2026届广东省大湾区普通高中毕业年级联合模拟考试读后续写二次开发学案

2026届大湾区普通高中毕业年级联合模拟考试 读后续写二次开发学案学生版 47. 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 I landed in a small town in New Zealand as an exchange student, I thought I was ready for everything — new faces, language barriers, strange social patterns and even homesickness. Still, the smallest things made me feel out of place. Luckily, the Wilsons, my host family, did everything they could to help me settle in — driving me around, sharing meals, and even letting me use their kitchen when. I. missed Chinese food. With their warmth and support, everything seemed to fall into place. But at school, small moments felt bigger than I’d imagined. In our first literature class, we discussed a Hemingway story. Everyone jumped in actively, while I struggled to speak up. My desk-mate encouraged me, “Next time, just speak up.” I nodded, forcing a bitter smile. And just like that, I found myself in another cultural trap, Mrs. Wilson’s birthday dinner. At the table, I answered politely but kept mostly to myself. Mrs. Wilson noticed my silence and gently asked, “You alright, sweet girl? You’ re so quiet tonight.” My face reddened. Was my silence seen as cold, rather than polite? That night, restless and wide awake, I wondered if I needed to laugh louder, speak faster; or hide parts of myself just to feel I belonged. Questions flooded my mind, none with answers. A few days later, our teacher announced there would be a Culture Festival next week. “You’ ll prepare a stand to share your own culture — food, crafts, customs ... anything meaningful. You can not only display your culture but also make it interactive, allowing people to try new things, learn traditional skills. or share stories and cultural symbols,” she said. The class lit up with excitement. I sat frozen, mind racing: how could I share my traditions in English? The thought made my stomach twisted (扭曲). Yet, I gathered myself with a deep breath and signed up. After that, I threw myself wholeheartedly into preparations, until the day finally came. 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。 At the Culture Festival, I stood behind my stand, nervous but ready. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ From that day on, my world here started to change. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【原文翻译】 当我作为一名交换生抵达新西兰的一个小镇时，我以为我已经为一切做好了准备——新的面孔、语言障碍、陌生的社交模式，甚至是想家。然而，最微小的事情还是让我感到格格不入。 幸运的是，我的寄宿家庭威尔逊一家尽他们所能帮我安顿下来——开车带我四处转转，一起分享美食，甚至在我想念中餐时让我使用他们的厨房。在他们的温暖和支持下，一切似乎都步入了正轨。 但在学校，微小的瞬间感觉比我想象的要严重。在我们的第一堂文学课上，我们讨论了一篇海明威的小说。每个人都积极投入，而我却挣扎着不敢发言。我的同桌鼓励我：“下次，只管大声说出来。”我点点头，挤出一丝苦笑。 就像这样，我发现自己陷入了另一个文化陷阱，威尔逊夫人的生日晚餐。在餐桌上，我礼貌地回答，但大部分时间保持沉默。威尔逊夫人注意到了我的沉默，温柔地问道：“你还好吗，亲爱的女孩？你今晚这么安静。”我的脸红了。我的沉默是被视为冷漠，而不是礼貌吗？ 那天晚上，我辗转反侧，清醒无比，想知道我是否需要笑得更响亮，说话更快速，或者隐藏一部分自我，只为了感到归属感。问题涌上我的心头，没有一个有答案。 几天后，我们的老师宣布下周将举办一个文化节。“你们将准备一个展位来分享你们自己的文化——食物、手工艺品、习俗……任何有意义的东西。你们不仅可以展示你们的文化，还可以让它具有互动性，让人们尝试新事物，学习传统技能，或者分享故事和文化象征，”她说。班级里洋溢着兴奋的气氛。我僵坐在那里，思绪飞转：我怎么能用英语分享我的传统呢？这个想法让我的胃扭曲起来。然而，我深吸一口气，振作起来，报了名。在那之后，我全心全意地投入到准备工作中，直到那一天终于到来。 【写作训练步骤】 第一步：通读全文，深度解读 读情节： 开端: “我”作为交换生抵达新西兰，自以为做好准备，但仍感格格不入。 发展: 寄宿家庭温暖支持，但在学校（文学课）和社交场合（生日晚餐）中，“我”因文化差异和语言问题感到挫败和误解。 转折: 让“我”感到压力和焦虑，但“我”最终。 