资源简介

南京市2026届高三年级学情调研
英 语
第四部分 写作（共两节, 满分40分)
第一节（满分15分)
66. 假定你是李华，外教Janet想融入其他学科的内容来丰富英语课堂教学，现征求同学们的意见。请给她写一封邮件，内容包括：
(1)你的想法；
(2)说明理由。
注意：
(1)写作词数应为80个左右；
(2)请按如下格式在答题卡的相应位置作答。
Dear Janet,
I’m glad to hear you are trying to enrich your class by integrating other subjects. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
One possible version:
Dear Janet,
I’m glad to hear you are trying to enrich your class by integrating other subjects. I totally support this initiative and suggest combining history and art into your English lessons.
For history, we can discuss ancient Chinese civilizations in English, learning words like “dynasty” while understanding cultural backgrounds. In art, describing famous paintings or talking about color theory helps us practice descriptive language naturally. These methods make English learning more vivid and meaningful, as we apply language to subjects we care about, rather than just memorizing in isolation. It will definitely boost our learning enthusiasm!
Yours,
Li Hua
【导语】本篇书面表达属于应用文。要求考生对于外教Janet想融入其他学科的内容来丰富英语课堂教学，现征求同学们的意见这一情况，给她写一封邮件。
【详解】1.词汇积累
完全：totally→ fully
建议：suggest→ advise
有意义的：meaningful→ significant
提高：boost→ enhance
2.句式拓展
简单句变复合句
原句：I totally support this initiative and suggest combining history and art into your English lessons.
拓展句：I totally support this initiative and suggest that we combine history and art into your English lessons.
【点睛】【高分句型1】For history, we can discuss ancient Chinese civilizations in English, learning words like “dynasty” while understanding cultural backgrounds.（运用了非谓语动词中的现在分词作状语）
【高分句型2】These methods make English learning more vivid and meaningful, as we apply language to subjects we care about, rather than just memorizing in isolation.（运用了as引导的原因状语从句）
One possible version:
Dear Janet,
I'm glad to hear you are trying to enrich your class by integrating other subjects. Now I would like to share my thoughts with you.
It would be interesting if you include some art-related contents in our lessons. As you know, we are currently learning the unit "Impressionists and their works" and we are eager to explore the topic further from different perspectives. Besides, such combination would make the lesson more engaging, helping us have a comprehensive understanding of Impressionism and improve our abilities to use English creatively.
Thanks for considering my advice. I look forward to our wonderful lessons!
Yours,
Li Hua
One possible version:
Dear Janet,
I'm glad to hear you are trying to enrich your class by integrating other subjects. I am strongly in favor of this idea, as I believe it will bring lasting and numerous benefits to our English learning.
Combining English with subjects like science or art can not only make the class more engaging but also enhance our confidence in expressing ideas in English. These topics are highly relevant to the modern world and closely connected to our daily lives, so we can view English as more than just a school subject—it becomes a window to the world. Moreover, such an innovative method cultivates critical thinking, arouses curiosity, and motivates students to explore further, which will surely benefit us in the long run. Above all, learning how to discuss these subjects in English would equip us with practical vocabulary and prove immensely valuable for our future studies and even careers.
This blend of language and other subjects will definitely transform our classroom into a more dynamic and inspiring space. I'm truly looking forward to participating in such lively and meaningful lessons!
Yours,
Li Hua
One possible version:
Dear Janet,
I'm glad to hear you are trying to enrich your class by integrating other subjects., I whole - heartedly embrace this idea.
First, this approach can make our English learning more engaging and enriching. For instance, when studying English through history materials, we can acquire the language from historical contexts, which is far more compelling than simply memorizing grammar rules or being force fed vocabulary or phrases. Second, this practice enhances our comprehensive abilities. Specifically, we can polish up our linguistic ability while also deepening our understanding of other disciplines. For example, not only can science articles in English boost our reading skills but also expand our scientific knowledge.
I sincerely hope you can take my above perspectives into favorable consideration. Keenly anticipate your brand-new(崭新的) multi-disciplinary(多学科的) English class!
