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热考话题9　遇险救援
[2020浙江改编]One fall， my wife Elli and I had a single goal： to photograph polar bears. We were staying at a research camp outside "the polar bear capital of the world" — the town of Churchill in Manitoba， Canada.
Taking pictures of polar bears is amazing but also dangerous.Polar bears — like all wild animals — should be photographed from a safe distance.When I’m face to face with a polar bear， I like it to be through a camera with a telephoto lens.But sometimes， that is easier said than done.This was one of those times.
As Elli and I cooked dinner， a young male polar bear who was playing in a nearby lake sniffed， and smelled our garlic bread.
The hungry bear followed his nose to our camp， which was surrounded by a high wire fence.He pulled and bit the wire.He stood on his back legs and pushed at the wooden fence posts.
Terrified， Elli and I tried all the bear defense actions we knew.We yelled at the bear， hit pots hard， and fired blank shotgun shells into the air.Sometimes loud noises like these will scare bears off.Not this polar bear though — he just kept trying to tear down the fence with his massive paws（爪子）.
I radioed the camp manager for help.He told me a helicopter was on its way， but it would be 30 minutes before it arrived. Making the best of this close encounter（相遇）， I took some pictures of the bear.
Elli and I feared the fence wouldn’t last through 30 more minutes of the bear’s punishment.The camp manager suggested I use pepper spray.The spray burns the bears’ eyes， but doesn’t hurt them. So I approached our uninvited guest slowly and， through the fence， sprayed him in the face.With an angry roar（吼叫），the bear ran to the lake to wash his eyes.
A few minutes later， the bear headed back to our camp.　　　　
At that very moment， the helicopter arrived.　　　　
人物 主要角色"I"和my wife Elli：从文中的描述"yelled at the bear， hit pots hard， and fired blank shotgun shells" "radioed the camp manager for help" "Making the best of...took some pictures of the bear"可知，"我"和妻子在面对熊时沉着冷静、勇敢，续写时可以通过动作描写凸显人物的这一特征。 主要角色a polar bear：从文中的描述"pulled and bit the wire" "trying to tear down the fence with his massive paws（爪子）" "angry roar（吼叫）" "loud noises...will scare bears off"表明，熊凶猛但害怕大的响声，这也为续写第二段直升机到来时的巨大声音暂时吓退熊埋下了伏笔。
情节及 情感线 "我"和妻子到一个研究营地拍北极熊的照片（感到兴奋、刺激）→一只饥饿的北极熊被"我们"的食物吸引过来（感到害怕）→尝试各种驱赶方法无果后，"我"用无线电向营地经理寻求帮助（感到放松了一些）→听从建议，用胡椒喷剂驱赶熊（担心围栏支撑不到救援到来）
主题 根据原文中的"Elli and I tried all the bear defense actions we knew" "I radioed the camp manager for help"以及"use pepper spray"可知，本文主要体现面对危险要沉着冷静，充分利用资源逃脱危险的主题。
续写 第一段 根据原文和本段的提示语可知，熊被胡椒喷剂刺痛眼睛，被激怒，洗眼睛后返回营地，紧接着就该讲述熊发动更猛烈的攻击以及"我们"的反应和反击。尾句衔接第二段提示语："我们"与熊的斗争到了千钧一发之际。本段侧重通过动作和感受描写体现人战的激烈场面。
续写 第二段 本段首句提到直升机的到来，接着该讲述直升机到达后"我们"安全撤离，交代熊的去向，并讲述"我们"的感受等。
1.The bear looked at us angrily and ran forward.
①用glare at代替句中的look at angrily，更加简练、形象地描述"熊怒视我们"的状态。
The bear glared at us and ran forward.
②为句①增加熊龇牙的面部表情，并用现在分词短语作状语，进一步凸显熊的愤怒和狂躁。
The bear glared at us exposing his sharp teeth， and ran forward.
③用时间状语从句改写句②，营造出一种熊边跑边龇牙和怒视的恐怖氛围。
The bear glared at us exposing his sharp teeth as he ran forward.
2.We were frightened.
①用具体的感受描写表现"我"的害怕，用肢体动作描写表现Elli的恐惧，体现用词的丰富性，也使人物形象更丰满。
I could feel the coldness flooding from my back and Elli was rooted to the spot with fear.
②为句①Elli增加面部表情描写，并用独立主格结构，更进一步体现Elli的恐惧。
I could feel the coldness flooding from my back and Elli was rooted to the spot with fear，her mouth wide open.
③为句②补充原因状语（see such a terrible sight），并用现在分词短语作状语，使上下文衔接更紧密、行文更流畅。
Seeing such a terrible sight，I could feel the coldness flooding from my back and Elli was rooted to the spot with fear，her mouth wide open.
3.We ran to the helicopter.
①增加"我们"逃离熊时的动作细节，使句子更有画面感。
We stepped away and ran to the helicopter.
②为句①的动作增加副词，体现"我们"逃脱困境时的急切和敏捷。
We instantly stepped away and ran to the helicopter fast.
③用as...as sb. can句式升级句②中跑向直升机的动作，将紧迫感进一步具象化，让表达更高级。
We instantly stepped away and ran to the helicopter as fast as we could.
Afewminuteslater，thebearheadedbacktoourcamp. He glared at us exposing his sharp teeth as he ran forward. And again the bear stood on his back legs， wanting to bite the fence like a monster. Seeing such a terrible sight， I could feel the coldness flooding from my back（感到后背一阵冷意） and Elli was rooted to the spot with fear（吓得呆住了）， her mouth wide open. I had to take action. I gathered up my courage（鼓起勇气） and tried to frighten the bear away with the pepper spray again， but failed.
Atthatverymoment，thehelicopterarrived. It landed near our camp and its loud noises scared the bear. He backed up a few steps. We instantly stepped away and ran to the helicopter as fast as we could. Thank goodness！ We succeeded in climbing onto the helicopter，sighing with relief（松了一口气）. Looking down at the bear， we found that he was eating the bread we just made. Several hours later， we arrived home safe and sound（平安到家）热考话题8　关爱动物
[2023浙江1月]I was invited to a cookout on an old friend’s farm in western Washington. I parked my car outside the farm and walked past a milking house which had apparently not been used in many years. A noise at a window caught my attention， so I entered it. It was a hummingbird（蜂鸟）， desperately trying to escape. She was covered in spider-webs（蛛网） and was barely able to move her wings. She ceased her struggle the instant I picked her up.
