2026届高考英语读后续写专项复习---论文困境与友谊救赎 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、情节构造、段落构思等核心考点按“理解原文—构思续写—规范表达”逻辑构建知识网络，通过问题链（如核心矛盾分析、关键细节作用探究）和任务单（如续写思路梳理表）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。 亮点在于诊断性文本分析和进阶式写作指导，如文本分析环节设置核心矛盾、人物心理变化等探究问题，学生通过自主梳理情感线和情节线定位写作难点，培养思维品质与学习能力。每个模块配有续写思路分步引导表和主题升华反思题，帮助学生建立个性化写作策略，教师可通过学生的思路梳理表精准指导，真正实现因材施教。

阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 One evening in my third year of university, my mom called Avadhoot and told him that I’d been really quiet lately, always staying in my room all day, and asked if he could talk to me. Avadhoot agreed right away. We’d been best friends since primary school, and even though we went to different universities, we made it a point to keep in touch regularly. That weekend, Avadhoot took the earliest train to my hometown, and we met at our favorite café — the one we’d visited every Saturday after school since we were 15. “Hey,” he said, sliding into the seat opposite and tapping my hand gently. “Your mom said you’ve been down. Do you want to talk? I’ve got all afternoon to listen.” I bit my lip, and my eyes were heavy with worry. Then I said, “It’s my term paper on science. I have been working on it for weeks, but every time I read it, it feels awful. I keep thinking I’m not good enough. I’m scared that I’ll let my professor down.” I added softly, “I didn’t want to say anything to you at first because I was scared of taking up your time with your lab stuff. You’ve already got enough on your plate.” Avadhoot went quiet for a second, and then leaned forward, his tone soft but firm. “You know, for the past three weeks, every time I texted to ask how you were, you’d just say ‘busy with the paper’ and change the subject. It turns out that you were just trying not to bother (麻烦) me?” He shook his head. “Don’t you remember? Friends are supposed to bother each other.” I looked at him, tears just pooling in the corners of my eyes. “I…I just didn’t want to add more to your troubles,” I said. “Your feelings aren’t ‘a trouble’ — they’re really important,” he said gently. “Tell me more about the paper. What part feels hardest?” I pulled out my laptop and showed him my work. For the next few hours, he listened carefully, asked questions about my ideas, and even suggested adding a story about the small solar project we’d done together in high school. 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。 When we finished, my eyes shone again. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A week later, Avadhoot called to ask about the term paper. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色：_______________________________________________________________ 2．视角 第______人称视角 3．