Yours,
Li Hua
One possible version:
Dear Janet,
I'm glad to hear that you are trying to enrich the class by integrating other subjects. Here are a few suggestions that I hope could be helpful.
My go-to idea is to organize an inspiring poetry translation competition, where students would be asked tointerpret selected poems from our Chinese textbooks. This seemingly straightforward task would effectively enhance our cross-cultural communication and understanding. Additionally, incorporating art through a "Pictionary"-style game could be another engaging option. Imagine students describing sketches using newly earned English vocabulary — wouldn’t that be a win-win for both their language skills and artistic expression
I truly appreciate your intention to make the class more engaging and comprehensive, and I hope my proposals can be of some help.
Yours,
Li Hua
一、文章分析：
1. 第一步，分析题材确定写作框架及句型——建议信
最基本的建议信句式如下
建议信要点段必备句型
1. 简单句 You had better do...You should/are supposed to/are expected to do...
2. 从句 I strongly recommend that you (should) do sth.It is strongly recommended that you (should) do sth.
3. it形式主语 It is helpful/useful/beneficial/important for you to do...It is of great help/use/benefit/ importance for you to do...
4. it形式宾语 I believe/consider it beneficial/important/significant for you to do...
当然最高级的表达永远不会是套话，而应该是对于要点的准确描述。所以我个人比较喜欢用的句式是一个简单句： xxx could be a possible way/attempt/ alternative to do sth.
2. 第二步，确定要点和理由
这题目乍一看很吓人，仔细分析一下还是能搞出来很多有意思的东西的，融入其他科目？这怎么融入？思维不能局限在把各个学科的【内容】结合在一起，而是【形式】上怎么玩出花。比如：
语文课——融入古诗词，搞翻译大赛（这个最好想）；
数学课——融入数字，用英语描述加减乘除数字计算、打折表达等贴近生活；
物理课——融入天体，用英语描述行星、恒星还有著名物理学家的背景生平，增强对学科的深入理解和实际应用；
美术课——融入绘画，你画我猜用英语进行描述进行比赛
要点有了，选择1-2点进行描述，最重要的是给出理由，理由可以跟在要点后面展开，也可以放在最后一段进行收尾陈述。
3. 第三步，带写
Dear Janet,
I'm glad to hear that you are trying to enrich the class by integrating other subjects.
Paragraph1:
1. 以下是一些建议，希望能有所帮助。
Paragraph2:
2. 我首推的方案是举办一场启迪人心的诗歌翻译竞赛，让学生们翻译中文课本里的精选诗篇。这个看似简单的任务能有效提升我们的跨文化沟通与理解能力。
3. 此外，引入“你画我猜”式的艺术游戏也是个不错的选择——想象学生们用新学的英语词汇描述素描作品，这难道不是语言能力与艺术表达的双赢吗？
Paragraph3:
4. 衷心感谢您让课堂更加生动全面的初衷，期盼我的提议能带来启发。
二、议论性应用文写作拓展表达语料库
1. 表态支持类
I firmly support this plan, for I am convinced that it will bring us lasting benefits.
我坚定地支持这个计划，因为我相信它会给我们带来持久的好处。
I fully agree with the idea, because it contributes to both our knowledge and skills.
我完全赞同这个想法，因为它既有助于拓展我们的知识，也能提升我们的技能。
I sincerely welcome this proposal, since it is bound to improve our learning efficiency.
我真诚地欢迎这个提议，因为它必将提高我们的学习效率。
I strongly approve of this practice, as it will definitely broaden our horizons.
我非常赞成这种做法，因为它一定会开阔我们的视野。
I am in favor of this approach, for it creates a more meaningful learning experience.
我赞同这种方法，因为它能创造出更有意义的学习体验。
2. 非谓语结构开头
Taking part in voluntary work can not only improve our teamwork but also develop a sense of responsibility.
参加志愿工作不仅能提高我们的团队合作能力，还能培养责任感。
Reading classic works regularly can not only broaden our horizons but also deepen our cultural awareness.
经常阅读经典作品不仅能拓宽我们的视野，还能加深我们的文化意识。
Practicing oral English every day can not only build our confidence but also sharpen our communication skills.
每天练习口语不仅能增强自信，还能提高交流能力。
Participating in school activities can not only enrich our life but also enhance our leadership.
