2026届高三英语读后续写专项复习---班级旅行的意外温暖 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。 “Hurry up, everyone! Don’t forget your lunches!” Mrs. Jones called out as Luna’s class could hardly contain their excitement for their class trip to the Grand Exhibition. “I’m going to take lots of pictures,” Mrs. Jones announced, holding up her camera. “We’ll make a wonderful class book about our day!” On the bus, Luna could hardly sit still. When it finally stopped, she leaped up. “I want to be first!” she cried, accidentally pushing past Kevin in her rush. Inside the dimly lit exhibition hall, Mrs. Jones gathered the class for a group photo. “Everyone, stay to the right, please!” she reminded them. But in the darkness, Luna, still overexcited, tripped over someone’s foot. She lost her balance and fell forward, crashing right into Mrs. Jones. Crash! The camera slipped from the teacher’s hands and hit the floor with a sickening sound. A heavy silence fell over the room. Mrs. Jones bent down and picked up the camera. “It’s broken,” Mrs. Jones sighed sadly. Luna’s heart sank. “I’ve ruined everything. Now we can’t make our class book,” she whispered, fighting back tears. Mrs. Jones gently patted her on the shoulder and said, “It’s okay. Don’t worry about that.” Throughout the tour, while Kevin and others looked in wonder at the exhibits, Luna saw nothing. She was consumed by guilt. Even during lunch, the noisy chatter of her classmates couldn’t lift her spirits. “Please quiet down,” Mrs. Jones said with a tired voice. “After you eat, you may visit the gift shop. But remember, be back on the bus by 2:30.” The next day at school, the children were asked to write about their trip. “Since we have no pictures,” Mrs. Jones said, trying to sound cheerful, “we’ll have to draw pictures for our class book.” Luna looked at her blank paper, feeling sad. Then, she saw Kevin take something out of his bag — a handful of beautiful postcards from the gift shop. An idea flashed through her mind. “What if we use these?” Luna exclaimed, her voice suddenly bright. Kevin smiled and nodded. 注意： 1．续写词数应为150个左右； 2．请按如下格式在答题纸的相应位置作答。 The idea spread quickly and quietly through the class. _______________________________________________________________________________ Luna carefully handed the book to Mrs. Jones. _______________________________________________________________________________ 一、文本分析 1．角色： _________________________________________________________________ 2. 视角： 第__________________________人称视角 3．时空线： Luna所在的班级去Grand Exhibition参加班级旅行，Mrs. Jones计划用相机拍照制作班级纪念册；途中Luna因兴奋不小心撞倒Mrs. Jones，导致相机摔坏，Luna满心愧疚；旅行全程Luna都被愧疚困扰，毫无兴致；第二天回到学校，Mrs. Jones让大家写旅行感受、画图画制作纪念册，Luna看到Kevin的旅行明信片，突然有了主意并告诉Kevin，Kevin表示赞同→（续写） _____________________________________________________________ 4．情感线 Luna：旅行前的兴奋、急切→不小心摔坏相机后的愧疚、自责、难过→旅行全程的低落、无精打采→看到明信片后的惊喜、燃起希望→（续写）组织同学制作纪念册时的积极、认真→交给老师后的忐忑、释然。 Mrs. Jones：旅行前的热情、期待→相机摔坏后的失落→安慰Luna时的温柔、体贴→提议画图画做纪念册时的乐观→（续写）收到纪念册后的感动、欣慰。 Kevin：温和、友善，主动分享明信片，支持Luna的主意→（续写）____________________________________ 其他同学：旅行前的兴奋→相机摔坏后的安静→旅行中的兴致勃勃→（续写）________________________________ 5．