2026届高三英语读后续写专项复习---故宫奇遇 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 I was ten, my parents told me we were going to China for our summer holiday. I was over the moon — I had only ever seen the Great Wall and the Forbidden City in books, and now I would actually get to walk through history! For weeks, I imagined the towering palaces, the red-and-gold gates, and the stories hidden in every corner. Finally, the day arrived, and there I was, standing in the heart of Beijing, staring up at the most magnificent buildings I had ever seen. The Forbidden City was even more incredible in real life. The golden roofs shone under the sun, the delicate carvings told silent tales of emperors and warriors, and the vast courtyards made me feel like I had stepped into a fairy tale. Every turn revealed something new — a dragon statue, a marble staircase, a hidden garden — and I couldn’t stop taking pictures, desperate to capture every detail. My parents laughed as I dragged them from one spot to another, insisting on yet another photo. What struck me most were the colors. The imperial yellow of the rooftops against the deep red walls looked brighter than any picture could show. Even the stone pathways seemed to glow with centuries of footsteps. I remembered running my fingers along a carved marble railing, wondering how many hands had touched that same spot over six hundred years. The place was packed with tourists, all murmuring in different languages, their faces filled with the same amazement as mine. Some pointed at the architecture, others posed for pictures, and a few just stood quietly, taking it all in. The energy was infectious — everyone seemed to feel the magic of this ancient place. As the afternoon wore on, we followed the crowd toward the exit. The sea of people was overwhelming, and I, being small for my age, grasped my father’s hand tightly, afraid to get lost in the rushing crowd. The noise, the heat, and the excitement made everything feel like a dream — until suddenly, I looked down at the large hand I was holding — the wrong watch, the wrong-colored ring. 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。 My blood turned to ice. My heart beat violently when I realized I was holding a stranger’s hand. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ There he was, standing in the crowd. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 _________________________________________________________________ 2. 视角 第________人称视角 3. 时空线 十岁的“我”得知暑假去中国旅游，欣喜若狂，憧憬故宫美景→ 抵达北京后，沉醉于故宫的宏伟建筑、绚烂色彩与历史底蕴，疯狂拍照留念→ 故宫内游人如织，氛围热烈，“我”紧紧攥住父亲的手怕走失→ 傍晚随人流前往出口，拥挤中“我”低头发现，自己牵着的竟是陌生人的手→ （续写）“我”瞬间恐慌无助，在人群中焦急寻找父母→ （续写）_______________________________________ 4. 文章线索 （1）“游览故宫的惊喜与走失的恐慌”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）“故宫的绝美风光与走失的紧张氛围”形成强烈反差，这一情节为何能强化“亲情珍贵、遇事冷静”的主题？