2026届高考英语读后续写专项复习 摇滚追梦：Faris 的自信成长之旅 导学案

该高中英语高考复习学案系统梳理了读后续写的核心考点，涵盖文本分析（角色、情节、情感线）、情节逻辑与情感连贯等，通过问题链（如关键线索提问）和任务驱动（续写段落思路梳理）引导学生自主构建文本解读框架，形成从文本分析到情节构思的完整认知体系。 亮点在于诊断性文本分析工具和分层任务设计，如开篇设置“文本线索梳理表”（含角色心理、时空转换等问题），学生通过自主填表定位续写关键点，培养思维品质与学习能力。每个续写段落配备“衔接句提问-逻辑梳理-语言表达”三步引导，教师可通过学生的思路笔记精准指导，实现个性化备考，提升读后续写的逻辑连贯性与情感真实性。

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。 Eight-year-old Faris had to get on a ship to go to his new school. What would it be like at his new school? He worried about this for the whole journey. He was also anxious that the other pupils might make fun of his teeth as he had two extra teeth in his upper jaw. Would anybody want to be his friend? Faris didn’t realise that many of the other boys felt just as lonely as he did. He eventually gathered the courage to start chatting with the other pupils, covering his teeth with his hand. He soon made some new friends. His teachers believed that the best way to help students who were homesick was to cheer them up with sports and activities. Then there was music! The students had to take part in choir (合唱) practice, and that was when the music teacher noticed that Faris had an extraordinary voice. He hit every note perfectly! When Faris was twelve, his friends told him about a new kind of music from Britain and America. “It’s called rock ‘n’ roll! ” whispered David. “The headmaster says it’s a bad influence and we shouldn’t listen to it…” Bruce showed Faris a black-and-white picture cut out of a magazine. It was of a handsome man with an impossibly cool haircut standing on his toes (脚趾) as he sang with his eyes closed. That guy’s called Elvis! The government wants to ban him because he makes his fans go crazy. He’s the greatest music star in the world! This sounded exciting to Faris — the shy boy liked the idea of people going crazy for him, too. He and four of his friends slipped into the teachers’office one night. They gathered around the radio and switched it on… There was a rolling beat, a loud guitar. and a bouncing piano rhythm (旋律) that made Faris want to get up and dance. It was the most exciting thing in the world! He and his friends listened to several rock ‘n’ roll songs before slipping back to the dormitory. They were too excited to sleep. 注意: (1)续写词数应为 150 左右; (2)请按如下格式在答题卡的相应位置作答。 Paragraph 1: “We should form a band.” Bruce whispered. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Stepping onto the stage, Faris took the microphone and began to sing. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 ________________________________________________________________________________________ 2． 视角第______人称 3． 时空线船上（Faris 前往新学校，担忧新环境与自身牙齿问题）--- 新学校（Faris 克服孤独，结交朋友）--- 学校（老师通过体育、活动和合唱帮助学生适应，发现 Faris 的好嗓子）--- 学校（朋友向 Faris 介绍摇滚音乐，分享猫王事迹）--- 学校教师办公室（Faris 和朋友深夜偷偷收听摇滚电台）--- 宿舍（几人兴奋难眠）---（续写）____________________（Faris 和朋友商议组建乐队）---（续写）________________________（Faris 和乐队登台演出） 4． 文章线索 What was Faris worried about before going to the new school?：________ How did Faris make new friends?：________ What talent did the music teacher find in Faris?：________ What new music did Faris learn about from his friends?