2026届高三英语读后续写专项复习 救援小鸟的启示 导学案

阅读下面短文,根据所给情节进行续写，使之构成一个完整的故事。 Up until last week, I would say that absolutely, positively, undoubtedly you should stay away from an unfriendly person. But now I’m not so sure. I was going to a sports-and-nature day camp, and almost everything about it was fantastic: the activities, the food, the teachers, and almost all of the kids. The reason I say “almost” is because there was this one girl, Elizabeth, who was always frustrated and seemed determined to ruin a fantastic time. When I saw her sitting alone in the burning sun at lunch one day, I said, “Want to join us under that nice shady tree over there?” Elizabeth said, “No, I really don’t.” When we needed another person for our volleyball team and a boy called Jasper invited Elizabeth to play with us, Elizabeth said, “I’m pretty sure that if I wanted to play volleyball, I’d already be playing volleyball.” After a few more unfriendly comments like that, I decided to keep away from Elizabeth. I mean, if she wanted to have a terrible time, that was one thing. But there were only a few more days of camp left, and I wanted to make the best of them. Well, you know how just when you decide to do things one way, life decides to do things the opposite way. It so happened that we were going on a nature hike and our teacher paired everyone up with a partner. Guess who my partner turned out to be! “I can’t believe how warm it is,” I said, trying to make small talk as we started out. “Do you like hot days like this?” “I honestly don’t care about things like the weather,” Elizabeth whispered. I smiled nervously, trying to xkw think of a new topic. “What do you like to do for fun?” “I like to walk in peace and quiet,” Elizabeth replied. “OK,” I said, taking the hint. And that was that. We had the quietest, most peaceful hike in the history of the universe. Until — 注意: 1. 所续写短文的词数为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Paragraph1: “Hey!” I said. “Why is that bird in the middle of the path?” ___________________________________________________________________________________________________ Paragraph 2: The bird spread his wings and finally took off. ___________________________________________________________________________________________________ 一、文本分析 1.角色：___________________________________________________________ 2.视角第______人称视角 3.时空线 运动与自然夏令营营地（“我” 对夏令营整体满意，唯独觉得 Elizabeth 不友好）--- 营地午餐场地（“我” 邀请 Elizabeth 到树荫下，被拒绝）--- 营地排球场地（Jasper 邀请 Elizabeth 打球，遭冷遇）--- 营地自然徒步路线（老师将 “我” 与 Elizabeth 配对，徒步中交流尴尬）---（续写）___________________（“我” 与 Elizabeth 发现路中间的小鸟）---（续写）_____________________（二人共同救援小鸟，“我” 改变对 Elizabeth 的看法） 4. 文章线索 (1) “‘我’对 Elizabeth 的认知变化” 对情节发展有何作用？它如何成为连接 “疏远” 与 “亲近” 的关键纽带？ (2) Elizabeth “外表冷漠” 与 “内心善良” 的反差，与 “我” 的认知转变有何内在关联？二者如何共同凸显 “不要以貌取人” 的主题？ (3) “徒步中 Elizabeth 说‘喜欢安静地走路’” 这一细节有何深层意义？它如何为后续救援小鸟的情节做铺垫？ (4) 故事的核心冲突是什么？“‘我’对 Elizabeth 的负面认知与她的真实性格” 这条线索是如何逐步推进的？ 5.