2026届高考英语读后续写专项复习---“23号安娜” 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。 Sumi is a single mother, whose daughter Anna has always been called “Number 23”. Every time the school published exam results, Anna would always end up in the 23rd position among 50 pupils. Always 23, no matter what topic or term. Every time Sumi heard that moniker (绰号), she became concerned. Sumi ran a service firm planning small events — outdoor short journeys for staff and their families or weekend parties. The discussion nearly always focused on their children as most of her staff were parents. You know how it goes — one parent discussed their child’s piano honors, while another boasted (夸耀) about math Olympiads or leadership responsibilities. Sumi would simply sit there, softly nodding, feeling uncomfortable. While others were honoring these great youngsters, all she could think about was Anna and her moniker, Number 23. One day, Sumi and Anna were invited to a nice get-together. The adults gathered around a big round table, and as the lunch came to an end, someone playfully asked the youngsters what they wanted to be when they grew up. One after another, the children gave their bold, ambitious answers — to be a pianist, to be a famous actor, to start a business and make tons of money. The adults clapped and praised each one. Anna didn’t answer. She was more interested in quietly helping out — bringing cups of soup handing cookies around. She was just in her own little world, gladly helping. Then the same person who raised the question looked at Anna and added, “Hey, our Anna hasn’t told us yet. What do you want to be when you grow up?” Anna paused (停顿). Then she smiled and said, “I want to be a teacher. I love little kids. I love singing and playing with them.” And suddenly, the whole room just…became quiet. It hit Sumi hard. It was like her heart got caught in her throat. 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。 Later, on the journey back, they were held up by traffic. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Not long after the get-together, Sumi got a phone call from Anna’s teacher. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 文本分析 1．角色 ________________________________________________________________________ 2．视角 第________________________人称视角 3．时空线 学校（安娜考试排名23，获绰号）→ 苏米的公司（员工讨论孩子成就，苏米尴尬）→ 聚会现场（孩子们谈理想，安娜说想当老师，全场沉默）→ 返程路上（堵车，苏米与安娜谈心，观念初变）→ ____________________（苏米接到老师电话，彻底转变认知）→ __________（苏米看着安娜助人，领悟主题） 4．文章线索 (1)“安娜的排名23”是明线，如何推动情节发展？ (2)苏米从“因排名焦虑尴尬”到“聚会触动”再到“谈心觉醒”最后“接电话释然”的情感变化，与安娜“默默助人”“坦诚理想”“持续付出”的行为有何关联？ (3)“安娜安静帮忙、不急于回答理想”的细节有何意义？ (4)核心冲突是什么以及冲突如何解决？ 5．情节线 安娜稳定排名23，获“23号”绰号→ 苏米因员工炫耀孩子成就而尴尬焦虑→ 聚会中孩子们谈宏大理想，安娜默默助人→ 安娜被问理想，称想当老师，全场沉默，苏米触动→ 返程堵车，苏米与安娜谈心，得知女儿助人经历，观念初变→ 苏米接到老师电话，得知安娜常帮同学，深受好评→________________________ 6．情感线 苏米：对女儿排名的担忧→ 员工炫耀时的尴尬→ 聚会中安娜被问理想时的紧张→ 听到理想后的触动→ 谈心时的释然→ 接老师电话后的感动与自豪； 安娜：被称“23号”时的平静→ 聚会助人时的愉悦→ 回答理想时的坦诚→ 与母亲谈心时的真诚→ _______________________； 老师：对安娜的欣赏→ ______________________。 