：________ What did Faris and his friends do one night?：________ How did they feel after listening to the music?：________W hat did Bruce suggest doing?：________ What was Faris' inner desire?：________ 5． 情节线 8 岁的 Faris 乘船前往新学校，全程担忧新学校的生活，害怕同学因他上颚的两颗额外牙齿嘲笑他，担心无法交到朋友。→ 到新学校后，Faris 发现很多男孩和他一样孤独，他鼓起勇气用手捂住牙齿和其他学生聊天，很快交到了新朋友。→ 老师为帮助想家的学生，安排了体育、各类活动和合唱练习，音乐老师在合唱中发现 Faris 拥有非凡的嗓音，音准极佳。→ ______________________________________________→ 一天晚上，Faris 和四个朋友偷偷溜进教师办公室，通过收音机收听摇滚音乐，被其节奏深深吸引。→ 回到宿舍后，几人兴奋得无法入睡。→（续写）_____________________________→（续写）Faris 和乐队登上舞台 6． 情感线 Faris：担忧自卑（害怕新环境，因牙齿问题不自信）→ 逐渐适应（克服孤独，结交朋友）→ 意外惊喜（被发现音乐天赋）→ 好奇向往（接触摇滚音乐，渴望被认可）→ 兴奋激动（深夜收听摇滚，内心澎湃）→（续写）（对组建乐队充满期待，又略带忐忑）→（续写）（登台后自信绽放，收获认可）朋友：孤独迷茫（初到新学校的状态）→ 友好热情（主动接纳 Faris，分享音乐）→ 大胆叛逆（提议深夜听禁播音乐，支持组建乐队）→（续写）（积极筹备乐队，鼓励 Faris）→（续写）（登台时默契配合，为演出成功欢呼） 老师：关爱负责（通过多种方式帮助学生适应新环境，善于发现学生天赋）→（续写）（得知乐队后可能的态度转变或支持）校长：保守严谨（认为摇滚有不良影响，禁止学生接触）→（续写）（观看演出后的态度变化） 7． 文章大意概括 中文： _______________________________________________________________________________________ 英文： ________________________________________________________________________________________ 8． 句式示例 宾语从句：________________________________________________________________________________________非谓语： _______________________________________________________________________________________ 感叹句： _______________________________________________________________________________________ 同位语：____________________________________________________________________________________________ 完全倒装句： _______________________________________________________________________________________ 比喻： ________________________________________________________________________________________ 夸张： ________________________________________________________________________________________ 9．主题归类 ________________________________________________________________________________________ 二、情节构造 第一段提示句：“We should form a band.” Bruce whispered.请思考以下问题，梳理第一段情节思路：衔接句 1—— 对 “组建乐队的商议过程” 提问：大家是否同意 Bruce 的提议？会如何分工？会选择演奏什么类型的音乐？是否会担心被校长发现？：________ 衔接句 2—— 对 “筹备过程中的细节” 提问：他们会在哪里秘密排练？遇到了什么困难？Faris 在筹备中有没有克服自卑心理？：________ 过渡逻辑：请说明第一段情节如何为第二段登台演出及 Faris 的成长做铺垫：________第二段提示句：Stepping onto the stage, Faris took the microphone and began to sing.请思考以下问题，梳理第二段情节思路： 衔接句 3—— 对 “演出的背景、现场反应与 Faris 的表现” 提问：演出是在什么场合进行的？台下观众（同学、老师、校长）的反应如何？Faris 登台后是否还在意自己的牙齿？演唱效果怎样？：________ 主题： ________________________________________________________________________________________ 三、段落构思 第一段：“We should form a band.” Bruce whispered.请按 “回应→分工→筹备” 的逻辑，梳理第一段写作思路，并完成英文续写：思路：→①________（大家对组建乐队的回应）→②________（乐队成员的分工安排）→③________（秘密筹备的过程与细节）； 英文续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：Stepping onto the stage, Faris took the microphone and began to sing.请按 “亮相→演唱→反响” 的逻辑，梳理第二段写作思路，并完成英文续写：思路：→④________（Faris 登台时的状态与亮相）→⑤________（演唱过程中的表现与现场氛围）→⑥________（观众的反应与 Faris 的心理变化）； 英文续写：___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Faris（8 岁转学男生，因额外牙齿自卑害羞，内心渴望认可，拥有非凡嗓音，热爱摇滚）、David（Faris 的朋友，分享摇滚音乐）、Bruce（Faris 的朋友，提议组建乐队，积极主动）、其他朋友（支持乐队组建，参与演出）、老师（关注学生心理健康，通过活动帮助学生适应，发现 Faris 的音乐天赋）、校长（认为摇滚有不良影响，反对学生接触） 2． 