2025届高考英语复习（10）高考英语读后续写__师生关系 导学案（含答案）
文档属性
| 名称 | 2025届高考英语复习（10）高考英语读后续写__师生关系 导学案（含答案） |  | |
| 格式 | docx | ||
| 文件大小 | 51.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-05-27 20:35:22 | ||
图片预览
文档简介
高考英语读后续写——师生关系
一、核心考点
（一）主题内涵
1. 情感主线：师生间的理解、信任、支持与成长（如课堂互动、课后关怀、矛盾化解、毕业离别等）。
2. 常见场景：老师的鼓励让学生重拾信心、师生合作完成项目、毕业时的感恩；学生误解老师的严格、课堂上的尴尬事件、教育理念的碰撞。
（二）考查重点
1. 情节连贯性：续写需与原文情感基调一致（如从误解到理解、从紧张到缓和），避免突兀转折。
（1）冲突：
外部矛盾：成绩压力、家长介入、课堂纪律问题；
内部矛盾：学生的自尊心受挫、老师的教育方式不被理解。
（2）解决：
关键事件：老师的一个小举动（如默默帮助学生解决困难）、一次非课堂的对话（如散步时的谈心）；
转折点：一个物品（如老师送的笔记本、毕业前的留言）、一句台词触发情感共鸣。
（3）升华：
感悟：一位老师最大的力量不在于说教，而在于当学生们无法相信自己时，老师依然相信他们。
象征：毕业时学生给老师送一株植物，象征 “您的教导如阳光，助我成长”。
2. 人物塑造：通过语言、动作、神态描写展现老师的性格特点（如严厉但温暖、幽默风趣、循循善诱）和学生的心理变化。
3. 情感升华：结尾需体现师生关系的积极影响（如 “亦师亦友”“成长的引路人”），传递教育的温度。
二、素材积累
1. 核心词汇
inspiration 启发
guidance 指导
patience 耐心
respect 尊重
gratitude 感激
dedication 奉献
understanding 理解
encouragement 鼓励
appreciation 欣赏
enlighten 启迪
praise 表扬
correct 纠正
listen 倾听
support 支持
apologize 道歉
communicate 沟通
inspire 鼓舞
nurture 培养
2. 核心短语
shape one’s life 塑造人生
light the path of learning 照亮求知之路
earn sincere respect 赢得真挚尊重
a bond beyond teacher-student 超越师生的纽带
cherish forever 永远珍惜
express heartfelt gratitude 表示衷心感谢
offer constructive feedback 提供建设性反馈
have a private conversation 进行私下谈话
stay up late to grade papers 熬夜批改作业
give a warm smile 报以温暖的微笑
nod in approval 赞许地点头
bend over backward to help 竭尽全力帮助
accept criticism modestly 虚心接受批评
in the quiet classroom 在安静的教室里
under the glow of the desk lamp 在台灯的光芒下
in a trembling voice 用颤抖的声音
correct mistakes with patience 耐心纠正错误
3. 经典句式
Mr. Wang’s lessons were never just about knowledge — they were about how to navigate life’s challenges.
王老师的课从来不止于知识——更教会我们如何应对人生挑战。
Her words, like a gentle breeze, swept away my anxiety and rekindled my confidence.
她的话语如微风拂过，驱散了我的焦虑，重新点燃了我的信心。
Years later, I realized that every red pen mark in my essay was a silent testament to her dedication.
多年后我才明白，作文里的每一道红笔批注都是她默默奉献的见证。
“You’ve improved remarkably — keep going,” Miss Chen said, placing a reassuring hand on my shoulder.
“你进步显著——继续加油，”陈老师说着，将鼓励的手搭在我肩上。
Professor Li paused, then knelt down to meet the student’s eye level, listening intently to her question.
李教授停顿了一下，然后蹲下来与学生平视，专注地倾听她的问题。
I hesitated at the office door, but Mrs. Zhang waved me in with a warm smile, instantly putting me at ease.
我在办公室门口犹豫，张老师却以温暖的微笑招手让我进去，立刻让我放松下来。
A good teacher is not just a dispenser of knowledge but a sculptor of souls.
好老师不仅是知识的传授者，更是灵魂的塑造者。
The most valuable lesson he taught me wasn’t in the textbook — it was the courage to dream big.
他教给我最宝贵的一课不在课本里——而是敢于远大梦想的勇气。
Their interaction proved that true mentorship thrives in trust, where students feel safe to grow and even fail.
他们的互动证明：真正的师生情谊建立在信任之上，让学生敢于成长，甚至敢于犯错。
Years later, the diploma faded, but the lessons in kindness and resilience he taught remained as vibrant as the first day they were spoken.
多年后，毕业证书已褪色，但他传授的善良与坚韧却如初见时般鲜活。
Education is not the filling of a pail, but the lighting of a fire—no teacher knows how far that fire may spread.
教育不是注满一桶水，而是点燃一把火 —— 无人知晓这把火能照亮多远。
“Failure is not the end — it’s the detour to growth,” Mr. Wang murmured, his fingers brushing the flawed math paper gently.
“失败不是终点，而是成长的弯路。”王老师低语道，手指轻轻拂过那张有瑕疵的数学试卷。
三、解析思路分析
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 Jane taught the sixth-grade class at Morris School, all 34 of her students were dear to her, while Mark was truly special. He had that happy-to-be-alive attitude that made even his occasional tricks delightful.
Mark talked all the time. Jane reminded him again and again that talking without permission was unacceptable, and his response always sounded sincere: “Thank you for correcting me, Sister!”
One morning, Jane’s patience was growing thin when Mark talked once too often. She looked at Mark and said, “If you say one more word, I’m going to tape your mouth shut!” Not even ten seconds passed before someone said, “Mark is talking again.” Having stated the punishment in front of the class, Jane decided she had to act on it. She walked to Mark’s desk, tore off two pieces of tape, made a big X with them over his mouth, and then returned to the front of the classroom.
As Jane glanced at Mark to see how he was doing, he winked (眨眼) at her. That did it! Jane started laughing. The entire class cheered as she shook her head and walked back to remove the tape. His first words were, “Thank you for correcting me, Sister.”
One Friday afternoon, after working hard on a new idea all week, the students were getting discouraged and starting to get annoyed with each other. To help lift their spirits and encourage a positive atmosphere, Jane asked them to write down the nicest things about the other students on a piece of paper and hand them in. Mark appeared nervous as if he was worrying his classmates would forget anything nice about him. That Saturday, Jane wrote down each student’s name on a separate sheet of paper and listed what everyone else had said about them.
On Monday, Jane gave each student their lists. As the children read them, the classroom was filled with quiet excitement and soft laughter.
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 1:
Mark’s eyes widened as he read his paper. ___________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Jane was overjoyed to see Mark again at school after so many years. ______________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案：
Paragraph 1:
Mark’s eyes widened as he read his paper. He sat there in silence, his face slowly turning red. It was obvious that he was deeply touched. Throughout the rest of the day, he held that paper close, as if it were the most precious thing in the world. When class was over, he came up to Jane and said in a soft voice, “Thank you, Sister. This means so much to me.” From that day on, Mark became even more polite and hard working. He no longer talked without permission and was always actively involved in class activities.
