2026届高三英语读后续写专项复习---困境中的馈赠 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。 For 20 years, I’d taught Spanish at an academic institution in Philadelphia. But the pressure of teaching had left me desperate for a change. When I heard about an opening for a Spanish teacher at the public high school in a small town, it felt like a gift. I would work at a place that was only five minutes away from my home — the same school my daughter attended. Life would finally get a little easier. Two months in, none of my classes was going well. I was working longer hours than ever, going through online resources, reading old lesson plans, searching for something that would get my students excited about learning Spanish. But every day, I returned to bored faces and complaints. I felt like a beginner in the classroom, not an experienced teacher. No matter how I tried, I couldn’t seem to bond with my students. This day was no exception. I was helping a student with a worksheet when another student, Eliza, yelled from across the room. “I can’t do it. This worksheet is really hard. I hate this class!” she said, glaring at me. I felt a twist in my heart. Eliza had started the year bubbly, full of enthusiasm. I was the one who had lost her. Not for the first time, I kept asking myself who could help me out here? I remembered seeing those words in the library: “A good book usually helps on a bad day.” Maybe that’s what I needed, a good book. After school, I went to the town library. I ran my fingers along the book and stopped on My Journey with Maya. I pulled the book off the shelf and read. Before I knew it, I was 30 pages in, drawn to the advice about struggle. One paragraph jumped out at me: “I’ve tried to remind myself that even the worst news may well carry a blessing. It might take a day, a week, a year, or even a lifetime for that blessing to appear, but appear it will.” Did my own struggles in the classroom carry such a blessing? I certainly didn’t want to wait a lifetime for it. 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。 The message I’d received that day shifted my attitude. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A few months later, I met with Eliza’s mother at a parent-teacher conference. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 The author was an experienced Spanish teacher in Philadelphia--- _________________ --- She transferred to a local high school for an easier life--- _________________ --- She failed to connect with bored and frustrated students--- _________________ --- Eliza complained loudly, making her feel upset and confused--- She gained comforting words and inspiration from a library book 4. 细节问答 Why did the author change her teaching school? ：___________________________________ What was the author’s new teaching situation?：_________________________________ How did the students feel about Spanish class?：________________________________________________ What change happened to student Eliza?：__________________________________________ Why did the author go to the library?：_____________________________________________ What inspiring message did the author read in the book?：_________________________________________________ What would the author do to change her teaching?：________________________________________________________ What does the story tell us?：________________________________________________ 5．情节线 作者拥有二十年西班牙语教学经验，因压力换至离家近的小镇高中→期待轻松生活，却遭遇教学困境→精心备课但学生课堂乏味、抵触学习→原本热情的学生伊莱扎变得消极抱怨，作者深感自责迷茫→作者去图书馆看书，从书中得到启示：困境中自有馈赠→_________________ →（续写）作者调整心态与教学方式，用心贴近学生→（续写）收获学生认可与成长，印证苦难皆有馈赠 6．情感线 I：hopeful and relieved→___________→upset and self-doubting→___________→inspired and peaceful→___________（续写） 7. 综合概括（中英各一句） 中文：______________________________________________________________________________________________________________________________________ 英文：______________________________________________________________________________________________________________________________________ 8. 句式积累 宾语从句；定语从句；状语从句；非谓语；并列句 ________________________________________________________________________________________________________________________________________________ 9. 本文主题 温情成长类：_______________________________________ 二.情节构造 Paragraph 1: The message I’d received that day shifted my attitude. 衔接句1——What changes did the author make in teaching and attitude? ______________________________________________________________________________________________________________________________________ Paragraph 2: A few months later, I met with Eliza’s mother at a parent-teacher conference. 衔接句2——What progress did Eliza make? What was the final blessing? ______________________________________________________________________________________________________________________________________ 三．段落续写框架 第一段：那天书中的启示改变了我的态度。 →①__________________→②__________________→③_______________； 第二段：几个月后，我在家长会见到了伊莱扎的妈妈。 →④__________________→⑤__________________→⑥_______________。 