2026届高三英语读后续写专项复习---当中国功夫遇见英伦校园 导学案

该高中英语高考复习学案系统梳理读后续写核心考点，涵盖文本分析（角色、视角、情节线等）、衔接过渡推演、情节构造等模块，通过问题导向（如线索梳理问题链）和任务驱动（如情节线情感线梳理）引导学生自主构建文本逻辑框架，形成续写能力体系。 亮点在于诊断性文本分析与思维品质培养，如文本分析环节设置线索梳理问题链（如“Li Ming如何克服沟通困难？”），学生通过自主作答梳理跨文化交际情境中的情节与情感逻辑，提升文化意识与思维品质。每个模块配有情节线绘制任务和情感变化分析表，帮助学生建立个性化续写策略，教师可依据学情精准指导，实现因材施教。

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。 Li Ming was a 17-year-old exchange student from China. With a heart full of dreams and a little bit of nervousness, he flew to the United Kingdom to start a new adventure. He had always imagined what it would be like to walk through the historic streets of England and meet people from different parts of the world. But as soon as he arrived at his new school, he felt a little unsure. In his new class, Li Ming struggled to start conversations with his British classmates. They spoke so quickly and used words and phrases he didn't understand. When he tried to join their conversations, he felt shy about his accent and worried that he might say something wrong. He also noticed that British students seemed to value their personal space more than he was used to, which made it even harder for him to find the right moment to start a meaningful talk. Group work was even harder. During a group project in literature class, Li Ming had trouble explaining his ideas clearly, feeling like his ideas were getting lost in translation. And he started to doubt himself. Social events outside of class were just as difficult. At a school party, Li Ming watched his classmates laugh, dance, and sing along to the latest pop songs. He felt left out, not knowing the songs or the dance moves. He wanted to join the fun, but the fear of looking silly kept him on the sidelines. One day, the school announced a talent show, Li Ming, who practiced traditional Chinese kung fu, really wanted to try. While he was hesitating, a group of British students interested in cultural performances invited him to join them. Li Ming agreed. 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。 During their practice, the group was amazed by Li Ming’s Chinese kung fu. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After the show, Li Ming noticed some changes happening. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色：_____________________________ 2．视角：第________人称 3．时空线：from arriving in the UK---______________ ---the talent show 4. 请在文章中将可能的线索都找出来 How did Li Ming feel when he first arrived in the UK?： ______________________________________________ What difficulties did Li Ming face in his new school?： ____________________________________________ Why did Li Ming struggle to communicate with British classmates?：_______________________________________ What made group work hard for Li Ming?： _______________________________________________________ How did Li Ming feel at the school party?： ____________________________________________________ What talent did Li Ming have that made him want to join the talent show?： ______________________________ Who invited Li Ming to join the talent show?： ___________________________________________ What was Li Ming’s state before agreeing to join the talent show?： _____________________________________________________ 5． 情节线：中国交换生李明满怀梦想与忐忑飞往英国开启新生活。 →___________________________________ →____________________________________ →_________________________________→（续写）在排练过程中，团队成员被李明的中国功夫惊艳到了。 →（续写）演出结束后，李明注意到一些变化正在发生。 6． 情感线： I (Li Ming)： dreamful + nervous→_______________→_______→______________________（续写）→_______（续写） 7.综合以上信息，请用 3-4 句话概括文章大意。（中英各一个） 中文： __________________________________________________________________________________________________________________________________________________________ 英文： __________________________________________________________________________________________________________________________________________________________ 8.