2026届高三英语读后续写专项复习---纸飞机带来的友谊 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。 Through the window, Anqi watched her classmates running and laughing across the playground. They were folding and flying paper planes. Actually, they were training for the Paper Airplane Competition — one of the student activities in this term. Anqi wanted to join them but she was afraid of being laughed at, because she couldn’t even make a plane. Two weeks had passed since Anqi joined this class, but she still felt like an outsider. Though Chinese by birth, she spent her first twelve years in Chicago, because her father was at the University of Chicago to obtain doctoral and postdoctoral degrees for eight years and stayed in Chicago for another four years due to the coronavirus pandemic. So when she returned to China with her parents, she had to adapt to the new environment, but obviously she didn’t fit in well. Anqi had almost no friends but a girl named Xiao Yan quietly paid attention to her. Xiao Yan was the “Plane Princess” of the class for her magic fingers could transform any plain paper into wonderful planes. She saw Anqi’s struggle and wanted to offer a hand but she was a little shy herself. Besides, XiaoYan was unconfident for her poor English especially when she witnessed how good Anqi’s English was. She hoped her English was as good as Anqi’s so that she could take part in the contest — Tell Chinese Stories in English. Another day, as classmates raced to fly the planes, Anqi was folding a piece of paper, nervously copying what she had seen. Finally, she made something like a plane. She ran outside to fly it, hoping it would glide (滑行) for a distance. Sadly, the “plane” dropped quickly, which happened to be seen by some classmates. Extremely embarrassed, Anqi ran away and cried, “Why can’t I even fold a paper airplane properly?” 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。 Just then, Xiao Yan cautiously went up to Anqi and comforted softly, “Hey, don’t cry.” ______________________________________________________________________________________________________________________________________________________________ The two activities, Paper Airplane Competition and Tell Chinese Stories in English, finally came as scheduled. ________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色： _________________________________________________________________ 2.