2025届高考英语二轮复习之读后续写个人成长类导学案 Kwan 的刺绣天赋：突破自我的旅程（含答案）
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| 名称 | 2025届高考英语二轮复习之读后续写个人成长类导学案 Kwan 的刺绣天赋：突破自我的旅程（含答案） |  | |
| 格式 | docx | ||
| 文件大小 | 23.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-12-25 10:46:00 | ||
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文档简介
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。
Kwan’s Secret Talent
“Kwan, isn’t that your art teacher ”his grandmother said, pointing at a woman walking out of the grocery store.
Kwan waved, and Mrs. Gibbs walked over to him and his grandmother.“It’s very nice to see you,”Mrs. Gibbs said. Then she saw the cloths wrapped around the groceries Kwan and his grandmother were loading into their car.“Oh, how beautiful!”she exclaimed.
“Thank you. These are our hometown wrapping cloths,”grandmother explained.“Kwan and I embroidered (刺绣) them together.”
Kwan looked away. Although he enjoyed helping grandmother make the cloths, he didn’t want anyone at school to know about it.
Kwan, you should bring your cloths to school tomorrow. Your classmates would enjoy seeing them. You have a unique skill,”Mrs. Gibbs said.
Kwan appreciated his teacher’s comments, but he was hesitant. The kids might laugh at the idea of a boy who liked to stitch (缝) patterns with a needle and thread. He thought about his grandmother’s wide smile that showed how proud of him she would be for sharing this custom.
“OK. I’ll bring some to class tomorrow,”Kwan replied quietly.
Grandma sensed that something was wrong.“Kwan, are you worried about tomorrow ”she asked.
Kwan stared at the floor.“What are the other kids going to think ”he said.“This isn’t the kind of thing they do for fun. Creating embroidered patterns isn’t like playing an instrument or a sport.”
“You’re right,”Grandma said.“It is different. But that is why it is so special.”Then she brought out a fine cloth with different designs.“When your grandfather and I were married, we received a gift from his mother wrapped in this cloth she made. In our culture, gifts given in wrapping cloths are extra special because they are a symbol of love and good luck.”she explained.
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。
The next morning Kwan took several wrapping cloths to school.
As Kwan listened to his classmates, he noticed that his forehead no longer felt hot.
文本分析
1．角色：_____________________________
2．视角：第________人称
3．时空线：out of the grocery store---_________________
4.请在文章中将可能的线索都找出来。
Who did Kwan encounter outside the grocery store ：________________________________
What did Mrs. Gibbs notice and praise ：___________________________________________
What did Kwan and his grandmother do together regarding the cloths ：__________________
How did Kwan feel about others at school knowing he could embroider ：________________
What did Mrs. Gibbs suggest Kwan do ：____________________________________________
What did Kwan finally decide to do ：______________________________________________
Why was Kwan worried about taking the cloths to school ___________________________
What did Grandma say to comfort Kwan _________________________________________
What was the significance of the wrapping cloths in their culture _____________________
5．情节线：Kwan和祖母在杂货店外遇到美术老师Mrs. Gibbs，其夸赞他们包裹杂货的布很漂亮，祖母介绍是和Kwan一起刺绣的。 →___________________________________→____________________________________→________________________________→（续写）第二天早上，Kwan带了几块包裹布去学校。当Kwan听着同学们说话时，他注意到自己的额头不再发烫了。
6．情感线：“Kwan”：hesitant→___________→___________→___________（续写）→___________（续写）
7.综合以上信息，请用3-4句话概括文章大意。（中英各一个）
中文：________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
英文：________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
8.句式：非谓语；定语从句；宾语从句
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9.本文属于人与自我/他人：_______________________________________
情节构造
第一段提示句：The next morning Kwan took several wrapping cloths to school.
衔接句1———对前面的took several wrapping cloths to school提问“Kwan的心情？”： What did Kwan feel
过渡句推演：衔接1→______？______←衔接2
衔接句2———对As Kwan listened to his classmates提问“同学们说了什么？”：What did classmates say
第二段提示句：As Kwan listened to his classmates, he noticed that his forehead no longer felt hot.
