高三英语二轮复习专项教学设计-读后续写之《校园成长类：师生冲突与转折》

高三英语二轮复习专项教学设计——读后续写之《校园成长类：师生冲突与转折》一、试题呈现阅读下面材料，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。Itisthelastdayoffourthgrade.OutsideofmyclassroomIfearfullyopenedtheenvelopethatheldmyacademicreportcard.“Please,Ijustwanttopass.”Iprayedinmyheart.“Promotedtofifthgrade,”thereportread.Iwaslettingoutaloudsighofreliefwhenmyeyeswenttothewordsonthebottom.“Teacher:[Teacher]”“What?”Ilookedcloser,certainI’dmisread,butnowthenameseemedtojumpoffthepagein3D.Thiswasn’tpossible.Theteacherhadtaughtfirstgrade.Myonefortaboutschoolwasthatthiswoman—literallymyleastfavoriteteacherontheplanet—wouldneverteachme.Iwasnofavoriteofherseither.Iwasselfconsciousaboutmystutter,andtriedtomakeupforitbyspeakingandreadingoutloud.ThatpastyearI’dbeenfrequentlypulledfrommyregularclassforspecialtutoringinaroomsharedwiththeteacher’sfirstgraders.Onedayearlyon,theteachercalledmeoutfromacrosstheroom.“Quietdown,”shesaid.“You’reinterruptingus.”Iinstantlyresponded.“Oh,justleavemealone!”Isaid.“You’dbetterbegladyou’renotinmyclass,youngman.I’dputyouinyourplace.”I’dbeentaughtbymyparentstorespectmyteachers.Butallmyfrustrationcamepouringoutofme.Isaid,“Youwillneverbemyteacher.”NomatterhowbadlyIdidinschool,IwassureIwouldn’thavetorepeatfirstgrade.Fortherestoftheyear,theteacherandIdidn’thavemuchmunication.learn...teacherwashavingthelastlaugh.Onthefirstdayoffifthgrade,Isatunhappyinthelastrow.“Weletofifthgrade,”sheannouncedonceweweresettled.“Iexpectstudentstoetoschoolreadytolearn...”Shewentonandon,talkingabouttheorders.Ifeltquitebored.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。Paragraph1:Butthemomentshebeganteaching,anentirelydifferent[Teacher]appeared.Paragraph2:With[Teacher]’sconstantencouragement,mygradesimprovedbeyondbelief.二、文本分析与续写核心1.文章类型定位本文属于典型的“校园成长类+师生关系冲突与转折型”读后续写文本。核心冲突聚焦于“我”与老师之间的旧日矛盾，在五年级新的教学场景中重新激化；续写核心任务是展现师生关系从对抗到理解的转变过程，同时刻画“我”在克服口吃、自卑、偏见等内心障碍的过程中，实现学业与人格的双重成长。2.续写构思框架核心方向续写需遵循“积极解决问题”的导向，通过具体情节展现老师“严厉外表下的专业与温情”，以及“我”从误解、观察到触动、转变的心理历程，最终升华“尊重、理解、克服困难、感恩成长”的主题。两段布局设计第一段（给定开头）：聚焦老师授课时的“反差表现”。需详细描写其教学方式（生动有趣、因材施教）、课堂氛围掌控，关键突出对“我”的特殊关注（如鼓励的眼神、针对口吃的巧妙引导、温和的提问设计），实现师生关系转折的开端，动摇“我”的固有偏见。第二段（给定开头）：侧重关系深化与个人蜕变。具体刻画老师的“持续鼓励”（课后辅导、赋予责任、发掘闪光点），“我”从被动接受到主动回应的转变，以及成绩与自信心的具体提升。结尾需设计情感高潮（如流畅朗读、真诚对话），完成关系和解与主题升华。核心框架提炼转折点：老师出乎意料的教学表现与态度转变发展线：老师针对“我”的口吃弱点提供精准帮助高潮点：“我”突破心理障碍，取得显著进步结局：师生关系和解，凸显“成长与感恩”的核心主题3.续写关键注意事项（1）承接原文核心要素人物性格一致性：“我”敏感、自尊心强、有口吃且渴望表达；老师严厉、注重秩序，但续写需挖掘其敬业、专业、富有同理心的一面。情节连贯性：必须围绕“口吃”这一核心矛盾设计解决方案，不可脱离原文提及的“课堂规则”，可体现“立规矩与显关怀”的统一。细节呼应：巧妙回扣原文冲突（如共享教室的争执），可设计老师的话语呼应“putyouinyourplace”，转化为“引导我找到自信的位置”。（2）通用写作要求人称与时态：全程使用第一人称“I”和一般过去时。表达导向：坚持正能量，结局需积极健康。写作技巧：运用对比手法（“我”的预期与老师实际表现、学期初与学期末的“我”）；通过动作、对话、心理描写“展示变化”，而非直接“讲述变化”；回收原文伏笔，强化情节连贯性。三、故事山模式与文本深层解析1.