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江蘇省蘇州市2024-2025學年第一學期學業質量陽光指標調研高三英語試題
第二節 (滿分 25 分)閱讀下面材料,根據其內容和所給段落開頭語續寫兩段, 使之構成一篇完整的短文。
My birth was a little more dramatic than the standard way a baby enters the world. Within minutes of coming out, doctors gave my parents the difficult news: I was born missing my left hand.
Indeed, that announcement of my limb difference might have been a disaster if it hadn’t been for what happened next. I’m told that a nurse placed me m my mother’s arms and instructed: “You will take her home. You will love her. you will raise her like you would any child. You will treat her as normal”
My parents took that instruction seriously, I played sport, acted in theatre, excelled in school, participated in student government and had playdates. while I did set some stares and ‘polite’ questions about my disability, I am lucky because I wasn’t made fun of for my limb difference.
As kids do, I learned to adapt. One of earliest memories is my father trying to teach me to tie my shoes. I gently pushed him out of the way because his two-handed method wouldn’t work for me, and I figured out a way to do it with one hand.
Not every challenge was that simple, however. Because my parents were trying so hard to make me feel ‘normal’, that also meant I didn’t really have space to talk about my limb difference---- and it was different. No matter how hard we tried, other kids had two hands and I had only one.
The fact that I was different hit me hard my first day of high school. I was 13, an age when kids are already very self-conscious. I remember getting on the bus and one of the other kids stared just a little too long at my left arm. The staring upset me in a way it never had before, and I felt a sudden urge to hide my hand, so I immediately slipped it into my pocket.
注意:1.續寫詞數應為 150 詞左右;2.請按如下格式在答題卡的相應位置作答。
Paragraph 1: I spent the next two decades keeping my limb difference hidden at all times.
Paragraph 2: The journey of hiding to unhiding is hard, but the efforts were rewarding.
江蘇省蘇州市2024-2025學年第一學期學業質量陽光指標調研高三英語試題
第二節 (滿分 25 分)閱讀下面材料,根據其內容和所給段落開頭語續寫兩段, 使之構成一篇完整的短文。
My birth was a little more dramatic than the standard way a baby enters the world(定從). Within minutes of coming out(介短作狀語), doctors gave my parents the difficult news: I was born missing my left hand(非謂語動詞短語做伴隨動作).
Indeed, that announcement of my limb difference might have been a disaster if it hadn’t been for what happened next(賓從). I’m told that a nurse placed me in my mother’s arms and instructed: “You will take her home. You will love her. You will raise her like you would any child. You will treat her as normal”
My parents took that instruction seriously. I played sport, acted in theatre, excelled in school, participated in student government and had playdates. While I did set some stares and ‘polite’ questions(強調句) about my disability(狀從), I am lucky because I wasn’t made fun of for my limb difference(狀從).
As kids do(非限制定語從句), I learned to adapt. One of earliest memories is my father trying to teach me to tie my shoes(非謂語動詞短語做伴隨動作). I gently pushed him out of the way because his two-handed method wouldn’t work for me(狀從), and I figured out a way to do it with one hand.
Not every challenge was that simple, however. Because my parents were trying so hard to make me feel ‘normal’(狀從), that also meant I didn’t really have space to talk about my limb difference(賓從)---- and it was different. No matter how hard we tried(狀從), other kids had two hands and I had only one.
The fact that I was different(定從) hit me hard my first day of high school. I was 13, an age when kids are already very self-conscious(定從). I remember getting on the bus and one of the other kids stared just a little too long at my left arm. The staring upset me in a way it never had before,(定從) and I felt a sudden urge to hide my hand, so I immediately slipped it into my pocket.
注意:1.續寫詞數應為 150 詞左右;2.請按如下格式在答題卡的相應位置作答。
Paragraph 1: I spent the next two decades keeping my limb difference hidden at all times.
Paragraph 2: The journey of hiding to unhiding is hard, but the efforts were rewarding.