高潮: 文化节当天，“我”站在展位前，紧张但已准备就绪。 续写开端: 描写_____________________的经历和互动。 续写结局: 阐述_____________________后，“我”的生活和心态发生的积极变化。 读人物: “我” (第一人称叙述者): ，渴望融入但，最终鼓起勇气主动展示自我。 威尔逊一家 (寄宿家庭): _____________________，但文化背景不同，可能无意中加深了“我”的焦虑。 同学/老师: _____________________（鼓励、宣布文化节），构成“我”需要面对的社会环境。 读时态： 全文以_____________________为主，续写需严格保持一致。 读冲突： 外在冲突: 与新的文化环境、社交规范之间的不适应。 内在冲突: “我”的（是否要改变自己来融入）、_____________________（如何用英语表达文化）与鼓起勇气、寻求认同之间的斗争。 读情绪发展： 自信 → _____________________ → 困惑/焦虑 → 下定决心 → 紧张期待 → （续写发展：） → （续写结局：） 读主题： _____________________ (Cultural Identity and Presentation) 跨文化适应与沟通 (Cross-cultural Adaptation and Communication) _____________________ (Courage and Self-acceptance) 归属感 (Belonging) 第二步：【十句五定法】—— 搭建你的写作框架 段落 句子功能 你的句子构思 第一段 1. 接续Hint1 描述文化节现场的氛围和“我”展位的布置（例如：展示什么？）。 2. 动作/心理推进 描写最初的紧张以及第一位访客到来时的互动（谁来了？发生了什么？）。 3. 有效过渡 从紧张到逐渐放松、投入的转变过程（是什么让你放松下来？）。 4. 有效衔接 描述一个成功的、具体的互动瞬间（你教了什么？分享了什么故事？反应如何？）。 5. 段落收束 以“我”在活动结束时的感受结束本段，为第二段的转变埋下伏笔。 第二段 6. 接续Hint2 具体说明变化如何开始（例如：第二天在学校，发生了什么具体的事？）。 7. 情节发展 描述“我”自身行为的改变（例如：在课堂上或社交中有什么不同？）。 8. 主题升华 通过内心独白或对话，点明“我”对文化差异和自我身份的新认识。 9. 结局呈现 描述一个体现新建立的归属感和自信的场景（和谁？在什么场合？）。 10. 富有余韵的结尾 用一个象征或展望未来的句子结束故事，回扣主题。 第三步：【微写作训练】—— 打磨你的语言 训练一：环境描写 · 烘托心情 文化节现场人声鼎沸，_____________________，我深吸一口气试图平静下来。 当看到观众们_____________________时，我的紧张逐渐被一种分享的喜悦所取代。 活动结束后，_____________________笼罩着我，我知道我做到了。 训练二：人物刻画 · 于细微处见真情（连线） 她很紧张。 A. She kept smoothing down her traditional dress, a fixed smile on her face. 他很感激。 B. His eyes shone with genuine interest as he tried to use the chopsticks. 他深受触动。 C. He listened intently, his initial curiosity softening into a look of deep respect. 我选择仿写第____句：___________________________________________________________ 训练三：情感表达 · 找到“高级替身” 例句升级： 原句：I was nervous but happy when people understood my culture. 升级句: ___________________________________________________________ initially swept over me, but it soon gave way to ___________________________________________________________ as I saw ___________________________________________________________ through my presentation. 训练四：动作细节 · 让情感可视化 细节版: I ___________________________, my fingers ___________________________ the intricate paper-cuts I had laid out, while my eyes ___________________________ the passing crowd. 细节版: Gently guiding his hand, I ___________________________, "The brush should be held upright." His concentration was palpable as he ___________________________, producing a wobbly but earnest character. 训练五：象征与隐喻 · 让主题更深刻 文化节的展位 (The Culture Festival stand) → 更象征着 ________________________________。 最初的沉默 (The initial silence) → 从 ______________________________________________ 变成了 ___________________________________________________________。 这次文化节的经历 (The Culture Festival experience) → 是“我”从 ____________________ 到 ____________________的转折点。 第四步：综合训练与范文引导 训练：补全段落 请根据上下文，在横线处填入最恰当的词语或短语。 