2026届高三英语读后续写专项复习---Lily接力赛中坚持不放弃 导学案

该高中英语高考复习学案聚焦读后续写专题，系统整合情节逻辑、情感发展、主题升华等核心考点，通过文本分析（角色、时空线、线索）构建“失误-支持-振作”的情节框架，借助问题链（如“核心冲突如何推进”“细节如何铺垫后续行动”）引导学生自主梳理续写要素，形成从文本解读到情节构建的完整认知体系。 亮点在于任务驱动式自主学习设计与思维品质培养，如“情节线补全”“情感线填空”等诊断任务帮助学生定位薄弱环节，参考答案中的续写范例提供语言表达范本。学案通过“线索分析-情节构造-段落构思”三阶任务，提升学生逻辑推断与语言表达能力，教师可依据学生文本分析结果精准指导，实现个性化复习与因材施教。

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。 It was a sunny Friday afternoon, and the school sports field was filled with excitement. The annual sports meeting was in full swing, and the atmosphere was electric. Students were cheering, teachers were busy organizing events, and athletes were stretching or practicing their starts. Among them was Lily, a shy but determined senior high student who was about to take part in the 4×100-meter relay race as the last runner. She fixed her eyes nervously on the distant finish line. Lily’s team had practiced for weeks, and they had high hopes of winning. She stood at the starting point, watching her teammates run towards her. The first runner passed the baton (接力棒) smoothly to the second, and then the second to the third. As the third runner approached, Lily stretched out her hand, ready to grab the baton. But just as the baton was about to reach her, a strong wind blew, and she accidentally stepped on a small stone, losing her balance. She fell to the ground, hurting her knee and dropping the baton. The baton rolled a few feet away, and she stared at it in horror as time seemed to slow down. Tears welled up in Lily’s eyes as she saw the other teams’ last runners speeding past her. She felt ashamed and disappointed, thinking she had let her team down. She sat on the ground, not knowing what to do. The noise of the crowd seemed to die down, and all she could feel was the pain in her knee and the weight of her failure. But then, something unexpected happened. Her teammates rushed over to her, instead of blaming her, they knelt down and asked if she was okay. The third runner, Anna, put a hand on her shoulder and said softly, “It’s not over yet, Lily. We’re all here for you.” Other students from the crowd also came over, some bringing some water to her. A school doctor quickly arrived and dressed her wound. 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。 Despite the pain in her knee, Lily didn’t want to give up halfway. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Lily, together with her teammates, began to run slowly. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 ________________________________________________________________________ 2．视角 第______人称视角 3．时空线 学校运动场（运动会现场，气氛热烈，Lily 准备参加 4×100 米接力赛）--- 接力赛赛道旁（Lily 接棒时摔倒，弄丢接力棒，内心自责）--- 赛道边（队友上前安慰，观众和校医提供帮助）--- （续写）____________________（第一段续写场景）--- （续写）____________________（第二段续写场景） 4．文章线索 （1）“Lily 的失误自责” 与 “队友的包容支持” 对情节发展有何作用？它如何成为推动 Lily 重新振作的关键力量？ （2）“团队数周的刻苦训练” 与 “比赛中的意外摔倒” 有何内在关联？二者如何共同凸显相关主题？ （3）“Lily 的胆怯但坚毅的性格” 和 “众人的鼓励” 这两个细节有何深层意义？它们如何为后续 Lily 的行动做铺垫？ （4）故事的核心冲突是什么？“比赛失利的挫败感与永不言弃的信念” 这条线索是如何逐步推进的？ 5．情节线 学校运动会举行，Lily 作为接力赛最后一棒选手紧张备战 --- 接力赛进行中，Lily 接棒时意外摔倒丢棒，看着对手超越满心自责 --- 队友未指责反而安慰，观众和校医提供帮助 --- （续写）____________________________ --- （续写）__________________________________________ 6．