高考英語讀后續寫分析
分析角度 內容 原文反應句
人物刻畫 作者在描述父母的態度和行動時展示了父母的支持和愛，同時也揭示了作者在成長過程中內心的掙扎與變化。 "My parents took that instruction seriously" "I gently pushed him out of the way because his two-handed method wouldn’t work for me."
情感層次 文章從作者的出生開始，描述了自我接受與社會接納的過程。從一開始的無知無畏到高中的困擾，再到后來的掙扎與改變，情感起伏較大。 "The fact that I was different hit me hard my first day of high school."
關鍵情節點 文章的轉折點是高中的那次自我意識覺醒，作者開始感受到自己與他人的不同，并產生了內心的沖突與不安。 "I felt a sudden urge to hide my hand"
語言特色 使用了一些對比與排比手法，如“you will... you will...”來強化父母的承諾。同時，文章中有大量的心理描寫，特別是作者內心的變化和掙扎。 "I felt a sudden urge to hide my hand" "The staring upset me in a way it never had before"
關鍵詞分析 關鍵字包括“limb difference”（肢體差異）、“normal”（正常）、“hidden”（隱藏）和“unhiding”（揭示），這些關鍵詞貫穿全文，突出了作者的自我接納過程。 "limb difference", "normal", "hidden", "unhiding"
心理描寫 文章重點描寫了作者從不自覺的接受自己到高中的焦慮、困惑，以及隱瞞自我的心路歷程，突出成長過程中的心理波動。 "I felt a sudden urge to hide my hand" "I spent the next two decades keeping my limb difference hidden at all times."
動作描寫 動作描寫包括作者如何適應不同環境，尤其是學習如何與單手生活，如父親教她綁鞋帶的場景，以及作者在公交車上快速隱藏手的反應。 "I gently pushed him out of the way" "I immediately slipped it into my pocket."
環境描寫 文章通過簡單的背景設定，例如“my first day of high school”與“getting on the bus”，襯托出作者情感的變化以及環境對其的影響。 "I remember getting on the bus" "The staring upset me in a way it never had before"
隱含主題 主題涉及接納自我，勇敢面對與眾不同的挑戰，和追求真正的自我表達。 "You will treat her as normal"
情感轉折 由最初的無憂無慮到高中的自我覺醒，再到隱藏肢體差異的經歷，情感轉折較為明顯，尤其是作者在成長過程中對自我形象的不同理解。 "The staring upset me in a way it never had before"
空間轉換 從家庭到學校的過渡，尤其是“getting on the bus”這一點，展示了作者在不同空間中面對不同人群的壓力與焦慮。 "I remember getting on the bus"
時間過渡 通過“my first day of high school”和“the next two decades”展現時間的推移，突出了作者在不同階段的心境變化。 "I spent the next two decades keeping my limb difference hidden at all times."
Story Mountain 思維導圖
引入：介紹我的出生和我的殘疾情況；設置背景信息；家長的反應和建議，對我的關懷；
上升動作：我的童年情況關于玩伴，運動等的描寫；以及我與別人不同之處的痛苦與家人的關愛和包容作對比；
高潮：我第一天去上高中，深深的意識到了自己與比人的不同點；
下落：由于情感上的受挫感，我下意識藏起來我的手；
結尾：情緒的突破和轉變，開始思維變化，從隱藏到接受自己的不同，實現自我接納；
續寫思路分析
續寫的構思與布局：
承接原文：續寫時需要保持作者內心的沖突感，突出從隱藏到“揭示”的過程，情感上從壓抑到釋放，再到自我接納。可設置一個內心轉折，講述通過逐漸的勇氣和支持（來自他人或自我）走出隱藏的陰影。
提煉框架：
第一段（隱藏階段的持續）：
強調作者如何在成長過程中持續隱藏自我，面對社會壓力和自我認知的矛盾。
第二段（從隱藏到揭示的變化）：
通過某個契機（例如重要的支持或個人突破），逐步理解并接納自我，形成更積極的心態。
注意承接原文的事項：
語言要保持自然流暢，與原文的情感基調一致，避免過于生硬的情節轉折。
繼續保持自我覺醒的主題，探討成長中的自我接納過程。
巧妙設計續寫內容：
續寫可以涉及一些關鍵事件（例如：朋友的支持、對他人眼光的改變），展現情感的逐步釋放和接納。
運用隱喻或比喻來強調作者情感的變化，使其更具感染力。
動作、心理與環境描寫推薦例句
動作描寫：
I took a deep breath, then slowly began to lift my hand from my pocket.