时空线 大学三年级某晚（妈妈察觉“我”状态异常，联系Avadhoot）--- 周末（Avadhoot乘早班火车返乡，两人在常去的咖啡馆见面）--- 倾诉困境（“我”向Avadhoot诉说学期论文难题及自我怀疑，担心麻烦对方）--- 好友相助（Avadhoot开导“我”，耐心倾听并为论文提出建议）--- （续写）_________________（“我”受启发后完善论文的状态/感受）--- （续写）_____________________（“我”告知Avadhoot论文结果，凸显友谊的意义） 4．文章线索 （1）核心矛盾是什么？这一矛盾对情节发展有何作用？如何推动主要人物的行动与形象塑造？ ______________________________________________________________________________________________________________________ （2）主要人物的心理/状态变化有哪些？这些变化如何形成呼应，推动情节发展并深化主题？ ______________________________________________________________________________________________________________________ （3）文本中的关键细节有哪些？它们有何意义？为后续情节发展做了怎样的铺垫？ ______________________________________________________________________________________________________________________ （4）故事的情节推进逻辑是什么？情节发展背后凸显了怎样的主题脉络？ ______________________________________________________________________________________________________________________ 5．情节线 大学三年级某晚（妈妈联系Avadhoot）--- 周末（两人在咖啡馆见面）--- 倾诉困境（“我”诉说论文难题与担忧）--- 好友相助（Avadhoot开导并提论文建议）--- （续写）_____________________________--- （续写）_______________________________________ 6．情感线 “我”：状态低落、自我怀疑→ 犹豫倾诉→ 敞开心扉→ （续写）重拾信心、充满动力→ ___________________________ Avadhoot：爽快答应帮忙→ 耐心倾听→ 真诚开导、积极献策→ （续写）关心论文进展→ __________________________ 妈妈：担忧儿子状态→ 主动求助→ （续写）得知儿子好转后的安心 7．文章大意概括 中文：______________________________________________________________________________________________________________________ 英文：______________________________________________________________________________________________________________________ 8．句式示例 宾语从句： 同位语： 状语从句： 比喻： 9．主题归类 ___________________________________________________________ 二、情节构造 第一段提示句：When we finished, my eyes shone again. 衔接句 1—— 对 “我”的转变提问：“我”会如何回应Avadhoot的帮助？离开咖啡馆后会做什么？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何承接前文“Avadhoot提论文建议”？又如何为后续“论文结果”的情节做铺垫？ 过渡逻辑：请说明第一段情节如何为第二段的 “Avadhoot询问论文情况” 做铺垫：______________________________________________________________________________________________________________________ 第二段提示句：A week later, Avadhoot called to ask about the term paper. 衔接句 1—— 对 “论文结果与‘我’的回应” 提问：论文最终结果如何？“我”会怎样告知Avadhoot？ 衔接句 2—— 对 “情节结局与主题升华” 提问：得知结果后，两人会有怎样的互动？这一结局如何呼应“真挚友谊、互助成长”的主题？ 主题：______________________________________________________________________________________________________________________ 三、段落构思 第一段：When we finished, my eyes shone again. 梳理第一段写作思路：①开篇承接提示句，描写“我”重拾信心的状态；②刻画“我”对Avadhoot的感激，呼应两人的深厚友谊；③描写“我”回到学校后完善论文的积极行动；④以论文修改完成收尾，引出第二段Avadhoot的询问。 续写：______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ 第二段：A week later, Avadhoot called to ask about the term paper. 梳理第二段写作思路：①开篇承接提示句，描写“我”接电话时的喜悦心情；②告知Avadhoot论文的好结果，强调其帮助的重要性；③刻画两人的互动，凸显友谊的温暖；④以“我”的感悟收尾，升华主题。 续写：______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ 参考答案 1． 文本分析 1．角色 “我”：大学三年级学生，内心敏感，重视学业。因学期论文陷入自我怀疑，状态低落，不愿麻烦好友，最终在友谊的支撑下重拾信心，体现了年轻人在困境中对陪伴的需求。 Avadhoot：“我”的发小，真诚善良、重情重义、善于倾听。接到“我”妈妈的电话后立刻赶来，耐心开导“我”，为论文出谋划策，用行动诠释了真挚友谊的意义，是“我”困境中的支撑。 