專題06讀后續寫校園生活類話題（測試）解析版

目錄

【校園生活情節構建】PI

【校園生活語料精編】七類P2

一、神態描寫類

二、心理描寫類

三、環境描寫類

四、主題升華類（師生情誼）

五、主題升華類（同學互助）

六、主題升華類（克服困難）

七、主題升華類（校園記憶）

【校園生活話題精彩片段】四段P5

【片段01】《從冷眼到援手：我因偏見而羞愧的轉變》

【片段02】《破繭成蝶：曾經被數學“絆倒”的我，如今獲此殊榮》

【片段03】《因師之鼓勵，繪就英語學習的多彩畫卷》

【片段04】《從隔閡到默契：舞臺上綻放的友誼重生之光》

【校園生活話題好題調研】

【調研01]《環保小先鋒：從創意構思到全校推廣的回收箱傳奇》

【調研02]《校園寒風中的轉機：陌生人的善意打破孤獨堅冰》

【調研03]《沖線瞬間：舊友歸來，化力量為榮耀，友誼重燃》

【調研04]《友誼的波折與升華：從矛盾冷戰到攜手共進》

【調研05]《從質疑天賦到筆耕不輟：與名家對話開啟寫作之路》

【調研06]《從活動挑戰到友誼升華：新自行車見證的成長旅程》

【調研07】《廢墟中尋回的友誼：地震逃生后折返救同窗》

【調研08]《破繭課堂：當冷眼化作春風，我與”邊緣少年”的雙向救贖》

【調研09]《從一個黑點到無限可能：老師的意外啟示》

【調研10]《從“問題學生”到西語競賽冠軍：破繭成蝶的逆襲之路》

【調研11]《從“社恐”到“社交達人”：邁出第一步，擁抱新友誼》

【調研12]《從食堂困境到成長蛻變：師恩助力破繭成蝶》

【校園生活情節構建】

階段情節發展情緒刻畫

第一階段友情、表演、比賽等出現危機負面情緒塑造

第二階段友情、誤會彌補（解釋、認錯、彌補）努力+反思+蛻變

第三階段友情、關系升華（換位思考、懂得珍惜）感悟+感激+升華

【校園生活語料分類精編】

一、神態描寫類

1.Thestudents'facesbeamedwithexcitementandantidpatian.

1.學生們臉上洋溢著興奮和期待。

2.Shebitherlip,asignofconcentratianasshestudiedfortheexam.

2.她咬著嘴唇，專心致志地備考。

3.Hiseyeswidenedwithsurpriseashesewhisnameonthelistofwinners.

3.當他看到自己名字在獲勝者名單上時，眼睛睜得大大的，充滿了驚喜。

4.Shebhishedbrightly,feelingembarrassedbytheunexpectedcompliment.

4.她臉紅得厲害，對意外的贊美感到尷尬。

5.Hechuckledsoftly,amusedbythejoketoldbyhisfriend.

5.他輕輕地笑了，被朋友的笑話逗樂了。

6.Herbrowfurrowedindeepconcentrationassheselvedthecomplexmathproblem.

6.她眉頭緊鎖，全神貫注地解決復雜的數學問題。

7.Heheldhisbreath,waitingfortheresultsofthecompetition.

7.他屏住呼吸，等待比賽的結果。

8.Hereyessparkledwithjoyassheopenedthegiftfromherfriend.

8.她打開朋友送的禮物時，眼中閃爍著喜悅的光芒。

9.Heappearednervous,shiftinghisweightfromonefoottoanotherasheawaitedtheinterviewresults.

9.他顯得很緊張，在等待面試結果時，不斷在腳之間轉移重量。

10.Shesmiledwarmly,sreetincherfriendsastheyenteredtheclassroom.

10.她微笑著，溫暖地向走進教室的朋友們打招呼。

二、心理描寫類

1.Theeagerantidpatianofnewexperiencesfilledthestudents'minds.

1.學生們充滿了對新經歷的熱切期待。

2.Thebutterfliesintheirstomachsflutteredwithexcitement.

2.他們心中的蝴蝶因激動而翩翩起舞。

3.Theycouldn'thelpbutfeelasenseofnostalgiamixedwithexcitement.

3.他們不禁感到一種懷舊與激動交織的情感。

4.Thethoughtofseeingoldfriendsbroughtasmiletotheirfaces.

4.想到能見到老朋友，他們臉上露出了微笑。

5.Thestudents'eyessparkledwithcuriosityandeagerness.

