专题06 读后续写校园生活类话题（讲义）解析版
目录
【校园生活六年考情】 P1
【校园生活话题解读】 P2
【读后续写常犯问题】 P2
【读后续写写作步骤】 P3
【故事情节构建框架】 P3
【校园生活语料精编】 P4
一、神态描写类 P4
二、心理描写类 P4
三、环境描写类 P4
四、主题升华类（师生情谊） P5
五、主题升华类（同学互助） P5
六、主题升华类（克服困难） P6
七、主题升华类（校园记忆） P6
【校园生活话题高考真题调研】3篇 P7
【校园生活话题名校好题调研】3篇 P13
【校园生活六年考情】
年份 卷别 主题 话题 类型
2025 浙江1月卷 人与社会/自我 勇寻真相并且学会共情的重要性 生活故事类
八省联考卷 人与社会/动物 铁汉柔情让我感动流浪犬守护者 个人成长类
2024 新课标I&II卷 人与社会 车站履行承诺还钱给出租车司机 个人成长类
浙江1月卷 人与自我 利用脑图来确定方位找到教学楼 校园生活类
九省联考卷 人与自然 志愿者训练意外发现海豚的秘密 人与动物类
2023 新课标I&II卷 人与自我 老师鼓励参加作文比赛终获大奖 校园生活类
浙江1月卷 人与自然 作者两次与蜂鸟的神奇邂逅感悟 人与动物类
2022 新课标I&II卷 人与自我 鼓励身残志坚男孩参加校越野赛 校园生活类
浙江6月卷 人与社会 为社区无家可归的人们发放食物 助人为乐类
浙江1月卷 人与社会 与“最不合拍”搭档终成为好朋友 校园生活类
2021 新课标I&II卷 人与社会 孩子母亲节给妈妈做早餐送惊喜 家庭亲情类
浙江6月卷 人与自我 作者上学时一次打工挣钱的经历 个人成长类
浙江1月卷 人与社会 少年头意外卡在南瓜中爆红网络 生活故事类
2020 新课标I&II卷 人与社会 三个孩子帮助贫困家庭孩子挣钱 个人成长类
浙江7月卷 人与自然 与北极熊面对面的一次脱险经历 遇险脱困类
浙江1月卷 人与自然 帮助宠物狗重获快乐收获新伙伴 人与动物类
【校园生活话题解读】
学校生活类的读后续写语篇的场景一般都设置在学校，故事冲突的双方一般是老师与学生或学生与学生。人与人之间的相互相处,会产生令人感动的故事，但难免会有许多矛盾和摩擦。在这个话题中有时会写到同学和同学之间互帮互助，共渡难关的故事；有时会写到同学和同学之间产生矛盾，重归于好冰释前嫌的故事；有时会写到由于性格原因、身体原因等被同学讥笑，同学通过某种事件意识到这是错误的，然后道歉，最终发展成为一段令人难忘的友情的故事。主题聚焦于和谐的人际关系、友情、正确的人生态度等。
【读后续写常犯问题】
一、文本解读能力差，无法识别原作者的写作意图。
只看表象，不求深入。读不懂原作者的写作意图，挖不出故事背后的主旨大意，听不出人物对话的弦外之音，抓不住所给材料的内涵实质。这类考生常常缺乏高阶思维能力（HOT Skills），只看到了所给材料的浅层表面，就凭自己的主观臆断得出结论，写作时就事论事，绕来绕去都在一个思维层面上兜圈子。
对策：多预留时间充分阅读+重点研读材料后三段（有伏笔）。
二、因果链断裂，情节设计颠三倒四，前言不搭后语。
情节是按照因果逻辑组织起来的一系列事件。如果事件之间没有逻辑推理关系，阅卷教师就会质疑它的连贯性。情节是对人类生活的创造性模仿，如果其中的结果与理由互相印证，我们就会觉得它有意义；结果与理由相悖，就没有意义。
对策：学会根据两个段首句和文章线索快速提炼情节+研读三年高考真题揣摩情节把控。
三、内存不足，平时积累的存量知识太少，有话说不出。
要讲好一个故事，考生必须具备足量的好词好句和语法知识，背诵足量描绘典型人物和场面的美文段落。巧妇难为无米之炊，没有扎实的知识储备，再好的方法策略也是徒劳。
对策：加强“背”功（喜怒哀乐情感表达法）+提升高频句式模仿能力。
四、投机取巧，缺乏通盘规划，导致在主题知识存在盲区。
平时的训练存在投机取巧的押题心态，缺乏系统规划，知识框架有盲区。平时的作文训练“随机播放”，没有通盘安排，没有系统的教学计划；存在严重“押题”的投机取巧心态，缺乏稳扎稳打的认真态度，没有对所有的写作专题进行全覆盖，知识框架存在漏洞或盲区。
对策：重视考后“复盘”能力培养（情节+情感+词汇+结尾），学会rewrite（范文+讲评）。
五、不善挖掘隐含信息，缺乏“瞬间解码”的解题技巧。
在读后续写题的给定材料中，命题者往往直接阐明或若隐若现地给出文章的主旨大意，它是考生续写的方向、前提假设和已知条件。学生在审题时要读懂给定材料，快速解码其主旨大意，挖掘出隐藏信息，才能写出融合度高的故事来，否则就容易出现文不对题的偏题情况。
对策：考后和自己对话（分数扣在哪里）+和老师对话（提升点在哪里）。
六、训练方式不科学，迷信“偏方或怪招”，不肯下苦功夫。
有些学生闭门造车，对事半功倍的科学训练方法置之不理。有些学生蛮干苦干，对作文命题趋势没有精准的研判。有些学生不走大路，迷信“偏方或怪招”，对评分标准不熟悉。解题思路不科学，对考场应试作文的游戏规则不遵守。
对策：树立“久久为功”意识+重视词汇积累+提升句式模仿能力。
七、训练不足或时间分配不足导致卷面出现 “硬伤”。
这些硬伤具体表现有：写作烂尾因未写完导致分数很低；写作放在第一位，时间充足导致所给行数不够用出现“超限”，导致卷面严重受到影响；因为时间不足虽仓促完成但是书写质量严重下降导致“目不忍睹”；因为时间仓促审题不清造成跑题，偏题，导致分数很低。
对策：平时书写训练定时定量；后期使用标准答题卡写作卡时间、卡行数、卡审题。
【读后续写写作步骤】
第一步：提炼六个要素，把握材料要领。
读后续写的阅读文本基本上都是记叙文，所以要提炼出六个基本要素：who, where, when, what, why和how。考生在阅读文本过程中只有把握好这六个要素，才能总结出文章大意和故事情节，进而推断出作者的写作意图，轻松获取故事的主旨大意。
第二步：理清故事脉络，把握情感变化。
线索是叙事性作品中贯穿整个故事的脉络，所有的情节均围绕文本主要线索展开。记叙文一般有两条故事发展线索：情节(plots)线索和情感(emotions)线索。考生可以利用图表法或思维导图法理清故事的发展脉络，把握作者的情感变化。这样，考生在续写时才可以更好地遵循原文的思路、风格和语言。
第三步：紧扣段落首句，精心谋划情节。
分析续写后所给的两个段首句对提高所写内容和原文的融洽度至关重要。考生可以先分析一下所给的两个段首句之间的逻辑关系是顺承关系、转折关系还是因果关系等。然后，根据自己的判断设计小问题：根据段首句得知什么？续写开始写什么？接下来写什么？续写第一段的段尾如何衔接第二段的开头？续写第二段的段尾如何才能照应故事的主旨大意？
第四步：设计结尾情节，提升价值取向。
考生必须紧紧围绕故事的发展脉络，展开合理的想象，巧妙地设计所续写的两段的故事结尾情节。设计结尾情节时，考生可以借助前文的故事脉络设计一些具体的问题。还要注意设计好续写的第二段的结尾，让结尾处的情感得到升华或拔高，把故事所折射出的人生观、价值观充分体现出来。
第五步：逻辑关键词汇，高频句式提炼。
设计好要续写的两段的情节后，考生可以先在草稿纸上把原文出现的主要人物、发生的主要事件和描写人物或事件的情感词罗列出来，并按事件的发生顺序逐一理清。最后，考生用这些关键词汇重构句子，写出连贯一致的句群。
第六步：升格词汇句式，誊写完善成文。
考生在写好两段的内容后，可以根据语法知识把一些低级的词汇或句式进行润色升格。升格低级词句的目的是让续写的内容更加符合原文的语言风格，与原文在衔接上更加融洽。完成这一步后，考生要迅速把写好的两段英文以清晰、规范、美观、流畅的书写誊写在答题纸上。