参加学校活动不仅能丰富我们的生活，还能提升我们的领导力。
Watching English documentaries can not only expand our vocabulary but also inspire our curiosity.
观看英语纪录片不仅能扩大词汇量，还能激发我们的好奇心。
3.递进并列结构
The activity provides opportunities,develops abilities,and strengthens our determination.
这项活动提供机会，培养能力，并增强了我们的决心。
This experience sharpens problem-solving skills,builds confidence,and broadens our vision.
这段经历锻炼了解决问题的能力，增强了信心，并开阔了眼界。
The new approach inspires us,encourages us,and guides us to pursue our dreams.
这种新方法启发我们、鼓励我们，并引导我们追求梦想。
The event enriches our knowledge,promotes communication,and cultivates cooperation.
这次活动丰富了我们的知识，促进了交流，并培养了合作精神。
This method deepens our understanding,improves our thinking,and enhances our creativity.
这种方法加深了我们的理解，提升了思维，并增强了创造力。
4.定语从句补充说明
He shared his learning experience,which greatly inspired all of us.
他分享了自己的学习经历，这极大地激励了我们所有人。
She devoted herself to volunteering,which has a great influence on her personality.
她投身于志愿服务，这对她的性格产生了深远影响。
We took part in the cultural festival,which helped us better understand traditional values.
我们参加了文化节，这帮助我们更好地理解传统价值观。
They offered us useful advice,which made a big difference to our future plans.
他们给了我们有用的建议，这对我们的未来规划产生了重大影响。
The project was a great success,which boosted our confidence in teamwork.
这个项目取得了巨大成功，这增强了我们对团队合作的信心。
5.总结升华类
This combination of language and culture will surely make our learning more enjoyable and meaningful.
这种语言与文化的结合必将使我们的学习更加愉快而有意义。
This approach will definitely turn our classroom into a more dynamic and inspiring space.
这种方法一定会把我们的课堂变成一个更有活力、更具启发性的空间。
his method is bound to create a more creative and cooperative learning environment.
这种方法必将创造出一个更有创造力和合作精神的学习环境。
第二节 (满分25分)
67. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It all began with a “fun” indoor hockey tournament (曲棍球锦标赛) for U11, U12, and U13 kids. The organizers even encouraged U10 players to join, so naturally, the boys and girls I coached jumped at the chance. They loved hockey, but most had never played indoors before — not even once. They didn’t even have a goalkeeper. “No problem,” the organizers promised us. “You can put an extra player on the field.”
On the day of the tournament, we found out our U10 team was drawn into a group with U13 players — many of them were provincial-level stars. It was going to be a mismatch, to say the least. But our kids They were excited. They wanted to try, and they were ready to face whatever came their way.
That was, until the first whistle (哨声) blew.
When the older kids, skilled and confident, began flicking (挑击) the ball with incredible force our kids had to dive and duck because they had no protective masks (面罩) on their faces. With no goalkeeper to protect the net, they had no choice but to block the shots (射门) with whatever they had — arms, legs, and pure willpower. But still, it was a one-sided killing, with my little players struggling to fight a losing battle.
I looked at the organizers, hoping they would step in. But their response was cold. “This is just a fun tournament,” they said, “but there are prizes. Flicking stays.”
And so, our young team faced wave after wave of nonstop shots from players much older and stronger. Each time the ball slipped past them and a goal was scored, I saw something in their eyes-although they didn't look for sympathy, that eager search for hope was clearly weakening. None of the parents, teachers, or schoolmates seated aside was making a sound. It seemed the entire arena (竞技场) was in dead silence.
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。
I couldn’t just stand there, doing nothing._________________________________________________
The atmosphere shifted after the timeout (暂停).___________________________________________
【原文链接】https:///whos-cheering-for-you-the-fighting-spirit-of-a-team-of-davids/
原文：
Who’s Cheering for You The Fighting Spirit of a Team of Davids
It started with a “fun” indoor hockey tournament for U11, U12, and U13 kids. Organizers encouraged U10 players to join too, so our boys and girls eagerly signed up. The kids loved hockey but most had never played indoor before—not a single match. They didn’t even have a goalie. “No problem,” we were told. “You’ll get an extra player on the field.”
