2026届高考英语读后续写专项复习---Jane’s Effort 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。 Jane was a 10-year-old girl with messy brown hair. She lived with her hardworking mom, a nurse who often came home late. Jane tried to do everything by herself but always seemed to forget something. Her strict science teacher, Mr. Jeff, often got angry with her for being unprepared. “Late again, Jane!” Mr. Jeff shouted loudly one Monday morning as Jane rushed into class, her shoes untied and books falling from her arms. “Where’s your homework? Still unfinished?” Jane’s face turned red. “I... I did finish it this time,” she said quietly, searching her bag. Her heart dropped when she pulled out a messy math paper instead. The class laughed. That night, Jane sat in her room, remembering how embarrassed (尴尬的) she felt “I’ll prove I can do better,” she promised herself. She stayed up late organizing her school things: notes and a homework report, Jane’s mom, coming home late from her nursing job, noticed the extra effort Jane was putting into her schoolwork. She asked Jane to go to bed early. But Jane said. “I really need to do well on this homework. Mr. Jeff has been so strict, and I don’t want to disappoint (使失望) him again.” Her mom nodded, understanding the importance of Jane’s efforts. Finally, everything was ready. Jane set two alarms (闹铃). Unluckily, the next morning the alarms didn’t ring, because Jane had set them wrongly. Her mom knocked on her door and said, “Jane! The school bus is coming soon!” In a hurry to eat breakfast, brush her teeth, and find her shoes, Jane completely forgot her schoolbag by the door. When she reached the school gate Jane suddenly stopped. Her hands were empty. “Oh no! My schoolbag!” she cried. She could already imagine Mr. Jeff’s angry face. 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。 Just then, Jane saw her mom running towards her with her schoolbag. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ As Jane walked in, Mr. Jeff looked up and said, “Late and no homework again, Jane?” ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色： _____________________________________________________________________________ 2．视角 第_______________________人称视角 3．时空线 周一早晨（教室，Jane迟到忘作业受批评）→ 当晚（Jane房间，整理物品、立誓做好）→ 次日早晨（家中匆忙忘书包→学校门口发现）→ （续写）_____________________________（母亲送书包，母女简短互动）→ （续写）_______________（教室，Jane面对老师，展现努力成果） 4．文章线索 （1）“Jane想证明自己能做好”与“总是粗心失误”构成核心线索，这一线索对情节发展有何作用？如何推动人物情感变化及主题凸显？ （2）“Jane熬夜整理物品”这一情节为何能为后续发展埋下伏笔？如何体现人物的成长意愿？ （3）“忘作业受批评”“熬夜整理”“设错闹钟”“忘带书包”这些细节有何意义？它们为后续“人物转变/情感升华”做了怎样的铺垫？ （4）故事的情节推进逻辑是什么？从“失误受批—决心改变—努力准备—再次失误—弥补机会”，情节发展背后凸显了怎样的主题脉络？ 5．