读后续写语篇分析 作业设计-2026届高三英语二轮复习

2026年祁阳市优质教学资源评选活动 高三英语二轮复习 《循线析文・以情续篇 —— 读后续写语篇分析策略》作业设计 课程基本信息 主备人 邹聪玲 课型 读后续写语篇分析 学科 英语 年级 高三 学段 高中 版本章节 二轮复习读后续写 作业设计 课标要求 1. 语言能力：能提取、梳理、概括记叙文核心信息，理解情节与情感逻辑；能运用恰当语言进行逻辑连贯、情感一致的书面表达。 2. 思维品质：能分析故事冲突、发展、结局，进行合理推断与预测，提升逻辑与批判性思维。 3. 文化意识：体会友善、责任、互助等价值导向，形成正确情感态度。 4. 学习能力：掌握读后续写语篇分析方法，形成自主梳理、自评修改的学习习惯。 教材分析 本课为高三英语二轮复习专项课，聚焦高考读后续写语篇分析。 选材：选用2024 新课标 Ⅰ 卷、2026 年 1 月浙江卷真题，文本为典型记叙文，情节完整、情感清晰、冲突明确，符合高考命题规律。 1. 结构：围绕四步分析法（找要素 — 理情节 — 抓冲突 — 做预测）展开，分层设计作业，兼顾基础巩固与能力提升。 2. 目标：以语篇分析为核心，为续写搭建逻辑框架，突出情节连贯、情感一致、冲突解决的评分要点。 学情分析 1. 知识基础：学生已掌握基本词汇、语法与记叙文阅读能力，能读懂原文大意，但不会系统分析语篇。 2. 能力短板：学生不会快速提取时间、地点、人物、事件；抓不住情感线与核心冲突；续写易偏离原文、逻辑断裂。 3. 分层特点：基础生需强化要素梳理与情节把握；中等生需提升冲突定位与预测能力；尖子生需强化语言仿写、细节回扣与主题升华。 4. 学习需求：学生急需可操作、可套用的分析步骤，提升续写准确性与得分率。 作业设计思路 1. 紧扣课标与高考，聚焦读后续写核心能力训练。 2. 分层设计：基础层夯实基本功，提升层强化技巧，拓展层挑战综合写作。 3. 以练促学，用真题巩固课堂四步分析法，形成学练闭环。 4. 素养导向，兼顾语言提升与价值引领。 作业设计内容 一、2024 新课标 Ⅰ 卷 读后续写 完整三层作业 I met Gunter on a cold, wet and unforgettable evening in September. I had planned to fly to Vienna and take a bus to Prague for a conference. Due to a big storm, my flight had been delayed by an hour and a half. I touched down in Vienna just 30 minutes before the departure of the last bus to Prague. The moment I got off the plane, I ran like crazy through the airport building and jumped into the first taxi on the rank without a second thought. That was when I met Gunter. I told him where I was going, but he said he hadn't heard of the bus station. I thought my pronunciation was the problem, so I explained again more slowly, but he still looked confused. When I was about to give up, Gunter fished out his little phone and rang up a friend. After a heated discussion that lasted for what seemed like a century, Gunter put his phone down and started the car. Finally, with just two minutes to spare we rolled into the bus station. Thankfully, there was a long queue still waiting to board the bus. Gunter parked the taxi behind the bus, turned around, and looked at me with a big smile on his face. "We made it," he said. Just then I realized that I had zero cash in my wallet. I flashed him an apologetic smile as I pulled out my Portuguese bankcard. He tried it several times, but the card machine just did not play along. A feeling of helplessness washed over me as I saw the bus queue thinning out. At this moment, Gunter pointed towards the waiting hall of the bus station. There, at the entrance, was a cash machine. I jumped out of the car, made a mad run for the machine, and popped my card in, only to read the message: "Out of order. Sorry." 续写开头 1. I ran back to Gunter and told him the bad news. 2. Four days later, when I was back in Vienna, I called Gunter as promised. 基础层（必做・全体学生） Task 1 Trap main elements Mark When, Where, Who and What in the text. · When:____________________ · Where: ____________________ · Who: ____________________ · What:____________________ · Tense: ____________________ Task 2 Grasp plot and emotions Write down emotional words and action words. My feelings change: _____ → _____→ ______→ _____ → _____ Gunter’s feelings change:_____ → _____→ ______→ _____ → _____ Task 3 Complete the plot and emotional line. Climax Ending Turing point Build-up Opening Task 4 Find out the core conflict Task 5 Make predictions 1. 2. 提升层（选做・中等以上） Task 1 情节预测拓展 结合开头句，写出3 种合理情节走向，并标注情感变化： 1. （情感：_____ → _____→ ______） 2. （情感：_____ → _____→ ______） 3. （情感：_____ → _____→ ______） Task 2 语言仿写（动作 / 心理描写） 从原文摘抄 3 句精彩表达，并仿写用于续写： 1. 原句： 仿写： 2. 原句： 仿写： 3. 原句： 仿写： Task 3 细节回扣设计 写出3 个必须回扣原文的细节（如：storm, taxi, bus station, cash machine）： 1. 2. 3. 拓展层（挑战・尖子生） Task 1 完整续写（150 词左右） 严格遵循逻辑、情感、细节回扣，完成两段续写。 I ran back to Gunter and told him the bad news. Four days later, when I was back in Vienna, I called Gunter as promised. Task 2 自评与修改 1. 我用到的原文关键词：____________________ 2. 我的情节是否解决冲突：□ 是 □ 否 3. 我的情感是否连贯：□ 连贯 □ 需调整 4. 1 条优化方向：____________________ Task 3 主题升华句（至少写 2 句） 贴合故事主题（kindness/help/honesty），写结尾升华句： 1. 2. 二、2026 年 1 月浙江卷 读后续写 完整三层作业 It was a regular Saturday morning, just like any other. I was driving my nine-year-old daughter, Emma, to her weekly swimming lesson. Recently, Emma had started seeing me as a true hero who could solve any problem fairly. “You always know what’s right, Dad,” she would say. We were talking about her class when I noticed a crowd up ahead and had to slow down. People were gathered on the street, pointing and laughing. In the middle of it all was a large brown and white cow. It looked completely lost and terrified. Some kids were shouting nearby, which seemed to scare the animal even more. A strong feeling of anger rose inside me. These people were treating the poor creature’s fear as entertainment. “Dad, that cow is scared.” Emma said softly from the back seat. “What would you do?” Her question was serious. She believed I would do the right thing. “Well,” I said, trying to sound confident for her, “I would calm it down and help it find its way home.” I explained that I knew a lot about cows. I spent my childhood on a farm, and now I even worked at a beef processing plant. I was sure my experience would impress Emma. After dropping off a very impressed Emma, I turned my car around. I felt it was my duty to go back and help. When I returned, the scene was worse. I learned from a shop owner that the cow had been wandering for a while, knocking over a fruit stand and causing quite a bit of trouble. I took a slow, careful step towards the animal, speaking in a gentle voice. However, instead of calming down, the cow lowered its head and let out a threatening sound. It stared directly at me, full of hostility. My confidence faded, replaced by a sudden fear. This wasn’t going to be easy at all. 续写开头 1. Just as I was about to turn and run, two police officers arrived on the scene. 2. After we managed to secure the cow to a tree, we began to discuss what to do with it. 基础层（必做・全体学生） Task 1 Trap main elements Mark When, Where, Who and What in the text. · When: ____________________ · Where: ____________________ · Who: ____________________ · What: ____________________ · Tense: ____________________ Task 2 Grasp plot and emotions Write down emotional words and action words. My feelings change: _____ → _____→ ______→ _____ → _____ Emma’s feelings change: _____ → _____→ ______→ _____ → _____ The cow’s feelings change: _____ → _____→ ______→ _____ → _____ Task 3 Complete the plot and emotional line. Climax Turing point Build-up Ending Opening Task 4 Find out the core conflict Task 5 Make predictions 1. 2. 提升层（选做・中等以上） Task 1 情节预测拓展 写出3 种合理情节走向，并标注情感变化： 1. （情感：_____ → _____→ ______） 2. （情感：_____ → _____→ ______） 3. （情感：_____ → _____→ ______） Task 2 语言仿写（动作 / 神态描写） 摘抄 3 句原文，仿写用于续写： 1. 原句： 仿写： 2. 原句： 仿写： 3. 原句： 仿写： Task 3 细节回扣设计 写出3 个必须回扣的原文细节（Emma’s hero, farm experience, scared cow）： 1. 2. 3. 拓展层（挑战・尖子生） Task 1 完整续写（150 词左右） Just as I was about to turn and run, two police officers arrived on the scene. After we managed to secure the cow to a tree, we began to discuss what to do with it. Task 2 自评与修改 1 .我用到的原文关键词：____________________ 2. 我的情节是否解决冲突：□ 是 □ 否 3. 我的情感是否连贯：□ 连贯 □ 需调整 4. 1 条优化方向：____________________ Task 3 主题升华句（至少写 2 句） 贴合主题（kindness/responsibility/heroism），写结尾升华： 1. 2. 三、Summary: Four steps for continuation writing Step 1: ____________________ Step 2: ____________________ Step 3: ____________________ Step 4: ____________________ Golden Rule: Find conflicts and solve conflicts. 学科网（北京）股份有限公司1 学科网（北京）股份有限公司 $