2026届高考英语读后续写专项复习---张婷的跨文化之旅 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。 When Zhang Ting first arrived at the Australian homestay, she thought her hostess Mrs. Wilson was very strict. The silver-haired woman in her sixties always checked her room at 9 pm sharply, and whenever she ate a snack, Mrs. Wilson always showed discontent, saying it’s not healthy to replace meals with snacks. Zhang Ting tried to show her friendliness, giving qipao to Mrs. Wilson as a gift on Thanksgiving Day and greeting her with warm smiles every morning, but the hostess remained strict, which really confused Zhang Ting. One Wednesday night, Zhang Ting was staying up late to finish her history essay, and when she quietly went to the kitchen for water, she found Mrs. Wilson standing in the dark and gently touching a photo as if brushing against a wound that hadn’t healed. In the photo, a young Asian woman was teaching Mrs. Wilson how to write Chinese characters with a brush. “Mei was an exchange student, yet more like a daughter to me. She was a sweet and caring girl, but passed away after a serious illness.” She cleared her throat as if trying to pull herself back from the emotions and said in a voice that sounded cold, “Don’t stay up too late. Health always comes first.” Then she went back to her bedroom, not expecting an answer from Zhang Ting. “What a strict woman!” Zhang Ting thought. “Maybe she just doesn’t like me.” But the thought shifted until two weeks later, when the school held its annual International Day. And many off-campus individuals also took part in it. The playground was filled with lively stands: Italian students sold pizza baked in wood-fired ovens (烤炉), and Indian students painted colorful patterns on visitors’ hands. Zhang Ting’s small table was pushed into a corner, with several brushes, a few sheets of paper and a box of black ink (墨汁). She had planned to show Chinese calligraphy, but when she tried to explain “harmony” in simple English to passing students, most just shook their heads and walked away. Embarrassed, she stared at her shoes, wondering if she should pack up early. 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。 Suddenly, a familiar figure stopped in front of her stand. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ That evening, they fell into a deep talk in the living room. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色：___________________________________________________________________________________________________________________________ 2．视角 第 ____________ 人称视角。 3．时空线 张婷初到澳大利亚寄宿家庭（感受威尔逊夫人的严格，尝试示好却碰壁）→ 某个周三夜晚（偶遇威尔逊夫人缅怀梅，仍误解其严格）→ 两周后学校国际日（张婷展示书法遇冷，陷入尴尬）→ （续写）操场摊位前（威尔逊夫人出现，助力张婷）→ （续写）_________________________（两人深谈，解开误解，情感升温）。 4．文章线索 （1）核心线索是什么？ （2）“Me的存在”是隐性线索，它的作用是？ （3）什么是情节转折点，张婷的尴尬处境起到什么作用？为后续故事发展起什么作用？ 5．情感线 Zhang Ting：困惑（不解威尔逊夫人的严格）→ 友善示好（渴望建立良好关系）→ 加深误解（目睹威尔逊夫人缅怀梅仍被冷待）→ 尴尬失落（国际日展示遇冷）→ 意外触动（威尔逊夫人主动助力）→ ________________________（深谈后理解温情）。 Mrs. Wilson：克制严格（用规则掩饰牵挂）→ 念旧伤感（深夜缅怀梅）→ 默默关注（留意张婷的国际日活动）→ 主动温柔（助力张婷、坦诚谈心）→ __________________________（将对梅的牵挂转化为对张婷的温情）。 6．文章大意概括 中文：________________________________________________________________________________________________________________________________ 英文：________________________________________________________________________________________________________________________________ 7．