2026届高三英语读后续写专项复习-----勇敢迈出那一步 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。 The last lesson of the day was PE class. Mary was skipping rope on the playground, surrounded by several classmates watching her. It was her best sport. The rope spun (旋转) quickly as she jumped. When time was up, the counter showed 201 skips. Smiling, Mary flashed a victory sign to the crowd. Just then, the school bell rang—class was over. Mary packed up her skipping rope. It was time to give her answer to Ms. White. That morning, Ms. White had asked her if she would be willing to take charge of the class bulletin board (板报) for the upcoming competition. The student who usually handled it, Lily, was out sick, and someone needed to step in. Mary was shocked that Ms. White had chosen her. She responded nervously, insisting that her handwriting was terrible. But Ms. White reassured her, saying she believed in her ability and encouraged her to think it over and let her know her decision after school. Now, walking toward the teachers’ office, Mary felt nervous. The thought of her messy handwriting being put up on the wall for everyone to see made her stomach turn. She had already made up her mind to say no. With that decision in mind, she quickened her pace and ran across the sports ground. Mary was about to pass the sandpit (沙坑) when someone nearby caught her attention. It was Tom from a different class. In her mind, Tom had never been good at long jump, but he was practicing it. Curious, she went over to ask what he was doing. Tom explained that no one else had signed up for the long jump event, and without a participant, their class wouldn’t get any points in the school sports meeting. So when the headteacher asked if anyone would give it a try, he volunteered. Mary reminded him that he wasn’t good at it, but Tom simply said he knew that and that it wasn’t about being the best, but about trying and doing his part for the class. Then he went back to practicing. What a similar issue they both faced! 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。 Paragraph 1: Mary stood there, watching Tom practicing patiently and hard._______________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________ Paragraph 2: With determination, Mary stepped into the teachers’ office. __________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色：_________________________________________________________________ 第______人称视角 3．时空线 学校操场（体育课上Mary跳绳表现出色，获得同学认可）--- 操场（下课铃响，Mary想起需给Ms. White回复板报任务的决定）--- 教室到教师办公室的路上（Mary因担心书法差决定拒绝任务，内心紧张）--- 学校沙坑旁（Mary路过时看到Tom练习不擅长的跳远，与其交流后深受触动）---（续写）_________________________（Mary在沙坑旁反思，决定改变想法接受任务）---（续写）_________________________（Mary走进教师办公室，向Ms. White表明决定并寻求支持） 4．