2026届高考英语读后续写专项复习---枯萎玫瑰与心灵救赎 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（角色、视角、线索等）、情节构造（衔接、主题）、段落写作等核心考点按“文本理解-情节构建-语言表达”逻辑构建知识网络，通过问题链和任务驱动引导学生自主分析文本矛盾与情感线，形成读后续写的整体能力框架。 亮点在于诊断性文本分析工具和思维引导式写作设计，如文本分析部分设置“核心矛盾分析”“情感线梳理”等任务，培养学生的语言能力和思维品质。每个模块配有续写思路框架图和参考答案对比表，帮助学生自主诊断写作漏洞，教师可通过学生的分析成果和续写内容精准指导，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。 Sitting on a chair in a beautiful garden, an old man seemed sad about the sorrows he’d received in life. His son and daughter-in-law were too busy with work to take good care of him, and he remained dissatisfied with the situation. The joints of his legs had become stiff (僵硬的). His health was poor and he was always in a bad mood. All these prevented him from enjoying anything. At that time, a 6-year-old boy appeared. Hearing the old man coughing, the child came to him. Extending his hand towards the old man, the boy said with joy, “Look! Look! What I have found!” Looking into the boy’s hand, the old man saw a withered (枯萎的) rose flower, half of the petals (花瓣) having fallen off. Seeing such a withered flower, the old man showed impatience and wanted the boy to leave. So, without answering anything, he turned his face to the other side so that the boy would go away after seeing his impatience. However, instead of leaving, the boy went closer and brought the withered flower to his nose, “Oh! It smells so good!” Then the boy said to the old man, “Do you want such a nice flower? It smells so nice! If you want this flower, I’ll give it to you!” Now the old man got really annoyed. Thinking that if he took the flower, the boy would go away later, the old man put on a forced smile, saying, “OK, son! If it’s such a beautiful flower, then give it to me!” Saying this, he started to take the flower. The child happily extended his hand, but he couldn’t recognize where the old man’s extended hand was. The flower fell on the ground instead of falling into the old man’s hand. The boy was blind in both eyes. Picking up the flower, the old man asked, “Son! Do you come here every day? Have you ever seen the flower?” 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。 The boy’s empty eyes stared ahead as he smiled. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Tears started flowing from the old man’s eyes and he was lost in thought. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 一、文本分析 1．角色：_______________________________________________________________ 2．视角 第______人称视角 3．时空线 某时（老人坐在美丽花园的椅子上，因生活境遇悲伤）--- 相遇（6岁男孩出现，拿着枯萎玫瑰走向老人）--- 互动（老人因烦躁想赶走男孩，男孩坚持分享玫瑰）--- 转折（玫瑰掉落，老人才知男孩双目失明）--- （续写）_________________（男孩回应老人问题，分享对世界的感知）--- （续写）_____________________（老人受触动反思自我，心态发生转变） 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 某时（老人在花园悲伤）--- 相遇（男孩持枯萎玫瑰出现）--- 互动（老人烦躁驱离，男孩坚持分享）--- 转折（得知男孩失明）--- （续写）_____________________________--- （续写）_______________________________________ 6．情感线 老人：悲伤不满→ 对男孩不耐烦→ 恼怒→ 得知男孩失明后的惊讶→ （续写）受触动→ _____________________________ 男孩：喜悦热情→ 被忽视仍坚持→ （续写）真诚分享→ ____________________ 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：The boy’s empty eyes stared ahead as he smiled. 