2025年高一英語寒假銜接講練 (譯林版)第10講 讀后續(xù)寫(知識講解+名校新題練)(教師版)

第10講讀后續(xù)寫目錄新知導(dǎo)航：熟悉題型、掌握知識脈絡(luò)基礎(chǔ)知識：知識點全面梳理，掌握必備重點記憶：關(guān)鍵點快速記憶，提升能力小試牛刀：考點剖析+過關(guān)檢測，合理應(yīng)用一．題型概述讀后續(xù)寫滿分25分，提供一段350詞左右的語言材料(多為故事類文章或夾敘夾議類文章)，要求考生依據(jù)該材料內(nèi)容所給段落開頭語進行續(xù)寫，為其補充一篇150詞左右，與給定材料有邏輯銜接、情節(jié)合理和結(jié)構(gòu)完整的短文。讀后續(xù)寫是一種將閱讀與寫作緊密結(jié)合的考查形式，旨在考查學(xué)生的綜合語言運用能力。與應(yīng)用文不同，故事續(xù)寫除了要求學(xué)生掌握豐富的詞匯和句式外，還注重學(xué)生的內(nèi)容構(gòu)思和情節(jié)銜接的能力。二．評分原則：1)內(nèi)容：內(nèi)容的豐富性、故事發(fā)展的合理性，續(xù)寫的完整性2)詞匯語法：使用語言的多樣性、準確性和恰當(dāng)性；(語言為交際服務(wù)，不可一味使用所謂“高級”語言，要與原文語言特點保持一致。)3)篇章結(jié)構(gòu)：上下文的銜接(包括續(xù)寫段落之間的銜接)連貫性；4)寫作規(guī)范：①詞數(shù)少于130的，扣2分；②拼寫和標點符號錯誤多將分數(shù)降低一個檔次；③如書寫較差，以至影響交際，將分數(shù)降低一個檔次；三．如何讀和寫：讀：1:讀懂原文：找出6要素(Actions，feelings，settings);理清情節(jié)，提煉問題和解決方法(astorymountain：conflict-solution);2:構(gòu)思情節(jié)：原文結(jié)尾+2個段首句，通過問答，構(gòu)建寫作框架;“拿來”原文的提示語料：推動續(xù)寫情節(jié)；(reasonable,logical)3:研究時態(tài);(過去時)。寫：(1)寫好兩段首尾句;(邏輯銜接好)(2)“問題”與“解決”;(結(jié)構(gòu)完整)(3)動作與情感雙曲線;(情節(jié)好)(4)抓準伏筆，回扣前文。(點亮全文)如何寫讀后續(xù)寫1.理清已知信息精讀文章，關(guān)注細節(jié)和脈絡(luò)。閱讀是讀后續(xù)寫的起點，起點的高低直接影響著續(xù)寫能達到的高度，因此考生要通過閱讀梳理文中主要人物之間的關(guān)系、主要人物的性格特點、故事發(fā)展線索，以便把握故事的走向，構(gòu)建情節(jié)。厘清主要信息不僅可以幫助考生理解故事情節(jié)，推斷故事發(fā)展方向，同時對續(xù)寫時的人物描寫有指導(dǎo)作用。2.研判續(xù)寫方向(1)定文章基調(diào)在讀完文章后，考生要根據(jù)各段落的主旨，明確文章的整體構(gòu)架和中心思想。此外，考生需要通過文中的細節(jié)描述來確定續(xù)寫內(nèi)容的基調(diào)，如分析描寫人物的形容詞和人物發(fā)出的動作、文中的對話、所給的兩個續(xù)寫段首句來確定續(xù)寫的基調(diào)，尋找續(xù)寫的切入口，從而展開合理的情節(jié)想象。(2)定文章走向所給續(xù)寫段落開頭語對故事發(fā)展有提示、銜接、引導(dǎo)和限制作用。續(xù)寫時，考生要站在作者的角度，繼承原文寫作思路，需要注意續(xù)寫內(nèi)容應(yīng)積極向上，設(shè)計的結(jié)局應(yīng)是正向的，如意外事件類的續(xù)寫結(jié)局應(yīng)是事情得以解決。此外，續(xù)寫第二段的開頭往往暗示著第一段的故事走向。(3)定續(xù)寫框架在讀后續(xù)寫中，細讀是起點，寫作則是重點，而建構(gòu)是難點?？忌蓪⑹崂沓龅男畔⒑屯卣沟募毠?jié)結(jié)合形成故事發(fā)展的要點，從而構(gòu)建簡單的續(xù)寫故事框架。另外，在寫作時，考生應(yīng)注意句子結(jié)構(gòu)的多樣性、詞匯的豐富性，利用儲備的語言知識，根據(jù)內(nèi)容慎重選擇詞匯、詞塊和句式，且有意識地使用高級句式，使表達富有感染力。此外，考生還應(yīng)該注意續(xù)寫內(nèi)容與所給段落首句的銜接程度。3．潤色(1)要使用高級詞匯及短語①使用高等級詞匯②使用短語③使用諺語(2)句式要有變化①復(fù)合句(主語\賓語\表語\同位語\定語\狀語從句)②倒裝句(1)否定詞置于句首(2)only+狀語置于句首③強調(diào)句型：Itis……that(who)…④固定句子結(jié)構(gòu)：too…to…，so…that…，not…until…，notonly…butalso…，neither…nor…(3)使用連接詞，過渡自然，連貫通順，并列and;aswellas;also;too,選擇or;either...or...;原因because(of);owingto;dueto;thanksto結(jié)果so;therefore;thus;asaresult比較onthecontrary;comparedto…,轉(zhuǎn)折but;yet;however;遞進besides;moreover;inaddition舉例forexample;suchas;thatis;take…forexample讀后續(xù)寫Passage1(2023上·安徽蕪湖·高一統(tǒng)考期末)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段文字，使之構(gòu)成一篇完整的短文。