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江蘇省南通如皋市2024-2025 學年度高二年級第一學期期末教學質量調研英語試題
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。
When Clara Temple was in first grade, about six years ago, her daily routine involved carrying a homemade meal, packed with love by her mother, to school in her beloved lunchbox. It filled her with a sense of comfort and belonging. Her teacher, Mrs. Thompson, often admired Clara’s lunchbox and praised her mother's cooking skills, making Clara feel loved and special But one day, a mix-up occurred. Clara had to get a hot lunch from the cafeteria instead. So, with a mixture of curiosity and anxiety, Clara stood in front of the school cafeteria’s bustling line, ready to order a hot lunch for the first time in her life.
Mrs. Thompson had noticed Clara’s absence from the classroom during lunchtime and, concerned, decided to check on her. She walked down the hallway until she reached the cafeteria. As she entered, she saw the cafeteria buzz with activity as students eagerly lined up. each one tapping their student ID numbers into a keypad quickly, Clara, on the other hand, felt like a fish out of water. Because it was her first time to order the school lunch, she didn’t know her student ID. Her heart raced as she inched closer to the front of the line. the weight of unfamiliarity pressing down on her.
“When it came time to type in my number,” Clara, now 12. recalled with a hint of embarrassment in her voice, “I completely froze. I felt like everyone was watching me. The kids behind me started to get impatient, whispering things like, ‘Come on, keep moving, what are you doing ’ Their words cut me through like knives, and before I knew it, I couldn’t hold back the tears anymore.”
The worker at the register noticed Clara and tried to help. She leaned over the counter, and her voice soft as she asked Clara for her student ID number, But Clara’s tears were too overwhelming; she couldn't utter a single word. She collapsed to the floor, her tears streaming down her face.
注意:
1. 續寫詞數應為 150個左右;
2. 請按如下格式在答題卡的相應位置作答。
At this critical moment, her teacher stepped in
Then the worker handed her a delicious hot lunch.
江蘇省南通如皋市2024-2025 學年度高二年級第一學期期末教學質量調研英語試題
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。
When Clara Temple was in first grade(狀從), about six years ago, her daily routine involved carrying a homemade meal, packed with love by her mother(過去分詞短語后置定語), to school in her beloved lunchbox. It filled her with a sense of comfort and belonging(心理描寫). Her teacher, Mrs. Thompson, often admired Clara’s lunchbox and praised her mother's cooking skills, making(現在分詞短語做伴隨動作) Clara feel loved and special(非謂語todo補語). But one day, a mix-up occurred(轉折). Clara had to get a hot lunch from the cafeteria instead. So, with a mixture of curiosity and anxiety(介詞短語做伴隨狀語), Clara stood in front of the school cafeteria’s bustling line, ready to order a hot lunch for the first time in her life(adj短語做補語).
Mrs. Thompson had noticed Clara’s absence from the classroom during lunchtime and, concerned(adj做補語或狀語), decided to check on her. She walked down the hallway until she reached the cafeteria(狀從). As she entered(狀從), she saw the cafeteria buzz with activity as students eagerly lined up(狀從), each one tapping their student ID numbers into a keypad quickly(獨立主格), Clara, on the other hand, felt like a fish out of water(心理描寫不自在). Because it was her first time to order the school lunch(狀從), she didn’t know her student ID. Her heart raced as she inched closer to the front of the line(心理描寫，動作描寫), the weight of unfamiliarity pressing down on her(獨立主格，心理描寫).
“When it came time to type in my number(狀從),” Clara, now 12,recalled with a hint of embarrassment in her voice(介短方式狀語), “I completely froze(動作心理描寫). I felt like everyone was watching me(賓從). The kids behind me started to get impatient, whispering(現在分詞做伴隨動作) things like, ‘Come on, keep moving, what are you doing ’ Their words cut me through like knives(心理描寫，傷心), and before I knew it, I couldn’t hold back the tears anymore(心理描寫，無法控制眼淚).”