Paragraph 2:
Jane was overjoyed to see Mark again at school after so many years. He had grown into a handsome and confident young man. Mark walked towards Jane with a big smile on his face. He hugged Jane tightly and said, “Sister, do you remember the list you gave me in sixth grade I’ve kept it all these years. It changed my life. It made me believe in myself and strive to be a better person.” Jane was moved to tears. She realized that sometimes, a small act of kindness could have a huge impact on a child’s life. And those kind words written on the paper had become a precious memory and a source of strength for Mark.
本文以人物为线索展开，主要讲述了Jane老师与学生Mark之间的故事，从Mark爱讲话受罚，到Jane老师让学生写同学优点，Mark深受触动，多年后Mark感谢Jane老师改变了他的人生。
段落续写：
①由第一段首句内容“Mark读着他的纸条，眼睛睁得大大的。”可知，第一段可描写Mark被纸条内容深深触动，之后他的行为发生积极改变，变得更加礼貌和勤奋。
②由第二段首句内容“多年后，Jane在学校再次见到Mark，欣喜若狂。”可知，第二段可描写Mark长成自信青年，他向Jane表达那张纸条对他人生的重大影响，Jane深受感动。
续写线索：
Mark的感动——行为的改变——多年后的重逢——Mark的感激——Jane的感悟
词汇句式：
行为类：
①握着：hold/clutch
②朝……走去：walk towards/approach
③拥抱：hug/embrace
情绪类：
①有礼貌的：polite/courteous
②感动的：moved/touched
高分句式：
①He sat there in silence, his face slowly turning red. (运用了独立主格结构作伴随状语)
②It was obvious that he was deeply touched. (运用了it作形式主语，that引导主语从句)
③She realized that sometimes, a small act of kindness could have a huge impact on a child’s life. (运用了连词that引导宾语从句)
四、精题优选
1. 【2025·四川·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。
In a new school filled with unfamiliar faces, Charlie felt like a fish out of water. The lively chatter of students around him only fueled his loneliness. Every day, he walked through the hallways feeling invisible and trapped in uncertainty. To escape this loneliness, Charlie turned to video games, where he became a hero battling monsters and saving kingdoms. In this digital world, he felt powerful and important, unlike his quiet life at school.
Ms. Rita, his literature teacher, noticed the quiet boy at the back of the classroom, often lost in his thoughts. She had a gift for connecting with her students, always offering kind words or warm smiles. Although she encouraged Charlie to share his feelings, he hid his struggles, preferring the company of imaginary friends in his games, where he found the appreciation that was missing in his real life.
Recently, Charlie became hooked on a new game. One Sunday evening, he immersed himself in its colorful world, ignoring his mother’s reminders to sleep. Excited by his adventures, he remained awake, thinking about strategies, which left him anxious and tired for school.
The next day, unable to resist the temptation, Charlie secretly packed his gaming machine in his backpack. In Ms. Rita’s class, his heart raced, not from the lesson on poetry, but from the thought of playing during breaks. While other students engaged in discussions about finding something valuable in life, Charlie’s mind was focused on the game hidden in his bag.
When the discussion opened up, he took the chance to peek at his gaming machine. As he powered it on, the screen flashed with new quests, and he lost track of his surroundings. Unfortunately, just as he was concentrating, the gaming machine slipped from his hands and crashed to the floor with a loud sound. Silence enveloped the classroom, and all eyes turned towards him, the weight of anxiety and tension heavy in the air.
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 1:
However, Ms. Rita picked up the fallen gaming machine with her usual warm smile. _________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Grateful while guilty, Charlie approached Ms. Rita’s office after school. ___________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. 【2025·山西吕梁·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。
The classroom was filled with the usual sounds — pencils scratching (沙沙作响) on paper, and the occasional sound of pages turning. It was an exam day, and I should have been focused, ready, but my mind kept racing to places I didn’t want it to go.
For years, I had been the model student — top grades and perfect attendance. But in eleventh grade, everything changed. I was suffering from bipolar disorder, a mental illness. It wasn’t the disorder that scared me the most; it was the fear of what people would think if they knew. No one saw the constant shifts in my mood — the manic (躁狂的) highs where I felt unstoppable, and the stressing lows where I could barely do anything. I tried very hard to hide this. I didn’t want anyone to see how much I was struggling.
After the exam, I was walking in the passage. “Lina,” came a voice from behind me. It was Mr. Thompson, my homeroom teacher, who invigilated the exam (监考). I straightened up, trying to look calm. “Are you okay ” Mr. Thompson asked, his tone calm but with concern. “I’m fine,” I said, forcing a smile. It wasn’t convincing. I could tell Mr. Thompson wasn’t buying it.
He walked me to a bench (长椅) outside of the building and we sat down on it. “I know something’s going on. You don’t have to hide it from me.” His eyes locked onto mine. I swallowed, my heart racing. I wanted to say something anything to avoid the conversation — but the words wouldn’t come. “You’ve been different lately,” he continued. “Your focus is off. You’re either too high or too low. You don’t have to pretend like everything’s fine. And I don’t want you to handle it alone.”
His words touched me deeper than I expected. No one had ever said that to me before. Everyone else expected me to be fine, to keep pushing through. But Mr. Thompson — he saw me. “I don’t want anyone to see me as weak,” I said before I could stop myself.
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 1:
Mr. Thompson’s expression softened, and he placed a gentle hand on my shoulder. __________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
For the first time in months, I didn’t feel entirely alone. ________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. 【2025·广东汕尾·模拟预测】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 high school, my art teacher invited me to participate in a school-wide painting competition. I was hesitant at first. Although I loved art, I had never thought of myself as a particularly talented painter. I was more of a doodler, creating simple sketches in my notebook during boring classes. My family was not wealthy, and art supplies were a luxury. I often had to make do with old, worn-out brushes and faded paints.
My teacher saw potential in me that I didn’t see in myself. She said, “Your sketches have a unique charm. With a bit of effort and practice, you could create something truly remarkable.” Her words were like a spark that ignited a small flame of hope within me. Encouraged, I decided to give it a try.
I chose the theme of “The Beauty of the City at Night” for my painting. I envisioned a cityscape filled with twinkling lights, bustling streets, and the silhouette of towering buildings against the dark sky. But as I started painting, I faced numerous challenges. The colors didn’t blend the way I wanted them to, and my brushstrokes seemed clumsy. I was on the verge of giving up several times. However, each time I thought about my teacher’s words, I mustered the courage to keep going. I spent hours in the school art room, observing other students’ techniques, and practicing different painting methods.
When I finally finished the painting and showed it to my teacher, she smiled and said, “It’s a great start. But I know you can make it even better. Refine the details, and play with the contrast of light and shadow.” I took her advice and worked on the painting day and night. By the time I submitted it, I had poured my heart and soul into it. Whether I won or not, I felt a sense of accomplishment just from the process.
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 1:
A few weeks later, as the deadline for the competition results approached, I was both nervous and excited. _______________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
After the award-giving ceremony, I found my teacher in the school garden. ________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. 【2025·江西·模拟预测】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。
Jake had never imagined himself entering a writing contest. Writing had always seemed dull, and sharing his work with the entire school felt even worse. But his English teacher, Ms. Laveau, saw things differently.
“Jake, your storytelling is truly creative,” she told him after class. “You should give this school writing competition a shot.”
Jake hesitated. He didn’t think he could compete with the talented writers in school. Writing was for the top students, not for someone like him. But something about her words stayed with him.
