高考英语二轮讲义-读后续写文化传播专题（全国通用）（教师版）

这是一份高考英语二轮讲义-读后续写文化传播专题（全国通用）（教师版），共20页。学案主要包含了高分句型1，高分句型2等内容，欢迎下载使用。
1.考察情况
文化传播是高考读后续写中 “人与社会” 主题的重要分支，聚焦 “传统与现代、本土与国际” 的文化互动，多通过 “非遗传承、传统节日、中外交流、文化创新” 等日常场景，考查学生对文化价值的认知与传播意识。掌握文化传播类故事的写作框架，学会在跨文化交流或文化传承的场景中构建冲突、刻画人物、推进情节，并升华至文化自信、理解与共情的主题，符合高考“讲好中国故事”的命题导向。
2.命题规律及备考策略：
（1）命题规律
①场景“日常化”：高考真题均选择高中生可接触的文化场景，无复杂专业背景，如“学做传统糕点”“拍非遗短视频”“教外国友人包粽子”，贴近生活体验，降低审题门槛。例如2023浙江卷“苏式糕点制作”，聚焦“揉面、包馅、印模”等基础动作，学生易联想具体细节。
②情节“认知—实践—传播”：核心情节围绕“对文化的初始认知（如觉得非遗枯燥）→实践参与（如学剪纸、做糕点）→主动传播（如展示、教他人）”展开，考查“文化理解—情感转变—传播行动”的完整逻辑。如2025新高考I卷“从被动帮艺人拍视频，到主动设计脚本推广剪纸”。
③主题“文化认同与传承”：不强调“宏大文化叙事”，更侧重“小切口传递大价值”——通过个人经历（如学技艺、助传播），升华到“文化自信”“跨文化包容”“传统创新”，如2024全国乙卷“外国友人学会包粽子后，说‘这是中国的温暖味道’”，体现文化的感染力。
（2） 备考策略（真题导向三步法）
①素材锚定：按“文化传播类型（非遗传承/传统节日/中外交流/文化创新）”分类积累词块，每日10-12个，关联“动作+文化内涵”。例如记“paper-cutting scissrs（剪纸剪刀）”时，同步联想“老艺人握剪刀的手满是老茧，红纸在指尖翻转成窗花”的场景；记“zngzi wrapping leaves（粽子叶）”时，关联“奶奶教我折叶、填米，说‘这是端午的念想’”的画面。
②技法适配：针对“文化认知偏差（如觉得非遗过时）、跨文化误解（如外国友人不懂节日习俗）、传播困难（如短视频没人看）”3类高频冲突，每类练2篇50-80词微场景，自查“冲突化解是否符合文化逻辑”“文化内涵是否通过细节体现”。例如写“文化自豪”不用“I was prud f ur culture”，而用“my chest swelled when the freigner praised the paper-cut as‘magic’”；写“文化讲解”不用“I explained the culture”，而用“pinting t the dragn pattern n the zngzi,I said‘It stands fr gd luck in Chinese culture’”。
③真题迁移：分析近3年真题的“文化传播触发点”（如2025新高考I卷“剪纸艺人不懂短视频操作”、2023浙江卷“糕点印模损坏”），用同类词块改写旧作。例如将“非遗传播（拍剪纸短视频）”改写为“非遗传播（拍皮影戏直播）”，保留“学习技艺+解决传播问题+获得关注”的核心逻辑，强化场景适配能力。
（一）四大场景类型及高频词汇
文化传播类场景围绕“传统与现代、本土与国际”的互动展开，每类场景按“基础词汇—进阶词汇—高考高频词块—高级表达”分层梳理，确保语言贴合文化场景且传递文化内涵：
1.非遗传承场景（文化传播的核心载体）
基础词汇：paper-cut（剪纸）,shadw puppet（皮影）,clay figurine（泥塑）,craft（手艺）,ld craftspersn（老艺人）
进阶词汇：
技艺/道具：intangible cultural heritage（非物质文化遗产，简称ICH）,callused hands（布满老茧的手）,traditinal mld（传统模具）,hand-carved pattern（手工雕刻图案）
动作/状态：carve carefully（精细雕刻）,fld red paper（折叠红纸）,paint the puppet（给皮影上色）,pass dwn the skill（传承技艺）
高考高频词块：
技艺搭配：the ld crafts persn's callused hands（老艺人布满老茧的手）,the traditinal mld fr rice cakes（年糕的传统模具）,the hand-carved pattern n the shadw puppet（皮影上的手工雕刻图案）
动作搭配：fld the red paper int a square fr paper-cutting（把红纸折成方形准备剪纸）,carve the clay figurine with a small knife（用小刀雕刻泥塑）,pass dwn the shadw puppet skill t the yunger generatin（把皮影技艺传给年轻一代）
高级表达：
Sunlight streamed thrugh the wrkshp windw,falling n Grandpa’s callused hands—he held a piece f red paper,flding it neatly befre picking up the scissrs.The sund f“snip-snip”filled the rm,and slwly,a phenix with utstretched wings tk shape n the paper,its feathers detailed and vivid.（阳光透过作坊窗户，落在爷爷布满老茧的手上——他捏着一张红纸，整齐折叠后拿起剪刀。“咔嚓咔嚓”的声音充满房间，渐渐地，一只展翅的凤凰在纸上显形，羽毛细腻生动。）
The intangible cultural heritage exhibitin hall was quiet except fr the sft brush strkes—Ms.Li,the clay figurine craftspersn,dipped her brush in pink paint,carefully clring the cheeks f a little figurine.“Each figurine tells a stry,”she said,her vice gentle.“This ne is abut the Spring Festival.”（非遗展厅里只有轻柔的笔触声——泥塑艺人李奶奶蘸了点粉色颜料，仔细给小泥塑的脸颊上色。“每个泥塑都有故事，”她声音轻柔，“这个讲的是春节的事。”）
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2.传统节日场景（文化传播的生活载体）
基础词汇：Spring Festival（春节）,Mid-Autumn Festival（中秋节）,Dragn Bat Festival（端午节）,mncake（月饼）,zngzi（粽子）,lantern（灯笼）
进阶词汇：
习俗/物品：red envelpe（红包）,family reunin dinner（团圆饭）,lantern riddles（灯谜）,glutinus rice（糯米）,smanthus cake（桂花糕）
动作/氛围：paste cuplets（贴春联）,slve lantern riddles（猜灯谜）,make zngzi tgether（一起包粽子）,gather fr reunin（团聚）
高考高频词块：
习俗搭配：paste red cuplets n the dr fr Spring Festival（春节在门上贴红春联）,slve lantern riddles under the mn at Mid-Autumn Festival（中秋节月下猜灯谜）,make zngzi with bamb leaves fr Dragn Bat Festival（端午节用竹叶包粽子）
