读后续写09文化传播专题

读后续写09文化传播专题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。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1012个，关联“动作+文化内涵”。例如记“papercuttingscissors（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“zongziwrappingleaves（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5080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“Iwasproudofourculture”，而用“mychestswelledwhentheforeignerpraisedthepapercutas‘magic’”；写“文化讲解”不用“Iexplainedtheculture”，而用“pointingtothedragonpatternonthezongzi,Isaid‘ItstandsforgoodluckinChineseculture’”。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：papercut（剪纸）,shadowpuppet（皮影）,clayfigurine（泥塑）,craft（手艺）,oldcraftsperson（老艺人）进阶词汇：技艺/道具：intangibleculturalheritage（非物质文化遗产，简称ICH）,callousedhands（布满老茧的手）,traditionalmold（传统模具）,handcarvedpattern（手工雕刻图案）动作/状态：carvecarefully（精细雕刻）,foldredpaper（折叠红纸）,paintthepuppet（给皮影上色）,passdowntheskill（传承技艺）高考高频词块：技艺搭配：theoldcraftsperson'scallousedhands（老艺人布满老茧的手）,thetraditionalmoldforricecakes（年糕的传统模具）,thehandcarvedpatternontheshadowpuppet（皮影上的手工雕刻图案）动作搭配：foldtheredpaperintoasquareforpapercutting（把红纸折成方形准备剪纸）,carvetheclayfigurinewithasmallknife（用小刀雕刻泥塑）,passdowntheshadowpuppetskilltotheyoungergeneration（把皮影技艺传给年轻一代）高级表达：scissors.Theeamedthroughtheworkshopwindow,fallingonGrandpa’scallousedhands—heheldapieceofredpaper,foldingitneatlybeforepickingupthescissors.Thesoundof“snipsnip”filledtheroom,andslowly,aphoenixwithoutstretchedwingstookshapeonthepaper,itsfeathersdetailedandvivid.（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。）Ms.Lintangibleculturalheritageexhibitionhallwasquietexceptforthesoftbrushstrokes—Ms.Li,theclayfigurinecraftsperson,dippedherbrushinpinkpaint,carefullycoloringthecheeksofalittlefigurine.“Eachfigurinetellsastory,”shesaid,hervoicegentle.“ThisoneisabouttheSpringFestival.”（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。”）—————————————————————————————————————————————2.传统节日场景（文化传播的生活载体）基础词汇：SpringFestival（春节）,MidAutumnFestival（中秋节）,DragonBoatFestival（端午节）,mooncake（月饼）,zongzi（粽子）,lantern（灯笼）进阶词汇：习俗/物品：redenvelope（红包）,familyreuniondinner（团圆饭）,lanternriddles（灯谜）,glutinousrice（糯米）,osmanthuscake（桂花糕）动作/氛围：pastecouplets（贴春联）,solvelanternriddles（猜灯谜）,makezongzitogether（一起包粽子）,gatherforreunion（团聚）高考高频词块：习俗搭配：pasteredcoupletsonthedoorforSpringFestival（春节在门上贴红春联）,solvelanternriddlesunderthemoonatMidAutumnFestival（中秋节月下猜灯谜）,makezongziwithbambooleavesforDragonBoatFestival（端午节用竹叶包粽子）氛围搭配：thewarmatmosphereofthefamilyreuniondinner（团圆饭的温馨氛围）,thebrightlanternshangingonthestreetduringLanternFestival（元宵节街上悬挂的明亮灯笼）高级表达：around.When’sEve,thelivingroomwasfilledwiththesmellofdumplings—Momrolledthedough,Dadpastedredcoupletsonthedoor,andmylittlesisterheldalantern,jumpingaround.Whentheclockstrucktwelve,weraisedourglassesofjujubewine,andthesoundoffirecrackersoutsidemixedwithourlaughter.（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。）mooncakes.Grandmastivalmoonhunghigh,andwesatintheyard,sharingaplateofosmanthusmooncakes.Grandmapointedtothemoon,tellingthestoryofChang’e—hervoicewasslow,andthemoonlightfellonhersilverhair,makingthemomentfeellikeapreciouspainting.（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。）—————————————————————————————————————————————3.