2026年3月江苏九校高三联考英语读后续写深度解析（十句五定法&微场景训练）导学案-2026届高三英语三轮复习专项

这篇读后续写核心属于成长转变类，同时融合了同学情谊 / 合作共赢的副主题，是高中英语读后续写高频考的类型之一。 一、读后续写原文材料 原文内容 Daniel had always been the top student in his class. He worked very hard and got the best grades. Because of this, he thought school was only about competition. He spent all his time alone, studying in the library or at home. He didn't join any clubs or sports teams. To Daniel, his classmates were not friends, but rivals. Everything changed when his Math teacher, Mr. Wilson, started a new class project called "Learning Together". Each student had to work with a partner for one month before the final presentation. Daniel was paired with Alex. Alex was friendly and well liked by everyone. He played on the basketball team and always had a smile. But Alex found math very difficult. He often failed his math tests. Their first meeting was uncomfortable. Daniel wanted to finish quickly. He explained the math problems in a fast and confusing way. Alex looked lost but kept trying. He asked many questions like, "Why does this formula (公式) work?" or "Can we use a simpler example?" Daniel was annoyed at first. He thought the answers were obvious. One afternoon, after another frustrating study session, Alex didn't leave. He opened his notebook and showed it to Daniel. The pages were full of colorful drawings next to the math problems. Alex had drawn basketball courts to explain angles, and pizza slices to explain fractions. "This is how I see the world," Alex said quietly. "I just can't connect it to the numbers on the page." Daniel looked at the drawings and felt something strange. He realized Alex wasn't lazy or stupid. Alex was trying in his own way. Daniel had never thought about math like this before. For him, math was just rules and answers. For Alex, it was part of life. That evening, Daniel went home and thought for a long time. Maybe, he thought, he could learn something from Alex too. 续写要求 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。 续写开头句 （1） Paragraph 1: The day before the presentation, Alex called Daniel, his voice full of worry. （2） Paragraph 2: When standing in front of the class, Daniel did something no one expected. 二、全文深度解读 1. 读情节 情节阶段 内容描述 开端 Daniel 是尖子生，将学习视为纯粹的竞争，独来独往，把同学当作竞争对手，毫无团队协作意识。 发展 老师布置 “共同学习” 结对项目，Daniel 与数学薄弱但性格开朗、有独特学习方式的 Alex 搭档，初次合作充满摩擦，Daniel 对 Alex 的提问感到厌烦。 转折 Alex 向 Daniel 展示自己用画图理解数学的独特方法，让 Daniel 改观，意识到 Alex 的努力，也开始反思自己的学习方式，萌生向对方学习的想法。 续写第一段 展示日前夜 Alex 因焦虑致电 Daniel，二人展开互动，Daniel 放下偏见，与 Alex 携手完善展示方案，融合彼此的学习优势。 续写第二段 二人上台展示，Daniel 做出意外举动，结合 Alex 的画图法讲解数学，展示效果惊艳，二人完成精彩的合作展示。 2. 读人物 人物 人物特点 Daniel 学霸，学习刻苦、成绩优异，性格孤僻、功利，将学习看作竞争，缺乏共情能力，但其本质不坏，善于反思，能接纳他人的优点。 Alex 性格开朗友善、人缘好，热爱运动，数学基础薄弱但学习态度认真、坚持不懈，拥有独特的形象化学习思维，善于用生活场景理解知识。 Mr. Wilson 教学有方，注重培养学生的合作意识，懂得用实践项目引导学生改变学习观念，是推动情节发展的关键人物。 3. 读时态 全文以一般过去时态为主，续写需保持时态一致，动作、心理、对话描写均使用过去相关时态。 4. 读冲突 冲突类型 冲突内容 外在冲突 Daniel 的功利化、纯理论的学习方式与 Alex 的形象化、生活化的学习方式之间的矛盾；Daniel 的独来独往与项目要求的合作学习之间的矛盾。 内在冲突 Daniel 内心对 “学习只是竞争” 的固有认知，与看到 Alex 的努力和独特方法后产生的反思、动摇之间的矛盾；Alex 渴望做好展示但因数学基础薄弱产生的自我怀疑与焦虑的内心矛盾。 5. 读情绪发展 1. 原文：孤傲冷漠（Daniel 的学习状态）→ 烦躁抵触（初次合作的摩擦）→ 惊讶改观（看到 Alex 的画图笔记）→ 反思顿悟（Daniel 开始重新思考学习与合作） 2. 续写发展：焦虑不安（Alex 考前致电）→ 主动磨合（Daniel 与 Alex 携手准备）→ 意外惊喜（Daniel 的上台举动） 3. 续写结局：成就感满满（合作展示成功）→ 观念转变（Daniel 理解合作的意义）→ 友谊萌生（二人成为朋友，打破隔阂） 6. 读主题 1． 核心主题：学习并非单一的竞争，合作与包容能实现优势互补，让学习变得更有意义；每个人都有独特的学习方式，尊重差异才能相互成长。 2． 延伸主题：走出自我的固有认知，学会倾听和接纳他人，能收获珍贵的友谊，也能让自己变得更完整。 三、首句定位与续写框架 Paragraph 1：考前安抚，携手筹备 展示日前夜 Alex 因焦虑致电 Daniel，诉说自己对展示的担忧→Daniel 放下之前的不耐烦，主动安抚 Alex→二人相约梳理展示内容，Daniel 尝试用 Alex 的画图法设计讲解思路，Alex 则配合 Daniel 梳理数学理论→二人融合彼此优势，完善展示方案，Alex 的焦虑逐渐消散，二人建立起初步的合作默契。 