2026届高三英语专项复习读后续写---老师眼中的 “潜力” 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。 During my ninth-grade days, there was an incoming event in our school entitled “English Week” where a lot of contests were to be held. These contests were related to spelling, short story writing, recitation and more. Our teacher appointed me to be the representative of the whole ninth grade in the short story contest. She said that I had potential in terms of creative thinking because she had read my fiction. Actually, I did not expect that and was shocked since I did not have experience being one of the contestants of any contests. And I was also unconfident in terms of joining any event in our school. Even though I refused to join in the contest, my teacher was still encouraging me and she said I just needed to believe in myself and the talent that I had. I was not that convinced of what my teacher said, but I finally gave in to her insistence. Then I decided to make myself ready through practicing more in writing short stories. My teacher also advised that I needed to be more confident and knowledgeable in the contest that I was going to join in. The days leading up to the contest were filled with anxiety and self-doubt. I spent countless hours researching, writing a draft, and revising my story, constantly questioning whether it was good enough. On the day of the contest, my nervousness reached its peak as I entered the competition room. The room was filled with fellow participants, all seeming confident and prepared. The pressure was immense (巨大的), as we were all aware of the strict rule: we had only one hour to create our short story once the topic was released. The results would be revealed in one month. I glanced at the clock nervously every now and then, waiting for the contest to begin. 注意： 1. 续写词数应为 150 个左右； 2. 请按如下格式作答。 When the topic was announced, my mind went blank for a second. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ To my surprise and disbelief, I won the first prize! _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 文本分析​ 角色：________________________ 视角：第______人称（根据文本叙述角度判断）​ 时空线：from ------______（梳理文本时间节点及对应事件，如学校宣布活动→老师任命参赛→准备比赛→比赛当天等）​ 关键线索梳理：​ 老师为何任命 “我” 参加短篇小说比赛？：________________________（结合文本概括原因）​ “我” 对参赛的态度有何变化？：________________________（提炼态度的转变过程） “我” 为比赛做了哪些准备？：________________________（总结准备相关的行动）​ 情节线：→______→______→______→（续写）（按先后顺序梳理已有情节及续写需衔接的内容）​ 情感线：​ “我”：（被任命时）→（准备时）→______（比赛当天）→（续写）______（预留续写情感补充空间）​ 老师：（已有情节）→（续写）（预留续写情感补充空间）​ 文章大意：​ 中文：________________________（用简洁语言概括文本主要内容）​ 英文：________________________（对应中文大意的英文翻译）​ 句式：（列举文中典型句式，如宾语从句、让步状语从句等） _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 主题（本文属于人与自我）：________________________（提炼文本核心主题）​ 情节构造​ 第一段提示句：When the topic was announced, my mind went blank for a second.​ 衔接句 1—— 对 “mind went blank” 提问：（围绕 “头脑空白” 设计具体问题，如 “我” 头脑空白后可能有怎样的反应？）​ 过渡句推演：衔接 1→______←衔接 2（明确从哪些角度衔接前后内容，如从慌乱到找到思路的过渡）​ 衔接句 2—— 对 “创作过程” 提问：（围绕 “创作” 设计具体问题，如 “我” 可能如何推进故事创作？）​ 第二段提示句：To my surprise and disbelief, I won the first prize!​ 衔接句 3—— 对 “surprise and disbelief” 提问：（围绕 “惊喜与不敢置信” 设计具体问题，如 “我” 得知获奖后可能有哪些表现？）​ 过渡句推演：衔接 3→______←主题（明确从哪些角度衔接前后内容及主题）​ 主题：（重申或细化文本主题，用于引导续写方向）​ 段落构思​ 第一段：When the topic was announced, my mind went blank for a second.​ →①______（构思 “我” 的生理反应，如身体上的紧张表现）；②______（构思 “我” 强迫自己冷静的方式）；③______（构思 “我” 动笔创作的大致过程）。 