With the bird in my cupped hand， I looked around to see how she had gotten in. The broken window glass was the likely answer. I stuffed a piece of cloth into the hole and took her outside， closing the door securely behind me.
When I opened my hand， the bird did not fly away； she sat looking at me with her bright eyes. I removed the sticky spider-webs that covered her head and wings. Still， she made no attempt to fly. Perhaps she had been struggling against the window too long and was too tired？ Or too thirsty？
As I carried her up the blackberry-lined path toward my car where I kept a water bottle， she began to move. I stopped， and she soon took wing but did not immediately fly away. Hovering（悬停）， she approached within six inches of my face. For a very long moment， this tiny creature looked into my eyes， turning her head from side to side. Then she flew quickly out of sight.
During the cookout， I told my hosts about the hummingbird incident. They promised to fix the window. As I was departing， my friends walked me to my car. I was standing by the car when a hummingbird flew to the center of our group and began hovering. She turned from person to person until she came to me. She again looked directly into my eyes， then let out a squeaking call and was gone. For a moment， all were speechless. Then someone said， "She must have come to say good-bye."
A few weeks later， I went to the farm again.　　　　
I was just about to leave when the hummingbird appeared.　　　　
人物 主要角色"I"：从文中的描述"With the bird in my cupped hand" "stuffed a piece of cloth into the hole" "removed the sticky spider-webs that covered her head and wings"可知，"我"善良、细心、关爱动物，为续写第一段"我"重回旧地，想念蜂鸟，想知道它是否安好，埋下了伏笔。 主要角色a hummingbird：从文中的描述"ceased her struggle the instant I picked her up" "sat looking at me with her bright eyes" "Hovering（悬停）， she approached within six inches of my face" "She must have come to say good-bye"表明蜂鸟相信人类，亲近"我"，心怀感恩，为续写第二段蜂鸟的再次出现做好了铺垫。
情节及 情感线 "我"去朋友农场野餐，发现一只被困的蜂鸟（好奇它是怎么被困的）→"我"把它解救出来，它却没有飞走（疑惑它是否累了或者渴了）→"我"告诉朋友蜂鸟事件（担心再有蜂鸟受困）→"我"离开之际，蜂鸟前来相送（惊讶又感动）
主题 原文讲述了"我"在朋友的农场外意外救下一只被困的蜂鸟，在"我"要离开农场时，这只蜂鸟又来到了"我"的面前，似乎在和"我"告别。再通过续写两段的提示语可知，文章展现的是关爱动物、人与动物和谐共处的主题。
续写 第一段 衔接原文最后一段，蜂鸟深情相送，再衔接本段首句，几周后"我"重访农场，应该是希望再次见到蜂鸟。续写的情节发展可以是：漫步黑莓小路（呼应前文）→想起蜂鸟（主要角色再现）→很想再见那只可爱的小鸟（情感流露）→与朋友烧烤、谈心直到日落→"我"该离开了（衔接下文）。
续写 第二段 衔接本段续写提示语"我正要离开时，蜂鸟出现了"可知，该段主要讲述"我"和蜂鸟的和谐互动。续写的情节发展可以是：蜂鸟向"我"飞来（情景复现）→"我"的反应→"我"的感受→人与动物应该和谐共处（主题升华）。
1.I remembered the hummingbird.
①将句子改写为无灵主语句，使表达更为生动。
Memories of the hummingbird occurred to me.
②为句①补充时间状语从句，呼应原文"我"第一次发现蜂鸟时的场景，使上下文衔接更紧密、更流畅。
Memories of the hummingbird occurred to me when I walked past the milking house.
2.We roasted meat， chatted and laughed.
①用形象的气味描写和with复合结构改写句子，使表达更生动形象。
With the smell of roasting meat floating in the air， we chatted and laughed.
②为句①中的畅聊和欢笑补充情感副词、地点状语以及时间状语从句，使表达更加具有画面感。
With the smell of roasting meat floating in the air， we chatted and laughed merrily around the picnic table till the sun set.
3.She flew to me.
①用动词dive， hover， stop将蜂鸟朝"我"飞来的动作细化，使表达更加准确、生动。
She dived towards me，hovered before my face and then stopped on my left shoulder.
②为句①蜂鸟俯冲和盘旋时的动作补充它当时的神态描写，体现蜂鸟看到"我"时的兴奋和喜悦。
She dived towards me， hovered before my face looking at me with her bright eyes， and then stopped on my left shoulder.
Afewweekslater，Iwenttothefarmagain. Having parked the car， I wandered on the blackberry-lined path again. Memories of the hummingbird occurred to me（我想起） when I walked past the milking house. Was she all right？ "How I wish I could see her again！" I murmured to myself with a sense of loss（失落感）. I was lost in the memories（沉浸在回忆中） when my friends interrupted me， inviting me to the cookout. With the smell of roasting meat floating in the air（空气中飘着烤肉的味道）， we chatted and laughed merrily around the picnic table till the sun set. The evening glow spreading across the farm（晚霞洒满整个农场）， it was time for us to say goodbye， so we went to the parking lot together.
Iwasjustabouttoleavewhenthehummingbirdappeared. With a squeaking call， she dived towards me， hovered before my face（向我俯冲下来，在我面前盘旋） looking at me with her bright eyes， and then stopped on my left shoulder. I patted her on the back which was covered by colorful feathers. And I took out my water bottle， trying to give her some water. Content and joyful（满足又快乐）， she flew about 2 meters above the ground， turning her head from side to side as if expressing her gratitude for saving her life to me again. At that moment， I felt a mixture of happiness and excitement welling up in my heart， tears rolling down my cheeks（幸福和激动一起涌上我的心头，泪水顺着我的脸颊滚落）. The sinking sun cast a warm glow over（落日温暖的光照射在……上） me and the bird， witnessing the wonderful connection between humans and animals.热考话题7　社会温情
[2022浙江改编]I needed to do something in my community（社区） in order to complete the community service hours required to graduate from high school. Some of my friends had signed up to spend time at a soup kitchen， so I did， too. It seemed like a good thing to do.
I thought that we would just be passing out dinners to those in need， but I found out we would be doing everything from preparing to serving the dinner. We began preparing the food， from mixing salad dressing to separating frozen meat. Much still needed to be done before dinner was served， but already outside the building many homeless people were gathering. It wasn’t until a couple of hours later that we opened the doors and began serving dinner.
