2026年高考英语读后续写专题复习---坚守的力量 导学案

该高中英语高考复习学案系统梳理了读后续写核心考点，将文本分析、情节构造、语言运用等按“角色-线索-情感”逻辑构建知识网络，通过问题导向任务（如情节线推演、情感变化分析）引导学生自主梳理续写逻辑，形成从文本解读到语言表达的完整认知框架。 亮点在于诊断性文本分析和阶梯式写作指导，开篇设置文本线索梳理表与情感线分析题，学生自主定位情节断层或情感脱节问题，培养思维品质与语言能力。每个模块配有段落构思模板和语言错误修正任务，帮助学生建立个性化写作策略，教师可通过学情数据精准指导，有效提升学生自主复习能力与写作实效。

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。 I was the new teacher with a substitute (代课老师) the students are familiar with as my co-teacher. During the first class, I found the kids sat wherever they wanted, and as the substitute attempted to lead the class, I watched the kids fixing their hair, drawing, passing notes. One girl crawled under her desk, and I spent half hour trying to coach her out. She only smiled. One boy raised his hand, crying, while the students around him began screaming. As I approached him, the smell hit me. “Go to the restroom,” the substitute instructed before calling the office for cleanup. The bell rang a few minutes later, and when the kids were out to play, the substitute looked at me. “Tracy is the girl under the desk. She can’t read at all. Paul is the same. He sits next to her.” “What do they do while they’re in a regular class?” “Just leave them to themselves.” “What about Kyle?” I asked, referring to the boy who’d had an accident. “Shouldn’t we check on him?” “No, he’ll get a change of clothes and be back later.” Soon a man came in to clean Kyle’s desk. “Hi, I’m Sylvia.” I said, offering my hand. He looked at it, then at the substitute, before turning to work without a word. The substitute said, “I am leaving for a few minutes. I’ll be back.” She didn’t return. As the man finished cleaning the desk, he said, “They didn’t tell you, did they? Most of this class has been kicked out of others. They are the rejects, the students no one else wants.” The bell rang, and he gave me a small smile. “My name is Willie. I hope you stay.” Twenty-one students entered and immediately noticed I was now alone with them. “I told you she would be gone,” one yelled. “I’m sure she’ll be back any moment,” I replied. “Even if she isn’t, I’m still here.” “Not for long,” a chorus rang out. 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: Then it hit me — they were used to rejection, to seeing others walk away. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Gradually the students realized I cared, and that I wasn’t leaving. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一．文本分析​​ 1．角色​​ ____________________________________________________________ 2．视角：第______人称​​ 3．时空线：新老师的第一堂课 ---教室 ---__________________（学生课间外出后返回） 4. 请在文章中将可能的线索都找出来​​ Why were the students misbehaving in the first class?：______________________________________________​​ What made the narrator want to check on Kyle?：____________________________________________​​ Why did Willie not shake the narrator’s hand at first?：_______________________________________​​ How did the narrator know the students were "rejects"?：___________________________________​​ What made the students yell "Not for long" when the narrator said she was staying?：_______________________​​ What did Willie mean by "I hope you stay"?：__________________________________________________​​ What was Tracy’s reaction when the narrator tried to coach her out from under the desk?：___________________​​ Why did the substitute leave and not return?：_______________________________________​​ 5．情节线​​ 新老师 Sylvia 与代课老师搭档上第一堂课→学生们课堂表现混乱（随意就座、捣乱、Tracy 钻桌底、Kyle 出意外）→代课老师透露部分学生的困境（不会阅读、被放任不管）→清洁工人 Willie 告知 “我” 学生们是被其他班级排斥的孩子，并鼓励 “我” 留下→代课老师中途离开，21 名学生返回教室，对 “我” 的坚守充满怀疑→（续写）___________________→（续写）_________________________________​ 6．