视角： 第__________________________人称视角 3．时空线： 安琪转学两周，虽出生在中国，但在芝加哥生活了十二年，难以适应新环境，感到自己是局外人，想加入同学的纸飞机训练却不会折，害怕被嘲笑→ 班上的“飞机公主”晓燕注意到安琪的困境，想帮忙却因自己英语差、看到安琪英语好而不自信，晓燕还想参加“英语讲中国故事”比赛→ 一天，安琪模仿着折了一架类似飞机的东西，试飞时很快掉落，被同学看到，她十分尴尬地跑开并哭泣→ （续写）晓燕小心翼翼地走上前安慰安琪，两人解开顾虑，互相帮助→ （续写）_____________________ 4．文章线索 （1）“纸飞机”是核心线索，这一线索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）“安琪的融入过程”和“晓燕的自信成长”是关键情节，这一情节为何能强化“互助与成长”的主题？如何塑造两人的人物形象？ （3）“安琪的拘谨尴尬”“晓燕的细心与不自信”“纸飞机掉落的场景”“两人各自的优势（安琪英语好、晓燕会折纸飞机）”这些细节有何意义？它们为后续“互相帮助、共同成长”做了怎样的铺垫？ （4）故事的情节推进逻辑是什么？从“安琪孤独疏离—晓燕暗中关注—安琪尝试失败—互相帮助—共同成长”，情节发展背后凸显了怎样的主题脉络？ 5．情节线 孤独疏离：安琪转学两周，出生在中国却在芝加哥生活十二年，难以适应新环境，觉得自己是局外人，没有朋友，想加入同学的纸飞机训练，却因不会折而害怕被嘲笑→ 暗中关注：晓燕是班上的“飞机公主”，会折各种各样的纸飞机，注意到安琪的困境，想帮忙却因自身英语差、羡慕安琪的英语而不自信，晓燕还渴望参加“英语讲中国故事”比赛→ 尝试失败：一天，安琪模仿着折纸飞机，折出一个类似飞机的东西，试飞时很快掉落，被同学看到，她极度尴尬，跑开后哭泣，抱怨自己连纸飞机都折不好→ 互相帮助：（续写）晓燕小心翼翼走上前安慰安琪，说出自己的想法，两人解开心中的顾虑，晓燕教安琪折纸飞机，安琪帮晓燕练习英语→ （续写）______________________________________________________________ 6．情感线 安琪：转学后的陌生、孤独、拘谨，渴望融入集体却缺乏勇气→ 尝试折纸飞机失败后的尴尬、自卑、难过→ 得到晓燕帮助后的感动、安心，逐渐变得自信→ 学会折纸飞机、帮助晓燕后的成就感、归属感→ ______________________________ 晓燕：细心、善良，擅长折纸飞机却英语不好，内心不自信→ 看到安琪英语好后的羡慕，想帮忙又不敢的犹豫→ 主动安慰安琪后的勇敢，得到安琪帮助后的开心、自信→ ___________________________ 同学们：起初对安琪的陌生、疏远，偶然看到安琪折纸飞机失败时的无意关注→ 看到安琪和晓燕互相帮助后的接纳、友善，展现了班级的温暖。 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：Just then, Xiao Yan cautiously went up to Anqi and comforted softly, “Hey, don’t cry.” 衔接句 1—— 对 “互动场景与情感转折” 提问：晓燕如何安慰安琪？两人如何解开各自的顾虑？这一过程展现了两人怎样的性格特点？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何为后文两人共同参加比赛、共同成长做铺垫？两人的和解有何核心作用？ 过渡逻辑：请说明第一段情节如何为第二段的 “共同成长、主题升华” 做铺垫：__________________________________________________________________________________________________________________________________________________________ 第二段提示句：The two activities, Paper Airplane Competition and Tell Chinese Stories in English, finally came as scheduled. 衔接句 1—— 对 “互动场景与情感回升” 提问：两人在两项比赛中分别发挥了什么优势？表现如何？这些场景体现了两人怎样的变化？ 衔接句 2—— 对 “情节结局与主题升华” 提问：结局如何呼应“互助与成长、接纳与友谊”的核心主题？对故事结局有何作用？ 主题： ________________________________________________________________________________________________________________________________________________________ 三、段落构思 第一段：Just then, Xiao Yan cautiously went up to Anqi and comforted softly, “Hey, don’t cry.” 梳理第一段写作思路：①开篇承接提示句，描写晓燕的安慰场景与语气；②刻画两人的对话，展现各自的顾虑与和解过程；③为后文共同参加比赛、共同成长做铺垫。 续写： _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：The two activities, Paper Airplane Competition and Tell Chinese Stories in English, finally came as scheduled. 