氛围搭配：the warm atmsphere f the family reunin dinner（团圆饭的温馨氛围）,the bright lanterns hanging n the street during Lantern Festival（元宵节街上悬挂的明亮灯笼）
高级表达：
On New Year’s Eve,the living rm was filled with the smell f dumplings—Mm rlled the dugh,Dad pasted red cuplets n the dr,and my little sister held a lantern,jumping arund.When the clck struck twelve,we raised ur glasses f jujube wine,and the sund f firecrackers utside mixed with ur laughter.（除夕夜，客厅里满是饺子的香味——妈妈擀着皮，爸爸在门上贴春联，妹妹举着灯笼蹦蹦跳跳。时钟敲响十二点时，我们举起红枣酒杯，窗外的鞭炮声和我们的笑声交织在一起。）
The Mid-Autumn Festival mn hung high,and we sat in the yard,sharing a plate f smanthus mncakes.Grandma pinted t the mn,telling the stry f Chang’e—her vice was slw,and the mnlight fell n her silver hair,making the mment feel like a precius painting.（中秋的月亮高高挂着，我们坐在院子里，分享一盘桂花月饼。奶奶指着月亮，讲嫦娥的故事——她的声音缓缓的，月光落在她的银发上，这一刻像一幅珍贵的画。）
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3.中外文化交流场景（文化传播的跨域载体）
基础词汇：freign friend（外国友人）,exchange student（交换生）,teach（教）,learn（学）,culture（文化）,custm（习俗）
进阶词汇：
人物/行为：internatinal student（国际生）,cultural exchange（文化交流）,explain the custm（讲解习俗）,experience traditinal life（体验传统生活）
物品/场景：Chinese tea set（中国茶具）,Peking Opera mask（京剧脸谱）,dumpling wrapper（饺子皮）,traditinal tea ceremny（传统茶道）
高考高频词块：
互动搭配：teach the freign exchange student t make dumplings（教交换生包饺子）,explain the meaning f the Peking Opera mask t the internatinal student（给国际生讲解京剧脸谱的含义）,invite freign friends t experience the traditinal tea ceremny（邀请外国友人体验传统茶道）
场景搭配：the kitchen where we taught Lily t wrap zngzi（教莉莉包粽子的厨房）,the classrm where Tm learned t paint Peking Opera masks（汤姆学画京剧脸谱的教室）
高级表达：
Lily,the exchange student frm England,stared at the dumpling wrapper in her hand,her tngue sticking ut in cncentratin.I shwed her hw t fld the wrapper:“Pinch the edges like this,s the filling desn’t leak.”She tried,but the wrapper fell apart—we bth laughed,and I handed her a new ne.When she finally made a lpsided dumpling,she held it up prudly:“Lk!This is my Chinese dumpling!”（来自英国的交换生莉莉盯着手里的饺子皮，专注地吐着舌头。我教她怎么折皮：“这样捏边，馅儿就不会漏了。”她试了试，可皮还是散了——我们都笑了，我又递给她一张新的。当她终于包出一个歪歪扭扭的饺子时，她骄傲地举起来：“看！这是我的中国饺子！”）
Mr.Smith,ur English teacher,sat at the tea table,watching Grandma perfrm the tea ceremny.She pured ht water int the teapt,waited a minute,then pured the tea int small cups—its light green clr and faint fragrance made Mr.Smith’s eyes widen.“This is mre than just tea,”he said.“It’s a beautiful culture.”（我们的英语老师史密斯先生坐在茶桌旁，看着奶奶表演茶道。她把热水倒进茶壶，等了一分钟，再把茶倒进小杯子里——茶水的淡绿色和清香让史密斯先生睁大了眼睛。“这不仅仅是茶，”他说，“这是一种美丽的文化。”）
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4.文化创新场景（文化传播的现代载体）
基础词汇：shrt vide（短视频）,live stream（直播）,new way（新方式）,design（设计）,prmte（推广）
进阶词汇：
技术/方式：scial media（社交媒体）,digital platfrm（数字平台）,creative design（创意设计）,nline exhibitin（线上展览）
动作/成果：sht a shrt vide（拍短视频）,hst a live stream（开直播）,design a mdern versin（设计现代版本）,attract nline attentin（吸引线上关注）
高考高频词块：
创新搭配：sht a shrt vide abut paper-cutting fr scial media（拍剪纸短视频发社交媒体）,hst a live stream f shadw puppet shws n a digital platfrm（在数字平台开皮影戏直播）,design a mdern versin f the chengsam（设计旗袍的现代款式）
成果搭配：the shrt vide abut clay figurines that went viral（走红的泥塑短视频）,the nline exhibitin f Peking Opera masks that attracted 100k views（吸引10万次观看的京剧脸谱线上展览）
高级表达：
I set up my phne n a tripd,ready t sht a shrt vide f Grandpa’s paper-cutting.“Smile a little when yu talk abut the phenix,”I said.Grandpa ndded,hlding up the finished paper-cut—its wings glittered in the light.When we psted the vide n Duyin,we didn’t expect it t get 50k likes in three days;cmments like“This is ur traditinal culture!”filled the screen.（我把手机架在三脚架上，准备拍爷爷剪纸的短视频。“讲凤凰的时候笑一笑，”我说。爷爷点点头，举起剪好的作品——翅膀在灯光下闪闪发亮。我们把视频发到抖音上，没想到三天就有5万个赞，屏幕上满是“这是我们的传统文化！”这样的评论。）