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： 状语从句： 同位语： 对比句： 9．主题归类 ——————————————————————————————————————————————————————————————————————————— 三、情节构造 第一段提示句：Later, on the journey back, they were held up by traffic. 衔接句1：苏米会如何开启对话？她会直接问安娜理想的缘由，还是先表达自己的感受？→ 衔接句2：安娜会如何回应？她会提及具体的助人经历吗？这些经历如何体现她想当老师的初心？ 过渡逻辑： _______________________________________________________________________ 第二段提示句：Not long after the get-together, Sumi got a phone call from Anna’s teacher. 衔接句1：老师的来电内容是什么？会从哪些角度夸赞安娜？如何呼应前文安娜的行为？ 衔接句2：苏米接到电话后有何反应？她会有怎样的动作或心理活动？如何升华主题？ 主题： —————————————————————————————————————四、段落构思 第一段：Later, on the journey back, they were held up by traffic. 思路：①堵车场景为母女谈心创造契机，苏米主动打破沉默，温和询问安娜理想；②安娜坦诚回应，结合“帮同学系鞋带”的具体事例，说明想当老师的原因是“助人的温暖”；③苏米内心触动，意识到自己忽视了女儿的善良，态度从焦虑转为释然，珍惜谈心时刻。 关键句设计：通过安娜的具体事例让“善良”具象化，避免空洞抒情；用“堵车不再烦人”的细节体现苏米的心理变化。 续写第一段 ———————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————— 第二段：Not long after the get-together, Sumi got a phone call from Anna’s teacher. 思路：①老师来电作为第三方视角，客观夸赞安娜的助人行为，印证安娜的品质；②苏米被老师的话打动，落泪反思；③通过苏米“看着安娜助人”的场景描写，将情感落地，点出“排名标签消失，看到女儿的珍贵”的主题；④结尾呼应“想当老师”的理想，让安娜的形象更完整。 关键句设计：用老师的话“排名体现不出善良与共情”直接点题；以苏米的视觉描写收尾，让主题更具画面感和感染力。 续写第二段 —————————————————————————————————————————————————————————————————————————————————————————————————————————————————— —————————————————————————————————————————————————————————————————————————————————————————————————————————————————— 参考答案 文本分析 1．角色 苏米（Sumi）：单身母亲，经营活动策划公司，重视孩子成绩，因女儿排名焦虑，后逐渐领悟善意与共情的珍贵；安娜（Anna）：10岁左右小学生，考试稳定排名23，性格善良、乐于助人，有同理心，理想是当老师；苏米的员工：多为家长，爱炫耀孩子成就，衬托苏米的焦虑；安娜的老师：善于发现学生闪光点，推动苏米的认知转变。 2．视角 第三人称视角（以苏米的情感变化为主要观察点） 3．时空线 学校（安娜考试排名23，获绰号）→ 苏米的公司（员工讨论孩子成就，苏米尴尬）→ 聚会现场（孩子们谈理想，安娜说想当老师，全场沉默）→ 返程路上（堵车，苏米与安娜谈心，观念初变）→ 苏米家中/学校（苏米接到老师电话，彻底转变认知）→ 家中附近（苏米看着安娜助人，领悟主题） 4．文章线索 （1）“安娜的排名23”是明线，如何推动情节发展？它作为苏米焦虑的源头，与安娜“善良助人”的暗线形成对比，最终暗线超越明线，凸显“内在品质比成绩更重要”的主题。 （2）苏米从“因排名焦虑尴尬”到“聚会触动”再到“谈心觉醒”最后“接电话释然”的情感变化，与安娜“默默助人”“坦诚理想”“持续付出”的行为有何关联？二者共同展现“父母对孩子的认知从外在标签到内在品质的转变”。 （3）“安娜安静帮忙、不急于回答理想”的细节有何意义？它铺垫了安娜“想当老师”的理想，体现其“行动先于言语”的善良本性，为后续老师的夸赞做伏笔。 （4）核心冲突：苏米对“成绩排名”的执念与安娜“重品质轻排名”的本性之间的矛盾；聚会时“其他孩子雄心勃勃的理想”与“安娜朴素理想”的对比冲突。冲突如何解决？通过返程谈心和老师来电，苏米认知转变，接纳并认可女儿的价值。 5．情节线 安娜稳定排名23，获“23号”绰号→ 苏米因员工炫耀孩子成就而尴尬焦虑→ 聚会中孩子们谈宏大理想，安娜默默助人→ 安娜被问理想，称想当老师，全场沉默，苏米触动→ 返程堵车，苏米与安娜谈心，得知女儿助人经历，观念初变→ 苏米接到老师电话，得知安娜常帮同学，深受好评→ 苏米看着安娜助人，彻底放下排名执念，认可女儿的珍贵。 6．情感线 苏米：对女儿排名的担忧→ 员工炫耀时的尴尬→ 聚会中安娜被问理想时的紧张→ 听到理想后的触动→ 谈心时的释然→ 接老师电话后的感动与自豪；安娜：被称“23号”时的平静→ 聚会助人时的愉悦→ 回答理想时的坦诚→ 与母亲谈心时的真诚→ 被老师认可后的开心；老师：对安娜的欣赏→ 向苏米夸赞时的激动。 7．文章大意概括 中文：单身母亲苏米因女儿安娜考试始终排名23名而忧心，在员工聚会中，当其他孩子畅谈宏大理想时，安娜坦言想当老师，这让苏米深受触动。返程堵车时，苏米与安娜谈心，得知女儿常帮同学，内心开始转变。不久后，安娜的老师来电夸赞安娜乐于助人、富有同理心，苏米彻底醒悟，意识到善良与共情比成绩排名更珍贵，认可了女儿的内在价值。 英文：Sumi, a single mother, was worried because her daughter Anna always ranked 23rd in exams and was nicknamed "Number 23". During a staff gathering, while other kids talked about ambitious dreams, Anna honestly said she wanted to be a teacher, which deeply touched Sumi. Stuck in traffic on the way back, Sumi chatted with Anna and learned she often helped classmates, softening her attitude. Soon, Anna's teacher called to praise Anna's kindness and empathy. Sumi finally realized kindness was more precious than rankings and recognized her daughter's true value. 