2026届高三英语读后续写专项复习---实验悟成长，失利亦收获 导学案

该高中英语读后续写导学案系统覆盖高考核心考点，将文本分析（角色、视角、时空线等）、情节构造、续写框架等知识点按“文本解构-逻辑构建-语言表达”层次串联，通过问题链（如细节问答）和任务单（情节线梳理）引导学生自主搭建续写逻辑网络，体现考点梳理的系统性与层次性。 亮点在于诊断性文本分析工具和分层续写任务设计，如“细节问答”模块帮助学生自主诊断文本理解短板，“续写框架”提供从现象描述到主题升华的步骤指引，培养思维品质与学习能力。教师可通过学生完成的情感线图表精准定位思维断层，支持个性化复习指导，有效提升学生自主复习效率。

阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 The day before yesterday, my class played a basketball game. As their chemistry teacher and class advisor, I watched as our team, led by Tom, the captain, fought hard. Tom’s quick moves and precise passes motivated his teammates. They battled as one, making every play count. The game was intense, with both teams neck and neck. In the final seconds, Tom made a daring drive to the hoop (篮筐), but the opponent scored a last-minute shot. We lost by just one point. The next morning, the classroom was filled with a heavy atmosphere. Tom sat quietly, his head down, still weighed down by the loss. The rest of the class mirrored his mood—silent and withdrawn. It was clear that the defeat had dampened their spirits. I knew I had to do something to lift their spirits and remind them to pay more attention to the process. The first class of the day was chemistry. As I looked at the lesson plan quickly, an idea began to take shape. I quickly prepared the necessary laboratory equipment and walked into the classroom. “Alright, everyone,” I said, trying to get their attention. “I’m going to conduct an experiment, and I want you to observe it carefully. You’ll need to describe what you see afterward.”The room grew a little quieter. Curiosity began to catch on. They turned their attention to me, and I could see a sign of interest in their eyes. I picked up a piece of magnesium ribbon (镁条) and held it with a holder. When I brought it close to the burner fire, the ribbon started to flash. The whole class watched the experiment in amazement, their eyes wide open, focusing on my operation in awe. The magnesium ribbon burned away, leaving behind a soft white powder. 注意： 1. 所续写短文的词数应为 150 左右； 2. 续写部分分为两段，每段的开头语已为你写好。 Paragraph 1: “What impressed you most in the experiment?”I asked. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: With my encouragement, Tom opened up and shared more. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色 ________________________________________________________ 2．视角 第________人称 3．时空线 Our class basketball team fought hard in a fierce game--- ___________ --- The team lost the game by only one point--- ___________ --- The whole class felt depressed and discouraged--- ___________ --- I decided to enlighten students through a chemistry experiment in class 4. 细节问答 Why was the whole class in low spirits?：___________________________________ What was the teacher’s intention?：_________________________________ What experiment did the teacher perform in class?：________________________________________________ What phenomenon did the students observe?：__________________________________________ What quality did Captain Tom show in the basketball game?：_____________________________________________ What lesson did the teacher want to teach the students?：_________________________________________________ What does the story tell us?：________________________________________________ 5．情节线 班级篮球赛激烈角逐，全队奋力拼搏→_________________ →对手最后时刻得分，班级以一分之差遗憾落败→_________________ →全班情绪低落、士气消沉，队长Tom尤为自责→身为班主任兼化学老师的我心生对策→_________________ →利用化学课镁条燃烧实验，准备启发学生正视成败、重视过程→（续写）学生分享实验感悟，老师关联球赛失利开导学生→（续写）Tom敞开心扉释怀遗憾，全班重拾信心 6．情感线 The class：passionate and united→___________→depressed and frustrated→___________→enlightened and confident（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 成长感悟类：_______________________________________ 二.情节构造 Paragraph 1衔接句1——What did the students answer and what truth did the teacher explain? ______________________________________________________________________________________________________________________________________ Paragraph 2衔接句2——How did Tom and the whole class change after being enlightened? ______________________________________________________________________________________________________________________________________ 三．段落续写框架 第一段：“这个实验让你们印象最深的是什么？”我问道。 →①学生踊跃发言，描述镁条燃烧发光、最终化为粉末的现象→②老师借实验类比球赛，点明燃烧绽放过光芒便足矣→③引导学生明白拼搏的过程远比结果重要； 第二段：在我的鼓励下，Tom敞开心扉，分享了更多想法。 →①Tom走出自责，坦然接受失利、正视不足→②全班深受启发，一扫低落情绪、重拾斗志→③师生皆有所悟，坦然面对成败、专注成长。 4. 