2026届高三英语读后续写专项复习---打破偏见，邂逅别样成长 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。 I was sitting next to Missy when Mrs. Bartlett announced a group project: creating a newspaper about the culture we were studying. We listed three friends we wanted to work with. Missy and I exchanged confident smiles — we’d chosen each other. Mrs. Bartlett informed us that she would consider our choice and would let us know the results the next day. The next morning, when the bell finally rang, I slid into my seat beside Missy. Mrs. Bartlett began reading group lists. Group One, Group Two — then Group Three. Missy’s name was called. Good, I thought, I’m in Group Three. But as she read the remaining names, mine never came. My stomach tightened. Then I heard the last group: “Karina, Mauro, Juliette, Rachel.” I could feel the tears well in my eyes. How could I face being in that group: the boy who never did his homework, the one girl who always sat in the back and refused to speak, and the other girl who was always late for class? I fought back tears as I walked up to Mrs. Bartlett. “Why?” I whispered. She rested a gentle hand on my shoulder. “Well, Karina,” she said, “I need you to help your group get a passing grade on this assignment. Only you can help them.” Her words struck me like a physical blow. All this time, I’d seen myself as someone who needed the right group — but she saw me as someone who could lead one. “Will you help them?” she asked. I stood straighter. “Yes,” I heard myself say, surprising even myself. I bravely walked to where the others in my group sat, and we started awkwardly. But as we divided tasks — Mauro on finding pictures, Juliette on writing short articles, Rachel on designing the layout (布局) — something changed. The awkwardness faded into cooperation. 注意： （1）续写词数应为 150个左右； （2）逻辑连贯，情节完整，语言流畅。 Halfway through the week, I felt myself enjoying their company. ______________________________________________________________________________________________________________________________________________________ On presentation day, Mrs. Bartlett listened with a soft smile. ______________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 We were assigned a newspaper group project--- _________________ --- I expected to group with my friend Missy--- _________________ --- I was arranged into a troublesome group and felt upset--- _________________ --- Mrs. Bartlett encouraged me to lead the group--- _________________ --- I agreed and we divided tasks to cooperate 4. 细节问答 What was the school project? ：___________________________________ Who did the author hope to work with?：_________________________________ Why was the author disappointed at the group result?：________________________________________________ What were her three group members like?：__________________________________________ Why did Mrs. Bartlett put the author in this group?：_____________________________________________ How did the group start their cooperation?：_________________________________________________ What quality does the author have?：________________________________________________________ What does the story tell us?：________________________________________________ 5．情节线 老师布置制作文化报纸的小组作业，我希望和好友组队→_________________ →分组结果公布，我被分到问题组员组成的小组，倍感失落→_________________ →老师鼓励我担任小组领导者，带领大家完成作业→我答应老师的请求，主动融入小组→_________________ →小组合理分工，尴尬氛围逐渐消散，开始默契合作→（续写）我发现组员的闪光点，享受团队合作的乐趣→（续写）展示圆满成功，我收获成长与感悟 6．情感线 I：confident and expectant→___________→sad and disappointed→___________→brave and responsible→___________（续写） 7. 综合概括（中英各一句） 中文：__________________________________________________________________ 英文：__________________________________________________________________ 8. 句式积累 （摘抄文中宾语从句、定语从句、状语从句、非谓语、并列句）___________________________________________________________________________ 9. 本文主题 成长励志类：_______________________________________ 二、情节构造 Paragraph 1: Halfway through the week, I felt myself enjoying their company. 衔接句1——What changes took place in group members? How did I feel? ___________________________________________________________________________ Paragraph 2: On presentation day, Mrs. Bartlett listened with a soft smile. 衔接句2——How was our presentation? What praise and growth did I get? ___________________________________________________________________________ 三、段落续写框架 第一段：这周过半，我开始享受组员的陪伴。 →①__________________→②__________________→③_______________； 第二段：展示当天，巴特利特老师温柔地微笑着倾听。 →④__________________→⑤__________________→⑥_______________。 四、段落续写写作 Halfway through the week, I felt myself enjoying their company. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On presentation day, Mrs. Bartlett listened with a soft smile. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Karina（起初渴望和好友组队、失落敏感、最终勇于担当、善于发现他人优点、敢于成长的主人公）；Mrs. Bartlett（善于观察、因材施教、鼓励学生成长的智慧老师）；Mauro, Juliette, Rachel（看似缺点突出、实则各有长处、认真配合的组员） 2．视角 第一人称 3．时空线 We were assigned a newspaper group project--- We were allowed to choose preferred group partners --- I expected to group with my friend Missy--- I was full of expectation for the group work --- I was arranged into a troublesome group and felt upset--- I felt wronged and disappointed --- Mrs. Bartlett encouraged me to lead the group--- I realized my responsibility and agreed bravely --- I agreed and we divided tasks to cooperate 4. 细节问答 What was the school project?：Students needed to cooperate to create a newspaper about the culture they were studying. Who did the author hope to work with?：She hoped to work with her good friend Missy. Why was the author disappointed at the group result?：She was separated from her best friend and arranged into a group with problematic classmates. What were her three group members like?：Mauro never did homework; Juliette was quiet and silent; Rachel was always late for class. Why did Mrs. Bartlett put the author in this group?：She believed the author was capable of leading the group and helping them get a good grade. How did the group start their cooperation?：They divided tasks reasonably and gradually got rid of awkwardness to cooperate well. What quality does the author have?：She is responsible, open-minded, adaptable and good at discovering others’ strengths. What does the story tell us?：We should not judge people by their appearance or previous performance, and taking responsibility can bring great growth. 5．情节线 老师布置制作文化报纸的小组作业，我希望和好友组队→我和好友互相选择，满心期待合作→分组结果公布，我被分到问题组员组成的小组，倍感失落→我无法接受糟糕的组队结果，满心委屈→老师鼓励我担任小组领导者，带领大家完成作业→我答应老师的请求，主动融入小组→小组明确分工，每个人各司其职→小组合理分工，尴尬氛围逐渐消散，开始默契合作→（续写）我发现组员的闪光点，享受团队合作的乐趣→（续写）展示圆满成功，我收获成长与感悟 6．情感线 I：confident and expectant→shocked and wronged→sad and disappointed→inspired and determined→brave and responsible→joyful and grateful（续写） 7. 综合概括（中英各一句） 中文：主人公原本因被分到不理想的小组而失落，在老师的鼓励下主动承担领导责任，带领看似糟糕的组员分工合作，最终收获默契、友谊与自我成长。 英文：Disappointed at being arranged into a problematic group, the author was encouraged by her teacher to take on the leadership. She cooperated well with her group members and finally gained friendship and precious growth. 8. 句式积累 状语从句：When the bell finally rang, I slid into my seat beside Missy. 宾语从句：Mrs. Bartlett informed us that she would consider our choice. 定语从句：the boy who never did his homework, the one girl who always sat in the back. 非谓语动词：I fought back tears as I walked up to Mrs. Bartlett. 9. 本文主题 成长励志类：不要固有标签定义他人与自己，勇于承担责任、主动包容协作，便能突破局限、收获成长与惊喜。 二、情节构造 Paragraph 1: Halfway through the week, I felt myself enjoying their company. 衔接句1——What changes took place in group members? How did I feel? My group members showed their unique strengths and devoted themselves to the project, and I found cooperation with them warm and rewarding. Paragraph 2: On presentation day, Mrs. Bartlett listened with a soft smile. 衔接句2——How was our presentation? What praise and growth did I get? Our wonderful presentation won high praise from the teacher, and I realized the true meaning of leadership and teamwork. 三、段落续写框架 第一段：这周过半，我开始享受组员的陪伴。 →①原本不起眼的组员各展所长，认真完成分内工作→②大家彼此配合、互相帮助，氛围温暖融洽→③我摒弃偏见，真心喜欢上这个小团体； 第二段：展示当天，巴特利特老师温柔地微笑着倾听。 →①我们默契配合，流畅完整地展示了报纸成果→②老师高度赞扬我们的作品与团队进步→③我领悟到责任与包容的意义，收获宝贵成长。 四、段落续写范文 Halfway through the week, I felt myself enjoying their company. To my surprise, my group members were far better than I had imagined. Mauro searched for vivid and cultural pictures patiently. Quiet Juliette wrote delicate and moving articles. Rachel even stopped being late and designed a creative and neat layout. We discussed ideas together and helped each other out of difficulties. All the previous prejudice faded away, and I felt proud of our gradual progress. On presentation day, Mrs. Bartlett listened with a soft smile. We presented our cultural newspaper confidently and fluently, showing every detail we had carefully polished. Impressed by our wonderful work and great teamwork, Mrs. Bartlett praised us highly. She said it was the most cooperative and creative project. At that moment, I realized that good teamwork never depends on perfect partners, but on responsibility and mutual efforts. I was truly thankful for this unexpected and precious growth. 学科网（北京）股份有限公司 $