As the line of people came toward me， I got a little scared. I’d come face to face with the homeless： How should I act？ How would they treat me？ Would they hate me for having more than they did？ While some of the people looked very friendly， some of them looked so dangerous. I didn’t have too much time to worry about it. I was assigned（分配） to serve the salad with the lady next to me. She smiled at me and said if I needed help， she’d be right there， which I found quite comforting.
I had never seen so many people wanting food. They were of all ages and nationalities. Most of them wore clothes that were torn and dirty. Some looked like they had totally given up on life， while others seemed to be making the best of the situation， smiling and joking. Some were better off than others， but they all needed a good meal and a warm place to eat. It saddened me to think of how many people there were who didn’t have a place to call home and that the only food they got came from a soup kitchen.
As they came in my direction， I put on my brightest and happiest smile.　　　　
I was so happy that I had earned my service hours in this way.　　　　
人物 文章涉及的人物有"I"，the homeless和the lady next to me。通过原文中的描述"I needed...complete the community service hours required to graduate" "As the line of people came toward me， I got a little scared"和"It saddened me to think of how many people there were who didn’t have a place to call home"可以看出，"我"是一个务实、对无家可归的人既害怕又同情的学生，在续写部分可以通过描写"我"在近距离给无家可归的人分发食物后获得的感悟来体现人物的积极蜕变。
情节及 情感线 为了完成高中毕业所要求的社区服务时间，"我"去了施粥所（感到开心和自豪）→"我"发现准备过程中要做的事情很多（感到有些疲惫）→开始施粥时，排队的人群靠近"我"（感到害怕）→"我"看到这么多无家可归的人（同情他们，为他们感到难过）
主题 根据续写第二段提示语"I was so happy that I had earned my service hours in this way"可知，本文应该体现帮助别人、快乐自己的主题。
续写 第一段 根据本段首句可知，本段主要讲"我"克服对无家可归的人的恐惧和偏见，快乐地为他们分发食物，尾句衔接第二段提示语："我"在施粥的过程中感受到快乐。本段主要通过动作和感受描写推动故事情节的发展。
续写 第二段 根据本段首句可知，本段应该主要讲"我"对这次经历的感悟。结尾部分适当升华主题：帮助别人、给别人带去了快乐的同时也使自己快乐。
1.They left with thanks.
①用friendly words of gratitude代替句中的thanks，增加用词的丰富性。
They left with friendly words of gratitude.
②运用主语从句优化句①，表现这群无家可归的人的友好举动给"我"带来的触动。
What moved me most was that they left with friendly words of gratitude.
2.I felt happy.
①用形容词（tired， worn out）作状语，与happy形成对比，从而凸显帮助别人带来的快乐。
Tired and worn out， I felt happy.
②用形象具体的情感表达替换happy，强调发自内心的快乐。
Tired and worn out， I felt deep pleasure welling up from the bottom of my heart.
③为句②增加原因状语，并用现在分词短语作状语，体现"我"的快乐来源，使行文更加顺畅自然。
Tired and worn out，seeing what I did make their day， I felt deep pleasure welling up from the bottom of my heart.
3.We can actually comfort the poor people and lift our own spirits.
①利用not only...but also来升级句式，让表达更有层次。
We can not only actually comfort the poor people， but also lift our own spirits.
②利用倒装结构，升级句式表达，让句子更为亮眼。
Not only can we actually comfort the poor people， but also we can lift our own spirits.
Astheycameinmydirection，Iputonmybrightestandhappiestsmile. I found a lot of homeless people in need of something to eat were waiting in the queue（排队等候）. In the next few hours I was very busy giving out the meat and other food items into their hands. And what moved me most was that they left with friendly words of gratitude（友好的感激之词） after getting food. Tired and worn out（筋疲力尽）， seeing what I did make their day， I felt deep pleasure welling up from the bottom of my heart（发自内心的快乐）.
IwassohappythatIhadearnedmyservicehoursinthisway. It was definitely a rewarding thing to do the community service！ Through this unforgettable experience， I earned something more valuable. To help the people in need is also a help to myself. By offering the voluntary assistance， not only can we actually comfort the poor people， but also we can lift our own spirits（振奋我们自己的精神）， which can help build a better world with warmth and friendliness for all of us. I would volunteer to help more people in the future.热考话题6　关爱邻里
[2020新高考I]The Meredith family lived in a small community. As the economy was in decline， some people in the town had lost their jobs. Many of their families were struggling to make ends meet. People were trying to help each other meet the challenges.
Mrs. Meredith was a most kind and thoughtful woman. She spent a great deal of time visiting the poor. She knew they had problems， and they needed all kinds of help. When she had time， she would bring food and medicine to them.
One morning she told her children about a family she had visited the day before. There was a man sick in bed， his wife， who took care of him and could not go out to work， and their little boy. The little boy — his name was Bernard — had interested her very much.
"I wish you could see him，" she said to her own children， John， Harry， and Clara. "He is such a help to his mother. He wants very much to earn some money， but I don’t see what he can do."
After their mother left the room， the children sat thinking about Bernard. "I wish we could help him to earn money，" said Clara. "His family is suffering so much."
"So do I，" said Harry. "We really should do something to assist them."
For some moments， John said nothing， but， suddenly， he sprang to his feet and cried， "I have a great idea！ I have a solution that we can all help accomplish（完成）. "
The other children also jumped up all attention. When John had an idea， it was sure to be a good one. "I tell you what we can do，" said John. "You know that big box of corn Uncle John sent us？ Well， we can make popcorn（爆米花）， and put it into paper bags， and Bernard can take it around to the houses and sell it."
When Mrs. Meredith heard of John’s idea， she thought it was a good one， too.　　　　
With everything ready， Bernard started out on his new business.　　　　
