2026届高三英语读后续写专项复习---杰森与马克的团队合作---导学案

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。 Jason had always been the quietest student in Mrs. Clark’s class. While his classmates laughed and shared stories during breaks, he would sit by the window, quietly filling his notebook with detailed sketches (素描) of school life-the soccer field at sunset, the way sunlight passed through the classroom windows, even the expressions on his classmates’ faces as they worked. Most students assumed he preferred to be alone, though no one had ever really asked. That changed on the Thursday when their teacher announced the term’s major project. “You’ll pair up to create a multimedia presentation (展示) about the importance of teamwork,” Mrs. Clark explained, “This will account for 20% of your grade.” The room immediately erupted as students turned to their friends. Jason froze, his pencil staying above a half-finished sketch of the classroom. He watched as groups formed effortlessly around him: the athletes gathered together, the debate team members pairing up, even the other quiet students seemed to have arranged partners. Just as Jason was about to ask if he could work alone, a shadow fell across his desk. “Hey,” said Mark, the captain of the soccer team, his usual confident voice slightly hesitant. “I noticed you’re really observant and your sketches prove that. Want to team up? I’m good at talking, but I need someone who really sees things.” Their first meeting in the library was awkward. Mark talked excitedly about soccer strategies while Jason responded in short, quiet sentences. But when Mark saw Jason’s notebook filled with incredibly detailed drawings that captured moments Mark had never noticed, his eyes widened. “These are incredible!” he said excitedly, going through the pages. “You’ve got this amazing way of showing what really matters. What if you designed our presentation visuals (视觉资料) while I handle the speaking parts?” For the first time that term, Jason felt his shoulders relax. Someone had not only noticed him, but valued what he could contribute. 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 week, as they worked side by side in the computer lab, something amazing happened. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ At the end of the term, both boys received positive comments from Mrs. Clark. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 文本分析​ 1.角色：_____________________________​ 2.视角：第________人称​ 3.时空线：________→________→________→________→________→（续写）→（续写）​ 4.可能的线索：​ 为什么团队合作主题的多媒体展示对学生很重要？：_____________________________​ 起初杰森在分组时面临什么困境？：_____________________________​ 马克为什么选择和杰森组队？：_____________________________​ 杰森的素描有什么特点？：_____________________________​ 两人可能如何分工完成这个项目？：_____________________________​ 5.情节线：________→________→________→________→________→（续写）→（续写）​ 6.情感线：​ 杰森：→________→（续写）​ 马克：→________→（续写）​ 7.文章大意：​ 中文：_____________________________​ 英文：_____________________________​ 8.句式（宾语从句、同位语从句、定语从句、非谓语动词、with 的复合结构）：_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​ 9.主题：_____________________________​ 情节构造​ 第一段提示句：The next week, as they worked side by side in the computer lab, something amazing happened.​ 衔接 1（对 “something amazing happened” 提问 “？”）：_____________________​ 过渡句推演：衔接 1→________？←衔接 2​ 衔接 2（对后续情节提问 “？”）：_____________________​ 第二段提示句：At the end of the term, both boys received positive comments from Mrs. Clark.​ 衔接 3（对 “received positive comments” 提问 “？”）：_____________________​ 过渡句推演：衔接 3→________？←主题​ 主题：_____________________________​ 段落构思​ 第一段提示句：The next week, as they worked side by side in the computer lab, something amazing happened.​ ① _____________________________​ ② _____________________________​ ③ _____________________________​ 第一段： ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​ 第二段提示句：At the end of the term, both boys received positive comments from Mrs. Clark.​ ① _____________________________​ ② _____________________________​ ③ _____________________________​ 第二段： ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​ 参考答案 文本分析​ 1.角色：Jason（安静的学生，擅长素描）、Mark（足球队长，擅长表达）、Mrs. Clark（他们的老师）​ 2.