2026届高考英语读后续写专项复习---Albert救助小鸟Lucky 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。
One day Albert found a baby bird lying on the ground, squawking (叫喊) for help. Feeling sad for the bird, Albert petted it gently and wanted to help it, but he didn’t know how since he was just 7 years old. So he took the bird in his hands, carried it carefully home and showed it to his parents. At once, his parents took action. They washed the bird and found it injured. With the help of his parents, Albert dressed the wound. But it would need time and care for the bird to completely recover. As the bird had become dear to his heart, Albert immediately offered to care for the bird.
Albert named his new friend “Lucky”. He began to feed the bird and he even ran out to collect grass to build a soft nest for the bird. Then, he put the nest beside his bed. Albert and the bird were sleeping together and living together. Soon they became close friends. Albert always told it about his experiences in school and his secrets. Lucky, an extremely patient audience, usually responded to him with a few nods and chirps (叽叽喳喳声). Albert’s parents also loved Lucky. They regarded it as a family member.
In the course of time, Lucky gradually recovered and started to hop (脚跳) and jump a little bit and exercise its wings. That made everyone happier. Soon it would be able to fly. How wonderful!
But what then? Albert became thoughtful and started to think. “If Lucky started to fly, it could simply fly away one day.” But that would not happen. Albert loved his friend so much that he couldn’t imagine parting with it. He wondered, “I should surely stay with Lucky forever. But how? Keep the windows closed all the time? That was not practical.”
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。
Then, he bought a small cage and kept Lucky in it.
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Worried and confused, he didn’t know what to do about it.
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一．文本分析
1．角色
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2．视角
第______人称视角
3．时空线
梳理故事的时间与空间变化，按顺序填写：
时间线：某天（Albert发现受伤小鸟）→ 带回家后（父母帮忙处理伤口）→ 护理期间（Albert精心照料，与Lucky建立感情）→ Lucky逐渐康复（开始练习跳跃、展翅）→ Albert担心分离（思考留住Lucky的办法）→ 续写情节（Albert将Lucky关进笼子→ 发现Lucky状态变差→ 内心挣扎）→ _____________________（Albert懂得爱与自由的意义）。
空间转换：户外（Albert发现小鸟的地方）→ Albert的家（处理小鸟伤口）→ Albert的卧室（安置小鸟、日常相处）→_________________ （家中各处，体现与Lucky的亲密）→ ____________________（续写场景，如卧室笼子旁、户外放飞地）。
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
Albert发现受伤小鸟，心疼地带回家求助父母→ 父母帮忙处理伤口，Albert主动承担护理责任→ 给小鸟取名Lucky，精心喂食、建巢，与小鸟同眠，成为亲密朋友→ 分享日常与秘密，父母也将Lucky视为家人→ Lucky逐渐康复，开始练习跳跃和展翅，众人开心→ Albert既欣喜又担忧，害怕Lucky康复后飞走→ 纠结如何留住Lucky，觉得关窗不切实际→ 续写情节（Albert买笼子将Lucky关进其中→ 发现Lucky变得萎靡，失去往日活力→ Albert内心痛苦纠结→ 领悟爱不是占有，决定放飞Lucky）→ （__________）→ （__________）。
6. 情感线
梳理主要人物的情感变化轨迹：
Albert：心疼怜悯（看到受伤小鸟）→ 细心呵护（主动照料Lucky）→ 亲密依赖（与Lucky分享秘密、同眠）→ 开心欣慰（看到Lucky康复）→ 担忧焦虑（害怕Lucky飞走）→ 纠结无奈（思考留住Lucky的办法）→ （后续情感）→ 最终心情/态度→ __________。
Lucky（拟人化）：痛苦无助（受伤求救）→ 安心依赖（接受Albert照料）→ 活泼亲密（与Albert互动）→ 兴奋期待（康复后练习飞行）→ （后续情感）→ 最终心情/态度→ __________。
父母：友善包容（帮助Albert照料小鸟）→ 喜爱接纳（将Lucky视为家人）→ （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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