中外文化交流场景（文化传播的跨域载体）基础词汇：foreignfriend（外国友人）,exchangestudent（交换生）,teach（教）,learn（学）,culture（文化）,custom（习俗）进阶词汇：人物/行为：internationalstudent（国际生）,culturalexchange（文化交流）,explainthecustom（讲解习俗）,experiencetraditionallife（体验传统生活）物品/场景：Chineseteaset（中国茶具）,PekingOperamask（京剧脸谱）,dumplingwrapper（饺子皮）,traditionalteaceremony（传统茶道）高考高频词块：互动搭配：teachtheforeignexchangestudenttomakedumplings（教交换生包饺子）,explainthemeaningofthePekingOperamasktotheinternationalstudent（给国际生讲解京剧脸谱的含义）,inviteforeignfriendstoexperiencethetraditionalteaceremony（邀请外国友人体验传统茶道）场景搭配：thekitchenwherewetaughtLilytowrapzongzi（教莉莉包粽子的厨房）,theclassroomwhereTomlearnedtopaintPekingOperamasks（汤姆学画京剧脸谱的教室）高级表达：concentration.Ione.WhenntfromEngland,staredatthedumplingwrapperinherhand,hertonguestickingoutinconcentration.Ishowedherhowtofoldthewrapper:“Pinchtheedgeslikethis,sothefillingdoesn’tleak.”Shetried,butthewrapperfellapart—webothlaughed,andIhandedheranewone.Whenshefinallymadealopsideddumpling,shehelditupproudly:“Look!ThisismyChinesedumpling!”（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.Smithceremony.SheMr.Smith,satattheteatable,watchingGrandmaperformtheteaceremony.Shepouredhotwaterintotheteapot,waitedaminute,thenpouredtheteaintosmallcups—itslightgreencolorandfaintfragrancemadeMr.Smith’seyeswiden.“Thisismorethanjusttea,”hesaid.“It’sabeautifulculture.”（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。”）—————————————————————————————————————————————4.文化创新场景（文化传播的现代载体）基础词汇：shortvideo（短视频）,livestream（直播）,newway（新方式）,design（设计）,promote（推广）进阶词汇：技术/方式：socialmedia（社交媒体）,digitalplatform（数字平台）,creativedesign（创意设计）,onlineexhibition（线上展览）动作/成果：shootashortvideo（拍短视频）,hostalivestream（开直播）,designamodernversion（设计现代版本）,attractonlineattention（吸引线上关注）高考高频词块：创新搭配：shootashortvideoaboutpapercuttingforsocialmedia（拍剪纸短视频发社交媒体）,hostalivestreamofshadowpuppetshowsonadigitalplatform（在数字平台开皮影戏直播）,designamodernversionofthecheongsam（设计旗袍的现代款式）成果搭配：theshortvideoaboutclayfigurinesthatwentviral（走红的泥塑短视频）,theonlineexhibitionofPekingOperamasksthatattracted100kviews（吸引10万次观看的京剧脸谱线上展览）高级表达：said.Grandpalight.Whentripod,readytoshootashortvideoofGrandpa’spapercutting.“Smilealittlewhenyoutalkaboutthephoenix,”Isaid.Grandpanodded,holdingupthefinishedpapercut—itswingsglitteredinthelight.WhenwepostedthevideoonDouyin,wedidn’texpectittoget50klikesinthreedays;mentslike“Thisisourtraditionalculture!”filledthescreen.（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。）festival.Isaid.Bytohostalivestreamoftheschool’sculturalfestival.Iwasinchargeofintroducingtheshadowpuppetshow—whenthepuppetsdancedonthescreen,Iexplainedtheirstoriestotheonlineaudience.“TheredpuppetisaheroinChineselegend,”Isaid.Bytheendofthelivestream,wehad30kviewers,andmanyleftmessagessayingtheywantedtolearnshadowpuppetrytoo.（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）情感类型基础词块进阶词块（含动作/细节）文化自豪beproudofculture,lovetraditionschestswellwhenforeignerspraisethepapercut（外国人称赞剪纸时胸口发热）；runfingersovertheoldcraftandsmile（摩挲老手艺品微笑）传承热情beeagertolearn,passdownskillsstayafterschooltopracticeshadowpuppetcontrol（放学后留下练习皮影操控）；begthecraftspersontoteachthesecretskill（恳求艺人传授绝技）跨文化友好befriendly,helpforeignfriendslaughtogetherwhentheexchangestudentfailstomakedumplings（交换生包饺子失败时一起笑）；pattheforeigner’sshoulderandsay“You’redoinggreat”（拍外国人肩膀说“你做得很好”）创新喜悦behappywithinnovation,celebratesuccessjumpupwhentheculturalshortvideogoesviral（文化短视频走红时跳起来）；hugteammatesafterthelivestreamgets10kviews（直播破1万观看时拥抱队友）2.