2026届高三英语读后续写专项复习---遇见不一样的丹尼尔 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。 In Senior 1, a new student named Daniel joined our class. He was very quiet. He always wore the same dark blue jacket, even on warm days. Some kids began calling him “Blue Coat” when he wasn’t listening. I never said the name myself, but I didn’t try to talk to him either. He seemed different, and at that age, it was easier to just stay away from people who were different. Our English teacher, Mrs. Lewis, gave us a class project. We had to interview a classmate we didn’t know very well and then introduce them. She picked the pairs randomly(随机). I was partnered with Daniel. I felt really upset. My friend Sam saw my face and looked sorry for me. I thought working with Daniel would be boring and uncomfortable. Daniel just looked down at his desk when he heard the news. I waited as long as possible before doing the interview. One afternoon after school, I finally went to find him. He was by the bike racks(架子), bent down next to a broken bicycle. A younger student looked worried, standing beside him. Daniel’s hands were dirty, but he was repairing the bike chain. “You can repair bikes?” I asked, surprised. He looked up and gave a small, shy smile. “Yes,” he said quietly. That changed everything then. We sat on a bench to talk. I learned that his grandfather had a bike shop and taught him how to repair things. His grandfather didn’t just teach him how to repair bikes; he always told Daniel that true skill meant not only fixing what was broken, but also imagining how to make things better. Daniel’s dream, he shared with me, was to design bicycles that were safer, more comfortable, and kinder to the environment. His eyes shone as he described bikes that could help more people ride easily. 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。 I also learnt that the blue jacket was his grandfather’s old work coat. ________________________________________________________________ When I introduced my class project, I showed a photo of Daniel repairing the bike. ________________________________________________________________ 一、文本分析 1．角色： _________________________________________________________________ 2.视角： 第__________________________人称视角 3．