專題06讀后續(xù)寫校園生活類話題（測(cè)試）原卷版

目錄

【校園生活情節(jié)構(gòu)建】PI

【校園生活語料精編】七類P2

一、神態(tài)描寫類

二、心理描寫類

三、環(huán)境描寫類

四、主題升華類（師生情誼）

五、主題升華類（同學(xué)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(zhuǎn)變》

【片段02】《破繭成蝶：曾經(jīng)被數(shù)學(xué)“絆倒”的我，如今獲此殊榮》

【片段03】《因師之鼓勵(lì)，繪就英語學(xué)習(xí)的多彩畫卷》

【片段04】《從隔閡到默契：舞臺(tái)上綻放的友誼重生之光》

【校園生活話題好題調(diào)研】

【調(diào)研01]《環(huán)保小先鋒：從創(chuàng)意構(gòu)思到全校推廣的回收箱傳奇》

【調(diào)研02】《校園寒風(fēng)中的轉(zhuǎn)機(jī)：陌生人的善意打破孤獨(dú)堅(jiān)冰》

【調(diào)研03]《沖線瞬間：舊友歸來，化力量為榮耀，友誼重燃》

【調(diào)研04]《友誼的波折與升華：從矛盾冷戰(zhàn)到攜手共進(jìn)》

【調(diào)研05]《從質(zhì)疑天賦到筆耕不輟：與名家對(duì)話開啟寫作之路》

【調(diào)研06]《從活動(dòng)挑戰(zhàn)到友誼升華：新自行車見證的成長(zhǎng)旅程》

【調(diào)研07]《廢墟中尋回的友誼：地震逃生后折返救同窗》

【調(diào)研08】《破繭課堂：當(dāng)冷眼化作春風(fēng)，我與"邊緣少年"的雙向救贖》

【調(diào)研09】《從一個(gè)黑點(diǎn)到無限可能：老師的意外啟示》

【調(diào)研10]《從“問題學(xué)生”到西語競(jìng)賽冠軍：破繭成蝶的逆襲之路》

【調(diào)研11】《從“社恐”到“社交達(dá)人”：邁出第一步，擁抱新友誼》

【調(diào)研12]《從食堂困境到成長(zhǎng)蛻變：師恩助力破繭成蝶》

【校園生活情節(jié)構(gòu)建】

階段情節(jié)發(fā)展情緒刻畫

第一階段友情、表演、比賽等出現(xiàn)危機(jī)負(fù)面情緒塑造

第二階段友情、誤會(huì)彌補(bǔ)（解釋、認(rèn)錯(cuò)、彌補(bǔ)）努力+反思+蛻變

第三階段友情、關(guān)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(tài)描寫類

1._________________________________________________________________

1.學(xué)生們臉上洋溢著興奮和期待。

2.__________________________________________________________________

2.她咬著嘴唇，專心致志地備考。

3.__________________________________________________________________

3.當(dāng)他看到自己名字在獲勝者名單上時(shí)，眼睛睜得大大的，充滿了驚喜。

4.__________________________________________________________________

4.她臉紅得厲害，對(duì)意外的贊美感到尷尬。

5.__________________________________________________________________

5.他輕輕地笑了，被朋友的笑話逗樂了。

6.

6.她眉頭緊鎖，全神貫注地解決復(fù)雜的數(shù)學(xué)問題。

7.

7.他屏住呼吸，等待比賽的結(jié)果。

8.

8.她打開朋友送的禮物時(shí)，眼中閃爍著喜悅的光芒。

9.

9.他顯得很緊張，在等待面試結(jié)果時(shí)，不斷在腳之間轉(zhuǎn)移重量。

10._________________________________________________________________

10.她微笑著，溫暖地向走進(jìn)教室的朋友們打招呼。

二'心理描寫類

1.__________________________________________________________________

1.學(xué)生們充滿了對(duì)新經(jīng)歷的熱切期待。

2.__________________________________________________________________

2.他們心中的蝴蝶因激動(dòng)而翩翩起舞。

3.__________________________________________________________________

3.他們不禁感到一種懷舊與激動(dòng)交織的情感。

4.

4.想到能見到老朋友，他們臉上露出了微笑。

5.________________________________________________________________

5.學(xué)生們眼中閃爍著好奇和渴望。

6.

6.他們對(duì)成功和成長(zhǎng)的期待充滿了腦海。

7.

7.他們迫不及待地想探索校園所提供的新可能性。

8.