妈妈：慈爱细心，关心儿子的身心健康。敏锐察觉“我”的异常状态，主动向儿子的好友求助，展现了深沉的母爱。 2．视角 第一 3．时空线 大学三年级某晚（妈妈察觉“我”状态异常，联系Avadhoot）--- 周末（Avadhoot乘早班火车返乡，两人在常去的咖啡馆见面）--- 倾诉困境（“我”向Avadhoot诉说学期论文难题及自我怀疑，担心麻烦对方）--- 好友相助（Avadhoot开导“我”，耐心倾听并为论文提出建议）--- （续写）“我”重拾信心完善论文（“我”受启发后完善论文的状态/感受）--- （续写）告知论文好结果（“我”告知Avadhoot论文结果，凸显友谊的意义） 4．文章线索 （1）核心矛盾是什么？这一矛盾对情节发展有何作用？如何推动主要人物的行动与形象塑造？ 核心矛盾：一是“我”对学期论文的焦虑、自我怀疑与自身能力（需完成高质量论文）的矛盾；二是“我”内心渴望倾诉、需要帮助与担心麻烦好友Avadhoot（其有自身实验室事务）的矛盾。作用：第一个矛盾是故事的核心驱动力，引出“我”低落的状态，推动了妈妈求助、Avadhoot赶来开导等一系列情节；第二个矛盾丰富了情节层次，凸显了“我”的敏感与对友谊的珍视，也为后续Avadhoot的回应埋下伏笔，让友谊的主题更突出。推动行动与形象塑造：第一个矛盾让“我”封闭自己、不愿交流；第二个矛盾让“我”最初隐瞒困境，最终在Avadhoot的引导下敞开心扉。Avadhoot主动赶来、耐心相助的行动，正是对这两个矛盾的回应，凸显了其重情重义的形象。 （2）主要人物的心理/状态变化有哪些？这些变化如何形成呼应，推动情节发展并深化主题？ 主要人物心理/状态变化：“我”（低落怀疑→犹豫→敞开心扉→重拾信心→喜悦感激）；Avadhoot（爽快答应→耐心倾听→真诚献策→关心进展→为友开心）；妈妈（担忧→主动求助→安心）。呼应作用：这些变化围绕“解决论文难题、守护友谊”形成呼应，“我”的转变是对Avadhoot付出的回应，妈妈的担忧与后续的安心则从侧面烘托了事件的解决。推动情节发展：“我”的低落促使妈妈求助，“我”的敞开心扉让Avadhoot能有效提供帮助，“我”的积极修改让后续论文成功的情节顺理成章。深化主题：众人的心理变化凸显了“真挚友谊能给予人力量、陪伴人成长”的主题，也体现了亲情与友情的温暖。 （3）文本中的关键细节有哪些？它们有何意义？为后续情节发展做了怎样的铺垫？ 关键细节：①“我们从小学就是最好的朋友，即使上了不同的大学也定期联系”：交代两人友谊的深厚，为Avadhoot立刻赶来相助、“我”最终愿意倾诉做铺垫，让人物行为更具合理性；②“常去的咖啡馆，从15岁起每周六放学后都去”：承载了两人的共同回忆，营造了温暖的氛围，为后续“我”敞开心扉提供了舒适的场景；③“Avadhoot建议加入高中一起做的太阳能小项目的故事”：为“我”完善论文提供了具体方向，是“我”重拾信心的关键，为后续论文成功埋下伏笔；④“我担心占用他实验室事务的时间”：体现“我”对友谊的珍视，也反衬出Avadhoot的无私。意义：这些细节让情节更真实可信，人物形象更丰满，同时强化了友谊的温暖氛围。铺垫：友谊基础的细节为Avadhoot的相助铺垫；论文建议的细节为“我”修改论文、最终成功铺垫；“我”的担忧为后续Avadhoot的回应（“你的感受不是麻烦”）铺垫，深化友谊主题。 （4）故事的情节推进逻辑是什么？情节发展背后凸显了怎样的主题脉络？ 情节推进逻辑：以“我”因论文陷入困境、状态低落”为起点，以“妈妈求助Avadhoot”为转折，随后展开“Avadhoot赶来、‘我’倾诉困境”“Avadhoot开导并提建议”等情节，再到“我”重拾信心修改论文，最终以“论文成功、告知好友”为结局，遵循“困境→求助→相助→转变→脱困”的逻辑展开。主题脉络：从“我”的孤独困境，到友谊带来的支撑与力量，再到最终的成长与喜悦，凸显了“真挚友谊是困境中最温暖的力量，能助力人成长”的核心主题，传递出珍惜友情、互助前行的正能量。 5．情节线 大学三年级某晚（妈妈联系Avadhoot）--- 周末（两人在咖啡馆见面）--- 倾诉困境（“我”诉说论文难题与担忧）--- 好友相助（Avadhoot开导并提论文建议）--- （续写）“我”深受鼓舞，回到学校后结合建议认真修改论文，信心满满地提交--- （续写）“我”开心地告知Avadhoot论文获教授认可，两人感慨友谊的珍贵 6．情感线 “我”：状态低落、自我怀疑→ 犹豫倾诉→ 敞开心扉→ （续写）重拾信心、充满动力→ 论文成功后的喜悦与感激 Avadhoot：爽快答应帮忙→ 耐心倾听→ 真诚开导、积极献策→ （续写）关心论文进展→ 为好友开心 妈妈：担忧儿子状态→ 主动求助→ （续写）得知儿子好转后的安心 7．文章大意概括 中文：大学三年级某晚，妈妈察觉“我”状态低落、整日待在房间，便联系“我”的发小Avadhoot帮忙开导。周末，Avadhoot乘早班火车赶来，和“我”在两人常去的咖啡馆见面。“我”向他倾诉了学期论文遇到的难题，以及由此产生的自我怀疑，还担心自己的事会麻烦忙于实验室事务的他。Avadhoot耐心开导“我”，告知“我”朋友就该互相麻烦，还认真倾听“我”的论文内容，建议加入两人高中时一起做的太阳能小项目的故事，为“我”提供了帮助。 英文：One evening in my third year of university, my mom noticed that I was really down, staying in my room all day. She called my best friend Avadhoot (whom I’d known since primary school) and asked him to talk to me. That weekend, Avadhoot took the earliest train to my hometown, and we met at our favorite café where we’d hung out every Saturday after school since we were 15. I told him about my trouble with the science term paper — I’d been working on it for weeks but always thought it was terrible, feeling not good enough and scared of letting my professor down. I also admitted that I’d hesitated to tell him earlier, worrying about taking up his time with his lab work. Avadhoot comforted me, saying friends were supposed to bother each other, then listened carefully to my paper and suggested adding a story about the small solar project we’d done together in high school. 