2026届高三英语读后续写专项复习---一束微光，治愈阅读困境 导学案

该高中英语高考复习学案系统梳理了读后续写专题的核心考点，涵盖文本角色分析、情节线构建、情感线索梳理等内容，通过细节问答、情节构造任务等问题导向设计，引导学生自主剖析文本逻辑，形成从理解到创作的完整知识网络。 亮点在于自主诊断与分层指导结合，如开篇设置8道文本细节问答题帮助学生自测理解程度，续写框架模块通过“衔接句设计-段落框架搭建-范文对比”三步法培养思维品质和语言能力。每个环节配有反思总结表，助力学生个性化提升，教师可依据学情精准辅导，有效培养自主复习能力。

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。 Tom was the boy who never got called on. In class, he pressed himself against the chair, hoping to be invisible. When the teacher asked a question, his eyes dropped to the desk. Reading was worse. Words on a page seemed to swim away from him. He would stare at a sentence for minutes, his throat tight. His classmates turned pages with ease. He got stuck on the first page, struggling with every word. Mr. Kirui, the school principal, noticed. Instead of leaving him to sink, he did something small. After school one day, he found Tom sitting alone by the library window, running his fingers over the table. “Come with me,” he said quietly. “No pressure.” The library smelled of old paper and dust. Sunlight streamed through the blinds. Mr. Kirui pulled out a pile of thin books — picture books, early readers, stories with big letters and white space. Tom’s face burned. “These are for little kids,” he mumbled, staring at his shoes. “Trust me,” Mr. Kirui said. “Start here.” Tom opened the first one. His finger traced the lines. He read aloud, slowly, tripping over easy words. Mr. Kirui never corrected him. He just leaned back and listened. Day after day, after class they sat in the same corner — the one by the window where the light fell softly. Tom’s voice grew steadier. He started to ask questions about the stories. He borrowed books without being asked. One afternoon, Mr. Kirui watched him read a full page without stopping. The boy didn’t even notice the principal’s smile. A week later, the school announced a Read Out Loud Competition, where students could choose their own reading materials. “Any volunteer?” The teacher asked. Hands shot up. Tom’s heart raced. His hand lifted slightly and then fell back to his lap. 注意： （1）续写词数应为150个左右； （2）请按如下格式在答题纸的相应位置作答。 Paragraph 1: After class, Tom found Mr. Kirui in the library. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: On competition day, Tom stepped onto the stage with a thin book. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 Tom suffered from reading difficulties and feared being noticed--- _________________ ---Mr. Kirui noticed Tom’s trouble and offered help--- _________________ ---Tom made steady progress in reading day by day--- _________________ ---Tom hesitated to sign up for the reading competition 4. 细节问答 1. Why did Tom always want to be invisible in class? ：___________________________________ 2. What was Tom’s trouble with reading?：_________________________________ 3. How did Mr. Kirui help Tom at first?：________________________________________________ 4. How did Tom change with Mr. Kirui’s company?：__________________________________________ 5. Why did Tom put down his hand finally?：_____________________________________________ 6. What did Tom want to do after class?：_________________________________________________ 7. What support would Mr. Kirui give to Tom?：________________________________________________________ 8. What does the story tell us?：________________________________________________ 5．情节线 汤姆有严重阅读障碍，课堂上自卑胆怯、渴望隐身→_________________ →校长Kirui留意到他的困境，默默陪伴引导他阅读→_________________ →日复一日的练习让汤姆阅读能力大幅提升，逐渐变得自信→学校举办朗读比赛，汤姆内心渴望参与却又胆怯退缩→_________________ →（续写）汤姆课后求助校长，在鼓励下报名参赛→（续写）汤姆站上舞台顺利完成朗读，彻底战胜自卑 6．情感线 Tom：inferior and anxious→___________→calm and gradual confident→___________→nervous and hesitant→___________（续写） 7. 综合概括（中英各一句） 中文：______________________________________________________________________________________________________________________________________ 英文：______________________________________________________________________________________________________________________________________ 8. 句式（摘抄原文对应句式） 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 class, Tom found Mr. Kirui in the library. 衔接句1——What did Tom say to Mr. Kirui? What encouragement did he get? ______________________________________________________________________________________________________________________________________ Paragraph 2: On competition day, Tom stepped onto the stage with a thin book. 衔接句2——How did Tom perform on stage? What was others’ reaction? What final change did Tom have? ______________________________________________________________________________________________________________________________________ 三．段落续写框架 第一段：课后，汤姆在图书馆找到了Kirui校长。 →①__________________→②__________________→③_______________； 第二段：比赛当天，汤姆拿着一本薄书走上舞台。 →④__________________→⑤__________________→⑥_______________。 4、 段落续写 Paragraph 1: After class, Tom found Mr. Kirui in the library. