2026届高三英语读后续写专项复习---取消演奏会后的温情钢琴之旅 导学案

该高中英语高考复习学案聚焦读后续写专题，系统整合文本分析（角色、视角、时空线等）、情节构造、段落构思等核心考点，按“文本理解-情节发展-语言表达”逻辑构建知识网络，通过问题导向（如文本线索分析）和任务驱动（续写段落构思）引导学生自主梳理叙事要素，形成从文本解读到自主创作的完整认知体系。 亮点在于文本分析问题链和个性化续写指导，如设计“情感线推进”“冲突解决”等探究问题培养思维品质，提供续写思路梳理表辅助语言能力提升。每个模块配有情节预测练习和语言表达自评表，帮助学生建立个性化写作策略，教师可通过学生续写案例精准指导，有效提升学生自主创作能力与教师因材施教效果。

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。 I love to play the piano and enjoy performing my music, so when the annual winter recital (演奏会) was canceled, I was disappointed. I had looked forward to it for a long time and had already prepared two of my best songs. My mom had a wonderful idea, however, to turn this disappointing letdown into something worthwhile. “You and your sister should perform your songs at Carriage House Senior Living, ”my mom suggested brightly. “I’m sure the elderly there would really appreciate the music and you could each play more than just two songs. ” I immediately thought this was a great idea. Playing the piano at Carriage House seemed like a win-win situation because not only would I get to play more songs, but I would also have the chance to cheer up the seniors with some lively tunes. My mom called Carriage House and made arrangements for us to perform during the Sunday dinner hour in two weeks. I worked hard to polish up fifteen pieces, including many old classics. My sister and I decided to take turns playing throughout the hour. When the much-anticipated day finally arrived, we entered the spacious dining room where a shiny black electric grand piano stood waiting. The room was filled with elderly residents enjoying dinner, yet despite the conversations, isolation hung in the air. We were immediately greeted by Phyllis, an old woman in charge of Carriage House. When I told her we had come to play the piano, she seemed quite pleased flashing us a bright smile. Phyllis announced to the room, “These two girls have come to sing and let’s welcome them”. As she handed me the microphone, there was scattered applause. “Hi, my name is Baylie,” I said with a smile. “Hi, I’m Chloe,” my sister said shyly. “We have come here to entertain you with some piano songs. We hope you enjoy our performance,” I enthusiastically announced. 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 I sat down on the hard bench and turned to my first song. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After performing, I noticed Phyllis wiping tears from her eyes. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 _______________________________________________________________________ 2．