情节线 “我” 参加运动与自然夏令营，对各项都满意，唯独觉得 Elizabeth 性格不友好 --- 午餐时 “我” 邀请 Elizabeth 到树荫下，被她拒绝 --- 排球活动中 Jasper 邀请 Elizabeth 加入，遭到冷遇 --- “我” 决定疏远 Elizabeth，想好好享受剩余的夏令营时光 --- ________________________________________---（续写）徒步中 “我” 发现路中间的小鸟，喊住 Elizabeth 一同查看 ---（续写）_______________________________________________ 6.情感线 “我”：对夏令营的满意→ 对 Elizabeth 的反感与不解→ 邀请被拒后的无奈→ 决定疏远的坚定→ 被迫配对的尴尬→ 发现小鸟时的好奇→ 救援时的惊讶与改观→ ___________________ Elizabeth：对他人邀请的冷漠→ 徒步时的沉默→ 发现小鸟时的专注→ 救援时的认真与温柔→ 小鸟起飞后的放松→ 接受 “我” 搭话时的温和 Jasper：邀请时的热情→ __________________________ 老师：组织活动时的负责→ 配对时的随机安排 7. 文章大意概括 中文：_______________________________________________________________________________________________________________________________________________________________________________________________________________英文：_______________________________________________________________________________________________________________________________________________________________________________________________________________ 8.句式示例 宾语从句： 条件状语从句： 时间状语从句： 让步状语从句： 9.主题归类 不要以貌取人（透过 Elizabeth 的冷漠外表看到她的善良）；人际认知的转变（“我” 对 Elizabeth 从疏远到亲近的认知改变）；善良的力量（救援小鸟的善良行为拉近人际距离）；沟通与互动的重要性（共同经历促进人际理解）。 二、情节构造 第一段 提示句：“Hey!” I said. “Why is that bird in the middle of the path?” 衔接句 1—— 对 “二人的反应与判断” 提问：Elizabeth 听到后会有怎样的反应？是冷漠无视还是主动查看？她能判断出小鸟的状况吗？“我” 的反应与她有何不同？ 衔接句 2—— 对 “救援过程与互动” 提问：二人会如何分工救援小鸟？Elizabeth 会展现出哪些意想不到的能力？救援中 “我” 会有怎样的心理变化？如何为二人关系缓和做铺垫？ 过渡逻辑：请说明第一段情节如何为第二段的 “小鸟起飞与关系升温” 做铺垫：________________________________________________________________________________________________________________________________ 第二段 提示句：The bird spread his wings and finally took off. 衔接句 1—— 对 “二人的反应与交流” 提问：看到小鸟起飞，二人会有怎样的反应？是欢呼、微笑还是相视一笑？“我” 会主动打破沉默进一步交流吗？会聊些什么内容？ 衔接句 2—— 对 “事件结果与主题升华” 提问：这次救援事件会给二人关系带来怎样的改变？夏令营剩余时间二人会如何相处？如何通过这一结果凸显核心主题？ 主题提炼：________________________________________________________________________________________________________________________________ 三、段落构思 第一段提示句：“Hey!” I said. “Why is that bird in the middle of the path?” 写作思路梳理：请按 “发现异常→ 共同查看→ 判断状况→ 分工救援” 的逻辑，梳理第一段写作思路 ________________________________________________________________________________________________________________________________ 第一段的英文续写 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第二段 提示句：The bird spread his wings and finally took off. 写作思路梳理：请按 “小鸟起飞→ 二人反应→ 深入交流→ 关系变化” 的逻辑，梳理第二段写作思路 ________________________________________________________________________________________________________________________________ 第二段的英文续写 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 参考答案 一、文本分析 1．角色 “我”：参加运动与自然夏令营的学生，性格友善、主动，起初因Elizabeth的不友好而疏远她，后在共同救援小鸟的过程中改变对她的看法，是“认知转变”的核心人物。 Elizabeth：“我”的夏令营同学，外表冷漠、言语不友好，常独自行动，实则内心善良、懂动物知识，是推动“我”认知转变的关键人物。 Jasper：夏令营中的男孩，曾邀请Elizabeth加入排球队，是衬托Elizabeth不友好态度的背景性人物。 夏令营老师：组织自然徒步并为学生配对，是推动“我”与Elizabeth产生交集的功能性人物。 2．视角 第____一____人称视角（以“我”的经历、心理活动及对Elizabeth的认知变化为叙事主线） 3．时空线 运动与自然夏令营营地（“我”对夏令营整体满意，唯独觉得Elizabeth不友好）--- 营地午餐场地（“我”邀请Elizabeth到树荫下，被拒绝）--- 营地排球场地（Jasper邀请Elizabeth打球，遭冷遇）--- 营地自然徒步路线（老师将“我”与Elizabeth配对，徒步中交流尴尬）---（续写）徒步路线的小路上（“我”与Elizabeth发现路中间的小鸟）---（续写）徒步路线的小鸟旁（二人共同救援小鸟，“我”改变对Elizabeth的看法） 4．