读后续写——助人为乐篇 讲义-2025届高三上学期英语一轮复习专项

“Little boy, will you help an old man up the hill with his load?" These words were spoken by an old grey-headed man,who was drawing a handcart with a bag of corn in it. “I can't. l am in a hurry," said Hanson, the boy addressed, who was hurrying to get to the schoolyard, so that he might play with the boys before school began. The old man sat down on a stone at the foot of the hill, to rest himself and gather strength for the ascent(上坡). He stared after Hanson, and sighed as he thought of the days of his youth, now far back in the past, A tear was beginning to gather in his eye, when another little boy, John Wilson, came up to him and said, “Shall I help you up the hill with you load?” The old man brushed his eyes with the sleeve of his coat,and replied, “l shall be very glad to have your help. ” He then stood up, and taking the handle of his cart, pulled with all his strength, while John pushed behind. When they reached the top of the hill, John discovered a hole in the bag on the under side, from which the corn was dropping out, Putting forth all his strength, he turned the bag, so that there might be no further loss of corn. “Thank you very much," said the old man, as John set out upon a run for his school-house; “and may God reward you, " But John was out of hearing before the last words were spoken. When John reached the school-house, he was about ten minutes late, for which he received a mark(违纪记录), This was a very unusual thing for him, as he was remarkable for never being late, If he had told the headmaster what had delayed him, he would have been excused; but he thought it would look a little like boasting to do so. So he took the mark without saying a word. Paragraph 1: When the school was over, Hanson approached John.________________ _________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2 : The next morning, John set out early for the school-house as usual._____________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________ 文本分析： 一、内容概要 文章讲述了一个发生在上学路上的小故事。一位拉着装有玉米袋子的手推车的白发老人，请求小男孩 Hanson 帮忙推车上山，Hanson 因着急去学校玩耍而拒绝了。随后另一个小男孩 John Wilson 主动伸出援手帮助老人上了山，在此过程中还发现并解决了袋子漏玉米的问题。John 因帮忙而上学迟到了十分钟，为此得到了违纪记录，但他没有向校长解释原因。 二、人物分析 1. Hanson： 0. 行为表现：面对老人的求助，他以自己着急去学校操场玩耍为由直接拒绝了老人，体现出他当时只考虑自己的玩乐需求，缺乏对他人困难的关心和帮助他人的意识。 0. 性格特点：比较自我，更注重个人的即时利益和享受，没有展现出应有的同情心和社会责任感。 2. John Wilson： · 行为表现：主动询问老人是否需要帮助，并全力协助老人将车推上山，还在发现玉米袋子有洞时积极采取措施避免玉米进一步掉落。即使因帮助老人导致上学迟到会受到处罚，也没有丝毫抱怨，并且在事后也未向校长为自己辩解。 · 性格特点：善良、热心、有责任感，能够主动关注到他人的困境并毫不犹豫地提供帮助，同时具有不图回报、默默承受因做好事带来的不利后果的高尚品质。 3. 老人： 0. 行为表现：老人因体力不支需要帮助才能推车上山，在得到 John 的帮助后表达了诚挚的感激之情。 0. 性格特点：从文中有限的描述可推测他是一位朴实的、懂得感恩的人，面对他人的帮助会心怀感激并真诚祝福。 三、情节结构 1. 开端：老人请求 Hanson 帮忙推车上山，Hanson 拒绝，引出了老人需要帮助这一情境，同时通过对比为后文 John 的善举做铺垫。 2. 发展：John 主动帮助老人，两人一起努力将车推上山，期间还出现了玉米袋子漏玉米的小插曲，进一步展现了 John 的细心和负责。 3. 高潮：John 因帮助老人上学迟到，且为了不显得自夸而默默接受了违纪记录，这一情节将 John 乐于助人的品质提升到了一个新的高度，突出了他做好事不求回报、甘愿承受不利后果的高尚情操。 4. 结局（未完全呈现，有待续写内容完善）：文章结尾留下了悬念，如学校里其他人对此事的反应、John 后续是否会因为此事而有其他经历等都未可知，为续写提供了空间。 