The worker at the register noticed Clara and tried to help. She leaned over the counter, and her voice soft(獨立主格) as she asked Clara for her student ID number(狀從). But Clara’s tears were too overwhelming(眼淚動作描寫); she couldn't utter a single word(動作心理描寫). She collapsed to the floor(動作描寫，collapse很亮), her tears streaming down her face(獨立主格).
注意:
1. 續寫詞數應為 150個左右;
2. 請按如下格式在答題卡的相應位置作答。
Paragraph 1: At this critical moment, her teacher stepped in
Paragraph 2: Then the worker handed her a delicious hot lunch.
1. 文章分類與續寫思路分析
文章類型：情感類讀后續寫
續寫思路：
構思：續寫應圍繞Clara的情感變化展開，重點描寫她在老師幫助下的心理轉變，以及她如何從尷尬和焦慮中恢復過來，最終感受到溫暖和歸屬感。
布局：第一段描寫老師如何幫助Clara，第二段描寫Clara如何從這次經歷中獲得成長和自信。
提煉框架：情感轉折（從焦慮到安心）、人物互動（老師與Clara）、環境描寫（食堂的氛圍）。
實施：通過細膩的心理描寫和動作描寫，展現Clara的情感變化。
承接原文：注意Clara的焦慮情緒、老師的關心、食堂的環境氛圍。
巧妙設計：通過老師的溫暖舉動和Clara的心理變化，突出主題“愛與歸屬感”。
2. 故事山模式與原文分析
分析角度 內容 原文反應句
人物刻畫 Clara是一個敏感、內向的孩子，老師Mrs. Thompson關心學生。 “Clara felt like a fish out of water.” “Mrs. Thompson had noticed Clara’s absence.”
情感層次 Clara從焦慮到崩潰，再到感受到溫暖。 “Her heart raced as she inched closer to the front of the line.” “She couldn't hold back the tears anymore.”
關鍵情節點 Clara忘記學生ID號，導致情緒崩潰；老師出現幫助她。 “I completely froze.” “Mrs. Thompson stepped in.”
語言特色 語言細膩，注重心理描寫和環境描寫。 “The weight of unfamiliarity pressing down on her.”
關鍵詞分析 焦慮（anxiety）、歸屬感（belonging）、溫暖（warmth）。 “a mixture of curiosity and anxiety” “filled her with a sense of comfort”
心理描寫 Clara的內心活動豐富，從好奇到焦慮再到崩潰。 “I felt like everyone was watching me.” “Her tears were too overwhelming.”
動作描寫 Clara的動作描寫細致，如“inched closer”“collapsed to the floor”。 “She collapsed to the floor, her tears streaming down her face.”
環境描寫 食堂的繁忙氛圍，學生的急躁情緒。 “The cafeteria buzz with activity as students eagerly lined up.”
隱含主題 愛與歸屬感，陌生環境中的成長。 “It filled her with a sense of comfort and belonging.”
情感轉折 從焦慮到崩潰，再到感受到老師的溫暖。 “She couldn't hold back the tears anymore.” “Mrs. Thompson stepped in.”
空間轉換 從教室到食堂，再到Clara的內心世界。 “Mrs. Thompson walked down the hallway until she reached the cafeteria.”
時間過渡 從Clara的回憶過渡到現實場景。 “Clara, now 12, recalled with a hint of embarrassment in her voice.”
伏筆與沖突點：
伏筆：Clara第一次在食堂吃飯，不熟悉流程。
沖突點：Clara忘記學生ID號，導致情緒崩潰。
隱含線索：老師的關心和Clara對歸屬感的渴望。
解決方案：老師及時出現，幫助Clara解決問題。
3. 續寫語料推薦
動作描寫例句：
She gently patted Clara on the back, offering a reassuring smile.
Clara’s hands trembled as she tried to type in the numbers.
The worker leaned over the counter, her voice soft and calming.
Clara wiped her tears with the back of her hand, trying to compose herself.
Mrs. Thompson knelt down beside Clara, her eyes filled with concern.
Clara took a deep breath, her shoulders relaxing slightly.