情感线​​ “我”（新老师 Sylvia）：困惑（面对学生混乱表现）→担忧（关注 Kyle、好奇学生处境）→震惊（得知学生被排斥）→坚定（决定留下）→（续写）心疼（理解学生的敏感）→____________________（收获学生信任）​​ 学生们：叛逆混乱（课堂上）→怀疑戒备（面对 “我” 的坚守）→（续写）试探观望（对 “我” 的行动）→（续写）________________（感受到关爱后）​​ 代课老师：敷衍不耐烦→不负责任（中途离开）​​ Willie：友善→担忧（学生处境）→___________________（“我” 能留下）​​ 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：​ 定语从句；​ 转折连词；​ 并列句；​ 非谓语动词；​ 宾语从句；​ 省略句​​​ 9. 本文属于人与他人：​ 二、情节构造​​ 第一段提示句：Then it hit me — they were used to rejection, to seeing others walk away.​​ 衔接句 1——— 对 “realization” 提问 “‘我’意识到这一点后，会采取什么行动来打破学生的戒备？”：What action would the narrator take to break the students’ vigilance after realizing this?​​ 过渡句推演：衔接 1→？←衔接 2​​ 衔接句 2——— 对 “students’ reaction” 提问 “学生们对‘我’的行动会有怎样的反应？”：What would the students’ reaction be to the narrator’s action?​​ 第二段提示句：Gradually the students realized I cared, and that I wasn’t leaving.​​ 衔接句 3——— 对 “realization” 提问 “学生们意识到‘我’的真心后，会有哪些具体变化？”：What specific changes would the students have after realizing the narrator’s sincerity?​​ 过渡句推演：衔接 3→？←主题​​ 主题：（提示：围绕 “坚守的力量”“信任需要时间与付出”“被排斥的孩子更渴望被接纳” 等核心）​​ 三．段落构思​​ 第一段：Then it hit me — they were used to rejection, to seeing others walk away.→①→②→③；​​ 英文：​ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​​ 第二段：Gradually the students realized I cared, and that I wasn’t leaving.→④→⑤→⑥。​ 英文：​ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​​​​ 参考答案​ 一．文本分析​​ 1．角色​​ ​“我”（新老师 Sylvia）：细心负责、有耐心、充满同理心，不轻易放弃被排斥的学生，用坚守传递善意与信任；​​ 代课老师：不负责任、敷衍了事，对学生缺乏耐心与关爱，最终选择中途离开；​​ 学生们（Tracy、Paul、Kyle 等 21 人）：大多被其他班级排斥，内心敏感自卑，习惯了被抛弃，对新老师充满怀疑，渴望被关注与接纳；​​ Willie（清洁工人）：善良体贴、观察力强，向 “我” 透露学生的真实处境，鼓励 “我” 留下来。​ 2．视角：第一人称​​ 3．时空线：新老师的第一堂课 --- 教室 --- 教室（学生课间外出后返回）​​ 4. 请在文章中将可能的线索都找出来​​ Why were the students misbehaving in the first class?：They were used to being rejected and ignored, so they misbehaved to express their dissatisfaction or attract attention.​​ What made the narrator want to check on Kyle?：She cared about Kyle’s safety and well-being after he had an accident and cried.​​ Why did Willie not shake the narrator’s hand at first?：He might have been unsure about the narrator’s attitude towards the students, or he was used to others’ indifference to the students and the job.​​ How did the narrator know the students were "rejects"?：Willie, the cleaner, told her that most of the class had been kicked out of other classes and no one else wanted them.​​ What made the students yell "Not for long" when the narrator said she was staying?：They were used to people leaving them, so they didn’t believe the new teacher would stay.​​ What did Willie mean by "I hope you stay"?：He knew the students were in need of someone who cared about them and wouldn’t abandon them, and he believed the narrator was such a person.​​ What was Tracy’s reaction when the narrator tried to coach her out from under the desk?：She only smiled and refused to come out.​​ Why did the substitute leave and not return?：She was irresponsible and didn’t want to deal with the difficult students.​​ 5．情节线​​ ​新老师 Sylvia 与代课老师搭档上第一堂课→学生们课堂表现混乱（随意就座、捣乱、Tracy 钻桌底、Kyle 出意外）→代课老师透露部分学生的困境（不会阅读、被放任不管）→清洁工人 Willie 告知 “我” 学生们是被其他班级排斥的孩子，并鼓励 “我” 留下→代课老师中途离开，21 名学生返回教室，对 “我” 的坚守充满怀疑→（续写）“我” 顿悟学生们习惯了被抛弃→（续写）学生们逐渐意识到 “我” 的真心，建立信任​ 6．情感线​​ “我”（新老师 Sylvia）：困惑（面对学生混乱表现）→担忧（关注 Kyle、好奇学生处境）→震惊（得知学生被排斥）→坚定（决定留下）→（续写）心疼（理解学生的敏感）→欣慰（收获学生信任）​​ 学生们：叛逆混乱（课堂上）→怀疑戒备（面对 “我” 的坚守）→（续写）试探观望（对 “我” 的行动）→（续写）接纳信任（感受到关爱后）​​ 代课老师：敷衍不耐烦→不负责任（中途离开）​​ Willie：友善→担忧（学生处境）→期待（“我” 能留下）​​ 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：新老师 Sylvia 与代课老师一起上第一堂课，学生们表现混乱，部分学生面临学习困境且被放任不管。