2026届高三英语专项复习读后续写---赵老师的微笑：照亮我校园生活的光 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。 I used to hate school. Not just the homework or the tests, but everything — the noise, the pressure, and the feeling that I didn’t belong. Every morning felt like a battle just to get out of bed, and every class felt like a trap. I stared out of windows, counted down minutes, and wished to be anywhere else. My teachers said I had “potential”, but to me, that was just another word for “expectation”. Things began to change on a rainy Tuesday morning. I forgot my umbrella and arrived at school, soaked (湿透的) and cold. As I stood by the classroom door, extremely annoyed and uncomfortable, our history teacher, Mr. Zhao, walked past and said, “Terrible morning? Well, at least you made it.” Then he smiled — not in pity, but as if he truly respected the effort I made to show up. That moment stayed with me. I began to wonder: What if school wasn’t something happening to me, but something I could participate in? What if I had a say in how each day went? The shift didn’t happen overnight. But I tried something new: Instead of saying “I hate school”, I told myself, “Maybe today won’t be so bad.” At first, it felt forced — like I was lying to myself. But little by little, I started noticing the parts of school that weren’t so terrible. I liked the quietness of the library. I enjoyed the way our literature teacher read poems aloud, almost like music. And I realized that when I asked questions in class, I didn’t feel stupid but curious. One day, during a group project, I spoke up with an idea. To my surprise, my classmates listened. We worked together, laughed a little, and even got a good grade. For the first time, I didn’t feel invisible. I felt part of something. 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。 The real turning point came during the school’s annual “Growth Journal” activity. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Reading my own words made me realize just how far I had come.  ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 文本分析 1． 角色：_____________________________ 2．视角：第________人称 3．时空线：from hating school---______________ ---participating in group project and getting good grade 4. 请在文章中将可能的线索都找出来。 Why did the writer hate school?：______________________________________________ What did the teachers think of the writer?：____________________________________________ What happened on the rainy Tuesday morning?：____________________________________________ What change did the writer start to make?：____________________________________________ What did the writer find enjoyable about school gradually?：____________________________________________ How did the writer feel after the group project?：____________________________________________ 5．情节线：作者曾经厌恶学校的一切，觉得上学像煎熬，对老师说的 “潜力” 感到有压力。→_____________________________→作者逐渐发现学校的美好，在小组项目中获得认可，不再觉得自己隐形。→（续写）学校 “成长日记” 活动成为作者的真正转折点，作者通过日记意识到自己的成长。 6．情感线：作者：厌恶 / 抵触（过去对学校）→___________（被赵老师触动后）→___________（逐渐发现学校美好时）→___________（续写） Mr. Zhao：___________（对作者） Classmates：_______________（小组项目中对作者） 7. 综合以上信息，请用 3-4 句话概括文章大意。（中英各一个） 中文：______________________________________________________________________________________________________________________________________________________ 英文：______________________________________________________________________________________________________________________________________________________ 8. 句式：(3--5个句子） ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9．主题（本文属于人与自我）：_______________________ 情节构造 第一段提示句：The real turning point came during the school’s annual “Growth Journal” activity. 衔接句 1——— 对 “Growth Journal” activity 提问 “作者在活动中做了什么？”：What did the writer do in the "Growth Journal" activity? 过渡句推演：衔接 1→______←衔接 2 衔接句 2——— 对 “turning point” 提问 “活动中什么内容成为了作者的转折点？”：What in the activity became the writer's turning point? 第二段提示句：Reading my own words made me realize just how far I had come. 衔接句 3——— 对 “how far I had come” 提问 “作者意识到自己在哪些方面有了进步？”：In what aspects did the writer realize he/she had made progress? 过渡句推演：衔接 3→______←主题 主题：_________________________________ 段落构思 第一段：The real turning point came during the school’s annual “Growth Journal” activity. →①__________________（描述作者参与活动的过程，如写日记的内容）→②__________________（活动中的具体触动瞬间，如老师或同学的反馈）→③__________________（作者当下的初步感受）； 英文：____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：Reading my own words made me realize just how far I had come. →④__________________（具体列举自己的成长与变化）→⑤__________________（作者对学校和自我的新认知）→⑥__________________（作者未来的心态或打算）。 