专题03++学校生活+时间管理（人与自我)-2023年高考读后续写话题分类写作技巧与高级词句.docx

专题03学校生活时间管理（人与自我）2023年高考读后续写话题分类写作技巧与高级词句【读后续写】1.（2023春安徽阜阳高三统考开学考试）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。Mr. Birk way was my English teacher, and when 1 met him on that first day in my new school, I didn't know what to make of him. He was one of those energetic teachers who loved his subject half to death and walked about the room dramatically, waving his arms and patting （轻拍）people on the back.He said, “Brilliant!" and "WonderfulI'and “Terrific!” He was quite tall and slim, and his bushy black hair made him look like a wild native al times. He had deep brown cow eyes that sparkled （闪耀）all over the place, and when he turned these eyes on you, you fell as if his whole purpose in life was to stand there and listen to you, and you alone.Midway through the first class, Mr. Birkway asked if we had our summer journals. I hadn't a clue as to what he was talking about. Some of the other students started nodding like crazy, and Mr. Birk way spread out his arms and said, “Wondcrfiil!” He received the journals excitedly. 4tThank you/' he said to each journal-giver.I was extremely worried. I had no journal.When he got to Beth Ann's desk, Mr. Birkway lifted up her journal and looked inside, didn't write much,“ Ann said. "In fact, I can hardly remember what I wrote about at“Don't worry about it too much, Mr. Birk way said with a smile. 4*Next time, try writing about something you like-a place, a room, a person. Just write whatever comes to mind. Then he moved on.On top of Mary Lou's desk were six journals. Mr. Birkway stood open-mouthed and said, “Is it can it be Shakcspcarc? He counted the journals. uSix! Brilliant!”Christy and Megan, two girls who had their own club called the GGP （whatever that meant）, were whispering over on the other side of the room and casting disapproving looks in Mary Lou's direction. Mary Lou kept her hand on top of the journals as Mr. Birk way reached fbr them. In a low voice she said, “I don't want you to read them.'' 注意：1.续写词数应为150左右；后的心理状态及情绪表现。.由第二段首句内容“在我准备回家之前，我听到个熟悉的声音在喊我的名字。”可知，第二段可描写作 者听到声音之后的反应及作者的感想。2 .续写线索：被嘲笑尴尬伤心听到熟悉的声音感动感悟.词汇激活 行为类.抑制眼泪：hold back my tears/retain my tears.接近，靠近：come up/approach .一起走路： walk together/accompany him/keep him company 情绪类.感动：be moved/be touched.悲伤：sadness/sorrow【点睛）高分句型 I What I wanted to do is just to make friends with them.（使用了 what 引导的主语从句） 高分句型 2 Turning around, I saw Diane who came up to me with a warm smile on her face.（使用 T现在分 词作状语，及who引导的定语从句）5. （2022秋湖南高三校联考阶段练习）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。A Beautiful Group PaintingThe art class was over in a blink of an eye. When the recess bell （下课铃）rang, Lisa sighed. At her old school, she used to play with her friends. Now she sat in the corner of the field and watched the other kids play without her.As she cleared her table, Lisa noticed a box of chalk by the window. She pul i（ in her pockets. Then she took her usual place at the end of （he recess line.As she and her classmates walked down the hall and out into the yard, Lisa remembered how she and her mother used to draw chalk designs on the long driveway leading to the old apartment. The patterns were called rangoli （E|l度传统地画工 and they looked like stars and roses. Lisa's mother said that the drawings were to welcome guests to their home. Lisa missed the early mornings she and her mother would spend drawing those colorful patterns.Lisa walked to the basketball court and sat on the sidewalk. She took chalk out of her pocket and began to draw her favorite rangoli pattern. She drew flowers with huge petals （7巨瓣）and stars with eight points."That's pretty/' a voice said. She turned around and saw that Erie, a boy in her class, was watching her.“It's called rangoli,she said.“The floor of my grandmother's house has patterns like that,“ Eric said.“What do you mean? Lisa asked, "Hand me a piece of chalk," Eric said. Eric sat down on the pavement and began to draw. He drew Howers that were more detailed than Lisa's, but still had huge petals. Then he drew circles inside circles, and surrounded them with small diamonds. Lisa kept drawing too.“What are you guys doing? a voice asked. Lisa and Eric had been so absorbed in drawing that they hadn't noticed that their classmate Emma had been watching them.“Hey," Emma said, sitting down beside them, klthat looks like the rugs （、地毯）in my uncle's house. Except on the rugs, the shapes are bigger, and aren't as curly （卷曲的）注意：1 .续写词数应为150左右；.请按如下格式在相应位置作答。“Show us,“ said Eric, handing Emma a piece of chalk.Having heard the teacher's praise, many students gathered around.