5.學生們眼中閃爍著好奇和渴望。

6.Theanticipationofsuccessandgrowthfilledtheirminds.

6.他們對成功和成長的期待充滿了腦海。

7.Theycouldn'twaittoexplorethenewpossibilitiesthatthecampnshadtooffet

7.他們迫不及待地想探索校園所提供的新可能性。

8.Thestudentsfeltasenseofbelonoinqandcoiuiecticntnthecampus.

8.學生們感到一種屬于和連接校園的感覺。

三'環境描寫類

1.Thevibrantcolorsrffallfilledthecampns,withleavesmstlinqunderfootandacrispautumnbreeze.

1.校園里充滿了秋天的鮮艷色彩，樹葉在腳下沙沙作響，秋天的涼爽微風不燥。

2.Thescentnffreshlymowedgrasswaftedthroughtheair,signaliaqthestartof。newday.

2.新鮮割草的香味彌漫在空氣中，預示著新的一天開始了。

3.Thebelltowertolled,itspeakechoingacrossthecampus,markingthebeginningoftheschoolday.

3.鐘樓的鐘聲響起，回蕩在整個校園，標志著學校的開始。

4.Thesoundoflaughterandconoersatiansfilledthequad,asstudentsgatheredtochctandcatchup.

4.笑聲和談話聲充滿了方形廣場，學生們聚在一起聊天，增進感情。

5.Thelibrarybuzzedwiththehumofthousandsofbooks,knowledge,andresearch.

5.圖書館里充滿了成千上萬本書籍、知識和研究的聲音。

6.Thecafeteriabustledwithactivity,filledwiththearomaofhotmealsandthechatterofhungrystudents.

6.食堂里熱鬧非凡，充滿了熱飯菜的香氣和饑腸轆轆的學生們的嘈雜聲。

7.Thecampnsgreenspacesweredottedwithstudentsreading,relaxin工andenjoyinqthesunshine.

7.校園的綠地散布著閱讀、放松和享受陽光的學生。

8.Theauditoriumfilledwiththesoundofopalauseandexcitement,asaperformanceqotunderway.

8.禮堂里充滿了掌聲和激動的聲音，一場演出即將開始。

9.Thesportsfieldsvibratedwiththeenergyofathletes,astheytrainedandcompetefervictory.

9.運動場上充滿了運動員的能量，他們訓練和競爭勝利。

10.Atnight,thecampuswasilluminatedbythesoftglowofstreetlamps,castinglongshadowsandasense

ofserenity.

10.夜晚，校園被街燈的柔和光芒照亮，投下長長的影子，營造出寧靜的氛圍。

四'主題升華類（師生情誼）

1.Awordofencouragementfromtheteacherhelpedmeregainmyconfidenceinstudying.

1.教師的一句鼓勵讓我重新找回了對學習的信心。

2.Aftereveryclassmeeting,theteacher'ssummaryalwaysinspiredandmotivatedus.

2.每次班會后，老師的總結總能給我們新的啟發和力量。

3.Thatclasswaslivelyandinteresting;theteacher'shumorousexplanationleftadeepimpressiononme.

3.那節課生動有趣，老師的幽默講解讓我印象深刻。

五'主題升華類（同學互助）

1.Afterfailingthetest,mydeskmateencouoaiedmewithalittlenote,whichdeeplytouchedme.

1.那次考試失利后，同桌用一張小紙條鼓勵了我，令我十分感動。

2.WhenIencountereddif行culties,helpfulclassmatesalwaysreachedouttosupportme.

2.當我遇到困難時，熱心的同學總是伸出援手，給予我幫助。

3.MyfriendandIcompletedanexperimenttogether,andourteamworkmademeproud.

3.我和朋友一起完成了一項實驗，我們的默契合作讓我感到自豪。

六、主題升華類（克服困難）

1.Duringaconversationwithmyteacher,Ifoundnewwaystocopewithacademicpressure.

1.在與老師的一次交流中，我找到了應對學習壓力的新方法。

2.Intherelayraceduringthesportsmeet,weworkedtogetherandwonfirstplace.

2.在運動會的接力賽中，我們團結一心，取得了第一名。

3.Fadn口academicchallengeshead-on,studentslearnedtopersevereand/rowstrongerararesult.

3.學生們正面迎接學術挑戰，結果學會了堅持并在過程中變得更強大。

七、主題升華類（校園記憶）

1.Campuslifeisfulloflaughterandgrowth,andit'sthemostpreciousmemoryofmylife.