文章大意概括 中文： ________________________________________________________________________________________________________________________________________________________ 英文： ________________________________________________________________________________________________________________________________________________________ 6．句式示例（补充） 宾语从句、状语从句、神态描写、心理描写各1句： _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 二、情节构造 1. 第一段提示句：The idea spread quickly and quietly through the class. 衔接句 1—— 对 “互动场景” 提问：同学们得知Luna的主意后，反应如何？大家做了哪些事情来配合制作纪念册？Luna和Kevin的表现是什么样的？ 衔接句 2—— 对 “过渡作用” 提问：这段情节如何为第二段“交给老师纪念册”做铺垫？同学们的参与如何缓解Luna的愧疚感？ 过渡逻辑：请说明第一段续写内容如何为第二段“Luna carefully handed the book to Mrs. Jones”做铺垫： ________________________________________________________________________________________________________________________________ 2. 第二段提示句：Luna carefully handed the book to Mrs. Jones. 衔接句 1—— 对 “情感回升” 提问：Luna递纪念册时的神态、心理是什么？Mrs. Jones看到纪念册后的反应如何？Luna的心态发生了怎样的变化？ 衔接句 2—— 对 “主题升华” 提问：这段续写如何呼应“意外中的温暖、团结与包容”这一主题？ 主题： ________________________________________________________________________________________________________________________________________________________ 三、段落构思 1. 第一段（The idea spread quickly and quietly through the class.） 写作思路：①描写同学们得知主意后的反应（兴奋、赞同）；②刻画大家的行动（拿出自己的明信片、写字、画画）；③描写Luna的表现（积极组织、认真参与，愧疚感逐渐缓解）；④为第二段“交给老师纪念册”做铺垫。 续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. 第二段（Luna carefully handed the book to Mrs. Jones.） 写作思路：①描写Luna递纪念册时的神态、动作（紧张、认真）；②刻画Mrs. Jones的反应（惊讶、感动）；③描写Luna的倾诉与Mrs. Jones的回应；④点明Luna的心态变化，升华“团结、包容与温暖”的主题。 续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色： Luna（活泼冲动，犯错后充满愧疚，善于思考、勇于弥补）、Mrs. Jones（温柔体贴、善解人意，懂得包容和鼓励学生）、Kevin（温和友善、乐于助人，支持Luna的想法）、其他同学（热情积极，团结友爱）。 2. 视角： 第三人称视角 3．时空线： Luna所在的班级去Grand Exhibition参加班级旅行，Mrs. Jones计划用相机拍照制作班级纪念册；途中Luna因兴奋不小心撞倒Mrs. Jones，导致相机摔坏，Luna满心愧疚；旅行全程Luna都被愧疚困扰，毫无兴致；午餐后同学们参观了礼品店；第二天回到学校，Mrs. Jones让大家写旅行感受、画图画制作纪念册，Luna看到Kevin的旅行明信片，突然有了主意并告诉Kevin，Kevin表示赞同；同学们积极响应Luna的主意，一起用明信片、文字和图画制作纪念册；Luna将做好的纪念册交给Mrs. Jones，得到老师的肯定和安慰，终于解开了心结。 4．情感线 Luna：旅行前的兴奋、急切→不小心摔坏相机后的愧疚、自责、难过→旅行全程的低落、无精打采→看到明信片后的惊喜、燃起希望→组织同学制作纪念册时的积极、认真，愧疚感逐渐缓解→递纪念册时的忐忑、紧张→得到老师肯定后的释然、开心。 Mrs. Jones：旅行前的热情、期待→相机摔坏后的失落→安慰Luna时的温柔、体贴→提议画图画做纪念册时的乐观→收到纪念册后的惊讶、感动、欣慰。 Kevin：温和、友善，主动分享明信片，支持Luna的主意→积极配合Luna，一起制作纪念册，帮助Luna弥补错误。 其他同学：旅行前的兴奋→相机摔坏后的安静→旅行中的兴致勃勃→得知Luna的主意后的积极响应、热情参与，用团结温暖Luna。 5．文章大意概括 中文：Luna所在的班级去Grand Exhibition参加班级旅行，Mrs. Jones准备用相机拍照，制作班级纪念册。途中，兴奋的Luna不小心撞倒了Mrs. Jones，导致相机摔坏，Luna内心充满愧疚，全程都无精打采。午餐后，同学们参观了礼品店。第二天回到学校，Mrs. Jones提议大家写旅行感受、画图画来制作纪念册。Luna看着空白的纸十分难过，这时她看到Kevin拿出的旅行明信片，突然有了用明信片制作纪念册的主意，Kevin表示赞同。这个主意很快在班级里传开，同学们纷纷拿出明信片、彩笔，一起分工合作制作纪念册，Luna的愧疚感也渐渐消失。最后，Luna小心翼翼地将做好的纪念册交给Mrs. Jones，Mrs. Jones十分感动，称赞纪念册很美好，Luna也终于解开了心结，弥补了自己的错误。 英文：Luna’s class went on a class trip to the Grand Exhibition. Mrs. Jones planned to take lots of photos to make a wonderful class book. On the way, the excited Luna accidentally knocked into Mrs. Jones, breaking her camera. Luna felt deeply guilty and was in low spirits throughout the trip. After lunch, the students visited the gift shop. The next day at school, Mrs. Jones asked everyone to write about the trip and draw pictures for the class book. Luna felt sad looking at her blank paper until she saw Kevin’s postcards from the gift shop. She came up with an idea to use the postcards to make the book, and Kevin agreed. The idea spread quickly, and all the students joined in, working together to make the class book with postcards, words and pictures. Finally, Luna carefully handed the book to Mrs. Jones, who was deeply moved and praised it. Luna felt relieved and happy, making up for her mistake. 