8．句式示例 宾语从句：Sumi turned to Anna, her voice soft: “Honey, do you really want to be a teacher?” 非谓语动词：She stays after class to help classmates with homework every day. 状语从句：Yesterday, she organized a singing game for kids who felt lonely. 同位语：It felt warmer than getting good grades, a feeling she'd never noticed before. 对比句：One after another, the children gave their bold, ambitious answers — to be a pianist, to be a famous actor... Anna smiled and said, “I want to be a teacher.” 9．主题归类 家庭教育类（成绩与品质的取舍）、个人成长类（父母认知的觉醒）、价值观类（内在品质比外在标签更珍贵） 三、情节构造 第一段提示句：Later, on the journey back, they were held up by traffic. 衔接句1：苏米会如何开启对话？她会直接问安娜理想的缘由，还是先表达自己的感受？→ 苏米以温和的语气询问安娜理想的真实性，符合她触动后的转变。 衔接句2：安娜会如何回应？她会提及具体的助人经历吗？这些经历如何体现她想当老师的初心？→ 安娜以“帮同学系鞋带获糖果”的具体事例回应，展现其善良本性，支撑理想的合理性。 过渡逻辑：第一段通过母女谈心，揭示安娜善良的具体表现，让苏米的观念初步转变，为第二段老师来电的“佐证”做铺垫，使认知转变更具说服力。 第二段提示句：Not long after the get-together, Sumi got a phone call from Anna’s teacher. 衔接句1：老师的来电内容是什么？会从哪些角度夸赞安娜？如何呼应前文安娜的行为？→ 老师夸赞安娜课后帮同学、组织游戏，呼应聚会中“默默助人”的细节，强化其善良品质。 衔接句2：苏米接到电话后有何反应？她会有怎样的动作或心理活动？如何升华主题？→ 苏米落泪，看着安娜助人的场景，彻底放下排名执念，点出“内在品质更珍贵”的主题。 主题：内在的善良、同理心与奉献精神，比外在的成绩排名更能定义一个人的价值，父母应学会看见孩子的独特闪光点。 四、段落构思 第一段：Later, on the journey back, they were held up by traffic. 思路：①堵车场景为母女谈心创造契机，苏米主动打破沉默，温和询问安娜理想；②安娜坦诚回应，结合“帮同学系鞋带”的具体事例，说明想当老师的原因是“助人的温暖”；③苏米内心触动，意识到自己忽视了女儿的善良，态度从焦虑转为释然，珍惜谈心时刻。 关键句设计：通过安娜的具体事例让“善良”具象化，避免空洞抒情；用“堵车不再烦人”的细节体现苏米的心理变化。 续写第一段 Later, on the journey back, they were held up by traffic. Sumi turned to Anna, her voice soft: “Honey, do you really want to be a teacher?” Anna nodded vigorously, her eyes sparkling: “Yeah! Last week Lily in my class cried because she couldn’t tie her shoes, I helped her and she gave me a candy. It felt warmer than getting good grades!” Sumi’s heart softened. She held Anna’s hand, realizing her daughter’s kindness had always been there—she just focused too much on rankings. The traffic jam no longer annoyed her; she cherished this quiet chat with her girl. 第二段：Not long after the get-together, Sumi got a phone call from Anna’s teacher. 思路：①老师来电作为第三方视角，客观夸赞安娜的助人行为，印证安娜的品质；②苏米被老师的话打动，落泪反思；③通过苏米“看着安娜助人”的场景描写，将情感落地，点出“排名标签消失，看到女儿的珍贵”的主题；④结尾呼应“想当老师”的理想，让安娜的形象更完整。 关键句设计：用老师的话“排名体现不出善良与共情”直接点题；以苏米的视觉描写收尾，让主题更具画面感和感染力。 续写第二段 Not long after the get-together, Sumi got a phone call from Anna’s teacher. “Mrs. Sumi, I must tell you how wonderful Anna is!” the teacher said excitedly. “She stays after class to help classmates with homework every day. Yesterday, she organized a singing game for kids who felt lonely. The class loves her! Rankings don’t show her kindness and empathy—those are far more precious.” Sumi’s eyes watered. She looked at Anna drawing with neighbor’s kids, singing softly. “Number 23” faded away; she saw her daughter as the most brilliant “teacher” already. 学科网（北京）股份有限公司 $