Paragraph 2：惊艳展示，观念转变 二人走上讲台，Daniel 率先开口，做出意外举动 —— 邀请 Alex 展示画图笔记，并用 Alex 的生活化方式讲解数学知识点→Daniel 补充理论细节，二人配合默契，台下同学掌声不断→展示结束后，老师给予高度评价→Daniel 意识到合作的价值，主动与 Alex 拥抱，二人成为朋友，Daniel 也开始尝试融入集体。 四、原文伏笔与回扣 原文伏笔 回扣伏笔 Para.3：Alex 不断提问，希望用更简单的方式理解数学公式 续写中 Daniel 主动结合 Alex 的需求，用画图法设计展示思路，回应 Alex 对 “简单理解数学” 的渴望。 Para.4：Alex 用篮球场地、披萨切片画图理解数学角度、分数 续写中二人上台展示时，将这些画图内容作为核心讲解素材，成为展示的亮点。 Para.5：Daniel 萌生 “向 Alex 学习” 的想法 续写中 Daniel 主动借鉴 Alex 的学习方法，甚至在台上让 Alex 主导画图讲解，体现其对 Alex 的认可和学习。 Para.2：项目名为 “Learning Together”（共同学习） 续写的核心情节围绕二人的合作展开，最终完成精彩的共同展示，完美契合项目主题。 Para.1：Daniel 独来独往，视同学为对手 续写结尾 Daniel 主动与 Alex 建立友谊，打破孤僻的状态，呼应项目对其性格和观念的改变。 五、高阶表达积累 （1） 必写场景 1：Alex 焦虑致电的心理描写 His voice trembled slightly as he stammered about his fear of messing up the presentation, the anxiety in his words making it clear that he had been tossing and turning over it for hours. （译文：他的声音微微颤抖，结结巴巴地说着自己害怕搞砸展示，话语里的焦虑显而易见，显然他为此辗转反侧了好几个小时。） （2） 必写场景 2：二人磨合筹备的动作描写 Daniel spread out the presentation slides on the table, and Alex laid out his colorful notebook beside him. They bent their heads together, discussing how to mix the drawings with mathematical theories, their fingers pointing at the paper back and forth.（译文：Daniel 把展示幻灯片铺在桌上，Alex 则将他色彩鲜艳的笔记本放在旁边。二人低头并肩，探讨如何将画图与数学理论结合，手指在纸上反复指点。） （3） 必写场景 3：Daniel 上台意外举动的场景描写 He stepped aside gently and gestured to Alex to stand in the middle of the platform, holding the microphone towards his partner, a warm smile on his face that none of the classmates had ever seen before. （译文：他轻轻侧身，示意 Alex 站到讲台中央，将话筒递向搭档，脸上露出了同学们从未见过的温暖笑容。） （4） 必写场景 4：二人合作展示的默契描写 Alex drew the vivid patterns on the blackboard while Daniel explained the corresponding mathematical principles in simple words, their movements in perfect harmony, as if they had been practicing for a long time. （译文：Alex 在黑板上画出生动的图案，Daniel 则用简洁的语言讲解对应的数学原理，二人动作配合得天衣无缝，仿佛练习了许久。） （5） 必写场景 5：主题升华的表达 It was this cooperation that made Daniel realize that learning is never a lonely race, but a journey where people walk hand in hand, and everyone can shine in their own way. （译文：正是这次合作让 Daniel 意识到，学习从来都不是一场孤独的赛跑，而是一场携手同行的旅程，每个人都能以自己的方式发光。） 六、续写范文 Paragraph 1 The day before the presentation, Alex called Daniel, his voice full of worry. He said he was afraid his poor math skills would ruin their hard work and that he couldn’t explain the theories clearly in front of the class. Daniel fell silent for a moment, then spoke softly to calm Alex down, telling him they would figure it out together. They met at the library soon after. Daniel studied Alex’s drawing notes carefully and suggested they combine the vivid drawings with mathematical theories for the presentation. Alex’s eyes lit up, and they spent the whole evening polishing every detail, with Daniel explaining the logic and Alex perfecting the visual part. Paragraph 2 When standing in front of the class, Daniel did something no one expected. He stepped aside and invited Alex to show his colorful notebook first. Alex drew the basketball courts and pizza slices on the blackboard, and Daniel followed, explaining the math knowledge in a simple way based on the drawings. Their cooperation was seamless, and the whole class listened attentively, bursting into warm applause at the end. Mr. Wilson nodded in approval with a smile. After the presentation, Daniel clapped Alex on the shoulder. He finally understood that learning is not just about competition, but about growing together with others. A precious friendship also started between them from that day on. 七、微场景训练（同学们，微场景是独立于题目的，大家根据提供的场景来写和思考！） （一）展示日前夜 Alex 和Daniel，二人图书馆磨合筹备，最终上台完成精彩合作！ 1. 动作描写：Daniel 指尖划过 Alex 的画图笔记，眉头渐渐舒展，拿起笔在旁边标注数学公式；Alex 则俯身看着幻灯片，认真记下 Daniel 的讲解要点，时不时用彩笔补充图案。 2. 情绪描写：Alex 的焦虑像潮水般慢慢退去，心中的不安被满满的期待取代，原本紧绷的嘴角也渐渐扬起了笑容。 