清洁工人 Willie 告知 Sylvia 这些学生大多被其他班级排斥，是没人要的孩子。代课老师中途离开，学生们对 Sylvia 的坚守充满怀疑，而 Sylvia 决定留下来陪伴他们。​​ 英文：Sylvia, a new teacher, teamed up with a substitute for her first class, where the students misbehaved badly. Some students were in trouble (unable to read, left unattended), and Willie, the cleaner, told Sylvia that most of the students had been kicked out of other classes and were unwanted. The substitute left halfway, and the students doubted Sylvia’s promise to stay, but Sylvia was determined to accompany them.​​ 8. 句式：​ 定语从句：The students, who had been kicked out of other classes, were used to rejection.​​ 转折连词：I tried to coach her out, but she only smiled.​​ 并列句：They sat wherever they wanted, and the substitute attempted to lead the class.​​ 非谓语动词：I watched the kids fixing their hair, drawing, passing notes.​​ 宾语从句：I realized they were used to seeing others walk away.​​ 省略句：“Go to the restroom,” the substitute instructed (him) before calling the office.​​ 9. 本文属于人与他人：师生之间的信任建立与坚守，关注被排斥群体的心理需求 二、情节构造​​ 第一段提示句：Then it hit me — they were used to rejection, to seeing others walk away.​​ 衔接句 1——— 对 “realization” 提问 “‘我’意识到这一点后，会采取什么行动来打破学生的戒备？”：What action would the narrator take to break the students’ vigilance after realizing this?​​ 过渡句推演：衔接 1→What small and sincere gestures would the narrator use to show her care instead of strict discipline? ←衔接 2​​ 衔接句 2——— 对 “students’ reaction” 提问 “学生们对‘我’的行动会有怎样的反应？”：What would the students’ reaction be to the narrator’s action?​​ 第二段提示句：Gradually the students realized I cared, and that I wasn’t leaving.​​ 衔接句 3——— 对 “realization” 提问 “学生们意识到‘我’的真心后，会有哪些具体变化？”：What specific changes would the students have after realizing the narrator’s sincerity?​​ 过渡句推演：衔接 3→How would the students’ changes reflect their trust in the narrator? ←主题​​ 主题：坚守的力量能融化敏感心灵的坚冰，真心的关爱与不放弃，是建立信任的基石；被排斥的孩子看似叛逆，实则渴望被接纳与珍视。​​ 三．段落构思​​ 第一段：Then it hit me — they were used to rejection, to seeing others walk away.→①“我” 没有批评学生，而是拿起粉笔在黑板上画了一个简单的笑脸，分享自己小时候被忽视的经历→②学生们逐渐安静下来，Tracy 从桌底下探出脑袋，Kyle 停下了扭动的身体→③“我” 拿出彩笔和纸，邀请大家画自己想成为的样子，没有对错之分；​​ 英文：Then it hit me — they were used to rejection, to seeing others walk away. Instead of scolding them, I picked up a piece of chalk and drew a simple smile on the blackboard. “I used to feel left out too when I was little,” I said softly. The classroom gradually fell silent. Tracy poked her head out from under the desk, and Kyle stopped twisting his shirt. I took out crayons and paper, handing them to each student: “Draw what you want to be — there’s no right or wrong.” Some hesitated, but when I sat down beside Paul and helped him hold the crayon, he slowly started drawing.​​ 第二段：Gradually the students realized I cared, and that I wasn’t leaving.→④Tracy 开始主动坐在座位上，还会举手问简单的问题；Paul 愿意分享自己的画作，Kyle 会提醒同学遵守课堂秩序→⑤有一天，学生们偷偷在 “我” 的教案里夹了一张画，画着 21 个小人围着一个大笑脸，标注着 “Ms. Sylvia”→⑥“我” 看着画作，深刻体会到：对这些孩子来说，最珍贵的教育不是知识灌输，而是长久的陪伴与坚定的信任。​​ 英文：Gradually the students realized I cared, and that I wasn’t leaving. Tracy started sitting at her desk voluntarily and even raised her hand to ask simple questions. Paul would eagerly show me his dinosaur drawings, and Kyle would gently remind his classmates to be quiet during class. One day, I found a crumpled drawing in my lesson plan — 21 small figures surrounding a big smile, labeled “Ms. Sylvia.” Looking at the drawing, I deeply understood that for these children, the most precious education wasn’t knowledge, but long-term companionship and unshakable trust. I knew my decision to stay had lit a spark of hope in their hearts.​ 学科网（北京）股份有限公司 $