时空线： 高一，新同学丹尼尔加入班级，他安静、总穿同一件深蓝色夹克，被部分同学起外号，“我”虽不叫外号但也不愿与他交流→英语老师刘易斯夫人布置班级项目，要求采访不熟悉的同学并介绍，“我”被随机分配和丹尼尔一组，“我”感到沮丧，丹尼尔则低头沉默→“我”拖延很久后，放学后找到丹尼尔，发现他正在帮低年级学生修理自行车，“我”感到惊讶，两人开始交流→“我”了解到丹尼尔的祖父有自行车店，教他修理技术和道理，还知道了他设计环保安全自行车的梦想→（续写）“我”进一步了解到深蓝色夹克的由来→（续写）_______________________________________________________ 4．文章线索 （1）“与丹尼尔的相处经历”是核心线索，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）“‘我’从疏远丹尼尔到主动了解、接纳他”的转变是关键情节，这一情节为何能强化“尊重差异、用心了解他人”的主题？如何塑造几位主角的人物形象？ （3）“深蓝色夹克”“修理自行车”“祖父的教导”“刘易斯夫人的项目”这些细节有何意义？它们为后续情节转折做了怎样的铺垫？ （4）故事的情节推进逻辑是什么？从“疏远陌生→被迫搭档→意外发现→深入了解→（续写）进一步共情→（续写）公开认可”，情节发展背后凸显了怎样的主题脉络？ 5．情节线 疏远陌生：丹尼尔转入班级，安静内向、总穿深蓝色夹克，被同学起外号，“我”不愿与他交流，觉得他与众不同就选择远离→被迫搭档：刘易斯夫人布置采访项目，随机分配“我”与丹尼尔一组，“我”沮丧，丹尼尔沉默→意外发现：“我”放学后找到丹尼尔，看到他帮人修理自行车，打破对他的刻板印象→深入了解：两人交流，“我”得知丹尼尔的祖父、修车技术、人生道理和设计自行车的梦想→（续写）进一步共情：“我”了解到深蓝色夹克的特殊意义，更理解丹尼尔→（续写）公开认可： ________________________________________________________________ 6．情感线 “我”：最初的冷漠、疏远、刻板印象（觉得丹尼尔与众不同，不愿接触）→被分配搭档后的沮丧、不情愿→看到丹尼尔修车后的惊讶、好奇→交流后的理解、接纳→ ______________________________ 丹尼尔：安静、内向、腼腆（刚转入班级的状态）→被起外号时的沉默、隐忍→修车时的专注、热心→交流时的真诚、眼里有光（谈论梦想时）→ ___________________________ 刘易斯夫人：细心、有教育智慧（通过项目引导学生了解他人）→ ___________________________ 其他同学：调皮、爱起哄（给丹尼尔起外号）→ ___________________________ 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： 神态描写： 9．主题归类 ________________________________________________________________________________________________________________________________________________________ 二、情节构造 第一段提示句：I also learnt that the blue jacket was his grandfather’s old work coat. 衔接句 1—— 对 “互动场景与情感转折” 提问：“我”听到深蓝色夹克由来后的神态、心理是什么？丹尼尔讲述时的状态如何？这一过程展现了“我”和丹尼尔怎样的情感变化？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何为后文“班级介绍项目”做铺垫？“我”对丹尼尔的理解加深，对后续介绍有何影响？ 过渡逻辑：请说明第一段情节如何为第二段的 “公开介绍、改变印象” 做铺垫： __________________________________________________________________________________________________________________________________________________________ 第二段提示句：When I introduced my class project, I showed a photo of Daniel repairing the bike. 衔接句 1—— 对 “互动场景与情感回升” 提问：“我”介绍时的神态、语气是什么？同学们的反应如何？丹尼尔的反应是什么？介绍结束后“我”和丹尼尔的关系有何变化？这些场景体现了怎样的主题意义？ 衔接句 2—— 对 “情节结局与主题升华” 提问：结局如何呼应“尊重差异、用心了解他人”的核心主题？对故事结局有何作用？ 主题： ________________________________________________________________________________________________________________________________________________________ 三、段落构思 第一段：I also learnt that the blue jacket was his grandfather’s old work coat. 梳理第一段写作思路：①开篇承接提示句，描写“我”听到夹克由来后的神态、心理；②刻画丹尼尔讲述夹克背后故事时的状态（腼腆、真诚）；③体现“我”对丹尼尔的情感变化（从理解到共情），为后文班级介绍做铺垫。 