2026届高考英语二轮-读后续写 微技能之环境描写复习课件（全国通用）(共38张PPT)

(共38张PPT)
析·考情精解
01
构·知能架构
02
破·考点攻坚
03
真题动向 （2024 6月新高考全国Ⅰ卷）
必备知识 功能一：推动情节（制造压力、促成转变）
功能二：烘托心理（外化内心、反衬情绪）
关键能力 能力1 基础辨识—— 看懂环境在“做什么”（选择题）能力2 应用升级——让环境“动”起来（微写作）
能力3 综合创作——在情境中完整运用（续写片段）
命题预测 考向1 《火车站的老人口琴手》（新情境）
考向2 《皮划艇探险遇险记》（新情境）
考向3 《登山迷路遇险》（新情境）
剖析考情动向 精研考点分布
析·考情精解
part one
01
析·考情精解
命题轨迹透视 通过对近三年（2023-2025）高考英语读后续写真题的梳理，我们可以发现环境描写在高考读后续写中 “戏份”不多，但作用关键，其考查正从背景板转向催化剂。从真题中我们可以把环境描写分为三大类：
第一类：环境作为“核心叙事与抒情载体”（功能强度最高）
典型例题： 2024年6月新高考全国I卷（Gunter与出租车）
分析： 环境（cold, wet evening, thinning queue, rain-covered window）不再是背景，而是驱动情节、制造压力、凝结情感的主动力。它完美示范了如何让环境“活”起来参与故事。
第二类：环境作为“关键情节要素或情感催化剂”（功能性强）
典型例题：
2023年1月浙江卷（营救蜂鸟）： milking house, broken window。环境（废弃房屋、破窗）是引发整个事件的导火索和关键场景，没有它就没有故事。
2025年新高考全国I卷（兄弟与狗）： started to rain。下雨是推动情节转折的核心外部事件，迫使所有人进屋，将“狗能否进屋”的矛盾瞬间激化。
特点：环境是情节锁链中不可或缺的一环，直接改变人物处境，引发或激化核心冲突。
析·考情精解
命题轨迹透视 第三类：环境作为“背景或人物心境的模糊映衬”（功能性弱）
典型例题：
2023年6月新高考全国I卷（写作比赛）：全文无任何具体环境描写，故事完全发生在抽象的学校和家庭空间。
2024年1月浙江卷（Eva跑步）：操场、树荫、弯道仅是主角心理策略的分解目标，属于功能性地点，不承担渲染氛围或情绪的作用。
2025年1月浙江卷（少年凯文）：邻居家的房子是事件发生地，但未被赋予任何环境特征以烘托气氛。
2025年新高考全国II卷（名字“秋雨”）：教室是社交尴尬发生的场所，但环境本身是中性的。
特点：环境仅仅是事件发生的地点名称，是静态的、模糊的容器，不参与氛围营造或心理外化。
析·考情精解
考点频次总结 核心考查能力 2025年 2024年 2023年
问题解决与策略迁移 全国I卷：修复家庭矛盾，主动道歉并提出解决方案。 浙江1月卷：青少年如何通过调查求证，解决“见义勇为”后的道德疑虑。 新高考I卷：乘客通过“承诺-履约”的策略解决车费支付危机。 浙江1月卷：Eva将“目标分解法”从跑步迁移到解决校园迷路问题。 新高考I卷：通过“化难为易”的策略（选择有趣视角、反复修改）解决写作难题。
情感修复与关系重建 全国I卷（核心）：兄弟因宠物产生隔阂，需通过理解、道歉和行动修复亲情。
身份认同与文化沟通 全国II卷（核心）：从因名字发音尴尬而回避，到主动解释名字含义、传播文化，完成从“适应者”到“传播者”的身份转变。
析·考情精解
考点频次总结 核心考查能力 2025年 2024年 2023年
信任建立与善意回馈 新高考I卷（核心）：司机对陌生乘客的信任，以及乘客如期返回履行承诺，完成“善意接收-回馈”的闭环。 浙江1月卷（核心）：人与蜂鸟之间超越物种的信任与“感恩式”回馈。
心理突破与认知升级 浙江1月卷：通过具体方法克服对“长跑”和“复杂环境”的恐惧，实现自我认知的突破（“我能行”）。 新高考I卷：对写作从“恐惧痛苦”到“享受过程”的认知转变，发现自我潜能。
道德判断与求证精神 浙江1月卷（核心）：在“见义勇为”与“可能冤枉好人”之间产生道德焦虑，并通过实际行动（询问邻居、前往警局）寻求真相，体现理性与善良的结合。
成长领悟与价值升华 所有卷别：最终都导向积极的领悟，如亲情可贵、文化自信、善良需智慧等。 析·考情精解
2026命题
预测 高考不要求大段写景。它更倾向于考查你能否识别并利用原文给出的1-2个关键环境元素（如：雨、破窗、长队），并让它们在续写中发挥具体、关键的作用。
未来备考的重点不是学习如何描写“美丽的夕阳”，而是练习如何描写 “正在落山的夕阳如何让主角感到时间紧迫” 。即，让环境 “动”起来，并拥有明确的 “戏剧任务”（如：倒计时、制造障碍、烘托转变）。
构·知能架构
part two
02
搭建知识网络 整合能力体系
构·知能架构
高考续写环境描写核心
为情节与心理服务
一个核心技巧
让 “变化” 或 “产生影响”
让其与人物互动
两大核心功能
示例：制造压力/障碍
（如：“thinning queue”制造紧迫感）
示例：提供转机/促成决定
（如：一缕阳光带来希望）
“示例：外化内心