信息传递类（文化传播中的沟通互动）互动类型基础词块进阶词块（含动作/文化内涵）文化讲解explainculture,introducecustomspointtothedragononzongziandsay“Itstandsforgoodluck”（指着粽子上的龙说“它代表吉祥”）；showthePekingOperamaskandexplain“Redmeansloyalty”（展示京剧脸谱说“红色代表忠诚”）技艺教学teachaskill,showhowtodosth.demonstratefoldingredpaperstepbystep（一步步示范折红纸）；holdthestudent’shandtoguidethescissors（握学生的手指导剪法）创新建议suggestnewways,designideasproposeshootingashortvideoofthecraft（提议拍手艺短视频）；adviseaddingmodernpatternstothetraditionalcheongsam（建议在传统旗袍上加现代图案）成果分享shareachievements,showworksholdupthefinishedpapercuttothecamera（对着镜头举起剪好的剪纸）；playtheshadowpuppetshowfortheonlineaudience（给线上观众表演皮影戏）3.冲突解决类（文化传播中的问题应对）冲突类型基础词块进阶词块（含过程/解决）文化认知偏差correctmisunderstanding,explainbettertelltheforeigner“It’snotjustfood—it’safestivaltradition”（告诉外国人“这不只是食物，是节日传统”）；showavideooftheSpringFestivaltoexplainthecustom（播放春节视频解释习俗）技艺学习困难helpwithdifficulty,practicemoreslowdowntoshowtheclaycarvingstepagain（放慢速度再演示一次泥塑步骤）；givethestudentasmalltooltomakethecrafteasier（给学生小工具简化操作）传播效果不佳improvethevideo,adjustthelivestreamaddbackgroundmusicabouttraditionalinstrumentstotheshortvideo（给短视频加传统乐器背景音乐）；changethelivestreamtimetoattractmoreviewers（调整直播时间吸引更多观众）跨文化语言障碍usegestures,drawpicturesgesturelikefoldingadumplingtoexplainthestep（做折饺子的手势解释步骤）；drawamoononpapertotalkaboutMidAutumnFestival（在纸上画月亮讲中秋节）4.日常互动类（文化传播中的温暖细节）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makecraftstogether,visitworkshopssitsidebysidewiththeoldcraftspersontocarveclay（和老艺人并排坐雕刻泥塑）；holdtheshadowpuppettogethertomakeitdance（一起握皮影让它舞动）节日共同参与prepareforfestivals,celebratetogetherhelpmommakedumplingsforSpringFestival（帮妈妈包春节饺子）；solvelanternriddleswithforeignfriendsatMidAutumnFestival（和外国友人中秋猜灯谜）文化推广协作workonvideos,planexhibitionsdiscusstheshortvideoscriptaboutpapercutting（讨论剪纸短视频脚本）；decoratetheclassroomfortheculturalexhibition（布置教室办文化展览）成果纪念留存takephotos,keepworkstakeaphotooftheforeignfriendwithherfirstdumpling（拍外国友人拿着第一个饺子的照片）；keepthepapercutthecraftspersongaveasagift（珍藏艺人送的剪纸礼物）（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：IwasproudofGrandpa’spapercutting.（我为爷爷的剪纸感到自豪。）•升级版light.Iaheldupthepapercutphoenix—itstailfeathershadsevenlayers,eachcarvedsocarefullythatyoucouldseethefinelinesinthelight.Ireachedouttotouchit,andtheredpaperfeltsmoothundermyfingers.“Thisisamazing,”Isaid,mychestswellingwithpride—thiswasn’tjustacraft,butapieceofourculture.（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said.Iheldherlopsideddumpling,hereyesshining.“Look!Imadeit!”shesaid.Ipointedtothelittlefoldontheedge:“That’scalled‘theluckyfold’—mygrandmasaysitbringsgoodluck.”Lilytracedthefoldwithherfinger,smiling:“Chinesecultureissowarm.”Inodded,happythatshecouldfeelthewarmthinthissmalldumpling.（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“proud”“warm”，符合高考“细节见主题”的要求。—————————————————————————————————————————————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：Grandmapasseddownthericecakeskilltome.（奶奶把年糕技艺传给了我。）•升级版：Grandmatookoutthewoodenmoldforricecakes—ithadbeeninourfamilyfor50years,itssurfacewornsmoothbygenerationsofhands.“Yourgreatgrandmausedthistomakecakesforthevillage,”shesaid,mold.Ingthericedoughintothemold.Ifollowedher,andwhenweturnedthemoldover,tworoundcakeswithflowerpatternsfellout.“Nowyou’rethefourthonetousethismold,”Grandmasaid,hereyessoft.（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said.Thisher.Whentival,Momtakesoutthesameredclothtowrapthezongzi.