视角 第三人称（客观叙述 Faris 的经历与心理变化） 3． 时空线 船上（Faris 前往新学校，担忧新环境与自身牙齿问题）--- 新学校（Faris 克服孤独，结交朋友）--- 学校（老师通过体育、活动和合唱帮助学生适应，发现 Faris 的好嗓子）--- 学校（朋友向 Faris 介绍摇滚音乐，分享猫王事迹）--- 学校教师办公室（Faris 和朋友深夜偷偷收听摇滚电台）--- 宿舍（几人兴奋难眠）---（续写）宿舍 / 学校隐蔽角落（Faris 和朋友商议组建乐队）---（续写）学校舞台（Faris 和乐队登台演出） 4． 文章线索 What was Faris worried about before going to the new school?：He worried about what the new school would be like, that other pupils might make fun of his two extra teeth, and whether anyone would want to be his friend. How did Faris make new friends?：He gathered the courage to start chatting with other pupils (covering his teeth with his hand) and soon made some new friends. What talent did the music teacher find in Faris?：Faris had an extraordinary voice and could hit every note perfectly. What new music did Faris learn about from his friends?：He learned about rock ‘n’ roll from Britain and America. What did Faris and his friends do one night?：They slipped into the teachers’ office, gathered around the radio and listened to several rock ‘n’ roll songs. How did they feel after listening to the music?：They were too excited to sleep. What did Bruce suggest doing?：He suggested forming a band.What was Faris' inner desire?：He liked the idea of people going crazy for him and wanted to be recognized. 5． 情节线 8 岁的 Faris 乘船前往新学校，全程担忧新学校的生活，害怕同学因他上颚的两颗额外牙齿嘲笑他，担心无法交到朋友。→ 到新学校后，Faris 发现很多男孩和他一样孤独，他鼓起勇气用手捂住牙齿和其他学生聊天，很快交到了新朋友。→ 老师为帮助想家的学生，安排了体育、各类活动和合唱练习，音乐老师在合唱中发现 Faris 拥有非凡的嗓音，音准极佳。→ 12 岁时，朋友 David 和 Bruce 向 Faris 介绍了英美流行的摇滚音乐，讲述了猫王的故事，尽管校长和政府反对，但 Faris 对这种音乐充满兴趣，内心也渴望得到他人的追捧。→ 一天晚上，Faris 和四个朋友偷偷溜进教师办公室，通过收音机收听摇滚音乐，被其节奏深深吸引。→ 回到宿舍后，几人兴奋得无法入睡。→（续写）Bruce 提议组建乐队，大家一致同意，分工明确后开始秘密筹备排练。→（续写）Faris 和乐队登上舞台，他自信演唱摇滚歌曲，收获了全场的认可与欢呼。 6． 情感线 Faris：担忧自卑（害怕新环境，因牙齿问题不自信）→ 逐渐适应（克服孤独，结交朋友）→ 意外惊喜（被发现音乐天赋）→ 好奇向往（接触摇滚音乐，渴望被认可）→ 兴奋激动（深夜收听摇滚，内心澎湃）→（续写）期待忐忑（积极响应组建乐队，既期待又担心表现不好、被校长发现）→（续写）自信绽放（登台后忘却自卑，全身心投入演唱，收获认可后充满成就感） 朋友：孤独迷茫（初到新学校的状态）→ 友好热情（主动接纳 Faris，分享音乐）→ 大胆叛逆（提议深夜听禁播音乐，支持组建乐队）→（续写）积极投入（分工合作，利用课余时间秘密排练，互相鼓励）→（续写）默契配合（登台时各司其职，演出成功后与 Faris 共同庆祝） 老师：关爱负责（通过多种方式帮助学生适应新环境，善于发现学生天赋）→（续写）包容支持（看到学生的热情与努力，从理解到支持，为他们的成长感到欣慰）校长：保守严谨（认为摇滚有不良影响，禁止学生接触）→（续写）态度转变（被演出打动，意识到音乐的积极意义，不再反对） 7． 文章大意概括 中文： 8 岁的 Faris 转学途中担忧新学校的生活和自己的牙齿问题，到新学校后他克服孤独结交了朋友，音乐老师还发现了他的好嗓子。12 岁时，朋友向他介绍了被校长禁止的摇滚音乐，他和朋友们深夜偷偷收听后兴奋不已。在 Bruce 的提议下，他们决定组建乐队，希望通过音乐实现自我价值，获得他人的认可。 英文： Eight-year-old Faris worried about his new school life and his extra teeth on the way to his new school. After arriving, he overcame loneliness and made friends, and the music teacher discovered his extraordinary voice. At the age of twelve, his friends introduced him to rock ‘n’ roll, which was banned by the headmaster. Faris and his friends sneaked to listen to it late at night and were extremely excited. At Bruce’s suggestion, they decided to form a band, hoping to realize their self-worth and gain others’ recognition through music. 8． 句式示例 宾语从句：He worried about what it would be like at his new school. / The headmaster says it’s a bad influence and we shouldn’t listen to it. 非谓语：Faris didn’t realise that many of the other boys felt just as lonely as he did. / He eventually gathered the courage to start chatting with the other pupils, covering his teeth with his hand. 