人物 主要人物Mrs. Meredith，her three children（John， Harry， Clara）：从文中的描述"a most kind and thoughtful woman" "spent a great deal of time visiting the poor" "bring food and medicine to them" "We really should do something to assist them"可知，Mrs. Meredith一家人善良、乐于助人。续写部分可通过动作、行为等描写延续他们的这一特点。 主要人物Bernard：文中对Bernard的描述"He is such a help to his mother. He wants very much to earn some money"体现了他勤劳、孝顺、懂事，为续写第二段他卖出爆米花，得到足够贴补家用的钱奠定了基调。
情节及 情感线 Mrs.Meredith经常帮助贫困者（她很有同情心）→她告诉孩子们关于一个贫困家庭的情况（孩子们很关心）→孩子们讨论如何帮助Bernard（很想提供帮助）→John想到了一个好办法（孩子们开心、兴奋）
主题 本文主要讲了Mrs. Meredith鼓励孩子们去帮助Bernard一家的故事，文章最终的主题应该展现邻里之间互助互爱。
续写 第一段 Mrs. Meredith认为John出了个好主意，接下来应讲述孩子们得到Mrs. Meredith的肯定后采取的行动以及Bernard一家对John这个主意的反应。尾句衔接续写第二段提示语：他们帮助Bernard制作好了爆米花。本段侧重通过对人物间对话、动作、表情等的描写推动故事情节的发展。
续写 第二段 Bernard开始了他的新营生，接着应讲述Bernard卖爆米花的情况：如何售卖，在哪里卖，卖给谁，在这个过程中Bernard的感受如何。再根据续写故事"结局圆满"的原则可知，Bernard最终通过卖爆米花挣到了钱，因此本段可侧重描写Bernard的心理感受和变化。结尾部分适当升华主题：Bernard表达感恩，邻里关系和谐。
1.They went to tell Bernard the plan.
①用can’t wait代替句中的go，凸显他们激动、急切的心情。
They couldn’t wait to tell Bernard the plan.
②为句①补充地点状语，将场景从Meredith家转移到Bernard家。
They couldn’t wait to call at Bernard’s house and told Bernard the plan.
③将句②中告诉Bernard他们的计划，改写为现在分词短语作状语的形式，使语法结构更丰富。
They couldn’t wait to call at Bernard’s house，telling Bernard the plan.
2.They were touched.
①将人物聚焦到情感更易外露的Bernard母亲身上，并用burst into tears凸显感动的程度，营造画面感。
Bernard’s mother was touched，and burst into tears.
②用so...that...引导结果状语从句改写句①，使句子内部关系更紧密。
Bernard’s mother was so touched that she burst into tears.
③用倒装句式升级句②，使句子更高级。
So touched was Bernard’s mother that she burst into tears.
3.His popcorn was popular.
①补充原因状语，说明为什么受欢迎，使文章逻辑更严密。
His popcorn was popular for its low price as well as the nice flavor.
②为句①增加结果，凸显受欢迎的程度。
His popcorn was popular for its low price as well as the nice flavor，so bags of popcorn were sold out.
③利用句式（it’s not long before）改写句②爆米花卖完的情况，进一步说明爆米花受欢迎的程度。
His popcorn was popular for its low price as well as the nice flavor，so it was not long before bags of popcorn were sold out.
WhenMrs. MeredithheardofJohn’sidea，shethoughtitwasagoodone，too. Having got the approval of their mother， the children began to carry out the plan happily. Early in the morning， they couldn’t wait to call at（迫不及待地去拜访） Bernard’s house， telling Bernard the plan. So touched was Bernard’s mother that she burst into tears（Bernard的母亲感动得热泪盈眶）. Afterwards， they got down to making preparations（着手做准备） together with Bernard. Soon after， they succeeded in making popcorn and packed it with paper bags.
Witheverythingready，Bernardstartedoutonhisnewbusiness. He went door to door around the community where he lived，nervous and anxious along the way（一路上既紧张又不安）. Much to his astonishment（令他非常惊讶的是）， his popcorn was very popular for its low price as well as the nice flavor. It was not long before bags of popcorn were sold out， which was far beyond his expectations（远远超出了他的预期）. Holding the money he earned tightly in his hand， he knew without the Meredith family’s kindness and assistance， his family would still be suffering in years to come.热考话题5　温馨家庭
[2021新高考Ⅰ]A MOTHER’S DAY SURPRISE
The twins were filled with excitement as they thought of the surprise they were planning for Mother’s Day. How pleased and proud Mother would be when they brought her breakfast in bed. They planned to make French toast and chicken porridge. They had watched their mother in the kitchen. There was nothing to it. Jenna and Jeff knew exactly what to do.
The big day came at last. The alarm rang at 6 a.m. The pair went down the stairs quietly to the kitchen. They decided to boil the porridge first. They put some rice into a pot of water and left it to boil while they made the French toast. Jeff broke two eggs into a plate and added in some milk. Jenna found the bread and put two slices into the egg mixture. Next， Jeff turned on the second stove burner to heat up the frying pan. Everything was going smoothly until Jeff started frying the bread. The pan was too hot and the bread turned black within seconds. Jenna threw the burnt piece into the sink and put in the other slice of bread. This time， she turned down the fire so it cooked nicely.
Then Jeff noticed steam shooting out of the pot and the lid starting to shake. The next minute， the porridge boiled over and put out the fire. Jenna panicked. Thankfully， Jeff stayed calm and turned off the gas quickly. But the stove was a mess now. Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge. But Jeff’s hand touched the hot burner and he gave a cry of pain. Jenna made him put his hand in cold water. Then she caught the smell of burning. Oh dear！ The piece of bread in the pan had turned black as well.
As the twins looked around them in disappointment， their father appeared.　　　　
The twins carried the breakfast upstairs and woke their mother up.　　　　
人物 主要人物：the twins（Jenna and Jeff）；次要人物：their mother and father。根据原文中的描述"they thought of the surprise they were planning for Mother’s Day"和"they brought her breakfast in bed"可以看出，双胞胎孝顺、懂得感恩。
场景 故事发生在母亲节当天早上，双胞胎为母亲做早餐，故原文故事情节的地点在家里的厨房。
情节及 情感线 双胞胎筹划在母亲节那天给母亲做早餐、制造惊喜（感到很兴奋）→准备早餐时，刚开始一切进展顺利（感到很自信）→面包糊了，粥溢出来了，Jeff烫伤了（惊慌失措）→续写第一段提示语，双胞胎慌乱失望时，父亲出现了（担心父亲责备）→续写第二段提示语，早餐做好，给母亲惊喜（满怀期待和兴奋）
主题 双胞胎要在母亲节早上为母亲做一顿早餐，"the surprise"体现了他们的意图，"How pleased and proud Mother would be"是他们希望看到的结果。再根据续写提示语可知，双胞胎在父亲的帮助下完成了惊喜早餐，因此文章最终应展现子女感恩父母，父母为子女感到骄傲和自豪，一家人其乐融融的温馨画面。
续写 第一段 本段主要描述"救星"父亲出场后的场景。根据首句提示语可知，接下来应该描述：父亲看到杂乱的厨房会有什么反应，会说什么或做什么。尾句衔接续写第二段提示语：在父亲的帮助下，双胞胎做好了早餐。因此中间应描写父亲了解原因、帮助双胞胎整理厨房和准备早餐等，侧重人物间的互动，强调动作、心理、表情描写。
续写 第二段 本段的故事场景在母亲的卧室，主要故事情节：双胞胎把母亲叫醒后，母亲对双胞胎准备的惊喜的反应和感受。本段应侧重人物动作、语言、心理描写。结尾部分要营造出一家人其乐融融，母慈子孝的画面。
1.He looked at them， confused.