8.學(xué)生們感到一種屬于和連接校園的感覺。

三、環(huán)境描寫類

1.__________________________________________________________________

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(fēng)不燥。

2.__________________________________________________________________

2.新鮮割草的香味彌漫在空氣中，預(yù)示著新的一天開始了。

3.__________________________________________________________________

3.鐘樓的鐘聲響起，回蕩在整個(gè)校園，標(biāo)志著學(xué)校的開始。

4.__________________________________________________________________

4.笑聲和談話聲充滿了方形廣場(chǎng)，學(xué)生們聚在一起聊天，增進(jìn)感情。

5.__________________________________________________________________

5.圖書館里充滿了成千上萬本書籍、知識(shí)和研究的聲音。

四、主題升華類（師生情誼）

1.__________________________________________________________________

1.教師的一句鼓勵(lì)讓我重新找回了對(duì)學(xué)習(xí)的信心。

2.__________________________________________________________________

2.每次班會(huì)后，老師的總結(jié)總能給我們新的啟發(fā)和力量。

3.__________________________________________________________________

3.那節(jié)課生動(dòng)有趣，老師的幽默講解讓我印象深刻。

五'主題升華類（同學(xué)互助）

1.

1.那次考試失利后，同桌用一張小紙條鼓勵(lì)了我，令我十分感動(dòng)。

2.

2.當(dāng)我遇到困難時(shí)，熱心的同學(xué)總是伸出援手，給予我?guī)椭?/p>

3.

3.我和朋友一起完成了一項(xiàng)實(shí)驗(yàn)，我們的默契合作讓我感到自豪。

六、主題升華類（克服困難）

1.__________________________________________________________________

1.在與老師的一次交流中，我找到了應(yīng)對(duì)學(xué)習(xí)壓力的新方法。

2.__________________________________________________________________

2.在運(yùn)動(dòng)會(huì)的接力賽中，我們團(tuán)結(jié)一心，取得了第一名。

3.__________________________________________________________________

3.學(xué)生們正面迎接學(xué)術(shù)挑戰(zhàn)，結(jié)果學(xué)會(huì)了堅(jiān)持并在過程中變得更強(qiáng)大。

七、主題升華類（校園記憶）

1.__________________________________________________________________

1.校園時(shí)光充滿了歡笑和成長(zhǎng)，是我人生中最珍貴的記憶。

2.__________________________________________________________________

2.雖然學(xué)習(xí)壓力很大，但同學(xué)們的陪伴讓我感到輕松許多。

3.__________________________________________________________________

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.__________________________________________________________________

4.每當(dāng)放學(xué)后，我們總會(huì)在操場(chǎng)上歡聲笑語，享受簡(jiǎn)單的快樂。

【讀后續(xù)寫校園生活話題優(yōu)秀片段欣賞】

【片段01］《從冷眼到援手：我因偏見而羞愧的轉(zhuǎn)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(jiǎn)潔對(duì)話）

WhatShirleydidformemademeawkwardandashamed.Ihadjudgedherbasedonherappearanceand

ignoredherkindnessearlier（動(dòng)作鏈）.Now,shewastheonewhocametomyrescuewithoutanyhesitationor

complaint.IrealizedhowshallowandwrongIhadbeen.Myfaceflushedwithembarrassment（無靈主語）as

Ireflectedonmybehavior.Fromthatmomenton（介詞短語）,Idecidedtochangemyattitudeandnotjudge

peoplebytheirappearance.IthankedShirleysincerelyfromthebottomofmyheartandpromisedtobea

betterperson.（動(dòng)作鏈）

【導(dǎo)語】本文以人物為線索展開，講述了作者剛進(jìn)入高中，在高中新環(huán)境中因選擇結(jié)交朋友而經(jīng)歷的教訓(xùn)，

展現(xiàn)了作者對(duì)于人際關(guān)系和判斷他人的態(tài)度轉(zhuǎn)變過程。

【片段02］《破繭成蝶：曾經(jīng)被數(shù)學(xué)“絆倒”的我，如今獲此殊榮》

Severalmonthslater,everyonecouldseethesignificantprogressIhadmade,notjustinmygrades,butin

myentireapproachtolearningmathematics.Iwasactivelyparticipatineinclass,solvingcomplex

equations（分詞作狀語）thatIhadseenunabletounderstandbefore.Thefearthathadcloudedmy

perceptionofmathwesreplaced（無靈主語）byagenuineexcitementforeverynewtopicwecovered.Ieven

begantostayafterourregularsessionstodiscussadvancedproblemswithMrsJohnson,seekingout

challengesthatwouldhavebeentoomuchformetohandlebefore.