情感线 Lily：赛前的紧张→ 摔倒后的自责与失望→ 得到帮助后的感动→ 重拾信心的__________→ 奔跑时的__________→ 冲线后的__________ 队友：赛前的期待→ 看到 Lily 摔倒的焦急→ 安慰 Lily 时的__________→ 陪跑时的__________→ 冲线后的__________观众：观赛时的兴奋→ 看到意外的惊讶→ 鼓励 Lily 团队时的__________→ 见证冲线的__________ 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：Despite the pain in her knee, Lily didn’t want to give up halfway. 衔接句 1—— 对 “Lily 的行动与决心” 提问：Lily 会如何克服膝盖的疼痛站起身？她会如何处理接力棒？会对队友说出怎样坚定的话语？衔接句 2—— 对 “队友的回应与行动” 提问：队友听到 Lily 的想法后会有怎样的反应？会提出怎样的建议？是否会做出陪伴 Lily 的决定？过渡逻辑：请说明第一段情节如何为第二段的 “Lily 和队友一起奔跑” 做铺垫：________________________________________________________________ 第二段提示句：Lily, together with her teammates, began to run slowly. 衔接句 1—— 对 “奔跑过程与众人反应” 提问：Lily 和队友奔跑时的状态如何？膝盖的疼痛是否会影响她？观众看到这一幕会有怎样的反应？衔接句 2—— 对 “情节结局与主题升华” 提问：他们最终是否成功冲过终点线？冲线后众人会有怎样的表现？这次经历让 Lily 和队友收获了什么？如何呼应 “永不言弃与团队精神” 的主题？主题：________________________________________________________________ 三、段落构思 第一段：Despite the pain in her knee, Lily didn’t want to give up halfway. 梳理第一段写作思路： __________________________________________________________________________________________________________________________________________________________ 续写： ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：Lily, together with her teammates, began to run slowly. 梳理第二段写作思路： __________________________________________________________________________________________________________________________________________________________ 续写： ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Lily：高中女生，性格腼腆但意志坚定，4×100 米接力赛最后一棒选手，意外摔倒后在队友鼓励下重拾勇气完成比赛。Anna 及其他队友：团结友爱、包容互助，面对队友失误不指责，而是主动安慰并陪伴完成比赛。观众与校医：热心善良，在 Lily 受伤后主动提供帮助，用欢呼给予支持。 2．视角 第三人称视角（提示：以旁观者角度聚焦运动会现场、Lily 的遭遇与团队的行动，客观呈现事件发展） 3．时空线 学校运动场（运动会现场，气氛热烈，Lily 准备参加 4×100 米接力赛）--- 接力赛赛道旁（Lily 接棒时摔倒，弄丢接力棒，内心自责）--- 赛道边（队友上前安慰，观众和校医提供帮助）--- （续写）接力赛赛道上（第一段续写场景）--- （续写）接力赛终点线前（第二段续写场景） 4．文章线索 （1）“Lily 的失误自责” 与 “队友的包容支持” 对情节发展有何作用？它如何成为推动 Lily 重新振作的关键力量？ 作用：构成情节的转折点，将 “意外失利” 的消极局面转化为 “团结奋进” 的积极走向；队友的包容支持是 Lily 战胜挫败感、鼓起勇气继续比赛的核心动力，凸显团队精神的价值。 （2） “团队数周的刻苦训练” 与 “比赛中的意外摔倒” 有何内在关联？二者如何共同凸显相关主题？ 内在关联：数周的刻苦训练体现了团队对比赛的重视与付出，意外摔倒则打破了夺冠的期待，二者形成 “努力与挫折” 的对比；凸显 “真正的比赛不仅是为了夺冠，更是为了坚守信念、完成挑战” 的主题。 （3） “Lily 的胆怯但坚毅的性格” 和 “众人的鼓励” 这两个细节有何深层意义？它们如何为后续 Lily 的行动做铺垫？ 深层意义：Lily 的 “胆怯” 符合其人物设定，“坚毅” 则是她不放弃的内在基础；众人的鼓励是外在推力，二者结合让 Lily 的 “重新站起” 更具合理性。铺垫：为 Lily 克服疼痛、决定继续比赛的情节提供了性格与情感支撑，让后续行动顺理成章。 （4） 故事的核心冲突是什么？“比赛失利的挫败感与永不言弃的信念” 这条线索是如何逐步推进的？ 核心冲突：Lily 因意外摔倒错失夺冠机会的挫败感，与她内心不愿半途而废的坚毅信念之间的矛盾。推进过程：①铺垫：Lily 紧张备战，团队刻苦训练，满怀夺冠希望；②爆发：接棒时意外摔倒，看着对手超越，陷入自责与失望；③转折：队友安慰、众人相助，给予 Lily 重新站起的勇气；④解决：Lily 与队友携手冲过终点，完成比赛，超越胜负本身。 5．情节线 学校运动会举行，Lily 作为接力赛最后一棒选手紧张备战 --- 接力赛进行中，Lily 接棒时意外摔倒丢棒，看着对手超越满心自责 --- 队友未指责反而安慰，观众和校医提供帮助 --- （续写）Lily 克服疼痛，捡起接力棒，决定和队友一起完成比赛 --- （续写）Lily 与队友并肩慢跑冲过终点，收获全场掌声，领悟团队精神的真谛 6．情感线 Lily：赛前的紧张→ 摔倒后的自责与失望→ 得到帮助后的感动→ 重拾信心的坚定→ 奔跑时的执着→ 冲线后的释然与自豪队友：赛前的期待→ 看到 Lily 摔倒的焦急→ 安慰 Lily 时的包容→ 陪跑时的坚定→ 冲线后的激动观众：观赛时的兴奋→ 看到意外的惊讶→ 鼓励 Lily 团队时的热情→ 见证冲线的敬佩 7．文章大意概括 中文： 阳光明媚的周五下午，学校运动会正在热烈进行，腼腆但坚毅的 Lily 作为 4×100 米接力赛最后一棒选手参赛。团队刻苦训练数周，本有望夺冠，可 Lily 在接棒时意外踩到石头摔倒，弄丢接力棒，看着对手超越的她满心自责。就在她陷入绝望时，队友纷纷上前安慰，观众和校医也主动提供帮助，让 Lily 重新燃起了斗志。 英文： It was a sunny Friday afternoon and the school sports meeting was in full swing. Lily, a shy yet determined senior high student, was the last runner of the 4×100-meter relay race. Her team had trained hard for weeks and hoped to win the championship. However, just as Lily was about to catch the baton, she stepped on a small stone accidentally, fell to the ground and dropped the baton. Watching other runners speed past her, she was filled with shame and disappointment. But to her surprise, her teammates came to comfort her instead of blaming her, and some students and the school doctor also offered help, which made Lily regain her fighting spirit. 