That evening, he stared at the blank screen, his fingers hovering over the keyboard. After several false starts, he finally typed his first sentence. He remembered what Ms. Laveau had once said — “Great writing isn’t about being perfect the first time. It’s about rewriting and making it better.”
As he wrote, he became deeply engaged in his story — a tale about a student trapped in school, searching for freedom. The words flowed, reflecting his own feelings about expectations and the struggle to be heard. He worked harder than ever, revising his piece before handing it in just before the deadline.
On the day the results were announced, Jake’s heart raced as he grabbed a copy of the latest school paper. His fingers flipped (迅速翻动) through the pages, scanning for his name. But his story wasn’t there.
Confused, he checked again. Nothing. Then, at the bottom of the editorial (编辑的) page, he spotted a small note:
“A special thanks to all participants. Some entries could not be published, but we encourage everyone to keep writing.”
A sinking feeling settled in his chest. Had he really thought he could succeed
Around him, students chatted excitedly about the published works, praising the featured stories and poems. Jake felt invisible. For a moment, he considered giving up. But then his eyes landed on Linda — the student editor of the school newspaper. Maybe he needed answers before making a decision.
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 1:
Jake took a deep breath before knocking on the editorial office door. ______________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
As he walked out of the room, his thoughts were no longer filled with disappointment. _______
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. 【2025·安徽淮南·二模】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。
One day, a good friend gave me a gift. It was a book filled with interesting and uplifting stories. I remember I began reading it that very night. And I would read a story or two before going to bed each night.
One evening I read a story about hugging called “It Can’t Happen Here ” The opening quotation by Virginia Satir said we need four hugs a day for survival, eight for maintenance (保持) and twelve hugs a day to grow.
I read this story on a Tuesday. I knew it was Tuesday because on Wednesday I walked into my classroom and declared that every Wednesday would be known as “Hugging Day.” I told my students everyone needs hugs to live and grow.
I was already a hugger and had always greeted my students with a warm hug each morning. But after reading the story in this new book, I decided that on Hugging Day everyone needed to make sure they got at least twelve hugs. I wanted my students to grow. All hugs didn’t have to come from me, but I was ready, willing, and able to give as many as needed.
My students lined up at my desk with questions and left with a hug. They hugged me before and after lunch. They hugged me when they came to school in the morning and when they left for home in the afternoon. And perhaps best of all, the children in my classroom hugged each other.
Every Wednesday, my students counted their hugs to make sure they were getting their fair share. I continued the practice for several years. Through the years, I hugged all kinds of kids — those who were untidy and those who were clean, children who were gifted academically and others whose gifts lay elsewhere. Among them, Nicole, one of my students, stood out for her enthusiasm about Hugging Day. She was a shy girl who rarely spoke up in class, but on Hugging Day, she would always be the first to line up to hug me. I could see how much a hug meant to her.
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 1:
One Wednesday afternoon, I was cleaning up my classroom. ____________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Nicole fell into my arms and began to sob. __________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案以及解析
1.
Paragraph 1：
However, Ms. Rita picked up the fallen gaming machine with her usual warm smile. Instead of blaming or criticizing Charlie, she playfully joked that he was the first student to uncover something really “valuable” from the poem they had just discussed. She urged the other students to work on their search for valuable things in life, adding that every perspective mattered. Her unexpected joke transformed the moment, and laughter erupted in the classroom, saving Charlie from embarrassment and easing his anxiety. In that instant, his heart began to lighten, feeling warmth instead of shame.
Paragraph 2：
Grateful while guilty, Charlie approached Ms. Rita’s office after school. He expressed his thanks for her forgiveness while admitting to his distraction during class. He recognized the need to balance his passion for gaming and study. Ms. Rita listened attentively, and returned his console with a smile. She encouraged him to join the school’s e-sports club, suggesting that combining his interest with social involvement help him connect with others. In that moment, Ms. Rita’s forgiveness and understanding melted his heart, inspiring him to embrace both his passion and the journey of building new friendships.
本文以查理在新学校的孤独状态为线索，讲述了他因沉迷电子游戏在课堂上被老师发现，而丽塔老师以宽容和理解的方式处理此事，最终鼓励查理平衡爱好与学习、积极融入社交的故事。
段落续写：
①由第一段首句内容“然而，丽塔老师带着她一贯的温暖笑容捡起了掉落的游戏机。”可知，第一段可描写老师没有责备查理，反而用幽默化解尴尬，并引导学生继续课堂讨论，让查理感受到温暖的经过。
②由第二段首句内容“既感激又愧疚，查理放学后走进了丽塔老师的办公室。”可知，第二段可描写查理向老师认错并表达感谢，老师鼓励他加入电竞俱乐部，让他决心平衡爱好与社交的过程。
续写线索：
老师捡游戏机——幽默化解尴尬——课堂继续——查理课后认错——老师鼓励——查理决心改变
词汇句式：
行为类：
①捡起：pick up/raise from the ground
②承认：admit/confess
③鼓励：encourage/inspire
情绪类：
①尴尬：embarrassment/awkwardness
②焦虑：anxiety/worry/depression
高分句式：
①Instead of blaming or criticizing Charlie, she playfully joked that he was the first student to uncover something really “valuable” from the poem they had just discussed. (运用了that引导宾语从句以及省略关系代词的定语从句修饰poem)
②She encouraged him to join the school’s e-sports club, suggesting that combining his interest with social involvement help him connect with others. (运用了现在分词短语作状语以及that引导宾语从句)
2.
Paragraph 1：
Mr. Thompson’s expression softened, and he placed a gentle hand on my shoulder. “Asking for help isn’t weakness,” he said quietly. “When I was your age, I struggled with panic attacks. I tried to hide it until my teacher noticed.” His voice trembled slightly, but his gaze remained steady. My throat tightened as I whispered, “I have bipolar disorder.” The words hung between us like fragile glass. Mr. Thompson nodded slowly. “My sister has it too. She found balance through therapy and medication.” He handed me a folded note with the school counselor’s contact. “Let’s make a plan together tomorrow. You’re still that brilliant student — we just need to adjust your armor.”
Paragraph 2：
For the first time in months, I didn’t feel entirely alone. Walking home, I clutched the counselor’s number like a lifeline. The next morning, sunlight streamed through the guidance office windows as Mr. Thompson sat beside me, translating medical terms into manageable steps. We created a study schedule with built-in rest periods. Gradually, I learned to track my mood cycles and communicate my needs. During low phases, teachers allowed assignment extensions; during energetic highs, I channeled extra focus into creative projects. By graduation, my notebook contained not just formulas, but also colorful mood charts and encouraging notes from teachers who now understood.
本文以人物为线索展开，讲述了作者患了双相情感障碍，开始注意力不集中，但是作者因为害怕他人会发现没有主动寻求帮助。直到汤普森先生发现了作者的异常，于是主动和作者进行了沟通。作者也放下了戒备，开始寻求帮助，
段落续写：
①由第一段首句内容“汤普森先生的表情缓和下来，他温柔地把手放在我的肩膀上”可知，第一段可描写汤普森先生安慰作者，并且建议作者寻求帮助。
②由第二段首句内容“几个月来，我第一次没有感到完全孤独”可知，第二段可描写作者开始致力于缓解自己的病症并为此而努力。
续写线索：
汤普森先生耐心沟通——提供帮助——作者开始治疗——作者取得进步——作者感悟
词汇句式：
行为类：
①尝试：try to/attempt to
②抓住：clutch/grab
③跟踪：track/keep track of
情绪类：
①精力充沛的：energetic/vigorous
②出色的：brilliant/remarkable
高分句式：
①When I was your age, I struggled with panic attacks. (运用了when引导时间状语从句)
②Walking home, I clutched the counselor’s number like a lifeline. (运用了现在分词作状语)
3.