如何塑造人物形象？ _________________________________________________________________ （3）“憧憬旅行、沉醉故宫、紧握父亲的手、发现牵错手”这些细节有何意义？为后续续写做了怎样的铺垫？ _________________________________________________________________ （4）故事的情节推进逻辑是什么？从“满心期待—沉醉游览—拥挤走失—焦急寻找—团聚释怀”，凸显了怎样的主题脉络？ _________________________________________________________________ 5. 情节线 满心期待：十岁的“我”得知要去中国游故宫，兴奋不已，在脑海中无数次畅想故宫美景→ 沉醉游览：置身故宫，被宏伟建筑、精美雕刻和绚烂色彩震撼，全程兴奋拍照，流连忘返→ 危机潜伏：出口处人流拥挤，“我”因身材矮小，紧紧攥住身边的手，生怕走失→ 突发意外：低头发现牵着的是陌生人的手，瞬间陷入恐慌→ （续写）_________________________________________________________________→ （续写）_________________________________________________________________ 6. 情感线 “我”：旅行前的________、期待→ 游览时的兴奋、沉醉→ 发现走失后的________、恐惧→ 寻找时的焦急、无助→ 团聚时的________、释然 父亲：________、细心，疼爱孩子，发现孩子走失后焦急寻找，时刻牵挂孩子安危 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 Paragraph 1: My blood turned to ice. My heart beat violently when I realized I was holding a stranger’s hand. 衔接句1：“我”发现走失后的神态、动作和心理是怎样的？做出了哪些举动寻找父母？ _________________________________________________________________ 衔接句2：第一段如何渲染紧张恐慌的氛围，为后文团聚情节做铺垫？ _________________________________________________________________ Paragraph 2: There he was, standing in the crowd. 衔接句1：父亲的状态是怎样的？父子团聚后有怎样的互动？ _________________________________________________________________ 衔接句2：结局如何升华“亲情无价、遇事冷静”的核心主题？ _________________________________________________________________ 三、段落构思与续写 Paragraph 1: My blood turned to ice. My heart beat violently when I realized I was holding a stranger’s hand. 写作思路：承接提示句，刻画“我”的恐慌无助，描写挣脱陌生人、在人群中呼喊寻找的场景，渲染紧张氛围。 续写：_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: There he was, standing in the crowd. 写作思路：承接提示句，描写父亲的焦急模样，刻画父子相拥的温暖场景，收尾点明感悟。 续写：_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 “我”（小男孩），父亲 2. 视角 第一人称视角 3. 时空线 十岁的“我”得知暑假去中国旅游，欣喜若狂，憧憬故宫美景→ 抵达北京后，沉醉于故宫的宏伟建筑、绚烂色彩与历史底蕴，疯狂拍照留念→ 故宫内游人如织，氛围热烈，“我”紧紧攥住父亲的手怕走失→ 傍晚随人流前往出口，拥挤中“我”低头发现，自己牵着的竟是陌生人的手→ （续写）“我”瞬间恐慌无助，在人群中焦急寻找父母→ （续写）“我”终于找到父亲，相拥团聚，这场经历让故宫之旅更难忘 4. 文章线索 （1）“游览故宫的惊喜与走失的恐慌”是核心线索，串联起“期待—沉醉—意外—寻找—团聚”的完整情节，推动“我”的情感从兴奋喜悦跌入恐惧无助，再到团聚后的温暖释然，凸显“亲情无价、父爱坚实”的主题，让情节跌宕起伏、情感真挚动人。 （2）“故宫的绝美风光与走失的紧张氛围”形成强烈反差，以乐景衬哀情，强化了“亲情珍贵、遇事冷静”的主题；既塑造了“我”天真胆小的孩童形象，也凸显了父亲疼爱孩子、焦急牵挂的父爱形象，让人物更真实立体。 （3）细节意义：“憧憬旅行”铺垫游览时的兴奋，奠定欢快基调；“沉醉故宫”体现孩子的好奇心；“紧握父亲的手”埋下走失的伏笔；“发现牵错手”制造情节冲突，引爆恐慌情绪，为后续寻找、团聚的情节做足铺垫，让情节逻辑连贯。 （4）情节推进逻辑：以“我”的情感变化为内线，以故宫游览为外线，遵循“满心期待—沉醉游览—拥挤走失—焦急寻找—团聚释怀”的逻辑推进。主题脉络：凸显亲情无价、父爱坚实、外出要注意安全、遇事不要慌乱的核心，传递温暖治愈的亲情价值观。 5. 情节线 满心期待：十岁的“我”得知要去中国游故宫，兴奋不已，在脑海中无数次畅想故宫美景→ 沉醉游览：置身故宫，被宏伟建筑、精美雕刻和绚烂色彩震撼，全程兴奋拍照，流连忘返→ 危机潜伏：出口处人流拥挤，“我”因身材矮小，紧紧攥住身边的手，生怕走失→ 突发意外：低头发现牵着的是陌生人的手，瞬间陷入恐慌→ （续写）“我”猛地挣脱陌生人的手，在人群中慌乱呼喊、四处张望，泪水模糊双眼→ （续写）“我”看到焦急寻找的父亲，飞奔相拥，父亲紧紧抱住“我”，这场意外让旅途更难忘 6. 情感线 “我”：旅行前的**兴奋、期待**→ 游览时的兴奋、沉醉→ 发现走失后的**慌张、恐惧**→ 寻找时的焦急、无助→ 团聚时的**激动、安心** 父亲：**疼爱、焦急**，细心负责，疼爱孩子，发现孩子走失后焦急寻找，时刻牵挂孩子安危 7. 文章大意概括 中文：十岁的“我”得知暑假要去中国游览故宫，满心欢喜、无比期待。