On the day of the tournament, luck of the draw placed our little U10 team in a pool against U13 players—many of them provincial stars. It was going to be a brutal mismatch, but the kids were undaunted. They were ready to try.
That is, until the games began.
Imagine their horror as these older, more experienced players started flicking the ball hard into the goals—narrowly missing their heads. With no goalie, they scrambled to defend, ducking to avoid taking the ball to the face. I looked at the organisers, expecting intervention. But no.
“Although it’s a fun tournament,” they said, “there are prizes. Flicking stays.”
And so, these younger kids had to face game after game against Goliaths. And let me tell you—they played with the hearts of Davids. Every time a goal was scored against them, I noticed immediately that the little eyes of the entire team searched for mine. They weren’t looking for pity—they were looking for hope.
I stood on the sidelines and shouted encouragement so loud the whole arena could hear. “I’m so proud of you! You’re giving it your all—keep going!” When another goal slipped past, I called out the name of the player who had tried to stop it, telling them they had the heart of a lion.
Other parents stayed seated, probably mortified by my enthusiasm. I must have looked ridiculous—a crazy mother cheering for a team that was clearly outmatched. But I didn’t care. I knew that without encouragement, defeat could crush their spirit. I wasn’t about to let that happen.
And then, something amazing happened. As these smaller kids fought with fire in their hearts, the entire arena began to cheer for them. These underdogs—playing with courage far beyond their years—captured everyone’s attention.
This tournament got me thinking about the way we live our lives.
How often do we step into arenas we don’t feel qualified to be in How many times do we face Goliaths—challenges that seem impossible We try, we fight, and when defeat after defeat hits, we start to lose hope.
But what if we had someone cheering for us Someone standing tall on the sidelines, reminding us that our effort matters, that our courage shines, and that we are not alone. What if we kept going, even when victory seemed out of reach
Here’s the truth: life’s defeats often lead to unexpected victories. The people who once watched silently will become your supporters. But it starts with believing in yourself—and having someone who refuses to let you give up.
So, who’s cheering for you And who are you standing up for
One possible version:
I couldn’t just stand there, doing nothing. I darted to the sideline and called for a timeout. The kids gathered around me, all breathless. “You are doing amazing!” I looked each one in the eye. “Whatever came your way, don’t just dive and duck—attack too!” My words seemed to inject some energy into these little fighters.“We’ve got this!” one of them said, “let’s give it all!” They cheered each other on, fire of hope rekindled in their eyes. As they strode back into the arena, the crowd began to applaud, as if sensing their determination.
The atmosphere shifted after the timeout (暂停). The kids, now inspired, put up a braver defence. As a boy blocked a hit with his legs, the crowd cheered.“Pass and move!” My voice was cracking.United, the little fighters broke through enemy defence, scoring a goal. The arena burst into screams. Even the organizers lookedat the kids with respect. When the final whistle blew, the kids were smiling with joy. Though defeated, they got something more valuable than the prizes: the courage and perseverance they showed in this fun game against opponents much older and stronger.
One possible version（未删减版）:
I couldn't just stand there, doing nothing.Images of their training hard under the blazing sun or the pouring rain flashed across my mind, reminding me oftheir deep passion for this sport.It seemed that they needed me now more than any other moment of our entire training life.“Timeout!”I yelled, at which the reference stopped dead. Then he blew the whistle hard and loud, which signaled my young players could get their much-needed break. Gathering them in a circle and gazing at theirdefeated faces,I said slowly, “Guys, this is absolutelya one-sided killing and obviously we are fighting a losing battle.But your unyielding spirit and iron willpower shone through the entire tournament.I am so proud of you.” In a moment, my brief yet emotional speech seemed to inject them with a renewed optimism and positiveness.When they returned to the court, there was light in their eyes.