衔接3———对his forehead no longer felt hot提问“Kwan的心情？”：What did Kwan feel
过渡句推演：衔接3→_____？_____←主题
主题：_________________________________
第一段：第二天早上，Kwan带了几块包裹布去学校。→①__________________→②__________________→③__________________；
英文：________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
第二段：当Kwan听着同学们说话时，他注意到自己的额头不再发烫了。→④__________________→⑤__________________→⑥__________________。
英文：_________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
基于以上分析，完成相应作文
The next morning Kwan took several wrapping cloths to school._________________
____________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
As Kwan listened to his classmates, he noticed that his forehead no longer felt hot.________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
附参考答案
文本分析：
角色：Kwan、Kwan 的祖母、Mrs. Gibbs
视角：第三人称
时空线：out of the grocery store - at school
Who did Kwan encounter outside the grocery store ：Mrs. Gibbs, his art teacher.
What did Mrs. Gibbs notice and praise ：The wrapping cloths embroidered by Kwan and his grandmother.
What did Kwan and his grandmother do together regarding the cloths ：Embroidered the wrapping cloths.
How did Kwan feel about others at school knowing he could embroider ：Hesitant and worried.
What did Mrs. Gibbs suggest Kwan do ：Bring his cloths to school.
What did Kwan finally decide to do ：Bring some cloths to class.
Why was Kwan worried about taking the cloths to school ：He thought the other kids might laugh at him for doing something not considered "cool" like sports or instruments.
What did Grandma say to comfort Kwan ：It was different and special, and in their culture, the wrapping cloths were a symbol of love and good luck.
What was the significance of the wrapping cloths in their culture ：A symbol of love and good luck.
情节线：Kwan 和祖母在杂货店外遇到美术老师 Mrs. Gibbs，其夸赞他们包裹杂货的布很漂亮，祖母介绍是和 Kwan 一起刺绣的。→Mrs. Gibbs 建议 Kwan 带布去学校，Kwan 犹豫后答应→Kwan 担心同学反应→祖母讲述布的文化意义（续写）第二天早上，Kwan 带了几块包裹布去学校。当 Kwan 听着同学们说话时，他注意到自己的额头不再发烫了。
情感线：“Kwan”：hesitant→appreciative→worried→nervous（续写）→relieved（续写）
中文：Kwan 和祖母在杂货店外遇到美术老师 Mrs. Gibbs，老师夸赞他们刺绣的包裹布漂亮，建议 Kwan 带到学校展示，Kwan 虽犹豫但最终答应，尽管担心同学看法，祖母也向他讲述了布在其文化中的特殊意义。
英文：Kwan and his grandmother met art teacher Mrs. Gibbs outside the grocery store. Mrs. Gibbs praised the embroidered wrapping cloths and suggested Kwan bring them to school. Kwan was hesitant but agreed. He was worried about his classmates' opinions, and his grandmother told him the special meaning of the cloths in their culture.
句式：非谓语：Kwan, hesitating at first, finally decided to take the cloths.（hesitating 为非谓语动词，作伴随状语）；定语从句：The wrapping cloths, which were made with love and care, were a symbol of their culture.（which 引导定语从句修饰 cloths）；宾语从句：Kwan thought that the other kids might laugh at him.（that 引导宾语从句作 thought 的宾语）
本文属于人与自我 / 他人：主要是 Kwan 内心对于自己刺绣才能的纠结以及在他人（老师、祖母）影响下的自我认知与突破，属于人与自我的成长类故事，也涉及到与他人（同学）的互动和关系处理，所以也包含人与他人的关系主题。
情节构造：
第一段提示句：The next morning Kwan took several wrapping cloths to school.
衔接句 1——Kwan felt extremely nervous, his heart pounding as he walked into the classroom.
过渡句推演：衔接 1（Kwan 紧张）→What happened in class to change his feeling →衔接 2（同学们的反应）
衔接句 2——When he showed the cloths, his classmates gathered around, eyes wide with amazement.
第二段提示句：As Kwan listened to his classmates, he noticed that his forehead no longer felt hot.