续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：When I introduced my class project, I showed a photo of Daniel repairing the bike. 梳理第二段写作思路：①开篇承接提示句，描写“我”介绍时的状态（从容、真诚）；②刻画同学们的反应（从惊讶到认可）；③描写丹尼尔的反应（腼腆、感动）；④点明“我”和丹尼尔的关系变化，凸显主题。 续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色： “我”（叙述者）、丹尼尔（新同学）、刘易斯夫人（英语老师）、其他同学、萨姆（“我”的朋友）、丹尼尔的祖父（提及） 2.视角： 第一人称视角 3．时空线： 高一，新同学丹尼尔加入班级，他安静、总穿同一件深蓝色夹克，被部分同学起外号，“我”虽不叫外号但也不愿与他交流→英语老师刘易斯夫人布置班级项目，要求采访不熟悉的同学并介绍，“我”被随机分配和丹尼尔一组，“我”感到沮丧，丹尼尔则低头沉默→“我”拖延很久后，放学后找到丹尼尔，发现他正在帮低年级学生修理自行车，“我”感到惊讶，两人开始交流→“我”了解到丹尼尔的祖父有自行车店，教他修理技术和道理，还知道了他设计环保安全自行车的梦想→（续写）“我”进一步了解到深蓝色夹克是丹尼尔祖父的旧工作服，是祖父去世前的礼物，丹尼尔穿着它纪念祖父，“我”内心感到愧疚并更加喜欢丹尼尔→（续写）“我”在班级介绍项目时，展示丹尼尔修车的照片，讲述他的故事和梦想，同学们改变对丹尼尔的看法，纷纷认可他，“我”也领悟到友谊源于理解与尊重。 4．文章线索 （1）“与丹尼尔的相处经历”是核心线索，串联起“疏远陌生→被迫搭档→意外发现→深入了解→共情接纳→公开认可”的完整情节链，是推动情节发展的关键。它触发了“我”的情感变化，从最初的冷漠疏远、刻板印象，到后来的惊讶好奇、理解接纳，再到最后的真诚认可；同时通过“我”与丹尼尔的相处，凸显了“尊重差异、用心了解他人、真诚待人”的主题，让情节有起伏、情感更真实动人。 （2）“‘我’从疏远丹尼尔到主动了解、接纳他”的转变是关键情节，既展现了青少年在成长中打破刻板印象、学会尊重他人的真实过程，也体现了沟通与了解的力量，让主题更贴合校园成长场景、更具教育意义。这一情节塑造了立体的人物形象：“我”的知错能改、懂得反思；丹尼尔的安静内向、善良热心、有梦想；刘易斯夫人的细心智慧、善于引导，让人物形象更鲜明，也让读者明白，不要被表面印象迷惑，用心了解才能发现他人的闪光点。 （3）细节意义：“深蓝色夹克”是贯穿全文的标志性细节，既是丹尼尔的外在特征，也是他思念祖父的情感寄托，为后文揭示夹克由来、深化情感做铺垫；“修理自行车”打破了“我”对丹尼尔的刻板印象，是两人关系转变的转折点；“祖父的教导”解释了丹尼尔善良、有追求的原因，丰富了人物形象；“刘易斯夫人的项目”是情节的触发点，为“我”与丹尼尔的深入交流提供了契机，推动了情节发展和主题凸显。 （4）情节推进逻辑：以“我”对丹尼尔的情感变化为内在线索，以“班级项目”为载体，遵循“疏远陌生→被迫搭档→意外发现→深入了解→共情接纳→公开认可”的逻辑推进。主题脉络：凸显了“尊重差异、用心了解他人，才能打破刻板印象；真诚沟通是建立友谊的基础；每个人都有闪光点，不要轻易否定他人”的主题脉络。 5．情节线 疏远陌生：丹尼尔转入班级，安静内向、总穿深蓝色夹克，被同学起外号，“我”不愿与他交流，觉得他与众不同就选择远离→被迫搭档：刘易斯夫人布置采访项目，随机分配“我”与丹尼尔一组，“我”沮丧，丹尼尔沉默→意外发现：“我”放学后找到丹尼尔，看到他帮人修理自行车，打破对他的刻板印象→深入了解：两人交流，“我”得知丹尼尔的祖父、修车技术、人生道理和设计自行车的梦想→（续写）进一步共情：“我”了解到深蓝色夹克的特殊意义，内心愧疚，更加喜欢、接纳丹尼尔→（续写）公开认可：“我”在班级介绍项目，展示丹尼尔修车的照片，向同学们介绍真实的丹尼尔，改变大家对他的看法，同学们开始接纳丹尼尔，“我”也领悟到友谊的真谛。 6．情感线 “我”：最初的冷漠、疏远、刻板印象（觉得丹尼尔与众不同，不愿接触）→被分配搭档后的沮丧、不情愿→看到丹尼尔修车后的惊讶、好奇→交流后的理解、接纳→了解夹克由来后的愧疚、共情→介绍项目时的真诚、坚定→介绍后的释然、成就感，领悟到尊重与理解的意义。 丹尼尔：安静、内向、腼腆（刚转入班级的状态）→被起外号时的沉默、隐忍→修车时的专注、热心→交流时的真诚、眼里有光（谈论梦想时）→讲述夹克由来时的温柔、伤感→被介绍后的腼腆、感动、开心→获得同学认可后的自信。 刘易斯夫人：细心、有教育智慧（通过项目引导学生了解他人、打破刻板印象）→公平、用心（随机分组，关注每一位学生的成长）。 其他同学：调皮、爱起哄（给丹尼尔起外号）→听到介绍后的惊讶、愧疚→认可丹尼尔后的友善、热情。 7．文章大意概括 中文：高一那年，新同学丹尼尔加入“我”的班级，他性格安静，总是穿着同一件深蓝色夹克，被部分同学起外号“蓝外套”，“我”虽不叫这个外号，却也不愿与他交流。英语老师刘易斯夫人布置了一个班级项目，要求采访不熟悉的同学并介绍，“我”被随机分配和丹尼尔一组，“我”感到十分沮丧。后来，“我”在放学后找到丹尼尔，发现他正在帮低年级学生修理自行车，这让“我”十分惊讶，两人开始交流。“我”了解到，丹尼尔的祖父有一家自行车店，教他修理技术和做人的道理，丹尼尔的梦想是设计更安全、舒适、环保的自行车。