2026届高考英语读后续写专项复习---“我”的音乐之旅 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。

I never thought I had any natural talent when it came to music. Throughout my childhood, the fascinating world of music seemed like an impossible dream for me. I just showed no interest in singing songs or playing an instrument. However, my parents had a different plan for me. They insisted that I learn to play the piano when I was just six years old. Wanting to be a good daughter, I agreed to their wishes, even though deep down, I had no real interest in it. Never did I know that this decision would lead to an unexpected journey of self-discovery.

My piano teacher, Mrs. Johnson, was a kind and observant woman. She had a way of reading her students’ minds and understanding their true feelings. It didn’t take long for her to realize that my heart wasn’t fully absorbed in playing the piano. However, she continued to teach me patiently, hoping to stir a spark (火花) within me.

After about six months of lessons Mrs. Johnson approached me with an unexpected request. She asked me to perform at the year-end concert she had organized for her students. I was surprised and terrified at the same time. The thought of playing in front of an audience was challenging, considering my lack of passion for the instrument. Nevertheless, I couldn’t refuse my teacher’s request, so I could only agree.

Given my limited experience, I decided to choose a fairly simple composition for the concert. In order to perform well, I practiced the same composition for an hour a day for the next two months, perfecting the notes (音符) and the rhythm. I wanted to ensure that, in spite of my doubts, I would at least be able to give a decent (体面的) performance.

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。

The day of the concert arrived, and I woke up with a mixture of excitement and nervousness.

___________________________________________________________________________________________________

To my surprise, the music flowed smoothly from my fingertips.

___________________________________________________________________________________________________

一．文本分析

1．角色

_________________________________________________________________

2．视角

第______人称视角（提示：结合叙述口吻判断）

3．时空线

梳理故事的时间与空间变化，按顺序填写：

时间线：童年时期（对音乐无兴趣、觉得音乐梦遥远）→ 六岁时（听从父母安排开始学钢琴，内心无真实兴趣）→ 学琴六个月后（接到老师让参加年终音乐会的请求，既惊讶又恐惧）→ 接下来两个月（每日练习一小时，打磨简单

曲目）→ 音乐会当天（怀着兴奋与紧张的心情到场）→ 登台表演时（__________）→ 表演后（__________）。

空间转换：家中（童年对音乐的认知，接受父母学琴安排）→ Mrs. Johnson的钢琴教室（学习钢琴，被老师察觉无心学琴）→ 家中/琴房（接到表演请求后，每日练习曲目）→ 音乐会现场（__________）→ __________。

4．文章线索

（1）核心矛盾是什么？这一矛盾对情节发展有何作用？如何推动主要人物的行动与形象塑造？ ______________________________________________________________________________________

（2）主要人物的心理/状态变化有哪些？这些变化如何形成呼应，推动情节发展并深化主题？ ______________________________________________________________________________________

（3）文本中的关键细节有哪些？它们有何意义？为后续情节发展做了怎样的铺垫？ （提示：可从特殊句式、人物对话、行为动作等细节切入）______________________________________________________________________________________

（4）故事的情节推进逻辑是什么？情节发展背后凸显了怎样的主题脉络？ ______________________________________________________________________________________

5．情节线

按故事发展顺序，梳理完整情节：

“我”童年对音乐无兴趣→ 六岁听从父母安排学钢琴，内心无热情→ 老师Mrs. Johnson察觉后仍耐心教导→ 学琴六月后接到音乐会表演请求，“我”虽恐惧但答应→ __________→ __________→ __________→ __________。

6.情感线

梳理主要人物的情感变化轨迹：

“我”：自卑（否定音乐天赋）→ 顺从（听从父母学琴）→ 无感（对钢琴无热情）→ 恐惧（畏惧登台）→ 坚定（坚持练习）→ 紧张+兴奋（音乐会当天）→ 惊喜（演奏顺利）→ 最终心情/态度→ __________。

父母：期待（规划“我”学琴）→ 支持（陪同参加音乐会）→ 最终心情/态度→ __________。

老师：平和（耐心授课）→ 洞察（察觉“我”的状态）→ 期待（安排表演机会）→ 最终心情/态度→ __________。

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：_____________________________________________________________________

定语从句：_____________________________________________________________________

9．主题归类

结合故事内容，从不同角度提炼主题关键词（至少3个）：____________________________________________________________________________________

二、情节构造

第一段提示句：The day of the concert arrived, and I woke up with a mixture of excitement and nervousness.

衔接句 1—— 对 “‘我’与他人的互动及心理” 提问：“我”到达现场后遇到了谁？对方给予了怎样的鼓励？“我”的紧张情绪有何变化？

衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何承接前文“两个月练习”的情节？又如何为后续“登台演奏”做铺垫？

过渡逻辑：请说明第一段情节如何为第二段的 “演奏顺利、发现热情” 做铺垫？ ____________________________________________________________________________________

第二段提示句：To my surprise, the music flowed smoothly from my fingertips.

衔接句 1—— 对 “演奏过程及他人反应” 提问：演奏时“我”的状态有何变化？观众和老师、父母的反应是什么？

衔接句 2—— 对 “情节结局与主题升华” 提问：结局如何呼应开头的“自我发现之旅”？给“我”带来了怎样的成长启示？

主题：结合全文情节与人物成长，提炼故事核心主题：____________________________________________________________________________________

三、段落构思

第一段：The day of the concert arrived, and I woke up with a mixture of excitement and nervousness.

梳理第一段写作思路：① 承接提示句，描写“我”前往音乐会现场的状态，强化紧张与兴奋的复杂心情；② 刻画与老师的互动，借助老师的鼓励稳定情绪；③ 描写后台等待的场景，为登台演奏做铺垫。

续写：____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

第二段：To my surprise, the music flowed smoothly from my fingertips.