2026届高三英语读后续写专项复习---凯拉的劳动节 导学案

阅读下面材料，根据其内容和所给段落开头语续写一段话，使之构成一篇完整的短文。 Holidays are not necessarily for fun or rest. Doing something meaningful can also gain special pleasure. When the final bell rang, the students were reminded that there was no school on Monday—the Labor Day. “Enjoy your extra day off” said the teacher to her class. An extra day off unsuited Kayla just fine. She loved breaks. She wanted to go out to play with her friends. When the school bus dropped Kayla off, she ran into the house happily. “How was school, Kayla?” asked her mom. “It was great, Mom. I am excited about no school on Monday.” “You just started back to school two weeks ago. Already in need of a break, huh?” asked Kayla’s mom with a laugh. Kayla slept in the next morning. Saturday was her favorite day of the week. I trained most of the day, so Kayla enjoyed playing videogames inside. On Sunday, her friends came over and they played basketball for several hours. Then it was Labor Day, you know, the extra day off that Kayla was so looking forward to. But Kayla was awakened early that morning by her dad. He told Kayla that in honor of Labor Day, the family would be cleaning both inside and outside the house. Kayla couldn’t believe it. This was a holiday. A day when she was supposed to be enjoying freshly squeezed lemonade while playing in her tree house. As Kayla wiped here yes, she began to wonder if this was just a bad dream. “Kayla, your breakfast is ready. We have a lot of work to do today. Let’s get a move on,” said Kayla’s mom. As she sat down at the kitchen table, Kayla asked her parents， “Are you serious about working today? Isn’t Labor Day a holiday?” “Yes, Kayla. It is,” replied her dad. “But your mom and I thought working hard today would make you appreciate why Labor Day was observed in the first place.” 注意：1.所续写短文的词数应为150左右; 2.请按如下格式在答题卡的相应位置作答。 At first Kayla felt disappointed at her parents’ plan for the holiday. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ But things began to change as she was doing the chores. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色： _________________________________________________________________________ 2．视角：第__________________________人称视角 3．时空线： 学校放假（劳动节额外休息日）→ 凯拉期待假期玩乐，周末尽情放松（睡懒觉、打游戏、和朋友打球）→ 劳动节清晨被父亲叫醒，得知全家要大扫除，凯拉失望不解→ 父母解释希望她理解劳动节的意义→ （续写）凯拉抵触家务，消极应付→ （续写）_____________________（凯拉在劳动中获得成就感，理解父母用意，领悟劳动节真谛） 4．文章线索 （1）“凯拉对劳动节劳动的态度转变”构成核心矛盾，这一矛盾对情节发展有何作用？如何推动人物情感变化及主题凸显？ （2）“父母安排劳动节大扫除”是关键情节，这一情节为何能强化“劳动的意义”主题？如何塑造父母的人物形象？ “凯拉的假期期待”“周末的放松”“对家务的抵触”“劳动中的成就感”这些细节有何意义？它们为后续“领悟真谛”做了怎样的铺垫？ （4）故事的情节推进逻辑是什么？从“期待玩乐—抵触劳动—感受成就—领悟意义”，情节发展背后凸显了怎样的主题脉络？ 5．情节线 期待假期：凯拉收到劳动节放假通知，满心欢喜，期待和朋友玩乐、享受悠闲时光→ 周末放松：周六睡懒觉、打游戏，周日和朋友打篮球，尽情享受休闲时光→ 突发安排：劳动节清晨被父亲叫醒，得知全家要大扫除，凯拉失望抗拒，质疑父母为何假期劳动→ 父母引导：父母解释希望通过劳动让她理解劳动节的初衷→ （续写）消极应付：凯拉被迫做家务，满心抱怨，敷衍完成任务，盼着一天结束→ （续写）______________________________________________________________ 6．情感线 凯拉：得知放假后的兴奋、期待→ 周末玩乐的愉悦→ 得知大扫除后的失望、不解→ 做家务时的抵触、敷衍→ 看到劳动成果后的成就感→ ______________________________ 父母：面对凯拉期待时的温和→ 安排大扫除时的坚定→ 看到凯拉抵触时的包容、鼓励→ 看到凯拉转变后的欣慰→ ___________________________ 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：At first Kayla felt disappointed at her parents’ plan for the holiday. 衔接句 1—— 对 “凯拉的抵触表现” 提问：凯拉会有哪些消极行为？内心的抱怨是什么？父母的反应如何？这些细节体现了凯拉的什么性格？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何为凯拉后续的态度转变做铺垫？抵触情绪与后文的成就感形成对比有何作用？ 过渡逻辑：请说明第一段情节如何为第二段的 “态度转变、领悟意义” 做铺垫：__________________________________________________________________________________________________________________________________________________________ 第二段提示句：But things began to change as she was doing the chores. 衔接句 1—— 对 “凯拉的转变与感受” 提问：凯拉的态度因何转变？劳动中会有哪些具体体验？这种转变体现了她的什么成长？ 衔接句 2—— 对 “情节结局与主题升华” 提问：结局如何呼应“劳动的意义、劳动节真谛”的核心主题？对故事结局有何作用？ 主题：________________________________________________________________________________________________________________________________________________________ 三、段落构思 第一段：At first Kayla felt disappointed at her parents’ plan for the holiday. 梳理第一段写作思路：①开篇承接提示句，描写凯拉的消极状态（敷衍早餐、内心抱怨）；②刻画她的家务表现（抵触、敷衍）；③描写父母的反应（包容鼓励），为第二段转变做铺垫。 续写：_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：But things began to change as she was doing the chores. 梳理第二段写作思路：①开篇承接提示句，描写凯拉态度转变的契机（看到劳动成果、亲子互动）；②刻画她的心理变化（成就感萌生）；③描写结局（领悟父母用意与劳动节意义），升华主题。 续写：_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色： 凯拉：活泼贪玩、渴望悠闲的孩子，起初抵触劳动节劳动，在亲身实践中体会到劳动的成就感，最终领悟劳动节真谛，实现认知成长，变得懂得珍惜劳动成果。 父母：明智包容、善于引导的成年人，没有直白说教，而是通过安排大扫除让凯拉亲身感受劳动，用温和鼓励的方式引导孩子理解劳动意义，传递正向价值观。 2．视角：第三人称视角 3．时空线： 学校放假（劳动节额外休息日）→ 凯拉期待假期玩乐，周末尽情放松（睡懒觉、打游戏、和朋友打球）→ 劳动节清晨被父亲叫醒，得知全家要大扫除，凯拉失望不解→ 父母解释希望她理解劳动节的意义→ （续写）凯拉抵触家务，消极应付，抱怨浪费假期→ （续写）凯拉在劳动中看到成果，获得成就感，与父亲愉快互动，最终理解父母用意，领悟劳动节在于珍惜劳动成果、感受劳动快乐。 4．文章线索 （1）这一核心矛盾是情节发展的核心驱动力，串联起“期待玩乐—抵触劳动—感受成就—领悟意义”的完整情节链，制造情感起伏。它推动凯拉从单纯追求悠闲，到被动劳动，再到主动感受劳动价值，清晰展现其认知成长，同时凸显“劳动能带来独特快乐，劳动节的意义在于珍惜劳动成果”的核心主题。 （2）“父母安排劳动节大扫除”是情节的转折点，既为凯拉提供了亲身实践的机会，让“劳动意义”的主题有了具象载体，避免空洞说教；也塑造了父母“润物细无声”的引导者形象。这一情节打破了凯拉对假期的固有认知，迫使她直面劳动，为后续的转变与领悟创造了必要条件，强化了主题的说服力。 （3）意义：“凯拉的假期期待”与“大扫除安排”形成对比，凸显矛盾，激发读者兴趣；“周末的放松”铺垫了凯拉对劳动节悠闲时光的渴望，让抵触情绪更合理；“对家务的抵触”展现凯拉的初始心态，与后文转变形成反差，凸显成长；“劳动中的成就感”是凯拉态度转变的关键，推动她领悟主题。