情节线 愿望与困境：Jane经常粗心忘事，被Mr. Jeff批评，内心尴尬，决心证明自己→ 努力准备：熬夜整理学习用品，认真完成作业，设闹钟避免迟到→ 再次失误：闹钟设错，匆忙中忘带书包，到学校门口才发现→ （续写） ___________________________________________________（母亲及时送书包，叮嘱鼓励，Jane感激并赶往教室）→ （续写）转机与认可：Jane向Mr. Jeff说明情况，拿出完成的作业，老师看到她的努力，态度发生转变，Jane体会到坚持与付出的意义。 6．情感线 Jane：尴尬→愧疚→坚定→着急→__________→__________→__________（补充续写部分情感变化） Jane’s mom：心疼→理解→__________→__________（补充完整情感变化） Mr. Jeff：严厉→不满→__________→__________（补充续写部分情感变化） 7．文章大意概括 中文： __________________________________________________________________________________________________________________________________________________________ 英文： __________________________________________________________________________________________________________________________________________________________8．句式示例 宾语从句：________________________________________ 定语从句：________________________________________ 状语从句：________________________________________ 比喻：____________________ 9．主题归类 __________________________________________________________________________________________________________________________________________________________二、情节构造 第一段提示句：Just then, Jane saw her mom running towards her with her schoolbag. 衔接句 1—— 对 “送书包细节” 提问：母亲的状态如何（结合护士身份）？母女间会有怎样的对话与动作？Jane拿到书包后的心情是怎样的？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何引出“进教室面对老师”的情节？母女互动如何强化“亲情支持”的情感？ 过渡逻辑：请说明第一段情节如何为第二段的 “师生互动与主题升华” 做铺垫： __________________________________________________________________________________________________________________________________________________________第二段提示句：As Jane walked in, Mr. Jeff looked up and said, “Late and no homework again, Jane?” 衔接句 1—— 对 “师生互动细节” 提问：Jane会如何解释并证明自己？Mr. Jeff的态度会有哪些变化（神态、语言）？ 衔接句 2—— 对 “情节结局与主题升华” 提问：这一结局如何呼应“努力终会被看见”的核心主题？对Jane的成长有何意义？ 主题： __________________________________________________________________________________________________________________________________________________________三、段落构思 第一段：Just then, Jane saw her mom running towards her with her schoolbag. 梳理第一段写作思路：①开篇承接提示句，描写母亲的疲惫状态（贴合护士身份）；②刻画母女对话与动作，体现母亲的关爱；③描写Jane拿到书包后的心情，坚定面对老师的决心；④以Jane赶往教室收尾，为第二段铺垫。 续写： Just then, Jane saw her mom running towards her with her schoolbag. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：As Jane walked in, Mr. Jeff looked up and said, “Late and no homework again, Jane?” 梳理第二段写作思路：①开篇描写Jane的紧张与坦诚，主动拿出作业；②刻画Mr. Jeff的态度变化（从严厉到惊讶再到认可）；③通过师生对话，体现老师对Jane努力的看见；④以Jane的感悟收尾，升华主题。 续写： As Jane walked in, Mr. Jeff looked up and said, “Late and no homework again, Jane?” _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色： Jane：粗心健忘但有上进心，知错能改，渴望得到老师认可，愿意为改正缺点付出努力。 Jane’s mom：勤劳负责、温柔体贴，身为护士尽职尽责，始终理解并支持女儿的努力，给予女儿温暖关怀。 Mr. Jeff：严格严厉，重视学生的课堂准备与学习态度，内心关注学生成长，并非单纯苛责。 2．视角 第三人称视角 3．