梳理第二段写作思路：①开篇承接提示句，描写两项比赛的场景；②刻画两人在比赛中的具体表现，展现各自的优势与成长；③点明结局，凸显两人的情感变化与主题。 续写： _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色： 安琪：出生在中国，在芝加哥生活十二年，转学后难以适应新环境，孤独、拘谨、自卑，渴望融入集体却缺乏勇气，英语能力突出，不会折纸飞机；得到晓燕帮助后，逐渐变得自信、开朗，学会折纸飞机，主动帮助晓燕，最终融入集体，收获友谊。 晓燕：班上的“飞机公主”，心灵手巧，擅长折各种纸飞机，细心、善良；但英语基础薄弱，内心不自信，羡慕安琪的英语，渴望参加“英语讲中国故事”比赛；主动安慰安琪后变得勇敢，在安琪的帮助下提升英语，逐渐自信，最终实现自我成长，收获真挚友谊。 同学们：起初对转学而来的安琪感到陌生、保持距离；后来看到安琪和晓燕互相帮助、共同进步，逐渐接纳安琪，展现了班级的温暖与友善。 2.视角： 第三人称视角 3．时空线： 安琪转学两周，虽出生在中国，但在芝加哥生活了十二年，难以适应新环境，感到自己是局外人，想加入同学的纸飞机训练却不会折，害怕被嘲笑→ 班上的“飞机公主”晓燕注意到安琪的困境，想帮忙却因自己英语差、看到安琪英语好而不自信，晓燕还想参加“英语讲中国故事”比赛→ 一天，安琪模仿着折了一架类似飞机的东西，试飞时很快掉落，被同学看到，她十分尴尬地跑开并哭泣→ （续写）晓燕小心翼翼地走上前安慰安琪，两人解开顾虑，互相帮助，晓燕教安琪折纸飞机，安琪帮晓燕练习英语→ （续写）纸飞机比赛和英语讲中国故事比赛如期举行，安琪凭借晓燕教的技巧顺利完成比赛，晓燕在安琪的帮助下流畅完成英语演讲，两人都取得了不错的成绩，安琪彻底融入集体，两人成为无话不谈的好朋友，共同收获了成长与友谊。 4．文章线索 （1）“纸飞机”是核心线索，串联起“安琪孤独疏离—尝试折纸失败—晓燕主动安慰—两人互助折纸—参加纸飞机比赛”的完整情节链，是推动情节发展的关键。它触发了安琪与晓燕的第一次正式互动，让两人解开心中的顾虑；同时，纸飞机作为晓燕的优势、安琪的短板，与“英语”形成互补，推动了两人互相帮助的情节，凸显了“互助成长”的主题，让情节更连贯、情感更真挚。 （2）“安琪的融入过程”和“晓燕的自信成长”是关键情节，既展现了孤独的转学生在他人帮助下融入集体的过程，也展现了自卑的女孩在互助中收获自信的蜕变，两人的成长相互映衬，让“互助才能共赢、成长需要陪伴”的主题具象化。这一情节塑造了两人立体的人物形象——安琪从拘谨自卑到自信开朗，晓燕从害羞不自信到勇敢从容，展现了两人内心的渴望与努力，让人物更真实、更具感染力，也让读者更能感受到互助与成长的力量。 （3）意义：“安琪的拘谨尴尬”交代了她转学后的困境与内心的孤独，奠定了故事的情感基调，也反衬出后续融入集体、收获自信的巨大转变；“晓燕的细心与不自信”展现了她的善良与脆弱，为两人互相帮助、彼此成就的情节埋下伏笔；“纸飞机掉落的场景”是情节的转折点，触发了晓燕的主动帮助，推动了两人关系的升温；“两人各自的优势”构建了互助的基础，让两人的帮助更具合理性，也凸显了“各有所长、互补共赢”的理念。铺垫：这些细节构建了“孤独—关注—失败—互助—成长”的逻辑链，让两人的情感变化、情节推进更自然，也让后续“共同参加比赛、收获友谊”的情节更具说服力，为主题升华奠定了情感与情节基础。 （4）情节推进逻辑：以“安琪的融入”和“晓燕的成长”为双内在线索，以“纸飞机”和“英语比赛”为双外在线索，遵循“安琪转学孤独、尝试折纸失败—晓燕暗中关注、主动安慰—两人解开顾虑、互相帮助（晓燕教折纸、安琪补英语）—共同参加两项比赛、发挥优势—两人成长、收获友谊、安琪融入集体”的逻辑推进。主题脉络：凸显了“互助才能共赢，真诚的帮助能治愈孤独、收获自信；成长路上，彼此陪伴、各展所长，就能实现更好的自己；陌生与隔阂可以通过主动与善意打破，友谊与温暖能让人快速融入新环境”的主题脉络。 5．情节线 孤独疏离：安琪转学两周，出生在中国却在芝加哥生活十二年，难以适应新环境，觉得自己是局外人，没有朋友，想加入同学的纸飞机训练，却因不会折而害怕被嘲笑→ 暗中关注：晓燕是班上的“飞机公主”，会折各种各样的纸飞机，注意到安琪的困境，想帮忙却因自身英语差、羡慕安琪的英语而不自信，晓燕还渴望参加“英语讲中国故事”比赛→ 尝试失败：一天，安琪模仿着折纸飞机，折出一个类似飞机的东西，试飞时很快掉落，被同学看到，她极度尴尬，跑开后哭泣，抱怨自己连纸飞机都折不好→ 互相帮助：（续写）晓燕小心翼翼走上前安慰安琪，说出自己的想法，两人解开心中的顾虑，晓燕教安琪折纸飞机，安琪帮晓燕练习英语，两人逐渐熟悉起来，成为好朋友→ （续写）共同成长：纸飞机比赛和英语讲中国故事比赛如期举行，安琪凭借晓燕教的技巧，折出了漂亮的纸飞机，顺利完成比赛；晓燕在安琪的帮助下，英语表达越来越流畅，自信地完成了英语演讲，两人都取得了不错的成绩。同学们为她们鼓掌，安琪彻底融入了集体，两人也在这个过程中收获了成长与真挚的友谊。 6．情感线 安琪：转学后的陌生、孤独、拘谨，渴望融入集体却缺乏勇气，害怕被嘲笑→ 尝试折纸飞机失败后的尴尬、自卑、难过，对自己充满失望→ 得到晓燕安慰与帮助后的感动、安心，逐渐放下心防，变得自信、开朗→ 学会折纸飞机、帮助晓燕练习英语后的成就感、归属感，感受到友谊的温暖→ 参加比赛、融入集体后的幸福、从容，彻底摆脱孤独，对新环境充满热爱。 