故事山（StoryMountain）结构对应阶段文本内容（原文+续写）开端（Exposition）四年级末，“我”担心留级，意外发现五年级老师是昔日矛盾对象发展（RisingAction）回忆共享教室的冲突往事；五年级开学，“我”满怀抵触听老师讲规则高潮（Climax）（续写第一段）老师授课时展现出与“我”记忆中完全不同的教学风采与人格魅力，冲击“我”的偏见回落（FallingAction）（续写第二段）在老师的持续鼓励下，“我”的成绩与信心逐步提升，师生关系缓和结局（Resolution）（续写第二段结尾）“我”克服口吃障碍，实现学业与心理成长，与老师和解感恩2.核心要素解析（1）伏笔与线索伏笔：“Iwasnofavoriteofherseither.”暗示老师对“我”的负面印象，为后续态度转变埋下铺垫；“Itriedtomakeupforitbyspeakingandreadingoutloud.”体现“我”的表达渴望，为后续进步提供内在逻辑。隐含线索：原文冲突本质是“课堂秩序与‘我’的表达需求”“固有偏见与真实认知”的矛盾，续写需围绕“沟通与理解”化解冲突。（2）冲突类型外部冲突：“我”与老师的人际冲突、课堂规则与“我”自由表达的冲突内部冲突：“我”因口吃产生的自卑与渴望表达的心理矛盾（3）解决方案核心老师通过专业的教育方式（耐心指导、安全表达环境创设）化解外部冲突，“我”通过放下偏见、积极回应实现内部矛盾的突破，最终达成双向理解。四、文本关键要素详细分析表分析角度核心内容原文支撑句人物刻画“我”：敏感、自尊心强、因口吃自卑但渴望表达，有叛逆性；老师：严厉、注重秩序、说话直接，续写需补充“专业、耐心、有教育智慧”“Iwasselfconsciousaboutmystutter”,“allmyfrustrationcamepouringoutofme”,“Youwillneverbemyteacher”;“Quietdown,you’reinterruptingus”,“You’dbetterbegladyou’renotinmyclass,youngman.I’dputyouinyourplace.”情感层次恐惧（怕留级）→释然（成功升级）→震惊绝望（得知老师身份）→愤怒怨恨（回忆冲突）→无聊抵触（开学初）→（续写）惊喜触动→感激自信“Ifearfullyopenedtheenvelope”,“aloudsighofrelief”,“Thiswasn’tpossible”,“Isatunhappyinthelastrow”,“Ifeltquitebored.”关键情节点1.看到报告单上的老师名字；2.回忆共享教室的冲突；3.五年级开学老师宣布规则；4.（续写）老师授课展现反差；5.（续写）“我”突破障碍取得进步read...announced...read...[Teacher]”,“Oh,justleavemealone!”,“Weletofifthgrade,”sheannounced...语言特色主观情绪色彩浓厚，善用比喻、夸张等修辞强化感受，心理描写细腻“thenameseemedtojumpoffthepagein3D”,“literallymyleastfavoriteteacherontheplanet”,“myfrustrationcamepouringoutofme”关键词解析“putyouinyourplace”：双关语，原文为“教训你”，续写可转化为“帮助我找到自信的位置”；“interrupting”：既指昔日课堂干扰，也暗喻口吃对沟通的阻碍“I’dputyouinyourplace.”,“You’reinterruptingus.”五、描写语料积累（动作/心理/环境）1.动作描写Heleanedforward,eagertocatcheveryword.Shetappedthechalkgentlyagainsttheboard.Iloweredmyhead,avoidinghereyes.MyhandstrembledasIturnedthepage.Shepaused,scanningtheroomwithcalmeyes.Iclenchedmyfistsunderthedesk.Shenoddedslightly,signalingapproval.Ishifteduneasilyinmyseat.Sheraisedherhandtosilencetheclass.Iscribblednotesfuriously,afraidoffallingbehind.2.心理描写Awaveofreliefwashedoverme.Myheartsankatthesightofhername.Doubtcreptintomymind.Prideswelledinsideme.Shameburnedinmycheeks.Curiositysparkedwithinme.Anxietyknottedmystomach.Determinationsettledinmyheart.Ifelttornbetweenfearandhope.Gratitudeoverflowedinme.3.环境描写Theclassroombuzzedwithwhispers.Sunlightstreamedthroughthedustywindows.Theblackboardstoodcoveredinchalkdust.Deskswerearrangedinneatrows.Theclocktickedloudlyinthesilence.Warmairfilledthecrowdedroom.Afaintsmellofpaperandinkhungintheair.Thewallsweredecoratedwithfadedposters.Outside,children’slaughterdriftedinfromtheplayground.Thebellrangsharply,breakingthetension.六、词法与固定搭配拓展1.核心词汇高级替换基础词汇高级替换afraidanxious/uneasy/restless/onedge/apprehensivehappydelighted/thrilled/overjoyed/grateful/contentangryfurious/resentful/irritated/bitter/hostileimproveadvance/progress/flourish/transform/excelsurprisedastonished/amazed/startled/stunned/takenabackgoodsuperb/marvelous/exceptional/fantastic/admirablesaymurmured/uttered/announced/whispered/exclaimedlookgaze/glance/peer/observe/witness2.