Asisknowntoall,thetrafficisverypoorandheavy.Thebusorthetrainisreallycrowded.EverytimeIgohomefrommycompanyorleavehomeformycompany,IhavetoacceptsuchahardexperiencethoughIhavebeenusedtoit.OnacoldDecembermorningin2020,Iboardedabuswithmyfourbagswhichwerelarge.Luckily,thereweretwoemptyseatsleft.Aboutonehourlater,awell-dressedyoungguygotonandtooktheseatnexttomine.Iwascautious.Iwouldoftencomeacrossguyswhowereeagertotalktoagirltravellingonherown.SoIwasnotsurprisedwhenhespokeup.“Whereareyougoing?”heasked.“RampurBushehr,”Irepliedbrieflyandputonmyearphonestoenjoysomemusicortoavoidtalkingwithhim.Hedidnotbothermeafterthatasifhehadknownmyidea.Itstartedtorainandcoldwaterwasdroppingthroughtheroofrightontomylap.Seeingthat,theguyemptiedaplasticshoppingbagfullofclothes,whichhepushedintohistravelbag.Hethenhandedmetheplasticbag.Iaccepteditwithasheepish(困窘的)“thanks”beforespreadingitonmylap.Minuteslater,thebusbrokedown!Theconductorannouncedwewouldhavetomovetoanotherbusthatwouldreachusshortly,andthattherewouldbenomorebusesafterthat,sincetherehadbeenheavysnowfalls.Allthepassengersofthebusgotoffandstoodonthesideoftheroad,readytorushintothenextbus.TheconductorunwillinglyhelpedmegetoffthebuswithmyluggageandItoowaitedwithotherpassengers.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Whenthebusfinallyarrived,ithadmanypassengersalready._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Asthebusleftformyhometown,Ilookedaroundfortheguy._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Whenthebusfinallyarrived,ithadmanypassengersalready.Itseemedtherewasn’tenoughspaceforme,letalonemyfourbags.Seeingthat,thatyoungguycametome,“Don’tworry,I’llhelpyougetonit.”Asastranger,hebehavedtooenthusiastically,whichmademefeltawkward,butIwascuriousabouthowhecouldmakeit.Whenthedooropened,theguyrushedintothebus.Throughthewindow,Isawhetalkedtothedriverandpointedatme.Afterawhile,thedriveraskedthecrowdtomakeapath.Ididn’trealizeitwasformeuntileveryonelookedatme.Someoneevenhelpedtocarrymyluggage.Itwasreallycrowdedonthebus,butatleastIgotonit.Asthebusleftformyhometown,Ilookedaroundfortheguy.HedidmesuchafavorandIshouldsaythankstohim,butnotsheepishthistime.However,remindedbyanotherpassenger,Ifoundthathewasonthesideoftheroad,wavinggoodbyetome.Icametothewindowandshoutedtohim,“What’syourname?”Theguysmiledbutdidn’treply.Thebusbumpeditswayslowlydowntheroad,whilehisfiguregraduallyfadedawayandmyheartcouldn’tbecalmforalongtime.Wedohavetoaccepthardexperiencessometimes,butstillcanexpectkindnessandwarmth.