①用具体的神态描写替换笼统词confused，体现父亲的困惑。
He looked at them with a puzzled frown on his face.
②为句①补充困惑的原因，并运用现在分词短语作状语，与上文形成较好的连贯。
Seeing the mess in the kitchen， he looked at them with a puzzled frown on his face.
2.He comforted them and instructed them how to cook.
①使用具体的肢体动作替换笼统词comfort。
He patted their shoulders and instructed them how to cook.
②运用副词体现父亲的包容和教他们做饭时的耐心。
He patted their shoulders and instructed them how to cook kindly and patiently.
③运用现在分词短语作状语改写句②，使句子结构更加错落有致，表达更亮眼。
He patted their shoulders，instructing them how to cook kindly and patiently.
3.She felt moved.
①利用具体的情感描写替代moved，让表达更加生动，使母亲的感动之情跃然纸上。
She felt a warm wave of happiness welling up in her heart.
②为句①增加具体的动作描写，更进一步凸显母亲的感动。
She felt a warm wave of happiness welling up in her heart，and almost shed tears.
③使用独立主格结构改写优化句②前半句。
A warm wave of happiness welling up in her heart， she almost shed tears.
Asthetwinslookedaroundthemindisappointment，theirfatherappeared. Seeing the mess in the kitchen， he looked at them with a puzzled frown on his face（满脸困惑，双眉紧锁）. They hurriedly explained what had happened，waiting for his blame. To their surprise， their father just laughed and patted their shoulders， instructing them how to cook kindly and patiently. Everything going smoothly， soon a delicious breakfast was ready.
Thetwinscarriedthebreakfastupstairsandwoketheirmotherup. The twins hugged her and yelled "Happy Mother’s Day， dear Mummy！" At the sight of（一看见……） the breakfast on the table，a warm wave of happiness welling up in her heart（一股幸福的暖流涌上心头）， the mother almost shed tears. She hugged the twins tightly， choking， "It is really a surprise to me. I am so proud of（为……感到骄傲） you." They asked her to have a taste. She bit into a piece of the fried bread and said it was the best she had ever tasted. Hearing this， the twins were overjoyed， with their eyes twinkling at their father， delight spreading through the room.热考话题4　同学关系
[2022浙江1月改编]When Dr. Henderson was assigning（指定） project mates for his psychology class， I secretly hoped that he would pair me with my best friend or at least a classmate I could have some fun with. Above all， I hoped he wouldn’t assign me to work with the fiercely competitive and extremely serious fellow who always wore dark clothes and apparently had a personality to match. As fate（命运） would have it， Dr. Henderson very deliberately matched everyone in class and announced that I would be working with the one person in class I wanted to avoid.
I went up to my new teammate and introduced myself. He looked at me as though I weren’t there. I felt he treated me as though I would hold him back and probably make him fail to get an A in the course. He wasn’t mean or abusive； he just gave me the impression that he could do whatever project we dreamed up better if he did it alone.
Needless to say， I didn’t look forward to an entire term of being brushed off， but I tried to make the best of it and didn’t say anything for fear that I would make things worse.
The project required each team to develop a hypothesis（假说）， set up an experiment to test the hypothesis， do the statistical analysis and present the findings. Whatever grade the team received would be shared by both students.
When my teammate and I met to discuss our project， I was uneasy. Here was this challenging student who had a reputation for single-mindedness and good grades — the exact opposite of me. I actually wanted to drop the class at one point， but stopped short because I didn’t want to give him the satisfaction of my chickening out. I decided to stick to it no matter what.
After long discussions we somehow agreed to do a study on the psychological well-being of teenagers. I wasn’t sure what it meant exactly， but at least we had a topic.
We started to meet regularly to draw up our plans.　　　　
One day I got word that he was admitted to the hospital for a serious disease.　　　　
人物 主要人物my teammate：文中描述的"fiercely competitive and extremely serious" "do whatever project... better if he did it alone"和"had a reputation for single-mindedness and good grades"表明，my teammate成绩优异、性情高傲、学习专注、好胜心强，且"我"和"我"的队友关系冷淡，似乎互相看不上对方。 主要人物"I"：从文中描述的"make the best of it and didn’t say anything" "single-mindedness and good grades — the exact opposite of me"和"decided to stick to it no matter what"可以看出，"我"学习成绩一般、性情随和、努力且不轻言放弃。 两个主要人物几乎相反的性格为续写部分两人合作中的摩擦埋下了伏笔，第五段尾句"I decided to stick to it no matter what"也为续写部分"我"在项目中起到积极作用奠定了基础。
情节及 情感线 "我"被安排与一位自己原本想避开的同学合作（感到自己很不幸）→"我"主动向队友介绍自己，却被冷漠对待（感觉自己被忽视，同时很担心俩人的合作）→"我"与队友会面讨论项目（面对优秀的队友，"我"自惭形秽，想放弃但又不甘心，于是决定坚持）→最终确定了课题（感到一丝宽慰）
主题 根据续写两段提示语可知，"我"和队友开始逐渐进入状态，但队友却因病住院，结合读后续写"结局圆满"的原则可以推测，"我"和队友在合作上应该是从消极配合到积极参与，最终研究项目一定会成功。文章最终是要体现战胜困难、精诚合作、队友情深的主题。
续写 第一段 根据原文中讲到的人物性格特征和续写第一段的提示语可知，本段主要讲"我"和队友定期碰面推进项目、相互磨合的情景，主要通过叙述和心理描写展现搭档在推进项目中的表现、"我"对此的反应、俩人关系的发展情况。
续写 第二段 根据续写第二段提示语以及续写"故事曲折，结局圆满"的原则可知，本段应该主要讲述在得知队友生病后，"我"的反应、"我"对待项目的态度、为了最终完成项目"我"做了哪些努力等。尾句可以升华主题："我们"意识到了团队合作的重要性。
1.He took charge of the project.
