2026届高考英语读后续写专项复习---特殊的辅导课 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。

I worked with a group of junior students. They could only read some materials at the third-grade level. I found it difficult to teach them, and I often felt helpless in trying to tutor (辅导) these kids. They were absent from school every now and then. I tutored them in small groups, but the results were not encouraging.

There was another problem — almost no reading materials were suitable for my students at such a low level. They wanted to read about relationships, dating, clothes and cars, not materials like “Run, Spot, run! See the ball.” The kids thought my materials were too babyish. Unfortunately, more interesting materials were too difficult for them to understand. One boy said, “Hey, man, this material is boring. And it’s foolish, too! Why do we get to read this junk (无用的东西)？”

One day, an idea suddenly came into my mind: I could raise some money to start a tutoring project. We didn’t get a lot of money, but it was enough for the project.

Nearby was a primary school. The third-grade students needed help with reading. I “hired” my students as reading tutors. I promised to pay anyone who’d help with those younger children. “You’ve got to know, that if you don’t show up, you won’t get paid. As a tutor, if you don’t work with care, it will be very disappointing to a young child. And I am sure every one of you will make a good tutor.”

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。

All my students agreed to have a try.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

As expected, the results were satisfying.

______________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

一、文本分析

1．角色

___________________________________________________________________________________________________________________________

2．视角 第______人称视角

3．时空线

“我”辅导一群阅读水平仅三年级的初中生，教学困难且效果差，学生还常缺课→ 学生觉得现有阅读材料太幼稚，有趣的材料又太难，对学习严重抵触→ “我”突发奇想筹钱启动辅导项目，聘请这些学生担任附近小学三年级学生的阅读辅导老师，并强调责任与报酬→ （续写）________________________→ （续写）________________________

4．文章线索

（1）核心矛盾是什么？这一矛盾对情节发展有何作用？如何推动主要人物的行动与形象塑造？ 核心矛盾：

________________________________________________________________________________________________

（2）主要人物的心理/状态变化有哪些？这些变化如何形成呼应，推动情节发展并深化主题？

________________________________________________________________________________________________

（3）文本中的关键细节有哪些？它们有何意义？为后续情节发展做了怎样的铺垫？

________________________________________________________________________________________________

（4）故事的情节推进逻辑是什么？情节发展背后凸显了怎样的主题脉络？ ________________________________________________________________________________________________

5．情节线

“我”辅导的初中生阅读水平低、抵触现有材料，教学陷入困境→ “我”发现附近小学三年级学生需阅读辅导，萌生聘请这些初中生当辅导老师的想法→ 筹钱启动项目，向学生强调责任与报酬，鼓励他们做好辅导→ （续写）________________________→ （续写）________________________

6.情感线

“我”：辅导初期的无奈焦虑→ 面对学生抵触时的苦恼→ 萌生新想法时的兴奋期待→ 看到学生转变时的欣慰→ 最终心情→_________________

初中生们：起初对阅读的抵触厌烦→ 得知要当辅导老师时的惊讶好奇→ 辅导过程中的认真专注→ 获得认可后的自豪→ 最终态度→_________________

小学三年级学生：阅读遇到困难时的困惑→ 得到辅导后的开心进步→ 对初中生辅导老师的敬佩→ 最终状态→_________________

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：______________________________________________________

定语从句：______________________________________________________

9．主题归类

________________________________________________________________________________________________

二、情节构造

第一段提示句：All my students agreed to have a try. 衔接句 1—— 对 “初中生们的辅导举动及初期状态” 提问：他们具体如何开展辅导？遇到了哪些困难？初期的辅导效果怎样？

___________________________________________________________________________