2026届高考英语一轮复习读后续写专题个人成长类---My stories,My shoes导学案

读后续写个人成长类---My stories,My shoes 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 loved writing. It was a hobby. But my high school English teacher, Rachel Green was determined to make me an author. Her comments were more than just about fixing grammatical errors. She wrote questions to make my essays more detailed; she underlined passages that she agreed with. Her letters always started with how proud she was that I was brave enough to write the truth and how she saw potential in me. I enjoyed her words-read them over and over. I needed this care and this recognition. I was the last Watson child to attend Jefferson High School. My sister Cheryl was known for being one of the star writers of the school newspaper. Dyan, another sister, was good at playing the piano. My sisters were involved in all types of after-school activities: cheer-leading, volleyball, track and field and student government, while I was the little one following them like a shadow. No one noticed my existence except Ms Green. Adjusting to high school was challenging, and I felt insecure. On the first day of my high school, a teacher greeted me with a hug, saying, "You have some big shoes to fill." Then she showed me the trophy case (奖杯橱窗) in the hallway. I immediately recognized two:Cheryl and Dyan. I was inspired, yes, but mostly worried. My Spanish was so-so. I got good grades but was not a straight A's student. I loved music, but I wasn't good at playing any musical instruments. Worse still, I never dared to share my story in front of my class. I tried to walk in my sisters' shoes, but they didn't fit. I tried to follow in their steps, but it's too hard, really. One day, Ms Green invited me to read my new story in front of my class in the writing lesson the next week. My heart skipped a beat and disbelief washed over me. I murmured my anxiety about being laughed at. Stroking my hair gently, Ms Green assured me that my story full of fantasy would win everyone's heart. Days seemed to be minutes. 注意：续写词数应为150左右。 Before I knew it, the big day came! After class, I went to my teacher's office to express my thanks. 一、读后续写解题步骤 1. 精读原文，梳理核心要素：5W1H（when、where、who、what、why、how）；how同时关注故事线（story line）和情感线（emotion line） 2. 分析续写提示，明确写作方向：审每段段落开头句、推测逻辑走向、确定故事结局。 3. 构思细节，搭建续写框架：动作描写、心理描写、对话描写、环境描写。 2、 读原文，梳理要素 1. 时间When： 2. 地点Where： 3. 人物Who： 4. 事件What： 5. 起因Why： 6. 发展How： 故事线：开端beginning： 发展development： 高潮climax： ？ 结尾ending： ？ 情感线：开端beginning： 发展development： 高潮climax： 结尾ending： 3、 分析续写提示、明确写作方向 1. 由第一段首句内容“我还没反应过来，重要的日子就来了”思考第一段可以写什么？ 2. 由第二段首句内容“下课后，我去老师的办公室表达我的感谢”推测第二段可以描写什么？ 3. 结尾如何？得到什么感悟？ 4、 搭建续写框架 1.行为类词汇 ①完成： ②爆发: ③拥抱： ④相信： 2. 情绪类词汇 ①令人鼓舞的： ②感激： 3.翻译下列句子 ①当我读完故事时，教室里突然爆发出热烈的掌声。 ②格林老师鼓励的话语让我有勇气在全班面前分享我的写作。 ③我感激同学们对我故事后续发展的好奇提问。 ④课后，我拥抱了格林老师，感谢她一直相信我。 ⑤我终于明白，不必模仿别人，只需完成并坚持自己的故事。 答案： 一、读后续写解题步骤 1.精读原文，梳理核心要素：5W1H（when、where、who、what、why、how）；how同时关注故事线（story line）和情感线（emotion line） 2. 分析续写提示，明确写作方向：审每段段落开头句、推测逻辑走向、确定故事结局。 3.构思细节，搭建续写框架：动作描写、心理描写、对话描写、环境描写。 二、读原文，梳理要素 1. 时间When： “我”的高中时期（具体涉及高中开学初、某次写作课前后） 2. 