2026届高考英语读后续写专题复习---园艺里的善意微光 导学案

阅读下面材料，根据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。 Every day after their classes, the children at Tom’s school rushed to the school playground to spend some time there before their parents picked them up. Eventually, everyone would be gone, except Tom. Every day, Tom waited until the playground was empty, after which he cleaned it by picking up trash (垃圾), throwing it in trash cans, and sweeping the whole play area. One day, Tom’s science teacher, Mrs. Peterson, happened to see the whole thing. She was confused as to why Tom was doing that as the school already had a cleaner who cleaned the playground in the evenings. She decided to find out what was going on. “Hello, Tom,” she greeted him with a big smile on her face. “What are you doing here on your own at this hour?” “Hello, Mrs. Peterson,” Tom replied. “I’m cleaning the playground because it’s dirty. The other kids litter everywhere, but they never clean it.” “Oh, how awful!” Mrs. Peterson exclaimed (喊道). “I’ll make sure they don’t do that again, Tom,” she added gently. “You are not supposed to clean up after them. It’s late, so you should go home.” “I can’t go home until I finish cleaning, Mrs. Peterson,” Tom said slowly, his head bent and his eyes fixed on the ground. “I want to help the cleaner because I feel bad for him. My mom also works as a cleaner and she comes back late from work. I want to spend time with my mom,but she says she has to work more hours to provide for us,” Tom continued. “That’s why I feel sorry for the cleaner who cleans our playground ...His children must be waiting for him just like I wait for my mom.” Tom’s words left Mrs. Peterson teary-eyed. She somehow hid her tears in front of him, but deep down, the little boy’s act had moved her. “Do you realize how special and amazing you are, Tom? Your mother raised you very well,” she said, praising him. 注意： 1.续写词数应为150左右； 2.请按如下格式在相应位置作答。 “But I have a better idea of how we can help the cleaner!” Mrs. Peterson added. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Soon, with the headmaster’s support, the clean-up event was organized. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一．文本分析​​ 1．角色​​ _________________________________________________________________________​ 2．视角：第______人称​​ 3．时空线：学校操场（Tom 清理垃圾） ---操场角落（师生对话） ---学校办公室 ---_________ 4. 请在文章中将可能的线索都找出来​​ Why did Tom clean the playground every day after class?： ______________________________________________​​ What made Mrs. Peterson confused about Tom’s behavior?： ____________________________________________​​ Why couldn’t Tom go home early to spend time with his mom?： _______________________________________​​ How did Tom’s words move Mrs. Peterson?： ___________________________________​​ What was Mrs. Peterson’s "better idea" to help the cleaner?： _______________________​​ Why did Tom feel sorry for the school cleaner?： __________________________________________________​​ What was Tom’s reaction when Mrs. Peterson asked him to go home?： ___________________​​ What kind of person was Tom’s mother?： _______________________________________​​ 5．