1.校園時光充滿了歡笑和成長，是我人生中最珍貴的記憶。

2.Althouohacademicpressurewasintense,myclassmates'companymadeitmucheasiertohandle.

2.雖然學習壓力很大，但同學們的陪伴讓我感到輕松許多。

3.Incampuslife,thoseseeminglyordinarymomentsbecamemymostunforgettablememories.

3.校園生活中，那些看似平凡的小事成就了我最難忘的記憶。

4.Afterschool,wewouldalwayslaughandplayontheplayground,enjoyingsimplehappiness.

4.每當放學后，我們總會在操場上歡聲笑語，享受簡單的快樂。

【讀后續寫校園生活話題優秀片段欣賞】

【片段01］《從冷眼到援手：我因偏見而羞愧的轉變》

Istoodthere,notknowingwhattodonext.Suddenly,Ifeltsoembarrassedandfrustrated.Ihadexpected

awarmwelcomeandfriendlyinteraction,butinstead,Iwasmetwithcoldnessandindifference.Myheart

sank（無靈主語）,andIfeltasenseofisolationandconfusion.JustasIwasatacompleteloss,desperately

tryingtofigureoutmynextmove,Iheardafamiliarvoice.ItwasShirley.Shecameuptomewithagentle

smileandkindeyes,saying,“Isawwhathappened.Letmehelpyouwiththestudentcard.”（簡潔對話）

WhatShirleydidformemademeawkwardandashamed,Ihadjudgedherbasedonherappearanceand

ignoredherkindnessearlier（動作鏈）.Now,shewastheonewhocametomyrescuewithoutanyhesitationor

complaint.IrealizedhowshallowandwrongIhadbeen.Myfaceflushedwithembarrassment（無靈主語）as

Ireflectedonmybehavior.Fromthatmomenton（介詞短語）,Idecidedtochangemyattitudeandnotjudge

peoplebytheirappearance.IthankedShirleysincerelyfromthebottomofmyheartandpromisedtobea

betterperson.（動作鏈）

【導語】本文以人物為線索展開，講述了作者剛進入高中，在高中新環境中因選擇結交朋友而經歷的教訓，

展現了作者對于人際關系和判斷他人的態度轉變過程。

【片段02］《破繭成蝶：曾經被數學“絆倒”的我，如今獲此殊榮》

Severalmonthslater,everyonecouldseethesignificantprogressIhadmade,notjustinmygrades,butin

myentireapproachtolearningmathematics.Iwasactivelyparticipatinginclass,solvingcomplex

equations（分詞作狀語）thatIhadseenunabletounderstandbefore.Thefearthathadcloudedmy

perceptionofmathwasreplaced（無靈主語）byaRemiineexcitementforeverynewtopicwecovered.Ieven

begantostayafterourregularsessionstodiscussadvancedproblemswithMrsJohnson,seekingout

challengesthatwouldhavebeentoomuchformetohandlebefore.

Attheendoftheschoolyear,duringthelastmeetingofthemathclub,MrsJohnsonmadeaspecial

announcement.Asshecalledmetothefrontoftheroom,shehandedmeacertificatefor“MostOutstanding

Contribution95.Theroomeruptedinapplause（無靈主語）.Shepraisedmeforstickingwithmydreamandfor

changingintonotonlyagreatmathstudentbutalsosomeonewhoencouragesothers.Heracknowledgment

confirmedmynewfoundpassionanddedicationtoasubject（無靈主語）thatonceseemedunconquerable,

underscoringanincredibleyearofacademicandpersonalgrowth（分詞作狀語）.

【導語】本文以人物為線索展開，本文主要講述了作者在高中時期，原本對數學感到困難重重，但在數學

老師Johnson夫人的鼓勵和建議下，加入了學校的數學俱樂部。通過參與俱樂部的活動和與其他數學愛好者

的交流，作者逐漸克服了對數學的恐懼，對數學產生了興趣，數學成績也有了顯著提升。最終，在學年結

束時，作者因在數學俱樂部的突出貢獻而獲得表彰。

【片段03】《因師之鼓勵，繪就英語學習的多彩畫卷》

Encouragedbyhiswords,IbegantochangemyattitudetowardsEnglishlearning,Istartedtofocusmore

attentivelyonEnglishclasses,followingMr.Frank'sinatmctionswithgreatcare（分詞作狀語）.Idiscovered

thecharmofhowindividualletterscouldformmeaningfulwords.Althoughtheprogresswasslow,that

slightimprovementstillbroughtmesomehope（無靈主語）.Mr.Frankwasalwaysreadytooffermeguidance

whenevernecessary.Gradually（分詞位于句首）,IdevelopedadeepadmirationforEnglish.Ibecamemore

activeinspeakingupandcommunicatingwithmyclassmates.Thisnew-foundenthusiasmmadememore

outgoingandopen-minded（無靈主語）,andIevenmadesomenewfriends.