【故事情节构建框架】
阶段 情节发展 情绪刻画
第一阶段 友情、表演、比赛等出现危机 负面情绪塑造
第二阶段 友情、误会弥补（解释、认错、弥补） 努力+反思+蜕变
第三阶段 友情、关系升华（换位思考、懂得珍惜） 感悟+感激+升华
【校园生活语料分类精编】
一、神态描写类
1. The students' faces beamed with excitement and anticipation.
1.学生们脸上洋溢着兴奋和期待。
2. She bit her lip, a sign of concentration as she studied for the exam.
2. 她咬着嘴唇，专心致志地备考。
3. His eyes widened with surprise as he saw his name on the list of winners.
3. 当他看到自己名字在获胜者名单上时，眼睛睁得大大的，充满了惊喜。
4. She blushed brightly, feeling embarrassed by the unexpected compliment.
4.她脸红得厉害，对意外的赞美感到尴尬。
5. He chuckled softly, amused by the joke told by his friend.
5.他轻轻地笑了，被朋友的笑话逗乐了。
6. Her brow furrowed in deep concentration as she solved the complex math problem.
6.她眉头紧锁，全神贯注地解决复杂的数学问题。
7. He held his breath, waiting for the results of the competition.
7.他屏住呼吸，等待比赛的结果。
8. Her eyes sparkled with joy as she opened the gift from her friend.
8.她打开朋友送的礼物时，眼中闪烁着喜悦的光芒。
9. He appeared nervous, shifting his weight from one foot to another as he awaited the interview results.
9.他显得很紧张，在等待面试结果时，不断在脚之间转移重量。
10. She smiled warmly, greeting her friends as they entered the classroom.
10.她微笑着，温暖地向走进教室的朋友们打招呼。
二、心理描写类
1. The eager anticipation of new experiences filled the students' minds.
1.学生们充满了对新经历的热切期待。
2. The butterflies in their stomachs fluttered with excitement.
2.他们心中的蝴蝶因激动而翩翩起舞。
3. They couldn't help but feel a sense of nostalgia mixed with excitement.
3.他们不禁感到一种怀旧与激动交织的情感。
4. The thought of seeing old friends brought a smile to their faces.
4.想到能见到老朋友，他们脸上露出了微笑。
5. The students' eyes sparkled with curiosity and eagerness.
5.学生们眼中闪烁着好奇和渴望。
6. The anticipation of success and growth filled their minds.
6.他们对成功和成长的期待充满了脑海。
7. They couldn't wait to explore the new possibilities that the campus had to offer.
7.他们迫不及待地想探索校园所提供的新可能性。
8. The students felt a sense of belonging and connection to the campus.
8.学生们感到一种属于和连接校园的感觉。
三、环境描写类
1. The vibrant colors of fall filled the campus, with leaves rustling underfoot and a crisp autumn breeze.
1.校园里充满了秋天的鲜艳色彩，树叶在脚下沙沙作响，秋天的凉爽微风不燥。
2. The scent of freshly mowed grass wafted through the air, signaling the start of a new day.
2.新鲜割草的香味弥漫在空气中，预示着新的一天开始了。
3. The bell tower tolled, its peals echoing across the campus, marking the beginning of the school day.
3.钟楼的钟声响起，回荡在整个校园，标志着学校的开始。
4. The sound of laughter and conversations filled the quad, as students gathered to chat and catch up.
4.笑声和谈话声充满了方形广场，学生们聚在一起聊天，增进感情。
5. The library buzzed with the hum of thousands of books, knowledge, and research.
5.图书馆里充满了成千上万本书籍、知识和研究的声音。
6. The cafeteria bustled with activity, filled with the aroma of hot meals and the chatter of hungry students.
6.食堂里热闹非凡，充满了热饭菜的香气和饥肠辘辘的学生们的嘈杂声。
7. The campus green spaces were dotted with students reading, relaxing, and enjoying the sunshine.
7.校园的绿地散布着阅读、放松和享受阳光的学生。
8. The auditorium filled with the sound of applause and excitement, as a performance got underway.
8.礼堂里充满了掌声和激动的声音，一场演出即将开始。
9. The sports fields vibrated with the energy of athletes, as they trained and compete for victory.
9.运动场上充满了运动员的能量，他们训练和竞争胜利。
10. At night, the campus was illuminated by the soft glow of street lamps, casting long shadows and a sense of serenity.
10.夜晚，校园被街灯的柔和光芒照亮，投下长长的影子，营造出宁静的氛围。
四、主题升华类（师生情谊）
1. A word of encouragement from the teacher helped me regain my confidence in studying.
1. 教师的一句鼓励让我重新找回了对学习的信心。
2. After every class meeting, the teacher’s summary always inspired and motivated us.
2. 每次班会后，老师的总结总能给我们新的启发和力量。
3. That class was lively and interesting; the teacher’s humorous explanation left a deep impression on me.
3. 那节课生动有趣，老师的幽默讲解让我印象深刻。
4. The bond between the teacher and students evolved into a mutual respect and admiration that transcended the classroom.
4.师生之间的纽带演变成了一种超越课堂的相互尊重和钦佩。
5. The teachers' guidance and encouragement led to a profound personal growth for the students, fostering a sense of mentorship beyond academics.
5.老师的指导和鼓励引领学生们实现了深远的人格成长，培养了超越学术的师生情谊。
6. The students' admiration for their teachers was evident as they sought their wisdom not only in school but also in their personal lives.
6.学生们对老师的钦佩之情体现在他们不仅在学业上，而且在个人生活中也寻求老师的智慧。
五、主题升华类（同学互助）
1. After failing the test, my deskmate encouraged me with a little note, which deeply touched me.
1. 那次考试失利后，同桌用一张小纸条鼓励了我，令我十分感动。
2. When I encountered difficulties, helpful classmates always reached out to support me.
2. 当我遇到困难时，热心的同学总是伸出援手，给予我帮助。
3. My friend and I completed an experiment together, and our teamwork made me proud.
3. 我和朋友一起完成了一项实验，我们的默契合作让我感到自豪。
4. Students often lent a helping hand to their classmates, creating a sense of community and support within the campus.
4.学生们经常互相帮助，营造出一种校园内的社区感和支持氛围。
5. The act of helping a struggling classmate resulted in stronger bonds and a more cohesive group dynamic.
5.帮助挣扎中的同学的行为增强了彼此之间的联系和团队的凝聚力。
6.Peer support was readily available, as students shared study resources and helped with assignments to ensure everyone's success.