视角 第______人称视角 3．时空线 家中（得知演奏会取消感到失望，妈妈提出提议）--- 家中（姐妹俩用心准备表演，练习十五首曲子）--- 养老院餐厅（姐妹俩到达，见到钢琴和用餐的老人，Phyllis接待并介绍）--- （续写）__________________（第一段续写场景）--- （续写）__________________（第二段续写场景） 4．文章线索 （1）“演奏会取消的失望”与“养老院表演的期待”对情节发展有何作用？它如何成为连接姐妹与老人情感的关键纽带？ （2）“姐妹俩精心准备十五首曲子”的过往经历与“养老院的表演”有何内在关联？二者如何共同凸显相关主题？ （3）“养老院老人的孤独氛围”和“姐妹俩主动表演的意愿”这两个细节有何深层意义？它们如何为后续表演的成功做铺垫？ （4）故事的核心冲突是什么？“失望情绪的转化与温暖的传递”这条线索是如何逐步推进的？ 5．情节线 Baylie因演奏会取消失望，妈妈提议去养老院表演 --- 姐妹俩认同并精心准备十五首曲子 --- 到达养老院餐厅，Phyllis接待并向老人介绍 --- 姐妹俩准备开始表演 --- （续写）____________________________ --- （续写）__________________________________________ 6．情感线 Baylie：得知演奏会取消的失望→ 听到妈妈提议的欣喜→ 准备表演的用心→ 到达养老院的期待与些许紧张→ 开始演奏后的投入→ 看到老人反应的欣慰→ _____________________ Chloe：初始的腼腆→ 准备表演的认真→ 配合姐姐表演的从容→ _____________________ 妈妈：提出提议的积极→ 协助安排的用心→ _______________________ Phyllis：接待姐妹的热情→ 看到表演的感动→ 对姐妹的感激 养老院老人：初始的孤独平静→ 听到音乐的专注→ 享受表演的愉悦→ 对姐妹的感激 7．文章大意概括 中文：________________________________________________________________________________________________________________________________________________________________ 英文：________________________________________________________________________________________________________________________________________________________________ 8．句式示例 宾语从句： 同位语： 状语从句： 比喻： 9．主题归类 ________________________________________________________________ 二、情节构造 第一段提示句：I sat down on the hard bench and turned to my first song. 衔接句 1—— 对 “表演的过程与老人的反应” 提问：Baylie演奏时状态如何？姐妹俩如何配合轮流表演？老人看到表演后会有怎样的反应？是继续交谈还是专注聆听？ 衔接句 2—— 对 “氛围的变化” 提问：随着表演的进行，餐厅的氛围会发生怎样的改变？孤独感会逐渐消散吗？会出现哪些体现氛围变化的细节？ 过渡逻辑：请说明第一段情节如何为第二段的 “Phyllis落泪” 做铺垫：________________________________________________________________ 第二段提示句：After performing, I noticed Phyllis wiping tears from her eyes. 衔接句 1—— 对 “Baylie的反应与Phyllis的回应” 提问：Baylie看到Phyllis落泪会有怎样的反应？是惊讶还是感动？Phyllis会向姐妹俩表达什么？会提及老人的变化或自己的感受吗？ 衔接句 2—— 对 “情节结局与主题升华” 提问：表演结束后还会有哪些互动细节？姐妹俩会有怎样的收获与感悟？结局如何呼应“用音乐传递温暖”的主题？与开头的“失望情绪”形成怎样的呼应？ 主题：________________________________________________________________ 三、段落构思 第一段：I sat down on the hard bench and turned to my first song. 梳理第一段写作思路：________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 续写：____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：After performing, I noticed Phyllis wiping tears from her eyes. 梳理第二段写作思路：________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 续写：____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Baylie：热爱钢琴、乐于分享，积极响应妈妈的提议，用心准备表演，希望用音乐慰藉老人，是主动传递温暖的核心人物。 Chloe：Baylie的妹妹，性格腼腆，配合姐姐参与表演，共同为老人带去欢乐。 