“Whydon'tyoudrawaposterfortheEnglishdramashow?"Mr.Franksaidtome.Excitedand

nervous（形容詞作狀語）,Iaccepted.Itwasagoodchancetocontributewithmyartisticskills.Overthenext

fewdays,Idrewcolorfulposterscombiningtextandpictures.Theprocesshelpedmeremembervocabulary

andgrammarpointsbetter.Tomydelight（介詞短語前置），Mr.Frankpraisedmyworkandselectedone

posterfortheshow.Seeingmyartworkdisplayedintheschoolgavemeastrongsenseofbelonging（動名詞作

主語）.ThankstoMr.Frank'sencouragementandtrust（介詞短語前置）,IdiscoveredthebeautyofEnglish

andfoundtheconfidencetoexpressmyself.

【導語】本文以人物為線索展開，短文敘述了作者天生個子矮小，經常不自信。高二那年，作者和家人搬

到了另外一個城市。在新的學校里，作者沒有朋友，英語學習跟不上，甚至被同學嘲笑個子小，只能通過

畫畫來打發時間。MrFrank發現了上課注意力不集中的作者，給予鼓勵。

【片段04］《從隔閡到默契：舞臺上綻放的友誼重生之光》

Seeingthegirlswerestillawkwardwitheachother,Freyarealizedthatshecoulddosomething.She

suggestedtheyprepareashortperformanceforthecampfirenightonthelastdayofthetrip.Thegirls

exchangedimcertainlooks（超短句）ButtheyagreedwhentheysawtheglimmerofhopeinFreya9seyes,

realizingthatthismightbethechancetheyhadbeenwaitingfortorebuildthebridgetheyhadlost.Overthe

nextfewdays,theyworkedtogether,choosingapiecethathelddeepmeaningforbothofthem.Asthey

practiced,oldmemoriesresurfaced（無靈主語）,andtheybegantoopentheirhearts,laughiiiRandsupperting

eachotherjustastheyusedto（分詞作狀語）.

Onthelastdayofthetrip,JudithandMelanietookthestageforasharedperformance.Melanie,though

stillnervous（省略句）,drewstrengthfromJudith9sunwaveringsupportandthelessonslearnedfromFreya.

Thelinesflowednaturallyandtheirmovementswereinperfectharmony,asiftheyweredancingtothe

rhythmoftheirshareddream.Together,theydeliveredaheartfeltandmovingperformance,receiving

thunderousapplause（分詞作狀語）.Theynotonlyovercametheirindividualfearsandsetbacks,butalso

rediscoveredthepoweroftheirbond.Fromthatdayforward（介詞短語前置）,theystoodsidebyside,

supportingandencouragingeachother,notjustonstagebutineveryaspectoftheirlives.

【導語】本文以友誼為線索，講述了Judith和Melanie在高中戲劇比賽中因Melanie失誤而遭遇失敗，兩人

友誼出現裂痕。在學校的團建旅行中，在導師Freya的幫助下，兩人開始面對并嘗試修復關系。

【校園生活話題名校好題調研】

[調研01]（24-25高三下?云南昆明?階段練習）《環保小先鋒：從創意構思到全校推廣的回收箱傳奇》

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。

“Ourclassrecyclingprojectwillstartnextweek.Youcanchoosetodoitaloneorinpairs,9,Mr.Lee,the

scienceteacher,announced."Yourgoalistodesignarecyclingcomerthatwillincreaserecyclingratesinour

classroom.Thebestideawillbeadoptedintheschool.^^Theclassroomeruptedintoenthusiasticchatterasstudents

pairedupandbegantheirdiscussions.

Beinganatureandanimallover,Lucy'sdreamwasbig.Sheimaginedbirdsandfishthriving（茁壯成長）in

aplastic-freeenvironment,inspiredbyherhoursspentobservingwildlifeatherfavoritelake."Thefirststep

towardsaplastic-freehabitatisfosteringarecyclinghabit,“shethought."I'msureIcancomeupwithabrilliant

ideafortheproject!Herdaydreamingwasinterruptedbyalighttapfromherbestfriend,Max.