情节线​​ Tom 每天放学后独自清理操场垃圾，其他学生乱扔垃圾却不清理→科学老师 Mrs. Peterson 偶然发现，疑惑之下与 Tom 沟通→Tom 道出真相：心疼清洁工妈妈工作辛苦，也体谅校园清洁工，希望帮其减轻负担、早点回家陪孩子→Mrs. Peterson 被 Tom 的善举深深感动，称赞其品格→（续写）Mrs. Peterson 提出帮助清洁工的更好办法，计划发起校园清洁活动→（续写）_________________________________________________________ 6．情感线​​ Tom：坚定（坚持清理垃圾）→坦诚（诉说心声）→期待（回应老师的办法）→（续写）欣慰（活动成功）→____________________（传递善良）​​ Mrs. Peterson：疑惑（发现 Tom 清理垃圾）→心疼（了解 Tom 处境）→感动（被善举打动）→（续写）积极（推动活动）→_______________（看到转变）​​ 其他学生：随意（乱扔垃圾）→（续写）愧疚（得知真相）→主动（参与清洁）→负责（养成习惯）​​ 校长：支持（认可活动）→欣慰（见证成长）​​ Tom 的妈妈：辛劳（忙于工作）→（续写）骄傲（儿子的善举）→温暖（感受到关爱） 7. 综合以上信息，请用 3-4 句话概括文章大意。（中英各一个）​​ 中文： _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________​ 英文：​​​ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________​ 8. 句式：​ 定语从句；​ 转折连词；​ 并列句；​ 非谓语动词；​ 宾语从句；​ 省略句​​​ 9. 本文属于人与他人 + 人与社会：​ __________________________________________________________________________________________________________________________________________________________二、情节构造​​ 第一段提示句：“But I have a better idea of how we can help the cleaner!” Mrs. Peterson added.​​ 衔接句 1——— 对 “better idea” 提问 “Mrs. Peterson 的具体想法是什么？她会如何向 Tom 解释？”：What was Mrs. Peterson’s specific idea, and how would she explain it to Tom?​​ 过渡句推演：衔接 1→？←衔接 2​​ 衔接句 2——— 对 “action” 提问 “Mrs. Peterson 会立即采取什么行动推进想法？Tom 的反应是什么？”：What action would Mrs. Peterson take immediately to promote the idea, and what was Tom’s reaction?​​ 第二段提示句：Soon, with the headmaster’s support, the clean-up event was organized.​​ 衔接句 3——— 对 “event” 提问 “清洁活动具体如何开展？其他学生有怎样的表现与转变？”：How was the clean-up event carried out specifically, and what performance and changes did other students have?​​ 过渡句推演：衔接 3→？←主题​​ 主题：（提示：围绕 “小小的善举能传递大大的温暖”“集体担当能改变现状”“体谅他人是最美的品德” 等核心）​​ 三．段落构思​​ 第一段：“But I have a better idea of how we can help the cleaner!” Mrs. Peterson added.→①______________→②_________________→③________________________；​​ 英文：​ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​​ 第二段：Soon, with the headmaster’s support, the clean-up event was organized.→④________________→⑤___________________→⑥_________________。​​ 英文：​ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________​​​ 参考答案​ 一．文本分析​​ 1．角色​​ Tom（小学生）：善良体贴、懂事孝顺，因心疼清洁工妈妈和校园清洁工，主动放学后清理操场垃圾，用行动传递体谅与关爱；​​ Mrs. Peterson（科学老师）：细心敏锐、富有同理心，善于发现学生的善举，重视引导学生成长，积极推动善良传递；​​ 校长：支持教育、注重品德培养，认可 Tom 的善举并助力校园公益活动开展；​​ 其他学生：习惯乱扔垃圾，缺乏环保意识与责任担当，在引导下逐渐转变观念；​​ Tom 的妈妈：勤劳坚韧、为家庭操劳的清洁工，是 Tom 善良品格的榜样；​​ 校园清洁工：默默付出、为校园环境操劳，被 Tom 体谅与关爱。​​ 2．视角：第三人称​​ 3．时空线：学校操场（Tom 清理垃圾） --- 操场角落（师生对话） --- 学校办公室 --- 校园操场（清洁活动现场）​​ 4. 请在文章中将可能的线索都找出来​​ Why did Tom clean the playground every day after class?：He felt sorry for the school cleaner and wanted to help him reduce work burden so that he could go home early to meet his children, just like Tom wanted to spend time with his cleaner mom.​​ What made Mrs. Peterson confused about Tom’s behavior?：The school already had a cleaner who cleaned the playground in the evenings, so she didn’t understand why Tom still cleaned it after class.​​ Why couldn’t Tom go home early to spend time with his mom?：His mom worked as a cleaner and had to work more hours to support the family, so she came back late.