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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。
I still vividly remember the day when my hands shook uncontrollably as I stood in front of
the class. It was my first oral presentation in high school, and my heart raced so wildly that I was
sure everyone could sense my tension. My throat felt dry, and when I opened my mouth to speak,
only a faint whisper came out. The neatly written notes in my hands became crumpled (褶皱的)
from my sweaty grasp. Thirty pairs of eyes stared at me, waiting, judging. The silence in the room
was unbearable. When I finally finished my rushed speech, I practically ran back to my seat, my
cheeks burning with embarrassment.
For years afterward, I avoided any situation that required public speaking. Group discussions
made my stomach upset. Even raising my hand to answer a simple question felt like an impossible
challenge. My teachers would often encourage me, saying, “You have such great ideas — if only
you would share them with the class.” But no matter how much I wanted to speak up, the fear
always won.
Then, everything changed during my junior year. My English teacher, Mrs. Carter,
announced that our class would take part in a school-wide debate competition. My stomach
dropped when she read out the team assignments — my name was on the list. “You can do this,”
she told me firmly, noticing my panicked expression. My first reaction was to make an excuse and
quit, but something inside me resisted. Maybe it was the determined look in Mrs. Carter’s eyes, or
maybe I was just tired of letting fear control me. Either way, I decided to face it.
The weeks leading up to the debate were hard. I practiced without stop — rehearsing (排演)
my arguments in front of the mirror, recording myself to catch mistakes, and staying after school
to run through speeches with my teammates. At first, my voice shook, and I kept forgetting my
points. But slowly, with each repetition, my confidence grew.
注意：
1. 续写词数应为 150 个左右；
2. 请按如下格式在答题纸的相应位置作答。
The day of the competition arrived.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________________
When the judges announced our team as the winners, I couldn’t believe it.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________________
一、文本分析
1．角色
_________________________________________________________________________
2．视角
第______________________人称视角
3．时空线
高中课堂（第一次口头演讲失败）--- 高中前两年（回避公众表达场景）--- 高二课堂（被
选为辩论队成员）--- 赛前数周（辩论集训与练习）---（续写）_____________________（辩
论比赛现场，“我” 登台表现）---（续写）比赛现场 / 赛后（得知获胜结果，“我” 的感悟与
转变）
4．文章线索
“我” 对公众演讲的核心恐惧是什么？这种恐惧源于什么经历？：________
Mrs. Carter 将 “我” 选入辩论队的用意是什么？她的鼓励对 “我” 产生了怎样的影
响？：________
赛前集训中，“我” 的状态发生了怎样的变化？促成变化的关键因素是什么？：________
“我” 从 “回避表达” 到 “主动参赛” 的内心转变体现了什么？：________
故事的核心冲突是什么？：________
5．情节线
高中第一次口头演讲，“我” 因紧张表现糟糕，深感尴尬 --- 此后两年，“我” 极力回避
所有公众表达场景，即便有好想法也不敢分享 --- 高二时，英语老师 Mrs. Carter 宣布班级
参加校级辩论比赛，“我” 意外被选入队伍，虽恐慌但决定不再向恐惧妥协 --- 赛前数周，
“我” 持续密集训练：镜前排练、录音纠错、与队友磨合，从声音颤抖、忘词到逐渐建立自
信 ---（续写）_________________---（续写）“我” 在辩论中克服紧张，发挥稳定，最终所
在队伍夺冠，“我” 彻底突破自我，战胜了公众表达恐惧
6．情感线
“我”：紧张焦虑（第一次演讲时）→ 自卑逃避（回避公众表达时）→ _________________
（被选入辩论队时）→ _________________（集训初期）→ _________________（集训后期）
→ _________________（比赛当天）→ _________________（得知获胜时）Mrs. Carter：坚
定鼓励（选拔与引导时）→ （赛前 / 赛后时）辩论队友：（集训与比赛时）
7．文章大意概括
中文：
___________________________________________________________________________
______________________________________________________________________________
英文：
___________________________________________________________________________
______________________________________________________________________________
8．句式示例
宾语从句：I was sure that everyone could sense my tension during the first presentation. /
Mrs. Carter told me that I had the ability to do well in the debate.