Paragraph 1 At the Culture Festival, I stood behind my stand, nervous but ready. My stand was adorned with red paper-cuts, a delicate teapot set, and a plate of homemade dumplings. ____________________________ (1) as the hall filled with people. I clutched the edge of the table, ____________________________ (2). Then, the Wilson family approached, their faces beaming with encouragement. Mrs. Wilson picked up a dumpling. "These look wonderful, dear!" she said. As she took a bite and sighed with pleasure, ____________________________ (3). Soon, a small crowd gathered. I found myself demonstrating how to hold a calligraphy brush, my hand ____________________________ (4). The initial awkwardness melted away, replaced by the lively hum of questions and shared laughter. By the end, the exhaustion I felt was ____________________________ (5). (1) ___________________________________________________________ (2) ___________________________________________________________ (3) ___________________________________________________________ (4) ___________________________________________________________ (5) ___________________________________________________________ Paragraph 2 From that day on, my world here started to change. The next Monday, my literature classmates didn't just say hello; they asked me about the Mid-Autumn Festival story I'd shared. ____________________________ (6). I even ____________________________ (7). I realized I didn't need to force a louder laugh or hide my quiet moments. ____________________________ (8). One evening at dinner with the Wilsons, the conversation flowed effortlessly, filled with jokes and questions about both Kiwi and Chinese traditions. ____________________________ (9). The small town, with its quiet streets and friendly faces, had finally started to feel like a place I could call ____________________________ (10). (6) ___________________________________________________________ (7) ___________________________________________________________ (8) ___________________________________________________________ (9) ___________________________________________________________ (10) ___________________________________________________________ 【学生版学案 参考答案】 第一步：通读全文，深度解读 读情节： 转折: 文化节的宣布；鼓起勇气报名并全心准备。 读人物： “我”: 敏感，自省；害怕因文化差异被误解。 威尔逊一家: 友善、支持。 同学/老师: 推动情节发展。 读时态： 一般过去时。 读冲突： 外在冲突: “我”。 内在冲突: 自我怀疑；焦虑。 读情绪发展： 挫败/自我怀疑；克服紧张，获得积极反馈；自信增强，归属感建立。 读主题： 文化认同与展示；勇气与自我接纳。 第三步 & 第四步：微写作及综合训练参考答案 训练一： 1. my heart was racing. 2. curious faces and approving nods。 3. a sense of relief mixed with a knowing smile。 训练二： 连线: 1-A; 2-B; 3-C。 训练三： A wave of anxiety; a glow of satisfaction; a bridge of understanding being built。 训练四： stood rigidly behind the table; nervously tracing; scanned。 said softly and patiently; carefully followed the stroke order。 训练五： a platform where I could bridge the gap between my heritage and my new world。 a barrier that isolated me; a prelude to a voice that could share meaningful stories。 hiding my identity to fit in; proudly sharing it to connect。 第四步：综合训练 (1) My heart hammered against my ribs (2) my smile feeling stiff on my face (3) a spark of confidence ignited within me (4) guiding a classmate's trembling fingers over the rice paper (5) tinged with a profound and glowing sense of accomplishment (6) The once intimidating classroom now felt like a space for dialogue (7) raised my hand to contribute a perspective on the assigned reading, my voice firmer than I'd ever imagined it could be (8) Belonging, I discovered, wasn't about blending in, but about adding my own unique color to the tapestry (9) I was no longer a silent guest, but an engaged part of the family (10) not just a temporary stop, but a true home away from home 1 学科网（北京）股份有限公司 $ 2026届大湾区普通高中毕业年级联合模拟考试 读后续写二次开发学案教师版 47. 