2026届高三英语读后续写专项复习---破冰重修的友谊 导学案

该高中英语高考复习学案系统梳理了读后续写题型的核心考点，涵盖文本分析、情节逻辑与情感线索，按“角色-冲突-发展”架构组织知识点，通过细节问答和情节构造任务引导学生自主梳理文本要素，构建续写逻辑框架，体现考点梳理的系统性和层次性。 亮点在于自主诊断与分层指导设计，如开篇设置细节问答自测文本理解，提供“衔接句-框架-范文”分层续写路径，培养学生思维品质和语言能力。学生通过自主分析和框架练习提升续写能力，教师可依据学情精准指导，支持因材施教。

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。 In a busy high school, Tom and Jack were once inseparable. They had been friends since the first day of school, sharing laughter, secrets, and countless adventures together. However, a heated argument during a class project nearly broke their friendship. The project was about creating a presentation on environmental protection. Tom and Jack, both passionate about the topic, had different ideas on how to organize the presentation. Tom insisted on a data-driven approach, while Jack preferred to focus on touching stories. As the discussion went on, Tom grew impatient, lashing out (怒斥) that Jack’s ideas were childish and worthless, and even snapped (怒气冲冲地说) a string of deeply hurtful remarks when Jack tried to explain himself. Jack never yelled back. He just stared at Tom in disbelief, then stormed out of the classroom, leaving Tom alone, frustrated but instantly regretful for his inappropriate words. Days passed, and there was a lot of tension between them. They avoided each other in the hallways, and their once-friendly talks during breaks had turned into awkward silence. Their classmates noticed the change and were concerned, but attempts to help them make up seemed to be in vain. It seemed like nothing could bring them back together. One day, their teacher, Mr. Smith, noticed the strained (紧张的) relationship. He decided to intervene (干预). After class, he pulled Tom and Jack aside and said, “I know you two had a disagreement, but you can’t let this ruin your friendship. You both have great ideas, and this project is a chance to combine them. I want you to work it out.” 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。 Tom and Jack looked at each other, a look of awkwardness in their eyes. ________________________________________________________________________ Sitting down together, Tom and Jack began to talk about the project. ________________________________________________________________________ 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 Tom and Jack were close best friends--- _________________ --- They held different opinions on the environmental protection project--- _________________ --- They fell out and kept awkward silence for days--- _________________ --- Teacher Mr. Smith noticed their tension and asked them to fix the relationship 4. 细节问答 What was the relationship between Tom and Jack before? ：___________________________________ What caused the conflict between the two boys?：_________________________________ What were their different ideas about the project?：________________________________________________ What did Tom do during the argument?：__________________________________________ How did they get along with each other in the following days?：_____________________________________________ Who helped them get a chance to make up?：_________________________________________________ What kind of quality can we learn from the story?：________________________________________________________ What does the story tell us?：________________________________________________ 5．情节线 Tom和Jack是形影不离的挚友，相伴成长、分享点滴→_________________ →两人因环保课题展示思路不同产生分歧，Tom急躁出言伤人→Jack失望离场，Tom事后心生愧疚→_________________ →二人多日冷战、刻意回避，同学调解无果，关系僵持→老师发现问题并主动干预，要求二人和解合作→_________________ →（续写）二人破冰释怀、坦诚道歉→（续写）融合彼此思路完成课题，重拾珍贵友谊 6．情感线 Tom & Jack：close and intimate→___________→awkward and distant→___________→relaxed and reconciled（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 成长励志类：_______________________________________ 二.情节构造 Paragraph 1: Tom and Jack looked at each other, a look of awkwardness in their eyes. 衔接句1——What did the two boys do after the teacher left? How did they feel? ______________________________________________________________________________________________________________________________________ Paragraph 2: Sitting down together, Tom and Jack began to talk about the project. 衔接句2——How did they cooperate? What was the final result and lesson? ______________________________________________________________________________________________________________________________________ 三．段落续写框架 第一段：Tom和Jack对视一眼，眼中满是尴尬。 →①__________________→②__________________→③_______________； 第二段：Tom和Jack坐在一起，开始讨论课题。 →①__________________→②__________________→③_______________。 四.段落续写 Tom and Jack looked at each other, a look of awkwardness in their eyes. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sitting down together, Tom and Jack began to talk about the project. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Tom：性格急躁、直言不讳，但懂得反思、知错能改；Jack：温和包容、心思细腻、重情重义；Mr. Smith：细心负责、善于引导、助力学生成长的老师 2．视角 第三人称 3．时空线 Tom and Jack were close best friends--- They cooperated on an environmental protection presentation project --- They held different opinions on the environmental protection project--- Tom argued fiercely and said hurtful words, making Jack furious --- They fell out and kept awkward silence for days--- All attempts by classmates to reconcile them failed --- Teacher Mr. Smith noticed their tension and asked them to fix the relationship 4. 细节问答 What was the relationship between Tom and Jack before? ：They were inseparable best friends who shared everything and grew up together. What caused the conflict between the two boys?：They had totally different organizing ideas for their group project and had a heated argument. What were their different ideas about the project?：Tom wanted to use data to support the presentation, while Jack preferred to adopt touching stories. What did Tom do during the argument?：He became impatient, criticized Jack’s ideas rudely and said many hurtful words. How did they get along with each other in the following days?：They avoided each other and kept awkward and tense silence all the time. Who helped them get a chance to make up?：Their teacher Mr. Smith intervened and gave them a chance to reconcile and cooperate. What kind of quality can we learn from the story?：We should learn to respect different opinions, control our temper and cherish friendship. What does the story tell us?：True friendship can stand disagreements, and mutual understanding and tolerance keep friendship lasting. 5．情节线 Tom和Jack是形影不离的挚友，相伴成长、分享点滴→二人合作完成环保主题课堂展示课题 →两人因环保课题展示思路不同产生分歧，Tom急躁出言伤人→Jack失望离场，Tom事后心生愧疚→二人陷入冷战，刻意回避彼此，同学调解均无效果 →二人多日冷战、刻意回避，同学调解无果，关系僵持→老师发现问题并主动干预，要求二人和解合作→二人放下隔阂，坦诚沟通、相互道歉 →（续写）二人破冰释怀、坦诚道歉→（续写）融合彼此思路完成课题，重拾珍贵友谊 6．情感线 Tom & Jack：close and intimate→irritable and disappointed→awkward and distant→ashamed and hesitant→relaxed and reconciled（续写） 7. 综合概括（中英各一句） 中文：一对亲密挚友因课题思路分歧发生争执，Tom出言伤人导致二人陷入长久冷战，最终在老师的引导下，两人坦诚和解、互补合作，修复了珍贵的友谊。 英文：Two close friends fell out due to different opinions on a school project and kept an awkward cold war. With their teacher’s guidance, they sincerely apologized to each other, combined their ideas perfectly and finally restored their precious friendship. 8. 句式 状语从句：As the discussion went on, Tom grew impatient. 非谓语动词：He just stared at Tom in disbelief, then stormed out of the classroom, leaving Tom alone. 宾语从句：I know you two had a disagreement. 定语从句：They had been friends since the first day of school, sharing laughter, secrets, and countless adventures together. 并列句：Tom insisted on a data-driven approach, while Jack preferred to focus on touching stories. 9. 本文主题 成长励志类：友谊贵在包容与理解，分歧与矛盾在所难免，真诚道歉与双向包容是维系友谊的关键。 二.情节构造 Paragraph 1: Tom and Jack looked at each other, a look of awkwardness in their eyes. 衔接句1——What did the two boys do after the teacher left? How did they feel? Feeling ashamed, Tom took the initiative to apologize to Jack for his rude words, and Jack also expressed his true thoughts calmly. Paragraph 2: Sitting down together, Tom and Jack began to talk about the project. 衔接句2——How did they cooperate? What was the final result and lesson? They combined data and touching stories perfectly, finished an excellent presentation, and realized the importance of tolerance and communication in friendship. 三．段落续写框架 第一段：Tom和Jack对视一眼，眼中满是尴尬。 →①老师离开后，两人气氛微妙、满心愧疚→②Tom主动开口，为自己冲动伤人的话语真诚道歉→③Jack选择原谅，隔阂彻底消散； 第二段：Tom和Jack坐在一起，开始讨论课题。 →①二人放下偏见，耐心交流彼此的设计思路→②融合数据与故事两种方式，互补完善课题→③完美完成展示，二人重归于好，领悟友谊真谛。 四.段落续写（满分范文） Tom and Jack looked at each other, a look of awkwardness in their eyes. The moment their eyes met, all the unspoken regret welled up in their hearts. Breaking the long silence, Tom lowered his head and apologized sincerely for his rude and impulsive words days before. He admitted that he was too impatient and had no right to dismiss Jack’s creative ideas. Hearing this, Jack smiled faintly and said he also regretted avoiding Tom all the time. Both of them felt relieved after pouring out their true feelings. Sitting down together, Tom and Jack began to talk about the project. They listened to each other patiently and learned to respect different opinions. They wisely combined precise data with touching real-life stories, making their presentation both convincing and moving. In the end, their project won high praise from the teacher. More importantly, they restored their precious friendship. They realized that true friendship lies in tolerance and communication, and no misunderstanding can break a sincere bond between true friends. 学科网（北京）股份有限公司 $