Our class decided t hst a live stream f the schl’s cultural festival.I was in charge f intrducing the shadw puppet shw—when the puppets danced n the screen,I explained their stries t the nline audience.“The red puppet is a her in Chinese legend,”I said.By the end f the live stream,we had 30k viewers,and many left messages saying they wanted t learn shadw puppetry t.（我们班决定直播学校文化节。我负责介绍皮影戏——当皮影在屏幕上舞动时，我给线上观众讲解它们的故事。“这个红色的皮影是中国传说里的英雄，”我说。直播结束时，我们有3万名观众，很多人留言说也想学习皮影戏。）
（二）高分词块分类素材库
按“文化传播的情感与功能需求”分类，覆盖“情感表达、信息传递、冲突解决、日常互动”四大核心，每类含基础与进阶词块，适配高考文化主题的细节化写作要求：
1.情感表达类（文化传播中的核心情绪）
2.信息传递类（文化传播中的沟通互动）
3.冲突解决类（文化传播中的问题应对）
4.日常互动类（文化传播中的温暖细节）
（三）写作技法及应用
针对文化传播“细节传内涵、情感显认同”的核心要求，提炼4类高频写作技法，每类含“技法说明+基础/升级范例+文化场景应用+技法解析”，确保可操作、可迁移：
1.“文化细节+情感”联动法
•技法说明：通过“文化物品细节（如剪纸纹路、月饼花纹）”或“技艺动作细节（如捏饺子的力度、雕刻的手法）”，传递对文化的情感（自豪、热爱、珍视），避免直白抒情。
•基础版：I was prud f Grandpa’s paper-cutting.（我为爷爷的剪纸感到自豪。）
•升级版：Grandpa held up the paper-cut phenix—its tail feathers had seven layers,each carved s carefully that yu culd see the fine lines in the light.I reached ut t tuch it,and the red paper felt smth under my fingers. “This is amazing,”I said,my chest swelling with pride—this wasn’t just a craft,but a piece f ur culture.（爷爷举起剪纸凤凰——它的尾羽有七层，每一层都刻得极细，在灯光下能看到细微的纹路。我伸手去摸，红纸在指尖下光滑细腻。“太厉害了，”我说，胸口涌起自豪感——这不仅是手艺，更是我们文化的一角。）
•文化场景应用：Lily held her lpsided dumpling,her eyes shining.“Lk!I made it!”she said.I pinted t the little fld n the edge:“That’s called‘the lucky fld’—my grandma says it brings gd luck.”Lily traced the fld with her finger,smiling:“Chinese culture is s warm.”I ndded,happy that she culd feel the warmth in this small dumpling.（莉莉举着她歪歪扭扭的饺子，眼睛亮晶晶的。“看！我包成了！”她说。我指着边缘的小折痕：“这叫‘吉祥褶’——我奶奶说它能带来好运。”莉莉用手指描摹着折痕，笑着说：“中国文化好温暖。”我点点头，很高兴她能从这个小饺子里感受到这份温暖。）
•技法解析：通过“七层尾羽”“细微纹路”等剪纸细节，以及“吉祥褶”的文化内涵，让“文化自豪”和“跨文化温暖”通过具体细节传递，而非空洞的“prud”“warm”，符合高考“细节见主题”的要求。
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2.文化潜台词设计法
•技法说明：不直接陈述“这是文化传承”“这是文化交流”，而是通过“重复的文化动作（如奶奶每年做糕点）、特殊的文化物品（如祖传的模具）”暗示文化的延续与传播，让主题更含蓄深刻。
•基础版：Grandma passed dwn the rice cake skill t me.（奶奶把年糕技艺传给了我。）
•升级版：Grandma tk ut the wden mld fr rice cakes—it had been in ur family fr 50 years,its surface wrn smth by generatins f hands.“Yur great-grandma used this t make cakes fr the village,”she said, pressing the rice dugh int the mld.I fllwed her,and when we turned the mld ver,tw rund cakes with flwer patterns fell ut.“Nw yu’re the furth ne t use this mld,”Grandma said,her eyes sft.（奶奶拿出年糕的木模具——它在我们家已经50年了，表面被几代人的手磨得光滑。“你太奶奶用它给全村人做年糕，”她说着，把米粉团压进模具。我跟着做，当我们把模具翻过来时，两个带花纹的圆年糕掉了出来。“现在你是第四个用这个模具的人了，”奶奶说，眼神温柔。）
•文化场景应用：Every Spring Festival,Mm takes ut the same red clth t wrap the zngzi.“This clth was given by my mm when I married,”she said.This year,Lily asked t help—Mm wrapped the zngzi in the red clth,and Lily cpied her.When Lily left,she tk a small piece f the clth:“I’ll use it t wrap zngzi fr my family in England.” Mm smiled—she knew the clth wuld carry the Spring Festival t anther cuntry.（每年春节，妈妈都会拿出同一块红布包粽子。“这块布是我结婚时妈妈给的，”她说。今年莉莉要帮忙——妈妈用红布包粽子，莉莉跟着学。莉莉离开时，拿走了一小块布：“我要带回去给英国的家人包粽子。”妈妈笑了——她知道这块布会把春节带到另一个国家。）
•技法解析：通过“祖传模具”“代代使用”暗示“技艺传承”，通过“红布从中国到英国”暗示“文化传播”，避免直白的“pass dwn”“spread culture”，让文化的延续感和传播力通过物品自然流露，更具感染力。
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3.多感官文化整合法
•技法说明：在文化场景中融入“视觉（剪纸的颜色、皮影的动作）、听觉（剪刀声、京剧唱腔）、触觉（红纸的光滑、面团的柔软）、嗅觉（粽子的香味、茶香）、味觉（月饼的甜味、饺子的鲜味）”，让文化场景可“触摸”“感知”，增强沉浸式体验。