6.同学间的支持随时可用，学生们分享学习资源，帮助解决作业，确保每个人的成功。
六、主题升华类（克服困难）
1. During a conversation with my teacher, I found new ways to cope with academic pressure.
1. 在与老师的一次交流中，我找到了应对学习压力的新方法。
2. In the relay race during the sports meet, we worked together and won first place.
2. 在运动会的接力赛中，我们团结一心，取得了第一名。
3. Facing academic challenges head-on, students learned to persevere and grow stronger as a result.
3.学生们正面迎接学术挑战，结果学会了坚持并在过程中变得更强大。
4. Overcoming social obstacles, the students developed resilience and a greater sense of empathy towards others.
4.克服了社交障碍，学生们培养了韧性并对他人产生了更深的同理心。
5. Through the adversity of losing a teammate, the sports team bonded and grew closer, finding strength in their unity.
5.在失去一名队友的逆境中，运动队团结一致，变得更亲密，并在团结中找到了力量。
6. By pushing through their fears and taking calculated risks, the students expanded their horizons and gained valuable life experiences.
6.通过克服恐惧并采取有计划的冒险，学生们拓宽了视野并获得了宝贵的生活经验。
七、主题升华类（校园记忆）
1. Campus life is full of laughter and growth, and it’s the most precious memory of my life.
1. 校园时光充满了欢笑和成长，是我人生中最珍贵的记忆。
2. Although academic pressure was intense, my classmates’ company made it much easier to handle.
2. 虽然学习压力很大，但同学们的陪伴让我感到轻松许多。
3. In campus life, those seemingly ordinary moments became my most unforgettable memories.
3. 校园生活中，那些看似平凡的小事成就了我最难忘的记忆。
4. After school, we would always laugh and play on the playground, enjoying simple happiness.
4. 每当放学后，我们总会在操场上欢声笑语，享受简单的快乐。
5. Campus life is the starting point of dreams, teaching me the importance of hard work.
5. 校园生活是梦想的启航地，让我明白了努力的重要性。
6. At the art festival, my painting was exhibited, which gave me a great sense of accomplishment.
6. 在艺术节上，我的画作被展出，这给了我极大的成就感。
7. In the class choir competition, we performed with heart and received a round of applause.
7. 在那次班级合唱比赛中，我们用心演绎，赢得了全场掌声。
8. The school library is my favorite place because it’s quiet and full of knowledge.
8. 学校图书馆是我最喜欢的地方，因为那里安静又充满知识的气息。
【校园生活话题高考真题调研】
【调研1】2024·浙江1月卷--树影指路：迷途少女的逆袭导航法
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。
Eva spent the first week of high school trying to keep her head above water. One of the major headaches for her was finding her way in the huge school building. It was a six-story building. On each floor, hallways stretched in four directions, leading to classrooms, laboratories, and teachers’ offices. Somewhere in the building, there was also a library, a cafeteria, and a gym.
Having a poor sense of direction, Eva found it impossible to get around in such a huge building. All the different hallways and rooms were too much to think about, let alone commit to memory. She decided that she would memorize where her classes were and then pretend that the rest of the place didn’t exist.
In her first PE class, Eva was shocked when Coach Pitt announced that everyone had to run one mile around the track outside. She searched the faces of her classmates for signs of panic. There was nothing she feared more than having to run a whole mile. To Eva, “a mile” was used to describe long distances. It was ten miles from her home to her grandfather’s, and that always seemed like a long way, even in a car!
When Coach Pitt blew his whistle (哨子), Eva figured she would be left in the dust. However, while some of her classmates edged ahead, others actually fell behind. ” It’s just the beginning, “she thought. “I’ll come in last for sure.”
Soon Eva began to breathe hard, with her heart pounding and legs shaking. Feeling desperate, Eva started using a mind trick on herself. She stopped thinking about the word” mile. “Instead, she focused on reaching the shadow cast on the track by an oak tree up ahead. Then she concentrated on jogging to the spot where the track curved (拐弯). After that, she tried to see if she could complete her first lap. One lap turned into two, then three, then four.
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。
When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
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Eva decided to use the same trick to deal with the school building.
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【满分范文】
When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised. In the vast expanse of her school, a girl with poor directional skills struggled to navigate and often got lost. One day, during gym class, she observed a unique way to find her way - following the shadows of trees. As the sun cast its rays, the girl noticed how the shadows created patterns on the ground, guiding her path. She took a leap of faith and followed the shadows, surprising herself with each turn and stretch. Her efforts were noticed by the teacher, who praised her innovative thinking.
Eva decided to use the same trick to deal with the school building. She used the shadows to navigate the school hallways, find her classes, and even locate the school's various facilities. This newfound skill not only helped the girl navigate her school but also instilled in her a sense of confidence and adventure. She learned excitedly that with a little creativity and observation, any challenge could be overcome. And with each step she took, she left behind a legacy of inspiration for those who followed in her footsteps, knowing that even without a clear sense of direction, there's always a way to find one's way.
【导语】本文以人物为线索展开，讲述了高中生Eva因为方向感不强，经常在学校里迷路，在一次体育课上教练要求他们沿着校园跑步的时候Eva发现跟着树的影子能找到方向，她通过这个方法重新认识到了校园。
【详解】1.段落续写：
①由第一段首句内容“当Pitt教练在终点线对她说:“干得好!”，伊娃很惊讶。”可知，第一段可描写Eva通过自己追随影子的方法找到方向，并且受到了教练的称赞。
②由第二段首句内容“Eva决定用同样的手段来记住学校大楼。”可知，第二段可描写Eva通过记住影子的方法来记住学校大楼并且通过这件事之后的感悟。
2.续写线索：方向感太差记不住学校建筑的位置——体育课上绕着学校跑却找不到方向——害怕最后一名心里非常紧张——跟随影子找到方向——受到教练的赞赏——获得感悟
3.词汇激活
行为类
①努力做某事：struggle to do sth./strive to do sth.
②导航：navigate/guide
③了解：learn/know/acknowledge
情绪类
①使某人惊讶：surprise sb./astonish sb.
②激动地：excitedly/in excitement
【点睛】[高分句型1]Her efforts were noticed by the teacher, who praised her innovative thinking.（who引导的非限制性定语从句）
[高分句型2]She learned that with a little creativity and observation, any challenge could be overcome. （that引导的宾语从句）
【调研2】2023·新课标I&II卷--征文夺魁那日起，我的人生开始落笔生花
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 in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.
What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
注意:
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
A few weeks later, when I almost forgot the contest, there came the news.
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I went to my teacher’s office after the award presentation.
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【满分范文】
A few weeks later, when I almost forgot the contest, there came the news. I was informed that I won the first prize in the writing contest and that there would be an award presentation in two days. I was so happy to hear the news that I immediately shared it with my teacher. “I knew you’d win! I am proud of you. You made it!” he said excitedly. Then came the big day. When I was invited to the stage to receive the award, I expressed my thanks to my teacher. I said, “It’s you who make me fall in love with writing, my social studies teacher. Without your recognition and guidance, I couldn’t have written this article. Again thank you very much!”