（如：“rain-covered window”映照温暖与模糊）
示例：反衬内心
（如：以明媚天气反衬失落心情）
三大核心原则
功能化
（有明确目的）
动态化
（参与情节进程）
最终目标
环境成为故事的有机部分
读者感受到氛围却不觉描写存在
功能一：
推动情节
动态化
（外化/反衬情绪）
功能二：
烘托心理
抓住 1-2 个原文元素做文章
破·考点攻坚
part three
03
破解考点规律 攻克解题难关
真题动向
1． （2024·6月新高考全国Ⅰ卷）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I met Gunter on a cold, wet and unforgettable evening in September. I had planned to fly to Vienna and take a bus to Prague for a conference. Due to a big storm, my flight had been delayed by an hour and a half. I touched down in Vienna just 30 minutes before the departure of the last bus to Prague. The moment I got off the plane, I ran like crazy through the airport building and jumped into the first taxi on the rank without a second thought.
That was when I met Gunter. I told him where I was going, but he said he hadn’t heard of the bus station. I thought my pronunciation was the problem, so I explained again more slowly, but he still looked confused. When I was about to give up, Gunter fished out his little phone and rang up a friend. After a heated discussion that lasted for what seemed like a century, Gunter put his phone down and started the car.
Finally, with just two minutes to spare we rolled into the bus station. Thankfully, there
was a long queue (队列) still waiting to board the bus. Gunter parked the taxi behind the
bus, turned around, and looked at me with a big smile on his face. “We made it,” he said.
真题动向
Just then I realised that I had zero cash in my wallet. I flashed him an apologetic smile as I pulled out my Portuguese bankcard. He tried it several times, but the card machine just did not play along. A feeling of helplessness washed over me as I saw the bus queue thinning out.
At this moment, Gunter pointed towards the waiting hall of the bus station. There, at the entrance, was a cash machine. I jumped out of the car, made a mad run for the machine, and popped my card in, only to read the message: “Out of order. Sorry.”
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: I ran back to Gunter and told him the bad news.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph 2: Four days later, when I was back in Vienna, I called Gunter as promised.