【導(dǎo)語】本文以乘公交車為場景展開，時間回溯到2020年十二月份的一個早上，作者帶著四大包行李搭上公交車，遇到一個陌生男子的搭訕和幫助，而此時車子突然拋錨了，售票員讓乘客們下車等下一趟。【詳解】1.段落續(xù)寫：①由第一段首句內(nèi)容“當(dāng)公交車終于到了時，車上已經(jīng)有很多乘客了?！笨芍谝欢慰擅鑼懽髡咴谀贻p男子的幫助下設(shè)法坐上了車。②由第二段首句內(nèi)容“公交車向著我的家鄉(xiāng)進發(fā)時，我環(huán)顧四周尋找那個人。”可知，第二段可描作者發(fā)現(xiàn)年輕男子并沒有上車，在作者想要知道他的名字時，男子只是微笑著看著公交車緩緩駛離。2.續(xù)寫線索：公交車擁擠——男子幫忙求助司機——成功上車——尋找男子——男子未上車——心懷感激3.詞匯激活：行為類①沖進：rushinto/runinto②尋找：lookfor/searchfor/seek情緒類：①平靜的：calm/peaceful②尷尬的：awkward/embarrassed【點睛】[高分句型1]Whenthedooropened,theguyrushedintothebus.(運用了when引導(dǎo)時間狀語從句)[高分句型2]Ididn’trealizeitwasformeuntileveryonelookedatme.(運用了until引導(dǎo)時間狀語從句)[高分句型3]Thebusbumpeditswayslowlydowntheroad,whilehisfiguregraduallyfadedawayandmyheartcouldn’tbecalmforalongtime.(運用了while引導(dǎo)時間狀語從句)Passage2(2023上·河北唐山·高一統(tǒng)考期末)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。ItwasthelastpracticebeforethebiggymnasticscompetitioninBurlingville.ThegymnasticsteamofSpringtownHighSchoolhadbeentrainingeverydayintheschoolvacation.Theytriedharderandwantedtodobetter.TheyhadcompetedwiththeteamfromMaidstoneHighSchoolseveraltimes.Thecompetitionsallowedthetwoteamstoadmireeachotherfortheirexcellentperformanceandplayers’qualities.Theyrespectedthegame;theyrespectedeachother’steammore.Today,theplayersofSpringtownwenthomeearlier.TheywouldpacksomefoodandwatertohavealongthewaytoBurlingville.Beforetheywenthome,theywenttotheirteachertoseetheirnewuniform.SpringtonHighSchoolwasinthecountryside.Theteammadecookiesandsoldthematthemarkettogetmoneytobuytheuniform.Theyloveditverymuch,eventhoughtheywereimpressedwiththeuniformsoftheteamfromMaidstone.MaidstoneHighSchoolwasarichprivateschool.Itusuallypreparedtwosetsofuniformsforthecompetition—oneforthemorningandtheotherfortheafternoon.Earlythenextmorning,theteamofSpringtownHighSchoolandtheirteachergotonaminibustostarttheirlongtrip.TheywouldreachtherailwaystationinTraversatabouttwoo’clockandthentakeatraintoBurlingville.Theymustbetherebysixo’clockandregisterforthecompetition.Thebusdriverdrovethebusthroughthecountryroads.Thensuddenly,heparkedthebusatthesideoftheroad.Therewassomethingwrongwiththeengine.Unluckily,thedrivercouldn’tfixitinashorttime.Hecalledthecompanyandaskedthemtosendanotherbusforthegymnasticsteam.Itwas90minutesbeforeanotherminibuscame.Everyonejumpedontothebus.“Pleasehurry,”saidtheteacher.WhentheyfinallyarrivedatTraversrailwaystation,thebusdriverhelpedtheteamcarrythebagsintothestation.Assoonastheygotonthetrain,itstartedtomove.Lookingoutofthewindow,theteachersawthebusdriverrunningtowardsthetraindoor.