The atmosphere shifted after the timeout(暂停).Gone was their weakening eager search for hope.Instead, optimism and excitement wound their way back to their heart.Sometimes,they dove and ducked at the U13 provincial-level stars’ forceful ball,with quick wit and a light heart. Other times,they blocked the shots determinedly with their newly appointed goalkeeper. Every one of their movements embodied the true essence of sportsmanship:winning with honor, losing with dignity and doing both with grace.The U13 opponents were also deeply struck by these innocent yet single-minded U10 player,with their flicking becoming less forcefulbut more respectful. We indeed lost the game. But when we left the court,all the parents, teachers, schoolmates and eventhe cold organizers gave us a standing ovation, with their chorus of shouts which would be echoing in our hearts for good:“U10 players are absolutely heroes!”
One possible version（删减版）:
I couldn't just stand there, doing nothing.Images of their training hard under the blazing sun or the pourin rain flashed across my mind, reminding me oftheir deep passion for this sport. “Timeout!”I yelled. Later, gathering them in a circle and gazing at theirdefeated faces,I said slowly, “Guys, this is absolutelya one-sided killing and obviously we are fighting a losing battle.But your unyielding spirit and iron willpower shone through the entire tournament.I am so proud of you.” In a moment, my brief yet emotional speech seemed to inject them with a renewed optimism and positiveness.When they returned to the court, there was light in their eyes.
The atmosphere shifted after the timeout（暂停）.Gone was their weakening eager search for hope. Instead, optimismand excitement wound their way back to their heart.Sometimes,they dove and ducked at the U13 provincial-level stars’ forceful ball,with quick wit and a light heart. Other times,they blocked the shots determinedly with their newly appointed goalkeeper. We indeed lost the game. But when we left the court,all theparents, teachers, schoolmates and even the cold organizers gave us a standing ovation, with their chorus of shouts which would be echoing in our hearts for good:“U10 players are absolutely heroes!”
One possible version:
I couldn’t just stand there doing nothing. In a split-second decision, I called for a timeout. As we gathered in a tight huddle, I looked at their determined faces. “Team, listen! We can’t beat them with pure strength; we have to be smarter. We need to watch their moves. Take a look at their tall, strong player—he’s the core of their offense.” A spark of understanding lit up their eyes as they identified the key opponent. “He’ll require a double-team defense.” I quickly assigned roles, putting the agile players on attack and the sturdy, focused ones on defense. With a basic plan in place, a new sense of confidence visibly surged through the team.
The atmosphere shifted after the timeout(暂停). Facing a strategic onslaught from their opponents, the opposingteam began to falter, their captain shackled by tight defense. This sudden turnaround threw the audience into a frenzy of exhilaration, and they roared with thrilling support for our team. While the skill disparity still weighed unignorably, our team never wavered, fighting faithfully until the very end. Though defeated, there was no depression among the children—only faces alight with the thrill of a hard-fought battle. Ultimately, they learned a priceless lesson: the journey itself outweighs the outcome.
One possible version:
I couldn’t just stand there, doing nothing. I called a timeout and gathered my young players around me. “Listen, kids,” I said, looking each one in the eye. “You are the bravest players I've ever seen. We might not win this in the traditional sense, but we can win in our own way. Let's focus on passing the ball, supporting each other, and having fun. Forget about the score.” Their eyes lit up a bit, and I could see determination returning.
The atmosphere shifted after the timeout (暂停). Our little team started to play with more spirit. They passed the ball carefully, moving as a unit. The older players were clearly surprised by this new-found teamwork. And though the score still wasn't in our favor, every time our kids managed to get the ball past the opposing defense, the silent arena erupted into cheers. By the end of the game, our kids were exhausted but smiling. They had learned the true meaning of sportsmanship, and that was far more valuable than any prize.
One possible version:
I couldn't just stand there, doing nothing. Memories of their sweat-drenched training sessions flashed through my mind as if it were just yesterday. “Timeout!” I shouted out and approached the organizers. “The match may continue，” I stated, "but I would be the extra player as the goalkeeper, or it is unfair. ” Without waiting for their reply, I strode straightforward to the net and gathered my team. "Kids, what you've displayed today takes more courage than winning, and we will not yield until the final whistle, will we ” Their former defeated eyes were lit up again, burning with familiar eagerness. “We won’t!” they shouted with rekindled spirits.