非谓语动词：Shaking uncontrollably, I stood in front of the class for my first presentation. /
Having practiced repeatedly, I felt more confident about the debate.
倒装句：Only after facing the debate competition did I finally overcome my fear of public
speaking. / Never had I imagined that I could win the debate with my teammates.
同位语：Mrs. Carter, our English teacher, believed in my potential to speak in public. / The
debate competition, a school-wide event, became a turning point in my life.
状 语 从 句 ： When Mrs. Carter read out the team assignments, my stomach dropped. /
Although I was nervous at first, I gradually calmed down during the debate.
夸张：My heart raced so wildly that it felt like it would jump out of my chest. / The silence in
the room during the first presentation was so unbearable that I wanted to run away.
排比：I practiced speaking in front of the mirror, recorded myself to correct mistakes, and
rehearsed with my teammates after school. / I felt nervous before the debate, calm during the
performance, and excited when we won.
9．主题归类
___________________________________________________________________________
______________________________________________________________________________
二、情节构造
第一段提示句：The day of the competition arrived.
请思考以下问题，梳理第一段情节思路：衔接句 1—— 对 “比赛前的状态” 提问：比
赛当天 “我” 的心情如何？面对赛场环境和对手，“我” 产生了怎样的反应？队友或老师给
予了怎样的支持？：________衔接句 2—— 对 “辩论中的表现” 提问：轮到 “我” 发言时，
“我” 是否出现了以往的紧张症状？如何克服的？发言过程顺利吗？：________
过渡逻辑：请说明第一段情节如何为第二段的 “夺冠” 做铺垫：________
第二段提示句：When the judges announced our team as the winners, I couldn’t believe it.
请思考以下问题，梳理第二段情节思路：衔接句 1—— 对 “获胜后的反应” 提问：“我”
得知获胜后的第一反应是什么？队友、Mrs. Carter 的表现如何？：________
衔接句 2—— 对 “经历的意义与感悟” 提问：这次辩论经历让 “我” 对公众表达和自
我产生了怎样的新认知？故事最终传递了怎样的道理？：________
主题：_____________________________________________________________________
三、段落构思
第一段：The day of the competition arrived.
请按 “赛前状态→赛场环境→登台表现→发挥效果” 的逻辑，梳理第一段写作思路：
思路：→①___________________________________________
→②__________________________________________________
→③___________________________________________________
→④________________________________________________________________
第一段续写
___________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______
第二段：When the judges announced our team as the winners, I couldn’t believe it.
请按 “意外反应→众人互动→回顾感悟→成长收获” 的逻辑，梳理第二段写作思路：
思路：→①___________________________________________
→②_____________________________________________________
→③____________________________________________
→④_________________________________________
第二段续写
___________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______
参考答案
一、文本分析
1．角色
“我”：高中生，因第一次口头演讲失败而深陷公众表达恐惧，性格内敛但有想法，在老
师鼓励与自我坚持下突破自我，最终战胜恐惧 Mrs. Carter（英语老师）：极具教育智慧与
洞察力，善于发现学生潜力，用“任务驱动”和坚定鼓励的方式，推动“我”走出舒适区，是“我”