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.開頭已給出?！癘h,no!”theteachershouted.“Thedriverhasouruniformbag!”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Caughtincompletehopelessness,theteamfromSpringtownsawtheplayersofMaidstonewalkingtowardsthem.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】“Oh,no!”criedtheteacher.“Thedriverhasouruniformbag!”Thestudentswereverydisappointedtoseethebusdrivingaway.Theylosttheirnewuniforms,whichmadethemunabletowearuniformstoparticipateinthecompetition.Finally,thestudentsreachedBurlingville.Theteamsoldthecookiestheyhadmadewiththehopeofbuyingnewuniformsagain.Butthemoneywasnotenough.Thebigdayfinallyarrived.Thestudentscouldonlyweartheirusualclothestogototheplayground.Incompletedesperation,theteamfromSpringtownsawtheplayersfromMidstonecomingtothem.Eachplayerhadauniforminhishand,whichwasfortheplayersinSpringtown.Mindstone’splayersweremovedtoseetheeffortsmadebytheplayersinSpringtowntogetuniform.Thatwaswhytheywerewillingtolendtheirspareuniforms.AftertheSpringtownteamchangeduniforms,thegamebetweenthetwoteamsbegan.【導(dǎo)語】本文以人物為線索展開，講述了來自農(nóng)村的斯普林敦高中隊和來自富有私立學(xué)校的邁德斯通高中隊將進行大型體操比賽。來伯靈頓的路上，斯普林敦隊剛上火車，卻發(fā)現(xiàn)他們辛苦購得的隊服落在了公共汽車上，而火車已經(jīng)開動，公共汽車開走了?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容““哦，不！”老師喊道?！八緳C拿著我們的隊服包！””可知，第一段可描寫學(xué)生們非常失望，想再次購買隊服的計劃沒能實現(xiàn)，學(xué)生們只能穿平時的衣服去參加比賽。②由第二段首句內(nèi)容“在完全絕望的情況下，來自斯普林敦的隊伍看到了來自邁德斯通的隊員向他們走來?！笨芍诙慰擅鑼戇~德斯通的隊員被對手的努力感動，將自己的另一套隊服借給對手，斯普林敦的隊員換好隊服后，兩隊開始比賽。2.續(xù)寫線索：隊服丟了——打算重新買，錢不夠——穿平時衣服比賽——邁德斯通的隊員借出隊服——解釋借出隊服的原因——開始比賽3.詞匯激活行為類①到達：reach/arriveat②購買：buy/purchase③開始：begin/start情緒類①失望的：disappointed/upset②感動的：moved/touched【點睛】【高分句型1】Theylosttheirnewuniforms,whichmadethemunabletowearuniformstoparticipateinthecompetition.(由關(guān)系代詞which引導(dǎo)非限制性定語從句)【高分句型2】Thatwaswhytheywerewillingtolendtheirspareuniforms.(由連接詞why引導(dǎo)表語從句)Passage3(2023上·湖南衡陽·高一統(tǒng)考期末)閱讀下面的材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文。After22yearsofmarriage,Ihavediscoveredthesecrettokeeplovealiveinmyrelationshipwithmywife,Peggy.Istarteddatingwithanotherwoman.ItwasPeggy’sidea.Onedayshesaidtome,“Lifeistooshort,youneedtospendtimewiththepeopleyoulove.Youprobablywon’tbelieveme,butIknowyouloveherandIthinkthatifthetwoofyouspendmoretimetogether,itwillmakeuscloser.”The“other”womanmywifewasencouragingmetodateismymother,a72-year-oldwidowwhohaslivedalonesincemyfatherdied20yearsago.Rightafterhisdeath,Imoved2,500milesawaytoCaliforniaandstartedmyownlifeandcareer.WhenImovedbacknearmyhometownsixyearsago,IpromisedmyselfthatIwouldspendmoretimewithMom.Butwiththedemandsofmyjobandthreekids,Inevergotaroundtoseeinghermuchbeyondfamilyget-togethersandholidays.MomwassurprisedwhenIcalledandsuggestedthetwoofusgoouttodinner.