I went to my teacher’s office after the award presentation. My teacher was waiting for me. Holding my hands, he said “Congratulations! You are a good writer, so keep writing.” “You know I didn’t like writing before, but now I am crazy about it! I will try my best to create good works.” I said seriously. Since then, I have written many good works and now I am a famous writer. I owe my success to my social teacher who is a beacon in my life on the road to writing.
【导语】本文以人物为线索展开，讲述了作者上中学的时候，社会学老师邀请作者参加一个写作比赛。作者不喜欢写作，于是想都没想就拒绝了。但是在老师的鼓励下，作者同意试一试。作者在写作过程中虽然很累，但是没有放弃，坚持下来了。在作者最终完成写作时，作者感到写作让他很快乐，他已经不在乎输赢了。
【详解】1.段落续写：
①由第一段首句内容“几个星期后，当我几乎忘记比赛的时候，传来了消息。”和第二段首句“颁奖后我去了老师的办公室。”可知，第一段可描写作者获得比赛一等奖，在颁奖典礼上作者表达了对社会老师的感激。
②由第二段首句内容“颁奖后我去了老师的办公室。”可知，第二段可描写老师鼓励作者继续写作，自此作者坚持写作取得了成功，作者将这一切归功于自己的老师。
2.续写线索：比赛消息传来——作者获奖——高兴——颁奖典礼感谢老师——颁奖后来到老师办公室——老师告诉作者坚持写作——作者表达了对写作的喜爱——作者写作取得了成功——感激老师
3.词汇激活
行为类
①告知：inform/tell
②成功做到：make it/succeed
③表达：express/convey
情绪类
①高兴的：happy/glad
②激动地：excitedly/with excitement
【点睛】[高分句型1] I was informed that I won the first prize in the writing contest and that there would be an award presentation in two days. （运用了由连接词that引导的宾语从句）
[高分句型2] It’s you who make me fall in love with writing, my social studies teacher.（运用了强调句）
[高分句型3] I owe my success to my social teacher who is a beacon in my life on the road to writing.（运用了who引导的限制性定语从句）
【调研3】2022·新课标I&II卷--破茧之路：从自我怀疑到赛场闪耀的逆袭
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.
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I watched as David moved up to the starting line with the other runners.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【满分范文】
We sat down next to each other, but David wouldn’t look at me. I said gently and quietly, “No one can change your mind, except yourself. If you desire to challenge yourself, there is nothing to do with others’ thoughts.” He sat still with a deep breath. “You have a full preparation before this event, which is the most important reason why you show up here”, I added with a sincere tone. Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. His coach heard what David said and gave me a look—the kind that was more determined than anyone else’s.
I watched as David moved up to the starting line with the other runners. The race started. It seemed that the runway was extremely long for young children, not to mention a child with a heart disease. David insisted on running as if he had forgotten all his weaknesses, though he was tripped over within the a few kilometers. It didn’t take long before he picked himself up again and continued his mission. Classmates all appeared on the racing track, cheering for him. “Come on! You can make it! We are proud of you!” they shouted enthusiastically. To everyone’s joy, he reached the final line and ranked the 20th. It was no more important whether he won the first place or not. It was his brave heart and strong faith that could make something unusual happen finally.
【导语】本文以赛跑为线索展开。作者是一名特殊教育教师，在大型越野赛跑那天，发现患有大脑疾病的大卫独自站在一旁。作者问其原因，他说准备放弃比赛。从教练口中得知，因为担心同学们会嘲笑大卫，所以教练想让大卫自己去决定是否参加赛跑。作者让大卫追寻自己的内心，不理会别人的看法，大卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。
【详解】1.段落续写：
①由第一段首句内容“我们挨着坐着，但大卫不愿看我一眼。”和第二段首句内容”我看着大卫和其他选手一起走到起跑线上。”可知，第一段可描写作者鼓励大卫继续完成比赛，大卫经过强烈的心理斗争，最终决定参加比赛。
②由第二段首句内容“我看着大卫和其他选手一起走到起跑线上。”可知，第二段可描写大卫开始参赛，虽然中途遇到困难，仍然坚持到最后，完成比赛。
2.续写线索：鼓励大卫——心理变化——决定参赛——克服困难——加油助威——完成比赛
3.词汇激活：行动类：
①深呼吸：with a deep breath/breathe deeply
②坚持做：insisted on doing/be stick to doing
情绪类：
①热情：enthusiastically /with great passion
②骄傲：be proud of/take pride in
【点睛】[高分句型1]. You have a full preparation before this event, which is the most important reason why you show up here. (由which引导的非限制性定语从句和 why引导的限制性定语从句)
[高分句型2]. Hearing my words, David turned to me tremblingly with tears spilling out of his eyes and expressed he had made a firm determination to finish the cross-country run. (现在分词作状语和省略that的宾语从句)
[高分句型3]. It was his brave heart and strong faith that could make something unusual happen finally. (含有It was…that结构的强调句型)
【校园生活话题名校好题调研】
【调研1】（24-25高三下·山西·开学考试）教师节惊喜：从默默无闻到惊艳全场的音乐蜕变
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。
The teacher’s hand froze in the middle of writing something on the blackboard and the whole class laughed, when Mohi rushed into the classroom. Having recovered from his initial shock, the teacher turned around to face the rest of the students. Gradually, the laughter died out.
“Sorry,” Mohi said quickly and hurried to his seat.
Mohi was jokingly called “little Einstein” by his classmates, because he was so absent-minded that he rarely showed up with appropriate clothing. Today, he wore a pair of funny green shoes that were too big for his feet. And his half-buttoned shirt revealed a very silly red underwear. Actually, Mohi’s classmates always looked forward to such moments that helped to brighten up their otherwise boring school life.
Although his classmates found Mohi amusing, they ignored him most of the time. And Mohi seemed too absorbed in his own thoughts to care about making friends with them, either. Mohi’s only friend was Hamed, who sat beside him.
One day, Mohi did not show up at school. After school, Hamed decided to walk over to Mohi’s house to check on him. As he approached the gate, he could hear violin music. “Mohi has never played music at school,” he thought. “Maybe, he is listening to a record.”
He called Mohi’s name several times but there was no response. As the gate was not locked, Hamed let himself in. His eyes widened in surprise: At the center of the living room, Mohi was lost in playing the violin. With his eyes tightly closed, Mohi played so beautifully that the music seemed like coming from a classic record.
“Maybe I could find an opportunity for Mohi to show his talent and be appreciated more by the rest of the class,” Hamed thought.
注意：1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
When Teachers’ Day came around, a good idea occurred to Hamed.
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The teachers and students were surprised to see Mohi walk onto the stage with a violin.
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【满分范文】
When Teachers’ Day came around, a good idea occurred to Hamed. It was the tradition of the class to have a concert for their teachers on Teachers’ Day and every student could volunteer to play his or her favorite music in front of the class. Hamed shared his idea with Mohi. At first, Mohi was unwilling to play. After Hamed told him what he had thought of his music talent, Mohi eventually agreed to have a try.
The teachers and students were surprised to see Mohi walk onto the stage with a violin. They had never seen him play any instrument or sing a song in public. But as soon as he started to play, they fell silent. As the last note ended, there was a moment of silence, which was followed by thunderous applause. After the applause died down, Mohi cleared his throat and said shyly, “Thanks to my teachers and classmates for tolerating my absent-mindedness. Thanks to Hamed who always tries to see the best side of me.”
