2026届高三英语一轮复习读后续写专题课学历案

高三英语一轮复习读后续写学案 备课教师：罗维娜 时间：2025.12.12 Learning objectives： 1. 通过例句解构和仿写掌握“动作、情感 、语言描写等句型，并梳理原文故事情节和情感变化线。 2. 通过问题链讨论，预测续写段落内容，完成场景化游记续写并评价，提升语用迁移能力。 3.  增强跨文化交流意识，激发对校园生活及传统文化的热爱，学会用文字传递本土校园文化。 学习过程： Step 1 Lead in (情境驱动) If an American exchange student comes to our school, what will you show him first? Step 2 Contextual writing（学习理解+应用实践） Task： 1) Observe the example sentences and imitate them. 2) How did John feel in each Scene？ Use an adj to describe it. Scene 1 Welcome and visit the Qinyuan Building. 动作链：非谓语动词（V-ing）, 主语+V1+and+V2（并列谓语） Seeing John standing at the school gate with a smile, I ran over quickly and waved to him warmly. With honor filling my heart, I greeted John warmly and decided to show him around our school. 仿写：穿过广阔的操场，我们首先来到了勤远楼并交流了勤远的含义-勤学致远的精神。宏伟的建筑风格让约翰充满好奇。 ________across the ______playground, we first ______ to Qinyuan Building and _______ the meaning of Qinyuan —the spirit of "diligence for a distant goal". Scene 2. Experience the Matouqin Culture 情绪描写伴随动作：with +n+ving，sb +felt a wave of +情绪名词, Ving... With the campus scenery unfolding gradually before us, John felt a wave of curiosity rising in his heart, staring at the tall teaching buildings and asking questions from time to time.We also enjoyed folk music like Matouqin performance, and its beautiful melody made him feel relaxed. 仿写：随着音乐课上马头琴音乐缓缓演奏，我感到一股愉悦在心中涌起，给约翰分享这门民间音乐的故事。 With the Matouqin music ______ slowly in the music class, I felt a wave of ______ welling up in my chest, ______ John the story of this folk music. Scene 3. Explore the Special Dishes in School Cafeterias 情感描写+动作：adj.1 and adj.2,sb.did sth. Curious and eager, John stepped into the dormitory which was clean and comfortable; much to his relief, he adapted to the living environment soon. 仿写：开心又惊讶，约翰走进学校食堂，准备品尝当地的特色美食。 ______ and ______, John ______ the school dining hall, ready to taste the local delicacies.So delicious was the local food that John ate with great amusement—he took a sip of milk tea and a bite of local delicacies, laughing from ear to ear. . Scene 4.Appreciate Chinese calligraphy works 语言描写：“……,”sb said in a …voice/tone，doing.... In the art room of Shang mei Building, displaying excellent calligraphy works , the teacher said in a gentle tone, “Chinese calligraphy is full of cultural charm and will surely appeal to you deeply,” 仿写：“中国书法真是太神奇太优美了，”约翰用开心的语气说道，在看完我的作品后轻轻竖起了大拇指。 "Chinese calligraphy is so magical and beautiful," John said in a ______ voice, ______ his thumb up gently after seeing my work. Scene 5. Watch a folk music performance 倒装句：So+表情感的adj.+was/were+主语+that从句 When we went to Gewu Building, so amazing were the labs that John couldn't help touching the experimental equipment gently when we passed by. 仿写：学校礼堂里的民乐表演如此精彩，以至于约翰认真地聆听着，舍不得离开。 So ______ was the folk music performance in the school hall _____ John listened carefully and didn't want to leave. Scene 6. Admire teaching resource 并列句倒装：not only did ....do...，but also ... Not only did Gewu Building have a spacious library with thousands of books but also it had well-equipped art rooms , which were perfect for us to develop our hobbies. 仿写：致远楼不仅拥有先进的实验设备，还为我们提供了丰富有趣的科学实验课程。 Not only ____Zhiyuan Building ______ advanced experimental equipment but also it ______ rich and interesting science courses for us. Scene 7.  In the English class 强调句: It was +被强调部分... that It was our English class that left a deep impression on John and made him feel the fun of cross-cultural communication. 仿写：正是课堂上的小组合作，让约翰得以深入挖掘中国文化。 ______the group cooperation in class _____enabled John to dig deeper into Chinese culture and share his own cultural background with classmates. Step 3 Continuation writing (应用实践+迁移创新) Last week, American exchange student John came to our school, and I was lucky enough to be his guide for a campus culture journey. Walking across the vast playground, we first came to Qinyuan Building and exchanged the meaning of Qinyuan—the spirit of “diligence for a distant goal”. The grand architectural style made John full of curiosity. Later, with the Matouqin music playing slowly in the music class, I felt a wave of joy welling up in my chest, telling John the story of this folk music. Happy and amazed, John stepped into the school dining hall, ready to taste the local delicacies, and the tasty food made him laugh from ear to ear. In the art room, we appreciated Chinese calligraphy works. “Chinese calligraphy is so magical and beautiful,” John said in a cheerful voice, holding his thumb up gently after seeing my work. In the school hall, so wonderful was the folk music performance that John listened carefully and didn't want to leave. We also visited Zhiyuan Building; not only did Zhiyuan Building have advanced experimental equipment but also it provided rich and interesting science courses for us. It was the calligraphy class and Chinese painting class in our school that made John was eager to have class with us. Last Wednesday, John was having an English class with us, and the teacher asked us to design an ideal park in pairs. Immediately, our group sat together quickly, shared ideas actively and focused on integrating traditional Chinese culture. But John had different thoughts, hoping to add some American-style creative facilities, which led to a mild discussion between us. P1: Just as we were stuck in disagreement, the teacher walked over to our group with a smile. P2: After we presented our final park design, the whole class burst into applause. Discussion： P1: 1.what did the teacher say and do?How did we solve the disagreement? Pointing at our half-finished draft , she.... 2.In what tone did she/he say it? ....said in an eager voice,... 3.How did you and John feel after hearing the teacher’s words? With her inspiring words spreading in the air, I felt a wave of enlightenment . 4. What ideas did you combine to improve the park design? combining ...with... cross-cultural integration P2 1.  How did the classmates and teacher react when seeing your final design? So fantastic was our design that ... 2.  What cultural elements and creative facilities(设施) were included? Not only did we plan ....., but also we added ...... 3. What did John or the teacher say and do about the design? “...”... said in a proud tone, holding up our blueprint high. Proud and satisfied, ... shook hands with ... 4. What did you realize about the cultural integration? It was this campus journey that... Step 4 : Evaluation 评价维度 自评 互评 师评 词汇准确性、恰当性与丰富度( 5分) 正确应用目标句型（10分） 主题契合与内容连贯（10分） Homework: Use Doubao or Kimi to polish your content, language, and structural coherence. 第三课时 读后续写分层赏析学案 备课教师：罗维娜 2026.3.15 学习目标 通过分层赏析积累高分写作表达，梳理优质续写的语言组织逻辑，夯实语言基础。 聚焦情节逻辑、情感过渡与传统文化融合维度，掌握续写核心评价标准，突破教学难点。 完成互评互鉴，总结续写升格技巧，完善“写-改-评”教学闭环，实现全员能力进阶。 Task 1 小组赏析·互评探究 ★ 基础层任务（全员必做，基础薄弱生重点完成） 高分表达积累区（在二稿原文中标注后，摘抄核心内容） 高分词块（动词短语、衔接词、情感类短语等） 高分句型（复合句、特殊句式、主题升华句等） 1. 1. 2. 2. 3. 3. 值得借鉴的写作方法与语言组织形式： ① ② ★ 提升层任务（学优生重点完成，小组全员参与核查） 续写核心维度互助核查清单（符合要求打√，待优化打×，同步记录核心问题） 核查维度 达标情况 待优化问题记录 情节逻辑与情感过渡 传统文化融合自然度 细节描写效果 本组赏析过程中发现的续写共性问题： Task 2 成果展示·多元评价·升级总结 优秀成果核心记录（本组展示+其他小组优质分享） 补充高分表达与句式： 可落地的续写升格技巧： 6.多元评价表（1-5分，分值越高表现越优） 评价维度 核心评价要点 小组自评 小组互评 教师评价 互评针对性 赏析评价贴合文本具体内容，表述不笼统，有明确依据，符合分层任务要求 成果展示质量 展示内容重点突出，提炼的方法技巧可复制、可借鉴，对全员有学习启发 难点突破情况 能精准定位情节、文化融合等核心难点，提出可操作的文本优化方案 我仍存在的学习疑问/待突破的续写难点： 1 学科网（北京）股份有限公司 $