________________________________________________________________________________________________________________________________________________________________________________
真题动向
Paragraph 1:
I ran back to Gunter and told him the bad news. He just stared at me, bringing a warm flush to my face. But the thinning queue seemed to urge me, leaving no time to explain further. Suddenly, his warm hand reached out to mine. “Just go,” he said and flashed me a comforting smile. Warmth filling my heart like never before, I fished out my phone and said, “Please give me your phone number. I’ll pay you when I come back.” “OK,” he smiled. As I boarded the bus, I gave him a big huge wave
through the rain-covered window. (89词)
【参考范文】
真题动向
Paragraph 2:
Four days later, when I was back in Vienna, I called Gunter as promised. Before long, he drove up to me. “I didn’t think you would call,” he said with delight. I hugged him as if he were an old friend. As I handed him the fare, he refused. “It’s a pleasure to make friends with someone who keeps their promises,” he explained. We smiled at each other knowingly. From that day on, I made it a point to call Gunter and treat him to a meal whenever I came to Vienna, for he had restored my faith in
humanity. (86词)
【参考范文】
这篇续写的新颖之处在于，它完全跳脱了“为写景而写景”的模式，将环境彻底“道具化”和“心理化”。环境不再是舞台背景，而是直接登台参与表演的“配角”。
真题动向
新情境
旧考法：环境描写作为背景。
新考法（本题）：本题原文中，开篇 “cold, wet and unforgettable evening” “big storm”等描写，主要服务于情节推动——恶劣天气导致航班延误，制造紧张感。范文直接把环境描写和心理描写相结合。
新考法
在原文中，混乱的外部环境并非单纯的背景，而是主人公内心焦虑的反射。
新角度
真题动向
本篇范文最显著的特点是：它没有在续写部分增加任何关于天气、风暴、机场的新描写，而是精妙地重复并转化了开篇的原始环境元素，使其从“物理障碍”升华为“情感象征”。
1. 核心环境意象的闭环与升华：从“冷雨”到“雨窗”
原文起点： a cold, wet and unforgettable evening
范文终点： through the rain-covered window
分析：
开篇的“湿冷”（wet）是一个概括性的、令人不适的体感描述。而在范文结尾，“雨”再次出现，却化身为“覆盖着雨滴的车窗”（rain-covered window）。
功能转变： “雨”从一个制造麻烦的天气现象，变成了一个诗意的滤镜和情感的载体。它不再被“感受”，而是被“看见”，且是通过车内主人公的视角。
象征意义： 这面雨窗，物理上隔开了车内温暖的微观世界与外部潮湿的宏观世界；情感上，它却模糊了告别时可能有的尴尬或伤感，让那个“大大的挥手”（a big huge wave）动作变得朦胧而充满温情，强化了“虽在雨中，心却温暖”的对比意境。它完成了环境意象从开篇到结尾的叙事闭环和情感升华。
真题动向
2. 环境描写的“战略性缺席”：聚焦于人文微环境
在情节最紧张的部分（支付失败、巴士即将离开），范文完全摒弃了对车站、天气等大环境的描写。
聚焦点转移： 读者的注意力被完全引导至出租车这个 “人文微环境” 内部：
He just stared at me （他只是凝视着我）—— 视觉交流
his warm hand reached out to mine （他温暖的手伸向我）—— 触觉感受
flashed me a comforting smile （向我露出安慰的微笑）—— 面部表情
“Just go,” （走吧）—— 语言内容
分析：
这种“缺席”是刻意的。它表明，当人性光辉足够明亮时，足以驱散并让我们暂时忘却外部环境的阴暗。叙事的张力不再来源于“人 vs 自然”，而完全来源于“人与人之间的信任博弈”。Gunter的“温暖的手”（warm hand）直接构成了对开篇“寒冷夜晚”（cold evening）最有力的反驳——温暖并非来自天气，而是来自人心。
真题动向
3. 新环境的象征性引入：“维也纳”作为信任的坐标
在第二段，一个全新的“环境”被引入并赋予了情感意义：