“Doyoustillhavethatbookonrecycling?I'msuretherearemanyhelpfultipsthatwecoulduseforthis

project.Shallweworkonthistogether?”Maxinquiredexpectantly.

Lucyrecalledhavingreadthelibrarybookthepreviousnightandplacingitonherbedsidetable.she

hesitated,t4Ireturneditthismorning...andI'mthinkingofworkingonthisprojectalone.

“Oh,Isee,“Maxwalkedaway,disappointed.

Thenextday,Lucystartedworkingonherproject,asmartdustbin.Yes,shehadauniqueconceptforthe

recyclingbinbutshestruggledtoconstructit.Thedesignrequiredastandardofworkmanshipthatwassimply

beyondhercapability.Frustrated,shewentforawalkdownstairs.

“Lucy?”sheheardafamiliarvoiceandlookedup,surprisedtofindMaxstandingthere.Hehadnever

witnessedherlookingsodisheartenedbefore;shewaswalkingheavilyalongwithadiscouragedexpression,

sighingdeeply.Concerned,hecalledouttoher."Whathappened?”heaskedgently.Guilt-ridden,sheadmitted

lyingaboutthebookandapologizedsincerely.Maxforgaveherreadily.

“Well,ifyouneedapartner,allyouhavetodoisask!”Maxreplied,smiling.

注意：

1.續寫詞數應為150左右；

2.請按如下格式在答題卡的相應位置作答。

Shedidso,andthenexcitedlydescribedherdesignconceptoftherecyclingbin.

LucyandMaxshardworkpaidoff.

【滿分范文】

Iwascompletelylostatthesequestions,strugglingwithhowtofaceMr.Smith.Theroomseemedto

closeinaroundme,andmybreathscameinshort,sharpgasps,strugglingtofindenoughoxygen.Awaveof

goosebumpsfloodingacrossmyskin,aseachindividualhairstoodonend."Didwespecifywhichtire?”My

mindracedsharply,butIcouldn*tfindtheanswer.Iswallowedhard,mythroatsuddenlydry.Iscribbled

downananswer;knowingfullwellitwasashotinthedark.Whenhandinginmytest,barelycouldIlookMr.

Smithintheeyes,knowingthatthetruthwasnowdramaticallyobvious.

Whenreceivingthereportcard,wefourflushedwithshame.Itwasnotjustbecauseofthestrikingred

zeronexttothesecondquestion,butbecauseofthedisappointmentwesawinMr.Smith*seyes.Hedidn't

justteachusaboutthesubjectmatter,butaboutintegrity.Intheend,wealladmittedandapologizedforour

dishonesty.Itwasatoughlessonlearned,butonethatwewouldcarrywithus,shapingourcharacterfar

morethananytestevercould.

【導語】本文以人物為線索展開，講述了作者和朋友雅各布、詹姆斯和本杰明一天晚上聚會到很晚，盡管

他們心里清楚第二天我們有一個重要的考試。當雅各布提出一個逃避考試的計劃時，作者感到不安，但是

還是接受了。他們向史密斯先生謊稱，前一天晚上他們的車胎爆胎了，整晚都在把車推回校園，筋疲力盡，

不能參加考試。史密斯答應了，提出三天后重新測試，他們欣然接受。考試那天，他們去了史密斯先生的

辦公室。出乎意料的是，他把他們四個人安排在不同的房間里進行測試。作者打開試卷就看到了兩個問題。

【詳解】1.段落續寫：

①由第一段首句內容“我完全被這些問題搞糊涂了，不知該如何面對史密斯先生。”可知，第一段可描寫作

者答卷子時的感受。

②由第二段首句內容“收到成績單時，我們四個人羞愧得滿臉通紅”可知，第二段可描寫作者和朋友們認識

到了錯誤和感悟。

2.續寫線索：不知道如何作答——交卷時知道謊言已經被揭穿——承認錯誤一一感悟

3.詞匯激活

行為類

上交：handin/turnin

看至！j：see/witness

塑造：shape/form

涌入：flood/swarminto

情緒類

緊張：mybreathscameinshort/Iwastension

失望：disappointment/frustration

【點睛】[高分句型1]Whenhandinginmytest,barelycouldIlookMr.Smithintheeyes,knowingthatthe

truthwasnowdramaticallyobvious.（運用了狀語從句的省略，倒裝句，現在分詞作狀語和that引導的賓語

從句）

[高分句型2]Itwasatoughlessonlearned,butonethatwewouldcarrywithus,shapingourcharacterfar

morethananytestevercould..（運用了過去分詞作定語，that引導的定語從句和現在分詞作狀語）

[調研02]（24?25高一上?河南開封?期末）《校園寒風中的轉機：陌生人的善意打破孤獨堅冰》

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段；使之構成一篇完整的短文。

ItwasmyfirstdayatanewschoolinEnglandbecausemyfamilyhadmovedherefromWalesaweekbefore.