As I stood in front of the mirror, I hesitated before taking the first step toward acceptance.
With trembling hands, I reached for the sleeve and pushed it up just a little.
My heart raced as I looked around the room, noticing every glance, every stare.
I quickly tucked my hand behind my back and tried to act normal.
I ran my fingers along my sleeve, silently wishing I could hide the truth.
The seconds felt like hours as I faced the person staring at me.
I opened the door to the classroom, hoping no one would notice.
心理描寫：
A wave of panic surged through me, my chest tightening as I realized the truth.
For the first time, I didn’t feel the need to hide, but to be seen.
I could feel the tension rising inside me, as if everyone was silently judging me.
I wanted to scream, but instead, I stayed silent, hoping the moment would pass.
The thought of others noticing made me freeze in place, my mind racing for a solution.
My heart sank as I realized the reality of the situation: I was different.
I found myself questioning my worth in those fleeting seconds.
A sense of relief washed over me as I started to feel free from the burden.
環境描寫：
The room was silent, save for the occasional shuffle of feet.
The sunlight streamed through the window, casting a warm glow across the room.
The classroom buzzed with the hum of conversation, yet I felt isolated in the crowd.
The street was busy, but everything around me seemed to blur as I focused on my hand.
The cold wind bit at my skin as I walked home, my thoughts heavy with doubt.
The cafeteria felt like a different world—loud, chaotic, and yet, strangely empty.
The hallway echoed with laughter, but it felt distant, as if coming from another time.
The mirror reflected not just my face, but the quiet struggle behind my eyes.
高中語法現象分析
語法現象 例句 搭配及近義詞
虛擬語氣 (If only, I wish) "I wish I could be more open about my differences." "If only I had known earlier." "I wish I could change."
情態動詞 (might, could) "I could feel the stares, even if they weren’t spoken." "I might be overthinking this."
現在完成時 (have/has + V3) "I have always tried to be normal." "I’ve never let it show before."
過去進行時 (was/were + V-ing) "I was hiding my hand throughout the whole event." "I was trying to act calm."
倒裝句 (Had I known) "Had I known the consequences, I might have acted differently." "Had I been stronger, things would have been different."
Possible Answers
Version 1：
Paragraph 1: I spent the next two decades keeping my limb difference hidden at all times. During this period, I tried to blend in, wearing(非謂語動詞做伴隨動作) clothes that concealed my left arm(定從) and avoiding activities that required the use of both hands(定從). My friends were unaware of my struggle, and I never allowed myself to show vulnerability. At times, I even felt like I was living a double life(賓從), with a persona that others saw, and the real me that I kept locked away(心理描寫 非常棒！). Despite feeling like an outsider(狀語), I convinced myself that hiding was the only way to be accepted(賓從). My parents never forced me to embrace my difference, but their well-meaning silence made me feel isolated. Still, I pressed on, determined to survive(adj做主語補語).
Paragraph 2: The journey of hiding to unhiding is hard, but the efforts were rewarding. One day, I decided to take a bold step forward. I wore a short-sleeved shirt to a family gathering, knowing that my arm would be visible to everyone(賓從). At first, I felt a wave of panic, but my mother’s warm smile and my father's proud nod gave me the courage to keep my arm uncovered.(環境描寫) Surprisingly, no one stared or commented. I realized then that my fear was far worse than the reality(賓從). From that moment on, I began to embrace my limb difference, not as a flaw, but as a part of who I was(并列+賓從). It was a long and difficult process, but I finally stopped hiding, and for the first time, I felt free(遞進句式).