Attheendoftheschoolyear,duringthelastmeetingofthemathclub,MrsJohnsonmadeaspecial

announcement.Asshecalledmetothefrontoftheroom,shehandedmeacertificatefor“MostOutstanding

ContributionTheroomeruptedinapplause（無靈主語）.Shepraisedmeforstickingwithmydreamandfor

changingintonotonlyagreatmathstudentbutalsosomeonewhoencouragesothers.Heracknowledgment

condonedmynewfoundpassionanddedicationtoasubject（無靈主語）thatonceseemedunconquerable,

underscoringanincredibleyearofacademicandpersonalgrowth（分詞作狀語）.

【導(dǎo)語】本文以人物為線索展開，本文主要講述了作者在高中時(shí)期，原本對(duì)數(shù)學(xué)感到困難重重，但在數(shù)學(xué)

老師Johnson夫人的鼓勵(lì)和建議下，加入了學(xué)校的數(shù)學(xué)俱樂部。通過參與俱樂部的活動(dòng)和與其他數(shù)學(xué)愛好者

的交流，作者逐漸克服了對(duì)數(shù)學(xué)的恐懼，對(duì)數(shù)學(xué)產(chǎn)生了興趣，數(shù)學(xué)成績(jī)也有了顯著提升。最終，在學(xué)年結(jié)

束時(shí)，作者因在數(shù)學(xué)俱樂部的突出貢獻(xiàn)而獲得表彰。

【片段03】《因師之鼓勵(lì)，繪就英語學(xué)習(xí)的多彩畫卷》

Encouragedbyhiswords,IbegantochangemyattitudetowardsEnglishlearning.Istartedtofocusmore

attentivelyonEnglishclasses,followingMr?Frank'sinstructionswithgreatcare（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.

aWhydon'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（^J^jglf^

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

andfoundtheconfidencetoexpressmyself.

【導(dǎo)語】本文以人物為線索展開，短文敘述了作者天生個(gè)子矮小，經(jīng)常不自信。高二那年，作者和家人搬

到了另外一個(gè)城市。在新的學(xué)校里，作者沒有朋友，英語學(xué)習(xí)跟不上，甚至被同學(xué)嘲笑個(gè)子小，只能通過

畫畫來打發(fā)時(shí)間。MrFrank發(fā)現(xiàn)了上課注意力不集中的作者，給予鼓勵(lì)。

【片段04］《從隔閡到默契：舞臺(tái)上綻放的友誼重生之光》

Seeingthegirlswerestillawkwardwitheachother,Freyarealizedthatshecoulddosomething.She

suggestedtheyprepareashortperformanceforthecampfirenightonthelastdayofthetrip.Theqirls

exchangeduncertain100ks（超短句）.ButtheyagreedwhentheysawtheglimmerofhopeinFreya9seyes,

realizingthatthismightbethechancetheyhadbeenwaitingfortorebuildthebridgetheyhadlost.Overthe

nextfewdays,theyworkedtogether,choosingapiecethathelddeepmeaningforbothofthem.Asthey

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

eachotherjustastheyusedto（分詞作狀語）.

Onthelastdayofthetrip,JudithandMelanietookthestageforasharedperformance,Melanie,though

stillnervous（省略句）drewstrengthfromJudith'sunwaveringsupportandthelessonslearnedfromFreya.

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(dǎo)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(xiàn)裂痕。在學(xué)校的團(tuán)建旅行中，在導(dǎo)師Freya的幫助下，兩人開始面對(duì)并嘗試修復(fù)關(guān)系。

【校園生活話題名校好題調(diào)研】

[調(diào)研01]（24-25高三下?云南昆明?階段練習(xí)）《環(huán)保小先鋒：從創(chuàng)意構(gòu)思到全校推廣的回收箱傳奇》

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。

“Ourclassrecyclingprojectwillstartnextweek.Youcanchoosetodoitaloneorinpairs,"Mr.Lee,the

scienceteacher,announced."Yourgoalistodesignarecyclingcomerthatwillincreaserecyclingratesinour

classroom.Thebestideawillbeadoptedintheschool.^^Theclassroomeruptedintoenthusiasticchatterasstudents

pairedupandbegantheirdiscussions.