晓燕：细心、善良，擅长折纸飞机却因英语差而内心不自信，羡慕安琪流利的英语→ 看到安琪的困境，想帮忙又不敢的犹豫、害羞→ 主动走上前安慰安琪后的勇敢、坦诚，说出自己顾虑后的轻松→ 得到安琪帮助、英语进步后的开心、自信，感受到被需要的价值→ 参加比赛、看到安琪融入集体后的欣慰、幸福，收获友谊与成长后的从容、开朗。 同学们：起初对转学而来的安琪感到陌生、疏远，偶然看到安琪折纸飞机失败时的无意关注→ 看到安琪和晓燕互相帮助、共同进步后的接纳、友善，为两人的比赛成绩鼓掌，主动与安琪交流，展现了班级的温暖与包容，让安琪感受到了集体的善意。 7．文章大意概括 中文：安琪转学两周，虽出生在中国，却在芝加哥生活了十二年，难以适应新环境，感到孤独疏离，想加入同学的纸飞机训练却不会折，试飞失败后十分尴尬地哭泣。班上擅长折纸飞机的晓燕注意到安琪的困境，想帮忙却因自己英语差、羡慕安琪的英语而不自信，她还渴望参加“英语讲中国故事”比赛。后来，晓燕主动上前安慰安琪，两人解开心中的顾虑，晓燕教安琪折纸飞机，安琪帮晓燕练习英语。最终，纸飞机比赛和英语讲中国故事比赛如期举行，两人各自发挥优势，取得了不错的成绩，安琪彻底融入集体，两人也收获了真挚的友谊，共同实现了成长。 英文：Anqi had been in the new class for two weeks. Though born in China, she had lived in Chicago for twelve years and struggled to adapt to the new environment, feeling lonely and isolated. She wanted to join her classmates in paper airplane training but couldn’t fold one, and she felt extremely embarrassed and cried after her failed attempt to fly a poorly folded plane. Xiao Yan, who was good at folding paper planes and known as the “Plane Princess” in the class, noticed Anqi’s trouble. She wanted to help but was unconfident because of her poor English and admired Anqi’s fluent English; she also longed to take part in the “Tell Chinese Stories in English” contest. Later, Xiao Yan took the initiative to comfort Anqi, and they shared their worries with each other. Xiao Yan taught Anqi to fold paper planes, and Anqi helped Xiao Yan practice English. Finally, the Paper Airplane Competition and Tell Chinese Stories in English were held as scheduled. Both of them gave full play to their advantages and achieved good results. Anqi fully integrated into the class, and the two girls gained sincere friendship and grew up together. 8．句式示例 宾语从句：Anqi hoped it would glide for a distance. 同位语：Xiao Yan, the “Plane Princess” of the class, could transform any plain paper into wonderful planes. 状语从句：Though Chinese by birth, she spent her first twelve years in Chicago. 比喻：Xiao Yan’s fingers were like magic wands, turning ordinary paper into beautiful paper planes that could fly far. 9．主题归类 互助与成长：真诚的互助能打破隔阂、治愈孤独，各展所长、彼此成就，才能实现共同成长；每个人都有自己的优势与不足，学会互相帮助，才能弥补短板、收获进步，成为更好的自己。 友谊与接纳：善意能拉近人与人之间的距离，打破陌生与疏离，收获真挚的友谊；包容他人的不足、主动伸出援手，既能温暖他人，也能成就自己，让集体充满温暖与爱。 适应与自信：面对新环境，难免会感到孤独与拘谨，但只要勇敢迈出一步，主动接受他人的帮助、主动帮助他人，就能快速融入集体，收获自信与归属感；自信源于自我认可，也源于他人的鼓励与陪伴。 二、情节构造 第一段提示句：Just then, Xiao Yan cautiously went up to Anqi and comforted softly, “Hey, don’t cry.” 衔接句 1—— 对 “互动场景与情感转折” 提问：晓燕如何安慰安琪？