衔接句 1—— 对 “男孩的回应” 提问：男孩会如何回答老人的问题？他会怎样描述自己对花的感知？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何承接前文“老人得知男孩失明”？又如何为后续“老人反思”做铺垫？ 过渡逻辑：请说明第一段情节如何为第二段的 “老人落泪反思” 做铺垫：______________________________________________________________________________________________________________________ 第二段提示句：Tears started flowing from the old man’s eyes and he was lost in thought. 衔接句 1—— 对 “老人的反思与转变” 提问：老人会反思自己的哪些行为？心态会发生怎样的转变？ 衔接句 2—— 对 “情节结局与主题升华” 提问：老人最终会有怎样的行动？这一结局如何呼应“珍惜当下、乐观生活”的主题？ 主题：______________________________________________________________________________________________________________________ 三、段落构思 第一段：The boy’s empty eyes stared ahead as he smiled. 梳理第一段写作思路：①开篇承接提示句，描写男孩微笑回应的状态；②通过对话展现男孩对花的感知（以嗅觉、触觉为主）；③体现男孩虽失明却热爱生活的态度；④以老人的反应收尾，为第二段反思做铺垫。 续写：______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ 第二段：Tears started flowing from the old man’s eyes and he was lost in thought. 梳理第二段写作思路：①开篇承接提示句，描写老人落泪后的心理活动；②对比自身境遇与男孩的乐观，进行深刻反思；③刻画老人的转变与具体行动；④以点明主题的感悟收尾，升华主旨。 续写：______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________ 参考答案 1． 文本分析 1．角色 老人：境遇坎坷，儿子儿媳因工作忙碌疏于照顾，腿部僵硬、健康不佳，内心充满悲伤与不满，性格烦躁易怒，对生活失去热情。最终在失明男孩的影响下醒悟，学会珍惜与感恩，展现了人性的觉醒。 男孩：6岁，双目失明，却天性乐观、纯真善良、热爱生活。主动与老人分享枯萎玫瑰，用感官感知世界的美好，以积极的态度感染老人，是推动老人心态转变的关键人物。 儿子与儿媳：忙于工作，忽视对老人的照顾，是造成老人悲伤境遇的间接原因，侧面凸显了老人的孤独。 2．视角 第三视角 3．时空线 某时（老人坐在美丽花园的椅子上，因生活境遇悲伤）--- 相遇（6岁男孩出现，拿着枯萎玫瑰走向老人）--- 互动（老人因烦躁想赶走男孩，男孩坚持分享玫瑰）--- 转折（玫瑰掉落，老人才知男孩双目失明）--- （续写）男孩分享感知（男孩回应老人问题，分享对世界的感知）--- （续写）老人醒悟转变（老人受触动反思自我，心态发生转变） 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：一是老人自身悲惨境遇与对生活的不满、烦躁之间的矛盾；二是老人对男孩的不耐烦、厌烦与男孩纯真热情、坚持分享之间的矛盾；三是男孩失明的不幸与他乐观热爱生活的态度之间的矛盾。作用：前两个矛盾推动了老人与男孩的互动情节，制造了情节张力；第三个矛盾是情节的核心转折点，引发老人的反思，推动故事走向主题升华。推动行动与形象塑造：老人的矛盾让他做出驱离男孩、强装微笑接花等行为，凸显其初期的消极心态；男孩的矛盾（失明却乐观）让他坚持分享玫瑰，展现其纯真坚强的形象，也促使老人最终醒悟转变。 （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：老人（悲伤不满→不耐烦→恼怒→惊讶→触动→愧疚醒悟）；男孩（喜悦热情→被忽视仍坚持→真诚分享→乐观依旧）。呼应作用：两人的心理变化形成鲜明对比与呼应，老人的消极与男孩的积极碰撞，推动情节从“冲突”走向“和解与醒悟”。推动情节发展：老人的烦躁驱离让男孩的坚持更显珍贵，老人得知男孩失明后的惊讶为其后续反思埋下伏笔；男孩的乐观分享则直接触发了老人的心态转变。深化主题：通过老人从消极到积极的转变，结合男孩始终如一的乐观，深化了“无论境遇如何，都应热爱生活、珍惜当下”的主题。 （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？ 关键细节：①“枯萎的玫瑰，一半花瓣脱落”：象征老人衰败的心境与境遇，却被男孩视为珍宝，形成强烈对比，为后续主题表达铺垫；②“老人强装微笑接花”：体现老人的烦躁与敷衍，与后文的愧疚形成对比，凸显其心态转变；③“男孩递花时找不到老人的手”：直接揭示男孩失明的真相，是情节的关键转折点，为老人的反思提供契机；④“男孩说玫瑰闻起来很香”：展现男孩用感官感知美好、乐观积极的心态，为感染老人做铺垫。意义：这些细节让情节更具张力，人物形象更丰满，也让主题表达更自然深刻。铺垫：“枯萎玫瑰”为两人的互动与主题对比铺垫；“强装微笑”为老人后续愧疚醒悟铺垫；“找不到手”为揭示失明真相、推动老人反思铺垫。 （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？ 情节推进逻辑：以“老人在花园因境遇悲伤”为起点，以“男孩持枯萎玫瑰出现并分享”为发展，以“得知男孩双目失明”为转折，再到“男孩分享乐观态度”“老人反思醒悟”为结局，遵循“消极→冲突→转折→触动→转变”的逻辑展开。主题脉络：从老人对生活的绝望不满，到被失明却乐观的男孩感染，再到最终醒悟珍惜生活，凸显了“境遇好坏不在于外在，而在于内心态度”的核心主题，传递出“热爱生活、感恩当下”的正能量。 5．情节线 某时（老人在花园悲伤）--- 相遇（男孩持枯萎玫瑰出现）--- 互动（老人烦躁驱离，男孩坚持分享）--- 转折（得知男孩失明）--- （续写）男孩告知老人自己每天来花园，虽看不见花却能闻到香味、摸到花瓣，感受生活美好--- （续写）老人反思自己的抱怨，主动呵护玫瑰，以积极心态面对生活 6．情感线 老人：悲伤不满→ 对男孩不耐烦→ 恼怒→ 得知男孩失明后的惊讶→ （续写）受触动→ 愧疚与醒悟 男孩：喜悦热情→ 被忽视仍坚持→ （续写）真诚分享→ 对生活的热爱依旧 7．文章大意概括 中文：一位老人坐在花园椅子上，因儿子儿媳疏于照顾、自身健康不佳而满心悲伤。这时，一个6岁男孩拿着一朵半谢的枯萎玫瑰走向他，热情地想分享给老人。老人心生烦躁，想赶走男孩，便强装微笑准备接花，可玫瑰却掉落在地——老人才发现男孩双目失明。老人随即询问男孩是否常来、是否见过花，引发了后续的故事。 