“ThisclothwasgivenbymymomwhenImarried,”shesaid.Thisyear,Lilyaskedtohelp—Momwrappedthezongziintheredcloth,andLilycopiedher.WhenLilyleft,shetookasmallpieceofthecloth:“I’lluseittowrapzongziformyfamilyinEngland.”Momsmiled—sheknewtheclothwouldcarrytheSpringFestivaltoanothercountry.（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“passdown”“spreadculture”，让文化的延续感和传播力通过物品自然流露，更具感染力。—————————————————————————————————————————————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：WeenjoyedtheMidAutumnFestivaltogether.（我们一起过中秋节。）•升级版air.Igreasy.Dadmooncastsilverlightontheyard—Grandmaplacedaplateofosmanthusmooncakesonthetable,theirsweetfragrancemixingwiththecoolnightair.Ibitintoamooncake,andtheosmanthusfillingmeltedinmymouth,sweetbutnotgreasy.DadplayedaPekingOperatuneonhisphone,andLilyclappedherhands:“Themusicisbeautiful!”Wesattogether,talkingandeating,andthemoonlightfeltlikeasoftblanketcoveringus.（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paper.Ifingers.Whenworkshopwasafeastforthesenses—redpaperwaspiledonthetable,thesoundofscissors“snipsnip”filledtheair,andGrandpa’shands,roughfromyearsofcutting,handedmeapieceofpaper.Ifoldedit,andthepaperfeltcrispundermyfingers.WhenIfinishedmyfirstpapercut—asmallrabbit—Iheldituptothelight,andthesunlightmadeitsearsglow.“You’vegotthetouch,”Grandpasaid,andIsmelledthefaintinkonhisapron,asmellthatfeltlikehome.（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。—————————————————————————————————————————————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：LilylearnedtounderstandtheDragonBoatFestival.（莉莉学会理解端午节了。）•升级版Yuan.Lilywide.Afterwzongzi,shefrowned:“Whywrapriceinleaves?”Ididn’tknowhowtoexplain,soItookhertothemunitycenter,whereanoldmanwastellingthestoryofQuYuan.Lilylistenedcarefully,hereyeswide.Afterthat,wewenthometomakezongzi—shefoldedtheleavescarefully,andwhenshebitintothezongzi,shesaid,“NowIknow—thisistorememberahero.”Hersmiletoldmeshedidn’tjusteatazongzi,butunderstoodapartofChineseculture.（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：IwantedtoshootashortvideoofGrandpa’sshadowpuppetshow,butherefused:“Oldthingsdon’tbelongonphones.”Iwasupset,butIdidn’tgiveup.IshowedhimvideosofotherintangibleculturalheritagecraftsonTicktock:“Look,peoplelovethese—theywanttolearn.”Grandpawatchedquietly,andthenextday,hesaid,“Let’stry.”Weshotthevideo,andwhenmentslike“Iwanttolearnshadowpuppetry!”appeared,Grandpasmiled:“Maybeoldthingscanhavenewlives.”（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,anartteacherfromNewYork,havealwaysbeendrawntotraditionalChinesecrafts.Lastsummer,ItraveledtoWeifang,asmallcityinShandongProvincenotedasthe“KiteCapitaloftheWorld.”Theexquisite(精美的)kitesofWeifangleftmepletelyamazed.FromthemomentIarrived,Iwasgreetedbyabreathtakingsight:peoplecraftingkiteseverywhere,andhundredsofcolorfulkitessoaringgracefullyinthesky.TheatmospherewasfilledwithlaughterandexcitementasbothlocalsandtouristsgatheredtocelebratetheannualInternationalKiteFestival.Ispentseveraldaysexploringthefestival,marveling(大为赞叹)attheplicateddesignsofthekites.Somewereshapedlikeimpressivedragons,theirlongbodiestwistingandturningintheair.Othersresembleddelicatebutterflies,theirwingsdecoratedwithbrilliantpatternsthatseemedtoealiveagainstthebluesky.Icouldn’tresistpurchasingseveralkitestobringbackhome,eachoneatruemasterpieceofcraftsmanship.WhenIreturnedtomyclassroominNewYork,Ieagerlysharedthekiteswithmystudents.Theireyeswidenedwithwonderastheyexaminedthedelicatebambooframesandthehandpaintedricepaper.