铺垫：这些细节构建了“期待落空—消极应对—正向反馈—认知升华”的逻辑链，让凯拉的转变自然可信，也让主题更深入人心。 （4）情节推进逻辑：以“凯拉对劳动节劳动的态度变化”为核心线索，遵循“美好期待—突发转折—被动接受—主动感受—认知升华”的逻辑推进，从个人对假期的需求，延伸到对劳动意义、节日真谛的思考，形成完整故事闭环。主题脉络：凸显了“劳动并非负担，能带来成就感与独特快乐；劳动节的真谛在于体会劳动价值、珍惜劳动成果”的主题脉络，传递热爱劳动的正向价值观。 5．情节线 期待假期：凯拉收到劳动节放假通知，满心欢喜，盼着和朋友玩乐、在树屋喝柠檬水，享受悠闲时光→ 周末放松：周六睡懒觉、在家打游戏，周日和朋友打了几小时篮球，彻底释放玩乐欲，对劳动节更添期待→ 突发安排：劳动节清晨，凯拉被父亲叫醒，得知全家要进行室内外大扫除，她既失望又不解，觉得假期不该用来劳动→ 父母引导：面对凯拉的质疑，父亲解释，希望通过劳动让她明白劳动节的初衷→ （续写）消极应付：凯拉勉强接受安排，敷衍地吃早餐，内心抱怨浪费假期，擦窗户、整理房间时态度消极，频频看钟盼着结束，父母察觉后只是温和鼓励→ （续写）领悟成长：凯拉看到自己擦干净的窗户变得明亮，心中萌生成就感，随后帮父亲打扫院子，亲子间愉快聊天。中午，看到整洁的家，享用母亲做的午餐，凯拉彻底转变心态，理解了父母的用意，领悟到劳动节的意义在于感受劳动、珍惜成果，收获了别样的快乐。 6．情感线 凯拉：得知放假后的兴奋、期待→ 周末玩乐的愉悦、尽兴→ 得知大扫除后的失望、困惑、抵触→ 做家务时的敷衍、不耐烦→ 看到劳动成果后的惊喜、成就感→ 理解父母用意后的释然、领悟，体会到劳动带来的独特快乐。 父母：面对凯拉期待时的温和、包容→ 安排大扫除时的坚定、有主见→ 看到凯拉抵触时的耐心、不指责，用微笑鼓励引导→ 看到凯拉转变、领悟意义后的欣慰、满足，为孩子的成长感到高兴。 7．文章大意概括 中文：凯拉期待劳动节假期能尽情玩乐，周末她睡懒觉、打游戏、和朋友打球，过得十分惬意。可劳动节清晨，父亲告知全家要大扫除，凯拉满心失望抵触，觉得假期不该浪费在劳动上。在父母的鼓励下，她被迫开始做家务，起初态度敷衍。但当看到自己擦得明亮的窗户，帮父亲打扫院子时的愉快互动，凯拉渐渐生出成就感。中午，看着整洁的家，享用美味午餐，凯拉终于理解父母的用意，领悟到劳动节的真谛在于感受劳动、珍惜成果，也体会到劳动带来的独特快乐。 英文：Kayla looked forward to enjoying herself on Labor Day holiday. She slept in, played video games and basketball with friends on the weekend, having a great time. But on Labor Day morning, her dad told the family they would do a thorough cleaning. Kayla felt disappointed and resistant, thinking the holiday shouldn’t be spent on chores. Encouraged by her parents, she had to do the housework reluctantly, being perfunctory at first. However, when she saw the bright windows she cleaned and chatted happily with her dad while cleaning the yard, a sense of achievement welled up. At noon, looking at the tidy house and enjoying the delicious lunch, Kayla finally understood her parents’ intention, realized the true meaning of Labor Day is to experience labor and cherish its fruits, and felt the special pleasure brought by labor. 8．句式示例 宾语从句：Kayla asked her parents if they were serious about working on Labor Day. 同位语：Labor Day, a holiday to honor labor, taught Kayla the value of hard work. 状语从句：When she saw her dirty windows turn bright and clear, a small sense of achievement welled up. 比喻：The tidy house after cleaning was like a reward, making Kayla forget all her complaints. 9．主题归类 劳动的意义：劳动并非负担，能带来成就感与独特快乐，让人学会珍惜劳动成果；节日真谛：劳动节不仅是休息的假期，更在于体会劳动价值，铭记劳动的重要性；亲子引导：父母的合理引导能让孩子在实践中成长，比直白说教更有效；成长与领悟：亲身实践是认知转变的关键，从抵触到接纳，在体验中领悟正向道理。 二、情节构造 第一段提示句：At first Kayla felt disappointed at her parents’ plan for the holiday. 衔接句 1—— 对 “凯拉的抵触表现” 提问：凯拉会有哪些消极行为？内心的抱怨是什么？父母的反应如何？