文章线索 （1）Mary从“坚决拒绝接手板报”到“主动接受任务”的转变，直接原因是什么？这种转变体现了她怎样的心理变化？ （2）Ms. White为何会选择书法不自信的Mary接手板报？她的“信任”在Mary的成长中起到了什么作用？ （3）Mary“跳绳出色”与“书法自卑”的反差，以及Tom“不擅长跳远却主动参与”的行为，两者结合有什么表达效果？ （4）故事的核心冲突是什么？“突破自我”这条线索是如何通过情节逐步推进的？ 5．情节线 体育课上，Mary跳绳表现出色，获得同学围观认可--- 下课铃响，Mary想起早上Ms. White的邀请：________________________________________________________________--- 前往教师办公室的路上，Mary因担心书法被众人看见而决心拒绝--- 路过沙坑时，Mary看到不擅长跳远的Tom在刻苦练习，得知其为班级荣誉主动报名，Tom“重在尝试”的话让她深受触动---（续写）Mary联想到自己的犹豫，对比Tom的勇气，决定放下顾虑接受板报任务---（续写）_____________________________________________________________________________ 6．情感线 Mary：跳绳成功的自豪→ 想起板报任务的紧张→ 因书法自卑的焦虑→ 决定拒绝的坚定→ 看到Tom练习的好奇→ _________________（听闻Tom理由的触动→ 对比自我的反思）→ _________________（下定决心的坚定→ 主动接受任务的释然） Tom：练习跳远的专注→ 被询问时的坦然→ 谈及动机的真诚→ _________________（坚持练习的执着→ 对Mary鼓励的隐性传递） Ms. White：邀请Mary时的期待→ 面对Mary犹豫的包容→ _________________（等待回复的耐心→ 听到接受决定的欣慰→ 提供支持的热情） 7．文章大意概括 中文： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 英文： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8．句式示例 宾语从句： 非谓语动词： 倒装句： 同位语： 状语从句： 夸张： 排比： 9．主题归类 ___________________________________________________________________________二、情节构造 第一段提示句：Mary stood there, watching Tom practicing patiently and hard. 请思考以下问题，梳理第一段情节思路： 衔接句 1—— 对“内心触动”提问：Tom练习时的哪些细节（如动作、神态）让Mary印象深刻？Tom的话在Mary心中引发了怎样的联想？ 衔接句 2—— 对“观念转变”提问：Mary如何将Tom的“跳远经历”与自己的“板报任务”联系起来？她推翻原有决定的关键心理活动是什么？ 过渡逻辑：请说明第一段情节如何为第二段的“走进办公室”做铺垫： 第二段提示句：With determination, Mary stepped into the teachers’ office. 请思考以下问题，梳理第二段情节思路： 衔接句 1—— 对“沟通场景”提问：Ms. White看到Mary时的反应是什么？Mary是如何表达自己决定的？她是否会提及自己的顾虑或转变的原因？ 衔接句 2—— 对“后续规划”提问：Ms. White会给予Mary怎样的具体支持？Mary对完成任务有了哪些初步想法？这个决定让Mary获得了怎样的心理感受？ 主题： 真正的成长不在于规避不足，而在于正视恐惧并勇敢尝试，他人的勇气与他人的信任能成为突破自我的重要力量。 三、段落构思 第一段：Mary stood there, watching Tom practicing patiently and hard. 请按“观察细节→回忆对话→关联自身→下定决心”的逻辑，梳理第一段写作思路： 思路：→①_____________________________________→②_____________________________________→③_____________________________________→④_____________________________________ 第一段续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 请按“表明决定→说明缘由→获得支持→规划行动”的逻辑，梳理第二段写作思路： 思路：→①_____________________________________→②_____________________________________→③_____________________________________→④_____________________________________ 第二段续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Mary：本文主人公，跳绳技艺出色但对自己的 handwriting（书法）缺乏自信，起初因恐惧失败犹豫是否接手板报任务，受Tom启发后突破自我，是成长型角色。 Tom：Mary的同级不同班同学，不擅长跳远却为班级荣誉主动报名，用“重在尝试”的态度打动Mary，是推动Mary转变的关键触发者。 Ms. White：Mary的老师，有教育智慧，善于发现学生潜力，主动邀请Mary接手板报并给予鼓励，是信任与机会的给予者。 Lily：原本负责板报的学生，因生病无法参与比赛，其缺席为Mary的出场创造了契机，是情节的背景性角色。 Mary的 classmates：在操场观看Mary跳绳并给予关注，体现Mary在擅长领域的出色表现，与她在书法上的自卑形成反差。 Tom的班主任：虽未直接出场，但通过Tom的讲述可知其善于动员学生，为Tom主动参与跳远提供了情境，是背景性推动者。 2．视角 第___一___人称视角（以Mary的所见所闻所感为线索） 3．