成长的关键推动者 辩论队友：友善协作，在集训中与“我”互相磨合、彼此支持，营造了积
极的团队氛围，助力“我”提升表达能力 比赛评委/观众：评委专业公正，以实力评判胜负；
观众的存在构成“我”的表达场景，其专注或反应间接影响“我”的状态，最终的认可强化了
“我”的成就感
2．视角
第一人称视角（以“我”的口吻叙述，能直接展现“我”从恐惧、挣扎到突破的内心变化，
让读者更易共情，增强故事的真实感与感染力）
3．时空线
高中课堂（第一次口头演讲失败）--- 高中前两年（回避公众表达场景）--- 高二课堂（被
选为辩论队成员）--- 赛前数周（辩论集训与练习）---（续写）校级辩论比赛现场（“我”登
台参与辩论，克服紧张发挥稳定）---（续写）比赛现场/赛后（得知获胜结果，“我”感悟成
长，彻底突破恐惧）
4．文章线索
“我”对公众演讲的核心恐惧是什么？这种恐惧源于什么经历？：核心恐惧是被他人审
视、评判的尴尬感，以及因紧张导致表达失误的挫败感；源于高中第一次口头演讲时，“我”
声音微弱、笔记皱缩、仓促结束，承受三十双眼睛注视的尴尬经历。
Mrs. Carter 将“我”选入辩论队的用意是什么？她的鼓励对“我”产生了怎样的影响？：
用意是看到“我”有“好想法”的潜力，希望通过辩论这种结构化的公众表达场景，帮“我”打破
恐惧壁垒，实现能力突破；影响：她的坚定鼓励让“我”感受到被信任，这种信任驱散了部分
自我怀疑，促使“我”放弃找借口逃避，决定直面恐惧。
赛前集训中，“我”的状态发生了怎样的变化？促成变化的关键因素是什么？：状态变化：
从声音颤抖、频繁忘词的紧张慌乱，到逐渐流畅表达、记住论点，最终建立自信；关键因素：
持续密集的刻意练习（镜前排演、录音纠错）、团队协作的支持（与队友磨合），以及每一
次练习进步带来的正向反馈。
“我”从“回避表达”到“主动参赛”的内心转变体现了什么？：体现了“我”对“被恐惧控制”
的厌倦，对自我潜力的隐约期待，以及在外界信任（Mrs. Carter 的认可）推动下，产生的“突
破自我”的内在动力。
故事的核心冲突是什么？：“我”内心“对公众表达的深度恐惧”与“渴望展现自我想法、
摆脱恐惧束缚”之间的矛盾；以及“逃避困难”的本能与“直面挑战、实现成长”的理性选择之
间的冲突。
5．情节线
高中第一次口头演讲，“我”因紧张表现糟糕，深感尴尬--- 此后两年，“我”极力回避所
有公众表达场景，即便有好想法也不敢分享--- 高二时，英语老师 Mrs. Carter 宣布班级参加
校级辩论比赛，“我”意外被选入队伍，虽恐慌但决定不再向恐惧妥协--- 赛前数周，“我”持
续密集训练：镜前排练、录音纠错、与队友磨合，从声音颤抖、忘词到逐渐建立自信---（续
写）比赛当天，“我”赛前再度紧张，但在 Mrs. Carter 和队友的鼓励下平复心态；轮到“我”
发言时，虽有瞬间慌乱，但凭借练习形成的肌肉记忆流畅表达论点，甚至从容回应对手质疑
---（续写）“我”在辩论中克服紧张，发挥稳定，最终所在队伍夺冠，“我”彻底突破自我，战
胜了公众表达恐惧，明白“勇气源于练习与坚持”的道理
6．情感线
“我”：紧张焦虑（第一次演讲时）→ 自卑逃避（回避公众表达时）→ 恐慌犹豫（被选
入辩论队时）→ 慌乱吃力（集训初期）→ 渐趋自信（集训后期）→ 紧张坚定（比赛当天）
→ 震惊狂喜（得知获胜时）
Mrs. Carter：坚定鼓励（选拔与引导时）→ 欣慰赞许（赛前/赛后时）
辩论队友：协作支持（集训与比赛时）
7．文章大意概括
中文：
“我”高中第一次口头演讲因过度紧张表现糟糕，此后两年深陷公众表达恐惧，极力回
避任何需要公开说话的场景，即便有好想法也不敢分享。高二时，英语老师 Mrs. Carter 选
中“我”加入校级辩论队，“我”虽恐慌，但在老师的信任与自我突破的渴望下决定参赛。赛前
数周，“我”通过镜前排演、录音纠错、与队友磨合等密集训练，从声音颤抖、忘词逐渐变得
自信。比赛当天，“我”在鼓励下克服紧张，流畅表达论点并回应质疑。最终“我”所在的队伍
夺冠，“我”彻底战胜了公众表达恐惧，领悟到勇气源于坚持与练习的道理。
英文：
I performed badly in my first high school oral presentation due to extreme nervousness, and
was trapped in the fear of public speaking for the next two years. I tried my best to avoid any
scenario requiring public speaking, even if I had good ideas. In my junior year, my English
teacher Mrs. Carter selected me to join the school-wide debate team. Though panicked, I decided
to participate because of the teacher's trust and my desire to break through myself. Over the weeks
before the competition, I practiced intensively—rehearsing in front of the mirror, recording to
correct mistakes, and running through with teammates. I gradually became confident from shaking
and forgetting lines. On the competition day, I overcame nervousness with encouragement,
expressed my arguments fluently and responded to doubts. Finally, our team won the
championship. I completely conquered the fear of public speaking and realized that courage comes
from persistence and practice.