“What’swrong?”sheasked.“Ithoughtitwouldbenicetospendsometimewithyou,”Isaid.“Justthetwoofus.”“Iwouldlikethatalot,”shesaid.WhenIpulledintoherdriveway,shewaswaitingbythedoorwithhercoaton.Herhairwascurled,andshewassmiling.“ItoldmyfriendsIwasgoingoutwithmyson,andtheywereallimpressed.Theycan’twaittohearaboutourevening,”Momsaid.注意：1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右;2.續(xù)寫部分分為兩段,每段的開頭語已為你寫好：Para1:Minuteslater,wearrivedatarestaurantintheneighborhood.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Para2:“Howwasyourdate?”PeggyaskedwhenIgothome.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Minuteslater,wearrivedatarestaurantintheneighborhood.SinceMom’seyescouldonlyseelargeshapesandshadows,Ihadtoreadthemenuforbothofus.“Itistimetoletmereturnthefavor,”Isaid.Wehadanicetalkoverdinner,catchinguponeachother’slives.Wehadbeentalkingforsolonguntiltherestaurantclosed.“I’llgooutwithyouagain,”mymothersaidpleasantlyasIdroppedheroff.KissinggoodbyewithMom,Idrovehomelater.“Howwasyourdate?”PeggyaskedwhenIgothome.“Nice…nicerthanIthoughtitwouldbe,”Isaid.IhuggedPeggytightly,whispering“Thankyou,darling.Youtaughtmetheimportanceoffamilybond.”Peggysmiledandreplied,“Yes,asyourwife,IamwillingtoexpectyourmoredateswithMom,forIloveyou.”Peggywasright.Datinganotherwomanhashelpedmymarriage.【導(dǎo)語】本文以故事情節(jié)發(fā)展為線索。講述了作者在步入婚姻二十二年后發(fā)現(xiàn)，讓愛保持活力的秘密。在妻子的提議下，作者決定邀請他生命另外一個重要的女人——他的母親——一起共進晚餐看，用更多的時間去陪伴他母親，了解父母過去的故事，感謝對母親對自己的養(yǎng)育之恩的故事。【詳解】1.段落續(xù)寫：①由第一段首句內(nèi)容“幾分鐘后，我們來到了附近的一家餐館?！笨芍谝欢慰擅鑼懽髡吆湍赣H一起在餐廳吃飯的場景、經(jīng)過。②由第二段首句內(nèi)容“‘你的約會怎么樣？’我回家后佩吉問道?！笨芍?，第二段可描寫作者回家后，和妻子分享自己與母親的約會。2.續(xù)寫線索：妻子提議作者和母親約會——前去邀請母親外出——與母親共進晚餐——送母親回家——與妻子聊天——感悟3.詞匯激活行為類①擁抱：hugsb.tightly/givesb.abighug②低語：whisper/murmur情緒類①開心地：pleasantly/happily②樂意做某事：bewillingtodo/begladtodo【點睛】[高分句型1]Wehadbeentalkingforsolonguntiltherestaurantclosed.(由從屬連詞until引導(dǎo)的時間狀語從句)[高分句型2]SpendingthisnightwithMomisthemostpleasanttimeIhaveeverhadinthepastyears.(由省略的關(guān)系代詞that引導(dǎo)限制性定語從句)Passage4(2023上·湖南益陽·高一統(tǒng)考期末)閱讀下面材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文。OncetherelivedagirlnamedMelanie.Thelittlegirlwaslivingwithadream.Shewantedtobeaballetdancer.Herbodywasveryflexibleandshehadastrongwillpower.Melanie’sparentsneverknewofthegreatdancingskillstheirdaughterhaduntiloneday,theysawthelittlegirldancingwiththebeautifulstepsofaballerina.