原文中的维也纳： 一个因风暴和延误而令人焦虑的交通中转站。
范文中的维也纳： 一个因为一段友谊而值得特意返回、定期拜访的情感目的地。
分析：
whenever I came to Vienna（每当我来到维也纳）这句话，是全文环境意义最深刻的转变。维也纳的地理位置没变，但在主人公的心理地图上，它已被彻底重新标记。它从一个充满不确定性的“外部世界”的一部分，变成了一个储存着确定性温暖与信任的“心灵世界”的坐标。城市的物理环境，因一段人文关系而被赋予了全新的、私人的情感内涵。
总结：范文环境描写的三重境界
第一重：呼应闭环。 让核心环境意象（雨/湿冷）在结尾以 transformed（转换后）的形式回归，形成结构上的呼应和主题上的提纯。
第二重：以人代境。 在矛盾高潮时，让人物自身的动作、语言和神情构成故事的“新环境”，以此证明人性温暖可以创造出抵御外界风雨的“心理空间”。
第三重：意义重构。 通过故事的结局，彻底改变人物对某个物理地点（维也纳）的情感认知，从而揭示出最深层的主题：真正能定义和温暖我们世界的，不是气候与环境，而是我们在其中建立的关系与坚守的诚信。
这篇范文因此展示了极简却极有效的环境描写：不堆砌形容词，只用一两个精准的细节（rain-covered window）完成意象升华，其余全部交给人物和情感来驱动。这是一种非常成熟、自信的叙事笔法。
功能一：推动情节（制造压力、促成转变）
必备知识
核心功能 适用情境 例句
制造紧迫感 考试、比赛、赶时间 1. The clock on the wall was ticking loudly, reminding him that time was running out.（墙上的钟大声滴答作响，提醒他时间不多了。）
2. Seeing the line getting shorter and shorter, his anxiety grew.
（看着队伍越来越短，他的焦虑越来越强。）
制造障碍/困境 遇到困难、计划受阻 1. The rain was now so heavy that it was difficult to see the road ahead clearly.
（雨下得太大，很难看清前方的路。）
2. A sudden thick fog made it impossible to find the way.
（突然出现的浓雾让人无法找到路。）
提供转机/希望 绝处逢生、找到方法 1. Just then, the sun came out from behind the clouds, lighting up a path through the trees.（就在这时，太阳从云后出来，照亮了穿过树林的一条小路。）
2. He heard a faint sound in the distance — it was the sound of people talking!
（他听到远处微弱的声音——是有人说话的声音！）
功能二：烘托心理（外化内心、反衬情绪）
必备知识
核心功能 适用情境 例句
外化焦虑压力 紧张、不安、压力大 1. The only sound in the room was the nervous tapping of his pen on the desk.
（房间里唯一的声音是他钢笔在桌上紧张的敲击声。）
2. Looking out the window, the busy street and crowded people only made him feel more lost.（看向窗外，繁忙的街道和拥挤的人群只让他感觉更加迷茫。）
外化喜悦宁静 开心、释然、平静 1. A feeling of peace washed over him as he watched the gentle sunlight fill the room.（看着柔和的阳光洒满房间，一种平静的感觉淹没了他。）
2. Everything was quiet, but it was a good, comforting quiet.
（万籁俱寂，但这是一种美好、令人安心的寂静。）
反衬孤独失落 孤独、伤感、格格不入 1. From outside, he could hear the happy sounds of a party, which made him feel even more alone in his room.
（从外面，他能听到聚会的欢快声音，这让他在房间里感到更加孤独。）
2. It was a beautiful, sunny day, which felt almost wrong when his heart was so heavy.（那是个美好、晴朗的日子，这在他心情如此沉重时几乎感觉不对。）
关键能力
能力1 基础辨识—— 看懂环境在“做什么”（选择题）
情境1：The last rays of the sun were disappearing behind the hills, casting long, dark shadows across the empty playground. He knew he had to find his way home before it was completely dark.
问题：此处环境描写的主要作用是？
A. 单纯描述黄昏景色。
B. 为人物行动制造紧迫感和客观障碍。
C. 表达人物对校园的喜爱。
情境2：The whole classroom was buzzing with excited chatter about the upcoming holiday. Sarah sat quietly by the window, tracing the raindrops as they slid down the glass.