Version 2：
Paragraph 1: I spent the next two decades keeping my limb difference hidden at all times. This constant concealment weighed heavily on me(客觀的心理描寫), and as I grew older(狀從), I began to feel the toll it was taking on my mental health(定從). I felt disconnected from others, as though there was a barrier between me and the world(心理描寫). I avoided social situations that could expose me(定從), always choosing the shadows over the spotlight(非謂語動詞做伴隨動作). Although I succeeded in keeping my difference a secret(狀從), I couldn’t escape the feeling that I was betraying myself(賓從). At times, I envied those(心理描寫) who had no reason to hide anything(定從). The longer I kept my secret, the more it seemed to consume me(the more ... the more 句式；情緒描寫).
Paragraph 2: The journey of hiding to unhiding is hard, but the efforts were rewarding. One summer afternoon, I was at a park when a child approached me and asked(狀從) why I only had one hand(賓從). For a moment, I was paralyzed by the question(環境描寫體現心情), but then I found myself telling the truth. “I was born this way,” I said, with a surprising sense of relief(介短狀語). The child simply nodded and smiled, unbothered(adj做補語). In that instant, I realized that people’s acceptance often comes from their ability to understand(賓從). From that day on, I made a conscious effort to live openly, shedding the weight of shame and embracing the uniqueness of my life.(非謂語動詞做伴隨動作及感悟描寫)
Version 3：
Paragraph 1: I spent the next two decades keeping my limb difference hidden at all times. I became adept at avoiding situations where my condition might be noticed(定從), from swimming in the summer to playing certain sports. At school, I wore long sleeves even in the heat, always cautious about what I revealed(賓從)(adj做主語補語). My self-consciousness grew(情緒描寫) as I entered high school(狀從)(與原文的銜接), where I began to feel increasingly different from my peers(定從). I noticed how others would glance at my arm(賓從), even when I tried to keep it hidden(狀從). Their looks, though often fleeting, made me feel like an outsider. The fear of judgment became my constant companion, and I found myself withdrawing into a shell of self-protection(心理描寫).
Paragraph 2: The journey of hiding to unhiding is hard, but the efforts were rewarding. Eventually, during a class discussion about differences, I decided to speak up about my limb difference. I shared my experiences of hiding it and how it had shaped my life(賓從). The room fell silent(環境描寫) as I spoke(狀從), but by the end, I noticed a shift in the atmosphere. My classmates offered kind words of support, and for the first time, I felt truly seen. It was a powerful moment, and I realized that being honest about myself could foster connection, not rejection(賓從). Slowly, I began to share more about my story, and with each telling(介詞短語做時間狀語), the weight of shame lifted(心理描寫).
高中語法加分點分析：
虛擬語氣：用于表達對過去或未實現的事情的假設或愿望。
例句：“If I had known that people wouldn’t judge me, I would have stopped hiding years ago.”
近義詞：wish, if only。
替換詞：had I known, I regret that。
倒裝句：通過強調語氣，提升文章的表現力。
例句：“Never had I felt more exposed than when I took my arm out of my pocket.”
近義詞：I had never felt so exposed。
現在完成時：表示過去的行為對現在的影響，強化了隱含主題——成長和改變。
例句：“I have always hidden my limb difference, but today, I chose to be open about it.”
替換詞：I’ve always, I’ve never。
過去完成時：表示過去的動作發生在另一個過去的動作之前，用來說明一系列動作的時間順序。
例句：“By the time I was in high school, I had already spent years hiding my limb difference.”
替換詞：had been hiding。
情態動詞：如could, might, would，用來表達能力、可能性、請求或假設。
例句：“I could not imagine a day where I could live openly.”
