2026届高考英语读后续写专项复习---Vicky的志愿之旅 导学案

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。

Vicky was a freshman who had just entered university. She always believed that she should stick to the good qualities she had in high school—studying hard and aiming for progress. Ever since she started her undergraduate studies, she had a clear plan: to pursue further study in her major field after graduation. However, she knew that getting into a good graduate school required more than just good academic grades; all-round development also mattered a lot. 

One day, Vicky saw a notice that the school library was recruiting (招募) volunteers. Her teacher Prof. Sam said this would be a great chance to prove her comprehensive quality. No matter how her performance was, she would get a volunteer service certificate at the end of the term. With her excellent communication skills, Vicky passed the interview and became a library volunteer. 

Initially, Vicky was full of enthusiasm. But soon, she forgot the real purpose of being a volunteer. Every time she was on duty, she would sit at the work station and read her professional textbooks instead of doing her work. Her main tasks included classifying books, helping students find books and sticking labels on new books. But she paid little attention to them. Once, a girl named Lily asked Vicky where the literature section was. Vicky didn’t even look up from her book and just pointed to the corner, saying, “Over there. Can’t you see the sign?” Lily felt awkward and had to search for the books by herself. 

As the term came to an end, the library carried out an evaluation for the volunteers. Students who had received help from the volunteers were asked to score them. Because of Vicky’s bad performance, almost everyone gave her a low score. Though Vicky got her volunteer service certificate, she thought about how she had behaved during the past few months and felt extremely ashamed. To her, the certificate was more like a joke. 

注意：

1. 续写词数应为150左右；

2. 请按如下格式在答题卡的相应位置作答。

At night, Vicky asked Prof. Sam about the meaning of volunteering.

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Soon, the new term came, and Vicky really made many changes. 

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一．文本分析

1．角色

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2．视角

第______人称视角（提示：结合叙述口吻判断）

3．时空线

梳理故事的时间与空间变化，按顺序填写：

时间线：Vicky刚进入大学（有明确深造计划，重视综合发展）→ 某日（看到图书馆志愿者招募通知，经老师建议报名）→ 面试通过后（成为志愿者，初期充满热情）→ 之后一段时间（执勤时专注自学，忽视志愿工作）→ 学期末（图书馆志愿者评估，Vicky因表现差获低分）→ 当晚（__________）→ 新学期到来（__________）。

空间转换：大学校园（开启本科生活，明确学习目标）→ 校园内（看到招募通知，与Prof. Sam沟通）→ 图书馆（参加面试、执勤工作，敷衍帮助Lily）→ 图书馆/校园（参与志愿者评估）→ Prof. Sam的办公室/线上（__________）→ 图书馆（__________）。

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？

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（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？

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（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？

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（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

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5．情节线

Vicky入大学后确立深造目标，重视综合发展→ 看到图书馆志愿者招募，经Prof. Sam建议报名→ 凭借沟通能力通过面试，成为志愿者→ 初期热情满满，后专注自学忽视志愿工作→ 敷衍对待求助的Lily→ 学期末评估获低分，拿到证书却深感羞愧→ __________→ __________→ __________。

6.情感线

梳理主要人物的情感变化轨迹：

Vicky：坚定（明确深造目标）→ 期待（报名志愿者，希望提升综合素养）→ 热情（初期投入志愿工作）→ 敷衍（专注个人学习，忽视职责）→ 羞愧（评估获低分，认清自身问题）→ 困惑（__________）→ 坚定（__________）。

Prof. Sam：热心（为Vicky提供建议，告知志愿意义）→ （后续态度）→ 最终心情/态度→ __________。

Lily：期待（向Vicky求助）→ 尴尬（被敷衍对待）→ （后续态度）→ 最终心情/态度→ __________。

其他学生：期待（获得志愿帮助）→ 不满（Vicky服务态度差）→ （后续态度）→ 最终心情/态度→ __________。

7．文章大意概括

中文：

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英文：

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8．句式示例

宾语从句：

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同位语：

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状语从句：

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定语从句：

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9．主题归类

结合故事内容，从不同角度提炼主题关键词（至少3个）：____________________________________________________________________________________

二、情节构造

第一段提示句：At night, Vicky asked Prof. Sam about the meaning of volunteering.

衔接句 1—— 对 “Vicky与Prof. Sam的互动细节” 提问：Vicky是如何向Prof. Sam倾诉的？Prof. Sam给出了怎样的回应？

衔接句 2—— 对 “第一段的过渡意义” 提问：第一段如何承接前文“Vicky获低分、深感羞愧”的情节？又如何为后续“做出改变”做铺垫？

过渡逻辑：请说明第一段情节如何为第二段的 “Vicky做出改变、实现成长” 做铺垫？

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第二段提示句：Soon, the new term came, and Vicky really made many changes.

衔接句 1—— 对 “Vicky改变的具体做法及他人反应” 提问：Vicky在志愿工作中具体做了哪些改变？Lily及其他学生、Prof. Sam的态度有何转变？

衔接句 2—— 对 “情节结局与主题升华” 提问：故事结局如何体现核心主题？这场经历给Vicky和读者带来怎样的启示？

主题：结合全文情节与人物成长，提炼故事核心主题：

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三、段落构思

第一段：At night, Vicky asked Prof. Sam about the meaning of volunteering.