The atmosphere shifted after the timeout (暂停). With renewed confidence, the U10 kids began flicking(挑击) the ball with incredible force, while our older opponents, once dominant, now scrambled in surprise. The energy in the arena transformed—parents, teachers, and classmates rose to their feet, voices merging into a thunderous wave of encouragement. In the final moments, one of our smallest players broke through, her shot slipping past the U13 goalkeeper——we scored! Sweats and tears shone dazzling, they beamed with all their heart. Though we had lost the match, we had won something far greater: the crowd's respect, our own pride, and the unshakable knowledge that true strength lies not in the score, but in the spirit that refuses to be broken.
【导语】本文以人物为线索展开，讲述了作者带领U10少年曲棍球队参加锦标赛，面对与U13强手的悬殊对决及主办方的冷漠，作者鼓励队员专注协作与享受比赛，最终孩子们虽未赢比分，却领悟体育精神真谛的故事。
【详解】1.段落续写：
①由第一段首句内容“我不能就这么站在原地，什么都不做。”以及第二段首句内容“暂停之后，赛场的氛围变了。”可知，第一段可描写作者激励孩子们享受比赛过程。
②由第二段首句内容“暂停之后，赛场的氛围变了。”可知，第二段可描写孩子们有了更多的斗志，真正领悟到了体育精神。
2.续写线索：作者觉得自己不能站在那儿什么都不做，于是作者请求了暂停——作者将小球员们召集在身边——作者让小球员们专注于传球，享受比赛，不要在意比分——暂停之后，球场的氛围变了——孩子们有了更多的斗志，互相配合着打完了比赛——而这次比赛也让孩子们领悟到了体育精神的真正含义
3.词汇激活
行为类
①专注于：focus on/concentrate on
②玩得开心：have fun/enjoy oneself
③开始：start/begin
情绪类
①惊讶的：surprised/amazed
②宝贵的：valuable/priceless
【点睛】【高分句型1】You are the bravest players I've ever seen.（运用了省略关系代词的定语从句）
【高分句型2】And though the score still wasn't in our favor, every time our kids managed to get the ball past the opposing defense, the silent arena erupted into cheers.（运用了though引导的状语从句和every time引导的时间状语从句）
【读后续写】
读后续写同学们最大的疑惑是教练要不要上场，说实话我认为是上场不上场都可以，但是写作的主方向不应该是“我”上了所以我们理所当然赢了，又或者“我”发挥了关键作用比如我一个守门员远程直射对方球门什么的鬼畜情节…这里“我”的“话疗”是必须要有的，第一自然段的主线任务，目的是给球员们打气，但是关键的描写点应该在“前后对比”，士气如何振作、观众们如何爆发鼓励、我们如何认识问题。
关键主旨的升华上，我不喜欢写医学奇迹，我合理怀疑有的很有病的范文甚至可能会写我们赢的比赛，但是就算“我”上场了我是守门员啊喂我们怎么靠队员们在上面落后如此多的情况下直接逆袭？除非是什么爆种子了燃尽了不然短剧都不敢这么写吧？ 所以我倾向于他们输了，但是认识到了哪怕在打一场必败的战争时依然要有永不动摇的信念的可贵精神。
原文及协同点：
It all began with a “fun” indoor hockey tournament (曲棍球锦标赛) for U11, U12, and U13 kids. The organizers even encouraged U10 players to join, so naturally, the boys and girls I coached jumped at the chance. They loved hockey, but most had never played indoors before — not even once. They didn’t even have a goalkeeper. “No problem,” the organizers promised us. “You can put an extra player on the field.”
On the day of the tournament, we found out our U10 team was drawn into a group with U13 players — many of them were provincial-level stars. It was going to be a mismatch, to say the least. But our kids They were excited. They wanted to try, and they were ready to face whatever came their way.
协同点：
1. 教练中场暂停加球员/自己当球员鼓足士气
“暂停”！我高声喊道，径直走向赛事组织者。“比赛可以继续”，我坚定地说道，“但必须允许我作为额外队员担任守门员，否则这不公平”。
That was, until the first whistle(哨声)blew.