​​ How did Tom’s words move Mrs. Peterson?：Tom’s thoughtfulness—understanding the hardship of cleaners and caring about the school cleaner’s family—showed his kind and considerate nature, which deeply touched her.​​ What was Mrs. Peterson’s "better idea" to help the cleaner?：To organize a campus clean-up event and guide all students to stop littering and take responsibility for keeping the playground clean.​​ Why did Tom feel sorry for the school cleaner?：He thought the cleaner must work hard and his children were waiting for him just like Tom waited for his own mom who was also a cleaner.​​ What was Tom’s reaction when Mrs. Peterson asked him to go home?：He bent his head, fixed his eyes on the ground, and said slowly that he couldn’t go home until he finished cleaning.​​ What kind of person was Tom’s mother?：She was a hardworking, tenacious cleaner who worked extra hours to provide for the family and raised Tom to be kind and considerate.​​ 5．情节线​​ （同上文解析）​​ 6．情感线​​ Tom：坚定（坚持清理垃圾）→坦诚（诉说心声）→期待（回应老师的办法）→（续写）欣慰（活动成功）→自豪（传递善良）​​ Mrs. Peterson：疑惑（发现 Tom 清理垃圾）→心疼（了解 Tom 处境）→感动（被善举打动）→（续写）积极（推动活动）→欣慰（看到转变）​​ 其他学生：随意（乱扔垃圾）→（续写）愧疚（得知真相）→主动（参与清洁）→负责（养成习惯）​​ 校长：支持（认可活动）→欣慰（见证成长）​​ Tom 的妈妈：辛劳（忙于工作）→（续写）骄傲（儿子的善举）→温暖（感受到关爱） 7. 综合以上信息，请用 3-4 句话概括文章大意。（中英各一个）​​ 中文：Tom 的妈妈是清洁工，为养家经常加班晚归，Tom 渴望与妈妈相处，也因此体谅学校清洁工的辛苦。于是他每天放学后独自清理被其他学生乱扔的垃圾，希望帮清洁工减轻负担。科学老师 Mrs. Peterson 发现后，被 Tom 的善举打动，决定发起校园清洁活动，让更多人学会担当。​​ 英文：Tom’s mother was a cleaner who worked overtime to support the family, so Tom cherished the time with her and sympathized with the school cleaner. Every day after class, he cleaned the playground littered by other students to reduce the cleaner’s workload. When Tom’s science teacher Mrs. Peterson found out the reason, she was deeply moved by his kindness and decided to organize a campus clean-up event to encourage more students to take responsibility.​​ 8. 句式：​ 定语从句：Every day, Tom waited until the playground was empty, after which he cleaned it by picking up trash.​​ 转折连词：The other kids litter everywhere, but they never clean it.​​ 并列句：She was confused as to why Tom was doing that as the school already had a cleaner who cleaned the playground in the evenings, and she decided to find out what was going on.​​ 非谓语动词：Tom waited until the playground was empty, after which he cleaned it by picking up trash, throwing it in trash cans, and sweeping the whole play area.​​ 宾语从句：She was confused as to why Tom was doing that.​​ 省略句：(He was) Throwing it in trash cans and sweeping the whole play area.​​ 9. 本文属于人与他人 + 人与社会：陌生人之间的体谅与关爱、校园中的责任担当与善良传递​​ 二、情节构造​​ 第一段提示句：“But I have a better idea of how we can help the cleaner!” Mrs. Peterson added.​​ 衔接句 1——— 对 “better idea” 提问 “Mrs. Peterson 的具体想法是什么？她会如何向 Tom 解释？”：What was Mrs. Peterson’s specific idea, and how would she explain it to Tom?​​ Mrs. Peterson’s specific idea was to let Tom take part in the community gardening volunteer program, and learn patience and responsibility while taking care of the plants. She would squat down gently, look into Tom’s eyes, and tell him in plain language that the growth of plants, just like that of humans, requires sincere dedication, and this process could help him drive away his low spirits. 