句式：宾语从句；非谓语；感叹句；同位语；完全倒装句；比喻；夸张 __________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________ 9.本文属于人与他人：_______________________________________ 二、衔接句与过渡推演 第一段提示句：During their practice, the group was amazed by Li Ming’s Chinese kung fu. 衔接句 1—— 对前面的 “受邀加入才艺表演团队” 提问 “团队成员具体有哪些反应？”：What specific reactions did the group members have? 过渡句推演：衔接 1→？←衔接 2 衔接句 2—— 对 “被功夫惊艳” 提问 “这种惊艳如何影响排练和李明的状态？”：How did this amazement affect the rehearsal and Li Ming’s state? 第二段提示句：After the show, Li Ming noticed some changes happening. 衔接句 3—— 对 "一些变化正在发生" 提问 “具体发生了哪些变化？”：What specific changes happened? 过渡句推演：衔接 3→？←主题 主题：_________________________________ 三、情节构造 第一段：During their practice, the group was amazed by Li Ming’s Chinese kung fu. →①__________________→②__________________→③__________________； 英文： ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：After the show, Li Ming noticed some changes happening. →④__________________→⑤__________________→⑥__________________。 英文： _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色：Li Ming（17 岁中国交换生）、British classmates（英国同学）、group members of the talent show（才艺表演团队成员）、school staff（学校工作人员）2．视角：第___一___人称3．时空线：from arriving in the UK---studying in the new school (class interactions, group work, school party) ---the talent show4. 线索梳理 How did Li Ming feel when he first arrived in the UK?：He felt full of dreams and a little nervous, and also unsure after arriving at the new school. What difficulties did Li Ming face in his new school?：He struggled to start conversations with British classmates, had trouble in group work, and felt left out at social events. Why did Li Ming struggle to communicate with British classmates?：British classmates spoke quickly, used unfamiliar words and phrases, and valued personal space more, making it hard for him to join conversations. He was also shy about his accent. What made group work hard for Li Ming?：He couldn’t explain his ideas clearly, and his ideas seemed to get lost in translation. How did Li Ming feel at the school party?：He felt left out, wanting to join the fun but fearing looking silly. What talent did Li Ming have that made him want to join the talent show?：He practiced traditional Chinese kung fu. Who invited Li Ming to join the talent show?：A group of British students interested in cultural performances. What was Li Ming’s state before agreeing to join the talent show?：He was hesitating.5．情节线：中国交换生李明满怀梦想与忐忑飞往英国开启新生活。 →他在新学校面临沟通困难，小组合作受阻，社交场合感到被孤立 →学校宣布才艺表演后，擅长中国功夫的他虽有犹豫，但接受了对文化表演感兴趣的英国学生的邀请 →加入团队后开始排练→（续写）在排练过程中，团队成员被李明的中国功夫惊艳到了。 →（续写）演出结束后，李明注意到一些变化正在发生。6．情感线：I (Li Ming)：dreamful + nervous→unsure (shy)→doubtful→hesitant（续写）→confident→fulfilled (integrated)（续写） 文章大意概括 中文：17 岁的中国交换生李明怀揣梦想和忐忑来到英国求学，却因语言、文化差异面临沟通、小组合作和社交上的诸多困难，感到迷茫与自我怀疑。学校才艺表演的消息传来，擅长中国功夫的他在犹豫后，接受了英国学生的组队邀请，希望借此打破困境。 英文：17-year-old Chinese exchange student Li Ming went to the UK with dreams and nervousness, but faced many difficulties in communication, group work and socializing due to language and cultural differences, feeling confused and self-doubting. When the school announced a talent show, Li Ming, who was good at traditional Chinese kung fu, accepted the invitation from British students to form a team after hesitation, hoping to break through his predicament. 句式示例 宾语从句：He had always imagined what it would be like to walk through the historic streets of England. 非谓语：With a heart full of dreams and a little bit of nervousness, he flew to the United Kingdom to start a new adventure. 感叹句：How amazing Li Ming’s kung fu moves are! 同位语：Li Ming, who practiced traditional Chinese kung fu, really wanted to try. 比喻：His ideas were getting lost in translation like unspoken whispers. 夸张：They spoke so quickly that Li Ming could barely catch a single word. 