“Isn’titstrange?Melanieisdancingsowellwithoutanyformaltraining!”themothersaid.“Wemustgiveherballetlessonstohelpherimproveherskills,”herfathersaid.Thefollowingday,Melanie’sparentstookhertoalocaldancetrainingschool.TheteacheraskedMelanietodance.Thelittlegirlwashappyandshowedsomeofherfavoritedancesteps.However,theteacherdidn’tseeminterestedinherperformance.“That’sOK.Youcanleavenow!”theteachersaid.Melaniewasshockedtohearthis.Sowereherparents.Theycouldn’tbelievetheirears.“Thegirliscommon.Shedoesnothavethepossibilitytobecomeaballerina,”thedanceteachersaid.“Don’tletherwastehertimedreamingofbecomingadancer.”Disappointed,Melanieandherparentsreturnedhome.TearsrolleddownMelanie’sface.Herdreamswerebrokenwithinamatterofminutes.Withoutconfidence,Melanieneverattemptedtodanceagain.Shecompletedherstudiesandwentontobecomeateacherinschool.Lifewasgoodandshekeptherselfbusywithfamilyandwork.However,whenevershehappenedtopasstheschool’sballetroom,memoriesofchildhooddreamsdancedbeforehereyes.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Oneday,theballetteacherinherschoolwaslate.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________“Whataperformance,Melanie!Youareatrueballerina!”saidtheballetteacherenteringtheclassroom.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】Oneday,theballetteacherinherschoolwaslate.Melaniewasaskedtokeepaneyeonthegirlssothattheywouldbehavethemselves.Onceinsidetheballetroom,allheroldmemoriesfloodedback,Shecouldn’tcontrolherselfanymore.Shestartedofbyteachingsomestepstothegirlsandthencarriedondancingherselfforsometime.Unawareofthetimeandthepeoplearoundher,Melaniewaslostinherownlittledancingworld.“Whataperfectdance,Melanie!Youareatrueballerina!”saidtheballettrainerenteringtheclassroom.Hearinghervoice,Melaniestoppeddancing.Shewasembarrassedtoseetheteacherinfrontofherandwasatalossforwords.Thiswasthefirsttimethatsomeonehadsaidshewasawonderfuldancer.Thentheteacher,whowasshockedtoseeMelanie’samazingskills,askedMelanietovisitadancetrainerwithher.TherehasbeennolookingbackforMelaniesincethen.Today,Melanieisaworld-famousballetdancer.【導(dǎo)語】本文以人物為線索展開,講述了女孩Melanie想成為一名芭蕾舞演員，于是父母帶她去了當(dāng)?shù)氐奈璧概嘤?xùn)學(xué)校。老師請Melanie跳舞。小女孩很高興，表演了一些她最喜歡的舞步。然而，老師似乎對她的表演不感興趣。Melanie很傷心，放棄了她的夢想。直到她長大后，某天Melanie被要求照看一下跳芭蕾舞的姑娘們，好讓她們守規(guī)矩。Melanie再次跳起了舞，并且得到認可，實現(xiàn)了自己的夢想。【詳解】1.段落續(xù)寫：①由第一段首句內(nèi)容“一天，學(xué)校的芭蕾舞老師遲到了?！笨芍谝欢慰擅鑼慚elanie照看學(xué)舞的女孩以及Melanie自己跳起舞。②由第二段首句內(nèi)容“Melanie，這舞跳得真好！