2026届高三英语读后续写专项复习---破 “隐” 而出：以勇气守护弱小之雀 导学案

该高中英语高考复习学案系统梳理了读后续写专题，将文本分析（角色、情节、情感线）、情节构造（衔接与过渡）、语言表达（句式与情感匹配）等核心考点按“分析-构思-写作”逻辑构建知识网络，通过问题链（如“救助过程困难”“被发现后反应”提问）和任务单（情节线/情感线梳理）引导学生自主推导写作规律，形成读后续写的整体认知框架。 亮点在于自主分析工具和思维品质培养，如文本分析中设置“情感线填空”（Leo从紧张到释然的词汇补全）、情节构造中“过渡逻辑”推导任务，培养学生分析与推断的思维品质。每个模块配有写作思路思维导图和参考答案对比反思表，帮助学生建立个性化表达体系，教师可通过学生的分析过程精准指导，提升备考实效。

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- -篇完整的短文。 The empty hallways of Northwood High echoed with Leo's hurried footsteps. It was 3:05 PM, and his only goal was to get to the school bus before anyone could notice him. For weeks, a group of seniors had made it a habit to wait for him by his locker, their mocking(嘲弄的) laughter ringing in his ears long after he finally escaped. Leo, a slim sophomore with a passion for drawing birds, had learned that invisibility was his best defense. Turning the corner towards the main exit, his heart sank. There they were, leaning against the very same lockers he needed to pass. Leo froze, considering turning back and hiding in the library until they left. But just as he was about to withdraw, a soft, crazy chirping sound caught his attention. It came from a small, dusty exit near the floor. Crouching(蹲) down, he saw a tiny sparrow, its wing trapped in a tangled mess of old string and rubbish inside the exit cover. The bird’s eyes were wide with panic, its body trembling. A battle erupted inside Leo. Every instinct screamed at him to run, to avoid the attention that helping the bird would unavoidably bring. The seniors were still there, and any movement would draw their eyes. He imagined how they would laugh at him if they saw him bothering with a bird. But as he watched the sparrow struggle, a strange calm settled over him. This small creature was completely helpless, just like he felt most days. But unlike him, it had no way to escape its situation. It needed someone lo be brave. 注意: 1.续写词数应为150个左右; . 2.请按如下格式在答题卡的相应位置作答。 Looking at the trapped bird, Leo knew he couldn't walk away. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ To his surprise, one of he seniors, a all boy named Mark, took a step forward. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色： ______________________________________________________________________ 2． 视角第______人称视角 3． 