2025届高三英语二轮复习专项 读后续写——自我成长（讲义）
文档属性
| 名称 | 2025届高三英语二轮复习专项 读后续写——自我成长（讲义） |  | |
| 格式 | docx | ||
| 文件大小 | 22.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-12-17 14:26:55 | ||
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文本原文
When in fifth grade, I had a big dream: I wanted to win the school's Science Fair. The prize was a shiny gold medal, and every year, students from all the grades would gather in the gym to see who the winners were. I didn't think too much about how to make it happen — I just wanted to win.
However, there was a problem. I really didn't have an idea for my project. I wasn't sure what would be impressive enough to win, so I came up with a quick solution: I'd build a rocket. Rockets seemed cool, and I assumed if I made one that looked awesome, that should be enough.
So, I went to the store with my mom and grabbed a bunch of supplies: cardboard tubes, glue, markers, and glitter (闪光装饰物). My plan was simple — make the rocket look amazing, and everyone would be impressed. I didn't bother learning how rockets worked, and I didn't think about running tests. I figured if it looked good, that would be all I needed to win.
For the next few days, I worked hard on making my rocket shine. I glued the cardboard together, added fins to the sides, and covered the whole thing in glitter. It sparkled under the light, and I thought to myself, "This has to be enough." But at the back of my mind, I knew, the Science Fair was supposed to be about learning and showing something scientific. Still, I ignored that feeling.
As the Science Fair approached, I spent all my time on my rocket's look. I didn't do any research, didn't learn about thrust or fuel, and definitely didn't test anything. I convinced myself that would be enough.
The big day finally arrived. I walked into the gym, proudly carrying my glitter - covered rocket. I set it up on the display table and watched as the judges made their way around the room. When they stopped at my project, my heart raced. This was my moment.
Para1: One of the judges asked softly, “Can you explain how your rocket works _______________________________________________________________________________________________________________________________________________________________________________________
Para 2: When the awards were announced, my name wasn't called.________________________________________________________________________________________________________________________________________________________________________________________
主旨分析
成长与自我认知：文章主要讲述了 “我” 在五年级参加学校科学展览会的经历，从最初只注重火箭外观、盲目追求获奖，到在评委提问下意识到自己的错误，再到最终未获奖却获得了宝贵的人生经验，整个过程围绕着 “我” 的成长展开。通过这次经历，“我” 对自己有了更深刻的认识，明白了科学探索不能只看表面，而是需要扎实的知识和深入的研究，这是一个从幼稚到成熟、从无知到有悟的成长过程，突出了自我认知在成长中的重要性。
追求的真谛：故事也探讨了追求目标的正确方式。“我” 一开始单纯地渴望赢得科学展览会的金奖章，却选择了走捷径，忽视了科学的本质。而在经历失败后，“我” 才领悟到真正的追求应该是基于对知识的热爱和对事物的深入理解，而不是仅仅为了获得荣誉。这启示读者，在追求梦想的道路上，要有正确的态度和方法，不能被虚荣和表面的东西所迷惑，要追求真正有价值、有内涵的东西。
失败的价值：尽管 “我” 在这次科学展览会中没有获得奖项，但这次失败却成为了 “我” 人生中的一次重要转折点。它让 “我” 认识到自己的不足，从而激发了 “我” 努力学习、改正错误的决心，为未来的发展指明了方向。这体现了失败并不可怕，关键是如何从失败中汲取教训，将其转化为前进的动力，让失败成为成功的垫脚石，传达了一种积极面对失败、从失败中学习的价值观。
