2026届高考英语读后续写专项复习---毕业肖像画献礼 导学案

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。 Maya Rodriguez was a quiet girl who always felt more at ease with her paintbrushes than with people. While she found talking to others sometimes difficult, she felt she could express anything on a blank canvas (画布). Her art teacher, Ms. Albright, saw something special in her work. She noticed that Maya’s portraits (肖像画) were not just about how people looked, but about who they were inside. “You don’t just draw people, Maya,” she told her one day. “You show us their inner world.” These words stayed with Maya and made her feel that her art had a purpose. As graduation day came closer, Maya had a big, exciting idea. What if she could paint a special picture for each of her 83 classmates? It was a huge task, but she decided to try. She began to work secretly, using little bits of time between classes and during lunch breaks. She quietly watched her classmates — how one smiled, how another thought deeply — and drew what she saw. A few people knew she liked art, but no one had any idea about her big secret project. Finally, on graduation day, Maya walked up to the stage, her heart beating fast. The room grew quiet as she started to speak. Her voice was soft at first. She talked about their years together and how everyone has their own story that others might not know. “We’ve all been in the same school,” she said, “but I wonder if we have really seen each other.” 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。 Then, she took a deep breath and said, “Please look under your chairs.” ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Ms. Albright went up the stage and held Maya’s hands. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 _________________________________________________________________________ 2．视角 第______人称 3．时空线 学校（Maya 作为安静的学生，擅长绘画，能通过画笔展现他人内心世界）--- 美术课堂（Ms. Albright 发现 Maya 的艺术天赋，称赞她能画出人物的内在本质）--- 学校各处（毕业临近，Maya 萌生为 83 位同学画肖像画的想法，利用课间、午休等碎片时间秘密创作）--- 毕业典礼现场（Maya 上台发言，讲述同学间的相处与 “被看见” 的意义）---（续写）毕业典礼现场（同学们在座位下发现 Maya 的肖像画，引发热烈反应）---（续写）__________________________________________________（Ms. Albright 上台肯定 Maya，Maya 收获同学的认可与友谊） 4．文章线索 Maya 的性格特点是什么？从哪些细节体现？：________ Ms. Albright 对 Maya 的艺术创作给予了怎样的评价？这对 Maya 有何影响？：________ Maya 在毕业前萌生了什么想法？她为实现这个想法做了什么？：________ Maya 在毕业典礼上的发言核心是什么？：________ 同学们在座位下发现肖像画后，可能会有怎样的反应？：________ Maya 的礼物最终带来了怎样的改变？：________ 故事想要传递的核心主题是什么？：________ 5．情节线 安静内向的 Maya 擅长绘画，能通过画笔展现人物的内心世界。→ Ms. Albright 发现 Maya 的天赋，称赞她不仅画外貌，更能呈现人物内在本质，让 Maya 感受到艺术的意义。→ 毕业临近，Maya 决定为 83 位同学各画一幅肖像画，利用碎片时间秘密创作。→ 毕业典礼上，Maya 上台发言，讲述同学间的相处，提出 “我们是否真正看见彼此” 的思考。→（续写）_____________________________→（续写）___________________________________ 6．