2026届高三英语读后续写专项复习---温柔释怀与治愈成长 导学案

该高中英语高考复习学案聚焦读后续写核心考点，以文本分析为基础，系统梳理角色、时空线、情节线、情感线等要素，通过细节问答构建知识网络，借助情节构造任务驱动学生自主推导续写逻辑，体现考点梳理的系统性与层次性。 亮点在于自主诊断与方法指导结合，开篇设置细节问答自测文本理解，中段通过续写框架引导情节设计，培养学生语言能力与思维品质。学生可依据分析结果自主优化续写思路，教师能通过学情精准指导，助力学生提升自主复习效率，实现因材施教。

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。 The morning of March 6 was dim and cold. I listened to the radio on my drive. Suddenly, an SUV bumped into my car. By the end of the day, I learned my neck had broken in four places. Over the next few days in the hospital, I began to get a clearer picture of what had happened. A local high school student, rushing to class, had crossed the centre line and hit me head-on. I also heard he was very, very upset by what had happened. I felt bad that he had such a burden to bear at such a young age. I spent a lot of time just thinking about the teenage boy. I wondered how he was doing, both physically and emotionally. Fourteen months after the accident, I was grocery shopping when a woman approached me and asked if I was Suzanne. She introduced herself, and I realized it was the young boy’s mother. I appreciated learning how he was doing. He had also been injured, breaking his wrist, and had needed counselling to help with the emotional trauma (创伤) of causing the accident. He was now in college and had anxiety driving to class. I could certainly empathize (共情) with the difficulty of getting back behind the wheel of a car. Secretly, I wished I could talk to him, hoping he had moved on with his life and wasn’t distressed any longer. Seven months later, it was time for my daughter’s Christmas band concert at the high school. At the end of the concert, the choir director invited alumni (校友) of the high school choir who were in attendance to come up on stage and sing one last song with the current members. One young man in a white hoodie and ball cap ran up and stood on the stage. Suddenly, I realized that it was him, the driver. The concert ended. I squeezed my way through the crowd and up the stage stairs until I was next to him. He was smiling, happy, and joking around with his friends. “Hi, I’m Suzanne,” I said. 注意： 1．续写词数应为150个左右； 2．按指定格式作答。 Paragraph 1 He was completely shocked and knew who I was. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2 We both were relieved and I patted his shoulder, turned, and ran down the stairs. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 Suzanne（作者）：________________________________________________________ 少年司机：________________________________________________________ 2．视角 第________人称 3．时空线 三月清晨作者驾车遭遇车祸，颈椎四处骨折——得知肇事少年因赶课越线撞车，内心愧疚备受身心双重创伤——时隔十四个月，作者偶遇少年母亲，得知少年受伤且留下驾车焦虑、长期心理承压——作者心怀善意，一直希望能安慰少年、让他放下心结——七个月后，作者在女儿校园圣诞音乐会偶遇已成大学生的肇事少年，主动上前打招呼——_________________---_________________（续写） 4. 细节问答 What injury did Suzanne suffer in the accident? ：___________________________________ Why did the teenager cause the accident?：_________________________________ What troubles did the teenager face after the accident?：________________________________________________ How did Suzanne feel about the teenager’s suffering?：__________________________________________ How did Suzanne know the teenager’s recent situation?：_____________________________________________ Where and how did Suzanne meet the teenager again?：_________________________________________________ What was Suzanne’s secret wish all along?：________________________________________________________ What does the story tell us?：________________________________________________ 5．情节线 突发车祸，作者身受重伤——少年无心肇事，深陷身心创伤与心理愧疚——作者心生共情，不忍少年背负沉重枷锁——偶然得知少年近况，始终心怀善意与牵挂——音乐会意外重逢少年，作者主动上前破冰——（续写）___________________---（续写）___________________ 6．情感线 Suzanne：painful and helpless→___________→sympathetic and caring→___________→warm and relieved（续写） The teenager：hurried and careless→___________→anxious and guilty→___________→healed and grateful（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：衔接句1——How did the teenager react? What words did Suzanne say to comfort him? How did their conversation go? ________________________________________________________________________ Paragraph 2：衔接句2——What change did the conversation bring to them? What influence did this encounter have on the teenager? What lesson did Suzanne learn? ________________________________________________________________________ 三．段落续写框架 第一段：少年满脸震惊，立刻认出了作者。 →①__________________→②__________________→③_______________； 第二段：二人纷纷释怀，作者轻拍他的肩膀转身走下舞台。 →④__________________→⑤__________________→⑥_______________。 4. 段落续写 Paragraph 1 He was completely shocked and knew who I was. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2 We both were relieved and I patted his shoulder, turned, and ran down the stairs. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 Suzanne（作者）：善良温柔、共情力强、心胸豁达，遭遇重创却不怨恨肇事者，始终体谅少年的不易，心怀善意、懂得宽恕，在释怀他人的同时治愈自己。 少年司机：年少莽撞、心存愧疚、内心敏感，因意外肇事背负沉重心理创伤，长期被愧疚与焦虑困扰，渴望被谅解、走出阴影。 2．视角 第一人称 3．时空线 三月清晨作者驾车遭遇车祸，颈椎四处骨折——得知肇事少年因赶课越线撞车，内心愧疚备受身心双重创伤——时隔十四个月，作者偶遇少年母亲，得知少年受伤且留下驾车焦虑、长期心理承压——作者心怀善意，一直希望能安慰少年、让他放下心结——七个月后，作者在女儿校园圣诞音乐会偶遇已成大学生的肇事少年，主动上前打招呼——少年震惊局促，作者温柔宽慰、主动谅解——二人彻底释怀，这场善意的重逢治愈了彼此，让愧疚与伤痛彻底落幕（续写） 4. 细节问答 What injury did Suzanne suffer in the accident? She broke her neck in four places and suffered severe injuries. Why did the teenager cause the accident? He hurried to class and crossed the centre line accidentally, resulting in the head-on crash. What troubles did the teenager face after the accident? He broke his wrist, suffered emotional trauma, needed counselling and had anxiety driving cars. How did Suzanne feel about the teenager’s suffering? She felt sorry for him, empathized with his pain and hoped he could move on. How did Suzanne know the teenager’s recent situation? She met the teenager’s mother in a supermarket and learned about his current life and troubles. Where and how did Suzanne meet the teenager again? She ran into him at her daughter’s Christmas band concert in the high school. What was Suzanne’s secret wish all along? She hoped to talk to the boy and help him get rid of distress and move forward with his life. What does the story tell us? Kind forgiveness can heal pain and trauma, and empathy and tolerance bring warmth and peace to others and ourselves. 5．情节线 突发车祸，作者身受重伤——少年无心肇事，深陷身心创伤与心理愧疚——作者心生共情，不忍少年背负沉重枷锁——偶然得知少年近况，始终心怀善意与牵挂——音乐会意外重逢少年，作者主动上前破冰——作者温柔谅解、宽慰少年，化解多年心结——双向治愈、彼此释怀，善意消融伤痛与愧疚（续写） 6．情感线 Suzanne：painful and helpless→sympathetic and merciful→sympathetic and caring→calm and warm-hearted→warm and relieved The teenager：hurried and careless→guilty and depressed→anxious and guilty→shocked and uneasy→healed and grateful 7. 综合概括（中英各一句） 中文：一场意外车祸让作者身受重伤，肇事少年也因此背负长久的身心创伤与愧疚，心怀善意的作者主动重逢和解，用宽容与谅解治愈了深陷痛苦的少年，也完成了自我释怀。 English：A terrible accident injured Suzanne severely and left the teenage driver with long-term physical and mental trauma. With great kindness and empathy, Suzanne took the initiative to reconcile with the boy, healing both him and herself with sincere forgiveness. 8. 句式积累 状语从句：Although she had suffered severe injuries, Suzanne never held a grudge against the young driver. 非谓语动词：Troubled by constant guilt and anxiety, the boy struggled to return to a normal life. 宾语从句：Suzanne hoped that her forgiveness would help him walk out of the shadow of the accident. 定语从句：The kindness that Suzanne showed cured the boy of his long-term mental trauma. 并列句：Accidents bring pain, but tolerance and forgiveness bring warmth and healing. 9. 本文主题 温情成长类：意外带来伤痛与愧疚，善意包容与真诚释怀能够治愈创伤、救赎他人、成就自我。 二.情节构造 Paragraph 1 衔接句：The boy froze instantly, wearing a look of guilt and unease. Suzanne comforted him gently, telling him she had long forgiven him and hoped he would let go of the past pain. Paragraph 2 衔接句：The sincere words cured the boy of his heavy burden. This precious encounter brought peace to both of them, teaching them that forgiveness is the best cure for pain. 三．段落续写框架 第一段：少年满脸震惊，立刻认出了作者。 →①少年瞬间局促不安，面露愧疚、手足无措→②作者温柔开口，主动宽慰、放下过往伤痛→③真诚告知早已原谅他，希望他摆脱心理枷锁； 第二段：二人纷纷释怀，作者轻拍他的肩膀转身走下舞台。 →①少年卸下多年重担，满心感激、彻底释然→②这场双向治愈的相逢温暖了彼此，消解所有伤痛愧疚→③作者领悟宽容的意义，善意与释怀成就最好的成长。 四.段落续写（150词左右，高考标准范文） Paragraph 1 He was completely shocked and knew who I was. A wave of guilt swept over him, and his smile faded at once. He froze on the spot, eyes filled with unease and regret. Sensing his nervousness, I wore a soft smile and told him I had heard all his sufferings from his mother. I sincerely assured him that I had never blamed him for the accident. Accidents were unavoidable, and he had already paid enough for his mistake. I hoped he could stop torturing himself and live a relaxed and happy college life without endless anxiety and guilt. His eyes lit up with unbelievable gratitude and relief. Paragraph 2 We both were relieved and I patted his shoulder, turned, and ran down the stairs. Behind me, the boy stood still, seemingly finally getting rid of the heavy burden that had haunted him for years. This unexpected reunion became a precious gift for both of us. I no longer clung to the pain of the accident, and he was freed from long-term self-blame. I realized that true healing lies not in holding on to misfortune, but in forgiving others and letting go of ourselves. Kindness and tolerance are always the most powerful cure for pain. 学科网（北京）股份有限公司 $