续写段落 Paragraph 1: “What impressed you most in the experiment?”I asked. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: With my encouragement, Tom opened up and shared more. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 作者（班主任兼化学老师）：温柔睿智、善于引导、因材施教、体恤学生；Tom（球队队长）：责任心强、拼搏努力、知错能改、善于反思；班级学生：团结友爱、情绪真挚、乐于成长。 2．视角 第一人称 3．时空线 Our class basketball team fought hard in a fierce game--- The two teams competed closely throughout the game --- The team lost the game by only one point--- The whole class sank into depression and self-blame --- The whole class felt depressed and discouraged--- I planned to enlighten students with a chemistry experiment --- I decided to enlighten students through a chemistry experiment in class 4. 细节问答 Why was the whole class in low spirits?：Our class lost the basketball game by just one point after fierce competition. What was the teacher’s intention?：The teacher wanted to cheer up the students and teach them to value the process rather than just the result. What experiment did the teacher perform in class?：The teacher conducted the experiment of burning magnesium ribbon in the fire. What phenomenon did the students observe?：The magnesium ribbon flashed brightly while burning and finally turned into white powder. What quality did Captain Tom show in the basketball game?：He was brave, agile, responsible and united his teammates tightly. What lesson did the teacher want to teach the students?：Efforts and perseverance in the process are far more important than the final result. What does the story tell us?：We should not be discouraged by temporary failure. Valuing the process of struggle is the key to growth. 5．情节线 班级篮球赛激烈角逐，全队奋力拼搏→双方比分胶着，比赛悬念留到最后一刻 →对手最后时刻得分，班级以一分之差遗憾落败→全队满心遗憾，队长Tom尤为自责愧疚 →全班情绪低落、士气消沉，队长Tom尤为自责→身为班主任兼化学老师的我心生对策→巧用化学实验，以物喻理、启发学生 →利用化学课镁条燃烧实验，准备启发学生正视成败、重视过程→（续写）学生分享实验感悟，老师关联球赛失利开导学生→（续写）Tom敞开心扉释怀遗憾，全班重拾信心 6．情感线 The class：passionate and united→regretful and disappointed→depressed and frustrated→curious and thoughtful→enlightened and confident（续写） 7. 综合概括（中英各一句） 中文：班级篮球赛惜败一分，全班陷入低落，睿智的化学老师借助镁条燃烧的实验，以生动的现象开导学生，让大家明白拼搏的过程远比结果重要，帮助学生走出失利的阴霾、重拾自信。 英文：My class felt extremely frustrated after narrowly losing a basketball game. As their teacher, I used a magnesium burning experiment to enlighten them, teaching them to cherish the struggling process instead of focusing merely on results, which cheered them up greatly. 8. 句式 时间状语从句：When I brought it close to the burner fire, the ribbon started to flash. 宾语从句：I knew I had to do something to lift their spirits and remind them to pay more attention to the process. 非谓语动词：The whole class watched the experiment in amazement, their eyes wide open. 定语从句：It was a tough game that tested the teamwork and perseverance of our class. 并列句：The game was intense, with both teams neck and neck, but we lost in the final seconds. 9. 本文主题 成长感悟类：胜负终是常态，拼搏的过程、付出的努力与收获的成长，远比短暂的结果更加珍贵。 二.情节构造 Paragraph 1衔接句1：Students replied that the bright flash impressed them most, and I explained the profound truth behind the simple experiment. Paragraph 2衔接句2：He realized their efforts were never in vain and the whole class regained courage and passion for future challenges. 三．段落续写框架 第一段：“这个实验让你们印象最深的是什么？”我问道。 →①学生踊跃发言，描述镁条燃烧发光、最终化为粉末的现象→②老师借实验类比球赛，点明燃烧绽放过光芒便足矣→③引导学生明白拼搏的过程远比结果重要； 第二段：在我的鼓励下，Tom敞开心扉，分享了更多想法。 →①Tom走出自责，坦然接受失利、正视不足→②全班深受启发，一扫低落情绪、重拾斗志→③师生皆有所悟，坦然面对成败、专注成长。 四、段落续写（150词左右） Paragraph 1: “What impressed you most in the experiment?”I asked. One student stood up and answered that the brilliant flash of the magnesium ribbon left the deepest impression, even though it finally turned into plain powder. I nodded with a smile and told them that life was just like this experiment. Their efforts and splendid performance in the basketball game were just like the bright flash. Though they failed to win the game, their united efforts and persistent struggle were precious and worthwhile. Paragraph 2: With my encouragement, Tom opened up and shared more. He admitted that he had been trapped in the regret of losing the game and blamed himself for the result. However, he finally realized that victory was not the only goal. What mattered most was that they had tried their best and gained experience from the game. His words cheered up the whole class. The heavy atmosphere faded away. All students regained confidence and made up their minds to keep fighting bravely in future challenges. 学科网（北京）股份有限公司 $