问题：此处环境描写的主要作用是？
A. 交代故事发生在雨天。
B. 表现 Sarah 善于观察。
C. 用热闹的环境反衬人物的孤独或安静心事。
B
C
关键能力
能力2 应用升级——让环境“动”起来（微写作）
题目1：推动情节（制造障碍/提供转机）
原句：雨下得很大。
情境：放学后，Jack没带伞，但必须赶到医院看望生病的奶奶。他站在教学楼门口。
你的任务：请续写1-2句话，通过描写“大雨”来制造困难或展现转机，推动情节。
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【参考范文】（制造障碍）：
The rain was so heavy that it looked like a thick grey curtain, completely hiding the bus stop across the street. He knew waiting was not an option, but rushing out meant getting soaked in seconds.
（雨下得太大，像一道厚厚的灰色帘子，完全遮住了街对面的公交站。他知道等待不是办法，但冲出去意味着几秒钟内就会湿透。）
关键能力
能力2 应用升级——让环境“动”起来（微写作）
题目2：烘托心理（外化或反衬情绪）
原句：阳光很好。
情境：Mary刚刚得知自己最要好的朋友即将转学去另一个城市。周末，她独自一人坐在公园的长椅上。
你的任务：请续写1-2句话，通过描写“阳光”来外化她的失落或反衬她的心情，烘托心理。
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【参考范文】（反衬情绪）：
The Saturday morning sun was warm and bright, making the whole park look cheerful. For Mary, however, the brightness felt hollow, only making the empty seat beside her seem more lonely.
（周六早晨的阳光温暖明媚，让整个公园看起来生机勃勃。然而对王梅来说，这明媚却显得空洞，只让她身旁空着的座位显得更加孤单。）
关键能力
能力3 综合创作——在情境中完整运用（续写片段）
情境：今天是Alex的十六岁生日。他的父母在外地忙于一个重要项目，朋友们也似乎都忘了这个日子。下午，他收到一条群发消息，提醒大家周末有场大型派对，但依然没人提起他的生日。傍晚，他独自一人骑着车，不知不觉来到了城市边缘一片安静的海滩。
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: Standing on the quiet beach, Alex felt the vast emptiness of the sea mirror his own disappointment.
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Paragraph 2: Curiosity pulled him forward.
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关键能力
【参考范文】
Paragraph 1:
Standing on the quiet beach, Alex felt the vast emptiness of the sea mirror his own disappointment. The setting sun, a furious orange ball, was being swallowed slowly by the dark line of the horizon, taking the last warmth of the day with it. He kicked off his shoes, letting the cold, wet sand squeeze between his toes. The rhythmic crash of the waves, which usually calmed him, now sounded like a lonely, repetitive sigh. He had imagined a day filled with laughter and surprises, but here he was,
alone with the fading light. Just as a deep sense of self-pity was
about to overwhelm him, something caught his eye further down
the beach — a faint, flickering light near a cluster of rocks.
关键能力
【参考范文】
Paragraph 2:
Curiosity pulled him forward. As he approached, the flickering resolved into the light of a few small candles stuck in the sand, surrounding a simple, sand-drawn birthday cake. Above it, drawn with a stick, were the words: “For the stranger who needs a celebration.” Alex stared, his throat tight. At that moment, a soft breeze came in from the sea, making the candle flames dance wildly but not go out, and it carried the salty, fresh smell of the night ocean. He looked around; the beach was still empty. Someone he would never meet had left this gift for no one, and for anyone. Slowly, a real smile
Spread across his face. He sat down in the sand beside the tiny
candles, their light now feeling like a companion. It wasn’t the
birthday he expected, but perhaps it was the one he needed.
命题预测
考向1《火车站的老人口琴手》
（2025·安徽省十校联考）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 train station was bustling (喧闹的) as I sat on a cold metal bench, watching the chaos (混乱) unfold around me. Travelers rushed by, each with their own destinations, their own stories. Yet I sat there, still and purposeless. My suitcase rested beside me, but unlike everyone else, I had no destination. I had left my hometown, tired of the never-ending routine, but the escape I had longed for brought no relief. Instead, it left me alone, separated from a world I once believed I understood. The noise, the people, the announcements - all of it seemed distant, as though I were watching life happen from behind a glass wall.