Paragraph 1：
A few weeks later, as the deadline for the competition results approached, I was both nervous and excited. I constantly imagined different scenarios of the outcome. One moment, I was sure I would win; the next, I was convinced I had failed miserably. When the list of winners was finally posted, I rushed to it with bated breath. My heart skipped a beat when I saw my name at the top of the list. I had won first prize! I couldn’t believe my eyes. Students around me congratulated me, but I was in a daze, still processing the shock and joy.
Paragraph 2：
After the award-giving ceremony, I found my teacher in the school garden. I ran to her and hugged her tightly. “Thank you so much, teacher! None of this would have been possible without your encouragement,” I said, my voice choked with emotion. She smiled gently and replied, “I always knew you had it in you. This is just the beginning. Your talent will take you far if you keep working hard.” I nodded, tears of gratitude welling up in my eyes. From that day on, I not only gained confidence in my painting skills but also understood the power of a teacher’s belief in a student.
本文以人物为线索展开，讲述了作者高中时候被老师邀请去参加全校范围的绘画比赛，一开始作者犹豫，但是在老师的鼓励下，坚持完成了画作。最终作者比赛得了一等奖，感恩老师，收获成长。
段落续写：
①由第一段首句内容“几个星期后，随着比赛结果的截止日期的临近，我既紧张又兴奋”可知，第一段可描写作者比赛得了第一名。
②由第二段首句内容“颁奖典礼结束后，我在学校的花园里找到了我的老师”可知，第二段可描写作者感谢老师以及作者的感悟。
续写线索：
比赛结果公布——得了第一名——同学祝贺——震惊喜悦——感谢老师——作者感悟
词汇句式：
行为类：
①想象：imagine/picture
②急忙：rush to/hurry to
③看到：see/catch sight of
情绪类：
①快乐：joy/happiness
②感激：gratitude/thankfulness
高分句式：
①When the list of winners was finally posted, I rushed to it with bated breath. (运用了when引导时间状语从句)
②I nodded, tears of gratitude welling up in my eyes. (运用了独立主格结构)
4.
Paragraph 1：
Jake took a deep breath before knocking on the editorial office door. Inside, Linda looked up, surprised to see him. “Hey, Jake. What’s up ” He hesitated, holding the newspaper tightly in his hand. “I wanted to know... why wasn’t my story chosen ” Linda sighed, gesturing for him to sit. “Your idea was great, but the structure was a bit unclear, and there were some grammar issues.” Jake’s heart sank, “So it wasn’t good enough ” Linda smiled, “Not yet. But that’s the point of writing — it’s about improving. If you’re willing, we can work on it together.”
Paragraph 2：
As he walked out of the room, his thoughts were no longer filled with disappointment. Instead, he felt a sense of determination. Writing wasn’t just about talent — it was about practice, about refining his work. He pulled out his notebook, flipping through his story. For the first time, he saw it not as a failure, but as a draft with potential. Maybe Ms. Laveau and Linda were right. He wasn’t going to give up. The next time he submitted his work, it wouldn’t just be another entry. It would be his best work yet.
本文以人物为线索展开，主要讲述了杰克原本对写作比赛不感兴趣，在英语老师拉沃女士的鼓励下参加了学校的写作比赛。他认真创作并提交了作品，但作品未被发表。在看到结果后，杰克决定找校报编辑询问原因，这一经历让他对写作有了新的认识。
段落续写：
①由第一段首句内容“杰克深吸了一口气，然后敲了敲编辑部的门。”可知，第一段可描写杰克进入编辑办公室后与琳达的对话，包括琳达对他作品未被选中的解释，如作品结构和语法问题等，以及琳达给予他的鼓励，为他后续思想的转变做铺垫。
②由第二段首句内容“当他走出房间时，他的思想不再充满失望。”可知，第二段可描写杰克走出房间后的心理变化，他意识到写作不仅仅关乎天赋，还需要练习和完善，以及他对自己作品的新看法，即把未发表的作品看作是有潜力的初稿，还有他决定不放弃并努力提升自己作品质量的决心。
续写线索：
杰克敲门进入编辑办公室——与琳达交流，琳达指出作品问题并给予鼓励——杰克走出房间，思想转变，意识到写作需要练习和完善——不再把未发表的作品视为失败，将其看作有潜力的初稿——决定不放弃，努力提升作品质量。
词汇句式：
行为类：
①犹豫：hesitate/waver
②微笑：smile/beam
③翻阅：look through/flip through
情绪类：
①惊讶的：surprised/astonished
②决心：determination/resolution
高分句式：
①If you’re willing, we can work on it together. (运用了If引导的状语从句)
②The next time he submitted his work, it wouldn’t just be another entry. (运用了The next time引导的状语从句)
5.
Paragraph 1：
One Wednesday afternoon, I was cleaning up my classroom. I needed to get everything ready for the next day. Just as I was about to leave, a soft voice called into the empty classroom, “May I come in ” I looked up to see a girl standing in the doorway. It was Nicole. She stood there with her arms wrapped tightly around herself, as if she was trying to hold back her feelings. She looked up at me with a mixture of hope and sadness. Obviously, she was trying hard not to cry. “Nicole, what’s wrong ” I said gently, inviting her to come in.
Paragraph 2：
Nicole fell into my arms and began to sob. Tears streamed down her cheeks when I hugged her tightly. We sat down in the chairs, and she began to pour out her heart. She told me about the challenges she was facing — peer pressure, family issues, and the overwhelming stress of growing up. We talked, we shared, and we left that room to go our separate ways. But I learned something new that day. Sometimes it doesn’t take four hugs to survive. Sometimes, it just takes one.