3. 语言描写：Daniel 拍着 Alex 的肩膀说：你的这些绘图是我们展示报告的点睛之笔。有了它们，所有人都能轻松看懂数学知识。我们肯定能成功！ 4. 心理描写：Daniel 看着身边认真忙碌的 Alex，心中暗自庆幸，庆幸自己没有一直固守偏见，才发现了这样一种有趣又有效的学习方式，也体会到了合作的快乐。 5. 主旨升华：原来真正的优秀从来不是一个人的孤军奋战，而是学会欣赏他人的闪光点，彼此扶持，才能一起变得更好。 微场景解析（既是运用语料，又是积累语料） 1． 动作描写：Daniel ran his fingers over Alex’s drawing notes, his brows gradually unfurling, and he picked up a pen to mark mathematical formulas beside them; Alex leaned over the slides, carefully jotting down the key points of Daniel’s explanation and adding patterns with colored pens from time to time. 2． 情绪描写：Anxiety ebbed away from Alex like the tide, and the unease in his heart was replaced by full expectation, with his tight lips gradually curving into a smile. 3． 语言描写：Daniel patted Alex on the shoulder and said, “Your drawings are the best part of our presentation. With them, everyone will understand math easily. We’ve got this!” 4． 心理描写：Watching Alex busy working earnestly beside him, Daniel felt secretly grateful that he hadn’t stuck to his prejudice all the time, only to discover such an interesting and effective way of learning, and also experience the joy of cooperation. 5． 主旨升华：It turns out that true excellence is never a lonely struggle for one person, but learning to appreciate the shining points of others and supporting each other to become better together. 八、尝试用十句五定法解题（这部分是要结合原文进行全篇的练习！使用十句五定法！） Paragraph 1: The day before the presentation, Alex called Daniel, his voice full of worry. 1. 定动作（扣伏笔 + 感官）： 2. 定语言（人物适配）： 3. 定情绪（场景化比喻）： 4. 定心理（关联原文）： 5. 定情节（人物成长）： Paragraph 2: When standing in front of the class, Daniel did something no one expected. 6. 定动作： 7. 定语言（呼应原文）： 8. 定情绪（感官联动）： 9. 定心理（情感闭环）： 10. 定主旨（道具锚定）： 解析部分： Paragraph 1: The day before the presentation, Alex called Daniel, his voice full of worry. 11. 定动作（扣伏笔 + 感官）：Alex twisted the phone cord nervously, his words faltering as he spoke of his fear of forgetting the key points, the scratch of his pen on the notebook audible through the phone. 12. 定语言（人物适配）：“I just don’t think I can do this well,” he sighed, his voice weak. “My drawings are silly, and I can’t explain the math like you do.” 13. 定情绪（场景化比喻）：Sympathy welled up in Daniel’s heart, replacing the former impatience, like a warm stream melting the ice of his prejudice against Alex. 14. 定心理（关联原文）：Recalling Alex’s persistent questions and the creative drawings in his notebook, Daniel knew he had to stand with his partner instead of leaving him alone. 15. 定情节（人物成长）：He suggested they meet at the library, and when they got together, he took the initiative to study Alex’s drawings and design a new presentation framework that combined images and theories. Paragraph 2: When standing in front of the class, Daniel did something no one expected. 1． 定动作：He held up Alex’s colorful notebook high with one hand, and with the other, he gestured for Alex to come forward, pushing the blackboard eraser to the side for Alex to draw freely. 2． 定语言（呼应原文）：“Let’s start with Alex’s unique way of understanding math,” Daniel said loudly, his eyes bright. “His drawings will make all the knowledge easy to understand.” 3． 定情绪（感官联动）：A buzz of surprise rippled through the class, then silence fell as everyone fixed their eyes on the blackboard, their curiosity piqued by the unusual start. 4． 定心理（情感闭环）：As he listened to Alex’s simple explanation and saw the classmates’ approving nods, Daniel felt a sense of accomplishment he had never experienced in a single exam. 5． 定主旨（道具锚定）：That colorful notebook was more than just a study tool—it was a key that opened Daniel’s heart, letting him see the beauty of cooperation and friendship beyond competition. 学科网（北京）股份有限公司 $