2026届高三英语读后续写专项复习 教师感恩周 导学案

该高中英语高考复习学案聚焦读后续写题型，系统梳理文本分析（角色、视角、时空线等）、情节构造、语言表达（定语从句、非谓语等）及主题升华等核心考点，按“文本拆解-逻辑构建-语言输出”的认知路径组织知识点，通过细节问答、情节线梳理等问题导向设计，引导学生自主建立“分析-构思-表达”的知识网络，体现考点梳理的系统性和层次性。 亮点在于自主诊断与思维品质培养，如开篇设置细节问答自测题（如Hudson的异常表现、病因等），帮助学生定位文本分析薄弱点，情节构造环节通过衔接句设计任务（如“他们准备了什么，如何与老师交流”），培养逻辑推理能力。每个模块配有续写框架和范文对比，支持学生自主反思语言表达，提升学习能力，教师可依据学生续写练习精准指导，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。 This week marks Teacher Appreciation Week, and for one family, their preschool teacher changed a little boy’s life. Children develop differently, but developmental delays can be a sign of a serious issue. Twyla Pobuda, a teacher, noticed that little Hudson was struggling to keep up with other kids. He walked slowly and often held an adult’s hand for balance. More unusually, when he got up from the floor, he used his hands to push off his knees. With years of experience, she sensed something was wrong. She watched Hudson’s motor skills, spoke with his mom and reminded her to see a doctor. Soon after, Hudson was taken to a specialist. Tests showed he had Duchenne muscular dystrophy, a disease that causes muscles to weaken and affects movement over time. Although the diagnosis was shocking, it came early enough for Hudson to receive immediate treatment. In 2023, he became one of the first children to get a new gene therapy. This gave the family new hope. His parents were thankful for Ms. Pobuda’s action. “She truly changed our son’s future,” she said. Every child develops at their own pace, but some signs are too important to ignore. Mrs. Pobuda’s care and attention show how powerful teachers can be. A kind word, a sharp eye, and the courage to speak up can truly change lives. And that’s what makes great teachers so respectable — not only for what they teach, but for how they care. 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。 Paragraph 1： On Teacher Appreciation Week, Hudson’s family decided to pay a special visit to the preschool. Paragraph 2： Watching Hudson running around happily, Ms. Pobuda felt a wave of warmth welling up inside her. 一、文本分析 　　1．角色 ________________________________________________________ 　　2．视角 第________人称 　　3．时空线 Teacher Appreciation Week comes--- _________________ ---Teacher Twyla found Hudson’s abnormal physical conditions--- _________________ ---Hudson was diagnosed with a serious muscle disease--- _________________ ---He received effective gene therapy and gained new hope 　　4. 细节问答 What did Teacher Twyla notice about little Hudson? ：___________________________________ What was wrong with Hudson after medical examination?：_________________________________ What treatment did Hudson receive in 2023?：________________________________________________ Why were Hudson’s parents grateful to Ms. Pobuda?：__________________________________________ What makes great teachers respectable according to the passage?：_____________________________________________ 　　5．情节线 感恩周来临，一位幼儿教师改变了小男孩的人生→_________________ →波布达老师细心发现哈德森发育异常，提醒家长就医→_________________ →哈德森确诊罕见肌肉疾病，所幸发现及时→_________________ →哈德森接受新型基因治疗，重获希望→（续写）哈德森一家前往幼儿园专程感谢老师→（续写）老师倍感温暖，领悟教育的意义 　　6．情感线 Ms. Pobuda：careful and responsible→___________→relieved and joyful Hudson’s family：worried and shocked→___________→grateful and warm 　　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: On Teacher Appreciation Week, Hudson’s family decided to pay a special visit to the preschool. 衔接句1——What did they prepare? What did they do and say to the teacher? ______________________________________________________________________________________________________________________________________ 　　Paragraph 2: Watching Hudson running around happily, Ms. Pobuda felt a wave of warmth welling up inside her. 衔接句2——What did the teacher think and say? What’s the ending and theme promotion? ______________________________________________________________________________________________________________________________________ 三．段落续写框架 　　第一段：感恩周这天，哈德森一家决定专程前往幼儿园拜访。 →①__________________→②__________________→③_______________； 　　第二段：看着哈德森欢快地四处奔跑，波布达老师心中涌起一股暖流。 →④__________________→⑤__________________→⑥_______________。 四. 段落续写 　　Paragraph 1： On Teacher Appreciation Week, Hudson’s family decided to pay a special visit to the preschool. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 　　Paragraph 2： Watching Hudson running around happily, Ms. Pobuda felt a wave of warmth welling up inside her. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 　　1．角色 Ms. Pobuda（细心负责、心怀大爱的优秀幼儿教师）；Hudson（身患疾病、重获健康的小男孩）；Hudson’s parents（懂得感恩、朴实真诚的家长） 　　2．视角 第三人称 　　3．时空线 Teacher Appreciation Week comes--- a teacher changed a boy’s life ---Teacher Twyla found Hudson’s abnormal physical conditions--- reminded Hudson’s mom to seek medical treatment ---Hudson was diagnosed with a serious muscle disease--- received early treatment and new gene therapy ---He received effective gene therapy and gained new hope 　　4. 细节问答 What did Teacher Twyla notice about little Hudson? ：Hudson developed slower than other kids, walked slowly and pushed off his knees when getting up. What was wrong with Hudson after medical examination?：He suffered from Duchenne muscular dystrophy, a disease weakening muscles. What treatment did Hudson receive in 2023?：He received a new effective gene therapy. Why were Hudson’s parents grateful to Ms. Pobuda?：Her careful observation and reminder helped Hudson get early treatment and change his future. What makes great teachers respectable according to the passage?：They not only teach knowledge but also care sincerely about every student. 　　5．情节线 感恩周来临，一位幼儿教师改变了小男孩的人生→哈德森发育迟缓，行为异于其他孩子→波布达老师细心发现哈德森发育异常，提醒家长就医→哈德森确诊罕见肌肉疾病，所幸发现及时→哈德森接受新型基因治疗，重获希望→（续写）哈德森一家前往幼儿园专程感谢老师，送上心意→（续写）老师倍感温暖，更加坚定教书育人、用心关爱孩子的初心 　　6．情感线 Ms. Pobuda：careful and responsible→concerned and attentive→relieved and joyful Hudson’s family：worried and shocked→hopeful and blessed→grateful and warm 　　7. 综合概括（中英各一句） 中文：幼儿教师波布达凭借细心的观察发现了小男孩哈德森的身体异常，及时提醒家长就医，让孩子得到早期治疗、重获新生，一家人在感恩周专程向老师表达谢意。 英文：Preschool teacher Twyla Pobuda spotted little Hudson’s physical abnormalities in time, urging his parents to seek medical help, which enabled the boy to get early treatment and regain hope, and his family thanked the teacher sincerely on Teacher Appreciation Week. 　　8. 句式 状语从句：When he got up from the floor, he used his hands to push off his knees. 非谓语动词：She sensed something wrong, watching Hudson’s motor skills carefully. 宾语从句：His parents said that she truly changed their son’s future. 定语从句：Tests showed he had Duchenne muscular dystrophy, a disease that causes muscles to weaken. 　　9. 本文主题 温情励志类：细微的善意与专业的坚守能点亮他人人生，教师的用心守护与无私关爱，拥有改变命运的力量。 二.情节构造 　　Paragraph 1: On Teacher Appreciation Week, Hudson’s family decided to pay a special visit to the preschool. 衔接句1——What did they prepare? What did they do and say to the teacher? They prepared delicate gifts and a thank-you card, came to the preschool to meet Ms. Pobuda, and expressed their sincere gratitude for her kindness and carefulness. 　　Paragraph 2: Watching Hudson running around happily, Ms. Pobuda felt a wave of warmth welling up inside her. 衔接句2——What did the teacher think and say? What’s the ending and theme promotion? The teacher was deeply touched, realizing that her trivial care made a huge difference to a child’s life and strengthened her love for teaching. 三．段落续写框架 　　第一段：感恩周这天，哈德森一家决定专程前往幼儿园拜访。 →①一家人精心准备礼物与感谢信，奔赴幼儿园→②当面诚挚感谢老师的细心观察与及时提醒→③活泼健康的哈德森向老师热情问好； 　　第二段：看着哈德森欢快地四处奔跑，波布达老师心中涌起一股暖流。 →①老师欣慰不已，彻底放下往日的担忧→②她感慨微小的坚守能改变孩子的人生→③坚定初心，用心守护每一个孩子的成长。 四. 段落续写（范文） 　　Paragraph 1： On Teacher Appreciation Week, Hudson’s family decided to pay a special visit to the preschool. They prepared a bunch of fresh flowers and a handwritten thank-you card to express their deepest gratitude. Upon arriving, they found Ms. Pobuda was busy taking care of the kids. Hudson’s parents walked up to her and thanked her repeatedly for her careful observation and timely reminder, which had saved their son’s future. Little Hudson, now energetic and lively, hugged his beloved teacher tightly with a big smile on his face. 　　Paragraph 2： Watching Hudson running around happily, Ms. Pobuda felt a wave of warmth welling up inside her. She was incredibly relieved to see Hudson recover so well and live a normal kid’s life. She said it was just her duty to care for every child in her class. This precious experience made her fully realize the true value of being a teacher. A simple attentive look and responsible act could light up a child’s life, which always encouraged her to stick to her original heart in teaching. 学科网（北京）股份有限公司 $