2026届高三英语读后续写专项复习---支教故事 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核心考点，将文本分析（角色、视角、情节线、情感线）、逻辑衔接、语言表达等按“分析-构造-输出”层次构建知识网络，通过细节问答、情节构造任务单引导学生自主拆解文本要素，形成续写逻辑框架。 亮点在于诊断性自测与个性化提升设计，如开篇设置文本细节问答（自测诊断），续写框架分步骤引导（方法指导），参考答案对比反思（反思总结），培养学生语言能力与思维品质。教师可通过学生续写框架完成情况精准指导，助力因材施教，提升自主复习效率。

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’m Tom, a volunteer teacher working in a remote mountain village. Surrounded by endless green mountains, the village lies far away from the modern world. There are no smooth highways, no convenient public facilities, and even daily necessities are in short supply. The inconvenient transportation cuts the village off from the outside world, making life extremely difficult for the local villagers. When I first stepped onto the rugged mountain road, I was totally stunned by the backward conditions. The village school was nothing more than a shabby one-story house. The walls were faded and cracked, the windows broken without complete glass, and the simple wooden desks were covered with scratches. Most students came from poor families. They had no extra exercise books, no colorful stationery, and many even wore worn-out clothes. Every early morning, most children walked several miles of muddy, winding roads, braving wind and cold, just to attend simple classes. At the beginning, I struggled greatly to adapt to the tough rural life. I often missed the convenient and comfortable city life. Faced with the simple classroom equipment and the students’ weak learning foundation, I could not help doubting whether my limited efforts could really change anything for these children. What touched and worried me most was a quiet twelve-year-old girl named Lily. Though extremely intelligent and quick to understand knowledge, she was reserved and timid. She always sat silently in the far corner of the classroom, lowering her head and never volunteering to read aloud or answer questions actively. I later learned that her family suffered from severe poverty. To help support her family, she had once dropped out of school to herd cattle and do farm work. The hard life and poor family conditions made her extremely self-conscious and inferior. She dared not communicate with others and always hid herself from the crowd. Seeing Lily’s situation and the children’s eager eyes for knowledge, I finally made up my mind to devote myself to my volunteer work. I would try my best to light up their childhood and bring warmth and hope to these mountain children. 注意： 1．续写词数应为150左右; 2．请按如下格式在答题卡的相应位置作答。 Para1：One afternoon after class, I walked slowly towards Lily who was sitting alone on the stone steps. Para 2：Watching the children’s bright smiling faces, I suddenly understood the true meaning of sharing. 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 I worked as a volunteer teacher in a remote mountain village--- _________________ --- I saw the shabby school and poor students’ conditions--- _________________ --- I doubted my efforts but felt touched by Lily--- _________________ --- I determined to devote myself to helping the mountain children 4. 细节问答 What is the village and school like? ：___________________________________ What was Tom’s feeling at the beginning of his volunteer work?：_________________________________ What kind of girl was Lily?：________________________________________________ Why was Lily so timid and inferior?：__________________________________________ What made Tom decide to stick to volunteer work?：_____________________________________________ What did Tom determine to do for the children?：_________________________________________________ What does the story tell us?：________________________________________________________ 5．情节线 我作为支教老师来到偏远闭塞的山村→_________________ →破旧的学校、贫困的学生让我难以适应，一度怀疑自己→_________________ →自卑内向的女孩莉莉的经历深深触动了我→我下定决心全身心投入支教，点亮孩子的童年→_________________ →（续写）我主动开导、鼓励独处的莉莉→（续写）见证孩子们的改变，领悟奉献与分享的真谛 6．情感线 I：shocked and uncomfortable→___________→doubtful and confused→___________→determined and warm-hearted→___________（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 温情励志类：_______________________________________ 二.情节构造 Paragraph 1: One afternoon after class, I walked slowly towards Lily who was sitting alone on the stone steps. 衔接句1——What did I do to help Lily? How did Lily change at first?______________________________________________________________________________________________________________________________________ Paragraph 2: Watching the children’s bright smiling faces, I suddenly understood the true meaning of sharing. 衔接句2——What great changes took place in the kids? What insight did I gain?______________________________________________________________________________________________________________________________________ 三．段落续写框架 第一段：一天课后，我慢慢走向独自坐在石阶上的莉莉。→①__________________→②__________________→③_______________； 第二段：看着孩子们灿烂的笑脸，我忽然明白了分享的真正意义。→④__________________→⑤__________________→⑥_______________。 四.段落续写 One afternoon after class, I walked slowly towards Lily who was sitting alone on the stone steps. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Watching the children’s bright smiling faces, I suddenly understood the true meaning of sharing. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Tom（我）：善良热忱、勇于坚守的支教老师，初到山村难以适应，最终坚定初心，愿意用爱与付出温暖山区孩子；Lily：天资聪慧、身世可怜的山村女孩，因家境贫寒、过早劳作而自卑怯懦、沉默寡言，内心渴望被关注；山区孩童：淳朴纯粹、渴求知识、心怀希望。 2．视角 第一人称 3．时空线 I worked as a volunteer teacher in a remote mountain village--- I witnessed the backward village and shabby school conditions --- I saw the shabby school and poor students’ conditions--- I struggled with tough life and doubted my value --- I doubted my efforts but felt touched by Lily--- Lily’s miserable experience and inferiority touched me deeply --- I determined to devote myself to helping the mountain children 4. 细节问答 What is the village and school like?：The village is remote and backward with inconvenient transportation. The school is shabby with cracked walls, broken windows and worn simple desks. What was Tom’s feeling at the beginning of his volunteer work?：He struggled to adapt to the tough life, missed city life and doubted whether his efforts could make a difference. What kind of girl was Lily?：Lily was intelligent and quick to learn, but quiet, timid, reserved and inferior. Why was Lily so timid and inferior?：Her family was extremely poor. She once dropped out to do farm work, which made her lack confidence and dare not communicate with others. What made Tom decide to stick to volunteer work?：Lily’s poor situation and all children’s eager eyes for knowledge touched him deeply. What did Tom determine to do for the children?：He decided to devote himself to volunteering, lighting up the children’s childhood and bringing them warmth and hope. What does the story tell us?：Sincere dedication and kindness can warm lonely hearts and light up others’ future, and devotion is the true meaning of life. 5．情节线 我作为支教老师来到偏远闭塞的山村→目睹破败的校园与孩子们贫困艰苦的求学环境→破旧的学校、贫困的学生让我难以适应，一度怀疑自己→了解到女孩莉莉因家境贫寒自卑怯懦的身世→自卑内向的女孩莉莉的经历深深触动了我→我下定决心全身心投入支教，点亮孩子的童年→主动靠近、温柔开导自卑的莉莉，给予孩子关爱与鼓励→（续写）我主动开导、鼓励独处的莉莉→（续写）见证孩子们的改变，领悟奉献与分享的真谛 6．情感线 I：shocked and uncomfortable→lost and doubtful→doubtful and confused→sympathetic and touched→determined and warm-hearted→fulfilled and enlightened（续写） 7. 综合概括（中英各一句） 中文：支教老师汤姆初到贫瘠的山村，因艰苦的环境心生迷茫，却被自卑好学的女孩莉莉打动，决心坚守支教事业，用善意与陪伴温暖山区孩子，领悟奉献的意义。 English：Tom, a volunteer teacher, once felt confused about the tough mountain life, but was touched by an inferior yet diligent girl Lily. He finally stuck to his post and realized the true value of devotion and warmth. 8. 句式 状语从句：When I first stepped onto the rugged mountain road, I was totally stunned by the backward conditions. 非谓语动词：The inconvenient transportation cuts the village off from the outside world, making life extremely difficult for the local villagers. 宾语从句：I could not help doubting whether my limited efforts could really change anything for these children. 定语从句：What touched and worried me most was a quiet twelve-year-old girl named Lily, who was intelligent but timid. 9. 本文主题 温情励志类：善意的陪伴与无私的奉献能够治愈自卑、点亮梦想，平凡的坚守与付出，成就不凡的人生价值。 二.情节构造 Paragraph 1: One afternoon after class, I walked slowly towards Lily who was sitting alone on the stone steps. 衔接句1——What did I do to help Lily? How did Lily change at first? I talked softly to comfort and encourage her, praised her talent, and slowly built up her confidence. Paragraph 2: Watching the children’s bright smiling faces, I suddenly understood the true meaning of sharing. 衔接句2——What great changes took place in the kids? What insight did I gain? Lily and other children became positive and outgoing, and I realized devotion and warmth are the most precious treasure. 三．段落续写框架 第一段：一天课后，我慢慢走向独自坐在石阶上的莉莉。 →①我温柔坐下，耐心谈心，肯定她的聪慧与努力→②我开导她正视困境，鼓励她勇敢表达自己→③莉莉渐渐敞开心扉，露出笑容、尝试改变； 第二段：看着孩子们灿烂的笑脸，我忽然明白了分享的真正意义。 →①莉莉愈发自信开朗，积极课堂发言、主动交友→②孩子们愈发乐观向上，校园充满生机与欢笑→③我领悟到奉献的价值，立志坚守支教、守护孩子的梦想。 四、段落续写（满分范文） One afternoon after class, I walked slowly towards Lily who was sitting alone on the stone steps. I sat down beside her gently and began a patient talk. I sincerely praised her for her intelligence and excellent academic performance, telling her that poverty could not define her. I encouraged her to be brave and believe in herself. Moved by my sincere words, Lily gradually lifted her head and wore a shy smile. She nodded and promised to step out of her shell. To warm these poor kids, I also prepared various stationery and books for the whole class. Watching the children’s bright smiling faces, I suddenly understood the true meaning of sharing. From then on, Lily changed greatly. She became active in class, volunteering to answer questions and getting along well with classmates. The whole class was full of joy and energy. I spared no effort to teach and broaden their horizons. I realized that true happiness comes from giving rather than gaining. Though the mountain life was hard, these pure smiles made all my efforts worthwhile. I would keep devoting myself to volunteering and lighting up the children’s future. 学科网（北京）股份有限公司 $