时空线 下午 3:05 的诺斯伍德高中走廊（Leo 匆忙赶路，试图赶校车并避开高年级学生的嘲弄）--- 主出口附近走廊（Leo 发现高年级学生正守在必经的储物柜旁，无法直接通过）--- 地板附近的狭小积尘出口处（Leo 听到麻雀的鸣叫，发现翅膀被困的小鸟）--- 出口处（Leo 内心挣扎：逃跑躲避嘲弄 vs 救助无助的小鸟）---（续写）_____________________（Leo 下定决心救助小鸟，不顾可能被高年级学生发现的风险）---（续写）__________________（高年级学生注意到 Leo 的行为，Mark 主动上前，情节出现转折） 4． 文章线索 （1）Leo “热爱画鸟” 的设定对情节发展有何作用？如何影响他救助小鸟的决定？ （2）“高年级学生的嘲弄” 与 “小鸟的无助” 形成怎样的关联？为何后者能让 Leo 突破 “隐形自保” 的原则？ （3）Leo 内心 “逃跑” 与 “救助” 的挣扎，体现了他怎样的性格矛盾？这种矛盾如何推动情节走向？ （4）故事的核心冲突是什么？“勇气与善良” 这条线索是如何逐步推进的？ 5．情节线高二学生 Leo 身材瘦小、热爱画鸟，长期遭高年级学生嘲弄，习惯以 “隐形” 自保 --- 下午 3:05，Leo 匆忙赶校车，试图避开高年级学生 --- 主出口附近发现高年级学生守在必经之路，无法通行 --- 听到狭小出口处的鸟鸣，发现翅膀被缠住的被困麻雀 --- 内心挣扎：逃跑可避免嘲弄，救助则可能引来关注与嘲笑 --- 目睹小鸟的无助，内心善良被唤醒，决定突破自我 ---（续写）___________________________________________ ---（续写）_______________________________________________ 6．情感线 Leo：赶校车时的急切→ 发现高年级学生时的沮丧与恐惧→ 看到被困小鸟时的惊讶→ 内心挣扎时的犹豫与矛盾→ 决定救助时的坚定与忐忑→ 救助过程中的专注→ _________________（被高年级学生发现时的紧张）→ _________________（得到认可后的释然与自信） 高年级学生（Mark）：起初的无聊与挑衅→ 注意到 Leo 行为时的好奇→ 观察救助过程时的动容→ _________________（主动上前时的平和）→ _________________（认可 Leo 时的真诚）被困麻雀：最初的惊慌颤抖→ 被救助时的逐渐平静→ 获救后的轻松 7．文章大意概括中文： __________________________________________________________________________________________________________________________________________________________ 英文： __________________________________________________________________________________________________________________________________________________________ 8． 句式示例 宾语从句： 非谓语动词： 倒装句： 同位语： 状语从句： 夸张： 排比： 9．主题归类 ________________________________________________________________________ 二、情节构造 第一段提示句：Looking at the trapped bird, Leo knew he couldn't walk away. 请思考以下问题，梳理第一段情节思路：衔接句 1—— 对 “救助过程” 提问：Leo 会如何救助小鸟？他的动作会怎样（紧张 / 专注）？救助过程中是否会遇到困难（如绳子缠绕过紧）？ 衔接句 2—— 对 “被发现” 提问：高年级学生何时注意到 Leo？他们的初始反应是什么（嘲笑 / 好奇）？Leo 发现自己被注意到后，会选择放弃还是继续救助？ 过渡逻辑：请说明第一段情节如何为第二段的 “Mark 主动上前” 做铺垫： _______________________________________________________________________ 第二段提示句：To his surprise, one of the seniors, a tall boy named Mark, took a step forward. 请思考以下问题，梳理第二段情节思路：衔接句 1—— 对 “Mark 的行为” 提问：Mark 上前会说什么、做什么？他是会指责 Leo 还是提供帮助？其他高年级学生的反应如何？ 衔接句 2—— 对 “结局与感悟” 提问：小鸟最终是否获救？Leo 与高年级学生的关系是否发生变化？Leo 从这件事中学到了什么？ 主题： _________________________________________________________________________ 三、段落构思 第一段：Looking at the trapped bird, Leo knew he couldn't walk away. 