衔接 3——Kwan felt a sense of relief wash over him.
过渡句推演：衔接 3（Kwan 感到放松）→What was the result of his feeling relieved →主题（Kwan 克服内心障碍，收获认可）
主题：Kwan overcame his inner fear and gained recognition and confidence through sharing his secret talent.
第一段：第二天早上，Kwan 带了几块包裹布去学校。→①Kwan felt extremely nervous, his heart pounding as he walked into the classroom. →②When he showed the cloths, his classmates gathered around, eyes wide with amazement. →③They asked him where he got such beautiful cloths and how he made them.
英文：The next morning Kwan took several wrapping cloths to school. Kwan felt extremely nervous, his heart pounding as he walked into the classroom. When he showed the cloths, his classmates gathered around, eyes wide with amazement. They asked him where he got such beautiful cloths and how he made them.
第二段：当 Kwan 听着同学们说话时，他注意到自己的额头不再发烫了。→④Kwan felt a sense of relief wash over him. →⑤He realized that his worry had been unnecessary and that his classmates were actually interested and impressed. →⑥From that day on, Kwan no longer hid his talent and even started an embroidery club at school.
英文：As Kwan listened to his classmates, he noticed that his forehead no longer felt hot. Kwan felt a sense of relief wash over him. He realized that his worry had been unnecessary and that his classmates were actually interested and impressed. From that day on, Kwan no longer hid his talent and even started an embroidery club at school.
基于以上分析，完成相应作文：
The next morning Kwan took several wrapping cloths to school. Kwan felt extremely nervous, his heart pounding as he walked into the classroom. When he showed the cloths, his classmates gathered around, eyes wide with amazement. They asked him where he got such beautiful cloths and how he made them. Some of the girls even said they wished they could do something so creative. Kwan's nervousness slowly faded as he saw the genuine interest in his classmates' eyes.
As Kwan listened to his classmates, he noticed that his forehead no longer felt hot. Kwan felt a sense of relief wash over him. He realized that his worry had been unnecessary and that his classmates were actually interested and impressed. From that day on, Kwan no longer hid his talent and even started an embroidery club at school. He found that sharing his passion not only made him feel good but also brought him closer to his classmates. He was proud to carry on the tradition of his hometown and show others the beauty of embroidery.
Kwan’s Secret Talent
“Kwan, isn’t that your art teacher ”his grandmother said, pointing at a woman walking out of the grocery store.
Kwan waved, and Mrs. Gibbs walked over to him and his grandmother.“It’s very nice to see you,”Mrs. Gibbs said. Then she saw the cloths wrapped around the groceries Kwan and his grandmother were loading into their car.“Oh, how beautiful!”she exclaimed.
“Thank you. These are our hometown wrapping cloths,”grandmother explained.“Kwan and I embroidered (刺绣) them together.”
Kwan looked away. Although he enjoyed helping grandmother make the cloths, he didn’t want anyone at school to know about it.
Kwan, you should bring your cloths to school tomorrow. Your classmates would enjoy seeing them. You have a unique skill,”Mrs. Gibbs said.
Kwan appreciated his teacher’s comments, but he was hesitant. The kids might laugh at the idea of a boy who liked to stitch (缝) patterns with a needle and thread. He thought about his grandmother’s wide smile that showed how proud of him she would be for sharing this custom.
“OK. I’ll bring some to class tomorrow,”Kwan replied quietly.
Grandma sensed that something was wrong.“Kwan, are you worried about tomorrow ”she asked.
Kwan stared at the floor.“What are the other kids going to think ”he said.“This isn’t the kind of thing they do for fun. Creating embroidered patterns isn’t like playing an instrument or a sport.”
“You’re right,”Grandma said.“It is different. But that is why it is so special.”Then she brought out a fine cloth with different designs.“When your grandfather and I were married, we received a gift from his mother wrapped in this cloth she made. In our culture, gifts given in wrapping cloths are extra special because they are a symbol of love and good luck.”she explained.
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。
The next morning Kwan took several wrapping cloths to school.
As Kwan listened to his classmates, he noticed that his forehead no longer felt hot.