As I stared aimlessly, a wrinkled old man walked past me, pushing an overloaded cart of junk. He paused a few feet away, scanning the area, before sitting down cross-legged on the floor near me. His clothes were muddy, and his hands looked roughened by years of hard work. I watched as he reached into his
cart and pulled out a harmonica (口琴), pressing it to his lips. The first note was shaky, but
soon a simple, beautiful melody (旋律) filled the air. Strangely, the chaotic station grew
quieter, as though his music had worked magic.
命题预测
At first, I felt confused - why here, and why now But as I watched him play, I noticed something remarkable. His face lit up, not with joy exactly, but with a deep contentment that seemed out of place in his circumstances. People started slowing down to listen. A young girl tugged at her mother's coat, wanting to stay. A businessman, hurriedly checking his phone, paused to drop a coin in the old man’s hat. It struck me how a man with so little could share so much.
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。
With a hesitant step, I approached the old man, wanting to understand the source of his contentment.
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After hearing what he said, I felt a glimmer of hope as I reached for my own suitcase.
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考向1《火车站的老人口琴手》
关键能力
【参考范文】
With a hesitant step, I approached the old man, wanting to understand the source of his contentment. As I neared, his melody softened, and he looked up with a gentle smile. “Beautiful tune,” I said, unsure how to begin. He nodded, his hands resting on the harmonica. “Music doesn’t fix everything, but it reminds me there’s still beauty in the world,” he said. I hesitated, then shared my struggle - the feeling of being lost, the weight of purposelessness. “Life isn’t about having all the answers,” he added.
“It’s about finding meaning, even in the little things. That’s what keeps
me going. ”
关键能力
【参考范文】
After hearing what he said, I felt a glimmer of hope as I reached for my own suitcase. The old man’s words stayed with me, urging me to stop running and start creating purpose. Dropping a coin in his hat, I thanked him - not just for the music, but for the wisdom. As I boarded the train, the station no longer felt chaotic but alive with possibilities. This time I was resolved to push forward. The uncertainty ahead no longer frightened me. Instead, it felt like a blank canvas waiting to
be painted, a melody waiting to be played.
命题预测
考向2《皮划艇探险遇险记》
（2026·湖北武汉开学考）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。
Sean Royston, and his long-time friend, Tolin Annis had a tradition to head out for an expedition every other year. In 2016, they decided to kayak (划皮艇) the Rocks National Lakeshore, a challenging route on Lake Superior.
On September 13, they loaded up on food and camping devices, climbed into their kayaks, and pushed off from a beach near the national park’s headquarters. They planned to return in a week. They moved through small waves and headed northeast. Soon the lakeshore’s trademark cliffs (悬崖) began to rise on their right. Away from the shore, the head wind grew to the forecasted 10 knots — and kept rising. Still, they never considered turning around.
They had been rowing maybe 90 minutes when, quite suddenly, the waves grew to two metres and steepened. The wind rose to an intense 20 knots, putting them in danger of flipping over. “It went bad fast!” shouted Tolin, who was in the lead about 20 metres ahead of Sean. Meanwhile, the wind pushed them closer to the cliff, where the waves became even steeper and rolled them into the water.
命题预测
考向2《皮划艇探险遇险记》
Sean managed to get back to kayak, holding onto it for stability, and then paddled using his free hand. But he couldn’t make any progress against the strong wind. “My arms are giving out.” Sean thought to himself, “I gotta call now.” Using a VHF radio clipped to his life jacket, Sean called: “Mayday, two kayakers stuck.” But the tall cliffs blocked the signal from reaching anyone. When he raised his head, his friend had disappeared from sight. The man yelled to his friend at the top of his lungs, but there’s no reply.
Sean struggled until the waves finally pushed him away from the shoreline and farther out in the lake. Exhausted, he floated on his back and considered his options. Sean decided to turn downwind, towards the beach where they had launched that morning. It was 5 kilometers away. “I’m a swimmer.” Sean talked himself up and started kicking.
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。
Luckily, after about three hours, Sean saw the beach within reach.
