2026届高三英语读后续写专项复习妈妈的家常豆腐续写导学案

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。 The familiar smell of garlic, soy sauce, and onion spread through the air as I opened my lunch bag to see what my mom had packed for me. On any other occasion,I would have been delighted to eat my mom's braised pan fried tofu: a Chinese dish that I often ate for dinner. But not today, the day a nice girl had invited me, the new girl at school, to sit with her friends during lunch. “Chans, over here！” My new friend was waving her arms, trying to get my attention. As I prepared to walk over to the table, memories of elementary and middle school lunchtimes resurfaced. I remembered my embarrassment as my friends would hold their noses, or stay away from me when I brought homemade Chinese food, tofu. I remembered how my embarrassment shifted to anger when I complained about the smell to my mom. I had argued with my mom that I wanted“normal” food for lunch. I remembered the look on my mom's face, a mix between disappointment and confusion. But I was determined and she gave in because she worried about my making new friends every time we moved. So for the remainder of middle school, my mom packed me odorless(无味的), non-Chinese fare like ham and cheese sandwiches.However, that day, she was in a rush to get to her new job and packed me leftovers from dinner. As soon as I got to my new lunch table, I tried to hide my bright lunch bag under my seat before anyone noticed the strong smell. I looked up to see the other girls at the table, opening their normal American lunches. I sat quietly, trying not to be noticed when Katrina, a new acquaintance,asked where my food was. “I'm not really hungry,”I replied in an insecure voice. But Katrina had already seen me carry my lunch so she said,“Then, I' ll eat it！” The other girls laughed—— apparently Katrina was known to be the lunch scavenger. 注意：1. 续写词数应为150左右；2. 请按如下格式作答： I didn't want to be rude to a new friend, so I reluctantly dragged out my lunch bag and unzipped it. It took me a second to recognize that my homemade Chinese food was not being rejected. 一、文本分析 1．角色 _________________________________________________________________ 2. 视角 第__________人称视角 3. 时空线 转学新生“我”收到新同学午餐邀请→ 看到妈妈准备的红烧豆腐，回忆起过往带中餐被同学嫌弃的尴尬经历→ 此前强迫妈妈准备无味西式午餐，当天妈妈赶时间装了剩菜→ 试图藏起午餐袋，被Katrina识破并索要食物→（续写）被迫拿出午餐，内心忐忑不安→（续写）发现同学并未排斥，反而喜爱中餐，化解心结、接纳自我 4. 文章线索 （1）“妈妈做的红烧豆腐”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）“主人公的心理转变”是关键情节，这一情节为何能强化“文化认同、接纳包容”的主题？如何塑造主人公形象？ _________________________________________________________________ （3）“过往被嫌弃的回忆、妈妈失落的神情、藏午餐的举动”这些细节有何意义？它们为后续情节做了怎样的铺垫？ _________________________________________________________________ （4）故事的情节推进逻辑是什么？从“忐忑不安—回忆阴影—刻意隐藏—被迫公开—化解心结”，情节发展背后凸显了怎样的主题脉络？ _________________________________________________________________ 5. 情节线 初到新环境：转学成为新生，收到友善同学的午餐邀请，内心既期待又紧张→ 阴影浮现：闻到红烧豆腐的香味，回忆中小学带中餐被同学嫌弃、嘲笑的尴尬过往→ 矛盾冲突：曾强迫妈妈准备西式午餐，妈妈因赶工作装了家常剩菜→ 试图掩饰：抵达餐桌后慌忙藏起午餐袋，谎称不饿躲避关注→ 意外转折：被Katrina识破并索要食物，无奈妥协→（续写）_________________________________________________________________→（续写）_________________________________________________________________ 6. 