“我”还得知，那件深蓝色夹克是他祖父的旧工作服，是祖父去世前的礼物，丹尼尔穿着它纪念祖父，“我”内心感到愧疚并更加接纳他。在班级介绍项目时，“我”展示了丹尼尔修车的照片，讲述了他的故事和梦想，同学们改变了对丹尼尔的看法，纷纷给予掌声。“我”也领悟到，真正的友谊源于理解与尊重，而非远离不同的人。 英文：In Senior 1, a new student named Daniel joined our class. He was quiet and always wore the same dark blue jacket, even on warm days, so some classmates called him “Blue Coat”. I never called him that but also didn’t talk to him, as I thought it was easier to stay away from people who were different. Our English teacher, Mrs. Lewis, assigned a class project where we had to interview an unfamiliar classmate and introduce them. I was randomly paired with Daniel, which made me upset. One afternoon after school, I found Daniel repairing a broken bike for a younger student, surprising me. We talked and I learned that his grandfather, who had a bike shop, taught him to repair bikes and told him the meaning of true skill. Daniel’s dream was to design safer, more comfortable and environmentally friendly bikes. I also knew the blue jacket was his grandfather’s old work coat, a gift before his grandfather passed away, which made me feel guilty. When I introduced the project in class, I showed Daniel’s photo of repairing the bike and told his story. The classmates changed their views on him and clapped warmly. I realized that true friendship comes from understanding and respecting others. 8．句式示例 宾语从句：I learned that his grandfather had a bike shop and taught him how to repair things. 同位语：Our English teacher, Mrs. Lewis, a wise and warm woman, gave us a class project to help us know each other better. 状语从句：Even on warm days, he always wore the same dark blue jacket. 神态描写：He looked up and gave a small, shy smile. / His eyes shone as he described bikes that could help more people ride easily. 9．主题归类 尊重与理解：不要被表面印象迷惑，用心了解他人，尊重个体差异，才能打破刻板印象，建立真诚的关系。 友谊的真谛：真诚沟通、相互理解是建立友谊的基础，真正的友谊源于接纳与尊重，而非疏远与排斥。 成长与感悟：青少年在成长过程中，要学会反思自己的行为，打破偏见，学会尊重和理解他人，从而实现自我成长。 梦想与传承：丹尼尔传承祖父的技艺与道理，坚守自己的梦想，体现了梦想的力量和亲情的温暖。 二、情节构造 第一段提示句：I also learnt that the blue jacket was his grandfather’s old work coat. 衔接句 1—— 对 “互动场景与情感转折” 提问：“我”听到深蓝色夹克由来后的神态是惊讶、愧疚的，心理充满自责，后悔没有早点了解丹尼尔；丹尼尔讲述时声音温柔、眼神里有悲伤和爱意，显得腼腆又真诚。这一过程展现了“我”从理解到共情、从冷漠到愧疚的情感变化，也展现了丹尼尔重情重义、温柔内敛的性格，拉近了两人的距离。 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段描写“我”了解到夹克的特殊意义，深化了“我”对丹尼尔的理解和接纳，让“我”更加坚定地想要在班级介绍中展现真实的丹尼尔；同时，夹克的故事也为后文“我”介绍丹尼尔、改变同学们的看法提供了情感支撑，让介绍内容更具温度和说服力，为第二段的情节推进做足铺垫。 过渡逻辑：第一段中，“我”了解到深蓝色夹克的由来，感受到丹尼尔对祖父的思念和他内心的温柔，彻底打破了对他的刻板印象，内心充满愧疚与共情，这让“我”在第二段介绍项目时，能够真诚、全面地讲述丹尼尔的故事，主动为他正名；“我”与丹尼尔的关系变得融洽，也让“我”有勇气在班级面前展示丹尼尔的闪光点，为第二段同学们改变看法、认可丹尼尔提供了合理的情节支撑。 第二段提示句：When I introduced my class project, I showed a photo of Daniel repairing the bike. 衔接句 1—— 对 “互动场景与情感回升” 提问：“我”介绍时神态从容、语气真诚，认真讲述丹尼尔的故事和梦想；同学们从最初的安静、惊讶，到后来的认可、鼓掌，不再嘲笑丹尼尔；丹尼尔则腼腆害羞，脸上泛红，露出开心的笑容，内心充满感动。这些场景体现了“我”和同学们的成长，也凸显了“尊重与理解”的主题，营造了温暖、友善的氛围，让“我”与丹尼尔的友谊得以建立。 衔接句 2—— 对 “情节结局与主题升华” 提问：结局以“我”成功介绍丹尼尔、同学们认可他收尾，呼应了“尊重差异、用心了解他人”的核心主题，让故事形成圆满闭环，传递了正向的价值观。这一结局不仅展现了“我”和同学们的成长，也让读者明白，每个人都有不为人知的闪光点，不要轻易否定他人，用心沟通、学会尊重，才能收获真诚的友谊，深化了主题。 主题：尊重个体差异，不要被表面印象迷惑，用心了解他人、真诚沟通，才能打破刻板印象；真正的友谊源于理解与接纳，而非疏远与排斥；每个人都有自己的闪光点，学会尊重和欣赏他人，才能实现自我成长，也能温暖他人。 三、段落构思 第一段：I also learnt that the blue jacket was his grandfather’s old work coat. 梳理第一段写作思路：①开篇承接提示句，描写“我”听到夹克由来后的神态、心理（惊讶、愧疚）；②刻画丹尼尔讲述夹克背后故事时的状态（腼腆、真诚、温柔，眼神里有悲伤和爱意）；③体现“我”对丹尼尔的情感变化（从理解到共情、愧疚，更加喜欢丹尼尔），为后文班级介绍做铺垫。 续写：I also learnt that the blue jacket was his grandfather’s old work coat. He said his grandfather wore it every day when he ran the bike shop, and it was a gift from his grandfather before he passed away. Daniel kept it to remember him, even if it was a little worn and too warm for some days. His voice was soft as he spoke, and I could see sadness and love in his eyes. I felt guilty for not getting to know him earlier and for letting others laugh at his jacket. We talked for a little longer, and I found myself liking this quiet, kind boy more and more. 第二段：When I introduced my class project, I showed a photo of Daniel repairing the bike. 梳理第二段写作思路：①开篇承接提示句，描写“我”介绍时的状态（从容、真诚，认真讲述）；②刻画同学们的反应（从安静、惊讶到认可、鼓掌）；③描写丹尼尔的反应（腼腆、脸红、微笑、感动）；④点明“我”和丹尼尔的关系变化，以及“我”领悟到的道理，凸显主题。 续写：When I introduced my class project, I showed a photo of Daniel repairing the bike. I told the class about his skills, his grandfather’s teachings, and his wonderful dream. The classroom was quiet, and no one laughed at the name “Blue Coat” anymore. When I finished, everyone clapped warmly. Daniel looked up, his face turning pink, and gave me a big smile. After class, some classmates even went to ask him about repairing bikes. That day, I realized that true friendship comes from understanding and respecting others, not from staying away from what is different. 学科网（北京）股份有限公司 $