2026届高三英语读后续写专项复习---Cultural Bond in Knots 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。 “Ni hen piaoliang! You’re beautiful.” “Wo ting bu dong. I don’t understand.” Those were the only two Chinese phrases Lila, an Irish exchange student, often heard when coming to China for her exchange study program. Faced with the unfamiliar environment, she often felt nervous and confused. She was too shy to talk with classmates, and even hesitated to go to the campus shop alone. Her only comfort was a small silver keychain, with a classic Celtic knot (凯尔特结） pattern on its surface. The knot’s unbroken lines symbolized hometown bonds and good wishes for her journey. Her classmate Chen Yue, a warm-hearted girl with a bright smile, became Lila’s first guide to this new world. They sat together in class every day. She helped Lila get used to campus life, showed her around the school, and taught her everyday Chinese. Whenever Lila struggled with her pronunciation, she encouraged her gently. Moved by these sincere kind acts, Lila felt the genuine warmth of Chinese culture. One day, Chen Yue noticed the Celtic knot pattern on Lila’s keychain, and her eyes lit up at once. She told Lila about the school’s Chinese knotting club, a popular student group for the traditional craft. The club was full of soft silk threads in different colors and all kinds of delicate hand-made knots. Chen Yue took Lila to the club that very afternoon. As Lila watched the club members turn silk threads into Chinese knots with Chinese characters, a warm thought came to her. She found that the lines of the Celtic knot and the Chinese knot had the same wonderful beauty, even though they came from totally different cultures. 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。 第一段开头： Lila couldn’t wait to have a try. 第二段开头： The small knot work opened a new world of Chinese culture to Lila. 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 Lila came to China as an exchange student--- _________________ --- Lila felt lonely and took comfort from her Celtic knot keychain--- _________________ --- Chen Yue helped Lila adapt to campus life--- _________________ --- Chen Yue discovered Lila’s keychain and took her to the Chinese knotting club--- Lila found similarities between two cultural knots 4. 细节问答 How did Lila feel after coming to China? ： ___________________________________ What was Lila’s only comfort in China？： _________________________________ What does the Celtic knot symbolize?： ________________________________________________ What kind of person was Chen Yue?： __________________________________________ How did Chen Yue help Lila?： _____________________________________________ What did Chen Yue introduce to Lila?： _________________________________________________ What similarity did Lila find between two knots?： ________________________________________________________ What does the story tell us?： ________________________________________________ 5．情节线 爱尔兰交换生莱拉来到中国，对陌生环境紧张胆怯→_________________ →凯尔特结钥匙扣成为她唯一的慰藉→热心同学陈悦陪伴、帮助她适应新生活→_________________ →陈悦发现莱拉的钥匙扣，带她前往学校中国结社团→莱拉发现两种结绳文化的共通之美→（续写）莱拉动手学习制作中国结→（续写）绳结搭建文化桥梁，让莱拉深度感受中国文化，收获跨文化友谊 6．情感线 Lila：nervous and confused→___________→warm and grateful→___________→curious and joyful→___________（续写） 7. 综合概括（中英各一句） 中文： ______________________________________________________________________________________________________________________________________ 英文： ______________________________________________________________________________________________________________________________________ 8. 句式 宾语从句；定语从句；状语从句；非谓语；并列句 ________________________________________________________________________________________________________________________________________________ 9. 本文主题 文化温情类：_______________________________________ 二.情节构造 Paragraph 1: Lila couldn’t wait to have a try. 衔接句1——How did Lila learn to make Chinese knots? What difficulties did she meet? What was her work like? ______________________________________________________________________________________________________________________________________ Paragraph 2: The small knot work opened a new world of Chinese culture to Lila. 衔接句2——What did Lila realize? What did she do later? What did she gain? ______________________________________________________________________________________________________________________________________ 三．段落续写框架 第一段：莱拉迫不及待想要尝试。 →①__________________→②__________________→③_______________； 第二段：小小的绳结作品为莱拉打开了全新的中国文化世界。 →④__________________→⑤__________________→⑥_______________。 四.段落续写 Paragraph 1 Lila couldn’t wait to have a try. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2 The small knot work opened a new world of Chinese culture to Lila. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Lila（腼腆胆怯、善于感悟、热爱多元文化的爱尔兰交换生）；Chen Yue（善良热心、真诚友善、助力跨文化交流的中国学生） 2．视角 第三人称 3．时空线 Lila came to China as an exchange student--- she felt nervous and shy in unfamiliar surroundings--- Lila felt lonely and took comfort from her Celtic knot keychain--- she met warm-hearted classmate Chen Yue--- Chen Yue helped Lila adapt to campus life and learn Chinese--- Chen Yue discovered Lila’s keychain and took her to the Chinese knotting club--- Lila found similarities between two cultural knots 4. 细节问答 How did Lila feel after coming to China? ：She felt nervous, confused and shy in the unfamiliar new environment. What was Lila’s only comfort in China？：A small silver keychain with a Celtic knot pattern. What does the Celtic knot symbolize?：It symbolizes hometown bonds and good wishes for her journey. What kind of person was Chen Yue?：She was a warm-hearted, sincere and patient Chinese student. How did Chen Yue help Lila?：She accompanied Lila, helped her adapt to campus life and taught her daily Chinese. What did Chen Yue introduce to Lila?：She introduced the school’s Chinese knotting club to Lila. What similarity did Lila find between two knots?：The Celtic knot and the Chinese knot shared the same wonderful beauty despite different cultures. What does the story tell us?：Different cultures share common beauty and human warmth, and cultural communication bridges distant hearts. 5．情节线 爱尔兰交换生莱拉来到中国，对陌生环境紧张胆怯→不善与人交流，难以适应校园生活→凯尔特结钥匙扣成为她唯一的慰藉→热心同学陈悦陪伴、帮助她适应新生活、学习中文→莱拉感受到中国文化的温暖→陈悦发现莱拉的钥匙扣，带她前往学校中国结社团→莱拉发现两种结绳文化的共通之美→（续写）莱拉动手学习制作中国结，完成专属作品→（续写）绳结搭建文化桥梁，让莱拉深度感受中国文化，收获跨文化友谊与成长 6．情感线 Lila：nervous and confused→lonely→warm and grateful→curious→joyful and touched→open and confident（续写） 7. 综合概括（中英各一句） 中文：初到中国的爱尔兰交换生莱拉因陌生环境倍感拘谨，在同学陈悦的帮助下逐渐适应生活，并在接触中国结后，发现不同文化的绳结拥有相通的美感，收获了跨文化的温暖与治愈。 英文：As a shy Irish exchange student in China, Lila struggled with the new life. With the help of her kind classmate Chen Yue, she accessed Chinese knot culture and found the shared beauty between different cultures, gaining precious cross-cultural friendship. 8. 句式 状语从句：Whenever Lila struggled with her pronunciation, she encouraged her gently. 非谓语动词：Faced with the unfamiliar environment, she often felt nervous and confused. 宾语从句：She told Lila about the school’s Chinese knotting club, a popular student group for the traditional craft. 定语从句：Her only comfort was a small silver keychain, with a classic Celtic knot pattern on its surface. 并列句：They sat together in class every day. She helped Lila get used to campus life, showed her around the school, and taught her everyday Chinese. 9. 本文主题 文化温情类：文化虽各具特色，但美好相通，真诚的陪伴与文化交流能够打破隔阂、温暖人心。 二.情节构造 Paragraph 1: Lila couldn’t wait to have a try. 衔接句1——How did Lila learn to make Chinese knots? What difficulties did she meet? What was her work like? With Chen Yue’s patient guidance, Lila learned to weave silk threads. Though clumsy at first, she practiced carefully and finally finished a delicate Chinese knot. Paragraph 2: The small knot work opened a new world of Chinese culture to Lila. 衔接句2——What did Lila realize? What did she do later? What did she gain? Lila realized that diverse cultures share common beauty. She gradually opened up, learned more traditional culture and built deep friendship with Chen Yue. 三．段落续写框架 第一段：莱拉迫不及待想要尝试。 →①陈悦耐心指导莱拉编织中国结→②莱拉手法生疏但认真练习，毫不气馁→③莱拉成功做出精致的中国结，满心欢喜； 第二段：小小的绳结作品为莱拉打开了全新的中国文化世界。 →①莱拉顿悟各国文化各异，但美好与寓意相通→②她主动了解更多中国传统文化，敞开心扉融入新生活→③绳结跨越文化隔阂，让她收获友谊与成长。 四.段落续写（标准范文） Paragraph 1 Lila couldn’t wait to have a try. Holding colorful soft silk threads, she followed Chen Yue’s instructions carefully. At first, her fingers were clumsy, and the threads always got tangled. However, she didn’t give up and practiced patiently again and again. With Chen Yue’s gentle guidance and constant encouragement, she gradually mastered basic skills. Eventually, she finished a neat and delicate Chinese knot, whose simple shape carried warm and peaceful blessings. Paragraph 2 The small knot work opened a new world of Chinese culture to Lila. She finally understood that though cultures differ from each other, sincere blessings and inner beauty are universal. From then on, Lila fell in love with traditional Chinese crafts. She often joined the club activities and communicated actively with classmates. No longer shy and timid, she integrated into campus life perfectly. The ordinary knots became precious cultural bonds, connecting Ireland and China, and weaving warm friendship between her and Chen Yue. 学科网（北京）股份有限公司 $