本文以人物为线索展开。一天，好友赠作者一本充满励志故事的书，作者每晚睡前都会读一两个故事。受书中关于拥抱的启发，作者宣布每周三为“拥抱日”，鼓励学生互拥成长。孩子们积极参与，连内向的妮可也热情响应，拥抱对她意义非凡。
段落续写：
①由第一段句首内容“一个星期三的下午，我正在打扫教室。”可知，第一段可以描写作者在教室清理的具体行为，即将离开时听到妮可的声音，对妮可当时状态的进一步描述，包括她的动作、表情等细节，以及作者邀请她进来的举动。
②由第二段句首内容“妮可倒在我怀里，开始抽泣。”可知，第二段可以描写妮可投入作者怀抱哭泣时作者的反应，她倾诉自己面临的各种问题时的状态，二人交谈的具体内容，最后二人分开，以及作者从这件事中所获得的感悟，升华主题，强调拥抱和倾听的力量。
续写线索：
在教室清理——妮可出现——邀请妮可进来——妮可哭泣倾诉——交谈——获得感悟
词汇句式：
行为类：
①正要离开：be about to leave/be on the verge of leaving
②邀请：invite her to come in/ask her to come in
③拥抱：hug/embrace
情绪类：
①悲伤：sadness/sorrow/grief
②努力不哭：try hard not to cry/strive not to cry
高分句式：
①She stood there with her arms wrapped tightly around herself, as if she was trying to hold back her feelings. (运用了as if引导的方式状语从句)
②Tears streamed down her cheeks when I hugged her tightly. (运用了when引导的时间状语从句)
一、核心考点
（一）主题内涵
1. 情感主线：师生间的理解、信任、支持与成长（如课堂互动、课后关怀、矛盾化解、毕业离别等）。
2. 常见场景：老师的鼓励让学生重拾信心、师生合作完成项目、毕业时的感恩；学生误解老师的严格、课堂上的尴尬事件、教育理念的碰撞。
（二）考查重点
1. 情节连贯性：续写需与原文情感基调一致（如从误解到理解、从紧张到缓和），避免突兀转折。
（1）冲突：
外部矛盾：成绩压力、家长介入、课堂纪律问题；
内部矛盾：学生的自尊心受挫、老师的教育方式不被理解。
（2）解决：
关键事件：老师的一个小举动（如默默帮助学生解决困难）、一次非课堂的对话（如散步时的谈心）；
转折点：一个物品（如老师送的笔记本、毕业前的留言）、一句台词触发情感共鸣。
（3）升华：
感悟：一位老师最大的力量不在于说教，而在于当学生们无法相信自己时，老师依然相信他们。
象征：毕业时学生给老师送一株植物，象征 “您的教导如阳光，助我成长”。
2. 人物塑造：通过语言、动作、神态描写展现老师的性格特点（如严厉但温暖、幽默风趣、循循善诱）和学生的心理变化。
3. 情感升华：结尾需体现师生关系的积极影响（如 “亦师亦友”“成长的引路人”），传递教育的温度。
二、素材积累
1. 核心词汇
inspiration 启发
guidance 指导
patience 耐心
respect 尊重
gratitude 感激
dedication 奉献
understanding 理解
encouragement 鼓励
appreciation 欣赏
enlighten 启迪
praise 表扬
correct 纠正
listen 倾听
support 支持
apologize 道歉
communicate 沟通
inspire 鼓舞
nurture 培养
2. 核心短语
shape one’s life 塑造人生
light the path of learning 照亮求知之路
earn sincere respect 赢得真挚尊重
a bond beyond teacher-student 超越师生的纽带
cherish forever 永远珍惜
express heartfelt gratitude 表示衷心感谢
offer constructive feedback 提供建设性反馈
have a private conversation 进行私下谈话
stay up late to grade papers 熬夜批改作业
give a warm smile 报以温暖的微笑
nod in approval 赞许地点头
bend over backward to help 竭尽全力帮助
accept criticism modestly 虚心接受批评
in the quiet classroom 在安静的教室里
under the glow of the desk lamp 在台灯的光芒下
in a trembling voice 用颤抖的声音
correct mistakes with patience 耐心纠正错误
3. 经典句式
Mr. Wang’s lessons were never just about knowledge — they were about how to navigate life’s challenges.
王老师的课从来不止于知识——更教会我们如何应对人生挑战。
Her words, like a gentle breeze, swept away my anxiety and rekindled my confidence.
她的话语如微风拂过，驱散了我的焦虑，重新点燃了我的信心。
Years later, I realized that every red pen mark in my essay was a silent testament to her dedication.
多年后我才明白，作文里的每一道红笔批注都是她默默奉献的见证。
“You’ve improved remarkably — keep going,” Miss Chen said, placing a reassuring hand on my shoulder.
“你进步显著——继续加油，”陈老师说着，将鼓励的手搭在我肩上。
Professor Li paused, then knelt down to meet the student’s eye level, listening intently to her question.
李教授停顿了一下，然后蹲下来与学生平视，专注地倾听她的问题。
I hesitated at the office door, but Mrs. Zhang waved me in with a warm smile, instantly putting me at ease.
我在办公室门口犹豫，张老师却以温暖的微笑招手让我进去，立刻让我放松下来。
A good teacher is not just a dispenser of knowledge but a sculptor of souls.
好老师不仅是知识的传授者，更是灵魂的塑造者。
The most valuable lesson he taught me wasn’t in the textbook — it was the courage to dream big.
他教给我最宝贵的一课不在课本里——而是敢于远大梦想的勇气。
Their interaction proved that true mentorship thrives in trust, where students feel safe to grow and even fail.
他们的互动证明：真正的师生情谊建立在信任之上，让学生敢于成长，甚至敢于犯错。
Years later, the diploma faded, but the lessons in kindness and resilience he taught remained as vibrant as the first day they were spoken.
多年后，毕业证书已褪色，但他传授的善良与坚韧却如初见时般鲜活。
Education is not the filling of a pail, but the lighting of a fire—no teacher knows how far that fire may spread.
教育不是注满一桶水，而是点燃一把火 —— 无人知晓这把火能照亮多远。
“Failure is not the end — it’s the detour to growth,” Mr. Wang murmured, his fingers brushing the flawed math paper gently.
“失败不是终点，而是成长的弯路。”王老师低语道，手指轻轻拂过那张有瑕疵的数学试卷。
三、解析思路分析
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 Jane taught the sixth-grade class at Morris School, all 34 of her students were dear to her, while Mark was truly special. He had that happy-to-be-alive attitude that made even his occasional tricks delightful.
Mark talked all the time. Jane reminded him again and again that talking without permission was unacceptable, and his response always sounded sincere: “Thank you for correcting me, Sister!”
One morning, Jane’s patience was growing thin when Mark talked once too often. She looked at Mark and said, “If you say one more word, I’m going to tape your mouth shut!” Not even ten seconds passed before someone said, “Mark is talking again.” Having stated the punishment in front of the class, Jane decided she had to act on it. She walked to Mark’s desk, tore off two pieces of tape, made a big X with them over his mouth, and then returned to the front of the classroom.
As Jane glanced at Mark to see how he was doing, he winked (眨眼) at her. That did it! Jane started laughing. The entire class cheered as she shook her head and walked back to remove the tape. His first words were, “Thank you for correcting me, Sister.”
One Friday afternoon, after working hard on a new idea all week, the students were getting discouraged and starting to get annoyed with each other. To help lift their spirits and encourage a positive atmosphere, Jane asked them to write down the nicest things about the other students on a piece of paper and hand them in. Mark appeared nervous as if he was worrying his classmates would forget anything nice about him. That Saturday, Jane wrote down each student’s name on a separate sheet of paper and listed what everyone else had said about them.
On Monday, Jane gave each student their lists. As the children read them, the classroom was filled with quiet excitement and soft laughter.
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 1:
Mark’s eyes widened as he read his paper. ___________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Jane was overjoyed to see Mark again at school after so many years. ______________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案：
Paragraph 1:
Mark’s eyes widened as he read his paper. He sat there in silence, his face slowly turning red. It was obvious that he was deeply touched. Throughout the rest of the day, he held that paper close, as if it were the most precious thing in the world. When class was over, he came up to Jane and said in a soft voice, “Thank you, Sister. This means so much to me.” From that day on, Mark became even more polite and hard working. He no longer talked without permission and was always actively involved in class activities.
Paragraph 2:
Jane was overjoyed to see Mark again at school after so many years. He had grown into a handsome and confident young man. Mark walked towards Jane with a big smile on his face. He hugged Jane tightly and said, “Sister, do you remember the list you gave me in sixth grade I’ve kept it all these years. It changed my life. It made me believe in myself and strive to be a better person.” Jane was moved to tears. She realized that sometimes, a small act of kindness could have a huge impact on a child’s life. And those kind words written on the paper had become a precious memory and a source of strength for Mark.
