2026届高三英语专项复习读后续写---两位老师的微光，照亮困境里的少年 导学案

该高中英语高考读后续写复习学案系统覆盖文本分析（角色、情节线、情感线）、情节构造（衔接句、过渡句）等核心考点，通过问题链（如线索提取、情感线梳理）引导学生自主构建续写逻辑框架，体现考点梳理的系统性和层次性。 亮点在于多维度自测诊断和任务驱动设计，如文本分析环节设置角色、家庭状况等自测问题，情节构造中通过衔接句推演任务培养思维品质与语言能力。学生可自主诊断续写逻辑漏洞，教师通过学情数据精准指导，助力因材施教，提升备考实效。

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.  As a middle school teacher, I’ve been blessed to guide numerous young minds throughout my career. I have also had the privilege of shaping young minds and hearts, each with their own unique stories and challenges. One particular year, I encountered a student named Jim, whose family circumstances were awful. Every day, he would arrive with a simple sandwich wrapped in a piece of worn-out paper for lunch — a humble meal that obviously contrasted with the delicate lunches brought by other students. His backpack, old and worn at the edges, carried not just books but the weight of his family’s struggles. One of my colleagues, Sarah, a new teacher who had just graduated, shared the same concern for Jim. She made a proposal that we should help Jim somehow. Determined to make a difference, I, teaming up with Sarah, made a plan to incorporate (使融入) Jim more meaningfully into our classroom community. We began by “hiring” Jim for small tasks around the class or our school, such as helping to organize the library or assisting with classroom setups. In return, we paid him a modest “salary” from our own funds, careful to make it clear that this was not charity but recognition of his hard work and valuable contributions. We also took the time to instruct Jim, offering after-school teaching lessons to help him with his studies and providing encouragement and guidance for his future ambitions. Sarah and I made a conscious effort to create a supportive environment where Jim felt safe to express himself. We listened to his stories, acknowledged his struggles, and celebrated his successes, no matter how small. However, life took an unexpected turn. Two weeks later, I had to leave the school due to unforeseen circumstances. My heart was heavy with concern for Jim, especially about how Sarah, a young and possibly less experienced teacher would handle this situation. I worried about whether she would be able to continue the delicate balance of support and encouragement that we had carefully built. Moreover, Jim had become used to our regular guidance and the stability we provided. 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。 Thinking about all these, I couldn’t wait to give Sarah a call. ——————————————————————————————————————————————————————————————————————————————————————————————————— When I revisited the school, I was amazed to see the transformation in Jim. ——————————————————————————————————————————————————————————————————————————————————————————————————— 文本分析​ 角色：“我”（一名有经验的中学教师）、Jim（家庭困难的学生）、Sarah（刚毕业的新教师，“我” 的同事）​ 视角：第________人称​ 时空线：from encountering Jim---______________---when revisiting the school​ 请在文章中将可能的线索都找出来。​ What was Jim's family situation like?：_______________________​ How did "I" and Sarah help Jim?：_______________________​ Why did "I" have to leave the school?：_______________________​ What was "I" worried about after deciding to leave?：_______________________​ What was Jim's lunch and backpack like?：_______________________​ What was Sarah's identity and attitude towards Jim?：_______________________​ 情节线：“我” 作为教师遇到家庭困难的 Jim。→____________________→“我” 因意外情况不得不离开学校，担心 Jim 和 Sarah。→（续写）“我” 给 Sarah 打电话询问情况，返校时看到 Jim 的巨大变化。​ 情感线：“我”：关切（when encountering Jim）→___________（when helping Jim）→___________（when leaving）→___________（when calling Sarah）→___________（when seeing Jim's transformation）​ Sarah：（concerned about Jim）→（续写）___________​ Jim：（initially with family struggles）→（续写）___________​ 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：___________________________________________________________​ 句式：(3--5个句子） ______________________________________________________________________________________________________________________________________________________________________________________________________________________ 主题（本文属于人与他人）：_______________________​ 情节构造​ 第一段提示句：Thinking about all these, I couldn’t wait to give Sarah a call.​ 衔接句 1——— 对 “give Sarah a call” 提问 “What did 'I' ask Sarah on the phone?”：What did "I" ask Sarah on the phone?​ 过渡句推演：衔接 1→______←衔接 2​ 衔接句 2——— 对 “Sarah's reply” 提问 “How did Sarah respond to 'I's concerns?”：How did Sarah respond to "I's concerns?"​ 第二段提示句：When I revisited the school, I was amazed to see the transformation in Jim.​ 衔接句 3——— 对 “the transformation in Jim” 提问 “What changes had happened to Jim?”：What changes had happened to Jim?​ 过渡句推演：衔接 3→______←主题​ 主题：_______________________​ 段落构思​ 第一段：Thinking about all these, I couldn’t wait to give Sarah a call.