请按 “下定决心→ 开始救助→ 遭遇困难→ 被人发现” 的逻辑，梳理第一段写作思路：思路：→①Leo 深吸一口气，下定决心救助小鸟，暂时忘记了高年级学生的存在→②他小心翼翼地蹲下，试图解开缠绕在小鸟翅膀上的旧绳子，动作轻柔生怕伤到小鸟→③绳子缠绕过紧，且混有垃圾，解开难度较大，Leo 额头渗出细汗→④此时，高年级学生的笑声停止，Leo 意识到自己被发现，心跳加速，但仍没有停下手中的动作 第一段续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段：To his surprise, one of the seniors, a tall boy named Mark, took a step forward. 请按 “Mark 上前→ 主动帮助→ 小鸟获救→ 关系缓和” 的逻辑，梳理第二段写作思路：思路：→①Mark 上前，没有嘲笑 Leo，反而轻声询问是否需要帮助，让 Leo 感到意外→②Mark 蹲下，用手指轻轻固定住小鸟，配合 Leo 解开剩余的绳子，其他高年级学生也围了过来，没有发出嘲弄→③在两人的配合下，绳子终于被完全解开，小鸟扑扇着翅膀，在地上蹦跳了几下后飞向天空→④Mark 对 Leo 露出友好的笑容，称赞他的善良，Leo 也放松下来，感受到了前所未有的自信与温暖 第二段续写： 第一段续写： ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色： Leo：高二学生，身材瘦小，热爱画鸟，长期遭受高年级学生嘲弄，习惯以 “隐形” 自保，内心敏感但善良有正义感，在救助被困麻雀的过程中逐渐突破自我、变得勇敢。 高年级学生（以 Mark 为代表）：起初以嘲弄 Leo 为乐，看似强势，实则内心有对善良与勇气的认可，在目睹 Leo 的行为后态度发生转变。 被困麻雀：翅膀被旧绳子和垃圾缠住，惊慌无助，是触发 Leo 内心挣扎与勇气觉醒的关键契机，象征着 “需要被保护的弱小”。 2． 视角第___三___人称视角 3． 时空线 下午 3:05 的诺斯伍德高中走廊（Leo 匆忙赶路，试图赶校车并避开高年级学生的嘲弄）--- 主出口附近走廊（Leo 发现高年级学生正守在必经的储物柜旁，无法直接通过）--- 地板附近的狭小积尘出口处（Leo 听到麻雀的鸣叫，发现翅膀被困的小鸟）--- 出口处（Leo 内心挣扎：逃跑躲避嘲弄 vs 救助无助的小鸟）---（续写）出口处（Leo 下定决心救助小鸟，不顾可能被高年级学生发现的风险）---（续写）走廊储物柜旁（高年级学生注意到 Leo 的行为，Mark 主动上前，情节出现转折） 4． 文章线索 （1） Leo “热爱画鸟” 的设定对情节发展有何作用？如何影响他救助小鸟的决定？ 作用：为 Leo 发现并关注小鸟困境提供合理铺垫，让救助行为更具逻辑。影响：对鸟类的热爱增强共情力，形成情感驱动力，使其超越对嘲弄的恐惧，坚定救助决心。 （2） “高年级学生的嘲弄” 与 “小鸟的无助” 形成怎样的关联？为何后者能让 Leo 突破 “隐形自保” 的原则？ 关联：二者均体现 “无助感”，形成 Leo 与小鸟的困境共鸣。原因：Leo 从 “被嘲弄的弱小者” 转为 “可助人者”，小鸟的无助唤醒其责任感，促使他优先保护他人。 （3） Leo 内心 “逃跑” 与 “救助” 的挣扎，体现了他怎样的性格矛盾？这种矛盾如何推动情节走向？ 性格矛盾：“怯懦自保” 与 “善良有责任感” 的矛盾。推动情节：制造悬念，让人物更立体；挣扎的解决（选择救助）成为情节转折点，引出后续冲突与转变。 （4） 故事的核心冲突是什么？“勇气与善良” 这条线索是如何逐步推进的？ 核心冲突：Leo 内心 “恐惧自保” 与 “善良担责” 的矛盾。推进：①初始：善良隐藏，勇气表现为隐忍；②发展：小鸟激活善良，萌生勇气萌芽；③转折：善良战胜恐惧，勇气转化为救助行动；④高潮：被发现后坚持救助，勇气与善良完全显现。 5． 情节线 高二学生 Leo 身材瘦小、热爱画鸟，长期遭高年级学生嘲弄，习惯以 “隐形” 自保 --- 下午 3:05，Leo 匆忙赶校车，试图避开高年级学生 --- 主出口附近发现高年级学生守在必经之路，无法通行 --- 听到狭小出口处的鸟鸣，发现翅膀被缠住的被困麻雀 --- 内心挣扎：逃跑可避免嘲弄，救助则可能引来关注与嘲笑 --- 目睹小鸟的无助，内心善良被唤醒，决定突破自我 ---（续写）Leo 不顾风险，蹲下救助被困的麻雀，被高年级学生注意到 ---（续写）Mark 主动上前，高年级学生态度转变，未嘲弄 Leo，反而对其行为表示认可，Leo 成功救助小鸟 6． 情感线 Leo：赶校车时的急切→ 发现高年级学生时的沮丧与恐惧→ 看到被困小鸟时的惊讶→ 内心挣扎时的犹豫与矛盾→ 决定救助时的坚定与忐忑→ 救助过程中的专注→ 心跳骤加速，指尖发颤，后背渗汗，却攥紧绳子不松手（被高年级学生发现时的紧张）→ 肩颈放松，眉梢舒展，带羞色微笑，眼神坚定有底气（得到认可后的释然与自信） 高年级学生（Mark）：起初的无聊与挑衅→ 注意到 Leo 行为时的好奇→ 观察救助过程时的动容→ 收敛起吊儿郎当，语气温和，脚步放轻，眼神关切无挑衅（主动上前时的平和）→ 轻拍肩膀显力度，眼神恳切无戏谑，夸赞清晰坚定，示意同伴止笑（认可 Leo 时的真诚）被困麻雀：最初的惊慌颤抖→ 被救助时的逐渐平静→ 抖翅除尘，蹦跳鸣叫，盘旋后轻快飞天（获救后的轻松） 7． 文章大意概括 中文： 高二学生 Leo 身材瘦小，热爱画鸟，长期以来一直遭受一群高年级学生的嘲弄，因此他习惯尽量 “隐形” 自保，避免引起他们的注意。下午 3:05，Leo 匆忙赶往校车，希望能在被高年级学生发现前离开学校。然而，当他转向主出口时，却发现那些高年级学生正靠在他必经的储物柜旁。