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江苏省南通如皋市2024-2025 学年度高二年级第一学期期末教学质量调研英语试题
第二节 (满分 25 分)
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
When 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. 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。
At this critical moment, her teacher stepped in
Then the worker handed her a delicious hot lunch.
江苏省南通如皋市2024-2025 学年度高二年级第一学期期末教学质量调研英语试题
第二节 (满分 25 分)
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
When Clara Temple was in first grade(状从), about six years ago, her daily routine involved carrying a homemade meal, packed with love by her mother(过去分词短语后置定语), to school in her beloved lunchbox. It filled her with a sense of comfort and belonging(心理描写). Her teacher, Mrs. Thompson, often admired Clara’s lunchbox and praised her mother's cooking skills, making(现在分词短语做伴随动作) Clara feel loved and special(非谓语todo补语). But one day, a mix-up occurred(转折). Clara had to get a hot lunch from the cafeteria instead. So, with a mixture of curiosity and anxiety(介词短语做伴随状语), 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短语做补语).
Mrs. Thompson had noticed Clara’s absence from the classroom during lunchtime and, concerned(adj做补语或状语), decided to check on her. She walked down the hallway until she reached the cafeteria(状从). As she entered(状从), she saw the cafeteria buzz with activity as students eagerly lined up(状从), each one tapping their student ID numbers into a keypad quickly(独立主格), Clara, on the other hand, felt like a fish out of water(心理描写不自在). Because it was her first time to order the school lunch(状从), she didn’t know her student ID. Her heart raced as she inched closer to the front of the line(心理描写，动作描写), the weight of unfamiliarity pressing down on her(独立主格，心理描写).
“When it came time to type in my number(状从),” Clara, now 12,recalled with a hint of embarrassment in her voice(介短方式状语), “I completely froze(动作心理描写). I felt like everyone was watching me(宾从). The kids behind me started to get impatient, whispering(现在分词做伴随动作) things like, ‘Come on, keep moving, what are you doing ’ Their words cut me through like knives(心理描写，伤心), and before I knew it, I couldn’t hold back the tears anymore(心理描写，无法控制眼泪).”
The worker at the register noticed Clara and tried to help. She leaned over the counter, and her voice soft(独立主格) as she asked Clara for her student ID number(状从). But Clara’s tears were too overwhelming(眼泪动作描写); she couldn't utter a single word(动作心理描写). She collapsed to the floor(动作描写，collapse很亮), her tears streaming down her face(独立主格).
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。
Paragraph 1: At this critical moment, her teacher stepped in
Paragraph 2: Then the worker handed her a delicious hot lunch.
1. 文章分类与续写思路分析
文章类型：情感类读后续写
续写思路：
构思：续写应围绕Clara的情感变化展开，重点描写她在老师帮助下的心理转变，以及她如何从尴尬和焦虑中恢复过来，最终感受到温暖和归属感。
布局：第一段描写老师如何帮助Clara，第二段描写Clara如何从这次经历中获得成长和自信。
提炼框架：情感转折（从焦虑到安心）、人物互动（老师与Clara）、环境描写（食堂的氛围）。
实施：通过细腻的心理描写和动作描写，展现Clara的情感变化。
承接原文：注意Clara的焦虑情绪、老师的关心、食堂的环境氛围。
巧妙设计：通过老师的温暖举动和Clara的心理变化，突出主题“爱与归属感”。
2. 故事山模式与原文分析
分析角度 内容 原文反应句
人物刻画 Clara是一个敏感、内向的孩子，老师Mrs. Thompson关心学生。 “Clara felt like a fish out of water.” “Mrs. Thompson had noticed Clara’s absence.”
情感层次 Clara从焦虑到崩溃，再到感受到温暖。 “Her heart raced as she inched closer to the front of the line.” “She couldn't hold back the tears anymore.”
关键情节点 Clara忘记学生ID号，导致情绪崩溃；老师出现帮助她。 “I completely froze.” “Mrs. Thompson stepped in.”
语言特色 语言细腻，注重心理描写和环境描写。 “The weight of unfamiliarity pressing down on her.”
关键词分析 焦虑（anxiety）、归属感（belonging）、温暖（warmth）。 “a mixture of curiosity and anxiety” “filled her with a sense of comfort”
心理描写 Clara的内心活动丰富，从好奇到焦虑再到崩溃。 “I felt like everyone was watching me.” “Her tears were too overwhelming.”
动作描写 Clara的动作描写细致，如“inched closer”“collapsed to the floor”。 “She collapsed to the floor, her tears streaming down her face.”
环境描写 食堂的繁忙氛围，学生的急躁情绪。 “The cafeteria buzz with activity as students eagerly lined up.”