本文以人物为线索展开，主要讲述了Jane老师与学生Mark之间的故事，从Mark爱讲话受罚，到Jane老师让学生写同学优点，Mark深受触动，多年后Mark感谢Jane老师改变了他的人生。
段落续写：
①由第一段首句内容“Mark读着他的纸条，眼睛睁得大大的。”可知，第一段可描写Mark被纸条内容深深触动，之后他的行为发生积极改变，变得更加礼貌和勤奋。
②由第二段首句内容“多年后，Jane在学校再次见到Mark，欣喜若狂。”可知，第二段可描写Mark长成自信青年，他向Jane表达那张纸条对他人生的重大影响，Jane深受感动。
续写线索：
Mark的感动——行为的改变——多年后的重逢——Mark的感激——Jane的感悟
词汇句式：
行为类：
①握着：hold/clutch
②朝……走去：walk towards/approach
③拥抱：hug/embrace
情绪类：
①有礼貌的：polite/courteous
②感动的：moved/touched
高分句式：
①He sat there in silence, his face slowly turning red. (运用了独立主格结构作伴随状语)
②It was obvious that he was deeply touched. (运用了it作形式主语，that引导主语从句)
③She realized that sometimes, a small act of kindness could have a huge impact on a child’s life. (运用了连词that引导宾语从句)
四、精题优选
1. 【2025·四川·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。
In a new school filled with unfamiliar faces, Charlie felt like a fish out of water. The lively chatter of students around him only fueled his loneliness. Every day, he walked through the hallways feeling invisible and trapped in uncertainty. To escape this loneliness, Charlie turned to video games, where he became a hero battling monsters and saving kingdoms. In this digital world, he felt powerful and important, unlike his quiet life at school.
Ms. Rita, his literature teacher, noticed the quiet boy at the back of the classroom, often lost in his thoughts. She had a gift for connecting with her students, always offering kind words or warm smiles. Although she encouraged Charlie to share his feelings, he hid his struggles, preferring the company of imaginary friends in his games, where he found the appreciation that was missing in his real life.
Recently, Charlie became hooked on a new game. One Sunday evening, he immersed himself in its colorful world, ignoring his mother’s reminders to sleep. Excited by his adventures, he remained awake, thinking about strategies, which left him anxious and tired for school.
The next day, unable to resist the temptation, Charlie secretly packed his gaming machine in his backpack. In Ms. Rita’s class, his heart raced, not from the lesson on poetry, but from the thought of playing during breaks. While other students engaged in discussions about finding something valuable in life, Charlie’s mind was focused on the game hidden in his bag.
When the discussion opened up, he took the chance to peek at his gaming machine. As he powered it on, the screen flashed with new quests, and he lost track of his surroundings. Unfortunately, just as he was concentrating, the gaming machine slipped from his hands and crashed to the floor with a loud sound. Silence enveloped the classroom, and all eyes turned towards him, the weight of anxiety and tension heavy in the air.
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 1:
However, Ms. Rita picked up the fallen gaming machine with her usual warm smile. _________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Grateful while guilty, Charlie approached Ms. Rita’s office after school. ___________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. 【2025·山西吕梁·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。
The classroom was filled with the usual sounds — pencils scratching (沙沙作响) on paper, and the occasional sound of pages turning. It was an exam day, and I should have been focused, ready, but my mind kept racing to places I didn’t want it to go.
For years, I had been the model student — top grades and perfect attendance. But in eleventh grade, everything changed. I was suffering from bipolar disorder, a mental illness. It wasn’t the disorder that scared me the most; it was the fear of what people would think if they knew. No one saw the constant shifts in my mood — the manic (躁狂的) highs where I felt unstoppable, and the stressing lows where I could barely do anything. I tried very hard to hide this. I didn’t want anyone to see how much I was struggling.
After the exam, I was walking in the passage. “Lina,” came a voice from behind me. It was Mr. Thompson, my homeroom teacher, who invigilated the exam (监考). I straightened up, trying to look calm. “Are you okay ” Mr. Thompson asked, his tone calm but with concern. “I’m fine,” I said, forcing a smile. It wasn’t convincing. I could tell Mr. Thompson wasn’t buying it.
He walked me to a bench (长椅) outside of the building and we sat down on it. “I know something’s going on. You don’t have to hide it from me.” His eyes locked onto mine. I swallowed, my heart racing. I wanted to say something anything to avoid the conversation — but the words wouldn’t come. “You’ve been different lately,” he continued. “Your focus is off. You’re either too high or too low. You don’t have to pretend like everything’s fine. And I don’t want you to handle it alone.”
His words touched me deeper than I expected. No one had ever said that to me before. Everyone else expected me to be fine, to keep pushing through. But Mr. Thompson — he saw me. “I don’t want anyone to see me as weak,” I said before I could stop myself.
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 1:
Mr. Thompson’s expression softened, and he placed a gentle hand on my shoulder. __________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
For the first time in months, I didn’t feel entirely alone. ________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. 【2025·广东汕尾·模拟预测】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 high school, my art teacher invited me to participate in a school-wide painting competition. I was hesitant at first. Although I loved art, I had never thought of myself as a particularly talented painter. I was more of a doodler, creating simple sketches in my notebook during boring classes. My family was not wealthy, and art supplies were a luxury. I often had to make do with old, worn-out brushes and faded paints.
My teacher saw potential in me that I didn’t see in myself. She said, “Your sketches have a unique charm. With a bit of effort and practice, you could create something truly remarkable.” Her words were like a spark that ignited a small flame of hope within me. Encouraged, I decided to give it a try.
I chose the theme of “The Beauty of the City at Night” for my painting. I envisioned a cityscape filled with twinkling lights, bustling streets, and the silhouette of towering buildings against the dark sky. But as I started painting, I faced numerous challenges. The colors didn’t blend the way I wanted them to, and my brushstrokes seemed clumsy. I was on the verge of giving up several times. However, each time I thought about my teacher’s words, I mustered the courage to keep going. I spent hours in the school art room, observing other students’ techniques, and practicing different painting methods.
When I finally finished the painting and showed it to my teacher, she smiled and said, “It’s a great start. But I know you can make it even better. Refine the details, and play with the contrast of light and shadow.” I took her advice and worked on the painting day and night. By the time I submitted it, I had poured my heart and soul into it. Whether I won or not, I felt a sense of accomplishment just from the process.
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 1:
A few weeks later, as the deadline for the competition results approached, I was both nervous and excited. _______________________________________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
After the award-giving ceremony, I found my teacher in the school garden. ________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. 【2025·江西·模拟预测】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。
Jake had never imagined himself entering a writing contest. Writing had always seemed dull, and sharing his work with the entire school felt even worse. But his English teacher, Ms. Laveau, saw things differently.
“Jake, your storytelling is truly creative,” she told him after class. “You should give this school writing competition a shot.”
Jake hesitated. He didn’t think he could compete with the talented writers in school. Writing was for the top students, not for someone like him. But something about her words stayed with him.
That evening, he stared at the blank screen, his fingers hovering over the keyboard. After several false starts, he finally typed his first sentence. He remembered what Ms. Laveau had once said — “Great writing isn’t about being perfect the first time. It’s about rewriting and making it better.”