四.段落续写（150词左右） The message I’d received that day shifted my attitude. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A few months later, I met with Eliza’s mother at a parent-teacher conference. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 The author（拥有二十年教龄、认真负责、善于反思成长的西班牙语老师）；Eliza（起初热情、后期因学习受挫厌学、最终蜕变的学生）；Eliza’s mother（真诚友善、配合老师的家长） 2．视角 第一人称 3．时空线 The author was an experienced Spanish teacher in Philadelphia--- Suffered great teaching pressure and desired a change--- She transferred to a local high school for an easier life--- She devoted herself to teaching but got unsatisfying results--- She failed to connect with bored and frustrated students--- Eliza complained loudly, making her feel upset and confused--- She gained comforting words and inspiration from a library book 4. 细节问答 Why did the author change her teaching school? ：She suffered great teaching pressure in Philadelphia and hoped for an easier life at a nearby local school. What was the author’s new teaching situation?：Though she worked harder and prepared lessons carefully, her students felt bored and she failed to bond with them. How did the students feel about Spanish class?：They felt bored, frustrated and even complained about the difficulty of Spanish learning. What change happened to student Eliza?：She was enthusiastic at the beginning of the term but gradually became frustrated and tired of the class. Why did the author go to the library?：She felt confused and upset about her teaching dilemma and hoped for comfort and guidance from books. What inspiring message did the author read in the book?：Even the worst troubles contain hidden blessings, which will finally show up sooner or later. What would the author do to change her teaching?：She adjusted her attitude, reflected on her teaching methods and tried to understand and communicate with students. What does the story tell us?：Every struggle and difficulty contains hidden blessings, and reflection and adjustment lead to growth and beauty. 5．情节线 作者拥有二十年西班牙语教学经验，因压力换至离家近的小镇高中→期待轻松生活，却遭遇教学困境→精心备课但学生课堂乏味、抵触学习→原本热情的学生伊莱扎变得消极抱怨，作者深感自责迷茫→作者去图书馆看书，从书中得到启示：困境中自有馈赠→作者不再焦虑，反思教学、改变教学方式、主动贴近学生→（续写）师生关系逐渐缓和，学生重拾学习兴趣→（续写）家长会收获惊喜，印证所有困境皆是成长的馈赠 6．情感线 I：hopeful and relieved→disappointed and confused→upset and self-doubting→lost and frustrated→inspired and peaceful→grateful and fulfilled（续写） 7. 综合概括（中英各一句） 中文：资深西班牙语老师转学任教后陷入教学困境，在迷茫之际从书籍中获得启发，正视困境、调整教学方式，最终收获师生双向成长，印证困境皆藏馈赠。 英文：An experienced Spanish teacher encountered tough teaching difficulties in a new school. Inspired by an encouraging book, she adjusted her attitude and teaching methods, finally winning students’ recognition and realizing that struggles bring hidden blessings. 8. 句式积累 定语从句：But the pressure of teaching had left me desperate for a change. 状语从句：No matter how I tried, I couldn’t seem to bond with my students. 非谓语动词：I pulled the book off the shelf and read, drawn to the advice about struggle. 宾语从句：I’ve tried to remind myself that even the worst news may well carry a blessing. 9. 本文主题 温情成长类：所有困境皆有意义，直面挫折、及时反思调整，艰难的经历终会成为生命的馈赠。 二.情节构造 Paragraph 1: The message I’d received that day shifted my attitude. 衔接句1——What changes did the author make in teaching and attitude? The author let go of frustration, reflected on her rigid teaching, adopted more lively methods and communicated patiently with students. Paragraph 2: A few months later, I met with Eliza’s mother at a parent-teacher conference. 衔接句2——What progress did Eliza make? What was the final blessing? Eliza regained passion for Spanish and made great progress, and the author finally understood the blessing hidden in her early struggles. 三．段落续写框架 第一段：那天书中的启示改变了我的态度。 →①作者放下焦虑与挫败，不再急于求成→②反思单一的教学模式，更换生动有趣的教学方法→③耐心倾听学生心声，主动拉近师生距离； 第二段：几个月后，我在家长会见到了伊莱扎的妈妈。 →①家长真诚感谢作者，坦言伊莱扎重拾学习热情→②伊莱扎主动努力，西班牙语成绩大幅提升→③作者心生感慨，明白所有困境都是成长的馈赠。 四.段落续写范文（150词左右） The message I’d received that day shifted my attitude. I stopped feeling frustrated and blaming myself for the unpleasant teaching situation. Instead, I began to reflect on my rigid teaching methods. I abandoned boring worksheets and designed more lively and interactive activities to spark students’ interest. I tried to understand their difficulties rather than pushing them hard. I chatted with them patiently and built easy communication with every student gradually. Little by little, my Spanish classes became lively, and students were willing to participate and express themselves. A few months later, I met with Eliza’s mother at a parent-teacher conference. Her mother thanked me sincerely, saying that Eliza had completely changed. She was fond of Spanish again and took the initiative to practice after class. She had made remarkable progress. Watching Eliza’s confident smile, I felt warm and relieved. I finally understood the true meaning of the book’s words. My early struggles were indeed a precious blessing. They taught me to be a more patient, thoughtful and excellent teacher. 学科网（北京）股份有限公司 $