你真是個真正的芭蕾舞演員！”可知，第二段可描寫Melanie的舞蹈技能得到認可以及Melanie實現(xiàn)夢想。2.續(xù)寫線索：照看女孩——跳舞——認可——稱贊——實現(xiàn)夢想3.詞匯激活行為類注意：keepaneyeon/watchover繼續(xù)：carryon/continue拜訪：visit/payavisit情緒類尷尬：embarrassed/awkward出名：world-famous/well-noted【點睛】[高分句型1]Melaniewasaskedtokeepaneyeonthegirlssothattheywouldbehavethemselves.(運用了sothat引導(dǎo)的目的狀語從句)[高分句型2]Hearinghervoice,Melaniestoppeddancing.(運用了現(xiàn)在分詞作狀語)Passage5(2023上·河北唐山·高二統(tǒng)考期末)閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。Danilohurriedthroughthehallsoftheschoolforaceremony.Aheadofhim,hisdadwasemptyingalitterbin.Danilohopedhisdadwouldn’tseehim.Heloweredhishead,tryingtogetmixedintheotherstudents.Hefeltembarrassedthathisdadwastheschoolcleaner.“Goodmorning,son,”hisdadsaidasDanilopassed.Danilowalkedfaster,pretendingnottohear.Buttheotherboyshadalreadynoticed.“Hey,Danilo,”aboycalledout.“There’syourdad,Santos,theschoolsweeper!Maybeheneedsyourhelp.”Anotherboycutin,mentioningthatSantoscoulddosomuchmorethansweep.Hecouldemptythelitter.Theboysalllaughed.Danilocouldn’twaittogotomiddleschoolnextyear,wherehewouldnotbelaughedat.Helookedoverhisshoulder.Hisdadworkedwithasmileonhisface.Howcouldheignoresuchunkindwords?Daniloranintothemeetinghall.Manypeoplewereseated,waitingfortheschooltoannouncetheTeacheroftheYear.Hisbestfriends,NathanielandFrances,hadsavedaseatforhim.Theymadeguessesaboutwhosenamewasontheplaque(匾).Theyhadmanywonderfulteachers.Danilolikedallofthem.Itwouldbehardforhimtopickjustone.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.開頭已給出。ThetimecamefortheheadmastertoannouncetheTeacheroftheYear.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Danilowaitedregretfullyattheedgeofthecrowd,whowereallcheeringforMr.Santos.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【答案】ThetimecamefortheheadmastertoannouncetheTeacheroftheYear.Theheadmasterstoodupandsaid,“Thisyear,wemadeadifferentchoice.OurteacheroftheyearisMr.Santos,ourschoolcleaner!”Danilocouldn’tbelieveit!Hisdad,theteacheroftheyear?Thentheheadmasteradded,“Mr.Santosteachesuseverydaybyhisexample.Eachmorning,hearrivesatschoolbeforeanyoneelse.Afterschool,heisoftenthelasttoleave.Anyjobishonorableifyouworkhardandworkcheerfully.ThatiswhyMr.Santosistheteacheroftheyear.”Danilowaitedregretfullyattheedgeofthecrowd,whowereallcheeringforMr.Santos.Danilowaslostinthought.Danilothoughtofhisdademptyingthetrashbins.Heknewhowhardhisdadworked.Andheshouldn’tletwhatotherssaidbotherhim.Whenhesawhisfatherstaringathim,Danilorushedforwardandhuggedhisfather“I’msoproudofyou,Dad.”