As he wrote, he became deeply engaged in his story — a tale about a student trapped in school, searching for freedom. The words flowed, reflecting his own feelings about expectations and the struggle to be heard. He worked harder than ever, revising his piece before handing it in just before the deadline.
On the day the results were announced, Jake’s heart raced as he grabbed a copy of the latest school paper. His fingers flipped (迅速翻动) through the pages, scanning for his name. But his story wasn’t there.
Confused, he checked again. Nothing. Then, at the bottom of the editorial (编辑的) page, he spotted a small note:
“A special thanks to all participants. Some entries could not be published, but we encourage everyone to keep writing.”
A sinking feeling settled in his chest. Had he really thought he could succeed
Around him, students chatted excitedly about the published works, praising the featured stories and poems. Jake felt invisible. For a moment, he considered giving up. But then his eyes landed on Linda — the student editor of the school newspaper. Maybe he needed answers before making a decision.
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 1:
Jake took a deep breath before knocking on the editorial office door. ______________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
As he walked out of the room, his thoughts were no longer filled with disappointment. _______
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. 【2025·安徽淮南·二模】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。
One day, a good friend gave me a gift. It was a book filled with interesting and uplifting stories. I remember I began reading it that very night. And I would read a story or two before going to bed each night.
One evening I read a story about hugging called “It Can’t Happen Here ” The opening quotation by Virginia Satir said we need four hugs a day for survival, eight for maintenance (保持) and twelve hugs a day to grow.
I read this story on a Tuesday. I knew it was Tuesday because on Wednesday I walked into my classroom and declared that every Wednesday would be known as “Hugging Day.” I told my students everyone needs hugs to live and grow.
I was already a hugger and had always greeted my students with a warm hug each morning. But after reading the story in this new book, I decided that on Hugging Day everyone needed to make sure they got at least twelve hugs. I wanted my students to grow. All hugs didn’t have to come from me, but I was ready, willing, and able to give as many as needed.
My students lined up at my desk with questions and left with a hug. They hugged me before and after lunch. They hugged me when they came to school in the morning and when they left for home in the afternoon. And perhaps best of all, the children in my classroom hugged each other.
Every Wednesday, my students counted their hugs to make sure they were getting their fair share. I continued the practice for several years. Through the years, I hugged all kinds of kids — those who were untidy and those who were clean, children who were gifted academically and others whose gifts lay elsewhere. Among them, Nicole, one of my students, stood out for her enthusiasm about Hugging Day. She was a shy girl who rarely spoke up in class, but on Hugging Day, she would always be the first to line up to hug me. I could see how much a hug meant to her.
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 1:
One Wednesday afternoon, I was cleaning up my classroom. ____________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Nicole fell into my arms and began to sob. __________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案以及解析
1.
Paragraph 1：
However, Ms. Rita picked up the fallen gaming machine with her usual warm smile. Instead of blaming or criticizing Charlie, she playfully joked that he was the first student to uncover something really “valuable” from the poem they had just discussed. She urged the other students to work on their search for valuable things in life, adding that every perspective mattered. Her unexpected joke transformed the moment, and laughter erupted in the classroom, saving Charlie from embarrassment and easing his anxiety. In that instant, his heart began to lighten, feeling warmth instead of shame.
Paragraph 2：
Grateful while guilty, Charlie approached Ms. Rita’s office after school. He expressed his thanks for her forgiveness while admitting to his distraction during class. He recognized the need to balance his passion for gaming and study. Ms. Rita listened attentively, and returned his console with a smile. She encouraged him to join the school’s e-sports club, suggesting that combining his interest with social involvement help him connect with others. In that moment, Ms. Rita’s forgiveness and understanding melted his heart, inspiring him to embrace both his passion and the journey of building new friendships.
本文以查理在新学校的孤独状态为线索，讲述了他因沉迷电子游戏在课堂上被老师发现，而丽塔老师以宽容和理解的方式处理此事，最终鼓励查理平衡爱好与学习、积极融入社交的故事。
段落续写：
①由第一段首句内容“然而，丽塔老师带着她一贯的温暖笑容捡起了掉落的游戏机。”可知，第一段可描写老师没有责备查理，反而用幽默化解尴尬，并引导学生继续课堂讨论，让查理感受到温暖的经过。
②由第二段首句内容“既感激又愧疚，查理放学后走进了丽塔老师的办公室。”可知，第二段可描写查理向老师认错并表达感谢，老师鼓励他加入电竞俱乐部，让他决心平衡爱好与社交的过程。
续写线索：
老师捡游戏机——幽默化解尴尬——课堂继续——查理课后认错——老师鼓励——查理决心改变
词汇句式：
行为类：
①捡起：pick up/raise from the ground
②承认：admit/confess
③鼓励：encourage/inspire
情绪类：
①尴尬：embarrassment/awkwardness
②焦虑：anxiety/worry/depression
高分句式：
①Instead of blaming or criticizing Charlie, she playfully joked that he was the first student to uncover something really “valuable” from the poem they had just discussed. (运用了that引导宾语从句以及省略关系代词的定语从句修饰poem)
②She encouraged him to join the school’s e-sports club, suggesting that combining his interest with social involvement help him connect with others. (运用了现在分词短语作状语以及that引导宾语从句)
2.
Paragraph 1：
Mr. Thompson’s expression softened, and he placed a gentle hand on my shoulder. “Asking for help isn’t weakness,” he said quietly. “When I was your age, I struggled with panic attacks. I tried to hide it until my teacher noticed.” His voice trembled slightly, but his gaze remained steady. My throat tightened as I whispered, “I have bipolar disorder.” The words hung between us like fragile glass. Mr. Thompson nodded slowly. “My sister has it too. She found balance through therapy and medication.” He handed me a folded note with the school counselor’s contact. “Let’s make a plan together tomorrow. You’re still that brilliant student — we just need to adjust your armor.”
Paragraph 2：
For the first time in months, I didn’t feel entirely alone. Walking home, I clutched the counselor’s number like a lifeline. The next morning, sunlight streamed through the guidance office windows as Mr. Thompson sat beside me, translating medical terms into manageable steps. We created a study schedule with built-in rest periods. Gradually, I learned to track my mood cycles and communicate my needs. During low phases, teachers allowed assignment extensions; during energetic highs, I channeled extra focus into creative projects. By graduation, my notebook contained not just formulas, but also colorful mood charts and encouraging notes from teachers who now understood.
本文以人物为线索展开，讲述了作者患了双相情感障碍，开始注意力不集中，但是作者因为害怕他人会发现没有主动寻求帮助。直到汤普森先生发现了作者的异常，于是主动和作者进行了沟通。作者也放下了戒备，开始寻求帮助，
段落续写：
①由第一段首句内容“汤普森先生的表情缓和下来，他温柔地把手放在我的肩膀上”可知，第一段可描写汤普森先生安慰作者，并且建议作者寻求帮助。
②由第二段首句内容“几个月来，我第一次没有感到完全孤独”可知，第二段可描写作者开始致力于缓解自己的病症并为此而努力。
续写线索：
汤普森先生耐心沟通——提供帮助——作者开始治疗——作者取得进步——作者感悟
词汇句式：
行为类：
①尝试：try to/attempt to
②抓住：clutch/grab
③跟踪：track/keep track of
情绪类：
①精力充沛的：energetic/vigorous
②出色的：brilliant/remarkable
高分句式：
①When I was your age, I struggled with panic attacks. (运用了when引导时间状语从句)
②Walking home, I clutched the counselor’s number like a lifeline. (运用了现在分词作状语)
3.