【导语】本文以人物为线索展开，讲述了平日里因不修边幅而成为同学笑料的Mohi，通过好友Hamed的推荐，在教师节音乐会上展示了他的音乐天赋，从而获得了全校师生的认可。
【详解】1.段落续写：
①由第一段首句内容“教师节来临之际，Hamed想到了一个好主意。”可知，第一段可描写Hamed鼓励Mohi在教师节表演小提琴，Mohi最终同意尝试一下。
②由第二段首句内容“老师和学生们惊讶地看到Mohi带着小提琴走上舞台。”可知，第二段可描写Mohi的表演效果和观众的反应，以及Mohi对老师同学和Hamed表达感谢。
2.续写线索：Hamed想到好主意——Hamed鼓励Mohi在教师节表演小提琴——Mohi最终同意尝试一下——Mohi表演——Mohi表达感谢
3.词汇激活
行为类
①尝试一下：have a try/give it a try
② 开始：start/begin
③容忍：tolerate/bear/stand
情绪类
①不愿意的：unwilling/reluctant
② 害羞地：shyly/with shame
【点睛】【高分句型1】After Hamed told him what he had thought of his music talent, Mohi eventually agreed to have a try.(运用了After引导的状语从句，what引导的宾语从句)
【高分句型2】As the last note ended, there was a moment of silence, which was followed by thunderous applause. (运用了As引导的状语从句，which引导的定语从句)
【调研2】（23-24高二下·河南安阳·期末）青蛙恶作剧背后：从幸灾乐祸到愧疚致歉的心灵转折
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。
“Have you brought the frog to school ” I whispered excitedly to my friend, John. It was early in the morning and my friends, John, Tom and I were already in school, discussing the prank(恶作剧)we were going to play on our class monitor, Jane. Laughing quietly, John reached for his bag, opened the bag and showed us the frog in his bag. Tom and I couldn't hold back the laughter, thinking about what would happen.
Ring! As soon as the bell rang, other students, including Jane, hurried out of the classroom. We had planned to put a frog in Jane's bag and scare her for telling Ms Tan, our headteacher, that we were playing in the classroom when there was no teacher in class. “This should teach her a lesson!” I thought, smiling to myself. Once we were the only ones left in the classroom, I took the frog from John's bag. Surveying around to make sure that no one was walking past our classroom, I put the frog into Jane's bag secretly.
“Please take out the homework I assigned you yesterday,” Ms Tan instructed after the break. Everyone started looking through their schoolbags for their homework. Out of the corner of my eye, I spied Jane bending down to open her bag. Glancing over at Tom and John, I saw them covering their mouths, trying to hide their laughter.
“Ahhh! There is a frog in my bag!” Jane screamed as the frog leapt(跳) out of her bag.
注意：1.续写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
She jumped onto her chair as she screamed in horror.
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Gathering all my courage, I decided to tell the truth.
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【满分范文】
She jumped onto her chair as she screamed in horror. A few girls held their breath in shock and some rushed out of the classroom. The other classmates and I burst into laughter. I thought, “Serve you right, Jane! You should not have told Ms Tan about what we did!” “Silence!” Ms Tan shouted, glaring at all of us. Silence filled the classroom. “Who did this ” Seeing Jane still standing on her chair, her eyes widened and face pale, I felt regretful for what I had done suddenly.
Gathering all my courage, I decided to tell the truth. “…I did… it,” I said in a low voice. Ms Tan criticized me and commanded me to apologize and take back the frog. Following my lead, John and Tom stood up and apologized too. Fortunately, Jane forgave us willingly. I breathed a sigh of relief. That day, regret welled up within me as I thought about the prank I had played on poor Jane. My heart sank with guilt over how Jane had easily and kindly forgiven us. I realized that we should not have played a prank on such a kind girl.
【导语】本文以事件发展为线索展开，讲述了作者和朋友们为了报复班长Jane向老师告状，而将一只青蛙放进她的书包里，最终作者意识到自己的错误并向Jane道歉的故事。
【详解】段落续写：
①由第一段首句内容“她惊恐地尖叫着跳到了椅子上。”可知，第一段可描写Jane发现青蛙后的反应以及同学们的不同表现，同时作者开始反思自己的行为。
②由第二段首句内容“我鼓起所有的勇气，决定说出真相。”可知，第二段可描写作者承认错误，John和Tom也跟随作者一起道歉，最后Jane原谅了他们，作者深感后悔。
续写线索：Jane的反应——同学们的反应——作者的反思——承认错误——John和Tom的道歉——Jane的原谅——作者的后悔
词汇激活
行为类
①尖叫：scream/cry out
②批评：criticize/condemn
③原谅：forgive/clear the air
情绪类
①震惊：shocked/stunned
②后悔：regretful/remorseful
【点睛】[高分句型1] Seeing Jane still standing on her chair, her eyes widened and face pale, I felt regretful for what I had done suddenly.（使用了现在分词短语作状语）
[高分句型2] That day, regret welled up within me as I thought about the prank I had played on poor Jane.（使用了as引导的时间状语从句）
【调研3】（2020·山东潍坊·一模）--道歉，让“问题学生”变课堂新星
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。
My Best Teaching Experience
Tyler was only in my senior class for a semester. He had been suspended (使停学) many times in previous years because of his anger issues. When he entered my class, I thought the worst.
Tyler sat in the back row. Every time I talked to the class, I would ask students questions, calling them by name. Unfortunately, every time I called on Tyler, he would respond with a joke. If he got an answer wrong, he would become angry.
About a month into the year, I was still trying to connect with Tyler. I can usually get students involved in class discussions or at least have them sit quietly and attentively (专心地). By contrast, Tyler was often loud and sometimes rude.
He had been in so much trouble over the years. He expected his teachers to know about his past; about how many times he had been sent to the office or suspended from school. I had found that these sorts of referrals (移交) were not very effective and that students would return from the office behaving worse than before.
One day, Tyler was talking over me while I was teaching. I stopped my lesson and said, “Tyler, why don’t you join in our discussion instead of having one of your own ” With that, he got up from his chair, pushed it over and yelled something. I can’t remember what he said other than that he included some impolite words. I sent Tyler straight to the office, and he received a week’s suspension.
To this point, this was one of my worst teaching experiences. Tyler’s anger was almost too much for me. The week Tyler was suspended from school was a wonderful time, and we got a lot accomplished as a class. However, the suspension week would soon come to an end, and I was fearful of his return.
续写要求：
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。
On the day of Tyler’s return, I stood at the door awaiting him.
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A spark of surprise flashed across his face.
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【满分范文】
On the day of Tyler’s return, I stood at the door awaiting him. At last he came, walking with his hands in his pockets. That image immediately brought back memories of the boy throwing a tantrum in class the other day. Yet I managed to restrain my anger this time. These past few days, I had been building a wall between us with blame and punishment, so I thought to myself that maybe I should try another way. “I want to apologize for the quarrel that we had in the middle of class, and I’m really sorry if it hurt your feelings,” I said, finally breaking the ice.
A spark of surprise flashed across his face. The naughty boy froze there, staring at me with wide eyes. It was clear that he had never heard an apology from a teacher before. “It is I who should say sorry,” he murmured, his face burning with shame, “I should have learned to control myself.” With a smile, I stepped forward and patted him on his shoulder, signaling to him to go back to his seat. In the days that followed, Tyler didn’t misbehave in class anymore and took an active part in class discussions. I had never expected “understanding” could make such a huge difference — it turned one of my worst teaching experiences into perhaps the best one.