【答案】“ said Eric, handing Emma a piece of chalk. Emma took the chalk and began drawing. She drew shapes that were full of straight lines and bright colors. They were bigger than the shapes Lisa and Eric had drawn, covering each other to form new shapes. She colored the drawings purple, blue, and white. "Wow!" The art teacher showed up at some point and said, "It's a nice drawing/' The three students stood up and looked at their masterpiece, their heart swelling with pride.Having heard the teacher s praise, many students gathered around. They expressed their views on the drawings freely. Some said it looked like a universe, with many planets and stars. Some said it looked like a coral reef full of tropical fish. Some said it looked like a welcoming home. After listening to the students' comments, the teacher said, “You are all right. But if you ask me, it is a beautiful group painting!” As soon as the teacher finished speaking, the other students joined in the painting.【导语】本文以人物为线索展开，讲述了转入新学校的丽莎课间独自在地上画画，同学们看到后，纷纷加 入进来。小伙伴们一起完成了一幅美丽的小组画。【详解】1.段落续写：由第一段首句内容“给我们看看，''埃里克说着递给艾玛一支粉笔”可知，第一段可描写艾玛加入埃里克和 丽莎，他们三人的绘画得到了老师的表扬。由第二段首句内容“听到老师的表扬后，许多学生聚集在一起”可知，第二段可描写更多的学生加入进来， 他们一起完成了一幅漂亮的小组画。2 .续写线索：递粉笔一专心画画一表扬一多人加入一完成作品.词汇激活行为类出现：show up /appear 起身：stand up /get up 加入:join/involve/pariicipate 情绪类骄傲：pride /proud漂亮的：beautiful /wonderful/superb点睛高分句型 1 JThc three students stood up and looked at their masterpiece, their heart swelling with pride.（运用了独立主格结构作状语）高分句型 2As soon as the teacher finished speaking, the other students joined in the painting.（运用 了 as soon as 引导时间状语从句）6. (2022山东山东省实验中学校考三模)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。“David, it's time fbr breakfast,M Mrs. Motangi called. "There's a birthday present fbr you to open.”David ran into the kitchen and saw a shiny new soccer ball on the table. He smiled and started jumping up and down with excitement. uCan I take the ball to school with me, please?” asked David. "Of course," Mrs. Motangi said. "But you need to be careful with your first real soccer ball/'At school, David immediately put his soccer ball under his desk. During the morning lessons, he kept quietly tapping the ball with his foot to make sure it was still there. Finally, it was break time. David seized the ball and quickly ran outside. He kicked the ball skillfully across the field to a group of students.Soccer was David's favorite sport. Since he had arrived in England and started school two months ago, he had played soccer every day during the break. Break was always his favorite time because he didn't have to speak English, a language that was still fairly new to him. When he played soccer, he would forget that he felt like an outsider a( (his new school“Look!” called David. 4tI got a new soccer ball. We can use it fbr our game today. The other students exchanged glances and just stared at David. These were the most words David had ever spoken to them.“Wc don't need your ball,“ said a tall boy, Jacob. “Wc already have one." Jacob liked playing soccer but poorly. Jacob kicked David's ball with all his strength. The ball soared over the school's high fence, bounced once, and rolled to the back of a nearby house. "What a good kick!” screamed the other kids, jumping up and down and slapping Jacob on the back. David watched in horror as his cherished football went out of sight, tears coming to his eyes. What would his mother say?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。Paragraph I: He was going outside when his teacher, Mr. Bleachers, came with the ball.Paragraph 2: With the help of David, they got prepared for the soccer match between classes.答案】He was going outside when his teacher, Mi: Bleachers, came with the ball. The "conflict” didn't escape his notice. Having returned it to David, he turned to Jacob, demanding an apology. Jacob, drooping his head, uttered a sincere “sorry". ”Boys, remember the coming soccer match? With David, we can be a stronger team," Mr.Bleachers said with encouragement. David cast Jacob a smile, who immediately straightened up his skimped shoulders. In the following days, it was David's patient guidance that saw their strides in football skills.With the help of David, they got prepared for the soccer match between classes. With soaring confidence and sharpened football skills, they put five consecutive wins under their bell and entered the tight final. Although the rival scored a goal first, Jacob battled to tie it with David's smart assistance. Finally, they won the game. Wild cheers and applause erupted from the stand. When David held the trophy high, he knew that it was the football from his mother that overcame the language barrier and befriended his class.【导语】本文以人物为线索展开，讲述了 David带着自己的生日礼物一个新的足球去新学校。David特 别喜欢踢球，在新学校中自己不太擅长英语，没有什么朋友。但是他主动邀请其他同学和他起踢球，但 却被一个叫Jacob男孩所嘲笑和欺负。后来在老师Bleachers先生的帮助下，David和班级的里的男孩和好， 一起为接下来即将到来的足球比赛作准备，并最终赢得比赛的故事。【详解】1.段落续写：由第一段首句内容“他正要出去，这时他的老师Bleachers先生带着球来了。”可知，第一段可描写老师布 莱克斯先生让Jacob给David道歉并提到即将到来足球比赛的情节。由第二段首句内容“在David的帮助下，他们为课间的足球比赛做了准备。”可知，第二段可描写David和 同学们共同准备比赛并最终赢得比赛，收获友谊的情节。2 .续写线索：Bleachers先生带着球过来一Jacob道歉一两人和好一老师提出比赛事宜共同准备比 赛赢得比赛收获友谊.词汇激活行为类.彳氐卜头：droop his head/Iower his head .直立起来:straightened up/stand up straightly.意识到：know/realize/be aware of 情绪类.鼓励地说:said sth with encouragement/said sth encouragingly.