正当 Leo 准备转身躲进图书馆时，他听到了地板附近一个狭小积尘出口处传来的微弱鸟鸣。他蹲下一看，发现一只小麻雀的翅膀被旧绳子和垃圾缠住，惊慌失措地颤抖着。Leo 内心陷入挣扎：逃跑能让他避免嘲弄，但这只小鸟无助的模样让他无法视而不见。最终，善良战胜了恐惧，他决定鼓起勇气救助这只小鸟。 英文： Leo, a slim sophomore who was passionate about drawing birds, had been mocked by a group of seniors for weeks. To avoid their teasing, he had learned to keep a low profile and stay "invisible" as much as possible. It was 3:05 PM, and he was in a hurry to catch the school bus before the seniors noticed him. However, when he turned the corner towards the main exit, his heart sank—there the seniors were, leaning against the lockers he had to pass. Just as he was about to turn back and hide in the library, a soft but urgent chirping caught his ear. Crouching down, he found a tiny sparrow trapped near a dusty floor exit, its wing tangled in old string and rubbish, trembling with panic. Leo struggled internally: running away would let him escape the seniors' mockery, but he couldn't ignore the helpless bird. Finally, his kindness overcame his fear, and he decided to gather his courage to help the sparrow. 8． 句式示例 宾语从句： He imagined how they would laugh at him if they saw him bothering with a bird. 非谓语动词： Turning the corner towards the main exit, his heart sank. 倒装句： Only when he stared at the sparrow’s trembling body did he make up his mind to help.同位语： Leo, a slim sophomore with a passion for drawing birds, had learned that invisibility was his best defense. 状语从句： As he watched the sparrow struggle, a strange calm settled over him. 夸张： His heart beat so hard that it felt like it would jump out of his chest when he saw the seniors. 排比： He looked at the sparrow, listened to its chirps, and glanced at the seniors, feeling torn between fear and kindness. 9． 主题归类 勇气与突破（突破 “隐形自保” 的恐惧，为保护弱小鼓起勇气）；善良的力量（善良能让人战胜怯懦，也能赢得他人的认可与尊重）；偏见与改变（高年级学生对 Leo 的态度从嘲弄到认可，体现了对他人行为的重新认知）。 二、情节构造 第一段提示句：Looking at the trapped bird, Leo knew he couldn't walk away. 请思考以下问题，梳理第一段情节思路：衔接句 1—— 对 “救助过程” 提问：Leo 会如何救助小鸟？他的动作会怎样（紧张 / 专注）？救助过程中是否会遇到困难（如绳子缠绕过紧）？ 衔接句 2—— 对 “被发现” 提问：高年级学生何时注意到 Leo？他们的初始反应是什么（嘲笑 / 好奇）？Leo 发现自己被注意到后，会选择放弃还是继续救助？过渡逻辑：请说明第一段情节如何为第二段的 “Mark 主动上前” 做铺垫： （第一段通过描写 Leo 不顾被发现的风险，专注救助小鸟的行为，展现其善良与勇气，引发高年级学生的好奇，而非直接嘲笑，为第二段 Mark 主动上前了解情况、态度转变做铺垫，让后续情节更自然） 第二段提示句：To his surprise, one of the seniors, a tall boy named Mark, took a step forward. 请思考以下问题，梳理第二段情节思路：衔接句 1—— 对 “Mark 的行为” 提问：Mark 上前会说什么、做什么？