【导语】本文以人物为线索展开，讲述了作者的学生泰勒很难控制自己的情绪，很容易生气。在课堂上其他同学讨论问题时他总是吵闹，这让作者很无奈。一天泰勒和作者说话时说了一些粗鲁的话，所以他被送到办公室，并被停课一周。作者很担心泰勒回到学校后会有什么表现。
【详解】1.段落续写：
①由第一段首句内容“泰勒回来的那天，我站在门口等他。”可知，第一段可描写泰勒回来后，作者对过去的做法进行了反思并主动给泰勒道歉。
②由第二段首句内容“他脸上闪过一丝惊讶的光芒。”可知，第二段可描写作者的做法打动了泰勒，泰勒也做出道歉并改过自新。
2.续写线索：忍住怒火——深刻反思——主动道歉——感到惊讶——认识错误——改过自新
3.词汇激活
行为类
①等待：await/wait for
②控制：restrain/control/hold back
③低语：murmur/whisper
情绪类
①抱歉的：sorry/regretful
②愤怒：anger/rage/indignation
【点睛】【高分句型1】These past few days, I had been building a wall between us with blame and punishment, so I thought to myself that maybe I should try another way.(运用了that引导的宾语从句)
【高分句型2】It was clear that he had never heard an apology from a teacher before.(运用了形式主语it和that引导的主语从句)
【高分句型3】In the days that followed, Tyler didn’t misbehave in class anymore and took an active part in class discussions.(运用了that引导的定语从句)
21世纪教育网(www.21cnjy.com)专题06 读后续写校园生活类话题（讲义）原卷版
目录
【校园生活六年考情】 P1
【校园生活话题解读】 P2
【读后续写常犯问题】 P2
【读后续写写作步骤】 P3
【故事情节构建框架】 P3
【校园生活语料精编】 P4
一、神态描写类 P4
二、心理描写类 P4
三、环境描写类 P4
四、主题升华类（师生情谊） P5
五、主题升华类（同学互助） P5
六、主题升华类（克服困难） P6
七、主题升华类（校园记忆） P6
【校园生活话题高考真题调研】3篇 P6
【校园生活话题名校好题调研】3篇 P9
【校园生活六年考情】
年份 卷别 主题 话题 类型
2025 浙江1月卷 人与社会/自我 勇寻真相并且学会共情的重要性 生活故事类
八省联考卷 人与社会/动物 铁汉柔情让我感动流浪犬守护者 个人成长类
2024 新课标I&II卷 人与社会 车站履行承诺还钱给出租车司机 个人成长类
浙江1月卷 人与自我 利用脑图来确定方位找到教学楼 校园生活类
九省联考卷 人与自然 志愿者训练意外发现海豚的秘密 人与动物类
2023 新课标I&II卷 人与自我 老师鼓励参加作文比赛终获大奖 校园生活类
浙江1月卷 人与自然 作者两次与蜂鸟的神奇邂逅感悟 人与动物类
2022 新课标I&II卷 人与自我 鼓励身残志坚男孩参加校越野赛 校园生活类
浙江6月卷 人与社会 为社区无家可归的人们发放食物 助人为乐类
浙江1月卷 人与社会 与“最不合拍”搭档终成为好朋友 校园生活类
2021 新课标I&II卷 人与社会 孩子母亲节给妈妈做早餐送惊喜 家庭亲情类
浙江6月卷 人与自我 作者上学时一次打工挣钱的经历 个人成长类
浙江1月卷 人与社会 少年头意外卡在南瓜中爆红网络 生活故事类
2020 新课标I&II卷 人与社会 三个孩子帮助贫困家庭孩子挣钱 个人成长类
浙江7月卷 人与自然 与北极熊面对面的一次脱险经历 遇险脱困类
浙江1月卷 人与自然 帮助宠物狗重获快乐收获新伙伴 人与动物类
【校园生活话题解读】
学校生活类的读后续写语篇的场景一般都设置在学校，故事冲突的双方一般是老师与学生或学生与学生。人与人之间的相互相处,会产生令人感动的故事，但难免会有许多矛盾和摩擦。在这个话题中有时会写到同学和同学之间互帮互助，共渡难关的故事；有时会写到同学和同学之间产生矛盾，重归于好冰释前嫌的故事；有时会写到由于性格原因、身体原因等被同学讥笑，同学通过某种事件意识到这是错误的，然后道歉，最终发展成为一段令人难忘的友情的故事。主题聚焦于和谐的人际关系、友情、正确的人生态度等。
【读后续写常犯问题】
一、文本解读能力差，无法识别原作者的写作意图。
只看表象，不求深入。读不懂原作者的写作意图，挖不出故事背后的主旨大意，听不出人物对话的弦外之音，抓不住所给材料的内涵实质。这类考生常常缺乏高阶思维能力（HOT Skills），只看到了所给材料的浅层表面，就凭自己的主观臆断得出结论，写作时就事论事，绕来绕去都在一个思维层面上兜圈子。
对策：多预留时间充分阅读+重点研读材料后三段（有伏笔）。
二、因果链断裂，情节设计颠三倒四，前言不搭后语。
情节是按照因果逻辑组织起来的一系列事件。如果事件之间没有逻辑推理关系，阅卷教师就会质疑它的连贯性。情节是对人类生活的创造性模仿，如果其中的结果与理由互相印证，我们就会觉得它有意义；结果与理由相悖，就没有意义。
对策：学会根据两个段首句和文章线索快速提炼情节+研读三年高考真题揣摩情节把控。
三、内存不足，平时积累的存量知识太少，有话说不出。
要讲好一个故事，考生必须具备足量的好词好句和语法知识，背诵足量描绘典型人物和场面的美文段落。巧妇难为无米之炊，没有扎实的知识储备，再好的方法策略也是徒劳。
对策：加强“背”功（喜怒哀乐情感表达法）+提升高频句式模仿能力。
四、投机取巧，缺乏通盘规划，导致在主题知识存在盲区。
平时的训练存在投机取巧的押题心态，缺乏系统规划，知识框架有盲区。平时的作文训练“随机播放”，没有通盘安排，没有系统的教学计划；存在严重“押题”的投机取巧心态，缺乏稳扎稳打的认真态度，没有对所有的写作专题进行全覆盖，知识框架存在漏洞或盲区。
对策：重视考后“复盘”能力培养（情节+情感+词汇+结尾），学会rewrite（范文+讲评）。
五、不善挖掘隐含信息，缺乏“瞬间解码”的解题技巧。
在读后续写题的给定材料中，命题者往往直接阐明或若隐若现地给出文章的主旨大意，它是考生续写的方向、前提假设和已知条件。学生在审题时要读懂给定材料，快速解码其主旨大意，挖掘出隐藏信息，才能写出融合度高的故事来，否则就容易出现文不对题的偏题情况。
对策：考后和自己对话（分数扣在哪里）+和老师对话（提升点在哪里）。
六、训练方式不科学，迷信“偏方或怪招”，不肯下苦功夫。
有些学生闭门造车，对事半功倍的科学训练方法置之不理。有些学生蛮干苦干，对作文命题趋势没有精准的研判。有些学生不走大路，迷信“偏方或怪招”，对评分标准不熟悉。解题思路不科学，对考场应试作文的游戏规则不遵守。
