2025届高三英语二轮复习读后续写：刺绣小达人Kwan 讲义
文档属性
| 名称 | 2025届高三英语二轮复习读后续写：刺绣小达人Kwan 讲义 |  | |
| 格式 | docx | ||
| 文件大小 | 25.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-03-07 12:27:25 | ||
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文档简介
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.
读后续写：刺绣小达人Kwan
Paragraph 1: The next morning, Kwan took several wrapping cloths to school.
Q: What did he do How did he feel
How did other students respond
What did they talk
在艺术课上，他的心狂跳起来，一阵期待和紧张涌遍全身并当Mrs. Gibbs叫到他的名字时，达到了顶点。(现在分词，时间状语)
Kwan深吸了一口气，走到前面，然后展开衣服，其华丽的图案立刻引起了大家的注意。在他们凝视的鼓舞下，Kwan开始解释这些图案背后的文化意义，之前的担心逐渐被想分享他心爱艺术的渴望所取代。 （动作链，现在分词，定语从句，过去分词，情绪转换）
令他大为惊讶的是，在演讲结束后，他收到了很多疑问。“这一定是花了很大的努力！”一个学生大声喊道。另一个人补充说：“你真的很有天赋!Kwan.”（介词短语，现在分词）
During art class, his heart raced, a sense of anticipation and nervousness surging over him and reaching its climax when his name was called out by Mrs. Gibbs.
Kwan took a deep breath and walked to the front before unfolding the cloths, whose gorgeous patterns immediately caught everyone’s attention. Encouraged by their gaze, Kwan began to explain the cultural meaning behind the patterns, his previous concern gradually giving way to eagerness to share his beloved art.
Much to his surprise, after the presentation, he was greeted with a lot of curious questions. “This must have taken mountains of efforts to make!” one student exclaimed, another adding, “You really have a talent! Kwan.”
Paragraph 2: As Kwan listened to his classmates, he noticed his forehead no longer felt hot.
Q: How did Kwan feel What did he do next
How did other students and the teacher respond
What was the theme
当他们真诚的赞美和询问涌向他时，他最初的不安已经消失了。 （无灵主语，时间状语）
Kwan的指导他们如何缝合和折叠布，教室变成了一个被一阵笑声包围的工作坊。与此同时，Mrs. Gibbs对Kwan露出赞许的微笑，很高兴看到他全心全意地沉浸在自己的“教学工作”中。 （with，无灵主语，形容词做状语）
在这一神奇时刻，Kwan意识到，分享他的技艺并不是一件让人羞愧的事情，而是一种与他人联系、分享他的文化中有意义的一部分的方式。（时间状语，“不是 ...而是”）
His initial unease vanished as their sincere compliments and inquiries came flooding him.
With Kwan guiding them how to stitch and fold the cloths, the classroom was turned into a workshop enveloped with waves of laughter. Meanwhile, Mrs. Gibbs cast an approving smile on Kwan, delighted to see he was immersed in his “teaching job” whole-heartedly.
At such a magic moment, Kwan realized that sharing his craft wasn’t something to be ashamed about but was a way to connect with others and to share a meaningful part oaf his culture.
读后续写：刺绣小达人Kwan（九校联考）2024.12.22
人物
时间地点
事件
冲突/矛盾/待解决的问题
主题
可用的伏笔
Paragraph 1: The next morning, Kwan took several wrapping cloths to school.
Q: ______________________________________
____________________________________
___________________________________
在艺术课上，他的心狂跳起来，一阵期待和紧张涌遍全身并当Mrs. Gibbs叫到他的名字时，达到了顶点。(现在分词，时间状语)
Kwan深吸了一口气，走到前面，然后展开衣服，其华丽的图案立刻引起了大家的注意。在他们凝视的鼓舞下，Kwan开始解释这些图案背后的文化意义，之前的担心逐渐被想分享他心爱艺术的渴望所取代。 （动作链，现在分词，定语从句，过去分词，情绪转换）
令他大为惊讶的是，在演讲结束后，他收到了很多疑问。“这一定是花了很大的努力！”一个学生大声喊道。另一个人补充说：“你真的很有天赋!Kwan.”（介词短语，现在分词）
Paragraph 2: As Kwan listened to his classmates, he noticed his forehead no longer felt hot.