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

aplastic-freeenvironment,inspiredbyherhoursspentobservingwildlifeatherfavoritelake."Thefirststep

towardsaplastic-freehabitatisfosteringarecyclinghabit,“shethought.tcFmsureIcancomeupwithabrilliant

ideafortheproject!,?Herdaydreamingwasinterruptedbyalighttapfromherbestfriend,Max.

“Doyoustillhavethatbookonrecycling?I'msuretherearemanyhelpfultipsthatwecoulduseforthis

project.Shallweworkonthistogether?^^Maxinquiredexpectantly.

Lucyrecalledhavingreadthelibrarybookthepreviousnightandplacingitonherbedsidetable.a4Um...^^she

hesitated,t4Ireturneditthismorning...andI'mthinkingofworkingonthisprojectalone.9,

“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(xù)寫詞數(shù)應(yīng)為150左右；

2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。

Shedidso,andthenexcitedlydescribedherdesignconceptoftherecyclingbin.

LucyandMaxshardworkpaidojf.

[調(diào)研02]（24-25高一上?河南開封?期末）《校園寒風(fēng)中的轉(zhuǎn)機(jī)：陌生人的善意打破孤獨(dú)堅(jiān)冰》

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。

ItwasmyfirstdayatanewschoolinEnglandbecausemyfamilyhadmovedherefromWalesaweekbefore.

ThemomentIsteppedthroughthebigirongates,afeelingofworrycameoverme.Thelargecampus,withitsold

buildingscoveredinivyandveryneatlycutlawns,wasreallybeautiful,butitjustmadememorenervous.Iheld

mybookstightly,andmyhandsstartedtosweatastheunfamiliarfacesandthestrangeaccentssurroundedmelike

athickfogthatIcouldn,tgetthrough.Ifeltlikealonelytravelerinastrangeplace,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(xù)寫詞數(shù)應(yīng)為150左右；

2.請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。

Standingaloneinthecomeroftheschoolyard,Iwatchedtheotherstudentschattingandlaughing.

JustasIwasabouttogiveup,theboyIbumpedintoearliercametowardsme.

[調(diào)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(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。

AnmolandRohanweregradesixstudents.Theyhadbeenthebestfriendssincechildhood.Theywouldsit

onthesamebench,eattogetherandplaytogetheratschool.

Oneday,anewstudentnamedSumitjoinedtheirclass.DuringthebreakAnmolandSumitgottalkingand

AnmolgladlyfoundSumithadapassionforchess.Anmolwascrazyaboutchessbutherarelygotagood

opponent.

AnmolandSumitstartedspendingmoreandmoretimetogether.Earlier,RohanandAnmolusedtoplay

tabletennisduringlunchbreak.ButnowAnmolneverseemedinterested.GraduallyRohanstartedfeelingleftout.

Hefeltworriedandupsetatthethoughtoflosinghisbestfriend,buthewasatalosswhattodo.

Oneday,RohanurgedAnmoltojoinhiminatabletennisgame.t6Nottoday,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!”.

"Peter,move.YoucanbeatIqbal!”

“Holdon,Rohan,justanother200meterstogo!”Thecriesweredeafening.

Whentheyreachedthelasthundredmeters,Rohanwasalmostoutofbreath.Hedraggedhimselfalong,with

hisfaceredandhismouthdry.

注意：

(1)續(xù)寫詞數(shù)應(yīng)為150左右：

(2)請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。

JustthenRohanheardafamiliarvoicefromhisleftside.

AsRohanwasthefirsttocrossthefinishingline,hecollapsedontheground.

[調(diào)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(zhàn)到攜手共進(jìn)》

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。

InthelivelycampusofGreenfieldMiddleSchool,auniquefriendshiptookrootbetweentwocontrasting

individuals,LilyandKate.

Lily,ashyanddiligentgirl,wasoftenfoundinthelibrary'squietcorners,hernoseburieddeepintextbooks.

Kate,ontheotherhand,wasastudentofenergy,theclass9sjoker,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

protection,theyteamedup.Inthelibrary,Lilyburiedherselfintoresearchmaterials,herheadbentdownindeep

concentration.Kate,meanwhile,intheirclassroom,brainstormedcreativepresentationideas,hereyessparkling

withenthusiasm.Theircombinedeffortsresultedinapresentationthatsurprisedtheirclassmatesandearnedpraise

fromtheteacher.