ThemomentIsteppedthroughthebigirongates,afeelingofworrycameoverme.Thelargecampus,withitsold

buildingscoveredinivyandveryneatlycutlawns,wasreallybeautiful,butitjustmadememorenervous.Iheld

mybookstightly,andmyhandsstartedtosweatastheunfamiliarfacesandthestrangeaccentssurroundedmelike

athickfogthat1couldn'tgetthrough.1feltlikealonelytravelerinastrangeplace,reallywantingtoseesomething

familiar.

Alongtheway,Iaccidentallyknockedintoaboy."Sorry,“Isaidquietly,myeyesquicklylookingdownat

thegroundbecauseIwastooshytolookathim."Noproblem,heansweredwithawarmandrealsmilethatcut

throughmyuneasinesslikeabrightlight.Inthatshorttalk,alittlehopestartedtoshineinsideme;maybethisnew

placewouldn'tbethescarymaze（迷宮）Iwasafraidof.

WhenIenteredtheclassroom,theteacherintroducedmetotheclass.Icouldfeeleveryonelookingatme,

andmycheeksturnedbrightred,asiftheywereonfire.Iquicklysatdown,andmyheartwasbeatingsohardthat

itseemedlikethewholeroomcouldhearit.WouldIbeabletomakefriends?CouldIdowellintheclasses?These

questionskeptbotheringmeallthetime.Thebellrangforthefirstbreak,andIwalkedslowlyandnervouslytothe

schoolyard,mystepsascarefulasababydeer'sfirststepsinthewoods.Ilookedaround,partlyhopingtoseea

friendlyface,butalsoafraidofbeingrefused.

注意：

1.續寫詞數應為150左右；

2.請按如下格式在答題紙的相應位置作答。

Standingaloneinthecomeroftheschoolyard,Iwatchedtheotherstudentschattingandlaughing.

JustasIwasabouttogiveup,theboyIbumpedintoearliercametowardsme.

【滿分范文】

Oneafternoon,asIwaswalkinghomefromschool,Jackcaughtupwithme.Hisfacewasflushedand

heseemedoutofbreath."Hey,waitup!”hecalled.Istopped,lookingathimcautiously.Hethenpulledouta

wrinkledpieceofpaperfromhispocketandhandedittome."Thisisforyou.It'sfromTom."Iunfoldedthe

paperandread,“Iknowyou'vebeenfeelingleftout,butit'sallamisunderstanding.Meetmeattheoldoak

treebytheriverafterschooltomorrow.Mycuriositywasaroused,andsomeofmyangerdisappeared.

WhatcouldTompossiblyhavetosay?

Thenextday,Imademywaytotheoldoaktree,myheartpounding.WhenIarrived,Tomwasalready

there,pacingbackandforth.HelookedupasIapproachedandgavemeashysmile."I'mreallysorry,“he

said.“JackandIhavebeenplanningasurprisebirthdaypartyforyou.Wedidn'twantyoutofindout,so

wewerebeingsecretive."Iwasstunned.Allthistime,Ihadmisjudgedthem.TearswelledupinmyeyesasI

realizedhowfoolishIhadbeen.Tomsteppedforwardandhuggedme."Forgiveme?”heasked.Inodded,

laughingthroughmytears.Fromthatdayon,ourfriendshipwasstrongerthanever,andIlearnedthe

importanceofcommunicationandtrust.