地点Where： 杰斐逊高中（Jefferson High School），包括教室、走廊的奖杯橱窗等场景。 3. 人物Who： 主要叙述者“我”（热爱写作但曾因姐姐们的光芒感到自卑的高中生）。 英语老师雷切尔·格林（Ms Green，鼓励“我”写作、发掘“我”潜力的关键人物）。 “我”的姐姐们（谢丽尔和戴安，擅长写作、音乐等，曾让“我”感到压力的参照对象）。 4. 事件What： “我”在高中因姐姐们的优秀感到自卑，热爱写作却不敢展示，在英语老师Ms Green的鼓励下，于写作课上朗读自己的幻想故事并获得认可，最终接纳自我、坚持自己的写作之路。 5. 起因Why： “我”因活在姐姐们的光环下而缺乏自信，害怕在众人面前展示自己的写作；Ms Green的持续鼓励和信任，成为“我”克服恐惧、勇敢表达自我的关键动力。 6. 发展How： 故事线：开端beginning： “我”作为家中最小的孩子，在杰斐逊高中活在姐姐们（谢丽尔擅长写作、戴安擅长音乐）的光环下，因姐姐们的优秀感到自卑，唯一的爱好是写作，但不敢在人前展示。 发展development： 英语老师Ms Green注意到“我”的写作潜力，不仅通过评语鼓励“我”，还邀请“我”在下周的写作课上朗读自己的故事，缓解“我”的焦虑并给予信心。 高潮climax： ？ 结尾ending： ？ 情感线：开端beginning： 自卑与压抑 因姐姐们的光芒和自身的不自信，“我”感到自己像“影子”，害怕在人前展示写作，甚至尝试模仿姐姐们却无果，内心充满焦虑和自我怀疑。 发展development： 犹豫与一丝期待 面对Ms Green的朗读邀请，“我”既紧张不安（担心被嘲笑），又因老师的信任和鼓励，对自己的故事产生一丝被认可的期待。 高潮climax： 紧张到释然与喜悦 朗读时因紧张声音颤抖，却在投入故事描述后逐渐放松；读完后收到掌声和提问，从最初的不安转为被认可的喜悦，第一次感受到自身价值被看见。 结尾ending： 接纳与坚定 经Ms Green点拨后，“我”终于明白不必活在他人光环下，接纳了自己的独特性，对写作的热爱从隐藏的爱好变成坚定的自我表达，内心充满释然与自信。 三、分析续写提示、明确写作方向 1. 由第一段首句内容“我还没反应过来，重要的日子就来了”思考第一段可以写什么？ 聚焦“写作课上的朗读过程”----细化“动作+环境+心理”——如“我”上台时的紧张动作（手心出汗、声音颤抖）、课堂环境的变化（从安静到掌声）、内心从紧张到投入的转变。 2. 由第二段首句内容“下课后，我去老师的办公室表达我的感谢”推测第二段可以描写什么？ 围绕“课后与老师的互动及感悟”展开---聚焦“对话+感悟+呼应”——如与老师的对话（用比喻点醒“我”）、“我”的心理变化（从迷茫到坚定）、呼应原文伏笔（如“写作爱好”转化为自我认同）。 3. 结尾如何？得到什么感悟？ 用一句话点明情感或成长（如“我终于明白，我的故事不必像别人，只需属于自己”），呼应原文核心立意。 四、搭建续写框架 1.行为类词汇 ①完成：finish/complete ②爆发: burst into/burst out ③拥抱：embrace/hug ④相信：believe in/trust 2.情绪类词汇 ①令人鼓舞的：encouraging/inspiring ②感激：gratilude/appreciation 3.翻译下列句子 ①当我读完故事时，教室里突然爆发出热烈的掌声。 When I finished reading my story, the classroom suddenly burst into warm and loud applause. ②格林老师鼓励的话语让我有勇气在全班面前分享我的写作。 Ms Green’s encouraging words made me brave enough to share my writing in front of the class. ③我感激同学们对我故事后续发展的好奇提问。 My heart was filled with appreciation for my classmates’ curious questions about the next part of my story. ④课后，我拥抱了格林老师，感谢她一直相信我。 After class, I hugged Ms Green and thanked her for always believing in me. ⑤我终于明白，不必模仿别人，只需完成并坚持自己的故事。 I finally realized that I don’t have to copy others—I just need to complete and stick to my own stories. 参考范文： Before I knew it, the big day came! My palms sweated as I clutched the story paper, my legs trembling when Ms Green called my name. I walked to the front, avoiding everyone’s eyes, and began to read in a shaky voice. When I finished reading my story, the classroom suddenly burst into warm and loud applause. A classmate even raised her hand, asking, “What happens to the little fox next?” My heart was filled with appreciation for their curiosity, and I smiled shyly. After class, I went to my teacher's office to express my thanks. I hugged Ms Green tightly and said, “Your encouraging words made me brave enough to share my writing in front of the class.” She patted my back gently and handed me a new notebook. “I always believed in you,” she said softly. Opening it, I saw her note: “Keep writing—your stories are meant to be told.” I finally realized I just need to complete and stick to my own stories. Walking out, I felt lighter than ever, knowing my voice had found its place. 学科网（北京）股份有限公司 $$