文本分析
1．角色：_____________________________
2．视角：第________人称
3．时空线：out of the grocery store---_________________
4.请在文章中将可能的线索都找出来。
Who did Kwan encounter outside the grocery store ：________________________________
What did Mrs. Gibbs notice and praise ：___________________________________________
What did Kwan and his grandmother do together regarding the cloths ：__________________
How did Kwan feel about others at school knowing he could embroider ：________________
What did Mrs. Gibbs suggest Kwan do ：____________________________________________
What did Kwan finally decide to do ：______________________________________________
Why was Kwan worried about taking the cloths to school ___________________________
What did Grandma say to comfort Kwan _________________________________________
What was the significance of the wrapping cloths in their culture _____________________
5．情节线：Kwan和祖母在杂货店外遇到美术老师Mrs. Gibbs，其夸赞他们包裹杂货的布很漂亮，祖母介绍是和Kwan一起刺绣的。 →___________________________________→____________________________________→________________________________→（续写）第二天早上，Kwan带了几块包裹布去学校。当Kwan听着同学们说话时，他注意到自己的额头不再发烫了。
6．情感线：“Kwan”：hesitant→___________→___________→___________（续写）→___________（续写）
7.综合以上信息，请用3-4句话概括文章大意。（中英各一个）
中文：________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
英文：________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
8.句式：非谓语；定语从句；宾语从句
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9.本文属于人与自我/他人：_______________________________________
情节构造
第一段提示句：The next morning Kwan took several wrapping cloths to school.
衔接句1———对前面的took several wrapping cloths to school提问“Kwan的心情？”： What did Kwan feel
过渡句推演：衔接1→______？______←衔接2
衔接句2———对As Kwan listened to his classmates提问“同学们说了什么？”：What did classmates say
第二段提示句：As Kwan listened to his classmates, he noticed that his forehead no longer felt hot.
衔接3———对his forehead no longer felt hot提问“Kwan的心情？”：What did Kwan feel
过渡句推演：衔接3→_____？_____←主题
主题：_________________________________
第一段：第二天早上，Kwan带了几块包裹布去学校。→①__________________→②__________________→③__________________；
英文：________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
第二段：当Kwan听着同学们说话时，他注意到自己的额头不再发烫了。→④__________________→⑤__________________→⑥__________________。
英文：_________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
基于以上分析，完成相应作文
The next morning Kwan took several wrapping cloths to school._________________
____________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
As Kwan listened to his classmates, he noticed that his forehead no longer felt hot.________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________
附参考答案
文本分析：
角色：Kwan、Kwan 的祖母、Mrs. Gibbs
视角：第三人称
时空线：out of the grocery store - at school
Who did Kwan encounter outside the grocery store ：Mrs. Gibbs, his art teacher.
What did Mrs. Gibbs notice and praise ：The wrapping cloths embroidered by Kwan and his grandmother.
What did Kwan and his grandmother do together regarding the cloths ：Embroidered the wrapping cloths.
How did Kwan feel about others at school knowing he could embroider ：Hesitant and worried.
What did Mrs. Gibbs suggest Kwan do ：Bring his cloths to school.
What did Kwan finally decide to do ：Bring some cloths to class.
Why was Kwan worried about taking the cloths to school ：He thought the other kids might laugh at him for doing something not considered "cool" like sports or instruments.
What did Grandma say to comfort Kwan ：It was different and special, and in their culture, the wrapping cloths were a symbol of love and good luck.
What was the significance of the wrapping cloths in their culture ：A symbol of love and good luck.