高涨的信心:soaring conl'idence /rising confidence【点睛】高分句型 1. Having returned it to David, he turned to Jacob, demanding an apology.（现在分词作状语） 高分句型 2. When David held the trophy high, he knew that it was the football from his mother that overcame the language barrier and befriended his class, （when引导的时间状语从句和that引导的宾语从句）7. （2022秋湖南高三湖南师大附中校考阶段练习）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。It was only a dollar. Dylan Belscher noticed it on （he floor as he sat al the back of his English class in March. When （he school day ended, Belscher wandered back to the classroom. The wrinkled old bill was still there. He could have pocketed it easily without thinking twice. But he picked it up and brought it to his English teacher. Katie Mattison. "It wasn't my money,v Belscher said, which he saw as a sufficient explanation.Mattison, 54, was a little surprised he should turn the dollar in, knowing a lot of people would have just kept it. She suggested that Belscher tape it to the whiteboard at the front of the classroom, where she always put lost things. Maybe the dollar was the money for lunch or bustickets for the student who lost it. "You can always tell when someone is looking fbr something,'' Mattison said. A day or two later, the school shut down fbr the holiday break. Neither the teacher nor her student thought twice about the dollar.Hunter Rose, then a senior, was in an English class after break when she spotted the dollar on （he whiteboard. It was a bit of a mystery, Rose said. After class, she asked Mattison why it was there. The teacher was still wailing fbr the original owner to claim it, so she replied, T don't know." Rose took the tape from Mattison's desk and taped a second dollar to the board. That got it rolling.The sight of the two dollar bills, side by side, awakened something in Mattison's students. They started asking about the purpose of the money, to which Mattison always gave the same answer: She didn't know. At that point, it was true. Several other students, feeling it interesting, taped up single dollar bills. Mattison-an experienced teacher who recognized a phenomenon in the niaking-wrotc the initial of each student on each specific bill, and she started to leave the tape beside the whiteboard. The effort snowballed.注意：1 .续写词数应为150左右；.请按如下格式在答题卡的相应位置作答。Even with no specific purpose, many students wanted to participate.One morning, Mattison asked her students if they'd like to use the money fbr something good.【答案】Even with no specific purpose, many students wanted to participate. Belscher said everyone decided Mattison had some unspoken goal and that there would be some mysterious point at which she would reveal the secret. They figured larger donations could help them get there faster. One student taped a $20 bill to the whileboard. Another student dug into her birthday savings and taped up another $20, The amount continued to grow over several weeks until it reached $175. As for the original dollar, the person who lost it never came looking. That left Mattison to decide upon the best resolution.One morning Mattison asked her students if they'd like to use the money for something good. They all agreed delightedly, waiting fbr Mattison's plan. She continued to ask the teens whether they minded if she donated the dollars in their names to a non-profit fbr cancer cure. Their answer was to tape more money to push the amount up to $320. Mattison, choking back tears as she recalled the moment, carefully took the cash off the board and made a donation before the beginning of May. That was Saturday. By Monday afternoon, eight more dollars had been taped to the board.【导语】本文以人物为线索展开，讲述了 Dylan Belscher捡到了一美元，在老师Mattison的建议下，他把钱 贴到教室前面的白板上以便失主认领。Hunter Rose发现了白板上的一美元，觉得这是一件神秘的事，于是 她在白板上又粘了一美元，这引起了更多学生的兴趣和参与的故事。【详解】1.段落续写：由第一段首句内容“即使没有明确的目标，许多学生还是想要参与其中。”可知，第一段可描写学生们往白 板上贴钱和他们这样做的心态，以及老师Mattison看到同学们的行为后是如何想、如何做的。由第二段首句内容“一天早上，Mattison问同学们是否想要用这些钱做些好事。”可知，第二段可描写同学 们对老师提议的回应以及他们接下来的做法。2 .续写线索：更多的捐款建议同意捐赠再次有钱粘在白板上.词汇激活行为类.透露：reveal/ let out .帮助：help/aid/assist.同意：agree/approve情绪类.高兴地：delightedly/joyfully .强忍泪水：choke back tears/ hold back tears点睛而分句型 1. Belscher said eveiyone decided Mattison had some unspoken goal and that there would be some mysterious point at which she would reveal the secret.（运用 j'宾语从句和介词 at + which 引导的定语从句） 高分句型 2. As for the original dollar, ihe person who lost it never came looking.（运用 了 关系代词 who 引导的 定语从句）8. （2022秋湖南长沙高三长沙一中校考阶段练习）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。I'll never fbrget the day that one of my fifth-grade students, Jace, shyly raised his hand and said that he had never received a gift during reading discussions. Jace's honesty surprised me. What was even more eye-opening was the fact that the boy had gone ten years and never experienced the joy and surprise of receiving a present.I tried to search a reason that he might be saying this. Then I remembered his story. His mother was out of the picture and he lived alone with his dad. His