①增加副词，凸显队友的专权。
He took charge of the project totally.
②为句①补充as引导的原因状语从句，讲述队友专权的原因。
As he was a fiercely competitive fellow， he took charge of the project totally.
③为句②补充结果，并运用现在分词短语作状语，讲述队友专权对"我"的影响，体现初期合作的不顺畅。
As he was a fiercely competitive fellow， he took charge of the project totally，leaving me doing nothing but simply following his steps and instructions.
2.I went to the hospital.
①增加副词，并用hurry替换句中的go，体现"我"想去探望队友的急切心情。
Immediately， I hurried to the hospital.
②为句①增加定语从句，讲述"我"在医院了解到的情况，使故事性更强，情节更完整。
Immediately， I hurried to the hospital，where I learned that he had to be hospitalized for quite a while.
3.I tried hard to do the project.
①用put all my heart into 替换try hard ，体现用词的丰富性。
I put all my heart into doing the project.
②用原文中的表达细化句①中做项目的过程，使情节发展更加自然完整。
I put all my heart into doing the analysis and presenting our findings.
③用with复合结构优化句②，并用副词体现"我"分析和呈现结果的状态，凸显"我"的努力和认真。
With all my heart put into the project， I did the analysis accurately and presented our findings reasonably.
Westartedtomeetregularlytodrawupourplans. As he was a fiercely competitive fellow， he took charge of the project totally， leaving me doing nothing but simply following his steps and instructions. Though unwilling（尽管不情愿）， I did my part but did it in a blind way. As the project progressed， I seemed to get the trick， which built up my confidence（增强了我的信心） and made my teammate slightly relieved.At this point， we started to really work as a team.
OnedayIgotwordthathewasadmittedtothehospitalforaseriousdisease. Immediately， I hurried to the hospital， where I learned that he had to be hospitalized for quite a while. Seeing the worry and weakness written on his face（看着他脸上的忧虑和虚弱）， I assured him that I would carry on with our project. With all my heart put into the project（我全身心投入到这个项目中）， I did the analysis accurately and presented our findings reasonably. Eventually， our hard work paid off and Dr. Henderson was very satisfied with our wonderful findings. From this project， we both learned that one person can go far， but a group of people can travel farther（一个人可以走很远，但一群人可以走得更远）.热考话题3　师生关系
[2023新高考Ⅰ]When I was in middle school， my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil， so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play， where I played all the parts. No one laughed harder than he did.
So， why did he suddenly force me to do something at which I was sure to fail？ His reply： "Because I love your stories. If you’re willing to apply yourself， I think you have a good shot at this." Encouraged by his words， I agreed to give it a try.
I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith （银匠） in Boston who rode a horse at night on April 18， 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea， but funny； and unlikely to be anyone else’s choice.
What did the horse think， as he sped through the night？ Did he get tired？ Have doubts？ Did he want to quit？ I sympathized immediately. I got tired. I had doubts. I wanted to quit. But， like Revere’s horse， I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half-dozen books on Paul Revere from the library. I even read a few of them.
When I handed in the essay to my teacher， he read it， laughed out loud， and said， "Great. Now， write it again." I wrote it again， and again and again. When I finally finished it， the thought of winning had given way to the enjoyment of writing. If I didn’t win， I wouldn’t care.
A few weeks later， when I almost forgot the contest， there came the news. 　　　　
I went to my teacher’s office after the award presentation. 　　　　
人物 主要人物"I"：从文中描述的"said no without thinking" "difficult and painful for me" "I agreed to give it a try" "wanted to quit...I kept going...checked my spelling...correct my grammar...read a few of them" "wrote it again， and again and again"可以看出，"我"起初缺乏自信，但随后变得努力勤奋、信念坚定。 次要人物my social studies teacher：从文中描述的"No one laughed harder than he did" "I love your stories...you have a good shot at this" "laughed out loud， and said，‘Great. Now， write it again.’"可知，"我"的社会科学老师乐观开朗，关心、理解、支持、鼓励学生。为续写第二段"我"来到老师办公室表达对老师的感激之情奠定了基础。
情节及 情感线 社会科学老师要"我"参加写作比赛（"我"很抗拒，直接拒绝）→他鼓励"我"参加比赛（"我"受到鼓舞，决定试试）→"我"选定主题开始写作（纠结、自我怀疑，但还是继续坚持）→"我"一遍遍修改、润色文章（已经不在意能否得奖）
主题 通过"我"前后对待写作的态度的强烈反差，体现了要持之以恒地努力，克服困难并从中获得乐趣和成长的主题；同时根据续写第二段提示语可知，本文也体现了良师益友这一主题，赞美了老师对学生润物细无声的引导和鼓励。
续写 第一段 衔接本段首句的the news，接下来应该是得到获奖的消息、听到消息后"我"的反应；衔接第二段首句，本段还应该讲到颁奖典礼上发生的事情，尾句落脚点在回想老师对自己的帮助，与第二段首句完美连贯起来。本段重点描写消息引发的一系列心理活动和动作。
续写 第二段 衔接本段首句，接下来应该是老师得知"我"获奖后的反应、"我"对老师的回应；尾句升华主题：个人感悟，这件事对"我"的深远影响。本段重点描写"我"到办公室后师生间的互动，可通过对话、动作、心理描写等刻画细节。
1.I felt excited.
①用短语be overwhelmed with excitement and disbelief替换feel excited，体现用词的丰富性。
I was overwhelmed with excitement and disbelief.
②用so...that结构改写句①，引出"我"听到消息后激动的身体表现。
I was so overwhelmed with excitement and disbelief that my heart was pounding quickly.
③用倒装结构改写句②，更加凸显"我"得知获奖时的激动心情。
So overwhelmed with excitement and disbelief was I that my heart was pounding quickly.
2.I felt excited and proud when I accepted the prize.
①用现在分词短语作状语改写句子并增加副词修饰，丰富句式结构。
Feeling extremely excited and proud，I accepted the prize.
②为句①增加"我"的获奖感悟，照应前文"我"写作时的坚持和努力，使前后文衔接更紧密。
Feeling extremely excited and proud，I accepted the prize，a symbol and recognition of my past perseverance and hard work.