【導語】本文以人物為線索展開，講述了作者和Tom原本約好在學校門口見面去滑滑板，作者按時到達但

Tom未出現。后來作者看到Tom和Jack開心聊天，心生誤會，此后二人關系變得糟糕。一天作者放學回

家時Jack追上他，給了他Tom的紙條約在老橡樹見面。見面后Tom解釋是在為作者準備驚喜生日派對才

保密，作者意識到誤會了他們，最終兩人和好，作者也明白了溝通和信任對友誼的重要性。

【詳解】1.段落續寫：

①由第一段首句內容“一個下午，當我放學回家時，杰克追上了我。”和第二段首句“第二天，我走向了舊

橡樹，心臟跳動。”可知，第一段可描寫Jack追上作者，拿出Tom給的紙條，告知作者去老橡樹見面。

②由第二段首句內容“第二天，我走向了舊橡樹，心臟跳動。”可知，第二段可描寫作者來到老橡樹，Tom

解釋是在為作者準備驚喜生日派對所以保密，解開誤會，作者意識到自己的錯誤，兩人和好。

2.續寫線索：追上作者——拿住紙條——告知去老橡樹見面——來到老橡樹——Tom解釋——誤會解開——

和好

3.詞匯激活

行為類

①拿出：pullout/takeout

②遞給：hand/deliver/give

③至!J達：arrive/reach

情緒類

①生氣：anger/rage

②驚訝的：stunned/astonished

【點睛】[高分句型1]Iknowyou9vebeenfeelingleftout,butifsallamisunderstanding.（運用了省略that弓I

導的賓語從句）

[高分句型2]WhenIarrived,Tomwasalreadythere,pacingbackandforth.（運用了when弓|導的時間狀語

從句）

[高分句型3]HelookedupasIapproachedandgavemeashysmile.（運用了as引導的時間狀語從句）

[調研03]（23?24高一下?遼寧沈陽?期末）《沖線瞬間：舊友歸來，化力量為榮耀，友誼重燃》

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。

AnmolandRohanweregradesixstudents.Theyhadbeenthebestfriendssincechildhood.Theywouldsit

onthesamebench,eattogetherandplaytogetheratschool.

Oneday,anewstudentnamedSumitjoinedtheirclass.DuringthebreakAnmolandSumitgottalkingand

AnmolgladlyfoundSumithadapassionforchess.Anmolwascrazyaboutchessbutherarelygotagood

opponent.

AnmolandSumitstartedspendingmoreandmoretimetogether.Earlier,RohanandAnmolusedtoplay

tabletennisduringlunchbreak.ButnowAnmolneverseemedinterested.GraduallyRohanstartedfeelingleftout.

Hefeltworriedandupsetatthethoughtoflosinghisbestfriend,buthewasatalosswhattodo.

Oneday,RohanurgedAnmoltojoinhiminatabletennisgame."Nottoday,Rohan,Ihavetocomplete

yesterday'schessgame.SumithascorneredmequitebadlybutIamnotgoingtogivein,“Anmolsaid,notnoticing

thehurtexpressiononRohan?sface.

“Sumit,Sumit!NowyouhavenobodybutSumitinyourheart!Youhavecompletelyforgottenour

friendship!?,yelledRohan.Thenheturnedaroundandwalkedstraightaway.

AfterthatRohanstoppedtalkingtoAnmolandevenchangedhisplaceintheclass.Thoughhewas

heartbrokentolosehisbestfriend,hebelievedthatitwasAnmolwhowastoblame.AcoupleoftimesAnmoltried

talkingtoRohan,butRohansimplylookedthroughhim.

Aboutamonthlater,Rohanparticipatedinthecampuscross-countryrace.Itwasinitslastphase.Allthat

remainedwasthefinallapinsidethestadium.Rohanwasinthirdplace,withPeterandIqbal,theformerchampions,

aheadofhim.

Thestadiumwaspacked,andthestudents,wereallcheeringtheirfavoriteswildly/'Comeon,Iqbal,youare

alwaysthebest!”.

"Teter,move.YoucanbeatIqbal!”

“Holdon,Rohan,justanother200meterstogo!”Thecriesweredeafening.

Whentheyreachedthelasthundredmeters,Rohanwasalmostoutofbreath.Hedraggedhimselfalong,with

hisfaceredandhismouthdry.

注意：

(1)續寫詞數應為150左右：

(2)請按如下格式在答題卡的相應位置作答。

JustthenRohanheardafamiliarvoicefromhisleftside.

AsRohanwasthefirsttocrossthefinishingline,hecollapsedontheground.

【滿分范文】

JustthenRohanheardafamiliarvoicefromhisleftside.ItwasAnmol,hislong-lostbestfriend,

cheeringhimonwithunmatchedenthusiasm."Comeon,Rohan!Youcandoit!Keeppushing!”AnmoFs

voicecutthroughthechaoticcheeringofthecrowd,andRohanfeltasurgeofenergywithinhim.Inspired

byhisfriend'sunwaveringsupport,Rohansummonedthelastremnantsofhisstrengthandsprinted

towardsthefinishingline,determinedtogiveithisall.