两人如何解开各自的顾虑？这一过程展现了两人怎样的性格特点？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何为后文两人共同参加比赛、共同成长做铺垫？两人的和解有何核心作用？ 过渡逻辑：请说明第一段情节如何为第二段的 “共同成长、主题升华” 做铺垫：第一段中，两人解开各自的顾虑，达成互助的约定，晓燕教安琪折纸飞机、安琪帮晓燕练习英语，这为两人在后续两项比赛中发挥优势、取得好成绩奠定了基础；同时，两人的友谊在互助中萌芽，让第二段“共同参赛、收获成长”的情节更自然、更具感染力；此外，两人的性格也在互动中发生初步转变（安琪变得放松，晓燕变得勇敢），为后续的自信成长做了铺垫，推动主题逐步升华。 第二段提示句：The two activities, Paper Airplane Competition and Tell Chinese Stories in English, finally came as scheduled. 衔接句 1—— 对 “互动场景与情感回升” 提问：两人在两项比赛中分别发挥了什么优势？表现如何？这些场景体现了两人怎样的变化？ 衔接句 2—— 对 “情节结局与主题升华” 提问：结局如何呼应“互助与成长、接纳与友谊”的核心主题？对故事结局有何作用？ 主题： 互助是成长路上最温暖的陪伴，各展所长、彼此成就，既能打破陌生与隔阂，收获真挚的友谊，也能弥补自身不足、实现自我成长；善意与勇敢能治愈孤独、点亮自信，让每一个努力适应、渴望成长的人，都能找到属于自己的位置，收获温暖与美好。 三、段落构思 第一段：Just then, Xiao Yan cautiously went up to Anqi and comforted softly, “Hey, don’t cry.” 梳理第一段写作思路：①开篇承接提示句，描写晓燕的安慰场景与语气；②刻画两人的对话，展现各自的顾虑与和解过程；③为后文共同参加比赛、共同成长做铺垫。 续写：Just then, Xiao Yan cautiously went up to Anqi and comforted softly, “Hey, don’t cry.” She sat down beside Anqi, took out a piece of paper, and folded a beautiful plane quickly. “I used to fold badly too,” she said shyly. Then she admitted her worry about poor English and her admiration for Anqi’s fluent English. Anqi was surprised and touched, and she told Xiao Yan she was afraid of being laughed at for not knowing how to fold planes. They smiled at each other, and Xiao Yan offered to teach Anqi to fold planes, while Anqi promised to help her practice English. From that day on, they spent time together after class, helping each other out of their troubles. 第二段：The two activities, Paper Airplane Competition and Tell Chinese Stories in English, finally came as scheduled. 梳理第二段写作思路：①开篇承接提示句，描写两项比赛的场景；②刻画两人在比赛中的具体表现，展现各自的优势与成长；③点明结局，凸显两人的情感变化与主题。 续写：The two activities, Paper Airplane Competition and Tell Chinese Stories in English, finally came as scheduled. In the paper airplane competition, Anqi flew the plane Xiao Yan taught her, and it glided far and steady, winning warm cheers. In the English speech contest, Xiao Yan spoke fluently with Anqi’s help, telling a touching Chinese story confidently. Both of them got good grades. The classmates surrounded them, cheering and congratulating them. Anqi no longer felt like an outsider; she laughed and talked happily with everyone. She and Xiao Yan looked at each other, knowing they had gained not only success but also a precious friendship and true growth. 学科网（北京）股份有限公司 $