文本细读
背景与开端：故事以 “我” 在五年级时渴望赢得学校科学展览会的金奖章为开端，这是一个许多学生都向往的荣誉，为故事设定了目标和情境。然而，“我” 面临一个问题，即没有一个成熟的项目想法，于是决定制作一个看起来酷炫的火箭，只注重外观而忽视了科学原理和实验测试，反映出 “我” 当时的浮躁和对科学展览的片面理解。
发展：在接下来的几天里，“我” 全身心投入到火箭的装饰工作中，详细描述了制作火箭的过程，如用纸板、胶水、闪光装饰物等材料组装火箭，使它在外观上闪闪发光。尽管内心深处知道科学展览应该注重科学性，但 “我” 选择忽略这一点，继续将精力集中在火箭的外观上，进一步强调了 “我” 的错误做法和心态。
高潮前：随着科学展览会的临近，“我” 依旧没有进行任何关于火箭工作原理、推力、燃料等方面的研究和测试，仍然盲目自信地认为仅凭火箭的外观就能获胜，这种固执和无知将故事的紧张感逐渐积累，为后续的情节转折埋下伏笔。
续写情节推测：
第一段续写思路：当评委询问火箭如何工作时，“我” 可能会陷入尴尬和慌张，因为之前完全没有准备这方面的知识。或许会试图含糊其辞地回答，但最终还是不得不承认自己只注重了外观而忽略了原理，这将是 “我” 认识到自己错误的关键转折点，也可能会引发评委的一些教导和建议，让 “我” 开始反思自己的行为。
第二段续写思路：在奖项宣布时 “我” 没有获奖，这是一个意料之中但又可能会让 “我” 深感失落的结果。然而，这次失败可能会成为 “我” 成长的契机，“我” 可能会回想起之前制作火箭过程中的种种不足，意识到科学探索不能只看表面，从而在内心立下决心，以后要更加认真、踏实地对待科学研究，为未来的学习和成长明确方向，使故事从一个关于失败的经历转变为一个关于成长和教训的故事。
第一段续写解析
情节推进：
“One of the judges asked softly, ‘Can you explain how your rocket works ’ My heart sank. I stood there, my mouth opening and closing like a fish out of water. I stammered, trying to come up with something, anything, to say. But the truth was, I had no idea. I had been so focused on making it look good that I hadn't even considered how it was supposed to function. ‘I... I just made it look cool,’ I finally managed to whisper, feeling my cheeks burn with embarrassment. The judge nodded, a small smile on his face, but I could see the disappointment in his eyes. He began to ask me some basic questions about rockets, like what makes them fly and how thrust is generated. I could only shake my head, feeling more and more ashamed of myself. It was then that I realized how foolish I had been.”
面对评委的询问，“我” 的内心从最初的期待瞬间转为惊慌失措，形象地描述了 “我” 像离开水的鱼一样张口结舌的状态，生动地展现出 “我” 的尴尬和无措。通过如实承认只注重外观而不知原理，以及对评委提问无言以对的细节，进一步推进情节，使 “我” 开始深刻认识到自己的错误，情节从盲目自信转向自我反思，为后续的成长铺垫。
人物塑造：
在此处，“我” 的形象从一个单纯渴望获奖、盲目自信的孩子，开始转变为一个能够意识到自己错误并感到羞愧的学生。通过对 “我” 的语言（如 stammered、whisper）、动作（如 mouth opening and closing、shook my head）和心理（如 heart sank、feeling ashamed）等方面的描写，细腻地刻画了 “我” 在面对评委询问时的紧张、尴尬和内心的挣扎，展现出 “我” 开始有了自我反省的意识，人物性格更加丰满真实，让读者能够感受到 “我” 在这一时刻的成长与转变。
写作手法：
运用比喻的修辞手法，将 “我” 比作离开水的鱼，生动形象地描绘出 “我” 在被评委提问时的慌张和无措，使读者能够直观地感受到 “我” 的尴尬处境。同时，通过细致的动作、语言和心理描写，如 “stammered”“whisper”“my heart sank”“feeling my cheeks burn with embarrassment” 等，增强了故事的感染力和可读性，使读者能够深入 “我” 的内心世界，体会到 “我” 的情感变化，仿佛身临其境般见证 “我” 的这次经历。
第二段续写解析
情节推进：
“When the awards were announced, my name wasn't called. I felt a mixture of disappointment and relief. Disappointment because I had really wanted to win, but relief because I knew deep down that I didn't deserve it. As I walked out of the gym, carrying my now seemingly ridiculous rocket, I made a promise to myself. I would never again take the easy way out. I would study hard, learn about the things I was interested in, and approach every project with a real thirst for knowledge. The next year's Science Fair was already on my mind, and I was determined to come back with a project that was not only impressive to look at but also had real scientific merit. This failure had been a harsh lesson, but it was also a new beginning.”