3.He congratulated me， and I expressed my thanks to him.
①用对话形式展现"我"与老师的互动，使故事情节发展更加自然、顺畅。
"Congratulations！I knew you would win，"he said. "Thank you for your encouragement."
②为句①中老师对"我"的获奖感到开心增加肢体动作描写；并用虚拟语气表达"我"对老师的感激之情。
"Congratulations！ I knew you would win，"he said，hugging me tightly. "Thank you. I wouldn’t be what I am today without your encouragement."
③为句②中"我"对老师的感激之情增加心理细节描写，使我对老师的感激跃然纸上，更具有画面感。
"Congratulations！ I knew you would win，"he said， hugging me tightly. "Thank you. I wouldn’t be what I am today without your encouragement." A sense of gratitude welled up from the bottom of my heart.
Afewweekslater，whenIalmostforgotthecontest，therecamethenews. I won first place！So overwhelmed with excitement and disbelief（如此兴奋和难以置信） was I that my heart was pounding quickly. Finally came the big day！When my name was announced， I walked onto the stage against wild cheers and thunderous applause（在热烈的欢呼声和雷鸣般的掌声中）. Feeling extremely excited and proud， I accepted the prize， a symbol and recognition of my past perseverance and hard work. Thinking about this， I shed tears of gratitude（流下感激的泪水）， as there was one special person who meant a lot to me.
Iwenttomyteacher’sofficeaftertheawardpresentation. "Congratulations！ I knew you would win，" he said， hugging me tightly. "Thank you. I wouldn’t be what I am today without your encouragement." A sense of gratitude welled up from the bottom of my heart（感激之情从我的心底涌出）. Patting my shoulder， he smiled， "It is your efforts that count most."From then on， I began to bury myself in English writing. With my teacher’s inspiration， I determined to keep on challenging myself and embrace a better me.热考话题2　个人成长
[2021浙江改编]My dad， George， only had an eighth grade education. A quiet man， he didn’t understand my world of school activities. From age 14， he worked. And his dad， Albert， took the money my dad earned and used it to pay family expenses.
I didn’t really understand his world either： He was a livestock trucker， and I thought that I would surpass （超过） anything he had accomplished by the time I walked across the stage at high school graduation.
Summers in the mid-70s were spent at home shooting baskets， hitting a baseball， or throwing a football， preparing for my future as a quarterback on a football team. In poor weather， I read about sports or practiced my trombone （长号）.
The summer before my eighth grade I was one of a group of boys that a neighboring farmer hired to work in his field. He explained our basic task， the tractor fired up and we were off， riding down the field looking for weeds to spray with chemicals. After a short way， the farmer stopped and pointed at a weed which we missed.Then we began again. This happened over and over， but we soon learned to identify different grasses like cockleburs， lamb’s-quarters， foxtails， and the king of weeds， the pretty purple thistle. It was tiring work， but I looked forward to the pay， even though I wasn’t sure how much it would amount to.
At home， my dad said， "A job’s a big step to growing up. I’m glad you will be contributing to the household." My dad’s words made me realize that my earnings might not be mine to do with as I wished.
My labors lasted about two weeks， and the farmer said there might be more work， but I wasn’t interested. I decided it was not fair that I had to contribute my money.
When I brought my paycheck home — it was$119 — my dad wanted to talk to me.　　　
　
I was surprised that my dad allowed me to use the money as I wished. 　　　　
人物 主要人物George（my dad）：从文中的描述"A quiet man...From age 14， he worked. And his dad， Albert， took the money my dad earned and used it to pay family expenses"和"I’m glad you will be contributing to the household"可以看出，父亲George是一个沉默寡言、能吃苦、有家庭责任感的人，他认为"我"的打工所得也应该贴补家用。 主要人物"I"：从文中的描述"I would surpass（超过） anything he had accomplished"和"I decided it was not fair that I had to contribute my money"可以看出，"我"志存高远、不理解父亲，并不认可父亲将"我"的打工所得"征收"的想法，这也是文章的冲突所在。 根据文中的"he didn’t understand my world of school activities"和"I didn’t really understand his world either"可知，父子二人相互缺乏了解，这为下文的发展埋下了伏笔。
情节及 情感线 "我"与父亲相互不理解（"我"想超越他）→"我"到隔壁农场打工挣钱（期待能拥有这笔钱）→父亲想用这笔钱贴补家用（"我"感到不公，对继续在农场打工失去兴趣）→续写第二段提示语，父亲让"我"自己支配薪水（感到惊喜）。
主题 父亲本来要让"我"把打工的收入用来贴补家用，最后却改变了主意，这应该会给"我"带来触动，因此，文章最终的主题应该展现"我"的成长、对父亲的理解以及对家庭责任的认可。
续写 第一段 根据原文及续写第一段的提示语可知，本段主要描述父亲与"我"谈话的内容、过程以及"我"的反应，可以从动作、神态描写体现"我"不情愿和不甘的心理状态，以及父亲在与"我"谈话过程中对"我"的理解。尾句衔接第二段的提示语：父亲让"我"留钱自用。
续写 第二段 结合原文和本段的提示语可知，本段应该描写"我"听到父亲的决定后惊讶、兴奋的心理状态；与此同时，在续写本段时还应呼应原文中的描述并凸显主题，将"我"的反思和成长感悟展现出来。
1.I wanted to argue with my dad.
①用具体的动作描写代替want，体现"我"想留着钱的决心。
I searched my mind for words to argue with my dad.
②为句①增加条件状语从句，使文章逻辑更严谨，前后衔接更连贯。
I searched my mind for words to argue with my dad，if he announced the money wasn’t mine.
③为句②增加具体神态描写，凸显"我"想留着钱的渴望。
With my eyes glued to the paycheck，I searched my mind for words to argue with my dad， if he announced the money wasn’t mine.
2.I was unwilling to hand in the money.
用具体手部动作和心理活动描写改写优化句子，体现"我"的不情愿。
I gripped the paycheck more firmly， ready to argue.
3.I felt ashamed.
①用面部表情代替feel ashamed，使表达更生动。
I flushed with shame.
②为句①增加原因状语，并运用现在分词短语作状语，使感情转变更加顺畅自然。
Recalling my ambition of surpassing him，I flushed with shame.