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 I landed in a small town in New Zealand as an exchange student, I thought I was ready for everything — new faces, language barriers, strange social patterns and even homesickness. Still, the smallest things made me feel out of place. Luckily, the Wilsons, my host family, did everything they could to help me settle in — driving me around, sharing meals, and even letting me use their kitchen when. I. missed Chinese food. With their warmth and support, everything seemed to fall into place. But at school, small moments felt bigger than I’d imagined. In our first literature class, we discussed a Hemingway story. Everyone jumped in actively, while I struggled to speak up. My desk-mate encouraged me, “Next time, just speak up.” I nodded, forcing a bitter smile. And just like that, I found myself in another cultural trap, Mrs. Wilson’s birthday dinner. At the table, I answered politely but kept mostly to myself. Mrs. Wilson noticed my silence and gently asked, “You alright, sweet girl? You’ re so quiet tonight.” My face reddened. Was my silence seen as cold, rather than polite? That night, restless and wide awake, I wondered if I needed to laugh louder, speak faster; or hide parts of myself just to feel I belonged. Questions flooded my mind, none with answers. A few days later, our teacher announced there would be a Culture Festival next week. “You’ ll prepare a stand to share your own culture — food, crafts, customs ... anything meaningful. You can not only display your culture but also make it interactive, allowing people to try new things, learn traditional skills. or share stories and cultural symbols,” she said. The class lit up with excitement. I sat frozen, mind racing: how could I share my traditions in English? The thought made my stomach twisted (扭曲). Yet, I gathered myself with a deep breath and signed up. After that, I threw myself wholeheartedly into preparations, until the day finally came. 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。 At the Culture Festival, I stood behind my stand, nervous but ready. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ From that day on, my world here started to change. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【原文翻译】 当我作为一名交换生抵达新西兰的一个小镇时，我以为我已经为一切做好了准备——新的面孔、语言障碍、陌生的社交模式，甚至是想家。然而，最微小的事情还是让我感到格格不入。 幸运的是，我的寄宿家庭威尔逊一家尽他们所能帮我安顿下来——开车带我四处转转，一起分享美食，甚至在我想念中餐时让我使用他们的厨房。在他们的温暖和支持下，一切似乎都步入了正轨。 但在学校，微小的瞬间感觉比我想象的要严重。在我们的第一堂文学课上，我们讨论了一篇海明威的小说。每个人都积极投入，而我却挣扎着不敢发言。我的同桌鼓励我：“下次，只管大声说出来。”我点点头，挤出一丝苦笑。 就像这样，我发现自己陷入了另一个文化陷阱，威尔逊夫人的生日晚餐。在餐桌上，我礼貌地回答，但大部分时间保持沉默。威尔逊夫人注意到了我的沉默，温柔地问道：“你还好吗，亲爱的女孩？你今晚这么安静。”我的脸红了。我的沉默是被视为冷漠，而不是礼貌吗？ 那天晚上，我辗转反侧，清醒无比，想知道我是否需要笑得更响亮，说话更快速，或者隐藏一部分自我，只为了感到归属感。问题涌上我的心头，没有一个有答案。 几天后，我们的老师宣布下周将举办一个文化节。“你们将准备一个展位来分享你们自己的文化——食物、手工艺品、习俗……任何有意义的东西。你们不仅可以展示你们的文化，还可以让它具有互动性，让人们尝试新事物，学习传统技能，或者分享故事和文化象征，”她说。班级里洋溢着兴奋的气氛。我僵坐在那里，思绪飞转：我怎么能用英语分享我的传统呢？这个想法让我的胃扭曲起来。然而，我深吸一口气，振作起来，报了名。在那之后，我全心全意地投入到准备工作中，直到那一天终于到来。 1 学科网（北京）股份有限公司 $