奖项未被宣布时，“我” 的心情复杂，既有未获奖的失落，又有因意识到自己不足而产生的释然。这种矛盾的心理描写使情节更加真实可信，也反映了 “我” 在经历失败后的成长。随后，“我” 决定不再走捷径，而是努力学习、追求知识，并且已经开始思考下一年的科学展览会，这一系列的情节发展表明 “我” 从失败中汲取了教训，确立了新的目标，将故事从失败的结局引向了积极向上的未来发展方向，完成了情节的升华和主题的深化。
人物塑造：
此时的 “我” 彻底从一个只注重表面、盲目追求荣誉的孩子成长为一个有决心、有担当、能够从失败中学习的学生。通过对 “我” 的心理变化（从失望到释然，再到下定决心）和行动（如做出承诺、思考下一年的项目）的描写，展现了 “我” 的成熟和进步，使人物形象更加立体、丰满，具有积极的榜样力量，让读者看到了 “我” 在挫折面前的坚韧和成长潜力。
写作手法：
运用对比的手法，将之前只注重火箭外观、企图走捷径获奖的 “我” 与现在决心努力学习、追求真正科学价值的 “我” 进行对比，突出了 “我” 的成长和转变，强化了故事的主题。同时，通过细腻的心理描写，如 “felt a mixture of disappointment and relief”“I knew deep down that I didn't deserve it”“made a promise to myself” 等，深入地展现了 “我” 内心的情感波动和思想变化，使读者能够深刻地感受到 “我” 的成长历程，增强了故事的感染力和教育意义，让读者在 “我” 的经历中得到启示和鼓舞。
When in fifth grade, I had a big dream: I wanted to win the school's Science Fair. The prize was a shiny gold medal, and every year, students from all the grades would gather in the gym to see who the winners were. I didn't think too much about how to make it happen — I just wanted to win.
However, there was a problem. I really didn't have an idea for my project. I wasn't sure what would be impressive enough to win, so I came up with a quick solution: I'd build a rocket. Rockets seemed cool, and I assumed if I made one that looked awesome, that should be enough.
So, I went to the store with my mom and grabbed a bunch of supplies: cardboard tubes, glue, markers, and glitter (闪光装饰物). My plan was simple — make the rocket look amazing, and everyone would be impressed. I didn't bother learning how rockets worked, and I didn't think about running tests. I figured if it looked good, that would be all I needed to win.
For the next few days, I worked hard on making my rocket shine. I glued the cardboard together, added fins to the sides, and covered the whole thing in glitter. It sparkled under the light, and I thought to myself, "This has to be enough." But at the back of my mind, I knew, the Science Fair was supposed to be about learning and showing something scientific. Still, I ignored that feeling.
As the Science Fair approached, I spent all my time on my rocket's look. I didn't do any research, didn't learn about thrust or fuel, and definitely didn't test anything. I convinced myself that would be enough.
The big day finally arrived. I walked into the gym, proudly carrying my glitter - covered rocket. I set it up on the display table and watched as the judges made their way around the room. When they stopped at my project, my heart raced. This was my moment.