时空线 学校操场（体育课上Mary跳绳表现出色，获得同学认可）--- 操场（下课铃响，Mary想起需给Ms. White回复板报任务的决定）--- 教室到教师办公室的路上（Mary因担心书法差决定拒绝任务，内心紧张）--- 学校沙坑旁（Mary路过时看到Tom练习不擅长的跳远，与其交流后深受触动）---（续写）操场（Mary在沙坑旁反思，决定改变想法接受任务）---（续写）教师办公室（Mary走进教师办公室，向Ms. White表明决定并寻求支持） 4．文章线索 （1）直接原因：看到不擅长跳远的Tom为班级荣誉刻苦练习，听到Tom“重在尝试而非做得最好”的话，受到强烈触动。心理变化：从“因自卑而逃避”到“正视不足并主动担当”，从“恐惧他人评价”到“关注自我付出”，实现了从自我否定到自我接纳的心理跨越。 （2）选择原因：Ms. White作为老师，不仅看到Mary的不足（书法差），更发现了她的优势（可能具备的创意、组织能力，从跳绳的出色表现可看出其执行力）；她希望通过这个任务帮助Mary突破自我，培养自信。作用：Ms. White的信任是Mary的“初始动力”——若没有老师的主动邀请，Mary不会面临这个“挑战自我”的机会；而当Mary受Tom启发后，老师的信任又成为她“坚定决定”的支撑，让她相信自己值得被期待。 表达效果：形成鲜明的对比与呼应，Mary“擅长领域的自信”反衬出“不擅长领域的自卑”，突出其心理困境；Tom“不擅长却主动尝试”的行为则为Mary提供了“破局范例”，两者结合让Mary的转变更具合理性与说服力，也让“突破自我”的主题更具象化。 核心冲突：Mary“对书法的自卑与对失败的恐惧”与“老师的信任及集体任务的需求”之间的冲突。推进线索：从“擅长领域的自信（铺垫）”→“面对不擅长任务的逃避（冲突出现）”→“目睹他人突破的启发（转折契机）”→“内心挣扎后的觉醒（冲突缓解）”→“主动接受任务（冲突解决）”，层层递进展现Mary突破自我的完整过程。 6．情感线 Mary：跳绳成功的自豪→ 想起板报任务的紧张→ 因书法自卑的焦虑→ 决定拒绝的坚定→ 看到Tom练习的好奇→ 听闻Tom理由的触动→ 对比自我的反思→ 下定决心的坚定→ 主动接受任务的释然→ 规划行动的兴奋 Tom：练习跳远的专注→ 被询问时的坦然→ 谈及动机的真诚→ 遭遇挫折的坚韧→ 坚持练习的执着→ 对Mary鼓励的隐性传递 Ms. White：邀请Mary时的期待→ 面对Mary犹豫的包容→ 等待回复的耐心→ 听到接受决定的欣慰→ 提供支持的热情→ 认可Mary想法的赞许 7．文章大意概括 中文： 体育课上，Mary跳绳表现出色，赢得同学喝彩。下课後，她想起早上Ms. White的邀请——因原负责人Lily生病，希望她接手班级板报比赛任务，而Mary因对自己的书法不自信，当时未敢答应，需放学后回复。前往教师办公室的路上，Mary因担心书法被全校看到而决心拒绝。路过沙坑时，她看到不擅长跳远的Tom在刻苦练习，得知Tom是为了班级荣誉主动报名参赛，还说“重要的不是做得最好，而是尝试并为班级尽力”。Tom的话让Mary深受触动，她意识到自己不应因恐惧失败而放弃。最终，Mary走进办公室，主动向Ms. White表示愿意接手板报任务，Ms. White给予了她鼓励与支持。这个过程中，Mary学会了正视不足，勇敢迈出尝试的一步。 英文： In PE class, Mary performed excellently in rope skipping and won applause from her classmates. After class, she remembered Ms. White's invitation in the morning—since Lily, the original person in charge, was sick, Ms. White hoped Mary would take over the class bulletin board for the upcoming competition. However, Mary was not confident in her handwriting and hadn't agreed immediately, needing to give a reply after school. On her way to the teachers' office, Mary was determined to refuse because she was afraid her poor handwriting would be seen by everyone. Passing the sandpit, she saw Tom, who was not good at long jump, practicing hard. She learned that Tom volunteered for his class honor and said, "It's not about being the best, but about trying and doing my part for the class." Tom's words deeply touched Mary. She realized she shouldn't give up due to fear of failure. Finally, Mary walked into the office and offered to take the task. Ms. White gave her encouragement and support. During this process, Mary learned to face her shortcomings and bravely take the step of trying. 8．句式示例 宾语从句： Ms. White asked Mary if she would be willing to take charge of the class bulletin board. 非谓语动词： Surrounded by several classmates watching her, Mary was skipping rope on the playground. 