6．句式示例 宾语从句：Luna whispered that she had ruined everything and they couldn’t make their class book. 状语从句：While Kevin and others looked in wonder at the exhibits, Luna saw nothing. 神态描写：Mrs. Jones sighed sadly when she found her camera was broken. / A warm smile spread across Mrs. Jones’s face as she turned the pages of the book. 心理描写：Luna’s heart sank when she realized she had broken Mrs. Jones’s camera. / Luna felt a big weight lift off her chest after Mrs. Jones praised the class book. 二、情节构造 1. 第一段提示句：The idea spread quickly and quietly through the class. 衔接句 1—— 对 “互动场景” 提问：同学们得知Luna的主意后，都微笑赞同，十分积极；大家纷纷拿出自己的明信片、彩笔和纸，分工合作，有的写字、有的画画、有的贴明信片；Luna和Kevin默契配合，Luna写下旅行回忆，Kevin画画装饰，两人都十分认真；整个教室充满温暖的氛围。 衔接句 2—— 对 “过渡作用” 提问：这段情节展现了同学们的团结友爱，不仅完成了纪念册的制作，还让Luna的愧疚感逐渐缓解，让她重新变得积极乐观，为第二段“自信地将纪念册交给老师”做了铺垫，也让后续老师的感动更具合理性。 过渡逻辑：第一段中，同学们的积极参与和真诚帮助，让Luna感受到了班级的温暖，也让她有勇气面对自己的错误，主动弥补；大家一起制作的纪念册，是Luna弥补错误的见证，为第二段“递交给老师、获得原谅与肯定”的情节奠定了基础，让情感过渡自然、合理。 2. 第二段提示句：Luna carefully handed the book to Mrs. Jones. 衔接句 1—— 对 “情感回升” 提问：Luna递纪念册时，双手微微颤抖，神态紧张、忐忑，小声向老师道歉；Mrs. Jones看到纪念册后十分惊讶，随后露出温暖的笑容，温柔地称赞纪念册很美好；Luna的心态从忐忑、自责，转变为释然、开心，心中的愧疚彻底消散，感受到了老师的包容和同学们的温暖。 衔接句 2—— 对 “主题升华” 提问：这段续写呼应了“意外中的温暖、团结与包容”的主题，通过Luna犯错后勇于弥补、同学们团结帮助、老师温柔包容的情节，传递了“犯错不可怕，勇于承担、相互包容，就能收获温暖与成长”的正向价值观，让故事更具教育意义。 主题：犯错并不可怕，勇于面对、主动弥补，就能获得原谅；同学之间的团结友爱、老师的包容鼓励，能温暖人心，帮助我们走出困境；意外的挫折中，往往藏着不期而遇的温暖与成长。 三、段落构思解析 1. 第一段（The idea spread quickly and quietly through the class.） 写作思路解析：①开篇承接提示句，描写同学们的反应（赞同、兴奋），体现班级的团结；②加入具体动作描写（拿明信片、彩笔，写字、画画），展现大家制作纪念册的热情；③刻画Luna和Kevin的配合，体现两人的友善，同时描 写Luna愧疚感的缓解，为第二段做铺垫；④语言简洁、氛围温暖，贴合小学生的校园场景。 The idea spread quickly and quietly through the class. All the children smiled and nodded in agreement. Some took out their own postcards from the gift shop, others fetched colored pens and paper. Luna and Kevin worked together happily: Luna wrote down their wonderful memories of the trip next to each postcard, while Kevin drew small pictures to decorate them. Everyone joined in, talking softly and helping each other. The classroom was filled with warmth, and Luna’s guilt slowly faded away as she focused on making the perfect class book. 2. 第二段（Luna carefully handed the book to Mrs. Jones.） 写作思路解析：①开篇承接第一段的纪念册制作，描写Luna递纪念册时的神态、动作（颤抖、小心翼翼），体现她的忐忑与自责；②刻画Mrs. Jones的反应（惊讶、微笑、称赞），体现老师的包容与温柔；③加入Luna的道歉和老师的回应，解开Luna的心结；④结尾点明Luna的心态变化，升华“团结、包容与成长”的主题，让故事有始有终。 Luna carefully handed the book to Mrs. Jones. Her hands trembled a little, and she whispered, “Mrs. Jones, we made this for you. I’m so sorry about your camera.” Mrs. Jones took the book gently, her eyes wide with surprise. As she turned the pages, a warm smile spread across her face. “It’s beautiful, Luna,” she said softly, patting her head. “This is even better than a book with photos. Thank you all.” Luna felt a big weight lift off her chest, and she smiled happily, knowing she had made up for her mistake. 学科网（北京）股份有限公司 $