Para1: One of the judges asked softly, “Can you explain how your rocket works _______________________________________________________________________________________________________________________________________________________________________________________
Para 2: When the awards were announced, my name wasn't called.________________________________________________________________________________________________________________________________________________________________________________________
主旨分析
成长与自我认知：文章主要讲述了 “我” 在五年级参加学校科学展览会的经历，从最初只注重火箭外观、盲目追求获奖，到在评委提问下意识到自己的错误，再到最终未获奖却获得了宝贵的人生经验，整个过程围绕着 “我” 的成长展开。通过这次经历，“我” 对自己有了更深刻的认识，明白了科学探索不能只看表面，而是需要扎实的知识和深入的研究，这是一个从幼稚到成熟、从无知到有悟的成长过程，突出了自我认知在成长中的重要性。
追求的真谛：故事也探讨了追求目标的正确方式。“我” 一开始单纯地渴望赢得科学展览会的金奖章，却选择了走捷径，忽视了科学的本质。而在经历失败后，“我” 才领悟到真正的追求应该是基于对知识的热爱和对事物的深入理解，而不是仅仅为了获得荣誉。这启示读者，在追求梦想的道路上，要有正确的态度和方法，不能被虚荣和表面的东西所迷惑，要追求真正有价值、有内涵的东西。
失败的价值：尽管 “我” 在这次科学展览会中没有获得奖项，但这次失败却成为了 “我” 人生中的一次重要转折点。它让 “我” 认识到自己的不足，从而激发了 “我” 努力学习、改正错误的决心，为未来的发展指明了方向。这体现了失败并不可怕，关键是如何从失败中汲取教训，将其转化为前进的动力，让失败成为成功的垫脚石，传达了一种积极面对失败、从失败中学习的价值观。
文本细读
背景与开端：故事以 “我” 在五年级时渴望赢得学校科学展览会的金奖章为开端，这是一个许多学生都向往的荣誉，为故事设定了目标和情境。然而，“我” 面临一个问题，即没有一个成熟的项目想法，于是决定制作一个看起来酷炫的火箭，只注重外观而忽视了科学原理和实验测试，反映出 “我” 当时的浮躁和对科学展览的片面理解。
发展：在接下来的几天里，“我” 全身心投入到火箭的装饰工作中，详细描述了制作火箭的过程，如用纸板、胶水、闪光装饰物等材料组装火箭，使它在外观上闪闪发光。尽管内心深处知道科学展览应该注重科学性，但 “我” 选择忽略这一点，继续将精力集中在火箭的外观上，进一步强调了 “我” 的错误做法和心态。
高潮前：随着科学展览会的临近，“我” 依旧没有进行任何关于火箭工作原理、推力、燃料等方面的研究和测试，仍然盲目自信地认为仅凭火箭的外观就能获胜，这种固执和无知将故事的紧张感逐渐积累，为后续的情节转折埋下伏笔。
续写情节推测：
第一段续写思路：当评委询问火箭如何工作时，“我” 可能会陷入尴尬和慌张，因为之前完全没有准备这方面的知识。或许会试图含糊其辞地回答，但最终还是不得不承认自己只注重了外观而忽略了原理，这将是 “我” 认识到自己错误的关键转折点，也可能会引发评委的一些教导和建议，让 “我” 开始反思自己的行为。
第二段续写思路：在奖项宣布时 “我” 没有获奖，这是一个意料之中但又可能会让 “我” 深感失落的结果。然而，这次失败可能会成为 “我” 成长的契机，“我” 可能会回想起之前制作火箭过程中的种种不足，意识到科学探索不能只看表面，从而在内心立下决心，以后要更加认真、踏实地对待科学研究，为未来的学习和成长明确方向，使故事从一个关于失败的经历转变为一个关于成长和教训的故事。
第一段续写解析
情节推进：
“One of the judges asked softly, ‘Can you explain how your rocket works ’ My heart sank. I stood there, my mouth opening and closing like a fish out of water. I stammered, trying to come up with something, anything, to say. But the truth was, I had no idea. I had been so focused on making it look good that I hadn't even considered how it was supposed to function. ‘I... I just made it look cool,’ I finally managed to whisper, feeling my cheeks burn with embarrassment. The judge nodded, a small smile on his face, but I could see the disappointment in his eyes. He began to ask me some basic questions about rockets, like what makes them fly and how thrust is generated. I could only shake my head, feeling more and more ashamed of myself. It was then that I realized how foolish I had been.”
