2026届高三英语读后续写专项复习---平凡亦闪光的缝纫故事 导学案

该高中英语高考复习学案系统覆盖读后续写核心考点，将文本分析（角色、视角、时空线等）、情节构造、续写框架等知识点按“理解-构建-表达”逻辑分层组织，通过问题导向（如细节问答）和任务驱动（如情节线梳理）引导学生自主搭建读后续写知识网络，体现考点梳理的系统性和层次性。 亮点在于自主诊断与素养导向设计，开篇设置细节问答自测文本分析能力，情节线梳理任务培养思维品质，续写框架填空提升语言表达能力。每个模块配有参考答案对比反思，帮助学生自主发现薄弱环节，教师可依据学情精准指导，有效培养学生自主复习能力，支持因材施教。

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。 In social studies class on Monday, Mrs. Petrovski assigned a story-telling project on Thursday: students had to bring a relative to share stories, which would be videotaped. David was excited—his grandmother, Abuela, was good at telling tales. She had the magic to make every story come alive before his eyes. That afternoon, David rushed home excitedly, telling his grandmother about the project. Her eyes lit up. “I have the perfect story to share,” she assured. The next day, she prepared enthusiastically, shopping for fabrics at Petra’s Fabric Place, where everyone knew her as a skilled tailor. She’d started sewing there after moving in, easing her loneliness. She felt like she knew everyone in class including Mrs. Petrovski well because David talked about them all the time. Therefore, she decided to make hand-sewn gifts tailored for each one. Learning that Mrs. Petrovski’s mother, a Russian living in America for many years, would come as well, she would make a lovely traditional Russian hat for her as a special surprise. In the next two days, she rushed to get things done. But on Wednesday, David’s excitement faded when classmates shared their relatives’ dramatic stories: Joseph’s grandfather, a retired policeman, had chased a cat that stole a purse; Ramon’s father, a firefighter, had rescued workers from a factory fire; Marisa’s aunt, a vet (兽医), had saved a mistreated dog. Compared to these exciting tales, David worried his grandmother’s story about sewing would seem boring. He considered pretending to be sick, practicing fake (假的) coughs on his way home. After he tried this excuse at home, he also pointed out that the gifts prepared for the presentation hadn’t been put into the bags yet. Abuela looked thoughtful, telling him how she learnt to sew from her mother during childhood illness. David was speechless. He realized how important sewing was to his grandmother and how she expected to share with others her story about sewing. 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。 At that moment, he felt ashamed of himself. ________________________________________________________________________ Next morning, he accompanied Abuela to the presentation, bags in hand. ________________________________________________________________________ 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 Mrs. Petrovski assigned a story-telling project--- _________________ --- Abuela prepared eagerly and made handmade gifts for the class--- _________________ --- David found classmates’ stories more dramatic and felt his grandma’s story boring--- _________________ --- David wanted to escape by pretending to be sick--- _________________ --- Abuela shared the meaning of sewing, making David realize his mistake 4. 细节问答 What was the school project? ：___________________________________ Why was David excited at first?：_________________________________ What did Abuela prepare for the project?：________________________________________________ What kind of gifts did Abuela plan to make?：__________________________________________ Why did David lose his excitement on Wednesday?：_____________________________________________ What did David plan to do to avoid the presentation?：_________________________________________________ What did Abuela tell David about sewing?：________________________________________________________ What does the story tell us?：________________________________________________ 5．情节线 老师布置亲友故事分享的录像展示作业，David满心期待→_________________ →奶奶十分用心筹备，不仅准备故事，还亲手为全班师生缝制专属礼物→_________________ →听闻同学们亲友的精彩传奇经历，David嫌弃奶奶的缝纫故事平淡无趣→_________________ →David想装病逃避展示，被奶奶点醒缝纫背后的温暖意义→David幡然醒悟，认识到自己的肤浅和自私→_________________ →（续写）David满心愧疚道歉，决心认真陪伴奶奶完成展示→（续写）奶奶的温情故事打动全场，David领悟平凡温暖的珍贵 6．情感线 David：excited and proud→___________→disappointed and ashamed→___________→sincere and grateful（续写） Abuela：enthusiastic and warm→___________→gentle and understanding（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 温情成长类：_______________________________________ 二.情节构造 Paragraph 1: At that moment, he felt ashamed of himself. 衔接句1——What did David do to correct his mistake and prepare for the project? ______________________________________________________________________________________________________________________________________ Paragraph 2: Next morning, he accompanied Abuela to the presentation, bags in hand. 衔接句2——How did Abuela’s presentation go and what did David learn? ______________________________________________________________________________________________________________________________________ 三．段落续写框架 第一段：那一刻，他为自己感到羞愧。 →①__________________→②__________________→③_______________； 第二段：第二天早上，他提着袋子，陪着奶奶去参加展示活动。 →①__________________→②__________________→③_______________。 四.段落续写 At that moment, he felt ashamed of himself. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Next morning, he accompanied Abuela to the presentation, bags in hand. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 David：天真虚荣、知错能改、善于反思、懂得感恩的少年；Abuela：心灵手巧、温柔善良、热爱生活、温暖治愈的奶奶；Mrs. Petrovski：布置课堂实践作业、鼓励学生分享生活故事的老师 2．视角 第三人称 3．时空线 Mrs. Petrovski assigned a story-telling project--- David felt thrilled and told his grandma the good news --- Abuela prepared eagerly and made handmade gifts for the class--- She prepared a special Russian hat for the teacher’s mother --- David found classmates’ stories more dramatic and felt his grandma’s story boring--- He became disappointed and vain --- David wanted to escape by pretending to be sick--- He tried to find excuses to avoid the presentation --- Abuela shared the meaning of sewing, making David realize his mistake 4. 细节问答 What was the school project? ：Students needed to bring a relative to share stories in front of the class and the activity would be videotaped. Why was David excited at first?：Because his grandmother was good at telling vivid and lively stories. What did Abuela prepare for the project?：She prepared a touching story about sewing and handmade tailored gifts for every teacher and student. What kind of gifts did Abuela plan to make?：She made general hand-sewn gifts for everyone and a special traditional Russian hat for Mrs. Petrovski’s mother. Why did David lose his excitement on Wednesday?：His classmates’ relatives all had dramatic and adventurous stories, making his grandma’s sewing story plain and unimpressive. What did David plan to do to avoid the presentation?：He planned to pretend to be sick and make excuses to escape the project. What did Abuela tell David about sewing?：She learned sewing from her mother when she was ill in childhood, and sewing relieved her loneliness and brought her warmth. What does the story tell us?：Ordinary life contains the warmest and most precious power, and we should never judge a story only by its dramatic plots. 5．情节线 老师布置亲友故事分享的录像展示作业，David满心期待→David第一时间告知奶奶，奶奶欣然应允并积极筹备 →奶奶十分用心筹备，不仅准备故事，还亲手为全班师生缝制专属礼物→奶奶特意为老师的俄罗斯母亲准备专属特色帽子，用心至极 →听闻同学们亲友的精彩传奇经历，David嫌弃奶奶的缝纫故事平淡无趣→虚荣心作祟，David对奶奶的普通故事心生嫌弃 →David想装病逃避展示，被奶奶点醒缝纫背后的温暖意义→David幡然醒悟，认识到自己的肤浅和自私→内心充满愧疚，决心正视并珍惜奶奶的故事 →（续写）David满心愧疚道歉，决心认真陪伴奶奶完成展示→（续写）奶奶的温情故事打动全场，David领悟平凡温暖的珍贵 6．情感线 David：excited and proud→vain and disappointed→disappointed and ashamed→regretful and sincere→sincere and grateful（续写） Abuela：enthusiastic and warm→confused and gentle→gentle and understanding（续写） 7. 综合概括（中英各一句） 中文：David因同学亲友的传奇经历，嫌弃奶奶用心准备的平凡缝纫故事，甚至想要装病逃避，在奶奶的开导下他深感愧疚，最终陪伴奶奶完成分享，明白了平凡生活中的温暖与真诚远比惊险传奇更加动人。 英文：David once felt his grandmother’s sewing story was too plain compared with his classmates’ dramatic stories and tried to escape the task. After being enlightened by his grandmother, he felt ashamed and finally realized that ordinary warmth and sincerity are the most touching power in life. 8. 句式 状语从句：Compared to these exciting tales, David worried his grandmother’s story about sewing would seem boring. 非谓语动词：She decided to make hand-sewn gifts tailored for each one. 宾语从句：He realized how important sewing was to his grandmother. 定语从句：She had the magic to make every story that she told come alive. 并列句：She moved in and started sewing at Petra’s Fabric Place, easing her loneliness. 9. 本文主题 温情成长类：平凡的生活藏着最真挚的温暖，不必追逐光鲜传奇，用心与真诚的普通故事同样值得被尊重、被聆听。 二.情节构造 Paragraph 1: At that moment, he felt ashamed of himself. 衔接句1——What did David do to correct his mistake and prepare for the project? David regretted his vain thought and apologized to Abuela sincerely. He understood that sewing carried his grandmother’s precious memories and warmth, and he decided to face the presentation bravely. Paragraph 2: Next morning, he accompanied Abuela to the presentation, bags in hand. 衔接句2——How did Abuela’s presentation go and what did David learn? Abuela shared her warm sewing story and gave out gifts. Her sincere story touched all the audience, helping David learn never to judge value by appearance. 三．段落续写框架 第一段：那一刻，他为自己感到羞愧。 →①David为自己的虚荣、肤浅和自私深感愧疚→②真诚向奶奶道歉，摒弃攀比的想法→③下定决心勇敢展示奶奶的故事，珍惜奶奶的用心； 第二段：第二天早上，他提着袋子，陪着奶奶去参加展示活动。 →①奶奶从容分享缝纫故事，讲述背后的温暖与治愈→②亲手送出精心缝制的礼物，收获全场掌声→③David彻底醒悟，平凡的真诚与温暖最动人。 四.段落续写（满分范文） At that moment, he felt ashamed of himself. He blamed his vain and shallow thoughts for looking down on his grandmother’s ordinary yet meaningful story. He fully realized that sewing was not merely a skill but his grandmother’s spiritual comfort and warm memory. Sincere and guilty, David apologized to Abuela earnestly, promising to proudly share her story. He abandoned his silly excuse and devoted himself to preparing for the presentation with his grandmother. Next morning, he accompanied Abuela to the presentation, bags in hand. In front of the class, Abuela shared her touching sewing experience gently, explaining how sewing accompanied her through hard times and relieved her loneliness. She handed out those delicate hand-sewn gifts, and the special Russian hat won high praise. The warm story moved every student and teacher, winning continuous applause. David learned a valuable lesson: true beauty lies in sincerity and warmth, not in dramatic and fancy adventures. 学科网（北京）股份有限公司 $