他是会指责 Leo 还是提供帮助？其他高年级学生的反应如何？ 衔接句 2—— 对 “结局与感悟” 提问：小鸟最终是否获救？Leo 与高年级学生的关系是否发生变化？Leo 从这件事中学到了什么？ 主题：（善良与勇气具有感染力，能打破偏见、化解冲突；真正的勇敢不是逃避，而是在恐惧中坚守内心的善良；不要以固有眼光看待他人，尊重与认可往往源于彼此的善意与担当） 三、段落构思 第一段：Looking at the trapped bird, Leo knew he couldn't walk away. 请按 “下定决心→ 开始救助→ 遭遇困难→ 被人发现” 的逻辑，梳理第一段写作思路：思路：→①Leo 深吸一口气，下定决心救助小鸟，暂时忘记了高年级学生的存在→②他小心翼翼地蹲下，试图解开缠绕在小鸟翅膀上的旧绳子，动作轻柔生怕伤到小鸟→③绳子缠绕过紧，且混有垃圾，解开难度较大，Leo 额头渗出细汗→④此时，高年级学生的笑声停止，Leo 意识到自己被发现，心跳加速，但仍没有停下手中的动作 第一段续写：Looking at the trapped bird, Leo knew he couldn't walk away.He took a deep breath, pushing aside his fear of the seniors. Crouching down gently, he carefully moved the rubbish aside and tried to untangle the old string from the sparrow’s wing. The string was tightly knotted, and the bird’s trembling made it even harder, but Leo didn’t rush—he spoke softly to the sparrow as if calming a frightened friend. His fingers trembled a little, not just from nervousness, but from the desire to help. Just as he managed to loosen one knot, he heard a cough behind him. Glancing over his shoulder, he saw the seniors staring at him, their mocking grins gone, replaced with curious looks. Leo’s heart raced, but he turned back to the bird—he couldn’t stop now. 第二段：To his surprise, one of the seniors, a tall boy named Mark, took a step forward. 请按 “Mark 上前→ 主动帮助→ 小鸟获救→ 关系缓和” 的逻辑，梳理第二段写作思路：思路：→①Mark 上前，没有嘲笑 Leo，反而轻声询问是否需要帮助，让 Leo 感到意外→②Mark 蹲下，用手指轻轻固定住小鸟，配合 Leo 解开剩余的绳子，其他高年级学生也围了过来，没有发出嘲弄→③在两人的配合下，绳子终于被完全解开，小鸟扑扇着翅膀，在地上蹦跳了几下后飞向天空→④Mark 对 Leo 露出友好的笑容，称赞他的善良，Leo 也放松下来，感受到了前所未有的自信与温暖 第二段续写：To his surprise, one of the seniors, a tall boy named Mark, took a step forward."Need a hand?" Mark’s voice was much softer than Leo expected. Stunned, Leo nodded slightly. Mark knelt down, carefully holding the sparrow to keep it still while Leo worked on the last knot. The other seniors gathered around quietly, watching without a single joke. Within minutes, the string was fully untangled. The sparrow chirped happily, fluttered its wings, and soared into the air through the exit. Leo looked up, a smile spreading across his face. "That was pretty brave of you," Mark said, patting his shoulder gently. "Most people would’ve run away." Leo felt a surge of confidence—for the first time, he didn’t want to be invisible. Sometimes, being brave for someone else was the bravest thing of all. 学科网（北京）股份有限公司 $