时空线 周一早晨（教室，Jane迟到忘作业受批评）→ 当晚（Jane房间，整理物品、立誓做好）→ 次日早晨（家中匆忙忘书包→学校门口发现）→ （续写）学校门口（母亲送书包，母女简短互动，母亲叮嘱鼓励，Jane感激奔赴教室）→ （续写）教室（Jane面对老师，主动拿出作业解释情况，获得老师认可） 4．文章线索 （1）核心线索推动情节层层递进，制造“努力与失误”的小冲突，让故事更具张力；同时带动Jane从尴尬愧疚到坚定付出，再到最终获得认可的情感变化，凸显“努力终会被看见”的主题。 （2）这一情节体现了Jane主动改变的决心，为后续她拿出工整作业、获得老师认可埋下伏笔，展现了她从“被动犯错”到“主动改正”的成长意愿，让人物形象更立体。 （3）这些细节串联起Jane的成长轨迹，“失误”凸显她的不足，“努力准备”展现她的转变，反复的小波折让后续的“认可”更具说服力，为“付出有回报”的情感升华做了充分铺垫。 （4）情节推进逻辑围绕“失误—反思—努力—再遇波折—获得认可”展开；背后凸显了“知错能改、坚持付出就会被看见”的主题脉络，同时传递了亲情支持与师生温情的温暖内核。 5．情节线 愿望与困境：Jane经常粗心忘事，被Mr. Jeff批评，内心尴尬，决心证明自己→ 努力准备：熬夜整理学习用品，认真完成作业，设闹钟避免迟到→ 再次失误：闹钟设错，匆忙中忘带书包，到学校门口才发现→ （续写）亲情救赎：母亲及时送书包，叮嘱鼓励，Jane感激并赶往教室→ （续写）转机与认可：Jane向Mr. Jeff说明情况，拿出完成的作业，老师看到她的努力，态度发生转变，Jane体会到坚持与付出的意义。 6．情感线 Jane：尴尬→愧疚→坚定→着急→感激→紧张→释然喜悦（补充续写部分情感变化） Jane’s mom：心疼→理解→焦急牵挂→温柔鼓励（补充完整情感变化） Mr. Jeff：严厉→不满→惊讶→认可赞许（补充续写部分情感变化） 7．文章大意概括 中文： 10岁的Jane粗心健忘，经常因准备不足被科学老师Mr. Jeff批评。一次周一早晨，她迟到且拿错作业，倍感尴尬，于是决心改正缺点。当晚，她熬夜整理学习用品、认真完成作业，还设了两个闹钟，母亲看到后给予理解与支持。次日早晨，闹钟因设错未响，Jane匆忙中忘带书包，到学校门口才发现。就在她焦急万分时，母亲赶来送书包，给予她鼓励。Jane赶往教室，面对老师的质问，她主动拿出完成的作业解释情况，Mr. Jeff看到她的努力后态度软化并认可了她，Jane也深刻体会到努力终会被看见的道理。 英文： Jane, a 10-year-old girl who was careless and forgetful, was often criticized by her science teacher Mr. Jeff for being unprepared. One Monday morning, she was late and took the wrong homework, feeling extremely embarrassed, so she determined to correct her shortcomings. That night, she stayed up late organizing her school supplies, finishing her homework carefully, and setting two alarms. Her mother understood and supported her when she noticed this. The next morning, the alarms didn’t ring because they were set incorrectly. Jane forgot her schoolbag in a hurry and only realized it when she reached the school gate. Just as she was anxious, her mother came to deliver the schoolbag and encouraged her. Jane rushed to the classroom. Faced with the teacher’s questioning, she took out her finished homework and explained the situation. Mr. Jeff softened his attitude and recognized her efforts, and Jane deeply realized that hard work would eventually be seen. 8．句式示例 宾语从句：I don’t want to disappoint him again.（原文） 定语从句：She lived with her hardworking mom, a nurse who often came home late.（原文）； 状语从句：The alarms didn’t ring, because Jane had set them wrongly.（原文）； 比喻：Mother’s love is like a warm light, guiding Jane through her moments of anxiety. 9．主题归类 成长蜕变：知错能改、主动付出就能实现自我成长；亲情温暖：家人的理解与支持是面对困境的坚强后盾；师生温情：严厉的背后是期待，努力终会被老师看见；坚持的意义：不放弃改正缺点，微小的努力也能收获认可。 二、情节构造 第一段提示句：Just then, Jane saw her mom running towards her with her schoolbag. 衔接句 1—— 对 “送书包细节” 提问：母亲的状态如何（结合护士身份）？母女间会有怎样的对话与动作？Jane拿到书包后的心情是怎样的？ 母亲的状态：母亲穿着护士服，额头上挂着汗珠，脚步急促，呼吸微喘，脸上带着焦急却温柔的神情，显然是刚从医院匆忙赶来，顾不上整理仪容。 母亲（喘着气，把书包塞到 Jane 手里，轻轻拍她后背）：“宝贝，快拿着！