The worker handed her a tray, the aroma of food filling the air.
Clara’s footsteps echoed softly as she walked back to her seat.
心理描寫例句：
A wave of relief washed over her as she realized she wasn’t alone.
Clara’s mind raced, filled with thoughts of embarrassment and fear.
She felt a glimmer of hope as Mrs. Thompson approached her.
The weight of her anxiety slowly lifted, replaced by a sense of calm.
Clara’s heart swelled with gratitude as she looked at her teacher.
She couldn’t help but feel a tiny spark of confidence growing inside her.
The fear of judgment slowly faded as she focused on the kind words.
Clara’s emotions were a whirlwind, but she tried to focus on the present.
環境描寫例句：
The cafeteria buzzed with the chatter of students, creating a lively atmosphere.
The smell of freshly cooked food wafted through the air, tempting everyone.
The fluorescent lights flickered slightly, casting a warm glow over the room.
The clatter of trays and utensils echoed in the spacious cafeteria.
Students shuffled in line, their laughter filling the room.
The cafeteria windows let in streams of sunlight, brightening the space.
The hum of conversation created a comforting background noise.
The walls were adorned with colorful posters, adding a cheerful touch.
高級替換詞：
Anxiety → Apprehension, Unease, Nervousness, Trepidation, Dread
Comfort → Solace, Reassurance, Consolation, Relief, Serenity
Help → Assist, Aid, Support, Facilitate, Guide
Cry → Weep, Sob, Whimper, Bawl, Lament
Busy → Bustling, Hectic, Frenetic, Lively, Active
4. 語法現象與語料積累
高中語法現象：
過去進行時：
“Mrs. Thompson had noticed Clara’s absence.”
表示過去某一時刻正在進行的動作。
定語從句：
“Clara, now 12, recalled with a hint of embarrassment.”
修飾名詞，補充說明信息。
感官動詞：
“She felt like everyone was watching her.”
表示感覺或感知。
比較狀語從句：
“Clara felt like a fish out of water.”
表示比喻或比較。
地道搭配：
Fill with：充滿
“It filled her with a sense of comfort.”
Hold back：抑制
“She couldn’t hold back the tears anymore.”
Step in：介入
“Mrs. Thompson stepped in.”
Cut through：刺痛
“Their words cut me through like knives.”
生詞短語：
Bustling (adj.)：繁忙的
近義詞：Busy, Hectic
反義詞：Quiet, Calm
例句：The market was bustling with activity. / The bustling city never sleeps.
Overwhelming (adj.)：壓倒性的
近義詞：Intense, Powerful
反義詞：Manageable, Mild
例句：The support was overwhelming. / Her emotions were overwhelming.
Collapse (v.)：崩潰
近義詞：Break down, Fall apart
反義詞：Recover, Stand firm
例句：She collapsed under the pressure. / The old building collapsed in the storm.
Reassure (v.)：安慰
近義詞：Comfort, Soothe
反義詞：Upset, Disturb
例句：Her smile reassured him. / The teacher reassured the nervous student.
Possible Versions
Paragraph 1:
At this critical moment, her teacher stepped in. Mrs. Thompson gently placed a hand on Clara’s shoulder(動作描寫), her voice calm and soothing(獨立主格). “It’s okay, Clara. Let me help you,” she said softly. Clara looked up, her tear-streaked face filled with relief(獨立主格). Mrs. Thompson quickly entered Clara’s student ID number, and the tension in the air began to dissolve(情緒描寫，緊張情緒). The other students, noticing the teacher’s presence(現在分詞短語做伴隨動作), quieted down, their impatient whispers fading away(獨立主格，情緒描寫).
Paragraph 2:
Then the worker handed her a delicious hot lunch. Clara’s eyes widened(眼部動作描寫) as she took the tray(狀從), the aroma of warm food filling her senses(環境描寫，獨立主格). Mrs. Thompson guided her to a quiet table, sitting beside her(現在分詞做伴隨動作). “You did great,” she said with a smile. Clara felt a wave of gratitude and a newfound sense of confidence(心理描寫). For the first time, the cafeteria didn’t feel so intimidating(心理描寫). She took a bite of her lunch(吃東西的動作描寫), savoring the taste(現在分詞做伴隨動作), and realized that even in unfamiliar situations, she could find comfort and belonging(賓語從句，主旨升華).