【導(dǎo)語】本文以人物為線索展開，講述了Danilo去學(xué)校參加一個儀式，看見了自己爸爸，學(xué)校的清潔工，覺得尷尬，所以裝作沒看見，結(jié)果被其他孩子發(fā)現(xiàn)了，嘲笑了他，所以他希望快點上中學(xué)，那樣就不會被嘲笑了，Danilo跑進學(xué)校的會議廳，等著學(xué)校宣布年度教師?！驹斀狻?.段落續(xù)寫：①由第一段首句內(nèi)容“校長宣布年度最佳教師的時候到了”可知，第一段可描寫宣布的年度教師竟然是Danilo的爸爸以及為什么選他爸爸當(dāng)年度教師的過程。②由第二段首句內(nèi)容“Danilo后悔地在人群的邊緣等待著，人群都在為Santos加油”可知，第二段可描寫Danilo想到爸爸的辛勤工作，后悔自己受到別人話語的干擾，決定為爸爸驕傲的過程。2.續(xù)寫線索：宣布年度教師——Danilo不能相信——校長解釋——Danilo后悔自己所做的——擁抱爸爸——為爸爸感到驕傲3.詞匯激活行為類①到達：arriveat/getto/reach②擁抱：hug/holdinone'sarms③凝視：stareat/peerat/gazeat情緒類①尊敬的：honorable/respected/showingrespect②高興地：cheerfully/happily【點睛】[高分句型1]Anyjobishonorableifyouworkhardandworkcheerfully.(由連詞if引導(dǎo)的條件狀語從句)[高分句型2]ThatiswhyMr.Santosistheteacheroftheyear.(why連接的表語從句)[高分句型3]Andheshouldn’tletwhatotherssaidbotherhim.(what連接的賓語從句)Passage6(2023上·河南新鄉(xiāng)·高一新鄉(xiāng)市第一中學(xué)校聯(lián)考期末)閱讀下面材料,根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段,使之構(gòu)成一篇完整的短文。Thisisastoryabouttwoteenagerswhoweredirectoppositesbutwereinseparable.NoonecouldreallyunderstandhowMackandZackcouldbesuchgoodfriends.Theyweredirectoppositesineveryway—fromthetopoftheirheadstothetipsoftheirtoes.Thatistosay,theyhavenottheleastsimilarities.Theywerelabeledtheinseparablebyanyonewhoknewbothofthemortheircommonfriends.TheyfirstmetwhentheywereinGradeOne.Itwasnotoneofthosedramaticmeetingsbutordinaryandboring.Bothwereeyeingthesecondseatinthemiddlerowintheclassroom.Bothrushedforthechairbutanothergiantclassmateputhimselfintoit.Sotheylookedateachother,shruggedtheirshouldersindifferentlyandplacedthemselvesoneithersideofthegiant.However,theclassteacherimmediatelyrearrangedtheirseatingpositions.Asfatewouldhaveit,MackandZackfoundthemselvesseatedbesideeachother.Physically,Mackwasthinandlong.Helookedlackofnutrition(營養(yǎng))butactuallyhequitecouldeat.Ontheotherhand,Zackwasfatandstrongandatelikeabird.MackwasabookwormandastarstudentwhereasZackwasaneasy-goingstudentwhostruggledtogothroughhisschoolwork.MackenjoyedteachingZackandZackfoundhimselfrespondingwelltoMack'steaching.Mackwasadreamerandwasquietandcool,unlikeZackwhowastalkativeandoutgoing.MacklistenedwhileZackchattered.MackcouldbeseenlaughingquietlywithZackplayingaroundandthelifeandsoulofanygathering.Despitetheirdifferences,therewasaninvisibleharmony(和諧)betweenthem.Anyonewhosawallthiscouldn'thelpbutwonderhowithappenedthatbetweenthesetwoteenagerstherewasasilentunspokenunderstanding.That'sallbecauseofMack'sselflessdeedthattouchedZack.注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；2.