妈妈刚下班就跑过来，作业都在里面，别慌。”Jane（眼眶一热，接过书包，抱住妈妈）：“妈妈，谢谢你！我还以为要被老师骂了……”母亲（揉她头发，笑着说）：“傻丫头，快进去，认真跟老师说，你努力写的作业，老师肯定能看到。” ·Jane 的心情：从之前的焦急、愧疚，变成安心、温暖，还多了直面老师的勇气。 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何引出“进教室面对老师”的情节？母女互动如何强化“亲情支持”的情感？ 引出进教室情节：母亲送来了书包，解决了 Jane “没带作业” 的关键问题，让她不再因 “无作业可交” 而逃避，自然推动她走进教室，面对老师的询问。 强化亲情支持：母亲不顾工作疲惫、匆忙送书包的行为，体现了对 Jane 的关心；温柔的鼓励话语，给予 Jane 情感支撑，让她感受到家人的后盾，凸显亲情的温暖与力量。 过渡逻辑：请说明第一段情节如何为第二段的 “师生互动与主题升华” 做铺垫： 第一段通过母亲送书包的情节，解决了Jane“忘带书包”的困境，让她有机会向老师展示完成的作业；母亲的鼓励给予Jane直面老师的勇气，为第二段她主动解释、展现努力成果埋下伏笔，同时强化亲情温暖，与后续师生温情呼应，共同凸显主题。 第二段提示句：As Jane walked in, Mr. Jeff looked up and said, “Late and no homework again, Jane?” 衔接句 1—— 对 “师生互动细节” 提问：Jane会如何解释并证明自己？Mr. Jeff的态度会有哪些变化（神态、语言）？ Jane 的解释与证明：Jane（低着头，声音紧张却坚定，攥紧书包带）：“对不起，Mr. Jeff，我迟到是因为忘带书包了，我妈妈刚从医院下班给我送来的。作业我认真写完了，您看……”（快速拿出作业本，双手递上，眼神诚恳） Mr. Jeff 的态度变化：眉头微皱，语气不满，眼神带着 “又犯错” 的无奈。看到作业本，眉头舒展，语气变温和，翻看时露出惊讶与赞许，笑着说：“原来是这样，老师错怪你了。作业很认真，继续加油，下次注意别迟到就好。” 衔接句 2—— 对 “情节结局与主题升华” 提问：这一结局如何呼应“努力终会被看见”的核心主题？对Jane的成长有何意义？ 呼应 “努力终会被看见”：Jane 虽迟到，但认真完成作业，这份努力没有被埋没 —— 母亲的支持让她有机会展示作业，老师最终看到并肯定她的付出，完美呼应主题，说明认真付出终会被认可。 对 Jane 成长的意义：学会遇到问题不逃避，主动解释、勇敢面对就能获得理解； 努力被认可，增强学习自信与责任感；体会亲情与师生情的温暖，学会在困难中汲取力量，更积极面对学习和生活。 主题： 核心主题为“努力终会被看见”，同时传递亲情与师生温情的力量；结局中Jane的努力得到认可，印证了“知错能改、主动付出就有收获”，让Jane树立起自信，养成认真对待学习的态度，实现了成长蜕变。 三、段落构思 第一段：Just then, Jane saw her mom running towards her with her schoolbag. 梳理第一段写作思路：①开篇承接提示句，描写母亲的疲惫状态（贴合护士身份）；②刻画母女对话与动作，体现母亲的关爱；③描写Jane拿到书包后的心情，坚定面对老师的决心；④以Jane赶往教室收尾，为第二段铺垫。 续写： Just then, Jane saw her mom running towards her with her schoolbag. Her mom’s face was pale from tiredness after a night’s work, and her hair was a little messy. “Honey, you left this at the door,” she panted, handing the schoolbag to Jane. Jane hugged her mom tightly, tears welling up in her eyes. “Thank you, Mom,” she whispered. Her mom patted her shoulder gently: “Go quickly, don’t be late. I believe you can do well.” Jane nodded firmly, grabbed her schoolbag, and rushed to the classroom as fast as she could. 第二段：As Jane walked in, Mr. Jeff looked up and said, “Late and no homework again, Jane?” 梳理第二段写作思路：①开篇描写Jane的紧张与坦诚，主动拿出作业；②刻画Mr. Jeff的态度变化（从严厉到惊讶再到认可）；③通过师生对话，体现老师对Jane努力的看见；④以Jane的感悟收尾，升华主题。 续写： As Jane walked in, Mr. Jeff looked up and said, “Late and no homework again, Jane?” Jane’s face turned red, but she stepped forward bravely and took out her neatly finished homework. “I’m sorry for being late, but I finished the homework,” she explained softly. Mr. Jeff frowned, picked up the homework, and his expression softened gradually. “This is well-done, Jane,” he said, looking at her. “I see your effort.” Jane smiled happily, knowing that her hard work had finally paid off. 学科网（北京）股份有限公司 $