英文：An old man sitting on a chair in a beautiful garden was sad about his life. His son and daughter-in-law were too busy with work to take good care of him, and he was in poor health with stiff leg joints, which made him unhappy and unable to enjoy anything. At that moment, a 6-year-old boy came to him with a withered rose that had half its petals fallen off. The old man was impatient and wanted the boy to leave, so he forced a smile to take the flower, hoping the boy would leave afterward. However, the flower fell to the ground because the boy couldn’t see where the old man’s hand was—he was blind in both eyes. The old man picked up the flower and asked the boy if he came here every day and had ever seen the flower. 8．句式示例 宾语从句：Thinking that if he took the flower, the boy would go away later, the old man put on a forced smile.（Thinking后接宾语从句，说明老人强装微笑的原因） 同位语：The joints of his legs had become stiff. His health was poor and he was always in a bad mood. All these prevented him from enjoying anything.（All these作同位语，指代前文提到的腿部僵硬、健康差、心情糟等情况） 状语从句：However, instead of leaving, the boy went closer and brought the withered flower to his nose.（instead of引导比较状语从句，突出男孩未离开反而靠近的行为） 比喻：The boy’s empty eyes stared ahead as he smiled.（用“empty”形容男孩失明的眼睛，暗含老人初期对男孩的漠视，与后文男孩内心的丰盈形成对比） 9．主题归类 热爱生活、心态决定境遇、珍惜当下、善意与温暖的力量 二、情节构造 第一段提示句：The boy’s empty eyes stared ahead as he smiled. 衔接句 1—— 对 “男孩的回应” 提问：男孩会如何回答老人的问题？他会怎样描述自己对花的感知？ 衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何承接前文“老人得知男孩失明”？又如何为后续“老人反思”做铺垫？ 过渡逻辑：请说明第一段情节如何为第二段的 “老人落泪反思” 做铺垫：第一段通过男孩的回答，展现其虽失明却能以嗅觉、触觉感知美好、热爱生活的乐观态度，与老人的消极抱怨形成强烈对比，深深触动老人的内心，让老人意识到自己的狭隘与不知足，为第二段老人落泪反思、心态转变奠定情感基础。 第二段提示句：Tears started flowing from the old man’s eyes and he was lost in thought. 衔接句 1—— 对 “老人的反思与转变” 提问：老人会反思自己的哪些行为？心态会发生怎样的转变？ 衔接句 2—— 对 “情节结局与主题升华” 提问：老人最终会有怎样的行动？这一结局如何呼应“珍惜当下、乐观生活”的主题？ 主题：即使身处逆境，也应保持对生活的热爱；真正的美好源于内心的感知，而非外在的境遇；学会珍惜当下，感恩拥有，才能收获生活的温暖。 三、段落构思 第一段：The boy’s empty eyes stared ahead as he smiled. 梳理第一段写作思路：①开篇承接提示句，描写男孩微笑回应的状态；②通过对话展现男孩对花的感知（以嗅觉、触觉为主）；③体现男孩虽失明却热爱生活的态度；④以老人的反应收尾，为第二段反思做铺垫。 续写：“I come every day after kindergarten,” he said. “I can’t see the flowers, but I can smell their fragrance and touch their petals. That’s enough to make me happy!” He leaned closer, his small hands gently touching the withered rose in the old man’s palm. “Every flower is beautiful, even if it fades. It must have bloomed brilliantly before!” The old man remained silent, his heart trembling slightly. 第二段：Tears started flowing from the old man’s eyes and he was lost in thought. 梳理第二段写作思路：①开篇承接提示句，描写老人落泪后的心理活动；②对比自身境遇与男孩的乐观，进行深刻反思；③刻画老人的转变与具体行动；④以点明主题的感悟收尾，升华主旨。 续写：He thought about his constant complaints about life and his impatience with the kind boy. A healthy man with a beautiful garden, he was far luckier than the blind child who cherished every little beauty. He wiped his tears, held the boy’s hand tightly, and said, “Thank you, son. You’ve taught me a lot.” From then on, the old man began to cherish life, tending to the garden carefully and greeting everyone with a smile. He finally understood that happiness lies in the heart, not in external circumstances. 学科网（北京）股份有限公司 $