2. 哨声开始——就有对比的结束
“孩子们，你们今天展现的勇气远比获胜更加可贵，我们绝不会在终场哨响前放弃，对吗？”
When the older kids,skilled and confident,began flicking(挑击) the ball with incredible force, our kids had to dive and duck because they had no protective masks(面罩) on their faces. With no goalkeeper to protect the net, they had no choice but to block the shots(射门) with whatever they had-arms, legs, and pure willpower. But still,it was a one-sided killing,with my little players struggling to fight a losing battle.
3. 曲棍球动作的使用在第二自然段进行反击战时的仿写
重拾信心的U10队员们开始以惊人的力量挑击传球，而我们年长的对手，方才还占据上风，此刻却措手不及、仓促应对。
I looked at the organizers, hoping they would step in. But their response was cold. “This is just a fun tounament, ” they said, “but there are prizes. Flicking stays.”
And so, our young team faced wave after wave of nonstop shots from players much older and stronger.Each time the ball slipped past them and a goal was scored, I saw something in their eyes——although they didn't look for sympathy, that eager search for hope was clearly weakening. None of the parents, teachers, or schoolmates seated aside was making a sound. It seemed the entire arena(竞技场)was in dead silence.
4. 观众们的反应的前后变化，之前的寂静到后面被感染
赛场上的能量瞬间转变——家长、老师和同学们纷纷起身，欢呼声汇聚成雷鸣般的助威浪潮。
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。
I couldn't just stand there, doing nothing
The atmosphere shifted after the timeout(暂停)
段落任务分析及带写：
P1: I couldn't just stand there, doing nothing
任务： 心理活动+做了什么（timeout）+他人反应
1. 他们汗流浃背刻苦训练的情景在我脑海中闪现，恍如昨日。
2. “暂停！”我高声喊道，径直走向赛事组织者。“比赛可以继续，”我坚定地说道，“但必须允许我作为额外队员担任守门员，否则这不公平。”
3. 未等他们回应，我便大步走向球门，召集我的队员们。“孩子们，你们今日展现的勇气远比获胜更加可贵，我们绝不会在终场哨响前放弃，对吗？”
4. 他们原本沮丧的双眼重新绽放光芒，燃起熟悉的炽热神采。“绝不放弃！”队员们重燃斗志，齐声呐喊。
Memories of their sweat-drenched training sessions flashed through my mind as if it were just yesterday.“Timeout!” I shouted out and approached the organizers. “The match may continue，” I stated, "but I would be the extra player as the goalkeeper, or it is unfair. ” Without waiting for their reply, I strode straightforward to the net and gathered my team. "Kids, what you've displayed today takes more courage than winning, and we will not yield until the final whistle, will we ” Their former defeated eyes were lit up again, burning with familiar eagerness. “We won’t!” they shouted with rekindled spirits.
P2: The atmosphere shifted after the timeout(暂停)
任务： 如何转变+具体比赛+ 赢得一球+ 主旨升华（意志力/体育精神/团结/勇气）
1. 重燃信心的U10队员们开始以惊人力量挑击传球，而那些年长的对手方才还占据上风，此刻却仓促失措。
2. 整个场馆的氛围骤然转变——家长、老师和同学们纷纷起身，欢呼声汇聚成雷鸣般的助威声浪。
3. 最后时刻，我们最矮小的队员突破重围，她射出的球掠过U13守门员——我们得分了！
4. 汗水和泪水在灯光下熠熠生辉，每个孩子都绽放出发自内心的笑容。
5. 虽然我们输掉了比赛，却赢得了更珍贵的东西：全场观众的尊重、我们自己的骄傲，以及那个不可动摇的信念——真正的力量不在于比分，而在于永不屈服的精神。
With renewed confidence, the U10 kids began flicking(挑击) the ball with incredibleforce, while our older opponents, once dominant, now scrambled in surprise. The energy in the arena transformed—parents, teachers, and classmates rose to their feet, voices merging into a thunderous wave of encouragement. In the final moments,one of our smallest players broke through, her shot slipping past the U13 goalkeeper——we scored! Sweats and tears shone dazzling, they beamed with all their heart. Though we had lost the match, we had won something far greater: the crowd's respect, our own pride, and the unshakable knowledge that true strength lies not in the score, but in the spirit that refuses to be broken.

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