倒装句： Never had Mary thought she would change her mind before meeting Tom. 同位语： Tom, a boy from a different class who wasn't good at long jump, volunteered for the event. 状语从句： When time was up, the counter showed 201 skips. 夸张： The thought of her messy handwriting made her stomach turn so much that she almost couldn't walk. 排比： It's not about being perfect, not about winning praise, but about trying our best to take responsibility. 9．主题归类 突破自我的勇气（正视自身不足，不因恐惧失败而放弃尝试）；责任与担当（为集体荣誉或信任，主动承担不擅长的任务）；榜样的力量（他人的积极行为能启发自我成长，实现认知转变）；信任的价值（老师的信任为学生提供突破自我的动力，是成长的重要支撑）。 二、情节构造 第一段提示句 衔接句 1：Tom练习的细节——多次落地不稳却不放弃，拍掉身上灰尘时的坦然，眼神中对目标的专注；Mary联想到自己：跳绳时也是反复练习才达到出色水平，而面对书法却连尝试都不敢，Tom的坚持让她意识到“不足可以通过努力弥补”。 衔接句 2：Mary将两者关联——Tom为班级主动承担不擅长的跳远，自己为何不能为班级接手不擅长的板报？关键心理活动：“害怕被嘲笑”的恐惧与“想突破自我”的渴望对抗，最终Tom的“尝试精神”占上风，让她明白“即使做得不完美，努力的过程也有价值”。 过渡逻辑：第一段通过心理描写完成Mary的“观念转变”，让她从“拒绝”变为“愿意接受”，为第二段“走进办公室”的行动提供了充足的心理依据，使后续情节顺理成章。 第二段提示句 衔接句 1：Ms. White看到Mary坚定的神情，露出了然的微笑（体现老师的预判与期待）；Mary主动开口表明决定，坦诚自己仍担心书法，但会尽力做好，并简要提及Tom的故事作为转变的原因；Ms. White对Tom的行为表示赞赏，同时肯定Mary的勇气。 衔接句 2：Ms. White提出具体支持——联系Lily提供书法技巧指导，提供彩色卡纸、画笔等材料；Mary提出初步规划：用自己擅长的创意设计（如结合班级特色画插图）弥补书法不足；Mary的心理感受：摆脱焦虑后的轻松，以及对挑战的期待，获得了“主动掌控”的成就感。 三、段落构思 第一段 思路：→①Mary观察到Tom多次跳远失误却坚持练习，神情专注不气馁→②回忆起Tom“为班级尽力，重在尝试”的话，内心受到冲击→③联想到自己擅长跳绳也是反复练习的结果，而对板报只因书法差就放弃→④对比Tom的勇气，Mary放下恐惧，决定接受板报任务 第一段续写：Mary stood there, watching Tom practicing patiently and hard. He stumbled several times wherepeatedly on landing, dust covering his clothes, but he just brushed it off and kept trygoing, his eyes fixed on the sandpit. Tom's words echoed in her mind: "It's not about being the best, but about trying." Suddenly, she thought of her own hesitation—she was good at organizing and had ideas for the bulletin board, but just feared her bad handwriting. Compared withto Tom's courage to face his weakness, her fear seemed trivial. She tookTaking a deep breath, her nervousness fading awayed. She made up her mind to take the task and do her best. 第二段 思路：→①Mary坚定地向Ms. White表示愿意接手任务，提及Tom的启发→②Ms. White赞赏她的决定，承诺联系Lily提供书法帮助→③Mary主动分享用彩色插图弥补书法不足的初步想法→④获得支持后，Mary满怀信心地准备开始工作，内心充满成就感 第二段续写：With determination, Mary stepped into the teachers’ office. Ms. White looked up from her desk and smiled, as if expecting her. "Ms. White, I'd like to take charge of the bulletin board," Mary said firmly. She briefly told Ms. White about Tom and how hehow Tom inspired her. Ms. White nodded in approvalingly: "I knew you had it in youcould. We can ask Lily for advice on handwriting later." Mary felt radvice." Relieved and excited. She even, Mary shared her initial idea of using colorful drawings to make up for the handwriting. As she left the office, she walked with her head held high, ready to embrace the challenge. 学科网（北京）股份有限公司 $