文章线索 （1）“‘我’对Elizabeth的认知变化”对情节发展有何作用？它如何成为连接“疏远”与“亲近”的关键纽带？ 作用：作为核心情感线索推动情节发展，从“觉得她不友好而疏远”到“被迫配对的尴尬”，再到“共同救援时的改观”，最后“建立友好关系”，串联起完整的人际认知转变叙事。纽带：“我”的认知变化源于与Elizabeth的互动升级，尤其是救援小鸟的契机让“我”看到她冷漠外表下的善良，打破了最初的负面印象，成为从疏远到亲近的关键。 （2）Elizabeth“外表冷漠”与“内心善良”的反差，与“我”的认知转变有何内在关联？二者如何共同凸显“不要以貌取人”的主题？ 内在关联：Elizabeth的“外表冷漠”是“我”最初疏远她的直接原因，形成“我”的负面认知；而“内心善良”在救援小鸟时暴露，打破“我”的固有认知，促使“我”重新评价她，形成“表象认知—反差显现—认知重构”的完整过程。凸显主题：Elizabeth的反差性格提供了“以貌取人”的认知误区样本，“我”的认知转变则证明了“透过表象看本质”的重要性，二者共同凸显“不要仅凭外在表现判断他人”的主题。 （3）“徒步中Elizabeth说‘喜欢安静地走路’”这一细节有何深层意义？它如何为后续救援小鸟的情节做铺垫？ 深层意义：既体现了Elizabeth“不善社交、喜欢独处”的外在表现，也为她“能敏锐观察到周围环境”埋下伏笔——喜欢安静的人往往更易留意到环境中的细微变化。铺垫：正因为她喜欢安静、专注观察，所以在徒步中能快速发现小鸟的异常状况，且能准确判断小鸟的状态，为后续熟练救援小鸟提供合理性。 （4）故事的核心冲突是什么？“‘我’对Elizabeth的负面认知与她的真实性格”这条线索是如何逐步推进的？ 核心冲突：“我”基于Elizabeth的冷漠言行形成的负面认知，与她内心善良、懂动物知识的真实性格之间的矛盾。推进过程：①铺垫：Elizabeth两次拒绝他人善意，“我”形成“她不友好”的负面认知，冲突潜伏；②发展：“我”与她被迫配对徒步，交流尴尬，负面认知加深，冲突显现；③转折：发现并救援小鸟，Elizabeth展现出善良和专业，“我”的认知开始动摇，冲突缓解；④解决：小鸟获救，“我”主动搭话，二人关系缓和，“我”彻底改变看法，冲突解决。 5．情节线 “我”参加运动与自然夏令营，对各项都满意，唯独觉得Elizabeth性格不友好 --- 午餐时“我”邀请Elizabeth到树荫下，被她拒绝 --- 排球活动中Jasper邀请Elizabeth加入，遭到冷遇 --- “我”决定疏远Elizabeth，想好好享受剩余的夏令营时光 --- 自然徒步时，老师将“我”与Elizabeth配为搭档，二人交流尴尬且安静 ---（续写）徒步中“我”发现路中间的小鸟，喊住Elizabeth一同查看 ---（续写）Elizabeth判断小鸟受伤，二人配合救援，小鸟起飞后“我”对Elizabeth改观，二人开始友好交流 6．情感线 “我”：对夏令营的满意→ 对Elizabeth的反感与不解→ 邀请被拒后的无奈→ 决定疏远的坚定→ 被迫配对的尴尬→ 发现小鸟时的好奇→ 救援时的惊讶与改观→ 小鸟起飞后的释然与友善 Elizabeth：对他人邀请的冷漠→ 徒步时的沉默→ 发现小鸟时的专注→ 救援时的认真与温柔→ 小鸟起飞后的放松→ 接受“我”搭话时的温和 Jasper：邀请时的热情→ 被拒后的尴尬 老师：组织活动时的负责→ 配对时的随机安排 7．文章大意概括 中文：“我”参加运动与自然夏令营，对活动、食物、老师和大部分同学都很满意，唯独对性格冷漠的Elizabeth感到不适。“我”和同学Jasper先后邀请Elizabeth加入，都遭到她的冷遇，“我”便决定疏远她。然而在自然徒步时，老师意外将“我”与Elizabeth配为搭档，二人徒步中交流尴尬，全程几乎沉默。就在这时，“我”突然发现路中间有一只小鸟，打破了沉默，也让“我”有了重新认识Elizabeth的机会。 英文：I attended a sports-and-nature day camp, and I was satisfied with almost everything: the activities, the food, the teachers, and most of the kids. The only exception was a girl named Elizabeth, who was always frustrated and seemed determined to ruin the good time. I invited her to sit under the shady tree at lunch, and Jasper asked her to join our volleyball team, but both of us were rejected coldly. So I decided to stay away from her. However, during the nature hike organized by the teacher, I was unexpectedly paired with Elizabeth. We had an awkward conversation and walked in silence almost the whole time. Just then, I suddenly noticed a bird in the middle of the path, which broke the silence and gave me a chance to get to know Elizabeth again. 8．句式示例 宾语从句：I was going to a sports-and-nature day camp, and almost everything about it was fantastic: the activities, the food, the teachers, and almost all of the kids. 条件状语从句：I’m pretty sure that if I wanted to play volleyball, I’d already be playing volleyball. 时间状语从句：When I saw her sitting alone in the burning sun at lunch one day, I said, “Want to join us under that nice shady tree over there?” 