句式示例 定语从句：________________________________________________________________ 状语从句：________________________________________________________________ 宾语从句：________________________________________________________________ 非谓语动词：______________________________________________________________ 8．主题归类 ________________________________________________________________________________________________________________________________ 二、情节构造 第一段提示句：Suddenly, a familiar figure stopped in front of her stand. 衔接句1——对“登场细节”提问：这个熟悉的人是谁？她的神态、动作与以往有何不同？带来了什么/做了什么？张婷的反应（神态、心理）如何？这些细节体现了什么？ 衔接句2——对“情节作用”提问：这段情节如何化解张婷的尴尬？为后续两人深谈埋下了哪些伏笔？如何推动人物情感转变？ 第二段提示句：That evening, they fell into a deep talk in the living room. 衔接句1——对“深谈细节”提问：两人谈话的核心内容是什么？威尔逊夫人分享了关于梅的哪些故事？张婷表达了什么想法？谈话时两人的神态、语气有何特点？ 衔接句2——对“主题升华”提问：这次深谈如何解开两人的误解？结局体现了怎样的情感？对“跨文化温情”的主题有何强化作用？ 三、段落构思与续写 第一段：Suddenly, a familiar figure stopped in front of her stand. 梳理写作思路：①承接提示句，点明人物身份（威尔逊夫人），刻画其神态、动作的转变（从严格到温和）；②描写威尔逊夫人助力张婷的细节（拿起毛笔、介绍书法），吸引游客关注；③刻画张婷的情感变化（震惊、尴尬消散、心生暖意）；④以摊位前的热闹场景收尾，衔接当晚深谈情节。（词数80词左右） 续写：Suddenly, a familiar figure stopped in front of her stand. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：That evening, they fell into a deep talk in the living room. 梳理写作思路：①承接提示句，营造温馨谈话氛围；②威尔逊夫人分享梅的故事，解释自己严格的原因；③张婷表达困惑与理解，两人坦诚相待；④刻画谈话后的情感共鸣，升华跨文化温情主题。（词数70词左右） 续写：That evening, they fell into a deep talk in the living room. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Zhang Ting：中国交换生，性格友善、敏感且懂礼貌。初到寄宿家庭因威尔逊夫人的严格而困惑，尝试主动示好却未获明显回应，在国际日遭遇尴尬时渴望认可，最终理解对方严格背后的温情。 Mrs. Wilson：六十多岁的澳大利亚女主人，外表严格刻板，内心温柔念旧、不善表达。因逝去的交换生梅而心怀牵挂，对张婷的严格实则是关心，默默用行动传递善意，展现跨文化间的隐秘温情。 Mei：曾住威尔逊夫人家的亚洲交换生，温柔体贴，被威尔逊夫人视为女儿，是连接威尔逊夫人与张婷情感的关键纽带，虽未登场却推动情节与情感发展。 2．视角 第 三 人称视角（以张婷为核心视角）。（讲解提示：该视角既能客观展现张婷的所见所感，凸显其内心从困惑、误解到释然的转变，又能通过细节留白，暗示威尔逊夫人的隐藏情感，增强故事的感染力。） 3．时空线 张婷初到澳大利亚寄宿家庭（感受威尔逊夫人的严格，尝试示好却碰壁）→ 某个周三夜晚（偶遇威尔逊夫人缅怀梅，仍误解其严格）→ 两周后学校国际日（张婷展示书法遇冷，陷入尴尬）→ （续写）操场摊位前（威尔逊夫人出现，助力张婷）→ （续写）当晚寄宿家庭客厅（两人深谈，解开误解，情感升温）。 4．文章线索 （1）核心线索为“张婷对威尔逊夫人的情感转变”，从最初的困惑、误解，到国际日的意外触动，再到深谈后的释然与亲近，串联起全文情节，凸显“严格外表下的温情”这一核心主题。 （2）“Me的存在”是隐性线索，既解释了威尔逊夫人严格的原因（源于对逝去之人的牵挂与遗憾，格外重视健康），又为两人情感破冰提供了契机，强化了跨文化间“温情无界”的主题。 （3）“国际日展示书法”是情节转折点，张婷的尴尬处境为威尔逊夫人的主动助力创造了场景，打破了两人此前的僵硬关系，推动情感从误解走向和解，为后续深谈做铺垫。 5．情感线 Zhang Ting：困惑（不解威尔逊夫人的严格）→ 友善示好（渴望建立良好关系）→ 加深误解（目睹威尔逊夫人缅怀梅仍被冷待）→ 尴尬失落（国际日展示遇冷）→ 意外触动（威尔逊夫人主动助力）→ 释然温暖（深谈后理解温情）。 Mrs. Wilson：克制严格（用规则掩饰牵挂）→ 念旧伤感（深夜缅怀梅）→ 默默关注（留意张婷的国际日活动）→ 主动温柔（助力张婷、坦诚谈心）→ 释然接纳（将对梅的牵挂转化为对张婷的温情）。 6．文章大意概括 中文：中国交换生张婷初到澳大利亚寄宿家庭，觉得女主人威尔逊夫人十分严格，多次示好仍未改善关系，内心满是困惑。一个夜晚，张婷偶遇威尔逊夫人缅怀逝去的交换生梅，却依旧误解对方的冷漠。两周后的学校国际日，张婷摆摊展示中国书法遇冷，陷入尴尬。此时威尔逊夫人突然出现，主动助力她向众人讲解书法，化解了尴尬。当晚，两人在客厅深谈，威尔逊夫人坦诚了对梅的牵挂，张婷也解开了对她的误解，两人之间涌起跨越文化的温情。 英文：When Chinese exchange student Zhang Ting first came to her Australian homestay, she found her hostess Mrs. Wilson very strict. She tried to be friendly but got little response, feeling confused. One night, Zhang Ting saw Mrs. Wilson mourning Mei, a deceased exchange student she treated as a daughter, yet still misunderstood her coldness. Two weeks later, at the school’s International Day, Zhang Ting felt embarrassed when her Chinese calligraphy stand was ignored. Suddenly, Mrs. Wilson appeared and helped her explain calligraphy to others. That evening, they talked deeply in the living room. Mrs. Wilson shared her longing for Mei, and Zhang Ting finally understood her strictness was kindness, bridging the cultural gap with warmth. 