高频固定搭配castaglanceatsb.（看某人一眼）plantaseedoftrust（播下信任的种子）buildupconfidence（树立自信）burstintolaughter/tears（突然笑/哭）beonthevergeoftears（快要哭出来）holdone’sbreath（屏住呼吸）standtall（挺起胸膛，自信站立）waveofrelief（一阵宽慰）fightbacktears（强忍泪水）begluedtosth.（专注盯着某物）3.核心词汇深度解析词汇词性核心含义近义词反义词例句reliefn.宽慰，解脱fort,ease,reassurancestress,tension,anxietyAwaveofreliefsweptovermeaftertheexam.reluctantadj.不情愿的unwilling,loath,hesitantwilling,eager,readyHewasreluctanttoadmithismistake.encouragev.鼓励，激励inspire,motivate,supportdiscourage,dishearten,depressHerwordsencouragedmetotryagain.prejudicen.偏见bias,discrimination,unfairnessfairness,justice,equalityEducationhelpsusovereprejudiceandignorance.astonishv.使震惊amaze,stun,startlecalm,reassure,fortIwasastonishedbyhersuddenchangeofattitude.selfconsciousadj.不自然的，自卑的insecure,awkward,embarrassedconfident,assured,poisedHewasselfconsciousabouthisstutter.frustrationn.挫折，恼怒annoyance,irritation,disappointmentsatisfaction,contentmentShekickedthedeskinfrustration.misreadv.误解，读错misunderstand,misinterpret,misjudgeunderstand,grasp,interpretcorrectlyIthinkyou'vemisreadthesituationerruptv.打断，插嘴intrude,buttin,cutofflisten,allowtocontinuePleasedon'tinterruptmewhenI'mspeaking.beyondbeliefadv.难以置信地incredibly,unbelievably,extraordinarilybelievably,reasonablyHersuccesswasbeyondbelief.4.地道短语与习语解析letoutasigh（发出一声叹息）：letout表“释放、发出”，同类搭配：letoutacry（哭出声）、letoutalaugh（笑出声）jumpoffthepage（醒目突出）：隐喻修辞，形容文字或信息极具冲击力leastfavorite（最不喜欢的）：least为little的最高级，修饰抽象名词，如leastinterest（最没兴趣）makeupfor（补偿）：后接名词/动名词，如makeupforlosttime（弥补失去的时间）epouringout（倾泻而出）：edoing结构表“状态性到来”，形象描绘情绪失控的状态havethelastlaugh（笑到最后）：习语，指最终获得成功或胜利goonandon（喋喋不休）：口语常用，强调说话冗长乏味七、优秀续写范文（4篇）Version1Paragraph1:Butthemomentshebeganteaching,anentirelydifferent[Teacher]appeared.Hervoice,oncesharpinmymemory,nowsoundedsteadyandwarm.Shemovedacrosstheclassroomwithsurprisingenergy,turningevendrygrammarrulesintovividstories.Whensheexplainednewvocabulary,shedrewpicturesontheblackboard,andlaughteroftenfollowed.Inoticedthatsheglancedatmedifferentlyfromtheothers,asifshefinallyunderstoodwhyIhadoncereadaloudsoloudly—desperatetocovermystutter.Insteadofcriticizing,shegavemearoleIcouldmanage.Whensheaskedaquestion,shewouldpickashort,simplesentenceformetoread,hertonewarm,hereyessteady.Thatonesmallarrangementmadeallthedifference:Inolongerfeltexposed,butchosen.Disciplinestillruledherclass,yetitfeltprotectiveratherthanpunishing,asthoughshewasquietlybuildingasafespaceformetofightmyprivatebattle.Paragraph2:With[Teacher]’sconstantencouragement,mygradesimprovedbeyondbelief.Sheinvitedmetostayafterclassforbriefpractices,teachingmehowtopausenaturally,howtobreathebeforedifficultwords.Sheevenpraisedmypersistence,callingitan“asset”whenIhadalwaysseenitasaweakness.Later,sheentrustedmewithhandingoutreadingmaterialsand,eventually,leadingagroupdiscussion.Eachresponsibilitygavemeachancetoprovemyself,bothtoherandtomyclassmates.Myconfidencegrew,thoughinsideIstillwrestledwiththefearofstumbling.ThebreakthroughcameonemorningwhenIstoodbeforetheclassandreadanentirepagefluently.Foramoment,silencefilledtheroom,thenapplauseburstout.MyeyesblurredasIcaught[Teacher]’sapprovingsmile.Shehadindeed“putmeinmyplace”—notwithscorn,butbyguidingmetotheplacewheremyvoicecouldfinallybeheard.Version2Paragraph1:Butthemomentshebeganteaching,anentirelydifferent[Teacher]appeared.Herclassroomwasalivewithenergy:shewovehumorintoexplanations,askedopenendedquestions,andgavespaceforeverystudenttoshine.Yethergreatestchangewastowardme.Itseemedshehadpiecedtogetherthetruth—thatmyloudinterruptionsandeagernesstospeakwerenotrebellion,butmyclumsyshieldagainststuttering.Knowingthis,shetreatedmedifferently.Once,sheposedaquestion,thenlookedstraightatmewithagentlenod,asiftosay,“Youcan.”Shegavemejustoneshortlinetoread,andwhenImanagedit,herapprovingglancesilencedtheclassbeforeanylaughtercouldrise.Forthefirsttime,orderinherclassdidn’tfeellikeacagebutastage,onewhereevenIcouldtakepartwithoutfear.Paragraph2:With[Teacher]’sconstantencouragement,mygradesimprovedbeyondbelief.ShefoundsmallsparksinmethatIhadoverlooked.ShenoticedmyloveofstoriesandsuggestedIwritethemdown,lateraskingmetosharejustafewsentencesaloud.Atfirstmyheartpounded,buthersteadyguidance—sometimesaquicksmile,sometimesawhispered“breathe”—pushedmeforward.Overtime,hersupportturnedmyprivatestruggleintoprogress.Ibeganvolunteeringanswers,evenhelpingclassmateswithreadingtasks,somethingunthinkablemonthsearlier.Finally,thedayarrivedwhenIreadafullstoryinfrontoftheclasswithoutfaltering.Myclassmatescheered,andIfeltmyfeardissolveintopride.Thatafternoon,Ithankedhersincerely.Shechuckledsoftlyandsaid,“ItoldyouI’dputyouinyourplace.”Thistime,Iunderstood:itwasaplaceofcourage,confidence,andnewfoundvoice.Version3Paragraph1:Butthemomentshebeganteaching,anentirelydifferent[Teacher]appeared.InsteadofthesharpandimpatientwomanIhadimagined,shespokewithunexpectedwarmth,hertonefilledwithpatienceandclarity.Shesloweddownherexplanationwhenshenoticedconfusedfaces,evenpausingtomakesureeveryonecouldfollow.Myheart,onceheavywithresistance,begantosoften.Icaughtmyselfleaningforward,curiousabouthernextwords.HadIbeenwrongaboutherallalong?Thethoughtunsettledme,yetalsobroughtawaveofrelief.Bytheendofthelesson,Icouldn’tdenythatshehadtreatedmelikeanyotherstudent,neithersinglingmeoutnordismissingme.Forthefirsttime,IwonderediflearninginherclassmightnotbeasdreadfulasIhadfeared.Paragraph2:With[Teacher]’sconstantencouragement,mygradesimprovedbeyondbelief.Shenevermockedmystutter;instead,sheapplaudedeveryeffortImade,howeversmall,channelingmyenthusiasminabetterway.Slowlybutsteadily,Idaredtoreadaloudmoreoften,nolongershrinkingintotheshadowsofthelastrow.Eachwordspokenclearlyfeltlikeatinyvictory,andwithhernod