Q: _____________________________________
____________________________________
_____________________________________
当他们真诚的赞美和询问涌向他时，他最初的不安已经消失了。 （无灵主语，时间状语）
Kwan的指导他们如何缝合和折叠布，教室变成了一个被一阵笑声包围的工作坊。与此同时，Mrs. Gibbs对Kwan露出赞许的微笑，很高兴看到他全心全意地沉浸在自己的“教学工作”中。 （with，无灵主语，形容词做状语）
在这一神奇时刻，Kwan意识到，分享他的技艺并不是一件让人羞愧的事情，而是一种与他人联系、分享他的文化中有意义的一部分的方式。（时间状语，“不是 ...而是”）
范文：
Paragraph 1: The next morning, Kwan took several wrapping cloths to school.
During art class, his heart raced, a sense of anticipation and nervousness surging over him and reaching its climax when his name was called out by Mrs. Gibbs.
Kwan took a deep breath and walked to the front before unfolding the cloths, whose gorgeous patterns immediately caught everyone’s attention. Encouraged by their gaze, Kwan began to explain the cultural meaning behind the patterns, his previous concern gradually giving way to eagerness to share his beloved art.
Much to his surprise, after the presentation, he was greeted with a lot of curious questions. “This must have taken mountains of efforts to make!” one student exclaimed, another adding, “You really have a talent! Kwan.”
Paragraph 2: As Kwan listened to his classmates, he noticed his forehead no longer felt hot.
His initial unease vanished as their sincere compliments and inquiries came flooding him.
With Kwan guiding them how to stitch and fold the cloths, the classroom was turned into a workshop enveloped with waves of laughter. Meanwhile, Mrs. Gibbs cast an approving smile on Kwan, delighted to see he was immersed in his “teaching job” whole-heartedly.
At such a magic moment, Kwan realized that sharing his craft wasn’t something to be ashamed about but was a way to connect with others and to share a meaningful part oaf his culture.
人物 Kwan， Mrs. Gibbs, Classmates
时间地点 Art c;lass
事件 Kwan loved embroidered cloths, but he was afaid others would laugh at him. Mrs Gibbs noticed it and asked him to bring some cloths to the classroom.
冲突/矛盾/待解决的问题 Would K present them bravely Would K be accepted and appreciated by others
主题 Secret talent---------shared interest Love for culture-----bond among people
可用的伏笔
Paragraph 1: The next morning, Kwan took several wrapping cloths to school.
Q: What did he do/feel
How did others respond
What did others say Why
Paragraph 2: As Kwan listened to his classmates, he noticed his forehead no longer felt hot.
Q: How did he feel What did he do next
What were the response of others and the teacher
Ending, theme
“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.
读后续写：刺绣小达人Kwan
Paragraph 1: The next morning, Kwan took several wrapping cloths to school.
Q: What did he do How did he feel
How did other students respond
What did they talk
在艺术课上，他的心狂跳起来，一阵期待和紧张涌遍全身并当Mrs. Gibbs叫到他的名字时，达到了顶点。(现在分词，时间状语)
Kwan深吸了一口气，走到前面，然后展开衣服，其华丽的图案立刻引起了大家的注意。在他们凝视的鼓舞下，Kwan开始解释这些图案背后的文化意义，之前的担心逐渐被想分享他心爱艺术的渴望所取代。 （动作链，现在分词，定语从句，过去分词，情绪转换）
令他大为惊讶的是，在演讲结束后，他收到了很多疑问。“这一定是花了很大的努力！”一个学生大声喊道。另一个人补充说：“你真的很有天赋!Kwan.”（介词短语，现在分词）
During art class, his heart raced, a sense of anticipation and nervousness surging over him and reaching its climax when his name was called out by Mrs. Gibbs.
Kwan took a deep breath and walked to the front before unfolding the cloths, whose gorgeous patterns immediately caught everyone’s attention. Encouraged by their gaze, Kwan began to explain the cultural meaning behind the patterns, his previous concern gradually giving way to eagerness to share his beloved art.
Much to his surprise, after the presentation, he was greeted with a lot of curious questions. “This must have taken mountains of efforts to make!” one student exclaimed, another adding, “You really have a talent! Kwan.”
Paragraph 2: As Kwan listened to his classmates, he noticed his forehead no longer felt hot.
Q: How did Kwan feel What did he do next
How did other students and the teacher respond
What was the theme
当他们真诚的赞美和询问涌向他时，他最初的不安已经消失了。 （无灵主语，时间状语）
Kwan的指导他们如何缝合和折叠布，教室变成了一个被一阵笑声包围的工作坊。与此同时，Mrs. Gibbs对Kwan露出赞许的微笑，很高兴看到他全心全意地沉浸在自己的“教学工作”中。 （with，无灵主语，形容词做状语）
在这一神奇时刻，Kwan意识到，分享他的技艺并不是一件让人羞愧的事情，而是一种与他人联系、分享他的文化中有意义的一部分的方式。（时间状语，“不是 ...而是”）
His initial unease vanished as their sincere compliments and inquiries came flooding him.