对策：树立“久久为功”意识+重视词汇积累+提升句式模仿能力。
七、训练不足或时间分配不足导致卷面出现 “硬伤”。
这些硬伤具体表现有：写作烂尾因未写完导致分数很低；写作放在第一位，时间充足导致所给行数不够用出现“超限”，导致卷面严重受到影响；因为时间不足虽仓促完成但是书写质量严重下降导致“目不忍睹”；因为时间仓促审题不清造成跑题，偏题，导致分数很低。
对策：平时书写训练定时定量；后期使用标准答题卡写作卡时间、卡行数、卡审题。
【读后续写写作步骤】
第一步：提炼六个要素，把握材料要领。
读后续写的阅读文本基本上都是记叙文，所以要提炼出六个基本要素：who, where, when, what, why和how。考生在阅读文本过程中只有把握好这六个要素，才能总结出文章大意和故事情节，进而推断出作者的写作意图，轻松获取故事的主旨大意。
第二步：理清故事脉络，把握情感变化。
线索是叙事性作品中贯穿整个故事的脉络，所有的情节均围绕文本主要线索展开。记叙文一般有两条故事发展线索：情节(plots)线索和情感(emotions)线索。考生可以利用图表法或思维导图法理清故事的发展脉络，把握作者的情感变化。这样，考生在续写时才可以更好地遵循原文的思路、风格和语言。
第三步：紧扣段落首句，精心谋划情节。
分析续写后所给的两个段首句对提高所写内容和原文的融洽度至关重要。考生可以先分析一下所给的两个段首句之间的逻辑关系是顺承关系、转折关系还是因果关系等。然后，根据自己的判断设计小问题：根据段首句得知什么？续写开始写什么？接下来写什么？续写第一段的段尾如何衔接第二段的开头？续写第二段的段尾如何才能照应故事的主旨大意？
第四步：设计结尾情节，提升价值取向。
考生必须紧紧围绕故事的发展脉络，展开合理的想象，巧妙地设计所续写的两段的故事结尾情节。设计结尾情节时，考生可以借助前文的故事脉络设计一些具体的问题。还要注意设计好续写的第二段的结尾，让结尾处的情感得到升华或拔高，把故事所折射出的人生观、价值观充分体现出来。
第五步：逻辑关键词汇，高频句式提炼。
设计好要续写的两段的情节后，考生可以先在草稿纸上把原文出现的主要人物、发生的主要事件和描写人物或事件的情感词罗列出来，并按事件的发生顺序逐一理清。最后，考生用这些关键词汇重构句子，写出连贯一致的句群。
第六步：升格词汇句式，誊写完善成文。
考生在写好两段的内容后，可以根据语法知识把一些低级的词汇或句式进行润色升格。升格低级词句的目的是让续写的内容更加符合原文的语言风格，与原文在衔接上更加融洽。完成这一步后，考生要迅速把写好的两段英文以清晰、规范、美观、流畅的书写誊写在答题纸上。
【故事情节构建框架】
阶段 情节发展 情绪刻画
第一阶段 友情、表演、比赛等出现危机 负面情绪塑造
第二阶段 友情、误会弥补（解释、认错、弥补） 努力+反思+蜕变
第三阶段 友情、关系升华（换位思考、懂得珍惜） 感悟+感激+升华
【校园生活语料分类精编】
一、神态描写类
1.
1.学生们脸上洋溢着兴奋和期待。
2.
2. 她咬着嘴唇，专心致志地备考。
3.
3. 当他看到自己名字在获胜者名单上时，眼睛睁得大大的，充满了惊喜。
4.
4.她脸红得厉害，对意外的赞美感到尴尬。
5.
5.他轻轻地笑了，被朋友的笑话逗乐了。
6.
6.她眉头紧锁，全神贯注地解决复杂的数学问题。
7.
7.他屏住呼吸，等待比赛的结果。
8.
8.她打开朋友送的礼物时，眼中闪烁着喜悦的光芒。
9.
9.他显得很紧张，在等待面试结果时，不断在脚之间转移重量。
10.
10.她微笑着，温暖地向走进教室的朋友们打招呼。
二、心理描写类
1.
1.学生们充满了对新经历的热切期待。
2.
2.他们心中的蝴蝶因激动而翩翩起舞。
3.
3.他们不禁感到一种怀旧与激动交织的情感。
4.
4.想到能见到老朋友，他们脸上露出了微笑。
5.
5.学生们眼中闪烁着好奇和渴望。
6.
6.他们对成功和成长的期待充满了脑海。
7.
7.他们迫不及待地想探索校园所提供的新可能性。
8.
8.学生们感到一种属于和连接校园的感觉。
三、环境描写类
1.
1.校园里充满了秋天的鲜艳色彩，树叶在脚下沙沙作响，秋天的凉爽微风不燥。
2.
2.新鲜割草的香味弥漫在空气中，预示着新的一天开始了。
3.
3.钟楼的钟声响起，回荡在整个校园，标志着学校的开始。
4.
4.笑声和谈话声充满了方形广场，学生们聚在一起聊天，增进感情。
5.
5.图书馆里充满了成千上万本书籍、知识和研究的声音。
6.
6.食堂里热闹非凡，充满了热饭菜的香气和饥肠辘辘的学生们的嘈杂声。
7.
7.校园的绿地散布着阅读、放松和享受阳光的学生。
8.
8.礼堂里充满了掌声和激动的声音，一场演出即将开始。
9.
9.运动场上充满了运动员的能量，他们训练和竞争胜利。
10.
10.夜晚，校园被街灯的柔和光芒照亮，投下长长的影子，营造出宁静的氛围。
四、主题升华类（师生情谊）
1.
1. 教师的一句鼓励让我重新找回了对学习的信心。
2.
2. 每次班会后，老师的总结总能给我们新的启发和力量。
3.
3. 那节课生动有趣，老师的幽默讲解让我印象深刻。
4.
4.师生之间的纽带演变成了一种超越课堂的相互尊重和钦佩。
5.
5.老师的指导和鼓励引领学生们实现了深远的人格成长，培养了超越学术的师生情谊。
6.
6.学生们对老师的钦佩之情体现在他们不仅在学业上，而且在个人生活中也寻求老师的智慧。
五、主题升华类（同学互助）
1.
1. 那次考试失利后，同桌用一张小纸条鼓励了我，令我十分感动。
2.
2. 当我遇到困难时，热心的同学总是伸出援手，给予我帮助。
3.
3. 我和朋友一起完成了一项实验，我们的默契合作让我感到自豪。
4.
4.学生们经常互相帮助，营造出一种校园内的社区感和支持氛围。
5.
5.帮助挣扎中的同学的行为增强了彼此之间的联系和团队的凝聚力。
6.
6.同学间的支持随时可用，学生们分享学习资源，帮助解决作业，确保每个人的成功。
六、主题升华类（克服困难）
1.
1. 在与老师的一次交流中，我找到了应对学习压力的新方法。
2.
2. 在运动会的接力赛中，我们团结一心，取得了第一名。
3.
3.学生们正面迎接学术挑战，结果学会了坚持并在过程中变得更强大。
4.
4.克服了社交障碍，学生们培养了韧性并对他人产生了更深的同理心。
5.
5.在失去一名队友的逆境中，运动队团结一致，变得更亲密，并在团结中找到了力量。
6.
6.通过克服恐惧并采取有计划的冒险，学生们拓宽了视野并获得了宝贵的生活经验。
七、主题升华类（校园记忆）
1.
1. 校园时光充满了欢笑和成长，是我人生中最珍贵的记忆。
2.
2. 虽然学习压力很大，但同学们的陪伴让我感到轻松许多。
3.
3. 校园生活中，那些看似平凡的小事成就了我最难忘的记忆。
4.
4. 每当放学后，我们总会在操场上欢声笑语，享受简单的快乐。
5.