四、主题探讨 1. 乐于助人的主题：文章的核心主题是倡导乐于助人的精神。通过 Hanson 和 John 两人截然不同的行为对比，鲜明地展现了在面对他人求助时，不同的选择所反映出的不同道德品质。John 的行为是对乐于助人这一美德的正面诠释，强调了在生活中当我们看到他人有困难时，应该主动伸出援手，即使可能会给自己带来一些不便。 2. 道德选择与后果：文中还涉及到道德选择及其后果的探讨。John 选择帮助老人，虽然导致了上学迟到并受到处罚，但他的行为在道德层面是值得赞扬的。这启示我们在面临道德抉择时，不能仅仅考虑行为可能带来的负面后果，更要重视道德行为本身的价值和意义，有时候为了做正确的事，可能需要承受一些个人的 “损失”。 五、写作手法 1. 对比手法：运用了鲜明的对比手法，将 Hanson 和 John 对待老人求助的不同态度和行为进行对比。Hanson 的拒绝与 John 的主动帮助形成强烈反差，更加突出了 John 乐于助人的优秀品质，使读者能够更加深刻地感受到两种不同选择所产生的不同影响。 2. 细节描写：在描述 John 帮助老人的过程中，有一些细节描写增强了故事的生动性。比如 “Putting forth all his strength, he turned the bag, so that there might be no further loss of corn.” 通过对 John 动作的细致刻画，展现了他在帮助老人时不仅尽心尽力，而且考虑周全，进一步丰富了人物形象。 3. 设置悬念：结尾处 John 因帮助老人迟到受罚却未解释，以及文章整体没有给出后续在学校里其他人对此事的反应等情况，设置了悬念，激发了读者的好奇心，为续写故事留下了充足的空间。 续写思路： · 第一段续写围绕 Hanson 与 John 的交流展开。由于 Hanson 之前拒绝帮助老人而 John 伸出援手，且 John 因帮助老人上学迟到受罚，Hanson 可能会对 John 的行为表示不同态度，如愧疚、不解或赞赏等，进而引发两人之间的对话与互动，这将推动情节进一步发展并展现人物性格特点。 · 第二段续写聚焦于第二天 John 上学途中的经历。可能会再次与老人相遇，老人或许会表达感激之情或有进一步的举动，也可能会发生一些与前一天帮助老人相关联的事件，比如学校对 John 迟到一事有新的看法或其他同学知晓此事后的反应等，以此来升华主题并给故事一个相对完整的结局。 语言运用解析： 续写中会运用一些描述人物心理、动作和对话的词汇与短语，使情节更生动。例如描述 Hanson 的心理可能会用到 “felt ashamed”（感到羞愧）来表现他对自己之前行为的反思；描述 John 的回应可能会有 “smiled modestly”（谦虚地微笑）来体现他的性格。在对话中，“I should have helped him too”（我也应该帮助他的）可以体现 Hanson 的懊悔；“It's okay. Helping others is what we should do”（没关系。帮助他人是我们应该做的）展现 John 的善良与豁达。 对于场景描写，可能会有 “the sun was just rising, casting a warm glow over the path”（太阳刚刚升起，在小路上洒下温暖的光辉）来烘托 John 积极向上的形象和新一天的氛围；或者 “the old man was waiting by the roadside, his face lit up with gratitude”（老人在路边等候，脸上洋溢着感激之情）以描绘老人与 John 再次相遇时的情景。 整体语言风格应与原文保持一致，以简单易懂、平实自然的叙述为主，注重故事性和教育意义的传达，让读者能清晰地感受到人物的情感变化和故事的发展脉络。 范文推荐： When the school was over, Hanson approached John. He looked a bit ashamed and said, "John, I heard you got a mark for being late because you helped that old man. I feel bad now. I should have helped him too." John smiled modestly and replied, "It's okay. Helping others is what we should do. I didn't want to leave him struggling alone." Hanson nodded, "You're right. I was too selfish. Maybe I can make it up somehow." John patted him on the shoulder, "Don't worry about it. Let's just remember to be kinder in the future." The next morning, John set out early for the school-house as usual. As he walked along the path, he saw the old man waiting by the roadside. The old man's face lit up when he saw John. "Good morning, young man," he said. "I've been waiting for you. I just wanted to thank you again for your kindness yesterday. I brought you some fresh corn from my field." John was a bit surprised but gratefully accepted the gift. "Thank you, sir. But you didn't have to." The old man smiled, "It's the least I could do. You are a good boy, and I hope you have a great day at school." With that, John continued his journey to school, feeling warm and happy inside, knowing that helping others could bring such simple yet precious rewards. 学科网（北京）股份有限公司 $$