这些细节体现了凯拉的什么性格？ 答案：凯拉会表现出拖延敷衍的行为，慢吞吞地吃早餐，做家务时心不在焉，擦窗户敷衍了事、整理房间杂乱无章。内心抱怨父母浪费假期，觉得本该在树屋喝柠檬水、悠闲玩乐，而非做枯燥的家务。父母察觉到她的低落情绪，没有指责，只是微笑着鼓励她坚持下去。这些细节体现了凯拉活泼贪玩、追求悠闲、对劳动有抵触心理的性格，也符合孩子对假期的固有期待。 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何为凯拉后续的态度转变做铺垫？抵触情绪与后文的成就感形成对比有何作用？ 答案：第一段详细刻画凯拉的抵触情绪与消极表现，为后文的态度转变制造强烈反差，让转变更具张力。同时，父母的包容鼓励为凯拉的转变提供了温和的环境，避免她因抵触而彻底拒绝劳动，为她后续感受劳动成果、萌生成就感保留了空间，自然过渡到第二段的情节。 过渡逻辑：请说明第一段情节如何为第二段的 “态度转变、领悟意义” 做铺垫： 答案：第一段中凯拉的消极应付，让她的劳动行为处于“被动执行”状态，而父母的鼓励让她没有放弃劳动，为第二段“看到劳动成果”创造了前提。正是因为有了前期的抵触，当她看到自己的劳动带来切实变化（窗户变明亮）时，成就感才会更强烈，态度转变才更自然。这种“先抑后扬”的铺垫，让凯拉的领悟更具说服力，也让主题表达更深刻。 第二段提示句：But things began to change as she was doing the chores. 衔接句 1—— 对 “凯拉的转变与感受” 提问：凯拉的态度因何转变？劳动中会有哪些具体体验？这种转变体现了她的什么成长？ 答案：凯拉的态度因劳动成果的呈现而转变，当她看到原本肮脏的窗户变得明亮清澈，切实感受到自己的劳动价值，萌生了成就感。劳动中，她还和父亲一起打扫院子，亲子间愉快聊天，让劳动变得不再枯燥。这种转变体现了凯拉从“追求单纯悠闲”到“学会感受劳动价值”的成长，打破了对劳动的固有偏见，学会珍惜劳动成果。 衔接句 2—— 对 “情节结局与主题升华” 提问：结局如何呼应“劳动的意义、劳动节真谛”的核心主题？对故事结局有何作用？ 答案：结局以凯拉理解父母用意、领悟劳动节真谛收尾，呼应了“劳动能带来独特快乐，劳动节在于体会劳动价值”的核心主题。凯拉从抵触到接纳，最终享受劳动带来的成就感，让故事形成圆满闭环，既传递了热爱劳动的正向价值观，也展现了孩子在实践中的认知成长，让主题更具感染力与教育意义。 主题： 答案：劳动是一种快乐，能带来独特的成就感与满足感，不应将其视为负担；劳动节的真谛不在于休息玩乐，而在于亲身感受劳动、珍惜劳动成果，铭记劳动的价值；父母的智慧引导能让孩子在实践中主动成长，领悟深刻道理；成长源于亲身经历，打破固有偏见才能收获新的认知与快乐。 三、段落构思 第一段：At first Kayla felt disappointed at her parents’ plan for the holiday. 梳理第一段写作思路：①开篇承接提示句，描写凯拉的消极状态（敷衍早餐、内心抱怨）；②刻画她的家务表现（抵触、敷衍）；③描写父母的反应（包容鼓励），为第二段转变做铺垫。 续写：At first Kayla felt disappointed at her parents’ plan for the holiday. She dragged her feet to finish breakfast, complaining silently about missing the tree house and lemonade. She was assigned to wipe windows and tidy her room, tasks she found boring and tiring. Every wipe of the window felt like a waste of her holiday, and she kept glancing at the clock, hoping the day would end soon. Her parents noticed her low spirits but just smiled, encouraging her to stick with it. 第二段：But things began to change as she was doing the chores. 梳理第二段写作思路：①开篇承接提示句，描写凯拉态度转变的契机（看到劳动成果、亲子互动）；②刻画她的心理变化（成就感萌生）；③描写结局（领悟父母用意与劳动节意义），升华主题。 续写：But things began to change as she was doing the chores. When she saw her dirty windows turn bright and clear, a small sense of achievement welled up. Later, she helped her dad clean the yard, and they chatted happily while raking leaves. By noon, the house and yard looked neat and tidy. Enjoying the delicious lunch her mom cooked, Kayla realized labor wasn’t that bad. She understood her parents’ intention—Labor Day is about cherishing the fruits of hard work, which brought her a special pleasure she’d never felt before. 学科网（北京）股份有限公司 $