•基础版：We enjyed the Mid-Autumn Festival tgether.（我们一起过中秋节。）
•升级版：The Mid-Autumn mn cast silver light n the yard—Grandma placed a plate f smanthus mncakes n the table,their sweet fragrance mixing with the cl night air.I bit int a mncake,and the smanthus filling melted in my muth,sweet but nt greasy.Dad played a Peking Opera tune n his phne,and Lily clapped her hands:“The music is beautiful!” We sat tgether,talking and eating,and the mnlight felt like a sft blanket cvering us.（中秋的月亮给院子洒上银辉——奶奶把一盘桂花月饼放在桌上，甜香和清凉的夜气交织。我咬了一口月饼，桂花馅儿在嘴里化开，甜而不腻。爸爸用手机放京剧选段，莉莉拍手说：“这音乐真好听！”我们坐在一起，边聊边吃，月光像柔软的毯子裹着我们。）
•文化场景应用：The paper-cutting wrkshp was a feast fr the senses—red paper was piled n the table,the sund f scissrs“snip-snip”filled the air,and Grandpa’s hands,rugh frm years f cutting,handed me a piece f paper.I flded it,and the paper felt crisp under my fingers.When I finished my first paper-cut—a small rabbit—I held it up t the light,and the sunlight made its ears glw.“Yu’ve gt the tuch,”Grandpa said,and I smelled the faint ink n his aprn,a smell that felt like hme.（剪纸作坊是感官的盛宴——桌上堆着红纸，“咔嚓咔嚓”的剪刀声充满房间，爷爷那双因常年剪纸而粗糙的手递给我一张纸。我折叠时，红纸在指尖下清脆作响。当我完成第一个剪纸——一只小兔子时，我把它举到灯光下，阳光让它的耳朵闪闪发亮。“你有这天赋，”爷爷说，我闻到他围裙上淡淡的墨香，那味道像家一样。）
•技法解析：通过“视觉（银辉、红纸）、听觉（剪刀声、京剧）、嗅觉（甜香、墨香）、味觉（月饼甜）、触觉（纸脆、手糙）”的多感官整合，让“中秋团圆”和“剪纸传承”的文化场景立体可感，比单一描写更能传递文化的温度。
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4.文化冲突-解决法
•技法说明：通过“文化认知冲突（如外国友人不懂节日习俗）、技艺学习冲突（如学剪纸总剪坏）”的设置与解决，展现文化传播中的“理解过程”或“传承过程”，让情节更有层次，主题更突出。
•基础版：Lily learned t understand the Dragn Bat Festival.（莉莉学会理解端午节了。）
•升级版：When Lily first saw zngzi,she frwned:“Why wrap rice in leaves?”I didn’t knw hw t explain,s I tk her t the cmmunity center,where an ld man was telling the stry f Qu Yuan.Lily listened carefully,her eyes wide.After that,we went hme t make zngzi—she flded the leaves carefully,and when she bit int the zngzi,she said,“Nw I knw—this is t remember a her.”Her smile tld me she didn’t just eat a zngzi,but understd a part f Chinese culture.（莉莉第一次看到粽子时皱起眉头：“为什么要把米包在叶子里？”我不知怎么解释，就带她去社区中心，那里有位老人在讲屈原的故事。莉莉听得很认真，眼睛睁得大大的。之后我们回家包粽子——她仔细地折叶子，当她咬下一口粽子时，她说：“现在我知道了——这是为了纪念一位英雄。”她的笑容告诉我，她不只是吃了一个粽子，还理解了中国文化的一部分。）
•文化场景应用：I wanted t sht a shrt vide f Grandpa’s shadw puppet shw,but he refused:“Old things dn’t belng n phnes.” I was upset, but I didn’t give up. I shwed him vides f ther intangible cultural heritage crafts n Ticktck: “Lk,peple lve these—they want t learn.” Grandpa watched quietly, and the next day,he said,“Let’s try.” We sht the vide, and when cmments like “I want t learn shadw puppetry!” appeared, Grandpa smiled:“Maybe ld things can have new lives.”（我想拍爷爷皮影戏的短视频，但他拒绝了：“老东西不属于手机。”我很沮丧，但没放弃。我给爷爷看抖音上其他非遗手艺的视频：“你看，大家喜欢这些——他们想学。”爷爷静静地看着，第二天他说：“咱们试试。”我们拍了视频，当“我想学皮影戏！”这样的评论出现时，爷爷笑了：“也许老东西也能有新生命。”）
•技法解析：通过“莉莉不懂粽子意义”“爷爷拒绝短视频”的冲突，以及“听故事理解”“看案例改变想法”的解决过程，展现“跨文化理解”和“文化创新传承”的逻辑，让情节有起伏，主题从“文化传播”深化到“文化活态传承”，符合高考“情节合理+主题深刻”的要求。
（2025·山东·模拟预测）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。
I, an art teacher frm New Yrk, have always been drawn t traditinal Chinese crafts. Last summer, I traveled t Weifang, a small city in Shandng Prvince nted as the “Kite Capital f the Wrld.” The exquisite (精美的) kites f Weifang left me cmpletely amazed. Frm the mment I arrived, I was greeted by a breathtaking sight: peple crafting kites everywhere, and hundreds f clrful kites saring gracefully in the sky. The atmsphere was filled with laughter and excitement as bth lcals and turists gathered t celebrate the annual Internatinal Kite Festival.