妈妈：善于转化负面情绪，有爱心、有智慧，提出去养老院表演的好主意，是情节的推动者。 Phyllis：养老院负责人，热情友善，积极配合并协助姐妹俩完成表演，是连接姐妹与老人的纽带。 养老院老人：孤独但渴望温暖，是音乐慰藉的接收者，其反应推动情感线发展。 2．视角 第____一____人称视角（提示：以Baylie的视角展开叙事，聚焦其心理活动、行动及所见所感） 3．时空线 家中（得知演奏会取消感到失望，妈妈提出提议）--- 家中（姐妹俩用心准备表演，练习十五首曲子）--- 养老院餐厅（姐妹俩到达，见到钢琴和用餐的老人，Phyllis接待并介绍）--- （续写）养老院餐厅钢琴前（Baylie开始演奏，姐妹俩轮流表演）--- （续写）养老院餐厅（表演结束，与Phyllis及老人互动） 4．文章线索 （1）“演奏会取消的失望”与“养老院表演的期待”对情节发展有何作用？它如何成为连接姐妹与老人情感的关键纽带？ 作用：作为情节的转折点，将负面情绪转化为积极行动，推动情节从“失落准备”向“温暖表演”推进，是展现姐妹善良品质的核心场景。纽带：这种情绪的转化让姐妹的表演更具温度，通过音乐搭建起与老人的情感桥梁，凸显“分享与慰藉”的核心情感。 （2） “姐妹俩精心准备十五首曲子”的过往经历与“养老院的表演”有何内在关联？二者如何共同凸显相关主题？ 内在关联：精心准备是表演顺利开展的基础，体现了姐妹对这次表演的重视与诚意；养老院的表演是准备成果的展现，也是诚意的传递，形成“用心准备→真诚分享”的递进。凸显主题：二者共同凸显“善意不分场合，微小的分享也能带来温暖”的核心主题。 （3） “养老院老人的孤独氛围”和“姐妹俩主动表演的意愿”这两个细节有何深层意义？它们如何为后续表演的成功做铺垫？ 深层意义：前者体现了老人的情感需求，为姐妹的表演提供了价值指向；后者体现了姐妹的善良与热情，展现了传递温暖的主动性。铺垫：让姐妹的表演更具必要性与合理性，也为老人后续的积极反应埋下伏笔，让情节发展更自然。 （4） 故事的核心冲突是什么？“失望情绪的转化与温暖的传递”这条线索是如何逐步推进的？ 核心冲突：Baylie因演奏会取消产生的失望情绪与对表演的渴望之间的矛盾。推进过程：①铺垫：Baylie热爱钢琴，期待演奏会却得知取消，陷入失望；②转折：妈妈提出去养老院表演的建议，Baylie重拾期待；③发展：姐妹俩精心准备曲目，为表演做足准备；④高潮：到达养老院，开始为老人表演；⑤结局：表演获得认可，传递温暖的同时也收获了满足。 5．情节线 Baylie因演奏会取消失望，妈妈提议去养老院表演 --- 姐妹俩认同并精心准备十五首曲子 --- 到达养老院餐厅，Phyllis接待并向老人介绍 --- 姐妹俩准备开始表演 --- （续写）Baylie开始演奏，姐妹俩轮流表演，老人反应热烈 --- （续写）表演结束，Phyllis感动落泪，姐妹俩与老人互动，收获温暖与满足 6．情感线 Baylie：得知演奏会取消的失望→ 听到妈妈提议的欣喜→ 准备表演的用心→ 到达养老院的期待与些许紧张→ 开始演奏后的投入→ 看到老人反应的欣慰→ 表演结束后的满足 Chloe：初始的腼腆→ 准备表演的认真→ 配合姐姐表演的从容→ 看到老人喜爱的开心 妈妈：提出提议的积极→ 协助安排的用心→ 看到孩子传递温暖的欣慰 Phyllis：接待姐妹的热情→ 看到表演的感动→ 对姐妹的感激 养老院老人：初始的孤独平静→ 听到音乐的专注→ 享受表演的愉悦→ 对姐妹的感激 7．文章大意概括 中文：Baylie热爱钢琴，期待已久的年度冬季演奏会取消让她十分失望。妈妈提议她和妹妹Chloe去Carriage House养老院为老人表演，Baylie立刻认同了这个主意。姐妹俩精心准备了十五首曲子，约定轮流演奏。到了表演当天，她们来到养老院餐厅，负责人Phyllis热情接待并向正在用餐的老人介绍了她们，姐妹俩准备开始钢琴表演。 英文：Baylie loves playing the piano and enjoys performing her music. She was very disappointed when the annual winter recital she had been looking forward to for a long time was canceled. Her mother came up with a great idea: she and her sister Chloe should perform at Carriage House Senior Living. Baylie thought it was a wonderful idea immediately. The two sisters worked hard to prepare fifteen pieces of music and decided to take turns playing. On the day of the performance, they arrived at the spacious dining room of the nursing home. Phyllis, the person in charge, greeted them warmly and introduced them to the elderly residents who were having dinner. The sisters were ready to start their piano performance. 8．句式示例 宾语从句：I immediately thought this was a great idea. 同位语：When the annual winter recital (演奏会) was canceled, I was disappointed. 