AsRohanwasthefirsttocrossthefinishingline,hecollapsedontheground.Thedeafeningcheersfrom

thespectatorsfilledtheairastheycelebratedhisvictory.AnmolrushedtoRohan'sside,hiseyesfilledwith

prideandjoy.HehelpedRohanup,pattinghimonthebackexcitedly.Inthatmoment,allthehurtand

distancethathadcomebetweenthemseemedtofadeaway,replacedbyarenewedbondoffriendshipand

sharedaccomplishment.

【導語】本文以人物為線索展開，文章主要講述了Anmol和Rohan原來是好朋友，但是一位新生Sumit

加入了他們班級。Anmol得知Sumit喜歡國際象棋，就經常和Sumit下象棋。Anmol冷落了Rohan,這

讓Rohan很生氣。這天，Rohan參加越野賽，最后幾百米，他處于第三名，最后一百米的時候，Rohan已

經上氣不接下氣了。

【詳解】1.段落續寫：

①由第一段首句內容“就在這時，Rohan聽到一個熟悉的聲音從他的左邊傳來。”可以預測續寫這段主要內

容：Arnnol前來加油，Rohan備受鼓舞，奮力用最后的力量沖向終點。

②由第二段首句內容“當Rohan第一個沖過終點線時，他倒在了地上。”可以預測續寫這段主要內容：Rohan

獲得第一名，觀眾和Anmol為他歡呼，Rohan和Anmol和好如初。

2.續寫線索：Anmol前來加油-Rohan備受鼓舞Anmol獲得第一名觀眾歡呼Rohan和

Anmol和好

3.詞匯激活

行為類

①?鼓勵：inspire/motivate/encourage

②.沖向：rushto/dashto/runto

③.充滿：befilledwith/befullof

情緒類

①.高興：joy/delight/happiness

②.興奮地：excitedly/feverishly

【點睛】[高分句型1].Inspiredbyhisfriend\unwaveringsupport,Rohansummonedthelastremnantsof

hisstrengthandsprintedtowardsthefinishingline,determinedtogiveithisall.（運用了過去分詞作狀語）

[高分句型2].AnmolrushedtoRohan'sside,hiseyesfilledwithprideandjoy.（運用了獨立主格結構）

[高分句型3].Inthatmoment,allthehurtanddistancethathadcomebetweenthemseemedtofadeaway,

replacedbyarenewedbondoffriendshipandsharedaccomplishment.（運用that引導的定語從句和過去分

詞作狀語）

[調研04]（24?25高二上?甘肅臨夏?期末）《友誼的波折與升華：從矛盾冷戰到攜手共進》

閱讀下面材料，根據其內容和所給段落開頭語續寫兩段，使之構成一篇完整的短文。

InthelivelycampusofGreenfieldMiddleSchool,auniquefriendshiptookrootbetweentwocontrasting

individuals,LilyandKate.

Lily,ashyanddiligentgirl,wasoftenfoundinthelibrary'squietcomers,hernoseburieddeepintextbooks.

Kate,ontheotherhand,wasastudentofenergy,theclass'sjoker,whoselaughterresoundedthroughthehallways.

Duringaschoolsportsevent,thesunbeatdownmercilesslyonthefield.Lily,whohadsignedupforthelongjump,

stoodfrozenatthestartingline.Herfacepaledasshestaredattheseaofstudentswatching.Herlegstrembled,

seeminglyrootedtotheground.

KatenoticedLily'suneaseandcameuptoher,herstepslightandquick."Hey,Lily,^^Katesaid,givingLilya

heartythumbs-up."Don'tletthisgettoyou.Ifsjustaleap（跳躍）.You'vegotthis!^^LilyglancedatKate,hereyes

filledwithdoubt,butKate'swordsmanagedtomotivehercourage.Katethenlaunchedintoadetailedaccountof

herownsillyexperiences,herhandsgesturingvividly."'RememberthatracewhenIfelloverface-first?Itwasa

totaldisaster,butIjustlaugheditoff.Youcandothesame.”

WithKate'scontinuousstreamofencouragement,Lilyfinallyfoundthestrengthtotakeherjump.Sheflew

throughtheair,notfarbutwithanewfoundsenseofachievementshininginhereyes.Fromthatmoment,their

friendshipbegan.

Theystartedspendingmoretimetogether.Whentheschoolorganizedagroupprojectonenvironmental