I spent several days explring the festival, marveling (大为赞叹) at the cmplicated designs f the kites. Sme were shaped like impressive dragns, their lng bdies twisting and turning in the air. Others resembled delicate butterflies, their wings decrated with brilliant patterns that seemed t cme alive against the blue sky. I culdn’t resist purchasing several kites t bring back hme, each ne a true masterpiece f craftsmanship.
When I returned t my classrm in New Yrk, I eagerly shared the kites with my students. Their eyes widened with wnder as they examined the delicate bamb frames and the hand-painted rice paper. “They’re s beautiful!” ne student exclaimed (惊呼), hlding up a butterfly-shaped kite. Anther student, fascinated by a dragn kite, asked, “Hw d they make these? They lk s light, yet they fly s gracefully.”
Inspired by their enthusiasm, I decided t teach them hw t make their wn kites. We started with simple designs, using lightweight materials like bamb sticks and tissue paper. Hwever, despite ur best effrts, the kites we crafted never flew as well as the nes frm Weifang. Sme wuld lse their balance, while thers barely managed t lift ff the grund. The students grew disheartened, and s did I. “Why can’t urs fly like the Chinese kites?” ne student asked, her vice tinged with (略带) disappintment. Their wrds made me realize that making a kite wasn’t just abut assembling (组装) materials; it required a prfund (深刻的) understanding f balance, precisin, and the art f aerdynamics (空气动力学). “Why nt seek guidance frm the peple f the ‘Kite Capital f the Wrld’? They must be experts in kite-making,” I thught t myself.
注意：
1. 续写词数要求应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
Eventually I decided t pst ur kite-making struggles n a Chinese website.
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On a clear, windy day, my students and I tk ur newly-made kites t a nearby park.
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【范文】One pssible versin:
Eventually I decided t pst ur kite-making struggles n a Chinese website. T my surprise, within hurs, I received lts f respnses frm Weifang kite masters ffering detailed advice. One kind craftsman even sent step-by-step vide curses, demnstrating hw t prperly bend bamb frames and adjust string tensin fr perfect flight. My students and I watched in awe as he made delicate adjustments with practiced ease. “It’s all abut the balance between weight and wind resistance,” he explained thrugh translatin. We carefully nted every tip and redesigned ur kites accrdingly.
On a clear, windy day, my students and I tk ur newly-made kites t a nearby park. Hlding ur breath, we released them int the sky. This time, the kites flew easily, dancing amng the cluds just like the nes in Weifang. The students cheered as their clrful creatins fluttered higher and higher. A passing jgger stpped t admire the scene, remarking, “Thse lk like prfessinal kites!” Beaming with pride, ne student turned t me and said, “Nw we understand — it’s nt just making a kite, it’s creating art that flies.” Watching their jy, I realized ur prject had becme mre than a craft lessn; it was a bridge cnnecting cultures thrugh shared wnder and perseverance.
【导语】本文以制作风筝为线索展开，讲述了身为纽约美术老师的作者被潍坊风筝的魅力所震撼，将这份中国传统工艺带回美国课堂。面对学生制作风筝的困境，作者在中文网站上发布了帖子。通过中国工匠的远程指导，学生们成功制作出能飞的艺术品，作者领悟到传统工艺背后的文化连接。
【详解】1. 段落续写：
①由第一段首句内容“最终，我决定在一个中文网站上发帖分享我们制作风筝时遇到的困难”可知，第一段可描写中国的风筝工匠回复了作者的帖子，指导如何成功做出风筝，作者带领学生认真学习，重新制作风筝。
②由第二段首句内容“在一个晴朗、有风的日子里，我和学生们把我们新做的风筝带到附近的公园”可知，第二段可描写作者和学生成功放飞风筝，学生们非常开心，作者领悟到这次经历背后文化交流的价值。
2. 续写线索：发帖求助——工匠指导——作者和学生学习——带着新风筝到公园——作者和学生成功放飞风筝——作者的感悟
3. 词汇激活
行为类
①收到：receive/get/gain
②展示：demnstrate/shw
③解释：explain/clarify/explicate
④意识到：realize/recgnize
情绪类
①惊讶：surprise/amazement
②高兴：jy/delight/happiness
【点睛】[高分句型1] My students and I watched in awe as he made delicate adjustments with practiced ease. (as引导时间状语从句)
[高分句型2] Hlding ur breath, we released them int the sky. (现在分词短语作状语)
（2025·辽宁鞍山·一模）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。
Studying abrad in Canada, I never thught that the small chpsticks wuld becme a unique barrier in my crss-cultural adaptatin.