​ →①__________________→②__________________→③__________________；​ 英文： ____________________________________________________________________________________________________________________________________________________________________________________________________________________​ 第二段：When I revisited the school, I was amazed to see the transformation in Jim.​ →④__________________→⑤__________________→⑥__________________；​ 英文： ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​ 参考答案 文本分析​ 角色：“我”（一名有经验的中学教师）、Jim（家庭困难的学生）、Sarah（刚毕业的新教师，“我” 的同事）​ 视角：第一人称​ 时空线：from encountering Jim---teaming up with Sarah to help Jim and then leaving the school---when revisiting the school​ 请在文章中将可能的线索都找出来。​ What was Jim's family situation like?：Awful; his family was struggling financially.​ How did "I" and Sarah help Jim?：They "hired" Jim for small tasks and paid him a "salary" from their own funds, offered after-school tutoring, created a supportive environment for him to express himself, listened to his stories, acknowledged his struggles and celebrated his successes.​ Why did "I" have to leave the school?：Due to unforeseen circumstances.​ What was "I" worried about after deciding to leave?："I" worried about whether Sarah, as a less experienced teacher, could continue the balance of support and encouragement for Jim, and whether Jim could adapt without their regular guidance and stability.​ What was Jim's lunch and backpack like?：His lunch was a simple sandwich wrapped in worn-out paper; his backpack was old and worn at the edges.​ What was Sarah's identity and attitude towards Jim?：She was a new teacher who had just graduated, and she was concerned about Jim.​ 情节线：“我” 作为教师遇到家庭困难的 Jim。→“我” 和新教师 Sarah 一起制定计划帮助 Jim。→“我” 因意外情况不得不离开学校，担心 Jim 和 Sarah。→（续写）“我” 给 Sarah 打电话询问情况，返校时看到 Jim 的巨大变化。​ 情感线：“我”：关切（when encountering Jim）→___________（when helping Jim）→___________（when leaving）→___________（when calling Sarah）→___________（when seeing Jim's transformation）​ 依次为：坚定热忱、担忧沉重、急切牵挂、惊喜欣慰​ Sarah：（concerned about Jim）→（续写）认真负责、耐心坚持​ Jim：（initially with family struggles）→（续写）自信开朗、积极向上​ 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：作为中学教师的 “我” 遇到了家庭困难的学生 Jim，便与新教师 Sarah 一起通过给 Jim 安排小任务付 “薪水”、课后辅导等方式帮助他。后来 “我” 因意外情况不得不离开学校，内心十分担心 Sarah 能否继续好好帮助 Jim，以及 Jim 能否适应没有 “我们” 的支持。​ 英文："I", a middle school teacher, met Jim, a student from a struggling family, and teamed up with new teacher Sarah to help him by assigning him small tasks with a "salary" and offering after-school tutoring. Later, "I" had to leave the school due to unforeseen circumstances, worrying about whether Sarah could continue helping Jim well and if Jim could adapt without their support.​ 句式： 定语从句（I’ve been blessed to guide numerous young minds throughout my career.）； 分词作定语（a student named Jim; a new teacher who had just graduated）； 分词做状语（Determined to make a difference...）； 让步状语从句（no matter how small）​ 主题（本文属于人与他人）：真诚的帮助与支持能照亮困境中的人，传递温暖与希望​ 情节构造​ 第一段提示句：Thinking about all these, I couldn’t wait to give Sarah a call.​ 衔接句 1——— 对 “give Sarah a call” 提问 “What did 'I' ask Sarah on the phone?”：What did "I" ask Sarah on the phone?​ 过渡句推演：衔接 1→______←衔接 2 （此处填 “Sarah's update on Jim's situation”）​ 衔接句 2——— 对 “Sarah's reply” 提问 “How did Sarah respond to 'I's concerns?”：How did Sarah respond to "I's concerns?"​ 第二段提示句：When I revisited the school, I was amazed to see the transformation in Jim.​ 衔接句 3——— 对 “the transformation in Jim” 提问 “What changes had happened to Jim?”：What changes had happened to Jim?​ 过渡句推演：衔接 3→______←主题 （此处填 “the power of persistent help”）​ 主题：_______________________ （真诚且持续的帮助能帮助困境中的人实现积极转变，展现人与人之间温暖的联结）​ 段落构思​ 第一段：Thinking about all these, I couldn’t wait to give Sarah a call.​ →①拨通电话后急切询问 Jim 的近况和她是否能应对→②Sarah 说自己一直按计划让 Jim 做任务、辅导他，还鼓励他参加班级活动→③Sarah 提到 Jim 渐渐愿意和同学交流了；​ 英文：Thinking about all these, I couldn’t wait to give Sarah a call. As soon as she answered, I anxiously asked about Jim’s recent situation and if she could manage to help him. Sarah replied that she had been keeping the routine—assigning Jim tasks, tutoring him after school, and encouraging him to join class activities. She added that Jim had gradually started talking to his classmates instead of staying quiet.​ 第二段：When I revisited the school, I was amazed to see the transformation in Jim.​ →④Jim 穿着整洁的衣服，正笑着和同学讨论问题→⑤他主动过来打招呼，眼神里充满自信→⑥“我” 意识到持续的支持真的改变了他；​ 英文：When I revisited the school, I was amazed to see the transformation in Jim. He was wearing clean clothes and laughing while discussing a problem with his classmates. He came over to greet me actively, his eyes full of confidence. I realized that the consistent support we provided had truly made a positive difference in his life. 学科网（北京）股份有限公司 $