Version 2
Paragraph 1:
At this critical moment, her teacher stepped in. Mrs. Thompson’s gentle voice broke through Clara’s panic(環境描寫), “Don’t worry, Clara. I’m here to help.” With a few quick keystrokes(介詞短語做方式狀語), Mrs. Thompson entered Clara’s student ID number, and the tension in the air began to ease(環境描寫). Clara’s tears slowed(眼淚描寫) as she felt the weight of embarrassment lift(狀從，心理描寫). The other students, who had been whispering impatiently(定從，人物刻畫), now looked on in silence, their earlier irritation replaced by curiosity(獨立主格，環境描寫人物刻畫). Mrs. Thompson’s calm demeanor and quick action not only resolved the situation but also made Clara feel protected and valued(人物刻畫，動作描寫).
Paragraph 2:
Then the worker handed her a delicious hot lunch. Clara took the tray with trembling hands(介短方式狀語), her eyes still glistening with tears but now mixed with gratitude(獨立主格，心理描寫). The aroma of the food reminded her of her mother’s cooking, and for a moment, she felt a sense of home in the unfamiliar cafeteria(心理描寫). Mrs. Thompson sat beside her, offering words of encouragement(現在分詞短語做伴隨動作). “You handled that better than you think(比較狀從),” she said, her tone warm and reassuring(獨立主格，人物刻畫). Clara nodded, a small smile forming on her lips(獨立主格). She realized that even in moments of vulnerability, kindness could turn a difficult situation into a lesson in resilience(賓從，主旨升華).
加分點與替換詞：
高分語法：
定語從句： “Mrs. Thompson’s calm demeanor, which reassured Clara, made her feel protected.”
現在分詞作狀語： “The other students, noticing the teacher’s presence, quieted down.”
虛擬語氣： “If she hadn’t stepped in, Clara might have felt even worse.”
亮點詞匯：
情緒描寫：panic, embarrassment, gratitude, vulnerability, reassurance.
動作描寫：broke through, slowed, lifted, glistening, trembled.
替換詞：
Help → Assist, Aid, Support.
Calm → Serene, Composed, Tranquil.
Gratitude → Thankfulness, Appreciation.
句：Her calm demeanor reassured everyone in the room.
The aroma of the food reminded her of home.
范文2：
Paragraph 1:
At this critical moment, her teacher stepped in. Mrs. Thompson’s presence was like a beacon of hope for Clara(心理描寫), who was drowning in a sea of embarrassment(定語從句). “Let me handle this,” Mrs. Thompson said firmly, her voice cutting through the noise of the cafeteria(獨立主格，環境描寫). She quickly entered Clara’s student ID number, and the line began to move again. Clara’s heart, which had been racing(定從，心理描寫), started to calm down(心理描寫) as she felt the support of her teacher(狀從). The other students, who had been muttering impatiently(定從), now looked away, their earlier annoyance replaced by a sense of guilt(獨立主格，心理描寫).
Paragraph 2:
Then the worker handed her a delicious hot lunch. Clara accepted the tray with a shy smile, her cheeks still flushed (獨立主格)but her spirits lifted. The smell of the food reminded her of the comfort of home(物體描寫), and she felt a wave of relief wash over her(心理描寫). Mrs. Thompson stayed by her side, offering words of encouragement(現在分詞短語做伴隨動作). “You’re stronger than you think,” she said, her voice filled with warmth(獨立主格，狀態描寫). Clara nodded, feeling a newfound sense of confidence(現在分詞短語做伴隨動作). She realized that even in moments of difficulty, there were always people(賓從) who cared and were willing to help(定從)(心理描寫).
加分點與替換詞：
高分語法：
比喻修辭： “Mrs. Thompson’s presence was like a beacon of hope.”
