词汇质量：用词贴合场景，动词、情绪词汇丰富；杜绝中式英语、低级重复，适配校园跑步语境。 三、衔接维度（4 分） 段落衔接：上下段依托情节流畅承接，第一段结尾能够顺理引出第二段起跑情节。 句间逻辑：合理使用时间连词（when, after）、转折词、过渡词串联动作与心理，句子跳转顺滑；依靠动作、情绪自然过渡，无生硬割裂。 四、硬性格式维度（5 分） 必须严格使用试卷给出的两段开头句，不可改动、删减。 总词数控制在 130–170 区间，150 词上下浮动最佳，词数严重超标 / 不足扣分。 选取不少于 5 个原文关键词，均匀分布在两段，统一下划线标注；关键词必须来自原文，不可自造。 规范分两段书写，排版格式符合答题要求。 五、档次划分参考（五档制） 第五档（21–25）：四项要求全部达标；情节饱满，句式丰富高级，衔接顺滑，格式零失误。 第四档（16–20）：整体合格，情节完整；少量语法小错，句式有变化；衔接顺畅，格式合规。 第三档（11–15）：情节基本完整；语法错误偏多，句式单一；衔接一般，词数、关键词勉强达标。 第二档（6–10）：情节碎片化，逻辑混乱；语法错误密集；多项格式不满足。 第一档（0–5）：内容无关、抄写原文、字数过少，完全不符合写作要求。 参考范文： Para.1. We sat down next to each other, but David wouldn't look at me. Seeing his face filled with anxiety and hesitation, I decided to talk something with him.Turning to David, I smiled, “David, Look, what a wonderful event!” “Yeah!” David smiled weakly, lowering his head. Patting on his shoulder, I said in a soft voice, “I know you have worked so hard for this event. How I admire your strong determination. Why not give it a try?” “I am afraid kids from other schools will laugh at me. I think what the coach said is right.” murmured David, with sad looks on his face. “But David, what counts most is to participate to the best of your ability in whatever we’re doing. Do you agree? I’m sure you can make it.” After a temporary silence, David nodded in agreement, finally deciding to join in the race. Para.2.  I watched as David moved up to the starting line with the other runners. With a blast of the gun, David tried his best to shoot from the start line, but he failed. Painful and a bit embarrassed as he was, he still swung his feet to keep moving forward. The sun was beating down. After what seemed years, David, rocking his small body, eventually finished his run as the last one. When approaching the finish line, he burst into a big toothy smile and waved to me with excitement, crying “ I made it! I made it!” All the kids including those from other schools erupted into a big applause, cheering for his determination and persistence. At that moment, a flush of admiration and joy swept over me. 【导语】 本文以人物成长为线索，讲述患有脑部疾病的十岁男孩 David 因肢体行动异于常人，担心遭到外校学生嘲笑，打算放弃越野长跑比赛。教练出于心疼让他自主选择参赛与否。身为特教老师的 “我” 深知 David 训练全程从未缺席，向来拼尽全力参与各类活动，拥有极强的毅力。比赛前夕 David 独自低落退缩，故事围绕我开导 David、助力他勇敢参赛展开，最终展现坚持的意义与众人的包容。 【详解】 1. 段落续写： ①由第一段首句内容 “我们紧挨着坐下，可 David 始终不肯抬头看我” 可知，第一段可描写我耐心安抚情绪低落的 David，帮他放下被嘲笑的心理负担，回忆往日训练点滴，劝说他遵从本心勇敢参赛。 ②由第二段首句内容 “我望着 David 跟着其他选手走到起跑线上” 可知，第二段可描写发令枪响后 David 步履艰难坚持奔跑，最终完成赛程，收获全场掌声，他重拾笑容，我也心生感慨。 2. 续写线索：情绪低落不愿参赛→老师耐心开导→放下顾虑选择上场→艰难奔跑坚持到底→收获喝彩→感悟勇气与坚持 3. 词汇激活 行为类 ①坚持训练：stick to every practice /keep up with all training sessions ②全力参与：take part with all efforts /participate to one’s full ability ③抵达终点：reach the finishing line /get to the end point 情绪类 ①紧张不安：feel anxious /be filled with nervousness ②欣喜自豪：overjoyed and proud /full of delight and pride 【点睛】 【高分句型 1】David had a brain disease which stopped him from running normally like other healthy children.（which 引导限制性定语从句） 【高分句型 2】Painful and a bit embarrassed as he was, he still swung his feet forward without giving up halfway.