2026届高考英语读后续写专项复习画中的感恩续写导学案

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。

Emily Carter is an art teacher. As Thanksgiving Day approached, she gave her class a fun task — to draw a picture of something they were grateful for.

On the day that the children handed in their drawings, Emily was excited to see the variety of things her students were thankful for. As she collected the drawings, she noticed that many of the pictures were similar. There were drawings of turkeys, pumpkins, and family gatherings around a dinner table. Some children had drawn pictures of their pets, while others had drawn pictures of playing in the park with their friends or going to the movies. Emily smiled as she looked through the drawings, feeling a sense of warmth and pride for her students.

However, when she came to Alan’s drawing, she stopped. Alan was a quiet boy who often seemed lost in his own world. He was shy and rarely participated in class discussions. However, Emily could tell that he was a boy of great imagination. She had this kind of feeling in his previous artworks. Over the past year, Emily had made it her mission to gently encourage Alan to share his creativity more openly.

Alan’s drawing was unlike any of the others. Instead of a turkey or a family scene, he had drawn a candle, with no other details or context (背景).

Emily was puzzled, so she let the class discuss the drawing first. The children were curious and excited. One by one, they offered their guesses. “Maybe it’s a candle that brings light in the dark,” suggested one child. “Candles can help us see when it’s dark.” “It could be a candle from a special celebration,” another child added. “Candles are often used in celebrations.”

Emily listened to her students’ imaginative ideas, with her heart filled with pride at their creativity. But she couldn’t shake the feeling that there was a deeper meaning behind Alan’s drawing. Then she decided to ask him directly after class.

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。

As the other children left to play, Emily approached Alan’s desk.

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Emily was glad that she could be that light for Alan.

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一．文本分析

1．角色

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2．视角

第______人称视角

3．时空线

梳理故事的时间与空间变化，按顺序填写：

时间线：感恩节临近（__________）→ 交画当天（__________）→ 批改画作时（__________）→ 课堂上（__________）→ 课后（__________）→ 续写情节（__________）→ 后续（__________）。

空间转换：美术教室（__________）→ （续写中可延伸）__________。

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？

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（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？

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（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？

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（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？

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5．情节线

感恩节临近，Emily布置画“感恩事物”的任务→ 学生交画，Emily发现多数作品相似（火鸡、家庭等）→ 看到Alan的特殊画作（仅一根蜡烛），Emily心生疑惑→ 组织学生讨论画作，学生们纷纷猜测含义→ Emily觉得画作有深层意义，决定课后询问Alan→ 课后其他学生离开，Emily走近Alan→ __________→ __________→ __________。

6. 情感线

梳理主要人物的情感变化轨迹：

Emily：兴奋温暖（看到学生作品时）→ 疑惑好奇（看到Alan画作时）→ 骄傲欣慰（听到学生讨论时）→ 坚定关切（决定询问Alan时）→ （后续情感）→ 最终心情/态度→ __________。

Alan：沉默内敛（日常状态）→ （创作画作时）→ 紧张羞涩（面对讨论时）→ （后续情感）→ 最终心情/态度→ __________。

其他学生：积极热情（交画、讨论时）→ 好奇兴奋（猜测画作含义时）→ （后续情感）→ 最终心情/态度→ __________。

7．文章大意概括

中文：

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英文：

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8．句式示例

宾语从句：

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同位语：

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状语从句：

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定语从句：