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The rescue team headed out immediately for Tolin
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关键能力
【参考范文】
Luckily, after about three hours, Sean saw the beach within reach. With his last strength, he pulled and kicked against the crashing waves, his lungs burning and limbs numb. Collapsing onto the sand, he gasped for air, but he knew the clock was ticking. “I must hurry up to save Tolin!” he muttered. Dragging his trembling feet, he headed toward the park headquarters, shouting, “One man is drowning along the
cliff! Help!” Rangers heard him and rushed him inside for treatment,
calling for the rescue team at the same time.
关键能力
【参考范文】
The rescue team headed out immediately for Tolin. A helicopter soared over the cliffs, its spotlight piercing through the rain. Suddenly, a faint whistle echoed — Tolin hung on to a rock, waving his arm. A rescuer on the rope approached him carefully, and then pulled him up aboard, wrapping him in a blanket. Minutes later, they took Tolin back to the headquarters to reunite with his friend. Sean held Tolin tight, tears streaming down his face. “Thank goodness you’ re fine,” Sean said, gripping
his friend’s shoulders. Tolin nodded, “Your bravery and determination
saved us.”
命题预测
考向3《登山迷路遇险》
（2025·浙江杭州期末）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 early autumn when the school organized a weekend camping trip to a nearby mountain forest. The air was crisp, the leaves were turning golden, and the students were buzzing with excitement. After weeks of studying and exams, everyone welcomed the chance to enjoy nature and relax outdoors.
Among the students were four close friends: Leo, Eric, Jason, and Alice. Though their personalities were quite different, they made a great team. Alice, the only girl in the group, was smart and well- prepared. She had brought along a compass, a map, and even a first-aid kit.
After arriving at the campsite, the students pitched their tents, gathered firewood, and helped prepare a simple meal. The campsite was surrounded by tall pine trees, and in the distance, a mountain stream could be heard. The teachers reminded everyone to stay within the marked area and never go off-trail alone.
After lunch, the students were allowed to explore in small groups. Leo's group decided to follow a trail leading up a hill. According to Alice, there was a small lookout point that offered a beautiful view of the valley.
As they walked, Jason kept running ahead, calling the others to hurry. "Let's see what's up there!" he shouted. Alice followed closely behind, holding the map. Leo walked at a steady pace, checking that no one fell behind. Eric lagged at the end, clearly nervous about being so deep in the forest.
命题预测
考向3《登山迷路遇险》
The path became narrower as they climbed. Birds chirped in the trees, and dry leaves crunched under their shoes. The sunlight filtered through the branches above, casting dancing shadows on the ground. After about an hour, they reached the edge of a rocky area covered in leaves. The trail began to twist more than expected, and many landmarks they passed didn’t match what was on the map.
“I think the viewpoint is just beyond this slope (斜坡),”Jason said, pointing excitedly.
Leo looked uncertain. “Let’s be careful. It looks slippery.”
But before anyone could stop him, Jason had already climbed ahead.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题纸的相应位置作答。
Just as he reached the top of the slope, his foot slipped.
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With the first aid finished, they realized a new challenge: how to get back.
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关键能力
【参考范文】
Just as he reached the top of the slope, his foot slipped. He lost his balance and tumbled down with a cry. The others rushed forward and found him lying on the ground, holding his ankle. Leo quickly knelt beside him and checked the injury. It was already starting to swell. Alice pulled out her first aid kit and wrapped the ankle firmly with a bandage. “Your ankle’s sprained. It doesn’t seem broken, but you really shouldn’t walk on it,” she said gently. Eric was watching
all of this nervously. “Don’t worry”, Leo said, offering
a reassuring smile. “Everything will be fine!”
关键能力
【参考范文】
With the first aid finished, they realized a new challenge: how to get back. They had to find the way back. The trees all looked the same, and the map no longer matched the surroundings. Alice studied the compass and listened carefully. “I can hear a stream,” she said. “If we follow it downhill, we might rejoin the main trail.” With Leo supporting Jason and Eric carrying the bag, they moved slowly. After about half an hour, the trees opened up—they saw tents in the distance. Back at camp, the teachers, who had been concerned about their safety, praised their
calmness and teamwork. The event taught them that true
adventure lies not only in the journey but in how they face
the unexpected - together.