7．句式示例 定语从句：Mrs. Wilson, who always checked Zhang Ting’s room at 9 pm sharply, seemed very strict with her. 状语从句：When Zhang Ting quietly went to the kitchen for water, she found Mrs. Wilson standing in the dark.（时间状语从句） 宾语从句：Zhang Ting wondered if she should pack up her calligraphy tools early. 非谓语动词：She had planned to show Chinese calligraphy, explaining “harmony” to passing students in simple English. 仿写答案： 定语从句：Mei, who taught Mrs. Wilson to write Chinese characters, was more like a daughter to her. （讲解提示：定语从句修饰人，补充人物关系，呼应文本细节） 状语从句：Though Zhang Ting tried her best to explain calligraphy, most students just shook their heads and left.（让步状语从句）（讲解提示：强化张婷的尴尬处境，铺垫后续转折） 宾语从句：Mrs. Wilson told Zhang Ting that Mei loved Chinese calligraphy as well. （讲解提示：贴合深谈情节，推动情感共鸣） 非谓语动词：Mrs. Wilson stood beside the stand, introducing Chinese calligraphy to the visitors warmly. （讲解提示：刻画动作细节，体现威尔逊夫人的温柔转变） 8．主题归类 核心主题为“严格外表下的温情”“跨文化理解与包容”“牵挂与情感的延续”。既展现了人与人之间因误解产生的距离，也诠释了真诚沟通能化解隔阂的道理；同时凸显跨文化背景下，温情与牵挂能打破边界，让不同地域的人产生情感共鸣。 二、情节构造 第一段提示句：Suddenly, a familiar figure stopped in front of her stand. 衔接句1——对“登场细节”提问：这个熟悉的人是谁？她的神态、动作与以往有何不同？带来了什么/做了什么？张婷的反应（神态、心理）如何？这些细节体现了什么？ 熟悉的人是威尔逊夫人；她没有了往日的严肃，面带温和笑意，主动拿起毛笔，动作轻柔地蘸取墨汁，向围观者介绍这是中国书法；张婷先是震惊发愣，随即涌上暖意，尴尬感消散，内心满是意外与触动；这些细节体现了威尔逊夫人对张婷的默默关注与温柔善意，打破了此前的僵硬关系。 衔接句2——对“情节作用”提问：这段情节如何化解张婷的尴尬？为后续两人深谈埋下了哪些伏笔？如何推动人物情感转变？ 威尔逊夫人的主动助力吸引了游客驻足，帮张婷化解了展示遇冷的尴尬；她对书法的了解（呼应梅的情节）为当晚深谈铺垫了话题；同时让张婷意识到威尔逊夫人的严格并非冷漠，推动其情感从误解向触动转变，为后续和解奠定基础。 第二段提示句：That evening, they fell into a deep talk in the living room. 衔接句1——对“深谈细节”提问：两人谈话的核心内容是什么？威尔逊夫人分享了关于梅的哪些故事？张婷表达了什么想法？谈话时两人的神态、语气有何特点？ 谈话核心围绕梅与中国书法展开；威尔逊夫人坦诚梅也热爱书法，自己的严格是因梅因病去世而格外重视他人健康，对张婷的友善其实看在眼里；张婷表达了此前的困惑，也诉说了对家乡文化的热爱；两人语气温和诚恳，威尔逊夫人谈及梅时眼中带柔意，张婷眼神满是释然。 衔接句2——对“主题升华”提问：这次深谈如何解开两人的误解？结局体现了怎样的情感？对“跨文化温情”的主题有何强化作用？ 深谈让张婷明白威尔逊夫人严格背后的牵挂与关心，也让威尔逊夫人放下克制，接纳张婷；结局体现了两人跨越文化与误解的温情联结，将对梅的牵挂延续到张婷身上；强化了“真诚沟通可破隔阂，温情无分地域”的主题，让故事情感落地升华。 三、段落构思与续写 第一段：Suddenly, a familiar figure stopped in front of her stand. 梳理写作思路：①承接提示句，点明人物身份（威尔逊夫人），刻画其神态、动作的转变（从严格到温和）；②描写威尔逊夫人助力张婷的细节（拿起毛笔、介绍书法），吸引游客关注；③刻画张婷的情感变化（震惊、尴尬消散、心生暖意）；④以摊位前的热闹场景收尾，衔接当晚深谈情节。（词数80词左右） 续写答案：Suddenly, a familiar figure stopped in front of her stand. It was Mrs. Wilson, with a soft smile instead of her usual strict look. She picked up a brush skillfully, dipped it in ink, and wrote “harmony” on paper. “This is Chinese calligraphy, a symbol of peace,” she explained to visitors in fluent English. Surprised and moved, Zhang Ting joined her. Soon, their stand was surrounded by people, and her embarrassment faded away. 第二段：That evening, they fell into a deep talk in the living room. 梳理写作思路：①承接提示句，营造温馨谈话氛围；②威尔逊夫人分享梅的故事，解释自己严格的原因；③张婷表达困惑与理解，两人坦诚相待；④刻画谈话后的情感共鸣，升华跨文化温情主题。（词数70词左右） 续写答案：That evening, they fell into a deep talk in the living room. Mrs. Wilson said Mei loved calligraphy too, and her strictness came from worrying about others’ health after Mei’s death. She apologized for making Zhang Ting confused. Zhang Ting shared her feelings and thanked her for the help. They talked gently, and the cold wall between them disappeared, replaced by warm affection beyond cultures. 学科网（北京）股份有限公司 $