置身故宫后，“我”被宏伟的建筑、精美的雕刻和绚烂的色彩深深震撼，兴奋地四处拍照。傍晚前往出口时，拥挤的人流中，“我”不小心牵错了手，与父母走失，瞬间陷入恐慌。“我”在人群中焦急呼喊寻找，最终找到了心急如焚的父亲，父子相拥团聚。这场有惊无险的奇遇，让“我”感受到了浓浓的父爱，也让这次故宫之旅变得格外难忘。 英文：At the age of ten, I was extremely excited to learn that we would travel to China and visit the Forbidden City during the summer holiday. Once there, I was deeply shocked by the magnificent buildings, delicate carvings and bright colors, taking photos excitedly everywhere. When heading towards the exit in the evening, I held the wrong hand by accident in the crowded crowd and got lost from my parents, falling into panic immediately. I shouted and searched anxiously in the crowd, and finally found my father who was worried sick. We hugged tightly, and this adventurous experience made my trip to the Forbidden City more unforgettable, making me feel the deep fatherly love. 8. 句式示例 宾语从句：I realized that I had got separated from my parents. 同位语：The Forbidden City, a famous ancient palace, took my breath away. 状语从句：When I found I held a stranger’s hand, fear filled my heart. 比喻：Father’s warm hug was like a safe harbor for me. 9. 主题归类 1. 亲情主题：父爱坚实温暖，亲情无价，家人是困境中最坚实的依靠；2. 成长主题：外出游玩要提高安全意识，遇到意外不要慌乱，冷静应对才能化解危机；3. 旅行感悟：有惊无险的奇遇让旅途更难忘，也让人更懂得珍惜身边的亲人；4. 文化体验：故宫宏伟壮丽，承载着厚重的历史文化，是令人震撼的世界瑰宝。 二、情节构造 Paragraph 1: My blood turned to ice. My heart beat violently when I realized I was holding a stranger’s hand. 衔接句1：“我”瞬间浑身冰冷、心跳加速，惊慌地松开手，泪水夺眶而出；“我”在拥挤的人群中踮脚张望，大声呼喊父母，慌乱地穿梭在人流中，内心充满无助与恐惧。 衔接句2：第一段通过神态、动作和心理描写，极致渲染走失后的紧张恐慌氛围，推动情节发展，为后文父亲出现、父子团聚的温暖场景做铺垫，形成情感反差。 Paragraph 2: There he was, standing in the crowd. 衔接句1：父亲神色焦急、眉头紧锁，正四处张望寻找“我”，眼神里满是担忧；“我”飞奔过去扑进父亲怀里，父亲紧紧抱住“我”，轻声安抚，担忧瞬间消散。 衔接句2：结局以父子温暖相拥的场景收尾，升华了“亲情无价、父爱坚实”的核心主题，这场有惊无险的意外，让故宫之旅更具意义，传递温暖治愈的力量。 三、段落构思与续写 Paragraph 1: My blood turned to ice. My heart beat violently when I realized I was holding a stranger’s hand. My blood turned to ice. My heart beat violently when I realized I was holding a stranger’s hand. I froze for a second, then pulled my hand back sharply, tears blinding my eyes. I spun around in circles, pushing through the crowd, calling “Dad! Dad!” at the top of my lungs. The sea of faces blurred, and every second felt like an hour. I was so scared that I trembled all over, fearing I would never find my parents in this huge, crowded place. Paragraph 2: There he was, standing in the crowd. There he was, standing in the crowd. He looked anxious, with his eyes wide and head turning around quickly, searching for me desperately. When he spotted me, relief flooded his face. I ran to him as fast as I could and threw myself into his arms. He held me tightly, patting my back gently to comfort me. At that moment, the Forbidden City’s beauty didn’t matter anymore—all that mattered was being back with my dad, safe and sound. 学科网（北京）股份有限公司 $