情感线 Maya：内向腼腆（不擅长与人交流，依赖画笔表达）→ 坚定执着（为完成 83 幅肖像画，利用碎片时间坚持创作）→ 紧张忐忑（上台发言时心跳加速，声音轻柔）→（续写）期待不安→ 感动自豪（看到同学们的反应，为自己的作品被认可而感动）→ _______________（收获友谊与肯定，感受到与人连接的美好） Ms. Albright：欣赏赞许（发现 Maya 的艺术天赋，给予肯定）→（续写）______________________________（看到 Maya 通过艺术突破自我，收获认可） 同学们：陌生疏离（对安静的 Maya 了解不多）→（续写）惊讶惊喜（发现肖像画时的意外）→ ________________________________（被画作中的细节与真诚打动，认可 Maya 的才华与心意） 7．文章大意概括 中文：______________________________________________________________________________________________________________________________________________________________ 英文：______________________________________________________________________________________________________________________________________________________________ 8．句式示例 宾语从句：非谓语动词：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：Then, she took a deep breath and said, “Please look under your chairs.” 请思考以下问题，梳理第一段情节思路：衔接句 1—— 对 “同学们的反应” 提问：同学们发现肖像画后会有怎样的具体表现？有哪些细节体现他们的惊讶与感动？：________ 衔接句 2—— 对 “画作的特点” 提问：Maya 的肖像画会呈现哪些细节，让同学们感受到被 “看见”？：________过渡逻辑：请说明第一段情节如何为第二段的情感升华做铺垫：________ 第二段提示句：Ms. Albright went up the stage and held Maya’s hands. 请思考以下问题，梳理第二段情节思路： 衔接句 3—— 对 “老师与同学的行动” 提问：Ms. Albright 会对 Maya 和同学们说些什么？同学们会有怎样的后续行动，表达对 Maya 的认可？：________ 主题：_____________________________________________________________________ 三、段落构思 第一段：Then, she took a deep breath and said, “Please look under your chairs.” 请按 “同学们反应→画作细节→现场氛围” 的逻辑，梳理第一段写作思路，并完成英文续写：思路：→①同学们好奇弯腰查看，发现肖像画后发出惊喜惊叹→②大家端详画作，发现 Maya 捕捉的专属细节（表情、动作、爱好）→③现场充满激动的讨论声，有人感动不已； 英文续写：________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：Ms. Albright went up the stage and held Maya’s hands. 请按 “老师肯定→同学互动→Maya 成长” 的逻辑，梳理第二段写作思路，并完成英文续写：思路：→④Ms. Albright 称赞 Maya 的才华与真诚，强调艺术的连接力量→⑤同学们起身鼓掌，纷纷上前感谢 Maya，主动交流→⑥Maya 收获友谊与自信，明白艺术的意义； 英文续写：___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Maya Rodriguez：性格安静内向，不擅长与人交流，但极具绘画天赋，善于通过画笔捕捉他人的内心世界；心思细腻、真诚执着，为了给 83 位同学准备毕业礼物，利用碎片时间秘密创作，希望通过艺术让大家感受到被理解与关注。 Ms. Albright：Maya 的美术老师，善于发现学生的闪光点，欣赏 Maya 的艺术才华并给予肯定，是 Maya 艺术道路上的鼓励者与支持者，温柔且富有教育智慧。 同学们：Maya 的毕业同学，起初可能未深入了解安静的 Maya，在收到肖像画后，被 Maya 的真诚与才华打动，逐渐理解并接纳这位内向的同学。 2．视角 第三人称 3．时空线 学校（Maya 作为安静的学生，擅长绘画，能通过画笔展现他人内心世界）--- 美术课堂（Ms. Albright 发现 Maya 的艺术天赋，称赞她能画出人物的内在本质）--- 学校各处（毕业临近，Maya 萌生为 83 位同学画肖像画的想法，利用课间、午休等碎片时间秘密创作）--- 毕业典礼现场（Maya 上台发言，讲述同学间的相处与 “被看见” 的意义）---（续写）毕业典礼现场（同学们在座位下发现 Maya 的肖像画，引发热烈反应）---（续写）毕业典礼舞台（Ms. Albright 上台肯定 Maya，Maya 收获同学的认可与友谊） 4．文章线索 Maya 的性格特点是什么？从哪些细节体现？：安静内向、细腻执着有天赋；与画笔为伴不善交流，画肖像抓内在，秘密为 83 位同学作画。 Ms. Albright 对 Maya 的艺术创作给予了怎样的评价？这对 Maya 有何影响？： 赞其画作展现人物 “内在世界”；让 Maya 明确艺术价值，增强自信。 Maya 在毕业前萌生了什么想法？她为实现这个想法做了什么？：给每位同学画毕业肖像；利用碎片时间秘密创作，观察同学特质。 Maya 在毕业典礼上的发言核心是什么？：质疑同学间是否 “真正看见彼此”，希望关注他人内在与故事。 同学们在座位下发现肖像画后，可能会有怎样的反应？：惊讶惊喜，被画作细节打动，主动感谢交流。 Maya 的礼物最终带来了怎样的改变？：Maya 获认可变自信、收获友谊；同学重新认识她，增进理解。 故事想要传递的核心主题是什么？：艺术可连接人心，真诚关注能打破疏离，内向者也能以己之长获认可。 5．情节线 安静内向的 Maya 擅长绘画，能通过画笔展现人物的内心世界。→ Ms. Albright 发现 Maya 的天赋，称赞她不仅画外貌，更能呈现人物内在本质，让 Maya 感受到艺术的意义。→ 毕业临近，Maya 决定为 83 位同学各画一幅肖像画，利用碎片时间秘密创作。