Paragraph 1：
A few weeks later, as the deadline for the competition results approached, I was both nervous and excited. I constantly imagined different scenarios of the outcome. One moment, I was sure I would win; the next, I was convinced I had failed miserably. When the list of winners was finally posted, I rushed to it with bated breath. My heart skipped a beat when I saw my name at the top of the list. I had won first prize! I couldn’t believe my eyes. Students around me congratulated me, but I was in a daze, still processing the shock and joy.
Paragraph 2：
After the award-giving ceremony, I found my teacher in the school garden. I ran to her and hugged her tightly. “Thank you so much, teacher! None of this would have been possible without your encouragement,” I said, my voice choked with emotion. She smiled gently and replied, “I always knew you had it in you. This is just the beginning. Your talent will take you far if you keep working hard.” I nodded, tears of gratitude welling up in my eyes. From that day on, I not only gained confidence in my painting skills but also understood the power of a teacher’s belief in a student.
本文以人物为线索展开，讲述了作者高中时候被老师邀请去参加全校范围的绘画比赛，一开始作者犹豫，但是在老师的鼓励下，坚持完成了画作。最终作者比赛得了一等奖，感恩老师，收获成长。
段落续写：
①由第一段首句内容“几个星期后，随着比赛结果的截止日期的临近，我既紧张又兴奋”可知，第一段可描写作者比赛得了第一名。
②由第二段首句内容“颁奖典礼结束后，我在学校的花园里找到了我的老师”可知，第二段可描写作者感谢老师以及作者的感悟。
续写线索：
比赛结果公布——得了第一名——同学祝贺——震惊喜悦——感谢老师——作者感悟
词汇句式：
行为类：
①想象：imagine/picture
②急忙：rush to/hurry to
③看到：see/catch sight of
情绪类：
①快乐：joy/happiness
②感激：gratitude/thankfulness
高分句式：
①When the list of winners was finally posted, I rushed to it with bated breath. (运用了when引导时间状语从句)
②I nodded, tears of gratitude welling up in my eyes. (运用了独立主格结构)
4.
Paragraph 1：
Jake took a deep breath before knocking on the editorial office door. Inside, Linda looked up, surprised to see him. “Hey, Jake. What’s up ” He hesitated, holding the newspaper tightly in his hand. “I wanted to know... why wasn’t my story chosen ” Linda sighed, gesturing for him to sit. “Your idea was great, but the structure was a bit unclear, and there were some grammar issues.” Jake’s heart sank, “So it wasn’t good enough ” Linda smiled, “Not yet. But that’s the point of writing — it’s about improving. If you’re willing, we can work on it together.”
Paragraph 2：
As he walked out of the room, his thoughts were no longer filled with disappointment. Instead, he felt a sense of determination. Writing wasn’t just about talent — it was about practice, about refining his work. He pulled out his notebook, flipping through his story. For the first time, he saw it not as a failure, but as a draft with potential. Maybe Ms. Laveau and Linda were right. He wasn’t going to give up. The next time he submitted his work, it wouldn’t just be another entry. It would be his best work yet.
本文以人物为线索展开，主要讲述了杰克原本对写作比赛不感兴趣，在英语老师拉沃女士的鼓励下参加了学校的写作比赛。他认真创作并提交了作品，但作品未被发表。在看到结果后，杰克决定找校报编辑询问原因，这一经历让他对写作有了新的认识。
段落续写：
①由第一段首句内容“杰克深吸了一口气，然后敲了敲编辑部的门。”可知，第一段可描写杰克进入编辑办公室后与琳达的对话，包括琳达对他作品未被选中的解释，如作品结构和语法问题等，以及琳达给予他的鼓励，为他后续思想的转变做铺垫。
②由第二段首句内容“当他走出房间时，他的思想不再充满失望。”可知，第二段可描写杰克走出房间后的心理变化，他意识到写作不仅仅关乎天赋，还需要练习和完善，以及他对自己作品的新看法，即把未发表的作品看作是有潜力的初稿，还有他决定不放弃并努力提升自己作品质量的决心。
续写线索：
杰克敲门进入编辑办公室——与琳达交流，琳达指出作品问题并给予鼓励——杰克走出房间，思想转变，意识到写作需要练习和完善——不再把未发表的作品视为失败，将其看作有潜力的初稿——决定不放弃，努力提升作品质量。
词汇句式：
行为类：
①犹豫：hesitate/waver
②微笑：smile/beam
③翻阅：look through/flip through
情绪类：
①惊讶的：surprised/astonished
②决心：determination/resolution
高分句式：
①If you’re willing, we can work on it together. (运用了If引导的状语从句)
②The next time he submitted his work, it wouldn’t just be another entry. (运用了The next time引导的状语从句)
5.
Paragraph 1：
One Wednesday afternoon, I was cleaning up my classroom. I needed to get everything ready for the next day. Just as I was about to leave, a soft voice called into the empty classroom, “May I come in ” I looked up to see a girl standing in the doorway. It was Nicole. She stood there with her arms wrapped tightly around herself, as if she was trying to hold back her feelings. She looked up at me with a mixture of hope and sadness. Obviously, she was trying hard not to cry. “Nicole, what’s wrong ” I said gently, inviting her to come in.
Paragraph 2：
Nicole fell into my arms and began to sob. Tears streamed down her cheeks when I hugged her tightly. We sat down in the chairs, and she began to pour out her heart. She told me about the challenges she was facing — peer pressure, family issues, and the overwhelming stress of growing up. We talked, we shared, and we left that room to go our separate ways. But I learned something new that day. Sometimes it doesn’t take four hugs to survive. Sometimes, it just takes one.
本文以人物为线索展开。一天，好友赠作者一本充满励志故事的书，作者每晚睡前都会读一两个故事。受书中关于拥抱的启发，作者宣布每周三为“拥抱日”，鼓励学生互拥成长。孩子们积极参与，连内向的妮可也热情响应，拥抱对她意义非凡。
段落续写：
①由第一段句首内容“一个星期三的下午，我正在打扫教室。”可知，第一段可以描写作者在教室清理的具体行为，即将离开时听到妮可的声音，对妮可当时状态的进一步描述，包括她的动作、表情等细节，以及作者邀请她进来的举动。
②由第二段句首内容“妮可倒在我怀里，开始抽泣。”可知，第二段可以描写妮可投入作者怀抱哭泣时作者的反应，她倾诉自己面临的各种问题时的状态，二人交谈的具体内容，最后二人分开，以及作者从这件事中所获得的感悟，升华主题，强调拥抱和倾听的力量。
续写线索：
在教室清理——妮可出现——邀请妮可进来——妮可哭泣倾诉——交谈——获得感悟
词汇句式：
行为类：
①正要离开：be about to leave/be on the verge of leaving
②邀请：invite her to come in/ask her to come in
③拥抱：hug/embrace
情绪类：
①悲伤：sadness/sorrow/grief
②努力不哭：try hard not to cry/strive not to cry
高分句式：
①She stood there with her arms wrapped tightly around herself, as if she was trying to hold back her feelings. (运用了as if引导的方式状语从句)
②Tears streamed down her cheeks when I hugged her tightly. (运用了when引导的时间状语从句)