状语从句：When the much-anticipated day finally arrived, we entered the spacious dining room where a shiny black electric grand piano stood waiting. 比喻：Playing the piano at Carriage House seemed like a win-win situation.（暗喻） 9．主题归类 善意的分享能化解失落，传递温暖；音乐是连接情感的桥梁，能慰藉孤独的心灵；面对失望，换个角度就能将遗憾转化为有意义的经历。 二、情节构造 第一段提示句：I sat down on the hard bench and turned to my first song. 衔接句 1—— 答案：Baylie演奏时十分投入，手指灵活地在琴键上跳动；姐妹俩按约定轮流表演，配合默契；老人最初有些分散注意力，随着旋律响起逐渐安静下来，专注聆听，有的还跟着节奏点头，脸上露出笑容。 衔接句 2—— 答案：随着表演的进行，餐厅的嘈杂声逐渐消失，温暖的音乐充斥整个空间，原本弥漫的孤独感慢慢消散，取而代之的是温馨愉悦的氛围，细节可体现为老人放下餐具、专注注视姐妹俩、表演间隙响起热烈掌声等。 过渡逻辑：通过描写表演过程中老人的专注与愉悦，展现表演的感染力，暗示表演不仅温暖了老人，也打动了一旁的Phyllis，为第二段Phyllis因感动落泪提供情感基础。 第二段提示句：After performing, I noticed Phyllis wiping tears from her eyes. 衔接句 1—— 答案：Baylie看到Phyllis落泪会感到惊讶，随后涌上感动，主动上前关切地询问；Phyllis会向姐妹俩表达感谢，说明自己落泪是因为被她们的音乐打动，更因为看到老人们久违的快乐而感动。 衔接句 2—— 答案：表演结束后，许多老人会主动走上前感谢姐妹俩，分享自己喜欢的曲目；姐妹俩会感受到帮助他人的快乐与满足；结局呼应“用音乐传递温暖”的主题，与开头的“失望情绪”形成对比，凸显“换个角度，遗憾可转化为更有意义的经历”，让主题更鲜明。 主题：音乐承载善意，能驱散孤独、传递温暖；看似弥补自身遗憾的表演，实则成就了他人的快乐，也让自己收获了更珍贵的满足。 三、段落构思 第一段：I sat down on the hard bench and turned to my first song. 梳理第一段写作思路：①描写Baylie开始演奏的状态，体现其投入；②展现姐妹俩轮流演奏的配合；③重点刻画老人的反应变化，从初始的分散注意力到逐渐专注聆听、露出笑容的过程；④描写餐厅氛围的转变，孤独感消散，充满音乐的温暖。 续写：I sat down on the hard bench and turned to my first song. My fingers danced lightly on the keys, and the lively melody of an old classic filled the dining room. Gradually, the conversations died down. The elderly residents put down their tableware, turned their heads to look at me, and some even nodded gently to the rhythm. When I finished, Chloe took my place and played a soft ballad. The whole room was immersed in the warm music, and the previous isolation was completely gone. Every time a song ended, warm applause echoed in the room. 第二段：After performing, I noticed Phyllis wiping tears from her eyes. 梳理第二段写作思路：①描写Baylie看到Phyllis落泪的惊讶与关切，主动上前询问；②通过Phyllis的话语，交代落泪的原因（被音乐打动、为老人的快乐感动）；③描写老人对姐妹俩的感谢与认可；④抒发Baylie的感悟，点明表演的意义，呼应开头的失望与当下的满足。 续写：After performing, I noticed Phyllis wiping tears from her eyes. I walked over and asked gently, “Phyllis, are you okay?” She smiled through her tears and said, “Your music is so beautiful. I haven’t seen the seniors so happy and lively in a long time.” Many elderly people also came over to thank us, holding our hands and sharing their favorite songs. At that moment, I realized that this performance was more meaningful than the canceled recital. It not only cheered up the seniors but also made me feel the true joy of sharing music. I was glad we came. 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 $