情感线 主人公：收到邀请的期待→ 看到中餐的慌乱、尴尬→ 回忆过往的自卑、难堪→ 藏午餐的忐忑、心虚→ 被迫拿出的抗拒、不安→ ______________________________ 妈妈：疼爱孩子、体贴包容，理解孩子交友顾虑，默默妥协；因无法给孩子做熟悉的饭菜而失落，饱含家国情怀与母爱→ ___________________________ Katrina与新同学：热情友善、不拘小节，包容不同文化，不排斥异国美食→ ______________________________ 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：I didn't want to be rude to a new friend, so I reluctantly dragged out my lunch bag and unzipped it. 衔接句 1—— 对 “互动场景与心理波动” 提问：主人公拿出午餐时的神态、心理是怎样的？同学们的初步反应是什么？ _________________________________________________________________ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何为后文化解心结、主题升华做铺垫？ _________________________________________________________________ 过渡逻辑：请说明第一段情节如何为第二段的 “心结化解、主题升华” 做铺垫： _________________________________________________________________ 第二段提示句：It took me a second to recognize that my homemade Chinese food was not being rejected. 衔接句 1—— 对 “场景变化与心理转变” 提问：同学们的真实态度是什么？主人公的内心发生了怎样的变化？ _________________________________________________________________ 衔接句 2—— 对 “情节结局与情感收尾” 提问：结局如何呼应母爱与文化认同的核心？ _________________________________________________________________ 主题：_________________________________________________________________ 三、段落构思 第一段：I didn't want to be rude to a new friend, so I reluctantly dragged out my lunch bag and unzipped it. 梳理第一段写作思路：①承接提示句，刻画主人公不情愿、忐忑的神态与动作；②描写中餐香味散开后的场景，渲染紧张氛围；③写Katrina的举动，主人公内心愈发不安。 续写：_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 第二段：It took me a second to recognize that my homemade Chinese food was not being rejected. 梳理第二段写作思路：①承接提示句，写主人公反应过来后的错愕与释然；②描写同学们喜爱中餐、主动分享的画面；③收尾点题，抒发对母爱的理解与文化自豪感。 续写：_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 参考答案 一、文本分析 1．角色 主人公（Chans），妈妈，Katrina，新同学 2. 视角 第一人称视角 3. 时空线 转学新生“我”收到新同学午餐邀请→ 看到妈妈准备的红烧豆腐，回忆起过往带中餐被同学嫌弃的尴尬经历→ 此前强迫妈妈准备无味西式午餐，当天妈妈赶时间装了剩菜→ 试图藏起午餐袋，被Katrina识破并索要食物→（续写）不情愿拿出午餐，内心紧张到极点，害怕再次被嘲笑→（续写）发现同学争相品尝、夸赞美味，彻底放下顾虑，接纳中餐与自身文化，理解妈妈的爱 4. 文章线索 （1）“妈妈做的红烧豆腐”是核心线索，串联起主人公的回忆、矛盾、转折与释怀；既是母爱的载体，也是文化符号，推动主人公从自卑到认同的情感转变，凸显文化包容、接纳自我的主题。 （2）“主人公的心理转变”展现了从自卑逃避到坦然接纳的过程，塑造了真实立体的人物形象；通过内心的挣扎与释然，强化了“文化无高低、包容才是真友善”的主题，体现融入集体不必舍弃自我的核心立意。 （3）细节意义：过往被嫌弃的回忆铺垫主人公的自卑与顾虑；妈妈失落的神情暗含母爱与文化不舍；藏午餐的举动凸显内心的挣扎，制造情节张力。铺垫：这些细节让主人公的忐忑更合理，同学的友善反转更具冲击力，为化解心结、升华主题做足情感铺垫。 （4）情节推进逻辑：以主人公的心理变化为内线，以“中餐暴露—面临评判—收获接纳”为外线，层层递进。主题脉络：真正的友谊源于包容与尊重，不必为迎合他人舍弃自我与文化；母爱始终包容孩子的任性，家乡美食是归属感的源泉；不同文化值得被尊重，接纳差异才能收获温暖。 5. 情节线 初到新环境：转学成为新生，收到友善同学的午餐邀请，内心既期待又紧张→ 阴影浮现：闻到红烧豆腐的香味，回忆中小学带中餐被同学嫌弃、嘲笑的尴尬过往→ 矛盾冲突：曾强迫妈妈准备西式午餐，妈妈因赶工作装了家常剩菜→ 试图掩饰：抵达餐桌后慌忙藏起午餐袋，谎称不饿躲避关注→ 意外转折：被Katrina识破并索要食物，无奈妥协→（续写）主人公满脸通红拿出饭盒，香味弥漫餐桌，她低头攥紧衣角，害怕看到同学嫌弃的表情→（续写）Katrina率先品尝并夸赞美味，其他同学纷纷尝试、表达喜爱，主人公彻底释怀，自豪地介绍这道妈妈做的中餐，收获真挚友谊。 6. 情感线 主人公：收到邀请的期待→ 看到中餐的慌乱、尴尬→ 回忆过往的自卑、难堪→ 藏午餐的忐忑、心虚→ 被迫拿出的抗拒、不安→ 发现被接纳后的错愕、释然→ 接纳自我后的自豪、温暖 妈妈：疼爱孩子、体贴包容，理解孩子交友顾虑，默默妥协；因无法给孩子做熟悉的饭菜而失落，饱含家国情怀与母爱→ 用家常饭菜传递无声的爱，成为主人公文化认同的纽带 Katrina与新同学：热情友善、不拘小节，包容不同文化，不排斥异国美食→ 用真诚打破偏见，给予主人公温暖与接纳 7. 文章大意概括 中文：转学生Chans收到新同学的午餐邀请，却因妈妈准备了中式红烧豆腐陷入恐慌——过往带中餐被同学嘲笑的阴影让她自卑不已，她曾强迫妈妈做西式午餐，当天妈妈赶时间装了剩菜。