Fr a Chinese student, using chpsticks t eat is the mst natural thing. But here, every time I ate in the cafeteria and skillfully picked up fd with chpsticks, the freign classmates arund me always cast curius and slightly cnfused lks, and frm time t time, there were whispers: “Hw d they d that?” At first, I wuld smile and briefly explain hw t use chpsticks t them. But as the number f times increased, the sense f strangeness brught abut by cultural differences gradually made me feel uncmfrtable. Even fr a mment, I hesitated t switch t a knife and frk t eat in rder t fit in.
During a grup dinner, everyne sat arund the restaurant. I habitually reached ut fr chpsticks. Jack, wh was in the same grup, saw this and exclaimed excitedly: “Hey, let’s see yur magic with chpsticks!” As he spke, he als picked up a pair f chpsticks and clumsily imitated. But befre he culd pick up anything, the chpsticks slipped frm his hand. The ther classmates laughed, and my face burned. I lwered my head t eat awkwardly, but my heart was in a mess. I realized that in their eyes, chpsticks were just a nvel “perfrmance prp (道具)”, and I, as a “freigner” using chpsticks, seemed t have becme an bject f bservatin.
After that, when facing thers’ curisity abut chpsticks, I lst the initial enthusiasm t share and just casually smiled. I was afraid f this excessive attentin, afraid that my cultural habits wuld becme an “utsider label” in the eyes f thers. I even began t deliberately reduce the number f times I used chpsticks in public, trying t make myself “fit in” with the lcal dining style.
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。
Until ne day, the schl held an internatinal cultural festival.
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I started t patiently explain hw t hld chpsticks and what they symblize.
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【范文】
Until ne day, the schl held an internatinal cultural festival. Each cuntry’s student unin was required t set up a bth t shwcase their wn culture. Our Chinese student unin decided t take chpsticks as the theme. At first, I was a little hesitant, but when I saw my classmates actively preparing, I was als infected by their enthusiasm. I thught, since chpsticks are an imprtant part f Chinese culture, why nt let mre peple knw and understand them?
I started t patiently explain hw t hld chpsticks and what they symblize. I tld them that chpsticks represent the wisdm and philsphy f the Chinese peple. They are nt nly a tl fr eating, but als a cultural carrier. As I spke, mre and mre peple gathered arund ur bth. Sme f them were curius, sme were amazed, and sme even tried t use chpsticks under my guidance. Lking at their serius expressins and the smiles n their faces, I felt a sense f pride and satisfactin. I realized that cultural differences are nt a barrier, but a bridge. As lng as we are willing t share and cmmunicate, we can understand and respect each ther’s cultures.
【导语】本文讲述了作者在加拿大留学时，因使用筷子吃饭被外国同学好奇围观，逐渐对筷子产生抵触，直到学校举办国际文化节。
【详解】1. 段落续写：
①第一段首句“直到有一天，学校举办了国际文化节。”可续写作者在文化节上的经历，如决定以筷子为主题展示中国文化，开始时的犹豫，以及看到同学们积极准备后的转变。
②第二段首句“我开始耐心地解释如何拿筷子以及它们象征着什么。”可续写作者在文化节上向外国同学介绍筷子的过程，同学们的反应，以及作者自己的感受和领悟。
2. 续写线索：学校举办国际文化节——中国学生以筷子为主题——作者犹豫后加入——作者介绍筷子——同学们的反应——作者的感受和领悟
3. 词汇激活：
行为类：
①展示：shwcase/display
②影响：infect/affect
③聚集：gather/assemble
情绪类：
①热情：enthusiasm/passin/zeal
②满意：satisfactin/cntentment
【点睛】[高分句型1] I thught, since chpsticks are an imprtant part f Chinese culture, why nt let mre peple knw and understand them? (运用了since引导原因状语从句)
[高分句型2] As I spke, mre and mre peple gathered arund ur bth. (运用了as引导时间状语从句)
[高分句型3] I realized that cultural differences are nt a barrier, but a bridge. (运用了that引导宾语从句)
一、用单词的适当形式填空（文化传播高频词）。​​
1.The ld craftspersn______(carve)a clay figurine with a small knife when we visited his wrkshp.
2.We______(sht)a shrt vide f the shadw puppet shw and______(pst)it n Duyin last week.
3.Lily,the exchange student,______(fld)the red paper carefully,trying t make a paper-cut.
4.Grandma______(explain)the meaning f the dragn n the zngzi t Sarah,wh______(listen)carefully.
5.Our class______(hst)a live stream f the cultural festival,which______(attract)30k viewers.
(pass)dwn the shadw puppet skill t us,and we______(practice)every afternn.
7.I______(trace)the pattern n the Peking Opera mask with my finger,amazed by the fine details.
8.Mm______(paste)red cuplets n the dr,and Dad______(hang)lanterns t prepare fr the Spring Festival.
答案：1.was carving（正在雕刻）2.sht;psted（拍摄；发布）3.flded（折叠）4.explained;listened（解释；听）5.hsted;attracted（举办；吸引）6.passed;practiced（传承；练习）7.traced（描摹）8.pasted;hung（贴；挂）
二、根据意思补全句子。​​
1.The ld paper-cutting artist’s ______________________(布满老茧的手)mved quickly,and the red paper turned int a phenix.
2.We __________________(教交换生包饺子)during the Cultural Exchange Day,and they all had a great time.
3.The shrt vide abut __________________(非遗皮影戏)went viral n scial media,getting 50k likes.
4.Grandma tk ut the __________________(祖传的年糕模具),which had been used fr 50 years.
5.I _____________________(向外国友人讲解京剧脸谱的含义),telling them that red stands fr lyalty.
6.Our class __________________(开直播展示传统剪纸),and many viewers said they wanted t learn.