替換詞：would, might。
情緒描寫亮點詞匯短語：
緊張焦慮：heart raced, palms sweaty, nervous energy, felt paralyzed。
例句：“I felt a wave of panic wash over me as I stepped into the room.”
羞恥感：felt ashamed, burden of shame, self-conscious, hide in the shadows。例句：“I always felt ashamed of my arm, as though it was a flaw I couldn’t hide.”
釋放與接納：relief flooded through me, for the first time, embraced who I am, let go of my fears。
例句：“When I finally shared my story, a sense of relief flooded through me.”
孤獨感：isolated, hidden away, felt different, alone in a crowd。
例句：“I often felt isolated, as though I was living a life nobody else could understand.”
常見單詞高級替換：
原詞 高級替換詞 場景
happy joyful, elated, ecstatic 表達喜悅與滿足的情境
sad sorrowful, melancholic, heartbroken 表達悲傷情緒
scared frightened, terrified, anxious 表達恐懼與焦慮
angry furious, irate, livid 表達憤怒與生氣
confused bewildered, perplexed, disoriented 表達困惑與迷茫
讀后續寫官方
I spent the next two decades keeping my limb difference hidden at all times. I’d keep my hand in my pocket(銜接), cover it with extra-long sleeves or tuck it behind bags or underneath jackets(動作串). In my mind, I had decided that my missing hand made me extremely ugly and that if people knew about it(狀從) they would not want to be around me anymore(賓從). I internalised this self-loathing, and it only strengthened over the years.(心理描寫) When I finally realized I was not thriving(賓從)(狀從), I was determined to stop it.
The journey of hiding to unhiding was hard, but the efforts were rewarding. I learned that being comfortable with myself made other people more comfortable as well(賓從). Talking about my struggles(非謂語動詞做主語) gave them permission to talk about theirs as well, and I was able to bond on a deeper level with a much larger group of people. For 25 years, I’ve worked in non-profit organisations working with young people(非謂語動詞短語做伴隨動作). Accepting my disability(非謂語動詞短語做主語) has sparked a passion in me to educate others about disability as part of diversity, through public speaking and writing(變化的描寫).
第二節 (滿分 25 分)閱讀下面材料,根據其內容和所給段落開頭語續寫兩段, 使之構成一篇完整的短文。
My birth was a little more dramatic than the standard way a baby enters the world. Within minutes of coming out, doctors gave my parents the difficult news: I was born missing my left hand.
Indeed, that announcement of my limb difference might have been a disaster if it hadn’t been for what happened next. I’m told that a nurse placed me m my mother’s arms and instructed: “You will take her home. You will love her. you will raise her like you would any child. You will treat her as normal”
My parents took that instruction seriously, I played sport, acted in theatre, excelled in school, participated in student government and had playdates. while I did set some stares and ‘polite’ questions about my disability, I am lucky because I wasn’t made fun of for my limb difference.
As kids do, I learned to adapt. One of earliest memories is my father trying to teach me to tie my shoes. I gently pushed him out of the way because his two-handed method wouldn’t work for me, and I figured out a way to do it with one hand.
Not every challenge was that simple, however. Because my parents were trying so hard to make me feel ‘normal’, that also meant I didn’t really have space to talk about my limb difference---- and it was different. No matter how hard we tried, other kids had two hands and I had only one.
The fact that I was different hit me hard my first day of high school. I was 13, an age when kids are already very self-conscious. I remember getting on the bus and one of the other kids stared just a little too long at my left arm. The staring upset me in a way it never had before, and I felt a sudden urge to hide my hand, so I immediately slipped it into my pocket.
注意:1.續寫詞數應為 150 詞左右;2.請按如下格式在答題卡的相應位置作答。 Paragraph 1: I spent the next two decades keeping my limb difference hidden at all times.
Paragraph 2: The journey of hiding to unhiding is hard, but the efforts were rewarding.

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