“They’resobeautiful!”onestudentexclaimed(惊呼),holdingupabutterflyshapedkite.Anotherstudent,fascinatedbyadragonkite,asked,“Howdotheymakethese?Theylooksolight,yettheyflysogracefully.”Inspiredbytheirenthusiasm,Idecidedtoteachthemhowtomaketheirownkites.Westartedwithsimpledesigns,usinglightweightmaterialslikebamboosticksandtissuepaper.However,despiteourbestefforts,thekiteswecraftedneverflewaswellastheonesfromWeifang.Somewouldlosetheirbalance,whileothersbarelymanagedtoliftofftheground.Thestudentsgrewdisheartened,andsodidI.“Whycan’toursflyliketheChinesekites?”onestudentasked,hervoicetingedwith(略带)disappointment.Theirwordsmademerealizethatmakingakitewasn’tjustaboutassembling(组装)materials;itrequiredaprofound(深刻的)understandingofbalance,precision,andtheartofaerodynamics(空气动力学).“Whynotseekguidancefromthepeopleofthe‘KiteCapitaloftheWorld’?Theymustbeexpertsinkitemaking,”Ithoughttomyself.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。EventuallyIdecidedtopostourkitemakingstrugglesonaChinesewebsite.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Onaclear,windyday,mystudentsandItookournewlymadekitestoanearbypark.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【范文】Onepossibleversion:EventuallyIdecidedtopostourkitemakingstrugglesonaChinesewebsite.Tomysurprise,withinhours,IreceivedlotsofresponsesfromWeifangkitemastersofferingdetailedadvice.Onekindcraftsmanevensentstepbystepvideocourses,demonstratinghowtoproperlybendbambooframesandadjuststringtensionforperfectflight.MystudentsandIwatchedinaweashemadedelicateadjustmentswithpracticedease.“It’sallaboutthebalancebetweenweightandwindresistance,”heexplainedthroughtranslation.Wecarefullynotedeverytipandredesignedourkitesaccordingly.Onaclear,windyday,mystudentsandItookournewlymadekitestoanearbypark.Holdingourbreath,wereleasedthemintothesky.Thistime,thekitesfleweasily,dancingamongthecloudsjustliketheonesinWeifang.Thestudentscheeredastheircolorfulcreationsflutteredhigherandhigher.Apassingjoggerstoppedtoadmirethescene,remarking,“Thoselooklikeprofessionalkites!”Beamingwithpride,onestudentturnedtomeandsaid,“Nowweunderstand—it’snotjustmakingakite,it’screatingartthatflies.”Watchingtheirjoy,Irealizedourprojecthadbeemorethanacraftlesson;itwasabridgeconnectingculturesthroughsharedwonderandperseverance.【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/gain②展示：demonstrate/show③解释：explain/clarify/explicate④意识到：realize/recognize情绪类①惊讶：surprise/amazement②高兴：joy/delight/happiness【点睛】[高分句型1]MystudentsandIwatchedinaweashemadedelicateadjustmentswithpracticedease.(as引导时间状语从句)[高分句型2]Holdingourbreath,wereleasedthemintothesky.(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。StudyingabroadinCanada,Ineverthoughtthatthesmallchopstickswouldbeeauniquebarrierinmycrossculturaladaptation.ForaChinesestudent,usingchopstickstoeatisthemostnaturalthing.Buthere,everytimeIateinthecafeteriaandskillfullypickedupfoodwithchopsticks,theforeignclassmatesaroundmealwayscastcuriousandslightlyconfusedlooks,andfromtimetotime,therewerewhispers:“Howdotheydothat?”Atfirst,Iwouldsmileandbrieflyexplainhowtousechopstickstothem.Butasthenumberoftimesincreased,thesenseofstrangenessbroughtaboutbyculturaldifferencesgraduallymademefeelunfortable.Evenforamoment,Ihesitatedtoswitchtoaknifeandforktoeatinordertofitin.Duringagroupdinner,everyonesataroundtherestaurant.Ihabituallyreachedoutforchopsticks.Jack,whowasinthesamegroup,sawthisandexclaimedexcitedly:“Hey,let’sseeyourmagicwithchopsticks!”Ashespoke,healsopickedupapairofchopsticksandclumsilyimitated.Butbeforehecouldpickupanything,thechopsticksslippedfromhishand.Theotherclassmateslaughed,andmyfaceburned.Iloweredmyheadtoeatawkwardly,butmyheartwasinamess.Irealizedthatintheireyes,chopstickswerejustanovel“performanceprop(道具)”,andI,asa“foreigner”usingchopsticks,seemedtohavebeeanobjectofobservation.Afterthat,whenfacingothers’curiosityaboutchopsticks,Ilosttheinitialenthusiasmtoshareandjustcasuallysmiled.Iwasafraidofthisexcessiveattention,afraidthatmyculturalhabitswouldbeean“outsiderlabel”intheeyesofothers.IevenbegantodeliberatelyreducethenumberoftimesIusedchopsticksinpublic,tryingtomakemyself

“fitin”withthelocaldiningstyle.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。Untiloneday,theschoolheldaninternationalculturalfestival._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Istartedtopatientlyexplainhowtoholdchopsticksandwhattheysymbolize._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【范文】Untiloneday,theschoolheldaninternationalculturalfestival.Eachcountry’sstudentunionwasrequiredtosetupaboothtoshowcasetheirownculture.OurChinesestudentuniondecidedtotakechopsticksasthetheme.Atfirst,Iwasalittlehesitant,butwhenIsawmyclassmatesactivelypreparing,Iwasalsoinfectedbytheirenthusiasm.Ithought,sincechopsticksareanimportantpartofChineseculture,whynotletmorepeopleknowandunderstandthem?Istartedtopatientlyexplainhowtoholdchopsticksandwhattheysymbolize.ItoldthemthatchopsticksrepresentthewisdomandphilosophyoftheChinesepeople.Theyarenotonlyatoolforeating,butalsoaculturalcarrier.AsIspoke,moreandmorepeoplegatheredaroundourbooth.Someofthemwerecurious,somewereamazed,andsomeeventriedtousechopsticksundermyguidance.Lookingattheirseriousexpressionsandthesmilesontheirfaces,Ifeltasenseofprideandsatisfaction.Irealizedthatculturaldifferencesarenotabarrier,butabridge.Aslongaswearewillingtoshareandmunicate,wecanunderstandandrespecteachother’scultures.【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：showcase/display②影响：infect/affect③聚集：gather/assemble情绪类：①热情：enthusiasm/passion/zeal②满意：satisfaction/contentment【点睛】[高分句型1]Ithought,sincechopsticksareanimportantpartofChineseculture,whynotletmorepeopleknowandunderstandthem?(运用了since引导原因状语从句)[高分句型2]AsIspoke,moreandmorepeoplegatheredaroundourbooth.(运用了as引导时间状语从句)[高分句型3]Irealizedthatculturaldifferencesarenotabarrier,butabridge.(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.Theoldcraftsperson______(carve)aclayfigurinewithasmallknifewhenwevisitedhisworkshop.2.We______(shoot)ashortvideooftheshadowpuppetshowand______(post)itonDouyinlastweek.3.Lily,theexchangestudent,______(fold)theredpapercarefully,tryingtomakeapapercut.4.Grandma______(explain)themeaningofthedragononthezongzitoSarah,who______(listen)carefully.5.Ourclass______(host)alivestreamoftheculturalfestival,which______(attract)30kviewers.6.Mr.Chen______(pass)downtheshadowpuppetskilltous,andwe______(practice)everyafternoon.7.I______(trace)thepatternonthePekingOperamaskwithmyfinger,amazedbythefinedetails.8.Mom______(paste)redcoupletsonthedoor,andDad______(hang)lanternstopreparefortheSpringFestival.答案1.was1.wascarving（正在雕