英文： ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​ 第二段：To my surprise and disbelief, I won the first prize!​ →④______（构思 “我” 得知获奖时的反应）；⑤______（构思老师的回应）；⑥______（构思 “我” 的内心感受）。​ 英文： ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 文本分析​ 角色：“我”（九年级学生，被老师指定参加短篇小说比赛，缺乏经验且不自信）、老师（善于发现学生潜力，鼓励 “我” 参加比赛）​ 视角：第一人称​ 时空线：from 学校宣布 “英语周” 活动→老师任命 “我” 参赛→“我” 犹豫后准备比赛→比赛当天进入赛场→（续写）公布比赛主题后创作→一个月后得知获奖​ 关键线索梳理：​ 老师为何任命 “我” 参加短篇小说比赛？：因为老师读过 “我” 的小说，认为 “我” 在创造性思维方面有潜力。​ “我” 对参赛的态度有何变化？：最初震惊、拒绝（因无经验且不自信）→在老师坚持下让步→准备过程中充满焦虑与自我怀疑→比赛当天紧张到极点。​ “我” 为比赛做了哪些准备？：练习写短篇小说，在老师建议下努力变得更自信、更有知识储备，花大量时间研究、写草稿、修改故事。​ 情节线：学校 “英语周” 将举办比赛→老师任命 “我” 参加短篇小说比赛→“我” 犹豫后同意并着手准备（过程焦虑）→比赛当天 “我” 紧张进入赛场等待→（续写）公布主题后 “我” 的创作过程；“我” 意外获一等奖及后续反应。​ 情感线：​ “我”：震惊、抗拒（被任命时）→焦虑、自我怀疑（准备时）→极度紧张（比赛当天）→（续写）慌乱→惊喜、不敢置信（获奖时）​ 老师：（已有情节）鼓励、坚定（劝 “我” 参赛时）→（续写）欣慰（得知 “我” 获奖时）​ 文章大意：​ 中文：九年级时，学校 “英语周” 将举办多项比赛，老师因发现 “我” 的创作潜力，任命 “我” 代表年级参加短篇小说比赛。“我” 因无经验且不自信起初拒绝，在老师坚持下让步，之后焦虑地练习写作、做准备。比赛当天，“我” 紧张地进入赛场，等待比赛开始。​ 英文：During ninth grade, the school's "English Week" was to hold various contests. The teacher appointed me to represent the grade in the short story contest for noticing my creative potential. I initially refused due to inexperience and lack of confidence but gave in to the teacher's insistence. Later, I anxiously practiced writing and prepared. On the contest day, I entered the room nervously, waiting for it to start.​ 句式： 宾语从句（She said that I had potential...；I constantly questioned whether it was good enough）； 让步状语从句（Even though I refused...）； 时间状语从句（When the topic was announced...；as we were all aware...）​ 主题（本文属于人与自我）：突破自我的勇气、老师鼓励的力量、潜力的发掘与认可​ 情节构造​ 第一段提示句：When the topic was announced, my mind went blank for a second.​ 衔接句 1—— 对 “mind went blank” 提问：“我” 头脑空白后如何反应？（比如是否快速强迫自己冷静，回忆准备的内容）​ 过渡句推演：衔接 1→（“我” 从慌乱到逐渐找到思路，结合准备时的积累开始创作）←衔接 2​ 衔接句 2—— 对 “创作过程” 提问：“我” 是如何完成故事创作的？（比如是否遇到卡顿，如何克服，创作时的状态）​ 第二段提示句：To my surprise and disbelief, I won the first prize!​ 衔接句 3—— 对 “surprise and disbelief” 提问：“我” 得知获奖后有哪些具体表现？（比如表情、动作，是否立刻相信）​ 过渡句推演：衔接 3→（“我” 与老师的互动，以及 “我” 对这次经历的感悟）←主题 主题：看似困难的挑战中藏着成长的可能，相信自己并迈出脚步，往往能看到惊喜的结果​ 段落构思​ 第一段：When the topic was announced, my mind went blank for a second.​ →①“我” 的生理反应（如手心冒汗、心跳加速）；②“我” 强迫自己冷静的方式（如深呼吸，回想老师的鼓励或准备时的素材）；③“我” 动笔创作的过程（如思路逐渐清晰，结合日常观察展开情节，在规定时间内完成）。​ 英文：When the topic was announced, my mind went blank for a second. My palms sweating, I gripped the pen tightly. Taking a deep breath, I recalled my teacher’s words—“Write what you know”. Memories of practicing stories, of small daily moments I’d jotted down, flooded in. I started scribbling, the words flowing faster as I wove a tale of a shy girl finding courage. Before I knew it, the hour was up, and I handed in the paper, still shaky but relieved.​ 第二段：To my surprise and disbelief, I won the first prize!​ →④“我” 得知获奖时的反应（如愣住、反复确认结果）；⑤老师的回应（如微笑、夸赞，分享她的期待）；⑥“我” 的内心感受（如成就感，对自己的重新认知，感谢老师的鼓励）。​ 英文：To my surprise and disbelief, I won the first prize! Staring at the announcement poster, I rubbed my eyes—my name was there, first on the list. My teacher rushed over, grinning: “I knew you could do it!” Warmth spread through me. For the first time, I didn’t doubt myself. This prize wasn’t just an award; it was proof that with a little push and belief, even the unconfident could shine.​ 学科网（北京）股份有限公司 $$