答案：1.callused hands 2.taught the exchange students t make dumplings 3.the intangible cultural heritage shadw puppet shw 4.family heirlm rice cake mld 5.explained the meaning f Peking Opera masks t freign friends 6.hsted a live stream t shw traditinal paper-cutting
一、句子中译英（校园竞赛场景）
1.爷爷教我用小刀雕刻泥塑，他握着我的手，告诉我“要顺着泥土的纹路刻”。

2.在中秋节那天，我们和外国友人一起猜灯谜、吃月饼，向他们讲述嫦娥的故事。

3.我们拍的非遗剪纸短视频在抖音上走红，很多网友留言说想学习这门传统技艺。

4.奶奶用祖传的布料包粽子，她说“这块布能把家的味道带给远方的人”。

5.交换生汤姆学画京剧脸谱时，把红色涂在了脸谱的额头上，我们笑着教他正确的画法。

答案：
1.Grandpa taught me t carve clay figurines with a small knife; he held my hand and said,“Carve alng the grain f the clay.”
2.On Mid-Autumn Festival, we slved lantern riddles and ate mncakes with freign friends, telling them the stry f Chang’e.
3.The shrt vide abut the intangible cultural heritage paper-cutting went viral n Duyin, and many netizens left messages saying they wanted t learn this traditinal skill.
4.Grandma wrapped zngzi with the family heirlm clth; she said,“This clth can bring the taste f hme t peple far away.”
5.When Tm, the exchange student, learned t paint Peking Opera masks, he painted red n the frehead—we laughed and taught him the crrect way.
二、微场景写作
微情境1：外国友人学做中国结，总编错绳结，你耐心指导并讲解中国结的文化意义。
场景设定：学校文化角，交换生Emma拿着红绳发愁，你过去帮忙，发现她总把“吉祥结”编错，你一边教她，一边告诉她“中国结代表团圆”。
训练目标：文化冲突-解决法+文化细节传递
提示词：red string, Chinese knt, wrng knt, explain, reunin, smile






范文：
Emma sat at the cultural crner, staring at the red string in her hand—she’d tried t make a “lucky knt” but the strings were tangled. “Let me help,” I said, sitting next t her. I shwed her hw t crss the strings:“This lp ges ver here,like a hug.” She tried again, her fingers fumbling, but this time the knt started t take shape. “What des this knt mean?” she asked. “It’s called a ‘lucky knt’ —it stands fr reunin in Chinese culture,” I said. Emma smiled, hlding up her lpsided knt:“I’ll send this t my family in America—it’s a little piece f China.”
微情境2：你用短视频记录爷爷做皮影的过程，一开始爷爷拒绝入镜，后来看到视频评论后改变想法。
写作要求：写出3-4句包含“文化潜台词”的句子；至少使用一处“多感官描写”；字数控制在60-80词。






范文：
I asked Grandpa t be in the shadw puppet vide, but he shk his head:“Old crafts dn’t need cameras.” I sht the vide anyway, shwing his callused hands carving leather. When I shwed him cmments like “I want t learn!”, he picked up a puppet—its paint still wet—and said, “Next time, let’s shw hw t make the eyes.” The sund f his scissrs filled the rm, a sign he’d agreed.
（2025·全国二卷·高考真题）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。
“What is yur name? ” is a questin mst frequently asked when peple meet fr the first time. But fr me, it was the first challenge I encuntered as an internatinal student in Ireland.
The prnunciatin system f the Chinese language is quite different frm that f English. Fr native speakers f English, sme Chinese wrds are rather difficult t prnunce. My given name Qiuyu (秋雨), fr instance, happened t be a great challenge fr many f them. Every time I gave a self-intrductin, I had t explain hw t prnunce my name at least five times, yet they still culd nt say it the way I did.
Once in a lecture, the prfessr tried repeating my name after me ver and ver in frnt f thirty classmates. I really did nt knw whether I shuld cntinue crrecting him r simply drp the matter. I feared that my classmates might grw tired f my effrts r even lse patience with me. After all, I did care abut hw thers wuld think f me. I realized that if I didn’t stp, the entire lecture wuld be ruined. “It’s kay, prfessr,” I shrugged (耸肩). The awkward mment ended with the class erupting int laughter. I frced a smile, unsure hw t respnd further.
After that incident, I stpped acting as a “Chinese teacher.” Instead f crrecting thers when they were struggling t prnunce my name, I just smiled and ndded apprvingly. This apprach spared me the discmfrt f having t ver-explain. Hwever, I sn fund that by ding s, I might be lsing smething mre imprtant: the pprtunity t share a small part f my cultural identity.
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。
In a class discussin, I was invited t explain the meaning f my name.
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Many f my classmates gt interested and came up t me after class.
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【范文】One pssible versin:
In a class discussin, I was invited t explain the meaning f my name. Standing up, I felt a mix f nervusness and excitement. “My name, Qiuyu, cmbines the characters fr autumn and rain in Chinese,” I began, my vice steady. “Autumn represents harvest and maturity, while rain symblizes nurishment and grwth. Tgether, they embdy a time f abundance and renewal.” As I spke, I nticed the rapt attentin f my classmates, their eyes reflecting curisity and respect. It was a mment f cnnectin, a bridge built between cultures thrugh the simple act f sharing my name.
Many f my classmates gt interested and came up t me after class. They surrunded me, their questins puring ut like a stream. “What ther names have beautiful meanings in Chinese?” “Can yu teach us hw t write ur names in Chinese characters?” I smiled, feeling a warmth spread thrugh me. I tk ut a piece f paper and began t sketch ut characters, explaining each strke and its significance. Thrugh this interactin, I realized that by embracing my cultural identity, I was nt nly preserving my heritage but als enriching the lives f thse arund me. It was a small yet meaningful step twards fstering cultural understanding and appreciatin.