注意：

1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；

2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。

However,likeallfriendships,theyalsofacedchallenges.

Attheendoftheschoolyear,theymetontheschoolyard.

[調(diào)研05]（2024?新疆烏魯木齊?三模）《從質(zhì)疑天賦到筆耕不輟：與名家對(duì)話開啟寫作之路》

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。

ItwasJuly1971.IwastakingasummerclassinBlack-AmericanliteratureonthecampusofSUNY.

ProfessorJameswalkedintotheclassroomandannouncedthathehadinvitedaspecialguesttoclassandheneeded

avolunteertomeethisguestinthehalloftheadministrationbuildingandaccompanyhimhere.

Tomyamazement,myrighthandshotupasthoughithadamindofitsown.Inevervolunteeredfor

anything.Iwasshyanduncomfortablemeetingnewpeople.RealizingIwasabsolutelythewrongpersonforthis

job,Ipulledmyhanddownquickly,butitwastoolate."Thankyou,David,“ProfessorJamessaid."You'dbetter

leavenow.He'llbearrivinganyminute.1reluctantlygotoutofmyseatandheadedfortheclassroomdoor.When

Ireachedit,Istopped.Isaid,t6IfIdon'tknowwhothispersonis,howwillIrecognizehim?I'dhatetobringback

thewrongguy."ProfessorJameslaughed.Hepulledmeasideandwhisperedanameinmyear."AlexHaley,“he

said."Really?”Isaid.Igaveathumbs-uptotheclassandlefttheroom.

ThehallwasemptyandAlexHaleywasnowheretobeseen.MyanxietygrewbecauseIfearedthatIwas

abouttoembarrassmyselfinfrontofthisfamousgentlemanbyaskingstupidquestions,orworse,byfalling

unnaturallysilent.AsIpacedbackandforthacrossthepolishedfloor,IrealizedwhyIinstinctively（本能地）raised

myhandtovolunteerforthisjob.ThismanwaswhatIwantedtobe:awriter.Hewaslivingmydream.Icould

learnfromhim.Butdeepinmyheart,IwasworriedaboutwhetherIhadagift.

ItwasthenthatMr.Haleywithabriefcaseenteredthebuilding.Hewasamaninhisforties,mediumheight,

wearingasportsjacketoveranopen-collareddressshirt.Afterweintroducedeachother,Iaccompaniedhimtothe

classroombuilding.Acrosscampus,Iwasstruckbyhowapproachablethismanwas.

注意：

1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；

2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。

Myfearwasreplacedbycuriosityandpurpose.

Thatwasanunexpectedanswer.

[調(diào)研06]（24-25高三上?河南駐馬店?階段練習(xí)）《從活動(dòng)挑戰(zhàn)到友誼升華：新自行車見證的成長(zhǎng)旅程》

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。

Martinisahighschoolstudentwhoenjoysthefriendshipwithhisclassmates,butsometimeshewonders

whattruefriendshipreallyis.Oneday,heexpressedhisconfusiontohismom,whosuggestedthatheorganizea

team-buildingactivitytoexploretherealmeaningoffriendship.

Martin'smomsuggestedthatheorganizeanactivityatschoolthatwouldrequireteamworkandjointsupport.

Hismomtoldhimhewouldgetanewbikehealwayswantedasaprizeafterunderstandingthemeaningof

friendship.Martinthoughtthiswasagreatideaanddecidedtotalktohisteacheraboutit.Histeacherwasvery

supportiveandgavehimsomevaluableadvice.Withtheteacher9sguidance,Martinbeganplanningtheevent.He

choseaweekendandinvitedhisclassmatestoparticipate.Hecarefullydesignedtheactivity,preparingvarious

challengestoensureeveryonecouldgetinvolved.Heexplainedtherules,includinghowtodividetasks,

communicateeffectively,andsupporteachotherwhenfacingchallenges.Heemphasizedtheimportanceof

teamworkandhowtobuildtrustandcooperationduringtheactivity.

Onthedayoftheevent,Martinandhisclassmatesmovedaroundthecampus,searchingforhiddenmarkers.

Theyweredividedintoseveralgroups,eachassigneddifferenttasks.Somehadtosolvepuzzles,whileothershad

tocompletephysicalchallenges.Sometasksrequiredclosecooperationamongteammembers.Martinnoticedthat

someclassmatesencouragedeachotherwhenfacingdifficulties,whileotherssharedtheirfindingstobenefitthe

wholeteam.Together,theyovercameoneobstacleafteranother,andeachsuccessstrengthenedtheteam'scohesion

（凝聚力）.