現在完成時： “Clara’s heart had been racing, but now it started to calm down.”
條件句： “If Mrs. Thompson hadn’t stepped in, Clara might have felt even worse.”
亮點詞匯：
情緒描寫：embarrassment, relief, guilt, confidence.
動作描寫：drowning, cutting through, muttering, flushed.
替換詞：
Hope → Optimism, Promise.
Relief → Solace, Comfort.
Confidence → Assurance, Self-belief.
Her presence was like a beacon of hope in the darkness.
The smell of the food brought her a sense of comfort.
Version 3：
Paragraph 1:
At this critical moment, her teacher stepped in. Mrs. Thompson’s calm and steady voice immediately soothed Clara’s frayed nerves(心理描寫). “It’s okay, Clara. Let’s get this sorted,” she said, her tone filled with reassurance(獨立主格，心理描寫). With a few quick keystrokes(介短方式狀語), Mrs. Thompson entered Clara’s student ID number, and the tension in the line began to dissipate(情緒描寫). Clara’s tears, which had been streaming down her face(定從), now slowed(眼淚描寫) as she felt a sense of relief(心理描寫). The other students, who had been whispering impatiently(定從，人物刻畫), now looked on in silence, their earlier irritation replaced by a sense of understanding(獨立主格，人物刻畫).
Paragraph 2:
Then the worker handed her a delicious hot lunch. Clara took the tray with a tentative smile(介短，心理描寫), her hands still shaking but her heart feeling lighter(獨立主格). The aroma of the food reminded her of her mother’s cooking(食物描寫), and for a moment, she felt a sense of belonging in the unfamiliar cafeteria(心理描寫). Mrs. Thompson sat beside her, offering words of encouragement(現在分詞短語做伴隨動作). “You did well,” she said, her voice warm and kind(獨立主格). Clara nodded, a small smile forming on her lips(獨立主格，狀態描寫). She realized that even in moments of vulnerability, kindness could turn a difficult situation into a lesson in resilience(賓從，主旨升華).
加分點與替換詞：
高分語法：
分詞作狀語： “Her hands still shaking, Clara took the tray.”
虛擬語氣： “If Mrs. Thompson hadn’t stepped in, Clara might have felt even worse.”
定語從句： “The other students, who had been whispering, now looked on in silence.”
亮點詞匯：
情緒描寫：frayed nerves, reassurance, relief, vulnerability.
動作描寫：soothed, slowed, shaking, tentative.
替換詞：
Soothe → Calm, Comfort.
Relief → Solace, Ease.
Belonging → Connection, Inclusion.
例句：
Her calm voice soothed his frayed nerves.
The aroma of the food brought her a sense of belonging.
Version 4
At this critical moment, her teacher stepped in. She quickly made her way through the bustling cafeteria crowd to Clara's side and knelt down beside Clara(動作描寫). "Clara, it's okay," Mrs. Thompson said softly, "You're not alone. Take a deep breath and let's sort this out together." Clara looked up through her tears(看的描寫), her vision blurred but recognizing the familiar face of her teacher(獨立主格，動作心理描寫). Then Mrs. Thompson reminded her of her class and grade. Slowly, Clara's tears began to dry up(眼淚描寫). With Mrs. Thompson's encouragement(在...鼓勵下，狀態描寫), Clara began to whisper the numbers under her breath(動作描寫刻畫人物性格), one by one.
Then the worker handed her a delicious hot lunch. As Clara began to eat, her anxiety seemed to fade away(心理描寫). Mrs. Thompson chatted softly with Clara, asking her about her favorite foods and sharing stories of her own school lunches(現在分詞短語做伴隨動作), creating a bond of understanding and empathy between them.(現在分詞短語做結果狀語) Years later, when Clara looked back on her elementary school days(狀從), she would always remember the day she first ordered lunch in the cafeteria(定從). It was a turning point in her life, a moment when she learned(定從) that with the love and support of a caring teacher, she could overcome any obstacle and face the world with confidence(定從+賓從，升華主旨).

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