【导语】本文以人物为线索展开，主要讲述了作者作为国际学生在爱尔兰因中文名字发音难而遭遇挑战，之后在一次课堂讨论中分享名字含义，意识到分享文化身份重要性，并借此与同学增进文化理解的故事。
【详解】1.段落续写：
①由第一段首句内容“在课堂讨论中，我被邀请解释我名字的含义。”可知，第一段可描写作者在课堂讨论中解释自己名字的含义，并感受到同学们的专注和尊重，意识到这是一个文化交流的契机。
②由第二段首句内容“我的许多同学都很感兴趣，下课后都来找我。”可知，第二段可描写课后同学们对作者名字背后的文化产生浓厚兴趣，纷纷提问，作者通过教他们写中文名字，进一步加深了彼此的文化理解和欣赏。
2.续写线索：课堂受邀请解释名字的含义——作者阐释名字的寓意——同学们专注倾听——同学们对名字背后的文化感兴趣——作者教他们写中文名字——感悟文化桥接
3.词汇激活
行为类
①代表：represent/stand fr
②解释：explain/illustrate
③保护：preserve/prtect
情绪类
①紧张：nervusness/tensin
②兴奋：excitement/thrill
【点睛】【高分句型1】As I spke, I nticed the rapt attentin f my classmates, their eyes reflecting curisity and respect.(运用了as引导的状语从句以及独立主格结构)
【高分句型2】Thrugh this interactin, I realized that by embracing my cultural identity, I was nt nly preserving my heritage but als enriching the lives f thse arund me.(运用了that引导的宾语从句和“nt als...”连接两个并列结构)
年份
试卷
原文情境
主题升华方向
2025
全国二卷
中文名字的内涵
名字背后的中国文化
情感类型
基础词块
进阶词块（含动作/细节）
文化自豪
be prud f culture,lve traditins
chest swell when freigners praise the paper-cut（外国人称赞剪纸时胸口发热）；run fingers ver the ld craft and smile（摩挲老手艺品微笑）
传承热情
be eager t learn,pass dwn skills
stay after schl t practice shadw puppet cntrl（放学后留下练习皮影操控）；beg the craftspersn t teach the secret skill（恳求艺人传授绝技）
跨文化友好
be friendly,help freign friends
laugh tgether when the exchange student fails t make dumplings（交换生包饺子失败时一起笑）；pat the freigner’s shulder and say“Yu’re ding great”（拍外国人肩膀说“你做得很好”）
创新喜悦
be happy with innvatin,celebrate success
jump up when the cultural shrt vide ges viral（文化短视频走红时跳起来）；hug teammates after the live stream gets 10k views（直播破1万观看时拥抱队友）
互动类型
基础词块
进阶词块（含动作/文化内涵）
文化讲解
explain culture,intrduce custms
pint t the dragn n zngzi and say“It stands fr gd luck”（指着粽子上的龙说“它代表吉祥”）；shw the Peking Opera mask and explain“Red means lyalty”（展示京剧脸谱说“红色代表忠诚”）
技艺教学
teach a skill,shw hw t d sth.
demnstrate flding red paper step by step（一步步示范折红纸）；hld the student’s hand t guide the scissrs（握学生的手指导剪法）
创新建议
suggest new ways,design ideas
prpse shting a shrt vide f the craft（提议拍手艺短视频）；advise adding mdern patterns t the traditinal chengsam（建议在传统旗袍上加现代图案）
成果分享
share achievements,shw wrks
hld up the finished paper-cut t the camera（对着镜头举起剪好的剪纸）；play the shadw puppet shw fr the nline audience（给线上观众表演皮影戏）
冲突类型
基础词块
进阶词块（含过程/解决）
文化认知偏差
crrect misunderstanding,explain better
tell the freigner“It’s nt just fd—it’s a festival traditin”（告诉外国人“这不只是食物，是节日传统”）；shw a vide f the Spring Festival t explain the custm（播放春节视频解释习俗）
技艺学习困难
help with difficulty,practice mre
slw dwn t shw the clay-carving step again（放慢速度再演示一次泥塑步骤）；give the student a small tl t make the craft easier（给学生小工具简化操作）
传播效果不佳
imprve the vide,adjust the live stream
add backgrund music abut traditinal instruments t the shrt vide（给短视频加传统乐器背景音乐）；change the live stream time t attract mre viewers（调整直播时间吸引更多观众）
跨文化语言障碍
use gestures,draw pictures
gesture like flding a dumpling t explain the step（做折饺子的手势解释步骤）；draw a mn n paper t talk abut Mid-Autumn Festival（在纸上画月亮讲中秋节）
互动类型
基础词块
进阶词块（含动作/文化温度）
非遗体验互动
make crafts tgether,visit wrkshps
sit side by side with the ld craftspersn t carve clay（和老艺人并排坐雕刻泥塑）；hld the shadw puppet tgether t make it dance（一起握皮影让它舞动）
节日共同参与
prepare fr festivals,celebrate tgether
help mm make dumplings fr Spring Festival（帮妈妈包春节饺子）；slve lantern riddles with freign friends at Mid-Autumn Festival（和外国友人中秋猜灯谜）
文化推广协作
wrk n vides,plan exhibitins
discuss the shrt vide script abut paper-cutting（讨论剪纸短视频脚本）；decrate the classrm fr the cultural exhibitin（布置教室办文化展览）
成果纪念留存
take phts,keep wrks
take a pht f the freign friend with her first dumpling（拍外国友人拿着第一个饺子的照片）；keep the paper-cut the craftspersn gave as a gift（珍藏艺人送的剪纸礼物）