隐含主题 爱与归属感，陌生环境中的成长。 “It filled her with a sense of comfort and belonging.”
情感转折 从焦虑到崩溃，再到感受到老师的温暖。 “She couldn't hold back the tears anymore.” “Mrs. Thompson stepped in.”
空间转换 从教室到食堂，再到Clara的内心世界。 “Mrs. Thompson walked down the hallway until she reached the cafeteria.”
时间过渡 从Clara的回忆过渡到现实场景。 “Clara, now 12, recalled with a hint of embarrassment in her voice.”
伏笔与冲突点：
伏笔：Clara第一次在食堂吃饭，不熟悉流程。
冲突点：Clara忘记学生ID号，导致情绪崩溃。
隐含线索：老师的关心和Clara对归属感的渴望。
解决方案：老师及时出现，帮助Clara解决问题。
3. 续写语料推荐
动作描写例句：
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.
心理描写例句：
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.
环境描写例句：
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.
高级替换词：
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. 语法现象与语料积累
高中语法现象：
过去进行时：
“Mrs. Thompson had noticed Clara’s absence.”
表示过去某一时刻正在进行的动作。
定语从句：
“Clara, now 12, recalled with a hint of embarrassment.”
修饰名词，补充说明信息。
感官动词：
“She felt like everyone was watching her.”
表示感觉或感知。
比较状语从句：
“Clara felt like a fish out of water.”
表示比喻或比较。
地道搭配：
Fill with：充满
“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.”
生词短语：
Bustling (adj.)：繁忙的
近义词：Busy, Hectic
反义词：Quiet, Calm
例句：The market was bustling with activity. / The bustling city never sleeps.
Overwhelming (adj.)：压倒性的
近义词：Intense, Powerful
反义词：Manageable, Mild
例句：The support was overwhelming. / Her emotions were overwhelming.
Collapse (v.)：崩溃
近义词：Break down, Fall apart
反义词：Recover, Stand firm
例句：She collapsed under the pressure. / The old building collapsed in the storm.
Reassure (v.)：安慰
近义词：Comfort, Soothe
反义词：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(动作描写), her voice calm and soothing(独立主格). “It’s okay, Clara. Let me help you,” she said softly. Clara looked up, her tear-streaked face filled with relief(独立主格). Mrs. Thompson quickly entered Clara’s student ID number, and the tension in the air began to dissolve(情绪描写，紧张情绪). The other students, noticing the teacher’s presence(现在分词短语做伴随动作), quieted down, their impatient whispers fading away(独立主格，情绪描写).
Paragraph 2:
Then the worker handed her a delicious hot lunch. Clara’s eyes widened(眼部动作描写) as she took the tray(状从), the aroma of warm food filling her senses(环境描写，独立主格). Mrs. Thompson guided her to a quiet table, sitting beside her(现在分词做伴随动作). “You did great,” she said with a smile. Clara felt a wave of gratitude and a newfound sense of confidence(心理描写). For the first time, the cafeteria didn’t feel so intimidating(心理描写). She took a bite of her lunch(吃东西的动作描写), savoring the taste(现在分词做伴随动作), and realized that even in unfamiliar situations, she could find comfort and belonging(宾语从句，主旨升华).
Version 2
Paragraph 1:
At this critical moment, her teacher stepped in. Mrs. Thompson’s gentle voice broke through Clara’s panic(环境描写), “Don’t worry, Clara. I’m here to help.” With a few quick keystrokes(介词短语做方式状语), Mrs. Thompson entered Clara’s student ID number, and the tension in the air began to ease(环境描写). Clara’s tears slowed(眼泪描写) as she felt the weight of embarrassment lift(状从，心理描写). The other students, who had been whispering impatiently(定从，人物刻画), now looked on in silence, their earlier irritation replaced by curiosity(独立主格，环境描写人物刻画). Mrs. Thompson’s calm demeanor and quick action not only resolved the situation but also made Clara feel protected and valued(人物刻画，动作描写).
Paragraph 2:
Then the worker handed her a delicious hot lunch. Clara took the tray with trembling hands(介短方式状语), her eyes still glistening with tears but now mixed with gratitude(独立主格，心理描写). 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(心理描写). Mrs. Thompson sat beside her, offering words of encouragement(现在分词短语做伴随动作). “You handled that better than you think(比较状从),” she said, her tone warm and reassuring(独立主格，人物刻画). Clara nodded, a small smile forming on her lips(独立主格). She realized that even in moments of vulnerability, kindness could turn a difficult situation into a lesson in resilience(宾从，主旨升华).
加分点与替换词：
高分语法：
定语从句： “Mrs. Thompson’s calm demeanor, which reassured Clara, made her feel protected.”