8．句式示例 宾语从句：She felt ashamed and disappointed, thinking she had let her team down. 同位语：Among them was Lily, a shy but determined senior high student who was about to take part in the 4×100-meter relay race as the last runner. 状语从句：As the third runner approached, Lily stretched out her hand, ready to grab the baton. 比喻：The annual sports meeting was in full swing, and the atmosphere was electric. 9．主题归类 真正的团队精神是包容失误、携手共进；比赛的意义不止于夺冠，更在于坚守信念、永不言弃；面对挫折时，他人的鼓励是重拾勇气的重要力量。 二、情节构造 第一段提示句：Despite the pain in her knee, Lily didn’t want to give up halfway. 衔接句 1—— 对 “Lily 的行动与决心” 提问：Lily 会如何克服膝盖的疼痛站起身？她会如何处理接力棒？会对队友说出怎样坚定的话语？ 答案：Lily 在队友的搀扶下艰难站起身，强忍膝盖的剧痛一瘸一拐地捡起接力棒；她眼神坚定地看着队友，说出要一起完成比赛的决心。 衔接句 2—— 对 “队友的回应与行动” 提问：队友听到 Lily 的想法后会有怎样的反应？会提出怎样的建议？是否会做出陪伴 Lily 的决定？ 答案：队友们毫不犹豫地表示支持，Anna 提议大家一起陪着 Lily 跑完全程，几个人紧紧围在 Lily 身边，做好了并肩冲刺的准备。 过渡逻辑：请说明第一段情节如何为第二段的 “Lily 和队友一起奔跑” 做铺垫：通过描写 Lily 的决心与队友的支持，明确了 “共同完成比赛” 的目标，为第二段四人并肩慢跑、冲向终点的情节提供了行动依据，也为后续的掌声与主题升华埋下伏笔。 第二段提示句：Lily, together with her teammates, began to run slowly. 衔接句 1—— 对 “奔跑过程与众人反应” 提问：Lily 和队友奔跑时的状态如何？膝盖的疼痛是否会影响她？观众看到这一幕会有怎样的反应？ 答案：Lily 忍着膝盖的疼痛，咬着牙向前迈步，队友们放慢脚步，一边搀扶着她一边喊着口号；观众看到这一幕，纷纷站起来为他们鼓掌加油，欢呼声此起彼伏。 衔接句 2—— 对 “情节结局与主题升华” 提问：他们最终是否成功冲过终点线？冲线后众人会有怎样的表现？这次经历让 Lily 和队友收获了什么？如何呼应 “永不言弃与团队精神” 的主题？ 答案：他们最终手拉手冲过了终点线；冲线的那一刻，全场爆发出雷鸣般的掌声；这次经历让 Lily 和队友明白，比起冠军奖杯，团结互助、永不言弃的精神更加珍贵，完美呼应了文章主题。 主题：团队精神是挫折时的相互扶持，比赛的真谛在于坚守信念、携手完成挑战，胜负之外更有珍贵的成长与情谊。 三、段落构思 第一段：Despite the pain in her knee, Lily didn’t want to give up halfway. 梳理第一段写作思路：①描写 Lily 的心理变化，从自责到坚定，凸显其不屈的性格；②刻画 Lily 的行动：在队友搀扶下站起，捡起接力棒；③通过对话展现队友的支持，明确 “一起完成比赛” 的共同目标，推动情节发展。 续写：Despite the pain in her knee, Lily didn’t want to give up halfway. She wiped away her tears with the back of her hand and refused her teammates’ offer to take her to the infirmary. With their support, she struggled to stand up, her knee throbbing badly. Then she limped to pick up the baton lying on the ground, her fingers tightening around it firmly. “I know we can’t win now, but I want to finish the race,” she said, her voice trembling but full of determination. Her teammates looked at each other and nodded, their eyes shining with encouragement. 第二段：Lily, together with her teammates, began to run slowly. 梳理第二段写作思路：①描写四人并肩慢跑的场景，突出 Lily 的疼痛与坚持、队友的扶持与陪伴；②刻画观众的反应，用掌声与欢呼烘托氛围；③描写冲线的瞬间与众人的表现，点明主题，升华情感。 续写：Lily, together with her teammates, began to run slowly. Anna held Lily’s left arm tightly while another teammate supported her right side, adjusting their pace to match hers. The crowd, which had been quiet moments before, erupted into cheers. Students and teachers waved their hands and shouted words of encouragement. Every step was tough for Lily, but she didn’t stop. Finally, the four girls crossed the finish line hand in hand. Though they were the last to finish, the applause they received was the loudest and warmest of the day. Lily smiled through her tears, knowing that this was the most meaningful race she had ever run. 学科网（北京）股份有限公司 $