8．句式示例
宾语从句：I was sure that everyone could sense my tension during the first presentation. /
Mrs. Carter told me that I had the ability to do well in the debate.
非谓语动词：Shaking uncontrollably, I stood in front of the class for my first presentation. /
Having practiced repeatedly, I felt more confident about the debate.
倒装句：Only after facing the debate competition did I finally overcome my fear of public
speaking. / Never had I imagined that I could win the debate with my teammates.
同位语：Mrs. Carter, our English teacher, believed in my potential to speak in public. / The
debate competition, a school-wide event, became a turning point in my life.
状 语 从 句 ： When Mrs. Carter read out the team assignments, my stomach dropped. /
Although I was nervous at first, I gradually calmed down during the debate.
夸张：My heart raced so wildly that it felt like it would jump out of my chest. / The silence in
the room during the first presentation was so unbearable that I wanted to run away.
排比：I practiced speaking in front of the mirror, recorded myself to correct mistakes, and
rehearsed with my teammates after school. / I felt nervous before the debate, calm during the
performance, and excited when we won.
9．主题归类
个人成长（聚焦“我”从“被恐惧束缚”到“主动突破”的心理与能力蜕变，传递“恐惧可通
过刻意练习与勇气战胜”的成长理念）；师生互动（展现 Mrs. Carter“信任式引导”的教育智
慧，强调老师的精准赋能对学生突破自我的关键作用，体现优质师生关系的教育价值）
二、情节构造
第一段提示句：The day of the competition arrived.
请思考以下问题，梳理第一段情节思路： 衔接句 1—— 对“比赛前的状态”提问：比赛
当天“我”的心情如何？面对赛场环境和对手，“我”产生了怎样的反应？队友或老师给予了怎
样的支持？：“我”既紧张又期待，手心冒汗，看到赛场的观众和气场强大的对手时，第一次
演讲的尴尬画面闪过脑海；Mrs. Carter 拍着“我”的肩膀说“你的练习足够支撑你”，队友递来
纸条写着“我们一起赢”，让“我”逐渐平复。
衔接句 2—— 对“辩论中的表现”提问：轮到“我”发言时，“我”是否出现了以往的紧张
症状？如何克服的？发言过程顺利吗？：刚起身时声音微颤，看到老师和队友鼓励的目光，
想起反复练习的论点，瞬间镇定；发言时流畅阐述观点，甚至在对手质疑时，结合练习过的
应对思路从容反驳，赢得现场小声掌声。
过渡逻辑：请说明第一段情节如何为第二段的“夺冠”做铺垫：第一段通过描写“我”从
赛前紧张到赛中稳定发挥、甚至从容回应质疑的表现，展现了“我”的实力提升与心态突破，
也体现了团队协作的默契，为“队伍夺冠”提供了合理的实力支撑，让后续的获胜结局更具说
服力。
第二段提示句：When the judges announced our team as the winners, I couldn’t believe it.