→ 毕业典礼上，Maya 上台发言，讲述同学间的相处，提出 “我们是否真正看见彼此” 的思考。→（续写）Maya 让同学们查看座位下的肖像画，大家被画作中捕捉的细节与真诚打动，现场反响热烈。→（续写）Ms. Albright 上台肯定 Maya，同学们纷纷向 Maya 表达感谢与认可，Maya 收获友谊与自信。 6．情感线 Maya：内向腼腆（不擅长与人交流，依赖画笔表达）→ 坚定执着（为完成 83 幅肖像画，利用碎片时间坚持创作）→ 紧张忐忑（上台发言时心跳加速，声音轻柔）→（续写）期待不安→ 感动自豪（看到同学们的反应，为自己的作品被认可而感动）→ 自信温暖（收获友谊与肯定，感受到与人连接的美好） Ms. Albright：欣赏赞许（发现 Maya 的艺术天赋，给予肯定）→（续写）欣慰骄傲（看到 Maya 通过艺术突破自我，收获认可） 同学们：陌生疏离（对安静的 Maya 了解不多）→（续写）惊讶惊喜（发现肖像画时的意外）→ 感动认可（被画作中的细节与真诚打动，认可 Maya 的才华与心意） 7．文章大意概括 中文：Maya 是个安静内向的女孩，不擅长与人交流，却能通过画笔捕捉他人的内心世界。她的美术老师 Ms. Albright 发现了她的天赋，称赞她的肖像画不仅展现外貌，更能呈现人物的内在本质，这让 Maya 感受到艺术的意义。毕业临近，Maya 决定为 83 位同学各画一幅肖像画，她利用课间、午休等碎片时间秘密创作。毕业典礼上，Maya 上台发言，讲述了同学们共度的时光，提出 “我们是否真正看见彼此” 的思考。随后她让大家查看座位下的肖像画，同学们惊讶地发现画作精准捕捉了自己的特点与气质，深受感动。Ms. Albright 上台肯定了 Maya 的才华与勇气，同学们纷纷向 Maya 表达感谢，Maya 不仅收获了友谊，也变得更加自信，明白了艺术是连接人心的桥梁。 英文：Maya Rodriguez was a quiet, introverted girl who struggled with socializing but excelled at painting. She could express others' inner worlds through her brushes, a talent noticed by her art teacher Ms. Albright. Ms. Albright praised her portraits for revealing not just appearances but who people truly were, making Maya realize her art had purpose. As graduation approached, Maya decided to paint a portrait for each of her 83 classmates. She worked secretly in her spare time, observing her classmates quietly and capturing their unique traits. On graduation day, Maya gave a nervous speech about their years together and questioned if they had truly seen one another. She then asked everyone to look under their chairs, where they found her portraits. Amazed by how accurately the paintings reflected their personalities, the classmates were deeply touched. Ms. Albright went on stage to praise Maya, and the students thanked her warmly. Maya gained friendship and confidence, realizing art could bridge hearts. 8．句式示例 宾语从句：Ms. Albright noticed that Maya’s portraits showed people’s inner world. / Maya wondered if her classmates would like the portraits she painted. 非谓语动词：Feeling more at ease with paintbrushes, Maya expressed herself through art. / Praised by Ms. Albright, Maya became more confident in her work. 感叹句：What a thoughtful and amazing gift Maya prepared for her classmates! / How talented Maya is to capture people’s inner selves so well! 同位语：Maya, a quiet and gifted painter, prepared 83 portraits for her classmates. / Ms. Albright, Maya’s art teacher, always encouraged her creative talent. 完全倒装句：Under each chair lay a carefully painted portrait of the student sitting there. / On the stage stood Maya, nervous but determined to share her gift. 比喻：Maya’s paintbrushes were like magic wands, revealing the hidden beauty in each person. / The portraits were bridges connecting Maya’s heart to her classmates’. 