2026届高考英语读后续写专项复习---Sarah的芭蕾舞蹈课 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’d loved hip-hop dancing since my childhood, and in high school I took classes that focused on jazz and hip-hop. Dance was my favorite class, and I looked forward to going every day. And this year, my senior year, was going to be the best dance class yet. Moreover, there was a showcase performed at our high-school theater at the end of the semester.

As I headed to the studio, my friend Jessica ran up to me, her face serious. “Sarah, have you heard?” she whispered. “We have a new teacher, Ms. Barton. And she’s… strictly ballet.”

My excitement disappeared. Ballet? I’d never taken a class in my life. A strong feeling of anxiety formed in my stomach, but a part of me accepted the challenge. The studio I entered was transformed. Gone was the lively energy; in its place was a nervous silence. Every other girl wore tight black clothes and ballet shoes. Looking down at my baggy T-shirt and sports trousers, I felt like a complete outsider. I quickly changed, but still felt awkward and out of place.

Ms. Barton stood as straight as an arrow, her serious expression making the room feel cold. At the barre, she began calling out French terms — plié, tendu. I tried to copy the others, my movements feeling awkward and wrong. “Grand plié,” she ordered. I bent my knees, doing my best to copy the elegant position of the others. I thought I was doing okay, until the music suddenly stopped. Ms. Barton’s sharp eyes were fixed on me.

“What is your name?” she asked, her voice cutting through the silence. “Sarah,” I replied, trying to manage a smile. “Class, I want everyone to watch Miss Sarah,” she announced. My heart jumped. Was she going to praise me? I took a deep breath and performed the grand plié again. Complete silence. Every eye was on me.

“Now, class,” Ms. Barton’s voice rose, sharp and loud. “This is a perfect example of what NOT to do.” My face burned as if I’d been slammed (猛烈撞击).

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。

Paragraph 1: I spent the rest of the day wondering if I should quit.

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Paragraph 2: Finally, there came the showcase at our high-school theater.

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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：童年至高中（Sarah热爱嘻哈与爵士舞）→ 高三开学（期待舞蹈课、得知新老师教芭蕾）→ 第一堂芭蕾课（遭遇挫败、被老师批评）→ 课后（纠结是否放弃→ 决定坚持、努力练习）→ 续写情节（坚持练习突破自我→ 展演顺利完成）→

_______________________（Sarah收获成长与认可）。

空间转换：高中舞蹈室→ 课后（校园/家中）→ 舞蹈室（日常练习）→ _______________________________（展演场地）。

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

Sarah自童年起热爱嘻哈舞，高中选修爵士与嘻哈舞，视舞蹈课为最爱→ 高三开学，期待舞蹈课，还得知学期末有校园展演→ 前往舞蹈室时，好友Jessica告知新老师Ms. Barton只教芭蕾→ Sarah既焦虑又想接受挑战，进入舞蹈室后因着装和基础差异感到格格不入→ 课上Ms. Barton下达法语舞蹈指令，Sarah模仿时动作笨拙→ 做grand plié时被老师单独点名，最终遭严厉批评，倍感羞愧→ 续写情节（Sarah课后纠结是否放弃，最终不甘心选择坚持→ 每天课后留在舞蹈室练习，请教同学、查阅教程，克服基础难题→ 展演当天，Sarah站上剧院舞台→ 完美完成舞蹈动作，赢得认可）→ 展演结束后，Ms. Barton对Sarah点头示意，Sarah收获成长与自信。

6. 情感线

梳理主要人物的情感变化轨迹：

Sarah：热爱痴迷（自幼喜欢嘻哈舞，期待舞蹈课）→ 震惊焦虑（得知新老师教芭蕾，自身毫无基础）→ 尴尬局促（着装与他人差异大，动作笨拙）→ 羞愧难堪（被老师当众批评为反面例子）→ 纠结迷茫（课后思考是否放弃）→ 坚定执着（决定坚持，刻苦练习）→ 紧张期待（展演前的心情）→ 最终心情/态度→ __________。

Ms. Barton：严肃严苛（站姿挺拔、表情冷峻，批评直接尖锐）→ 默默关注（留意Sarah的努力）→ 最终心情/态度→ __________。

Jessica：关切提醒（及时告知Sarah新老师的情况）→ 鼓励支持（陪伴Sarah练习）→ 最终心情/态度→ __________。

其他同学：紧张拘谨（舞蹈室氛围紧张）→ 友善帮助（指导Sarah练习）→ 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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