过渡句推演：衔接 1→How would Tom’s story inspire other students to join in helping the cleaner? ←衔接 2​​ Mrs. Peterson 的想法不仅能帮 Tom 走出低落，更能让他在园艺志愿活动中收获成长与成就感；当 Tom 将自己的经历分享给同学时，这份亲身实践的温暖与价值，会自然而然地感染身边人，激发大家主动参与到帮助清洁工的行动中，让善意从一个人传递到一群人。 衔接句 2——— 对 “action” 提问 “Mrs. Peterson 会立即采取什么行动推进想法？Tom 的反应是什么？”：What action would Mrs. Peterson take immediately to promote the idea, and what was Tom’s reaction?​​ Mrs. Peterson 会立即联系社区园艺活动负责人，为 Tom 争取到参与名额，还亲手准备了一套小园艺工具作为鼓励；Tom 一开始有些犹豫和胆怯，听到老师说可以在园艺里找到乐趣、还能帮助他人时，眼睛慢慢亮了起来，点头答应尝试。 第二段提示句：Soon, with the headmaster’s support, the clean-up event was organized.​​ 衔接句 3——— 对 “event” 提问 “清洁活动具体如何开展？其他学生有怎样的表现与转变？”：How was the clean-up event carried out specifically, and what performance and changes did other students have?​ ​清洁活动在周末的社区公园开展，Mrs. Peterson 和 Tom 带着园艺工具率先到场，大家分工合作：有的清理草坪上的垃圾，有的给花坛除草松土，有的帮忙将分类好的废品搬运到回收站；起初有些学生只是应付了事，可看到 Tom 认真照料植物、耐心帮助清洁工的样子，他们渐渐投入其中，不仅主动捡拾角落的杂物，还提议以后定期组织这类志愿活动。 过渡句推演：衔接 3→How did the event make the campus a better place and spread kindness? ←主题​​ 主题：小小的善举蕴含大大的力量，体谅他人的心意能传递温暖；集体的担当与责任，能让环境更美好，也能让善良在校园中生根发芽。​​ 三．段落构思​​ 第一段：“But I have a better idea of how we can help the cleaner!” Mrs. Peterson added.→①Mrs. Peterson 告诉 Tom，她想发起校园清洁活动，让所有学生学会不乱扔垃圾、共同维护操场整洁，并向大家分享 Tom 的善举与心声→②Tom 听后眼睛一亮，激动地表示愿意帮忙，他希望更多同学能体谅清洁工的辛苦→③Mrs. Peterson 摸摸 Tom 的头，随后立即前往校长办公室，向校长详细讲述了 Tom 的故事与活动设想，校长当即表示支持； 英文：“But I have a better idea of how we can help the cleaner!” Mrs. Peterson added. She told Tom she planned to organize a campus clean-up event, where all students would learn to stop littering and take turns keeping the playground tidy. She also wanted to share his kind story with everyone to let them understand the cleaners’ hardship. Tom’s eyes lit up with excitement, nodding eagerly and saying he was willing to help in any way. Mrs. Peterson patted his shoulder gently, then hurried to the headmaster’s office to explain the whole thing. Touched by Tom’s thoughtfulness, the headmaster agreed to support the event without hesitation.​​ 第二段：Soon, with the headmaster’s support, the clean-up event was organized.→④活动当天，同学们在 Tom 和 Mrs. Peterson 的带领下，分组清理垃圾、张贴环保标语，还共同制定了 “不乱扔垃圾” 的班级公约→⑤曾经乱扔垃圾的同学纷纷向 Tom 道歉，他们开始主动爱护环境，操场变得整洁有序→⑥校园清洁工也因此能早点下班回家，他特意找到 Tom 道谢；Tom 则开心地表示，能和妈妈多相处，还能带动大家传递善良，这是最有意义的事。 英文：Soon, with the headmaster’s support, the clean-up event was organized. On the event day, led by Tom and Mrs. Peterson, the students divided into groups to pick up trash, put up environmental protection posters, and jointly formulated a "no littering" class agreement. Those who used to litter apologized to Tom one after another, realizing how their behavior added to the cleaner’s work. Gradually, the playground became neat and tidy, and no one threw garbage randomly anymore. The school cleaner was able to go home early, and he specially thanked Tom for his kindness. Tom smiled happily, knowing that he not only got to spend more time with his mom but also inspired others to spread kindness—this was the most meaningful thing he had ever done.​ 学科网（北京）股份有限公司 $