本文属于人与他人：李明在异国他乡，通过才艺展示打破文化与沟通壁垒，与英国同学建立联系、实现融入的跨文化交流故事 二、衔接句与过渡推演 第一段提示句：During their practice, the group was amazed by Li Ming’s Chinese kung fu. 衔接句 1—— 对前面的 “受邀加入才艺表演团队” 提问 “团队成员具体有哪些反应？”：What specific reactions did the group members have? The group members clapped excitedly, their eyes wide with admiration. They crowded around Li Ming, bombarding him with questions about the names of the moves, the history behind kung fu, and how long he had practiced. Some even mimicked his gestures clumsily, laughing and cheering as they praised his "powerful and graceful" performance. 过渡句：How did the group’s reaction help Li Ming overcome his shyness and communicate better? Their enthusiastic and curious reactions made Li Ming feel valued and confident. He no longer worried about his accent or language limitations—his classmates listened patiently, nodded frequently, and even asked follow-up questions. This encouragement gave him the courage to speak up, using simple words and body language to explain, which gradually reduced his shyness. 衔接句 2—— 对 “被功夫惊艳” 提问 “这种惊艳如何影响排练和李明的状态？”：How did this amazement affect the rehearsal and Li Ming’s state? The rehearsal became more lively and collaborative. The group actively integrated Li Ming’s kung fu into the performance, discussing how to match music and stage effects. Li Ming became more proactive: he took the initiative to suggest adjustments to his moves and interacted with teammates more naturally. His anxiety faded, and he began to enjoy the process of rehearsing together. 第二段提示句：After the show, Li Ming noticed some changes happening. 衔接句 3—— 对 "一些变化正在发生" 提问 “具体发生了哪些变化？”：What specific changes happened? Classmates who used to barely talk to Li Ming now greeted him warmly in the hallway. Many asked him to teach basic kung fu moves during breaks, and some even shared their favorite songs or stories with him. In group work, his teammates actively invited him to express ideas, and he could explain himself more fluently without fear of being misunderstood. 过渡句：How did these changes reflect Li Ming’s integration into the new environment? The initiative from his classmates and the smooth communication in group work showed that Li Ming was no longer an outsider. He was invited to join social interactions, his ideas were valued, and he could freely share his culture (kung fu) with others. These changes proved that he had broken through cultural and language barriers, truly integrating into the school community. 主题：文化差异可通过彼此的尊重与欣赏化解，个人特长是打破隔阂、实现跨文化融入的重要桥梁 三、情节构造 第一段：During their practice, the group was amazed by Li Ming’s Chinese kung fu. →①___他们瞪大双眼，不停赞叹，纷纷询问每个招式的名字和含义___→②___李明鼓起勇气，用简单的英语配合肢体动作讲解，同学们耐心倾听，还主动帮他纠正发音___→③___排练变得越来越顺畅，李明不再羞涩，开始主动和大家讨论表演细节，脸上逐渐有了笑容___；英文：They widened their eyes, kept praising, and asked about the name and meaning of each move one after another. Li Ming gathered his courage to explain with simple English and body movements, and his classmates listened patiently, even offering to help him correct his pronunciation. The rehearsal became smoother and smoother. Li Ming was no longer shy, and began to take the initiative to discuss performance details with everyone, with a smile gradually appearing on his face. 第二段：After the show, Li Ming noticed some changes happening. →④___不少同学主动走来和他打招呼，请教功夫技巧，甚至有人想学中文___→⑤___小组合作时，大家会耐心听他表达，鼓励他说出想法，他的英语也越来越流利___→⑥___他不再感到孤立，慢慢融入了集体，深刻体会到文化特长带来的力量___。英文：Many classmates took the initiative to come up to greet him, ask about kung fu skills, and some even wanted to learn Chinese. During group work, everyone would listen to him patiently, encourage him to express his ideas, and his English became more and more fluent. He no longer felt isolated, gradually integrated into the group, and deeply realized the power brought by his cultural specialty. 学科网（北京）股份有限公司 $