Amongthechallenges,onewasimpressive.Inthechallenge,theyhadtocrossaropebridgeovera

simulatedriver.Teammembershadtosupporteachothertoensureeveryonecrossedsafely.Martinsawclassmates

whousuallydidn'tinteractmuchtightlyholdingeachother'shands,givingcourageandsupport.Thisscenedeeply

movedhim,makinghimrealizethepowerfulbondoffriendshipwhenfacingchallengestogether.

注意：

1.續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；

2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。

Aftertheactivity,Martinsharedtheday'seventswithhismom.

Martindeeplyunderstoodhismom'swords.

[調(diào)研07]（24-25高三上?福建福州?期末）《廢墟中尋回的友誼：地震逃生后折返救同窗》

閱讀下列材料，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。

Intheserenemorning,ourschoolcampuslaybathedinagentleglowofsunlight.Theairwasstill,withonly

theoccasionalchatterofstudentsandtherustleofbooksbreakingthesilence.Theclassroomswereabuzzwith

activityasstudentsdiligentlyworkedontheirassignments,theirfaceslitbythesoftlightfilteringthroughthe

windows.

Butsuddenly,thetranquilitywasshatteredbyaviolentearthquake.Thegroundbegantoshake,sendinga

shudderthroughtheentireschool.Theseismicwavesweresopowerfulthattheysentashiverdownthespinesof

everystudent.Amidstthechaos,agirlnamedAlice,afellowmemberofourclass,panickedandfledtheclassroom

inaflash.Herflightwasastarkcontrasttothecomplacencyoftherestofuswhoremainedseated,unmovedbythe

rumblingbeneathourfeet.Yet,aswesatunperturbed,studentsfromotherclassesstreamedoutoftheirclassrooms

inapanic,theirfacesetchedwithfear.Thecorridoroutsideourclassroomsoonfilledwiththehustleandbustleof

fleeingstudents,theirfootstepsechoingloudlyintheotherwisesilentmorning.

Suddenly,theschool'sbroadcastsystemcametolife,itsvoiceechoingthroughthehallways,instructing

everyonetoevacuateandgatherinthedesignatedarea.However,itwassoonrevealedthatthiswasamistake,a

miscuefromthebroadcaststationthathadsentourheartsracingevenfurther.Withtheall-clearsignal,wereturned

toourseats,tryingtoregainourcomposure.Theteacher,apillarofcalminthemidstofthecommotion,resumed

thelessonasifnothinghadhappened,hervoiceasoothingbalmtoourfrayednerves.

注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；

2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。

Paral:Meanwhile,thegroundshookviolentlyonceagain,thisaftershockstrongerthanthefirst.

Para2:Yet,aswebegantoregainourcomposure,werealizedthatBobhadnotmadeitout.

[調(diào)研08]（24-25高三上?廣東?期末）《破繭課堂：當(dāng)冷眼化作春風(fēng)，我與,,邊緣少年”的雙向救贖》

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。

Growingup,thefirstdayofschoolwasalwaysexciting——newclothes,supplies,andclasses.Butat

twenty-three,thefirstdayofschoolhadmeinapanic.Iwasthenewteacher.

Ihadjustcelebratedmybirthday,thenewyear,andmydivorce.Unlovedandunneeded,therejectionofa

failedmarriagestillhurt.IhadgraduatedinDecember,andaschoolmorethansixtymilesfrommyapartmenthad

hiredmetoteachaclassoftwenty-twofifthgraders.

AstheprincipalMrs.Brightwalkedmetomyclassroom,Iasked,“Whathappenedtothelastteacher?^^She

answered,uSheleftjustaweekaftertheschoolyearstarted.Therehavebeenthirteenreplacementteacherssince

then.Youarethefourteenthone,Sylvia.^^

AsIenteredtheclassroom,Isaidwithasweetsmile,"I'myourteacherfortherestoftheyear."Thekids

wereexcitedtomeetme,buttheyquicklybecamerestless.Somesatwherevertheywanted,whileotherstalkedor

passednotes.OnegirlcalledTracycrawledunderherdesk,andaboynamedKylebegancryingfornoreason.The

restofthedaywaschaotic-fightsbrokeout,andsomekidsrefusedtotalktome.Asthefinalbellrang,Ic