情节线：Kwan 和祖母在杂货店外遇到美术老师 Mrs. Gibbs，其夸赞他们包裹杂货的布很漂亮，祖母介绍是和 Kwan 一起刺绣的。→Mrs. Gibbs 建议 Kwan 带布去学校，Kwan 犹豫后答应→Kwan 担心同学反应→祖母讲述布的文化意义（续写）第二天早上，Kwan 带了几块包裹布去学校。当 Kwan 听着同学们说话时，他注意到自己的额头不再发烫了。
情感线：“Kwan”：hesitant→appreciative→worried→nervous（续写）→relieved（续写）
中文：Kwan 和祖母在杂货店外遇到美术老师 Mrs. Gibbs，老师夸赞他们刺绣的包裹布漂亮，建议 Kwan 带到学校展示，Kwan 虽犹豫但最终答应，尽管担心同学看法，祖母也向他讲述了布在其文化中的特殊意义。
英文：Kwan and his grandmother met art teacher Mrs. Gibbs outside the grocery store. Mrs. Gibbs praised the embroidered wrapping cloths and suggested Kwan bring them to school. Kwan was hesitant but agreed. He was worried about his classmates' opinions, and his grandmother told him the special meaning of the cloths in their culture.
句式：非谓语：Kwan, hesitating at first, finally decided to take the cloths.（hesitating 为非谓语动词，作伴随状语）；定语从句：The wrapping cloths, which were made with love and care, were a symbol of their culture.（which 引导定语从句修饰 cloths）；宾语从句：Kwan thought that the other kids might laugh at him.（that 引导宾语从句作 thought 的宾语）
本文属于人与自我 / 他人：主要是 Kwan 内心对于自己刺绣才能的纠结以及在他人（老师、祖母）影响下的自我认知与突破，属于人与自我的成长类故事，也涉及到与他人（同学）的互动和关系处理，所以也包含人与他人的关系主题。
情节构造：
第一段提示句：The next morning Kwan took several wrapping cloths to school.
衔接句 1——Kwan felt extremely nervous, his heart pounding as he walked into the classroom.
过渡句推演：衔接 1（Kwan 紧张）→What happened in class to change his feeling →衔接 2（同学们的反应）
衔接句 2——When he showed the cloths, his classmates gathered around, eyes wide with amazement.
第二段提示句：As Kwan listened to his classmates, he noticed that his forehead no longer felt hot.
衔接 3——Kwan felt a sense of relief wash over him.
过渡句推演：衔接 3（Kwan 感到放松）→What was the result of his feeling relieved →主题（Kwan 克服内心障碍，收获认可）
主题：Kwan overcame his inner fear and gained recognition and confidence through sharing his secret talent.
第一段：第二天早上，Kwan 带了几块包裹布去学校。→①Kwan felt extremely nervous, his heart pounding as he walked into the classroom. →②When he showed the cloths, his classmates gathered around, eyes wide with amazement. →③They asked him where he got such beautiful cloths and how he made them.
英文：The next morning Kwan took several wrapping cloths to school. Kwan felt extremely nervous, his heart pounding as he walked into the classroom. When he showed the cloths, his classmates gathered around, eyes wide with amazement. They asked him where he got such beautiful cloths and how he made them.
第二段：当 Kwan 听着同学们说话时，他注意到自己的额头不再发烫了。→④Kwan felt a sense of relief wash over him. →⑤He realized that his worry had been unnecessary and that his classmates were actually interested and impressed. →⑥From that day on, Kwan no longer hid his talent and even started an embroidery club at school.
英文：As Kwan listened to his classmates, he noticed that his forehead no longer felt hot. Kwan felt a sense of relief wash over him. He realized that his worry had been unnecessary and that his classmates were actually interested and impressed. From that day on, Kwan no longer hid his talent and even started an embroidery club at school.
基于以上分析，完成相应作文：
The next morning Kwan took several wrapping cloths to school. Kwan felt extremely nervous, his heart pounding as he walked into the classroom. When he showed the cloths, his classmates gathered around, eyes wide with amazement. They asked him where he got such beautiful cloths and how he made them. Some of the girls even said they wished they could do something so creative. Kwan's nervousness slowly faded as he saw the genuine interest in his classmates' eyes.
As Kwan listened to his classmates, he noticed that his forehead no longer felt hot. Kwan felt a sense of relief wash over him. He realized that his worry had been unnecessary and that his classmates were actually interested and impressed. From that day on, Kwan no longer hid his talent and even started an embroidery club at school. He found that sharing his passion not only made him feel good but also brought him closer to his classmates. He was proud to carry on the tradition of his hometown and show others the beauty of embroidery.