视角：第三人称​ 3.时空线：平时课间杰森独自素描→克拉克老师布置团队合作项目→同学们组队，杰森被马克邀请组队→两人在图书馆初次合作略显尴尬→杰森因被认可而放松→（续写）→（续写）​ 4.可能的线索：​ Why was the teamwork project important to Jason?：这是他第一次被关注和认可，让他有机会展现自己的特长并融入团队。​ What made Mark invite Jason to team up?：马克看到了杰森的观察力和出色的素描能力，认为他能为项目带来独特价值。​ How did Jason and Mark divide their work?：杰森负责设计展示的视觉资料，马克负责演讲部分。​ What was their first meeting like?：在图书馆的初次见面有些尴尬，马克兴奋地谈论足球策略，杰森回应简短。​ How might their cooperation develop?：两人在合作中逐渐默契，杰森变得更开朗，马克也学会更细致地观察事物。​ 5.情节线：杰森平时独自素描→老师布置团队项目→马克邀请杰森组队→初次合作尴尬但确定分工→杰森感到被认可→（续写）→（续写）​ 6.情感线：​ Jason：→孤独、沉默→紧张、犹豫→放松、被认可→（续写）​ Mark：→自信、主动→期待、惊喜→投入、欣赏→（续写）​ 7.文章大意：​ 中文：杰森是克拉克老师班上最安静的学生，总在课间独自素描校园生活。老师布置团队合作项目后，足球队长马克注意到杰森的观察力和素描才能，邀请他组队。初次合作虽尴尬，但马克认可杰森的作品，提议杰森负责视觉资料、自己负责演讲，杰森因被认可而感到放松。​ 英文：Jason, the quietest student in Mrs. Clark's class, spent breaks sketching school life alone. When their teacher assigned a teamwork project, Mark, the soccer captain, noticed Jason's observation skills and excellent sketches and invited him to team up. Their first meeting was awkward, but Mark admired Jason's work and suggested Jason design visuals while he handled the speaking. Jason felt relaxed as he was recognized.​ 8.句式（宾语从句、同位语从句、定语从句、非谓语动词、with 的复合结构）：​ 定语从句：“While his classmates laughed and shared stories during breaks, he would sit by the window, quietly filling his notebook with detailed sketches of school life-the soccer field at sunset, the way sunlight passed through the classroom windows, even the expressions on his classmates’ faces as they worked.”​ 非谓语动词：“Just as Jason was about to ask if he could work alone, a shadow fell across his desk.”（不定式作表语）；“Their first meeting in the library was awkward. Mark talked excitedly about soccer strategies while Jason responded in short, quiet sentences.”（现在分词作伴随状语） with 的复合结构：文中未直接体现，类似表达可参考 “with a notebook in hand”（手里拿着笔记本）​ 9.主题：团队合作中不同特质的互补与价值，以及被认可对个人成长的重要性​ 情节构造​ 第一段提示句：The next week, as they worked side by side in the computer lab, something amazing happened.​ 衔接 1（对 “worked side by side in the computer lab” 提问 “？”）：他们在电脑实验室具体做了什么工作？​ 过渡句推演：衔接 1→他们的合作方式发生了怎样的变化？←衔接 2​ 衔接 2（对后续情节提问 “？”）：这种变化对他们的项目产生了什么影响？​ 第二段提示句：At the end of the term, both boys received positive comments from Mrs. Clark.​ 衔接 3（对 “received positive comments from Mrs. Clark” 提问 “？”）：克拉克老师具体表扬了他们什么？​ 过渡句推演：衔接 3→这次合作对两个男孩产生了哪些影响？←主题​ 主题：不同性格和能力的人通过团队合作实现互补，共同成长，且每个人的价值都能被看见。​ 段落构思​ 第一段提示句：The next week, as they worked side by side in the computer lab, something amazing happened.​ ① 杰森开始主动提出自己的想法，马克也耐心倾听并采纳。​ ② 杰森用素描记录下团队合作的细节，马克则根据这些细节丰富演讲内容。​ ③ 两人配合越来越默契，项目进展顺利，彼此间的交流也越来越自然。​ Para1：The next week, as they worked side by side in the computer lab, something amazing happened. Jason, once silent, began pointing out details in his sketches that could enhance the presentation, and Mark listened carefully, incorporating his ideas. When Jason hesitated to voice an opinion, Mark encouraged him, "Your perspective is what makes this unique." Jason sketched a timeline of their collaboration, and Mark turned it into a vivid story about teamwork. Laughter replaced awkwardness; they even joked about their different strengths. By the end of the week, their presentation was not just a project, but a true reflection of their partnership.​ 第二段提示句：At the end of the term, both boys received positive comments from Mrs. Clark.​ ① 克拉克老师称赞他们的项目完美结合了视觉与语言，展现了真正的团队合作。​ ② 杰森变得更开朗，开始主动与同学交流，马克也学会了更细致地观察生活。​ ③ 两人成了好朋友，明白了团队合作能让彼此变得更好。​ Para2：At the end of the term, both boys received positive comments from Mrs. Clark. "Your presentation shows how teamwork turns individual strengths into something extraordinary," she said, highlighting Jason's "eye for what matters" and Mark's "gift for connecting with an audience." Jason, once alone by the window, now sat with Mark and friends at lunch, sketching their laughter. Mark, in turn, started noticing small moments in soccer practice, thanks to Jason's influence. As they packed up their project, Mark grinned, "Who knew a quiet artist and a loud soccer player could make such a great team?" Jason smiled, knowing this was just the beginning of their friendship.​ 学科网（北京）股份有限公司 $$