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: On competition day, Tom stepped onto the stage with a thin book. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Tom（患有阅读障碍、极度自卑，后期在鼓励下重拾自信、勇敢突破自我的男孩）；Mr. Kirui（细心温柔、耐心包容，用无声陪伴守护学生成长的善良校长） 2．视角 第三人称 3．时空线 Tom suffered from reading difficulties and feared being noticed--- Tom felt frustrated while reading alone---Mr. Kirui noticed Tom’s trouble and offered help--- They practiced reading together in the library every day---Tom made steady progress in reading day by day--- The school held a reading competition---Tom hesitated to sign up for the reading competition 4. 细节问答 1. Why did Tom always want to be invisible in class? ：Because he had reading difficulties and was afraid of being laughed at by others. 2. What was Tom’s trouble with reading?：Words would swim away from him and he struggled with every single word. 3. How did Mr. Kirui help Tom at first?：He prepared easy picture books for Tom and listened to him patiently without any correction. 4. How did Tom change with Mr. Kirui’s company?：He became more confident, read more fluently and took the initiative to borrow books. 5. Why did Tom put down his hand finally?：He lacked confidence and feared failing in front of all teachers and classmates. 6. What did Tom want to do after class?：He wanted to sign up for the competition but needed encouragement from Mr. Kirui. 7. What support would Mr. Kirui give to Tom?：He gave Tom constant encouragement and full trust to help him build courage. 8. What does the story tell us?：Gentle encouragement and patient company can help timid people break through themselves and embrace confidence. 5．情节线 汤姆有严重阅读障碍，课堂上自卑胆怯、渴望隐身→他阅读十分吃力，总是独自陷入挫败→校长Kirui留意到他的困境，默默陪伴引导他阅读→二人每日在图书馆练习阅读，汤姆阅读能力稳步提升→日复一日的练习让汤姆阅读能力大幅提升，逐渐变得自信→学校举办朗读比赛，汤姆内心渴望参与却又胆怯退缩→汤姆鼓起勇气寻求校长帮助，在鼓励下报名参赛→（续写）汤姆站上舞台顺利完成朗读，彻底战胜自卑，收获自信与认可 6．情感线 Tom：inferior and anxious→frustrated and lonely→calm and gradual confident→eager and scared→nervous and hesitant→brave and confident（续写） 7. 综合概括（中英各一句） 中文：患有阅读障碍的汤姆一直自卑怯懦，校长Kirui发现他的困境后，用耐心陪伴和温柔鼓励帮助他慢慢提升阅读能力。面对校园朗读比赛，汤姆心生胆怯，最终在校长的鼓励下勇敢参赛，突破了自卑的自己。 英文：Tom suffered from reading difficulties and lived in inferiority all the time. Principal Kirui helped him improve reading skills with patient company and gentle encouragement. Though scared of the competition at first, Tom finally plucked up courage to take part in it and broke through his inner weakness. 8. 句式（摘抄原文对应句式） · 状语从句：When the teacher asked a question, his eyes dropped to the desk. · 非谓语动词：He got stuck on the first page, struggling with every word. · 宾语从句：He started to ask questions about the stories. · 定语从句：A week later, the school announced a Read Out Loud Competition, where students could choose their own reading materials. · 并列句：Words on a page seemed to swim away from him, and he would stare at a sentence for minutes. 9. 本文主题 成长治愈类：温柔的陪伴与无声的鼓励，能治愈内心的自卑与怯懦，帮助每个人勇敢突破自我，遇见更好的自己。 二.情节构造 Paragraph 1: After class, Tom found Mr. Kirui in the library. 衔接句1——Tom expressed his desire and fear for the competition; Mr. Kirui comforted him and gave him firm encouragement; Tom decided to sign up for the competition bravely. Paragraph 2: On competition day, Tom stepped onto the stage with a thin book. 衔接句2——Tom felt nervous at first but recalled Mr. Kirui’s encouragement; he finished reading fluently and won applause; he gained confidence and thanked the warm principal sincerely. 三．段落续写框架 第一段：课后，汤姆在图书馆找到了Kirui校长。 →①汤姆向校长倾诉自己想参赛却害怕失误、害怕被嘲笑的矛盾心理→②校长温柔安抚汤姆，告诉他进步远比完美更重要，给予他十足信任→③汤姆重拾勇气，下定决心报名参加朗读比赛，课后坚持加紧练习； 第二段：比赛当天，汤姆拿着一本薄书走上舞台。 →①站在聚光灯下汤姆一度紧张卡顿，抬头看到台下校长鼓励的目光→②他平复情绪，流畅完整地完成朗读，全场响起热烈掌声→③汤姆彻底摆脱自卑，明白善意的陪伴足以照亮成长之路。 四、段落续写范文（150词左右，贴合高考评分标准） After class, Tom found Mr. Kirui in the library. With his hands tightly clenched, Tom gathered all his courage to talk about his inner struggle. He longed to join the competition but feared making mistakes and being teased by classmates. Hearing his worry, Mr. Kirui patted him on the shoulder softly and told him progress mattered more than perfection. He added that Tom had already made great progress and deserved a chance to show himself. Inspired by his words, Tom signed up for the competition without hesitation and practiced reading carefully every day after school. On competition day, Tom stepped onto the stage with a thin book. Facing countless eyes, he froze for a second and his mind went blank. But soon he spotted Mr. Kirui’s warm and encouraging smile in the crowd. Calming himself down, he began to read slowly and fluently. He finished the whole reading smoothly without any stumbles. Loud applause burst out the moment he finished. Tom realized that with others’ kindness and encouragement, he could finally walk out of his shell and embrace his own brightness. 学科网（北京）股份有限公司 $