面对评委的询问，“我” 的内心从最初的期待瞬间转为惊慌失措，形象地描述了 “我” 像离开水的鱼一样张口结舌的状态，生动地展现出 “我” 的尴尬和无措。通过如实承认只注重外观而不知原理，以及对评委提问无言以对的细节，进一步推进情节，使 “我” 开始深刻认识到自己的错误，情节从盲目自信转向自我反思，为后续的成长铺垫。
人物塑造：
在此处，“我” 的形象从一个单纯渴望获奖、盲目自信的孩子，开始转变为一个能够意识到自己错误并感到羞愧的学生。通过对 “我” 的语言（如 stammered、whisper）、动作（如 mouth opening and closing、shook my head）和心理（如 heart sank、feeling ashamed）等方面的描写，细腻地刻画了 “我” 在面对评委询问时的紧张、尴尬和内心的挣扎，展现出 “我” 开始有了自我反省的意识，人物性格更加丰满真实，让读者能够感受到 “我” 在这一时刻的成长与转变。
写作手法：
运用比喻的修辞手法，将 “我” 比作离开水的鱼，生动形象地描绘出 “我” 在被评委提问时的慌张和无措，使读者能够直观地感受到 “我” 的尴尬处境。同时，通过细致的动作、语言和心理描写，如 “stammered”“whisper”“my heart sank”“feeling my cheeks burn with embarrassment” 等，增强了故事的感染力和可读性，使读者能够深入 “我” 的内心世界，体会到 “我” 的情感变化，仿佛身临其境般见证 “我” 的这次经历。
第二段续写解析
情节推进：
“When the awards were announced, my name wasn't called. I felt a mixture of disappointment and relief. Disappointment because I had really wanted to win, but relief because I knew deep down that I didn't deserve it. As I walked out of the gym, carrying my now seemingly ridiculous rocket, I made a promise to myself. I would never again take the easy way out. I would study hard, learn about the things I was interested in, and approach every project with a real thirst for knowledge. The next year's Science Fair was already on my mind, and I was determined to come back with a project that was not only impressive to look at but also had real scientific merit. This failure had been a harsh lesson, but it was also a new beginning.”
奖项未被宣布时，“我” 的心情复杂，既有未获奖的失落，又有因意识到自己不足而产生的释然。这种矛盾的心理描写使情节更加真实可信，也反映了 “我” 在经历失败后的成长。随后，“我” 决定不再走捷径，而是努力学习、追求知识，并且已经开始思考下一年的科学展览会，这一系列的情节发展表明 “我” 从失败中汲取了教训，确立了新的目标，将故事从失败的结局引向了积极向上的未来发展方向，完成了情节的升华和主题的深化。
人物塑造：
此时的 “我” 彻底从一个只注重表面、盲目追求荣誉的孩子成长为一个有决心、有担当、能够从失败中学习的学生。通过对 “我” 的心理变化（从失望到释然，再到下定决心）和行动（如做出承诺、思考下一年的项目）的描写，展现了 “我” 的成熟和进步，使人物形象更加立体、丰满，具有积极的榜样力量，让读者看到了 “我” 在挫折面前的坚韧和成长潜力。
写作手法：
运用对比的手法，将之前只注重火箭外观、企图走捷径获奖的 “我” 与现在决心努力学习、追求真正科学价值的 “我” 进行对比，突出了 “我” 的成长和转变，强化了故事的主题。同时，通过细腻的心理描写，如 “felt a mixture of disappointment and relief”“I knew deep down that I didn't deserve it”“made a promise to myself” 等，深入地展现了 “我” 内心的情感波动和思想变化，使读者能够深刻地感受到 “我” 的成长历程，增强了故事的感染力和教育意义，让读者在 “我” 的经历中得到启示和鼓舞。