请思考以下问题，梳理第二段情节思路：
衔接句 1—— 对“获胜后的反应”提问：“我”得知获胜后的第一反应是什么？队友、
Mrs. Carter 的表现如何？：“我”愣住几秒后才反应过来，眼泪瞬间涌出；队友们欢呼着拥抱
“我”，Mrs. Carter 笑着走来，眼里满是赞许，说“我就知道你可以”。
衔接句 2—— 对“经历的意义与感悟”提问：这次辩论经历让“我”对公众表达和自我产
生了怎样的新认知？故事最终传递了怎样的道理？：新认知：“我”发现公众表达的恐惧源于
“未准备充分的自我怀疑”，反复练习能积累底气，而勇气不是不害怕，是带着害怕依然前行；
传递的道理：恐惧并非不可战胜，直面挑战+刻意练习+外界信任，能让人突破自我设限，
实现看似不可能的成长。
主题：恐惧是成长的纸老虎，唯有直面挑战并付出持续努力，才能打破自我设限；他人
的信任与支持，是助力我们突破困境的重要力量。
三、段落构思
第一段：The day of the competition arrived.
请按“赛前状态→赛场环境→登台表现→发挥效果”的逻辑，梳理第一段写作思路： 思
路：→①“我”攥着皱巴巴的笔记坐在候场区，手心全是汗，脑海里不断闪过第一次演讲的尴
尬场景，这时 Mrs. Carter 走来轻声说“你练了上百遍的论点，比谁都熟”，队友也凑过来击掌
打气→②走进赛场，刺眼的灯光和满场的观众让“我”心跳加速，看到对手自信的姿态，“我”
深吸一口气，默默回忆练习过的内容→③轮到“我”发言时，刚开口声音有些发颤，但看到老
师坚定的目光，瞬间找回状态，流畅地阐述论点，当对手提出质疑时，“我”竟从容地引用准
备好的案例反驳→④发言结束时，现场响起零星掌声，队友朝“我”竖大拇指，“我”知道自己
做到了。
第一段：The day of the competition arrived.
My hands shook slightly as I sat in the waiting area, gripping the notes I’d reviewed a
hundred times. The memory of my first presentation flashed through my mind, but Mrs. Carter’s
words echoed too: “You’re ready.” When we walked into the hall, the bright lights and crowded
seats made my heart race, but my teammates squeezed my hand reassuringly. When it was my turn
to speak, I stood up, my voice trembling for a split second. Then I locked eyes with Mrs. Carter,
who nodded firmly. I took a breath and let the practiced arguments flow—clear, steady, and even
bold when I countered the opponent’s point. The small applause afterward made a smile creep
onto my face.
第二段：When the judges announced our team as the winners, I couldn’t believe it.
请按“意外反应→众人互动→回顾感悟→成长收获”的逻辑，梳理第二段写作思路： 思
路：→①“我”僵在座位上，直到队友推了“我”一把才回过神，眼泪不受控制地往下掉，和队
友们紧紧抱在一起尖叫→②Mrs. Carter 快步走来，给了“我”一个温暖的拥抱：“你的突破比
冠军更珍贵”，周围的观众也为我们鼓掌→③“我”看着赛场，想起那些镜前排练到深夜的日
子、录音里不断纠正的语气，突然明白：恐惧从不是因为能力不足，而是因为不敢尝试→④
从那以后，“我”不再回避课堂发言，甚至主动报名参加演讲比赛。这次经历让“我”懂得：勇
气藏在每一次坚持的练习里，突破自我就在敢于直面恐惧的那一刻。
第二段：When the judges announced our team as the winners, I couldn’t believe it.
I froze for a moment before tears of joy welled up. My teammates yelled and pulled me into a
hug, and Mrs. Carter walked over with a proud grin. “See You had it in you all along,” she said.
As we held the trophy, I thought about the late nights practicing and the times I wanted to quit. I
realized fear wasn’t something to avoid, but to face with preparation. After that day, I no longer
shrank from public speaking. I raised my hand in class and even joined the speech club. This
victory wasn’t just about the debate—it was proof that courage grows when we stop letting fear
control us.

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