英文：____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 文本分析 1．角色：作者（"I"）、Mr. Zhao（作者的历史老师）、作者的其他老师、作者的 classmates 2．视角：第一人称 3．时空线：from hating school---being touched by Mr. Zhao and trying to change---participating in group project and getting good grade 4．可能的线索： Why did the writer hate school?：Because of the noise, pressure, and the feeling of not belonging; also disliked homework and tests. What did the teachers think of the writer?：They thought the writer had "potential". What happened on the rainy Tuesday morning?：The writer forgot the umbrella, arrived at school soaked and cold; Mr. Zhao smiled and said he respected the writer’s effort to show up. What change did the writer start to make?：Instead of saying "I hate school", the writer told himself/herself "Maybe today won’t be so bad" and tried to participate in school life. What did the writer find enjoyable about school gradually?：The quietness of the library, the literature teacher reading poems aloud, and asking questions in class. How did the writer feel after the group project?：Not invisible anymore; felt part of something. 5．情节线：作者曾经厌恶学校的一切，觉得上学像煎熬，对老师说的 “潜力” 感到有压力。→一个雨天赵老师的微笑和话语触动了作者，作者开始尝试改变心态。→作者逐渐发现学校的美好，在小组项目中获得认可，不再觉得自己隐形。→（续写）学校 “成长日记” 活动成为作者的真正转折点，作者通过日记意识到自己的成长。 6．情感线：作者：厌恶 / 抵触（过去对学校）→动摇 / 尝试（被赵老师触动后）→接纳 / 融入（逐渐发现学校美好时）→自豪 / 坚定（续写） Mr. Zhao：温和 / 尊重（对作者） Classmates：倾听 / 接纳（小组项目中对作者） 7．综合以上信息，请用 3-4 句话概括文章大意。 中文：作者曾经极度厌恶学校，觉得上学充满煎熬。一个雨天，历史老师赵老师的一句话和微笑触动了他 / 她，于是作者开始尝试改变心态，逐渐发现学校的美好，并在小组项目中感受到归属感。 英文：The writer used to hate school deeply due to noise, pressure and the sense of not belonging. One rainy day, Mr. Zhao, his/her history teacher, touched him/her with a smile and words of respect, so the writer tried to change his/her attitude, gradually found the good parts of school and felt a sense of belonging in a group project. 8．句式： 并列句（Not just the homework or the tests, but everything...）； 宾语从句（I wished to be anywhere else. / I began to wonder: What if school wasn’t...）； 时间状语从句（As I stood by the classroom door.../ When I asked questions in class...）； 现在分词作状语（soaked and cold） 9．主题（本文属于人与自我）：心态的转变能改变对生活的感受；成长源于主动尝试与接纳 情节构造 第一段提示句：The real turning point came during the school’s annual “Growth Journal” activity. 衔接句 1——— 对 “Growth Journal” activity 提问 “作者在活动中做了什么？”：The writer wrote down his/her past hatred for school, the touch from Mr. Zhao, and the small joys found recently. 过渡句推演：衔接 1→Mr. Zhao read part of the journal aloud and praised his/her growth, making the writer feel recognized←衔接 2 衔接句 2——— 对 “turning point” 提问 “活动中什么内容成为了作者的转折点？”：The teacher’s recognition and classmates’ warm responses made the writer truly accept school. 第二段提示句：Reading my own words made me realize just how far I had come. 衔接句 3——— 对 “how far I had come” 提问 “作者意识到自己在哪些方面有了进步？”：From skipping thoughts to active participation, from feeling invisible to having a sense of belonging. 过渡句推演：衔接 3→The writer understood that growth starts with changing one’s mindset←主题 主题：A change in mindset can turn frustration into fulfillment; growth lies in active attempts. 段落构思 第一段：The real turning point came during the school’s annual “Growth Journal” activity. →①I wrote down my past hatred, the rainy morning with Mr. Zhao, and how I’d grown to like the library and poem readings. ②When Mr. Zhao asked for volunteers to share, I hesitated but raised my hand. After reading, my classmates clapped warmly. ③For the first time, I felt my feelings and growth mattered. 英文：The real turning point came during the school’s annual “Growth Journal” activity. I poured my heart out—writing about my old hatred for school, the rainy Tuesday when Mr. Zhao’s words touched me, and the small pleasures I’d found lately. When Mr. Zhao invited sharing, I summoned courage to read mine. To my surprise, my classmates broke into warm applause after I finished, and Mr. Zhao nodded approvingly. 第二段：Reading my own words made me realize just how far I had come. →④I used to count down to leave, but now I looked forward to library time. ⑤School wasn’t a trap anymore—it was a place where I grew. ⑥ I stopped fighting mornings and started embracing each school day. 英文：Reading my own words made me realize just how far I had come. I used to stare out windows counting minutes, but now I looked forward to literature class; I once felt invisible, but now I actively joined discussions. School was no longer a burden but a space for growth. I finally understood that potential wasn’t pressure—it was the possibility of becoming better, one small change at a time. 学科网（北京）股份有限公司 $$