读后续写专项教学设计-2026届高三英语一轮复习

高三英语读后续写专项复习教学设计 1 第二节（满分 25 分） 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。 Be quiet.” No one actually ever said that to me — in fact, it was usually the opposite “Speak “ up.” “ What did you say I couldn't understand you.” But every time someone told me to be louder, to be clearer, I wanted to shut my mouth and never open it again. Years of living with a lisp (口齿不清) had taught me that it was better to say nothing than to speak and risk being misunderstood, leading to embarrassment and awkwardness. As a result of my silence, I felt distanced from most of my peers(同 龄 人 ), having only a few people I felt were friends. “Kathryn Oh, she's quiet.” That's what most people would say when they thought of my name. I was might as well have been part of the furniture. I was okay with that. I didn't need to be heard. September of last year that all changed. I started my first day of creative writing class with Miss Helen. She is one of those teachers you don't feel frightened to approach; you know she will help you if you need it. I had expected to fill out plot diagrams and learn the proper way to punctuate dialogue. However, every day we would be given a different writing prompt (提示词) and then, if we wished, we could share what we had written with the class. I remember sitting and listening to others read their work, and I distinctly remember thinking: That will never be me. I'll never have the courage to do that. Then, one day in October, I was really pleased with what I had written, so pleased that I wanted to share. I remember my heart pounding in my chest as I raised my hand to read, and those urgent little voices in my mind listing all the reasons why it wasn't a good idea: They won't understand you. You have a lisp, remember Besides, your writing isn't that good. Be quiet. Be quiet. I was about to withdraw my hand when I met Miss Helen's encouraging eyes. 注意:1.续写词数应为 150 个左右； 2 .请按如下格式作答。 I pushed those thoughts away and started to talk with my own voice. Soon I was reading out loud nearly every day. 一、设计思路 本设计紧扣高中英语新课标对“读后续写”的能力要求，结合学生A2B1的英语水平，以“理 解原文—搭建逻辑—精准表达—优化完善”为主线。首先通过文本分析活动，引导学生捕捉原 文核心要素（人物、冲突、情感、伏笔）；再通过情节构思训练，掌握“因果推导”“情感递进” 的续写逻辑；接着结合范文解析，提炼实用表达句型与衔接技巧；最后通过即时写作与互评 修改，巩固所学策略。整个过程注重“输入—内化—输出—反馈”的闭环，兼顾基础表达与逻 辑思维，帮助学生在有限时间内提升续写的完整性、连贯性与合理性。 二、教材分析 本次训练选用的读后续写材料（口吃女孩 Kathryn 的故事）贴近学生生活，主题聚焦“自 我突破与成长”，情感真挚且情节有明确延伸空间。材料包含核心人物（Kathryn、Miss Helen）、 核心冲突（Kathryn 的口吃自卑与表达欲望的矛盾）、关键伏笔（Miss Helen 的鼓励、Kathryn 对自己作品的满意），符合高考读后续写“情节延续合理、情感一致”的命题特点。同时，材料 语言难度适中，涉及心理描写、动 ... ...