让步状语从句：Well, you know how just when you decide to do things one way, life decides to do things the opposite way. 9．主题归类 不要以貌取人（透过Elizabeth的冷漠外表看到她的善良）；人际认知的转变（“我”对Elizabeth从疏远到亲近的认知改变）；善良的力量（救援小鸟的善良行为拉近人际距离）；沟通与互动的重要性（共同经历促进人际理解）。 二、情节构造 第一段提示句：“Hey!” I said. “Why is that bird in the middle of the path?” 衔接句 1——对“二人的反应与判断”提问：Elizabeth听到后会有怎样的反应？是冷漠无视还是主动查看？她能判断出小鸟的状况吗？“我”的反应与她有何不同？ Elizabeth立刻停下脚步，快步走到小鸟旁蹲下查看，表情变得严肃；她判断出小鸟可能翅膀受伤无法飞行，语气急切地告知“我”情况；“我”则略显慌乱，不知如何是好，只能听从Elizabeth的安排。 衔接句 2——对“救援过程与互动”提问：二人会如何分工救援小鸟？Elizabeth会展现出哪些意想不到的能力？救援中“我”会有怎样的心理变化？如何为二人关系缓和做铺垫？ Elizabeth让“我”去附近找柔软的树叶铺在旁边，防止小鸟受惊，自己则轻轻托起小鸟检查伤口；她熟练地用随身带的丝巾简单固定小鸟翅膀，展现出懂动物救助的能力；“我”从惊讶到佩服，逐渐改变对她的看法，主动与她交流救助方法，为关系缓和铺垫。 过渡逻辑：请说明第一段情节如何为第二段的“小鸟起飞与关系升温”做铺垫： 通过描写二人分工救援小鸟的过程，展现Elizabeth的善良与专业，打破“我”对她的负面印象，“我”主动交流的行为也让二人关系破冰，为第二段小鸟起飞后“我”的主动搭话及关系升温提供情感与情节支撑。 第二段提示句：The bird spread his wings and finally took off. 衔接句 1——对“二人的反应与交流”提问：看到小鸟起飞，二人会有怎样的反应？是欢呼、微笑还是相视一笑？“我”会主动打破沉默进一步交流吗？会聊些什么内容？ 二人同时露出笑容，Elizabeth的嘴角不自觉上扬，眼神里满是温柔；“我”主动称赞她懂救助知识，问她是不是经常帮助小动物；Elizabeth不好意思地解释自己家里养了很多流浪动物，平时会学习救助知识。 衔接句 2——对“事件结果与主题升华”提问：这次救援事件会给二人关系带来怎样的改变？夏令营剩余时间二人会如何相处？如何通过这一结果凸显核心主题？ 二人从尴尬沉默变为无话不谈，夏令营剩余时间常一起活动；“我”明白不能仅凭外在表现判断他人，Elizabeth也逐渐变得愿意与人交流；通过“救援事件促成友好关系”的结果，凸显“透过表象看本质”“善良拉近距离”的核心主题。 主题：善良是打破人际隔阂的钥匙，不要仅凭外在的冷漠否定他人，真诚的互动与共同经历才能让我们看到他人内心的温暖。 三、段落构思 第一段：“Hey!” I said. “Why is that bird in the middle of the path?” 请按“发现异常→ 共同查看→ 判断状况→ 分工救援”的逻辑，梳理第一段写作思路：①“我”发现路中间的小鸟，疑惑地喊住Elizabeth；②Elizabeth立刻停下，快步上前蹲下查看，“我”也凑过去；③Elizabeth仔细观察后指出小鸟翅膀可能受伤，无法飞行，语气比之前急切；④Elizabeth让“我”去捡柔软的树叶，自己轻轻托起小鸟，用丝巾小心固定受伤的翅膀，“我”回来后帮她铺好树叶，二人配合默契。 续写：“Hey!” I said. “Why is that bird in the middle of the path?” Elizabeth stopped abruptly and hurried over. Squatting down, she stared at the bird carefully, her cold face softening. “Its wing must be hurt—it can’t fly away,” she said anxiously, totally different from her usual indifference. “Can you get some soft leaves nearby?” she asked. I nodded and ran to the bush. When I came back, she was gently holding the bird. We put the leaves on the ground and placed the bird on them. She took out a silk scarf from her bag and carefully wrapped it around the bird’s wing to fix it. 第二段：The bird spread his wings and finally took off. 请按“小鸟起飞→ 二人反应→ 深入交流→ 关系变化”的逻辑，梳理第二段写作思路：①小鸟扑腾了几下翅膀，最终成功起飞，飞向远处；②“我”和Elizabeth相视一笑，Elizabeth的笑容格外温柔，“我”主动称赞她的救助能力；③“我”询问她为何懂这么多救助知识，Elizabeth解释家里养流浪动物，常学习相关技巧；④“我”道歉之前误解她冷漠，她表示自己只是不善交际，二人开始轻松聊天，关系变得融洽。 续写：The bird spread his wings and finally took off. We watched it fly into the distance, then looked at each other and smiled. “You’re really good at rescuing animals!” I said sincerely. Elizabeth scratched her head shyly: “I have many stray animals at home and learned some skills.” I apologized for keeping away from her before. “I’m just not good at talking to strangers,” she explained. From then on, we walked side by side, chatting about animals and camp activities. That day, I learned never to judge someone by their appearance. 学科网（北京）股份有限公司 $