8．句式示例 宾语从句：I keep thinking I’m not good enough.（thinking后接宾语从句，省略引导词that，表达“我”的自我怀疑） 同位语：We’d been best friends since primary school, and even though we went to different universities, we made it a point to keep in touch regularly.（since primary school作时间状语补充说明best friends的时长，也可理解为补充说明两人友谊的起点） 状语从句：even though we went to different universities, we made it a point to keep in touch regularly.（even though引导让步状语从句，强调两人虽不在同一所大学，仍坚持联系，凸显友谊深厚） 比喻：my eyes were heavy with worry.（用“沉重”形容眼神，将抽象的担忧具象化，生动展现“我”低落的状态） 9．主题归类 真挚友谊、互助成长、亲情关怀、困境中的力量 二、情节构造 第一段提示句：When we finished, my eyes shone again. 衔接句 1—— 对 “我”的转变提问：“我”会如何回应Avadhoot的帮助？离开咖啡馆后会做什么？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何承接前文“Avadhoot提论文建议”？又如何为后续“论文结果”的情节做铺垫？ 过渡逻辑：请说明第一段情节如何为第二段的 “Avadhoot询问论文情况” 做铺垫：第一段描写“我”受Avadhoot启发后重拾信心、认真修改论文的情节，展现了“我”积极应对难题的状态，让“论文最终取得好结果”更具合理性；同时，“我”对论文的重视与投入，也让第二段Avadhoot的询问显得自然，为两人后续分享喜悦、深化友谊的情节奠定基础。 第二段提示句：A week later, Avadhoot called to ask about the term paper. 衔接句 1—— 对 “论文结果与‘我’的回应” 提问：论文最终结果如何？“我”会怎样告知Avadhoot？ 衔接句 2—— 对 “情节结局与主题升华” 提问：得知结果后，两人会有怎样的互动？这一结局如何呼应“真挚友谊、互助成长”的主题？ 主题：真挚的友谊能给予人直面困境的勇气与力量，在彼此的陪伴与相助中，我们能更好地成长；真正的朋友，愿意分担彼此的烦恼，共享彼此的喜悦。 三、段落构思 第一段：When we finished, my eyes shone again. 梳理第一段写作思路：①开篇承接提示句，描写“我”重拾信心的状态；②刻画“我”对Avadhoot的感激，呼应两人的深厚友谊；③描写“我”回到学校后完善论文的积极行动；④以论文修改完成收尾，引出第二段Avadhoot的询问。 续写：I finally felt a weight lifted off my shoulders. I grabbed Avadhoot’s hand tightly and said, “Thank you. You have no idea how much this means to me.” He smiled and patted my shoulder, “That’s what friends are for.” Back at university, I threw myself into revising the paper, adding the solar project story as he suggested. Every time I felt stuck, I thought of his words and found the strength to go on. A few days later, I submitted the revised paper with a calm and confident heart. 第二段：A week later, Avadhoot called to ask about the term paper. 梳理第二段写作思路：①开篇承接提示句，描写“我”接电话时的喜悦心情；②告知Avadhoot论文的好结果，强调其帮助的重要性；③刻画两人的互动，凸显友谊的温暖；④以“我”的感悟收尾，升华主题。 续写：I picked up the phone with a big smile, “Guess what? My professor praised the paper! She said the solar project story made it unique and personal.” Avadhoot laughed happily on the other end, “I knew you could do it!” I told him sincerely that none of this would have been possible without him. He just said softly, “I’m always here for you.” That moment, I realized that true friendship is the most precious gift in life, giving us the courage to face any challenge. 学科网（北京）股份有限公司 $