（as 引导让步状语从句的倒装结构） 【答案】 评分标准 一、内容维度（7 分） 1. 情节合理性 第一段承接原文 David 自卑、害怕被外校学生嘲笑、打算弃赛的状态，依托师生对话完成心理疏导；第二段完整还原越野跑全过程，坚持跑完赛程，收获全体学生鼓掌。情节贴合 David 脑部疾病走路摇晃、训练从不缺席、爱笑的人物设定，无逻辑崩坏、无脱离原文的凭空编造。两段情节前后呼应，完成 “退缩 — 鼓起勇气参赛 — 坚持完赛获得认可” 完整闭环。 2. 细节回扣 需呼应原文关键细节：evergreen forest 赛道、走路身体左右晃动、日常全程训练、标志性咧嘴大笑、多所学校参赛学生、教练的顾虑。细节回扣自然，不能完全脱离原文设定。 3. 主题契合 紧扣坚持、勇敢接纳自我、包容尊重他人、努力重于名次的核心主题，贴合特教老师欣赏 David 意志力的情感基调。 二、语言维度（9 分） 1. 语法准确度 全文时态统一为一般过去时；主谓一致、非谓语、从句、倒装句式使用无误；无严重搭配错误（禁止出现 shoot 形容起跑这类用词失误）；少量笔误不影响理解不扣分，多处硬伤降档。 2. 句式丰富度 灵活混用简单句、并列句、状语从句、定语从句、as 引导让步倒装、with 复合结构、分词伴随状语。句式错落，避免通篇简单句重复堆砌。 3. 词汇适配度 动作词汇（dash、swing、rock、march）贴合跑步场景；情绪词汇（anxious、embarrassed、delighted、proud）匹配人物心情；灵活使用原文词 determination、practice、participate、finish、laugh，词汇不重复，无中式英语。 三、衔接逻辑维度（4 分） 1. 段落衔接：第一段劝说收尾自然引出第二段走上起跑线，两段过渡顺滑。 2. 句间衔接：合理使用 after、when、as、although 等连词串联动作、心理变化；依靠情绪、动作流转衔接句子，无生硬断裂。段落内部层次清晰，心理变化、跑步动作层层递进。 四、格式硬性要求维度（5 分） 1. 必须严格使用题目给定两句段首句，不得增删、改写。 2. 全篇总词数控制在 130–170，140~160 为最优区间，词数严重超标或过少酌情扣分。 3. 选用至少 5 个原文给出核心词汇（determination、practice、participate、finish、laugh），词语均匀分布两段，全部添加下划线标注，关键词必须出自原文，不可自创。 4. 严格分成两大段书写，分段格式规范。 五、五档档次整体分级 1. 第五档（21–25 分）：内容饱满细节拉满；语法零失误，句式多样高级；衔接流畅自然；所有格式要求全部达标。 2. 第四档（16–20 分）：情节完整贴合原文；存在零星语法小错，句式有变化；逻辑通顺；格式全部合规。 3. 第三档（11–15 分）：故事大体完整；语法错误较多，句式单调；衔接普通；词数、关键词勉强达标。 4. 第二档（6–10 分）：情节零散偏离人设；语法错误密集难懂；衔接混乱；多项格式不符合规定。 5. 第一档（0–5 分）：内容和原文无关、大面积抄写原文、字数严重不足，完全不符合写作要求。 参考范文： But to appease (安抚) my parents, I gave it a try. Each afternoon, when I arrived at her house, I jumped off my bike and delivered her paper to her doorway just as she had requested before. She was the only customer who got that type of special delivery. I did this for a full month, never seeing her. And then the time for payment day came again. I was worried about it. I could remember I was extremely nervous when walking to her door and ringing the doorbell. This time, she greeted me differently. Gone was the complaining and angry elderly woman. Now she presented me with kindness in her eyes. “Thank you for delivering my paper to the doorway, young man,” she said with a smile. “I have trouble in walking and now it makes it much easier for me.” She gave me a check which surprised me with a big tip. For the rest of my time as a newspaper carrier, she waved to me each day, offered me cookies, and tipped me extra money which made my job meaningful. 【导语】本文以人物为线索，主要讲述了作者在十二岁时开始了她的第一份工作，送报纸。每天下文作者都会骑着自行车去送报纸，但是她的工作最困难的是每个月去挨家挨户的收钱。她的一位顾客是一位独居的老年妇女，这位女士总是抱怨作者的服务不好，拒绝付钱。所以作者很沮丧的回到家中并把这件事告诉了父母。父母建议她对这位女士好些，因为她可能会成为最好的客户。但是作者并不相信父母的话。 【详解】1.段落续写： ①由第一段首句内容“但为了安抚我的父母，我试了一下。”可知，第一段可描写作者接受了父母的意见，对这位老妇人的服务更周到了。 ②由第二段首句内容“这一次，她用不同的方式问候我。”可知，第二段可描写通过作者的努力，这位老妇人的态度终于有了转变。 2.续写线索：接纳建议——服务周到——态度转变——结果变好——感悟 3.词汇激活 行为类 ①到达她的房子：arrive at her house/reach her house ②给我饼干：offer me cookies/provide me with cookies ③送报纸：deliver her paper/send her paper 情绪类 ①担心：be worried about /be anxious about ②非常紧张：extremely nervous/very tense 【点睛】【高分句型1】She was the only customer who got that type of special delivery.（由who引导了限定性定语从句） 【高分句型2】She gave me a check which surprised me with a big tip. （由which引导了限定性定语从句） 2 / 3 学科网（北京）股份有限公司 $