感叹句：What an extraordinary voice Faris has! / How exciting the rock ‘n’ roll music is! 同位语：It was of a handsome man, Elvis, with an impossibly cool haircut standing on his toes as he sang with his eyes closed. 完全倒装句：There was a rolling beat, a loud guitar, and a bouncing piano rhythm that made Faris want to get up and dance. 比喻：Rock ‘n’ roll music was like a flame, igniting Faris’ passion for performance. 夸张：The exciting rhythm of rock ‘n’ roll made Faris’ heart beat as fast as a drum. 9． 主题归类 讲述自卑害羞的转学男生 Faris 在接触摇滚音乐后，鼓起勇气组建乐队、登台演出的故事，体现了友谊的力量、音乐的感染力，以及勇于突破自我、追求热爱就能收获认可与成长的道理。 二、情节构造 第一段提示句：“We should form a band.” Bruce whispered.衔接句 1—— 对 “组建乐队的商议过程” 提问：大家是否同意 Bruce 的提议？会如何分工？会选择演奏什么类型的音乐？是否会担心被校长发现？：大家立刻兴奋地表示同意，决定分工合作：Bruce 负责吉他，David 负责鼓，Faris 担任主唱，另外两位朋友分别负责贝斯和键盘；他们选择演奏摇滚音乐，既符合内心的热爱，也想挑战传统；同时担心被校长发现，计划秘密筹备。 衔接句 2—— 对 “筹备过程中的细节” 提问：他们会在哪里秘密排练？遇到了什么困难？Faris 在筹备中有没有克服自卑心理？：他们利用放学后的空闲时间，在学校偏僻的储物间秘密排练；遇到了缺少乐器、节奏配合不默契等困难，但大家互相鼓励、反复练习；Faris 在朋友们的支持下，逐渐不再刻意捂住牙齿，慢慢克服了自卑心理，更加投入地练习演唱。过渡逻辑：通过描写乐队组建的商议与秘密筹备过程，展现 Faris 和朋友们对音乐的热爱与坚持，以及 Faris 在友谊支持下的心理转变，为第二段他自信登台演出、彻底突破自我做铺垫。 第二段提示句：Stepping onto the stage, Faris took the microphone and began to sing. 衔接句 3—— 对 “演出的背景、现场反应与 Faris 的表现” 提问：演出是在什么场合进行的？台下观众（同学、老师、校长）的反应如何？Faris 登台后是否还在意自己的牙齿？演唱效果怎样？：演出是在学校的年度才艺表演上进行的；起初校长面露不满，同学们则充满期待，老师面带微笑；Faris 登台后完全忘却了牙齿的问题，全身心投入演唱，他的嗓音与摇滚旋律完美融合，极具感染力；台下观众被深深打动，校长也逐渐改变态度，最终全场爆发出热烈的掌声。 主题：勇于追求自己的热爱，就能突破内心的束缚；友谊的支持能给予人成长的力量；真正的自我价值不在于外在的缺陷，而在于内在的才华与勇气。 三、段落构思 第一段：“We should form a band.” Bruce whispered.思路：→①大家兴奋响应 Bruce 的提议→②明确乐队分工，确定演唱风格→③利用课余时间秘密排练，克服困难； 英文续写： “We should form a band.” Bruce whispered. His words sparked excitement among the boys—they nodded eagerly, their eyes shining with enthusiasm. They quickly divided the roles: Bruce would play the guitar, David the drums, Faris the lead singer, and the other two friends the bass and keyboard. Determined to play rock ‘n’ roll, they sneaked into a remote storage room after school to practice. At first, they struggled with mismatched rhythms and simple instruments, but Faris’ perfect voice kept them going. Gradually, he stopped covering his teeth, encouraged by his friends’ support, and sang with growing confidence. 第二段：Stepping onto the stage, Faris took the microphone and began to sing.思路：→④Faris 登台忘却自卑，自信亮相→⑤全情投入演唱，旋律极具感染力→⑥全场观众被打动，收获热烈掌声与认可； 英文续写：Stepping onto the stage, Faris took the microphone and began to sing. He forgot all about his extra teeth, his eyes closed as he poured his heart into the rock ‘n’ roll melody. His extraordinary voice filled the hall, matching the energetic beats perfectly. The audience was stunned at first—then students started cheering and tapping their feet. Even the headmaster, who had frowned at first, nodded in approval. When the song ended, the hall erupted in thunderous applause. Faris smiled brightly, feeling a surge of pride. For the first time, he knew: it was his talent and courage, not his teeth, that made him shine. 第1页/共1页 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $