2026届高三英语读后续写专项复习---温柔治愈迷途 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。 Renee was known by many labels — lazy, rude, and a runner. She often left class without permission and said things that made teachers angry. She was generally difficult but never did anything serious enough to get suspended. In my home state, we no longer suspend students for bad behavior, despite some online advice that we should be hard on these students and teach them a lesson. Yes, Renee needed to learn a lesson, but suspension had not worked for her before. In fact, Renee had been suspended 21 times in 8th grade and 17 times in 7th grade before coming to our high school. Her suspension record went back years. Clearly, punishment alone was not helping her change. When Renee behaved badly in class, teachers would send a message to the office, and someone would meet with Renee in the hallway to talk about how to act in class. But teachers were rightfully upset. Renee was out of class a lot — not just for these talks, but also for using the restroom, getting water, or just hanging around outside. Teachers were feeling helpless with Renee. That was when Ms. Thompson, Renee’s English teacher, decided to try something different. One day after Renee stormed out of class again, Ms. Thompson found her sitting on a bench near the school garden. Instead of sending for help, she sat down beside her. For a long moment, neither of them spoke. Then Ms. Thompson said quietly, “I’m not here to punish you, Renee. I’m here because I want to understand.” Renee looked up, surprised. No teacher had ever said that to her before. Over the next few weeks, Ms. Thompson made time to talk with Renee — not about her behavior, but about her life, her interests, her struggles. She learned that Renee loved drawing but had no one to share her pictures with. She learned that Renee often felt lost in class because she couldn’t keep up with the lessons. And she learned that Renee acted out because it was easier than admitting she needed help. 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。 After school that day, she found Renee sitting in the art room, drawing in a notebook. Slowly but surely, Renee began to change. 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 Renee was labelled as a problematic student with bad behavior--- _________________ --- repeated suspension failed to correct her behavior--- _________________ --- teachers felt helpless about Renee--- _________________ --- Ms. Thompson communicated with Renee patiently and found her hidden troubles--- _________________ 4. 细节问答 What labels did people give Renee? ：___________________________________ Why didn’t the school suspend troublesome students?： _________________________________ What was wrong with Renee’s previous punishment?： ________________________________________________ How did teachers deal with Renee’s bad behavior before?： __________________________________________ What did Ms. Thompson choose to do differently?： _____________________________________________ Why did Renee behave badly at school? _________________________________________________ What does the story tell us?：________________________________________________ 5．情节线 蕾妮在校行为恶劣，被贴上诸多负面标签→多次停学惩罚却毫无效果，单纯惩罚无法纠正她的行为→蕾妮频繁逃课、游离课堂，老师们对此束手无策→_____________________ →老师主动私下陪伴、耐心沟通，深入了解蕾妮→发现蕾妮叛逆行为的背后是学业落后、孤独自卑、渴望关注→（续写）老师用艺术鼓励、温暖包容对待蕾妮→（续写）_________________________________________ 6．情感线 Teachers：annoyed and disappointed→___________→hopeful and relieved Renee：defensive and rebellious→___________→grateful and positive（续写） 7. 综合概括（中英各一句） 中文： ______________________________________________________________________________________________________________________________________ 英文： ______________________________________________________________________________________________________________________________________ 8. 句式 宾语从句；定语从句；状语从句；非谓语；并列句 ________________________________________________________________________________________________________________________________________________ 9. 本文主题 成长治愈类：_______________________________________ 二.情节构造 Paragraph 1: After school that day, she found Renee sitting in the art room, drawing in a notebook. 衔接句1——What did Ms. Thompson do? How did Renee react? ______________________________________________________________________________________________________________________________________ Paragraph 2: Slowly but surely, Renee began to change. 衔接句2——What positive changes did Renee have? What is the theme of the story? ______________________________________________________________________________________________________________________________________ 三．段落续写框架 第一段：那天放学后，汤普森老师发现蕾妮在美术室画画。 →①老师轻声上前欣赏画作，真诚夸赞蕾妮的天赋→②主动鼓励她坚持热爱、勇敢求助，温柔包容她的缺点→③蕾妮内心触动，卸下防备，敞开心扉； 第二段：慢慢地，蕾妮开始做出改变。 →①蕾妮不再逃课叛逆，主动遵守课堂纪律→②正视自身不足，主动向老师求助学业→③温柔的理解与包容，远比惩罚更能治愈成长。 四.段落续写 After school that day, she found Renee sitting in the art room, drawing in a notebook. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Slowly but surely, Renee began to change. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Renee（外表叛逆、行为顽劣，内心自卑孤独、渴望理解与认可的问题学生）；Ms. Thompson（温柔包容、善于观察、因材施教、充满教育温度的良师） 2．视角 第一人称 3．时空线 Renee was labelled as a problematic student with bad behavior--- she got suspended repeatedly at a young age--- repeated suspension failed to correct her behavior--- Renee often skipped class and wandered outside--- teachers felt helpless about Renee--- Ms. Thompson decided to try a new way instead of punishment--- Ms. Thompson communicated with Renee patiently and found her hidden troubles 4. 细节问答 What labels did people give Renee? ：She was regarded as lazy, rude and a runner. Why didn’t the school suspend troublesome students?：Because suspension punishment had never worked to change problematic students. What was wrong with Renee’s previous punishment?：She received numerous suspensions but still failed to correct her bad behavior. How did teachers deal with Renee’s bad behavior before?：They sent messages to the office and talked with her to guide her classroom behavior. What did Ms. Thompson choose to do differently?：She talked with Renee patiently to understand her life and troubles rather than punishing her. Why did Renee behave badly at school?：She fell behind in study, felt lost and lonely, and preferred acting out to asking for help. What does the story tell us?：Severe punishment cannot save lost students, but sincere understanding, respect and care can light up their growth path. 5．情节线 蕾妮在校行为恶劣，被贴上懒惰、粗鲁、逃课的负面标签→多次停学惩罚却毫无效果，单纯惩罚无法纠正她的行为→蕾妮频繁逃课、借故离开课堂，老师们对此束手无策→汤普森老师决定跳出固有方式，不再惩罚说教→老师主动私下陪伴、耐心沟通，深入了解蕾妮→发现蕾妮叛逆行为的背后是学业落后、孤独自卑、渴望关注、羞于求助→（续写）老师发现蕾妮的绘画天赋，温柔鼓励、包容善待她→（续写）蕾妮慢慢蜕变，收敛叛逆，主动改正缺点、努力成长，完成自我救赎 6．情感线 Teachers：annoyed and disappointed→helpless and frustrated→hopeful and relieved Renee：defensive and rebellious→surprised and touched→grateful and positive（续写） 7. 综合概括（中英各一句） 中文：叛逆学生蕾妮屡教不改，严苛的惩罚毫无作用，汤普森老师摒弃说教与惩戒，用真诚的理解与温柔的关怀发掘她的天赋、治愈她的自卑，帮助她完成成长蜕变。 英文：The rebellious student Renee failed to change through repeated punishment. Instead of blaming her, Ms. Thompson understood and cared about her sincerely, discovering her talent and helping her grow into a better person. 8. 句式 状语从句：In my home state, we no longer suspend students for bad behavior, despite some online advice that we should be hard on these students and teach them a lesson. 非谓语动词：She often left class without permission and said things that made teachers angry. 宾语从句：I’m here because I want to understand. 定语从句：She learned that Renee loved drawing but had no one to share her pictures with. 并列句：Renee was out of class a lot — not just for these talks, but also for using the restroom, getting water, or just hanging around outside. 9. 本文主题 成长治愈类：严苛的惩罚无法救赎迷途的少年，真诚的理解、尊重与温柔的陪伴，才是最好的成长教育。 二.情节构造 Paragraph 1: After school that day, she found Renee sitting in the art room, drawing in a notebook. 衔接句1——What did Ms. Thompson do? How did Renee react? Ms. Thompson praised Renee’s drawing talent sincerely and encouraged her. Touched by genuine kindness, Renee gradually opened up to her teacher. Paragraph 2: Slowly but surely, Renee began to change. 衔接句2——What positive changes did Renee have? What is the theme of the story? Renee quit her bad behavior and became active in study and art. True education lies in understanding and care rather than punishment. 三．段落续写框架 第一段：那天放学后，汤普森老师发现蕾妮在美术室画画。 →①老师轻声上前欣赏画作，真诚夸赞蕾妮的绘画天赋→②耐心开导她，告诉她犯错并不可怕，勇敢求助也是成长→③从未被认可的蕾妮深受触动，放下戒备吐露心声； 第二段：慢慢地，蕾妮开始做出改变。 →①蕾妮不再随意逃课、顶撞老师，遵守课堂纪律→②课上认真听讲，课后主动补习学业、坚持绘画→③温柔的包容与理解胜过严苛惩罚，成就少年蜕变。 四.段落续写（标准答案） After school that day, she found Renee sitting in the art room, drawing in a notebook. Approaching gently, Ms. Thompson watched her finished pictures quietly and spoke highly of her outstanding drawing talent. She told Renee that everyone had flaws and it was brave to admit weaknesses and ask for help. Greatly surprised, Renee felt warm inside. For the first time, she gained recognition from a teacher and opened her heart, sharing her loneliness and anxiety in study and life. Slowly but surely, Renee began to change. She stopped walking out of class rudely and arguing with teachers. Instead, she focused on lessons actively and turned to teachers for academic help when falling behind. She also kept drawing in her spare time. It was Ms. Thompson’s sincere understanding and patient guidance rather than blind punishment that pulled her out of confusion. This experience taught her that kindness and care are the most powerful strength to heal growth. 学科网（北京）股份有限公司 $