现在分词作状语： “The other students, noticing the teacher’s presence, quieted down.”
虚拟语气： “If she hadn’t stepped in, Clara might have felt even worse.”
亮点词汇：
情绪描写：panic, embarrassment, gratitude, vulnerability, reassurance.
动作描写：broke through, slowed, lifted, glistening, trembled.
替换词：
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(心理描写), who was drowning in a sea of embarrassment(定语从句). “Let me handle this,” Mrs. Thompson said firmly, her voice cutting through the noise of the cafeteria(独立主格，环境描写). She quickly entered Clara’s student ID number, and the line began to move again. Clara’s heart, which had been racing(定从，心理描写), started to calm down(心理描写) as she felt the support of her teacher(状从). The other students, who had been muttering impatiently(定从), now looked away, their earlier annoyance replaced by a sense of guilt(独立主格，心理描写).
Paragraph 2:
Then the worker handed her a delicious hot lunch. Clara accepted the tray with a shy smile, her cheeks still flushed (独立主格)but her spirits lifted. The smell of the food reminded her of the comfort of home(物体描写), and she felt a wave of relief wash over her(心理描写). Mrs. Thompson stayed by her side, offering words of encouragement(现在分词短语做伴随动作). “You’re stronger than you think,” she said, her voice filled with warmth(独立主格，状态描写). Clara nodded, feeling a newfound sense of confidence(现在分词短语做伴随动作). She realized that even in moments of difficulty, there were always people(宾从) who cared and were willing to help(定从)(心理描写).
加分点与替换词：
高分语法：
比喻修辞： “Mrs. Thompson’s presence was like a beacon of hope.”
现在完成时： “Clara’s heart had been racing, but now it started to calm down.”
条件句： “If Mrs. Thompson hadn’t stepped in, Clara might have felt even worse.”
亮点词汇：
情绪描写：embarrassment, relief, guilt, confidence.
动作描写：drowning, cutting through, muttering, flushed.
替换词：
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(心理描写). “It’s okay, Clara. Let’s get this sorted,” she said, her tone filled with reassurance(独立主格，心理描写). With a few quick keystrokes(介短方式状语), Mrs. Thompson entered Clara’s student ID number, and the tension in the line began to dissipate(情绪描写). Clara’s tears, which had been streaming down her face(定从), now slowed(眼泪描写) as she felt a sense of relief(心理描写). The other students, who had been whispering impatiently(定从，人物刻画), now looked on in silence, their earlier irritation replaced by a sense of understanding(独立主格，人物刻画).
Paragraph 2:
Then the worker handed her a delicious hot lunch. Clara took the tray with a tentative smile(介短，心理描写), her hands still shaking but her heart feeling lighter(独立主格). The aroma of the food reminded her of her mother’s cooking(食物描写), and for a moment, she felt a sense of belonging in the unfamiliar cafeteria(心理描写). Mrs. Thompson sat beside her, offering words of encouragement(现在分词短语做伴随动作). “You did well,” she said, her voice warm and kind(独立主格). Clara nodded, a small smile forming on her lips(独立主格，状态描写). She realized that even in moments of vulnerability, kindness could turn a difficult situation into a lesson in resilience(宾从，主旨升华).
加分点与替换词：
高分语法：
分词作状语： “Her hands still shaking, Clara took the tray.”
虚拟语气： “If Mrs. Thompson hadn’t stepped in, Clara might have felt even worse.”
定语从句： “The other students, who had been whispering, now looked on in silence.”
亮点词汇：
情绪描写：frayed nerves, reassurance, relief, vulnerability.
动作描写：soothed, slowed, shaking, tentative.
替换词：
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(动作描写). "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(看的描写), her vision blurred but recognizing the familiar face of her teacher(独立主格，动作心理描写). Then Mrs. Thompson reminded her of her class and grade. Slowly, Clara's tears began to dry up(眼泪描写). With Mrs. Thompson's encouragement(在...鼓励下，状态描写), Clara began to whisper the numbers under her breath(动作描写刻画人物性格), one by one.
Then the worker handed her a delicious hot lunch. As Clara began to eat, her anxiety seemed to fade away(心理描写). Mrs. Thompson chatted softly with Clara, asking her about her favorite foods and sharing stories of her own school lunches(现在分词短语做伴随动作), creating a bond of understanding and empathy between them.(现在分词短语做结果状语) Years later, when Clara looked back on her elementary school days(状从), she would always remember the day she first ordered lunch in the cafeteria(定从). It was a turning point in her life, a moment when she learned(定从) that with the love and support of a caring teacher, she could overcome any obstacle and face the world with confidence(定从+宾从，升华主旨).

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