With Kwan guiding them how to stitch and fold the cloths, the classroom was turned into a workshop enveloped with waves of laughter. Meanwhile, Mrs. Gibbs cast an approving smile on Kwan, delighted to see he was immersed in his “teaching job” whole-heartedly.
At such a magic moment, Kwan realized that sharing his craft wasn’t something to be ashamed about but was a way to connect with others and to share a meaningful part oaf his culture.
读后续写：刺绣小达人Kwan（九校联考）2024.12.22
人物
时间地点
事件
冲突/矛盾/待解决的问题
主题
可用的伏笔
Paragraph 1: The next morning, Kwan took several wrapping cloths to school.
Q: ______________________________________
____________________________________
___________________________________
在艺术课上，他的心狂跳起来，一阵期待和紧张涌遍全身并当Mrs. Gibbs叫到他的名字时，达到了顶点。(现在分词，时间状语)
Kwan深吸了一口气，走到前面，然后展开衣服，其华丽的图案立刻引起了大家的注意。在他们凝视的鼓舞下，Kwan开始解释这些图案背后的文化意义，之前的担心逐渐被想分享他心爱艺术的渴望所取代。 （动作链，现在分词，定语从句，过去分词，情绪转换）
令他大为惊讶的是，在演讲结束后，他收到了很多疑问。“这一定是花了很大的努力！”一个学生大声喊道。另一个人补充说：“你真的很有天赋!Kwan.”（介词短语，现在分词）
Paragraph 2: As Kwan listened to his classmates, he noticed his forehead no longer felt hot.
Q: _____________________________________
____________________________________
_____________________________________
当他们真诚的赞美和询问涌向他时，他最初的不安已经消失了。 （无灵主语，时间状语）
Kwan的指导他们如何缝合和折叠布，教室变成了一个被一阵笑声包围的工作坊。与此同时，Mrs. Gibbs对Kwan露出赞许的微笑，很高兴看到他全心全意地沉浸在自己的“教学工作”中。 （with，无灵主语，形容词做状语）
在这一神奇时刻，Kwan意识到，分享他的技艺并不是一件让人羞愧的事情，而是一种与他人联系、分享他的文化中有意义的一部分的方式。（时间状语，“不是 ...而是”）
范文：
Paragraph 1: The next morning, Kwan took several wrapping cloths to school.
During art class, his heart raced, a sense of anticipation and nervousness surging over him and reaching its climax when his name was called out by Mrs. Gibbs.
Kwan took a deep breath and walked to the front before unfolding the cloths, whose gorgeous patterns immediately caught everyone’s attention. Encouraged by their gaze, Kwan began to explain the cultural meaning behind the patterns, his previous concern gradually giving way to eagerness to share his beloved art.
Much to his surprise, after the presentation, he was greeted with a lot of curious questions. “This must have taken mountains of efforts to make!” one student exclaimed, another adding, “You really have a talent! Kwan.”
Paragraph 2: As Kwan listened to his classmates, he noticed his forehead no longer felt hot.
His initial unease vanished as their sincere compliments and inquiries came flooding him.
With Kwan guiding them how to stitch and fold the cloths, the classroom was turned into a workshop enveloped with waves of laughter. Meanwhile, Mrs. Gibbs cast an approving smile on Kwan, delighted to see he was immersed in his “teaching job” whole-heartedly.
At such a magic moment, Kwan realized that sharing his craft wasn’t something to be ashamed about but was a way to connect with others and to share a meaningful part oaf his culture.
人物 Kwan， Mrs. Gibbs, Classmates
时间地点 Art c;lass
事件 Kwan loved embroidered cloths, but he was afaid others would laugh at him. Mrs Gibbs noticed it and asked him to bring some cloths to the classroom.
冲突/矛盾/待解决的问题 Would K present them bravely Would K be accepted and appreciated by others
主题 Secret talent---------shared interest Love for culture-----bond among people
可用的伏笔
Paragraph 1: The next morning, Kwan took several wrapping cloths to school.
Q: What did he do/feel
How did others respond
What did others say Why
Paragraph 2: As Kwan listened to his classmates, he noticed his forehead no longer felt hot.
Q: How did he feel What did he do next
What were the response of others and the teacher
Ending, theme