夸张：Maya spent so much time painting that she barely had a moment to rest during lunch breaks. / The classmates were so surprised that they couldn’t say a word when they saw the portraits. 9．主题归类 围绕 “艺术的力量”“内向者的表达”“人际连接” 展开，讲述内向的 Maya 通过为同学创作肖像画，突破自我、传递真诚，最终收获认可与友谊的故事，凸显 “艺术是跨越隔阂的沟通桥梁，真诚的付出能打破孤独，每个人都能以自己的方式被看见” 的核心主题。 二、情节构造 第一段提示句：Then, she took a deep breath and said, “Please look under your chairs.” 思考问题 衔接句 1—— 对 “同学们的反应” 提问：同学们发现肖像画后会有怎样的具体表现？有哪些细节体现他们的惊讶与感动？：同学们会好奇地弯腰查看，发现肖像画后发出惊喜的惊叹声；有人会指着画作中自己独特的表情、习惯动作（如喜欢咬笔头、微笑时的梨涡），激动地与身边同学分享；有人会认真端详画作，眼神中充满感动，甚至眼眶泛红。 衔接句 2—— 对 “画作的特点” 提问：Maya 的肖像画会呈现哪些细节，让同学们感受到被 “看见”？：画作会捕捉同学们不易察觉的细节，如爱思考的同学眉头微蹙的样子、爱笑的同学眼角的细纹、运动爱好者充满活力的姿态，甚至会在画作角落标注同学们的小爱好（如书本、篮球），让每个人都感受到自己的独特性被关注。 过渡逻辑：请说明第一段情节如何为第二段的情感升华做铺垫：第一段通过描写同学们发现肖像画后的惊喜与感动，展现了 Maya 礼物的成功，为第二段 Ms. Albright 上台肯定 Maya、同学们表达感谢做了铺垫，让 Maya 的收获与成长显得顺理成章。 第二段提示句：Ms. Albright went up the stage and held Maya’s hands. 思考问题 衔接句 3—— 对 “老师与同学的行动” 提问：Ms. Albright 会对 Maya 和同学们说些什么？同学们会有怎样的后续行动，表达对 Maya 的认可？：Ms. Albright 会称赞 Maya 的才华、勇气与真诚，强调她用艺术让大家 “被看见” 的意义；同学们会纷纷站起来鼓掌，有人会走上台与 Maya 拥抱，向她表达感谢，甚至有人会询问画作的创作过程，主动与 Maya 交流。 主题：艺术具有连接人心的力量，真诚的表达能打破内向的壁垒；每个人都有自己独特的闪光点，都渴望被理解与看见；勇敢地用自己的方式表达，就能收获认可与友谊。 三、段落构思 第一段：Then, she took a deep breath and said, “Please look under your chairs.” 写作思路 →①同学们好奇弯腰查看，发现肖像画后发出惊喜惊叹→②大家端详画作，发现 Maya 捕捉的专属细节（表情、动作、爱好）→③现场充满激动的讨论声，有人感动不已； 英文续写 Then, she took a deep breath and said, “Please look under your chairs.” Curiosity filled the room as everyone leaned down. Gasps of surprise broke out when they found the carefully wrapped portraits. Each painting captured not just faces but unique traits—Liam’s furrowed brow when thinking, Mia’s dimples when smiling, and Jake’s calloused hands from basketball. Some pointed at the small details, like the book in Ella’s hand or the guitar pick around Leo’s neck, exclaiming, “She noticed!” Whispers of amazement turned into warm chatter, and a few eyes glistened with tears. Maya’s heart fluttered as she watched her classmates truly seeing her gift—and seeing each other. 第二段：Ms. Albright went up the stage and held Maya’s hands. 写作思路 →④Ms. Albright 称赞 Maya 的才华与真诚，强调艺术的连接力量→⑤同学们起身鼓掌，纷纷上前感谢 Maya，主动交流→⑥Maya 收获友谊与自信，明白艺术的意义； 英文续写 Ms. Albright went up the stage and held Maya’s hands. “Maya, you’ve given us the greatest gift—seeing and being seen,” she said warmly. “Your art isn’t just paint on canvas; it’s a bridge between hearts.” The room erupted in thunderous applause. Classmates lined up to hug her, thanking her for the thoughtful portraits. “I never knew someone noticed these little things about me,” said Mia softly. Maya smiled, feeling a warmth she’d never known—connection through her art. She realized that while talking was hard, her paintings spoke volumes. That day, the quiet girl with paintbrushes didn’t just give gifts; she found her voice and lifelong friends. 学科网（北京）股份有限公司 $