2026届高三英语读后续写专项复习---Amelia数学学习困境 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。

Amellia received her end-of-year exam results-another failure in mathematics. Staring at the numbers and symbols, which were difficult to understand, in the test paper, she had to fight back her tears. She put the test paper aside and lay on the sofa, saying to herself, “I can never do this," in disappointment.

Having seen all this, Amellia's father came, sitting beside her, “You can, if you think you can,” he said. His voice carried the firm message it always did when repeating his life's mantra（口头禅）.

“That's easy for you to say," Amellia groaned （嘟囔），“Math makes no sense to me.”

Her father sighed, removing his glasses. "When I was thirteen, I was asked to stand before the class to read aloud. I couldn't. The words swam on the page. Dyslexia（阅读困难症）. No one understood it then. But my father told me those same words——'You can, if you think you can' and eventually, I proved him right.”

Amellia wiped her nose, her father's mantra sounding meaningless to her. Anyway, her problem was not dyslexia; it was math!

Months passed with little progress. Treating her efforts as useless, Amellia even gave up her struggle.

Each of Mr. Thompson's math classes felt like approaching a battlefield unarmed. Unsurprisingly, she got another D for math in the October exam and she almost gave herself up as hopeless.

That evening, Dad seated Amellia at the kitchen table and placed a cup of tea before her. “I'm poor at math," she sighed to the steaming liquid. “You are poor at math,” he agreed, surprising her. “But one day you'll say you were poor at math." He patted her shoulder. "The question is-do you want that day to come?”

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。

Something in Dad's tone inspired Amellia.

On exam day, Amellia's hands shook as she entered the hall to take the math exam.

一、文本分析

1．角色：_____________________________________________________________________________________

2．视角

第______人称视角

3．时空线

Amelia的家中（看到年终数学考试不及格，失望沮丧）--- 家中沙发旁（父亲用自身阅读困难的经历鼓励她，Amelia未被说服）--- 学校教室（Thompson先生的数学课让Amelia倍感艰难）--- 家中（十月考试仍得D，Amelia近乎绝望）--- 家中厨房（父亲以全新方式引导Amelia反思）---（续写）__________ ---（续写）__________

4．文章线索

（1）“Amelia的数学学习困境”对情节发展有何作用？它如何成为连接Amelia与父亲的关键纽带？

（2）父亲“自身克服阅读困难的经历”与“Amelia数学困境”有何内在关联？二者如何共同凸显相关主题？

（3）“Amelia说‘Math makes no sense to me’”和“十月考试后近乎绝望”这两个细节有何深层意义？它们如何为后续Amelia的转变做铺垫？

（4）故事的核心冲突是什么？“Amelia的自我否定与父亲的积极引导”这条线索是如何逐步推进的？

5．情节线

Amelia年终数学考试不及格，失望沮丧 --- 父亲分享自身克服阅读困难的经历鼓励她，Amelia认为不适用而未接受 --- 数月后学习无进展，Thompson的数学课让她痛苦，十月考试再得D，近乎绝望 --- 父亲在厨房承认她目前数学差，以“是否想改变”提问引导她 ---（续写）__________ ---（续写）__________

6．情感线

Amelia：考试失败后的失望→ 对父亲鼓励的抵触→ 持续受挫后的自我否定与放弃→ 父亲引导后的触动→ __________ → __________ → __________

父亲：看到女儿失望后的关切→ 首次引导时的温和坚定→ 女儿持续受挫后的耐心→ 厨房引导时的精准且富有智慧→ __________

Thompson先生：课堂氛围的营造者，间接传递出对学生学习状态的常规要求，无明显情感变化。

7．文章大意概括

中文：

__________________________________________________________________________________________________________________________________________________________________________________________________

英文：

_________________________________________________________________________________________________________________________________________________________________________________________________

8．句式示例

宾语从句：

同位语：

状语从句：

比喻：

9．主题归类

__________________________________________________________________________________________________________________________________________________________________________________________________

二、情节构造

第一段提示句：Something in Dad's tone inspired Amellia.

衔接句 1——对“激励后的行动与过程”提问：Amelia会采取哪些具体行动学数学？是求助老师、制定计划还是刷题？过程中会遇到哪些困难？如何克服？

衔接句 2——对“努力中的心理变化与铺垫”提问：Amelia在努力过程中心态会有怎样的变化？是从勉强坚持到逐渐找到成就感吗？如何为考试场景做铺垫？

过渡逻辑：请说明第一段情节如何为第二段的“考试场景”做铺垫：

_______________________________________________________________________________________________

第二段提示句：On exam day, Amellia's hands shook as she entered the hall to take the math exam.

衔接句 1——对“考试中的表现与心理”提问：Amelia紧张的同时会有怎样的应对？是回忆练习方法还是父亲的鼓励？解题过程会顺利吗？会遇到突发情况吗？

衔接句 2——对“考试结果与主题升华”提问：考试结果如何？是取得显著进步吗？如何通过结果体现核心主题？与开头的失败形成怎样的对比？

主题：____________________________________________________________________________________

三、段落构思

第一段：Something in Dad's tone inspired Amellia.

请按“受激励→行动规划→执行过程→心理变化”的逻辑，梳理第一段写作思路：

_________________________________________________________________________________________________________________________________________________________________________________________________

续写：Something in Dad's tone inspired Amellia.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

第二段：On exam day, Amellia's hands shook as she entered the hall to take the math exam.

请按“紧张应对→解题过程→交卷后状态→结果与感悟”的逻辑，梳理第二段写作思路：

__________________________________________________________________________________________________________________________________________________________________________________________________

续写：On exam day, Amellia's hands shook as she entered the hall to take the math exam.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

参考答案

一、文本分析

1．角色

Amelia：一名学生，数学成绩持续不佳，从失望、自我否定到尝试放弃，在父亲的引导下逐渐重拾信心，是“克服学习困境”的核心人物。

Amelia的父亲：富有教育智慧，自身曾克服阅读困难症，用自身经历和温和且坚定的态度引导Amelia，是推动Amelia心态转变的关键人物。

Thompson先生：Amelia的数学老师，其课堂对Amelia而言如同“战场”，侧面烘托Amelia数学学习的艰难，是背景性人物。

2．视角

第____一____人称视角（以Amelia的经历和心理活动为叙事主线）