WhenIbroughtmypaycheckhome—itwas$119—mydadwantedtotalktome. He told me to wait in the living room for a while. I sat on the sofa，with my eyes glued to the paycheck（眼睛盯着薪水），searching my mind for（脑海里搜索着） words to argue with my dad if he announced the money wasn’t mine. Just then， the door opened and in came my dad. The moment he sat down beside me， I gripped the paycheck more firmly（更加牢牢地握住薪水）， ready to argue. However，he gently placed his right hand on my shoulder（轻轻地把他的右手放在我的肩上） and said， "I know you have grown up a lot through your work..." Then there was a long pause. He withdrew his hand（收回他的手） and slowly continued， "You deserve the money and the money is yours now."
IwassurprisedthatmydadallowedmetousethemoneyasIwished. In a moment， I didn’t know what to say. With this money， I could buy a new football， or a new bike. I looked at my dad with gratitude， and he smiled awkwardly， "Use it wisely， son." Recalling my ambition of surpassing him， I flushed with shame（羞红了脸）. Although life hadn’t been fair to him， he had tried his best to make it fair to me. Meanwhile， I also realized there was a burden that I should shoulder in my family.热考话题1　挑战自我
[2022新高考Ⅰ]It was the day of the big cross-country run. Students from seven different primary schools in and around the small town were warming up and walking the route（路线）through thick evergreen forest.
I looked around and finally spotted David， who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t with the other children.He hesitated and then said he had decided not to run.
What was wrong？ He had worked so hard for this event！
I quickly searched the crowd for the school’s coach and asked him what had happened. "I was afraid that kids from other schools would laugh at him，" he explained uncomfortably. "I gave him the choice to run or not， and let him decide."
I bit back my frustration（懊恼）. I knew the coach meant well — he thought he was doing the right thing. After making sure that David could run if he wanted， I turned to find him coming towards me， his small body rocking from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children， but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer — that’s all. David had not missed a single practice， and although he always finished his run long after the other children， he did always finish. As a special education teacher at the school， I was familiar with the challenges David faced and was proud of his strong determination.
We sat down next to each other， but David wouldn’t look at me.
I watched as David moved up to the starting line with the other runners.
人物 主要人物David：从文中的描述"small for ten years old" "big toothy smile" "had worked so hard for this event" "had a brain disease" "always participated to the best of his ability"和"had not missed a single practice"可知，David身患残疾但积极乐观、意志坚强。 次要人物"I"：从文中的描述"making sure that David could run if he wanted"和"familiar with the challenges David faced" "proud of his strong determination可以看出，"我"是一个关爱学生的老师，也暗示了续写部分应有"我"与David沟通并试图劝说他参加比赛以及David听从劝说并以坚强的意志完成比赛的情节。 原文最后一段中描述的"his classmates thought of him as a regular kid"表明，同学们对David态度友好，这也为续写第二段David在赛场上时同学们的表现埋下了伏笔。
情节及 情感线 越野赛前得知David决定不参加比赛（David情绪低落，害怕被嘲笑）→找教练获悉原因，回想David虽患脑疾却认真积极训练（"我"为他感到自豪）→续写第二段提示语，David走向起跑线（David重拾勇气和信心）。
主题 根据读后续写"结局圆满"的原则可知，David最终应该完成了比赛。再结合原文中David遇到的困难——行走不稳、害怕被嘲笑等可知，文章最终的主题应该体现David直面挑战、克服恐惧、战胜自己。
续写 第一段 根据续写两段的提示语可知，本段主要描述David从不愿参加越野跑，到走向起跑线参加比赛的转变过程。涉及的人物是"I"和David，主要故事情节："我"开导、鼓励David以及他对"我"的劝说的反应，侧重人物对话、动作、表情和心理描写。尾句衔接第二段提示语：David最终决定参加越野跑。
续写 第二段 根据续写第二段提示语可知，本段的故事情节应发生在越野赛跑线路上，涉及的主要人物是David，也可以呼应原文，加入"我"、教练和学生们的反应。主要故事情节：David在越野赛跑过程中的具体表现及比赛结果，侧重人物在比赛过程中以及受到大家鼓舞后的动作、心理描写。最终升华主题，David战胜了内心的恐惧。
1.He was inspired and decided to have a try.
①用形容词作状语改写句子，使行文更连贯。
Inspired， he decided to have a try.
②运用连续动作描写将David决定参赛这一过程细化。
Inspired， he took a deep breath and gathered his courage， "I will have a try."
2.They cheered him on.
①将人群具体到个人或一些人，因为"我"尤为关注David，所以他一摔倒，"我"应该是第一个作出反应的人，紧接着是他的同学们。这样使情节发展更加自然顺畅。
I started to shout encouragement and his classmates all appeared and cheered him on.
②用as引导的时间状语从句改写句①，并运用现在分词短语作状语改写cheer him on，使句子语法结构更丰富。
As I started to shout encouragement， his classmates all appeared，cheering him on.
③为句②同学们的加油鼓励增加具体的话语，使内容更富有画面感。
As I started to shout encouragement，his classmates all appeared， cheering him on. "Come on， David. You can do it！ " they shouted enthusiastically.
3.David finished the run.
①使用具体的动作描写表示David完成比赛，切合当时比赛的氛围和场景。
David crossed the finish line.
②为句①增加对David通过终点线时人们的欢呼声和喝彩声的描写，使情节自然，更具有画面感。
David crossed the finish line with wild cheers and applause.
Wesatdownnexttoeachother，butDavidwouldn’tlookatme. His eyes deliberately avoided mine， with his limbs unavoidably shaking. "It’s not the real you， David，" I patted him gently on the back（轻轻地拍了拍他的后背） and said quietly. "You have prepared so much for it. Look at my eyes and tell me. Do you want to run？" I held my breath（屏住呼吸） as David looked up. Inspired， he took a deep breath and gathered his courage（深吸一口气，鼓起勇气）， "I will have a try."
IwatchedasDavidmoveduptothestartinglinewiththeotherrunners. The starter’s gun sounded！ David spared no effort to run as if he had forgotten all his weaknesses， but he still tripped within a few kilometers. My heart sank. As I started to shout encouragement， his classmates all appeared， cheering him on. "Come on， David. You can do it！" they shouted enthusiastically. Touched， he picked himself up and started again. Finally， he crossed the finish line with wild cheers and applause. Excitement swallowed him（他激动坏了） and he embraced me tightly. At that time， I knew he had already overcome the darkness stuck in his mind（战胜了他脑海中的阴霾）.

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