她试图藏起午餐，却被直率的Katrina识破并索要食物。被迫拿出午餐后，她意外发现同学们不仅不排斥，反而十分喜爱这道中餐，她终于放下偏见，接纳了自我与文化，也读懂了妈妈深沉的爱。 英文：As a new student, Chans was invited to have lunch with her classmates, but she felt frightened when finding her mom prepared braised pan fried tofu, a traditional Chinese dish. Haunted by the memory of being laughed at for bringing Chinese food before, she had forced her mom to make western-style lunches. However, her mom packed leftovers due to a rush work that day. Chans tried to hide her lunch bag but was noticed by Katrina, who insisted on eating her food. She had to take out the lunch and unexpectedly found her classmates loved the dish, which made her let go of prejudice and accept her culture and mom’s deep love. 8. 句式示例 宾语从句：I was afraid that my new classmates would laugh at the smell of tofu just like before. 同位语：My mom’s braised tofu, my favorite home dish, filled me with mixed feelings. 状语从句：When I opened the lunch box, my face turned red with embarrassment. 比喻：The warm smell of tofu was like a hug from mom, wrapping my nervous heart. 9. 主题归类 文化认同与包容：不同文化各具魅力，不必因迎合他人舍弃自身文化，包容差异才能收获真诚友谊；母爱与亲情：妈妈的包容与牵挂藏在每一餐里，家乡美食是归属感的源泉；自我接纳：真正的融入是坦然做自己，不必自卑逃避，真诚才是社交的底气。 二、情节构造 第一段提示句：I didn't want to be rude to a new friend, so I reluctantly dragged out my lunch bag and unzipped it. 衔接句 1：主人公满脸通红、动作迟缓，内心紧张又抗拒；饭盒打开后香味散开，她低头不敢看同学，手心冒汗，做好了被嫌弃的准备。 衔接句 2：第一段细致刻画主人公的忐忑与尴尬，制造紧张的氛围，与第二段同学的友善形成强烈反差，为化解心结、凸显包容主题做铺垫。 过渡逻辑：主人公被迫公开中餐的情节，将内心的挣扎推向高潮，让读者共情其不安；Katrina的主动尝试，为第二段同学接纳中餐、主人公释怀埋下伏笔，使情节转折自然不突兀。 第二段提示句：It took me a second to recognize that my homemade Chinese food was not being rejected. 衔接句 1：同学们争相品尝、不停夸赞美味，甚至询问菜品做法；主人公从错愕到释然，内心的自卑消散，涌起自豪感与温暖，彻底放下心理包袱。 衔接句 2：结局呼应了妈妈的爱与家乡美食的意义，主人公接纳中餐就是接纳自我与文化，实现了心理成长，升华了包容、自爱的主题。 主题：真正的友谊建立在包容与尊重之上，不必为融入集体舍弃自我；文化无优劣，每一种家乡味道都值得被喜爱；母爱是最坚实的后盾，接纳自我才能收获真正的温暖。 三、段落构思&满分续写 第一段：I didn't want to be rude to a new friend, so I reluctantly dragged out my lunch bag and unzipped it. 续写：I didn't want to be rude to a new friend, so I reluctantly dragged out my lunch bag and unzipped it. The rich smell of garlic and soy sauce filled the air immediately, making my face burn with shame. I stared at the golden braised tofu, my hands shaking slightly, waiting for the looks of disgust. But Katrina leaned over curiously, her eyes bright. "It smells amazing!" she exclaimed, picking up a piece with a fork without hesitation. My heart raced wildly, too nervous to say a word. 第二段：It took me a second to recognize that my homemade Chinese food was not being rejected. 续写：It took me a second to recognize that my homemade Chinese food was not being rejected. To my surprise, the other girls all tried the tofu and gave glowing compliments, asking me to teach them about Chinese food. A warm sense of relief washed over me, and I smiled proudly. I finally understood that my mom's cooking wasn't something to hide—it was a precious gift. That lunch, I not only shared tofu but also found true friends who accepted me for who I was. 学科网（北京）股份有限公司 $