5. 校园生活是梦想的启航地，让我明白了努力的重要性。
6.
6. 在艺术节上，我的画作被展出，这给了我极大的成就感。
7.
7. 在那次班级合唱比赛中，我们用心演绎，赢得了全场掌声。
8.
8. 学校图书馆是我最喜欢的地方，因为那里安静又充满知识的气息。
【校园生活话题高考真题调研】
【调研1】2024·浙江1月卷--树影指路：迷途少女的逆袭导航法
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。
Eva spent the first week of high school trying to keep her head above water. One of the major headaches for her was finding her way in the huge school building. It was a six-story building. On each floor, hallways stretched in four directions, leading to classrooms, laboratories, and teachers’ offices. Somewhere in the building, there was also a library, a cafeteria, and a gym.
Having a poor sense of direction, Eva found it impossible to get around in such a huge building. All the different hallways and rooms were too much to think about, let alone commit to memory. She decided that she would memorize where her classes were and then pretend that the rest of the place didn’t exist.
In her first PE class, Eva was shocked when Coach Pitt announced that everyone had to run one mile around the track outside. She searched the faces of her classmates for signs of panic. There was nothing she feared more than having to run a whole mile. To Eva, “a mile” was used to describe long distances. It was ten miles from her home to her grandfather’s, and that always seemed like a long way, even in a car!
When Coach Pitt blew his whistle (哨子), Eva figured she would be left in the dust. However, while some of her classmates edged ahead, others actually fell behind. ” It’s just the beginning, “she thought. “I’ll come in last for sure.”
Soon Eva began to breathe hard, with her heart pounding and legs shaking. Feeling desperate, Eva started using a mind trick on herself. She stopped thinking about the word” mile. “Instead, she focused on reaching the shadow cast on the track by an oak tree up ahead. Then she concentrated on jogging to the spot where the track curved (拐弯). After that, she tried to see if she could complete her first lap. One lap turned into two, then three, then four.
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。
When Coach Pitt said “Nice work!” to her at the finish line, Eva was surprised.
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Eva decided to use the same trick to deal with the school building.
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【调研2】2023·新课标I&II卷--征文夺魁那日起，我的人生开始落笔生花
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 in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did.
So, why did he suddenly force me to do something at which I was sure to fail His reply: “Because I love your stories. If you’re willing to apply yourself, I think you have a good shot at this.” Encouraged by his words, I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.
What did the horse think, as he sped through the night Did he get tired Have doubts Did he want to quit I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.
注意:
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
A few weeks later, when I almost forgot the contest, there came the news.
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I went to my teacher’s office after the award presentation.
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【调研3】2022·新课标I&II卷--破茧之路：从自我怀疑到赛场闪耀的逆袭
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.
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I watched as David moved up to the starting line with the other runners.
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【校园生活话题名校好题调研】
【调研1】（24-25高三下·山西·开学考试）教师节惊喜：从默默无闻到惊艳全场的音乐蜕变
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。
The teacher’s hand froze in the middle of writing something on the blackboard and the whole class laughed, when Mohi rushed into the classroom. Having recovered from his initial shock, the teacher turned around to face the rest of the students. Gradually, the laughter died out.
“Sorry,” Mohi said quickly and hurried to his seat.
Mohi was jokingly called “little Einstein” by his classmates, because he was so absent-minded that he rarely showed up with appropriate clothing. Today, he wore a pair of funny green shoes that were too big for his feet. And his half-buttoned shirt revealed a very silly red underwear. Actually, Mohi’s classmates always looked forward to such moments that helped to brighten up their otherwise boring school life.
Although his classmates found Mohi amusing, they ignored him most of the time. And Mohi seemed too absorbed in his own thoughts to care about making friends with them, either. Mohi’s only friend was Hamed, who sat beside him.
One day, Mohi did not show up at school. After school, Hamed decided to walk over to Mohi’s house to check on him. As he approached the gate, he could hear violin music. “Mohi has never played music at school,” he thought. “Maybe, he is listening to a record.”
He called Mohi’s name several times but there was no response. As the gate was not locked, Hamed let himself in. His eyes widened in surprise: At the center of the living room, Mohi was lost in playing the violin. With his eyes tightly closed, Mohi played so beautifully that the music seemed like coming from a classic record.
“Maybe I could find an opportunity for Mohi to show his talent and be appreciated more by the rest of the class,” Hamed thought.
注意：1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
When Teachers’ Day came around, a good idea occurred to Hamed.
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The teachers and students were surprised to see Mohi walk onto the stage with a violin.
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【调研2】（23-24高二下·河南安阳·期末）青蛙恶作剧背后：从幸灾乐祸到愧疚致歉的心灵转折
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。
“Have you brought the frog to school ” I whispered excitedly to my friend, John. It was early in the morning and my friends, John, Tom and I were already in school, discussing the prank(恶作剧)we were going to play on our class monitor, Jane. Laughing quietly, John reached for his bag, opened the bag and showed us the frog in his bag. Tom and I couldn't hold back the laughter, thinking about what would happen.
Ring! As soon as the bell rang, other students, including Jane, hurried out of the classroom. We had planned to put a frog in Jane's bag and scare her for telling Ms Tan, our headteacher, that we were playing in the classroom when there was no teacher in class. “This should teach her a lesson!” I thought, smiling to myself. Once we were the only ones left in the classroom, I took the frog from John's bag. Surveying around to make sure that no one was walking past our classroom, I put the frog into Jane's bag secretly.
“Please take out the homework I assigned you yesterday,” Ms Tan instructed after the break. Everyone started looking through their schoolbags for their homework. Out of the corner of my eye, I spied Jane bending down to open her bag. Glancing over at Tom and John, I saw them covering their mouths, trying to hide their laughter.
“Ahhh! There is a frog in my bag!” Jane screamed as the frog leapt(跳) out of her bag.
注意：1.续写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
She jumped onto her chair as she screamed in horror.
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Gathering all my courage, I decided to tell the truth.
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【调研3】（2020·山东潍坊·一模）--道歉，让“问题学生”变课堂新星
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。
My Best Teaching Experience
Tyler was only in my senior class for a semester. He had been suspended (使停学) many times in previous years because of his anger issues. When he entered my class, I thought the worst.
Tyler sat in the back row. Every time I talked to the class, I would ask students questions, calling them by name. Unfortunately, every time I called on Tyler, he would respond with a joke. If he got an answer wrong, he would become angry.
About a month into the year, I was still trying to connect with Tyler. I can usually get students involved in class discussions or at least have them sit quietly and attentively (专心地). By contrast, Tyler was often loud and sometimes rude.
He had been in so much trouble over the years. He expected his teachers to know about his past; about how many times he had been sent to the office or suspended from school. I had found that these sorts of referrals (移交) were not very effective and that students would return from the office behaving worse than before.
One day, Tyler was talking over me while I was teaching. I stopped my lesson and said, “Tyler, why don’t you join in our discussion instead of having one of your own ” With that, he got up from his chair, pushed it over and yelled something. I can’t remember what he said other than that he included some impolite words. I sent Tyler straight to the office, and he received a week’s suspension.
To this point, this was one of my worst teaching experiences. Tyler’s anger was almost too much for me. The week Tyler was suspended from school was a wonderful time, and we got a lot accomplished as a class. However, the suspension week would soon come to an end, and I was fearful of his return.
续写要求：
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。
On the day of Tyler’s return, I stood at the door awaiting him.
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A spark of surprise flashed across his face.
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